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5/4/2019

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NUMBER SERIES (ALPHABET ) PRACTICE SET & TRICK TO SLOVE

CURRENT AFFAIRS RELATED TO ENVIROMENT (CLIMATE CHANGE ETC)

SCHEMS OF HIGHER EDUCATION & ELEMENTRY EDUCATION

MOCK TEST OF PAPER-1 (COMPLETE MOCK)

HOW TO PREPARE UGC –NET IN LAST 40 DAYS

he reasoning section of almost every competitive examination contains questions on Alphabet Reasoning.In this

topic, questions are asked relating to positions of English alphabets. This topic is very important from exam

point of view. So you need to memorize the positions of the alphabets so that you can handle each and every

question based on this topic. Let us discuss various types of alphabet reasoning:

1. THE ALPHABET: The English alphabet contains 26 letters, as given below:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

From A to M, the alphabet completes the first 13 letters that is the first half, while the second half starts from

14th letter that is it starts from N and ends at Z.

(First Alphabetical Half) A to M ⇒ 1 to 13

(Second Alphabetical Half) N to Z ⇒ 14 to 26

2. Concept of EJOTY: The positions of alphabets can be remembered with the help of this simple concept, you

can easily find out the position of any letter without much effort. But it is advisable that you learn the positions

of different letters in the alphabet.

E J O T Y

5 10 15 20 25

For example, we are asked to find the 24th letter from the left side of the alphabet. We already know that the

25th letter from the left-hand side is Y, now we need to find letter before Y and that is X. By using this simple

method, we can easily find out the position of any letter in the alphabet. Memorizing the positions & sequence

of letters is a basic to solve any questions of this type, so you should try to memorize these positions. For this

particular reason, you should practice EJOTY. Write down the names of ten of your friends & do as given

below:

Let us take an example of name RAVI. With the help of EJOTY, we know that the letter R stands for number

18, A stand for 1, V stands for 22, I stands for 9. Adding all these numbers, we get (18+1+22+9). This is a very

good way to remember the positions of all the letters in the alphabet.

NUMBER SERIES (ALPHABET)

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3. Positions of letters from Right Hand Side (RHS): Many a times we get questions in the tests that ask us the

position of a letter from the right hand side. Although we are in a habit of counting from the left side of the

alphabet & not from the right hand side of the alphabet. We are discussing this by taking an example and then

we will make a mathematical formula.

Must Read Series Alphabet Articles

Reasoning Concepts & Tricks

Reasoning Practice Questions Level 01

Reasoning Solved Examples

Reasoning Practice Questions: Level 02

Suppose there is a row of 8 persons in which a person is standing 5th from left. Let's find out his/her position

from the right side.

I I I I I I I 1

1st 2nd 3rd 4th 5th 6th 7th 8th

You can see that the person who was standing fifth from the left hand side is placed fourth from the right side.

Suppose there are ‘n’ persons, the order can be horizontal (from left to right) or vertical (from top to bottom)

and if the position of a person is given which is rth from left then his position from right will be (n+1-r).

Likewise this concept can also be used if their sitting order is vertical. Sum of positions from left and from right

will always be (n+1). As given in the above mentioned example there are 8 persons, position of 5th person from

left will be 4th (8+1-5)from right. Sum of both the positions is (4 + 5) = 9. If we are dealing with letters & we

are given the position of any letter from either side, we need to add 1 more to the total number of letters & then

subtract the position from left side to get its position from the right side.

For instance, let us find the position from right side of a letter, which is the 10th from left side.

A B C D E F G H I J K L M N

1 2 3 4 5 6 7 8 9 10 11 12 13 14

O P Q R S T U V W X Y Z from LHS

15 16 17 18 19 20 21 22 23 24 25 26 from RHS

As you can see, the 10th letter from the left hand side of the alphabet is J, which is 17th letter (26+1-10) from the

right hand side of the alphabet. We did this operation by adding 1 to the total number of letters (26 + 1 = 27) and

then subtracting 10 from it. This same logic is to be applied if we have given an initial right position and we

need to find the position from the left side, or we have given initial position from top and we have to calculate

position from bottom and vice-versa

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4. Finding the central symbol/letter/digit: Many a times the question asks the middle letter/digit in the sequence

given e.g. find the middle letter between the 12th letter and the 20th letter from the left hand side of the alphabet.

A B C D E F G H I J K L M

1 2 3 4 5 6 7 8 9 10 11 12 13

→

N O P Q R S T U V W X Y Z

14 15 16 17 18 19 20 21 22 23 24 25 26

→

You can see that there are 7 letters between these 2 positions i.e. M, N, O, P, Q, R and S. We know that the

midpoint of 7 items is the 4th item from either of the sides, whether counted from the right hand side of the

alphabet or the left hand side of the alphabet. It comes out to be P, which is the correct answer in this particular

case. But so much effort is not needed in solving such questions. In these type of questions, if the two different

positions are given from the same side (i.e. either both are from the left hand side of the alphabet or both are

from the right hand side of the alphabet), we can simply add up the 2 different positions from the same side, get

their simple average and thus, the correct answer. In this particular case, the two positions are 12 and 20 from

the left hand side of the alphabet. Adding and then averaging them, we get 16. Recollecting the EJOTY formula

that we discussed earlier, we come up with the letter which is 16th from left side (after O) is P. The same

process can be applied if we are given a case in which both the positions are counted from the right hand side of

the alphabet. Remember, the answer we get will be from the same from both sides. Let’s make this clearer by

discussing an illustration.

Consider a scenario in which we have to find the mid-point between the 11th and the 17th letter from the right

hand side of the alphabet. Adding the two positions, we get total as 28. The average of these two numbers is

therefore 14. So, the mid-point is 14th from the right hand side of the alphabet (the same as the sides given in

the question). Now we will convert this position into a position from the left hand side of the alphabet. Applying

the logic which we had applied earlier, we will subtract 14 from 27 and get the answer- 13th from the left hand

side of the alphabet, which is M. You can verify this answer by looking up the above alphabet.

5. Fill in the blank Series

These types of series consist of small letters which follow a specific pattern or series. Some spaces are left blank

in between the series given. We have to fill in the blanks from given options to make a pattern. This can be

clearly explained by this illustration:

Illustration: pq_ _ qpp_ _ pq _

1. ppppp

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2. ppqpp

3. ppqpq

4. qppqq

Sol: In order to solve these kinds of series, we should fill the given blanks by taking each option one by one &

see where it forms a logical pattern. When you try to fill the first option, it becomes pqppqpppppqp. It does not

result into any particular logical pattern. If you fill the second option you get pqp/pqp/pqp/pqp. It has been

separated by the symbol “/” for your better understanding. Now, this becomes a pattern of writing pqp again &

continously. So, the second option becomes the correct answer to this given question.

MCQ –

Directions (1-5): These questions are based on the following arrangement. Study the arrangement carefully to answer these questions. M 6 ⋆ I A 7 $ J # 5 4 B U 2 R Q D H L O @ P T E F Q1. How many such symbols are there in the above arrangement each of which is immediately followed by a number and also immediately preceded by a consonant? (a) None (b) One (c) Two (d) Three (e) None of these Q2. If we remove all the vowels in this series, then which of the following element will be 7th from right end? (a) P (b) H (c) D (d) Q (e) None of these Q3. How many such vowels are there in the above arrangement each of which is immediately followed by a consonant and also immediately preceded by a symbol? (a) None (b) One (c) Two (d) Three (e) None of these Q4. How many such consonants are there in the above arrangement, each of which is immediately preceded by a consonant and also immediately followed by a consonant? (a) None (b) One (c) Two (d) Three (e) More than three

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Q5. If we remove all the vowels and symbols in this series, then which element will be 13th from left end? (a) L (b) H (c) D (d) Q (e) None of these Directions (6-10): Read the following character sequence carefully and then answer the question given below it.

Q6. How many such symbols are there in the above sequence, each of which is immediately preceded by an odd number? (a) One (b) Two (c) Three (d) None (e) None of these Q7. If all the numbers are dropped in the given series, then which element will be at 12th position from left end? (a) $ (b) T (c) @ (d) R (e) E Q8. Which of the following element is third to the left of sixteenth element from the right? (a) 5 (b) T (c) $ (d) & (e) 7 Q9. How many such symbols are there in the above sequence, each of which is immediately preceded by a number and immediately followed by a number? (a) One (b) Two (c) Three (d) None (e) None of these Q10. What will come in place of the question mark of the series? 2 @ !, W $ 3, T 7 &, ? (a) D * E (b) D E * (c) * E D (d) L X U (e) None of these Directions (11-15): Study the following digit-letter-symbol sequence carefully and answer the questions given below: G > Z J L 2 ! D - M # 8 C % B < K 1 & A W / P E + Q @ 7 F 6 Q11. How many such symbols are there in the above sequence, each of which is immediately followed by a perfect cube of a number? (a) None (b) One

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(c) Two (d) Four (e) None of these Q12. Which of the following element is fifth to the left of sixteenth element from the left? (a) % (b) C (c) M (d) # (e) None of these Q13. If all the numbers are dropped in the given series, then which element will be at sixth position from right end? (a) M (b) A (c) B (d) / (e) None of these Q14. If the first fifteen elements in the above sequence are written in reverse order, then which of the following element will be twenty-first from the right end? (a) 2 (b) ! (c) P (d) L (e) None of these Q15. How many such numbers are there in the above sequence, each of which is immediately followed by a symbol and immediately preceded by a number? (a) None (b) One (c) Two (d) Four (e) None of these

(b) Solutions (1-5):

(c) S1. Ans.(b)

(d) Sol. J # 5

(e) (f) S2. Ans.(c)

(g) Sol.

(h) (i) S3. Ans.(a)

(j) Sol.

(k) (l) S4. Ans.(d)

(m)Sol. R Q D, Q D H, D H L

(n) (o) S5. Ans.(a)

(p) Sol.

Solutions (6-10): S6. Ans.(b) Sol. 3$, 5% S7. Ans.(e) Sol. E S8. Ans.(c)

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Sol. $ S9. Ans.(a) Sol. 3$5 S10. Ans.(a) Sol. D * E Solutions (11-15): S11. Ans.(b) Sol. #8 S12. Ans.(d) Sol. S13. Ans.(e) Sol. S14. Ans.(a) Sol. S15. Ans.(a) Sol.

Directions (1 to 5): Study the following arrangement to answer the given questions F # O U 7 D $ V @ B E 8 © X 1 A C % P 2 4 Q I N 6 M * Z 9 1. If all the numbers are dropped from the above arrangement, which of the following will be the ninth from the right end? (A) A (B) C (C) X (D) F (E) O 2. Which of the following is the fifth to the right of the thirteenth to the left of Q in the given arrangement? (A) X (B) @ (C) U (D) * (E) None of these 3. How many such symbols are there in the above arrangement, each of which is immediately preceded and also immediately followed by a consonant? (A) One (B) Two (C) Three (D) Four (E) None 4. Which of the following will be the sixth to the left of the fourteenth from the left end of the above arrangement?

(A) F

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(B) O

(C) U

(D) V

(E) None of these

5. How many such vowels are there in the

above arrangement, each of which is

immediately preceded by a consonant and

immediately followed by a number?

(A) None

(B) One

(C) Two

(D) Three

(E) Four

Directions (6 to 10): Study the following digitletter-symbol sequence carefully and answer

the questions given below:

R * T J L 2 $ D = M # 8 C % B < K 1 & A W ? P

E + Q @ 7 F 6

6. How many such numbers are there in the

above sequence, each of which is immediately

preceded by a consonant and immediately

followed by a symbol?

(A) Nil

(B) One

(C) Three

(D) Four

(E) None of these

7. Which of the following is sixth to the left of

eighteenth element from the left?

(A) %

(B) C

(C) 1

(D) 8

(E) None of these

8. If the above sequence is written in reverse

order then which of the following will be sixth

to the right of sixteenth element from the right

end?

(A) M

(B) A

(C) B

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(D) ?

(E) None of these

9. If the first fifteen elements in the above

sequence are written in reverse order, then

which of the following wil be twenty-first from

the right end?

(A) 2

(B) $

(C) =

(D) L

(E) None of these

10.Which of the following is 8th to the right of

20th element from the right end?

(A) &

(B) M

(C) 1

(D) K

(E) A

Directions (11 to 15): Study the following

series of alpha-numeric-symbol combination

and answer the questions that follow:

S K 6 £ Q 2 R * C F 8 E $ G 2 # 4 9 L N 3 U V 5

Y a B 7 W 9

11. How many symbols are there in the above

arrangement each of which is immediately

preceded by but not immediately followed by a

letter of English alphabet?

(A) None

(B) One

(C) Two

(D) Three

(E) None of these

12. What should come in place of question

mark in the following series?

S 9 K 6 W £ Q 7 2 ? C a F

(A) R Y *

(B) *Y C

C) 2 B R

(D) R B *

(E) None of these

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13. If the positions of # and $ are interchanged,

so also the positions of £ and *,,Q and K and F

and V are interchanged, which of the following

will be the ninth element to the left of

eighteenth element from the left?

(A) C

(B) V

(C) 8

(D) *

(E) None of these

14. Four of the following five are alike in respect

of their positions in the above series. Which is

the one that does not belong to that group?

(A) Q * 8

(B) £ R F

(C) 6 2 C

(D) 2 * 8

(E) R F $

15. S K £ is related to 9 W B in the same way as

Q 2 * is related to

(A) a V U

(B) a Y 5

(C) 7 B Y

(D) B Y V

(E) a Y V

1(B) 2(A) 3(D) 4(D) 5(B) 6(E) 7(D) 8(A) 9(A) 10(A) 11(A) 12(D) 13(A) 14(D) 15(E)

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76

(q) 78

Q16. 0, ?, 8, 15, 24 (a)1

(b) 3 (c) 5 (d) 2

Q17. 3, 15, ?, 63, 99, 143

(a) 27 (b) 45 (c) 35 (d) 56

Q18. 3, 28, 4, 65, 5, 126, 6, ? (a)215

(b)216

(c) 217

(d) 218

Q19. 3691, 6931, 9361, 3691, ?

(a) 1369

(b) 6931

(c) 1963

(d) 3961

Q20. 10, 22, 46, 94, ? (a)180

(b)184

(c)190

(d)140

Q21. 110, 132, 156, ?, 210 (a)162

(b)172

(c)182

(d)192

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Q22. 1, 2, 2, 4, 8, ? (a)8

(b) 9 (c) 16 (d) 32

Q23. 40, 60, 47, 53, 54, ? (a)33

(b)39

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threatened species – Current Affairs Earlier, China received the bulk of scrap plastic from around the world, processing much of it into a higher quality

material that could be used by manufacturers.

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upper senate; NGT forms panel to check river pollution The BBIN is a big initiative in the region, which is aimed at improving rail and road connectivity in the region.

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water; Death switch mechanism discovered in plants The NGT observed that about 90 percent of municipal solid waste generated in Bengal is being dumped in the

open every day in violation of statutory pollution laws.

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IPZ 2019 notification Report highlights global energy consumption in 2018 increased at nearly twice the average rate of growth since

2010, driven by a robust global economy and higher heating and cooling needs in some parts of the world.

ENIVIRONMENT CURRENT

AFFAIRS

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Current Affairs 22 March 2019 Digest 1: World Water Day, International Day of

Forests observed The World Water Day was observed across the globe on March 22 with the theme ‘Leaving no one behind’. The

sustainable development goal 6 aims to ensure availability and sustainable management of water for all by 2030,

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advise pain relievers to reduce fever and relieve some symptoms. In severe cases, patients need to be

hospitalised.

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on Ice Stupas The Department of Post has released a special stamp cover on Ice Stupa. The special stamps aim to create

awareness about depleting glaciers and affect the ecology around the Himalayas. Global warming and ecological

imbalance have caused irreparable damage to the Himalayas in the past several years.

Current Affairs 18 March 2019 Digest 3: India, Maldives sign three agreements, IIT,

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development cooperation and renewable energy after extensive talks between Indian External Affairs Minister

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management, at the fourth session of United Nations Environment Assembly. The UN Environment adopted both

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Environment Ministry amends Hazardous and Other Wastes Rules 2016 The Union Environment Ministry has amended the Hazardous and Other Wastes Rules, 2016 in order to

strengthen the implementation of environmentally sound management of hazardous waste in the country.

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World Air Quality Report 2018: 7 of the top 10 most polluted cities in the world are

in India The only non-Indian city in the top five list of most polluted cities is Faisalabad, Pakistan. Delhi was ranked as the

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risk reduction in Nagpur from February 27-28, 2019. It will discuss the integration of long-term heat risk reduction

measures into developmental plans as well as climate change adaptation.

Third Indo-German Environment Forum held in New Delhi The third Indo-German Environment Forum with the theme "Cleaner Air, Greener Economy" was held in New

Delhi on February 13, 2019. India and Germany have had a rich cooperation engagement for the last 60 years

which extends to sectors such as natural resource management, urban environment protection and climate

change adaptation.

Combating climate change: Government releases publication on actions

undertaken to tackle climate change The Government also undertook few measures to minimise the impact of climate change such as generating 175

GW of renewable energy by 2022, smart cities, electric vehicles, leapfrogging from Bharat Stage -IV to Bharat

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Pollution The launch of the initiative came after the Indian and Norwegian governments signed an MoU to establish the

‘India-Norway Ocean Dialogue’ during the Norwegian Prime Minister Erna Solberg’s visit to India in January

2019.

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education The Department of Biotechnology and the Indian Council of Agricultural Research have signed a Memorandum of

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Union Territory from March 1, 2019. The neighbouring Tamil Nadu government had in June 2018 announced that

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India submits Sixth National Report to the Convention of Biological Diversity India on December 29, 2018 submitted its Sixth National Report to the Convention on Biological Diversity. India is

among the first five countries in the world, the first in Asia and the first among the biodiversity-rich megadiverse

countries to have submitted NR6 to the CBD Secretariat.

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Cabinet approves submission of India's Second Biennial Update Report to

UNFCCC The Union Cabinet has approved Submission of India's second Biennial Update Report (BUR) to the United

Nations Framework Convention on Climate Change (UNFCCC) towards the fulfilment of the reporting obligation

under the Convention.

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resume commercial whaling from July 2019. The commercial whaling will be limited to Japan's territorial waters

and exclusive economic zones.

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population The last census of the year 2015 showed the population of 523 Asiatic Lions in Gir Protected Area Network of

1648.79 sq. km. that includes Gir National Park, Gir Sanctuary, Pania Sanctuary, Mitiyala Sanctuary adjoining

reserved forests, Protected Forests, and Unclassed Forests.

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EU aims to be first carbon neutral economy by 2050 The European Union on November 28, 2018 urged government, businesses, citizens and regions to join it in an

ambitious plan to cut emissions and make the bloc carbon neutral by 2050. The EU’s strategic long-term vision

relies on its member states to take action.

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Shut down of Sterlite Copper plant: NGT Committee rules that closure is against

natural justice The Tamil Nadu government on May 28, 2018 ordered the permanent closure of the controversial Sterlite Copper

factory in Thoothukudi or Tuticorin, following major protests against the operation of the plant that led to the killing

of 13 people and left around 100 wounded.

Schemes for Elementary Education

With the formulation of National Policy on Education, India initiated a wide range of programmes for achieving the goal of UEE through several schematic and Programme interventions, such as

Sarva Shiksha Abhiyan

Mid Day Meal

Mahila Samakhya

Strengthening for providing quality Education in Madrassas ( SPQEM) Sarva Shiksha Abhiyan (SSA) is implemented as India's main Programme for universalizing elementary education. Its overall

goals include universal access and retention, bridging of gender and social category gaps in education and enhancement of learning levels of children.

Schemes for Secondary Education

Secondary Education is the most significant stage in the educational hierarchy as it prepares the students for higher education and the world of work. The policy at present is to make secondary education of good quality available, accessible and

affordable to all young persons in the age group of 14-18. At present, the following schemes targeted at secondary stage (i.e. class IX to XII) are being implemented in the form of Centrally Sponsored Schemes:

Rashtriya Madhyamik Shiksha Abhiyan

Girls Hostel Scheme

National Scheme of Incentives to Girls for Secondary Education

Inclusive Education for Disabled at Secondary Stage

Scheme of Vocational Education

National Merit-cum-Means Scholarship Scheme

Scheme for construction and running of Girls’ Hostel for students of secondary and higher secondary schools

Scholarship schemes for Minority students

National Scholarships The National Council for Educational Research and Training (NCERT) promotes educational development both in quantitative and qualitative terms and makes special efforts to remove disparities and equalize educational opportunities for all students. NCERT acknowledges and appreciates educational brilliance in students through the National Talent Search Scheme. It also

seeks to applaud artistic distinction through the Chacha Nehru Scholarships - for artistic and innovative excellence. The National Bal Bhawan has instituted a system of honouring talented children in different age groups in the year 1995 through the Bal Shree scheme.

Schemes for Higher Education

Higher Education is the shared responsibility of both the Centre and the States. The coordination and determination of

standards in institutions is the constitutional obligation of the Central Government. The Central Government provides grants to UGC and establishes Central Universities in the country. Meritorious students, from families with or without necessary means, need an incentive or encouragement to keep on working hard in their studies and go to the next level of education in their

academic career. This is where the scholarships and education loans play a crucial role. Following are some significant fellowship schemes/scholarships awarded by the various institutions:

SCHEMS OF EDUCATION MOST IMPORTENT

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Scheme of Apprenticeship Training

National Scholarships

Post-Doctoral Research Fellow (Scheme)

Junior Research Fellowships for biomedical sciences

All India Council for Technical Education Scholarships

Department of Science and Technology grants and fellowships

DST's Scholarship Scheme for Women Scientists and Technologists

Biotechnology fellowships for doctoral and postdoctoral studies by DBT

Scholarships /Awards at Undergraduate & Postgraduate level in various science courses at the University of Delhi

Fellowships/Scholarships/Awards by the Jawaharlal Nehru University

Sports Authority of India promotional schemes

Empowerment of Persons with Disabilities - Schemes/Programmes

Scholarship Schemes for ST Students by Ministry of Tribal Affairs

Post-matric Scholarships for SC /ST students

Scholarships for Minority Students

w Education Policy Consultation

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New Education Policy Consultation

1. About New Education Policy Consultation

2. Themes for Policy Consultation on School Education

3. Theme I- Ensuring Learning Outcomes in Elementary Education

4. Theme II -Extending outreach of Secondary and Senior Secondary Education

5. Theme III- Strengthening of Vocational Education

6. Theme IV - Reforming School Examination Systems

7. Theme V- Revamping Teacher Education for Quality Teachers

8. Theme VI- Accelerating rural literacy with special emphasis on Women, SCs, STs &Minorities through

Adult Education and National Open Schooling Systems

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9. Theme VII- Promotion of Information and Communication Technology systems in school and adult

education

10. Theme VIII- New Knowledge, pedagogies and approaches for teaching of Science,Maths and

Technology in School Education to improve learning outcomes of Students.

11. Theme IX- Schools standards, School assessment and School Management systems.

12. Theme X- Enabling Inclusive Education – education of Girls, SCs, STs, Minorities and children with

special needs.

13. Theme XI- Promotion of Languages.

14. Theme XII - Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills.

15. Theme XIII- Focus on Child Health

About New Education Policy Consultation

The National Policy on Education was framed in 1986 and modified in 1992. Since then several changes have taken place that

calls for a revision of the Policy. The Government of India would like to bring out a National Education Policy to meet the

changing dynamics of the population’s requirement with regards to quality education, innovation and research, aiming to make

India a knowledge superpower by equipping its students with the necessary skills and knowledge and to eliminate the shortage

of manpower in science, technology, academics and industry.

For the first time, the Government of India is embarking on a time-bound grassroots consultative process, which will enable the

Ministry of HRD to reach out to individuals across the country through over 2.75 lakh direct consultations while also taking input

from citizens online.

We encourage citizens to actively participate in the discussions to influence the New Education Policy.

Themes for Policy Consultation on School Education

List of themes for consultation on School Education

1. Ensuring learning outcomes in Elementary Education.

2. Extending outreach of Secondary and Senior Secondary Education.

3. Strengthening of VocationalEducation.

4. Reforming School Examination systems.

5. Re-vamping Teacher Education for QualityTeachers.

6. Accelerating rural literacy with special emphasis on Women, SCs, STs& Minorities through Adult Education and National Open

SchoolingSystems.

7. Promotion of Information and Communication Technology Systems in School and Adult Education.

8. New knowledge, pedagogies and approaches for teaching of Science, Maths and Technology in School Education to improve

learning outcomes of students.

9. School standards, School assessment and School Management systems.

10. Enabling Inclusive Education – education of SCs, STs, Girls, Minorities and children with special needs.

11. Promotion of Languages.

12. Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills.

13. Focus on ChildHealth

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Theme I- Ensuring Learning Outcomes in Elementary Education

In elementary education, despite improvements in access and retention, the learning outcomes for a majority of children

continue to be an area of seriousconcern. Studies are showing that children are not learning the basic skills during their

schooling. Many children who reach grade V cannot read simple texts and cannot do simple arithmetic calculations. The

examination results of the children are poor. Concerted efforts are required to ensure that a minimum set of cognitive skills are

acquired by all children during eight years of elementary education.

The States are implementing reforms such as early grade reading, writing,comprehension and maths programs in conjunction

with defining and measuring learning outcomes. The NCERT has completed 3 rounds of National Level Achievements Survey

for Classes –III, V, & VII/VIII. States have been given funds to conduct State level achievement surveys and the States are

conducting State level learning achievement surveys which are at different stages of conducting one or more rounds of SLAS.

However, even with all these reforms, there is a need to explore the various approaches to improve teaching–learning at the

elementary stage. There is a need to understand the reasons of low learning achievement levels in elementary schooling,

assess the system of Continuous and Comprehensive Evaluation and suggest ways and methods of improving the learning

outcomes of school children which would result in enhancing the quality of elementary education. The quality issues and

determinants thereof such as ensuring availability of trained teachers, good curriculum and innovative pedagogy that impact

upon learning outcomes of the children need to be addressed on priority basis.

What in your view are the reasons for the poor performance of your children in the schools?

How do we ensure that children learn the basic language and numeracy skills in the schools?

How do we use technology to ensure real time availability of teachers?

Should there be dedicated teachers for classes 1 & 2.

What needs to be introduced in teacher training for improving teaching learning process at foundation level of schools?

Should there be any special measures for primary schools to make them attractive for students, parents, teachers like colourful

furniture, rugs play way toys, charts, pictures etc.

Do you think games, art and confidence building measures should be introduced from primary level itself?

What should be the student assessment systems?

How many languages should be available for children to learn at elementary level?

How do we factor in pre primary/ play school industry in our country that seems to be mushrooming?

States to highlight in which areas do they seek international partnerships?

Theme II -Extending outreach of Secondary and Senior Secondary Education

With Universal Elementary Education(UEE) becoming a reality, near universalization of secondary education is a logical next

step. Further,universalisation of quality secondary education implies creating secondary schooling provisions of a defined

standard irrespective of the location and management of the institution to accommodate all those eligible grade VIII and grade

X students who are willing to participate in secondary and higher secondary education. It is expected that initiatives such as

RTE of eight years of schooling would not only be increasing participation levels in elementary education but also substantially

improve the internal efficiency of elementary education in the coming years and ensure higher levels of transition to secondary

schooling. Further, with the improvements in retention and transition rates particularly amongst the more disadvantaged

groups, there is an increasing pressure on the secondary schools to admit more students.

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A wide range of centrally sponsored schemes are being run by different secondary school institutions and bodies so as to

ensure greater geographical coverage, social and gender inclusion and use of ICT for quality enhancement. RMSA is now

envisaged as a single comprehensive scheme to address issues of coverage and quality in secondary education in a holistic

manner.

To what extent we have made quality education available, accessible and affordable to the target population in the age group of

14–18 years.

What is negative impact on society and economy of not doing this?

How can we increase access to post elementary education across the country in a manner so as to ensure no child is denied

the opportunity of completing his/her school education?

How can we address the geographical and social disparities in secondary education?

What needs to be done to improve student participation in Science and Mathematics subjects?

What can be done to overcome shortages in qualified teachers for Science and Mathematics? How can we engage with DST

engage to address the needs of science & Maths teachers for both primary/ secondary education?

To what extend can ICT be used in secondary/ senior secondary schools to enhance teaching-learning process?

What kinds of pupil assessment systems are desirable at secondary level to ensure problem solving and critical training

amongst children?

Is there a need to improve secondary/senior secondary text books?

What is needed to improve teacher performance?

How many languages should be taught at secondary/senior secondary level?

Is a PPP model to expand schooling at these levels, feasible?

How can ICT based interventions enhance use of hands on education, field visits, etc?

Theme III- Strengthening of Vocational Education

A knowledgeable and skilled workforce is seen as the most important human capital required for the development of a country.

Both vocational education and skill development are known to increase productivity of individuals, profitability of employers and

national growth. Vocational education aims to develop skilled manpower through diversified courses to meet the requirement

primarily the unorganized sector and to inculcate self employment skills in children through a large number of diversified

vocational courses. Given that only 7 to 10 per cent of population is engaged in formal sector of economy, development of

vocational education will provide skilled labour force in the informal sector which would further enhance the productivity.

Several Committees also emphasize the need to improve access and participation to vocational education and recommends

the flexibility of Vocational education within the main-stream education system.

In India, the general education and vocational education have been operating as two different verticals with very little interaction

between the two. This had lead to hesitation in students opting vocational courses as there is a general apprehension that one

cannot pursue higher degrees or qualification. The vocationalisation of secondary education scheme was revised in 2014 to

address the issue of weak synergy with industry in planning and execution, lack of vertical and horizontal mobility, redundant

courses and curricula as well as paucity of trained vocational educational teachers. The National Skills Qualification Framework

(NSQF) has been notified in Dec 2013, to provide and overall framework to set up vocational education programme. There is a

greater emphasis on integrating skills in education and a renewed focus on vocational education in secondary education. It also

demands of a revamp of our education system to make skill development an integral part of the curriculum at all stages.

Would skill based education help, students to be employable?

What difficulties are experienced in implementing VE in the schools

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What are the issues regarding availability and training of vocationalteachers.

Some States have been effectively integrating vocational education in mainstream education. How can these be adopted or

adapted across other States?

Should VE subjects be the best of five or six subjects for class XII or class X scores?

What needs to be done to make VE popular amongst students?

School services-sector courses, be introduced in schools rather than manufacturing based courses?

Schools blend professional courses, which utilize the school students learning of science, maths, accounting, computers,

history, geography be developed for VE, to help the students employability and knowledge base?

Should there be a counselling level factored in at school level which helps child identify the craft/ industry/service he/she

inclined towards and skill sets they need to develop and do a skill roadmap per child at school? If yes, then at which grade level

should it be done.

Theme IV - Reforming School Examination Systems

Examination reforms that focus on problem-solving, critical thinking and reasoning skills are critical to improving quality at the

elementary and secondary levels. Such reforms will change the teaching–learning processes and improve learning outcomes.

In recent years, CBSE has introduced wide-ranging examination reforms in schools affiliated to it, such as Class X Board

Examination has been made optional, a system of grading in place of marks has been introduced.

Continuous and Comprehensive Evaluation (CCE) has been strengthened so that the students are assessed on an ongoing

basis for their holistic development. For implementing CCE several activities are expected in the classroom such as

Preparation of child profile and cumulative record , Various activities for evaluating cognitive and co-cognitive levels, Use of

various methods to evaluate children such as observation , questioning in class room ,Utilizing information gathered for

improvement in teaching learning/ remedial inputs for children built into the process . CCE also involves sharing of children ’s

learning progress with parents through parent teacher meetings.

State Boards have also made efforts to update curriculum and impose examination systems. However, problems still beset the

examination system.

The existing systems need to be examined threadbare.

What are the experiences of government schools in implementing CCE

Has CCE helped student’s academic performance?

What is the general feedback of students, teachers and parents regarding the no detention policy and CCE?

Has the abolition of class X board reduced learning level of our students?

What other reforms can be suggested which would help better assessment of students.

Is our examination system only assessing note learning?

Can the examination system shift towards questions that assess the students application of concept, problems solving abilities

and critical thinking?

How can assessment systems become more nuanced and reward children for thinking and innovation.

Theme V- Revamping Teacher Education for Quality Teachers

Quality of teachers has been a major cause of worry in the country and one of the basic pre requisites to improve quality.

Competence of teachers and their motivation is crucial for improving the quality. Several initiatives are being taken for

addressing teacher shortages, shortages of secondary school teachers in mathematics, science and languages, improving the

quality of pre-service teachers and in-service teachers professional development, enhancing the status of teaching as a

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profession, improving teachers’ motivation and their accountability for ensuring learning outcomes, and improving the quality of

teacher education institutions and also teacher educators. Inspite of several efforts by the Central and State governments

issues of large number of vacancies in both elementary and secondary levels, problems of untrained teachers, lack of

professionalism in teacher training institutions, mismatch in training and actual classroom practices, teacher absenteeism and

teacher accountability and involvement of teachers in nonteaching activities all need to be addressed. With the aim to recruit

quality teachers, CBSE introduced the Central Teacher Eligibility Test (CTET) State Governments have introduced the TETs.

What are the specific steps needed to fill in the existing teacher vacancies in elementary schools?

Why have the existing teacher training programmes failed to bring about improvements in the quality of teaching learning?

What are the workable solutions to address the gamut of issues in teacher education in the school sector?

Are teachers performance assessments needed to build a culture of accountability amongst teachers? Should promotion of

teaching faculty be in conjunction with their performance?

Should an automatic computerized system be made for all teaching/transfer posts so that there is rationalization?

What methods can be devised for making it mandatory for all teachers to undergo yearly in service training?

Theme VI- Accelerating rural literacy with special emphasis on Women, SCs, STs

&Minorities through Adult Education and National Open Schooling Systems

Literacy is an integral and indispensable element of educational development. Literacy can pave way for reduction in population

growth, child mortality and poverty, and facilitate in attaining gender parity, sustainable and holistic growth. It provides for

nurturance of democratic values and peace among people. Literacy is all the more important to those sections of population,

who have been historically neglected. Achieving universal adult literacy is a fundamental goal of adult and continuing education

programmes that have been envisaged from time to time.

The 2011 Census have revealed that despite an impressive decadal increase of 9.2 percent points in literacy, national literacy

levels have risen to no more than 74.1 percent (from 64.8 percent in 2001). The 2011 Census has shown that female literacy

has increased much more than male literacy. While male literacy rate increased by 6.86 percent points from 75.26 percent in

2001 to 82.14 in 2011, the female literacy increased by 11.79 percent points from 53.67 to 65.46 percent during the same

period. The gender gap which was 21.6 percent points in 2001 has receded to 16.7. Yet the gender gap still remains much

above the targeted 10 percent points. Thus, even today the Plan Targets have not been achieved: overall literacy rate being

short by five percent points, gender gap yet to be reduced by another 6.7 percent points and social and regional disparities still

persisting.

Adult education is indispensable as it supplements the efforts to enhance and sustain literacy levels through formal education.

‘Saakshar Bharat’ has been devised as the new variant of National Literacy Mission. The scheme seeks to further promote and

strengthen Adult Education, specially of women, by extending educational opportunities to those adults who lack access to

formal education and have crossed the standard age for receiving such education, now feel a need for 14 learning of any type,

including, literacy, basic education (equivalency to formaleducation), vocational education (skill development), physical and

emotional development, practical arts, applied science, sports, and recreation. The scheme has been formulated with the

objective of achieving 80% literacy level by 2012 at national level, by focusing on adult women literacy seeking – to reduce the

gap between male and female literacy to not more than 10 percentage points.

Though there have been significant gains in literacy rates, large gender, social and regional disparities in literacy levels persist.

The gains in literacy levels are due to success of the adult education programmes and improvements in primary schooling.

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However, there is a further need to enhance the literacy levels of the socially marginalized groups and those living in rural

areas through interventions of adult education programmes and open schooling systems. What are the impediments in

implementing literacy programmes at village, block and district levels

Is it more difficult to implement adult literacy programmes in urban dwellings such as slums?

What are the reasons why the literacy programmes are unable to reach the socially deprived sections as much as desired?

What other strategies can be employed to achieve faster progress in reducing the existing disparities in literacy levels.>

Should the Open School Systems reach out in a larger way, to adult illiteracy?

Can school students be harnessed to spread the literacy programme?

How can we integrate specific skills component in the adult literacy programme plus engage with national livelihood

programmes?

What are the impediments in implementing literacy programmes at village, block and district levels?

Theme VII- Promotion of Information and Communication Technology systems in school and

adult education

ICT can potentially make significant difference in improving the quality of education. Most of the secondary schools have limited

availability of computer facilities. This constrains the students from acquiring ICT-related skills essential in the knowledge

economy and limits teachers’ ability to upgrade their subject-matter knowledge and students’ ability to access essential learning

materials.

The National Policy of ICT in School Education envisions and provides for the development of a holistic framework of ICT

support in the school system. Mission Mode Project (MMP) on School Education would enable comprehensive technology

enablement of the school education sector. This would cover Developing ICT skills of all heads of schools, teachers, non-

teaching staff and students; Creating a repository of quality-assured digital contents in English, Hindi and regional languages in

all subjects especially in science and mathematics; Training and encouraging teachers to develop and use e-content; Creating

provisions for ICT in classrooms or portable facilities and a projector with rechargeable battery, and implement ICT-integrated

education; Enabling provision of ICT-integrated examination and e-governance at the institutional and systemic level including

setting up of education portals. While there have several ways in which ICT in schools are being implemented, we need to

optimally use and leverage technology to achieve quality and efficiency in all of the interventions.

What are the usual problems faced by schools while implementing ICT integration?

Are they viable solutions in dealing with general issues?

What are the different experiences of States in this regard?

What are the ways in which technology can be leveraged for both school and adult education and share best practices, if any.

How can we genuinely ascertain that ICT components are functional in schools , particularly in States with challenges i.e.

infrastructure especially electricity?

Theme VIII- New Knowledge, pedagogies and approaches for teaching of Science,Maths

and Technology in School Education to improve learning outcomes of Students.

One of the most important measures taken up for improving the quality in secondary education is to improve the Pupil-Teacher

ratios by appointing additional teachers in order to improve the classroom transaction process and environment. Further,

special attention is paid on teaching of Science, Mathematics and English. Poor science and maths education (and English)

accounts for 80 per cent of total students who fail in Tenth Board Examination. The low enrolment in science stream at higher

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secondary level and poor-quality education is a constraint in development of scientific manpower in the country. Science and

Maths education would need special attention. Some of the initiatives under consideration include:

Promoting innovations by encouraging talent spotting of innovators in schools through Innovation Scholarships

Launch a massive science outreach programme aimed at students and their parents – Introduce Mobile labs and establish

science centers

Quality in education is inherently dependent on curriculum and learning objectives, learning materials, pedagogic processes,

classroom assessment frameworks, teacher support in the classrooms, and school leadership and management development.

A new framework for curriculum is needed at regular intervals in order to take cognizance of the developing issues in society

and how to address them. A variety of learning packages needs to be developed at State and district levels, with adequate

provision for cluster- andschool-level modifications to aid the teacher and provide increased choice. Learning enhancement

programme (LEP) under the SSA is continued in the Twelfth Plan. Every year, States need to articulate the learning goals that

are being targeted and the strategies (methods, materials, models and measurement) that will be used to reach those goals.

Institutional assessment/ accreditation of the elementary schools is envisaged.

What are the workable strategies for strengthening the quality of teaching–learning processes for better outcomes;

What are the various approaches regarding curricula renewal, new pedagogies and use of technology to improve the learning

levels.

In the event that parents do not know what outcomes to expect from which level, can these processes truly fructify without

engaging with parents? How can this aspect be addressed?

Theme IX- Schools standards, School assessment and School Management systems.

There is a need to put in place a School Quality Assessment and Accreditation System to cover all aspects of school

functioning, including scholastic and coscholastic domains, physical infrastructure, faculty management, school leadership,

learning outcomes and satisfaction of pupils and their parents/ guardians.

Better governance structures in schools striking a balance between mandating and persuading, training of district and block-

level education officers as well as head teachers for better management practices, on using data to better monitor and support

school performance, and to mobilise community resources and efforts to improve school performance. The local community

and panchayats are not very often actively involved in school management. While Village education Committees /School

Management Committees are formed in most villages, many of them do not function effectively. It is generally believed that the

village schools will function effectively only when the local community is active and participates in the functioning of the schools.

What are the ways to improve community participation in school management?

What should be the role of the Panchayat in the management of the schools?

How can we implement a assessment and accreditation system in schools ?

What are performance indicators for grading schools?

What are the current experiences and how can they be bettered to achieve tangible results.

Is there a case for revamping the role of education officers in districts, blocks etc., to become in charge of school development

and improvement inschool?

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Theme X- Enabling Inclusive Education – education of Girls, SCs, STs, Minorities and

children with special needs.

The issue of social access and equity are far too complex. While the gaps in average enrolments between disadvantaged

groups like SC, ST, Muslims, girls and Children with special needs and the general population have decreased, there is still a

considerably large gap in learning levels with historically disadvantaged and economically weaker children having significant ly

lower learning outcomes. Large and growing learning gaps threaten the equity gains achieved on the enrolment front because

children with lower levels of learning are more likely to drop out. In order to increase the participation of girls and other special

category children, specific interventions are being made. There is a need to examine current interventions in bridging the

gender and social gaps and identify focused strategies for effective inclusion.

With the adoption of Right to Education and enormous expansion of the system, access to school education has become near

universal. However, children from certain sections of the population remain unable to benefit fully from the education system

despite several special measures.

Many girl children are not sent to schools and even those you complete primary levels are not sent to pursue their studies at

the secondary levels and colleges.

How do we ensure full participation of the marginalized groups in schooling, particularly for children belonging to SC, ST and

minority groups?

What measures should be taken to make our educational institutions truly inclusive facilitating the participation of differently

abled children with special needs?

In your view to what extent has RTE helped to ensure participation of children, especially from disadvantaged families, in

schools?

Why do parents not send their girls to school?

What measures should be adopted by the Government to bring girls to schools?

How could we mobilise community support to bring all girl children to schools?

By excluding minority establishment from RTE what are the pitfalls?

Are there any traditional skill sets which need to be encouraged in tribal areas?

What special skill sets and financial and legal literacy components can be imbibed in girl/ woman’s education?

How can Language challenges be identified and what solutions are possible?

Theme XI- Promotion of Languages.

A multi-lingual society recognises the importance of education in languages. While there are some interventions for

appointment of language teachers and promotion of classical languages, there is no comprehensive scheme or language policy

and we need to have inputs on this dimension. India follows, in principle, a three language formula. Learning through mother

tongue at least in the early stages of schooling is also advocated. There is also a general perception that children learning

through English medium have advantage over others while entering the world ofwork.

The current status of Multi- lingual Education indicates that systematically planned programs are being implemented by States

of Andhra Pradesh and Odisha, covering 8-10 tribal languages. Assam, Chhattisgarh, Bihar and Jharkhand have developed

material for eg. dictionaries; reading cards for bridging children from home language to medium of instruction. States gradually

expanding number of schools covered, adding new languages and also transitioning to bi-lingual or multi-lingual classrooms

Impact of Mother tongue based education has shown increased attendance and retention of tribal students , children are more

engaged in the teaching and learning process, use of Lively, interactive using pictures and artifacts from tribalculture. NCERT’s

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Evaluation study found that Mother tongue based education had a positive impact on students’ achievement in language and

mathematics. Significant achievement found in the oral, written tests in language and Math by children in these schools when

compared to non-intervention schools.

Which are the languages you would you like your children to learn in the schools?

What should be the place of English, Hindi and local languages in school education?

Which language you would prefer to be the medium of instruction in schools?

Should we encourage education in mother-tongue and multi-lingual education in schools? What are difficulties in implementing

it?

Should three language formula be debated?

In a highly competitive world at which level and how can foreign languages be prescribed as an additional tool?

Theme XII - Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life

Skills.

Education is concerned with all-round development of the child (physical, socioemotional along with cognitive), all aspects need

to be assessed rather than only academic achievement. As part of the Twelfth Plan initiatives, now there is a system-wide

focus on holistic development of children by improving learning outcomes and other non-scholastic areas. Our students need to

have a holistic development which cannot be achieved only through information and instruction. Physical education, games and

sports should be made an integral part of the curriculum and daily routine in schools for the holistic development of children.

The Schedule to the RTE Act mandates that all schools shall be provided play material, games and sports equipment. Since

many urban schools have inadequate facilities of sports on their own, other neighbourhood schools with such facilities in the

public and private sectors and also municipal parks and public play fields should be opened up for children of such schools

during school hours on nominal maintenance costs. Building on innovative approaches already undertaken , teachers must also

be trained to lead quality and inclusive physical education sessions as part of both their pre-service and in-servicetraining.

Visual and performing arts are a critical part of school education and also provide space for children with different abilities. Arts

are a powerful tool in the teaching learning process. It enables children to express ideas, emotions and thoughts freely, to

comprehend and build perspectives. Children experience joy, sense of freedom in the process of learning when they have the

opportunity to explore, to imagine, visualise, observe through their senses, to participate and communicate. It enhances interest

as children connect arts with all subjects and with their daily lives. Art also has a cognitive component; it makes us think, reflect,

hypothesise, perceive, comprehend and create. Renowned art Institutions and Central academies can 25 contribute

significantly to the inclusion of arts in the school curriculum and its implementation.

Knowledge needs sensitization to values, ethics, appreciating arts, physical education, sports and life skills.

What are the suggestions for concrete methods and tools for integration of sports, physical education, arts and crafts, funct ional

skills for livelihood and value education in school curriculum.

What are the experiences so far and how can we build on these in a constructive way.

How can we explore the way forward so that Ethical education can become mandatory?

What is the Role of NCC in promoting comprehensive education?

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Theme XIII- Focus on Child Health

There is a need to improve access to child health services. The Ministry of Health is focusing on promoting child health through

appropriate interventions.

Presently, the Department of School Education and Literacy, MHRD addresses the nutritional needs of school going children in

the age group of 6-14 years are being taken care of by the Mid- Day Meal (MDM) Scheme. With a view to enhancing

enrolment, retention and attendance and simultaneously improving nutritional levels among primary school children, the

National Programme of Nutritional Support to Primary Education was launched in August 1995. During 2008-09, the Scheme

was extended to cover children in upper primary classes and the Scheme was renamed as ‘National Programme of Mid-Day

Meal in Schools’. The programme aims at (i) improving the nutritional status of children in Classes I-VIII, (ii) encouraging poor

children belonging to disadvantaged sections to attend schools more regularly and help them concentrate on classroom

activities, and (iii) providing nutritional support to children at elementary stage of education in drought-affected areas during

summer vacation. The National Programme of MidDay Meal in Schools is now covering all children studying in Classes I-VIII in

Government, Government-aided and Local Body schools. Yet malnutrition, hunger and poor health remain core problems,

which comprehensively affect attendance and performance in classes.

The principal public initiative for ECCE is the Integrated Child Development Services (ICDS) of M/o Women and Child

Development which aims at responding to the challenge of providing pre-school education, on one hand, and breaking the

vicious cycle of malnutrition, morbidity, reduced learning capacity and mortality, on the other. The ICDS seeks to improve the

nutritional and health status of children in the age-group 0-5+ years; lay the foundation for proper psychological, physical and

social development of the child; reduce the incidence of mortality, morbidity, malnutrition and school dropout; achieve effective

co-ordination of policy and implementation amongst the various departments to promote child development; and to enhance the

capability of the mother to look after the normal health and nutritional needs of the child through proper nutrition and health

education.

1. In Excel you can use a function to combine

text from two cells into one cell. But you can

use an operator to do the same thing. Which

operator is that

(A) &(ampersan)

MOCK TEST OF PAPER-1

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(B) = (equalsign)

(C) (space)

(D) All of theabove

Answer: (A)

2. The factors which are most important in

determining the impact of anthropogenic

activities on environment are:

(A) Population, forest cover and land

available per person

(B) Population, affluence per person, land

available per person

(C) Population, affluence per person and the

technology used for exploiting resources

(D) Atmospheric conditions, population and

forest cover

Answer: (C)

3. Which one of the following represents the

binary equivalent of the decimal number 25?

(A)11011

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(B)10101

(C)01101

(D)11001

Answer: (D)

4. The University Grants Commission was

established with which of the following aims?

(a) Promotion of research and development in

higher education

(b) Identifying and sustaining institutions of

potential learning

(c) Capacity building ofteachers

(d)Providing, autonomy to each and every

higher educational institution in India

Select the correct answer from the codes

given below:

(A) (a), (b) and (d)

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

(C) (a), (b) and(c)

(D) (b), (c) and (d)

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Answer: (C)

5. The session of the parliament is

summoned by:

(A) The Speaker of the Lok Sabha and the

Chairman of the Rajya Sabha

(B) The President

(C) The Prime Minister

(D) The Speaker of the Lok Sabha

Answer: (B)

6. India's contribution to total global carbon

dioxide emissions is about:

(A) ~15%

(B)~3%

(C)~6%

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(D) ~10%

Answer:(C)

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7. In which of the countries per capita use of

water is maximum?

(A) India

(B) USA

(C) EuropeanUnion

(D) China

Answer: (C)

8. Encoding or scrambling data for

transmission across a network is known as:

(A) Decryption

(B) Protection

(C) Detection

(D) Encryption

Answer: (D)

9. Civil Service Day is celebrated in India on:

(A) 7thJuly

(B) 21stApril

(C) 24thApril

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(D) 21st June

Answer: (B)

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10. The South Asia University is situated in

the city of:

(A) Kathmandu

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(B) Colombo

(C) Dhaka

(D) New Delhi

Answer: (D)

11. Which is an instant messenger that is

used for chatting?

(A) GoogleTalk

(B) AltaVista

(C) MAC

(D) Microsoft Office

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Answer: (A)

12. The Gross Enrolment Ratio (GER) in

institutions of higher education in India at

present (2015) is about:

(A) 23 percent

(B) 8 percent

(C) 12percent

(D) 19percent

Answer: (A)

13. Two earthquakes A and B happen to be of

magnitude 5 and 6 respectively on Richter

Scale. The ratio of the energies released

EB/EA will beapproximately:

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(A) ~64

(B) ~8

(C)~16

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(D)~32

Answer:(D)

14. Which of the following is not an output

device?

(A) Keyboard

(B) Printer

(C) Speaker

(D) Monitor

Answer: (A)

15. Which of the following is not open source

software?

(A) Apache HTTPserver

(B) Internet explorer

(C) Fedora Linux

(D) Openoffice

Answer: (B)

16. In the recently launched Air Quality Index

in India, which of the following pollutants is

not included?

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(A) Chlorofluorocarbons

(B) Carbon monoxide

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(C) Fine particulate matter

(D) Ozone

Answer: (A)

17. The total number of central universities in

India in April 2015 was:

(A) 43

(B) 08

(C) 14

(D) 27

Answer: (A)

18. Which of the following combinations

represent renewable natural resources?

(A) Oil, forests and tides

(B) Fertile soil, fresh water and natural gas

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(C) Clean air, phosphates and biological

diversity

(D) Fishes, fertile soil and fresh water

Answer: (D)

19. Which of the following factors does not

impact teaching?

(A) Learning through experience

(B) Teacher's knowledge

(C) Class room activities that encourage

learning

(D) Socio-economic background of teachers

andstudents

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Answer:(D)

20. Which of the following steps are required

to design a questionnaire?

(a) Writing primary and secondary aims of the

study.

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(b) Review of the currentliterature.

(c) Prepare a draft of questionnaire.

(d) Revision of thedraft.

Select the correct answer from the codes

given below:

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

(B) (a), (b) and(c)

(C) (a), (c) and(d)

(D) (b), (c) and(d)

Answer: (A)

21. Which of the following is the highest level

of cognitive ability?

(A) Evaluating

(B) Knowing

(C) Understanding

(D) Analysing

Answer: (A)

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22. Achievement tests are commonly used

for the purpose of:

(A) Assessing the amount of learning after

teaching

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(B) Making selections for a specific job

(C) Selecting candidates for a course

(D) Identifying strengths and weaknesses of

learners

Answer: (A)

23. The conclusions/findings of which type of

research cannot be generalized to other

situations?

(A) Causal Comparative Research

(B) Historical Research

(C) Descriptive Research

(D) Experimental Research

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Answer: (B)

24. Techniques used by a teacher to teach

include:

(a) Lecture

(b) Interactive lecture

(c) Groupwork

(d) Self study

Select the correct answer from the codes

given below:

(A) (a), (b) and(d)

(B) (a), (b) and(c)

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

(D) (b), (c) and (d)

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Answer:(B)

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25. A good thesis writing should involve:

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(a) Reduction of punctuation and

grammatical errors to a minimum.

(b) Careful checking ofreferences.

(c) Consistency in the way the thesis is

written.

(d) A clear and well written abstract.

Select the correct answer from the codes

given below:

(A) (b), (c) and (d)

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

(C) (a), (b) and(c)

(D) (a), (b) and (d)

Answer: (B)

26. Which of the following statements

regarding the meaning of research are

correct?

(a)Research refers to a series of systematic

activity or activities undertaken to find out

the solution of aproblem.

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(b)It is a systematic, logical and an unbiased

process wherein verification of hypothesis,

data analysis, interpretation and formation

of principles can be done.

(c) It is an intellectual enquiry or quest

towardstruth.

(d) It leads to enhancement of knowledge.

Select the correct answer from the codes

given below:

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

(B) (a), (b) and(c)

(C) (b), (c) and(d)

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(D) (a), (c) and(d)

Answer: (A)

27. Jean Piaget gave a theory of cognitive

development of humans on the basis ofhis:

(A) Evaluation Research

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(B) Fundamental Research

(C) Applied Research

(D) ActionResearch

Answer: (B)

28. "Male and female students perform

equally well in a numerical aptitude test."

This statement indicates a:

(A) Statistical hypothesis

(B) Research hypothesis

(C) Null hypothesis

(D) Directional hypothesis

Answer: (C)

29. Which of the following statements about

teaching aids are correct?

(a) They help in retaining concepts for longer

duration.

(b) They help students learn better.

(c) They make teaching learning process

interesting.

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(d) They enhance rotelearning.

Select the correct answer from the codes

given below:

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(A) (a), (b) and (d)

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

(C) (a), (b) and(c)

(D) (b), (c) and (d)

Answer: (C)

30. A good teacher is one who:

(A) Inspires students tolearn

(B) Gives useful information

(C) Explains concepts and principles

(D) Gives Printed notes to students

Answer: (A)

Read the following passage carefully and

answer questions 31 to 36.

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Story telling is not in our genes. Neither it is

an evolutionary history. It is the essence of

what makes us Human.

Human beings progress by telling stories.

One event can result in a great variety

ofstories being told about it. Sometimes

those stories differ greatly. Which stories are

picked up and repeated and which ones are

dropped and forgotten often determines how

we progress. Our history, knowledge and

understanding are all the collections of the

few stories that survive. This includes the

stories that we tell each other about the

future. And how the future will turn out

depends partly, possibly largely, on which

storieswe collectively choose to believe.

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Some stories are designed to spread fear and

concern. This is because some story-tellers

feel that there is a need to raise some

tensions. Some stories are frightening, they

are like totemic warnings: "Fail to act now

and we are all doomed." Then there are

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stories that indicate that all will be fine so

long as we leave everything upto a few

especially able adults. Currently, this trend is

being led by those who call themselves

"rational optimists". They tend to claim that

it is human nature to compete and to

succeed and also to profit at the expense of

others. The rational optimists however, do

not realize how humanity has progressed

overtime through amiable social

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networks and how large groups work in less

selfishness and in the process accommodate

rich and poor, high and low alike. This aspect

in story-telling is considered by the 'Practical

Possibles', who sit between those who say

all is fine and cheerful and be individualistic

in your approach to a successful future, and

those who ordain pessimism and fear that we

are doomed.

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What the future holds for us is which stories

we hold on to and how we act on them.

Answer the following questions:

31. Rational optimists:

(a) Look for opportunities.

(b) Are sensible and cheerful.

(c) Are selfishly driven.

Identify the correct answer from the codes

given below:

(A) (b) and (c) only

(B) (a), (b) and (c)

(C) (a) only

(D) (a) and (b) only

Answer: (B)

32. Humans become less selfish when:

(A) They work in solitude

(B) They work in large groups

(C) They listen to frightening stories

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(D) They listen to cheerful stories

Answer: (B)

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33. 'Practical Possibles' are the oneswho:

(A) Are cheerful and carefree

(B) Follow Midway Path

(C) Are doom-mongers

(D) Are self-centred

Answer: (B)

34. Story telling is:

(A) The essence of what makes us human

(B) An art

(C) Ascience

(D) In ourgenes

Answer: (A)

35. Our knowledge is a collection of:

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(A) Some important stories

(B) All stories that we have heard during our

life-time

(C) Some stories that we remember

(D) A few stories that survive

Answer: (D)

36. How the future will turn out to be,

depends upon the stories?

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(A) Designed to make prophecy

(B) We collectively choose to believe in

(C) Which are repeatedly narrated

(D) Designed to spread fear and tension

Answer: (B)

37. At present a person is 4 times older than

his son and is 3 years older than his wife.

After 3 years the age of the son will be 15

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years. The age of the person's wife after 5

years will be:

(A) 50

(B) 42

(C) 48

(D) 45

Answer: (A)

38. Among the following statements two are

contradictory to each other. Select the

correct code that representsthem:

Statements:

(a) All poets are philosophers.

(b) Some poets are philosophers.

(c) Some poets are not philosophers.

(d) No philosopher is a poet.

Codes:

(A) (b) and(c)

(B) (a) and(b)

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(C) (a) and(d)

(D) (a) and(c)

Answer: (D)

39. In an examination 10,000 students

appeared. The result revealed the number of

students who have:

Passed in all five subjects = 5583

Passed in three subjects only = 1400

Passed in two subjects only = 1200

Passed in one subject only 735

Failed in English only = 75

Failed in Physics only = 145

Failed in Chemistry only = 140

Failed in Mathematics only = 200

Failed in Bio-science only = 157

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The number of students passed in at least

four subjects is:

(A) 7900

(B)6300

(C)6900

(D)7300

Answer: (B)

40. Which of the following is not a principle of

effective communication?

(A) Strategic use of grapevine

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(B) Persuasive and convincing dialogue

(C) Participation of theaudience

(D) One-way transfer ofinformation

Answer: (D)

41. In communication, the language is:

(A) The non-verbal code

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(B) The verbal code

(C) Intrapersonal

(D) The symbolic code

Answer: (B)

42. When the purpose of a definition is to

explain the use or to eliminate ambiguity the

definition is called:

(A) Persuasive

(B) Stipulative

(C) Theoretical

(D) Lexical

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Answer:(D)

43. A deductive argument is invalid if:

(A) Its premises and conclusions are all true

(B) Its premises and conclusions are all false

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(C) Its premises are true but its conclusion is

false

(D) Its premises are false but its conclusion

is true

Answer: (C)

44. Which of the following are the

characteristic features of communication?

(a) Communication involves exchange of

ideas, facts and opinions.

(b) Communication involves both information

and understanding.

(c) Communication is a continuous process.

(d) Communication is a circular process.

Select the correct answer from the codes

given below:

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

(B) (a), (b) and(c)

(C) (a), (b) and(d)

(D) (b), (c) and(d)

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Answer: (A)

45. Which of the codes given below contains

only the correct statements? Select the

code:

Statements:

(a) Venn diagram represents the arguments

graphically.

(b) Venn diagram can enhance our

understanding.

(c) Venn diagram may be called valid or

invalid.

(d) Venn diagram is clear method of notation.

Codes:

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(A) (a), (c) and(d)

(B) (a), (b) and(c)

(C) (a), (b) and(d)

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(D) (b), (c) and(d)

Answer: (C)

46. The next term in the series is:

2, 5, 9, 19, 37, ?

(A) 80

(B) 73

(C) 75

(D) 78

Answer: (C)

47. Inductive reasoning is grounded on:

(A) Harmony ofnature

(B) Integrity ofnature

(C) Unity ofnature

(D) Uniformity ofnature

Answer: (D)

48. If we want to seek new knowledge of

facts about the world, we must rely on

reason of the type:

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(A) Physiological

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(B) Inductive

(C) Deductive

(D) Demonstrative

Answer: (B)

49. Effectiveness of communication can be

traced from which of the following?

(a) Attitudesurveys

(b) Performance records

(c) Students attendance

(d) Selection of communication channel

Select the correct answer from the codes

given below:

(A) (a), (b) and (d)

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

(C) (a), (b) and(c)

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(D) (b), (c) and (d)

Answer: (C)

50. One day Prakash left home and walked 10

km towards south, turned right and walked 5

km, turned right and walked 10 kmand turned

left and walked 10 km. How many kmwill he

have to walk to reach his home straight?

(A) 30

(B) 10

(C) 20

(D) 15

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Answer:(D)

51. A girl introduced a boy as the son of the

daughter of the father of her uncle. The boy

is related to the girl as:

(A) Son

(B) Brother

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(C) Uncle

(D) Nephew

Answer: (B)

52. In certain code MATHURA is coded as

JXQEROX. The code of HOTELS will be:

(A) ELIPQB

(B) LEQIBP

(C) ELQBIP

(D) LEBIQP

Answer: (C)

53. The term 'grapevine' is also known as:

(A) Horizontalcommunication

(B) Downwardcommunication

(C) Informal communication

(D) Upwardcommunication

Answer: (C)

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54. Assertion (A): Formal communication

tends to be fast and flexible.

Reason (R): Formal communication is a

systematic and orderly flow of information.

(A) (A) is false but, (R) is correct

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(B) Both (A) and (R) are correct and (R) is

correct explanation of (A)

(C) Both (A) and (R) are correct, but (R) is not

correct explanation of (A)

(D) (A) is correct but, (R) is false

Answer: (A)

Question numbers 55 to 60 are based on the

tabulated data given below:

A company has 20 employees with their age

(in years) and salary (in thousand rupees per

month) mentioned against each of them:

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S.No. Age (in years) Salary (in thousand

rupees per month) 1. 44 35 2. 32 20 3. 54 45

4. 42 35 5. 31 20 6. 53 60 7. 42 50 8. 51 55 9.

34 25 10. 41 30 11. 33 30 12. 31 35 13. 30 35

14. 37 40 15. 44 45 16. 36 35 17. 34 35 18. 49

50 19. 43 45 20. 45 50

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55. What is the average salary (in thousand

per month) in the age group 40-50 years?

(A)36.5

(B) 35

(C) 42.5

(D)40.5

Answer: (C)

56. What is the fraction of employees getting

salary less than the average salary of all the

employees?

(A) 47%

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(B)45%

(C)50%

(D)55%

Answer:(D)

57. What is the frequency (%) in the class

interval of 30-35 years?

(A)35%

(B)20%

(C)25%

(D)30%

Answer: (A)

1.EVALUTE YOUR SELF FIRST TRY

TO KNOW YOUR OR WEAK &

STRONG POINT

2. START YOUR REVSION ON DAILY

BASE

SUGGESTION FOR LAST FEW DAYS

UGC-NET PREPERATION

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3.YOUR EVERY TOPIC MUST BE

CLEAR

4.DO NOT TRY TO PRACTICE MORE

QUESTION INSTEAD OF TRY TO

GRAP TOPIC THROUGH QUESTION

IN SIMPLE WORD DO NOT CRAM

THANK YOU

DIWAKAR EDUCATION HUB

TEAM

FOR ANY SUGGESTION FEEL FREE

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