Education MCQ Quiz - Objective Question with Answer for Education - Download Free PDF

The Central Board of Secondary Education (CBSE) is a national-level education board in India under the Union Government. It was set up to provide a unified and standardized educational structure across the country.

Key Points

• In the process of expanding its reach and consolidating secondary education in India, the CBSE merged with the Delhi Board of Higher Secondary Education in the year 1962.
• This merger aimed to bring uniformity in educational standards and facilitate a centralized examination and affiliation system, especially for schools under the jurisdiction of the Government of India.
• Post-merger, CBSE took over the responsibilities of conducting higher secondary examinations and managing affiliated institutions in and around Delhi, as well as other parts of the country.

Hence, the correct answer is 1962.

The correct answer is Standardize degrees and outcomes.

Key Points

• The National Higher Education Qualification Framework (NHEQF) is designed to standardize the qualifications and outcomes of higher education degrees across the country.
• It aims to create a uniform structure for degrees, diplomas, and certificates in higher education institutions.
• NHEQF helps in ensuring consistency in educational standards and learning outcomes, making it easier for employers to understand the qualifications of graduates.
• It facilitates the mobility of students between institutions and across states by providing a clear framework for degree equivalence and recognition.
• The framework is aligned with the National Education Policy (NEP) 2020, which emphasizes the need for a robust and comprehensive higher education system.

Additional Information

• National Education Policy (NEP) 2020
  • NEP 2020 aims to transform the Indian education system by making it more holistic, flexible, multidisciplinary, and aligned with the needs of the 21st century.
  • It proposes the establishment of a National Higher Education Qualification Framework (NHEQF) to standardize educational qualifications.
  • The policy emphasizes the importance of critical thinking, creativity, and problem-solving skills in education.
• Credit Framework
  • A standardized credit system allows for the transfer of credits between institutions, making it easier for students to switch colleges or universities.
  • Credits are awarded based on the completion of specific courses, ensuring uniformity in the measurement of student learning.
• Quality Assurance
  • NHEQF includes mechanisms for quality assurance to maintain high educational standards across institutions.
  • Regular assessments and accreditations are conducted to ensure that institutions meet the required criteria.
• Recognition of Prior Learning (RPL)
  • RPL is a process that allows individuals to gain recognition for skills and knowledge acquired outside formal education.
  • NHEQF incorporates RPL to ensure that non-traditional learning and work experience are also acknowledged.

The correct answer is Multilingual learning.

Key Points

• The Bhasha Sangam initiative is an educational program launched by the Government of India to promote multilingual learning.
• It aims to familiarize students with the linguistic diversity of India by introducing them to basic sentences in 22 different Indian languages.
• This initiative is part of the Ek Bharat Shreshtha Bharat initiative, which promotes unity in diversity.
• Bhasha Sangam was introduced in schools across India to encourage students to respect and understand different cultures and languages.
• The program includes teaching students simple dialogues such as greetings, self-introduction, and other common phrases in various languages.

Additional Information

• Ek Bharat Shreshtha Bharat
  • Launched in 2015, it aims to enhance interaction and promote mutual understanding among people of different states and union territories.
  • It focuses on cultural exchanges, language learning, and shared experiences among students and citizens.
• National Education Policy 2020
  • NEP 2020 emphasizes the importance of multilingualism and the teaching of at least two languages at the primary and secondary levels.
  • It aims to promote the preservation and growth of Indian languages.
• Linguistic Diversity of India
  • India is home to 22 officially recognized languages and hundreds of dialects.
  • This linguistic diversity is seen as a strength and a means to promote cultural richness.
• Importance of Multilingual Education
  • Multilingual education promotes cognitive development and understanding of different cultures.
  • It helps in bridging communication gaps and fosters national integration.

The correct answer is CIET-NCERT.

Key Points

• The National Repository of Open Educational Resources (NROER) was developed by the Central Institute of Educational Technology (CIET), a constituent unit of the NCERT.
• CIET-NCERT focuses on creating, promoting, and disseminating digital resources for school education.
• The NROER portal hosts a variety of educational content including textbooks, videos, audio files, interactive modules, and images.
• It aims to provide free and open access to quality educational resources to students and teachers across India.
• NROER was launched to support the integration of technology in education and enhance the teaching-learning process.

Additional Information

• CIET-NCERT:
  • CIET is an autonomous organization under the Ministry of Education, Government of India.
  • It was established in 1984 with the objective of promoting educational technology.
  • It develops and disseminates educational multimedia content for school education.
• NCERT:
  • National Council of Educational Research and Training (NCERT) was established in 1961.
  • NCERT assists and advises the central and state governments on academic matters related to school education.
  • It develops textbooks, supplementary materials, and educational kits for school education.
• Educational Technology:
  • Educational technology involves the use of technology to support teaching and learning processes.
  • It includes the creation and use of multimedia content, online learning platforms, and digital tools.
  • Educational technology aims to enhance the effectiveness and accessibility of education.
• Open Educational Resources (OER):
  • OER are freely accessible, openly licensed educational materials that can be used for teaching, learning, and research.
  • They include textbooks, lecture notes, assignments, tests, projects, audio, video, and animation.
  • OER are intended to reduce the cost of educational materials and increase access to education.

Vocational education plays a crucial role in socio-economic development by providing individuals with industry-relevant skills that enhance employability and entrepreneurship.

Key Points

• Vocational education equips individuals with practical skills for employment. By offering specialized training in specific trades and professions, it prepares students for direct entry into the workforce.
• Skilled workers are in high demand across various industries, and vocational education helps meet this demand by producing a competent workforce.
• It also promotes self-reliance and entrepreneurship, allowing individuals to start their own businesses and contribute to economic development. 

Thus, it is concluded that vocational education is important for socio-economic development because it equips individuals with practical skills for employment.

Hint

• Discouraging entrepreneurship contradicts the essence of vocational education, which often encourages self-employment and innovation.
• Preventing students from developing technical expertise is the opposite of vocational education’s goal, as it focuses on hands-on skill development.
• Focusing only on theoretical subjects does not define vocational education, as it emphasizes practical training and real-world applications.

The main purpose of school education is to provide for the fullest possible development of each learner for living morally, creatively, and productively in a democratic society.

Key PointsIndia's new National Education Policy (NEP) 2020 replaced the 10+2 schooling system in India with a new 5+3+3+4 system.

The school system in India has four levels:

• lower primary (age 6 to 10).
• upper primary (11 and 12).
• secondary (13 to 15).
• higher secondary (17 and 18). 

Therefore, School education in India can be broadly classified into four stages.

The word ‘education’ is derived from the Latin word ‘Educare’ which means ‘to bring up or ‘to draw out or ‘to mold’. Education is the realization of individual potentialities. It helps in developing the hidden potential treasure in the individual to become real.

Key Points

• Every child is different from each other physically, mentally, socially, and emotionally. This difference also occurs in interests, strengths, ideas, and ability to work.
• Every school must provide such opportunities to the child keeping in view the interests, needs, and abilities of the child, based on which his basic tendencies should flourish and by proper development of all his powers and qualities, he becomes a good person.
• All good things in the world arise through the independent efforts of the individual.
• Therefore, the aim of education should be the development of personality.
• The culture and civilization of the social progress in a defined manner from one generation to the next through the individuals.
• In such a situation, personality development is an important objective of education.

Hence, we can conclude that the main aim of education is personality development.

Quality in education is linked with the purpose of education. Various assumptions and values underpin the perception of education in a democracy. Therefore, the need for quality education is to ascertain the unlocking of the learner's potential to the maximum.

Key PointsFollowing could be considered indicators of quality in school:

• Leadership
• Teacher quality- Preparation, competence, and commitment
• Linkage and interface communication within and with outside agencies
• The achievement level of students
• Co-curricular activities, co-scholastic areas
• Teaching- Quality of Instruction
• Examination- Purposefulness and methodology
• Professional Development of teachers
• Use of ICT
• Creativity is encouraged
• Clear evaluation strategies
• Relationship- Interpersonal relations/corporate life in the institute

Hence, we can conclude that the most critical indicator of the quality of education in a school is the achievement level of students.

Life goals are all the things one wants to accomplish in life.  Meaningful goals can make a lasting impact on our life. They can be large and challenging goals, or they can be smaller and more personal.

Key Points

• A long-term goal is something that we want to accomplish in the future. They require time and planning.
• They are not something that can be accomplished immediately.
• Long-term goals are the skills, abilities, concepts, and values that you expect from yourself to achieve in the future.
• Long-term goals are important for a successful career as a career cannot be established immediately and needs consistent efforts.
• Temporary and flexible goals are only for a short duration and are modified with the situation and interest. 

Thus, it is concluded that Long-term goals are likely to be considered as permanent.​

Additional Information Following are the characteristics of goals:-

• Goals should be written down.
• Goals should be precise, achievable, and measurable.
• Goals should have a time frame.
• Goals should be compatible with one another.

Shantiniketan, in the rural hinterland of Bengal, is the expression of Rabindra Nath Tagore's idea of a place of learning free from regional and religious restrictions.

Key Points

• Rabindranath Tagore opened his School in Shantiniketan on December 22nd, 1901, with 5 children including his eldest son, and an equal number of teachers. 
• He established Shantiniketan with the objective of building educational institutions outside the state-sponsored system and taking students closer to nature and practical life.
• Shantiniketan was carefully modelled by Tagore on the values of humanism, internationalism, and a sustainable environment from the very beginning.
• He created a curriculum that was a special fusion of art, human values, and cultural interchange. One can still sense his presence, compassion, dedication, and pride for the organization in every brick and tree in Shantiniketan even today.

Hence, we conclude that Shantiniketan was founded by Rabindranath Tagore in 1901.

J.Krishnamurti criticized the conventional education, which makes independent thinking extremely difficult and hinders one's comprehension of himself as a total process.

Key PointsStatement I is correct: Implicit in right education is cultivation of freedom and intelligence are the words of J. Krishnamurti Ji in his book - The Right Kind of Education.

• According to him, education is not merely acquiring knowledge, gathering and correlating facts; it is to create human beings who are integrated and therefore intelligent.
• In other words, the purpose of education is not to produce mere scholars, technicians and job hunters but integrated men and women who are mature, free of fear and who have self-awareness, love and goodness.  

Statement II - In right education, the cultivation of freedom and intelligence is possible only if there is any form of compulsion is incorrect.

• J. Krishnamurti Ji was against any kind of compulsion. Further, he emphasized that the right kind of education consists in understanding the child as he is, without imposing upon him an ideal of what we think he should be; and there should not be any compulsion, as sensitivity can never be awakened through compulsion.  

Hence, we can conclude tat only statement I is correct.

The cognitive domain includes learning objectives that deal with the 'recall' or 'recognition' of knowledge and the development of intellectual abilities and skills. This is known as the knowledge component of educational objectives.

Key PointsGiven below are the six stages of cognitive learning:

• Knowledge: Knowledge is defined as the remembering of previously learned material. This may involve the recall of a wide range of learning material, from specific facts to complete theories: Knowledge represents the lowest level of learning outcomes in the cognitive domain. The specific learning outcomes are: names, defines, labels, states, and selects.
• Understanding: It is defined as the ability to grasp the meaning of the material. It is the behavior that represents new responses in relation to and in addition to those previously practiced and learned. The specific learning outcomes are: interpretations, translations, summaries, analyses, detection of similarities and differences and comparisons etc.
• Application: It refers to the ability to use learned material in new and concrete situations. It is an act of putting theories, rules, methods, concepts, principles, or laws to practical uses or new situations. The specific learning outcomes are: discovers, produces, relates, solves, uses, and predicts.
• Analysis: It refers to the ability to break down the material into its component parts so that its organizational structure may be understood. The specific learning outcomes are: identifies, illustrates, sub-divides and differentiates.
• Synthesis: Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication, a plan of operations (research proposal) etc. The specific learning outcomes are: categorizes, combines, designs, rearranges, writes, and reconstructs.
• Evaluation: It is concerned with the value judgment of any statement, achievement of the learner, and material. The specific learning outcomes are: appraises, compares, justifies, and supports.

Hence, we can conclude that valuing is not related to the cognitive domain.

Education is the basis of human life. The development and progress of man depend on education. Education also constructs personality and beautifies. The word ‘education’ is defined in many different ways. The concept of education as a whole cannot be given by anyone particular definition.

Key Points

The concepts of education as given by prominent Indian educationists are as follows :

• Rig-Veda: ‘Education is something which makes man self-reliant and selfless.
• Upanishad: ‘Education is that whose end product is salvation.’
• Bhagavad-Gita: ‘Nothing is more purifying on earth than wisdom.’
• Shankaracharya: ‘Education is the realization of self.’ 
• Sri Aurobindo: ‘Education which will offer the tools whereby one can live for the device, for the country, for oneself and for others and this must be the ideal of every school which calls itself national.’ 
• Gandhiji: ‘By education, I mean all-around drawing out the best in a child and man by body, mind and spirit.’
• Swami Vivekananda: ‘Education is the manifestation of the device perfection, already existing in man.

Thus, it can be concluded that "Education is that thing which makes man self-sufficient and selfless.", this idea was given by Rig Veda. 

Education occurs in many forms for many purposes through many institutions since the emergence of society. There are three forms of education - formal, non-formal, and informal.

• Informal education can be acquired or imparted anywhere, anytime, and by anyone. Non-formal education is imparted in a semi-rigid environment and can be acquired by anyone.

Key Points

• India has had a rich tradition of learning and education from the beginning of civilization. Education policy in ancient India in its traditional form was closely related to religion.
• Over a period of time, two systems of education have developed- the Vedic, which is further subdivided into post-Vedic and/ or Brahminic, and the Buddhist.
• During the Vedic period, India had a Gurukul system of education in which anyone who wished to study went to a teacher’s (Guru) house (Ashram) and requested to be taught.
• If accepted as a student (disciple) by the Guru, s/he would then stay at his place and help in all activities at home.
• This system not only created a strong tie between the teacher and the taught (like family members), but also taught the learner everything about running a house.
• The Guru taught everything the child wanted to learn, from Sanskrit to the Holy Scriptures and from Mathematics to Metaphysics.
• The student stayed as long as s/he wished or until the guru felt he had taught everything he could teach. All learning was closely linked to nature and life and not confined to memorizing information

From the above points, we can conclude that the formal nature of imparting education started during the Vedic Period through the gurukuls, ashrams, and parishads.

Additional Information

• Mughal Period:  Muslim rulers promoted urban education by establishing libraries and literary societies. They founded primary schools (maktabs) in which students learned reading, writing, and basic Islamic prayers and Secondary Schools (madrasas) to teach advanced language skills (mainly Arabic and Persian) in India. 
• Buddhist Period:  Buddhist education was also imparted in Mathas. Entry to higher education was very selective and competitive and only the best managed to enter the citadel of higher learning.

To bring the desired changes in the behavior of people, Extension Education should organize activities so that there will be a repetition of the desired behavior, each successive repetition building on the one before it.

• This conscious attention to the organization of teaching activities in a sequence greatly increases the efficiency of learning. This is the advantage of an educational program over incidental and occasional exposure to learning.

Key Points Steps of Extension Education:

1. Attention: The first step in extension teaching is to make people aware of new ideas and practices. The people must first know that a new idea, practice, or object exists. This is the starting point for change.
2. Interest: Once the people have come to know of the new idea, the next step is to stimulate their interest. This may be done by furnishing them with more information about the topic in a way they will be able to understand and use.
3. Desire: It means un-freezing the existing behavior and motivating the people for change. At this stage, it is necessary to emphasize the advantages of the new idea or practice.
4. Conviction: It is a stage of strong persuasion so as to convince the people about the applicability of the new idea or practice in their own situation and that it would e beneficial for them. The people are furnished with adequate information about the idea and how it works.
5. Action: This is the stage of putting the idea or practice into operation. Small-scale demonstration with the supply of critical inputs may be set up in real-life situations of the individual who comes forward. This provides the opportunity for direct experience on the part of the learners. At this stage, it is necessary to collect evidence of change such as a change in yield, income, employment, behavior, etc.
6. Satisfaction: To produce lasting change, the extension efforts should produce satisfying results. Satisfaction may come from high yield, more income, better health, etc., Satisfaction reinforces learning and develops confidence, which generates motivation for further change.

Hence we can say that the first step of extension education is Attention.
Additional Information The main objective of extension education are given below-

• It teaches us the right use of natural resources.
• The extension helps the students to study and solve the problem.
• It focuses on the education of the child.
• It helps to give the standard life of the child.
• It emphasizes accepting innovation.