Özet:

In its endeavour of Universalisation of Elementary Education, India has succeeded widely in terms of enrolment and access; however, retention remains a challenge as quality of education is a huge concern. The policy directives under National Policy on Education (NPE) 1986 and Programme of Action (POA) 1992 require that the essential levels of learning be laid down and children’s achievement should periodically be assessed so as to keep track of the progress towards the NPE goal of ensuring that all children achieve essential levels of learning. Various initiatives under curricular and assessment reforms as mandated by the Right to Education (RTE) Act have been rolled out by the States in order to address quality issues and improve learning outcomes. Since there is a shift in the national curriculum frameworks developed subsequent to NPE-1986, the article is an attempt towards understanding this shift on these essential levels of learning/learning outcomes and their potential use to tap quality in children’s learning.

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