ASSIGNMENT

As an education minister of the state (Uttar Pradesh, Bihar, Jharkhand or Chhattisgarh), what
recommendations provided under NEP 2020 for ECCE would you prioritize for your state and why?

What is ECCE
Early childhood care and education (ECCE) is more than just school preparation... It attempts to meet a
child's social, emotional, cognitive, and physical needs holistically in order to lay a strong and
comprehensive basis for lifelong learning and wellbeing.

JHARKHAND
On November 15, 2000, Jharkhand became a state. The state's population was 3.29 crores in 2011, with
a literacy rate of 67.63 percent, according to the 2011 census. In the state, there are 44,835 schools:
40,343 public and 4,492 private schools. In 2011, Jharkhand enacted the Right of Children to Free and
Compulsory Education (RTE) Legislation, detailing its own norms and regulations based on the original
version of the act passed by the legislature. Even though the RTE is approaching its seventh anniversary,
its performance and implementation have been inadequate.

The act's dismal performance at all levels of education has been validated by several research and
assessments. Children from disadvantaged groups, such as Scheduled Castes (SCs), Scheduled Tribes
(STs), and those living below the poverty line (BPL), have difficulty getting into private unaided schools,
despite the fact that 25% of places are reserved for them. As a result, it's critical to compare and analyse
data from the District Information System for Education (DISE) on the performance of RTE indicators in
different schools throughout Jharkhand's six tribal-dominated districts.

The following objectives are set forth for the development of Jharkhand
education
 I Am using the DISE report, determine the status of various RTE provisions being implemented in
schools in both tribal and non-tribal villages in six main tribal districts.
 To investigate the state of RTE implementation in private unaided schools with reference to
students from economically and socially disadvantaged backgrounds.
 I examine and compare the current situation of key RTE Act provisions in schools in tribal and
non-tribal communities in these districts.
 These are the Improvement should do in Jharkhand education in
The improvement, including the availability of teaching–learning materials and aids, the availability of
the required number of trained teachers and their continuous and comprehensive evaluation, the
formation of a school management committee, the pupil–teacher ratio (PTR), the teacher–classroom
ratio (TCR), the student–classroom ratio (SCR), the library, mid-day meals, and child incentives. The
statute provides for special instruction for children beyond the age of six who have not yet been
admitted to a school or who have been unable to complete their elementary education owing to a
variety of factors.

These kids will be placed in a class that is appropriate for their age. Furthermore, unassisted private
schools are required to enroll a minimum of 25% of pupils from economically and socially disadvantaged
backgrounds.

THE MAJOR PROBLEM COMES OUT AFTER USING DISE REPORT

The schools located in both the tribal and non-tribal areas have been facing an acute shortage
of teachers. In the case of constitution and functioning of SMC, except for Ranchi and Paschimi
Singhhum districts, schools located in non-tribal areas of the other four districts are in a better
condition as compared to schools in tribal areas.
The school has no such atmosphere where student should develop the skill and most of school
in Jharkhand school has no electricity no proper toilet or proper classroom for student,
The Anganwadi facilities are regarded as nourishment center's , and the preschool education
programme has taken a back seat for a variety of reasons, some of which are given below:

Because preschool education lacks funding requirements and so does not add to financial achievements,
AWC services focused on the supplemental Nutrition programmed. There is no mechanism in place to
assess the outcomes of preschool education.

 Poor quality programme with diluted or wrongly focused areas. . Critical community groups still
not aware of the significance of the programme.
 Gaps in training, hence in-effective implementation, under utilization of materials.
 Lack of supportive monitoring.
 Minimal community participation.
 Lack of regulation or even supervision leading to unhealthy Competition and confusion.

Implementation of a new step toward improvement of ECCP In

Jharkhand
Anganwadi Centers (AWCs) have been established in every village in Jharkhand. However, until
now, the emphasis has been on partial feeding rather than learning. As a result, children in rural
areas have not benefited greatly in terms of education. Their overall preparation for school is
low. As a result, when they enter primary school at the age of six, the school's teaching learning
processes appear to them to be highly new and tough to participate in and continue. At this
age, most youngsters drop out of school and miss out on an opportunity! Without doing justice
to high-quality pre-school learning for all of these children, the RTE Act's promise of free and
compulsory education appears to be a long way off.
To strengthen pre-school education in the state, certain strategies must be devised. The
Department of Social Welfare, Women and Child Development has taken steps. In Jharkhand,
convert Khichdi centers into Anganwadi centers.

These are the step -

Under the heading of physical development, the curriculum for Early Childhood Care and
Education has been separated into four domains: cognitive development, language
development, creativity, gross motor skill development, and fine motor skill development.
Sevikas were taught how to conduct activities using no-cost or low-cost resources during the
curriculum implementation training.
a. Cognitive development
b. Language development
c. Physical development
d. Social development
e. Creative development