Remedial English Test Series 70

Remedial English Test Series 70

  Identify  the ONE mistake in each line and make corrections    (1 mark for each correct answer. Total score   ___ )  

01 Almost five decade  after India first formulated its National Education Policy, the Ministry for Human
02 Resource Development appear  to be gearing up for another revision to this policy document, and not a
03 moment too soon. The state of education, particular  in the critical primary and pre-primary years, is far
04 from satisfactory. Since the early 2000s, successive government kept up momentum on a sustained
05 investment push into schools in a bid to resolve what was view   as a supply-side problem. As The
06 Hindu’s recent series on primary education, Learning Deficit, highlighted, it was hope that through this
07 effort children in elementary education would be provide  with classrooms, uniforms, textbooks and other
08 teaching materials, and a larger contingent of teacher. Thus, this approach hoped to tackle low enrolment
09 rates. Led by government schools, public investment in education helped raise the gross enrol  ratio
10 from 81.6 per cent of childrens  in the 6-14 age group in 2000 to 96 per cent or more since 2008. Yet it soon
11 became evidence  that getting children into school was only the first step, especially when gaping holes
12 remained in the system. Among these, the barriers to high-quality, equitably-distribute  primary education
13 include: high dropout rates, especially for girl; teacher absenteeism and low teaching quality; and
14 outmoded pedagogies and insufficients resources to implement contemporary teaching methods. The
15 problem of poor learning outcomes is of particular concern, for it is a structure issue pertaining to the
16 design of curricula and ingrain  rote learning methods. These have been the backbone of India’s teaching
17 tradition for over half a century. But will this help create the kind of workforce that India wish   to develop:
18 nimble, highly-skill  and ready for the digital age, the global economy and new pathways of occupational
19 mobility? Or will the sheer weight of an outdate, colonial-era education system make Indians too sluggish
20 and skill-deprived to cope in a high  competitive global arena? While efforts of the present and previous
21 government to boost the quality of learning in high  and vocational education must be appreciated,
22 policymaker ought not to ignore early childhood education and primary schooling, the phases during
23 which the most important cognitive development milestones are attain. The tenth Annual Status of
24 Education Report found that in 2014 the proportion of Class 3 and Class 5 student  in rural areas who
25 could read a Class 2 textbook was 23.6 and 48.1 per cent, respectively. Until Activity-Base Learning and
26 “teaching at the right level”, tools for real learning and skill-absorption, becomes  the norm, hopes of the
27 country becoming a great power may well remains a dream. (The Hindu, 19 Dec. 2016).

KEY TO Remedial English Test Series 70   Note the correct answers below

 01 Almost five decades after India first formulated its National Education Policy, the Ministry for Human
02 Resource Development appears to be gearing up for another revision to this policy document, and not a
03 moment too soon. The state of education, particularly in the critical primary and pre-primary years, is far
04 from satisfactory. Since the early 2000s, successive governments kept up momentum on a sustained
05 investment push into schools in a bid to resolve what was viewed as a supply-side problem. As The
06 Hindu’s recent series on primary education, Learning Deficit, highlighted, it was hoped that through this
07 effort children in elementary education would be provided with classrooms, uniforms, textbooks and other
08 teaching materials, and a larger contingent of teachers. Thus, this approach hoped to tackle low enrolment
09 rates. Led by government schools, public investment in education helped raise the gross enrolment ratio
10 from 81.6 per cent of children in the 6-14 age group in 2000 to 96 per cent or more since 2008. Yet it soon
11 became evident that getting children into school was only the first step, especially when gaping holes
12 remained in the system. Among these, the barriers to high-quality, equitably-distributed primary education
13 include: high dropout rates, especially for girls; teacher absenteeism and low teaching quality; and
14 outmoded pedagogies and insufficient resources to implement contemporary teaching methods. The
15 problem of poor learning outcomes is of particular concern, for it is a structural issue pertaining to the
16 design of curricula and ingrained rote learning methods. These have been the backbone of India’s teaching
17 tradition for over half a century. But will this help create the kind of workforce that India wishes to develop:
18 nimble, highly-skilled and ready for the digital age, the global economy and new pathways of occupational
19 mobility? Or will the sheer weight of an outdated, colonial-era education system make Indians too sluggish
20 and skill-deprived to cope in a highly competitive global arena? While efforts of the present and previous
21 government to boost the quality of learning in higher and vocational education must be appreciated,
22 policymakers ought not to ignore early childhood education and primary schooling, the phases during
23 which the most important cognitive development milestones are attained. The tenth Annual Status of
24 Education Report found that in 2014 the proportion of Class 3 and Class 5 students in rural areas who
25 could read a Class 2 textbook was 23.6 and 48.1 per cent, respectively. Until Activity-Based Learning and
26 “teaching at the right level”, tools for real learning and skill-absorption, become the norm, hopes of the
27 country becoming a great power may well       remain a dream. (The Hindu, 19 Dec. 2016).