 First of all I welcome you all once again to my channel explore education and today I am going to discuss a important and important and relevant topic in the field of principles of education that is minimum level of learning and I am Dr. Rashmi Singh assistant professor department of education is Kanna Girls Rule College University of Allahabad and it is my email ID. The lecture will be in bilingual mode and will be useful for various teaching examinations and do subscribe my channel if you want to get my future videos too on different aspects of education. So first of all start we are starting with minimum level of learning popularly known as MLL. The minimum level of learning strategy for improving the quality of elementary education is an attempt to combine quality with equity. means if we talk about the minimum level of learning then it is that strategy that we are especially for elementary education. As soon as you see the content in the front you will know that it is especially for elementary education. This means that children should get at least this much knowledge in elementary education. This much minimum level of learning should be available to them. This much knowledge should be available to them. So attempt to combine quality with equity means we can give full education and equity means irrespective of sex, color, caste, creed etc. Then it lays down learning outcomes in the form of competencies or levels for learning for each stage of elementary education. Means in this it is said that learning outcomes will be taken out in the form of competencies. Means that after this lecture the chapter should have this much knowledge. After this lecture the chapter should be so cautious and levels for learning for each stage of elementary education. Means that every stage is taken out for elementary education. This should be the learning outcome in the form of competency and the chapter should be achieved. MNLs in terms of learning competencies are expected to be mastered by every child by the end of a particular class on stage of education. Means it is believed that MNL is learning competency and it is expected that every chapter, every single chapter, a particular chapter or the chapter that he is teaching will be mastered after that. Then each competency can be further delineated in terms of sub competencies. Means competency has also been divided into sub competencies. By specifying the content inputs or by measures of learning. The set of MNLs would actually represent the rational criteria adopted for judging the adequacy of the curricular inputs provided and the learning outcomes to be expected. Means MNL is actually a rational criteria. Means it is a tarctic mandate adopted to judge that the curricular inputs that we are teaching in the form of a particular class are not required and the learning outcomes to be expected and we are getting a lot of support from it and the learning outcomes to be expected. And this is the story of Korean 1991. So we have got general information that what is MNL? First of all, elementary education. What is the second one? These are some learning competencies which are in the second class by the end of each chapter. So it should be mastered. And this learning competency has also been divided into sub competencies. Then basic considerations. What is the basic concept of MNL? So while formatting the MNLs, first of all the cognitive capabilities of the children at different classes or grades corresponding to different stage of development. So they tell us that after sensory motor, we go to pre-operational, then concrete operational, then formal operational means that when we are in the formal operational stage, we talk about cognitive level. So we are talking about sensory motor or pre-operational because I am trying to do this for elementary education. So in pre-operational stage, when the child is on the pre-operational stage of cognitive development, then what will be the MNL according to which its cognitive capability is. That is, MNL is looking at us as a group of PRJs, not as a group of Bruner. Bruner said that we can achieve any stage in any stage. But they are saying that there are different stages, there are karmic, there are karmic. And we cannot jump anyone. According to that, MNL is also made up of a minimum level of learning that when the chapter of elementary education goes from one class to another, then the stage of development, the cognitive capability of its students, we will design MNL according to that. First thing. Second, the empirical reality in terms of the enabling environmental conditions that characterize the primary education program. That is, what is our primary learning program? What is the empirical reality in terms of the enabling environmental conditions? That is, we also have to see whether MNL is designed according to that. That is, these two elements are considered to be the minimum level of learning, the minimum level of learning for every stage. And for that, it is also defined that which curricular areas are made and what is it? What will be the class one, what will be the class two, what will be the class three, etc. In terms of MNL, schools can be judged in terms of learning and performance capabilities of students and graduates rather than the quality of buildings and qualifications of teachers. That is, especially for elementary education, but can be extended to secondary or higher education too. And in terms of MNL, if we talk about the minimum level of learning, then in what terms will we judge the students? That what is the benefit of the students who are coming out of that stage, what is the outcome of their performance, what is the outcome of learning? Rather, how good is the infrastructure they have or how good is the education they teach there? This does not make any difference. It makes a difference that the outcome we are getting there is much more cautious than youth. Then, many of the commissions of many teachers have come, they have also talked a lot about the minimum level of learning, various commissions on MNL. What do many commissions say about the minimum level of learning? So, the Education Commission, which came to the University of Chausat, the report it submitted in Chhachat, what does it say? Has emphasized that student of all schools should attain the determined level of learning. Then in 1978, NCRT had started a project with the help of UNICEF entitled as Primary Education Curriculum Renewal. That is, NCRT made a project with the help of UNICEF which was called Pratamik Shiksha, in which they are renewing part-time. In line with MNL, they have made a project called Pratamik Shiksha, which is called Pratamik Shiksha, in which they are renewing part-time. In line with MNL, then NPE 1986, today the NEP that we got in 2020, the first national education that came to us in 1986, what does it say? Stated as laying down of minimum level of learning, which all students should achieve. That also says that we will have to make some minimum level of learning and every student will have to achieve it. Then using the evaluation and following the NPE 1986, NCRT makes another document, which is called Minimum Level of Learning at Primary Stage. And this is happening in 1986, after 1986. Then NCRT has kept ensuring quality education for all in national framework 2005. We should know that NCRT keeps revising curricular framework, for school education, for teacher education, in this way. The 2005 framework of school education, in which they are telling us which bindu or bindu should be based, they also say that NCRT has kept ensuring quality education. Their main purpose is that we can give full education to our teachers. So for that, to make national education system more efficient, which will be possible only after the determination and achievement of MLL. When we make the minimum level of learning, and the second step is to achieve it. Then steps. What are the steps we have to take if we want to talk about MLL? First of all, preliminary assessment of the existing level of learning achievement. First of all, we have to do a preliminary assessment. We have to do a full assessment of the existing level of learning achievement. The existing level of learning achievement, which is existing in this way, we have to do a full assessment of that. Then what should we do? Preparation of teacher training handbooks for MLL-based teaching. Then we have to make teacher training handbooks, so that the teacher who is going to deal with elementary education, knows what MLL is and what things we want to do. That's why he will work for the outcome, so that he can accept it and achieve it. So first, we have to make teacher training handbooks on the second step. Then introduction of continuous and comprehensive evaluation of students and using evaluation results for remedial action. That is, in the overall education system, we have adopted CCE by leaving the summative evaluation. Continuous and comprehensive and which is called formative assessment. So what we have to do is, we have to keep doing continuous and comprehensive evaluation of students and also the result will come of the evaluation. For whom will we use that? For remedial action, so that they will be able to diagnose where the child is lagging, so we will provide remedial action to fulfill those things. Then using MLL norms as and when curriculum and textbooks are revised. So who will use these MLL norms? If we know that after completing the education of one of the students of class A, he will be able to achieve this achievement. For example, if we get so much knowledge, we should be able to write so much, so much that he can speak, then what will we do when the textbook and curriculum will be revised, then we will give attention to it, we will summarize those points. And provision of competency-based teaching learning materials to make the educational process activity-based and joyful. And how will we make competency-based teaching learning material, so that we can make the practical practice and make it meaningful and joyful for the child. Oh, sorry. This is two times. Then basic features. What are the basic features of MLL? When we talk about the minimum level of learning, when we talk about the right and the wrong, there are some basic features that need to be fulfilled. The first thing is achievability. Such a minimum level of learning is made that the child is not able to achieve it. That is, it should be achievable, it should be successful through education. So, a basic characteristic that MLLs must satisfy is that MLLs must, oh, it's two times. Is that they should correspond to learning objectives that are achievable by all learners. No, the minimum level means that everyone should achieve it. This means that we have to give the minimum that every child should achieve this much. This is so because of certain specific reasons. Why is that? There are two special reasons for that. There are some spelling mistakes. To serve as performance objectives and goals, we have to make sure that this is our performance objective or goal after this class. And secondly, to ensure learning up to mastery level by every children in the class. And when we get to know the minimum level, then we can do the mastery as well. Okay, we will achieve this much, then we will move on to the mastery level. Then, communicability. It is not enough that MLLs are realistic and achievable. So, if we say that MLLs are achievable, sorry, we have to go back. It is wrong here. You can see that there are two R's in R. MLLs are realistic and achievable. This means that the minimum level of learning that we have made in the past, we have made it in the afternoon, the child is getting it. But this is also important that the language in which it is made, it is easily understandable. Everyone should understand it easily. Why? Because there are not many teachers in the mainstream, in some remote areas, in some places where their communication is not possible. So, they too can understand it, they have the courage to understand it, so that they can achieve it with their students. So, this should be communicable. Then, availability. It is such that we can judge it, we can learn it, we can learn it. How will this happen? The statement of MLLs should be such that they serve as an effective blueprint for continuous and comprehensive evaluation of learners. And thereby streamline the processes involved. That is to say, if we evaluate the child so much, we feel that the child has achieved so much that he can go to the US. The attempt has thus been to set the MLLs in such a way as to make assessment of learner attainment easy for the teacher, whether it is done through written, oral or other types of tests. I mean, it does not have to be so cliched, it has to be easy. And one more thing to be especially aware of is that there is no detention policy on elementary education. This is an automatic promotion, you can say, that we do not want to fail the child. So, it does not mean that we do not want to be ignorant of it. We want to be ignorant of it, we want to diagnose it, we want to give it a remedy for its learning difficulties. We do not want to detain it. So, it can be misunderstood that we do not want to be ignorant of it. So, this message should not be given here. Then learning continuum. I mean, I will continue learning in elementary education. It is not that the first-class education is completely different from the second-class. But it is a continuum, that we have to study so much, we have to study so much, then we have to study so much. The endeavor has been to set emeralds in as simple and comprehensive manner as possible, specifying the competencies to be mastered under each learning unit from class 1 through class 5. Until our 5 plus, 3 plus, 3 plus, 4 did not come, this is the first thing. 10 plus, 2 plus, 3 when our structure was going on, then we were already called 5th-class elementary education. So, they are saying that from class 1 to class 5, we have to get this learning continuum. Learning has been seen as a continuum in which units are sequenced hierarchically, in which the unit has been placed hierarchically, the easiest way to do it is cut-in, cut-in, cut-in, cut-in. So, that the clusters of competencies in one unit build as directly as possible on the competencies in the preceding unit. That is, if we get a single building, then we can go to the next unit as a unit, in the form of a single unit. Then, in the curricular areas, if we talk about what part of the program we need for MLL, then there are generally three areas. Language, mathematics, and environmental studies. In environmental studies, your social studies and sciences will be both. So, in the language, if the child is a student of class 1, 2, 3, 4, 5, then what are the areas where he needs a mastery? So, if we, for example, take the language. So, in the language, listening, the child of class 1 can understand what he or she is listening to, what he or she can say, how much she can read, how much she can write. She should have the comprehension of ideas, how much capability she needs, how much functional grammar she needs, how much self-learning she can do, how much language use she can do, and how much control she has. So, these competencies will increase at every level, but we will have the areas here. Similarly, in mathematics, in the same way, in EVS, in the same way, if we want to take it in a post-polastic area, then this concept of minimum level of learning came because we were able to meet the quality of equity, and we were able to make every child so capable that at least they knew that in the next lecture, we were able to take it easily. And our building, we were able to connect it, with the knowledge of it, knowledge building blocks. Okay, so this is the concept of MLL, and in its course, these are the benefits for it. In any case, we should know what is the minimum level of learning, what are previous commissions had said about MLL. So, thank you all, and don't forget to like and subscribe my channel, and join my telegram group too, to get learning materials and ask your query and provide me feedback too there. Done from my side.