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NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 4 Vocational Education are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 4 Vocational Education.

CBSE Class 10 English Main Course Book Unit 2 Education Chapter 4 Vocational Education

TEXTUAL EXERCISES

Question 1.
This is Rohan. He is not interested in the usual set of professional courses like the ones mentioned above. Do you think he can try his hand at something else ? Work in pairs and try to find some courses that he may like from the word maze given below.
Answer:

1. Plumbing
2. Electrician
3. Publisher
4. Typist
5. Foundryman
6. Welder
7. Fitter
8. Tailoring
9. Beautician
10. Machinist
11. Librarian (Printing error in CBSE book)
12. Retailing
13. Designer
14. insurance

Question 2.
Now that you have identified a few of the courses that Rohan can do, can you guess what would be their job profile and what category they can be placed under ? Given below is a table with jobs in column A and the job profile in column B (Jumbled up). Work in pairs to match the column A with column B and column C.
Answer:

Question 3.
Vocational Education
Read the following article on vocational education.
Answer:
Students to read the text as desired on their own.

Question 4.
After reading the above passage, complete the notes given below :

VOCATIONAL EDUCATION

1.0 What is VE

1.1 Prepares ……………………………………….
1.2 Related to ……………………………………….
1.3 Generally at the ………………………………………. level.
1.4 Focus on ………………………………………. and ……………………………………….

2.0 Need of VE :

2.1 To sustain ……………………………………….
2.2 To provide ……………………………………….
2.3 Creates ………………………………………. by
2.4 Addresses ………………………………………. through

3.0 Concerns :

3.1 Low ……………………………………….
3.2 Rigid ……………………………………….
3.3 Obsolete ……………………………………….
3.4 Poor linkage ……………………………………….

4.0 Emerging Fields :

4.1 Globalization has resulted in ……………………………………….
4.2 New fields of employment :

• Hospitality

Answer:

1.0 → It is Vocational Education.
1.1 → learners for jobs
1.2 → manual or practical activities
1.3 → non-academic
1.4 → development of skills and practical work
2.1 → momentum of the economy
2.2 → skilled manpower
2.3 → more employment opportunities by equipping learners with entrepreneurial skills
2.4 → the changing face of technology through diversified courses.
3.1 → motivation among students to pursue vocational education
3.2 → mindset of parents
3.3 → many vocational courses being provided
3.4 → between institutions offering vocational courses and the private sector
4.1 → new sectors in both manufacturing and service industries
4.2 → …….

• Fashion technology
• Film and television
• Information technology
• Retail
• Healthcare

Question 5.
Based on the information provided in this section along with the input given below write an article on “The growing need for Vocational Education”! “Education Curriculum requires fresh perspective”.
Answer:
The Growing Need for Vocational Education / Education Curriculum Requires Fresh Perspective

It is a fact that there is a wide gap between the present education system and the needs of the sectors in the market. The present education system hardly meets the requirements of the employment sector.

Every year 6,50,000 Engineering graduates and approximately two million graduates pass out of colleges. But they need to be re-skilled to meet the requirements of the employing sector. The developed world requires knowledge workers and skilled professionals. Naturally this gap between what we produce and what we need affects the development of the country. There is pretty mismatch between the two—that is, between the skilled manpower required and skilled manpower available.

The reasons for this mismatch in the market are not difficult to trace. First of all, there is low motivation among students to pursue vocational education. Secondly, the mindset of the parents and educators is accepting vocational courses. Thirdly, many vocational courses have become obsolete. Fourth, there is lack of linkage between vocational course providing institutions and the employment sector.

This sort of gap between the skilled manpower required and skilled manpower available can be bridged. It is possible if more and more youth are motivated to join vocational courses and the mindset of the parents is changed. Secondly, the available facilities of vocational courses need to be updated as per the present day needs. Then there must be a linkage between vocational institutions and the private sector. On- campus interviews are a step in this direction but more is needed to be done.

Question 6.
Your school is planning to close down two vocational courses at + two level as the enrolment has not been very encouraging. However, the school has decided to hold a debate concerning this issue. The team that is able to convince the students will be the deciding factor for the courses.
Answer:
Holding of the debate at class level to be done as desired above. The debate (for and against) is given below :

Education should be Skill Based rather than Knowledge Based
(for the motion)

Worthy Chairperson, Secretary and dear students

Today I, Ajit, stand before you to speak for the motion on ‘Education should be skill based rather than knowledge based. You’ll agree with me that in today’s world skill based education is the need of the hour. We all need various services to get on well with life. If you come out of the classrooms of our educational institutions, you’ll realize that our studying conventional economics, history or other conventional courses are just meaningless. They don’t get us suitable jobs.

On the other hand, as a result of globalization, I personally feel, new sectors in both manufacturing and service industries have opened up. These are hospitality, fashion technology, film and television, information technology, retail, healthcare etc. Then if we look at other vocational courses we find a large number of service providing jobs. These, you’ll see, can make us employable.

The present day education is knowledge based. I am of the opinion that such a system of education is just not sufficient. Our country is developing. At this juncture, we need the services of plumbers, designers, welders, tailors, machinists, electricians, foundry men etc. Their jobs are technical. The vocational institutions have a major role in providing us such a manpower. I submit that you’ll see yourself that developed countries need these skilled personnel in a large number. These skills are the need of the hour. We don’t make welders, foundry men, technicians etc, in conventional knowledge based colleges and universities. So I am of the firm opinion that seeing the today world and its needs we need skill based education and not knowledge based one. I, therefore, support the motion.

Thank you very much.

Education should be Skill Based rather than Knowledge Based
(against the motion)

Worthy Chairperson, Secretary and dear students

Today, I Amit, stand before you to speak against the motion on ‘Education should be skill based rather than knowledge based’. I am of the opinion that we don’t need all the education to be skill based as is implied in the topic. Then we have a sufficient number of vocational institutions. These have been providing the necessary skill based education.

My knowledgeable friend has beautifully analysed and asserted that education should be skill based. You can yourself imagine what the future would be if we have skilled manpower without the personnel having knowledge based education. I submit that I personally feel that knowledge based education is a must for a developing country like ours. We need managers, bureaucrats, professionals of a high order who can plan and design things seeing the needs of the times. These professionals, I am of the opinion, can’t be from plumbers or technicians. They should be coming from colleges and universities and technical education institutions. These are IITs, IIMs etc, where knowledge based education is imparted.

I personally feel that the country’s progress today is more because of the personnel produced by these institutions rather than vocational institutions. I don’t deny the role and importance of this vocational personnel. But I am sorry to say that they are in a supplementary position to them. If there is a kind of linkage between the two, you will see that we needn’t be afraid of anything. Country’s all round progress shall stand fully ensured then. So I support the view that education should be knowledge based. I, therefore, oppose the motion.

Thank you very much.

Question 7.
Most children face dilemma while choosing the right stream at + two level. Most of them are unsure of what they want to do. The decision is taken based on popular choice, parents’ pressure or peer pressure.
Answer:
Meant for role-play at class level. How the role-play in groups of four is to proceed is given below :

Rashmi : With due respects to you all, I wish to place before you my deep desire of pursuing Photography/Choreography. I personally feel that I have a passion for them. I have no desire to study science and commerce. I love taking pictures of animals. My grandfather has gifted me with a camera. I think and am pretty sure that I shall realize my passion.

Father : Hearing what Rashmi has declared I feel a bit let down as I have had great hopes for her. I myself am an IITian, that is, an engineer and I want her to join IIT. Besides, Photography/Choreography may be good for hobbies, they are not at all good professions. Thirdly, I personally feel that these two professions are not at all meant for girls. So I wouldn’t like that Rashmi should go in for these disciplines.

Mother (Mrs. Saxena): Being a mother I feel a little apprehensive about Rashmi’s choice or passion. I think such a profession is not viable and moreso for women. I feel anxious whether Rashmi shall be able to survive in her profession of her choice as it is hardly meant for women. She, perhaps, may not get a job. Who knows what kind of a family she has had after her marriage ? I want to support her. But being a Hindu woman nurtured in Hindu culture ? I find it hard to agree to what Rashmi wants to choose. Rashmi’s father rightly says that such a profession is not meant for girls.

Ms Rita : Being a Counsellor I feel that Rashmi has been able to find out so early in life what she wants. I, therefore, support her. I would want mom and dad to let Rashmi do what she wants to do.

Father : Rita is right in her own perspective. But I find it hard to see Rashmi go in for these professions since these are men’s domain. I find it hard to see Rashmi in such a profession. I personally feel that it doesn’t have many job opportunities.

Mother : I am of the same opinion. I personally feel that this profession is not meant for women. Then there are little chances for jobs.

Ms Rita : I personally feel that Rashmi can excel in this profession since it is nearer to her heart, interests and gut feeling. She will devote to this profession with sincerity and devotion. This will pay the way for her on being on the top. When she touches the top, she would hardly need any job.

Rashmi : I have an intuitional feeling that if I am allowed to pursue this profession I will not need any job. Instead, I would need a few persons to do jobs for me. Secondly, no one knows what is in store in future for one. Precisely speaking, I want to be number 1 photographer or a choreographer in the world.

Father, mother, Ms Rita : In that case I think that we should bow down before Rashmi’s passion.

Rashmi : Thank you mom and daddy; thank you dear sister.

Question 8.
Your school has decided to introduce Mass Media Studies as a subject under the vocational stream. This is going to help students who want to pursue a career in films, its production and other attached fields. Write a notice for your school notice board informing all students who are studying in class X regarding the course.
Writing a notice.
Answer:

Question 9.
Rahul—in the picture is not only your co worker but also a good friend. When you see him working with so much diligence and dedication, you feel happy at having supported him when his father was against him learning to be a Machinist. Write a narrative piece on Rahul’s journey of self realization and success and how your support helped him achieve his ambition.

How I Helped Rahul

Answer:

I am really glad and contented to have supported Rahul in the profession of a Machinist when his father was against it. I am also a Machinist and feel completely contented to have chosen this profession. Rahul’s father wanted him to study Commerce and Accountancy. But I learnt from Rahul that he never liked this subject. He had a deep inclination, inherent liking and interest in the working of machines. So after we completed our + 2,1 decided to help Rahul to go in the profession of his liking.

It was a very hard time to convince Rahul’s father to let Rahul to be a Machinist. But when I myself chose it as a profession and gave Rahul’s father some convincing examples of a bright future he relented. At least I feel that if avocation and vocation are mixed together then work gets done nicely. Rahul’s dedication and devotion to his work and his curiosity to make something new shall enable him to be a force to reckon with. At last Rahul has realized that his potential lies in machines. I am sure that one day Rahul will be on top of the world in this profession. He shall be a pride for his parents and for me as well. It was I who mattered much in his being what he ever wanted to be. My good wishes to him on his bright future.

Question 10.
Read and ponder over the following story silently.
“Pelican Watching”—Donna Getzinger

SUMMARY

One day the narrator’s father took him fishing with him. Both he and his father sat in the boat and started up the motor. The narrator saw the birds flying. He asked his father about them. They were pelicans, came the reply.

The narrator’s father added that the little pelican was a baby and the big one her father. She was angry as she wanted to sit with her father on his post. But the narrator told that he won’t let the little one sit as he kept him pushing the baby pelican.

When papa pelican dived for a fish, the baby pelican caught the post. The narrator told his father that the baby pelican had caught the post. But the father told that it wouldn’t be for long. Meanwhile papa pelican came with a fish in his mouth, pushed off the baby pelican and swallowed the fish. The narrator told that it was not fair. Papa pelican should share his post and food with the baby pelican. But the narrator’s father replied that he didn’t know.

The narrator’s father asked him to go on. But the narrator told him to remain there a little longer. The next time papa pelican dived for fish. He came with the fish and put it on another post. He flew back to his own post and knocked the baby pelican off. Seeing it the narrator’s father said that the papa pelican wanted her to go to the other post. Baby pelican flew around. Due to the smell of the fish she landed on the other post and swallowed the food.

Papa pelican dove again and brought a fish. He didn’t give it to the baby pelican who squawked again and again. At this the narrator yelled to the baby pelican to get her own fish as she could get one.

The fourth time papa pelican dived . Baby pelican copied him and both came out with fish in their mouths. Both ate their food and papa pelican kissed the baby pelican. Obviously, he had taught her how to fish. The narrator’s father said seeing this that he had got hungry. They decided to catch some big fish.

The narrator’s father put bait on a hook and gave it to the narrator. But the narrator didn’t take it. He told his father that he just wanted to catch fish with his own pole. The father was glad and hugged him. The narrator learnt to put worms on the bait and both fished side- by-side. The narrator was cheered by his father each time he caught the fish.

This way the father taught his child through a practical.

Have a class discussion on the great lesson that human beings can learn from Papa Pelican.

Answer:

Students to read the text on their own as desired. A class discussion needs to be organised under the guidance of the teacher. Some more information is given below on the topic to help the students in this discussion :

The present story has two parallel sub stories—one of the father and the son – the other of pelicans as baby pelican and her father pelican. The father pelican is out to train the baby pelican in the field of life. He is and has to one day be harsh towards the baby pelican as it would help in teaching her the lessons of life. These shall enable one in how to survive with success. Father pelican doesn’t give her the fish he has caught because he wants the baby pelican to pick her own as she will have to one day when he won’t be there on the scene. It is a fact that one generation is born and the old one dies. In this cycle of life and death, one has to stand on his own one day to survive. One’s parents are never there for ever. Father pelican teaches this lesson to the baby pelican. This lesson thus teaches this hard truth of life that one must be on one’s own.

We hope the NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 4 Vocational Education help you. If you have any query regarding NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 4 Vocational Education, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 3 Inclusive Education are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 3 Inclusive Education.

CBSE Class 10 English Main Course Book Unit 2 Education Chapter 3 Inclusive Education

TEXTUAL EXERCISES

Question 1.
Discuss in groups of four, the following questions :

• What was wrong with Fox’s school initially ?
• What were the reasons for improvement in the results ?
• Do you think the schools in the present day resemble Fox’s school ? If yes / no say how ?
• Can the Bat’s advice be extended to present day schools ? If yes, how ? If no, why ?

Answer:

Students to discuss in groups as desired as directed by their class teacher. Some
information is given below on the above points to help them in their discussion :

• The wrong with Fox’s school initially was that he introduced many things in his curriculum. These were not liked at all by the students. Also they didn’t have an inherent interest for them.
• The reasons for improvement in the results were that despite teachers’ doing their best the students failed and failed. The teachers were very unhappy with the results. They tried all methods and conducted classes regularly. But no improvement was there.
• Yes, the schools in the present day resemble Fox’s school. The subjects taught to the students fail to excite them to learn. They are boring and not related to real-life situations. School education doesn’t make them competent to face the problems of life. There is no coordination between what one learns at school and what he has to learn to lead a happy life later.
• The wise Bat’s advice deserves to be extended to present day schools. It is so because students shall learn those things quickly for which they have a liking and an aptitude, or an inherent curiosity. When the students of Fox’s school were given the subjects of their liking and in relation to natural instincts they excelled in them. This should be the way to give education to all.

Question 2.
Discuss within your group in what way is the story of the Fox’s school applicable to your classroom. How can the issue of inclusion of students with different abilities be addressed in the best possible way ?
Answer:
Group activity at classroom level. Some additional information is given below to enable the students to discuss the point in detail and with conviction :

The story of the Fox’s school is fully applicable to the classroom. If the students have a liking for a particular subject, they will learn it in the best manner. For instance, a student likes to study sports as he excels in it. He will do best in it if he is given sports as the main subject. But if he is forced to learn or study Sanskrit, he will miserably fail.

In such a backdrop, students must be identified as per their liking and inherent traits. Then they should be sent to those classes or subjects which cater to their talent and traits. Thus the issue of inclusion of students with different abilities can be addressed in this way.

Additionally, students identified with different abilities can be groomed by specialised courses. These should be relating to their inherent abilities and talents from the beginning. For instance, a student showing a potential for cricket can be sent to a cricket school to brighten in cricket. Going this way would bring in great results.

Question 3.
What does the term “inclusive education” mean to you ?
To me the term “inclusive education” means …………………………….
Answer:
…. the education which is singly and totally devoted to one subject or one goal. Though ‘inclusive’ means including all things related to one particular aspect, it, here, means a different kind of education. It comprises the things which have an inherent connection with the students’ tastes, likings, talents and abilities.

Question 4.
Read the poem given below :
I am SPECIAL, and so are You
___________________________________
Answer:
Students to read the poem on their own

SUMMARY

The poet says that he and all others are special. He asks the reader to think what could have happened if Mother Nature had been uniform and all living beings had been the same. If ants, apes, leopards, bears, birds, clouds, leaves fish etc, had been uniform, life could have been tragic.

God is to be thanked that we all have different shapes and sizes, looks, talent etc. Friends are fat, skinny, graceful, slow, funny, helpful, intelligent, dance-lovers etc. This gives uniqueness.

The poet says further that his friends are intelligent. They are winners in dancing, music, painting and sports. Then there are others who are full of other surprises. This is because each of us is one of a kind specially created and specially designed.

Each of us has a purpose, a role, a goal and a dream. Each of us is different, special and rare. Therefore, the poet advises that we should love one another as life has an aim. This is to be happy being special. We should do what we do as we all are special.

Question 5.
Based on your understanding of the poem, have a group discussion on the topic : ‘Inclusion means acceptance of diversity in a classroom. ’ After having the discussion, a member of each group will make a brief presentation to the class, giving the views and opinions of the group.
Answer:
Classroom activity. Group discussion on the topic to proceed as desired. The following points will help in the discussion :

1. analysis of the comprehensive meaning of Inclusive Education vis-a-vis present-day situation. Meaning of diversity in a classroom like—a classroom has students having different tastes, talents, skills, backgrounds, inherent likes and dislikes.
2. Physical conditions suiting getting Inclusive Education in the face of non-availability of infrastructural support.
3. Curriculum and its viability suiting the provision of Inclusive Education.
4. Diversity can’t be overlooked or ignored as it is the spice of life.
5. Diversity—a force of character—to be recognised and ways and means to be explored to sharpen a student’s personal interests, likes and dislikes.
6. Drawbacks, if any, of the present-day system of education and suggestions for further diversification or improvements in consonance with the ground truths.

Question 6.
Working in groups, illustrate the poem. Put up your illustrations on the class notice board under catchy titles.
Answer:
Students to draw their illustrations on their own as desired.

Question 7.
Now read the news story given below.
West Bengal Boy is World’s Youngest Headmaster
Answer:
Students to read the news story on their own.

SUMMARY

At 16 years of age Babar Ali is, perhaps, the youngest headmaster in the world. He is incharge of teaching hundreds of students in his family’s backyard. These students are, indeed, poor and from his village. This young man is from Murshidabad in West Bengal.

Babar Ali’s day starts early. He jumps on an auto-rickshaw after doing household chores and reaches the Raj Govinda School. It is at a distance of ten kms. Babar Ali has to walk two kms to reach it. The school is neat and clean. It is fully equipped with furniture and dedicated teachers.

Babar Ali sits in the middle in the front row. He is a tall, slim, smart and studious teenager wearing a blue and white uniform. He is a model student and first member of his family to get a proper education.

Raj Govinda school is govt, run and so it is free. Babar Ali has to pay for his uniform, books and rickshaw. It costs around 1800 rupees a year to send him to school. Many poor families can’t afford to send their children to the school.

Chumki Hajra, 14-years old, has never been to school. She lives in a tiny shack. Every morning she scrubs the dishes instead of going to school. She has bee^ doing this work since she was five. Her father is handicapped and can’t work. But Chumki is getting education with hundreds of other poor children, thanks to Babar Ali. Babar Ali rushes back to his school from Raj Govinda school after it is over. He reaches it at 4 O’clock. A bell summons all children to his house. He now acts as head¬master of his own unofficial school.

Babar Ali gives the lessons the way he gets from his teachers. The children sit in the mud, some on rickety benches while family chickens scratch around here and there. His school has 800 students all from poor families, all taught free. He was just nine when he began teaching a few friends as a game. He says that in the beginning he play-acted. But later he realised that they won’t learn to read and write if they didn’t have proper lessons. He calls it his duty to educate them to help our country build a better future.

There are ten teachers at his school. They volunteer their services free. Ali doesn’t charge for anything. Books, food etc, are free and funded by donations. He admits that without his school they won’t be ever literate.

There are about twelve other girls besides Chumki Hajra. Her dedication is incredible as she works, in homes in the village from six in the morning till 2 pm. Then she heads for Ali’s school. She dreams to become a nurse one day. With that in her mind she is attending Ali’s school. The school has been recognized by the local authorities as it has helped increase literacy rates in the area. Babar Ali has won many awards for his work.

The youngest children are just four or five. There are a couple of electric bulbs to give light when it is dark. There are little problems when seasons change. The monsoon comes and children hurry for cover. They crowd under a piece of plastic sheeting. Babar Ali shouts an order. Lessons are cancelled as rain disrupts the working. The children hurry home through the downpour. Tomorrow they will be back though.

Question 8.
On the basis of your reading of the above text complete the following sentences:

1. What makes Babar Ali’s tale extraordinary is ___________
2. That Babar Ali values his education is evident ___________
3. In spite of the fact that he studies in a government school, receiving an education is not easy because : (a) ___________ (b) ___________
4. Chumki is likely to achieve her dream of becoming a nurse because she has the qualities of : (a) ___________ (b) ___________
5. The poor infrastructure that the students of Babar Ali’s school study in is obvious from ___________
6. It is ironical that though the poor children are hungry for knowledge ___________

Answer:

1. his being at the age of 16 the youngest headmaster in the world
2. in his giving out to the poor children what he has been learning from his school teachers. It is in his hardwork to teach the poor children and in running his school.
3. (a) it is far away and (b) it is very costly
4. (a) working very hard in scrubbing the dishes and cleaning the homes of her neighbours and,(b) her deep ambition to be a nurse
5. the absence of furniture. His ‘school’ has rickety benches. It is under a rough, is homemade shelter and with family chickens scratching around nearby.
6. no government or non-govt, organizations come to the real help of Babar Ali, the youngest headmaster in the world.

Question 9.
Find one word or phrase from the passage that means the same as the following :

(a) extremely serious, bad or terrible (para 1-3)
(b) to give enthusiastic support (para 4-5)
(c) lanky (para 6-8)
(d) to leave to go to another place (para 13-14)
(e) wobbly (para 16-17) .
(f) to write something hastily or untidily (para 22-23)
(g) very difficult to believe (para 23-25)
(h) scamper (para 27-28)
(i) heavy shower (para 28)

Answer:

(a) direst
(b) pitches in
(c) gangly
(d) heads off
(e) rickety
(f) scribbling
(g) incredible
(h) scurry
(i) downpour

Question 10.
Smt. Anju Kar, Minister (Mass Education), West Bengal comes across BBC’s story of Babar Ali’s remarkable achievements transforming the lives of hundreds of poor children.
She writes a letter to him lauding his extraordinary efforts and undeterred spirit of reform in the face of adversity. She also promises support, both financial and academic to him. As Anju Kar, write the letter to Babar Ali.
Answer:

Minister (Mass Education)
Govt, of West Bengal Kolkata
5 October, 20 – –
My dear Babar Ali

I have come across BBC’s story of you and your remarkable achievements in transforming the lives of hundreds of poor children through teaching them even in adverse conditions. My heart goes with you when I realize how wonderfully you have contributed to the cause of govt’s, mass education campaign. This makes it more creditable without any govt, assistance. The country feels proud of you and the people of West Bengal bow their heads in gratitude to your determined efforts in educating the poor population. Despite difficulties and other adverse circumstances you have riicely been discharging your social responsibilities towards the educationally deprived. in a way, you are helping the underprivileged to fulfil their dreams through literacy. You are a pathfinder tor the youth of the country irl doing something useful for it. In this way you are an inspirer for thousands of such children.

I, as Minister of Education, am exploring all possible avenues to provide you every possible financial and other assistance. It is to ensure that you do not face any problem in your great duties. I am also recommending your case for a special grant to the Hon’ble Chief Minister.

Wishing all success in your great efforts.
Yours sincerely
(Smt.) Anju Kar

Question 11.
Writing a Biosketch
Answer:

Bama, alias Karukku Bama

Bama, popularly known as Karukku Bama, was born in 1958. She is a creative Tamil woman writer, a committed teacher and a social activist. She has a penname in Faustina Mary Fatima Rani. She has written novels with the titles Karukku, Sangati and Vanman. She has translated them into other Indian languages, English and French. Bama has also written twenty short stories which have not yet been published in book form. She was awarded a Honorary doctorate degree. She was honoured with a Crossword Award for her semi-fictional autobiography Karukku. She was invited by universities in India and abroad. She also lectured at various conferences held in the country and abroad.

Bama is a multi-faceted personality. She is a woman with extraordinary courage and conviction. She resists any form of oppression. She has a keen eye for beauty in nature and profound insight into the issues pertaining to caste, religion and women. She is endowed with clear thoughts and expression. Bama is dedicated to the uplift of the downtrodden. Her passion is teaching and mission of life is building a casteless society.

Question 12.
Listen carefully to a speech by Steven Jobs.
Answer:
No questions asked

We hope the NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 3 Inclusive Education help you. If you have any query regarding NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 3 Inclusive Education, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 2 Educating the Girl Child are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 2 Educating the Girl Child.

CBSE Class 10 English Main Course Book Unit 2 Education Chapter 2 Educating the Girl Child

TEXTUAL EXERCISES

Question 1.
Working in pairs, answer the following questions :

• Name two states with the lowest female literacy.
• Name two states with the highest female literacy.
• Name two states that rank second in female literacy.

Answer:

• Jharkhand and Bihar
• Kerala and Mizoram
• Delhi and Goa

Question 2.
What do you think are the causes for female illiteracy in India ?

• ……………………………………………………………………….

Answer:

• superstitions
• ignprance
• poverty
• traditions
• dowry
• male-dominated society
• attitude towards women

Question 3.
Read the following short story The whole world came together
Answer:
Students to read the text on their own as desired.

Question 4.
On the basis of your reading of the story and the discussion between the girls in the following picture, have a whole class discussion on-The Need to Recognize and Empower the Girl Child.
Answer:
Classroom activity. Discussion as desired to follow under the guidance of class teacher.

Some more information relating to the subject is given below to help in the discussion :

Present situation of the girl child—the negative side

• birth of a girl child not received well because of various beliefs, customs and traditions like dowry, a burden on parents – financially etc. – dependent, weaker sex etc.
• practices like female foeticide, female infanticide, son idolization, girl not seen as the propagator of one’s dynasty, etc.
• girl child education a drain on one’s parents, treated a burden till married off.
• an object of consuming, of sex only, and not an equal partner in the drama of life but as a propagator of one’s dynasty

Changed scenario—the positive side

• women breaking the age-old shackles of superstitions, dowry, being weaker sex- emerging as more than equal men in various fields of life.
• women now engineers, entrepreneurs, business tycoons, pilots, army officers, planners etc, have proved as efficient, honest officials.
• have proved their worth not less than that of men in terms of skills, intelligence, hard work, endurance, mental and physical strength.
• scene changing now—female-dominating families—compulsory education for girl child
• opening of more girl schools, colleges, universities due to govt planning for girl children and their indispensability for human survival programmes like Sarva Shiksha Abhiyan and its provisions real tools for the education, upliftment of girl child.
• women now on the forefront in every field of human activity-albeit more than men.

Question 5.
Read the following extract on Girl Child Education
Answer:
Students to read the text on their own.

Question 6.
On the occasion of Women’s Day, your school Literary Club organizes a Speech Competition on the topic-“Empowering the Girl Child is the Best Way to Empower the Nation.” On the basis of the input given above and your own ideas, draft the speech.

When giving your speech :

• Stand
• Make sure you look at every member of your audience while speaking
• Use questions, so as to involve your audience e.g. “Did you know that ………. ?” “I wonder how many of you are aware ……… ?”
• Speak up so that everyone can hear you
• Pause occasionally
• Don’t talk too fast

Answer:

Worthy judges, teachers and dear students

Today I, Shruti, stand before you to speak on “Empowering the Girl Child is the Best Way to Empower the Nation” on the occasion of Women’s Day today.

I submit that a woman sits at the centre of a family. If she is educated and enlightened about everything she can take the family forward socially, economically and, of course, morally. You’ll see that if a family progresses this way, a district progresses, a state progresses and, finally, the country progresses.

You’ll agree with me that such a stage of complete progress due to a woman is yet to be gained. However, I feel strongly that we have discarded many age-old superstitions and beliefs against a girl child, like she is a burden etc. Discrimination against a girl child still takes place in villages but not much in cities. Then there is a whole range of discriminatory practices. These are female foeticide, female infanticide, son idolization, early marriage and dowry. Girls are not seen as the propagators of one’s dynasty.

But as the time passes such things are left behind. You’ll agree with me if I say that today women are not behind men in any way. There are women entrepreneurs, pilots, doctors, army officers, planners, politicians and what not. They have truly shown their worth by their sincerity, dedication and devotion. It is all due to government policies like Sarva Shiksha Abhiyan or ‘Education for AH’. Today’s woman has woken up to her rights and responsibilities. I wonder how many of you are aware that we have had amongst us the most powerful women in the world in Smt. Pratibha Singh Ex-President, and Smt. Sonia Gandhi as ex-chairperson of UPA ! But much is to be done though we have more girl schools, colleges, universities etc. Since women are equal partners in every way, they need to be recognized as indispensable and equal. Their being empowered will mean empowering the nation.

Thank you very much.

Question 7.
Girls’ Enrolment:
Answer:
Students to study the data and understand it.

Question 8.
Did you note that in spite of the Government’s initiatives and provisions made for the girl child, the statistics shown in the enrolment position of girls in primary and upper primary are not very encouraging. Write a letter to the editor of a national daily, expressing your concern about the issue and the need to work on a war footing to counter the problem of poor enrolment of girls.

Answer:

24th September, 20 – –
The Editor
The Times of India
New Delhi
Subject : Problem of poor enrolment of girls in schools and suggestions thereof

Dear Sir

Kindly publish the following views of mine on the problem of poor enrolment of girls in primary and upper primary in the appropriate columns of your esteemed daily.

It is sad that we have not yet been able to ensure gender parity in the field of education despite our best efforts. The data available showing the enrolment of girls in primary and Upper primary have not been much encouraging. For instance, during the years 1999-2001, not much percentage was seen. In the year 2001-2003 there was a slight increase from 44.2 to 46.8 in primary and from 41.7 to 43.9 in the upper primary. Then in the years 2003-2005 there was slight increase only.

From this it is clear that the age-old beliefs about the girl child as a burden on parents still grip the minds of the parents. For this dowry, son idolization etc, are more responsible than any other reasons. We need social workers to eradicate such stupid beliefs from the minds of the parents. If we want to bring dynamic changes in the mindset of the people, girls should be educated. Their education holds the key to a large number of problems. The education of girls means the education of a whole family. The empowerment of women through programmes like Sarva Shiksha Abhiyan is needed the most. Old centres of power of men stand now invaded by women.

But not much has been done. There is still a need of awakening about what women can do to fight the bias against girls. These are like reservation of women in seats of power. So all govt, and non-govt, agencies need to work on a war footing to counter the problem of poor enrolment of girls.

Thanking you
Yours faithfully
____________

We hope the NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 2 Educating the Girl Child help you. If you have any query regarding NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 2 Educating the Girl Child, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 1 My struggle for an Education are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 1 My struggle for an Education.

CBSE Class 10 English Main Course Book Unit 2 Education Chapter 1 My struggle for an Education

TEXTUAL EXERCISES

Question 1.
Read about a boy, Booker T. Washington and his struggle to receive an education.
Answer:
Students to read the text on their own and understand it with the help of word-notes given above.

Question 2.
Answer the following based on your reading of the passage above :
1. The hoy was inspired to go to Hampton because of ………..
2. After working in the coal mine where did the boy work next and what did he learn ?
3. What happened to the money he had earned at Mrs Ruffner’s house ?
4. How far was Hampton from Malden ? Was he able to hire a coach ? What did he do and where did he reach ?
5. What did he do in Richmond in order to earn for his journey to Hampton ?
6. Why did the writer not make a favourable impression on the head teacher ?
7. What did he have to go through in order to get admission to the Hampton Institute ?
8. The names of some places are given below. Think of the main event that took place there and write them in the order given in the story.

(a) Hampton
(b) General Lewis Ruffner’s house
(c) coal mine
(d) city of Richmond in Virginia.

Answer:

1. his intense desire to get an education.
2. The boy worked next in the house of Mrs Ruffner. Thereafter, he worked in the port to unload a vessel at Richmond, Virginia.
3. The money that he earned at Mrs. Ruffner’s house had been spent by his stepfather and the remainder by the family.
4. It was about 500 miles. No, he was not able to hire a coach as he had no money worth the name. He begged rides both in wagons and in cars. Thus he reached Richmond, Virginia, about 82 miles from Hampton.
5. He worked in the port in unloading the vessel stationed there.
6. The writer didn’t make a favourable impression on the head teacher because of his shabby appearance. He had not eaten for days and hadn’t taken a bath. Also he had not changed his clothes for long.
7. He went through a kind of examination in the form of cleaning and dusting the recitation room three-four times.
8. Main Events associated with these places (in order given in the story) :

Question 3.
Which of the following qualities best describe the boy’s character ? Give evidence from the story to support your answer.

Answer:

careful, hard-working → I swept the recitation room three times, then I got a dusting cloth, and I dusted it four times

polite, respectful → I presented myself before the head teacher for assignment to a class

eager to learn → I resolved at once to go to that school … Hampton.

frank → The lessons that I learned in the home of Mrs. Ruffher were as valuable to me as any education … since.

Question 4.
Match the following phrases with their meanings :

Answer:

(a) → (iii)
(b) → (i)
(c) → (iv)
(d) → (ii)
(e) → (vi)
(f) → (v)

Question 5.
Based on your understanding of the story respond to the following statements. You could get into groups of six and each student could respond to one statement.

(а) Rahul is a victim of circumstances.
(b) His classmates’ reaction is normal
(c) Rahul should take admission in another school
(d) Rahul’s teacher is at fault
(e) Children require individual attention
(f) We need more people like Mrs. Mini

Answer:

Classroom activity to be undertaken under the supervision of class teacher. One sample of responses to the above statements is given below :

(a) Yes, Rahul is a victim of circumstances in one way because he is bom to poor parents. This way he can be called an unlucky boy, moreso, because of his father.

(b) His classmates’ reaction is normal as usually one’s classmates behave like that. What Rahul should do is to tell his teachers of it. This will stop them to make fun of him or ridicule him.

(c) No, Rahul should not go to another school. He must learn to stand on his own legs. Leaving the school won’t do. This will make him more sad and depressed.

(d) Rahul’s teacher is not at fault because he doesn’t know what’s happening to Rahul unless he is told of it. I am sure if his teacher gets to know of it, he will help Rahul to regain confidence in himself.

(e) Yes, it is a fact that children require individual attention as they have different traits. Secondly, they need to be told of the problems faced by their students. They are not gods to know what is happening to their students in their absence.

(f) Yes, we really need more people like Mrs. Mini. In fact, the race of such people like Mini has come to a big zero. The reason being that all are stressed due to their own problems. These have made them stone-hearted, self-centred and selfish.

Question 6.
After the convocation, Mrs. Mini, Rahul’s mother and Rahul have a conversation. Write the conversation and present it to the class in groups of three.
Answer:
One sample conversation is given below :

Rahul’s mother : Madam, it is all due to your care, attention and affection that has made my son an Engineer. I had never expected that Rahul will become such a great man seeing our background.

Mrs. Mini : No, no, it’s not that. I merely helped him as I should.

Rahul’s mother : I wish I had had such great persons like you who have kind of ‘adopted’ children like Rahul. I am sure if you hadn’t been there, Rahul could have ended like other children.

Mrs. Mini : You may be right. I can’t say anything about it. What I wish to say is that I, somehow, saw in Rahul the potential to rise higher in life. That made me do what I did to him as a normal human being. I feel proud of him that he has come out to my expectations.

Rahul’s mother : Rahul and we shall never forget the gratitude for what you have done for our family. I want to say that Rahul will never prove thankless in his regards to you. I am proud to say that Rahul has got two mothers like Lord Krishna.

Mrs. Mini : I wish Rahul all the happiness of the life and the world. He has proved true to my efforts. I am proud of him.

Raliul’s mother : Thank you very much. We all shall ever be indebted to you for this.

Mrs. Mini : Oh! mention not. It was my duty.

Question 7.
On the basis of your reading of the passage given above and vour own research on the Right to Education, find out and discuss in your groups.

(a) What is the Right to Education ?
(b) What are the challenges of RTE ?
(c) What is the implication of ‘free education in the Act ?
(d) What action will he taken if some parents don’t send children to schools ?
(e) Is the Act targeted only at weaker sections ?
(f) Have the disabled children been adequately addressed in the Act ?
(g) What about children not in schools right now ?
(h) What if children admitted after age 6 attain the age of 14 before completing class 8 ?
(i) Do you think the government has the funds to set up adequate number of schools ?
(j) If not, then how will the government meet the challenges of access, equity and quality in education ?

Answer:
Meant for class room level discussion.

Some points ore given below to help the students in it.

(a) The Right to Education means the fundamental right of children to Free and Compulsory Education under the Act. It makes the states to provide this education at any cost. The Act makes it obligatory on the state to guarantee right to education. It also makes it obligatory to “ensure compulsory admission, attendance, and completion of elementary education by every child of 6 to 14 years”.

(b) There are many challenges of RTE. These are : absence of schools in remote areas, no infrastructure, poverty, apathy of the govt, agencies, non-availability of transport from villages having no schools, etc.

(c) The implication of‘free education’ in the Act is incurring any expenditure and bearing it in giving education to a child. For instance, if a child is taken to another school and for that expenses are incurred, these are to be met by the department and not the child.

(d) If some parents don’t send children to a school; they will be liable to be prosecuted as per the law.

(e) Yes, the Act is targeted mostly at the weaker sections. It is because these are the very sections which fail to send their wards to schools due to poverty etc.

(f) Yes, the disabled children together with the poor and marginalised children have adequately been addressed in the Act.

(g) The children who are not in schools right now will be at a great disadvantage. They won’t get education as defined in the Act. They will stand to lose many opportunities to progress in life and live a contented life.

(h) Such students shall develop a sense of inferiority complex and it is quite possible they may drop out.

(i) I think the government has sufficient funds to set up adequate number of schools. If it doesn’t have, it can generate. But the problem is that there is much difference between declaring or providing in the Act and actually implementing it. The problem is not of money but of work culture and integrity of character of the govt officials and machinery. Also there is lack of political willpower and humanised seriousness.

(j) The government will address these challenges in education again with more seriousness. It will issue new steps which may solve the problem in right earnest. But what will happen depends on many things and only time will tell.

Question 8.
After you have discussed, give a one minute presentation on any one of the above topics in your class.
Answer:
Here we are giving a few hints to enable the students to give one minute presentation on a couple of points. Students to write these on the remaining points taking clues from the matter already given in A9.

• Right to Education. Means all children’s fundamental right to receive free and compulsory education under the Act. The states are under an obligation to provide this to the children. Right to education is, thus, to be guaranteed to every child of 6 to 14 years. States are to bear the expenses.
• Challenges of RTE. There are many challenges of RTE. Superstitions, backwardness, poverty, absence of schools in remote areas, lack of teachers, absence of transport facilities to them, parents’ mindsets, lack of awareness about the benefits of education on the part of parents, etc.

Question 9.
Now, hold a class debate on the following motion :

The Right of Education Act is a realistic and achievable goal that will change the face of education in India.

Answer:

Classroom activity. The necessary debate is given below :

The Right to Education Act is a Realistic and Achievable Goal that will Change the Face of Education in India

for the motion

Worthy chairperson, secretary and dear students

Today, I, Rahul, stand before you to speak for the motion on ‘The Right to Education Act (RTE) is a realistic and achievable goal that will change the face of education in India’. I submit that the RTE makes it obligatory on the state to guarantee right to education under it. It is to ensure compulsory admission, attendance, and completion of elementary education by every child of 6 to 14 years. Then financial constraints shall also be addressed properly. I feel very strongly that the three basic goals will greatly benefit the children coming from poor and marginalized families. These are (a) bringing children of marginalized sections into the ambit of school education, (b) ensuring that all schools and their teachers meet some specified norms and (c) ensuring that all children receive quality schooling free from any kind of discrimination.

In my opinion, education and literacy are the keys to many problems facing the people. Illiterate people are liable to be cheated, deceived and discriminated against. Also they fail to get the benefits of various govt, plans. If all Indians are literate, such possibilities will be eliminated. I would like to draw your attention to the fact that today the condition on the education front is not like what it was when India got independence. Today almost all villages have schools in them. People, today, you’ll see, are more awake towards the benefits of education. Seeing all this I strongly feel that with the passage of time RTE will change the face of education in India. The country shall definitely march towards a new dawn of progress due to education.

Thank you very much.

against the motion

Worthy chairperson, secretary and dear students

Today I, Harsh, stand before you to speak against the motion ‘The Right to Education is a realistic and achievable goal that will change the face of education in India’. My knowledgeable friend has drawn a rosy and optimistic picture of our country’s future in the field of education. There is no denying the fact that our country has taken some very bold strides in spreading the education. And we have been seeing the progress. But we have to go a long way to fully change the face of education in the country.

I would like to draw your attention to the wide gap between what is shown to us through various media and data and what actually is available. In fact, I personally feel that a satisfying picture is drawn before us through various data and statistics. It shows that everywhere there is happiness, progress and prosperity. But we still see dropouts from schools, searching the trinkets in the heaps of garbage. Those living in slums don’t go to school. There are villages where there are no schools, no teachers and nothing worth the name called ‘a school’. If I may not sound rude, I personally feel that the reality stares us in the face when we actually visit the interiors of the country. We can see for ourselves how RTE is succeeding there ! My knowledgeable opponent should be praised for giving you a good view. I wish that all were true. But my views are just the opposite. I dr.x’t think RTE will succeed in its mission unless we change our work culture and recognize the reality behind facts and figures. I, therefore, oppose the motion.

Thank you very much.

We hope the NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 1 My struggle for an Education help you. If you have any query regarding NCERT Solutions for Class 10 English Main Course Book Unit 2 Chapter 1 My struggle for an Education, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English Main Course Book Unit 2 introduction are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English Main Course Book Unit 2 introduction.

CBSE Class 10 English Main Course Book Unit 2 Education Introduction

TEXTUAL EXERCISES

INTRODUCTION

Question 1.
Discuss the following questions in groups of four. Then share your views with the whole class.

• Why do you come to school ?
• Why is it essential to receive an education ?
  • (a) ………………………………………………………………
  • (b) ………………………………………………………………
  • (c) ………………………………………………………………
  • (d) ………………………………………………………………
• Do you know of anyone who is not educated ?
• Why did he/she not receive an education ?
• Does he/she want to receive an education now ?
• Why/why not ?
• What are the reasons that may prevent a child from receiving education ?

Complete the web-chart given below on the basis of your discussion.

Answer:

Classroom activity. Some information given below shall help the students in this activity :

I come to school to receive education. Any four out of the following :

(a) Without it human progress is not possible. .
(b) An illiterate person is liable to be exploited. But a literate person can’t be.
(c) He can be discriminated against.
(d) Govt, schemes meant for his economic upliftment do not reach him.
(e) He can be wrongly used by unscrupulous persons.
(f) But a literate person can’t be misused as given above.
(g) So going to school means to be literate and be free from these misuses.

Yes, I know a rickshaw puller who is not educated.

He didn’t receive an education because of poverty and there were no schools in his village long in the past.

Yes, he wants to receive an education now.

He wants to receive education because he now sees its advantages. He can’t receive education now because he feels shy of it. Secondly, he is 55 years old and has other priorities at family level.

There are various reasons that may prevent a child from receiving an education. These are :

— availability of educational institutions
— poverty social environment
— lack of inherent initiatives to receive education
— ignorance about the usefulness of education etc

We hope the NCERT Solutions for Class 10 English Main Course Book Unit 2 introduction help you. If you have any query regarding NCERT Solutions for Class 10 English Main Course Book Unit 2 introduction, drop a comment below and we will get back to you at the earliest.