Pdpet 521 PDF

1 NIOS PDPET BRIDGE COURSE SOLVED IMPORTANT SAMPLE QUESTIONS BOOK
Course-521
Elementary Education: Context, Concerns
and Challenges
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UNIT – 1
1. Discuss the main features of education during ancient times. How was Vedic education
different from Buddhist education?
Ans. The most important contribution of ancient India not only for India but also for the world is
in the field of education. It may also be remembered that education is not an abstract term. It is
manifested in the cultural economic, individual, philosophical, scientific, social and spiritual
advancement. In other words, education is the means for developing the mind for the
betterment of the individual and society. India has a rich tradition of learning and education,
right from the antiquity. The excavation of the sites of Indus valley civilization has brought to our
notice the prevalence of written script that suggests people of that time had sufficient
knowledge and education must have played an important role in shaping up their lives. From
time immemorial, India has explicitly recognized that the supreme goal of life is self-realization
and hence, the aim of education has always been the attainment of such fullness of being.
Differences:
1. The Brahmanic system was a domestic system of education. The forest home of the Guru was
the school. The pupils were residing in the home of the Guru after performing the ceremony of
initiation and were treated by him like his son. The pupils were looked upon as members of the
Guru’s family and had all the consequent privileges and responsibilities. They were taught in a
homely atmosphere. The Buddhist system was a monastic system of education. The monasteries
and viharas where Bhikshus were residing developed into educational institutions.
2. In the Brahmanic system one educational institution worked quite independently of the other.
There was no common organisation for different educational institutions. Each Guru ran his
institution in the way he liked, though certain features were common to all institutions. But in
the Buddhist system there was a common organisation. It was a well federated system of
education. Even though each institution was independent, yet it had to obey the orders of the
‘Sangh’ or the common organisation.
3. In Brahmanic system, Guru was the final authority. His orders had to be carried out by all who
studied under him. Guru was like an autocrat. So in the sense it was an autocratic system of
education. The seniority and pre-eminence of Guru always remained an admitted fact.
On the other hand the Buddhist system was democratic in character. It was not one man who
ruled. Right from the time of admission up to the final stage when pupils left the Viharas
everything was organised on democratic lines. This system accomplished the right to vote by the
pupil in the deliberations of the ‘Samgha’ after his admission to it.
4. In the Brahmanic system the pupils had to stay with Guru for a period of 12 years from the
date of admission. After the completion of the study they had the option to go back to their
homes and live a worldly life. So household life formed an important aspect under the Vedic
system.
Renunciation of family life on the other hand was the very basis of the Buddhist system. Once
the pupils left their homes and joined the Viharas for receiving education, except certain
exceptional circumstances they were generally not allowed to go back to their homes even after
the completion of their studies. Having finished their education, they were required to go about
and preach Buddhism. Thus under Buddhist system of education, an order of brotherhood was
established by breaking tender and natural ties of family relations.
5. In the Brahmanic system the pupils were always under the close and constant supervision of
their gurus. Individual was the teaching unit. As there was no class teaching the relation
between teacher and taught was very cordial. With the expansion of education, the contact
between the teacher and taught was not so close in the Buddhist system.
6. In the early Vedic period instruction was confine only to the young Brahmins to prepare them
for their future vocation as priests. Later on education was thrown open to Kshatriyas and
Vaishayas. Thus the rigid caste system had its influence upon the progress of education. There
was no distinction between man and man on the basis of their castes in Buddhist system of
education. “All castes were equally admissible to Buddhist community”, and were treated on the
footing of equality.
7. In the Brahmanic system much emphasis was given on Vedic study. The teachers were all
Brahmins. It was considered then that only the Brahmins had the privilege to teach. Adequate
attention could not be paid to the secular subjects as undue stress was laid on rituals, prayer,
sacrifices etc. But Buddhist education was not based upon Vedic study; even though Hindu
religion formed an important part of the courses of studies. The teaching staff was non-
Brahmins.
8. The Brahmanic system concentrates its attention on the study of Sanskrit. As a result it could
not promote the education of common people. In Buddhist system the medium of instruction
was Pali, the language of the common man. But the study of Sanskrit was not completely
ignored.
9. During Brahmanic period military education, commercial training etc. formed a part of the
courses of studies. Instruction in military education and vocational training were completely
neglected during Buddhist period. Considerable attention was not paid to these subjects.
10. During Brahmanic period though there were centers of higher learning like Taxila which
earned name and fame, yet foreign scholars were not so much attracted to those centers. But
Buddhism internationalised the education. Reputed universities like Nalanda attracted foreign
scholars and thus the Indian culture spread far and wide. It is largely through the long standing
traditional background of Buddhist education that the harmonious, cultural, political and
economic relations are being maintained with the Far-Eastern countries.
2. Explain the major developments in elementary education during British rule in India.
Ans. Lord Rippon appointed the first Indian Education commission. Mr. William Hunter, a
member of the viceroy’s Executive council, was the chairman of this commission. It came to be
popularly known as ‘Hunter’s commission’. The Hunter commission was appointed mainly to
study the problem and development of primary education. But they made suggestions in regard
to the secondary, higher women and modern education. It was on the basis of suggestions of the
commission a network of the primary schools were spread throughout the country and the
secondary and higher education received a great impetus. Primary education should be useful
for general life of the people and the subjects which are helpful for him in his practical life
should be included. Medium of instruction should be vernacular or Indian languages.
Government should make a constant effort for its progress, expansion and development.
Primary education should aim not only at preparing the students to enter into higher education
but it should aim at spreading public education all right. State should have a free hand to frame
the curriculum. In spite of this recommendation, the commission said that physics, agriculture,
first-aid, banking, geometry subjects that are of practical value in life ought to be included in the
curriculum of the primary education. The commission had recommended that the provincial
Government shall give grant for primary education to the extent of 11 / 2 of the local fund for
education or 1/3 of the entire expenditure on this item. The commission recommended that In
order to raise the standard of the primary institutions, the teachers should be properly trained.
3. Explain the concept of basic education. Do you think that the concept of basic education is
relevant in current socio-economic scenario in India? Justify your answer with suitable
examples.
Ans. Nai Talim is a principle which states that knowledge and work are not separate. Mahatma
Gandhi promoted an educational curriculum with the same name based on this pedagogical
principle.
It can be translated with the phrase 'Basic Education for all'. However, the concept has several
layers of meaning. It developed out of Gandhi's experience with the English educational system
and with colonialism in general. In that system, he saw that Indian children would be alienated
and 'career-based thinking' would become dominant. In addition, it embodied a series of
negative outcomes: the disdain for manual work, the development of a new elite class, and the
increasing problems of industrialization and urbanization.
The three pillars of Gandhi's pedagogy were its focus on the lifelong character of education,
its social character and its form as a holistic process. For Gandhi, education is 'the moral
development of the person', a process that is by definition 'lifelong'.
Current socio-economic Scenario:
(i) Mahatma Gandhi revolutionized the whole gamut of education by devising a scheme of
education popularly known as ‘Basic education’ which was based upon Indian culture and ways
of life of people. His educational scheme sought to draw out the best in both the child and man
to develop in an integrated manner-body, mind and spirit.
His basic education is psychologically sound as it provided an effective outlet for the creative
urges to find their true expression. The scheme satisfied some of the psychological needs of
children- love and affection, self-esteem, security, and creativeness. Manual work would satisfy
his need for creativeness and would develop self-reliance and self-confidence leading to self-
respect and security.
(ii) Sociologically, his scheme of education is sound as education helps in establishing a new
social order popularly known as ‘Sarvodaya Samaj’ where there would not be any cleavages and
clashes, and any discrimination among people. Education will help pupils in cultivating values of
co-operation, discipline, self-help, toleration, mutual respect and good neighborliness.
Education would also cultivate in children a true sense of the dignity of labour and of human
solidarity-sine-qua-non for social unification. He regards his plan through the modicum of
handicrafts as the spearhead of a silent revolution having the most far reaching consequences.
It will provide a healthy and moral basis of relationship between the city and the village and thus
go a long way towards eradicating some of the worst evils of the present social order and
poisoned relationship between the classes. It will check the progressive decay of our villages and
lay the foundation of a just social order in which there is no unnatural division between the
haves and have-not’s and everybody is assured of a living wage and the right to freedom.”
(i) Pedagogically, Gandhiji’s educational theory is sound. The craft-centred education gives form
and reality to the knowledge acquired by children. Knowledge is not fragmented rather unified.
Every aspect of knowledge is correlated and this form of correlation also relates knowledge to
life and other forms of knowledge. All subjects are related to each other.
(ii) From the biological standpoint, his educational theory is sound. It lays emphasis on man’s
capacity to go beyond the process of modifying the relation of his organism to fit the
environment for promoting the best interests as well as those of the society in which he lives.
Thus, education helps him to adapt to the complex changing situations and environments.
His educational philosophy is unique as it combines the essential ingredients of the three
philosophical doctrines- idealism, naturalism and pragmatism. His philosophy is idealistic as he
emphasized on the dignity of man and higher values like truth, honesty, punctuality, goodness
etc.
In the words of Dr. M.S. Patel, “Gandhiji’s philosophy of education is naturalistic in its setting,
idealistic in its aim and .pragmatic in its method and programme of work.” His educational
practice is based on the need? and requirements of the Indian society.
In-spite of drawbacks and failure, his scheme of education is novel and inspiring for the
generations to come. His scheme of education is unparalled and unique among the galaxy of
educational schemes propounded and professed by a host of educational philosophers in the
East and West.
His philosophy of education still holds a promise for a better tomorrow in the modem scenario
of rapid scientific and technological advances. A saying goes, “Gandhi is dead but Gandhism is
alive.” He is truly called as the harbinger of educational thoughts of great educators in the west
and east mass education and the father of vocational education in India.
4. Describe the recommendations of NPE, 1968 and NEP, 1986 with regard to elementary
education.
Ans. Recommendations of NPE, 1968
The Education Commission (1964 – 66) had recommended that the Govt. of India should issue a
statement on the National Policy on Education which should provide guidance to the State
Govts. and local authorities in preparing and implementing educational plans. Accordingly, the
Government of India issued a Resolution on National Policy on Education in 1968. The NPE
(1968) observes that “Strenuous efforts should be made for the early fulfilment of the Directive
Principle under Article 45 of the Constitution seeking to provide free and compulsory education
for all children up to the age of 14. Suitable programmes should be developed to reduce the
prevailing wastage and stagnation in schools and to ensure that every child who is enrolled in
schools successfully completes the prescribed course”.
Recommendations of NEP, 1986
A variety of new challenges and social needs made it imperative for the Govt. to formulate and
implement a New Education Policy for the country in 1986. The New Education Policy in 1986
emphasized on –
• Universal enrolment and universal retention of children up to 14 years of age.
• Substantial improvement in the quality of education.
• Systematic efforts to provide non-formal education to educate school dropouts, children from
areas without school, working children who are unable to attend the school during daytime.
• Implementing “Operation Black Board” scheme to provide essential facilities in the primary
schools
5. What do you mean by UEE? What are the main reasons for not achieving the target of UEE
in India till date?
Ans. Universalization of Elementary Education means Education For All (EFA). In 1990, the
Education For All (EFA) commitment was launched to ensure that by year 2015, all children,
particularly girls, those in difficult circumstances and those belonging to ethnic minorities, have
access to and complete, free and compulsory primary education of good quality and when the
word elementary is added to it, then it means elementary education for all. It means making
education available to all children in the age group 6 to 14 (classes Ito VIII).
Universalization of elementary education implies four aspects:
i. Universalization of provision of schools within reasonable walking distance of the child;

ii. Universalization of enrolment of all children in the age group 6 to 14;
iii. Universalization of retention of all students means that once a child joins a primary
school at the age of 6, he should remain there till he completes all 8 classes.
iv. Universal Achievement.
Reasons for not achieving this goal till date:
1) There are still some backward and remote areas where efforts to open schools are under
way. It should, however, be noted that with the growth of population, there is a need of
more and more primary schools to be opened.
2) Universalization of compulsory primary education has failed to achieve the target because
the quality of primary education has not been maintained properly.
3) Universal retention is a pre-condition for universal achievement of targets. If a child leaves
or withdraws himself from school before completion, it leads to wastage in education which
creates another serious problem for achievement of target.
4) Indifferent attitude of high officers and school authorities towards the desired enrolment.
6. Explain in brief the major important interventions for achieving the target of UEE in India.
Ans. Some of the major important interventions for Universal Elementary Education (UEE) are:
i. OPERATION BLACKBOARD (OB):
The scheme of Operation Blackboard (OB) was launched in 1987 which aimed at the substantial
improvement in facilities in primary schools all over the country. Operation Blackboard laid
down the minimum level of facilities to be provided to all elementary schools which have
already been established. It also prescribed minimum level of funding for all primary schools to
be opened in future. Its goals were clear and well designed and the government was determined
to achieve these goals with the co-operation of the people within a pre-determined time frame.
There were three components of Operation Blackboard:
1. Provision of at least two reasonably large rooms that are usable in all weathers, with a deep
veranda, along with separate toilet facilities for boys and girls.
2. Provision of at least two teachers, as far as possible, one of them a woman in every primary
school.
3. Necessary land for construction of school buildings, including land for games and sports has to
be provided by the local community
ii. DISTRICT PRIMARY EDUCATION PROGRAMME (DPEP)
The District Primary Education Programme (DPEP) was a centrally sponsored scheme launched in
1993 to achieve the objective of Universalization of Primary Education (UPE). The programme
take a holistic view of primary education development and seeks to operationalize the strategy
of UPE, through district specific planning with emphasis on decentralized management,
participatory process, empowerment and capacity building at all levels. The programme was
implemented through the state level registered societies.
The major objectives of DPEP were;
(i) To provide access to all children of primary education (Class I to IV/V)

(ii) To reduce drop-out rates to less than 10 percent.
(iii) To reduce disparities among gender and social groups in the areas of enrolment learning
achievement etc. to less than 5 percent.
(iv) To improve the level of learning achievement as compared to the baseline surveys.
iii. SARVA SHIKSHA ABHIYAN (SSA)
Sarva Shiksha Abhiyan (SSA) is Government of India’s flagship programme for achievement of
Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th
amendment to the Constitution of India making free and compulsory education to the children
of 6-14 years age group, a Fundamental Right.
Objectives of Sarva Shiksha Abhiyan are as follows.
• All children in school, education guarantee centres, alternative schools, and ‘Back to school’
camps by 2003.
• All children complete five years of primary schooling by 2007.
• All children complete eight years of elementary schooling by 2010.
• Focus on elementary education of satisfactory quality with emphasis on education for life
• Bridge all gender and social category gaps at primary stage by 2007 and at elementary
education level by 2010.
• Universal retention by 2010.
iv. MID DAY MEALS (MDM) SCHEME
National Programme of Nutritional Support to Primary Education commonly known as the Mid
Day Meals programme was launched as a centrally sponsored scheme on August 15, 1995. Its
objective was to boost “Universalization of Primary Education” by increasing enrolment,
retention and simultaneously impacting on nutrition of students in primary classes. The basic
philosophy behind the scheme is to provide nutritional food to the primary students so as to
rope in the out-of-school children and to ensure universalization of primary education.
The objectives of this scheme are as follows:
(i) Improving the nutritional status of children in classes I – VIII in Government, Local Body
and Government aided schools, and EGS and AIE centres.
(ii) Encouraging poor children, belonging to disadvantaged sections, to attend school more
regularly and help them concentrate on classroom activities.
(iii) Providing nutritional support to children of primary stage in drought-affected areas
during summer vacation.
7. Write short notes on following.

(i) Sarva Shiksha Abhiyan:
Sarva Shiksha Abhiyan (SSA) is Government of India’s flagship programme for achievement of
Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th
amendment to the Constitution of India making free and compulsory education to the children
of 6-14 years age group, a Fundamental Right. The programme seeks to open new schools in
those habitations which do not have schooling facilities and strengthen existing school
infrastructure through provision of additional class rooms, toilets, drinking water, maintenance
grant and school improvement grants. Existing schools with inadequate teacher strength are
provided with additional teachers, while the capacity of existing teachers is being strengthened
by extensive training, grants for developing teaching-learning materials and strengthening of the
academic support structure at a cluster, block and district level.
The major characteristics of SSA are as under.
• A programme with a clear time frame for universal elementary education.
• A response to the demand for quality basic education for all over the country.
• An opportunity for promoting social justice through basic education.
• An expression of political will for universal elementary education across the country.
• A partnership between the central, state and local government.
• An opportunity for states to develop their own vision of elementary education.
Objectives of Sarva Shiksha Abhiyan are as follows.
• All children in school, education guarantee centres, alternative schools, and ‘Back to school’
camps by 2003.
• All children complete five years of primary schooling by 2007.
• All children complete eight years of elementary schooling by 2010.
• Focus on elementary education of satisfactory quality with emphasis on education for life
• Bridge all gender and social category gaps at primary stage by 2007 and at elementary
education level by 2010.
• Universal retention by 2010.
(ii) Kasturba Gandhi Balika Vidyalaya (KGBV)
The Kasturba Gandhi Balika Vidyalaya (KGBV) scheme was launched by the Government of India
in August, 2004 for setting up residential schools at upper primary level for girls belonging
predominantly to the SC, ST, OBC and minorities in difficult areas. The objective of KGBV is to
ensure access and quality education to the girls of disadvantaged groups of society by setting-up
residential schools at upper primary level. The scheme is being implemented in educationally
backward blocks (EBBs) of the country where the female rural literacy is below the national
average and gender gap in literacy is above the national average. The scheme provides for a
minimum reservation of 75% of the seats for girls belonging to SC, ST, OBC or minority
communities and priority for the remaining 25%, is accorded to girls from families below poverty
line.
(iii) Provisions under RTE Act, 2009

1) Free and compulsory education to all children of India in the 6 to 14 age group.
2) No child shall be held back, expelled or required to pass a board examination until the
completion of elementary education.
3) If a child above 6 years of age has not been admitted in any school or could not
complete his or her elementary education, then he or she shall be admitted in a class
appropriate to his or her age. However, if a case may be where a child is directly
admitted in the class appropriate to his or her age, then, in order to be at par with
others, he or she shall have a right to receive special training within such time limits as
may be prescribed. Provided further that a child so admitted to elementary education
shall be entitled to free education till the completion of elementary education even after
14 years.
4) Proof of age for admission: For the purpose of admission to elementary education, the
age of a child shall be determined on the basis of the birth certificate issued in
accordance with the Provisions of Birth. Deaths and Marriages Registration Act 1856, or
on the basis of such other document as may be prescribed.No child shall be denied
admission in a school for lack of age proof
5) A child who completes elementary education shall be awarded a certificate.
6) Call need to be taken for a fixed student–teacher ratio.
7) Twenty-five per cent reservation for economically disadvantaged communities in
admission to Class I in all private schools is to be done.
8) Improvement in the quality of education is important.
9) School teachers will need adequate professional degree within five years or else will lose
job.
10) School infrastructure (where there is a problem) need to be improved in every 3 years,
else recognition will be cancelled.
11) Financial burden will be shared between the state and the central government.
Short/Very short answer type questions:

1. What was the Upanayana during Vedic period?
Ans. Upanayana was a ceremony that a child used to leave his parent’s home and go to stay in
the house of his teacher to commence his study.
2. What was the medium of instruction during Buddhist period?
Ans. Pali language
3. What were the initiation ceremonies during Buddhist and medieval periods were called?
Ans. Buddhist: Prabrajya or Pabbajja
Medieval: Bismillah
4. What were the aims of education medieval period?
Ans. The aims of education during medieval period were; (a) developing love for Muslim culture
and religion; (b) enabling the individual for Islamic life; (c) preparing the students for the next
world; (d) equipping the students for a vocation; and, (e) preparing individuals for running
administration.
5. When did Portuguese discovered route to India?
Ans. In 1498, Vasco-de-Gama, the Portuguese sailor discovered the sea route to India.
6. What was the “downward filtration theory”?
Ans. Macaulay submitted his report in 1835 and recommended downward filtration theory for
educating Indian masses. This theory meant, “Education is to be filtered to the common people.
Drop by drop the education should go to the common public so that at due time it may take the
form of a vast stream which remained watering desert of the society for long times and high
class of people should be educated and common people gain influence from them.”
7. When hunter commission came into existence?
Ans. Lord Rippon came to India on February 3, 1882. He appointed the first Indian Education
commission. Mr. William Hunter, a member of the viceroy’s Executive council, was the chairman
of this commission. It came to be popularly known as ‘Hunter’s commission’.
8. How Gandhian concept of education popularly known as?
Ans. Nai Talim
9. What were the basic principles of First and second report of Wardha Scheme of Education?
Ans. The first report included the basic principles of the Wardha Scheme of education, its aims,
teachers and their training, organization of schools, administration, inspection and inclusion of
craft-centred education regarding handicrafts like spinning, weaving etc. The second report dealt
with agriculture, metal work, wood craft and other basic handicraft.
10. What’s Nai Talim?
Ans. Nai Talim is a spiritual principle which stated that knowledge and work are not separate.
Mahatma Gandhi promoted an educational curriculum with the same name based on this
pedagogical principle. It can be translated with the phrase ‘Basic Education for all’.
11. The concept of ‘nai talim’ was given in the year………..
Ans. 1937
12. Write the provisions given in constitution of India for Education.
Ans. 1. Free and Compulsory Education
2. Education of Minorities
3. Education for Weaker Sections
4. Secular Education
5. Equality of Opportunity in Educational Institutions
6. Instruction in Mother –Tongue
13. Which article of India Constitution calls for free and compulsory education up to the age of
14 years?
Ans. Article 45
14. What does Article 350(A) directs?
Ans. Article 350(A) directs, “It shall be endeavour of every state and every local authority to
provide adequate facilities for instruction in the mother-tongue at the primary stage of
education to children belonging to linguistic minority groups.”
15. What are the four aspects of UEE?
Ans. Universalization of elementary education implies four aspects:
i. Universalization of provision of schools within reasonable walking distance of the child;

ii. Universalization of enrolment of all children in the age group 6 to 14;
iii. Universalization of retention of all students means that once a child joins a primary
school at the age of 6, he should remain there till he completes all 8 classes.
iv. Universal Achievement
16. What is the “Education for All”? Write its goals.
Ans. The Education for All (EFA) movement is a global commitment to provide quality basic
education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164
governments pledged to achieve EFA and identified six goals to be met by 2015.
The identified six goals for EFA are as under:
Goal 1: Expand early childhood care and education.
Goal 2: Provide free and compulsory primary education for all.
Goal 3: Promote learning and life skills for young people and adults.
Goal 4: Increase adult literacy by 50 percent.
Goal 5: Achieve gender parity by 2005, gender equality by 2015.
Goal 6: Improve the quality of education.
17. What is the main aim of mid day meals scheme?
Ans. Its objective was to boost “Universalization of Primary Education” by increasing enrolment,
retention and simultaneously impacting on nutrition of students in primary classes. The basic
philosophy behind the scheme is to provide nutritional food to the primary students so as to
rope in the out-of-school children and to ensure universalization of primary education.
18. When was RTE Act, 2009 amended?
Ans. 2012
19. Write the major objective of KGBV scheme.
Ans. To ensure access and quality education to the girls of disadvantaged groups of society by
settingup residential schools at upper primary level.
20. What was the Operation Black board?
Ans. The scheme of Operation Blackboard (OB) was launched in 1987 which aimed at the
substantial improvement in facilities in primary schools all over the country. Operation
Blackboard laid down the minimum level of facilities to be provided to all elementary schools
which have already been established. It also prescribed minimum level of funding for all primary
schools to be opened in future.
UNIT – 2
1. Explain the RTE regulation and review the contribution given by Mahatma and Tagore.
Ans. RTE means that each child aged between 6-14 yrs. has the right for free and compulsory
elementary education in the neighbourhood school.
The focal points of RTE regulation are:-
 The title of this regulation is ‘Free and compulsory Right to Education regulation, 2009”
 Free:- Free education means any neighbourhood school which gets aid from govt.
directly or indirectly will not charge anything (fee, donation, charity etc.) from a child.
 Compulsory:- The concept of compulsory education determines that it is the
responsibility of govt. to assure that each child (6-14 yrs.) is given elementary education.
It means that all the children belonging to this age bracket must be given admission,
attendance and achievement till the end of elementary education.
 Child Education:- It means education of all the girls and boys aged 6-14 yrs. in which all
the deprived class, economically weak, especially capable and seriously incapable
children etc. are included.
Contribution of Tagore:
Tagore believed that education is the essential element to attain the goals of life. Therefore
education is a right for all people and it is not different from right to freedom and life. The use of
word ‘right’ was used by Tagore in a letter,’’ International Organisation for logical education for
children’’, in 1908. He reasoned that educational publication, expression and openness are
necessary, which are the aims of life.He believed in the ability to see oneself in others & others in
oneself, is considered self enlightment, which must be the ideal goal of all educational
institutions. He established Shanti Niketan, to translate his thinking into reality.
Contribution of Mahatma Gandhi:
Gandhiji understood the felt needs of education at that time and put forward a concrete step on
practical education scheme in 1937. This could not be overlooked the then British Government.
The British Government turned down the request of free and compulsory education put by
Wardha Yojna, Gokhle Bill and various other medium on the plea of lack of resources. After
independence basic schools were established in many states.
This was a comprehensive national education scheme with following objectives-
• Human Welfare
• Moral education
• Economic independence
• Compulsory education
• Free education
• Rural education
• Establishing dignity of labour
• Activity based education
• Education through mother tongue
• Universal education
• Education for development & change in society
2. What are the expectations from RTE, 2009? What are the problems you feel in
implementing this successfully?
Ans. Major Expectations:
• To ensure universalization of education & this has not been purely obtained till date.
• To provide free education at elementary level to all children
• To ensure 100% registration of children belonging to ‘school going age group’
• To make various local agencies responsible for education of children belonging to 6-14 yrs.
(class 1st -8th)
• In order to bring equality in educational level, non-govt. educational agencies to be given

responsibilities for children of weaker section
• By providing equal opportunities of education for all to give dynamism for the progress of
equality in society.
• To ensure availability of all physical and human resources in order to bring qualitative
improvement in education
• To make education each one’s right in order to ensure his progress
• To make each individual’s life qualitative and full of pride by education
• To remove the socio-economic disparity with the help of education in order to fasten the
development of nation
Problems:
1. Ensuring Learning Outcomes and Competencies:

Every child in elementary school acquires a certificate of completion. The Act fails to
guarantee that a child is competent enough from the education process. There are no
standards for monitoring and measuring learning outcomes. This becomes a case of
guaranteeing graduation but not education.
2. Quality of Teachers and Teacher Education:

The Act lays down minimum criteria for teacher qualifications. However, it is hard to expect
quality improvement unless the foundations/principles, content and methodologies of pre-
and in-service training of teachers are relooked at and changed.
3. Recognition Process for State Schools:
Unlike for private schools, the process of attaining recognition for state schools is not
prescribed.
4. Early Childhood Education

The Act doesn't lay down mandates for an ECE. The kids who'd benefit from this act need
ECE as they aren't exposed to a conducive learning environment till the age of six. If they go
to private schools at the age of six, there would be a humongous learning gap between this
kid and others who come from privileged backgrounds or have gone through ECE.
5. Teacher Shortages
According to the Ministry of HRD in order to meet the requirements of the RTE Act, 5.08 lakh
additional teachers are required to be recruited. Hiring of new teachers and construction of
new schools is mandated under the Act, but with an increase of only INR 2,000 crores from
the last year, this seems unlikely.
3. What do you understand by NCF? Which points have been given importance in NCF, 2005
regarding elementary education?
Ans. In the light of report by Yashpal committee (1993) ‘Education without burden’, the need for
the review arose for NCF, 2000. Under the leadership of Prof. Yashpal one coordinating
committee and 21 focus groups were made as a result NCF, 2005 and 21 base letters were
published. Through this document five directive principles for curriculum framing were
proposed-
• To relate knowledge with out-of-school life
• To ensure that studies should be rote free
• Curriculum should be such that it brings about all round development in children instead being
book centred
• Making examination more flexible and relating it with class activities
• To develop such overriding identification in which national concerns should be included for
organisation of a democratic country
Points given importance in NCF, 2005:
The period of elementary education (class 1st -8th) is very significant for the development of a
child. During this period important cognitive development takes place, conscience gets
structure, development of social skills and intelligence as well as attitude for work develops.
This document recommends that without compromising with norms the education at this level
should be flexible and diverse.
It should be of integrated type which can make children able in language as well as expression.
4. Elucidate the importance of NCF related to the development of National Education

system. Write similarities and dissimilarities between NCF, 2000 and NCF, 2005.
Ans. This framework for Curriculum presents a vision of what is desirable for our children. It
seeks to enable those who are involved with children and their schooling with the bases on
which they can make choices that determine the curriculum. This provides and understanding of
issues relating to children’s learning, the nature of knowledge and the school as an institution.
This approach to the curriculum draws attention to the importance of the school ethos and
culture, the classroom practices of teachers, learning sites outside the school, and learning
resources, as much as to the dimensions of the system that exert direct and indirect influence.
The NCF, 2005 emphasized in the following points –
 Strengthening a National system of education in a pluralistic society,

 Reducing the Curriculum load based on insights provided in learning without Burden,
 Systematic changes in tune with curricular reforms,
 Ensuring quality education for all children,
 Languages, Mathematics, Science, Social Science, Pedagogical Work, Art, Peace, Health
and Physical Education should be emphasize considering different levels of education.
Similarities and dissimilarities between NCF, 2000 and NCF, 2005
• Both documents have main focus on quality education. It is suggested in educational

outline of curriculum 2000, that it is necessary to improve educational quality and make it
relevant by the inclusion of rich, historical events and cultural references. In the outline of
2005, concept of quality education was redefined and it was assumed that decentralization,
increase in Panchayati state institutions, social participation, equality, micro-educational
planning, re-organization of teacher education etc. are powerful mediums which can
improve quality of education.
• In 2000, keeping centuries of changes in mind, connecting education for establishing for
knowledge based society and global knowledge with curriculum has made it boring. At the
time of construction of NCF 2005, education was recognised as fundamental right and has
become essential for life and also suggested that students perform their educational
activities without any burden along with implementation of curriculum.
• In both the documents, previous efforts like basic education have been accepted as a base.
In the outline of 2000 importance is given to national factors of Gandhian philosophy;
although in the outline of curriculum 2005 that philosophy was assumed as base with
reference to values related to pupil centred education, education for vocation, compulsory
education and personal dignity etc.
• Education is a powerful medium for making equality based society outline published in
2000 has given emphasis on equal opportunity for education. In 2005 with same reference
outline suggested main activities and remedies for achieving equality in education.
• Main features of outline 2000 are relevance, equality, and quality education. In NCF 2005,
it is assumed that knowledge should be related with outside life for relevance of education.
• In both documents language development is accepted as main subject for the knowledge
of all other subjects. According to NCFSE 2000, at all levels of education it is necessary to do
continuous efforts for the development of language. In NCF 2005, it is also suggested that
language development should be done through all subjects and all subject teachers are
responsible for the language development of the children.
• In NCF, 2000 keeping in account multilingual culture of India, trilingual rule was
emphasised. In NCF, 2005 the multilingual culture has been taken as a resource and
opportunity for language development of children and trilingual rule has been supported.
• By NCFSE, 2000 social science teaching to students have been found to be necessary for
making effective and cooperative members of the society. The changing view can be seen in
NCF, 2005 where the objective of social science teaching is to generate critical awareness
and found an equality based society.
• For the first time in NCF, 2005 ‘Education for Peace’ was given importance and
recommendation was made to make peace education as one of the subject in teacher
education.
• NCFSE, 2000 emphasis on continuous and comprehensive evaluation but here it is limited
to knowledge & cognition. NCF, 2005 demand redefining of evaluation and asks to include
norms like academic interest of children to make it more informal and generalized (adding
new fields and methods).
• Recommendation for coordination and continuities in pre- and in service training of

teacher education under organizational improvement in 2000. In 2005 reinstating teacher
education & curriculum change was demanded
5. Explain the implications of NCF for teacher education related to elementary education.
Ans. • Besides teaching, a teacher must have knowledge about children’s community &
environment so that their attendance becomes regular and they learn. You have already read
the various expectations from teachers according to RTE regulation with reference to these
expectations, the professional development of teachers is necessary.
• In NCF, 2005 such teachers are demanded who do not consider students just receiver of
knowledge but active participants of knowledge development and become co-producer of
knowledge.
• In this changing current scenario of schools it is expected from teachers that not only
curriculum, content or educational understanding is required but also community, school
construction and organization is also understood. As NCF (2005) related school knowledge with
community knowledge similarly teacher is capable of including community learning experiences
into the subject content.
• Today knowledge has become an external thing which is acquired from books and this has
increased the burden of education. We teachers must understand that learning has become an
individual experience and its meaning can be found through creation of knowledge. We must
consider students as active participant in any learning process and not a receiver of knowledge.
We must accept the challenge to develop creative children.
• This document considers temporary and untrained teachers as hurdles in implementation of

RTE regulation changes have to be made in minimum eligibility of admission, curriculum,
methods etc. The pride of teaching profession has to be reinstated immediately to motivate
capable and dedicated teachers, a stage for teachers to exchange ideas and web portal
dedicated to teachers should be developed.
• To develop the internalisation, capability of school, elementary teacher education program

must be modified. The curriculum has to be modified so that teachers can co-ordinate child
centred, activity based and participatory learning experiences.
• Teachers should be so abled that he can critically evaluate curriculum, syllabus and text books
simultaneously.
• Enable development of social empathy, conscience and fine human values in teachers by
teacher education.

1. The article related to Right to Education in the constitution is
Ans. Article 21 (A)
2. Which constitutional modification made education a fundamental right?
Ans. 86th constitutional amendment
3. What was Vardha Yojna? In it which area was given emphasis for economic
independence?
Ans. Tilak believed in freedom as birth right and to obtain this National Education Policy is a
compulsory element. These thoughts and efforts of Tilak later on became the foundation for the
development of ‘Vardha Yojna’, a nationalistic educational system.
Emphasis for economic independence was given on handcraft
4. Which was the first state where free and compulsory right to education was brought up?
Ans. in 1906 Baroda became the first state in India where the Bill to free and compulsory right to
education was brought up. As a result, boys aged 6-12 yrs. and girls 6-10 yrs were given free
compulsory education. Later on it was raised from 6 to 11 yrs. for the girls.
5. What age of children has the right for free and compulsory education?
Ans. Children of 6-14 years
6. What definition did Swami Vivekananda give for education?
Ans. Expression of innate fulfilment
7. Under which committee’s report , the need for the review of NCF 2000 aroused?
Ans. In the light of report by Yashpal committee (1993) ‘Education without burden’, the need for
the review arose for NCF, 2000. Under the leadership of Prof. Yashpal one coordinating
committee and 21 focus groups were made as a result NCF, 2005 and 21 base letters were
published.
8. Which curriculum was the child centred curriculum?
Ans. NCF 2005
9. What does Education for peace mean?
Ans. It is the sum of many values. Education for peace is a precondition for national progress.
Education for peace is not only important for moral development but also for values, views &
skill nourishment which gives help to balance between nature and man. For successful
democratic life education for peace is necessary. All constitutional values, equality, freedom,
justice, brotherhood, tolerance, individual dignity etc. are a part of peace education and by this
mode only we can achieve these values.
10. What suggestions were given in NCF 2005 regarding examinations in schools?
Ans. Suggestions:
(a) There should be no provision for formal examination in class 1st and 2nd. Statements on
children’s activities and assessment of their health and physical development should be done.
(b) Various ways can be used from class 3rd to 8th, in which oral and written examinations are
included.
(c) Self-evaluation can be included in the report card from class 5th onwards.
(d) Sessional examinations should be organized from class 7th onwards.
11. Why has language education been emphasised in NCF, 2005
Ans. Because language plays the pivotal role in all subject learning
12. Which subject has been recommended for inclusion in NCF, 2005 for development of
moral and human values?
Ans. ‘Peace education’ as a subject
13. What were the basis for preparing NCF 2009?
Ans. (i) Fundamental right to Education (ii) NCF, 2005
14. What were the guidelines for in-service teachers given by NCFT, 2009?
Ans. Develops new frame work for development of teachers skill regarding new references
among pre service and in service teachers. In this short and long duration program prepared by
SCERT and DIET have been and proposed. Also strengthening block and pocket level teacher aid
centres and understanding the needs of organising teachers etc. are planned by giving them
special training
UNIT – 3
1. Write the major issues and challenges in the field of Elementary Education in India.
Ans. Child Marriage in India Leads to denial for Education: According to the constitution of
India the legal age of marriage for girls is 18 years and for boys is 21 years. Any marriage which
solemnized before this age is considered as child marriage. It affects both girls and boys. It
becomes the hindrance in achieving desired Education. It is the point of Discussion that what
factors are there in India which forced to child Marriage and not to Education. The reasons may
be Poverty, Orthodoxy, and unawareness about benefits of Education in future and how it
contributes personal social and societal development.
Child trafficking and denial of Education:
Childhood age is to be considered as the age of learning, playing and enjoying. It is the crucial
age to make the base of the future Education. But a country like India even after seventy years
of Independence has no control on Child trafficking. Rules and regulations have been made but
the proper Implementation is not there. The question arises here is who will secure the future of
these children? Who is responsible for their protection? How India will achieve the goal of
Universalisation of Elementary and Secondary Education?
Child Victims of Domestic Violence:
Domestic violence is the cause which affects the Education of the children. Pattern of abusive
and coercive behaviour of intimate partners by using, physical, sexual and psychological attacks
reduced academic progress and increased disruptive or unfocused classroom behaviour for
children, adolescents, and teenagers. Children from dysfunctional families are less likely to
function successfully at school.
Violation of Rights of Education due to Child sexual abuse:
Bahadur Singh conducted a study based on a well-designed methodology, which covered 13

states including states with the highest through to the lowest crime rates of offences against
children. 18–20 % of Child Sexual Abuse occurs in the family and around 50 % of these cases are
being registered from institutional settings (Jyoti Baldur). Girls are more vulnerable to sexual
abuse. Sexual exploitation and abuse is strongly correlated to poverty. (Jyoti Belur and Bahadur
Singh 2015). According to Recent data on prevalence of sexual abuse in schools and/or
anywhere in South Asia, India has 49.9% of 4320 are sexual abused in schools.
Child Labour and Educational Rights of the Children:
Child labour is most prevalent in India. Children ranging from Kashmir to Kanyakumari found
working in unorganized sector, workshops, establishments, mines and in the service sector at
times as domestic help, whether paid or unpaid. The age which is the initial stage for getting
formal education is spent working as shoe-shine boys, working on shops, rag-pickers and are
even found begging. And it is evident to say that Most of the children are bonded into labour
being forced either by their parents or due to loss of parents. In this regard Children are known
to drop out of school and accompany their parents by earning money in one and another way.
Corporal Punishment and Educational Rights of children
The Right to Education act 2009 is totally against the Corporal punishment but still Indian
schools uses corporal punishment and it is against the human right based approach to
Education. Along with this it is not only restricted to schools alone, it can be pain caused by
parents at home or any other violent action intended to discipline children or to punish them.
Corporal punishment may be in the form of making the child run in the school ground, asking
them to stand up for long hours, asking them sit like a chair, beating them with stick, pinching or
slapping etc. the other ways like abusing them sexually, torturing them, locking up children
alone in classrooms are some of the acts are against the rights of the children. It can lead to
physical and mental injury, and even death of the children in some cases.
2. What are the challenges for elementary education w.r.t. to rural India?
Or
What are the reasons for the poor quality education in rural areas in India?
Ans. • Infrastructure: The infrastructure of primary schools in the rural areas are in pathetic
conditions, the building are almost ruined, the ceiling are leaking, there are no toilet facilities,
rooms are suffocated without ventilation.
• Teachers and teaching aptitude: The teachers appointed in those primary schools lack in
teaching skills and aptitude, there is no firm basis of selecting a good teacher for teaching in
those schools in fact one teacher handles all the classes from grade 1-5 and even in some
schools the teacher is also the principal. Some teachers are themselves so dumb and unaware
that results in degradation of learning aptitude of the students.
• Books, stationery and other facilities: There is a lack of funds provided to those primary
schools thereby the students do not get required books, stationery and other educational
material.
• Wages and incentives of the teachers: The wages and incentives are meagre for the teachers
of those primary schools in order to motivate them to teach properly. Wages are so less that the
teachers are almost de motivated and thus they do not want to make any efforts to show their
teaching skills. Teaching becomes like doing social service in those schools.
• Learning skills of the children: The learning skills of the students are found to be very low and
weak, the students are not motivated and have nothing new to learn, and moreover the
teachers are also not interested in teaching. Hence the students lack in attentiveness,
knowledge and awareness. The condition is so terrible in some rural schools that the students of
the fifth grade don’t even know how to write their names.
• Number of primary school is less: The number of primary schools is less in the rural areas. Due
to long distance of the schools from the living areas parents do not prefer to send their children
to the schools. Girls are not allowed to go far places to study.
3. Write the main features and aims of SSA.
Ans. Main feature of SSA:
1. Programme with a clear time frame for universal Elementary Education.
2. A response to the demand for quality basic education all over the country.
3. An opportunity for promoting social justice through basic.
4. An expression of political will for universal Elementary Education across the country.
5. A partnership between the central, state and the local government. 6. An opportunity for
states to develop their own vision of Elementary Education.
7. An effort at effective involvement of the Panchayati Raj Institutions, School Management

Committees (SMCs), Village and Urban Slum Level Education Committees, Parent’s Teachers’
Associations PTA), Mother-Teacher Associations (MTA), Tribal Autonomous Councils (TAC) and
other grassroots level structures in the management of elementary schools.
Aims of SSA:
1. To provide useful and Elementary Education for all children in the 6-14 age group by 2010.
2. To bridge social, regional and gender gaps with the active participation of community in the
management of schools.
3. To allow children to learn about and master their natural environment in order to develop
their potential both spiritually and materially.
4. To inculcate value-based learning this allows children an opportunity to work for each other’s
well being rather than to permit mere selfish pursuits.
5. To realize the importance of Early Childhood Care and Education (ECCE) and looks at the 0-14
age as a continuum
4. Give some suggestions to improve students’ learning outcomes at elementary level in

India.
Ans. The learning outcomes document that has been evolved by NCERT mentions distinctly the
learning outcomes for each class in Languages (Hindi, English and Urdu), Mathematics,
Environmental Studies, Science and Social Science up to the Elementary Stage. The document is
meant for all stakeholders especially the parents/guardians, teachers, SMC and community
members. Some features of the document are :
i. to make it user-friendly, simple language has been used as far as possible across the
document.
ii. the section under each curricular area comprises a brief understanding about the nature
of the subject, followed by the curricular expectations, which are the long-term goals
that students need to acquire over a period of time, and are therefore spelt out stage-
wise.
iii. the learning outcomes defined class-wise are process-based which provide the check-
points that are measurable in a qualitative or quantitative manner to assess the progress
of a child as per the expected holistic learning for the overall development of a child.
iv. to help the teachers understand and achieve the learning outcomes as per the curricular
expectations, some suggestive pedagogical processes are provided in the columns
adjacent to that of learning outcomes.
v. using contextual resources and appropriate learning processes, the teachers can design
and provide a variety of learning situations/opportunities as per the need of different
learners in an inclusive classroom.
vi. the pedagogical processes are suggestive and do not correspond one-to-one with the
learning outcomes mentioned in the adjacent column but may be looked at holistically.
The teachers may adopt/adapt and can even design many more as per the availability of
resources and local context.
vii. care has been taken that the learning outcomes defined in each curricular area are
spirally linked in terms of age appropriateness and complexity within and across
curricular areas and stages.
viii. the class-wise section may not be viewed in isolation. Holistic perspective will help
accomplish the goal of overall development of a child.
5. Discuss about Schemes and Interventions at Elementary Education Level in India
Ans. Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement
of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th
amendment to the Constitution of India making free and compulsory Education to the Children
of 6-14 years age group, a Fundamental Right.
The programme seeks to open new schools in those habitations which do not have schooling
facilities and strengthen existing school infrastructure through provision of additional class
rooms, toilets, drinking water, maintenance grant and school improvement grants.
Existing schools with inadequate teacher strength are provided with additional teachers, while
the capacity of existing teachers is being strengthened by extensive training, grants for
developing teaching-learning materials and strengthening of the academic support structure at a
cluster, block and district level.
SSA seeks to provide quality elementary education including life skills. SSA has a special focus on
girl's education and children with special needs. SSA also seeks to provide computer education
to bridge the digital divide.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
This scheme was launched in March, 2009 with the objective to enhance access to secondary
education and to improve its quality. The implementation of the scheme started from 2009-10.
It is envisaged to achieve an enrolment rate of 75% from 52.26% in 2005-06 at secondary stage
of implementation of the scheme by providing a secondary school within a reasonable distance
of any habitation. The other objectives include improving quality of education imparted at
secondary level through making all secondary schools conform to prescribed norms, removing
gender, socio-economic and disability barriers, providing universal access to secondary level
education by 2017, i.e., by the end of 12th Five Year Plan and achieving universal retention by
2020.
Information and Communication Technology (ICT)
The Information and Communication Technology (ICT) in schools have been subsumed in the
Rashtriya Madhyamik Shiksha Abhiyan (RMSA). Now ICT in Schools is a component of the RMSA.
The Information and Communication Technology (ICT) in Schools was launched in December,
2004 and revised in 2010 to provide opportunities to secondary stage students to mainly build
their capacity on ICT skills and make them learn through computer aided learning process. The
Scheme is a major catalyst to bridge the digital divide amongst students of various socio
economic and other geographical barriers. The Scheme provides support to States/UTs to
establish computer labs on sustainable basis.
Mid-Day Meal Scheme
The Midday Meal Scheme is a school meal programme of the Government of India designed to
better the nutritional standing of school-age children nationwide. The programme supplies free
lunches on working days for children in primary and upper primary classes in government,
government aided, local body, Education Guarantee Scheme, and alternate innovative education
centres, Madarsa and Maqtabs supported under Sarva Shiksha Abhiyan, and National Child
Labour Project schools run by the ministry of labour.Serving 120,000,000 children in over
1,265,000 schools and Education Guarantee Scheme centres, it is the largest of its kind in the
world.
National Means Cum-Merit Scholarship Scheme (NMMSS)
The Centrally Sponsored Scheme “National Means-cum-Merit Scholarship Scheme (NMMSS)”

was launched in May, 2008. The objective of the scheme is to award scholarships to meritorious
students of economically weaker sections to arrest their drop out at class VIII and encourage
them to continue the study at secondary stage. Scholarship of Rs. 6000/- per annum (Rs.500/-
per month) per student is awarded to selected students every year for study in classes from IX to
XII in State Government, Government aided and local body schools. There is quota of
scholarships for different states/UTs. Students whose parental income from all sources is not
more than Rs. 1,50,000/- are eligible to avail the scholarships.
Adolescence Education Programme
The Adolescence Education Programme (AEP) is an important initiative that aims to empower
young people with accurate, age appropriate and culturally relevant information, promote
healthy attitudes and develop skills to enable them to respond to real life situations in positive
and responsible ways. National Council of Educational Research and Training (NCERT) co-
ordinates the program and works through both curricular and co-curricular formats to
contribute toward holistic development of young people in pursuance of the National
Curriculum Framework, 2005.
6. What are the challenges in rural areas with regard to the primary education of the rural
children?
Ans. • Infrastructure: The infrastructure of primary schools in the rural areas are in pathetic
conditions, the building are almost ruined, the ceiling are leaking, there are no toilet facilities,
rooms are suffocated without ventilation.
• Teachers and teaching aptitude: The teachers appointed in those primary schools lack in
teaching skills and aptitude, there is no firm basis of selecting a good teacher for teaching in
those schools in fact one teacher handles all the classes from grade 1-5 and even in some
schools the teacher is also the principal. Some teachers are themselves so dumb and unaware
that results in degradation of learning aptitude of the students.
• Books, stationery and other facilities: There is a lack of funds provided to those primary
schools thereby the students do not get required books, stationery and other educational
material.
• Wages and incentives of the teachers: The wages and incentives are meagre for the teachers
of those primary schools in order to motivate them to teach properly. Wages are so less that the
teachers are almost de motivated and thus they do not want to make any efforts to show their
teaching skills. Teaching becomes like doing social service in those schools.
• Learning skills of the children: The learning skills of the students are found to be very low and
weak, the students are not motivated and have nothing new to learn, and moreover the
teachers are also not interested in teaching. Hence the students lack in attentiveness,
knowledge and awareness. The condition is so terrible in some rural schools that the students of
the fifth grade don’t even know how to write their names.
• Number of primary school is less: The number of primary schools is less in the rural areas. Due
to long distance of the schools from the living areas parents do not prefer to send their children
to the schools. Girls are not allowed to go far places to study.
Short/Very Short answer type questions:

7. Name two ancient Indian universities.
Ans. Nalanda and Takshashila
8. What is Samagra Shiksha Abhiyan (SSA)?
Ans. The Samagra Shiksha Abhiyan (SSA) is being implemented as India’s main programme for
universalizing Elementary Education. Its overall goals include universal access and retention,
bridging of gender and social category gaps in education and enhancement of learning levels of
children. Samagra Shiksha Abhiyan provides for a variety of interventions, including inter alia,
opening and construction of new schools, additional teachers, regular teacher in-service
training, academic resource support to ensure free textbooks, uniforms and free support for
improving learning outcomes.
9. Who gave the Social Choice Theory?
Ans. Nicolas de Condorcet
10. What was the “Anganwadi” system? What was its purpose?
Ans. The Anganwadi system, also known as the courtyard shelter was a government sponsored
child care development programs made for children between the ages of 0-6. The purpose of
the scheme was to create a foundation for proper development (psychological and physical) of
the child and to reduce the incidence of mortality and mal-nutrition and to provide pre-
schooling education.
11. How much amount of calories and energy prescribed in mid day meal?
Ans. The scheme involved every child getting cooked food with a minimum of 300 calories of
energy and 8-10 grams of protein per day (for a minimum of 200 days).
12. Which state was the first to achieve 100 percent primary education?
Ans. In January 2016, Kerala became the 1st Indian state to achieve 100 percent primary
education through its literacy programme ‘Athulyam’.
13. Describe briefly the levels of education system in India.
Ans. The levels of education system in India:
• Pre- primary education: This is the level when children are about 3-4 years of age. It is the
initial learning stage of individuals.
• Primary education: This is the stage linking the primary and the elementary level of learning.
• Elementary Education: Elementary level of education is compulsory in India. As it is a

fundamental rule that people between age group 6 and 14 should have compulsory education.
• Secondary education: It is the link between the Elementary Education and the higher
education. This is the education level till class 12th.
• Higher education: After the completion of secondary level comes the higher education level.
This is the under graduate and post graduate.
14. Since when Sarvaa Shiksha Abhiyan has been operational?
Ans. 2000- 2001
15. What are the important Physical and quality interventions provided under the Sarvaa
Shiksha Abhiyan scheme?
Ans. Important physical facilities provided under the scheme are: (i) Additional class rooms, (ii)
Laboratories, (iii) Libraries, (iv)Art and crafts room, (v) Toilet blocks, (vi) Drinking water
provisions and (vii) Residential Hostels for Teachers in remote areas.
Important quality interventions provided under the scheme are: (i) appointment of additional
teachers to reduce PTR to 30:1, (ii) focus on Science, Math and English education, (iii) In-service
training of teachers, (iv) science laboratories, (v) ICT enabled education, (vi) curriculum reforms;
and (vii) teaching learning reforms.
16. When ICT was launched and of which scheme it is a component?
Ans. The Information and Communication Technology (ICT) in Schools was launched in
December, 2004. The Information and Communication Technology (ICT) in schools have been
subsumed in the Rashtriya Madhyamik Shiksha Abhiyan (RMSA). Now ICT in Schools is a
component of the RMSA.
17. What are the essential components of ICT?
Ans. The scheme has essentially four components:-
• The first one is the partnership with State Government and Union Territories Administrations
for providing computer aided education to Secondary and Higher Secondary Government and
Government aided schools.
• The second is the establishment of smart schools, which shall be technology demonstrators.
• The third component is teacher related interventions, such as provision for engagement of an
exclusive teacher, capacity enhancement of all teachers in ICT and a scheme for national ICT
award as a means of motivation.
• Fourth one relates to the development of a e-content, mainly through Central Institute of
Education Technologies (CIET), six State Institutes of Education Technologies (SIETs) and 5
Regional Institutes of Education (RIEs), as also through outsourcing.
18. What’s a smart school?
Ans. The smart school is a technology-based teaching learning institution for preparing children
for the Information Age. To achieve smarts schools educational objectives, these teaching and
learning concepts should be covered: curricular, pedagogy, assessment and teaching-learning
materials.
19. When was Mid-day meal extended to Madarsas / Maqtabs?
Ans. The Scheme was further revised in April 2008 to extend the scheme to recognized as well as
unrecognized Madarsas / Maqtabs supported under SSA .
UNIT – 4
1. Discuss the major developments in education system in India from Vedic period to modern
period.
Ans. In India the education system has various aspects and it has evolved since ancient time. The
unique things about Indian education system are diversity in fundamentals like language, culture
and dialect etc. In the times of yore, India had the Gurukula System of education where the
teacher and the pupils used to live together in a distant place and were taught philosophy, arts,
science administration and military techniques. Guru was the central persona and the students
returned the favour by helping their teacher in their daily chores. Women like Gargi, Gayatri and
Maitrayi were prominent personas who participated in educational debates and scholarly
researches. However the biggest demerit of the Vedic education was that only one section of
society such as the Brahmins had the privilege of education. The Kshatriyas were also given
gurucula educations but the lower strata of the society were never imparted any kind of
knowledge.
During medieval period Vedic schools and Madrasas were dominant before British colonial
intruded. The modern education system was introduced during the British rule. In the 1830s
Lord Thomas Babington Macaulay brought English language to India and the syllabus was limited
to modern and specific subjects like science, mathematics, language, history, geography and
civics. Subjects like philosophy and metaphysics were considered unnecessary at school level
education system. The mode of teaching was mainly confined to classroom and the teacher
student relationship became stronger. The education system in India got shaped by the
influence of various institutions throughout different periods. During the second half of
nineteenth century Rama Krishna Mission and the Theosophical Society of India tried to combine
the western pattern of education with the congenial ancient knowledge to inspire the young
minds of Indians and making them more open and accepted universally. For a rational mind set
intellectuals had come together from various countries and have translated their knowledge and
skills. Education became free and was allowed to be pursued by anyone without any
discrimination like caste, creed religion and color. As India progressed and got its independence
from the British colonial modern education system gradually evolved. Presently in the Indian
School System has four levels pre-primary, primary, secondary and higher secondary. There are
two national level boards Central Board of Secondary Education (CBSE) and Indian Certificate of
Secondary Education (ICSE) and also state boards. Government run schools and the private
schools mainly follow both CBSE and ICSE board for their students. However with the
introduction of E-Learning through technology many of the private schools are moving towards
digitization.
2. Explain in detail, the academic responsibilities and characteristics of an effective teacher.
Ans. Academic responsibilities:
The teachers are responsible for;
• Preparing lesson plans
• teaching classes
• evaluating student progress
• acting as guide for students
• Maintaining discipline in the classroom
• Running extracurricular activities like sports, music, dance
• Communicating with parents about students’ progress
Characteristics of an effective teacher:
• Cares about the students
• Good listener, listens to the students’ concerns
• True friend to the students
• Develops students overall personality
• Have passion for teaching
• Exemplifies what he/she teaches
• Combination of knowledge and communication
• is able to identify and work on students strengths and weaknesses
• Focuses on morality and values with subject knowledge
• Self-motivated and self-disciplined
• Motivates students to develop passion for knowledge, innovation and creativity
• Inculcates discipline as a habit
3. Explain the different kinds of roles that a teacher is expected to perform in 21st century.
Ans. Different kinds of roles that a teacher is expected to perform:
• Facilitator
• Manager
• Researcher
• Leader
• reflective practitioner
Teachers as a Facilitator:
A teacher is not just a source of knowledge, but also a facilitator. If teaching is a professional job,
facilitating is the role of the teacher. The teacher has to motivate the students and encourage
them to discuss their view point. The teacher has to interact, discuss the topics with the students
and make the teaching process interesting. Techniques and methods like laboratory work, field
trips, discussions, seminars etc should be used with the purpose of producing good interaction
among them.
Teacher as a Researcher (action researcher):
Action research is one form of applied research. Action research is a strategy which the teachers
can use to investigate a problem. It can also be used for an area of interest which is relevant to
day to day teaching. It provides the structure to engage in a planned, systematic and
documented process of professional growth. The modern teacher daily faces challenges during
teaching to provide an effective learning environment for all the students in the classroom.
These challenges raises questions that the teacher attempt to answer to improve the
professional practice. The approach of action research is to encourage the teachers,
administrator and other practitioners to do research in order to improve them. It promotes and
develops inquiry mind and helps to deal with teaching-learning practices by applying research
based strategic intervention to find feasible solution.
Teacher as a Leader:
The role of teacher as a leader is one that needs to be embraced if the teacher wants to function
effectively in the classroom. The teacher has to monitor the system, plan, organize and lead the
activities to a sustainable development. A teacher is a leader for his students. He inspires them.
He cares for them. Most importantly teacher’s role is to generate interest in the studies. A
teacher therefore has to see himself as a leader and lead his students for the excellence in the
learning process. The role of the teacher leaders is to –
• shape the culture of their schools
• improve students’ learning
• Influence best teaching practices among their peers
Qualities and Skills of Teacher Leaders are as follows:
• Passion
• Communication and rapport
• Flexibility and tolerance
• Committed
• Confidence
• Emotional intelligence
• Coaching skills
• Teaching expertise
• Relationship skills
• Content expertise
4. What do you understand by professional development of teachers? Why it is essential for

teachers to grow professionally?
Ans. A teacher is the central point of educational system and his professional growth is most
essential to keep him abreast with latest developments and innovations in education.
Professional development is defined as “the process of improving staff skills and competencies
needed to produce outstanding educational results for students” (Hassel, 1999). A teacher who
is not growing is decaying and as a professional person a teachers learning is essential for growth
in his professional life. Ideally a teacher must learn something new almost every day in order to
continuously grow professionally. A teacher’s first responsibility is to provide excellent
instruction to the student. Teachers with a high level of moral professionalism put in great
efforts to help the students learn. According to Wynne (1995), teachers with that sense of
obligation demonstrate their moral professionalism by:
• coming to work regularly and on time
• being well informed about their student-matter
• planning and conducting classes with care
• regularly reviewing and updating instructional practices
• cooperating with, or if necessary, confronting parents of underachieving students
• cooperating with colleagues and observing school policies so the whole institution works
effectively
• Tactfully, but firmly criticizing unsatisfactory school policies and proposing constructive
improvement.
5. Differentiate between teacher competence and professional commitment.
Ans. Competence is the ability to perform complex acts with ease, precision and adaptability. A
competency is best described as ‘a complex combination of knowledge, skills, understanding,
values, attitudes and desire which lead to effective, embodied human action in the world, in a
particular domain’
While Professional commitment is a feeling of dedication among the individuals towards their
profession. Professional commitment involves two important components-
1. pride in one‘s being in the teaching profession
2. a strong desire for professional development.
Committed teachers not only look for all round development of children but also work hard for
their own professional growth to contribute their best to the profession as teachers. Thus
teachers total involvement and devotion is must for empowering the students.
6. Discuss the obligations of a teacher towards student, parents, community and society.
Ans. Obligations towards Parents, Community and Society
A teacher;
(i) Establishes a relationship of trust with parents/guardians in the interest of all round
development of students.
(ii) Desists from doing anything which is derogatory to the respect of the child or his/her
parents / guardians.
(iii) Strives to develop respect for the composite culture of India among students.
(iv) Keeps the country upper most in mind, refrains from taking part in such activities as may
spread feelings of hatred or enmity among different communities, religious or linguistic
groups.
Obligations towards student:
A teacher;
(i) Treats all students with love and affection.

(ii) Respects the value of being just and impartial to all students irrespective of their caste,
creed, religion, sex, economic status, disability, language and place of birth.
(iii) Facilitates students Physical, social, intellectual, emotional, and moral development.
(iv) Respects basic human dignity of the child in all aspects of school life.
(v) Makes planned and systematic efforts to facilitate the child to actualize his/her potential
and talent.
(vi) Transacts the curriculum in conformity with the values enshrined in the Constitution of
India.
(vii) Adapts his/her teaching to the individual needs of students.
(viii) Maintains the confidentiality of the information concerning students and dispenses such
information only to those who are legitimately entitled to it.
(ix) Refrains from subjecting any child to fear, trauma, anxiety, physical punishment, sexual
abuse, and mental and emotional harassment.
(x) Keeps a dignified demeanour commensurate with the expectations from a teacher as a
role model.

1. From where, ancient education system in India emerged?
Ans. Vedas
2. What was the aim of education during medieval period?
Ans. The aim of education during medieval period was to bring the lift of knowledge to the
followers of Islam. Maktabs were primarily schools meant for small children and higher
education was imparted through the institution of Madrasha.
3. By whom, the modern education system in India got established?
Ans. British people
4. What are the academic responsibilities of a teacher?
Ans. • Preparing lesson plans
• teaching classes
• evaluating student progress
• acting as guide for students
• Maintaining discipline in the classroom
• Running extracurricular activities like sports, music, dance
• Communicating with parents about students’ progress
5. Define the term teacher as a ‘guru.
Ans. ‘gu’ means darkness and ‘ru’ means light - therefore ‘guru’ means ‘the one who brings you
from darkness to light’. Guru was the store house of wisdom. The guru used to transmit all his
knowledge to the student and the student stored it into his memory. Guru had an absolute
authority. He was considered as the perfect specimen of mankind. He was eminent in
knowledge, possessed a holy character, free from the evil practices and greed for wealth and
had self-control. He was considered as the knowledge bank and spiritual leader.
6. What are the different kinds of roles a teacher has to play?
Ans. First and foremost role of the teacher is to;
• help construct knowledge
• transform personality of student
A teacher is just like an actor who has to play many roles such as;
• Facilitator • Manager • Researcher • Leader • reflective practitioner
7. Write the process of research. What will be its results?
Ans. The processes involved in action research are as follows:
Select a focus area- The focus area can be related to curriculum, teaching strategies, school
environment, involvement of parents, students like achievement, attendance, attitude.
Collect data - this will be based on questions related to the selected area. This can be in the form
of interviews, surveys, questionnaires, observations
Analyze and interpret data - once the data is collected, it needs to be analyzed and interpreted
Take action - based on data the action is taken
The teacher action research activity can result in:
• professional development
• education change
• enhanced personal awareness
• improved practice
• new learning
8. Write down any five major qualities of a teacher leader.
Ans. • Passion
• Communication and rapport
• Flexibility and tolerance
• Committed
• Confidence
• Emotional intelligence
• Coaching skills
• Teaching expertise
• Relationship skills
• Content expertise
9. What’s a shared Governance? What are its benefits?
Ans. Shared governance is a practice in which teacher and management participate together in
taking significant decisions for the institute.
Benefits:
This inculcates a sense of ownership in the teachers, motivates them to work hard to grow their
skill as they know that they were involved in the decision making. This also gives more
opportunities to improve the professional practices. Teacher governance model can help the
institute to be more productive and gives more opportunities to improve on professional
practices. This will help introduce positive changes in the institute that was not possible in the
traditional environments.
10. What do you mean by reflective teaching?
Ans. Reflective teaching is a process where the teachers think over their teaching practices,
analyze how something was taught and how the practice can be improved or changed for better
learning outcomes. Reflective teaching means professional development which begins in the
classroom. It is an ongoing process, because once you start implementing changes, then the
reflective and evaluative cycle goes on a continuous basis.
11. Which characteristics shows the moral professionalism in a teacher?
Ans. • coming to work regularly and on time
• being well informed about their student-matter
• planning and conducting classes with care
• regularly reviewing and updating instructional practices
• cooperating with, or if necessary, confronting parents of underachieving students
• cooperating with colleagues and observing school policies so the whole institution works
effectively
• Tactfully, but firmly criticizing unsatisfactory school policies and proposing constructive
improvement.
12. Name four essential components of professional development of teachers.
Ans. The professional development of teachers essentially consists of four components:
• Development of pedagogy skills of the teacher
• Mastery of subject matter by the teacher
• Development of the teacher as a member of the teaching profession
• Development of the teacher in management and administrative roles
13. What’s the necessity of code of professional ethics for teachers?
Ans. It provides specific direction and guidance to the teachers and helps in enhancing the
dignity of their professional work.
UNIT – 5
1. What are various perspectives of quality in elementary education?
Ans. For some, it should be defined in term of providing minimum basic facilities to encourage
and ensure learning, while for some it should be measured in terms of learning outcomes of the
learner. In Indian scenario. Both are incomplete. Global Monitoring Report – Literacy for Life,
UNESCO (2006), emphasized that ‘the child’s performance needs to be treated as an indicator of
systematic quality.’ The quality dimension also needs to be examined from the point of view of
the experiences designed for the children in terms of knowledge and skills. But if you try to
analyze it according to parents’ perception, it may have different meaning like improvement of
academic performance of their wards usually in terms of marks or grades. If you see on reports
released by some NGOs, you can find that for them reading, writing and computational skills are
determinants of quality. This may be the reason why all educationists, scholars, educational
policy makers and administrators are not having same vision for quality in elementary education.
2. What do you mean by quality assurance? How you’ll ensure quality learning in a
classroom?
Ans. Quality assurance is a programme for the systematic monitoring and evaluation of the
various aspects of a project, service, or facility to ensure that standards of quality are being met.
To ensure quality learning in a classroom, a teacher can adopt following strategies:
• Try to provide learner friendly classroom Infrastructure. Efforts should be made to ensure a
classroom, where children with all diversities can feel happy. There should be opportunity to
learn constructively.
• Inclusive psycho-social environment is another need to ensure quality in elementary

education. Diverse learners i.e. learner from various sections of society with individual
difference should be given equal opportunity to grow. A classroom environment free from all
physical, social and psychological biases is essential to ensure quality learning and only a teacher
can ensure it.
• Quality content is also very important, while designing learning experience for children. You
should keep in mind that what will be the content for learning. All experience, problems, cases
or projects identified as content should ensure authentic learning.
• Student-centered curriculum is a demand for decades. Time has come when curriculum should
be planed around child’s experiences. You should give due preference to child’s perception and
vision while organizing teaching learning in classroom.
• Opportunities to construct knowledge as children learn from their own interpretation and
experiences. NCF-2005 has its focus on constructive teaching-learning i.e. opportunity for
construction of knowledge should be provided to children.
• Diverse and flexible assessment is also important. You cannot assess all children on same
parameter. Continuous and comprehensive evaluation (CCE) needs to be implemented in its true
spirit. Diverse assessment techniques should be used.
• Congenial teacher-student relationship is also essential in classroom to ensure quality learning.

You have to act as a facilitator, mentor and guide. For ensuring quality teaching-learning,
teacher and student should act together in a friendly environment.
3. What’s the concept of TQM? How TQM can be apply in elementary education?
Or
Analyse Plan-Do-Study-Act (PDSA) model in elementary education context.
Ans. As there is no single way to ensure quality and there is no single definition of quality.
Hence in TQM approach, Quality assurance is a continuous process which always goes on. It
focuses on integrated efforts by all stakeholders with futuristic vision to improve quality and
marching towards excellence. Its basis assumptions are:
— Ensure customer satisfaction i.e. quality is defined is as per expectations of customers.
— Continuous improvement as it helps in matching with changing expectations
— Empower all employees as they identify problem as well solve it in the best possible manner.
— Quality is an organizational effort hence focus should be on team work.
TQM in elementary education/PDSA Model:
4. How changing role of teachers ensures the quality education? How can a teacher be
prepared to provide quality education?
Or
What’s the role of teachers in ensuring quality education? And how they can be prepred
for it?
Ans. For ensuring quality in elementary education, onus is on teachers. Now expectations from
teachers have changed a lot from ‘transmitter of knowledge’ to ‘mediator and facilitator in
construction of knowledge’. Teacher and teaching profession is facing challenges from expanding
knowledge base and its access to learners, changing societal demands, influence of media and
ICTs as increasing learner’s expectations. In such situation, old models of pre-service teacher
training have lost its relevance. The restructuring of learning objectives, teaching methods,
changing assessment strategies, increasing parental/social involvement in decision making of
schools are the efforts, which are being made to ensure and encourage quality elementary
education. But all these factors are affecting to teachers also. Now discussions are around a
“new teaching profession”, which is more demanding and complex. Education International (EI)
highlighted “ten new competences for teaching”, identified by Perrenoud (1999), which seems
quite relevant in present context to ensure quality in elementary education.
- Role of continuous professional development cannot be ignored. Periodical training to deal

with emerging demands of education, in-service training should be given due weightage. A
continuous qualitative improvement towards professionalization is needed in teacher training
also. It is the need of the hour to explore alternative models of in-service teacher training like
Open and Distance Learning (ODL). Continuous training in the areas like adopting new teaching-
learning methods, assessment techniques, interpersonal and communication skills, leadership
skills, teamwork and community mobilization is required to ensure quality in elementary
education.

1. On what Global Monitoring Report emphasised more?
Ans. Global Monitoring Report – Literacy for Life, UNESCO (2006), emphasized that ‘the child’s
performance needs to be treated as an indicator of systematic quality.’ The quality dimension
also needs to be examined from the point of view of the experiences designed for the children in
terms of knowledge and skills.
2. What is Dakar Framework for Action (2000)?
Ans. It declared that it is a right of every child to access good quality of education. It affirmed
that quality is the heart of education, a fundamental determinant of enrolment, retention and
achievement. It expanded the definition of quality to address desirable characteristics of
learners, processes, facilities, learning materials, content, governance and management, and
learning outcomes.
3. What are the indicators for Learners’ Assessment, Monitoring & Supervision in SSA?
Ans.
 Policy adopted in the States for
– No detention
– Grade/ Marks
– Internal/ External examinations
– Periodicity of assessment (Quarterly, Half- yearly, Annual)
– Reward/ Punishment
– Recording procedures in school
 Feedback mechanism used by teachers

 Involvement of parents in VEC
 Procedure to give feedback to parents
4. Visualize few hurdles in ensuring quality in school setting in Indian context?
Ans. Lack and improper school infrastructure
Untrained and Unqualified teachers
Absence of school community interface
Inadequate implementation of progress monitoring
5. What are the basic assumptions of Quality assurance?
Ans. Basic assumptions are:
— Ensure customer satisfaction i.e. quality is defined is as per expectations of customers.
— Continuous improvement as it helps in matching with changing expectations
— Empower all employees as they identify problem as well solve it in the best possible manner.
— Quality is an organizational effort hence focus should be on team work.
UNIT – 6
1. Describe the stages of moral development with the help of example?
Ans. According Kohlberg’s (1978) there are three levels of moral development. They are:
• Pre-conventional moral reasoning level
• Conventional moral reasoning
• Post-conventional moral reasoning.
When we look at a child we see that during early stages, the morality is shown out of fear so that
punishment can be avoided or a reward can be earned. Eg: A situation where there is a fight
among two boys in a classroom without a teacher. Teacher asks, “Who started the fight?” One
boy comes up with a name. He just wants to get noticed and get his name registered in the good
books of teacher.
We can observe that with increasing sense of consciousness; moral development too grows to
next level. The child craves for individuality and a place in peer group. The understanding for
right and wrong develops and sense of responsibility is shown by the child. Eg: A high achiever
girl is being bullied by a group of strong headed girls. A girl who wants to befriend that girl, who
is being bullied, comes forward to help her. This may earn her the friendship of this girl.
Higher level of moral development is reached when an individual attains an insight to judge the
situation and take decision in choosing correct values to tackle it. He learns to be more practical
and behaves according to the norms of the society.
2. Enlist the steps of spiritual development?
Ans. • Stage I- Chaotic/Antisocial (Reward -based)
• Stage II- Mythic/Communal (Peer-based)
• Stage III-Formal/Institutional (Law-based)
• Stage IV-Skeptic/Individual (Question-based)
• Stage V- Mystical/ Communal (Principle-based)
3. What are the objectives of identification of cultural values?
Ans. Objectives of identification of cultural values:
• To recognize the cultural dimension of development.
• To identify all the linking values like moral, social, religious and nationalistic values.
• To instill faith and appreciation for their culture.
• To show orientation and readiness to participate for cultural preservation.
• To understand that cultural aspect of not only community but also of whole world should be
there.
• To involve oneself in enriching these values.
4. What are the causes of value deterioration in students?

Or
What are the reasons for value crises?
Ans. • Too much influence of ever developing technology in our life which is distancing away
from the people around us.
• Joint family concept is not preferred as people value their privacy rather than relations
• The traditional type of education system has not much to offer for value inculcation. Students
are now more concerned with academic scores for which they are ready to go to any extent to
do so irrespective of the morality behind it. e.g: students cheating in the class or cases of rigging
entrance examination papers.
• The teachers are not able to inculcate the values in children.
• Parents are equally responsible for value deterioration. Either they are so busy with their lives
or do not find anything wrong if their ward use any immoral way to excel.
• Power and money in the hands of corrupt people is setting wrong example before our children.
5. Why do you think that nationalistic views are necessary to show patriotism?
Ans. Patriotism is the feeling of love, devotion and sense of attachment to a homeland, and a
sense of alliance with other citizens who share the same sentiment. This attachment can be a
combination of many different feelings relating to one's own homeland, including ethnic,
cultural, political or historical aspects. To have such sense and feelings once must understand
own nation which is possible only with nationalistic views. Patriotism does not mean blindly
following nation’s policies. Our personal feelings, societal behaviours and decisions in favour of
the country constitute nationalistic values. Every nation has its cultural, religious, social,
economic, political values. Nationalistic values are:
(i) Keeping our national spirit high

(ii) Keeping distinctive characteristics of our country on top
(iii) Loyalty and devotion towards our nation
(iv) Emotional attachment towards nation
(v) Preserving nation’s culture, heritage etc.
(vi) Nation should not stand against humanity
But these should not limit us; on the contrary there should be freedom to express our national
identity without suppression.
6. Differentiate between direct and integrated approach to inculcate values?
Ans. Direct Instructional Approach: - This approach is followed in many schools. In the time
table one period of Moral Science or value Education is incorporated. During this period
teachers recite motivating poems or read out moral based stories or organize skits, drama, fancy
dress etc. The teacher encourages the children to put forth role plays on freedom fighters or
famous people. In these classes values are explained systematically and learners are made
aware of their behavioural outcomes.
Indirect Integrated Approach: - In this value education is incorporated into the regular
curriculum. For this a simple example can be taken. In environmental education class when
students are taught about environmental pollution the teacher can give an assignment or
project to the students.
7. How can values be induced through science and humanities teaching?
Ans. Science Teaching:
During teaching of science subject, many values can be inculcated. We can understand with the
help of examples. Students can be brought closer to the nature in this way they shall respect the
surrounding and also respect their own existence on this earth. If students are taken to animal
zoo or safari or sanctuaries they can be sensitized towards other living beings.
Activity: While teaching renewable and non-renewable sources of energy; the students can be
made aware about energy crisis by citing examples and they can be asked to present ways which
can help minimize the wastage of energy sources. Make groups of students and ask them to
make list of ways for conservation, by discussing amongst the group members.
Humanities teaching:
Civics/humanities teaching can be of great help in developing nationalistic values.
Activity: Show news clipping where agitating mob is burning buses and other vehicles, pelting
stones and destroying public property. Now organize an open debate among students to know
their reaction on this outrage and whether they think it is right or wrong.
Civic sense, respecting public property, taking care of historical monuments and heritage
buildings, developing awareness about rights and responsibilities incurred by government can be
taught in the class room when teaching civics subject.
8. What’s the meaning of gender sensitization? Why gender sensitization is necessary?
Ans. It is about bringing change in the mindset of people of not correlating the roles with their
gender. We have to rise above the fact that women looks after the home and men run it by
earning money. Today women too has come out of their comfortable zone i.e. homes and
engaged in earning in equality with men. Thus the need for instilling empathy for each other is
gender sensitization. It can also be said that changing ones behavior by inculcating the value of
gender equality. If males can understand the problems, attitude, beliefs, importance of females
and vice versa; it can help in making them sensitized.
Women in India still suffer from gender inequality. This may be attributed to gender in-
sensitization shown by males. The root cause of this problem is the deterioration of values
among children. Gender sensitivity is dying a slow death. This has led to increase in eve-
teaching, domestic violence, rape cases etc. Since women are progressing day by day; men are
finding their dominance in danger. We cannot say that only men are desensitized. Some women
too show this trait. Despite multitasking both at home and office women are not given are due
credit. This frustrates them as a result they show their insensitive side by neglecting home,
seeking divorce, breaking families, extra marital affairs etc. As Gloria Stienem says, “We’ve
begun to raise daughters more like sons, but few have the courage to raise our sons more like
daughters”. It is rightly said that the day girls understand the mentality of boys and boys get
equally concerned about girls this problem can be overcome.
9. How can we develop gender sensitization among students?
Ans. • It should start at home where the parents should treat both equally at all fronts. In Indian
families parents easily send their boys anywhere and at any time whereas the girls are
prevented from doing so. If in case the girls have to be sent then some male member of the
family will accompany her. This brings about a loss of confidence in the girls.
• In the schools the teachers should interact with students irrespective of gender discrimination.
While citing examples teacher must take care that the girls are not shown in low dignity or boys
at superior level or vice versa.
• The school should ensure unbiased participation of both boys and girls in all categories. This
will make teaching learning process smooth.
• Activities which will help develop mutual respect between girls and boys should be
incorporated in the curriculum. CBSE has developed a kit on gender sensitivity for teachers to
enable them to involve both in classroom activities.
• Publicly girls do not trust males easily. This trust factor has to be reinstated so that cordial and
amiable relation develops between both the genders.
• Doing any work intelligently or smartly has nothing to do with gender; it is just the brain and
skill of an individual. The day this fact embeds in our mind we shall understand that both are
equal.
10. What are the recommendations of Kothari Commission?
Ans. • To include moral, social and spiritual education in our educational system is required.
• Moral education should be imparted through both direct as well as indirect methods.
• The entire curriculum and the activities should be value oriented.
• From school assembly to curriculum transaction and organizing co-curricular activities all
should inculcate values among students.
11. How should teachers try to transact value education without feeling burdened?
Ans. They should also be oriented that these are necessary not only for students but also for
them. This exercise should be done in such a manner that neither teacher nor student should
feel it as a subject out of school curriculum. Value inculcation should be based on educational
instructions. Open discussion should be done in the classroom.
12. What are the ways to transact curriculum for value education?
Ans. • It should not be assumed that directly teaching values will make them perfect. It is to be
planned and implemented gradually and continuously.
• Value to be inculcated should be suitable in the present condition. They should not be
impractical. Their relevance to the learner should be clear.
• It should not be forced upon
• It should not be time taking. For this a teacher must maintain time management and try to
make it more effective in less time and resources.
• All the academic as well as administrative staff should be involved when planning for value
education.
• It is always good to take proper feedback so that re-orientation can be done.
• Teachers should not find it a burden. They should also be oriented that these are necessary not
only for students but also for them.
• This exercise should be done in such a manner that neither teacher nor student should feel it
as a subject out of school curriculum.
• Value inculcation should be based on educational instructions.
• Open discussion should be done in the classroom.

1. What’s the meaning of moral values? Or Define moral values.
Ans. Moral values refer to a set of principles that help an individual to differentiate between
right and wrong. An individual with good moral values shows strong showcasing of
characteristics like emotional stability, courage, respect, unselfish, honesty, empathy and
compassion.
2. Write the stages of moral development.
Ans. • Pre-conventional moral reasoning level
• Conventional moral reasoning
• Post-conventional moral reasoning.
3. Differentiate between moral and spiritual values?
Ans. A good moral value is when you learn to distinguish between right and wrong. The person
shows positive attitude, emotional stability, empathy, compassion and is a strong decision
maker. Spiritual value means secular outlook, sense of belongingness to his community, strong
beliefs which reflect in his personality but without undermining others beliefs.
4. Enlist the steps of spiritual development?
Ans. Stage I- Chaotic/Antisocial (Reward -based)
Stage II- Mythic/Communal (Peer-based)
Stage III-Formal/Institutional (Law-based)
Stage IV-Skeptic/Individual (Question-based)
Stage V- Mystical/ Communal (Principle-based)
5. What are the different types of values? Or Categories of values.
Ans. • Aesthetic • Instrumental • Moral
6. Give any two reasons for value crises.
Ans. • Too much influence of ever developing technology in our life which is distancing away
from the people around us.
• Joint family concept is not preferred as people value their privacy rather than relations.
7. What does value transition with time mean? In what ways it can be studied?
Ans. It means that values are dynamic and they change with time. Earlier the values which were
felt to be important may not be found to be very relevant in today’s world. Earlier human
relations were given priority but nowadays it may not hold true because they do not mind
sacrificing their relation to achieve success. This is termed as ‘being practical’.
Value transition can be studied in two ways;
I. Value transition with age and maturity

II. Value transition with time
8. Write few points describing the need for development in our life.
Ans. • Present day education system is progressing but is devoid of character building.
• Goal of learner has become high grade achievement at any cost.
• We fail to understand our existence on this earth.
• Only concern now is me, my, mine and myself. The duties towards society, nations etc. are
rarely given second thought.
• Our thought process has taken totally different course where thought for integrity and right
values rarely come across.
9. Why do we need to identify values?
Ans. Valueless person is an aimless individual whose purpose of life is not certain. When our life
proceeds in proper alignment with our values, life becomes sorted. Values help to keep us
grounded, humble and most importantly humane. Once we understand values we can
understand why we make the decision we do.
10. Write the differences between cultural and religious values.
Ans. Cultural Values are moral commitments towards our society and its heritage. It exists where
it is linked with moral, social, religious and nationalistic values. These takes into consideration
not only one’s own culture but of the whole world as one. On the other hand religious values
give base to a person’s faith to fight against all odds. It helps to make us secular in our outlook as
well as practice. It gives strength to fight against all societal evils.
11. What are the different manners in which teachers can inculcate the values? Explain briefly.
Ans. Values are inculcated in learners in different manner. They may be
• Taught
• Caught
• Sought
Taught:- Teachers inculcate values into the learner which lead to moral behavior. Eg: In
classroom teacher teaches students to wish teachers or seniors; respectfully while passing by.
Caught:- This is more of a decision making process where the child chooses the suitable and
appropriate values from various options. The child imbibes only those values which are based on
his own convictions.
Sought:- A student sets his own moral standards, analyses the value required and then tries to
sought it. It becomes pattern of his later life. This can be illustrated with the help of an example
wherein a person goes to temple daily and helps the needy. He feels that in this way he can
thank God for all the things and in return wants to stretch his hand of help to those who need it.
12. What are the co-curricular activities through with values can be Inculcated?
Ans. • Recreational Activities: Dance, singing, drama, quiz, shows, exhibitions etc. help in
developing aesthetic values. Children learn to be appreciative and creative.
• Games & Sports Activities: These help to build a healthy body and we already know that a
healthy mind resides in healthy body. Students also realize the importance of discipline and
punctuality. They learn the value of rules and regulation in life.
• Society Centered Activities: Organizing rallies, nukkad-nataks, Visit to old age home,
orphanages, rehabilitation centers; remand homes etc. Besides these, attending blood donation
camps, participating in NCC or NSS help to inculcate values of tolerance, compassion,
cooperation, equality, team spirit etc.
• Vocational Activities: Various schools run these activities like needle work, SUPW,
photography, clay modeling, handicrafts making and so on.
13. What’s the difference between gender and sex?
Ans. Sex is when we differentiate between girl and a boy on biological basis. When this
difference is based on social, cultural and economic background it is referred as gender.
14. What is ‘Gender Sensitization’? How can we develop gender sensitization among
students?
Ans. Gender sensitization means changing behaviour and instilling feelings of equality for both
the genders. It raises the awareness of gender identities in similar scales.
Gender sensitization among students can be inculcated - (i) at home by parents who must treat
both boys and girls similarly. (ii) By not stopping girl from doing what boys can do. (iii) making
boys empathetic towards girls. (iv) Activities involving both should be organized in school to
bring a feeling of equality. (v) The trust factor between the two genders is to be built by
activities which can be organized in schools.
15. How curriculum can be transacted in order to inculcate values at primary and secondary
level?
Ans. At Primary Level:-The teacher can make children familiar with the values through poems,
stories, smart classes, science classes etc. Hygiene, politeness, fearlessness, punctuality, truth,
paying respect etc. can be inculcated easily with teacher’s efforts.
At Secondary Level:-
• Through science teaching the benefits of agriculture, various inventions, technology etc. for
the benefit of mankind can be taught.
• Through literary subjects teacher can use drama, poem, stories etc. to teach aesthetic values.
• Social sciences can be used effectively to teach various values. For example history helps to
inculcate brotherhood among various cultures, pride for heritage and appreciate the various
historians.
• Through geography the concept of “Vasudhaiv Kutumbkam” can be taught. The students will
understand that geographically we are one. The trend of globalization can be incurred upon
easily.
• Nationalistic values, secularism, equality, civic sense etc. can be taught through civics teaching.
16. How should teachers try to transact value education without feeling burdened?
Ans. The value inculcation in students by teachers should be little flexible. The teacher must be
free to organize activities with curriculum transaction or as different subject. The teacher will
not feel burdened and uninterested when the teacher has full hands on the responsibility to
transfer values to the children. Besides, the teacher should be motivated at her contributions to
the school and society. Much lies in the hands of a teacher so it is the duty of school
administration, parents and in fact society too that they are encouraged and stimulated to adopt
various approaches to enrich our students with values.

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1 NIOS PDPET BRIDGE COURSE SOLVED IMPORTANT SAMPLE QUESTIONS BOOK

Unauthorized Distribution of any content or part of this E-book

Current socio-economic Scenario:

Ans. Recommendations of NPE, 1968

Recommendations of NEP, 1986

• Universal enrolment and universal retention of children up to 14 years of age.

• Substantial improvement in the quality of education.

Universalization of elementary education implies four aspects:

i. Universalization of provision of schools within reasonable walking distance of the child;

Reasons for not achieving this goal till date:

i. OPERATION BLACKBOARD (OB):

There were three components of Operation Blackboard:

ii. DISTRICT PRIMARY EDUCATION PROGRAMME (DPEP)

The major objectives of DPEP were;

(i) To provide access to all children of primary education (Class I to IV/V)

iii. SARVA SHIKSHA ABHIYAN (SSA)

Objectives of Sarva Shiksha Abhiyan are as follows.

• All children complete five years of primary schooling by 2007.

• All children complete eight years of elementary schooling by 2010.

• Universal retention by 2010.

iv. MID DAY MEALS (MDM) SCHEME

The objectives of this scheme are as follows:

7. Write short notes on following.

The major characteristics of SSA are as under.

• A programme with a clear time frame for universal elementary education.

• An opportunity for promoting social justice through basic education.

• A partnership between the central, state and local government.

• An opportunity for states to develop their own vision of elementary education.

Objectives of Sarva Shiksha Abhiyan are as follows.

• All children complete five years of primary schooling by 2007.

• All children complete eight years of elementary schooling by 2010.

• Universal retention by 2010.

(ii) Kasturba Gandhi Balika Vidyalaya (KGBV)

(iii) Provisions under RTE Act, 2009

Short/Very short answer type questions:

2. What was the medium of instruction during Buddhist period?

Ans. Pali language

Ans. Buddhist: Prabrajya or Pabbajja

4. What were the aims of education medieval period?

5. When did Portuguese discovered route to India?

6. What was the “downward filtration theory”?

7. When hunter commission came into existence?

8. How Gandhian concept of education popularly known as?

Ans. Nai Talim

10. What’s Nai Talim?

11. The concept of ‘nai talim’ was given in the year………..

12. Write the provisions given in constitution of India for Education.

Ans. 1. Free and Compulsory Education

3. Education for Weaker Sections

5. Equality of Opportunity in Educational Institutions

6. Instruction in Mother –Tongue

14. What does Article 350(A) directs?

15. What are the four aspects of UEE?

Ans. Universalization of elementary education implies four aspects:

i. Universalization of provision of schools within reasonable walking distance of the child;

16. What is the “Education for All”? Write its goals.

The identified six goals for EFA are as under:

Goal 1: Expand early childhood care and education.

Goal 2: Provide free and compulsory primary education for all.

Goal 4: Increase adult literacy by 50 percent.

Goal 5: Achieve gender parity by 2005, gender equality by 2015.

Goal 6: Improve the quality of education.

17. What is the main aim of mid day meals scheme?