M and E in Multilingual Mother Tongue Based ECCE Dr. Jayanti Prakash

Multilingual ECCE in National ECCE Policy ✤ forms part of non negotiable standards for promoting quality in National ECCE Policy ✤ Age and developmentally appropriate, child centric curriculum transacted in the local language / vernacular. ✤ the mother tongue/home language/local vernacular language will be the primary language of interaction in the ECCE programs ✤ Exposure to other languages in the region and English will be encouraged in the oral form. ✤ Multilingual strategy will be adopted.

Issues in Multilingualism ✤ identifying minority and majority languages ✤ mother tongue based multilingual education - language 2 introduced for transition purposes to primary school ✤ deciding at what stage of continuum should the second language be introduced

PSE in Restructured ICDS ✤ calls for greater focus on PSE, developing and implementing age appropriate curricula, ensuring school readiness interventions ✤ availability of quality trained workforce, appropriate infrastructure, monthly village ECCE day ✤ human resource for ECCE, supervision and monitoring

ECCE Indicators in ICDS MIS

Present M and E Framework 5 tier review and monitoring mechanism with committees at AWC, block, district, state and national level comprises of 11 registers to be filled by the AWW; MPR and ASR formats at AWC and project level register 4 captures preschool data in terms of number of children in disaggregate terms, attendance, admission to primary school, preschool activities conducted for number of days, list of activities conducted. The ASR captures the infrastructure details like kind of accomodation, toilet, kitchen facilities, availability of indoor and outdoor space, PSE kits etc

Gaps in ICDS MIS ✤ Enrolment and attendance: disaggregated data is taken beyond AWC level. ✤ Transition to primary school is not reported AWC level- the percentage of 5-6 year old children who are school ready is one of the impact indicators for ECCE. this indicator is dropped at the AWC level ✤ The register requires the AWW to list out 10 activities to be conducted in a month. States are left to define what each activity denotes. ✤ Fixed Monthly ECCE day: While this is one of the target indicators for ECCE under restructured ICDS, it is not collected in any register or reported. ✤ According to ICDS Mission Framework AWCs are expected to conduct 4 hours of ECCE, no information on these sessions is recorded. Further quality indicators of ECCE is not recorded in the Preschool Register, which means the effectiveness of transaction of ECCE is not tracked. ✤ There is no uniform Observation Form for CDPOs and Supervisor to observe the transaction of ECCE Curriculum and practices during their visits. This could help validating the data collected by the AWWs and more so provide opportunity for support and feedback to the AWWs on their transaction processes.

Suggestive M and E in ECCE ✤ Outcome based monitoring and evaluation plan. ✤ aligning monitoring framework with quality standards, curriculum framework ✤ tools for measurement and reporting

Quality Standards and Framework

Result Chain for ECCE ✤ Goals/Objectives ✤ ✤ Outcomes - Key performance indicators ✤ Activities/interventions ✤ Inputs

Contributors to Multilingual Education Outcomes- Inputs ✤ Family environment, socio-economic status ✤ Mother tongue as majority or minority language ✤ Quality of instruction (trained teachers, availability of resource material, pedagogy focusing on first and second language attainment) ✤ health status, nutritional sufficiency

Contributors to MLE outcomes- Inputs ✤ community/parental involvement ✤ funding and resources ✤ capacity building of teachers; community ✤ access, equity and inclusion

Multilingualism Indicators in M and E ✤ Enrolment and attendance; equity and inclusion- identification of linguistic diversity among children, attendance and enrolment of children from linguistic backgrounds ✤ Quality in ECCE- availability of curriculum, resource material in required language, planning and transaction process showing evidence of inputs in two- three languages, assessment process considers two-three languages ✤ Training and supportive supervision- ECCE teachers, mid level staff trained in multilingual instruction, monitoring formats, handholding support to ecce teachers.

Multilingualism Indicators in M and E ✤ School Readiness and transition to primary school- indicators to be aligned with Early Learning Development Standards; readiness of children in school language; proficiency in mother tongue; decision of age and level at which second language to be introduced ✤ Community/parental involvement- planned interaction with parents and community, seeking parental and community support in multilingual instruction ✤ Fund utilisation- in implementing multilingual instruction

Sample Monitoring Plan

Key Components of Monitoring Plan ✤ identifying roles and responsibilities of stakeholders ✤ selecting monitoring approach and tools ✤ assigning monitoring committees at each level (centre, block, district) ✤ Annual work plans (APIPs) against which progress can be measured

Suggestive Sources of Data and Tools

Factors contributing to successful M and E ✤ Capacity building of AWWs, mid level staff in monitoring formats, quality ECCE and multilingual instruction ✤ indicators tested and validated to the field realities. ✤ the findings and results emerging from the m and e system are used to provide feedback and guidance at the field level

✤ Thank You!