MS. SHIKHA RATURI KOTHARI , MS. VINEETA VISHWAKARMA , DR. ASHOK UPRETI , DR. PUSHPA ADHIKARI
DOI: https://doi.org/Early Childhood Care and Education (ECCE) has been accorded a central role in India’s education reform agenda through the National Education Policy (NEP) 2020. While the policy presents a comprehensive framework for strengthening foundational learning, empirical evidence on its ground-level implementation remains limited, particularly in geographically diverse states. This study examines stakeholder perceptions regarding the implementation of NEP 2020 in ECCE in Uttarakhand, with specific focus on policy awareness, institutional readiness, and policy implications. The study adopts a cross-sectional survey design and is based on primary data collected from 120 respondents, including teachers, administrators, parents, and education officials, drawn from plain, mid-hill, and hilly districts of the state. A structured questionnaire was used, and data were analysed using descriptive statistics, inferential techniques, and regression analysis. The findings reveal moderate to high awareness of NEP 2020 ECCE provisions among stakeholders; however, significant gaps persist in training, infrastructure, and institutional preparedness, particularly in hilly and remote regions. Institutional readiness emerged as a stronger predictor of perceived implementation effectiveness than policy awareness alone. Despite these challenges, stakeholders expressed strong optimism regarding the potential of NEP 2020 to improve access to quality ECCE and reduce regional disparities. The study underscores the importance of context-specific implementation strategies, capacity building, and strengthened institutional coordination to translate policy intent into effective outcomes. The findings contribute to the emerging empirical literature on ECCE policy implementation in India and offer policy-relevant insights for strengthening NEP 2020 execution at the sub-national level.
