November 2023

Chapter-5 A memory and forgetting notes for class-12.

AHSEC | Class 12 | Chapter-5(A) | Memory and Forgetting | Notes.

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AHSEC | Class-12 | Chapter-5 (A) | Memory and Forgetting | Notes |

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Memory

1. What is Memory?

Ans: Memory is the capacity to retain the learnt material for a longer period of time and reproduce it through recognition or recall when required is called Memory.

2. Write four characteristics of Memory.

Ans: The four characteristics of Memory are:

(i) Mechanical process:

Memory is a mechanical process or activity. There is no any place for creativity in memory.

(ii) Mental process:

Memory is a mental process which consists in learning, retaining and remembering.

(iii) Need of sensory experience:

Act of memorization depends upon sensory experiences. Thus, memory can not take place without sensory experience.

(iv) Need of good mental health:

A disturbed and weak health condition may make one confused and forgetful. Hence a good mental health is a prerequisite for good memory.

(v) Need of repetition:

Lack of repetition induce forgetting so that repetition is another essential characteristics of memory. It makes learning long lasting.

(v) Retaining power:

Retaining ability is an inherited one and hence limited. Every individual has retaining power of his mind which helps him to store experience.

Types of Memory

3. Discuss about different types of Memory with example.

Ans: On the basis of its nature, Memory is divided into different types which are discussed in the following below:

(i) Habit memory:

This kind of memory depends more on physical repetition than on images retained in mind. Such as typing, swimming, playing musical instruments, etc.

(ii) Rote memory:

It is a mechanical type of memory which is based on verbal repetition. There is no need of applying understanding, intelligence, logical ability, etc. For illustration, Students use this memory during examination.

(iii) Sensory memory:

When some experience is acquired through our sense organs and it’s memory is divided, it is called Sensory Memory. A driving Car is an example of this.

(iv) Image Memory or pure memory:

It is depend purely on the image of the past experience and learning retained in mind. It requires high intelligence, creativity, imaginative ability of an individual. It is also known as Pure Memory. Students use it while answering essay type questions.

4. What is Long term memory? Give with example.

Ans: It refers to the ability of an individual to remember things even after long time interval is rare and it always prove an individual strong retaining ability. If an adult can recall some incident happened in his early life, he has long term memory.

Stages of Memory Process

5. Discuss the different stages involved in memory process.

Ans: Memory today is not regarded as a mental power of individual inherited by birth. It is believed to be a mental function or process containing several stages. The stages involved in the process of memory are:

i. Learning or acquisition of Experience:

Memory can not occur without prior learning or acquisition of knowledge. One must have sensation and perception of objects, acquire knowledge and experience in order to recall them in future. So that, this is the first and most essential stage of memory.

ii. Retention or Retaining:

Memory depends to a great extend on retention. After a thing is learnt it is retained in the mind. The retentive power of different individual remain different. Without this retaining function, nobody can have memory. So that this is the second important stage in the process of memory.

iii. Recall or Remembering:

Recall is the mental revival of those experience which have been learned. It is dependent or retention. If a thing is learned well and retained properly then it will be recalled easily. So that this is the third stage in the process of memory.

iv. Recognition:

Besides learning experience, retaining and remembering, there is another important stage is known as recognition. It is the act of mentally verifying the correctness of the remembered facts which we have previously perceived.

So to conclude these four stages is very important in the process of memory.

Marks of Good of Memory

6. What are the marks of good memory?

Ans: There are certain marks or characteristics of good memory. G.F Stout in his book “ A manual of psychology” pointed out several marks of good memory. So that a few marks of good memory are mentioned below in the following ways:

i. Rapidity or Ability to learn quickly and easily:

It means that how accurately a person can recall his experience. If he is able to do so that he has a good memory.

ii. Accuracy or Accurate and reproduction:

It means that how accurately a person can recall his past experience. If he is able to reproduce his past learning without any mistake, it means that he has a good memory.

iii. Long retention:

It means that how long a person can retain his past experience and recall them when it is required. if he is able to do that then he has a good memory.

iv. Ability to serve:

A good memory must have ability to serve as and when necessary. If a student is not able to recall his learning at the time of examination, his memory will be considered weak. So that service ability is also a mark of good memory.

v. Promptness:

It refers to the revival of the detailed of past experience. If he is able to revive the things which is learned previously then it means that he has also a good memory.

7. Discuss about the favourable conditions of learning for the improvement of memory.

Ans: The favourable conditions of leaning for the improvement of memory may help to make effective use of one’s memory. These are:

i. Will to learn:

Intention to learn and concentration gives longer retention and better recall. Materials learn without intention are difficult to be remembered at later times. So it is said that will to learn is winning half of battle.

ii. Interest:

Interest is an essential conditions for effective and memorizations. Therefore, every care should be taken to create the desired interest in learning materials.

iii. Motivation:

Proper motivation should be provide for effective memorization. Motivation facilitates learning and enhances memory.

iv. Principle of association:

The principle of association is very helpful in remembering and recall. All items should be made to connect learning with previous learning on one hand and with so many related things on the other.

v. Meaningfulness of material:

Meaningfulness of materials is important in effective, learning and longer retention.

vi. Rest:

Rest is essential psycho-physical condition of learning and remembering. Rest can remove fatigue and boredom.

Points to be Remember

Memory is a complex process.
Memory is a mechanical process.
Ancient faculty school of psychology considered that memory as a mental power. But according to modern psychologists memory is a mental process.
There are four stages involved in the process of memory. These are:

(a) Learning.

(b) Retention.

(d) Recognition.

Forgetting

8. What is Forgetting?

Ans: Inability to recall or remember what has been stored in mind is called Forgetting.

9. Mention four characteristics of Forgetting.

Ans: The three characteristics of forgetting are:

i. Forgetting is regarded as inability to recall past experience.

ii. It is a natural mental condition which acts as a defence mechanism for our mind.

iii. Forgetting helps in remembering unnecessary things from mind and make space to retain the essential one.

Physical Causes of Forgetting

10. Explain about the physical causes of Forgetting.

Ans: The physical causes of forgetting which are briefly explain in the following below:

i. Old Age:

Ages person are physically and mentally weak. It means nervous system of the body along with the brain function generally decline due to age. Hence, Old age is an important factor of forgetting.

ii. Brain Injury:

As we know that our brain has several religions like cerebrum, cerebellum, midbrain, thalamus, medulla oblongata, etc. if that part is injured to any accident then forgetting may occur. This memory lost may be long lasting or temporary.

iii. Intoxicant:

Intoxicant means drugs like- alcohol, tobacco, heroin etc. are used regularly then forgetting may take place in adults as well as in young childrens.

iv. Lack of Repetition:

Repetition is very important which keep in mind the process of an activity learnt by us. Otherwise forgetting may occur rapidly.

Mental Causes of Forgetting

11. Explain about the mental causes of forgetting.

Ans: The mental causes of forgetting which are briefly explain in the following below:

i. Learning without interest:

Lack of interest in learning and retaining images is very important causes of forgetting in which one can easily forgets those where he has no interest.

ii. Repression:

Repression means keeping down something by force where unfulfilled desires of mind, unpleasant experience of life are voluntarily pushed back into the unconscious level of mind which may cause mental forgetting.

iii. Emotional Turmoil:

Emotion like- love, anger, jealous, hatred, etc. sometimes due to certain provocative situation a person may suffer from acute emotional disturbance. This excessive and uncontrolled emotion may cause forgetting.

iv. Retro-Active Inhibition:

When two different subjects are learnt without providing any time gap. It means if one subject is learnt immediately after learning another then the second experience creates a shadow and become like an obstacle in recollection of the first. Thus, it is also an important causes of forgetting.

12. Who said, “ Retro-active inhibition means that something works backward to block something else.”?

Ans: According to S.S. Chauhan said, “ Retro-active inhibition means that something works backward to block something else.”

13. Give an example of one kind of Voluntary forgetting.

Ans: Repression is one kind of voluntary forgetting.

Points to be Remember

Forgetting is regarded as inability to recall past experience.
It is also regarded as ‘Defence mechanism’ for mind.
There are mainly two types of causes of forgetting namely:

(a) Physical causes.

(b) Mental causes.

Physical causes are: Old age, Brain injury, Drug addiction or Intoxicant, Lack of Repetition, Change of environment etc.
Mental causes are: Lack of interest, Retro-active inhibition, Repression, Emotional turmoil, Termination of learning etc.

Class-12 | Education | Notes

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AHSEC | Class 12 | Chapter 4 | Learning | Questions Answer

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AHSEC Class 12 Chapter-4 Learning

Learning Questions Answer

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1. What is Learning?

Ans: A considerable change in the behaviour of the organism is called Learning. It means learning is the modification of behaviour and a process which starts from birth of the child and continues till death.

2. Write four characteristics of Learning.

Ans: The two characteristics of learning are:

(a) Learning is goal oriented and purposive.

(b) Learning is the process of adjustment of an individual with his environment.

(d) Learning is the establishment of bond between stimulus and response.

3. Who said, ” Learning is the acquisition of new behaviour or strengthening and weakening of old behaviour as the result of experience.”

Ans: According to Smith, ” Learning is the acquisition of new behaviour or strengthening and weakening of old behaviour as the result of experience.”

4. Who said, ” Learning is both acquisition and retention of habit, knowledge and attitude.”

Ans: According to Skinner, ” Learning is both acquisition and retention of habit, knowledge and attitude.”

5. Who said,” Learning is the modification of behaviour through experience and training.”

Ans: According to Gates, ” Learning is the modification of behaviour through experience and training.”

6. Who defines, ” Learning is any change in behaviour resulting from behaviour.”

Ans: J.P. Guilford defines, ” Learning is any change in behaviour resulting from behaviour.”

7. Mention two relationship between Maturation and Learning.

Ans: The two relationship between Maturation and Learning are mentioned in the following below:

(a) Learning and Maturation both result in modification of behaviour.

(b) Maturation provides readiness to learn.

8. Mention two difference between Maturation and Learning.

Ans: The two difference between Maturation and Learning are mentioned below:

(a) Learning is a result of Environmental Stimulus. On the other hand, Maturation is biological in nature.

(b) Maturation occurs due to neural and muscular development. On the other hand, Learning takes place through practice and experience.

9. ‘Learning depends upon maturation’ – Explain.

Ans: Yes, it is true that learning very much depends upon maturation. For example – A two years old child can not be taught reading or a two month’s old child can not be given toilet training. So to learn something we have to wait a certain level of maturation essential to facilitate that learning. So maturation of the child is an important conditions in learning a new task.

10. Mention three types of factors of learning.

Ans: The three types factors of learning are:

(a) Psychological factor.

(b) Physiological factor.

11. Discuss about different factors of Learning.

Ans: There are different learning factors so that some of factors are briefly discussed below:

i. Intertest and Attitude:

Interest and attitude are important factors for successful learning. We will learn faster if we interested in the material to be learnt. So that active intent to learn on the part of the learner is always better learning than passive attention given by them.

ii. Motivation:

Motivation refers to the internal state that derives the learner towards some goal. So that an individual motivation or the urge to learn brings about better learning. That is why, Motivation is one of the most important factor of learning.

iii. Feedback or Knowledge of result:

Knowledge or feedback is an important factor of learning. It acts as a strong incentive to learn which helps in elimination error and increase precision in performance.

iv. Reward and Punishment:

Reward and punishment is also important factor of learning. So that a reward is a positive and a punishment is a negative reinforcement. These are key to learning. But if these are not applied in the right way at the right time, there is no learning.

v. Effective of previous learning:

New learning depends on old learning. Thus, learning is always influence by previous experiences.

vi. Meaningfulness of the material:

The meaningfulness of the material to be learnt contributes to learning efficiency if the learning materials are meaningful, than it is easier to learn.

vii. Value of review or Recall:

Effortful recall has powerful influence on learning. Recall may also be termed as mental review. So that this is also one another factor of learning.

12. What are the methods of Learning?

Ans: There are mainly three methods of learning. These are namely:

(a) Trial and Error method of Learning.

(b) Method of Insightful Learning

Points to be Remember

Learning is a life long process.
Modification of reactions or behaviour through experience is Learning.
Three major methods of Learning are

(a) Trial and Error method of Learning.

(b) Method of Insightful Learning

Trial and Error Method

13. Who was the propounder of ‘Trail and Error method of Learning’?

Ans: Edward Lee Thorndike.

14. Who said, “Learning is the result of connection or bond established between Stimulus(S) and Response or Reaction (R).

Ans: Edward Lee Thorndike.

15. Trail and Error method of Learning is based on the theory of __________ . (Fill in the Blank).

Ans: Theory of Connectionism.

16. The soul of the Trail and Error method of Learning is _______________ . (Fill in the Blank).

Ans: Repetition.

17. Modification pf reactions or behaviour through experience is _____________. (Fill in the Blank).

Ans: Learning.

18. Through repeated attempts a student succeeds in computing a sum by himself. Such learning is supported by ______________ method of learning. (Fill in the Blank).

Ans: Trial and Error Method of Learning.

19. Write four characteristics of Trial and Error method of Learning.

Ans: The four characteristics of Trial and Error method of Learning are:

i. It is a gradual process.

ii. It is bond established between Stimulus(S) and Response(R).

iii. Human and animal both can learn through this method.

iv. It is described as blind mechanical method of learning.

v. It is a common and simple method of learning. There is no need high intellectual or mental ability of this method.

vi. In this method, Wrong attempt given away to the right attempt.

20. Write briefly about the educational implication of Trial and Error method of Learning.

Ans: The educational implication of Trail and Error method of learning are discussed in the following below:

i. Trail and Error method of learning enables the pupil to gain efficiently in different subject by making repeated attempt in his or her own way.

ii. Bad habit can be given up and good habit can be formed through this method of learning

iii. Through this method, Various educational problems can be solved. Moreover the common people in their day to day problems of life can also be solved.

iv. This method is more useful for the children of low intelligence because there is no need of high intellectual ability in Trial and Error method of Learning.

Points to be Remember

Trail and Error method of Learning is based on the theory of Connectionism propounded by Edward Lee Thorndike.
According to Thorndike, Learning is the result of bond established between Stimulus(S) and Response(R).
The soul of the Trail and Error method of Learning is Repetition.
Trail and Error method of Learning lays stress on the ‘Learning by Doing’.
Thorndike carried out an experiment on Trail and Error method learning with a Cat.

Insightful Method

21. Who was the propounder of Insightful Method of Learning?

Ans: The three German psychologist Wertheimer, Kohler and Kafka were the propounder of Insightful method or Gestalt theory of Learning.

22. Gestalt is a ____________ word. (Fill in the Blank).

Ans: German word.

23. Insightful method of Learning is based on ____________ .(Fill in the Blank).

Ans: Gestalt theory.

24. What is the meaning of Insightful learning?

Ans: The meaning of Insightful learning means ‘Whole’ or ‘Total pattern ‘ of learning where the learners tries to grasp the whole situation, but not as a part.

25. ‘Learning involves totality of perception’ – which method of learning is related with this statement?

Ans: Insightful Method of Learning.

26. Write the major characteristics of Insightful method of learning.

Ans: Major characteristics of Insightful method of learning are given below:

i. Learning occurs sudden.

ii. It emphasises more on the whole than parts.

iii. It emphasises on power of observation and perception.

iv. It avoids blind mechanical process of Trail and Error method of Learning.

v. Insight is related to the intellectual level. Generally human beings have more insight then the lower species of animal.

vi. This method is not helpful for common people.

27. Write briefly about the educational implication or significance of Insightful method of Learning.

Ans: Following are the educational implication of Insightful learning:

i. It makes man self-dependent and become guide to his own action.

ii. It is very helpful for creative and constructive activities in the higher stage of learning which encourages one to undertake research and experimental independently.

iii. This theory is very much helpful in adopting problem solving approach in the class.

iv. This theory also can help the learners to develop reasoning, thinking, and imagination power so that their creative potential are always encouraged.

v. It is very helpful to gifted children because there is need of higher intelligence in insightful learning.

vi. In order to understand a difficult subjects this method has proved to be very useful.

Points to be Remember

Insightful learning based on Gestalt theory.
The German psychologist Wertheimer, Kohler and Koffka were the propounder of Insightful learning.
Gestalt is a German word which means ‘whole’ or ‘total pattern’.
Learning occurs sudden.
This method followed the method of Trail and Error. It means this theory supported on Trail and Error method of learning.In an act of learning the learners tries to grasp the whole situation, but not as a part.
In an experiment, Kohler kept the most intelligent Chimpanzee ‘Sultan’ confined to a cage.

Classical Conditioning Theory

28. Who was the propounder of Conditioning theory of Learning?

Ans: A Russian psychologist and physiologist Ivan Pavlov.

29. ___________ Method of learning establishes bond between natural tendency and artificial stimulus. (Fill in the Blank).

Ans: Classical Conditioning Theory.

30. Write major characteristics of Conditioning theory of learning.

Ans: Major characteristics of Conditioning theory of learning are given below.

i. It is a mechanical process.

ii. Repetition is necessary for this learning.

iii. Learning is the result of condition or bond between natural and an artificial stimulus.

iv. There is no need of higher intelligence in conditioned learning. It is organic.

31. Write briefly about the educational implication of Conditioning theory of Learning.

Ans: With regard to the educational implication of Conditioned theory of learning we may say in the following ways:

i. Reward and punishment are closely associated with conditioning. Reward strengthen the bond and encourages the students to do something better. On the contrary, punishment weaken and discourages it.

ii. It stresses the importance of repetition in learning which is very useful for reading, writing, spelling, etc.

iii. It stresses the importance of the idea os association of learning which is also very much helpful in learning and memorization.

iv. With this method, It is possible for children to develop good habits like- neatness, cleanliness, punctuality, regularity, discipline, etc.

v. With the help of this method, bad habit may be broken.

vi. Language can be developed through this method.

vii. It emphasizes the importance of the right type of training during the early period of life.

Points to be Remember

A Russian psychologist and physiologist Ivan Pavlov was the propounder of Conditioning theory of Learning.
Pavlov carried out an experiment on a hungry dog.
Learning occurs when response is associates with other artificial stimulus instead of natural stimulus.

Thorndike Laws of Learning

32. Explain briefly about Thorndike laws of learning and show their educational implication.

Ans: Edward Lee Thorndike carried out various experiments on learning. He observed certain common characteristics os learning which are applicable for men and animal. From his experiment he formulated mainly three major laws of learning which are briefly discussed along with its educational implications below:

(1) Laws of Readiness:

This laws emphasizes the importance of readiness to learn. Readiness depends on maturation and experience of the learner simultaneously. When a pupil feels to learn, he or she can learn more quickly and effectively. But when he or she not ready to learn, he or she can not learn effectively so that according to Thorndike physical readiness is necessary for learning.

It’s Educational Implication:

Educational Implication of law of readiness are pointed below in the following below:

i. If learners are not ready to learn in the class, the teacher should not teach them at all.

ii. The teacher should know the appropriate physical situation of the students before going to teach a lesson.

iii. The teacher should tried to motivate to be prepared to learn.

(2) Law of Effect:

This law of learning depends upon the result or effect. If the result of any activity is satisfactory, the learner is more inspired to repeat it. But if the result is dissatisfactory, the learner is not inspired to repeat it. For example: When the child solves questions correctly he will be encouraged to do more. But if he fails repeatedly, he will be discouraged to do more. So that this law indicates that a thing which gives pleasure is easily learn and a thing which gives some trouble is not learned. This law is also known as law of satisfaction and dissatisfaction and also known as law of pleasure and pain.

It’s Educational Implication:

Educational implication of law of Effect are pointed below in the following ways:

i. The teacher can apply it in the classroom situation by introducing the principles pf pleasure and pain, reward and punishment.

ii The teacher should made use of the technique of reward and punishment in attempt of learning.

iii. The teacher should pay attention to those thing which gives pleasure and create interest to pupils.

(3) Law of Exercise:

This law indicates that exercise or practice is necessary for learning. Here, repetition makes vary strong the connection between stimulus and response. Without repetition, the connection between stimulus and response become weak. But When a activity is repeated frequently, it becomes easy and strong. So that in simple word we can say that id practice is continued, the process of learning experience becomes strong and long lasting. This law of learning has been divided into two parts such as:

(a) Law of use.

(b) Law of disuse.

It’s Educational Implication:

Educational implication of law of Exercise are pointed below in the following below:

i. A teacher should teach a lesson to the students again and again if necessary so that the students may grasp it clearly.

ii. The teacher should emphasizes the importance of repetition or practice for memorizing and mastering of any subject.

iii. The teacher should always advice the students to form good habit by repetition.

iv. The teacher should give opportunity to the students to keep fresh the knowledge of various subjects they acquired.

v. Undesirable behaviour and activity of the students may be eliminated a stop to their repetition.

33. The basis of reward and punishment in education is the laws of _____________of learning. (Fill in the Blank).

Ans: Law of Effect.

Points to be Remember

Edward Lee Thorndike formulated three major laws of learning namely:

(1) Laws of Readiness

(2) Law of Effect

(3) Law of Exercise

Physical readiness is necessary for learning, yet mental readiness is also necessary for learning.
Learning depends upon the result or effect.
Learning takes place by exercising. If practice is continued, the process of learning becomes strong.
Thorndike says, “When a modifiable connection is made between a situation and a response that connections strength is other things being equal increased”
Again Thorndike says, “When modifiable connection is not make between a situation and a response over a length of time that connections strength is decreased.”

Class-12 | Education | Notes

Calendar of Content List:

November 2023
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6	7	8	9	10	11	12
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AHSEC | Chapter-3 | Current Trends in Education

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AHSEC Chapter-3 Current Trends in Education

Environmental Education

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1.What is Environment? What are its Components?

Ans: The term ‘Environment’ refers to the surrounding of an organism that includes both living and non-living and of all social, economic, biological, physical factors which covers all the outside conditions that have acted on the individual since he began life is called Environment.

There are mainly three components of environment. These are:

(a) Natural Environment:

It includes both living and non-living components like- air, water, tree, forest, rivers, plants, animal, man and functions, etc.

(b) Social Environment:

It includes all the socio-economic influence affecting mankind as population growth, employment, culture etc.

(c) Man made Environment:

It includes village, industries, institutions, roads, buildings, agriculture, transport etc.

2. What is Environmental Education?

Ans: Environmental Education is nothing but it is an integrated process of education which deals with man’s interrelationship like- the relation of population, pollution, resource allocation and depletion, conservation, technology for rural and urban planning with his natural and man made surrounding to explore environmental issues, engage in problem solving and to improve the environment is called Environmental Education.

3. Give one definition of Environmental Education.

Ans: According to R.A Sharma, “Environmental Education refers to the awareness of physical and cultural environment and perceive its relevance for real life situation”.

4. What are the objectives of Environmental Education? Explain briefly.

Ans: The objectives of Environmental Education are briefly discussed following the below:

i. Awareness:

To develop an awareness of environment sensitivity (feeling and attitudes) to the total environment and its allied problems.

ii. Knowledge:

To help in acquiring knowledge and variety of experience of the environment and associated problems.

iii. Understanding:

To develop a basic understanding of structure, process and problems of environment, interdependence of environmental components.

iv. Skill:

To help in acquiring skills for identifying, assessing and solving environmental problems.

v. Attitudes:

To develop attitudes, a set of feeling of concern for the environment and encouragement or motivation for active participation in protection and improvement of environment.

vi. Participation:

To develop an opportunity for an active participation or practice all levels in working for the solution of environmental problems.

vii. Evaluating:

To develop an ability for valuating environmental components and educational programmes in terms of ecological, economic, social, cultural aesthetic and educational factors.

5. What principles should an educational institution follow providing environmental education?

Ans: The principles should follow providing environmental education in the following ways:

(a) Simple to Complex.

(b) Proceed from indefinite ideas to definite ones.

6. Enumerated the three characteristics of Environmental Education.

Ans: The three characteristics of Environmental Education are mentioned below:

(a) Environmental Education is a process of organizing the interrelatedness among man, his physical, cultural and biological surroundings.

(b) It identifies the imbalances of environment and tries to improve it in view of substance development.

7. What areas are covered within the scope of Environmental Education?

Ans: The scope of Environmental Education is so wide that covers various aspects of natural ecological, cultural, technological, economical, educational and commercial. So, it therefore the scope of environmental education may be highlighted below:

i. Problems of pollution.

ii. Environmental degradation.

iii. Population explosion.

iv. Depletion of environmental resources.

v. Formation of man’s attitudes and values.

vi. Effect of science and technology.

vii. Environmental hazards and disaster, etc.

8 From where the term ‘Environment’ was originated?

Ans: The term ‘Environment’ was originated from the French word ‘Environer’ which means ‘to surround’ or ‘to encircle’.

9. Who introduced first the concept of ‘Environmental Consciousness’?

Ans: Eames Macked of Germany for the first time introduced the concept of Environmental Consciousness in 1869.

10. Which day is celebrated as ‘World Environment Day’?

Ans: Every year 5th June is celebrated as ‘World Environment Day’.

Point to be Remember

The word ‘Environment’ has been derived from the French word ‘Environer’. It means ‘to surround’ or ‘to circle’.
In 1869, Eames Macked of Germany for the first time introduced the concept of Environmental Consciousness.
Every year 5th June is celebrated as the World Environment (Conservation) Day.
Tbilisi Conference (1977) USSR has said that all the subjects from science and Humanities should be included in Environmental Education. These subjects include- Technology, economics, political science, moral science, etc. This Education should be regarded as ‘ Life Long Education’.

Population Education

11. What do you mean by Population Education?

Ans: Population Education is nothing but it is a programme of creating awareness among students and the public in terms of increasing population, causes of problems and solutions and the ways of controlling population is known as Population Education.

12. Define Population Education?

Ans: According to Burbson, “Population Education is an exploration of knowledge and attitudes about population, the family and sex.”

13. Write the two characteristics of Population Education.

Ans: The two characteristics of Population Education are mentioned below:

(a) Population Education is purely an educational programme.

(b) Population Education studies the relationship of man and environment with regard to his quality of life.

(d) It provides a learning situation for understanding population situation in family, community, nation, and the world at large.

14. Mention four objectives of Population Education.

Ans: The four objectives of Population Education are mentioned below;

i. To ensure awareness and understanding of population explosion.

ii. To provide in understanding the importance of the size of the family planning..

iii. To provide knowledge of relation between population and socio-economic condition.

iv. To bring about behavioural changes among the people.

15. What are the needs and importance of Population Education?

Ans: Population Education is very important which helps in the following below:

i. Population Education helps to make aware of the serious problems due to population explosion.

ii. It helps in establishing equality of sexes by helping women to acquire their rightful status and become equal partners in overall goal of accelerating the peace of socio-economic development.

iii. It helps to provide proper knowledge about the advantages of small family planning.

iv. It helps to inform the younger generation about the ground situation and to educate them for leading a planned adult life.

v. It directly or indirectly helps in establishing a true democratic society. Thus, that It is clear that the lesser is the population the better is the democracy.

vi. It helps to achieve higher standard of living.

vii. It is essential for improving quality of general education.

viii. It also very essential for the maintenance of quality life.

16. How can the Population Education be imparted in educational institution?

Ans: Population Education can be imparted in educational institution in the following ways:

i. In 1971, NCERT declared that population education should be started at the primary stage continued till the second stage.

ii. At primary stage concept of small family should be given to the children.

iii. At the secondary stage, historical background of increasing population along with the data of population growth of different countries should be given.

iv. At the college level, knowledge on different parts of the body should be given and also concept of reproductive system should be included in the courses of study.

vi. Population education can be included as a subject in different training centres.

vii. Research scholars can do research work on ‘population’.

17. Who introduced the concept of ‘Population Education’?

Ans: In 1935, Prof. S.R. Wayland of Columbia University introduced the concept of ‘Population Education’.

18. Who developed the concept of ‘Population Education’?

Ans: In the year 1982, American sociologist and Novel Peace award ‘Alva Myrdal’ developed the concept of ‘Population Education’.

19. Which Day is celebrated as ‘World Population Day’?

Ans: Every year 11th July is celebrated as ‘World Population Day’.

20. In which year ‘Population Policy’ was passed in India?

Ans: On 11th May, 2000 Population Policy was passed in India.

Points to be Remember

The concept of ‘Population Education’ was developed by the American Sociologist and Novel Peace award winner ‘Alva Myrdal’ in the year 1982.
On 11th May,2000 the Indian Government had declared that the total number of population was 100 cores. In the same year to Central Population the Government passed ‘ Population Policy’.
In the International Conference held in 1993 and 1994, NCERT said for inclusion of six subjects in the courses of Population Education. These subjects are:

i. Family life.

ii. Equality of Sexes.

iii. Adolescence reproductive system, Health and Hygiene.

iv. Health and Education.

v. Urbanization and Migration.

vi. Long term development.

Physical Education

21. What is Physical Education?

Ans: Physical Education is nothing but it a part of general education which gives us knowledge own health for growth and development to lead a happy and prosperous life of an individual is Physical Education. The aim of this education is to make not only in physical development but also helps in mental, social and emotional development of an individual.

22. Define Physical Education.

Ans: According to Cassidy, “Physical Education is the sum of changes in the individual caused by experiences centreing motor activity.”

23. What are the needs and importance of Physical Education?

Ans: The needs and importance of Physical Education are mentioned below:

i. Physical Education helps to play a vital role for the development of national integration.

ii. It helps in developing good relation among human beings like- cooperation, sympathy, poverty etc.

iii. It helps in controlling such emotion like- aggressiveness, stress or tension through physical activities to enhance the power of tolerance.

iv. It helps to develop certain qualities like – perseverance, team spirit, team leadership, obedience to rules etc.

v. It helps in creating discipline for human being for the development of personality.

vi. It is helpful in developing the alertness of mind in various programmes of physical education such as wrestling, kabaddi, cricket, etc.

vii. Physical education is a good source of knowledge about health, its hazards and diseases.

24. Mention four objectives of Physical Education.

Ans: The four objectives of Physical Education are mentioned below:

(a) To make all round development of an individual including physical, mental, social, emotional, etc.

(b) To prepare the students as a supporting element to adjust with the society in future.

(d) To make understanding the relationship between physical aspects with others one.

25. What is the full form of NCF?

Ans: The full form of NCF is National Curriculum Framework.

Points to be Remember

Physical Education enables the child to have the total physical growth and development to lead a happy life. It is not only helps in physical development but also helps in mental, social and emotional development of an individual.
Physical Education should be included in the first ten(10) years of school education.
At upper primary stage: Exercises, gymnastics, yoga, judo, drill, scouting and guiding should be introduced.
At the high school stage: athletic, gymnastics, yoga, meditation, swimming, etc are to be included in the course of physical education.
Camping and various team games and completions should be introduced in both upper and high school stage like – NCC, guiding, scouting, social service should be added to the compulsory programmes of physical education.
NCERT in ‘National Curriculum Framework for School Education, 2000” introduced ‘Games and Sports’, ‘Yoga and Meditation’, ‘Scouting, Guiding, NCC and Red- Cross.’

Value Education

26. What is Value? Briefly explain three types of values.

Ans: Values are nothing but it refers to a concept that develops in the mind of an individual moral codes of behaviour which covers the entire domain of the development of integrated personality is called Value. For example: Values of health, food, discipline, clarity, rationality and impartiality, purity, kindness, fairness, clothing, truth, beauty, peace, happiness, etc.

The three types of values are briefly discussed bellow:

(a) Social value:

Social values refers to certain behaviour and set of beliefs in the society that shares common codes like- charity, civic duty, courtesy, etc.

(b) Moral value:

It constitutes the values of attitude and behaviour of an individual in making a distinction between right and wrong, good and bad in relation to fairness, justice, human dignity, etc.

(c) Economic value:

It refers to the material, commercial or monetary value of some good or physical object.

27. What is Value Education?

Ans: Value Education refers to the form of education that covers all aspects of personality development which endeavours the values of moral, aesthetic, intellectual, social and spiritual development for the good of the society and the individual life is called Value Education.

28. Define Value Education.

Ans: According to C.V. Good, “ Value Education is the aggerated of all the process by means of which a person develops abilities and other form of behaviour of the positive values in the society in which he belongs.”

29. Write three characteristics of Value Education.

Ans: The three characteristics of Value Education are mentioned below:

(a) Value Education is a comprehensive process.

(b) It is a process pf direct as well as indirect inculcation of proper habits, attitudes, sensibilities and character of the learners.

30. Mention two methods of providing Value Education.

Ans: The two methods of providing Value Education are:

(a) Lecture Method.

(b) Story Telling Method.

31. What are the needs and importance of Value Education?

Ans: The needs and importance of Value Education are mention in the following below:

i. Value Education helps in the development of character and morality.

ii. It helps to modify the behaviour and personality of the students.

iii. It helps students to become more responsive and practical.

iv. It helps a sense of respect for others in the human being.

v. It helps in developing a strong relationship with family and friends.

vi. It also can help to develop a healthy and balanced personality.

32. Write three components or types of Value Education.

Ans: The three components or types of Value Education are:

(a) Moral Education.

(b) Health Education.

(d) Physical Education.

(e) History and cultural Education.

33. A German philosopher Friedrich Nietzsche used the word ‘values’ for the first time in ________ . (Fill in the blank).

Ans: In 1880.

Points to be Remember

A German philosopher Friedrich Nietzsche used the word ‘values’ for the first time in 1880.
A value is what is desire or what is sought. Values are certain guiding principles of life that helps in the physical, mental and social development of the individual.
Kothari Commission said on the need and importance of Value Education, “The expanding knowledge and the growing power (science) which it places at the disposal of modern society must therefor be combined with the strengthening and keeping of the sense of social responsibility and keener appreciation of moral and spiritual values.”
There are two distinct ways of importing value education, such as:

(a) Direct.

(b) Indirect.

The systematic and deliberate instruction on values provided in school time table is known as direct way of important values. Here, values to be inculcated are explained, discussion and illustrated through stories, moral dilemmas and real life events.
Indirect values education imported the regular co-curricular activities.

Women Empowerment

34. What is Empowerment?

Ans: Empowerment is a process which helps in recognising abilities, capabilities and strength that are already there within an individual.

35. What is Women Empowerment?

Ans: Women Empowerment refers to the process of providing power to women who have been suffering from various disabilities, inequalities and gender discrimination to become free from the control of others, to assume power to control her own life and to determine her own conditions is called Women Empowerment.

36. Mention two objectives of Women Empowerment.

Ans: The two objectives of Women Empowerment are:

(a) Access to education and employment.

(b) Acknowledge women rights.

(d) Increasing female literacy level.

37. What should steps have taken by the Government for the education of women in India?

Ans: The Government has been taken the following steps for the education of women in India which are mentioned below:

(a) To make literate through the programme of National Literacy Mission.

(b) To make primary education universalised.

38. What steps can taken in educational institution for the enhancement of Women Empowerment?

Ans: The following steps can taken in educational institution for the enhancement of Women Empowerment which are highlighted below:

i. Every girls should get free and compulsory primary education.

ii. Removal of illiteracy among women folk.

iii. Encouraging girls for all kinds of vocational, technical, and professional education as per their needs, interest and attitudes.

iv. Inculcating the values of gender equality and gender justice through education should get priority in the educational system.

v. Value based education for women should be emphasised to bring self confidence among them.

vi. Women should be made aware of their constitutional and legal rights both in work and social life.

vii. To provide scholarship to get girls students studying in universities.

viii. Women should be engaged in different educational activities through non-formal education.

39. Outline the status of women education in India.

Ans: The status of women in Indian education system are highlighted below in the following ways:

i. Before independence, In the Vedic period Women had access to education in India but in the Muslim era women education had gradually lost this rights.

ii. However, In the British period there was revival of interest in women education in India. During this period, with the help of various socio-religious movement led by the eminent like – Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar emphasised on women education in India.

iii. Other Socio-religious eminent person like – Mahatma Jyotiba Phule, Periyer and Baba Saheb Ambedkar were the leaders of the lower caste in India who also took various initiatives to make education available to the women in India.

iv. After independence, Indian Constitution and the Government, various committee has taken various measures to provide education to all Indian women.

v. While in 1971 only 22% of Indian women were literates and by the end of 2001, the female literacy rate were 54.16% and the male literacy rate were 75.85% .

vi. The result of 2021 census, the literacy rate of males were 82.14% and 65.46% for females.

vii. As of 2021, The literacy rate at respectively 84.4% of males and 71.5% of females population.

40. What steps has adopted by the NPE 1986 foe Women Empowerment?

Ans: NPE 1986 has adopted certain steps for Women Empowerment which are highlighted below:

i. To provide 33% seats for reserved for women.

ii. To reserve 30% of Govt. job and contract job for women.

iii. To increase in maternity leave to 135 days instead of 90 days.

iv. Provide opportunities to poor and illiterate women insetting self employed by promoting self help group.

v. To pass women Reservation Bill in the Lok Sabha ensuring politics protection and empowerment.

vi. To established of ‘Women Bank’ where will have the privileged to get engaged in all types of activities.

vii. To ensure and to make arrangement for all women to take part in schemes like – Operation Black Board, Total Literacy Mission, Sarva Shiksha Abhijan, etc.

41. In which year the Government of India adopted a national policy for the Empowerment of Women?

Ans: In 2001, The Government of India adopted a national policy for the Empowerment of Women.

42. When ‘Domestic Violence Bill’ was passed for the protection of Women?

Ans: On 23rd June, 2005 The ‘Domestic Violence Bill’ was passed for the protection of Women.

Points to be Remember

National Policy for the empowerment of women was adopted in the year 2001 by the Government of India.
To protect from the harassment of men, On 23rd June Protection of women from Domestic Violence Bill 2005’ was passed.

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Chapter-2 Non – Formal Education

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Chapter-2 Non-Formal Education

Important Questions Answer

Here You will get all questions answer related to the Chapter-2 Non-formal Education for Class-12.

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1. Explain the meaning of Non-formal Education?

Ans: Non –formal Education is one of the recent concept. This system of education is deliberate, conscious, organizes, systematic, need based and goal –oriented education. It is highly flexible and inexpensive. It provides functional education, life long education and also provides educational opportunities to late bloomer, dropouts and to the deprived classes. But now it intended for all.

2. What is Non-formal Education?

Ans: Non-formal Education is one type of education which is imparted like formal education but here teaching is not controlled by evaluation that is why this type of education is called Non-formal Education. For example Distance Education like – KKHSOU, IDOL, IGNOU etc.

3. Give one definition of No-formal Education.

Ans: According to La Bella, “ ……… Non formal Education programmes, designed to provide specific learning experience for specific large population”.

4. What are the salient features or characteristics of Non-formal Education?

Ans: The salient features or characteristics of Non-formal Education are mentioned below:

i. Non formal Education is organised education outside the formal education.

ii. It is a cost effective system of education.

iii. It has flexible point of entry and exit.

iv. It is a life long system of education.

v. It has no age limit.

vi. It encourages self learning.

vii. It may be full time or part time learning and one can earn and learn together.

5. Explain the scope of Non formal Education.

Ans: Non-formal Education has its wider scopes means areas which covers all the points mentioned below:

i. It covers various level of education, new knowledge, understanding, interest, skills, critical thinking, appreciation etc.

ii. It covers to develop skills and competencies which includes vocational training, skills development programme, income generating programme, farming agriculture extension, technical training etc.

iii. It also provides opportunities to the citizens which covers environmental education, health education, women education, citizenship education, education at emergency, functional literacy, post literacy etc.

iv. The non-formal education also promotes level of understanding and some skills related to peace and human rights education, sex and reproductive health education, family planning etc.

So therefore, to conclude we can say that non-formal education in various modes can implemented in a variety of contexts and in a diverse field.

6. Write four objectives of Non-formal Education.

Ans: The four objectives of Non-formal Education are mentioned below:

i. To promote awareness for literacy programme for national and individual development.

ii. To establish national infrastructure needs and provide for manpower requirement.

iii. To provide equal educational opportunity to all and equitable distribution of national income and employment avenues.

iv. To promote non-formal programmes as direct links to productive skills and tangible gains.

7. Discuss the needs and importance of Non-formal Education.

Ans: The needs and importance of Non-formal Education are discussed below:

i. To provide life long education:

Non-formal education is helpful to create a learning society to provide life long education to all.

ii. To builds self confidence and decision making:

It helps individual with decision making and also helps to builds self confidence of an individual.

iii. To develop new skills and generate opportunities:

It provides a platform for developing new skills and generate opportunities for people who are beyond the reach of traditional education.

iv. To make provision of equal educational opportunities:

This system of education helps to make provision of equal opportunities for all citizens those are late-bloomer, dropouts and to the deprived classes in the matter of acquisition of education, employment and other fields.

v. To provide economically weaker sections of the society:

Financial problem have proven to be major barriers with the course of their acquisition of education. Hence, No-formal education has provided these individual so that they are able to enhance their living conditions.

vi. To reduce cost and efficiency of formal education system:

No-formal Education also helps to reduce the cost and also helps to improve the efficiency of the formal system of education.

Correspondence Education

8. What do you mean by ‘Correspondence Education’?

Ans: Correspondence Education is nothing but it is a system of providing education where individual may complete a prescribed courses of study offered by an institution and provides instructional materials without attending to its classes who receive lesson and exercise through the medium of print by mail or electronic transmission including examinations on the material to students who are separated from instructor for analysis, criticism and grading is called ‘Correspondence Education’.

9. What are the objectives of ‘Correspondence Education’?

Ans: The objectives of correspondence education are mentioned below:

i. To reduce the pressure on the formal education.

ii. To fulfil the aspirations of the persons who were working and wish to enhance their qualification.

iii. To provide equity of educational opportunity.

iv. To provide a cost effective system education to educate the masses.

v. To make education free from rigidity of time and space.

Distance Education

10. What is ‘Distance Education’?

Ans: Distance Education is nothing but it is a system of providing education which is imparted education through mass media, correspondence courses and other audio-visual materials from a distance who are unable to attend classroom lecture and wished to enhance their qualification is called Distance Education.

11. Write four characteristics of Distance Education.

Ans: Distance Education is different from formal education system because of the following characteristics:

i. It is non-formal system of education which is provided through correspondence courses, contact programmes and electronic media.

ii. It is a method of indirect instruction applying geographical and emotional separation between teach and taught.

iii. It is applicable to all levels of learning and degree can be awarded to the learner.

iv. It is a systematically organizes form of self learning in which students counselling, presentation of learning material and students success is carried out by a team teachers. All activities are performed without a direct contact with learners.

v. It is provided through written communication more than oral communication.

12. Write three significant aspects of Distance Education.

Ans: The three significant aspects of distance education are:

(a) Learner Centric Education.

(b) Indirect Education.

Open Education

13. What is Open Education?

Ans: Open Education is a significant concept of modern education. It is evolved in the society as a result of the limitations of formal education which can meet the need of all type of the society to get education in addition to disabled families, illiterate guardians, communication less areas, economically background people who engage their children in work in early years and has no place of formal education system to include them is called Open Education.

14. What are the merits and demerits of Open Education.

Ans: The merits and demerits of Open Education are mentioned below:

Merits of Open Education:

i. Admission system of the open education system is very easy and eligible criteria’s are flexible.

ii, Open Education system facilitates the people of remote areas, hilly areas, rural areas, dropouts, adult who are not entitled to get education in time.

iii. Open Education system supplied self learning material (SLM) to the learners so that it encourages the learner for self –study.

iv. Evaluation process of this system of education is continuous and comprehensive. It stressed on the self activities of the learners.

Demerits of Open Education:

i. All the Regional Centres and Directorate of Distance Education and open learning are not fully active and helpful.

ii. Standard of education goes down when evaluation is not done properly.

iii. The time of Personal Contact Programmes (PCP) are not sufficient in this system of education . So that learners are not benefitted.

iv. Most of the courses of this system of education are of high standard so it has limitation in urban areas.

15. What is Open School?

Ans: Open School is a significant concept of modern society which is established to give minimum education particularly school trop-outs, working adults, house-wives and socio-economically background section of the society for the extension of education.

16. Write four objectives of establishment of Open School?

Ans: The objectives of establishment of Open School education are mentioned below:

i. To develop preparatory courses for working adults and women who do not have any qualification from a formal school.

ii. To provide education of children belonging to weaker sections of the society.

iii. To provide continuing education facilities to dropouts who have passed class 7th or 8th .

iv. To enrol those students who have failed in class 10th or 12th .

v. To provide vocational and life skills to adults especially for SC, STs, and OBC.

Open University

17. What is Open University ?

Ans: Open University is one such alternative for taking education to the doorsteps of those who are desirous of learning. It provides the opportunities of education to out of institution learners, dropouts, working adults, house-wives, and learners from disadvantaged sections of the society living in villages and remote areas of the country.

18. Write three characteristics of Open University.

Ans: The three characteristics of Open University system of Education are as follows:

i. The Open University is an independent institution.

ii. The Open University is a self governing distance teaching institution which awards its own degree, diploma and certificate.

iii. In the Open University, Students are encouraged to meet in self-help group throughout the year.

19. Mention four objectives of Open University System of Education.

Ans: The four objectives of Open University System of Education are as follows:
i. To provide higher education om a large scale to all people who have missed the chance in their early years.
ii. To provide educational opportunities for those who discontinued their education due to some reason.
iii. To provide in-service training to professional workers.
iv. To help to continue work and education all together.
v. To make education a life long process.
vi. To provide specializes knowledge to learners in different fields.

20. Give one example of Non-formal Education.

Ans: The example of Non-formal Education is Distance Education like-IDOL, IGNOU, KKHSOU etc.

21. Write any one name of University in India offering Correspondence Education Programme.

And: The one name of University in India offering Correspondence Education Programme is IGNOU (Indira Gandhi National Open University).

22. Who was the founder of Correspondence Education?

Ans: Sir Isaac Pitman.

23. Which was the first Correspondence University in India?

Ans: University of Delhi was the first Correspondence University in India established in 1962.

24. Who is the founder of Open University in India?

Ans: Prof. G. Ram Reddy

25. Which was the first Open University in India?

Ans: Dr. B.R Ambedkar Andrapradesh Open University.

26. Which is the first Open University in Assam?

Ans: KKHSOU (Krishna Kanta Handique State Open University) is the first Open University in Assam.

27. Which is the first University of Distance Education in India?

Ans: IGNOU (Indira Gandhi National Open University) is the first University of Distance Education in India.

28. What is the full form of SLM?

Ans: The full form of SLM is Self-Learning Material.

29. What is the full form of PCP?

Ans: The full form of PCP is Personal Contact Programme.

Related Post Just Click Here : Chapter-3 Current Trends in Education.

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AHSEC-Chapter-1 Development of Secondary Education in India and Assam

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AHSEC-Development of Secondary Education in India and Assam

Class-12

Important Questions Answer

Chapter-1 Development of Secondary Education in India and Assam

Here You will get important questions answer related to the chapter-1 Development of Secondary Education in India and Assam based on:

Mudaliar Commission1952-53.
Kothari Commission 1964-66.
National Policy of Education 1986.

1. What is Secondary Education?

Ans: Secondary Education means the education system that lay’s between primary education and higher education which is imparted to prepare the adolescence boy’s and girl’s for their future life is called Secondary Education.

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Mudaliar Commission 1952-53

2. Mention two measures as suggested by Mudaliar Commission to develop leadership qualities among students.

Ans: The Mudaliar Commission suggested the following two measures to develop leadership qualities among the students which are mentioned below:

i. The secondary education should train the person to assume the responsibilities of leadership in social, pollical, industrial, and cultural life of their community or country.

ii. This education should provide the students professional efficiency and all the facilities inside the school for the formation of good character.

3. Discuss about the defects of Secondary Education as pointed out by Mudaliar Commission 1952-53.

Ans: The Mudailiar Commission pointed out the following defects of secondary education which are discussed below:

i. Narrow and one sided:

Firstly, The defect of Secondary Education system is that the prevailing system of education in narrow and one-sided which has failed to train the whole personality of the students.

ii. Impractical:

Secondly, The defect of Secondary Education system in secondary schools is isolated from life, while it should be consonance with the requirement of life. Therefore, The students do not develop a proper insight into their life.

iii. No scope for Close Contact:

Thirdly, The number of students in each class is so large that it becomes impossible for the teachers to establish close personal contact with their students.

iv. No scope for Self Expression:

Forth defect was that a rigid time table, unsuitable text books, and unduly detailed syllabus don’t give the teacher sufficient opportunities of the students in their dependence thought and initiative in action.

v. Examination Orientation:

Fifth defect was pointed that there was too much stress on examination, curriculum was overcrowded, method of teaching was not scientific and up-to-date and also was lack of proper material aims.

vi. Lack of Facilities for play and Recreation:

Sixth defect was that there was no proper provision for playgrounds, group games, and other recreational activities. Therefore, The school work does not have the atmosphere, vitality and joyousness. Hence, the total personality of the children.

4. Write briefly about the aims of Secondary Education as suggested by Mudaliar Commission 1952-53.

Ans: Mudaliar Commission 1952-53 recommended the following aims of education in Secondary Education system which are discussed below:

i. Development of Democratic Citizenship:

The Commission has realised that no nation can progress without a national feeling along with social feeling. Therefore, The aim of secondary education should be produced such ideal citizens in the schools like – values of discipline, cooperation, patriotism, equality of thoughts, speech and writing who imbued with strong national and social feeling for the sake of the nation.

ii. Improvement of Vocational Capability and Efficiency:

The Commission is of view that after having received secondary education one should be able to earn enough for maintaining himself. For developing the capacity, Vocational subjects should be introduced in the curriculum such as craft and productive work like – agriculture, technical commercial courses to add to the productive capacity of the country.

iii. Development of Personality:

As we know that man is a social animal, So he should have the spirit of cooperation, discipline, humility, love, kindness and the feeling of brotherhood. So, for the development of personality, the curriculum must have the subjects like – science, literature, fine arts, humanities, music and dace which inculcate these virtues in students.

iv. Education for Leadership:

Secondary Education should develop the quality of leadership in students. This quality is very necessary for the sake of democracy and for the development of the country as a whole in various fields of life, namely – social, cultural, political, industrial, etc.

v. Education for formation of character:

Secondary Education should be provided for man’s personality as a whole in the school which can help to modify our behaviour, character, and knowledge in all aspects of human development.

5. When Secondary Education Commission was constituted?

Ans: On 23rd September, 1952.

6. Who was the Chairman of Secondary Education Commission?

Ans: Dr. Laksman Swami Mudaliar.

7. ____________ Commission suggested “Education for Leadership” as an aim of Secondary Education.(Fill in the blank).

Ans: Secondary Education Commission or Mudaliar Commission 1952-53.

8. ‘Secondary Board of Assam’ was established in 1962 as a result of the recommendation of __________ (Fill in the Blank).

Ans: Secondary Education Commission or Mudaliar Commission 1952-53.

Point To be Remember

Formed: On 23rd September, 1952.
Submitted Report: On 29th August, 1053 in 250 pages of 15 chapters.
Appointed By: Government of India.
Chairperson: Dr. Lakhsmnana Swami Mudaliar.
Secretary: Sri. A.N Basu.
Total Members: Nine(9)
Name of all Members: 1. Dr. Lakshmana Swami Mudaliar (Chairperson/ Vice chancellor of Madras University.

2. A.N Basu (Secretary).

3. Shri K.L Mali.

4. Shri K.G. Saiyidain.

5. Shri M.T Was.

6. Shri J.A Taraporevala.

7. Shrimati Hansa Mehta.

8. Dr. Kenneth R. Williams (Foreign Country).

9. Prof. John Christie (Foreign Country).

Purpose: For the reconstruction and modification of secondary education system.
Method used to enquiry:

i. Questionnaire method

ii. Interview method

Secondary Education Commission was appointed in 1952-53 to study all aspects of secondary education in India.
According to the commission, the aims of Secondary Education were:

i. Development of Democratic Citizenship.

ii. Improvement of Vocational Capability and Efficiency.

iii. Development of Personality.

iv. Education for Leadership.

v. Education for formation of character.

Kothari Commission 1964-66

1. Write two suggestion of Kothari Commission regarding ‘Education and Productivity’.

Ans: The two suggestions of Kothari Commission regarding ‘Education and Productivity’ are mentioned below:

i. The Kothari Commission suggested education should be job oriented and greater importance should be given to education in agriculture, science, industrial and technical subjects.

ii. In place of bookish knowledge, Education greater importance should be attached to the acquisition of practical knowledge and skills.

2. Write two suggestion of Kothari Commission regarding ‘Education and Modernization’.

Ans: The two suggestions of Kothari Commission regarding ‘Education and Modernization’ are mentioned below:

i. Education must keep abreast of the social changes now-a-days take place at a breath-taking place.

ii Education must be so oriented that the educated society may respond appropriately to the new challenges of national reconstruction.

iii. Education must be quick expansion of secondary and higher education.

3. What is ‘Work Experience’?

Ans: The participation of students in productive situation at home, factory, firm, workshop, etc. to make the learner economically self-sufficient, educative to abecome a purposeful is called ‘Work Experience’.

4. Write briefly about the aims of education as suggested by Kothari Commission 1964-66.

Ans: The Kothari Commission or National Education Commission or Indian Education Commission 1964-66 suggested the following as national aims of education which are discussed bellow:

i. Education and Productivity:

The Kothari Commission suggested that education should be job oriented and greater importance should be given to education in agriculture, science, industrial and technical subjects and also greater importance should be attached to the acquisition of practical knowledge or skills.

ii. Promoting Social and National Integration:

India is a big country having people of various languages and religious people so that national unity is a problem. For solving this problem, The Commission suggested such programmes like – N.C.C and A.C.C should be staged in education at every level through which community, social and national spirit may be strengthened.

iii. Education and Modernization:

Society may be modernized through modernization of education so that the commission suggested that the new ideas will be developed in society and narrow ideas will disappear mainly due to the adoption of science-based- technology which is necessary for modernization of society.

iv. Developing Social, Moral and Spiritual values:

For all these values, The commission stressed value –based education related to life both by direct method (like co-curricular activities, celebration of religious festival, social service programmes etc.) and indirect method (like – values of co-operation, honesty and integrity, discipline and social responsibility) to the individual for the maximum development of his personality.

5. Explain the new structural process of education recommended by Kothari Commission 1964-66 on school system of education in India.

What are the recommendation given by the Kothari Commission 1964-66 on the structural process of Indian Education?

What type of changes of structural process of secondary education mentioned in Indian Education Commission 1964-66?

Ans: The Kothari Commission 1964-66 suggested spread over the new educational structure which is mentioned below:

1. Pre-School (Nursery, LKG,UKG class) – 1 to 3 years.

2. A ten years period of General Education:

(i) Lower Primary Education (class i – iv) – 4 to 5 years.

(ii) Higher Primary Education (class v-vii) – 3 or 2 years.

(iii) Lower Secondary Stage (class viii- x) – 3 or 2 years.

3. Higher Secondary Stage (class xi-xii) – 2 or 3 years.

(i) General Education – 2 years.

(ii) Vocational Education —–1 – 3 years.

4. Degree Courses -3 years, followed by courses of varying durations for higher studies.

All the above mentioned, This commission also recommended that the age of admission class-I should not be less than six years. The first public examination will come at the end of 10 years of school. A new higher secondary courses should provide specialised studies in different subjects and the pre-University courses should be transferred from Universities to Secondary School.