workers and primary school teachers, especially those teaching Grades 1 and 2. Both institutions are accountable for putting activity-based learning into practice along a continuum from AWC to the early years of formal schooling. 5.3.3 Focus efforts on foundational skills: The NIPUN Bharat36 initiative of the Government of India, which began in July 2012, provides a framework, strategy, and budget for implementing and achieving foundational literacy and numeracy skills in Grades 1 and 2. It is being implemented in all states and UTs in very innovative ways with a great deal of emphasis on teacher training, development of teachinglearning material in local languages, play-based pedagogy, family engagement, local self-government involvement, and close monitoring at all levels. 5.3.4 Improving access to education at the secondary stage: Mapping based on Geographical Information Systems has become the basis for building new schools, expanding vocational education, and reinforcing open schooling systems to improve access at the secondary and higher secondary levels. Budgetary provisions have been made accordingly in the Samagra Shiksha scheme. 5.3.5 Differential planning for improving access to SEDGs: Regardless of gender, race, religion, ethnicity, or socio-economic background, all children should have equal access to educational services. The efforts adopted under the Samagra Shiksha scheme to secure the inclusion of SEDGs are being implemented and closely monitored. In addition, pre-service and on-the-job training has mandatory inclusion of component that emphasizes inclusive and fair education. 5.3.6 Curriculum for improving learning outcomes: Under achievement among students is a phenomenon that reflects the quality issues that the educational system is dealing with. Inadequate levels of student learning highlight the need for improving learning outcomes and fostering quality education as the main areas of concentration in the upcoming years. Many of the problems with quality can be solved with a curriculum focused on 21st century skills with adequate room for local contextualization and school-based formative assessment. The NCFSE 2023 is a step in the right direction. 5.3.7 Personalized learning interventions: A personalized learning strategy is extremely sensitive to individual needs and highly adaptable to changes. This does not imply that learning turns into a personal project based on preferences. It implies that learning possibilities, whether collaborative or autonomous, adapt to the needs of each student while being guided by the educational systems' established learning objectives. The formulation of personalized development and learning plans, the provision of one-on-one or very small group mentoring or instruction, and, for older students, the provision of flexible learning options, routes, and transitions are examples of intervention approaches of this type which could be implemented. 5.3.8 Multiple entry-exit option/credit system: The Academic Bank of Credits (ABC) will support interdisciplinary/multidisciplinary student mobility nationwide with an appropriate "credit transfer" mechanism. A system that allows students to NIPUN Bharat, Department of School Education and Literacy, Ministry of Education, Government of India, https://nipunbharat.education.gov.in/. 36 60 Journal of the National Human Rights Commission, Vol. 22, 2023