National ecce policy

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Department Of Human Development and Family Studies,
Faculty of Family and Community Sciences,
The Maharaja Sayajirao University Of Baroda.
Topic: National ECCE policy 2013
Submitted To: Submitted By:
Ms. Bhavika Thakkar Rutu Kharva
(Course Teacher)

2. NATIONAL
ECCE POLICY
2013

3. PLAN OF PRESENTATION
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6
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INTRODUCTION
PRESENT
PROGRAMS
& SCHEMES
ACHIEVEMENTS
VISION,
AIMS &
OBJECTIVES
IMPLEMENTATION CRITICAL
ANALYSIS
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NEP 2020
FOCUSED ON
ECCE

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 The Government of India approved the National Early Childhood Care
and Education (ECCE) Policy in 2013.
 The Policy framework also includes the National ECCE Curriculum
Framework and Quality Standards for ECCE.
 The policy recognizes that young children are best cared for in their
family environment and thus strengthening family capabilities to care
for and protect the child will receive the highest priority.
 This policy is thus applicable to all early childhood care and education
programs/ related services in public, private and voluntary sectors in
all settings across regions that are offered to children under 6 years.
INTRODUCTION

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VISION

6.  Facilitate comprehensive childcare supports, infrastructure and services aimed
at holistic well-being of children and responsive to their developmental needs
along the continuum of care from conception to age six.
 Recognize diversity of contexts, develop and promote culturally appropriate
strategies and materials and work within the framework of decentralized
governance using participatory and locally responsive approaches.
 Set out the quality standards and curriculum framework for ECCE provisions
and ensure their application and practice through advocacy and enforcement
through appropriate institutional arrangements
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In furtherance of the vision of the policy, the government shall be guided by the
following objectives:

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AIM

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PROGRAM
AND
SCHEME
ICDS
FORMAL
SCHOOLS
NG0S
PRE-
SCHOOLS
RUN BY
PRIVATE
PROVIDER
ENROLMENT
IN PRE-
PRIMARY
PROGRAM

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NATIONAL EDUCATION POLICY 2020 FOCUSED ON
ECCE:
Presently, quality ECCE is not available to crores of young children, particularly
children from socio-economically disadvantaged backgrounds
It also includes a focus on developing social capacities, sensitivity, good behavior,
courtesy, ethics, personal and public cleanliness, teamwork, and cooperation
• Standalone Anganwadis; SSS
• Anganwadis co-located with primary schools; Stand-alone pre-school
Every Anganwadi will have a well-ventilated, well-designed, child-friendly and
well-constructed building with an enriched learning environment.

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It is envisaged that prior to the age of 5 every child will move to a “Preparatory
Class” or “Balavatika”which has an ECCE-qualified teacher.
The ECCE training of Anganwadi workers/teachers will be mentored by the Cluster
Resource Centers of the School Education Department which shall hold at least one
monthly contact class for continuous assessment.
ECCE will also be introduced in Ashramshalas in tribal-dominated areas and in all
formats of alternative schooling in a phased manner.
The planning and implementation of early childhood care and education curriculum
will be carried out jointly by the Ministries of human resource development, Women
& Child Development, Health & Family Welfare, & Tribal Affairs.

11. OUTCOMES OF NEP 2020

12. • An ECCE Cell / Division will be established within MWCD for overseeing the
implementation 'of the Plans of Action and act as interface, both at national and state
levels, for multi-sectorial and inter-agency coordination.
• The Cell will include technical experts to ensure that quality norms and benchmarks
are followed across states.
• The policy will operate within India's framework of decentralization and will therefore
include provision for committees at the community, block, district, state and national
levels.
• A National ECCE Council will be established within three months of notification of
this Policy, with corresponding councils at State within eighteen months of notification
of this Policy
IMPLEMENTATION
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• The National ECCE Council will be the apex body with appropriate professional
expertise, autonomy and funded by the MWCD, Government of India, to guide and
oversee the implementation of the National ECCE Policy.
• The Council will have representatives from all related Departments/Ministries,
State Departments/ UT Administrations, Academic Resource Institutions, NGOS,
civil society organizations, professionals and experts, practitioners, academicians,
etc.
• The major interventions to implement the main provisions of this Policy will be
initiated within one year of the notification of this Policy.
• The Government shall’ create an enabling environment for providing integrated
services as per the various facets laid down in the policy.

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• National/ State Plan of Actions in SSA,
• ICDS,
• Reproductive Child Health of National Rural
Health Mission,
• Annual Implementation Plans

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ACHIEVEMENTS

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 The ICDS schemes has increased from 4068 to 7025 projects during the
period 2001 - 02 to 2012 2013.
 The number of pre-school sections/classes attached to schools increased from
115,372 in 2002-03 to 215,931 during the year 2012-13
 The enrolment in pre-primary sections/classes attached to schools increased
from 8.8 million in 2005-06 to 12.9 million in 2013-14.
 The share of enrolment in pre-primary classes to total enrolment in primary
classes increased from 6.7 per cent in 2005-06 to 9.7 per cent in 2013-14
while the enrolment in pre-primary sections/classes attached to schools
increased from 8.8 million to 12.9 million during this period.
 A recent study in three States indicated that 86 per cent of children, in the age
group of 3-4 years, were attending pre-primary classes regularly (Ambedkar
University, Delhi, 2013).

17. CHALLENGES

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CRITICAL ANALYSIS
 The policies and pledges of Government of India evidently reflect the
influence of and adherence to global trends.
 National ECCE Policy, Quality Standards for ECCE & National ECCE
Curriculum Framework by MWCD are providing clear direction in this
regard.
 High-quality childcare has been associated with benefits for children’s
development, with the strongest effects for children from disadvantaged
backgrounds.
 The effect sizes for childcare factors are about half that for family factors.
However, family effects incorporate genetic factors.

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• http://dietaizawl.weebly.com/uploads/2/3/5/9/23594870/national_ecce_policy
_final.pdf
• https://digital.nios.ac.in/content/376en/4.pdf
• 325805869_India_On_the_Way_to_Global_Movement_on_Quality_Early_C
hildhood_Care_and_Education
• http://ecec-care.org/
• http://rteforumindia.org/wp-
content/uploads/2018/10/CECED_Annual_Report_2013_14.pdf .
• https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_Engli
sh_0.pdf
• https://www.policeresults.com/new-education-policy/
REFERENCE

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THANKS!