State Specific Note

I. Introduction
(Why is this topic important for the States/ UTs ? Highlight the data evidence to support the same)

Demographic Profile:

The demographic profile of the Andaman & Nicobar Islands reveals that a significant portion of the population is made
up of children under the age of 18. As per 2011 census there are 119179 children below the age of 18 years with 61135
boys and 58044 girls, which contributes 31.31% of total population. The population of children between age 0-6 is
40,878 which is 10.74% of total [Link] major languages spoken in the Andamans in numerical order are
Bengali (32.6%), Tamil (27.61%), Hindi (22.95%), Telugu (14.84%) and Nicobarese language (as per [Link])

The 10.74% of the UT’s population in the critical 0–6 age group, early childhood education (ECE) holds immense
importance in shaping the future human capital of the islands. Given this substantial young population, investment in
early years becomes essential for ensuring holistic development, school readiness, and lifelong learning outcomes.

A multilingual and inclusive ECE approach can bridge learning gaps, promote cognitive development, and foster social
cohesion from the foundational stage. Thus, strengthening ECE is vital for equitable and quality education in this
geographically and culturally unique Union Territory.

The Saksham Anganwadi and Poshan 2.0 is an Integrated Nutrition Support Programme, together with early childhood
care, that serves to strengthen and modernize the Anganwadi system. The Ministry of Women and Child Development
(MWCD) has launched Poshan Bhi Padhai Bhi (PBPB) Scheme with an objective to improve the quality of education
in the Anganwadi centers along with the focus on nutrition. Capacity Building of Anganwadi Workers envisioned as the
first step in transforming the Anganwadi into a Learning Centre having High-quality infrastructure, play equipment and
well trained anganwadi workers.

In addition, the Department of Education focuses on providing a strong foundation for children in the age group of 3–6
years in schools from Pre-Primary (Balvatika 1,2,3). It aims to nurture a child’s physical, cognitive, social, emotional,
and language development through play-based, activity-oriented, and inclusive learning experiences

II. Current Situation

(Current policy landscape, programmes, schemes and their progress)
There are total 720 AWCs in the UT of Andaman & Nicobar Islands under 05 ICDS Projects such as Urban project,
Ferrargunj Project, Rangat, Diglipur& Nicobar with total of 10968 beneficiaries enrolled in all [Link] are 05
CDPOs, 27 MukhyaSevikas, 720 AWWs & 720 AWHs across all 5 projects. The AWWs are having a qualification of 10
pass & AWHs were 8th Pass earlier but now the minimum qualification has been revised and both AWW & AWH are to
be 12th Pass.

a. Details of Beneficiaries:

Category No. of Beneficiaries

Children (0M – 6 M) 744

Children (6M-3 Years) 6532

Children (3-6 Years) 2541

Pregnant Women 873

Lactating Mothers 749

Total 11439

b. Current Interventions for children below the age of six years:

1. Supplementary Nutrition Programme (SNP): Pre-school Education, Nutrition & Health Education, Immunization,
Health Check-Up & Referral Services to all registered beneficiaries (pregnant women, lactating mothers, and children) in
this UT:
 Additional Supplementary Nutrition as THR (Cooked) to malnourished children.
 Eggs are provided to malnourished children on daily basis
 Inclusion of millets (Raagi/Bajra) to enhance nutritional value to address severe malnourished children.
 Allocating fortified food grains in all ICDS projects under the Supplementary Nutrition Programme.
 All AWWs were provided training by ICAR-CIARI/ Krishi Vigyaan Kendra for organising farming and
horticulture for Nutri garden enhancement.

2. Monthly Growth Monitoring of Children aged 0-6 years:

Indicators June -2024 June -2025

Stunted 9.32% 6.36%

Wasted 2.82% 1.56%

Underweight 4.79% 2.81%

Total 16.93% 10.73%

 Monitoring through Digital smart weighing scales

 Timely intervention & Referral services by maintaining Individual case files on monthly basis at the
 AWCs
 Technology-based monitoring (e.g., use of Smartphones ).
 Real-time data collection to track growth and nutrition through Poshan Tracker app.

3. Early Childhood Care Education: ECCE focuses on the holistic development of children aged 0–6 years, covering
physical, cognitive, emotional, social, and language development.
 Play-based, activity-based learning with Indigenous TLMS (coir/ coconut shell/ areca nut/ clay toys to promote
language development, numeracy, motor skills, and social-emotional skills. Use of pre-school kits, DIY toys
flash cards storybooks, and other learning materials.
 Regular training of AWWs on ECCE pedagogy, curriculum implementation, and child development.
 Development of ECCE Resource Materials: follow up oftheme based curriculum through age-appropriate books,
toys, teaching-learning materials (TLMs)
 Organization of monthly ECCE days (Every 4th Saturday) including parents, PRIs and Community mothers in all
AWCS.
 Individual ECCE record of children 3-6 years are being maintained for pre-reading, pre- writing activities such
as drawing lines, curves, circles.
 EECE Activity area has been created in every AWCs that includes Doll area, Building block area, book area &
Manipulative area.

4. Status of Up-gradation of AWCs into Saksham AWCs in this UT:

Further as the NEP 2020 envisages “For universal access to ECCE, AWCs will be strengthened with high Quality
infrastructure, play equipment & well trained AWWs”. Accordingly, the Ministry has approved 140 AWCs for
upgradation under the “Saksham Anganwadi” initiative in this UT featuring amenities such as Poshan Vatika, RO/water
filters, rainwater harvesting, LED screen & Building as Learning Aid (BALA) paintings.

5. Convergence (Department of Education, Panchayati Raj Institutions)

• 09 AWCs co-located with School for better Monitoring of ECE activities.
• Training of Anganwadi Master Trainers on Early Childhood Care & Education training to Mukhya Sevikas &
frontline AWWs was conducted by State Institute of Education, Department of Education.
• Active participation of PRIs on ECCE Days at AWCs.
• Introduction of Navchetna & Aadharshila Module by providing printable materials by the Department of Social
Welfare in all AWCs for following uniform curriculum.

6. Activities of ECCE by the Department of Education:

• Jaadui Pitara: Play-based FLN kits with inclusive, multi-sensory resources aligned to the ECCE
 curriculum provided to all Schools for Balvatika.
• Vidya Pravesh: Structured three-month school readiness programme for students who enrolled in schools
after pre-school education in Grade 1 implemented in all Schools.
• NIPUN Mela: Exhibitions highlighting FLN activities, innovative TLMs conducted in all Schools.
• NIPUN Chaupal: Community forums to enhance ECCE awareness and strengthen parental engagement
conducted in all Schools.
• Capacity Building of Teachers: Capacity Training program for PT PST and PPT conducted covering 209
teachers throughout A&N Islands by DIET.
• Training imparted for 39 Master Trainers for providing training to the Anganwadi workers
• Capacity building program for 720 Anganwadi Workers have been imparted throughout the UT by the
Master Trainers at block level.
• FLN mission implementation: Foundational Literacy and Numeracy campaigns and focusing on
attaining Lakshya's by NIPUN Bharat.
• Monitoring and quality assurance: Regular Academic inspections, mentoring and supervision by DIET.

7. Curriculum Development by SIE as per NCF FS 2023

• Developed age-appropriate activity books for 3–4, 4–5, and 5–6 years, aligned with NCERT ECCE
frameworks.
• Incorporated local stories, songs, and cultural elements to enhance contextual relevance and engagement.
• Modules for teachers training program developed.

III. Challenges
(Major policy, programmatic and capacity building gaps affecting the working of the States/ UTs
Administration)

1. Persisting under nutrition among young children: Factors such as low birth weight, frequent illnesses (e.g.,
diarrhea, fever), limited awareness on nutrition, socio-economic constraints, high infant mortality rate (IMR),
and widespread anemia contributes to persistent under nutrition.

2. Bilingual/Multilingual Education at AWC Level

In this Union Territory, a significant number of children at AWCs come from diverse linguistic backgrounds
(Bengali, Tamil, Telugu, Ranchi, Marati etc)
 It is practically challenging for a single Anganwadi Worker, who may not have multilingual proficiency or formal
training, to adopt an effective bilingual/multilingual approach in day-to-day teaching.
3. Inadequate focus on the 0-3 Years Age Group: Early childhood care interventions for children under three
years are often insufficient. Particularly for children aged 2–3 years, the transition to diverse food habits is
critical, parental neglect or lack of awareness poses a barrier.
4. Limited Educational Qualifications of Anganwadi Workers (AWWs): Despite recent efforts to upgrade the
minimum qualification to 12th pass, many existing AWWs have lower qualifications, which hamper their ability
to deliver quality Early Childhood Care and Education (ECCE).
5. Language Barriers in Tribal Regions: A shortage of educational materials in local tribal languages, especially in
Nicobari dialect, creates significant challenges in delivering ECCE in culturally appropriate and comprehensible
formats for tribal children under Tribal Project at Nicobar.
6. Low Parental Awareness and Community Involvement: Limited understanding among parents regarding the
importance of ECCE, coupled with low levels of community engagement, reduces the effectiveness and reach of
Anganwadi-based interventions.
7. Financial Constraints in ECCE Implementation: Budgetary limitations restrict the comprehensive rollout of
ECCE initiatives, including training, and procurement of learning materials/ ECCE-related purchases (e.g., mats,
posters, toys).
8. Geographical challenges in remote islands, especially under the Tribal Project (Nicobar):
 The scattered and remote nature of the islands poses logistical difficulties in terms of monitoring &
training.
 Harsh weather conditions, poor transport& internet connectivity, and limited digital infrastructure further
impede consistent implementation of ECCE programs in remote AWCs.

9. The digital mode of Training is not effective in remote islands: Digital training is largely ineffective under Tribal
Project at Nicobar due to poor internet connectivity, low digital literacy.

10. Context-Specific Challenges: Island-specific issues such as difficult transportation, disaster-prone environment,
and language diversity not adequately addressed in ECCE programme design.

11. Fragmented Service Delivery – ECCE delivered through ICDS, private pre-schools, and NGO-run centres
without uniform curriculum and assessment guidelines.

IV. Possible Solutions

(Proposed ideas, actions that can be undertaken by different stakeholders. Scope for convergence with other
schemes/ programmes)
 • Adoption of Minimum Quality Standards for ECCE across the UT aligned with NEP 2020 and NCERT’s
National Curriculum Framework for Foundational Stage (NCF-FS)
• Develop bilingual/multilingual learning kits using locally spoken languages and simple visuals, and Partner
with local NGOs or language experts to train AWWs & PPT in basic multilingual strategies.
• Introduce age-specific activity books and home-based ECCE kits for 0–3-year-olds & Integrated ECCE
Curriculum – Implement the NCERT National Curriculum Framework–Foundational Stage (NCF-FS)
uniformly across ICDS and private providers
• Training of AWWs & PPT on responsive caregiving, infant stimulation, and early interaction techniques.
• Provide bridge training and upskilling through digital platforms (e.g., NIPUN Bharat, Diksha App).
• Conduct modular ECCE training in local languages, followed by regular mentorship by CDPOs/Supervisors.
• Organize ECCE Awareness Drives during VHNDs and community events using street plays, IEC posters, and
local media.
• Establish ECCE Parent Committees to support and monitor activities at AWCs.
• Introduce monthly ECCE reviews at the block level involving school and ICDS supervisors.
• To overcome the challenges of the digital mode approach to ECCE in the low internet zone AWCs, a blended
approach is advisable, where training content is pre-downloaded and delivered offline through smartphones.
• Integrated ECCE Quality Monitoring Cell under the Department of Education for uniform supervision across
ICDS and private providers.
• Mandatory Teacher Training & Certification in ECCE pedagogy with periodic refresher courses, delivered
through blended (online + face-to-face) mode by DIET in terms NEP 2020.
• Integrated ECCE Quality Monitoring Cell under the Department of Education for uniform supervision across
ICDS and private providers

V. Best Practices
(International (if any), Major Initiatives undertaken by States/ UTs Administration. May also include initiatives for
training and capacity-building that have been taken for effective implementation; Strategic communication campaigns
undertaken to disseminate the programme; convergence; new technologies used for effective implementation)
1. Nature-Based Learning through Poshan Vatikas:
In the UT of Andaman & Nicobar Islands, an innovative and experiential best practice being followed is nature-based
learning through the use of Poshan Vatikas (nutrition gardens) within AWC premises.
It includes guided nature walks, interactive sessions & hands-on learning

2. ECCE Corners in AWCs: Child-Centric Learning Spaces:

AWCs are equipped with dedicated learning corners with colourful thematic content (e.g., literacy, numeracy, nature,
art) with locally made, colorful TLMs (teaching-learning materials).
Toy Library: It includes a Doll area, Book area, Building Blocks area & Manipulative area.

3. Inclusion of Local Culture under Tribal Project:

 Integration of Folk Songs & Stories: Traditional songs and local folklore used in daily routines to promote
language and cultural familiarity.
 Use of Tribal Language: Bilingual approach using tribal language (Nicobarese) alongside Hindi for better
comprehension.
 Community Involvement: Tribal elders engaged in storytelling and cultural sharing, fostering intergenerational
learning.
 Culturally Relevant Activities: Themes in play, crafts, and dress-up reflect tribal festivals, tools, and daily life.
 4. Local Resource Mapping for TLMs:
DIY toys, indigenous toys made with locally available materials like coconut shells, seashells, coir/areca nut, pebbles, to
create low-cost, eco-friendly learning aids.
08training/workshops organized for all capacity building of all 720 AWWs on DIY toys, indigenous toy creation,
preparation and use of joyful low-cost TLMs.

5. PPTM COMMITTEES:
• Parents, PRIs, Teachers (Pre-school)/AWWs, Mothers (Community members other than beneficiaries)
Committees have been formed in AWCs for progressive evaluation of child.
• The meeting is held on every 4th Saturday.
• As a pilot project, this initiative has started under the 01 Project.
6. VidyaAarambh:
Vidyarambh for 3+ children observed in all AWCs. During the event child is made to scribble Om, Alphabets in a rice
plate in presence of mothers.

7. Child Care
• Launched Kuposhan Mukt District Abhiyaan in all Districts and so far, 2431 Poshan kits were
distributed for nutritional diversity to all malnourished children
• These efforts lead to a reduction of Malnutrition & the present Malnutrition rate.
7. “Neki ki Deewar” (Wall of Kindness): “Neki Ki Deewar” (Wall of Kindness) introduced under few AWCs which
aims to mobilize community members to donate useful items such as books, toys and learning materials that are no
longer in use at home but can greatly benefit other children and families in need.

8. Best Practices at School Level:

 Play-Based, Contextual Learning – In Pre- Primary Schools Play Based Learning materials are provided.
 BaLA introduced in every Schools: Every Pre-primary Classes are designed with BaLA features to make it
more attractive & Educative.
 Convergence with Health & Nutrition Services – ECCE centres leverage ICDS schemes to provide mid-day
snacks, regular health check-ups, and growth monitoring. In Pre-Primary Schools Mid Day Meals & Eggs (on
daily basis & Banana 3 days a week is provided as supplementary Nutrition)
 Mobile ECCE Units – In select remote habitations, mobile units are deployed to provide early learning
facilities to children without access to AWCs.
 Teacher Resource Sharing – Inter-island teacher mentoring networks help compensate for the shortage of
trained ECCE facilitators in far-flung areas.
 Peer Learning & Mentoring – Teacher exchange programmes between well-performing and resource-deficient
centres to bridge skill gaps.
 Indoor & Outdoor Play Materials:Indoor as well as Play Materials provided at all Schools
 1378 Tablets were distributed to Teachers for content enrichment and Pre Primary schools.
 Child friendly furnitures were provided to all the schools having pre primary sections.
 Contextualised text materials based on Andaman and Nicobar Islands developed by in house subject expertise
with QR code have been developed and provided to the schools.
VI. Priority Areas
(Selected for implementation by the States in the next 5 years)

• Capacity Building of AWWs on ECCE/Pre-school education

• Regularly updated training on new Modules
• Training on Early detection of Disability (especially for learning disability) among Children in-
coordination with Department of Health.
• Ensuring availability of teaching materials tools with AWWs & Learning materials with children.

VII. Way Forward – Strategy for Implementation

(Modality for implementation – Legal, Administrative, Technological, Budgetary reforms required for
implementation)

• Adoption of Common Unique ID APAAR for all children (3-6yrs) at AWCs & at Schools to
track child academic progression.

• Streamlined data sharing mechanism (No. of Children enrolled in AWCs, age profile,
training status of AWWs, etc.) with the Education Department for monitoring ECCE
outcomes and transitions of children from AWCs to Schools.

• Training will be organized in collaboration with the Education Department on TLM, such as
Jaadui Pitara, Foundation Literacy & Numeracy, Pre-school readiness & transition etc. for
AWWs & Pre-Primary Teachers. Currently, a One-month foundation certificate programme
for 30 AWWs is scheduled from the 1st of August 2025 by the DIET, Education Department.

• Refresher training on PBPB/ECCE to be provided in the month of September-October 2025

• Monthly Parent-AWWs/Teacher meetings to be introduced in all AWCs.

• DIY Toys/ Indigenous Toys making Workshop in coordination with NIPCCD, Department of
Education to encourage the use of local materials and creativity in AWCs.

• Educational Quiz Competition between Zonal / Project wise among children of AWCs.

• Exposure Visit/Child friendly visits of Children of AWCs

• Documentation & Creation of TLMs in Tribal Language (Nicobareese) in coordination with

 Department of Tribal Welfare to preserve & restore Tribal Language, to support second
language acquisition and multi-lingual education.

• Improve infrastructure with safe play areas and inclusive materials