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1. Write your roll number in the space provided on the top
of this page.
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given in the space provided below each question or
after the questions in the Test Booklet itself.
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D-0909 P.T.O.
Signature and Name of Invigilator Roll No.
(In words)
1. (Signature)
(Name)
2. (Signature)
(Name)
Roll
D-0909
PAPER-III
Test Booklet No.
Time 2 [Maximum Marks 200 2 hours]
Number of Pages in this Booklet 40 Number of Questions in this Booklet 26
Instructions for the Candidates ¯Ö¸üß�ÖÖÙ£ÖµÖÖë �êú ×»Ö. ×­Ö¤ìü¿Ö
(In figures as per admission card)
EDUCATION
D-0909 2
EDUCATION
׿ÖÖÖ
Paper-III
¯ÖÏ¿-Ö¯Ö¡Ö-III
Note This paper is of two hundred marks containing four sections. Candidates
are required to attempt the questions contained in these sections according to the
detailed instructions given therein.
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D-0909 3 P.T.O.
SECTION I
I
Note This section contains five questions based on the following paragraph.
Each question should be answered in about thirty words and carries five
marks. × 5 25 Marks)
-ÖÖê™ü ‡ÃÖ ÖÓ›ü ´Öë †-Öã""êû¤ü ¯Ö¸ü †Ö¬ÖÖ׸üŸÖ ¯ÖÖÑ"Ö ¯ÖÏ¿-Ö Æïü … ¯ÖÏŸµÖê
ú ¯ÖÏ¿-Ö
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ŸÖßÃÖ ¿Ö²¤üÖë ´Öë †¯Öê×0ÖŸÖ Æîü … ¯ÖÏŸµÖê
ú ¯ÖÏ¿-Ö ¯ÖÖÑ"Ö †Ó
úÖë
úÖ Æîü … × 5 25 †Ó(ú)
Read the passage and answer questions 1 to 5
The education system does not function in isolation from the society of which it is a part.
Hierarchies of caste, economic status and gender relations, cultural diversity as well as the
uneven economic development that characterise Indian society also deeply influence access
to education and participation of children in school. This is reflected in the sharp disparities
between different social and economic groups, which are seen in school enrolment and
completion rates. Thus, girls belonging to SC and ST communities, among the rural and
urban poor and the disadvantaged sections of religious and other ethnic minorities are
educationally most vulnerable. In urban locations and many villages, the school system itself
is stratified and provides children with strikingly different educational experiences. Unequal
gender relations not only perpetuate domination but also create anxieties and stunt the
freedom of both boys and girls to develop their human capacities to their fullest. It is in the
interest of all to liberate human beings from the existing inequalities of gender.
Schools range from the high-cost 'public' (private) schools, to which the urban elite send
their children, to the ostensibly poorly functioning local-body-run primary schools
where children from hitherto educationally deprived communities predominate. A striking
recent feature is the growth of multigrade schools in rural areas, based on the mechanical
application of 'teacher-pupil ratios' to the need to provide a school within 1 km of each
habitation, yet unsupported by the necessary curricular concepts or clarity on materials or
pedagogy. Such developments unintentionally reinforce privilege and exclusion in education
and undermine the constitutional values of equality of opportunity and social justice. If
education is understood as the 'removal of constraints' to education, then we must realise the 
D-0909 4
importance of other sectors of the state's social policy for supporting and facilitating the
achievement of UEE.
Globalisation and the spread of market relations to every sphere of society have important
implications for education. On the one hand, we are witnessing the increasing
commercialisation of education, and, on the other hand, inadequate public funding for
education and the official thrust towards "alternative" schools. These factors indicate a
shifting of responsibility for education from the state to the family and the community. We
need to be vigilant about the pressures to commodity schools and the application of marketrelated
concepts to schools and school quality. The increasingly competitive environment into
which schools are being drawn and the aspirations of parents place a tremendous burden of
stress and anxiety on all children, including the very young to the detriment of their personal
growth and development, and thus hampering the inculcation of the joy of learning.
$ÖªÖÓ¿Ö
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D-0909 5 P.T.O.
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1. Which social groups are most educationally deprived in India Why
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ú ÃÖ´Öã¤üÖµÖ ×¿Ö0ÖÖ ÃÖê ¾ÖÓ×"ÖŸÖ Æïü OEµÖÖë












D-0909 6
2. What are the factors that influence access and participation of children in education in
India
¾Öê
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ú Æïü •ÖÖê ³ÖÖ¸üŸÖ ´Öë ²ÖÖ»Ö
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3. What kind of disparities are found in school education in India despite attempts to
achieve UEE
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ú
ú ¯ÖÏÖ£Ö×´Ö
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D-0909 7 P.T.O.
4. What are the implications of globalisation for education system in India
³ÖÖ¸üŸÖ
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5. "We need to be vigilant about the pressures to commodity schools" Bring out the
meaning and implications of this statement.
"Æü´Öë ‡ÃÖ ¤ü²ÖÖ¾Ö
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D-0909 8
SECTION-II

Note This section contains fifteen questions, each to be answered in about thirty
words. Each question carries five marks. × 15 75 Marks)
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6. What are the unique contributions of Buddhism to modern Indian education
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7. Explain the role of the teacher envisaged by the Existentialist and the Idealist.
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8. Write five educational problems faced by the weaker sections in Indian Society.
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9. Enlist the influence of 'Casteism' and 'Provincialism' in the development of
education in Modern India. Illustrate with one example of each.
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10. How do you maintain internal and external validity in an experimental research
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11. Explain the procedure of preparing a good questionnaire.
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12. Explain any one model of curriculum and point out its educational implications.
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13. Discuss the role of formative and summative evaluations in curriculum evaluation.
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14. How does Indian Educational administration differ from that of U.K.
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