NET: PAPER 1 Higher Education System

 

NET: PAPER 1

Higher Education System

Institutions of higher learning and education in ancient India.

The history of education in ancient India is fascinating and is recorded and can be tracked to the ancient era. Education in ancient India began around the 3rd century B.C with elements of religious training and impart of traditional knowledge. Sages and scholars imparted education orally. Palm leaves and barks of trees were used for writing. In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, pathshalas, tols, and gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life. Temples were also the centres of learning and took interest in the promotion of knowledge of our ancient system. Students went to viharas and universities for higher knowledge. Teaching was largely oral and students remembered and meditated upon what was taught in the class.

Fundamentals of Ancient Indian Education.

Ancient Indian Education had been evolved strictly on the foundations of Indian epistemological and philosophical traditions. The entire educational tradition originated in these 4 principles. Thus, ancient Indian educational system was developed in terms of the needs of the individual and that of the society and therefore, its efflorescence was natural.

The Four Vedas The Vedas regarded as the oldest among the literatures of the world, are the original sources of the philosophy of life in ancient India. A study of these Vedas will enable one to get a thorough knowledge not only of the philosophy of life but also of the whole fabric of ancient Indian culture. Consequently, the entire literature and philosophy of India, The Upanishads, the Smritis and the Puranas, all acknowledge the superiority of Vedas. The Vedas occupy a very important place in the Indian life. The 6 basis of Indian culture lies in the Vedas, which are four in number Rigveda, Samaveda, Yajurveda and Atharvaveda.

Gurukula :

Education in ancient India was more identified with the Gurukula system. These ancient Hindu schools in India were residential in nature with the sishyas or students living in the same house with the Guru or the teacher. The students lived together irrespective of their social standing.

The Curriculum of Vedic Education, Methods and key aspects of Vedic era.

 The Vedic knowledge was imparted by the Guru or the teacher to the pupil through regulated and prescribed pronunciation, which the pupil would commit to memory, having listened to it alternatively.

Two methods of teaching were being practiced during the Vedic period. The first method was Oral and the second was based on Chintan i.e. thinking

The admission was made by the formal ceremony Upanayana or initiation by which the pupil left the home of his natural parents for that of the preceptor

The discipline of brahmacharya or celibacy was compulsory. Though a married youth was entitled to get education, yet he was denied the right of being the residential pupil.

Broadly there existed three types of institutions namely Gurukulas, Parishads(Academies) and Sammelans (Conferences) in that age.

Besides these regular schools of instructions, there were special institutions for the promotion of advance study and research. These are called in the Rig Veda as Brahmana- Sangha. These Academics were called Parisads; there is a reference to the Panchala Parisad in the Upanishads, in whose proceedings even kings participated.

During the Vedic period one could choose a particular profession as he liked and accordingly his Varna was determined. But during the later Vedic period Varna came to be determined by birth. Consequently, the whole society was divided into four Varna- Brahman, Kshatriya, Vaishya and Shudra.

Education in the Sutras and Epics

The period of the Vedic literature was followed by that of Sutra literature. It falls between 600 B.C and 200 B.C. The growth of Vedic literature had become so vast and diffused that the need was strongly felt to evolve some practicable method as may epitomize conveniently the huge mass of Vedic literature. In this age, the rules and regulations of education were manifested mainly in the form of Dharma-Sutras. These Dharma- Sutras embodied the principles of social conduct and a code of duties for the teachers and students.

In this way developed six systems of philosophy, viz, The Samkha of Kapila, The Yoga of Patanjali, The Nyaya of Gautama, Vaisheshika of Kanada, Karma or Purva-mimansa of Jaimini and Uttara Mimamsa or Vedanta of Badarayana.

The Ramayana and the Mahabharata are the main Epics of ancient India. These epics give us glimpses into the creed of militarism of that age;

In this way many institutions were formed of which Taxila, Ujjain, Nalanda, Benares, Ballavi, Ajanta, Madura and Vikramsila were very famous. Taxila was famous for medicine and Ujjain for Astronomy.

Education in Buddhist Era

In the Vedic age the student was given education up to 25 years of age and after that he was permitted to go home and lead the life, in the Buddhist system after having received education the student never came back to his parent’s place for leading the life of a householder. He remained a monk for good and cut off his worldly relationships forever.

The main aim of education in Buddhist period was the purity of character. Therefore, like Vedic educational system, they also emphasized much on the practice and training for pure character instead of psychological development of the students

On the beginning (Pratipada) and close (Purnima) of each month learned people used to assemble together. This type of assembling together was a very important part of Buddhist education

Main Educational Centers and Universities in Ancient India

The study of the Education system in Vedic period and Brahmanical Educational system makes it clear that in those days the residence of the teachers (Gurus) were the educational institutions called Gurukulas.

Lord Buddha was the person who had realized the necessity of education for devotees at large and so he established the monasteries and Vihars, where education was also imparted. Later on, these monasteries were turned into full-fledged centers of education; where Bhikshus, Bhikshunis and even common people were given chance to acquire education. Besides, the foreigners also came here to study Buddhist religion.

TAKSHASHILA University

 

 

 

 

Being situated at the distance of 20 miles in the West of Rawalpindi, Taxila was the capital of Gandhar Kingdom. According to Valmiki Ramayana, Prince 36 Bharat founded this city and appointed his son Taksha as the ruler of the territory.

Takshashila was an ancient Indian city, which is now in north-western Pakistan. It is an important archaeological site and the UNESCO declared it to be a World Heritage Site in 1980.

Its fame rested on the University, where Chanakya is said to have composed his Arthashastra. Archaeologist Alexander Cunningham discovered its ruins in the mid19th century.

It was an early Buddhist centre of learning. Well known graduates of this university include Chanakya, Panini, Charaka, Vishnu Sharma, Jivaka etc. This is the world’s oldest university.

 

Nalanda University:

 

 

In the province of Bihar, situated at a distance of 40 miles southwest of modern Patna and seven miles north of Rajgriha, Nalanda was a famous cultural and educational center of Northern India.

It was dedicated to Buddhist studies, but it also taught fine arts, medicine, mathematics, astronomy, politics and the art of war. Nalanda’s importance comes from its Buddhist roots as a center of learning.

Nalanda reached its zenith of progress at the hands of the kings of Gupta dynasty. Kumaragupta I (414-445 A.D.) built a monastery there. A big and strong enclosing wall having only one gateway marked off the entire university area.

The center had a nine-story library and dormitories for students, housing 10,000 students in the and providing accommodations for 2,000 professors.

Hsuan Tsang, the famous pilgrim from China studied and taught for 5 years in the 7th century CE

Nalanda, the unique symbol of Indian philosophy, arts and civilization after a glorious career of 700+ years, fell a prey to barbarism of the Mohammedan conqueror named Bakhtiar Khilzi towards the end of the 12th century A.D. He destroyed the University and put the library on fire and the innocent monks and students were ruthlessly massacred.

A historian writes, “The University of Nalanda was the educational center of international moral comparable in the universalism of its thought, the wide range of its studies, the international character of its community to the greatest universities of modern time like Oxford, Cambridge, Paris and Harvard.”

 

 

 

 

 

 

 

Vikramshila:

 

 

 

The Vihara of Vikramshila was established by the famous Emperor Dharampala of Pal dynasty in the 8th century in Northern Magadh at a beautiful hill on the bank of the river Ganges.

In Vikramshila 108 scholars were appointed as the incharge and Acharyas of the various temples. Six additional Pandits were also appointed for general management. In all there were 144 permanent scholars in the University.

The main subjects of study were vyakaran, Logic, Philosophy, Tantra Shastra and Karamkanda. Later on Tantra Shastra gained prominence.

Degrees were conferred on the graduates and post-graduates at the time of Samavartana (Convocation) by the rulers of Bengal.

 Vikramshila University was destroyed by Bhaktiyar Khilji in 1203 A.D. It is said that the Muslims took the Vihar as a fort and they killed most of the monks.

 

Mithila:

In the Upanishadic age Mithila became a prominent seat of Brahmanical system of education. It was named as Videha. Raja Janak used to hold religious conferences, wherein learned Rishis and pandits took part in religious discussions.

From 12th century to 15th century, Mithila had been an important center of learning and culture; and besides literature and fine arts, scientific subjects were also taught there. There was a Nyaya Shastra too. Gangesha Upadhyaya founded a school of New Logic (Navya-Nyaya).

Even upto the period of Mughal Emperor Akbar, it continued to flourish as an important center of education and culture credited with country-wide repute. It was famous especially for its Nyaya (jurisprudence) and TarkaShastra (Logic)

Nadia:

Nadia was formerly called Navadweep. It is situated at the confluence of Ganga and Jalangi rivers in Bengal. It was the center of trade and commerce as well as learning and culture.

The importance of Nadia grew still more as a result of the downfall of Nalanda and Vikramshila and it began to be regarded as an eminent center of Hindu culture and education.

Education in Nadia University was imparted at three centers namely- Navadweep, Shantipur and Gopaalpura. Sometimes students studied here for 20 years.

 

 

Evolution of higher learning and research in Post-Independence India.

 

1.     First college was set up in 1918 in Seram pore in Bengal imparting western education in India. In 1857, three Central Universities of Calcutta, Bombay and Madras were set up, 27 colleges were affiliated. In 1947, 19 Universities were there in India. (CABE, 2005).

2.     Total No. State Universities 476, Deemed to be Universities 125, Central Universities 56 Private Universities 1108, Total university is   ( Source: UGC on 31.07.2023).

 

3.     The central government via the University Grants Commission (UGC) or the AICTE provides support to various state-run university. Universities in India functionally are multi-faculty universities, single faculty universities (agricultural, technological and medical universities) apart from the universities there also institutions of national importance like IITs, IIMs deemed to be universities (BITS, IISc).

4.     The rule and regulations by these agencies make the higher education system more complex. The various stakeholders in the regulatory framework in the country are State governments, professional councils like University Grant Commission (UGC), All India Council for Technical Education (AICTE) etc.

5.     The growth of Higher education in India after post-independence is phenomenal. It is more than half a century ever since the government initiated a planned development of higher education in the country particularly with the establishment of University Grants Commission in 1953. During 1950 and 2020 the number of universities has increased from 20 to about 967. colleges from 500 to 40,000 and teachers from 15,000 to around more than10 lakhs. Consequently, enrollment of students has increased from a mere of 0.1 million in 1950 to 30 million. (Based on UGC Report 2016).

Radhakrishnan Commission (1948-49)

1.     The first major commission to study the state of the universities in India after independence was the Radhakrishnan Commission (also known as the University Education Commission) in 1948-49

2.     The most significant recommendation of the Commission was that a University Grants Commission modelled on the University Grants Committee in Great Britain be set up as a liaison between the central government and the universities.

3.     This last recommendation became a reality in 1956 when the University Grants Commission (UGC) was established by an act of Parliament which stated that “The Constitution of India vests Parliament with the exclusive authority in regard to coordination and determination of standards in institutions of higher education and research and scientific and technical institutions.”

Secondary education Commission (Mudaliar Commission 1952-53)

1.     The Secondary Education Commission was appointed by the Government of India Resolution on 23rd September 1952 under the Chairmanship of Dr. A. Lakshmana swami Mudaliar, Vice-Chancellor, Madras University to examine the prevailing system of secondary education in the country.

2.      it was aimed to suggest measures for its reorganization and improvement with reference to the aims, organisation and content of secondary education, its relationship to primary and higher education and the interrelation of secondary schools of different types.

Education commission (Kothari Commission 1964-66)

1.     The Commission was appointed under provision of a resolution of the Government of India, dated 14th July, 1964and it began its task on October 2,1964.

2.     The Commission included eminent educationists in diverse fields from India and abroad. It consisted of total 17 members, where 14 members, 1 member – secretary, 1 Associate – Secretary and Dr. D.S. Kothari, chairman of the U.G.C. was appointed as the chairman of the commission. Therefore, it is also known as the Kothari Commission.

3.     The Commission submitted its report to the Government on June 29, 1966. It was laid on the Table of the House on August 29, 1966.The report of the Commission, is a voluminous document of about 700 pages. It has been hailed as referred for all change and reform in Education.

4.     Although it is 20 years old, yet it maintains its fragrance and freshness. Even the new National Policy on Education (1986) has been mainly based on its recommendations. It is termed as Bible for Teachers‘and should be read with flair.

Rammurthy Review Committee ( 1990)

1.     The committee to review the National Policy on Education 1986, was formed on 7thNovember 1990 with Acharya Ramamurthy as Chairman and sixteen others as members. This Committee ‘s report bears the title ―Towards an Enlightened and Humane Society.

2.     The Committee was appointed to review the National Policy on Education 1986 and make recommendations regarding the revision of the policy and action necessary for implementation of the revised policy within a time-frame.

Role of Department of Higher Education:

The Department of Higher Education, MHRD, is responsible for the overall development of the basic infrastructure of the Higher Education sector, both in terms of policy and planning. Under a planned development process, the Department looks after expansion of access and qualitative improvement in the Higher Education, through world-class Universities, Colleges and other Institutions.

Role of Department of Higher Education:

1.    Enhancement of Gross Enrollment Ratio by expanding access through all modes.

2.    Promoting the participation of these sections of the society whose GER is lower than the national average.

3.    To improve quality and to promote academic reforms

4.    Setting up of new educational institutions and also capacity expansion and improvement of the existing institutions.

5.    Use of Technology in Higher Education.

6.    Development of Vocational Education and Skill Development.

7.     Development of Indian Languages.

8.    International Collaboration in the field of education.

 

 

 

1.     The regulatory framework of this sector in India is multi-layered. At the last chain of delivery – the classroom, three sets of regulations operate – University, College, and Council

2.     Universities awarding their own degrees are classified into five types based on their management – Central University, State University, Private University, Institutions-deemed-to-be-a-University and Institute of National Importance. Colleges award degrees in the name of the university to which they are affiliated.

3.     Apart from providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures which are necessary for the development of Higher Education. It functions from New Delhi as well as its six Regional offices located in Bangalore, Bhopal, Guwahati, Hyderabad, Kolkata and Pune.

4.     Different regulatory bodies such as the Medical Council of India (MCI), All India Council for Technical Education (AICTE) and the Bar Council India (BCI), among others, manage different professional courses. There are two accrediting institutions– namely National Board of Accreditation (NBA) established by AICTE and National Assessment and Accreditation Council (NAAC) established by UGC. PCI ( Pharmacy council of India) DEC( Distance Education council) , NCTE( National council for teacher education), ICAR( Indian council of Agricultural Research), ICMR( Indian Council of Medical Research). ICSSR(Indian Council of Social Science Research ), CSIR( The Council of Scientific and Industrial Research)

 

 

 

Some important Educational Institutes

NCTE

The National Council for Teacher Education, in its previous status since 1973, was an advisory body for the Central and State Governments on all matters pertaining to teacher education, with its Secretariat in the Department of Teacher Education of the National Council of Educational Research and Training (NCERT). Despite its commendable work in the academic fields, it could not perform essential regulatory functions, to ensure maintenance of standards in teacher education and preventing proliferation of substandard teacher education institutions. The National Policy on Education (NPE), 1986 and the Programme of Action thereunder, envisaged a National Council for Teacher Education with statutory status and necessary resources as a first step for overhauling the system of teacher education.

The National Council for Teacher Education as a statutory body came into existence in pursuance of the National Council for Teacher Education Act, 1993 (No. 73 of 1993) on the 17th August,1995.

 

The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith. The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.

 

Main functions of NCTE:

It shall be the duty of the Council to take all such steps as it may think fit for ensuring planned and co-ordinated development of teacher education and for the determination and maintenance of standards for teacher education and for the purposes of performing its functions under this Act, the Council may:

1.    Undertake surveys and studies relating to various aspects of teacher education and publish the result thereof;

2.    Make recommendations to the Central and State Government, Universities, University Grants Commission and recognised institutions in the matter of preparation of suitable plans and programmes in the field of teacher education;

3.    Co-ordinate and monitor teacher education and its development in the country;

4.    Lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher in schools or in recognised institutions;

5.    Lay down norms for any specified category of courses or trainings in teacher education, including the minimum eligibility criteria for admission thereof, and the method of selection of candidates, duration of the course, course contents and mode of curriculum;

6.    Lay down guidelines for compliance by recognised institutions, for starting new courses or training, and for providing physical and instructional facilities, staffing pattern and staff qualification;

7.    Lay down standards in respect of examinations leading to teacher education qualifications, criteria for admission to such examinations and schemes of courses or training;

8.    Lay down guidelines regarding tuition fees and other fees chargeable by recognised institutions;

9.    Promote and conduct innovation and research in various areas of teacher education and disseminate the results thereof;

10. Examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council, and to suitably advise the recognised institution;

11. Evolve suitable performance appraisal system, norms and mechanism for enforcing accountability on recognised institutions;

12. Formulate schemes for various levels of teacher education and identify recognised institutions and set up new institutions for teacher development programmes;

NCERT

The National Council of Educational Research and Training (NCERT) is an autonomous organisation set up in 1961 by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education. The major objectives of NCERT and its constituent units are to: undertake, promote and coordinate research in areas related to school education; prepare and publish model textbooks, supplementary material, newsletters, journals and develops educational kits, multimedia digital materials, etc. organise pre-service and in-service training of teachers; develop and disseminate innovative educational techniques and practices; collaborate and network with state educational departments universities, NGOs and other educational institutions; act as a clearing house for ideas and information in matters related to school education; and act as a nodal agency for achieving the goals of Universalisation of Elementary Education. In addition to research, development, training, extension, publication and dissemination activities, NCERT is an implementation agency for bilateral cultural exchange programmes with other countries in the field of school education. The NCERT also interacts and works in collaboration with the international organisations, visiting foreign delegations and offers various training facilities to educational personnel from developing countries.

The major constituent units of NCERT which are located in different regions of the country are:

National Institute of Education (NIE), New Delhi
Central Institute of Educational Technology (CIET), New Delhi
Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal
Regional Institute of Education (RIE), Ajmer
Regional Institute of Education (RIE), Bhopal
Regional Institute of Education (RIE), Bhubaneswar
Regional Institute of Education (RIE), Mysore
North-East Regional Institute of Education (NERIE), Shillong

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NAAC

The National Assessment and Accreditation Council (NAAC) conducts assessment and accreditation of Higher Educational Institutions (HEI) such as colleges, universities or other recognised institutions to derive an understanding of the ‘Quality Status’ of the institution. NAAC evaluates the institutions for its conformance to the standards of quality in terms of its performance related to the educational processes and outcomes, curriculum coverage, teaching-learning processes, faculty, research, infrastructure, learning resources, organisation, governance, financial wellbeing and student services.

NAAC resides on a sprawling campus spread across five acres at Nagarbhavi, opposite to the National Law School of India, in the Bangalore University, Jnanabharathi campus.

 

Mission:

• To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects;
• To stimulate the academic environment for promotion of quality of teaching-learning and research in higher education institutions;
• To encourage self-evaluation, accountability, autonomy and innovations in higher education;
• To undertake quality-related research studies, consultancy and training programmes;
• To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance.

QCI

The Quality Council of India (QCI) is a pioneering experiment of the Government of India in setting up organizations in partnership with the Indian industry.

 

The Mission of QCI is to lead nationwide quality movement in India by involving all stakeholders for emphasis on adherence to quality standards in all spheres of activities primarily for promoting and protecting interests of the nation and its citizens.

Main objectives of QCI:

To achieve the Mission of QCI by playing a pivotal role in propagating, adoption and adherence to quality standards in all important spheres of activities including education, healthcare, environment protection, governance, social sectors, infrastructure sector and such other areas of organized activities that have significant bearing in improving the quality of life and well being of the citizens of India and without restricting its generality shall inter-alia include:

·       To lead nationwide quality movement in the country through National Quality Campaign aimed at creating awareness amongst citizens, empowering them to demand quality in all spheres of activities, and promoting and protecting their well being by encouraging manufacturers and suppliers of goods and service providers for adoption of and adherence to quality standards and tools.

·       To develop apropos capacities at the level of Governments, Institutions and enterprises for implementing & institutionalizing continuous quality improvement.

·       To develop, establish & operate National Accreditation programmes in accordance with the relevant international standards & guides for the conformity assessment bodies certifying products, personnel, management systems, carrying out inspection and for the laboratories undertaking testing & calibration and such other areas of organized activities that have significant bearing in improving the quality of life and well being of the citizens of India.

·       To develop, establish and operate National Accreditation Programmes for various service sectors such as education, healthcare, environment protection, governance, social sectors, infrastructure sector, vocational training etc., to site a few, as may be required, based on national/international standards and guidelines and where such standards are not available, to develop accreditation standards to support accreditation programs.

·       To build capacities in the areas of regulation, conformity assessment and accreditation to overcome TBT/SPS constraints.

·       To encourage development & application of third party assessment model for use in government, regulators, organizations and society.

·       To promote quality competitiveness of India's enterprises especially MSMEs through adoption of and adherence to quality management standards and quality tools.

·       Promoting the establishment of quality improvement and benchmarking centre, as a repository of best international / national practices and their dissemination among the industry in all the sectors.

·       To encourage industrial / applied research and development in the field of quality and dissemination of its result in relevant publication including and trade journals;

·       To build capacities including development of appropriate quality accreditation mechanism for other emerging areas that have significant bearing in improving the quality of life and well being of the citizens of India such as food sector, oil & gas, forestry, agriculture /animal husbandry, warehouse, pharmacy etc. or as the need may arise from time to time.

·       To facilitate effective functioning of a National Information & Enquiry Services on standards & quality including an appeal mechanism to deal with unresolved complaints.

·       To develop and operate an appeal mechanism to deal with unresolved complaints;

 

NIEPA

The National Institute of Educational Planning and Administration (NIEPA), (Deemed to be University) established by the Ministry of Human Resource Development, Government of India, is a premier organization dealing with capacity building and research in planning and management of education not only in India but also in South Asia. In recognition of the pioneering work done by the organization in the field of educational planning and administration, the Government of India have empowered it to award its own degrees by way of conferring it the status of Deemed to be University in August, 2006. Like any Central University, NIEPA is fully maintained by the Government of India.
The National Institute has its origin dating back to 1962 when the UNESCO established the Asian Regional Centre for Educational Planners and Administrators which later became the Asian Institute of Educational Planning and Administration in 1965. After 4 years of its existence, it was taken over by the Government of India and renamed as the National Staff College for Educational Planners and Administrators. Subsequently, with the increased roles and functions of the National Staff College, particularly in capacity building, research and professional support services to governments, it was again renamed as the National Institute of Educational Planning and Administration (NIEPA) in 1979.

 

UGC (University Grants Commission)

          UGC was established on 28^th December, 1953 at New Delhi. It was given autonomy by the Government of India in 1956. Its functions are, to provide financial assistance to the universities and the colleges to meet their requirements; it provides financial assistance for the development of the universities to meet their needs and requirements; it makes provision of guidelines to the centre and the state government for giving grants to the universities; it makes provision of grants for five years for making provision of new university within the state; it provides grants for five years to launch a new department or any academic program in the university, but in the present state concurrence is essential; it encourages higher level research work and teaching activities by providing financial assistance; it provides grants for higher education and new programs within the colleges and universities and it provides fellowship for the teachers and project work for the university and college teachers.

          The functions of UGC with regards to the teacher education committees are, to upgrade the standard of education. Teacher-education committees were formed consisting of seven members for the time period of two years. It provides awareness of new innovations and research in teacher education; the national fellowship and teacher fellowship are granted for the encouragement of research and teaching work; it provides travel grants to the university lecturers for attending international conferences and seminars; visiting professors are appointed from among the university professors for interchange programs and delivering lectures; residential accommodation are also provided for the university and college teachers and research associates are appointed for the post-doctoral research studies. Grants are given by the UGC to the university teachers for conducting their own researches. In 1953-54, the Ministry of Education launched a scheme to make provision of grants to the teachers, colleges and departments of education in the universities to enable them to carry out research on educational problems, selected by them and approved by the central ministry.

The main purpose of this scheme is to make provision of facilities for research. This has been experiencing problems due to the deficiency in the financial resources. The staff members, employed within the training colleges are the ones, who are vested with the job responsibilities of carrying out the function of research. The facilities and the equipment is provided to the individuals to complete the projects. For leading to improvements in the standards of teaching and research within the country, there has been establishment of the Centre for Advanced Studies (CASE) by the UGC. CASE has been set up in different branches of knowledge. It selected the faculty of education and psychology. Baroda as the CASE in education functions on an all-India basis. It has the main objective of raising the principles in education and research. It has built up its program in collaboration with the research workers from outside.

The UGC`s mandate includes: 

• Promoting and coordinating university education.
• Determining and maintaining standards of teaching, examination and research in universities.
• Framing regulations on minimum standards of education.
• Monitoring developments in the field of collegiate and university education; disbursing grants to the universities and colleges.
• Serving as a vital link between the Union and state governments and institutions of higher learning.
• Advising the Central and State governments on the measures necessary for improvement of university education.

 

NTA

 

National Testing Agency (NTA) has been established as a premier, specialist, autonomous and self-sustained testing organization to conduct entrance examinations for admission/fellowship in higher educational institutions.

Main objective of NTA

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• To conduct efficient, transparent and international standards tests in order to assess the competency of candidates for admission, and recruitment purposes.
• To undertake research on educational, professional and testing systems to identify gaps in the knowledge systems and take steps for bridging them.
• To identify experts and institutions in setting examination questions.
• To produce and disseminate information and research on education and professional development standards.

 

 

RMSA

Education provides the surest instrument for attaining sustainable development of a high order in a country. In this regard, primary education acts as the basic enabling factor for participation, freedom and overcoming of basic deprivation; whereas secondary education facilitates economic development and establishment of social justice. Over the years, liberalisation and globalisation have led to rapid changes in scientific and technological world and have prompted the general needs of improved quality of life and reduced poverty. This undoubtedly necessitates the school leavers to acquire higher levels of knowledge and skills than what they are essentially imparted with throughout the eight years of elementary education. Also, a crucial stage in the educational hierarchy, secondary education empowers children to aggrandise nations by preparing them for higher education and also the world of work.

Following the recommendations of New Education Policy of 1986 and Programme of Action, 1992 the Government of India initiated different schemes to support children of secondary and higher secondary schools at different points in time. The IEDSS (formerly IEDC), Girls’ Hostel, Vocational Education and ICT@schools schemes were started with the overall objective of providing accessible, and relevant secondary education of good quality in India. Started in 2009 in partnership with State Government and Local Self Government, RMSA was the most recent addition to these four existing schemes.

The Rashtriya Madhyamik Shiksha Abhiyan is a flagship scheme of Government of India, launched in March, 2009, to enhance access to secondary education and improve its quality. The implementation of the scheme started from 2009-10 to generate human capital and provide sufficient conditions for accelerating growth and development and equity as also quality of life for everyone in India. Largely built upon the successes of SSA and, like SSA, RMSA leverages support from a wide range of stakeholders including multilateral organisations, NGOs, advisors and consultants, research agencies and institutions. The scheme involves multidimensional research, technical consulting, implementation and funding support. Currently in its fourth year of implementation, RMSA covers 50,000 government and local body secondary schools. Besides this, an additional of 30,000 aided secondary schools can also access the benefits of RMSA; but not infrastructure and support in core areas.

Main objective of RMSA

·       Improve the quality of education imparted at secondary level by making all secondary schools conform to prescribed norms.

·       Remove gender, socio-economic and disability barriers.

·       Enhance and universalize retention by 2020

 

Implementation mechanism of the scheme:
MHRD is the nodal central government ministry to coordinate RMSA with the help of RMSA State Implementation Societies (SIS) in each state. However, there are a lot of support arrangements and institutions available for better implementation of RMSA. A National Resource Group (NRG) provides guidance for bringing about reforms in teaching learning processes, curriculum, teaching learning material, ICT education and mechanisms of monitoring and evaluation. The Technical Support Group (TSG) supported by MHRD, is a constituent of the NRG and has a direct reporting relationship with the ministry. TSG provides technical and operational support and expertise to national and state level teams.

Besides this, various sub-committees like Curriculum Reform Subcommittee, Teacher and Teacher Development Subcommittee, ICT Subcommittee and Planning and Management Subcommittee have been constituted under NRG. These subcommittees comprise members from the TSG and meet thrice a year to apprise themselves of the progress made on mutually set goals and commitments. In addition, NCERT and NUEPA support through dedicated RMSA units. RMSA-TCA has also been set-up for capacity building support with the assistance of DFID. In terms of financial inputs, the central share is released to the implementing agencies directly, whereas the applicable state share is also released to the agencies by the respective State Governments.

 

Sarva Shiksha Abhiyan

  SSA, is an Indian Government programme aimed at the universalisation of elementary education "in a time bound manner", the 86th Amendment to the Constitution of India making free and compulsory education to children between the ages of 6 and 14 (estimated to be 205 million children in 2001) a fundamental right. The programme was pioneered by former Indian Prime Minister Atal Bihari Vajpayee.

As an intervention programme, it started on 2002 and SSA has been operational since 2000-2001However, its roots go back to 1993-1994, when the District Primary Education Programme (DPEP) was launched, with an aim of achieving the objective of universal primary education. DPEP, over several phases, covered 272 districts in 18 states of the country. The expenditure on the programme was shared by the Central Government (85%) and the State Governments (15%). The Central share was funded by a number of external agencies, including the World Bank, Department for International Development (DFID) and UNICEF. By 2001, more than $1500 million had been committed to the programme, and 50 million children covered in its ambit. In an impact assessment of Phase I of DPEP, the authors concluded that its net impact on minority children was impressive, while there was little evidence of any impact on the enrolment of girls. Nevertheless, they concluded that the investment in DPEP was not a waste, because it introduced a new approach to primary school interventions in India.

The Right to Education Act (RTE) came into force on 1 April 2010. Some educationists and policy makers believe that, with the passing of this act, SSA has acquired the necessary legal force for its implementation.

This programme is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode. It is a response to the demand for quality basic education all over the country. School Chalen Hum" Poem was created to make the Sarva Shiksha Abhiyan (SSA) program successful.

Padhe Bharat Badhe Bharat is a nationwide sub-programme of Sarva Shiksha Abhiyan.Children who fail to read in early education lag behind in other subjects. The programme is designed to improve comprehensive early reading, writing and early mathematics programme for children in Classes I and II.

SSA interventions include inter alia, opening of new schools and alternate schooling facilities, construction of schools and additional classrooms, toilets and drinking water, provisioning for teachers, regular teacher in service training and academic resource support, free textbooks& uniforms and support for improving learning achievement levels. With the passage of the RTE Act, changes have been incorporated into the SSA approach, strategies and norms.

The changes encompass the vision and approach to elementary education, guided by the following principles :

Holistic view of education, as interpreted in the National Curriculum Framework 2005, with implications for a systemic revamp of the entire content and process of education with significant implications for curriculum, teacher education, educational planning and management.

Equity, to mean not only equal opportunity, but also creation of conditions in which the disadvantaged sections of the society – children of SC, ST, Muslim minority, landless agricultural workers and children with special needs, etc. can avail of the opportunity.

Access, not to be confined to ensuring that a school becomes accessible to all children within specified distance but implies an understanding of the educational needs and predicament of the traditionally excluded categories  the SC, ST and others sections of the most disadvantaged groups, the Muslim minority, girls in general, and children with special needs.

Gender concern, implying not only an effort to enable girls to keep pace with boys but to view education in the perspective spelt out in the National Policy on Education 1986 /92; i.e. a decisive intervention to bring about a basic change in the status of women.

Centrality of teacher, to motivate them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalised backgrounds.

Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes. Convergent and integrated system of educational management is pre-requisite for implementation of the RTE law. All states must move in that direction as speedily as feasible

Provide quality elementary education including life skills with a special focus on the education of girls and children with special needs as well as computer education.

INQAAHE

The International Network for Quality Assurance Agencies in Higher Education (INQAAHE) established in 1991 with only 8 members. its Headquarters is Barcelona, Spain. It is a world-wide association of 364 members (in 2017) organisations active in the theory and practice of quality assurance in higher education. The great majority of its members are quality assurance agencies that operate in many different ways although the Network also welcomes (as associate members) other organisations that have an interest in QA in HE.

INQAAHE offers members many services, including a Journal, a Bulletin, a Query service, a Good Practice database, funding for projects and funding for a Professional Qualification in QA. There are also Conferences and Fora at least annually. HE has dramatically changed over the last decades. Distance education as well as vocational education have become increasingly more important as is the need for recognition of prior learning. HE has become more global than ever before. Professional accreditation has become more important as more higher education institutions (HEI) delivering programs in different modes enter the market. All these have thrust the QA agencies into ever expanding roles.

INQAAHE is a QA community, with shared interests, a common language and an understanding of how things are done with regard to a very specific field of work. It provides a forum for the discussion of global issues that go beyond national or regional boundaries, such as cross border education. Members have the opportunity to learn from what others are doing, both from their successes and their failures, and thus have now set the ground for the development of a QA profession.

 

Professional, Technical and Skill Based education.

 

Professional education

It is a formalized approach to specialized training in a professional school through which participants acquire content knowledge and learn to apply techniques. Although content is what the participant is expected to learn by attending professional school, such an education also helps the participant acquire the competencies needed for proper practice and behavior. Some common goals of professional education include incorporating the knowledge and values basic to a professional discipline; understanding the central concepts, principles, and techniques applied in practice; attaining a level of competence necessary for responsible entry into professional practice; and accepting responsibility for the continued development of competence.

Technical education

Technical education refers to the academic and vocational preparation of students for jobs involving applied science and modern technology. It has as its objectives the preparation of graduates for occupations that are classed above the skilled crafts but below the scientific or engineering professions.

 

Skill development

It is key feature in every individual’s life if he/she want to be employed. Every country needs individuals with higher level of skills and educational qualification.

The skill development ecosystem in India is complex, large and diverse, providing varied levels of skills across an extremely heterogeneous population. Skill development in India can be broadly segmented into Education and Vocational Training.

 

 

 

 

 

 

Processes:

 

 

Elementary, secondary and higher education is governed by the Ministry of Human Resource Development. University and Higher Education caters to all college education (Arts, Science, Commerce, etc.), while engineering education, polytechnics, etc. fall under Technical Education. University Grants Commission (UGC) is the nodal body governing funds, grants and setting standards for teaching, examination and research in Universities, and the All India Council for Technical Education (AICTE) is the regulatory body for Technical Education in India. At the central level, the nodal institution for vocational training is the Director General of Employment & Training (DGET) under the Ministry of Labor and Employment. The DGET is responsible for formulating policies, establishing standards, granting affiliation, trade testing and certification, and matters connected to vocational training and providing employment services. The National Skill Development Council (NSDC) now a part of the newly created Ministry of Skill Development and Entrepreneurship – was initially set up under the Ministry of Finance to provide viability gap funding and promote private skill initiatives.

 

 

 

 

 

Functions:

 

 

Some important points:

1.    National Council for Vocational Training (NCVT) was set up in 1956.

2.    The State Council for Vocational Training (SCVT) at the state levels and the sub committees have been established to assist the National Council.

3.    The Quality Council of India (QCI) was set up jointly by Government of India and the Indian industry as an autonomous body to establish a national accreditation structure in the field of education, healthcare, environment protection, governance, social sectors, infrastructure, vocational training and other areas that have significant bearing in improving the quality of life.

4.    The DGET which governs Industrial Training Institutions (ITIs) has recently been aligned with Ministry of Skill Development and Entrepreneurship. There are more than 10,000 ITIs with a capacity of approximately 1.5 million seats.

5.    The National Skill Development Corporation India (NSDC) is a public private partnership organization (now under the Ministry of Skill Development and Entrepreneurship) that was incorporated in 2009 under the National Skill Policy.

6.    National Skill Development Agency (NSDA) is an autonomous body under Ministry of Skill Development and Entrepreneurship.

7.    The National Policy on Skill Development and Entrepreneurship, 2015 laid out Skill India Mission, and envisaged the creation of Sector Skill Councils (SSCs) by NSDC.

 

 

The National Skills Qualification Framework

The policy framework governing the skill development ecosystem in India includes the Apprentices Act, 1961, the National Skill Policy and the National Skills Qualification Framework (NSQF).

The National Skills Qualifications Framework (NSQF), notified on 27th December 2013, is a competency-based framework that organizes all qualifications according to a series of levels of knowledge, skills and aptitude. Presently, more than 100 countries have, or are in the process of developing national qualification frameworks. Under NSQF, the learner can acquire the certification for competency needed at any level through formal, non-formal or informal learning. The NSQF is anchored at the National Skill Development Agency (NSDA) and is being implemented through the National Skills Qualifications Committee (NSQC) which comprises of all key stakeholders. The NSQF provides for a five-year implementation schedule and at the end of the fifth year (2018), it shall be mandatory for all training/educational programmes/courses to be NSQF compliant, and all training and educational institutions shall define eligibility criteria for admission to various courses in terms of NSQF levels.

 

Value education and environmental education

& Policies, Governance, and Administration.

Value education According to C. V. Good ” Value-education is the aggregate of all the process by means of which a person develops abilities, attitudes and other forms of behavior of the positive values in the society in which he lives.”

the National Conference On Minimum Curriculum Standards for primary stage organized by NCERT (National Council For Educational Research and Training) in July 1970, emphasized the importance of inculcating in the students moral and spiritual values which form a part of our culture viz., honesty, kindness, charity, tolerance, courtesy, sympathy and compassion.

The National Policy on Education has laid considerable emphasis on Value Education by highlighting the need to make education a forceful tool for cultivation of social and moral values. The policy has stated that in our culturally plural society education should factor universal and eternal values oriented towards the unity and integration of our people.

Dr. Kothari (1964-66) tried to emphasise the value viz., democracy, socialism, and equality of all religions. He attached great importance to achieve skills through science and technology and also balanced development of human values. National Education Policy (1986) studied Indian background and came to the conclusion that religious education is not possible in India as India is a country with many religions. N.E.P. (1986) therefore advocated the concept of value education, giving extensive meaning to the term moral education.

National value or constitutional value: Each country has its own independent constitution in which specific values are included. They are called national values or constitutional values, e.g. Following values are included in Indian Constitution.

Social value: Each country preserves some values according to its culture and these values are preserved land protected. Dr. Chilan has fixed the following values of Indian society viz. Pity, Self-Control, Universal brotherhood, honesty, respect and faith.

Professional Value: Many professionals are in existence and each profession has got its own independent values e.g. Following are the values of the teaching profession: Knowledge thrust, Sincerity in profession, Regularity and Faith.

Religious Value: Each religion has got its independent status, principles and rules e.g. Following values are included in Boudha religion. Wisdom, Character and Pity . Some values are common to all religions, whereas some values are attached to as particular religion only and they are the specialties of that particular religion.

Environmental Education:

 Environmental education enables learners to develop a structure of knowledge about the world and seek knowledge that they can use and develop throughout their lives. Environmental education empowers learners by enabling them to participate in a sustainable future. Thus, the foundation for a lifelong learning is laid by environmental education.

Meaning:

The concept of Environmental education (EE) was first formalized by the International Union for the Conservation of Nature (IUCN), in 1970 at a meeting in Nevada, USA, as a process of recognizing values and classifying concepts in order to develop skills and attitudes necessary to understand and appreciate the inter-relatedness among man, his culture and his biophysical surroundings.

 

International bodies and programs, such as United Nations Educational, Scientific and Cultural organization (UNESCO), United Nations Environment Program (UNEP), Ministry of Environment and Forestry (MoEF) and Centre for Environmental Education (CEE) have also been active in supporting environmental education.

The NCERT, State Councils of Educational Research and Training (SCERT) and the District Institute of Educational Technology (DIET) are largely involved in inservice training in India.

‘Green Teacher’ a distance education course in Environment Education, for practicing teachers launched by Centre for Environment Education, Ahmedabad, India in collaboration with the Commonwealth of Learning (COL), Canada in 2005. It is a one-year diploma program for teachers and educators.

Characteristics of Environmental Education

 Environmental Education is one of the most effective tools for increasing the general level of public environmental awareness, developing skills for solving environmental problems and maintaining and improving the quality of life.

 The aim of environmental education has been modified to emphasize environmental education for sustainable development (EESD) which has broader implications not only for environmental education but also for development, poverty, population and gender (DESD, 2005-2014).

Objectives of Environmental Education:

 Awareness : To acquire an awareness and sensitivity to the total environment and its allied problems;

Knowledge : To gain a variety of experiences in and acquire a basic understanding of, the environment and its associated problems;

Attitudes: To acquire a set of values and feelings of concern for the environment and motivation for actively participating in environmental improvement and protection;

 Skills: To acquire the skills for identifying and solving environmental problems;

 Participation: To encourage citizens to be actively involved at all levels in working toward resolution of environmental problems (UNESCO, 1978).

Evaluation ability: To evaluate environs measures and education programmes in terms of social, economic, ecological and aesthetic factors.

Environmental Education for Sustainable Development (EESD)

Environmental education is a learning process that increases people’s knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1977).

Environmental education has been placed at the center of efforts to achieve sustainable development for the last several decades. International agreements suchas Agenda 21, for example, have called for a re-orientation of all education towards sustainability (UNCED, 1992, Chapter 36)

 

Policies, Governance, and Administration.

Constitution of India:

The Constitution of India is the supreme law of India. It lays down the framework defining fundamental political principles, establishes the structure, procedures, powers and duties of government institutions and sets out fundamental rights, directive principles and the duties of citizens. It is the longest written constitution of any sovereign country in the world. The nation is governed on the basis of this Constitution. B. R. Ambedkar is regarded as the chief architect of the Indian Constitution.

The Constituent Assembly took 2 years, 11 months and 18 days to frame the Constitution. Originally, the Constitution had 22 parts, 395 articles and 8 schedules. Presently, it consists of 450 articles (divided into 24 parts) and 12 schedules.

Various sources of our Constitution:

 1. Government of India Act of 1935 – Federal Scheme, Office of Governor, Judiciary, Public Service Commission, Emergency provisions and administrative details.

2. British Constitution – Parliamentary System, Rule of law, Lagislative Procedure, Single Citizenship, Cabinet System, Prerogative Writs, Parliamentary Privileges and Bicameralism.

3. US Constitution – Fundamental rights, independence of judiciary, judicial review, impeachment of president, removal of Supreme court and high court judges and post of vice president.

4. Irish Constitution– Directive Principles of State Policy, nomination of members of Rajya Sabha and method of election of president

5. Canadian Constitution– Federation with a strong centre, vesting of residuary power in the centre, appointment of state Governor by the centre and advisory jurisdiction of Supreme Court.

6. Australian Constitution– Concurrent list, joint sitting of two houses of Parliament.

7. Constitution of Germany– Suspension of fundamental rights during emergency.

 8. French Constitution– Republic and ideals of liberty, equality and fraternity in the Preamble.

9. South African Constitution- Procedure for amendment of the constitution and election of members of Rajya Sabha.

10. Japanese Constitution- Procedure established by Law.

11. Constitution of former USSR: Procedure of five-year plan, fundamental duties, ideals of justice in Preamble.

Fundamental rights:

Right to equality (Article 14-18)

Right to freedom (Article 19-22)

Right against exploitation (Article 23-24)

Right to freedom of religion (Articles 25-28)

Cultural & educational rights (Articles 29-30)

29: - Protection of interests of minorities Article

30: - Right of minorities to establish and administer educational institutions Article

31:- Omitted by the 44th Amendment Act

Right to constitutional remedies (Article 32).

Fundamental Duties in the Indian Constitution Fundamental duties in Indian constitution are based on Japanese model. Ten duties in the the Indian Constitution were included in the Indian Constitution by 42nd amendment act, 1976 on the basis of Swarn Singh Committee. Eleventh duty was added by 86th Amendment act, 2002.

 Fundamental rights and fundamental duties are co-relative. 11 Fundamental Duties of the citizens towards the State have been enumerated in Article 51-A in part-IV A of our Constitution.

 

List of fundamental duties for citizens:

• To oblige with the Indian Constitution and respect the National Anthem and Flag
• To cherish and follow the noble ideas that inspired the national struggle for freedom
• To protect the integrity, sovereignty, and unity of India
• To defend the country and perform national services if and when the country requires
• To promote the spirit of harmony and brotherhood amongst all the people of India and renounce any practices that are derogatory to women
• To cherish and preserve the rich national heritage of our composite culture
• To protect and improve the natural environment including lakes, wildlife, rivers, forests, etc.
• To develop scientific temper, humanism, and spirit of inquiry
• To safeguard all public property
• To strive towards excellence in all genres of individual and collective activities

The 11th fundamental duty which was added to this list is:

• To provide opportunities for education to children between 6-14 years of age, and duty as parents to ensure that such opportunities are being awarded to their child.

 

President:

Articles 52 to 153 of the Constitution deal with the Union executive. The Union executive consists of the President, the Vice-President, the Prime Minister, the council of ministers and the attorney general of India.

The President is the head of the Indian State. He is the first citizen of India. Impeachment of President: The President can be removed from office by a process of impeachment for ‘violation of the Constitution’. The impeachment charges can be initiated by either House of Parliament. These charges should be signed by one-fourth members of the House (that framed the charges), and a 14 days’ notice should be given to the President.

The executive powers and functions of the President are:

All executive actions of the Government of India are formally taken in his name.

According to article 75 he appoints the Prime Minister of India and according to Article 77 with consent of the Prime Minister he appoints the other ministers. They hold office during his pleasure.

He appoints the Attorney-General of India, the Comptroller and Auditor General of India, the Chief Election Commissioner and other Election Commissioners, the chairman and members of the Union Public Service Commission, the governors of states, the chairman and members of Finance Commission, and administrators of UTs and so on.

 

Legislative powers The President is an integral part of the Parliament of India, and enjoys the following legislative powers.

Ø He can summon or prorogue the Parliament and dissolve the Lok Sabha. [Art. 85]

Ø He can also summon a joint sitting of both the Houses of Parliament, which is presided over by the Speaker of the Lok Sabha. [Art. 108]

Ø He can address the Parliament at the commencement of the first session after each general election and the first session of each year. [Art. 87]

Ø He can send messages to the Houses of Parliament, whether with respect to a bill pending in the Parliament or otherwise.

Ø He can appoint any member of the Lok Sabha to preside over its proceedings when the offices of both the Speaker and the Deputy Speaker fall vacant. Similarly, he can also appoint any member of the Rajya Sabha to preside over its proceedings when the offices of both the Chairman and the Deputy Chairman fall vacant.

Ø He nominates 12 members of the Rajya Sabha from amongst persons having special knowledge or practical experience in literature, science, art and social service.[Art. 80(1)]

Note: His prior recommendation or permission is needed to introduce certain types of bill in the Parliament. For example, a bill involving expenditure from the Consolidated Fund of India, or a bill for the alteration of boundaries of states or creation of a new state.

According to Article 123, he can promulgate ordinances when the Parliament is not in session. An ordinance issued under Art. 123 must receive approval of Parliament (both the houses) within six weeks of reassembly of the parliament.

 

Veto power of the President: A bill passed by the Parliament can become an act only if it receives the assent of the President. However, the President has the veto power over the bills passed by the Parliament, i.e. he can withhold his assent to the bills.

Absolute Veto: It refers to the power of the President to withhold his assent to a bill passed by the Parliament. The bill then ends and does not become an act. Usually, this veto is exercised in the following two cases: With respect to private members’ bills; and with respect to the government bills when the cabinet resigns (after the passage of the bills but before the assent by the President) and the new cabinet advises the President not to give his assent to such bills.

Suspensive Veto: The President exercises this veto when he returns a bill for reconsideration of the Parliament. However, if the bill is passed again by the Parliament with or without amendments and again presented to the President, it is obligatory for the President to give his assent to the bill. The President does not possess this veto in the case of money bills.

 

Vice-President:

The Vice-President occupies the second highest office in the country. He is accorded a rank next to the President in the official warrant of precedence. Election He is elected by the members of an electoral college consisting of the members of both Houses of Parliament.

Thus, this electoral college is different from the electoral college for the election of the President in the following two respects:

Ø It consists of both elected and nominated members of the Parliament.

Ø It does not include the members of the state legislative assemblies.

Ø The executive powers and functions of the Vice-President are:

The functions of Vice-President are twofold:

Ø He acts as the ex-officio Chairman of Rajya Sabha. In this capacity, his powers and functions are similar to those of the Speaker of Lok Sabha.

Ø He acts as President when a vacancy occurs in the office of the President due to his resignation, removal, death or otherwise.

Ø He can act as President only for a maximum period of six months, within which a new President has to be elected.

Further, when the sitting President is unable to discharge his functions due to absence, illness or any other cause, the Vice-President discharges his functions until the President resumes his office.

While acting as President or discharging the functions of President, the Vice President does not perform the duties of the office of the chairman of Rajya Sabha. During this period, those duties are performed by the Deputy Chairman of Rajya Sabha.

If the offices of both the President and the Vice-President fall vacant by reason of death, resignation, removal etc the Chief Justice of India or in his absence the senior most judge of the Supreme Court acts as President.

Note: For the first time, during the 15-day visit of Dr. Rajendra Prasad to the Soviet Union in June 1960, the then Vice-President Dr. Radhakrishnan acted as the President. For the first time, in 1969, when the President Dr. Zakir Hussain died and the Vice President V.V. Giri resigned, the Chief Justice Md. Hidayatullah acted as President.

 

Prime Minister:

In the scheme of parliamentary system of government provided by the Constitution, the President is the nominal executive authority and Prime Minister is the real executive authority. The President is the head of the State while Prime Minister is the head of the government.

 Appointment of the Prime Minister Article 75 says that the Prime Minister shall be appointed by the President. The President appoints the leader of the majority party in the Lok Sabha as the Prime Minister. But, when no party has a clear majority in the Lok Sabha, then the President may exercise his personal discretion in the selection and appointment of the Prime Minister.

The term of the Prime Minister is not fixed and he holds office during the pleasure of the President. So long as the Prime Minister enjoys the majority support in the Lok Sabha, he cannot be dismissed by the President. However, if he loses the confidence of the Lok Sabha, he must resign or the President can dismiss him.

Powers and functions of Prime Minister:

The powers and functions of Prime Minister can be studied under the following heads:

Ø He recommends persons who can be appointed as ministers by the President.

Ø He can recommend dissolution of the Lok Sabha to the President at any time.

Ø He is the chairman of the Planning Commission, National Development Council, National Integration Council, Inter-State Council and National Water Resources Council.

Council of Ministers:

Which articles in the Constitution deal with the Council of Ministers?

Two articles – Article 74 and Article 75 of the Indian Constitution deal with the Council of Ministers. Where article 74 mentions that the council will be headed by the Prime Minister of India and will aid and advise the President, article 75 mentions the following things:

• They are appointed by the President on the advice of Prime Minister
• They along with the Prime Minister of India form 15% of the total strength of the lower house i.e. Lok Sabha. (The number cannot exceed 15%)
• 91st Amendment Act provided for the disqualification of the minister when he stands disqualified as a member of Parliament. (Difference between Lok Sabha and Rajya Sabha can be referred to in the linked article.)
• A Minister ceased to exist as one if he is not a member of either house of Parliament for six consecutive months.
• Parliament decides the salary and allowances of the council of ministers.

Collective Responsibility of the Council of Ministers

In England, the Cabinet system is based on conventions. The framers of our Constitution considered it fit to incorporate the system in the Constitution. The principle of collective responsibility finds a place in Art. 75(3) where it is stated that the Council of Ministers shall be collectively responsible to the Lok Sabha. In other words, this provision means that a Ministry which loses confidence in the Lok Sabha is obliged to resign. The loss of confidence is expressed by rejecting a Money Bill or Finance Bill or any other important policy measure or by passing a motion of no-confidence or rejecting a motion expressing confidence in the Ministry. When a Ministry loses the confidence of the Lok Sabha the whole of the Ministry has to resign including those Ministers who are from the Rajya Sabha. The Ministers fall and stand together. In certain cases, the Ministry may advise the President to dissolve Lok Sabha and call for fresh elections.

Types of Ministers:

The Indian Constitution does not categorize ministers into ranks, however, in practice seen in India, ministers are basically 3 types:

1.    Cabinet Ministers—He is present and he participates in every meeting of the Cabinet.

2.    Minister of State with independent charge—He is a Minister of State who does not work under a Cabinet Minister. When any matter concerning his Department is on the agenda of the Cabinet, he is invited to attend the meeting.

3.    Minister of State—He is a Minister who does not have independent charge of any Department and works under a Cabinet Minister. The work to such Minister is allotted by his Cabinet Minister.

Governor:

The Governors of the states of India have similar powers and functions at the state level as those of the President of India at Union level. Governors exist in the states while lieutenant governors or administrator exist in union territories including National Capital Territory of Delhi. The governor acts as the nominal head whereas the real power lies with the Chief ministers of the states and his/her councils of ministers. Although, in union territories, the real power lies with the lieutenant governor or administrator, except in NCT of Delhi and Puducherry where he/she shares power with a council of ministers headed by a chief minister. Most, if not all governors are not local to the state that they are appointed to govern.

Qualifications:

Article 157 and Article 158 of the Constitution of India specify eligibility requirements for the post of governor. They are as follows:

A governor must:

• be a citizen of India
• be at least 35 years of age.
• not be a member of the either house of the parliament or house of the state legislature.
• not hold any office of profit.
• not be a resident of the same state.

 

Powers and functions:

The primary function of the governor is to preserve, protect and defend the constitution and the law as incorporated in his/her oath of office under Article 159 of the Indian constitution in the administration of the State affairs. All his/her actions, recommendations and supervisory powers (Article 167c, Article 200, Article 213, Article 355, etc.) over the executive and legislative entities of a State shall be used to implement the provisions of the Constitution. In this respect, the governor has many different types of powers:

• Executive powers related to administration, appointments and removals,
• Legislative powers related to law making and the state legislature, that is State Legislative Assembly (Vidhan Sabha) or State Legislative Council (Vidhan Parishad),
• Discretionary powers to be carried out according to the discretion of the governor

 

Constitutional body: It is an important body that derive their powers and authorities from the Indian Constitution. They are specifically mentioned in the Constitution, meaning they have dedicated articles. Any change in the mechanism of these bodies would require a constitutional amendment.

Example: Election Commission of India, UPSC, and Finance Commission of India, etc.

 

Statutory body: It means a non-constitutional body which is set up by a parliament. Statutory bodies are authorized to pass the law and take the decision on the behalf of state or country. Statutory body has official permission for Legislation i.e process of enacting laws. Cabinet resolution should be passed to establish this body.

 

Example: UGC, AICTE, NCTE, SEBI , National Commission for OBCs

Autonomous body:  It is a company/ organization that regulates its own company/ Institutional law.

 

Example: Central University, BANK, NAAC etc.

 

 

 

 

 

 

 

QUESTIONS

 

Directions: Answer the following questions by selecting the most appropriate option.

1.    Which of the following core values among the institutions of higher education are promoted by the NAAC (National Assessment and Accreditation Council) ?  (a) Contributing to national development.  (b) Fostering global competencies among the students.  (c) Inculcating a value system among students and teachers.  (d) Promoting the optimum utilization of the infrastructure.  Select the correct answer from the codes given below:  Codes :  (1) (b), (c) and (d) (2) (a), (b) and (c)  (3) (a), (c) and (d) (4) (a), (b), (c) and (d)

2.    The best way for providing value education is through   (1) discussions on scriptural texts (2) lectures / discourses on values  (3) seminars / symposia on values (4) mentoring / reflective sessions on values

3.    Which of the following statements are correct in respect of Niti Aayog ?  (a) It is a constitutional body.  (b) It is a statutory body.  (c) It is neither a constitutional body nor a statutory body.  (d) It is a think-tank.

 Select the correct answer from the codes given below :  (1) (a) and (d) (2) (b) and (d)  (3) (c) and (d) (4) (b), (c) and (d)

 

4.     Which of the following statements are correct about distance education in India ?  (a) It supplements formal education.  (b) It reduces the cost of education.  (c) It replaces the formal education.  (d) It enhances access to education. 

Select the correct answer from the codes given below :   Codes :  (1) (a), (b), (c) and (d) (2) (a), (c) and (d)  (3) (a), (b) and (d) (4) (b), (c) and (d)

5.    Which of the following are statutory bodies ?  (a) Election Commission of India  (b) University Grants Commission (UGC)  (c) All India Council for Technical Education (AICTE)  (d) National Assessment and Accreditation Council (NAAC)  Select the correct answer from the codes given below :  Codes :  (1) (a), (b) and (c) (2) (b), (c) and (d)  (3) (b) and (c) (4) (b) and (d)

 

6.    Which of the following are the demerits of globalization of higher education?  (a) Exposure to global curriculum (b) Promotion of elitism in education  (c) Co modification of higher education  (d) Increase in the cost of education  Select the correct answer from the codes given below :  Codes :  (1) (a) and (d) (2) (a), (c) and (d)  (3) (b), (c) and (d) (4) (a), (b), (c) and (d) 

7.     Which of the following statements are correct about deemed universities?  (a) The Governor of the State is the chancellor of deemed universities.  (b) They can design their own syllabus and course work.  (c) They can frame their own guidelines regarding admission and fees.  (d) They can grant degrees. Select the correct answer from the codes given below :  Codes :  (1) (a), (b) and (c) (2) (b), (c) and (d)  (3) (a), (c) and (d) (4) (a), (b), (c) and (d) 

8.    Which of the following are the goals of higher education in India ? (a) Access (b) Equity (c) Quality and Excellence (d) Relevance (e) Value based education (f) Compulsory and free education Select the correct answer from the code given below : (1) (a), (b), (e) and (f) (2) (a), (b), (c), (d) and (e) (3) (a), (b), (c), (d), (e) and (f) (4) (a), (b) and (e) only

9.    Which of the following organizations deals with ‘capacity building program’ on Educational Planning ? (1) NCERT   (2) UGC   (3) NAAC   (4) NUEPA

10. Which of the following organization is Autonomous Body? 1) NCTE  (2) UGC   (3) NAAC   (4) AICTE

11.  What in the theme of National Education policy 2020 ? (1) Gyan vigyan vimuktaye  (2) Guru gurotam dham  (3) Satyamew jayte  (4) Educate  encourage, enlighten 

12. When was NCERT established? (1)1971 (2)1961 (3)1975 (4)1965

13.  What is the full form ICSSR? (1) International council of social science research (2)International council of Space social research (3) Indian council of Space social research (4) Indian council of social science research

14.  How many central university in India till 2025?

(1)56   (2)54   (3)44  (4) 49

15.  Which one is not Regulatory body?

(1)UGC (2)CABE (3)NCTE (4)CSIR

16. The National Council for Teacher Education as a statutory body came into existence in which year?

(1)1954 (2)1995 (3)1973 (4)1961

17.  Where is headquarter of National Assessment and Accreditation Council (NAAC)?

 (1)Hydrabad  (2)New Delhi (3)Banglore    (4)Bhuvneshwar

18.  In Which university Chanakya is said to have composed his Arthashastra.

(1)Takshshila   (2)Nalanda  (3)Vikramshila   (4)Mithila

19. Nalanda  University reached its zenith of progress at the hands of the kings of which Dynasty ?

(1)Gupta   (2)Mourya  (3)Delhi   (4)None of the Above

20. Who was the propounded the Nyaya philosophy?

 (1) Patanjali (2) Kanada  (3) Badarayana. (4)Gautama    

 

21.The National Judicial Appointments Commission (NJAC) has been declared unconstitutional by  (1) The Supreme Court of India  (2) The High Court  (3) The High Court and the Supreme Court both   (4) The President of India

22. Which of the following statements about the Indian political system is/are correct ?  (a) The President is both Head of the State and Head of the Government.  (b) Parliament is Supreme.  (c) The Supreme Court is the guardian of the Constitution.  (d) The Directive Principles of State Policy are justiciable.  Select the correct answer from the codes given below :  (1) (a), (b), (c) and (d) (2) (b), (c) and (d)  (3) (b) and (c) (4) (c) only

23.Which of the following are the fundamental duties?  (a) To respect the National Flag.  (b) To protect and improve the natural environment.  (c) For a parent to provide opportunities for education to his/her child.  (d) To safeguard all public property:   Select the correct answer from the codes given :  Codes :  (1) (a), (b) and (c) (2) (a), (b) and (d)  (3) (a), (c) and (d) (4) (a), (b), (c) and (d)

24.Which of the following statements are not correct in respect of Rajya Sabha?  (a) It has same powers as those of Lok Sabha.  (b) It can pass a vote of no-confidence against the Council of Ministers.  (c) It can amend a money bill.  (d) It can be dissolved during emergency.   Select the correct answer from the codes given below :  Codes :  (1) (b) and (c) (2) (b), (c) and (d)  (3) (a), (b) and (c) (4) (a), (b), (c) and (d) 

25. Which of the following statement(s) is/are correct about the powers of the Governor of a State?  (a) He has the power to dissolve the Legislative Assembly.  (b) He has the power to appoint judges of the State High Court.  (c) He has the power to grant pardon in case of death sentence.  (d) He has diplomatic powers.  Select the correct answer from the codes given below :  Codes :  (1) (a) only (2) (a) and (b)  (3) (a), (b) and (d) (4) (a), (b) and (c)

 

26. In which of the following cases, the principle of natural justice (Hear the other party) must be followed?  (a) Dismissal of an employee  (b) Supersession of a municipality  (c) Threat to national security  (d) Disciplinary action against a student or an employee  Select the correct answer from the codes given below :  Codes :  (1) (a) and (b)    (2) (a) and (d)  (3) (a), (b) and (d) (4) (a), (b), (c) and (d)

 

27.Indian government’s target for power production from small hydro projects by the year 2022 is  (1) 1 Giga-Watt (2) 5 Giga-Watt  (3) 10 Giga-Watt (4) 15 Giga-Watt

 

28.Which of the following statements are correct ?  (a) Rajya Sabha is a permanent House which can be dissolved only during national emergency.  (b) Rajya Sabha does not represent the local interests of the States.  (c) Members of the Rajya Sabha are not bound to vote at the dictates of the states they represent.  (d) No Union territory has a representative in the Rajya Sabha.  Select the correct answer from the codes given below :  Codes :  (1) (a) and (d) (2) (b) and (c)   (3) (b), (c) and (d) (4) (a), (b), (c) and (d)

 

29. Which of the following are not necessarily the consequences of the proclamation of the President’s Rule in a State?  (a) Dissolution of the State Assembly.  (b) Removal of the Council of Ministers in the State.  (c) Takeover of the State administration by the Union Government.  (d) Appointment of a new Chief Secretary.  Select the correct answer from the codes given below:Codes:  (1) only (d) (2) (a), (b) and (c)  (3) (a), (b), (c) and (d) None of the above.

 

30. Instead of holding the office during the pleasure of the President who among the following hold(s) office during good behavior?  (a) Governor of a State (b) Attorney General of India  (c) Judges of the High Court (d) Administrator of a Union Territory   Select the correct answer from the codes given below :  Codes :  (1) (a) only (2) (c) only   (3) (a) and (c) (4) (a), (b), (c) and (d)

31.Who among the following can be removed by the President without Parliament’s resolution? (1) Governor of a State (2) Chief Election Commissioner (3) Comptroller and Auditor - General (4) Judge of a High Court.

32.Which of the following institutions are empowered to confer or grant degrees under the UGC Act, 1956 ?   1. A university established by an Act of Parliament.   2. A university established by an Act of Legislature.   3. A university / institution established by a linguistic minority.   4. An institution which is a deemed to be university.  Select the correct answer from the codes given below :  (1) 1 and 2 (2) 1, 2 and 3   (3) 1, 2 and 4 (4) 1, 2, 3 and 4

33.Which of the following are the tools of good governance ?   1. Social Audit   2. Separation of Powers 3. Citizen’s Charter   4. Right to Information   Select the correct answer from the codes given below : (1) 1, 3 and 4 (2) 2, 3 and 4   (3) 1 and 4 (4) 1, 2, 3 and 4

34.Which of the following powers, the President has in relation to Lok Sabha ?  1. Summoning  2. Adjournment – sine die   3. Prorogation   4. Dissolution   Select the correct answer from the codes given below :   (1) 1 and 4  (2) 1, 2 and 3   (3) 1, 3 and 4   (4) 1, 2, 3 and 4

35.  The interval between two sessions of parliament must not exceed  (1) 3 months  (2) 6 months   (3) 4 months  (4) 100 days

36. Right to Privacy as a Fundamental Right is implied in   (1) Right to Freedom  (2) Right to Life and Personal Liberty  (3) Right to Equality  (4) Right against Exploitation 

37.Universal brotherhood comes under which value? (1) Social (2) Religious(3) Professional  (4) None of the above

38.Distance education course in Environment Education, for practicing teachers launched by Centre for Environment Education, Ahmedabad, India in collaboration with the Commonwealth of Learning (COL), Canada in 2005. What is the name of course?

(1) Environmental teacher (2) Green Teacher   (3) Green student   (4) None of the above

39. “Right of minorities to establish and administer educational institutions Article “. It comes under which article ?

(1) Article 29 (2) Article 30  (3) Article 31 (4) Article 32

40.Eleventh duty was added by which Amendment?

(1)   85th (2) 86th (3) 87th (4) 88^th

 

1. एनएएसी (राष्ट्रीय मूल्यांकन और प्रत्यायन परिषद) द्वारा उच्च शिक्षा के संस्थानों में निम्नलिखित में से कौन से मुख्य मूल्यों को बढ़ावा दिया जाता है? (a) राष्ट्रीय विकास में योगदान देना। (b) छात्रों के बीच वैश्विक दक्षताओं को बढ़ावा देना। (c) छात्रों और शिक्षकों के बीच एक मूल्य प्रणाली बढ़ाना। (d) आधारभूत संरचना के इष्टतम उपयोग को बढ़ावा देना। नीचे दिए गए कोड से सही उत्तर का चयन करें: कोड: (1) (बी), (सी) और (डी) (2) (ए), (बी) और (सी) (3) (ए), (सी) और (डी) (4) (ए), (बी), (सी) और (डी)

2. मूल्य शिक्षा प्रदान करने का सबसे अच्छा तरीका है (1) स्क्रिप्ट ग्रंथों पर चर्चा करना (2) मूल्यों पर व्याख्यान / प्रवचन (3) सेमिनार / मूल्यों पर संगोष्ठी (4) मान / मूल्यों पर चिंतनशील सत्र।

 

3. नीती अयोग के संबंध में निम्नलिखित में से कौन सा कथन सही है? (a) यह एक संवैधानिक निकाय है। (b) यह एक वैधानिक निकाय है। (c) यह न तो संवैधानिक निकाय है और न ही वैधानिक निकाय है। (d) यह एक थिंक-टैंक है। नीचे दिए गए कूटों में से सही उत्तर का चयन करें: (1) (a) और (d) (2) (b) और (d) (3) (c) और (d) (4) (b), (c) और (डी)

 

4. भारत में दूरस्थ शिक्षा के बारे में निम्नलिखित में से कौन सा कथन सही है? (ए) यह औपचारिक शिक्षा का पूरक है। (b) यह शिक्षा की लागत को कम करता है। (c) यह औपचारिक शिक्षा को प्रतिस्थापित करता है। (d) यह शिक्षा की पहुंच को बढ़ाता है। नीचे दिए गए कोड में से सही उत्तर का चयन करें: कोड: (1) (ए), (बी), (सी) और (डी) (ए), (सी) और (डी) (३) (ए) , (बी) और (डी) (4) (बी), (सी) और (डी)

 

 

5. निम्नलिखित में से किस मामले में, प्राकृतिक न्याय (दूसरे पक्ष को सुनें) के सिद्धांत का पालन किया जाना चाहिए? (ए) एक कर्मचारी का बर्खास्तगी (बी) एक नगर पालिका का पर्यवेक्षण (सी) राष्ट्रीय सुरक्षा के लिए खतरा (डी) एक छात्र या कर्मचारी के खिलाफ अनुशासनात्मक कार्रवाई नीचे दिए गए कोड से सही उत्तर का चयन करें: कोड: (१) () और (बी) (2) (ए) और (डी) (3) (ए), (बी) और (डी) (4) (ए), (बी), (सी) और (डी)

 

6. निम्न में से कौन उच्च शिक्षा के वैश्वीकरण के अवगुण हैं? (ए) वैश्विक पाठ्यक्रम के लिए एक्सपोजर (बी) शिक्षा में अभिजात्य वर्ग का संवर्धन (सी) उच्च शिक्षा के सह संशोधन (डी) शिक्षा की लागत में वृद्धि नीचे दिए गए कोड से सही उत्तर का चयन करें: कोड: (१) (ए) और (d) (2) (a), (c) और (d) (3) (b), (c) और (d) (4) (a), (b), (c) और (d)

7. डीम्ड विश्वविद्यालयों में से कौन सा कथन सही है? (ए) राज्य के राज्यपाल डीम्ड विश्वविद्यालयों के कुलपति हैं। (b) वे अपना सिलेबस और कोर्स वर्क डिजाइन कर सकते हैं। (c) वे प्रवेश और शुल्क के बारे में अपने स्वयं के दिशानिर्देशों को लागू कर सकते हैं। (d) वे डिग्री प्रदान कर सकते हैं। नीचे दिए गए कोड से सही उत्तर का चयन करें: कोड: (1) (ए), (बी) और (सी) (२) (बी), (सी) और (डी) (३) (ए), (सी) और (डी) (4) (ए), (बी), (सी) और (डी)

 

8. भारत में उच्च शिक्षा के लक्ष्य निम्नलिखित में से कौन से हैं? (ए) एक्सेस (बी) इक्विटी (सी) गुणवत्ता और उत्कृष्टता (डी) प्रासंगिकता (ई) मूल्य आधारित शिक्षा (एफ) अनिवार्य और मुफ्त शिक्षा नीचे दिए गए कोड से सही उत्तर का चयन करें: (१) (ए), (बी) ), (ई) और (एफ) (2) (ए), (बी), (सी), (डी) और (ई) (३) (ए), (बी), (सी), (डी), (ई) और (एफ) (4) (ए), (बी) और (ई) केवल

9.निम्नलिखित में से कौन सा संगठन शैक्षिक योजना पर 'क्षमता निर्माण कार्यक्रम' से संबंधित है? (1) एनसीईआरटी (2) यूजीसी (3) एनएएसी (4) एनयूईपीए

10.निम्नलिखित में से कौन सा संगठन स्वायत्त निकाय है? 1) NCTE (2) UGC (3) NAAC (4) AICTE

11. राष्ट्रीय शिक्षा नीति के विषय में क्या है 2020 ? (1) ज्ञान विज्ञान विमुक्ते (2) गुरु गुरूतम धाम (3) सत्यमेव जयते  (4) शिक्षित,  प्रोत्साहित, सूचित करना

12.NCERT की स्थापना कब हुई? (1) 1971 (2) 1961 (3) 1975 (4) 1965

 13.ICSSR का फुल फॉर्म क्या है? (1) इंटरनेशनल काउंसिल ऑफ सोशल साइंस रिसर्च (2) इंटरनेशनल काउंसिल ऑफ स्पेस सोशल रिसर्च (3) इंडियन काउंसिल ऑफ स्पेस सोशल रिसर्च (4) इंडियन काउंसिल ऑफ सोशल साइंस रिसर्च

14. 2020 तक भारत में कितने केंद्रीय विश्वविद्यालय?

(1)55  (2)54 (3)44 (4) 49

15. कौन सा नियामक निकाय नहीं है?

(1) यूजीसी (2) सीएबीई (3) एनसीटीई (4) सीएसआईआर

16. एक सांविधिक निकाय के रूप में राष्ट्रीय शिक्षक शिक्षा परिषद किस वर्ष में अस्तित्व में आया?

(1)1954 (2)1995 (3)1973 (4)1961

17. राष्ट्रीय मूल्यांकन एवं प्रत्यायन परिषद (नैक) का मुख्यालय कहां है?

 (1) हाइड्राबाद (2) नई दिल्ली (3) बंगलोर (4) भुवनेश्वर

18. किस विश्वविद्यालय चाणक्य में कहा जाता है कि उन्होंने अपने अर्शस्त्र की रचना की थी।

(1) तक्षशिला (2) नालंदा (3) विक्रमशिला (4) मिथिला

19. नालंदा विश्वविद्यालय किस राजवंश के राजाओं के हाथों प्रगति के चरम पर पहुंच गया?

(1) गुप्ता (2) मौरया (3) दिल्ली (4) उपरोक्त में से कोई नहीं

20. न्याय दर्शन का प्रतिपादित कौन किया था?

 (1) पतंजलि (2) कनाड़ा (3) बदरीमान। (4) गौतम   

 

 

 

 

21. राष्ट्रीय न्यायिक नियुक्ति आयोग (NJAC) को असंवैधानिक घोषित किया गया है (1) भारत का सर्वोच्च न्यायालय (2) उच्च न्यायालय (3) उच्च न्यायालय और सर्वोच्च न्यायालय दोनों (4) भारत के राष्ट्रपति

22. भारतीय राजनीतिक व्यवस्था के बारे में निम्नलिखित में से कौन सा कथन सही है / हैं? (ए) राष्ट्रपति राज्य के प्रमुख और सरकार के प्रमुख दोनों हैं। (b) संसद सर्वोच्च है। (c) सर्वोच्च न्यायालय संविधान का संरक्षक है। (d) राज्य नीति के निर्देशक सिद्धांत उचित हैं। नीचे दिए गए कूटों में से सही उत्तर का चयन करें: (1) (a), (b), (c) और (d) (2) (b), (c) और (d) (3) (b) और (a) c) (4) (c) ही

23. निम्नलिखित में से कौन से मौलिक कर्तव्य हैं? (ए) राष्ट्रीय ध्वज का सम्मान करना। (b) प्राकृतिक पर्यावरण की रक्षा और सुधार के लिए। (ग) माता-पिता के लिए अपने बच्चे को शिक्षा के अवसर प्रदान करना। (d) स्मारकों की रक्षा करना। दिए गए कोड से सही उत्तर का चयन करें: कोड: (1) (ए), (बी) और (सी) (२) (ए), (बी) और (डी) (३) (ए), (सी) और (डी) (4) (ए), (बी), (सी) और (डी)

 

 

24. राज्यसभा के संबंध में निम्नलिखित में से कौन सा कथन सही नहीं है? (a) इसमें लोकसभा के समान शक्तियां हैं। (b) यह मंत्रिपरिषद के खिलाफ अविश्वास प्रस्ताव पारित कर सकता है। (c) यह धन विधेयक में संशोधन कर सकता है। (d) इसे आपातकाल के दौरान भंग किया जा सकता है। नीचे दिए गए कूटों में से सही उत्तर का चयन करें: कोड: (1) (b) और (c) (2) (b), (c) और (d) (3) (a), (b) और (c) (4) (a), (b), (c) और (d)

25. किसी राज्य के राज्यपाल की शक्तियों के बारे में निम्नलिखित में से कौन सा कथन सही है / हैं? (a) उसके पास विधान सभा को भंग करने की शक्ति है। (b) उसके पास राज्य उच्च न्यायालय के न्यायाधीशों को नियुक्त करने की शक्ति है। (c) उसे मृत्युदंड के मामले में क्षमा देने की शक्ति है। (d) उसके पास कूटनीतिक शक्तियाँ हैं। नीचे दिए गए कोड में से सही उत्तर का चयन करें: कोड: (1) (केवल) (2) (ए) और (बी) (3) (ए), (बी) और (डी) (4) (ए) (बी) और (सी)

 

26. निम्नलिखित में से किस मामले में, प्राकृतिक न्याय (दूसरे पक्ष को सुनें) के सिद्धांत का पालन किया जाना चाहिए? (ए) एक कर्मचारी का बर्खास्तगी (बी) एक नगर पालिका का पर्यवेक्षण (सी) राष्ट्रीय सुरक्षा के लिए खतरा (डी) एक छात्र या कर्मचारी के खिलाफ अनुशासनात्मक कार्रवाई नीचे दिए गए कोड से सही उत्तर का चयन करें: कोड: (१) () और (बी) (2) (ए) और (डी) (3) (ए), (बी) और (डी) (4) (ए), (बी), (सी) और (डी)

 

27. वर्ष 2022 तक लघु जलविद्युत परियोजनाओं से बिजली उत्पादन के लिए भारत सरकार का लक्ष्य (1) 1 गीगा-वाट (2) 5 गीगा-वाट (3) 10 गीगा-वाट (4) 15 गीगा-वाट

28.निम्नलिखितमेंसेकौनसाकथनसहीहै? (a) राज्यसभाएकस्थायीसदनहैजिसेकेवलराष्ट्रीयआपातकालकेदौरानभंगकियाजासकताहै। (b) राज्यसभाराज्योंकेस्थानीयहितोंकाप्रतिनिधित्वनहींकरतीहै। (c) राज्यसभाकेसदस्यउनराज्योंकेहुक्मपरवोटदेनेकेलिएबाध्यनहींहैं, जिनकावेप्रतिनिधित्वकरतेहैं। (d) किसीभीकेंद्रशासितप्रदेशकेराज्यसभामेंकोईप्रतिनिधिनहींहै।नीचेदिएगएकोडसेसहीउत्तरकाचयनकरें: कोड: (1) (ए) और (डी) (बी) और (सी) (३) (बी), (सी) और (डी) (४) ( a), (b), (c) और (d)

 

29.निम्नलिखितमेंसेकौनएकराज्यमेंराष्ट्रपतिशासनकीघोषणाकेतत्कालपरिणामनहींहैं? (ए) राज्यविधानसभाकाविघटन। (b) राज्यमेंमंत्रिपरिषदकानिष्कासन। (c) केंद्रसरकारद्वाराराज्यप्रशासनकाअधिग्रहण। (d) नएमुख्यसचिवकीनियुक्ति।नीचेदिएगएकोडमेंसेसहीउत्तरकाचयनकरें: कोड: (1) सिर्फ (डी) (2)(ए), (बी) और (सी) (३) (ए), (बी), (सी) और (डी) (4) कोई भी नहीं

 

30.राष्ट्रपतिकीप्रसन्नताकेदौरानकार्यालयकोरखनेकेबजायअच्छेव्यवहारकेदौराननिम्नलिखितमेंसेकौनकार्यालयमेंहै? (ए) एकराज्यकेराज्यपाल (बी) भारतकेअटॉर्नीजनरल (सी) उच्चन्यायालयकेन्यायाधीश (डी) एककेंद्रशासितप्रदेशकेप्रशासकनीचेदिएगएकोडसेसहीउत्तरकाचयनकरें: कोड: (१) (ए) केवल2) (सी) केवल (3) (ए) और (सी)  (4) (ए), (बी), (सी) और (डी)

31.संसदकेप्रस्तावकेबिनाराष्ट्रपतिद्वारानिम्नलिखितमेंसेकिसेहटायाजासकताहै? (1) एकराज्यकेराज्यपाल (2) मुख्यचुनावआयुक्त (3) नियंत्रकऔरमहालेखापरीक्षक - (4) एकउच्चन्यायालयकेन्यायाधीश।

32.यूजीसी अधिनियम, 1956 के तहत निम्नलिखित में से किस संस्थान को डिग्री या अनुदान देने का अधिकार है? 1. संसद के अधिनियम द्वारा स्थापित एक विश्वविद्यालय। 2. विधान के एक अधिनियम द्वारा स्थापित एक विश्वविद्यालय। 3. भाषाई अल्पसंख्यक द्वारा स्थापित एक विश्वविद्यालय / संस्थान। 4. एक संस्थान जो विश्वविद्यालय माना जाता है। नीचे दिए गए कूटों में से सही उत्तर का चयन करें: (1) 1 और 2 (2) 1, 2 और 3 (3) 1, 2 और 4 (4) 1, 2, 3 और 4

33.निम्नलिखित में से कौन सा सुशासन के उपकरण हैं? 1. सोशल ऑडिट 2. शक्तियों का पृथक्करण 3. नागरिकों का चार्टर 4. सूचना का अधिकार नीचे दिए गए कोड से सही उत्तर का चयन करें: (1) 1, 3 और 4 (2) 2, 3 और 4 (3) 1 और 4 (4) 1, 2, 3 और 4

34.निम्नलिखित में से कौन सी शक्ति, राष्ट्रपति के पास लोकसभा के संबंध में है? 1. सम्मन 2. निक्षेपण - साइन डाई 3. प्रोग्रेशन 4. विघटन नीचे दिए गए कूटों से सही उत्तर का चयन करें: (1) 1 और 4 (2) 1, 2 और 3 (3) 1, 3 और 4 (4) 1, 2, 3 और 4

 35. संसदकेदोसत्रोंकेबीचकाअंतराल (1) 3 महीने (2) 6 महीने (3) 4 महीने (4) 100 दिनसेअधिकनहींहोनाचाहिए

 36.एकमौलिकअधिकारकेरूपमेंगोपनीयताकाअधिकारनिहितहै (1) स्वतंत्रताकाअधिकार (2) जीवनकाअधिकारऔरव्यक्तिगतस्वतंत्रता (3) समानताकाअधिकार (4) शोषणकेखिलाफअधिकार

 

37. सार्वभौमिक भाईचारा किस मूल्य के तहत आता है? (1) सामाजिक (2) धार्मिक (3) व्यावसायिक (4) उपरोक्त में से कोई नहीं 

38. पर्यावरण शिक्षा में दूरस्थ शिक्षा पाठ्यक्रम, 2005 में कनाडा के कॉमनवेल्थ ऑफ लर्निंग (कर्नल) के सहयोग से सेंटर फॉर एनवायरमेंट एजुकेशन, अहमदाबाद, भारत द्वारा शुरू किए गए शिक्षकों का अभ्यास करने के लिए। पाठ्यक्रम का नाम क्या है?

(1) पर्यावरण शिक्षक (2) ग्रीन टीचर (3) ग्रीन स्टूडेंट (4) उपरोक्त में से कोई नहीं 

39. "अल्पसंख्यकों के अधिकार की स्थापना और शैक्षिक संस्थानों के प्रशासन के अनुच्छेद" । यह किस लेख के तहत आता है?

(1) अनुच्छेद 29 (2) अनुच्छेद 30 (3) अनुच्छेद 31 (4) अनुच्छेद 32

40. ग्यारहवीं ड्यूटी किस संशोधन के द्वारा जोड़ा गया था?

(1) 85 वां (2) 86 वां (3) 87 वां (4) 88 वां