Challenges in Implementing the FLN Mission in Mathematics at the Elementary Level: A Study on Teacher Preparedness, Training, Workload, and Infrastructure

Abstract

The Foundational Literacy and Numeracy (FLN) Mission, introduced under the National Education Policy (NEP) 2020, aims to ensure that all children acquire basic literacy and numeracy skills by the end of Grade 3. Assam’s adaptation of this initiative—NIPUN Axom—targets localized implementation across the state. This study investigates the major challenges encountered in implementing the FLN Mission in Mathematics at the elementary level in Kamrup district, Assam, focusing on teacher preparedness, training adequacy, workload, and infrastructural limitations. Data were collected from 62 teachers across 20 government lower primary schools using questionnaires, interviews, and basic observations. Results indicate that while 75.8% of teachers had received FLN training, 83% of them had attended only a single session, and just 53% reported confidence in applying play-based and activity-based pedagogies. Moreover, only 38% of teachers used numeracy kits regularly. Infrastructural constraints, such as the provision of only one numeracy kit per school and the absence of digital learning tools, further hampered effective teaching.

Keywords: FLN Mission, NEP 2020, Mathematics, Teacher Training, Workload, Assam, Kamrup District, Foundational Literacy and Numeracy, NIPUN Axom.