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Which of the following taxes was meant for educational purposes?
  • a)
    Devadana
  • b)
    Salabhoga
  • c)
    Brahmadeva
  • d)
    Sarvamanya
Correct answer is option 'B'. Can you explain this answer?
Most Upvoted Answer
Which of the following taxes was meant for educational purposes?a)Deva...
Salabhog tax was meant for educational purposes.

Explanation:
Salabhog was a tax imposed in ancient India during the medieval period. It was primarily meant for educational purposes, specifically to support the running and maintenance of educational institutions.

Salabhog Tax:
Salabhog tax was levied on the income derived from agricultural lands and was collected by the state. The tax was usually a fixed percentage of the agricultural produce or income. The revenue collected from this tax was used to support educational institutions such as schools, colleges, and universities.

Importance of Education:
Education has always been considered a crucial aspect of society. It helps in the overall development of individuals and contributes to the progress of a nation. In ancient times, educational institutions played a vital role in imparting knowledge, skills, and values to the younger generation.

Role of Salabhog Tax:
The imposition of Salabhog tax helped in the establishment, maintenance, and growth of educational institutions. The revenue generated from this tax was utilized to support these institutions, including the payment of salaries to teachers, infrastructure development, and procurement of educational resources.

Significance:
The Salabhog tax exemplifies the importance given to education in ancient India. It highlights the efforts made by the rulers and the society to promote learning and knowledge dissemination. The tax served as a means to ensure the availability and accessibility of educational opportunities to the masses.

Conclusion:
Among the given options, Salabhog tax was the tax specifically intended for educational purposes. It was collected from agricultural income and used to support the functioning of educational institutions. This tax exemplifies the significance given to education in ancient times and the efforts made to promote learning in society.
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Community Answer
Which of the following taxes was meant for educational purposes?a)Deva...
B
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Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?

Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.Prior to 1990 what was NOT on the agenda of the educational reforms?1. An appropriate curriculum2. Well-managed admission process

Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.Which of the following best describes the phrase "passive recipients" as used in the passage?

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Which of the following taxes was meant for educational purposes?a)Devadanab)Salabhogac)Brahmadevad)SarvamanyaCorrect answer is option 'B'. Can you explain this answer?
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