Current Status of Physical Management of Early Childhood Development (ECD) Centers Operated in Community Schools: A Study of Mangalsen Municipality

Abstract

This study was conducted with the objective of analyzing the current status of physical management in Early Childhood Development (ECD) centers operated within community schools in Mangalsen Municipality, Achham District. A mixed-methods research design was employed in this study to ensure a balanced integration of both quantitative and qualitative data. Out of the 47 community schools in Mangalsen Municipality, 5 schools were selected for the study using purposive and convenience sampling methods. Primary data were collected through questionnaires, interviews, and direct observation forms from a total of 16 respondents, including 5 headmasters, 5 School Management Committee (SMC) chairpersons, 5 ECD teachers, and 1 head of the education section. The findings of the study revealed that the overall physical management of ECD centers in community schools is weak. The main problems identified include the lack of separate buildings for most centers, the conduction of all activities within a single classroom, and classroom sizes and lighting conditions that fail to meet standard requirements. The studied schools suffer from a severe shortage of furniture, forcing children to sit on the floor on carpets or traditional straw mats (gundri). Furthermore, the lack of separate playgrounds and adequate play materials for children has hindered their physical and mental development. Similarly, the absence of clean drinking water, child-friendly toilets, and boundary walls for security leaves the learning environment of these centers unsafe. Insufficient budget allocations, a lack of effective monitoring, and poor coordination among stakeholders (local government, management committees, and parents) have added further complexity to physical management. The study concludes that to make ECD centers effective, the local government must formulate a clear physical infrastructure policy and allocate adequate budget, develop a regular monitoring system, and emphasize creating a child-friendly learning environment by maximizing the mobilization of local resources.