UGC NET Adult Education Question Paper 2018

Signature and Name of Invigilator
1. (Signature) OMR Sheet No. : ..........................................................
(To be filled by the Candidate)
(Name)
Roll No.
2. (Signature)
(In figures as per admission card)
(Name)
Roll No.
J 0 4 6 1 8 PAPER - II (In words)

Time : 2 hours] ADULT EDUCATION [Maximum Marks : 200
Number of Pages in this Booklet : 48 Number of Questions in this Booklet : 100
Instructions for the Candidates ¬⁄UˡÊÊÁÕ¸ÿÙ¢ ∑§ Á‹∞ ÁŸŒ¸‡Ê
1. Write your roll number in the space provided on the top of
1. ß‚ ¬ÎDU ∑§ ™§¬⁄U ÁŸÿà SÕÊŸ ¬⁄U •¬ŸÊ ⁄UÙ‹U Ÿê’⁄U Á‹Áπ∞–
this page.
2. This paper consists of hundred multiple-choice type of 2. ß‚ ¬˝‡Ÿ-¬òÊ ◊¢ ‚ÊÒ ’„ÈÁfl∑§À¬Ëÿ ¬˝‡Ÿ „Ò¥–
questions. 3. ¬⁄UˡÊÊ ¬˝Ê⁄êU÷ „ÙŸ ¬⁄U, ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •Ê¬∑§Ù Œ ŒË ¡ÊÿªË– ¬„‹U ¬UÊ°ø Á◊Ÿ≈U
3. At the commencement of examination, the question booklet •Ê¬∑§Ù ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ÃÕÊ ©‚∑§Ë ÁŸêŸÁ‹Áπà ¡Ê°ø ∑§ Á‹∞ ÁŒÿ
will be given to you. In the first 5 minutes, you are requested ¡Êÿ¢ª, Á¡‚∑§Ë ¡Ê°ø •Ê¬∑§Ù •fl‡ÿ ∑§⁄UŸË „Ò —
to open the booklet and compulsorily examine it as below :
(i) ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê πÙ‹Ÿ ∑§ Á‹∞ ¬ÈÁSÃ∑§Ê ¬⁄U ‹ªË ∑§Êª¡ ∑§Ë ‚Ë‹ ∑§Ê
(i) To have access to the Question Booklet, tear off the
paper seal on the edge of this cover page. Do not accept »§Ê«∏ ‹¢U– πÈ‹Ë „È߸ ÿÊ Á’ŸÊ S≈UË∑§⁄U-‚Ë‹U ∑§Ë ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U–
a booklet without sticker-seal and do not accept an open (ii) ∑§fl⁄U ¬ÎDU ¬⁄U ¿U¬ ÁŸŒ¸‡ÊÊŸÈ‚Ê⁄U ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§ ¬ÎDU ÃÕÊ ¬˝‡ŸÙ¢ ∑§Ë
booklet. ‚¢ÅÿÊ ∑§Ù •ë¿UË Ã⁄U„ øÒ∑§ ∑§⁄U ‹¢U Á∑§ ÿ ¬Í⁄U „Ò¢U– ŒÙ·¬Íáʸ ¬ÈÁSÃ∑§Ê
(ii) Tally the number of pages and number of questions in Á¡Ÿ◊¢ ¬ÎDU/¬˝‡Ÿ ∑§◊ „Ù¢ ÿÊ ŒÈ’Ê⁄UÊ •Ê ªÿ „Ù¢ ÿÊ ‚ËÁ⁄Uÿ‹U ◊¢ Ÿ „Ù¢
the booklet with the information printed on the cover •ÕʸØ Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ë òÊÈÁ≈U¬Íáʸ ¬ÈÁSÃ∑§Ê SflË∑§Ê⁄U Ÿ ∑§⁄¢U ÃÕÊ
page. Faulty booklets due to pages/questions missing
or duplicate or not in serial order or any other ©‚Ë ‚◊ÿ ©‚ ‹Uı≈UÊ∑§⁄U ©‚∑§ SÕÊŸ ¬⁄U ŒÍ‚⁄UË ‚„Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ‹
discrepancy should be got replaced immediately by a ‹¢– U ß‚∑§ Á‹∞ •Ê¬∑§Ù ¬Ê°ø Á◊Ÿ≈U ÁŒÿ ¡Êÿ¢ª– ©‚∑§ ’ÊŒ Ÿ ÃÙ
correct booklet from the invigilator within the period •Ê¬∑§Ë ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê flʬ‚ ‹Ë ¡ÊÿªË •ı⁄U Ÿ „Ë •Ê¬∑§Ù •ÁÃÁ⁄UQ§
of 5 minutes. Afterwards, neither the Question Booklet ‚◊ÿ ÁŒÿÊ ¡ÊÿªÊ–
will be replaced nor any extra time will be given. (iii) ß‚ ¡Ê°ø ∑§ ’ÊŒ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ∑§Ê Ÿ¥’⁄U OMR ¬òÊ∑§ ¬⁄U •¢Á∑§Ã ∑§⁄¢U
(iii) After this verification is over, the Test Booklet Number
•Uı⁄U OMR ¬òÊ∑§ ∑§Ê Ÿ¥’⁄U ß‚ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê ¬⁄U •¢Á∑§Ã ∑§⁄U Œ¢–
should be entered on the OMR Sheet and the OMR Sheet
Number should be entered on this Test Booklet. 4. ¬˝ àÿ∑§ ¬˝‡Ÿ ∑§ Á‹∞ øÊ⁄U ©ûÊ⁄U Áfl∑§À¬ (1), (2), (3) ÃÕÊ (4) ÁŒÿ ªÿ „Ò¢–
4. Each item has four alternative responses marked (1), (2), (3) •Ê¬∑§Ù ‚„Ë ©ûÊ⁄U ∑§ flÎûÊ ∑§Ù ¬Ÿ ‚ ÷⁄U∑§⁄U ∑§Ê‹Ê ∑§⁄UŸÊ „Ò ¡Ò‚Ê Á∑§ ŸËø
and (4). You have to darken the circle as indicated below on ÁŒπÊÿÊ ªÿÊ „Ò–
the correct response against each item. ©ŒÊ„⁄UáÊ — ¡’Á∑§ (3) ‚„Ë ©ûÊ⁄U „Ò–
Example : where (3) is the correct response. 5. ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ∑§fl‹ ¬˝‡Ÿ ¬ÈÁSÃ∑§Ê ∑§ •ãŒ⁄U ÁŒÿ ªÿ OMRU ¬òÊ∑§ ¬⁄U „Ë
5. Your responses to the items are to be indicated in the OMR •¥Á∑§Ã ∑§⁄UŸ „Ò¥– ÿÁŒ •Ê¬ OMRU ¬òÊ∑§ ¬⁄U ÁŒÿ ªÿ flÎûÊ ∑§ •‹ÊflÊ Á∑§‚Ë
Sheet given inside the Booklet only. If you mark your
response at any place other than in the circle in the OMR •ãÿ SÕÊŸ ¬⁄U ©ûÊ⁄U ÁøqÊ¢Á∑§Ã ∑§⁄UÃ „Ò¥, ÃÙ ©‚∑§Ê ◊ÍÀUÿÊ¢∑§Ÿ Ÿ„Ë¢ „٪ʖ
Sheet, it will not be evaluated. 6. •ãŒ⁄U ÁŒÿ ªÿ ÁŸŒ¸‡ÊÙ¢ ∑§Ù äÿÊŸ¬Ífl¸∑§ ¬…∏¢U–
6. Read instructions given inside carefully. 7. ∑§ìÊÊ ∑§Ê◊ (Rough Work) ß‚ ¬ÈÁSÃ∑§Ê ∑§ •ÁãÃ◊ ¬ÎDU ¬⁄U ∑§⁄¢U–
7. Rough Work is to be done in the end of this booklet. 8. ÿÁŒ •Ê¬ OMR ¬òÊ∑§ ¬⁄U ÁŸÿà SÕÊŸ ∑§ •‹ÊflÊ •¬ŸÊ ŸÊ◊, ⁄UÊ‹ Ÿê’⁄U,
8. If you write your Name, Roll Number, Phone Number or »§ÊŸ Ÿê’⁄U ÿÊ ∑§Ê߸ ÷Ë ∞‚Ê Áøq Á¡‚‚ •Ê¬∑§Ë ¬„øÊŸ „Ê ‚∑§, •¥Á∑§Ã ∑§⁄UÃ
put any mark on any part of the OMR Sheet, except for the
space allotted for the relevant entries, which may disclose „Ò¥ •ÕflÊ •÷Œ˝ ÷Ê·Ê ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ÿÊ ∑§Ê߸ •ãÿ •ŸÈÁøà ‚ÊœŸ ∑§Ê
your identity, or use abusive language or employ any other ¬˝ÿÊª ∑§⁄UÃ „Ò¥, ¡Ò‚ Á∑§ •¥Á∑§Ã Á∑§ÿ ªÿ ©ûÊ⁄U ∑§Ê Á◊≈UÊŸÊ ÿÊ ‚»§Œ SÿÊ„Ë ‚
unfair means, such as change of response by scratching or ’Œ‹ŸÊ ÃÊ ¬⁄UˡÊÊ ∑§ Á‹ÿ •ÿÊÇÿ ÉÊÊÁ·Ã Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥–
using white fluid, you will render yourself liable to 9. •Ê¬∑§Ù ¬⁄UˡÊÊ ‚◊Ê# „ÙŸ §¬⁄U ◊Í‹ OMR ¬òÊ∑§ ÁŸ⁄UˡÊ∑§ ◊„ÙŒÿ ∑§Ù ‹Uı≈UÊŸÊ
disqualification. •Êfl‡ÿ∑§ „Ò •ı⁄U ¬⁄UˡÊÊ ‚◊ÊÁ# ∑§ ’ÊŒ ©‚ •¬Ÿ ‚ÊÕ ¬⁄UˡÊÊ ÷flŸ ‚ ’Ê„⁄U
9. You have to return the original OMR Sheet to the invigilators Ÿ ‹∑§⁄U ¡Êÿ¢– „Ê‹Ê¥Á∑§ •Ê¬ ¬⁄UˡÊÊ ‚◊ÊÁ# ¬⁄U ◊Í‹ ¬˝‡Ÿ-¬ÈÁSÃ∑§Ê •¬Ÿ ‚ÊÕ
at the end of the examination compulsorily and must not
carry it with you outside the Examination Hall. You are
‹ ¡Ê ‚∑§Ã „Ò¥–
however, allowed to carry original question booklet on 10. ∑§fl‹ ŸË‹/∑§Ê‹ ’Ê‹U åflÊßZ≈U ¬Ÿ ∑§Ê „Ë ¬˝ÿÊª ∑§⁄¢U–
conclusion of examination. 11. Á∑§‚Ë ÷Ë ¬˝∑§Ê⁄U ∑§Ê ‚¢ªáÊ∑§ (∑Ò§‹∑ȧ‹≈U⁄U) UÿÊ ‹Êª ≈U’‹ •ÊÁŒ ∑§Ê
10. Use only Blue/Black Ball point pen. ¬˝ÿÙª flÁ¡¸Ã „Ò–
11. Use of any calculator or log table etc., is prohibited.
12. ª‹Ã ©ûÊ⁄UÊ¥ ∑§ Á‹∞ ∑§Ê߸ Ÿ∑§Ê⁄UÊà◊∑§ •¥∑§ Ÿ„Ë¥ „Ò¥–
12. There are no negative marks for incorrect answers.
13. In case of any discrepancy in the English and Hindi versions, 13. ÿÁŒ •¥ª˝¡Ë ÿÊ Á„¥ŒË Áflfl⁄UáÊ ◊¥ ∑§Ê߸ Áfl‚¥ªÁà „Ê, ÃÊ •¥ª˝¡Ë Áflfl⁄UáÊ •¥ÁÃ◊
English version will be taken as final. ◊ÊŸÊ ¡Ê∞ªÊ–

J-04618 !J-04618-PAPER-II! 1 P.T.O.

ADULT EDUCATION
PAPER - II

Note : This paper contains hundred (100) objective type questions of two (2) marks each. All
questions are compulsory.

1. Which of the following learners need their teacher’s attention ?
(1) Motivated (2) Slow learner
(3) Introvert (4) All of these

2. National Youth Week is celebrated from :
(1) 12 to 18 January (2) 15 to 21 January
(3) 11 to 17 July (4) 12 to 18 July

3. Which of the following is teaching method in Extension ?
(1) Individual contact method (2) Group contact method
(3) Mass contact method (4) Above all

4. ‘Tejaswani Gramin Mahila Sashaktikaran Yojana’ was started in :
(1) Rajasthan (2) Madhya Pradesh
(3) Bihar (4) Jharkhand

5. Which of the following state of India has the highest urban population ?
(1) Bihar (2) Maharashtra
(3) Uttar Pradesh (4) Punjab

6. Launching of __________ in 1952 was a landmark in the history of India.
(1) Integrated Child Development Scheme
(2) Integrated Rural Development Programme
(3) Community Development Programme
(4) Jawahar Rojgar Yojana

7. Which phase is consist in Extension Education Processes ?
(1) Situation (2) Teaching (3) Evaluation (4) Above all

8. Provision of right to equality has been incorporated in Indian Constitution under the article :
(1) 16 to 20 (2) 15 to 19 (3) 14 to 19 (4) 13 to 17

J-04618 !J-04618-PAPER-II! 2 Paper-II

¬˝ÊÒ…∏ Á‡ÊˇÊÊ
¬˝‡Ÿ-¬òÊ - II

ÁŸŒ¸‡Ê — ß‚ ¬˝‡Ÿ-¬òÊ ◊¥ ‚ÊÒ (100) ’„È-Áfl∑§À¬UËÿ ¬˝‡Ÿ „Ò¥– ¬˝àÿ∑§ ¬˝‡Ÿ ∑§ ŒÙ (2) •¢∑§ „Ò¥– ‚÷Ë ¬˝‡Ÿ •ÁŸflÊÿ¸ „Ò¥–

1. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ¬⁄U Á‡ÊˇÊ∑§ ∑§Ê äÿÊŸ ¡M§⁄UË „Ò?
(1) •Á÷¬˝Á⁄Uà (2) œË◊ Á‡ÊˇÊÊÕ˸
(3) •ãÃ◊ȸπË Á‡ÊˇÊÊÕ˸ (4) ©¬⁄UÊÄà ‚÷Ë

2. ⁄UÊc≈˛UËÿ ÿÈflÊ ‚åÃÊ„ ∑§’ ‚ ∑§’ Ã∑§ ◊ŸÊÿÊ ¡ÊÃÊ „Ò?
(1) 12 ‚ 18 ¡Ÿfl⁄UË (2) 15 ‚ 21 ¡Ÿfl⁄UË
(3) 11 ‚ 17 ¡È‹Ê߸ (4) 12 ‚ 18 ¡È‹Ê߸

3. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ ‚Ë ¬˝‚Ê⁄U Á‡ÊˇÊáÊ ÁflÁœ „Ò?
(1) √ÿÁÄêà ‚ê¬∑¸§ ÁflÁœ (2) ‚◊Í„ ‚ê¬∑¸§ ÁflÁœ
(3) ¡Ÿ ‚ê¬∑¸§ ÁflÁœ (4) ©¬⁄UÊÄà ‚÷Ë

4. “Ã¡ÁSflŸË ª˝Ê◊ËáÊ ◊Á„‹Ê ‚‡ÊÄÃË∑§⁄UáÊ ÿÊ¡ŸÊ” ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ⁄UÊíÿ ◊¥ ¬˝Ê⁄¥U÷ ∑§Ë ªß¸ ÕË?
(1) ⁄UÊ¡SÕÊŸ (2) ◊äÿ ¬˝Œ‡Ê
(3) Á’„Ê⁄U (4) ¤ÊÊ⁄Uπ¥«U

5. ÷Ê⁄Uà ∑§ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ⁄UÊíÿ ◊¥ ‚flʸÁœ∑§ Ÿª⁄UËÿ ¡Ÿ‚¥ÅÿÊ „Ò?
(1) Á’„Ê⁄U (2) ◊„Ê⁄UÊc≈˛U
(3) ©ûÊ⁄U ¬˝Œ‡Ê (4) ¬¥¡Ê’

6. 1952 ◊¥ ¬˝Ê⁄¥U÷ __________ ÷Ê⁄Uà ∑§ ßÁÄʂ ◊¥ ∞∑§ ◊Ë‹ ∑§Ê ¬àÕ⁄U ÕË–
(1) ‚◊Á∑§Ã ’Ê‹ Áfl∑§Ê‚ ÿÊ¡ŸÊ
(2) ‚◊Á∑§Ã ª˝Ê◊ËáÊ Áfl∑§Ê‚ ∑§Êÿ¸∑˝§◊
(3) ‚Ê◊ÈŒÊÁÿ∑§ Áfl∑§Ê‚ ∑§Êÿ¸∑˝§◊
(4) ¡flÊ„⁄U ⁄UÊ$¡ªÊ⁄U ÿÊ¡ŸÊ

7. ¬˝‚Ê⁄U Á‡ÊˇÊÊ ¬˝Á∑˝§ÿÊ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ∞∑§ •¥ª „Ò?
(1) ¬Á⁄UÁSÕÁà (2) Á‡ÊˇÊáÊ (3) •Ê∑§‹Ÿ (4) ©¬⁄UÊÄà ‚÷Ë

8. ÷Ê⁄UÃËÿ ‚¥ÁflœÊŸ ∑§ Á∑§‚ •ŸÈë¿UŒ ◊¥ ‚◊ÊŸÃÊ ∑§ •Áœ∑§Ê⁄U ∑§Ê ‚Áê◊Á‹Ã Á∑§ÿÊ ªÿÊ „Ò?
(1) 16 ‚ 20 (2) 15 ‚ 19 (3) 14 ‚ 19 (4) 13 ‚ 17

J-04618 !J-04618-PAPER-II! 3 Paper-II

9. Curriculum is a need of :
(1) Training (2) Teaching (3) Research (4) All above

10. Motivation has two value aspects :
(1) High and Low (2) Primary and Secondary
(3) Intrinsic and Extrinsic (4) Humanistic and Materialistic

11. Principle of random sampling in social research was first introduced by :
(1) A.L. Bowley (2) B.S. Rowntree
(3) P.V. Young (4) John Galtung

12. Which of the following is the field source of data ?
(1) Census of population
(2) Personal diary
(3) Historical study using actual documents
(4) Direct observation

13. Which of the following statements is not true ?
(1) Adult learners are matured
(2) Adults are rigid to learn
(3) Adults learn rapidly
(4) Adults want to share their experiences in adult education center

14. Hardware that adds two numbers is :
(1) The Control Unit
(2) An internal CPU register
(3) Arithmetic Logical Unit
(4) Browser

15. __________ is an experimentation with responses in order to provoke positive reinforcement.
(1) Trial and error (2) Social learning
(3) Memorising (4) Insight learning

J-04618 !J-04618-PAPER-II! 4 Paper-II

9. ¬Ê∆K∑˝§◊ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚∑§Ë ∞∑§ •Êfl‡ÿ∑§ÃÊ „Ò?
(1) ¬˝Á‡ÊˇÊáÊ (2) Á‡ÊˇÊáÊ (3) ‡ÊÊœ (4) ©¬⁄UÊÄà ‚÷Ë

10. •Á÷¬˝⁄UáÊÊ ∑§ ◊ÍÀÿ ‚¥’¥œË ŒÊ ¬„‹Í ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚ „Ò¥?
(1) ©ìÊ •ÊÒ⁄U ÁŸêŸ (2) ¬˝ÊÕÁ◊∑§ •ÊÒ⁄U ÁmÃËÿ∑§
(3) •Ê¥ÃÁ⁄U∑§ •ÊÒ⁄U ’Ês (4) ◊ÊŸflËÿ •ÊÒ⁄U ÷ÊÒÁÃ∑§flÊŒË

11. ‚Ê◊ÊÁ¡∑§ ‡ÊÊœ ◊¥ ÿÊŒÎÁë¿U∑§ ¬˝ÁÃøÿŸ ∑§Ê Á‚hʥà ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚Ÿ ¬„‹Ë ’Ê⁄U ¬˝SÃÈà Á∑§ÿÊ ÕÊ?
(1) ∞.∞‹. ’ÊÚ‹ (2) ’Ë.∞‚. ⁄UÊ©Ÿ≈˛UË
(3) ¬Ë.flË. ÿ¥ª (4) ¡ÊÚŸ ªÊÀ≈È¥Uª

12. •Ê°∑§«∏Ê¥ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ∑§ÊÒŸ‚Ê ˇÊòÊ •ÊœÊÁ⁄Uà dÊà „Ò?
(1) ¡Ÿ‚¥ÅÿÊ ∑§Ë ¡ŸªáÊŸÊ
(2) ÁŸ¡Ë «UÊÿ⁄UË
(3) flÊSÃÁfl∑§ ŒSÃÊfl¡Ê¥ ∑§Ê ©¬ÿÊª ∑§⁄UÃ „È∞ ∞ÁÄÊÁ‚∑§ •äÿÿŸ
(4) ¬˝àÿˇÊ •fl‹Ê∑§Ÿ

13. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ∑§ÕŸ ‚„Ë Ÿ„Ë¥ „Ò?
(1) ¬˝ÊÒ…∏ Á‡ÊˇÊÊÕ˸ ¬Á⁄U¬Äfl „ÊÃ „Ò¥–
(2) ¬˝ÊÒ…∏ ‚ËπŸ ∑§ ◊Ê◊‹ ◊¥ •Ÿ◊ŸËÿ „ÊÃ „Ò¥–
(3) ¬˝ÊÒ…∏ Ã¡Ë ‚ ‚ËπÃ „Ò¥–
(4) ¬˝ÊÒ…∏, ¬˝ÊÒ…∏ Á‡ÊˇÊÊ ∑§ãŒ˝ ◊¥ •¬Ÿ •ŸÈ÷fl ‚ʤÊÊ ∑§⁄UŸÊ øÊ„Ã „Ò¥–

14. „Ê«¸Uflÿ⁄U, ¡Ê ŒÊ ‚¥ÅÿÊ•Ê¥ ∑§Ê ¡Ê«∏ÃÊ „Ò, ∑§„‹ÊÃÊ „Ò —
(1) ÁŸÿ¥òÊáÊ ß∑§Ê߸ (∑¥§≈˛UÊ‹ ÿÍÁŸ≈U)
(2) •Ê¥ÃÁ⁄U∑§ ‚Ë.¬Ë.ÿÍ. ⁄UÁ¡S≈U⁄U (ߥ≈U⁄UŸ‹ ‚Ë.¬Ë.ÿÍ. ⁄UÁ¡S≈U⁄U)
(3) •¥∑§ªÁáÊÃËÿ ÃÊÁ∑¸§∑§ ß∑§Ê߸ (•Õ¸◊Á≈U∑§ ‹ÊÚÁ¡∑§‹ ÿÍÁŸ≈U)
(4) ’˝Ê©¡⁄U

15. ‚∑§Ê⁄UÊà◊∑§ ¬ÈŸ’¸‹Ÿ ∑§ ©à¬˝⁄UáÊ ∑§ Á‹∞ ¬˝ÁÃÁ∑˝§ÿÊ•Ê¥ ∑§ ‚ÊÕ ¬˝ÿÊª __________ „Ò–
(1) ≈˛UÊÚÿ‹ ∞¥«U ∞⁄U⁄˜U (2) ‚Ê◊ÊÁ¡∑§ •Áœª◊
(3) ∑¥§∆USÕ ∑§⁄UŸÊ (4) •¥ÃŒÎ¸Ác≈U •Áœª◊

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16. __________ helps to improve performance of workers and to plan new strategies.
(1) Promotion (2) Competition (3) Compulsion (4) Evaluation

17. Which of the following are the advantages of lecture method ?
(a) It is economic in time and energy.
(b) The material may be presented in a clear, precise and orderly format.
(c) It is useful only for participant who can use printed materials.
(d) It may be used with large group.
Code :
(1) (a), (b) and (d) are correct (2) (b) and (c) are correct
(3) Only (c) is correct (4) (c) and (d) are correct

18. Which of the following components is not a part of diffusion of innovation ?
(a) Change agent (b) Trial
(c) Communication (d) Evaluation
Code :
(1) (a) and (b) are correct (2) (b) and (d) are correct
(3) (b) and (c) are correct (4) (a) and (c) are correct

19. Which of the following is not a part of Post Literacy Programme (PLP) ?
(a) Remediation of basic literacy skills.
(b) Continuation and upgradation of basic literacy skills.
(c) Teaching legal literacy.
(d) Conducting vocational courses.
Code :
(1) (a) and (b) are correct (2) (b) and (c) are correct
(3) (a) and (c) are correct (4) (c) and (d) are correct

20. Mohammad Yunus won Noble Prize for establishing :
(a) Grameen Bank (b) Micro - Credit
(c) Micro economics (d) Micro management
Code :
(1) (a), (b), (c) and (d) are correct (2) (a) and (b) are correct
(3) (c) and (d) are correct (4) (d) and (c) are correct

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16. __________ ∑§◊¸øÊÁ⁄UÿÊ¥ ∑§ ∑§Êÿ¸ÁŸc¬ÊŒŸ ◊¥ ‚ÈœÊ⁄U ‹ÊŸ •ÊÒ⁄U Ÿß¸ ⁄UáÊŸËÁÃÿÊ¥ ∑§Ë ÿÊ¡ŸÊ ’ŸÊŸ ◊¥ ‚„ÊÿÃÊ ∑§⁄UÃÊ/
∑§⁄UÃË „Ò–
(1) ¬˝Êà‚Ê„Ÿ (2) ¬˝ÁÃS¬œÊ¸ (3) ’ÊäÿÃÊ (4) ◊ÍÀÿÊ¥∑§Ÿ

17. √ÿÊÅÿÊŸ ÁflÁœ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ‹Ê÷ „Ò?
(a) ÿ„ ‚◊ÿ •ÊÒ⁄U ™§¡Ê¸ ∑§Ë ŒÎÁc≈U ‚ Á∑§»§ÊÿÃË „Ò–
(b) ‚Ê◊ª˝Ë ∑§Ê S¬c≈U, ‚≈UË∑§ •ÊÒ⁄U ‚È√ÿflÁSÕà ¬˝ÊM§¬ ◊¥ ¬˝SÃÈà Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–
(c) ÿ„ ∑§fl‹ ©‚ ¬˝ÁÃ÷ÊªË ∑§ Á‹∞ ©¬ÿÊªË „Ò, ¡Ê ◊ÈÁŒ˝Ã ‚Ê◊Áª˝ÿÊ¥ ∑§Ê ©¬ÿÊª ∑§⁄U ‚∑§ÃÊ „Ò–
(d) ß‚∑§Ê ’«∏ ‚◊Í„Ê¥ ∑§ ‚ÊÕ ©¬ÿÊª Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–
∑ͧ≈U —
(1) (a), (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–
(3) ∑§fl‹ (c) ‚„Ë „Ò– (4) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

18. ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ÉÊ≈U∑§ ŸflÊøÊ⁄U ∑§ ¬˝‚⁄UáÊ ∑§Ê ÷ʪ Ÿ„Ë¥ „Ò?
(a) ¬Á⁄UfløŸ •Á÷∑§Ãʸ (b) ¬⁄UˡÊáÊ
(c) ‚¥øÊ⁄U (d) ◊ÍÀÿÊ¥∑§Ÿ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

19. ©ûÊ⁄U ‚ÊˇÊ⁄UÃÊ ∑§Êÿ¸∑˝§◊ (¬Ë.∞‹.¬Ë.) ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ÷ʪ Ÿ„Ë¥ „Ò?
(a) ◊Í‹ ‚ÊˇÊ⁄UÃÊ ∑§Ê҇ʋ ◊¥ ‚ÈœÊ⁄U ‹ÊŸÊ
(b) ◊Í‹ ‚ÊˇÊ⁄UÃÊ ∑§Ê҇ʋ ∑§Ê ‚Ãà ⁄UπŸÊ •ÊÒ⁄U ©ãŸÿŸ
(c) ÁflÁœ∑§ ‚ÊˇÊ⁄UÃÊ ∑§Ê Á‡ÊˇÊáÊ
(d) √ÿÊfl‚ÊÁÿ∑§ ¬Ê∆K∑˝§◊ ∑§Ê ‚¥øÊ‹Ÿ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–
(3) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

20. ◊Ê„ê◊Œ ÿÈŸÍ‚ Ÿ Á∑§‚∑§Ë SÕʬŸÊ ∑§ Á‹∞ ŸÊ’‹ ¬È⁄US∑§Ê⁄U ¬˝Êåà Á∑§ÿÊ ÕÊ?
(a) ª˝Ê◊ËáÊ ’Ò¥∑§ (b) ◊Êß∑˝§Ê-∑˝§Á«U≈U
(c) ◊Êß∑˝§Ê ß∑§ÊŸÊÚÁ◊Ä‚ (d) ◊Êß∑˝§Ê ◊ÒŸ¡◊¥≈U
∑ͧ≈U —
(1) (a), (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥–
(3) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (d) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

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21. Extension education is :
(a) Curriculum centric (b) Problem oriented
(c) Highly formal (d) Need based
Code :
(1) (a) and (b) are correct (2) (b) and (d) are correct
(3) (b) and (c) are correct (4) (c) and (d) are correct

22. An adult educator should ask the questions to :
(a) Gain the learner’s participation in class
(b) Lead discussions
(c) Focus attention of the learner
(d) Try to trick learners with rhetoric
Code :
(1) (a) and (d) are correct (2) (c) and (d) are correct
(3) (b), (c) and (d) are correct (4) (a), (b) and (c) are correct

23. Factors influencing innovation are :
(a) Change agent (b) Pollution
(c) Culture (d) Immigration and emigration
Code :
(1) (a) and (b) are correct (2) (a), (c) and (d) are correct
(3) (b) and (c) are correct (4) (a), (b) and (c) are correct

24. Special education covers :
(a) Physically challenged children (b) Mentally challenged
(c) Hearing impaired (d) Dark complex children
Code :
(1) (a), (b), (d) are correct (2) (a), (b), (c) are correct
(3) (a), (b), (c) and (d) are correct (4) only (d) is correct

25. The consequences of adoption of new practices or innovation are :
(a) Social change (b) Climate change
(c) Migration (d) Development
Code :
(1) (a) and (b) are correct (2) Only (a) is correct
(3) (b) and (c) are correct (4) (a) and (d) are correct

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21. ¬˝‚Ê⁄U Á‡ÊˇÊÊ „ÊÃË „Ò —
(a) ¬Ê∆K∑˝§◊-∑§ÁãŒ˝Ã (b) ‚◊SÿÊÁ÷◊ÈπË
(c) •àÿ¥Ã •ÊÒ¬øÊÁ⁄U∑§ (d) •Êfl‡ÿ∑§ÃÊ-•ÊœÊÁ⁄UÃ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

22. ¬˝ÊÒ…∏ Á‡ÊˇÊ∑§ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§Ÿ∑§ Á‹∞ ¬˝‡Ÿ ¬Í¿UŸ øÊÁ„∞?
(a) ∑§ˇÊÊ ◊¥ Á‡ÊˇÊÊÕ˸ ∑§Ë ÷ʪˌÊ⁄UË ∑§Ê ¡ÊŸŸ ∑§ Á‹∞
(b) øøʸ ◊¥ ¬Á⁄UáÊÁà ∑§ Á‹∞
(c) Á‡ÊˇÊÊÕ˸ ∑§Ê äÿÊŸ ∑§ÁãŒ˝Ã ∑§⁄UŸ ∑§ Á‹∞
(d) ‡ÊéŒÊ«¥U’⁄U ‚ Á‡ÊˇÊÊÕ˸ ∑§ ‚ÊÕ øÊ‹Ê∑§Ë ∑§⁄UŸ ∑§ ¬˝ÿÊ‚ ∑§ Á‹∞
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

23. ŸflÊøÊ⁄U ∑§Ê ¬˝÷ÊÁflà ∑§⁄UŸ flÊ‹ ∑§ÊÒŸ‚ ∑§Ê⁄U∑§ „Ò¥?
(a) ¬Á⁄UfløŸ •Á÷∑§Ãʸ (b) ¬˝ŒÍ·áÊ
(c) ‚¥S∑ΧÁà (d) •Ê¬˝flÊ‚ •ÊÒ⁄U ©à¬˝flÊ‚
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (a), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

24. ÁflÁ‡Êc≈U Á‡ÊˇÊÊ ◊¥ ‚Áê◊Á‹Ã „Ò —
(a) ‡ÊÊ⁄UËÁ⁄U∑§ M§¬ ‚ ÁŒ√ÿÊ¥ª ’ìÊ (b) ◊ÊŸÁ‚∑§ M§¬ ‚ ÁŒ√ÿÊ¥ªÃÊ
(c) üÊfláÊ-ÁŒ√ÿÊ¥ªÃÊ (d) ‚Ê¥fl‹ ⁄¥Uª ∑§ ’ìÊ
∑ͧ≈U —
(1) (a), (b), (d) ‚„Ë „Ò¥– (2) (a), (b), (c) ‚„Ë „Ò¥–
(3) (a), (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) ∑§fl‹ (d) ‚„Ë „Ò¥–

25. Ÿ∞ ÃÊÒ⁄U Ã⁄UË∑§ ÿÊ ŸflÊøÊ⁄U •¬ŸÊŸ ∑§Ê ÄÿÊ ¬Á⁄UáÊÊ◊ „ÊÃ „Ò¥?
(a) ‚Ê◊ÊÁ¡∑§ ¬Á⁄UfløŸ (b) ¡‹flÊÿÈ ¬Á⁄UfløŸ
(c) ¬˝fl‚Ÿ (d) Áfl∑§Ê‚
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) ∑§fl‹ (a) ‚„Ë „Ò–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

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26. 73rd and 74th constitutional amendment (1993) is related to :
(a) Right to property (b) Village Panchayats
(c) Nagar Panchayats (d) Women reservation
Code :
(1) Only (a) is correct (2) (a) and (b) are correct
(3) (b) and (c) are correct (4) (c) and (d) are correct

27. Which of the following is not a factor for effective adult learning ?
(a) Motivation and cue (b) Activity and engagement
(c) Punctuality and punishment (d) Rigidity and discipline
Code :
(1) (a) and (b) are correct (2) (b) and (c) are correct
(3) (a) and (d) are correct (4) (c) and (d) are correct

28. Which of the following are the characteristics of adult learners in general ?
(a) Adults are mature and responsible people
(b) Adults engage in learning of their own volition
(c) Adults need to be successful learners
(d) They do not use their own resources to learn
Code :
(1) (a) and (d) are correct (2) (a) and (c) are correct
(3) (c) and (d) are correct (4) (a), (b) and (c) are correct

29. Three vulnerable areas in which the problem of primary education strongly manifest are :
(a) Enrolment and access (b) Desire and motivation
(c) Retention and wastage (d) Achievement
Code :
(1) Only (a) is correct (2) (a) and (b) are correct
(3) (a), (c) and (d) are correct (4) (b) and (c) are correct

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26. 73flÊ¥ •ÊÒ⁄U 74flÊ¥ ‚¥flÒœÊÁŸ∑§ ‚¥‡ÊÊœŸ (1993) ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚‚ ‚¥’¥ÁœÃ „Ò?
(a) ‚ê¬ÁûÊ ∑§Ê •Áœ∑§Ê⁄U (b) ª˝Ê◊ ¬¥øÊÿÃ
(c) Ÿª⁄U ¬¥øÊÿà (d) ◊Á„‹Ê •Ê⁄UˇÊáÊ
∑ͧ≈U —
(1) ∑§fl‹ (a) ‚„Ë „Ò– (2) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

27. ¬˝÷ÊflË ¬˝ÊÒ…∏ •Áœª◊ ∑§Ê ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚Ê ∑§Ê⁄U∑§ Ÿ„Ë¥ „Ò?
(a) •Á÷¬˝⁄UáÊÊ •ÊÒ⁄U ‚¥∑§Ã (b) Á∑˝§ÿÊ∑§‹Ê¬ •ÊÒ⁄U ‚Á∑˝§ÿÃÊ
(c) ‚◊ÿÁŸc∆UÃÊ •ÊÒ⁄U Œá«U (d) ∑§∆UÊ⁄UÃÊ •ÊÒ⁄U •ŸÈ‡ÊÊ‚Ÿ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–
(3) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

28. ¬˝ÊÒ…∏ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§ •Ê◊ ÃÊÒ⁄U ¬⁄U ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚ ªÈáÊ „Ò¥?
(a) ¬˝ÊÒ…∏ ¬Á⁄U¬Äfl •ÊÒ⁄U ©ûÊ⁄UŒÊÿË ‹Êª „ÊÃ „Ò¥–
(b) ¬˝ÊÒ…∏ Sflÿ¥ •¬ŸË ßë¿UÊ ‚ ‚ËπŸÊ øÊ„Ã „Ò¥–
(c) ¬˝ÊÒ…∏Ê¥ ∑§ Á‹∞ ‚»§‹ Á‡ÊˇÊÊÕ˸ „ÊŸÊ •Êfl‡ÿ∑§ „Ò–
(d) fl ‚ËπŸ ∑§ Á‹∞ Sflÿ¥ •¬Ÿ ‚¥‚ÊœŸÊ¥ ∑§Ê ©¬ÿÊª Ÿ„Ë¥ ∑§⁄UÃ–
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥–
(3) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

29. fl ÃËŸ ∑§◊¡Ê⁄U ˇÊòÊ ∑§ÊÒŸ‚ „Ò¥, Á¡Ÿ◊¥ ¬˝ÊÕÁ◊∑§ Á‡ÊˇÊÊ ∑§Ë ‚◊SÿÊ ŒÎ…∏ÃÊ ‚ ¬˝∑§≈U „ÊÃË „Ò?
(a) ¬¥¡Ë∑§⁄UáÊ ∞fl¥ ¬„¥Èø (b) ßë¿UÊ ∞fl¥ •Á÷¬˝⁄UáÊÊ
(c) ‚ê¬˝ÊÁåà •ÊÒ⁄U •¬√ÿÿ (d) ©¬‹Áéœ
∑ͧ≈U —
(1) ∑§fl‹ (a) ‚„Ë „Ò– (2) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥–
(3) (a), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

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30. A good demonstration should be :
(a) Clearly presented
(b) Visible to adult educator only
(c) Incapable of being duplicated
(d) Relevant to the situation, topic or subject being discussed
Code :
(1) (a) and (c) are correct (2) (a) and (d) are correct
(3) (b) and (c) are correct (4) (c) and (d) are correct

31. NLM’s classification of Continuing Education Programmes for neo-literate are :
(a) Online Programme
(b) Income generation programme
(c) Equivalency Programme
(d) Individual Interest Promotion Programme
Code :
(1) (a), (b), (c) and (d) are correct (2) (a) and (c) are correct
(3) (a) and (d) are correct (4) (a), (b) and (c) are correct

32. Continuing Education Programmes offered by the university system comprises of :
(a) Short-term Programmes (b) Certificate Programmes
(c) Both (a) and (b) (d) Regular Degree Programmes
Code :
(1) (a) and (d) are correct (2) (c) is correct
(3) (a), (b) and (c) are correct (4) (b) and (d) are correct

33. Select the major styles of leadership :
(a) Authoritarian (b) Democratic (c) Laissez-faire (d) Self styled
Code :
(1) (a), (b) and (c) are correct (2) (b) and (d) are correct
(3) (c) and (d) are correct (4) (d) is only correct

34. Which technique of participatory approach are correct ?
(a) Participatory Research Appraisal (b) Participatory Methods
(c) Participatory Learning Appraisal (d) Participatory Approach
Code :
(1) (a) and (b) are correct (2) (c) and (a) are correct
(3) (c) and (b) are correct (4) (d) and (a) are correct

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30. ∞∑§ •ë¿UÊ ¬˝Œ‡Ê¸Ÿ —
(a) S¬c≈U M§¬ ‚ ¬˝SÃÈà Á∑§ÿÊ ¡ÊŸÊ øÊÁ„∞–
(b) Á‚»¸§ ¬˝ÊÒ…∏ Á‡ÊˇÊ∑§ ∑§Ê ŒÎÁc≈UªÊø⁄U „ÊŸÊ øÊÁ„∞–
(c) ŒÊ„⁄UÊŸ ÿÊÇÿ Ÿ„Ë¥ „ÊŸÊ øÊÁ„∞–
(d) Á¡‚ ¬Á⁄UÁSÕÁÃ, ¬˝∑§⁄UáÊ ÿÊ Áfl·ÿ ∑§ ’Ê⁄U ◊¥ øøʸ ∑§Ë ¡Ê ⁄U„Ë „Ò, ©‚∑§ •ŸÈ∑ͧ‹ ¬˝Ê‚¥Áª∑§ „ÊŸÊ øÊÁ„∞–
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (2) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

31. Ÿfl-‚ÊˇÊ⁄U ∑§ Á‹∞ ‚Ãà Á‡ÊˇÊÊ ∑§Êÿ¸∑˝§◊ ∑§ ’Ê⁄U ◊¥ ∞Ÿ.∞‹.∞◊. ∑§ flªË¸∑§⁄UáÊ „Ò¥ —
(a) •ÊÚŸ ‹Êߟ ¬˝Êª˝Ê◊
(b) •Êÿ-¬⁄U∑§ ∑§Êÿ¸∑˝§◊
(c) ‚◊ÃÈÀÿÃÊ ∑§Êÿ¸∑˝§◊
(d) √ÿÁÄêà •Á÷L§Áø ©ÛÊÿŸ ∑§Êÿ¸∑˝§◊
∑ͧ≈U —
(1) (a), (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥–
(3) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

32. Áfl‡flÁfllÊ‹ÿ ¬˝áÊÊ‹Ë mÊ⁄UÊ ¬‡Ê∑§‡Ê Á∑§∞ ¡Ê ⁄U„ ‚Ãà Á‡ÊˇÊÊ ∑§Êÿ¸∑˝§◊ „Ò¥ —
(a) ‹ÉÊÈ∑§ÊÁ‹∑§ ∑§Êÿ¸∑˝§◊ (b) ¬˝◊ÊáʬòÊ ∑§Êÿ¸∑˝§◊
(c) (a) •ÊÒ⁄U (b) ŒÊŸÊ¥ (d) ÁŸÿÁ◊à Á«Uª˝Ë ∑§Êÿ¸∑˝§◊
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) (c) ‚„Ë „Ò¥–
(3) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

33. ÁŸêŸÁ‹Áπà ◊¥ ‚ ŸÃÎàfl ∑§ ¬˝◊Èπ ¬˝∑§Ê⁄UÊ¥ ∑§Ê øÈÁŸ∞ —
(a) •ÁœŸÊÿ∑§flÊŒË (b) ‹Ê∑§ÃÊ¥ÁòÊ∑§ (c) ◊ÈÄà √ÿʬÊ⁄U (d) SflÉÊÊÁ·Ã
∑ͧ≈U —
(1) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) ∑§fl‹ (d) ‚„Ë „Ò–

34. ÷ʪˌÊ⁄UË-•ÊœÊÁ⁄Uà ©¬Êª◊ ∑§Ë ∑§ÊÒŸ‚Ë Ã∑§ŸË∑§ ‚„Ë „Ò?
(a) ÷ʪˌÊ⁄UË-•ÊœÊÁ⁄Uà ‡ÊÊœ •Ê∑§‹Ÿ (b) ÷ʪˌÊ⁄UË-•ÊœÊÁ⁄Uà ÁflÁœÿÊ°
(c) ÷ʪˌÊ⁄UË-•ÊœÊÁ⁄Uà •Áœª◊ •Ê∑§‹Ÿ (d) ÷ʪˌÊ⁄UË-•ÊœÊÁ⁄Uà •Áœª◊
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (c) •ÊÒ⁄U (a) ‚„Ë „Ò¥–
(3) (c) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (4) (d) •ÊÒ⁄U (a) ‚„Ë „Ò¥–

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35. The two top most task of all the State Resource Centres stipulated by Government of India
are :
(a) Co-ordinating and networking development departments.
(b) Providing consultancy services.
(c) Conducting periodical training programmes to different adult education functionaries.
(d) Production of proto - type teaching/learning materials for different target groups.
Code :
(1) (a) and (d) are correct (2) (c) and (d) are correct
(3) (b) and (c) are correct (4) (a), (b) and (c) are correct

36. What are the important strategies for entering into communities ?
(a) Accept them as they are (b) Live and Learn from them
(c) Teach them (d) Disintegrate them
Code :
(1) (a) and (b) are correct (2) (c) and (d) are correct
(3) (a) and (c) are correct (4) (d) and (b) are correct

37. Which of the following two specific Adult and Non-formal education programme were
experimented and implemented Pre - Independence period in India ?
(a) Farmers’ Functional Literacy Programme
(b) Social Education Programme
(c) Non - Formal education for 6 - 14 age group
(d) Total Literacy Campaign
Code :
(1) (b) and (c) are correct (2) (a) and (c) are correct
(3) (c) and (d) are correct (4) (b), (c) and (d) are correct

38. Which of the following research design specifically used in adult education research ?
(a) Pre experimental design (b) Survey design
(c) Ex - Post - Facto survey design (d) Participatory research appraisal
Code :
(1) (b) and (c) are correct (2) (a) and (d) are correct
(3) (b), (c) and (d) are correct (4) (a) and (c) are correct

39. __________ were specified in its 1996 document ‘Strategies for Post Literacy’.
(a) Remediation (b) Continuation
(c) Application (d) Communication
Code :
(1) (a), (b), (c) and (d) are correct (2) (b) and (d) are correct
(3) (b), (c) and (d) are correct (4) (a), (b) and (d) are correct

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35. ÷Ê⁄Uà ‚⁄U∑§Ê⁄U mÊ⁄UÊ ⁄UÊíÿ ‚¥‚ÊœŸ ∑§ãŒ˝Ê¥ ∑§ Á‹∞ ŒÊ ‚flʸÁœ∑§ ◊„àfl¬Íáʸ ∑§Êÿ¸ „Ò¥ —
(a) Áfl∑§Ê‚ ‚¥’¥œË Áfl÷ʪÊ¥ ◊¥ ‚◊ãflÿ •ÊÒ⁄U Ÿ≈UflÁ∑Z§ª
(b) ¬⁄UÊ◊‡Ê˸ ‚flÊ∞° ¬˝ŒÊŸ ∑§⁄UŸÊ
(c) ÁflÁ÷ÛÊ ¬˝ÊÒ…∏ Á‡ÊˇÊÊ ∑§Êÿ¸∑§Ãʸ•Ê¥ ∑§ Á‹∞ •ÊflÁœ∑§ ¬˝Á‡ÊˇÊáÊ ∑§Êÿ¸∑˝§◊ ∑§Ê •ÊÿÊ¡Ÿ
(d) ÁflÁ÷ÛÊ ‹ÁˇÊà ‚◊Í„Ê¥ ∑§ Á‹∞ ¬˝Ê≈UÊ-≈UÊ߬ Á‡ÊˇÊáÊ/•Áœª◊ ‚Ê◊Áª˝ÿÊ¥ ∑§Ê ÃÒÿÊ⁄ ∑§⁄UŸÊ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (a), (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

36. ‚◊ÈŒÊÿÊ¥ ◊¥ ¬˝fl‡Ê ∑§Ë ◊„àfl¬Íáʸ ⁄UáÊŸËÁÃÿÊ¥ ÄÿÊ-ÄÿÊ „Ò¥?
(a) ©ã„¥ ©‚ M§¬ ◊¥ SflË∑§Ê⁄U ∑§⁄¥U, ¡Ò‚ fl „Ò¥– (b) ⁄U„¥ •ÊÒ⁄U ©Ÿ‚ ‚Ëπ¥–
(c) ©ã„¥ Á‡ÊÁˇÊà ∑§⁄¥U– (d) ¬ÎÕ∑§ ∑§⁄¥U–
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (d) •ÊÒ⁄U (b) ‚„Ë „Ò¥–

37. ÷Ê⁄Uà ∑§Ë SflÃ¥òÊÃÊ ‚ ¬Ífl¸ ∑§ÊÒŸ ‚ ŒÊ ÁflÁ‡Êc≈U ¬˝ÊÒ…∏ •ÊÒ⁄U ªÒ⁄U-•ÊÒ¬øÊÁ⁄U∑§ Á‡ÊˇÊÊ ∑§Êÿ¸∑˝§◊Ê¥ ∑§Ê ¬˝ÿÊª •ÊÒ⁄U ∑§ÊÿʸãflÿŸ
Á∑§ÿÊ ªÿÊ ÕÊ?
(a) Á∑§‚ÊŸÊ¥ ∑§Ë ∑§Êÿʸà◊∑§ ‚ÊˇÊ⁄UÃÊ ∑§Êÿ¸∑˝§◊
(b) ‚Ê◊ÊÁ¡∑§ Á‡ÊˇÊÊ ∑§Êÿ¸∑˝§◊
(c) 6 ‚ 14 fl·¸ Ã∑§ ∑§ •ÊÿÈ ‚◊Í„ ∑§ Á‹∞ ªÒ⁄U-•ÊÒ¬øÊÁ⁄U∑§ Á‡ÊˇÊÊ
(d) ¬Íáʸ ‚ÊˇÊ⁄UÃÊ •Á÷ÿÊŸ
∑ͧ≈U —
(1) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (2) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥–
(3) (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

38. ¬˝ÊÒ…∏ Á‡ÊˇÊÊ ‡ÊÊœ ◊¥ ÁŸêŸÁ‹Áπà ◊¥ ‚ ∑§ÊÒŸ‚ ‡ÊÊœ •Á÷∑§À¬ ∑§Ê ÁflÁ‡Êc≈U M§¬ ‚ ©¬ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò?
(a) ¬Ífl¸-¬˝ÿÊªÊà◊∑§ •Á÷∑§À¬ (b) ‚fl¸ˇÊáÊ •Á÷∑§À¬
(c) ∞Ä‚-¬ÊS≈U-»Ò§Ä≈UÊ ‚fl¸ˇÊáÊ •Á÷∑§À¬ (d) ÷ʪˌÊ⁄UË-•ÊœÊÁ⁄Uà ‡ÊÊœ •Ê∑§‹Ÿ
∑ͧ≈U —
(1) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (2) (a) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥–

39. 1996 ∑§ ŒSÃÊfl¡ “©ûÊ⁄U ‚ÊˇÊ⁄UÃÊ ∑§ Á‹∞ ⁄UáÊŸËÁÃÿÊ¥” ◊¥ __________ ∑§Ê Áfl‡Ê· M§¬ ‚ ©À‹π Á∑§ÿÊ ªÿÊ ÕÊ–
(a) ‚ÈœÊ⁄U (b) ‚ÃÃ
(c) ¬˝ÿÈÁÄà (d) ‚¥øÊ⁄U
∑ͧ≈U —
(1) (a), (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (4) (a), (b) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

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40. The purpose of training is :
(a) To aquire particular skill in defined area.
(b) All round development of a person or persons.
(c) To increase ability in one particular field.
(d) To prepare a person for nonspecified field.
Code :
(1) (a) and (c) are correct (2) (a) and (b) are correct
(3) (b) and (c) are correct (4) (b), (c) and (d) are correct

41. Extension education involves only :
(a) People’s need (b) Problems (c) Resources (d) Teaching
Code :
(1) (a), (b), (c) and (d) are correct (2) (d) is only correct
(3) (c) is only correct (4) (a) is only correct

42. The focus of National Literacy Mission (under TLC) was on :
(a) Rural areas (b) Middle class (c) Women (d) SC and STs
Code :
(1) (a) and (b) are correct (2) (a), (c) and (d) are correct
(3) (b) and (c) are correct (4) (b), (c) and (d) are correct

43. Assertion (A) : Tuberculosis is the most important life threatening opportunistic infection
associated with HIV infection.
Reason (R) : HIV infection and tuberculosis each spread up the progression of the other.
Code :
(1) Both (A) and (R) are correct and (R) is the correct explanation of (A).
(2) Both (A) and (R) are correct but (R) is not the correct explanation of (A).
(3) (A) is correct but (R) is wrong.
(4) (R) is correct but (A) is wrong.

44. Assertion (A) : Training focuses more on acquisition of skills.
Reason (R) : Skill upgradation promotes employability.
Code :
(1) (A) is correct and (R) is wrong.
(2) (A) is wrong and (R) is correct.
(3) (A) and (R) are wrong.
(4) (A) and (R) are correct and (R) is the correct explanation of (A).

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40. ¬˝Á‡ÊˇÊáÊ ∑§Ê ©g‡ÿ „Ò —
(a) ¬Á⁄U÷ÊÁ·Ã ˇÊòÊ ◊¥ Áfl‡Ê· ∑§Ê҇ʋ ∑§Ê ¬˝Êåà ∑§⁄UŸÊ
(b) √ÿÁÄà ÿÊ √ÿÁÄÃÿÊ¥ ∑§Ê ø„È¥◊ÈπË Áfl∑§Ê‚
(c) Á∑§‚Ë Áfl‡Ê· ˇÊòÊ ◊¥ ˇÊ◊ÃÊ ◊¥ flÎÁh
(d) •ÁflÁ‡Êc≈U ˇÊòÊ ∑§ Á‹∞ Á∑§‚Ë √ÿÁÄà ∑§Ê ÃÒÿÊ⁄U ∑§⁄UŸÊ
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (2) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (b), (c) •ÊÒ⁄U U(d) ‚„Ë „Ò¥–

41. ¬˝‚Ê⁄U Á‡ÊˇÊÊ ◊¥ ∑§fl‹ ‚Áê◊Á‹Ã „Ò —
(a) ¡Ÿ-•Êfl‡ÿ∑§ÃÊ (b) ‚◊SÿÊ∞° (c) ‚¥‚ÊœŸ (d) Á‡ÊˇÊáÊ
∑ͧ≈U —
(1) (a), (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥– (2) ∑§fl‹ (d) ‚„Ë „Ò–
(3) ∑§fl‹ (c) ‚„Ë „Ò– (4) ∑§fl‹ (a) ‚„Ë „Ò–

42. ⁄UÊc≈˛UËÿ ‚ÊˇÊ⁄UÃÊ Á◊‡ÊŸ (≈UË.∞‹.‚Ë. ∑§ •¥Ãª¸Ã) Ÿ ÁŸêŸÁ‹Áπà ◊¥ ‚ Á∑§‚ ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã Á∑§ÿÊ ÕÊ?
(a) ª˝Ê◊ËáÊ ˇÊòÊ (b) ◊äÿ flª¸ (c) ◊Á„‹Ê∞° (d) ∞‚.‚Ë. •ÊÒ⁄U ∞‚.≈UË.
∑ͧ≈U —
(1) (a) •ÊÒ⁄U (b) ‚„Ë „Ò¥– (2) (a), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–
(3) (b) •ÊÒ⁄U (c) ‚„Ë „Ò¥– (4) (b), (c) •ÊÒ⁄U (d) ‚„Ë „Ò¥–

43. •Á÷∑§ÕŸ (A) : ìÁŒ∑§ (≈UË.’Ë.) ∞ø.•Ê߸.flË. ‚¥∑˝§◊áÊ ‚ ‚¥’¥ÁœÃ ¡ËflŸ ∑§Ê πÃ⁄UÊ ¬ÒŒÊ ∑§⁄UŸ flÊ‹Ê ‚flʸÁœ∑§
◊„àfl¬Íáʸ •¬ÊëÿȸÁŸÁS≈U∑§ ‚¥∑˝§◊áÊ „Ò–
Ã∑¸§ (R) : ∞ø.•Ê߸.flË. •ÊÒ⁄U ìÁŒ∑§ (≈UË.’Ë.) ◊¥ ¬˝àÿ∑§ ∞∑§-ŒÍ‚⁄U ∑§Ê ’…∏ÊÃÊ „Ò–
∑ͧ≈U —
(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(4) (R) ‚„Ë „Ò, ‹Á∑§Ÿ (A) ª‹Ã „Ò–

44. •Á÷∑§ÕŸ (A) : ¬˝Á‡ÊˇÊáÊ ◊¥ ∑§Ê҇ʋ ∑§Ë ¬˝ÊÁåà ¬⁄U äÿÊŸ ∑§ÁãŒ˝Ã Á∑§ÿÊ ¡ÊÃÊ „Ò–
Ã∑¸§ (R) : ∑§Ê҇ʋ ∑§Ê ©ÛÊÿŸ ⁄UÊ$¡ªÊ⁄U ∑§ •fl‚⁄UÊ¥ ◊¥ flÎÁh ∑§⁄UÃÊ „Ò–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(2) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–
(3) (A) •ÊÒ⁄U (R) ª‹Ã „Ò¥–
(4) (A) ∞fl¥U (R) ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

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45. Assertion (A) : Teaching learning materials for adult should be based on adult psychology
and their needs.
Reason (R) : Teaching learning materials used in formal basic education is not suitable
for adult learners.
Code :
(1) (A) is correct and (R) is wrong and (R) is not the correct explanation of (A).
(2) Both (A) and (R) are correct and (R) is the correct explanation of (A).
(3) Both (A) and (R) are correct.
(4) Both (A) and (R) are wrong.

46. Assertion (A) : The ‘method demonstration’ show how to do a job step by step.
Reason (R) : Method demonstration is an experiment and trial.
Code :
(1) Both (A) and (R) are correct but (R) is not the correct explanation of (A).
(2) Both (A) and (R) are wrong.
(3) (A) is correct but (R) is wrong.
(4) (R) is correct and (A) is wrong.

47. Assertion (A) : Literacy and skill acquisition is viewed as a means of socio-economic progress.
Reason (R) : Literate and skilled population participates enthusiastically in economic
development.
Code :
(1) (A) is correct and (R) is wrong.
(2) Both (A) and (R) are wrong.
(3) Both (A) and (R) are correct and (R) is the correct explanation of (A).
(4) Both (A) and (R) are correct but (R) is not the correct explanation of (A).

48. Assertion (A) : Gender bias is part of social value system which has roots in the family.
Reason (R) : A female child imbibes all these values which stand in the way of women
development.
Code :
(1) Both (A) and (R) are correct and (R) is the correct explanation of (A).
(2) Both (A) and (R) are correct but (R) is not the correct explanation of (A).
(3) (A) is correct and (R) is wrong.
(4) (R) is correct and (A) is wrong.

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45. •Á÷∑§ÕŸ (A) : ¬˝ÊÒ…∏ ∑§Ë Á‡ÊˇÊáÊ •Áœª◊ ‚Ê◊ª˝Ë ¬˝ÊÒ…∏ ∑§ ◊ŸÊÁflôÊÊŸ •ÊÒ⁄U ©Ÿ∑§Ë •Êfl‡ÿ∑§ÃÊ•Ê¥ ¬⁄U •ÊœÊÁ⁄UÃ
„ÊŸË øÊÁ„∞–
Ã∑¸§ (R) : •ÊÒ¬øÊÁ⁄U∑§ ◊Í‹ Á‡ÊˇÊÊ ◊¥ ¬˝ÿÈÄà Á‡ÊˇÊáÊ •Áœª◊ ‚Ê◊ª˝Ë ¬˝ÊÒ…∏ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ©¬ÿÈÄà Ÿ„Ë¥ „Ò–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò ∞fl¥ (R) ª‹Ã „Ò •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(2) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–

46. •Á÷∑§ÕŸ (A) : “ÁflÁœ ¬˝Œ‡Ê¸Ÿ” Œ‡ÊʸÃÊ „Ò Á∑§ Á∑§‚Ë ∑§Êÿ¸ ∑§Ê ∑Ò§‚ ø⁄UáÊ’h …¥Uª ‚ Á∑§ÿÊ ¡Ê∞–
Ã∑¸§ (R) : ÁflÁœ ¬˝Œ‡Ê¸Ÿ ∞∑§ ¬˝ÿÊª ∞fl¥ ¬⁄UˡÊáÊ „Ò–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) ‚„Ë „ÒÒ, ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(4) (R) ‚„Ë „Ò •ÊÒ⁄U (A) ª‹Ã „Ò–

47. •Á÷∑§ÕŸ (A) : ‚ÊˇÊ⁄UÃÊ •ÊÒ⁄U ∑§Ê҇ʋ ∑§Ë ¬˝ÊÁåà ∑§Ê ‚Ê◊ÊÁ¡∑§-•ÊÁÕ¸∑§ ¬˝ªÁà ∑§ ∞∑§ ‚ÊœŸ ∑§ M§¬ ◊ÊŸÊ ¡ÊÃÊ
„Ò–
Ã∑¸§ (R) : ‚ÊˇÊ⁄U •ÊÒ⁄U ∑§Ê҇ʋÿÈÄà ¡Ÿ‚¥ÅÿÊ •ÊÁÕ¸∑§ Áfl∑§Ê‚ ◊¥ ©à‚Ê„¬Ífl¸∑§ ÷ʪ ‹ÃË „Ò–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

48. •Á÷∑§ÕŸ (A) : ‹Ò¥Áª∑§ ÷Œ÷Êfl ‚Ê◊ÊÁ¡∑§ ◊ÍÀÿ ¬˝áÊÊ‹Ë ∑§Ê •¥ª „Ò, Á¡‚∑§Ë ¡«∏¥U ¬Á⁄UflÊ⁄U ◊¥ ÁŸÁ„à „Ò¥–
Ã∑¸§ (R) : ’ÊÁ‹∑§Ê ߟ ‚÷Ë ◊ÍÀÿÊ¥ ∑§Ê •Êà◊‚Êà ∑§⁄UÃË „Ò, ¡Ê ◊Á„‹Ê•Ê¥ ∑§ Áfl∑§Ê‚ ∑§ ◊ʪ¸ ◊¥ ’ÊœÊ ’ŸÃ
„Ò–¥
∑ͧ≈U —
(1) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò¥–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(3) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(4) (R) ‚„Ë „Ò •ÊÒ⁄U (A) ª‹Ã „Ò–

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49. Assertion (A) : Organisations are spending time and resources for capacity building of its
work force.
Reason (R) : Trained manpower is an asset to an organization.
Code :
(1) (A) is correct and (R) is wrong.
(2) (A) is wrong and (R) is correct.
(3) Both (A) and (R) are correct and (R) is the correct explanation of (A).
(4) Both (A) and (R) are correct but (R) is not the correct explanation of (A).

50. Assertion (A) : Government of India has improved the productivity of its people.
Reason (R) : National Health Policy addressed the urgent need to improve the health
system in India.
Code :
(1) (A) and (R) are wrong.
(2) (A) and (R) are correct and (R) is the correct explanation of (A).
(3) (A) is correct and (R) is wrong.
(4) (R) is correct and (A) is wrong.

51. Assertion (A) : Some districts in Southern India achieved Total Literacy and improved
voting participation.
Reason (R) : Total Literacy Programme worked in enhancing the literacy skills and
creating social awareness.
Code :
(1) (A) and (R) are correct and (R) is the correct explanation of (A).
(2) (A) and (R) are correct but (R) is not the correct explanation of (A).
(3) (A) is wrong but (R) is correct.
(4) (A) is correct but (R) is wrong.

52. Assertion (A) : Traditions and customs are agents of social control and these agents work
through Social groups.
Reason (R) : Agents of social control do not work through caste and class.
Code :
(1) Both (A) and (R) are correct.
(2) Both (A) and (R) are wrong.
(3) Both (A) and (R) are correct and (R) is correct explanation of (A).
(4) (A) is correct but (R) is wrong and (R) is not the correct explanation of (A).

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49. •Á÷∑§ÕŸ (A) : ‚¥ª∆UŸ •¬Ÿ ∑§Êÿ¸ ’‹ ∑§ ˇÊ◊ÃÊ ÁŸ◊ʸáÊ ∑§ Á‹∞ ‚◊ÿ •ÊÒ⁄U ‚¥‚ÊœŸÊ¥ ∑§Ê √ÿÿ ∑§⁄U ⁄U„ „Ò¥–
Ã∑¸§ (R) : ¬˝Á‡ÊÁˇÊà ◊ÊŸfl ‡ÊÁÄà ‚¥ª∆UŸ ∑§ Á‹∞ ∞∑§ ¬Á⁄U‚ê¬ÁûÊ „Ò–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(2) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–
(3) (A) ∞fl¥ (R) ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

50. •Á÷∑§ÕŸ (A) : ÷Ê⁄Uà ‚⁄U∑§Ê⁄U Ÿ •¬ŸË ¡ŸÃÊ ∑§Ë ©à¬ÊŒ∑§ÃÊ ◊¥ ‚ÈœÊ⁄U Á∑§ÿÊ „Ò–
Ã∑¸§ (R) : ⁄UÊc≈˛UËÿ SflÊSâÿ ŸËÁà Ÿ ÷Ê⁄Uà ∑§Ë SflÊSâÿ ¬˝áÊÊ‹Ë ◊¥ ‚ÈœÊ⁄U ‹ÊŸ ∑§Ë ‡ÊËÉÊ˝ •Êfl‡ÿ∑§ÃÊ ¬⁄U äÿÊŸ
ÁŒÿÊ–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ª‹Ã „Ò¥–
(2) (A) ∞fl¥ (R) ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(3) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(4) (R) ‚„Ë „Ò •ÊÒ⁄U (A) ª‹Ã „Ò–

51. •Á÷∑§ÕŸ (A) : ŒÁˇÊáÊË ÷Ê⁄Uà ∑§ ∑ȧ¿U Á¡‹Ê¥ Ÿ ¬Íáʸ ‚ÊˇÊ⁄UÃÊ ∑§Ê ‹ˇÿ ¬˝Êåà Á∑§ÿÊ •ÊÒ⁄U ◊Ìʟ-÷ʪˌÊ⁄UË ◊¥
‚ÈœÊ⁄U •ÊÿÊ–
Ã∑¸§ (R) : ¬Íáʸ ‚ÊˇÊ⁄UÃÊ ∑§Êÿ¸∑˝§◊ Ÿ ‚ÊˇÊ⁄UÃÊ ∑§Ê҇ʋ ◊¥ ‚¥flœ¸Ÿ ∑§⁄UŸ •ÊÒ⁄U ‚Ê◊ÊÁ¡∑§ ¡ÊªM§∑§ÃÊ ©à¬ÛÊ
∑§⁄UŸ ∑§Ê ∑§Ê◊ Á∑§ÿÊ–
∑ͧ≈U —
(1) (A) ∞fl¥ (R) ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(2) (A) •ÊÒ⁄U (R) ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(3) (A) ª‹Ã „Ò, ‹Á∑§Ÿ (R) ‚„Ë „Ò–
(4) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–

52. •Á÷∑§ÕŸ (A) : ¬⁄Uê¬⁄UÊ∞° •ÊÒ⁄U ⁄UËÁà Á⁄UflÊ¡ ‚Ê◊ÊÁ¡∑§ ÁŸÿ¥òÊáÊ ∑§ •Á÷∑§Ãʸ „Ò¥ •ÊÒ⁄U ÿ •Á÷∑§Ãʸ ‚Ê◊ÊÁ¡∑§ ‚◊Í„
∑§ ◊Êäÿ◊ ‚ ∑§Êÿ¸ ∑§⁄UÃ „Ò¥–
Ã∑¸§ (R) : ‚Ê◊ÊÁ¡∑§ ÁŸÿ¥òÊáÊ ∑§ •Á÷∑§Ãʸ ¡ÊÁà •ÊÒ⁄U flª¸ ∑§ ◊Êäÿ◊ ‚ ∑§Êÿ¸ Ÿ„Ë¥ ∑§⁄UÃ–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(4) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–

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53. Assertion (A) : Adult Literacy among disadvantaged group of adult is still very low.
Reason (R) : ‘Education for all’ initiatives has not yielded expected results among the
different target group.
Code :
(1) (A) is correct and (R) is wrong.
(2) (A) and (R) are correct and (R) is a correct explanation of (A).
(3) (A) and (R) are correct but (R) is not correct explanation of (A).
(4) (A) is wrong and (R) is correct.

54. Assertion (A) : Quality of life is measured by nutrition, education, skills and standard of
living and longevity etc.
Reason (R) : Higher education has nothing to do with the longevity of life.
Code :
(1) (A) is wrong and (R) is correct. (2) (A) is correct and (R) is wrong.
(3) (A) and (R) are correct. (4) (A) and (R) are wrong.

55. Assertion (A) : The folk media is primarily used for entertainment but it can also, promote
educational values and help in cultural continuity.
Reason (R) : The folk media include, festival, plays, puppet shows, dance, song, story,
poetry and debates.
Code :
(1) (A) and (R) are correct but (R) is not correct explanation of (A).
(2) (A) and (R) are correct and (R) is correct explanation of (A).
(3) (A) is correct and (R) is wrong.
(4) (A) is wrong and (R) is correct.

56. Assertion (A) : The quality of adult education depends much on its management and
administration.
Reason (R) : Resource structures provide technical and resource support to the different
administrative bodies.
Code :
(1) Both (A) and (R) are wrong.
(2) (A) is correct but (R) is wrong.
(3) Both (A) and (R) are correct and (R) is not correct explanation of (A).
(4) Both (A) and (R) are wrong and (R) is correct explanation of (A).

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53. •Á÷∑§ÕŸ (A) : fl¥Áøà ¬˝ÊÒ…∏ ‚◊Í„ ◊¥ ¬˝ÊÒ…∏ ‚ÊˇÊ⁄UÃÊ •÷Ë ÷Ë ÁŸêŸ „Ò–
Ã∑¸§ (R) : “‚÷Ë ∑§ Á‹∞ Á‡ÊˇÊÊ” ∑§Ë ¬„‹ ‚ ÁflÁ÷ÛÊ ‹ÁˇÊà ‚◊Í„Ê¥ ◊¥ •¬ÁˇÊà ¬Á⁄UáÊÊ◊ Ÿ„Ë¥ „È∞ „Ò¥–
∑ͧ≈U —
(1) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(2) (A) ∞fl¥ (R) ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(3) (A) •ÊÒ⁄U (R) ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(4) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–

54. •Á÷∑§ÕŸ (A) : ¡ËflŸ ∑§Ë ªÈáÊflûÊÊ ∑§Ê ¬Ê·áÊ, Á‡ÊˇÊÊ, ∑§Ê҇ʋ •ÊÒ⁄U ¡ËflŸ SÃ⁄U ÃÕÊ ¡ËflŸ ∑§Ë ŒËÉʸÃÊ ‚ ◊ʬÊ
¡ÊÃÊ „Ò–
Ã∑¸§ (R) : ©ìÊ Á‡ÊˇÊÊ ∑§Ê ¡ËflŸ ∑§Ë ŒËÉʸÃÊ ‚ ∑§Ê߸ ‚¥’¥œ Ÿ„Ë¥ „Ò–
∑ͧ≈U —
(1) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò– (2) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(3) (A) •ÊÒ⁄U (R) ‚„Ë „¥Ò– (4) (A) •ÊÒ⁄U (R) ª‹Ã „Ò¥–

55. •Á÷∑§ÕŸ (A) : ‹Ê∑§ ◊Êäÿ◊ ∑§Ê ◊ŸÊ⁄¥U¡Ÿ ∑§ Á‹∞ ©¬ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò, ‹Á∑§Ÿ ÿ„ ‡ÊÒÁˇÊ∑§ ◊ÍÀÿÊ¥ ∑§Ê ÷Ë
¬˝Êà‚ÊÁ„à ∑§⁄U ‚∑§ÃÊ „Ò •ÊÒ⁄U ‚Ê¥S∑ΧÁÃ∑§ ‚ÃÃÃÊ ◊¥ ‚„ÊÿÃÊ ∑§⁄U ‚∑§ÃÊ „Ò–
Ã∑¸§ (R) : ‹Ê∑§ ◊Êäÿ◊ ◊¥ àÿÊÒ„Ê⁄U, ŸÊ≈U∑§, ∑§∆U¬ÈÃ‹Ë ¬˝Œ‡Ê¸Ÿ, ŸÎàÿ, ªËÃ, ∑§„ÊŸË, ∑§Ê√ÿ •ÊÒ⁄U ’„‚
‚Áê◊Á‹Ã „Ò¥–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(2) (A) ∞fl¥ (R) ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(3) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò–
(4) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–

56. •Á÷∑§ÕŸ (A) : ¬˝ÊÒ…∏ Á‡ÊˇÊÊ ∑§Ë ªÈáÊflûÊÊ ’„Èà ‚Ë◊Ê Ã∑§ ©‚∑§ ¬˝’¥œŸ •ÊÒ⁄U ¬˝‡ÊÊ‚Ÿ ¬⁄U ÁŸ÷¸⁄U „Ò–
Ã∑¸§ (R) : ‚¥‚ÊœŸ ‚¥⁄UøŸÊ∞¥ ÁflÁ÷ÛÊ ¬˝‡ÊÊ‚ÁŸ∑§ ÁŸ∑§ÊÿÊ¥ ∑§Ê Ã∑§ŸË∑§Ë •ÊÒ⁄U ‚¥‚ÊœŸ ‚¥’¥œË ‚◊Õ¸Ÿ ¬˝ŒÊŸ
∑§⁄UÃË „Ò–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(2) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò–
(3) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(4) (A) ∞fl¥ (R) ŒÊŸÊ¥ ª‹Ã „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

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57. Assertion (A) : Most Indian parents feel that they must have atleast one son, to provide
economic security and for ritual reasons.
Reason (R) : To many some rituals can be performed only by male members.
Code :
(1) Both (A) and (R) are correct.
(2) Both (A) and (R) are wrong. .
(3) (A) is correct but (R) is wrong and (R) is not the correct explanation for (A).
(4) Both (A) and (R) are correct and (R) is the correct explanation of (A).

58. Assertion (A) : Modern statistical methods are very useful in research in different fields.
Reason (R) : Qualitative analysis still forms the backbone of social science research.
Code :
(1) Both (A) and (R) are correct but (R) is not the correct explanation of (A).
(2) (A) and (R) are correct but (R) is the correct explanation of (A).
(3) (A) and (R) are wrong.
(4) (A) is wrong and (R) is correct.

59. Assertion (A) : Standardisation of tools is necessary for quality research.
Reason (R) : There is no need of standardisation of tools.
Code :
(1) Both (A) and (R) are wrong.
(2) (A) is correct and (R) is not correct.
(3) Both (A) and (R) are correct and (R) supports (A).
(4) Both (A) and (R) are correct but (R) does not support (A).

60. Assertion (A) : Lifelong education is a process of accomplishing personal, social and
professional development.
Reason (R) : Lifelong education includes non-formal and informal patterns of learning.
Code :
(1) Both (A) and (R) are correct. (2) Both (A) and (R) are wrong.
(3) (A) is correct and (R) is wrong. (4) (R) is correct and (A) is wrong.

61. Assertion (A) : In the planning stage of research design one of the components is research
problem and its theoretical framework.
Reason (R) : The analysis of research results depends on planning of research.
Code :
(1) Both (A) and (R) are correct but (R) is not the correct explanation of (A).
(2) (A) and (R) both are correct.
(3) (A) and (R) both are not correct.
(4) (A) is correct (R) is not correct.

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57. •Á÷∑§ÕŸ (A) : •Áœ∑§Ê¥‡Ê ÷Ê⁄UÃËÿ •Á÷÷Êfl∑§ ◊„‚Í‚ ∑§⁄UÃ „Ò¥ Á∑§ ©Ÿ∑§ ∑§◊ ‚ ∑§◊ ∞∑§ ¬ÈòÊ •fl‡ÿ „ÊŸÊ
øÊÁ„∞, ¡Ê ©ã„¥ •ÊÁÕ¸∑§ ‚È⁄UˇÊÊ ¬˝ŒÊŸ ∑§⁄U •ÊÒ⁄U ⁄US◊ •ŒÊÿªË ∑§⁄¥U–
Ã∑¸§ (R) : ∑§ß¸ ◊Ê◊‹Ê¥ ◊¥ ∑§fl‹ ¬ÈL§· ‚ŒSÿÊ¥ mÊ⁄UÊ ©ûÊ⁄UÊÁœ∑§Ê⁄U ‚¥’¥œË ⁄US◊¥ ÁŸ÷Ê߸ ¡Ê ‚∑§ÃË „Ò¥–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) ‚„Ë „Ò, ‹Á∑§Ÿ (R) ª‹Ã „Ò •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(4) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–

58. •Á÷∑§ÕŸ (A) : •ÊœÈÁŸ∑§ ‚Ê¥ÁÅÿ∑§Ëÿ ÁflÁœÿÊ° ÁflÁ÷ÛÊ ˇÊòÊÊ¥ ∑§ ‡ÊÊœ ◊¥ •àÿ¥Ã ©¬ÿÊªË „ÊÃË „Ò¥–
Ã∑¸§ (R) : ªÈáÊÊà◊∑§ Áfl‡‹·áÊ •Ê¡ ÷Ë ‚Ê◊ÊÁ¡∑§ ÁflôÊÊŸ ∑§ ‡ÊÊœ ◊¥ •ÊœÊ⁄U-SÃ¥÷ „Ò–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(2) (A) •ÊÒ⁄U (R) ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ „Ò–
(3) (A) •ÊÒ⁄U (R) ª‹Ã „Ò–
(4) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–

59. •Á÷∑§ÕŸ (A) : ©¬∑§⁄UáÊÊ¥ ∑§Ê ◊ÊŸ∑§Ë∑§⁄UáÊ ªÈáÊÊà◊∑§ ‡ÊÊœ ∑§ Á‹∞ •Êfl‡ÿ∑§ „Ò–
Ã∑¸§ (R) : ©¬∑§⁄UáÊÊ¥ ∑§ ◊ÊŸ∑§Ë∑§⁄UáÊ ∑§Ë ∑§Ê߸ •Êfl‡ÿ∑§ÃÊ Ÿ„Ë¥ „Ò–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ª‹Ã „Ò¥–
(2) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ‚„Ë Ÿ„Ë¥ „Ò–
(3) (A) ∞fl¥ (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ •ÊÒ⁄U (R), (A) ∑§Ê ‚◊Õ¸Ÿ ∑§⁄UÃÊ „Ò–
(4) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ê ‚◊Õ¸Ÿ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò–

60. •Á÷∑§ÕŸ (A) : •Ê¡ËflŸ Á‡ÊˇÊÊ ÁŸ¡Ë, ‚Ê◊ÊÁ¡∑§ •ÊÒ⁄U ¬‡Êfl⁄U Áfl∑§Ê‚ ∑§Ê ¬ÊŸ ∑§Ë ∞∑§ ¬˝Á∑˝§ÿÊ „Ò–
Ã∑¸§ (R) : •Ê¡ËflŸ Á‡ÊˇÊÊ ◊¥ •Áœª◊ ∑§ ªÒ⁄U-•ÊÒ¬øÊÁ⁄U∑§ •ÊÒ⁄U •ÊÒ¬øÊÁ⁄U∑§ ¬˝ÁÃ◊ÊŸ ‚Áê◊Á‹Ã „Ò¥–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥– (2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥–
(3) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò– (4) (R) ‚„Ë „Ò •ÊÒ⁄U (A) ª‹Ã „Ò–

61. •Á÷∑§ÕŸ (A) : ‡ÊÊœ •Á÷∑§À¬ ∑§ ÁŸÿÊ¡Ÿ ø⁄UáÊ ◊¥ ∞∑§ ÉÊ≈U∑§ ‡ÊÊœ ‚◊SÿÊ •ÊÒ⁄U ©‚∑§Ë ‚ÒhÊ¥ÁÃ∑§ M§¬⁄UπÊ
„ÊÃÊ „Ò–
Ã∑¸§ (R) : ‡ÊÊœ ∑§ ¬Á⁄UáÊÊ◊Ê¥ ∑§Ê Áfl‡‹·áÊ ‡ÊÊœ ∑§ ÁŸÿÊ¡Ÿ ¬⁄U ÁŸ÷¸⁄U „ÊÃÊ „Ò–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥, ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ „Ò–
(2) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥–
(3) (A) •ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë Ÿ„Ë¥ „Ò¥–
(4) (A) ‚„Ë „Ò, (R) ‚„Ë Ÿ„Ë¥ „Ò–

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62. Assertion (A) : Population education is to understand the impact of large population on
development.
Reason (R) : Population growth can be controlled through awareness and proper services.
Code :
(1) (A) and (R) are wrong. (2) (A) and (R) are correct.
(3) (A) is correct and (R) is wrong. (4) (A) is wrong and (R) is correct.

63. Match List - I with List - II using code given below :
List - I List - II
(a) India (i) UNESCO Fundamental Education Centre
(b) Nepal (ii) Dept. of Public Instruction
(c) Philippines (iii) National Non-formal Education Council
(d) Thailand (iv) National Fundamental Education Centre
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iv) (iii)
(2) (ii) (iii) (iv) (i)
(3) (iv) (iii) (ii) (i)
(4) (i) (ii) (iii) (iv)

64. Match the List - I with List - II using code given below :
List - I List - II
(a) Lecture (i) Role play
(b) Reading (ii) Simulation
(c) Audio visual (iii) Practice
(d) Presentation (iv) Demonstration
Code :
(a) (b) (c) (d)
(1) (i) (iii) (iv) (ii)
(2) (i) (iii) (ii) (iv)
(3) (i) (ii) (iii) (iv)
(4) (iv) (ii) (iii) (i)

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62. •Á÷∑§ÕŸ (A) : ¡Ÿ‚¥ÅÿÊ Á‡ÊˇÊÊ ∑§Ê ©g‡ÿ Áfl∑§Ê‚ ¬⁄U Áfl‡ÊÊ‹ ¡Ÿ‚¥ÅÿÊ ∑§ ¬˝÷Êfl ∑§Ê ‚◊¤ÊŸÊ „Ò–
Ã∑¸§ (R) : ¡ÊªM§∑§ÃÊ •ÊÒ⁄U ‚◊ÈÁøà ‚flÊ•Ê¥ ∑§ ◊Êäÿ◊ ‚ ¡Ÿ‚¥ÅÿÊ flÎÁh ∑§Ê ÁŸÿ¥ÁòÊà Á∑§ÿÊ ¡Ê ‚∑§ÃÊ „Ò–
∑ͧ≈U —
(1) (A) •ÊÒ⁄U (R) ª‹Ã „Ò¥– (2) (A) •ÊÒ⁄U (R) ‚„Ë „Ò¥–
(3) (A) ‚„Ë „Ò •ÊÒ⁄U (R) ª‹Ã „Ò– (4) (A) ª‹Ã „Ò •ÊÒ⁄U (R) ‚„Ë „Ò–

63. ŸËø ÁŒÿ ªÿ ∑ͧ≈U ∑§Ë ‚„ÊÿÃÊ ‚ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ÷Ê⁄Uà (i) ÿÍŸS∑§Ê »¥§«UÊ◊ã≈U‹ ∞¡Í∑§‡ÊŸ ‚¥≈U⁄U
(b) Ÿ¬Ê‹ (ii) Á«U¬Ê≈¸U◊¥≈U •ÊÚ»§ ¬Áé‹∑§ ßãS≈˛Ućʟ
(c) Á»§‹Ë¬Ëã‚ (iii) Ÿ‡ÊŸ‹ ŸÊŸ»§Ê◊¸‹ ∞¡Í∑§‡ÊŸ ∑§Ê©¥Á‚‹
(d) ÕÊß‹Òá«U (iv) Ÿ‡ÊŸ‹ »¥§«UÊ◊ã≈U‹ ∞¡Í∑§‡ÊŸ ‚¥≈U⁄U
∑ͧ≈U —
(a) (b) (c) (d)
(1) (i) (ii) (iv) (iii)
(2) (ii) (iii) (iv) (i)
(3) (iv) (iii) (ii) (i)
(4) (i) (ii) (iii) (iv)

64. ŸËø ÁŒÿ ªÿ ∑ͧ≈U ∑§Ë ‚„ÊÿÃÊ ‚ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) √ÿÊÅÿÊŸ (i) SflÊ¥ªË∑§⁄UáÊ
(b) ¬∆UŸ (ii) •ŸÈ∑§⁄UáÊ
(c) üÊ√ÿ ŒÎ‡ÿ (iii) •èÿÊ‚
(d) ¬˝Œ‡Ê¸Ÿ (iv) ¬˝Œ‡Ê¸Ÿ
∑ͧ≈U —
(a) (b) (c) (d)
(1) (i) (iii) (iv) (ii)
(2) (i) (iii) (ii) (iv)
(3) (i) (ii) (iii) (iv)
(4) (iv) (ii) (iii) (i)

J-04618 !J-04618-PAPER-II! 27 Paper-II

65. Match the List - I with List - II using code given below :
List - I List - II
(a) Declarative knowledge (i) knowledges which is essentially skill based
(b) Functional knowledge (ii) knowledge which is higher level declarative
(c) Procedural knowledge (iii) knowledge which is concerned with preference
(d) Conditional knowledge (iv) knowledge which is tested
Code :
(a) (b) (c) (d)
(1) (iii) (iv) (ii) (i)
(2) (iv) (i) (ii) (iii)
(3) (iv) (iii) (ii) (i)
(4) (iv) (iii) (i) (ii)

66. Match the List - I with List - II using code given below :
List - I List - II
(a) Response and feedback (i) Motivation
(b) Stimulus and incentive (ii) Planning
(c) Observation and analysis (iii) Communication
(d) Advance thinking of events (iv) Research
Code :
(a) (b) (c) (d)
(1) (iii) (i) (iv) (ii)
(2) (iii) (i) (ii) (iv)
(3) (i) (iii) (iv) (ii)
(4) (i) (ii) (iii) (iv)

67. Match the items given under List - I with those in List - II and select the correct answer
using the code given below :
List - I List - II
(a) Questionnaire (i) Helps in drawing specific conclusions
(b) Hypothesis (ii) Is a systematic observation, classification and
interpretation of data
(c) Scientific method (iii) Quick approach to analysing a situation in a more
cost effective manner
(d) Rapid Rural Appraisal (iv) Helps in collection of data
Code :
(a) (b) (c) (d)
(1) (iv) (i) (ii) (iii)
(2) (i) (iv) (ii) (iii)
(3) (iv) (i) (iii) (ii)
(4) (i) (ii) (iii) (iv)

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65. ŸËø ÁŒÿ ªÿ ∑ͧ≈U ∑§Ë ‚„ÊÿÃÊ ‚ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ÉÊÊ·áÊÊà◊∑§ ôÊÊŸ (i) •Êfl‡ÿ∑§ M§¬ ‚ ∑§Ê҇ʋ •ÊœÊÁ⁄Uà ôÊÊŸ
(b) ∑§Êÿʸà◊∑§ ôÊÊŸ (ii) ©ìÊSÃ⁄UËÿ ÉÊÊ·áÊÊà◊∑§ ôÊÊŸ
(c) ¬˝Á∑˝§ÿÊà◊∑§ ôÊÊŸ (iii) ¬˝ÊÕÁ◊∑§ÃÊ •ÊœÊÁ⁄Uà ôÊÊŸ
(d) ¬Á⁄UÁSÕÁáãÿ ôÊÊŸ (iv) ¬⁄UËÁˇÊà ôÊÊŸ
∑ͧ≈U —
(a) (b) (c) (d)
(1) (iii) (iv) (ii) (i)
(2) (iv) (i) (ii) (iii)
(3) (iv) (iii) (ii) (i)
(4) (iv) (iii) (i) (ii)

66. ŸËø ÁŒÿ ªÿ ∑ͧ≈U ∑§Ë ‚„ÊÿÃÊ ‚ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ¬˝ÁÃÁ∑˝§ÿÊ ∞fl¥ ¬Îc∆U¬Ê·áÊ (i) •Á÷¬˝⁄UáÊ
(b) ©gˬŸ ∞fl¥ ¬˝Êà‚Ê„∑§ (ii) ÿÊ¡ŸÊ
(c) •fl‹Ê∑§Ÿ ∞fl¥ Áfl‡‹·áÊ (iii) ‚¥øÊ⁄U
(d) ÉÊ≈UŸÊ•Ê¥ ∑§Ê ¬Ífl¸ Áø¥ÃŸ (iv) ‡ÊÊœ
∑ͧ≈U —
(a) (b) (c) (d)
(1) (iii) (i) (iv) (ii)
(2) (iii) (i) (ii) (iv)
(3) (i) (iii) (iv) (ii)
(4) (i) (ii) (iii) (iv)

67. ‚ÍøË - I ◊¥ ÁŒÿ ªÿ ◊ŒÊ¥ ∑§Ê ‚ÍøË - II ∑§Ë ◊ŒÊ¥ ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U •ÊÒ⁄U ŸËø ÁŒÿ ªÿ ∑ͧ≈ ∑§Ë ‚„ÊÿÃÊ ‚ ‚„Ë ©ûÊ⁄U
øÈŸ¥ —
‚ÍøË - I ‚ÍøË - II
(a) ¬˝‡ŸÊfl‹Ë (i) ÁflÁ‡Êc≈U ÁŸáʸÿÊ¥ ∑§ ÁŸ◊ʸáÊ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò–
(b) •flœÊ⁄UáÊÊ (ii) •Ê°∑§«∏ ∑§Ê ‚È√ÿflÁSÕà ¬˝ˇÊáÊ, flªË¸∑§⁄UáÊ •ÊÒ⁄U ÁflfløŸ
(c) flÒôÊÊÁŸ∑§ ¬hÁà (iii) •Áœ∑§ ◊ÍÀÿ ¬˝÷ÊÁflà …¥Uª ‚ ÁSÕÁà Áfl‡‹·áÊ ∑§Ê àflÁ⁄Uà ©¬Êª◊
(d) àflÁ⁄Uà ª˝Ê◊ËáÊ ◊ÍÀÿÊ¥∑§Ÿ (iv) •Ê°∑§«∏Ê ∞∑§òÊ ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò–
∑ͧ≈U —
(a) (b) (c) (d)
(1) (iv) (i) (ii) (iii)
(2) (i) (iv) (ii) (iii)
(3) (iv) (i) (iii) (ii)
(4) (i) (ii) (iii) (iv)

J-04618 !J-04618-PAPER-II! 29 Paper-II

68. Match the following List - I with List - II, use the code given below :
List - I List - II
(a) Guide Book (i) Basic learning material for adult illiterate
(b) Primer (ii) Writing and Reading exercise book for adult learner
(c) Short Story Book (iii) Learning materials for Neo-literate
(d) Work Book (iv) Teaching material for Instructors
Code :
(a) (b) (c) (d)
(1) (iii) (iv) (i) (ii)
(2) (iv) (i) (iii) (ii)
(3) (ii) (iv) (iii) (i)
(4) (i) (ii) (iv) (iii)

69. Match the following List - I with List - II, use the code given below :
List - I List - II
(a) Chi-Square Test (i) Find out the difference between dependent and
independent variables
(b) t - Test (ii) Find out the relationship between dependent
and independent variables
(c) Anova Test (iii) Find out the variable between dependent and
independent variables
(d) Correlation Co-efficient Test (iv) Find out the association between dependent
and independent variables
Code :
(a) (b) (c) (d)
(1) (ii) (iii) (i) (iv)
(2) (i) (iv) (iii) (ii)
(3) (iv) (i) (iii) (ii)
(4) (iv) (iii) (ii) (i)

70. Match the List - I with List - II using code given below :
List - I List - II
(a) Paulo Freire (i) begins where vocational education leaves off
(b) Deleon (ii) cultural action for freedom
(c) Lindeman (iii) to all education of adults
(d) Jarvis (iv) all kinds of education for adults
Code :
(a) (b) (c) (d)
(1) (ii) (iv) (i) (iii)
(2) (i) (ii) (iii) (iv)
(3) (iv) (iii) (ii) (i)
(4) (iii) (iv) (i) (ii)

J-04618 !J-04618-PAPER-II! 30 Paper-II

68. ŸËø ÁŒÿ ªÿ ∑ͧ≈U mÊ⁄UÊ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) ◊ʪ¸Œ‡Ê¸Ÿ ¬ÈSÃ∑§ (i) ¬˝ÊÒ…∏ ÁŸ⁄UˇÊ⁄U ∑§ Á‹∞ ◊Í‹ •Áœª◊ ‚Ê◊ª˝Ë
(b) ¬˝flÁ‡Ê∑§Ê (ii) ¬˝ÊÒ…∏ Á‡ÊˇÊÊÕ˸ ∑§ Á‹∞ ‹πŸ ∞fl¥ ¬∆UŸ •èÿÊ‚ ¬ÈSÃ∑§
(c) ‹ÉÊÈ ∑§ÕÊ ¬ÈSÃ∑§ (iii) Ÿfl-Á‡ÊÁˇÊà ∑§ Á‹∞ •Áœª◊ ‚Ê◊ª˝Ë
(d) •èÿÊ‚ ¬ÈÁSÃ∑§Ê (iv) •ŸÈŒ‡Ê∑§Ê¥ ∑§ Á‹∞ •Áœª◊ ‚Ê◊ª˝Ë
∑ͧ≈U —
(a) (b) (c) (d)
(1) (iii) (iv) (i) (ii)
(2) (iv) (i) (iii) (ii)
(3) (ii) (iv) (iii) (i)
(4) (i) (ii) (iv) (iii)

69. ŸËø ÁŒÿ ªÿ ∑ͧ≈U ∑§Ë ‚„ÊÿÃÊ ‚ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ∑§Ê߸-SÄflÊÿ⁄U ≈US≈U (i) •ÊÁüÊà ∞fl¥ SflÃ¥òÊ ø⁄UÊ¥ ∑§ ’Ëø •¥Ã⁄U πÊ¡ŸÊ
(b) ≈UË - ≈US≈U (ii) •ÊÁüÊà ∞fl¥ SflÃ¥òÊ ø⁄UÊ¥ ∑§ ’Ëø ‚¥’¥œ πÊ¡ŸÊ
(c) ∞ŸÊflÊ ≈US≈U (iii) •ÊÁüÊà ∞fl¥ SflÃ¥òÊ ø⁄UÊ¥ ∑§ ’Ëø ø⁄U πÊ¡ŸÊ
(d) ∑§Ê-Á⁄U‹‡ÊŸ ∑§Ê-∞Á»§Á‡Ê∞ã≈U ≈US≈U (iv) •ÊÁüÊà ∞fl¥ SflÃ¥òÊ ø⁄UÊ¥ ∑§ ’Ëø ‚¥ªÁà πÊ¡ŸÊ
∑ͧ≈U —
(a) (b) (c) (d)
(1) (ii) (iii) (i) (iv)
(2) (i) (iv) (iii) (ii)
(3) (iv) (i) (iii) (ii)
(4) (iv) (iii) (ii) (i)

70. ŸËø ÁŒÿ ªÿ ∑ͧ≈ ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄U —
‚ÍøË - I ‚ÍøË - II
(a) ¬Ê©‹Ê »˝§⁄U (i) ¡„Ê° √ÿÊfl‚ÊÁÿ∑§ Á‡ÊˇÊÊ ‚◊Êåà „ÊÃË „Ò fl„Ê° ‚ ‡ÊÈM§
(b) «UÁ‹ÿÊŸ (ii) SflÃ¥òÊÃÊ ∑§ Á‹∞ ‚Ê¥S∑ΧÁÃ∑§ ∑§Êÿ¸
(c) Á‹¥«U◊ÒŸ (iii) ¬˝ÊÒ…∏Ê¥ ∑§Ë ‚÷Ë Á‡ÊˇÊÊ
(d) ¡Áfl¸‚ (iv) ¬˝ÊÒ…∏Ê¥ ∑§ Á‹∞ ‚÷Ë ¬˝∑§Ê⁄U ∑§Ë Á‡ÊˇÊÊ
∑ͧ≈U —
(a) (b) (c) (d)
(1) (ii) (iv) (i) (iii)
(2) (i) (ii) (iii) (iv)
(3) (iv) (iii) (ii) (i)
(4) (iii) (iv) (i) (ii)

J-04618 !J-04618-PAPER-II! 31 Paper-II

71. Match the List - I with List - II using code given below :
List - I List - II
(a) Maslow (i) Folk High school
(b) Norwood (ii) Operant conditioning
(c) Grundtwig (iii) Hierarchy of needs
(d) Skinner (iv) Information needs pyramid model
Code :
(a) (b) (c) (d)
(1) (ii) (i) (iii) (iv)
(2) (iii) (iv) (i) (ii)
(3) (iv) (iii) (i) (ii)
(4) (i) (iii) (ii) (iv)

72. Match the List - I with List - II using the code given below :
List - I List - II
(a) National Rural Employment Guarantee Act (i) 2007
(b) National Health Insurance Scheme (ii) 2005
(c) Janani Suraksha Yojana (iii) 2006
(d) Swachh Bharat Abhiyan (iv) 2014
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (i) (iii) (ii) (iv)
(3) (iii) (i) (ii) (iv)
(4) (ii) (i) (iv) (iii)

73. Match the List - I with List - II using code as given below the lists :
List - I List - II
(a) Most populous state (i) Bihar
(b) Least populous state (ii) Kerala
(c) State having highest literacy rate (iii) UP
(d) State having lowest literacy rate (iv) Sikkim
Code :
(a) (b) (c) (d)
(1) (iii) (iv) (ii) (i)
(2) (ii) (i) (iii) (iv)
(3) (iv) (iii) (ii) (i)
(4) (i) (iv) (ii) (iii)

J-04618 !J-04618-PAPER-II! 32 Paper-II

71. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) ◊ÊS‹Ê (i) »§ÊÚ∑§ „Ê߸ S∑ͧ‹
(b) ŸÊ⁄UflÈ«U (ii) •ÊÚ¬⁄Uã≈U ∑¥§«UˇÊÁŸ¥ª
(c) ª˝È¥«UÁflª (iii) „⁄UÊ∑§Ë¸ •ÊÚ»§ ŸË«˜U‚
(d) S∑§ËŸ⁄U (iv) ß㻧Ê◊¸‡ÊŸ ŸË«˜U‚ Á¬⁄UÊÁ◊«U ◊ÊÚ«U‹
∑ͧ≈U —
(a) (b) (c) (d)
(1) (ii) (i) (iii) (iv)
(2) (iii) (iv) (i) (ii)
(3) (iv) (iii) (i) (ii)
(4) (i) (iii) (ii) (iv)

72. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) ⁄UÊc≈˛UËÿ ª˝Ê◊ËáÊ ⁄UÊ$¡ªÊ⁄U ªÊ⁄¥U≈UË •ÁœÁŸÿ◊ (i) 2007
(b) ⁄UÊc≈˛UËÿ SflÊSâÿ ’Ë◊Ê ÿÊ¡ŸÊ (ii) 2005
(c) ¡ŸŸË ‚È⁄UˇÊÊ ÿÊ¡ŸÊ (iii) 2006
(d) Sflë¿U ÷Ê⁄Uà •Á÷ÿÊŸ (iv) 2014
∑ͧ≈U —
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (i) (iii) (ii) (iv)
(3) (iii) (i) (ii) (iv)
(4) (ii) (i) (iv) (iii)

73. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§ ‚ÊÕ ‚ÍøË - II ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) ‚flʸÁœ∑§ ¡Ÿ‚¥ÅÿÊ flÊ‹Ê ⁄UÊíÿ (i) Á’„Ê⁄U
(b) ‚’‚ ∑§◊ ¡Ÿ‚¥ÅÿÊ flÊ‹Ê ⁄UÊíÿ (ii) ∑§⁄U‹
(c) ©ìÊÃ◊ ‚ÊˇÊ⁄UÃÊ Œ⁄U flÊ‹Ê ⁄UÊíÿ (iii) ©ûÊ⁄U ¬˝Œ‡Ê
(d) ÁŸêŸÃ◊ ‚ÊˇÊ⁄UÃÊ Œ⁄U flÊ‹Ê ⁄UÊíÿ (iv) Á‚ÁÄ∑§◊
∑ͧ≈U —
(a) (b) (c) (d)
(1) (iii) (iv) (ii) (i)
(2) (ii) (i) (iii) (iv)
(3) (iv) (iii) (ii) (i)
(4) (i) (iv) (ii) (iii)

J-04618 !J-04618-PAPER-II! 33 Paper-II

74. Match the following List - I with List - II, use the code given below :

List - I List - II

(a) Sriniketan (i) Uttar Pradesh

(b) Gandhigram Rural Institute (ii) Rajasthan

(c) Literacy House (iii) West Bengal

(d) Seva Mandir (iv) Tamil Nadu

Code :

(a) (b) (c) (d)

(1) (ii) (iii) (i) (iv)

(2) (iv) (i) (ii) (iii)

(3) (iii) (iv) (i) (ii)

(4) (i) (ii) (iii) (iv)

75. Match the List - I with List - II using the code as given below :

List - I List - II

(a) Confirmation and change of existing (i) Learning

pattern of knowledge and behaviour

(b) Make aware and encourages the learner (ii) Motivation

(c) Teaching-learning Strategies for adults (iii) Fertility

(d) Determinant of population growth (iv) Andragogy

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (i) (iii) (iv)

(3) (iii) (ii) (iv) (i)

(4) (i) (ii) (iv) (iii)

J-04618 !J-04618-PAPER-II! 34 Paper-II

74. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) üÊË ÁŸ∑§ÃŸ (i) ©ûÊ⁄U ¬˝Œ‡Ê
(b) ªÊ¥œËª˝Ê◊ ª˝Ê◊ËáÊ ‚¥SÕÊŸ (ii) ⁄UÊ¡SÕÊŸ
(c) ‚ÊˇÊ⁄UÃÊ ÁŸ∑§ÃŸ (iii) ¬Á‡ø◊ ’¥ªÊ‹
(d) ‚flÊ ◊¥ÁŒ⁄U (iv) ÃÁ◊‹ŸÊ«ÈU
∑ͧ≈U —
(a) (b) (c) (d)

(1) (ii) (iii) (i) (iv)

(2) (iv) (i) (ii) (iii)

(3) (iii) (iv) (i) (ii)

(4) (i) (ii) (iii) (iv)

75. ŸËø ÁŒÿ ªÿ ∑ͧ≈U ∑§Ë ‚„ÊÿÃÊ ‚ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§⁄¥U —
‚ÍøË - I ‚ÍøË - II
(a) ôÊÊŸ •ÊÒ⁄U √ÿfl„Ê⁄U ∑§ ◊ÊÒ¡ÍŒÊ SflM§¬ ∑§Ê SÕÊ߸∑§⁄UáÊ •ÊÒ⁄U ¬Á⁄UfløŸ (i) •Áœª◊
(b) Á‡ÊˇÊÊÕ˸ ∑§Ê ¡ÊªM§∑§ •ÊÒ⁄U ¬˝Êà‚ÊÁ„à ∑§⁄UŸÊ (ii) •Á÷¬˝⁄UáÊ
(c) ¬˝ÊÒ…∏Ê¥ ∑§ Á‹∞ Á‡ÊˇÊáÊ-•Áœª◊ ÁflÁœÿÊ° (iii) ¬˝¡ŸŸ
(d) ¡Ÿ‚¥ÅÿÊ flÎÁh ∑§Ê ÁŸœÊ¸⁄UáÊ (iv) ∞᫲UʪÊÚ¡Ë
∑ͧ≈U —
(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (ii) (i) (iii) (iv)

(3) (iii) (ii) (iv) (i)

(4) (i) (ii) (iv) (iii)

J-04618 !J-04618-PAPER-II! 35 Paper-II

76. Match the List - I with List - II using code as given below the lists :

List - I List - II

(a) 5 June (i) Teacher’s Day

(b) 5 September (ii) International Women’s Day

(c) 8 September (iii) World Environment Day

(d) 8 March (iv) International Literacy Day

Code :

(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (i) (iv) (ii)

(3) (ii) (i) (iv) (iii)

(4) (i) (iii) (iv) (ii)

77. Match the following List - I with List - II, use the code given below :

List - I List - II

(Name of the Programme) (Which year)

(a) National Literacy Mission (i) 1994 - 95

(b) National Adult Education Programme (ii) 1989 - 95

(c) Total Literacy Campaign (iii) 1978

(d) Post-Literacy Campaign (iv) 1988

Code :

(a) (b) (c) (d)

(1) (iii) (ii) (i) (iv)

(2) (ii) (i) (iii) (iv)

(3) (iv) (i) (iii) (ii)

(4) (iv) (iii) (ii) (i)

J-04618 !J-04618-PAPER-II! 36 Paper-II

76. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§ ‚ÊÕ ‚ÍøË - II ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) 5 ¡ÍŸ (i) Á‡ÊˇÊ∑§ ÁŒfl‚
(b) 5 Á‚Ã¥’⁄U (ii) •¥Ã⁄Uʸc≈˛UËÿ ◊Á„‹Ê ÁŒfl‚
(c) 8 Á‚Ã¥’⁄U (iii) Áfl‡fl ¬ÿʸfl⁄UáÊ ÁŒfl‚
(d) 8 ◊Êø¸ (iv) •¥Ã⁄Uʸc≈˛UËÿ ‚ÊˇÊ⁄UÃÊ ÁŒfl‚
∑ͧ≈U —
(a) (b) (c) (d)

(1) (i) (ii) (iii) (iv)

(2) (iii) (i) (iv) (ii)

(3) (ii) (i) (iv) (iii)

(4) (i) (iii) (iv) (ii)

77. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(∑§Êÿ¸∑˝§◊ ∑§Ê ŸÊ◊) (∑§ÊÒŸ ‚Ê fl·¸)
(a) ⁄UÊc≈˛UËÿ ‚ÊˇÊ⁄UÃÊ Á◊‡ÊŸ (i) 1994 - 95

(b) ⁄UÊc≈˛UËÿ ¬˝ÊÒ…∏ Á‡ÊˇÊÊ ∑§Êÿ¸∑˝§◊ (ii) 1989 - 95

(c) ¬Íáʸ ‚ÊˇÊ⁄UÃÊ •Á÷ÿÊŸ (iii) 1978

(d) ©ûÊ⁄U-‚ÊˇÊ⁄UÃÊ •Á÷ÿÊŸ (iv) 1988

∑ͧ≈U —
(a) (b) (c) (d)

(1) (iii) (ii) (i) (iv)

(2) (ii) (i) (iii) (iv)

(3) (iv) (i) (iii) (ii)

(4) (iv) (iii) (ii) (i)

J-04618 !J-04618-PAPER-II! 37 Paper-II

78. Match the List - I with List - II, use the code given below :

List - I List - II

(a) Individual contact method (i) Personal calls

(b) Group contact method (ii) All printed matter

(c) Mass contact method (iii) Training courses

(d) Written contact method (iv) Radio/TV

Code :

(a) (b) (c) (d)

(1) (i) (iii) (iv) (ii)

(2) (ii) (iii) (iv) (i)

(3) (iv) (ii) (i) (iii)

(4) (iii) (i) (ii) (iv)

79. Match the List - I with List - II using the code as given below :

List - I List - II

(a) World Conference on Education for All (Jomtien) (i) 1990

(b) International Conference on Adult Education (Hamburg) (ii) 1997

(c) World Education Forum (iii) 2000

(d) Conference on Environment and Sustainable Development (Rio) (iv) 1992

Code :

(a) (b) (c) (d)

(1) (iv) (iii) (ii) (i)

(2) (iv) (i) (iii) (ii)

(3) (iv) (i) (ii) (iii)

(4) (i) (ii) (iii) (iv)

J-04618 !J-04618-PAPER-II! 38 Paper-II

78. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) √ÿÁÄêà ‚ê¬∑¸§ ÁflÁœ (i) ÁŸ¡Ë ∑§ÊÚÀ‚
(b) ‚◊Í„ ‚ê¬∑¸§ ÁflÁœ (ii) ‚÷Ë ◊ÈÁŒ˝Ã ‚Ê◊ª˝Ë
(c) ¡Ÿ ‚ê¬∑¸§ ÁflÁœ (iii) ¬˝Á‡ÊˇÊáÊ ¬Ê∆K∑˝§◊
(d) Á‹Áπà ‚ê¬∑¸§ ÁflÁœ (iv) ⁄UÁ«UÿÊ/≈UË.flË.
∑ͧ≈U —
(a) (b) (c) (d)

(1) (i) (iii) (iv) (ii)

(2) (ii) (iii) (iv) (i)

(3) (iv) (ii) (i) (iii)

(4) (iii) (i) (ii) (iv)

79. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§ ‚ÊÕ ‚ÍøË - II ∑§Ê ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) ‚÷Ë ∑§ Á‹∞ Á‡ÊˇÊÊ ¬⁄U ‚ê◊‹Ÿ (¡Ê◊Á≈UÿŸ) (i) 1990

(b) ¬˝ÊÒ…∏ Á‡ÊˇÊÊ ¬⁄U •¥Ã⁄Uʸc≈˛UËÿ ‚ê◊‹Ÿ („Òê’ª¸) (ii) 1997

(c) Áfl‡fl Á‡ÊˇÊÊ ◊¥ø (iii) 2000

(d) ¬ÿʸfl⁄UáÊ •ÊÒ⁄U ‚Ãà Áfl∑§Ê‚ ¬⁄U ‚ê◊‹Ÿ (Á⁄UÿÊ) (iv) 1992

∑ͧ≈U —
(a) (b) (c) (d)

(1) (iv) (iii) (ii) (i)

(2) (iv) (i) (iii) (ii)

(3) (iv) (i) (ii) (iii)

(4) (i) (ii) (iii) (iv)

J-04618 !J-04618-PAPER-II! 39 Paper-II

80. Match the List - I with List - II using the code as given below :
List - I List - II
(a) Population Education deals with (i) Reading, Writing and Numeracy
(b) Environmental Education helps in (ii) Continuing Education
(c) Basic Literacy includes (iii) Quality of life
(d) Equivalency Programme is part of (iv) Sustainable development
Code :
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (iii) (iv) (i) (ii)
(3) (iv) (iii) (i) (ii)
(4) (ii) (iii) (iv) (i)

81. Arrange the following in order of their establishment :
(a) Bombay Plan
(b) Planning Commission
(c) National Planning Committee
(d) The People’s Plan
Code :
(1) (d), (a), (c), (b) (2) (a), (b), (c), (d) (3) (c), (b), (a), (d) (4) (b), (c), (d), (a)

82. Arrange the stages of curriculum in order of their usage :
(a) Events (b) Evaluation (c) Contents (d) Context
Code :
(1) (d), (c), (a), (b) (2) (d), (a), (c), (b) (3) (c), (a), (b), (d) (4) (c), (d), (a), (b)

83. Arrange the following programme in the ascending order using code given below :
(a) Mass Programme for Functional Literacy
(b) National Adult Education Programme
(c) Population Education Programme
(d) Post Literacy Programme
Code :
(1) (a), (b), (d), (c) (2) (c), (d), (b), (a) (3) (b), (c), (a), (d) (4) (d), (a), (c), (b)

84. Arrange the basic ways of Adult learning in sequence :
(a) Learning by doing (b) Learning by sensing and feeling
(c) Learning by watching (d) Learning by thinking
Code :
(1) (c), (b), (d), (a) (2) (c), (d), (a), (b) (3) (d), (c), (b), (a) (4) (a), (b), (c), (d)

J-04618 !J-04618-PAPER-II! 40 Paper-II

80. ŸËø ÁŒ∞ ª∞ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ‚ÍøË - I ∑§Ê ‚ÍøË - II ∑§ ‚ÊÕ ‚È◊Á‹Ã ∑§ËÁ¡∞ —
‚ÍøË - I ‚ÍøË - II
(a) ¡Ÿ‚¥ÅÿÊ Á‡ÊˇÊÊ ∑§Ê Á∑§‚∑§ ‚ÊÕ ‚¥’¥œ „Ò (i) ¬…∏Ÿ, ‹πŸ •ÊÒ⁄U •¥∑§ ôÊÊŸ
(b) ¬ÿʸfl⁄UáÊ Á‡ÊˇÊÊ Á∑§‚◊¥ ‚„ÊÿÃÊ ∑§⁄UÃË „Ò (ii) ‚Ãà Á‡ÊˇÊÊ
(c) ◊Í‹ ‚ÊˇÊ⁄UÃÊ ◊¥ ÄÿÊ ‡ÊÊÁ◊‹ „Ò (iii) ¡ËflŸ ∑§Ë ªÈáÊflûÊÊ
(d) ‚◊ÃÈÀÿÃÊ ∑§Êÿ¸∑˝§◊ Á∑§‚∑§Ê ÷ʪ „Ò (iv) ‚Ãà Áfl∑§Ê‚
∑ͧ≈U —
(a) (b) (c) (d)
(1) (i) (ii) (iii) (iv)
(2) (iii) (iv) (i) (ii)
(3) (iv) (iii) (i) (ii)
(4) (ii) (iii) (iv) (i)

81. ÁŸêŸÁ‹Áπà ∑§Ê ©Ÿ∑§ SÕʬŸÊ „ÊŸ ∑§ ∑˝§◊ ◊¥ ‚È√ÿflÁSÕà ∑§ËÁ¡∞ —
(a) ’ê’߸ å‹ÊŸ
(b) å‹ÊÁŸ¥ª ∑§◊ˇʟ (ÿÊ¡ŸÊ •ÊÿÊª)
(c) Ÿ‡ÊŸ‹ å‹ÊÁŸ¥ª ∑§◊≈UË
(d) ÁŒ ¬Ë¬À‚ å‹ÊŸ
∑ͧ≈U —
(1) (d), (a), (c), (b) (2) (a), (b), (c), (d) (3) (c), (b), (a), (d) (4) (b), (c), (d), (a)

82. ÁŸêŸÁ‹Áπà ¬Ê∆K∑˝§◊ ∑§Ë •flSÕÊ•Ê¥ ∑§Ê ©Ÿ∑§ ¬˝ÿÊª ∑§ ∑˝§◊ ◊¥ ‚È√ÿflÁSÕà ∑§ËÁ¡ÿ —
(a) ¬˝∑§⁄UáÊ (b) ◊ÍÀÿÊ¥∑§Ÿ (c) •ãÃfl¸SÃÈ (d) ‚¥Œ÷¸
∑ͧ≈U —
(1) (d), (c), (a), (b) (2) (d), (a), (c), (b) (3) (c), (a), (b), (d) (4) (c), (d), (a), (b)

83. ∑ͧ≈ ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „Èÿ ÁŸêŸÁ‹Áπà ∑§Êÿ¸∑˝§◊Ê¥ ∑§Ê •Ê⁄UÊ„Ë ∑˝§◊ ◊¥ ‚È√ÿflÁSÕà ∑§⁄¥U —
(a) ∑§Êÿʸà◊∑§ ‚ÊˇÊ⁄UÃÊ ¡Ÿ •Á÷ÿÊŸ
(b) ⁄UÊc≈˛UËÿ ¬˝ÊÒ…∏ Á‡ÊˇÊÊ ∑§Êÿ¸∑˝§◊
(c) ¡Ÿ‚¥ÅÿÊ Á‡ÊˇÊÊ ∑§Êÿ¸∑˝§◊
(d) ©ûÊ⁄U ‚ÊˇÊ⁄UÃÊ ∑§Êÿ¸∑˝§◊
∑ͧ≈U —
(1) (a), (b), (d), (c) (2) (c), (d), (b), (a) (3) (b), (c), (a), (d) (4) (d), (a), (c), (b)

84. ¬˝ÊÒ…∏ •Áœª◊ ∑§ •ÊœÊ⁄U÷Íà Ã⁄UË∑§Ê¥ ∑§Ê ∑˝§◊ ◊¥ ‚È√ÿflÁSÕà ∑§ËÁ¡∞ —
(a) ∑§⁄U∑§ ‚ËπŸÊ (b) ßÁãŒ˝ÿ¡ãÿ •ŸÈ÷fl ‚ ‚ËπŸÊ
(c) Œπ∑§⁄U ‚ËπŸÊ (d) ‚Êø∑§⁄U ‚ËπŸÊ
∑ͧ≈U —
(1) (c), (b), (d), (a) (2) (c), (d), (a), (b) (3) (d), (c), (b), (a) (4) (a), (b), (c), (d)

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85. Arrange the planning process in sequence order :
(a) Regional groups (b) Special interest planning groups
(c) Community overall organisation (d) Village, block, district, country
Code :
(1) (d), (c), (a), (b) (2) (a), (b), (c), (d) (3) (c), (d), (a), (b) (4) (b), (d), (c), (a)

86. Arrange the following steps in formation of social values in right order :
(a) Norms (b) Social Change
(c) Formal and informal education (d) Scientific and technological change
Code :
(1) (a), (c), (b), (d) (2) (c), (a), (b), (d) (3) (a), (c), (d), (b) (4) (a), (b), (d), (c)

87. Arrange the following Higher Education bodies in a chronological order :
(a) College
(b) Ministry of Human Resource Development (MHRD)
(c) University Grants Commission (UGC)
(d) University
Code :
(1) (a), (d), (c), (b) (2) (d), (b), (a), (c) (3) (b), (c), (d), (a) (4) (c), (a), (b), (d)

88. Arrange the following programmes in order in which they were launched. Use the code
given below :
(a) Community Development Programme
(b) Etawah Pilot Project
(c) MNREGA
(d) Jana Dhan Yojana
Code :
(1) (a), (b), (c), (d) (2) (b), (a), (c), (d) (3) (a), (b), (d), (c) (4) (c), (b), (a), (d)

89. Arrange the proper sequence in writing a programme report :
(a) Implementation (b) Objective (c) Rational (d) Target
Code :
(1) (c), (b), (d), (a) (2) (a), (b), (c), (d) (3) (d), (c), (a), (b) (4) (b), (c), (d), (a)

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85. ÁŸÿÊ¡Ÿ ¬˝Á∑˝§ÿÊ ∑§Ê ∑˝§◊ÊŸÈ‚Ê⁄U ‚È√ÿflÁSÕà ∑§ËÁ¡ÿ —
(a) ˇÊòÊËÿ ‚◊Í„ (b) Áfl‡Ê· •Á÷L§Áø ÁŸÿÊ¡Ÿ ‚◊Í„
(c) ‚ê¬Íáʸ ‚◊ÈŒÊÿ ‚¥SÕÊ (d) ª˝Ê◊, é‹ÊÚ∑§, Á¡‹Ê, Œ‡Ê
∑ͧ≈U —
(1) (d), (c), (a), (b) (2) (a), (b), (c), (d) (3) (c), (d), (a), (b) (4) (b), (d), (c), (a)

86. ‚Ê◊ÊÁ¡∑§ ◊ÍÀÿÊ¥ ∑§ ÁŸ◊ʸáÊ ∑§ ÁŸêŸÁ‹Áπà ø⁄UáÊÊ¥ ∑§Ê ‚„Ë ∑˝§◊ ◊¥ ‚È√ÿflÁSÕà ∑§ËÁ¡∞ —
(a) ¬˝ÁÃ◊ÊŸ (b) ‚Ê◊ÊÁ¡∑§ ¬Á⁄UfløŸ
(c) •ÊÒ¬øÊÁ⁄U∑§ ∞fl¥ •ŸÊÒ¬øÊÁ⁄U∑§ Á‡ÊˇÊÊ (d) flÒôÊÊÁŸ∑§ ∞fl¥ ¬˝ÊlÊÁª∑§Ëÿ ¬Á⁄UfløŸ
∑ͧ≈U —
(1) (a), (c), (b), (d) (2) (c), (a), (b), (d) (3) (a), (c), (d), (b) (4) (a), (b), (d), (c)

87. ÁŸêŸÁ‹Áπà ©ìÊ Á‡ÊˇÊÊ ‚¥SÕÊŸÊ¥ ∑§Ê •Ê⁄UÊ„Ë ∑˝§◊ ◊¥ ‚È√ÿflÁSÕà ∑§⁄¥U —
(a) ◊„ÊÁfllÊ‹ÿ
(b) ◊ÊŸfl ‚¥‚ÊœŸ Áfl∑§Ê‚ ◊¥òÊÊ‹ÿ
(c) Áfl‡flÁfllÊ‹ÿ •ŸÈŒÊŸ •ÊÿÊª
(d) Áfl‡flÁfllÊ‹ÿ
∑ͧ≈U —
(1) (a), (d), (c), (b) (2) (d), (b), (a), (c) (3) (b), (c), (d), (a) (4) (c), (a), (b), (d)

88. ÁŸêŸÁ‹Áπà ∑§Êÿ¸∑˝§◊Ê¥ ∑§Ê ©Ÿ∑§ •Ê⁄¥U÷ ∑§ ∑˝§◊ ◊¥ √ÿflÁSÕà ∑§⁄¥U– ŸËø ÁŒÿ ªÿ ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄¥U —
(a) ‚Ê◊ÈŒÊÁÿ∑§ Áfl∑§Ê‚ ∑§Êÿ¸∑˝§◊
(b) ß≈UÊflÊ ¬Êÿ‹≈U ¬˝Ê¡Ä≈U
(c) ◊Ÿ⁄UªÊ
(d) ¡Ÿ œŸ ÿÊ¡ŸÊ
∑ͧ≈U —
(1) (a), (b), (c), (d) (2) (b), (a), (c), (d) (3) (a), (b), (d), (c) (4) (c), (b), (a), (d)

89. ∞∑§ ∑§Êÿ¸∑˝§◊ Á⁄U¬Ê≈¸U Á‹πŸ ◊¥ ©Áøà ∑˝§◊ ∑§Ê √ÿflÁSÕà ∑§ËÁ¡∞ —
(a) Á∑˝§ÿÊãflÿŸ (b) ©g‡ÿ (c) Ã∑¸§‚¥ªÃ (d) ‹ˇÿ
∑ͧ≈U —
(1) (c), (b), (d), (a) (2) (a), (b), (c), (d) (3) (d), (c), (a), (b) (4) (b), (c), (d), (a)

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90. Arrange the following stages of staffing in order of their use :
(a) Induction (b) Screening
(c) Interview (d) Application
Code :
(1) (d), (c), (b), (a) (2) (c), (d), (b), (a) (3) (c), (d), (a), (b) (4) (d), (b), (c), (a)

91. Which could be the best sequence in any communication processes ?
(a) Coding (b) Sending (c) Receiving (d) Decoding
Code :
(1) (d), (c), (b), (a) (2) (a), (b), (c), (d) (3) (b), (a), (c), (d) (4) (c), (b), (d), (a)

92. Arrange the following open universities chronologically according to their establishment :
(a) Indira Gandhi National Open University
(b) R. Tandon Uttar Pradesh Open University
(c) Rajasthan Kota Open University
(d) Andhra Pradesh Open University
Code :
(1) (b), (c), (a), (d) (2) (a), (d), (b), (c) (3) (c), (b), (d), (a) (4) (d), (a), (c), (b)

93. Arrange the phases of programme execution :
(a) Initiation (b) Getting acceptance
(c) Planning and organisation (d) Action and Evaluation
Code :
(1) (c), (a), (d), (b) (2) (b), (d), (c), (a) (3) (a), (b), (c), (d) (4) (d), (b), (c), (a)

94. Arrange the agencies which are closely associated in organisation of skill development in
year of establishment :
(a) State Resource Centre (b) Jan Shikshan Sansthan
(c) Continuing Education Centre (d) Krishi Vigyan Kendra
Code :
(1) (d), (b), (c), (a) (2) (d), (c), (a), (b) (3) (c), (d), (a), (b) (4) (a), (b), (c), (d)

95. Arrange the stages of Research in order of being undertaken and choose the answer using
code :
(a) Sampling (b) Formulation of Research Problem
(c) Tabulation and Analysis of Data (d) Data Collection
Code :
(1) (b), (a), (d), (c) (2) (c), (d), (b), (a) (3) (a), (b), (c), (d) (4) (d), (c), (a), (b)

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90. S≈UÊÁ»¥§ª ∑§Ë ÁŸêŸÁ‹Áπà •flSÕÊ•Ê¥ ∑§Ê ©Ÿ∑§ ¬˝ÿÊª ∑§ ∑˝§◊ ◊¥ √ÿflÁSÕà ∑§⁄¥U —
(a) ¬˝fl‡Ê (b) S∑˝§ËÁŸ¥ª (¿°U≈UŸË)
(c) ‚ÊˇÊÊà∑§Ê⁄U (d) •å‹Ë∑§‡ÊŸ (•ÊflŒŸ)
∑ͧ≈U —
(1) (d), (c), (b), (a) (2) (c), (d), (b), (a) (3) (c), (d), (a), (b) (4) (d), (b), (c), (a)

91. Á∑§‚Ë ‚¥øÊ⁄U ¬˝Á∑˝§ÿÊ ◊¥ ∑§ÊÒŸ ‚Ê ‚fl¸üÊc∆U ∑˝§◊ „Ê ‚∑§ÃÊ „Ò?
(a) ∑§ÊÁ«¥Uª (b) ¬˝·áÊ (c) ¬˝ÊÁåà (d) Á«U∑§ÊÁ«¥Uª
∑ͧ≈U —
(1) (d), (c), (b), (a) (2) (a), (b), (c), (d) (3) (b), (a), (c), (d) (4) (c), (b), (d), (a)

92. ÁŸêŸÁ‹Áπà ◊ÈÄà Áfl‡flÁfllÊ‹ÿÊ¥ ∑§Ê ©Ÿ∑§Ë SÕʬŸÊ ∑§ •ŸÈ‚Ê⁄U ∑§Ê‹ÊŸÈ∑˝§◊ ◊¥ √ÿflÁSÕà ∑§ËÁ¡ÿ —
(a) ßÁãŒ⁄UÊ ªÊ¥œË ⁄UÊc≈˛UËÿ ◊ÈÄà Áfl‡flÁfllÊ‹ÿ
(b) •Ê⁄U. ≈Uá«UŸ ©ûÊ⁄U ¬˝Œ‡Ê ◊ÈÄà Áfl‡flÁfllÊ‹ÿ
(c) ⁄UÊ¡SÕÊŸ ∑§Ê≈UÊ ◊ÈÄà Áfl‡flÁfllÊ‹ÿ
(d) •Êãœ˝ ¬˝Œ‡Ê ◊ÈÄà Áfl‡flÁfllÊ‹ÿ
∑ͧ≈U —
(1) (b), (c), (a), (d) (2) (a), (d), (b), (c) (3) (c), (b), (d), (a) (4) (d), (a), (c), (b)

93. ∑§Êÿ¸∑˝§◊ Á∑˝§ÿÊãflÿŸ ∑§Ë •flSÕÊ•Ê¥ ∑§Ê √ÿflÁSÕà ∑§ËÁ¡∞ —
(a) ¬˝fløŸ (b) SflË∑§Êÿ¸ÃÊ ¬˝Êåà ∑§⁄UŸÊ
(c) ÿÊ¡ŸÊ •ÊÒ⁄U ‚¥ª∆UŸ (d) Á∑˝§ÿÊãflÿŸ •ÊÒ⁄U ◊ÍÀÿÊ¥∑§Ÿ
∑ͧ≈U —
(1) (c), (a), (d), (b) (2) (b), (d), (c), (a) (3) (a), (b), (c), (d) (4) (d), (b), (c), (a)

94. ∑§Ê҇ʋ Áfl∑§Ê‚ ∑§ ‚¥ª∆UŸ ‚ ∑§⁄UË’ ‚ ‚¥’h ∞¡¥Á‚ÿÊ¥ ∑§Ê ©Ÿ∑§Ë SÕʬŸÊ ∑§ fl·¸ ∑§ ∑˝§◊ ◊¥ √ÿflÁSÕà ∑§⁄¥U —
(a) ⁄UÊíÿ ‚¥‚ÊœŸ ∑§ãŒ˝ (b) ¡Ÿ Á‡ÊˇÊáÊ ‚¥SÕÊŸ
(c) ‚Ãà Á‡ÊˇÊÊ ∑§ãŒ˝ (d) ∑ΧÁ· ÁflôÊÊŸ ∑§ãŒ˝
∑ͧ≈U —
(1) (d), (b), (c), (a) (2) (d), (c), (a), (b) (3) (c), (d), (a), (b) (4) (a), (b), (c), (d)

95. •ŸÈ‚¥œÊŸ ∑§Ë •flSÕÊ•Ê¥ ∑§Ê Á∑§ÿ ¡ÊŸ ∑§ ∑˝§◊ ◊¥ √ÿflÁSÕà ∑§⁄¥U •ÊÒ⁄U ∑ͧ≈U ∑§Ê ¬˝ÿÊª ∑§⁄UÃ „È∞ ©ûÊ⁄U øÈÁŸÿ —
(a) ¬˝ÁÃŒ‡Ê¸ øÿŸ (b) •ŸÈ‚¥œÊŸ ‚◊SÿÊ ∑§Ê ÁŸM§¬áÊ
(c) •Ê°∑§«∏Ê ‚Ê⁄UáÊË∑§⁄UáÊ •ÊÒ⁄U Áfl‡‹·áÊ (d) •Ê°∑§«∏Ê ‚¥∑§‹Ÿ
∑ͧ≈U —
(1) (b), (a), (d), (c) (2) (c), (d), (b), (a) (3) (a), (b), (c), (d) (4) (d), (c), (a), (b)

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Read the passage given below and answer the question that follow based on your understanding
of the passage from question 96 - 100.

Literacy and Education are essential preconditions of accelerated economic development as
it has been realised that human resource development (HRD) holds the key for attainment of social
and economic goals which can not be achieved by investment in physical resources alone.
Prof. Amartya Sen in his address to the members of the Confederation of Indian Industry (CII) in
New Delhi, said that “The neglect of basic education, elementary healthcare, land reforms and
those parts of infrastructure that favour smaller enterprise in Indian Public Policy makes the country
more vulnerable to the negative effects of globalizing process. The market economy flourishes on
the foundations of social development. Contemporary market based economy success rests on the
solid foundation changes that had occured earlier and India can not simply hope for that magic to
happen without enabling those social changes in education, healthcare and land reforms.

96. Prof. Amartya Sen is a world famous person on :
(1) Education (2) Economics (3) Environment (4) Sociology

97. Human Resource Development depends on :
(1) Co-operation (2) History (3) Entrepreneurs (4) Education

98. Better infrastructure favours to development through :
(1) Change in public policy (2) Changes in education, health and land
(3) Both (1) and (2) are incorrect (4) Both (1) and (2) are correct

99. Globalization means __________.
(1) Micro economy (2) Macro economy
(3) Market economy (4) Global economy

100. The above paragraph emphasis more on :
(1) Micro enterprise (2) Macro enterprise
(3) Global enterprise (4) Mall enterprise

-oOo-

J-04618 !J-04618-PAPER-II! 46 Paper-II

•ŸÈŒ‡Ê (¬˝.‚¥. 96 - 100) — ŸËø ÁŒÿ ªÿ •ŸÈë¿UŒ ∑§Ê ¬…∏¥ •ÊÒ⁄U •ŸÈë¿UŒ ∑§Ë •¬ŸË ‚◊¤Ê ∑§ •ÊœÊ⁄U ¬⁄U ÁŒÿ ªÿ
¬˝‡ŸÊ¥ ∑§Ê ©ûÊ⁄U Œ¥ —
‚ÊˇÊ⁄UÃÊ •ÊÒ⁄U Á‡ÊˇÊÊ àflÁ⁄Uà •ÊÁÕ¸∑§ Áfl∑§Ê‚ ∑§Ë •ÁŸflÊÿ¸ ¬Ífl¸ •flSÕÊ∞° „Ò¥ ¡Ò‚Ê Á∑§ ß‚‚ Á‚h „Ê øÈ∑§Ê „Ò Á∑§ ◊ÊŸfl
‚¥‚ÊœŸ Áfl∑§Ê‚ (∞ø.•Ê⁄U.«UË.) ‚Ê◊ÊÁ¡∑§ •ÊÒ⁄U •ÊÁÕ¸∑§ ‹ˇÿÊ¥ ∑§Ê ¬˝Êåà ∑§⁄UŸ ∑§Ë ∑È¥§¡Ë „Ò ¡Ê ◊ÊòÊ ÷ÊÒÁÃ∑§ ‚¥‚ÊœŸÊ¥ ◊¥ ÁŸfl‡Ê
mÊ⁄UÊ •Á¡¸Ã Ÿ„Ë¥ Á∑§ÿ ¡Ê ‚∑§Ã „Ò¥– ¬˝Ê. •◊àÿ¸ ‚Ÿ Ÿ ÁŒÀ‹Ë ◊¥ ∑§ã»§«U⁄U‡ÊŸ •ÊÚ»§ ߥÁ«UÿŸ ߥ«US≈˛UË (‚Ë.•Ê߸.•Ê߸.) ∑§
‚ŒSÿÊ¥ ∑§ •¬Ÿ ‚¥’ÊœŸ ◊¥ ∑§„Ê Á∑§ “’ÈÁŸÿÊŒË Á‡ÊˇÊÊ ∑§Ë ©¬ˇÊÊ, ¬˝ÊÕÁ◊∑§ SflÊSâÿ ‚flÊ, ÷ÍÁ◊ ‚ÈœÊ⁄U •ÊÒ⁄U ’ÈÁŸÿÊŒË …∏Ê°ø ∑§
fl ÷ʪ, ¡Ê ÷Ê⁄UÃËÿ ‹Ê∑§ ŸËÁà ◊¥ ¿UÊ≈U ©¬∑˝§◊ ∑§Ê ‚◊Õ¸Ÿ ∑§⁄UÃ „Ò, flÒ‡flË∑§⁄UáÊ ¬˝Á∑˝§ÿÊ ∑§ Ÿ∑§Ê⁄UÊà◊∑§ ¬˝÷Êfl Œ‡Ê ∑§Ê •Áœ∑§
∑§◊$¡Ê⁄U ’ŸÊÃ „Ò¥– ’Ê$¡Ê⁄U •Õ¸√ÿflSÕÊ ‚Ê◊ÊÁ¡∑§ Áfl∑§Ê‚ ∑§Ë ŸË¥fl ¬⁄U »§‹Ë-»Í§‹Ë– ‚◊∑§Ê‹ËŸ ’Ê$¡Ê⁄U •ÊœÊÁ⁄Uà •Õ¸√ÿflSÕÊ
∑§Ë ‚»§‹ÃÊ ◊$¡’Íà •ÊœÊ⁄U÷Íà ¬Á⁄UfløŸÊ¥ ¬⁄U Á≈U∑§Ë „Ò ¡Ê ¬„‹ „Ë •ÁSÃàfl ◊¥ „Ò •ÊÒ⁄U Á‡ÊˇÊÊ, SflÊSâÿ ‚flÊ •ÊÒ⁄U ÷ÍÁ◊ ‚ÈœÊ⁄UÊ¥ ◊¥
©Ÿ ‚Ê◊ÊÁ¡∑§ ¬Á⁄UfløŸÊ¥ ∑§Ê ¬˝Êåà Á∑§ÿ ’ªÒ⁄U ÷Ê⁄Uà ◊„$¡ ©‚ ø◊à∑§Ê⁄U ∑§Ë •Ê‡ÊÊ ◊¥ Ÿ„Ë¥ ⁄U„ ‚∑§ÃÊ–

96. ¬˝Ê. •◊àÿ¸ ‚Ÿ Á∑§‚ ˇÊòÊ ∑§ Áfl‡fl ¬˝Á‚h √ÿÁÄà „Ò¥?
(1) Á‡ÊˇÊÊ (2) •Õ¸‡ÊÊSòÊ (3) ¬ÿʸfl⁄UáÊ (4) ‚◊Ê¡‡ÊÊSòÊ

97. ◊ÊŸfl ‚¥‚ÊœŸ Áfl∑§Ê‚ Á∑§‚ ¬⁄U ÁŸ÷¸⁄U „Ò?
(1) ‚„ÿÊª (2) ßÁÄʂ (3) ©¬∑˝§◊ (4) Á‡ÊˇÊÊ

98. ’„Ã⁄U •ÊœÊ⁄U÷Íà ‚¥⁄UøŸÊ Áfl∑§Ê‚ ∑§Ê ‚◊Õ¸Ÿ Á∑§‚∑§ mÊ⁄UÊ ∑§⁄UÃË „Ò?
(1) ‹Ê∑§ ŸËÁà ◊¥ ¬Á⁄UfløŸ (2) Á‡ÊˇÊÊ, SflÊSâÿ •ÊÒ⁄U ÷ÍÁ◊ ◊¥ ¬Á⁄UfløŸ
(3) (1) •ÊÒ⁄U (2) ŒÊŸÊ¥ ª‹Ã „Ò¥ (4) (1) •ÊÒ⁄U (2) ŒÊŸÊ¥ ‚„Ë „Ò¥

99. flÒ‡flË∑§⁄UáÊ ∑§Ê •Ê‡Êÿ „Ò —
(1) ‚͡◊ •Õ¸√ÿflSÕÊ (2) ’΄à •Õ¸√ÿflSÕÊ
(3) ’Ê$¡Ê⁄U •Õ¸√ÿflSÕÊ (4) flÒÁ‡fl∑§ •Õ¸√ÿflSÕÊ

100. ©¬⁄UÊÄà ¬Á⁄Uë¿UŒ Á∑§‚ ¬⁄U •Áœ∑§ ’‹ ŒÃÊ „Ò?
(1) ‚͡◊ ©¬∑˝§◊ (2) ’΄à ©¬∑˝§◊
(3) flÒÁ‡fl∑§ ©¬∑˝§◊ (4) ◊ÊÚ‹ ©¬∑˝§◊

-oOo-

J-04618 !J-04618-PAPER-II! 47 Paper-II

Space For Rough Work

J-04618 !J-04618-PAPER-II! 48 Paper-II