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Policy action ratings come from UNICEF’s RAPID survey of 6 countries (including a province in Pakistan), while systems strengthening ratings rely on internal monitoring covering 8 countries. The brief highlights strengthened areas such as FLN benchmarks, assessment use, and early-grade textbook-student ratios, and flags priorities needing acceleration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/foundational-learning-action-tracker-2025-south-asia-policy-and-systems-strengthening-progress/587973/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/foundational-learning-action-tracker-2025-south-asia-policy-and-systems-strengthening-progress/587973.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is FLAT 2025 measuring in South Asia?","Question",{"text":112,"@type":113},"FLAT 2025 monitors government actions for foundational learning (FL) using the RAPID Framework, combining policy action ratings and systems strengthening ratings across the region.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are policy action and systems strengthening ratings determined?",{"text":117,"@type":113},"Policy action ratings are derived from UNICEF’s RAPID survey responses (6 countries, including a Pakistan province). Systems strengthening ratings come from UNICEF’s internal monitoring exercise, covering 8 countries.",{"name":119,"@type":110,"acceptedAnswer":120},"Which RAPID 5 indicator shows the biggest gap in early-grade assessment?",{"text":121,"@type":113},"The brief states that regular nationally representative large-scale assessments of reading and/or math in early grades occur in 0 out of 6 countries, highlighting a major need for accelerated progress.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587973,1792899702,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Foundational Learning Action Tracker 2025  \nSouth Asia  \nThis regional brief presents results from the Foundational Learning Action Tracker (FLAT), an initiative by UNICEF and the Hempel Foundation to monitor progress on government actions for foundational learning (FL) based on the RAPID Framework. Policy action ratings are derived from UNICEF’s RAPID survey, with responses from 6 countries (including 1 province in Pakistan), and systems strengthening ratings from its internal monitoring exercise, covering 8 countries. Overall, FLAT 2025 includes policy action and/or systems strengthening data for 8 countries in the region.  \nRegional progress at a glance  \nAreas of strengthened/sustained progress  \n• Clearly defined benchmarks for foundational literacy and numeracy (FLN) in the early-grade curriculum  \n• Use of assessment data to education policy and planning  \n• 1:1 textbook-student ratio in the early grades  \nAreas needing accelerated progress  \n• Regular large-scale assessment of reading and/or math in the early grades  \n• Use of assessment data to inform classroom practices • Mechanisms to collect, report and act on information  \non student attendance and dropout  \nAverage regional rating: Established  \nRating scale  Not yet initiating  Initiating  Established  Championing Progress since 2024 ↑ Increase ↓ Decrease − No change  \nRAPID Dimension Policy action  \n\n| Systems\u003Cbr>strengthening | Overall |\n| --- | --- |\n\n⚫ South Asia  \n⚫ Leading country in the region  \n\n| Reach every child and keep them in school | \u003Cbr>2.8 | ▬ | \u003Cbr>2.4 | ▬ | \u003Cbr>2.7 | ▬ | |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Assess learning levels regularly | \u003Cbr>3.1 | ▬ | \u003Cbr>2.3 | ▬ | \u003Cbr>2.8 | ▬ | Bhutan |  |  |  |  |\n| Prioritize teaching the fundamentals | \u003Cbr>3.4 | ▬ | \u003Cbr>2.8 | ▬ | \u003Cbr>3.0 | ▬ | Bhutan |  |  |  |  |\n| Increase the efficiency of instruction | \u003Cbr>2.9 | ▬ | \u003Cbr>1.9 | ▬ | \u003Cbr>2.5 | ▬ | India |  |  |  |  |\n| Develop psychosocial health and well-being | \u003Cbr>2.4 | ▬ | \u003Cbr>2.2 | ▬ | \u003Cbr>2.4 | ▬ | Bhutan |  |  |  |  |\n| Overall | \u003Cbr>2.7 |  |  |  |  | ▬ | Bhutan |  |  |  |  |\n\nSource: Updated FLAT 2024 ratings used for countries with missing 2025 data. A rating change of >=0.5 (\u003C=-0.5) is counted as an increase (decrease) .  \nRAPID 5  \nRAPID 5 is a subset of FLAT indicators identified as the five fundamental ingredients needed for FL. It is important to note that in some cases, the data were based on estimates by UNICEF Country Office/Ministry of Education staff.  \n\n| RAPID 5 Indicator | Average regional rating, based on RAPID survey |\n| --- | --- |\n| Average textbook-student ratio in the early grades |  1:1 ratio in 4 out of 6 countries with data |\n| Clearly defined benchmarks for FLN in the Grade 1–3 curriculum/policy |  Nationwide implementation in 5 out of 6 countries with data |\n| Regular nationally representative large-scale assessment of reading and/or math in the early grades (Grades 2/3) |  Administered every year in 0 out of 6 countries with data (every 2 or 3 years in 4 out of 6 countries with data) |\n| Utilization of assessment data to inform classroom practices and education policy and planning |  Nationwide use to inform both classroom practices and education policy and planning in 2 out of 6 countries with data |\n| Evidence-based programmes to improve FLN at scale |  Nationwide implementation of evaluated and evidencebased programmes in 1 out of 6 countries with data |\n\nFoundational Learning Action Tracker 2025  \nSouth Asia  \nRAPID survey regional results  \nNote: A total of 6 countries in the region responded to the survey between June–September 2025: Afghanistan, Bhutan, India, Maldives, Pakistan (Khyber Pakhtunkhwa province) and Sri Lanka.  \nREACH every child and keep them in school  \nMechanisms to collect, report and act on information on student attendance  \nMechanisms to collect, report and act on information on student dropout  \nCash transfers or other types of support to ","cbCaivGCxkIuQxIK","https://ap.wps.com/l/cbCaivGCxkIuQxIK","pdf",153438,"English","# Regional progress at a glance\n## Areas of strengthened/sustained progress\n## Areas needing accelerated progress\n## RAPID survey regional results\n## RAPID 5 indicators","[{\"question\":\"What is FLAT 2025 measuring in South Asia?\",\"answer\":\"FLAT 2025 monitors government actions for foundational learning (FL) using the RAPID Framework, combining policy action ratings and systems strengthening ratings across the region.\"},{\"question\":\"How are policy action and systems strengthening ratings determined?\",\"answer\":\"Policy action ratings are derived from UNICEF’s RAPID survey responses (6 countries, including a Pakistan province). Systems strengthening ratings come from UNICEF’s internal monitoring exercise, covering 8 countries.\"},{\"question\":\"Which RAPID 5 indicator shows the biggest gap in early-grade assessment?\",\"answer\":\"The brief states that regular nationally representative large-scale assessments of reading and/or math in early grades occur in 0 out of 6 countries, highlighting a major need for accelerated progress.\"}]","Foundational Learning Action Tracker 2025 - South Asia - Policy and Systems Strengthening Progress | PDF",1792063952]