1. Background and Context

However, it has also opened up a massive challenge regarding both the conceptual Examining the Contexts of Early understanding of the early year education and the Childhood Education systemic capacity and preparedness to deliver the early We tried to understand three dimensions of the childhood education effectively and equitably. [...] This context: the context of the learning institution policy brief is based on a scoping study that tries to (AWC/ School/Centre), the context of home and understand these challenges from the perspective of the community, and the context of the facilitator developing an advocacy plan for incorporating a (Anganwadi worker – AWW/teacher) including ‘breadth of skills’ (BOS) or a holistic approach for. [...] (AWCs), Schools and PPP models Independent AWCs The impact of training was also visible in this model where the AWW worker of the PPP model One of the key findings in the Independent who had received training had a better Anganwadi Centres (AWCs) was that it is not just understanding of the application of BoS and FLN the availability of Teaching Learning Materials than the one who had attended jus. [...] The enabling environment at are also the pointers for advocacy for designing and learning institution is highly dependent on implementing the capacity building programme: presence of appropriate infrastructure and Key Policy Messages learning resources in addition to the capacity of (i) Capacity building to be conceptualised and the facilitator to use those in combination of the implemented as a c. [...] of teachers and AWWs; (iii) Including the aspects of potentials and risks of (iii) Better and more clear coordination between the technology in parental education programme Department of Women and Child Development (WCD) and Department of Education with clear guidelines and delineation of roles and responsibilities.