Empowering ECCE: How hybrid digital training strategies are transforming professional development and program quality in South Punjab, Pakistan?

• In Event: Agency and empowerment in ECD

Proposal

Early Childhood Care and Education (ECCE) is critical for nurturing the holistic development of young learners, encompassing cognitive, emotional, and social growth. In Pakistan, the Punjab Human Capital Investment Project (PHCIP), funded by the World Bank (2020-2026) and implemented by the School Education Department, is a strategic initiative aimed at strengthening educational quality in Punjab. The project focuses on enhancing literacy and numeracy outcomes for children in ECCE and Grades 1-3 through the provision of improved classroom teaching and learning environments. The PHCIP emphasizes the professional development of headteachers in leadership skills and equips ECCE teachers with advanced pedagogical and content expertise.
This research examines the effectiveness of blended and hybrid digital training methods in overcoming connectivity and digital literacy challenges in remote and underserved areas. It evaluates the success of these methods in enhancing participant engagement, improving performance, and facilitating the integration of digital tools in educational settings. Additionally, it highlights key challenges such as technological access, adaptability of participants, and resource limitations.
The PHCIP has established 8,209 ECCE centers across eleven districts in South Punjab, equipping them with digital tablets, learning kits, age-appropriate furniture, and rehabilitation support for 491 flood-affected schools. Over 25,000 ECCE teachers, Caregivers, School leaders and Assistant Education Officers have been trained, with a focus on child development, play-based approaches, literacy, numeracy, assessment, multigrade teaching, curriculum, inclusion, behavior management, child safety, engaging parents, and effective use of teaching resources, all aimed at creating enriched and supportive learning spaces for young children. A significant feature of the program is a 15-day hybrid training model, combining face-to-face and online learning to prepare educators for a child-centered, and play-based learning environment.
This study employs a mixed-methods approach, utilizing quantitative data from attendance records, test scores (pre, mid and pos- tests), and online quizzes, alongside qualitative data from participant feedback surveys and focus group discussion. Quantitative data were analyzed using statistical methods, while qualitative data underwent thematic analysis.
The training was delivered through a synchronized hybrid method. The PHCIP created two web portals (one for administrative purposes and one for conducting training). In addition, Google Meet was used for online management (real-time monitoring). In addition, the online learning page includes online modules, a discussion forum, digital success stories and a dashboard to track progress. PHCIP, pre, mid and post exams, online exams, online attendance, online publication of results and boards for trainees and trainees is the best.
This research shows that digital training methods can be improved to overcome the challenges of connectivity and digital language, especially in remote and disadvantaged areas. The study used a blended learning approach that included 5 days of face-to-face sessions, 5 days of online training, and 5 more days of face-to-face interaction. This structure enabled a holistic learning experience where the online component was essential for reinforcing concepts through case studies and problem solving and bridging the gap between theory and practical application. The final face-to-face sessions focused on translating this knowledge and application into their classroom.
Despite many obstacles such as low internet access, low digital skills and unreliable network connections, the training achieved an overall success rate of 94%, reaching 100% in some areas. Pre- and post-training evaluations indicated a substantial 15% improvement in participant performance, with 87% of participants reporting an enhanced ability to integrate digital tools into their classrooms.
The online training phase, although challenging, was managed effectively by Master Trainers and Lead Trainers through strategic optimization. They utilized offline or hybrid learning models, low-bandwidth platforms, mobile-based learning solutions, and community-based internet access points to ensure broad accessibility. Extending facilitation time further addressed connectivity and digital literacy issues, contributing to an improved learning experience.
Participant satisfaction averaged 4.7 out of 5, with many describing the training as transformative due to its dynamic, child-centered approach. On a 10-point scale that assesses the quality of education, 38.4% rated it as good (10 points) and 35.5% rated it as 9 points, indicating that most of the time Knowledge meets expectations. However, a small minority gave low ratings, indicating areas for improvement in interaction and communication. Demographically, 53.6% of participants were male and 46.4% were female. The majority of participants (62.5%) strongly agreed that the teaching materials were useful, and 61.6% judged that the instructors were very knowledgeable. Overall, this study demonstrates the effectiveness of adaptive teaching approaches in overcoming reading and communication challenges. This study highlights the importance of flexible support systems, blended learning models and appropriate digital content to increase inclusion, bridge the digital divide and promote digital education right.
PHCIP's hybrid model combines synchronous and asynchronous methods to provide real-time support and continuous integration. This approach was very effective in maintaining participant engagement and improving learning outcomes, especially where the website was linked. This finding is consistent with existing literature emphasizing the effectiveness of blended learning models to improve literacy and participation in low-income settings (Means et al., 2013; Graham, 2006).
The program structure focuses on the needs of marginalized communities and provides additional support to ensure adequate access to resources and training. This focus on inclusion not only improved educational outcomes, but empowered female teachers and contributed to the broader goals of gender equality, supported by Unterhalter's (2005) work on gender and educational equity. Participants were carefully introduced to digital tools and platforms, starting with basic tasks and then moving on to more complex applications. This scaffolding approach helped to reduce the challenges for people with lower levels of digital literacy. Scheduled interventions, such as peer mentoring and other technical support sessions, were provided to those who needed additional assistance so that all participants could benefit from the training. This approach is based on Vygotsky's (1978) theory of the "zone of proximal development," where students receive support to reach higher levels of knowledge and skills.
The policy implications of this study are important. The findings suggest that investments in digital infrastructure, particularly in remote areas, are needed to scale up and sustain such projects.

Authors

• Atique ur Rehman ., Program Monitoring and Implementation Unit - Punjab Education Sector Reform Program (PMIU - PESRP)

• Safyan Jabbar, Govt of the Punjab, Pakistan