Sectors and Areas of Specialization

• Education
  • Early childhood development

Geographic Focus

• Pakistan
  • Gilgit-Baltistan

Expected Results 

• Expected Results for Integrated ECD and FLN (Foundational Literacy and Numeracy) Intervention in Gilgit-Baltistan
  • Comprehensive Implementation Planning and Coordination Achieved
    • A detailed implementation plan (DIP), aligned with UNICEF feedback, contextual realities, and inception workshop inputs, is developed and endorsed by all stakeholders, providing a structured roadmap for integrated ECD roll-out across new 150 schools in GB and the previous UNICEF supported 240 schools in GB.
    • Coordination with the Education Department results in a finalized list of new 150 schools with missing ECD infrastructure, facilitating transparent and need-based site selection.
    • Baseline assessments, including situation analyses, stakeholder mapping, and infrastructure reviews, are conducted across all selected schools to inform implementation and track changes over time.
  • Establishment of 150 Integrated ECD Facilities with Quality Standards
    • New 150 ECD classrooms are established in primary schools across Gilgit-Baltistan, providing approximately 15,000 children aged 3–10 years with access to safe, inclusive, and developmentally appropriate early learning environments.
    • Each ECD classroom is fully equipped in accordance with UNICEF guidelines, offering standard materials, books, play tools, and development-friendly furniture. Facilities incorporate five designated learning corners (Language & Literacy, Basic Math, Science, Home/Health, and Creative Arts), fostering holistic child development.
    • Facility design reflects child-centred aesthetics and usability, supporting autonomy, creativity, and goal-setting in young learners through a systematically planned environment.
  • Strengthened Local Ownership and Governance Mechanisms
    • 150 school-based ECD Management Committees and/or Mother Support Groups (MSGs) are formed or reactivated, ensuring grassroots-level governance and ongoing community engagement in ECD implementation and monitoring.
    • Orientation sessions conducted for local officials, mother groups, teachers, and other stakeholders result in enhanced understanding of integrated ECD concepts and increased coordination among community actors.
  • Enhanced Capacity of ECD Workforce
    • 300 ECD Teachers (at least 2 per school) are trained in child-centred pedagogy, integrated ECD and FLN approaches, and implementation of the age-appropriate curriculum, resulting in improved teaching quality and child engagement.
    • Training curricula include all five developmental domains (social, emotional, physical, cognitive, and language), as well as modules on health, nutrition child protection, and community engagement.
  • Regular Delivery of Age-Appropriate ECD Programming
    • Each Integrated ECD classroom conducts daily sessions using play and phonics based and inclusive learning approaches tailored to children’s developmental milestones across five domains.
    • Activities are conducted regularly for children and parents, including cognitive games, storytelling, hygiene promotion, healthy nutrition education, and parental engagement sessions.
    • Ongoing monitoring of children’s growth (height/weight), developmental progress, and attendance enables individualized tracking and timely referrals.

Selection Criteria

• Clarity of activities and expected results
• Relevance of proposal to achieving expected results
• Cost effectiveness
• Sector expertise and experience
• Experience working with UN
• Project management
• Accountability to communities and community relations

For more information, visit UN Partner Portal.