Foundational Literacy Numeracy (FLN) is the ability to read with understanding, write, and do basic math at a level that allows children to learn and succeed in school. It is essential for children’s overall development and well-being. In India, the importance of FLN is well-recognized in the National Education Policy (NEP) 2020, which makes it compulsory for all educational institutes to abide by.

Since education is one of the major components of the Khushaal Bachpan programme, the training of academic mentors was done on FLN for the states -of Rajasthan, Uttar Pradesh, and Madhya Pradesh.

The training aimed to build an understanding of academic mentors on FLN and its importance during the early stage of child development. It also held discussion and orientation on the tools designed for measuring the learning levels of children. The goal of the training was to train all academic mentors on how to develop and implement individualized support strategies based on the assessment data, considering the unique needs and strengths of each child. It also intended to capacitate mentors on how to monitor and celebrate the progress of children by fostering a positive learning experience and motivation for continued learning. A total of 45 members participated in the training including 36 academic mentors, four community educators and five district project associates.

The training began with an inaugural address by Mr. Joseph Mathew, the Programme Lead of Khushaal Bachpan. He laid out the importance of the mentors’ role in a child’s learning journey, highlighting the opportunity to make a significant difference in the lives of village children. The State Program Associate provided an overview of the Khushaal Bachpan programme goals and objectives, reiterating the training program’s purpose.

The Khushaal Bachpan – HO team explained reporting and documentation procedures and briefly oriented the mentors on the ongoing children’s day campaign. To set the context, Mr. Omkar Yadav discussed the goals and objectives of NEP (National Education Policy) 2020 and reviewed literacy status based on the data available from the open platform. Academic mentors were introduced to the tools for assessing foundational skills in reading and mathematics, with a focus on early grades in all Khushaal Bachpan Bal Chaupals. The training covered the standardized scoring system, a live demonstration of assessment tool administration, and a supervised practice session in a real field setting. The session ended with a Q&A to address concerns about the assessment process, scoring, and data recording.

The training programme bought forth a diversity in learning needs including addressing diversity by providing strategies for differentiated instruction. The programme concluded with adapting teaching strategies for mentors and adjusting methods to address specific learning areas.

In conclusion, the training set the stage for creating and sustaining momentum for the ongoing creation of Teaching Learning Material (TLM). It also agreed on involving parents in the assessment process, fostering a collaborative learning environment, and encouraging parental support. The training emphasized that children-centric learning approaches should be adopted in all Bal Chaupals, catering to the individual interests of children and fostering different learning styles. It is imperative to encourage artistic expression and creativity to flourish in Bal Chaupals through activities such as art, music, drama and other creative endeavours to enhance learning and self-expression.