Aspect 1: Universal Early Childhood Care & Education (ECCE)
PUBLIC PRIVATE PARTNERSHIP
RISKS
There is a need to resolve the logistical
hassle of implementing ECCE, the
responsibility for which is unclearly
divided between three state
departments: Education, Women and
Child Welfare (WCD), and Tribal Affairs.
Further the Ministry of Education holds
the overall responsibility, NCERT designs
the curriculum, PARAKH does the
evaluation and monitoring and the SDE
does the implementation… so many
agencies…
2019 JABS report brings out the pathetic
state of our Anganwadis with regard to
a) infrastructure, b) staff c) monitoring
and quality delivery. Yet, These are the
very vehicles being asked to deliver the
Early Learning envisaged by the NEP.
Presently or anganwadis have
responsibilities related to care and
nutrition of pregnant moms, care and
GOVERNMENT OPPORTUNITY
There must be a very clear responsibility Private organizations with experience
allocation between the various and experitise may be involved in
Governmental bodies involved in training of Governmental agencies,
implementing the NEP 2020 at the ECCE helping in the training of teacher
level. Further governmental bodies must trainers and teachers themselves.
all be trained and awareness about early
learning methods and the flexibility
important for early learning to proceed
at 'the pace of the child' rather than the
'completing of the curriculum' needs to
be understood by those who monitor
the system.
Improve infrastructure of Anganwadis
and Early Childhood Centers.
CSRs can adopt rural and tribal
Anganwadis to upgrade infrastructure.
The part of the Anganwadi rendeing day Involve CSRs and Private Organisations
care, pregnant mother care, nursing expert in creative education to evolve
mother care needs to be separated from the infrastructure and systems required

nutrition of children right to the age of
14 (to serve working parents)
The Anganwadi workers themselves
need to be trained on using play based,
creativity based learning outcome based
educational approaches.
monitoring the quality of education and
the quality of the nutrition programme
Ensure continuity
that part of the Anganwadi rendering
Early childhood care and education. The
staffing and the training of the said staff
must be different. The skills required for for setting up quality preschool
both must be different. education.
Private organizations that have long
been in the market working with
The State Educational Department must children and teachers in the Early
put into place checks and balances into Learning sectors may be involved in
its own and private early learning formulating modular training
courses being offered in the state. All programmes. These could also be tailor
Early Learning teacher training made to the specific needs of a region.
organisations must be trained further to Support the SCERTs in developing a 6-
align with the NEP2020 and bring about month training curriculum for
creatve approaches in education.  SED Anganwadi workers, especially in the
should be responsible for monitoring areas of online content, joint
and driving child-level learning certification opportunities, and
outcomes. implementation. 
Through a Government Order
(GO)/Government Resolution (GR),
clearly define that maintaining the
quality of education and nutrition
delivered at ECCE/Anganwadi centres Private organizations can be enlisted in
will be the sole responsibility of the ensuring quality delivery of food and the
School Education Department (SED).  educational programmes.
Map 100% of all Angawandi centres to
nearby primary schools for co-locational
CSRs can set up continuity centres,
support, as well as to smoothly facilitate
bridge schools or primary schools or
the transition to elementary education. 
support existing infrastructure to
improve.
Revisit the salary and service conditions
of ECCE and Anganwadi workers:
increase their current remuneration
 from ₹4,500 a month, to at least
₹10,000 a month.
Aspect 2: Achieving Foundational Literacy & Numeracy (FLN) for India’s Students
The success of large scale missions has
always depended on a shared
understanding of the indicators of
success–which aren’t defined yet in the
NEP.
1. Define the criteria and
indicators for ‘foundational
literacy and numeracy’ aligned
with the National FLN mission
proposed in the NEP.
2. Set up a dedicated FLN Project
Management Unit (PMU) under
the Education Secretary’s Office
or Commissionerate of
Education, consisting of
academic advisors, subject
experts, and consultants
experienced in state-level
administration.  state’s FLN goals by supporting
3. Invest in multilingual, age
appropriate reading programme
up to grade 5, including
selecting and making reading
material in print and online
platforms, so that reading finds
place in the child's daily routine.
4. In consultation with excellent
teachers, design a level-based
foundational learning program,
with structured pedagogies and
learning materials, and a state-
wide implementation plan.
1. Private organizations may share
expertise and experience of
running quality early learning in
the country with the
Government through Think Tank
Reports on what these
indicators could be and how
they may be measured.
2. Create open-source and age-
appropriate print and digital
multilingual content to promote
reading and mathematics.
3. Realign programs to meet the
local school networks and
communities, especially in
aspiration districts or blocks
with historically low scores.
4. Develop reading programmes
and train teachers and parents
to work also with children to
develope their own FLNs as
well.
5. Make School Libraries active and
exciting areas where drama,
poetry, storytelling, music, art
are continuously featured.
Involve CSR to build Children’s
Libraries
 1. Organize mass volunteering
The main risk of financial viability The State would need to understand
concerns the state’s commitment to and work toward raising resources for
hiring teachers and increasing access to bringing in quality teachers, rewarding 2.
reading material for children. Despite quality teachers and removing those
past efforts to fill teacher vacancies, the
teachers who perhaps are not cut out to
processes have seen inordinate delays. be teachers. A board that seriously helps
Additionally, to date, we have found and guides teachers to progress or re-
that libraries are either under-equipped find their real calling will need to be
or underutilized.  establishes.
Build a 10-year phased roadmap for
extending digital access to all children
from Grades 5-12, through Internet
access and digital devices.
Aspect 3: Universal Access to Education For All Children
programs to ensure the time-
bound achievement of FLN in
their areas of operation. Evolve
a system of volunteerism to
work with early childhood
centres to increase exposure to
people, practices and events.
Career Guidance, Tests to
understand attitudes and
orientation before teachers are
recruited across any school may
be something that private
agencies and the government
could work on together.

The Right to Education is included now
for children from 3 years upto age 18.
Can Indias exchequer find the funds?
Increase students’ access to secondary
schools by upgrading current schools,
building new schools, and encouraging
highly accountable Public-Private
Partnership (PPP) school models.
Involve NGOs working with the
marginalized sectors to evolve the right
strategy to ensure access of education
to children of migrant labour, tribal
communities, street children…using non
formal educational structures.
CSRs can build new facilities for early
childhood education.
In collaboration with government
agencies, design and implement creative
learning models for the continuous
education of children facing challenging
circumstances, such as urban
homelessness, child-labour, seasonal

Aspect 4: Reforming Curriculum and Pedagogy in Schools
Providing quality English language
learning, even as a second or third
language, has been an issue in regional-
medium schools across the country. But
how can we train our English teachers to
teach English as a language and not as a
subject?
The policy envisages providing excellent
multilingual education, and instruction
in newer subjects like coding and Indian
knowledge systems. Currently, teachers
lack the capacity to achieve the same,
while the larger talent pool of teachers
also remains small.
NCERT will develop curriculum. It is
hoped that the NCERT will refer to all
levels of international curricula from
across country boards and adopt best
practices.
Aspect 5: Reforming Testing & Assessments
The state should decisively formulate,
communicate, and adopt a clear 3-
language policy. Emphasis on English
language fluency right from Grade 1
should be emphasized, regardless of
medium of instruction.
The State Curriculum Framework built
by the SCERT, should prioritize a
maximum of 3-5 targeted
‘Concentrated-Curricular skills’ and
values, which can consist of 21st
Century Skills and Social-Emotional
Skills.  
State Government to work along with
NCERT through workshops to
understand the WHY and the HOW of
the curriculum before adopting it right
away in the states.
migration, and low connectivity
(common in tribal areas.)
CSRs can launch targeted scholarships to
increase the access of marginalized
communities to education.
Use drama, stories, music and books to
promote the comprehension of English
as a language. Include these in the
curriculum and have organizations like
the Helen O'Grady to contribute to this
segment.
Create proof points of the successful
integration of specialized subjects, such
as coding, computational thinking, and
Indian knowledge systems into school
structures. 
Local folk art, folk lore, folk crafts, folk
performing arts to find a place in the
interdisciplinary skill development
approach.
Someone who has not understood the
policy in spirit may misunderstand the
emphasis on the achievement of FLN to
mean excessive testing to race towards
achieving the foundational numeracy
and literacy
Aspect 6: Supporting Teachers & Improving Teacher Education
CERTs and District Institutes of
Education and Training (DIETs), which
are key to the sustenance of teacher
reforms, have not been infrastructurally
upgraded, administratively empowered,
The State Government must help create
a holistic, accessible, and inclusive
assessment system for each stage of
schooling (that is,  for Grades 3, 5, 8, 9,
10, 11, and 12.)
Reduce potential exam stress and
anxiety by planning assessment cycles
such that all children in Grades 1-9 take
part in only one standardized
assessment per year; children in Grades
10-12 can take part in a maximum of
two standardized assessments per year.
Develop a teaching education
framework, aligned to the National
Framework, for the entire teacher’s life-
cycle, including pre-service and in-
service education.
Create working examples of 360 degree,
holistic student report cards capturing
not just academic performance, but also
the students’ socio-emotional well-
being, lifeskills, fitness, talents, artistic
abilities.
Can also develop holistic formative and
summative assessment patterns to be
considered by governments for
adoption and scaling. 
CSRs can provide targeted funding for
open source products that assist the
integration of AI into student
assessment and support, and are in
service of creating public goods.
Design and implement programs for
exam-related stress and anxiety
management that children and parents
may face. 
In partnership with SCERTs, create
online and blended training modules for
teachers and field officers that can be
hosted on state platforms.
or financially strengthened. 

Design a benchmarking framework for

Teacher Education Institutes (TEIs),
aligned with the national guidelines.
Ensure SCERT and DIETs are adequately
empowered to ensure that action is
taken against low-quality or spurious
TEIs.
Evolve guideline curricular frameworks
for anyone who wishes to run an ECCE
course in the country and monitor the
content and delivery to conform with
the NEP goals and vision.
Aspect 7: Enabling an Equitable & Inclusive Education System
Initiatives driving equity and inclusivity
in education always demand substantial
budgetary allocation. Without long-term
sourcing and spending commitments,
key inequity issues will prevail for
decades to come.
Increase the scope and definition of
inclusivity in the curriculum, and ensure
that school cultures address the needs
of the LGBTQIA+ community.
Recruit full-time special educators at the
block level, for a 1:15 teacher-student
ratio, who are supported and managed
by DIET faculty and Block Education
Officers (BEO).
Build a state-level single-stop-shop
information packet (consisting of a
website, app, and booklet) detailing all
the schemes and services available for
all social, economic, and religious
categories of students across the K-12
system. This packet should also list out
the steps to access them.
In collaboration with government
agencies, design, and implement
creative school and learning models to
help overcome the most well-known
barriers to educational access for girls
(early marriage, inaccessible bathrooms,
and sanitation, etc.), and children with
special needs, etc. This includes
increasing Adult Literacy, creating
awareness among parent communities.
Involve organisations that have been
setting up curriculum and support for
children with special needs to work
towards inclusive approaches.
Take help of private organisations and
NGOs to become the single window for
parents who have children with special
needs to become advisors and assist
parents and schools to ensure inclusion,
growth and positive experiences for all
children and teachers.
CSRs can launch targeted scholarships to
increase the access of marginalized
communities to education (that is, for
girls, members of the LGBTQIA+
community, religious minorities.)