Fostering equitable access to quality preschool education in India: challenges and opportunities

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Rao, Nirmala, Ranganathan, Namita, Kaur, Ravneet, Mukhopadhayay, Rashi
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引用次数: 6

Abstract

This paper focuses on the provision of center-based preschool education for children ranging in age from 3 to 6 years in India. It estimates access rates to various services and highlights issues related to equitable access to preschool services and the quality of preschool education. While India has made great strides in improving access to preschool education, numerous challenges have to be addressed to enhance its quality. The National Educational Policy 2020 and the country’s commitment to meet UN Sustainable Development Goal Target 4.2 by 2030 and ensure that all girls and boys have access to quality pre-primary education provide opportunities to ensure equitable access to quality preschool education. Central to meeting national targets is the enforcement of the National Quality Standards for Early Childhood Care and Education. Further, increased budget allocations to preschool education, prioritizing professional preparation of the early childhood work force and harnessing technology to monitor government programs have considerable potential to enhance the early childhood system.

促进印度公平获得优质学前教育:挑战与机遇
本文主要研究印度3 - 6岁儿童的中心学前教育。报告估计了获得各种服务的比率,并强调了与公平获得学前服务和学前教育质量有关的问题。虽然印度在改善获得学前教育的机会方面取得了巨大进展,但要提高学前教育的质量,还需要解决许多挑战。《2020年国家教育政策》和该国承诺到2030年实现联合国可持续发展目标具体目标4.2,并确保所有女童和男童都能获得优质学前教育,为确保公平获得优质学前教育提供了机会。实现国家目标的核心是执行《幼儿保育和教育国家质量标准》。此外,增加对学前教育的预算拨款,优先考虑幼儿劳动力的专业准备,并利用技术来监测政府项目,这些都有很大的潜力来加强幼儿教育体系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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