Class 12 Education Chapter 3 — Current Trends in Education
Welcome to HSLC Guru. This page provides complete ASSEB Class 12 Education (English Medium) Chapter 3 “Current Trends in Education” question-answer solutions, covering centralization and decentralization, education for all, RTE Act 2009, women’s education, education of socially disadvantaged groups, inclusive education, environmental education, value education, Socially Useful Productive Work (SUPW), and population education — prepared for HS Final Year (Class 12) examination preparation.
About the Chapter
This chapter introduces the major contemporary trends shaping the Indian educational system. Education is a dynamic process that responds to changing social, political, economic and cultural realities. After independence, India recognised that education must serve as the chief instrument of national development, social justice and human resource generation. Various commissions and policies — from the University Education Commission (1948-49), Secondary Education Commission (1952-53), Indian Education Commission (1964-66), National Policy on Education (1968, 1986, 1992) and the Right of Children to Free and Compulsory Education Act (2009) — to the National Education Policy 2020 — have shaped these trends. The chapter discusses centralization and decentralization in education, universalisation of elementary education, education of women and socially disadvantaged groups, inclusive education for children with special needs, environmental education, value education, Socially Useful Productive Work (SUPW) and population education.
Summary
Centralization and Decentralization: Centralization means concentration of educational authority at a central level, ensuring uniform standards, equality and national integration. Decentralization means distribution of authority and responsibility to states, districts, blocks and panchayats so that planning becomes participatory and locally relevant. The 73rd and 74th Constitutional Amendments strengthened decentralization by empowering Panchayati Raj Institutions (PRIs) to manage local educational affairs.
Education for All: Universalisation of Elementary Education (UEE) is a constitutional directive (Article 45). The 86th Constitutional Amendment (2002) inserted Article 21A making free and compulsory education a fundamental right for children aged 6 to 14 years. The Right of Children to Free and Compulsory Education Act (RTE Act, 2009), effective 1 April 2010, operationalised this right and obliges every neighbourhood to provide a school, prohibits screening procedures and capitation fees, and reserves 25% seats in private unaided schools for disadvantaged children.
Women’s Education: Recognised as the single most powerful instrument for women’s empowerment and national development. Programmes such as Mahila Samakhya, Sarva Shiksha Abhiyan (SSA), Kasturba Gandhi Balika Vidyalaya (KGBV), National Programme for Education of Girls at Elementary Level (NPEGEL) and Beti Bachao Beti Padhao have been launched to bridge gender gaps.
Education of Socially Disadvantaged Groups (SC/ST/OBC): Special provisions including reservation, scholarships, hostels, free textbooks, mid-day meals and Ashram Schools are provided to bring socially disadvantaged groups into the educational mainstream and ensure equality of opportunity.
Inclusive Education: Inclusive education integrates children with special needs (CWSN) — physically, mentally or socially challenged — into regular schools alongside normal children. The Persons with Disabilities Act 1995, RTE Act 2009 and Rights of Persons with Disabilities Act 2016 mandate inclusive practices, barrier-free environments and individualised support.
Environmental Education: Aims at developing awareness, knowledge, attitudes, skills and participation regarding the environment. The Supreme Court (1991) directed that environmental education be made compulsory at all levels. NCERT has integrated it across the curriculum.
Value Education: Aims at the all-round development of personality through inculcation of moral, social, cultural, spiritual and democratic values such as truth, non-violence, honesty, tolerance and patriotism. Recommended by the Kothari Commission, NPE 1986, and the Chavan Committee.
SUPW (Socially Useful Productive Work): Recommended by the Ishwarbhai Patel Review Committee (1977) as a compulsory activity, SUPW links education with productive manual work and community service, developing dignity of labour and social commitment.
Population Education: An educational programme that creates awareness about the consequences of population growth on quality of life, family welfare, health, environment and resources. The National Population Education Project (NPEP) was launched in 1980 with UNFPA assistance.
সাৰাংশ
এই অধ্যায়ত ভাৰতীয় শিক্ষাব্যৱস্থাৰ সাম্প্ৰতিক প্ৰৱণতাসমূহৰ আলোচনা কৰা হৈছে। কেন্দ্ৰীয়কৰণ আৰু বিকেন্দ্ৰীয়কৰণ, সকলোৰ বাবে শিক্ষা (RTE আইন, ২০০৯ — অনুচ্ছেদ ২১ক), নাৰী শিক্ষা, সামাজিকভাৱে অনগ্ৰসৰ শ্ৰেণী (SC/ST/OBC)ৰ শিক্ষা, বিশেষ চাহিদাসম্পন্ন শিশুৰ বাবে অন্তৰ্ভুক্তিকৰণমূলক শিক্ষা, পৰিৱেশ শিক্ষা, মূল্যবোধ শিক্ষা, সামাজিকভাৱে উপযোগী উৎপাদনশীল কাম (SUPW) আৰু জনসংখ্যা শিক্ষা — এই প্ৰৱণতাসমূহে আধুনিক ভাৰতীয় শিক্ষাক আকাৰ দিছে। ৮৬ সংখ্যক সংবিধান সংশোধনী (২০০২)এ ৬-১৪ বছৰ বয়সীয়া শিশুৰ বাবে বিনামূলীয়া আৰু বাধ্যতামূলক শিক্ষা মৌলিক অধিকাৰ হিচাপে স্বীকৃতি দিছে। সাৰ্ব শিক্ষা অভিযান, কস্তূৰবা গান্ধী বালিকা বিদ্যালয়, NPEGEL, SUPW আদি কাৰ্যসূচীয়ে শিক্ষাৰ সাৰ্বজনীনতা আৰু গুণাত্মক বিকাশৰ লক্ষ্যত আগবঢ়া ৰাজ্যৰ প্ৰচেষ্টা সূচাই।
Textbook Questions and Answers
1. What do you mean by centralization in education?
Answer: Centralization in education refers to the system in which the supreme power of decision-making, planning, administration, financing and supervision of education is concentrated at the central or top-most level — usually the central government. Subordinate units like states, districts and schools function according to directives issued from the centre. Centralization ensures uniformity of curriculum, equality of standards, national integration and efficient utilisation of resources.
2. What is decentralization in education?
Answer: Decentralization in education means distribution of educational authority, responsibility and decision-making power from the central government to lower units such as state governments, districts, blocks, panchayats, municipalities and local schools. It promotes participatory planning, addresses local needs, encourages community involvement and develops a sense of ownership. The 73rd and 74th Constitutional Amendments (1992) gave constitutional status to Panchayati Raj Institutions and Urban Local Bodies, enabling decentralised educational management.
3. Mention four advantages of centralization in education.
Answer: (i) Maintains uniform educational standards across the country. (ii) Ensures equality of opportunity and national integration. (iii) Facilitates efficient and economical use of resources. (iv) Provides clear policy direction and quick policy implementation.
4. Mention four advantages of decentralization in education.
Answer: (i) Enables planning according to local needs and conditions. (ii) Promotes community participation and ownership. (iii) Reduces administrative burden on the central government. (iv) Encourages innovation, flexibility and democratic values in school management.
5. What is meant by “Education for All”?
Answer: “Education for All” is the global commitment to provide basic, quality education to every child, youth and adult — irrespective of caste, creed, gender, religion, region or economic background. In India, it is operationalised as Universalisation of Elementary Education (UEE) — universal access, universal enrolment, universal retention and universal achievement of children aged 6 to 14 years.
6. State the constitutional provisions regarding free and compulsory education.
Answer: Article 45 (Directive Principle, original Constitution) directed the State to provide free and compulsory education to all children up to 14 years within ten years of commencement of the Constitution. The 86th Constitutional Amendment (2002) inserted Article 21A which made free and compulsory education a fundamental right for children aged 6 to 14 years. The amended Article 45 now directs the State to provide early childhood care and education for children below 6 years. Article 51A(k) was also added making it a fundamental duty of parents/guardians to provide education to their children.
7. What is the RTE Act, 2009? When did it come into force?
Answer: The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act) is the legislation enacted by Parliament to operationalise Article 21A. It came into force on 1 April 2010. It guarantees free and compulsory elementary education (Classes I to VIII) to every child of 6 to 14 years in a neighbourhood school, prohibits screening, capitation fees, physical punishment and detention up to Class VIII, and reserves 25 per cent of seats in private unaided schools for children from disadvantaged sections.
8. Mention any four important provisions of the RTE Act 2009.
Answer: (i) Free and compulsory education for all children from 6 to 14 years in a neighbourhood school. (ii) No child shall be subjected to physical punishment, mental harassment or expulsion. (iii) 25 per cent reservation for children belonging to disadvantaged groups in private unaided schools. (iv) No screening procedure or capitation fee for admission; teachers must possess prescribed qualifications.
9. Why is women’s education important?
Answer: Women’s education is important because — (i) it empowers women socially, economically and politically; (ii) it leads to better health, hygiene and nutrition for the family; (iii) it lowers infant and maternal mortality rates; (iv) it controls population growth; (v) it raises national productivity and per-capita income; (vi) it ensures equality of status and removes gender discrimination; and (vii) “If you educate a man, you educate an individual; if you educate a woman, you educate the whole family” (Mahatma Gandhi).
10. Mention four schemes/programmes for women’s education in India.
Answer: (i) Mahila Samakhya Programme (1988). (ii) National Programme for Education of Girls at Elementary Level (NPEGEL). (iii) Kasturba Gandhi Balika Vidyalaya (KGBV) — residential schools for girls from disadvantaged groups. (iv) Beti Bachao Beti Padhao (2015) and Sarva Shiksha Abhiyan’s special focus on girl-child education.
11. Who are the socially disadvantaged groups in India?
Answer: Socially disadvantaged groups are those sections of society which suffer from social, economic, educational and political backwardness owing to historical exclusion, discrimination, untouchability or geographical isolation. They include Scheduled Castes (SC), Scheduled Tribes (ST), Other Backward Classes (OBC), minorities, women, children with special needs and the rural poor.
12. Mention any four constitutional/educational provisions for socially disadvantaged groups.
Answer: (i) Reservation of seats and posts (Articles 15(4), 16(4), 46). (ii) Pre- and post-matric scholarships, free textbooks, uniforms and mid-day meals. (iii) Ashram Schools and residential schools (Eklavya Model Residential Schools) in tribal areas. (iv) Special coaching, remedial classes and book banks; Article 46 directs the State to promote the educational and economic interests of weaker sections.
13. What is inclusive education?
Answer: Inclusive education is an educational approach in which all children — regardless of physical, mental, emotional, social or linguistic differences — learn together in regular classrooms with appropriate support services. It rejects segregation of children with special needs (CWSN) and promotes their participation, learning and achievement alongside their peers.
14. State four objectives/principles of inclusive education.
Answer: (i) To ensure equal educational opportunities for all children including CWSN. (ii) To remove physical, attitudinal and curricular barriers in schools. (iii) To develop self-confidence, social skills and dignity in differently-abled children. (iv) To promote social cohesion, acceptance and tolerance among all learners.
15. What is environmental education?
Answer: Environmental education is the educational process that develops in learners awareness, knowledge, attitudes, values, skills, motivation and commitment to work individually and collectively for the protection, conservation and improvement of the environment and the solution of environmental problems.
16. State the objectives of environmental education.
Answer: The five objectives identified by the Tbilisi Declaration (1977) are — (i) Awareness of the environment and its problems; (ii) Knowledge of environmental processes and human-environment interaction; (iii) Attitudes of concern, motivation and commitment; (iv) Skills to identify and solve environmental problems; (v) Participation in conservation and protection activities.
17. What is value education?
Answer: Value education is that aspect of education which inculcates desirable moral, social, cultural, aesthetic, spiritual and democratic values in learners. It aims at character building and all-round development of personality through values such as truth, non-violence, honesty, tolerance, justice, equality, fraternity, secularism and patriotism.
18. Mention any four values to be developed through value education.
Answer: (i) Truth and honesty. (ii) Non-violence and peace. (iii) Tolerance and respect for others. (iv) Patriotism, secularism and democratic citizenship.
19. What is SUPW? Who recommended it?
Answer: SUPW stands for “Socially Useful Productive Work” — purposeful, manual, creative work resulting in goods or services useful to the community. It was recommended by the Ishwarbhai Patel Review Committee (1977) and incorporated into the curriculum from primary to higher secondary stages. Examples include gardening, carpentry, tailoring, cooking, first-aid, social service and community projects.
20. State four objectives of SUPW.
Answer: (i) To develop dignity of labour and respect for manual work. (ii) To link education with productivity, life and society. (iii) To inculcate values of cooperation, social responsibility and self-reliance. (iv) To develop practical skills and creative abilities useful for vocational life.
21. What is population education?
Answer: Population education is an educational programme designed to create awareness among learners about the causes, nature, magnitude and consequences of population growth and its effects on the quality of human life, environment, family welfare, health and resources, so that they can take rational and responsible decisions in matters of population and family life.
22. Mention any four objectives of population education.
Answer: (i) To develop awareness of population issues, their causes and consequences. (ii) To impart knowledge of population dynamics — fertility, mortality and migration. (iii) To develop a rational, scientific and responsible attitude towards small family norms and family welfare. (iv) To enable learners to relate population issues to quality of life, environment and sustainable development.
Short Answer Questions
1. State two demerits of centralization in education.
Answer: (i) It ignores local needs and regional diversities. (ii) It develops bureaucratic rigidity and discourages local initiative.
2. State two demerits of decentralization in education.
Answer: (i) It may lead to differing standards and inequalities between regions. (ii) Local political interference and lack of expertise may affect educational quality.
3. What is the full form of UEE?
Answer: UEE stands for Universalisation of Elementary Education.
4. What does Article 21A of the Indian Constitution provide?
Answer: Article 21A provides that the State shall provide free and compulsory education to all children of the age of 6 to 14 years in such manner as the State may, by law, determine. It was inserted by the 86th Constitutional Amendment Act, 2002.
5. What is Sarva Shiksha Abhiyan (SSA)?
Answer: Sarva Shiksha Abhiyan, launched in 2001, is the flagship national programme for achieving universalisation of elementary education in a time-bound manner, covering children aged 6 to 14 years.
6. What is KGBV?
Answer: Kasturba Gandhi Balika Vidyalaya (KGBV) is a scheme launched in 2004 to set up residential upper-primary schools for girls belonging predominantly to SC, ST, OBC and minority communities in educationally backward blocks.
7. Name two categories of children with special needs (CWSN).
Answer: (i) Visually impaired (blind/low-vision) children. (ii) Hearing-impaired or intellectually-challenged children.
8. State two principles of inclusive education.
Answer: (i) Every child has the right to learn together in a common school environment. (ii) Schools must adapt curriculum, infrastructure and teaching methods to meet the diverse needs of all learners.
9. Why is environmental education needed today?
Answer: Environmental education is needed because of growing environmental degradation, pollution, deforestation, climate change and depletion of natural resources, which threaten human survival. It develops environmentally responsible citizens.
10. Mention two values to be promoted through value education.
Answer: Honesty and truthfulness; tolerance and brotherhood.
11. Write two examples of SUPW activities.
Answer: Gardening/kitchen gardening and tailoring/needle work. Other examples: book binding, first-aid, community cleaning drives.
12. When was the National Population Education Project launched?
Answer: The National Population Education Project (NPEP) was launched in April 1980 with assistance from UNFPA.
13. What does the 86th Constitutional Amendment provide?
Answer: It inserted Article 21A (right to education for 6-14 years), modified Article 45 (early childhood care and education for children below 6 years) and added Article 51A(k) (fundamental duty of parents to provide education).
14. What is the meaning of “neighbourhood school” under the RTE Act?
Answer: A neighbourhood school is a school located within a prescribed walking distance from a child’s home — generally within 1 km for primary classes and 3 km for upper-primary classes — ensuring easy access to free elementary education.
15. What does NPEGEL stand for?
Answer: NPEGEL stands for National Programme for Education of Girls at Elementary Level — a focused intervention under SSA for girls in educationally backward blocks.
Long Answer Questions
1. Discuss the meaning, merits and demerits of centralization and decentralization in education.
Answer: Centralization means that the supreme authority of educational planning, policy, finance, curriculum and supervision rests with the central government. Decentralization means transfer of authority from the centre to states, districts, blocks, panchayats, municipalities and schools.
Merits of centralization: (i) Uniform standards and curriculum. (ii) Equality of opportunity. (iii) National integration. (iv) Efficient policy implementation. (v) Optimum use of central resources.
Demerits of centralization: (i) Ignores local needs. (ii) Encourages bureaucratic rigidity. (iii) Suppresses local initiative. (iv) Slow response to local problems.
Merits of decentralization: (i) Local-need based planning. (ii) Community participation. (iii) Flexibility and innovation. (iv) Reduces central burden. (v) Promotes democratic values.
Demerits of decentralization: (i) Differing standards across regions. (ii) Risk of political interference. (iii) Lack of trained local manpower. (iv) Inefficient use of resources where capacity is weak.
Conclusion: A balanced combination is desirable — central policy framework with decentralised local implementation, as adopted in India.
2. Discuss the salient features of the Right to Education Act, 2009.
Answer: The Right of Children to Free and Compulsory Education Act, 2009 came into force on 1 April 2010 to operationalise Article 21A. Salient features:
- Free and compulsory elementary education to children aged 6 to 14 years in a neighbourhood school.
- “Free” means no child shall be liable to pay any fee or charge that may prevent him/her from completing elementary education.
- 25 per cent reservation for children from disadvantaged groups in private unaided schools.
- No screening procedure or capitation fee for admission.
- No physical punishment, mental harassment, detention up to Class VIII, or expulsion.
- Prescribed pupil-teacher ratio (30:1 primary, 35:1 upper-primary) and minimum teacher qualifications.
- Continuous and Comprehensive Evaluation (CCE) — no Board examinations till Class VIII.
- Establishment of School Management Committees (SMCs) with at least 75 per cent parents/guardians.
- Duty cast on Centre, States and Local Bodies to provide infrastructure, teachers and quality education.
- Children not admitted or who have dropped out shall be admitted in age-appropriate classes with special training.
3. Discuss the importance of women’s education and the steps taken in India for promoting it.
Answer: Women’s education is the foundation of national progress, family welfare and gender equality. Importance: (i) social empowerment and self-confidence; (ii) better child-rearing, health and nutrition; (iii) lower infant and maternal mortality; (iv) population control; (v) economic productivity and poverty reduction; (vi) participation in democratic processes; (vii) elimination of gender-based discrimination.
Steps taken in India: (i) Constitutional guarantees of equality (Articles 14, 15, 16, 21A, 39, 45, 46). (ii) National Policy on Education 1986/92 — special emphasis on women’s education. (iii) Mahila Samakhya Programme (1988). (iv) Sarva Shiksha Abhiyan with girl-child focus. (v) NPEGEL and KGBV. (vi) Free education and books for girls up to higher secondary in many States. (vii) Beti Bachao Beti Padhao (2015). (viii) Reservation in Panchayats and educational institutions. (ix) Special hostels, scholarships, transport and bicycle schemes. (x) Adult literacy programmes targeted at women.
4. What is inclusive education? Discuss its objectives and the problems faced in implementing it.
Answer: Inclusive education is a system in which children with special needs (physically, mentally, socially, emotionally challenged) are educated together with normal children in regular schools with appropriate support.
Objectives: (i) Equal educational opportunity for all. (ii) Removal of physical, attitudinal and curricular barriers. (iii) Holistic development of CWSN. (iv) Promote acceptance, empathy and tolerance among peers. (v) Prepare CWSN for independent life and gainful employment.
Problems: (i) Lack of trained special educators. (ii) Inadequate barrier-free infrastructure (ramps, Braille books, sign-language interpreters). (iii) Negative attitudes of parents, teachers and community. (iv) Rigid curriculum and assessment. (v) Inadequate funds and learning materials. (vi) Large class sizes preventing individual attention. (vii) Lack of awareness about disability and inclusion. Strong policy implementation, teacher training, community sensitisation and resource provision are needed to overcome these problems.
5. Discuss the meaning, objectives and importance of environmental education.
Answer: Environmental education (EE) is the educational process aimed at developing in learners awareness, knowledge, values, attitudes, skills and participation needed to understand environmental issues and work towards their solution.
Objectives (Tbilisi 1977): Awareness, Knowledge, Attitude, Skills, Participation.
Importance: (i) Builds awareness of pollution, deforestation, biodiversity loss, climate change. (ii) Promotes sustainable use of natural resources. (iii) Develops responsible citizenship for a healthy environment. (iv) Encourages scientific temper and problem-solving. (v) Mandated by the Supreme Court (1991) to be made compulsory at all levels of education. (vi) Integrated by NCERT across the curriculum from primary to higher secondary stages. EE thus equips learners to protect the planet and ensure intergenerational equity.
6. Discuss the meaning, objectives and methods of value education.
Answer: Value education is education that develops in learners desirable values — moral, social, cultural, spiritual, aesthetic and democratic — leading to character formation and integrated personality.
Objectives: (i) Inculcate moral values such as truth, honesty and integrity. (ii) Promote social values like cooperation, tolerance and brotherhood. (iii) Develop national values such as patriotism, secularism and democracy. (iv) Build aesthetic and spiritual sensitivity. (v) Promote dignity of labour and respect for diversity.
Methods: (i) Direct method — moral lessons, lectures, biographies. (ii) Indirect/Integrated method — through subjects, stories, literature. (iii) Co-curricular activities — debates, dramas, NSS, NCC, Scouts and Guides, social service. (iv) Role-playing and discussion. (v) Teacher as role-model. (vi) Celebration of national festivals and observance of important days. The Kothari Commission, NPE 1986 and the Chavan Committee (1999) strongly recommended value-oriented education.
7. Discuss the concept, objectives and significance of SUPW.
Answer: SUPW (Socially Useful Productive Work) is purposive, meaningful manual work resulting in goods or services beneficial to the community. The Ishwarbhai Patel Review Committee (1977) recommended its inclusion as a compulsory curricular activity from primary to higher secondary level.
Objectives: (i) To develop dignity of labour. (ii) To bridge the gap between school and society. (iii) To inculcate cooperation, social commitment and self-reliance. (iv) To develop saleable manual skills. (v) To promote creativity and aesthetic sense. (vi) To prepare students for productive citizenship.
Significance: SUPW links theory with practice, prevents the divorce of education from life, develops vocational skills and a sense of social responsibility, and promotes Gandhian principles of “Bread Labour” and Basic Education (Buniyadi Shiksha). It contributes to community development through activities like tree planting, cleaning drives, literacy work, first aid and craftwork.
8. Discuss the concept, objectives and importance of population education.
Answer: Population education is an educational programme that helps learners understand the dynamics of population (fertility, mortality, migration), its causes and consequences, and the need for responsible decision-making in matters of population and family welfare.
Objectives: (i) Awareness of population issues. (ii) Knowledge of population processes and human-environment links. (iii) Rational attitude towards small family norm. (iv) Understanding of family welfare, reproductive health, gender equity, adolescence. (v) Skills to take responsible decisions for quality of life and sustainability.
Importance: (i) India is the most populous country, requiring informed citizens. (ii) Improves quality of life through smaller, healthier families. (iii) Helps balance population and resources. (iv) Empowers women through reproductive choice. (v) Reduces pressure on environment, employment and infrastructure. The National Population Education Project (1980) under NCERT and the National Population Policy (2000) provide the framework for its implementation.
Multiple Choice Questions (MCQs)
1. Which Constitutional Amendment made education a fundamental right?
(a) 42nd Amendment (b) 73rd Amendment (c) 86th Amendment (d) 93rd Amendment
Answer: (c) 86th Amendment
2. Article 21A of the Constitution provides for free and compulsory education to children of the age group:
(a) 0-6 years (b) 6-14 years (c) 14-18 years (d) 6-18 years
Answer: (b) 6-14 years
3. The RTE Act came into force on:
(a) 1 April 2009 (b) 1 April 2010 (c) 1 January 2010 (d) 26 January 2010
Answer: (b) 1 April 2010
4. The RTE Act reserves what percentage of seats in private unaided schools for disadvantaged children?
(a) 10% (b) 15% (c) 25% (d) 33%
Answer: (c) 25%
5. SUPW was recommended by:
(a) Kothari Commission (b) Mudaliar Commission (c) Ishwarbhai Patel Committee (d) Yashpal Committee
Answer: (c) Ishwarbhai Patel Committee
6. Sarva Shiksha Abhiyan was launched in:
(a) 1986 (b) 1992 (c) 2001 (d) 2009
Answer: (c) 2001
7. KGBV stands for:
(a) Kendriya Government Balika Vidyalaya (b) Kasturba Gandhi Balika Vidyalaya (c) Kendriya Gramin Balika Vidyalaya (d) None of these
Answer: (b) Kasturba Gandhi Balika Vidyalaya
8. The Tbilisi Declaration on Environmental Education was made in:
(a) 1972 (b) 1977 (c) 1986 (d) 1992
Answer: (b) 1977
9. The National Population Education Project was launched in:
(a) 1976 (b) 1980 (c) 1986 (d) 2000
Answer: (b) 1980
10. Inclusive education means educating:
(a) Only normal children (b) Only children with special needs separately (c) All children together regardless of differences (d) Only girl children
Answer: (c) All children together regardless of differences
11. Which Article of the Constitution directs the State to promote educational and economic interests of weaker sections?
(a) Article 21A (b) Article 45 (c) Article 46 (d) Article 51A
Answer: (c) Article 46
12. The 73rd and 74th Constitutional Amendments are related to:
(a) Right to Education (b) Panchayati Raj and Urban Local Bodies (c) Reservation policy (d) Environmental Protection
Answer: (b) Panchayati Raj and Urban Local Bodies
13. Decentralization in education means:
(a) Concentration of power at the centre (b) Distribution of power to lower levels (c) Privatisation of schools (d) Closing down of schools
Answer: (b) Distribution of power to lower levels
14. Which of the following is NOT an objective of value education?
(a) Character building (b) Inculcation of moral values (c) Promotion of communalism (d) Development of national integration
Answer: (c) Promotion of communalism
15. NPEGEL stands for:
(a) National Policy for Equal Gender Education in Localities (b) National Programme for Education of Girls at Elementary Level (c) National Plan for Educated Girls in Every Locality (d) None
Answer: (b) National Programme for Education of Girls at Elementary Level
16. UEE stands for:
(a) United Elementary Education (b) Universalisation of Elementary Education (c) Universal Educational Effort (d) Union Education Endeavour
Answer: (b) Universalisation of Elementary Education
17. Pupil-teacher ratio prescribed by RTE Act for primary classes is:
(a) 25:1 (b) 30:1 (c) 35:1 (d) 40:1
Answer: (b) 30:1
18. Beti Bachao Beti Padhao was launched in:
(a) 2010 (b) 2012 (c) 2015 (d) 2019
Answer: (c) 2015
19. Children with Special Needs include:
(a) Visually impaired (b) Hearing impaired (c) Intellectually challenged (d) All of these
Answer: (d) All of these
20. Education for All movement was reaffirmed at the World Conference held in:
(a) Jomtien, 1990 (b) Dakar, 2000 (c) Both (a) and (b) (d) None
Answer: (c) Both (a) and (b)
21. Article 51A(k) makes it a fundamental duty of:
(a) Teachers (b) Government (c) Parents/Guardians (d) Schools
Answer: (c) Parents/Guardians
22. School Management Committees under RTE must have at least what percentage of parents/guardians?
(a) 50% (b) 60% (c) 75% (d) 100%
Answer: (c) 75%
23. Which is NOT a feature of centralization?
(a) Uniform curriculum (b) National integration (c) Local participation (d) Equal standards
Answer: (c) Local participation
24. Population education was first introduced in India by:
(a) NCERT (b) UGC (c) UNESCO (d) UNFPA
Answer: (a) NCERT (with UNFPA assistance)
25. The Persons with Disabilities Act was enacted in:
(a) 1986 (b) 1992 (c) 1995 (d) 2009
Answer: (c) 1995 (replaced by Rights of Persons with Disabilities Act 2016)
Current Trends in Education at a Glance
| Trend | Key Idea / Year | Major Provision / Programme |
|---|---|---|
| Centralization & Decentralization | 73rd & 74th Amendments, 1992 | Panchayati Raj & Urban Local Bodies for local educational management |
| Education for All / UEE | Article 21A — 86th Amendment, 2002 | Free & compulsory education 6-14 yrs |
| RTE Act | 2009 (in force 1 April 2010) | Neighbourhood schools, 25% reservation, no detention up to Class VIII |
| Women’s Education | NPE 1986/92; SSA 2001; KGBV 2004; Beti Bachao Beti Padhao 2015 | NPEGEL, Mahila Samakhya, scholarships, residential schools |
| Education of SC/ST/OBC | Articles 15(4), 16(4), 46 | Reservation, scholarships, Eklavya schools, Ashram Schools |
| Inclusive Education | PwD Act 1995; RTE 2009; RPwD Act 2016 | CWSN integration, barrier-free schools, special educators |
| Environmental Education | Tbilisi 1977; SC directive 1991 | Compulsory at all levels; integrated in NCERT curriculum |
| Value Education | Kothari Commission 1964-66; NPE 1986; Chavan Committee 1999 | Moral, social, national, spiritual values |
| SUPW | Ishwarbhai Patel Committee, 1977 | Compulsory productive work; dignity of labour |
| Population Education | NPEP, 1980 (UNFPA assistance) | Awareness, family welfare, small family norm |
Key Terms
| Term | Meaning |
|---|---|
| Centralization | Concentration of educational authority at the central/top level. |
| Decentralization | Distribution of authority and decision-making to states, districts, blocks and schools. |
| UEE | Universalisation of Elementary Education — universal access, enrolment, retention, achievement. |
| Article 21A | Fundamental right to free and compulsory education for children aged 6-14 years. |
| RTE Act 2009 | Right of Children to Free and Compulsory Education Act, in force since 1 April 2010. |
| SSA | Sarva Shiksha Abhiyan — flagship UEE programme launched in 2001. |
| KGBV | Kasturba Gandhi Balika Vidyalaya — residential upper-primary schools for disadvantaged girls. |
| NPEGEL | National Programme for Education of Girls at Elementary Level. |
| CWSN | Children With Special Needs — physically, mentally, sensorially or socially challenged. |
| Inclusive Education | Educating all children together in regular classrooms with appropriate support. |
| Environmental Education | Education for awareness, knowledge, attitude, skills and participation regarding the environment. |
| Value Education | Education for inculcating moral, social, cultural, spiritual and democratic values. |
| SUPW | Socially Useful Productive Work — manual, productive, community-oriented activity. |
| Population Education | Education concerning population dynamics, family welfare and quality of life. |
| NPEP | National Population Education Project, launched in 1980 with UNFPA support. |
| Neighbourhood School | School within prescribed walking distance — 1 km (primary) / 3 km (upper-primary). |
| SMC | School Management Committee under RTE with at least 75% parents/guardians. |