NEP 2020 and FLN
National Education Policy (NEP) 2020 frames the universal acquisition of Foundational Literacy and Numeracy (FLN) as an urgent national mission.
The goal is to ensure that every child acquires FLN by Class 2, marking the end of the ‘foundational stage’ (ages 3-8).
Both central and state governments have launched extensive programs to meet this goal.
Findings from ASER 2024
ASER 2024 surveyed 15,728 rural schools, finding that over 80% had received government directives to implement FLN activities for Classes 1-3.
In over 75% of these schools, at least one teacher had received in-person training on FLN.
A deeper study of 24 Class 2 classrooms in eight states showed that teachers are aware of the FLN focus and largely support it.
Teachers articulated the importance of FLN and demonstrated changes in their teaching practices.
Classroom Practices, Challenges, and Support for Teachers
Attitudinal shifts among teachers were evident, with many recognizing the value of FLN, but some still rely on traditional methods due to habit or lack of practical training.
Classroom challenges include large class sizes, mixed-age groups, and limited physical space, affecting how FLN activities are conducted.
Post-training support systems are inconsistent across states; some offer regular monitoring visits, while others lack any follow-up mechanisms.
Limited opportunities for peer learning and discussions during training have left some teachers feeling unprepared to adapt FLN strategies to their unique classroom contexts.
Teachers often face practical issues like storage space for Teaching-Learning Materials (TLMs) and concerns about the durability of self-made materials.
Challenges
Teachers often face a conflict between syllabus completion and ensuring foundational skills are mastered, with a focus on covering content rather than in-depth learning.
Continuous and Comprehensive Evaluation (CCE) in many states is still based on traditional pen-and-paper assessments, limiting its effectiveness in measuring FLN progress.
Despite FLN-specific assessments, results are rarely used to inform teaching practices, indicating a gap in feedback mechanisms.
Way forward
The ASER 2024 data shows an improvement in foundational learning levels, especially in government schools, reflecting the impact of FLN-focused policies.
Moving forward, there is a need for stronger post-training support, continuous monitoring, and a focus on adaptive teaching methods to meet diverse classroom needs.
Sustainable teacher development programs, including workshops, peer exchanges, and in-class coaching, are essential for long-term success.
A systematic approach to integrating FLN into the broader curriculum, rather than treating it as an isolated goal, is crucial for maintaining progress.
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