ADULT EDUCATION
ADULT EDUCATION SYLLABUS
(Continuing Education/ Andragogy/ Non Formal Education)
(These syllabus may change from time to time. Please check with the relevant websites for any changes in the syllabus)
PAPER-II
Concepts and Terminologies
PAPER-III (Part-A & B)
[ CORE & ELECTIVE/OPTIONAL]
Unit—I: Philosophical Foundations
PAPER-II
Concepts and Terminologies
- Andragogy and pedagogy
- Illiteracy and its types, Literacy and its types—traditional, functional, mass, rapid, legal, technological.
- Adult education, adult learning, continuing education, lifelong learning, recurrent education, difference between teaching and training
- Formal education, non-formal education, informal education, incidental learning
- Development and its indicators, population education
- Social justice with respect to quality of life
- Adult education and development—social, economic, cultural
- Prior learning, its assessment and equivalence
- Extension education, field outreach, community engagements
- The Non-formal approach in education—Education for All
- School drop-outs and universalisation of primary education and its relationship with adult literacy; DPEP
- Teaching-learning materials for non-formal education—preparation according to the needs of various target groups
- Sarva Shiksha Abhiyan
- Jana Shikshan Nilayam, Continuing Education Scheme, Jana Shikshan Sansthan (Shramik Vidyapeeth)
- Continuing education courses—needs assessment, design, conduct, evaluation and modifications
- Identification, Mobilization and organisation of resources for continuing education
- Continuing education and technology, virtual university
- National Open School, the Open Basic Education program, continuing education and vocational courses
- Equivalence and academic credit for continuing education courses
- Emerging needs and future perspectives
- Continuing education needs of industries
- Evolution of the concept of population education; paradigm shifts
- Difference between population education and population studies
- Population education as a part of the curriculum at different levels of education
- UNFPA Project—Population Education Resource Centres and Clubs : New and varied approaches
- Development of learning materials
- Use of different media in population education
- Concept of evaluation and its relevance to population education programs
- Role of various agencies : NCERT, UGC, Directorate of Adult Education, SRCs, Universities
- Planning Forums, legal literacy programs, Bharat Gyan Vigyan Jatha
- Social issues such as water management, street children, bonded labour, environmental, preservation
- Programs for the awareness of Human Rights
- Gender issues and women's empowerment with special reference to Mahila
- Samakhya program and anti-arrack agitation by neo-literate women of Nellore
- Methods for the evaluation of programs on social issues
- Application of Management Principles at Program, Project, Voluntary efforts and course levels
- Management Information System for program efficiency
- Managerial techniques and technologies Leadership—types and styles
- Inter personal and group communication
- Communication Technologies
- Educational Technologies
- Difference between audio-visual aids and use of educational technology
- Participatory communication methods
- New information technologies : multimedia packages, computer aided learning, websites on adult education, data base creation for adult education
PAPER-III (Part-A & B)
[ CORE & ELECTIVE/OPTIONAL]
Unit—I: Philosophical Foundations
- Liberal, Behaviouristic, Progressive, Humanistic and Radical approaches
- Ideas of Rabindranath Tagore and Mahatma Gandhi
- Conscientization approach : Ideas of Paulo Friere
- Socialist Pedagogy
- Values in adult education vis-ä-vis challenges of contemporary society
- Difference between the adult and the child as learners
- Characteristics of adult male and female learners and differences in their learning needs
- Learning needs of adults in urban, rural and tribal settings
- Learning needs of adults of different socio-economic strata
- Motivational aspects of adult learning
- Theories of adult learning
- Literacy, post-literacy and open basic education for the adult learner
- Developing curricula—types of curriculum
- Different teaching methods
- Teaching and learning materials for adults
- Teaching aids—conventional. non-conventional, modern
- Socialization and popular education as learning tools/ strategies
- Identification of needs and interests of adult learners
- Preparation of books for neo-literates-—Processes and contents: field testing of materials
- Publication and marketing of materials : Role of National Book Trust, SRC. NGOs, etc.
- Development of materials print and non-print other than books
- Training
- Functionaries in adult, continuing education and field outreach programs conducted by government agencies, NGOs and universities and their training needs
- Identification of objectives, content, training method, implementation strategies and evaluation techniques
- The participatory approach as a training technique
- Management and organisation of a training program
- Field Organisation
- Strategies for entry into communities
- Rapport building, survey, planning for macro- and micro-situations
- Setting targets, organization, resource mobilization, budget and its management. conduct of field work and its monitoring Evaluation—continuous, internal, external, tools for evaluation
- Remedial actions
- Adult education in ancient India, middle ages and pre-Independence India
- Adult education in post-Independence India, i.e., from 1947 to 1997 up to the Eighth Plan Period
- Commissions, Farmers' functional literacy, Gram Shikshan Mohim in
- Maharashtra, National Adult Education Program, Mass Program for Functional Literacy, Center model versus the each-one, teach-one model, program
- Adult education in ancient times in China, Denmark, Vietnam, Tanzania and in the Western countries
- Efforts by UNESCO
- Role of NGOs with special reference to Bengal Social Service League, Literacy House, Seva Mandir, Gandhi Gram Rural Institute, Sriniketan, etc.
- National Literacy Mission (NLM): Structure, role and function, operational network and supporting agencies and bodies such as SRC, DIET, NIAE, Directorate of Adult Education, etc.
- Total Literacy Campaigns (TLC), Post-Literacy Campaigns (PLC), Off shoots of TLC and PLC
- Field skills, teaching methods for adults, training methods for training of functionaries
- Monitoring and evaluation of TLC, PLC and other programs of the NLM
- Role of NGOs, Universities and other Government agencies in support of the NLM
- UNESCO's efforts Education for All
- Declarations
- Hamburg Declaration—Mumbai Statement
- World Declaration on Higher Education—Cape Town Statement
- Policies, projects and conferences
- Current Trends in Asian, African and European countries
- The UGC vision, Committees and their recommendations, the UGC Guidelines—1978 to date
- Strategies for bringing Extension, as the third dimension of the university system, at par with teaching and research
- Status, role and functions of Departments of Adult and Continuing Education, Extension and Field Outreach
- Models for Extension Work
- Monitoring, evaluation and the award of an academic credit for the extension work in the post-graduate departments and in the colleges
- Design, type, methods and implementation of extension projects
- Role of adult education teacher educators in the twenty-first century
- Recognition of Prior Learning—lssues, challenges, implementation and evaluation
- Impact of globalization and liberalization
- Characteristics/ indicators for a Lifelong Learning friendly university
- Open Learning Systems—Indira Gandhi National Open University, Other open universities and extension and continuing education through them
- Research Methods
- Action research—Concept and Methods
- Participatory research techniques
- Reflect approach to research
- Preparation of a research proposal
- Data collection methods, collation, interpretation, use of statistical methods
- Program evaluation techniques—Concurrent, summative, formative
- The research report
- Documentation and dissemination of information especially about the work through the universities
- The technique of report writing
- Areas of research in adult and continuing education and extension, currents trends
- Research work in other countries
- Use of computers in research
- Preparation of a Continuing Education Project for a community
- Assessing learning needs and their prioritization
- Designing appropriate programs
- Identification of a model infrastructure for a continuing education program through (i) the univ. system (it) through a NGO
- Continuing Education through university postgraduate departments and colleges
- Short courses
- Selective attendance in formal lectures for papers
- Other Modules
- Continuing Education at the work-place with special reference to business and industry
ADULT EDUCATION MCQs
Read the passage below and answer the questions (1-5), that follow based on your understanding of the passage:
According to the view of the committee for Review of NPE 1986, almost half of the children in the age group of 6-14 either do not enter the school at all or drop-out at an early stage, since they find school either boring, irrelevant, or threatening. Almost another 40 to 45% of them have to stay away from school due to strong economic compulsions and the demands of home and family life. By non-formalising the school system, the rigidities of the formal school system may be removed, even when the quality of education in the school has thus improved, segments of child population may still remain outside the school system on account of economic compulsions or their special social situations. To cater their requirements non-formal education will have to be in operation.
The Non-formal Education (NFE) Programme, as an alternative and supportive system for formal education, was developed and introduced in 1979 – 80as a centrally assisted scheme in ten educationally backward States. Its main goal is to bring the unenrolled and drop-out children of age group 6 – 14 into the fold of primary education in order to achieve the universalization of elementary education. Even though this programme is being implemented throughout India the demand remains unfulfilled.
1. The writer in this paragraph is primary concerned with
(A) Drop-out problems
(B) Girls education
(C) Neo-literates
(D) Skill development programmes
Ans: A
2. The writer in this paragraph suggested for universalisation of elementary education because of
(A)Non-formal education will have to be in operation.
(B) School curriculum is boring.
(C)Almost half of the children in the age group of 6 – 14 not enter the school.
(D)For the improvement of quality of education.
Ans: C
3. The writer in this paragraph suggested that Non-formal Education (NFE) programme, as an alternative and supportive system for formal education because of
(A) It was developed and introduce in the year 1979-80.
(B) Centrally assisted scheme in ten educationally backward States.
(C) Special social situation of the country.
(D) Non-formal Education system increase the number of skilled and literate persons.
Ans: D
4. The writer in this paragraph try to give message for
(A) Government planner
(B) Parents
(C) School teachers and school system
(D) Students of outside the school
Ans: B
5. The writer in this paragraph agreed that this programme is being implemented throughout the India the demand remains unfulfilled because of
(A) Defect in planning level
(B) Short of funds
(C) Lack at the implementation level
(D) Lack of peoples participation
Ans: D
Direction (Q. No. 6-10): Read the passage below and answer the question based on your understanding of the passage.
The functions of local learners in extension programmes vary from place to place and in accordance with the nature and scope of the job to be performed. In a country like India, where a majority of the population is not educated, the local leader has to function as a medium of education for others. The overall function of local leaders is to lead in different ways under a variety of situations. The functions of local leaders are varied, and depend upon specific group functions and the personal abilities they possess. Their role and functions are highly related to each other, and are sometimes mixed so much together that it becomes difficult to differentiate between the two.
The major functions of local leaders are to set an example for others to follow. Local leaders are those who show special interest and initiative in a local programme. They are the people who catch new ideas first. They serve the community without a profit motive. The satisfaction they get from their own action is their only reward and incentive. They do have other motives for taking initiative, but those are part of the psychological aspect of motivation. Groups are dependent on leaders and without them they are helpless; leadership is associated with responsibility, what the leader does or fails to do directly affects the welfare of the group. The action of the group also affects the leader. The group usually helps him by according him respect and power. Mutual confidence permits the leader to have wide discretion and broad powers. What a local leader can easily do may require considerable time and effort for another.
6. Which concern is primary in nature to the writer of this paragraph?
(A) Local leaders are those who show special interest and initiate local programme.
(B) Leadership is associated with responsibility.
(C) Local leaders are to lead in different ways order variety of situation.
(D) Role and functions of local leaders.
Ans: D
7. The writer emphasizes on:
(A) In India majority of the population is not educated.
(B) The major functions of local leaders are to set an example for others to follow.
(C) They serve the community without profit motive.
(D) The action of the group also affects the leader.
Ans: B
8. The writer wish to give which message
(A) Groups are dependent on leaders and without them they are helpless.
(B) The local leaders has to function as a medium of education.
(C) The leaders are people who catch new ideas first.
(D) Leaders directly affect the welfare of the group.
Ans: A
9. The writer in this paragraph characterizes the primary feature of community leaders as:
(A) Catch the idea first
(B) Satisfaction from their own action
(C) Leads in different way
(D) Mutual confidence
Ans: A
10. According to the author motive of the community leaders
(A) To serve the community for a profit motive.
(B) To work for psychological motives.
(C) To work for a special interest motive.
(D) To serve the community for gaining proper motive.
Ans: C
Read the passage given below and answer the questions that followed based on your understanding of the passage (Q. 11-15):
Education of the adults can be of different kind. For those who did not or could not get themselves educated while they were young and who now realise the need for education to joint adult education centers. There was a time when only a few who belonged to the higher strata of the society were allowed to attend schools. Many dropped out of the schools due to condition beyond their control and relapsed into illiteracy in due course; some others were pushed out by the faulty methods adopted by the teachers. They too became illiterates as time passed. These adults need education, rather literacy to begin with and if necessary continue education to keep abreast of the times. This is adult education in India.
11. The author of the paragraph is presenting
(A) A very coherent argument
(B) A very convoluted argument
(C) A very inconsistent argument
(D) An unwarranted argument
Ans: A
12. Students dropped out of the schools in India because of
(A) The conditions unfamiliar to them
(B) Methodology alien to them
(C) All of the above
(D) None of the above
Ans: C
13. The writer focussed and stressed on the target groups of
(A) School children
(B) Adult learner
(C) Out of school youth
(D) Rural youth
Ans: B
14. The whole passage emphasises the importance of
(A) Educating the adults
(B) Education the school drop-outs
(C) Educating the pushed out
(D) All the above
Ans: D
15. According to author who ‘become illiterates’ as time passed:
(A) Adult learner
(B) Learners pushed out
(C) No one
(D) People from higher strata of society
Ans: B
Read the passage below, and answer the questions (16-20) that follow based on your understanding of the passage.
The process of globalization has been an integral part of the recent economic progress made by India. Globalization has played a major role in export-led growth, leading to the enlargement of the job market in India. One of the major forces of globalization in India has been in the growth of outsourced IT and Business Process Outsourcing (BPO) services. The last few years have seen an increase in the number of skilled professionals in India employed by both local and foreign companies to service customers in the US and Europe in particular. Taking advantage of India’s lower cost but educated and English speaking work force, and utilizing global communications technologies such as voice over IP (VOIP), email and the internet, international enterprises have been able to lower their cost base by establishing outsourced knowledge-worker operations in India. As a new Indian middle class has developed around the wealth that the IT and BPO industries have brought to the country, a new consumer base has developed. International companies are also expanding their operations in India to service this massive growth opportunity. Notable examples of international companies that have done well in India in the recent years include Pepsi, Coca-Cola, McDonald’s, and Kentucky Fried Chicken, whose products have been well accepted by Indian at large.
16. Globalization is a
(A) The following (B), (C) & (D)
(B) Integral part of economic progress
(C) Inclusive part of economic progress
(D) Counterpart of economic progress
Ans: B
17. Major forces of globalization according to the author of the above passage is
(A) IT services
(B) BPO services
(C) ITES services
(D) Both IT and BPO services
Ans: D
18. According to the above para, Indians at large accepted
(A) Local soft drink companies
(B) International companies
(C) Establishment of local call centres
(D) None of the above
Ans: B
19. Pepsi, KFC and Coca-Cola companies are having branches in
(A) USA only
(B) India only
(C) India and Europe
(D) World wide
Ans: D
20. Why there is an increase in the intake of no. of skilled person’s employed from India by the foreign countries?
(A) Lower cost but educated workforce
(B) Workable skilled persons
(C) Possessing employability skills
(D) All the above
Ans: A
Read the passage given below and answer the questions that followed based on your understanding of the passage. (Question No. 21-25)
In India alcoholism is the curse of the poor strata of society. While it shatters their health it further aggravates their poverty so much so that their wives and children do not get even the bare necessities of life. Alcoholism also leads to violence, marital conflict, family disorganizations and increase in mental tensions and diseases. In the west, on the other hand, alcoholism has not much relationship with poverty. Drinks are very much a part of their life and alcoholism is the result of excess of resources. While it does affect the physical and mental health of the person concerned it does not create so much concerned it does not create so much hardship for wife and children as in the case of India.
India is a poor country. Most of the people are even below subsistence level. Nutrition is not sufficient even for the middle class people. Hence alcoholism creates to much hardship. It is therefore, absolutely necessary that the sale of wines and intoxicants should be limited to cardholders and not to everyone. Mass awareness against alcoholism should also be created at various level by government and non-government organisations to root it out.
21. The author of the paragraph is presenting
(A) A very coherent argument
(B) A very disorganized argument
(C) A very clear argument
(D) An unwarranted argument
Ans: C
22. The author feels that alcoholism leads to
(A) Aggravates their poverty
(B) Spoils their wives and children
(C) Violence and family disintegration
(D) All the above
Ans: D
23. The writer focused and stressed the evils of alcoholism in the west.
(A) Drinks are very much part of their life.
(B) Alcoholism is the result of excess of resources.
(C) Does not affect the physical and mental health.
(D) None of the above
Ans: D
24. The writer is trying to explain that alcoholism in the west does not have direct relationship with
(A) Poverty
(B) Mental health
(C) Nutrition
(D) All the above
Ans: D
25. The author suggest to curb the bad practices of alcoholism in India.
(A) To provide alcohol only for card holders
(B) To rich people
(C) To Government servant
(D) To Non-government employees
Ans: A
Read the passage given below, and answer the question that follow based on your understanding of the passage from Question No. 26 to 30:
Women empowerment has become a prime concern all over the world due to the growing tendencies of victimizing women and committing social crimes on them. As they are weak, destitute and rescue prone they need it. This situation is grave and formidable, where the women are poor and illiterate. Thus, the only remedy to over come these horrible malpractice is to make them literate, by providing them education at any cost through both formal and informal system. It is all the more necessary to attain a balanced socioeconomic development. Any attempt to develop a society will be a futile effort unless and until women are brought to the forefront of the society. Through proper education training and social as well as economic rehabilitation the women empowerment is possible. In fact, it is often said that female access to education can be improved through physical proximity to the school system. But a study conducted by the women studies development in twenty two universities of the country has stated that this is not an important reason for entry into the schools.
26. Women empowerment is not possible unless
(A) A strong political will of the government
(B) People’s participation
(C) Women are politically, socially, educationally and culturally strong
(D) None of the above
Ans: C
27. The prime concern of the writer on women empowerment is to provide
(A) Proper Education
(B) Proper Training
(C) Economic Rehabilitation
(D) All the above
Ans: D
28. Which one of the following is very important for empowerment women?
(A) Literacy
(B) Money
(C) Physical fitness
(D) Social security
Ans: A
29. Why do women lag behind men in India?
(A) Social Insecurity
(B) Economic dependence
(C) Prevalence of patriarchal system
(D) All the above
Ans: D
30. Women can be empowered through
(A) Women self-help groups
(B) Panchayati raj Institutions
(C) Equal representation in parliament
(D) All the above
Ans: D
Direction (Q. No. 31-35): Read the passage given below and answer the questions based on your understanding of the passage.
Adults are engaged in a continuing process of lifelong learning, and they have already acquired ways of coping with this. They often fail to see this as ‘learning’ in the educational sense, but it exists all the same.
Over the years, each of our adult student participants has developed their own strategies and patterns of learning, which they have found help them to learn most easily, most quickly and most effectively. Learning changes are not brought about without effort, and the process can be painful, it takes an investment of time and emotions, and once done, no one wants to do it again. We all thus seek ways to ease the pain, shorten the time taken to master the necessary new material, and make the gains acquired more permanent. Experience has taught us what strategies we can adopt to achieve these ends.
Each of us learns in our own way, according to our particular aptitudes and experience. Some handle figures more easily than others. Some have fostered different methods for memorizing facts (address, telephone numbers, etc.). Some need to see the written page in order to comprehend more fully rather than rely on the spoken word. Languages particularly throw up differences of approach in this respect. Some learners need a book and practise sounds from written words, finding it hard to react to spoken words, while other respond easily to oral tuition, both are valid methods of learning languages, and we should not try to force any learner into adopting a particular style because we prefer it to any other .
31. What are the strategies adopted by adult students cited by author?
(A) That makes learning an ardons task.
(B) That makes learning an easy job.
(C) That makes learning a redundant exercise.
(D) None of the above
Ans: B
32. What adult’s learning focused on?
(A) Continuous learning
(B) Already acquired learning
(C) Learning by experience
(D) All the above
Ans: D
33. How the adult learning process changes their life?
(A) They could read and write.
(B) Change in their attitude.
(C) Gained confidence
(D) All the above
Ans: D
34. The paragraph emphasis towards
(A) Managing the learning process
(B) Child learning
(C) Learning alphabets
(D) None of the above
Ans: A
35. According to the author of the paragraph pattern of adult learning are
(A) To learn most easily
(B) Most quickly learning
(C) Most effectively learning
(D) All the above
Ans: D
Read the passage below and answer the questions (36 to 41), that follow based on your understanding of the passage:
The United Nations Organization for Education, Science and Culture (UNESCO) was founded on 16 November 1945. UNESCO has 195 Members and eight Associate Members. It is governed by the General Conference and the Executive Board. The Secretariat, headed by the Director-General, implements the decisions of these two bodies. The Organization has more than 50 field offices around the world.
UNESCO has consistently supported the need for researching and promoting literacy projects, programmes and campaigns with a developmental aim, in the context of its commitment to life long education. The commitment of UNESCO to adult learning and the leading role it has played in the promotion of adult education has been in clear evidence over the last five decades. The Fifth International Conference on Adult Education held in Hamburg, Germany in July, 1997 marked a turning point for adult learning and for the role expected to be played by UNESCO and its member-countries in this fast growing field. It demonstrated the extent to which adult education has become the key to the future. The new concept of adult education presents a challenge to existing practices because it calls for effective networking within the formal and non-formal systems, and for innovation, creativity and flexibility. Adult literacy, broadly conceived as the basic knowledge and skills needed by all in a rapid changing world, is a fundamental right.
36. The UNESCO was established on
(A) 16th November, 1945
(B) 06th November, 1945
(C) 26th November, 1945
(D) None of the above
Ans: A
37. The expansion of UNESCO is
(A) United Nation’s Organisation for Exchange of Science and Collaboration.
(B) United Nation’s Educational, Scientific and Cultural Organisation
(C) Union of National Organisation for Education, Science and Culture.
(D) United Nation Organisation for Employment Service and Cooperation.
Ans: B
38. The decisions of the General Conference and the Executive Board of the UNESCO are being implemented by
(A) General - Director
(B) Director - General
(C) Executive - Director
(D) Secretary - General
Ans: B
39. What is the commitment of the UNESCO to promote Lifelong Education?
(A) Researching and Promoting literacy projects.
(B) Researching and Promoting literacy programmes.
(C) Researching and promoting literacy campaign.
(D) All the above.
Ans: D
40. What was the major turning point of the Fifth International Conference on Adult Education?
(A) Turning point for Adult Learning.
(B) Turning Point for Adult Education.
(C) Turning Point for Adult Continuing Education.
(D) All of the above.
Ans: D
41. The new concept of Adult Education for an effective networking within
(A) Formal and Non-formal systems.
(B) Innovation
(C) Creativity and flexibility
(D) All of the above.
Ans: A
Read the passage below and answer the questions (42-46) based on your understandings of the passage.
Globalisation is present everywhere in our lives. It is part of casual conversations, political discourse, economic debates and cultural deliberations. But as for concepts like social stratification, knowledge gap, winners and losers in a knowledge based society, users and losers in digital space, Europe has tight lips.
We are reluctant and embarrassed to discuss poverty. It is easier to place such misfortunate developments in the third world and avoid explanation of our own touchy problems. When in the late 1950’s, a stormy debate on equal and unequal education opportunities unfolded very few people expected this problem to augment and become a burning social issue during the first decades of the 21st century. In the area of education sciences, adult educators are those who give a lot of attention to inequalities and social exclusion, especially in the context of access to learning opportunities. They are particularly sensitive to this problem for a number of reasons. First, all systemic errors are acutely visible in the form of individual deficits which are revealed when graduates of different schools take up new social roles as job seekers or prospective employees, and many are not able to find employment.
Across Europe, adult education in celebrated as a remedy to all social problems, including marginalisation, exclusion and poverty. It is expected to counteract social polarisation, but it is polarised as strongly as the society. The belief that social deprivation may occur only ‘be tone’ or ‘on the side of’ adult learning was upheld for decades but it turned out to be deceptive.
42. Author has questioned a dominant perception in Europe which refers to
(A) Avoidance of critical issues that has emerged there.
(B) Treating the problems as outlandish.
(C) None of these are true.
(D) Both (A) and (B) are true.
Ans: D
43. Inequalities and exclusion are better understood by
(A) None
(B) Adult Educators
(C) Modern graduates
(D) Unemployed youths
Ans: B
44. According to author which problem resurfaced in 21st Century in Europe.
(A) Social tensions
(B) Unequal education opportunities
(C) Poverty
(D) Unemployment
Ans: B
45. What was the wide spread understanding about Adult Education?
(A) It does not provide answer to the social problem.
(B) It leads to social polarisation.
(C) It reduces marginalization.
(D) None of the above.
Ans: D
46. Author is advancing an argument in favour of
(A) Globalisation
(B) Marginalisation
(C) Deprivation
(D) None of the above
Ans: D
47. Androgogy means
(A) Arts and Science of helping adults to learn
(B) Teaching 3Rs
(C) Teaching Adult Education to school drop-outs
(D) None of the above
Ans: A
48. Population Education deals with
(A) Population Dynamics
(B) Population Explosion
(C) Population Growth &Development
(D) All the above
Ans: D
49. Sarva Shiksha Abhiyan was launched during the year
(A) 2010
(B) 2001
(C) 2011
(D) 2007
Ans: B
50. The target group for Non-formal Education is
(A) 6 – 14 Age group
(B) 10 – 14 Age group
(C) 7 – 14 Age group
(D) None of the above
Ans: A
According to the view of the committee for Review of NPE 1986, almost half of the children in the age group of 6-14 either do not enter the school at all or drop-out at an early stage, since they find school either boring, irrelevant, or threatening. Almost another 40 to 45% of them have to stay away from school due to strong economic compulsions and the demands of home and family life. By non-formalising the school system, the rigidities of the formal school system may be removed, even when the quality of education in the school has thus improved, segments of child population may still remain outside the school system on account of economic compulsions or their special social situations. To cater their requirements non-formal education will have to be in operation.
The Non-formal Education (NFE) Programme, as an alternative and supportive system for formal education, was developed and introduced in 1979 – 80as a centrally assisted scheme in ten educationally backward States. Its main goal is to bring the unenrolled and drop-out children of age group 6 – 14 into the fold of primary education in order to achieve the universalization of elementary education. Even though this programme is being implemented throughout India the demand remains unfulfilled.
1. The writer in this paragraph is primary concerned with
(A) Drop-out problems
(B) Girls education
(C) Neo-literates
(D) Skill development programmes
Ans: A
2. The writer in this paragraph suggested for universalisation of elementary education because of
(A)Non-formal education will have to be in operation.
(B) School curriculum is boring.
(C)Almost half of the children in the age group of 6 – 14 not enter the school.
(D)For the improvement of quality of education.
Ans: C
3. The writer in this paragraph suggested that Non-formal Education (NFE) programme, as an alternative and supportive system for formal education because of
(A) It was developed and introduce in the year 1979-80.
(B) Centrally assisted scheme in ten educationally backward States.
(C) Special social situation of the country.
(D) Non-formal Education system increase the number of skilled and literate persons.
Ans: D
4. The writer in this paragraph try to give message for
(A) Government planner
(B) Parents
(C) School teachers and school system
(D) Students of outside the school
Ans: B
5. The writer in this paragraph agreed that this programme is being implemented throughout the India the demand remains unfulfilled because of
(A) Defect in planning level
(B) Short of funds
(C) Lack at the implementation level
(D) Lack of peoples participation
Ans: D
Direction (Q. No. 6-10): Read the passage below and answer the question based on your understanding of the passage.
The functions of local learners in extension programmes vary from place to place and in accordance with the nature and scope of the job to be performed. In a country like India, where a majority of the population is not educated, the local leader has to function as a medium of education for others. The overall function of local leaders is to lead in different ways under a variety of situations. The functions of local leaders are varied, and depend upon specific group functions and the personal abilities they possess. Their role and functions are highly related to each other, and are sometimes mixed so much together that it becomes difficult to differentiate between the two.
The major functions of local leaders are to set an example for others to follow. Local leaders are those who show special interest and initiative in a local programme. They are the people who catch new ideas first. They serve the community without a profit motive. The satisfaction they get from their own action is their only reward and incentive. They do have other motives for taking initiative, but those are part of the psychological aspect of motivation. Groups are dependent on leaders and without them they are helpless; leadership is associated with responsibility, what the leader does or fails to do directly affects the welfare of the group. The action of the group also affects the leader. The group usually helps him by according him respect and power. Mutual confidence permits the leader to have wide discretion and broad powers. What a local leader can easily do may require considerable time and effort for another.
6. Which concern is primary in nature to the writer of this paragraph?
(A) Local leaders are those who show special interest and initiate local programme.
(B) Leadership is associated with responsibility.
(C) Local leaders are to lead in different ways order variety of situation.
(D) Role and functions of local leaders.
Ans: D
7. The writer emphasizes on:
(A) In India majority of the population is not educated.
(B) The major functions of local leaders are to set an example for others to follow.
(C) They serve the community without profit motive.
(D) The action of the group also affects the leader.
Ans: B
8. The writer wish to give which message
(A) Groups are dependent on leaders and without them they are helpless.
(B) The local leaders has to function as a medium of education.
(C) The leaders are people who catch new ideas first.
(D) Leaders directly affect the welfare of the group.
Ans: A
9. The writer in this paragraph characterizes the primary feature of community leaders as:
(A) Catch the idea first
(B) Satisfaction from their own action
(C) Leads in different way
(D) Mutual confidence
Ans: A
10. According to the author motive of the community leaders
(A) To serve the community for a profit motive.
(B) To work for psychological motives.
(C) To work for a special interest motive.
(D) To serve the community for gaining proper motive.
Ans: C
Read the passage given below and answer the questions that followed based on your understanding of the passage (Q. 11-15):
Education of the adults can be of different kind. For those who did not or could not get themselves educated while they were young and who now realise the need for education to joint adult education centers. There was a time when only a few who belonged to the higher strata of the society were allowed to attend schools. Many dropped out of the schools due to condition beyond their control and relapsed into illiteracy in due course; some others were pushed out by the faulty methods adopted by the teachers. They too became illiterates as time passed. These adults need education, rather literacy to begin with and if necessary continue education to keep abreast of the times. This is adult education in India.
11. The author of the paragraph is presenting
(A) A very coherent argument
(B) A very convoluted argument
(C) A very inconsistent argument
(D) An unwarranted argument
Ans: A
12. Students dropped out of the schools in India because of
(A) The conditions unfamiliar to them
(B) Methodology alien to them
(C) All of the above
(D) None of the above
Ans: C
13. The writer focussed and stressed on the target groups of
(A) School children
(B) Adult learner
(C) Out of school youth
(D) Rural youth
Ans: B
14. The whole passage emphasises the importance of
(A) Educating the adults
(B) Education the school drop-outs
(C) Educating the pushed out
(D) All the above
Ans: D
15. According to author who ‘become illiterates’ as time passed:
(A) Adult learner
(B) Learners pushed out
(C) No one
(D) People from higher strata of society
Ans: B
Read the passage below, and answer the questions (16-20) that follow based on your understanding of the passage.
The process of globalization has been an integral part of the recent economic progress made by India. Globalization has played a major role in export-led growth, leading to the enlargement of the job market in India. One of the major forces of globalization in India has been in the growth of outsourced IT and Business Process Outsourcing (BPO) services. The last few years have seen an increase in the number of skilled professionals in India employed by both local and foreign companies to service customers in the US and Europe in particular. Taking advantage of India’s lower cost but educated and English speaking work force, and utilizing global communications technologies such as voice over IP (VOIP), email and the internet, international enterprises have been able to lower their cost base by establishing outsourced knowledge-worker operations in India. As a new Indian middle class has developed around the wealth that the IT and BPO industries have brought to the country, a new consumer base has developed. International companies are also expanding their operations in India to service this massive growth opportunity. Notable examples of international companies that have done well in India in the recent years include Pepsi, Coca-Cola, McDonald’s, and Kentucky Fried Chicken, whose products have been well accepted by Indian at large.
16. Globalization is a
(A) The following (B), (C) & (D)
(B) Integral part of economic progress
(C) Inclusive part of economic progress
(D) Counterpart of economic progress
Ans: B
17. Major forces of globalization according to the author of the above passage is
(A) IT services
(B) BPO services
(C) ITES services
(D) Both IT and BPO services
Ans: D
18. According to the above para, Indians at large accepted
(A) Local soft drink companies
(B) International companies
(C) Establishment of local call centres
(D) None of the above
Ans: B
19. Pepsi, KFC and Coca-Cola companies are having branches in
(A) USA only
(B) India only
(C) India and Europe
(D) World wide
Ans: D
20. Why there is an increase in the intake of no. of skilled person’s employed from India by the foreign countries?
(A) Lower cost but educated workforce
(B) Workable skilled persons
(C) Possessing employability skills
(D) All the above
Ans: A
Read the passage given below and answer the questions that followed based on your understanding of the passage. (Question No. 21-25)
In India alcoholism is the curse of the poor strata of society. While it shatters their health it further aggravates their poverty so much so that their wives and children do not get even the bare necessities of life. Alcoholism also leads to violence, marital conflict, family disorganizations and increase in mental tensions and diseases. In the west, on the other hand, alcoholism has not much relationship with poverty. Drinks are very much a part of their life and alcoholism is the result of excess of resources. While it does affect the physical and mental health of the person concerned it does not create so much concerned it does not create so much hardship for wife and children as in the case of India.
India is a poor country. Most of the people are even below subsistence level. Nutrition is not sufficient even for the middle class people. Hence alcoholism creates to much hardship. It is therefore, absolutely necessary that the sale of wines and intoxicants should be limited to cardholders and not to everyone. Mass awareness against alcoholism should also be created at various level by government and non-government organisations to root it out.
21. The author of the paragraph is presenting
(A) A very coherent argument
(B) A very disorganized argument
(C) A very clear argument
(D) An unwarranted argument
Ans: C
22. The author feels that alcoholism leads to
(A) Aggravates their poverty
(B) Spoils their wives and children
(C) Violence and family disintegration
(D) All the above
Ans: D
23. The writer focused and stressed the evils of alcoholism in the west.
(A) Drinks are very much part of their life.
(B) Alcoholism is the result of excess of resources.
(C) Does not affect the physical and mental health.
(D) None of the above
Ans: D
24. The writer is trying to explain that alcoholism in the west does not have direct relationship with
(A) Poverty
(B) Mental health
(C) Nutrition
(D) All the above
Ans: D
25. The author suggest to curb the bad practices of alcoholism in India.
(A) To provide alcohol only for card holders
(B) To rich people
(C) To Government servant
(D) To Non-government employees
Ans: A
Read the passage given below, and answer the question that follow based on your understanding of the passage from Question No. 26 to 30:
Women empowerment has become a prime concern all over the world due to the growing tendencies of victimizing women and committing social crimes on them. As they are weak, destitute and rescue prone they need it. This situation is grave and formidable, where the women are poor and illiterate. Thus, the only remedy to over come these horrible malpractice is to make them literate, by providing them education at any cost through both formal and informal system. It is all the more necessary to attain a balanced socioeconomic development. Any attempt to develop a society will be a futile effort unless and until women are brought to the forefront of the society. Through proper education training and social as well as economic rehabilitation the women empowerment is possible. In fact, it is often said that female access to education can be improved through physical proximity to the school system. But a study conducted by the women studies development in twenty two universities of the country has stated that this is not an important reason for entry into the schools.
26. Women empowerment is not possible unless
(A) A strong political will of the government
(B) People’s participation
(C) Women are politically, socially, educationally and culturally strong
(D) None of the above
Ans: C
27. The prime concern of the writer on women empowerment is to provide
(A) Proper Education
(B) Proper Training
(C) Economic Rehabilitation
(D) All the above
Ans: D
28. Which one of the following is very important for empowerment women?
(A) Literacy
(B) Money
(C) Physical fitness
(D) Social security
Ans: A
29. Why do women lag behind men in India?
(A) Social Insecurity
(B) Economic dependence
(C) Prevalence of patriarchal system
(D) All the above
Ans: D
30. Women can be empowered through
(A) Women self-help groups
(B) Panchayati raj Institutions
(C) Equal representation in parliament
(D) All the above
Ans: D
Direction (Q. No. 31-35): Read the passage given below and answer the questions based on your understanding of the passage.
Adults are engaged in a continuing process of lifelong learning, and they have already acquired ways of coping with this. They often fail to see this as ‘learning’ in the educational sense, but it exists all the same.
Over the years, each of our adult student participants has developed their own strategies and patterns of learning, which they have found help them to learn most easily, most quickly and most effectively. Learning changes are not brought about without effort, and the process can be painful, it takes an investment of time and emotions, and once done, no one wants to do it again. We all thus seek ways to ease the pain, shorten the time taken to master the necessary new material, and make the gains acquired more permanent. Experience has taught us what strategies we can adopt to achieve these ends.
Each of us learns in our own way, according to our particular aptitudes and experience. Some handle figures more easily than others. Some have fostered different methods for memorizing facts (address, telephone numbers, etc.). Some need to see the written page in order to comprehend more fully rather than rely on the spoken word. Languages particularly throw up differences of approach in this respect. Some learners need a book and practise sounds from written words, finding it hard to react to spoken words, while other respond easily to oral tuition, both are valid methods of learning languages, and we should not try to force any learner into adopting a particular style because we prefer it to any other .
31. What are the strategies adopted by adult students cited by author?
(A) That makes learning an ardons task.
(B) That makes learning an easy job.
(C) That makes learning a redundant exercise.
(D) None of the above
Ans: B
32. What adult’s learning focused on?
(A) Continuous learning
(B) Already acquired learning
(C) Learning by experience
(D) All the above
Ans: D
33. How the adult learning process changes their life?
(A) They could read and write.
(B) Change in their attitude.
(C) Gained confidence
(D) All the above
Ans: D
34. The paragraph emphasis towards
(A) Managing the learning process
(B) Child learning
(C) Learning alphabets
(D) None of the above
Ans: A
35. According to the author of the paragraph pattern of adult learning are
(A) To learn most easily
(B) Most quickly learning
(C) Most effectively learning
(D) All the above
Ans: D
Read the passage below and answer the questions (36 to 41), that follow based on your understanding of the passage:
The United Nations Organization for Education, Science and Culture (UNESCO) was founded on 16 November 1945. UNESCO has 195 Members and eight Associate Members. It is governed by the General Conference and the Executive Board. The Secretariat, headed by the Director-General, implements the decisions of these two bodies. The Organization has more than 50 field offices around the world.
UNESCO has consistently supported the need for researching and promoting literacy projects, programmes and campaigns with a developmental aim, in the context of its commitment to life long education. The commitment of UNESCO to adult learning and the leading role it has played in the promotion of adult education has been in clear evidence over the last five decades. The Fifth International Conference on Adult Education held in Hamburg, Germany in July, 1997 marked a turning point for adult learning and for the role expected to be played by UNESCO and its member-countries in this fast growing field. It demonstrated the extent to which adult education has become the key to the future. The new concept of adult education presents a challenge to existing practices because it calls for effective networking within the formal and non-formal systems, and for innovation, creativity and flexibility. Adult literacy, broadly conceived as the basic knowledge and skills needed by all in a rapid changing world, is a fundamental right.
36. The UNESCO was established on
(A) 16th November, 1945
(B) 06th November, 1945
(C) 26th November, 1945
(D) None of the above
Ans: A
37. The expansion of UNESCO is
(A) United Nation’s Organisation for Exchange of Science and Collaboration.
(B) United Nation’s Educational, Scientific and Cultural Organisation
(C) Union of National Organisation for Education, Science and Culture.
(D) United Nation Organisation for Employment Service and Cooperation.
Ans: B
38. The decisions of the General Conference and the Executive Board of the UNESCO are being implemented by
(A) General - Director
(B) Director - General
(C) Executive - Director
(D) Secretary - General
Ans: B
39. What is the commitment of the UNESCO to promote Lifelong Education?
(A) Researching and Promoting literacy projects.
(B) Researching and Promoting literacy programmes.
(C) Researching and promoting literacy campaign.
(D) All the above.
Ans: D
40. What was the major turning point of the Fifth International Conference on Adult Education?
(A) Turning point for Adult Learning.
(B) Turning Point for Adult Education.
(C) Turning Point for Adult Continuing Education.
(D) All of the above.
Ans: D
41. The new concept of Adult Education for an effective networking within
(A) Formal and Non-formal systems.
(B) Innovation
(C) Creativity and flexibility
(D) All of the above.
Ans: A
Read the passage below and answer the questions (42-46) based on your understandings of the passage.
Globalisation is present everywhere in our lives. It is part of casual conversations, political discourse, economic debates and cultural deliberations. But as for concepts like social stratification, knowledge gap, winners and losers in a knowledge based society, users and losers in digital space, Europe has tight lips.
We are reluctant and embarrassed to discuss poverty. It is easier to place such misfortunate developments in the third world and avoid explanation of our own touchy problems. When in the late 1950’s, a stormy debate on equal and unequal education opportunities unfolded very few people expected this problem to augment and become a burning social issue during the first decades of the 21st century. In the area of education sciences, adult educators are those who give a lot of attention to inequalities and social exclusion, especially in the context of access to learning opportunities. They are particularly sensitive to this problem for a number of reasons. First, all systemic errors are acutely visible in the form of individual deficits which are revealed when graduates of different schools take up new social roles as job seekers or prospective employees, and many are not able to find employment.
Across Europe, adult education in celebrated as a remedy to all social problems, including marginalisation, exclusion and poverty. It is expected to counteract social polarisation, but it is polarised as strongly as the society. The belief that social deprivation may occur only ‘be tone’ or ‘on the side of’ adult learning was upheld for decades but it turned out to be deceptive.
42. Author has questioned a dominant perception in Europe which refers to
(A) Avoidance of critical issues that has emerged there.
(B) Treating the problems as outlandish.
(C) None of these are true.
(D) Both (A) and (B) are true.
Ans: D
43. Inequalities and exclusion are better understood by
(A) None
(B) Adult Educators
(C) Modern graduates
(D) Unemployed youths
Ans: B
44. According to author which problem resurfaced in 21st Century in Europe.
(A) Social tensions
(B) Unequal education opportunities
(C) Poverty
(D) Unemployment
Ans: B
45. What was the wide spread understanding about Adult Education?
(A) It does not provide answer to the social problem.
(B) It leads to social polarisation.
(C) It reduces marginalization.
(D) None of the above.
Ans: D
46. Author is advancing an argument in favour of
(A) Globalisation
(B) Marginalisation
(C) Deprivation
(D) None of the above
Ans: D
47. Androgogy means
(A) Arts and Science of helping adults to learn
(B) Teaching 3Rs
(C) Teaching Adult Education to school drop-outs
(D) None of the above
Ans: A
48. Population Education deals with
(A) Population Dynamics
(B) Population Explosion
(C) Population Growth &Development
(D) All the above
Ans: D
49. Sarva Shiksha Abhiyan was launched during the year
(A) 2010
(B) 2001
(C) 2011
(D) 2007
Ans: B
50. The target group for Non-formal Education is
(A) 6 – 14 Age group
(B) 10 – 14 Age group
(C) 7 – 14 Age group
(D) None of the above
Ans: A
51. Arrange the following models of Adult Literacy ascending to the year of their launch. Use the code given below:
(i) Centre model
(ii) Area Development Approach Model
(iii)Each one teach one model
(iv) Functional Literacy model
Codes :
(A) (iv), (i), (iii), (ii)
(B) (ii), (iv), (i), (iii)
(C) (iii), (ii), (iv), (i)
(D) (i), (iii), (ii), (iv)
Ans: A
52. Arrange the following agencies of Adult Education in respect of their work responsibility from higher to lower. Use the code given below:
(i) SRC
(ii) DAE
(iii) ZSS
(iv) VEC
Codes:
(A) (iv), (i), (iii), (ii)
(B) (i), (ii), (iii), (iv)
(C) (ii), (i), (iii), (iv)
(D) (iv), (iii), (ii), (i)
Ans: C
53. Arrange the following Open Universities according to year of establishment in ascending order. Use the code given below:
(i) Kota Open University
(ii) Bhoj Open University
(iii) Indira Gandhi National Open University
(iv) Nalanda State Open University
Codes:
(A) (iii), (i), (iv), (ii)
(B) (i), (iii), (ii), (iv)
(C) (iv), (ii), (i), (iii)
(D) (ii), (iv), (iii), (i)
Ans: A
54. Arrange the following strategies of entry into community in order of their happening. Use the code given below:
(i) Rapport building
(ii) Teaching adults
(iii) Planning
(iv) Survey
Codes:
(A) (i), (ii), (iv), (iii)
(B) (iii), (i), (ii), (iv)
(C) (iv), (iii), (ii), (i)
(D) (iii), (iv), (i), (ii)
Ans: D
55. Arrange the steps of activities of field work management in order to proper functioning in ascending order. Use the code given below:
(i) Monitoring and Evaluation
(ii) Resource mobilisation
(iii) Budgeting
(iv) Setting target
Codes:
(A) (iii), (iv), (ii), (i)
(B) (iv), (iii), (ii), (i)
(C) (ii), (iv), (iii), (i)
(D) (iii), (ii), (iv), (i)
Ans: B
56. Arrange the stages of Research in which they are performed. Use the code given below:
(i) Tabulation and classification of data
(ii) Problem Identification
(iii) Analysis
(iv) Tool preparation
Codes:
(A) (ii), (i), (iii), (iv)
(B) (ii), (iv), (iii), (i)
(C) (ii), (iv), (i), (iii)
(D) (ii), (iii), (iv), (i)
Ans: C
57. Arrange the stages in report writing steps in descending order. Use the code given below:
(i) Hypothesis
(ii) Objectives
(iii) Interpretation of data
(iv) Sampling technique
Codes :
(A) (i), (ii), (iv), (iii)
(B) (ii), (i), (iv), (iii)
(C) (ii), (iv), (i), (iii)
(D) (ii), (i), (iii), (iv)
Ans: B
58. Arrange the following teaching aid in use in Adult Education according to their effectiveness from lower to higher. Use the code given below:
(i) Leaflets
(ii) Video films
(iii) Overhead projector
(iv) Chart
Codes :
(A) (i), (ii), (iv), (iii)
(B) (i), (ii), (iii), (iv)
(C) (i), (iii), (ii), (iv)
(D) (iv), (i), (iii), (ii)
Ans: D
59. Arrange the following steps of motivation in order of their use in the process of motivation. Use the code given below:
(i) Situation analysis
(ii) Conviction
(iii) Psychological treatment
(iv) Action
Codes:
(A) (i), (iii), (ii), (iv)
(B) (i), (iv), (iii), (ii)
(C) (i), (ii), (iii), (iv)
(D) (i), (iv), (ii), (iii)
Ans: A
60. Arrange the following stages of Research design in the social survey in order of their formulation in Research design. Use the code given below:
(i) Selection of Area
(ii) Conclusion
(iii) Bibliography
(iv) Data collection
Codes:
(A) (iv), (i), (ii), (iii)
(B) (iii), (ii), (iv), (i)
(C) (i), (ii), (iii), (iv)
(D) (i), (iv), (ii), (iii)
Ans: C
61. Match the items given under List – I with the under List – II with the help of codes given below:
List – I List – II (Establishment Year)
a. Press Trust of India 1. 1878
b. Press Association of India 2. 1988
c. Vernacular Press Act 3. 1915
d. NLM was launched 4. 1949
Codes:
a b c d
(A) 1 2 3 4
(B) 4 3 2 1
(C) 4 3 1 2
(D) 2 1 3 4
Ans: C
62. Match the Items given under List – I with under the Items given List – II with the help of codes given below:
List – I List – II
a. Hypothesis 1. Training
b. Skill 2. Research
c. Attitude 3. Levels
d. Progress 4. Behaviour
Codes:
a b c d
(A) 4 3 2 1
(B) 2 1 4 3
(C) 1 3 4 2
(D) 2 4 3 1
Ans: B
63. Match the item given under List – I with Item given under List – II with the help of code given below:
List – I List – II
a. Teaching Methods 1. Charts
b. Teaching Aid 2. Books
c. Teaching Material 3. Extension
d. Home & Farm visit 4. Discussion
Codes:
a b c d
(A) 4 1 2 3
(B) 3 1 2 4
(C) 1 2 3 4
(D) 4 2 1 3
Ans: A
64. Match the items given under List – I with the item given under List – II with the help of codes given below:
List – I List – II
a. Participatory approach 1. Social Movement
b. Participatory Development 2. Ready to learn
c. Psychological participation 3. Ready to do
d. Active participation 4. Mutual benefit
Codes:
a b c d
(A) 4 1 2 3
(B) 3 2 1 4
(C) 1 2 3 4
(D) 2 3 4 1
Ans: A
65. Match the items given under the List – I with items under List – II with the help of code given below:
List – I List – II
a. Report writing 1. Research Design
b. Objective formulation 2. Survey
c. Data collection 3. Sampling
d. Resource 4. Monetization
Codes:
a b c d
(A) 3 2 4 1
(B) 2 1 3 4
(C) 1 3 4 2
(D) 4 1 2 3
Ans: B
66. Match the items given under List – I with item given under List – II with the help of given codes:
List – I List – II
a. Improvement of Literacy Rate 1. Functional training
b. Improvement of Skill 2. T.L.C.
c. Improvement of Economic Status 3. P.L.C.
d. Improvement of Post Literacy 4. Vocational training
Codes:
a b c d
(A) 4 3 1 2
(B) 2 1 3 4
(C) 1 2 3 4
(D) 2 1 4 3
Ans: D
67. Match the items given under List – I with the List – II.
List – I List – II
a. Third dimension 1. Learning society
b. Lifelong learning 2. Evaluation
c. Academic credit 3. Extension
d. Open learning 4. IGNOU
Codes:
a b c d
(A) 2 1 3 4
(B) 3 1 2 4
(C) 1 2 3 4
(D) 4 2 1 3
Ans: B
68. Match the items given under List – I with item given under List – II.
List – I List – II
a. Extension worker 1. Professional Advocacy
b. Extension communication 2. Professional training
c. Legal support extension 3. Professional Motivation
d. Skill extension education 4. Professional leaders
Codes:
a b c d
(A) 4 3 1 2
(B) 3 2 1 4
(C) 1 2 3 4
(D) 2 3 1 4
Ans: A
69. Match the items given under List – I with items given List – II with the help of codes given:
List – I List – II
a. Problem solving 1. Learning practices
b. Promoting learning 2. Learning centre
c. Promoting experience 3. Learning situation
d. Structure development 4. Learning style
Codes:
a b c d
(A) 4 3 2 1
(B) 4 3 1 2
(C) 4 1 2 3
(D) 1 2 3 4
Ans: B
70. Match the items given under List – I with List – II.
List – I List – II
a. Social Audit 1. Impact of changing position
b. Social Change 2. Impact of policies
c. Social Ethics 3. Impact of practices
d. Social Mobilites 4. Impact of value systems
Codes:
a b c d
(A) 2 3 4 1
(B) 3 2 1 4
(C) 4 3 2 1
(D) 2 3 1 4
Ans: A
71. The national legal literacy day is celebrated on
(A) 9th November
(B) 8th November
(C) 10th November
(D) 5th November
Ans: A
72. Right to free and compulsory elementary education for all children in the age group of 14 in India was implemented in the year.
(A) 2007
(B) 2010
(C) 2008
(D) 2009
Ans: B
73. Which of the following programmes was launched in 1994 with the objective of Universalization of primary education?
(A) National Adult Education Programme (NAEP)
(B) District Primary Education Programme (DPEP)
(C) Sarva Shiksha Abhiyan (SSA)
(D) National Literacy Mission (NLM)
Ans: B
74. Which of the following programme was designed to develop effective linkage between literacy and primary education?
(A) Sarva Shiksha Abhiyan (SSA)
(B) National Adult Education Programme (NAEP)
(C) Jeevanshala
(D) Lokshala
Ans: A
75. Kalajathas campaign conducted in all corners of India since 1992 was organized by
(A) B G V S
(B) I A E A
(C) I U A C E
(D) None of the above
Ans: A
76. NEEM stands for
(A) National Extension Education Movement
(B) National Elementary Education Mission
(C) National Elementary Education Movement
(D) None of the above
Ans: B
77. The first International Conference on Adult Education organised by UNESCO was held in
(A) Tehran
(B) Hamburg
(C) Rio de Jenerio
(D) Kualalampur
Ans: A
78. The state which has the lowest literacy rate in India, as per 2001 census is
(A) Bihar
(B) Madhya Pradesh
(C) Tamil Nadu
(D) Orissa
Ans: A
79. Interpersonal communication is also known as
(A) Mass communication
(B) Face to face communication
(C) Dyadic communication
(D) Virtual communication
Ans: B
80. Who distinguished ‘andragogy’ with ‘pedagogy’?
(A) Lindeman
(B) Malcolm Knowles
(C) Alaxanderkapp
(D) Richard A. Swanson
Ans: B
81. Who coined the term ‘extension’?
(A) Charles McCarthy
(B) William Sewell
(C) Jensen
(D) Nelson
Ans: A
82. Which one of the following is not a component of effective organization?
(A) Balanced organizational structure
(B) Adequate delegation of authority
(C) Clear line of authority
(D) An individual reporting to many superiors
Ans: D
83. The term ‘Extension’ is equated with extra-moral lectures of which University?
(A) Cambridge University
(B) Nalanda University
(C) Lisbon University
(D) Harvard University
Ans: A
84. In a constructive approach teachers should see themselves as ____ and co-learners.
(A) Facilitators
(B) Motivators
(C) Promoters
(D) Developers
Ans: A
85. Assertion (A): India is a developing nation with poor people.
Reason (R): People of India are still under poverty.
Codes:
(A) (A) is correct, but (R) is wrong.
(B) (R) is correct, but (A) is wrong.
(C) Both (A) and (R) are correct, but (R) is not correct explanation of (A).
(D) Both (A) and (R) are correct, and (R) is correct explanation of (A).
Ans: D
86. Assertion (A): Extension activities give an exposure to the university students and teachers.
Reason (R): Extension is the ‘Third important dimension of higher education’.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) (A) and (R) are false.
(D) (A) and (R) are correct.
Ans: D
87. Assertion (A): Adults learns from simple to complex.
Reason (R): Adult learning is a rapid-process.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) (A) and (R) are correct.
(D) (A) and (R) are false.
Ans: A
88. Assertion (A): Education helps in developing human resource in a country.
Reason (R): Literacy is the first step in educational process.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) (A) and (R) are correct.
(D) (A) and (R) are false.
Ans: C
89. Assertion (A): Trained man power is the biggest asset to an organisation.
Reason (R): Training is a systematic process to improve the acquired abilities of the workers.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) Both (A) and (R) are correct and (R) is the correct explanation of (A).
(D) Both (A) and (R) are correct, and (R) is not the correct explanation of (A).
Ans: C
90. Assertion (A): Adoption of innovation is a mental process.
Reason (R): Adoption rate of innovation is higher in communities favourable to change.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) (A) and (R) are correct.
(D) (A) and (R) are false.
Ans: C
91. Arrange the following in correct order of their implementation.
(i) MNP
(ii) Community Development
(iii) IRDP
(iv) Total literacy campaign
Codes:
(A) (ii), (iii), (i), (iv)
(B) (i), (ii), (iv), (iii)
(C) (iv), (ii), (i), (iii)
(D) (iii), (iv), (ii), (i)
Ans: A
92. Arrange the following programmes in order of their implementation.
(i) Saakshar Bharat
(ii) CEC
(iii) PLC
(iv) TLC
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (i), (iii), (iv)
(C) (iii), (ii), (i), (iv)
(D) (iv), (iii), (ii), (i)
Ans: D
93. Arrange the following in order they appeared:
(i) Non formal education
(ii) Extension education
(iii) Continuing education
(iv) Social education
Codes:
(A) (i), (ii), (iii), (iv)
(B) (iv), (i), (iii), (ii)
(C) (iii), (ii), (iv), (i)
(D) (ii), (iii), (i), (iv)
Ans: B
94. Arrange the following stages of communication in order of the best sequence:
(i) Receiver
(ii) Source
(iii) Coding
(iv) Decoding
Codes:
(A) (i), (ii), (iv), (iii)
(B) (iii), (i), (ii), (iv)
(C) (ii), (i), (iii), (iv)
(D) (iv), (iii), (ii), (i)
Ans: C
95. Arrange the following as they appeared in ascending order by using the code given below:
(i) Open Schooling
(ii) Adult literacy centre
(iii) Continuing education centre
(iv) Post literacy centre
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (i), (iii), (iv)
(C) (ii), (iv), (iii), (i)
(D) (iv), (iii), (ii), (i)
Ans: C
96. Arrange the following programme implemented in order by using the code given below:
(i) FFLP
(ii) MPFL
(iii) NAEP
(iv) NLM
Codes:
(A) (ii), (i), (iii), (iv)
(B) (iii), (ii), (i), (iv)
(C) (i), (ii), (iii), (iv)
(D) (iv), (iii), (i), (ii)
Ans: B
97. Arrange the following media in order in which they are popularly used in adult education. Use the codes given below:
(i) Radio
(ii) Folk arts, Kalajatha
(iii) Print media
(iv) Television
Codes:
(A) (iv), (ii), (iii), (i)
(B) (ii), (i), (iii), (iv)
(C) (i), (ii), (iii), (iv)
(D) (iii), (ii), (i), (iv)
Ans: B
98. Put the correct sequence of Hierarchical theory of needs:
(i) Social needs
(ii) Self actualization
(iii) Physiological needs
(iv) Basic need
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (iv), (i), (iii)
(C) (iv), (i), (ii), (iii)
(D) (iv), (iii), (i), (ii)
Ans: D
99. Choose the correct sequence of growth of educational and communication technologies.
(i) Visual
(ii) Audio-visual
(iii) Interactive
(iv) Audio
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (iii), (iv), (i)
(C) (iv), (ii), (i), (iii)
(D) (iii), (iv), (i), (ii)
Ans: C
100. Arrange the following management steps in order by using the code given below:
(i) Implementation
(ii) Planning
(iii) Evaluation
(iv) Monitoring
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (i), (iv), (iii)
(C) (iii), (ii), (i), (iv)
(D) (i), (iii), (iv), (ii)
Ans: B
(i) Centre model
(ii) Area Development Approach Model
(iii)Each one teach one model
(iv) Functional Literacy model
Codes :
(A) (iv), (i), (iii), (ii)
(B) (ii), (iv), (i), (iii)
(C) (iii), (ii), (iv), (i)
(D) (i), (iii), (ii), (iv)
Ans: A
52. Arrange the following agencies of Adult Education in respect of their work responsibility from higher to lower. Use the code given below:
(i) SRC
(ii) DAE
(iii) ZSS
(iv) VEC
Codes:
(A) (iv), (i), (iii), (ii)
(B) (i), (ii), (iii), (iv)
(C) (ii), (i), (iii), (iv)
(D) (iv), (iii), (ii), (i)
Ans: C
53. Arrange the following Open Universities according to year of establishment in ascending order. Use the code given below:
(i) Kota Open University
(ii) Bhoj Open University
(iii) Indira Gandhi National Open University
(iv) Nalanda State Open University
Codes:
(A) (iii), (i), (iv), (ii)
(B) (i), (iii), (ii), (iv)
(C) (iv), (ii), (i), (iii)
(D) (ii), (iv), (iii), (i)
Ans: A
54. Arrange the following strategies of entry into community in order of their happening. Use the code given below:
(i) Rapport building
(ii) Teaching adults
(iii) Planning
(iv) Survey
Codes:
(A) (i), (ii), (iv), (iii)
(B) (iii), (i), (ii), (iv)
(C) (iv), (iii), (ii), (i)
(D) (iii), (iv), (i), (ii)
Ans: D
55. Arrange the steps of activities of field work management in order to proper functioning in ascending order. Use the code given below:
(i) Monitoring and Evaluation
(ii) Resource mobilisation
(iii) Budgeting
(iv) Setting target
Codes:
(A) (iii), (iv), (ii), (i)
(B) (iv), (iii), (ii), (i)
(C) (ii), (iv), (iii), (i)
(D) (iii), (ii), (iv), (i)
Ans: B
56. Arrange the stages of Research in which they are performed. Use the code given below:
(i) Tabulation and classification of data
(ii) Problem Identification
(iii) Analysis
(iv) Tool preparation
Codes:
(A) (ii), (i), (iii), (iv)
(B) (ii), (iv), (iii), (i)
(C) (ii), (iv), (i), (iii)
(D) (ii), (iii), (iv), (i)
Ans: C
57. Arrange the stages in report writing steps in descending order. Use the code given below:
(i) Hypothesis
(ii) Objectives
(iii) Interpretation of data
(iv) Sampling technique
Codes :
(A) (i), (ii), (iv), (iii)
(B) (ii), (i), (iv), (iii)
(C) (ii), (iv), (i), (iii)
(D) (ii), (i), (iii), (iv)
Ans: B
58. Arrange the following teaching aid in use in Adult Education according to their effectiveness from lower to higher. Use the code given below:
(i) Leaflets
(ii) Video films
(iii) Overhead projector
(iv) Chart
Codes :
(A) (i), (ii), (iv), (iii)
(B) (i), (ii), (iii), (iv)
(C) (i), (iii), (ii), (iv)
(D) (iv), (i), (iii), (ii)
Ans: D
59. Arrange the following steps of motivation in order of their use in the process of motivation. Use the code given below:
(i) Situation analysis
(ii) Conviction
(iii) Psychological treatment
(iv) Action
Codes:
(A) (i), (iii), (ii), (iv)
(B) (i), (iv), (iii), (ii)
(C) (i), (ii), (iii), (iv)
(D) (i), (iv), (ii), (iii)
Ans: A
60. Arrange the following stages of Research design in the social survey in order of their formulation in Research design. Use the code given below:
(i) Selection of Area
(ii) Conclusion
(iii) Bibliography
(iv) Data collection
Codes:
(A) (iv), (i), (ii), (iii)
(B) (iii), (ii), (iv), (i)
(C) (i), (ii), (iii), (iv)
(D) (i), (iv), (ii), (iii)
Ans: C
61. Match the items given under List – I with the under List – II with the help of codes given below:
List – I List – II (Establishment Year)
a. Press Trust of India 1. 1878
b. Press Association of India 2. 1988
c. Vernacular Press Act 3. 1915
d. NLM was launched 4. 1949
Codes:
a b c d
(A) 1 2 3 4
(B) 4 3 2 1
(C) 4 3 1 2
(D) 2 1 3 4
Ans: C
62. Match the Items given under List – I with under the Items given List – II with the help of codes given below:
List – I List – II
a. Hypothesis 1. Training
b. Skill 2. Research
c. Attitude 3. Levels
d. Progress 4. Behaviour
Codes:
a b c d
(A) 4 3 2 1
(B) 2 1 4 3
(C) 1 3 4 2
(D) 2 4 3 1
Ans: B
63. Match the item given under List – I with Item given under List – II with the help of code given below:
List – I List – II
a. Teaching Methods 1. Charts
b. Teaching Aid 2. Books
c. Teaching Material 3. Extension
d. Home & Farm visit 4. Discussion
Codes:
a b c d
(A) 4 1 2 3
(B) 3 1 2 4
(C) 1 2 3 4
(D) 4 2 1 3
Ans: A
64. Match the items given under List – I with the item given under List – II with the help of codes given below:
List – I List – II
a. Participatory approach 1. Social Movement
b. Participatory Development 2. Ready to learn
c. Psychological participation 3. Ready to do
d. Active participation 4. Mutual benefit
Codes:
a b c d
(A) 4 1 2 3
(B) 3 2 1 4
(C) 1 2 3 4
(D) 2 3 4 1
Ans: A
65. Match the items given under the List – I with items under List – II with the help of code given below:
List – I List – II
a. Report writing 1. Research Design
b. Objective formulation 2. Survey
c. Data collection 3. Sampling
d. Resource 4. Monetization
Codes:
a b c d
(A) 3 2 4 1
(B) 2 1 3 4
(C) 1 3 4 2
(D) 4 1 2 3
Ans: B
66. Match the items given under List – I with item given under List – II with the help of given codes:
List – I List – II
a. Improvement of Literacy Rate 1. Functional training
b. Improvement of Skill 2. T.L.C.
c. Improvement of Economic Status 3. P.L.C.
d. Improvement of Post Literacy 4. Vocational training
Codes:
a b c d
(A) 4 3 1 2
(B) 2 1 3 4
(C) 1 2 3 4
(D) 2 1 4 3
Ans: D
67. Match the items given under List – I with the List – II.
List – I List – II
a. Third dimension 1. Learning society
b. Lifelong learning 2. Evaluation
c. Academic credit 3. Extension
d. Open learning 4. IGNOU
Codes:
a b c d
(A) 2 1 3 4
(B) 3 1 2 4
(C) 1 2 3 4
(D) 4 2 1 3
Ans: B
68. Match the items given under List – I with item given under List – II.
List – I List – II
a. Extension worker 1. Professional Advocacy
b. Extension communication 2. Professional training
c. Legal support extension 3. Professional Motivation
d. Skill extension education 4. Professional leaders
Codes:
a b c d
(A) 4 3 1 2
(B) 3 2 1 4
(C) 1 2 3 4
(D) 2 3 1 4
Ans: A
69. Match the items given under List – I with items given List – II with the help of codes given:
List – I List – II
a. Problem solving 1. Learning practices
b. Promoting learning 2. Learning centre
c. Promoting experience 3. Learning situation
d. Structure development 4. Learning style
Codes:
a b c d
(A) 4 3 2 1
(B) 4 3 1 2
(C) 4 1 2 3
(D) 1 2 3 4
Ans: B
70. Match the items given under List – I with List – II.
List – I List – II
a. Social Audit 1. Impact of changing position
b. Social Change 2. Impact of policies
c. Social Ethics 3. Impact of practices
d. Social Mobilites 4. Impact of value systems
Codes:
a b c d
(A) 2 3 4 1
(B) 3 2 1 4
(C) 4 3 2 1
(D) 2 3 1 4
Ans: A
71. The national legal literacy day is celebrated on
(A) 9th November
(B) 8th November
(C) 10th November
(D) 5th November
Ans: A
72. Right to free and compulsory elementary education for all children in the age group of 14 in India was implemented in the year.
(A) 2007
(B) 2010
(C) 2008
(D) 2009
Ans: B
73. Which of the following programmes was launched in 1994 with the objective of Universalization of primary education?
(A) National Adult Education Programme (NAEP)
(B) District Primary Education Programme (DPEP)
(C) Sarva Shiksha Abhiyan (SSA)
(D) National Literacy Mission (NLM)
Ans: B
74. Which of the following programme was designed to develop effective linkage between literacy and primary education?
(A) Sarva Shiksha Abhiyan (SSA)
(B) National Adult Education Programme (NAEP)
(C) Jeevanshala
(D) Lokshala
Ans: A
75. Kalajathas campaign conducted in all corners of India since 1992 was organized by
(A) B G V S
(B) I A E A
(C) I U A C E
(D) None of the above
Ans: A
76. NEEM stands for
(A) National Extension Education Movement
(B) National Elementary Education Mission
(C) National Elementary Education Movement
(D) None of the above
Ans: B
77. The first International Conference on Adult Education organised by UNESCO was held in
(A) Tehran
(B) Hamburg
(C) Rio de Jenerio
(D) Kualalampur
Ans: A
78. The state which has the lowest literacy rate in India, as per 2001 census is
(A) Bihar
(B) Madhya Pradesh
(C) Tamil Nadu
(D) Orissa
Ans: A
79. Interpersonal communication is also known as
(A) Mass communication
(B) Face to face communication
(C) Dyadic communication
(D) Virtual communication
Ans: B
80. Who distinguished ‘andragogy’ with ‘pedagogy’?
(A) Lindeman
(B) Malcolm Knowles
(C) Alaxanderkapp
(D) Richard A. Swanson
Ans: B
81. Who coined the term ‘extension’?
(A) Charles McCarthy
(B) William Sewell
(C) Jensen
(D) Nelson
Ans: A
82. Which one of the following is not a component of effective organization?
(A) Balanced organizational structure
(B) Adequate delegation of authority
(C) Clear line of authority
(D) An individual reporting to many superiors
Ans: D
83. The term ‘Extension’ is equated with extra-moral lectures of which University?
(A) Cambridge University
(B) Nalanda University
(C) Lisbon University
(D) Harvard University
Ans: A
84. In a constructive approach teachers should see themselves as ____ and co-learners.
(A) Facilitators
(B) Motivators
(C) Promoters
(D) Developers
Ans: A
85. Assertion (A): India is a developing nation with poor people.
Reason (R): People of India are still under poverty.
Codes:
(A) (A) is correct, but (R) is wrong.
(B) (R) is correct, but (A) is wrong.
(C) Both (A) and (R) are correct, but (R) is not correct explanation of (A).
(D) Both (A) and (R) are correct, and (R) is correct explanation of (A).
Ans: D
86. Assertion (A): Extension activities give an exposure to the university students and teachers.
Reason (R): Extension is the ‘Third important dimension of higher education’.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) (A) and (R) are false.
(D) (A) and (R) are correct.
Ans: D
87. Assertion (A): Adults learns from simple to complex.
Reason (R): Adult learning is a rapid-process.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) (A) and (R) are correct.
(D) (A) and (R) are false.
Ans: A
88. Assertion (A): Education helps in developing human resource in a country.
Reason (R): Literacy is the first step in educational process.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) (A) and (R) are correct.
(D) (A) and (R) are false.
Ans: C
89. Assertion (A): Trained man power is the biggest asset to an organisation.
Reason (R): Training is a systematic process to improve the acquired abilities of the workers.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) Both (A) and (R) are correct and (R) is the correct explanation of (A).
(D) Both (A) and (R) are correct, and (R) is not the correct explanation of (A).
Ans: C
90. Assertion (A): Adoption of innovation is a mental process.
Reason (R): Adoption rate of innovation is higher in communities favourable to change.
Codes:
(A) (A) is correct and (R) is false.
(B) (A) is false and (R) is correct.
(C) (A) and (R) are correct.
(D) (A) and (R) are false.
Ans: C
91. Arrange the following in correct order of their implementation.
(i) MNP
(ii) Community Development
(iii) IRDP
(iv) Total literacy campaign
Codes:
(A) (ii), (iii), (i), (iv)
(B) (i), (ii), (iv), (iii)
(C) (iv), (ii), (i), (iii)
(D) (iii), (iv), (ii), (i)
Ans: A
92. Arrange the following programmes in order of their implementation.
(i) Saakshar Bharat
(ii) CEC
(iii) PLC
(iv) TLC
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (i), (iii), (iv)
(C) (iii), (ii), (i), (iv)
(D) (iv), (iii), (ii), (i)
Ans: D
93. Arrange the following in order they appeared:
(i) Non formal education
(ii) Extension education
(iii) Continuing education
(iv) Social education
Codes:
(A) (i), (ii), (iii), (iv)
(B) (iv), (i), (iii), (ii)
(C) (iii), (ii), (iv), (i)
(D) (ii), (iii), (i), (iv)
Ans: B
94. Arrange the following stages of communication in order of the best sequence:
(i) Receiver
(ii) Source
(iii) Coding
(iv) Decoding
Codes:
(A) (i), (ii), (iv), (iii)
(B) (iii), (i), (ii), (iv)
(C) (ii), (i), (iii), (iv)
(D) (iv), (iii), (ii), (i)
Ans: C
95. Arrange the following as they appeared in ascending order by using the code given below:
(i) Open Schooling
(ii) Adult literacy centre
(iii) Continuing education centre
(iv) Post literacy centre
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (i), (iii), (iv)
(C) (ii), (iv), (iii), (i)
(D) (iv), (iii), (ii), (i)
Ans: C
96. Arrange the following programme implemented in order by using the code given below:
(i) FFLP
(ii) MPFL
(iii) NAEP
(iv) NLM
Codes:
(A) (ii), (i), (iii), (iv)
(B) (iii), (ii), (i), (iv)
(C) (i), (ii), (iii), (iv)
(D) (iv), (iii), (i), (ii)
Ans: B
97. Arrange the following media in order in which they are popularly used in adult education. Use the codes given below:
(i) Radio
(ii) Folk arts, Kalajatha
(iii) Print media
(iv) Television
Codes:
(A) (iv), (ii), (iii), (i)
(B) (ii), (i), (iii), (iv)
(C) (i), (ii), (iii), (iv)
(D) (iii), (ii), (i), (iv)
Ans: B
98. Put the correct sequence of Hierarchical theory of needs:
(i) Social needs
(ii) Self actualization
(iii) Physiological needs
(iv) Basic need
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (iv), (i), (iii)
(C) (iv), (i), (ii), (iii)
(D) (iv), (iii), (i), (ii)
Ans: D
99. Choose the correct sequence of growth of educational and communication technologies.
(i) Visual
(ii) Audio-visual
(iii) Interactive
(iv) Audio
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (iii), (iv), (i)
(C) (iv), (ii), (i), (iii)
(D) (iii), (iv), (i), (ii)
Ans: C
100. Arrange the following management steps in order by using the code given below:
(i) Implementation
(ii) Planning
(iii) Evaluation
(iv) Monitoring
Codes:
(A) (i), (ii), (iii), (iv)
(B) (ii), (i), (iv), (iii)
(C) (iii), (ii), (i), (iv)
(D) (i), (iii), (iv), (ii)
Ans: B