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Practice Quiz or MCQ (Multiple Choice Questions) with solutions are available for Practice, which would help you prepare for chapter Nationalist Movement in indo china, Class 10, SST. You can practice these practice quizzes as per your speed and improvise the topic. 
Q.
why was Tonkin free school established ?
  • a)
    They wanted to provide western type of education
  • b)
    They wanted to provide education according to the local need.
  • c)
    They wanted to use local language
  • d)
    They wanted to provide technical education
Correct answer is 'A'. Can you explain this answer?
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Practice Quiz or MCQ (Multiple Choice Questions) with solutions are av...
Tonkin free schools established to provide western education in Vietnam. It was because the French wanted to impart Western-style education to the Vietnamese. 
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Practice Quiz or MCQ (Multiple Choice Questions) with solutions are av...
The French government wanted to introduce western type of education to the Vietnamese students so that they became civilized , follow western culture and languages , they also removed old subjects by science. , French language , and hygiene
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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.Which of the following best describes the phrase "passive recipients" as used in the passage?

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Practice Quiz or MCQ (Multiple Choice Questions) with solutions are available for Practice, which would help you prepare for chapter Nationalist Movement in indo china, Class 10, SST. You can practice these practice quizzes as per your speed and improvise the topic.Q.why was Tonkin free school established ?a)They wanted to provide western type of educationb)They wanted to provide education according to the local need.c)They wanted to use local languaged)They wanted to provide technical educationCorrect answer is 'A'. Can you explain this answer?
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