PAPER-III

ADULT CONTINUING EDUCATION EXTENSION Signature and Name of Invigilator
1.
(Signature)

(Name) Roll No.


2.
(Signature) (In figures as per admission card) (Name)




J 4 6 1 1

Roll (In words)
Time 2 1/2 hours] [Maximum Marks 200
Number of Pages in this Booklet 32 Number of Questions in this Booklet 19

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, Roll Number, Phone Number 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, or use abusive language or employ any other unfair means, 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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1.
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2.
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3.
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4.
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5.
ˆ¢Ö¸ü-¯Öã×ßÖÛúÖ Ûêú †®ŸÖ ´Öë Ûú""ÖÖ ÛúÖ´Ö (Rough Work) Ûú¸ü®Öê Ûêú ×»Ö‹ ´Ö滵ÖÖÓÛú®Ö ¿Öß™ü ÃÖê ¯ÖÆü»Öê ‹Ûú ¯Öéšü פüµÖÖ Æãü†Ö Æîü …

6.
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7.
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8.
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9.
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J-46-11 P.T.O.

ADULT CONTINUING EDUCATION EXTENSION
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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.
µÖÆü ¯ÖÏ¿-Ö¯Ö¡Ö ¤üÖê ÃÖÖî †Ó.úÖë .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.Ö ×¤üµÖê .ÖµÖê ×¾ÖßÖéŸÖ ×-Ö¤ìü¿ÖÖë .êú †-ÖãÃÖÖ¸ü ¤üê-ÖÖ Æîü …

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 each. ×
20 40 marks)
‡ÃÖ .Ó›ü ´Öë ²ÖßÃÖ-²ÖßÃÖ †.úÖêú ¤üê Æü ÖÏŸµêÖ ˆ¢Ö¸Ö.Ö.¯ÖÖÑî Ö²¤üë ´Ö
™Ö Óë.Ö²Ö.ú¯Öï…¯Ö.ú .úü»Ö³Ö "Ö ÃÖÖ(500) ¿Öë
†¯Öê×.ÖŸÖ Æîü … (2 ×
20 40 †.úÓ)
1. 'Skakshar Bharat' programme is different from the earlier literacy programmes. Outline these differences and comment on how this initiative would help in achieving 'empowerment of women'.
ÃÖÖ.Ö¸ü ³ÖÖ¸üŸÖ .úÖµÖÔ.Îú´Ö ¯Ö¾æÖÔ¾ÖüŸÖá ÃÖÖ.Ö¸üŸÖÖ .úÖµÖÔ.Îú´ÖÖë ÃÖê ×.úÃÖ ¯ÖÏ.úÖ¸ü Æîü .úÖê ïÖ™ü .ú¸üŸÖê Æãü‹ µÖÆü ³Öß ²ÖŸÖÖ‡‹ ×.ú ‡ÃÖ .úÖµÖÔ.Îú´Ö .úß ¯ÖÆü»Ö ×.úÃÖ ¯ÖÏ.úÖ¸ü ´Ö×Æü»ÖÖ ÃÖ¿ÖÛŒŸÖ.ú¸ü.Ö ´Öë ÃÖÆüµÖÖê.Ö.úÖ¸ü.ú Æîü …
OR †£Ö¾ÖÖ
Environmental problem has aggravated due to acceleration in development demand and excessive exploitation of natural resources. Discuss it.
Ÿ¾Ö׸üŸÖ ×¾Ö.úÖÃÖ .úß ´ÖÖÓ.Ö ŸÖ£ÖÖ ¯ÖÖÏ.éúןÖ.ú ÃÖÓÃÖÖ¬Ö-ÖÖë .êú †×ŸÖ­¤üÖêÆü-Ö .êú .úÖ¸ü.Ö ¯ÖµÖÖ¾ÔÖ¸ü.Ö ÃÖÓ²ÖÓ¬Öß ÃÖ´ÖõÖÖ .ÖÓ³Ö߸ü ºþ¯Ö ¬ÖÖ¸ü.Ö .ú¸ü ¸üÆüß Æîü … ×¾Ö¾Öê"Ö-ÖÖ .úßו֋ …
2. Comment on the idea of Paulo Friere and analyse its influence on the growth of the concept of adult education.
¯ÖÖòÖ ±Ïêú¸ê.êÖ"Öü Ö¸ü ×™ü¯¯Ö.ÖÖ‹ ŸÖÖ ¯ÖÖœÌÖ.Ö.úß ÃÖ.ú»¯Ö-Ö.ú ×¾ÖÖÃÖ ¯Ö¸‡ÃÖ.ú ¯ÏÖ¾.úÖ ×¾Ö¿»êÂÖ
»ü ú ×¾Ö¸¯ß.úßו֣Ïîü×¿Ö ÓÖ ê.úü êÖ³ÖÖ ÖÖ.
.úßו֋ …
OR †£Ö¾ÖÖ
Identify the different functions of management. Prepare a training programme for 'master trainers' in literacy programme with the help of suitable example.
.êú ×¾Ö׳Ö--Ö .úÖµÖÖí .úÖ ˆ»»Öê.Ö .úßו֋ … ˆ¯ÖµÖãŒŸÖ ˆ¤üÖÆü¸ü.Ö ¤üêŸÖê Æãü‹ ÃÖÖ.Ö¸üŸÖÖ .úÖµÖÔ.Îú´Ö ´Öë ´ÖÖÙü¸ü ™Òêü-ÖÃÖÔ .êú ×»Ö‹ ‹.ú ¯ÖÏ׿Ö.Ö.Ö .úÖµÖÔ.Îú´Ö ²Ö-ÖÖ‡‹ …
SECTION II


.Ö›Óü II
Note This section contains three questions of fifteen marks, each to be answered in about three hundred words. ×
15 45 marks)
‡ÃÖ .ÖÓ›ü ´Öë ¯Ö-¦üÆü­¯Ö-¦üÆü †Ó.úÖë .êú ŸÖß-Ö ¯ÖÏ¿-Ö Æïü … ¯ÖÏŸµÖê.ú ¯Ö¿-ÏÖ .úÖ ˆ¢Ö¸ü »Ö.Ö³Ö.Ö ÃÖÖî ¿Ö²¤üÖë ´Öë
†¯Öê×.ÖŸÖ Æîü … (3 ×
15 45 †.úÓ)
3. Give your arguments in support of involving non-governmental organizations in social development programme.
ÃÖÖ´ÖÖוÖ.ú ×¾Ö.úÖÃÖ .úÖµÖÔ.Îú´Ö ´Öë .Ö¸îü ÃÖ¸ü.úÖ¸üß ÃÖ.ÓÖšü-ÖÖë .úÖê ÃÖÛ´´Ö×»ÖŸÖ .ú¸ü-Öê .êú ¯Ö.Ö ´Öë ŸÖ.Ôú ¯ÖÏß֟ãÖ .úßו֋ …
4. Define curriculum, enumerate it's type and comment on the role of goal and need in it's development.
¯ÖÖšËüµÖ.ú´ÎÖ .úÖê ¯Ö׸ü³ÖÖ×ÂÖŸÖ .úßו֋, ‡ÃÖ.êú ¯ÖÏ.úÖ¸üÖë .úÖê ¯Ö׸ü.Ö×.ÖŸÖ .úßו֋ ŸÖ£ÖÖ ‡ÃÖ.êú ×-Ö´ÖÖÔ.Ö ´Öë »Ö.µÖ ŸÖ£ÖÖ
†Ö¾Ö¿µÖ.úŸÖÖ .úß ³Öæ×´Ö.úÖ ¯Ö¸ü ×™ü¯¯Ö.Öß .úßו֋ …
5. Differentiate between 'action research' and 'fundamental research'. Explain the reasons of popularity of action research in social sciences. '×.ÎúµÖÖŸ´Ö.ú ¿ÖÖê¬Ö' ŸÖ£ÖÖ '´ÖÖî×»Ö.ú .êú ²Öß"Ö †-ŸÖ¸ü ïÖ™ü .úßו֋ … ÃÖÖ´ÖÖוÖ.ú ×¾Ö-ÖÖ-ÖÖë ´Öë ×.ÎúµÖÖŸ´Ö.ú ¿ÖÖê¬Ö .úß »ÖÖê.úׯÖϵ֟ÖÖ .êú .úÖ¸ü.ÖÖë .úß ¾µÖÖ.µÖÖ .úßו֋ …
SECTION III
.Ö›Óü III
Note This section contains nine questions of ten marks, each to be answered in about fifty words. ×
10 90 marks)
‡ÃÖ .ÖÓ›ü ´Öë ¤üÃÖ­¤üÃÖ †Ó.úÖë .êú -ÖÖî ¯ÖÏ¿-Ö Æïü … ¯ÖŸµÏÖê.ú ¯ÖÏ¿-Ö .úÖ ˆ¢Ö¸ü »Ö.Ö³Ö.Ö ¯Ö"ÖÖÃÖ ¿Ö²¤üÖë ´Öë
†¯Öê×.ÖŸÖ Æîü … (9 ×
10 90 †.úÓ)
6. Comment on the structural and functional advantages of non-governmental­organizations in promotion of awareness programmes.
•ÖÖ.Ö¹ý.úŸÖÖ .úÖµÖÔ.Îú´ÖÖë .úÖê †Ö.Öê ²ÖœÌüÖ-Öê ´Öë .Öî¸ü ÃÖ¸ü.úÖ¸üß ÃÖÓ.Öšü-ÖÖë .êú ÃÖÓ¸ü"Ö-ÖÖŸ´Ö.ú ŸÖ£ÖÖ ×.ÎúµÖÖŸ´Ö.ú »ÖÖ³ÖÖë ¯Ö¸ü ×™ü¯¯Ö.Öß
.úßו֋ …
7. Discuss the salient features of neo-literate learning materials.
-Ö¾ÖÖÖ.¸üë.ꋆ׬.´ÖÃÖ´ÖÏÖë.ú߯ϴÖã.׾׿™üÖ†Ö.úß×¾¾ê"-Ö.úßו‹…
­ÃÖÖú ×»ÖÖÖÖÖ×.µÖÖÖÖÖŸÖë ÖÖÖÖ Ö
8. Why is rapport building necessary in field based programmes
.Öê¡Ö­†Ö¬ÖÖ׸üŸÖ .úÖµÖÔ.Îú´ÖÖë ´Öë ÃÖ´¯Ö.Ôú ²Ö-ÖÖ-Öê .úß †Ö¾Ö¿µÖ.úŸÖÖ ŒµÖÖë Æîü
9. Explain the concept of "Third Dimension" function of higher education in India.
³ÖÖ¸üŸÖ ´Öë ˆ""Ö ×¿Ö.ÖÖ .êú ŸÖéŸÖßµÖ­†ÖµÖÖ´Ö­.úÖµÖÔ .úß ÃÖÓ.ú»¯Ö-ÖÖ .úß ¾µÖÖ.µÖÖ .úßו֋ …
10. What do you understand by motivation
†×³Ö¯ÖÏê¸ü.Ö ÃÖê †Ö¯Ö ŒµÖÖ ÃÖ´Ö—ÖŸÖê Æïü
11. Role of language in media campaign for promotion of literacy. Comment.
ÃÖÓ"ÖÖ¸ü ´ÖÖ¬µÖ´ÖÖë «üÖ¸üÖ ÃÖÖ.Ö¸üŸÖÖ ²ÖœÌüÖ-Öê .êú †×³ÖµÖÖ-Ö ´Öë ³ÖÖÂÖÖ .úß ³Öæ×´Ö.úÖ .úß ×™ü¯¯Ö.Öß .úßו֋ …
12. Comment on the recently launched National Skill Development Programme.
ÆüÖ»Ö ´Öë ¿Öãºþ ×.ú‹ .Ö‹ ¸üÖ™ÒüßµÖ .úÖî¿Ö»Ö ×¾Ö.úÖÃÖ .úÖµÖÔ.Îú´Ö ¯Ö¸ü ×™ü¯¯Ö.Öß .úßו֋ …
13. Write a note on Income Generation Programmes under Continuing Education.
ÃÖŸÖŸÖ ×¿Ö.ÖÖ .êú †-ŸÖ.ÖÔŸÖ †Ö´Ö¤ü-Öß ¯Ö¸ü.ú .úÖµÖÔ.Îú´Ö ¯Ö¸ü ‹.ú ×™ü¯¯Ö.Öß ×»Ö×.Ö‹ …
14. Comment on the contribution of extension functionaries in promotion of public health.
•Ö-֭þÖÖãµÖ .úÖê ²ÖœÌüÖ¾ÖÖ ¤êü-Öê ´Öë ×¾ÖßÖÖ¸ü .úÖµÖÔ.ú¢ÖÖÔ†Öë .êú µÖÖê.Ö¤üÖ-Ö ¯Ö¸ü ×™ü¯¯Ö.Öß .úßו֋ …

SECTION IV


.Ö›Óü IV
Note This section contains five questions of five marks each based on the following
passage. Each question should be answered in about thirty words.
×
5 25 marks)
‡ÃÖ .ÖÓ›ü ´Öë ×-Ö´-Ö×»Ö×.ÖŸÖ ¯Ö׸ü""ûê¤ü ¯Ö¸ü †Ö¬ÖÖ׸üŸÖ ¯ÖÖ"Ö Æïü … ¯ÖÏŸµÖê.ú ¯ÖÏ¿-Ö .úÖ ˆ¢Ö¸ü »Ö.Ö³Ö.Ö ŸÖßÃÖ ¿Ö²¤üÖë ´Öë †¯Öê×.ÖŸÖ Æîü … ¯ÖÏŸµÖê.ú ¯ÖÏ¿-Ö †Ó.úÖë .úÖ Æîü … ×
5 25 †Ó.ú)
Read the passage given below and answer the questions that follow based on your understanding of the passage
Gender is a socially constructed system that uses sex-based categories of male and female to classify, assign, and order society. The study of gender as a political analysis of a system of power is rooted in the 1970's second-wave feminism. Gendered identities are ascribed by the larger hegemonic society and enforced by society's fundamental unit, the family. Other primary units, such as the church, school and the workplace also reinforce gendered identities. Set cultural patterns result from these gendered identities and are evident in societal power relations, individual behaviours, conversational exchanges, and in written and spoken language. In some, even many, schools, for example, girls are taught learned helplessness and passivity and boys are taught to believe in their abilities and to practice assertiveness.
The awareness of how a gender-bound culture shapes educational and learning experiences has a significant influence on how educational researchers approach the study of gender. Overall, the examination of gender in education is focused on how socialization affects females and males in the learning environment. Unlike feminist studies which focus on women, gender studies are distinguished by their concern for how both male and female learning is socially constructed and how males and females relate. It is essential that the adult education field discuss and examine the sociocultural phenomenon of gender and develop an awareness of how gender functions in our society for several reasons our classrooms are microcosms of the larger society, and gender influences and biases are present in our praxis;
one of the expressed missions of the field of adult education is the democratization of the citizenry and gender awareness is essential to achieving this goal; and the majority of adult education practioners and students are women and the development of gender consciousness and inclusion of gender in the literature and as a research topic is crucial to the development of a healthy and holistic discipline and is respectful of the female students, faculty and practioners in the field.
×-Ö´-Ö×»Ö×.ÖŸÖ .ÖªÖÓ¿Ö .úÖê ¯ÖלÌü‹ ŸÖ£ÖÖ ‡ÃÖ.úß †¯Ö-Öß ÃÖ´Ö—Ö .êú †Ö¬ÖÖü ¯Ö¸ü .ÖªÖÓ¿Ö .êú ²ÖÖ¤ü ´Öë פü‹ .Ö‹ ¯ÖÏ¿-ÖÖë .êú ˆ¢Öü
¸ ¸
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15. What are the basis of formation of gender based identities
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16. Who and how reinforce gender identities
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17. What are the linkages between socialization and learning How it is reflected in the behaviour of the person
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18. Why the author has termed our classrooms as microcosms of the larger society
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19. What are the prerequisites to the development of a healthy and holistic study and research on gender
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