Micro-improvements - Small Steps Towards Transformative Changes In Early Childhood Care And Education

By Author: Sunayana
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Development sector overall is a complex ecosystem with multiple issues, multiple stakeholders and their perspectives, multiple power dynamics and challenges at all levels. In such a scenario, it is understandable that lasting change requires time and sustained multi-pronged efforts. We all want to see significant outcomes, but can easily be frustrated and overwhelmed by the complexity of it all.

This is where it makes sense to realize that changes are gradual and each step needs to be acknowledged and celebrated. The small changes can be empowering and they can also be more specifically defined than long term impact. Another word to describe them is Micro-improvements. And when we look at ‘change’ as a series or combination of interconnected micro-improvements, it helps us to stay motivated and committed to the cause and not be overwhelmed. As such, Micro-improvements can be defined as projects or undertakings with small goals that show immediate results. These in turn aid in establishing practices that can be repeated to create a journey of sustainable improvement.

We would like to thank and acknowledge ...
... ShikshaLokam who have helped us realize and explore the concept of Micro Improvements in the education space. To further understand the power and scope of Micro-improvements, let’s delve into what Makkala Jagriti, a Bangalore-based NGO working in the education sector has been doing in the space of Early Childhood Care and Education (ECCE).

It is well researched and understood that the early childhood years are among the most significant ones in an individual’s life in terms of growth and development. It is therefore that quality early childhood education has been rightly recognized by India’s National Education Policy (NEP-2020) as the greatest and the most powerful equalizer that can contribute to addressing social inequities. Achieving the vision of quality early education for all children in the country below the age of 6 years requires transformation at multiple levels - the most significant being at the Anganwadi ecosystem level since Anganwadis are the focal points of child development services for most children across the country.

Makkala Jagrit’s ECCE program focuses on bringing changes in the Anganwadi ecosystem by working with the Anganwadi teachers to equip and empower them with the knowledge and skills to deliver quality pre-school learning services to children enrolled in Anganwadis. We recognize that it is important to work with all the stakeholders to bring lasting change in the ecosystem and therefore we also engage with ICDS Supervisors, parents of children and the larger community.

While we acknowledge that large-scale sustainable change will require time and efforts of high magnitude, we also recognize what are the smaller changes or Micro-improvements that have taken place in our programs. Needless to add, it is an energizing exercise for us to look at these small wins in the program. We see how they can be a spark that leads to bigger changes.
Here are some stories of Micro-improvements from our ECCE program that have set the ball rolling for us to identify more.

An Anganwadi teacher creates a YouTube channel for Preschool Learning
As the world shut in 2020-21 because of the pandemic, Anganwadis across the country did too. With children stuck at home and having little or no means of learning, it was imperative that efforts needed to be made to reach out to Anganwadi teachers and parents with knowledge and instructions to engage children in pre-school learning activities. And while Makkala Jagrit tied with the government to send out bite-sized video content to Anganwadi teachers and parents, on a daily basis, there was a need for Anganwadi teachers also to step up and reach out to their communities in their own way.

Shobha, an Anganwadi teacher from rural Koppal was one of the thousands of recipients of the daily videos sent by Makkala Jagriti. Throughout the pandemic, she was an avid subscriber of our YouTube channel which was used to send the videos and constantly followed our work. Shobha was also an active participant on the WhatsApp groups that were created for the purpose of disseminating ECCE videos.

But she did not stop there. A highly motivated Shobha started her own YouTube channel to showcase the preschool activities that she did and shared with her colleagues. Now, that is something noteworthy for multiple reasons. Not only is her level of participation and commitment to preschool education exceeding expectations, but when an Anganwadi teacher takes responsibility and does something like this, it is much more relatable and inspiring for other Anganwadi teachers to learn and move forward. The steps taken by Shobha may look small in the information age where there are so many contributors, but they are significant for the community of Anganwadi teachers and a right step in the direction of the larger goal. We salute Shobha for her dedication and innovation. It is also an inspiration for other Anganwadi teachers to reach out to their communities and at the same time become updated with the use of technology. Here is a glimpse of Shobha and her work:

https://youtube.com/watch?v=_QAwY-tOE9A&feature=share

Visit us: https://makkalajagriti.org/