The National Education Policy 2020 (NEP 2020) has initiated major reforms in Early Childhood Care and Education (ECCE) in India. It has introduced preschool education in government schools for children aged 3 to 6 years. This move aims to reduce long-standing inequities and improve access to quality early education across the country.
Expansion of ECCE Infrastructure
NEP 2020 targets universal ECCE coverage by 2030. The policy allows government schools to open three preschool classes called Balvatika 1, 2, and 3. This expands ECCE beyond the existing 14 lakh Anganwadi centres. The expansion demands more skilled teachers and increased funding. The Ministry of Education has started allocating budgets under the Samagra Shiksha scheme. Several states and union territories have introduced preschool classes in government schools. However, some regions have yet to fully utilise these provisions. Monitoring and effective implementation remain critical.
Shift from Anganwadis to Schools
There is a growing trend of children aged 3-6 moving from Anganwadis to government schools for preschool education. This is evident in places like Dadra and Nagar Haveli and Daman and Diu. Parents prefer schools due to the perception of better educational quality. As a result, Anganwadis face declining attendance in this age group. To remain relevant, Anganwadis must strengthen their educational role alongside health and nutrition. The Ministry of Women and Child Development’s ‘Poshan bhi Padhai bhi’ initiative supports this integration. However, schools must avoid excessive academic pressure on preschoolers and keep play-based learning central to early education.
Focus on Home Visits for 0-3 Year Olds
NEP 2020 encourages a reorientation of Anganwadis to focus on children aged 0-3 years through home visits. Research shows home-based interventions during this period yield high developmental benefits. Anganwadi workers are often overburdened with centre-based activities for older children. Shifting 3-6 year olds to schools can free Anganwadi workers to provide personalised care and education to infants and toddlers at home. This includes supporting pregnant and lactating mothers. The POSHAN Abhiyan marks the importance of the first 1000 days of life but faces implementation challenges. Strengthening home visits could transform India’s ECCE system and improve early childhood outcomes.
Policy Challenges and Opportunities
The implementation of NEP 2020’s ECCE reforms varies widely across states. Some have quickly adopted preschool classes in schools while others lag behind. Training and recruiting qualified ECCE providers is a key challenge. Balancing education with health and nutrition services requires coordination between ministries. Avoiding the ‘schoolification’ of preschool education is essential to maintain child-centred learning. Monitoring utilisation of funds and programmes will determine success. The policy offers a historic opportunity to enhance equity and quality in early education if effectively executed.
Questions for UPSC:
- Critically analyse the role of early childhood care and education in shaping human capital development in India with suitable examples.
- Explain the challenges in implementing integrated schemes like the Integrated Child Development Services (ICDS) and National Education Policy 2020 in rural India and suggest measures to overcome them.
- Discuss the significance of home-based interventions in early childhood development. How can they complement institutional education systems?
- What are the implications of expanding preschool education in government schools on traditional community-based systems like Anganwadis? Examine with reference to policy coordination and resource allocation.
