{"id":13663,"date":"2023-07-14T15:41:48","date_gmt":"2023-07-14T10:11:48","guid":{"rendered":"https:\/\/onlinefreenotes.com\/?p=13663"},"modified":"2025-12-12T11:54:17","modified_gmt":"2025-12-12T11:54:17","slug":"development-of-education-in-india","status":"publish","type":"post","link":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/development-of-education-in-india\/","title":{"rendered":"Development of Education in India: NBSE Class 11 Education"},"content":{"rendered":"\n<p>Here, you will find summaries, questions, answers, textbook solutions, pdf, extras etc. of (Nagaland Board) <a href=\"http:\/\/nbsenl.edu.in\/\" target=\"_blank\" rel=\"noopener\">NBSE <\/a>Class 11 Education Chapter 8: Development of Education in India. These solutions, however, should be only treated as references and can be modified\/changed.&nbsp;<\/p>\n\n\n  <style>\r\n    .notice {\r\n      background: yellow;       \/* simple yellow background *\/\r\n      text-align: center;       \/* centre alignment *\/\r\n      padding: 12px 16px;\r\n      margin: 20px auto;\r\n      width: fit-content;       \/* shrink to text and centre via auto margins *\/\r\n      font-family: Arial, sans-serif;\r\n    }\r\n  <\/style>\r\n  <div class=\"notice\">\r\n    If you notice any errors in the notes, please mention them in the comments\r\n  <\/div>\r\n<nav id=\"toc\" class=\"toc-box\"><\/nav>\r\n<style>\r\n.toc-box{\r\n  border:1px solid #e5e7eb;\r\n  border-radius:8px;\r\n  background:#fff;\r\n  margin:20px 0;\r\n  font-family:Arial, Helvetica, sans-serif\r\n}\r\n.toc-header{\r\n  padding:10px 14px;\r\n  font-size:16px;\r\n  font-weight:600;\r\n  border-bottom:1px solid #eef2f7;\r\n  background:#f8fafc\r\n}\r\n.toc-content{\r\n  padding:12px 18px\r\n}\r\n\r\n\/* Base list *\/\r\n.toc-content ul{\r\n  margin:0 25px;\r\n  padding-left:0;\r\n  list-style:none\r\n}\r\n\r\n\/* Level-based bullets *\/\r\n.toc-content li{\r\n  position:relative;\r\n  margin:6px 0;\r\n  margin-left:6px;\r\n  line-height:1.5;\r\n\tlist-style:disc;\r\n}\r\n\r\n\/* H2 bullet \u25cf *\/\r\n.toc-content li.level-2{\r\n  list-style:disc;\r\n\t\r\n}\r\n\r\n\/* H3 bullet \u25cb *\/\r\n.toc-content li.level-3{\r\n  margin-left:26px;\r\n\tlist-style:disc;\r\n}\r\n\r\n\r\n\/* H4+ bullet \u2013 *\/\r\n.toc-content li.level-4{\r\n  margin-left:46px;\r\n\tlist-style:disc;\r\n}\r\n.toc-content li.level-5,\r\n.toc-content li.level-6{\r\n  margin-left:66px;\r\n\tlist-style:disc;\r\n}\r\n\r\n.toc-content a{\r\n  text-decoration:none;\r\n  color:#000\r\n}\r\n.toc-content a:hover{\r\n  text-decoration:underline\r\n}\r\n\r\nhtml{scroll-behavior:smooth}\r\nh1[id],h2[id],h3[id],h4[id],h5[id],h6[id]{\r\n  scroll-margin-top:110px\r\n}\r\n<\/style>\r\n\r\n<script>\r\ndocument.addEventListener('DOMContentLoaded', function () {\r\n\r\n  const toc = document.getElementById('toc');\r\n  if (!toc) return;\r\n\r\n  \/* MAIN CONTENT ONLY *\/\r\n  const content = document.querySelector('#pdf-content');\r\n\r\n  \/* EXCLUDE AREAS *\/\r\n  const excludeSelectors = `\r\n    .author, .byline, .entry-meta, .post-meta,\r\n    #comments, .comments-area, .comment-respond,\r\n    .comment-form, .comment-list,\r\n    .login, .login-required,\r\n    .sidebar, aside, footer, nav,\r\n    .widget, .widgets\r\n  `;\r\n\r\n  \/* TEXT TO IGNORE *\/\r\n  const ignoreText = [\r\n    'leave a comment',\r\n    'cancel reply',\r\n    'login required',\r\n    'get notes',\r\n    'ron\\'e dutta',\r\n    'comments'\r\n  ];\r\n\r\n  \r\nconst headings = [...content.querySelectorAll('h1,h2,h3,h4,h5,h6')]\r\n  .filter(h => !excludeSelectors || !h.closest(excludeSelectors))\r\n  .filter(h => {\r\n    const txt = h.textContent.trim().toLowerCase();\r\n    return txt.length > 0 && !ignoreText.some(t => txt.includes(t));\r\n  });\r\n\r\n\/\/alert(content);\r\n  if (!headings.length) {\r\n    toc.style.display = 'none';\r\n    return;\r\n  }\r\n\r\n  \/* UNIQUE IDs *\/\r\n  const used = {};\r\n  const slug = t => t.toLowerCase().trim()\r\n    .replace(\/[^a-z0-9\\s-]\/g, '')\r\n    .replace(\/\\s+\/g, '-');\r\n\r\n  headings.forEach(h => {\r\n    if (!h.id) {\r\n      let base = slug(h.textContent) || 'section';\r\n      used[base] = (used[base] || 0) + 1;\r\n      h.id = used[base] > 1 ? base + '-' + used[base] : base;\r\n    }\r\n  });\r\n\r\n  \/* BUILD TOC *\/\r\n  const ul = document.createElement('ul');\r\n\r\n  headings.forEach(h => {\r\n    const level = parseInt(h.tagName.substring(1));\r\n    if (level < 2) return; \/\/ skip H1 like your reference site\r\n\r\n    const li = document.createElement('li');\r\n    li.className = 'level-' + level;\r\n\r\n    const a = document.createElement('a');\r\n    a.href = '#' + h.id;\r\n    a.textContent = h.textContent.trim();\r\n\r\n    li.appendChild(a);\r\n    ul.appendChild(li);\r\n  });\r\n\r\n  toc.innerHTML = `\r\n    <div class=\"toc-header\">Table of Contents<\/div>\r\n    <div class=\"toc-content\"><\/div>\r\n  `;\r\n  toc.querySelector('.toc-content').appendChild(ul);\r\n\r\n});\r\n<\/script>\r\n\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Introduction\"><strong>Introduction<\/strong><\/h4>\n\n\n\n<p>The comprehensive approach to reforming secondary education focuses on enhancing the quality of education, improving the status of teachers, and making education more relevant to the country&#8217;s needs. Central and State Committees should be organized to advise on secondary education. The District Inspector of Schools should assist teachers in their duties, solve problems, and acquaint them with the latest developments in the field of education.<\/p>\n\n\n\n<p>The Secondary Education Board should be organized under the chairmanship of the Education Director. A board for teachers&#8217; training should be established, and new schools should only be recognized when they fulfill all conditions. The government should be responsible for providing vocational education, and the Centre should give financial aid to states for education. No octroi and toll tax should be levied on goods purchased for educational institutions.<\/p>\n\n\n\n<p>The school should be opened at least for 200 days a year, and at least 35 hours should be devoted to teaching per week. The principal should be empowered to take decisions about local holidays and school hours. The student should get at least 10 to 15 days&#8217; leave during a session, and the summer vacation should be for two months.<\/p>\n\n\n\n<p>The curriculum should be reorganized to realize the aims of education. Multi-purpose schools should be opened according to the varying interests of students. Agriculture should be made a compulsory subject for schools in villages. The mother tongue or the state language should be made the medium of instruction. At the secondary stage, a student should learn at least three languages, the national language, the mother tongue or the regional language, and a foreign language.<\/p>\n\n\n\n<p>The chapter also emphasizes the importance of health education, improvement of teaching methods, and the enhancement of teachers&#8217; status. It suggests that trained teachers should be appointed to teach higher classes, and teachers should be given pension, provident fund, and life insurance benefits. The children of teachers should be given free education, and teachers and their dependents should be given free medical service. The retirement age for teachers should be 60 years.<\/p>\n\n\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Textual_questions_and_answers\"><strong>Textual questions and answers<\/strong><\/h4>\n\n\n\n<h5 class=\"wp-block-heading\" id=\"Very_Short_Answer_Type_Questions\"><strong>Very Short Answer Type Questions<\/strong><\/h5>\n\n\n\n<p><strong>1. Who is known as father of modern education in India?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Charles Grant is known as father of modern education in India.<\/p>\n\n\n\n<p><strong>2. What is Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Charter Act of 1813 laid the foundation of a State system of education in India. It made the East India Company open schools in all Presidencies including Bengal, Madras and Bombay. This changed the fate of Indian education.<\/p>\n\n\n\n<p><strong>3. Who was the Chairman of Secondary Education Commission 1952?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Dr. A. Lakshman Swami Mudaliar was the Chairman of Secondary Education Commission 1952.<\/p>\n\n\n\n<p><strong>4. What is the other name of Mudaliar Commission?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Secondary Education Commission 1952 is also known as Mudaliar Commission.<\/p>\n\n\n\n\n\n<p><strong>5. Who was the chairman of Education Commission 1964-66?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Daulat Singh Kothari was the chairman of Education Commission 1964-66.<\/p>\n\n\n\n<p><strong>6. What is SSA?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> SSA stands for Sarva Shiksha Abhiyan and has been operational since 2000-2001 to provide for a variety of resources for universal access and retention of education, for bridging of gender and social category gaps in elementary education and improving the quality of learning.<\/p>\n\n\n\n\n\n<p><strong>7. What is RMSA?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> RMSA stands for Rashtriya Madhyamik Shiksha Abhiyan. It is a scheme launched by the Indian government in 2009 to enhance access to secondary education and improve its quality.<\/p>\n\n\n\n<p><strong>8. Explain the objective of RMSA.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> RMSA was launched in March 2009 with the objective to enhance access to secondary education and to improve its quality. It is an integrated and comprehensive programme of the Government of India with an aim to achieve universal quality secondary education.<\/p>\n\n\n\n<p><strong>9. When did the Government of India approve the revised name of RMSA?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Government of India approved the revised norms of RMSA in April 2013.<\/p>\n\n\n\n<p><strong>10. What is RTE?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> RTE stands for Right to Education. It refers to the Right of Children to Free and Compulsory Education Act 2009 which provides for free and compulsory education to all children aged 6-14 years in India.<\/p>\n\n\n\n<h5 class=\"wp-block-heading\" id=\"Short_Answer_Type_Questions\"><strong>Short Answer Type Questions<\/strong><\/h5>\n\n\n\n<p><strong>1. What do you understand by Equalization of Education Opportunity?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Equalization of educational opportunity refers to the principle and effort of ensuring that every individual, regardless of their social background, economic status, geographical location, gender, or physical and mental abilities, has an equal chance to access and benefit from quality education. It aims to create a level playing field for all students, eliminating disparities and providing a fair and inclusive education system.<\/p>\n\n\n\n<p><strong>2. Discuss the Recommendation for teachers in Education Commission 1964-66.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Education Commission 1964-66 recommended the following for teachers:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Trained teachers should be appointed to teach higher classes.<\/li>\n\n\n\n<li>The policy of same pay for the same work and ability should be adopted.<\/li>\n\n\n\n<li>Teachers should be given handsome salary in order that the society may respect them.<\/li>\n\n\n\n<li>Teachers should be given pension, provident fund and life insurance benefits in order to give them some economic security. The government should provide these facilities.<\/li>\n\n\n\n<li>The children of teachers should be given free education.<\/li>\n\n\n\n<li>Teachers and their dependents should be given free medical service.<\/li>\n\n\n\n<li>Separate committees should be appointed for removing the difficulties of teachers.<\/li>\n\n\n\n<li>The retirement age for teachers should be 60 years.<\/li>\n\n\n\n<li>The teachers should not be permitted to take up tuition of students.<\/li>\n<\/ul>\n\n\n\n\n\n<p><strong>3. What are the methods suggested for in New National policy of Education 1986?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The New National Policy of Education (NPE) of 1986 suggests several methods:<\/p>\n\n\n\n<p>Common Educational Structure: Advocate for a 10+2+3 structure (10 years of primary and secondary education, followed by 2 years of higher education) accepted nationwide.<\/p>\n\n\n\n<p>National Curricular Framework with a Common Core: Recommend a national curriculum based on a common core with flexibility. Core includes essential content related to India&#8217;s history, constitutional obligations, and national identity.<\/p>\n\n\n\n<p>Equality of Opportunity in Education: Emphasize providing equal opportunities and conditions for success in education, promoting awareness of inherent equality, and eliminating prejudices and biases.<\/p>\n\n\n\n<p>Minimum Levels of Learning: Establish minimum standards of learning for each stage of education to ensure comparable quality nationwide.<\/p>\n\n\n\n<p>Understanding of Cultural and Social Systems: Foster understanding of diverse cultural and social systems across different regions, including the development of a link language and translation programs.<\/p>\n\n\n\n<p>International Understanding: Promote education as a means to strengthen peace, understanding, and global cooperation, treating the world as one family.<\/p>\n\n\n\n<p>Inter-Regional Mobility: Facilitate mobility in higher and technical education to provide equal access based on merit, regardless of origin, fostering national identity and mobility.<\/p>\n\n\n\n<p>Pooling of Resources: Encourage networking and resource-sharing among institutions in research, development, science, and technology for participation in national projects.<\/p>\n\n\n\n<p>Priorities of Educational Reforms: Assign responsibility to the nation for implementing reforms, reducing disparities, and universalizing elementary education, with priorities on areas like adult literacy and scientific research.<\/p>\n\n\n\n<p>Lifelong Education: Emphasize lifelong learning and universal literacy, providing opportunities for individuals to pursue education at their own pace, including open and distance learning methods.<\/p>\n\n\n\n<p>Strengthening of National Institutions: Focus on strengthening national institutions like UGC, NCERT, NIEPA, AICTE, ICAR, and IMC to shape the national education system and meet emerging demands.<\/p>\n\n\n\n\n\n<p><strong>4. Discuss the ways suggested for women empowerment in New National Policy of Education of 1986.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The New National Policy of Education 1986 suggested the following ways for women empowerment:<\/p>\n\n\n\n<p>(i) Status of women: Education will be used as an agent of basic change in the status of women.&nbsp;<\/p>\n\n\n\n<p>(ii) Empowerment of Women: The national system of education will play a positive role in the empowerment of women. It will foster the development of new values through redesigned curricula, textbooks, the training and orientation of teachers, decision makers and administrators, and the active involvement of educational institutions.&nbsp;<\/p>\n\n\n\n<p>(iii) Women&#8217;s Studies: Women&#8217;s studies will be promoted as a part of various courses and educational institutions will be encouraged to take up active programmes to accelerate the pace of women&#8217;s development.&nbsp;<\/p>\n\n\n\n<p>(iv) Removal of Women&#8217;s Illiteracy: The removal of illiteracy of women and obstacles inhibiting their access to and retention in continuing education centres will receive top priority through provision of special support services, setting of time targets, and effective monitoring.&nbsp;<\/p>\n\n\n\n<p>(v) Women&#8217;s Participation in Technical and Vocational Education: Major thrust will be placed upon women&#8217;s participation in technical. vocational and professional course at different levels. The policy of non-discrimination will be pursued vigorously to obliterate sex stereotyping in vocational and professional courses. Besides, their participation will be promoted to non-traditional occupations and emergent technologies<\/p>\n\n\n\n<h5 class=\"wp-block-heading\" id=\"Long_Answer_Type_Questions\"><strong>Long Answer Type Questions<\/strong><\/h5>\n\n\n\n<p><strong>1. What were the changes Hunter suggested to improve education in India?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The changes Hunter suggested to improve education in India were:<\/p>\n\n\n\n<p>(a) The government should gradually withdraw from the field of direct management of secondary schools and leave the expansion to private bodies through a system of grant-in-aid.<\/p>\n\n\n\n<p>(b) The duty of the government was to establish one high school in every district and after that the expansion of secondary education in that district should be left to private enterprise.&#8221;&nbsp;<\/p>\n\n\n\n<p>(c) The government may establish secondary schools in exceptional cases, in place where they may be required in the interests of people, and where the people themselves may not be advanced or wealthy enough to establish such schools for themselves even with a grant-in-aid.<\/p>\n\n\n\n<p>(d) With a view to making private institutions popular they should not be required to charge fees as high as those of a neighbouring government institution.<\/p>\n\n\n\n<p><strong>2. Explain four steps suggested in Wood&#8217;s Despatch.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Wood&#8217;s Despatch of 1854 suggested the following four steps:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>A separate department of education should be created in each of the five provinces under Director of Public Relations.<\/li>\n\n\n\n<li>Universities should be established in Presidency towns Madras, Calcutta and Bombay.<\/li>\n\n\n\n<li>Training institutes should be opened for teachers of all classes.<\/li>\n\n\n\n<li>The existing schools should be maintained and whenever and wherever required more schools should be opened.<\/li>\n<\/ul>\n\n\n\n<p><strong>3. What are the new changes in Kothari Commission?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The new changes in Kothari Commission were:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Free and compulsory education for all children up to age 14. This later became a fundamental right under the Right to Education Act 2009.<\/li>\n\n\n\n<li>Focus on improving the status, emoluments and education of teachers. Measures were taken to improve teacher training, working conditions, salaries etc.<\/li>\n\n\n\n<li>Emphasis on development of regional languages as medium of education, especially at primary and secondary level.<\/li>\n\n\n\n<li>Adoption of three-language formula promoting Hindi, English and regional language education.<\/li>\n\n\n\n<li>Push for equalization of educational opportunity and common school system to promote social cohesion.<\/li>\n\n\n\n<li>Expansion of technical and vocational education facilities. Setting up of agricultural universities and ITIs.<\/li>\n\n\n\n<li>Stress on developing science education and research to aid economic growth.<\/li>\n\n\n\n<li>Promotion of adult literacy and education programs. National Adult Education Programme was launched.<\/li>\n\n\n\n<li>Recommendation to gradually increase investment in education to 6% of national income.<\/li>\n\n\n\n<li>Suggestion to move towards a uniform 10+2+3 educational structure across India.<\/li>\n<\/ul>\n\n\n\n<p><strong>4. Discuss the objective of SSA.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The objectives of the Sarva Shiksha Abhiyan (SSA) include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>All children complete five years of primary schooling by 2007.<\/li>\n\n\n\n<li>All children complete 8 years of schooling by 2010.<\/li>\n\n\n\n<li>All children be benefitted through schools, Education Guarantee Centre,<\/li>\n\n\n\n<li>Alternate Schools, Back to school camp etc., in 2003.<\/li>\n\n\n\n<li>Focus on quality elementary education with an emphasis on education for life.<\/li>\n\n\n\n<li>Bridge all gender and social gaps at primary stage by 2007 and elementary education level by 2010.<\/li>\n<\/ul>\n\n\n\n\n\n<p><strong>5. Explain the Communitisation of education in Nagaland.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Communitisation of elementary schools in Nagaland has been conceptualized with the objective to cultivate fundamental skills and knowledge in the minds of the young people. Through communitisation of school education, the schools become a centre of community life for educational experiences where the community members can contribute significantly to the school by taking proactive role in the school programmes. It is in response to the demand for sustainable quality in basic education in the State.<\/p>\n\n\n\n<p>To ensure the success of the programme, the Village Education Committee (VEC) was formally constituted. The power for financial transaction for teachers&#8217; monthly salary is transferred to the hands of the VEC, with powers delegated to the VEC, the principle of &#8220;No work, No pay&#8221; is effectively being implemented where regular pay to the teachers is regulated and daily wage is deducted according to the number of days a teacher is found absent in the school.<\/p>\n\n\n\n<p>Monthly salary for teachers is disbursed by the VEC with the head teacher as secretary. This particular act empowers the community to manage, direct, supervise and control the schools, ensuring academic and financial discipline.<\/p>\n\n\n\n<p>This Act has helped in decentralizing education and brought about wonderful changes in the field of educations for Nagaland people.<\/p>\n\n\n\n<p><strong>6. Discuss the ways and means suggested for the participation of village community in educational process.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The following ways and means were suggested:<\/p>\n\n\n\n<p>i. Regular meetings among the community leaders of VECs, VDBs, VCs and other NGOs responsible for elementary education.<\/p>\n\n\n\n<p>ii. Campaign launched for enrolment of children in the locality and villages.<\/p>\n\n\n\n<p>iii. Contributions of manpower, land, materials for school building, repairing of schools, playground, etc.<\/p>\n\n\n\n<p>iv. Financial contributions through VDBs fund for sponsoring required additional teachers and CGC sheets for school building constructions.<\/p>\n\n\n\n<p>v. Teaching children through traditional\/folk songs, tales, dances, cultural programmes and apart from the daily uniforms, encouraging wearing of traditional shawls every Wednesday.<\/p>\n\n\n\n<p>vi. Organizing study tour, enforcement of study hours, checking of students accommodation facilities like their chairs, tables, light system etc., for conducting free tutorial classes in the villages.<\/p>\n\n\n\n<p>vii. Mobilizing resources for school development and students improvement in academic performance.<\/p>\n\n\n\n<p>viii. Supply of free furniture to the schools by rich people in the village and various organizations.<\/p>\n\n\n\n<p>ix. Assisting in school teaching by the college students.<\/p>\n\n\n\n<p>x. Electrification of school building, construction of ring well, rostrum and supply of furniture and sports goods to the schools.<\/p>\n\n\n\n<p>xi. Contribution of free uniforms to students, organizing literary programmes by the students union and the churches.<\/p>\n\n\n\n<p>xii. The church propramme does not collide with the school programmes.<\/p>\n\n\n\n<p>xiii. Legislators support school development Schemes, particularly through LADFS. (commonly known as MLA Funds).<\/p>\n\n\n\n\n\n<p><strong>7. Explain four features of RTE.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The main features of the Right to Education (RTE) Act, 2009 are:<\/p>\n\n\n\n<p>(a) Free and compulsory education to all children of India in the 6 to 14 age group.<\/p>\n\n\n\n<p>(b) No child shall be held back, expelled or required to pass a board examination until the completion of elementary education.<\/p>\n\n\n\n<p>(c) If a child above 6 years of age has not been admitted in any school or could not complete his or her elementary education, then he or she shall be admitted in a class appropriate to his or her age. However, if a case may be where a child is directly admitted in the class appropriate to his or her age, then, in order to be at par with others, he or she shall have a right to receive special training within such time limits as may be prescribed.<\/p>\n\n\n\n<p>(d) Proof of age for admission: For the purpose of admission to elementary education, the age of a child shall be determined on the basis of the birth certificate issued in accordance with the Provisions of Birth, Deaths and Marriages Registration Act 1856, or on the basis of such other document as may be prescribed. No child shall be denied admission in a school for lack of age proof.<\/p>\n\n\n\n<h5 class=\"wp-block-heading\" id=\"Higher_Order_Thinking_Skills_HOTS_Questions\"><strong>Higher Order Thinking Skills (HOTS) Questions<\/strong><\/h5>\n\n\n\n<p><strong>1. Analyse the Education for Equality in New National Policy 1986.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The New National Policy on Education in 1986 emphasized the essential role of education in ensuring equality of opportunity. According to the policy, education was seen as a unique investment in the present and the future. This policy aimed at an all-round development, acculturating role, man-power development, and a unique investment. It also proposed a &#8216;National System of Education&#8217; that implied that, up to a given level, all students, irrespective of caste, creed, location, or sex, have access to education of a comparable quality. The government initiated funded programmes to achieve this end. The policy also envisaged a common educational structure of 10 +2 +3, which was recommended by the Kothari Commission (1964-66). This structure was accepted in all parts of the country. The national system of education was to be based on a national curricular framework which contains a common core along with other components that are flexible.<\/p>\n\n\n\n<p><strong>2. Will the Communitisation of education in Nagaland improve the working of Government Schools? How?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Communitisation of education in Nagaland has been conceptualized with the objective to cultivate fundamental skills and knowledge in the minds of the young people. Through communitisation of school education, the schools become a centre of community life for educational experiences where the community members can contribute significantly to the school by taking a proactive role in the school programmes. The Village Education Committee (VEC) was formally constituted to ensure the success of the programme. The power for financial transaction for teachers&#8217; monthly salary is transferred to the hands of the VEC, with powers delegated to the VEC. The principle of &#8220;No work, No pay&#8221; is effectively being implemented where regular pay to the teachers is regulated and daily wage is deducted according to the number of days a teacher is found absent in the school. This particular act empowers the community to manage, direct, supervise and control the schools, ensuring academic and financial discipline.<\/p>\n\n\n\n<p><strong>3. Right of Children to Free and Compulsory Education Act 2009 is a giant step in the field of education in India. Comment.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Right of Children to Free and Compulsory Education Act 2009, also known as RTE, was a revolutionary step taken by the Government of India. The Act states that every child between the ages of 6 to 14 years has the right to free and compulsory education. The government schools shall provide free education to all the children and the schools will be managed by School Management Committees (SMC). Private schools shall admit at least 25% of the children in their schools without any fee. The National Commission for Elementary Education shall be constituted to monitor all aspects of elementary education including quality. The Act also states that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. If a child above 6 years of age has not been admitted in any school or could not complete his or her elementary education, then he or she shall be admitted in a class appropriate to his or her age.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Additional\/extra_questions_and_answers\"><strong>Additional\/extra questions and answers<\/strong><\/h4>\n\n\n\n<p><strong>1. What was the Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Charter Act of 1813 was a legislation which renewed the charter of the East India Company for 20 years. The Company was deprived of its monopoly trade with India but was allowed to maintain its monopoly over tea trade and trade with China.<\/p>\n\n\n\n<p><strong>2. Who were Charles Grant and William Wilberforce?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Charles Grant and William Wilberforce were two influential individuals who pressured the British Government to include an educational policy in the Charter Act of 1813, thereby aiding in the establishment of the modern Indian education system. Due to this reason, Charles Grant is regarded as the father of Modern Indian Education.<\/p>\n\n\n\n<p><strong>3. What significant changes did the Charter Act of 1813 bring about in the functioning of the East India Company?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Charter Act of 1813 brought about several significant changes in the functioning of the East India Company. It marked the end of the Company&#8217;s monopoly trade with India, except for its tea trade and trade with China. While the Company&#8217;s right to territorial possession and revenues in India was maintained, the Act pronounced the sovereignty of the British crown over these rights. The Indian administration was instructed to maintain separate accounts for commercial and political activities, and the directors were required to obtain the approval of the crown for all significant appointments. The Act also marked the beginning of an ecclesiastical establishment in India as missionaries were permitted to settle in the country.<\/p>\n\n\n\n<p><strong>4. Discuss the implications of the Charter Act of 1813 on education in India.<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Charter Act of 1813 had significant implications for education in India. For the first time, it initiated an educational policy by granting one lakh out of the Company&#8217;s Indian revenues for the encouragement of education, literature, and science. This marked the beginning of modern education in India and signaled the shift from traditional forms of education to a system more aligned with British educational principles.<\/p>\n\n\n\n<p>Charles Grant and William Wilberforce played key roles in the inclusion of this clause in the charter. They advocated for the introduction of English education in India and the promotion of Christian moral values. This laid the foundation for future developments in education policy under British rule. As a result, Charles Grant is often regarded as the father of modern Indian education.<\/p>\n\n\n\n<p>Local governments in India were given the right to levy taxes on their subjects for the purpose of supporting education. Although this had the potential to increase resources for education, it also raised questions about the equity of educational access, since the ability to pay taxes often reflected socio-economic status.<\/p>\n\n\n\n<p>In summary, while the Charter Act of 1813 introduced some initial steps towards modern education, it also laid the groundwork for some of the challenges that the Indian education system would face in subsequent years.<\/p>\n\n\n\n<p><strong>5. Examine the impact of the Charter Act of 1813 on the commercial activities of the East India Company and its political role in India.<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Charter Act of 1813 significantly altered the commercial privileges of the East India Company in India. It marked the end of the Company&#8217;s commercial monopoly, except for tea trade and trade with China. This opened up the Indian trade to all British subjects, reflecting the principles of laissez-faire and the continental system introduced by Napoleon, which called for free trade and competition.<\/p>\n\n\n\n<p>Politically, while the Company retained the rights to territorial possessions and revenues in India, the Act pronounced the sovereignty of the British crown over these territories and revenues. This essentially meant that the Company was no longer an independent political entity, but rather a governing arm of the British Crown in India.<\/p>\n\n\n\n<p>Furthermore, the Act mandated the Indian administration to maintain separate accounts for commercial and political activities, indicating a clear demarcation between the two spheres. The directors of the company retained their rights of patronage, but all significant appointments were henceforth to be subjected to the approval of the crown.<\/p>\n\n\n\n<p>Simultaneously, the Act marked the beginning of an ecclesiastical establishment in India as missionaries were permitted to settle in the country. This marked a shift in British policy from non-intervention to active involvement in the social and cultural life of Indians, a trend that intensified in the years to come.<\/p>\n\n\n\n<p>In conclusion, the Charter Act of 1813 was instrumental in restructuring the East India Company&#8217;s commercial and political roles in India, making it more subservient to the British crown, and initiating direct British influence over Indian society and culture.<\/p>\n\n\n\n\n\n<p><strong>Q. What was the Charter Act of 1813 and its impact on education in India?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Charter Act of 1813 was a legislation passed by the British Parliament that significantly altered the administrative and educational policies in India. The Act required the East India Company to dedicate resources for &#8220;the revival and promotion of literature and the encouragement of the learned natives of India, and for the introduction and promotion of a knowledge of the sciences among the inhabitants of the British territories.&#8221; This resulted in the establishment of a General Committee of Public Instruction and an allocation of one lakh rupees for the promotion of education. The Act also led to the opening of schools in all Presidencies including Bengal, Madras, and Bombay, marking a pivotal moment in the transformation of Indian education.<\/p>\n\n\n\n<p><strong>Q. What were the two main groups formed within the General Committee of Public Instruction and what did they stand for?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The General Committee of Public Instruction was divided into two main groups. The first group were known as the Classicists, who advocated for the spread of Oriental literature, specifically focusing on Sanskrit and Arabic. They believed in preserving and promoting traditional Indian knowledge and culture. The second group, known as the Anglicists, were in favor of spreading English education. They believed that this would prepare Indians for employment in government offices and expose them to Western knowledge and sciences. Notable Indian leaders like Raja Ram Mohan Roy supported the Anglicists.<\/p>\n\n\n\n<p><strong>Q. What was Wood&#8217;s Despatch of 1854 and what were its key provisions?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Wood&#8217;s Despatch of 1854 was a significant document sent by Charles Wood, the President of the Board of Control of the East India Company, to the Governor General of India, Lord Dalhousie. This despatch outlined several key recommendations for the Indian education system. The key provisions included the setting up of an education department in every province, establishment of universities in major cities like Bombay, Calcutta and Madras on the model of the London University, opening at least one government school in every district, provision of grants-in-aid to affiliated private schools, and the inclusion of native languages in the education system. These reforms, effectively implemented, brought about a major shift in the approach towards education in India and thus, Wood&#8217;s Despatch is also called the Magna Carta of English Education in India.<\/p>\n\n\n\n<p><strong>Q. How did the opinions of the Classicists and the Anglicists affect the education system in India? What was the contribution of Indian leaders like Raja Ram Mohan Roy in this context?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The debate between the Classicists and the Anglicists in the General Committee of Public Instruction had a profound impact on the education system in India. While the Classicists advocated for the preservation and promotion of Oriental literature, including Sanskrit and Arabic, the Anglicists argued for the introduction and spread of English education. The controversy between these two groups resulted in a balanced approach, integrating both English and Oriental literature in the Indian education system. Indian leaders like Raja Ram Mohan Roy played a crucial role in this development. He supported the Anglicists, believing that English education would prepare Indians for employment in government offices and would expose them to Western sciences. He wrote to the Governor General requesting the promotion of a liberal and enlightened system of instruction that included mathematics, natural philosophy, chemistry, anatomy, and other useful sciences.<\/p>\n\n\n\n<p><strong>Q. Discuss the impact of Wood&#8217;s Despatch on the education system in India and how did it align with the objectives of providing Indians with Western knowledge, supplying capable local public servants to the East India Company, and raising the moral character of those who receive Western education?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Wood&#8217;s Despatch brought about significant reforms in the Indian education system and laid the foundation for a modern, inclusive, and scientific approach to education in India. It made several key recommendations including the setting up of an education department in every province, the establishment of universities in major cities on the model of the London University, and the opening of at least one government school in every district. This led to a proliferation of schools and universities across India, spreading Western knowledge widely. The emphasis on English education prepared a generation of Indians for administrative and other professional roles, effectively providing the East India Company with capable local public servants. This educational policy also aimed at the moral development of Indians. By introducing them to Western philosophy, literature, and sciences, it was believed that their moral character would be uplifted. Over time, these changes transformed the Indian society and laid the groundwork for an educated middle class that played a crucial role in the Indian struggle for independence.<\/p>\n\n\n\n<p><strong>Q. What were the steps proposed by Wood to improve the education system in India?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Wood proposed the following steps to improve the education system in India:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>A separate department of education should be created in each of the five provinces under Director of Public Relations.<\/li>\n\n\n\n<li>Universities should be established in Presidency towns Madras, Calcutta and Bombay.<\/li>\n\n\n\n<li>Training Institutes should be opened for teachers of all classes.<\/li>\n\n\n\n<li>The existing schools should be maintained and whenever and wherever required more schools should be opened.<\/li>\n\n\n\n<li>Establishment of institutions which provide professional education to the locals should be encouraged.<\/li>\n\n\n\n<li>Vernacular schools should get attention for elementary education but English can be the medium of instruction wherever there is demand for.<\/li>\n\n\n\n<li>Grant-in-aid should be provided to schools based on perfect religious neutrality.<\/li>\n\n\n\n<li>He suggested the idea of opening girls&#8217; schools for encouraging women&#8217;s education.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What was the impact of Wood&#8217;s despatch on the field of education in India?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The recommendations in Wood&#8217;s despatch brought revolutionary changes in the field of education in India. It was clearly declared that education is the responsibility of the government.<\/p>\n\n\n\n<p><strong>Q. What was the purpose of the Hunter Commission on Secondary Education in 1882?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> In 1882, WW Hunter was appointed as the Chairman of Education Commission. The Hunter Commission was required to enquire as to what should be the agency for the expansion of secondary education; he was also required to suggest measures for removing defects in the secondary education.<\/p>\n\n\n\n<p><strong>Q. What were the challenges facing secondary education in India during the period of 1854-1882?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Though there had been a remarkable progress during the period of 1854-1882 so far as the growth of secondary schools in the country was concerned, many defects had crept in. English as a medium of instruction in secondary schools had acquired a place of dominance. The study of vernaculars was neglected, especially after 1862, when students in high schools were required to answer the question papers in English. Secondary education instead of becoming a preparation for life became a preparation for the university. Except Bombay, in no other province there was any provision for vocational education at the secondary stage. The secondary school teachers were not adequately trained. There was an acute shortage of training institutes for them.<\/p>\n\n\n\n<p><strong>Q. What recommendations did the Hunter Commission make for the expansion of secondary education in India?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Hunter Commission made the following recommendations for the expansion of secondary education:<\/p>\n\n\n\n<p>(a) The government should gradually withdraw from the field of direct management of secondary schools and leave the expansion to private bodies through a system of grant-in-aid.&nbsp;<\/p>\n\n\n\n<p>(b) The duty of the government was to establish one high school in every district and after that the expansion of secondary education in that district should be left to private enterprise.&nbsp;<\/p>\n\n\n\n<p>(c) The government may establish secondary schools in exceptional cases, in place where they may be required in the interests of people, and where the people themselves may not be advanced or wealthy enough to establish such schools for themselves even with a grant-in-aid.<\/p>\n\n\n\n<p><strong>Q. What recommendations did the Commission suggest to improve the curricula of secondary education?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Commission suggested a bifurcation in the curricula of secondary education. It recommended that in the upper classes of high schools, there should be two divisions: one leading to the entrance examination of the universities, the other more practical in character, intended to prepare youths for commercial and non-literary pursuits.<\/p>\n\n\n\n<p><strong>Q. Why was the Commission&#8217;s proposal not practical for the parents?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Commission&#8217;s proposal was not practical for the parents because they were not inclined to take advantage of such a system. The parents were possibly not ready to move away from a purely academic education, hence, the educational system continued to remain academic and bookish.<\/p>\n\n\n\n<p><strong>Q. What were the Commission&#8217;s recommendations regarding the medium of instruction in middle schools?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Commission recommended that in middle schools, the use of vernaculars was preferable to English as a medium of instruction. It also suggested that students should have some elementary knowledge of English. Despite this, the Commission favored the use of English, and English continued to be the dominant medium of instruction at the secondary stage.<\/p>\n\n\n\n<p><strong>Q. How did the domination of English as a medium of instruction impact the cause of education?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The domination of English as a subject of study and as a medium of instruction continued to ruin the cause of education. The study of Indian languages was consequently neglected. The dominance of English in the secondary schools continued to increase, to the point where by 1902, the teaching of English came to be regarded as the prime object of the secondary course.<\/p>\n\n\n\n<p><strong>Q. What changes did Lord Curzon advocate for in 1904 regarding the medium of instruction?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>In 1904, Lord Curzon advocated the use of mother tongue or vernaculars as the medium of instruction up to the high school stage and wished for English to occupy the place of an optional subject. This was a shift away from the then prevalent dominance of English as the primary medium of instruction.<\/p>\n\n\n\n<p><strong>Q. What were the Commission&#8217;s suggestions regarding the training of secondary school teachers?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Commission&#8217;s suggestions regarding the training of secondary school teachers included the recommendation that students of training colleges should be examined in Principles and Practice of Teaching and the training period for graduates should be shorter than for others. The Commission also recommended that success in the examination should be a guarantee for permanent employment as a teacher in any secondary school, government or aided.<\/p>\n\n\n\n<p><strong>Q. What was the main effect of the Commission&#8217;s recommendations on secondary education?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The main effect of the Commission&#8217;s recommendations was that secondary education began to expand rapidly. The emphasis on technical education as a part of general education was given by the Government of India after 1886 to meet the requirement of local industries. This likely facilitated the rapid expansion of secondary education.<\/p>\n\n\n\n<p><strong>Q. Elaborate on the historical background and the impact of the Commission&#8217;s recommendations on the medium of instruction and the training of secondary school teachers.<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Historically, the Commission&#8217;s recommendations regarding the medium of instruction were quite frustrating for some. It suggested that vernacular languages were preferable to English in middle schools and that students should have some elementary knowledge of English as well. This, in fact, implied that English should still be taught, even if it was not the primary medium of instruction. This resulted in the continued domination of English as a subject of study and as a medium of instruction. English remained the medium of instruction at the secondary stage, despite the fact that the study of Indian languages was consequently neglected. This state of affairs continued until 1904, when Lord Curzon advocated for the use of mother tongue or vernaculars as the medium of instruction up to the high school stage and wished English to occupy the place of an optional subject.<\/p>\n\n\n\n<p>As for the training of secondary school teachers, the Commission&#8217;s recommendations were somewhat lackluster. Despite the emphasis laid by the Wood&#8217;s Despatch on teacher training in 1854, only two training colleges were established by the time of the Commission&#8217;s recommendations. The Commission suggested that students of these training colleges should be examined in Principles and Practice of Teaching and the training period for graduates should be shorter than for others. It also recommended that success in these examinations should guarantee permanent employment as a teacher in any secondary school, whether it be government or aided. The Government of India did accept these recommendations. However, it&#8217;s clear that there was an urgent need for more comprehensive training for secondary school teachers.<\/p>\n\n\n\n<p><strong>Q. Who was the Chairman of the Secondary Education Commission in 1952?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Dr. A. Lakshman Swami Mudaliar was the Chairman of the Secondary Education Commission in 1952.<\/p>\n\n\n\n<p><strong>Q. What was the main objective of the Mudaliar Commission as it pertains to citizenship?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The main objective of the Mudaliar Commission was to produce ideal citizens. These citizens should be imbued with a strong national and social feeling, be prepared to shoulder their responsibilities and duties, and easily offer any sacrifice for their nation. This involves instilling a sense of national pride in the cultural greatness of their country, encouraging self-analysis for character and personality improvement, and emphasizing a readiness to make sacrifices for the nation.<\/p>\n\n\n\n<p><strong>Q. How did the Mudaliar Commission view the relationship between secondary education and earning capacity?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Mudaliar Commission was of the view that after receiving secondary education, individuals should be capable of earning enough for their sustenance. It emphasized the inclusion of vocational subjects in the curriculum to aid students in becoming self-sufficient.<\/p>\n\n\n\n<p><strong>Q. Describe the virtues the Mudaliar Commission suggested secondary education should instill in students?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Mudaliar Commission stated that secondary education should instill a variety of human virtues in students. These include cooperation, discipline, humility, love, kindness, and a sense of brotherhood. According to the Commission, the curriculum should consist of subjects that can encourage these traits in students. Subjects like science, literature, fine arts, humanities, music, and dance were recommended as they can inculcate these virtues in students.<\/p>\n\n\n\n<p><strong>Q. What was the recommended age group for secondary education according to the Mudaliar Commission? How was the education duration divided?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>According to the Mudaliar Commission, secondary education should be for children between 11 to 17 years of age. It divided this seven-year educational duration into two parts &#8211; the Junior High School stage for three years and the High School stage for four years. It also recommended introducing a three-year degree course for which secondary education should continue up to the eleventh class, with the twelfth class being added to the first year of the degree course (B.A., B.Sc. or B.Com.) at the university.<\/p>\n\n\n\n<p><strong>Q. Explain the changes the Mudaliar Commission suggested for the secondary school curriculum?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Mudaliar Commission suggested several changes for the secondary school curriculum:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The Commission recommended the opening of multi-purpose schools that catered to varying interests of students.<\/li>\n\n\n\n<li>These multi-purpose schools should ideally be located near industrial institutions so that students from both types of institutions could learn from each other.<\/li>\n\n\n\n<li>Agriculture was suggested to be a compulsory subject for schools in villages.<\/li>\n\n\n\n<li>In big cities, a &#8216;technical area&#8217; should be established based on the demands of the local public.<\/li>\n\n\n\n<li>Home science should be made compulsory for girls, but other subjects should be common for both boys and girls. These changes aimed to provide a balanced, practical, and relevant education that would prepare students for their future roles in society.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What are the language learning recommendations made by the Commission for the junior high school and secondary stage?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>At the junior high school stage, the Commission recommended that students should be taught at least two languages. For the secondary stage, the Commission suggested that a student should learn at least three languages &#8211; the national language, the mother tongue or the regional language, and a foreign language.<\/p>\n\n\n\n<p><strong>Q. What are the four key aspects the Commission recommends for reorganizing the secondary school curriculum?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Commission emphasized the reorganization of the secondary school curriculum in the following ways:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The curriculum should be recognized according to the interests of the students.<\/li>\n\n\n\n<li>It should be determined for meeting the social aspirations.<\/li>\n\n\n\n<li>It should be reorganized keeping in view the demands of the times and those of the country.<\/li>\n\n\n\n<li>It should be so organized that the student&#8217;s time and leisure may not be wasted.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What subjects did the Commission suggest for the lower secondary education and the secondary education stages?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> For the lower secondary education stage, the Commission suggested subjects such as mathematics, general science, languages, social studies, physical education, art, handicraft, and music. For the secondary education stage, they proposed seven groups of subjects, which include Humanities, Sciences, Agriculture, Fine Arts, Industrial subjects, Commercial subjects, and Home Science.<\/p>\n\n\n\n<p><strong>Q. What were the Commission&#8217;s recommendations regarding the selection of textbooks?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Commission opined that textbooks should be selected based on their merits and utility. They recommended the appointment of a High Power Committee which would select books for all classes, taking into account factors like the standard of production, printing, the quality of paper used, pictures, and illustrations incorporated, as well as suitable content. The High Power Committee for the selection of textbooks would include a High Court Judge, a Principal of a government educational institution, a member of the Public Service Commission, a Vice-Chancellor of a university, two eminent educationists, and the Director of Education of the State. The Commission suggested that the textbook once chosen should not be changed soon and each school should have books imparting general knowledge to students. Teachers should also be provided with new literature and books to maintain their interest.<\/p>\n\n\n\n<p><strong>Q. Explain the Commission&#8217;s view on character formation in secondary education.<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>According to the Commission, character formation is a significant aim of secondary education. This goal is beneficial not just for the individual but also for the nation, reflecting the belief that the character of the nation is reflected by the character of its citizens. Hence, to uplift the character of the nation, the Commission asserts the importance of well-formed character development among students. This perspective emphasizes that education goes beyond academic achievements and involves shaping responsible and moral citizens contributing positively to the nation&#8217;s collective character. This aspect of secondary education becomes an essential tool for national development and progress, serving to guide students into becoming individuals of strong moral character who can effectively contribute to society.<\/p>\n\n\n\n<p><strong>Q. What is the recommended frequency of medical examination for students, according to the health education statement?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>All the students should be medically examined at least twice a year.<\/p>\n\n\n\n<p><strong>Q. What recommendation does the Commission give regarding improving the teaching methods?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>For improving the teaching methods, the Commission suggests that the Central Government should appoint a Committee of Experts, tasked with conducting research to find out ways and means for improvement.<\/p>\n\n\n\n<p><strong>Q. Outline the suggested improvements to teachers&#8217; status as per the document.<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Trained teachers should be appointed to teach higher classes.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The policy of same pay for the same work and ability should be implemented.<\/li>\n\n\n\n<li>Teachers should be provided with a handsome salary to command respect in society.<\/li>\n\n\n\n<li>Economic security should be assured by providing teachers with pension, provident fund, and life insurance benefits.<\/li>\n\n\n\n<li>The children of teachers should receive free education.<\/li>\n\n\n\n<li>Free medical service should be extended to teachers and their dependents.<\/li>\n\n\n\n<li>Separate committees should be created to address the challenges faced by teachers.<\/li>\n\n\n\n<li>The retirement age for teachers should be set at 60 years.<\/li>\n\n\n\n<li>Teachers should be prohibited from taking up private tuition.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What qualifications and training are proposed for teachers in junior and senior classes?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>For teaching junior classes, teachers should at least be higher secondary qualified, and for senior classes, they should be graduates at minimum. These teachers should be given two years of training.<\/p>\n\n\n\n<p><strong>Q. Detail the recommendations given by the Commission in terms of the management and administration of secondary schools.<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Education Director should hold a position equivalent to a Joint Secretary of the secretariat and advise the minister accordingly.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Central and State Committees should be established to provide advice on secondary education.<\/li>\n\n\n\n<li>District Inspectors of Schools should play a supportive role towards teachers, assisting them and resolving their problems, while keeping them updated about educational advancements.<\/li>\n\n\n\n<li>The Secondary Education Board should be led by the Education Director, responsible for arranging secondary education in their state.<\/li>\n\n\n\n<li>A board dedicated to teachers&#8217; training should be established.<\/li>\n\n\n\n<li>New schools should be recognized only when they meet all conditions.<\/li>\n\n\n\n<li>A committee for the management and administration of schools should be organized by the State Government. The committee should oversee the management and administration of schools, but should not interfere with the Principal&#8217;s work.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What are the financial recommendations given by the Commission for education?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The government should take responsibility for providing vocational education.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The curriculum should include industrial education to facilitate the development of vocational and technical education.<\/li>\n\n\n\n<li>Financial aid for education should be provided by the Centre to the states.<\/li>\n\n\n\n<li>No octroi and toll tax should be levied on goods purchased for educational institutions.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What are the proposed guidelines regarding the duration of school sessions and leave?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The proposed guidelines indicate that a school should be in session for at least 200 days a year. The weekly teaching hours should be a minimum of 35. The students should be given leave of 10 to 15 days during a session, with a summer vacation of two months. It is suggested that schools in rural areas should have a break of at least seven days during sowing and harvesting times to enable students to assist their families in agriculture. The principal should have the power to make decisions about local holidays and school hours, and there should be a reduction in the overall number of holidays.<\/p>\n\n\n\n<p><strong>Q. Describe the recommended conditions for school buildings according to the guidelines?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> School buildings should be located away from the city noise, in a peaceful environment. They should be well-ventilated and accommodate no more than 40 students per class. Schools should have proper desks and chairs. Each school should feature a large hall for group programmes, adorned with images of national leaders from different walks of life. Furthermore, there should be a well-equipped reading room with access to newspapers, periodicals, magazines, and other general knowledge materials.<\/p>\n\n\n\n<p><strong>Q. What was the Indian Education Commission 1964-1966? Who set it up and what was its purpose?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Indian Education Commission of 1964-1966, also known as the Kothari Commission, was established by the Government of India under the chairmanship of Daulat Singh Kothari, the then chairman of the University Grants Commission. The Commission was aimed at examining all aspects of the educational sector across the country, with the goal of developing a general pattern of education. Its recommendations were incorporated into India&#8217;s first National Policy on Education in 1968.<\/p>\n\n\n\n<p><strong>Q. What were the recommendations of the Kothari Commission about free and compulsory education?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Kothari Commission strongly advocated for the fulfilment of the Directive Principle under Article 45 of the Constitution, which sought to provide free and compulsory education for all children up to the age of 14. It recommended the development of suitable programmes to reduce wastage and stagnation in schools, and to ensure that every child enrolled in school successfully completes the prescribed course.<\/p>\n\n\n\n<p><strong>Q. What did the Kothari Commission propose regarding the status, emoluments and education of teachers?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Commission recognised teachers as the most significant factors determining the quality of education and its contribution to national development. Hence, it recommended that teachers should be accorded an honoured place in society with adequate and satisfactory emoluments and service conditions, considering their qualifications and responsibilities. The Commission further emphasized on protecting the academic freedom of teachers to pursue and publish independent studies, speak and write about significant national and international issues, and stressed the importance of teacher education, particularly in-service education.<\/p>\n\n\n\n<p><strong>Q. What is the importance of developing regional languages in India?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The energetic development of Indian languages and literature is essential for educational and cultural development. Without this, the creative energies of the people will not be fully realized, educational standards will not improve, and knowledge will not spread among the people, potentially further widening the gap between the intelligentsia and the masses. Regional languages are already in use as media of education at the primary and secondary stages, and it is urgent that they be adopted as the medium of education at the university stage as well.<\/p>\n\n\n\n<p><strong>Q. Explain the &#8216;Three-Language Formula&#8217;?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The three-language formula proposed at the secondary stage is as follows: The state governments should adopt and implement this formula vigorously. It includes the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in Hindi speaking states. In non-Hindi speaking states, the formula prescribes the study of Hindi along with the regional language and English. Additionally, suitable courses in Hindi and\/or English should be available in universities and colleges to improve students&#8217; proficiency in these languages to the prescribed university standards.<\/p>\n\n\n\n<p><strong>Q. How should Hindi be developed and used?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Every effort should be made to promote the development of Hindi. It should be developed as a link language, with due care taken to ensure that it serves as a medium of expression for all elements of the composite culture of India, as provided for in Article 351 of the Constitution. The establishment of colleges and other institutions of higher education which use Hindi as the medium of education should be encouraged in non-Hindi States.<\/p>\n\n\n\n<p><strong>Q. Discuss the role and importance of Sanskrit?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> There is a special importance of Sanskrit to the growth and development of Indian languages and its unique contribution to the cultural unity of the country. As such, facilities for its teaching at the school and university stages should be offered on a more liberal scale. The development of new methods of teaching the language should be encouraged, and the possibility of including the study of Sanskrit in courses (like modern Indian languages, ancient Indian history, Indology and Indian philosophy) at the first and second degree stages, where such knowledge is useful, should be explored.<\/p>\n\n\n\n<p><strong>Q. What is the significance of studying English and other international languages?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> There should be a special emphasis on studying English and other international languages, as world knowledge, especially in science and technology, is growing rapidly. India needs to keep up with this growth and also make her own significant contribution to it. For this purpose, the study of English should be specially strengthened.<\/p>\n\n\n\n<p><strong>Q. What efforts should be made for equalizing educational opportunity?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Strenuous efforts should be made to equalize educational opportunities. Regional imbalances in the provision of educational facilities should be corrected and good educational facilities should be provided in rural and other backward areas. The Common School System should be adopted to promote social cohesion and national integration. Efforts should be made to improve the standard of education in general schools. All special schools should be required to admit students based on merit and provide a prescribed proportion of free-studentships to prevent segregation of social classes, without affecting the rights of minorities under Article 30 of the Constitution. The education of girls should be emphasized. More intensive efforts are needed to develop education among the backward classes and especially among the tribal people. Educational facilities for the physically and mentally handicapped children should be expanded.<\/p>\n\n\n\n<p><strong>Q. What is the role of work-experience and national service in education?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The school and the community should be brought closer through suitable programmes of mutual service and support. Work-experience and national service, including participation in meaningful and challenging programmes of community service and national reconstruction, should become an integral part of education. Emphasis in these programmes should be on self-help, character formation, and on developing a sense of social commitment.<\/p>\n\n\n\n<p><strong>Q. What is the significance of science education and research in the growth of the national economy?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Science education and research should receive high priority with a view to accelerating the growth of the national economy. It is suggested that science and mathematics should be an integral part of general education till the end of the school stage.<\/p>\n\n\n\n<p><strong>Q. How should education for agriculture and industry be developed?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> There should be a special emphasis placed on the development of education for agriculture and industry. This can be achieved through the following means:<\/p>\n\n\n\n<p>(a) By establishing at least one agricultural university in every state. These universities should ideally be single campus, but can have constituent colleges on different campuses if needed. Other universities, where the potential exists, should also be assisted in developing strong departments for the study of one or more aspects of agriculture.<\/p>\n\n\n\n<p>(b) In technical education, practical training in the industry should form an integral part of the curriculum. This kind of education and research should be closely related to the industry, encouraging the exchange of personnel and providing for continuous cooperation in the design and periodical review of training programs and facilities.<\/p>\n\n\n\n<p>(c) There should be a continuous review of the agricultural, industrial, and other technical manpower needs of the country. Efforts should be made to maintain a balance between the output of educational institutions and employment opportunities.<\/p>\n\n\n\n<p><strong>Q. What policy should be put in place for the production of high-quality textbooks?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The policy for producing high-quality textbooks should involve attracting the best writing talent through a liberal policy of incentives and remuneration. There should be immediate steps taken to produce high-quality textbooks for schools and universities. Frequent changes of textbooks should be avoided and the prices should be low enough for students of average means to buy them. Consideration should be given to the establishment of autonomous book corporations on commercial lines. Efforts should be made to have a few basic textbooks common throughout the country, with special attention given to books for children and university-level books in regional languages.<\/p>\n\n\n\n<p><strong>Q. What should be the major goal of examination reforms and how can it be achieved?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The major goal of examination reforms should be to improve the reliability and validity of examinations and to make evaluation a continuous process. This should be aimed at helping the student to improve his level of achievement rather than at &#8216;certifying the quality of his performance at a given moment in time&#8217;. This means that evaluations should be designed to not only assess a student&#8217;s knowledge at one point in time, but also to provide feedback and opportunities for improvement, ensuring that the student&#8217;s learning and progress are continuous.<\/p>\n\n\n\n<p><strong>Q. What role does secondary education play in social change and transformation, and how should facilities for this be extended?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Secondary education is a significant tool for social change and transformation. Facilities for secondary education should be expanded promptly to the regions and demographics that have been historically denied such opportunities. This expansion process calls for a deliberate and well-planned approach to overcome pre-existing social, economic, and geographical barriers. Including underprivileged and underrepresented communities in the education process can lead to social empowerment, thereby facilitating transformation.<\/p>\n\n\n\n<p><strong>Q. Discuss the need and significance of technical and vocational education at the secondary stage.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Technical and vocational education at the secondary stage is crucial to meeting the requirements of a developing economy and aligning with real employment opportunities. This type of education should be diversified to include a variety of fields such as agriculture, industry, trade and commerce, medicine and public health, home management, arts and crafts, secretarial training, etc. This diversification can provide students with a wide array of career choices and equip them with necessary skills for the job market, thus making the education effectively terminal.<\/p>\n\n\n\n<p><strong>Q. What should determine the number of students admitted to a university or college?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The number of full-time students admitted to a university or college should be determined based on the availability of resources such as laboratory, library, and other facilities as well as the strength of the staff. This approach ensures that each student gets adequate attention and access to institutional resources, fostering an optimal learning environment.<\/p>\n\n\n\n<p><strong>Q. Discuss the factors to consider when establishing new universities.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> When establishing new universities, significant care is needed. They should only be initiated after adequate provision of funds has been secured to maintain operational standards. Ensuring proper funding not only allows for high-quality education but also contributes to the sustainability of the institution. Additionally, due diligence should be conducted to uphold and ensure proper standards. This can be achieved by hiring qualified staff, implementing a robust curriculum, and creating a conducive learning environment.<\/p>\n\n\n\n<p><strong>Q. Explain the need for special attention towards postgraduate courses and how standards should be improved.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Postgraduate courses require special attention because they form the advanced stage of academic pursuit, influencing the quality of research and professional competence in the society. To improve the standards at this level, the organization of courses should be scrutinized to ensure that they are robust, comprehensive, and in line with contemporary developments in the respective fields. Additionally, centers of advanced study should be strengthened, and a small number of clusters of centres aiming at the highest possible standards in research and training should be established.<\/p>\n\n\n\n<p><strong>Q. Discuss the importance of increased support to research in universities.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Increasing support to research in universities is crucial as it drives innovation and contributes to societal development. Research institutions should function within the universities or in close association with them. This integration facilitates a productive interaction between teaching and research activities. It enables faculty and students to stay abreast with the latest developments in their fields, encourages critical thinking, and promotes a culture of inquiry.<\/p>\n\n\n\n<p><strong>Q. Why should part-time education and correspondence courses be developed on a large scale at the university stage?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Part-time education and correspondence courses should be developed on a large scale at the university stage to cater to a diverse set of learners who cannot commit to full-time education. These could be secondary school students, teachers, agricultural, industrial and other workers. Such an educational model accommodates the needs of people who may have work, family, or other responsibilities. It gives them the same status, promotes the cause of education, and provides opportunities to a large number of people who have the desire to educate themselves further but cannot do so on a full-time basis.<\/p>\n\n\n\n<p><strong>Q. What is the importance of spreading literacy and adult education?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Spreading literacy and adult education is necessary for promoting participation in the functioning of democratic institutions and accelerating production programs, especially in agriculture. It quickens the tempo of national development in general. For large commercial, industrial and other concerns, employees should ideally be drawn from the public sector. Teachers and students should be actively involved in literacy campaigns, especially as part of the social and National Service Programme. There is also an emphasis on the education of young practising farmers and the training of youth for self-employment.<\/p>\n\n\n\n<p><strong>Q. How should games and sports be developed?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Games and sports should be developed on a large scale with the aim of improving the physical fitness and sportsmanship of the average student as well as those who excel in this department. Where facilities for developing a nation-wide programme of physical education do not exist, these should be provided on a priority basis.<\/p>\n\n\n\n<p><strong>Q. What is the role of the Government of India in the reconstruction of education?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The Government of India recognizes that the reconstruction of education is a complex task, with limited resources. Given the key role that education, science, and research play in developing the country&#8217;s material and human resources, the government will, in addition to undertaking programs in the Central sector, assist state governments in the development of programs of national importance. The Government of India will also review the progress made every five years and recommend guidelines for future development.<\/p>\n\n\n\n<p><strong>Q. What are the features of the New National Policy on Education 1986?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The features of the New National Policy on Education 1986 include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>The Essence and Role of Education, which emphasizes all-round development, education&#8217;s acculturating role, manpower development, and education as a unique investment.<\/li>\n\n\n\n<li>National System of Education, which proposes a common educational structure of 10+2+3, universally accessible to all students regardless of caste, creed, location, or sex.<\/li>\n\n\n\n<li>Education for Equality.<\/li>\n\n\n\n<li>Reorganisation of Education of Different Stages.<\/li>\n\n\n\n<li>Technical and Management Education.<\/li>\n\n\n\n<li>Making the System Work.<\/li>\n\n\n\n<li>Reorienting the Content and Process of Education.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. Could you detail the essence and role of education as per P.C. Mahapatra&#8217;s perception in the New National Policy on Education 1986?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> According to P.C. Mahapatra, education in our national perception is essential for all as it is fundamental to our all-round development, material and spiritual. Education plays an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper, and independence of mind and spirit, furthering the goals of socialism, secularism, and democracy enshrined in our constitution. Education is also a developer of manpower for different levels of the national economy and acts as a substratum on which research and development flourish, being the ultimate guarantee of national self-reliance. Education is also seen as a unique investment in the present and the future.<\/p>\n\n\n\n<p><strong>Q. What does the &#8216;National System of Education&#8217; imply as per the New National Policy on Education 1986?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The &#8216;National System of Education&#8217; as per the New National Policy on Education 1986 implies that, up to a given level, all students, irrespective of caste, creed, location, or sex have access to education of a comparable quality. To achieve this end, the government will initiate funded programmes. Effective measures will be taken in the direction of the common school system recommended in the 1968 policy. The policy envisages a common educational structure i.e. 10+2+3 which was recommended by Kothari Commission (1964-66). This structure has now been accepted in all parts of the country. Efforts will be made to move towards an elementary system comprising 5 years of primary education and 3 years of upper primary followed by 2 years of high school.<\/p>\n\n\n\n<p><strong>Q. What is the basis of the national system of education according to the National Curricular Framework?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The national system of education is based on a National Curricular Framework which contains a common core along with other flexible components.<\/p>\n\n\n\n<p><strong>Q. What are the elements included in the common core of the National Curricular Framework?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The common core of the National Curricular Framework includes the history of India&#8217;s freedom movement, the constitutional obligations, and other content essential to nurture national identity. These elements are designed to promote values such as India&#8217;s common cultural heritage, egalitarianism, democracy, secularism, equality of sexes, protection of the environment, removal of social barriers, observation of small family norm and inculcation of scientific temper.<\/p>\n\n\n\n<p><strong>Q. What are the components of the common scheme of studies suggested in the National Curriculum Framework?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The common scheme of studies suggested in the National Curriculum Framework includes:<\/p>\n\n\n\n<p>(i) One language at primary level and three languages at the upper primary and secondary level,<\/p>\n\n\n\n<p>(ii) Mathematics,<\/p>\n\n\n\n<p>(iii) Environmental studies-science and social sciences,<\/p>\n\n\n\n<p>(iv) Work-experience\/S.U.P.W., pre-vocational courses,<\/p>\n\n\n\n<p>(v) Art education, and<\/p>\n\n\n\n<p>(vi) Health and physical education.<\/p>\n\n\n\n<p><strong>Q. How will the National Curricular Framework promote Equality of Opportunity of Education?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The National Curricular Framework promotes Equality of Opportunity of Education by providing for equal opportunity to all not only in access, but also in the conditions for success. This involves creating awareness of the inherent equality of all through the spectrum of core curriculum, with the purpose of removing prejudices and complexes transmitted through the social environment and accident of birth.<\/p>\n\n\n\n<p><strong>Q. What is meant by &#8216;Minimum Levels of Learning&#8217; in the National Curricular Framework?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> &#8216;Minimum Levels of Learning&#8217; in the National Curricular Framework refers to the standards that will be laid down for each stage of education. These standards ensure a comparable quality of education for each area of learning in the curriculum. They serve as a reference in the development of instructional materials, selection of suitable teaching-learning strategies, and evaluating learner&#8217;s progress. This helps maintain a reasonable standard of education throughout the country.<\/p>\n\n\n\n<p><strong>Q. What are the steps taken as per the NPE &#8217;86 to foster an understanding of diverse cultural and social systems among students?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> As per the NPE &#8217;86, steps are taken to foster an understanding of diverse cultural and social systems of the people living in different parts of the country among students. To promote this objective, the link language is developed, and programmes of translating books from one language to another and publishing multi-lingual dictionaries and glossaries are implemented. The policy encourages the young to undertake the rediscovery of India, each in his own image and perception.<\/p>\n\n\n\n<p><strong>Q. How does the National Curricular Framework contribute to International Understanding?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The National Curricular Framework contributes to International Understanding by adhering to the tradition of India, which follows the principle of amity and co-operation among nations. Education, as per this framework, strengthens peace and understanding between nations, treating the whole world as one family. It motivates the younger generations for international co-operation and peaceful co-existence. This aspect of international understanding is emphasized and is considered crucial in the framework.<\/p>\n\n\n\n<p><strong>Q. What steps will be taken by NPE to facilitate inter-regional mobility in higher and technical education?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> According to the NPE, steps will be taken to provide equal access to every Indian of requisite merit regardless of their origins, to facilitate inter-regional mobility in higher and technical education. The universal character of universities and other institutions of higher education will be promoted for fostering a sense of national identity and mobility.<\/p>\n\n\n\n<p><strong>Q. How does the NPE plan to pool resources in the areas of research and development and education in science and technology?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The NPE plans to take special measures to establish network arrangements between different institutions in the country. This will facilitate pooling their resources and participation in projects of national importance in the fields of research, development, and education in science and technology.<\/p>\n\n\n\n<p><strong>Q. What are the priorities of educational reforms as stated by NPE?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The NPE assumes the responsibility of providing research support for implementing programmes of educational transformation, reducing disparities, universalization of elementary education, adult literacy, scientific and technological research, etc. These are the main priorities of educational reforms as stated by NPE.<\/p>\n\n\n\n<p><strong>Q. Can you elaborate on the concept of Lifelong Education as per the NPE?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Lifelong education, as per the NPE, is a cherished goal of the educational process. This implies universal literacy. Opportunities will be provided to the youth, housewives, agricultural and industrial workers and professionals to continue the education of their choice at their own pace. The future thrust will be in the direction of open and distance learning.<\/p>\n\n\n\n<p><strong>Q. How does the NPE plan to strengthen national institutions?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The NPE &#8217;86 recommends that the institutions of national importance like UGC, NCERT, NIEPA, AICTE, ICAR, IMC etc., will be strengthened to enable them to shape the national system of education and to cope with the emerging demands of the nation. Integrated planning will be instituted among all these premier bodies to establish functional linkages and reinforce programmes of research and post-graduate education.<\/p>\n\n\n\n<p><strong>Q. What is the emphasis of NPE &#8217;86 on education for equality?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The NPE &#8217;86 lays special emphasis on \u201cremoval of disparities and to equalize educational opportunity by attending to the specific needs of those who have been deprived of so far&#8221;. This includes aspects like education for women&#8217;s equality and equalization of Scheduled Castes with the non-SC population at all stages and levels of education.<\/p>\n\n\n\n<p><strong>Q. How does the NPE plan to use education as a means to improve the status of women?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The NPE plans to use education as an agent of basic change in the status of women. This involves the empowerment of women through a positive role played by the national system of education, fostering new values through redesigned curricula, textbooks, teacher training and orientation, and active involvement of educational institutions.<\/p>\n\n\n\n<p><strong>Q. What initiatives will be undertaken by educational institutions to accelerate the pace of women&#8217;s development?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Educational institutions will be encouraged to promote Women&#8217;s Studies as part of various courses and take up active programs to accelerate the pace of women&#8217;s development. Special support services will be provided for removing women&#8217;s illiteracy and facilitating their access to and retention in continuing education centres.<\/p>\n\n\n\n<p><strong>Q. What efforts will be made to promote women&#8217;s participation in technical and vocational education?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> A major thrust will be placed upon women&#8217;s participation in technical, vocational, and professional courses at different levels. The policy of non-discrimination will be pursued vigorously to obliterate sex stereotyping in vocational and professional courses. Furthermore, their participation will be promoted in non-traditional occupations and emergent technologies.<\/p>\n\n\n\n<p><strong>Q. How does the NPE plan to equalize the education of Scheduled Castes with the non-SC population?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The main focus of NPE in regard to the education of Scheduled Castes is to equalize them with the non-SC population at all stages and levels of education. This equalization pertains to all areas and all four dimensions &#8211; rural male, rural female, urban male, and urban female.<\/p>\n\n\n\n<p><strong>Q. What are the measures contemplated to encourage the education of indigent families?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The measures contemplated to encourage the education of indigent families include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Providing incentives for these families to send their wards to school regularly until they reach the age of 14.<\/li>\n\n\n\n<li>Introducing a pre-matric scholarship scheme from class I onwards.<\/li>\n\n\n\n<li>Ensuring enrolment, retention, and successful completion of courses via constant micro-planning and verification, along with provision of remedial courses to improve their prospects for further education and employment.<\/li>\n\n\n\n<li>Recruiting teachers from scheduled castes.<\/li>\n\n\n\n<li>Providing facilities for SC students in hostels at district headquarters in a phased manner.<\/li>\n\n\n\n<li>Locating school buildings, Balwadis, adult education centers, non-formal centers to facilitate full participation of the scheduled castes.<\/li>\n\n\n\n<li>Utilizing NREP and RLEGP resources to make substantial educational facilities available to the scheduled castes.<\/li>\n\n\n\n<li>Continuously innovating to find new methods to increase the participation of the scheduled castes in the education process.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What specific measures are proposed for the education of Scheduled Tribes?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The proposed measures for the education of Scheduled Tribes include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Construction of school buildings in tribal areas on a priority basis under normal funds for education, as well as under NREP, RLEGP and Tribal Welfare Schemes.<\/li>\n\n\n\n<li>Devising curricula and instructional materials in tribal languages at the initial stages, with arrangements for switching over to regional language.<\/li>\n\n\n\n<li>Encouraging and training educated and promising scheduled tribe youths to take teaching roles in tribal areas.<\/li>\n\n\n\n<li>Establishing residential schools, including ashram schools, on a large scale.<\/li>\n\n\n\n<li>Implementing incentive schemes like scholarships in higher education, including technical, professional and para-professional courses, and providing special remedial courses and other programmes to remove psycho-social impediments.<\/li>\n\n\n\n<li>Prioritizing the opening of Anganwadis, non-formal and adult education centres in areas predominantly dominated by scheduled tribes.<\/li>\n\n\n\n<li>Designing the curriculum at all stages of education to create awareness of the rich cultural identity of the tribals and their enormous creative talents.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. How does the policy propose to address the education of Backward Sections and Areas?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The policy proposes to provide suitable incentives to all educationally backward sections of society living in rural areas. Special attention will be given to hilly and desert districts, remote and inaccessible areas, and islands by providing them with adequate institutional infrastructure.<\/p>\n\n\n\n<p><strong>Q. What measures are proposed for the education of minorities in order to promote social justice and equality?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> For the education of minorities, the policy suggests greater attention will be given to promote social justice and equality. They would be assisted to establish and administer their own educational institutions. Furthermore, protection to their languages and cultures would be ensured.<\/p>\n\n\n\n<p><strong>Q. What objectives does the policy set for the education of the handicapped? What measures does it envisage in this regard?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The policy states that the objective for the education of the handicapped should be to integrate the physically and mentally handicapped with the general community, to prepare them for normal growth, and to enable them to face life with courage and confidence. The following measures are envisaged:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Whenever possible, education of children with locomotors handicaps and other mild handicaps will be common with that of others.<\/li>\n\n\n\n<li>Special schools with hostels, as far as possible at district headquarters, will be provided for severely handicapped children.<\/li>\n\n\n\n<li>Adequate arrangements will be made for vocational training to the disabled to enable them to live with confidence.<\/li>\n\n\n\n<li>Teacher training programmes will be re-oriented to deal with the special difficulties of the handicapped children.<\/li>\n\n\n\n<li>Voluntary organizations will be encouraged to make efforts for the education of the disabled.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What are the national goals that the existing programmes under the NPE &#8217;86 aim to strengthen?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The existing programmes under the NPE &#8217;86 aim to strengthen national goals such as alleviation of poverty, national integration, environmental conservation, energisation of cultural creativity of people, observance of small family norm, promotion of women&#8217;s equality, and more.<\/p>\n\n\n\n<p><strong>Q. Explain the commitments outlined in the mass literacy programme of the NPE &#8217;86.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> In the mass literacy programme of the NPE &#8217;86, there is a commitment from the Central and State Governments, political parties, mass media, and educational institutions to participate in and support mass literacy programmes of diverse nature. This commitment involves harnessing the collective efforts of various research agencies to improve the pedagogical aspects of adult literacy. It includes involvement from teachers, students, youths, voluntary agencies, employers, and others. It also underscores the need to create awareness among the learners about literacy, functional knowledge, skills and socio-economic reality.<\/p>\n\n\n\n<p><strong>Q. Detail the ways and means of implementing adult and continuing education as per the NPE &#8217;86.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The NPE &#8217;86 proposes various ways and means for the implementation of adult and continuing education. These include the establishment of continuing education centres in rural areas, provision of education to workers through their employers, trade unions and concerned government agencies, and the creation of post-secondary educational institutions. The policy also emphasizes on providing resources like books, libraries and reading rooms, and utilising mass learning media like Radio, TV, and films. There&#8217;s a focus on creating learner&#8217;s group organisations, designing programmes of distance learning, and providing assistance in self-learning. Moreover, organizing vocational training programmes based on need and interest is also stressed upon.<\/p>\n\n\n\n<p><strong>Q. Explain the importance of Early Childhood Care and Education (ECCE) in the NPE &#8217;86.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> In the NPE &#8217;86, Early Childhood Care and Education (ECCE) is accorded top priority. It is seen as crucial for all-round development of the child, encompassing aspects such as nutrition, health, social, mental, physical, and moral development. The ECCE is linked with the Integrated Child Development Services Programme where possible and day cares are provided as a support service for universalisation of primary education. The programmes under ECCE are child-centred, focused around play and individuality of the child. Formal methods and 3 R&#8217;s (Reading, wRiting, and aRithmetic) are kept aside in favour of more play-based and holistic approaches. Community involvement is encouraged in these programmes, and there is an aim to fully integrate child care and pre-primary education, both as a feeder and a strengthening factor for primary education and for human resource development in general.<\/p>\n\n\n\n<p><strong>Q. Discuss the strategy for the promotion of women&#8217;s equality as per the NPE &#8217;86.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The NPE &#8217;86 emphasizes the promotion of women&#8217;s equality as one of the national goals. This involves strengthening the existing educational programmes that focus on gender equality and empowering women. The policy stresses the importance of equal access to education for women, creating an educational environment that does not discriminate based on gender, and ensuring that educational outcomes for women are on par with their male counterparts. Furthermore, it promotes the inclusion of women&#8217;s experiences, contributions, and perspectives in the curriculum and teaching materials, encouraging a more comprehensive and accurate representation of women&#8217;s roles in society, history, and culture. Overall, the policy aims to contribute towards the larger societal goal of gender equality and women&#8217;s empowerment by harnessing the power of education.<\/p>\n\n\n\n<p><strong>Q. What are the two aspects of education emphasized in this policy?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The two aspects of education emphasized in this policy are universal enrolment and retention of children up to 14 years of age, and a substantial improvement in the quality of education.<\/p>\n\n\n\n<p><strong>Q. Describe the child-centred approach emphasized in the policy.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The child-centred approach, as emphasized in the policy, highlights the importance of focusing on the child&#8217;s needs at the primary stage. Remedial instruction is provided for the first generation learners. The policy also incorporates the abolition of corporal punishment and the adoption of non-detention policy. Furthermore, school timings and vocations are adjusted to the convenience of children.<\/p>\n\n\n\n<p><strong>Q. What is Operation Blackboard?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Operation Blackboard is a primary school improvement programme that provides essential facilities in primary schools. These include at least two all-weather large pucca rooms and necessary teaching-learning materials like toys, blackboards, maps, charts. It also ensures that at least two teachers, one of them a woman, should work in every school, and plans to increase this number to one teacher per class as soon as possible.<\/p>\n\n\n\n<p><strong>Q. What are the key features of the proposed non-formal education programme?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The non-formal education programme proposed is a systematic initiative to educate school drop-outs, children from non-school areas, working children, and girls who cannot attend whole day schools. It includes various strategies like:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Utilization of modern technological aids to enhance the learning environment.<\/li>\n\n\n\n<li>Appointment of talented, dedicated individuals from the local community as instructors, who will also receive special attention in their training.<\/li>\n\n\n\n<li>Steps to ensure that the quality of non-formal education is at par with formal education.<\/li>\n\n\n\n<li>Development and provision of high-quality learning materials to all pupils free of cost.<\/li>\n\n\n\n<li>Creation of a participatory learning environment, incorporating activities like games, sports, cultural programmes, excursions, etc.<\/li>\n\n\n\n<li>Collaboration with voluntary agencies and Panchayat Raj institutions to establish non-formal education centres, with the government providing adequate and timely funds.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What is the policy&#8217;s resolve regarding elementary education by 1990 and 1995?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The policy resolves that all children who reach approximately 11 years of age by 1990 will have had five years of schooling or its equivalent through the non-formal stream. In the same vein, by 1995, the policy aims to provide free and compulsory education to all children up to 14 years of age.<\/p>\n\n\n\n<p><strong>Q. Can you describe in detail the steps recommended for making the non-formal education programme a grand success?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> To ensure the success of the non-formal education programme, the policy recommends several measures:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Modern technological aids are to be used to enhance the learning environment of non-formal education centres. This might include digital tools, interactive software, and other multimedia resources, which can provide a more engaging and stimulating educational experience for students.<\/li>\n\n\n\n<li>The programme will recruit talented and dedicated young men and women from the local community to serve as instructors. This is crucial, as instructors with an understanding of the local community, its challenges, and its strengths are likely to be more effective in reaching out to students.<\/li>\n\n\n\n<li>The instructors will receive special attention in terms of their training. This will ensure that they are equipped with the necessary skills and knowledge to facilitate learning effectively. Moreover, deserving instructors will be given opportunities for their entry into the formal education system.<\/li>\n\n\n\n<li>There will be a strong focus on maintaining the quality of non-formal education, ensuring that it is comparable with formal education. This might involve establishing clear standards and expectations for learning outcomes, as well as implementing robust assessment mechanisms to measure student progress.<\/li>\n\n\n\n<li>Learning materials of high quality will be developed and provided to all pupils free of cost. This is important, as high-quality learning materials can significantly enhance the learning experience, while also ensuring that all students, regardless of their economic background, have access to the necessary resources.<\/li>\n\n\n\n<li>The programme will provide a participatory learning environment, incorporating a range of activities such as games and sports, cultural programmes, and excursions. These activities are not only enjoyable for students but can also promote learning in various ways.<\/li>\n\n\n\n<li>Lastly, the policy promotes collaboration with voluntary agencies and Panchayat Raj institutions in establishing non-formal education centres. This partnership is seen as essential for leveraging local resources and expertise. The government will take over the onus of providing adequate and timely funds to these agencies, ensuring they have the necessary resources to carry out their work effectively.<\/li>\n<\/ul>\n\n\n\n<p><strong>Q. What are some of the salient features of secondary education?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> (i) Secondary education begins to expose pupils to the differentiated roles of science, humanities and social sciences.&nbsp;<\/p>\n\n\n\n<p>(ii) It provides children with a sense of history and national perspective and gives them opportunities to decipher their constitutional duties and rights as citizens.&nbsp;<\/p>\n\n\n\n<p>(iii) Secondary education allows for the conscious internalization of healthy work ethos and of the values of human and composite culture through appropriate curricula.&nbsp;<\/p>\n\n\n\n<p>(iv) Vocationalisation through specialised institutions or through the refashioning of secondary education can provide valuable man power for economic growth at this stage.&nbsp;<\/p>\n\n\n\n<p>(v) Access to secondary education will be widened to cover areas un-served by it at present.<\/p>\n\n\n\n<p><strong>Q. What is the purpose of Pace-Setting Schools or Navodaya Vidyalayas?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> (i) The purpose of Pace-Setting Schools or Navodaya Vidyalayas is to serve the objective of excellence coupled with a sense of equity and justice.&nbsp;<\/p>\n\n\n\n<p>(ii) They promote national integration by providing opportunities to learn and live together.&nbsp;<\/p>\n\n\n\n<p>(iii) These schools are designed to help students develop their full potential.&nbsp;<\/p>\n\n\n\n<p>(iv) Navodaya Vidyalayas aim to become catalysts of a nationwide programme of school improvement.<\/p>\n\n\n\n<p><strong>Q. What is the focus of vocationalisation of education in the National Policy of Education (NPE) 86?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> Vocationalisation of education is a priority in the NPE 86.&nbsp;<\/p>\n\n\n\n<p>(i) It aims to prepare children for different occupations across various areas of activity.&nbsp;<\/p>\n\n\n\n<p>(ii) Vocational courses will be started from the +2 stages, but may also be provided after class VIII.&nbsp;<\/p>\n\n\n\n<p>(iii) Health-related vocational courses will be introduced for effective health planning and health service management.&nbsp;<\/p>\n\n\n\n<p>(iv) Other vocational courses will be floated based on agriculture, marketing, social services, etc.&nbsp;<\/p>\n\n\n\n<p>(v) The focus is on self-employment.&nbsp;<\/p>\n\n\n\n<p>(vi) Efforts will be made to establish vocational institutions with provisions for giving justice to the deprived section, women, handicapped, and rural students.&nbsp;<\/p>\n\n\n\n<p>(vii) Care will be taken for professional growth, career improvement, lateral entry into courses of general, technical, and professional education through appropriate bridge courses.&nbsp;<\/p>\n\n\n\n<p>(viii) Non-formal, flexible, and need-based vocational programmes will also be made available to neo-literates, youths who have completed primary education, school drop-outs, and persons engaged in work and unemployed or partially employed persons.&nbsp;<\/p>\n\n\n\n<p>(ix) Tertiary level courses will be organized for the youths who complete the higher secondary stage of the academic stream and may require vocational courses.&nbsp;<\/p>\n\n\n\n<p>(x) Vocational courses are proposed to cover 10 percent of higher secondary students by 1990 and 25 percent by 1995, with steps taken for the employment of the students who complete the courses. Review of courses would be regularly undertaken.&nbsp;<\/p>\n\n\n\n<p>(xi) For the effectiveness of the vocational programme, it is necessary to organize an effective, time-tested management system.<\/p>\n\n\n\n<p><strong>Q. What is Sarva Shiksha Abhiyan (SSA) and how has it been modified after the passage of the RTE Act?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: Sarva Shiksha Abhiyan (SSA) is a programme operational since 2000-2001, designed to provide a variety of resources for universal access and retention of education, bridging of gender and social category gaps in elementary education, and improving the quality of learning. SSA interventions include opening of new schools, alternate schooling facilities, construction of schools and additional classrooms, provision of toilets and drinking water, provisioning for teachers, regular teacher in-service training, academic resource support, free textbooks and uniforms, and support for improving learning achievement levels. After the passage of the RTE Act, changes have been incorporated into the SSA approach, strategies, and norms. These changes take a holistic view of education as interpreted in the National Curriculum Framework 2005, with implications for a systemic revamp of the entire content and process of education, affecting curriculum, teacher education, and educational planning and management.<\/p>\n\n\n\n<p><strong>Q. What is the implication of the &#8216;Gender concern&#8217; in the perspective of education according to the National Policy on Education 1986\/92?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>&#8216;Gender concern&#8217; in the perspective of education implies an effort not only to enable girls to keep pace with boys but to view education as a decisive intervention to bring about a basic change in the status of women, as spelt out in the National Policy on Education 1986\/92.<\/p>\n\n\n\n<p><strong>Q. What is the centrality of a teacher in creating an inclusive environment for children in the classroom?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The centrality of the teacher involves motivating them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalized backgrounds.<\/p>\n\n\n\n<p><strong>Q. What is the importance of a convergent and integrated system of educational management for the implementation of the RTE law?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: A convergent and integrated system of educational management is a prerequisite for the implementation of the RTE law. This is because such a system fosters efficiency and coordination in delivering education, especially to disadvantaged groups. It underscores the need for all states to move towards this system as quickly as possible.<\/p>\n\n\n\n<p><strong>Q. What were the two special aspects of SSA?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The two special aspects of SSA were:<\/p>\n\n\n\n<p>(i) It provides a wide convergent framework for the implementation of elementary education schemes.<br>(ii) It is also a programme with a budget provision. Its financial funding was 85:15 during the 9th plan, 75:25 during the 10th, and 50:50 thereafter, between the Central Government and the State Government.<\/p>\n\n\n\n<p><strong>Q. What was the impact of the implementation of Communitisation of elementary schools in Nagaland?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Since the implementation of Communitisation of elementary schools in Nagaland, there has been considerable progress in elementary education. This progress relates to the enrolment and retention of children in the schools, and provision for reasonable quality education to primary school children. Elementary education was Communitised in 2002 under the Nagaland Communitisation of Public Institutions and Service Act, 2002, and is considered the most significant sector of Government community partnership in the State.<\/p>\n\n\n\n<p><strong>Q. Who coined the term &#8216;Communitisation&#8217; and how did it relate to the Sarva Shiksha Abhiyan (SSA)?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The term &#8216;Communitisation&#8217; was coined by the former Chief Secretary of Nagaland, Shri R.S. Pandey. He pointed out that the two programmes of Communitisation and Sarva Shiksha Abhiyan (SSA) were like a married couple, implying that they worked together and complemented each other to achieve the goals of enhancing educational access and quality.<\/p>\n\n\n\n<p><strong>Q. What is the purpose of the SSA (Sarva Shiksha Abhiyan)?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The purpose of the SSA is to provide useful and relevant elementary education for all children between the age group of 6-14 years.<\/p>\n\n\n\n<p><strong>Q. What is the Act of Communitisation of Elementary Education, 2002?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>Passed by the Nagaland Legislative Assembly in 2002, the Act of Communitisation of Elementary Education was designed to empower the community by delegating the powers and functions of the state government to local authorities. Its aim is to invest community&#8217;s social capital in schools and improve education at the grass root level.<\/p>\n\n\n\n<p><strong>Q. What was the main objective of conceptualizing communitisation of elementary schools in Nagaland?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The communitisation of elementary schools in Nagaland was conceptualized with the aim to cultivate fundamental skills and knowledge in the minds of the young people. Through communitisation, the schools become a centre of community life for educational experiences where community members can significantly contribute to the school by taking a proactive role in school programmes, responding to the demand for sustainable quality in basic education in the State.<\/p>\n\n\n\n<p><strong>Q. What was the objective of launching the Rashtriya Madhyamik Shiksha Abhiyan (RMSA)?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The RMSA was launched in March, 2009 with the objective to enhance access to secondary education and to improve its quality. It was also envisaged to increase the enrolment rate from 52.26% in 2005-06 to 75% at secondary stage by providing a secondary school within a reasonable distance of any habitation.<\/p>\n\n\n\n<p><strong>Q. Can you outline the equity interventions provided under the RMSA scheme?<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The RMSA scheme includes equity interventions such as:<\/p>\n\n\n\n<p>(i) Special focus in micro planning<br>(ii) Preference to Ashram schools for upgradation<br>(iii) Preference to areas with concentration of SC\/ST\/Minority for opening of schools<br>(iv) Special enrolment drive for the weaker section<br>(v) More female teachers in schools<br>(vi) Separate toilet blocks for girls.<\/p>\n\n\n\n<p><strong>Q. How does the RMSA scheme intend to improve the quality of secondary education in India?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The RMSA aims to improve the quality of secondary education in India through a number of initiatives. It plans to make all secondary schools conform to prescribed norms. It provides for the appointment of additional teachers to reduce the Pupil-Teacher Ratio to 30:1. It emphasizes on science, math and English education, and provides for in-service training of teachers. The scheme also envisions the establishment of science laboratories and the implementation of ICT-enabled education. Curriculum reforms and teaching learning reforms are also key components of this scheme to ensure quality improvement.<\/p>\n\n\n\n<p><strong>Q. What is the age group that the Right to Education Act, 2009 caters to, and what is its primary provision?<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The Right to Education Act, 2009 caters to every child between the ages of 6 to 14 years and it provides the right to free and compulsory education.<\/p>\n\n\n\n<p><strong>Q. Describe the role of government schools and private schools as per the RTE Act, 2009.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: According to the RTE Act, 2009, the government schools are to provide free education to all the children, and these schools will be managed by School Management Committees (SMC). On the other hand, private schools are mandated to admit at least 25% of the children in their schools without any fee.<\/p>\n\n\n\n<p><strong>Q. What happens if a child above 6 years of age has not been admitted to any school or couldn&#8217;t complete his or her elementary education, as per the RTE Act, 2009?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: As per the RTE Act, 2009, if a child above 6 years of age has not been admitted in any school or could not complete his or her elementary education, then the child shall be admitted in a class appropriate to his or her age. In case a child is directly admitted to the class appropriate to his or her age, then, in order to be at par with others, the child has a right to receive special training within prescribed time limits. Furthermore, a child so admitted to elementary education shall be entitled to free education till the completion of elementary education even after 14 years.<\/p>\n\n\n\n<p><strong>Q. Discuss the provision of the RTE Act, 2009 concerning age proof for admission and completion of elementary education.<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The RTE Act, 2009, specifies that for the purpose of admission to elementary education, the age of a child shall be determined on the basis of the birth certificate issued in accordance with the Provisions of Birth, Deaths, and Marriages Registration Act 1856, or on the basis of such other document as may be prescribed. Importantly, no child can be denied admission in a school due to lack of age proof. Upon completion of elementary education, a child is awarded a certificate.<\/p>\n\n\n\n<p><strong>Q. Describe the key measures mandated by the RTE Act, 2009 to ensure quality education and proper school infrastructure.<\/strong><\/p>\n\n\n\n<p><strong>Answer:<\/strong> The RTE Act, 2009, includes several measures to ensure quality education and proper school infrastructure. Firstly, it stipulates a fixed student-teacher ratio to provide individual attention to each student. The Act also mandates a 25% reservation in Class I for economically disadvantaged communities in all private schools. To improve the quality of education, the Act emphasizes on the need for school teachers to acquire an adequate professional degree within five years, failing which they could lose their job. On the subject of school infrastructure, the Act mandates that where there is a problem, it needs to be improved every three years, otherwise the school&#8217;s recognition could be cancelled. Lastly, the financial burden of implementing these measures will be shared between the state and the central government.<\/p>\n\n\n\n\n\n<p><strong>137. Elaborate on the role of the National Commission for Elementary Education as per the RTE Act, 2009, and discuss its significance in the context of the Act\u2019s implementation.<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>As per the RTE Act, 2009, the National Commission for Elementary Education is to be constituted. This commission has a significant role to play in monitoring all aspects of elementary education, including its quality. This provision is crucial as it creates a dedicated body to oversee the implementation of the Act, thereby ensuring that its objectives are being met. By monitoring all aspects of elementary education, the commission ensures that education is not just accessible but is also of a certain standard, which aligns with the Act&#8217;s objective of providing free and compulsory education that also meets quality standards. Further, by being a part of the law, it establishes a system of accountability, which is critical for the successful implementation of the Act&#8217;s provisions.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Additional\/extra_MCQs\"><strong>Additional\/extra MCQs<\/strong><\/h4>\n\n\n\n<p><strong>1. What was the year of enactment for the Charter Act?<\/strong><\/p>\n\n\n\n<p>A. 1803 B. 1813 C. 1823 D. 1833<\/p>\n\n\n\n<p><strong>Answer: <\/strong>B. 1813<\/p>\n\n\n\n<p><strong>2. Who is considered the father of Modern Indian Education?<\/strong><\/p>\n\n\n\n<p>A. William Wilberforce B. Charles Grant C. Lord Macaulay D. Robert Clive<\/p>\n\n\n\n<p><strong>Answer: <\/strong>B. Charles Grant<\/p>\n\n\n\n<p><strong>3. What was the duration of the renewed charter for the East India Company as per the Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p>A. 10 years B. 15 years C. 20 years D. 25 years<\/p>\n\n\n\n<p><strong>Answer: <\/strong>C. 20 years<\/p>\n\n\n\n<p><strong>4. Which trade did the East India Company retain its monopoly over according to the Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p>A. Spice Trade B. Cotton Trade C. Tea Trade and Trade with China D. All Trade<\/p>\n\n\n\n<p><strong>Answer: <\/strong>C. Tea Trade and Trade with China<\/p>\n\n\n\n<p><strong>5. Who was to approve all significant appointments in the East India Company post the Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p>A. Company Directors B. The Crown C. The British Parliament D. The Governor-General of India<\/p>\n\n\n\n<p><strong>Answer: <\/strong>B. The Crown<\/p>\n\n\n\n\n\n<p><strong>Q. What amount was granted out of the Company&#8217;s Indian revenues for the encouragement of education, literature, and science as per the Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p>A. 50000 B. One Lakh C. Two Lakhs D. Five Lakhs<\/p>\n\n\n\n<p><strong>Answer: B. One Lakh<\/strong><\/p>\n\n\n\n<p><strong>Q. Who was allowed to settle in India post the Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p>A. Traders B. Missionaries C. Soldiers D. All British Citizens<\/p>\n\n\n\n<p><strong>Answer: B. Missionaries<\/strong><\/p>\n\n\n\n<p><strong>Q. Who retained the right to the territorial possession and revenues of India according to the Act of 1813?<\/strong><\/p>\n\n\n\n<p>A. The Crown B. The Company C. Local Governments D. The British Parliament<\/p>\n\n\n\n<p><strong>Answer: B. The Company<\/strong><\/p>\n\n\n\n<p><strong>Q. Which economic theory was a driving force behind the Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p>A. Mercantilism B. Protectionism C. Laissez faire D. Keynesian economics<\/p>\n\n\n\n<p><strong>Answer: C. Laissez faire<\/strong><\/p>\n\n\n\n<p><strong>Q. Who were given the right to levy taxes on their subjects post the Charter Act of 1813?<\/strong><\/p>\n\n\n\n<p>A. The Crown B. The Company C. Local Governments D. The British Parliament<\/p>\n\n\n\n<p><strong>Answer: C. Local Governments<\/strong><\/p>\n\n\n\n<p><strong>Q. Who was appointed as the President of the Board of Control of the East India Company after serving as the Chancellor of the Exchequer?<\/strong><\/p>\n\n\n\n<p>A. Charles Wood B. Lord Dalhousie C. Raja Ram Mohan Roy D. William Wilberforce<\/p>\n\n\n\n<p><strong>Answer: A. Charles Wood<\/strong><\/p>\n\n\n\n<p><strong>Q. Which Act required the East India Company to open schools in all Presidencies including Bengal, Madras, and Bombay?<\/strong><\/p>\n\n\n\n<p>A. The Education Act B. The Charter Act of 1854 C. The Charter Act of 1813 D. The Colonial Education Act<\/p>\n\n\n\n<p><strong>Answer: C. The Charter Act of 1813<\/strong><\/p>\n\n\n\n<p><strong>Q. Which Indian leader wrote to the Governor General requesting the promotion of a liberal and enlightened system of instruction?<\/strong><\/p>\n\n\n\n<p>A. Mahatma Gandhi B. Jawaharlal Nehru C. Raja Ram Mohan Roy D. Swami Vivekananda<\/p>\n\n\n\n<p><strong>Answer: C. Raja Ram Mohan Roy<\/strong><\/p>\n\n\n\n<p><strong>Q. What were the advocates for the spread of Oriental literature, including Sanskrit and Arabic, in the General Committee of Public Instruction known as?<\/strong><\/p>\n\n\n\n<p>A. Anglicists B. Orientalists C. Classicists D. Traditionalists<\/p>\n\n\n\n<p><strong>Answer: C. Classicists<\/strong><\/p>\n\n\n\n<p><strong>Q. Who sent the &#8220;Wood&#8217;s Despatch&#8221; to the Governor General Lord Dalhousie in 1854?<\/strong><\/p>\n\n\n\n<p>A. William Wilberforce B. Charles Wood C. Raja Ram Mohan Roy D. Lord Macaulay<\/p>\n\n\n\n<p><strong>Answer: B. Charles Wood<\/strong><\/p>\n\n\n\n<p><strong>Q. Which group in the General Committee of Public Instruction stood for the spread of English education in India?<\/strong><\/p>\n\n\n\n<p>A. The Traditionalists B. The Orientalists C. The Classicists D. The Anglicists<\/p>\n\n\n\n<p><strong>Answer: D. The Anglicists<\/strong><\/p>\n\n\n\n<p><strong>Q. How much amount was placed at the disposal of the General Committee to Public Instruction by the Governor General?<\/strong><\/p>\n\n\n\n<p>A. One Crore B. One Lakh C. Ten Lakh D. One Million<\/p>\n\n\n\n<p><strong>Answer: B. One Lakh<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the Wood&#8217;s Despatch, what was to be set up in every province of India?<\/strong><\/p>\n\n\n\n<p>A. A Police Department B. An Education Department C. A Health Department D. A Transportation Department<\/p>\n\n\n\n<p><strong>Answer: B. An Education Department<\/strong><\/p>\n\n\n\n<p><strong>Q. In which cities were universities to be established according to Wood&#8217;s Despatch?<\/strong><\/p>\n\n\n\n<p>A. Bombay, Calcutta, Madras B. Delhi, Bangalore, Hyderabad C. Lucknow, Chennai, Mumbai D. Kolkata, Mumbai, Chennai<\/p>\n\n\n\n<p><strong>Answer: A. Bombay, Calcutta, Madras<\/strong><\/p>\n\n\n\n<p><strong>Q. Who believed that English education will prepare the Indians to be employed in government offices?<\/strong><\/p>\n\n\n\n<p>A. William Wilberforce B. Charles Wood C. Lord Dalhousie D. Raja Ram Mohan Roy<\/p>\n\n\n\n<p><strong>Answer: D. Raja Ram Mohan Roy<\/strong><\/p>\n\n\n\n<p><strong>Q. Who was appointed as the Chairman of Education Commission in 1882?<\/strong><\/p>\n\n\n\n<p><strong>A. Lord Macaulay B. Sir Charles Wood C. WW Hunter D. Lord Dalhousie<\/strong><\/p>\n\n\n\n<p><strong>Answer: C. WW Hunter<\/strong><\/p>\n\n\n\n<p><strong>Q. What did Wood propose to establish in Presidency towns Madras, Calcutta, and Bombay?<\/strong><\/p>\n\n\n\n<p>A. Primary Schools B. Secondary Schools C. Training Institutes D. Universities<\/p>\n\n\n\n<p><strong>Answer: D. Universities<\/strong><\/p>\n\n\n\n<p><strong>Q. Who should manage the expansion of secondary education according to the recommendations of the Hunter Commission?<\/strong><\/p>\n\n\n\n<p>A. Government B. Private bodies C. Non-profit organizations D. International bodies<\/p>\n\n\n\n<p><strong>Answer: B. Private bodies<\/strong><\/p>\n\n\n\n<p><strong>Q. In the context of Wood&#8217;s proposals, what type of schools were recommended for women&#8217;s education?<\/strong><\/p>\n\n\n\n<p>A. Co-ed Schools B. Girls&#8217; Schools C. Vocational Schools D. Secondary Schools<\/p>\n\n\n\n<p><strong>Answer: B. Girls&#8217; Schools<\/strong><\/p>\n\n\n\n<p><strong>Q. According to Wood&#8217;s proposals, who was the suggested Director for the newly proposed education departments in provinces?<\/strong><\/p>\n\n\n\n<p>A. Director of Education B. Director of Schools C. Director of Public Relations D. Director of Universities<\/p>\n\n\n\n<p><strong>Answer: C. Director of Public Relations<\/strong><\/p>\n\n\n\n<p><strong>Q. In which language were students in high schools required to answer question papers after 1862?<\/strong><\/p>\n\n\n\n<p>A. Vernacular B. Hindi C. English D. Sanskrit<\/p>\n\n\n\n<p><strong>Answer: C. English<\/strong><\/p>\n\n\n\n<p><strong>Q. What provision was missing in provinces other than Bombay for secondary education, according to the 1854-1882 period?<\/strong><\/p>\n\n\n\n<p>A. Vocational education B. Higher education C. Primary education D. Girls&#8217; education<\/p>\n\n\n\n<p><strong>Answer: A. Vocational education<\/strong><\/p>\n\n\n\n<p><strong>Q. What type of schools did Wood suggest should receive attention for elementary education?<\/strong><\/p>\n\n\n\n<p>A. Private Schools B. English Schools C. Vernacular Schools D. Girls&#8217; Schools<\/p>\n\n\n\n<p><strong>Answer: C. Vernacular Schools<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the Hunter Commission, who should establish the first high school in every district?<\/strong><\/p>\n\n\n\n<p>A. Private bodies B. Local authorities C. The government D. International bodies<\/p>\n\n\n\n<p><strong>Answer: C. The government<\/strong><\/p>\n\n\n\n<p><strong>Q. Based on what principle should grants-in-aid be provided to schools as per Wood&#8217;s proposal?<\/strong><\/p>\n\n\n\n<p>A. Academic excellence B. Infrastructure requirement C. Religious neutrality D. Student population<\/p>\n\n\n\n<p><strong>Answer: C. Religious neutrality<\/strong><\/p>\n\n\n\n<p><strong>Q. What recommendation did the Commission make for the upper classes of high schools?<\/strong><\/p>\n\n\n\n<p>A. Elimination of vocational training B. Integration of vocational training C. Bifurcation of curricula D. Removal of English as a subject<\/p>\n\n\n\n<p><strong>Answer: C. Bifurcation of curricula<\/strong><\/p>\n\n\n\n<p><strong>Q. What character did the Commission recommend for one division of the bifurcated curricula?<\/strong><\/p>\n\n\n\n<p>A. Scientific B. Practical C. Philosophical D. Theoretical<\/p>\n\n\n\n<p><strong>Answer: B. Practical<\/strong><\/p>\n\n\n\n<p><strong>Q. What was the Commission&#8217;s stand on the use of English as a medium of instruction?<\/strong><\/p>\n\n\n\n<p>A. Against B. Favorable C. Ambivalent D. None<\/p>\n\n\n\n<p><strong>Answer: B. Favorable<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the Commission&#8217;s recommendations, English should be taught in which schools?<\/strong><\/p>\n\n\n\n<p>A. Primary Schools B. High Schools C. Middle Schools D. All Schools<\/p>\n\n\n\n<p><strong>Answer: C. Middle Schools<\/strong><\/p>\n\n\n\n<p><strong>Q. In 1904, what change did Lord Curzon advocate regarding the use of English?<\/strong><\/p>\n\n\n\n<p>A. Compulsory Subject B. Medium of Instruction C. Optional Subject D. Abolition<\/p>\n\n\n\n<p><strong>Answer: C. Optional Subject<\/strong><\/p>\n\n\n\n<p><strong>Q. What was the prime object of the secondary course by 1902?<\/strong><\/p>\n\n\n\n<p>A. Teaching of Indian languages B. Teaching of English C. Teaching of Vernaculars D. Teaching of Sciences<\/p>\n\n\n\n<p><strong>Answer: B. Teaching of English<\/strong><\/p>\n\n\n\n<p><strong>Q. What was neglected due to the dominance of English in secondary schools?<\/strong><\/p>\n\n\n\n<p>A. Teaching of French B. Teaching of History C. Study of Indian languages D. Study of Geography<\/p>\n\n\n\n<p><strong>Answer: C. Study of Indian languages<\/strong><\/p>\n\n\n\n<p><strong>Q. In what area did the Commission&#8217;s recommendations lead to rapid expansion after 1886?<\/strong><\/p>\n\n\n\n<p>A. Primary Education B. University Education C. Technical Education D. Vocational Education<\/p>\n\n\n\n<p><strong>Answer: C. Technical Education<\/strong><\/p>\n\n\n\n<p><strong>Q. What was the suggested training period for graduates according to the Commission?<\/strong><\/p>\n\n\n\n<p>A. Longer B. The same C. Shorter D. None<\/p>\n\n\n\n<p><strong>Answer: C. Shorter<\/strong><\/p>\n\n\n\n<p><strong>Q. What should success in the examination guarantee for students of training colleges, according to the Commission?<\/strong><\/p>\n\n\n\n<p>A. Promotion B. Scholarship C. Permanent employment D. Higher Studies<\/p>\n\n\n\n<p><strong>Answer: C. Permanent employment<\/strong><\/p>\n\n\n\n<p><strong>Q. Who chaired the Secondary Education Commission in 1952?<\/strong><\/p>\n\n\n\n<p>A. Jawaharlal Nehru B. Sardar Vallabhbhai Patel C. A. Lakshman Swami Mudaliar D. B. R. Ambedkar<\/p>\n\n\n\n<p><strong>Answer: C. A. Lakshman Swami Mudaliar<\/strong><\/p>\n\n\n\n<p><strong>Q. What was the primary objective of the Mudaliar Commission concerning citizens?<\/strong><\/p>\n\n\n\n<p>A. Economic progress B. Higher Education C. Ideal citizens D. Industrialization<\/p>\n\n\n\n<p><strong>Answer: C. Ideal citizens<\/strong><\/p>\n\n\n\n<p><strong>Q. What kind of feelings should the ideal citizens produced by secondary education have according to the Mudaliar Commission?<\/strong><\/p>\n\n\n\n<p>A. National and social B. Economic and social C. Global and economic D. Political and religious<\/p>\n\n\n\n<p><strong>Answer: A. National and social<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the Mudaliar Commission, after receiving secondary education one should be able to:<\/strong><\/p>\n\n\n\n<p>A. Work in government B. Earn enough for maintaining himself C. Join the military D. Join a university<\/p>\n\n\n\n<p><strong>Answer: B. Earn enough for maintaining himself<\/strong><\/p>\n\n\n\n<p><strong>Q. What quality is stated as necessary for democracy and development according to the Mudaliar Commission?<\/strong><\/p>\n\n\n\n<p>A. Technological skills B. Leadership C. Agricultural knowledge D. Cultural understanding<\/p>\n\n\n\n<p><strong>Answer: B. Leadership<\/strong><\/p>\n\n\n\n<p><strong>Q. What subjects did the Mudaliar Commission recommend to develop human virtues in students?<\/strong><\/p>\n\n\n\n<p>A. Mathematics and Economics B. Science and Literature C. History and Geography D. Civics and Social Studies<\/p>\n\n\n\n<p><strong>Answer: B. Science and Literature<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the Mudaliar Commission, secondary education should be for children of what age?<\/strong><\/p>\n\n\n\n<p>A. 10 to 16 years B. 11 to 17 years C. 12 to 18 years D. 13 to 19 years<\/p>\n\n\n\n<p><strong>Answer: B. 11 to 17 years<\/strong><\/p>\n\n\n\n<p><strong>Q. The Commission recommended that secondary education should continue up to which class?<\/strong><\/p>\n\n\n\n<p>A. Tenth B. Eleventh C. Twelfth D. Thirteenth<\/p>\n\n\n\n<p><strong>Answer: B. Eleventh<\/strong><\/p>\n\n\n\n<p><strong>Q. What type of schools did the Mudaliar Commission suggest to be opened?<\/strong><\/p>\n\n\n\n<p>A. Girls&#8217; schools B. Vocational schools C. Multi-purpose schools D. Military schools<\/p>\n\n\n\n<p><strong>Answer: C. Multi-purpose schools<\/strong><\/p>\n\n\n\n<p><strong>Q. What subject was recommended to be compulsory for girls according to the Mudaliar Commission?<\/strong><\/p>\n\n\n\n<p>A. Science B. Mathematics C. Home Science D. History<\/p>\n\n\n\n<p><strong>Answer: C. Home Science<\/strong><\/p>\n\n\n\n<p><strong>Q. How many languages should be taught at the junior high school stage according to the Commission?<\/strong><\/p>\n\n\n\n<p>A. One B. Two C. Three D. Four<\/p>\n\n\n\n<p><strong>Answer: B. Two<\/strong><\/p>\n\n\n\n<p><strong>Q. At the secondary stage, how many languages does the Commission suggest a student should learn?<\/strong><\/p>\n\n\n\n<p>A. Two B. Three C. Four D. Five<\/p>\n\n\n\n<p><strong>Answer: B. Three<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the Commission, the curriculum should be recognized based on what?<\/strong><\/p>\n\n\n\n<p>A. Teachers&#8217; preferences B. Current educational trends C. Students&#8217; interests D. International standards<\/p>\n\n\n\n<p><strong>Answer: C. Students&#8217; interests<\/strong><\/p>\n\n\n\n<p><strong>Q. What should the curriculum be determined to meet, as per the Commission&#8217;s recommendations?<\/strong><\/p>\n\n\n\n<p>A. Global aspirations B. Parental expectations C. Social aspirations D. Economic needs<\/p>\n\n\n\n<p><strong>Answer: C. Social aspirations<\/strong><\/p>\n\n\n\n<p><strong>Q. Which subject is NOT suggested by the Commission for the lower secondary education stage?<\/strong><\/p>\n\n\n\n<p>A. Languages B. Music C. Astronomy D. Art<\/p>\n\n\n\n<p><strong>Answer: C. Astronomy<\/strong><\/p>\n\n\n\n<p><strong>Q. What is one of the groups of subjects suggested by the Commission for the secondary education stage?<\/strong><\/p>\n\n\n\n<p>A. Coding B. Journalism C. Agriculture D. Space Science<\/p>\n\n\n\n<p><strong>Answer: C. Agriculture<\/strong><\/p>\n\n\n\n<p><strong>Q. Who is suggested by the Commission to be part of the High Power Committee for the selection of textbooks?<\/strong><\/p>\n\n\n\n<p>A. A Minister of Education B. A High Court Judge C. A bestselling author D. A parent representative<\/p>\n\n\n\n<p><strong>Answer: B. A High Court Judge<\/strong><\/p>\n\n\n\n<p><strong>Q. Should textbooks be frequently changed according to the Commission&#8217;s recommendations?<\/strong><\/p>\n\n\n\n<p>A. Yes B. No C. Depends on the subject D. Not mentioned<\/p>\n\n\n\n<p><strong>Answer: B. No<\/strong><\/p>\n\n\n\n<p><strong>Q. What is a significant aim of secondary education according to the Commission?<\/strong><\/p>\n\n\n\n<p>A. Scoring high marks B. Character formation C. Learning advanced subjects D. Preparing for college<\/p>\n\n\n\n<p><strong>Answer: B. Character formation<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the Commission, what reflects the character of a nation?<\/strong><\/p>\n\n\n\n<p>A. Its government B. Its cultural heritage C. Its geographical location D. The character of its citizens<\/p>\n\n\n\n<p><strong>Answer: D. The character of its citizens<\/strong><\/p>\n\n\n\n<p><strong>Q. How frequently should students be medically examined as per the health education statement?<\/strong><\/p>\n\n\n\n<p>A. Once a year B. Twice a year C. Monthly D. Weekly<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Twice a year<\/p>\n\n\n\n<p><strong>Q. Who does the Commission recommend to appoint for improving teaching methods?<\/strong><\/p>\n\n\n\n<p>A. Education Director B. School Principals C. Committee of Experts D. District Inspector of Schools<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Committee of Experts<\/p>\n\n\n\n<p><strong>Q. What should the retirement age for teachers be, as suggested by the Commission?<\/strong><\/p>\n\n\n\n<p>A. 65 years B. 60 years C. 55 years D. 70 years<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. 60 years<\/p>\n\n\n\n<p><strong>Q. Who should be appointed to teach higher classes according to the Commission?<\/strong><\/p>\n\n\n\n<p>A. Graduate Teachers B. Untrained Teachers C. Trained Teachers D. Higher Secondary Qualified Teachers<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Trained Teachers<\/p>\n\n\n\n<p><strong>Q. What level of education is suggested for teachers appointed to teach junior classes?<\/strong><\/p>\n\n\n\n<p>A. Graduate B. Higher Secondary C. Primary Education D. Doctorate<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Higher Secondary<\/p>\n\n\n\n<p><strong>Q. Who is proposed to advise the minister in capacity of Education Director?<\/strong><\/p>\n\n\n\n<p>A. District Inspector of Schools B. Joint Secretary of the Secretariat C. School Principals D. Committee of Experts<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Joint Secretary of the Secretariat<\/p>\n\n\n\n<p><strong>Q. According to the Commission, what type of education should the government provide?<\/strong><\/p>\n\n\n\n<p>A. Primary Education B. Secondary Education C. Higher Education D. Vocational Education<\/p>\n\n\n\n<p><strong>Answer:<\/strong> D. Vocational Education<\/p>\n\n\n\n<p><strong>Q. As per the Commission, which type of education should be included in the curriculum for development?<\/strong><\/p>\n\n\n\n<p>A. Primary Education B. Vocational Education C. Industrial Education D. Higher Education<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Industrial Education<\/p>\n\n\n\n<p><strong>Q. Which entity should provide financial aid to states for education, as per the Commission&#8217;s suggestions?<\/strong><\/p>\n\n\n\n<p>A. Schools B. Central Government C. Private Sector D. State Government<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Central Government<\/p>\n\n\n\n<p><strong>Q. Should octroi and toll tax be levied on goods purchased for educational institutions according to the Commission&#8217;s recommendations?<\/strong><\/p>\n\n\n\n<p>A. Yes B. No C. Sometimes D. Only for private institutions<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. No<\/p>\n\n\n\n<p><strong>Q. According to the provided guidelines, how many days should a school be open in a year?<\/strong><\/p>\n\n\n\n<p>A. 150 B. 180 C. 200 D. 365<\/p>\n\n\n\n<p><strong>Answer: C. 200<\/strong><\/p>\n\n\n\n<p><strong>Q. How many hours per week should be devoted to teaching according to the guidelines?<\/strong><\/p>\n\n\n\n<p>A. 20 B. 30 C. 35 D. 40<\/p>\n\n\n\n<p><strong>Answer: C. 35<\/strong><\/p>\n\n\n\n<p><strong>Q. How long should the summer vacation be according to the guidelines?<\/strong><\/p>\n\n\n\n<p>A. One month B. Two months C. Three months D. Four months<\/p>\n\n\n\n<p><strong>Answer: B. Two months<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the guidelines, how many students should be in one class at most?<\/strong><\/p>\n\n\n\n<p>A. 20 B. 30 C. 40 D. 50<\/p>\n\n\n\n<p><strong>Answer: C. 40<\/strong><\/p>\n\n\n\n<p><strong>Q. Who was the chairman of the Indian Education Commission 1964-1966?<\/strong><\/p>\n\n\n\n<p>A. Daulat Singh Kothari B. Jawaharlal Nehru C. Indira Gandhi D. Rajendra Prasad<\/p>\n\n\n\n<p><strong>Answer: A. Daulat Singh Kothari<\/strong><\/p>\n\n\n\n<p><strong>Q. When did the Indian Education Commission submit its report?<\/strong><\/p>\n\n\n\n<p>A. 1964 B. 1965 C. 1966 D. 1968<\/p>\n\n\n\n<p><strong>Answer: C. 1966<\/strong><\/p>\n\n\n\n<p><strong>Q. Which Article of the Indian Constitution mentions free and compulsory education for all children up to the age of 14?<\/strong><\/p>\n\n\n\n<p>A. Article 21 B. Article 45 C. Article 32 D. Article 14<\/p>\n\n\n\n<p><strong>Answer: B. Article 45<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the Kothari Commission, who is considered the most important factor in determining the quality of education?<\/strong><\/p>\n\n\n\n<p>A. Parents B. Students C. Teachers D. Curriculum<\/p>\n\n\n\n<p><strong>Answer: C. Teachers<\/strong><\/p>\n\n\n\n<p><strong>Q. What should be protected according to the recommendations of the Kothari Commission for teachers?<\/strong><\/p>\n\n\n\n<p>A. Personal Life B. Academic Freedom C. Salary D. Holidays<\/p>\n\n\n\n<p><strong>Answer: B. Academic Freedom<\/strong><\/p>\n\n\n\n<p><strong>Q. What specific type of teacher education did the Kothari Commission emphasize on?<\/strong><\/p>\n\n\n\n<p>A. Pre-service education B. In-service education C. Distance education D. Special education<\/p>\n\n\n\n<p><strong>Answer: B. In-service education<\/strong><\/p>\n\n\n\n<p><strong>Q. which stages of education currently use regional languages as a medium?<\/strong><\/p>\n\n\n\n<p>A. University B. Secondary C. Primary D. All of the above<\/p>\n\n\n\n<p><strong>Answer: D. All of the above<\/strong><\/p>\n\n\n\n<p><strong>Q. Which modern Indian language is suggested for study, apart from Hindi and English, in Hindi-speaking states according to the three-language formula?<\/strong><\/p>\n\n\n\n<p>A. Bengali B. Telugu C. A southern language D. Punjabi<\/p>\n\n\n\n<p><strong>Answer: C. A southern language<\/strong><\/p>\n\n\n\n<p><strong>Q. Which language has a unique contribution to the cultural unity of India?<\/strong><\/p>\n\n\n\n<p>A. Hindi B. English C. Sanskrit D. Regional language<\/p>\n\n\n\n<p><strong>Answer: C. Sanskrit<\/strong><\/p>\n\n\n\n<p><strong>Q. Which Article of the Constitution is mentioned with respect to the use of Hindi as a medium of expression?<\/strong><\/p>\n\n\n\n<p>A. Article 351 B. Article 30 C. Article 370 D. Article 21<\/p>\n\n\n\n<p><strong>Answer: A. Article 351<\/strong><\/p>\n\n\n\n<p><strong>Q. Which two areas of world knowledge are specifically mentioned as growing rapidly?<\/strong><\/p>\n\n\n\n<p>A. Arts and Humanities B. Business and Management C. Science and Technology D. History and Geography<\/p>\n\n\n\n<p><strong>Answer: C. Science and Technology<\/strong><\/p>\n\n\n\n<p><strong>Q. What is recommended for adoption to promote social cohesion and national integration?<\/strong><\/p>\n\n\n\n<p>A. Three-Language Formula B. Common School System C. Special schools D. University education<\/p>\n\n\n\n<p><strong>Answer: B. Common School System<\/strong><\/p>\n\n\n\n<p><strong>Q. Under the equalization of educational opportunity, what is suggested for special schools?<\/strong><\/p>\n\n\n\n<p>A. Closure B. Expansion C. Merit-based admission D. Language courses<\/p>\n\n\n\n<p><strong>Answer: C. Merit-based admission<\/strong><\/p>\n\n\n\n<p><strong>Q. Who, apart from the backward classes, are mentioned as needing more intensive efforts for education development?<\/strong><\/p>\n\n\n\n<p>A. Women B. The elderly C. Tribal people D. Urban poor<\/p>\n\n\n\n<p><strong>Answer: C. Tribal people<\/strong><\/p>\n\n\n\n<p><strong>Q. What is suggested as an integral part of education for bringing the school and the community closer?<\/strong><\/p>\n\n\n\n<p>A. Sports and Games B. Cultural Exchange C. Work-experience and National Service D. Parent-Teacher Meetings<\/p>\n\n\n\n<p><strong>Answer: C. Work-experience and National Service<\/strong><\/p>\n\n\n\n<p><strong>Q. What should receive high priority to accelerate the growth of the national economy?<\/strong><\/p>\n\n\n\n<p>A. History Education B. Science Education C. Physical Education D. Language Education<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Science Education<\/p>\n\n\n\n<p><strong>Q. Until when should science and mathematics be a part of general education?<\/strong><\/p>\n\n\n\n<p>A. Primary School B. High School C. College D. Graduate School<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. High School<\/p>\n\n\n\n<p><strong>Q. Which two areas of education should special emphasis be placed on for development?<\/strong><\/p>\n\n\n\n<p>A. Music and Art B. History and Geography C. Mathematics and Language D. Agriculture and Industry<\/p>\n\n\n\n<p><strong>Answer:<\/strong> D. Agriculture and Industry<\/p>\n\n\n\n<p><strong>Q. What should every State ideally have for the development of agricultural education?<\/strong><\/p>\n\n\n\n<p>A. Agricultural Museum B. Agricultural University C. Agricultural Park D. Agricultural Library<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Agricultural University<\/p>\n\n\n\n<p><strong>Q. What integral part should technical education include?<\/strong><\/p>\n\n\n\n<p>A. Research B. Practical Training in Industry C. Theoretical Study D. Internship<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Practical Training in Industry<\/p>\n\n\n\n<p><strong>Q. What should be continuously reviewed to maintain a balance between education and employment opportunities?<\/strong><\/p>\n\n\n\n<p>A. General Manpower Needs B. Agricultural, Industrial and other Technical Manpower Needs C. Management Manpower Needs D. Research Manpower Needs<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Agricultural, Industrial and other Technical Manpower Needs<\/p>\n\n\n\n<p><strong>Q. Which kind of textbooks should be avoided?<\/strong><\/p>\n\n\n\n<p>A. High-Quality Textbooks B. Frequently Changed Textbooks C. Cheap Textbooks D. Textbooks in Regional Languages<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Frequently Changed Textbooks<\/p>\n\n\n\n<p><strong>Q. What should be low enough for students of ordinary means to buy textbooks?<\/strong><\/p>\n\n\n\n<p>A. The Weight B. The Number of Pages C. The Prices D. The Language Level<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. The Prices<\/p>\n\n\n\n<p><strong>Q. What should receive special attention in the production of books?<\/strong><\/p>\n\n\n\n<p>A. Books for Adults B. University-Level Books in Foreign Languages C. Books for Children and University-Level Books in Regional Languages D. Books for Seniors<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Books for Children and University-Level Books in Regional Languages<\/p>\n\n\n\n<p><strong>Q. What should the major goal of examination reforms be?<\/strong><\/p>\n\n\n\n<p>A. To Certify the Quality of Student Performance B. To Improve the Reliability and Validity of Examinations C. To Make Examinations More Difficult D. To Increase the Number of Examinations<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. To Improve the Reliability and Validity of Examinations<\/p>\n\n\n\n<p><strong>Q. What is a major instrument of social change and transformation?<\/strong><\/p>\n\n\n\n<p>A. Primary Education B. Tertiary Education C. Secondary Education D. Vocational Training<\/p>\n\n\n\n<p><strong>Answer: C. Secondary Education<\/strong><\/p>\n\n\n\n<p><strong>Q. What kind of education should be increased at the secondary level to conform to the developing economy&#8217;s requirements?<\/strong><\/p>\n\n\n\n<p>A. Liberal Arts Education B. Business Education C. Technical and Vocational Education D. Natural Sciences Education<\/p>\n\n\n\n<p><strong>Answer: C. Technical and Vocational Education<\/strong><\/p>\n\n\n\n<p><strong>Q. What should the admission of whole-time students to a university department depend on?<\/strong><\/p>\n\n\n\n<p>A. Past Academic Performance B. Extracurricular Activities C. Laboratory, Library and Staff Strength D. Personal Interviews<\/p>\n\n\n\n<p><strong>Answer: C. Laboratory, Library and Staff Strength<\/strong><\/p>\n\n\n\n<p><strong>Q. What factor should be assured before starting new universities?<\/strong><\/p>\n\n\n\n<p>A. Student Population B. Geographical Location C. Adequate Provision of Funds D. Course Catalogue<\/p>\n\n\n\n<p><strong>Answer: C. Adequate Provision of Funds<\/strong><\/p>\n\n\n\n<p><strong>Q. What aspect of university education should be given special attention?<\/strong><\/p>\n\n\n\n<p>A. Alumni Relations B. Sports Programs C. Postgraduate Courses D. Online Education<\/p>\n\n\n\n<p><strong>Answer: C. Postgraduate Courses<\/strong><\/p>\n\n\n\n<p><strong>Q. What needs to be strengthened in university education for high standards in research and training?<\/strong><\/p>\n\n\n\n<p>A. General Education Courses B. Physical Education Courses C. Advanced Study Centres D. Community Outreach Programs<\/p>\n\n\n\n<p><strong>Answer: C. Advanced Study Centres<\/strong><\/p>\n\n\n\n<p><strong>Q. Where should the institutions for research ideally function?<\/strong><\/p>\n\n\n\n<p>A. Independent Locations B. Within Universities or in Association With Them C. Government Establishments D. Corporate Spaces<\/p>\n\n\n\n<p><strong>Answer: B. Within Universities or in Association With Them<\/strong><\/p>\n\n\n\n<p><strong>Q. Which group of people should part-time education and correspondence courses ideally cater to?<\/strong><\/p>\n\n\n\n<p>A. Full-time Employees B. Secondary School Students, Teachers, Agricultural, Industrial and Other Workers C. Retired Individuals D. University Administrators<\/p>\n\n\n\n<p><strong>Answer: B. Secondary School Students, Teachers, Agricultural, Industrial and Other Workers<\/strong><\/p>\n\n\n\n<p><strong>Q. Which fields should be covered by diversified facilities for technical and vocational education?<\/strong><\/p>\n\n\n\n<p>A. Military Training, Law, Linguistics B. Agriculture, Industry, Trade and Commerce, Medicine and Public Health, Home Management, Arts and Crafts, Secretarial Training C. Religion, Philosophy, Psychology D. Astronomy, Geology, Meteorology<\/p>\n\n\n\n<p><strong>Answer: B. Agriculture, Industry, Trade and Commerce, Medicine and Public Health, Home Management, Arts and Crafts, Secretarial Training<\/strong><\/p>\n\n\n\n<p><strong>Q. What should the development of part-time and correspondence courses promote?<\/strong><\/p>\n\n\n\n<p>A. The Cause of Recreation B. The Cause of Politics C. The Cause of Education D. The Cause of Entrepreneurship<\/p>\n\n\n\n<p><strong>Answer: C. The Cause of Education<\/strong><\/p>\n\n\n\n<p><strong>Q. Why is the spread of literacy and adult education necessary?<\/strong><\/p>\n\n\n\n<p>A. Social cohesion B. National development C. Scientific temper D. All of the above<\/p>\n\n\n\n<p><strong>Answer: D. All of the above<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the goal of developing games and sports?<\/strong><\/p>\n\n\n\n<p>A. Improving mental health B. Increasing sportsmanship C. Cultivating discipline D. Improving physical fitness<\/p>\n\n\n\n<p><strong>Answer: D. Improving physical fitness<\/strong><\/p>\n\n\n\n<p><strong>Q. whose educational interests should be promoted?<\/strong><\/p>\n\n\n\n<p>A. Majorities B. Minorities C. Youth D. All citizens<\/p>\n\n\n\n<p><strong>Answer: B. Minorities<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the ultimate objective of the suggested educational structure?<\/strong><\/p>\n\n\n\n<p>A. Adopting the 5+3+4 pattern B. Adopting the 10+2+3 pattern C. Adopting the 6+2+4 pattern D. Adopting the 8+2+2 pattern<\/p>\n\n\n\n<p><strong>Answer: B. Adopting the 10+2+3 pattern<\/strong><\/p>\n\n\n\n<p><strong>Q. what percentage of the national income should be the aim for the level of expenditure in education?<\/strong><\/p>\n\n\n\n<p>A. 10% B. 8% C. 6% D. 4%<\/p>\n\n\n\n<p><strong>Answer: C. 6%<\/strong><\/p>\n\n\n\n<p><strong>Q. Who is supposed to review the progress of the reconstruction of education every five years?<\/strong><\/p>\n\n\n\n<p>A. State governments B. Central government C. NGOs D. UNICEF<\/p>\n\n\n\n<p><strong>Answer: B. Central government<\/strong><\/p>\n\n\n\n<p><strong>Q. What does the essence and role of education involve in the New National Policy on Education 1986 according to P.C. Mahapatra&#8217;s perception?<\/strong><\/p>\n\n\n\n<p>A. Social development B. Economic development C. All-round development D. Spiritual development<\/p>\n\n\n\n<p><strong>Answer: C. All-round development<\/strong><\/p>\n\n\n\n<p><strong>Q. What role does education play in national economy according to the New National Policy on Education 1986?<\/strong><\/p>\n\n\n\n<p>A. Manpower reduction B. Manpower development C. Economic stability D. Economic fluctuation<\/p>\n\n\n\n<p><strong>Answer: B. Manpower development<\/strong><\/p>\n\n\n\n<p><strong>Q. What structure does the National System of Education in the New National Policy on Education 1986 envisage?<\/strong><\/p>\n\n\n\n<p>A. 10+2+3 B. 5+3+4 C. 6+2+4 D. 8+2+2<\/p>\n\n\n\n<p><strong>Answer: A. 10+2+3<\/strong><\/p>\n\n\n\n<p><strong>Q. What type of system will be initiated by the government to achieve a National System of Education according to the New National Policy on Education 1986?<\/strong><\/p>\n\n\n\n<p>A. Self-funded programs B. Funded programs C. Partnership programs D. Volunteer programs<\/p>\n\n\n\n<p><strong>Answer: B. Funded programs<\/strong><\/p>\n\n\n\n<p><strong>Q.1. What is the basis of the national system of education?<\/strong><\/p>\n\n\n\n<p>A. National Curricular Framework B. Constitutional Obligations C. History of India&#8217;s Freedom Movement D. Core Curriculum<\/p>\n\n\n\n<p><strong>Answer: A. National Curricular Framework<\/strong><\/p>\n\n\n\n<p><strong>Q.2. What is included in the common core of the National Curricular Framework?<\/strong><\/p>\n\n\n\n<p>A. Environmental Studies B. India&#8217;s Freedom Movement C. Mathematics D. Art Education<\/p>\n\n\n\n<p><strong>Answer: B. India&#8217;s Freedom Movement<\/strong><\/p>\n\n\n\n<p><strong>Q.3. What is the first component of the common scheme of studies in the National Curriculum Framework?<\/strong><\/p>\n\n\n\n<p>A. Mathematics B. Environmental Studies C. One language at primary level D. Art Education<\/p>\n\n\n\n<p><strong>Answer: C. One language at primary level<\/strong><\/p>\n\n\n\n<p><strong>Q.4. How many languages are suggested at the upper primary and secondary level in the common scheme of studies?<\/strong><\/p>\n\n\n\n<p>A. One B. Two C. Three D. Four<\/p>\n\n\n\n<p><strong>Answer: C. Three<\/strong><\/p>\n\n\n\n<p><strong>Q.5. What is suggested to promote &#8216;Equality of Opportunity of Education&#8217; in the National Curricular Framework?<\/strong><\/p>\n\n\n\n<p>A. Equality in Access B. Equal Conditions for Success C. Both A and B D. None of the Above<\/p>\n\n\n\n<p><strong>Answer: C. Both A and B<\/strong><\/p>\n\n\n\n<p><strong>Q.6. &#8216;Minimum Levels of Learning&#8217; in the National Curricular Framework are laid down for each ____.<\/strong><\/p>\n\n\n\n<p>A. School B. District C. State D. Stage of Education<\/p>\n\n\n\n<p><strong>Answer: D. Stage of Education<\/strong><\/p>\n\n\n\n<p><strong>Q.7. Which policy states the steps to foster an understanding of diverse cultural and social systems among students?<\/strong><\/p>\n\n\n\n<p>A. NEP &#8217;80 B. NEP &#8217;86 C. NEP &#8217;90 D. NEP &#8217;20<\/p>\n\n\n\n<p><strong>Answer: B. NEP &#8217;86<\/strong><\/p>\n\n\n\n<p><strong>Q.8. What is developed to promote an understanding of diverse cultural and social systems as per NPE &#8217;86?<\/strong><\/p>\n\n\n\n<p>A. Textbooks B. Link Language C. Curriculum D. Lesson Plans<\/p>\n\n\n\n<p><strong>Answer: B. Link Language<\/strong><\/p>\n\n\n\n<p><strong>Q.9. According to the National Curricular Framework, education should strengthen ____.<\/strong><\/p>\n\n\n\n<p>A. Economic Ties B. International Trade C. Peace and Understanding between Nations D. Military Alliances<\/p>\n\n\n\n<p><strong>Answer: C. Peace and Understanding between Nations<\/strong><\/p>\n\n\n\n<p><strong>Q.10. What principle does India follow, according to the National Curricular Framework, to promote International Understanding?<\/strong><\/p>\n\n\n\n<p>A. Principle of Amity and Co-operation among Nations B. Principle of Equality C. Principle of Secularism D. Principle of Sovereignty<\/p>\n\n\n\n<p><strong>Answer: A. Principle of Amity and Co-operation among Nations<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the NPE, what is the primary aim of facilitating inter-regional mobility in higher and technical education?<\/strong><\/p>\n\n\n\n<p>A. Equal access B. Merit recognition C. Educational reform D. Resource pooling<\/p>\n\n\n\n<p><strong>Answer: A. Equal access<\/strong><\/p>\n\n\n\n<p><strong>Q. What method will be used to pool resources for research and development in science and technology as per NPE?<\/strong><\/p>\n\n\n\n<p>A. Centralized control B. Privatization C. Network arrangement D. Independent functioning<\/p>\n\n\n\n<p><strong>Answer: C. Network arrangement<\/strong><\/p>\n\n\n\n<p><strong>Q. Which of the following is not a priority of educational reforms as stated by NPE?<\/strong><\/p>\n\n\n\n<p>A. Reducing disparities B. Scientific research C. Privatization D. Adult literacy<\/p>\n\n\n\n<p><strong>Answer: C. Privatization<\/strong><\/p>\n\n\n\n<p><strong>Q. Who is considered as a part of Lifelong Education according to the NPE?<\/strong><\/p>\n\n\n\n<p>A. Students B. Housewives C. Teachers D. Administrators<\/p>\n\n\n\n<p><strong>Answer: B. Housewives<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the NPE, which of these institutions needs to be strengthened?<\/strong><\/p>\n\n\n\n<p>A. UGC B. Private institutions C. State universities D. Foreign institutions<\/p>\n\n\n\n<p><strong>Answer: A. UGC<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the main focus of the NPE &#8217;86 in regards to equality?<\/strong><\/p>\n\n\n\n<p>A. Empowerment of women B. Privatization C. Removal of disparities D. Vocational education<\/p>\n\n\n\n<p><strong>Answer: C. Removal of disparities<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the NPE, how will education serve as an agent of change for women?<\/strong><\/p>\n\n\n\n<p>A. By providing employment B. By empowerment C. By reducing illiteracy D. By improving economic status<\/p>\n\n\n\n<p><strong>Answer: B. By empowerment<\/strong><\/p>\n\n\n\n<p><strong>Q. As per NPE, what will educational institutions be encouraged to promote for accelerating women&#8217;s development?<\/strong><\/p>\n\n\n\n<p>A. Adult literacy B. Women&#8217;s Studies C. Technical education D. Vocational education<\/p>\n\n\n\n<p><strong>Answer: B. Women&#8217;s Studies<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the key policy to be pursued to promote women&#8217;s participation in vocational and professional courses as per NPE?<\/strong><\/p>\n\n\n\n<p>A. Affirmative action B. Special incentives C. Non-discrimination D. Scholarship programs<\/p>\n\n\n\n<p><strong>Answer: C. Non-discrimination<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the NPE, what is the main focus regarding the education of Scheduled Castes?<\/strong><\/p>\n\n\n\n<p>A. Empowerment B. Reservation in education C. Equalization D. Vocational training<\/p>\n\n\n\n<p><strong>Answer: C. Equalization<\/strong><\/p>\n\n\n\n<p><strong>Q. What incentive is planned for indigent families to encourage regular school attendance?<\/strong><\/p>\n\n\n\n<p>A. Pre-matric scholarship B. Hostel facilities C. Teacher recruitment D. Educational facilities<\/p>\n\n\n\n<p><strong>Answer:<\/strong> A. Pre-matric scholarship<\/p>\n\n\n\n<p><strong>Q. What scheme is introduced from class I onwards for children of indigent families?<\/strong><\/p>\n\n\n\n<p>A. Mid-day meal scheme B. Pre-matric scholarship scheme C. Post-matric scholarship scheme D. Free uniform scheme<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Pre-matric scholarship scheme<\/p>\n\n\n\n<p><strong>Q. From which social group are teachers to be recruited to promote education among indigent families?<\/strong><\/p>\n\n\n\n<p>A. Scheduled Tribes B. Scheduled Castes C. Other Backward Classes D. General Castes<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Scheduled Castes<\/p>\n\n\n\n<p><strong>Q. Which resources are planned to be utilized to make educational facilities available to the scheduled castes?<\/strong><\/p>\n\n\n\n<p>A. UNICEF and UNESCO B. NREP and RLEGP C. IMF and World Bank D. NGOs and CSR<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. NREP and RLEGP<\/p>\n\n\n\n<p><strong>Q. What kind of school buildings will be constructed in tribal areas under the educational policy for Scheduled Tribes?<\/strong><\/p>\n\n\n\n<p>A. Ashram schools B. Private schools C. Boarding schools D. Convent schools<\/p>\n\n\n\n<p><strong>Answer:<\/strong> A. Ashram schools<\/p>\n\n\n\n<p><strong>Q. What kind of educational centers will be opened on a priority basis in areas predominantly dominated by Scheduled Tribes?<\/strong><\/p>\n\n\n\n<p>A. Technical institutes B. Universities C. Anganwadis D. Medical Colleges<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Anganwadis<\/p>\n\n\n\n<p><strong>Q. What facilities will be provided to all educationally backward sections of society living in rural areas?<\/strong><\/p>\n\n\n\n<p>A. Job opportunities B. Health facilities C. Institutional infrastructure D. Transport facilities<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Institutional infrastructure<\/p>\n\n\n\n<p><strong>Q. What would be ensured for the education of minorities under the proposed policy?<\/strong><\/p>\n\n\n\n<p>A. Financial loans B. Cultural protection C. Political representation D. Free transportation<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Cultural protection<\/p>\n\n\n\n<p><strong>Q. What kind of training is planned for the physically and mentally handicapped under the proposed policy?<\/strong><\/p>\n\n\n\n<p>A. Professional training B. Vocational training C. Sports training D. Music training<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Vocational training<\/p>\n\n\n\n<p><strong>Q. Who will be encouraged to make efforts for the education of the disabled according to the policy?<\/strong><\/p>\n\n\n\n<p>A. Parents B. Teachers C. Voluntary organizations D. Government officials<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Voluntary organizations<\/p>\n\n\n\n<p><strong>Q. What is the primary focus of the Early Childhood Care and Education (ECCE) programme according to the NPE &#8217;86?<\/strong><\/p>\n\n\n\n<p>A. Physical development B. Mental development C. Child-centred development D. Moral development<\/p>\n\n\n\n<p><strong>Answer: C. Child-centred development<\/strong><\/p>\n\n\n\n<p><strong>Q. Which of the following is one of the national goals outlined in the NPE &#8217;86?<\/strong><\/p>\n\n\n\n<p>A. Industrial growth B. Political stability C. Small family norm D. Technological advancement<\/p>\n\n\n\n<p><strong>Answer: C. Small family norm<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the NPE &#8217;86, what aspect of the learners does the mass literacy programme aim to increase awareness of?<\/strong><\/p>\n\n\n\n<p>A. Technological advancement B. Socio-economic reality C. Political knowledge D. Artistic talent<\/p>\n\n\n\n<p><strong>Answer: B. Socio-economic reality<\/strong><\/p>\n\n\n\n<p><strong>Q. In the context of the NPE &#8217;86, which media is not mentioned as a mass learning tool for adult and continuing education?<\/strong><\/p>\n\n\n\n<p>A. Radio B. Newspapers C. TV D. Films<\/p>\n\n\n\n<p><strong>Answer: B. Newspapers<\/strong><\/p>\n\n\n\n<p><strong>Q. As per the NPE &#8217;86, who are expected to participate in the mass literacy programme?<\/strong><\/p>\n\n\n\n<p>A. Teachers and students B. Parents C. Social workers D. Healthcare professionals<\/p>\n\n\n\n<p><strong>Answer: A. Teachers and students<\/strong><\/p>\n\n\n\n<p><strong>Q. Where does the NPE &#8217;86 suggest setting up continuing education centres?<\/strong><\/p>\n\n\n\n<p>A. Urban areas B. Coastal regions C. Rural areas D. Industrial zones<\/p>\n\n\n\n<p><strong>Answer: C. Rural areas<\/strong><\/p>\n\n\n\n<p><strong>Q. Who does the NPE &#8217;86 suggest should educate workers?<\/strong><\/p>\n\n\n\n<p>A. Their colleagues B. Their employers C. Self-education D. Private tutors<\/p>\n\n\n\n<p><strong>Answer: B. Their employers<\/strong><\/p>\n\n\n\n<p><strong>Q. Which of the following is a part of the strategy for implementing the adult and continuing education under the NPE &#8217;86?<\/strong><\/p>\n\n\n\n<p>A. Organizing vocational training programmes B. Offering free meals C. Providing private transport facilities D. Providing luxury accommodation<\/p>\n\n\n\n<p><strong>Answer: A. Organizing vocational training programmes<\/strong><\/p>\n\n\n\n<p><strong>Q. What does the ECCE program under NPE &#8217;86 focus around?<\/strong><\/p>\n\n\n\n<p>A. Individuality of the child B. Mathematical ability C. Scientific curiosity D. Language proficiency<\/p>\n\n\n\n<p><strong>Answer: A. Individuality of the child<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the NPE &#8217;86, which service is provided to support universalisation of primary education?<\/strong><\/p>\n\n\n\n<p>A. Night classes B. Online classes C. Day cares D. Weekend classes<\/p>\n\n\n\n<p><strong>Answer: C. Day cares<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the primary objective of the policy for children who reach the age of 11 years by 1990?<\/strong><\/p>\n\n\n\n<p>A. 10 years of schooling B. 5 years of schooling C. Vocational training D. College education<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. 5 years of schooling<\/p>\n\n\n\n<p><strong>Q. By which year does the policy aim to provide free and compulsory education up to 14 years of age for all children?<\/strong><\/p>\n\n\n\n<p>A. 1990 B. 1995 C. 2000 D. 2005<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. 1995<\/p>\n\n\n\n<p><strong>Q. What is the name of the programme that provides essential facilities in primary schools?<\/strong><\/p>\n\n\n\n<p>A. Operation Greenboard B. Operation Blackboard C. Operation Whiteboard D. Operation Chalkboard<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Operation Blackboard<\/p>\n\n\n\n<p><strong>Q. What policy towards punishment is adopted under the child-centred approach?<\/strong><\/p>\n\n\n\n<p>A. Retention of corporal punishment B. Abolition of corporal punishment C. Mandatory corporal punishment D. Optional corporal punishment<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Abolition of corporal punishment<\/p>\n\n\n\n<p><strong>Q. Who will serve as instructors in the non-formal education programme?<\/strong><\/p>\n\n\n\n<p>A. Experienced teachers B. Retired professors C. Local community members D. External experts<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Local community members<\/p>\n\n\n\n<p><strong>Q. What kind of learning environment does the non-formal education programme aim to provide?<\/strong><\/p>\n\n\n\n<p>A. Textbook-based B. Lecture-based C. Participatory D. Self-study<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Participatory<\/p>\n\n\n\n<p><strong>Q. Who will be involved in establishing non-formal education centres?<\/strong><\/p>\n\n\n\n<p>A. Central government B. State government C. Voluntary agencies and Panchayat Raj institutions D. International organizations<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Voluntary agencies and Panchayat Raj institutions<\/p>\n\n\n\n<p><strong>Q. What is given to first generation learners under the child-centred approach?<\/strong><\/p>\n\n\n\n<p>A. Special privileges B. Remedial instruction C. Scholarships D. Advanced lessons<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Remedial instruction<\/p>\n\n\n\n<p><strong>Q. How many teachers does Operation Blackboard aim to have in every school?<\/strong><\/p>\n\n\n\n<p>A. One B. Two C. Three D. Four<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Two<\/p>\n\n\n\n<p><strong>Q. What will be used to improve the learning environment of non-formal education centres?<\/strong><\/p>\n\n\n\n<p>A. Traditional methods B. Modern technological aids C. Physical books and resources D. Outdoor learning experiences<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Modern technological aids<\/p>\n\n\n\n<p><strong>Q. Which educational phase begins to expose pupils to the differentiated roles of science, humanities and social sciences?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. Primary education B. Secondary education C. Higher education D. Post-graduate education<\/p>\n\n\n\n<p><strong>Answer: B. Secondary education<\/strong><\/p>\n\n\n\n<p><strong>Q. What does secondary education provide children in terms of national understanding?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. A sense of politics B. A sense of history and national perspective C. A sense of international relations D. A sense of local governance<\/p>\n\n\n\n<p><strong>Answer: B. A sense of history and national perspective<\/strong><\/p>\n\n\n\n<p><strong>Q. What does vocationalisation of secondary education provide for economic growth?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. Intellectual manpower B. Governmental support C. Valuable manpower D. Financial investment<\/p>\n\n\n\n<p><strong>Answer: C. Valuable manpower<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the primary aim of Pace-Setting Schools or Navodaya Vidyalayas?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. To promote religious values B. To serve the objective of excellence coupled with a sense of equity and justice C. To provide advanced technical training D. To offer extra-curricular activities<\/p>\n\n\n\n<p><strong>Answer: B. To serve the objective of excellence coupled with a sense of equity and justice<\/strong><\/p>\n\n\n\n<p><strong>Q. What does Navodaya Vidyalayas aim to become catalysts for?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. Global educational change B. A nation-wide programme of school improvement C. Scientific research D. Cultural preservation<\/p>\n\n\n\n<p><strong>Answer: B. A nation-wide programme of school improvement<\/strong><\/p>\n\n\n\n<p><strong>Q. What priority does the NPE 86 assign to vocationalisation of education?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. Medium priority B. No priority C. Top priority D. Low priority<\/p>\n\n\n\n<p><strong>Answer: C. Top priority<\/strong><\/p>\n\n\n\n<p><strong>Q. When will vocational courses be started according to the NPE 86?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. After class V B. After class VI C. After class VII D. From the +2 stages<\/p>\n\n\n\n<p><strong>Answer: D. From the +2 stages<\/strong><\/p>\n\n\n\n<p><strong>Q. Who are the non-formal, flexible and need-based vocational programmes aimed at?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. Graduates B. Neo-literates C. International students D. Senior citizens<\/p>\n\n\n\n<p><strong>Answer: B. Neo-literates<\/strong><\/p>\n\n\n\n<p><strong>Q. By what year was it proposed that vocational courses would cover 10 percent of higher secondary students?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. 1985 B. 1990 C. 1995 D. 2000<\/p>\n\n\n\n<p><strong>Answer: B. 1990<\/strong><\/p>\n\n\n\n<p><strong>Q. What is required for the effectiveness of the vocational programme according to the NPE 86?<\/strong>&nbsp;<\/p>\n\n\n\n<p>A. Financial incentives B. Governmental support C. An effective, time-tested management system D. International collaborations<\/p>\n\n\n\n<p><strong>Answer: C. An effective, time-tested management system<\/strong><\/p>\n\n\n\n<p><strong>Q. What type of colleges does the policy aim to develop in large numbers?<\/strong><\/p>\n\n\n\n<p>A. Rural Universities B. Open Universities C. Autonomous Colleges D. Distance Learning Colleges<\/p>\n\n\n\n<p><strong>Answer: C. Autonomous Colleges<\/strong><\/p>\n\n\n\n<p><strong>Q. Which organization is mentioned in the policy as being responsible for enhancing support services in universities?<\/strong><\/p>\n\n\n\n<p>A. National Body B. Autonomous Colleges C. National Testing Service D. UGC<\/p>\n\n\n\n<p><strong>Answer: D. UGC<\/strong><\/p>\n\n\n\n<p><strong>Q. What will be initiated according to the policy to augment opportunities for higher education?<\/strong><\/p>\n\n\n\n<p>A. Rural Universities B. Autonomous Colleges C. Open University system D. National Body<\/p>\n\n\n\n<p><strong>Answer: C. Open University system<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the established year of IGNOU as mentioned in the policy?<\/strong><\/p>\n\n\n\n<p>A. 1985 B. 1995 C. 2005 D. 2015<\/p>\n\n\n\n<p><strong>Answer: A. 1985<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the policy, admissions will be regulated according to what?<\/strong><\/p>\n\n\n\n<p>A. Courses B. Specialization C. Capacity D. Linguistic competence<\/p>\n\n\n\n<p><strong>Answer: C. Capacity<\/strong><\/p>\n\n\n\n<p><strong>Q. Which field of research will receive adequate support as per the policy?<\/strong><\/p>\n\n\n\n<p>A. Indology B. Physics C. Biology D. Engineering<\/p>\n\n\n\n<p><strong>Answer: A. Indology<\/strong><\/p>\n\n\n\n<p><strong>Q. Which service will be established to conduct tests for determining the suitability of candidates for specified jobs?<\/strong><\/p>\n\n\n\n<p>A. UGC B. Autonomous Colleges C. National Body D. National Testing Service<\/p>\n\n\n\n<p><strong>Answer: D. National Testing Service<\/strong><\/p>\n\n\n\n<p><strong>Q. What will be consolidated and developed on the lines of Gandhiji&#8217;s thoughts on education as per the policy?<\/strong><\/p>\n\n\n\n<p>A. Open University system B. Rural University C. Autonomous Colleges D. National Body<\/p>\n\n\n\n<p><strong>Answer: B. Rural University<\/strong><\/p>\n\n\n\n<p><strong>Q. What will be supplemented to the methods of teaching according to the policy?<\/strong><\/p>\n\n\n\n<p>A. Audio-visual aids B. Linguistic competence C. Capacity D. Specialization<\/p>\n\n\n\n<p><strong>Answer: A. Audio-visual aids<\/strong><\/p>\n\n\n\n<p><strong>Q. What will be set up for ensuring greater coordination and consistency in policy across various fields as per the policy?<\/strong><\/p>\n\n\n\n<p>A. National Testing Service B. UGC C. Autonomous Colleges D. National Body<\/p>\n\n\n\n<p><strong>Answer: D. National Body<\/strong><\/p>\n\n\n\n<p><strong>Q. What should the reorganization of technical and management education take into account?<\/strong><\/p>\n\n\n\n<p>A. Social environment B. Production processes C. Advances in technology D. All of the above<\/p>\n\n\n\n<p><strong>Answer:<\/strong> D. All of the above<\/p>\n\n\n\n<p><strong>Q. Which system will be further developed and strengthened?<\/strong><\/p>\n\n\n\n<p>A. Technical Education System B. Management Education System C. Technical Manpower Information System D. School Education System<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Technical Manpower Information System<\/p>\n\n\n\n<p><strong>Q. At what age are computer literacy programmes planned to be introduced?<\/strong><\/p>\n\n\n\n<p>A. College-going age B. Teenage C. Adult age D. School-going age<\/p>\n\n\n\n<p><strong>Answer:<\/strong> D. School-going age<\/p>\n\n\n\n<p><strong>Q. Through what mode will a large segment of people gain access to technical and management education?<\/strong><\/p>\n\n\n\n<p>A. Online classes B. Mass media C. Distance learning D. Physical classes<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Distance learning<\/p>\n\n\n\n<p><strong>Q. For whom will appropriate formal and non-formal programmes of technical education be devised?<\/strong><\/p>\n\n\n\n<p>A. Women B. Economically weaker sections C. Physically handicapped D. All of the above<\/p>\n\n\n\n<p><strong>Answer:<\/strong> D. All of the above<\/p>\n\n\n\n<p><strong>Q. What will be provided to encourage &#8216;self-employment&#8217; as a career option?<\/strong><\/p>\n\n\n\n<p>A. Training in entrepreneurship B. Job placements C. Internships D. Scholarships<\/p>\n\n\n\n<p><strong>Answer:<\/strong> A. Training in entrepreneurship<\/p>\n\n\n\n<p><strong>Q. What measures will be undertaken to improve the community polytechnic system?<\/strong><\/p>\n\n\n\n<p>A. Appraisal and strengthening B. Defunding C. Closing down D. Privatization<\/p>\n\n\n\n<p><strong>Answer:<\/strong> A. Appraisal and strengthening<\/p>\n\n\n\n<p><strong>Q. What will be established between technical education and industry?<\/strong><\/p>\n\n\n\n<p>A. Barriers B. Competition C. Networking systems D. No relationship<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. Networking systems<\/p>\n\n\n\n<p><strong>Q. What steps will be taken considering the high cost of technical and management education?<\/strong><\/p>\n\n\n\n<p>A. Reduction of fees B. Cost effectiveness and promotion of excellence C. Scholarship programmes D. Increasing the fees<\/p>\n\n\n\n<p><strong>Answer:<\/strong> B. Cost effectiveness and promotion of excellence<\/p>\n\n\n\n<p><strong>Q. How will the curricular and processes of education be enriched according to the policy?<\/strong><\/p>\n\n\n\n<p>A. By including physical education B. By increasing the course load C. By including cultural content D. By reducing extracurricular activities<\/p>\n\n\n\n<p><strong>Answer:<\/strong> C. By including cultural content<\/p>\n\n\n\n<p><strong>Q. What does value education aim to eliminate in a culturally pluralistic society?<\/strong><\/p>\n\n\n\n<p>A. Creativity B. Fanaticism C. Work-Experience D. Languages<\/p>\n\n\n\n<p><strong>Answer: B. Fanaticism<\/strong><\/p>\n\n\n\n<p><strong>Q. What will be implemented more purposefully?<\/strong><\/p>\n\n\n\n<p>A. Work-Experience B. 1968 policy prescription on languages C. Mathematics Teaching D. Science Education<\/p>\n\n\n\n<p><strong>Answer: B. 1968 policy prescription on languages<\/strong><\/p>\n\n\n\n<p><strong>Q. What type of books will receive special attention according to the proposed strategies?<\/strong><\/p>\n\n\n\n<p>A. Novels B. Encyclopedias C. Books for children D. Biographies<\/p>\n\n\n\n<p><strong>Answer: C. Books for children<\/strong><\/p>\n\n\n\n<p><strong>Q. What is set to be improved alongside a nationwide improvement of libraries?<\/strong><\/p>\n\n\n\n<p>A. Work-Experience B. Mathematics Teaching C. Science Education D. Status of librarians<\/p>\n\n\n\n<p><strong>Answer: D. Status of librarians<\/strong><\/p>\n\n\n\n<p><strong>Q. Which among the following is not a mentioned objective of employing educational technology?<\/strong><\/p>\n\n\n\n<p>A. Giving training to teachers B. Encouraging religious fanaticism C. Improving quality of education D. Inculcating abiding values<\/p>\n\n\n\n<p><strong>Answer: B. Encouraging religious fanaticism<\/strong><\/p>\n\n\n\n<p><strong>Q. What is set to become an essential part of education at all stages?<\/strong><\/p>\n\n\n\n<p>A. Science Education B. Work-Experience C. Development of languages D. Value Education<\/p>\n\n\n\n<p><strong>Answer: B. Work-Experience<\/strong><\/p>\n\n\n\n<p><strong>Q. Where is consciousness of environment planned to be created?<\/strong><\/p>\n\n\n\n<p>A. Workplaces B. Schools and colleges C. Libraries D. Digital textbooks<\/p>\n\n\n\n<p><strong>Answer: B. Schools and colleges<\/strong><\/p>\n\n\n\n<p><strong>Q. what needs to be redesigned to align with modern technological devices?<\/strong><\/p>\n\n\n\n<p>A. Science Education B. Value Education C. Work-Experience D. Mathematics Teaching<\/p>\n\n\n\n<p><strong>Answer: D. Mathematics Teaching<\/strong><\/p>\n\n\n\n<p><strong>Q. What is expected to be developed in a child through science education?<\/strong><\/p>\n\n\n\n<p>A. Superstition B. Spirit of inquiry C. Religious fanaticism D. Violence<\/p>\n\n\n\n<p><strong>Answer: B. Spirit of inquiry<\/strong><\/p>\n\n\n\n<p><strong>Q. What relationship is expected to be discovered through science education?<\/strong><\/p>\n\n\n\n<p>A. Science with superstition B. Science with health C. Science with work-experience D. Science with violence<\/p>\n\n\n\n<p><strong>Answer: B. Science with health<\/strong><\/p>\n\n\n\n<p><strong>Q. What is an integral part of the proposed modern educational process?<\/strong><\/p>\n\n\n\n<p>A. Computer Education B. Physical Education C. Foreign Languages D. Music Education<\/p>\n\n\n\n<p><strong>Answer: B. Physical Education<\/strong><\/p>\n\n\n\n<p><strong>Q. What kind of infrastructure is proposed to be built into the educational edifice?<\/strong><\/p>\n\n\n\n<p>A. Digital Infrastructure B. Research Infrastructure C. Sports Infrastructure D. Science Infrastructure<\/p>\n\n\n\n<p><strong>Answer: C. Sports Infrastructure<\/strong><\/p>\n\n\n\n<p><strong>Q. What will be reserved for playgrounds in the proposed educational approach?<\/strong><\/p>\n\n\n\n<p>A. Indoor Areas B. Rural Areas C. Urban Areas D. Protected Areas<\/p>\n\n\n\n<p><strong>Answer: C. Urban Areas<\/strong><\/p>\n\n\n\n<p><strong>Q. What will be introduced in all schools and teacher training courses?<\/strong><\/p>\n\n\n\n<p>A. Coding Classes B. Yoga C. Foreign Languages D. Music Lessons<\/p>\n\n\n\n<p><strong>Answer: B. Yoga<\/strong><\/p>\n\n\n\n<p><strong>Q. What kind of games will be emphasized in the proposed educational strategy?<\/strong><\/p>\n\n\n\n<p>A. Modern Games B. Digital Games C. Indigenous Traditional Games D. International Games<\/p>\n\n\n\n<p><strong>Answer: C. Indigenous Traditional Games<\/strong><\/p>\n\n\n\n<p><strong>Q. It will be compulsory for students to take part in which activities?<\/strong><\/p>\n\n\n\n<p>A. Internships B. NSS, Scouts, NCC C. Sports Clubs D. Debating Societies<\/p>\n\n\n\n<p><strong>Answer: B. NSS, Scouts, NCC<\/strong><\/p>\n\n\n\n<p><strong>Q. Which scheme will be strengthened according to the proposed educational strategy?<\/strong><\/p>\n\n\n\n<p>A. National Health Scheme B. National Service Volunteer Scheme C. National Digital Literacy Scheme D. National Science Scheme<\/p>\n\n\n\n<p><strong>Answer: B. National Service Volunteer Scheme<\/strong><\/p>\n\n\n\n<p><strong>Q. What kind of system is proposed to be introduced from the secondary stage in a phased manner?<\/strong><\/p>\n\n\n\n<p>A. Quarter System B. Annual System C. Monthly System D. Semester System<\/p>\n\n\n\n<p><strong>Answer: D. Semester System<\/strong><\/p>\n\n\n\n<p><strong>Q. What will replace marks in the proposed evaluation process?<\/strong><\/p>\n\n\n\n<p>A. Percentiles B. Points C. Grades D. Ratings<\/p>\n\n\n\n<p><strong>Answer: C. Grades<\/strong><\/p>\n\n\n\n<p><strong>Q. When was Sarva Shiksha Abhiyan (SSA) operational since?<\/strong><\/p>\n\n\n\n<p>A. 2005-2006 B. 2000-2001 C. 2010-2011 D. 1995-1996<\/p>\n\n\n\n<p><strong>Answer: B. 2000-2001<\/strong><\/p>\n\n\n\n<p><strong>Q. What does &#8216;equity&#8217; in education aim to provide to disadvantaged sections of society?<\/strong><\/p>\n\n\n\n<p>A. Equal opportunity B. Special facilities C. Additional grants D. Exclusive schools<\/p>\n\n\n\n<p><strong>Answer: A. Equal opportunity<\/strong><\/p>\n\n\n\n<p><strong>Q. What does &#8216;access&#8217; ensure in the context of education?<\/strong><\/p>\n\n\n\n<p>A. School within a specified distance B. Free transportation C. Compulsory education D. Scholarship opportunities<\/p>\n\n\n\n<p><strong>Answer: A. School within a specified distance<\/strong><\/p>\n\n\n\n<p><strong>Q. According to the National Policy on Education 1986\/92, what is the desired impact of the &#8216;Gender concern&#8217; on the status of women?<\/strong><\/p>\n\n\n\n<p>A. Advanced learning B. Additional grants C. Higher enrollment D. Basic change<\/p>\n\n\n\n<p><strong>Answer: D. Basic change<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the role of the teacher in creating an inclusive environment?<\/strong><\/p>\n\n\n\n<p>A. Provide resources B. Innovate and create C. Enforce discipline D. Maintain infrastructure<\/p>\n\n\n\n<p><strong>Answer: B. Innovate and create<\/strong><\/p>\n\n\n\n<p><strong>Q. For the implementation of the RTE law, what kind of system of educational management is a prerequisite?<\/strong><\/p>\n\n\n\n<p>A. Exclusive B. Convergent and integrated C. Centralized D. Decentralized<\/p>\n\n\n\n<p><strong>Answer: B. Convergent and integrated<\/strong><\/p>\n\n\n\n<p><strong>Q. By when was the mission to achieve universalisation of elementary education to be achieved?<\/strong><\/p>\n\n\n\n<p>A. 2005 B. 2007 C. 2010 D. 2012<\/p>\n\n\n\n<p><strong>Answer: C. 2010<\/strong><\/p>\n\n\n\n<p><strong>Q. Who was the chairperson of the committee implementing the Sarva Shiksha Abhiyan (SSA)?<\/strong><\/p>\n\n\n\n<p>A. The President B. The Education Minister C. The Prime Minister D. The Chief Minister<\/p>\n\n\n\n<p><strong>Answer: C. The Prime Minister<\/strong><\/p>\n\n\n\n<p><strong>Q. During the 10th plan, what was the funding ratio between the Central Government and the State Government for the SSA?<\/strong><\/p>\n\n\n\n<p>A. 85:15 B. 75:25 C. 50:50 D. 60:40<\/p>\n\n\n\n<p><strong>Answer: B. 75:25<\/strong><\/p>\n\n\n\n<p><strong>Q. Under which Act was the elementary education Communitised in Nagaland in 2002?<\/strong><\/p>\n\n\n\n<p>A. Nagaland Education Act, 2002 B. Nagaland Public Schools Act, 2002 C. Nagaland Communitisation of Public Institutions and Service Act, 2002 D. Nagaland Elementary Education Act, 2002<\/p>\n\n\n\n<p><strong>Answer: C. Nagaland Communitisation of Public Institutions and Service Act, 2002<\/strong><\/p>\n\n\n\n<p><strong>Q. Who coined the term &#8216;Communitisation&#8217; in the context of Nagaland&#8217;s education system?<\/strong><\/p>\n\n\n\n<p>A. The Chief Minister B. The Education Minister C. The Chief Secretary D. The Governor<\/p>\n\n\n\n<p><strong>Answer: C. The Chief Secretary<\/strong><\/p>\n\n\n\n<p><strong>Q. What age group does the SSA aim to provide education for?<\/strong><\/p>\n\n\n\n<p>A. 3-10 years B. 6-14 years C. 10-16 years D. 4-12 years<\/p>\n\n\n\n<p><strong>Answer: B. 6-14 years<\/strong><\/p>\n\n\n\n<p><strong>Q. In which year was the Act of Communitisation of Elementary Education passed by the Nagaland Legislative Assembly?<\/strong><\/p>\n\n\n\n<p>A. 2000 B. 2001 C. 2002 D. 2003<\/p>\n\n\n\n<p><strong>Answer: C. 2002<\/strong><\/p>\n\n\n\n<p><strong>Q. Which principle is effectively implemented by the Village Education Committee (VEC) regarding teachers&#8217; salary?<\/strong><\/p>\n\n\n\n<p>A. Equal pay B. Pay for performance C. No work, No pay D. Pay on demand<\/p>\n\n\n\n<p><strong>Answer: C. No work, No pay<\/strong><\/p>\n\n\n\n<p><strong>Q. Who disburses the monthly salary for teachers according to the Act of Communitisation of Elementary Education?<\/strong><\/p>\n\n\n\n<p>A. School Principal B. District Education Officer C. Village Education Committee (VEC) D. Local Government<\/p>\n\n\n\n<p><strong>Answer: C. Village Education Committee (VEC)<\/strong><\/p>\n\n\n\n<p><strong>Q. Who serves as the secretary in the disbursement of teachers&#8217; monthly salaries?<\/strong><\/p>\n\n\n\n<p>A. School Principal B. Head Teacher C. Community Leader D. District Education Officer<\/p>\n\n\n\n<p><strong>Answer: B. Head Teacher<\/strong><\/p>\n\n\n\n<p><strong>Q. What day of the week is traditional shawl wearing encouraged in the community schools?<\/strong><\/p>\n\n\n\n<p>A. Monday B. Wednesday C. Friday D. Sunday<\/p>\n\n\n\n<p><strong>Answer: B. Wednesday<\/strong><\/p>\n\n\n\n<p><strong>Q. Who assists in teaching in the community schools?<\/strong><\/p>\n\n\n\n<p>A. Parents B. Local Artists C. College Students D. Retired Teachers<\/p>\n\n\n\n<p><strong>Answer: C. College Students<\/strong><\/p>\n\n\n\n<p><strong>Q. What are the resources mobilized for by the community according to the Act of Communitisation of Elementary Education?<\/strong><\/p>\n\n\n\n<p>A. School Development B. Students&#8217; Academic Performance C. Both A and B D. None of the above<\/p>\n\n\n\n<p><strong>Answer: C. Both A and B<\/strong><\/p>\n\n\n\n<p><strong>Q. Who ensures that the church programme does not interfere with the school programme?<\/strong><\/p>\n\n\n\n<p>A. The Church B. The School Principal C. The Community D. The Students&#8217; Union<\/p>\n\n\n\n<p><strong>Answer: C. The Community<\/strong><\/p>\n\n\n\n<p><strong>Q. Who supports school development schemes, particularly through LADFS?<\/strong><\/p>\n\n\n\n<p>A. Parents B. Teachers C. Legislators D. Students<\/p>\n\n\n\n<p><strong>Answer: C. Legislators<\/strong><\/p>\n\n\n\n<p><strong>Q. When was the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) scheme launched?<\/strong><\/p>\n\n\n\n<p>A. 2008 B. 2009 C. 2010 D. 2011<\/p>\n\n\n\n<p><strong>Answer: B. 2009<\/strong><\/p>\n\n\n\n<p><strong>Q. What was the envisaged enrolment rate increase with the implementation of the RMSA scheme?<\/strong><\/p>\n\n\n\n<p>A. 50% B. 60% C. 75% D. 80%<\/p>\n\n\n\n<p><strong>Answer: C. 75%<\/strong><\/p>\n\n\n\n<p><strong>Q. Which areas are given preference for opening schools under the RMSA scheme?<\/strong><\/p>\n\n\n\n<p>A. Urban Areas B. Rural Areas C. SC\/ST\/Minority Concentration Areas D. Coastal Areas<\/p>\n\n\n\n<p><strong>Answer: C. SC\/ST\/Minority Concentration Areas<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the target Pupil-Teacher Ratio (PTR) under the RMSA scheme?<\/strong><\/p>\n\n\n\n<p>A. 25:1 B. 30:1 C. 35:1 D. 40:1<\/p>\n\n\n\n<p><strong>Answer: B. 30:1<\/strong><\/p>\n\n\n\n<p><strong>Q. What was the fund sharing pattern for non-NER states under the RMSA scheme?<\/strong><\/p>\n\n\n\n<p>A. 50:50 B. 60:40 C. 75:25 D. 80:20<\/p>\n\n\n\n<p><strong>Answer: C. 75:25<\/strong><\/p>\n\n\n\n<p><strong>Q. Which centrally sponsored schemes were subsumed under the RMSA scheme?<\/strong><\/p>\n\n\n\n<p>A. Right to Education B. Sarva Shiksha Abhiyan C. ICT @ School, Girls&#8217; Hostel, IEDSS, Vocational Education D. Beti Bachao, Beti Padhao<\/p>\n\n\n\n<p><strong>Answer: C. ICT @ School, Girls&#8217; Hostel, IEDSS, Vocational Education<\/strong><\/p>\n\n\n\n<p><strong>Q. Who implements the RMSA scheme?<\/strong><\/p>\n\n\n\n<p>A. Central Government B. State Government C. Both A and B D. Neither A nor B<\/p>\n\n\n\n<p><strong>Answer: B. State Government<\/strong><\/p>\n\n\n\n<p><strong>Q. Which intervention under the RMSA scheme prioritizes female teachers?<\/strong><\/p>\n\n\n\n<p>A. Physical facilities B. Quality interventions C. Equity interventions D. All of the above<\/p>\n\n\n\n<p><strong>Answer: C. Equity interventions<\/strong><\/p>\n\n\n\n<p><strong>Q. From when were the revised norms of the RMSA scheme effective?<\/strong><\/p>\n\n\n\n<p>A. 01.04.2012 B. 01.04.2013 C. 01.04.2014 D. 01.04.2015<\/p>\n\n\n\n<p><strong>Answer: B. 01.04.2013<\/strong><\/p>\n\n\n\n<p><strong>Q. What provision is made for remote areas under the physical facilities of the RMSA scheme?<\/strong><\/p>\n\n\n\n<p>A. Additional Classrooms B. Libraries C. Residential Hostels for Teachers D. Drinking Water Provisions<\/p>\n\n\n\n<p><strong>Answer: C. Residential Hostels for Teachers<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the age range for children covered under the Right to Education Act, 2009?<\/strong><\/p>\n\n\n\n<p>A. 3-11 years B. 5-13 years C. 6-14 years D. 7-15 years<\/p>\n\n\n\n<p><strong>Answer: C. 6-14 years<\/strong><\/p>\n\n\n\n<p><strong>Q. As per the RTE Act, what is the minimum percentage of children that private schools must admit without any fee?<\/strong><\/p>\n\n\n\n<p>A. 10% B. 15% C. 25% D. 35%<\/p>\n\n\n\n<p><strong>Answer: C. 25%<\/strong><\/p>\n\n\n\n<p><strong>Q. Who is responsible for managing government schools as per the RTE Act, 2009?<\/strong><\/p>\n\n\n\n<p>A. Education Ministry B. State Governments C. School Management Committees D. Central Government<\/p>\n\n\n\n<p><strong>Answer: C. School Management Committees<\/strong><\/p>\n\n\n\n<p><strong>Q. In the context of the RTE Act, 2009, what is the provision for a child above 6 years who has not been admitted to any school or couldn&#8217;t complete elementary education?<\/strong><\/p>\n\n\n\n<p>A. No provision B. Expulsion C. Special Training D. Extra Classes<\/p>\n\n\n\n<p><strong>Answer: C. Special Training<\/strong><\/p>\n\n\n\n<p><strong>Q. Which document primarily determines a child&#8217;s age for admission to elementary education under the RTE Act, 2009?<\/strong><\/p>\n\n\n\n<p>A. Aadhar Card B. School Certificate C. Birth Certificate D. Parents&#8217; Affidavit<\/p>\n\n\n\n<p><strong>Answer: C. Birth Certificate<\/strong><\/p>\n\n\n\n<p><strong>Q. What is awarded to a child upon completion of elementary education as per the RTE Act, 2009?<\/strong><\/p>\n\n\n\n<p>A. Certificate of Completion B. Medal of Honour C. Merit Certificate D. Letter of Recommendation<\/p>\n\n\n\n<p><strong>Answer: A. Certificate of Completion<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the reservation percentage for economically disadvantaged communities in Class I in all private schools as per the RTE Act, 2009?<\/strong><\/p>\n\n\n\n<p>A. 10% B. 15% C. 25% D. 35%<\/p>\n\n\n\n<p><strong>Answer: C. 25%<\/strong><\/p>\n\n\n\n<p><strong>Q. As per the RTE Act, 2009, what will happen to teachers who fail to acquire an adequate professional degree within five years?<\/strong><\/p>\n\n\n\n<p>A. Suspension B. Job Loss C. Fine D. Transfer<\/p>\n\n\n\n<p><strong>Answer: B. Job Loss<\/strong><\/p>\n\n\n\n<p><strong>Q. What is the time frame for improving school infrastructure (where there is a problem) under the RTE Act, 2009?<\/strong><\/p>\n\n\n\n<p>A. Every 2 years B. Every 3 years C. Every 4 years D. Every 5 years<\/p>\n\n\n\n<p><strong>Answer: B. Every 3 years<\/strong><\/p>\n\n\n\n\n\n<p><strong>259. Which body will be constituted as per the RTE Act, 2009 to monitor all aspects of elementary education?<\/strong><\/p>\n\n\n\n<p>A. National Education Council B. National Commission for Elementary Education C. Education Regulation Authority D. Central Education Board<\/p>\n\n\n\n<p><strong>Answer: <\/strong><\/p>\n\n\n\n\n","protected":false},"excerpt":{"rendered":"<p>Here, you will find summaries, questions, answers, textbook solutions, pdf, extras etc. of (Nagaland Board) NBSE Class 11 Education Chapter 8: Development of Education in India. These solutions, however, should be only treated as references and can be modified\/changed.&nbsp; Introduction The comprehensive approach to reforming secondary education focuses on enhancing the quality of education, improving&hellip; <a class=\"more-link\" href=\"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/development-of-education-in-india\/\">Continue reading <span class=\"screen-reader-text\">Development of Education in India: NBSE Class 11 Education<\/span><\/a><\/p>\n","protected":false},"author":1044,"featured_media":13666,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,34],"tags":[255,113,46,688,142,30,48,12,13,33,35,36,37,53],"class_list":["post-13663","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-nagaland","category-notes","tag-arts","tag-chapter-8","tag-class-11","tag-development-of-education-in-india","tag-education","tag-extras","tag-hsslc","tag-nagaland-board","tag-nbse","tag-notes","tag-pdf","tag-questions","tag-solutions","tag-textual-answers","entry"],"acf":[],"_links":{"self":[{"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/posts\/13663","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/users\/1044"}],"replies":[{"embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/comments?post=13663"}],"version-history":[{"count":1,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/posts\/13663\/revisions"}],"predecessor-version":[{"id":33111,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/posts\/13663\/revisions\/33111"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/media\/13666"}],"wp:attachment":[{"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/media?parent=13663"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/categories?post=13663"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/tags?post=13663"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}