During our recent field visit to the Nalbari district in Assam on 23 May 2025, we had the privilege of stepping into classrooms and experiencing learning in action. From interacting with enthusiastic children and committed teachers to engaging with parents and education officials, the visit provided valuable insights into how Early Childhood Care and Education (ECCE) and Foundational Literacy and Numeracy (FLN) initiatives were unfolding on the ground. In this blog, CSF’s Dr. Parthajeet Das (Director, Strategic Support States, FLN), Snehankita Borah (Programme Manager, Strategic Support States, FLN) and Rishika Hazarika (Senior Program Manager, Strategic Support States, FLN) share reflections, key observations and stories that illustrate the journey of strengthening FLN in Assam.

For those of us working in the education sector, field visits are more than observations; they are about understanding how policy translates into practice in classrooms. In Nalbari, we aimed to witness learning environments firsthand and explore the support systems available to teachers. We examined how ECCE and FLN initiatives were taking shape in schools—looking closely at classroom infrastructure and teaching practices in Ka-shreni and early grades. Just as importantly, we also sought to understand the kind of academic and administrative support being given to teachers by the system and leadership. Through meaningful interactions with head teachers, teachers, parents, children and district officials, we identified both the strengths driving progress and the challenges that still remained in classrooms. These insights will play a crucial role in guiding planning, strengthening teacher capacity and providing targeted support in Nalbari for the upcoming academic year, ensuring that foundational learning reaches every child more effectively.

Background

Nalbari, a culturally diverse district in Lower Assam, is predominantly Assamese-speaking, though Bengali, Bodo and the local Nalbariya dialect are also common. The economy is largely agrarian, with many families dependent on farming and daily wage labour. For lower-income households, seasonal migration often interrupts children’s schooling and learning continuity. 

The district has shown encouraging progress in the recent past, ranking 7th in Gunotsav 2025, with schools like Galia Lower Primary securing A+ grades. Gunotsav is Assam’s flagship school quality assessment initiative that evaluates student learning, teaching practices and overall school performance, aiming to improve learning outcomes and strengthen accountability in the education system. These achievements reflect the strong leadership of the head teacher, the motivation of teachers and the adoption of effective practices such as using low-cost teaching-learning materials (TLMs), conducting weekly Saturday assessments across all grades and organising remedial classes for children needing extra support. Yet, challenges remain including multi-grade classrooms with limited support, gaps in pedagogy and inadequate follow-up systems for teacher development such as minimal refresher training, lack of classroom demonstrations and irregular mentoring, hindering consistent foundational learning outcomes.

Despite constraints, families in Nalbari view education as the key to social mobility. While they aspire to send children to institutions like Navodaya Vidyalayas, awareness of early-grade learning goals is limited and school management committees (SMCs) remain underutilised due to low capacity. Our field visit aimed to capture these ground realities — academic, administrative and socio-economic — to guide targeted interventions, teacher support and district planning for the next academic cycle.

What we saw in classrooms

Walking into Bilpar Palok LP School, we were greeted by the eager voices of children reciting poems together. With limited classrooms in the school, teachers often managed two grades in one space.

“We use whatever we have—sometimes cardboard, sometimes old posters—to make lessons more engaging.” – Anjali Devi, Teacher, Bilpar Palok LP School

At Bilpar Palok, a missing boundary wall around a nearby pond worried teachers and parents, especially for younger children. Drinking water came from a hand pump and there was only one shared toilet, reflecting the poor status of sanitation facilities.

At Galia LP School, space was cramped to an extent that mid-day meals were served on the verandah. Play corners and storage for materials were missing, making activity-based learning harder. These were everyday realities that reminded us that the importance of safe and child-friendly infrastructure was as important as well structured textbooks.

How can learning be strengthened?

While parents at Galia LPS appreciated the weekly Saturday assessments, many teachers admitted they were unsure how to use the TLMs provided to them effectively. In the absence of follow-ups after training, these materials often remained unused and the lack of engaging routines in Ka-shreni classrooms led teachers to fall back on rote methods. Yet, the success of weekly assessments shows what is possible with the right tools and confidence. Regular refresher trainings—especially at the start of the year—paired with practical demonstrations could help teachers unlock the potential of TLMs and adopt play-based, child-friendly practices in their classrooms.

An equally important factor in strengthening classroom teaching and learning is the role of head teachers. In Nalbari, however, many head teachers found themselves burdened with administrative tasks, leaving little time for mentoring teachers or driving student learning outcomes. What could make a difference is setting clear academic goals for schools, providing simple rubrics for head teachers and reviewing progress regularly. When school leadership is empowered, policies are far more likely to translate into meaningful classroom practice.

Lastly, families in Nalbari view education as a pathway to opportunity, yet many remain unaware of the critical importance of early-grade literacy and numeracy. Most parents had little knowledge of School Management Committees (SMCs) or their role in shaping school decisions. Awareness initiatives that make FLN goals visible to parents — whether through storytelling, reading at home, or simple play activities — can help bridge this gap. At the same time, fostering stronger community engagement can ensure that SMCs move beyond being names on paper to becoming active partners in a school’s progress, reinforcing the shared responsibility of nurturing every child’s learning.

Conclusion

Our field visit to Nalbari reminded us that progress is not just about policies, but about classrooms where children learn, teachers experiment and parents dream big for their children. The strengths are evident—committed teachers, ambitious parents and schools making the most of limited resources. Yet, the challenges are equally real, marked by inadequate infrastructure, gaps in teacher support and low levels of community participation.

But, there is still hope. With collective effort from the government, educators and communities, these challenges can be transformed into opportunities. Together, we can ensure that every child in Assam builds strong foundations in the early years, paving the way for improved student learning outcomes.