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Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer? for CLAT 2025 is part of CLAT preparation. The Question and answers have been prepared according to the CLAT exam syllabus. Information about Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer? covers all topics & solutions for CLAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer?.

Solutions for Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer? in English & in Hindi are available as part of our courses for CLAT. Download more important topics, notes, lectures and mock test series for CLAT Exam by signing up for free.

Here you can find the meaning of Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer?, a detailed solution for Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer? has been provided alongside types of Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Directions: Read the following passage and answer the question.The late JP Naik, the doyen of Indian education during the twentieth century, titled his seminal work on Indian education Equality, Quality and Quantity: The Elusive Triangle in Indian Education. Through some of its landmark initiatives, such as the Sarva Shiksha Abhiyan (SSA), India has been able to address issues of access and retention by providing a primary school in every habitation of the country with midday meals (the largest such programme in the world).As a result, enrolment has risen from 72 per cent in 2002 (when fifty-nine million children, of two hundred and twenty million in the age group of 6-14 years were out of school) to over 99 per cent in recent years. The attendance in schools has gone up and retention till Class VIII has risen from 42 per cent in 2002 to around 80 per cent in recent times.But the elusiveness that JP Naik pointed to is borne out by the fact that the third vertex of this triangle, namely, quality of education has remained unattainable. Often, suggestions for improvement of the quality of government school education have harped on teacher accountability and incentives; the use of technology in schools; and other efficiency-related actions. These have taken us nowhere.Thankfully, in recent times, the approach to this vexing problem is changing and the centrality of the teacher and the need to invest in their professional preparedness is being recognised. To those working on the ground with rural government schools for years, this acknowledgement is a welcome validation of the criticality of teacher education.This signals that sustained improvement in school quality will not come through fixing a few specific aspects but by addressing the core issue which is to create well-equipped, well-prepared teachers. There are no shortcuts, the path to a complete revamp of teacher education in the country will be long and arduous.How well we can reform teacher education, implement high quality four-year integrated teacher education programmes and create excellent institutions for teacher education will determine the fate of three hundred and seventy million children who will, in a few years, join Indias adult population.Perhaps one of the most crucial aspects within this that needs to be fixed is our very weak undergraduate education system that fails to equip teachers with subject-matter proficiency. For our teachers to be truly competent in their subjects, our Bachelor programmes ought to provide them with depth and breadth in their chosen disciplines. One cannot discuss quality in school education without acknowledging that the root cause is the abysmal quality of our undergraduate programmes.Q.What is the recent change in the approach to improving the quality of government school education in India, as mentioned in the passage?a)Increased focus on teacher accountabilityb)Utilization of technology in schoolsc)Recognition of the importance of investing in teacher professional preparednessd)Implementation of efficiency-related actionsCorrect answer is option 'C'. Can you explain this answer? tests, examples and also practice CLAT tests.