Transforming Education: Foundational Literacy & Numeracy

Foundational Literacy and Numeracy: Transforming School Education in India

Introduction

Education is a cornerstone of individual empowerment and national progress, yet India faces a persistent learning crisis. According to the National Education Policy (NEP) 2020, over 50 million elementary school students lack foundational literacy and numeracy skills, hindering their ability to progress academically and thrive in life (Ministry of Education, 2020). Foundational Literacy and Numeracy (FLN) refers to the ability to read and comprehend basic texts, write effectively, and perform simple mathematical operations by the end of Grade 3. These skills are critical for lifelong learning, economic mobility, and social inclusion. The NEP 2020, coupled with the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat), launched in July 2021, marks a pivotal shift toward addressing this crisis through systemic reforms, teacher training, and community engagement.

This article examines the transformative role of FLN in India’s school education system, analyzing its significance, current challenges, government initiatives, and evidence-based strategies for improvement. Drawing on recent data, including the Annual Status of Education Report (ASER) and National Achievement Survey (NAS), it underscores the urgency of achieving universal FLN by 2026-27, as outlined in NIPUN Bharat. By addressing systemic gaps and leveraging innovative pedagogies, India can unlock its demographic dividend and build a robust foundation for future generations.

The Importance of Foundational Literacy and Numeracy

FLN is the cornerstone of educational success, enabling students to engage with complex concepts across subjects. The early years (ages 3–8) are critical for cognitive development, as over 85% of brain development occurs before age 6 (Rau’s IAS, 2025). Strong FLN skills foster critical thinking, problem-solving, and socio-emotional growth, which are essential for academic achievement and lifelong learning. Globally, the World Bank estimates that 70% of 10-year-olds in low- and middle-income countries cannot read and understand age-appropriate texts, a figure exacerbated by COVID-19-related school closures (World Bank, 2022). In India, the ASER 2023 report indicates that 25% of adolescents aged 14–18 cannot read Grade 2-level text, highlighting the long-term consequences of weak foundational skills (ASER Centre, 2023).

Economically, FLN is a driver of growth. Research suggests that adequate investment in FLN could increase India’s GDP by up to 7.39% (Kapoor et al., 2021). Conversely, the global economy loses approximately $1.19 trillion annually due to inadequate foundational skills, with higher poverty rates linked to low literacy (UNESCO, 2014). In India, FLN is also a tool for social equity, empowering marginalized communities and reducing disparities in educational outcomes.

The Learning Crisis in India

India’s education system, with over 1.4 million schools and 414 million students, is one of the largest in the world (IBEF, 2024). Despite near-universal primary school enrollment, learning outcomes remain alarmingly low. The ASER 2018 report revealed that over half of Grade 3 students cannot read simple text or perform basic arithmetic (Pratham, 2018). The National Achievement Survey (NAS) further indicates that students in several states score below the national average in mathematics, underscoring systemic gaps (Ministry of Education, 2021a).

The COVID-19 pandemic worsened this crisis, with school closures leading to significant learning losses. International reading scores declined by more than a year of schooling between 2016 and 2021 (World Bank, 2022). In India, the lack of access to digital learning resources in rural areas and among marginalized groups exacerbated inequities. Socio-economic barriers, including poverty, gender discrimination, and linguistic diversity, further complicate FLN attainment. For instance, the medium of instruction often differs from children’s mother tongues, reducing engagement and comprehension (Rau’s IAS, 2025).

National Education Policy (NEP) 2020: A Blueprint for Transformation

The NEP 2020 recognizes FLN as a national priority, emphasizing that “the ability to read and write, and perform basic operations with numbers, is a necessary foundation and an indispensable prerequisite for all future schooling and lifelong learning” (Ministry of Education, 2020, p. 8). The policy introduces a restructured 5+3+3+4 pedagogical framework, with the first five years (ages 3–8) designated as the Foundational Stage, encompassing three years of preschool and Grades 1–2. This stage prioritizes play-based, activity-oriented learning to build FLN skills in a culturally relevant and engaging manner.

Key NEP recommendations include:

• Universal Access to Early Childhood Care and Education (ECCE): Ensuring all children aged 3–6 have access to quality preschool education by 2025.

• Teacher Training and Capacity Building: Strengthening professional development through programs like NISHTHA to equip teachers with FLN-focused pedagogies.

• Curriculum Reform: Reducing curriculum load to focus on core competencies, integrating mother-tongue instruction, and promoting multilingualism.

• Assessment Reforms: Shifting from rote-based assessments to competency-based evaluations to track FLN progress.

The NEP also aligns with Sustainable Development Goal (SDG) 4, which aims to ensure inclusive and equitable quality education by 2030 (UNICEF, 2020). By prioritizing FLN, the policy seeks to address learning poverty, defined as the inability to read and understand a simple text by age 10 (World Bank, 2019).

NIPUN Bharat Mission: A National Mission for FLN

Launched on July 5, 2021, the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) is a flagship program to achieve universal FLN by 2026-27 (Ministry of Education, 2021b). The mission’s vision is to create an enabling environment for every child to attain foundational skills, focusing on access, retention, teacher capacity, and quality learning materials. Its key components include:

• Learning Outcomes: Defining clear benchmarks for reading fluency, comprehension, and numeracy skills.

• Teacher Support: Providing training and resources through platforms like DIKSHA (Digital Infrastructure for Knowledge Sharing).

• Community Engagement: Involving parents and communities to reinforce learning at home.

• Monitoring and Evaluation: Using tools like UDISE+ and the Foundational Learning Study (FLS) to track progress.

The FLS, conducted by NCERT in March 2022, assessed 86,000 Grade 3 students across 10,000 schools to establish a baseline for NIPUN Bharat (NCERT, 2022). The study sets benchmarks for reading proficiency in 20 languages and numeracy, providing data to inform policy and interventions.

Challenges in Implementing FLN

Despite these initiatives, several challenges hinder FLN implementation:

1. Inadequate Infrastructure: UDISE+ data (2023-24) shows persistent deficits in basic facilities like toilets and drinking water, particularly in government schools (Rau’s IAS, 2025).

2. Teacher Shortages and Training: 14.7% of schools are single-teacher institutions, and many educators lack training in FLN-specific pedagogies (Rau’s IAS, 2025).

3. Socio-Economic Barriers: Malnutrition, with India’s child wasting rate at 18.7% and stunting at 35.5% (GHI, 2024), impairs cognitive development. Poverty and gender disparities further limit access to quality education.

4. Linguistic Diversity: The mismatch between the medium of instruction and children’s mother tongues affects comprehension and engagement (Rau’s IAS, 2025).

5. Learning Losses from COVID-19: Prolonged school closures deepened learning gaps, particularly for marginalized students with limited access to digital tools (World Bank, 2022).

Strategies for Effective FLN Implementation

To overcome these challenges, India can adopt evidence-based strategies:

1. Strengthening ECCE: Investing in quality preschool education, with dedicated ECCE teachers and play-based curricula, can prepare children for formal schooling (Central Square Foundation, 2019).

2. Teacher Professional Development: Programs like NISHTHA and partnerships with organizations like Pratham can enhance teachers’ skills in activity-based, multilingual instruction (Pratham, 2025).

3. Mother-Tongue Instruction: Aligning curricula with local languages, as recommended by NEP 2020, can improve engagement and comprehension (Ministry of Education, 2020).

4. Community and Parental Involvement: Initiatives like ULLAS, which targets school dropouts, demonstrate the power of community-driven literacy campaigns (The Economic Times, 2025).

5. Technology Integration: Platforms like DIKSHA and EdTech solutions from organizations like iDream Education can bridge access gaps, especially in rural areas (iDream Education, 2023).

6. Nutrition and Health Interventions: Addressing malnutrition through coordination between the Ministry of Education and the Ministry of Women and Child Development can enhance cognitive outcomes (Rau’s IAS, 2025).

Global Lessons and Comparisons

Countries like Vietnam, Brazil, and Peru offer valuable lessons for India. Vietnam’s focus on early-grade reading fluency and teacher training has led to significant improvements in learning outcomes (Central Square Foundation, 2019). Brazil’s investment in ECCE and Peru’s clear benchmarks for reading fluency (e.g., 60 words per minute by Grade 3) provide models for setting measurable goals (The Week, 2019). India can adapt these strategies by prioritizing teacher training, setting clear FLN benchmarks, and leveraging cost-effective interventions in early grades.

Future Goals and Initiatives

The NIPUN Bharat Mission aims to achieve universal FLN by 2026-27, aligning with NEP 2020’s vision of 100% Gross Enrollment Ratio (GER) in school education by 2030 (IBEF, 2024). Future initiatives include:

• Expanding EdTech solutions to reach rural and marginalized communities.

• Increasing budget allocation for education, targeting 6% of GDP as recommended by the 1968 Education Policy (Rau’s IAS, 2025).

• Strengthening public-private partnerships to scale innovative pedagogies like Pratham’s Teaching at the Right Level (TaRL) (Pratham, 2025).

• Enhancing data-driven monitoring through UDISE+ and NAS to track FLN progress.

Conclusion

Foundational Literacy and Numeracy are pivotal to transforming India’s school education system, addressing the learning crisis, and unlocking the nation’s demographic dividend. The NEP 2020 and NIPUN Bharat Mission provide a robust framework for systemic reform, emphasizing access, quality, and equity. However, challenges like inadequate infrastructure, teacher shortages, and socio-economic disparities require sustained investment and innovative solutions. By drawing on global best practices, leveraging technology, and fostering community engagement, India can ensure that every child masters FLN by Grade 3, laying the foundation for a brighter, more equitable future.