22-05-2025
Bridging the learning gap: Why parental and community involvement is key to India's FLN mission
In Lalakhedi village, located in the Sehore district of Madhya Pradesh, Ramprasad, a daily wage labourer, is a father of three school-going children, Anshu, Vidhya, and Gauri, who study in Classes 1, 3, and 4, at a government school, Madhyamik Vidyalaya, Lalakhedi. When asked about his involvement in their education, whether he motivates his children to attend school regularly or complete their homework, or knows what syllabus is being taught in school, he said, 'Yes, but they do it themselves.'
Ramprasad says his children return home after school and complete their schoolwork on their own. 'They don't get any homework these days,' he added. Both he and his wife, who is also a daily wage worker, are often away from home during the day, leaving little room for academic support to their children. When asked if his wife gets involved in the children's studies, Ramprasad said, 'She has not studied much, so she is often unable to help.' He added that he has studied till Class 8.
Expressing a common belief among many parents, he said, 'There's nothing much to study in Class 1 and Class 2 in any case,' suggesting that early-grade learning is easy and can be the school's responsibility.
As schools work toward basic reading and arithmetic, families and communities outside school also play a major part, say educationists, adding without their participation, classroom efforts alone may fall short. However, a significant proportion of India's schoolchildren are not very different from Ramprasad's children. Their parents and the extended community around them are not in a position to play that role.
The importance of active parental involvement becomes even more pronounced in the context of the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN) Bharat Mission, which aims to ensure that all children acquire Foundational Literacy and Numeracy (FLN) skills by the end of Class 3 by the year 2026-27. FLN levels at this age are important for future studies and skills, and then employability. The school's FLN efforts include ensuring the child's ability to read age-appropriate texts with comprehension and carry out basic mathematical tasks like addition, subtraction, and multiplication.
To support and assess the progress of children under the NIPUN Bharat mission, the government has introduced PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), a national assessment centre under NCERT which aims to establish a framework for assessing learning outcomes across States and ensure that FLN goals are being met effectively. PARAKH helps schools and policymakers identify gaps early and make informed interventions.
The success of these goals and programmes hinges not only on what happens within the classroom. There is a need for more community-level campaigns and support mechanisms that can bridge the gap between school, home and studies.
The problem is not just access or infrastructure, but a lack of interconnectedness—between parents and teachers, between policy and practice, and between the child's world inside and outside school. Filling this void requires a coordinated, community-powered movement, not just classroom-based reform.
Root causes
Jayant Joshi, a retired government school principal who is now involved in developing FLN workbooks (Abhyas Pustika), is engaged in creating training modules for teachers under the FLN programme in Bhopal. He shares the challenges he has observed at the ground level while working closely with families and communities. He noted that children often miss school during harvest or the 'katai' seasons, as they are expected to help their families. Many children are tasked with looking after younger siblings when their parents are away at work, which further affects their attendance and learning consistency. He observed that teacher training does not translate into actual ground work due to differences in teaching methods, lack of understanding and, sometimes, just inertia.
Mr. Joshi says that while the special FLN workbooks are designed for students to carry home and revise what they've learned in school, parental involvement remains minimal. Many families, particularly in rural and tribal areas of Madhya Pradesh, come from farming backgrounds or belong to Adivasi communities, where the parents themselves often haven't received formal education. 'They believe that whatever little their children manage to learn in school is enough. Most parents only check whether their child has passed or failed,' he added.
Abdul Qayom Khan, principal of a government school in Kupwama, Kashmir said that students in his school are from different language backgrounds. Not all understand Hindi, Urdu or English, thus teaching class 3 the basic concepts of addition-subtraction in their native language poses obstacles for teachers and for students both. They are also first generation learners so 'the school does not expect parental support….students showing up to the class is the most ambitious expectation we hold,' Mr. Khan added.
While in Kashmir, the political disturbances can take a toll on students' learning, elsewhere in India, other external factors such as transport connectivity, lack of infrastructure, harsh weather, irregular availability or unwillingness of teachers to work in remote locations, and seasonal agricultural work often takes priority over education.
A non-profit intervention
Avinash Verma, who works as a Programme Officer in Patra, Dhar (Madhya Pradesh) with the SRF Foundation, shared that a CSR programme of the company in partnership with the government has adopted several government schools with the aim of transforming them into model schools. The SRF Foundation is the social responsibility arm of SRF Ltd., working to improve the quality of education in government schools across India.
'Our first priority is to develop or repair the school's infrastructure then we move toward strengthening the academic structure,' Mr. Verma said. Their efforts include teacher training, setting up computer labs, digital classrooms, Science labs, and creating subject-specific reading corners.
They also ensure the availability of equipment and stationery needed for academic activities. 'It is equally important to build teachers' capabilities to make full use of these facilities, and that's why we focus on teacher training and hold regular competitions. The recognition and involvement motivate teachers,' he added.
He further explained that SRF volunteers hold regular meetings with the village sarpanch, Anganwadi workers, teachers, and parents to assess the school's needs and align efforts accordingly. These community meetings have helped in regular interactions between parents and teachers, as well as the attendance count of every student. 'Some parents argue that teachers aren't teaching, and so they stop sending their children to school. These kinds of doubts often come up and are openly addressed in the meetings,' he said.
Mr. Verma talks about a common issue observed on the ground: 'Sometimes students lie to teachers, saying their parents asked them to come home early, and then tell their parents that the teachers weren't present. These situations lead to misunderstandings, but regular communication helps us tackle them.'
He noted that hygiene, clean bathrooms, water availability, internet availability, and quality of mid-day meal keep the parents enthusiastic about sending their children to school. 'We take time to explain to parents that the teachers in government schools are well-qualified and have cleared competitive exams, unlike many in private schools,' he said. 'To build trust, we even invite them to join the children for a mid-day meal at school so they can see the quality of food being served.'
The role of School Management Committees
Sometimes, a pro-active School Management Committee (SMC) can turn things around such as in the Corporation Elementary School in Mogappair, Chennai, Tamil Nadu. Ms Krishnaveni, Headmaster of the school, shared that the SMC associated with her school comprises 25 members, including educationists, volunteer parents, and community volunteers.
The school runs classes from kindergarten to Grade 5 and currently includes 25 children with special needs, including students with autism. 'Interested parents join the committee as volunteers and that way they help their child and other children too through the daily tasks of reading and writing,' Ms. Krishnaveni said.
What sets this school apart is the everyday involvement of at least six to seven parents who come in to assist students with reading and writing. The school also conducts special coaching classes for both children with special needs and others in core subjects like Maths, English, and Tamil, for two and a half hours daily.
Supported by the Tamil Nadu government, the school has been provided with workbooks and learning materials - the SMC enhances this further by creating laminated grammar and Math activity sheets, promoting newspaper reading, and sharing library books to improve students' reading habits. They also engage students in practicing tongue twisters in Tamil and English to help develop vocabulary and improve speech, especially for students with special needs.
Ms Krishnaveni said that the government conducted the FLN assessment in November 2024 for Classes 3 and 5. From Class 3, 20 students were selected through a government lottery system to take the test. The results of the assessment are yet to be announced.
However, Ms. Krishnaveni went a step further. Once the selected 20 students completed the assessment, she conducted the same test for the rest of the class as well, comprising 40 students. 'This was to understand where each student stands and to identify who needs additional attention.'
She noted that among the 40 students in Class 3, three have autism and five are on the dyslexia spectrum. Despite these challenges, she said the majority of students performed well. 'About 90% of them did well, though 10% struggled with English. For those students, we're currently holding special English support classes after school,' she added. She also pointed out that 20 students have shown advanced writing skills.
Ms. Krishnaveni mentioned the importance of community involvement in a child's learning journey. 'It's not just the teachers. We have coaching volunteers, parents, and even school staff like sweepers stepping in to help. One of our sweepers conducts drawing classes to keep the students engaged and reduce boredom,' she shared. 'I strongly believe that one teacher alone can't make a difference. We need a group, a community, that supports students daily, helping them achieve the basics,' Ms. Krishnaveni said.
Statewide FLN missions
The Central Square Foundation (CSF), a non-profit dedicated to enhancing students' learning outcomes through its system-level interventions and State partnerships, works with 11 State governments as a technical support partner to design and implement statewide FLN missions. Ms Shaveta Sharma-Kukreja, CEO & MD, says these collaborations support States in creating roadmaps, developing content, strengthening teacher capacity, and building monitoring systems to ensure the effectiveness of FLN efforts on the ground.
CSF also advocates for a community-led approach to improving learning outcomes, aligning closely with the goals of the NIPUN Bharat Mission. Ms. Shaveta noted that CFS is developing easy-to-understand communication materials, supporting States in conducting FLN-focused SMC orientation sessions, conducting training for headmasters and mentors, as well as supporting the State in organising parent-teachers meetings. 'The success of the NIPUN Bharat Mission is not just a government priority, but to achieve its objectives, it needs to follow a whole-of-society approach and be energised by members of the community,' she said.
Ms. Shaveta further notes, 'By equipping SMCs with the right knowledge and tools, and empowering parents, we aim to make them true partners in ensuring that every child in Grades 1-3 can read with understanding and solve basic Math problems.'
