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  • Recognising the importance of early childhood development (ECD), the Aga Khan Foundation has established a number of pre-schools and ECD centres in its programme areas which enable access to a supportive, stimulating environment for pre-school children.
    AKDN / Kapila Productions
  • Since 2013, STAGES has reached more than 350,000 people across 15 Afghan provinces, including 6,000 teachers, 100,000 community members, 110,000 boys, 135,000 girls.
    AKF / Andrew Quilty
  • In 2008, in partnership with the Governments of Afghanistan and Canada, AKF started the Girls’ Education Support Programme (GESP) in several remote provinces of Afghanistan: Badakhshan, Bamyan, Baghlan and Parwan.
    AKDN / Kapila Productions
  • A study by Dr Frances Aboud of McGill University showed the tremendous difference that community Early Childhood Development (ECD) programmes can make in children’s lives, even in the most remote settings, such as Bamyan, Afghanistan.
    AKF / Andrew Quilty
  • An Early Childhood Development (ECD) Centre in the village of Khandood in the Wakhan Corridor, Afghanistan.
    AKF / Andrew Quilty
Early Childhood Development

Globally, the pre-primary school years (ages 4-6) are becoming increasingly recognised as the most critical period for learning and supporting lifelong achievement.  This is reflected by the explicit inclusion of Early Childhood Development (ECD) – internationally defined as ages 0-8 – in the Sustainable Development Goals (SDG). 

Recognising the importance of ECD, the Aga Khan Foundation (AKF) and the Aga Khan Education Services (AKES) – in partnership with the Government of Canada, the Government of the United Kingdom and Dubai Cares – have been assisting the Government of Afghanistan and local communities to establish and sustain over 213 government and community based pre-schools and ECD centres in remote areas of Badakhshan, Bamyan and Baghlan.

This programme aims to enable most marginalised pre-school aged children to access a supportive and stimulating learning environment.  Considerable attention has been given to the quality and sustainability of the pre-schools.  A contextually relevant and age-appropriate curriculum has been developed; teachers have received professional training, mentoring and support; emphasis has been put on community ownership and parent involvement; as well, initiatives are in place for the pre-schools’ long-term sustainability. 

To date, the programme has enabled over 9,100 boys and girls to access pre-primary education.  In addition to the 213 community based pre-schools in operation, the programme includes two Teacher Resource Centres (TRCs) in Badakhshan and Baghlan to provide regular professional development training and support to the region’s pre-school teachers.

An independent study undertaken by McGill University in 2014 demonstrated the important role that these pre-schools are playing in children’s school readiness and learning.  Children who had attended an AKF-supported pre-school scored 31 percentage points higher than children who had not attended a pre-school centre (77 percent vs. 46 percent).  These statistically significant results speak to how quality pre-school education provides young children – particularly amongst the poor – a solid foundation for lifelong learning. 

To widen the positive impact of pre-school education and parental involvement, the Foundation is assisting the Ministry of Education's (MoE) ECD working group in implementing early childhood development programmes.  Its efforts and participation in policy dialogue have catalysed Government to include provision of one year of pre-primary education within the National Education Strategic Plan III (2015-2020) and approve an ECD policy. 

AKF has also helped the Ministry of Education to establish its first two pilot pre-schools by sharing experiences, training courses and materials with government teachers and staff.  Improving children's school readiness will contribute to the Ministry's aims of increasing enrolment and transition rates of school-aged children.  AKF is currently the technical lead for the MoE in developing the national pre-school curriculum.