Who is the Chairman of National Literacy Mission Authority ? ?->(Show Answer!)

1. Who is the Chairman of National Literacy Mission Authority ?

Answer: Rajeev Kumar Singh

Reply

Comments

Tags

Show Similar Question And Answers

QA->Who is the Chairman of National Literacy Mission Authority ?....

QA->When National Literacy Mission founded....

QA->National Literacy Mission (NLM)was launched in?....

QA->National Literacy mission was launched in which year ?....

QA->Ashish Bahuguna has been appointed chairman of which national authority?....

MCQ->Arrange the following programme of Adult education in India in chronological order of their inception :a.National Adult Education Programme (NAEP)b.National Literacy Mission (NLM)c.Total Literacy Campaignd.Continuing Education...

MCQ-> In the following questions, you have two passages with 5 questions in each passage. Read the passages carefully and choose the best answer to each question out of the four alternatives. PASSAGE-II The National Highways Network of India measures over 70,934 km as of 2010, including over 1,000 km of limited-access expressways. Out of 71,000 km of National Highways 15,000 plus km are 4 or 6 lanes and remaining 50,000 km are 2 lanes. The National Highways Authority of India (NHAI) is the nodal agency responsible for building, upgrading and maintaining most of the national highways network. The National Highways Development Project (NHDP) is a major effort to expand and upgrade the network of highways. NHAI often uses a public-private partnership model for highway development, maintenance and toll-collection. National highways constituted about 2% of all the roads in India, but carried about 40% of the total road traffic as of 2010. The majority of existing national highways are two-lane roads (one lane in each direction), though much of this is being expanded to four-lanes, and some to six or eight lanes. Some sections of the network are toll roads. Over 30.000 km of new highways are planned or under construction as part of the NHDP, as of 2011. This includes over 2,600 km of expressways currently under construction.What is the current measurement of expressways under construction in India ?
...

MCQ->Pick out thể one word for - a secret arrangement...

MCQ->In how many ways can eight directors, the vice chairman and chairman of a firm be seated at a round table, if the chairman has to sit between the the vice chairman and a specific director?...

MCQ-> Last fortnight, news of a significant development was tucked away in the inside pages of newspapers. The government finally tabled a bill in Parliament seeking to make primary education a fundamental right. A fortnight earlier, a Delhi-based newspaper had carried a report about a three-month interruption in the Delhi Government's ‘Education for All’ programme. The report made for distressing reading. It said that literacy centres across the city were closed down, volunteers beaten up and enrolment registers burnt. All because the state government had, earlier this year, made participation in the programme mandatory for teachers in government schools. The routine denials were issued and there probably was a wee bit of exaggeration in the report.But it still is a pointer to the enormity of the task at hand. That economic development will be inherently unstable unless it is built on a solid base of education, specially primary education, has been said so often that it is in danger of becoming a platitude. Nor does India's abysmal record in the field need much reiteration. Nearly 30 million children in the six to ten age group do not go to school — reason enough to make primary education not only compulsory but a fundamental right. But is that the Explanation? More importantly, will it work? Or will it remain a mere token, like the laws providing for compulsory primary education? It is now widely known that 14 states and four Union Territories have this law on their statute books.Believe it or not, the list actually includes Bihar, Madhya Pradesh (MP) and Rajasthan, where literacy and education levels are miles below the national average. A number of states have not even notified the compulsory education law. This is not to belittle the decision to make education a fundamental right. As a statement of political will, a commitment by the decision-makers, its importance cannot be undervalued. Once this commitment is clear, a lot of other things like resource allocation will naturally fall into place. But the task of universalizing elementary education (UEE) is complicated by various socio-economic and cultural factors which vary from region to region and within regions. If India's record continues to appall, it is because these intricacies have not been adequately understood by the planners and administrators.The trouble has been that education policy has been designed by grizzled mandarins ensconced in Delhi and is totally out of touch with the ground reality. The key then is to decentralise education planning and implementation. What's also needed is greater community involvement in the whole process. Only then can school timings be adjusted for convenience, school children given a curriculum they can relate to and teachers made accountable. For proof, one has only to look at the success of the district primary education programme, which was launched in 1994. It has met with a fair degree of success in the 122 districts it covers. Here the village community is involved in all aspects of education — allocating finances to supervising teachers to fixing school timings and developing curriculum and textbooks — through district planning teams. Teachers are also involved in the planning and implementation process and are given small grants to develop teaching and learning material, vastly improving motivational levels. The consequent improvement in the quality of education generates increased demand for education.But for this demand to be generated, quality will first have to be improved. In MP, the village panchayats are responsible for not only constructing and maintaining primary schools but also managing scholarships, besides organising non-formal education. How well this works in practice remains to be seen (though the department claims the schemes are working very well) but the decision to empower panchayats with such powers is itself a significant development. Unfortunately, the Panchayat Raj Act has not been notified in many states.After all, delegating powers to the panchayats is not looked upon too kindly by vested interests. More specifically, by politicians, since decentralisation of education administration takes away from them the power of transfer, which they use to grant favours and build up a support base. But if the political leadership can push through the bill to make education a fundamental right, it should also be able to persuade the states to implement the laws on Panchayat Raj. For, UEE cannot be achieved without decentralisation. Of course, this will have to be accompanied by proper supervision and adequate training of those involved in the administration of education. But the devolution of powers to the local bodies has to come first.One of the problems plaguing the education system in India is
...