ECCE : Ensuring Equal ECCE : Ensuring Equal OpportunityOpportunity

An Advocacy ChallengeAn Advocacy Challenge

Venita KaulVenita Kaul

““

The early years of a child’s life last a The early years of a child’s life last a lifetime……’“lifetime……’“

Venita Kaul Venita Kaul

Introduction Introduction ECCE/ECCD/ECD/ECE/ECCE/ECCD/ECD/ECE/

Non formal PSE?Non formal PSE? Defining ECCE: All provisions Defining ECCE: All provisions

from birth to 8 years that ensure from birth to 8 years that ensure enabling & stimulating enabling & stimulating environments for them & address environments for them & address their develop. and educational their develop. and educational needs in an integrated manner. needs in an integrated manner.

Could be homes, programs, Could be homes, programs, services services

Care &education--……health, Care &education--……health, nutrition, psychosocial nutrition, psychosocial

development, day care /crechesdevelopment, day care /creches..

Significance of ECCESignificance of ECCE

Empirical EvidenceEmpirical Evidence Global researchGlobal research shows compensation for home shows compensation for home

deprivation with poor benefitting most deprivation with poor benefitting most Immdt. termImmdt. term: Improvements in children’s health, cognitive : Improvements in children’s health, cognitive

ability, academic performance and school retention.ability, academic performance and school retention. Long termLong term: Benefits in higher incomes, higher incidence : Benefits in higher incomes, higher incidence

of home ownership, lower propensity to be on welfare of home ownership, lower propensity to be on welfare and lower rates of incarceration and arrest.”and lower rates of incarceration and arrest.”

Indian researchIndian research –retention rates in primary grades –retention rates in primary grades improve by 15-20 %, improves early learning through improve by 15-20 %, improves early learning through overall school readiness; longitudinal evidence on overall school readiness; longitudinal evidence on mathematical readiness.mathematical readiness.

The brain growth curveThe brain growth curve

Evidence from Neuro Science Evidence from Neuro Science

Cumulative Brain Growth

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

AGEcumulative brain growth

Evidence from Neuro-Evidence from Neuro-ScienceScience

The Economic ArgumentThe Economic Argument

Total costs of schooling, including the early Total costs of schooling, including the early learning program for pupils upto grade 2 was 11 learning program for pupils upto grade 2 was 11 percent lower for those who participated in ECCE percent lower for those who participated in ECCE as compared to those who did not. (as compared to those who did not. (Brazil PROAPE Brazil PROAPE Project -2002) Project -2002)

A recent longitudinal study indicated the return A recent longitudinal study indicated the return on every dollar invested in ECCE to be to the tune on every dollar invested in ECCE to be to the tune

of $12.90 saved in subsequent yearsof $12.90 saved in subsequent years. .

Global research Global research

Four basic principles : Four basic principles : Child’s development is continuous &cumulative Child’s development is continuous &cumulative Inter-dependence of health, nutrition and Inter-dependence of health, nutrition and

education outcomeseducation outcomes Family Scaffolding hypothesis: need to address Family Scaffolding hypothesis: need to address

the family context too.the family context too. Neglecting under 6’s --Issue of ‘brain drain” !! & Neglecting under 6’s --Issue of ‘brain drain” !! &

A STITCH IN TIME SAVES NINE!!A STITCH IN TIME SAVES NINE!!

Main issues in ECCE in India Main issues in ECCE in India

Ownership issue –Education/MWCD???Ownership issue –Education/MWCD??? Right’s issue Right’s issue Equitable Access and participation Equitable Access and participation Equitable Quality of ECCE offered to Equitable Quality of ECCE offered to

childrenchildren Financial &Institutional capacityFinancial &Institutional capacity Community Awareness and involvementCommunity Awareness and involvement Inadequate M&E systemInadequate M&E system

Policies for Children Policies for Children National Education PolicyNational Education Policy ( 1986) ( 1986) National Nutrition PolicyNational Nutrition Policy (1993 (1993) which recognized children below ) which recognized children below

six years as high-risk groups to be given high priority. six years as high-risk groups to be given high priority. National Policy on Empowerment of Women (National Policy on Empowerment of Women (2001), supported 2001), supported

provision of childcare facilities, including crèches at work places. provision of childcare facilities, including crèches at work places. India also ratified India also ratified Convention on Rights of the ChildConvention on Rights of the Child in 1992 and in 1992 and

reaffirmed its commitment to children, which resulted in formulation reaffirmed its commitment to children, which resulted in formulation of policy framework to prepare a of policy framework to prepare a National Charter for Children. National Charter for Children.

National Commission for protection of Children’s RightsNational Commission for protection of Children’s Rights National Plan of Action for ChildrenNational Plan of Action for Children (2005) (2005) included included

universalisation of ECCE as one of the goals. 0-3 and 3-6 universalisation of ECCE as one of the goals. 0-3 and 3-6 National Curriculum FrameworkNational Curriculum Framework (2005) (2005) emphasized two years of emphasized two years of

pre-schooling and considered ECCE as significant for holistic pre-schooling and considered ECCE as significant for holistic development of the child, as a preparation for schooling and as a development of the child, as a preparation for schooling and as a support service for women and girls. It advocated play-based support service for women and girls. It advocated play-based developmentally appropriate curriculum.developmentally appropriate curriculum.

Ecce –the ‘rights issue’ Ecce –the ‘rights issue’ Part of the original Part of the original

Article 45 in the Article 45 in the Constitution Constitution

Left out of RTE bill ….Left out of RTE bill …. Included in Article 45 as Included in Article 45 as

a const. provision—will a const. provision—will ‘‘endeavourendeavour’ to provide…’ to provide…

Section 11 in RTE –may Section 11 in RTE –may make necessary make necessary arrangements for free arrangements for free PSE --but still not a right PSE --but still not a right of the child! of the child!

8 -11yrs

Completion of primary schooling and gain of improved life chances.(Classes 3-5)

5-8yrs

Adjustment to formal school and learning of three R’s while maintaining good health.(Classes 1-2)

3-6 yrs

Socialization, psychosocial interaction, play, and

readiness for school

through ECCE.

1 month-3yrs

Nutrition security,immunization and cognitive stimulation.

Prenatal-1 month

Survival, care, and protection

of newborn.

Access ---Access ---Programs for ECCEPrograms for ECCE Public Public : :

ICDS --Started in 1975 with 33 ICDS --Started in 1975 with 33 blocks ; currently 5659/5885 blocks ; currently 5659/5885 sanctioned projects and 7, sanctioned projects and 7, 48,059/8.6 Lakh Anganwadi 48,059/8.6 Lakh Anganwadi centers.centers.

Rajiv Gandhi National Creche Rajiv Gandhi National Creche Scheme-Scheme-- 22038 crèches., - 22038 crèches., especially for yet uncovered especially for yet uncovered districts / tribal areas districts / tribal areas

ECE in SSA/DPEPECE in SSA/DPEP Voluntary sector Voluntary sector Private sector Private sector

Preschool EnrolmentsPreschool Enrolments

Increase from 20 Increase from 20 m(2003) to more m(2003) to more than 30 m ( 2006) than 30 m ( 2006)

SSA/ICDS GER: SSA/ICDS GER:

consolidated 41.5consolidated 41.5 % %

Programs Programs No Of No Of

CentersCenters CoveragCoveragee

ICDS ICDS 7.67 7.67 23 m23 m

RGCSRGCS 2200022000 0.5 M0.5 M

Pre-primaryPre-primary 222,24222,2433

0.2 m0.2 m

NGONGO 1.7m1.7m

Private Private 222,00222,0000

10m10m

Status and Progress in ProvisionStatus and Progress in Provision

Provision of ECE: Increase from 2002-2006

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1.2

2002 2006

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Total ECE provision No of Anganwadi centres

Private Sector Provision Private Sector Provision

Increase from less than 65,000 Increase from less than 65,000 (2002)- 222 +thousand(2006). (2002)- 222 +thousand(2006).

Facility mapping showed ( 2006) for Facility mapping showed ( 2006) for every 100 sq. km hardly 30 ECCE every 100 sq. km hardly 30 ECCE centers; for every 1000 population, centers; for every 1000 population, even less than 12 ECE centers. State even less than 12 ECE centers. State wise variations.wise variations.

ECCE --- an Equity Issue ECCE --- an Equity Issue

Rural –urbanRural –urban: 50.2 percent rural vs : 50.2 percent rural vs 13.9 percent urban public provision 13.9 percent urban public provision

GenderGender : 50.2 F : 50.2 F vsvs 49.8 M– 49.8 M– preference for private provision for preference for private provision for boysboys

Inter-state variationsInter-state variations : More than : More than 25%from Kerala; Mah.TN &Punjab25%from Kerala; Mah.TN &Punjab

Socio economic variationsSocio economic variations –those –those who need most do not get—who need most do not get—playgroups, prenurseries …..etc etc.playgroups, prenurseries …..etc etc.

Equitable Quality in ECCE Equitable Quality in ECCE

Developmentally inappropriate Practice Developmentally inappropriate Practice & &

Lack of Curriculum/standards for 3-6 Lack of Curriculum/standards for 3-6 year olds year olds

Minimalist approach instead of positive Minimalist approach instead of positive deviancedeviance

Lack of parental awareness and ‘mis-Lack of parental awareness and ‘mis-demand’demand’

Lack of any system of regulation of ECCELack of any system of regulation of ECCE

Issues in Early years EducationIssues in Early years Education

A. A. Curriculum /SyllabusCurriculum /Syllabus Inadequate understanding of children’s needs and Inadequate understanding of children’s needs and

developmental priorities due to poor training.developmental priorities due to poor training. Mismatch of educational and child development priorities.Mismatch of educational and child development priorities.

B. Impact on children B. Impact on children Weak foundation rests on rote memorization &imbalanced Weak foundation rests on rote memorization &imbalanced

cognitive stimualtion. cognitive stimualtion. Damaged disposition hypothesis Damaged disposition hypothesis Learned stupidityLearned stupidity Poor pro social behaviour/valuesPoor pro social behaviour/values

..

Weak Institutional capacity Weak Institutional capacity

Inadequate training facilities Inadequate training facilities Dilution of training eg ICDS Dilution of training eg ICDS Weak systemic capacity at state and Weak systemic capacity at state and

sub state levels –SCERT/DIETS/ etcsub state levels –SCERT/DIETS/ etc Ngo ‘S have few training Ngo ‘S have few training

opportunities or funds opportunities or funds Inadequate M&E systemInadequate M&E system

Child Development Priority vs Child Development Priority vs

budgetingbudgeting Cumulative brain development patterns (international trends) and Expenditure

per child on various schemes in India (per child in the population)

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4500

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Age

Per c

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Average spending per beneficiary child in the group 2002Average spending per beneficiary child in the group 2006cumulative brain grow th

Monitoring and Evaluation Monitoring and Evaluation

Lack of tangible measurable Lack of tangible measurable indicators.indicators.

Only indicator used is Only indicator used is enrollment/attendanceenrollment/attendance??

Lack of community monitoring due to Lack of community monitoring due to inadequate awareness.inadequate awareness.

Inadequate funding for research and Inadequate funding for research and evaluation. evaluation.

Reach the stakeholders !!Reach the stakeholders !!

LEVELS OF ADVOCACY NEEDED FOR LEVELS OF ADVOCACY NEEDED FOR SUSTAINED REFORMSUSTAINED REFORM

Parents and community membersParents and community members Service providersService providers Supervisory and Administrative staffSupervisory and Administrative staff Trainers Trainers Policy makers and Administrators Policy makers and Administrators