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Education as a subject of legislation figures in which of the following lists?
  • a)
    Union List
  • b)
    State List
  • c)
    Concurrent List
  • d)
    Residuary Powers
Correct answer is option 'C'. Can you explain this answer?
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Education as a subject of legislation figures in which of the followin...
Education as a subject of legislation figures in the Concurrent List. The Concurrent List is a list of 52 items given in the Seventh Schedule of the Constitution of India. It includes the power to be considered by both the central and state government.
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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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Education as a subject of legislation figures in which of the following lists?a)Union Listb)State Listc)Concurrent Listd)Residuary PowersCorrect answer is option 'C'. Can you explain this answer?
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Education as a subject of legislation figures in which of the following lists?a)Union Listb)State Listc)Concurrent Listd)Residuary PowersCorrect answer is option 'C'. Can you explain this answer? for UGC NET 2024 is part of UGC NET preparation. The Question and answers have been prepared according to the UGC NET exam syllabus. Information about Education as a subject of legislation figures in which of the following lists?a)Union Listb)State Listc)Concurrent Listd)Residuary PowersCorrect answer is option 'C'. Can you explain this answer? covers all topics & solutions for UGC NET 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Education as a subject of legislation figures in which of the following lists?a)Union Listb)State Listc)Concurrent Listd)Residuary PowersCorrect answer is option 'C'. Can you explain this answer?.
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