Bridging the Skilled-Resource-Gap in ECCE

Among the key problems facing the Indian ECCE (Early Childhood Care and Education) sector currently is capacity utilisation and an equally critical unavailability of skilled resources. Most ECCE programs, though have spread to smaller towns, villages and urban slums etc., are yet to offer quality curriculums disseminated by skilled resources focusing on the holistic development of the child as against  the myopic standard, cryptic and isolated approach. Even though the government in 2013 had approved the proposal of the National Early Childhood Care Education (ECCE) Policy, the focus is mostly on enhancing access and developing a national curriculum framework. Issues of training and developing of a skilled resource pool, critical to drive outcomes, have been side lined.

Unfortunately, it is also widely perceived that not much expertise or technical knowledge is required for the implementation of such programs and hence, the quality of ECCE programs has been adversely impacted.  Training systems are archaic and requisite qualifications are low due to absence of any such mandate by any state government. Undoubtedly, nothing could be more off-the-mark.  Various childcare programs from institutional care, adoption centres, maternal and child health programs, programs for children with special needs require well trained professionals with a sound knowledge regarding child development and requisite skills to work with children.

In the last two decades, issues relating to ECCE have been in focus since government’s adoption of the National Policy on Education (NPE) in 1986 and The Revised Policy Formation (POA) in 1992. In spite of this however, in India, home to the largest number of children in the world at 170 million children (census 2001) between 0-6 years, ECCE remains a privilege for majority of the children. A mere 32% of pre-primary age children are enrolled in such education programs. Even though there has been a marked increase in government-led ECCE programs, the coverage of children under such programs remain dismal. As per ‘ECCE: An Overview (MHRD 2003)’ - a mere 19.6% children between age group 3-6 years were covered under ECCE programs such as ICDS and ECE schemes, crèches and balwadis in the voluntary sector supported by DWCD in 1996-97.  

This is alarming if we were to look at scientific global studies having established that the first 6 to 8 years of a child’s life are most critical for lifelong development due to the rapid pace of development. Absence of a stimulating and enriching environment often irreversibly reduces the possibility of achieving ideal potential. Increased industrialisation, migration, change in traditional family patterns and urbanisation has impacted the quality of child care available. Hence the developing and initiating of quality early child care programs and enhancing inclusiveness is of utmost importance.  

At present most of the programs create their own in-service training for skills for specific programs, also curtailing mobility of workers.  The ability to understand the crux of the content, program and adapt the knowledge garnered and skills to create opportunities for children’s optimum growth and development is most essential though for now, grossly lacking.

In-line with the Modi government’s directive and impetus for advancing vocational training for skill development, recently, TISS (Tata Institute of Social Sciences), Mumbai, began its ‘school of vocational education programme’. I have had the privilege to connect with likeminded educators and professionals from ECCE and we are dedicatedly attempting to arrive at a dynamic and relevant curriculum framework and are excited with the prospects of the introduction of a first-of-its-kind vocational education programme in ECCE.  While there can’t be a better way than involving school operators and knowledgeable experts from the industry for this magnanimous task of also establishing a strong quality assurance system in place, it is also certain that there needs to be a holistic approach to tackle issues concerning ECCE.

One of the ways of developing and grooming such skilled workers is through concerted efforts to set up training programs while also amplifying policy measures in the sector. Vocational education courses in ECCE backed by relevant policy measures to build on awareness, capacity utilisation, requisite qualifications and guidelines, financial monitoring and evaluation is the need-of-the-hour. It’s time the government works alongside private sector players and encourages skilled, talented and committed professionals to take up the unparalleled goal of shaping the future of our country. We must make it our number one priority to provide quality childcare to ALL our children including the whopping 70% who are currently deprived of this basic right.