Navigating change: Preparatory teachers’ responses to India’s foundational literacy and numeracy programme

Abstract

This study examines the perceptions of preparatory school teachers in Puri District, Odisha, toward India’s Foundational Literacy and Numeracy (FLN) programme, a key component of the National Education Policy (NEP) 2020 and the NIPUN Bharat Mission. Using a self-developed perception scale, data were collected from 88 teachers across 20 schools, encompassing both male and female preparatory school teachers as well as teachers with different teaching experiences. The findings revealed that teachers generally hold favourable views of the FLN programme, recognising its contribution to students’ cognitive development, cultural awareness, communication skills, and overall academic growth. Female teachers reported more positive perceptions than male teachers, particularly regarding personal development, cultural awareness, and communication skill enhancement. Similarly, less experienced teachers reported more favourable perceptions than highly experienced teachers, especially in relation to implementation support and perceived value for students’ development. The study highlights strengths in the programme’s ability to enhance basic literacy skills and foster positive attitudes toward learning, while identifying weaker perceptions in areas such as numerical ability and openness to diversity. Recommendations include strengthening teacher training, improving resource availability, and fostering collaborative environments for sharing best practices.