Collaboration is Key: Learnings from Chandrapur’s Early Childhood Education Model

Leadership For Equity (LFE) as an organisation dedicated to contributing toward change in the quality of education in India has embarked on a process of exploration and involvement faced with addressing issues relating to Early Childhood Care and Education (ECCE). Our work in Chandrapur has been particularly insightful, revealing both the systemic challenges that exist and the innovative solutions that can lead to meaningful change.

The early years of childhood represent the most important period in human life, with the first eight years laying the foundation for cognitive health, social-emotional learning, and overall development. India is home to almost eight crore children in the age group of 3-6 years, many from disadvantaged backgrounds and hence accessible high-quality ECCE has become more critical than before. Research shows that investing in early education yields long-term benefits, like reduced school dropout rates and improved overall development.

Established in 1975 under the Integrated Child Development Services (ICDS) scheme, the Anganwadi system is one of the largest networks of pre-schools globally, serving as a vital part of ECCE. However, despite its broad reach, the system faces massive barriers that affect the delivery of quality education. The New Education Policy (NEP) 2020 has further affirmed the importance of ECCE, prescribing a continuous five-year foundation phase that includes three years of pre-primary school and two years of primary school. Yet, the fragmented approach to ECCE between the ICDS and the Education Department, along with the lack of cohesive teacher training and curriculum alignment, has created a disjointed educational experience for children.

Confronting the Challenges of ECCE in India

One of the key challenges we observed in Chandrapur was the limited focus on education within the Anganwadi system. While the ICDS has achieved commendable success in improving nutritional impact, the emphasis on early education has often been overshadowed. Anganwadi workers, the cornerstone of ECCE in these centres, are burdened with multiple responsibilities, from providing supplementary nutrition to conducting health check-ups. This leaves little time for effective teaching and learning, compounded by a lack of specialised training in early childhood pedagogy.

Moreover, the transition from Anganwadi to primary schools has been a persistent issue. As children move from Anganwadi to grade one, there is a major learning gap due to a lack of continuity in curriculum and teaching methods. NITI Aayog’s 2023 Evaluation of ICDS Scheme report highlights this misalignment, noting that while Anganwadi centres focus on play-based learning, primary schools tend to emphasise formal academic subjects, leading to a jarring shift for children.

The Chandrapur Model: A Collaborative Approach

To address these challenges, we embarked on a unique initiative in the district of Chandrapur to strengthen ECCE delivery by encouraging collaboration between the District Institute of Educational Training (DIET), ICDS (falling under the Women and Child Development ministry). This multi-departmental convergence, a first in the district, focused on building the capacity of Anganwadi workers and primary teachers to facilitate a smooth transition for children from Anganwadi centres to primary schools. The joint training sessions conducted ensured that both AWWs and primary school teachers shared a unified understanding of FLN competencies.

One of the primary challenges we tackled was the lack of a dedicated body for Anganwadi training and curriculum development, similar to what exists for primary schools under the DIET. In Chandrapur, we worked closely with DIET, ICDS, and the Education Department of Zilla Parishad to establish clear roles and responsibilities, develop a long-term teacher capacity building plan for ECCE implementation, and secure funding for these initiatives. This collaboration led to the development of a comprehensive structure for ECCE, with DIET taking the lead in training both Anganwadi workers and primary school teachers to ensure continuity in the learning experience of students.

Another significant challenge was the gap in school readiness among children transitioning from Anganwadi centres to grade one. To address this, in collaboration with LFE, DIET Chandrapur introduced a common readiness assessment, the Balvatika assessment programme, which was implemented across 2500 Anganwadi centres in Chandrapur. This tool, aligned with the state’s Aakar curriculum, enabled Anganwadi workers to gauge the readiness of each child and communicate this information to primary school teachers. The result was a more tailored approach to meeting the learning needs of each child as they entered grade one.

We also recognised the importance of fostering communication between Anganwadi workers and primary school teachers. Regular meetings and workshops were organised to discuss individual children’s progress, share observations, and develop a shared understanding of what it means to ensure school readiness. This collaborative approach was further supported by the introduction of report cards for each child, documenting their developmental milestones and readiness for school.

Moving Forward: Scaling the Chandrapur Model

The success of the Chandrapur model highlights the potential for systemic reform in ECCE through collaboration and creativity. By fostering a strong partnership between the Education Department and ICDS (the Women Child Development Department), as well as DIET, we have established a framework that facilitates a seamless transition for children from Anganwadi centres to primary schools. Key considerations for integrating efforts between ICDS and the Education Department include:

1. Aligning the leadership of both departments around the rationale for collaboration: It is essential to consider both departments’ visions and concerns when seeking alignment.
2. Securing funding sources for initiatives eliminates the obstacle of implementation costs. Without this, ideas cannot be transformed into actions.
3. Clear linkages and connections between learning resources for pre-primary and primary grades must be evident to both Anganwadi workers and primary school teachers.
4. It is crucial to discuss or present the successes and challenges of implementation across the hierarchy of officers with relevant data points. This ensures that decisions are based on the needs of teachers and students. A systematic channel is needed to obtain data in a timely manner, reducing dependency on implementation partners.

As we continue to advocate for systemic change, our focus remains on scaling this model across other districts in India. The lessons learned from Chandrapur will inform our efforts to align curriculum, enhance teacher training, and ensure that every child has the opportunity to thrive in their early years.

At LFE, we believe that by resolving the systemic deadlock in ECCE, we can create a brighter future for India’s children—one where every child has access to the quality education they deserve from the very start.

About Leadership For Equity 

Leadership For Equity (LFE) partners with governments to create brighter futures for all children by driving systemic education reform. With a vision of building public education systems that never let children down, LFE focuses on improving learning outcomes and well-being at scale by enhancing the capacity of governments through teachers and academic leaders.  LFE’s comprehensive approach centres on strengthening teacher education, enabling system leadership, and enhancing educational governance. By engaging at every level of the public education system, LFE is fostering a future-ready education ecosystem that prioritizes equity amidst change.