This NORRAG Special Issue intends to explore the redoubled emphasis on foundational learning, and the framing of “relevance” as standing in tension with basic literacy and numeracy, that has emerged at this midway point to Agenda 2030. It is divided into five parts. The first part delves into the narratives and debates surrounding foundational learning. The second part explores the impact of metrics and measurement approaches on what is considered foundational learning. The third part highlights non-mainstream approaches to foundational learning, and the fourth part showcases mainstream programmes and orientations that operate within national education systems but extend beyond the limited scope of literacy and numeracy. Finally, the fifth part scrutinises crucial issues and debates related to foundational learning, which are not only pertinent to the present but also have lasting relevance for the future.