Supported by

The report represents independent research by Institute for Competitiveness. The Institute for Competitiveness would like to thank
United States Agency for International Development (USAID) and Room to Read for providing financial support towards the research
on Foundational Literacy and Numeracy.
Authors

Amit Kapoor
Honorary Chairman, Institute for Competitiveness and
Lecturer, Stanford University

Natalia Chakma
Researcher, Institute for Competitiveness

Sheen Zutshi
Research Manager, Institute for Competitiveness

Thanks to Room to Read team: Sourav Banerjee (Country Director),

Saktibrata Sen (Program Director) and Bhagya Lakshmi Balaji (Associate Director)
for reviewing the document and sharing insights.

Designed by
Content
Preface by Bibek Debroy 05
Message by Amit Kapoor 06
Executive Summary 07
Introduction: Foundational Literacy and Numeracy 10
Foundational Learning Program: NIPUN Bharat Mission 14
Current State of Foundational Learning and Numeracy (FLN) 17
Relationship between Foundational Learning and Literacy Development 19
Redefining and Revisiting Language: Why? 22
Fundamental Concepts of Reading acquisition for Children 28
Assessment: Challenges and Advantages 31
Mapping of Foundational Learning Concepts with NAS and FLS 39
Instruction: Challenges and Advantages 42
Various State-led Initiatives to Foundational Learning 47
Nutrition and Education must go hand in hand 55
Digital Learning and Foundational Learning 57
What is the Index on Foundational Learning? 60
Foundational Literacy and Numeracy – Country Level Analysis 71
Recommendations 86
Way Forward 99
Scorecards 100
Methodology 137
 Foreword

Dr. Bibek Debroy

Chairman,
Economic Advisory Council to the Prime Minister
Government of India
Dr. Amit Kapoor
Honorary Chairman, Institute for Competitiveness
Lecturer, Stanford University

Every child embarks on a journey through education to acquire new knowledge and abilities that will enable them to evolve into human capital
for economic progress. Focus on Literacy and numeracy serves as a solid foundation for the early education of every child because it further
prepares them to sustain themselves in society.

Language is the first step towards learning to read and becoming literate. Children's early foundational years are critical because they acquire
the fundamentals of reading and mathematics throughout these years, which impacts their learning outcomes in the long run. Against this
backdrop, continuous assessment on foundational learning and numeracy is crucial.

The Institute for Competitiveness is pleased to release the second edition of the Foundational literacy and numeracy (FLN) report, mandated by
the Economic Advisory Council to the Prime Minister (EAC-PM). It is a data-oriented report that continues to build an understanding of the
overall state of Foundational Learning and identify bottlenecks for each state/UT. The index continues to act as a benchmark in assessing the
performance of states and union territories and promoting peer-to-peer learning to enhance their respective performances.

India is committed to achieving NIPUN Bharat, an initiative which emphasizes especially on foundational learning. Recently, the Government of
India increased the budget for Samagra Shiksha by 20 per cent. Along with this, the state governments are also working in partnership with
public/private organisations towards attaining universal foundational learning for every child.

I am thankful to the team of Room to Read for their continuous insights in the preparation of the report. I hope the report can continue to help
States/UTs formulate policies and devise goal-oriented strategies to pave the way in their collective journey to achieve the universal FLN as a
nation by 2026-27.

(Amit Kapoor)

U 24 / 8, DLF Phase 3, Gurgaon - 122 002, Haryana, India

[Link] | [Link]@[Link] | +91 9810402639
 7

Executive summary
Literacy defines human civilization, whereas language defines humanity. The
development and acquisition of literacy are built on language. There is a
close relationship between language and an individual’s sense of belonging,
i.e., identity.

Language plays a crucial role in shaping the identity of individuals as it

determines how individuals interact with each other in the global world. At the
same time, numerous issues related to acquiring literacy skills have become a
significant concern. Moreover, the estimate number of individuals having
literacy problems, the figure goes up to more than one billion people
worldwide, which is grievous. As Kofi Annan said, “For everyone, everywhere,
literacy is, along with education in general, a basic human right. Literacy is,
finally, the road to human progress and the means through which every man,
woman and child can realize his or her full potential.” Therefore, achieving
universal foundational literacy and numeracy has to be a high priority to
strengthen an individual’s ability.

Prime Minister Narendra Modi also emphasized on the

importance of language and heritage during his speech on the
occasion of 75th Independence Day. He said, “Our education,
the education system, the education tradition has a great
role in preparing the youth, who are possessed with skill
and ability, and who have the spirit to do something for the
country. Today the country also has a new National
Education Policy to meet the needs of the 21st century.
Now our children will neither stop due to lack of skills nor
will they be bound by language barriers.
 8

Language is the instrument of the fight against poverty in the new National Education Policy. This new National Education
Policy is also going to be a great tool to fight against poverty in a way. The basis of winning the war against poverty is also the
education, prestige and importance of the vernacular language.”

The second edition of State of Foundational Literacy and Numeracy specifically highlights language as an important aspect and how
vital it is in acquiring early literacy. Language is a fundamental tool and medium through which communication takes place, without
language no civilization would survive. Similarly, language is the backbone of education. When the children are beginning to read and
write, it is crucial for them to comprehend the instruction which is communicated by means of a language and that should be in a
language they understand.

Early foundational years are incredibly significant for children because they learn the basics of reading and numeracy in these years. The
importance of foundational learning arises from the fact that it has long-term implications on the child’s life. When the children are not
able to read, write and understand a simple text, they also struggle to learn anything else in their schools. As a result, they are likely to
repeat and drop out of school. This further leads to poor health outcomes, high youth unemployment and acute levels of poverty.

? ? ?

According
to UNICEF

‘NEARLY TWO-THIRDS OF 10 YEARS OLD ARE UNABLE TO

READ AND UNDERSTAND A SIMPLE TEXT.’
With the covid pandemic situation, the learning loss worsened, and every child across the world has fallen behind in their learning.
Therefore, there is an urgent need to focus on improving the learning outcomes by developing and strategizing appropriate measures.

To counterbalance the learning loss and learning outcomes, better methods of assessment and instruction needs to be implemented.
The recent Foundational Learning Study 2022 was an exceptional attempt to assess foundational learning performance of grade 3
students on a wide range of literacy skills and, also because it was conducted in 20 different languages.
 9

The survey has been a very comprehensive study as it recognizes

the linguistic diversity of the country. The Index on Foundational
Literacy and Numeracy supports in establishing an understanding of
the overall state of Foundational Learning across children aged
below ten years in Indian States and Union territories. It provides 36
different indicators across five key domains: Educational
Infrastructure, Access to Education, Basic Health, Learning outcomes
and Governance. The methodology adopted to assign weights in
the index is Principal component analysis (PCA). States were
categorised into different tiers based on the level of development in
every state across India to help in developing better analysis.
Furthermore, the states have been classified based on their children
population, i.e., the ones aged ten years and below.

The multi-linguistic diversity poses unique challenges in teaching

and learning characteristics; however, with appropriate methods, the
gap can be overcome. A commonly faced challenge is many children
in the country receive instruction in languages they do not
understand or familiar with, which ultimately leads to learning gaps
in their understanding of basic knowledge. Therefore, various
assessments pertaining to the linguistic system (includes phonology,
vocabulary/lexicon, and syntax) the orthographic system (includes
symbols and mapping principles) and the writing mechanisms have
been recommended along with language-specific approaches for
the medium of instruction while teaching. Assessments formats on
language and literacy must be developed with extreme sensitivity
and appropriateness, also considering the regional languages and
geographical specificities. The journey towards achieving
foundational literacy and numeracy by 2026-27 is achievable with
continuous and persistent efforts and required interventions
regardless of the barriers. Because every child needs and deserves
the opportunity that foundational learning brings.
01
Introduction:
Foundational
Literacy and
Numeracy
The world is experiencing a deep
learning crisis. Globally, learning
loss has become a major issue as it
includes academic as well as
cognitive, social, communication
and interpersonal skills.
 11

The COVID-19 pandemic, followed by The current generation of the world is at the risk of $17 trillion in lifetime
school closures, led to more learning earnings due to school closures, which is equivalent to 14% of the global
loss resulting in a long-term impact on GDP (UNICEF). The rise in educational disparity brought about by the
children's schooling and learning. pandemic makes it more challenging for teachers to assist most kids,
especially the most marginalised. Recovering from the children’s learning
loss during the pandemic requires more effort than simply reopening the
Between 2019 and 2022, classrooms. To address the learning gaps, students need extensive help,
in low and middle-income teachers require access to adequate training and resources, and
appropriate course of action need to be formulated. Besides, the
countries, the share of foundational years between 0 and 6 are critical to every child because a
children aged ten years child's lost years can never come back.

who cannot read, write Unfortunately, in India,

and understand simple because of school
closures, around
text has increased from
57% to 70%. 250 million
70% students were
affected.
57% However, the journey towards
overcoming this difference is not
impossible; by adopting suitable
innovation and agency
demonstrated by teachers,
collaborating with parents and
using experiments with
2019 2022 technology, the learning loss can
be mitigated.
 12

Many state governments have initiated the creation of a conducive

environment for educating children in their foundational years.
Recently India launched Vidyanjali 2.0, an online platform to
directly connect volunteers with the school of their choice and help
accelerate the learning recovery. The initiative aims at
strengthening schools through community and private sector
interventions across the country. These measures will further lead
to achieving Sustainable Development Goal 4, which aims to
'ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all'. Overall, improving the
learning outcomes needs to be an utmost priority considering the
current state of foundation learning.

A life with dignity, health, and opportunities depends on the ability

to read, do simple math, and interact socially, which is why
universal foundational education holds an enormous value in the
growth and development of an individual. It is an integral first step
in ensuring that all children and young adults have access to more
sophisticated knowledge and abilities. For instance, children will
find it difficult to learn anything else in school if they can't read and
comprehend a simple text. As a result, they end up failing a grade
and repeating it. Therefore, early literacy is a sign of a nation's
educational system's effectiveness. Failure to guarantee
fundamental education for all will have a negative impact on health
outcomes, youth unemployment, and poverty levels on a national
scale. Also, early differences in outcomes expand over time. Hence,
securing early foundational education for everyone is crucial
because it serves as a foundation for advancement in education,
society, and the economy.
 13

Literacy is a key foundational skill for today’s world. Whether At the national level, the Government of India launched
digitally or in print, we are reading all the time. Literacy practices NIPUN Bharat on 5th July 2021 to speed up the achievement
are socially constructed and culturally contextual, yet a global of universal foundational literacy and numeracy. Furthermore,
concern, with inputs from cognitive neuroscience. Foundational to assess the learning outcomes of children, the National
literacy and numeracy are fundamental building blocks to
Achievement Survey (NAS) and Foundational Learning Study
achieving a greater quality of life and personal well-being during
the later years. Yet so many children do not have an understanding (FLS) are being conducted by the government. Similarly, state
of basic foundational education. Basic reading, writing, and governments have introduced various programmes to
performing arithmetic provide a foundation for high-order thinking improve learning outcomes and bridge the learning gaps
because metacognitive abilities help the learner to reflect and caused by the pandemic, followed by public and private
evaluate problems, form logical arguments and understand partner collaborations with the state governments in
different perspectives. When children learn to write and read, they accelerating the implementation process of foundational
acquire phonological awareness about letters, syntactic knowledge education.
and wisdom about words and learn to express their thoughts. The
learner needs intuitive and explicit guidance from teachers, parents Additionally, the recent budget allocation towards the
and peers to foster comprehension, and this skill further helps in Samagra Shiksha mission increased by almost 20 per
understanding the meaning of a text. Hence, without foundational cent, from
education, the children will not obtain the human capital they need
to enhance their careers, become engaged citizens, and contribute Rs. 31,050 crores Rs. 37,383 crores
to the economy after they leave school. in 2021-22
(revised estimate) 20%
Language is a critical determinant of foundational learning because
Increase
a learner’s competence and growth depend on how they are
taught and instructed using language as a means of
communication. Because of the country’s cultural and linguistic
diversity, and with a population of more than one billion, it
becomes a challenge to integrate languages spoken by every child
in the classrooms, which leads to holding back their learning
process, especially the ones who are living in poverty. This also
means that a vast majority of the children are learning literacy and Samagra Shiksha is an overarching, centrally sponsored
numeracy skills in languages that are different from their mother mission covering primary and secondary education,
tongue or home language. Thus, the country needs to emphasize foundational literacy and numeracy. The goal of
the development of better tools or methods in instructing and universal foundational literacy and numeracy by 2026-
assessing literacy skills because both are a gateway to improving 27 is achievable, considering the rigorous and constant
the learning outcomes of the children. efforts of the government.
02
Foundational
learning Program:
NIPUN Bharat
mission
Foundational learning programs,
in general, help reduce the
number of school dropouts and
repetition and further improve the
children's learning outcomes. A
strong foundation during the early
years has a long-term impact on
the child’s development and well-
being.
 15

Foundational learning is core to a child’s future; as the term

implies, it develops and builds the primary education that a
child requires to prosper in life. The child should be able to
read and write with understanding and perform operations
with numbers. Accomplishing universal Foundational Literacy
and Numeracy (FLN) is a significant element in improving
the education system of India. Therefore, to expedite the
process, the Government of India initiated NIPUN Bharat
mission.

National Initiative for Proficiency in Reading with

Understanding and Numeracy (NIPUN) envisions
creating an enabling and inclusive environment for
children by the end of 2026-27 so that every child in the
country achieves the desired foundational literacy and
numeracy by the time the child completes Grade 3 i.e.,
children between 3 to 9 years. NIPUN Bharat mission
focuses on making the foundational learning experience of
the children not only inclusive but also holistic, enjoyable
and engaging. By the end of the foundational years, the
child should be able to understand, reason, and
independently solve problems. It aims at integrating children
belonging to marginalised communities and first-generation
children of families who do not have access to basic learning.
Simultaneously, learning gaps are being identified with
credible reasons. NIPUN Bharat and FLN are driven by
National Educational Policy (NEP) 2020, and both strive to
achieve learning outcomes rigorously.
 16

National Council of Educational Research and Training (NCERT)

is responsible for developing a vigorous module that will
facilitate learning materials, well-defined learning outcomes,
capacity building of teachers/academic staff, and efficient
assessment tools and methods. Every Anganwadi Centre and
foundational grades have to follow the given framework to
secure a swift progression from preschool to Grade 1.

The mission has been launched on a priority basis under the

Samagra Shiksha scheme to ensure quality and inclusive
education for all. The budget for the mission is funded through
the Samagra Shiksha scheme, and every state is responsible for
making action plans and attaining their respective FLN target
by identifying and working with various public-private
partners. The mission will integrate the daily life situations of
children through discovery, plays and activity-based teachings.
It prioritizes giving special importance to including the
children’s home languages or mother tongues during the
foundational years. It will ensure periodic assessment from time
to time through activities like group and project work, quizzes,
presentations, games, etc. The initiative will also ensure the
effective use of teaching materials in the child’s
familiar/home/mother language. The framework promotes
strengthening the concept of multilingualism, the use of
heterogeneous teaching and learning materials, and
incorporates pedagogy and modules embedded in the Indian
languages, art, culture and heritage. Furthermore, equipping
the child to address issues of the contemporary world with
indigenous knowledge, awareness and experience.
03
Current state of
Foundational
Learning and
Literacy
 18

02 03
According to a World The world was already struggling
Bank assessment, in with a learning crisis in the
India, around 50% of the foundational years of the
children lack foundational children, and with the pandemic,
learning, and by the time
they reach grade 5, it
the situation became worse. The
pandemic lockdown led to
04
becomes difficult for them children not being able to learn Appropriate procedures need

01 to grasp the teaching and

learn as per the grade
in the classrooms, which is key to
a child’s growth and
to be taken to improve the
capacity building of teachers,
Children need to acquire level. With the help of development at an early age. In better funding for teaching
skills in foundational literacy NIPUN and NEP 2020, India, 92% of students lost at materials and resources with a
and numeracy by the end of serious efforts are made least one specific language focus on foundational
Grade 3, implying they to bridge the gap and ability and 82% lost at least one education to prepare the
should be able to read with realise the goal of specific mathematic ability from children with building blocks
understanding and solve universal FLN by 2026-27. the previous year. (UNICEF, 2022) for all kinds of educational
basic math problems. wisdom and skills. Moreover,
However, in the community-driven approaches
contemporary world, in and parent engagement in the
many countries, most process would lead to better
children cannot interpret results where ownership is
basic words and perform encouraged among the
simple operations with people.
numbers.
04
Relationship between
foundational learning
and literacy
development
Literacy, in simple words, is the
ability to read and write. Literate
behaviour incorporates being able
to write and perform analytical
acts or other creative things and
simultaneously having specific
knowledge and skills in particular
subject matter like mathematics,
history, science, etc.
 20

The main aim of the education Reading is the process of understanding speech
system is to ensure literacy for all, written down, and the goal is to gain access to
and foundational learning is the base meaning (Ziegler and Goswani, 2005). The reader
on which literacy development must construct meaning from what is read, i.e.,
depends. According to the United from the text, the script.
Nations, Educational, Scientific, and
Cultural Organisation (UNESCO)
(2015), literacy is essential for a better
life not only because of the ability to
read and write but also because it
would help to eradicate poverty,
reduce child mortality, maintain
peace and stability across the world.
Various factors influence literacy
development, and orthography is a To be able to read at an effective speed, it is important to have the necessary skills,
significant one. For example, English- including decoding, blending, understanding the meaning of the words, understanding
speaking children take about two the sentence structure etc. Trying to get to the nuanced layers of meaning that a text
years of formal instruction to become harbour is a unique human feat. This needs to be painstakingly learnt through both
proficient in decoding and while for explicit instruction and a variety of enriching exposure to language and books.
European orthographies like Spanish, Independent readership is about an active engagement with meaning, where the text
French, etc., they take one year to be becomes a dynamic space. Hence, for a reader, it becomes very important to do both
proficient. simultaneously - ‘read’ the text and engage with the nuanced possible different meanings
hidden within the text.

Children must learn the code their culture uses to represent speech as a collection of
visual symbols in order to learn to read. Thus, the process of matching unique visual
symbols to sound units, i.e., phonology, is at the core of learning to read. Learning to read
and write begins during the first five years of a child because the biological, cognitive and
social precursors get established during those years. Children's health and sensory
systems are among the most essential preconditions for reading because the window for
developing abilities like language is relatively rapid during early years.
 21

The ability to learn to read and write

depends on the child's developmental
milestones as they relate to age. Children's
understanding of the world gets broader and
decontextualized as they grow older because
of the early years of brain development.
Despite being systematic, this process varies
from child to child due to variations in
impacts from both biological and
environmental factors. Throughout the first
few years of life, as children comprehend and
produce their first iconic and then graphical
representation, they gradually learn the
ability to use symbols. Moreover, a child’s
development is influenced by a variety of
aspects of their upbringing, which include
maternal mental and physical health (during
pregnancy), housing conditions,
temperament, diet, and emotional stress and
support.

Literacy, thus, is an ability to read with an effective speed (called fluency) and
with extraction and construction of meaning from the text being read (called
comprehension) ‘we are what we read’. And that means three pillars of literacy,
namely orality in a language that children are learning to read, orthographic
exposure in the script of language and exposure to a variety of interesting
reading material – need to be spirally intertwined to ensure a comprehensive
literacy experience for children in the classroom. This becomes a fundamental
predictor of success in learning in the later years.
05
Redefining and
revisiting
Language: Why?

As per the Eighth Schedule

of the Indian Constitution,
the country has 22 official
languages; however, there
are more languages beyond
these 22 languages.
 23

Moreover, it is estimated that 25

It is important to note that in the
per cent of primary school
last 50 years, India has lost over
220 languages, which means not There is a severe lack of skilled language children in India face a moderate
teachers, regardless of the measures to severe learning disadvantage
enough attention is paid to
as a consequence of the fact that
preserving and taking care of the being taken in the country.
the language used at school is
languages. Additionally, 197
not their home language (World
languages have been listed as All the Indian languages, even the ones which are
Bank, 2021). Especially children
‘endangered’ by UNESCO. not mentioned in the Eighth Schedule, need to be
belonging to communities whose
Mostly, these are the languages gradually, diligently integrated and emphasized in
languages are lost or endangered
which do not have a script. the Indian education system. Teaching and learning
are in a vulnerable state. Firstly,
Furthermore, the 22 languages complement each other. Both of them need to be
due to the medium of language
of the Eight Schedule of the accommodated at every level of education, starting
used in the classrooms during
Constitution of India are facing from foundational literacy and numeracy. For the
their foundational years and
various challenges with respect purpose of keeping language relevant and vigorous,
secondly, because of their socio-
to teaching and learning. there needs to be a constant effort in terms of
economic conditions.
updating the contents of textbooks, notebooks,
vocabularies, dictionaries, novels, etc. and translating
Additionally, 197 valuable materials from world languages. In this
languages have been regard, India has been slightly slow in creating such
listed as ‘endangered’ learning and print materials to keep language
by UNESCO. learning more engaging and interesting. Secondly,
there is a severe lack of skilled language teachers, 25%
regardless of the measures being taken in the primary school children in
India face a moderate to
country. This is more challenging in the context of severe learning disadvantage
teaching children who belong to linguistic minority
groups. The teaching methods need to be improved;
there has to be more focus on the ability to interact
and converse in the specific language and not only
on the literature and grammar of the language.
 24

DISCOURSE: IMPORTANCE OF LANGUAGE IN ACHIEVING UNIVERSAL

FOUNDATIONAL LEARNING
Language development and metalinguistic abilities need to be drawn For children to become mature readers and writers, the
upon when a child learns to read. When children start to learn to perception of language as an object of awareness in itself
read, it is also crucial for them to acquire refined understandings of needs to be changed because language is like a glass
the forces beyond the individual words and pictures which lead them through which the child looks at the surrounding world
to the meaning of the text. (Downing, 1979). These changes must be guided by the
metalinguistic (language or thought about language)
These include characteristics of words, sentences, insight that language brings along with it. Therefore,
paragraphs, and text structures, along with various learning to treat language as a thought object in and of
kinds of thinking devices to hold all of them together. itself is essential to developing literacy at all levels.

Children with healthy neurological systems who are

nurtured by caring parents in a speech community
naturally pick up that community's spoken language,
thereby displaying abilities in the areas of phonology,
morphology, syntax, semantics, pragmatics, and
vocabulary. Additionally, from birth, infants have the ability
to differentiate all sounds of any human language, and in
a very short time, they are able to grasp their native
language or mother tongue. Knowing and understanding
a language neither requires a conscious awareness of the
other systems which are involved in that particular
language, nor does it involve communicating the
components of principles of the systems. Typically, during
the preschool years, metalinguistic insights into language
domains appear in every child, and vocabulary
development is rapid. Also, the children, while they are
transitioning from preschool to adulthood, learn the
pragmatics of their native language in terms of how to use
the language effectively in social contexts.
 25

Throughout the history of civilization, language and humans have always been interconnected. No society can operate or function
without language as the medium of communication. In the education sector, language is a pre-requisite to attaining literacy skills
and knowledge. During the foundational years, learning in the home language/local language helps the children in improving their
cognitive skills and solving problems. Home language can be defined as the language which is the same as the mother tongue or
spoken by the local communities. However, in the context of multilingual families, there could be a home language spoken by other
family members which is different from the mother tongue or the language spoken by the community. Children learn and acquire
the core skills more effectively if they are taught in their home language or local language. Hence, they need to be taught in a
language they understand.

However, in many countries across the world

? ? ? ?

40% of the children are not taught in the languages they speak and
understand on a regular basis.

Therefore, many children, especially the ones belonging to disadvantaged groups are unable to acquire basic foundational learning.
These groups include children living in urban slums, children with disabilities, refugees, girls, children from ethnic and linguistic
minorities, etc.

‘Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in
poverty. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.’(UNESCO,
2016) In order to reduce the impact on the learning outcomes, it is important to impart teaching in the most effective language,
which will ensure the learner’s growth in the desired manner.
 26

With a growing population of 1.3 billion people, India as a country is incredibly heterogenous in various ways in terms of culture,
language, traditions, ethnicity and religion. Many scholars have characterised India as a socio-linguistic giant, and multilingualism is
the soul of the giant. Because of the linguistic diversity of the country, India’s journey towards multilingualism becomes very
extraordinary and challenging. Multilingualism has been a natural phenomenon and has existed since the beginning of the country’s
history. Maintenance and existence of diversity have been part of the Indian tradition and culture. The languages were spread by
reciprocal interactions with local languages and gave birth to new languages, further strengthening and enriching the multilingual
base of India. Education can be an intrinsic instrument in preserving the languages spoken in the country.

NEP 2020 takes a very pragmatic approach to encourage multilingualism and the ability of language in teaching and learning. Clause
4.11 of the policy clearly states that young children can learn the concepts more quickly in their mother tongue. Home or local
language must be emphasized as the medium of instruction at least till grade 5, preferably till Grade 8 and beyond. It has to be
ensured that home or local language is taught as a language as far as possible. Besides, it is very easy for young learners to grasp
the concepts more quickly if communicated in their home language or mother tongue. When a learner’s mother tongue or home
language is used as a medium of instruction, it improves the status of language in society and accelerates the learning process
during the foundational years.

Multilingualism is very widespread in the education domain across the world. Although it is a source of valuable asset in preparing
children to thrive and adapt to distinct cultures in their later years, however, it is also one of the prime reasons for education
inequalities around the world. Therefore, the primary focus needs to be on improving the learning outcomes and strengthening the
foundational learning of the children, especially in the low-income communities of the country. There are many factors required to
take into account when figuring out how to improve literacy scores. One of the most important problems that remain unsolved,
however, is what languages should be taught, how to teach them, and when to teach them.
 27

In order to implement, assess, and scale reading programmes in the developing world, more effort and research are required
in terms of building knowledge on how to design literacy programs which will significantly improve foundational learning in a
multilingual setting.

01
In consideration of the linguistic diversity of
02
The respective states or regions and
03
Additionally, amidst
the country, the three-language formula was the students can choose two native globalisation, proficiency in
initiated in the National Education Policy of Indian languages out of the three more than one language
1968 and has been continued since then. languages. A child has more improves and facilitates
Initially, the formula emphasized an English- synaptic connections as compared interpersonal and social
Hindi language approach, along with a to an adult, meaning that they have communication, broadens
modern Indian language, but with the recent the capability to captivate the intellectual knowledge, and
National Education Policy 2020, there is more concepts better and faster. This encourages recognition and
flexibility in the formula because ‘no specific formula can be used as an tolerance for diverse cultures.
language will be imposed on any state.’ The advantage to develop foundational As per India’s federal system
objective of the formula is to create abilities of reading, writing, and and diversity, no regional
multilingual individuals, which will enable operating with numbers and language should be considered
learning languages of different regions and encourage multilingualism. supreme over the other
achieving national unity. language.

The next section of the report will shed light on some of the key concepts that are very fundamental and
integral in the process of literacy acquisition.
06
Fundamental
concepts of
Reading
Acquisition for
children
Reading comprehension is an
essential element of reading skills
and is defined as the ability to
understand the meaning of a text
after reading it.
 29

READING ACQUISITION IN CHILDREN

Language Comprehension
Background Knowledge
(facts, concept, etc.)

Vocabulary Knowledge
(breadth, precision, links, etc.)

Language Structure
(syntax, semantics, etc.)

Verbal Reasoning Skilled Reading

(inference, metaphor, etc.)

Literacy Knowledge
(print concepts, genres, etc.)

Word Recognition
Fluent execution and
Phonological Awareness coordination of word
(syllabus, phonemes, etc.)
recognition and text
Decoding (and Spelling) comprehension.
(alphabetic principle, letter-
sound correspondences)

Sight Recognition
of familiar words

Source: Scarborough, H. 2001. Connecting early language and literacy to later

reading (dis) abilities: Evidence, theory, and practice. Pp. 97-110 in S. B. Neuman
& D. K. Dickinson (Eds.) Handbook of Early Literacy. NY: Guilford Press.

Reading is a simultaneous process, not sequential. So, it is important to teach a child how to ‘decode’ and also ‘think while reading’.
 30

The first step in becoming literate These connections enable productive reading.
requires acquiring the system for Phonological recoding, which aids the children
mapping between symbols and in acquiring good quality representation, is a
sounds (Ziegler and Goswani, 2005). key mechanism for this. It is commonly believed
When this method is mastered, that phonological recoding is a prerequisite for
children can access thousands of learning to read. Simultaneously, the children
words that are already in their gain and develop fluency because they are able
spoken lexicons. The process of to identify the words while reading. When
learning and using these mappings children gain literacy in reading, they rapidly
can be defined as phonological develop automatic word identification processes
recoding. During the foundational as well. Automaticity is gained through practice
years, the child gradually starts to in some or other form at consistent input-
read instruction with well- output mappings that include persistent
developed language skills, which is retrievals of word forms and meanings from
a foundation for reading acquisition print.
and obtaining emergent literacy.
Reading needs understanding of Reading comprehension is that broad umbrella
language's phonological elements under which all skills and sub-skills of reading
as well as the relationships between gradually evolve. Reading comprehension is not
written and spoken language. only the end goal of reading but often the very
Children that succeed in learning to premise that holds together an effort to learn to
read make context-dependent read. A retrieval of facts or simple information is
phonological links to letters, where reading comprehension can be first seen,
including letter names, during their but a gradually more inferential or elaborate
early foundational years. understanding of a text needs to emerge.
07
Assessment:
Challenges and
advantages
A variety of early skills and
knowledge contribute to literacy
acquisition. The use of
assessments has tremendous
potential in showcasing profiles on
the strengths and weaknesses of
the children, which is essential
considering the current situation
of learning loss. And accordingly,
suitable measures can be taken to
improve the outcomes.
 32

Assessments are integral tools/methods in addressing and evaluating the status of foundational learning among children. Since, many
languages are widespread in the country, conducting fair and appropriate literacy-based assessments becomes a significant challenge.
Numerous parameters need to be considered for measuring the foundational skills and knowledge of the learners.

Firstly Secondly Additionally Lastly

The characteristics of the language Young learners' socio- Children's success on a The assessors need to
used for literacy education because cultural, socio-economic, specific assignment consider the psychometric
they determine how quickly literacy and linguistic may also be a suitability of each tool that
is acquired and what skill set is circumstances are vital reflection of how much is used to evaluate a
relevant for well-designed because they individually exposure they have particular set of skills and
assessments. Because so many affect the learning had to the culture of knowledge domains,
communities in the country speak a possibilities available to testing and how particularly in light of the
variety of languages, it is crucial to them and may contribute comfortable they are diverse goals that drive
comprehend the differences in the to test results. with assessment the assessment as it yields
children's proficiency in their home, formats. reliable and valid results.
community, and school languages
in order to meet their literacy and
broader academic needs.

It is also vital to consider whether certain assessment forms have been introduced to children in the classroom through instructional
practices. For instance, the legitimacy of narrative writing evaluations is constrained by the lack of creative writing activities, and
children find it challenging to reply to inferential questions when the only emphasis is on verbatim responses from provided texts.
This means unfamiliar test formats not only undervalue children's "actual" abilities but also cast doubt on the reliability of the
evaluations. Sensitivity in test design reduces the likelihood of unfair penalties for test performance.
 33

7.1 WHAT IS FOUNDATIONAL LEARNING STUDY (FLS) 2022?

About FLS
India has been conducting National Achievement Survey (NAS) since 2001, the findings have helped in identifying learning gaps and
establishing interventions in education policies, teaching practices and learnings over the years. On September 2022, Foundational
learning study (FLS) 2022 was launched. The report is an extensive first-of-a-kind study and an exemplary attempt that focuses on
establishing insights into the current status of foundational literacy and numeracy in the country. The study has been conducted by
the Ministry of Education, National Council of Educational research and Training (NCERT), and supported by UNICEF, India.

Objective of the FLS study

• To provide valid and reliable data about the performance of Grade 3 students on the learning outcomes being achieved.
• The study will accommodate in developing a baseline for the NIPUN Bharat mission over the period.

Assessment
The study assessed the learning of more than

86,000 Grade 3 students in 20 different languages across 10,000 schools

in the country.
 34

Assessment

• The study sample includes state

government, private recognised,
government-aided, and central
government schools.

• The languages assessed are Assamese,

Bengali, Bodo, English, Garo, Gujarati,
Hindi, Kannada, Khasi, Konkani,
Malayalam, Manipuri, Marathi, Mizo,
Nepali, Odia, Punjabi, Tamil, Telugu, Urdu
respectively. The overall study aims to
establish reading proficiency benchmarks
for fluency and comprehension for each
language and proficiency benchmarks for
numeracy.

• The FLS study is a school-based

performance assessment that comprised a
selected sample of students from Grade 3.
Each student was tested one-on-one and
had to respond orally to a set of questions.
 35

7.2 WHAT IS THE GLOBAL PROFICIENCY FRAMEWORK?

Setting a benchmark for Oral Reading Fluency (ORF) with Comprehension is essential because it enables worldwide reporting on the
achievement of learning objectives. The Global Proficiency Framework (GPF) for Reading serves as the foundation for the process of
benchmarking. GPF was designed over the course of a lengthy process with the help of competent curriculum and reading experts,
as well as psychometricians from various nations and circumstances. The Global Performance Framework for Reading outlines the
nation's common expectations for students reading performance. It was developed based on the curriculum and assessment
frameworks of many countries worldwide.

'The Global Proficiency Framework for Reading defines the global minimum proficiency levels that learners
are expected to demonstrate at the end of each grade level, from grades one to nine. It comprises four
Global Proficiency Levels (GPLs) and detailed Global Proficiency Descriptors (GPDs) for each level. The
Levels are Below Partially Meets (BPM), Partially Meets (PM), Meets (M), and Exceeds (E) global minimum
proficiency.' (FLS 2022)

Global Proficiency levels Definition of the levels

Below Partially Meets (BPM) Learners lack the most basic knowledge and skills. As a result, they generally
cannot complete the most basic grade-level tasks.
Partially Meets (PM) Learners have limited knowledge and skills. As a result, they can partially
complete basic grade-level tasks.
Meets (M) Learners have developed sufficient knowledge and skill. As a result, they can
successfully complete the most basic grade-level tasks.
Exceeds (E) global minimum proficiency Learners have developed superior knowledge and skill. As a result, they can
complete complex grade- level tasks.

Source: Foundational Learning Study 2022 report

 36

7.3 LEARNING OUTCOMES (FLS 2022)

In this section, the findings of the FLS 2022 learning outcomes of literacy and numeracy are evaluated. For Literacy, various
foundational literacy skills, including phonological awareness, decoding, oral language comprehension, reading comprehension
and oral reading fluency (ORF) with comprehension, were assessed in the study. Similarly, for foundational numeracy, number
operations, number identification and comparison, fractions, multiplication and division facts, patterns, measurement, and data
handling were part of the assessment. The country has been undertaking significant efforts in addressing the issue of learning
outcomes, and the assessments are praiseworthy initiatives.

Literacy

Overall, Punjabi language Only two languages i.e., Out of the 20 languages, Tamil,
has the best performance Telugu and Mizo have more Konkani, Assamese and Bodo
with 51% of the students than 30% students who meet language respectively have the
exceeding global proficiency global proficiency level while poorest performance with more than
level and 6% students in on the other hand 30% 30% of the students falling under the
below partially global students in six languages category of below partially global
proficiency level. On the exceeds global minimum proficiency level. Similarly, Khasi,
other hand, Tamil language proficiency level namely Urdu and Nepali language have more
has the lowest performance Punjabi, Bengali, Mizo, Odia, than 40% students who partially
with only 9% students English and Manipuri. meet global minimum proficiency
exceeding global proficiency level. Therefore, more efforts and
level and 48% students in measures are required to improve the
below partially global learning outcomes and help the
proficiency level. students in meeting minimum global
proficiency level.
 37

National GPF
Assessment

20%
Global Partially Below Partially Meets
Meets Benchmark Global Minimum
30 Proficiency

Global Meets 35%

Benchmark Below Meets Global
50 Minimum Proficiency

Global Exceeds 30%

Benchmark Meets Global
Minimum Proficiency
80

15%
Exceeds Global
Minimum Proficiency
100
 38

7.4 NUMERACY

42% of the students surveyed across India meet the global minimum proficiency, and 37% partially meet the global minimum
proficiency level in mathematics, meaning most students fall under the category of partially meeting the global minimum
proficiency and global minimum proficiency. Only one state, i.e., Lakshadweep, meets the global minimum proficiency out of all
the states of India. Therefore, more efforts are required to bring the children under the category of meeting and exceeding the
global minimum proficiency level for numeracy.

Jharkhand (55%), Daman Diu & Dadra Nagar Haveli (52%), Tripura (50%) have the highest percentage of students who meet the
global minimum proficiency. Overall, out of all the states and UTs in India, 8 states (Arunachal Pradesh, Chandigarh, Goa, Gujarat,
Madhya Pradesh, Nagaland, Sikkim, and Tamil Nadu) and 2 UTs (Andaman & Nicobar and Ladakh) partially meets the global
minimum proficiency. In addition, Bihar has the highest number of students who exceeds minimum global proficiency all over the
country i.e., 18 per cent followed by Karnataka, Odisha and Puducherry.

The percentage of girl student’s performance in numeracy are low as compared to the boys meaning the girls are at a greater
disadvantage in terms of numeracy.
08
Mapping of
foundational
learning
concepts with
NAS and FLS
 40

Foundational
National Assessment Survey (NAS) Learning Study
[Link] Reading Concepts (FLS)
Grade 3 Grade 5 Grade 8 Grade 10 Grade 3

1 Language Comprehension

1a. Background Knowledge

1b. Vocabulary Knowledge

1c. Language Structures

1d. Verbal Reasoning

1e. Literacy Knowledge

2 Word Recognition

2a. Phonological Awareness

2b. Decoding (and Spelling)

2c. Sight Recognition

National Assessment Survey (NAS), compared to Foundational Learning Study (FLS), measures more parameters on reading
concepts. Although FLS is a first step towards assessing foundational learning by incorporating the aspect of language in the
assessment, however more parameters must be included into the survey to achieve better learning outcomes.
 41

FINDINGS OF THE MAPPING

NATIONAL ASSESSMENT SURVEY (NAS)

Grade 3 Grade 5 Grade 8 Grade 10

Verbal reasoning, Language structures Language structures, Language structures, verbal
literacy knowledge, and verbal reasoning verbal reasoning, and reasoning, phonological
phonological are assessed. literacy knowledge awareness, and decoding
awareness, decoding are assessed. are assessed.
and sight recognition
are assessed.

FOUNDATIONAL LEARNING STUDY (FLS)

Grade 3

Phonological awareness, decoding, language

structures, and verbal reasoning are assessed.

Notes: The reading rope of Scarborough’s have been mapped with NAS and FLS indicators to demonstrate whether all the
required concepts for becoming a skilled reader have been assessed. The findings of the mapping indicate there is more potential
for better and greater outcomes if the scope and sample of the survey is increased. This includes integrating all the necessary
concepts in the assessments/surveys.
09
Instruction:
Challenges and
Advantages
 43

CHALLENGES AND ADVANTAGES

Due to the multi-linguistic landscape of the country, some learners receive literacy
instruction in their mother tongue or home language while for others it could be
their second or third language which they are learning to read and speak.
Additionally, in primary schools, the teachers are unable to utilize culturally
relevant oral practices for an engaging teaching programme. For example,
recitation is typically a sing-song exercise with little focus on the rhythm or the
meaning. An emaciated kind of literacy education is one that emphasizes
decoding text over reading with comprehension and writing mechanics over the
ability to communicate ideas verbally or to negotiate and construct meaning
because most of the teachers lack this understanding leading to serious
consequences i.e., poor learning outcomes. This further obstructs writing and
reading comprehension achievement among children.

There is strong evidence that allowing children to "talk" enhances their oral
language resources and leads to better reading outcomes as well as the
development of higher order abilities. Therefore, opportunities for oral language
practise need to take centre stage in the curriculum. However, it is uncommon to
find a teacher that makes use of class time to educate students how to
communicate, listen, and respond. Another challenge is to find or produce
textbooks, workbooks, and other children-friendly resources in different
languages. However, good material is also not enough to attain the necessary
outcomes because along with it requires the leadership of a skilled teacher in
improving the performance of the learners. A fundamental skill of teaching is to
maintain a balance between reading, writing, speaking and listening instruction.
Teaching insights are needed for both the implicit morpho-syntax details as well
as the sound, symbol, and semantic domains. Simultaneously, classrooms and
teaching learning materials need to be responsive with sensitivity.
 44

9.1 ROLE OF ANGANWADI WORKERS

India is home to approximately

13.63 lakh Anganwadi centres
which are operational and The responsibilities of the Anganwadi workers
providing services for the well- become more notable for children from
being of the children. One of the underprivileged and marginalized communities
components of the Integrated because the AWCs can assist in neutralizing
Child Development Services parental disadvantages and reducing educational
(ICDS) scheme focuses on inequalities in the country. These children remain
providing foundational learning, highly exposed to low learning outcomes in literacy
i.e., preschool non-formal and numeracy due to their family’s economic and
education, to the children in the social conditions. Other factors like gender, race
age group between 3 to 6 years and birthplace can also lead to large-scale disparity
through the Anganwadi centres in children’s capabilities and levels of exposure
(AWCs) especially in the rural which can further result in poor learning outcomes.
areas. The role of Anganwadi
workers is critical in the child’s
The pursuit of foundational education entails that the
cognitive, social and emotional
Anganwadi workers are specifically trained in early
development as they are the
childhood care and pedagogy, focusing on the child’s
primary agents who ensure basic
holistic development, including early cognitive
foundational learning of the
development through activity-based learning.
children in the Anganwadi
centres. Besides, as per research,
Foundational education lays a solid base
90% of brain development
happens by age 5. for lifetime development and learning, as
it prepares the child in equipping with
the required skills and knowledge.
 45

9.2 ROLE OF TEACHERS IN ACHIEVING FOUNDATIONAL LITERACY AND NUMERACY

Teachers are crucial to the success Continuous efforts are being

of the mission, and special made to train teachers. An
emphasis will be given to the integrated programme has
capacity building of teachers to Teachers should demonstrate how they read and been introduced, known as
ensure proper teaching methods write to the learner so that the learners can NISHTHA, to oversee the
are practiced in classrooms where adopt the skills from their teachers. teacher’s performance and
the learner learns in a cheerful support them in improving
manner and grasps the essential their skills. The programme
Teachers are responsible and accountable for focuses on developing training
knowledge.
building up the learner’s phonological modules focused on FLN with
Teachers must use various recognition, sound discrimination, and visual the objective of bridging the
understanding, which will help the learners to language challenge and
forms of evaluations that
become better readers and writers. They must teaching in the
will assess the learner’s establish the foundation for mathematics by home/regional/mother tongue
comprehension, learning integrating various play and activity approaches language. The mission also
requirements, and academic to ensure the learner has a meaningful assures the active engagement
improvement during a understanding. of all important stakeholders,
course or lesson. which includes teachers,
parents, students, and
policymakers.
 46

9.3 WHY QUALITY OF TEACHING IS CRUCIAL?

Universal foundational learning extensively The process moulds the learner’s competency,
depends on the teaching quality. It is a their understanding and rationality, skills,
complex process that combines wisdom, habits and identity. The teachers need
coordinating and supervising numerous to adapt a sustained strategy that enhances
aspects in terms of instructing and teaching over the long term, allowing the
educating the learners. This factor allows children to catch up with the learning gradually.
the learners to transform into their fullest
potential and help in contributing to
communities and national development.
However, a considerable share
of teachers in India who teach in
the pre-primary, primary and
upper primary levels do not
Teaching is influenced by the posses any academic degree
personal attributes of teachers from a college/university or a
themselves, the learners, and the professional degree in basic
milieu of the school, making it more teachers training. The
of an ‘emergent’ practice rather than percentage of under-qualified
the result of applying pedagogic teachers are higher in the north-
principles.(UNESCO, 2021) eastern states as compared to
the other parts of the country.
Hence, improving quality of
teaching should be a priority.
10
Various state-led
initiatives to improve
Foundational
Learning
 48

Various capacity-building initiatives are introduced to

accelerate the goal of acquiring universal FLN. The
Government of Uttar Pradesh, on 21st July 2022, held a
programme called ‘UP Hai Taiyar - Readiness of Uttar Pradesh
on the NIPUN Bharat Mission’ to spread awareness and
showcase preparedness in improving foundational learning
for children studying in grades 1-3.

On 26th September 2022, Goa launched a book ‘Vidya

Pravesh’ under NIPUN Bharat to improve the student’s
performance in Mathematics. Each state is undertaking
innovative initiatives to achieve universal foundational
learning by 2026-27.

The government of Tamil Nadu launched the ‘Ennum

Ezhuthum’ mission to address the learning gaps of the
students in their foundational years and primary education
caused by the pandemic. The initiative would cover students
of Grades 1 to Grade 3 and ensure universal foundational
literacy and numeracy studying in government schools across
the state. As part of the initiative, a handbook has been
developed for the teachers on how to guide the students.
Additionally, student workbooks have been prepared for
three-learning levels, which will be provided to them.
 49

On 16th May 2022, the Government of Karnataka initiated a

holistic learning model called ‘Kalika Chetarike’, which aims to
bridge the learning gaps caused by the COVID-19 pandemic
and the overall academic loss due to various other cases. For
the first three months, the model specifically focused on
foundational learning; in the next three months, the model
focused on improving the core competencies depending on
the grade; and in the remaining year, the model will address
the new academic syllabus. As part of the programme, the
teachers are given training for two days. If the students
progress in their current level, they will advance to the next
level.

The Government of Uttarakhand launched the

implementation process of NEP 2020 by initiating ‘Bal Vatikas’
at Anganwadi centres across the state to improve and
strengthen the foundational learning and pre-primary
education system. The Bal Vatikas will operate at 4,457
Anganwadi centres across the state and aspire to implement
the NEP 2020 by 2030.
 50

10.1 PUBLIC AND PRIVATE PARTNER COLLABORATION WITH STATE GOVERNMENT

The Government of Maharashtra collaborated with the Khan Academy to develop new math content and advanced online
resources in Marathi, which will improve mathematics learning outcomes from grades 1 to 10 in public schools of
Maharashtra. The resources will enable the students to learn in their language. Additionally, the teachers will go through
training to support the students in accessing and understanding the contents. The Maharashtra government had set up a
PMU with Central Square Foundation (CSF) and Leadership for Equity (LFE) to accomplish the FLN mission.

On 8th March 2022, the Government of Bihar, in collaboration with Central Square Foundation
(CSF), conducted a baseline study which aims to understand the extent of learning loss that
happened due to school closures during the pandemic, the current level of foundational literacy
and numeracy, and develop a baseline for students studying in Grade 3.

The Government of Jharkhand has launched the India Partnership for Early Learning
(IPEL) project in collaboration with USAID, Room to Read and CARE India. The project
aims to transform the delivery of foundational learning in all schools across the state
and increase the percentage of students attaining minimum proficiencies in reading,
writing and performing mathematics. It is being implemented in 137 districts,
reaching out to 330,519 Anganwadi centres, 181,528 public primary schools and over
66.5 million children aged between 3 and 8 years.

The Government of Uttar Pradesh collaborated with Central Square Foundation (CSF)
in supporting and developing Mission Prerna to achieve foundational education.

Haryana government associated with Central Square Foundation to establish a

Project Management Unit in supporting the implementation of NIPUN Bharat
mission in the state. The partnership facilitated the development of structured
pedagogy materials, teachers' capacity building, and a tech-based monitoring
system.
 51

The Government of Punjab launched an initiative called ‘Padho Punjab Padhao Punjab’ to improve the learning outcome of the
children in their foundational years. The programme included lesson plans, teaching and learning materials, student workbooks
and assessments. CSF has been engaged with the Government in introducing innovations in the effectiveness of the
implementation and monitoring process.

Central Square Foundation is working with SCERT and Samagra Shiksha office in Telangana to develop academic and governance
initiatives to have better foundational learning outcomes.

In 2020, the Government of Madhya Pradesh, in collaboration with CSF, initiated ‘Project Ankur’ to drive and achieve foundational
literacy and numeracy across the state. A 30-member group has been set up, which has been staffed by the Education Alliance,
Room to Read, Central Square Foundation and Vikramshila Education Resource Society to support the planning and
implementation of the project.

The Government of Odisha engaged with various academic partners to strengthen FLN, which includes the development of
learning-teaching material and toolkits. Numerous project management units have been set across all the districts to improve
foundational learning. Home learning mechanisms have been set up to reduce learning loss when schools were closed through
the DIKSHA platform, and CSF’s TicTacLearn videos in Odia were promoted.

The Government of Assam and CSF have partnered in many orientation and communication programs at the district and block
levels that emphasize the importance of foundational learning.

Development Impact Bonds are innovative financial tools that can be used to mobilise capital at a large scale. Social Finance India
organised the ground-breaking Haryana Early Literacy DIB (2019–2022), carried out by LLF in association with the Haryana
government. To improve the learning outcomes of 164,000 students in grades 1 and 2, the DIB was implemented in 3,300
government schools throughout the seven districts of Haryana. The rewards were based on the results attained in this pay-for-
success approach.
 52

10.2 CASE STUDY - SCALING UP EARLY READING INTERVENTION (SERI), INDIA

The design and implementation strategy of the SERI program was based on Room to Read’s global literacy model that has been
implemented across Asia and Africa in the past decade. In 2003, Room to Read started operating library programs in India and in
2009, literacy instruction became part of the programme. Since 2009, Room to read has implemented its literacy program with
quasi-experimental impact evaluation that consistently demonstrated positive results. Furthermore, to scale up and strengthen these
programs, Room to read agreed with USAID in 2015 to implement the program in government primary schools in four states,
starting with Chhattisgarh and Uttarakhand in 2015 and ending with Madhya Pradesh and Uttar Pradesh In 2017. The agreement
called for a five-year programme with the twin objectives of proving a robust model for enhancing early grade reading abilities in
students attending government primary schools and proving a creative strategy for successfully scaling up the early-grade reading
model within the public education system.
The programme was designed to be implemented in three stages, with a
correspondingly gradual transfer of responsibilities to the state government.

Room to Read first implemented the (“I do”) phase that included literacy
instruction and library programmes directly in a small number of government
primary schools in chosen districts.
Secondly, Room to Read assisted state governments in the partnership ("we do")
phase in extending the model to all public schools in a block (subdistrict) or
district.
The model was then turned over to the state government for replication and
scale-up in other regions of the state during the scale-up ("you do") phase.

The Learning at Scale research study was focused on the partnership ("we do")
stage in Chhattisgarh. It was put into practice in one of the 28 districts of
Chhattisgarh. The initiative included 500 schools, which were arranged in 64
clusters over four blocks. A similar initiative was run in Uttarakhand during that
time, and two years later, it was also run in Madhya Pradesh and Uttar Pradesh.
 53

PROGRAM MODEL OF SERI

The direct implementation strategy employed in the demonstration phase served as the
foundation for SERI's "we do" partnership concept. In the direct implementation model, literacy
instruction was delivered by teachers using prepared lesson plans and a teachers' guide. Coaches
frequently visited schools and observed and assisted the teachers. Additionally, libraries were set
up in schools and storybooks written in the language of teaching were distributed.
Materials from the demonstration schools were reviewed and modified for
partnership schools by a District Resource Group, a group of district officials created
to offer technical support to the initiative. Materials included the following:

Student workbooks in two parts: The first section consisted of 10 weeks of

phonics-related tasks, and the second part was made up of decodable readers.

A teachers’ guide with scripted lesson plans.

Books for children's libraries in schools. In the partnership approach, the

government donated 300 books to each school; in the demonstration model,
Room to Read provided 1,000 books per school.

Letter cards.

Teacher support:
The Seri partnership program used a cascade model for training. Master trainers
received twice-yearly, often three-day training sessions. When SERI started, the
government had appointed master trainers in few states. In other states, master trainers
were nominated from among teachers, block and cluster resource coordinators. To train
instructors with a focus on applying new skills, master trainers were given training
materials, presentation slides, and session plans. The number of trainings varied from
state to state.
 54

Teaching support:
The coaches who supported teachers in the partnership model were the cluster resource
coordinators employed by the government. One cluster coordinator was responsible for
210–215 schools. Cluster resource coordinators initially worked alongside Room to
Read’s Literacy Facilitators, who built their capacity in school observation and coaching
by involving them in joint school visits. On each school visit, they were also required to
monitor the school library, observe a class, and talk to teachers about at least one area
that needed improvement as part of the SERI programme. A monitoring form with
details on library reading activities and book checkout was sent to cluster resource
coordinators. Once each month, block resource coordinators and cluster coordinators
met to talk about, among other things, their experiences helping teachers.

Pedagogical approach:
Room to Read used a thorough, evidence-based approach to literacy training in SERI.
Three elements made up its pedagogical model - development of oral language,
orthographic expertise, and exposure to text. The programme used a methodical
strategy to foster a reading habit and improve reading comprehension. Development of
oral language, phonological awareness, phonics, fluency, vocabulary, comprehension
techniques, and writing were the main areas of instruction. A library and opportunities
for individual reading served to supplement the instruction. In order to give children, the
most comprehensive literacy experience possible, the goals were to explicitly teach them
literacy skills and expose them to a variety of texts, including graded literature and
decodable.

The results of the impact evaluation study conducted after two years of intervention in
SERI demonstration schools showed that school children made 1.5 to 2 times greater
progress than their comparison school counterparts on the various reading skills
assessed. Additionally, the results from the SERI Program study suggest that the impact
of the program was sustained even when it was scaled up across larger geographies.
11
Nutrition and
education must
go hand in hand
 56

Children need appropriate nutritious and safe food, safe

drinking water; a healthy food environment; and adequate
nutrition to prevent malnutrition. Health and nutritional
values ​need to be introduced through early practice because
habits can be easily changed at a young age. Knowledge about
children's nutrition can be incorporated in schools, allowing
children to realize the importance of good food and healthy
eating habits and form them on their own from an early age.
Malnutrition during early childhood can lead to lifelong
developmental delays and disabilities, affecting child
development and learning and adult productivity and earning.
Malnutrition under five years of age includes both
undernutrition (stunting and wasting) and micronutrient
(deficiencies and overweight).

Foundational education highly depends on nutrition and health

because the latter determines the child's potential to grow and
prosper later. The children will sustain and contribute to the
larger society if only they are healthy. Nutrition deficiency and
lack of foundational learning during an early age can result in
the loss of academic and developmental abilities leading to
lifelong health and economic inequalities. Poshan Abhiyan, an
overarching programme for the holistic nourishment of children
and women, plays a vital role in ensuring the nutritional status
of children between 0-6 years of age. Post-pandemic, after the
humanitarian and health crisis, the central government merged
various schemes like Scheme for Adolescent girls and Poshan
Abhiyaan and re-aligned them as Saksham Anganwadi and
Poshan 2.0 for increasing outcomes.
 57

12
Digital
Learning and
Foundational
learning
 58

The pandemic highlighted the digital divide across

education caused by poor access or lack of affordability, or
inadequate technology infrastructure (including internet
connectivity and electricity) and devices (including
computer and mobile devices). The divide also varies
across demographics, geographies and communities.
Having internet access at home has become very
important and valuable to children so they can continue
learning even when they cannot attend school. Hence, to
bring greater equity in learning and address learning
recovery, the internet needs to be accessible to everyone.
In India, between 2020 to 2022, only 41.3% of schools had
access to computers and 24.5% to the internet. In addition,
students with disabilities face major challenges in acquiring
foundational education due to poor peer and parent
support.
 59

According to a UNICEF report in 2022, countries with a higher internet access rate at home tend to have a higher share of children
with foundational reading skills. Lack of internet access can be a massive hindrance to children in acquiring foundational learning.
This issue needs attention because, with the pandemic, schools have been closed, and they had to shift to distance or remote
learning, but some places, due to their geographic locations, do not have internet access. Therefore, children living in these
locations who could not equip themselves with digital devices were the most affected. Distance or remote learning should include
the distribution of paper-based materials or using computer/internet/mobile phones through which instructions can be conveyed to
the learners. The pandemic has brought some urgency to the need to address the digital divide, given the reliance on remote
learning while schools were closed. (UNICEF, 2022) Nevertheless, while developing digital learning materials, it is intrinsic to ensure
they are accessible to all learners, particularly differently abled and marginalised groups.

To strengthen the concept of distant or remote learning, the

Government of India launched ‘DIKSHA’ to provide quality e-
materials to students in all the states/UTs. NISHTHA 3.0 Online has
been developed on the DIKSHA portal to assist teachers in
strengthening foundational learning. It comprises 12 modules
broadly on FLN mission, numeracy and learning assessment, parents
and community engagement, multilingual education, toy-based
pedagogy, preparation module for Grade 1 children and Balvatika,
competency-based education, understanding the learner, and school
leadership.

DIKSHA also enables students/teachers with disabilities to access the

website using innovations like screen readers. Digitally Accessible
Information System (DAISY) and NIOS website have unique content
for visually impaired people with hearing challenges. In these portals,
3,520 textbook-based ISL (Indian Sign Language) videos have been
developed, out of which 597 are uploaded on DIKSHA. Moreover, a
10,000-word ISL dictionary and 3,474 audiobook chapters have been
uploaded on DIKSHA.
13
What is the index
on Foundational
Learning?
 61

One of the most significant challenges for India in education

planning is to incorporate primary education into the formal
education sector while retaining the distinctive elements of
quality education for young children. Ensuring access to quality
pre-primary and primary education is a crucial strategy for
improving learning and education outcomes and the efficiency
of education systems. Learning outcomes continue to remain
low in India. The first step to improving future attempts is to
understand why this problem exists.

Index on Foundational Learning presents a comprehensive

evidence-backed view of factors driving India's low learning
outcomes in early grades and outlines pathways for
improvement. It goes far beyond teacher absenteeism and
other factors, which, though critical, often narrows policy
thinking and debate about the needs of this age group. It
measures the core domains of education, health, and
governance of children ten years and below and can help states
identify areas that need to be addressed. Such an index will
identify regional differences across states and assess the overall
state of education for primary and pre-primary levels in India.

As States and UTs gear up to design and implement effective

programs to raise learning outcomes, they must look at the
evidence of breakdowns occurring in their systems. Policies and
programs designed to tackle these critical challenges will have
the greatest chance of improving learning outcomes for
children in India.
 62

State of
Foundational
Learning

Framework
 63

INDEX ON FOUNDATIONAL LEARNING

Educational Learning
Infrastructure Outcomes

Access to
Governance
Education

Basic
Health

Total 36 Indicators
 64

FRAMEWORK

• Percentage of schools with functional drinking water • Percentage of schools with internet facility available
Educational • Percentage of schools with hand wash facility • Percentage of Schools with functional CWSN friendly
Infrastructure • Percentage of schools with library facility toilet
• Percentage of schools with medical checkups • Percentage of schools with electricity connection
• Percentage of schools with functional toilets • Per 1000 distribution of households by distance from
• Percentage of schools with functional computer facility school having primary classes for each State/UT

• Primary level schools per lakh population • Percentage of all minority group's enrolment to total
Access • Percentage of teacher for primary level education enrolment - Primary
To Education • Pupil Teacher Ratio (PTR) - Primary • Pre school education - Percentage
• Percentage of enrollment of Children With Special • Dropout Rate - Primary
Needs (CWSN) in primary • Adjusted(NER) - Primary level for girls
• Gross Enrollment ratio (GER) - Primary

• Percentage of fully immunized children in the age- • Children under 5 years who are severely wasted
Basic group 0-5years • Children under 5 years who are underweight
Health • Children under 5 years who are stunted (height-for- • IMR
age) • U5MR

• NAS Scores: class 3 • Language

Learning • Language • Mathematics
Outcomes • Mathematics • Environmental Studies
• Environmental Studies • Transition Rate - Primary
• NAS scores: class 5 • Gender Parity Index (GPI) - Primary

• Expenditure on Education - As Ratio to Aggregate • Percentage of total assistance to non govt primary
Governance Expenditure schools
• Percentage to total expenditure on primary education • Percentage of expenditure -Mid day meal state share
for Govt schools • Percentage to total expenditure on primary education
• Percentage of expenditure on teacher training (BE) under SSA revenue account
• Central fund utilization under poshan scheme
 Dimension Rationale

Educational infrastructure captures how well states are performing in improving suitable
Educational learning spaces in the school, as they are the essential elements to ensure education
Infrastructure throughout children's lives. While learning is important, however, whether schools are
structured and designed to provide basic amenities for the safety and comfort of children is
equally important. Having a better-shared understanding of how the design of school
infrastructure affects vocational learning outcomes is very useful for states. It will increase the
efficiency of the resources invested in school infrastructure projects and lead to more effective
cooperation between stakeholders involved in the development of school infrastructure.

The Access to Education component measures the fundamental element of a child's life, i.e.
Access to Early and Elementary education. To learn and grow is the basic requirement for a child as
Education schools shape their lives from an early age as they spend up to the age of 18 years majority of
their time away from home learning at schools. Elementary education is the first and most
crucial step for every child towards becoming a human resource. They learn basic knowledge
and are equipped with interpersonal, problem-solving and other essential life skills critical for
well-rounded development. Along with teachers guiding the children academically, schools
need to promote inclusive and equitable for all children, especially for children with special
needs and belonging to minority groups. This dimension will help states better understand
and meet the specific needs of all the children and teachers in elementary education, with
positive impacts on vocational learning outcome.
 66

Dimension Rationale

A child's health is rooted in everyday life; it directly impacts learning outcomes for the children
Basic and future or realizing their true potential. It influences associated outcomes that shape their
Health overall well-being. The health and education of a child go together. Thus, it becomes crucial to
measure Basic Health as a part of the index. This component specifically talks about the health
conditions of a child. It focuses on indicators that reflect how health can be a major part of an
individual's participation in education throughout their lives. Health deficiencies like stunting
and wasting impede physical development and learning abilities, thus preventing them from
becoming functioning members of society. To realize the full potential in the future, a child
needs to have nutritious food, timely immunization, and other services that impact a child's
holistic growth and can have huge bearings on their productivity as an adult.

Learning Outcomes includes those indicators that show the current levels of learning states
Learning have achieved with a focus on primary and pre-primary children. This Dimension can be used
Outcomes as a checkpoint to assess learning as it paints a picture of the many factors that lead to poor
learning outcomes in the state. States making foundational learning a priority benefits the
individual child and improves the learning levels of the country as a whole. This will help them
achieve learning outcomes for all children in primary education, especially for children's
reading, mathematical and numerical abilities, and essential life skills are crucial. Investing in
early grades is also cost-effective as most of the learning takes place with groups of children -
with the highest rate of economic return comes from the earliest investments in children.
 67

Dimension Rationale

The role of good governance in raising education provision is vital in the context of improving
Governance vocational learning programmes, and its implementation across states. The governance
dimension tracks the budget credibility, transparency and assesses the effectiveness of public
education investments by central and state governments. These indicators provide a starting
point, drawing on existing data relevant to the education sector, which can be adopted to
measure the role of governance in education systems across all states. However, the challenge
of translating those allocations into functioning and effective education systems is a more
challenging step.
 68

MAPPING OF SDG GOALS WITH INDEX ON FOUNDATIONAL LEARNING INDICATORS

SDG PILLAR INDICATORS

Children under 5 years who are stunted
Zero
Hunger
Basic Health Children under 5 years who are underweight
Children under 5 years who are severely wasted

Access to Gross Enrollment Ration (GER) - Primary

Education Pupil Teacher Ration (PTR ) - Primary
Percentage Of Schools With Drinking Water
Percentage Of Schools With Hand Wash Facility

Quality Percentage Of Schools With Library Facility

Education Percentage Of Schools With Medical Checkups
Educational
Infrastructure Percentage Of Schools With Functional Toilets
Percentage Of Schools With Functional Computer Facility
Percentage Of Schools With Internet Facility Available
Percentage Of Schools With Functional CWSN Friendly Toilets
Gender Parity Index (GPI) - Primary
Good Health Learning
Outcomes Percentage Of Fully Immunised Children In The Age Group 0-5 Years For Each
and State/UT
Well-being
Basic Health Under-five Mortality Rate (U5MR)
 69

CATEGORY WISE RANKING – INDEX ON FOUNDATIONAL LEARNING

Small State Union Territory

FLN Scores Category Rank FLN Scores Category Rank

State UT
2022 2022 2022 2022

Punjab 64.19 1 Puducherry 54.76 1

Kerala 58.42 2 Delhi 52.13 2
Goa 51.05 3 Jammu & Kashmir 50.75 3
Uttarakhand 46.57 4 Lakshadweep 49.26 4
Himachal Pradesh 46.56 5 Chandigarh 48.53 5
Haryana 45.24 6
Andaman & Nicobar Islands 48.15 6
Odisha 44.36 7
Chhattisgarh 40.98 8 Ladakh 38.46 7

Jharkhand 39.82 9
Andhra Pradesh 39.02 10
Telangana 34.38 11

Note: Large states have above 10 million children Population aged ten years and below. Small states have below 10 million Population of age ten years and below. Northeast
states and Union territories are two separate categories as they remain distinct from other states considering their geography. Also, it is in line with the view that the central
government controls the development of Union territories and considers Northeast regions development imperative.
 70

CATEGORY WISE RANKING – INDEX ON FOUNDATIONAL LEARNING

Large State North-Eastern

FLN Scores Category Rank FLN Scores Category Rank

State State
2022 2022 2022 2022

West Bengal 54.58 1 Sikkim 56.75 1

Maharashtra 52.78 2 Mizoram 48.31 2

Tamil Nadu 52.23 3 Manipur 47.17 3

Rajasthan 52.12 4 Assam 46.15 4

Karnataka 44.91 5 Tripura 39.77 5

Gujarat 44.08 6 Arunachal Pradesh 35.82 6

Madhya Pradesh 42.43 7 Nagaland 34.41 7

Bihar 40.96 8 Meghalaya 29.66 8

Uttar Pradesh 37.46 9

Note: Large states have above 10 million children Population aged ten years and below. Small states have below 10 million Population of age ten years and below. Northeast
states and Union territories are two separate categories as they remain distinct from other states considering their geography. Also, it is in line with the view that the central
government controls the development of Union territories and considers Northeast regions development imperative.
14
Foundational
Literacy and
Numeracy –
Country level
Analysis
Overall India’s average score is 44.48.
Overall 18 out of 36 State/UTs have
scored above country average in FLN
index.
 72

Category wise Scores

Small State Scores of states

Category lie between 34.38 and 64.19

Large State Scores of states

Category lie between 37.46 and 54.58

North Scores of states

Eastern State lie between 29.66 and 56.75
Category

Union Scores of states

Territory lie between 38.46 and 54.76
Category

Proactive efforts of states are needed across the following

pillars : Access to education (36.67) and Governance (21.73) as
both the pillars have the lowest scores on index scores.
 73

VARIATION OF INDEX SCORES ACROSS ALL THE STATES AND UTS

• There appears to be a lack of consistency

in states across different pillars. Many
states have fared high in Educational
Infrastructure. Most states and union
The impact of Covid-19
territories have a below-par performance has been observed across
in Access to education, Learning
outcomes and Governance.
all states/UTs.

• The variance not only showcases an

overall score but also helps us to identify
areas that should be regional priorities
by providing scores for areas ranging
from learning outcomes to good
governance. Developmental issues are
often unique to their regional location,
and it, therefore, remains critical to
address challenges based on their
distinct properties.

• It can be observed that Punjab features

as a positive outlier in index’s pillar
scores, thus demonstrating its robust
performance in the area of education
due to the state’s emphasis on improving
learning outcomes, education
infrastructure and focus on the quality of
education for all.
 74

ACCESS TO EDUCATION
04
As per UDISE 2021 report, there was postponement in
01 enrollment of pre-primary, grade 1 and Children With
Special Needs (CWSN) due to COVID-19.
About 50% of states have scored above
national average i.e., 43.28 in access to
education pillar. Most of the Union territories 05
have scored low and below national average Most states lag in the enrolment of CWSN except for
except for Delhi reflecting the need to assess Lakshadweep (2.27 per cent ) and Kerala (2 per cent),
the indicator’s performance in the region. which had the highest percentage across all states/UTs.

02 06
In the large state category, West Bengal
It has been observed that
has scored the highest i.e., 67.75, it is the
dropout rates have increased
only state where more than 50 percent of
in north-eastern states the
the teacher are for primary education, for
most. Manipur has the highest
every 30 students there is one teacher.
dropout rate for primary grade
Uttar Pradesh has the second highest
in the country i.e., 8.6. It is
score in same category i.e., 51.65 , it has
closely followed by other NE
the second highest percentage of teacher
states; 8.3 in Arunachal Pradesh
for primary education i.e., 39.38. At the
and 8.1 in Mizoram.
same time, it also has the lowest primary
schools per lakh of its children population
The Right of Children to Free
with a dropout rate 2.2.
and Compulsory Education
(RTE) Act, 2009 has laid down
that PTR for primary schools
03 should be 30:1.1 Overall states
The variation in state’s scores of this pillar showcases have satisfactory PTR except for
the impact of pandemic led closures on children’s Bihar(57)and Delhi (33).
school education.
1. [Link]
 75

EDUCATIONAL INFRASTRUCTURE

01 This pillar has most of the UDISE parameters for the

year 2021 when most of the schools were shut down
due to covid-19 which affected at least 250 million
students in the country2.

02 19 states have scored above national average 67.12

in the educational infrastructure pillar.

03 Punjab has scored the highest i.e. 97.98 in Small

State category and is closely followed by Delhi with
a score of 95.52 in union territory.

04 In Large state category, Tamil Nadu has scored 84.99. In the

north-eastern category, only Sikkim has scored 75.53 which
is above national average. Other north-east states have
scored low on all parameters of relative to Sikkim .

05 In particular performance of Meghalaya is concerning as it has

scored the lowest i.e. 3.01. This is because it has the lowest
percentage of schools with functional drinking facilities, library
facilities, schools with internet facilities and electricity connection.
Therefore concrete efforts are required to strengthen the education 2. The impact of COVID-19 on school education
infrastructure in the region. and the ro - KPMG India ([Link])
 76

BASIC HEALTH

01 The pillar Basic health assesses health parameters of

children under the age of 5 years that play a major
role later in individual's participation in education
throughout their lives. Its national average is 51.63.

02 50 per cent of states/UTs have scored above national

average. Puducherry has scored the highest i.e., 92.35 in
UT category. It is closely followed by Kerala (79.25) and
Sikkim (79.09) in Small state and North-eastern category.

03 All states have scored below national average in the large

state category, except for Tamil Nadu and West Bengal.
Uttar Pradesh (19.44) and Bihar (12.58) have the lowest
scores. It has been further observed that both the states
have the highest percentage of stunted children, infant
mortality rate and U5MR across the country.

04
It is also important to look at how performance of the states
on the key parameters have evolved from NFHS 4 i.e., 2014.
In the next sub section, we explore change in key
parameters: U5MR, Stunting and Underweight children
across the country.
 77

05 07
Multiple factors affect a child’s overall As per NFHS-5 (2019-21), Stunting for children under 5 years have improved as
development, but nutrition is one of the compared with NFHS-4 (2015-16) as it has reduced from 38.4% to 35.5% for
significant factors that impact a child’s India. India’s SDG target for reduction of percentage of children who are
brain development. The deficiency of stunted is 6 by 2030. However, states are way behind of this goal.
nutrients among early children places
them at elevated risk of physical and
mental impairment and death. Its impact Following states in figure have reduced
becomes apparent only through later
year gains for the child in the academic,
stunting over the last 5 years the most:
cognitive, and social context.
Selected states have reduced stunting by more than 6
points over the last 5 years

06 50
45
40
NFHS survey provides us with real-time 35
evidence-based data to understand the 30
25
challenges around malnutrition for children
20
under 5 years, which further have bearing 15
on early childhood education. This age 10
bracket is a critical window for a child, with 5
their need for nutrition and stimulation to 0
affect cognitive enhancement at its peak. Rajasthan Sikkim Uttar Pradesh Haryana Uttarakhand Madhya
The nutritional needs of children have been Pradesh
prioritized by SDG Goal 2: Zero hunger Percentage of Children under 5 years who are stunted (height for age) NFHS 4
which focuses on ensuring access to safe,
nutritious, and sufficient food for all. Percentage of Children under 5 years who are stunted (height for age) NFHS 5
 78

LEARNING OUTCOMES

01 15 out of 36 states/UTs have scored above national average of

learning outcomes i.e., 44.78. Scores under this pillar reflect how
overall country has performed in NAS 2021 survey which was held
during November 2021, when most of the schools started recovering
from the learning loss accrued due to pandemic.

02 In the Small state category, Punjab has scored 96.36 which

is the highest across all states. The state’s high score can be
attributed to its best performance in all subjects of NAS
2021 scores for grade 3 and grade 5 across country.

03 In Large state category, Rajasthan and Madhya Pradesh

have scored 77.93 and 64.14 respectively. Whereas in Union
Territory category Chandigarh leads with a score of 68.74.

04 In North-eastern category, only 2 states have scored above

national average i.e., Manipur (59.61) and Assam (59.27).

This pillar also evaluates states on other parameter such as Gender Parity

05 Index(GPI) and Transition rate. Most of the states have shown satisfactory
performance across both parameters.

06 A GPI between 0.97 and 1.03 indicates parity between the genders. (UNESCO)3.
Only 5 States i.e., Andhra Pradesh, Mizoram, Odisha, Punjab and Sikkim have GPI
less than 1, out of which only Sikkim has the lowest GPI i.e., 0.93.
3. [Link]
n/glossary/gender-parity-index-gpi
 79

NAS 2021 VS 2017 : BEYOND ABSOLUTE SCORES

NAS survey is a powerful tool to assess learning profile across India at state and district level. This survey uses IRT
models which is considered a best practice for large scale assessment surveys like PISA. It is mathematical model used
to link a student’s probability of responding correctly to a particular item, thus taking care of the two main factors, i.e.,
the student’s level of ability and the item’s level of difficulty to analyze test scores. This also facilitates comparison of
different cycles of NAS survey. Therefore, it is also important to look at the delta change of NAS scores to assess the
real impact of survey which will also indicate whether states have improved their performance from 2017.

It has been observed that Punjab is the only state which has
shown improvement in mean scores across all subjects for
grade 3 and 5 from 2017 by more than 20 points. It is noted
that there is an overall drop in scores of mathematics for all
states and UTs except Punjab in both grade 3 and 5 reflecting
students would take time to recover from learning loss due to
pandemic. It is further observed that grade 3 and 5 NAS
scores have dipped for most of the states .

In Grade 3, drop by more than 35 points has been observed in Karnataka,

Andhra Pradesh, Telangana and Uttarakhand in all subjects. The states
(including Kerala) have also shown big drop in scores of grade 5,
especially in mathematics by more than 50 points from 2017.

This reflects the need to assist students to recover from learning loss in
their foundational years of education. It should be a priority for
aforementioned states and other states alike. There is an urgency to scale
up solutions that not only address these gaps in learning outcomes but, at
the same time, its opportunity for states/UTs to mandate appropriate
learning environments for all, especially for children from vulnerable and
marginalized backgrounds.
 80

DIFFERENCE IN STATE’S PERFORMANCE OF GRADE 3 ACROSS FLS 2022 & NAS 2021

To deep dive into understanding

how NAS learning outcomes results
Survey FLS 2022 NAS 2021
have shaped, here the comparative
performance of students for Percentage of students who Percentage of student’s
selected states of grade 3 has been State Exceeds global proficiency in performance in advanced
evaluated in tables below. The English level in Language
comparison does showcase mixed
performance states when it comes Punjab 47 26 Scored high both
to global benchmarking the learning Kerala 39 19 on FLS and NAS
outcomes in both of these surveys. Sikkim 34 14

Rajasthan 27 18 Scored low on

Chandigarh 25 17 NAS compared to
FLS has evaluated 20 languages but FLS
for comparison we have taken
Telangana 25 6
English as it was surveyed in most of
the states. The percentage of
Uttarakhand 52 10
students who did exceed global Scored high on
proficiency in English have been Delhi 42 9 FLS compared to
taken from FLS 2022, whereas Jharkhand 40 10 NAS
percentage of student’s Karnataka 33 13
performance at advanced level for
Himachal
language has been taken from NAS
Pradesh 27 11
2021 for grade 3. Lower percentage
Madhya
of students in both the criteria have
Pradesh 26 13
been observed.*
Puducherry 15 13

Note : Comparison must be done with caution since the sample size and survey scores of both surveys differ and are directly not comparable to each other.
 81

GOVERNANCE
04
Delhi is the only state with the highest expenditure on
01 education - as ratio to Aggregate Expenditure i.e., 22.8
The governance pillar captures budget allocated, which has also reflected in its performance as it has
transparency and effectiveness of implementation scored 36.48, which is highest in UT category. It is closely
of targeted schemes across states. This pillar has followed by Assam and Bihar with 18.6 and 18.1 per cent
the lowest national average across all categories respectively.
i.e., 21.73. 16 out of 36 states/UTs have scored
above national average in governance pillar.
05
02 It is noted that Andaman
& Nicobar Island and
Bihar has scored the highest in large state Tripura are the only states
category. Whereas in North-East category, which incurred more than
Sikkim leads with a score of 38.51. 30 per cent share of
budget on mid day meal.

03
Central fund utilization under POSHAN scheme
has been observed high for the following states: 07
Maharashtra (13.45 per cent), Bihar (9.32 per For further in-depth analysis of
cent) and Gujarat (7.29 per cent). governance across states, there
is a need to monitor recent
budgetary allocations and policy
04 measures of states/UTs
The centrally sponsored scheme provides one hot cooked especially in backdrop of
meal in Government and Government – aided schools. 7.37 pandemic. This would help in
crore children under 6 months to 6 years are covered under assessing governance outcomes
POSHAN scheme. It aims to reduce malnutrition in the better in future iteration.
country in a phased manner, through a life cycle approach,
by adopting a synergized and result oriented approach.4 4. [Link]
 82

DISTANCE FROM THE FRONTIER (DTF) - SCORES

This section captures the progress of states on States/UTs have performed relatively high on
foundational learning. It enables them to assess their educational infrastructure. However, states must
position, i.e., how close/far they are from their targets. recognize that while investment or improvement in
We compare the FLN score 2021 with the FLN score educational infrastructure is essential, focusing solely on
2020 by calculating their distance from the frontier (DTF). them will not result in improved learning outcomes.
Especially in the backdrop of learning loss experienced
The difference between a region's best and actual by children due to the pandemic.
performance based on the specific paradigm is defined
as DTF(s). The lower the DTF, the closer the state is to be Finally, it is critical to recognize that the road to
the best. For example, if a state's FLN score in 2021 is 40, improved foundational learning skills is not an overnight
its DTF will be 60 since 100 is the frontier. And if its FLN process; concerted efforts are required to address the
score rises to, say, 45, its DTF increases to 55, indicating learning crisis, including systemic approaches to improve
that the state has moved 5 points closer to the frontier. learning for all children; reaping the benefits of
education will take years.
The goal is to calculate the increase in DTF from 2020 to
2021. Except for the NFHS indicators, all framework
indicators were available annually. The section attempts
to gain insights from the available UDISE and other
parameters driving FLN scores.

As the section progresses, it will be clear that the

majority of the States/UTs experienced a decline in their
learning outcomes pillar compared to the other pillars.
 83

DISTANCE FROM THE FRONTIER (DTF) – LEARNING OUTCOMES PILLAR

The snapshot on country’s position Separate DTF analysis on this pillar reveals that only Punjab has improved on
in table 1 on learning outcomes learning outcomes by 8.35 points, reflecting the extent of the country's
concur that effectively across all learning loss due to the COVID-19 pandemic. Children's foundational years of
grades learning outcomes have education necessitate an immediate coordinated effort on the part of
declined. This has been duly-noted in teachers, schools, parents, state governments, and other key stakeholders.
previous sections as well. This would ensure that the children who are the most at risk of not acquiring
foundational learning skills are prioritized, with a focus on learning recovery.

Table 1 - National Mean –

Learning outcomes Scores out of 500
National
Achievement Grade 3 Grade 5
Survey (NAS)

Language Maths EVS Language Maths EVS

2021 323 306 307 309 284 283

2017 336 321 321 319 310 310

Percentage
Change 3.87 4.67 4.36 3.13 8.39 8.71
 84

DISTANCE FROM THE FRONTIER (DTF) - SCORES

DTF scores have been calculated based on three Table 1.1

pillars except for learning outcomes.

The analysis of states/UTs on the rest of the State/Uts DTF 2020-21 DTF 2019-20 DTF
pillars reflects that 14 states out of 36 states/UTs
have improved their DTF scores significantly Bihar 43.44 59.41 15.97
between range of 0.32 and 15.97 as given in Arunachal Pradesh 65.21 79.91 14.70
table 1.1. Uttarakhand 33.27 42.35 9.09
Tripura 50.90 59.32 8.42
Bihar and Arunachal Pradesh have moved Andaman and Nicobar Islands 52.96 58.57 5.61
towards frontier by more than 14 points. These Odisha 42.90 48.36 5.46
states have improved on indicators of access to Sikkim 32.15 37.21 5.05
education and governance pillar. Gujarat 46.01 50.64 4.63
Assam 31.44 35.48 4.04
In contrast, Puducherry, Haryana, Lakshadweep, Ladakh 60.73 63.97 3.24
Uttar Pradesh, Goa, Kerala, Delhi, Dadra and Telangana 53.36 56.29 2.94
Nagar Haveli & Daman and Diu have moved Jammu and Kashmir 44.24 46.70 2.46
away from frontier by 10-23 points. Maharashtra 32.38 33.15 0.76
Madhya Pradesh 52.25 52.56 0.32
Puducherry and Haryana have moved away from
the frontier by 23 and 20 points, respectively.
The fall in their scores is due to indicators of
access to education such as NER, Adjusted NER
and percentage of CWSN which have fallen; PTR
has marginally increased. And out of two,
Haryana has also seen a rise in dropouts, i.e., 2.
 85

IS THERE ANY RELATIONSHIP BETWEEN SOCIAL PROGRESS PILLAR - ACCESS TO

BASIC KNOWLEDGE AND FLN INDEX SCORES ?

The Social Progress Index (SPI) is

explicitly focused on non-economic
aspects of national performance. It
alludes to three broad elements of
social progress, which we refer to
as dimensions: Basic Human Needs,
Foundations of well-being, and
Opportunity.

Access to Basic Knowledge is one

of the most important aspects of
foundations of well-being. The
component's evaluation considers
variables related to a child's
education, which is critical for
maintaining the foundations in
place for long-term social progress.

On a personal level, an educated

person can make wise decisions
about their health, nutrition, and
welfare, directly affecting their
quality of life.
The model has an R-squared For e.g., Punjab ranks above in both the
value of 0.44, i.e., only 44.% of the index. Whereas Meghalaya, Dadra and
There is a positive correlation
changes in SPI – Access to Basic Nagar Haveli and Daman and Diu,
between Access to Basic
Knowledge component scores Jharkhand and Bihar have scored the
Knowledge and Foundational
can be explained by FLN index lowest on both the index.
Learning and Numeracy scores.
scores.
15
Recommendations
 87

A IMPROVE PERIODICITY OF NAS & SAMPLE SIZE OF FLS FOR

CONTINUOUS ASSESSMENT OF LEARNING OUTCOMES

• NAS 2021 survey has rightly expanded upon appropriate data for evaluation and monitoring of learning outcomes. NAS
2017 was based on the data collected from approximately 1,10,000 schools, 2,70,000 teachers and 22,000,00 students.
Whereas the latest survey is based on the data collected from approximately 1,18,274 schools, 5,26,824 teachers and
34,01,158 students. Clearly the sample size of students has been increased. A comprehensive education management
information system that evaluates well-defined administrative and pedagogical indicators to assess learning outcomes
better.

STUDENTS: TEACHERS: SCHOOLS:

NAS 2017 2,70,000 1,10,000
22,00,000

STUDENTS: TEACHERS: SCHOOLS:

NAS 2021 34,01,158 5,26,824 1.87,274

• In addition to this, the FLS 2022 survey is the right step to look at newer ways of collecting appropriate data to measure
the learning outcomes and thereby ensure data-driven policy for maximized impact. It is important to increase the
frequency of such surveys. It would be critical to ensure that data collected from the field should be appropriate enough to
be used by the states to design their plans, and data collected from the states should have the push to influence policy at
the Centre. Under FLS 2022 survey approx. 86,000 grade 3 students from 10,000 schools were covered. The sample size
needs to improve. Simultaneously, it will be important to have data on the teachers that help schools focus on improving
their classroom practices and make well-informed decisions.
 88

B DISAGGREGATED DATA FOR LEARNING OUTCOMES ACROSS ALL AGE

LEVELS OF SCHOOL EDUCATION WITH A RENEWED FOCUS ON FLN:

• In addition to appropriate data related to evaluation,

monitoring the data at disaggregated level would
need to be embedded within the system with well-
defined outcome-based indicators on pedagogical
framework and education across India. A database
capturing a holistic story of learning outcomes
within a country at state and district level. FLS 2022
was conducted for 10 districts, perhaps its coverage
for all districts could be improved over the next
years. It can lead to improved access to education
and formulating better policies for students with an
aim of improved learning outcomes.

This is also in line with the Commitment

to Action on Foundational Learning
i.e., ensure all children, including the
most marginalized, develop foundational
learning to realize their full potential and
participate in society.(UNICEF)

Commitment to Action on Foundational Learning | UNICEF

 89

C LANGUAGE FOCUSED INSTRUCTIONAL APPROACH

A language-focused instructional approach

backed by meaningful interpersonal interactions
between the teacher and the child is very useful for
teaching learners how to read and write, and it is
particularly useful for children from demographically
diverse homes. A literacy programme that
specifically covers orality, orthographic expertise
building, and exposure to a variety of texts within
classroom instruction time, can then create
sustained literacy gains. Considering the emerging
trends of multilingual contexts, early reading
programmes must also be mindful of the student's
psychosocial needs, including their home cultures
and language(s) they are learning, and opportunities
they have to hear and use it outside of the
classroom. It becomes a particularly effective
educational strategy for learners who are learning
the language for the first time or who have limited
family support for tutoring. A basic requirement for
an engaging language and meaning-focused
approach and literacy instruction is to ensure a safe
and secure classroom environment that facilitates
interaction between students, teachers, and the
world of language.
 90

Capacity building of teachers

'The purpose of education is to make good

human beings with skill and expertise.
Enlightened human beings can be created by
teachers. Changes in the education policy is a
major way to provide the nation better
students, professionals and better human
being’
- PM Narendra Modi

Role of teachers is crucial in child’s development. Focus on capacity building and availability of teachers is needed because they
play a major role in imparting knowledge to the learners. The foundational education depends on the teaching methods and how
the students are taught. There needs to be special attention in the rural areas, the districts with a higher percentage of
marginalized communities, mostly scheduled caste and tribe populations, and the north-eastern region. The government needs to
make significant efforts in identifying and recruiting language teachers from every community, so teachers are available for
students with different mother tongues. Simultaneously, the working conditions of the schools of these areas, including basic
amenities, libraries, and technology access, need to be improved.

Source: PM delivers inaugural address at the Higher Education Conclave ([Link]

 91

D MEDIUM OF INSTRUCTION SHOULD BE IN A LANGUAGE THE CHILD UNDERSTANDS

The medium of instruction during the - A strong foundational programme for first-time literacy
foundational years should be in a language the instruction (in first language) should draw on and/or
child is familiar with or understands. develop the child's strong oral skills, create a print-rich
environment to spark the child's interest in the written
Teaching or conveying instructions in a language the child is word, start with sorting, pattern-spotting, and drawing
unfamiliar with can be an obstruction and put the child at a activities rather than activities directly related to print
disadvantage in learning the basic foundation. Better learning instruction, and validate and connect experiences from
outcomes can be achieved for children if foundational learning home and school.
programmes take into account needs of both mother language
and second language learner. - In contrast, the second-time literacy instruction (in
second/third language) can concentrate on a different
set of ideas. The suggestion is that various aspects of
foundational programmes are transferable from one
language to another. For example, the understanding
that printed language goes in a given direction, that
blank spaces distinguish between distinct words, that
specific symbols denote the conclusion of an idea,
various symbols can be combined to create new
sounds, etc. Growing evidence from research studies on
the alphabetic languages supports the idea that well-
developed foundation skills in one language can easily
be transferred to learning to read in a second or third
language. However, in the context of Indian languages,
there are currently no such cross-linguistic studies
capturing transfer from one language to another and
this could be explored through research.
 92

E HOME LEARNING IS EFFECTIVE WITH ACCESSIBLE DIGITAL TECHNOLOGY

Improving Internet penetration across India: The world is

Home learning is effective for foundational
shifting towards digital technology, especially since the covid
learning. It can drastically improve the foundational
pandemic situation, so the internet needs to be accessible to every
education of a child, and parents contribute to
child. The children should be provided with devices that enable
creating an enabling environment at home
them to continue their education through remote learning.
because the child spends most of the time at
Particularly in geographically rugged terrains, efforts must be
home. Verbal environments influence and make
made to connect every region with a good network. There needs
learning a language more effective and smooth.
to be an emphasis on including children from every community
Effective measures and solutions must be
regardless of their socio-economic conditions so that no child is
developed that require minimum parental effort
excluded from the learning process. At the same time, all the
and allow children to learn, especially for working
schools must have internet access.
parents. In addition, the capacity building of
parents has to be addressed and taken into
account. For instance, in Turkey, evaluations of an
intensive parenting intervention that combined
home training for mothers with either a centre-
based or custodial day care program showed a
strong correlation between mothers’ participation
in the programme and children’s scores on
cognitive assessments. Bolivia also has a similar
programme comprising workshops for parents on
health, hygiene and development with a skill-based
literacy program and home visits that showed
positive results.
 93

F ASSESSMENT FRAMEWORK FOR LANGUAGE AND LITERACY ACQUISITION

The assessment framework for literacy and Picture-vocabulary tasks:

language skills has a strong psychometric
approach and accounts for the unique The former is assessed through picture identification tasks, such as
orthography, and psycholinguistic properties of identifying the picture from multiple choices that match the target word,
the language in a way that the sample skill set is while the latter can be evaluated via picture naming tasks, for example,
crucial to the concurrent relationships with and to provide a label for the target picture. The most common techniques
predictive of future literacy outcomes. for assessing spoken language proficiency are picture identification and
picture naming activities. Although this method covers a very small
The framework helps in determining domain- portion of oral language, it can significantly help the children in learning
related specific skills that need to be assessed about the nouns and verbs that may be illustrated in a straightforward
and has immense potential to enhance and understandable way.
teaching-learning processes or whether the
assessment design requires further research.
Word definition tasks:
The equity and sensitivity of assessments to
demographic diversity, for instance, the socio- This method helps in measuring the vocabulary depth of the child, in
economic aspect, home languages, socio- contrast to the picture-vocabulary tests, which measure vocabulary
contextual factors like access to literacy resources, breadth. Further, improves their cognitive and linguistic skills.
and classroom practices, are very important Children’s responses can be evaluated using coding schemes, but this
considerations in the use of testing tools because also presents a barrier for the examiners because they must accurately
contextual realities may deprive many young record running responses in order to code them later or grade the oral
learners of opportunities to learn and consolidate responses as they are given in real-time. Therefore, ensuring inter-rater
their emergent and early literacy skills. Various reliability is crucial when grading the responses of the children.
assessments include –
 94

Sentence Listening Phonological

repetition comprehension tasks : processing tasks:
tasks: In order to assess oral language Phonological processing is the ability to
proficiency that is beyond the separate and manipulate the sounds of a
This is an innovative and simple level of single word meanings and language. The tasks include blending of units,
way to evaluate language sentences, listening finding or creating rhymes, parsing or
processing mechanisms where comprehension exercises in segmenting units, identifying words that start
children repeat word by word a particular are well suited for and end with the target sound, and replacing
sentence which is spoken aloud beginning readers. Multiple- or deleting the first, last or middle unit.
by the examiner. It is a very choice questions with written, However, more research is required on
promising approach for assessing spoken, or visual options can be comprehensive phonological processing to
oral language because of its wide used to elicit comprehension of critically examine whether the phonological
sampling of the language recently heard materials. Especially skills being tested by different people have
domain, especially in the context for young learners, pictorial similar specificities and if the tasks can be
of second language learning. The formats aids in lowering cognitive interchanged.
majority of sentence repetition load and reducing rating errors
exercises use a word-by-word when grading oral responses in
coding system and cover a variety real-time. At the same time,
of sentence forms. This includes challenges related to multilingual
evaluating the precision with and dialects contexts persists. For
which children produce the word instance, when examiners are not
stem as well as any inflections from the same language
that change the word’s meaning background as the children they
to capture the desired event are assessing. Therefore, the tasks
semantics, such as who-did-what- needs to be developed and
to-whom. assessed with extensive sensitivity
and appropriateness.
 95

Emergent literacy tasks: Reading Writing assessments:

comprehension
The term ‘concepts about print’ refers Writing skills for the youngest learners
to children’s knowledge of print
tasks: can be assessed using scribbles, drawings,
norms, its uses and functions. These or made-up spellings in response to a
includes being able to understand These assessments typically are prompt. Children’s emergent writings can
book orientation, print directionality, in the form of responses that are be elicited by many prompts, such as
and the meanings which are based on passages that are reading aloud a short narrative and
conveyed via prints. For example, the either read aloud or silently by asking the child to illustrate and write
child should know the meaning of a the learner. Questions may bring about it. Dictation, a commonly used
question mark or comma on a book, out factual data, inferences, or a assessment in classrooms helps in
show how the finger should move summary of the text that was assessing the spelling attainment of the
while reading from a book, which way read. The assessment method learners.
to read from a book, etc. Time-bound can be through multiple-choice
shared book reading interactions are with verbal or visual format, that
extremely effective at eliciting can prompt a written or spoken
concepts about print and other response, or can ask the learners
emergent literacy tasks. to narrate a story.

Language and literacy assessments must take into account variances caused by regional languages and diversity. Assessments on
symbol knowledge need to consider the wide variety of letters/alphabets beyond the basic understanding of vowels, consonants with
the inherent vowel, and consonants with vowel ligatures. Comprehensive reporting of text elements linked to syntax and semantics will
improve assessments based on reading passages, such as listening comprehension and reading comprehension. Additionally, the use of
multiple assessment formats will help create a skill profile for the learner that is more comprehensive. Monitoring the test development
process and demonstration of psychometric properties are imperative and essential components of a strong assessment framework.
 96

G LEARNING FROM PEERS AND ADOPTING BEST PRACTICES

• The index's second edition continues to serve as a

guideline for evaluating the performance of the
states and union territories and encouraging peer-to-
1. Greater access to schools for school-aged
children.
peer learning to raise individual performances. In the
spirit of corporative federalism, it is essential to
constantly assess each region's status on
foundational learning and numeracy. This will help to
2. Improved quality of education being
imparted in public schools.

3.
foster peer-to-peer learning.
Robust monitoring & evaluation mechanisms
for evidence-informed service delivery and
• For instance, NAS 2021 findings have revealed that improved accountability, embedded in each
pandemic induced a negative impact on the learning
layer of the system.
outcomes of all regions. The findings highlighted that
Punjab had the highest learning outcomes across the
country for grade 3 and 5. Also, it is the only state in
which learning outcomes have improved from 2017.
Punjab’s turnaround performance is a result of its
continuous to efforts separate the system of public
education into three dimensions: Access, Quality
and Monitoring & Evaluation. (Implementing
Deeper Learning and 21st Century Education
Reforms). Through a revamped and streamlined
state education system, the main objective of the
reform (the "impact") was to give Punjabi children
access to high-quality education. It accomplished this
by resulting in three key outcomes:
 97

Punjab has improved

learning outcomes of
students since 2017 through
Padho Punjab Padhao
Punjab (PPPP)
Programme. The learning
levels target to be achieved
for different subjects in
classes I to V are
determined every year by
the Department of School
Education. Overall there is
an urgency for states to
scale up solutions to address
these gaps in learning
outcomes especially in the
backdrop of learning loss.
 98

H TRACKING FLN SPECIFIC OUTCOMES

Disaggregated data for FLN outcomes across grade below primary level, with a renewed emphasis on FLN. Currently, many of the
indicators taken up for constructing the FLN Index are related to primary education. Therefore, appropriate data related to FLN
outcome-based indicators must be embedded and evaluated within the states/UTs education system with a well-defined
pedagogical framework. These indicators would include the following:

INDICATORS THAT CAN BE

PILLARS INDICATORS THAT CAN BE ADDED
MEASURED

- Percentage of out of school children

- Percentage of single teacher schools - Percentage of schools with dedicated grade 1/2
For access to - Percentage of habitations with primary schools within 1 km teacher
education: - Percentage of schools with pre-school sections or co-located - Percentage of schools with trained FLN teacher
anganwadis

- Percentage of schools having FLN materials apart

- Student Classroom ratio (SCR) at Primary from textbook
Educational - Percentage of schools with multigrade teaching (i.e., < 1 - Percentage of schools having FLN teacher guide
Infrastructure teacher/grade) - Percentage of schools with print rich grade 1/2
classroom

- Intra-class variation/ standard deviation of scores

Learning - Percentage of zero scores -
outcomes - State level assessment scores - grade 2/3

- Average no of monitoring visits per school

- Percentage of teacher vacancy
- Average no of days of teacher training on FLN
Governance - Percentage of academic monitors (BRC/CRC) in position
 99

WAY FORWARD

This report demonstrates essential methods and best

practices that must be adopted to strengthen children's
learning outcomes in multilingual environments with a critical
focus on language. Two factors determine the learning
process and literacy development in children, explicitly
teaching and appropriate assessments, both facilitated by
language. Therefore, the language system critically supports a
child’s ability to communicate, understand and express as the
child starts learning to read and write. Since language is the
primary source of communication, more research should be
conducted on “what language to be used for teaching in
multilingual countries’ and ‘how they should be taught’
during the foundational years of children. At present,
improving learning outcomes is the main objective, and for
this to happen, our queries should stress ‘how early literacy
programs can work better’ and ‘why does an early literacy
program work or not work ’ because this will decide what kind
of programmes works and yields the desired result. Adding to
this, the capacity building of teachers and Anganwadi workers
can significantly catalyse children's learning process because,
during the foundational years, they interact with children the
most after the parents.

Therefore, it is crucial to put education research and learning

science at the top of our agenda as we work to enhance
learning outcomes and establish education curriculum and
policy framework while battling the learning crisis that engulfs
many low-income communities throughout the developing
globe, especially in the post-pandemic situation.
16
Scorecard
Andaman and
Nicobar Islands Educational Infrastructure 76.79 Basic Health 66.62

Index on foundational learning Stunted Children (under 5 years) % 90.57

Schools with Electricity connection (%) 89.86
State of FLN: 48.15 Schools with functional computer
facility (%)
55.25 Fully immunised children under 5years (%) 53.78
Infant Mortality rate 59.13
Schools with functional CWSN friendly 22.06
toilet (%) Severely wasted Children (under 5 years) % 70.93
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 59.03
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 61.13
Schools with hand wash facility (%) 100.00

Schools with internet facility available (%) 31.38 Learning Outcomes 44.14
Schools with library facility (%) 99.44
Gender Parity Index (GPI) 63.16
Schools with medical checkups (%) 71.08
NAS Class 3 - EVS 43.86
Households 1 km from school having 0.00
NAS Class 3 - Language 50.77
primary classes
NAS Class 3 - Mathematics 26.87
NAS Class 5 - EVS 46.00

Access to Education 22.40 NAS Class 5 - Language 48.15

NAS Class 5 - Mathematics 29.63
Primary level schools per lakh population 19.28 Transition Rate - Primary 95.50
Adjusted(NER) - Primary level for girls 0.00
Children With Special Needs (CWSN) (%) 20.85 Governance 30.81
Dropout Rate - Primary 73.26
Minority group's enrolment (%) - Primary 29.04 Central fund utilization under Poshan 100.00

NER Enrollment ratio (NER) - Primary 0.00 Expenditure on Education - As Ratio to AE 0.00
Pre school education - Percentage 100.00 Expenditure on primary education for 46.83
90.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
28.88 Expenditure on primary education 45.45
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 45.45
Overperforming Performing within expected range Mid day meal State expenditure (%) 46.83
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Andhra Pradesh Educational Infrastructure 61.95 Basic Health 46.07

Index on foundational learning Stunted Children (under 5 years) % 57.74

Schools with Electricity connection (%) 93.47
State of FLN: 39.02 Schools with functional computer
facility (%)
26.83 Fully immunised children under 5years (%) 40.81
Infant Mortality rate 39.88
Schools with functional CWSN friendly 6.04
toilet (%) Severely wasted Children (under 5 years) % 56.98
Schools with functional drinking water (%) 80.06 Under 5 mortality rate 41.14
Schools with functional toilets (%) 20.51 Underweight children (under 5 years) 40.28
Schools with hand wash facility (%) 81.46

Schools with internet facility available (%) 20.70 Learning Outcomes 30.56
Schools with library facility (%) 88.74
Gender Parity Index (GPI) 26.32
Schools with medical checkups (%) 84.42
NAS Class 3 - EVS 36.84
Households 1 km from school having 100.00
NAS Class 3 - Language 32.31
primary classes
NAS Class 3 - Mathematics 38.81
NAS Class 5 - EVS 20.00

Access to Education 38.25 NAS Class 5 - Language 16.67

NAS Class 5 - Mathematics 24.07
Primary level schools per lakh population 34.38 Transition Rate - Primary 95.50
Adjusted(NER) - Primary level for girls 33.83
Children With Special Needs (CWSN) (%) 33.52 Governance 18.25
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 6.91 Central fund utilization under Poshan 4.38

NER Enrollment ratio (NER) - Primary 51.39 Expenditure on Education - As Ratio to AE 51.75
Pre school education - Percentage 21.96
Expenditure on primary education for 1.45
60.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
55.49 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 1.45
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Arunachal Pradesh
Educational Infrastructure 22.35 Basic Health 65.33

Index on foundational learning Stunted Children (under 5 years) % 69.81

Schools with Electricity connection (%) 43.51
State of FLN: 35.82 Schools with functional computer
facility (%)
13.86 Fully immunised children under 5years (%) 18.92
Infant Mortality rate 74.40
Schools with functional CWSN friendly 3.98
toilet (%) Severely wasted Children (under 5 years) % 51.16
Schools with functional drinking water (%) 41.16 Under 5 mortality rate 68.56
Schools with functional toilets (%) 7.08 Underweight children (under 5 years) 90.46
Schools with hand wash facility (%) 8.09

Schools with internet facility available (%) 5.52 Learning Outcomes 21.39
Schools with library facility (%) 33.14
Gender Parity Index (GPI) 52.63
Schools with medical checkups (%) 32.03
NAS Class 3 - EVS 15.79
Households 1 km from school having 0.00
NAS Class 3 - Language 13.85
primary classes
NAS Class 3 - Mathematics 7.46
NAS Class 5 - EVS 22.00

Access to Education 50.05 NAS Class 5 - Language 27.78

NAS Class 5 - Mathematics 11.11
Primary level schools per lakh population 48.32 Transition Rate - Primary 100.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 34.32 Governance 19.97
Dropout Rate - Primary 3.49
Minority group's enrolment (%) - Primary 39.86 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 43.42
Pre school education - Percentage 12.41 Expenditure on primary education for 0.00
88.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
35.22 Expenditure on primary education 31.62
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 31.62
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Assam Educational Infrastructure 50.25 Basic Health 32.49

Index on foundational learning Stunted Children (under 5 years) % 42.26

Schools with Electricity connection (%) 47.13
State of FLN: 46.15 Schools with functional computer
facility (%)
0.00 Fully immunised children under 5years (%) 22.97
Infant Mortality rate 36.71
Schools with functional CWSN friendly 15.41
toilet (%) Severely wasted Children (under 5 years) % 20.93
Schools with functional drinking water (%) 82.91 Under 5 mortality rate 34.62
Schools with functional toilets (%) 39.24 Underweight children (under 5 years) 28.98
Schools with hand wash facility (%) 79.06

Schools with internet facility available (%) 2.22 Learning Outcomes 59.27
Schools with library facility (%) 81.53
Gender Parity Index (GPI) 63.16
Schools with medical checkups (%) 50.46
NAS Class 3 - EVS 63.16
Households 1 km from school having 84.07
NAS Class 3 - Language 53.38
primary classes
NAS Class 3 - Mathematics 62.69
NAS Class 5 - EVS 62.00

Access to Education 57.80 NAS Class 5 - Language 50.00

NAS Class 5 - Mathematics 53.70
Primary level schools per lakh population 45.44 Transition Rate - Primary 88.50
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 39.53 Governance 30.97
Dropout Rate - Primary 61.63
Minority group's enrolment (%) - Primary 45.53 Central fund utilization under Poshan 1.60

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 81.58
Pre school education - Percentage 8.83 Expenditure on primary education for 78.83
72.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
62.04 Expenditure on primary education 1.58
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 1.58
Overperforming Performing within expected range Mid day meal State expenditure (%) 78.83
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Bihar Educational Infrastructure 57.00 Basic Health 12.58

Index on foundational learning Stunted Children (under 5 years) % 13.58

Schools with Electricity connection (%) 82.20
State of FLN: 40.96 Schools with functional computer
facility (%)
0.42 Fully immunised children under 5years (%) 35.41
Infant Mortality rate 7.14
Schools with functional CWSN friendly 12.51
toilet (%) Severely wasted Children (under 5 years) % 24.42
Schools with functional drinking water (%) 98.98 Under 5 mortality rate 5.69
Schools with functional toilets (%) 97.82 Underweight children (under 5 years) 92.00
Schools with hand wash facility (%) 77.78

Schools with internet facility available (%) 4.89 Learning Outcomes 40.05
Schools with library facility (%) 54.12
Gender Parity Index (GPI) 47.37
Schools with medical checkups (%) 16.01
NAS Class 3 - EVS 42.11
Households 1 km from school having 97.72
NAS Class 3 - Language 41.54
primary classes
NAS Class 3 - Mathematics 47.76
NAS Class 5 - EVS 40..00

Access to Education 48.71 NAS Class 5 - Language 37.04

NAS Class 5 - Mathematics 38.89
Primary level schools per lakh population 9.44 Transition Rate - Primary 0.00
Adjusted(NER) - Primary level for girls 92.48
Children With Special Needs (CWSN) (%) 19.45 Governance 46.44
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 13.14 Central fund utilization under Poshan 5.46

NER Enrollment ratio (NER) - Primary 81.98 Expenditure on Education - As Ratio to AE 79.39
Pre school education - Percentage 25.78 Expenditure on primary education for 34.29
0.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
42.23 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 34.29
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Chandigarh Educational Infrastructure 90.03 Basic Health 66.72

Index on foundational learning Stunted Children (under 5 years) % 80.00

Schools with Electricity connection (%) 100.00
State of FLN: 48.53 Schools with functional computer
facility (%)
98.99 Fully immunised children under 5years (%) 62.16
Infant Mortality rate 48.29
Schools with functional CWSN friendly 67.46
toilet (%) Severely wasted Children (under 5 years) % 90.00
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 47.83
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 72.08
Schools with hand wash facility (%) 100.00

Schools with internet facility available (%) 100.00 Learning Outcomes 68.74
Schools with library facility (%) 97.97
Gender Parity Index (GPI) 100.00
Schools with medical checkups (%) 55.80
NAS Class 3 - EVS 63.16
Households 1 km from school having 0.00
NAS Class 3 - Language 69.23
primary classes
NAS Class 3 - Mathematics 58.21
NAS Class 5 - EVS 66.00

Access to Education 16.26 NAS Class 5 - Language 75.93

NAS Class 5 - Mathematics 61.11
Primary level schools per lakh population 0.00 Transition Rate - Primary 100.00
Adjusted(NER) - Primary level for girls 34.59
Children With Special Needs (CWSN) (%) 41.90 Governance 0.92
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 12.30 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 19.82 Expenditure on Education - As Ratio to AE 0.00
Pre school education - Percentage 13.37 Expenditure on primary education for 0.00
62.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
0.00 Expenditure on primary education 3.16
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 3.16
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Chhattisgarh Educational Infrastructure 81.48 Basic Health 32.17

Index on foundational learning Stunted Children (under 5 years) % 44.91

Schools with Electricity connection (%) 92.38
State of FLN: 40.98 Schools with functional computer
facility (%)
77.34 Fully immunised children under 5years (%) 58.92
Infant Mortality rate 12.10
Schools with functional CWSN friendly 73.74
toilet (%) Severely wasted Children (under 5 years) % 39.53
Schools with functional drinking water (%) 95.25 Under 5 mortality rate 15.72
Schools with functional toilets (%) 96.97 Underweight children (under 5 years) 34.28
Schools with hand wash facility (%) 95.35

Schools with internet facility available (%) 10.35 Learning Outcomes 19.92
Schools with library facility (%) 96.48
Gender Parity Index (GPI) 36.84
Schools with medical checkups (%) 63.44
NAS Class 3 - EVS 21.05
Households 1 km from school having 93.90
NAS Class 3 - Language 16.92
primary classes
NAS Class 3 - Mathematics 16.42
NAS Class 5 - EVS 18.00

Access to Education 47.24 NAS Class 5 - Language 18.52

NAS Class 5 - Mathematics 7.41
Primary level schools per lakh population 37.90 Transition Rate - Primary 80.50
Adjusted(NER) - Primary level for girls 73.31
Children With Special Needs (CWSN) (%) 58.19 Governance 24.09
Dropout Rate - Primary 90.70
Minority group's enrolment (%) - Primary 0.00 Central fund utilization under Poshan 6.92

NER Enrollment ratio (NER) - Primary 71.69 Expenditure on Education - As Ratio to AE 79.39
Pre school education - Percentage 9.31 Expenditure on primary education for 76.37
74.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
63.44 Expenditure on primary education 3.56
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 3.56
Overperforming Performing within expected range Mid day meal State expenditure (%) 76.37
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Dadar & Nagar Haveli
& Daman and Diu Educational Infrastructure 85.91 Basic Health 43.05

Index on foundational learning Stunted Children (under 5 years) % 26.79

Schools with Electricity connection (%) 100.00
State of FLN: 33.28 Schools with functional computer
facility (%)
86.69 Fully immunised children under 5years (%) 100.00
Infant Mortality rate 36.90
Schools with functional CWSN friendly 78.59
toilet (%) Severely wasted Children (under 5 years) % 76.74
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 38.13
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 8.13
Schools with hand wash facility (%) 100.00

Schools with internet facility available (%) 34.78 Learning Outcomes 7.34
Schools with library facility (%) 99.02
Gender Parity Index (GPI) 68.42
Schools with medical checkups (%) 70.63
NAS Class 3 - EVS 14.67
Households 1 km from school having 0.00
NAS Class 3 - Language 4.78
primary classes
NAS Class 3 - Mathematics 5.78
NAS Class 5 - EVS 0.00

Access to Education 27.53 NAS Class 5 - Language 10.20

NAS Class 5 - Mathematics 3.70
Primary level schools per lakh population 9.84 Transition Rate - Primary 86.00
Adjusted(NER) - Primary level for girls 33.46
Children With Special Needs (CWSN) (%) 70.95 Governance 2.56
Dropout Rate - Primary 58.14
Minority group's enrolment (%) - Primary 4.05 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 33.91 Expenditure on Education - As Ratio to AE 0.00
Pre school education - Percentage 7.16 Expenditure on primary education for 99.22
58.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
29.22 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 99.22
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Delhi Educational Infrastructure 95.52 Basic Health 57.12

Index on foundational learning Stunted Children (under 5 years) % 58.87

Schools with Electricity connection (%) 100.00
State of FLN: 52.13 Schools with functional computer
facility (%)
100.00 Fully immunised children under 5years (%) 48.92
Infant Mortality rate 51.39
Schools with functional CWSN friendly 99.58
toilet (%) Severely wasted Children (under 5 years) % 69.77
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 48.83
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 67.84
Schools with hand wash facility (%) 100.00

Schools with internet facility available (%) 88.99 Learning Outcomes 27.37
Schools with library facility (%) 100.00
Gender Parity Index (GPI) 68.42
Schools with medical checkups (%) 62.32
NAS Class 3 - EVS 19.30
Households 1 km from school having 94.11
NAS Class 3 - Language 18.46
primary classes
NAS Class 3 - Mathematics 14.93
NAS Class 5 - EVS 28.00

Access to Education 44.16 NAS Class 5 - Language 35.19

NAS Class 5 - Mathematics 20.37
Primary level schools per lakh population 5.15 Transition Rate - Primary 82.50
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 13.80 Governance 36.48
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 16.28 Central fund utilization under Poshan 6.61

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 100.00
Pre school education - Percentage 43.68 Expenditure on primary education for 9.72
48.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
28.62 Expenditure on primary education 30.83
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 30.83
Overperforming Performing within expected range Mid day meal State expenditure (%) 9.72
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Goa Educational Infrastructure 76.13 Basic Health 71.53

Index on foundational learning Stunted Children (under 5 years) % 78.11

Schools with Electricity connection (%) 100.00
State of FLN: 51.05 Schools with functional computer
facility (%)
42.87 Fully immunised children under 5years (%) 64.86
Infant Mortality rate 88.89
Schools with functional CWSN friendly 1.70
toilet (%) Severely wasted Children (under 5 years) % 39.53
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 82.27
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 60.07
Schools with hand wash facility (%) 100.00

Schools with internet facility available (%) 37.17 Learning Outcomes 47.19
Schools with library facility (%) 98.98
Gender Parity Index (GPI) 63.16
Schools with medical checkups (%) 75.09
NAS Class 3 - EVS 57.89
Households 1 km from school having 0.00
NAS Class 3 - Language 56.92
primary classes
NAS Class 3 - Mathematics 40.30
NAS Class 5 - EVS 36.00

Access to Education 40.22 NAS Class 5 - Language 50.00

NAS Class 5 - Mathematics 22.22
Primary level schools per lakh population 22.56 Transition Rate - Primary 99.00
Adjusted(NER) - Primary level for girls 73.31
Children With Special Needs (CWSN) (%) 8.21 Governance 20.20
Dropout Rate - Primary 82.56
Minority group's enrolment (%) - Primary 25.92 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 64.85 Expenditure on Education - As Ratio to AE 57.46
Pre school education - Percentage 14.80 Expenditure on primary education for 41.00
60.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
36.95 Expenditure on primary education 13.83
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 13.83
Overperforming Performing within expected range Mid day meal State expenditure (%) 41.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Gujarat Educational Infrastructure 83.11 Basic Health 27.45

Index on foundational learning Stunted Children (under 5 years) % 28.30

Schools with Electricity connection (%) 99.92
State of FLN: 44.08 Schools with functional computer
facility (%)
91.25 Fully immunised children under 5years (%) 49.73
Infant Mortality rate 38.10
Schools with functional CWSN friendly 31.12
toilet (%) Severely wasted Children (under 5 years) % 3.49
Schools with functional drinking water (%) 99.93 Under 5 mortality rate 37.12
Schools with functional toilets (%) 96.68 Underweight children (under 5 years) 4.59
Schools with hand wash facility (%) 94.02

Schools with internet facility available (%) 76.17 Learning Outcomes 55.73
Schools with library facility (%) 95.11
Gender Parity Index (GPI) 63.16
Schools with medical checkups (%) 30.18
NAS Class 3 - EVS 63.16
Households 1 km from school having 91.62
NAS Class 3 - Language 61.54
primary classes
NAS Class 3 - Mathematics 56.72
NAS Class 5 - EVS 54.00

Access to Education 28.10 NAS Class 5 - Language 40.74

NAS Class 5 - Mathematics 46.30
Primary level schools per lakh population 7.06 Transition Rate - Primary 93.00
Adjusted(NER) - Primary level for girls 71.05
Children With Special Needs (CWSN) (%) 23.36 Governance 26.02
Dropout Rate - Primary 88.37
Minority group's enrolment (%) - Primary 7.69 Central fund utilization under Poshan 7.42

NER Enrollment ratio (NER) - Primary 49.32 Expenditure on Education - As Ratio to AE 56.14
Pre school education - Percentage 16.47 Expenditure on primary education for 92.16
54.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
13.45 Expenditure on primary education 8.30
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 8.30
Overperforming Performing within expected range Mid day meal State expenditure (%) 92.16
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Haryana Educational Infrastructure 79.48 Basic Health 54.92

Index on foundational learning Stunted Children (under 5 years) % 71.70

Schools with Electricity connection (%) 98.62
State of FLN: 45.24 Schools with functional computer
facility (%)
46.56 Fully immunised children under 5years (%) 51.35
Infant Mortality rate 33.93
Schools with functional CWSN friendly 39.87
toilet (%) Severely wasted Children (under 5 years) % 75.58
Schools with functional drinking water (%) 98.95 Under 5 mortality rate 35.28
Schools with functional toilets (%) 96.12 Underweight children (under 5 years) 68.90
Schools with hand wash facility (%) 98.75

Schools with internet facility available (%) 42.99 Learning Outcomes 44.47
Schools with library facility (%) 95.76
Gender Parity Index (GPI) 36.84
Schools with medical checkups (%) 50.54
NAS Class 3 - EVS 40.35
Households 1 km from school having 98.55
NAS Class 3 - Language 38.46
primary classes
NAS Class 3 - Mathematics 40.30
NAS Class 5 - EVS 46.00

Access to Education 30.05 NAS Class 5 - Language 50.00

NAS Class 5 - Mathematics 44.44
Primary level schools per lakh population 12.30 Transition Rate - Primary 85.50
Adjusted(NER) - Primary level for girls 72.18
Children With Special Needs (CWSN) (%) 8.99 Governance 17.27
Dropout Rate - Primary 75.58
Minority group's enrolment (%) - Primary 9.98 Central fund utilization under Poshan 5.81

NER Enrollment ratio (NER) - Primary 46.63 Expenditure on Education - As Ratio to AE 59.21
Pre school education - Percentage 9.31 Expenditure on primary education for 84.55
66.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
29.69 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 84.55
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Himachal Pradesh Educational Infrastructure 72.40 Basic Health 56.57

Index on foundational learning Stunted Children (under 5 years) % 59.25

Schools with Electricity connection (%) 97.55
State of FLN: 46.56 Schools with functional computer
facility (%)
23.59 Fully immunised children under 5years (%) 84.86
Infant Mortality rate 49.21
Schools with functional CWSN friendly 21.45
toilet (%) Severely wasted Children (under 5 years) % 46.51
Schools with functional drinking water (%) 99.70 Under 5 mortality rate 51.67
Schools with functional toilets (%) 97.41 Underweight children (under 5 years) 54.77
Schools with hand wash facility (%) 98.75

Schools with internet facility available (%) 20.27 Learning Outcomes 36.66
Schools with library facility (%) 94.34
Gender Parity Index (GPI) 42.11
Schools with medical checkups (%) 39.92
NAS Class 3 - EVS 43.86
Households 1 km from school having 76.84
NAS Class 3 - Language 44.62
primary classes
NAS Class 3 - Mathematics 35.82
NAS Class 5 - EVS 30.00

Access to Education 47.28 NAS Class 5 - Language 35.19

NAS Class 5 - Mathematics 14.81
Primary level schools per lakh population 71.54 Transition Rate - Primary 88.50
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 11.16 Governance 19.89
Dropout Rate - Primary 77.91
Minority group's enrolment (%) - Primary 0.17 Central fund utilization under Poshan 0.42

NER Enrollment ratio (NER) - Primary 75.92 Expenditure on Education - As Ratio to AE 75.44
Pre school education - Percentage 2.15 Expenditure on primary education for 88.44
84.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
42.20 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 88.44
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Jammu and Kashmir
Educational Infrastructure 55.23 Basic Health 63.93

Index on foundational learning Stunted Children (under 5 years) % 73.96

Schools with Electricity connection (%) 64.80
State of FLN: 50.75 Schools with functional computer
facility (%)
16.47 Fully immunised children under 5years (%) 76.49
Infant Mortality rate 67.66
Schools with functional CWSN friendly 1.40
toilet (%) Severely wasted Children (under 5 years) % 13.95
Schools with functional drinking water (%) 91.71 Under 5 mortality rate 69.06
Schools with functional toilets (%) 65.61 Underweight children (under 5 years) 70.67
Schools with hand wash facility (%) 93.47

Schools with internet facility available (%) 9.18 Learning Outcomes 62.86
Schools with library facility (%) 62.86
Gender Parity Index (GPI) 47.37
Schools with medical checkups (%) 31.72
NAS Class 3 - EVS 57.89
Households 1 km from school having 89.35
NAS Class 3 - Language 66.15
primary classes
NAS Class 3 - Mathematics 56.72
NAS Class 5 - EVS 74.00

Access to Education 42.05 NAS Class 5 - Language 70.37

NAS Class 5 - Mathematics 57.41
Primary level schools per lakh population 47.96 Transition Rate - Primary 63.50
Adjusted(NER) - Primary level for girls 79.32
Children With Special Needs (CWSN) (%) 39.02 Governance 29.68
Dropout Rate - Primary 48.84
Minority group's enrolment (%) - Primary 63.92 Central fund utilization under Poshan 1.73

NER Enrollment ratio (NER) - Primary 45.80 Expenditure on Education - As Ratio to AE 63.60
Pre school education - Percentage 19.81 Expenditure on primary education for 0.00
84.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
36.37 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Jharkhand Educational Infrastructure 70.71 Basic Health 23.50

Index on foundational learning Stunted Children (under 5 years) % 26.04

Schools with Electricity connection (%) 92.93
State of FLN: 39.82 Schools with functional computer
facility (%)
73.94 Fully immunised children under 5years (%) 43.24
Infant Mortality rate 24.80
Schools with functional CWSN friendly 1.38
toilet (%) Severely wasted Children (under 5 years) % 20.93
Schools with functional drinking water (%) 93.47 Under 5 mortality rate 24.08
Schools with functional toilets (%) 90.57 Underweight children (under 5 years) 5.65
Schools with hand wash facility (%) 84.04

Schools with internet facility available (%) 30.22 Learning Outcomes 34.63
Schools with library facility (%) 92.02
Gender Parity Index (GPI) 36.84
Schools with medical checkups (%) 22.75
NAS Class 3 - EVS 38.60
Households 1 km from school having 99.38
NAS Class 3 - Language 36.92
primary classes
NAS Class 3 - Mathematics 35.82
NAS Class 5 - EVS 36.00

Access to Education 44.45 NAS Class 5 - Language 33.33

NAS Class 5 - Mathematics 25.93
Primary level schools per lakh population 20.50 Transition Rate - Primary 34.50
Adjusted(NER) - Primary level for girls 89.85
Children With Special Needs (CWSN) (%) 23.70 Governance 25.79
Dropout Rate - Primary 59.30
Minority group's enrolment (%) - Primary 15.44 Central fund utilization under Poshan 17.23

NER Enrollment ratio (NER) - Primary 81.15 Expenditure on Education - As Ratio to AE 65.35
Pre school education - Percentage 39.62 Expenditure on primary education for 72.45
54.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
42.54 Expenditure on primary education 13.44
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 13.44
Overperforming Performing within expected range Mid day meal State expenditure (%) 72.45
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Karnataka Educational Infrastructure 72.73 Basic Health 44.77

Index on foundational learning Stunted Children (under 5 years) % 41.89

Schools with Electricity connection (%) 98.62
State of FLN: 44.91 Schools with functional computer
facility (%)
38.41 Fully immunised children under 5years (%) 70.81
Infant Mortality rate 49.60
Schools with functional CWSN friendly 13.72
toilet (%) Severely wasted Children (under 5 years) % 29.07
Schools with functional drinking water (%) 96.18 Under 5 mortality rate 50.67
Schools with functional toilets (%) 96.68 Underweight children (under 5 years) 28.62
Schools with hand wash facility (%) 79.47

Schools with internet facility available (%) 21.99 Learning Outcomes 48.26
Schools with library facility (%) 94.21
Gender Parity Index (GPI) 36.84
Schools with medical checkups (%) 60.28
NAS Class 3 - EVS 52.63
Households 1 km from school having 96.17
NAS Class 3 - Language 50.77
primary classes
NAS Class 3 - Mathematics 50.75
NAS Class 5 - EVS 36.00

Access to Education 41.59 NAS Class 5 - Language 50.00

NAS Class 5 - Mathematics 42.59
Primary level schools per lakh population 15.64 Transition Rate - Primary 90.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 29.09 Governance 17.21
Dropout Rate - Primary 87.21
Minority group's enrolment (%) - Primary 15.96 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 92.96 Expenditure on Education - As Ratio to AE 51.75
Pre school education - Percentage 67.54 Expenditure on primary education for 0.00
72.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
17.90 Expenditure on primary education 7.91
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 7.91
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Kerala Educational Infrastructure 87.36 Basic Health 79.25

Index on foundational learning Stunted Children (under 5 years) % 87.17

Schools with Electricity connection (%) 99.18
State of FLN: 58.42 Schools with functional computer
facility (%)
95.40 Fully immunised children under 5years (%) 53.78
Infant Mortality rate 91.27
Schools with functional CWSN friendly 20.55
toilet (%) Severely wasted Children (under 5 years) % 59.30
Schools with functional drinking water (%) 99.01 Under 5 mortality rate 91.30
Schools with functional toilets (%) 98.38 Underweight children (under 5 years) 75.27
Schools with hand wash facility (%) 98.04

Schools with internet facility available (%) 90.99 Learning Outcomes 57.80
Schools with library facility (%) 97.30
Gender Parity Index (GPI) 36.84
Schools with medical checkups (%) 75.08
NAS Class 3 - EVS 71.93
Households 1 km from school having 55.43
NAS Class 3 - Language 80.00
primary classes
NAS Class 3 - Mathematics 61.19
NAS Class 5 - EVS 46.00

Access to Education 48.85 NAS Class 5 - Language 51.85

NAS Class 5 - Mathematics 31.48
Primary level schools per lakh population 8.75 Transition Rate - Primary 100.00
Adjusted(NER) - Primary level for girls 87.22
Children With Special Needs (CWSN) (%) 86.86 Governance 18.86
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 49.28 Central fund utilization under Poshan 9.52

NER Enrollment ratio (NER) - Primary 72.60 Expenditure on Education - As Ratio to AE 59.21
Pre school education - Percentage 0.00 Expenditure on primary education for 32.34
60.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
26.48 Expenditure on primary education 6.72
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 6.72
Overperforming Performing within expected range Mid day meal State expenditure (%) 32.34
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Ladakh Educational Infrastructure 58.47 Basic Health 58.06

Index on foundational learning Stunted Children (under 5 years) % 60.38

Schools with Electricity connection (%) 85.35
State of FLN: 38.46 Schools with functional computer
facility (%)
23.82 Fully immunised children under 5years (%) 81.89
Infant Mortality rate 60.32
Schools with functional CWSN friendly 27.87
toilet (%) Severely wasted Children (under 5 years) % 20.93
Schools with functional drinking water (%) 82.86 Under 5 mortality rate 50.67
Schools with functional toilets (%) 86.61 Underweight children (under 5 years) 72.79
Schools with hand wash facility (%) 31.12

Schools with internet facility available (%) 55.35 Learning Outcomes 37.84
Schools with library facility (%) 91.61
Gender Parity Index (GPI) 73.68
Schools with medical checkups (%) 20.96
NAS Class 3 - EVS 29.82
Households 1 km from school having 0.00
NAS Class 3 - Language 29.23
primary classes
NAS Class 3 - Mathematics 16.42
NAS Class 5 - EVS 50.00

Access to Education 25.84 NAS Class 5 - Language 44.44

NAS Class 5 - Mathematics 33.33
Primary level schools per lakh population 51.21 Transition Rate - Primary 85.00
Adjusted(NER) - Primary level for girls 4.89
Children With Special Needs (CWSN) (%) 39.09 Governance 12.08
Dropout Rate - Primary 52.33
Minority group's enrolment (%) - Primary 93.39 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 1.33 Expenditure on Education - As Ratio to AE 63.60
Pre school education - Percentage 74.70 Expenditure on primary education for 0.00
94.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
24.97 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Lakshadweep Educational Infrastructure 90.27 Basic Health 70.98

Index on foundational learning Stunted Children (under 5 years) % 54.72

Schools with Electricity connection (%) 100.00
State of FLN: 49.26 Schools with functional computer
facility (%)
100.00 Fully immunised children under 5years (%) 76.22
Infant Mortality rate 92.00
Schools with functional CWSN friendly 24.82
toilet (%) Severely wasted Children (under 5 years) % 25.58
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 94.00
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 53.71
Schools with hand wash facility (%) 100.00

Schools with internet facility available (%) 95.63 Learning Outcomes 39.98
Schools with library facility (%) 100.00
Gender Parity Index (GPI) 52.63
Schools with medical checkups (%) 100.00
NAS Class 3 - EVS 45.61
Households 1 km from school having 0.00
NAS Class 3 - Language 43.08
primary classes
NAS Class 3 - Mathematics 38.81
NAS Class 5 - EVS 32.00

Access to Education 42.64 NAS Class 5 - Language 27.78

NAS Class 5 - Mathematics 33.33
Primary level schools per lakh population 9.54 Transition Rate - Primary 100.00
Adjusted(NER) - Primary level for girls 25.19
Children With Special Needs (CWSN) (%) 100.00 Governance 2.40
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 100.00 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 34.32 Expenditure on Education - As Ratio to AE 0.00
Pre school education - Percentage 23.39 Expenditure on primary education for 100.00
90.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
45.56 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 100.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Madhya Pradesh Educational Infrastructure 59.37 Basic Health 32.51

Index on foundational learning Stunted Children (under 5 years) % 40.75

Schools with Electricity connection (%) 66.00
State of FLN: 42.43 Schools with functional computer
facility (%)
3.00 Fully immunised children under 5years (%) 51.89
Infant Mortality rate 18.06
Schools with functional CWSN friendly 4.68
toilet (%) Severely wasted Children (under 5 years) % 51.16
Schools with functional drinking water (%) 89.95 Under 5 mortality rate 17.73
Schools with functional toilets (%) 93.20 Underweight children (under 5 years) 28.27
Schools with hand wash facility (%) 86.99

Schools with internet facility available (%) 11.51 Learning Outcomes 64.14
Schools with library facility (%) 92.66
Gender Parity Index (GPI) 36.84
Schools with medical checkups (%) 17.12
NAS Class 3 - EVS 68.42
Households 1 km from school having 98.55
NAS Class 3 - Language 63.08
primary classes
NAS Class 3 - Mathematics 64.18
NAS Class 5 - EVS 74.00

Access to Education 32.32 NAS Class 5 - Language 57.41

NAS Class 5 - Mathematics 62.96
Primary level schools per lakh population 25.70 Transition Rate - Primary 82.50
Adjusted(NER) - Primary level for girls 40.98
Children With Special Needs (CWSN) (%) 26.90 Governance 23.79
Dropout Rate - Primary 84.88
Minority group's enrolment (%) - Primary 2.94 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 38.64 Expenditure on Education - As Ratio to AE 69.30
Pre school education - Percentage 66.11 Expenditure on primary education for 95.13
62.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
43.82 Expenditure on primary education 0.40
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.40
Overperforming Performing within expected range Mid day meal State expenditure (%) 95.13
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Maharashtra Educational Infrastructure 79.84 Basic Health 37.25

Index on foundational learning Stunted Children (under 5 years) % 42.64

Schools with Electricity connection (%) 93.89
State of FLN: 52.78 Schools with functional computer
facility (%)
68.46 Fully immunised children under 5years (%) 42.16
Infant Mortality rate 53.97
Schools with functional CWSN friendly 46.81
toilet (%) Severely wasted Children (under 5 years) % 5.60
Schools with functional drinking water (%) 96.56 Under 5 mortality rate 53.18
Schools with functional toilets (%) 86.85 Underweight children (under 5 years) 17.31
Schools with hand wash facility (%) 96.87

Schools with internet facility available (%) 34.59 Learning Outcomes 62.15
Schools with library facility (%) 96.96
Gender Parity Index (GPI) 52.63
Schools with medical checkups (%) 61.04
NAS Class 3 - EVS 68.42
Households 1 km from school having 92.76
NAS Class 3 - Language 66.15
primary classes
NAS Class 3 - Mathematics 65.67
NAS Class 5 - EVS 62.00

Access to Education 50.37 NAS Class 5 - Language 59.26

NAS Class 5 - Mathematics 46.30
Primary level schools per lakh population 18.27 Transition Rate - Primary 93.50
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 58.00 Governance 34.27
Dropout Rate - Primary 88.37
Minority group's enrolment (%) - Primary 16.13 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 88.58 Expenditure on Education - As Ratio to AE 67.98
Pre school education - Percentage 58.00 Expenditure on primary education for 0.00
64.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
34.45 Expenditure on primary education 13.83
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 13.83
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Manipur Educational Infrastructure 40.95 Basic Health 67.62

Index on foundational learning Stunted Children (under 5 years) % 87.17

Schools with Electricity connection (%) 55.24
State of FLN: 47.17 Schools with functional computer
facility (%)
21.35 Fully immunised children under 5years (%) 29.46
Infant Mortality rate 50.40
Schools with functional CWSN friendly 5.19
toilet (%) Severely wasted Children (under 5 years) % 87.21
Schools with functional drinking water (%) 94.34 Under 5 mortality rate 49.83
Schools with functional toilets (%) 27.59 Underweight children (under 5 years) 97.88
Schools with hand wash facility (%) 74.35

Schools with internet facility available (%) 13.00 Learning Outcomes 59.61
Schools with library facility (%) 13.20
Gender Parity Index (GPI) 57.89
Schools with medical checkups (%) 41.19
NAS Class 3 - EVS 68.42
Households 1 km from school having 0.00
NAS Class 3 - Language 64.62
primary classes
NAS Class 3 - Mathematics 56.72
NAS Class 5 - EVS 56.00

Access to Education 53.22 NAS Class 5 - Language 68.52

NAS Class 5 - Mathematics 44.44
Primary level schools per lakh population 35.44 Transition Rate - Primary 52.50
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 33.44 Governance 14.45
Dropout Rate - Primary 0.00
Minority group's enrolment (%) - Primary 52.42 Central fund utilization under Poshan 0.81

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 46.93
Pre school education - Percentage 72.79 Expenditure on primary education for 82.82
88.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
38.46 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 82.82
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Meghalaya Educational Infrastructure 3.01 Basic Health 32.78

Index on foundational learning Stunted Children (under 5 years) % 2.80

Schools with Electricity connection (%) 0.00
State of FLN: 29.66 Schools with functional computer
facility (%)
0.71 Fully immunised children under 5years (%) 15.95
Infant Mortality rate 35.91
Schools with functional CWSN friendly 0.00
toilet (%) Severely wasted Children (under 5 years) % 72.09
Schools with functional drinking water (%) 0.00 Under 5 mortality rate 33.11
Schools with functional toilets (%) 0.00 Underweight children (under 5 years) 50.88
Schools with hand wash facility (%) 0.00

Schools with internet facility available (%) 0.00 Learning Outcomes 19.31
Schools with library facility (%) 0.00
Gender Parity Index (GPI) 52.63
Schools with medical checkups (%) 33.02
NAS Class 3 - EVS 26.32
Households 1 km from school having 0.00
NAS Class 3 - Language 20.00
primary classes
NAS Class 3 - Mathematics 10.45
NAS Class 5 - EVS 10.00

Access to Education 77.17 NAS Class 5 - Language 16.67

NAS Class 5 - Mathematics 0.00
Primary level schools per lakh population 100.00 Transition Rate - Primary 100.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 14.99 Governance 16.05
Dropout Rate - Primary 13.95
Minority group's enrolment (%) - Primary 83.78 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 67.98
Pre school education - Percentage 10.26 Expenditure on primary education for 39.72
74.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
80.72 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 39.72
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Mizoram Educational Infrastructure 56.66 Basic Health 66.16

Index on foundational learning Stunted Children (under 5 years) % 66.42

Schools with Electricity connection (%) 78.84
State of FLN: 48.31 Schools with functional computer
facility (%)
42.00 Fully immunised children under 5years (%) 39.46
Infant Mortality rate 57.74
Schools with functional CWSN friendly 16.04
toilet (%) Severely wasted Children (under 5 years) % 69.77
Schools with functional drinking water (%) 83.99 Under 5 mortality rate 59.87
Schools with functional toilets (%) 82.48 Underweight children (under 5 years) 10.00
Schools with hand wash facility (%) 58.41

Schools with internet facility available (%) 5.12 Learning Outcomes 41.26
Schools with library facility (%) 78.78
Gender Parity Index (GPI) 31.58
Schools with medical checkups (%) 39.31
NAS Class 3 - EVS 57.89
Households 1 km from school having 0.00
NAS Class 3 - Language 64.62
primary classes
NAS Class 3 - Mathematics 46.27
NAS Class 5 - EVS 20.00

Access to Education 60.29 NAS Class 5 - Language 31.48

NAS Class 5 - Mathematics 14.81
Primary level schools per lakh population 53.64 Transition Rate - Primary 100.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 56.34 Governance 17.18
Dropout Rate - Primary 5.81
Minority group's enrolment (%) - Primary 97.75 Central fund utilization under Poshan 0.02

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 72.37
Pre school education - Percentage 12.89 Expenditure on primary education for 91.83
84.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
47.07 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 91.83
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Nagaland Educational Infrastructure 37.48 Basic Health 42.11

Index on foundational learning Stunted Children (under 5 years) % 52.08

Schools with Electricity connection (%) 62.55
State of FLN: 34.41 Schools with functional computer
facility (%)
35.49 Fully immunised children under 5years (%) 0.00
Infant Mortality rate 53.57
Schools with functional CWSN friendly 2.42
toilet (%) Severely wasted Children (under 5 years) % 34.88
Schools with functional drinking water (%) 38.10 Under 5 mortality rate 44.82
Schools with functional toilets (%) 68.45 Underweight children (under 5 years) 49.82
Schools with hand wash facility (%) 29.49

Schools with internet facility available (%) 13.24 Learning Outcomes 36.33
Schools with library facility (%) 48.35
Gender Parity Index (GPI) 63.16
Schools with medical checkups (%) 27.26
NAS Class 3 - EVS 45.61
Households 1 km from school having 0.00
NAS Class 3 - Language 44.62
primary classes
NAS Class 3 - Mathematics 29.85
NAS Class 5 - EVS 28.00

Access to Education 33.91 NAS Class 5 - Language 38.89

NAS Class 5 - Mathematics 9.26
Primary level schools per lakh population 20.88 Transition Rate - Primary 80.50
Adjusted(NER) - Primary level for girls 50.00
Children With Special Needs (CWSN) (%) 11.67 Governance 22.22
Dropout Rate - Primary 31.40
Minority group's enrolment (%) - Primary 84.64 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 47.10 Expenditure on Education - As Ratio to AE 55.70
Pre school education - Percentage 36.04 Expenditure on primary education for 80.80
90.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
37.87 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 80.80
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Odisha Educational Infrastructure 63.26 Basic Health 47.50

Index on foundational learning Stunted Children (under 5 years) % 58.49

Schools with Electricity connection (%) 75.26
State of FLN: 44.36 Schools with functional computer
facility (%)
6.31 Fully immunised children under 5years (%) 88.11
Infant Mortality rate 27.98
Schools with functional CWSN friendly 58.79
toilet (%) Severely wasted Children (under 5 years) % 55.81
Schools with functional drinking water (%) 94.18 Under 5 mortality rate 31.27
Schools with functional toilets (%) 84.34 Underweight children (under 5 years) 39.93
Schools with hand wash facility (%) 92.50

Schools with internet facility available (%) 3.09 Learning Outcomes 52.07
Schools with library facility (%) 90.36
Gender Parity Index (GPI) 31.58
Schools with medical checkups (%) 0.00
NAS Class 3 - EVS 56.14
Households 1 km from school having 96.28
NAS Class 3 - Language 61.54
primary classes
NAS Class 3 - Mathematics 61.19
NAS Class 5 - EVS 44.00

Access to Education 42.74 NAS Class 5 - Language 37.04

NAS Class 5 - Mathematics 51.85
Primary level schools per lakh population 26.91 Transition Rate - Primary 85.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 50.24 Governance 16.21
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 2.37 Central fund utilization under Poshan 0.90

NER Enrollment ratio (NER) - Primary 63.85 Expenditure on Education - As Ratio to AE 55.70
Pre school education - Percentage 24.11 Expenditure on primary education for 89.97
82.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
41.26 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 89.97
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Puducherry Educational Infrastructure 89.35 Basic Health 92.35

Index on foundational learning Stunted Children (under 5 years) % 89.00

Schools with Electricity connection (%) 100.00
State of FLN: 54.76 Schools with functional computer
facility (%)
93.11 Fully immunised children under 5years (%) 85.95
Infant Mortality rate 94.25
Schools with functional CWSN friendly 36.08
toilet (%) Severely wasted Children (under 5 years) % 83.72
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 93.48
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 90.81
Schools with hand wash facility (%) 99.18

Schools with internet facility available (%) 99.61 Learning Outcomes 61.59
Schools with library facility (%) 100.00
Gender Parity Index (GPI) 47.37
Schools with medical checkups (%) 83.40
NAS Class 3 - EVS 66.67
Households 1 km from school having 0.00
NAS Class 3 - Language 63.08
primary classes
NAS Class 3 - Mathematics 56.72
NAS Class 5 - EVS 60.00

Access to Education 20.91 NAS Class 5 - Language 64.81

NAS Class 5 - Mathematics 53.70
Primary level schools per lakh population 7.06 Transition Rate - Primary 98.50
Adjusted(NER) - Primary level for girls 33.46
Children With Special Needs (CWSN) (%) 14.47 Governance 9.59
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 9.97 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 16.15 Expenditure on Education - As Ratio to AE 46.05
Pre school education - Percentage 54.65 Expenditure on primary education for 3.12
78.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
22.44 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 3.12
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Punjab Educational Infrastructure 97.98 Basic Health 64.65

Index on foundational learning Stunted Children (under 5 years) % 83.02

Schools with Electricity connection (%) 100.00
State of FLN: 64.19 Schools with functional computer
facility (%)
98.59 Fully immunised children under 5years (%) 49.46
Infant Mortality rate 44.44
Schools with functional CWSN friendly 100.00
toilet (%) Severely wasted Children (under 5 years) % 83.72
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 45.32
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 85.16
Schools with hand wash facility (%) 100.00

Schools with internet facility available (%) 96.63 Learning Outcomes 96.36
Schools with library facility (%) 100.00
Gender Parity Index (GPI) 31.58
Schools with medical checkups (%) 83.83
NAS Class 3 - EVS 89.34
Households 1 km from school having 93.80
NAS Class 3 - Language 92.50
primary classes
NAS Class 3 - Mathematics 94.76
NAS Class 5 - EVS 87.00

Access to Education 49.53 NAS Class 5 - Language 85.67

NAS Class 5 - Mathematics 91.50
Primary level schools per lakh population 21.19 Transition Rate - Primary 100.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 43.86 Governance 12.41
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 54.02 Central fund utilization under Poshan 6.23

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 43.86
Pre school education - Percentage 16.95 Expenditure on primary education for 77.22
66.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
31.14 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 77.22
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Rajasthan Educational Infrastructure 63.61 Basic Health 46.03

Index on foundational learning Stunted Children (under 5 years) % 55.47

Schools with Electricity connection (%) 80.08
State of FLN: 52.12 Schools with functional computer
facility (%)
36.88 Fully immunised children under 5years (%) 60.81
Infant Mortality rate 39.88
Schools with functional CWSN friendly 17.08
toilet (%) Severely wasted Children (under 5 years) % 38.37
Schools with functional drinking water (%) 86.59 Under 5 mortality rate 37.12
Schools with functional toilets (%) 72.13 Underweight children (under 5 years) 47.35
Schools with hand wash facility (%) 94.23

Schools with internet facility available (%) 37.70 Learning Outcomes 77.93
Schools with library facility (%) 71.48
Gender Parity Index (GPI) 47.37
Schools with medical checkups (%) 26.66
NAS Class 3 - EVS 78.95
Households 1 km from school having 96.48
NAS Class 3 - Language 75.38
primary classes
NAS Class 3 - Mathematics 79.10
NAS Class 5 - EVS 88.00

Access to Education 32.81 NAS Class 5 - Language 75.93

NAS Class 5 - Mathematics 81.48
Primary level schools per lakh population 15.88 Transition Rate - Primary 77.00
Adjusted(NER) - Primary level for girls 83.46
Children With Special Needs (CWSN) (%) 9.49 Governance 40.22
Dropout Rate - Primary 88.37
Minority group's enrolment (%) - Primary 8.37 Central fund utilization under Poshan 8.52

NER Enrollment ratio (NER) - Primary 67.01 Expenditure on Education - As Ratio to AE 77.63
Pre school education - Percentage 19.57 Expenditure on primary education for 2.94
62.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
16.60 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 2.94
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Sikkim Educational Infrastructure 75.53 Basic Health 79.09

Index on foundational learning Stunted Children (under 5 years) % 91.32

Schools with Electricity connection (%) 98.96
State of FLN: 56.75 Schools with functional computer
facility (%)
74.12 Fully immunised children under 5years (%) 61.35
Infant Mortality rate 77.78
Schools with functional CWSN friendly 8.52
toilet (%) Severely wasted Children (under 5 years) % 50.00
Schools with functional drinking water (%) 99.47 Under 5 mortality rate 81.27
Schools with functional toilets (%) 99.35 Underweight children (under 5 years) 98.59
Schools with hand wash facility (%) 94.72

Schools with internet facility available (%) 18.01 Learning Outcomes 40.48
Schools with library facility (%) 88.56
Gender Parity Index (GPI) 0.00
Schools with medical checkups (%) 75.48
NAS Class 3 - EVS 56.14
Households 1 km from school having 0.00
NAS Class 3 - Language 63.08
primary classes
NAS Class 3 - Mathematics 38.81
NAS Class 5 - EVS 32.00

Access to Education 50.13 NAS Class 5 - Language 46.30

NAS Class 5 - Mathematics 11.11
Primary level schools per lakh population 53.08 Transition Rate - Primary 72.50
Adjusted(NER) - Primary level for girls 55.64
Children With Special Needs (CWSN) (%) 73.00 Governance 38.51
Dropout Rate - Primary 86.05
Minority group's enrolment (%) - Primary 35.10 Central fund utilization under Poshan 0.42

NER Enrollment ratio (NER) - Primary 58.17 Expenditure on Education - As Ratio to AE 71.93
Pre school education - Percentage 96.66 Expenditure on primary education for 72.27
100.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
44.13 Expenditure on primary education 100.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 100.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 72.27
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Tamil Nadu Educational Infrastructure 84.99 Basic Health 69.86

Index on foundational learning Stunted Children (under 5 years) % 81.13

Schools with Electricity connection (%) 100.00
State of FLN: 52.23 Schools with functional computer
facility (%)
72.71 Fully immunised children under 5years (%) 84.59
Infant Mortality rate 63.10
Schools with functional CWSN friendly 30.59
toilet (%) Severely wasted Children (under 5 years) % 62.79
Schools with functional drinking water (%) 100.00 Under 5 mortality rate 62.71
Schools with functional toilets (%) 100.00 Underweight children (under 5 years) 67.14
Schools with hand wash facility (%) 100.00

Schools with internet facility available (%) 29.72 Learning Outcomes 40.46
Schools with library facility (%) 99.99
Gender Parity Index (GPI) 42.11
Schools with medical checkups (%) 94.33
NAS Class 3 - EVS 47.37
Households 1 km from school having 88.83
NAS Class 3 - Language 46.15
primary classes
NAS Class 3 - Mathematics 47.76
NAS Class 5 - EVS 34.00

Access to Education 45.22 NAS Class 5 - Language 24.07

NAS Class 5 - Mathematics 31.48
Primary level schools per lakh population 22.09 Transition Rate - Primary 86.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 51.72 Governance 20.61
Dropout Rate - Primary 93.02
Minority group's enrolment (%) - Primary 10.61 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 55.83 Expenditure on Education - As Ratio to AE 53.51
Pre school education - Percentage 58.47 Expenditure on primary education for 71.17
74.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
41.29 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 71.17
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Telangana Educational Infrastructure 62.49 Basic Health 45.03

Index on foundational learning Stunted Children (under 5 years) % 50.57

Schools with Electricity connection (%) 92.22
State of FLN: 34.38 Schools with functional computer
facility (%)
27.56 Fully immunised children under 5years (%) 57.30
Infant Mortality rate 47.62
Schools with functional CWSN friendly 3.85
toilet (%) Severely wasted Children (under 5 years) % 27.91
Schools with functional drinking water (%) 88.07 Under 5 mortality rate 50.84
Schools with functional toilets (%) 33.62 Underweight children (under 5 years) 32.51
Schools with hand wash facility (%) 82.34

Schools with internet facility available (%) 19.49 Learning Outcomes 10.69
Schools with library facility (%) 90.58
Gender Parity Index (GPI) 42.11
Schools with medical checkups (%) 64.98
NAS Class 3 - EVS 8.77
Households 1 km from school having 96.07
NAS Class 3 - Language 6.15
primary classes
NAS Class 3 - Mathematics 8.96
NAS Class 5 - EVS 11.00

Access to Education 41.87 NAS Class 5 - Language 1.85

NAS Class 5 - Mathematics 5.56
Primary level schools per lakh population 24.35 Transition Rate - Primary 100.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 17.42 Governance 11.85
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 14.70 Central fund utilization under Poshan 0.00

NER Enrollment ratio (NER) - Primary 84.73 Expenditure on Education - As Ratio to AE 25.88
Pre school education - Percentage 34.84 Expenditure on primary education for 9.00
74.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
25.18 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 9.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Tripura Educational Infrastructure 39.40 Basic Health 39.07

Index on foundational learning Stunted Children (under 5 years) % 53.58

Schools with Electricity connection (%) 25.89
State of FLN: 39.77 Schools with functional computer
facility (%)
7.93 Fully immunised children under 5years (%) 31.35
Infant Mortality rate 25.40
Schools with functional CWSN friendly 5.29
toilet (%) Severely wasted Children (under 5 years) % 41.86
Schools with functional drinking water (%) 56.52 Under 5 mortality rate 27.59
Schools with functional toilets (%) 31.96 Underweight children (under 5 years) 54.42
Schools with hand wash facility (%) 75.50

Schools with internet facility available (%) 1.25 Learning Outcomes 34.59
Schools with library facility (%) 60.32
Gender Parity Index (GPI) 57.89
Schools with medical checkups (%) 76.20
NAS Class 3 - EVS 35.09
Households 1 km from school having 0.00
NAS Class 3 - Language 35.38
primary classes
NAS Class 3 - Mathematics 29.85
NAS Class 5 - EVS 34.00

Access to Education 49.36 NAS Class 5 - Language 35.19

NAS Class 5 - Mathematics 24.07
Primary level schools per lakh population 31.09 Transition Rate - Primary 56.50
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 12.30 Governance 36.45
Dropout Rate - Primary 51.16
Minority group's enrolment (%) - Primary 15.00 Central fund utilization under Poshan 71.97

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 59.65
Pre school education - Percentage 56.09 Expenditure on primary education for 0.00
78.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
41.10 Expenditure on primary education 43.87
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 43.87
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.00
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Uttar Pradesh Educational Infrastructure 60.38 Basic Health 19.44

Index on foundational learning Stunted Children (under 5 years) % 25.66

Schools with Electricity connection (%) 75.87
State of FLN: 37.46 Schools with functional computer
facility (%)
7.46 Fully immunised children under 5years (%) 31.62
Infant Mortality rate 2.80
Schools with functional CWSN friendly 16.51
toilet (%) Severely wasted Children (under 5 years) % 41.86
Schools with functional drinking water (%) 93.37 Under 5 mortality rate 4.30
Schools with functional toilets (%) 90.49 Underweight children (under 5 years) 31.45
Schools with hand wash facility (%) 86.01

Schools with internet facility available (%) 11.34 Learning Outcomes 36.64
Schools with library facility (%) 73.46
Gender Parity Index (GPI) 63.16
Schools with medical checkups (%) 25.24
NAS Class 3 - EVS 40.35
Households 1 km from school having 98.55
NAS Class 3 - Language 36.92
primary classes
NAS Class 3 - Mathematics 38.81
NAS Class 5 - EVS 38.00

Access to Education 51.65 NAS Class 5 - Language 31.48

NAS Class 5 - Mathematics 29.63
Primary level schools per lakh population 18.42 Transition Rate - Primary 16.00
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 33.64 Governance 19.17
Dropout Rate - Primary 74.42
Minority group's enrolment (%) - Primary 15.30 Central fund utilization under Poshan 0.23

NER Enrollment ratio (NER) - Primary 76.09 Expenditure on Education - As Ratio to AE 54.82
Pre school education - Percentage 20.53 Expenditure on primary education for 0.04
56.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
Expenditure on primary education 0.00
Teacher for Primary level education (%) 72.23
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.04
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
Uttarakhand Educational Infrastructure 64.71 Basic Health 51.95

Index on foundational learning Stunted Children (under 5 years) % 73.58

Schools with Electricity connection (%) 86.35
State of FLN: 46.57 Schools with functional computer
facility (%)
29.34 Fully immunised children under 5years (%) 61.89
Infant Mortality rate 22.42
Schools with functional CWSN friendly 2.76
toilet (%) Severely wasted Children (under 5 years) % 72.09
Schools with functional drinking water (%) 85.01 Under 5 mortality rate 23.75
Schools with functional toilets (%) 80.58 Underweight children (under 5 years) 70.67
Schools with hand wash facility (%) 92.53

Schools with internet facility available (%) 14.70 Learning Outcomes 33.97
Schools with library facility (%) 88.00
Gender Parity Index (GPI) 52.63
Schools with medical checkups (%) 44.97
NAS Class 3 - EVS 33.33
Households 1 km from school having 86.56
NAS Class 3 - Language 32.31
primary classes
NAS Class 3 - Mathematics 28.36
NAS Class 5 - EVS 36.00

Access to Education 55.32 NAS Class 5 - Language 35.19

NAS Class 5 - Mathematics 24.07
Primary level schools per lakh population 49.69 Transition Rate - Primary 65.50
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 0.00 Governance 26.88
Dropout Rate - Primary 80.23
Minority group's enrolment (%) - Primary 17.57 Central fund utilization under Poshan 4.48

NER Enrollment ratio (NER) - Primary 99.11 Expenditure on Education - As Ratio to AE 75.88
Pre school education - Percentage 77.57 Expenditure on primary education for 89.77
78.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
49.36 Expenditure on primary education 0.00
Teacher for Primary level education (%)
under SSA (%)
Expenditure on teacher training (%) 0.00
Overperforming Performing within expected range Mid day meal State expenditure (%) 89.77
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
West Bengal Educational Infrastructure 70.13 Basic Health 52.15

Index on foundational learning Stunted Children (under 5 years) % 47.92

Schools with Electricity connection (%) 95.70
State of FLN: 54.58 Schools with functional computer
facility (%)
2.28 Fully immunised children under 5years (%) 80.81
Infant Mortality rate 56.35
Schools with functional CWSN friendly 27.83
toilet (%) Severely wasted Children (under 5 years) % 44.19
Schools with functional drinking water (%) 99.03 Under 5 mortality rate 57.53
Schools with functional toilets (%) 99.72 Underweight children (under 5 years) 31.10
Schools with hand wash facility (%) 95.98

Schools with internet facility available (%) 7.08 Learning Outcomes 60.41
Schools with library facility (%) 84.46
Gender Parity Index (GPI) 36.84
Schools with medical checkups (%) 53.12
NAS Class 3 - EVS 64.91
Households 1 km from school having 96.79
NAS Class 3 - Language 72.31
primary classes
NAS Class 3 - Mathematics 61.19
NAS Class 5 - EVS 64.00

Access to Education 67.75 NAS Class 5 - Language 61.11

NAS Class 5 - Mathematics 48.15
Primary level schools per lakh population 35.36 Transition Rate - Primary 54.50
Adjusted(NER) - Primary level for girls 100.00
Children With Special Needs (CWSN) (%) 34.28 Governance 22.49
Dropout Rate - Primary 100.00
Minority group's enrolment (%) - Primary 31.28 Central fund utilization under Poshan 17.25

NER Enrollment ratio (NER) - Primary 100.00 Expenditure on Education - As Ratio to AE 67.98
Pre school education - Percentage 46.30 Expenditure on primary education for 0.06
54.00 Govt schools (%)
Pupil Teacher Ratio (PTR) - Primary
Expenditure on primary education 15.81
Teacher for Primary level education (%) 100.00
under SSA (%)
Expenditure on teacher training (%) 15.81
Overperforming Performing within expected range Mid day meal State expenditure (%) 0.06
Underperforming

Strength and Weakness are relative to 10 regions of similar population: Odisha, Assam, Karnataka, Telangana, Chhattisgarh,
Tamil Nadu, Kerala, Haryana, Gujarat Jharkhand
17
Methodology

Standardized data is essential for

running accurate analysis. The
process allows one to compare
scores between different types of
variables.
 138

17.1 STANDARDIZATION AND EVALUATING THE FIT

Standardized data is essential for running accurate analysis. The process allows one to compare scores between different types of
variables.
For Principal Component Analysis (PCA), the output can only be interpreted correctly when first data has been centered around
their means. Standardization solves the problem by making indicators unitless as it rescales them with a mean of zero and a
standard deviation of one.
The indicator selection process entails including the indicators that describe the concept of the Dimension in the best possible way
and are conceptually linked to each other. In this process, the indicators that are statistically incompatible are removed.
The Index on Foundational Learning involves evaluating the fit between the individual indicators. To determine how closely
indicators describe the component, we calculate Cronbach’s alpha for each component in Table 2.

Table 2

Educational Access to Basic Learning Governance

Infrastructure Education Health outcomes Alpha Values:
Alpha Values: Alpha Values: Alpha Values: Alpha Values: 0.6169
0.9136 0.6793 0.8744 0.9169

In 1951, Lee Cronbach developed Alpha to provide a measure of the internal consistency of a test or scale; it is expressed as a
number between 0 and 1 (Tavakol and Dennick, 2011). Internal consistency describes the extent to which all the items in a test
measure the same concept or construct and hence it is connected to the inter-relatedness of the items within the test. An applied
practitioner’s rule of thumb is that the alpha value should be above 0.7 for any logical grouping of variables (Cortina,1993).

It has been observed that Cronbach’s alpha values are less than 0.7. We acknowledge this short-coming, but it is important to
include these indicators as they reflect the underlying idea of the Pillar in the best possible manner.

Source : Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine ( Williams et., 2010).
 139

17.2 AGGREGATION

Index on Foundational Learning is based on two elements i.e., indicators, and dimensions. The Principal Component Analysis (PCA)
for calculating the weights of indicators within a component.
After calculating each component, the goodness of fit is evaluated using the Kaiser-Meyer-Olkin (KMO) measure of sampling
adequacy. The KMO index ranges from 0 to 1, as a rule of thumb, KMO scores should be above 0.5 (Williams, et al., 2010). The
results of this analysis are shown in the Table 3.

Table 3

Educational Access to Basic Learning Governance

Infrastructure Education Health outcomes
Kmo Values: Kmo Values: Kmo Values: Kmo Values: Kmo Values:
0.7999 0.5248 0.7182 0.7720 0.5545

The KMO values are well above the set standards for most of the components.

Source : Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine ( Williams et al., 2010 )
 140

17.3 DATA SOURCE

Indicators Source Year

Primary level schools per lakh population UDISE+ 2020-21
Access to Percentage of Teacher for Primary level education UDISE+ 2020-21
Education Pupil Teacher Ratio (PTR) - Primary UDISE+ 2020-21
Percentage of enrollment of Children With Special Needs (CWSN) in primary UDISE+ 2020-21
Gross Enrolment ratio (GER) - Primary UDISE+ 2020-21
Percentage of all minority group's enrolment to total enrolment - Primary UDISE+ 2020-21
Pre school education - Percentage NFHS-5 2019-20
Dropout Rate - Primary UDISE+ 2020-21
Adjusted(NER) - Primary level for girls UDISE+ 2020-21
Indicators Source Year
Percentage of schools with functional drinking water UDISE+ 2020-21
Educational
Percentage of schools with hand wash facility UDISE+ 2020-21
Infrastructure
Percentage of schools with library facility UDISE+ 2020-21
Percentage of schools with medical checkups UDISE+ 2020-21
Percentage of schools with functional toilets UDISE+ 2020-21
Percentage of schools with functional computer facility UDISE+ 2020-21
Percentage of schools with internet facility available UDISE+ 2020-21
Percentage of Schools with functional CWSN friendly toilet UDISE+ 2020-21
Percentage of schools with Electricity connection UDISE+ 2020-21
Per 1000 distribution of households by distance from school having primary classes for each State/UT NSSO 75th 2017-18
 141

Indicators Source Year

Percentage of fully immunised children in the age-group 0-5years NFHS-5 2019-20

Access to Children under 5 years who are stunted (height-for-age) NFHS-5 2019-20
Education Children under 5 years who are severely wasted NFHS-5 2019-20
Children under 5 years who are underweight NFHS-5 2019-20
IMR NFHS-5 2019-20
U5MR NFHS-5 2019-20
Indicators Source Year
NAS Scores: class 3
Language
Educational NAS 2021
Infrastructure Mathematics
Environmental Studies
NAS scores: class 5
Language
NAS 2021
Mathematics
Environmental Studies
Transition Rate - Primary UDISE+ 2020-21
Gender Parity Index (GPI) - Primary UDISE+ 2020-21
 142

Indicators Source Year

Expenditure on Education - As Ratio to Aggregate Expenditure Budget analysis 2018-20 2021-2022
Percentage to total expenditure on primary education for Govt
Educational schools
Budget analysis 2018-20 2019-20
Infrastructure
Percentage of expenditure on teacher training (BE) Budget analysis 2018-20 2019-20
Percentage of total assistance to non govt primary schools Budget analysis 2018-20 2019-20
Percentage of expenditure -Mid day meal state share Budget analysis 2018-20 2019-20
Percentage to total expenditure on primary education under
Budget analysis 2018-20 2019-20
SSA revenue account
as on 31st March
Central fund utilization under poshan scheme PIB
2021
Expenditure on Education - As Ratio to Aggregate Expenditure Budget analysis 2018-20 2021-2022
Percentage to total expenditure on primary education for Govt
Budget analysis 2018-20 2019-20
schools
Percentage of expenditure on teacher training (BE) Budget analysis 2018-20 2019-20
17.4 DTF - LEARNING OUTCOMES
DTF DTF DTF DTF
State/Uts LO-20 LO-21 DTF State/Uts LO-20 LO-21 DTF
LO-20 LO-21 LO-20 LO-21

Punjab 91.65 100.00 8.35 0.00 8.35 Sikkim 88.68 29.45 11.32 70.55 -59.23
Rajasthan 98.64 73.33 1.36 26.67 -25.31 Himachal Pradesh 94.19 32.21 5.81 67.79 -61.98
Chandigarh 100.00 73.90 0.00 26.10 -26.10 Nagaland 93.46 30.74 6.54 69.26 -62.72
Puducherry 91.34 62.32 8.66 37.68 -29.02 Delhi 89.39 20.54 10.61 79.46 -68.85
Maharashtra 94.80 62.16 5.20 37.84 -32.64 Arunachal Pradesh 87.80 18.32 12.20 81.68 -69.48
Madhya Pradesh 92.57 59.26 7.43 40.74 -33.31 Andhra Pradesh 98.56 26.55 1.44 73.45 -72.01
Jammu and Kashmir 91.60 52.76 8.40 47.24 -38.84 Tripura 92.70 20.55 7.30 79.45 -72.14
Assam 97.48 57.66 2.52 42.34 -39.82 Meghalaya 90.36 16.86 9.64 83.14 -73.50
Gujarat 95.76 55.65 4.24 44.35 -40.12 Uttarakhand 96.70 22.07 3.30 77.93 -74.63
Kerala 99.85 59.47 0.15 40.53 -40.38 Uttar Pradesh 88.12 10.92 11.88 89.08 -77.21
Goa 92.41 48.39 7.59 51.61 -44.02 Jharkhand 93.30 12.69 6.70 87.31 -80.61
Odisha 92.15 47.54 7.85 52.46 -44.61 Bihar 89.63 8.92 10.37 91.08 -80.71
West Bengal 94.00 47.45 6.00 52.55 -46.55 Chhattisgarh 91.75 10.31 8.25 89.69 -81.44
Manipur 93.98 47.14 6.02 52.86 -46.83 Telangana 94.58 6.58 5.42 93.42 -88.01
Lakshadweep 87.60 39.74 12.40 60.26 -47.86 Dadra and Nagar
Haveli & Daman and
Mizoram 92.69 41.29 7.31 58.71 -51.40 Diu 94.13 0.00 5.87 100.00 -94.13
Haryana 91.43 38.41 8.57 61.59 -53.02
Karnataka 99.92 44.88 0.08 55.12 -55.04
Andaman and
Nicobar Islands 98.21 43.14 1.79 56.86 -55.07
Tamil Nadu 92.69 35.65 7.31 64.35 -57.04
17.5 BEST CASE AND WORST CASE SCENARIOS - DTF SCORES

Worst Value -
Indicators Best Value - Utopia
Dystopia
Percentage of schools with functional drinking water 100 50
Percentage of schools with hand wash facility 100 50
Percentage of schools with library facility 100 50
Percentage of schools with medical checkups 100 60
Percentage of schools with functional toilets 100 70
Percentage of schools with functional computer facility 100 50
Percentage of schools with internet facility available 100 50
Percentage of Schools with functional CWSN friendly toilet 100 5
Percentage of schools with Electricity connection 100 50
Primary level schools per lakh population 2695.222 16.155
Percentage of Teacher for Primary level education 50 10
Pupil Teacher Ratio (PTR) - Primary -30 -6
Percentage of enrollment of Children With Special Needs (CWSN) 5 2
NER Enrollment ratio (NER) - Primary 100 60
Percentage of all minority group's enrolment to total enrolment - Primary 50 30
Dropout Rate - Primary 0 -4
Adjusted(NER) - Primary level for girls 100 70
NAS Class 3 - Language 500 300
NAS Class 3 - Mathematics 500 300
NAS Class 3 - EVS 500 300
NAS Class 5 - Language 500 300
NAS Class 5 - Mathematics 500 300
NAS Class 5 - EVS 500 300
Transition Rate - Primary 100 75
Gender Parity Index (GPI) 1.95 0.9
Expenditure on Education - As Ratio to Aggregate Expenditure 30 5
Percentage to total expenditure on primary education for Govt schools 60 10
Percentage of expenditure on teacher training (BE) 48.37 0
Percentage of expenditure -Mid day meal state share 40 0
Percentage to total expenditure on primary education under SSA revenue account 30.83 0
Central fund utilization under poshan scheme 100 50
17.6 WEIGHTAGES OF INDICATORS

Indicators Weightage
Primary level schools per lakh population 0.153222
Access to Percentage of Teacher for Primary level education 0.175343
Education Pupil Teacher Ratio (PTR) - Primary 0.084344
Percentage of enrollment of Children With Special Needs (CWSN) in primary 0.078872
Gross Enrolment ratio (GER) - Primary 0.167822
Percentage of all minority group's enrolment to total enrolment - Primary 0.096345
Pre school education - Percentage 0.090091
Dropout Rate - Primary 0.004944
Adjusted(NER) - Primary level for girls 0.149018
Indicators Weightage
Percentage of schools with functional drinking water 0.117298
Educational
Percentage of schools with hand wash facility
Infrastructure 0.114831
Percentage of schools with library facility 0.121158
Percentage of schools with medical checkups 0.074018
Percentage of schools with functional toilets 0.11326
Percentage of schools with functional computer facility 0.108201
Percentage of schools with internet facility available 0.098897
Percentage of Schools with functional CWSN friendly toilet 0.089938
Percentage of schools with Electricity connection 0.124879
Per 1000 distribution of households by distance from school having primary classes for each State/UT 0.037519
 Indicators Weightage
Percentage of fully immunised children in the age-group 0-5years 0.1024
Basic Children under 5 years who are stunted (height-for-age) 0.2334
Health Children under 5 years who are severely wasted 0.1734
Children under 5 years who are underweight 0.2328
IMR 0.0751
U5MR 0.1795
Indicators Weightage
NAS Scores : Grade 3 Language 0.1516
NAS Scores : Grade 3 Mathematics 0.153195
Learning NAS Scores : Grade 3 EVS 0.154024
Outcomes NAS Scores : Grade 5 Language 0.152206
NAS Scores : Grade 5 Mathematics 0.149494
NAS Scores : Grade 5 Environmental Studies 0.153306
Transition Rate - Primary 0.041134
Gender Parity Index (GPI) - Primary 0.045041
NAS Scores : Grade 3 Language 0.1516
NAS Scores : Grade 3 Mathematics 0.153195
Indicators Weightage
Expenditure on Education - As Ratio to Aggregate Expenditure 0.201355
Percentage to total expenditure on primary education for Govt schools 0.190326
Governance
Percentage of expenditure on teacher training (BE) 0.217311
Percentage of expenditure -Mid day meal state share 0.150659
Percentage to total expenditure on primary education under SSA revenue account 0.065196
Central fund utilization under poshan scheme 0.175153
 147

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 Institute for Competitiveness, India is the Indian knot in the global network of the Institute for Strategy and Competitiveness at
Harvard Business School. Institute for Competitiveness, India is an international initiative centered in India, dedicated to enlarging
and purposeful disseminating of the body of research and knowledge on competition and strategy, as pioneered over the last 25
years by Professor Michael Porter of the Institute for Strategy and Competitiveness at Harvard Business School. Institute for
Competitiveness, India conducts & supports indigenous research; offers academic & executive courses; provides advisory services
to the Corporate & the Governments and organises events. The institute studies competition and its implications for company
strategy; the competitiveness of nations, regions & cities and thus generate guidelines for businesses and those in governance; and
suggests & provides solutions for socio-economic problems.

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