Main Article Content
This study focuses on the Punjab Government’ Reforms to ensure SDG-4 for Early Childhood Education (ECE) and Pre-Primary education in Punjab, Pakistan. This study is to attain the following objectives to investigate the mechanism put in place to ensure SDG-4 for ECE and Pre-Primary education in Punjab and to aassess government assurance towards teachers’ perception for achieving ECE and Pre-Primary quality education based on gender and location in Punjab. Quantitative approach and the descriptive method were used through cross-sectional survey research design. Questionnaire was developed to collect information about the Head teachers’ perception towards ECE and Pre-Primary education in District Mianwali, Punjab, Pakistan. The researcher identified the difference of gender, and location wise teachers about the access to equitable quality ECE and Pre-Primary education so it is the requirement of quantitative researches. 178 schools out of 989 primary schools of District Mianwali were taken. The results of the research question and hypotheses took from Questionnaire were analyzed through central tendencies & t-test. Average of the primary schools teacher gender and location wise regarding ECE and Pre-Primary quality education were satisfied which prove that ECE and Pre-Primary education need more attentiveness and mostly agreed that ECE learning is helpful & vital for Primary education to increase the enrolment, and Early Childhood students are coming happily in school as shown in the conclusion. It is recommended that Govt. should provide care givers, ECE kits & guides, well established ECE class rooms, training of Head teachers to manage ECE classes, specially trained teacher to teach ECE class and proper monitoring by the Government for ECE and Pre-Primary classes in all primary schools of Punjab.