A Seminar on FOUNDATIONAL STAGE AS THE FIRST STAGE OF SCHOOL EDUCATION.
13th December 2019
The recent Draft National Policy on Education (2019) shared by the Ministry of Human Resource and Development (MHRD) recognized and included Early Childhood Care and Education (ECCE) as the Foundational Stage of rapid brain development, play and active discovery, spanning from 3 to 8 years.This indicates integrating the three years of pre-primary and the two years of Grades 1 and 2 into a composite unit with “a new integrated and flexible curricular framework and pedagogical structure for school education that is responsive and relevant to the needs and interests of learners at different stages of their development”.Through this upward extension, the policy aims to smoothen the transition from pre-school to the primary stage and consolidate the foundation for future learning.
Building on this policy framework, Centre for Early Childhood Education and Development (CECED) Ambedkar University, Delhi on the occasion of its decennial anniversary organized a seminar FOUNDATIONAL STAGE AS THE FIRST STAGE OF SCHOOL EDUCATION.The seminar aimed to unpack the comprehensiveness and complexity of this inclusion as articulated specifically in the context of foundational stage, while also sharing the recent developments that may support the further implementation of the policy at the national as well as at the state level.
There were two panel discussions. The first panel discussed the implication of Foundation stage to curriculum development, workforce development, developing linkages between preprimary and primary.Eminent educators and educationists gave their insights on these issues. The second panel was on showcasing different models that are being implemented to overcome the learning crises.
The event also witnessed the launch of the Book “Early Childhood Education and School Readiness in India: Quality and Diversity”. The book is based on the IECEI study, which is a longitudinal, mixed-method research study.Building upon the data from the IECEI study, CECED in collaboration with ASER published this book with Springer publications. The book has been conceptualized primarily around the concept of school readiness and aims to present a glimpse into the diverse pathways children follow in early years.It makes a comprehensive assessment of the quality of early educational experiences children are getting both at the preschool stage and in early primary grades and raises a serious concern that despite high enrolment in preschools, children’s readiness levels remain low at ages five and six.The publication raises a vital question- Are our children getting a sound foundation for school and for later life?
Conference on “Future-ready schools: Leadership role of principals”
28th – 30th November 2019
Centre for Early Childhood and Education, Ambedkar University, Delhi collaborated with Next Education to organize a three – day conference on Early Childhood Care and Education (ECCE) titled “FUTURE-READY SCHOOLS: LEADERSHIP ROLE OF PRINCIPALS”.The conference was organized in the context of the growing recognition at the national and international levels that early child care and education plays an extremely important role in the formal education and long term well-being of children.
The conference gave opportunity to the principles to get information on the current issues and concerns in field of ECCE.Participants enjoyed the participative sessions and interacted with questions, observations and sharing of experiences .The sessions included both the challenges within the existing practices as well as theoretical understanding of early education.The conference was held on 28-30th Nov. 2019 at Radisson Blu Plaza, Delhi Airport, New Delhi. About 60 participants attended the conference.
Early Childhood Care and Education (ECCE) is emerging as an area of high priority in most countries across the world. A growing body of research in the field recognizes the range of social and economic benefits from it such asbetter child well-being and learning outcomes as a foundation for lifelong learning, more equitable outcomes and reduction of poverty, and increased intergenerational social mobility. But these positive benefits are directly related to the “quality” of Early Childhood Education. The current report is based on a comprehensive survey of the quality of Early Early Childhood Care and Education (ECCE) is emerging as an area of high priority in most countries across the world. A growing body of research in the field recognizes the range of social and economic benefits from it such as better child well-being and learning outcomes as a foundation for lifelong learning, more equitable outcomes and reduction of poverty, and increased intergenerational social mobility. But these positive benefits are directly related to the “quality” of Early Childhood Education. The current report is based on a comprehensive survey of the quality of Early experiences of children on their levels of school readiness at age 5, and subsequently on their cognitive and socio emotional levels, through the next three years. The depiction of the design of the larger study is annexed with this report (Annex 1). This report is limited to and based on data generated on quality of the ECE programmes during the pre-test phase of the larger longitudinal research.
The survey was undertaken in two istricts of each of the three states, covering a sample of 298 Early Childhood Education (ECE) centres. These centres were purposively selected on the basis of regular attendance rather than on the basis of enrolment of the children. This sample selection, thus, also indirectly reflects the emerging trends in parental choices and preferences. The sampled preschools or early childhood education programmes for 3 to 6 year olds are thus spread across public, private and voluntary sectors. The sample also includes some low-budget innovative programmes referred to as “known practices” in the report, which serve as a reference point for assessing not only “what is”, but “what is possible”, given economic constraints.For Full Report, VIEW PDF