Rethinking Foundational Learning: Are We Blinded by Failed Strategies?

The education landscape is in a state of crisis, a crisis that calls for a profound and urgent response. We find ourselves in a battle of ideologies, where the status quo is our greatest adversary, and the stakes are nothing short of our nation's intellectual future. But, are we genuinely directing our efforts where they matter most, or are we unwittingly perpetuating a cycle of failed strategies?

Is the current learning crisis (FLN) a supply side problem or a demand side problem primarily? Where would you place your chips?

Over the past decade, organizations and governments have poured substantial resources into what they believed were the panaceas: more teacher training, an avalanche of remediation programs, and a proliferation of workbooks. The recent frenzy surrounding educational technology, born from the challenges of the COVID-19 pandemic, has further fueled the fire. Yet, amid all this expenditure and activity, a stark truth remains – the proverbial needle remains stubbornly unmoved.

It's a cliche yet it's important to remind ourselves: a third of standard 5 students struggle with standard 2 texts, and half of them falter with simple two-digit division. This statistic has remain unchanged over years - our collective efforts thus far have yielded little effort than expected.

The root of this catastrophe lies in the early stages of education, in the preschool years. Quality preschool education offers a quantum leap forward in life, while its absence consigns children to an enduring game of catch-up. This is not merely an inconvenience; it's a grave injustice.

However, here's the bitter pill to swallow: Less than 1% of government funding is earmarked for early childhood education. To compound the problem, responsibility for this vital phase is delegated to village-level nutritionists, the Anganwadi workers, whose primary focus often leans towards non-educational objectives.

Let's not mince words – this is a tragedy in the making.

To address this crisis effectively, the education sector needs a strategic shift toward a "strong demand-side approach accelerating supply-side solutions." This entails asking critical questions about - why are parents not bothered about pre-schooling in rural areas. Why are the formative years so neglected? Why is not having a good preschool an active gram panchayat agenda? Do parents know what to demand and expect from Anganwadi workers in terms of education delivery? How can parents help learning at home? What would raise their aspirations for better pre-schooling? Can voters demand better pre-schooling for their children?

The entire community, including parents, influential leaders, Anganwadi workers, Sarpanch (village heads), and citizens, must be made aware, empowered, and provided with platforms to raise their expectations regarding preschool education. This shift involves moving from a passive stance of "just look after my children" to "my children should at least know their letters and numbers before going to school.".

Effecting this change necessitates a significant and radical shift in the current approach to FLN missions. Activating demand, or at least relevant networks capable of generating such demand, is crucial. Simultaneously, collaboration with the government is essential to address supply-side challenges. Preschool education must be integrated into the K-12 system, staffed with qualified teachers, and adequately funded.

Make no mistake – neglecting preschool education perpetuates a system of educational inequality that shortchanges those who cannot access elite urban preschools. It's time for decisive action, to spark a demand for at least one substantial preschool facility in every village.

In conclusion, the FLN crisis demands our unwavering attention and action. It's time to undertake a transformative journey in education, one that harmonizes supply-side and demand-side strategies, placing early childhood education at the forefront of our priorities.