Aligning Teacher Education Reforms with Foundational Literacy and Numeracy Goals: A Critical Analysis of India’s National Education Policy 2020

Abstract

This study tries to understand the impact of teacher education reforms introduced under India’s National Education Policy (NEP) 2020, with a focused lens on aligning teacher training with the foundational literacy and numeracy (FLN) mission. NEP 2020 emphasizes the attainment of universal FLN by Grade 3, recognizing it as a non-negotiable prerequisite for all future learning. Given that teacher effectiveness directly influences learning outcomes, the policy calls for transformative restructuring of both pre-service and in-service teacher education systems.

This qualitative study involved 22 participants—comprising 9 female and 13 male Assistant Professors—from District Institutes of Education and Training (DIETs) under SCERT, Delhi. Their experiences and perceptions were analyzed using NVivo software through thematic content analysis of semi-structured interviews. Data coding generated four key themes: curriculum responsiveness to FLN, faculty preparedness, implementation challenges, and digital platform utility (e.g., DIKSHA).

National data supports the urgency of the FLN mission. The ASER 2023 report indicates that only 43.3% of Grade 3 students in rural India can read a Grade 1-level text, while just 26.1% can perform basic subtraction. NEP 2020's target to achieve FLN by 2026-27 through the NIPUN Bharat Mission has catalyzed reforms, but implementation gaps persist, particularly in the teacher preparation ecosystem.

Findings suggest that while NEP 2020 has established a visionary policy framework, ground-level alignment remains inconsistent. Participants identified mismatches between the envisioned FLN pedagogies and existing teacher training curricula. Limited digital proficiency, inadequate training in early-grade pedagogy, and institutional rigidity emerged as significant constraints. However, participants also shared emerging innovations, such as integrating FLN modules into the four-year B.Ed. program and conducting need-based professional development workshops. The study recommends national-level FLN benchmarks for teacher education programs, institutional restructuring for real-time mentoring, and enhanced collaboration between SCERTs, NCERT, and teacher education institutions. These systemic efforts can ensure sustainable alignment of teacher preparation with India's foundational learning goals.