FOUNDATIONAL LITERACY AND NUMERACY - PowerPoint Presentation

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FOUNDATIONAL LITERACY AND NUMERACY

NIPUN BHARAT

निपुण

भारत

N

ATIONAL

I

NITIATIVE FOR

P

ROFICIENCY IN READING WITH

U

NDERSTANDING AND

N

UMERACY

Slide2

Present Status

Total Number of Children in 3-9 years: 15,47,06,000

3-less than 6 years age group

6- less than 9 years age group

Projected Population: 8,39,62,000

Projected Population: 7,07,44,000

Number of Children enrolled in Anganwadis: 3.46* crore (41.2%)Number of children enrolled in Govt. schools: 3,98,95,694 (56.39%)

Number of children enrolled in private pre-primary: 92,95,536 (11.1%)Number of children enrolled in Govt. Aided schools: 29,40,018 (4.16%)Number of children enrolled in Govt. & Govt. Aided Pre-primary: 32,73,336 (3.9%)

Number of children enrolled in private unaided schools: 2,77,35,600 (39.21%)

Number of children not enrolled in any of the above: 3,68,93,128 (43.9%)

Number of children not enrolled in the any of the above: 1,72,688 (0.24%)

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Shortfalls in learning start early

Foundational learning levels in India are low

3

The National Achievement Survey (NAS) 2017 conducted by NCERT highlights poor attainment in early years

Almost 13 to 18% students from Class III, V and VIII are below basic learning levels, and only 39 to 53% have achieved proficiency (NAS 2017)

Class 3

Class 5

Class 8

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To

create an enabling environment to ensure universal acquisition of foundational literacy and numeracy, so that by 2026-27 every child achieves the desired learning competencies in reading, writing and numeracy at the end of Grade III and not later than Grade V.

NIPUN

BHARAT Vision

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OBJECTIVES

of the Mission

To ensure an inclusive classroom

environment.

To enable children to become motivated, independent, and engaged readers and writers with

comprehension.

To make children understand the reasoning in the domains of number,

measurement

and

shapes

.

1

2

3

To ensure availability and effective usage of high-quality and culturally responsive teaching learning material in children’s familiar/home/mother language(s).

4

To focus on continuous capacity building of teachers, head teachers, academic resource persons and education administrators.

5

To actively engage with all stakeholders

for

building a strong foundation of lifelong learning.

6

To ensure assessment ‘as, of and for’

learning.

7

To ensure tracking of learning levels of all students.

8

The programme will be implemented in the mission mode, with the use and strengthening of the existing mainstream structures. The Department of School Education and Literacy, Ministry of Education (MoE) will be the implementing agency at the national level and will be headed by a Mission Director:

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Academic

approaches

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WHAT is

FOUNDATIONAL

LANGUAGE

AND LITERACY

The pre-existing knowledge of language helps in building literacy skills in languages.

The key components in Foundational Language and Literacy are:

Oral Language Development

Includes improved listening comprehension; oral vocabulary and extended conversation skills.

Important

for developing skills of reading and writing.

Decoding

Involves deciphering written words based on understanding the relationship between symbols and their sounds

Reading Fluency

T

he

ability to read a text with accuracy, speed (automaticity), expression (prosody

)

and comprehension that allows children to make meaning from the text. Many children recognise aksharas, but read them laboriously, one-by-one.

Reading Comprehension

C

onstructing

meaning from a text and thinking critically about it. This domain covers the competencies of understanding texts and retrieving information from them, as well as interpreting texts.

Writing

This domain includes the competencies of writing

aksharas

and words as well as writing for expression

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WHAT is FOUNDATIONAL NUMERACY

Foundational Numeracy means the ability to reason and to apply simple numerical concepts in daily life problem solving. The

major

components of early mathematics are:

Pre-number concepts

Count and understand the number system

Numbers and operations on numbers

Learn conventions needed for mastery of Mathematical techniques such as the use of a base ten system to represent numbers

Measurement

Understand

and use standard algorithms to perform operations of addition, subtraction, multiplication and division on numbers up to three digits

Data Handling

Identify and extend simple patterns starting from repeating shapes to patterns in numbers, interpret simple data/information

in

daily life activities

Shapes and Spatial Understanding

Perform simple computations in her/his own way up to three-digit numbers and apply these to their

daily

life activities in different contexts

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Lakshyas

: Learning Goals of the Mission

Grade 1

Grade 2

Grade 3

Read and write numbers up to 99

Perform simple addition and subtraction

Read with meaning

at least 60 words per minute

Read and write numbers up to 9999

Solve simple multiplication problems

Read with meaning

45-60 words per minute

Read and write numbers up to 999

Subtract numbers up to 99

Reads small sentences consisting of at least 4-5 simple words in an age appropriate unknown text.

Balvatika

Recognises letters and corresponding sounds

Reads simple words comprising of at least 2 to 3 alphabets.

Recognizes

and reads numerals up to 10

.

Arranges

numbers/objects/shapes/occurrence of events in a sequence

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Vidya

Pravesh: School Preparation Module

85% of a child's brain develops before the age of 6

NEP-2020 recommends development

of

‘3-month play-based ‘school preparation module’

for all Grade 1 Students’

,

as an interim measure to ensure that all children are school ready till universal provisioning of quality preschool education is achieved.

A School Preparation Module (SPM) is

around

12 weeks

of developmentally appropriate instruction at the

beginning of Class I

designed to bolster a child’s pre-literacy, pre-numeracy, cognitive and social skills.

T

his

module would consist

of

activities and

worksheets

around the learning of alphabets, sounds, words, colours,

shapes and

numbers,

involving collaboration

with peers and parents.

Accordingly

, NCERT

has developed 3 Months Play Based ‘School Preparation Module’ that can be adapted or adopted by States and UTs as per their need

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The quality of an education system cannot exceed the quality of its teachers

“

The teacher must be at the centre of the fundamental reforms

in the education system. The new education policy must help re-establish teachers, at all levels, as the most respected and essential members of our society, because they truly shape our next generation of citizens. It must do everything to

empower

teachers and help them to do their job as effectively as possible. The new education policy must help recruit the very

best and brightest to enter the teaching profession at all levels, by ensuring livelihood, respect, dignity, and autonomy

, while also instilling in the system basic methods of quality control and accountability”- NEP, 2020

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care for children and should love to be with them.

be

receptive and

constantly

learning.

view learning as a search for meaning out of personal experience and knowledge generation.

view knowledge not as an external reality embedded in textbooks, but as constructed in the shared context of teaching-learning and personal experience.

appreciate the potential of productive work and hands-on

experience.

analyse

the curricular framework, policy implications and texts.

Teachers need to…

(1/2)

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work on Continuous Professional Development

to

improve teaching, learning and assessments

recognize, identify, and foster the unique capabilities of each student,

promoting

each student’s holistic development in both

academic and non-academic spheres

take autonomy in choosing aspects of pedagogy,

most

effective for the students in their classrooms

Adopt experiential learning through toy-based, arts-integrated and sports-integrated education, story-telling-based

pedagogy

Teachers need to

…

(2/2)

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FLN-NISHTHA specifically contains a module on bridging the language barrier and teaching in mother tongue/regional language/home language.

Empowering Teachers

Specific Teacher Training Modules focusing on FL&N

have been designed

through NISHTHA0102

FLN-NISHTHA contains a specific module on peer learning and how parents can be utilized as volunteers in the schools.

03

In view of the challenges of in-service teacher training across the different stages of school education, NCERT has designed an innovative integrated programme

of teacher training, known as NISHTHA (National Initiative for School Heads’ and Teachers’ Holistic Advancement)

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Innovative Pedagogy & Teaching Learning

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Pedagogy for creating an inclusive classroom

Emphasis on Child

Centered Pedagogy and interactive classroom comprising of:

Toy-based pedagogy

Activity based/ experiential learning

Play based

Art-integrated

Sport-integratedStory-telling-based

ICT-integrated learning

Contextualisation materials keeping in view the linguistic and social diversity of each State/UT

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Large size pictures/ conversation charts

Pictures from newspapers or magazines

 

Book of rhymes/ Posters with rhymes

Puppets and masks for storytelling

Varna and Akshara chart

Grids of aksharas for blending practice

Variety of games using grids and dice, including bingo

Rhymes with words from group of aksharas being learnt

Worksheets for children to write words and draw

Worksheets for colouring and painting

Drawing Sheets

Colour pens and crayons

Teachers require variety of TLMs to get children engaged in meaningful activities.

Toys

ECCE

kit

FLN

kit

Worksheets

Story

books

Digital

activities

and content, etc.

Contextualizing low-cost Teaching learning materials

Self-making of toys by children with no/low-cost material easily available in the surroundings

Local

toys, games and other educational play materials to be kept in easily accessible open shelves for children to explore

Reading or book area/mini library in each classroom

Monthly/weekly and daily plans using the indigenous toys and materials.

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01

03

04

Expanding

the scope and use of DIKSHA for FLN

Read Along –digital read-along material.

Reading Comprehension

Grammar Question Bank Children’s literature- local lore and folk tales

01

02

03

04

Explanation Video Type

Short videos clarifying misconceptions

Real World Example Videos

Assessment Banks

Using DIKSHA to enable Teacher Professional Development

Various teacher training resources including:

• Training modules

• Supportive materials for the training sessions, like hand-outs, videos, reading resources,

• Teaching-learning materials

• Instructional strategies, teacher handbook, activity booklets etc.

02

LITERACY CONTENT

NUMERACY CONTENT

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Assessment

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Learning

Assessments

A holistic and purposive assessment is vital to track children’s progress by using different techniques to help the stakeholders to

: 

Identify the child’s strengths, needs, interests and preferences. 

Potentiate child’s performance and scaffold it through interventions

Collaborate to  solve issues and areas of concerns. 

Contribute to early identification of learning gaps and learning difficulties

Assessment during the foundational learning can be broadly categorized into two major areas, namely

School Based Assessment (SBA)

SBA at the foundational stage should be stress-free and largely through qualitative observation based on performance of the child in a multitude of experiences and activities

Large-scale standardised assessment

Large scale assessment data at the State, National or the International level focuses on the ‘System’ and describes the educational health of the nation, state or district.

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Administrative Approaches and

Role of various Stakeholders & Institutions in the Mission

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National Mission: Implementation Mechanism

A

five-tier

Implementation mechanism for the Mission will be set up at the NATIONAL-STATE-DISTRICT-BLOCK-SCHOOL level

National Mission

Block/Cluster level mission

District Mission

School Management Committee & Community participation

State Mission

Slide23

National Mission: Roles & Functions of DoSEL

Plan and Undertake capacity building of teachers

Prepare the missions strategy document & implement the framework for FLN

Create innovative pedagogies

Ensure community and parental engagement through intensive awareness drives

Create a common platform for developing strategies proposal

Encourage States/UTs to adopt IT based solutions & enable cross learning among states

Nationwide exercise to identify learning gaps and set annual & overall mission targets

Prepare learning matrix and toolkits for measurement

Create robust IT based solutions to monitor and track the progress

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Role of States/UTs

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Role of NCERT

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Role of…

Central Board of Secondary Education (CBSE)

Kendriya Vidyalaya Sangathan (KVS)

State Council for Education, Research and Training (SCERT)

Private Schools

Slide27

District Institutes of Education and Training (DIETs)

District Education Officers (DEOs) and Block Education Officers (BEOs)

Block Resource Centres (BRCs) and Cluster Resource Centres (CRCs)

Role of…

Ensuring timely distribution of Free Textbooks, Uniforms, Teaching Learning Materials and any other resources provided to schools by the respective State Government/UT Administration.

Keeping

track of the different training programmes on FLN and ensuring capacity building of primary teachers in their jurisdiction.

Slide28

“It takes a village to raise a child”

A successful mission to improve foundational learning of all children in our country cannot be envisaged without an active role played by several Institutions, Teachers, Parents, Community, Local Bodies, etc.

Each stakeholder plays a valuable role in the mission

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School Management Committees (SMCs)

Non-Governmental

Organizations

(NGOs

)

/Civil Society

Organizations (CSOs)Volunteers

Role of…

Community Involvement

Organise

various activities supported by teacher &

Anganwadi

sevika

/

sahayika

i.e.,

- School

readiness

melas

,

Gunotsava

/

Pravashotsav

for children and their

mothers;

- Reading

, quiz competitions, awards and recognitions

Local Bodies/Panchayats

- Facilitate

b

aseline

analysis as prescribed by the State to identify struggling learners and status school/class wise.

- Ensuring

100% enrolment of all children in the

Panchayat

in schools at appropriate levels.

Ensuring

ZERO drop out and NO out of school children

.

Connecting

volunteer parents to schools to help the school achieve the FLN goals.

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Monitoring of the Mission

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The Mission at the National level, State Level and district level will monitor Mission activities through IT based solutions which shall include field level child wise monitoring.

The monitoring framework proposed will essentially be of two types:

Annual Monitoring Surveys and

Concurrent Monitoring.

Leveraging the existing building blocks such as DIKSHA and UDISE+, which may be enhanced by leveraging open-source tools and solutions for registries and identities while at the same time following the principles and standards set down by NDEAR.

Monitoring and Information Technology Framework

Slide32

For every intervention of NIPUN BHARAT measurable Key Performance Indicators (KPIs) have been developed for effective monitoring of scheme implementation.

Percentage of foundational year students that have access to and use Core TLM

Percentage of foundational years students that

have

access to and use Supplementary graded material

Number of books in school library pertaining to FLN years

Percentage of schools where parental communication has been undertaken once/twice/thrice/four/five/six times or more in a year

PTR in grade 1-3 in Aspirational Districts and SEZ

Percentage of children enrolled in grade 1 who underwent School preparation module

Transition Rate from

Balvatika

to Class V

Teacher Manuals, Activity Handbooks, resource materials for teachers prepared on FLN in local languages by SCERT

Special resource material for children with disabilities in FLN years is developed by SCERTs

Number of items in the online item bank developed by SCERTs, including criterion-referenced items for classes 1 to 5 related to the measurement/achievement of each learning outcome (at least 500 items per grade).

Percentage

of teachers

teaching grades 1-3 involved in creating teacher resources at cluster/ complex/ block/ district/state level in language/s spoken by children in their school

Specific Teacher Training Modules focusing on FLN-NISHTHA designed for this purpose by NCERT.

Number of times the CRC/BRC visits the school to assess performance – once a month/once in two months/three months/four months/six months or more

Percentage of students acquired grade level competencies in language and Literacy in grade 3 as evidenced from NAS

Robust Rubrics developed at state level for tracking of FLN progress school-wise/student-wise

Access to state level dynamic and real time dashboard given to national Mission on FLN

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Thank you!