Teacher Perspectives on the Foundational Literacy and Numeracy (FLN) Push in Karnataka

• In Event: Engaging with the foundations: How the global learning crisis reshapes policy and pedagogy in the Global South

Proposal

The Indian government is addressing the “learning crisis” through initiatives like the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat), aiming to achieve foundational literacy and numeracy (FLN) skills for all children by Grade 3 by 2026-2027 (GoI, 2021). Recognizing the crucial role of teachers in working towards this goal, the National Education Policy (NEP) 2020 underscores the need to improve teacher working conditions through measures such as filling vacancies, reducing pupil-teacher ratios, and enhancing teacher training and support (MHRD, 2020).
Despite these goals, teacher shortages have persisted across India over the past few years. Moreover, these policies fail to address contextual challenges that hinder teachers from aligning with FLN directives. Studies have long suggested that Indian teachers often lack the willingness to apply training (Dyer et al., 2004), focus less on student learning (Ramachandran, 2008), and hold deficit beliefs about marginalized students (Majumdar & Mooij, 2010; Sriprakash, 2012). While policy and research focus on teachers’ knowledge, skills, and practices, they overlook attitudes, beliefs, and willingness (Brinkmann, 2019; Dyer et al., 2004; Kurian & Gruijters, 2022). This study explores how lower primary school teachers (of grades 1 to 5) navigate their roles and responsibilities amid the increased focus on FLN.
Conducted with primary school teachers at one public and one private school in under-resourced and rural settings in Karnataka, India, this Comparative Case Study (CCS) (Bartlett & Vavrus, 2017) examines individual teachers’ experiences and perspectives, often overlooked in policy discussions. Relying on interviews and observations, it focuses on how teachers reconcile their professional identities (Mockler, 2011) with the realities of their working conditions. The study aims to understand the complex dynamics shaping teachers’ professional lives, including their backgrounds and school management.
Preliminary data indicate that primary school teachers in under-resourced areas of Karnataka face significant challenges compounded by the push for foundational literacy and numeracy (FLN). The FLN focus has increased teachers’ administrative burdens, requiring them to maintain additional registers and submit data, which consumes time they would prefer to spend teaching students. Teachers reported that the pressure to deliver FLN results forces them into impossible situations, where focusing on a few children lacking FLN skills can lead to neglecting the rest of the class. The conflicting demands of covering the syllabus while achieving FLN goals have led teachers to accept that they cannot help all students quickly enough. Some resort to performative compliance, fulfilling bureaucratic requirements without enhancing student learning.
Teachers feel constrained to relegate FLN activities to less critical times, backdating records to suggest continuous focus, an approach that dilutes the FLN policies’ intent. The practice of labeling struggling students as “FLN children” also risks stigmatization. These findings highlight the need to closely examine how teachers navigate the FLN mandate, particularly given the state’s failure to address fundamental issues like adequate staffing and appropriate promotion opportunities for lower primary teachers. Many lower primary teachers want to move to higher grades for better pay, respect, and reduced stress.

Author

• Amogh Basavaraj, Florida State University