| Introduction: Contextual Introduction Body: Analyse the latest ASER 2024 report and how NEP 2020 contributed to this. Conclusion: Way forward |
The ASER 2024 report indicates a significant recovery in foundational literacy and numeracy (FLN) levels among students in government schools post-COVID. The data suggests that this improvement is not just a recovery but a sign of systemic transformation, largely attributed to the National Education Policy (NEP) 2020 and its focus on FLN as a national priority.
Extent to Which NEP 2020 Contributed to Learning Recovery
- Systemic Push for FLN Under NEP 2020: The NIPUN Bharat Mission (2021), launched under the NEP 2020 framework, aimed for universal FLN by Grade 3 by 2026-27. ASER 2024 highlights how this systematic national focus on FLN has contributed to learning gains across states, with significant improvements in Class III and Class V reading and arithmetic levels. Example:
- In Class III, the proportion of students reading at the Class II level rose from 20.5% in 2022 to 27.1% in 2024, marking a full recovery.
- In Class V, this proportion increased from 42.8% in 2022 to 48.8% in 2024.
- Government Schools Outperforming Private Schools: Historically, private schools performed better due to factors like affluent backgrounds and educated parents. However, ASER 2024 reports that the post-pandemic learning recovery has been entirely driven by government schools, while private schools have not yet returned to pre-pandemic levels. Example:
- Government schools saw a 36.6% rise (20.2% in 2022 to 27.6% in 2024).
- Private schools saw only a 10.2% rise in the same period.
- Focus on Competency-Based Learning and Assessments: The NEP 2020 shifted focus from rote learning to competency-based education, reinforcing concepts through:
- Teaching at the Right Level (TaRL) strategies
- Continuous assessment models (NAS, SLAS, and ASER methodologies). These structured interventions accelerated learning recovery, ensuring that children not only catch up but surpass pre-pandemic levels.
Challenges and Areas for Further Action
- Interstate disparities still exist despite overall improvements.
- Teacher training gaps and implementation inconsistencies need to be addressed to ensure sustained FLN improvements.
- The digital divide remains a concern, particularly in rural schools.
Conclusion
The ASER 2024 report validates that the NEP 2020 has played a transformative role in FLN improvement, particularly in government schools. India’s education system is moving beyond just recovery towards long-term reform, with a structured push for universal foundational learning. If NEP initiatives continue to be strengthened and expanded, India can achieve its FLN goals, ensuring stronger learning outcomes for future generations.
