The basic education we provide makes a big difference

NEP is reshaping our school education system. It has created a 4-stage ‘5+3+3+4 Curriculum and Educational Structure’. ‘5’ refers to the first five years of education from the age of 3 to 8, called the foundational stage, and then 8-11 (early stage), 11-14 (middle stage) and 14-18 (secondary stage). stage) has an age. The four stages constitute schooling and have been determined by a child’s physical (including brain), social and emotional development trajectory, which in turn determines what is the most effective educational approach for that stage. In simple words: As children get older, what they can learn, and how they learn it best, changes. The 4-phase structure is based on a scientific understanding of this phenomenon.

The importance of the foundation phase is driven by the deep and long-lasting effects of the first eight years of a child’s life. Research from around the world in many relevant disciplines shows that these years are most important for lifelong well-being and overall development of individuals—physical, cognitive and socio-emotional. The development of the brain occurs most rapidly during these years. Neuroscience research tells us that more than 85% of a person’s brain development occurs by the age of 6, thus, ‘Early Childhood Care and Education’ (ECCE), which refers to the care of children from birth to the age of eight. and refers to education, is of central importance to all societies. This recognition has grown rapidly over the past two decades, leading to significant investment in all countries. For India, NEP is one of the most important mechanisms for providing high quality, equitable ECCE to all our children. Children 0-3 years of age are mostly cared for at home; Institutional settings begin at age 3, so the Foundational Stage addresses ECCE for ages 3-8. This would include pre-schools, kindergartens, nurseries, anganwadis etc – all institutions that look after children of 3-6 years and classes 1 and 2 in all schools.

Before proceeding, let’s clarify a few terms. ‘Curriculum’ refers to the entire organized experience of students in institutional settings to achieve educational objectives. This includes learning and development goals, curriculum, teaching and learning materials, pedagogical exercises and assessments (exams), teaching-learning materials, school and classroom practices, learning environment, institution culture and much more. With the diversity of our country and its federal nature, it is the business of the states and other institutions to develop and decide the school curriculum. A National Curriculum Framework guides and supports the development of diverse, relevant and effective curriculum across the country, while enabling the necessary coherence and cohesion. Let us consider some of the salient features of NCF-FS.

Firstly, an integrated curriculum framework for children aged 3-8 years allows us to more effectively address all areas of development—physical, socio-emotional-moral, cognitive and language as well as literacy, aesthetic and cultural aspects. will be able to do. Developing basic literacy and numeracy is critical to all future learning and the NCF-FS enables us to take advantage of the baseline phase of all five years to achieve this.

Second, the pedagogical approach recommended in the NCF-FS is game-based. This includes conversation, stories, songs and rhymes, music and movement, arts and crafts, indoor and outdoor play, field trips, being in nature, and playing with materials and toys.

Third, it emphasizes the need for teaching and learning in the context of the child. This includes the use of the child’s home language and the use of materials such as local and traditional stories, rhymes, songs, material and games. It is also about meeting the different needs and levels of children, including children with special needs, to learn to be truly inclusive.

Fourth, assessment at the baseline stage is seen as an enabler for learning and development. It is conceived as an integral part of the everyday classroom process and is based largely on children’s systematic and careful observation and analysis of their work—such as crafts, projects, and simple worksheets.

Fifth, it focuses on building an enabling ecosystem that is needed to accomplish this. This includes empowering teachers and enabling a supportive educational and administrative support system. It also stresses the need to ensure adequate infrastructure and learning resources in each institution.

Finally, the NCF-FS talks directly to the teachers. It focuses on classroom exercises with real-life illustrations from various contexts. It is therefore concerning and provides a realistic path for teachers and others.

Full disclosure: I am a member of the team that developed NCF-FS. Some sentences in this column interpret the relevant text of the NCF-FS with some changes.

Anurag Behar is the CEO of Azim Premji Foundation.