Page 26 - 10X GOOD Issue 17 October

As an example, the Ennum Ezhuthum program favour of compliance with external mandates.
in Tamil Nadu shows that there may be several Such compliance-driven culture stifles innovation,
challenges in the implementation and focus of reducing teaching to a mechanistic execution of
FLN initiatives that may need deeper attention. By plans rather than a dynamic, engaged practice aimed
embedding behavioural change principles, we can at fostering genuine learning. Teachers must be
rethink how FLN interventions are implemented, viewed and empowered as professionals who can
ensuring they create lasting, meaningful impact. adapt to classroom realities, not simply as executors
of policy.
Navigating Implementation Why Behavioural Change Matters in
Challenges
WHY TEACHER Many FLN programs, like Ennum Ezhuthum, adopt a Education

For transformation in FLN, we may have to shift our
top-down structure, prescribing methods, timelines,
and assessments from the state level. This can
focus from implementation compliance to nurturing
behavioural change. According to decision theory,
lead to uniformity, but it also creates challenges.
AGENCY MATTERS Teachers often report feeling constrained, unable teachers’ actions may be influenced by three main
to adapt teaching methods to suit the unique needs
factors: factual beliefs, personal normative beliefs,
and empirical expectations.
of their students or schools. A recent Tamil Nadu
State Planning Commission study found significant
inconsistencies in the time allocated for teaching 1. Factual Beliefs: Teachers often know what is
in FLN Program curriculum while managing multi-grade classrooms. alone doesn’t ensure change. Teachers must
required of them in terms of FLN, but knowledge
subjects, with teachers struggling to cover the
understand the value of new practices in their own
Another concern is how external evaluations, like
classrooms to integrate them effectively.
Success appointing B.Ed students to assess outcomes, 2. Personal Normative Beliefs: Years of experience
can be seen to diminish teacher ownership.
shape teachers’ beliefs about effective education.
Professional expertise is sometimes sidelined in

- Arun Maruthi Selvan

India’s Foundational Literacy and Numeracy
(FLN) initiatives must address the challenges

faced by teachers. Fostering adaptive teaching

practices, and embedding behavioural change
are essential for creating impactful and lasting
educational improvements beyond test scores

ndia’s focus on improving Foundational Literacy and Numeracy
(FLN) is essential. However, Holistic development—critical thinking,
creativity, emotional intelligence—must be given equal importance.
Education cannot solely focus on measurable outcomes like test
I scores. As critiques of standardised assessments, such as the ASER
survey, have highlighted, learning is more than numbers. It’s about
fostering critical thinking, creativity, and emotional growth. Given
the critical nature of these outcomes, it is important to evaluate the
approaches taken towards achieving these outcomes, not just from the
perspective of achievement of outcomes, but also from the perspective
of behaviour change.

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