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Government Of Assam Elementary Education Samagra Shiksha Assam

Samagra Shiksha Components
Home ❯ Samagra Shiksha Components ❯ Early Childhood Care and Education (ECCE)

Early Childhood Care and Education (ECCE)

  • The New National Policy of Education 2020 highlighted the importance of universalizing quality Early Childhood Care and Education (ECCE) services to ensure that all students entering Grade I are school-ready. 

Status of Pre-Primary Education in the State

    1. No. of Schools with Ka-Shreni (Pre-Primary) enrolment-23,854
    2. No. of students  in Ka-Shreni-2,45,887
    3. No. of Schools having Ka-Shreni with AWC in the Same Campus-11,011
    4. No. of Schools having Ka-Shreni without AWC in the Same Campus-12,843
    5.  Total No. of Schools having Ka-Shreni (with and without AWC in the same campus)-23,854

Best Practices on ECCE interventions:

  1. Development of FLN tuned Work Books for the students of Ka-Shreni (Balvatika)
  2. Implementation of Pictorial Activity Calendar through parental care: Pictorial Activity Calendar will be distributed  in 8 mediums (languages) viz Assamese, Bengali, Manipuri, Hmar, Garo, Bodo, English, Hindi in the year 2024-25
  3. Teacher Handbook (with weekly Planner) - The Teacher Handbook which is developed in 8 mediums viz. Assamese, Bengali, Bodo, Hindi, English, Garo, Hmar, and Manipuri will be distributed among teachers in the year 2024-25. 
  4. Teacher Training on ECCE with the provision of Internship: 5 days Training on ECCE was conducted for the teachers who are associated with  Teaching of Pre-Primary Education in the schools. The Module of the training was developed by SCERT, Assam
  5. 21,521 No. of teachers associated with Pre -Primary classes were trained by Resource Persons at the Block level
  • Special Features of the Teacher Training for the year 2024-25

Based on the Annual Training Calendar

  1. Provision of Internship between two phases of the training.
  2. TNA conducted among 22,057 number of target teachers out of which 10,021 teachers participated in the TNA.
  3. Detail analysis of the TNA before starting the development of the Training module.
  4. Module developed in 8 mediums.
  5. Activity based Module and hands on training.
  6. Involvement of Partner Department/Organisations in module development and various levels of training under the leadership of SCERT.
  7. Ensuring of deputation of teachers (for the training) in a planned manner to ensure regular classroom transactions of the schools during teacher training.
  8. App-based Monitoring Mechanism.

     

Interventions:

SHISUMELA for Ka-shreni/Balvatika