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

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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18Cu

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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

ICDS: SERVICES AND PARTICIPANTS

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

DOMAINS OF DEVELOPMENT

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

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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

NIPCCD PUBLICATIONS

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

ASSESSMENT CARDS ( 3 - 4 YEARS)

ASSESSMENT CARDS ( 3 - 4 YEARS)

ASSESSMENT CARDS (4 – 5 YEARS)

ASSESSMENT CARDS (4 – 5 YEARS)

ASSESSMENT CARDS (5 – 6 YEARS)

ASSESSMENT CARDS (5 – 6 YEARS)

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

Early Childhood Care and Education in West Bengal , India

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

•

Curriculum design

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

THANK YOU!!