A recent nationwide assessment conducted by the Ministry of Education's PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) has brought to light significant foundational learning gaps in Indian schools. The survey, known as PARAKH Rashtriya Sarvekshan (RS) 2024, assessed over 21 lakh students from Grades 3, 6, and 9 across 74,229 schools in 781 districts, revealing alarming deficiencies in core skills.

Key Findings of the PARAKH Report

The PARAKH RS 2024 assessed students' competency levels in language, mathematics, science, and social science. The results indicate that a substantial proportion of students are falling behind in foundational literacy and numeracy.

• Class 3: While 67% of students could effectively use and guess new words, and 60% could comprehend short stories independently, significant gaps remain in mathematics. For instance, only 54% understood multiplication as repeated addition, and half struggled with basic geometry and simple financial transactions.
• Class 6: A concerning 43% of students were unable to grasp the main ideas in texts, and 54% struggled with representing numbers using place value or applying basic operations to solve daily problems.
• Class 9: A staggering 63% of students failed to identify simple patterns in numbers or understand basic numerical sets like fractions and integers. Moreover, over 60% did not meet minimum competency benchmarks in science and social science.

Regional Disparities

The PARAKH RS 2024 also highlighted significant variations in performance across states and districts. States like Punjab, Kerala, and Himachal Pradesh emerged as top performers, while several districts in Jharkhand, Jammu & Kashmir, and Meghalaya lagged behind. Uttar Pradesh has surpassed the national average in language and math competencies for Class 3 students.

The Impact of COVID-19

The COVID-19 pandemic has exacerbated the learning crisis in India, leading to a "learning loss generation". While Class 3 students have shown some improvement since 2021, their learning outcomes remain below the pre-COVID standards set in 2017. The learning gaps are particularly pronounced in reading comprehension and real-life mathematical application, which are crucial for early cognitive development.

NEP 2020 and Foundational Learning

The National Education Policy (NEP) 2020 recognizes foundational literacy and numeracy (FLN) as a critical goal for early childhood education in India. The policy aims to ensure that all children attain basic reading and arithmetic skills by Grade 3. To achieve this, NEP 2020 introduces targeted interventions such as the NIPUN Bharat Mission, which seeks to strengthen foundational learning through improved teaching methodologies, continuous assessment mechanisms, and community engagement.

Addressing the Learning Crisis

The PARAKH RS 2024 results underscore the urgent need for targeted remedial strategies in foundational literacy and numeracy, especially at the primary level. Some potential solutions include:

• Strengthening foundational literacy and numeracy in primary education.
• Improving pedagogy and teacher training, particularly in underperforming regions.
• Integrating formative assessment tools for early detection of learning gaps.
• Reorienting school curricula to foster critical thinking and contextual understanding.
• Providing continued post-training support for teachers to bridge the gap between syllabus completion and effective learning.
• A radical shift to skill-based and practical assessments inspired by countries that lead in school education.
• Creating and translating materials for multiple languages, as emphasized by NEP 2020.

The PARAKH report serves as a wake-up call, highlighting the urgent need for comprehensive reforms in India's education system. By addressing the foundational learning gaps and implementing targeted interventions, India can equip its youth with the necessary skills to succeed in the 21st century.