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General Category: EARLY CHILDHOOD EDUCATION

Holistic Skills for Early Childhood Education in India

With the acceptance of National Education Policy (NEP) 2020 and subsequent developments such as National Initiative for Proficiency in Reading with Understanding and Numeracy (Nipun Bharat) by the Government of India, the country has redefined the early years for education as covering children between 3–5-year-olds to 3-8year-olds, which is close to a widely acceptable definition […]

Scoping Study: Curriculum, Learning, and Assessment of Foundational Learning in India

With the acceptance of National Education Policy (NEP) 2020 and subsequent developments such as National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN BHARAT) by the Government of India, the country has redefined the early years for education as covering children between 3–5 year-olds to 3-8 year-olds, which is close to a widely […]

Scoping Study: Curriculum, Learning, and Assessment of Foundational Learning in India to Provide a Road Map to Incorporate Holistic Skill Development

This project examines the concept of Foundational Literacy and Numeracy (FLN) in Maharashtra and Rajasthan. Following the conception of holistic development of children as envisaged in the NEP 2020, this project looks into the ‘what’ and ‘how’ of the breadth of skills required for holistic development, unlike the older conceptions, which were limited to literacy and numeracy. Six models of ECCE (Government and Non-government) in both rural and urban areas of Maharashtra and Rajasthan will be identified. The project aims to develop a deeper understanding of the pedagogy and delivery of ECD in those particular models.

Comparative Assessment of Child Budget in Eight Indian States

Children are at risk of not developing their full potential, stemming from the disruption in essential child development related services especially early childhood development (ECD) owing to pandemic related fiscal stress on the union and state governments. School closures have caused serious learning losses, and also mental health issues for school-age children calling for immediate and appropriate attention. Therefore, promoting and supporting the protection and expansion of financing for child related services, including addressing the public financing bottlenecks that hinder the equitable implementation of child development becomes the utmost priority.

Commitments to Sustainable Development Goals (SDGs) and Convention on Rights of Child (CRC) apart from our own constitutional rights make it imperative for India to ensure that adequate public expenditure is made for children’s well-being. Regular assessment and augmentation of public expenditure on children holds the key. The National Policy for Children in 2013 said that it is important to ‘track allocation and utilization of resources and their impact on outcomes for children with regard to budgets and expenditures on children by all related Ministries and Departments’.

Analysis of the child budget statements, therefore becomes imperative to (i) gauge the comprehensiveness and robustness of the respective approaches, (ii) understand the commitments of the state governments towards the welfare of children and (iii) ensure that the investments of the children are ring fenced during the times of fiscal stress such as the covid-19 pandemic. This is also expected to help the related departments such as Women and Child Development, and Education Or Health, to monitor the child development indicators and public expenditure on children in relation to SDGs more efficiently.

The overarching objectives of the critical review of the Child Budget documents coming from eight states is:

(i) to assess the comprehensiveness and robustness of the approaches and methodologies adopted for preparing these documents from both a comparative perspective and also from the viewpoint of best practices (national and international) with focus on early learning, nutrition and ECD.

(ii) to undertake a sectoral trend and pattern analysis for spending on children including specific sectors, especially focusing on ECCE, ECD, Nutrition, immunization and health while also mapping these against SDGs, and

(iii) to arrive at a standard Methodology/ Framework for preparing Child Budgets in Indian state, based on experiences from within India and international best practices.

Mapping of Select State and Union Government Ministry and Department Programmes and Schemes including Budget and Expenditure for Children’s Education

CBPS undertook a study that aimed to comprehensively map relevant programmes and schemes related to children’s education, and analyse the budget and expenditures of the same. Multiple Ministries and departments offer various programmes and schemes, with differing amounts of resources and budgets allocated to them. Some schemes have been interlinked with or subsumed under others, […]

Adaptive Behaviour Among Pre-School Children: Constructing Contextually Relevant Assessment Tools

Early Childhood Care and Education (ECCE) has gained significant global attention due to its critical role in child development and long-term societal benefits. Research from neuroscience and developmental psychology highlights sensitive periods in early brain development, influencing lifelong outcomes (Woodhead, 2006). The rationale for investing in ECCE extends beyond educational improvements to encompass economic returns, […]

Costing Framework and Principles for Responsive ECCE Models

It is important to have an estimate for the cost of services by any provider, irrespective of whether the provider is a public or a private entity. An accurate estimate of costs for providing any particular service can help in more efficient planning, judicious use of resources and better decision – making regarding subsidies and […]

Developing ‘Responsive’ ECCE models in India

Scientific research on early childhood development has informed investments in Early Childhood Care and Education (ECCE) across the global south. Conceptual frameworks of ‘developmentally appropriate practice’ (DAP) guide ECCE policy and practice according to established norms for children’s development. However, DAP frameworks leave the universal and normative core of developmental thinking unaddressed. Based on an […]

Report 4: Research Studies on ECCE – Recommendations and Policy Directions for ECCE in India: Lessons Drawn From the Three Research Reports on ECCE

This report summarises the findings of the three research studies on ECCE undertaken: Status of ECCE: Provisions and Gaps in India, with special focus on three states (Delhi, Odisha and Telangana) Analysis of ICDS: Provisions and Budgets Analysis of the Costs and Resources of select non-ICDS ECCE models.   Drawing on these studies, it provides […]

Report 2: Research Studies on ECCE – Integrated Child Development Scheme (ICDS): An Analysis of the National Budgets With Special Reference to Three States (Delhi, Odisha and Telangana)

This report presents an analysis of ICDS national and state budgets (for Delhi, Odisha and Telangana) for four years from 2014-15 to 2017-18. It analyses these budgets in relation to changes in financial planning in India, following the introduction of the Fourteenth Finance Commission, as well as in relation to the specific populations and additional/differential […]

Research Studies on ECCE: Guide to Use the Reports

It is globally acknowledged that the first six years of a child’s life are the most critical years for life-long development as during these early years, children develop their cognitive, physical, social and emotional skills that lay the foundation for life-long learning and holistic growth. Save the Children, with its implementation experience across India, believes […]

Report 1: Research Studies on Early Childhood Care and Education – Status Report on Implementation and Gaps of ECCE in India (With Special Focus on Delhi, Odisha and Telangana)

This section provides a context for the entire set of Research Studies on ECCE, commissioned by Save the Children, India. It presents a review of existing national and international literature on the significance of ECCE, the research evidence supporting its impacts, and various types of ECCE models and programmes from across the globe. Research in […]

Research Studies on Early Childhood Care and Education (ECCE)

Save the Children aims to advocate ECCE as a fundamental right for children between the ages of 3 to 6 years. CBPS is commissioned to undertake a comprehensive study to review the status of ECCE policies and programmes in the country implemented by both the private and the public sector.

Midterm Review of M Venkatarangaiya Foundation’s Programme on “Ensuring Education for Children in Vulnerable Areas Across Two States in India”

The MV Foundation (MVF) project on ‘Ensuring Education for Children in Vulnerable Areas Across Two States in India’, was funded by the Tata Trust foundation with the purpose of ensuring universal enrolment and retention of children in schools through social mobilisation and awareness building, to pilot a model of teacher-led systemic change towards child friendly […]

Scoping Study for Starting Interventions in Karnataka for Room to Read

Room to Read has been working in India since 2003 in the areas of Literacy and Girls’ Education. In the past thirteen years, Room to Read has helped set up libraries in government schools, trained teachers on literacy instruction, published children’s literature in local language and provided material, academic and life skills support to girls. In 2017, they plan to expand their operations in Karnataka. CBPS is conducting a feasibility study to guide their proposed expansion plans and recommend way forward.

A Feasibility and Validation Study of the Kalikayatna Initiative

This study examines Kalikayatna, a novel learning initiative focusing on ‘how’ children learn, in schools across India. The initiative arose from a need to address absenteeism and non-enrollment. The study also explores its feasibility of expansion in Karnataka.

Interactive Radio/Audio Interventions in Elementary Schools in Karnataka, India: A Policy Simulation Exercise

Advancements in the capabilities and reach of technology have enabled massive adoption of technology in various areas. One example of the same is in distance education programs, with governments and international organisations collaborating for the development and implementation of technology based educational tools to aid the regular teaching process. Amongst the various tools available, special […]