Bridging the Gaps: Targeted strategies for learning equity in foundational literacy and numeracy

• In Event: Shifting Systems: Comprehensive and contextualized strategies for improving foundational learning in India

Proposal

Equitable learning in Foundational Literacy and Numeracy (FLN) classrooms remains a critical challenge in low- and middle-income countries, particularly in India. National assessments highlight that a significant number of children are falling behind, leading to an ever-widening learning gap.

The challenge of equitable learning requires comprehensive and multifaceted strategies that tackle both systemic issues and classroom-level factors. Insights from Language and Learning Foundation’s (LLF) in-depth field research, conducted with Learning Equity Initiative (LEI) (LLF-LEI Field Visit, February and August 2024), identified a range of socio-economic obstacles that exacerbate marginalization, including poverty and seasonal migration, which fall outside immediate pedagogical control. However, it also highlighted factors like multi-grade classrooms, inconsistent teacher practices, lack of remedial support for struggling learners, and frequent student absenteeism—issues that LLF is actively addressing through targeted interventions.

In this paper, we explore three distinct strategies being implemented by state governments with LLF support aimed at bridging the learning gap and supporting all children.

The first strategy involves change in classroom teaching practices for a stronger inclusion of marginalized students. The Teacher Professional Development for Equity (TPD4E) project, in collaboration with LEI, will evaluate the effectiveness of contextualized training in improving teaching and learning practices leading to improved learning outcomes for marginalised students. As teacher professional development programs are done in conjunction with the state, a key challenge is the limited duration and competing pedagogical training needs. To address this, TPD4E plans to integrate equity-focused capacity building for the stakeholders at the middle layer, like Academic Resource Persons, and will also include structured follow-up through cluster meetings, instructional handouts, and leveraging digital tools to foster a teaching ecosystem that promotes equity.

The second strategy focuses on structured remedial teaching programs that provide critical support for students falling behind. Evidence demonstrates that such programs can lead to significant improvements in learning outcomes when remedial education is effectively implemented (Banerjee et al., 2016). Challenges remain in embedding remediation into regular instructional design. While LLF has succeeded in integrating daily 20-minute remedial lessons into the instructional package in Uttar Pradesh, a significant challenge is helping teachers identify students’ learning needs and providing them with support tailored to their learning levels.

The third strategy emphasizes the integration of multilingual education (MLE), in alignment with the National Education Policy (NEP) 2020. MLE incorporates students' home languages into classroom instruction to address language barriers and foster inclusion among learners from diverse linguistic backgrounds. Research supports that teaching in students' home languages leads to higher comprehension levels and improved learning outcomes (GEM Report, 2020). By integrating MLE into practice - across three states in India - and policy - through language mapping studies done in conjunction with the states - LLF aims to enhance language inclusivity and support equitable learning for students from diverse linguistic backgrounds.

These strategies are building equitable FLN classrooms where marginalized and struggling learners can thrive. They contribute to a more inclusive education system in India, aligned with national policy goals and the broader mission of ensuring that no child is left behind.

Author

• Shivakshi Rana, Language and Learning Foundation