PARAKH recommends play-based learning to bridge student achievement gaps

The Performance Assessment, Review and Analysis of Knowledge for Holistic Development (PARAKH) has unveiled a series of pedagogical recommendations aimed at addressing learning gaps identified in its latest national assessment survey. The initiative seeks to strengthen foundational competencies across Indian classrooms through evidence-based interventions tailored to different stages of student development.

For students at the foundational stage, PARAKH has proposed integrating play-based methodologies into literacy and numeracy instruction. This approach recognizes that young learners benefit from experiential and interactive learning environments that make abstract concepts tangible and engaging. The recommendation marks a departure from traditional rote-learning methods, emphasizing the role of developmental psychology in curriculum design.

Beyond early-stage interventions, PARAKH has emphasized the importance of concept-based mathematics instruction across higher grades. Rather than focusing on procedural memorization, this framework prioritizes conceptual understanding, enabling students to apply mathematical principles to diverse problem-solving scenarios. The body believes this shift can substantially improve retention and transfer of learning outcomes.

The survey-based recommendations underscore growing recognition among education stakeholders that learning gaps require systemic pedagogical reforms. State education boards and school administrators are expected to consider these evidence-based suggestions for classroom implementation. PARAKH's findings are likely to influence curriculum revision discussions and teacher training initiatives nationwide.