English Language Questions for RBI Assistant Mains 2020: The Reserve Bank of India will conduct the Main exam which is the final phase for the recruitment of Assistants. English Language is one of the sections students need to prepare for RBI Assistant Mains 2020 examination and here we are providing our students with daily mocks or quizzes in a new and simple pattern which will help you practice more effectively for the fight against 926 vacancies of RBI Assistant 2020 recruitment. We are providing you daily english quizzes based on the questions which were asked in previous days of RBI Assistant Mains examination and you can also check the study plan for RBI Assistant Mains to enhance your preparation. The quiz contains Miscellaneous Based Quiz. Stay with Bankers Adda for the latest Quizzes,Study notes,Test series, and other helpful study material.
Directions (1-5): Read the following passage carefully and answer the questions given below it. Certain words are given in bold to help you locate them while answering some of the questions.
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Paragraph 1: In approving the National Education Policy 2020 on July 29, the Union Cabinet has taken an important step forward in India’s transition from deprivation to development. It marks the fourth major policy initiative in education since Independence. The last one was undertaken a good 34 years ago and modified in 1992. Given our current demographic profile, the stage of development we are in, and the aspirations of our youth, the new policy has not come a day too soon.Based on two committee reports and extensive nationwide consultations, NEP 2020 is sweeping in its vision and seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training. It acknowledges the 21st century need for mobility, flexibility, alternate pathways to learning, and self-actualisation.
Paragraph 2: India has faced unprecedented challenges in providing quality education to children and the youth. Lack of resources and capacity, dozens of mother tongues, a link language that despite being the global language of choice is alien to most, and a persistent mismatch between the knowledge and skills imparted and the jobs available have been some of the challenges that have bedeviled our efforts since Independence.The 2020 policy attempts to break free from the shackles of the past. In adopting a 5+3+3+4 model for school education starting at age 3, it recognises the primacy of the formative years from ages 3 to 8 in shaping the child’s future. It also recognises the importance of learning in the child’s mother tongue till at least Class 5. Here, we are up against the strong desire of parents today, born of pragmatism, to give a head start to their children by exposing them to English from day one. Maybe we should recognize that between ages 3 and 8, picking up languages is child’s play, and blend the mother tongue and English in the first five years of school. Multilingual felicity could become the USP of the educated Indian.
Paragraph 3: Another key aspect of school education in the new policy is the breaking of the straitjackets of arts, commerce and science streams in high school, and the laudable goal of introducing vocational courses with internship. How exactly this will be realised is to be worked out, given the penchant of overzealous parents to “stream” their children into professions at the earliest. The ‘blue-collarisation’ of vocations in our society is also a hurdle to be overcome, but this need not deter us from recognising the merits of the proposed policy. Needless to say, the policy envisages 100% Gross Enrolment Ratio (GER) in school education by 2030.
Paragraph 4: In keeping with the philosophy of flexibility in enabling our students to deviate from the straight and narrow, NEP 2020 proposes a multi-disciplinary higher education framework with portable credits, and multiple exits with certificates, diplomas and degrees. An ambitious GER of 50% is envisaged by 2035. At the apex will be Multidisciplinary Education and Research Universities, where research will be supported by a new National Research Foundation. The role of our colleges in attaining the ambitious GER target is recognized by empowering them as autonomous degree-granting institutions, and phasing out the affiliated college, a unique Indian beast that is …………………………(A). The huge potential of online pedagogy and learning methodologies for attaining the GER target is recognised and sought to be tapped extensively.
Q1. How NEP addresses the entire gamut of education in the country?
(i) It primarily acknowledges 21st century education requirements
(ii) It aims at the needs of mobility and flexibility.
(iii) It focuses on alternatives for learning and self-actualization
(a) Only (i)
(b) Both (i) and (ii)
(c) Only (iii)
(d) all (i), (ii), and (iii)
(e) None of the above
Q2. What are the challenges faced by the country while providing quality education?
(i) There isn’t a single mother tongue
(ii) Lack of skilled and trained teachers
(iii) Deficit in adequacy of resources and capacity of education system
(iv) There isn’t sufficient political will to bring about changes in education system
(v) Constant mismatch between the imparted skill and available jobs
(a) (i), (ii), and, (iii)
(b) (i), (iv), (v)
(c) (i), (iii), (v)
(d) (i), (iii), (v) and (iv)
(e)All of the above
Q3. How the 5+3+3+4 model is significant in breaking the previous restraints?
(a) It recognizes age 3 to 8 years of a child as formative years for building child’s future
(b)The model also prioritizes importance of learning in mother tongue of the child for at least 5th class.
(c) The adoption of this model will address poor learning outcomes in schools
(d) both (a) and (c)
(e) Both (a) and (b
Q4. What the italicized statement, ‘Multilingual felicity could become the USP of the educated Indian.’
means as given in the passage?
(i) The NEP 2020 identifies significance of learning in child’s mother tongue for at least 5th standard.
(ii) Along with learning in mother tongue, exposing children to English from age 3 to 8 would develop multilingual skills.
(iii) The multilingual learning would promote more educated people in the country.
(a) Only (iii)
(b) Both (i) and (iii)
(c) Both (ii) and (ii)
(d) Only (ii)
(e) None of the above
Q5. Which of the following describes the phrase “blue collarisation of vocations” as mentioned in the passage?
(a) The vocational courses are stereotypically looked down upon as such works involve hard manual labour.
(b) People getting vocational training do not get much respect in society.
(c) Blue collar Vs. White collar is kind of training people acquire in life
(d) The tasks involved in vocational courses are physically exhausting
(e) None of these
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