Quality Standards for Monitoring and Evaluation 13 th January, 2015

What are Quality Standards? Are a set of concise statements of expectations or benchmarks. Assure clients that the services are purchasing are high quality. Enable service providers to make decisions about educational practices based on the latest evidence and best practice. Help service providers effectively examine the performance of their services and assess improvement in standards of education they provide. Provide parents/clients with information about the quality of care and educational services they should expect from the programme or organization.

Quality Standards in India Applies to ECCE centres across all sectors. Applicable to ECCE provisions that cater to care, learning and developmental needs of young children from birth-6 years. Adhere to the philosophy of Integrated approach for holistic Child Development Lays down norms and standards relating to building and infrastructure, pupil-teacher interaction, learning experiences planned for children, parent involvement

Quality Standards Standard IStandard IIStandard IIIStandard IV InteractionHealth, Nutrition, Personal care and Routines Protective Care and Safety Infrastructure/Physical Environment Caregiver/ ECCE Teacher child Interaction Child – child interaction Child – environment Interaction Staff- family/ parent Interaction Intra staff interaction Health (check-up, first aid, immunization, handling illness) Nutrition Hygiene Habit formation Adult supervision Socio/Emotional protection Physical safety Space, building, outdoors Aesthetics, cleanliness, green area Safety and approach Water facility Toilet facility

Quality Standards Standard VStandard VIStandard VIIStandard VIII Organization and Management Children experiences and learning opportunities Assessment and outcome measures Managing to support quality System Programme philosophy and methods Documentation and records Programme planning Parent involvement Financial management Staffing Provide opportunities for exploration, experimentation Encourage child to make choices and participate in play Foster child’s language and literacy abilities Develop problem solving and mathematical abilities Promote each child’s physical abilities Nurture development and maintenance of relationships Cultivate enjoyment of and participation in expressive art Assessment methods Assessment reporting Facilitating development through assessment Staff assessment and Development Programme assessment Caregiver/ ECCE Teacher education and on site professional development Monitoring and supportive supervision Research

Further Tasks It is a set of quality dimensions, elements and indicators with no clear expectations and benchmarks Requires validation (evidence based indicators) A clear plan of action as to how the quality standards would applied for all ECCE providers and how the standards would be implemented Training on quality standards is crucial. Currently not linked with the M&E system, APIP, etc. In terms of MT based ECE, the indicator says ‘Language of interaction is the mother tongue/ home language of children, while supporting the development of other languages’. There is a need for further unpacking. More specific indicators required

Early Learner’s Framework for Mother Tongue Languages Vision: Children as active learners who enjoy using their Mother Tongue Language, communicate with confidence and appreciate the local ethnic culture Objectives: – Communicate – Culture – Connection Learning Goals: – Have an interest in learning Mother Tongue Language – Develop foundational language and literacy skills – Be aware of the local ethnic culture

Guiding Principle I: Mother Tongue Language is a living language to children Children see the relevance of MTL to their everyday routines and events – Using MTL in daily classroom activities and routines – Using MTL to introduce or explain a concept in a learning area – Using MTL to highlight certain aspects of the local ethnic culture

Guiding Principle II: Teaching of Mother Tongue Language should cater to diverse learners Children come with varied backgrounds and abilities – Considering the child’s home language background and abilities – Differentiating teaching strategies in the classroom

Guiding Principle III: Learning of Mother Tongue Language is active and interactive, taking place in authentic settings Children communicate with different people in a variety of contexts – Using MTL to communicate with children’s peers, teachers and families – Using MTL to reinforce what children have learnt, or learn new words and phrases – Being good language role models – Providing purposeful, explicit learning opportunities

SABER: Early Childhood Development What is the enrollment in early childhood education centers (ages 3-6 years), by mother tongue, in the year? Is there a provision in any policy for mother tongue (MT) based multilingual education (MLE)? Is/Are any programme (s) held to educate parents on the importance of mother tongue based multilingual education (MLE)? Are there any awareness campaigns being carried out/had been carried out by state government and/or non-governmental organizations to promote mother tongue based multilingual education Does the teacher training programme have components on mother tongue based multilingual education Has there been any assessment conducted to assess whether children are learning better in their mother tongues

Registration to Recognition