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Article 5 – Challenges Faced by Implementing SDG-Inspired Early Childhood Education in India and Strategies to Overcome Them – By Alka Kapur

Reading Time: 4 mins

Article 5: NAVTIKA VOL XV NO. 3 (April 2025 -July 2025)

Table of Content

1. ABSTRACT

2. Introduction

3. Key Challenges in SDG-Inspired Early Childhood Education Implementation in India

4. Strategies to Alleviating Challenges

5. REFERENCES

ABSTRACT

This article examines the integration of Early Childhood Education (ECE)) with Sustainable Development Goal 4 in India, highlighting critical challenges such as poor infrastructure, inadequate teacher training, policy implementation gaps, socioeconomic disparities, and limited parental involvement. Drawing on supportive data and surveys, it proposes solutions including infrastructure enhancement, professional teacher training, strengthened policy coordination, targeted support for disadvantaged groups, and parent education initiatives. Addressing these issues is essential for building an inclusive, high-quality early education system in India.

Introduction

Early Childhood Education (ECE) is very important in establishing a foundation of lifelong learning, social integration, and personal growth. Integration of Early Childhood Education (ECE) with the Sustainable Development Goals (SDGs) in India, specifically with SDG 4 inclusive and equitable quality education, has some challenges. This article identifies these challenges from an Indian context with suggested solutions to overcome the challenges based on supportive data and surveys.

Key Challenges in SDG-Inspired Early Childhood Education Implementation in India

Poor Infrastructure and Facilities

Most of the Early Childhood Education (ECE) in India is delivered through Anganwadi centres under the Integrated Child Development Services (ICDS) scheme. However, most of these centres lack the infrastructure. For instance, only 43.4% of Anganwadi centres have toilets, and only 32.4% have electricity supply. In addition, about 65.5% operate from a single room, limiting space for quality learning experiences.

Teacher Training and Professional Development Gap

The extent of teachers’ competencies will determine the quality of Early Childhood Education (ECE). Anganwadi workers in India receive no specific training in pedagogy of early childhood. They have dual responsibilities, i.e., health and nutrition and education, that dilute their focus towards delivering quality learning experience.

Policy Implementation Gaps

Despite progressive policies like the National Early Childhood Care and Education (ECCE) Policy of 2013 and the National Education Policy (NEP) 2020, their implementation is patchy. Lack of coordination among ministries and state-level autonomy have led to incoherent service delivery and varying quality by states.

Socioeconomic Disparities and Access Issues

Access to good Early Childhood Education (ECE) varies extensively across different socioeconomic groups. Surveys also indicate that even though nearly 80% of children aged 3-6 years are registered in some form of Early Childhood Education (ECE) program, even participation rates are not uniform by state, with Uttar Pradesh at 43.7% and Karnataka at 86.6%. Moreover, children belonging to high-income groups typically attend private preschools, while low-income group children attend Anganwadi centres, which may not always provide the same level of education.

Parent Attitudes and Participation

Parent perceptions and attitudes about Early Childhood Education (ECE) might affect its efficiency. Rote learning and inappropriately early exposure to formal academics are excessively emphasized, possibly conflicting with developmentally appropriate methods. The parents also tend to view Anganwadi centres as nutrition centres instead of schools, which influences recruitment and enrollment in educational activities.

Strategies to Alleviating Challenges

Infrastructural Expansion and Distribution Enhancement

Investment in Anganwadi center’s physical infrastructure is inevitable. Proximity to essential facilities like multiple classrooms, toilet facilities, and electricity can facilitate the creation of a proper learning environment. Public-private partnerships could be utilized in utilizing skills and resources for building infrastructure.

Integrated Teacher Training Programs

Introduction of periodic, professional training modules on early childhood pedagogy for Anganwadi workers can enhance quality of teaching. Professional development workshops can refresh teachers with best practices and innovative learning techniques.

Enhancing Policy Implementation and Inter-Ministerial Coordination

Instituting effective mechanisms of inter-ministry coordination among education, health, and child development ministry-related ministries can enhance policy implementation. Periodic monitoring and evaluation mechanisms can enhance accountability and states’ consistency.

Reducing Socioeconomic Disparities

Adding some interventions in poverty clusters can enhance access to quality Early Childhood Education (ECE). Some of these interventions are strengthening provisions for Anganwadi centres, providing poor families with incentives or scholarships, and ensuring standard quality standards in all Early Childhood Education (ECE) establishments.

Parent Participation and Education

Organizing campaigns of awareness to educate parents on the importance of developmentally appropriate play-based learning has the potential to divert attitudes from memorization processes. Engaging parents in learning can be one way to bring about children’s learning experiences and outcomes.