Implementation of Early Childhood Care and Education (ECCE) under the National Education Policy 2020 in India: A Policy Perspective

Abstract

The National Education Policy (NEP) 2020 recognizes Early Childhood Care and Education (ECCE) as the foundational stage of schooling within the new 5+3+3+4 educational structure and aims to achieve universal access to quality pre-primary education by 2030. Achieving this goal requires substantial reforms in India’s existing ECCE system, which is primarily delivered through the Anganwadi network under the Integrated Child Development Services (ICDS) scheme. The commitment is further reinforced by Sustainable Development Goal (SDG) 4.2, which seeks universal access to quality early childhood development, care, and pre-primary education by 2030. This study examines the implementation of ECCE under NEP 2020 across India, focusing on the alignment between national policy objectives and institutional realities, with selected state-level examples, including Bihar. Using a qualitative Policy Document Analysis (PDA) approach, the study analyzes NEP 2020, Aadharshila and Navchetana curricular frameworks, the National Curriculum Framework for the Foundational Stage (NCFFS, 2022), the ECCE Task Force Report, ASER data, and recent scholarly literature. Findings reveal persistent challenges related to infrastructure, workforce capacity, curriculum transition, inter-ministerial coordination, data systems, and equity despite major initiatives such as NIPUN Bharat (2021), Aadharshila and Navchetana (2024), and ITEP (2023). The study concludes that meaningful ECCE reform requires legal inclusion under the RTE Act, equitable funding, decentralized planning, continuous teacher development, culturally responsive curricula, and sustained political and administrative commitment.