Minimum Levels of Learning
- 2. • Improve – unattractive school environment – building condition – lack of instructional material. • Lay down minimum levels of learning which all students should achieve.
- 3. “The targets spelt out in terms of quality and outcomes.”
- 5. • NCERT proposed MLL in 1978 in connection with UNICEF 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”
- 6. • 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 learning.
- 7. • All children - access to education of comparable standard irrespective of their cast, creed, location and sex. • Combine quality concerns with concerns of equity..
- 8. • To define criteria for measuring real progress of the student in terms of learning. • MLL - prerequisite to infuse a sense of direction to the education system and improve its accountability
- 9. • Large fraction of population opportunity of education is not available beyond primary stage so what they learn here must sustain them throughout their lives. • All children – reach a minimum level of learning before they finish primary education – make them as permanently literate, socially useful and contributing adults in this world.
- 10. • Expected learning outcomes defined as observable terminal behaviours • Learning competencies expected to be mastered by every child by the end of a particular class or stage of education.
- 11. • Achievability – 80% or more students mastering 80% or more of the prescribed learning level. – The goals may vary depending on the initial conditions of schools in different regions to start with. – Later on by improving the inputs to the system all the schools should be brought to same level of achievement. – Results in reducing disparities and equalizing standards over entire country over shortest period of time.
- 12. • Communicability – The MLL should be understandable to the teachers, NFE instructor, parents and the community. • Evaluabiltiy – No-detention at the primary level - MLL do not oppose to the idea but • MLL defines clear cut goals in terms of learning abilities which should be mastered by all in each class. • Achievement of these learning skills should be the criterion of evaluation.
- 13. • Learning Continuum – Units are sequenced hierarchically – If children master the concerned sets or competencies in each unit before they move on to the next, • learning each subsequent unit will be more enjoyable and meaningful, • achievement of minimum levels of learning will be facilitated.
- 14. • Over load of contents of facts and information irrelevant to the needs of life. • Need to complete the syllabus results in ignorance of the weak and strugglers leaving no room for remedial teaching and experimentation, exploration, observation and activity based learning
- 15. • Lightening the curriculum. • Giving room to the teachers for experimentation. • Sustainable acquisition of basic competencies and skills. • Permitting mastery learning not only by the brighter students but also including the first generation learners.
- 16. • MLL for language – Mastering of nine basic skills namely, listening, speaking, reading, writing, com prehension of ideas, functional grammar, self learning, language use and vocabulary. – The MLL stresses up on creating an informal social environment in the class for evaluation in language.
- 17. • MLL for mathematics – Main goals are, • ability to use and solve simple problems of daily life involving units of money, length, weight, capacity, area and time. • Ability to use fractions, decimal and percentage. • Understanding of geometrical shapes etc. – Emphasis should be given on experimental approach in teaching and learning mathematics.