Articles Open Access Vol. 1 No. 2 (2026): May 2026

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

  • Kaneez Fatma 1 ,
  • Taj Mohammad 2 ,
  • Jessey Abraham 3
1 Department of Teacher Training & Non-Formal Education, Jamia Millia Islamia, New Delhi, India
2 Department of Educational Studies, Jamia Millia Islamia, New Delhi, India
3 Department of Teacher Training & Non-Formal Education, Jamia Millia Islamia, New Delhi, India
Received: Published:
doi https://doi.org/10.63960/sp.2026.jtple.1.2.10
Published: 2026-05-31

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.

Keywords

# Early Childhood Care and Education # National Education Policy 2020 # India # Anganwadi # Foundational Stage # Policy Implementation # Educational Equity # SDG 4.2

Author Biographies

Kaneez Fatma (Department of Teacher Training & Non-Formal Education, Jamia Millia Islamia, New Delhi, India)

Kaneez Fatma is a Research Scholar in the Department of Teacher Training and Non-Formal Education, Jamia Millia Islamia, New Delhi. Her areas of specialization include Early Childhood Care and Education (ECCE), Educational Planning and Administration, Educational Policy Studies, Curriculum Development, Teacher Education, Inclusive Education, and NEP 2020. Her research focuses on foundational learning, curriculum innovation, educational planning, policy implementation, and the promotion of equitable and inclusive educational practices.

Taj Mohammad (Department of Educational Studies, Jamia Millia Islamia, New Delhi, India)

Taj Mohammad is a Research Scholar in the Department of Educational Studies, Jamia Millia Islamia, New Delhi, an Academic Counsellor at IGNOU, and a former Research Investigator in an NHRC-sponsored project titled “Prevalence of Malnutrition and Associated Factors among Children Aged 3–5 Years Attending ICDS Anganwadis.” His areas of specialization include Educational Policy Studies, Curriculum Development and Curriculum Studies, Educational Leadership and Management, Language Education, Social Science Education, Teacher Education, Human Rights Education, and Inclusive Education. His research focuses on NEP 2020, curriculum reform, teacher education, multilingual education, educational leadership, social justice, and inclusive educational practices;  

Jessey Abraham (Department of Teacher Training & Non-Formal Education, Jamia Millia Islamia, New Delhi, India)

Prof. (Dr.) Jessy Abraham is a former Dean of the Faculty of Education and former Head of the Department of Teacher Training & Non-Formal Education (IASE) at Jamia Millia Islamia, New Delhi. She has also served as the Director of the Center for Distance and Online Education (CDOE) at the university. With over 30 years of experience in higher education, her research focuses on Educational Psychology, Early Childhood Care and Education (ECCE), and the integration of ICT and social media in teacher training. She has authored numerous research papers and successfully supervised 15 Ph.D. scholars in educational research.

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