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Which is the first state in the country to offer breakfast in government schools?
  • a)
    Punjab
  • b)
    Tamil Nadu
  • c)
    Kerala
  • d)
    West Bengal
Correct answer is option 'B'. Can you explain this answer?
Most Upvoted Answer
Which is the first state in the country to offer breakfast in governme...
Tamil Nadu has become the first state in the country to offer breakfast in government schools, along with the mid-day meal.
Chief Minister MK Stalin announced the breakfast scheme for students studying in Classes 1 to 5 in the state. The special nutritional scheme is based on a public health study by the government on the malnourished children in the state. Tamil Nadu was also a pioneer of the midday meal scheme.
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Since 2005, the NGO Prathams Annual Status of Education Reports (ASER) have shone a light on a critical failure of Indias education system: A large number of school-going children across the country are short on basic learning skills. These reports have led to debates on seminal policy interventions such as the Right to Education Act and have been catalysts for meaningful conversations on the pedagogical deficiencies of the formal school system. The latest edition of ASER, released on Tuesday, directs attention to children between four and eight years of age, and suggests that Indias learning crisis could be linked to the weakness of the countrys pre-primary system.More than 20 per cent of students in Standard I are less than six, ASER 2019 reveals - they should ideally be in pre-school. At the same time, 36 per cent students in Standard 1 are older than the RTE-mandated age of six. "Even within Standard I, childrens performance on cognitive, early language, early numeracy, and social and emotional learning tasks is strongly related to their age. Older children do better on all tasks," the report says. This is a significant finding and should be the starting point for a substantive debate on the ideal entrylevel age to primary school. In this context, policymakers would also do well to go back to the pedagogical axiom which underlines that children between four and eight are best taught cognitive skills through play-based activities. The emphasis, as ASER 2019 emphasises, should be on "developing problem-solving faculties and building memory of children, and not content knowledge".ASER 2019 talks about leveraging the existing network of anganwadi centres to implement school readiness.The core structure of the anganwadis was developed more than 40 years ago as part of the Integrated Child Development Scheme (ICDS). Pre-school education is part of their mandate. But at the best of times, these centres do no more than implement the governments child nutrition schemes. A number of health crises -including last years AES outbreak in Bihar - have bared the inadequacies of the system. A growing body of scholarly work has also shown that the anganwadi worker is poorly-paid, demoralised and lacks the autonomy to be an effective nurturer. The ASER report is alive to such shortcomings. "There is a need to expand and upgrade anganwadis to ensure that children get adequate and correct educational inputs of the kind that are not modeled after the formal school," it notes. The government would do well to act on this recommendation - especially since the Draft Education Policy that was put up for public discussion last year, also stresses on the pre-school system.Q. What does the word "seminal" mean as used in the first paragraph passage?

In 1920, the congress, first at an extraordinary session held at Calcutta and later at the consistent session held at Nagpur under Gandhijis authority, embraced another program of battle against the administration. At the Nagpur session which was gone to by around 15,000 representatives, the congress constitution was revised and "the fulfillment of Swarajya by the general population of India by all real and quiet signifies" turned into the primary article of the constitution of the congress.Gandhis confidence in the British Government was staggered in the year 1920. He had foreseen no equity from it. He was against the Rowlatt Bills, which abridged even the base opportunity of each native. The Jallianwala Bagh slaughter and the consequent military law abuses and abominations on the individuals of Punjab blended the rage of the entire of India. Gandhi was amazingly furious about the happenings. The report of the Hunter Committee distributed in May 1920, and the civil arguments in the House of Lords securing and adulating Dyers direct at Amritsar blushed the Indian suppositions.Another real occasion, which had an imperative impact in propelling the Non-co-task development, was Khilafat issue. The Khilafat was a religious establishment of the Sunni Muslims. Gandhi and different pioneers of the Indian national development bolstered the Muslim request with respect to the Khilafat for different reasons.Therefore, it was high time to dispatch and enlist a challenge development on National premise against the British monstrosities. Under the initiative of Gandhi the movement made swift progress until the appalling occasion of Chauri Chaura occurred, which turned into the quick reason for the end of Non-co-activity development.The non-cooperation movement was started to address the shameful acts done to Punjab and Turkey, and the achievement of Swaraj. It is known as the non collaboration development as a result of the strategies embraced in this development. It started with the renunciation of privileged titles like Sir that Indians had gotten from the British government. Subramania Iyer and Rabindranath Tagore had effectively done as such.Gandhiji returned his Kaiser-I-Hind award in August 1920.Numerous others followed the example. Indians no longer considered getting titles from the British government a desirable action. This was followed by the blacklisting of governing bodies.A great many people declined to cast their votes when decisions to the councils were held. A great many understudies and educators left schools and universities.New instructive foundations like the Jamia Millia at Aligarh (later moved to Delhi) and Kashi Vidyapeeth at Benaras were established by patriots. Government workers surrendered their employments. Legal counselors boycotted law courts. Imported fabric was scorched in campfires. There were strikes and hartals everywhere throughout the nation. The development was an incredible achievement and government lash back could not stop it.Q. What was the intention behind the renunciation of titles and awards by Indians given to them by the British?

In 1920, the congress, first at an extraordinary session held at Calcutta and later at the consistent session held at Nagpur under Gandhijis authority, embraced another program of battle against the administration. At the Nagpur session which was gone to by around 15,000 representatives, the congress constitution was revised and "the fulfillment of Swarajya by the general population of India by all real and quiet signifies" turned into the primary article of the constitution of the congress.Gandhis confidence in the British Government was staggered in the year 1920. He had foreseen no equity from it. He was against the Rowlatt Bills, which abridged even the base opportunity of each native. The Jallianwala Bagh slaughter and the consequent military law abuses and abominations on the individuals of Punjab blended the rage of the entire of India. Gandhi was amazingly furious about the happenings. The report of the Hunter Committee distributed in May 1920, and the civil arguments in the House of Lords securing and adulating Dyers direct at Amritsar blushed the Indian suppositions.Another real occasion, which had an imperative impact in propelling the Non-co-task development, was Khilafat issue. The Khilafat was a religious establishment of the Sunni Muslims. Gandhi and different pioneers of the Indian national development bolstered the Muslim request with respect to the Khilafat for different reasons.Therefore, it was high time to dispatch and enlist a challenge development on National premise against the British monstrosities. Under the initiative of Gandhi the movement made swift progress until the appalling occasion of Chauri Chaura occurred, which turned into the quick reason for the end of Non-co-activity development.The non-cooperation movement was started to address the shameful acts done to Punjab and Turkey, and the achievement of Swaraj. It is known as the non collaboration development as a result of the strategies embraced in this development. It started with the renunciation of privileged titles like Sir that Indians had gotten from the British government. Subramania Iyer and Rabindranath Tagore had effectively done as such.Gandhiji returned his Kaiser-I-Hind award in August 1920.Numerous others followed the example. Indians no longer considered getting titles from the British government a desirable action. This was followed by the blacklisting of governing bodies.A great many people declined to cast their votes when decisions to the councils were held. A great many understudies and educators left schools and universities.New instructive foundations like the Jamia Millia at Aligarh (later moved to Delhi) and Kashi Vidyapeeth at Benaras were established by patriots. Government workers surrendered their employments. Legal counselors boycotted law courts. Imported fabric was scorched in campfires. There were strikes and hartals everywhere throughout the nation. The development was an incredible achievement and government lash back could not stop it.Q. As used in the passage, the word "monstrosities" most nearly means

Since 2005, the NGO Prathams Annual Status of Education Reports (ASER) have shone a light on a critical failure of Indias education system: A large number of school-going children across the country are short on basic learning skills. These reports have led to debates on seminal policy interventions such as the Right to Education Act and have been catalysts for meaningful conversations on the pedagogical deficiencies of the formal school system. The latest edition of ASER, released on Tuesday, directs attention to children between four and eight years of age, and suggests that Indias learning crisis could be linked to the weakness of the countrys pre-primary system.More than 20 per cent of students in Standard I are less than six, ASER 2019 reveals - they should ideally be in pre-school. At the same time, 36 per cent students in Standard 1 are older than the RTE-mandated age of six. "Even within Standard I, childrens performance on cognitive, early language, early numeracy, and social and emotional learning tasks is strongly related to their age. Older children do better on all tasks," the report says. This is a significant finding and should be the starting point for a substantive debate on the ideal entrylevel age to primary school. In this context, policymakers would also do well to go back to the pedagogical axiom which underlines that children between four and eight are best taught cognitive skills through play-based activities. The emphasis, as ASER 2019 emphasises, should be on "developing problem-solving faculties and building memory of children, and not content knowledge".ASER 2019 talks about leveraging the existing network of anganwadi centres to implement school readiness.The core structure of the anganwadis was developed more than 40 years ago as part of the Integrated Child Development Scheme (ICDS). Pre-school education is part of their mandate. But at the best of times, these centres do no more than implement the governments child nutrition schemes. A number of health crises -including last years AES outbreak in Bihar - have bared the inadequacies of the system. A growing body of scholarly work has also shown that the anganwadi worker is poorly-paid, demoralised and lacks the autonomy to be an effective nurturer. The ASER report is alive to such shortcomings. "There is a need to expand and upgrade anganwadis to ensure that children get adequate and correct educational inputs of the kind that are not modeled after the formal school," it notes. The government would do well to act on this recommendation - especially since the Draft Education Policy that was put up for public discussion last year, also stresses on the pre-school system.Q. Which one of the following statements is the author most likely to agree with?

Since 2005, the NGO Prathams Annual Status of Education Reports (ASER) have shone a light on a critical failure of Indias education system: A large number of school-going children across the country are short on basic learning skills. These reports have led to debates on seminal policy interventions such as the Right to Education Act and have been catalysts for meaningful conversations on the pedagogical deficiencies of the formal school system. The latest edition of ASER, released on Tuesday, directs attention to children between four and eight years of age, and suggests that Indias learning crisis could be linked to the weakness of the countrys pre-primary system.More than 20 per cent of students in Standard I are less than six, ASER 2019 reveals - they should ideally be in pre-school. At the same time, 36 per cent students in Standard 1 are older than the RTE-mandated age of six. "Even within Standard I, childrens performance on cognitive, early language, early numeracy, and social and emotional learning tasks is strongly related to their age. Older children do better on all tasks," the report says. This is a significant finding and should be the starting point for a substantive debate on the ideal entrylevel age to primary school. In this context, policymakers would also do well to go back to the pedagogical axiom which underlines that children between four and eight are best taught cognitive skills through play-based activities. The emphasis, as ASER 2019 emphasises, should be on "developing problem-solving faculties and building memory of children, and not content knowledge".ASER 2019 talks about leveraging the existing network of anganwadi centres to implement school readiness.The core structure of the anganwadis was developed more than 40 years ago as part of the Integrated Child Development Scheme (ICDS). Pre-school education is part of their mandate. But at the best of times, these centres do no more than implement the governments child nutrition schemes. A number of health crises -including last years AES outbreak in Bihar - have bared the inadequacies of the system. A growing body of scholarly work has also shown that the anganwadi worker is poorly-paid, demoralised and lacks the autonomy to be an effective nurturer. The ASER report is alive to such shortcomings. "There is a need to expand and upgrade anganwadis to ensure that children get adequate and correct educational inputs of the kind that are not modeled after the formal school," it notes. The government would do well to act on this recommendation - especially since the Draft Education Policy that was put up for public discussion last year, also stresses on the pre-school system.Q. In the last paragraph, why does the author states that the government should act on the recommendation based on the ASER report?

Which is the first state in the country to offer breakfast in government schools?a)Punjabb)Tamil Naduc)Keralad)West BengalCorrect answer is option 'B'. Can you explain this answer?
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Which is the first state in the country to offer breakfast in government schools?a)Punjabb)Tamil Naduc)Keralad)West BengalCorrect answer is option 'B'. Can you explain this answer? for Class 12 2024 is part of Class 12 preparation. The Question and answers have been prepared according to the Class 12 exam syllabus. Information about Which is the first state in the country to offer breakfast in government schools?a)Punjabb)Tamil Naduc)Keralad)West BengalCorrect answer is option 'B'. Can you explain this answer? covers all topics & solutions for Class 12 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Which is the first state in the country to offer breakfast in government schools?a)Punjabb)Tamil Naduc)Keralad)West BengalCorrect answer is option 'B'. Can you explain this answer?.
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