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Which National Policy on Education recommended a common educational structure of 10+2+3 in the Indian education system?
  • a)
    NPE-1968
  • b)
    NPE-1986
  • c)
    NPE-1992
  • d)
    NPE-2016
Correct answer is option 'B'. Can you explain this answer?
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Which National Policy on Education recommended a common educational st...
The National Policy on Education of 1986 introduced the common educational structure of 10+2+3, aiming to standardize education across the country and facilitate a smoother transition between school and higher education.
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Which National Policy on Education recommended a common educational st...
National Policy on Education (NPE) Overview
The National Policy on Education (NPE) is a comprehensive framework that guides the development of education in India. Among its various iterations, the NPE of 1986 is particularly significant for introducing structural changes in the educational system.
Common Educational Structure: 10+2+3
- The NPE-1986 recommended the establishment of a common educational structure of 10+2+3.
- This structure consists of:
- 10 years of schooling (primary and secondary education)
- 2 years of higher secondary education
- 3 years of undergraduate study
Rationale Behind the 10+2+3 Structure
- The 10+2+3 system aimed to create a more streamlined educational pathway.
- It facilitates better access to higher education and vocational training.
- This structure was designed to enhance the quality of education and provide students with a more holistic learning experience.
Impact on the Education System
- The NPE-1986 led to the establishment of a uniform educational structure across states.
- It aimed at promoting equity and inclusivity within the educational framework.
- This policy has influenced subsequent educational reforms and policies in India.
Conclusion
In summary, the NPE-1986 played a pivotal role in shaping the Indian education system by introducing the 10+2+3 structure. This policy not only aimed to improve educational standards but also to provide a clear pathway for students transitioning from school to higher education.
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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.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

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?

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Which National Policy on Education recommended a common educational structure of 10+2+3 in the Indian education system?a)NPE-1968b)NPE-1986c)NPE-1992d)NPE-2016Correct answer is option 'B'. Can you explain this answer?
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