Foundational Literacy and Numeracy.

In India, there is an important discussion taking place regarding Foundational Literacy and Numeracy. 

        In India, there are children who are the first in their families to learn and lack a home environment that promotes literacy and numeracy. To address this, the Foundational Literacy and Numeracy (FLN) mission has been established as part of the 'Samagra Shiksha' program, which encompasses education from preschool to senior secondary level. The objective is to systematically harness the first 8 years of a child's life through the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN), using a play and activity-based approach to develop literacy and numeracy skills with comprehension.

Leaders recognize that investing in this stage of a child's life will establish a solid foundation for their lifelong well-being and overall growth and development, encompassing physical, cognitive, and socioemotional domains. Research also reveals that children under 8 years old do not progress in a linear manner in terms of education. Even after the age of 8, non-linear and varied learning and development trajectories remain inherent characteristics.

India's National Education Policy (2020) mandates that all children between the ages of 3 and 8 have access to appropriate and high-quality early childcare in institutional settings like preschools. The Central Government has communicated this requirement to all State Governments, emphasizing that it is in the best interest of the children.

The Central Board of Secondary Education (CBSE) is preparing to implement FLN in its vast network of 28,000+ affiliated schools. The significance of establishing a strong foundation has been taken seriously by India ever since the NEP was introduced three years ago. The policy emphasizes the importance of FLN, stating that the ability to read, write, and perform basic mathematical operations is essential for future education and lifelong learning. However, both governmental and non-governmental surveys reveal a concerning learning crisis, with over 50 million elementary school students lacking foundational literacy and numeracy skills. They struggle to comprehend basic text and carry out essential addition and subtraction with Indian numerals. The recent draft of the National Curriculum Framework (NCF) for India further emphasizes the necessity, extent, and curriculum approach of FLN, considering the country's multilingualism and the previous lack of focus on FLN in past decades. The NCF draft asserts that inadequate FLN attainment hinders students' ability to excel in higher mathematics.

Making mathematics education a top priority for all children is a key objective of the Foundational Stage curriculum. The initial draft of the National Curriculum Framework (NCF) acknowledges that the traditional approach to teaching mathematics has been too focused on robotic and algorithmic methods, lacking in creativity and aesthetic appreciation. This misconception must be rectified in the school curriculum.

The policymakers emphasize the need to address the practices that have discouraged girls from pursuing mathematics. They firmly believe that girls possess the same mathematical abilities as boys and should be provided with equal opportunities to engage in mathematics and participate fully in the process of mathematical discovery.

Regarding pedagogy, it is recognized that young children struggle to grasp new mathematical concepts when these concepts are disconnected from their home experiences and languages. To enhance understanding, textbooks, classroom activities, and examples should be relevant to students' lives and presented in their home languages whenever feasible. Furthermore, when the medium of instruction differs from the student's home or most familiar language, mathematical vocabulary should be provided in the student's home language.

Assessment methods

Assessment methods have also contributed to the perception of mathematics as mere mechanical computation, as they have often promoted rote learning and meaningless practice. This approach needs to be revised to foster a deeper understanding and appreciation of the subject.

Instead of emphasizing memorization and repetitive learning, it is crucial to assess students' true understanding of mathematics, focusing on their core mathematical abilities and competencies. Unfortunately, the current educational system has instilled a fear of math in many students due to ineffective teaching methods that rely on lectures, memorization, and meaningless practice. To overcome this fear, a shift in teaching and learning methods is necessary, involving interactive approaches such as games, activities, and discussions that highlight the creative aspects of mathematics.

To address these issues, the G20's 4th Education Working Group meeting recently took place in Pune, centering around the theme of "Ensuring Foundational Literacy and Numeracy, especially in the context of blended learning." The seminar aimed to explore various aspects, including teaching and learning approaches for foundational literacy and numeracy in blended mode, the role of parents, caregivers, and community members in supporting these skills, and capacity building and training of teachers in multilingual contexts.

During the meeting, countries with successful track records in foundational literacy and numeracy, such as Spain, Australia, UAE, Indonesia, South Africa, USA, China, and the UK, shared their best practices. The Indian participants, particularly policymakers, also contributed by sharing their experiences in implementing foundational literacy and numeracy successfully.

Moving forward, it is essential to build upon the insights and knowledge gained from this meeting. By incorporating innovative teaching methods, involving parents and communities, and providing adequate training for teachers in multilingual settings, we can create a more effective and engaging learning environment for students to develop their foundational literacy and numeracy skills.

The educational objectives encompass a range of curricular goals, competencies, and learning outcomes. At the Foundation Stage, there are 13 curricular goals and 67 competencies spread across 5 domains: physical development, socio-emotional and ethical development, cognitive development, language and literacy development, and aesthetic and cultural development. Additionally, fostering positive learning habits is an important objective during this stage.

Establishing a strong bond between teachers and students is crucial for optimal growth and learning at the Foundation Stage. To enhance the teaching and learning experience and instill a passion for learning, various pedagogical tools will be employed, including engaging conversations, storytelling, interactive toy-based learning, melodic songs and rhymes, rhythmic music and movement, creative arts and crafts, stimulating indoor and outdoor games, captivating nature walks, and enlightening field trips.

The implementation of these strategies may pose challenges due to the vastness, diversity, multilingualism, and lack of trained Foundation Stage teachers and teaching materials. However, it is encouraging to note that 2023 marks the beginning of the Foundation Stage initiative, and several states in India have already taken the proactive steps necessary to bring this vision to life.

-Acharypratap