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Any new approach needs to either align with these • Proposed Approach: Rather than mandating a culture of continuous learning. Teachers are reliance. Successful FLN programs should be geared
existing beliefs or challenge them thoughtfully. a single method, offer teachers a variety of more likely to adopt new strategies when they see toward empowering government systems rather than
Teachers across the country, for example, have long strategies and allow them to choose approaches them working in their peers’ classrooms. This also creating long-term dependency.
emphasised the need for flexibility in curriculum and that align with their students’ learning levels and builds a collaborative, reflective teaching culture.
pedagogy. classroom dynamics. Proposed Approach: External partners should
3. Monitoring for Growth, Not Just concentrate on transferring skills and knowledge,
3. Empirical Expectations: Teachers are influenced • Why This Works: Empowering teachers to Compliance equipping government bodies to sustain and scale
by their peers. When they see colleagues make decisions increases their engagement Current monitoring frameworks focus heavily the programme once external support phases out.
successfully implementing new methods, they and ownership of the program. It encourages on ensuring that teachers follow prescribed This ensures that the initiative’s core objectives
are more likely to adopt them. Peer learning innovation and ensures that teaching practices methods, often neglecting the quality or contextual continue well beyond the project lifecycle and not
communities, therefore, play a critical role in driving are contextually relevant appropriateness of these practices. The collected create dependencies.
lasting change. data on compliance needs to be utilised effectively
2. Reshaping Teacher Support Systems at various levels of the system to help teachers Why It Matters: The longevity and success of FLN
School Culture: A Critical Link Teacher Continuous Professional Development in their professional growth and not just remain programmes depend on full ownership by the
A supportive school culture is critical for driving programs often comprise of trainings on in data warehouses where they neither serve the government as well as the various level of officials
meaningful change. Teaching, as a profession, is content, pedagogy and assessments. These are administrators nor the teachers. within the government. External partners must
deeply embedded in cultural norms. As noted by followed by observations in the classroom during prioritise capacity building in the system and play the
an article by @krishnakalabaskaran in his post implementation. However, periodic training sessions • Proposed Approach: Shift from a compliance- role of enablers and catalysts, and not act as primary
on the cultural factor, teachers carry with them and compliance checks are not enough. When based monitoring approach to one that tracks implementors of interventions.
beliefs about authority, pedagogy, and learning. In there is a lack of a supporting cadre for teacher growth. Metrics should include how teachers
environments where hierarchical norms dominate, development or when the supporting cadre such as adapt their methods based on classroom realities, Conclusion
new, student-centred approaches may clash with Head teachers and BRTEs are not equipped enough, as well as the quality of peer interactions and FLN programs need to move beyond a compliance-
deeply rooted expectations of what teaching teachers may feel less empowered and supported student engagement. driven approach. Fostering a supportive school
“should” look like. towards their growth. In addition, teachers benefit culture, encouraging teacher agency, and focusing
from ongoing support and opportunities to • Why This Works: Focusing on growth on peer collaboration are all essential elements of
Teachers often feel overwhelmed by administrative collaborate with peers through Professional Learning and adaptation provides a more nuanced effective FLN implementation.
tasks and external assessments, leaving little Communities (PLC). understanding of how FLN programs are
room for experimentation. The Tamil Nadu State being implemented. It also respects teachers By embracing behavioural change principles, we can
Planning Commission’s study showed that multi- Often, use of Whatsapp / Telegram groups by as professionals capable of making informed create an education system where teachers are not
grade teachers struggled to balance curriculum teachers to share ideas and classroom practices decisions about their classrooms. only equipped with the right strategies but are also
expectations with the realities of diverse learning are seen as PLCs. This is mostly not true. According motivated and empowered to adapt and innovate.
levels in their classrooms. Teachers who were part to UNICEF, the core elements of effective PLCs 4. Accounting for Time in Behavioural This shift will help ensure that FLN programs do
of the study also highlighted the need to give scope include fostering a collaborative culture, encouraging Change Interventions more than improve test scores—they will help
for them to innovate with pedagogy and teaching learning for all (both students and teachers), using Behavioural change in education takes time. Though create holistic learning environments that nurture
and learning materials as well as with the pace of inquiry to examine existing practices, and committing at the outset it may look like FLN is an intervention creativity, critical thinking, and emotional well-being
learning. to action and improvement. These elements help towards improving student outcomes, it has a lot in students.
create an environment where teachers are supported more to do with changes in behaviour, not just at
Teachers need the freedom to innovate within in trying new approaches and refining their skills, the level of teachers, but also at various levels that References
their classrooms, but they also need support from ultimately leading to better educational outcomes for support the teachers in their classroom journey. • Ajzen, I. (1991). The theory of planned behavior.
school leaders to make that happen. Creating students. The toolkit developed by British Council Policymakers and bureaucrats must recognize that Organizational Behavior and Human Decision
psychologically safe environments where educators offers great insight into establishing, running and the adoption of new teaching practices, and the Processes, 50(2), 179-211. https://doi.
feel empowered to experiment with new approaches sustaining successful Communities of Practice (A changes in behaviour that enable the adoption, is a org/10.1016/0749-5978(91)90020-T
is essential. form of PLC). gradual process, requiring continuous support and • Tamil Nadu State Planning Commission. (2024).
adjustment. Expecting immediate results or rushing
Moving Toward Adaptive FLN • Proposed Approach: Establish PLCs at the cluster implementation leads to superficial compliance Study on Ennum Ezhuthum Program.
Implementation level where teachers can discuss challenges, share rather than deep, sustained change. Long-term • Todd, P. M., & Gigerenzer, G. (2007). Heuristics for Credit (Text & Image): Peraivu Koodam Foundation
1. Building Teacher Agency strategies, and innovate together. These circles planning that allows for iterative learning and decision making.
A key barrier in current FLN programs is the lack of should prioritise genuine collaboration over adaptation is essential for success. • Nawani, D. (2024, October 14). ASER survey:
teacher agency. Prescriptive lesson plans and rigid compliance. The format and effectiveness of the The problem with reducing learning to absolute
activity schedules leave little room for creativity or cluster level meetings in their current form can be 5. The Role of External Partners measurables. The Indian Express. https://
adaptation. Teachers are sometimes forced to comply improved. While external partners, such as NGOs, bring indianexpress.com/article/opinion/columns/aser-
with strategies that may not align with their specific valuable technical expertise, their involvement needs survey-problem-reducing-learning-to-absolute-
classroom needs. • Why This Works: Peer support networks create to focus on building internal capacity, not fostering measurables-8393636/

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