UPSC IAS 2015 Question Paper for Sindhi (Arabic)

C -A V Z -O -T O B C

SINDHI
(ARABIC)

( COMPULSORY)

Time Allowed : Three Hours Maximum Marks : 300

QUESTION PAPER SPECIFIC INSTRUCTIONS
Please read each o f the following instructions carefully before attempting
questions:
All questions are to be attempted.
The number o f marks carried by a question Ipart is indicated against it.
Answers must be written in SINDHI (Arabic) unless otherwise directed in the question.
Word limit in questions, wherever specified, should be adhered to and i f answered in much
longer or shorter than the prescribed length, marks may be deducted.
Any page or portion o f the page left blank in the Question-cum-Answer Booklet must be
clearly struck off.

100

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(d)

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C-AVZ-O-TOBC
10

Language and com m unication are som ething that children learn by

talking to one another. But schools consider this an act o f indiscipline. Instead,

we have a special gram m ar class to learn language ! One educationist

rem arked, ‘It is nice that children spend ju st a few hours at school. I f they

spend all 24 hours in schools, they will turn out to be dum b !’ In m ost schools,

teachers talk, children listen. The same is true for other skills also. Children

learn a great deal w ithout being taught, by tinkering and pottering on their

own.

Changes in the school system , if they are to be o f lasting significance,

must spring from the actions o f teachers in their classroom s, teachers who are

able to help children collectively. New program m es, new m aterials and even

basic changes in organisational structure will not necessarily bring about

healthy growth. A dynam ic and vital atm osphere can develop when teachers

are given the freedom and support to innovate. One m ust depend ultim ately

upon the initiative and respectfulness o f such teachers and this cannot be

prom oted by prescribing continuously and in detail what is to be done.

In education we can cry too m uch about money. Sure, we could use more,

but some o f the best classroom s and schools I have seen or heard of, spend far

less per pupil than the average in our schools today. W e often don’t spend well

what m oney we have. We waste large sums on fancy buildings, unproductive

adm inistrative staff, on diagnostic and rem edial specialists, on expensive

equipm ent that is either not needed, or underused or badly m isused, on tons of
identical and dull textbooks, readers and workbooks, and now on latest devices

like com puters. For m uch less than what we do spend, we could m ake our

classroom s into far better learning environm ents than m ost o f them are today.

C-AVZ-O-TOBC 11

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C-AVZ-O-TOBC 12

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C-AVZ-O-TOBC 13