The Hindu Editorial Analysis-1st April 2025 | Current Affairs & Hindu Analysis: Daily, Weekly & Monthly - UPSC PDF Download

NEP 2020 in the Classroom, from Policy to Practice

Why in News?

• NIPUN Bharat and ASER 2024:
• The National Education Policy (NEP) 2020 emphasizes Foundational Literacy and Numeracy (FLN) as a crucial goal for all children by Class 2.
• The ASER 2024 survey shows both progress and challenges in implementing FLN across rural schools in India.
• NIPUN Bharat is a government initiative aimed at ensuring every child achieves FLN by the end of the foundational stage (ages 3-8).

FLN as a National Priority

• NEP 2020. The policy highlights Foundational Literacy and Numeracy (FLN) as a crucial goal, aiming for every child to achieve FLN by Class 2, marking the end of the foundational stage (ages 3-8).
• Government Efforts. Both Central and State governments have initiated various programs and policies to promote and ensure FLN across schools.

What is Foundational Literacy and Numeracy (FLN)?

• Definition. Foundational Literacy and Numeracy (FLN) encompasses the basic skills of reading with comprehension and performing simple mathematical operations, which children are expected to master by Class 2.
• Importance. FLN is crucial for future learning and cognitive development, laying the groundwork for essential skills that support lifelong education.

Implementation in Schools

• ASER 2024 Findings. The survey revealed that over 80% of the 15,728 rural schools surveyed received government directives to implement FLN activities in Classes 1-3.
• Teacher Training. More than 75% of these schools had at least one teacher who had undergone in-person FLN training, indicating a commitment to professional development in this area.

Awareness and Acceptance Among Teachers

• Teacher Understanding. Observations in eight states showed that teachers recognized the significance of FLN and generally supported the initiative.
• Variability in Implementation. While there were visible changes in attitudes towards FLN, the practical application varied based on local conditions and contexts.
• Challenges Faced. Teachers encountered different challenges related to classroom sizes, student diversity, and available space, affecting their ability to implement FLN effectively.
• Training Gaps. Many teachers lacked sufficient opportunities to discuss and address these challenges during training workshops, highlighting a need for more targeted support.

Need for Teacher Support

• Post-Training Support. The level of support provided to teachers after training varied significantly across different states. Some teachers had no post-training support, while others could consult trainers when needed.
• Monitoring Visits. In some instances, monitoring visits focused more on data collection rather than on supporting classroom learning and implementation of FLN activities.
• Hands-On Demonstrations. A few teachers received practical demonstrations from officials on how to implement FLN activities in their classrooms, which proved beneficial.

Challenges with Teaching-Learning Materials (TLM)

• Understanding TLM. Teachers recognized the importance of Teaching-Learning Materials (TLM) for effective instruction. However, most used TLM in a demonstration mode, limiting student interaction with these materials.
• Difficulties in TLM Usage. Many teachers faced challenges in creating, storing, and using TLM effectively in their classrooms.
• Concerns About TLM Damage. Teachers who were given funds to create their own TLM expressed concerns about these materials getting damaged, impacting their usability.

Issue of Syllabus Completion

• Prioritization Issues. Teachers tended to prioritize completing the syllabus over adapting their teaching methods to meet FLN requirements.
• Assessment Practices. Assessments were often conducted in traditional formats, with minimal use of FLN assessment results to inform and improve classroom practices.
• Need for Balance. There is a need to find a balance between syllabus completion and achieving FLN objectives, ensuring that foundational skills are not overlooked.

Conclusion

• NIPUN Bharat Initiative. This initiative has significantly increased the visibility and focus on FLN in schools across India.
• Improvement in Foundational Learning. For the first time in 20 years, ASER data indicates an improvement in foundational learning levels, particularly in government schools.
• Ongoing Efforts Required. Sustained and concerted efforts are necessary to ensure that all children develop essential literacy and numeracy skills, which are crucial for their future learning and development.

Thinking Beyond Population Count

Why in News?

The discussion regarding delimitation and financial devolution has raised concerns in both Parliament and certain State Assemblies.

Delimitation and Financial Devolution

This issue is closely tied to India’s federal structure and the demographic disparities among various regions. The constitutional freeze on the number of parliamentary seats is set to end in 2026, leading to worries about political representation.

Historical Background of Delimitation

• From 1951 to 1971, Lok Sabha seats were increased in line with population growth.
• During this period, the population representation per seat grew from 7.3 lakh in 1951 to 10.1 lakh in 1971.
• Since 1971, there has been a freeze on Lok Sabha seats, which is scheduled to last until 2026.
• Future population projections suggest that India may need approximately 753 seats, with each seat representing around 20 lakh people.

Concerns of Political Representation

• There are concerns that peninsular States might see a reduction in representation compared to northern States due to shifting demographics.
• To address this, the 15th Finance Commission used 2011 population data for financial devolution instead of the older 1971 data.
• The Commission introduced a demographic performance weightage to balance states with varying population trends.
• This situation highlights the need to consider factors beyond just population size when determining political representation and financial distribution.

Challenges in Delimitation

• There are differing opinions on whether southern States will lose seats while northern States will gain them.
• A key question is whether to standardize representation based on an average of 20 lakh people per seat and how to achieve a fair distribution of seats.
• One potential solution is to focus on population density rather than absolute population numbers for seat allocation.
• The northeastern region of India already employs this method, where smaller populations receive fair representation due to their higher population densities.

Need for a Balanced Approach

• Ensuring fairness in representation may necessitate increasing the total number of seats while maintaining a balanced regional distribution.
• It is crucial to consider the characteristics and composition of the population, rather than just the raw population figures.
• Additionally, careful planning is required for gender and caste-based reservations in seat allocation.

Demographic Perspective on Representation

•  Approaches that focus solely on population-based standardization often neglect the unique regional needs and entitlements of different areas. 
•  Relying exclusively on a per-capita basis may not guarantee equitable distribution of representation and financial resources. 
•  To effectively address these complex issues, a demographic outlook that takes into account all aspects of the population’s characteristics is essential.