IMPLEMENTATION OF EARLY CHILDHOOD CARE AND EDUCATION POLICY IN INDIA

Transcription

1 IMPLEMENTATION OF EARLY CHILDHOOD CARE AND EDUCATION POLICY IN INDIA Dr. Dinesh Paul Director National Institute of Public Cooperation and Child Development

2 ECCE IN INDIA A PERSPECTIVE India is a country with a population of Coverage of ICDS ( Government run ECCE 1.27 Billion having 29 States and 7 union Initiative) Territories 85.3 Million Children of 6 months The official number of languages in India to 6 years is 22, and it is home to 398 Languages. 6 months-3 years (47.4 Million) million children in the 0-6 years 3 years 6 years (37.9 Million) age group (2011), 13.1 % of the total 19.9 Million Pregnant and Lactating population mothers 83.0 Million Boys 75.8 Million Girls

3 ECCE - NATIONAL COMMITMENT 86 th 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

4 ECCE POLICY IN INDIA The ECCE policy adopted in India on 27 th September, 2013 Conception to Birth Birth to 3 years 3 years to 6 years Resolution: To promote inclusive, equitable and contextualized opportunities for promoting optimal development and active learning capacity of children below 6 years (Early Childhood)

5 Cumulative brain growth (%) THE BRAIN GROWTH CURVE Cumulative Brain Growth Two distinct group years and 3-6 years AGE cumulative brain growth 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

6 ICDS: SERVICES AND PARTICIPANTS

7 Strengthened and Redefined Package of ECCE Services under Public Initiative of ICDS Early Childhood care Education and Development Care and Nutrition Counseling Health Services Community Mobilization, Awareness, Advocacy & IEC Early Childhood Care and Education/ Pre School Non-formal Education Infant & Young Child Feeding (IYCF) Promotion & Counseling Immunization& Micronutrient Supplementation IEC, Campaigns and Drives etc. Supplementary Nutrition Maternal Care & Counseling Health Check-up Care, Nutrition, Health and Hygiene Education Referral Services Community Based Care and Management of Under Weight Children

8 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

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13 WHO-INTERVIDA COLLABORATIVE PROJECT ON ECD To test the feasibility and effectiveness of Care for Child Development Package (WHO/UNICEF in India through ICDS, health sector and other service delivery channels Projects MGIMS - WARDHA SWACH - HARYANA Advisors and Partners NIHFW NIPCCD Global ECD package, MCP Card and findings of Formative Research. Caring for the Child s Healthy Growth and Development, India ECD package

14 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 communitybased organizations Tested in 1 Lakh Population in each location

15 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, mother stopped going for daily wage and started giving more time to the child The child has become active, he points to his body parts, can count up to 5, plays with his sister; He gained 900 gm weight in 1.5 months

16 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 on child development Parenting workshops provide excellent means to reach caregivers

17 ECCE PROVISIONS IN INDIA (3 YEARS TO 6 YEARS CARE AND EDUCATION) Public Private NGO CORPORATES ICDS 1.34 Million AWC s Kindergartens Balwadis Child Care Crèches 22,000 Pre schools 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

18 NEW EMERGING DIRECTIONS: NATIONAL ECCE POLICY FRAMEWORK Enabling Environment National ECCE Council notified on 26 th Feb 2014 Quality Standards for ECCE National ECCE Policy notified on 27 th Sep 2013 ECCE = ICD National ECCE Curriculum Framework Enabling Environment

19 KEY POLICY AREAS Universal access with equity and inclusion Convergence and Coordination 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 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 ) Enforcement of Quality Standards across all Increased Investments towards ECCE service providers Review every five years Strengthening Capacity ECCE Networking Initiative at different levels Monitoring and Supportive Supervision ( National, State and Regional ECCE Councils ) for Research, Evaluation and Documentation strategic planning Advocacy and Awareness

20 PUTTING REGULATORY FRAMEWORK TO ENSURE BASIC QUALITY INPUTS AND OUTCOMES ACROSS ALL SERVICE PROVIDERS Registration Accreditation Regulation NON NEGOTIABLE STANDARDS ECCE Programme of 4 Hours Duration Adequate and Safe Drinking Water One Class Room Measuring 35 SQ Mt for a group of 30 Children Child Friendly Toilets and Hand Washing Facilities Availability of Adequate (at least 30 SQ Mt ) outdoor Space Cooking Space Availability of First Aid/Medical Kit Trained Staff Age and Developmentally Appropriate Curriculum transacted in Mother Tongue/Vernacular Adult Child Ratio of 1:20 for 3-6 years and 1:10 for under 3s Developmentally Appropriate Training Learning Material (TLM) Safe Building, Green Surrounding Area, Easy Approach

21 DOMAINS OF DEVELOPMENT

22 COLLABORATING PARTNERS Partners NIHFW Center for Early Childhood Education and Development, Ambedakar University, Delhi Area of Collaboration Research and Training Research and Training Center for Early Childhood Development and Research Jamia Millia Islamia, Delhi Mobile Crèche Research and Training Training and Services UNICEF Training, Material Development, Base Line Survey UNESCO CARE Child Fund India National Council of Educational Research and Training State Council of Educational Research and Training District Institute of Education and Training Institutions of Higher Learning ( Universities) and Colleges Departments of Community Medicine, Schools of Social Work Colleges of Home Science Material Development Material Development Training and Services Training and Curriculum Development Curriculum Development Curriculum Development Curriculum Development Concurrent Monitoring

23 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

24 NEW INITIATIVES FOR STRENGTHENING ECCE 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

25 ECCE- ROLE OF NIPCCD Headquarters New Delhi Southern Regional Centre, Bengaluru North East Regional Centre, Guwahati Northern Regional Centre, Lucknow Western Regional Centre, Indore

26 ROLE OF NIPCCD Knowledge Repository Hosting National and Regional ECCE Councils Capacity Building Material Development Research, Monitoring and Evaluation National and Regional Child Development Resource Centers Work as Secretariat of National ECCE Council Imparting Training Development of Textual Material National and Regional Training Resource Center Establishment of Regional ECCE Councils Accreditation of Training Centers Parental Guidebook Nutrition Resource Platform (NRP) National Web Portal Training Curriculum Development Material Dissemination Knowledge Management Platform Identification of New Training Institutions Best Practices/Innovation documentation

27 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

28 ROLE OF COUNCILS 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

29 TRAINING STRUCTURE State Level Master Trainers (SLMT) Organized by NIPCCD - Phase 1(5 Days) + Phase 2(5 Days) - Gap Six Months 199 trainers from 20 States have been trained so far District Level Master Trainers (DLMT) Organized by State (Batch Size= 25) - Phase1(5 Days) + Phase 2(5 Days) - Gap- Six Months States are in the process of finalising their training plan for rolling out wef 1/1/2015 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)

30 National ECCE Curriculum Framework CONTEXUALIZATION OF ECE CURRICULUM AFTER PILOT TESTING IN 16 STATES Section I Foundation of Early Care and Learning (Objectives of ECCE, Curriculum Issues etc) 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 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), 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 1 st January, 2015.

31 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 households They provide supervision and Counselling on Nutrition and Health Positive Deviance Counselling of Parents of undernourished children for promoting positive behaviour

32 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(akshaya Patram) 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 teachinglearning 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

33 NIPCCD PUBLICATIONS

34 CHILD ASSESSMENT Purpose: Process: 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. 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 The areas of assessment: WHO Growth Chart The child s interest and participation Concepts, Skills and Dispositions Social interactions

35 ASSESSMENT CARDS ( 3-4 YEARS)

36 ASSESSMENT CARDS ( 3-4 YEARS)

37 ASSESSMENT CARDS (4 5 YEARS)

38 ASSESSMENT CARDS (4 5 YEARS)

39 ASSESSMENT CARDS (5 6 YEARS)

40 ASSESSMENT CARDS (5 6 YEARS)

41 STATE INITIATIVES Initiative 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 Community Resource Center 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 Equipped with Computers and Pre-School Education CDs and reading and library facilities, CRCs serve as multi level single window service centre Tamil Nadu 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 for children 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

42 Early Childhood Care and Education in West Bengal, India

43 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

44 Curriculum design

45 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

46 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

47 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

48 ICDS A VIBRANT ECCE CENTRE ANGANWADI CENTRE INFORMAL EDUCATION ECCE SUPPLEMENTARY NUTRITION HEALTH SERVICES OUTSIDE KITCHEN GARDEN AND PLAY AREA

49 THANK YOU!!