Currently, pre-primary education/ECCE in Nepal is not part of the formal education system and as such, pre-primary education is available only to a small minority of children exclusively in urban settings. According to national data 2009/10 gross enrolment ratio was estimated at 66.2% (67.5% for boys and 64.8% for girls) (IBE 2011). ECCE is implemented following both community and school based approach. Government regulation has allowed community-run ECCE centers with support from government and local bodies such as the Village Development Committee (VDC) and municipality. However, government has not yet specified the norms and standards for supporting the community based ECCE centers and the pre-primary classes associated with primary schools (UNESCO 2008).
The 2009/10 national data shows that there were approximately 4,316 pre-primary classes in institutional (private) schools and 24,773 community and school based ECCE classes in the country. The total enrolment was 947,278 children and the gross enrolment ratio (age group of 3-4 years) was estimated at 66.2% (IBE 2011). A limited percentage of children have access to private, fee-paying pre-school establishments exclusively in urban areas. The Government has recognized the importance of community participation in the development of early childhood care and education (ECCE) and as such provisions have been made for communities, Non-Government Organizations (NGOs) and groups and individuals to operate ECCE centers/ pre-primary schools (UNESCO 2008).
In order to enhance the quality aspect of education under ECCE, learning materials have been purchased and distributed through the district education offices to all the ECCE centers in the country. Special trainings are given to make learning materials out of locally available materials. Many NGOs and partners are participating and encouraging the practice of utilizing locally available materials. Coupled with the acquisition of learning materials, the government is also providing training opportunities to teachers/care-givers in ECCE centers (UNESCO 2008). The ECCE curriculum was published in 2006 for all private schools, community schools and ECCE centers conducting classes under the ECD programme. The main goal of the curriculum is to prepare all children of the age groups 3-4 years to go to primary schools by developing them holistically by means of various types of entertaining teaching and learning activities (IBE 2011).
The Early Childhood Development Section (ECDS) which was established in 1999 under the Department of Education of the Ministry of Education and Sports with the mandate of looking after ECCE development in the country. At the district level, a District Child Development Board (DCDB) has been constituted for each district and is chaired by the heads of the respective District Development Committees (UNESCO 2007, 2008).
Government regulations have allowed the community to run ECCE centers with support from the government and the local bodies. However, the government has not yet specified the norms and standards for supporting community-based ECCE centers. Collaborations with Non-Government Organizations (NGOs) and Community Based Organizations (CBOs) continue to deliver such services. Early Childhood Care and Education centers provide child care and development services (i.e. health, nutrition, sanitation, and entertainment along with education) for children below 5 years of age, with parental education being an integral part of the programme. These services are implemented following community and school based approach (UNESCO 2007, 2008).
The government has prioritized the reduction of inequality in accessing ECCE based on gender, social groups and geographical locations, through mainstreaming ECCE and encouraging Public-Private Partnership (PPP). Also, steps have been taken steps to improve government regulation of the sector and to improve the quality of education services. The government is working to broaden the network of pre-primary educational institutions through making ECCE part of the formal education system and licensing/registering new institutions. Minimum guidelines for ECCE center operations and management have also been developed and distributed across the country (UNESCO 2007, 2008).
