Why Does FLN Matter?
Foundational learning, or children’s ability to read with meaning and do basic math calculations by class 3, forms the basis of all future learning.
According to the World Bank Report 2018, learning trajectories flatten after grade 2, suggesting that early math and reading skills are strong predictors of later performance. According to the report, at the end of 5 years of primary schooling, the average student in grade 5 only reached grade 1 standards. Only the top ten percent of students were able to keep pace with the curriculum. The bottom percentile of students learnt very little from each additional year in school after Grade 2 suggesting that Foundational learning forms the basis of all future learning.
Those who fail to attain basic literacy and numeracy skills by class 3 find it difficult to catch up with the rigor of the curriculum in later classes and fall behind, creating a wide learning gap. Without these basic skills, the benefits of education in later years are lost.
This also increases the chances of these students dropping out of the school system altogether.
Why Does FLN Matter?
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What is Foundational Literacy and Numeracy (FLN)?
Foundational Literacy
The ability to identify letters (a, d, h), words (at, cat, ball); read them fluently with meaning
Foundational Numeracy
Being able to identify numbers such as 25, 82, 76, and solve basic maths problems like addition and subtraction
FLN Crisis in Changlang District
As per NAS 2017 scores, Changlang district has been identified as the lowest-performing district in the country by the Ministry of Education where only a meagre percentage of 1.2% of students are at the proficiency level in language contrast to the National Level at 48%. In Maths, only 4.7% are at the Proficiency Level.
Identification of our district as LPD was based on some key indicators, which mainly relate to learning outcomes at foundational level- which shows poor learning outcomes of school children.
According to ASER 2022, 72.3% of students in class III-V cannot read level 2 text, while 51.3% of students cannot do simple subtraction in Changlang district.
Our approach to address this crisis
Foundational Literacy and Numeracy Program
The FLN Program is a targeted intervention to strengthen foundational literacy and numeracy skills among students from Grades 1 to 5 in Changlang district. Recognizing that these skills are the building blocks of future academic success, the program focuses on ensuring that every child achieves gradelevel proficiency in reading, writing, and basic mathematics as per the standards set in the National Curriculum Framework (NCF) 2023.
The Foundational Literacy and Numeracy (FLN) Program involves collaboration with key stakeholders, including government officials, the DDSE, teachers, SMCs, and parents, as outlined in the Theory of Change. Its primary focus, however, is on empowering teachers by adopting the ACADEMIC IMPACT MODEL developed by Teach for America and providing structured academic support to enhance instructional effectiveness.
IFET has partnered with the District Administration of Changlang, and Dept of Education, Changlang, Government of Arunachal Pradesh, to implement the FLN program in Changlang District with an objective to improve foundational learnings in across 300 government schools, following a phased, mission-driven approach.
In the first phase (2021-2024), the program is being piloted in 30 schools within a single administrative circle, directly impacting around 4,000 children and empowering 150 teachers.
The 2nd phase (2025-2028) will take place in 12 administrative blocks in Changlang District.
Theory of Change
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Our theory of change outlines a clear pathway from strategic inputs to transformative outcomes, culminating in the overall goal of expanded opportunities for students through substantial academic and personal growth.
The program begins with targeted inputs within the FLN Program under the larger District Education Empowerment Program - Changlang. These inputs include:
Specific Goals of the Program
To achieve Grade-Level Literacy and Numeracy Proficiency (Grades 1-5)
To improve NAS score and enhanced Learning Outcomes in Primary Education (Grades 3 and 5)
Aligned Goal Setting
Establishing Clear and Shared Educational Objectives with All Stakeholders: Alignment is crucial to ensure that all stakeholders—government teams, teachers, officials, parents, School Management Committees (SMCs), and students—are moving toward a common purpose. When educational objectives are clearly defined and shared, every stakeholder understands their role and contribution in achieving these goals.
Strengthening teachers and Providing academic support
FLN Program focuses on strengthening teachers’ skills and mindsets by providing regular training, workshops, debrief sessions, individual coaching, and access to high-quality
teaching materials. The program adopts the Teaching as Leadership (TAL) Framework for teacher capacity building and leverage the Academic Impact Model of Teach For America. These frameworks delineate the causal chain of influences within a
classroom, emphasising the critical role of teachers' mindsets, knowledge, and skills in shaping student outcomes.
Robust Monitoring and Evaluation
Systematic tracking and assessment of progress to ensure continuous improvement. A robust Monitoring and Evaluation (M&E) system is essential to track progress, measure outcomes, and ensure continuous improvement in educational initiatives. Through systematic tracking, assessment, and feedback, M&E enables schools to understand their impact, identify areas for growth, and implement targeted changes. A comprehensive approach to M&E includes baseline, midline, and endline assessments, which provide data to guide improvements throughout the program.
Strengthening SMCs and Community
Empowering the community, especially parents and School Management Committees (SMCs), to play a proactive role in education. Creating Structure for Parent-Teacher Meetings, SMCs, & Community Support – Empowering Communities for Active Involvement in Education. A structured approach to engaging parents, School Management Committees (SMCs), and the broader community can significantly enhance the
educational experience for students.
As per NAS 2017 scores, Changlang district has been identified as the lowest-performing district in the country by the Ministry of Education where only a meagre percentage of 1.2% of students are at the proficiency level in language contrast to the National Level at 48%. In Maths, only 4.7% are at the Proficiency Level.
Identification of our district as LPD was based on some key indicators, which mainly relate to learning outcomes at foundational level- which shows poor learning outcomes of school children.
According to ASER 2022, 72.3% of students in class III-V cannot read level 2 text, while 51.3% of students cannot do simple subtraction in Changlang district.