NIPUN Bharat Guidelines for Schools 2025

Foundational learning is at the centre of school education reforms in India. The NIPUN Bharat Mission, launched by the Ministry of Education in 2021 under Samagra Shiksha Abhiyaan, focuses on ensuring that all children in the age group of 3 to 9 years achieve basic reading, writing, and arithmetic skills by the end of Grade 3 by 2026-27. Furthermore, it puts schools right at the centre of this effort.

We’ve seen learning gaps get worse over time. Children move up grades but can’t read a simple paragraph or solve basic math problems. NIPUN Bharat is a push to change that, not through more exams or rigid targets, but through better classrooms, better planning, and better support for teachers and students. The guidelines of the mission make it clear: schools are not only delivery points, they are the main drivers of foundational literacy and numeracy (FLN) outcomes. Whether government or private, each school has a defined role in helping children acquire these essential skills.

 

Understanding What the Mission Asks from Schools

The NIPUN Bharat guidelines have laid out roles for schools. These are not specific steps that schools need to follow to create an encouraging environment for foundational learning. All these are part of a structured approach that schools must follow to improve early learning outcomes. Some of these steps include:

– Using activity-based and experiential learning methods

– Providing a print-rich environment in classrooms

– Encouraging the use of local language or mother tongue as the medium of instruction

– Making classrooms inclusive and developmentally appropriate

– Ensuring school readiness for Grade 1 children using play-based learning modules

 

School Readiness for Grade 1: Vidya Pravesh

The first step is to make sure that students entering Grade 1 are ready for school. According to the NIPUN Bharat guidelines, a 12-week School Preparation Module (SPM) or Vidya Pravesh. What this means for schools:

– Run a play-based module with stories, rhymes, picture talks, including no-cost or low-cost resources available locally

– Build and adjust to school routines

– Help children develop pre-literacy and pre-numeracy skills

This module is critical, especially for kids coming straight from home or informal settings. It’s not optional. Every school needs to run it.

 

Teaching Methods and Curriculum Alignment

A lot of Foundational Literacy and Numeracy depends on what the classroom looks and feels like. It doesn’t need to be fancy, but it has to be functional. Hence, the NIPUN Bharat guidelines do not promote rote learning. It encourages schools to adopt teaching methods that connect learning with the child’s experiences. Schools are expected to:

– Set up print-rich spaces with story charts, number lines, labelled objects

– Use local, low-cost materials like sticks, stones, bottle caps, and handmade flashcards

– Keep it multilingual in early years if needed, children learn faster that way

– Make it inclusive. This includes seating, materials, and peer group activities

– The goal is to create an environment where children see, hear, and interact with words and numbers daily.

 

Rethink Teaching Methods

Rote learning doesn’t work for foundational classes. The guidelines push for activity-based, play-based, and experiential learning. This includes:

– Using stories, songs, games, and real-life situations

– Doing short group tasks that involve problem-solving with hands-on learning materials

– Linking lessons to things children see at home or in the village or locality

– Avoiding endless worksheets that don’t connect to actual understanding

Each grade has clear learning outcomes. Schools need to ensure teachers know these and plan lessons accordingly. It’s not about finishing a book, it’s about making sure children grasp what they’re learning. Schools are also advised to follow a multilingual approach, especially in classrooms where children come from different language backgrounds.

 

Role of Teachers and Head Teachers in Schools under NIPUN Bharat Mission

One of the most important parts of NIPUN Bharat is the focus on teacher training to ensure that they are trained in foundational learning pedagogy. Through NISHTHA FLN, schools are expected to help and support teachers through regular training sessions, academic discussions etc.

– Understand how to assess learning informally

– Learn to build lessons around real-world tasks

– Use multilingual and inclusive practices

– Develop low-cost materials from local sources

This isn’t one-time training. Head teachers need to plan monthly review meetings. Schools must also give teachers time to observe, reflect, and share what’s working.

 

School-Based Assessment and Progress Tracking

The guidelines clearly move away from standard exams in early grades. Instead, they talk about observation-based and child-friendly assessment. In schools, this means:

– Teachers keep records through daily observations

– Maintain student portfolios

– Use simple checklists and progress trackers aligned with learning outcomes

– Share updates with parents in regular meetings

Holistic Progress Cards (HPCs) are introduced as a tool to give a complete picture of each child’s development, not just marks, but also socio-emotional and personal growth.

 

Government and Private Schools under NIPUN Bharat Mission

Government Schools

They are the main implementers under Samagra Shiksha. The guidelines say clearly:

– All foundational-grade teachers must be trained

– Regular teacher attendance and reduction in administrative burden

– Data tracking is required at the student and class levels

– Basic facilities at every primary school

– Organisation of FLN Week, community awareness mela

– Teaching Learning Materials (TLMs), books, and uniforms should be distributed before sessions start

– Community involvement through SMCs is essential

 

Private Schools

Often left out of such missions, but not this time. The NIPUN Bharat guidelines say:

– Private schools must participate in foundational assessments

– Their classroom activities should align with FLN goals

– They are responsible for helping raise awareness among parents

– Schools are encouraged to share best practices and take part in monitoring exercises where required

 

Parents and Communities Need to Be Involved

Schools are also expected to take the lead in involving parents and the local community. This includes:

– Setting up WhatsApp groups for parents to share learning material and updates

– Distributing worksheets and storybooks to support home learning

– Organising FLN awareness events such as reading melas, wall displays, and community math games

– Working with School Management Committees (SMCs) and local youth volunteers for outreach

Parental involvement doesn’t mean homework help. Even small things like listening to a child read or talking about what happened in school make a difference.

 

Support Systems for Schools

Schools will not work in isolation. Academic support will be provided by:

– Block and Cluster Resource Centres for monitoring

– DIETs and SCERTs for training and content development

– Digital content and assessments on DIKSHA platform

The expectation is that schools will make use of these systems and report progress regularly.

 

The NIPUN Bharat Mission is a large-scale effort, but its impact will depend on what happens inside schools. Whether it’s the learning environment, the way lessons are planned, or how progress is tracked, each part has to come together. For this to work, schools need strong leadership, trained teachers, community involvement, and a commitment to make learning meaningful for every child. The guidelines are detailed and practical. What matters now is how schools respond.