Neither teacher and pupils nor the parents and education planners

know where they are and where they ought to be as there's a lack

of well defined criteria for measuring real progress of the student in

terms of learning. Typical measures such as attendance records and

completion of syllabus can not substitute measures of actual

attainment of learning.

NCERT proposed Minimum levels of learning (MLL's) in 1978 in connection with

UNICEF (United Nations International Children's Emergency Fund) assisted projects on

'primary education curriculum renewal' and 'developmental activities in community

education and participation.

The primary education curriculum renewal project was evaluated in 1984.

Using this evaluation and following the National policy on education 1986, NCERT

prepared another document titled “Minimum levels of learning at primary stage”.

Dept of Education, MHRD formed a committee in Jan.1990 with following goals,

1. Draw up MLL's for class III and V.

2. Recommend a procedure for comprehensive learner evaluation and assessment.

3. Suggest ways to improve teaching in non-cognitive areas of learning.

Irrespective of caste, creed, location or sex, all children must be given access to

education of a comparable standard.

The MLL strategy for improving the quality of elementary education is an attempt to

combine quality with equity.

It lays down learning outcomes in the form of competencies or levels of learning for

each stage of elementary education.

Implications of Minimum Levels of Learning

(MLL):

Major drawbacks of the existing curriculum are,

1. Over load of contents of facts and

information which is of little relevance to

the life and needs of majority of students.

2. Need to complete the syllabus results in

ignorance of the weak and strugglers.

Implications of Minimum Levels of Learning (MLL):

Lightening the curriculum of its textual load and also the

burden of memorizing unnecessary and irrelevant facts;

Leaving room for the teacher to relate textbook

information and objective

Reality into a meaningful process of understanding and

application;

Ensuring the acquisition of basic competencies and skills

to such a level where they are sustainable, and would not

easily allow for relapse into illiteracy;

Permitting mastery learning not only by the brighter

students in the class but also by almost all children

including the first generation learners.

Features of Minimum Levels ofLearning (MLL) :

Achievability

Communicability

Evaluability

Learning Continuum

Comparison with NFE(Non Formal Education)

system

Non-cognitive areas