this basic ability can become a major hindrance to further learning and progress. According to research, foundational learning is the key to academic performance in later Grades (Duncan et al., 200718). According to World Bank 2019,19 “Children who cannot read and understand a simple text will struggle to learn anything else in school. They are more likely to repeat a Grade and more likely to drop out of school. They are less likely to benefit from further training and skills programs.” Moreover, investing in foundational learning has several long-term advantages, including improved life outcomes and greater economic growth (Graham and Kelly, 201820). In accordance with the recommendations of NEP 2020, Ministry of Education (MoE), Government of India, had set-up a National Mission, ‘NIPUN Bharat’ (National Initiative for Proficiency in Reading with Understanding and Numeracy) to ensure acquisition of Foundational Literacy and Numeracy skills by all students by Grade 3. 2.3.4 Access to learning materials Access to textbooks has been ensured by governments; however, timely access can be an issue in pockets. The availability of other Teaching Learning Materials (TLMs), including through educational technology, also varies significantly from Grade to Grade, school to school, urban to rural, and region to region. It is established that the more the variety of TLMs, the more the learner’s engagement in the learning process, as different TLM can take care of different learning styles and make the teachinglearning process more inclusive. Variegated TLMs are also known to foster curiosity and creativity. 2.3.5 Accessible curriculum and pedagogy By curriculum, we mean, Teaching Learning Material, innovative pedagogies, multiple formats of assessment, pre-defined learning standards, etc. What happens in the classrooms decides what learning the young learner shall imbibe. When schools or teachers do not have access to the same curriculum and when they use outdated pedagogical methods (for example, chalk and board), learning cannot be an effective and engaging process. The state and UT governments are now emphasizing upon this area with the support from the Samagra Shiksha scheme. 2.3.6 The digital divide The digital divide refers to the gap between those who have access to digital technologies, such as computers, the Internet, and related resources, and those who do not. It encompasses both the availability of physical infrastructure and the ability to effectively utilize digital tools for educational and personal purposes. In today's rapidly evolving world, access to digital technology and the Internet has become crucial for Duncan et al. 2007, School Readiness and Later Achievement, Developmental Psychology, Vol. 43, https://www.apa.org/pubs/journals/releases/dev-4361428.pdf. 19 World Bank, 2019, Commitment to action on foundational learning, https://www.worldbank.org/en/ topic/education/brief/commitment-to-action-on-foundational-learning. 20 Graham, Jimmy; Kelly, Sean. 2018. “How Effective Are Early Grade Reading Interventions?: A Review of the Evidence.” Policy Research Working Paper; No. 8292. © World Bank, Washington, DC. http://hdl. handle.net/10986/29127. 18 Journal of the National Human Rights Commission, Vol. 22, 2023 49