Subjective / Written Questions (25)
1. Compare national education systems using historical, political, economic and cultural context rather than a single ranking indicator. / एकल ranking indicator के बजाय ऐतिहासिक, राजनीतिक, आर्थिक और सांस्कृतिक संदर्भों से national education systems की तुलना कीजिए।
2. Critically analyse globalisation and international organisations in comparative education policy. / comparative education policy में globalisation और international organisations की भूमिका का आलोचनात्मक विश्लेषण कीजिए।
3. Explain how validity, reliability, norms and practicability jointly determine measurement quality. / validity, reliability, norms और practicability मिलकर measurement quality कैसे निर्धारित करते हैं?
4. Design an achievement-test framework using revised Bloom taxonomy and item analysis. / revised Bloom taxonomy और item analysis से achievement-test framework तैयार कीजिए।
5. Evaluate formative, summative, diagnostic and assessment-for-learning approaches. / formative, summative, diagnostic तथा assessment-for-learning approaches का मूल्यांकन कीजिए।
6. Discuss PARAKH, ABC and holistic report cards in NEP 2020 assessment reform. / NEP 2020 assessment reform में PARAKH, ABC और holistic report cards का विवेचन कीजिए।
7. Analyse elementary-education challenges through ECCE, UEE, RTE, access, equity, quality and infrastructure. / ECCE, UEE, RTE, access, equity, quality और infrastructure से elementary-education challenges का विश्लेषण कीजिए।
8. Evaluate secondary-education reforms through dropout, vocationalisation, curriculum relevance and assessment reform. / dropout, vocationalisation, curriculum relevance और assessment reform से secondary-education reforms का मूल्यांकन कीजिए।
9. Critically examine access, financing, governance and quality in higher education with RUSA and NEP 2020. / RUSA और NEP 2020 के साथ higher education में access, financing, governance और quality का परीक्षण कीजिए।
10. Analyse MOOCs, digital classrooms, AI and global partnerships with their ethical risks. / MOOCs, digital classrooms, AI और global partnerships के ethical risks सहित विश्लेषण कीजिए।
11. Explain environmental education through biotic-abiotic interaction, resources, pollution and ecological risk. / biotic-abiotic interaction, resources, pollution और ecological risk से environmental education समझाइए।
12. Compare determinism, possibilism and neo-determinism in human-environment relations. / human-environment relations में determinism, possibilism और neo-determinism की तुलना कीजिए।
13. Evaluate Environmental Impact Assessment as an environmental decision-making instrument. / Environmental Impact Assessment को environmental decision-making instrument के रूप में evaluate कीजिए।
14. Compare interdisciplinary and multidisciplinary approaches to environmental education. / environmental education में interdisciplinary और multidisciplinary approaches की तुलना कीजिए।
15. Critically assess Chipko, Narmada Bachao and Silent Valley as environmental movements. / Chipko, Narmada Bachao और Silent Valley को environmental movements के रूप में परखिए।
16. Analyse educational policy through philosophical, historical, sociological, political and global perspectives. / educational policy को philosophical, historical, sociological, political और global perspectives से analyse कीजिए।
17. Explain how caste, class, language, community and regional inequality complicate equal educational opportunity. / caste, class, language, community और regional inequality equal educational opportunity को कैसे जटिल बनाते हैं?
18. Critically examine technology policy through digital divide, data privacy, academic freedom and affordability. / digital divide, data privacy, academic freedom और affordability से technology policy का परीक्षण कीजिए।
19. Compare policy formulation, adoption, implementation and evaluation as distinct stages. / policy formulation, adoption, implementation और evaluation को अलग stages के रूप में compare कीजिए।
20. Analyse teacher education as a policy problem involving professional identity, practicum and continuing development. / professional identity, practicum और continuing development से teacher education policy का विश्लेषण कीजिए।
21. Evaluate gender as a social construction in schooling through hidden curriculum and subject choice. / schooling में gender को hidden curriculum और subject choice के माध्यम से social construction के रूप में evaluate कीजिए।
22. Discuss intersection of gender with caste, class, religion, disability and region in education. / education में gender का caste, class, religion, disability और region से intersection समझाइए।
23. Analyse economics of education through human capital, signalling, investment, costs and teacher labour markets. / human capital, signalling, investment, costs और teacher labour markets से economics of education का विश्लेषण कीजिए।
24. Compare cost-benefit and cost-effectiveness approaches in educational decision-making. / educational decision-making में cost-benefit और cost-effectiveness approaches की तुलना कीजिए।
25. Evaluate brain drain, educational returns and manpower planning as policy concerns for India. / भारत के लिए brain drain, educational returns और manpower planning को policy concerns के रूप में evaluate कीजिए।