Year 2025 | Vol XVI | Issue No. 1 (August – November 2025)
Author: D.D. Pandey
Poshan Bhi Padai Bhi
Abstract
The Poshan Bhi Padhai Bhi (PBPB) Abhiyan, launched in 2023, is one of the most ambitious efforts in India’s history to transform Early Childhood Care and Education (ECCE). Built upon the strong foundation of the Integrated Child Development Services (ICDS) scheme, which is the world’s largest public Early Childhood Care and Education (ECCE)program, the initiative combines nutrition and education as equal priorities. The program introduces AADHARSHILA, a national curriculum for children aged 3–6 years, alongside a large-scale training plan for over a million Early Childhood Care and Education (ECCE) workers.This article explores the background of PBPB, its connection to global commitments such as Sustainable Development Goal (SDG) 4.2, and the lessons learned from past Early Childhood Care and Education (ECCE) initiatives. It highlights three central challenges to the program’s success: (1) the need for contextualization of the AADHARSHILA curriculum, (2) the importance of decentralizing and innovating training for early childcare workers, and (3) the urgent requirement of strong, autonomous Early Childhood Care and Education (ECCE) governance systems. The article argues that meeting these challenges will not only determine India’s ability to achieve the Sustainable Development Goals (SDGs) but also reshape the country’s educational future by laying a strong foundation for lifelong learning.
Introduction
Global Context of Early Childhood Care and Education (ECCE)
Early childhood, spanning the first six years of life, is universally recognized as the most critical stage for brain development. Neuroscience confirms that 80-85% of brain growth happens before a child turns six. This means that the nature of care, stimulation, and learning opportunities a child receives during these early years directly influences their ability to succeed in school and in life. Recognizing this, the United Nations Sustainable Development Goals (SDGs), adopted in 2015, included a specific target, Sustainable Development Goal (SDG) 4.2, which aims to ensure that, by 2030, all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
India’s Journey in Early Childhood Care and Education
India has been a global pioneer in institutio- nalizing early childhood services. The Integrated Child Development Services (ICDS) scheme, launched in 1975, has grown from just 33 pilot projects into a universal program covering every block of the country. Today, it reaches over 30 million children between ages 3 and 6 years (*Ministry of Women and Child Development MWCD, 2023), offering preschool education along with supplementary nutrition, health check-ups, and immunization.
The ICDS program is not just the largest of its kind but also unique in its community-based outreach through Anganwadi Centres. It has served as a model for several other developing nations. Yet, despite its achievements evaluations show that preschool education often received less focus compared to nutrition, leading to inconsistencies in quality and outcomes.
Policy Shifts Toward Quality
Over the past decade, India has taken significant steps to shift the focus toward high- quality Early Childhood Care and Education (ECCE):
- Early Childhood Care and Education (ECCE) Policy, 2013-Introduced quality standards and a curriculum framework.
- National Curriculum Framework for Early Childhood Care and Education (ECCE) (2013)-Offered guiding principles and program standards.
- National Education Policy (NEP, 2020)– Restructured school education into the 5+3+3+4 model, with the first stage (3 years of preschool + Grades 1–2) recognized as the Foundational Stage.
- Poshan Bhi Padhai Bhi Abhiyan (2023)– Launched in mission mode, combining nutrition with education, and introducing AADHARSHILA (2024), a play-based national Early Childhood Care and Education (ECCE) curriculum.
These developments position India to achieve Sustainable Development Goal (SDG) 4.2, provided challenges in contextualization, training, and governance are effectively addressed.
Key Challenges and Strategies
1. Contextualization of AADHARSHILA: Why Context Matters
India is one of the most diverse countries in the world, linguistically, culturally, and socio-economically. A uniform curriculum cannot meet the learning needs of children in every region. For example, a child in rural Odisha may not connect with the same stories or activities as a child in urban Delhi. Without contextualization, learning risks becoming irrelevant and disengaging.
Lessons from Past State Curricula
The 2013 Early Childhood Care and Education Policy encouraged states to develop their own localized curricula. As a result, many states created successful, culturally rooted programs:
- Aakaar (Maharashtra)
- New Arunima (Odisha)
- Nanhe Kadam (Jharkhand)
- Pahla Kadam (Himachal Pradesh)
- Ankur (Haryana)
- Anmol (Uttarakhand)
- Kilkari (Rajasthan)
- Pahal (Uttar Pradesh)
- Montessori Model (Tamil Nadu)
Odisha, for example, developed 10 annual curricula in tribal languages, ensuring tribal children learned in their mother tongue. Such efforts demonstrated that local culture, folk stories, songs, games, and traditions could be seamlessly woven into learning.
The Way Forward
The AADHARSHILA Curriculum (2024) now provides a standardized national framework with weekly lesson plans and play-based activities. However, states must be empowered to adapt and customize it. This requires:
- Translating materials into regional languages.
- Incorporating local folk tales, songs, and games.
- Engaging communities in curriculum design.
- Training Early Childhood Care and Education (ECCE) workers to deliver culturally relevant pedagogy.
Contextualization is not about diluting national standards; it is about making learning meaningful for every child in their own environment.
2. Training of Early Childcare Education Functionaries
Scale of the Task
India has over 1.39 million Early Childhood Care and Education functionaries, mainly Anganwadi workers, responsible for preschool education. Training this workforce is critical but extremely challenging due to its sheer size and diversity.
As of May 2025, more than 480,000 Anganwadi workers and 38,000 master trainers have been trained in the PBPB program. While this progress is significant, training such large numbers across varied contexts requires continuous innovation.
Rethinking Training Approaches
Traditional training methods-lectures, demonstrations, workshops-are often ineffective for adult learners. Anganwadi workers are typically women with years of hands-on experience in their communities. They learn best through practical, participatory, and self-directed methods.
Research on adult learning (andragogy) highlights that:
- Adults prefer training that is immediately relevant to their work.
- They bring prior knowledge and experience, which should be valued.
- They learn better through collaborative problem-solving and hands-on practice.
Innovative Training Models
To address this, the PBPB initiative has introduced a three-tier training system, national, state, and district. However, more innovations are required, including:
- Decentralized Training Modules: Regional training that reflects local cultural contexts.
- Technology-Enabled Auto-Instructional Learning: Mobile apps, video-based modules, and self-paced learning materials.
- Peer Learning Circles: Groups of Anganwadi workers sharing best practices.
- Field-Based Practicum: Training linked directly to classroom activities.
Evaluation of Training
Instead of measuring training success only through test of knowledge, evaluations must assess real-world outcomes. The Kirkpatrick Training Evaluation Model, widely used globally, offers a four-level approach:
- Reactions-Did trainees find the training useful?
- Learning-What knowledge and skills were gained?
- Behaviour-Are trainees applying the learning in real classrooms?
- Results-Is there a measurable improvement in children’s learning outcomes?
By adopting such evaluation frameworks, India can ensure training investments translate into better classroom practices.
3. Strengthening Early Childhood Care and Education (ECCE) Governance Importance of Strong Institutions
High-quality Early Childhood Care and Education (ECCE) cannot be sustained without robust governance structures. Policies, curricula, and training programs need constant monitoring, evaluation, and adaptation.
India established Early Childhood Care and Education (ECCE) Councils at national, regional, and state levels in 2014, with the mandate to:
- Provide vision and strategic direction.
- Monitor Early Childhood Care and Education (ECCE) services.
- Ensure quality standards.
- Prevent developmentally inappropriate practices.
- Link research with policy and practice.
Current Gaps
While the councils exist on paper, many remain inactive due to a lack of domain expertise, leadership, and resources. Without functional councils, policy implementation often becomes fragmented and inconsistent.
Learning from Global Examples
- Australia’s Early Learning and Care Council of Australia (ELACCA) brings together nonprofit and private Early Childhood Care and Education (ECCE) providers to inform policy.
- Malaysia’s Early Childhood Care and Education (ECCE) Council serves as a platform for stakeholder collaboration.
- The Philippines’ Early Childhood Care and Development (ECCD) Council, established by law, coordinates national ECCE plans.
- Ghana’s Early Childhood Care and Development (ECCD) Committees provide advisory support for local implementation.
These examples show that councils can be powerful tools for accountability and innovation if staffed with experts and given autonomy. Recommendations for India
- Revitalize ECCE Councils at all levels with professional managers and domain experts.
- Ensure tenure stability (4-5 years) for council members to allow continuity.
- Create research networks linking universities, NGOs, and government bodies.
- Establish knowledge-sharing platforms for best practices.
- Conduct regular national and state reviews to make mid-course corrections.
A strong governance framework will ensure that PBPB does not remain a short-term campaign but becomes a sustainable, transformative movement.
Conclusion
India stands at a historic juncture in its journey toward achieving Sustainable Development Goal (SDG) 4.2. The Poshan Bhi Padhai Bhi Abhiyan represents a bold step in integrating nutrition and education for young children. However, its success depends on addressing three key challenges:
- Contextualization of Curriculum – Ensuring AADHARSHILA is adapted to India’s cultural and linguistic diversity.
- Effective Training – Moving beyond traditional methods to adult-friendly, decentralized, and technology-enabled approaches.
- Strong Governance – Revitalizing Early Childhood Care and Education (ECCE) councils to provide strategic direction, accountability, and sustainability.
If India can bridge the gap between policy intent and implementation, it will not only meet the Sustainable Development Goal (SDG) targets but also build a future where every child, regardless of background, receives the best possible start in life. The early years are not just preparation for school—they are preparation for life itself.
References
- Development, Monitoring and Evaluation Office, NITI Aayog. (2021). Women and Child Development: Sector Report.
- Department of Personnel and Training. (2002). Andragogy: A Technology for Adult Learning. Bhopal.
- Government of India. (2013a). National Early Childhood Care and Education (ECCE) Curriculum Framework. Ministry of Women and Child Development.
- Government of India. (2013b). National Early Childhood Care and Education (ECCE) Policy. Ministry of Women and Child Development.
- Government of India. (2013c). Quality Standards for Early Childhood Care and Education (ECCE). Ministry of Women and Child Development.
- Government of India. (2013d). National Early Childhood Care and Education (ECCE) Council. Ministry of Women and Child Development.
About the Author
Dr. D. D. Pandey, Former Regional Director, National Institute of Public Cooperation and Child Development (NIPCCD). His research interests include cooperative early childhood education, pedagogical concerns, financing, administrative structure, context, teacher preparation, policy planning, perspectives and monitoring and evaluation of Early Childhood Care and Education (ECCE). He has published in indexed journals and edited volumes of reputed and has offered professional and policy designing support to national, sub- national, regional and international bodies on various aspects of ECCE.
You can reach him at ddpandey1161@gmail.com.
