The Silent Crisis of Foundational Learning in India

THE LATEST Economic Survey of India reported its near-universal enrolment of 93 per cent and dropout rates as low as 1.9 per cent in primary education.

- By Amit Kapoor

At first glance, this might feel like a sigh of relief. But before we rejoice, we shall pause and think whether all children are truly included on this journey of foundational learning. Educational disparities across genders, grade levels, or regions often hide in plain sight, quietly shaping classroom interactions and future opportunities. So, is the situation of primary education in India really a win for the country, or just a well-disguised warning?

According to UNESCO, globally, girls are 1.2 times more likely to be out of school than boys, and nearly half the out-of-school youth are female. This is not just a statistic, but a signal, a signal of the prevalence of gender disparity in education. The study on Foundational Literacy and Numeracy (FLN) undertaken by the Institute for Competitiveness (IFC) highlights that educational gender gaps are often symptomatic of broader developmental challenges, including the socioeconomic status of the students, educational environments, and societal expectations. Thus, it is imperative to assess learning outcomes not just as a function of the students' innate ability but also as a product of external influences. Therefore, while policies focussed on girls' education are vital, they are not the whole solution. Instead, what we need is a broader, more inclusive approach addressing multiple factors contributing to gender disparities in education, from the very first day of school. This could potentially level the playing field throughout education and into the workforce.

The recent report on