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The enrolment in higher education in India is contributed both by Formal System of Education and by System of Distance Education. Distance education contributes
  • a)
    50% of the formal system
  • b)
    25% of the formal system
  • c)
    10% of the formal system
  • d)
    Distance education system's contribution is not taken into account while considering the figures of enrolment in higher education.
Correct answer is option 'B'. Can you explain this answer?
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The enrolment in higher education in India is contributed both by Form...
The enrolment in higher education in India is contributed both by Formal System of Education and by System of Distance Education. Distance education contributes 25% of the formal system. Distance learning and open education is a feature of the Indian higher education system, and is looked after by the Distance Education Council. Indira Gandhi National Open University (IGNOU) is the largest university in the world by number of students, having approximately 3.5 million students across the globe.
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The enrolment in higher education in India is contributed both by Form...
The answer is option 'B', which states that distance education contributes 25% of the formal system of education in India.

Explanation:
- Higher education in India is contributed by both the Formal System of Education and the System of Distance Education.
- The Formal System of Education includes traditional colleges and universities where students attend classes on campus.
- The System of Distance Education, on the other hand, allows students to pursue their education remotely through various means such as online courses, correspondence courses, and satellite-based programs.
- The question asks about the contribution of distance education to the overall enrolment in higher education in India.
- Option 'A' states that distance education contributes 50% of the formal system. This option is incorrect because it overestimates the contribution of distance education.
- Option 'B' states that distance education contributes 25% of the formal system. This option is correct because it provides a more realistic estimate of the contribution of distance education. Distance education is an alternative mode of education and typically has a smaller enrolment compared to the formal system.
- Option 'C' states that distance education contributes 10% of the formal system. This option is incorrect because it underestimates the contribution of distance education.
- Option 'D' states that the contribution of distance education is not taken into account when considering the figures of enrolment in higher education. This option is incorrect because distance education is a significant component of higher education in India and its contribution is considered in enrolment figures.

In conclusion, the correct answer is option 'B' as it accurately represents the contribution of distance education to the formal system of education in India.
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Direction: Read the following passage carefully and answer the questions.The Draft National Education Policy, 2019 (DNEP) implements the India-centric education system, which contributes to the continuous transformation of our nation into a just and vibrant knowledge society, by providing high-quality education to all. The NITI Aayog has focused policy focus specifically on education and outcomes of education from programs. It has promoted competitive federalism among states to improve their educational indicators that are measurable by a battery of tests on students. But any serious work on No One Left Behind (NOLB) can ask for a new and reformist approach. DNEP has provided some hope, but it calls for further examination of rhetoric and reality.DNEP must be read in the context of the current economic and educational climate in order to estimate the path and speed needed to make its vision a reality. On the one hand, we are in another new era of industrial revolution or skilled age. On the other hand, at present, around one million youth enter the workforce in India each month, but most of them are just raw hands without professional technical knowledge or practical business skills. The weak relationship between education and employment poses a potential risk of turning Indias demographic dividend into a demographic disaster.In the education sector, the elusive chaos of the quantity-quality-equity triangle remains unresolved. Although the merits of education are well recognized as an invaluable public, public investment for this has been minimal. It is relevant to explore how DNEP has addressed some key areas for policy interventions in school education, namely access, which can be measured by the education system, the size and flow of students crossing over to equity, which can be seen development-deprived populations, and lack or persistence of quality, which can be understood by teaching-learning processes and developmental outcomes for children that are more easily implied by attainable scores.Q. What calls for further examination of rhetoric and reality?

Direction: Read the following passage carefully and answer the questions. The Draft National Education Policy, 2019 (DNEP) implements the India-centric education system, which contributes to the continuous transformation of our nation into a just and vibrant knowledge society, by providing high-quality education to all. The NITI Aayog has focused policy focus specifically on education and outcomes of education from programs. It has promoted competitive federalism among states to improve their educational indicators that are measurable by a battery of tests on students. But any serious work on No One Left Behind (NOLB) can ask for a new and reformist approach. DNEP has provided some hope, but it calls for further examination of rhetoric and reality. DNEP must be read in the context of the current economic and educational climate in order to estimate the path and speed needed to make its vision a reality. On the one hand, we are in another new era of industrial revolution or skilled age. On the other hand, at present, around one million youth enter the workforce in India each month, but most of them are just raw hands without professional technical knowledge or practical business skills. The weak relationship between education and employment poses a potential risk of turning Indias demographic dividend into a demographic disaster. In the education sector, the elusive chaos of the quantity-quality-equity triangle remains unresolved. Although the merits of education are well recognized as an invaluable public, public investment for this has been minimal. It is relevant to explore how DNEP has addressed some key areas for policy interventions in school education, namely access, which can be measured by the education system, the size and flow of students crossing over to equity, which can be seen development-deprived populations, and lack or persistence of quality, which can be understood by teaching-learning processes and developmental outcomes for children that are more easily implied by attainable scores. Q.Our Indian education sector needs: I. To resolve the elusive conundrum of the quantity-quality-equity triangle II. To acknowledge the merit of education as an invaluable public good III. More public investment IV. Policy intervention in school education

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The enrolment in higher education in India is contributed both by Formal System of Education and by System of Distance Education. Distance education contributesa)50% of the formal systemb)25% of the formal systemc)10% of the formal systemd)Distance education systems contribution is not taken into account while considering the figures of enrolment in higher education.Correct answer is option 'B'. Can you explain this answer?
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