Latest news with #FoundationalLiteracyandNumeracy
The Hindu
13 hours ago
- General
- The Hindu
In Telangana, teacher training is a continuous, classroom-centered process
'A good teacher builds a better harvest than a good monsoon,' goes an old saying in Telangana's villages. Students thrive not just from resources or policy, but from skilled, supported, and trusted teachers and decades of research across the globe confirm this. Yet, despite this clear connection, effective teacher training has remained an elusive goal in India's education system. In recent years, many States have expanded their teacher training efforts. Yet, the challenge has remained: how to move beyond one-off workshops to truly empower teachers in classrooms. Telangana set out to answer that question — by reimagining teacher development not as an event, but as a continuous, classroom-centered process. Its experience offers important insights for the rest of the country. Teacher training a missed opportunity A large study by the Institute for Multi-sensory Education found that high-quality teacher development can boost student achievement by 21 percentage points. Another meta-analysis across 60 studies showed that structured coaching raised instructional quality by 20 percentage points, and student scores by 7–8 points—especially in critical early literacy skills. Yet, India's teacher training story has often been a litany of missed opportunities. A 2016 NCERT review found that most in-service trainings were one-off lectures, unconnected to teachers' real struggles. Needs assessments were sporadic, follow-up was rare, and cascade models — designed to spread training — often diluted quality by the time help reached classrooms. Telangana was no exception. Over almost a decade, despite running large-scale training sessions, learning levels remained stubbornly low with a declining trend. While the textbooks were thoughtfully designed, teachers struggled to bring them to life in the classroom, having never been trained to transact them in their true spirit—often rushing through content without knowing if real learning was taking place. It was clear: training teachers for a day wasn't enough. They needed to be equipped, supported, and trusted every day. In 2022, Telangana turned the mirror inward and asked its teachers a simple but powerful question: 'What do you need?' Their answers were poignant — and surprisingly simple. 'We have the textbooks and materials — we just don't know if we're using them the right way to actually help children learn.' The response led to a quiet revolution. A revamped training program First, new easy-to-use Teacher Handbooks in Telugu, Urdu, English, and Mathematics were launched to guide lesson delivery and make textbooks transactions easier. Paired with Student Workbooks aligned to Foundational Literacy and Numeracy (FLN) goals, this shift moved the system from rote curriculum coverage to competency-based learning, giving teachers a way to monitor student progress every day. Next, Telangana redesigned how it trained its teachers. In 2023, building on this momentum, over 48,000 primary teachers participated in a revamped training program. For the first time, the focus was not on abstract theory but on real challenges. Teachers were encouraged to bring their handbooks into the training hall and refer to them throughout. Mandal-level trainers underwent in-depth orientations and received structured trainer kits with presentations, demonstration videos, and activities — shifting the format from lecture to dialogue. For instance, instead of simply being told how to 'teach place value,' trainers walked teachers through an actual classroom demonstration: using small sticks bundled in tens to make the concept tangible for young children. Teachers practiced these techniques themselves, received feedback, and were equipped to replicate them in their own classrooms. But the most radical change came after the workshops ended. Continuous professional development Instead of leaving teachers to fend for themselves, Telangana built a support system in the field. Middle management officials including the Mandal Educational Officers and the Complex Head Masters, visited classrooms, observed lessons, offered feedback, and nudged teachers toward excellence. Over one lakh classroom observations were conducted — not to police teachers, but to support them. Despite slight hiccups in 2024 — most rightly due to long-pending systemic reforms such as teacher transfers and promotions — the State stayed the course. These reforms, while temporarily slowing down classroom support and momentum, were critical for restoring fairness and morale in the system. And finally, in 2025, Telangana took the entire teacher development effort to the next level. For the first time in the past decade, a five-day, statewide training was held during the summer holidays — ensuring teachers have uninterrupted time to engage deeply, reflect, and prepare before the academic year began. The training design was rooted in evidence drawn from a large-scale sample study conducted by the SCERT in March 2025. The data revealed specific areas where students struggled and where teachers felt stuck. Every session was aligned with these findings and mirrored real classroom situations, so that teachers could connect, practice, and apply. In effect, the classroom walked into the training hall — and that made all the difference. More importantly, every session was tied to real classroom challenges. Technology was seamlessly woven into the entire process. Pre- and post-assessments tracked what was working — and what wasn't, attendance was digitally tracked. Teachers were awarded digital completion certificates, acknowledging their effort and commitment. This structured and tech-enabled approach ensured accountability while also respecting teachers as professionals. Today, around 78% of teachers show improvement in post-training assessments. Most importantly, teachers find themselves more confident to transact a lesson which would further have an impact on the student learning outcomes. To complement these efforts, Telangana has been working on a blended Continuous Professional Development (CPD) platform to empower teachers to continue their learning journeys, choosing courses based on their needs — a quiet nod to respecting teachers as professionals, not passive recipients. (Dr. IV Subba Rao is a retired IAS Officer and Senior Advisor, Central Square Foundation. Suresh Ghattamaneni is an Associate Director at Central Square Foundation)
Hans India
2 days ago
- General
- Hans India
Training held for 1.12L teachers across State
Hyderabad: In a bid to enhance educational quality and empower educators, around 1,12,882 teachers were trained by the Education Department, Telangana. The initiative covered a total of 25,356 government, local body, TREIS, Model Schools, KGBVs, and URS institutions. To ensure optimal participation and coverage, the training was organised in three phases in a cascade mode, each spanning five days. A total of 1,12,882 teachers and Headmasters out of 1,16,084 completed the training. According to officials, the training programme was spearheaded by 5,605 resource persons and focused on key areas such as: Enhancing student learning outcomes- Foundational Literacy and Numeracy (FLN) for primary classes (1-5) and Learning Improvement Program (LIP) for secondary classes (6-9) innovative teaching-learning methodologies, assessment practices, digital literacy (AI, ICT, IFPs) departmental initiatives, creating a drug-free school environment and adolescent safety and empowerment.
The Hindu
3 days ago
- General
- The Hindu
Over 1.12 lakh teachers trained ahead of new academic year in State
The Department of School Education under its teacher training programme has completed training for teachers and headmasters covering 25,356 various government, local body, urban residential and model schools ahead of the beginning of the 2025-26 academic year. The programme was conducted in three five-day spells from May 13 to 31. Over 5,600 trainers of teachers led the sessions for 1,12,882 teachers. A total of 1,165 teachers who would retire in July 2025 were exempted from the training, and another 3,202 teachers were availing various leaves and they would be trained in the mop-up programme. In all, about 97.24% of the teachers completed the training modules. According to Director, School Education, E.V. Narasimha Reddy, trainings were organised strategically — high school teachers at the district level and primary school teachers were trained at the mandal level. Their daily attendance was tracked with the Telangana School Education mobile app. The pre- and post-training tests for the teachers were conducted using the mobile application, which also generated individual training certificates. The training programme was essential and was aimed at improving Foundational Literacy and Numeracy (FLN) for primary classes and Learning Improvement Program (LIP) for secondary classes. The five-day modules familiarised and tested the teachers on innovative teaching-learning methodologies, digital literacy and tools such as Artificial Intelligence, Information Communication Technology and IFPs, departmental initiatives, creating drug-free school environment, adolescent safety and empowerment, and assessment practices.
Time of India
3 days ago
- General
- Time of India
Nipun Maharashtra Mission: Lakhs of mothers turn teachers to prepare tiny tots for school
1 2 3 4 5 6 Nashik: In Maharashtra , lakhs of mothers transformed into educators for young children, helping prepare them for their academic journey. More than 11 lakh women with a minimum qualification of Standard X received training to assist children in their neighbourhoods develop essential school-readiness skills. With formal education starting in Standard I from June, many children, particularly in tribal, rural and remote regions, lack fundamental skills in literacy, numeracy and communication. These women received training through the school education department using State Council of Educational Research and Training (SCERT) materials, employing enjoyable learning methods to ease children's transition into schooling. Many women, themselves young mothers, found joy in teaching basic concepts to children this May. "It was like a vacation camp for the children. We made it fun, as most sessions were conducted at home and without any formalities. Most of the children know us because they live nearby and they are friends with our children. It made the entire exercise rewarding," said Aarti Lokhande, a resident of Satana taluka. This initiative stemmed from the March 2022 state govt decision to enhance Foundation Literacy and Numeracy (FLN) for children up to 8 years. The programme, conducted in May during summer holidays, focused on children in Standards I to III. It forms part of the Nipun Maharashtra Mission, implemented with NGO Pratham's support. Sangeeta Bhusare from Trimbakeshwar taluka, Nashik, explained that volunteer mothers formed small groups of five to 10 members. Her daughter currently attends Standard II at a zilla parishad school. "We were given study material and also taught how to make the children understand the concepts. Depending on the locality, each one of us in the group had one to five children to teach. We shared the teaching resources and duties as per our convenience," she said. The sessions, held in participants' homes, concentrated on reading, dictation and basic mathematics. Across Maharashtra, 11.09 lakh mothers participated, with Nashik division recording the highest involvement of 2.05 lakh mothers. SCERT director Rahul Rekhawar said, "Efforts are being made for parental engagement and this is one of the exercises being conducted to ensure their involvement in foundational literacy and numeracy. This will help build children's future." A Foundational Literacy and Numeracy report released in 2024 positioned Maharashtra second among nine large Indian states. State govt conducts yearly assessments of Standard III students to evaluate FLN progress. "My children and those in the neighbourhood would come home every day to learn something. I even had children coming to their grandparents' home for vacation coming over. Children enjoyed singing songs, doing simple mathematics, and reading stories," said Vinita Gavit, a mother from Igatpuri taluka. "Parents' involvement in the studies and building the career of a child is important. While there is awareness in the urban areas, efforts are being made to engage parents in the rural areas for the same. Nipun Maharashtra is one such step, and it is building up. The exercise carried out across the state saw huge involvement of mother,s and this is bound to help improve the children's future," said Sachindra Pratap Singh, the education commissioner. Nashik: In Maharashtra, lakhs of mothers transformed into educators for young children, helping prepare them for their academic journey. More than 11 lakh women with a minimum qualification of Standard X received training to assist children in their neighbourhoods develop essential school-readiness skills. With formal education starting in Standard I from June, many children, particularly in tribal, rural and remote regions, lack fundamental skills in literacy, numeracy and communication. These women received training through the school education department using State Council of Educational Research and Training (SCERT) materials, employing enjoyable learning methods to ease children's transition into schooling. Many women, themselves young mothers, found joy in teaching basic concepts to children this May. "It was like a vacation camp for the children. We made it fun, as most sessions were conducted at home and without any formalities. Most of the children know us because they live nearby and they are friends with our children. It made the entire exercise rewarding," said Aarti Lokhande, a resident of Satana taluka. This initiative stemmed from the March 2022 state govt decision to enhance Foundation Literacy and Numeracy (FLN) for children up to 8 years. The programme, conducted in May during summer holidays, focused on children in Standards I to III. It forms part of the Nipun Maharashtra Mission, implemented with NGO Pratham's support. Sangeeta Bhusare from Trimbakeshwar taluka, Nashik, explained that volunteer mothers formed small groups of five to 10 members. Her daughter currently attends Standard II at a zilla parishad school. "We were given study material and also taught how to make the children understand the concepts. Depending on the locality, each one of us in the group had one to five children to teach. We shared the teaching resources and duties as per our convenience," she said. The sessions, held in participants' homes, concentrated on reading, dictation and basic mathematics. Across Maharashtra, 11.09 lakh mothers participated, with Nashik division recording the highest involvement of 2.05 lakh mothers. SCERT director Rahul Rekhawar said, "Efforts are being made for parental engagement and this is one of the exercises being conducted to ensure their involvement in foundational literacy and numeracy. This will help build children's future." A Foundational Literacy and Numeracy report released in 2024 positioned Maharashtra second among nine large Indian states. State govt conducts yearly assessments of Standard III students to evaluate FLN progress. "My children and those in the neighbourhood would come home every day to learn something. I even had children coming to their grandparents' home for vacation coming over. Children enjoyed singing songs, doing simple mathematics, and reading stories," said Vinita Gavit, a mother from Igatpuri taluka. "Parents' involvement in the studies and building the career of a child is important. While there is awareness in the urban areas, efforts are being made to engage parents in the rural areas for the same. Nipun Maharashtra is one such step, and it is building up. The exercise carried out across the state saw huge involvement of mother,s and this is bound to help improve the children's future," said Sachindra Pratap Singh, the education commissioner.
India Gazette
23-05-2025
- Politics
- India Gazette
Education Minister Dharmendra Pradhan inaugurates temporary KV building, lays foundation for permanent campus in Dhenkanal
Dhenkanal (Odisha) [India], May 23 (ANI): In a step toward strengthening foundational education, Union Education Minister Dharmendra Pradhan inaugurated a temporary building for Kendriya Vidyalaya (KV) on Friday and laid the foundation stone for its permanent campus in Dhenkanal, Odisha. The occasion also reaffirmed the government's commitment to implementing the National Education Policy (NEP) 2020 across all states. Speaking to ANI, Pradhan emphasised the NEP's focus on regional languages in early education. 'Under the National Education Policy (NEP) 2020, we have decided that in all the states of India--in the foundational and preparatory stages, in Foundational Literacy and Numeracy (FLN), and in the NIPUN Bharat Mission--education must be provided in the children's mother tongue in the initial years,' he said. He noted that the Central Board of Secondary Education (CBSE) has already issued a circular directing schools across the country to commence school education in regional languages. 'This move aligns with NEP's vision to make learning more inclusive and effective for young students,' Pradhan stated. 'To take our country's new generation to the global level, we must fully implement the National Education Policy,' Pradhan added, underlining the importance of culturally rooted yet globally competitive education. Earlier in the day, Dharmendra Pradhan also inaugurated the newly constructed auditorium at the Odisha University of Agriculture and Technology (OUAT) in the Chiplima region of Sambalpur district. According to his post on the social media platform X, Rs 10.5 crores were invested to upgrade the auditorium. 'OUAT, Chiplima will be a bridge between 'Developed Odisha' and 'Developed India'.I am happy to inaugurate the new state-of-the-art auditorium of OUAT Chiplima Agricultural College in Sambalpur. This auditorium will be of great help in the intellectual development of the students and in enhancing the skills of the farmers of Sambalpur and the surrounding districts. I thank the Chief Minister @MohanMOdisha for taking steps to upgrade this auditorium with an investment of about Rs 10.5 crore,' Pradhan post on X read. He also thanked Odisha Chief Minister Mohan Charan Majhi for his efforts in facilitating the auditorium's development. (ANI)
