Extension Education

Dr Debabrata basu is presently functioning as professor and head, Department of Agricultural Extension, Bidhan Chandra krishi Viswavidyalaya, West Bengal. He was former professor of Agricultural Extension in Visva-Bharati Sriniketan(2009-11). Dr Basu has 28 years of teaching and research experience in the field of agricultural extension, rural sociology, rural development with specialization in adult and distance learning (IGNOU). Professor Basu has written twenty text books, reference books, and manuals for undergraduate and post graduate students. He has authored 95 research articles in national and international journals of repute. He got awards and fellowship for his contribution from academic societies. He has participated in more than hundred international and national seminars, workshops and policy level meetings in India and abroad and contributed as session Chairman, invited speaker, presenter and resource person. He has been associated with fifteen research projects funded by international and national agencies as principal investigator and co principal investigator. His areas of research cover research methodology, social network analysis, extension education, adult and continuing education, gender studies and agriculture, participatory development, Agricultural market research, indigenous technical knowledge system, readability of language, community based disaster management and other allied areas of extension science. He has been involved in different evaluation and planning studies conducted by CGIAR institutes and multilateral donor agencies for his expertise and skills. Dr Basu is member ten professional societies and networks. E-mail address: [email protected] Ms. Sangeeta Bhattacharyya is a Ph.D. Research Scholar at Division of Agricultural Extension, ICAR-Indian Agricultural Research Institute, Pusa, New Delhi- 110012, India. Recently she has been selected in the Agricultural Research Service (ARS) Examination as Scientist to serve Indian Council of Agricultural Research (ICAR). She completed her B.Sc. Agriculture Hons. from Visva Bharati University, West Bengal, India and was also the Topper of the batch 2010-2014. She secured All India Rank 10th in ICAR-JRF Examinations 2010 for pursuing M.Sc. Her M.Sc. is in Agricultural Extension Education from ICARNational Dairy Research Institute, Karnal, Haryana in India where she was the Second Topper in the University and Silver Medallist of the batch 2014-2016. She was granted Merit Fellowship in under graduation, ICAR-NDRI fellowship in her post graduation and is also currently a UGC-JRF fellowship holder by qualifying the UGC NET-JRF examination in the subject of Adult Education and Continuing Education in December 2015. She has research interests in the field of extension and rural development and has research papers and popular articles to her credit. E-mail address: [email protected]

A Treasure Trove of Extension Education

Mr. Samarpan Chakraborty is currently pursuing his Doctoral Research in the Department of Agricultural Extension, Faculty of Agriculture in the aegis of Bidhan Chandra Krishi Viswavidyalaya,West Bengal as a UGC NET-Junior Research Fellow. He has qualified in the National Eligibility Test for Assistant Professor conducted by UGC in his maiden attempt in JAN'17 and also became eligible for JRF under UGC. He has obtained his Graduation in Agricultural Sciences (B.Sc. Agriculture) from Palli Sikhsha Bhavana, VISVA BHARATI and stood First Class Second in the University And secured overall 9th rank in the All India Entrance Examination for post graduation conducted by ICAR and subsequently joined BCKV as an ICAR Junior Research Fellow (JRF) in the course of M.Sc Agriculture. In the tenure of two years as an ICAR JRF he has worked in the fields of Farmers suicide, social entropy, social chaos theory, off farm migration, Disillusionments of Indian Farmers, Dissonance and Decadence of Indian peasantry, Experiential Learning Cycle and Farmer's Lifelong Learning and continuing Extension education. He has obtained his M.Sc (Ag) from BCKV as the First Class First in the university and also received Governor's Gold medal for this achievement. So far he has attended two National Seminars and Three International Conferences and delivered oral presentations in all the occasions which were largely appreciated. He has authored two books, three book chapters and Four research papers which were published in National and International journals. E-mail address: [email protected]

New Vishal Publica ons A TREASURE TROVE OF

Extension Education 3000+ MCQs

FOR UGC NET-JRF

According to the Latest pa ern and syllabus of UGC (Conducted by NTA) Including Previous 15 Years Solved Papers (2004‐2018) FOR THE STUDENTS OF AGRICULTURAL EXTENSION, ADULT EDUCATION, LIFELONG LEARNING AND EXTENSION EDUCATION, ANDRAGOGY

SAMARPAN CHAKRABORTY DEBABRATA BASU SANGEETA BHATTACHARYA

A TREASURE TROVE OF

FOR UGC NET-JRF According to the Latest pattern and syllabus of UGC Including previous 15 Years Solved Papers FOR THE STUDENTS OF AGRICULTURAL EXTENSION, ADULT EDUCATION, LIFELONG LEARNING AND EXTENSION EDUCATION, ANDRAGOGY

SAMARPAN CHAKRABORTY

Doctoral Research Fellow (UGC NET- JRF) Department of Agricultural Extension Bidhan Chandra Krishi Viswavidyalaya, Mohanpur, Nadia, West Bengal

DEBABRATA BASU

Professor and HEAD Department of Agricultural Extension Bidhan Chandra Krishi Viswavidyalaya, Mohanpur, Nadia, West Bengal

SANGEETA BHATTACHARYA

ARS (Ag. Extension), PhD Scholar (IARI) Division of Agricultural Extension Indian Agricultural Research Institution, Pusa, New Delhi

Published by :

New Vishal Publication E/153, West Patel Nagar, New Delhi-110008 Ph-9811251105, 9968622711, 9868437555, E- mail: [email protected] Website: www.newvishal.weebly.com


4

Tweet From the Authors “We Have Provided The Password towards UGC NET JRF. Now Its Your turn to use it appropriately“  In order to cover the entire syllabus within less number of pages only the essentials of those topics were extracted.  In the Solved Previous Years papers you may have confusion regarding the answer for some questions, as none among those four options are accurate.  According to UGC Rules you have to mark the nearest one. We have done accordingly.  If you find any sort of difficulties or doubts regarding the contents of this book, feel free to contact(mail or WhatsAPP)  For any kind of Queries and suggestion please contact; [email protected]  We will update those inputs in our Next Revised and Enlarged Edition in 2020.  The students can join our WhatsApp Forum - “TREASURE TROVE of EXTENSION EDUCATION for UGC NET JRF “for Group discussions, Questions Answers Sessions and exam strategy related updates.  WhatsApp

No.

-+91

9851618685

All the Best

5


CONTENTS CHAPTER I 1.0

1.1 1.2 1.3 1.4

LIFELONG LEARNING AND CONTINUING EXTENSION EDUCATION

12 – 16

Education and its typesFormal education, Non formal education and Informal education. Basic education, social education Approaches in Education- Behaviourism, Gestalt psychology, Constructivism, Idealism, Naturism, Pragmatism, Humanism, Rationalism, Existentialism Concept and proponents Andragogy and Pedagogy. Adult Learning Behaviour by Malcolm Knowles Literacy and its types- traditional, functional, mass, rapid.legal, technological

CHAPTER II

ADULT EDUCATION AND ITS HISTORY IN INDIA 17 – 28

2.0 Educational phase in India 2.1. Adult education approaches before Independence (1947) 2.2 Adult educational growth phase after 1947- Social education, Gram Sikhsha Mohim, Functional Literacy programme, National adult education programme, National Literacy Mission 2.3 Chronological Administrative Growth of Adult Education in India 2.3.1 During British Period 2.3.2 During Post Independence period 2.3.2.1 First Five Year Plan 2.3.2.2 Second Five Year Plan 2.3.2.3 Third Five Year Plan 2.3.2.4 Fourth Five Year Plan 2.3.2.5 Fifth Five Year Plan 2.3.2.6 Sixth Five Year Plan 2.3.2.7 Seventh Five Year Plan


6

2.3.2.8 Eighth Five Year Plan 2.3.2.9 Ninth Five Year Plan

CHAPTER III

PHILOSOPHICAL FOUNDATIONS OF CONTINUING AND EXTENSION EDUCATION 29 – 36

3.0 Philosophy of Continuing and Extension education 3.1. Different philosophical traditions and approaches of Adult education3.1.1 Liberal 3.1.2 Progressive, 3.1.3 Behaviourist, 3.1.4 Humanist, 3.1.5 Radical, 3.1.6 Analytic 3.2 Development of Different philosophical trends through eminent 3.2.1 Jean Piaget 3.2.2 John Dewey 3.2.3 Antonio Gramsci 3.2.4 Paulo Freire and his Conscientization approach 3.3 Ideas of Indian Philosophers about Adult Education 3.3.1 Mahatma Gandhi 3.3.2 Rabindranath Tagore

CHAPTER IV 4.0 4.1

4.2 4.3

PSYCHOLOGICAL FOUNDATIONS OF ADULT EDUCATION 37 – 41

Fundamentals of psychological aspects for Adult Learning Different theories of Adult Learning 4.1.1 Learning by association 4.1.2 Learning by conditioning 4.1.3 Learning by doing 4.1.4 Learning by insight Motivation in Adult Learning Theories of Motivation Related to adult learning

7


4.3.1 Psycho analytic theory 4.3.2 Maslow’s Need Hierarchy theory 4.3.3 Psychological theory of motivation 4.3.4 Achievement motivation theory 4.4. Approaches through Motivation

CHAPTER V 5.0 5.1 5.2 5.3 5.4

5.5

Curriculum and Curriculum development Approaches of Curriculum development Advantages of Curriculum Principles of curriculum Community perception in curriculum development 5.4.1 Community 5.4.2 Types of community 5.4.3 Community space Curriculum transaction

CHAPTER VI 6.0 6.1 6.2 6.3

6.4

CURRICULUM DEVELOPMENT FOR ADULT EDUCATION 42 – 45

TEACHING AND TRAINING METHODS IN ADULT EDUCATION (TEACHING APTITUDE) 46 – 59

Concept of teaching, Basic teaching models, Characteristics of teaching Levels of Teaching – MLT, ULT, RLT, Principles of Teaching Adult, Objectives of teaching, Microteaching Adult Learner: Characteristics, Categories of adult learners, Neo literate and Semi Literate, Training of adult Difference between Training, Teaching and Education, Instruction 6.3.1 6.3.2 Classification of Teaching and Instructional objectives- Blooms classification, Gagne and Briggs classification Different methods of teaching and training 6.4.1 Lecture 6.4.2 Symposium 6.4.3 Panel discussion and colloquium 6.4.4 Seminar and Conference


6.5 6.6 6.7 6.8

8

6.4.5 Brainstorming 6.4.6 Case study 6.4.7 Buzz Session 6.4.8 Sensitivity training 6.4.9 Simulation method 6.4.10 Structured experiences 6.4.11 Heuristic Method Role of Government departments – NLM, Jan Siksha Abhiyan, Jan Siksha Sansthan, Community polytechnique, support to NGO Reading materials for adult learner Role of adult educator writings for Neo literates

CHAPTER VII LITERACY CAMPAIGN IN INDIA 7.0 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8

60 – 70

Gram siksha Mohim Farmers functional literacy project Shrameek vidyapith Non formal education NAEP Rural functional Literacy Project Central Scheme of assistance to voluntary agency NLM Countrywide jathas

CHAPTER VIII CURRENT TRENDS IN CONTINUING EXTENSION EDUCATION 71 – 76 8.0 8.1 8.2

8.3

Current policy: Continuing education Continuing Education centre Programmes offered by CEC 8.2.1 EP 8.2.2 QLIP 8.2.3 IIPP 8.2.4 SDIGP Mahila Samakhya Programme

9

CHAPTER IX 9.0 9.1 9.2

9.3 9.4 9.5 9.6


RESEARCH METHODS IN EXTENSION EDUCATION (RESEARCH APTITUDE) 77 – 91

Research - Concepts, Objectives, Important terms linked with Research, Characteristics of research Types of Research- Various Basis of classifications, 9.2.1 Descriptive, correlational, Explanatory, Exploratory, Experimental 9.2.2 Fundamental, applied (action research) 9.2.3 Deductive, inductive 9.2.4 Quantitative, qualitative 9.2.5 Structured, unstructured 9.2.6 Conceptual, empirical Steps of Research process Variables and their measurement Hypothesis, Research design, collection of data, sampling design Writing a research report

CHAPTER X

COMMUNICATION IN EDUCATION

92 – 97

10.0 Communication- Concept, objectives and characteristics 10.1 Classroom communication- Cole and Chan Model 10.2 Types of communication 10.2.1 Intrapersonal, Interpersonal, Mass 10.2.2 Vebal – oral, written(Mnemonics), Non verbal(Kinesis) 10.2.3 Vertical Horizontal, Diagonal 10.3 Communication Networks- chain,wheel, circle 10.4 Communication barriers 10.5 Principle of effective classroom communication 10.6 Creating conducive learning environment

CHAPTER XI 11.0 11.1 11.2 11.3

HIGHER EDUCATION SYSTEM IN INDIA

98 – 106

Evolution of Education system in india- Pre independence. Post independence, University Grants NITTR, Commission, Categories of Universities RUSA, AICTE, IIT, IIM, IISc, NAAC, NBA, AB Open and Distance Education in India, IGNOU and others


10

CHAPTER XII THE TREASURE HOUSE FOR THE UGC NET-JRF (APPENDIX) 107 – 152 12.0 12.1 12.2 12.3 12.4 12.5 12.6 12.7

Persons associated with different terms of adult education International Conference and UN declarations Awards in adult education Country and their respective models of adult education Book or Journals related to Adult education Important dates in calendar International organisations SHORT NOTES on important terminologies frequently asked in exam IPCL, DIET, NAEP, HUMAN RIGHTS, AMMENDMENT 1976, ASPBAE, JULIUS NYREE, ANTI ARRACK, EVALUATION OF CEP, PREAL, MILLENIUM DEVELOPMENT GOALS, SAKHSHAR BHARAT, SCIENC FOR MASS, EOTO MODEL,LEAP, PERC, JSS, SSA, NIOS, OUTREACH, SRC, LIFELONG LEARNING, ERIKSONS 8 STAGE, EDUCATION COMMISSION, NATIONAL OPEN SCHOOL, NPE, FOLLOW UP, PRIOR LEARNING, LOK JUMBISH, KSSP, POLYVALENT EC, CHAURAHA, COMMUNITY RADIO, ASRH, CEP, 3 R’S OF NFE, ZLSS, MPFL, DPEP, NEEM, DEPT. OF ADULT EDUCATION, KASTURBA GANDHI BALIK VIDYALAYA, CHIPKO , POPULATION EDUCATION, PERC, YEAR 1989, ICT IN LETERACY 12.8 Chronological Adult Education in India 12.9 THE CENSUS: 2011, from Education aspects 12.10 Correct sequential order for different aspects frequently asked in exam S-R Mechanism, Curriculum development, Belbins learning stage, role of managers, stages of staffing, evolution of media, training objectives, function of Dept. Of adult education, Hierarchy of Adult educators, types of education, on the job training, conducting demonstration, plan of research, blooms taxonomy, writing research report, adult education prog. Extension personnel, TLC functionaries, steps of change, planning stages, curriculum stages,

CHAPTER XIII SOLVED PAPERS OF PREVIOURS 15 YEARS (2004 - 2018) 153 – 424 Solved Papers of DEC 2004 Solved Papers of JUNE 2005

11

Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved Solved

Papers of DEC 2005 Papers of JUNE 2006 Papers of JUNE 2007 Papers of DEC 2007 Papers of JUNE 2008 Papers of DEC 2008 Papers of JUNE 2009 Papers of DEC 2009 Papers of JUNE 2010 Papers of DEC 2010 Papers of JUNE 2011 Papers of DEC 2011 Papers of JUNE 2012 Papers of DEC 2013 Papers of DEC 2014 Papers of JUNE 2015 Papers of DEC 2015 Papers of JULY 2016 Papers of JAN 2017 Papers of NOV 2017 Papers of JULY 2018


17


Chapter II

ADULT EDUCATION AND ITS HISTORY IN INDIA 2.0 Educational phase in India 

   

Although the term- “Adult Education” was first coined in the English language in 1851, a wide variety of educational opportunities were available to the people of India. The Vedas, Upanishads, Dhamma Sutras and the Aranyakas bear the importance accorded to the acquisition of knowledge. The word Veda is derived from the word, Vid which signifies ‘knowledge par excellence’. The ancient world being an ‘oral world’, the mode of transmission of knowledge was through discourses and discussions T he i ndi vi dua l s’ h or i zo n of under st and i ng t o ach i eve “dhar ma” (moral), “artha” (wealth), “kama” (pleasure) and “moksha” (salvation)

Among the important approaches of Adult Education in India following are important Basic Education: (1947)  Traditional approach and focussed programme at night school Social Education :- (1949 – 1966)  Concept used was ‘civic literacy’ which was life Oriented approach Functional Literacy :- (1967-1977)  Work oriented approach focused on farmer’s education, Shrameek Vidyapith. Developmental Literacy: (1978 onwards)  based on Social Change approach




18

Focused on Total Literacy Campaign.

There are 3 Major Programme:NAEP (Oct 2, 1978)  Providing education and promoting literacy among all illiterate persons (15-35 age group)  Joint Collaborative effort (Central, State, Union Territories, College, Voluntary Organizations  Functional development, Creation Awareness, special emphasis on women education. RFLP (May, 1986)  Involving NSS and students volunteers  Principle “Each One Teach One’’(Mass Programme Functional Literacy) NLM (May, 1988)  Launched in 5 th May 1988,  with a Goal of making 80 million literate 15-35 age by 1995

2.1. Adult education approaches before Independence (1947)  



The Congress Socialist Party of Andhra established “Peasant School’’ in Guntur to train workers for Peasant Movement. Royal Commission on Agriculture (1928) and the Auxiliary Committee of Indian Statutory Commission (1929) reiterated the importance of adult education as a tool for the socioeconomic development of the nation. Policy of Creating Rural Libraries (1894)- First inaugurated in Baroda State

DR.FRANK C. LAUBACH  developed “Each One Teach One’’ in Philippines during 1930  He leaded to develop innovative literacy primers (keywords and pictures)  His book – “India shall be Literate’’ Shafiq - Ur - Rahman Kidwai Iddaro-O-Talim-O-Taraqqi (Institute of Adult Education) Jamia Miliya Islamia (1938)

N.G. Ranga Rama Needu Adult Education Institute Andhra Pradesh (1933)


 

20

National Book Trust – 1957 Central Board of Worker’s Education (CBWE) - 1957

Gram Shiksha Mohim (Village Education Campaign) – Maharashtra, 1959  First successful literacy campaign undertaken in India during late 1950s. (B.P. Patil is the person related with)  Received ‘Pahlavi Prize’ in 1963 by UNESCO. Functional Literacy Programme (1968 – 1977)  Concept of Functional Literacy emerged during Second World Conference on Adult Education held in Canada in 1960  Another World Conference “Eradication of Illiteracy’’ held in Tehran in 1965 defined it with precision.  New Emphasis on Functional Approach was fully endorsed by fourth Five Year Plan and Education Commission (1964-1966)  UNESCO developed Experimental World Literacy Programme (EWLP) Under which India developed – Farmers training and Farmer’s Training Functional Literacy Project (1968-1977) (FTFLP)

Farmers Training

FTFLP Farm Broadcasting

Functional Literacy

This phase witnessed establishment of  National Board of Adult Education (1969) – (NBAE)  Directorate of Adult Education (1971) – (DAE)  Shrameek Vidyapeeth (1967) intended to provide integrated education and training courses. Later become JSS in 2000

23


educators and social workers. The International Institute of Adult and Lifelong Education (IIALE) was set up by the IAEA in 2002. 2.3.2 During Post Independence period Post Independence Period : Adult Education was renamed as Social Education (1948)  International Seminar for South East Asia Countries organised UNESCO at Mysore in 1949 Theme – “Adult Education for Community Action’’

by GOI and

2.3.2.1 First Five Year Plan (1951 – 1956) 

Social Education Programme jointly by Central and State Govt.Standing Committee on Social Education 1956 by CABE National Level: - Ministry of Education and Ministry of Community Development. State Level: - Dept. Of Education and Dept. Of Community Development - District Social Education Officer (He acts as a linkage between state level and project level) Project Level: - Chief Social Education Organiser

2.3.2.2 Second Five Year Plan (1956 – 1961)  Union Ministry of Education, with assistance of UNESCO and USA , established, National Fundamental Education Centre (NFEC) 1956  NFEC is Precursor of Directorate of Adult Education (1971) 2.3.2.3       

Third Five Year Plan (1961 – 1966) This FYP integrated literacy with functional training Janata College Community Centre Farmer’s Club Mahila Samity All India Radio started Broadcasting Jaipur (College) University Started Dept. Of Adult Education


24

Annual Plans (1966 – 1969) Farmer’s Functional Project (FFLP) 1968 - Linking education with development. Feature  (3F ) Farmer’s Training Functional Literacy Farm broadcasting

Ministry of Agriculture

Ministry of Education

Ministry of Information & Broadcasting

2.3.2.4 Fourth Five Year Plan (1969 – 1971)   

National Board of Adult Education (1970) Directorate of Adult Education (1971) NBAE (1970) :- National Board of Adult Education Coordination of the Adult Education Programmes between State & Central Govt. reconstituted in 1977  IUACE (1970) India University Association for Continuing Education : Established as Universal Adult Education Association in 1966 later renamed in 1970. It Helps university to take pilot projects. DAE (1971)

NFEC (1956) Dept of Non formal education (NCERT Taken)

DAE in 1971 (Ministry of Education)

2.3.2.5 Fifth Five Year Plan (1974 – 1979)   

Non Formal Education Programme (NFEP) launched in 1975-76 to provide education for age group 16-35 relating to young people’s need, aspiration. Term ‘Social Education’ replaced by “Adult Literacy’’ Minimum Needs Programme (MNP) was launched in 1974.

29


Chapter III

PHILOSOPHICAL FOUNDATIONS OF CONTINUING AND EXTENSION EDUCATION 3.0 Philosophy of Continuing and Extension education Essentially Philosophy is a view of life and its various components. The philosophy of a particular discipline would furnish the principles or guidelines with which to mould the activities relating to the discipline. Philosophy is the pursuit of wisdom, a body of general principles or laws of a field of knowledge. According to Kelsey and Hearne (1967) the basic philosophy of extension education is to teach people How to think, not what to think. ‘Why must be asked before “What’’ and “How’’ Schooling as a formal and organized institutions came into existence during 3000 to 500 BC in Egypt and India.  Learning vs. Memory Learning is a process of gaining experience, Knowledge and skill. Whereas, Memory is individual’s capacity to store, retrieve and act further.  Malcolm Knowles (1980) Four assumptions about “Learning Behaviour’’

3.1. Different philosophical traditions and approaches of Adult education3.1.1 Liberal  Individual learner is believed to be a ‘Renaissance’ (Liberated) Person.  Focuses on role of curriculum and evaluation.  Knowledge flows from ‘Expert’ to ‘Learner’ (Top down)  Expert is ‘know-all’ or ‘Authoritative master.’

31

Inactive Stage  

Iconic Stage


Stage of concrete and formal operation

Piaget’s model of learning and cognitive development. Four Pioneer thinkers of 20 thcentury :1) John Dewey (USA) 2) Antonio Gramsci (Italy) 3) M. Gandhi (India) 4) P. Freire (Brazil)

3.2.2 John Dewey (1859 – 1952)  Champion philosopher of democracy in US in 20 th century.  Main aim of philosophy – Realization of Social Progress Role of Education was at greatest interest.  His books – “Democracy and Education’’ “Experience and Education (1938)’’ Distribution between Traditional approach and progressive approach (New Education) Education

3 Main Pillars of Adult Education Experience  

Communication

“All genuine education comes about through experience’’ - Dewey Dewey Proposes a progressive model “New Education’’ (1938), Where there is an intimate and necessary relation between actual education and experience.

3.2.3 Antonio Gramsci (1891 – 1937)  Most significant of Radical Educators.  His writings are reactions to Gentile Reform of Education (1923) introduced by Fascist regime (Italy)  Essay like 1) Intellectuals 2) State & Civil Society 3) Philosophy of Praxis.

33



  

“Cognition not only at the content but also at the way of econo mi c, s oci al , political, ideological facts ... und er w hi ch we f i nd ourselves placed.’’ Action or Reflection = Word + Work = Praxis Reflection Words/ without action = Verbalism (Mere) Action without reflection = Pure Activism


Develop their power to perceive critically the way they exist in the world.

3.3 Ideas of Indian Philosophers about Adult Education 3.3.1 Mahatma Gandhi (1869 – 1948)  People of India lose control over national affairs in Development taking place under British Raj

Westernized Urban Elites

Gap Traditional Rural Mass

 

Gandhi gave a call for “Popular Education’’ through mass participation. Gandhi’s concept of ‘Satyagraha’ is a political tool to fight injustice Public Participation, Mass Education, Use of Vernacular

Central to Gandhi’s approach to Mass mobilisation 

‘Swaraj’ requires an unrestrained ethical autonomy in individuals. Ineffective learning based on 3 R Reading, Writing Arithmetic

35


TABULAR FORM OF DIFFERENT PHILOSOPHY PHILOSOPHY Purpose

LIBERAL To make a person liberate in broadest sense : intellectually, morally, spiritually

BEHAVIOURIST To control the behaviour of a person within an organization

PROGRESSIVE To transmit culture, promote social change, to reform society

HUMANISTIC To enhance personal and development facilitate actualisation

RADICAL To bring fundamental social, political and economic changes in society.

Learner

“Renaissance’’ person cultural and always a keen learner.

Active role player in packaged and programmed learning

People who have unlimited potential to be developed through problem solving

Assumes responsibility for learning and self development.

Equality with teacher in learning process personal autonomy.

Teacher

‘Expert’ who transmits knowledge. Authoritative To down, vertical communication.

Manager and Organizer controller. guides learning Predicts and through direct experience. learning outcome.

Facilitator, partner promotes but did not guide.

Provocateur Equality between teacher and learner

Source of Authority

Western Environment canons of Organization Liberty and Society Individualism

Situations Cultural and Social experience.

The self learner

Socioeconomic Sociopolitical

Problem solving experience based

Experiential learning self directedness

Consciousness raising praxis

Key concepts Learning for its own sake

StimulusResponse Behaviour modification

107


Chapter XII

THE TREASURE HOUSE FOR THE UGC NET-JRF (APPENDIX) 12.0 Persons associated with different terms of adult education                     

Deschooling Society – Ivan Illich Folk High School – Gruntwig Andragogy – Alexander Kapp (termed) Principles of Andragogy - Knowles Operant Conditioning – Skinner Management by objective (MBO) – Peter Drucker Theory X & Theory Y – McGregor Principles of Management – Fayol System Approach – Eurich Contingency Approach – Fiedler Situation Approach – Paul Hersey Grid Approach – Black and Mouton Four system – Likert Praxis – Paulo Freire Term Extension – McCarthy “Adult’s life situation is central to learning’’ – Knox Human Change – Elton Mayo Motivation Theory – Jucious Learning Theory – Ausbel Psycho analytical Personality Assessment – Freud ConstitutionalPersonality Assessment – Sheldon

115

 IPCL         DIET      


Hidden Curriculum – Non-Academic

ICPL (Improved Pace and Content of Learning) It has been designed by NLM It is a motivation centered technique. It improves context of learning It is a method of teaching literacy It makes a programme “ result oriented” Improve the pace of learning “Rapid literacy strategy” initiative was taken

DIET : (District Institute of Education & Training) First established in Hatta, in Oct. 1988 based on NPE. An apex body at Basic Education It was formed pursuant of NPE on teacher education DIET is Third tier of training and resource support centre after NCERT and SCERT Teacher’s Training is also a mission of DIET

NAEP  Main aim is to provide academic and resource support at Grass root level  Implementing agencies are  NGO  UGC  State Govt.  It plays 3 roles  Action Research  Training  Resource Support HUMAN RIGHTS Article Article Article Article

55 62 68 76

– Promote respect for human rights – Promote respect for observance of human rights – To appoint commission for promotion of human rights – Encourage respect for human rights.


144

Attitude

Behaviour Stages in system Approach Determine the boundary

Select media & material

Apply the programme

Analyse the result Stages of cognitive learning Recognition

Recall

Apply

Analyse Group formation Forming

Informing

Storming

153


Adult Education Paper – II

Dec. 2004

Time : 1¼ hours

Maximum Marks : 100 (B) Continuing Education (C) Extension Education

Note : This paper contains fifty (50) multiplechoice questions, each question carrying two (2) marks. Attempt all of them. 1.

(D) Adult Education

The main objective of formal education is : (A) Inculcation of Indian values.

5.

Adult Education programme includes : (A) Functional Literacy (B) Adjustment and preparation for world work. (C) Agent working as a bridge between younger generation and older generation. (D) All the above

6.

“Dementia” is related to : (A) Wrinkles etc

(C) development of expression power. (B) development of social skills. (D) all the above 2.

Both Andragogy and pedagogy basically refers to : (A) Understanding suitable teaching strategies. (B) Understanding the learning process. (C) Understanding learner’s need.

(C) Physiological incapacities (B) Cognitive decline (D) Adult abuse

(D) Understanding teaching process. 3.

Erikson’s eight stages of human development were later expanded by : (A) (B) (C) (D)

4.

7.

The idea of integrating family life education and rural development was advocated by (A) Viedevman (B) Dr. Nena R. Bustrillos (C) Avabai B. Wadia (D) Jaya suriya

8.

‘Population Education Programme’ as policy in all countries primarily deals

Bell and Weinberg McCary Peek None of the above

Distance education programmes offered by most of the universities can be precisely termed as : (A) Non-formal Education

ANSWERS

1. D

2.

B

3.

D

4.

(A) to check growth of population

A

5.

D

6.

B

7.

C

8.

B

154

A Treasure Trove of Extension Education (B) to rationalize the population. (C) to develop awareness about sex (D) None of the above. 9.

National literacy mission in 1988 was launched with (A) Four Technology Missions

and compulsory education has to be provided to all children upto the age of : (A) 25 years (B) 11 years (C) 14 years (D) 15 years 15.

(B) Five Technology Missions (C) Four Educational Missions (D) Three Technology Missions 10.

11.

12.

Three basic elements of identification of Learning needs, Provision of learning opportunities and sustaining the learning environment are components of the scheme ? (A) NAEP (B) PL & CE (C) PERC (D) SSA The first experimental school was founded at Sevagram in Autumn under Mahatma Gandhi’s supervision in the year : (A) 1938 (B) 1937 (C) 1940 (D) 1942

(C) 1994 16.

17.

13.

National open school was established in the year : (A) 1970 (B) 1969 (C) 1971 (D) 1972

14.

According to Directive Principles of the Constitution of India, Provision of free

ANSWERS

9. B 17. A

10. D 18. D

11. B 19. A

12. A

(D)

1989

For Field level continuing Education Co u r se s f or l o w i n c om e g ro u p beneficiaries the baseline data will be collected through : (A) (B) (C) (D)

A grass root institution at community level was created through the scheme : (A) Jan Shikshan Nilayam (B) Mass programme for functional literacy (C) Each one Teach one (D) Area based approach

Area specific and time bound mass Campaigns for total literacy were first launched in Kottayam town in Kerala in : (A) 1990 (B) 1992

Socio-Economic Population Studies Neo-Literate Profile Need Assessment Surveys Questionaire.

Th e ta sk of a n a d u l t e d u ca t i on Programmer is : (A) To develop interest in education (B) To identify reasons for resistance to programme. (C) To impart functional literacy for Quality of life improvement. (D) None of the above.

18.

The main office of National open school in India is : (A) Mumbai (B) Hyderabad (C) Chennai (D) Delhi

19.

The Ministry of Human Resource Development, Government of India has vested the authority with the National open School to (A) Examine and Certify Students

13. B

14. C

15. D

16. A

155

registered with it, upto Pre-degree level courses (B) Create open and Flexible system of education (C) To act as examining body for Non Formal education courses (D) None of the above 20.

22.

FPAI was established in: (A) 1950 (B) 1955 (C) 1949 (D) 1947

26.

National Population Policy 2000, India lists out objectives: (A) To a d d r ess unme t ne ed s f or co nt ra c ep tio n, he a l th ca re infrastructure and provision of integrated service delivery for basic reproductive and child health care.

Neo-Literates School dropouts All the members of the community All of the above.

Satyen Mitra Award is given by (A) NLM (B) IAEA (C) BGVS (D) YMCA

(B) To bring down total fertility rate to a replacement level by 2010 through intersectoral operational agencies. (C) To achieve a stable population by 2045 (D) Above all. 27.

‘Jan Shikshan sansthan’ provides skill learning opportunities to: (A) Neo - Literates (B) Sponsored candidates (C) Worker (D) Youth

23.

25.

Th e b e n e f i ci a r i e s o f c on t i n u i n g education programme are (A) (B) (C) (D)

21.


(D) Population education clubs. 28.

Which one of the following Indian States has the largest population size ? (A) Madhya Pradesh (B) Uttar Pradesh (C) Rajasthan Sex Ratio is an index describing the (A) (B) (C) (D)

Existence of Gender Bias Rate of population growth Rate of mortality Rate of morbidity.

ANSWERS

20. A 28. C

21. A 29. B

22. A

29.

23. B

Which is not the prime objective included in the population education programme ? (A) Developing rational responsible attitude and behaviour towards the situation. (B) Putting a check on family size. (C) Developing consciousness about responsible parenthood. (D) All the above.

(D) Bihar 24.

Universities Talk AIDS [UTA] Project is implemented by: (A) NSS (B) NCC (C) Bharat Scouts and Guides

A researcher has visited the various countries and published a good report on population growth and its factors. What is the nature of the work ?

24. A

25. C

26. D

27. A

321



Dec. 2015

Time : 1¼ hours

Maximum Marks : 100

Note : This paper contains fifty (50) multiplechoice questions, each question carrying two (2) marks. All questions are compulsory. 1.

6.

In which year a full-fledged Department of Family Welfare was set up by the Government of India ? (A) 1952 (C) 1966

Which of the following is not a characteristic of a computer ? (A) Speed (C) Emotions

(B) (D)

Accuracy Versatility

2.

In which year National Documentation Centre on Mass Communication was created ? (A) 1969 (B) 1978 (C) 1976 (D) 1986

3.

In which city “Rajiv Gandhi National Institute of Youth Development” is located ? (A) Rae Bareli, Uttar Pradesh (B) Sriperambudur, Tamil Nadu

4.

Which day of the year is celebrated as the ‘World Health Day’ ? (A) 7 May (B) 10 April (C) 7 April (D) 10 June

5.

“Trial and Error Learning Theory” is associated with : (A) Skinner (B) Kohler (C) Thorndike (D) Maslow

ANSWERS

1. C 9. B

2. C 10. B

3.

B

4.

Which state has the “lowest female literacy rate” ? Choose one out of the following. (A) Jammu and Kashmir (B) Haryana (C) Rajasthan (D) Bihar

8.

Which state has the “above the average literacy rate of India” ? Madhya Pradesh Uttarakhand Andhra Pradesh Odisha

9.

What according to census 2011, is the sex ratio in India ? (A) 927 (B) 943 (C) 946 (D) 933

10.

University Grants Commission (UGC) was established in the year : (A) 1945 (B) 1956 (C) 1957

C

1957 1978

7.

(A) (B) (C) (D)

(C) Gurgaon, Haryana (D) Pune, Maharashtra

(B) (D)

5.

C

6.

(D)

C

7.

C

8.

1969

B

322

A Treasure Trove of Extension Education 11.

(D) None of the above 12.

13.

What elements are relevant to the process of communication ? (a) Environment (b) Noise (c) Feedback (d) Motivation Codes : (A) (a) and (b) (B) (a), (b) and (c) (D)

(B) (D)

(a) and (d) (a) and (c)

What are the “motivating factors of social research” as mentioned by P.V. Young ? (a) Curiosity about unknown (b) Curiosity about known (c) Desire to understand the cause and effect of social problems (d) A p pe a ra nc e o f no vel a nd

ANSWERS

11. C

12. D

17.

(b), (c) and (d)

Which of the following elements are included in the objectives of social research ? (a) Academic (b) Non-Academic (c) Secretarial (d) Utilitarian Codes : (A) (a) and (b) (C) (c) and (d)

15.

16.

The determinant factor of population growth is : (A) Family (B) Marriage (C) Economy (D) Fertility

(C) (b) and (c) 14.

unanticipated situations Codes : (A) (a) and (b) (B) (b) and (c) (C) (a), (c) and (d) (D) (a), (b) and (c)

Learner Centered Approach means : (A) It is teacher centric (B) It is subject centric (C) It is process centric

13. B

14. B

What are the two ways through which required information can be obtained in research ? (a) Census method (b) Sampling method (c) Legal method (d) Taxation method Codes : (A) (a) and (c) (B)

(b) and (d)

(C) (c) and (d)

(a) and (b)

(D)

Training helps to generate : (a) Mental ability and capacities (b) Desired changes in behaviour (c) Evaluation of the training (d) Production of desired task Codes : (A) (b) and (c) (C) (c) and (d)

18.

(B) (D)

(a) and (b) (b) and (d)

Which of the following are the primary sources of research data ? (a) Personal diary of an unrelated person (b) Direct observation of the occurring event (c) Information from the concerned informant (d) Extract from a legal text Codes : (A) (a), (b) and (c) (B) (C) (a), (b) and (d) (D)

15. C

16. D

17. D

(b), (c) and (d) (a), (c) and (d)

18. B

323

19.

Comp on e n t s wh i ch d e scri b e t h e planning stage of a research design are : (a) S election a nd f ormula tion of research problem (b) Research problem and its theoretical frame-work (c) Analysis of results (d) Formulation of hypotheses Codes : (A) (a), (b) and (c) (B) (a), (b) and (d) (C) (b) and (c) (D) (c) and (d)

20.

A Treasure Trove of Extension Education (C) (A) and (R) both are not correct. (D) (A) and (R) both are correct.

22.

Reason (R) : A weak mind brings the downfall of a society. Codes : (A) (A) is correct and (R) is not relevant. (B) (A) is correct and (R) is incorrect. (C) (A) and (R) both are correct. (D) (A) and (R) both are not correct. 23.

Assertion (A) :Neo-literate woman resorted to anti-arrack agitation in Andhra Pradesh.

Codes : (A) Both (A) and (R) are wrong. (B) (A) is wrong and (R) is right. (C) Both (A) and (R) are correct and (R) supports (A). (D) Both (A) and (R) are correct but (R) does not support (A). Assertion (A) : When we talk of a strong character we mean strength of will. Reason (R) : There is no curriculum or method that will produce character by magic. Codes : (A) (A) is correct and (R) is not correct. (B) (A) is not correct (R) is correct. ANSWERS

19. B

20. C

21. D

22. C

Assertion (A) : Human skills have improved management functions. Reason (R) : Productivity is linked to the welfare of the people working in an organization. Codes : (A) (A) is correct and (R) is wrong. (B) Both (A) and (R) are correct and (R) exemplify (A). (C) Both (A) and (R) are wrong.

Reason (R) : Learning content in literacy cl a s se s c re a t e a t t i t u d i n a l a n d behavioural changes among learners at Adult Education Centres.

21.

Assertion (A) : A strong mind elevates a society.

(D) Both (A) and (R) are correct and (R) does not exemplify (A). 24.

Assertion (A) : Teaching - Learning material for literacy programmes are prepared in the language of the learner. Reason (R) : Learning of literacy skills are independent of language of the learner. Codes : (A) Both (A) and (R) are correct and (R) supports the (A). (B) Both (A) and (R) are wrong. (C) (A) is correct and (R) is wrong. (D) (A) is wrong and (R) is correct.

23. B

24. C


324

(d) Quality of life (iv) Bee keeping improvement programme Codes : (a) (b) (c) (d) (A) (ii) (iii) (iv) (i)

Assertion (A) : The teacher should try to pay individual attention to each learner in a group. Reason (R) : The teacher should not keep in view the individual differences of his students. Codes : (A) (A) is correct and (R) is not correct. (B) (A) and (R) both are correct. (C) (A) is not correct and (R) is correct. (D) (A) and (R) both are not correct.

26.

(B) (ii) (C) (iii) (D) (iv) 28.

Assertion (A) : Learning helps in the realization of the goals of life. Reason (R) : Learning does not imply development in the right direction. Codes : (A) (A) is correct and (R) is not correct. (B) (A) is not correct and (R) is correct. (C) (A) and (R) both are correct. (D) (A) and (R) both are not correct.

27.

(a)

(b) (c)

ANSWERS

25. A

Singing and Dancing (iii) Non - formal education for drop outs

26. C

27. D

28. B

(iii) (iv) (i)

Match the items given under List - I (Theory) with those in List - II (Associated with the name) and select the correct answer using the codes given below the list : List - I List - II (a) Hierarchy (i) Skinner of needs (b) Cognitive (ii) Maslow theory Operant (iii) Bruner conditioning (d) Trial and (iv) Thorndike error learning Codes : (a) (b) (c) (d) (A) (i) (ii) (iii) (iv) (B) (ii) (iii) (i) (iv)

List - II (i) Hea lth and Hygiene (ii)

(iv) (ii) (ii)

(c)

Ma t c h L i s t - I ( P rog ra mme s of continuing education) with the List - II ( a ct i vi ti e s un d e r p rogra mme s of continuing education) and select the right answer using the codes given below the lists : List - I Income generating programme Equivalence Programme Individual interest promotion programme

(i) (i) (iii)

(C) (iv) (D) (iii) 29.

(iii) (ii)

(ii) (i)

(i) (iv)

Match List - I (Schemes/Programmes) with List - II (Workers/Functionaries) using the codes as given below the lists : List - I List - II (a) ICDS (i) Instructor (b) NRHM (ii) Anganwadi worker

29. A

325

(c) NSS (d) NAEP

30.

(iii) Asha worker (iv) Enrolled student

Codes : (a)

(b)

(c)

(d)

(A) (B) (C) (D)

(iii) (ii) (iii) (i)

(iv) (i) (iv) (iii)

(i) (iv) (ii) (ii)

(ii) (iii) (i) (iv)

(d) Five National (iv) 1977 technology missions were launched in Codes : (a) (b) (c) (d) (A) (ii) (i) (iii) (iv) (B) (ii) (C) (i) (D) (iii)

Match the List - I with List - II. Use the codes as given below the list : List - I List - II (a) Human (i) 1st December Rights Day

32.

World (ii) 10th December Nature Day (c) Girl Child Day (iii) 3rd October (d) World AIDS (iv) 24 th January Day Codes : (a) (b) (c) (d) (A) (i) (iv) (iii) (ii) (b)

(B) (iii) (C) (ii) (D) (ii) 31.

(i) (iii) (iv)

(iv) (iv) (iii)

UGC Extensioning (iii) 1988 policy frame declared in

ANSWERS

30. C

31. B

32. A

33. A

(i) (ii) (ii)

(iv) (iii) (i)

Example of a non-government organization (d) An informal institution of social relations Codes : (a) (b) (c) (A) (iii) (iv) (ii) (B) (iii) (iv) (i) (C) (ii) (D) (ii) 33.

(iii) (iv) (iv)

Match the items in List - I with those in List - II and select the correct answer using the codes given below : List - I List - II (a) Institution based (i) Family on democratic decentralization (b) A formal (ii) Mahila institution for Mandal education (c)

(ii) (i) (i)

Match the List - I with List - II and select the correct answer from the codes as given below the lists : List - I List - II (a) National policy for (i) 2010 women empowerment was announced in (b) Right to education (ii) 2001 was enforced in (c)


(iv) (i)

(i) (iii)

(iii) Panchayat

(iv) School

(d) (i) (ii) (iii) (iv)

Match the List - I with List - II using the codes as given below : List - I List - II (a) NIOS (i) Material development,

407



July 2018

Time : 2 ½ hours

Maximum Marks : 200

Note : This paper contains Hundred (100) multiple-choice questions, each question carrying two (2) marks. All questions are compulsory. 1.

2.

3.

5.

Launching of __________ in 1952 was a landmark in the history of India. (1)

Which of the following learners need their teacher’s attention ?

(2)

(1) (3)

Slow learner All of these

(3)

Youth Week is celebrated

(4)

Motivated Introvert

National from : (1) 12 to (2) 15 to (3) 11 to

(2) (4)

18 January 21 January 17 July (4)

Which phase is consist in Extension Education Processes ? (1) Situation (2) Teaching (3) Evaluation (4) Above all

8.

Provision of right to equality has been incorporated in Indian Constitution under the article : (1) (3)

Group contact method Mass contact method Above all

‘T e j a sw a n i G ra m i n Ma h i l a Sashaktikaran Yojana’ was started in : (1) Rajasthan (2) M.P. (3) Bihar (4) Jharkhand

1. 4 9. 4

2. 1 10. 3

3.

4

4.

(2) (4)

15 to 19 13 to 17

Curriculum is a need of : (1) Training (2) Teaching (3) Research (4) All above

10.

Motivation has two value aspects : (1) High and Low (2) Primary and Secondary (3) Intrinsic and Extrinsic (4)

2

16 to 20 14 to 19

9.

Which of the following state of India has the highest urban population ? (1) Bihar (2) Maharashtra (3) Uttar Pradesh (4) Punjab

ANSWERS

Integrated Child Development Scheme Integrated Rural Development Programme Community Development Programme Jawahar Rojgar Yojana

7.

12 to 18 July

Which of the following is teaching method in Extension ? (1) Individual contact method (2) (3) (4)

4.

6.

5.

2

Humanistic and Materialistic

6.

3

7.

4

8.

3

408


12.

Principle of random sampling in social research was first introduced by : (1) A.L. Bowley (2) B.S. Rowntree (3) P.V. Young (4) John Galtung

(4)

14.

15.

Which of the following components is not a part of diffusion of innovation ? (a) Change agent (b) Trial (c) Communication (d) Evaluation Code : (1) (a) and (b) are correct (2) (b) and (d) are correct (3) (4)

19.

__________ is an experimentation with responses in order to provoke positive reinforcement. (1) Trial and error (2) Social learning (3) (4)

16.

The Control Unit An internal CPU register Arithmetic Logical Unit Browser

Memorising Insight learning

_ _ _ _ _ _ _ _ _ _ h e l p s t o i mp ro ve performance of workers and to plan new strategies. (1) Promotion (2) Competition

ANSWERS

11. 1 19. 1

12. 4

13. 3

14. 2

Evaluation

18.

Hardware that adds two numbers is : (1) (2) (3) (4)

(4)

Whi ch of t he foll owi n g a re th e advantages of lecture method ? (a) It is economic in time and energy. (b) The material may be presented in a clear, precise and orderly format. (c) It is useful only for participant who can use printed materials. (d) It may be used with large group. Code : (1) (a), (b) and (d) are correct (2) (b) and (c) are correct (3) Only (c) is correct (4) (c) and (d) are correct

Personal diary Historical stud y using a ctual documents Direct observation

Which of the following statements is not true ? (1) Adult learners are matured (2) Adults are rigid to learn (3) Adults learn rapidly (4) A d ul ts wa nt to sh a r e t he ir experiences in adult education center

Compulsion

17.

Which of the following is the field source of data ? (1) Census of population (2) (3)

13.

(3)

(b) and (c) are correct (a) and (c) are correct

Which of the following is not a part of Post Literacy Programme (PLP) ? (a) Remediation of basic literacy skills. (b) Continuation and upgradation of basic literacy skills. (c) Teaching legal literacy. (d) Conducting vocational courses. Code : (1) (a) and (b) are correct (2) (b) and (c) are correct (3) (a) and (c) are correct (4) (c) and (d) are correct

15. 1

16. 4

17. 1

18. 2


422

(c) Population Education Programme (d) Post Literacy Programme Code : (1) (a), (b), (d), (c) (2) (c), (d), (b), (a) (3) 84.

(c), (b), (d), (a) (2) (d), (c), (b), (a) (4)

86.

87.

(c), (a), (b), (d) (a), (b), (d), (c)

Arrange the following Higher Education bodies in a chronological order :

ANSWERS

84. 4

85. 1

88.

89.

86. 1

87. 3

(b), (a), (c), (d) (c), (b), (a), (d)

Arrange the proper sequence in writing a programme report : (a) Implementation (b) Objective (c) Rational (d) Target Code : (1) (c), (b), (d), (a) (2) (3) (d), (c), (a), (b) (4)

90.

(d), (b), (a), (c) (c), (a), (b), (d)

Arrange the following programmes in order in which they were launched. Use the code given below : (a) Co mm uni ty De ve lop me nt Programme (b) Etawah Pilot Project (c) MNREGA (d) Jana Dhan Yojana Code : (1) (a), (b), (c), (d) (2) (3) (a), (b), (d), (c) (4)

(a), (b), (c), (d) (b), (d), (c), (a)

Arrange the following steps in formation of social values in right order : (a) Norms (b) Social Change (c) Formal and informal education (d) Scientific and technological change Code : (1) (a), (c), (b), (d) (2) (3) (a), (c), (d), (b) (4)

Code : (1) (a), (d), (c), (b) (2) (3) (b), (c), (d), (a) (4)

(c), (d), (a), (b) (a), (b), (c), (d)

Arrange the planning process in sequence order : (a) Regional groups (b) Special interest planning groups (c) Community overall organisation (d) Village, block, district, country Code : (1) (d), (c), (a), (b) (2) (3) (c), (d), (a), (b) (4)

College M inistry of Huma n Resource Development (MHRD) (c) University Grants Commission (UGC) (d) University

(d), (a), (c), (b)

Arrange the basic ways of Adult learning in sequence : (a) Learning by doing (b) Learning by sensing and feeling (c) Learning by watching (d) Learning by thinking Code : (1) (3)

85.

(b), (c), (a), (d) (4)

(a) (b)

(a), (b), (c), (d) (b), (c), (d), (a)

Arrange the following stages of staffing in order of their use : (a) Induction (b) Screening (c) Interview (d) Application Code : (1) (d), (c), (b), (a) (2) (c), (d), (b), (a) (3)

88. 2

(c), (d), (a), (b) (4)

89. 1

90. 4

(d), (b), (c), (a)

423

91.

Which could be the best sequence in any communication processes ? (a) Coding (b) Sending (c) Receiving (d) Decoding Code : (1) (3)

92.

(d), (c), (b), (a) (2) (b), (a), (c), (d) (4)

Arrange the following open universities chronologically according to their establishment : (a) Indira Gandhi National Open University (b) R. Tandon Uttar Pradesh Open University (c) Rajasthan Kota Open University (d) Andhra Pradesh Open University Code : (1) (b), (c), (a), (d) (2) (3) (c), (b), (d), (a) (4)

93.

(a), (b), (c), (d) (c), (b), (d), (a)

(a), (d), (b), (c) (d), (a), (c), (b)

Arrange the phases of programme execution : (a) Initiation (b) Getting acceptance (c) Planning and organisation (d) Action and Evaluation Code : (1) (c), (a), (d), (b) (2) (b), (d), (c), (a) (3) (a), (b), (c), (d) (4) (d), (b), (c), (a)

94.

Arrange the agencies which are closely associated in organisation of skill development in year of establishment : (a) State Resource Centre (b) Jan Shikshan Sansthan (c) Continuing Education Centre (d) Krishi Vigyan Kendra

ANSWERS

91. 2

92. 4

93. 3

94. 4

A Treasure Trove of Extension Education Code : (1) (d), (b), (c), (a) (2) (3) (c), (d), (a), (b) (4)

95.

(d), (c), (a), (b) (a), (b), (c), (d)

Arrange the stages of Research in order of being undertaken and choose the answer using code : (a) Sampling (b) Formulation of Research Problem (c) Tabulation and Analysis of Data (d) Data Collection Code : (1) (b), (a), (d), (c) (2) (c), (d), (b), (a) (3) (a), (b), (c), (d) (4) (d), (c), (a), (b)

Read the passage given below and answer the question that follow based on your understanding of the passage from question 96 - 100. Literacy and Education are essential preconditions of accelerated economic development as it has been realised that human resource development (HRD) holds the key for attainment of social and economic goals which can not be achieved by investment in physical resources alone. Prof. Amartya Sen in his address to the members of the Confederation of Indian Industry (CII) in New Delhi, said that “The neglect of basic education, elementary healthcare, land reforms and those parts of infrastructure that favour smaller enterprise in Indian Public Policy makes the country more vulnerable to the negative effects of globalizing process. The market economy flourishes on the foundations of social development. Contemporary market based economy success rests on the solid foundation changes that had occured earlier and India can not simply hope for that magic

95. 1


424

to happen without enabling those social changes in education, healthcare and land reforms. 96.

97.

98.

Prof. Amartya Sen is a world famous person on : (1) Education (2) Economics (3) Environment (4) Sociology Hu ma n R e s ou r ce De ve l op me n t depends on : (1) Co-operation (2) History (3) Entrepreneurs (4) Education Be t t e r i n f ra st r u c t u r e fa v ou r s t o development through : (1) (2)

Change in public policy Changes in education, health and land

ANSWERS

96. 2

97. 4

98. 4

99. 3

(3) (4) 99.

Both (1) and (2) are incorrect Both (1) and (2) are correct

Globalization means __________. (1) Micro economy (2) Macro economy (3) (4)

100. The on : (1) (2) (3) (4)

Market economy Global economy above paragraph emphasis more Micro enterprise Macro enterprise Global enterprise Mall enterprise



100. 1