TLPS 2025 Emphasizes Practice-Based Learning for Foundational Literacy and Numeracy

Shillong, India Aug 11, 2026 ALN: The findings of the Teaching and Learning Practices Survey (TLPS) 2025 were presented at an Evidence Convening at the Asian Confluence Centre here, bringing together government officials, education leaders, and practitioners to discuss classroom practices and foundational learning.

Anchored by the Language and Learning Foundation with support from Tata Trusts, and implemented in the state with Madhi Foundation, Smart Village Movement, and Educational Initiatives, the study was conducted over 3-4 months in Samanda Block. The TLPS is part of a broader initiative to enhance educational quality across India, particularly focusing on foundational literacy and numeracy (FLN), which are critical for a child's future learning and development.

Foundational literacy refers to the ability to read and write at a basic level, while foundational numeracy encompasses the ability to understand and work with numbers. These skills are essential not only for academic success but also for lifelong learning and personal development. The early years of education are particularly pivotal, as they lay the groundwork for future learning experiences. The TLPS aims to assess and improve the teaching methodologies employed in the early grades, specifically in Grades 1 and 2, to ensure that all children have access to quality education.

Director of the Directorate of School Education and Literacy, and State Project Director of Samagra Shiksha, Richa Kulkarni, emphasized the state's commitment to prioritizing foundational literacy and numeracy (FLN). “Over the last few years, a lot of thought has gone into how teaching practices can be best designed to help students, given the specific circumstances and challenges they face,” she said, adding that findings from the limited study should be scaled up across the state. This scaling up is crucial as it indicates a desire to implement successful strategies on a broader scale, potentially impacting thousands of students across various districts.

During the convening, speakers stressed the importance of practice-based learning, which is an educational approach that emphasizes hands-on experiences and real-world applications of knowledge. This method can significantly enhance students' understanding and retention of material, as it allows them to engage directly with the content they are learning. The use of teaching-learning materials was also highlighted as a vital component in facilitating effective learning experiences. Such materials can include textbooks, visual aids, and interactive tools that cater to diverse learning styles.

In-person teacher training was identified as another critical element in improving educational outcomes. Sandra M. Nongsiej, Nodal Officer – FLN, DERT, underlined the significance of experiential teaching, which encourages teachers to employ methods that allow students to learn through experience rather than rote memorization. This approach can foster a more engaging and dynamic classroom environment, promoting critical thinking and problem-solving skills among students.

Mary Wanpli Lynrah, FLN State Pedagogy Coordinator, Samagra Shiksha, flagged the need for department convergence to improve the state’s Performance Grading Index (PGI) ranking. The PGI is a tool developed by the Ministry of Education to assess the performance of states and Union Territories in the school education sector. A higher PGI ranking indicates better educational outcomes and can attract more resources and attention to the state's educational initiatives. Effective collaboration among various educational departments can help streamline efforts to enhance teaching practices and ultimately improve student outcomes.

Teachers present at the event called for consistent classroom management strategies and more support for multigrade settings, which are common in rural and underserved areas. In many schools, especially in remote locations, teachers often find themselves instructing students from multiple grades in a single classroom. This scenario presents unique challenges, as educators must find ways to meet the diverse learning needs of students at different levels. Experts noted that sustained coaching and access to appropriate materials are key to strengthening foundational literacy and numeracy in such settings. Ongoing professional development for teachers can equip them with the skills and strategies needed to effectively manage multigrade classrooms and provide personalized support to each student.

The TLPS 2025, conducted between November 2024 and March 2025, covered nine states, with 1,050 classrooms surveyed nationally to provide evidence on teaching practices in Grades 1 and 2. This extensive data collection effort is crucial for understanding the current state of teaching practices across different regions and identifying areas for improvement. By analyzing the results of the survey, educational stakeholders can better tailor their interventions to address the specific challenges faced by teachers and students in various contexts.

The implications of the TLPS findings are significant, as they highlight the need for evidence-based approaches to improving educational quality. Policymakers and educators can use this data to inform their strategies and allocate resources more effectively, ensuring that foundational literacy and numeracy are prioritized in the educational agenda. As India continues to strive for improved educational outcomes, initiatives like TLPS 2025 play a vital role in shaping the future of teaching and learning in the country.

In conclusion, the TLPS 2025 findings serve as a call to action for all stakeholders involved in education. By focusing on practice-based learning, leveraging teaching-learning materials, and enhancing teacher training, there is a collective opportunity to transform the educational landscape, particularly for young learners. The commitment to improving foundational literacy and numeracy is not just about enhancing academic performance; it is about empowering future generations with the skills they need to thrive in an increasingly complex world.