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The guarantee that children receive the fundamental reading, writing, and math abilities they need for early childhood education, this study compares how government primary school instructors see foundational literacy and numeracy (FLN).Using a mixed-methods approach, the study combines qualitative interviews with quantitative surveys to collect a large amount of data from a representative sample of primary school teachers in different areas.Teachers' awareness and comprehension of FLN, attitudes towards its significance, training and professional development experiences, the availability and usage of teaching resources, and perceived difficulties in providing FLN education are among the important characteristics that were looked at.The study also reveals several recurring themes, including the necessity of better resource allocation, the critical role of continuous professional development, and the significance of policy assistance in closing the achievement gap between urban and rural educational settings.The study concludes that focused interventions are required to establish a fairer and more successful FLN education framework in government primary schools.This will guarantee that all kids, no matter where they live or how much money they make, have the chance to acquire the fundamental reading and numeracy skills that will be necessary for their success in school in the future.For legislators, educators, and other stakeholders seeking to improve early childhood education and address current inequalities in the educational system, this study offers insightful information.
Tomar et al. (Fri,) studied this question.