Class 12 – BSE Odisha

CHSE Odisha Class 12 Education Solutions Chapter 20 Graphical Representation of Data and Measures of Central Tendency

July 8, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 20 Graphical Representation of Data and Measures of Central Tendency Questions and Answers.

CHSE Odisha 12th Class Education Chapter 20 Question Answer Graphical Representation of Data and Measures of Central Tendency

Group – A

Short type Questions with Answers,
I. Answer with in Two/Three sentence:

Question 1.
Why is it essential for a measure of central tendency to be rightly defined?
Answer:
A precisely defined measure ensures uniform interpretation by all individuals, promoting clarity and consistency in its application.

Question 2.
What does it mean for a measure of central tendency to be based on all observations?
Answer:
The measure should consider all data points to accurately represent the central tendency, ensuring that no scores are excluded or ignored.

Question 3.
Why is simplicity in calculation considered a crucial characteristic of a good measure?
Answer:
Simplicity in calculation ensures practicality and ease of use, making the measure accessible and efficient for a wide range of applications.

Question 4.
In statistics, what is sampling, and why should a good measure of central tendency be least affected by fluctuations in sampling?
Answer:
Sampling involves selecting a subset from a population. A good measure should be robust against fluctuations in sampling to ensure its reliability across different subsets, providing consistent results.

Question 5.
What is the primary symbol used to represent the mean of a population, and what symbol is used for the mean of a sample?
Answer:
The mean of a population is denoted by the Greek letter p (pronounced “mue”), while the mean of a sample is represented by X-bar or M.

Question 6.
What distinguishes the median from the mean in terms of sensitivity to extreme- values?
Answer:
The median is less sensitive to extreme values compared to the mean, making it a more robust measure in the presence of outliers.

Question 7.
How is the median defined in a continuous series, and what does it represent in terms of percentile?
Answer:
The median in a continuous series is the 50th percentile, dividing the distribution into two halves. It represents the value below which 50% of cases lie and above which 50% lie.

Question 8.
What is an outlier, and why might the median be preferred over the mean in the presence of outliers?
Answer:
An outlier is an extreme score in a distribution. The median is less influenced by outliers, making it a suitable choice when extreme values may distort the mean.

Question 9.
What is the mode, and why is it considered easy to obtain?
Answer:
The mode is the value with the highest frequency in a distribution. It is easy to obtain as it can often be identified through observation without complex calculations.

Question 10.
In what situations is the mode particularly useful, and what type of variables can it be applied to?
Answer:
The mode is useful for nominal level variables and can describe the most common scores in a distribution, making it suitable for non-numeric categories such as religion.

II. Answer with in Five/Six sentence :

Question 1.
What are the characteristics of a good measure of central tendency?
Answer:
A good measure of central tendency should be rightly defined, simple to calculate, easy to understand, based on all observations, and least affected by fluctuations in sampling. Rigid definition ensures consistent interpretation, simplicity facilitates practical application, and consideration of all observations enhances representativeness.

Question 2.
Why is the Mean considered the most commonly used measure of central tendency?
Answer:
The Mean is widely used due to its responsiveness to the exact position of each score, sensitivity to extreme scores, and ability to reflect the total of all scores. It is symbolized by ‘M’ or ‘p’ for the population and ‘X-bar’ or ‘M’ for a sample. Additionally, its mathematical properties make it suitable for statistical computations and comparisons.

Question 3.
What is the main limitation of the Mean, and how does it impact its accuracy ? Answer: The Mean is highly sensitive to extreme scores, and a single outlier can significantly distort its value. This sensitivity can lead to a misleading representation of the average, especially when extreme values are present, as demonstrated by its vulnerability to substantial changes based on a single outlier.

Question 4.
How is the Median defined, and what makes it less sensitive to extreme values?
Answer:
The Median is the middle value of a distribution, less sensitive to extreme scores titan the Mean. It represents the 50th percentile, dividing the data into two halves. It is less affected by extreme values, making it a robust measure of central tendency in situations with outliers.

Question 5.
What are the properties of the Median, and why might it be preferred in certain scenarios?
Answer:
The Median is less sensitive to extreme values, making it suitable for distributions with outliers. It offers a better representation of most scores in cases where extreme values may disproportionately influence the Mean. Its calculation is based on the central item rather than each individual score.

Question 6.
How is the Mode defined, and what role does it play in a distribution?
Answer:
The Mode is the score with the highest frequency in a distribution. It reflects the most common value and can be easily identified through observation. Unlike other measures, the Mode is applicable to nominal level variables, such as the most prevalent religion in a population.

Question 7.
What are the limitations of the Mode and why may it not be stable across different samples?
Answer:
The Mode may not be stable across different samples as it is influenced by sampling fluctuations. It can have more than two modes in a set of scores, and its representation is limited to the most frequent value, ignoring the entire dataset.

Question 8.
How does the Mean respond to changes in the exact position of each score?
Answer:
The Mean is highly responsive to changes in the exact position of each score. Any increase or decrease in the value of a score directly impacts the Mean, reflecting its sensitivity to the position of individual scores.

Question 9.
Why might the Median be preferred over the Me’an in certain situations?
Answer:
The Median might be preferred over the Mean when dealing with distributions that have extreme values. Its resistance to the influence of outliers makes it a more reliable measure in situations where extreme scores could distort the overall central tendency.

Question 10.
What is the significance of having a well-defined measure of central tendency in statistical analysis?
Answer:
A well-defined measure of central tendency ensures consistency in interpretation, simplifies calculations and provides a clear understanding of the average or central value, in a distribution. It enhances the reliability of statistical analyses and supports meaningful comparisons across different datasets.

Group – B

Long Type Questions With Answers

Question 1.
How to calculate the Mean from the dara grouped into a Frequency Distribution?

Scores

Mid-point X

120-122

117-119

114-116

111-113

108-110

105-107

102-104

99-101

96-98

93-95

90-92

121

118

115

112

109

106

103

100

242

236

230

448

545

954

618

300

388

188

N = 40

Σfx = 4240

Answer:
Mean of M = $\frac{\Sigma f X}{N}=\frac{4240}{40}$ = 106

Question 2.
Calculation of the Mean by the Method of “Assumed Mean” or Short Method.
CHSE Odisha Class 12 Education Solutions Chapter 20 Graphical Representation of Data and Measures of Central Tendency - 1
Answer:
M = A.M + ci
M = A.M + $\frac{\Sigma \mathrm{fx}^{\prime}}{\mathrm{N}}$i
= 106 + $\frac{0}{40}$ × 3 = 106

Question 3.
Calculating Median for Ungrouped Data.
Answer:
For example, the Median of 7, 9, 8, 6, 4, 5, 3 has to be found out. In such condition, the following things shall have to be kept in mind:

(a) The figures shall have to be put in a serial order like this: 3,4,5,(6),7,8,9.

(b) The number of the figures shall be counted. Then one should be added to the number of ligures, and this total will be divided by 2. The figure situated on the spot is Median of the given figures.

Median = the $\left(\frac{\mathrm{N}+1}{2}\right)^{\text {th }}$ measure in order of size

In our illustration, the Median is on the or $\left(\frac{\mathrm{7}+1}{2}\right)^{\text {th }}$ score, counting, from either end of the series, i.e. 6.0.

Now, If we drop the first score of 3, our series contains six scores.
4,5,6, ↓ 7,8,9
6.5
In this case our median will be the $\left(\frac{\mathrm{6}+1}{2}\right)^{\text {th }}$ or 3.5<sup>th</sup> score i.e 6.5

Question 4.
Calculating Median for Grouped Data.
CHSE Odisha Class 12 Education Solutions Chapter 20 Graphical Representation of Data and Measures of Central Tendency - 2
Answer:
In case of Grouped Data, the formula is
Mdn = L + $\left(\frac{\mathrm{N} / 2-\mathrm{F}}{\mathrm{fm}}\right)$ × i
where, L = Lower limit of the class interval on which the Median lies.
N/2 = One half of the total number of scores or 1/2 of N.
F = Sum of the scores of all intervals below L
fm = Frequency (No. of scores) within the interval upon which the Median falls.
i = Length of class interval.
Here L = 104.5 N = 40 F = 16 fm = 9 i = 3

Mdn = L + $\left(\frac{\mathrm{N} / 2-\mathrm{F}}{f m}\right)$ × i
= 104.5 + $\left(\frac{20-16}{9}\right)$3
= 104.5 + $\left(\frac{4}{9}\right)$ × 3
= 104.5 + 1.33
= 105.83

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers :

Question 1.
What is the primary purpose of measures of central tendency?
(i) To create data distributions
(ii) To identify outliers
(iii) To describe the characteristics of the entire dataset
(iv) To calculate the range of the data
Answer:
(iii) To describe the characteristics of the entire dataset

Question 2.
How did English & English (1958) define a measure of central tendency?
(i) A numerical value calculated from a set of related observations
(ii) A statistic derived from a set of distinct and independent observations
(iii) A data point representing the center of the dataset
(iv) A descriptive value calculated from a population sample
Answer:
(ii) A statistic derived from a set of distinct and independent observations

Question 3.
According to Chaplin (1975), what does central tendency refer to?
(i) The average of a distribution of scores
(ii) The spread of data points
(iii) The outliers in a dataset
(iv) The range of a dataset
Answer:
(i) The average of a distribution of scores

Question 4.
What is one function of measures of central tendency?
(i) Generating diverse data points
(ii) Reducing large data into a single value
(iii) Highlighting outliers in the dataset
(iv) Compiling a variety of descriptive statistics
Answer:
(ii) Reducing large data into a single value

Question 5.
In psychology, what does the mean of a sample provide insight into?
(i) The outliers in the population
(ii) The distribution of scores
(iii) The mean of the population
(iv) The standard deviation of the population
Answer:
(iii) The mean of the population

Question 6.
How do measures of central tendency aid in decision-making?
(i) By creating variability in data
(ii) By providing a single representative value
(iii) By emphasizing outliers
(iv) By calculating the standard deviation
Answer:
(ii) By providing a single representative value

Question 7.
What does the concept of central tendency help in estimating and planning?
(i) Identifying outliers
(ii) Planning for water resources
(iii) Creating diverse datasets
(iv) Generating multiple summary figures
Answer:
(ii) Planning for water resources

Question 8.
How do measures of central tendency facilitate comparison?
(i) By highlighting outliers
(ii) By providing a single value to represent data
(iii) By creating variability in datasets
(iv) By emphasizing extreme values
Answer:
(ii) By providing a single value to represent data

Question 9.
In the example with the IQ test and video games, what did the average IQ suggest?
(i) Video games have no impact on mental functioning
(ii) Video games negatively impact mental functioning
(iii) Video games improve mental functioning
(iv) Video games are unrelated to IQ
Answer:
(iii) Video games improve mental functioning

Question 10.
How can measures of central tendency be used for comparing groups over time?
(i) By focusing on extreme values
(ii) By calculating the range of the data
(iii) By providing a single representative value
(iv) By emphasizing outliers in each group
Answer:
(iii) By providing a single representative value

Question 11.
What is the purpose of statistical distribution in statistics?
(i) Representing gender ratios
(ii) Describing the properties of data distribution
(iii) Calculating probability density functions
(iv) Arranging data in a frequency table
Answer:
(ii) Describing the properties of data distribution

Question 12.
In statistical distributions, what are the two main types mentioned?
(i) Discrete and Continuous
(ii) Male and Female
(iii) Mean and Median
(iv) Odd and Even
Answer:
(i) Discrete and Continuous

Question 13.
What characterizes a discrete random variable distribution?
(i) Precise, isolated numerical values
(ii) Values within an interval or span
(iii) Male and female categories
(iv) Probability density functions
Answer:
(i) Precise, isolated numerical values

Question 14.
In a continuous random variable distribution, what is another term used for it?
(i) Discrete distribution
(ii) Median distribution
(iii) Probability density function
(iv) Range distribution
Answer:
(iii) Probability density function

Question 15.
How is the mean calculated for discrete data?
(i) Adding middle items and dividing by two
(ii) Using a formula with an unbroken interval
(iii) Adding up all scores and dividing by the number of scores
(iv) Dividing scores by the sum of X1 + X2 +
Answer:
(iii) Adding up all scores and dividing by the number of scores

Question 16.
What is the midpoint of a series of data called?
(i) Range
(ii) Mode
(iii) Median
(iv) Mean
Answer:
(iii) Medina

Question 17.
If a discrete data set has an even number of scores, how is the median calculated?
(i) Taking the average of the middle two items
(ii) Adding the middle two items
(iii) Using the formula X1 + X2 +… / Xn
(iv) Ignoring the middle two items
Answer:
(i) Taking the average of the middle two items

Question 18.
What is the mode of a distribution with a discrete random variable?
(i) Value that occurs the most often
(ii) Average of all scores
(iii) Middle item in a series
(iv) Probability density function
Answer:
(i) Value that occurs the most often

Question 19.
How is the mode calculated for a distribution with a continuous random variable?
(i) Using the formula X1 + X2 + …
(ii) Taking the average of the middle two items
(iii) Using a specific formula (to be covered in another unit)
(iv) Ignoring the middle two items
Answer:
(iii) Using a specific formula (to be covered in another unit)

Question 20.
What is a distribution with two modes called?
(i) Unimodal
(ii) Bimodal
(iii) Trimodal
(iv) Multimodal
Answer:
(ii) Bimodal

Question 21.
In a continuous distribution, what is the 50th percentile item called?
(i) Mean
(ii) Median
(iii) Mode
(iv) Range
Answer:
(ii) Median

Question 22.
What is the primary difference between discrete and continuous random variable distributions?
(i) Discrete has isolated values, while continuous has values within an interval
(ii) Discrete is for males, while continuous is for females
(iii) Discrete is for mode, while continuous is for mean
(iv) Discrete is for median, while continuous is for range
Answer:
(i) Discrete has isolated values, while continuous has values within an interval

Question 23.
Which term refers to the average of all the scores in a distribution?
(i) Mode
(ii) Median
(iii) Mean
(iv) Range
Answer:
(iii) Mean

Question 24.
If a distribution with a discrete random variable has more than one mode, what is it called?
(i) Bimodal
(ii) Unimodal
(iii) Trimodal
(iv) Multimodal
Answer:
(i) Bimodal

II. Fill in the Blanks

Question 1.
The definition of the measure of Central tendency should be so clear that it should lead to _____ by all persons.
Answer:
one interpretation

Question 2.
A good measure should be possible to calculate in a simple manner, avoiding too many _____ calculations.
Answer:
complex and high

Question 3.
The measure of central tendency, irrespective of it being mean, mode, or median, must be easily understandable in terms of what it conveys.
Answer:
True

Question 4.
A good measure of central tendency should be based on _____ .
Answer:
all observations

Question 5.
The central tendency should take into consideration all the scores to avoid bias in the measure. Leaving out extreme scores may lead to an incorrect _____.
Answer:
measure

Question 6.
Sampling is the term used when taking a _____ from a population for study.
Answer:
sample

Question 7.
The most commonly used measures of central tendency in psychology are the _____, _____, and _____.
Answer:
Mean,- Median, and Mode

Question 8.
The arithmetic mean is the sum of all scores divided by the total number of scores. The symbol for the mean is _____ for the population and _____ for a sample.
Answer:
μ(mue), X(X-bar or M)

Question 9.
The mean is responsive to the exact position of each score, and it is sensitive to the presence (or absence) of _____ scores.
Answer:
extreme

Question 10.
The mean is the best choice when a measure of central tendency should reflect the _____ of the scores.
Answer:
total

Question 11.
The mean is often incorporated implicitly or explicitly in further statistical computations because it fits well with other _____ and _____.
Answer:
formulas, procedures

Question 12.
One of the important limitations of the mean is its sensitivity to _____.
Answer:
extreme scores

Question 13.
The median is the value that divides the distribution into two halves and is less sensitive to in _____ the distribution.
Answer:
extreme values

Question 14.
The median is less sensitive to extreme values in the distribution, making it a better choice when dealing with _____.
Answer:
Outliers

Question 15.
The mode is the only measure of central tendency that can be used for _____ level variables.
Answer:
Nominal

Question 16.
Mode is not stable from sample to sample and is more affected by _____.
Answer:
Sampling fluctuation

Question 17.
There may be more than two modes for a particular set of scores, creating a _____ distribution.
Answer:
Multimodal

II. Correct the Sentences:

Question 1.
A good measure of central tendency should be rightly defined.
Answer:
A good measure of central tendency should be rigidly defined.

Question 2.
Definitions of measures of central tendency should be so clear that it leads to one interpretation by all persons.
Answer:
Definitions of measures of central tendency should be so clear that they result in one interpretation by all persons.

Question 3.
Measures of central tendency should be possible to calculate in a simple manner; too many complex calculations will not make the measure good.
Answer:
Measures of central tendency should be possible to calculate in a simple manner; too many complex calculations will hot make the measure good.

Question 4.
The central tendency should be based on all observations.
Answer:
The central tendency should be based on all observations.

Question 5.
The measure of central tendency must be based on all obseryations; leaving out extreme values may lead to incorrect results.
Answer:
The measure of central tendency must be based on all observations; leaving out extreme values may lead to incorrect results.

Question 6.
In sampling, if two samples are randomly selected from the same population, the value of average for both of them should be exactly the same.
Answer:
In sampling, if two samples are randomly selected from the same population, the values of average for both of them should be near to each other.

Question 7.
The mean is the sum of all the scores in a distribution divided by the total number of scores.
Answer:
The mean is the sum of all the scores in a distribution divided by the total number of scores.

Question 8.
The mean is not responsive to the exact position of each score.
Answer:
The mean is responsive to the exact position of each score.

Question 9.
The median is the value that divides the distribution into two halves.
Answer:
The median is the value that divides the distribution into two halves.

Question 10.
The median is less sensitive to extreme values in the distribution.
Answer:
The median is less sensitive to extreme values in the distribution.

IV. Answer the following questions in one word :

Question 1.
What is statistical distribution used to describe in a population?
Answer:
Data distribution

Question 2.
What are the two main types of statistical distributions?
Answer:
Discrete and continuous

Question 3.
What does the mean represent in a distribution?
Answer:
Average

Question 4.
In a continuous distribution, what is another term for the mean 7
Answer:
Probability density function

Question 5.
How is the mean calculated for discrete data?
Answer:
Sum of scores divided by the number of scores What is the midpoint of a series of data called?
Answer:
Median

Question 6.
If a data set has an even number of scores, how is the median calculated?
Answer:
Average of the middle two items

Question 7.
What does the mode represent in a distribution?
Answer:
Most frequent value

Question 8.
What is a distribution with two modes called?
Answer:
Bimodal

Question 9.
What is the 50th percentile item in a series called?
Answer:
Median

Question 10.
What term is used when taking a sample from a population for study?
Answer:
Sampling

Question 11.
What does the mean symbol (p) represent in a population?
Answer:
Mean of the population

Question 12.
What is the primary limitation of the mean?
Answer:
Sensitivity to extreme values

Question 13.
What is the median value in a series that divides it into two halves?
Answer:
Median

Question 14.
What does the mode measure in a distribution?
Answer:
Maximum frequency

Histogram : A histogram is the graphical description of data and is constructed from a frequency table. It displays the distribution method of a data set and is used for statistical as well as mathematical calculations. The word histogram is derived from the Greek word histos which means ‘anything set upright’ and gramma which means ‘drawing, record, writing’. It is considered as the most important basic tool of statistical quality control process. In this type of representation, the given data are plotted in the form of a series of rectangles.

Class intervals are marked along the X-axis and the frequencies along the Y-axis according to a suitable scale. Unlike the bar chart, which is one-dimensional, meaning that only the length of the bar is important and not the width, a histogram is two-dimensional in which both the length and the width are important. A histogram is constructed from a frequency distribution of a grouped data where the height of the rectangle is proportional to the respective frequency and the width represents the class interval.

Each rectangle is joined with the other and any blank spaces between the rectangles would mean that the category is empty and there are no values in that class interval. As an example, let us construct a histogram for our example of ages of 30 workers. For convenience sake, we will present the frequency distribution along with the mid-point of each interval, where the mid-point is simply the average of the values of the lower and upper boundary of each class interval. The frequency distribution table is shown as follows:

The frequency distribution table is shown as follows :

Class Interval (Years)	Mid-point	f
15 and upto 25	20	5
25 and upto 35	30	3
35 and upto 45	40	7
45 and upto 55	50	5
55 and upto 65	60	3
65 and upto 75	70	7

Histogram of Age Distrubution
CHSE Odisha Class 12 Education Solutions Chapter 20 Graphical Representation of Data and Measures of Central Tendency - 3

Constructing a Frequency Distribution :

Age Group (Years)	Frequency
20 to less than 25	5
25 to less than 30	15
30 to less than 35	25
35 to less than 40	30
40 to less than 45	15
45 to less than 50	10
Total	100

The number of groups and the size of class interval are more or less arbitrary in nature within the general guidelines established for constructing a frequency distribution. The following guidelines for such a construction may be considered:

(i) The classes should be clearly defined and each of the observations should be included in only one of the class intervals. This means that the intervals should be chosen in such a manner that one score cannot belong to more than one class interval, so that there is no overlapping of class intervals.

(ii) The number of classes should neither be too large nor too small. Normally, between 6 and 15 classes are considered to be adequate. Fewer class intervals would mean a greater class interval width with consequent loss of accuracy. Too many class intervals result in a greater complexity.

(iii) All intervals should be of the same width. This is preferred for easy computations. A suitable class width can be obtained by knowing the range of data (which is the absolute difference between the highest value and the lowest value in the data) and the number of classes which are predetermined, so that: The width of the interval = Range / Number of classes In the case of ages of factory workers where the youngest worker was 20 years old and the oldest was 50 years old, the range would be 50-20 = 30. If we decide to make 10 groups then the width of each class would be: 30/10 = 3 Similarly, if we decide to make 6 classes instead of 10, then the width of each class interval would be: 30/6 = 5

(iv) Open-ended cases where there is no lower limit of the first group or no upper limit of the last group should be avoided since this creates difficulty in analysis and interpretation. (The lower and upper values of a class interval are known as lower and upper limits.)

(v) Intervals should be continuous throughout the distribution. For example, in the case of factory workers, we could group them in groups of 20 to 24 years, then 25 to 29 years, and so on, but it would be highly misleading because it does not accurately represent the person who is between 24 and 25 years or between 29 and 30 years, and so on. Accordingly, it is more representative to group them as: 20 years to less than 25 years, 25 years to less than 30 years. In this way, everybody who is 20 years and a fraction less than 25 years is included in the first category and the person who is exactly 25 years and above but a fraction less than 30 years would be included in the second category, and so on. This is especially important for continuous distributions.

(vi) The lower limits of class intervals should be simple multiples of the interval width. This is primarily for the purpose of simplicity in construction and interpretation. In our example of 20 years but less than 25 years, 25 years but less than 30 years, and 30 years but less than 35 years, the lower limit values for each class are simple multiples of the class width which is 5.

Frequency polygon : A frequency polygon is a line chart of frequency distribution in which either the values of discrete variables or mid-points of class intervals are plotted against the frequencies and these plotted points are joined together by straight lines. Since the frequencies generally do not start at zero or end at zero, this diagram as such would not touch the horizontal axis.

However, since the area under the entire curve is the same as that of a histogram which is 100 per cent of the data presented, the curve can be enclosed so that the starting point is joined with a fictitious preceding point whose value is zero, so that the start of the curve is at horizontal axis and the last point is joined with a fictitious succeeding point whose value is also zero, so that the curve ends at the horizontal axis. This enclosed diagram is known as the frequency polygon.

CHSE Odisha Class 12 Education Solutions Chapter 20 Graphical Representation of Data and Measures of Central Tendency - 5

Pie chart: This type of diagram enables us to show the partitioning of a total into its component parts. The diagram is in the form of a circle and is also called a pie because the entire diagram looks like a pie and the components resemble slices cut from it. The size of the slice represents the proportion of the component out of the whole.

Item	% Expenditure
Labour	25
Cement, Bricks	30
Steel	15
Timber, Glass	20
Miscellaneous	10

CHSE Odisha Class 12 Education Solutions Chapter 19 Frequency Distribution

July 7, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 19 Frequency Distribution Questions and Answers.

CHSE Odisha 12th Class Education Chapter 19 Question Answer Frequency Distribution

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is a frequency distribution, and why is it used in statistics?
Answer:
A frequency distribution is a tabular representation of statistical data that lists the values of a variable along with their respective frequencies. It is used to organize and summarize data, providing insights into the distribution and patterns within the dataset.

Question 2.
What is the difference between ungrouped and grouped frequency distributions?
Answer:
An ungrouped frequency distribution lists individual values and their frequencies, suitable for a small set of data. In contrast, a grouped frequency distribution organizes data into intervals or classes, making it more practical for larger datasets.

Question 3.
How can class intervals be determined in a frequency distribution?
Answer:
Class intervals should be clearly defined, not too large or too small, and of the same width. The width of each interval is calculated using the formula: Width = Range / Number of classes.

Question 4.
Why should open-ended cases in class intervals be avoided in a frequency distribution?
Answer:
Open-ended cases, where there is polower limit of the first group or no upper limit of the last group, should be avoided because they create difficulties in analysis and interpretation, hindering the accurate representation of data.

Question 5.
What is the significance of having a suitable number of classes in a frequency distribution?
Answer:
The number of classes should be neither too large nor too small; typically, between 6 and 15 classes are considered adequate. Fewer classes result in wider intervals, leading to loss of accuracy, while too many classes complicate the distribution.

Question 6.
How is cumulative frequency related to a frequency distribution?
Answer:
Cumulative frequency represents the sum of consecutive frequencies in a frequency distribution. It provides information about the total number of units below or above specified values of class intervals.

Question 7.
Why should class intervals be continuous throughout a frequency distribution?
Answer:
Continuous intervals ensure that every data point falls into precisely one class, avoiding misrepresentation. For example, age groups like 20-24 and 25-29 are more representative than 24-25 and 29-30.

Question 8.
What is the purpose of a less than cumulative frequency distribution?
Answer:
A less than cumulative frequency distribution focuses on determining the number of units below a specified upper limit of a class interval, aiding in analyzing data distribution.

Question 9.
How is the width of class intervals calculated in a frequency distribution?
Answer:
The width of class intervals is determined by dividing^the range of data (difference between highest and lowest values) by the number of classes.

II. Answer with in Five/Six sentence :

Question 1.
What is a frequency distribution, and how does it organize statistical data?
Answer:
A frequency distribution organizes statistical data by listing the values of a variable and their corresponding frequencies in a tabular form. It provides a clear summary of how often each value occurs in the data set. For instance, if we survey 20 families to determine the number of children they have, the resulting raw data can be organized into an ungrouped frequency distribution by listing the frequencies against each unique value.

Question 2.
What are the guidelines for constructing a frequency distribution?
Answer:
Constructing a frequency distribution involves defining clear classes, determining an appropriate number of classes (usually between 6 and 15), ensuring uniform class width, avoiding open-ended cases, and maintaining continuity throughout the distribution. The lower limits of class intervals should be simple multiples of the interval width for simplicity in construction and interpretation. These guidelines contribute to a meaningful and accurate representation of the data.

Question 3.
How can class intervals be determined in a frequency distribution?
Answer:
Class intervals in a frequency distribution are determined by considering the range of data (difference between the highest and lowest values) and the number of desired classes. The formula for the width of each interval is Width = Range / Number of classes. This ensures that the intervals are of equal width, facilitating easy computation and interpretation.

Question 4.
What is the importance of cumulative frequency in a distribution?
Answer:
Cumulative frequency provides information about the total number of units below or above specified values in a distribution. Less than cumulative frequency distribution focuses on the number of items below a specified upper limit, while greater than cumulative frequency distribution focuses on the number of cases above a specified lower limit. It aids in understanding the distribution’s cumulative impact and is useful for various analytical purposes.

Question 5.
Why are relative frequency and percentage frequency useful in statistical analysis?
Answer:
Relative frequency, obtained by dividing the frequency in each class by the total number of observations, allows for comparing distributions of different sizes. Percentage frequency, derived from relative frequency by multiplying by 100, expresses the proportion of cases in each group. These measures are particularly helpful in meaningful comparisons when dealing with unequal sample sizes, as percentages make the comparison independent of the total number of case.

Question 6.
What is the purpose of cumulative relative frequency distribution?
Answer:
Cumulative relative frequency distribution indicates the proportion or percentage of cases falling below or above a specific score point. A less than cumulative relative frequency distribution shows the proportion of cases below the upper limit of a class interval, while a greater than cumulative relative frequency distribution shows the proportion above the lower limit. These distributions provide valuable insights into the cumulative distribution pattern of the data.

Question 7.
How is a percentage frequency distribution calculated, and why is it beneficial?
Answer:
A percentage frequency distribution is obtained by multiplying each relative frequencyby 100. It expresses the proportion of cases in each class interval as a percentage of the total. This is beneficial for comparing distributions, as percentages make the comparison independent of the total number of cases. In the context of the example, it helps understand the distribution of the number of children in families as a percentage of the total surveyed.

Question 8.
Why should open-ended cases in constructing frequency distributions be avoided?
Answer:
Open-ended cases, where there is no lower limit for the first group or no upper limit for the last group, should be avoided in constructing frequency distributions. This avoidance is crucial because open-ended cases create difficulties in analysis and interpretation. Clearly defined class intervals with both lower and upper limits ensure accuracy and consistency in representing the data.

Question 9.
What role does class interval width play in constructing a frequency distribution?
Answer:
Class interval width, determined by the range of data and the number of classes, plays a crucial role in constructing a frequency distribution. It influences the clarity of representation, ease of computation, and the overall accuracy of the distribution. Uniform class interval width is preferred for simplifying calculations and facilitating a meaningful interpretation of the data.

Question 10.
In what scenarios can a relative frequency distribution be particularly helpful?
Answer:
Relative frequency distributions are particularly helpful when comparing two or more distributions with different sample sizes. By expressing the frequency of each class as a proportion of the total, relative frequency allows for a fair comparison regardless of the overall size of the samples or populations under consideration. This makes it a valuable tool for researchers and analysts seeking meaningful comparisons in diverse data sets.

Group – B

Long Type Questions With Answers

Question 1.
How is a frequency distribution constructed?
Answer:
Statistical data can be organized into a frequency distribution which simply lists the value of the variable and frequency of its occurrence in a tabular form. A frequency distribution can be defined as the list of all the values obtained in the data and the corresponding frequency with which these values occur in the data. The frequency distribution can either be ungrouped or grouped. When the number of values of the variable is small, then we can construct an ungrouped frequency distribution which is simply listing the frequency of occurrence against the value of the given variable. As an example, let ns assume that 20 families were surveyed to find out how many children each family had. The raw data obtained from the survey is as follows: 0,2,3,1,1,3,4,2,0,3,4,2,2,1,0,4,1,2,2,3

This data can be classified into an ungrouped frequency distribution. The number of children becomes our variable (X) for which we can list the frequency of occurrence (f) in a tabular form as follows:

Constructing a Frequency Distribution :

Age Group (Years)	Frequency
20 to less than 25	5
25 to less than 30	15
30 to less than 35	25
35 to less than 40	30
40 to less than 45	15
45 to less than 50	10
Total	100

(i) The classes should be clearly defined, and each of the observations should be included in only one of the class intervals. This means that the intervals should be chosen in such a manner that one score cannot belong to more than one class interval, so that there is no overlapping of class intervals.

Group – C

Objective type Questions with Answers
I. Multiple Choice Quotums with Answers

Question 1.
What is a frequency distribution?
(i) A summary of raw data
(ii) A collection of unorganized data
(iii) A representation Of qualitative information
(iv) An individual data point
Answer:
(i) A summary of raw data

Question 2.
In constructing a frequency distribution, when is an ungrouped frequency distribution suitable?
(i) When the number of values’is large
(ii) When the data is continuous
(iii) When the number of values is small
(iv) When the data is categorical
Answer:
(iii) When the number bf values is small

Question 3.
What guidelines are considered for determining the number of classes in a frequency distribution?
(i) Between 1 and 5 classes are considered adequate
(ii) Between 6 and 15 classes are considered adequate
(iii) As many classes as possible for accuracy
(iv) No specific guidelines for the number of classes
Answer:
(ii) Between 6 and 15 classes are considered adequate

Question 4.
How is the width of a class interval determined in a frequency distribution?
(i) It is arbitrary and depends on personal preference
(ii) Width = Range / Number of classes
(iii) It is always the same for all distributions
(iv) It is irrelevant in frequency distribution construction
Answer:
(ii) Width = Range / Number of classes

Question 5.
Why should open-ended cases in class intervals be avoided in frequency distribution?
(i) They provide more flexibility in analysis
(ii) They simplify computations
(iii) They create difficulties in analysis and interpretation
(iv) They are necessary for continuous distributions
Answer:
(iii) They create difficulties in analysis and interpretation

Question 6.
What is cumulative frequency in a frequency distribution?
(i) The total number of units in each class interval
(ii) The sum of consecutive frequencies
(iii) The highest frequency in the distribution
(iv) The average frequency per class
Answer:
(ii) The sum of consecutive frequencies

Question 7.
What does a less than cumulative frequency distribution represent?
(i) The number of cases above a specified value
(ii) The proportion of cases below the upper limit of a class interval
(iii) The percentage of cases falling between two values
(iv) The average frequency in a distribution
Answer:
(ii) The proportion of cases below the upper limit of a class interval

Question 8.
What does a greater than cumulative frequency distribution represent?
(i) The total number of cases in the distribution
(ii) The proportion of cases above the lower limit of a class interval
(iii) The cumulative frequency of the highest class interval
(iv) The percentage of cases falling between two values
Answer:
(ii) The proportion of cases above the lower limit of a class interval

Question 9.
What does a relative frequency distribution represent?
(i) The total number of observations in a distribution
(ii) The proportion of cases in each class relative to the total
(iii) The sum of frequencies in a distribution
(iv) The cumulative frequency of the highest class interval
Answer:
(ii) The proportion of cases in each class relative to the total

Question 10.
How is a percentage frequency calculated in a frequency distribution?
(i) By dividing the frequency by the total number of observations
(ii) By multiplying the frequency by the class width
(iii) By dividing the cumulative frequency by the total number of observations
(iv) By multiplying the relative frequency by 100
Answer:
(iv) By multiplying the relative frequency by 100

II. Fill in the blanks :

Question 1.
Statistical data can be organized into a _____ distribution, which lists the value of the variable and the frequency of its occurrence in a tabular form.
Answer:
Frequency

Question 2.
When the number of values is small, an _____ frequency distribution can be constructed by listing the frequency of occurrence against the value of the given variable.
Answer:
Ungrouped

Question 3.
The width of each class interval in a frequency distribution can be calculated using the formula: Width of the interval = _____
Answer:
Range / Number of classes

Question 4.
In constructing a frequency distribution, it is important that all intervals should be of _____.
Answer:
The same width

Question 5.
The lower and upper values of a class interval are known as _____ and _____ respectively.
Answer:
Lower limits, Upper limits

Question 6.
Intervals in a frequency distribution should be continuous throughout to accurately represent individuals within each _____.
Answer:
Category

Question 7.
Cumulative frequency distribution helps determine the total number of units that lie or _____ the _____ specified values of class intervals.
Answer:
Below, Above

Question 8.
The cumulative frequency distribution with interest in the number of items below a specified value is known as a _____ cumulative frequency distribution.
Answer:
Less than

Question 9.
Percentage frequency distribution is obtained by multiplying each relative frequency by _____
Answer:
100

Question 10.
A _____ relative frequency distribution shows the proportion of cases lying below the upper limit of a specific class interval:
Answer:
Less than

III. Answer the following questions in one word:

Question 1.
What is a frequency distribution?
Answer:
A frequency distribution is a tabular representation of statistical data, listing values of a variable along with the corresponding frequencies of their occurrence.

Question 2.
How is an ungrouped frequency distribution different from a grouped frequency distribution?
Answer:
An ungrouped frequency distribution lists frequencies for individual values, while a grouped frequency distribution categorizes values into intervals and lists the frequencies for each interval.

Question 3.
What is the purpose of constructing a frequency distribution?
Answer:
The purpose of constructing a frequency distribution is to organize and summarize data, making it easier to analyze and interpret patterns.

Question 4.
What is the range of data, and how is it calculated?
Answer:
The range of data is the absolute difference between the highest and lowest values. It is calculated as Range = Highest Value – Lowest Value.

Question 5.
Why is it important to avoid open-ended cases in constructing a frequency distribution?
Answer:
Open-ended cases create difficulty in analysis and interpretation as they lack either a lower limit for the first group or an upper limit for the last group.

Question 6.
What does the term “cumulative frequency” represent in a distribution?
Answer:
Cumulative frequency represents the running total of frequencies in a distribution up to a specific point, either less than or greater than a specified value.

Question 7.
How is the width of a class interval determined in constructing a frequency distribution ? Answer: The width of a class interval is determined by dividing the range of data by the number of classes: Width = Range / Number of Classes.

Question 8.
Why should intervals be continuous in a frequency distribution?
Answer:
Continuous intervals ensure that each observation is accurately represented, avoiding misleading representations in the distribution.

Question 9.
What is the purpose of a cumulative relative frequency distribution?
Answer:
A cumulative relative frequency distribution provides the proportion or percentage of cases below or above specific score points in a distribution.

Question 10.
How is the percentage frequency calculated in a relative frequency distribution?
Answer:
Percentage frequency is calculated by multiplying each relative frequency by 100 in a relative frequency distribution.

Statistical data can be organized into a frequency distribution which simply lists the value of the variable and frequency of its occurrence in a tabular form. A frequency distribution , can be defined as the list of all the values obtained in the data and the corresponding frequency with which these values occur in the data.

The frequency distribution can either be ungrouped or grouped. When the number of values of the variable is small, then we can construct an ungrouped frequency distribution which is simply listing the frequency of occurrence against the value of the given variable. As an example, let us assume that 20 families were surveyed to find out how many children each family had. The raw data obtained from the survey is as follows: 0,2,3, 1,1,3,4,2,0,3,4,2,2,1,0,4,1,2,2,3

Age Group (Years)	Frequency
20 to less than 25	5
25 to less than 30	15
30 to less than 35	25
35 to less than 40	30
40 to less than 45	15
45 to less than 50	10
Total	100

(iii) All intervals should be of the same width. This is preferred for easy computations.’A suitable class width can be obtained by knowing the range of data (which is the absolute difference between the highest value and the lowest value in the data) and the number of classes which are predetermined, so that:

Range Number of classes In the case of ages of factory workers where the youngest worker was 20 years old and the oldest was 50 years old, the range would be 50-20 = 30. If we decide to make 10 groups then the width of each class would be: 30/10 = 3 Similarly, if we decide to make 6 classes instead of 10, then the width of each class interval would be: 30/6 = 5.

(v) Intervals should be continuous throughout the distribution. For example, in the case of factory workers, we could group them in groups of 20 to 24 years, then 25 to 29 years, and so on, but it would be highly misleading because it does not accurately represent the person who is between 24 and 25 years or between‘29 and 30 years, and so on. Accordingly, it is more representative to group them as: 20 years to less than 25 years, 25 years to less than 30 years. In this way, everybody who is 20 years and a fraction less than 25 years is included in the first category and the person who is exactly 25 years and above but a fraction less than 30 years would be included in the second category, and so on. This is especially important for continuous distributions.

(vi) The lower limits of class intervals should be simple multiples of the interval width. This is primarily for the purpose of simplicity in construction and interpretation. In our example of 20 years but less than 25 years, 25 years but less than 30 years, and 30 years but less than 35 years,, the lower limit values for each class are simple multiples of the class width which is 5.

Cumulative Frequency:
While the frequency distribution table tells us the number of units in each class interval, it does not tell us directly the total number of units that lie below or above the specified values of class intervals. This can be determined from a cumulative frequency distribution. When the interest of the investigator focusses on the number of items below a specified value, then this specified value is the upper limit of the class interval. It is known as less than cumulative frequency distribution. Similarly, when the interest lies in finding the number of cases above a specified value, then this value is taken as the lower limit of the specified class interval and is known as more than cumulative frequency distribution. The cumulative frequency simply means summing up the consecutive

Class Interval (Years)

Frequency (f)

Cumulative Frequency (Greater Than)

15 and up to 25

25 and up to 35

35 and up to 45

45 and up to 55

55 and up to 65

65 and up to 75

30 (greater than 15)

25 (greater than 25)

22 (greater than 35)

15 (greater than 45)

10 (greater than 55)

7 (greater than 65)

Class Interval (Years)

Frequency (f)

Cumulative Frequency (Greater Than)

15 and up to 25

25 and up to 35

35 and up to 45

45 and up to 55

55 and up to 65

65 and up to 75

30 (greater than 15)

25 (greater than 25)

22 (greater than 35)

15 (greater than 45)

10 (greater than 55)

7 (greater than 65)

Percentage Frequency :
The frequency distribution, as defined earlier, is a summary table in which the original data is condensed into groups and their frequencies. But if a researcher would like to know the proportion or the percentage of cases in each group, instead of simply the number of cases, he can do so by constructing a relative frequency distribution table. The relative frequency distribution can be formed by dividing the frequency in each class of the frequency distribution by the total number of observations.

It can be converted into a percentage frequency distribution by simply multiplying each relative frequency by 100. The relative frequencies are particularly helpful when comparing two or more frequency distributions in which the number of cases under investigation is not equal. The percentage distributions make such a comparison more meaningful, since percentages are relative frequencies and hence the total number in the sample or population under consideration becomes irrelevant. Carrying on with the earlier example:

Class Interval (Years)

Frequency (f)

Relative Frequency (Rel. Freq.)

Percentage Frequency (% Freq.)

15 and up to 25

25 and up to 3535 and up to 45

45 and up to 55

55 and up to 65

65 and up to 75

5/30 = 1/6

3/30 = 1/10

7/30 = 7/30

5/30 = 1/6

3/30 = 1/10

7/30 = 7/30

16.7

10.0

23.3

16.7

10.0

23.3

Total

1.0

100.0

Cumulative relative frequency distribution :
It is often useful to know the proportion or the percentage of cases falling below a particular score point or falling above a particular score point. A less than cumulative relative frequency distribution shows the proportion of cases lying below the upper limit of specific class interval. Similarly, a greater than cumulative frequency distribution shows the proportion of cases above the lower limit of a specified class interval. We can , develop the cumulative relative frequency distributions from the less than and greater than cumulative frequency distributions constructed earlier. By following the earlier example, we get:

Class Interval (Years)	Cumulative Frequency (Cum. Freq.)	Cumulative Relative Frequency (Cum. Rel. Freq.)
Less than 25	5	5/30 or 16.7%
Less than 35	8	8/30 or 26.7%
Less than 45	15	15/30 or 50.0%
Less than 55	20	20/30 or 66.7%
Less than 65	23	23/30 or 76.7%
Less than 75	30	30/30 or 100%

Class Interval (Years)	Cumulative Frequency (Cum. Freq.)	Cumulative Relative Frequency (Cum. Rel. Freq.)
15 and above 30	30	30/30 or 100%
25 and above 35	25	25/30 or 83.3%
35 and above 45	22	22/30 or 73.3%
45 and above 55	15	15/30 or 50.0%
55 and above 65	10	10/30 or 33.3%
65 and above 75	7	7/30 or 23.3%

In this example, 100 per cent of the persons are above 15 years of age, 73.3 per cent are above 35 years of age and so on. (It should be noted that the less than cumulative frequency distribution is summed up from top downwards and the greater than cumulative frequency distribution is summed from bottom upwards).

CHSE Odisha Class 12 Education Solutions Chapter 18 Statistics: Meaning, Nature, and Uses

July 7, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 18 Statistics: Meaning, Nature, and Uses Questions and Answers.

CHSE Odisha 12th Class Education Chapter 18 Question Answer Statistics: Meaning, Nature, and Uses

Group – A

Short type Questions with Answers
1. Answer with in Two/Three sentence :

Question 1.
What distinguishes statistics from isolated facts or figures?
Answer:
Statistics involve aggregates of facts, where data is collected and compared from multiple related figures within the same framework, providing a basis for analysis and interpretation.

Question 2.
Why are statistics considered numerically expressed?
Answer:
Statistics are presented in numerical figures to ensure quantitative information, allowing for accurate interpretation and comparison; qualitative statements are not classified as statistics.

Question 3.
What is the primary purpose of collecting data in statistics?
Answer:
Data in statistics is collected for a predetermined purpose, with clearly defined objectives, facilitating the collection of relevant information for analysis and decision-making.

Question 4.
According to Croxton and Cowden, what is the most comprehensive definition of statistics?
Answer:
Croxton and Cowden define statistics as the collection, presentation, analysis, and interpretation of numerical data, covering all aspects and fields of statistical inquiry.

Question 5.
Why is classification important in statistics?
Answer:
Classification in statistics organizes collected data, making it easier to draw conclusions and facilitate further analysis; tabulation and presentation in tables enhance data intelligibility.

Question 6.
How does statistics contribute to policy planning in organizations?
Answer:
Statistics aids policy planning by providing data from previous or expected environments, enabling organizations to develop effective strategies based on analyzed information.

Question 7.
In what way is statistics useful in behavioral and social sciences?
Answer:
In social sciences, statistics helps researchers comprehensively alter both quantitative and qualitative information to explain and predict behavioral patterns, contributing to a deeper understanding.

Question 8.
What is the role of statistics in problem-solving?
Answer:
Statistics assists in problem-solving by enabling individuals to identify useful differences between variables, helping analyze response patterns and minimizing error in decision-making.

Question 9.
How does statistics contribute to predicting future trends?
Answer:
Statistical methods analyze past data to predict future trends, allowing for informed decision-making; for example, predicting product sales for the next year based on historical data and market trends.

Question 10.
What is a limitation of statistics in dealing with individual values?
Answer:
Statistics does not deal with individual values; it focuses on aggregate values and requires comparison with standards or other data points for meaningful interpretation.

II. Answer with in Five/Six sentence:

Question 1.
What distinguishes statistics from single or isolated facts?
Answer:
Statistics are aggregates of facts, meaning they involve the collection and comparison of related figures within the same framework. Unlike single or isolated facts, statistics provide a broader perspective by considering multiple data points, allowing for analysis and meaningful interpretation. For example, stating one’s individual income is not statistics, but providing the average salary of a group of individuals constitutes statistical information.

Question 2.
Why are statistics numerically expressed, and why is this important?
Answer:
Statistics are numerically expressed to ensure quantitative information. This numerical format allows for accurate interpretation, comparison, and analysis. Unlike qualitative statements, numerical figures provide a measurable basis for understanding trends, making informed decisions, and drawing meaningful conclusions. For instance, comparing per capita income between countries or expressing a person’s height in numbers involves statistical considerations.

Question 3.
What is the significance of predetermined purpose in statistics?
Answer:
Statistics are collected for a predetermined purpose, meaning the objective of gathering data must be defined before collection. This clarity ensures the relevance and appropriateness of the data collecte(iv) For instance, if collecting data on hospital in-patients waiting for X-rays, the predetermined purpose may be to establish the average waiting time. This focus ensures that data collection aligns with the specific goals, enabling meaningful analysis and interpretation.

Question 4.
How does statistics contribute to policy planning in organizations?
Answer:
Statistics play a crucial role in policy planning by providing data from previous or expected environments. Organizations analyze data, such as sales figures, to formulate effective strategies and policies for future endeavors. For instance, understanding previous sales data allows organizations to develop strategies that maximize product sales and overall benefit.

Question 5.
What functions does statistics perform in condensing and summarizing data?
Answer:
Statistics condenses and summarizes voluminous data into few presentable, understandable, and precise figures. This process transforms raw and complex data into manageable forms, making it easier to draw conclusions. For example, deriving the average salary from a mass of survey data provides a concjse and informative representation of income for a particular group.

Question 6.
How does statistics contribute to predicting future trends?
Answer:
Statistical methods are instrumental in analyzing past data to predict future trends. For example, by examining sales data for a product over previous years and considering current market trends, organizations can predict future sales patterns. This predictive capability aids in making informed decisions and planning for the future.

Question 7.
What are the limitations of statistics?
Answer:
Statistics has limitations, including its.inability to deal with individual values, qualitative characteristics, and the fact that statistical conclusions are.not universally true. It also requires a high degree of skill for accurate interpretation. For instance, statistics cannot capture individual values effectively and may not be applicable to qualitative traits such as honesty or beauty. Additionally, statistical conclusions are only approximations, and the interpretation demands expertise to avoid fallacious conclusions.

Group – B

Long Type Questions With Answers

Question 1.
What are the various functions of statistics?
Answer:
Statistics is no longer confined to the domain of mathematics. It has spread to most of the branches of knowledge including social sciences and behavioural sciences. One of the reasons for its phenomenal growth is the variety of different functions attributed to it. Some of the most important functions of statistics are described as follows:

• It condenses and summarizes voluminous data into a few presentable, understandable and precise figures: The raw data, as is usually available, is voluminous and haphazard. It is generally not possible to draw any conclusions from the raw data as collected. Hence, it is necessary and desirable to express this data in few numerical values. For example, the average salary of a policeman is derived from a mass of data from surveys. But just one summarized figure gives us a pretty good idea about the income of police officers. Similarly, stock market prices of individual stocks and their trends are highly complex to comprehend, but a graph of price trends gives us the overall picture at a glance.

• It facilitates classification and comparison of data: Arrangement of data with respect to different characteristics, facilitates comparison and interpretation. For example, data on age, height, sex and family income of college students gives us a much better picture of students when the data is categorized relative to these characteristics. Additionally, simply the statements about these figures don’t convey any significant meaning. It is their comparison that helps us draw conclusions.

• It helps in determining functional relationships between two or more phenomenon: Statistical techniques such as correlational analysis assist in establishing the degree of association between two or more independent variables. For example, the coefficient of correlation between literacy and employment gives us the degree of association between extent of training and industrial productivity. Similarly, correlation between average rainfall and agricultural productivity can be obtained by using such statistical tools. Some statistical methods can also be used in formulating and testing hypothesis about a certain phenomenon. For example, it can be tested whether a credit squeeze is effective in controlling prices of consumer goods or whether tenured professors are more motivated to improve their teaching than untenured professors.

• It helps in predicting future trends: Statistical methods are highly useful tools in analysing the past data and predicting some future trends. For example, the sales for a particular product for the next year can be computed by knowing the sales for the same product over the previous years, the current market trends and the possible changes in the variables that affect the demand of the product.

Discuss the limitations of statistics in detail: The field of statistics, though widely used in all areas of human knowledge and widely applied in a variety of disciplines such as business, economics and research, has its own limitations. Some of these limitations are:

• It does not deal with individual values: As discussed earlier, statistics only deals with aggregate values. For example, the marks obtained by one student in a class does not carry any meaning in itself, unless it can be compared with a set standard or with other students in the same class or with his own marks obtained earlier.

• It cannot deal with qualitative characteristics: Statistics is not applicable to qualitative characteristics such as honesty, integrity, goodness, colour, poverty, beauty and so on, since these cannot be expressed in quantitative terms. These characteristics, however, can be statistically dealt with if some quantitative values can be assigned to these with logical criterion. For example,
intelligence may be compared to some degree by comparing IQs or some other scores in certain intelligence tests.

• Statistical conclusions are not universally true: Since statistics is not an exact science, as is the case with natural sciences, the statistical conclusions are true only under certain assumptions. Also, the field deals extensively with the laws of probability which at best are educated guesses. For example, if we toss a coin 10 times, where the chances of a head or a tail are 1:1, we cannot say with certainty that there will be 5 heads and 5 tails. Thus the statistical laws are only approximations.

• Statistical interpretation requires a high degree of skill and understanding of the subject: In . order to get meaningful results, it is necessary that the data be properly and professionally collected and critically interpreted. It requires extensive training to read and analyse statistics in its proper context. It may lead to fallacious conclusions in the hands of the inexperienced. Describe the areas in which statistics have been extensively and effectively used :

Statistics has emerged as a versatile tool and has found extensive and effective applications across various domains. The utilization of statistical methods has significantly contributed to decision¬making, analysis, and understanding complex phenomena in the following areas:

• Economics and Business : In economics, statistical techniques are widely employed to analyze economic trends, forecast market behavior, and inform policy decisions. Businesses utilize statistics for market research, demand forecasting, cost-benefit analysis, and financial planning. Stock markets rely on statistical models to analyze stock prices, trends, and risks.

• Healthcare and Medicine : Statistical ihethods are crucial in medical research for clinical trials, drug development, and epidemiological studies. They help analyze the effectiveness of treatments, assess the impact of risk factors on health outcomes, and understand disease patterns. Public health officials use statistics to make informed decisions about healthcare resource allocation and disease prevention strategies.

• Social Sciences : Statistics play a vital role in sociology, psychology, political science, and other social sciences. Researchers use statistical methods to analyze survey data, study human ffehavior, and draw conclusions about social trends. Polls and surveys rely on statistical sampling techniques to ensure representative results.

• Education : In education, statistics are employed to assess student performance, evaluate teaching methods, and make data-driven decisions for curriculum development. Educational researchers use statistical analysis to identify factors influencing academic achievement and to gauge the effectiveness of educational interventions.

• Government and Public Policy: Governments utilize statistics for policy formulation, implementation, and evaluation. Census data, labor statistics, and economic indicators provide crucial information for understanding population dynamics, employment trends, and economic health. Statistical models help assess the impact of policy interventions.

• Environmental Science : Statistical methods are applied in environmental science to analyze climate data, assess the impact of pollution, and model ecological systems. Environmental researchers use statistics to study trends in deforestation, biodiversity loss, and climate change.

• Marketing and Advertising : Businesses use statistics to analyze consumer behavior, conduct market research, and tailor advertising strategies. A/B testing, a statistical method, is commonly employed to assess the effectiveness of marketing campaigns and website designs.

• Quality Control in Manufacturing : Statistical process control (SPC) is extensively used in manufacturing to monitor and improve production processes. It helps identify variations, reduce defects, and ensure consistent product quality.

• Sports Analytics : Statistics have revolutionized sports analysis, helping teams make informed decisions about player performance, strategy, and game outcomes. In sports like baseball, basketball, and soccer, advanced statistical models are employed for player
evaluation and team optimization.

• Finance and Banking: Financial institutions rely on statistical models for risk assessment, portfolio management, and fraud detection. Credit scoring, a statistical method, is used to evaluate the creditworthiness of individuals and businesses.
The widespread and effective use of statistics in these diverse areas underscores its significance in contemporary decision-making and research. As technology advances and data availability increases, the role of statistics is likely to expand even further across various disciplines.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers:

Question 1.
Why is a single birth in a hospital not considered statistics?
(i) Lack of numerical expression
(ii) Absence of predetermined purpose
(iii) Inadequate causes
(iv) Inability to compare with other births
Answer:
(iv) Inability to compare with other births

Question 2.
According to L. Bowley, what is one aspect of statistics?
(i) Science of measurement
(ii) Science of average
(iii) Science of counting
(iv) Science of enumeration
Answer:
(ii) Science of average

Question 3.
Which definition of statistics is considered most appropriate among the given options?
(i) “Science of counting”
(ii) “Science of measurement of social organism”
(iii) “Collection, presentation, analysis, and interpretation of numerical data”
(iv) “Science of average”
Answer:
(iii) “Collection, presentation, analysis, and interpretation of numerical data”

Question 4.
What is the first basic step in any statistical inquiry?
(i) Analysis of Data
(ii) Collection of Data
(iii) Interpretation of Data
(iv) Presentation of Data
Answer:
(ii) Collection of Data What is tabulation in the context of statistics?
(i) Collection of Data
(ii) Presentation of Data
(iii) Analysis of Data
(iv) Arrangement of classified data in the form of a table
Answer:
(iv) Arrangement of classified data in the form of a table

Question 5.
Which field uses statistics for predicting future trends based on past data?
(i) Commerce and Accounts
(ii) Industries
(iii) Behavioural and Social Sciences
(iv) Pure Sciences and Mathematics
Answer:
(i) Commerce and Accounts

Question 6.
What is one of the functions of statistics in determining relationships between phenomena?
(i) Condensing data
(ii) Predicting future trends
(iii) Classifying and comparing data
(iv) Establishing functional relationships
Answer:
(iv) Establishing functional relationships

Question 7.
Which area of human knowledge has statistics not widely spread to?
(i) Mathematics
(ii) Social Sciences
(iii) Natural Sciences
(iv) Economics
Answer:
(iii) Natural Sciences

Question 8.
What is a limitation of statistics in dealing with individual values?
(i) Lack of universal truth
(ii) Inapplicability to qualitative characteristics
(iii) Requirement of numerical expression
(iv) Only dealing with aggregate values
Answer:
(iv) Only dealing with aggregate values

Question 9.
Why are statistical conclusions not universally true?
(i) Lack of precision
(ii) Dependence on probability
(iii) Inability to deal with qualitative characteristics
(iv) Requirement of numerical expression
Answer:
(ii) Dependence on probability

Question 10.
What is essential for meaningful statistical interpretation?
(i) Lack of skill
(ii) Inexperienced handling
(iii) Proper collection and professional interpretation
(iv) Numerical expression
Answer:
(iii) Proper collection and professional interpretation

Question 11.
In which field is statistics considered a basic tool for handling daily matters?
(i) Education
(ii) Pure Sciences and Mathematics
(iii) Industries
(iv) Policy planning
Answer:
(iii) Industries

Question 12.
Which function of statistics involves predicting future trends based on past data?
(i) Condensation of data
(ii) Classification and comparison of data
(iii) Determining functional relationships
(iv) Predicting future trends
Answer:
(iv) Predicting future trends

Question 13.
What does the science of statistics primarily deal with?
(i) Individual values
(ii) Quantitative information
(iii) Qualitative characteristics
(iv) Random facts and figures
Answer:
(ii) Quantitative information

II. Fill in the blanks:

Question 1.
Statistics are aggregates of facts: Single or isolated facts cannot be called statistics as they need to be ______ for meaningful comparison and analysis.
Answer:
Aggregated or combined

Question 2.
Statistics are numerically expressed: All statistics are stated in ______ figures, emphasizing the quantitative nature of the information.
Answer:
Numerical

Question 3.
Statistics, generally, are not the outcome of a single cause but are affected by ______ causes working together.
Answer:
Multiple or various

Question 4.
L. Bowley gave several definitions of Statistics: One definition emphasizes enumeration, stating “Statistics may be called the science of ______.”
Answer:
Counting

Question 5.
Statistics are collected for a predetermined purpose: The purpose of collecting pertinent data must be clearly defined ______ data collection.
Answer:
Prior to

Question 6.
Classification and Presentation: The process of presenting classified data in the form of a table is known as ______.
Answer:
Tabulation

Question 7.
Functions of Statistics: It condenses and summarizes voluminous data into a few presentable, understandable, and precise ______ .
Answer:
Figures

Question 8.
It helps in determining functional relationships between two or more phenomena: Statistical techniques such as correlational analysis assist in establishing the degree of association between independent ______.
Answer:
Variables

Question 9.
Scope and Use of Statistics: In social sciences, where both quantitative and qualitative information are used, statistics helps researchers to alter the information in a comprehensive way to explain and predict ______.
Answer:
Patterns of behavior/trends

Question 10.
Limitations of Statistics: Statistical conclusions are not universally true, as they are only ______ under certain assumptions and are approximations.
Answer:
True

III. Answer the following questions in one word:

Question 1.
What is the primary characteristic that distinguishes statistics from isolated facts?
Answer:
Aggregation

Question 2.
Why are single or isolated facts not considered statistics?
Answer:
Lack of comparability or relation to other figures.

Question 3.
What is the key feature of statistics in terms of expression?
Answer:
Numerical representation

Question 4.
According to L. Bowley, what did he emphasize in his definition of statistics?
Answer:
Enumeration aspect

Question 5.
What is the first basic step in any statistical enquiry?
Answer:
Collection of data

Question 6.
Which definition of statistics is considered most appropriate as it covers all aspects?
Answer:
Croxton and Cowden’s definition

Question 7.
In which field does statistics help in determining functional relationships between variables?
Answer:
Social sciences

Question 8.
What is the purpose of condensing and summarizing voluminous data in statistics?
Answer:
To make it presentable, understandable and precise

Question 9.
What is a significant limitation of statistics in terms of dealing with values?
Answer:
It does not deal with individual values.

Question 10.
Why are statistical conclusions not universally true?
Answer:
They are based on assumptions and probabilities.

Meaning of Statistics:

• Statistics are aggregates of facts: Single or isolated facts or figures cannot be called statistics as these cannot be compared or related to other figures within the same framework. Accordingly, there must be an aggregate of these figures. For example, if I say that I earn $30,000 per year, it would not be considered statistics. On the other hand, if I say that the average salary of a professor at our college is $30,000 per year, then this would be considered statistics since the average has been computed from many related figures such as yearly salaries of many professors. Similarly, a single birth in a hospital is not statistics, as it has no significance for analytical purposes. However, when such information about many births in the same hospital or birth information for different hospitals is collected, then this information can be compared and analysed, and thus this data would constitute statistics.

• Statistics, generally are not the outcome of a single cause, but are affected by multiple causes: There are a number of forces working together that affect the facts and figures. For example, when we say that the crime rate in New York city has increased by 15 per cent over the last year, a number of factors might have affected this change. These factors may be: general level of economy such as state of economic recession, unemployment rate, extent of use of drugs, areas affected by crime, extent of legal effectiveness, social structure of the family in the area and so on.

While these factors can be isolated by themselves, the effects of these factors cannot be isolated and measured individually. Similarly, a marked increase in food grain production in India may have been due to combined effect of many factors such as better seeds, more extensive use of fertilizers, mechanisation in cultivation, better institutional framework and governmental and banking support, adequate rainfall and so on. It is generally not possible to segregate and study the effect of each of these forces individually.

• Statistics are numerically expressed: All statistics are stated in numerical figures which means that these are quantitative information only. Qualitative statements are not subject to accurate interpretations and hence cannot be called statistics. For example, qualitative statements such as India is a developing country or Jack is very tall would not be considered statistical statements. On the other hand, comparing per capita income of India with that of America would be considered statistical in nature. Similarly, Jack’s height in numbers compared to average height in America would also be considered statistics.

• Statistics are collected for a predetermined purpose: The purpose and objective of collecting pertinent data must be clearly defined, decided upon and determined prior to data collection. This would facilitate the collection of proper and relevant data. For example, data on the heights of students would be irrelevant if considered in connection with the ability to get admission in a college, but may be relevant when considering qualities of leadership. Similarly, collective data on the prices of commodities in itself does not serve any purpose unless we know, for the purpose of comparison, the type of commodities under investigation and whether these relate to producer, distributor, wholesale or retail prices. As another example, if you are collecting data on the number of in-patients in the hospital waiting to be X-rayed, then the pre-determined purpose may be to establish the average time for the patients before X-ray and what can be done to reduce this waiting time.

Definition of Statistics :
L. Bowley gave several definitions of Statistics :

“Statistics may be called the science of counting”. This definition emphasises enumeration aspect only.
In another definition he describes it as “ Statistics may rightly be called the science of average”.
At another place Statistics is defined as, “Statistics is the science of measurement of social organism regarded as a whole in all its manifestations”.

• All three definitions given by Bowely seem to be inadequate because these do not include all aspects of statistics.

• According to Selligman “Statistics is the science which deals with the methods of collecting, classifying, presenting, comparing and interpreting numerical data collected to throw some light on any sphere of enquiry”.

• Croxton and Cowden defined “statistics as the collection , presentation, analysis ,and interpretation of numerical data”. Among all the definitions , the cme given by Croxton and Cowden is considered to be most appropriate as it covers all aspects and field of statistics.

These aspects are given below:
• Collection of Data : Once the nature of study is decided , it becomes essential to collect information in form of data about the issues of the study. Therefore, the collection of data is the first basic step. Data may be collected either from primary source or secondary or from both the sources depending upon the objective/s of the investigation

• Classification and Presentation : Once data are collected , researcher has to arrange them in a format from which they would be able to draw some conclusions. The arrangement of data in groups according to some similarities is known as classification. Tabulation is the process of presenting the classified data in the form of table. A tabular presentation of data becomes’ more intelligible and fit for further statistical analysis. Classified and Tabulated data can be presented in diagrams and graphs to facilitate the understanding of various trends as well as the process of comparison of various situations.

• Analysis of Data: It is the most important step in any statistical enquiry. Statistical analysis is carried out to process the observed data and transform it in such a manner as to make it suitable for decision making.

• Interpretation of Data : After analysing the data, researcher gets information partly or wholly about the population. Explanation of such information is more useful in real life. The quality of interpretation depends more and more on the experience and insight of the researcher.

Scope and use of Statistics :

• Policy planning: To finalise a policy, it requires some data from previous or expected environment that the policy can be effectively utilised with maximum favourable results. For example, in an organisation the previous sales data are analysed to develop future strategies in the field to obtain maximum benefit in terms of product sale.

• Management: Statistics is very useful tool in an organisation to view various aspects of work and well being of the employees as well as keeping an eye on the progress trend of the organisation.

• Behavioural and Social Sciences : In social sciences where both types (quantitative and qualitative) of information are used, statistics helps the researchers to alter the information in a comprehensive way to explain and predict the patterns of behaviour/ tren(iv) Where the characteristics of the population being studied are normally distributed, the best and statistically important decision about variables being investigated is possible by using parametric statistics or nonparametric statistics to explain the pattern of activities.

• Education : If education is intended to be well dispersed and effective in the interest of the population, the characteristics of students, instructor’s contents and infrastructure are very important to understand and again statistics enable these characteristics being analysed in context of needs of the nation. Once the parameters of all components are analysed, areas needing more emphasis become obvious.

• Commerce and Accounts : Where money matters are involved, it is essential to take extra care to manage the funds properly enabling efforts in various sectors. The cost and benefit analysis helps to decide putting money and regulating it for maximum benefit at minimum cost.

• Industries : Statistics is a basic tool to handle daily matters not only in big organisations but also in small industries. It is required, at each level, to keep data with care and look at them in different perspectives to mitigate the expenditure and enable each employee to have his/ her share in the benefit. Psychologists/ personnel officers dealing with selection and training in industries also use statistical tools to differentiate among employees.

• Pure sciences and Mathematics : Statistical tools are also instrumental to have precise measures in pure sciences and to see differences .on different occasions in various conditions. Statistics itself is a branch of mathematics which helps them understand differences among properties of various applications in mathematics.

• Problem solving : Knowing the useful difference between two or more variables enable the individual to find out the best applicable solution to a problem situation and it is possible because of statistic?. During problem solving statistics helps the person analyse his/ her pattern of response and the correct solution thereby minimising the error factor.

• Theoretical researches: Theories evolve on the basis of facts obtained from the fiel(iv) Statistical analyses establish the significance of those facts for a particular paradigm or phenomen(i) Researchers are engaged in using the statistical measures to decide on the facts and data whether a particular theory can be maintained or challenge(iv) The significance between the facts and factors help them to explore the connectivity among them.

Functions of Statistics :
Statistics is no longer confined to the domain of mathematics. It has spread to most of the branches of knowledge including social sciences and behavioural sciences. One of the reasons for its phenomenal growth is the variety of different functions attributed to it. Some of the most important functions of statistics are described as follows:

• It condenses and summarizes voluminous data into a few presentable, understandable and precise figures: The raw data, as is usually available, is voluminous and haphazar (iv) It is generally not possible to draw any conclusions from the raw data as collecte (iv) Hence, it is necessary and desirable to express this data in few numerical values. For example, the average salary of a policeman is derived from a mass of data from surveys. But just one summarized figure gives us a pretty good idea about the income of police officers. Similarly, stock market prices of individual stocks and their trends are highly complex to comprehend, but a graph of price trends gives us the overall picture at a glance.

It helps in determining functional relationships between two or more phenomenon:
Statistical techniques such as correlational analysis assist in establishing the degree of association between two or more independent variables. For example, the coefficient of correlation between literacy and employment gives us the degree of association between extent of training and industrial productivity.

Similarly, correlation between average rainfall and agricultural productivity can be obtainedby using such statistical tools. Some statistical methods can also be used in formulating and testing hypothesis about a certain phenomenon. For example, it can be tested whether a credit squeeze is effective in controlling prices of consumer goods or whether tenured professors are more motivated to improve their teaching than untenured professors.

Limitations of Statistics :
The field of statistics, though widely used in all areas of human knowledge and widely applied in a variety of disciplines such as business, economics and research, has its own limitations. Some of these limitations are:

• It cannot deal with qualitative characteristics: Statistics is not applicable to qualitative characteristics such as honesty, integrity, goodness, colour, poverty, beauty and so on, since these cannot be expressed in quantitative terms. These characteristics, however, can be statistically dealt with if some quantitative values can be assigned to these with logical criterion. For example, intelligence may be compared to some degree by comparing IQs or some other scores in certain intelligence tests.

• Statistical conclusions are not universally true: Since statistics is not an exact science,, as is the case with natural sciences, the statistical conclusions are true only under certain assumptions. Also, the field deals extensively with the laws of probability which at best are educated guesses. For example, if we toss a coin 10 times, where the chances of a head or a tail are 1:1, we cannot say with certainty that there will be 5 heads and 5 tails. Thus the statistical laws are only approximations.

Statistical interpretation requires a high degree of skill and understanding of the subject: In order to get meaningful results, it is necessary that the data be properly and professionally collected and critically interpreted. It requires extensive training to read and analyse statistics in its proper context. It may lead to fallacious conclusions in the hands of the inexperienced.

CHSE Odisha Class 12 Education Solutions Chapter 17 Life Skills Education

July 5, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 17 Life Skills Education Questions and Answers.

CHSE Odisha 12th Class Education Chapter 17 Question Answer Life Skills Education

Group – A

Short type Questions with Answers
Answer with in Two/Three sentence:

Question 1.
What is Life Skill Education?
Answer:
Life Skill Education involves developing competencies among adolescents to efficiently deal with biological, psychological, and social challenges, translating knowledge, attitudes, and values into practical actions.

Question 2.
How is Life Skill Education viewed in the context of adolescents?
Answer:
In the context of adolescents, Life Skill Education is often associated with generating awareness about health issues, HIV/AIDS, sexual orientation, and providing guidance to cope with these challenges.

Question 3.
What does a Life Skill Education program aim to achieve?
Answer:
A Life Skill Education program aims to develop competencies that enable adolescents to efficiently deal with biological, psychological, and social constraints, translating knowledge, attitudes, and values into relevant actions.

Question 4.
What is the basis of a Life Skill Education program?
Answer:
A Life Skill Education program is generally based on the social learning theory, considering learning as actively acquiring, processing, and structuring experiences, and is seen as an essential component of quality education.

Question 5.
How does Life Skill Education contribute to the prevention of social problems among adolescents?
Answer:
Life Skill Education contributes to preventing social problems such as substance abuse, alcoholism, sexual exploitation, bullying, and suicide by enhancing personal, social, and emotional development and increasing psychosocial competencies.

Question 6.
Why is there a need for Life Skill Education?
Answer:
Life Skill Education is necessary due to varying levels of emotional maturity and coping mechanisms exhibited by individuals in response to stressful situations, emphasizing the enhancement of psycho-social competence.

Question 7.
What does the United Nations recognize about Life Skill Education?
Answer:
The United Nations recognizes the significance of Life Skill Education in promoting healthy child and adolescent development, preventing key reasons for mortality and disabilities, and preparing youth for evolving social circumstances.

Question 8.
According to the National Education Policy (2020), what are considered fundamental guiding principles?
Answer:
According to the National Education Policy (2020), fundamental guiding principles include creativity, critical thinking, ethical values, communication, cooperation, teamwork, and resilience, all essential for both individuals and the broader education system.

Question 9.
What are some teaching approaches for Life Skill Education?
Answer:
Teaching approaches for Life Skill Education include content-based, thematic, and activity-based approaches, with content-based focusing on generating awareness, thematic integrating various subjects, and activity-based involving hands-on skills development.

Question 10.
What strategies contribute to effective Life Skill Education?
Answer:
Strategies such as group discussions, debates, cooperative learning, role-play, and analyzing situations and case studies contribute to effective Life Skill Education by stimulating critical thinking, enhancing social and communication skills, and providing real-life situational understanding.

II. Answer within Five/Six sentence :

Question 1.
What is the primary focus of life skill education in the context of adolescents?
Answer:
Life skill education in the context of adolescents primarily focuses on generating awareness about health issues such as HIV/AIDS, sexual orientation, and equipping adolescents with the necessary guidance to cope with these issues. It aims to develop competencies to efficiently deal with biological, psychological, and social constraints, translating knowledge, attitude, and values into practical actions.

Question 2.
How does life skill education contribute to personal, social, and emotional development among adolescents?
Answer:
Life skill education contributes to personal, social, and emotional development by practicing and reinforcing skills in a culturally and developmentally appropriate manner. It increases the psychosocial Competencies of adolescents, preventing high-risk social behaviors and problems like substance abuse, alcoholism, bullying, and suicide. The program also aims to protect the human rights of each child, fostering positive interpersonal relationships and promoting healthy behavior and mental well-being.

Question 3.
What are the needs for life skill education in the contemporary educational landscape?
Answer:
The need for life skill education arises from the varying levels of emotional maturity and coping mechanisms exhibited by individuals in response to stressful situations. Factors like globalization, cultural intermixing, and easy access to Information and Communication Technology (ICT) have heightened challenges faced by adolescents, including violence, emotional outbursts, academic stress, and substance abuse. Life skills education is essential for enhancing psycho¬social competence, fostering emotional intelligence, promoting positive decision-making, and preparing youth for the complexities of modern life.

Question 4.
How does life skill education align with the National Education Policy (2020)?
Answer:
The National Education Policy (2020) recognizes life skills as fundamental guiding principles, emphasizing creativity, critical thinking, ethical values, communication, cooperation, teamwork, and resilience. These skills are considered essential for both individual institutions and the broader education system. Life skills education is acknowledged as a deliberate and planned skill development program, contributing to the mental health and well-being of adolescents, fostering critical thinking, empathy, communication skills, and preparing individuals for the challenges of contemporary life.

Question 5.
What are the different approaches that can be employed for imparting life skills education?
Answer:
Various teaching approaches, including content-based, thematic, and activity-based approaches, can be employed for imparting life skills education. The content-based approach focuses on generating awareness and increasing knowledge about a specific topic, while the thematic approach integrates contents from various subjects and activities to ensure comprehensive knowledge and the development of relevant attitudes, values, and skills. The activity-based approach involves hands-on skills development, such as discussions^ debates, role-plays, and social media, to enhance skills required for preventing the disease, fostering informed and mature responses.

Question 6.
How do group discussions and debates contribute to life skills education?
Answer:
Group discussions and debates contribute significantly to life skills education by providing opportunities for critical thinking, moral judgment, and addressing various adolescent issues. These activities stimulate higher-order thinking skills, encouraging students to analyze, synthesize, and reflect on different perspectives. Group discussions and debates foster active participation, motivation, and the development of social and communication skills, contributing to the effective teaching of life skills.

Question 7.
What role does emotional intelligence play in life skills development?
Answer:
Emotional intelligence plays a significant role in life skills development. Teachers need to consciously help students acquire and enhance emotional intelligence. Emotional intelligence involves recognizing, understanding, and managing one’s own emotions, as well as empathizing with others. Life skills education aims to cultivate adaptive behaviors, positive decision-making, and resilience, and emotional intelligence is crucial for navigating the complexities of modem life, fostering effective conflict management, and promoting positive development.

Question 8.
How can role-playing enhance life skills among adolescents?
Answer:
Role-playing enhances life skills among adolescents by providing real-life situational understanding, boosting confidence, and strengthening communication and human interaction skills. Through role-playing, students can actively engage in scenarios that mimic challenges they may face in everyday life. This practical approach allows them to apply theoretical knowledge, develop problem-solving skills, and gain hands-on experience, contributing to the holistic development of life skills.

Question 9.
According to the Central Board of Secondary Education (CBSE), how is life skill education structured?
Answer:
The Central Board of Secondary Education (CBSE) has devised a matrix based on WHO’s matrix for teaching life skills, which is available at www.cbse.nic.in. The matrix outlines various strategies for life skills education, including group discussions, debates, cooperative learning, role-play, and analysis of situations and case studies. This structured approach emphasizes the intentional learning of life skills, acknowledging that capabilities such as creativity, critical thinking, and resilience require deliberate efforts and planning.

Question 10.
How does life skill education extend beyond classroom boundaries according to the Central Board of Secondary Education (CBSE)?
Answer:
Life skills education extends beyond classroom boundaries, according to the Central Board of Secondary Education (CBSE), by integrating activities into all subject areas of the secondary school curriculum. Activities such as painting/poster competitions, debates, dramas, community service, and guest lectures contribute to the development of life skills. These experiences, combined with knowledge, skills, and attitudes acquired, form the foundation for success in personal, academic, professional, and community life, emphasizing the broad scope and applicability of life skills education.

Group – B

Long Type Questions With Answers

Question 1.
Define life skill education and discuss strategies for implementing it effectively in schools.
Answer:
Life skill education is an essential and dynamic process that equips individuals, especially adolescents, with a set of competencies and skills necessary for navigating the challenges of modem life successfully. It goes beyond traditional academic learning, focusing on developing practical skills, positive attitudes, and a resilient mindset. Life skill education aims to empower individuals to cope with the complexities of personal, social, and professional life, fostering emotional intelligence, critical thinking, problem-solving, communication, and interpersonal skills.

Strategies for Implementing Life Skill Education Effectively in Schools:
Incorporate Life Skills into Curriculum:
Embed life skills seamlessly into the existing academic curriculum, ensuring that students encounter these skills in various subjects. This integration helps reinforce the practical application of life skills in real-life scenarios.

Thematic Approaches : Adopt thematic approaches that revolve around specific life skill themes. For example, a theme like ‘emotional intelligence’ can be integrated into subjects like psychology, literature, and social studies. This approach ensures, a comprehensive understating of life skills.

Activity-Based Learning : Emphasize hands-on and activity-based learning methods. Role-playing, group discussions, debates, and problem-solving activities actively engage students, providing them with practical experiences to apply and enhance life skills.

Teacher Training and Development: Conduct regular training programs for teachers to enhance their understanding of life skills and equip them with effective teaching methodologies. Teachers serve as role models and facilitators, guiding students in developing and practicing life skills.

Interactive Workshops and Seminars : Organize interactive workshops and seminars involving experts, counselors, and professionals to provide insights into various life skill components. Such sessions can focus on communication skills, decision-making, conflict resolution, and emotional -well-being.

Guest Lectures and Role Models : Invite guest speakers and role models who have excelled in various aspects of life. Their experiences and success stories can inspire students, providing real-world examples of how life skills contribute to personal and professional growth.

Integration with Co-Curricular Activities : Integrate life skills into co-curricular activities such as sports, arts, and community service. Participation in these activities enhances teamwork, leadership, and communication skills, fostering a holistic development approach.

Interactive Learning Resources : Utilize interactive learning resources, including multimedia presentations, educational videos, and online platforms. These resources cater to different learning styles and provide additional avenues for students to explore and practice life skills.

Peer Mentoring Programs : Establish peer mentoring programs where older students mentor younger ones in life skills. This fosters a sense of responsibility, leadership, and mutual support among students, creating a positive peer culture.

Parental Involvement : Engage parents in the life skill education process through regular communication, workshops, and collaborative initiatives. When parents are aware of and supportive of life skill development, the reinforcement at home complements the efforts made in schools.

Assessment and Feedback: Develop an assessment framework to evaluate students’ progress in acquiring life skills. Provide constructive feedback to students, acknowledging their strengths and identifying areas for improvement, creating a continuous improvement cycle.

Counseling Services : Establish counseling services within schools to address individual student needs. Counselors play a vital role in supporting students’ emotional well-being and guiding them through challenges, complementing the broader life skill education initiative.

In conclusion, life skill education is an integral aspect of holistic development, and its effective , implementation in schools requires a multifaceted approach. By incorporating these strategies, educational institutions can create an environment that not only imparts academic knowledge but also cultivates the essential life skills needed for success in various facets of life.

Question 2.
Examine the historical roots of life skills education and elucidate its significance in contemporary education.
Answer:
The concept of life skills education can be traced back to various educational philosophies and psychological theories that underscore the importance of holistic development. Ancient educational systems, such as those in ancient Greece and India, recognized the need for cultivating not only academic knowledge but also virtues, character, and practical skills. Philosophers like Aristotle emphasized the importance of developing moral virtues, reasoning abilities, and practical wisdom.

In the early 20th century, educational theorists like John Dewey advocated for experiential learning and the integration of practical skills into the curriculum. Dewey’s emphasis on learning by doing and connecting education to real-life experiences laid the groundwork for the incorporation of life skills into educational practices.

The evolution of life skills education gained momentum in the mid-20th century with the emergence of theories on social and emotional intelligence. Psychologists like Daniel Goleman highlighted the significance of emotional intelligence in personal and professional success. This shift in focus from purely academic achievement to a more comprehensive understanding of intelligence contributed to the conceptualization of life skills as essential components of education.

Importance of Life Skills Education in Contemporary Education :
Holistic Development: Life skills education fosters holistic development by addressing various dimensions of an individual’s personality. It goes beyond academic knowledge to encompass social, emotional, and practical competencies, preparing individuals for the complexities of modern life.

Adaptability and Resilience : In the rapidly changing landscape of the 21st century, life skills such as adaptability and resilience are crucial. Life skills education equips individuals with the ability to navigate challenges, cope with uncertainties, and bounce back from setbacks.

Effective Communication: Communication skills are fundamental in personal and professional life. Life skills education emphasizes effective communication, including verbal and non-verbal communication, active listening, and the ability to express oneself clearly.

Problem-Solving and Critical Thinking : Life skills education cultivates problem-solving and critical thinking abilities. Individuals learn to analyze situations, make informed decisions, and approach challenges with a solution-oriented mindset, enhancing their problem-solving capabilities.

Emotional Intelligence : Emotional intelligence, a key component of life skills, is crucial for interpersonal relationships and personal well-being. Individuals with high emotional intelligence can manage their emotions, understand others’ emotions, and navigate social situations effectively.

Social Competence : Life skills education promotes social competence, including teamwork, collaboration, and conflict resolution. These skills are essential in both personal relationships and the professional world, contributing to a harmonious and cooperative society.

Prevention of High-Risk Behaviors : Adolescents, in particular, face various social challenges. Life skills education plays a preventive role in addressing high-risk behaviors such as substance abuse, bullying, and delinquency. It provides individuals with the tools to make responsible and informed choices.

Career Readiness : In the contemporary workforce, employers seek individuals with a diverse skill set, including not only technical skills but also interpersonal and communication skills. Life skills education enhances students’ readiness for the workforce by developing these sought.

Positive Mental Health: Life skills education contributes to positive mental health by addressing issues related to stress, anxiety, and emotional well-being. Individuals learn coping mechanisms, stress management techniques, and strategies for maintaining mental wellness.

Global Citizenship : As societies become more interconnected, global citizenship becomes increasingly important. Life skills education instills qualities such as cultural sensitivity, empathy, and open,-mindedness, fostering a sense of responsibility toward global issues.

In conclusion, life skills education has deep historical roots in educational philosophies that recognize the need for comprehensive development. Its contemporary importance lies in preparing individuals for the multifaceted challenges of the modem world, promoting resilience, interpersonal effectiveness, and a well-rounded approach to personal and professional success.

Question 3.
Explore the fundamental components of life skills, delving into their core aspects.
Answer:
Life skills encompass a broad set of competencies that empower individuals to effectively navigate the challenges of daily life, contribute to personal growth, and thrive in various social and professional contexts. Delving into the core aspects of life skills reveals a multifaceted set of abilities that go beyond academic knowledge and technical expertise.

Critical Thinking : At the core of life, skills is critical thinking, which involves the ability to analyze information, evaluate situations, and make reasoned decisions. Critical thinking allows individuals to approach problems with a logical and reflective mindset, enhancing problem-solving capabilities.

Communication Skills : Effective communication is a foundational life skill. It includes not only verbal expression but also active listening, non-verbal communication, and the ability to articulate thoughts and ideas clearly. Strong communication skills are vital for building positive relationships and navigating social interactions.

Problem-Solving : Life skills emphasize problem-solving abilities, encouraging individuals to approach challenges with a solution-oriented mindset. Problem-solving involves identifying issues, evaluating potential solutions, and implementing strategies to address problems effectively.

Decision-Making : Decision-making is a crucial aspect of life skills, requiring individuals to make informed choices based on available information and personal values. The ability to weigh options, anticipate consequences, and commit to decisions contributes to responsible and effective decision-making.

Adaptability : Life skills include adaptability, the capacity to adjust to changing circumstances and navigate uncertainties. Individuals with strong adaptability skills can thrive in dynamic environments, embracing change and responding positively to new situations.

Emotional Intelligence : Central to life skills is emotional intelligence, encompassing self-awareness, self-regulation, empathy, and effective interpersonal relationships. Emotional intelligence enables individuals to understand and manage their emotions while empathizing with others, fostering positive social interactions.

Time Management: Time management is a practical life skill that involves the efficient use of time to achieve goals and balance various responsibilities. Effectively managing time enhances productivity, reduces stress, and contributes to overall well-being.

Stress Management: Life skills include stress management techniques to cope with challenges and pressures. Stress management involves identifying stressors, developing coping strategies, and maintaining mental and emotional well-being during demanding situations.

Collaboration and Teamwork: Collaboration and teamwork are social life skills that promote effective interaction with others. The ability to work collaboratively, contribute to group goals, and communicate within a team setting is essential in both personal and professional contexts.

Leadership Skills : Leadership skills are integral to life skills, emphasizing qualities such as vision, initiative, and the ability to motivate and influence others positively. Leadership skills contribute to personal growth, effective team management, and the ability to inspire positive change.

Resilience : Resilience is a core aspect of life skills, representing the ability to bounce back from setbacks, cope with adversity, and maintain a positive outlook in challenging situations. Resilient individuals can adapt to difficulties and continue moving forward.

Cultural Competence : With increasing globalization, cultural competence has become a crucial life skill. It involves an understanding and appreciation of diverse cultures, perspectives, and backgrounds, fostering open-mindedness and effective communication in a multicultural world.

In conclusion, the core of life skills lies in a comprehensive set of abilities that enhance individual well-being, promote positive relationships, and contribute to success in diverse life situations. These skills, encompassing critical thinking, communication, adaptability, and emotional intelligence, form the foundation for personal growth, effective decision-making, and meaningful contributions to society.

Group – D

Objective type Questions with Answers
II. Multiple Choice Questions with Answers:

Question 1.
What does Life Skill Education aim to develop among adolescents?
(i) Academic excellence
(ii) Social awareness and emotional competence
(iii) Technical skills
(iv) Physical fitness
Answer:
(ii) Social awareness and emotional competence

Question 2.
Which teaching approach focuses on generating awareness and increasing knowledge about a specific topic?
(i) Content-based approach
(ii) Thematic approach
(iii) Activity-based approach
(iv) Interactive approach
Answer:
(i) Content-based approach

Question 3.
During the COVID-19 pandemic, what approach could be employed to teach life skills related to preventive measures?
(i) Only content-based approach
(ii) Only thematic approach
(iii) Only activity-based approach
(iv) Integrated approach with content, thematic, and activity-based methods
Answer:
(iv) Integrated approach with content, thematic, and activity-based methods

Question 4.
What is the significance of Emotional Intelligence in Life Skill Education?
(i) It enhances academic knowledge
(ii) It is irrelevant to life skills
(iii) It helps in the development of social and emotional competencies
(iv) It focuses on physical well-being
Answer:
(iii) It helps in the development of social and emotional competencies

Question 5.
Which strategy involves hands-on skills development, such as using masks, hand sanitizers, and understanding social distancing norms?
(i) Group discussion
(ii) Role-play
(iii) Cooperative learning
(iv) Activity-based approach
Answer:
(iv) Activity-based approach

Question 6.
According to the National Education Policy (2020), what are considered fundamental guiding principles for life skills education?
(i) Creativity and critical thinking
(ii) Memorization and repetition
(iii) Rote learning and competition
(iv) Only academic excellence
Answer:
(i) Creativity and critical thinking

Question 7.
What is the objective of teaching life skills through group discussions and debates?
(i) Enhancing physical fitness
(ii) Developing critical thinking and moral judgment
(iii) Memorizing facts
(iv) Promoting rote learning
Answer:
(ii) Developing critical thinking and moral judgment

Question 8.
Which organization has devised a matrix for teaching life skills based on WHO’s matrix?
(i) UNESCO
(ii) CBSE
(iii) WHO
(iv) UNICEF
Answer:
(ii) CBSE

Question 9.
Why is the surge in challenges faced by adolescents considered a factor necessitating life skills education?
(i) To promote academic excellence
(ii) To enhance physical fitness
(iii) To address violence, emotional outbursts, and substance abuse
(iv) To focus on rote learning
Answer:
(iii) To address violence, emotional outbursts, and substance abuse

Question 10.
What does the thematic approach in life skills education involve?
(i) Generating awareness
(ii) Focusing on a specific theme
(iii) Hands-on skills development
(iv) Memorization
Answer:
(ii) Focusing on a specific theme

Question 11.
How can teachers stimulate higher-order thinking skills in life skills education?
(i) Encourage rote learning
(ii) Promote critical thinking, analysis, and reflection
(iii) Focus on memorization
(iv) Disregard emotional intelligence
Answer:
(ii) Promote critical thinking, analysis, and reflection

Question 12.
According to the United Nations, what is the role of life skills education in promoting youth development?
(i) Focusing on academic excellence
(ii) Preparing youth for evolving social circumstances
(iii) Encouraging rote learning
(iv) Ignoring mental health issues
Answer:
(ii) Preparing youth for evolving social circumstances

Question 13.
Which teaching method contributes to active involvement, motivation, and the development of social and communication skills?
(i) Memorization
(ii) Cooperative learning
(iii) Rote learning
(iv) Group discussions
Answer:
(ii) Cooperative learning

Question 14.
What is the primary focus of life skills education strategies in the teaching-learning process?
(i) Memorization
(ii) Physical fitness
(iii) Psycho-social competence and higher-order thinking skills
(iv) Rote learning
Answer:
(iii) Psycho-social competence and higher-order thinking skills

Question 15.
How does life skills education contribute to the mental health and well-being of adolescents?
(i) By promoting rote learning
(ii) By fostering emotional intelligence, critical thinking, and resilience
(iii) By focusing solely on academic excellence
(iv) By ignoring personal and social issues
Answer:
(ii) By fostering emotional intelligence, critical thinking, and resilience

II. Fill in the blanks :

Question 1.
Life skill education aims to develop competencies among adolescents to deal with _____ constraints more efficiently.
Answer:
Biological.

Question 2.
Life skill education ensures that adolescents are aware of both ‘what to do’ and ‘how to do’ through the translation of knowledge, attitude, and values into _____.
Answer:
Reality.

Question 3.
Life skills education is based on the _____ theory, where learning is considered actively acquiring, processing, and structuring experiences.
Answer:
Social Learning.

Question 4.
Life skills education is a dynamic and evolving process that seeks the active participation of the school, teachers, parents, and the _____ community.
Answer:
Local.

Question 5.
Life skills education contributes to the personal, social, and emotional development, increasing the psychosocial competencies of _____ .
Answer:
Adolescents.

Question 6.
Life skills education contributes to the protection of human rights of each and every child and _____.
Answer:
Adolescents.

Question 7.
The ultimate goal is the development of mature and socially productive citizens of the _____.
Answer:
Country.

Question 8.
Life skills education promotes healthy behavior and _____ well-being among adolescents.
Answer:
Mental.

Question 9.
In everyday life, individuals exhibit varying levels of emotional maturity and coping mechanisms, indicating differences in their _____ competence.
Answer:
Psycho-social.

Question 10.
Life skills education fosters emotional intelligence, encouraging resilience, positive development, and effective _____ management,
Answer:
Conflict.

Question 11.
The National Education Policy (2020) recognizes life skills as fundamental guiding principles, emphasizing creativity, critical thinking, ethical values, _____ and resilience.
Answer:
Communication.

Question 12.
Life skills education is pivotal in shaping well-rounded individuals capable of navigating the challenges of contemporary life and contributing positively to _____.
Answer:
Society.

III. Correct the Sentences :

Question 1.
Life skill education primarily focuses on academic achievements and subject-specific knowledge.
Answer:
Life skill education aims to enhance psycho-social competence, emotional intelligence, and adaptive behaviors in adolescents, extending beyond academic achievements.

Question 2.
Life skills are only relevant for addressing individual concerns and do not contribute to the broader societal context.
Answer:
Life skills education fosters socially responsive citizens, promoting positive interpersonal relationships, conflict management, and community engagement.

Question 3.
The National Education Policy (2020) does not recognize the significance of life skills in shaping well-rounded individuals.
Answer:
The National Education Policy (2020) emphasizes life skills such as creativity, critical thinking, ethical values, communication, cooperation, teamwork, and resilience.

Question 4.
Life skills education is static and does not evolve with changing societal and technological landscapes.
Answer:
Life skills education is a dynamic and evolving process, adapting to changes in society and technology to equip adolescents for contemporary challenges.

Question 5.
Life skills education does not address global issues such as the COVID-19 pandemic.
Answer:
Life skills education can address global issues like the COVID-19 pandemic through
various teaching approaches, fostering informed anc) mature responses among adolescents.

Question 6.
Life skills education does not contribute to the prevention of high-risk social behavior and problems such as substance abuse, alcoholism, and bullying.
Answer:
Life skills education plays a role in preventing high-risk social behavior and social problems, including substance abuse, alcoholism, sexual exploitation, bullying, and suicide.

Question 7.
The United Nations does not recognize the significance of life skills education in promoting healthy child and adolescent development.
Answer:
The United Nations recognizes the importance of life skills education in promoting healthy child and adolescent development, preventing key reasons for mortality and disabilities, and facilitating socialization.

Question 8.
Answer:
Life skills education does not contribute to the development of positive interpersonal relationships with peers, teachers, and family members.
Answer: Life skills education contributes to the development’of positive interpersonal relationships, enhancing communication and understanding among peers, teachers, and family members. .

Question 9.
Life skills education is exclusively theoretical and does not involve practical skill development.
Answer:
Life skills education involves practical skill development through approaches like thematic teaching, activity-based learning, and hands-on experiences.

Question 10.
Life skills education is confined to the classroom and does not extend beyond academic boundaries.
Answer:
Life skills education extends beyond the classroom, encompassing activities like debates, dramas, community service, and guest’ lectures to provide practical and experiential learning opportunities.

IV. Answer the following questions in one word:

Question 1.
What is Life Skill Education?
Answer:
Holistic development through competency-building.

Question 2.
How does Life Skill Education benefit adolescents?
Answer:
Enhances psycho-social competence.

Question 3.
What is the aim of Life Skill Education from a social learning perspective?
Answer:
Translate knowledge into relevant actions.

Question 4.
What is a key component of Life Skill Education based on social learning theory?
Answer:
Active participation.

Question 5.
How does Life Skill Education contribute to personal development?
Answer:
Develops emotional intelligence.

Question 6.
What does the National Education Policy (2020) emphasize regarding life skills?
Answer:
Fundamental guiding principles.

Question 7.
What is the significance of life skills in addressing challenges faced by adolescents?
Answer:
Fosters resilience and positive decision-making.

Question 8.
According to the United Nations, what does Life Skill Education promote?
Answer:
Healthy child and adolescent development.

Question 9.
What is the focus of a content-based approach in Life Skill Education?
Answer:
Generating awareness and; increasing knowledge.

Question 10.
How can life skills be developed through the thematic approach?
Answer:
Integrating contents from various subjects and activities.

Question 11.
What is a strategy for teaching life skills involving hands-on skills development?
Answer:
Activity-based approach.

Question 12.
According to the CBSE, what is the scope of life skills education beyond classrooms?
Answer:
Integration into all subject areas.

Life skill education in the context of adolescents is often linked with adolescence education which generates awareness among them about health issues and health hazards such as HIV/ AIDS, sexual orientation and issues and guidance required by adolescents to cope with it. Life skills education viewed from this perspective aims to develop competencies among adolescents to deal with the biological, psychological and social constraints more efficiently. Life skills education helps the adolescent to translate knowledge, attitude and values into reality thrpugh relevant actions.

In other words, life skill education ensures that the adolescent is aware of both i.e. ‘what to do and how to do’. A life skill education programme is generally based on social learning theory wherein learning is considered to be actively acquiring, processing and structuring experiences and considered as an essential component of quality education. Life skill education is therefore a dynamic and evolving process which seeks active participation and involvement of tire school, teachers, parents and the local community.

It facilitates:

the practice and reinforcement of skills in a culturally and developmcntally appropriate manner,
the personal, social and emotional development, and an increase in the psychosocial competencies of adolescents,
the prevention of high risk social behaviour and social problems such as substance abuse, alcoholism, sexual exploitation, bullying and suicide, etc.,
the protection of human rights of each and every child and adolescents,
the development of mature and socially productive citizens of the country,
the development of positive interpersonal relationships with peers, teachers and tamily members,
the promotion of healthy behaviour and mental wellbeing,
the channelisation of aggression and violence, the prevention of teen pregnancy, and improves social and emotional adjustment.

Need for life skill Education :
• In everyday life, individuals exhibit varying levels of emotional maturity and coping mechanisms in response to stressful situations, indicating differences in their psycho-social competence. The last decade of the twentieth century saw a heightened focus on mental health, particularly among adolescents, due to factors like globalization, cultural intermixing, and easy access to Information and Communication Technology (ICT). The surge in challenges faced by adolescents, such as violence, emotional outbursts, academic stress, and substance abuse, necessitates the enhancement of psycho-social competence through life skills education. This approach aims to equip young people with adaptive behaviors, positive decision-making, and resilience to navigate the complexities of modem life.

• The United Nations recognized the significance of life skills education, highlighting its role in promoting healthy child and adolescent development, preventing key reasons for mortality and disabilities, facilitating socialization, and preparing youth for evolving social circumstances. Life skills education fosters emotional intelligence, encouraging resilience, positive development, and effective conflict management. The need for teaching life skills is underscored by its contribution to the mental health and well-being of adolescents, fostering critical thinking, addressing personal and social issues objectively, developing empathy, enhancing communication skills, boosting self-confidence, and cultivating emotionally balanced and socially responsive citizens.

• The National Education Policy (2020) recognizes life skills as fundamental guiding principles, emphasizing creativity, critical thinking, ethical values, communication, cooperation, teamwork, and resilience. These skills are considered essential for both individual institutions and the broader education system. Life skills education is acknowledged as a deliberate and planned skill development program, acknowledging that the mentioned capabilities require intentional learning. Overall, life skills education is pivotal in shaping well-rounded individuals capable of navigating the challenges of contemporary life and contributing positively to society.

Approaches of life skill education:
• Various teaching approaches, including content-based, thematic, and activity-based approaches, can be employed for imparting life skills education. In a content-based approach, the focus is on generating awareness and increasing knowledge about a specific topic. On the other hand, the thematic approach centers around a particular theme, integrating contents from various subjects and activities to ensure comprehensive knowledge and the development of relevant attitudes, values, and skills among adolescents.

• For instance, during the COVID-19 pandemic, a teacher can utilize these approaches to help students understand and take necessary precautions. The content-based approach may create awareness about the virus, its nature, and preventive measures. The thematic approach can explore the consequences of the disease on health, mental well-being, and its broader societal impacts. An activity-based approach may involve hands-on skills development, such as using masks, hand sanitizers, proper handwashing, and understanding social distancing norms. Techniques like discussions, debates, role-plays, and social media can further enhance skills required for preventing the disease, fostering informed and mature responses.

• Organizing sessions around thematic themes, such as ‘understanding the self’ or ‘reflecting on one’s experiences during the lockdown,’ provides adolescents with an opportunity to view their lives from different perspectives and develop a new vision. Life skills can be developed by addressing various adolescent issues like HIV/AIDS, delinquent behavior, bullying, violence, disciplinary problems, and gender issues through these versatile teaching approaches. Overall, these methods offer a dynamic and integrated approach to life skills education, addressing both awareness and practical skill development in a holistic manner.

Strategies for life skill Education :
• For the healthy development of adolescents, the cultivation of various life skills is essential. Teaching methods that focus on social competence, problem-solving skills, resilience, and positive coping mechanisms are crucial. Emotional intelligence also plays a significant role in life skills development, requiring conscious efforts from teachers to help students acquire and enhance emotional intelligence. Employing strategies in the teaching-learning process that stimulate higher-order thinking skills such as analysis, synthesis, inference, predictions, critical, and reflective thinking is vital for life skills development.

• Several strategies, including group discussion and debate, cooperative learning, role-play, analysis of situations and case studies, contribute to the effective teaching of life skills. Group discussions and debates provide opportunities for critical thinking, moral judgment, and addressing various adolescent issues. Cooperative learning strategies ensure active involvement, motivation, and the development of social and communication skills. Role-playing enhances real-life situational understanding, boosts confidence, and strengthens communication and human interaction skills. Analyzing situations and case studies allows students to explore, challenge, collaborate, and gain new insights into the discussed issues.

• The Central Board of Secondary Education (CBSE) has devised a matrix based on WHO’s matrix to teach life skills, including various strategies available at www.cbse.nic.in. Life skills education goes beyond theoretical discussions in classrooms; students need exposure to lived experiences and active learning opportunities. Activities like painting/poster competitions, debates, dramas, community service, and guest lectures contribute to the development of life skills. These experiences, combined with knowledge, skills, and attitudes acquired, form the foundation for success in personal, academic, professional, and community life. The scope of life skills education extends beyond classroom boundaries and should be integrated into all subject areas of the secondary school curriculum.

CHSE Odisha Class 12 Education Solutions Chapter 16 Information and Communication Technology (ICT) in Education

July 5, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 16 Information and Communication Technology (ICT) in Education Questions and Answers.

CHSE Odisha 12th Class Education Chapter 16 Question Answer Information and Communication Technology (ICT) in Education

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence:

Question 1.
How does IT contribute to education?
Answer:
IT enhances education by providing access to various learning resources, enabling immediate access to information, and supporting collaborative learning.

Question 2.
What is the significance of multimedia in education?
Answer:
Multimedia in education facilitates audio-visual learning, offering an authentic and updated approach to information delivery.

Question 3.
Define Educational Technology (ET).
Answer:
Educational Technology is the application of scientific knowledge to improve the efficiency of teaching and training through technological processes and resources.

Question 4.
What are the characteristics of Educational Technology?
Answer:
Characteristics of Educational Technology include being a practical and modern discipline, promoting the science of techniques and methods, and being a continuous and dynamic process.

Question 5.
How does Educational Technology contribute to self-paced learning?
Answer:
Educational Technology provides a self-paced learning environment, allowing students to learn at their convenience and engage in trial-and-error approaches.

Question 6.
What are the objectives of Educational Technology?
Answer:
Objectives of Educational Technology include identifying educational needs, developing technology-based teaching models, and enhancing digital literacy skills among learners.

Question 7.
How does Educational Technology improve collaboration among students?
Answer:
Educational Technology fosters collaboration by allowing students to work together in groups, share knowledge, and assist each other in learning.

Question 8.
What role does ICT play in higher education?
Answer:
ICT in higher education facilitates blended learning, collaborative techniques, and instant access to vast knowledge resources.

Question 9.
How does ICT enhance the efficiency of learning for teachers?
Answer:
ICT allows teachers to control lesson pace, sequence, and content, improving the efficiency of learning and creating an interactive environment.

Question 10.
What is the transformation brought by ICT in teacher’s education?
Answer:
ICT transforms teacher’s education by promoting interactive learning environments, enhancing professional development, and making teachers facilitators in learner-centered classrooms.

II. Answer with in Five/Six sentence :

Question 1.
How has Information Technology (IT) impacted education, particularly in terms of learning resources and immediacy of information?
Answer:
information Technology in education has revolutionized learning by providing access to a variety of resources, facilitating audio-visual education, and ensuring immediate access to information. Learners now perceive computers as essential tools across all study areas, utilizing multimedia technologies for effective communication and information organization.

Question 2.
What is the significance of collaborative learning facilitated by IT in the educational context?
Answer:
Information Technology has made collaborative learning seamless, allowing students and teachers to study and teach in groups or clusters through the internet and various web platforms. This collaborative approach enhances engagement, interaction, and knowledge sharing, fostering a more dynamic and effective learning environment.

Question 3.
How does Educational Technology (ET) contribute to modern teaching methods, and what are some characteristics of Educational Technology?
Answer:
Educational Technology (ET) plays a pivotal role in improving teaching methods by providing a science-based, practical approach. ET is characterized by being a modern, dynamic, and fast-growing discipline, focusing on the application of scientific knowledge to enhance the efficiency of teaching and training. It brings together teachers, students, and technology effectively.

Question 4.
What are the objectives of Educational Technology, and how does it help in overcoming barriers in education?
Answer:
The objectives of Educational Technology include identifying educational needs, developing technology-based teaching models, extending educational opportunities, and analyzing the teaching-learning process. It helps overcome barriers through distance learning, administering managing strategies, and providing a self-paced learning environment.

Question 5.
How does Educational Technology (ET) improve collaboration, innovation, and accommodate different learning styles in classrooms?
Answer:
ET enhances collaboration and coordination among teachers and students, fosters innovation by replacing traditional methods, and accommodates diverse learning styles by identifying and modifying lessons based on individual preferences.

Question 6.
What role does ICT play in higher education, and how does it transform traditional assessment methods?
Answer:
ICT in higher education introduces blended learning, facilitating a combination of face- to-face and self-learning approaches. It transforms assessment methods by providing tools for compiling results, quizzes, portfolios, and other assessments in a more manageable and effective manner.

Question 7.
How does ICT contribute to the transformation of teacher education, and what advantages does it offer for both pre-service and in-service teachers?
Answer:
ICT enhances the efficiency of learning, promotes an interactive learning environment, and aids in the professional development of teachers. It plays a crucial role in pre-service and in-service teacher training, offering tools for assignments, documentation, and facilitating a shift towards learner-centered classrooms.

Question 8.
In what ways does ICT act as an assisting tool for teachers, and how does it promote teachers to be facilitators and guides in the learning process?
Answer:
ICT serves as an assisting tool for teachers in creating assignments, documentation, lesson plans, and other educational materials. It promotes teachers to act as facilitators by providing tools such as digital libraries, smart boards, audio-video chats, and e-leaming.

Question 9.
How does ICT contribute to self-learning among teachers, and what are the advantages of incorporating digital literacy skills in education?
Answer:
ICT provides teachers with unlimited access to updated and additional learning resources, fostering self-learning. Incorporating digital literacy skills in education promotes informativeness, creativity, collaboration, versatility, engagement, trustworthiness, and availability.

Question 10.
What is the significance of Educational Technology in achieving learning objectives, and how does it contribute to the management of learning resources?
Answer:
Educational Technology plays a vital role in achieving learning objectives by providing a technology-assisted environment, integrating technological skills with teaching, and managing learning resources efficiently. It contributes to the development of outlined learning resources and enhances the digital literature among masses.

Group – C

Long Type Questions With Answers

Question 1.
Explore the impact of information technology on education by discussing its applications and contributions.
Answer:
Information technology (IT) has significantly transformed the landscape of education, revolutionizing traditional teaching methods and fostering a more dynamic and interactive learning environment. This essay explores the profound impact of information technology on education, highlighting its diverse applications and valuable contributions.

• One of the primary applications of information technology in education is the advent of online learning platforms. These platforms enable students to access educational resources and participate in virtual classrooms from anywhere with an internet connection. This flexibility has democratized education, breaking down geographical barriers and providing learning opportunities to individuals who may not have had access to traditional educational institutions.

• Moreover, IT has enhanced the efficiency of educational administration through the implementation of management information systems. These systems facilitate seamless communication between educational institutions, students, and parents, streamlining processes such as enrollment, grading, and attendance tracking. Automation of administrative tasks allows educators to focus more on teaching and mentoring students, ultimately improving the overall quality of education.

• The integration of multimedia elements in educational materials is another noteworthy contribution of information technology. Interactive e-books, educational videos, and multimedia presentations engage students more effectively, catering to diverse learning styles. This not only makes learning more enjoyable but also enhances comprehension and retention of information.

• Furthermore, the emergence of virtual reality (VR) and augmented reality (AR) technologies has brought about immersive learning experiences. Students can explore historical events, dissect virtual organisms, or even simulate scientific experiments in a controlled and risk¬free environment. These technologies bridge the gap between theoretical concepts and practical application, providing a holistic understanding of subjects.

• Collaborative tools and communication platforms have also been instrumental in fostering a sense of community among students and educators. Discussion forums, video conferencing, and collaborative document editing enable seamless interaction and knowledge-sharing, creating a globalized and interconnected educational ecosystem. Students can engage in collaborative projects, share insights, and learn from diverse perspectives, preparing them for a globally connected workforce.

• In conclusion, information technology has revolutionized education by offering diverse applications and valuable contributions. From online learning platforms to multimedia- enhanced materials and immersive technologies, IT has made education more accessible,
engaging, and efficient. As technology continues to advance, the educational landscape will likely witness even more transformative changes, ensuring that learners are equipped with the skills needed for success in the digital age.

Question 2.
Distinguish between information technology (IT) and instructional technology, and explore the advantages and limitations of employing IT in the field of education.
Answer:
• Information technology (IT) and instructional technology are two distinct but interconnected concepts in the realm of education. While both involve the use of technology to enhance learning, they serve different purposes and focus on distinct aspects of the educational process.

• Information technology (IT) refers to the broader application of technology to manage and process information. It encompasses a wide range of tools and systems designed to store, retrieve, transmit, and manipulate data. In the context of education, IT includes the use of computers, networks, software applications, and other digital resources to support administrative tasks, communication, and information dissemination within educational institutions.

• On the other hand, instructional technology specifically targets the design and implementation of instructional materials and strategies to facilitate effective learning. It is a more focused subset of IT, emphasizing the use of technology to enhance teaching and learning experiences. Instructional technology encompasses the development of multimedia content, interactive learning materials, educational software, and other technological tools tailored to meet educational objectives.

• Now, exploring the advantages of employing IT in education, one key benefit is enhanced accessibility. The use of IT tools enables remote learning, breaking down geographical barriers and providing educational opportunities to a wider audience. Online courses, digital textbooks, and educational websites make learning resources available anytime, anywhere, fostering a more inclusive educational environment.

• Additionally, IT facilitates personalized learning experiences. Adaptive learning platforms and educational software can be tailored to individual student needs, allowing for a more customized and adaptive’ approach to education. This helps students progress at their own pace, addressing gaps in understanding and providing additional challenges as needed.

• Moreover, IT promotes collaboration and interactive learning. Virtual classrooms, discussion forums, and collaborative online projects enable students to engage with peers, share ideas, and work together on assignments, promoting a sense of community and enhancing the overall learning experience.

• However, the use of IT in education also comes with limitations. One significant concern is the digital divide, whefre disparities in access to technology and the internet create inequalities in educational opportunities. Not all students have equal access to devices or reliable internet connections, potentially excluding some from the benefits of IT-driven education.

• Security and privacy issues are also challenges associated with IT in education. Protecting sensitive student data and ensuring the security of online learning environments are crucial considerations. Additionally, the rapid pace of technological advancements can pose challenges for educators in terms of keeping up with the latest tools and effectively integrating them into the curriculum.

• In conclusion, while information technology and instructional technology share common ground in leveraging technology for educational purposes, they differ in their focus. The advantages of employing IT in education include enhanced accessibility, personalized learning, and collaborative opportunities. However, limitations such as the digital divide and security concerns must be carefully addressed to ensure equitable and secure educational experiences for all students.

Question 3.
Define the concept of information technology and How it impacts on education.
Answer:
Information technology (IT) refers to the utilization Of computer systems, networks, software, and digital resources for the acquisition, storage, processing, transmission, and management of information. It encompasses a wide range of technologies and tools designed to facilitate the handling of data in various sectors, including business, healthcare, education, and more.

Impact of Information Technology on Education in India:- Access to Educational Resources :
Advantage : Information technology has democratized education by providing access to a vast array of educational resources. Online platforms, digital libraries, and e-books offer students and educators a wealth of information, irrespective of their geographical location.

Challenge : Disparities in internet access and digital infrastructure may create a digital divide, affecting students in remote or economically disadvantaged areas.
Online Learning Platforms:

Advantage : Information technology has facilitated the growth of online learning platforms, enabling flexible and remote education. Students can engage in virtual classrooms, access lectures, and participate in discussions, promoting a more inclusive learning environment.

Challenge: The effectiveness of online learning depends on factors such as internet reliability, digital literacy, and the ability of educators to adapt to new teaching methodologies.

E-Learning Content:
Advantage : IT has revolutionized the creation and delivery of educational content through e-leaming modules, multimedia presentations, and interactive simulations. This dynamic and engaging content caters to diverse learning styles, enhancing comprehension and retention.

Challenge : Developing high-quality e-leaming content requires significant investment and expertise. Ensuring content relevance and keeping it updated can be ongoing challenges. Administrative Efficiency :

Advantage : Educational institutions in India leverage information technology for administrative tasks, such as student enrollment, grading, and record-keeping. This streamlines processes, reduces paperwork, and enhances overall administrative efficiency.

Challenge : Implementation of IT systems may face resistance or challenges in adapting to new administrative procedures.
Communication and Collaboration:

Advantage : Information technology facilitates seamless communication and collaboration among students, educators, and parents. Communication tools, video conferencing, and collaborative platforms foster an interconnected educational ecosystem.

Challenge : Ensuring a secure and private communication environment and addressing potential misuses of technology are ongoing concerns.

Skill bevelopment:
Advantage : IT in education contributes to skill development by exposing students to digital tools and technologies. This prepares them for a technology-driven workforce and aligns with India’s focus on skill development for economic growth.

Challenge: Bridging the gap between urban and rural areas in terms of IT infrastructure and access to skill development opportunities remains a challenge.

In conclusion, the impact of information technology on education in India is multifaceted, offering numerous advantages while presenting challenges that need careful consideration and strategic solutions to ensure equitable and effective educational outcomes for all.

Group – B

Objective type Questions with Answers
I. Multiple Choice Questions with Answers:

Question 1.
What is the role of IT in providing educational resources?
(i) Limited access
(ii) No impact
(iii) Access to a variety of resources
(iv) Print-based resources only
Answer:
(iii) Access to a variety of resources

Question 2.
How does IT contribute to the immediacy of information in education?
(i) Slows down the learning process
(ii) No impact on information access
(iii) Provides immediate access to information
(iv) Restricts information availability
Answer:
(iii) Provides immediate access to information

Question 3.
In the context of IT, what does “Any time learning” refer to?
(i) Learning restricted to specific hours
(ii) Learning anytime, anywhere
(iii) Learning only during school hours
(iv) Learning limited to weekends
Answer:
(ii) Learning anytime, anywhere

Question 4.
How does IT support collaborative learning?
(i) Restricts group activities
(ii) No impact on collaboration
(iii) Makes group study difficult
(iv) Facilitates studying and teaching in groups
Answer:
(iv) Facilitates studying and teaching in groups

Question 5.
What is the essence of the multimedia approach to education facilitated by IT?
(i) Exclusive reliance on print materials
(ii) Limited use of technology
(iii) Integration of audio-visual elements
(iv) Ignoring technological advancements
Answer:
(iii) Integration of audio-visual elements

Question 6.
Which statement accurately describes the role of technology in education today?
(i) Technology has no impact on education
(ii) Technology has negatively affected education
(iii) Technology is a boon, aiding effective teaching
(iv) Technology limits education to traditional methods
Answer:
(iii) Technology is a boon, aiding effective teaching

Question 7.
What was the primary means of learning in the Gurukul system?
(i) Technological tools
(ii) Oral teaching method
(iii) Writing and textbooks
(iv) Audio-visual aids
Answer:
(ii) Oral teaching method

Question 8.
How does educational technology differ from traditional teaching methods?
(i) It is less practical
(ii) It is more theoretical
(iii) It is a modern discipline
(iv) It excludes science
Answer:
(iii) It is a modern discipline

Question 9.
What characterizes educational technology as a discipline?
(i) Static and rigid
(ii) Dynamic and continuous
(iii) Theoretical and impractical
(iv) Irrelevant and outdated
Answer:
(ii) Dynamic and continuous

Question 10.
What is the objective of identifying educational needs and aspirations of learners in educational technology?
(i) To limit educational opportunities
(ii) To ignore learner preferences
(iii) To improve the efficacy of education
(iv) To discourage feedback
Answer:
(iii) To improve the efficacy of education

Question 11.
How does educational technology contribute to overcoming barriers in education?
(i) By creating more barriers
(ii) By promoting traditional methods
(iii) Through distance learning
(iv) By limiting access to information
Answer:
(iii) Through distance learning

Question 12.
What does educational technology encompass in terms of learning resources?
(i) Human resources only
(ii) Limited resources
(iii) Nori-human resources only
(iv) Human and non-human resources
Answer:
(iv) Human and non-human resources

Question 13.
How does educational technology provide a self-paced learning environment to pupils?
(i) By imposing a fixed pace
(ii) By restricting learning options
(iii) Through rigid schedules
(iv) By allowing students to learn at their own pace
Answer:
(iv) By allowing students to learn at their own pace

Question 14.
What does ICT stand for in the context of higher education?
(i) International Communication Tools
(ii) Integrated Curriculum Technology
(iii) Information and Communication Technology
(iv) Inclusive Classroom Teaching
Answer:
(iii) Information and Communication Technology

Question 15.
How does ICT contribute to assessment in higher education?
(i) By complicating assessment methods
(ii) By limiting assessment options
(iii) By making assessment more manageable and effective
(iv) By excluding assessment practices
Answer:
(iii) By making assessment more manageable and effective

Question 16.
What is blended learning in the context of higher education?
(i) Single approach to learning
(ii) Exclusive use of technology
(iii) Combination of multiple learning approaches
(iv) Limited to face-to-face learning only
Answer:
(iii) Combination of multiple learning approaches

Question 17.
How does ICT enhance Collaboration in higher education?
(i) By discouraging teamwork
(ii) By limiting access to information
(iii) By promoting teamwork projects and collaborative learning
(iv) By excluding collaborative techniques
Answer:
(iii) By promoting teamwork projects and collaborative learning

Question 18.
What does ICT offer in terms of access to knowledge in higher education?
(i) Restricted access
(ii) Limited information
(iii) Immediate access to a vast amount of information
(iv) No impact on access to knowledge
Answer:
(iii) Immediate access to a vast amount of information

Question 19.
How does ICT contribute to the learner-centered approach in higher education?
(i) By limiting individual uniqueness
(ii) By ignoring learner preferences
(iii) By promoting a learner-centered approach
(iv) By excluding individual needs
Answer:
(iii) By promoting a learner-centered approach

Question 20.
What role does ICT play in self-learning techniques in higher education?
(i) It hinders self-learning
(ii) It limits self-study opportunities
(iii) It promotes self-learning
(iv) It discourages digital literacy skills
Answer:
(iii) It promotes self-learning

Question 21.
How does ICT enhance the efficiency of learning in teacher’s education?
(i) By impeding learning efficiency
(ii) By promoting traditional methods
(iii) By facilitating control on lessons and feedback
(iv) By excluding feedback mechanisms
Answer:
(iii) By facilitating control on lessons and feedback

Question 22.
What is the role of ICT in promoting interactive learning environments for teachers?
(i) It restricts interaction
(ii) It hampers motivation and interest
(iii) It promotes interactivity and individual uniqueness
(iv) It ignores learner preferences
Answer:
(iii) It promotes interactivity and individual uniqueness

Question 23.
How does ICT contribute to the professional development of teachers?
(i) By hindering professional development
(ii) By excluding training opportunities
(iii) By acting as a tool for training and support
(iv) By limiting access to technology
Answer:
(iii) By acting as a tool for training and support

Question 24.
What role does ICT play in pre- and in-service teachers’ training?
(i) It limits training opportunities
(ii) It excludes new tools for learning
(iii) It promotes efficient and productive training
(iv) It hinders teachers’ education programs
Answer:
(iii) It promotes efficient and productive training

Question 25.
How does ICT contribute to making teachers facilitators and guides in the classroom?
(i) By discouraging facilitation
(ii) By promoting traditional leadership
(iii) By providing facilities for digital literacy
(iv) By excluding technological tools
Answer:
(iii) By providing facilities for digital literacy

II. Fill in the blanks :

Question 1.
Access to a variety of learning resources in the era of technology enhances _____ skills and learning ability.
Answer:
teaching

Question 2.
Immediacy to information provided by IT has resulted in a fast pace of imparting knowledge, allowing education to be acquired anywhere at _____.
Answer:
any time

Question 3.
Collaborative learning is made easy by IT, allowing students to study and teach in groups or _____.
Answer:
clusters

Question 4.
The multimedia approach to education involves the use of devices such as still and motion pictures, Filmstrips, television, audiotapes, records, computers, and _____.
Answer:
video discs

Question 5.
Educational Technology (ET) is a more practical discipline rather than a purely _____ one.
Answer:
theoretical

Question 6.
ET brings together teachers, pupils, and technology in an effective way to improve the efficiency of _____!
Answer:
teaching and training

Question 7.
The basis of Educational Technology is rooted in _____ .
Answer:
science

Question 8.
ET is concerned with the improvement of the teaching-learning _____.
Answer:
process

Question 9.
Educational Technology is a continuous and dynamic _____.
Answer:
process

Question 10.
The objectives of Educational Technology include the identification of educational needs, the development of technology-based teaching models, and the analysis of the teaching-learning _____.
Answer:
process

Question 11.
ET provides a self-paced learning environment, allowing students to engage in _____ and error approaches.
Answer:
trial

Question 12.
ET incorporates different learning styles to modify lessons and activities based on individual _____.
Answer:
learning styles

Question 13.
Technology helps in overcoming barriers in traditional _____ methods.
Answer:
classroom

Question 14.
Educational Technology promotes an environment that facilitates the achievement of learning _____.
Answer:
objectives

Question 15.
ET provides unlimited access to information from any location at any _____.
Answer:
time

Question 16.
Educational Technology is more informative, creative, collaborative, Versatile, engaging, trustworthy, available, and _____ .
Answer:
reliable

Question 17.
ICT in higher education allows instant access to _____ from the internet.
Answer:
knowledge

Question 18.
Blended learning, a combination of face-to-face and self-learning, is useful for higher studies as it emphasizes _____ approaches.
Answer:
self-learning

Question 19.
ICT in teacher’s education enhances the efficiency of learning and promotes a(n) _____ environment.
Answer:
interactive

Question 20.
ICT in teacher’s education promotes teachers to act as facilitators, providing facilities such as digital libraries, smart boards, and _____.
Answer:
E-leaming

III. Correct the Sentences :

Question 1.
“Now in the year of computers and web networks the pace of imparting knowledge is very fast and one can be educated anywhere at any time.”
Answer:
“Now, in the era of computers and web networks, the pace of imparting knowledge is very fast, and one can be educated anywhere at any time.”

Question 2.
“This is an advent in Technology.”
Answer:
“This is an advancement in technology.”

Question 3.
“Therefore, the scope of life skill education programme is very wide and extends beyond the boundaries of the classroom or the school.”
Answer:
“Therefore, the scope of the life skills education program is very wide and extends beyond the boundaries of the classroom or the school.”

Question 4.
“Meaning And Scope Of Educational Technology (ET)”
Answer:
“Meaning And Scope Of Educational Technology (EdTech)”

Question 5.
“The result is a large number of learners are pursuing their studies through technology (online/ offline).”
Answer:
“The result is a large number of learners are pursuing their studies through technology (online/offline).”

Question 6.
“It became very much essential for all who are members in the field of education to get familiar with the use of technology in education.”
Answer:
“It became essential for all who are members in the field of education to get familiar with the use of technology in education.” .

Question 7.
“The growth of audio-visual education has reflected developments in both technology and learning theory.”
Answer:
“The growth of audio-visual education has reflected developments in both technology and learning theories.” ‘

Question 8.
“The Internet and its Web sites provide this facility.”
Answer:
“The Internet and its websites provide this facility.”

Question 9.
“The more emphasis on students practice was memorization, the oral teaching method was maintained traditionally in the Gurukul system.”
Answer:
“While the Gurukul system traditionally maintained oral teaching methods, there was more emphasis on students practicing memorization.”

Question 10.
“This concept get broadened with new innovations in CAI (Computer Assisted Instructions).” Answer: “This concept gets broadened with new innovations in CAI (Computer Assisted Instruction).”

IV. Answer the following questions in one word:

Question 1.
What is the primary benefit of IT in education?
Answer:
Access to a variety pf learning resources.

Question 2.
How has IT impacted the pace of imparting knowledge?
Answer:
It has provided immediacy to education.

Question 3.
In what ways does IT support collaborative learning?
Answer:
It makes studying and teaching in groups or clusters easy.

Question 4.
What does the term ET stand for in education?
Answer:
Educational Technology.

Question 5.
According to Shiv K. Mitra, how can Educational Technology be conceived?
Answer:
As a science of techniques and methods for realizing educational goals.

Question 6.
What is the basis of Educational Technology?
Answer:
Science.

Question 7.
How does ET impact the teaching-learning process?
Answer:
It aims to improve the efficiency of teaching and training.

Question 8.
What is one characteristic of Educational Technology?
Answer:
It is a modem discipline.

Question 9.
How does ET provide trial-and-error learning?
Answer:
It offers a self-paced learning environment with immediate feedback.

Question 10.
What does ICT stand for in the context of higher education?
Answer:
Information and Communication Technology.

Question 11.
What is a key role of ICT in teacher’s education?
Answer:
Enhancing the professional development of teachers.

Question 12.
How does ICT contribute to interactive learning environments?
Answer:
It promotes motivation and interest among learners. .

Question 13.
What does MOOC stand for in the realm of online platforms for higher education?
Answer:
Massive Open Online Courses.

Question 14.
What is the emphasis of learner-centered approaches in education?
Answer:
Allowing learners to have control over the learning process.

Question 15.
How does ICT impact the role of teachers in the classroom?
Answer:
It transforms teachers into facilitators and guides.

Role of IT in Education:
• Access to a variety of learning resources – In the era of technology, IT aids have plenty of resources to enhance teaching skills and learning ability. With the help of IT now it is easy to provide audio visual education. Learners are encouraged to regard computers as tools to be used in all aspects of their studies. In particular, they need to make use of the new multimedia technologies to communicate ideas, describe projects, and order information in their work.

• Immediacy to information – IT has provided immediacy to education. Now in the year of computers and web networks the pace of imparting knowledge is very fast and one can be educated anywhere at any time.

• Any time learning – Now in the year of computers and web networks the pace of imparting knowledge is very fast and one can be educated. One can study whenever he wants irrespective of geographical conditions.

• Collaborative learning – Now IT has made it easy to study as well as teach in groups or in clusters. The Internet and its Web sites provide this facility.

• Multimedia approach to education – Audio- Visual education, planning, preparation, and use of devices and materials for educational purposes. Among the devices used are still and motion pictures, filmstrips, television, transparencies, audiotapes, records, teaching machines, computers, and video discs. The growth of audio-visual education has reflected developments in both technology and learning theory. IT provides authentic and updated information.

Educational Technology:
Technology is becoming a boon for teachers as it is helping them to teach more effectively. Education has been benefited by technology in differentays, and at various levels. Technology has made an impact on education training. If we talk about the current situation, many institutes worldwide are offering courses through various technologies such as Internet, multimedia, live TV, computer (Audio/video conferencing) etc. The result is a large number of learners are pursuing their studies through technology (online/ offline).

• It became very much essential for all who are members in the field of education to get familiar with the use of technology in education. In the early period when writing was unknown, verbal communication was the part of learning. The more emphasis on students practice was memorization, the oral teaching method was maintained traditionally in the Gurukul system.

• Later writing developed & different means of communication materials were used like writing on leaves, tree – trunks, engraving on metals, engraving on rocks and gradually paper and ink got introduced which helped in development of printing materials, textbooks.
production of different materials like chalk-board, pictures, charts, diagrams, graphs and graphics. This concept get broadened with new innovations in CAI (Computer Assisted Instructions).

Meaning and Scope of Educational Technology (ET):
Technical equipment such as electronic media (OHP, Computer, Television, Radio etc.).Scientific and systematic analysis of the teaching learning process to improve its effectiveness.

Characteristics of Education Technology:

The basis of Educational Technology is science.
It is more practical discipline rather a less theoretical one.
It is a modern discipline.
It brings teachers, pupils & technology together in an effective way.
It is the science of techniques and methods.
It is concerned with improvement in the teaching learning process.
ET is a continuous and dynamic process.
New innovations are possible due to technological intervention.
Educational Technology is the practical aspect of science.
Synchronized with learning theories and the art of teaching.

Objectives Of Educational Technology:
The following are the objectives of Educational Technology.

To identify educational needs and aspirations of the learners.
To identity the aims of education with its structure.
To develop man-made resources and the process to utilize them.
To develop technology-based teaching models to improve the efficacy of education.
To help in extending educational opportunities to the masses.
To overcome the barriers in education through distance learning.
To administer managing strategies in the educational system such as planning, implementation, evaluation and feedback phases.
To analyze the teaching learning process.
Development of curriculum and courses.
Development of teaching – learning materials.

To impart training to teachers.
Role of ICT In Higher Education:
• Advancement in assessment : Assessment in the classical education system was limited to ” several examinations at the end of completing syllabus. But the adaptation of ICT in higher education makes assessment more manageable and effective. MCQ test, quiz, results, portfolios, work in progress, feedback etc. can be compiled in a desired format.

• Blended learning : Gives the combination of multiple approaches to learning. This method is useful for higher studies as it includes a mixture of face-to-face learning, self-learning. Higher education mostly emphasizes self-learning approaches.

• Incorporates collaborative Techniques : It promotes teamwork projects, collaborative learning. Students can discuss topics with their peers. They help each other learn in a safe environment.

• Instant access to knowledge : uses of the internet gives a chance for a holistic view of any subject content. Students as well as teachers are able to overcome the restriction of one¬sided textbook materials. A large amount of information is retrieved and explored as and when required.

• Learner centered approach : Allows learners to learn effectively and also explore the new things as per their interest.
Role of ICT In Teacher’s Education :

• ICT enhances the efficiency of learning : ICT facilitates the learners to have control on lesson, pace the sequence, content and feedback which improves the efficiency in learning.

• ICT promotes interactive learning environment : unlike books, it is interactive in nature and creates motivation and interest among the learners. It includes the individual unique need of a learner.

• ICT enhances the professional development of teachers : ICT has become an important and integral part of the curriculum of teacher’s education. ICT can be used as a tool for training and support of teachers, regardless of geographical area restrictions.

• ICT helps teachers in Pre- and In-service teachers training : ICT can make education more efficient and productive, it is a tool used to enhance and facilitate teachers’ professional activities. It is essential that pre- and in-service teachers have basic ICT skills and competencies. To obtain these things teachers’ education institutions need to plan education programs and make them well prepared to use new tools for learning.

CHSE Odisha Class 12 Education Solutions Chapter 15 Value Education and Human Rights Education

July 4, 2025July 4, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 15 Value Education and Human Rights Education Questions and Answers.

CHSE Odisha 12th Class Education Chapter 15 Question Answer Value Education and Human Rights Education

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What was the defining goal of education according to the National Commission of Secondary Education (1952-53)?
Answer:
The defining goal of education, according to the National Commission of Secondary Education, was character building.

Question 2.
What shift in focus occurred over the decades in the context of education for peace and value education?
Answer:
The shift in focus moved from religious and moral education to education for peace, reflecting changing societal sensibilities.

Question 3.
According to the National Policy on Education (1986 and 1992), why is value education urgently needed?
Answer:
The National Policy on Education emphasizes the urgent need for value education due to the growing erosion of essential values and increasing cynicism in society.

Question 4.
What role does education play in promoting universal and eternal values, according to the National Policy on Education?
Answer:
Education is seen as a forceful tool for the cultivation of desirable ethical, moral, spiritual, and social values, fostering universal and eternal values like compassion, courage, honesty, tolerance, and truthfulness.

Question 5.
What does the National Policy on Education express concern about in relation to value crisis’?
Answer:
The National Policy on Education expresses concern over the ‘value crisis and the role of education,’ highlighting the need for readjustments in the curriculum to cultivate social and moral values.

Question 6.
What basic right does Article 26 of the Universal Declaration of Human Rights confer?
Answer:
Article 26 confers the basic right to education to everyone, stating that education shall be free at least in the elementary and fundamental stages, and elementary education shall be compulsory.

Question 7.
According to Article 26, what should education be directed towards?
Answer:
Education should be directed towards the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms.

Question 8.
What does the article emphasize about the purpose of education according to Swami Vivekananda?
Answer:
The article emphasizes that education should serve a particular purpose, aligning with the philosophy advocated by Swami Vivekananda, focusing on values, morals, and the needs of both society and the individual.

Question 9.
What role does education play in promoting understanding, tolerance, and global friendship?
Answer:
Education fosters understanding and tolerance, encouraging individuals to embrace diversity and cultivate friendships across the world, promoting a global perspective and mutual respect.

Question 10.
How does education contribute to the participation of individuals in societal development?
Answer:
Education empowers individuals to actively participate in the development of society by providing the knowledge and skills needed for economic, political, social, legal, and cultural engagement.

II. Answer with in Five/Six sentence :

Question 1.
Why is value education considered crucial in the context of national policies, and how has its focus evolved over the decades?
Answer:
Value education is deemed essential due to its role in character building and addressing societal concerns. Over the years, the focus has shifted from religious and moral education to education for peace, reflecting changing sensibilities and a need for holistic development. The emphasis on character, morality, and the development of ideal citizens aligns with the evolving educational landscape, mirroring global trends towards addressing violence and fostering social harmony.

Question 2.
According to the National Policy on Education (1986 and 1992), why is there an urgent need for value education ?
Answer:
The NPE underscores the urgent need for value education in response to the growing erosion of essential values and increasing cynicism in society. It recognizes education as a powerful tool for cultivating ethical, moral, spiritual, and social values. The policy aims to eliminate obscurantism, religious fanaticism, violence, superstition, and fatalism through a curriculum that promotes universal and eternal values. TheNPE highlights education’s acculturating role in refining sensitivities and perceptions, acknowledging the imperative of addressing the contemporary value crisis.

Question 3.
What goals does Human Rights Education aim to achieve, according to the provided text?
Answer:
Human Rights Education seeks to achieve several goals, including the promotion of human rights and fundamental freedoms, the development of human personality and dignity, fostering understanding, tolerance, and global friendship, promoting compassionate behavior and social inclusion, encouraging participation in societal development, inculcating values and morals,, and contributing to global peace and security.Through education, individuals are empowered to be aware of their rights, embrace diversity, and actively engage in societal development, aligning with the objectives of human rights at both national and international levels.

Question 4.
How does education contribute to the promotion of human rights and fundamental freedoms?
Answer:
Education is a fundamental tool in promoting human rights and fundamental freedoms by imparting knowledge, fostering critical thinking, and instilling a sense of justice. It contributes to creating a society where individuals are aware of their rights and responsibilities. Education empowers individuals to advocate for human rights, fostering a culture of respect and protection for all members of society.By promoting awareness and understanding of human rights principles, education equips individuals with the skills needed to address violations, advocate for justice, and contribute to the establishment of a society that upholds the dignity and rights of every individual.

Question 5.
How does education contribute to the development of human personality and dignity?
Answer:
The full development of the human personality and the realization of its dignity are closely linked to education. Through education, individuals gain self-awareness, critical thinking skills, and a broader perspective, contributing to personal growth and a profound sense of dignity. Education plays a transformative role in shaping individuals, enabling them to navigate the complexities of life with confidence and integrity. By fostering a sense of self-worth and respect for others, education contributes significantly to the development of a dignified and well-rounded personality.

Question 6.
In what ways does education promote understanding, tolerance, and global friendship?
Answer:
Education fosters understanding and tolerance by providing a platform for cultural exchange and awareness. It encourages individuals to embrace diversity and cultivate friendships across the world. By imparting knowledge about different cultures, histories, and perspectives, education promotes a global outlook and mutual respect among people of various backgrounds.Through education, individuals learn to appreciate differences, break down stereotypes, and contribute to the creation of a more tolerant and interconnected global community.

Question 7.
How does education contribute to compassionate behavior and social inclusion?
Answer:
Education plays a crucial role in promoting compassionate behavior by encouraging empathy and social inclusion. It equips individuals with the understanding and awareness needed to advocate for the rights and well-being of vulnerable groups, including refugees, the elderly, and children.By instilling a sense of responsibility and ethical-coriuc Vedueatjon; shapes individuals who actively engage in efforts to created more inclusive and compassionate society.

Question 8.
How does education align with the objectives of global peace and security, according to the text?
Answer:
Education aligns with the objectives of global peace and security by contributing to conflict
resolution, dialogue, and diplomatic efforts. Informed and educated individuals are more likely to engage in peaceful initiatives, understanding the importance of maintaining global peace.Through education, individuals develop the skills and knowledge required to address conflicts, promote diplomacy and contribute to the overarching goal of creating a peaceful and secure global environment.

Group – B

Long Type Questions With Answers

Question 1.
Define values and elaborate on their classification.
Answer:
Values are fundamental beliefs or principles that guide our attitudes, behaviors, and decision-making. They serve as a compass, influencing our choices and actions, and they play a pivotal role in shaping our character and identity. Values are deeply ingrained and often derive from a combination of cultural, societal, familial, and personal influences.

Classification of Values :
Personal Values : Personal values are unique to individuals and are shaped by personal experiences, upbringing, and individual preferences. These values reflect an individual’s beliefs about what is important in life, such as honesty, integrity, personal growth, or freedom. Personal values provide a foundation for personal identity and the way individuals navigate their lives.

Cultural Values : Cultural values are shared by a particular group, community, or society. They encompass the beliefs, norms, and traditions that are collectively held and passed down through generations. Cultural values play a significant role in shaping societal norms, behaviors, and expectations. Examples include respect for elders, community harmony, or the importance of family.

Ethical Values : Ethical values relate to principles of right and wrong, governing moral conduct. These values guide individuals and societies in determining what is considered morally acceptable or unacceptable. Ethical values often underpin professional codes of conduct and ethical decision-making frameworks. Examples include honesty, fairness, and justice.

Religious Values : Religious values are derived from religious teachings, doctrines, and beliefs. They guide individuals in their spiritual and moral conduct based on the tenets of their faith. Different religions may emphasize distinct values, such as compassion, humility, or devotion, contributing to the moral framework of.their followers.

Social Values : Social values pertain to the expectations and norms within a social context. They shape interpersonal relationships, community dynamics, and societal structures. Examples include tolerance, inclusivity, and cooperation. Social values play a crucial role in fostering a sense of community and shared responsibility.

Professional Values : Professional values are specific to various professions and industries. They define the ethical standards and behaviors expected within a professional setting. Integrity, accountability, and competence are examples of professional values that guide individuals in their careers and interactions within the workplace.

Environmental Values : With an increasing focus on sustainability and environmental consciousness, these values center around the responsibility to protect and preserve the environment. Environmental values include ecological awareness, conservation, and sustainable practices that aim to mitigate human impact on the planet.

Political Values : Political values are associated with political ideologies and beliefs about governance and societal organization. Concepts such as democracy, freedom, and justice are political values that guide individuals in their political affiliations and engagement.

In conclusion, values are multifaceted and can be classified into various categories based on their origin, influence, and application. Understanding the diverse classifications of values provides insight into the complex interplay of beliefs that shape individuals, communities, and societies at large.

Question 2.
Examine the necessity and significance of value-oriented education. Explore strategies for implementing value-oriented education in school settings.
Answer:
Value-oriented education is imperative in nurturing well-rounded individuals who not only possess academic knowledge but also uphold ethical principles, moral integrity, and a sense of social responsibility. In a world characterized by diverse cultures, rapid technological advancements, and evolving societal norms, the need for value-oriented education becomes paramount. Such education plays a pivotal role in developing the character of students, fostering empathy, and instilling a strong moral compass. Beyond academic achievements, individuals equipped with values contribute positively to society, promoting harmony, ethical decision-making, and a collective commitment to social welfare.

Strategies for Implementing Value-Oriented Education in School Settings:
Incorporate Values Across the Curriculum: Integrate values seamlessly into various subjects, creating opportunities for students to understand and apply ethical principles in different contexts. For instance, literature classes can explore characters’ moral dilemmas, while science lessons may delve into environmental ethics.

Promote Experiential Learning : Emphasize experiential learning by organizing field trips, community service projects, or collaborative activities that provide students with practical experiences to apply values in real-life situations. These experiences enhance understanding and foster a sense of responsibility.

Establish a Values-Based School Culture : Cultivate a school culture that emphasizes and rewards positive values. Recognize and celebrate instances of kindness, honesty, and collaboration. This not only reinforces the importance of values but also creates a supportive environment for their cultivation.

Encourage Open Dialogue and Reflection : Create spaces for open dialogue where students can discuss ethical dilemmas, societal issues, and personal values. Engage in reflective activities, such as journaling or group discussions, to help students articulate their values and understand the perspectives of others.

Model Values through Educators : Educators serve as role models for students. It is crucial that teachers embody the values they aim to impart. Consistent demonstration of values through actions, decisions, and interactions establishes a powerful example for students to emulate.

Integrate Character Education Programs: Implement structured character Education programs that explicitly teach and reinforce values. These programs can include age-appropriate lessons, activities, and discussions designed to develop specific virtues and ethical behaviors.

Involve Parents and the Community: Collaborate with parents and the community to create a cohesive approach to values education. Workshops, seminars, and community events can v provide opportunities for sTiared discussions and strategies to reinforce values both at home atid in school.

Use Technology Responsibly: Leverage technology to rejn’force positive values. Incorporate educational apps, online resources, or virtual platforms that emphasize moral and ethical themes. Utilize multimedia presentations and discussions to explore the ethical implications . of digital citizenship.

In conclusion, the necessity of value-oriented education lies in its ability to shape individuals who not only excel academically but also contribute meaningfully to society. By employing comprehensive strategies that embed values across the curriculum, promote experiential learning, and involve all stakeholders, schools can foster an environment where values are not just taught but are lived and embraced as an integral part of personal and societal development.

Question 3.
Define and explore the dimensions of Human Rights Education.
Answer:
Human Rights Education (HRE) is a transformative and holistic approach thatmO 10 seeks to empower individuals with the knowledge, skills, and values necessary to promote and protect human rights. At its core, HRE aims to foster a culture of respect, dignity, and equality, emphasizing the inherent worth and rights of every individual. This educational paradigm encompasses various dimensions that collectively contribute to the development of informed, responsible, and socially conscious global citizens.

Foundational Principles : At the heart of Human Rights Education are foundational principles rooted in international human rights instruments. These principles include the universality, indivisibility, interdependence, and inalienability of human rights. HRE seeks to instill an understanding that human rights are applicable to all individuals, regardless of their background, and are interconnected, forming an integral framework for a just and equitable society.

Knowledge and Understanding: One crucial dimension of HRE involves equipping individuals with a comprehensive understanding of human rights concepts, historical developments, and the international legal framework. This knowledge empowers individuals to recognize rights violations, understand the historical context of human rights struggles, and appreciate the significance of legal mechanisms in safeguarding human dignity.

Critical Thinking and Analysis : HRE goes beyond rote memorization, encouraging critical thinking and analytical skills. It prompts individuals to question societal norms, challenge discriminatory practices, and analyze the root causes of human rights violations. By developing critical perspectives, individuals become proactive advocates for justice and social change.

Skills Development: Human Rights Education emphasizes skill development to enable individuals to translate knowledge into action. This includes communication skills for effective advocacy, conflict resolution skills to address human rights issues peacefully, and the ability to engage in constructive dialogue to promote understanding and tolerance.

Promotion of Values and Attitudes : Values form a fundamental dimension of HRE, focusing on cultivating attitudes such as empathy, respect for diversity, and a commitment to social justice. It aims to instill a deep sense of responsibility towards protecting the rights of others and fostering a culture of inclusivity and solidarity.

Participation and Civic Engagement : HRE encourages active participation in civic life and human rights advocacy. It empowers individuals to engage with local and global communities, fostering a sense of agency and responsibility for creating positive change. Civic engagement becomes a tangible expression of the principles and values learned through human rights education.

Integration into Formal and Informal Education : HRE is integrated into formal education systems, curricula, and educational policies. It is also promoted through nformal channels such’as community-based initiatives, non-governmental organizations, and media. This dual approach ensures a broad reach, reaching diverse audiences across different settings.

Lifelong Learning and Continuous Engagement: Human Rights Education is viewed as a lifelong process, extending beyond formal education. Continuous engagement in human rights issues through ongoing learning, activism, and participation in civil society activities ensures that individuals remain informed, committed, and responsive to evolving human rights challenges.

In conclusion, Human Rights Education is a multifaceted approach that encompasses knowledge, critical thinking, skills development, values promotion, and active civic engagement. By addressing these dimensions, HRE equips individuals with the tools and perspectives needed to contribute to the promotion and protection of human rights in their communities and beyond.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers :

Question 1.
What was the defining goal of education according to the National Commission of Secondary Education (1952-53)?
(i) Vocational efficiency
(ii) Material prosperity
(iii) Character building
(iv) Religious education
Answer:
(iii) Character building

Question 2.
What does value education contribute to the development of an individual?
(i) Financial success
(ii) Balanced personality
(iii) Vocational efficiency
(iv) All of the above
Answer:
(ii) Balanced personality

Question 3.
According to the National Policy on Education (1986 and 1992), what is the urgent need for value education due to?
(i) Technological advancements
(ii) Growing erosion of essential values
(iii) Economic challenges
(iv) Political instability
Answer:
(ii) Growing erosion of essential values

Question 4.
Which values does the National Policy on Education aim to inculcate through value education?
(i) Competition and individualism
(ii) Courage and honesty
(iii) Secularism and nationalism
(iv) All of the above
Answer:
(iv) All of the above

Question 5.
What is the role of education according to the National Policy on Education (1986 and 1992)?
(i) Economic development
(ii) Acculturating and refining sensitivities
(iii) Technological innovation
(iv) Cultural preservation
Answer:
(ii) Acculturating and refining sensitivities

Question 6.
What fundamental right does the article on Human Rights Education emphasize for everyone?
(i) Right to freedom of speech
(ii) Right to education
(iii) Right to property
(iv) Right to privacy
Answer:
(ii) Right to education

Question 7.
According to the article on Human Rights Education, what does education promote among nations, racial or religious groups?
(i) Conflict and rivalry
(ii) Understanding, tolerance, and friendship
(iii) Cultural isolation
(iv) Religious fanaticism
Answer:
(ii) Understanding, tolerance, and friendship

Question 8.
What does education contribute to in terms of human rights and fundamental freedoms?
(i) Suppression of rights
(ii) Promotion of rights and freedoms
(iii) Selective rights for certain groups
(iv) Violation of rights
Answer:
(ii) Promotion of rights and freedoms

Question 9.
How is the development of the human personality linked to education?
(i) It hinders personal growth
(ii) It is unrelated to personal dignity
(iii) It contributes to personal growth and dignity
(iv) It limits self-awareness
Answer:
(iii) It contributes to personal growth and dignity

Question 10.
What role does education play in promoting compassionate behavior?
(i) Encourages indifference
(ii) Discourages empathy
(iii) Promotes compassionate behavior
(iv) Advocates for violence
Answer:
(iii) Promotes compassionate behavior

Question 11.
How does education empower individuals in societal development?
(i) By promoting isolation
(ii) By discouraging participation
(iii) By providing knowledge and skills
(iv) By limiting cultural engagement
Answer:
(iii) By providing knowledge and skills

Question 12.
What is one goal of education in relation to societal development?
(i) Encouraging discrimination
(ii) Limiting political engagement
(iii) Economic progress
(iv) Cultural stagnation
Answer:
(iii) Economic progress

Question 13.
What values does education aim to instill according to the objectives of human rights?
(i) Deception and dishonesty
(ii) Responsibility and ethical conduct
(iii) Individualism and selfishness
(iv) Superiority and arrogance
Answer:
(ii) Responsibility and ethical conduct

Question 14.
How does education contribute to global peace and security?
(i) By promoting conflict
(ii) Through conflict resolution and dialogue
(iii) By encouraging violence
(iv) By fostering isolationism
Answer:
(ii) Through conflict resolution and dialogue

Question 15.
What is the overall impact .of an informed and educated population on global peace?
(i) Increased likelihood of conflict
(ii) Maintenance of peace and security
(iii) Escalation of violence
(iv) Cultural homogenization
Answer:
(ii) Maintenance of peace and security

II. Fill in the blanks :

Question 1.
The National Commission of Secondary Education (1952-53) emphasized _____ as the defining goal of education.
Answer:
Character building

Question 2.
The shift of focus over the decades has moved from religious and moral education to education for _____.
Answer:
Peace

Question 3.
Value education helps develop a healthy and balanced _____.
Answer:
Personality

Question 4.
It enables a child to earn his livelihood and acquire material _____.
Answer:
Prosperity

Question 5.
Value education promotes _____ efficiency.
Answer:
Vocational

Question 6.
The National Policy on Education highlights the urgent need for value education due to the growing erosion of essential _____.
Answer:
Values

Question 7.
Education should foster universal and eternal _____.
Answer:
Values

Question 8.
According to the National Policy on Education, education has an acculturating role that refines _____ and perceptions.
Answer:
Sensitivities

Question 9.
Human Rights Education aims to prompte understanding, tolerance, and friendship among all nations, racial, or _____ groups.
Answer:
Religious

Question 10.
Parents have a prior right to choose the kind of _____ that shall be given to their children.
Answer:
Education

Question 11.
Education contributes to creating a society where individuals are aware of their rights and _____.
Answer:
Responsibilities

Question 12.
The full development of the human personality and the realization of its dignity are linked to _____ .
Answer:
Education

Question 13.
Education fosters understanding and tolerance, encouraging individuals to embrace diversity and cultivate _____ across the world.
Answer:
Friendships

Question 14.
Education empowers individuals to actively participate in the development of society, contributing to the overall progress of _____.
Answer:
Communities

Question 15.
Education aligns with international law by contributing to the establishment of global _____ and security.
Answer:
Peace

III. Correct the Sentences:

Question 1.
The National Commission of Secondary Education (1952-53) emphasized vocational efficiency as the defining goal of education.
Answer:
The National Commission of Secondary Education (1952-53) was a significant landmark in emphasizing character building as the defining goal of education.

Question 2.
The National Policy on. Education (1986 and 1992) does not highlight the urgent need for value education in view of the growing erosion of essential values.
Answer:
The National Policy on Education (1986 and 1992) highlights the urgent need for value education in view of the growing erosion of essential values and increasing cynicism in society.

Question 3.
The National Policy on Education (1986 and 1992) does not observe the concern over ‘value crisis and the role of education.
Answer:
The National Policy on Education (1986 and 1992) observes the concern over ‘value crisis and the role of education.

Question 4.
According to the Universal Declaration of Human Rights, parents do not have a prior right to choose the kind of education that shall be given to their children.
Answer:
According to the Universal Declaration of Human Rights, parents have a prior right to choose the kind of education that shall be given to their children.

Question 5.
The article on Human Rights Education does not emphasize the importance of education as a tool to enrich people to enjoy their rights guaranteed both nationally and internationally.
Answer:
The article on Human Rights Education emphasizes the importance of education as a tool to enrich people to enjoy their rights guaranteed both nationally and internationally.

Question 6.
Education does not contribute to the establishment of global peace and security according to the goals mentioned.
Answer:
Education aligns with the United Nations’ objectives and international law by contributing to the establishment of global peace and security.

Question 7.
The National Policy on Education (1986 and 1992) does not mention the need for readjustments in the curriculum to make education a forceful tool for the cultivation of social and moral values.
Answer:
The National Policy on Education (1986 and 1992) mentions the need for readjustments in the curriculum to make education a forceful tool for the cultivation of social and moral values.

Question 8.
Education is not directed to the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms.
Answer:
Education is directed to the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms.

Question 9.
The National Policy on Education (1986 and 1992) does not express concern over ‘value crisis and the role of education.’
Answer:
The National Policy on Education (1986 and.1992) expresses concern over ‘value crisis and the role of education.’

Question 10.
The shift of focus, over the decades, from religious and moral education to education for peace, does not parallel the shifting sense and sensitivities in the larger context of education. Answer: The shift of focus, over the decades, from religious and moral education to education for peace, parallels the shifting sense and sensitivities in the larger context of education.

IV. Answer the following questions in one word :

Question 1.
What was the defining goal of education according to the National Commission of Secondary Education in 1952-53?
Answer:
Character building.

Question 2.
What is the primary objective of value education in the western context?
Answer:
Education for peace.

Question 3.
According to the National Policy on Education (1986), what values should education foster?
Answer:
Compassion, courage, honesty, tolerance, and truthfulness.

Question 4.
What is the urgent need highlighted by the NPE (1986) in relation to values in society?
Answer:
Growing erosion of essential values and increasing cynicism.

Question 5.
What role does education play in promoting human rights and fundamental freedoms?
Answer:
Fundamental tool.

Question 6.
According to the article, what is education directed towards?
Answer:
Full development of the human personality and strengthening respect for human rights.

Question 7.
Who has a prior right to choose the kind of education for children, according to the article?
Answer:
Parents.

Question 8.
What does education contribute to personal growth and a profound sense of?
Answer:
Dignity.

Question 9.
What does education encourage individuals to embrace and cultivate across the world?
Answer:
Diversity and friendships.

Question 10.
What crucial role does education play in societal development?
Answer:
Empowering individuals.

Question 11.
What does education contribute to the establishment of on a global scale?
Answer:
Peace and security.

Question 12.
According to the article, what values does education serve as a platform for inculcating?
Answer:
Values, morals, and ethical perspectives.

Value Education :
The concern for value education is reflected in our key policy documents from time to time. After independence, the National Commission of Secondary Education (1952- 53) was a significant landmark in emphasizing character building as the defining goal of education. The shift of focus, over the decades, from religious and moral education to education for peace, via value education, parallels the shifting sense and sensitivities in the larger context of education. The acceptance of education for peace as a necessary ingredient of holistic education in the western context was driven by deepening anxieties about the rise and spread of violence. A similar pattern is obtained in our context as well.

Importance of Value Education :

Value education helps develop a healthy and a balanced personality.
It enables a child to earn his livelihood and to acquire material prosperity.
It develops vocational efficiency.
It develops character and morality in children.
It makes children ideal citizens.
It helps in reconstruction of experiences.
It enables children to adjust to their environment.
It promotes social efficiency.

National Policy on Education (1986 and 1992) on the Need and Significance of Value Education:
The National Policy on Education (NPE; 1986) highlights the urgent need for value education in view of the growing erosion of essential values and increasing cynicism in society. With a well- designed system of curriculum, it is possible to make education a forceful tool for the cultivation of desirable ethical, moral, spiritual and social values. Education should foster universal and eternal values. Value education should help to eliminate obscurantism, religious fanaticism, violence, superstition and fatalism. Education which inculcates universal and eternal values like compassion, courage, honesty, and tolerance and truthfulness, will help in developing balanced individuals and in creating a humane society.

The National Policy on Education (1986 and as amended in 1992) observes, ‘Every country develops its system of education to express and promote its unique socio-cultural identity and also to meet the challenges of the times. There are moments in history when a new direction has to be given to an age-old process. That moment is today.’ NPE has further observed, ‘Education has an acculturating role. It refines sensitivities and perceptions.’ The NPE has further expressed its concern over ‘value crisis and the role of education’ as, ‘The growing concern over the erosion of essential values and an increasing cynicism in society has brought to focus the need for readjustments in the curriculum in order to make education a forceful tool for the cultivation of social and moral values.

Human rights education :
Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations racial or religious groups and shall further the activities of the United Nations for the maintenance of peace.

Parents have a prior right to choose the kind of education that shall be-given to their children. This article confers the basic right to education to everyone. According to this, education should serve the purpose for which it is to pursue. This conjoins the saying and the philosophy advocated by Swami Vivekanda educating ourselves with values, morals and with a particular purpose to serve the needs of the society and as well oneself. Knowledge is inherent in every body. It can be sharpened only when it is tapped in a proper perspective. This article emphasis the importance of education as a tool to enrich people to enjoy their rights guaranteed both nationally and internationally. Accordingly, it aims to achieve the following goals.

They are:
• Promotion of Human Rights and Fundamental Freedoms: Education is a fundamental tool in promoting human rights and fundamental freedoms for all. By imparting knowledge, fostering critical thinking, and instilling a sense of justice, education contributes to creating a society where individuals are aware of their rights and responsibilities.

• Development of Human Personality and Dignity: The full development of the human personality and the realization of its dignity are intricately linked to. education. Through education, individuals gain self-awareness, critical thinking skills, and a broader perspective, contributing to personal growth and a profound sense of dignity.

• Understanding, Tolerance, and Global Friendship: Education fosters understanding and tolerance, encouraging individuals to embrace diversity and cultivate friendships across the world. By providing a platform for cultural exchange and awareness, education promotes a global perspective and mutual respect among people of different backgrounds.

• Compassionate Behavior and Social Inclusion: Education plays a crucial role in promoting compassionate behavior, especially towards vulnerable groups. It encourages empathy and social inclusion, urging individuals to advocate for the rights and well-being of refugees, the elderly, children, and other socially disadvantaged sections.

• Participation in Societal Development: Education empowers individuals to actively participate in the development of society and states. It provides the knowledge and skills needed for economic, political, social, legal, and cultural engagement, contributing to the overall progress of communities.

• Inculcation of Values and Morals: Education serves as a platform for inculcating values, morals, and ethical perspectives. By instilling a sense of responsibility and ethical conduct, education shapes individuals who contribute positively to society, aligning with the objectives of human rights.

• Contribution to Global Peace and Security: Education aligns with the United Nations’ objectives and international law by contributing to the establishment of global peace and security. Informed and educated individuals are more likely to engage in conflict resolution, dialogue, and diplomatic efforts to maintain peace on a global scale.

CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms

July 5, 2025July 4, 2025 by Veerendra

Odisha State Board CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms Textbook Questions and Answers.

CHSE Odisha 12th Class Biology Chapter 1 Question Answer Reproduction in Organisms

Reproduction in Organisms Class 12 Questions and Answers CHSE Odisha

Very Short Answer Type Questions

Fill in the blanks with correct answer from the choices given in the bracket

Question 1.
Non-motile asexual reproductive units are called …………….. (zoospores, buds, gametes, conidia)
Answer:
conidia

Question 2.
In …………., a living organism divides equationally. (fragmentation, fission, budding, sporulation)
Answer:
fission

Question 3.
Yeast generally reproduces by …………….. .
(fission, budding, sporulation, gametangia)
Answer:
budding

Question 4.
Dahlia propagates by …………… (roots, stem, leaf, seed)
Answer:
roots

Question 5.
The process by which one plant part is inserted into another to grow a new individual plant is called ………….. .
(layering, cutting, grafting, micropropagation)
Answer:
grafting

Answer each of the following in one word or more words

Question 6.
What is called the motile asexual reproduction units?
Answer:
Zoospores

Question 7.
In which asexual method do yeasts generally divide?
Answer:
Budding

Question 8.
What can be called to sexual reproductive units?
Answer:
Gametes

Question 9.
What is the general asexual method of reproduction in Amoeba?
Answer:
Binary fission

Question 10.
In the process of grafting, what is called to detached part?
Answer:
Scion

Question 11.
In which process can large number of adventitious buds be formed?
Answer:
Micropropagation

Correct the statements without changing underlined words only

Question 12.
In mound layering, branches at lower portion of the stem are put in the soil at many places.
Answer:
In mound layering, the shoot is pruned and lower part is covered by soil, like a mound.

Question 13.
Dahlia reproduces vegetatively by stems.
Answer:
Dahlia reproduces vegetatively by roots.

Question 14.
Aspergillus reproduces asexually by zoospores.
Answer:
Aspergillus reproduces sexually by zoospores.

Question 15.
Internal buds in sponges are called gemma cups.
Answer:
Internal buds in sponges are called gemmules.

Question 16.
In binary fission, many cells can be produced from one cell.
Answer:
In binary fission, two cells can be produced from one cell.

Fill in the blanks

Question 17.
The process of perennation of species takes place by ………
Answer:
encystment

Question 18.
Zoospores are borne inside …………….
Answer:
sporangia

Question 19.
Under unfavourable conditions when a number of tiny Amoeba are produced by multiple fission, it is called …………..
Answer:
multiple fission

Question 20.
Internal buds in Hydra are called …………..
Answer:
endogenous buds.

Question 21.
In Bryophyllum, adventitious buds are borne on …………..
Answer:
leaves

Short Answer Type Questions

Write notes on the following with at least 2 valid points

Question 1.
Asexual reproduction
Answer:
When offsprings are produced by a single parent without the involvement of gametic fusion, the reproduction is called asexual.
The resultant offsprings are similar to one another and are exact copies of their parents. Such a group of morphologically and genetically similar individuals is called clone.

Question 2.
Micropropagation
Answer:
In this method, the propagation of plants is achieved by culturing the cells, tissues and organs in laboratory. It is called tissue culture. Initially, this forms an undifferentiated mass of cells called callus. Later on, this callus differentiates to produce many small plantlcts. The tcchniquc of micropropagation is similar ro initiating the rooting in plant cuttings.
In a way it can also be called as another method of vegetative propagation in plants. However, it differs from the conventional procedure because ir is carried out under sterile condition and requires an artificial nutrient medium.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 1.1

Question 3.
Cutting
Answer:
A small piece of any plant, i.e. stem, root or leaf used for vegetative propagation is called as cutting. In stem cutting, a piece of stem (20-30 cm long) is taken from parent plant. The cutting with nodes and internodes are planted in moist soil having adequate nutrients.

After a few days, roots from basal part and shoots from upper buds can be observed emerging from the planted part. The plants propagated by this method are China rose, Bougainvillea, sugarcane, etc.

Question 4.
Layering
Answer:
Layering
In this method, adventitious roots are artificially induced on the stem branches while they are still attached to the „ plant, e.g. jasmine, grapevine, litchi, orange, etc.
There are three types of layering

Serpentine layering The basal branches (i.e. lower portions of the stem) are pegged in the soil at several places to form new plants.
Mound layering In this process, the shoot is pruned and its lower part is covered by soil with the apical portion remaining outwards; in the form of a mound.
After some time, it develops a number of shoots. Among these, rooted ones are separated and planted, e.g. gooseberry and current.
Air layering (gootee) In this method, about 3.5 cm ring of bark is removed from the base of an aerial shoot. This area is then covered by a thick plaster of grafting clay. It consists of hay, cowdung, clay and water with small quantity of root promoting hormone (such as NAA or IBA).

Question 5.
Fission
Answer:
It is the division of the parent body into two or more daughter individuals identical to the parent.

Fission can occur by the following methods
(i) Binary fission It is the division of the parent cell into two small, nearly equal sized daughter individuals, each of which rapidly grows into an adult. It occurs in single-celled animals like bacteria and protozoans, e.g. Amoeba, Paramecium, etc.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 2

Simple binary fission When division occurs in any one plane, it is known as simple binary fission, e.g. Amoeba.
Longitudinal binary fission It takes place when division occurs along the longitudinal axis, e.g. Euglena, Vorticella.
Transverse binary fission When division occurs along the transverse axis, right angle to the longitudinal axis of the individual, e.g. Paramecium, diatoms, bacteria, Planaria.
Oblique binary fission When division occurs at an angle to the transverse axis, e.g. Ceratium, Gonyaulax.

Question 6.
Budding
Answer:
In this process, unequal and small projections called buds are produced from the parent cell. Initially, these buds remain attached to the parent cell and eventually get separated and mature into new organisms, e.g. yeast, Hydra, etc.

Depending on the place from where the bud arises, budding can be of two types
External budding (Hydra and yeast) During favourable conditions like presence of adequate nutrients, moisture, etc., a bud grows on the parent body.
In Hydra (multicellular organism), regenerative cells are used for reproduction during budding.
A bud develops on the median region of the body as an outgrowth. Later, due to the repeated cell divisions, these buds gradually enlarge and coelenteron of Hydra migrates ipto it.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 3

Question 7.
Fragmentation
Answer:
It is the breaking of parental body into distinct pieces, each of which regenerates into an offspring, e.g. Hydra, Planaria, sea stars, Spirogyra, etc.
In economically important horticultural or crop plants, human beings use this method of segregating plant parts for their own benefits.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 4

Differentiate between two words in the following pairs of words

Question 1.
Zoospores and Conidia
Answer:
Differences between zoospores and conidia are as follows

Zoospores	Conidia
They are motile asexual structures.	They are immotile asexual structures.
They are borne endogenously in sporangia.	They are borne exogenously.
They are liberated from sporangium only after it becomes mature, e.g. Ulothrix.	They can be easily disseminated by external agent like air and water, e.g. Penicillium.

Question 2.
Asexual reproduction and Sexual reproduction
Answer:
Differences between asexual reproduction and sexual reproduction are as follows

Asexual reproduction	Sexual reproduction
It occurs in lower organisms.	It occurs almost in all types of animals and mostly in higher plants.
It is always uniparental.	It is usually biparental.
Gametes are not formed.	Gametes are always formed.
Fertilisation does not take place.	Fertilisation takes place.
It involves only mitosis.	It involves both meiosis and mitosis.
Young ones are genetically identical to the parents.	Young ones differ genetically from the parents.
Multiplication occurs rapidly.	Multiplication is not so rapid as in asexual reproduction.
Since there is no variation, so It does not contribute in the evolution of the species.	Since there are variations, soft contributes in the evolution of the species.

Question 3.
Grafting and Layering
Answer:
Differences between grafting and layering are as follows

Grafting	Layering
It is a technique of connecting two parts usually a root system and a shoot system.	It is a type of root induction in which adventitious roots are induced to develop on a soft stem.
It is useful in obtaining more varieties from a single parent.	It only results in one type of offspring.
Highly desirable characters from parents can be obtained.	Same characteristics as of parents occur in offspring.
e.g. mango, lemon.	e.g. rose, jasmine.

Question 4.
Budding and Fission
Answer:
Differences between budding and fission are as follows

Budding	Fission (Binary)
The parent produces a small bud that gradually grows in size and then separates from the parent body.	The parent body divides into two equal and similar halves. Each half forms a new individual.
A protuberance (bud) is formed.	A protuberance is not formed.
Division is unequal.	Division is equal.
Parent body remains intact.	Parent body disappears.
e.g. yeast, Sycon, Hydra.	e.g. bacteria, Amoeba, Euglena, Paramecium, Ptanaria.

Question 5.
Internal budding and External budding
Answer:
Differences between internal budding and external budding are as follows

Internal budding	External budding
Buds are formed within the parent body.	Bud grows externally on parent body.
Buds or gemmules come out under favourable conditions and form a new colony.	Bud detaches from parent body and grows into a new individual.
e.g. Spongilla.	e.g. Hydra.

Question 6.
Fragmentation and Budding
Answer:
Differences between fragmentation and budding are as follows

Fragmentation	Budding
Parent body breaks into two or more pieces called fragments.	Parent body produces a small bud exogenously or . endogenously,
Parent identity is lost.	Parent remains intact.
e.g. flatworms, Marchantia.	e.g. yeast, Sycon.

Long Answer Type Questions

Question 1.
Give an account of vegetative repoduction in angiosperms.
Answer:
In plants, asexual reproduction is commonly known as vegetative propagation. It is the process of formation of a new plant from detached vegetative parts of the parent plant. These vegetative structures are called vegetative propagules. This process helps in multiplication of seedless plants, e.g. sugarcane, banana, etc. The process is asexual reproduction as it does not involve two parents. Vegetative ‘‘propagation in plants is of two types

Natural Vegetative Propagation
This type of vegetative propagation occurs in plants naturally. A fragment of the mother plant gets separated and forms an independent plant under suitable conditions.
This can take place by the following vegetative propagules
(i) By Roots
The buds present on the roots grow into leafy shoots called slips above the ground and adventitious roots at their bases. Each slip gives rise to a new plant, e.g. sweet potato, Dahlia, guava, yam, Tinospora, etc.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 5
(a) Root tuber of sweet potato, (b) Fasciculated root of Dahlia, (c) Nodulous roots of mango ginger

(ii) By Stems
In plants, vegetative propagation can also take place by stems. They modify themselves to give rise to new plants.
This can take place by the following vegetative propagules
This can take place by the following vegatative propagules
(a) Underground stems Underground modified stems possess buds which grow into new plants.
Some of its types are given below

Rhizomes These are modified stems with buds and sufficient stored food. A piece of rhizome containing bud can give rise to a new plant. This method is used in the propagation of plants like ginger, turmeric, banana, lotus, etc.
Bulbs They are highly reduced underground stems with a number of buds, e.g. onion, lilies, garlic, etc.
Tubers They are the modified underground stem branches having several buds, e.g. each eye of the potato is a bud, which grows into a new potato plant when planted with a portion of swollen tuber. The potato crop is raised by the tubers, not by seeds.

(b) Subaerial stems Vegetative propagation by the means of subaerial stems, can be categorised as given below

Runners They are modified stems, which produce adventitious roots at nodes. Each node gives rise to an aerial shoot which becomes a new plant, e.g. Oxalis, Centella, grasses, etc.
Stolons These are horizontal branches that arch above the ground. They also help in vegetative propagation, e.g. strawberry, Vallisneria.
Suckers They arise from the base of the erect shoot, grow horizontally in the soil and then come out to form new aerial shoots. These shoots become independent when suckers break away from the parent plant, e.g. mint, Chrysanthemum, etc.
Offsets They are one internode long runners, which develop tuft of leaves at the apex, e.g.
Pistia (water lettuce), Eichhornia (water hyacinth), etc.

(c) Aerial stems Aerial modified stems of cacti develop new plants when the stem segments fall on the ground. These act as the means of vegetative propagation, e.g. Opuntia, etc.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 6
Vegetative reproduction by stem modifications (a) Runner, (b) Stolons, (c) Sucker, (d) Offset

Question 2.
Describe the process of micropropagation and its advantages.
Answer:
Micropropagatlon
In this method, the propagation of plants is achieved by culturing she cells, tissues and orgun lis Labotatory. It is called ussuc culture, Initially, this forms an undifferentiated mass of cells called calluL Liter on, this callus d.ïffescntiatcs to produce many small plantlets. The technique of micropropaganon is similar to initiating the rooting in plant cuttings.

In a way it can also be called as another method of vegetative propagation in plants. However, it differs from the conventional procedure because it is carried out under sterile condition and requires an artificial nutrient medium.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 1.1
A set up for micropropagation requires an explant. The most commonly used explants are the meristematic ends of the plants, i.e. stem tip, root tip, axillary bud, etc. This is because meristematic cells have high rate of cell division. These explants, along with culture vessel, cell division media and instruments, etc., are sterilised. The explant is then inoculated into a semi-solid nutrient medium contained in a culture vessel. This is followed by incubation of culture vessel at room temperature. After some time, multiple shoots start developing from the axillary buds. This is called axillary bud proliferation.

Each growing point is subcultured to initiate shooting in callus. This process is called as adventitious shoot formation. Auxin is added in high ratio to stimulate shoot formation. Each shoot inturn develops roots.

A small plantlet is generated, which is later on transferred to an open field for hardening.
Micropropagation is generally practised for many ornamental, fruit and crop plants.
It is considered useful because

healthy propagules can be obtained from infected parent plants.
rapid rate of multiplication of plantlets.
plant material with desired trait and its maintenance in a small space can be easily achieved.

Also, considerable progress in commercial harvesting of medicinal plants such as Dioscorea deltoidea, D. floribunda, Atropa belladona, Solanum sp., Rauwolfia serpentina, etc., has been observed by utilising micropropagation techniques.

Examples of Micropropagation
This process is used in the production of crops such as tea, coffee, oil palm, date palm, coconut, fruit yielding plants like papaya, banana, Citrus and apples in large numbers.

Significant improvement have been achieved in developing protocols for micropropagation of tree species. Mass propagation in vitro of teak, Eucalyptus sp., sandal wood, different species of bamboo and many other trees has been successfully done.

Advantages of Micropropagation
1. Certain species of potato, Cassava, sugarcane and banana have been observed to be severely and chronically affected by pathogenic viruses. Due to this, their yields have reduced considerably. Their yields can be increased significantly by micropropagation which can be used to produced disease-free stocks from infected parent plants.

2. Potato is susceptible to many viral pathogens, some of which may be present without perceptible, symptoms. Eradication of viruses can be achieved by employing micropropagation techniques where healthy meristematic buds are .cultured.
More than 500 plants can be obtained in about 3-4 months starting from a single meristem. By varying the medium composition, light intensity and temperature, plantlets can be induced to . produce microtubers.
These disease-free microtubers can be grown under controlled conditions in soil to form minitubers. These minitubers can be planted directly in the field to raise a disease-free crop.

3. Apart from these applications of micropropagation, techniques for generating true-to type planting, material from elite genotypes, micropropagation holds special significance in situations where rapid accumulation of extremely limited stock material is required.
The desired genetic gains achieved through plant breeding can be multiplied several folds on an economic and rapid time scale.

Question 3.
Describe the process of asexual reproduction in lower animals.
Answer:
Asexual Reproduction:
When the offspring is produced by a single parent without the involvement of gamete formation, the reproduction is called as asexual reproduction.

Properties of Asexual Reproduction
The properties of asexual reproduction are as follows

Offsprings produced by asexual reproduction are identical to one another and exact copies of their parents. The term clone is used to describe such morphologically and genetically similar individuals.
Asexual reproduction occurs in plants, protozoans and some lower animals such as sponges, coelenterates, certain worms and tunicates.
It is absent among the higher non-vertebrates and all vertebrates.
Asexual reproduction is common among single-celled organisms and animals with relatively simple organisation.
In protists and monerans, the organism or the parent cell divides into two, to give rise to new individuals. Thus, in these organisms cell division is itself a mode of reproduction.
It involves only mitotic cell division. Meiosis does not occur in asexual reproduction.

Modes of Asexual Reproduction
It takes place by the following methods
Fission
It is the division of the parent body into two or more daughter individuals identical to the parent.
Fission can occur by the following methods
(i) Binary fission It is the division of the parent cell into two small, nearly equal sized daughter individuals, each of which rapidly grows into an adult. It occurs in single-celled animals like bacteria and protozoans, e.g. Amoeba, Paramecium, etc.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 2

Binary fission is of following types

Simple binary fission When division occurs in any one plane, it is known as simple binary fission, e.g. Amoeba.
Longitudinal binary fission It takes place when division occurs along the longitudinal axis,
e.g. Euglena, Vorticella.
Transverse binary fission When division occurs along the transverse axis, right angle to the longitudinal axis of the individual, e.g. Paramecium, diatoms, bacteria, Planaria.
Oblique binary fission When division occurs at an angle to the transverse axis, e.g. Ceratium, Gonyaulax.

(ii) Multiple fission It is the division of the parent body into many small daughter individuals simultaneously, e.g. Plasmodium, (the malarial parasite), Amoeba (during unfavourable conditions), Stanieria (an alga), etc.

At the onset of unfavourable conditions, like drying of water reservoir, extreme hot, drought, scarcity of food or condensation of water into ice, Amoeba withdraws its pseudopodia, becomes spherical and encloses itself within the 2-3 layered strong envelope. This process is known as encystment. During this phase, the metabolism of Amoeba is reduced to the minimum.

However, the nucleus divides repeatedly to form a large number of nuclei. Each nucleus remains surrounded by a small amount of cytoplasm. When the favourable environmental condition sets in the outer environment, the prolectin cyst disintegrates and premature daughter Amoeba called amoebae gets released.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 9
Multiple fission in Amoeba Spoliation

Sometimes the products of multiple fission become individually surrounded by resistant coats, i.e. cyst walls before their release from parent, the process is known as sporulation and the encysted products are known as spores.

It is not only the fastest method of reproduction but also helps to overcome unfavourable conditions. Sporulation is generally found in monerans, protistans, algae and lower fungi.
Different organisms produce different types of spores as given below
(i) Zoospores They are microscopic motile structures with one or two flagella. The flagella help the zoospores to swim in aquatic habitat for proper dispersal.
These are the most common reproductive structures seen in the members of kingdom-Fungi and simple plants such as algae, e.g. Chlamydomonas, Albugo, Ulothrix, Saprolegnia (lower fungi), etc.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 10

(ii) Conidia They are non-motile, exogenous spores, which develop through constriction on the tips of the conidiophore in fungi, e.g. PeniciUium, Aspergillus, etc.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 11
Conidia of PeniciUium

Budding
In this process, unequal and small projections called buds are produced from the parent cell. Initially, these buds remain attached to the parent cell and eventually get separated and mature into new organisms, e.g. yeast,
Hydra, etc.
Depending on the place from where the bud arises, budding can be of two types
(i) External budding (Hydra and yeast) During favourable conditions like presence of adequate nutrients, moisture, etc., a bud grows on the parent body.
In Hydra (multicellular organism), regenerative cells are used for reproduction during budding.

A bud develops on the median region of the b«dy as an outgrowth. Later, due to the repeated cell divisions, these buds gradually enlarge and coelenteron of Hydra migrates ipto it.

Tentacles start developing at the terminal region of the bud’s mouth. These buds develop into tiny individuals which on getting fully matured, detach themselves from the parent body and become new independent individuals.

The same process occurs in yeast. The cell wall of parent bulges out as an outgrowth at the peripheral region and is called bud. The parent nucleus divides along with the cytoplasm and the newly formed ‘ nucleus migrates into the new bud which gets detached from the parent yeast.
CHSE Odisha Class 12 Biology Solutions Chapter 1 Reproduction in Organisms 3
(ii) Internal budding (Gemmule formation) Under the adverse conditions, several sponges form internal buds. These internal buds are called gemmules.

In this process, archaeocytes a special type of totipotent cells aggregate together and a hard coat is formed around them. It remains open to outside via a small pore, i.e. micropyle.

During favourable environmental conditions, a mass of archaeocytes comes out via micropyle (a minute pore) that grows into a colony, e.g. Spongilla, etc.

Question 4.
Describe the process of asexual reproduction in lower plants.
Answer:

In plants, asexual reproduction is commonly known as vegetative propagation. It is the process of formation of a new plant from detached vegetative parts of the parent plant. These vegetative structures are called vegetative propagules. This process helps in multiplication of seedless plants, e.g. sugarcane, banana, etc. The process is asexual reproduction as it does not involve two parents. Vegetative ‘‘propagation in plants is of two types

Rhizomes These are modified stems with buds and sufficient stored food. A piece of rhizome containing bud can give rise to a new plant. This method is used in the propagation of plants like ginger, turmeric, banana, lotus, etc.
Bulbs They are highly reduced underground stems with a number of buds, e.g. onion, lilies, garlic, etc.
Tubers They are the modified underground stem branches having several buds, e.g. each eye of the potato is a bud, which grows into a new potato plant when planted with a portion of swollen tuber. The potato crop is raised by the tubers, not by seeds.

(b) Subaerial stems Vegetative propagation by the means of subaerial stems, can be categorised as given below

Runners They are modified stems, which produce adventitious roots at nodes. Each node gives rise to an aerial shoot which becomes a new plant, e.g. Oxalis, Centella, grasses, etc.
Stolons These are horizontal branches that arch above the ground. They also help in vegetative propagation, e.g. strawberry, Vallisneria.
Suckers They arise from the base of the erect shoot, grow horizontally in the soil and then come out to form new aerial shoots. These shoots become independent when suckers break away from the parent plant, e.g. mint, Chrysanthemum, etc.
Offsets They are one internode long runners, which develop tuft of leaves at the apex, e.g.
Pistia (water lettuce), Eichhornia (water hyacinth), etc.

CHSE Odisha Class 12 Education Solutions Chapter 14 Environmental Education

July 4, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 14 Environmental Education Questions and Answers.

CHSE Odisha 12th Class Education Chapter 14 Question Answer Environmental Education

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is the Belgrade Charter’s definition of Environmental Education?
Answer:
The Belgrade Charter (1976) defines Environmental Education as having knowledge, skills, attitudes, motivations, and commitment to address environmental problems collectively.

Question 2.
When did Environmental Education, gain momentum, and what event contributed to it in the mid-1960s?
Answer:
Environmental Education gained momentum in the mid-1960s, notably during the UNESCO Biosphere Conference in Paris, where the IUCN proposed global propagation of environmental education.

Question 3.
How does Agenda 21 relate to Environmental Education?
Answer:
Agenda 21, introduced in 1992, incorporated sustainable development discourse into Environmental Education, covering social, environmental, and economic pillars.

Question 4.
What are the primary objectives of Environmental Education?
Answer:
The objectives include developing awareness about the environment, understanding the inter-relationship between humans and the environment, and fostering positive attitudes towards environmental issues.

Question 5.
What is the scope of Environmental Education?
Answer:
The,scope of Environmental Education covers all fields of environmental science, addressing the effects of human actions on the environment and examining social and economic factors contributing to environmental degradation.

Question 6.
What are the components of Environmental Education?
Answer:
Components include economic, social, political, and ecological interdependence, emphasizing responsibility and solidarity among countries and regions for conservation.

Question 7.
What levels does Environmental Education encompass?
Answer:
Environmental Education involves formal education at primary, secondary, and tertiary levels, as well as non-formal education through activities like adult education, tribal involvement, children’s programs, and eco-development camps.

Question 8.
Why is knowledge about changes in the environment essential according to the text?
Answer:
Knowledge about environmental changes is crucial to solving environmental problems, as it allows the general populace to understand the implications and work towards prevention.

Question 9.
What is the significance of Environmental Education for rural economies?
Answer:
In rural economies, Environmental Education is essential to address uncontrolled resource exploitation, which can lead to disruptions in living standards, food and water scarcity, and natural disasters.

Question 10.
Why is Environmental Education considered vital for international cooperation?
Answer:
Environmental Education fosters international cooperation by creating awareness and understanding of global environmental issues, enabling collaboration on solutions for shared challenges.

II. Answer with in Five/Six sentence :

Question 1.
What is the Belgrade Charter, and how does it define Environmental Education?
Answer:
The Belgrade Charter, formulated in 1976, defines Environmental Education as a process that fosters awareness, concern, knowledge, skills, attitudes, motivations, and commitment in individuals to collectively address current environmental problems and prevent new ones. It emphasizes the importance of informed action and was a significant milestone in the promotion of global environmental education.

Question 2.
How did UNESCO Biosphere Conference contribute to the momentum of Environmental Education in the mid-1960s?
Answer:
The UNESCO Biosphere Conference held in Paris in the mid-1960s played a crucial role in advancing Environmental Education. During the conference, the International Union for Conservation of Nature (IUCN) proposed the global propagation of environmental education. This proposal marked a turning point, leading to increased momentum and recognition for environmental education worldwide.

Question 3.
How did the concept of. Sustainable Development become integrated into Environmental Education in 1992?
Answer:
The integration of sustainable development into Environmental Education occurred with the introduction of Agenda 21 in 1992. This expanded the discourse to encompass social, environmental, and economic pillars within Environmental Education. Since then, educators, researchers, and development practitioners widely aecepted.Environmental Education as Education for Sustainable Development (ESD).

Question 4.
Why is Environmental Education considered crucial in today’s world?
Answer:
Environmental Education is deemed crucial because it addresses pressing global issues such as climate change, deforestation, loss of biodiversity, and pollution. As societies face these challenges, there is a growing recognition of the need for informed and engaged citizens. Environmental Education provides individuals with the tools to understand these complexities, encourages environmental stewardship, and promotes sustainable practices.

Question 5.
What are the general objectives of Environmental Education?
Answer:
The general objectives of Environmental Education include developing awareness about the environment and its problems, realizing the inter-relationship between humans and the environment, fostering positive attitudes, developing skills to address environmental challenges, and instilling a sense of responsibility to solve environmental problems.

Question 6.
What is the scope of Environmental Education?
Answer:
The scope of Environmental Education covers all fields of environmental science. It includes understanding the effects of human activities on the environment, exploring the fundamental causes of environmental degradation, and examining social and economic factors contributing to environmental problems.

Question 7.
What are the components of Environmental Education?
Answer:
The components of Environmental Education include economic, social, political, and ecological interdependence. The aim is to develop a sense of responsibility and solidarity among countries and regions, fostering a new international order for the conservation and improvement of the environment.

Question 8.
What are the levels of Environmental Education?
Answer:
Environmental Education operates at various levels, including formal, non-formal, and informal education: Formal education is integrated into primary, secondary, and tertiary levels, while non-formal education involves activities outside the traditional education system, such as adult education, tribal initiatives, and eco-development camps.

Question 9.
Why is knowledge about changes in the environment essential for Environmental Education?
Answer:
Knowledge about changes in the environment is essential for Environmental Education because it equips individuals to understand alterations in land, water, weather, vegetation, and socio-cultural environments. This knowledge is vital for solving environmental problems, preventing food and water scarcity, addressing pollution, and averting natural disasters.

Question 10.
How does Environmental Education contribute to international cooperation and understanding?
Answer:
Environmental Education fosters international cooperation and understanding by raising awareness of global environmental issues. It enables public enlightenment on the impact of government policies, promotes awareness of environmental challenges, and contributes to overall social and economic emancipation, particularly for women and children. The goal is to create new behavioral patterns towards,the environment at individual, group, and societal levels.

Group – B

Long Type Questions With Answers

Question 1.
Define Environmental Education, Environmental Study, and Environmental Approach to Education, highlighting their distinctions and significance in promoting ecological awareness.
Answer:
Environmental Education : Environmental Education is a multifaceted and dynamic process designed to create awareness, understanding, and a sense of responsibility towards the environment. In the words of the Belgrade Charter (1976), it involves individuals being cognizant of and concerned about environmental issues, equipped with knowledge, skills, attitudes, motivations, and commitment to collectively address current problems and prevent new ones. This holistic approach extends beyond the mere transmission of information, aiming to instill a deep connection with nature, fostering sustainable practices, and encouraging informed decision-making.

Environmental Study : Environmental Study is a focused exploration and examination of environmental issues, encompassing a research-oriented approach to understanding the complexities of the natural world. This involves in-depth investigations into the causes, consequences, and potential solutions to environmental challenges. Unlike Environmental Education, which is a broader learning process, Environmental Study involves a more specialized and detailed analysis of specific environmental concerns. It often includes scientific research, data collection, and analysis to deepen our understanding of the intricate relationships within ecosystems.

Environmental Approach to Education : The Environmental Approach to Education involves integrating environmental perspectives into the broader educational framework. This approach recognizes that environmental themes, values, and practices should not be isolated within a specific subject but should permeate various disciplines and levels of education. It emphasizes incorporating ecological awareness and sustainability principles into the curriculum, teaching methodologies, and institutional practices. The goal is to create an educational environment that not only imparts knowledge about the environment but also models and promotes sustainable behaviors.

Distinctions :

Scope and Focus :
1. Environmental Education has a broad and holistic focus, aiming to develop a comprehensive understanding of environmental issues and foster a sense of responsibility.
2. Environmental Study is more specialized, delving deep into specific environmental topics,
  conducting research, and contributing to the scientific understanding of environmental challenges.
3. Environmental Approach to Education integrates environmental perspectives into the overall educational system, emphasizing a systemic and interdisciplinary approach.
Learning Methods:
1. Environmental Education employs a variety of methods, including experiential learning, outdoor activities, and participatory approaches to engage learners.
2. Environmental Study often involves scientific methodologies, research techniques, and data analysis to gain in-depth insights into specific environmental phenomena.
3. Environmental Approach to Education focuses on incorporating environmental perspectives into various subjects and educational practices, emphasizing real-world applications.

Significance in Promoting Ecological Awareness: Environmental Education, Environmental Study, and the Environmental Approach to Education collectively contribute to ecological awareness by fostering a deep understanding of environmental issues, encouraging critical thinking, and promoting sustainable practices. While Environmental Education cultivates a sense of responsibility and connection with nature, Environmental Study contributes valuable insights through scientific research. The Environmental Approach to Education ensures that ecological perspectives are not isolated but integrated across the educational landscape, influencing “attitudes and behaviors at both individual and institutional levels.

Question 2.
Define the utilization of the environment in teaching and learning, and elaborate on how the environment contributes to the enhancement of educational processes.
Answer:
The utilization of the environment in teaching and learning refers to a pedagogical approach that incorporates the immediate surroundings, encompassing physical, social, cultural, and natural elements, into the educational experience. It recognizes the potential of the environmeni as a dynamic and interactive learning space, offering a context-rich backdrop that enhances
the educational process. This approach moves beyond traditional classroom boundaries, emphasizing experiential learning, and fostering a deeper connection between academic content and the real world.

• One key aspect of utilizing the environment in education is creating opportunities for experiential learning. By immersing students in their surroundings, educators enable them to engage with the subject matter in a tangible and practical manner. For instance, studying biology in a local park allows students to observe ecosystems, identify plant species, and understand the interdependence of living organisms. This hands-on experience enhances comprehension, retention, and the application of knowledge.

• The environment acts as a catalyst for interdisciplinary learning, breaking down the compartmentalization of subjects. Integrating various aspects of the environment into lessons encourages students to explore connections between different disciplines. For example, studying historical landmarks in a city combines history, architecture, and cultural studies, fostering a holistic understanding of the subject matter.

• Furthermore, the environment serves as a source of inspiration for creative and critical thinking. Nature, urban landscapes, and cultural sites provide stimuli that spark curiosity and imagination. Educators can design learning experiences that encourage students to question, explore, and solve problems in the context of their surroundings. This not only stimulates intellectual growth but also nurtures essential skills such as problem-solving and adaptability.

• The environmental context also plays a crucial role in promoting cultural awareness and diversity. By incorporating local traditions, customs, and histories into the educational process, students gain a broader perspective on the world. This cultural integration fosters tolerance, empathy, and a sense of global citizenship.

• Moreover, utilizing the environment in teaching and learning aligns with the principles of environmental education. It instills a sense of environmental stewardship by fostering an appreciation for the natural world and an understanding of the impact human activities have on ecosystems. This approach encourages responsible behavior, sustainability practices, and a commitment to preserving the environment for future generations.

• In conclusion, the utilization of the environment in teaching and learning transforms education into a dynamic, interconnected experience. By leveraging the immediate surroundings, educators enhance the educational process through experiential learning, interdisciplinary connections, and the promotion of creativity and cultural awareness. This holistic approach not only enriches academic content but also nurtures well-rounded individuals with a profound understanding of their environment and a heightened sense of responsibility towards the world in which they live.

Question 3.
Explore various environmental resources and elucidate their utilization in the teaching and learning process.
Answer:
Various environmental resources serve as valuable tools to enrich the teaching and learning process, providing educators with diverse opportunities to engage students and foster a holistic understanding of the world. These resources extend beyond traditional textbooks and classrooms, encompassing natural, cultural, technological, and sustainable elements.

Natural Environments: Utilizing natural settings, such as parks, forests, or botanical gardens, facilitates experiential learning. Students can engage in hands-on activities, scientific experiments, and ecological observations, connecting theoretical knowledge with real-world applications. Studying local flora and fauna in their natural habitats encourages biology lessons. It instills an appreciation for biodiversity and ecological interdependence.

Cultural and Historical Resources : Cultural institutions provide immersive learning experiences. Students can explore historical artifacts, artworks, and exhibitions, gaining insights into diverse cultures and historical periods.Engaging with local communities fosters social studies and cultural understanding. Students learn about societal dynamics, traditions, and community^ based initiatives.

Technological Tools : Educational websites, virtual tours, and interactive simulations offer digital learning opportunities. These resources provide access to a wealth of information, fostering self-directed research skills and expanding the scope of leaming Integrating multimedia, educational apps, and videos into lessons caters to diverse learning styles. Interactive technologies enhance visual and auditory aspects, making complex concepts more accessible.

Sustainable Practices : Incorporating sustainable practices within educational institutions promotes environmental awareness. Students can actively participate in eco-friendly projects, such as recycling programs or sustainable gardening, fostering a sense of responsibility towards the environment. Exploring renewable energy sources and applications addresses contemporary environmental issues. It empowers students to understand and contribute to sustainable solutions.

Collaborative Spaces : Establishing and maintaining communal gardens provides hands- on experience in agriculture and biology. It teaches teamwork, responsibility, and an appreciation for locally sourced produce.Collaborating with local experts and environmental organizations for workshops enriches learning. Students gain practical insights into real-world environmental challenges and potential solutions.

Global Perspectives : Video conferencing and collaborative online platforms connect students globally. This facilitates cross-cultural exchange, broadening perspectives on environmental issues and fostering global awareness.Participation in international exchange programs or engagement with global environmental initiatives allows students to understand the interconnected nature of global challenges.

In conclusion, the utilization of diverse environmental resources in teaching and learning enhances educational experiences. Whether through outdoor exploration, cultural engagement, technological integration, sustainable practices, collaborative initiatives, or global perspectives, these resources contribute to a well-rounded and enriched educational journey. Educators leveraging these resources empower students to connect theoretical knowledge with real-world applications, fostering a deeper and more meaningful understanding of the subjects they study.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers:

Question 1.
What is the definition of Environmental Education according to the Belgrade Charter (1976)?
(i) Focused on economic development
(ii) Centered on political awareness
(iii) Concerned about the environment and its problems
(iv) Promoting technological advancements
Answer:
(iii) Concerned about the environment and its problems

Question 2.
When did the momentum for Environmental Education pick up during a conference in Paris?
(i) 1960s
(ii) 1970s
(iii) 1986s
(iv) 1990s
Answer:
(i) 1960s

Question 3.
What does the UNESCO Biosphere Conference propose in terms of Environmental Education worldwide?
(i) Limited scope in education
(ii) Focused on economic development
(iii) To propagate environmental education globally
(iv) Emphasis on political awareness
Answer:
(iii) To propagate environmental education globally

Question 4.
According to the Tbliisi Declaration (1978), what does Environmental Education aim to do?
(i) Imparting knowledge on irrelevant topics
(ii) Developing skills for economic growth
(iii) Fostering attitudes and motivations for environmental action
(iv) Promoting political ideologies
Answer:
(iii) Fostering attitudes and motivations for environmental action

Question 5.
When was sustainable development discourse introduced into Environmental Education with Agenda 21?
(i) 1980s
(ii) 1990s
(iii) 2000s
(iv) 1970s
Answer:
(ii) 1990s

Question 6.
What are the components of Environmental Education as per the Belgrade Charter?
(i) Economic, social, and political
(ii) Social, environmental, and economic
(iii) Political, economic, and cultural
(iv) Technological, economic, and social
Answer:
(ii) Social, environmental, and economic

Question 7.
What are the general objectives of Environmental Education?
(i) Developing a sense of awareness only
(ii) Creating negative attitudes about the environment
(iii) Fostering community engagement
(iv) Developing curiosity among students
Answer:
(iii) Fostering community engagement

Question 8.
What does Non-formal Environmental Education include?
(i) Only adult education
(ii) Exclusively children’s activities
(iii) Various levels such as curricular and extracurricular
(iv) Only eco-development camps
Answer:
(iii) Various levels such as curricular and extracurricular

Question 9.
What is the primary aim of Environmental Education at the grassroots level?
(i) Political advocacy
(ii) Fostering personal, community, and national sanitation
(iii) Promoting technological advancements
(iv) Developing aesthetic appreciation only
Answer:
(ii) Fostering personal, community, and national sanitation

Question 10.
Which term is NOT associated with the scope of Environmental Education?
(i) Economic factors
(ii) Political factors
(iii) Technological factors
(iv) Biological factors
Answer:
(iv) Biological factors

Question 11.
What is the primary focus of Environmental Education regarding global environmental issues?
(i) Ignoring global interconnectedness
(ii) Developing a sense of responsibility and solidarity
(iii) Promoting economic growth
(iv) Isolating countries from international cooperation
Answer:
(ii) Developing a sense of responsibility and solidarity

Question 12.
Which level of education involves primary, secondary, and tertiary institutions in the formal sector?
(i) Informal Environmental Education
(ii) Formal Environmental Education
(iii) Non-formal Environmental Education
(iv) Global Environmental Education
Answer:
(ii) Formal Environmental Education

Question 13.
What is the primary aim of Environmental Education at the grassroots level?
(i) Fostering global perspectives
(ii) Exclusively adult education
(iii) Developing aesthetic appreciation
(iv) Making individuals and communities understand the complex nature of the environment
Answer:
(iv) Making individuals and communities understand the complex nature of the environment

Question 14.
What is the primary focus of the Components of Environmental Education?
(i) Political advocacy
(ii) Economic development
(iii) Development of a new international order
(iv) Technological advancements
Answer:
(iii) Development of a new international order

Question 15.
What is the primary objective of Environmental Education regarding knowledge about the environment?
(i) Ignoring environmental changes
(ii) Developing awareness only
(iii) Creating positive attitudes
(iv) Providing systematic knowledge and awareness
Answer:
(iv) Providing systematic knowledge and awareness

Question 16.
What is NOT a part of the general objectives of Environmental Education?
(i) Creating positive attitudes –
(ii) Fostering curiosity among students
(iii) Promoting political ideologies’
(iv) Developing skills for educational evaluations
Answer:
(iii) Promoting political ideologies

Question 17.
What is the significance of Environmental Education for the survival on Earth?
(i) Limited relevance
(ii) Irrelevant to survival
(iii) Virtually a new concept
(iv) Essential for survival
Answer:
(iv) Essential for survival

Question 18.
What is the primary role of Environmental Education regarding the lack of it?
(i) Limited impact
(ii) Political advocacy
(iii) Virtually a new concept
(iv) Very essential for our survival
Answer:
(iv) Very essential for our survival

Question 19.
What does Environmental Education aim to foster in urban and rural areas?
(i) A sense of political ideology
(ii) A sense of responsibility and solidarity
(iii) Ignoring economic factors
(iv) Isolating urban areas from rural areas
Answer:
(ii). A sense of responsibility and solidarity

Question 20.
Which component is NOT included in the levels of Environmental Education?
(i) Formal Environmental Education
(ii) Non-formal Environmental Education
(iii) Economic Environmental Education
(iv) Informal Environmental Education
Answer:
(iii) Economic Environmental Education .

II. Fill in the blanks :

Question 1.
Environmental education, as defined by the Belgrade Charter (1976), aims to develop individuals who have the _______ and commitment to work towards solutions for current environmental problems.
Answer:
knowledge, skills, attitudes, motivations

Question 2.
The momentum for Environmental Education began during the UNESCO Biosphere Conference in Paris in the _______ .
Answer:
mid-1960s

Question 3.
According to the Tbliisi Declaration (1978), Environmental Education is a learning process that increases people’s knowledge, awareness, and develops the necessary skills to address challenges and foster _______ .
Answer:
attitudes, motivations, and commitments

Question 4.
With Agenda 21 in 1992, Environmental Education evolved into Education for Sustainable Development (ESD), encompassing social, environmental, and economic _______.
Answer:
pillars

Question 5.
Environmental education is crucial for addressing issues such as’ climate change, deforestation, loss of biodiversity, and pollution by providing individuals with tools to understand complexities and promoting _______ practices.
Answer:
sustainable

Question 6.
The primary aim of environmental education is to impart knowledge about the principles required for the conservation and utilization of _______ for the existence of mankind.
Answer:
natural resources

Question 7.
One of the general objectives of environmental education is to create positive attitudes about the environment and help students realize the inter-relationship between _______.
Answer:
man and environment

Question 8.
The scope of environmental education covers all fields of environmental science, including examining social and economic factors that aggravate environmental _______.
Answer:
degradation

Question 9.
The components of environmental education aim to show the economic, social, political, and ecological interdependence of the modern world, fostering a sense of responsibility and solidarity for _______ .
Answer:
international repercussions

Question 10.
Reorienting education towards sustainability involves formal, non-formal, and informal education at various _______ .
Answer:
levels

Question 11.
Non-formal environmental education exists alongside formal education, including activities in occupational training, public awareness, and activities through non-formal channels such as _______.
Answer:
mass media

Question 12.
Knowledge about changes in the environment is essential for understanding the impact of government policies, which is an important aspect of environmental _______.
Answer:
education

Question 13.
Environmental education is necessary for fostering international cooperation, understanding, and creating awareness about global environmental _______ .
Answer:
issues

Question 14.
Environmental education is essential for preventing the uncontrolled and improper exploitation of resources, which can lead to disruption in living standards, _______ and human suffering.
Answer:
starvation

Question 15.
The lack of environmental education tan have implications on global issues and is crucial for the overall social and economic emancipation of _______
Answer:
women and children

III. Correct the Sentences :

Question 1.
Environment Education picked up momentum in the mid-1960s during, UNE SCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide.
Answer:
Environmental education picked up momentum in the mid-1960s during the UNESCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide.

Question 2.
By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills that prepare people to take informed action on behalf of the environment (UNESCO, 1978).
Answer:
By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills, preparing people to take informed action on behalf of the environment (UNESCO, 1978).

Question 3.
In 1992, with Agenda 21, sustainable development discourse was brought into EE, encompassing- social, environmental, and economic pillars.
Answer:
In 1992, with Agenda 21, sustainable development discourse was brought into environmental education (EE), encompassing social, environmental, and economic pillars.

Question 4.
Since then, EE was widely accepted as ESD by educators, researchers, and development practitioners.
Answer:
Since then, EE has been widely accepted as ESD (Education for Sustainable Development) by educators, researchers, and development practitioners.

Question 5.
Environmental education is crucial in addressing the pressing environmental issues facing the world today.
Answer:
Environmental education is crucial for addressing the pressing environmental issues facing the world today.

Question 6.
The systematic knowledge about the care should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education.
Answer:
The systematic knowledge about the care that should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education.

Question 7.
Environmental Education should not only focus on the effects of environmental degradation but very importantly the understanding of the fundamental causes.
Answer:
Environmental education should not only focus on the effects of environmental degradation but also on understanding the fundamental causes.

Question 8.
Components of environmental education foundation for a new international order which will guarantee the conservation and improvement of the environment.
Answer:
Components of environmental education form the foundation for a new international order that will guarantee the conservation and improvement of the environment.

Question 9.
Different communities, institutions and individuals choose methods and practices that best suit their local needs and capacities.
Answer:
Different communities, institutions, and individuals choose methods and practices that best suit their local needs and capacities in non-formal environmental educational activities.

IV. Answer the following questions in one word:

Question 1.
What is the Belgrade Charter’s definition of Environmental Education?
Answer:
Awareness, skills, attitudes, motivations, and commitment for environmental problem-solving.

Question 2.
When did Environmental Education gain momentum in the mid-1960s?
Answer:
UNESCO Biosphere Conference in Paris.

Question 3.
What does EE stand for?
Answer:
Environmental Education.

Question 4.
According to the Tbliisi Declaration (1978), what does Environmental Education develop?
Answer:
Knowledge, awareness, skills, motivation, and commitment.

Question 5.
When was sustainable development introduced into Environmental Education?
Answer:
1992, with Agenda 21.

Question 6.
Why is Environmental Education important today?
Answer:
Addresses environmental challenges, promotes stewardship, and encourages sustainable practices.

Question 7.
What are the broad objectives of Environmental Education?
Answer:
Awareness, inter-relationship understanding, positive attitude, and problem-solving skills.

Question 8.
What does the scope of Environmental Education cover?
Answer:
All fields of environmental science and the causes of environmental degradation.

Question 9.
Name one component of formal environmental education.
Answer:
Primary education.

Question 10.
Why is knowledge about environmental changes essential?
Answer:
Essential for solving environmental problems and preventing their consequences.

Objective of Environmental Education:
The objectives of environmental education are broad in sense of nature. The systematic knowledge about the care should be taken in the explanation and utilization of natural resources for the development and progress of mankind is given through environmental education. The primary aim of environmental education is to impart knowledge about the principles required for the conservation and utilization of natural resources for the existence of mankind. Environmental education gives required knowledge and experience realizing the value of such important views. The role of environmental education is important in the realization of the necessity of maintaining a friendly and well balanced relationship between man and nature.

The general objectives of environmental education include the following :

To develop the sense of awareness among the students about environment and its various problems.
To help the students in realizing the inter-relationship between man and environment:
To inform the students about the social norms that provides unity with environmental characteristics.
To create positive attitude about environment among the student.
To develop proper skill required for the fulfillment of the aims of environmental education and educational evaluations.
To help the students in realizing the importance of taking proper steps to solve environmental problems.
To develop required curiosity among the students for the realization of environmental problems so that they would be inspired to work for the solution of such problems.
To create appropriate situations for the students to participate in the process of decision making about environment.
To develop the capability of using skills to fulfill the required aims, to realise and solve environmental problems through social, political, cultural and educational processes.
To enlighten the people on the physical components of the environment.
To inform them about their dependence on the environmental resources.
To enlighten them about the changes in the environment in the last decade and the consequences of their present actions.
To alert them about the consequences of human actions on the environment both on man himself and other forms of life.
To create concern for environmental quality and conservation and to foster understanding
of man’s relationship and interactions with the ecosphere.
To develop personal, community and national sanitation and conservation ethics.
To awaken appreciation of the aesthetic quality of nature in order to encourage its uses for

Scope of Environmental Education : The scope of environmental education and awareness or environmental extension services covers all fields of environmental science. This include the effects of man on environment – how he has exploited and devastated it, polluted it, but more importantly how man can save itself from the problems which he has caused through the abuse, misuse and over-use of the resources provided by the nature. Environmental Education should not only focus on the effects of environmental degradation but very importantly the understanding of the fundamental causes. These should also include the examination of social and economic factors that aggravate environmental degradation.

Components of Environmental Education:
The aim of environmental education is clearly to show the economic, social, political and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the environmental education are: Components of environmental education foundation for a new international order which will guarantee the conservation and improvement of the environment. The main aim of environmental education at the grass root level is to succeed in making individuals and communities understand the complex nature of the natural and the built environments. Further, to acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving social problems, and in the management of the quality of the environment. Therefore, necessary components for.

Levels of environmental education: Reorienting education as a whole towards sustainability involves the various levels of formal, non-formal and informal education at all levels of society.

Formal Environmental Education: Environmental education is increasingly a prominent part of primary, secondary and tertiary education in the world. The formal education sector plays a vital role in environmental education and awareness by exposing the younger generation to the information, issues, analyses and interpretations on environment and development. There has also been a major shift from schools to adult and community environmental, education.

Non-formal Education : Non-formal environmental educational activities exist alongside the formal educational systems, at curricular and extracurricular levels, in occupational training, and through wide public awareness activities through non-formal channels such as mass media, and voluntary organizations. Different communities, institutions and individuals choose methods and practices that best suit their local needs and capacities. Following are the main constituents of this education.

Adult Education : Adults may influence the society to protect the precious environs by generating posters, slides, audio-visual and information pictures.
Tribals and Forest Dwellers : They are an important media to protect the forest wealth.
Children Activities : The National Museum of Natural Flistory (NMNH) conducts spot
painting, modeling and poster design about environment for children.
Eco-development Camps : Currently a set of a guide lines has been prepared by Department of Environment to create awareness in youth and to acquaint them with the practice of sustainable development.

CHSE Odisha Class 12 Biology Book Solutions (+2 2nd Year)

July 4, 2025 by Veerendra

CHSE Odisha 12th Class Biology Book Solutions (+ 2 2nd Year)

Chapter 1 Reproduction in Organisms
Chapter 2 Sexual Reproduction in Flowering Plants
Chapter 3 Human Reproduction
Chapter 4 Reproductive Health
Chapter 5 Heredity and Variation
Chapter 6 Sex Determination
Chapter 7 Molecular Basis of Inheritance
Chapter 8 Evolution
Chapter 9 Health and Diseases
Chapter 10 Improvement in Food Production
Chapter 11 Microbes in Human Welfare
Chapter 12 Principles and Processes of Biotechnology
Chapter 13 Applications of Biotechnology
Chapter 14 Organisms and Environment
Chapter 15 Ecosystem
Chapter 16 Biodiversity and its Conservation
Chapter 17 Environmental Issues

CHSE Odisha Class 12 Textbook Solutions

CHSE Odisha Class 12 Education Solutions Chapter 13 Education for National Integration and International Understanding

July 4, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 13 Education for National Integration and International Understanding Questions and Answers.

CHSE Odisha 12th Class Education Chapter 13 Question Answer Education for National Integration and International Understanding

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence :

Question 1.
What is the primary focus of school programs for promoting national integration ? Answer: The primary focus of school programs for national integration is to create awareness of sub-cultural diversities, encourage objective discussions on common problems, and provide opportunities for students to work towards common goals and interests.

Question 2.
How can the curriculum contribute to national integration?
Answer:
The curriculum can contribute to national integration by incorporating an orientation towards it in existing subjects, making it an integral part of both curricular and co-curricular activities, fostering attitudinal and behavioral changes.

Question 3.
Why is the development and usage of an all India language emphasized for national integration?
Answer:
An all India language, such as Hindi, is seen as essential for promoting national and emotional integration, ensuring successful communication and understanding among citizens across different states.

Question 4.
What role do co-curricular activities play in national integration?
Answer:
Co-curricular activities, such as celebrating National Days, cultural festivals, and inter-state competitions, contribute directly and indirectly to the development of a sense of ‘we’ feeling and national unity among students.

Question 5.
How does the National System of Education promote national integration?
Answer:
The National System of Education aims to provide equal educational opportunities to all students, fostering a sense of equality, uniformity, and understanding of cultural diversities through a common curriculum and admission patterns.

Question 6.
According to the National Policy on Education, what special emphasis is given for creating national integration?
Answer:
The National Policy on Education emphasizes the removal of disparities, equalizing educational opportunities, and addressing specific needs of groups like women, Scheduled Castes, Scheduled Tribes, religious and linguistic minorities, and special children.

Question 7.
What is the role of teachers in promoting national integration?
Answer:
Teachers play a predominant role in promoting national integration by developing rational attitudes in students towards social and political factors, acting as role models, and reflecting attributes that foster national and emotional integration.

Question 8.
Why is the synchronization of cultures highlighted in the context of international understanding?
Answer:
Synchronization of cultures is highlighted due to international trade and modem transport, creating continuous interaction among people globally, leading to a diffusion of cultures and making the world a melting pot of diverse cultural influences.

Question 9.
What is the significance of the interdependence of nations in the context of international understanding?
Answer:
Interdependence among nations, in terms of economic, technical, and cultural aspects, underscores the importance of cooperation and understanding between countries, preventing conflicts and contributing to global stability.

Question 10.
Why is a commitment to international peace and understanding essential in the face of the threat of a nuclear war?
Answer:
The threat of a nuclear war necessitates a commitment to international peace and understanding to avoid catastrophic consequences, emphasizing the importance of cooperation and diplomacy among nations.

II. Answer with in Five/Six sentence :

Question 1.
How can school programs contribute, to national integration, and what are the key phases involved in this process?
Answer:
School programs play a crucial role in promoting national integration. In the initial phase, children are made aware of sub-cultures’ existence, similarities, and diversities. The second phase involves providing opportunities for objective discussions on common problems, while the final phase focuses on work situations for collaborative goals. These phases aim to bring about attitudinal and
behavioral changes, fostering a sense of unity and understanding among students.

Question 2.
What are the two views regarding the curriculum for national integration, and how can it be effectively organized?
Answer:
Two perspectives on curriculum organization for national integration exist. One suggests adding a special area on inter-sub-cultural variations, while the other advocates integrating nautical integration orientation into the existing curriculum. The latter emphasizes making it an integral part of both curricular and co-curricular activities.

Question 3.
Why is the development and usage of an all-India language essential for national integration, and which language is recommended for this role ?
Answer:
The evolution, learning, and usage of an all-India language are crucial for national integration. Hindi, being the national language, is recommended for teaching in all educational institutions. A common language promotes successful coexistence, understanding, and communication among citizens from different states.

Question 4.
How do co-curricular activities contribute to national integration among students?
Answer:
Co-curricular activities play a vital role in fostering national and emotional integration among students. Celebrations of National Days, cultural festivals, inter-state games, educational excursions, and cultural exchanges contribute to developing a sense of unity and a “we” feeling among students.

Question 5.
What is the concept of a National System of Education, and how does it promote national integration?
Answer:
The National System of Education aims for equal educational opportunities for all students, regardless of caste, creed, or location. This system, following the 10+2+3 pattern, fosters a sense of equality, uniformity, and understanding among students, encouraging them to appreciate the cultural diversities of the country.

Question 6.
Why does the National Policy on Education emphasize equality of educational opportunities, and which specific groups are given special attention?
Answer:
The National Policy on Education emphasizes removing disparities arid equalizing educational opportunities. Special attention is given to women’s education, Scheduled Castes and Scheduled Tribes, religious and linguistic minorities, as well as special children such as the handicapped. The focus is on inclusive education to promote national integration.

Question 7.
What role do teachers play in promoting national and emotional integration, and why are they considered crucial role models for students?
Answer:
Teachers have a predominant role in promoting national and emotional integration. They can develop rational attitudes in students towards social and political factors, acting as role models reflecting attributes that foster national unity. Students tend to imbibe the qualities of their teachers, making the teacher-student relationship pivotal in shaping attitudes and behaviors that contribute to national integration.

Group – B

Long Type Questions With Answers

Question 1.
Examine the school’s role in fostering national unity and integration.
Answer:
• The role of schools in fostering national unity and integration is pivotal, as educational institutions play a crucial part in shaping the values, beliefs, and attitudes of individuals National unity is essential for the harmonious coexistence of diverse communities within a country. Schools, being primary centers of education, contribute significantly to this goat through various means.

• Firstly, schools serve as platforms for imparting inclusive education that embraces diversity By incorporating curricula that reflect the multicultural and pluralistic nature of the nation, students are exposed to different perspectives, cultures, and histories. This exposure helps in breaking down stereotypes and fostering understanding among students from various backgrounds. Inclusion of diverse literature, history, and cultural studies not only enriches the educational experience but also promotes a sense of shared identity.

• Secondly, schools provide a common ground for students to interact and build relationships across various social, cultural, and economic backgrounds. Through extracurricular activities, collaborative projects, and group discussions, students learn to appreciate each other’s strengths, talents, and differences. These interactions contribute to the development of social skills, empathy, and a sense of belonging, all of which are vital components of national integration.

• Furthermore, schools play a key role in instilling values such as tolerance, respect, and acceptance. By fostering an environment that encourages open-mindedness and discourages discrimination, schools contribute to the creation of a more inclusive society. Character education programs, anti-bullying initiatives, and diversity workshops are examples of strategies that can be employed to promote positive values and behaviors among students.

• Moreover, the school curriculum can incorporate civic education that emphasizes the rights and responsibilities of citizenship. Students need to understand the principles of democracy, civic engagement, and the importance of active participation in the democratic process. This knowledge equips them to be responsible and informed citizens who contribute positively to the development of the nation.

• Additionally, schools can organize events and celebratiqns that highlight national unity and diversity. National holidays, cultural festivals, and heritage weeks can be utilized to showcase the rich tapestry of the nation’s history and culture. Such events not only create a sense of pride in one’s identity but also foster a collective national identity that transcends individual differences.

• In conclusion, schools play a vital role in fostering national unity and integration by providing – inclusive education, promoting positive values, facilitating social interactions, and instilling a sense of civic responsibility. By embracing diversity and nurturing a culture of understanding, schools contribute to the development of individuals who are not only academically proficient but also socially conscious and committed to the idea of a united and integrated nation.

Question 2.
In what-ways can education contribute to emotional integration as a pathway to national unity, focusing on the training of young people’s emotions?
Answer:
Education plays a pivotal role in fostering emotional integration as a pathway to national unity, especially when focusing on the training of young people’s emotions in India. Here are key ways in which education can contribute to emotional integration:

Emotional Intelligence Curriculum: Implementing a dedicated emotional intelligence curriculum in schools can help students understand and manage their emotions effectively. Teach students to recognize and empathize with the emotions of others, promoting tolerance and understanding among diverse communities.

Cultural Sensitivity Programs : Integrate cultural sensitivity programs into the education system to cultivate respect for the diverse traditions, languages, and customs present in India.Encourage students to celebrate cultural differences, fostering a sense of unity in diversity.

Conflict Resolution Education : Provide training in conflict resolution skills to equip students with the ability to address disagreements peacefully. Emphasize dialogue and negotiation as tools to resolve conflicts, contributing to a more harmonious society.

Inclusive Education Practices : Ensure inclusivity in educational settings by accommodating students of different abilities, backgrounds, and socio-economic statuses.Promote collaboration and teamwork among students from various walks of life, fostering a sense of belonging. –

Social-Emotional Learning (SEL) Programs : Integrate Social-Emotional Learning (SEL) programs that focus on self-awareness, self-regulation, and interpersonal skills.Equip students with the tools to navigate the complexities of human emotions, enabling them to build positive relationships.

Community Engagement Initiatives : Encourage schools to. actively engage with local communities, fostering a sense of social responsibility and interconnectedness.Collaborative projects and community service can instill a sense of purpose and shared responsibility, promoting emotional bonds among students.

Mindfulness and Well-being Practices : Incorporate mindfulness and well-being practices into the curriculum to help students manage stress and build emotional resilience. These practices can contribute to a more emotionally stable and balanced society, reducing the likelihood of social tensions.

Promotion of Values and Ethics : Emphasize the importance of values and ethics in education, instilling a sense of moral responsibility and integrity. Upholding shared values can serve as a unifying force, contributing to a common national identity. In conclusion, education plays a crucial role in shaping the emotional landscape of young minds and can significantly contribute to emotional integration as a pathway to national unity in India. By fostering emotional intelligence, cultural sensitivity, conflict resolution skills, inclusivity, SEL programs, community engagement, mindfulness practices, and promoting values and ethics, the education system can lay the foundation for a united and harmonious society.

Question 3.
What role does education play in fostering national integration, and what educational initiatives would you recommend to promote national unity in India?
Answer:
Education plays a pivotal role in fostering national integration, serving as a potent tool to shape the minds of individuals and promote a shared sense of identity and belonging. In the context of India, a country characterized by its rich diversity in culture, languages, and traditions, education can play a crucial role in forging a unified nation. Here are some educational initiatives that could be implemented to promote national unity in India:

Inclusive Curriculum Development: Design a curriculum that reflects the diversity of India, incorporating content from various regions, cultures, and languages.Emphasize the contributions of different states and communities to the nation’s history and development, fostering a sense of pride and unity.

Cultural Exchange Programs : Facilitate cultural exchange programs that allow students from different regions to interact and learn about each other’s traditions and way of life.Such programs can break down stereotypes, promote understanding, and create a sense of camaraderie among students.

Language Proficiency Programs : Encourage the learning of multiple languages, including regional languages, to enhance communication and understanding across diverse linguistic communities.Proficiency in multiple languages can bridge gaps and strengthen connections among people from different states.

History and Civics Education : Enhance the teaching of history and civics to highlight the struggles and achievements that have contributed to the formation of a united India.Emphasize the importance of unity in diversity as a foundational principle of the nation.

Community Engagement Initiatives : Integrate community engagement initiatives into the education system, encouraging students to participate in local development projects.Involving students in activities that benefit the community fosters a sense of shared responsibility and citizenship.

Digital Platforms for Cultural Exchange : Utilize digital platforms to create virtual spaces for students across the country to interact, share experiences, and collaborate on projects.Online forums and platforms can facilitate cross-cultural communication and help break down geographical barriers.

Peace Education and Conflict Resolution: Incorporate peace education and conflict resolution programs to equip students with the skills to address differences and disputes peacefully.Teach negotiation and dialogue as essential tools for resolving conflicts and building understanding.

National Integration Workshops and Seminars : Organize workshops and seminars focused on national integration, bringing together students, educators, and community leaders to discuss and promote unity.These events can serve as platforms for sharing ideas, fostering dialogue, and building a sense of collective identity.

In conclusion, education can be a powerful catalyst for national integration in India. By embracing inclusive curriculum development, cultural exchange programs, language proficiency initiatives, enhanced history and civics education, community engagement, digital platforms for cultural exchange, peace education, and national integration workshops, the education system can contribute significantly to fostering a sense of unity and cohesion among the diverse population of India.

Question 4.
What does the term internationalism entail, and how can education play a role in fostering global understanding and cooperation ?
Answer:
Internationalism is a philosophy or approach that emphasizes cooperation and collaboration among nations, transcending geographical boundaries and promoting a sense of shared responsibility for addressing global challenges. It embodies the belief that nations are interconnected and interdependent, and their collective efforts are essential for the wellbeing of humanity as a whole.

• Education serves as a key catalyst in fostering global understanding and cooperation within the framework of internationalism. Firstly, by incorporating a global perspective into the curriculum, students gain exposure to diverse cultures, histories, and perspectives. This exposure cultivates open-mindedness and empathy, breaking down stereotypes and prejudices that may hinder international cooperation.

• Moreover, educational institutions can integrate programs that emphasize the interconnectedness of global issues. This includes incorporating lessons on climate change, human rights, and social justice, encouraging students to think critically about the implications of these issues on a global scale. By understanding the shared challenges that humanity faces, students are better equipped to collaborate on solutions that transcend national borders.

• Language education also plays a crucial role in promoting international understanding. Learning multiple languages facilitates effective communication across cultures, fostering dialogue and collaboration. Multilingual individuals are better positioned to engage with diverse communities and bridge linguistic gaps, contributing to smoother diplomatic relations and cross-cultural cooperation.

• Furthermore, educational initiatives such as student exchange programs, virtual collaborations, and international study opportunities provide firsthand experiences that go beyond textbooks. These experiences allow students to immerse themselves in different cultural contexts, promoting cross-cultural communication, understanding, and the development of a global mindset

• In addition to traditional academic subjects, education for international understanding should encompass the development of critical skills such as intercultural communication, conflict resolution, and global citizenship. These skills are essential for navigating an increasingly interconnected world and for addressing complex global issues collaboratively.

• Lastly, technology and digital platforms can be leveraged to connect students globally, facilitating communication and collaboration. Virtual classrooms, online forums, and collaborative projects enable students from different parts of the world to share ideas, work together on projects, and develop a sense of global community.

• In conclusion, internationalism emphasizes the interconnectedness of nations and the need for global cooperation. Education plays a pivotal role in nurturing the values and skills necessary for fostering international understanding. By integrating global perspectives into the curriculum, promoting multilingualism, facilitating cultural exchanges, and emphasizing critical

• skills for global citizenship, education becomes a powerful force in preparing individuals to contribute positively to an interconnected and interdependent world.

Environmental Education :
Environment Education, in the words of the Belgrade Charter (1976), .is ‘aware of and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones’ (UNESCO-UNEP, 1976). Environment Education picked up momentum in the mid-1960s during, UNESCO Biosphere Conference in Paris, where the IUCN proposed to propagate environmental education worldwide. By definition, environmental education encompasses approaches, tools, and programs that develop and support environmentally related attitudes, values, awareness, knowledge, and skills that prepare people to take informed action on behalf of the environment (UNESCO, 1978).

Environmnetal Education is a learning process that increase peoples knowledge and awareness about the environment and associative challanges, develop the necessary skils and expertise to address the challanges and foster attitudes, motivations and commitments to make informed decisions and take responsible action (UNESCO, Tbliisi Declaration,1978). In 1992, with Agenda 21, sustainable development discourse was brought into EE, encompassing- social, environmental, and economic pillars. Since then, EE was widely accepted as ESD by educators, researchers, and development practitioners.

Importance of Environmental Education :
Environmental education is crucial in addressing the pressing environmental issues facing the world today. As societies grapple with challenges such as climate change, deforestation, loss of biodiversity, and pollution, there is a growing recognition of the need for informed and engaged citizens. Environmental education provides individuals with the tools to understand the complexities of these issues, encourages a sense of environmental stewardship, and promotes sustainable practice^. It is not merely about imparting knowledge but also about instilling a sense of responsibility and fostering a connection between individuals and the natural world.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers:

Question 1.
What is the primary focus of school programs in the first phase for promoting national integration?
(i) Inclusive education practices
(ii) Developing common goals and interests
(iii) Awareness of sub-cultures
(iv) Teacher training
Answer:
(iii). Awareness of sub-cultures

Question 2.
According to one view on curriculum for national integration, what should be included as a special area in the existing curriculum?
(i) Language studies
(ii) Science and technology
(iii) Inter-sub-cultural variations
(iv) Sports and physical education
Answer:
(iii) Inter-sub-cultural variations

Question 3.
What is a crucial consideration for preparing textbooks to promote national integration?
(i) Emotional overtones
(ii) Prejudiced statements
(iii) Sweeping generalizations
(iv) All of the above
Answer:
(iv) All of the above

Question 4.
Which language is suggested as the all India language for promoting national integration?
(i) English
(ii) Hindi
(iii) Sanskrit
(iv) Bengali
Answer:
(ii) Hindi

Question 5.
What role do co-curricular activities play in promoting national integration?
(i) Directly influencing the curriculum
(ii) Enhancing teacher quality
(iii) Contributing to the development of ‘we’ feeling
(iv) Fostering gender equality
Answer:
(iii) Contributing to the development of ‘we’ feeling

Question 6.
What is one significant aspect of human progress mentioned in the Context of education for international understanding?
(i) Cultural exclusivity
(ii) Nationalism
(iii) Interdependence
(iv) Technological isolation
Answer:
(iii) Interdependence

Question 7.
What is the primary need addressed by developing international understanding in the context of interdependence?
(i) Economic self-sufficiency
(ii) Global cultural diffusion
(iii) Harmonious co-existence
(iv) Nuclear disarmament
Answer:
(iii). Harmonious co-existence

Question 8.
What is a significant threat addressed by education for international understanding?
(i) Cultural diffusion
(ii) Nuclear war
(iii) Economic imbalance
(iv) Technological disparity
Answer:
(ii) Nuclear war

Question 9.
According to the objectives, what does education for international understanding aim to develop?
(i) Nationalism
(ii) Isolationism
(iii) Cultural superiority
(iv) Rational thinking
Answer:
(iv) Rational thinking

Question 10.
What is the role of literature in promoting international understanding?
(i) Conveying cultural superiority
(ii) Expressing noble urges of individuals
(iii) Isolating different cultures
(iv) Propagating prejudice
Answer:
(ii) Expressing noble urges of individuals

Question 11.
What does the term “synchronization of cultures” imply?
(i) Isolation of cultures
(ii) Clash of cultures
(iii) Influence and interaction of cultures
(iv) Preservation of cultures
Answer:
(iii) Influence and interaction of cultures.

Question 12.
What is a key element of the interdependence of nations?
(i) Isolationism
(ii) Economic self-sufficiency
(iii) Dependence on other nations
(iv) Cultural independence
Answer:
(iii) Dependence on other nations

Question 13.
Why is there a need for international peace and understanding?
(i) Economic dominance
(ii) Threat of nuclear war
(iii) Cultural superiority
(iv) Isolationism
Answer:
(ii) Threat of nuclear war

Question 14.
What is the primary objective related to atomic energy in education for international understanding?
(i) Promoting nuclear warfare
(ii) Highlighting destructive consequences
(iii) Developing nuclear technologies
(iv) Ignoring atomic energy
Answer:
(ii) Highlighting destructive consequences

Question 15.
What is the purpose of teaching a basic knowledge of life and culture’of different nations?
(i) Cultural isolation
(ii) Ethnocentrism
(iii) Developing tolerance
(iv) Ignoring global diversity
Answer:
(iii) Developing tolerance

Question 16.
What does rational thinking about inter-nation problems help in?
(i) Encouraging conflicts
(ii) Perpetuating biases
(iii) Fostering understanding
(iv) Avoiding international cooperation
Answer:
(iii) Fostering understanding

Question 17.
What does a sympathetic attitude towards less developed nations promote?
(i) Indifference
(ii) Concern for welfare
(iii) Cultural superiority
(iv) Economic dominance
Answer:
(ii) Concern for welfare

Question 18.
What does a willingness to place common good before personal interests contribute to?
(j) Selfishness
(ii) Cultural isolation
(iii) International cooperation
(iv) Ethnocentrism
Answer:
(iii) International cooperation

Question 19.
What does the strengthening of the sense of national solidarity aim for?
(i) Regional conflicts
(ii) Cultural divisions
(iii) Global unity
(iv) Isolationism
Answer:
(iii) Global unity

Question 20.
Which method involves interpreting literature as an expression of noble urges from different countries?
(i) History teaching
(ii) Language teaching
(iii) Science instruction
(iv) Literature interpretation
Answer:
(iv) Literature interpretation

Question 21.
What role does language teaching play in promoting international understanding?
(1) No role
(ii) Limited role
(iii) Integral role
(iv) Exclusive role
Ans:
(iii) Integral role

II. Fill in the blanks :

Question 1.
School Programmes: In the first phase of school programmes for national integration, children must be made aware of the existence of _____.
Answer:
sub-cultures and their diversities

Question 2.
Curriculum for National Integration: The alternative opinion suggests that an orientation towards national integration should be _____ the existing curriculum.
Answer:
provided in

Question 3.
Text Books: Text books must be carefully prepared to promote national integration, avoiding _____ and prejudiced statements.
Answer:
omission of facts

Question 4.
Development, learning, and usage of an all India language: The most important condition for promoting national integration is that an all India language, such as, _____ should be evolved, learnt, and used.
Answer:
Hindi

Question 5.
Co-Curricular Activities: Activities such as celebration of National Days, cultural festivals, and educational excursions contribute to the development of _____ among students.
Answer:
‘we’ feeling and national unity

Question 6.
National System of Education: The concept of National system of education implies that all students, irrespective of caste, creed, or gender, have access to education of _____.
Answer:
a comparable quality

Question 7.
Equality of Educational Opportunities: National Policy on Education lays special emphasis on removing disparities and equalizing educational opportunities for _____.
Answer:
women, Scheduled Castes, Scheduled Tribes, religious and linguistic minorities

Question 8.
Role of Teachers: Teachers have a predominant role in promoting national and emotional integration by developing rational attitudes towards _____ .
Answer:
social and political factors

Question 9.
Objectives of Education for International Understanding: Education for international understanding aims to highlight the peaceful uses of atomic energy and vividly picturise the _____.
Answer:
devastating consequences of the misuse of nuclear energy

Question 10.
Curriculum for Education for International Understanding: The redesigned curriculum should enable students to learn about the world we-live in, including the _____ of their modes of life.
Answer:
variety

Question 11.
Methods of Teaching in Education for International Understanding: Literature can be interpreted as an expression of noble urges of individuals from different countries, illustrated by works of writers such as _____.
Answer:
Dickens, Gorky, Tolstoy, Tagore, and Ibsen

Question 12.
Methods of Teaching in Education for. International Understanding: Language can play a vital part in peaceful interaction, and emphasis should be placed on learning _____.
Answer:
an international language

Question 13.
Instruction in Science: Science concerns itself with the progress of human society and the betterment of human civilization, belonging not just to one country but to _____.
Answer:
the whole world

Question 14.
Role of Teacher in promoting international understanding: A teacher should possess a world- perspective and have the ability to foresee the consequences of _____.
Answer:
the policies of his nation on other nations

Question 15.
Role of Teacher in promoting international understanding: Teachers should be free from prejudices and biases, possessing an open mind and clear thinking to foster _____.
Answer:
peace and co-operation

III. Correct the Sentences :

Question 1.
Hindi is our national language, which is capable of performing this role.
Answer:
Hindi is one of the official languages of India, and it is desirable that this language be taught in every kind of educational
institution, at all levels, to all students.

Question 2.
The national policy on education has envisaged a 10+2+3 pattern, which is based on the National Curricular Frame work.
Answer:
The national policy* on education has envisaged a 10+2+3 pattern, which is based on the National Curriculum Framework.

Question 3.
The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be evolved.
Answer:
The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be learned and used by all citizens of the country.

Question 4.
Co-Curricular activities play an important role in the development of national and emotional integration among students directly and also indirectly.
Answer:
Co-Curricular activities play an important role in the direct and indirect development of national and emotional integration among students.

Question 5.
In order to create national integration in the country, National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities. Answer: In order to promote national integration in the country, the National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities.

Question 6.
Every student tends to imbibe the qualities of his or her teacher.
Answer:
Students tend to imbibe the qualities of their teaichers.

Question 7.
Curriculum is highly instrumental in educating for International Understanding.
Answer:
The curriculum is highly instrumental in educating for International Understanding.

Question 8.
Language can prove to be an effective vehicle of international understanding.
Answer:
Language can be an effective vehicle for international understanding.

Question 9.
Science essentially concerns itself with the progress of human society and betterment of human civilization.
Answer:
Science essentially concerns itself with the progress of human society and the betterment of human civilization.

Question 10.
If curriculum in the teaching of History is to be effective enough to foster international understanding, the field of history should be wide enough.
Answer:
For the curriculum in the teaching of History to be effective in fostering international understanding, the field of history should be wide enough.

IV. Answer the following questions in one word

Question 1.
What is the first phase of school programs for promoting national integration?
Answer:
Awareness.

Question 2.
What is the suggested approach to curriculum organization for national integration?
Answer:
Integration in existing curriculum.

Question 3.
What is the role of textbooks in promoting national integration?
Answer:
To avoid prejudiced statements and highlight cultural diversity.

Question 4.
Which language is recommended for promoting national integration in India?
Answer:
Hindi.

Question 5.
What plays a crucial role in the development of national and emotional integration among students?
Answer:
Co-curricular activities.

Question 6.
What does the National System of Education aim to achieve?
Answer:
Equality among students of all states.

Question 7.
According to the National Policy on Education, what needs special attention for promoting national integration?
Answer:
Equality of educational opportunities.

Question 8.
Who plays a predominant role in promoting national and emotional integration ?
Answer:
Teachers.

Question 9.
What is the fundamental need for developing international understanding?
Answer:
Progress of human civilization.

Question 10.
What is the suggested approach in literature for promoting international understanding?
Answer:
Interpretation of noble urges of individuals from different countries.

Education for National Integration :
1. School Programmes : There are many things that the school can do to promote national integration. The programmes of the school must be phased. In the first phase children must be made aware of the existence of and the similarities and the diversities in the different sub-cultures. This is at the early stages of schooling. This phase is basic Jo the subsequent phases. At the second phase, opportunities must be provided for children to discuss common problems with objectivity and concerns. At the third and final stage, which is by the end of the schooling period, children must be provided opportunities through work situations to work for common goals and interests. School programmes must’bring about both attitiidinal and behavioural changes.

2. Curriculum for National Integration : There are two views with regard to the nature of curriculum organization for national integration. One opinion is that a special area on inter sub-cultural variations must be included in the existing curriculum. But this may not be a practicable suggestion, in view of the competing claims of different objectives of education. It is difficult to accommodate all the claims. Another opinion is that an orientation towards national integration should be provided in the existing curriculum, wherever it is possible. It must become an integral part of the curriculum, curricular and co-curricular.

3. Text Books : Text books must be prepared carefully as to promote national integration and if required, they should be re-designed so as to foster national integration. Words with emotional overtones must be used to highlight the significant and distinguishing features of one’s own sub-culture without developing prejudices against other subcultures. Omission of facts, prejudiced statements and sweeping generalizations must be avoided.

4. Development, learning and usage of an all India language: The most important and practical condition for promoting national and emotional integration in the country is that an all India language should be evolved, learnt and used by all citizens of the country. Hindi is our national language, which is capable of performing this role. Hence, it is desirable that, this language be taught in every kind of educational institution, at all levels, to all students. A common and national language is a must for every citizen to live successfully in any state of the country.

5. Co-Curricular Activities : Co-Curricular activities play an important role in the development of national and emotional integration among students directly and also indirectly. Activities such as celebration of National Days, birth-days of great men, cultural festivals, inter-state games or competitions, camps, educational excursions, talks on matters of national concerns, cultural exchange etc. can be organized which would definitely contribute for the development of ‘we’ feeling and national unity among students.

6. National System of Education : The concept of National system of education implies that upto a given level, all students, irrespective of caste, creed, location, gender have access to education of a comparable quality. National policy on education has envisaged 10+2+3 pattern, which is based on National Curricular Frame work and is being followed to bring-in uniformity in the country. This provides for a sense of equality among the students of all the states and also leads to uniform pattern of admission, evaluation and such institution related issues, which allows for migration of students- across the states for accessing higher education. This further enables the students to understand and appreciate cultural diversities of our country. The curriculum contains common core contents of national concerns essential for national identity. These contents will cut across various subject areas and will be designed to promote national values such as India’s common cultural heritage, democracy, secularism, equality etc.

7. Equality of Educational Opportunities : In order to create national integration in the country, National Policy on Education lays special emphasis on the removal of disparities and equalizing educational opportunities by attending to the specific needs of those who have been denied opportunities for equality so far. In this regard, special attention has been given to women’s education, education of the Scheduled Castes and Scheduled Tribes, education of religious and linguistic minorities, education of special children such as handicapped and adult education with functional literacy programme.

Role of Teachers: Teacher has a predominant role in promoting national and emotional integration. It is the teacher who can develop rational attitude of students towards the social and political factors, which promote national and emotional integration and act in a convenient manner with constructive contributions to the nation. Every student tends to imbibe the qualities of his or her teacher. Hence, the teacher should act as a role model and reflect all such attributes, which foster national and emotional integration.

Education for international understanding :
The needs for developing International Understanding are numerous and diverse. But four needs may be considered as significant.
(i) Progress of Human Civilization : There has been tremendous progress in all spheres of life; from Paleolithic and Neolithic ages man has progressed to the nuclear and space age, from cow-dung and bullock-cart to computer technology, from dictatorship to communism and democracy, from aristocracy to Republican forms of Government, in values and beliefs from Adam and Eve to origin of species, from slave trade to equality and tyranny to liberty. Similarly there has been progress in mathematics, medicine, agriculture, oceanography, metallurgy and all walks of life. Progress in human civilization has not been achieved by any race, caste, class, ethnic or national group but people working in different comers of the world and belonging to diverse groups have achieved it. All the people of the world have shared this progress. The present state of the world is due to the combined, cumulative and patient efforts of many nationals.

(ii) Synchronization of Cultures : International trade and modem means of transport have given rise to a continuous interaction between and among all the people of the world. The world of man is enlarging though the world is shrinking. Both the East and the West have influenced each other. Now needs and problems of humanity are similar. When two people from different countries meet each other for trade or other economic purpose, they also unintentionally become familiar with and in many cases influenced’by each others culture. There has been a diffusion of cultures. The world has become a melting pot of all cultures.

(iii) Interdependence of Nations : Every country may try to be self-reliant but no country can be self-sufficient. All the countries of the world depend upon each other for their consumer goods or for raw materials; in certain cases even for finished nonconsumable goods. No country can remain free from any tilt in the international economic balance. Not only there is dependence on goods and services bpt also on technical know-how. In recent years, dependence in cultural life has been observed. The valuesystem of one nation initiates changes in the value system of another nation. As if acutely sensing the need for interdependence among nations, Nehru made the opening statement in his speech at the Geneva Peace Conference thus: “The choice before the world today is peaceful co-existence or no-existence at all.”

(iv) Threat of a Nuclear War : A nuclear war means one mass of total annihilation. It implies a sophisticated nuclear war technology has been so enormous that it is very dangerous to take risks about that. To balance this progress, a commitment to international peace and understanding is very essential. The threat of a nuclear war is haunting every nation and especially those who are ignorant of nuclear war technology. There is a need for the nuclear nations to guarantee the non-proliferation of nuclear weapons and the security of nonnuclear nations.

Objectives of Education for International Understanding :
• Highlight the peaceful uses of atomic energy and vividly picturise (describe) the devastating consequences of the misuse of nuclear energy. For instance, the uses of an atomic reactor for constructive purposes and the misuse of atomic bomb for destructive designs may be discussed in comparative frame.

Give a basic knowledge of the life and culture of different nations of the world.
Develop a spirit of tolerance (not indifference) towards the ways of life of different people . of the world – their religion, customs and traditions, dress and food habits, etc.
Develop rational thinking about the problems of other nations, inter-nation problems and their relevance to the nation to which the children belong.
Develop a sympathetic attitude towards the (problems of the) less developed nations of the world; in general a concern for the welfare of humanity.
Develop a willingness to place common good before personal interests.
Strengthen the sense of national solidarity.
Inculcate a belief in the ideals like fraternity, equality, liberty and justice.

Approaches in Education For Promoting International Understanding Among Students Curriculum for Education for Enternational Understanding :
Curriculum is highly instrumental in educating for International Understanding. The traditional curriculum followed in our schools and universities does not fulfill all the possibilities of internationalism. There is a need to redesign it in the light of the guiding principles of a programme for International Understanding.

The redesigned curriculum should enable our students:

To learn that the earth is the home of man and other living things.
To gain knowledge about the world we live in – its people, their similarities and differences, the variety of their modes of life and its reason, etc.
To learn how to promote better understanding of the interdependence of the people of the world.
To inculcate respect for all the major religions of the world.
To know something about the long struggle of mankind to replace conflict with cooperation.
To develop a desire and the simple skills to participate effectively in building a better world.

Methods of Teaching in Education for International Understanding :
(a) Literature: Literature should be interpreted as an expression of noble urges of the individuals of different countries of the world. A UNESCO publication states, “Extracts from the works of writers such as Dickens, Gorky, Tolstoy, Tagore and Ibsen can be used to illustrate stages in social progress, in the emancipation of women, in religious freedom, and in the struggle for human rights in other domains”.

(b) Language Teaching: Language can prove to be an effective vehicle of international understanding. It can play a vital part in the peaceful interaction of the people of the world. Emphasis should be placed on the learning of an international language. Pupils should also be encouraged to study the language of other communities. .

(c) Instruction in Science: Science has got great international potential. During the course of teaching various science subjects, it may be emphasized that, a man of science as much belongs to one country as to the whole world. He nourishes in his heart a good will to the whole of mankind. It should be impressed upon the students that, Science essentially concerns itself with the progress of human society and betterment of human civilization.

(d) Instruction in History and Geography: Instruction in History, Civics and Geography should also be oriented towards international objective. The teaching of these subjects should re-educate people’s ideas and sublimate their emotions. If curriculum in the teaching of History is to be effective enough to foster international understanding, the field of history should be wide enough to enable the students to cultivate international outlook. History should be taught objectively and with a cultural bias. World history can also be taught.

Role of teacher in promoting international understanding :

He should have a world-perspective: Knowledge of the culture of the whole world. He must possess a quality of imagination to foresee the consequences of the policies of his nation on other nations and vice versa.
He should have a tolerant attitude. The teacher should be able to appreciate the cultural diversities of other people and also sympathise with their problems.
He must be free from prejudices and biases. He needs to be receptive to truth and objective in thinking. The teacher should possess an open mind and clear thinking.
He should basically be a lover of peace and co-operation.

CHSE Odisha Class 12 Education Solutions Chapter 12 Universalization of Elementary Education (UEE) and RTE

July 4, 2025 by Prasanna

Odisha State Board CHSE Odisha Class 12 Education Solutions Chapter 12 Universalization of Elementary Education (UEE) and RTE Motivation Questions and Answers.

CHSE Odisha 12th Class Education Chapter 12 Question Answer Universalization of Elementary Education (UEE) and RTE

Group – A

Short type Questions with Answers
I. Answer with in Two/Three sentence:

Question 1.
What is the primary aim of Universalisation of Elementary Education (U.E.E.) in India?
Answer:
U.E.E. aims to make elementary education available to all children in the age group of 6-14, ensuring inclusivity and eliminating dropouts.

Question 2.
Explain the significance of Sarva Shiksha Abhiyan (SSA) in India’s education system. Answer: SSA is a community-owned initiative to universalize elementary education, responding to the demand for quality basic education and fostering human capabilities.

Question 3.
What were the main objectives of Operation Blackboard, implemented in 1987 ? Answer: Operation Blackboard aimed to improve the quality of primary education by providing at least two classes in each primary school, special toilets for boys and girls, and appointing at least fifty percent female teachers.

Question 4.
Why was the District Primary Education Programme (DPEP) initiated in 1994?
Answer:
DPEP was started to revive the primary education system and achieve the universalization of primary education, focusing on enrollment, retention, and reducing inequalities among social groups.

Question 5.
What is the essential goal of the Mid-Day Meal Scheme launched in 1995?
Answer:
The Mid-Day Meal Scheme’s primary objective is to address the nutritional needs of primary school children, aiming to improve enrollment, attendance, and retention in schools.

Question 6.
Explain the primary focus of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) launched in 2009.
Answer:
RMSA aims to raise the minimum level of education till class X, with a focus on improving secondary education quality, especially in Science, Mathematics, and English.

Question 7.
Define the term ‘free education’ according to the Right to Education (RTE) Act 2009.
Answer:
‘Free education’ under the RTE Act means education without fees or charges, ensuring that no child is deprived of elementary
education due to financial constraints.

Question 8.
What is the age group covered by the RTE Act for providing free and compulsory education?
Answer:
The RTE Act provides free and compulsory education for children in the age group of 6-14 years.

Question 9.
Which article of the Indian Constitution is associated with the Right to Education?
Answer:
The Right to Education is associated with Article 21A of the Indian Constitution.

Question 10.
What does SSA stand for, and what is its primary objective?
Answer:
SSA stands for Sarva Shiksha Abhiyan,.and its primary objective is to universalize elementary education through community ownership of the school system.

II. Answer with in Five/Six sentence :

Question 1.
What is Universalisation of Elementary Education (U.E.E.) and what age group does it primarily target?
Answer:
Universalisation of Elementary Education (U.E.E.) is an inclusive approach to providing education to all children, regardless of their background. Focused on the age group of 6-14 years, it emphasizes the right of every child to receive education, considering factors such as socioeconomic status, caste, creed, and physical abilities. This concept affirms that education is. a fundamental right accessible to all children, whether residing in urban or rural areas. It underscores the idea that education should not be limited to a select few but should be universally available, ensuring equal opportunities for every child.

Question 2.
Explain the three stages involved in the Universalisation of Elementary Education.
Answer:
The Universalisation of Elementary Education unfolds through three pivotal stages. The first stage, Universalisation of Provision, focuses on establishing the necessary infrastructure and resources to facilitate elementary education. The second stage, Universalisation of Enrolment, aims to ensure that all eligible thildren are enrolled in schools, emphasizing inclusivity. Finally the third stage, Universalisation of Retention, addresses the need to retain students, minimizing dropouts and ensuring the completion of elementary education. Together, these stages form a comprehensive approach to make elementary education universally accessible, addressing both the provision of resources and the enrollment and retention of students.

Question 3.
What were the main objectives of Operation Blackboard, and how did it contribute to improving primary education in India?
Answer:
Operation Blackboard, launched in 1987, aimed at elevating the quality of primary education in India. Its primary objectives included improving infrastructure, reducing wastage and stagnation, attracting more children (especially girls) to primary education, and ensuring equitable resource distribution. By mandating at least two classrooms in each primary school, constructing gender-specific toilets, and appointing a considerable number of female teachers, Operation Blackboard significantly contributed to enhancing the accessibility and quality of primary education. The initiative strategically addressed key challenges, laying the groundwork for a more inclusive and improved primary education system.

Question 4.
What was the District Primary Education Programme (DPEP), and what were its main goals?
Answer:
Launched in 1994, the District Primary Education Programme (DPEP) in India had the overarching goal of revitalizing and universalizing primary education. DPEP adopted a universal approach, striving to enhance retention and learning achievements while minimizing disparities among various social groups. The program aimed to ensure access to primary education for all children through both formal and non-formal streams. It specifically targeted reducing differences in enrollment, dropout rates, and knowledge attainment among different genders and socio-economic groups. DPEP also sought to decrease overall dropout rates, achieve basic literacy and numeracy competencies, and elevate the average achievement rate by 25%, measured against baseline levels.

Question 5.
Explain the essential objectives and impact of the Mid-Day Meal Scheme in India.
Answer:
The Mid-Day Meal Scheme, introduced in 1995, had a fundamental objective of improving the efficiency of elementary education by addressing the nutritional needs of primary school children. Initially implemented in selected blocks, the scheme later expanded nationwide. Its primary focus was to provide a nutritious mid-day meal to all children enrolled in classes 1 to 5, with si’bsp-<uent inclusion of educationally backward classes in upper primary classes. The scheme anticipated positive outcomes such as increased enrollment, improved attendance, and enhanced retention by addressing the nutritional aspect of students. By ensuring students’ well-being, the Mid-Day Meal Scheme played a pivotal role in supporting their educational journey.

Question 6.
Highlight the key objectives and financing pattern of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) in India.
Answer:
Launched in 2009-10, the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) in India had primary objectives centered around raising the minimum level of education till class X and ensuring the comprehensive development of secondary education. The financing pattern of RMSA, with a ratio of 75:25 between the Center and the States, underscored the collaborative approach to improving secondary education. The scheme specifically concentrated on enhancing the quality of education in key subjects like Science, Mathematics^ and English. Additionally, RMSA aimed to reduce gender, social, and regional disparities by focusing on improving enrollment, reducing dropout rates, and enhancing overall retention in secondary education.

Question 7.
Describe the significance and objectives of Sarva Shiksha Abhiyan (SSA) in India.
Answer:
Launched in 2001, Sarva Shiksha Abhiyan (SSA) stands as a flagship program in India, symbolizing the nation’s commitment to Universal Elementary Education (UEE). The primary objectives of SSA revolve around bridging educational disparities by providing free and compulsory education to all children aged 6 to 14. This initiative represents a significant step toward fulfilling the constitutional mandate of the Right to Education (RTE) Act, 2009. SSA aims to ensure universal access and enrollment, reduce gender and social category gaps, achieve satisfactory learning outcomes in eight years of elementary schooling, promote inclusive education practices, and enhance overall education quality through infrastructure development and teacher training.

Question 8.
What are the main objectives of Samagra Shiksha Abhiyan (SSA) in India, and how does it differ from Sarva Shiksha Abhiyan (SSA)?
Answer:
Samagra Shiksha Abhiyan (SSA), introduced in 2018, is an integrated scheme for school education in India, differing from Sarva Shiksha Abhiyan (SSA) in its comprehensive approach. SSA subsumes three existing schemes – Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education (TE). The primary objectives of SSA include providing holistic education from pre-school to class 12, ensuring equal access to education, improving quality, promoting inclusive education, and emphasizing teacher development. Unlike SSA, which primarily focuses on elementary education, Samagra Shiksha Abhiyan (SSA) takes an integrated approach, covering both elementary and secondary education along with teacher education.

Question 9.
Explain the key components and implementation strategies of Sarva Shiksha Abhiyan (SSA) in India.
Answer:
Sarva Shiksha Abhiyan (SSA) in India operates through a set of key components and implementation strategies to achieve its objectives comprehensively. Universal enrollment ensures that all children in the target age group are enrolled in schools, promoting inclusivity. Infrastructure development is a critical component, focusing on improving school facilities, including classrooms, drinking water, and sanitation.

Quality improvement strategies include teacher training, the development of teaching materials, and the introduction of innovative teaching methods to enhance the overall quality of education. Inclusive education is a prominent aspect, emphasizing the mainstreaming of children from marginalized communities and those with special needs. Community participation is actively encouraged, involving local communities, parents, and Panchayati Raj Institutions in the planning and implementation of educational initiatives.

Question 10.
What are the key features of the Right to Education (RTE) Act 2009, and how does it contribute to ensuring elementary education for every child in India?
Answer:
The Right of Children to Free and Compulsory Education (RTE) Act 2009 is a significant legislative framework that contributes to ensuring elementary educatnn for every child in India. The key features include recognizing the right of every child to full-time oasic education of adequate and equitable quality. The act imposes a legal obligation on the Central and State Governments to provide free and compulsory education, ensuring admission, attendance, and completion of elementary education for every child in the 6-14 age group. The RTE Act prohibits any form of fee or charge that could impede a child’s access to education. Furthermore, it outlines responsibilities, allocates financial and other duties, establishes standards, and promotes a cl ld-centrie le^ anc environment, playing a pivotal role in realizing the vision of elementary educa’ion for all.

Group – B

Long Type Questions With Answers

Question 1.
What is the concept and significance of elementary education?
Answer:
Elementary education is the initial phase of formal education that focuses on providing foundational learning to children typically in the age group of 6 to 14 years. It forms the basis for intellectual, social, and emotional development, setting the stage for a child’s lifelong learning journey.Elementary education encompasses the basic principles and skills necessary for a child’s intellectual growth. It typically includes subjects like language arts, mathematics, science, and social studies. The curriculum is designed to be age-appropriate, recognizing the cognitive abilities and learning needs of children in this stage. The learning methodologies emphasize interactive and experiential approaches to make education engaging and effective.

The concept of elementary education extends beyond the formal classroom setting. It acknowledges the diversity of learners and recognizes the importance of addressing individual learning styles. Moreover, it encompasses not only academic knowledge but also essential life skills, values, and attitudes that contribute to holistic development.

Significance:
• Foundation for Learning: Elementary education lays the groundwork for advanced learning. It introduces fundamental concepts, such as reading, writing, and arithmetic, that serve as building blocks for higher education.

• Cognitive Development: This stage is crucial for cognitive development, as children begin to think abstractly, solve problems, and develop critical thinking skills. Exposure to various subjects contributes to the development of a well-rounded intellect.

• Socialization and Interaction : Elementary education provides a structured environment for socialization. Children learn to interact with peers, teachers, and other members of the school community, fostering social skills and emotional intelligence.

• Inclusivity : The significance of elementary education lies in its commitment to inclusivity. It aims to provide education to children from diverse backgrounds, regardless of socioeconomic status, gender, or physical abilities.

• Preparation for Lifelong Learning : Elementary education instills a love for learning and curiosity. It equips students with the skills and motivation needed to pursue continuous learning throughout their lives.

• Community Development: By fostering a sense of community within schools, elementary education contributes to the overall development of society. Schools become hubs for collaboration, cultural exchange, and collective growth.

• Equal Opportunities : It addresses disparities by ensuring that aU children, irrespective of
their background, have access to quality education. This contributes to breaking the cycle of poverty and promoting social equity. .

• Personal and Ethical Development: Elementary education plays a vital role in shaping students’ character, instilling values, and promoting ethical behavior. It contributes to the development of responsible and conscientious citizens.

In conclusion, elementary education serves as the cornerstone of an individual’s educational journey. Its concept revolves around providing a comprehensive learning experience, while its significance extends to shaping the future citizens of a society, fostering inclusivity, and laying the foundation for a lifetime of learning.

Question 2.
What are the primary objectives of elementary education?
Answer:
Elementary education plays a pivotal role in shaping the intellectual, social, and emotional development of children. The primary objectives of elementary education are multifaceted, aiming to provide a strong foundation for lifelong learning and holistic development.

Foundational Learning : One of the central objectives of elementary education is to impart foundational knowledge and skills. This includes basic literacy, numeracy, and critical thinking abilities that form the basis for further academic pursuits.

Cognitive Development: Elementary education is designed to stimulate cognitive development during the crucial formative years. It focuses on enhancing, a child’s ability to comprehend, analyze, and synthesize information, laying the groundwork for higher-order thinking.

Socialization : An essential objective is to foster socialization. Children learn to interact with peers, teachers, and the broader school community. This social exposure contributes to the development of interpersonal skills, teamwork, and a sense of belonging.

Inclusive Education : Elementary education aims to be inclusive, ensuring that all children, regardless of socio-economic status, gender, or physical abilities, have equal access to quality education. Inclusivity promotes diversity and prepares children for a globalized world.

Holistic Development: The holistic development of a child is a key objective. Beyond academic knowledge, elementary education addresses emotional, physical, and creative aspects. It nurtures talents, creativity, and emotional intelligence.

Preparation for Higher Education : Elementary education serves as a preparatory phase for higher levels of education. It equips students with the academic skills and knowledge necessary for more advanced studies, providing a seamless transition to secondary education.

Cultural and Ethical Values : Instilling cultural and ethical values is an integral objective. Elementary education plays a role in shaping character, morality, and ethical behavior. It contributes to the development of responsible and conscientious citizens.

Self-Efficacy and Confidence : Building self-efficacy and confidence is crucial. Elementary education should create an environment where children feel empowered to explore, express their opinions, and take on challenges, fostering a positive self-image.
Promotion of Curiosity and Love for Learning : Elementary education aims to nurture curiosity and a love for learning. It seeks to create an environment where children are naturally inclined to explore, ask questions, and engage actively in the learning process.

Equity and Access : Ensuring equity in education is a fundamental objective. Elementary education strives to bridge socio-economic gaps, providing equal opportunities for education to children from diverse backgrounds. Parental and Community Involvement: Collaboration between educators, parents, and the community is emphasized. Elementary education aims to create a supportive network involving parents and the community, recognizing their role in a child’s educational journey.

Prevention of Dropout: Another crucial objective is the prevention of dropout rates. Elementary education initiatives should implement strategies to reduce dropout rates, ensuring that children complete the recommended years of primary education. In conclusion, the primary objectives of elementary education are comprehensive, addressing academic, social, and personal development. By focusing on these objectives, elementary education contributes significantly to shaping well-rounded individuals capable of navigating the challenges of the future.

Question 3.
“How does the concept of Universalisation of Elementary Education (UEE) manifest in India, and what initiatives and challenges are associated with ensuring free and compulsory education for all children in the age group of 6-14 years ?”
Answer:
The concept of Universalisation of Elementary Education (UEE) in India embodies the commitment to provide free and compulsory education for all children aged 6-14 years. This ambitious initiative reflects a foundational belief that education is a fundamental right and a crucial tool for national development. The manifestation of UEE in India involves a multi-faceted approach, accompanied by various initiatives and challenges.

Initiatives:

Sarva Shiksha Abhiyan (SSA): Launched in 2001, SSA is a flagship program aimed at achieving UEE. It focuses on universal access and enrollment, emphasizing the inclusion of marginalized groups and addressing gender and social gaps in education.
Operation Blackboard : Introduced in 1987, Operation Blackboard aimed at improving the quality of primary education. It focused on essential infrastructure development, including classrooms, separate toilets for girls and boys, and the appointment of female teachers.
Mid-Day Meal Scheme (MDM) : The MDM program, initiated in 1995, addresses the nutritional aspect of elementary education. By providing free mid-day meals, it aims to improve the effectiveness of elementary education by enhancing the dietary status of children.
District Primary Education Programme (DPEP): Launched in 1994, DPEP aimed to revitalize the primary education system. It adopted a universal approach, focusing on improving retention, learning achievements, and reducing inequalities among social groups.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA): Introduced in 2009-10, RMSA focuses on extending the UEE objectives to secondary education. It emphasizes quality secondary education with a specific focus on Science, Mathematics, and English.

Challenges :

Infrastructure Disparities : Disparities in infrastructure development persist across regions, affecting the overall quality of education. Remote and economically disadvantaged areas often face challenges in accessing adequate facilities.
Teacher Shortages : Shortages of qualified teachers in certain areas hinder the effective implementation of UEE. Ensuring a sufficient number of trained educators remains a persistent challenge.
Quality of Learning Outcomes : While enrollment rates have increased, ensuring that students receive quality education with satisfactory learning outcomes poses a significant challenge. The focus needs to shift from mere enrollment to ensuring meaningful learning experiences.
Equitable Access : Despite efforts, ensuring equitable access to education for children from marginalized communities, girls, and those with special needs remains an ongoing challenge. Socio-economic factors and cultural norms can hinder participation.
Parental Involvement: While community participation is encouraged, achieving active parental involvement in the educational process poses challenges. Socio-economic conditions and lack of awareness can impact parents’ engagement in their children’s education.
Dropout Rates : Prevention of dropout rates is crucial for the success of UEE. Various socio-economic factors, including poverty and the need for child labor, contribute to children leaving the education system prematurely.

Implications :
The successful realization of UEE in India holds profound implications for the nation’s future. It can lead to a more literate and skilled population, fostering economic growth, social development, and greater inclusivity. However, addressing the challenges requires a concerted effort from policymakers, educators, and communities to ensure that the vision of UEE translates into tangible and lasting benefits for every child in the age group of 6-14 years.

Question 4.
“How does the Right to Education Act (RTE) in India, enacted in 2009, serve as a transformative legal framework to ensure free and compulsory education, addressing disparities and promoting inclusive, quality elementary education for every child in the age group of 6 to 14 years across the nation ?”
Answer:
• The Right to Education Act (RTE) enacted in India in 2009 stands as a transformative legal framework, marking a significant milestone in the country’s commitment to providing accessible, inclusive, and quality elementary education for every child aged 6 to
14. This comprehensive legislation addresses various aspects of education, focusing on eliminating disparities, ensuring free and compulsory education, and promoting inclusivity.

• At its core, the RTE Act is a constitutional provision that recognizes education as a fundamental right, thereby establishing a legal obligation on the part of the government to make elementary education free and compulsory. The enactment of this legislation was a response to the need for a structured and rights-based approach to education, aiming to bridge socio-economic gaps and create a level playing field for all children.

• The Act’s primary objective is to eradicate barriers that prevent children from accessing education, especially those from marginalized and economically disadvantaged backgrounds. By mandating free education for all children in the specified age group, the RTE Act addresses financial constraints that often hinder families from sending their children to school. This provision ensures that education is not a privilege limited to certain sections of society but a universal right available to every child.

• Moreover, the RTE Act goes beyond mere access to education; it emphasizes the quality and inclusivity of the educational experience. The legislation recognizes the diverse needs of children, including those with disabilities and from socially marginalized communities, promoting inclusive education practices. It mandates the creation of an environment that caters to the specific requirements of children with disabilities, ensuring their integration into mainstream educational settings.

• The Act also tackles issues related to infrastructure, teacher-student ratios, and the overall quality of education. It mandates the provision of essential facilities in schools, such as classrooms, libraries, and playgrounds, contributing to a conducive learning environment. Additionally, the RTE Act outlines guidelines for teacher recruitment, training, and workload, aiming to enhance the quality of teaching and, consequently, the overall educational experience.

• By establishing a legal framework for elementary education, the RTE Act holds governments accountable for the effective implementation of these provisions. It delineates the roles and responsibilities of various stakeholders, including central and state governments, local authorities, and parents, in ensuring the fulfillment of the right to education. The Act introduces mechanisms for monitoring and redressal, allowing individuals to seek legal remedies in case of violations or non-compliance.

• In essence, the Right to Education Act in India is a visionary piece of legislation that not only recognizes education as a fundamental right but also envisions a holistic and inclusive approach to elementary education. As a transformative legal framework, it strives to create a foundation for a more equitable and enlightened society by ensuring that every child has the opportunity to receive quality education, irrespective of socio-economic background or other barriers.

Group – C

Objective type Questions with Answers
I. Multiple Choice Questions with Answers :

Question 1.
What does U.E.E. stand for in the context of education in India?
(i) Universal Education and Excellence
(ii) Universalisation of Elementary Education
(iii) United Educational Endeavors
(iv) Uniformity in Educational Excellence
Answer:
(ii) Universalisation of Elementary Education

Question 2.
At what age group does Universalisation of Elementary Education (U.E.E.) aim to provide education?
(i) 3-8 years
(ii) 6-14 years
(iii) 10-18 years
(iv) 12-16 years
Answer:
(ii) 6-14 years

Question 3.
What is the primary focus of Universalisation of Elementary Education?
(i) Secondary education for all
(ii) Tertiary education for all
(iii) Elementary education for all children
(iv) Higher education for selected individuals
Answer:
(iii) Elementary education for all children

Question 4.
Which act serves as the cornerstone of U.E.E. and emphasizes free and compulsory education for all children aged 6 to 14 years?
(i) National Policy on Education (NPE)
(ii) Right to Education (RTE) Act
(iii) Sarva Shiksha Abhiyan (SSA)
(iv) District Primary Education Programme (DPEP)
Answer:
(ii) Right to Education (RTE) Act

Question 5.
What are the three stages involved in the Universalisation of Elementary Education?
(i) Provision, Enrolment, and Retention
(ii) Access, Quality, and Inclusivity
(iii) Infrastructure, Teacher Training, and Curriculum
(iv) Primary, Secondary, and Tertiary ‘
Answer:
(i) Provision, Enrolment, and Retention

Question 6.
Sarva Shiksha Abhiyan (SSA). is an effort to universalize elementary education by:
(i) Centralized control
(ii) Community ownership of the school system
(iii) Privatization of schools
(iv) Teacher-driven initiatives
Answer:
(ii) Community ownership of the school system

Question 7.
Operation Blac kboard, implemented in 1987, aimed at:
(i) Promoting sports in schools
(ii) Improving the quality of primary education
(iii) Establishing vocational training centers
(iv) Enhancing art and cultural education
Answer:
(ii) Improving the quality of primary education

Question 8.
What was the primary focus of Operation Blackboard?
(i) Providing two classes in each primary school
(ii) Constructing special toilets for girls and boys
(iii) Appointing at least fifty percent female teachers
(iv) All of the above
Answer:
(iv) Ail of the above

Question 9.
District Primary Education Programme (DPEP) was initiated in:
(i) 1986
(ii) 1994
(iii) 2001
(iv) 2009
Answer:
(ii) 1994

Question 10.
What is the main aim of DPEP?
(i) Improving secondary education
(ii) Ensuring universal access to higher education
(iii) Reviving and universalizing primary education
(iv) Promoting vocational education
Answer:
(iii) Reviving and universalizing primary education

Question 11.
The Mid-Day Meal Scheme was launched to:
(i) Provide financial assistance to students
(ii) Enhance the quality of elementary education
(iii) Promote extracurricular activities in schools
(iv) Address nutritional needs of primary school children
Answer:
(iv) Address nutritional needs of primary school children

Question 12.
When was the Mid-Day Meal Scheme initially launched in India?
(i) 1986
(ii) 1995
(iii) 2001
(iv) 2009
Answer:
(ii) 1995

Question 13.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in:
(i) 1990
(ii) 2001
(iii) 2009
(iv) 2018
Answer:
(iii) 2009

Question 14.
What is the financing pattern of the RMSA scheme between the Center and the States?
(i) 50:50
(ii) 75:25
(iii) 80:20
(iv) 60:40
Answer:
(ii) 75:25

Question 15.
What is the main objective of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA)?
(i) Universalization of elementary education
(ii) Raising the minimum level of education till class X
(iii) Promoting vocational education
(iv) Enhancing the quality of higher education
Answer:
(ii) Raising the minimum level of education till class X

Question 16.
Sarva Shiksha Abhiyan (SSA) in India covers education from:
(i) Pre-school to class 5
(ii) Pre-school to class 8
(iii) Pre-school to class 12
(iv) Pre-school to university level
Answer:
(iii) Pre-school to class 12

Question 17.
What is the primary focus of the Quality Improvement component under SSA?
(i) Infrastructure development
(ii) Teacher training
(iii) Digital initiatives
(iv) Vocational education
Answer:
(ii) Teacher training

Question 18.
The Right to Education (RTE) Act 2009 became effective on:
(i) April 1,2000
(ii) April 1,2010
(iii) January 1, 2009
(iv) January 1, 2010
Answer:
(ii) April 1, 2010

Question 19.
According to the RTE Act, what does ‘free education’ mean?
(i) Education without any rules
(ii) Education without exams
(iii) Education without fees or charges
(iv) Education without teachers
Answer:
(iii) Education without fees or charges

Question 20.
What is the age group covered by the RTE Act for providing free and compulsory education?
(i) 3-10 years
(ii) 6-14 years
(iii) 10-18 years
(iv) 12-16 years
Answer:
(ii) 6-14 years

Question 21.
Which article of the Indian Constitution is associated with the Right to Education?
(i) Article 21
(ii) Article 41
(iii) Article 51A
(iv) Article 15
Answer:
(iii) Article 21A

Question 22.
The RTE Act prohibits the employment of teachers for non-educational work, except for:
(i) Sports events
(ii) Decennial census
(iii) Cultural festivals
(iv) Political campaigns
Answer:
(ii) Decennial census.

Question 23.
What does SSA stand for?
(i) Sarva Shiksha Act
(ii) Sustainable School Abhiyan
(iii) Sarva Shiksha Abhiyan
(iv) Secondary School Association
Answer:
(iii) Sarva Shiksha Abhiyan

Question 24.
Which initiative is aimed at reducing gender, social, and regional disparities in secondary education?
(i) DPEP
(ii) SSA
(iii) RMSA
(iv) RTE
Answer:
(iii) RMSA

Question 25.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) emphasizes improving education with a focus on:
(i) History and Geography
(ii) Science, Mathematics, and English
(iii) Arts and Humanities
(iv) Vocational subjects
Answer:
(ii) Science, Mathematics, and English

II. Fill in the blanks :

Question 1.
U.E.E. stands for in the context of education in India.
Answer:
Universalisation of Elementary Education

Question 2.
Universalisation of Elementary Education aims to provide education, to children in the age group of .
Answer:
6-14 years

Question 3.
Sarva Shiksha Abhiyan (SSA) focuses on universalizing elementary education through
Answer:
community ownership of the school system

Question 4.
Operation Blackboard, implemented in 1987, aimed at imprbving the of primary education.
Answer:
quality

Question 5.
District Primary Education Programme (DPEP) was initiated in to revive and universalize primary education.
Answer:
1994

Question 6.
The Mid-Day Meal Scheme was launched in India to address the of primary school children.
Answer:
nutritional needs

Question 7.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched with a financing pattern of between the Center and the States.
Answer:
75:25

Question 8.
The Right to Education (RTE) Act 2009 became effective on .
Answer:
April 1, 2010

Question 9.
According to the RTE Act, ‘free education’ means education without any .
Answer:
fees or charges

Question 10.
The age group covered by the RTE Act for providing free and compulsory education is
Answer:
6-14 years

Question 11.
SSA covers education from pre-school to .
Answer:
class 1

Question 12.
The primary focus of the Quality Improvement component under SSA is .
Answer:
teacher training

Question 13.
Samagra Shiksha Abhiyan (SSA) subsumes three existing schemes, namely SSA, RMSA, and .
Answer:
Teacher Education (TE)

Question 14.
SSA aims to provide holistic education, addressing pre-school to .
Answer:
class 12

Question 15.
The Right to Education (RTE) Act was implemented in India in response to the constitutional mandate of .
Answer:
Article

Question 16.
The RTE Act prohibits the employment of teachers for non-educational work, except for
Answer:
decennial census

Question 17.
Samagra Shiksha Abhiyan (SSA) promotes the integration of in education.
Answer:
technology

Question 18.
SSA focuses on improving school infrastructure, including the construction of classrooms, libraries, laboratories, and facilities.
Answer:
toilet

Question 19.
SSA emphasizes the professional development of teachers through various programs.
Answer:
training

Question 20.
The RTE Act places an obligation on the appropriate Government and local authorities to ensure admission, attendance, and completion of elementary education by all children in the age group.
Answer:
6-14 years

II. Correct the Sentences :

Question 1.
Universalisation of Elementary Education (U.E.E.) aims to make education available to all children in the age group of 3-10 years.
Answer:
Universalisation of Elementary Education (U.E.E.) aims to make education available to all children in the age group of 6-14 years.

Question 2.
Operation Blackboard, implemented in 1987, aimed at constructing special toilets for girls and boys in primary schools.
Answer:
Operation Blackboard, implemented in 1987, aimed at improving the quality of primary education and providing at least two classes in each primary school.

Question 3.
District Primary Education Programme (DPEP) was initiated in 2001 to improve secondary education.
Answer:
District Primary Education Programme (DPEP) was initiated in 1994 to revive and universalize primary education.

Question 4.
The Mid-Day Meal Scheme was launched in 2007 with the aim of improving enrollment, presence, and retention of children in schools.
Answer:
The Mid-Day Meal Scheme was launched in 1995 with the aim of improving the nutritional status of children in primary schools.

Question 5.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) became effective in 2010 with a financing pattern of 50:50 between the Center and the States.
Answer:
Rashtriya Madhyamik Shiksha Abhiyan (RMSA),was launched in 2009-10 with a financing pattern of 75:25 between the Center and the States.

Question 6.
Sarva Shiksha Abhiyan (SSA) was launched in 2001 as a response to the demand for quality higher education.
Answer:
Sarva Shiksha Abhiyan (SSA) was launched in 2001 as an effort to universalize elementary education by community ownership of the school System.

Question 7.
The Right to Education (RTE) Act 2009 came into effect on January 1, 2010.
Answer:
The Right to Education (RTE) Act 2009 came into effect on April 1, 2010.

Question 8.
RTE Act prohibits the employment of teachers for non-educational work, except for cultural festivals.
Answer:
RTE Act prohibits the employment of teachers for non-educational work, except for decennial census, elections, and tragedy assistance.

Question 9.
Samagra Shiksha Abhiyan (SSA) is an independent scheme launched in 2018, separate from Sarva Shiksha Abhiyan (SSA).
Answer:
Samagra Shiksha Abhiyan (SSA) is an integrated scheme launched in 2018, subsuming Sarva Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA).

Question 10.
The Right to Education (RTE) Act 2009 specifies the responsibility of parents in providing appropriate and firee compulsory education.
Answer:
The Right to Education (RTE) Act 2009 specifies the responsibility of parents, governments, and local authorities in providing appropriate and free compulsory education.

II. Answer the following questions in one word :

Question 1.
What does U.E.E. stand for in education?
Answer:
Universalisation of Elementary Education

Question 2.
At what age group does U.E.E. aim to provide education?
Answer:
6-14 years ,

Question 3.
What are the three stages involved in U.E.E.?
Answer:
Provision, Enrolment, Retention

Question 4.
Which act emphasizes free and compulsory education for children aged 6 to 14 years?
Answer:
RTE Act

Question 5.
Which initiative focuses on community ownership of the school system?
Answer:
Sarva Shiksha Abhiyan (SSA)

Question 6.
Which scheme aimed at improving the quality of primary education and reducing dropouts?
Answer:
Operation Blackboard

Question 7.
When was the Mid-Day Meal Scheme initially launched in India?
Answer:
1995

Question 8.
What is the financing pattern of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA)?
Answer:
75:25 (Center:States)

Question 9.
Which article of the Indian Constitution is associated with the Right to Education?
Answer:
Article 21A

Question 10.
What ddes ‘free education’ mean according to the RTE Act?
Answer:
Education without fees or charges

Question 11.
What is the age group covered by the RTE Act for providing free and compulsory education?
Arts.
6-14 years

Question 12.
Which scheme was launched in 2018 and integrates three existing education schemes?
Answer:
Samagra Shiksha Abhiyan (SSA)

Question 13.
Which program emphasizes equal access to education and improving quality?
Answer:
Samagra Shiksha Abhiyan (SSA)

Question 14.
What does the Right to Education (RTE) Act prohibit teachers from participating in, except for specific events?
Answer:
Decennial census

Question 15.
Which act became effective on April 1, 2010, ensuring free and compulsory education for children?
Answer:
RTE Act 2009

Universalisation of elementary education and right to education:
Universalisation of Elementary Education (U.E.E.) is an educational term refers to make education available to all children in the age of group of 6-14 or in classes I-VII. It means the education for every child .to complete the stage of Elementary or Primary education either formal or nonformal means of education. Here all children covered the children of every community castes, creed, religions, handicapped, orphans or destitutes and disadvantaged groups. It signifies that education is for all and not for a selected few. This concept accepts that education is the birth right of every child. This means all children belonging to the rich and the poor living in towns as well as rural areas or hills and plains, which are accessible with difficulty; have to be provided with facilities for elementary education.

In short, universalisation of elementary education is the educational provision for all children to educate elementary education without any dropouts. Universalisation of elementary education also means free and compulsory elementary education for all children till they complete 14 years of age. Universalisation of Elementary Education involved the three years stages or steps, which are Universalisation of Provision, Universalisation of Enrolment, and Universalisation of Retention. Sarva Shiksha Abhiyan is an effort to universalise elementary education by community ownership of the school system. It is a response to the demand for quality basic education all over the country. The SS A 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.

Operation Blackboard : A scheme has been implemented by the Indian Government as per the recommendation produced by NPE during Rajiv Gandhi’s reign in 1987. The most important objectives of Operation Blackboard were improvement in the quality of primary education: Reducing rate of wastage and stagnation: To attract aU children, especially girls in primary education, so that the dream of education can be realized for all. This plan was mainly focused on providing at least two classes in each primary school; Special toilets for girls and boys; Appointing at least fifty percent female teachers of the total teachers.

District Primary Education Programme (DPEP): In order to revive primary education system and to achieve the goal of universalization of the primary education. The District Primary Education Programmme (DPEP) was started in 1994. DPEP adopted for adopting universal approach, improving retention and learning achievements and reducing inequalities among social groups. The main aims of this program are reach to primary education by formal/non-formal stream for all children, to trim down differences in enrolment of the children, drop-out rates knowledge attainment among gender and group of weaker section of the society to less than 5 per cent, to reduce dropout rates for all the children to less than 10 per cent and to rise average achievement rate 25 per cent by measured by measured baseline level and ensure attainment of basic literacy and the numeracy competencies and the minimum of forty per cent in other competencies by all primary education children.

Mid-Day Meal Scheme : Government of India was launched the National Program of nourishment Support for Primary Education (NP-NSPE) on 15th August, 1995. The essential or main objective of the scheme is to help get better the effectiveness of elementary education by improving the dietary status of children of primary school. Initially, this scheme was implement in 2,408 blocks in the country so that the students could be fed food in five sections from one to one in the schools run by food, government aided and local body. From 1997-98, the scheme of MDM was executed in all over India. Under this scheme, all the children enroll in course/class 1 to five contain a ripe Mid-Day Meal with three hundred calories and twelve grams of protein. In October 2007, in this scheme, 3,499 educationally backward classes were included in the upper primary classes from six to eight students. It was expected that MDM will improve enrolment, presence and retention of the children in schools.

The Rashtriya Madhyamik Shiksha Abhiyan (RMSA): With a financing pattern of 75:25 between the Center and the States, a scheme sponsored by the Central Government was launched in 2009-10. The most important objectives of this scheme are: (1) to raise the minimum level of education till class X and to make secondary education entire. (2) To recognize good quality secondary education with focus on Science, Mathematics and English. To (3) educing gender, social and regional interval to get better enrollment, dropout and retention (1) Sarva Shiksha Abhiyan (SSA) in India :

(1) Sarva Shiksha Abhiyan (SSA) is a flagship program in India that embodies the nation’s commitment to achieving Universal Elementary Education (UEE). Launched in 2001, SSA is a centrally sponsored scheme aimed at providing free and compulsory education toall children in the age group of 6 to 14 years. Sarva Shiksha Abhiyan, meaning ‘Education for All’ in Hindi, was introduced with the objective of bridging educational disparities and ensuring access to quality education for every child across the diverse socio-economic spectrum of India. This initiative represents a crucial step towards fulfilling the constitutional mandate of the Right to Education (RTE) Act, 2009.

The primary objectives of SSA include:

Ensuring universal access and enrollment of all children in elementary education.
Bridging gender and social category gaps in education.
Ensuring that children complete eight years of elementary schooling with satisfactory learning outcomes.
Focusing on the needs of children with special requirements through inclusive education practices.
Enhancing the quality of education through teacher training and the provision of necessary infrastructure and learning materials.

Achievements of SSA:- Over the years, SSA has achieved significant milestones, contributing to the improvement of elementary education in India :

Increased Enrollment: SSA has played a pivotal role in increasing enrollment rates, especially among marginalized communities and the girl child.
Infrastructure Development: The program has led to the construction and upgrade of schools, providing better facilities for students and teachers.
Quality Enhancement: Teacher training programs and the development of teaching materials have positively impacted the quality of education.
Inclusive Education : SSA has contributed to fostering a more inclusive educational environment, addressing the needs of children with disabilities and those from marginalized backgrounds.

Challenges and Criticisms :- Despite its successes, SSA faces several challenges :

Infrastructure Disparities : Disparities in infrastructure development persist across regions, affecting the overall quality of education.
Teacher Shortages : Shortages of qualified teachers in some areas hinder the effective implementation of SSA.
Quality of Learning Outcomes : While enrollment has increased, ensuring that students receive a quality education with satisfactory learning outcomes remains a challenge.

Sarva Shiksha Abhiyan stands as a cornerstone in India’s journey towards Universal Elementary Education. Despite challenges, its multifaceted approach has significantly contributed to increasing enrollment, improving infrastructure, and fostering inclusive education. As India continues to evolve its educational landscape, SSA remains a vital instrument in realizing the vision of education for all.

2. Samagra Shiksha Abhiyan (SSA) :
Samagra Shiksha Abhiyan (SSA) is an integrated scheme for school education in India, which was launched in 2018. It is an umbrella program that subsumes three existing schemes – Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education (TE). The merger of these schemes aims to bring about a holistic and integrated approach to school education from pre-school to class 12.

Objectives :

Holistic Education: SSA aims to provide holistic education, addressing not only elementary education (as in the case of SSA) but also secondary education (as in the case of RMSA) and teacher education.
Equal Access : The scheme focuses on ensuring equal access to education, irrespective of gender, socio-economic background, or geographical location.
Improving Quality : SSA aims to enhance the quality of education by improving infrastructure, training teachers, and introducing innovative teaching methods.
Inclusive Education : The scheme promotes inclusive education by addressing the needs of children with special needs and other marginalized groups.
Teacher Development: SSA emphasizes the professional development of teachers through various training programs, ultimately improving the overall quality of education.