Skip to main content

Civil Services Prelims Exam 2011 .Paper 2(Solved ) -General Studies part 1/6

Directions for the following 5 items Read the following passage and answer the items that follow. Your answers to these items should be based on the passage only.

                                                             Passage
Now India’s children have a right to receive at least eight years of education, the gnawing question is whether it will remain on paper or become a reality. One hardly needs a reminder that this right is different from the others enshrined in the Constitution, that the beneficiary—a six year old child cannot demand it, nor can she or he fight a legal battle when the right is denied or violated. In all cases, it is the adult society which must act on behalf of the child. In another peculiarity, where a child’s right to education is denied, no compensation offered later can be adequate or relevant. This is so because childhood does not last. If a legal battle fought on behalf of a child is eventually won, it may be of little use to the boy or girl because the opportunity missed at school during childhood cannot serve the same purpose later in life. This may be painfully true for girls because our society permits them only a short childhood, if at all. The Right to Education (RTE) has become law at a point in India’s history when the ghastly practice of female infantic ide has resurfaced in the form of foeficide. This is “symptomatic of a deeper turmoil’ in society which is compounding the traditional obstacles to the education of girls. Tenacious prejudice against the intellectual potential of girls runs across our cultural diversity and the system of education Fias not been able to address it.


1. With reference to the passage, consider the following statements:
1. When children are denied education, adult society does not ad on behalf of them.


2. Right to Education as a law cannot be enforced in the country.
Which of the statements given above is/are correct?
(A) lorily
(B) 2 only
(C) Both I and 2
(D) Neither I nor 2
2. According to the passage, what could be the traditional obstacles to the education of girls?
I. Inability of parents to fight a legal battle when. the Right to Education is denied to their children.
2. The traditional way of thinking about girls’ role in society.
3. The prejudice against the intellectual potential of girls.
4. Improper system of educal ion.
Select the correct answer from
the codes given below
(A) land2only
(B) 2,3and4only
(C) 1,3and4only
(D) 1,2,3and4
3. On the basis of the passage, cons ider the following statements:
1. Right to Education is a legal right and not a fundamental right.
2. For realising the goal of universal education, the education system in the country must be made ideri- tical to that of developed countries.
Which of the statements given above is I are correct?
(A) 1 only
(B) 2orily
(C) Bothland2
(D) Neither 1 nor 2


4. Which one of the following statem ents conveys the key message. of the passage?
(A) India has declared that education is compulsory for its children.
(B) Adult society is not keen on implementing the Right to Education.
(C) The Right to Education, particularly of a girl child, needs to be safeguarded.
(D) The system of education should address the issue of Right to Education.
5. Which one of the following statements conveys the inference of the passage?
(A) The society has a tenacious prejudice against the intellectual potential of girls.
(B) Adults cannot be relied upon to fight on behalf of children for their Right to Education.
(C) The legal fight to get educa tion for children is often pro traded and prohibitive.
(D) There is no sufficient subs titute for education received in childhood.


Comments

Popular posts from this blog

UNIT 13 FEATURES OF 73rd AND 74th CONSTITUTIONAL AMENDMENT

Structure

13.0 Learning Outcome

13.1 Introduction

13.2 Initiatives towards Constitutional Status to Local Governance

13.2.1 Features of 73rd Constitutional Amendment

13.2.2 Features of 74th Constitutional Amendment

13.2.3 Decentralised Planning in Context of 73rd and 74th Constitutional Amendment Act

13.3 Initiatives after Economic Reforms

13.4 Functioning of PRIs in Various States after 73rd Amendment

13.5 Functioning of Local Governance after 73rd and 74th Constitutional Amendment: Observations

13.6 Conclusion

13.7 Key Concepts

13.8 References and Further Reading

13.9 Activities

13.0 LEARNING OUTCOME

After studying this Unit you should be able to:

• Identify the background of revitalisation of local governance;

• Understand the features of 73rd and 74th constitutional amendment;

• Discuss the initiatives after economic reforms; and

• Outlines the functioning of local governance in various states after the amendment.

13.1 INTRODUCTION

The revitalization of Pancha…

UNIT 1 CONCEPT, EVOLUTION AND SIGNIFICANCE OF DEMOCRATIC DECENTRALISATION

Structure

1.0 Learning outcome

1.1 Introduction

1.2 Concept of Democratic Decentralisation

1.3 Evolution of Democratic Decentralisation

1.4 Significance of Democratic Decentralisation

1.5 Democratic Decentralisation in India

1.6 Conclusion

1.7 Key concepts

1.8 References and Further Reading

1.9 Activities

1.0 LEARNING OUTCOME

After studying this unit, you should be able to:

• Understand the concept of Democratic Decentralization;

• Know the evolution and significance of Democratic Decentralization; and

• Describe the Democratic Decentralization pattern in India.

1.1 INTRODUCTION

The dawn of 21st century is marked by decentralized governance both as a strategy and philosophy of brining about reforms and changes in democracies. These changes led to such virtues of transparency, responsiveness and accountability and ensures good governance. Today decentralization and democracy are the most significant themes in the development discourse. In the present contex…

General Studies :: Indian Polity #1

Constitutional evolution under British ruleRegulating Act 1773beginning of British parliamentary control over the East India Companysubordination of the presidencies of Bombay and Madras to BengalGovernor of Bengal made Governal-Generalcouncil of Governor-General establishedSupreme Court established in CalcuttaPitt’s India Act 1784commercial and political activities of the Company separatedestablished a board of control over the CompanyCharter Act 1813trade monopoly of the Company abolishedmissionaries allowed to preach in IndiaCharter Act 1833Governor-General of Bengal becomes Governor-General of Indiafirst Governor-General Lord William Bentickends commercial activities of the CompanyCharter Act 1853legislative and executive functions of the Governor-General’s council separatedopen competition for Indian Civil Services establishedIndian Council Act 1861establishes legislative councils at the centre, presidencies and provincesGovernor-General’s executive council to have Indians as non…