Empowering CSOs and schools: Navigating the interplay of research and policy in ECCE

Author - Dr Venita Kaul

Editorial Note: For the ECCE thematic issue of Samuhik Pahal, we wanted to explore for our readers, the intersections between research and policy with respect to how civil society organizations (CSOs) and schools can leverage the growing body of evidence from brain science and economics to align with India’s policy focus on early years education, specifically Early Childhood Care and Education (ECCE), and how can they effectively conduct research within their own educational ecosystems to enhance the learning outcomes for young children. We feel privileged to have Dr Venita Kaul to address these issues over an interactive discussion. The following section is prepared based on an interview with her.

The interaction between research and policy in the field of ECCE in India is crucial. Research can play a critical role in influencing policy formulation and decision-making processes. The involvement of researchers in conducting studies that provide evidence can help shape policies that are grounded in reliable data and insights. For instance, Indian Early Childhood Education Impact Study (IECEI) contributed to the foundational stage recommendations in NEP 2020, highlighting the significant impact of research in policy discussions.

The following were five of the major recommendations in the study report: Include pre-primary education as an integral part of the Right to Education Act (2009); Ensure that children acquire the necessary school readiness competencies prior to moving to formal, academic learning; Design and implement a flexible play-based foundational curriculum for 3- to 8-year-olds along an early learning continuum; Institute a regulatory system for early childhood education; Reach out to parents, communities, and other stakeholders to generate demand for developmentally appropriate early childhood education.

However, it is not enough to merely conduct research. Active advocacy efforts are also necessary to ensure that research findings reach policymakers and they in turn acknowledge and implement these effectively. The relationship between research and policy is also crucial for the effective implementation of evidence-based decisions.

CSOs along with the academic community need to come together and approach research collaboratively with curiosity and commitment to improve children’s lives. They need to identify research gaps, determine what is known and unknown, and explore the level of detail required for their research. Another way to get engaged in policy and research is to provide feedback on policies and implementation. Monitoring how states interpret and act upon centrally laid down policies is important, especially for CSOs working in specific states for which multistate research can be very beneficial.

Micro-level research by CSOs in their own backyards, organizations and schools, planned and designed collaboratively, could also be productive and beneficial, especially for exploring contextual and cultural variations and diversity with regard to implementation of any policy. CSOs in the ECCE domain should collaborate and identify critical research questions relevant to policy making. For instance, understanding the status of early childhood education, the location of children, age-wise (whether they are in schools, preschools, or homes), participation trends, and the impact of ECCE on-school readiness are important research areas. Longitudinal research is particularly valuable for assessing long-term effects. Some of the essential areas of research are listed below.

- Evaluating the extent of adoption of policy recommendations by a particular state/ district, such as play-based pedagogy, and understanding the challenges faced by teachers;

- Exploring the profiles of accepting and non-accepting teachers;

- Teacher education and curriculum development;

- Intersection of cultural and social dimensions;

- Assessing status of school readiness competencies across private schools and examining their understanding of their own role and response to ECCE policies.

CSOs and schools, with limited resources, can contribute to research by focusing on qualitative methodologies. By conducting case studies and comparative analysis, they can observe and document effective practices within their catchment areas. For instance, studying teachers’ innovative approaches in implementing play-based pedagogy can provide valuable insights into needs for professional development and instructional practices. Similarly, exploring governance aspects and factors driving successful schools can inform the development of effective policies. Organizations and schools need to consider the diversity of contexts in which they operate. Different states may have varying baselines, priorities and implementation challenges. Comparative research across multiple states can provide a deeper understanding of how policies are interpreted and implemented differently. This knowledge can guide advocacy efforts and tailor interventions to specific regional needs. Furthermore, considering cultural and social dimensions, as well as private sector involvement, are essential to address the diverse needs of children and families.

To sum up, the interactions between research and policy in the domain of ECCE is crucial for achieving positive development outcomes for children in India. Evidence-based recommendations have the potential to drive effective policy making and implementation. Organizations, schools, and CSOs can contribute to this process by conducting micro studies and qualitative research, identifying research gaps, and generating an understanding of local contexts. By bridging the gap between research and policy, stakeholders can work toward improving the lives of children and promoting quality early childhood care and education across the country through proactive collaboration and networks.

Dr Venita Kaul is Professor Emerita (Education), Ambedkar University, Delhi, from where she retired in 2016. Prior to this, she worked at the World Bank for over ten years, and as a faculty at NCERT for over twenty years. She has also served as a member of several governmental committees and as Board Member of a number of educational NGOs, and has written and published extensively n the field of ECE.

Email: vkaul54@gmail.com