International Journal of Science, Engineering and TechnologyAuthors: Research Scholar Ms. Nidhi Sharma, Professor Dr. Raj Kumar
Abstract: Foundational Literacy and Numeracy (FLN) is a flagship national mission launched under India’s National Education Policy (NEP) 2020 and implemented through the NIPUN Bharat programme. Its core objective is to ensure that every child attains grade-level proficiency in basic reading, writing, and arithmetic—including letter and number recognition, reading with comprehension, sentence construction, and foundational operations—by the end of Grade III, recognizing these skills as the gateway to all future learning. This study assessed FLN achievement among 800 Class IV students across 40 government schools in four districts of Haryana—Sirsa, Panchkula, Faridabad, and Jhajjar—using standardized FLN-aligned tests in Hindi and Mathematics. Quantitative analysis through means, SDs, t-tests, and ANOVA revealed a clear pattern: foundational skills are well established, with 90–100% achievement in Varna and Number Recognition. However, higher-order competencies remain moderate, with comprehension, sentence writing, subtraction, and multiplication ranging from 35% to 48.8%. Overall, the findings indicate that FLN interventions have successfully strengthened decoding and number sense, yet universal proficiency is still incomplete. Achieving NEP 2020 goals will require focused remediation in comprehension, writing, and advanced arithmetic, along with strategies to address existing gaps.
