{"id":1340,"date":"2026-11-05T22:21:05","date_gmt":"2026-11-05T22:21:05","guid":{"rendered":"https:\/\/blog.indiafortomorrow.com\/library\/1257\/"},"modified":"2026-11-05T22:21:05","modified_gmt":"2026-11-05T22:21:05","slug":"1257","status":"publish","type":"page","link":"https:\/\/blog.indiafortomorrow.com\/library\/1257\/","title":{"rendered":"Foundational Learning"},"content":{"rendered":"<p><main id=\"main\"><\/p>\n<nav aria-label=\"Breadcrumb\" class=\"breadcrumbs\"><a href=\"\/\">Home<\/a><a href=\"\/library\/\">Topic library<\/a><span aria-current=\"page\">Foundational Learning<\/span><\/nav>\n<section class=\"section source-head\"><a class=\"text-link\" href=\"\/library\/?family=school-thik-karo\">\u2190 School Thik Karo library<\/a><\/p>\n<div class=\"eyebrow\">From the IFT source library<\/div>\n<h1>Foundational Learning<\/h1>\n<p class=\"note\">Topic-specific explanations and research proposals developed from IFT source content. Local evidence, permissions, costs and results remain to be established.<\/p>\n<p><a class=\"text-link\" href=\"https:\/\/reimagine.indiafortomorrow.com\/school-thik-karo\/foundational-learning\/\" rel=\"noopener\" target=\"_blank\">Original source \u2197<\/a><\/section>\n<div class=\"reader-layout organised-reader\">\n<nav aria-label=\"On this page\" class=\"inside-toc\">\n<h2>On this page<\/h2>\n<p><a href=\"#editorial-explanation\">Understand this topic<\/a><a href=\"#evidence-snapshot\">Evidence Snapshot<\/a><a href=\"#editorial-ideas\">10 practical ideas<\/a><a href=\"#editorial-faq\">15 questions and answers<\/a><\/nav>\n<article class=\"source-copy\"><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"reading-section-01\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"reading-section-02\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"reading-section-03\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"reading-section-04\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"reading-section-05\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"reading-section-06\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"reading-section-07\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-1\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-10\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-11\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-12\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-13\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-14\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-15\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-16\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-17\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-18\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-19\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-2\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-20\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-21\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-22\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-23\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-24\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-25\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-26\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-27\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-28\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-29\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-3\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-30\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-4\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-5\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-6\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-7\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-8\"><\/span><span aria-hidden=\"true\" class=\"legacy-anchor\" id=\"topic-section-9\"><\/span><\/p>\n<section class=\"editorial-introduction\" id=\"editorial-explanation\">\n<p class=\"eyebrow\">Understand the topic<\/p>\n<h2>What this means in daily life<\/h2>\n<p>Foundational learning means children can use reading, writing and number skills for themselves. Moving to the next class does not establish that these skills are secure.<\/p>\n<p>This topic proposes short checks linked to immediate teaching support. The aim is to help learners progress without shaming them, fixing them in a low group or turning every lesson into a test.<\/p>\n<\/section>\n<section class=\"evidence-snapshot\" data-evidence-version=\"2026-11-05\" id=\"evidence-snapshot\">\n<p class=\"eyebrow\">Data reference table<\/p>\n<h2 id=\"evidence-snapshot-heading\">Evidence Snapshot<\/h2>\n<p>Read each value with its reporting period, population and limitations. A historical national reference is not a local baseline or proof that an IFT proposal works.<\/p>\n<p class=\"evidence-status\">3 source-linked reference records. 3 measurement records still need data and a review of their relevance.<\/p>\n<div aria-labelledby=\"evidence-snapshot-heading\" class=\"evidence-scroll\" role=\"region\" tabindex=\"0\">\n<table class=\"evidence-table\">\n<caption>Data references for Foundational Learning<\/caption>\n<thead>\n<tr>\n<th scope=\"col\">Signal<\/th>\n<th scope=\"col\">Reference Value<\/th>\n<th scope=\"col\">Period \/ Population<\/th>\n<th scope=\"col\">How to Read It<\/th>\n<th scope=\"col\">Source Status<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr class=\"reference-record\" data-evidence-record=\"research-capability:cap-reading-std3-government\">\n<th scope=\"row\">Government-school Std III children reading at least Std II text<\/th>\n<td>\n<p>23.4%<\/p>\n<p class=\"evidence-small\">Historical reference<\/p>\n<\/td>\n<td>\n<p>ASER 2024 survey<\/p>\n<p>Sampled rural children in Std III enrolled in government schools<\/p>\n<\/td>\n<td>\n<p>A basic reading-task outcome for the stated subgroup.<\/p>\n<p>Limitations: Not the all-school rate or a complete grade-level proficiency measure; household sampling and assessment method matter.<\/p>\n<\/td>\n<td>\n<p>ASER Centre \/ Pratham Education Foundation<\/p>\n<p>Primary research report non government sample survey<\/p>\n<p><a href=\"https:\/\/asercentre.org\/wp-content\/uploads\/2022\/12\/ASER-2024-National-findings.pdf\" rel=\"noopener\" target=\"_blank\">ASER 2024 National Findings<\/a><\/p>\n<p>Published: Not stated on the retrieved publication<\/p>\n<p>Publication checked: 2026-11-04<\/p>\n<p class=\"evidence-verification\">Value, period and coverage checked in publication<\/p>\n<\/td>\n<\/tr>\n<tr class=\"reference-record\" data-evidence-record=\"research-capability:cap-arithmetic-std5\">\n<th scope=\"row\">Std V children able to do at least the division task<\/th>\n<td>\n<p>30.7%<\/p>\n<p class=\"evidence-small\">Historical reference<\/p>\n<\/td>\n<td>\n<p>ASER 2024 survey<\/p>\n<p>Sampled rural children in Std V; all school types<\/p>\n<\/td>\n<td>\n<p>Basic arithmetic task performance.<\/p>\n<p>Limitations: The task is a three-digit by one-digit division; this is not full mathematics mastery or an urban estimate.<\/p>\n<\/td>\n<td>\n<p>ASER Centre \/ Pratham Education Foundation<\/p>\n<p>Primary research report non government sample survey<\/p>\n<p><a href=\"https:\/\/asercentre.org\/wp-content\/uploads\/2022\/12\/ASER-2024-National-findings.pdf\" rel=\"noopener\" target=\"_blank\">ASER 2024 National Findings<\/a><\/p>\n<p>Published: Not stated on the retrieved publication<\/p>\n<p>Publication checked: 2026-11-04<\/p>\n<p class=\"evidence-verification\">Value, period and coverage checked in publication<\/p>\n<\/td>\n<\/tr>\n<tr class=\"reference-record\" data-evidence-record=\"research-capability:cap-nontextbook-books-used\">\n<th scope=\"row\">Visited schools where students were using books other than textbooks<\/th>\n<td>\n<p>51.3%<\/p>\n<p class=\"evidence-small\">Historical reference<\/p>\n<\/td>\n<td>\n<p>ASER 2024 school visits<\/p>\n<p>Visited government schools with primary sections in the rural sample<\/p>\n<\/td>\n<td>\n<p>A reference for reading-resource use.<\/p>\n<p>Limitations: Observation does not measure frequency, content quality, comprehension or the impact of a reading programme.<\/p>\n<\/td>\n<td>\n<p>ASER Centre \/ Pratham Education Foundation<\/p>\n<p>Primary research report non government sample survey<\/p>\n<p><a href=\"https:\/\/asercentre.org\/wp-content\/uploads\/2022\/12\/ASER-2024-National-findings.pdf\" rel=\"noopener\" target=\"_blank\">ASER 2024 National Findings<\/a><\/p>\n<p>Published: Not stated on the retrieved publication<\/p>\n<p>Publication checked: 2026-11-04<\/p>\n<p class=\"evidence-verification\">Value, period and coverage checked in publication<\/p>\n<\/td>\n<\/tr>\n<tr class=\"data-required-record\" data-evidence-record=\"need-1257-1\">\n<th scope=\"row\">Oral reading fluency and comprehension<\/th>\n<td>\n<p>Not established<\/p>\n<p class=\"evidence-small\">Data required \u2014 not zero<\/p>\n<\/td>\n<td>\n<p>Reporting period: Information Required<\/p>\n<p>Population and geography: Information Required<\/p>\n<\/td>\n<td>\n<p>Proposed measure; no observed value is established here.<\/p>\n<p>Limitations: Define the measure, unit, reporting period and covered population; obtain a traceable dataset and review its suitability for this topic before using a number.<\/p>\n<\/td>\n<td>\n<p>Source organisation: Information Required<\/p>\n<p>Direct source URL: not yet verified<\/p>\n<p>Source publication date: not established<\/p>\n<p class=\"evidence-verification\">Verification status: Data required<\/p>\n<\/td>\n<\/tr>\n<tr class=\"data-required-record\" data-evidence-record=\"need-1257-2\">\n<th scope=\"row\">Writing clarity and meaning<\/th>\n<td>\n<p>Not established<\/p>\n<p class=\"evidence-small\">Data required \u2014 not zero<\/p>\n<\/td>\n<td>\n<p>Reporting period: Information Required<\/p>\n<p>Population and geography: Information Required<\/p>\n<\/td>\n<td>\n<p>Proposed measure; no observed value is established here.<\/p>\n<p>Limitations: Define the measure, unit, reporting period and covered population; obtain a traceable dataset and review its suitability for this topic before using a number.<\/p>\n<\/td>\n<td>\n<p>Source organisation: Information Required<\/p>\n<p>Direct source URL: not yet verified<\/p>\n<p>Source publication date: not established<\/p>\n<p class=\"evidence-verification\">Verification status: Data required<\/p>\n<\/td>\n<\/tr>\n<tr class=\"data-required-record\" data-evidence-record=\"need-1257-3\">\n<th scope=\"row\">Number sense and operations<\/th>\n<td>\n<p>Not established<\/p>\n<p class=\"evidence-small\">Data required \u2014 not zero<\/p>\n<\/td>\n<td>\n<p>Reporting period: Information Required<\/p>\n<p>Population and geography: Information Required<\/p>\n<\/td>\n<td>\n<p>Proposed measure; no observed value is established here.<\/p>\n<p>Limitations: Define the measure, unit, reporting period and covered population; obtain a traceable dataset and review its suitability for this topic before using a number.<\/p>\n<\/td>\n<td>\n<p>Source organisation: Information Required<\/p>\n<p>Direct source URL: not yet verified<\/p>\n<p>Source publication date: not established<\/p>\n<p class=\"evidence-verification\">Verification status: Data required<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p>Different surveys, administrative records, estimates and reporting years are not interchangeable. No combined IFT score is calculated from these rows.<\/p>\n<p class=\"evidence-audit-link\"><a href=\"\/downloads\/evidence-audit.csv\">Evidence coverage and review log (CSV)<\/a> \u00b7 <a href=\"\/assets\/evidence-register.json\">Structured evidence register (JSON)<\/a><\/p>\n<\/section>\n<section id=\"editorial-ideas\">\n<p class=\"eyebrow\">10 ideas for this topic<\/p>\n<h2>What could be done \u2014 and what needs testing<\/h2>\n<p>These are proposals for research and local testing. They are not claims that a project has been funded, implemented or proved successful.<\/p>\n<div class=\"topic-ideas-list\">\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 01<\/span><\/p>\n<h3>A brief individual reading check<\/h3>\n<p>Ask each learner to read an age-appropriate sample and discuss its meaning in a supportive setting.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Use results to plan teaching rather than publish named rankings.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 02<\/span><\/p>\n<h3>A protected daily practice block<\/h3>\n<p>Reserve regular time for supported reading, writing and number work within the school day.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Check whether time is actually used for practice and feedback, including in multi-grade classes.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 03<\/span><\/p>\n<h3>Flexible support groups<\/h3>\n<p>Group learners for a specific skill and review the grouping as they improve.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Keep movement between groups open and avoid public labels such as weak or slow.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 04<\/span><\/p>\n<h3>A number-sense materials tray<\/h3>\n<p>Use counters, number lines and familiar objects to explore quantity, comparison and operations.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Ask learners to explain their reasoning, not only produce the final answer.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 05<\/span><\/p>\n<h3>Reading for meaning conversations<\/h3>\n<p>After a short text, ask learners to explain events, infer a reason or connect an idea to another example.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Distinguish a language barrier from a gap in understanding.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 06<\/span><\/p>\n<h3>Writing with useful feedback<\/h3>\n<p>Let learners write short messages, descriptions or explanations and revise one clear point at a time.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Check that feedback helps the learner improve rather than only count errors.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 07<\/span><\/p>\n<h3>A classroom next-step sheet<\/h3>\n<p>Give teachers a concise record linking observed difficulties with suitable practice tasks.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Remove data fields that do not change teaching decisions.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 08<\/span><\/p>\n<h3>Help in the learner\u2019s familiar language<\/h3>\n<p>Use explanation, stories and vocabulary support to connect the child&#8217;s strongest language with the language of instruction.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Check understanding through more than one format before assuming a concept gap.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 09<\/span><\/p>\n<h3>Supervised peer reading<\/h3>\n<p>Pair learners for structured, encouraging reading practice with teacher monitoring.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Check that no child is mocked and that partners receive meaningful practice.<\/p>\n<\/article>\n<article class=\"topic-idea\"><span class=\"idea-number\">Idea 10<\/span><\/p>\n<h3>A follow-up check after support ends<\/h3>\n<p>Revisit the skill with a different suitable task after a period of ordinary classroom learning.<\/p>\n<p><span class=\"check-label\">What to check: <\/span>Look for independent use and persistence, not only success on rehearsed items.<\/p>\n<\/article>\n<\/div>\n<\/section>\n<section class=\"reading-section\" id=\"editorial-references\">\n<h2>References and evidence limits<\/h2>\n<ul>\n<li><a href=\"https:\/\/www.unicef.org\/flnhub\/focus-area\/formative-assessments\" rel=\"noopener\" target=\"_blank\">UNICEF: Formative assessments<\/a>\n<p>Background on connecting formative assessment with teaching support; does not validate these proposed pilots.<\/p>\n<\/li>\n<\/ul>\n<p>Reference guidance informs the proposal. It does not establish local conditions, approve a design or prove that these proposed projects work.<\/p>\n<\/section>\n<\/article>\n<aside><span class=\"eyebrow\">CONTINUE EXPLORING<\/span><a class=\"reading-link\" href=\"\/library\/1258\/\">Governance, Measurement &amp; Continuous Improvement \u2197<\/a><a class=\"reading-link\" href=\"\/library\/1259\/\">Health, Nutrition, Sports &amp; Safety \u2197<\/a><a class=\"reading-link\" href=\"\/library\/1260\/\">Equal Quality &amp; Inclusion \u2197<\/a><a class=\"reading-link\" href=\"\/library\/1252\/\">Career Guidance &amp; Future Pathways \u2197<\/a><a class=\"reading-link\" href=\"\/blog\/\">Ideas &amp; articles \u2197<\/a><a class=\"reading-link\" href=\"\/participate\/\">Contribute or correct a source \u2197<\/a><\/aside>\n<\/div>\n<section class=\"section page-faq\" id=\"editorial-faq\">\n<p class=\"eyebrow\">15 questions, answered clearly<\/p>\n<h2>Questions about Foundational Learning<\/h2>\n<details>\n<summary>Why are marks not enough to show reading ability?<\/summary>\n<p>A mark can combine many tasks or reflect memorised answers. Listening to reading and discussing meaning gives a clearer picture of the support a learner needs.<\/p>\n<\/details>\n<details>\n<summary>Should foundational practice become extra homework only?<\/summary>\n<p>No. Learners need supported practice during school because home time, materials and adult help differ. Homework should not be the only route to catching up.<\/p>\n<\/details>\n<details>\n<summary>Will support groups permanently separate children?<\/summary>\n<p>They should not. Groups should address a current learning need and change as evidence changes, while every child remains part of the wider classroom community.<\/p>\n<\/details>\n<details>\n<summary>Why use objects in mathematics lessons?<\/summary>\n<p>Objects can make quantity and relationships visible. Teachers should connect the activity to drawings, words and symbols so the learner can gradually work independently.<\/p>\n<\/details>\n<details>\n<summary>Is reading quickly the same as understanding?<\/summary>\n<p>No. A learner may read aloud fluently without explaining the meaning. Comprehension needs direct attention through discussion and suitable tasks.<\/p>\n<\/details>\n<details>\n<summary>What kind of writing practice is useful?<\/summary>\n<p>Tasks should have a clear meaning and audience. Short pieces with understandable feedback can reveal and strengthen expression, sentence construction and spelling.<\/p>\n<\/details>\n<details>\n<summary>What should happen after a learning assessment?<\/summary>\n<p>The teacher needs a practical next step: which skill to support, what activity to use and when to check progress again. Recording a score is only the beginning.<\/p>\n<\/details>\n<details>\n<summary>How can language affect a learning check?<\/summary>\n<p>A child may understand an idea but not the wording of the task. Appropriate language support helps separate language access from the underlying skill being assessed.<\/p>\n<\/details>\n<details>\n<summary>Can peers help with foundational learning?<\/summary>\n<p>Structured peer practice can be tested alongside teacher instruction. It needs suitable materials, clear routines and supervision so mistakes or unequal participation are noticed.<\/p>\n<\/details>\n<details>\n<summary>How can a school tell whether learning gains lasted?<\/summary>\n<p>Use a later task that checks the same skill without copying the exact practice exercise. Continued independent use is stronger evidence than a one-day improvement.<\/p>\n<\/details>\n<details>\n<summary>What would the \u201cWriting with useful feedback\u201d idea involve?<\/summary>\n<p>Let learners write short messages, descriptions or explanations and revise one clear point at a time. What to check: Check that feedback helps the learner improve rather than only count errors.<\/p>\n<\/details>\n<details>\n<summary>What would the \u201cA classroom next-step sheet\u201d idea involve?<\/summary>\n<p>Give teachers a concise record linking observed difficulties with suitable practice tasks. What to check: Remove data fields that do not change teaching decisions.<\/p>\n<\/details>\n<details>\n<summary>What would the \u201cHelp in the learner\u2019s familiar language\u201d idea involve?<\/summary>\n<p>Use explanation, stories and vocabulary support to connect the child&#8217;s strongest language with the language of instruction. What to check: Check understanding through more than one format before assuming a concept gap.<\/p>\n<\/details>\n<details>\n<summary>What would the \u201cSupervised peer reading\u201d idea involve?<\/summary>\n<p>Pair learners for structured, encouraging reading practice with teacher monitoring. What to check: Check that no child is mocked and that partners receive meaningful practice.<\/p>\n<\/details>\n<details>\n<summary>What would the \u201cA follow-up check after support ends\u201d idea involve?<\/summary>\n<p>Revisit the skill with a different suitable task after a period of ordinary classroom learning. What to check: Look for independent use and persistence, not only success on rehearsed items.<\/p>\n<\/details>\n<\/section>\n<p><\/main><\/p>\n","protected":false},"excerpt":{"rendered":"<p>HomeTopic libraryFoundational Learning \u2190 School Thik Karo library From the IFT source library Foundational Learning Topic-specific explanations and research proposals developed from IFT source content. Local evidence, permissions, costs and results remain to be established. Original source \u2197 On this page Understand this topicEvidence Snapshot10 practical ideas15 questions and answers Understand the topic What this [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":84,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"ift_pillar":[],"class_list":["post-1340","page","type-page","status-publish","hentry"],"_hostinger_reach_plugin_has_subscription_block":false,"_hostinger_reach_plugin_is_elementor":false,"_links":{"self":[{"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/pages\/1340","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/comments?post=1340"}],"version-history":[{"count":0,"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/pages\/1340\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/pages\/84"}],"wp:attachment":[{"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/media?parent=1340"}],"wp:term":[{"taxonomy":"ift_pillar","embeddable":true,"href":"https:\/\/blog.indiafortomorrow.com\/wp-json\/wp\/v2\/ift_pillar?post=1340"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}