PAPER-III ADULT EDUCATION JA-046-17 1 P.T.O. ADULT EDUCATION PAPER III Note This paper contains seventy five objective type questions of two marks each. All questions are compulsory.

1. E-9 countries Summit on Education for all was held in New Delhi in

1993

1998

2008

2015

2. Which of the following objectives has not been mentioned in the Indian Constitution

Justice and Equality

Fraternity

Right to Employment

Liberty

3. Which of the following is not characteristics of sampling in research

Sample should provides all information about whole of the population.

Sample can never be hypothetical.

Sample must be adequate enough to represent the entire population.

Sample should be biased.

4. Learning disabled children are

Deficient in using potentials

Low in Intelligence

Slow in activities completion

Performing significantly poor

5. The current area of focus in Extension Education is

Life long Education

Higher Education

Primary Education

Management Education

6. improves performance of workers and helps to plan new strategies.

Research

Evaluation

Motivation

Planning

7. Sustainable Development Goals are aimed to be achieved by

2022

2030

2040

2035

8. Who of the following is considered as father of university extension

Charles Mc Carthy

James Stuart

Nuding Grieg

William Sewell

9. Who said that the schedule is nothing more than a list of questions which are answered in order to test the hypothesis

Goode and Hatt

Thomas Carson McCormick

C.M. Moser

Emory S. Bogardus

10. Continuing Education is focused on

Political Education

Traditional Education

Income Generation Education

Moral Education

11. Which of the following is not an example of social group units in sampling

A Family

A School

A Club

Flat

12. A Research design is

the process of making decisions before the situation in which the decisions are to be carried out arises.

the arrangement of conditions with economy in research procedure.

the entire process of planning and carrying out of research study.

All of these

13. Which of the following is a major challenge before any Democracy of the world

Regionalism

Fundamentalism

Casteism

Utopinism

14. Who said "Education is Man-making"

Rabindranath Tagore

Mahatma Gandhi

Swami Vivekanand

Swami Dayanand Saraswati

15. Mahatma Gandhi and Tagore saw literacy as the tool of liberation from

Poverty and Illiteracy

Ignorance and Injustice

Ignorance and Poverty

Injustice and Poverty

16. Which is not important aspect while formulating hypothesis in research

Hypothesis must be clear

Hypothesis must be testable

Hypothesis should define variables

Hypothesis should not be limited

17. The Dialogue method of discovering the truth was discovered by

Saint Augustin

Plato

Heraclities

Socrates

18. What is the motive of a short terms course in continuing Education

To increase the literacy rate

To augment to professional skills

To sharpen the teaching skills

To improve the learning skills

19. Evaluation of continuing Education programme have inbuilt mechanism at the interval of

a. 2 years

b. 4 years

c. 6 years

d. 7 years

Codes

c

d

a

d

20. Arrange the following that are organised as a part of the NAEP

a. Literacy with assured follow up.

b. Conventional functional literacy

c. Literacy for conscientization

d. Literacy with learning aim action groups

Codes

c

d

c

d

21. Arrange the following programmes that were introduced in India from earliest to latest years by using codes

a. National Literacy Mission

b. Post Literacy Programme

c. Total Literacy Campaign

d. National Adult Education Programme

Codes

d

c

a

b

22. DNA test helps us to know

a. The genetic traits of a man.

b. Nature and personality and its composition

c. Process of human being development

d. Social Heredity

Codes

b and c

d and c

a and c

a and b

23. Arrange the management structure of National Literacy Mission from top to bottom

a. Zila Saksharata Samiti

b. State Literacy Mission Authority

c. State Directorate of Adult Education

d. Secretarial National Literacy Mission

Codes

a

a

a

d

24. The organisational structure of National Literacy Mission includes the following

a. SLMA

b. JSS

c. NLMA Executive

d. NLMA Council

Codes

d

c

b

d

25. Legal Literacy activities include the following

a. Awareness about laws

b. Utilizing Right to Information Act about legal issues of a problem.

c. Filing public interest law case

d. Buying movies tickets at a discount

Codes

b and c

c and d

c and d

b and d

26. Mal-adjusted children are mostly found in

a. Rich families

b. Broken families

c. Joint families

d. Unitary families

Codes

a and c

b and d

a and d

c and d

27. Main types of sampling are

a. Random sampling

b. Collective sampling

c. Purposive sampling

d. Stratified sampling

Codes

b and c

c and d

a and b

b and d

28. The two most important characteristics of a standardised test are

a. Objectivity

b. Reliability

c. Practicability

d. Validity

Codes

a and b

b and c

b and d

d and a

29. What is true about Millennium Development goals

a. It has 16 targets

b. It has 32 targets

c. It has 8 goals

d. It has 16 goals

Codes

a b

a c

b c

c d

30. Which of the following are related to adult learning

a. Morale

b. Satisfaction

c. Drop out from schools

d. Feedback

codes

b and c

b and c

c and d

b and d

31. The principles of Extension Education is

a. Principle of Need and interest

b. Principle of Satisfaction

c. Principle of Communication

d. Principle of Recreation

Codes

b and c

c and d

c and d

a and b

32. Which of the programmes/missions were started in 1988

a. National Literacy Mission

b. National Technology Missions

c. National Adult Education Programme

d. Mass Programme for Functional Literacy

Codes

b and c

a and b

b and c

c and d

33. Arrange the following steps in training followed in the field of Adult and continuing Education from beginning to end

a. Evaluation

b. Training for needs assessment

c. Training for programme development

d. Training for implementation

Codes

d

d

c

a

34. Arrange the pioneering work for educating the masses through publication and public lectures

a. Brahma Samaj

b. Arya Samaj

c. Prarthana Samaj

d. Indian Social Conference

Codes

b

b

d

d

35. Arrange the following in the order in which they appeared (top to bottom) by using the codes given below

a. Master Trainer

b. Key resource person

c. Learner

d. Resource person

e. Volunteer

Codes

c

c

e

e

36. Arrange the following programmes in order of implementation

a. Total literacy campaign

b. Area based approach

c. Contrary education

d. MPFL

Codes

d

a

a

c

37. Arrange the following important days in order which these are celebrated from January to December

a. World AIDS Day

b. International Women Day

c. International Literary Day

d. World Environment Day

Codes

d

a

d

a

38. Arrange the following districts in order of maximum to minimum literacy rate as per the 2011 census. Use the codes given below

a. Aizawl

b. Mahe

c. Pathnanmitha

d. Kottayam

Codes

c

d

a

a

39. Arrange the following steps in teaching in order of their use

a. Desire

b. Interest

c. Attention

d. Action

e. Satisfaction

f. Conviction

Codes

e

e

e

e

40. Arrange Maslow's hierarchy of needs from lower to higher level

a. Self Esteem needs

b. Self-Actualisation

c. Safety Needs

d. Love and belonging Needs

Codes

a

c

c

a

41. Arrange the following process of search use its codes given below

a. Query formulation options

b. Selecting databases

c. Search strategy

d. Conducting the search

Codes

d

a

d

d

42. Match the following List I with List II and answer using the codes given below

List I List II

a. International year of Youth i. 2011

b. Year of Woman Empowerment ii. 2008

c. International Year of Forest iii. 2010

d. International Year of Sanitation iv. 2001

Codes

a b c d

(1)iii iv ii i

iii iv i

(3)iii iv i ii

ii iii iv

43. Match the List I with List II, use the codes given below

List I List II

a. NCTE i. Higher Education

b. UGC ii. Teacher Education

c. IGNOU iii. Distance Education

d. CBSE iv. Secondary Education

Codes

a b c d

ii iv iii

i iii iv

(3)iii iv i ii

iii ii i

44. Match the following List I with List II and answer using the codes given below

List I List II

a. Polluted drinking water i. AIDS

b. HIV infection ii. Tuberculosis

c. Malnutrition and poverty iii. Anaemia

d. Iron deficiency in blood iv. Diarrhoea C

odes

a b c d

iv ii iii i

i ii iii iv

ii i iii iv

iv i ii iii

45. Match the List I with List II, use the codes given below

List I List II

a. Vaccination i. S.T.D.

b. Communicable diseases ii. Immunization

c. Sexually transmitted disease iii. Addiction

d. Alcohol and Drug iv. Viral Infection

Codes

a b c d

iv i iii

ii iii iv

(3)iii i ii iv

iii i ii

46. Match the List I with List II, use the codes given below List I List II

a. Teacher Education i. NCERT

b. School Education ii. UGC

c. Higher Education iii. NCTE

d. Adult Education iv. NLM

Codes

a b c d

ii iii iv

iii iv i

(3)iii i ii iv

i iii iv

47. Match the List I with List II, use the codes given below

List I List II

a. Social change in terms used to describe i. Spencer

b. Social change are variations ii. Brown

c. Social and cultural change are the same thing iii. Gillin

d. Social changes are uniform iv. Jones

Codes

a b c d

(1)iii ii i iv

iii ii i

iii iv i

iv iii ii

48. Match the following List I with List II and answer using the codes below

List I List II
(Factors affecting adoption of innovation) (Component)

a. Social factor i. Age

b. Cultural factor ii. Income

c. Personal factor iii. Family

d. Economic factor iv. Value system

Codes

a b c d

iii iv i ii

iii i ii iv

iv iii i ii

iv i iii ii

49. Match the following List I with List II

List I List II

a. Prerak i. National Adult Education Programme

b. Volunteer ii. School

c. Instructor iii. Jan Shikshan Nilayam

d. Teacher iv. Total Literacy Campaign

Codes

a b c d

iii iv ii

(2)iii i iv ii

iii i ii

(4)iii iv i ii

50. Match the following List I with List II

List I List II

a. Balika Samridhi Yojana i. 2003

b. Janani Suraksha Yojana ii. 2015

c. Mahila Sashaktikaran Programme iii. 1997

d. Beti Padhavo Beti Bachao iv. 2010

Codes

a b c d

iii ii iv

ii iii iv

(3)iii i iv ii

i iv iii

51. Match the following List I with List II

List I List II

a. Village group action i. Result demonstration

b. To prove the worth of new practice ii. Campaign

c. To discuss individual or village problems iii. Method demonstration

d. To teach a new skill iv. Farm and Home visits

Codes

a b c d

ii iv iii

i iv iii

ii iii iv

(4)iii ii iv i

52. Match the following List I with List II and answer using codes given below

List I List II

a. PERC i. Resource development for primary education

b. JSS ii. Resource development for adult education

c. SRC iii. Resource development for population education

d. DIET iv. Skill development course for literates

Codes

a b c d

iii i ii

(2)iii iv ii i

(3)iii i ii iv

iii iv i

53. Match the following List I with List II and answer using codes given below

List I List II

a. It is a goal directed and need satisfying behaviour i. Training

b. It ensures careful consideration of what to be done, why and how ii. Planning

c. It determines the degree of results achieved iii. Evaluation

d. It helps in achieving of effective performance iv. Motivation

Codes

a b c d

iv ii iii i

i ii iii iv

iv ii i iii

i ii iv iii

54. Match the items in List I with those of List II and select the correct answer using the codes given below

List I List II
a. World Declaration of Education for All i. 2005 A.D.

b. EFA Summit, New Delhi ii. 2000 A.D.

c. Dakar Framework of Action iii. 1990 A.D.

d. Literacy Initiation for Life iv. 1993 A.D.

Codes

a b c d

(1) iii iv ii i

(2) iii ii i iv

(3) ii iii iv i

ii iii iv

55. Match the items of List I with those of List II and answer correctly using the codes given below

List I List II

a. Deschooling i. Paulo Friere

b. Nai Taleem ii. DD Upadhyaya

c. Praxis iii. Ivan Illich

d. Integral Humanism iv. M.K. Gandhi

Codes

a b c d

ii iii iv

(2) iii iv i ii

(3) iii ii iv i

(4) iii ii i iv

56. Match the following List I with List II

List I List II

a. Out of school process i. Formal education

b. Teacher and Curriculum centric Education ii. Special education

c. Education for physical challenged iii. Non-formal education

d. Process in which equal treatment and behaviour is adopted iv. Inclusive education

Codes

a b c d

ii iii i iv

iii i iv ii

iii i ii iv

iii ii i iv

57. Assertion Accelerated female literacy project was given special importance before Sakshar Bharat Programme.

Reason Participation of women in various literacy programme was very encouraging.

Codes

is correct and is wrong.

Both and are correct but is not the correct explanation of

Both and are correct and is correct explanation of

is correct and is wrong.

58. Assertion Adult learners prefer understanding what they read than mere mechanical reading.

Reason Adult learners have competing interests of greater importance than their learning.

Codes

is correct and is wrong.

and both are correct.

is correct and is wrong.

and both are wrong.

59. Assertion Expectation of a male child is one of the factors responsible for over population.

Reason Problem of overpopulation can be checked through promoting female education and employment.

Codes

is correct and is wrong.

and both are correct and is the correct explanation of

and both are correct but is not the correct explanation of

is correct and is wrong.

60. Assertion Children should become familiar with all aspects of national life and culture.

Reason Children must be informed about important events and happenings related to national movement during freedom struggle.

Codes

is true but is false.

is true but is false.

Both and are true and is correct explanation of

Both and are true but is not the correct explanation of

61. Assertion The mid-day meal scheme is aimed at increasing the gross enrolment ratio in primary schools.

Reason The agenda behind the mid day meal scheme is to fulfil the UN goal of MDG.

Codes

is true but is false.

Both and are true but is not the correct explanation of

is false but is true.

Both and are true and is the correct explanation of

62. Assertion Sakshar Bharat Programme adopted 'Jandhan' Programme in it's functioning.

Reason Adoption of such unrelated programmes created more difficulties in literacy drive. Codes

Both and are wrong.

Both and are correct and is correct explanation of

is correct and is wrong.

Both and are correct but is not the correct explanation of

63. Assertion Extension programme in higher education were introduced to improve University-community interaction.

Reason Curricular reform in higher education need to incorporate the perception of people on the ground.

Codes

is correct and is wrong.

Both and are incorrect.

Both and are correct but is not the correct explanation of

Both and are correct and is the correct explanation of

64. Assertion Rapid Rural Appraisal and Participating Rural Appraisal are extensively used in agricultural programme.

Reason Size of Rural Development Program are invariably large.

Codes

Both and are correct and is the correct explanation of

Both and are correct but is not the correct explanation of

Both and are incorrect.

is correct and is incorrect.

65. Assertion Universal provision, universal attendance, and universal retention are the basic dimensions of universalization of primary education.

Reason Universalization of primary education is not a part of Sarva Shiksha Abhiyan.

Codes

is correct and is wrong.

is correct and is wrong.

and both are correct.

and both are wrong.

66. Assertion Moral development of the child requires development of emotions, habits and temperament. Reason Moral and emotional development of the child may be harmful. Codes

Both and are correct and is a correct explanation of

Both and are false.

Both and are correct and is not the correct explanation of

is true but is false.

67. Assertion Real Education is that which makes the child free and creative. Reason Education provides conducive environment to develop interest and creativity of the child. Codes

Both and are correct and is correct explanation of

Both and are correct but is not the correct explanation of

is correct but is false.

is correct and is false.

68. Assertion System analysis provides scientific and educational management to the administration. Reason System analysis is a new concept of management may be implemented in training programme. Codes

is true but is false.

is true and is correct explanation of

and both are true but is not correct explanation of

is false but is true.

69. Assertion Adult Literary is a concept that speaks about the literacy rate of persons in the age group of 15-35 years.

Reason India has the highest adult illiteracy in the world.

Codes

Both and are correct.

only correct.

Both and are wrong

Both and are correct, and the is the correct explanation of

70. Assertion Human skill are neglected in managerial functions.

Reason Organization work for improvement in productivity only.

Codes

Both and are correct and is the correct explanation of

Both and are correct but is not the correct explanation of

Both and are incorrect.

is incorrect and is correct.

Under the Constitution, as well as the Police Act of 1861, police is a state subject. However, as should be obvious, police reforms aren't only about the IPS or gazetted officers under State Police Services. That's around 1 percent of the total police strength. About 88 percent is constabulary and another 11 percent is what is called upper subordinates (inspectors, SIs, ASIs). While there are some state-level variations, constables are generally recruited through boards, and SIs/ASIs through the SPSCs. These are the equivalents of the village police in early British Days. Colonial police commission reports (such as of 1902-03) weren't that concerned with recruitment to these, since these post (that is, their equivalents) were hereditary. They were more concerned with what we should today call gazetted appointments. Plenty has been written about police reforms in India, especially after the Prakash Singh Case of 1996. Rather oddly, this discourse and Central (Model Act) and state-level legislation (proposed and actual) have little on appointments to upper subordinates and constabulary. There is stuff on senior level appointments and transfers/postings at all levels. There are recommendations on providing incentives and training for upper subordinates and constabulary whether it is the recruitment of upper subordinates (SPSCs) or constabulary (boards), the principles are similar. Minimum educational and physical qualification are prescribed; these vary between states, especially for the educational part. For specific categories, deviations are permitted from the minimum. Physical examinations are followed by written tests and interviews. Stated thus, it is no different from any entry-level requirement any where. There are ways to reduce corruption in each of the three stages physical, written, interview. There is scope to place information in the public domain and allow external scrutiny, and to reduce the powers of SPSCs and recruitment boards. The 2006 Model Police Act didn't probe this enough because that was supposed to be done through government rules. All it said was, "The direct recruitment to non-gazetted ranks in the police service shall be made through a State-Level Police Recruitment Boards by a transparent process, adopting well-codified and scientific systems and procedures which shall be notified through appropriate rules framed by the State Government."
We do need a Police Recruitment Board. But through rules, we also need its powers to be curbed. That's the transparency part.

71. The IPS or gazetted officers constitute

around 88 percent of the police strength

around 1 percent of the police strength

around 11 percent of the police strength

a very small number of the police strength

72. Constables in police services are recruited through

Boards

SPSCs

UPSC

Direct interviews

73. Recruitment of upper sub-ordinates or constabulary is based on

physical qualifications

minimum educational qualifications

minimum educational and physical qualifications

personal impression of the selection board

74. The Police Recruitment Board currently seem to work in a

Transparent manner

Mysterious manner

Corrupt manner

Non-transparent manner

75. A public security of the selection process for constables can be undertaken

by placing all information about the candidates before their relations and friends.

by placing all information about the candidates before the headmasters of their school.

by placing all information about the candidates in the public domain

be placing all information about the candidates before all the candidates.