Published Paper Details:

The National Education Policy (NEP) 2020 identifies Foundational Literacy and Numeracy (FLN) as the most critical and non-negotiable goal of the Indian education system, emphasizing that every child must attain basic reading, writing, and numeracy skills by Grade 3. Translating this vision into classroom practice depends largely on the awareness, perception, and preparedness of elementary teachers who are the key implementers at the ground level. The present study examines the level of awareness, perception, and preparedness of elementary teachers in Ganjam district, Odisha, toward implementing Foundational Literacy and Numeracy (FLN) as emphasized in India's National Education Policy (NEP) 2020 and NIPUN Bharat Mission. Using a descriptive survey design, data were collected from 150 teachers through a validated awareness and perception scale, along with semi-structured interviews from 50 participants. The findings revealed that more than half of the teachers exhibited moderate awareness of FLN concepts and NEP 2020 provisions, while one-third demonstrated high awareness. Female teachers and those with less than ten years of experience showed significantly higher awareness and readiness levels. Although teachers displayed generally positive perceptions toward FLN, they reported practical challenges such as inadequate teaching-learning materials, large class sizes, and insufficient follow-up support. Qualitative insights emphasized the need for continuous professional development, contextualized assessment tools, and stronger parental involvement. The study concludes that sustained teacher training, academic mentoring, and adequate institutional resources are essential to effectively translate NEP 2020's foundational learning goals into classroom practice, thereby ensuring that every child achieves basic literacy and numeracy competencies by Grade 3.