 So now we will see the effects on professional trends. What this assessment and evaluation has effect on our professional standards. Certain harmful educational practices in early childhood education have come to be associated with the practice of early grade testing as raising the mean age in the class. Some children enter kindergarten at age five, while others entered at age six, even though they were of legal entry age of five. Now it is not just that your standardized assessment and evaluation has an effect on the curriculum and on the children. In fact, the whole professional setup has changed. Children who could have come to school at a young age could not come now. Because they do not complete their benchmarks and standards. They cannot complete them. So now those children who could have come to school at a young age of four, they have to be five or six years old to achieve your standard. The reason for this is that they will decide on the next educational model. So we remember the history in Pakistan. In the public schools, there was first Adana and first Aala. That is, one class came to school before the first class and then came to class one. Now we have many private schools in which you have a preparatory class. In fact, first there is a play group, then there is a nursery, then there is a preparatory class, then there is one. You start reaching one in three years. If you add these three years to your career, then won't the children become a good professional in the first three years? So these things have more cost, more time and the only reason is that you have increased your standard. Today the entrance age cut-off dates for kindergarten are not uniform across the nation. The next thing is that, as I said to private schools, their standards are different. The standards of public schools are different. And the standards of schools are different. So when the standards of the parents are different, then we don't know at what age the child will go to which community because they are based on the parents. The parents will tell them that they have to apply it three years before one, or they have to apply it for one year, or they will go in the seventh year. So in this way, we are denying uniformity. Practice of raising the average age in class seems like an adjustment, but its effect is that it changes the role and function of early childhood education. When we increase the age of the child and on top of that, we will impose a lot of heavy syllabus. So the first thing is the performance of the child. The second thing is that many years are wasted for the children to reach a standard. In one class, in some times, things were included in the subject in the secondary class. For example, what is the function of the heart, what is the function of the lungs. They came to the prep class. We have pushed our syllabus down. So what is it like I said that the entire nation is taking more time for their children. There is more cost on that. There is more cost for the parents. You mix the share of one year and see the three years. How much money will they give to bring the child to one? So that is an overall economic loss. But what are we doing? What are the consequences of this without seeing our children, what are the effects of this? We are forced to bring them to that area. Many children, particularly those who reside in homes of economic poverty, may find themselves falling father and father behind. So what is the result of this? The result of this is that the poor children are related to the poor. They cannot afford so much money. They spend money to come to the first class every year. And to meet those standards, they can't do anything for the next 6 or 7 years. When will they reach there? Secondly, we said that early childhood education is up to 8 years. So all the things of early childhood should have been achieved in those 8 years. If they are at home, then what will they get in school? This means that our assessment and evaluation should be indigenous, be practical, give more opportunities and margins to the children. And instead of using standardized instruments for readiness, we need to see their basic social training or moral training. We need to see their cognitive ability to understand what they are saying. If they can understand, then they can respond, then they are ready for that. So those who are taken to the first classes, at least before they are ready for the first standard, because they will come to school, we will give them a homogenous syllabus so that all the children can easily get the same kind of training.