Vol. 11, Issue 12, Part B (2025)

Abstract
Foundational literacy and numeracy are essential in enabling young learners to acquire the basic skills required for future learning. Although school enrolment has increased, national assessments continue to show significant gaps in early reading and numeracy, indicating that access has not led to meaningful learning. The National Education Policy (NEP, 2020) and the NIPUN Bharat Mission (2021) aim to address this issue by ensuring grade-level FLN proficiency by the end of Grade 3. This study examines how these two frameworks complement each other through aligned policy goals, implementation mechanisms, and classroom practices. Using policy documents, national datasets, and global evidence, the analysis highlights the key roles of pedagogy, teacher support, and data-driven monitoring in strengthening early learning. Guided by the theories of Vygotsky, Bloom, and Bronfenbrenner, the study conceptualises Foundational Learning Excellence (FLE) as an integrated framework linking policy intent, instructional processes, and assessment practices. While NEP 2020 provides a strong policy foundation, NIPUN Bharat puts this vision into practice through defined learning outcomes, teacher mentoring structures, and community engagement. Achieving universal FLN by 2026-27 will require sustained teacher capacity-building, context-responsive pedagogy, and stronger school-community partnerships. These conditions are essential for advancing Sustainable Development Goal 4 (SDG 4) and supporting India’s long-term human development.