LLF and Department of School Education, Haryana, Launch Haryana TLPS 2025 Report at NIPUN 2.0 Leadership Conclave with support from Tata Trusts
Language and Learning Foundation (LLF), in partnership with the Department of School Education, Government of Haryana, and with support from Tata Trusts, launched the Haryana State-Level Teaching and Learning Practices Survey (TLPS) 2025 Report during the three-day NIPUN 2.0 Leadership Conclave in Kasauli, Himachal Pradesh. The report examines the teaching and learning processes in Classes 1 and 2 across 100 classrooms in Haryana, with a focus on enhancing foundational learning by strengthening classroom practices.
The findings were officially released in the presence of Sh. Swapnil Ravindra Patil, State Project Director, Samagra Shiksha Haryana; Sh. Vivek Atray, Motivational Speaker, Author, and Former IAS Officer; Dr. Parmod Kumar, State Programme Officer, Directorate of School Education, Panchkula, Haryana; Dr. Snorre Westgaard, Founder, Humana People to People India; Dr. Shailaja Menon, Consultant, Education Portfolio at Tata Trusts; and Smt. Seema Rajput, Director, State Programme Team, Language and Learning Foundation. The launch was also attended by academic experts, development partners, and representatives from the wider education ecosystem.
The Teaching and Learning Practices Survey (TLPS) 2025 is one of India’s most comprehensive studies of teaching-learning processes in early-grade classrooms and covers nine states. Complementing the broader survey, a detailed Haryana sub‑report investigated foundational learning practices more granularly, documenting findings from 100 schools, 100 classrooms and 100 teachers in Fatehabad and Rohtak districts. Through classroom observations, teacher interviews, lesson-sequence analysis, and time-on-task studies, the survey examined classroom learning environments, lesson planning and delivery, language and mathematics teaching practices, teacher professional development, and perceptions related to FLN implementation.
During the interactive dialogue session, the Chief Guest, Mr. Swapnil Ravindra Patil, State Project Director, Samagra Shiksha Haryana, said: “The TLPS Haryana findings help us identify gaps between teaching practices and student learning. The real value of the report lies in how we use these insights for evidence-based planning and continuous improvement. If we are able to integrate TLPS findings with the Performance Grading Index (PGI), it can become a powerful tool for shaping future educational priorities and strengthening teaching quality across the state.”
Amrita Pathwardhan, Deputy Head of Programmes, Tata Trusts, stated, “TLPS is valuable because it brings classroom practice into the centre of the FLN conversation. Haryana has been working to strengthen foundational learning through the NIPUN Haryana Mission, and these findings offer useful insights into how early-grade instruction can be further supported. The report points us towards the need to help teachers create classrooms where children participate actively, make meaning, and learn with understanding.”
Dr Dhir Jhingran, Founder and Executive Director, Language and Learning Foundation (LLF) said, “The Haryana TLPS 2025 Report gives us a valuable view of what is happening inside early-grade FLN classrooms. Haryana has taken some significant initiatives to improve foundational learning, and the TLPS 2025 report can help deepen that work by focusing on classroom practices, student participation, assessment, and differentiated support for struggling learners. Improving FLN in a sustained manner requires teachers, mentors, and systems, so that every child gets the support they need in the early years.”
The findings of the Haryana TLPS 2025 Report indicate a strong foundation for continued progress. The survey found high levels of teacher awareness regarding FLN goals and learning outcomes. Nearly three-fourths of teachers reported participating in in-person FLN training during the previous year, while a majority reported receiving regular academic mentoring. Almost all teachers expressed the view that the NIPUN and FLN missions are contributing positively to classroom learning processes.
Haryana’s foundational learning efforts have expanded significantly in recent years. Through the NIPUN Haryana Mission, the state is working towards strengthening FLN outcomes for more than 8.68 lakh children across 8,663 government primary schools, enabled through over 35,700 primary teachers and a robust academic capacity-building and monitoring ecosystem.
Coming at a time when foundational learning continues to remain a national priority and as we steadily approach the anniversary of NIPUN Bharat, the Haryana TLPS 2025 Report brings valuable classroom evidence into discussions on policy, leadership, and implementation, with its findings providing educators and administrators with a meaningful reference point as they continue efforts to enrich learning experiences for children across the state.
