Evaluating the Impact of NEP 2020 on Foundational Literacy and Numeracy: An Empirical Study of Rural Primary Schools in West Bengal, India

Abstract

This study examines the impact of the National Education Policy (NEP) 2020 on Foundational Literacy and Numeracy (FLN) in rural primary schools of West Bengal, with special reference to Malda district, using a mixed-method research approach. Data were collected from 100 respondents, including primary school teachers and students, through structured questionnaires and interviews. The study was further supported by the analysis of official documents from the Samagra Shiksha Mission (2026).

The findings reveal notable improvements in student engagement, classroom participation, and teaching-learning practices following the implementation of FLN initiatives under NEP 2020. Teachers reported increased use of activity-based learning methods and better monitoring of students’ foundational skills. However, several challenges persist, including insufficient teaching-learning materials, limited teacher training opportunities, and infrastructural constraints in rural schools.

The study underscores the importance of continuous teacher capacity building, adequate resource allocation, and effective monitoring mechanisms for the successful implementation of NEP 2020 in rural education systems. The findings have significant implications for policymakers, educators, and administrators working to strengthen foundational education in rural areas.