Education MCQ Quiz in मल्याळम - Objective Question with Answer for Education - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Extension education is considered out-of-school education.

Key Points

• It is a form of non-formal education that falls outside the formal educational system.
• Extension education is typically provided to adults who are not enrolled in a traditional educational program.
• It can cover a wide range of topics, from agriculture and extension to health and family planning.
• Extension education is often delivered through workshops, seminars, and demonstration projects.
• It is a valuable tool for lifelong learning and development.

Hence, extension education is out-­of­-school education.

Hint

• Formal education is the type of education that is provided by schools, universities, and other accredited institutions. It is structured and follows a set curriculum.
• Informal education is a type of learning that occurs outside of traditional educational institutions and is not typically structured or assessed. 

National Education Policy (NEP) 2020 gives the highest priority to the universal acquisition of foundational literacy and numeracy skills at the primary level. Further, it states that the rest of this Policy will be largely irrelevant for a large portion of our students if this most basic learning, i.e., reading, writing, and arithmetic at the foundational level is not first achieved.

Key Points

• Recognizing the crucial role of Foundational skills in national development, a National Foundational Literacy and Numeracy Mission named ‘National Initiative for Proficiency in Reading with Understanding and Numeracy - NIPUN Bharat’ was launched on 5th July 2021.
• The purpose is to ensure that every child in the country necessarily attains foundational literacy and numeracy in Grade 3 by 2026-27. 
• Ministry of Education has launched a National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat), for ensuring that every child in the country necessarily attains foundational literacy and numeracy (FLN). 
• The mission will focus on children of age groups of 3 to 9 years including preschool to Grade 3.
• The children who are in Classes 4 and 5 and have not attained the foundational skills will be provided individual teacher guidance and support, peer support, and age-appropriate and supplementary graded learning materials to acquire the necessary competencies.
• The goals and objectives of the mission are required to be achieved by all Govt., Govt. Aided and Private Schools so that universal acquisition of FLN skills can be achieved by 2026-27.

Thus, it is concluded that the NIPUN BHARAT represents a National Initiative taken by the Ministry of Education in 2021 to ensure that every child in the country attains Foundational literacy and Numeracy.

Additional Information 

'Extension' is a term which is open to a wide variety of interpretations. It is a dynamic concept subject to multiple interpretations and thus has been changing. It is a relatively new operational concept in India.

Key PointsExtension work is based on some working principles and processes. According to Dhama and Bhatnagar (2009) the knowledge of the principles of extension is necessary for an extension and development professional. Some principles are as follows:

• Principle of cultural difference: Extension work is based on the cultural background of the people with whom the work is done. The extension worker has to know the level of knowledge and skills of the people, the methods and tools used by them, their customs, traditions, beliefs, values, etc before starting the extension programme.
• Principle of adaptability: People, groups and their conditions differ from place to place. Therefore, extension programme should be flexible, so that necessary changes can be made whenever needed to meet varying conditions.
• Principle of participation: Extension helps people to help themselves. Good extension work is directed towards assisting people to work out their own problems, rather than giving them ready-made solutions. Actual participation and the experience of involvement create self-confidence in the people and they learn more by doing.
• Principle of leadership: Extension work is based on the full utilization of local leadership. The selection and training of local leaders to involve them in extension work is essential for the success of the development programme. 

Hence, we can conclude that principle of adaptability of extension education states that an extension programme should be flexible.

Philosophy is the theoretical part of developing knowledge and education is a practical and active part to implement that knowledge among the students. Philosophy determines the aims of education.

Key PointsDifferent philosophers gave their educational philosophies :

• Mahatma Gandhi: He accepted that the aim of education is the development of the physical, mental, emotional, and spiritual abilities of the child. The ultimate aim of education is the realization of the self. He emphasized work with education in his concept of nai taleem.
  • The main aim of education is also earning a livelihood. The education of the child should be based on craft.
  • The medium of instruction should be Mother Tongue. 
  • Education should create useful, responsible, and dynamic citizens.
• Swami Vivekananda: Vivekananda’s philosophy of education was based upon the philosophy of idealism as well as humanism.
  • He advocated education for self-development and suggested Brahmacharya for self-development.
  • The fulfillment of Swadharma was one of the important aims of education. By this, he suggested that there is no need to copy others. Everyone should grow on their own.
  • Each child should be given opportunities to develop according to his own inner nature. 
• Rabindranath Tagore: His educational philosophy is highly based upon the naturalistic system of education. He believes self-education is based on self-realization. Tagore believed in the complete freedom and independence of the child.
  • Self-realization should be one’s goal in education.
  • He formulated the goal of education by synthesizing Ancient Vedantic education with modern western scientific attitudes.
  • For developing creative faculties, the child should be provided opportunities for self-expression. 
• Aurobindo Ghosh: the aim of education should be the physical and mental development of the child with purity, development of senses, development of morality, development of conscience, and spiritual development.
  • The medium of instruction should be in Mother Tongue.
  • Children should be kept at the center of all learning activities.
  •  Education should be provided as per the mental abilities and psychology of the child. 

Hence, we can conclude that Mahatma Gandhi emphasized work with education in his educational philosophy.

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. 

Multicultural education refers to any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds.

• Multicultural education views cultural diversities from a distinctive perspective. Multiculturalism in education recognizes that every learner belongs to a culture, which produces a distinctive pattern of behavior, lifestyle, identity, feeling, and thinking. 

Key PointsAim of Multi-cultural Education:

• Multicultural education is predicated on the principle of educational equity for all students, regardless of culture, and it strives to remove barriers to educational opportunities and success for students from different cultural backgrounds. 
• In practice, educators modify or eliminate educational policies, programs, materials, lessons, and instructional practices that are either discriminatory toward or insufficiently inclusive of diverse cultural perspectives. 
• Multicultural education also assumes that the ways in which students learn and think are deeply influenced by their cultural identity and heritage, and that to teach culturally diverse students effectively requires educational approaches that value and recognize their cultural backgrounds.

Therefore, Multi-cultural Education is aimed at educational equity for children from different cultures within a classroom.

Physical education and training are structured lessons in motor skills that support a person's physical development, health, and self-image.

Key Points

•  Children's complete development is the goal of school education.
• It gives kids the chance to mature and become contributing members of society as adults.
• We must be aware that one of the most crucial conditions for maturing into healthy adulthood is the physical development that promotes cognitive development.
• In addition to helping students develop physically, physical education aims to provide students the information, abilities, capabilities, values, and motivation to maintain and pursue a healthy lifestyle.
• It encourages physical health, improves motor skills, and helps people comprehend the principles behind the rules of games and sports.
• Students engage in a range of competitive activities where they learn how to either operate as a team or as individuals.

Hence, the common objective of Education and Physical Education is mental development.

Successful performance in school is supported by a wide range of abilities, attitudes, and socio-emotional competencies, beyond traditional literacy and numeracy skills life skills, significantly contribute to learning and are an aspect of quality education.

Key Points

•  Quality in education is clearly linked with the purpose of education.
• A variety of assumptions and values underpins the perception of education in a democracy.
• The need for quality in education is to ascertain the unlocking of the potential of the learner to the maximum.
• Issues of quality in education are definitely more serious and difficult to deal with as compared to other sectors.
• Student achievement level indicates the quality of education in a school.
• Education deals with humans who are talented, 'and sensitive, and aim to achieve a perfect, final product which is to help the learner to evolve and unfold his potential to the fullest.
• Education is goal-oriented, therefore one new point of looking at quality can be the goal.
• There may be the individual goals of the learner, the institutional goals, or the social goals.

Thus, it is concluded that the Student achievement level indicates the quality of education in a school.

Work Education aims at restoring dignity and respect to all types of manual work, promoting self-reliance in meeting one’s daily needs and those of one’s family and community.

Key Points The content of Work Education comprises of three categories, i.e.,

• Self-help Activities: A programme for the satisfaction of the day-to-day needs of the students and their families.
• Community Outreach Activities: A programme for sensitization of the students towards their responsibility to satisfy the community needs.
• Pre-vocational Skill Development Activities: This is the most important programme as it is designed to prepare the students for the world of work. However, the actual selection of activities/projects/pre-vocational courses by the school would depend upon the availability of natural, physical, and human resources in the locality, the socioeconomic background of the community, and the needs and interests of the students.  

Important Points Following are the self-help activities:-

• First aid activities like counting of pulse, taking of temperature, and bandaging of wounds after cleaning them.
• Preparation of family budget and maintenance of daily household accounts.
• To be able to know and procure transport facilities from one point to another using online resources or cooperation with local authorities such as Panchayat.
• Understanding the basic traffic rules and helping traffic police in the regulation of traffic.
• Helping school authorities in organizing exhibitions, picnics, tours and excursions, school functions, etc.

Thus, it is concluded that activities related to helping school authorities in organizing exhibitions, picnics, tours and excursions, school functions, etc are to be included in self-help activities.

Extension-teaching methods are the tools and techniques used to create situations in which communication can take place between the extension workers and the beneficiaries of development. These methods extend new knowledge and skills to the beneficiaries of the development by drawing their attention towards them, arousing their interest, and helping them to have a successful new learning experience and practice. Key Points

• By nature, extension teaching is horizontal.
• It provides stimulation that causes desired mental and physical activity on the part of the learner.
• It takes the learner through one, or more steps of the teaching-learning process, viz., attention, interest, desire, conviction, action, and satisfaction.
• Extension teaching methods are used to improve extension teaching, i.e., to increase the concreteness, clarity, and effectiveness of the ideas and skills to be transferred.

Hence, we can conclude that by nature, extension teaching is horizontal.