Life Skills Education and Foundational Literacy and Numeracy under NEP 2020 among Tribal Learners of Uttarakhand: Social Challenges and Educational Interventions

Authors

  • Dr. Soni Tamta Assistant Professor Department of Education, MBPG College, Haldwani, Nainital Uttarakhand. Author
  • Mamta Adhikari Research Scholar Department of Education, MBPG College, Haldwani, Nainital Uttarakhand. Author
  • Dr. Arunima Pandey Assistant Professor Hariom Saraswati P. G. College, Dhanauri, Haridwar, Uttarakhand. Author
  • Dr. Deepika Pant Pandey Assistant Professor Department of Education Amrapali University Haldwani, Nainital, Uttarakhand. Author
  • Gauravendra Dav Arya Research Scholar, Department of Education, MBPG College, Haldwani, Nainital Uttarakhand. Author
  • Sapana shahi Research Scholar Department of Education MBPG College, Haldwani, Nainital Uttarakhand. Author

DOI:

https://doi.org/10.64675/3star735

Keywords:

NEP 2020‚ NIPUN Bharat‚ foundational literacy and numeracy‚ life skills education‚ tribal learners‚ Uttarakhand‚ multilingual education and social challenges․

Abstract

The NIPUN Bharat Mission is part of the National Education Policy 2020․ It makes foundational literacy and numeracy a national mission‚ along with early childhood education as an integral part of child-friendly education which is holistic‚ inclusive‚ flexible‚ and learner-centred․ The National Mission envisions that all children achieve foundational literacy and numeracy (in reading‚ writing‚ and numeracy) by the end of Grade 3‚ by 2026-27․ Based on the factors of social marginalisation‚ language switch‚ geographical isolation‚ poverty‚ school access‚ teacher availability‚ and culturally relevant pedagogy‚ this analysis examines the relationship between life skills education and foundational literacy and numeracy among tribal children in Uttarakhand․ It is a mixed methods analysis of the policy framework‚ national learning system‚ Uttarakhand education statistics‚ and the primary school assessment dataset․ The research sample will comprise of 360 tribal learners (in Grades 3-5) treated as the interventional group for the 16-week intervention․ Comparison between FLN achievement and life skills‚ and the analysis of the social barriers to FLN achievement will be done using descriptive statistics‚ t-test‚ ANOVA‚ chi-square‚ correlation‚ regression analysis‚ and thematic study․ Mother tongue bridging‚ FLN time structure‚ community engagement‚ peer learning‚ play-based numeracy‚ and life-skills circles led to improved literacy and numeracy‚ confidence‚ engagement‚ and school belonging․ The paper proposes a Tribal FLN-LS Integrated Intervention Model for Uttarakhand considering NEP 2020‚ NCF-FS‚ NIPUN Bharat‚ multilingual pedagogy‚ and delivery of community-based support․ In conclusion‚ FLN cannot be a standalone academic endeavor but must be linked with relevant social-emotions‚ identity‚ language‚ teacher preparation‚ school readiness‚ parental involvement‚ and sustained local governance in the context of tribal learners․

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Published

2026-05-21

Issue

SHODHBODHALAYA: Volume 4 , Issue 2, April-June 2026

Section

Articles

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Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.