Historically, however, ECE has not been formally recognized by the public sector in  Pakistan. The traditional ‘katchi’ class in some  public sector schools has predominantly remained  a familiarization stage towards formal schooling fo r un-admitted, young  students. A limited part  of the Grade I National Curriculum is taught to this group.  Against this background, for the first time in  Pakistan’s history, ECE was included as a  component in the Education Sector Reform s programme and funding was provided to the  provincial and district governments. ECE was also included in the National Plan of Action of  Education for All. Pakistan is committed to th e Dakar Framework of Action, the first goal of  which is to expand and improve comprehensive  ECE for all children, especially for the most  vulnerable and disadvantaged. Progress has been achieved over the last few y ears, as noted in Annex- A, but further  action is required in three areas to improve  provision of ECE across the country: (i) wider  participation; (ii) better quality;  and (iii) improved governance.   Policy Actions:  1. Improvements in quality of ECE shall be based on a concept of holistic  development of the child that provides a stimulating, interactive environment,  including play, rather than a focus on regi mes that require rote learning and rigid  achievement standards.   2. ECE age group shall be recognised as comprising 3 to 5 years. At least one year  pre-primary education shall be provided by  the State and universal access to ECE  shall be ensured within the next ten years.    36 3. Provision of ECE shall be attached to pr imary schools which shall be provided with  additional budget, teachers and assistants for this purpose.  4. For ECE teachers, a two-year specialised  training in dealing with young children  shall be a necessary requirement.   5. This training shall be on the basis  of ECE revised National Curriculum. The  curriculum and support material for ECE sh all take account of the cultural diversity  of particular areas