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CECED & UNICEF releases IECI study report

10-30-2017 02:28 PM CET | Advertising, Media Consulting, Marketing Research

Press release from: CECED, Ambedkar University Delhi.

/ PR Agency: INCL Group
UNICEF with CECED, Ambedkar University Delhi and ASER Centre launches India Early Childhood Education Impact Study Report

Delhi: UNICEF, in partnership with Centre for Early Childhood Education and Development (CECED), Ambedkar University Delhi and Annual Status of Education Report (ASER) Centre today launched a report on the Indian Early Childhood Education Impact study, a five-year longitudinal research study that followed a cohort of 14,000 four year olds from age 4 to age 8 in rural areas of three states of India: Assam, Rajasthan and Telangana.
Findings from the report reveal that a majority of 4-year-olds are attending preschool, either through government-run Anganwadi Centres or private preschools. However, they do not necessarily participate in preschool and primary school at the ages and in the order that policies prescribe, and therefore there are children below the age of 6 in primary school and children above age 6 in preschool in some states.
The report highlights that even one year of participation in a quality early childhood development programme leads to higher school readiness levels, which in turn lead to better learning outcomes in the early primary grades.
However, a key concern emerging is that most children in the study entered primary school at age 5 with school readiness levels which were far below expectations. They were thus unequipped to meet the demands of the curriculum and had low learning levels. The study concludes that these low school readiness levels in children are clearly related to the quality of preschool education. The large scale service providers do not use age and developmentally appropriate curriculum, methods and materials to engage children. It identifies formal teaching of the 3 R’s – reading, writing, and arithmetic, as detrimental to children’s development.

Given the impact of preschool education on children’s outcomes in primary education, the study recommends the inclusion of pre-primary education as an integral part of the Right to Education Act. Since the age is a significant factor influencing children's school readiness and learning levels, the study further recommends ensuring that children begin primary education only when they are developmentally ready, adhering to the norms of school entry as per the RTE Act, which requires that children begin grade 1 at age 6. It emphasizes the importance of a flexible, play-based foundational curriculum for 3 to 8 year olds along a continuum, for a seamless transition from pre-primary to primary education. To ensure quality, the study recommends that activities conducted in preschool programmes be age and developmentally appropriate, with well-trained frontline workers and teachers practicing child-centered pedagogy. There must also be adequate and appropriate learning materials available, and outreach to parents and families to support their children’s learning. The study further recommends that a regulatory system be instituted for early childhood education, to ensure quality standards are adhered to across all providers, including in the private sector.
About CECED, Ambedkar University Delhi
CECED was established as a constituent of Ambedkar University, Delhi in 2009 to promote research, advocacy and quality in the field of early childhood education and development. Its mission is to contribute towards the national goals of social justice and equity by promoting developmentally and contextually appropriate early childhood care and education (ECCE) as every child’s right to a sound foundation and raising ECCE in the forefront of policy formulation and effective universal program implementation.

CECED was established as a constituent of Ambedkar University, Delhi in 2009 to promote research, advocacy and quality in the field of early childhood education and development. Its mission is to contribute towards the national goals of social justice and equity by promoting developmentally and contextually appropriate early childhood care and education (ECCE) as every child’s right to a sound foundation and raising ECCE in the forefront of policy formulation and effective universal program implementation.

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