Signature and Name of Invigilator
1. (Signature)
(Name)
2. (Signature)
(Name)
D—0 9 0 7 PAPER—III
Time : 2½ hours] EDUCATION
Number of Pages in this Booklet : 40
Instructions for the Candidates
1. Write your roll number in the space provided on
the top of this page.
2. Answers to short answer/essay type questions are
to be given in the space provided below each question
or after the questions in the Test Booklet itself.
No Additional Sheets are to be used.
3. At the commencement of examination, the question
booklet will be given to you. In the first 5 minutes,
you are requested to open the booklet and
compulsorily examine it as below :
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in serial order or any other discrepancy should
be got replaced immediately by a correct booklet
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disqualification.
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invigilators at the end of the examination
compulsorily and must not carry it with you outside
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8. Use only Blue/Black Ball point pen.
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D—0907
Roll No.
(In figures as per admission card)
Roll No.
(In words)
Test Booklet No.
[Maximum Marks : 200
Number of Questions in this Booklet : 26
ÂÚUèÿææçÍüØô¢ ·ð¤ çÜU° çÙÎðüàæ
1. ÂãÜðU ÂëDU ·ð¤ ª¤ÂÚU çÙØÌ SÍæÙ ÂÚU ¥ÂÙæ ÚUôÜU ِÕÚU çÜUç¹°Ð
2. ÜUƒæé ÂýàÙ ÌÍæ çÙÕ¢Ï Âý·¤æÚU ·ð¤ ÂýàÙô¢ ·ð¤ ©žæÚU, ÂýˆØð·¤ ÂýàÙ ·ð¤ Ùè¿ð Øæ
ÂýàÙô¢ ·ð¤ ÕæÎ ×ð¢ çÎØð ãéØð çÚU€Ì SÍæÙ ÂÚU ãè çÜUç¹ØðÐ
§â·ð¤ çÜ° ·¤ô§ü ¥çÌçÚU€Ì ·¤æ»Á ·¤æ ©ÂØô» Ùãè¢ ·¤ÚUÙæ ãñÐ
3. ÂÚUèÿææ ÂýæڐUÖ ãôÙð ÂÚU, ÂýàÙ-ÂéçSÌ·¤æ ¥æ·¤ô Îð Îè ÁæØð»èÐ ÂãÜðU
ÂUæ¡¿ ç×ÙÅU ¥æ·¤ô ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ÌÍæ ©â·¤è çِÙçÜç¹Ì
Áæ¡¿ ·ð¤ çÜU° çÎØð ÁæØð¢»ð çÁâ·¤è Áæ¡¿ ¥æ·¤ô ¥ßàØ ·¤ÚUÙè ãñ Ñ
(i) ÂýàÙ-ÂéçSÌ·¤æ ¹ôÜÙð ·ð¤ çÜU° ©â·ð¤ ·¤ßÚU ÂðÁ¤ÂÚU ÜU»è âèÜU
·¤ô ȤæǸU Üð¢UÐ ¹éÜè ãé§ü Øæ çÕÙæ SÅUè·¤ÚU-âèÜU ·¤è ÂéçSÌ·¤æ
Sßè·¤æÚU Ù ·¤Úð¢UÐ
(ii) ·¤ßÚU ÂëDU ÂÚU ÀUÂð çÙÎðüàææÙéâæÚU ÂýàÙ-ÂéçSÌ·¤æ ·ð¤ ÂëDU ÌÍæ
ÂýàÙô¢ ·¤è ⢁Øæ ·¤ô ¥‘ÀUè ÌÚUã ¿ñ·¤ ·¤ÚU Üð¢U ç·¤ Øð ÂêÚðU ãñ¢UÐ
ÎôáÂê‡æü ÂéçSÌ·¤æ çÁÙ×ð¢ ÂëDU / ÂýàÙ ·¤× ãô¢ Øæ ÎéÕæÚUæ ¥æ »Øð
ãô¢ Øæ âèçÚUØÜU ×ð¢ Ù ãô¢ ¥ÍæüÌ ç·¤âè Öè Âý·¤æÚU ·¤è ˜æéçÅUÂê‡æü
ÂéçSÌ·¤æ Sßè·¤æÚU Ù ·¤Úð¢U ÌÍæ ©âè â×Ø ©âð ÜUõÅUæ·¤ÚU ©â·ð¤
SÍæÙ ÂÚU ÎêâÚUè âãè ÂýàÙ-ÂéçSÌ·¤æ Üð ÜðÐ U §â·ð¤ çÜ°
¥æ·¤ô Âæ¡¿ ç×ÙÅU çÎØð ÁæØð¢»ðÐ ©â·ð¤ ÕæÎ Ù Ìô ¥æ·¤è
ÂýàÙ-ÂéçSÌ·¤æ ßæÂâ Üè ÁæØð»è ¥õÚU Ù ãè ¥æ·¤ô ¥çÌçÚUQ¤
â×Ø çÎØæ ÁæØð»æÐ
4. ¥‹ÎÚU çÎØð »Øð çÙÎðüàæô¢ ·¤ô ŠØæÙÂêßü·¤ Âɸð¢UÐ
5. ©UžæÚU-ÂéçSÌ·¤æ ·ð¤ ¥‹Ì ×𢠷¤“ææ ·¤æ× (Rough Work) ·¤ÚUÙð ·ð¤
çÜ° ×êËØ梷¤Ù àæèÅU âð ÂãÜð °·¤ ÂëDU çÎØæ ãé¥æ ãñÐ
6. ØçÎ ¥æ ©žæÚU-ÂéçSÌ·¤æ ÂÚU ¥ÂÙæ Ùæ× Øæ °ðâæ ·¤ô§ü Öè çÙàææÙ
çÁââð ¥æ·¤è Âã¿æÙ ãô â·ð¤, ¤ç·¤âè Öè Öæ» ÂÚU ÎàææüÌð Øæ ¥¢ç·¤Ì
·¤ÚUÌð ãñ¢ Ìô ÂÚUèÿææ ·ð¤ çÜØð ¥Øô‚Ø ƒæôçáÌ ·¤ÚU çÎØð ÁæØð¢»ðÐ
7. ¥æ·¤ô ÂÚUèÿææ â×æ# ãôÙð ¤ÂÚU ©žæÚU-ÂéçSÌ·¤æ çÙÚUèÿæ·¤ ×ãôÎØ ·¤ô
ÜUõÅUæÙæ ¥æßàØ·¤ ãñ ¥õÚU §âð ÂÚUèÿææ â×æç# ·ð¤ ÕæÎ ¥ÂÙð âæÍ
ÂÚUèÿææ ÖßÙ âð ÕæãÚU Ù Üð·¤ÚU ÁUæØð¢Ð
8. ·ð¤ßÜ ÙèÜð / ·¤æÜð ÕæÜU Œßæ§ZÅU ÂñÙ ·¤æ ãè §SÌð×æÜ ·¤Úð¢UÐ
9. ç·¤âè Öè Âý·¤æÚU ·¤æ ⢻‡æ·¤ (·ñ¤Ü·é¤ÜðÅUÚU) UØæ Üæ» ÅðUÕÜ
¥æçÎ ·¤æ ÂýØô» ßçÁüÌ ãñÐ
10. »ÜÌ ©žæÚU ·ð¤ çÜ° ¥¢·¤ Ùãè¢ ·¤æÅðU ÁæØð¢»ðÐ
1 P.T.O.
 EDUCATION
çàæÿææ

PAPER—III
ÂýàÙ-Â˜æ —III

NOTE : This paper is of two hundred (200) marks containing four (4) sections.
Candidates are required to attempt the questions contained in these sections
according to the detailed instructions given therein.

ÙæðÅ Ñ Øã ÂýàÙ˜æ Îæð âæñ (200) ¥´·¤æ´ð ·¤æ ãñ °ß´ §â×ð´ ¿æÚ (4) ¹´Ç ã´ñÐ ¥ØçÍüØæð´ ·¤æð §Ù ×ð´ â×æçãÌ
ÂýàÙæð´ ·¤æ ©žæÚ ¥Ü» çÎØð »Øð çßSÌëÌ çÙÎðüàææ𴠷𤠥ÙéâæÚ ÎðÙæ ãñÐ

D—0907 2
 SECTION - I
¹‡ÇU—I

Note : This section contains five (5) questions based on the following paragraph.
Each question should be answered in about thirty (30) words and each
carries five (5) marks.
(5x5=25 marks)

ÙæðÅ Ñ §â ¹´Ç ×ð´ çِÙçÜç¹Ì ¥Ùé‘ÀðÎ ÂÚ ¥æÏæçÚÌ Âæ¡¿ (5) ÂýàÙ ãñ´Ð ÂýˆØð·¤ ÂýàÙ ·¤æ ©žæÚ Ü»Ö»
Ìèâ (30) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ ÂýˆØð·¤ ÂýàÙ Âæ¡¿ (5) ¥´·¤æð ·¤æ ãñÐ
(5x5=25 ¥´·¤)

We live in an age of unprecedented levels of violence, with constant threats posed by

intolerance, fanaticism, dispute and discordance. Ethical action, peace and welfare are facing
new challenges. War and violence occur due to unresolved conflicts, though conflicts may
not always lead to violence and war. Violence is one of the many possible responses to
conflict. Non-violent conflict-resolution skills could be nurtured and applied constructively
to disputes between the individuals, groups and nations. Education is a significant dimension
of the long-term process of building up peace - tolerance, justice, intercultural understanding
and civic responsibility. However, education as practised in schools often promotes forms of
violence, both real and symbolic. Under these circumstances, the need to reorient education
and therefore the school curriculum takes priority. As a value, it cuts across all other curricular
areas, and coincides with and complements the values emphasised therein. It is, therefore, a
concern cutting across the curriculum and is the concern of all teachers.

Education for peace seeks to nurture ethical development, inculcating the values,
attitudes and skills required for living in harmony with oneself and with others, including
nature. It embodies the joy of living and personality development with the qualities of love,
hope and courage. It encompasses respect for human rights, justice, tolerance, cooperation,
social responsibility, and respect for cultural diversity, in addition to a firm commitment to
democracy and non-violent conflict resolution. Social justice is an important aspect of peace
education. The concern for equality and social justice, which refers to practising
non-exploitation towards the have-nots, the poor and the underprivileged and creating a
non-violent social system, is the hallmark of education for peace. Similarly, human rights
are central to the concept of peace. Peace cannot prevail if the rights of individuals are
violated. Basic to human rights are the values of non-discrimination and equality, which
contribute to building a culture of peace in society. These issues are inter related. Peace
education is thus a host of overlapping values.
D—0907 3 P.T.O.
 Peace education must be a concern that permeates the entire school life - curriculum,
co-curriculum, classroom environment, school management, teacher-pupil relationship,
teaching-learning processes, and the entire range of school activities. Hence, it is important
to examine the curriculam and examination system from the point of view of how they may
contribute to children’s sense of inadequacy, frustration, impatience and insecurity. Also,
the need to consciously counter the negative influence of the increasing violence around
them, and its representation in the media, on the minds of children, and in its place promote
a reflective engagement with more meaningful aspects of living an ethical and peaceful life.
Education in the true sense should empower individuals to clarify their values; to enable
them to take conscious and deliberate decisions, taking into consideration the consequences
of their actions; to choose the way of peace rather than violence; to enable them to be makers
of peace rather than only consumers of peace.

ã× ¥ÖêÌÂêßü çã´âæ ·ð¤ ÎæñÚU ×ð´ Áè ÚUãð ãñ´Ð §â ÎæñÚU ×ð´ ¥âçãc‡æéÌæ, ·¤^ÚUßæÎ, çßßæÎ ¥æñÚU çßSßÚUÌæ ·¤è çÙÚ´UÌÚU

¥æàæ´·¤æ°¡ ãñ´Ð ÙñçÌ·¤ ·¤æØü, àææ´çÌ ¥æñÚU ·¤ËØæ‡æ ·¤æØæðZ ·ð¤ âæ×Ùð ÙØè ¿éÙæñçÌØæ¡ Âðàæ ¥æ ÚUãè ãñ´Ð ¥ÙâéÜÛæð çßßæÎæð´ âð

Øéh ¥æñÚU çã´âæ ÂñÎæ ãæðÌè ãñ ãæÜæ´ç·¤ çßßæÎ âð ã×ðàææ Øéh ¥æñÚU çã´âæ ÂñÎæ Ùãè´ ãæðÌðÐ çã´âæ ¥æñÚU Øéh çßßæÎ ·¤è ·¤§ü

â´ÖæçßÌ ÂýçÌç·ý¤Øæ¥æð´ ×ð´ âð ã´ñÐ ÃØç€ÌØæð´, â×êãæð´ ¥æñÚU ÚUæcÅþU ·ð¤ â´ÎÖü ×ð´ çßßæÎ âéÜÛææÙð ·ð¤ çÜØð ¥çã´âæˆ×·¤ ©ÂæØ

Éê¡UɸÙð ·ð¤ ·¤æñàæÜæð´ ·ð¤ Âæðá‡æ ·¤è $ÁM¤ÚUÌ ãñÐ àææ´çÌ SÍæçÂÌ ·¤ÚUÙð ·¤è Îèƒæü·¤æÜèÙ Âýç·ý¤Øæ ×ð´ çàæÿææ °·¤ ×ãˆßÂê‡æü ¥æØæ×

ãñÐ §â àææ´çÌ ×ð´ âãÙàæèÜÌæ, ‹ØæØ, ¥´ÌÑâæ´S·ë¤çÌ·¤ â×Ûæ ¥æñÚU Ùæ»çÚU·¤ ç$Á×ðÎæçÚUØæ¡ àææç×Ü ãñ´Ð ãæÜæ´ç·¤ çÁâ Âý·¤æÚU

·¤è çàæÿææ ¥æÁ S·ê¤Üæð´ ×ð´ Îè ÁæÌè ãñ ©ââð âæ´·ð¤çÌ·¤ ¥æñÚU ßæSÌçß·¤ çã´âæ ·¤æð Õɸæßæ ãè ç×ÜÌæ ãñÐ §Ù ÂçÚUçSÍçÌØæð´

×ð´ çàæÿææ ·¤æð ÂéÙÂüçÚUÖæçáÌ ·¤ÚUÙð ·¤è $ÁM¤ÚUÌ ãñ ¥æñÚU §âèçÜ° S·ê¤Üè ÂæÆ÷UØ¿Øæü ·¤æð ÂýæÍç×·¤Ìæ ç×ÜÌè ãñÐ çàæÿææ ·ð¤

×êËØ ·ð¤ M¤Â ×ð´ àææ´çÌ, ÂæÆ÷UØ¿Øæü ·ð¤ âÖè ÿæð˜ææð´ âð ÁéǸè ãé§ü ãñ ¥æñÚU ©Ù×ð´ çÙçãÌ ×êËØæð´ ·¤è ÂêÚU·¤ ãñ ¥æñÚU ©‹ãð´ ÁæðǸ Ìè ãñÐ

§âçÜ° Øã °·¤ °ðâæ âÚUæð·¤æÚU ãñ Áæð ÂæÆ÷UØ¿Øæü ¥æñÚU çàæÿæ·¤æð´ ÎæðÙæð´ ·ð¤ çÜ° ãè ç¿´Ìæ ·¤æ çßáØ ÕÙ »Øæ ãñÐ

àææ´çÌ ·ð¤ çÜ° çàæÿææ ÙñçÌ·¤ çß·¤æâ ·ð¤ âæÍ ©Ù ×êËØæð´, ÎëçcÅU·¤æð‡æ ¥æñÚU ·¤æñàæÜæð´ ·ð¤ Âæðá‡æ ÂÚU ÕÜ ÎðÌè ãñ Áæð

Âý·ë¤çÌ ¥æñÚU ×æÙß Á»Ì ·ð¤ Õè¿ âæ×´ÁSØ çÕÆUæÙð ·ð¤ çÜ° ¥æßàØ·¤ ã´ñÐ §â×ð´ ÁèÙð ·¤æ ãáü, Âýð×, ©×èÎ ¥æñÚU âæãâ

·ð¤ ¥æ´ÌçÚU·¤ â´âæÏÙæð´ ·ð¤ âæÍ ÃØç€Ìˆß ·¤æ çß·¤æâ àææç×Ü ãñÐ §â×ð´ ×æÙß ¥çÏ·¤æÚU, ‹ØæØ, âçãc‡æéÌæ, âã·¤æÚU,

âæ×æçÁ·¤ Îæç؈ß, âæ´S·ë¤çÌ·¤ çßçßÏÌæ ·¤æ â×æÙ àææç×Ü ãñ´Ð âæ×æçÁ·¤ ‹ØæØ àææ´çÌ çàæÿææ ·¤æ ×ãˆßÂê‡æü ƒæÅU·¤ ãñÐ

â×æÙÌæ ¥æñÚU âæ×æçÁ·¤ ‹ØæØ çÁâ×ð´ »ÚUèÕæð´, ß´ç¿Ìæð´, àææðçáÌæ𴠷𤠩ˆÂèǸ٠٠緤° ÁæÙð â´Õ´Ïè ÎëçcÅU·¤æð‡æ ÂÚU $ÁæðÚU ãæð

¥æñÚU çÁâ×ð´ ¥çã´âæ×êÜ·¤ â×æÁ ÃØßSÍæ ·ð¤ çß·¤æâ ÂÚU $ÁæðÚU ãæð, ©âð àææ´çÌ çàæÿææ ·¤æ ¥æÏæÚU ãæðÙæ ¿æçã°Ð §âè ÌÚUã,

D—0907 4
×æÙß ¥çÏ·¤æÚU àææ´çÌ ·¤è ¥ßÏæÚU‡ææ ·¤æ ·ð´¤ÎýèØ ¥æÏæÚU ãñÐ ¥»ÚU Üæð»æ𴠷𤠥çÏ·¤æÚUæð´ ·¤æ ãÙÙ ãæð Ìæð àææ´çÌ ·¤æ ßæÌßÚU‡æ

Ùãè´ ÕÙæ ÚUã â·¤ÌæÐ ×æÙß ¥çÏ·¤æÚU ·¤è ÕéçÙØæÎ »ñÚU-ÖðÎÖæßÂê‡æü ¥æ¿ÚU‡æ ¥æñÚU â×Ìæ ãñ´ Áæð â×æÁ ×ð´ àææ´çÌ ·¤è

ÃØßSÍæ ·¤æØ× ·¤ÚUÙð ·¤è çÎàææ ×ð´ ·¤æ× ·¤ÚUÌð ãñÐ Øð ×égð ¥æÂâ ×ð´ ÁéǸð ãé° ãñ´Ð §â Âý·¤æÚU, àææ´çÌ ·ð¤ çÜ° çàæÿææ, ·¤§ü

ç×Üð-ÁéÜð ×êËØæð´ ·¤æ Øæð» ãñÐ

àææ´çÌ ·¤è çàæÿææ °·¤ °ðâð âÚUæð·¤æÚU ·ð¤ M¤Â ×ð´ çß·¤çâÌ ãæð Áæð â×ê¿ð S·ê¤Üè ÁèßÙ ÂÚU ÀUæ Á気 ÂæÆ÷K¿Øæü, ·¤ÿææ

·¤æ ßæÌæßÚU‡æ, S·ê¤Ü ÂýÕ´ÏÙ, çàæÿæ·¤-çßlæÍèü â´Õ´Ï ¥æñÚU S·ê¤Ü âð ÁéǸè Ì×æ× »çÌçßçÏØæ¡Ð ¥ÌÑ Øã ¥æßàØ·¤ ãñ

ç·¤ ÂæÆ÷K¿Øæü ¥æñÚU ÂÚUèÿææ ·¤æ §â ÎëçcÅU âð ×êËØæ´·¤Ù ãæð ç·¤ ·¤ãè´ Øð çßlæçÍüØæð´ ×ð´ ¥ÂØæüŒÌÌæ, çÙÚUæàææ, ÏèÚUÁ ¥æñÚU

¥âéÚUÿææ ¥æçÎ ·ð¤ Öæßæð´ ·¤æð Õɸæßæ Ìæð Ùãè´ Îð ÚUãð ãñ´Ð âæÍ ãè, ¥æâÂæâ ¥æñÚU ×èçÇUØæ mæÚUæ Âý¿æçÚUÌ çã´âæ ·¤æ Փææð´ ·ð¤ ×Ù

ÂÚU Áæð Ù·¤æÚUæˆ×·¤ ÂýÖæß ÂǸ ÚUãæ ãñ ©âð âæØæâ ÎêÚU ·¤ÚU ÙñçÌ·¤ °ß´ àææ´çÌÂê‡æü ÁèßÙ ·ð¤ ©gðàØæ𴠷𤠻ãÚðU ¥ÍæðZ ·¤æð

çß·¤çâÌ ç·¤Øæ Áæ°Ð çàæÿææ â“æð ¥Íü ×ð´ ÃØçQ¤Øæ𴠷𤠥ÂÙð ×êËØæð´ ·¤æð SÂC ·¤ÚU ÂæÙð ×ð´ âãæØ·¤ ãæð, ©Ù·¤æð âÁ» çهæüØ

·¤è çÎàææ ×ð´ ÂýðçÚUÌ ·¤ÚðU, çã´âæ ·ð¤ SÍæÙ ÂÚU àææ´çÌ ·¤æð ¿éÙÙð ·ð¤ çÜ° ÂýðçÚUÌ ·¤ÚðU, àææ´çÌ çÙ×æü‡æ ·¤è Âýç·ý¤Øæ â𠩋ãð´ ÁæðǸð Ù

ç·¤ ßð ·ð¤ßÜ àææ´çÌ ·ð¤ ©ÂÖæð€Ìæ ÕÙð ÚUãð´Ð

1. What are the threats faced by humanity for peaceful living ?

àææç‹ÌÂê‡æü ÁèßÙ-çÙßæüã ·ð¤ çÜ° ×æÙßèØÌæ ·ð¤ â×é¹ ·¤æñÙ âè Áæðç¹×ð´ ãñ´?

D—0907 5 P.T.O.
2. What type of skills are required for resolving conflict among people ?
Üæð»æð´ ·ð¤ Õè¿ â´ƒæáü ·ð¤ çÙÚUæ·¤ÚU‡æ ·ð¤ çÜ° ç·¤â Âý·¤æÚU ·¤è ÎÿæÌæ¥æð´ ·¤è ¥æßàØ·¤Ìæ ãñ?

3. How does education nurture values for living in harmony ?

âÎ÷ÖæßÂê‡æü ßæÌæßÚU‡æ ×ð´ ÁèßÙ-çÙßæüã ·¤æð çàæÿææ ç·¤â Âý·¤æÚU ÂçÚUÂæðçáÌ ·¤ÚUÌè ãñ?

D—0907 6
4. Social justice is a part of peace education. Justify.
âæ×æçÁ·¤ ‹ØæØ àææ´çÌ-çàæÿææ ·¤æ °·¤ Öæ» ãñÐ Øéç€ÌØé€ÌÌæ çâh ·¤Úð´UÐ

5. What is the place of peace education in school life ?

çßlæÜØ çàæÿææ ·¤æÜ ×ð´ àææ´çÌ çàæÿææ ·¤æ €Øæ SÍæÙ ãñ?

D—0907 7 P.T.O.
 SECTION - II
¹‡ÇU—II

Note : This section contains fifteen (15) questions numbered 6 to 20 each to

be answered in about thirty (30) words. Each question carries five (5)
marks.
(5x15=75 marks)

ÙæðÅ Ñ §â ¹´Ç ×ð´ Âæ¡¿-Âæ¡¿ (5-5) ¥´·¤æ𴠷𤠴Îýã (15) ÂýàÙ ãñ´, çÁٷ𤠷ý¤×æ´·¤ 6 âð 20 ãñ´Ð ÂýˆØð·¤
ÂýàÙ ·¤æ ©žæÚ Ü»Ö» Ìèâ (30) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ
(5x15=75 ¥´·¤)

6. Explain the characteristic features of curriculum in Gandhiji’s scheme of education.

»æ´ÏèÁè ·¤è çàæÿææ ·¤è ØæðÁÙæ ×ð´ ÂæÆKR¤× ·¤è ¥çÖÜÿæ‡ææˆ×·¤ çßàæðáÌæ¥æð´ ·¤è ÃØæØæ ·¤Úð´UÐ

D—0907 8
7. State any five contributions of Buddha to the modern educational thought.
¥æÏéçÙ·¤ àæñçÿæ·¤ çß¿æÚUÏæÚUæ ·¤è çÎàææ ×ð´ Õéh ·ð¤ ç·¤‹ãè´ Âæ¡¿ Øæð»ÎæÙæð´ ·¤æ ©ËÜð¹ ·¤Úð´UÐ

8. Compare the role of teacher according to philosophies of pragmatism and idealism.

̉Øæˆ×·¤ÌæßæÎè ÌÍæ ¥æÎàæüßæÎè ÎàæüÙæ𴠷𤠥ÙéâæÚU çàæÿæ·¤ ·¤è Öêç×·¤æ ·¤è ÌéÜÙæ ·¤Úð´UÐ

D—0907 9 P.T.O.
9. Explain the concept of equality of educational opportunities.
àæñçÿæ·¤ ¥ßâÚUæð´ ·¤è â×æÙÌæ ·¤è ¥ßÏæÚU‡ææ ·¤è ÃØæØæ ·¤Úð´UÐ

10. Explain any five constraints of social change in Indian context.

ÖæÚUÌèØ ÂçÚUÂýðÿØ ×ð´ âæ×æçÁ·¤ ÂçÚUßÌüÙ ÂÚU ç·¤‹ãè´ Âæ¡¿ ÎÕæßæð´ ·¤è ÃØæØæ ·¤Úð´UÐ

D—0907 10
11. State five characteristics of emotional development of adolescents.
ç·¤àææðÚUæ𴠷𤠥æßð»æˆ×·¤ çß·¤æâ ·ð¤ Âæ¡¿ ¥çÖÜÿæ‡ææð´ ·¤æ ©ËÜð¹ ·¤Úð´UÐ

12. What is Schema ? Discuss its role in assimilation and accommodation during the
thinking process.
ÒçS·¤×æÓ €Øæ ãñ? 翋ÌÙ Âýç·ý¤Øæ ·ð¤ ÎæñÚUæÙ ¥æˆ×âæÌè·¤ÚU‡æ ÌÍæ â×æØæðÁÙ ×𴠧ⷤè Öêç×·¤æ ·¤è ¿¿æü ·¤Úð´UÐ

D—0907 11 P.T.O.
13. What is Emotional Quotient (E.Q.) ? Discuss its role on personality development.
¥æßð»æˆ×·¤ ÜçŽÏ (E.Q.) €Øæ ãñ? ÃØçQ¤ˆß ·ð¤ çß·¤æâ ×𴠧ⷤè Öêç×·¤æ ·¤è ¿¿æü ·¤Úð´UÐ

14. Explain and illustrate the process of transfer of learning.

âè¹Ùð ·ð¤ ãSÌæ´ÌÚU‡æ ·¤è ÂýçR¤Øæ ·¤è âæðÎæãÚU‡æ ÃØæØæ ·¤Úð´UÐ

D—0907 12
15. Differentiate between intrinsic and extrinsic motivation with examples.
¥æ´ÌçÚU·¤ ÌÍæ Õæs ¥çÖÂýðÚU‡æ ·ð¤ Õè¿ ©ÎæãÚU‡æ ÎðÌð ãé° ¥´ÌÚU ÕÌæ°¡Ð

16. What is Counselling ? Describe the principles of counselling.

ÂÚUæ×àæü·¤æØü €Øæ ãñ? ÂÚUæ×àæü·¤æØü ·ð¤ çâhæ´Ìæð´ ·¤æ ߇æüÙ ·¤Úð´UÐ

D—0907 13 P.T.O.
17. What circumstances would you consider for using a probability sampling ?
âÖæÃØÌæ ÂýçÌ¿ØÙ ·¤æ ©ÂØæð» ·¤ÚUÙð ·ð¤ çÜ° ¥æ 緤٠ÂçÚUçSÍçÌØæð´ ÂÚU çß¿æÚU ·¤Úð´U»ð?

18. State the basic principles of experimental designs in educational research.

àæñçÿæ·¤ àææðÏ ×ð´ ÂýØæð»æˆ×·¤ M¤ÂÚðU¹æ ·ð¤ ¥æÏæÚUÖêÌ çâhæ´Ìæð´ ·¤æ ©ËÜð¹ ·¤Úð´UÐ

D—0907 14
19. What are the ongoing programmes for achieving UEE ?
Øê.§ü.§ü. ·¤è ÂýæçŒÌ ·ð¤ çÜ° ¿ÜæØð Áæ ÚUãð ·¤æØüR¤×æð´ ·ð¤ ÕæÚðU ×ð´ çܹð´Ð

20. Discuss the basis of curriculum development.

ÂæÆKR¤× çß·¤æ⠷𤠥æÏæÚU ·¤è ¿¿æü ·¤Úð´UÐ

D—0907 15 P.T.O.
 SECTION - III
¹‡ÇU—III

Note : This section contains five (5) questions from each of the electives /
specialisations. The candidate has to choose only one elective / specialisation
and answer all the five questions from it. Each question carries twelve (12)
marks and is to be answered in about two hundred (200) words. (Questions
21 to 25)
(12x5=60 marks)

ÙæðÅ Ñ §â ¹´Ç ×ð´ ÂýˆØð·¤ °ðç‘À·¤ §·¤æ§ü/çßàæðá™æÌæ âð Âæ¡¿ (5) ÂýàÙ ãñд ¥ØÍèü ·¤æð ·ð¤ßÜ °·¤ °ðç‘À·¤
§·¤æ§ü/çßàæðá™æÌæ ·¤æð ¿éÙ·¤Ú ©âè ×ð´ âð Âæ¡¿æð ÂýàÙæð´ ·¤æ ©žæÚ ÎðÙæ ãñÐ ÂýˆØð·¤ ÂýàÙ ÕæÚã (12) ¥´·¤æð´
·¤æ ãñ ß ©â·¤æ ©žæÚ Ü»Ö» Îæð âæñ (200) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ (ÂýàÙ 21 âð 25)
(12x5=60 ¥´·¤)

Elective - I
(Educational Administration and Management)
°ðç‘À·¤U—I

21. How far do you agree with H. Fayol’s concept of ‘administration as a process’ ? Comment.
°¿. ȤæØæðÜ ·¤è ¥ßÏæÚU‡ææ ÒÂýàææâÙ °·¤ Âýç·ý¤Øæ ·ð¤ M¤Â ×ð´Ó âð ¥æ 緤â âè×æ Ì·¤ âã×Ì ãñ´? çÅUŒÂ‡æè ·¤Úð´UÐ

22. Explain the various modern trends in educational management.

àæñçÿæ·¤ ÂýÕ´ÏÙ ×ð´ çßçÖóæ ¥æÏéçÙ·¤ ÂýßëçžæØæð´ ·¤è ÃØæØæ ·¤Ú´ðUÐ

23. Describe the different qualities of a good leader. How would you measure the effective
leadership in educational administration ?
°·¤ ¥‘ÀðU ÙðÌæ ·ð¤ çßçÖóæ »é‡ææð´ ·¤æ ߇æüÙ ·¤Úð´UÐ àæñçÿæ·¤ ÂýàææâÙ ×ð´ ÂýÖæßàæèÜ ÙðÌëˆß ·¤æð ¥æ ·ñ¤âð ×æÂð´»ð?

24. What is institutional planning ? Discuss its importance and relevance in present
educational context.
âæ´SÍæçÙ·¤ çÙØæðÁÙ €Øæ ãñ? ßÌü×æÙ àæñçÿæ·¤ â´ÎÖü ×ð´ §â·ð¤ ×ãˆß °ß´ ¥æñç¿ˆØ ·¤è ¿¿æü ·¤Úð´UÐ

25. Discuss how would you plan, organize and implement supervisory programmes in
education.
¿¿æü ·¤Úð´U ç·¤ ¥æ çàæÿææ ×ð´ ÂØüßðÿæè ·¤æØü·ý¤×æð´ ·¤è ØæðÁÙæ ·ñ¤âð ÕÙæ°¡»ð ÌÍæ ©‹ãð´ ·¤æØæüç‹ßÌ ·ñ¤âð ·¤Úð´U»ðÐ

OR / ¥Íßæ

D—0907 16
 Elective - II
(Educational Measurement and Evaluation)
°ðç‘À·¤—II

21. Differentiate between measurement and evaluation. Explain their relevance for assessing
the student’s performance.
×æÂÙ ÌÍæ ×êËØæ´·¤Ù ·ð¤ Õè¿ ¥´ÌÚU ·¤æ ©ËÜð¹ ·¤Úð´UÐ ÀUæ˜ææð´ ·ð¤ ÂýÎàæüÙ ·¤æ çÙÏæüÚU‡æ ·¤ÚUÙð ×𴠧ٷ𤠥æñç¿ˆØ ·¤è
ÃØæØæ ·¤Úð´UÐ

22. Discuss with examples objective type-objective based evaluation.

ßSÌéçÙcÆU Âý·¤æÚU-ßSÌéçÙcÆUÌæ ÂÚU ¥æÏæçÚUÌ ×êËØæ´·¤Ù ·¤è âæðÎæãÚU‡æ ¿¿æü ·¤Úð´UÐ

23. Define reliability. How would you determine reliability of an achievement test ? Discuss.
çßàßâÙèØÌæ ·¤æð ÂçÚUÖæçáÌ ·¤Úð´UÐ °·¤ ©ÂÜçŽÏ Áæ¡¿ ·¤è çßàßâçÙØÌæ ·¤æ çÙÏæüÚU‡æ ¥æ ·ñ¤âð ·¤Úð´U»ð?

24. Briefly explain the steps followed in standardization of an achievement test.

©ÂÜçŽÏ-Áæ¡¿ ·ð¤ ×æÙ·¤è·¤ÚU‡æ ×ð´ ¥ÂÙæØð ÁæÙð ßæÜð ¿ÚU‡ææð´ ·¤è â´çÿæŒÌ ÃØæØæ ·¤Úð´UÐ

25. Discuss the new trends in evaluation.

×êËØæ´·¤Ù ·¤è ÙßèÙ ÂýßëçžæØæð´ ·¤è ¿¿æü ·¤Úð´UÐ

OR / ¥Íßæ

Elective - III
(Educational Technology)
°ðç‘À·¤—III

21. Discuss the meaning, scope and components of educational technology.

àæñçÿæ·¤ Âýæñlæðç»·¤è ·ð¤ ¥Íü, çßáØ-çßSÌæÚU ÌÍæ ⴃæÅU·¤æð´ ·¤è ¿¿æü ·¤Úð´UÐ

22. Elaborate the role of multimedia approach in education.

çàæÿææ ×ð´ ×ËÅUè×èçÇUØæ ©Âæ»× ·¤è Öêç×·¤æ ·¤æ âçßSÌæÚU ©ËÜð¹ ·¤Úð´UÐ

D—0907 17 P.T.O.
23. Explain the different modalities of teaching.

çàæÿæ‡æ ·¤è çßçÖóæ M¤Âæˆ×·¤Ìæ ·¤è ¿¿æü ·¤Úð´UÐ

24. Illustrate the Flander’s Interaction Analysis system for modification of teaching
behaviour.

çàæÿæ‡æ ÃØßãæÚU ·ð¤ ÂçÚUc·¤ÚU‡æ ·ð¤ çÜ° Üñ´ÇUÚU ·¤è ¥´ÌÚUç·ý¤Øæ çßàÜðá‡æ Âý‡ææÜè ·¤è âæðÎæãÚU‡æ ÃØæØæ ·¤Úð´UÐ

25. Describe the various evaluation strategies and counselling methods followed in distance
education.

ÎêÚUßÌèü çàæÿææ ×ð´ ¥ÙéâçÚUÌ ×êËØæ´·¤Ù ·¤è çßçßÏ ÚU‡æÙèçÌØæð´ ÌÍæ ÂÚUæ×àæüÙ çßçÏØæð´ ·¤æ ߇æüÙ ·¤Úð´UÐ

OR / ¥Íßæ

Elective - IV

(Special Education)

°ðç‘À·¤—IV

21. Explain the concept of Special Education. Give a brief account of its historical
development in India.

çßçàæcÅU çàæÿææ ·¤è ¥ßÏæÚU‡ææ ·¤è ÃØæØæ ·¤Úð´UÐ ÖæÚUÌ ×ð´ §â·ð¤ °ðçÌãæçâ·¤ çß·¤æâ ·¤æ â´çÿæŒÌ ŽØæðÚU æ ÂýSÌéÌ
·¤Úð´UÐ

22. Describe the characteristics of mentally retarded children. Suggest remedial programmes
for them.

×æÙçâ·¤ M¤Â âð ×ç‹ÎÌ Õ“ææ𴠷𤠥çÖÜÿæ‡ææð´ ·¤æ ߇æüÙ ·¤Úð´UÐ ©Ù·ð¤ çÜ° ©Â¿æÚUè ·¤æØü·ý¤× âéÛææ°¡Ð

23. What is visual ‘impairment’ ? Discuss various characteristics of visually impaired

children and suggest some remedial educational programmes for them.

ÎëçcÅU ÕæçÏÌæ €Øæ ãñ? ÎëçcÅU ÕæçÏÌ Õ“ææð´ ·ð¤ çßçÖóæ ¥çÖÜÿæ‡ææð´ ·¤è ¿¿æü ·¤Úð´U ÌÍæ ©Ù·ð¤ çÜ° ·é¤ÀU ©Â¿æÚUè
·¤æØü·ý¤×æð´ ·¤æ âéÛææß Îð´Ð

D—0907 18
24. Write the characteristics of hearing impaired children. Discuss various preventive
measures to be adopted for them.

Ÿæ߇æ ÕæçÏÌ Õ“ææ𴠷𤠥çÖÜÿæ‡ææð´ ·¤æ ©ËÜð¹ ·¤Úð´UÐ ©Ù·ð¤ çÜ° ¥ÂÙæØð ÁæÙð ßæÜð ·é¤ÀU ÚUæðÏæˆ×·¤ ©ÂæØæð´ ·¤è
¿¿æü ·¤Úð´UÐ

25. Critically analyse the anti-social and character disorder activities of juvenile delinquents.
Suggest educational programmes for their rehabilitation.

ÕæÜ ¥ÂÚUæçÏØæ𴠷𤠥âæ×æçÁ·¤ ÌÍæ ¿çÚU˜æÂÚU·¤ çß·ë¤çÌØæð´ ·¤æ â×æÜæð¿Ùæˆ×·¤ çßàÜðá‡æ ·¤Úð´UÐ ©Ù·ð¤ ÂéÙßæüâ
·ð¤ çÜ° ·é¤ÀU àæñçÿæ·¤ ·¤æØü·ý¤×æð´ ·¤æ âéÛææß Îð´Ð

OR / ¥Íßæ

Elective - V

(Teacher Education)

°ðç‘À·¤—V

21. Discuss the role of NCTE in the quality improvement of teacher education programmes
in India.

ÖæÚUÌ ×ð´ çàæÿæ·¤-çàæÿææ ·¤æØü·ý¤×æ𴠷𤠻é‡ææˆ×·¤ âéÏæÚU ×ð´ °Ù.âè.ÅUè.§ü. ·¤è Öêç×·¤æ ·¤è ¿¿æü ·¤Úð´UÐ

22. Comment on ‘Teaching as a Profession’. Critically examine the relevance of the

programmes used for professional appraisal of teachers.

Ò°·¤ Âðàææ ·ð¤ M¤Â ×ð´ çàæÿæ‡æ ·¤æØüÓ ÂÚU çÅUŒÂ‡æè ·¤Úð´UÐ çàæÿæ·¤æð´ ·ð¤ ÂðàææÂÚU·¤ ×êËØæ´·¤Ù ·ð¤ çÜ° ÂýØéQ¤ ·¤æØüR¤×æð´
·ð¤ ¥æñç¿ˆØ ·¤æ â×æÜæð¿Ùæˆ×·¤ ÂÚUèÿæ‡æ ·¤Úð´UÐ

23. Elaborate the effectiveness of inservice training programmes for elementary school
teachers.

ÂýæÍç×·¤ çßlæÜØ ·ð¤ çàæÿæ·¤æð´ ·ð¤ âðßæ‹Ì»üÌ Âýçàæÿæ‡æ ·¤è ÂýÖæßàæèÜÌæ ·¤è çßSÌëÌ ¿¿æü ·¤Úð´UÐ

D—0907 19 P.T.O.
24. Discuss the role of various National Bodies for preparation and implementation of
teacher education curriculum in India.

ÖæÚUÌ ×ð´ çàæÿæ·¤-çàæÿææ ÂæÆK·ý¤× ·¤æð ÕÙæÙð ÌÍæ ©âð Üæ»ê ·¤ÚUÙð ×ð´ çßçÖóæ ÚUæcÅþUèØ çÙ·¤æØæð´ ·¤è Öêç×·¤æ ·¤è ¿¿æü
·¤Úð´UÐ

25. What modification in teacher’s behaviour would you suggest for effectively meeting
the demands of present day learner ? Substantiate your answer with recent research
findings.

¥æÁ ·ð¤ ¥ŠØðÌæ ·¤è ×æ¡»æð´ ·¤è ÂýÖæßàæèÜ É´U» âð ÂêçÌü ·¤ÚUÙð ·ð¤ çÜ° ¥æ ¥ŠØæ·¤ ·ð¤ ÃØßãæÚU ×ð´ ·¤æñÙ âð
ÂçÚUßÌüÙ âéÛææ°´»ð? ©žæÚU ·¤æð ¥æÏéçÙ·¤ àææðÏ ÂçÚU‡ææ×æð´ âð Âý×æç‡æÌ ·¤èçÁ°Ð

D—0907 20
D—0907 21 P.T.O.
D—0907 22
D—0907 23 P.T.O.
D—0907 24
D—0907 25 P.T.O.
D—0907 26
D—0907 27 P.T.O.
D—0907 28
D—0907 29 P.T.O.
D—0907 30
 SECTION - IV
¹‡Ç—IV

Note : This section consists of one essay type question of forty (40) marks to be
answered in about one thousand (1000) words on any of the following
topics.

(40x1=40 marks)

ÙæðÅ Ñ §â ¹´Ç ×ð´ °·¤ ¿æÜèâ (40) ¥´·¤æð ·¤æ çÙՋÏæˆ×·¤ ÂýàÙ ãñ çÁâ·¤æ ©žæÚ çِÙçÜç¹Ì çßáØæð´
×ð´ âð ·ð¤ßÜ °·¤ ÂÚ, ֻܻ °·¤ ãÁæÚ (1000) àæŽÎæð´ ×ð´ ¥ÂðçÿæÌ ãñÐ
(40x1=40 ¥´·¤)

26. Impact of globalisation on education.

çàæÿææ ÂÚU ‚ÜæðÕÜæ§$ÁðàæÙ ·¤æ ÂýÖæßÐ

OR / ¥Íßæ

Education as a fundamental right.

çàæÿææ °·¤ ¥æÏæÚUÖêÌ ¥çÏ·¤æÚUÐ

OR / ¥Íßæ

Vocationalisation of education - its mission and vision.

çàæÿææ ·¤æ ©l×è·¤ÚU‡æ - ©â·¤æ ÜÿØ ¥æñÚU ÎëçcÅUÐ

D—0907 31 P.T.O.
D—0907 32
D—0907 33 P.T.O.
D—0907 34
D—0907 35 P.T.O.
D—0907 36
D—0907 37 P.T.O.
D—0907 38
D—0907 39 P.T.O.
 FOR OFFICE USE ONLY
Marks Obtained

Obtained

Obtained

Obtained

Obtained
Question

Question

Question

Question
Number

Number

Number

Number
Marks

Marks

Marks

Marks
1 26 51 76
2 27 52 77
3 28 53 78
4 29 54 79
5 30 55 80
6 31 56 81
7 32 57 82
8 33 58 83
9 34 59 84
10 35 60 85
11 36 61 86
12 37 62 87
13 38 63 88
14 39 64 89
15 40 65 90
16 41 66 91
17 42 67 92
18 43 68 93
19 44 69 94
20 45 70 95
21 46 71 96
22 47 72 97
23 48 73 98
24 49 74 99
25 50 75 100

Total Marks Obtained (in words) .....................................

(in figures) ....................................

Signature & Name of the Coordinator ...............................

(Evaluation) Date .............................

D—0907 40