Signature and Name of Invigilator
Roll No.


1.
(Signature)

(In figures as per admission card) (Name)

2.
(Signature) Roll (In words)


(Name)

J 0 9 1 0

Test Booklet No.
Time 2 1/2 hours] [Maximum Marks 200

PAPER-III
EDUCATION

Number of Pages in this Booklet 24 Number of Questions in this Booklet 26

Instructions for the Candidates
1.
Write your roll number in the space provided on the top of this page.

2.
Answer to short answer/essay type questions are to be given in the space provided below each question or after the questions in the Test Booklet itself.


No Additional Sheets are to be used.
3. At the commencement of examination, the question booklet will be given to you. In the first 5 minutes, you are requested to open the booklet and compulsorily examine it as below
To have access to the Question Booklet, tear off the paper seal on the edge of this cover page. Do not accept a booklet without sticker-seal and do not accept an open booklet.
Tally the number of pages and number of questions in the booklet with the information printed on the cover page. Faulty booklets due to pages/questions missing or duplicate or not in serial order or any other discrepancy should be got replaced immediately by a correct booklet from the invigilator within the period of 5 minutes. Afterwards, neither the Question Booklet will be replaced nor any extra time will be given.
4.
Read instructions given inside carefully.

5.
One page is attached for Rough Work at the end of the booklet before the Evaluation Sheet.

6.
If you write your name or put any mark on any part of the Answer Sheet, except for the space allotted for the relevant entries, which may disclose your identity, you will render yourself liable to disqualification.

7.
You have to return the test booklet to the invigilators at the end of the examination compulsorily and must not carry it with you outside the Examination Hall.

8.
Use only Blue/Black Ball point pen.

9.
Use of any calculator or log table etc., is prohibited.


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J-0910 P.T.O.

EDUCATION
׿Ö.ÖÖ
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.
-ÖÖ™êü µÖÆü ¯Ö¿-ÏÖ¯Ö¡Ö ¤üÖê ÃÖÖî †.úÓÖë .úÖ Æîü ‹¾ÖÓ ‡ÃÖ´Öë "ÖÖ¸ü .ÖÓ›ü Æïü … †³µÖÙ£ÖµÖÖë .úÖê ‡-Ö´Öë ÃÖ´ÖÖ×ÆüŸÖ ¯ÖÏ¿-ÖÖë .êú ˆ¢Ö¸ü Ö ÖÖê éìÖú†-ãÖ¤Æü
†»Ö.פüµê .µÖ×¾ÖÃŸÖŸÖ ×-Ö¤ü¿Öë .êÖÃÖ¸ü î…
SECTION I
.Ö›Óü I
Note This section consists of two essay type questions of twenty marks each, to be answered in about five hundred words on any of the topics indicated. ×
20 40 marks)
-ÖÖ™êü ‡ÃÖ .ÖÓ›ü ´Öë ²ÖßÃÖ-²ÖßÃÖ †Ó.úÖë .ú ¤êüÖê ×-Ö²Ö-¬ÖÖŸ´Ö.ú ¯Ö¿-ÏÖ ×•Ö-Ö.êú ˆ¢Ö¸ü פü‹ .Ö‹ ×¾ÖÂÖµÖÖë ´Öë ÃÖê ‹.ú .úÖê "Ö-ãÖ.ú¸ü ¤üê-Öê Æüï… ×
20 40 †.úÓ)
1. Give a brief account of development of Higher Education in India since independence and discuss some emerging issues and challenges.
†Ö•Ö¤üú ²ÖÖ¤ü ³Ö¸üŸÖ Öˆ""Ö ×¿.ÖÖ êÖ.úÖÖ .úÖ Ö×.¯ŸÖ ²µÖÖîüÖ ¤üÖÖ£Ö .ú"ˆ³Ö¸ŸÖÆã‹ Öãü ŸÖ£
Öß.êÖ´ë Ö.ú×¾ÃÃÓÖ¸ßו‹ŸÖãû üêü´§êÖÖ
"Ö-ãÖÖןîÖµÖÖë .úß "Ö"ÖÖÔ .úßו֋ …
OR †£Ö¾ÖÖ
Describe some of the drawbacks of Current Teacher Education Programmes in India and suggest measures for improvement.
³ÖÖ¸üŸÖ ´Öë ¾ÖŸÖ´ÔÖÖ-Ö ×¿Ö.Ö.ú ¯Ö׿ÏÖ.Ö.Ö .úÖµÖ.ÔÎú´ÖÖë .úß .ãú"û .ú×´ÖµÖÖë .úÖ ¾Ö.Ö-ÔÖ .úßו֋ ŸÖ£ÖÖ ÃÖã¬ÖÖ¸ü .ú ×»êÖ‹ ˆ¯ÖÖµÖ ÃÖ—ãÖÖ‡µÖê …
2. What are the various ways of providing cross-border educational facilities Explore what India can do in this regard.
ÃÖß´ÖÖ ¯ÖÖ¸ü ׿Ö.ÖÖ ¯Ö¤ÏüÖ-Ö .ú¸ü-Öê .úß ÃÖã×¾Ö¬ÖÖµÖë ¯Ö¤îüÖ .ú¸ü-Öê .úß ×¾Ö׳Ö--Ö ×¾Ö׬ֵÖÖÑ ŒµÖÖ Æïü ‡ÃÖ ÃÖ-¤ü³ÖÔ ´Öë ³ÖÖ¸üŸÖ ŒµÖÖ .ú¸ü ÃÖ.úŸÖÖ Æîü, ‡ÃÖ ¯Ö¸ü ¯ÖÏ.úÖ¿Ö ›üÖ×»Ö‹ …
OR †£Ö¾ÖÖ
What are the important apex bodies related to school education in India Examine critically their role in development of school education and maintenance of its standards.
ÖÖ ».ÖÖÃÖÖãîÖ-Ãü ÖÖÖú×¾ÃÖÖê
³ÖÖ¸üŸ´ë ×¾ÖªÖÖµÖß ×¿ÖÖÃê ˆ""Ö ÃÓÖÖµÖë .úÖ-Ö­.úîÖ Öß ×¾Öª»ÖµÖß ×¿.Ö .êÖ.úÖÖ ŸÖ£Ö ˆÃ.ú ´ÖÖ-Ö.úÖë .úÖê ÃÖ×-ãÖÛ¿"ÖŸÖ .ú¸ü-Öê ´Öë ˆ-Ö.úß ³Ö×´æÖ.úÖ .úß ×¾Ö¾Öê"Ö-ÖÖ .úßו֋ …
SECTION II
.Ö›Óü II Note This section consists of three questions from each of the electives/specializations. Choose only one elective/specialization and answer all the
three questions from it. Each question carries fifteen marks and is to be answered in about three hundred words. (Questions 3 to ×
15 45 marks)
-ÖÖ™êü ‡ÃÖ .ÖÓ›ü ´Öë ‹êÛ""û.ú ‡.úÖ‡Ô ×¾Ö¿ÖêÂÖ-ÖŸÖÖ ÃÖê ¯Ö¿-ÏÖ Æüï… ‡-Ö´Öë ÃÖê .êú¾Ö»Ö ‹.ú ‹êÛ""û.ú ‡.úÖ‡Ô ×¾Ö¿ÖêÂÖ-ÖŸÖÖ .úÖ"Ö×-Ö‹ ‹¾ÖˆÃ´ë Öê óÖß ¯Ï¿-ÖÖë .êÖü ¤üÖÖŸµÖ.ú ¯Ö¿-Ö ¯Ö-¦Æü .úÓë Ö î‹¾ÖÖ.ú
ê ãÓ ÖÖÃÖÖúˆ¢¸ßו‹…¯ÏêÏü(15) †Ö.úÆü ÓˆÃÖ
ˆ¢Ö¸ü ÃÖÖî ¿Ö²¤üÖë ´Öë †¯Ö×.êÖŸÖ Æüîü … 3 ÃÖê ×
15 45 †Ó.ú) Elective I Educational Administration and Management ×¾Ö.ú»¯Ö I ¿ÖîÏÓÏ
×.Ö.ú ¯Ö¿ÖÖÃÖ-Ö
3. Describe the L.B.D.Q. How can it be used to appraise the Head of an Educational Institution
L.B.D.Q. .úß ¾µÖÖ.µÖÖ .úßו֋ … ×.úÃÖß ¿Öî×.Ö.ú ÃÖãÓÖÖ .êú ´Ö×.ãÖµÖÖ .êú ´Ö»µæÖÖ.ú-ÓÖ ´Öë ‡ÃÖ.úÖ ×.úÃÖ ¯Ö.úÏÖ¸ü ˆ¯ÖµÖÖ.êÖ ×.úµÖÖ •ÖÖ ÃÖ.úŸÖÖ Æîü
4.
5.
3.

4.

5.


3.

4.

5.


Furnish a detailed account of perspective planning in Education with reference to
different time frames annual, biennial, rolling, quinquennial, etc.
×¾Ö׳Ö--Ö ÃÖ´ÖµÖ­ÃÖÖ׸ü.Öß ¾ÖÖÙÂÖ.ú, †¬ÖÔ¾ÖÖÙÂÖ.ú, ŸÖ£ÖÖ ¯ÖÓ"Ö­¾ÖÖÙÂÖ.ú .êú ÃÖ-¤ü³ÖÔ ´Öë ׿Ö.ÖÖ .ú ¯êÖ׸ü¯ÖÏ.µêÖ
.úÖ ×¾Öß֟éÖ ¾Ö.ÖÔ-Ö .úßו֋ …

Discuss the Decision-Making Processes in Educational Institutions. What kind of decisions enlist the support of staff
¿Ö×.îÖ.ú ÃÖãÓÖÖ†Öë ´Öë ×-Ö.ÖµÔÖ »Ö-êÖê .úß ¯ÖÏ×.ÎúµÖÖ .úß "Ö"ÖÖÔ .úßו֋ … ×.úÃÖ ¯ÖÏ.úÖ¸ü .êú ×-Ö.ÖµÔÖ »Öê-Öê ´Öë ÙüÖ±ú .úÖ ÃÖ´Ö£ÖÔ-Ö "ÖÖ×Æü‹
OR †£Ö¾ÖÖ
Elective II
Educational Measurement and Evaluation
×¾Ö.ú»¯Ö II

¿ÖîæÓ
×.Ö.ú ŸÖ£ÖÖ ´Ö»µÖÖ.ú-Ö
What does the term 'validity' stand for Explain various types of validity that a test
can have.
.úÖ †£ÖÔ ŒµÖÖ Æüî? ×¾Ö׳Ö--Ö ¯Ö.úÏÖ¸ü .úß ¾Öî¬ÖŸÖÖ .úß ¾µÖÖ.µÖÖ .úßו֋ …

Explain semester system with regard to its need, advantages and limitations.

ÃÖ´êÖÙêü¸ü ¯ÖÏ.ÖÖ»Öß .úÖ ˆÃÖ.úß †Ö¾Ö¿µÖ.úŸÖÖ, »ÖÖ³Ö ŸÖ£ÖÖ ÃÖß´ÖÖ†Öë .êú ÃÖ-¤ü³ÖÔ ´Öë ¾Ö.Ö-ÔÖ .úßו֋ …
How would you construct and standardise an attitude scale by Thurston's method How does it differ from that of Lickert
£ÖÙüÔ-Ö .úß ×¾Ö×¬Ö «üÖ¸üÖ †×³Ö¾Ö×¢éÖ­´ÖÖ¯Ö-Öß .úß .ú¸ü-Öê .úß ¯Ö×.ÏÎúµÖÖ .úÖ ¾Ö.Ö-ÔÖ .úßו֋ … µÖÆü ×»Ö.ú™üÔ.úß ×¾Ö×¬Ö ÃÖê ×.úÃÖ ¯ÖÏ.úÖ¸ü Æîü
OR †£Ö¾ÖÖ
Elective III
Educational Technology
×¾Ö.ú»¯Ö III

¿Öî×.Ö.ú ŸÖ.ú-Öß.úß
Describe how does classroom interaction help to improve teaching learning. Illustrate with any system FIACS, MIACS, VICS or OSCAR.
.ú.ÖÖ ´Öë †-ŸÖ:×.ÎúµÖÖ «üÖ¸üÖ ×¿Ö.Ö.Ö­†×¬Ö.Ö´Ö ¯Ö×.ÏúµÎÖÖ .êú ÃÖ¬ãÖÖ¸ü ´Öë ×.úÃÖ ¯ÖÏ.úÖ¸ü ÃÖÆüÖµÖŸÖÖ ×´Ö»ÖŸÖß Æîü ´Öë ÃÖê ×.úÃÖß ¯ÖÏ.ÖÖ»Öß «üÖ¸üÖ ÃÖ´Ö—ÖÖ‡µÖê FIACS, MIACS, VICS or OSCAR.
What are the barriers of classroom communication noticed at the tertiary level of Education What are your suggestions to overcome them
׿Ö.ÖÖ .ú ŸêÖéŸÖßµÖ ÃŸÖ¸ü ¯Ö¸ü .ú.ÖÖ­.ú.ÖßµÖ ÃÖÓ"ÖÖ¸ü ´Öë .úÖî-Ö­.úÖî-Ö ÃÖß ¹ý.úÖ¾Ö™ëü ¤üê.Ö-Öê ´Öë †ÖŸÖß Æïü ¯Ö¸ü .úÖ²Öæ .êú ×»Ö‹ †Ö¯Ö ŒµÖÖ ÃÖ—ãÖÖ¾Ö ¤êüŸÖê Æïü
Explain the meaning of multimedia approach in Educational Technology.
¿Ö×.îÖ.ú ¯ÖÖϪîÖê×.Ö.úß .êú ÃÖ-¤ü³ÖÔ ´Öë ²ÖÆãü´ÖÖ¬µÖ´ÖÖë .êú †£ÖÔ .úÖê ïÖ™ü .úßו֋ …
OR †£Ö¾ÖÖ
Elective IV
Special Education
×¾Ö.ú»¯Ö IV
×¾Ö׿Ö™ü ׿Ö.ÖÖ

3. What are the causes for hearing impairment during early childhood How do you prevent it
¯ÖÖ¸üÛ´³Ö.ú ´ë ÁÖÖ­²ÖÖ¬Ö .êÖ­ŒµÖÖ .úÖ¸üÖ ‡Ã.úß ¸ü.ú£Ö´Ö ¯Ö.ú¸ü .ú¸ü.ê
ÏÖÖ¾µÖúŒµÖ.Æü ÖÖêÖÖ×.úÃÏÖëÖ
4. Discuss the procedure for identifying children with learning disabilities.
†×¬Ö.Ö´Ö­²ÖÖ׬֟ÖÖ ¾ÖÖ»Öê ²Ö""ÖÖë .úß .ú¸ü-Öê .úß ×¾Ö×¬Ö .úÖ ¾Ö.Ö-ÔÖ .úßו֋ …
5. What are the learning characteristics of educable mentally retarded children What strategies are helpful in teaching academic skills to them ׿Ö.Ö.ÖßµÖ ´ÖÖ-Ö×ÃÖ.ú ºþ¯Ö ÃÖê ׯÖ"û›êÍü ²Ö""ÖÖë .úß †×¬Ö.Ö´Ö ×¾Ö¿ÖêÂÖŸÖÖµÖë ŒµÖÖ Æïü ‹ÃêÖê ²Ö""ÖÖë .úÖ †.úÖ¤ü×´Ö.ú .úÖî¿Ö»Ö ²ÖœÍüÖ-Öê .êú ×»Ö‹ .úÖ-îÖ­.úÖî-Ö ÃÖß µÖãÛŒŸÖµÖÖë .úß ÃÖÆüÖµÖŸÖÖ »Öß •ÖÖŸÖß Æüî?
OR †£Ö¾ÖÖ
Elective V
Teacher Education
×¾Ö.ú»¯Ö V
׿Ö.Ö.ú ׿Ö.ÖÖ

3. "In service programmes, like Orientation and Refresher courses, provided to College and University Teachers, by Academic Staff Colleges of Universities, intended to upgrade their subject knowledge, are not producing desirable results." Discuss and suggest ways to make them effective. "†.úÖ¤ü×´Ö.ú ÙüÖ±ú .úÖ»òÖ•êÖÖë «üÖ¸üÖ ´ÖÆüÖ×¾ÖªÖ»ÖµÖ ‹¾ÖÓ ×¾Ö¿¾Ö×¾ÖªÖ»ÖµÖ .êú †¬µÖÖ¯Ö.úÖë .êú ×¾ÖÂÖµÖ ÃÖê ÃÖ´²ÖÛ-¬ÖŸÖ ´Öë ÃÖÓÖ¨Ô-Ö êê¿µÖ Ãê ÖÖê †×³Ö´.Öß.ú¸ü.‹¾Ö¯ÖãÖ¿"ÖµÖ¯ÖÖšµÖú´"ÖÖÖµÖ•Ö ¸üÆÆü, ¾Ö†¯ÖêÖÖ ¯Ö׸üÖ´-Öüà ¤ü ¯ÖÖ
¾ü.úˆ§üÖ•ÖãÖ Ó-ÖÔ Ëü.ÎÖ »êÖêüïê ×.Ÿ.ÖÖÆê¸üÆüêÆüï…" ×¾Ö¾Ö"êÖ-ÖÖ .úßו֋ ‹¾ÖÓ ‡-Æüë¯ÖϳÖÖ¾Öß ÆêüŸÖã ÃÖ—ãÖÖ¾Ö ¤üßו֋ …
4. "Performance appraisal of College Teachers should be made a compulsory component of their career advancement criteria." Do you agree Substantiate. "´ÖÆüÖ×¾ÖªÖ»µÖÖÖ¯.úÖ.ú ˆ¯Ö»Û²¬Ö»µÖ.ú-ÓÖ .úê ˆ-ÖêîüµÖ¸ü ¯Ö.×ŸÖ ´Ö-Öü.›ü .úÖ Ö¾ÖÖµÔ Ö™ü.ú Ö߆¬µÖëêÖÖ´æÖÖ.ú.ú׸ÏÖÖ¤‹.ú†×-Ö'
"ÖÖ×Æü‹ …" ŒµÖÖ †Ö¯Ö ‡ÃÖÃÖê ÃÖÆü´ÖŸÖ Æïü ŸÖ.ú µÔÖŒŸãÖ ˆ¢Ö¸ü ¤üßו֋ …
5. "Practice Teaching in schools, which is a partial requirement for the B. Ed. Degree course, is a poor show, in the Indian context. It is still worse, in the case of those, who are doing the course in the Distance mode. Better, it can even be done away with, to save the trouble of many." Comment. "²Öß.‹›ü. ˆ¯ÖÖ×¬Ö ¯ÖÖšËüµÖ.ú´ÎÖ .ú ×»êÖ‹ †³µÖÖÃÖ ×¿Ö.Ö.Ö •ÖÖê ‹.ú †Ö׿ÓÖ.ú †Ö¾Ö¿µÖ.úŸÖÖ Æîü, ³ÖÖ¸üŸÖßµÖ ÃÖ¤Óü³ÖÔ ´Öë ‹.ú
'Ö×™üµÖÖ ¯ÖϤü¿Ö-ÔÖ Æüî… µÖÆü ˆ-Ö.ú ×»êÖ‹ †Ö¸îü ³Öß †×¬Ö.ú .Ö¸üÖ²Ö Æîü •ÖÖê ¤æü¸üÃ£Ö ×¾Ö¬ÖÖ ÃÖê ²Öß.‹›ü. ˆ¯ÖÖ×¬Ö ¯ÖÖšËüµÖ.ú´ÎÖ ´Öë

†¬µÖµÖ-Ö .ú¸ü ¸üÆüêÆüï… †×¬Ö.úÖ¿ÓÖ »ÖÖ.êÖÖë .úÖê ‡ÃÖ .ú™ü ÃÖê .ú ×»êÖ‹ †×¬Ö.ú †""ûÖ ÆüÖ.êÖÖ ×.ú ‡ÃÖê ¯ÖÖšü˵Ö.Îú´Ö ÃÖê Æü™üÖ ×¤üµÖÖ •ÖÖ‹ …" ×™ü¯¯Ö.Öß .úßו֋ …
SECTION III
.Ö›Óü III
Note This section contains nine questions numbered 6 to 14, each to be answered in about fifty words. Each question carries ten marks. ×
10 90 marks)
-ÖÖê™ü ‡ÃÖ .ÖÓ›ü ´Öë ÃÖê "ÖÖî¤üÆü .Îú´ÖÖ.ú ŸÓÖ.ú .ú»ãÖ ¯Ö¿-ÏÖ Æüï… ¯ÖŸµÏÖ.ú ¯êÖ¿-ÏÖ .úÖ ˆ¢Ö¸ü »Ö.Ö³Ö.Ö ¯Ö"ÖÖÃÖ ¿Ö²¤üë Ö†¯ÖêÖŸî…¯ÏÖêÖÏÖ.êÖ‹ ¤üÓÖ¬ÖÔüŸÖÆï… Ó
Ö´ë ×.ÖÆü ÖŸµ.ú¯¿-ú×»ÃÖ †.ú×-Ö׸ü ×
10 90 †.ú)
6. Enumerate the salient features of Idealism as a school of philosophy. How far these are applicable for determining the aims and contents of education
¤ü¿ÖÔ-Ö .êú ‹.ú ÃÖ´¯Ö¤ÏüÖµÖ .êú ºþ¯Ö ´Öë †Ö¤ü¿ÖÔ¾ÖÖ¤ü .úß ¯ÖÏ´Ö.ãÖ ×¾Ö¿ÖêÂÖŸÖÖ†Öë .úÖ ˆ»»Ö.êÖ .úßו֋ … ׿Ö.ÖÖ .êú ˆ§êü¿µÖÖë ‹¾ÖÓ ×¾ÖÂÖµÖÖ߆ë.êÖ¬ÖÔü.Ö Ö‡-Æü Ö Öß´ÖŸÖÖÖ.æ×.úµÖÖÖÃ.úŸÖÆî?
¾ÖãÖ ú×-Ö¸´ë ë×.úÃÃÖ.ú»ÖÖ•ÖÖü
7. In what ways can the status of socially and economically disadvantaged people of the country be improved through education
׿Ö.ÖÖ .ú «êüÖ¸üÖ ×.úÃÖ ¯ÖÏ.úÖ¸ü ¤êü¿Ö .ú ÃêÖÖ´ÖÖוÖ.ú ‹¾ÖÓ †ÖÙ£Ö.ú ¥üÛ™ü ÃÖê ¾Ö×"ÓÖŸÖ »ÖÖê.ÖÖë .úß ¤ü¿ÖÖ ´Öë ÃÖã¬ÖÖ¸ü ×.úµÖÖ •ÖÖ ÃÖ.úŸÖÖ Æîü
8. How does conditioning help in the habit formation among the adolescents Explain with the help of examples.
†-Öã²ÖÓ¬Ö-Ö ×.úÃÖ ¯Ö.úÏÖ¸ü ×.ú¿ÖÖ¸êüÖë ´Öë †Ö¤üŸÖ ×-Ö´ÖÖÔ.Ö ´Öë ÃÖÆüÖµÖ.ú Æîü ˆ¤üÖÆü¸ü.ÖÖë .úß ÃÖÆüÖµÖŸÖÖ ÃÖê ÃÖ´Ö—ÖÖ‡‹ …
9. Define 'conflict' and its types. Give one example each of three main types of conflict. ‹¾ÖÓ ‡ÃÖ.êú ¯Ö.úÏÖ¸üÖë .úÖê ¯Ö׸ü³ÖÖ×ÂÖŸÖ .úßו֋ … †-ŸÖ«üÔ-«ü .êú ´Ö.µãÖ ¯ÖÏ.úÖ¸üÖë ´Öë ÃÖê ¯ÖŸµÏÖ.ú †-ŸêÖ«üÔ-«ü .êú ‹.ú­‹.ú ˆ¤üÖÆü¸ü.Ö ¤üßו֋ …
10. Differentiate between Piaget's concepts of 'assimilation' and 'accommodation' with
the help of appropriate examples.
ׯֵ֕ê.êÖŸ´ÖÖŸËü.' ‹¾Ö'ôÓÖ-Ö' .êÖ´¯ŸµÖµÖÖ´ë ˆ×"ÖŸÖ ˆ¤üÖü¸üÖÖ.úß ÃÆÖµÖÖÖ Ãê ×¾Ö³¤ü .úßו‹ …

ÖÖú '†ÖÃÖ.ú¸ÖÓ ÖÖ•úÃÖÏëÖÆ.ë ÖüŸÖÖêÖ
11. What is hypothesis Discuss the characteristics of a good hypothesis.
¯Ö׸ü.ú»¯Ö-ÖÖ ŒµÖÖ Æüî? ‹.ú †""ûß ¯Ö׸ü.ú»¯Ö-ÖÖ .úß ×¾Ö¿ÖêÂÖŸÖÖ†Öë .úß ×¾Ö¾Ö"êÖ-ÖÖ .úßו֋ …
12. Differentiate between Qualitative and Quantitative research in education with the help of examples.
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13. Compare the salient features of the Distance Education Systems of India and
Australia.
³ÖÖ¸üŸÖ ‹¾ÖÓ †ÖòÙÒêü×»ÖµÖÖ .úß ¤æü¸üÃ£Ö ×¿Ö.ÖÖ ¯ÖÏ.ÖÖ×»ÖµÖÖë .úß ¯ÖÏ´Öã.Ö ×¾Ö¿ÖêÂÖŸÖÖ†Öë .úß ŸÖã»Ö-ÖÖ .úßו֋ …
is meant by an activity-based curriculum What are its merits
×.ÎúµÖÖ­†Ö¬ÖÖ׸üŸÖ ¯ÖÖšËüµÖ.Îú´Ö ÃÖê †Ö¯Ö ŒµÖÖ ÃÖ´Ö—ÖŸÖê Æïü ‡ÃÖ.êú .Öã.Ö ŒµÖÖ Æïü

SECTION IV
.Ö›Óü IV Note This section contains five questions based on the following paragraph. Each
question should be answered in about thirty words and each carries marks. ×
5 25 marks)
‡Ã.Ö.›´ëפüµÖ.‹†-Öê¤ü¯Ö¸ü†¬Ö׸üÖ ÑÖ¿-Ö ü ÖÏÖêÖ¿-Ö.úÖˆ¢¸ü»Ö.³.ŸÖßÃÖ ¿²¤üÖ™Ö üÖêÖã""ûÖÖŸ¯ÖÖ"Ö ¯ÏÆï…¯Ÿµ.ú¯ÏÖÖÖÖ Öë êîÖÖ.ú¯¿-ú ¯ÖÖ.ú Æ.ú)´Öë¤ü-ÖÖÆüŸÖ£Ö¯ŸµÏÖêÖÏÖ.ê"Ö (5)цÓüï… ×
5 25 †Ó
Free and compulsory education for all children until they complete the age of 14 years was one of the directive principles of State Policy intended to be implemented within ten years of the commencement of the Indian Constitution. Not being justifiable, this directive failed to prod the Indian State into any kind of concrete action. Large sections of two generations grew up, in independent India, with little or no formal education. After 60 years, with the Right of Children to Free and Compulsory Education Act, the entitlement to education has become enforceable. Although it took a long time coming, the Act is noteworthy on several counts. It offers a framework for ensuring quality education, for creating infrastructure, for making available a sufficient number of trained teachers, and for extending Government funding for private schools. The Central and State Governments are to share the financial burden for implementing the Act in the ratio of 55 45, but if the Act is to achieve its stated objectives of ensuring a fixed student-teacher ratio, neighbourhood schools of specified quality for every child, and training for teachers to a national norm, funding seems to be grossly inadequate.
It will not be enough to approach free and compulsory education upto the age of 14 as an entitlement, especially, for the millions of children who are left out in the cold. Accessing this right meaningfully and in full measure will require, aside from the investment of huge resources, financial and human, a lot of work to be done on the ground. Key to this is seeing free and compulsory education for children not just as a right-but as a duty. It is the duty of the State, parents and guardians, and the community to ensure that all children of school going age are in school. Ending the morally and socially abhorrent practice of child labour, not regulating it, must be taken up as a non-negotiable objective.
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15. What is constitutional provision in India for elementary education for children aged 6-14 years
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16.
What are the salient features of Right to Education Act of 2010
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What are the issues involved in the financing of implementation of Right to Education Act


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18. What are the essential measures to be taken for ensuring free and compulsory education for all children
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19. How can the problem of child labour be dealt with in this context
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