Context:

The PARAKH Rashtriya Sarvekshan 2024, a national-level learning assessment survey, was recently launched. The survey highlights the continuing impact of the COVID-19 pandemic on foundational learning in India.

About PARAKH Rashtriya Sarvekshan:

• PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) is the revamped version of the National Achievement Survey (NAS).
• Conducted in December 2024.
• Covered over 21.15 lakh students from Classes 3, 6, and 9 across 74,229 schools.
• Structured in alignment with NEP 2020’s learning stages:
• Class 3 – Foundational Stage
• Class 6 – Preparatory Stage
• Class 9 – Middle Stage

Key Findings:

Despite improvements from 2021 levels, Class 3 students have not reached the proficiency levels seen in 2017, before the pandemic disrupted education across the country.

Language Learning Gaps

• Weakest area: Reading short stories and comprehension – 60%
• Strongest area: Vocabulary use in daily interactions – 67%

Mathematics Learning Gaps

• Weakest areas: Understanding geometric shapes and basic money transactions – 50%
• Strongest area: Recognizing patterns and numbers – 69%

Status of Classes 6 and 9

• Students in Classes 6 and 9 scored below 50% in all subjects except language.
• Learning levels in these grades were severely impacted due to the loss of nearly two academic years.
• These results reflect the long-term implications of school closures and challenges in remote learning during the pandemic.

Significance of the Findings-

1. Reinforces Foundational Learning as a National Priority

The data confirms that early-grade education requires urgent attention to mitigate long-term developmental deficits.

2. Validates NEP 2020's Emphasis on Staged Learning

The NEP's focus on dividing school education into stages (Foundational, Preparatory, Middle, Secondary) is supported by evidence showing stage-specific learning challenges.

3. Informs Policy for Targeted Interventions

• Focused remediation is essential at the primary level (Class 3).
• The government’s NIPUN Bharat Mission, which targets foundational literacy and numeracy, needs to be strengthened and scaled further.

Challenges Highlighted

• Digital divide: Inadequate access to online learning tools during the pandemic.
• Teacher capacity: Lack of training and adaptability to remote teaching methods.
• Assessment disparities: Inconsistent assessment mechanisms across states.
• Socio-economic barriers: Increased dropout risk and unequal recovery among marginalized students.

Conclusion

The PARAKH 2024 survey is a critical wake-up call for India’s education system. It underlines the persistent learning losses from the pandemic and the need for multi-pronged, systemic interventions to ensure that all children, regardless of background, can access equitable and quality foundational education. For India to meet its SDG 4 targets and fulfill the vision of NEP 2020, urgent investment in foundational literacy and numeracy is non-negotiable.