Foundational First programme leverages targeted, data-driven teaching methods to achieve learning gains in govt schools
Irfan Gul
Education is a fundamental tool for human emancipation and dignity. Recognising this, the government must prioritise education and regularly evaluate its actual outcomes. While most children are enrolled in schools today, mere enrollment is insufficient. The critical question remains: Does enrollment guarantee learning? The answer is no. Enrollment is merely a starting point; the real goal is ensuring children learn meaningful skills and knowledge that can be applied in their lives.
The focus should be on what children are actually learning within classrooms. Are they understanding concepts in subjects like mathematics, language, and logic? Does the pedagogy promote inclusive, engaging, and comprehension-based learning? More importantly, do students develop skills that ease their daily lives at home and in society? For example, if after years of schooling a child cannot measure a room for buying a carpet, it indicates a failure in education’s core purpose—equipping students with practical skills.
In this context, the “Foundational First” initiative was launched as a targeted effort to strengthen foundational literacy and numeracy among students in Classes 3–5 in government schools of Uri Subdivision, Baramulla, from August to November 2025. The program, a collaborative effort between the District Administration Baramulla, Chief Education Office, Baramulla, and Pratham Education Foundation, aimed to address learning deficiencies in Urdu, English, and Mathematics.
Objectives and Approach
The primary goal was to enhance basic reading and arithmetic skills, enabling children to read simple texts confidently and perform fundamental mathematical operations—addition, subtraction, multiplication, division, and solving word problems—by the end of Class 5. The initiative adopted the proven Teaching at the Right Level (TaRL) methodology, which emphasises tailoring instruction to a child’s current learning level rather than their age or grade. The 30-day remedial camp classes used a focused, activity-based approach, conducting intensive small-group and individual sessions.
The TaRL Pedagogy
TaRL was pioneered by Pratham Education Foundation in the early 2000s as an effective, low-cost solution to the learning crisis. It begins by assessing each child’s current level, then grouping children accordingly, regardless of their grade. Teachers use simple, engaging, and activity-based methods that suit each learning group. Regular assessments monitor progress, and children are re-grouped based on their advancement. This data-driven approach ensures rapid learning gains, enabling children to catch up to expected grade levels within a short period.
Key steps in the TaRL approach include baseline assessments, setting achievable learning goals, grouping children by level, using level-appropriate activities, and conducting ongoing assessments. This method ensures instruction is relevant and effective, especially in contexts with varied learning levels and resource constraints.
Implementation and Timeline
The programme involved four main steps:
1. Teacher Training: Teachers in English, Urdu, and Mathematics received training on the TaRL pedagogy, assessment tools, student grouping, and classroom routines. Resource persons from each block were also oriented to monitor and verify the implementation process.
2. Baseline Assessments: Conducted from September 17–20, 2025, teachers assessed students’ initial levels and uploaded data for analysis. Sample verification ensured data accuracy.
3. 30-Day Remedial Classes: From September 22 to October 31, 2025, children participated in intensive level-wise classes using a mix of group activities and individual support. Children were re-grouped based on ongoing assessments.
4. Endline Assessments & Evaluation: Conducted from November 1–13, 2025, with verification from November 9–15, the assessments measured progress, followed by data validation and reporting.
Coverage and Participation
The programme engaged 311 government schools across four blocks—Uri, Jhulla, Chandanwari, and Boniyar—with all schools submitting complete baseline and endline data. A total of 854 teachers participated, with 830 undergoing TaRL training, reflecting a 97% training rate. Nearly 6,532 children from Classes 3–5 were enrolled, with over 98% assessed during baseline and 97% during endline, indicating extensive coverage.
Learning Gains
Urdu and English Subjects:
Urdu reading levels improved significantly. The proportion of students reading at a story-level (second-grade text) increased from 19% to 40%, a 21-percentage-point rise. Class-wise gains showed notable improvements: Class 3 students’ reading at story-level increased from 9% to 28%, Class 4 from 21% to 42%, and Class 5 from 29% to 53%.
Similarly, English reading outcomes saw a jump from 23% to 45% at the story level, a 22-point increase. Class-wise, Class 3 students improved from 11% to 32%, Class 4 from 25% to 47%, and Class 5 from 35% to 59%. These results indicate substantial progress in foundational literacy.
Mathematics: Recognition of three-digit numbers (100–999) improved from 69% to 87%. Performance in basic operations also showed remarkable gains: addition proficiency increased from 83% to 93%, subtraction from 69% to 88%, multiplication from 46% to 74%, and division from 26% to 52%. Word problem-solving skills similarly advanced, with subtraction problems solved by 43% of children at endline versus 24% at baseline, and division word problems from 14% to 34%.
Monitoring and Verification
A robust monitoring mechanism involved 32 monitors conducting 275 school visits. Over half of the schools (57%) were visited at least once, with Boniyar recording the highest coverage. During visits, most classes (63%) were already underway, and teachers demonstrated good adherence to the TaRL methodology—children were correctly grouped in 85% of observations, and level-appropriate activities were observed in 72%. Teaching-learning materials were available in 98% of visits, and teachers used them correctly in 67%.
Post-visit support included teacher demonstrations and feedback, ensuring quality implementation. Assessment verification in schools showed high reliability, with over 90% accuracy in re-testing children, confirming the robustness of the data.
Challenges and Lessons Learned
Time constraints emerged as the most common challenge, especially in Boniyar and Chandanwari, where nearly half of the visits noted insufficient class time. Other issues included classroom management, administrative workload, irregular schedules, low attendance, seasonal labour, and single-teacher schools. Despite these hurdles, the programme’s high coverage and positive learning outcomes demonstrate that targeted, focused interventions like TaRL can effectively accelerate foundational learning within a short span.
The Foundational First initiative in Uri Subdivision exemplifies how a focused, data-driven approach can significantly improve literacy and numeracy among young students. It underscores the importance of tailored pedagogy, continuous assessment, and strong monitoring systems. Although challenges persist, such interventions prove that with commitment and strategic implementation, substantial educational gains are achievable even in resource-constrained settings.
This experience offers valuable insights for scaling similar programmes across other regions, emphasising that foundational skills are essential for lifelong learning and social development. The programme’s success reflects the potential of collaborative efforts involving government agencies, educational organisations, and local communities to transform education and ensure that enrolment translates into meaningful learning for all children.
The writer works with Pratham Education Foundation as a Measurement, Monitoring & Evaluation (MME) Associate for Jammu and Kashmir
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