PAPER-II ADULT EDUCATION JA-046-17 1 P.T.O. ADULT EDUCATION Paper II Note This paper contains fifty objective type questions of two marks each. All questions are compulsory.

1. What is not the cause of frustration for an adolescent of the following

Delay in getting job

Delay in getting marriage

Delay in getting prestige

Delay in getting maturity

2. 'The Right to Education' was first recognised as a human right by

United Nation Universal Declaration of human rights

Indian Constitution

SAARC Summit

Millennium Development Goals

3. Which of the following statements is not true

One third of Indian population is below poverty line.

India has been declared a polio free nation.

One third of female population of India is still illiterate.

The Gujarat state has the highest literacy rate in the country.

4. Who among the following was associated with "Etawah Pilot Project"

Albert Mayer

W.H. Wisher

R.N. Tagore

F.L. Browne

5. To achieve a "stable population" by 2045 is one of the

"Immediate objective" of India's population policy.

"Medium term objective" of India's population policy.

"Long term objective" of India's population policy.

"Decadal objective" of India's population policy.

6. The main objective of "National Adult Education Programme" launched in 1978 was

Literacy alone

Social awareness alone

Functionality alone

Literacy, functionality and social awareness

7. The book entitled 'Pedagogy of the Oppressed' is written by

Paulo Freire

S. Waghmare, V. Waghmare

R.N. Tagore

Paterson

8. "Reflection without Action is mere verbalism, action without reflection is pure activism" Who made the above statement

McKenzie

Knowles

Freire

Goodman

9. Which of the following is not required for bare survival of life

Food

Water

Fashion

Protection of life

10. Arrange the stages of communication in order these are practised. Use the codes given below

a. Feedback

b. Decoding

c. Content

d. Encoding

Codes

a

d

b

d

11. Arrange the following major literacy programmes of different countries in order these were introduced. Use the codes given below

a. India

b. Vietnam

c. Myanmar

d. Cuba

Codes

a

d

a

d


12. Arrange the following institutions as these were incorporated. Use the codes given below

a. Bengal Social Service League

b. Rural Reconstruction Centre Sriniketan

c. Indian Adult Education Association

d. Indian University Association for Continuing Education

Codes

d

c

d

b

13. Arrange the following programmes in order these were introduced. Use the codes given below

a. Community Development Programme

b. Mahila Samakhya

c. Integrated Rural Development Programme

d. Jandhan

Codes

d

d

d

d

14. Arrange the following steps of Literacy Programme in order of their use. Use the codes given below

a. Certification of the learners

b. Instruction for the learners

c. Identification of learners

d. Motivation among the learners

Codes

d

a

d

c


15. Arrange the following programmes of adult education in order these were conducted. Use the codes given below

a. Sakshar Bharat

b. Total Literacy Campaign

c. Gram Shikshan Muhim

d. National Adult Education Programme

Codes

d

c

a

c

16. Arrange the stages/functions of management as these are applied in conduct of a programme. Use the codes given below

a. Provisioning of resources

b. Preparing a blue-print

c. Information system

d. Corrective mechanism

Codes

d

d

b

c

17. Arrange the following institutions in order of their establishment for promotion of continuing education. Use the codes given below

a. Jan Shikshan Nilayam

b. Shramik Vidya Peeth

c. Krishi Vigyan Kendra

d. Lok Shikshan Kendra

Codes

b

c

d

d

18. Arrange the stages of evaluation of social development programme as per their sequence in adoption. Use the codes given below a. Development of instruments b. Analysis c. Determining the parameters d. Administering the tools Codes

d

a

b

b

19. Arrange the training of functionaries in adult education in order these were imparted. Use the codes given below

a. Training of volunteers

b. Training of resource persons

c. Training of master trainers

d. Training of key resource persons

Codes

d

a

a

b

20. Arrange the following needs as per the Hierarchical Theory of Needs using the codes given below

a. Self-esteem needs

b. Security needs

c. Basic needs

d. Self-actualisation needs

Codes

d

a

d

b


21. Arrange the following milestones in chronological order. Use the codes given below

a. Sarva Shiksha Abhiyan

b. Sakshar Bharat

c. Right to education to children of 6-14 years

d. Right to Information

Codes

c

c

d

d


22. Assertion An oral message is more dynamic and makes direct impact than a written message.

Reason An oral message is always better than a written message.

Codes

is correct and is wrong.

is correct and is wrong.

Both and are wrong.

Both and are correct.


23. Assertion "Family Life Education" is a part of the population education programme.

Reason Family Life Education contributes to the emergence of a small family.

Codes

is correct and is the outcome of

Both and are wrong.

is correct and is wrong.

is correct and is wrong.

24. Assertion The percentage growth of education among girls and women has contributed to their empowerment.

Reason The increase in the education of girls does not contribute to postponement of the age of marriage and to a reduction in the size of families.

Codes

Both and are correct.

Both and are wrong.

is correct and is wrong.

is correct and is wrong.

25. Assertion One of the greatest attributes of a successful leader is the ability to communicate simply and effectively.

Reason Knowledge alone is adequate for a successful leader.

Codes

is correct and is wrong.

is correct and is wrong.

Both and are correct.

Both and are wrong.

26. Assertion Human senses are the gateways to learning.

Reason Learning activities should engage maximum number of senses by using audiovisual aids.

Codes

is correct and is wrong.

is correct and is wrong.

Both and are correct and is correct explanation of

Both and are correct, but is not the correct explanation of

27. Assertion India has experienced a drastic rise in educational level among its population in the past three decades.

Reason The differences in educational attainment between males and females have shrunk.

Codes

is correct and is wrong.

Both and are correct and is correct explanation of

is correct and is wrong.

Both and are correct, but is not the correct explanation of

28. Match the items given in List I with the items of List II, use the codes given below

List I List II

Primary Education I. Ivan P. Pavlov

Science Literacy II. Sundarlal Bahuguna

Conditioning Theory III. Prof. Yashpal

Environmental Literacy IV. Childrens in 6-11 age

Codes



IV III I II

III II IV I

II III IV I

I IV II III

29. Match the items given in List I with the items of List II, use the codes given below

List I List II

Teaching technology I. Use of media

Behaviour technology II. System analysis

Instructional technology III. Social skill training

Management technology IV. Realising certain objectives

Codes



IV III I II

III II IV I

II I IV III

I IV III II

30. Match the items given in List I with the items of List II, use the codes given below

List I List II

Nutrition I. Attitude

Violence II. Health

Alcoholism III. Habit

Pragmatism IV. Philosophy

Codes



I II III IV

III IV II I

IV III I II

II I III IV

31. Match the items given in List I with the List II, use the codes given below

List I List II

Random sampling I. Population is scattered

Cluster sampling II. Large scale survey

Multistage sampling III. Population is infinite

Systemic sampling IV. Law of chance

Codes



IV I II III

I II III IV

II IV III II

III II IV I

32. Match the items given in List I with the items of List II, use the codes given below

List I List II

Environmental literacy I. Extension education

Life Expectancy II. Sunder Lal Bahuguna

Third dimension of higher education III. Number of persons lived in per sq.km.

Population density IV. Number of years a person lives

Codes



I II III IV

II I IV III

II IV I III

II I III IV


33. Match the items given in List I with the items in List II, use the codes given below

List I List II

Legal literacy I. Continuing Education

Identification and Mobilization of Resources II. State Resource Centre

Jan Shikshan Sansthan III. Field outreach

Community development IV. Justice P.N. Bhagwati

Codes



I II III IV

IV II I III

III I II IV

II III I IV

34. Match the items given in List I with the items in List II, use the codes given below

List I List II

Perceptual learning I. Sensory experiences

Conceptual learning II. Connecting different types

Associative learning III. Acquisition abstract

Imagination learning IV. Written, spoken, symbols

Codes



IV III II I

I II III IV

II IV I III

III I IV II

35. Match the items given in List I with the items in List II, use the codes given below

List I List II

Group of pessimists in ethics I. Social organization

Informal systems for socialization II. School, parents, curriculum

Education Tripolar process III. Berkely

Agency of Informal education IV. Family

Codes



I II III IV

II III IV I

III IV II I

IV III I II

36. Which of the following are the most important means of empowering women Use the codes given below

Literacy and Education

Health and Nutrition

Free travel Facilities

Freedom to Worship

Codes

and

and

and

and

37. Which of the following is an example of formal institution Use the codes given below School Crowd Panchayat Self help group Codes

and

and

and

and

38. Which of the following are the constituents of education Use the codes given below

Teacher and learner

Furniture

Methods and contents

Goals and objectives

Codes

and

and

and

and

39. Which of the following is an agent of positive social change Use the codes given below

Education

Economic development

Innovation

Calamity

Codes

and

and

and

and

40. "Factors" concerning adult learners are important guideposts for development and formulation of a typology of adult learners.

Socio-cultural

Socio-economic

Psycho-social

Trends of fashion

Codes

and

and only

and

Above all

41. Education is a process of bringing about desirable changes in human-being

Skills

Knowledge

Attitude

Gambling

Codes

and

and

and

and

42. Communication is the process by which two or more persons exchange Ideas Facts Feelings Power Codes

and

and

and

and

43. The Experimental World Literacy Programme (EWLP) was promoted during 1965 to 1975 by

UNICEF (United Nations International Children Emergency Fund)

UNESCO (United Nations Educational, Scientific and Cultural Organisation)

W.H.O. (World Health Organisation)

UNDP (United Nations Development Programme)

Codes

only

and

and

and

44. In the universities, the Population Education Resource Centre (PERC) scheme was implemented by

United Nations Population Fund

University Grants Commission

National Council of Education Research and Training

Department of Adult and Continuing Education of Universities

Codes

and

and

and

and

45. The main consequences of overpopulation are Use the codes given below

Deforestation due to need for more houses.

Loss of ecosystem

High life expectancy

High infant and child mortality

Codes

and

and

and

and

Direction (Q. No. 46 to 50)

Comparative education is a fully established academic field of study that examines education in one country (or group of countries) by using data and insights drawn from the practices and situation in another country, or countries. Programmes and courses in comparative education are offered in many universities throughout the world, and relevant studies are regularly published in scholarly journals. The field of comparative education is supported by many projects associated with UNESCO and the national education ministries of various nations.

Comparative education has four purposes


1. To describe educational systems, processes or outcomes.


2. To assist in the development of educational institutions and practices.


3. To highlight the relationship between education and society.

4. To establish generalized statements about education that are valid in more than one country.

Many important educational questions can best be examined from an international and comparative perspective. For example, in the United States there is no nationwide certificate of completion of secondary education. This raises the question of what the advantages and disadvantages are of leaving such certification to each of the 50 states. Comparative education draws on the experience of countries such as Japan and France to show how a centralized system works, and what are the advantages and disadvantages of centralised certification.

46. Comparative education is a study based on

evaluation of one system in one country with the same system in another country.

description of many systems in the same country.

the economics of fashion industry in two countries.

the dietary preferences in one country.

47. Projects in comparative education are financed by

only by business corporations in various nations.

only UNESCO

only education ministries of various nations.

Both UNESCO and ministries of education in various nations.

48. The purpose of comparative education helps to make generalised statements that are valid

in more than one dissertation

in more than one country

in more than one play field

in one coaching shop

49. Japan has a system whereas France has a system of certification of students.

decentralized centralized

centralized centralized

centralized decentralized

decentralized decentralized

50. A centralized system of certification has

only advantages

only disadvantages

both advantages and disadvantages

more advantages and less disadvantages