Context

• The National Education Policy (NEP) 2020 identifies the universal acquisition of Foundational Literacy and Numeracy (FLN) as a national priority.
• Since its introduction, both central and state governments have taken significant steps to ensure that every child acquires FLN skills by Class 2, marking the newly established foundational stage for children aged three to eight.
• However, while progress has been made, challenges remain in implementing FLN initiatives effectively across diverse educational settings in India.

Policy Implementation and Initial Progress

• The recently released Annual Status of Education Report (ASER) 2024 provides insight into how FLN-related policies have reached schools.
• According to the survey, over 80% of the 15,728 rural schools surveyed reported receiving government directives to implement FLN activities for Classes 1 to 3.
• Furthermore, over 75% of these schools had at least one teacher who had received in-person training on FLN strategies.
• These statistics indicate widespread awareness of the initiative and a general acceptance among teachers regarding the importance of FLN.
• A closer examination of 24 Class 2 classrooms across eight states revealed that teachers generally understood the necessity of FLN and supported the initiative.
• However, the degree of implementation varied depending on the specific challenges faced by schools.
• For instance, classroom conditions, ranging from overcrowded indoor spaces to outdoor learning environments, necessitated different teaching approaches, but teachers often lacked the opportunity to discuss and adapt their methods accordingly.
• This suggests that while policy directives exist, the flexibility and contextual adaptation necessary for effective execution are still areas that need attention.

The Role of Teacher Training and Support Systems in FLN Implementation

• Inconsistencies in Teacher Training Quality and Reach
  • One of the major issues with FLN implementation is the uneven quality of teacher training across different regions.
  • Lack of Practical Exposure
    • Many training sessions focus on theoretical aspects rather than hands-on classroom application.
    • Teachers are often given guidelines and instructions but lack opportunities to practice the methods in real classroom settings before implementation.
  • Limited Contextual Adaptation
    • The training modules tend to be standardised, making it difficult for teachers to adapt the strategies to their specific classroom environments.
    • A teacher in a crowded urban school may require different techniques compared to one in a rural, multi-grade classroom.
  • Short Training Durations
    • In many states, FLN training sessions are brief, sometimes lasting only a few days.
    • Such short-term interventions may not be enough to equip teachers with the necessary skills, especially those who are not familiar with activity-based or child-centred learning methodologies.
• Post-Training Support: Gaps and Challenges
  • Effective post-training support is critical for teachers to successfully apply FLN principles in their classrooms.
  • However, ASER findings indicate that states vary widely in the type and extent of support provided to teachers after training.
  • Limited Availability of Mentorship
    • In some states, teachers reported having no post-training support, leaving them without guidance on how to refine their teaching methods.
    • In other states, trainers were available but only on request, which meant that teachers had to take the initiative to seek help rather than receiving proactive support.
  • Monitoring vs. Mentoring
    • In several cases, government officials conducted school visits primarily to monitor FLN implementation by collecting data and ensuring compliance.
    • However, these visits rarely involved hands-on mentoring or practical demonstrations to help teachers improve their techniques.
  • Effective Support in Some Regions
    • A few states have adopted more structured support mechanisms. In these cases, district or block-level officials actively engage with teachers by providing classroom demonstrations and feedback.
  • This hands-on approach ensures that teachers receive practical guidance on how to conduct FLN activities effectively.
• Teaching-Learning Materials (TLM): Challenges in Implementation
  • Another crucial aspect of teacher support is the provision and usage of TLM.
  • While FLN training encourages the use of TLM to enhance student engagement, several practical barriers hinder their effective utilisation.
  • Demonstration-Only Approach
    • Observations from surveyed classrooms indicate that teachers mostly use TLM in a demonstration mode, where they showcase materials rather than allowing students to interact with them.
    • This limits the effectiveness of hands-on learning, which is essential for foundational literacy and numeracy.
  • Concerns Over Material Damage and Storage
    • In states where teachers are responsible for creating their own TLM rather than receiving ready-made kits, concerns about materials getting damaged prevent their frequent use.
    • Some teachers lack storage facilities, making it difficult to maintain a collection of reusable learning resources.
  • Uncertainty on Effective Usage
    • Even in schools, where pre-made TLM kits are provided, many teachers remain unclear about how to integrate them effectively into daily lessons.
    • This points to a gap in training that needs to be addressed through more practical, demonstration-based sessions.

Challenges of Syllabus Completion and FLN Assessment

• One of the most significant hurdles to FLN adoption is the emphasis on syllabus completion.
• Despite discussions around continuous and comprehensive evaluation (CCE), many states still rely on traditional pen-and-paper assessments.
• Although monthly FLN assessments are conducted in several states, there is little evidence that the results are being used to inform teaching strategies.
• This gap highlights a fundamental contradiction, while FLN aims to ensure skill mastery, the current system prioritizes syllabus coverage over individualized learning progress.
• A more flexible and needs-based assessment approach is essential for resolving this issue.

The Way Forward: Strengthening Teacher Training and Support Systems

• Enhanced Practical Training: Teacher training should include hands-on classroom simulations and real-time demonstrations to ensure better understanding and application of FLN strategies.
• Structured Post-Training Mentorship: States should develop structured mentorship programs where trainers or experienced educators provide regular support, feedback, and classroom demonstrations.
• Better Integration of TLM in Classrooms: Teachers should receive guidance not just on creating TLM, but also on how to use them effectively in interactive learning sessions. Schools should be provided with proper storage facilities to ensure that materials remain in good condition.
• Encouraging Teacher Collaboration: Regular teacher meetups, discussion forums, and online learning communities should be established to promote the sharing of best practices and innovative teaching methods.
• Continuous Professional Development: Instead of one-time training programs, teachers should receive ongoing professional development opportunities, including refresher courses, workshops, and peer-learning initiatives.

Conclusion

• Despite the challenges, the introduction of the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) has contributed to significant improvements in foundational learning.
• The ASER 2024 survey indicates that, for the first time in two decades, learning outcomes at the foundational level have improved nationwide, largely due to efforts in government schools.
• However, maintaining this momentum requires continuous policy focus, enhanced teacher support, and better integration of FLN practices into everyday teaching.
• Addressing practical challenges such as teacher training gaps, resource constraints, and the conflict between syllabus completion and skill mastery will be crucial in ensuring long-term success in foundational education across India.