Sishu Vatica: A Step Towards Fulfilling NEP 2020 Commitments
Sishu Vatica: A Step Towards Fulfilling NEP 2020 Commitments By Dr. N. K. Sahu and Dushyant Meher Sishu Vatica: A Step Towards Fulfilling NEP 2020 Commitments By Dr. N. K. Sahu and Dushyant Meher Saravanan M January 28, 2025 Child Development, Education, Skills Development Sector School is where a child spends most of its time other than home and it is the platform that offers education, protection, and essential developmental needs of a child. Years 5 to 6 is the critical juncture of development wherein cumulative brain development occurs prior to the age of 6. The recently announced initiative of opening “Sishu Vatika” by the Government of Odisha to accommodate 5-year-old children in primary school must be seen as a progressive step towards implementing the Foundational Stage consisting of 3 years of Pre-primary and 2 years of Grades 1 and 2 of the New Education Policy (NEP)-2020. However, it must also be examined pragmatically through the lens of affordability, viability, and sustainability. “Sishu Vatika” which literally means children’s garden or garden for children – raises the question of a designated space for an additional classroom in the first place, secondly the play area must be conducive to cognitive and physical development. Needless to say, numerous researches have already emphasized the role of the environment in the overall development of children, especially in the formative age below 6 years along with wholesome nutrition. Furthermore, the safety and security of children to prevent physical and mental harm are also to be looked into. There have been various safety guidelines issued by different national level authorities covering aspects they considered important, which finally have taken shape as a compiled version by the National Commission for Protection of Child Rights under the title – Manual on Safety and Security of Children in Schools. Applying the prescribed safety protocols under this manual is highly necessary. It could be a unique step towards convergence and a smooth transition of children from Anganwadis to the school while the teachers have to be trained suitably enough to glide this transition. A dedicated cadre of teachers with appropriate skill sets to fulfill the objectives envisioned under the NEP is a priority under this initiative. Given the circumstances wherein states including Odisha continue lagging behind in engaging special teachers for children with special needs in compliance with the Right to Education Act; the need for a new cadre of teachers raises the eyebrows. Therefore, administrative will and resource allocations towards this current initiative are to be seen in the days to come. Before that, we must know the gaps that exist in schools at the Foundational Stage. As per UDISE, in Odisha, the government schools having Class-1 were 45,042 in 2023-24, and only 759 schools have pre-primary classes. This means, 44,283 schools are the target to open fully equipped pre-primary classes. This is a daunting task as the position of the existing government schools lack infrastructure and soft components like teachers. For example, there are 1065 single-teacher schools where 50,189 students are enrolled. In the recent past in the name of 5-T, many schools were made attractive lookswise, but the fundamental requirements were not met. Now the present government is trying to fulfill the NEP-2020 and is burdened to open the pre-primary class. As per the National Curriculum Framework for Foundational Stage (NCFFS) prepared under the mentorship of Dr. K. Kasturirangan, a great scientist and visionary of our time, the National Education Policy is a transformative initiative to usher India to prepare itself to meet the challenging demands of a 21st-century knowledge society and this framework enables and energizes this transformation. Since, the framework is what gives the shape and direction towards implementing the policy, Odisha needs to dovetail it on its background of local culture, civilization, tradition, religiosity, and spiritualism at the same time keeping in mind the demands of 21st-century knowledge society and commands of Viksit Bharat. The curriculum has to be transformative and holistic as well as conceptualized for appropriate transitioning of children’s learning abilities while moving from Anganwadi to the school. A collection of best practices adopted by other states that have demonstrated successful interventions suited for this challenging and promising time have to be studied for adoption, if suitable. The issue of screen time for children, and new-age technological influence on young minds are some of the challenging areas. This initiative of pre-primary class and curriculum must shed light on it and also educate and guide the parents. Pre-primary preparatory class is not a new concept but framing and aligning it with national policy is of course a genuine initiative in the context of Odisha. The state surely would be interested in building its human capital in the best possible ways against the backdrop of a double-engine Government that is both willing and decisive. Furthermore, having a union minister representing the state has an added advantage of guidance and cooperation in pioneering this initiative. After fiercely fought election season, the state government shaping the destiny of new generations is most welcome in the context of Viksit Bharat. Children may not be the voters but they carry the impressions that mattered to them the most during their growing up period. As per the latest UDISE data, the State already has 21,179 odd schools with Anganwadi on the campus and 3,472 pre-primary sections on schools that offer a fertile ground to begin sowing the garden of this initiative. Finally, it may be mentioned that school has been the frontline institution that is an integral part of our collective consciousness where unity in diversity begins. Therefore, let the Sishu Vatika bloom with the flowers of all the colours and fragrances in celebrating the spirit of childhood. Dr. N. K. Sahu is a Former Economic Adviser to the Department of School Education & Literacy, Government of India, New Delhi and Dushyant Meher is a Delhi based Independent Consultant who worked with NITI Aayog and National Commission for Protection of Child Rights (NCPCR), Government of India, New Delhi. Views expressed
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