| UPSC Relevance-Prelims:Schemes: ICDS, POSHAN Abhiyaan, Samagra Shiksha, NIPUN Bharat,Policies: NEP 2020 objectives,Institutions: Role of Anganwadi, Ministry of Education, MoWCD Mains-GS Paper 2 – Governance, Education & Welfare,Government policies for vulnerable sections,Issues relating to development and management of educationGS Paper 3 – Human Resource Development,Investments in early childhood as a tool for inclusive growth,Public health and nutrition integration |
Why in News?
The National Education Policy (NEP) 2020 has initiated transformative structural changes in India’s Early Childhood Care and Education (ECCE) sector. The focus is on universalising preschool education, integrating it into the formal school system, and revamping the Anganwadi network to better serve children aged 0–3 years.
Background: Understanding ECCE in India
Early Childhood Care and Education (ECCE) covers the overall development of children from birth to age six.
It includes nutrition, health, care, and early learning—all essential for the physical and mental development of children in the 0–6 age group.
Traditional ECCE Delivery in India
ECCE services were split between public Anganwadis and private preschools.
- Anganwadi Centres, under the ICDS scheme, handled basic health, nutrition, and informal learning for rural and underprivileged children.
- Private Schools offered nursery and pre-primary education with a focus on academics and school readiness.
The Gap in Government Schooling
Government schools enrolled children only from Class 1, leaving a gap in early education.
This created a divide where children from lower-income families—relying on Anganwadis—entered formal schooling without the foundational skills their peers in private schools already had.
NEP 2020: A Paradigm Shift in ECCE
The National Education Policy 2020 aims to ensure universal and quality early education.
- Recognises ECCE (ages 3–6) as a critical stage in cognitive and socio-emotional development.
- Seeks universal access to ECCE by 2030, treating it as an integral part of school education rather than a separate welfare service.
Balvatika: Integrating Preschool into Government Schools
NEP 2020 introduces Balvatika classes to formally bridge the preschool gap.
- Balvatikas are preparatory classes for children aged 3–6, now being introduced in government schools.
- This integration ensures all children, regardless of economic background, enter Class 1 with similar school readiness.
Upgrading Anganwadis and Educator Training
The policy focuses on quality improvement in existing ECCE structures.
- Plans to modernise Anganwadi infrastructure, provide activity-based learning material, and train Anganwadi workers as early childhood educators.
- Emphasizes convergence between the Ministry of Education and Ministry of Women & Child Development for effective coordination.
Focus on Foundational Learning
The Foundational Stage (ages 3–8) becomes the base for lifelong learning under NEP.
- Introduces a National Curriculum Framework for the Foundational Stage (NCF-FS).
- Promotes play-based, multi-sensory, and language-rich learning to build literacy and numeracy in early years.
Key Structural Shifts in ECCE
1.ECCE Expansion Beyond Anganwadis
Balvatika classes are now being added in government schools to expand early education.
- Earlier, ECCE was mostly through 14 lakh Anganwadi centres.
- Now, Balvatika 1, 2, and 3 (for ages 3–6) are starting in government schools.
- Funds are being provided under Samagra Shiksha Abhiyan for infrastructure, training, and teaching materials.
- But progress varies — some states are active, others are slow.
- Example: Uttar Pradesh and Odisha have started preschool classes in govt schools.
2.Shift from Anganwadis to Schools
Parents now prefer government schools over Anganwadis for preschool education.
- Schools offering preschool are seen as more academic and promising.
- In places like Dadra and Nagar Haveli and Daman and Diu, this has led to many children moving from Anganwadis to schools.
- Challenge: Anganwadis may end up with only younger children (0–3 years), reducing their activity and relevance.
3.From Nutrition to Education Focus
Education is now becoming the main goal of ECCE, instead of just health and nutrition.
- Earlier, ECCE focused mainly on nutrition and health.
- Now, there’s a push to include early learning too.
- The Ministry launched ‘Poshan Bhi Padhai Bhi’ to combine nutrition with education in Anganwadis.
- Challenge: Many Anganwadi workers are not yet trained or supported to teach effectively.
4.Home-Based ECCE for Ages 0–3
For very young children (0–3 years), home visits and family support are more effective.
- Experts suggest Anganwadis should focus on early stimulation and parent guidance at home.
- Case Study: A Yale-Pratham study in Odisha showed that trained workers doing home visits improved children’s cognitive and language skills.
Major Government Initiatives for ECCE
| Initiative | Objective |
| NEP 2020 | Provide ECCE for all by 2030 |
| Samagra Shiksha 2.0 | Fund preschool infrastructure in govt schools |
| POSHAN Abhiyan | Improve nutrition in the first 1,000 days of life |
| Poshan Bhi Padhai Bhi | Combine learning with nutrition in Anganwadis |
| NIPUN Bharat Mission | Ensure basic reading and numeracy skills |
Challenges in Implementing ECCE Reforms
1. Lack of Skilled Workforce
Most Anganwadi workers are not fully trained in early childhood education methods.
- They often lack the pedagogical skills needed to teach children aged 3–6.
- Training programs are either too short or not practical enough.
2. Budgetary Gaps
ECCE funding is split between two ministries, causing inefficiency.
- The Ministry of Education (MoE) and the Ministry of Women and Child Development (MoWCD) both handle parts of ECCE.
- This leads to fragmented planning, with limited and overlapping budgets.
3. Low Parental Awareness
Many parents still view ECCE as optional or unnecessary.
- Parents, especially in rural areas, often think education starts from Class 1.
- They are unaware of the importance of early learning in a child’s brain development.
4. Weak Monitoring and Evaluation
There is no strong system to measure how well ECCE programs are working.
- No standard way to assess the quality of teaching, learning outcomes, or child development.
- This makes it hard to improve or scale effective practices.
Way Forward for Strengthening ECCE in India
1. Clear Division of Roles
Assign specific responsibilities to schools and Anganwadis.
- Government schools should focus on children aged 3–6 through Balvatika classes.
- Anganwadis should concentrate on 0–3-year-olds and provide maternal care and home-based support.
2. Capacity Building
Improve the quality of ECCE delivery through training.
- Launch large-scale training programs for both Anganwadi workers and school teachers.
- Focus on age-appropriate teaching methods and child-friendly practices.
3. Curriculum Reform
Promote learning through play and avoid early formal education pressure.
- Keep ECCE play-based, activity-driven, and language-rich.
- Avoid premature focus on textbooks, rote learning, and exams (“schoolification”).
4. Data-Driven Governance
Use technology to guide policy decisions.
- Develop a real-time Management Information System (MIS) to track:
- Enrolment levels
- Learning outcomes
- Frequency and quality of home visits
5. Community and Parental Engagement
Build awareness among families to support learning at home.
- Conduct parent workshops to explain the importance of ECCE.
- Provide learning kits and tools for home-based stimulation activities for children aged 0–3.
Conclusion
The transformation of ECCE under NEP 2020 represents a historic opportunity to build a stronger foundation for India’s demographic dividend. It must be implemented with speed, sensitivity, and systemic coordination. Equitable access, quality pedagogy, and age-appropriate care are the cornerstones of a truly inclusive early education system
Upsc prelims pyqs-
Q. With reference to the National Education Policy, 2020, consider the following statements:(UPSC Prelims 2022)
- It proposes the three-language formula for school education.
- It promotes the teaching of vocational skills in schools.
- It aims to universalize education from preschool to secondary level.
Which of the statements given above is/are correct?
A. 1 and 2 only
B. 3 only
C. 1 and 3 only
D. 1, 2 and 3
Answer: D
Q. ‘Consider the following statements about the POSHAN Abhiyaan:( UPSC Prelims 2021
- It is a flagship programme under the Ministry of Health and Family Welfare.
- It aims to reduce stunting, undernutrition, and anemia among young children and women.
- It promotes convergence among various ministries.
Which of the statements given above is/are correct?
A. 1 and 2 only
B. 2 and 3 only
C. 1 and 3 only
D. 1, 2 and 3
Answer: B
Upsc mains pyqs-
Q. “Foundational literacy and numeracy form the cornerstone of early education.”
Discuss the steps taken under the NIPUN Bharat Mission and its impact on India’s education system. (10 Marks)(UPSC Mains 2023)
Q. Examine the role of Anganwadi centres in improving the health and education outcomes of children. Also, suggest reforms to enhance their effectiveness. (10 Marks)(UPSC Mains 2022)
SOURCE- THE HINDU
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