India’s ECE system faces three major challenges. First, children are not receiving sufficient instructional time. Nearly 5.5 crore children between ages three to six are enrolled in 14 lakh operational Anganwadis and 56,000 government pre-primary schools. However, Anganwadi workers spend only 38 minutes per day on preschool instruction, which is far short of the scheduled two hours, and only 9% of pre-primary schools have a dedicated ECE teacher. We are planting trees without the right care to help them grow. The effects are reflected in learning outcomes. The India Early Childhood Education Impact Study found that only 15% of pre-primary children could match basic objects, a skill essential for letter recognition in Class one. Similarly, only 30% could identify larger and smaller numbers, which are foundational for arithmetic. As a result, children often start formal schooling without the skills they need, with many bypassing essential ECE years entirely: 2% of three-year-olds, 5.1% of four-year-olds, and nearly one-fourth of five-year-olds are enrolled directly in Class one.
Second, the thoughtful optimisation of resources for early childhood education remains a challenge. The Government of India spends only ₹1,263 a child annually on ECE compared to ₹37,000 a student on school education — largely on producing teaching-learning materials that are often underused. There simply are not enough teachers to implement these resources, and there is a lack of oversight — one supervisor is responsible for monitoring 282 Anganwadis. To improve oversight, we need targeted funding to hire more supervisors and dedicated ECE teachers. These measures, though modest, promise high returns.
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