3Es Discipleship: Empowering Early Educators

In a recent M. Phil in Education research title The Educational Problems, their Causes, and Remedial Measures for the Community-based schools of Youhanabad, Lahore, conducted by Kashi Javed, the Director Training of Chopan Trust, significant educational challenges were identified within community-based schools in Yohanabad, Lahore.

These pressing problems include:

Early Educator Skills Deficiency: The research highlighted the issue of inadequately trained teachers and even school principals, within these schools. Many teachers may not possess the essential skills and knowledge, particularly in core subjects such as English, Urdu, and Mathematics, hindering their ability to effectively impart education to build strong educational foundations in the lives of their students.

Foundational Literacy Skill Gap: A critical issue observed is the high number of students in advanced grades struggling with fundamental literacy skills. This challenge often originates from the qualifications and training of pre-class teachers who interact with children during their crucial formative years. These early educators may lack the necessary pedagogical skills required to establish a robust educational foundation.

Leadership Shortcomings and Deficiency:
In many of these schools, particularly among principals, leadership often falls short due to the lack of essential academic qualifications, leadership and management skills, and teaching expertise. A significant gap in pedagogical knowledge further limits their ability to recognize and value students’ personal and cultural diversity.

Parental and Community Demotivation:
Another concerning issue is the discouragement students face from their parents and communities. Many are advised against pursuing education because of societal pressures and negative attitudes.

This highlights the critical importance of initiatives such as 3Es Discipleship: Empowering Early Educators, which aim to address these challenges by equipping educators to deliver quality education within their communities. Ultimately, the initiative provides a focused and sustainable response to region-specific issues, actively engaging early educators to meet the pressing needs of principals, children, families, and the wider community.