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IMPLEMENTATION OF EARLY
CHILDHOOD CARE AND
EDUCATION POLICY IN INDIA
Dr. Dinesh Paul
Director
National Institute of Public Cooperation and
Child Development
ECCE IN INDIA – A PERSPECTIVE
India is a country with a population of
1.27 Billion having 29 States and 7 union
Territories
The official number of languages in India
is 22, and it is home to 398 Languages.
158.8 million children in the 0-6 years
age group (2011), 13.1 % of the total
population
83.0 Million Boys
75.8 Million Girls
Coverage of ICDS ( Government run ECCE
Initiative)
85.3 Million Children of 6 months
to 6 years
• 6 months-3 years (47.4 Million)
• 3 years – 6 years (37.9 Million)
19.9 Million Pregnant and Lactating
mothers
ECCE - NATIONAL COMMITMENT
86th Constitutional Amendment, 2002: The State shall endeavor to provide ECCE
for all Children until they complete the age of six years ( Article 45)
Section 11: Right of Children to Free and Compulsory Education Act (2010):
“With a view to prepare children above the age of three years for elementary
education and to provide early childhood care and education for all children
until they complete the age of six years, the appropriate government may make
necessary arrangement for providing free pre-school education for such
children”
ECCE = ECE = ECD = ECCD = ICD
ECCE POLICY IN INDIA
Resolution: To promote inclusive, equitable and contextualized opportunities for
promoting optimal development and active learning capacity of children below
6 years (Early Childhood)
Conception to Birth
Birth to 3 years
3 years to 6 years
The ECCE policy adopted in India on 27th September, 2013
THE BRAIN GROWTH CURVE
0
20
40
60
80
100
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18Cu
mu
lative b
rain
gro
wth
(%
)
AGE
Cumulative Brain Growth
cumulative brain growth
Two distinct group - 0-3 years and 3-6 years.
0-3 years - Early Stimulation
3-6 years - Non Formal Pre School Education
Growth promotion, Nutrition & Primary Health Care to children
of both groups
Integrated Child Development Service
National Health Mission
Strengthened and Redefined Package of ECCE Services under Public Initiative of
ICDS
Early Childhood care Education and Development
Early Childhood Care and Education/ Pre School Non-formal
Education
Supplementary
Nutrition
Care and Nutrition Counseling
Infant & Young Child Feeding (IYCF) Promotion & Counseling
Maternal Care & Counseling
Care, Nutrition, Health and Hygiene
Education
Community Based Care and Management of Under
Weight Children
Health Services
Immunization& Micronutrient
Supplementation
Health Check-up
Referral Services
Community Mobilization, Awareness, Advocacy & IEC
IEC, Campaigns and Drives etc.
MOTHER CHILD PROTECTION CARD
A tool for convergence, a Joint card improves utilization of services – Integrated Child development
Services and National Health Mission
Family empowerment approach – family retained card
Links Mother – Child from pregnancy – first 3 years
Integrates health, nutrition and development along a life cycle continuum
Counseling tool for improving key family care behaviors from pregnancy- Under 3s
Home Health Practices
Infant and Young Child Feeding
Psychosocial Care and Early Learning
It can make a significant dent on
Outcome of Pregnancy & Maternal Mortality (178*)
Infant Mortality (40*)
Under-three Mortality
Malnutrition (Macro and Micro) amongst Children ( S: 39% , U: 29% , W: 15% ) ***Source : SRS**Source: RSOC Data, 13-14
WHO-INTERVIDA COLLABORATIVE PROJECT
ON ECD
ProjectsMGIMS - WARDHASWACH - HARYANA
Advisors and PartnersNIHFWNIPCCD
Global ECD package, MCP Card and findings of Formative Research. ‘Caring for the Child’s Healthy Growth and Development’, India ECD package
To test the feasibility andeffectiveness of ‘Care for ChildDevelopment’ Package(WHO/UNICEF in India throughICDS, health sector and otherservice delivery channels
COMPONENTS OF ECD PACKAGE
Training Package Participants Handbook Facilitator Guide Counseling cards Video film MCP Card
Parenting Guide
Supervisory Tools
INTERVENTIONS Home visits Mothers’ Group meeting Parenting workshop Meetings of community-
based organizations
Tested in 1 Lakh Population in each location
CASE STUDY: AYUSH, 12 MONTHS
Mother - a daily wage labourer;Grand Father cared for the child
Weight = 8 Kg; Lethargic &apathetic
On advice from ASHA, motherstopped going for daily wage andstarted giving more time to thechild
The child has become active, hepoints to his body parts, cancount up to 5, plays with hissister; He gained 900 gm weightin 1.5 months
LESSONS LEARNT Field functionaries demonstrated interest and
excitement to be part of this project
They are ready to innovate for different play activities
Parents are receptive and highly value information onchild development
Parenting workshops provide excellent means to reachcaregivers
ECCE PROVISIONS IN INDIA
(3 YEARS TO 6 YEARS – CARE AND EDUCATION)
Public
ICDS – 1.34 Million AWC’s
Crèches –22,000
Private
Kindergartens
Pre schools
NGO
Balwadis
CORPORATES
Child Care
Unregulated, gaps in data base, ranging from minimalist to profit oriented academically accelerated approach, untrained teachers , questionable
pedagogical inputs. About 50% children outside public system
NEW EMERGING DIRECTIONS: NATIONAL
ECCE POLICY FRAMEWORK
ECCE
=
ICD
National ECCE Policy
notified on 27th Sep 2013
National ECCE Council
notified on 26th Feb 2014
Quality Standards for
ECCE
National ECCE Curriculum Framework
Enabling Environment
Enabling Environment
Universal access with equity and inclusion
Ensuring Quality
Multi Pronged Approach of laying down norms
and quality standards, developing curriculum
framework, provision of appropriate and
adequate play material , conducting
Programmer Assessment and Child Assessment
etc
Enforcement of Quality Standards across all
service providers
Strengthening Capacity
Monitoring and Supportive Supervision
Research, Evaluation and Documentation
Advocacy and Awareness
Convergence and Coordination
Institutional and Implementation Arrangements
( Establishment of National and Regional Child
Development Resource centers)
Partnerships with Institutions of Higher Learning
(National and State institutions, NGOs, Community
Based organisations , Civil Society , Panchayati Raj
Institutions etc )
Increased Investments towards ECCE
Review every five years
ECCE Networking Initiative at different levels
( National , State and Regional ECCE Councils ) for
strategic planning
KEY POLICY AREAS
ECCE Programme of 4 Hours Duration
One Class Room Measuring 35 SQ Mt for a group of 30 Children
Availability of Adequate (at least 30 SQ Mt ) outdoor Space
Trained Staff
Age and Developmentally Appropriate Curriculum transacted in Mother Tongue/Vernacular
Developmentally Appropriate Training Learning Material (TLM)
Safe Building , Green Surrounding Area , Easy Approach
Adequate and Safe Drinking Water
Child Friendly Toilets and Hand Washing Facilities
Cooking Space
Availability of First Aid/Medical Kit
Adult Child Ratio of 1:20 for 3-6 years and 1:10 for under 3s
PUTTING REGULATORY FRAMEWORK TO ENSURE BASIC QUALITY INPUTS
AND OUTCOMES ACROSS ALL SERVICE PROVIDERS
Registration Accreditation Regulation
NON NEGOTIABLE STANDARDS
COLLABORATING PARTNERSPartners Area of Collaboration
NIHFW Research and Training
Center for Early Childhood Education and Development ,Ambedakar University, Delhi
Research and Training
Center for Early Childhood Development and Research Jamia Millia Islamia , Delhi
Research and Training
Mobile Crèche Training and Services
UNICEF Training, Material Development , Base Line Survey
UNESCO Material Development
CARE Material Development
Child Fund India Training and Services
National Council of Educational Research and Training Training and Curriculum Development
State Council of Educational Research and Training Curriculum Development
District Institute of Education and Training Curriculum Development
Institutions of Higher Learning ( Universities) and Colleges • Departments of Community Medicine,
• Schools of Social Work• Colleges of Home Science
Curriculum Development Concurrent Monitoring
NEW INITIATIVES UNDERTAKEN FOR
STRENGTHENING ECCE
Systemic reform in ECCE across all channels of services in the public, private and voluntary
sectors with stronger linkages with Education
Rolling Out of State specific and contextualised planned Curriculum with dedicated four
hours of ECE
Co Location of ICDS run ECCE Centers with Primary schools, wherever possible to enable
Resource sharing, Mentoring and better school readiness and Transition
Strengthening ties with families and communities for ensuring quality care and early
learning ( holding of ECCE Day once a Month )
Integrated Nature of Child Development with equal emphasis on primary health care,
nutrition and early learning
Current Year Declared as thematic year of ECCE in ICDS
Cont
Defining Service Standards
Provision of Additional Man Power concerning ECCE
Strengthening capacity building initiatives by involving Institutions of Higher Learning
Programmatic Reforms by developing National ECCE Curriculum Framework
Curriculum Transaction, Role of ECCE Teacher, Partnership with Families/Parents
Supportive Essentials
Activity/Work Book aligned with curriculum
Child Assessment Card ( Separately 3-4 yrs, 4-5 yrs and 5-6 yrs )
Holding of ECCE Day Pre School Education kit
AWC Cum Crèche
NEW INITIATIVES FOR STRENGTHENING
ECCE – CONT…
ECCE- ROLE OF NIPCCD
Headquarters New Delhi
Southern Regional Centre, Bengaluru
North East Regional Centre, Guwahati
Northern Regional Centre, Lucknow
Western Regional Centre, Indore
ROLE OF NIPCCD
Knowledge
Repository
National and Regional Child Development
Resource Centers
National and Regional Training
Resource Center
Nutrition Resource
Platform (NRP) –
National Web Portal
Knowledge
Management
Platform
Hosting National and Regional
ECCE Councils
Work as Secretariat of National ECCE Council
Establishment of
Regional ECCE Councils
Capacity
Building
Imparting
Training
Accreditation of
Training Centers
Training Curriculum Development
Identification of
New Training
Institutions
Material
Development
Development of
Textual Material
Parental
Guidebook
Material
Dissemination
Best Practices/Innovation
documentation
Research, Monitoring and Evaluation
STRUCTURE OF NATIONAL AND STATE ECCE
COUNCIL
General Council
• Minister as Chairperson
• Chairperson of National/ State Commission on Protection of Child Rights
• Secretaries of Allied ministries ( like MoH&FW,MoHRD etc)
• Ten Heads of Human Development Deptts with known interest and contribution in ECCE
• Members from Development Partners
• Co Opt and invitation to other ECCE experts
• Wider representation from NGOs, Civil Society Organisations, Professionals, Practitioners , Academicians and Child Rights Activists
Executive Committee
• Secretary, MoWCD as Chairman
• Joint Secretaries of Allied ministries ( like MoH&FW,MoHRD etc)
• Secretaries of MoWCD of five States ( North, South, East, West and North East)
• Representatives from Regional Committees and Professional Bodies
• Director, National Council of Educational Research and Training
• Director, National Institute of Public Cooperation and Child Development
FOUR REGIONAL ECCE COUNCILS TO BE LOCATED AT NIPCCD REGIONAL CENTERS
National ECCE Council and Corresponding Councils at State Level
Issue Strategic Directions and Advisories to Government
Lay Down Guidelines and to lead overall Planning
Coordination and Monitoring Various ECCE Provisions
Periodic Review of Norms, Guidelines and Standards
Evolving Suitable Performance Appraisal System
Setting Norms and Standards of Teaching Learning Material
Preventing Commercialization
Development and Implementation of Training Action Plan
Developing Dynamic Research Network
Coordination with Allied Ministries
Creating Public Awareness
ROLE OF COUNCILS
TRAINING STRUCTURE
State Level Master Trainers
(SLMT)
• Organized by NIPCCD
• - Phase 1(5 Days) + Phase 2(5 Days)
- Gap – Six Months
District Level Master Trainers
(DLMT)
•Organized by State
(Batch Size= 25)
- Phase1(5 Days) + Phase 2(5 Days)
- Gap- Six Months
AWWs Training
• Organized by State
(Batch size=40 )
• - Phase 1(6 Days) + Phase 2(3 Days) + Phase 3( 3 Days)
- Gap – 1&2 ( 6 months) 2&3( 1 Year)
199 trainers from 20 States have been
trained so far
States are in the process of finalising
their training plan for rolling out wef
1/1/2015
CONTEXUALIZATION OF ECE CURRICULUM AFTER PILOT TESTING
IN 16 STATES
National ECCE Curriculum has been developed by
Government of India.
All States/UTs are developing state specific
contextualized theme based ECE curriculum . So far 29
out of 36 States/UTs have developed such curriculum.
State have developed the ECE curriculum , guidebook
for trainers , activity booklet, child assessment cards
etc with the help of Five Regional Task Force ( North,
West, South, North East and Central) appointed by
NIPCCD. Each Task Force comprised of ECE
practitioners, trainers, policy makers and other
stakeholders .
Annual ECE curriculum is set to roll out from 1st
January, 2015.
Nat
ion
al E
CC
E C
urr
icu
lum
Fra
mew
ork
Section I
Foundation of Early Care and Learning
(Objectives of ECCE, Curriculum Issues etc)
Section II
Goals of Early Care and Learning
( Domains of Development, Guiding Principles , Suggested
Developmental Appropriate Practices)
Section III
Programme Planning and Practices
( Early Learning Environment, Planning, Assessment, Role of Care Givers , Supportive Essentials etc) ,
ACTIVITIES - PRACTICES AND PURPOSE
Celebration of Monthly ECCE Day
• Interface between AWW ,Parents and other stakeholders
Cluster Community Volunteers
• one honorary community volunteer for each pairs of 25-30 households
• They provide supervision and Counselling on Nutrition and Health
Positive Deviance
• Counselling of Parents of undernourished children for promoting positive behaviour
ACTIVITIES - PRACTICES AND PURPOSE Cont
Akshaya Patram
• Mothers are encouraged to send their children with one vegetable each to the AWC and drop it in the common container(AkshayaPatram) which adds nutritional value to the cooked supplementary food.
Building as Learning Aid
• Creation of joyful, colorful and content related visuals in the infrastructure of AWCs.
• Assumes that the architecture of AWC can be a resource for the teaching-learning processes.
ISSO Certification
• Distinction of being one of the best managed Anganwadi networks in the country.
• Hi- tech' with facilities like AC, LCD, Biogas plant, biometric, telephone etc
CHILD ASSESSMENT
Purpose:
Recognising and encouraging strengths and addresses
learning/developmental gaps.
Useful information about children’s learning and
development to the adults providing the programme as
also to children and their families.
The areas of assessment:
The child’s interest and participation
Concepts, Skills and Dispositions
Social interactions
Process:
Formative, continuous and flow from the experiences
planned in the curriculum.
An ongoing basis, through observations.
Portfolio to be maintained for individual child.
Child Assessment Card
WHO Growth Chart
STATE INITIATIVESInitiative Practice State
Baby Friendly Community Health Initiative
• Establishment of Mother Support Group comprising AWW,AWH, ASHA and Traditional Birth Attendant to
improve IYCF Practices
Uttar Pradesh
Social Mapping through Mother Support Group
• Conducting social mapping at a common place by all members of the social institutions like SHGs, Working
Women Group (WWG), Adolescent Girls Group (AGG), local teachers, PRIs and any other groups functioning in the
village
Tamil Nadu
Community Resource Center
• Equipped with Computers and Pre-School Education CDs and reading and library facilities, CRCs serve as multi level
single window service centre
Kerala
Toy Bank Initiative To provide deprived children the opportunity to play with toys and experience play way learning.
Gujarat
Appointment of Nursery Trained Teachers
• Promotion of ECCE activities in tribal belts Rajasthan
Improving ECCE forchildren of migrant
laborers
• Targeting underprivileged children of the migrant laborers in brick kilns. 70 crèches have been set up with pre school
teachers to facilitate joyful learning
West Bengal
Progress in West Bengal 1)Partnerships and convergence: bringing together various government departments (Women and Child Development ,School Education Department and Health) ,Academic Institutions like Centre For Early Childhood Education and Development (CECED) and NGOs as resource organizations and corporate partners.
2) ECE curriculum: • Development of detailed ECE curriculum with weekly samples (for half a
year), daily routine and thematic approach. Key aspects were: • Shifts in curricular approach
– Domain based to activity based– Thematic Approach– New routine break up– Move away from 3Rs to School Readiness– Emphasis on Early Language Learning
•
3) West Bengal was one of the first states in the country to develop the new, contextualized ECE curriculum, in line with the National ECCE Policy and National Curriculum Framework for ECCE.
4) Capacity building of government functionaries:
• Development of State Resource Group on ECE and cascade model of training through master trainers. Focus on mentoring and not just monitoring. Development of Model Centers in each district.
• Design and implement a long term professional development programme for State Resource Groups , including ongoing support through ‘Early Scope: An Early Childhood Care and Education Portal’ by Centre For Early Childhood Education and Development (CECED)
• Setting up of model centres to serve as laboratories for ongoing professional development and hands on experience for state and district level resource persons
Achievements
• 400 Child friendly ECCE model centres, reaching out to 10,000 children in the age group of 3-6 years are experiencing the new curriculum based on National guidelines.
• Acceptance and ownership of the curriculum framework and shifts in pedagogical approaches across the system, as evidenced by
i)support to the Model Centres from within the system (Panchayats) and
larger community including parents; ii) Increased attendance and
regularity of children coming to the Model Centres.
• Capacity up gradation of AWWs - Improvement in both knowledge and skills related to ECE
• The Daily Schedule from the West Bengal ECE Curriculum was incorporated into the National ECCE Curriculum Framework.
• Partnership with private sector and Confederation of Indian Industries to leverage resources towards child friendly business practices
Lesson learnt
• There is no quick fix , continuous input , in regular interval ,helps to develop the capacity of the functionaries and AWW.
• Consultation at various levels and building alliances with convergent department , community and private sectors helps in ownership of the programme
• ‘Seeing is believing’ , hands on training and practice by the trainees in real ECCE centre improves the capacity and motivation of the participants
• Involving National bodies like NIPPCCID, National Council Education Research and Training , Academic Institutions like Centre For Early Childhood Education and Development (CECED) from the conceptual stage makes a lot of difference in quality
• Develop the capacity of supervisor cadre as mentoring team is crucial
ICDS – A VIBRANT ECCE CENTRE
ANGANWADI CENTRE INFORMAL EDUCATION ECCE
SUPPLEMENTARY NUTRITION
HEALTH SERVICESOUTSIDE KITCHEN GARDEN
AND PLAY AREA