Raising Kids the Minimalistic Way

Remember the days when as children we would wait for our turn to be treated to at the toy store by our parents? Or eagerly await that book or dress we had expressed a wish to have as ours? That waiting period used to be so wrought with anxiety and joy. We wouldn’t really know if that toy or dress would make itself to us the next day or would take a few weeks or even a month – depending on our parents’ mood or perhaps our behaviour or the occasion. Well.. Cut to the present and children as young as four browse through apps and place orders about their favourite toys as parents watch on, grinning sheepishly perhaps also adoring their technological skills.

But, aren’t we missing a point? That waiting period is gone. Children even know the exact date their parcel is getting delivered! It need not be earned. It is more of a sense of entitlement. There are cupboards filled with clothes and toys – some not used ever – but nevertheless stuffed in; what if perhaps the child just decided to use it? We are so consumed in terms of keeping our children occupied by giving them everything they want, they are hardly bored. And when they do get bored, it becomes a nightmare for the parent! Actually, we cannot be blaming anyone for this. Children learn a lot from us. And if there is any truth it is that we are only been driven to want more and more and hence procure more and more. However, do we NEED it? Children now only know instant gratification since these are the time of instant gratification. Patience is dwindling as our options keep increasing.

This is where an increasing number of people are resorting to a minimalistic way of living. Minimalism is gradually being adopted by more and more people as a way of life. And I have begun seeing a major impact on my life too by following some basic tenets. For the uninitiated, minimalism, at its core, is placing focus on the things we value more rather than just want and removing everything that keeps us away from it. Any pursuit is entirely driven from a keen intent rather than a passing whim. So, while most of us may relate to it in terms of perhaps decluttering wardrobe, using perhaps one or two handbags instead of owning five-six different ones or having just one sweatshirt, etc. the idea is to be aware of the intent behind every action and then act accordingly. The key is to live simply, not boringly.

This is a time when we must introduce to our children the minimalistic way of living one day at a time. It is guaranteed to not only bring the family closer but also an important stepping stone to live more contently. Here are a few ways you can inculcate minimalism with children –

1.      Reserve special treats for special occasions – A birthday, an achievement, a milestone.. Reserve these days for gifting your child what s/he desires. This way, the child will not only cherish the possession due to the wait, it will enable him/her understand how to distinguish between what he truly desires and what is perhaps a passing whim.

2.      Experience matters  -  Switch off  the TV, the gadgets and gather experiences. It is simple - value experiences, activities over accumulation of toys or gadgets. Get together for family challenges or to celebrate a tradition.

3.      Declutter – Can you spot clothes that your child hasn’t worn for months on end and you know he probably never will? Or how about that toy he never took to? Declutter by giving it away to people who need it!

4.      Generosity – Keep a giving away day say once a fortnight where the family can accumulate stuff that they no longer need and visit an orphanage or a rehabilitation home nearby. Give and help your child see the joy in giving.

5.      Living simply – Living minimalistic doesn’t mean boring. On the contrary, it means living more purposefully, being aware of the intent. The simplest joys of life lies in doing the things you love by being present. So, be more present.

We aren’t what we have and neither are we defined by our possessions. Now is the time, perhaps more than ever before that minimalism is essential for our kids. So that in the future, they are in control of what consumes them rather than consuming things that control them!

Of a ‘Shubh Sitambar’…

September was a ‘shubh’ month, personally, both in terms of commencement and renewal. Billabong High International School, (BHIS) Santacruz remains among the Kangaroo Kids Education Ltd. schools I have been associated with, perhaps, since its inception.  So, when I was recently entrusted with its reins, it was a resumption of what I have always loved to do, especially within the Kangaroo Kids ethos of making learning fun across grades and not just in the kindergarten.

There is little that can match the enthusiasm, freshness and brilliance that young minds infuse into projects, especially when channelled precisely.  Therefore this month’s celebration of Hindi Diwas was a double celebration for me. At one end, it meant watching my young tots at Kangaroo Kids Kandivali, delighted to discover and explore Hindi, its words and ‘akshars’ and on the other hand , also experience the fluency, knowledge and attachment one forms with a language as exemplarily demonstrated by students from Grade I to Grade IX of BHIS Santacruz.

As the school principal, I had the privilege of meeting with the chief guest of honour, Mr. Nalin Saraf, a writer and novelist who has written many biographies in Hindi. The recent ones being ‘sajan re jhooth mat bolo’ and ‘suhana safar aur ye mausam haseen’ on lyricist Shailendra Kesarilal. The cultural programme which commenced post lunch saw children across grades participating eagerly. Students from Grade 1 and 2 shared their Hindi poems while grade 3 put up a funny skit; grade 4 participated in a crossword puzzle and so on! Mr. Saraf, was enthralled with the participation and shared some great advice which I believe every educationist and parent must heed to. Every child should be introduced to the mother tongue, the local language (which could be the mother tongue), the national language and English at an early age.

I believe proficiency in any language could be attributed to the exposure of the language early on. Kangaroo Kids preschools are among the very few preschools that introduces Hindi to children right since nursery and the success of the model is proof enough of language education being integrated within the curriculum!  Studies have proved that pre-schoolers can grasp up to 21 languages! And language education is critical not just for language proficiency or literature, but also for critical thinking, emotional intelligence development, communication skills and also sharpening analytical skills! Indians are lucky that our children are exposed to at least three different languages on an average since birth.

The journey of Hindi, from the pre-Independence era, then being identified as the national language post-Independence till its current form where we hope to see Hindi recognised as an official language of the United Nations, has been long and intricate. While it is important that no language is politicised, let’s leverage the gift our national diversity offers us and ensure it remains so for generations to come. And ironically, we needn't have a ‘day’ to celebrate our national language then.. No excuses.. It should be entrenched within, for it’s a firm part of our cultural identity. While our minds continue to evolve with and shape this rapid age of globalisation, our hearts will after all be rooted and the language that connects both the mind and heart is the mother tongue!

Collaborative Learning Spaces in Schools – Merely being ‘Cool’?

Collaborative workspaces are fast becoming the norm across corporates and are slowly being imbibed within sectors like education and government across developed nations. The corner office privilege is gradually becoming obscure as companies realise the importance of designing spaces which allow more room for socializing, exchanging of free ideas in an environment more infused with trust and transparency. It’s about the empowering feeling that all are working together for a common purpose. 

Recently, an Australian school, as a first, unveiled a collaborative working space for Teachers which has led to a happier staff and a more conducive and collaborative environment (Refer - http://www.educatoronline.com.au/news/a-collaborative-working-space---for-teachers-201572.aspx). A lot of research has already been undertaken with striking observations on how such human-centred designed spaces have successfully bridged achievement gaps across systems globally. Hence, even as some of these visionary schools have borne unwarranted criticism on attempting to appear ‘cool’, fact remains that such spaces are the need of the hour given that we are grooming the next generation of entrepreneurs, thinkers, artists who need to work amongst each other to understand and deliver together new-age solutions and models.

  

The idea undoubtedly requires a paradigm shift in thinking – Instead of Teaching or Creating being a ‘Learnt’ skill, it needs to be brought about collaboratively. The essence should shift to Team Work and Creativity. And this needs to be ingrained since kindergarten! We have seen much of these benefits on holistic learning at our preschool, which if extended to other similar schools will benefit students to grow into collaborators. There are NO assigned traditional ‘classrooms’ for each division or grade which is in-line with the Kangaroo Kids Education vision of imparting holistic education, keeping in mind different learning styles - Auditory; Visual, Kinesthetic. 

Education is imparted through four ‘Developmental zones’ (Physical, Social Emotional, Cognitive & Language Development and Cooperative Zones) that cater to developmentally appropriate activities based on Brain development of Children. Physical activity Zone affects learning and movement which stimulates connections in the brain. Social/Emotional development is essential for self-awareness and development of healthy self-esteem which is a prerequisite to be a ‘successful’ person. The Cognitive & Language development zone impacts the way children think, develop understanding and apply these to reason and solve problems. The Cooperative learning zone focuses on how children apply the knowledge that they have acquired.

These four zones synergistically impart holistic learning for young minds in order to provide them with the right start early in life. It also leads to Collaboration among Children, Teachers and Amongst Themselves. Of course, for such spaces to thrive there needs to be an amalgamation of synced methodology and curriculum. Every aspect of schools - from infrastructure to activities needs to be designed within the framework of a globally benchmarked curriculum, to encourage diversity and globalisation. This can be achieved by designing an integrated, interdisciplinary and theme based curriculum, sequentially developed to increase in complexity – in the manner corporate workspaces are being designed to stimulate creativity and delve into complexity of tasks.

The focus must be on experiential learning rather than rote memorization to ensure learning is fun and is retained throughout life as happy memories are life-long. Learning, as a matter of fact, must not be limited to the ‘school space’. Activities like field trips, interaction with resourceful people or participating in performances, create episodic memory and emotions trigger the memory of episode. It thus helps learning and openness to receiving knowledge, training, and experiences in later working life – as a professional. Corporate workshops/seminars are devised increasingly to bring about learning together with activities like Learning centres and Circle time (by sitting in a circle everyone is visible to everyone like collaborative spaces where each one’s participation is important) which helps create an environment conducive to real consultation, shared responsibility and decision making. 

In fact most evolved preschools have already implemented such, understanding the importance of helping the future learners grow and contribute seamlessly as professionals. We then wouldn’t need to pump in so much money to retrain graduates, postgraduates to make them industry-ready! In this Conceptual Age, we need to ensure every learning space across K-12 and universities adapt to the collaborative-space designing model to effectively deploy and ingrain learning as do industries to tap learning at workspace. Else, we will keep reeling in the mismatch of the relevance of knowledge retained and the essential skill-sets required of an expert professional in the 21^st century.

I Know What You Did Last Summer!

I recently overheard one young mother tell the other about the summer camp activities she had enrolled her 3.5 year old daughter in. ‘Thank god for the summer camp Trisha has been attending. What do they do whole day at home but watch TV or play with a smartphone?’ The other lady, who was strolling with her infant, seemed a tad mortified. ‘But where did we go to any such camps? Isn’t carefree playing also important? Won’t a two-month break from school actually help?’

I smiled to myself as I quickly darted across the street. Both mothers had a point which echoes in the mind of most parents. It is true. Summer vacations have assumed a different purpose and identity of its own! No longer is it synonymous with a complete break from school or idle pastime. It is almost the norm nowadays to enroll the child into a summer camp.  Even before the end of an academic year, announcements of various summer school activities have parents scurrying for the best choice. While for older children it would of course do good to heed to their preferences, how do you choose a good program for a pre-schooler? Or do you even opt for one?

Ideally, summer vacations must be best used for experiences that a child wouldn’t perhaps be accustomed to. A vacation, trips to the museum, spending time with other children or relatives, having idle fun, browsing through books, traveling in public transport, doing any activity of interest or plain lazing around. However, with increasing work pressure and enhancing lifestyles parents aren’t able to spend that quality time to direct their child’s interests or help in diffusing their energy. 

Children, especially younger ones, come with very short attention spans. They move on from one activity to the other in the blink of an eye.  Unfortunately, the only thing which perhaps keeps their attention while also (over)stimulating their minds and are readily available these days are tech gadgets. The iPhone/iPad or it is the television. This is perhaps the saddest outcome of the technology obsessed generation. The only cows or goats or horses we interact with are the ones played on Farmville on FB! Everything is digital. Unfortunately, the learning in only this form of media is extremely limited and sometimes even damaging.  Numerous research studies have proved it. 

I am not totally against using digital media and it has its benefits in learning when used judiciously and in a relevant manner, but learning through hands on experience is irreplaceable. When it comes to socialising with people or getting dirty to understand how a plant grows from a seed or playing with the flour to make dough or watching water metamorphose through its three stages. It is here that well-thought, developmentally appropriate and fun programmes come into the picture. 

I also cannot stress enough that even when selecting summer camps, it is imperative to take into account not just the child’s interests but also if the program is developmentally appropriate for the child. Having fun is absolutely essential but hygiene, safety and a good, researched framework against which such activities are designed are critical. 

Of course, it cannot be denied that there is no substitute for parental attention and involvement. That must be the number one priority. Skip the camp but get ready to get down on your knees, be a child and rediscover the world with your child again, and not just this summer!

To be a Rocket Scientist OR a Sailor?

One of our kindergartners’ parents recently made an important but typical remark about our assessment procedure, as we concluded one.  “It reassures me that my child’s progress is being studied in such detail but how should we make the most of this assessment,” she asked. 

It wasn’t the first time a parent wanted to ‘act on’ the assessment. It is an eagerly awaited day by parents as they browse through the progress their children (as young as 2 years) are making within the curriculum. Often, parents who join us after having their brush with other preschools are quite taken aback with the methodical processes and in-depth analysis across every sphere of learning we follow.  Learning Assessment is crucial to us. However, assessment programs are hardly about if the child is on course to becoming a rocket scientist or a curator and providing cues to the parent accordingly!

Assessment, ‘assidre’ in Latin, means to sit beside. At Kangaroo Kids, the focus is always on the process rather than the ‘product’.  This encompasses to literally ‘sit beside’ a child and while observing him/her, guide his discovery and learning and finally assess his/her progress across various dynamic parameters.  It is a 360 degree approach of understanding a child and his learning needs. Observation is an important skill at every stage of schooling – be it teaching or learning.

For e.g. to observe in a two year-old the curriculum aim of 'uses tools for writing and drawing and visualises & represents ideas (on paper, slates, easel etc.)’, the learning objective is - holds a crayon with thumb & 2 fingers (palmer grasp). Here, the teacher will observe children at the activity centres while they are doing their activities either on slates or at art activity. Since each child develops at their own pace, observing and supporting each child is critical.

Undoubtedly, it’s the teachers that are the primary facilitators in this cycle, which is why they are empowered with the maximum training and support to handle each child. To maintain daily progress of each child with respect to physical, cognitive, social, emotional and personal development, is no mean feat, since each growth is inter-related. Extend couple of extra layers of focus for children identified as afflicted with learning disorders, it’s easy to see why it is absolutely essential for us to maintain a teacher-child ratio of 1:6 (playschool) or 1:8 (an industry benchmark), along with a support teacher for each child identified sometimes with learning or behaviour challenges.

As we see it, child assessment is as definite as science and as evolving.  Though, it is hardly a tool to know who has the makings of a rocket scientist. But it is about who would love rocket science and who would rather sail a boat. And between the both of them how to get them interested in the boat and the rocket respectively. We truly believe each child is unique, gifted and had areas of strength. We don’t believe in labeling children or sorting them but believe in ‘igniting that spark for achieving human greatness’.

It goes without saying that parents are equal partners in this process of discovery, learning and outcome.  Without them, it is impossible to realise the vision of raising a child as true to himself/herself.  Although it does take a while for some of our parents to accept the thought that one needn’t compare to understand. But all who have been with us have supported this wholeheartedly, to only come back later and thank us. Our vision for our children is simple really. It remains to celebrate what each child has to offer and to ignite his interest in achieving his potential.  

There is hardly any satisfaction than watching little rocket scientists agreeing to cruise with little sailors and watch little sailors give the rocket the benefit of doubt! 

Terrorism – 0 Education – ∞

As 2014 draws to a close, it will be marked by one of the most tragic and spine-chilling incidents that history has witnessed so far. The massacre of 132 school children in Peshawar, Pakistan. The world gasped in horror as terrorists wreaked a savage blood bath in the institution. Innocent lives, whose only fault was of belonging to a particular background and for attending school, eager to learn. While it wasn’t the first time that children were victims of terrorist attacks, what made it more gruesome was the planned and systematic way the terrorists went about the murders. How a human could do such an act, we wonder.

As the government in Pakistan vowed to clean its backyard of these weeds they grew for regulating their external power struggle with India, and it yet remains to be seen how much they will walk the talk, will just retaliating and killing more terrorists suffice? Clearly, killing more people can hardly contain violence which is more often than not, an outcome of a society reeling under marginalisation, division and exclusion. The have and the have-nots; the masses who continue to wait along the side-lines, as the majority progress towards ‘development’. And what serves as a greater leveller than education to remove such socio-economic disparities while also broadening the outlook of people?

HG Wells in Outline of History mentioned – “human history becomes more and more a race between education and catastrophe." Closer home, around 80 million adivasis, who live mostly in poorer states like Chhatisgarh, Jharkhand, Madhya Pradesh, have barely been participants in the ‘shining India’ era; they earn as low as Rs. 20,000 annually. Is it any coincidence that Naxalite activity has thrived on such alienated and marginalised tribal belts in eastern and central India, stripped of basic amenities that should constitute their rights rather than be considered a privilege, defining development?

Unfortunately, we have yet to understand the importance of education in removing such disparities. Like its Indian counterpart which spends a miniscule 3.5 % of GDP on education, even Pakistan spends a dismal 2.3% GDP on education (compared with 8-10% in OECD countries). In fact, in June 2014 the Pakistan media reported that the education budget had been reduced by 11% over last year. This while the country has the second largest number of out-of-school children after India as per a UNESCO 2012 report – ‘Education for All Global Monitoring Report 2012. There is marked discrimination in terms of girl child education in lower economic households with less than 5% young women having completed lower secondary school while a paltry 16% of poorest men had completed so, compared with 70% richest young men and women. The country ranks 113 out of 120 countries in the Education Development Index.  One in three young people in Pakistan have not completed primary school and the country has the third largest number of illiterates.

How can any country progress when several live in various degrees of unfreedom? Significantly, Dowrick and Kruege Lindahl had observed that an increase by one year in a country’s average level of schooling could increase economic growth by 6-15%.  Since lack of education is both the cause and effect of underdevelopment,   it becomes a vicious cycle to break. And violence is often born out of such disparities. Education enables people from all streams to actively participate in nation building rather than be silent and at times harmful participants.

We need to not only spend more on education and health and make it inclusive across aspects, but also invest time and energies in thinking about how we want to shape our youth’s minds. What is it that they are learning and what lessons are we imparting? For instance, is it just a mere coincidence that Pakistan spends SEVEN times more on military education than on primary education! We will reap as we sow and education is a powerful tool.

We need to focus on shared cultural, intellectual and physical history as a people rather than let a few in power create dissent and divide us. In what will remain as of the most brazen and dastardly acts on an education institution, ironically, isn’t it time we sat up and take notice of what is it that we are teaching our children or rather what is it that we aren’t?  Tolerance, mutual respect and understanding, cooperation and unity should not merely be restricted to moral science/value education lessons but rewarded and incorporated within the curriculum. Since it is in our schools that our minds are being shaped continuously.

Undoubtedly, in every war between terrorism and Education, the former has always lost. For there can’t be a more befitting reply than that given by the young school children who survived the dastardly act to those who cowardly plot such terror attacks to imbibe fear and hostility, by turning up the very next day at school. While you might inhumanly push bullets into our heads, how will you destroy awakened minds? 

Cleanliness and G(o)odliness!

A recent international study by Rice University has established a well-known truth. It states that the feelings of disgust associated with an unclean work space might give rise to unethical behaviour. In other words, ethical behaviour can be promoted by keeping the immediate environment clean!

While this further gives an impetus to the much-touted Narendra Modi’s ‘Swacch Bharat Abiyan’, it just reaffirms what traditional sciences like FengShui, Vastu Shastra have delved on since ages - the importance of clearing of clutter to attract good energy.  

If one were to pick up the newspaper and look at most issues which are critical, these rule at any given point – vector-borne illnesses and deaths, garbage disposal and sanitation issues,  health of citizens, social issues like poverty, illiteracy, unemployment, malnutrition. It is tough to overlook the connection between apathy towards the environment and corresponding impact on its surrounding.

While under the Cleanliness Drive initiated by the Prime Minister, many municipal schools and societies across are taking the broom, hardly any program sustains in the long run without a holistic approach. Here the issue, apart from cleaning up mess is to stop generating mess.

Perception plays a key role in changing of behaviour and in turn habits. When a three-year-old sees his/her father or mother littering, or observes cleaning the house is the maid's cross to bear, How many such adults are going to own up to the mess accumulated outside one’s house? Much of this is due to apathy and ignorance.

It’s time the government started environmental education in schools and preschools. There needs to be a separate subject dealing in environmental education and separate project. Let alone need-of-the-hour initiatives as garbage recycling, garbage segregation, water conservation which goes a long way in preserving the environment, we need to sensitise people about the effects of inappropriate disposal of waste.  

Throughout the regular cleanliness drives we take, the most crucial ones forming the base, is the environmental awareness we induce in our tots. You will be surprised to know how receptive and conscientious a toddler can be. We have had parents share with us how their three-four year olds patronise them for a minor oversight – leaving the tap open while brushing teeth or throwing a wrapper out of the car or spitting gum on the road.  These young children serve as the best mirrors to the parents. Reflecting truth, not deflecting it. 

It is habits that form a society and also define it.  It’s hardly any rocket science that no good can come out of unhygienic, filthy and mauled environments. Neither a human being nor an animal deserves to dwell in such spaces.  

Cleanliness is G(o)odliness. 

MISSING - the ‘Care’ in Early Childhood Care Education!

Meera, a software engineer and a young mother was distraught when she had met us a year ago. She was at her wit’s end trying to get her child, Kiara (3.5 years) enrolled into a ‘good’ playschool. She had already tried two preschools – one a smaller establishment closer to her locality and another a larger one integrated within a renowned K-12 school, though the traveling time doubled. None worked. One had failed to engage Kiara at a holistic level and the other was a gigantic system which threatened to engulf Kiara’s uniqueness at such a young age. Having met and counselled numerous parents, it definitely wasn’t the first time I had encountered such agony. And a valid one.

Being a mother foremost and an educator, I can empathise and appreciate the concerns parents like Meera have. For a simple reason - it reverberates with the need to provide holistic, inclusive, quality and research-based education especially, Early Childhood Care Education (ECCE) programmes, which has been a personal two-decade mission. It is an irony that even though the demand for ECCE has shot up considerably with numerous preschools and K-12 schools sprouting in every corner, parents are still devoid of options when choosing good ECCE programmes which are accessible, affordable, engaging, developmentally-centric and relevant. Most are compelled to compromise at some if not various levels, albeit critical. Many garner admissions in K-12 schools to avoid admission hassles later on without even checking if the school’s ECCE programme is relevant, enriching and suitable for their tots. At others, parents enrol their children in preschools with great infrastructure but poor ‘learning’ outcomes. The glut of poor-quality preschools due to lack of regulations in the sector compounded by lack of awareness among parents about benchmark practices has led to this vacuum. The cost of this oversight is unfortunately being borne by the children.

What defines a good preschool? There are a myriad of factors. However, according to me, it must definitely measure against these key three factors – Focussed and constructive attention to children, Enabling of Holistic growth, and one that facilitates seamless integration of the children into the primary programme. It is critical to ensure that every child is given the requisite attention to develop as per his/her potential and through methods that aren’t standardised. Perhaps opting for a preschool affiliated with a good K-12 school would be the best choice considering the focussed objectives, customised processes, guaranteed admission into the primary section of the affiliated school and ease of operations facilitated by the smaller setup as against a large K-12 school. However, undoubtedly, a well-researched, relevant and developmentally-appropriate curriculum, teacher qualifications and training, and an enabling environment are non-negotiable when it comes to choosing a good preschool.

The government needs to urgently look at setting policies and regulations for the setting up of a preschool while also expanding accessibility and provision of such ECCE programmes to all children. While the NPE (National Policy on Education) 1986 stressed upon the holistic nature of ECCE, and has been successful in bringing ECCE in balwadis through ICDS (Integrated Child Development Services), vast majority of such programmes are running as little primary schools, both in the government and private sector. Such formal didactic methods of teaching three-six year olds can actually prove detrimental to their overall development. A sound ECCE programme is critical for the success of the universal elementary education under the SSA, taken up by the government. Bridging the large gap in terms of skilled teachers, administrators, therapists etc. also need to be pursued doggedly (Read - Bridging the Skilled Resource Gap in ECCE) . In fact, it would do a lot good to have a minister of state for ECCE education, considering the significance, growth and expanse of this sector.

Every society’s abilities and resources are being constantly tried and tested to cope with the needs and development of our young generation. The need to make them future ready in this dynamic, ever-changing 21^st century should be the one guiding factor for our policy makers. Research after research has indicated that neurons and positive brain connections are critical in this age bracket between 0 to 6 years. Neurons that are wired together fire together!  Without a doubt, there is hardly any other surpassing need than the urgent one to invest in our young. NOW.

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.

How are we measuring the worth of our youth?

Stereotypical stories about achieving success captivate and abound us. A fallen hero who rises against all odds, an underdog winning a race, a college dropout founding a multi-billion dollar IT company, the rise of a leader from among underprivileged masses, so on and so forth. We find ourselves rooting for the protagonist, empathizing with his/her inner fears that surface in their quest. Such stories hook us for two key reasons - 1. The hope that even the ordinary – regardless of social/economic standing, physical attributes, academic background, character flaws etc. eventually find ‘success’ as they dream it and 2. Perhaps, more importantly, the reinforcement that success is implicit and a necessity to be vindicated. Who likes to hear about failures? Success sells.  

The board-result mania that gripped us this month with tutorials displaying advertorials and colossal hoardings of ‘toppers’, more prominent than that of key personalities or causes in the country, is indicative of how importantly society views academic success. What is ironical is that though everyone seeks success for themselves or others (children, spouse, sibling), the overriding belief is that there is a uniform formula to achieve it. It begins young. A student is tutored, made to memorise facts regardless if it translates to relevant knowledge. Every student is assumed to be a replica of the next – trained, evaluated and classified uniformly. Our education system has yet to reinvent itself - develop challenging, diverse modules for engaging various aptitudes and invent accurate assessment structures to aid in forming and gauging true potential across fields.  

It isn’t as if ‘topping’ an exam is a fool-proof indicative of potential or genius.  At most, it has attributed to a rat race with students pressured to perfect scores right up to 100^th percentile. This year, in Delhi, the number of CBSE grade 12 students scoring above 95% marks over last year jumped by nearly 3,000 students or by 50 per cent! Reportedly, the Delhi University received over 3 lac admissions in just a couple of days and apparently lacs of students who have scored above 90% may not get admissions anywhere. The city was also home to the ‘all-India topper’ scoring the highest-ever percentage score of 99.6! Education institutions have become hubs of breeding ‘toppers’ with staggering ‘cut-offs’ hence only admitting the best. Some schools even hold back students that are weaker in academics for the fear of compromising an elite pass-out rate.

With such reinforcements is it a wonder that most of us perceive success as an outcome and rarely as a continuous process?  Success is about winning a competition, a race, scoring top marks, setting records - assessing our worth.  Failure is dreaded upon and any such risks eliminated by following a tested formula. Although the basic tenet is that success follows when pursuing doggedly what one believes in! All that has come of such a system are millions of failed or stifled aspirations. There are far too many stories of doctors and engineers becoming successful after pursuing their life-long dream – as writers or artists, sportsmen, politicians, businessmen etc. While stories of ‘toppers’ are celebrated annually, there is a casualty – parallel stories of suicides among students touching alarming proportions.

In my tenure as a Principal of one of the foremost and respectable international schools, I have had students confide how parents don’t understand them. Students are made to feel guilty of been given the ‘best opportunities’ and goaded to achieve the dreams that their parents see for them. I have also been privy to the guilt and helplessness that some parents feel when their bright or talented children are made to sacrifice their dreams and settle for ‘safer’, unchallenging, ‘prestigious’ vocations, since society believes that certain occupations are best left to a particular gender or the rich (who can afford to experiment). To develop a lifelong love for learning is a key outcome a purposeful education system must strive for. Yet, we are stuck with archaic systems - conforming skills of a majority into a stereotypical mould; dreams killed in the process. And we wonder why true success eludes us.  Most of us nurture our dreams only in our minds, fearing ‘failure’. It explains our fondness for stories celebrating ‘success’ – ironically, it can hardly afford to be elusive in ‘reel’ life!