National Education Policy (NEP) 2020 and Foundational Literacy and Numeracy (FLN)
The NEP 2020 defines the universal acquisition of FLN as an urgent mission, aiming for every child to achieve FLN by Class two.
- The policy emphasizes the foundational stage for children aged three to eight.
- Efforts from central and state governments have focused on implementing FLN programs.
Annual Status of Education Report (ASER) 2024 Findings
The ASER 2024 survey highlights the impact of policy implementation in schools.
- Over 80% of 15,728 rural schools reported receiving FLN directives.
- In over 75% of these schools, at least one teacher received in-person FLN training.
Observations and Challenges in FLN Implementation
Various challenges and opportunities for teachers have been identified.
- The rationale for FLN's importance has been well communicated.
- Classrooms vary in context, affecting implementation.
- Opportunities for practice and discussion during training are limited.
- Support for post-training practice varies across states.
Teaching-Learning Materials (TLM) Usage
Issues with TLM implementation were evident.
- TLM was often used in 'demonstration' mode by teachers.
- Practical challenges to using TLM included concerns about materials getting damaged and inadequate storage space.
Assessment and Syllabus Completion
The balance between FLN and syllabus completion remains unresolved.
- State-level assessments focus on curriculum content.
- FLN-specific assessments are not often used to inform classroom practices.
Progress and Future Directions
Notable improvements have been observed, largely driven by government schools.
- Learning levels at the foundational stage have improved for the first time in 20 years.
- The focus on FLN must continue to ensure all children acquire basic skills.
