Class XII Economics
Assertion–Reason Based Questions:-
SUBTOPIC 1: Meaning and Importance of Human Skills
Q1.
Assertion (A): Human skills can contribute to economic production even though they are embodied in people rather than in physical machines.
Reason (R): Education, training and experience can enhance a person’s ability to perform economically productive activities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q2.
Assertion (A): Improvement in human skills can increase the productivity of workers.
Reason (R): Higher skills may enable workers to perform tasks more efficiently and use productive resources more effectively.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q3.
Assertion (A): Human skills have economic significance only when a person is employed in the formal sector.
Reason (R): Skills can raise productivity in both formal and informal economic activities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 2: Wider Benefits of Education
Q4.
Assertion (A): Education can generate benefits beyond the income earned by the educated individual.
Reason (R): Education can influence social awareness, decision-making and the behaviour of individuals in society.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q5.
Assertion (A): The benefits of education may extend to people other than the person receiving education.
Reason (R): An educated person may contribute to social and economic outcomes that affect others.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q6.
Assertion (A): Education should be evaluated only by comparing the private income of educated and uneducated workers.
Reason (R): Education may generate social benefits that are not fully captured by the individual’s income.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 3: Human Resources
Q7.
Assertion (A): Population can be viewed as a productive resource when its capabilities are developed.
Reason (R): Education, training and health can improve the productive capacity of people.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q8.
Assertion (A): The mere existence of a large population automatically creates a large stock of human capital.
Reason (R): Human capital depends on investments that improve the knowledge, skills and health of people.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q9.
Assertion (A): Human resources differ from an untrained population in their contribution to production.
Reason (R): Developed human capabilities can make people more productive in economic activities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 4: Human Capital
Q10.
Assertion (A): Human capital refers to the productive capabilities embodied in people.
Reason (R): Education, training, skills and health can improve the productive capabilities of individuals.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q11.
Assertion (A): Human capital is identical to physical capital because both are machines used directly in production.
Reason (R): Human capital is embodied in people and includes knowledge, skills and capabilities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q12.
Assertion (A): Investment in human capital can increase the future productive capacity of an economy.
Reason (R): Human capital formation can improve the knowledge and skills available for production.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 5: Human Capital Formation
Q13.
Assertion (A): Human capital formation involves investments that enhance the productive qualities of people.
Reason (R): Expenditure on education and health can contribute to the development of human capabilities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q14.
Assertion (A): Human capital formation is a process that can influence economic growth over time.
Reason (R): Better human capabilities can raise productivity and facilitate the use of productive resources.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q15.
Assertion (A): Human capital formation means merely increasing the number of people in the working-age population.
Reason (R): Human capital formation is concerned with improving the quality and productive capabilities of people.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 6: Physical Capital and Human Capital
Q16.
Assertion (A): Human capital and physical capital can complement each other in production.
Reason (R): Skilled workers may use machines and other physical capital more effectively.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q17.
Assertion (A): Increasing physical capital alone guarantees maximum productivity.
Reason (R): The effective use of physical capital can depend on the skills and knowledge of workers.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q18.
Assertion (A): Human capital cannot influence the productivity of physical capital.
Reason (R): Workers with appropriate knowledge and skills can operate technology and machinery more effectively.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 7: Human Capital and Economic Growth
Q19.
Assertion (A): Human capital can contribute to economic growth by raising labour productivity.
Reason (R): Education, training and health can enhance the productive capabilities of workers.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q20.
Assertion (A): Economic growth depends exclusively on increases in physical capital.
Reason (R): Improvements in human capabilities can also influence productivity and technological adoption.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q21.
Assertion (A): Investment in human capital can have long-term economic effects.
Reason (R): Skills and knowledge acquired through education can continue to influence productive capacity after the initial investment.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 8: Human Capital, Innovation and Technology
Q22.
Assertion (A): Human capital can facilitate technological change.
Reason (R): Workers with relevant knowledge and skills can understand, adapt to and apply new technologies.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q23.
Assertion (A): Technological progress makes human capital irrelevant.
Reason (R): Adoption and effective use of technology generally require appropriate knowledge and skills.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q24.
Assertion (A): Human capital and technological development may reinforce each other.
Reason (R): New technologies can create demand for new skills, while skilled people can support technological adoption and innovation.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 9: Investment in Education
Q25.
Assertion (A): Expenditure on education can be considered an investment in human capital.
Reason (R): Education can improve knowledge and skills that enhance future productive capacity.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q26.
Assertion (A): Education expenditure should always be classified as consumption rather than investment.
Reason (R): Education can generate future returns through improved skills and productivity.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q27.
Assertion (A): The economic return to education may extend beyond the period in which educational expenditure is made.
Reason (R): The knowledge and skills acquired through education can affect future employment and productivity.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 10: Investment in Health
Q28.
Assertion (A): Health investment can be treated as an element of human capital formation.
Reason (R): Better health can improve a person’s ability to participate productively in economic activities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q29.
Assertion (A): Health has no connection with labour productivity because productivity depends only on education.
Reason (R): Poor health can reduce a person’s ability to work effectively and regularly.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q30.
Assertion (A): Public health expenditure can have implications for economic productivity.
Reason (R): Healthier people may have greater capacity to participate in productive activities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 11: On-the-Job Training
Q31.
Assertion (A): On-the-job training can be a source of human capital formation.
Reason (R): Workers may acquire job-related skills and knowledge while performing their work.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q32.
Assertion (A): On-the-job training cannot raise worker productivity because it occurs after formal education.
Reason (R): Work experience and training can add occupation-specific skills to existing knowledge.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q33.
Assertion (A): Employers may incur costs while providing on-the-job training.
Reason (R): Training can involve resources and time before workers reach higher levels of job-specific productivity.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 12: Migration
Q34.
Assertion (A): Migration can contribute to human capital formation when individuals move to acquire better education or employment opportunities.
Reason (R): Migration may allow individuals to access opportunities that increase their skills or earnings.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q35.
Assertion (A): Migration necessarily reduces the economic value of human capital in the country of origin.
Reason (R): Migrants may acquire skills, experience and income that can have economic effects through remittances or knowledge transfer.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q36.
Assertion (A): The decision to migrate can involve an economic investment calculation.
Reason (R): Individuals may compare expected future gains from migration with the associated costs.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 13: Information
Q37.
Assertion (A): Access to information can influence decisions related to education and employment.
Reason (R): Information can help individuals compare available opportunities and their expected returns.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q38.
Assertion (A): Information about employment opportunities can reduce uncertainty faced by workers.
Reason (R): Better information can help workers identify and compare employment opportunities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q39.
Assertion (A): Information has no economic value because it does not directly create physical capital.
Reason (R): Information can improve economic decision-making and allocation of resources.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 14: Meaning of Human Development
Q40.
Assertion (A): Human development is broader than simply increasing national income.
Reason (R): Human development focuses on improving people’s capabilities and well-being.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q41.
Assertion (A): A rise in per capita income automatically implies an equivalent improvement in every aspect of human development.
Reason (R): Human development also involves dimensions such as health and education.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q42.
Assertion (A): Human development considers people as the central focus of development.
Reason (R): Economic development can be assessed in terms of improvements in people’s opportunities and well-being.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 15: Human Capital vs Human Development
Q43.
Assertion (A): Human capital and human development are related but conceptually identical concepts.
Reason (R): Human capital emphasizes productive capabilities, whereas human development has a broader focus on human well-being and capabilities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q44.
Assertion (A): An improvement in human capital can contribute to human development.
Reason (R): Better education and health can enhance people’s capabilities and opportunities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q45.
Assertion (A): Human development can be assessed only through labour productivity.
Reason (R): Human development encompasses broader aspects of people’s well-being and capabilities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 16: Education and Health as Human Rights
Q46.
Assertion (A): Treating education and health as important social rights strengthens the case for public action.
Reason (R): Access to these services can affect people’s capabilities and opportunities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q47.
Assertion (A): Education and health can be considered purely private matters because their benefits are restricted to individuals.
Reason (R): Education and health can generate benefits for individuals as well as society.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q48.
Assertion (A): Unequal access to education and health can contribute to unequal opportunities.
Reason (R): Differences in access can influence the development of human capabilities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 17: Human Capital Formation in India
Q49.
Assertion (A): Human capital formation is important for India because economic development requires improvements in the quality of its people.
Reason (R): Education, health and skill development can enhance the productive capabilities of India’s population.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q50.
Assertion (A): Human capital formation in India is relevant only for increasing individual earnings.
Reason (R): Human capital can affect productivity, innovation and broader economic development.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q51.
Assertion (A): India’s human capital formation requires attention to both quantity and quality of educational and health services.
Reason (R): Mere expansion of enrolment or institutions does not necessarily guarantee effective learning or health outcomes.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 18: Role of Government in Human Capital Formation
Q52.
Assertion (A): Government intervention can play an important role in human capital formation.
Reason (R): Education and health can generate social benefits in addition to private benefits.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q53.
Assertion (A): Government involvement in education and health is unnecessary whenever private providers exist.
Reason (R): Private provision alone does not necessarily ensure equal access to socially important services.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q54.
Assertion (A): Public investment in human capital can influence the productive capacity of future generations.
Reason (R): Education and health interventions can improve capabilities that persist into future economic activity.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 19: Private and Social Benefits of Human Capital
Q55.
Assertion (A): The private return to education may differ from its social return.
Reason (R): Education can create benefits for others that are not fully reflected in the individual’s private income.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q56.
Assertion (A): If an individual receives higher earnings after education, the entire social benefit of education has necessarily been captured.
Reason (R): Education may produce external benefits that extend beyond the individual’s earnings.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q57.
Assertion (A): Social benefits of human capital can justify collective investment in education and health.
Reason (R): Social benefits are relevant when evaluating the broader effects of human capital beyond private returns.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 20: Need for Government Intervention
Q58.
Assertion (A): Government intervention may be justified when socially desirable levels of education or health are not achieved through private decisions alone.
Reason (R): Individuals may not take all social benefits of their education or health into account when making private decisions.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q59.
Assertion (A): Government intervention necessarily means that all education and health services must be provided directly by the government.
Reason (R): Government can influence human capital formation through financing, regulation and policy even when private providers participate.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q60.
Assertion (A): Equity considerations can provide an additional rationale for government intervention in education and health.
Reason (R): Differences in household income can affect access to privately purchased education and health services.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 21: Growth of Government Expenditure on Education
Q61.
Assertion (A): An increase in government expenditure on education indicates greater financial commitment to the sector.
Reason (R): Government expenditure is one mechanism through which public resources can be allocated to education.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q62.
Assertion (A): Rising education expenditure automatically guarantees improved educational outcomes.
Reason (R): The effectiveness of expenditure also depends on how resources are allocated and used.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q63.
Assertion (A): Government expenditure on education can support human capital formation.
Reason (R): Public expenditure can finance educational infrastructure, teachers and access to educational services.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 22: Education Expenditure as Percentage of Total Government Expenditure
Q64.
Assertion (A): A rise in education expenditure as a percentage of total government expenditure indicates a greater share of the government’s expenditure being devoted to education.
Reason (R): The indicator compares education expenditure with total government expenditure.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q65.
Assertion (A): If education expenditure rises in absolute terms, its percentage share in total government expenditure must also rise.
Reason (R): The percentage share depends on both education expenditure and total government expenditure.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q66.
Assertion (A): The percentage share of education expenditure provides information about the priority accorded to education within government expenditure.
Reason (R): It shows how much of total government expenditure is allocated to education.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 23: Education Expenditure as Percentage of GDP
Q67.
Assertion (A): Education expenditure as a percentage of GDP relates government education spending to the size of the economy.
Reason (R): GDP represents the value of final goods and services produced within an economy during a period.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q68.
Assertion (A): An increase in education expenditure as a percentage of GDP necessarily means that education expenditure has increased in absolute terms.
Reason (R): The ratio can change because GDP may change as well as education expenditure.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q69.
Assertion (A): Education expenditure as a percentage of GDP and education expenditure as a percentage of total government expenditure measure exactly the same relationship.
Reason (R): The first compares education expenditure with GDP, while the second compares it with total government expenditure.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 24: Educational Attainment in India
Q70.
Assertion (A): Educational attainment provides information about the level of education achieved by people.
Reason (R): Indicators of educational attainment can help assess the educational profile of a population.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q71.
Assertion (A): A higher literacy rate by itself captures every dimension of educational quality.
Reason (R): Educational quality also depends on factors such as learning outcomes and the effectiveness of education.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q72.
Assertion (A): Educational attainment can be used to identify differences in educational outcomes across population groups.
Reason (R): Educational attainment can be compared across gender, regions and other population categories.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 25: Educational Indicators in India
Q73.
Assertion (A): A single educational indicator cannot fully describe the entire condition of an education system.
Reason (R): Different indicators may measure access, participation, attainment, infrastructure or other dimensions.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q74.
Assertion (A): Enrolment indicators can provide useful information about participation in education.
Reason (R): Enrolment reflects whether individuals are registered in educational institutions, subject to the definition of the indicator used.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q75.
Assertion (A): Educational indicators are useful only for measuring expenditure.
Reason (R): Educational indicators can also describe access, participation, attainment and other characteristics of education.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 26: Gender Differences in Education
Q76.
Assertion (A): Gender differences in educational attainment indicate unequal educational outcomes between males and females.
Reason (R): Differences in access, participation or completion can produce differences in educational attainment.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q77.
Assertion (A): Gender equality in education means that only enrolment ratios need to be equal.
Reason (R): Educational equality can also involve retention, completion, attainment and quality of learning opportunities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q78.
Assertion (A): Reducing gender disparities in education can contribute to broader human capital formation.
Reason (R): Greater educational access allows a larger share of the population to develop knowledge and skills.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 27: Regional Differences in Educational Attainment
Q79.
Assertion (A): Regional differences in educational attainment can indicate unequal development of human capital across areas.
Reason (R): Educational opportunities and outcomes may differ across regions.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q80.
Assertion (A): Regional differences in educational attainment necessarily result only from differences in household income.
Reason (R): Educational outcomes can also be influenced by infrastructure, access, social factors and availability of educational institutions.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q81.
Assertion (A): Reducing regional disparities in education can support more balanced human capital formation.
Reason (R): Wider access to quality education can expand opportunities for human capability development across regions.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 28: Education Infrastructure
Q82.
Assertion (A): Adequate educational infrastructure can support the delivery of education.
Reason (R): Facilities such as classrooms and other educational resources can affect the environment in which teaching and learning take place.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q83.
Assertion (A): Construction of school buildings by itself guarantees high learning outcomes.
Reason (R): Learning outcomes also depend on factors such as teachers, pedagogy, student participation and the effective use of resources.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q84.
Assertion (A): Educational infrastructure can influence access and participation in education.
Reason (R): The availability and location of educational facilities can affect the practical accessibility of schooling.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 29: Higher Education
Q85.
Assertion (A): Higher education can contribute to the development of specialized human capital.
Reason (R): Higher education can provide advanced knowledge and skills in specific fields.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q86.
Assertion (A): Expansion of higher education automatically ensures that all graduates acquire skills demanded by employers.
Reason (R): The relevance and quality of curricula and learning outcomes influence the effectiveness of higher education.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q87.
Assertion (A): Higher education can contribute to research and innovation.
Reason (R): Universities and other higher educational institutions can generate and disseminate knowledge.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 30: Education Initiatives and Government Policies
Q88.
Assertion (A): Government education initiatives can be used to address gaps in access and participation.
Reason (R): Public policy can target groups or regions facing educational disadvantages.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q89.
Assertion (A): An education policy can be judged only by the amount of money allocated to it.
Reason (R): Policy effectiveness also depends on implementation, targeting, institutional capacity and outcomes.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q90.
Assertion (A): Government policies can influence both access to education and the quality of educational provision.
Reason (R): Policy instruments can affect financing, infrastructure, institutions and educational processes.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 31: Education for All—Still a Distant Dream
Q91.
Assertion (A): Universal access to education requires more than simply creating a legal entitlement to schooling.
Reason (R): Effective access also depends on factors such as affordability, availability, participation and the ability to remain in school.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q92.
Assertion (A): Expansion of school enrolment alone proves that educational inequality has been eliminated.
Reason (R): Inequality can persist through differences in attendance, retention, completion, quality and learning outcomes.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q93.
Assertion (A): The goal of education for all involves both access and meaningful participation in education.
Reason (R): Mere physical availability of a school does not guarantee that every child will attend, remain and learn effectively.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 32: School Dropouts and Loss of Human Capital
Q94.
Assertion (A): School dropout can represent a loss of potential human capital formation.
Reason (R): Leaving education prematurely may reduce the accumulation of knowledge and skills that could have been acquired through further schooling.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q95.
Assertion (A): A student who drops out of school necessarily becomes economically unproductive.
Reason (R): Human capital can also be acquired through other forms of education, training and work experience.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q96.
Assertion (A): Reducing school dropout can contribute to human capital formation.
Reason (R): Continued participation in education can increase the opportunity to acquire additional knowledge and skills.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 33: Gender Equity in Education
Q97.
Assertion (A): Gender equity in education requires attention to barriers that affect educational opportunities differently across genders.
Reason (R): Equal treatment in formal terms does not necessarily eliminate unequal access or outcomes when underlying constraints differ.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q98.
Assertion (A): Gender equity in education means that gender differences in educational outcomes should never be examined.
Reason (R): Measuring gender differences can help identify unequal access and outcomes.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q99.
Assertion (A): Improving gender equity in education can strengthen the human capital base of an economy.
Reason (R): When educational opportunities expand more equally, more people can develop productive knowledge and skills.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 34: Educated Unemployment
Q100.
Assertion (A): Educated unemployment can coexist with expansion of educational attainment.
Reason (R): The number and type of jobs available may not correspond to the skills, qualifications or expectations of educated workers.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q101.
Assertion (A): The existence of educated unemployment proves that education has no economic value.
Reason (R): Education can increase capabilities and productivity even when suitable employment is not immediately available.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q102.
Assertion (A): A mismatch between educational qualifications and labour-market requirements can contribute to educated unemployment.
Reason (R): Employers may demand particular skills that are not adequately supplied by the qualifications possessed by job seekers.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 35: Human Capital and the Knowledge Economy
Q103.
Assertion (A): Human capital becomes particularly important in a knowledge-based economy.
Reason (R): Knowledge, information, skills and innovation become important inputs into economic activity in such an economy.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q104.
Assertion (A): A knowledge economy reduces the importance of education and skills.
Reason (R): Knowledge-intensive activities generally require workers with relevant cognitive and technical capabilities.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q105.
Assertion (A): Investment in human capital can improve an economy’s capacity to participate in knowledge-intensive activities.
Reason (R): Education and skill development can strengthen the ability to create, absorb and apply knowledge.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
SUBTOPIC 36: Importance of Human Capital Formation for India
Q106.
Assertion (A): Human capital formation is important for India because it can contribute to productivity, employment opportunities and long-term development.
Reason (R): Improvements in education, health and skills can strengthen the capabilities of India’s population.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q107.
Assertion (A): Human capital formation should be considered only a short-term strategy for increasing employment.
Reason (R): Human capital can influence productivity, innovation and economic development over a longer period.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
Q108.
Assertion (A): Human capital formation can support India’s transition toward a more productive and knowledge-intensive economy.
Reason (R): A stronger stock of education, skills and health improves the capabilities available for economic activity and innovation.
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
DETAILED ANSWER KEY
Q1–Q12
Q1. Correct Answer: C
Assertion is true because skills are embodied in people. Reason is also true? The statement says education/training improve ability. Therefore actually both are true and R explains A. Correct Answer: A.
Q2. Correct Answer: A
Training and skills improve efficiency and resource use, directly explaining higher productivity.
Q3. Correct Answer: D
The Assertion is false because skills matter in both formal and informal activities. The Reason is true.
Q4. Correct Answer: A
Education can generate wider social effects through awareness, decision-making and behaviour.
Q5. Correct Answer: A
Education can generate spillover effects and therefore benefits beyond the individual.
Q6. Correct Answer: D
The Assertion is false. Education should not be evaluated only through private income. The Reason correctly identifies social benefits.
Q7. Correct Answer: A
Developed capabilities make population a more productive resource; education, training and health are mechanisms for developing those capabilities.
Q8. Correct Answer: D
A large population alone does not constitute human capital. The Reason correctly states that investment develops human capital.
Q9. Correct Answer: A
Human resources possess developed productive capabilities, explaining their greater contribution.
Q10. Correct Answer: A
Human capital consists of productive capabilities embodied in people, developed through education, training and health.
Q11. Correct Answer: D
The Assertion is false: human capital is not machines. The Reason correctly describes human capital.
Q12. Correct Answer: A
Improved knowledge and skills raise future productive capacity.
Q13–Q24
Q13. Correct Answer: A
Investment in education and health enhances human capabilities and therefore forms human capital.
Q14. Correct Answer: A
Better human capabilities can improve productivity, explaining the connection with growth.
Q15. Correct Answer: D
The Assertion is false. Human capital formation is about improving quality and capabilities, not merely increasing population. The Reason is true.
Q16. Correct Answer: A
Skilled workers can use physical capital more effectively, establishing complementarity.
Q17. Correct Answer: D
Physical capital alone does not guarantee maximum productivity. Worker skills influence its effective use.
Q18. Correct Answer: D
Human capital can influence physical-capital productivity through effective operation and technological use.
Q19. Correct Answer: A
Education, training and health raise worker capabilities and can therefore raise productivity and growth.
Q20. Correct Answer: D
Growth does not depend exclusively on physical capital. Human capabilities and technological adoption also matter.
Q21. Correct Answer: A
Knowledge and skills acquired through investment can generate returns over a prolonged period.
Q22. Correct Answer: A
Technological adoption requires people capable of understanding and applying new technologies.
Q23. Correct Answer: D
The Assertion is false. Technology does not make human capital irrelevant. The Reason is true.
Q24. Correct Answer: A
Technology creates demand for skills, while skilled workers facilitate technology adoption and innovation.
Q25–Q36
Q25. Correct Answer: A
Education creates knowledge and skills that can produce future returns, making it an investment in human capital.
Q26. Correct Answer: D
Education cannot be classified exclusively as consumption; it can also be an investment because it generates future productive returns.
Q27. Correct Answer: A
The returns from education may occur over future employment and productive activity.
Q28. Correct Answer: A
Health improves the capacity to participate productively and is therefore part of human capital formation.
Q29. Correct Answer: D
The Assertion is false because health also affects productivity. The Reason is true.
Q30. Correct Answer: A
Public health expenditure can improve population health and therefore productive participation.
Q31. Correct Answer: A
Workers acquire job-specific knowledge and skills through on-the-job training.
Q32. Correct Answer: D
The Assertion is false. On-the-job training can increase productivity. The Reason is true.
Q33. Correct Answer: A
Training requires resources and time, particularly before workers achieve greater productivity.
Q34. Correct Answer: A
Migration for education or employment can provide opportunities for skill acquisition and higher returns.
Q35. Correct Answer: D
The Assertion is too absolute and therefore false. Migration can have benefits for both migrants and their origin through remittances or knowledge transfer.
Q36. Correct Answer: A
Migration may involve comparing expected future gains with migration costs.
Q37–Q48
Q37. Correct Answer: A
Information helps people compare educational and employment alternatives and expected returns.
Q38. Correct Answer: A
Better information reduces uncertainty by helping workers identify and compare opportunities.
Q39. Correct Answer: D
The Assertion is false because information has economic value. The Reason correctly identifies its role in decision-making.
Q40. Correct Answer: A
Human development is broader than income because it focuses on human capabilities and well-being.
Q41. Correct Answer: D
Higher income does not automatically imply proportional improvement in health and education. The Reason is true.
Q42. Correct Answer: A
Human development focuses on expanding people’s opportunities and well-being.
Q43. Correct Answer: D
The concepts are related but not identical. Human development has a broader well-being orientation.
Q44. Correct Answer: A
Education and health improve capabilities, contributing to human development.
Q45. Correct Answer: D
Human development is broader than labour productivity. The Reason is true.
Q46. Correct Answer: A
The importance of education and health for capabilities provides a basis for public action.
Q47. Correct Answer: D
The Assertion is false because education and health generate wider social benefits. The Reason is true.
Q48. Correct Answer: A
Unequal access can lead to unequal development of human capabilities.
Q49–Q60
Q49. Correct Answer: A
Education, health and skills directly improve the capabilities that support India’s development.
Q50. Correct Answer: D
The Assertion is false. Human capital has effects beyond individual income, including productivity and innovation.
Q51. Correct Answer: A
Expansion without quality does not necessarily generate effective human capital; hence quantity and quality both matter.
Q52. Correct Answer: A
Social benefits provide an economic rationale for government involvement.
Q53. Correct Answer: D
The Assertion is false because private provision does not automatically ensure equitable access. The Reason is true.
Q54. Correct Answer: A
Human capital investments can create capabilities whose effects extend into future economic activity.
Q55. Correct Answer: A
Private returns accrue to the individual, while education can also create wider social benefits.
Q56. Correct Answer: D
The individual’s higher earnings do not capture all external/social benefits.
Q57. Correct Answer: A
The possibility of wider social benefits supports collective investment.
Q58. Correct Answer: A
Individuals may consider private benefits but not all social benefits, creating a rationale for intervention.
Q59. Correct Answer: D
Government intervention does not necessarily mean direct provision of every service. Financing, regulation and policy are also forms of intervention.
Q60. Correct Answer: A
Income differences can restrict private access, making equity a rationale for intervention.
Q61–Q72
Q61. Correct Answer: A
Government expenditure is a direct mechanism through which public resources can support education.
Q62. Correct Answer: D
Higher spending does not automatically guarantee better outcomes; effectiveness and allocation matter.
Q63. Correct Answer: A
Financing infrastructure, teachers and services can contribute to human capital formation.
Q64. Correct Answer: A
The indicator explicitly measures education expenditure relative to total government expenditure.
Q65. Correct Answer: D
Absolute education expenditure can rise while its percentage share falls if total government expenditure rises faster.
Q66. Correct Answer: A
The ratio shows the share of government expenditure devoted to education.
Q67. Correct Answer: B
Both statements are true, but the definition of GDP does not itself explain why the ratio compares education expenditure with GDP. The relationship is definitional rather than causal.
Q68. Correct Answer: D
The Assertion is false because the ratio can rise because GDP falls even if education expenditure does not rise. The Reason is true.
Q69. Correct Answer: D
The Assertion is false because the denominators differ. The Reason correctly identifies the two relationships.
Q70. Correct Answer: A
Educational attainment measures educational achievement and therefore helps describe the educational profile.
Q71. Correct Answer: D
Literacy alone does not capture every dimension of educational quality. The Reason is true.
Q72. Correct Answer: A
Attainment can be compared among population groups and therefore reveal disparities.
Q73–Q84
Q73. Correct Answer: A
Education has multiple dimensions, so one indicator cannot fully capture the system.
Q74. Correct Answer: A
Enrolment is an indicator of participation, subject to its precise definition.
Q75. Correct Answer: D
Educational indicators cover many dimensions beyond expenditure.
Q76. Correct Answer: A
Differences in access, participation and completion can produce gender differences in attainment.
Q77. Correct Answer: D
Gender equality is broader than enrolment alone; retention, completion and quality also matter.
Q78. Correct Answer: A
Reducing disparities allows more people to develop productive capabilities.
Q79. Correct Answer: A
Regional differences in educational opportunities and outcomes create differences in human-capital development.
Q80. Correct Answer: D
Regional disparities do not necessarily arise only from household income; infrastructure and other factors matter.
Q81. Correct Answer: A
Wider and more equal access can expand human capability development across regions.
Q82. Correct Answer: A
Infrastructure supports the environment in which education is delivered.
Q83. Correct Answer: D
Buildings alone cannot guarantee learning outcomes; teachers, pedagogy and participation matter.
Q84. Correct Answer: A
The availability and location of institutions can affect practical access to education.
Q85–Q96
Q85. Correct Answer: A
Higher education develops advanced and specialized knowledge and skills.
Q86. Correct Answer: D
Expansion does not automatically ensure labour-market-relevant skills. Curriculum and learning quality matter.
Q87. Correct Answer: A
Higher educational institutions can generate and disseminate knowledge, supporting innovation.
Q88. Correct Answer: A
Government policy can target educational gaps affecting particular groups or regions.
Q89. Correct Answer: D
Funding alone cannot determine policy success; implementation and outcomes matter.
Q90. Correct Answer: A
Policy can influence financing, infrastructure and institutional processes and therefore both access and quality.
Q91. Correct Answer: A
Universal education requires actual access, participation and continuation, not merely legal entitlement.
Q92. Correct Answer: D
Enrolment alone cannot prove elimination of inequality because other disparities can remain.
Q93. Correct Answer: A
Meaningful education requires participation, retention and learning, not merely school availability.
Q94. Correct Answer: A
Dropping out can prevent further accumulation of knowledge and skills.
Q95. Correct Answer: D
The Assertion is false because dropout does not necessarily mean complete economic unproductivity. Human capital can also be developed through other channels.
Q96. Correct Answer: A
Continued education provides additional opportunities for skill and knowledge accumulation.
Q97–Q108
Q97. Correct Answer: A
Equity requires addressing barriers that produce unequal opportunities; identical formal treatment may not remove such barriers.
Q98. Correct Answer: D
The Assertion is false. Gender differences should be measured to identify disparities. The Reason is true.
Q99. Correct Answer: A
Greater educational equality expands the pool of people able to develop productive capabilities.
Q100. Correct Answer: A
Education can expand while suitable jobs fail to match the qualifications or skills of workers.
Q101. Correct Answer: D
The Assertion is false. Education retains economic value even when employment is not immediately available.
Q102. Correct Answer: A
A mismatch between qualifications and employer requirements can contribute to educated unemployment.
Q103. Correct Answer: A
Knowledge-intensive economies depend heavily on knowledge, skills, information and innovation.
Q104. Correct Answer: D
The Assertion is false. A knowledge economy generally increases the importance of relevant education and skills.
Q105. Correct Answer: A
Education and skills strengthen the capacity to create, absorb and apply knowledge.
Q106. Correct Answer: A
Education, health and skills strengthen human capabilities and thereby support productivity and development.
Q107. Correct Answer: D
Human capital formation is not merely a short-term employment strategy. Its effects can extend to productivity, innovation and long-term development.
Q108. Correct Answer: A
A stronger stock of human capabilities can support knowledge-intensive activity, productivity and innovation.
FINAL ANSWER-KEY TABLE
| Q. | Ans. | Q. | Ans. | Q. | Ans. | Q. | Ans. |
| 1 | C | 28 | A | 55 | A | 82 | A |
| 2 | A | 29 | D | 56 | D | 83 | D |
| 3 | D | 30 | A | 57 | A | 84 | A |
| 4 | A | 31 | A | 58 | A | 85 | A |
| 5 | A | 32 | D | 59 | D | 86 | D |
| 6 | D | 33 | A | 60 | A | 87 | A |
| 7 | A | 34 | A | 61 | A | 88 | A |
| 8 | D | 35 | D | 62 | D | 89 | D |
| 9 | A | 36 | A | 63 | A | 90 | A |
| 10 | A | 37 | A | 64 | A | 91 | A |
| 11 | D | 38 | A | 65 | D | 92 | D |
| 12 | A | 39 | D | 66 | A | 93 | A |
| 13 | A | 40 | A | 67 | B | 94 | A |
| 14 | A | 41 | D | 68 | D | 95 | D |
| 15 | D | 42 | A | 69 | D | 96 | A |
| 16 | A | 43 | D | 70 | A | 97 | A |
| 17 | D | 44 | A | 71 | D | 98 | D |
| 18 | D | 45 | D | 72 | A | 99 | A |
| 19 | A | 46 | A | 73 | A | 100 | A |
| 20 | D | 47 | D | 74 | A | 101 | D |
| 21 | A | 48 | A | 75 | D | 102 | A |
| 22 | A | 49 | A | 76 | A | 103 | A |
| 23 | D | 50 | D | 77 | D | 104 | D |
| 24 | A | 51 | A | 78 | A | 105 | A |
| 25 | A | 52 | A | 79 | A | 106 | A |
| 26 | D | 53 | D | 80 | D | 107 | D |
| 27 | A | 54 | A | 81 | A | 108 | A |