Match-the-Column Questions
Topic 1: Meaning and Importance of Human Skills
Q1.
Match the concepts with their appropriate descriptions.
| Column I | Column II |
| A. Knowledge | 1. Ability developed through practice |
| B. Education | 2. Understanding acquired through learning |
| C. Training | 3. Formal process of developing knowledge and abilities |
| D. Skill | 4. Practical preparation for performing a particular task |
A. A-1, B-2, C-3, D-4
B. A-2, B-3, C-4, D-1
C. A-3, B-4, C-1, D-2
D. A-4, B-1, C-2, D-3
Q2.
A firm provides additional training to workers who already possess formal educational qualifications. Match the development with its likely economic implication.
| Column I | Column II |
| A. Technical skill | 1. Greater ability to perform specialised tasks |
| B. Knowledge | 2. Better understanding of work processes |
| C. Work efficiency | 3. Higher output from given labour |
| D. Human skill | 4. Improved productive capability |
A. A-2, B-4, C-3, D-1
B. A-1, B-2, C-3, D-4
C. A-3, B-1, C-4, D-2
D. A-4, B-3, C-2, D-1
Topic 2: Wider Benefits of Education
Q3.
Match each wider benefit of education with the situation that best illustrates it.
| Column I | Column II |
| A. Better decision-making | 1. Adoption of improved production methods |
| B. Social change | 2. More informed household choices |
| C. Innovation | 3. Development of new ideas and methods |
| D. Technology adoption | 4. Changes in social attitudes and practices |
A. A-2, B-4, C-3, D-1
B. A-3, B-1, C-4, D-2
C. A-2, B-4, C-3, D-1
D. A-1, B-3, C-2, D-4
Q4.
A village experiences an increase in literacy and education. Match the possible outcome with its explanation.
| Column I | Column II |
| A. Higher earning ability | 1. Greater capacity to use modern techniques |
| B. Social awareness | 2. Better employment opportunities |
| C. Household decisions | 3. More informed choices |
| D. Technological progress | 4. Greater acceptance and use of new technology |
A. A-1, B-3, C-2, D-4
B. A-4, B-2, C-1, D-3
C. A-3, B-1, C-4, D-2
D. A-2, B-4, C-3, D-1
SECTION B — WHAT IS HUMAN CAPITAL?
Topic 3: Human Resources
Q5.
Match the concepts with their appropriate descriptions.
| Column I | Column II |
| A. Human resources | 1. People available to contribute to production |
| B. Labour | 2. Human effort used in production |
| C. Productive ability | 3. Capacity of a person to perform economic activities |
| D. Human skills | 4. Abilities that enhance productive performance |
A. A-2, B-3, C-4, D-1
B. A-1, B-2, C-3, D-4
C. A-3, B-4, C-1, D-2
D. A-4, B-1, C-2, D-3
Q6.
Two economies have similar population sizes but different levels of education and skills. Match the observation with its implication.
| Column I | Column II |
| A. Similar population | 1. Quantity alone does not determine productive capacity |
| B. Better skills | 2. Can increase labour productivity |
| C. Better education | 3. Can improve knowledge and abilities |
| D. Human resources | 4. Can become an important productive asset |
A. A-3, B-4, C-2, D-1
B. A-2, B-1, C-4, D-3
C. A-1, B-2, C-3, D-4
D. A-4, B-3, C-1, D-2
Topic 4: Human Capital
Q7.
Match the terms with their appropriate interpretations.
| Column I | Column II |
| A. Human capital | 1. Stock of knowledge and skills embodied in people |
| B. Education | 2. Investment that can improve human capabilities |
| C. Health | 3. Condition affecting productive capacity |
| D. Skill | 4. Ability to perform a task effectively |
A. A-1, B-2, C-3, D-4
B. A-2, B-1, C-4, D-3
C. A-3, B-4, C-1, D-2
D. A-4, B-3, C-2, D-1
Q8.
A government spends on schooling, healthcare and vocational training. Match each expenditure with its human-capital effect.
| Column I | Column II |
| A. Schooling | 1. Develops knowledge |
| B. Healthcare | 2. Supports physical and mental ability |
| C. Vocational training | 3. Develops job-related skills |
| D. Combined investment | 4. Enhances productive capabilities |
A. A-1, B-2, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-2, B-4, C-3, D-1
D. A-4, B-3, C-2, D-1
Topic 5: Human Capital Formation
Q9.
Match the investment with the human-capital formation process.
| Column I | Column II |
| A. Education | 1. Builds knowledge |
| B. Health expenditure | 2. Improves capacity to work |
| C. Training | 3. Develops specialised skills |
| D. Human capital formation | 4. Accumulation of productive human capabilities |
A. A-2, B-3, C-1, D-4
B. A-3, B-4, C-2, D-1
C. A-1, B-2, C-3, D-4
D. A-4, B-1, C-3, D-2
Q10.
A worker receives basic education, higher education and then job training. Match the stage with its contribution.
| Column I | Column II |
| A. Basic education | 1. Provides foundational knowledge |
| B. Higher education | 2. Develops advanced knowledge |
| C. Job training | 3. Develops occupation-specific skills |
| D. Overall investment | 4. Strengthens productive capacity |
A. A-1, B-2, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-4, B-1, C-2, D-3
D. A-2, B-3, C-4, D-1
Topic 6: Physical Capital and Human Capital
Q11.
Match the characteristics with the relevant form of capital.
| Column I | Column II |
| A. Physical capital | 1. Exists in machines and equipment |
| B. Human capital | 2. Embodied in people |
| C. Machine | 3. Physical productive asset |
| D. Education | 4. Source of human capital |
A. A-1, B-2, C-3, D-4
B. A-4, B-1, C-2, D-3
C. A-2, B-3, C-4, D-1
D. A-3, B-4, C-1, D-2
Q12.
A factory purchases machinery and simultaneously trains workers to operate it. Match the investment with its significance.
| Column I | Column II |
| A. Machinery | 1. Physical capital |
| B. Worker training | 2. Human capital formation |
| C. Skilled operation | 3. Better utilisation of equipment |
| D. Combined investment | 4. Complementarity between physical and human capital |
A. A-2, B-3, C-4, D-1
B. A-3, B-4, C-1, D-2
C. A-4, B-1, C-2, D-3
D. A-1, B-2, C-3, D-4
Topic 7: Human Capital and Economic Growth
Q13.
Match the human-capital factor with its possible contribution.
| Column I | Column II |
| A. Education | 1. Raises knowledge |
| B. Skill formation | 2. Improves labour productivity |
| C. Health | 3. Supports work capacity |
| D. Human capital | 4. Can contribute to higher productive capacity |
A. A-1, B-2, C-3, D-4
B. A-3, B-1, C-4, D-2
C. A-4, B-3, C-2, D-1
D. A-2, B-4, C-1, D-3
Q14.
Two countries have similar physical resources but different education and health outcomes. Match the difference with its implication.
| Column I | Column II |
| A. Higher education | 1. Greater knowledge base |
| B. Better health | 2. Greater ability to participate productively |
| C. Higher skill level | 3. Greater productivity potential |
| D. Stronger human capital | 4. Potential support for economic growth |
A. A-2, B-1, C-4, D-3
B. A-1, B-2, C-3, D-4
C. A-3, B-4, C-1, D-2
D. A-4, B-3, C-2, D-1
Topic 8: Human Capital, Innovation and Technology
Q15.
Match the human-capital component with its relationship to technology.
| Column I | Column II |
| A. Education | 1. Helps people understand new technologies |
| B. Skill | 2. Helps workers use technology effectively |
| C. Research ability | 3. Supports creation of new knowledge |
| D. Human capital | 4. Facilitates innovation and technological progress |
A. A-4, B-2, C-1, D-3
B. A-3, B-1, C-2, D-4
C. A-2, B-3, C-4, D-1
D. A-1, B-2, C-3, D-4
Q16.
A firm introduces computerised production. Match the condition with its likely outcome.
| Column I | Column II |
| A. Skilled workers | 1. Easier adoption of technology |
| B. Training | 2. Better operation of new systems |
| C. Education | 3. Better understanding of technological processes |
| D. Innovation-oriented human capital | 4. Greater capacity for technological improvement |
A. A-2, B-1, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-1, B-2, C-3, D-4
D. A-4, B-3, C-2, D-1
SECTION C — SOURCES OF HUMAN CAPITAL FORMATION
Topic 9: Investment in Education
Q17.
Match the educational investment with its likely effect.
| Column I | Column II |
| A. Primary education | 1. Builds basic literacy and numeracy |
| B. Secondary education | 2. Expands knowledge and skills |
| C. Higher education | 3. Develops specialised knowledge |
| D. Educational investment | 4. Builds human capabilities |
A. A-2, B-4, C-1, D-3
B. A-1, B-2, C-3, D-4
C. A-3, B-1, C-4, D-2
D. A-4, B-3, C-2, D-1
Q18.
A family and the government both spend on education. Match the expenditure with its broader significance.
| Column I | Column II |
| A. Tuition expenditure | 1. Direct educational investment |
| B. Books and materials | 2. Supports learning |
| C. Public educational spending | 3. Expands access to education |
| D. Education investment | 4. Can increase future productive capabilities |
A. A-1, B-2, C-3, D-4
B. A-2, B-4, C-1, D-3
C. A-4, B-3, C-2, D-1
D. A-3, B-1, C-4, D-2
Topic 10: Investment in Health
Q19.
Match the health-related investment with its economic implication.
| Column I | Column II |
| A. Preventive healthcare | 1. Reduces risk of illness |
| B. Medical treatment | 2. Restores health |
| C. Nutrition | 3. Supports physical development |
| D. Health investment | 4. Strengthens productive capacity |
A. A-2, B-3, C-1, D-4
B. A-3, B-1, C-4, D-2
C. A-4, B-2, C-3, D-1
D. A-1, B-2, C-3, D-4
Q20.
A worker receives adequate nutrition and timely medical care. Match the condition with its likely implication.
| Column I | Column II |
| A. Adequate nutrition | 1. Supports physical capacity |
| B. Timely treatment | 2. Can reduce duration of illness |
| C. Better health | 3. Can improve ability to work |
| D. Health investment | 4. Contributes to human capital formation |
A. A-1, B-2, C-3, D-4
B. A-4, B-1, C-2, D-3
C. A-2, B-3, C-1, D-4
D. A-3, B-4, C-1, D-2
Topic 11: On-the-Job Training
Q21.
Match the training-related element with its description.
| Column I | Column II |
| A. Practical training | 1. Learning through actual work |
| B. Improved work method | 2. Greater efficiency |
| C. Employer investment | 3. Spending to improve employee capabilities |
| D. On-the-job training | 4. Skill development while working |
A. A-1, B-2, C-3, D-4
B. A-4, B-3, C-2, D-1
C. A-2, B-4, C-1, D-3
D. A-3, B-1, C-4, D-2
Q22.
A newly recruited employee learns to operate specialised equipment under the supervision of an experienced worker. Match the elements.
| Column I | Column II |
| A. New employee | 1. Receives skill development |
| B. Experienced worker | 2. Provides practical guidance |
| C. Workplace | 3. Environment for on-the-job learning |
| D. Training | 4. Investment in human capital |
A. A-2, B-1, C-3, D-4
B. A-1, B-2, C-3, D-4
C. A-4, B-3, C-2, D-1
D. A-3, B-4, C-1, D-2
Topic 12: Migration
Q23.
Match the migration-related factor with its possible economic effect.
| Column I | Column II |
| A. Better employment opportunity | 1. Can encourage migration |
| B. Higher expected income | 2. Can influence migration decisions |
| C. Skilled worker migration | 3. Transfers human capabilities to another location |
| D. Migration cost | 4. Can reduce attractiveness of migration |
A. A-1, B-2, C-3, D-4
B. A-2, B-3, C-4, D-1
C. A-4, B-1, C-2, D-3
D. A-3, B-4, C-1, D-2
Q24.
A trained worker moves from a low-wage area to a city offering better employment opportunities. Match the observation with its significance.
| Column I | Column II |
| A. Training | 1. Increased worker capability |
| B. Higher expected earnings | 2. Possible reason for migration |
| C. Migration | 3. Movement of human resources |
| D. Economic return | 4. Can influence migration decisions |
A. A-1, B-2, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-4, B-1, C-2, D-3
D. A-2, B-3, C-4, D-1
Topic 13: Information
Q25.
Match the type of information with its economic significance.
| Column I | Column II |
| A. Information about jobs | 1. Helps workers identify opportunities |
| B. Information about wages | 2. Helps compare employment returns |
| C. Information about education | 3. Helps individuals choose educational opportunities |
| D. Labour-market information | 4. Can improve economic decision-making |
A. A-2, B-3, C-4, D-1
B. A-3, B-1, C-2, D-4
C. A-1, B-2, C-3, D-4
D. A-4, B-1, C-3, D-2
Q26.
A student compares courses, costs, employment opportunities and expected earnings before choosing a programme. Match the information with its role.
| Column I | Column II |
| A. Course information | 1. Helps understand educational alternatives |
| B. Cost information | 2. Helps evaluate financial requirement |
| C. Employment information | 3. Helps assess possible job opportunities |
| D. Information | 4. Reduces uncertainty in decision-making |
A. A-2, B-3, C-4, D-1
B. A-1, B-2, C-3, D-4
C. A-4, B-1, C-2, D-3
D. A-3, B-4, C-1, D-2
SECTION D — HUMAN CAPITAL AND HUMAN DEVELOPMENT
Topic 14: Meaning of Human Development
Q27.
Match the dimension with its corresponding aspect.
| Column I | Column II |
| A. Education | 1. Expansion of knowledge |
| B. Health | 2. Longer and healthier life |
| C. Standard of living | 3. Access to material resources |
| D. Human development | 4. Broader improvement in people’s well-being |
A. A-2, B-3, C-4, D-1
B. A-1, B-2, C-3, D-4
C. A-3, B-4, C-1, D-2
D. A-4, B-1, C-2, D-3
Q28.
Match each situation with the aspect of human development it most directly reflects.
| Column I | Column II |
| A. Increased school enrolment | 1. Educational improvement |
| B. Reduced mortality | 2. Health improvement |
| C. Better access to basic facilities | 3. Improvement in living conditions |
| D. Expansion of capabilities | 4. Broader human development |
A. A-1, B-2, C-3, D-4
B. A-2, B-4, C-1, D-3
C. A-3, B-1, C-4, D-2
D. A-4, B-3, C-2, D-1
Topic 15: Human Capital vs Human Development
Q29.
Match the concept with its focus.
| Column I | Column II |
| A. Human capital | 1. Productive capabilities of people |
| B. Human development | 2. Broader well-being and capabilities |
| C. Education as human capital | 3. Investment that can raise productivity |
| D. Education as human development | 4. Expansion of people’s capabilities |
A. A-2, B-1, C-4, D-3
B. A-1, B-2, C-3, D-4
C. A-4, B-3, C-2, D-1
D. A-3, B-4, C-1, D-2
Q30.
A policy improves education and health. Match the interpretation.
| Column I | Column II |
| A. Education and productivity | 1. Human-capital perspective |
| B. Education and capability | 2. Human-development perspective |
| C. Health and work capacity | 3. Human-capital perspective |
| D. Health and well-being | 4. Human-development perspective |
A. A-1, B-2, C-3, D-4
B. A-4, B-3, C-1, D-2
C. A-2, B-4, C-3, D-1
D. A-3, B-1, C-4, D-2
Topic 16: Education and Health as Human Rights
Q31.
Match the principle with its implication.
| Column I | Column II |
| A. Right to education | 1. Access to learning opportunities |
| B. Right to health | 2. Access to healthcare |
| C. Equality of access | 3. Reduction of exclusion |
| D. Human-rights approach | 4. Focus on basic entitlements and dignity |
A. A-1, B-2, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-4, B-1, C-2, D-3
D. A-2, B-3, C-4, D-1
Q32.
Match the policy objective with the relevant principle.
| Column I | Column II |
| A. Universal schooling | 1. Broad access to education |
| B. Affordable healthcare | 2. Greater access to health services |
| C. Equal opportunity | 3. Reduction of barriers |
| D. Social inclusion | 4. Participation without exclusion |
A. A-2, B-1, C-4, D-3
B. A-1, B-2, C-3, D-4
C. A-4, B-3, C-2, D-1
D. A-3, B-4, C-1, D-2
SECTION E — HUMAN CAPITAL FORMATION IN INDIA
Topic 17: Human Capital Formation in India
Q33.
Match the source of human capital formation with its contribution.
| Column I | Column II |
| A. Education | 1. Development of knowledge |
| B. Health | 2. Improvement in work capacity |
| C. Training | 3. Development of specialised skills |
| D. Migration | 4. Movement in response to economic opportunities |
A. A-2, B-3, C-1, D-4
B. A-3, B-4, C-1, D-2
C. A-1, B-2, C-3, D-4
D. A-4, B-1, C-2, D-3
Q34.
Match the investment with the human-capital outcome.
| Column I | Column II |
| A. School education | 1. Foundational capabilities |
| B. Higher education | 2. Advanced and specialised knowledge |
| C. Healthcare | 3. Better health status |
| D. Skill training | 4. Occupation-related abilities |
A. A-3, B-4, C-2, D-1
B. A-1, B-2, C-3, D-4
C. A-4, B-1, C-3, D-2
D. A-2, B-3, C-4, D-1
Topic 18: Role of Government in Human Capital Formation
Q35.
Match the government role with its purpose.
| Column I | Column II |
| A. Public education | 1. Expands access to schooling |
| B. Public healthcare | 2. Improves access to health services |
| C. Educational infrastructure | 3. Provides facilities for learning |
| D. Human-capital policy | 4. Supports development of human capabilities |
A. A-1, B-2, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-4, B-1, C-2, D-3
D. A-2, B-3, C-4, D-1
Q36.
A government establishes schools in underserved areas and expands health services. Match the action with its rationale.
| Column I | Column II |
| A. Schools in underserved areas | 1. Improve educational access |
| B. Public health facilities | 2. Improve health access |
| C. Subsidised services | 3. Reduce financial barriers |
| D. Government intervention | 4. Address access-related limitations |
A. A-1, B-2, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-2, B-1, C-4, D-3
D. A-4, B-3, C-2, D-1
Topic 19: Private and Social Benefits of Human Capital
Q37.
Match the type of benefit with its example.
| Column I | Column II |
| A. Private benefit | 1. Higher earnings for an educated individual |
| B. Social benefit | 2. Positive effects on other members of society |
| C. Private return | 3. Benefit received by the individual |
| D. Social return | 4. Benefit extending beyond the individual |
A. A-2, B-1, C-4, D-3
B. A-4, B-3, C-2, D-1
C. A-1, B-2, C-3, D-4
D. A-3, B-4, C-1, D-2
Q38.
A person becomes educated and earns more, while the wider community also benefits from improved awareness. Match the effects.
| Column I | Column II |
| A. Higher personal income | 1. Private benefit |
| B. Improved social awareness | 2. Social benefit |
| C. Personal return | 3. Benefit accruing to the individual |
| D. External benefit | 4. Benefit affecting others |
A. A-2, B-1, C-4, D-3
B. A-1, B-2, C-3, D-4
C. A-4, B-3, C-2, D-1
D. A-3, B-4, C-1, D-2
Topic 20: Need for Government Intervention
Q39.
Match the reason for intervention with the corresponding problem.
| Column I | Column II |
| A. Positive externalities | 1. Benefits extend to others |
| B. Unequal access | 2. Some groups may receive inadequate services |
| C. High cost | 3. Can restrict private demand |
| D. Social objective | 4. Government may pursue broader welfare |
A. A-3, B-2, C-4, D-1
B. A-4, B-1, C-2, D-3
C. A-2, B-3, C-1, D-4
D. A-1, B-2, C-3, D-4
Q40.
A government subsidises education for economically weaker households. Match the policy feature with its rationale.
| Column I | Column II |
| A. Subsidy | 1. Lowers effective cost |
| B. Weaker households | 2. May face financial barriers |
| C. Wider education | 3. Can generate social benefits |
| D. Government intervention | 4. Can address access-related limitations |
A. A-1, B-2, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-4, B-1, C-2, D-3
D. A-2, B-3, C-4, D-1
SECTION F — EDUCATION SECTOR IN INDIA
Topic 21: Growth of Government Expenditure on Education
Q41.
Match the expenditure trend with its possible significance.
| Column I | Column II |
| A. Rising government expenditure | 1. Greater allocation of public resources |
| B. Educational investment | 2. Expansion of human-capital formation |
| C. Public education spending | 3. Government role in education |
| D. Long-term expenditure | 4. Potential contribution to future capabilities |
A. A-2, B-3, C-1, D-4
B. A-1, B-2, C-3, D-4
C. A-3, B-4, C-2, D-1
D. A-4, B-1, C-4, D-2
Q42.
Suppose government expenditure on education rises over time. Match the interpretation.
| Column I | Column II |
| A. Higher absolute spending | 1. More resources allocated in monetary terms |
| B. Increased educational facilities | 2. Possible use of additional resources |
| C. Public investment | 3. Government contribution to human capital |
| D. Rising expenditure alone | 4. Does not automatically establish educational outcomes |
A. A-3, B-4, C-1, D-2
B. A-1, B-2, C-3, D-4
C. A-2, B-3, C-4, D-1
D. A-4, B-1, C-2, D-3
Topic 22: Education Expenditure as Percentage of Total Government Expenditure
Q43.
Match the indicator with its interpretation.
| Column I | Column II |
| A. Education expenditure | 1. Government spending devoted to education |
| B. Total government expenditure | 2. Overall public expenditure |
| C. Percentage share | 3. Relative allocation to education |
| D. Rising percentage share | 4. Larger proportion allocated to education |
A. A-2, B-3, C-4, D-1
B. A-4, B-1, C-2, D-3
C. A-1, B-2, C-3, D-4
D. A-3, B-4, C-1, D-2
Q44.
Two years show different education expenditure shares. Match the interpretation.
| Column I | Column II |
| A. 5% share | 1. Education accounts for 5% of total government expenditure |
| B. 7% share | 2. Education accounts for 7% of total government expenditure |
| C. Higher share | 3. Greater relative allocation |
| D. Share indicator | 4. Measures relative allocation rather than absolute spending alone |
A. A-2, B-1, C-4, D-3
B. A-3, B-4, C-1, D-2
C. A-1, B-2, C-3, D-4
D. A-4, B-3, C-2, D-1
Topic 23: Education Expenditure as Percentage of GDP
Q45.
Match the term with its interpretation.
| Column I | Column II |
| A. GDP | 1. Value of final goods and services produced |
| B. Education expenditure | 2. Public spending on education |
| C. Education expenditure/GDP | 3. Education spending relative to national output |
| D. Higher ratio | 4. Greater education spending relative to GDP |
A. A-3, B-1, C-4, D-2
B. A-2, B-4, C-1, D-3
C. A-1, B-2, C-3, D-4
D. A-4, B-3, C-2, D-1
Q46.
Suppose GDP rises while education expenditure remains unchanged. Match the effect with the indicator.
| Column I | Column II |
| A. GDP rises | 1. Denominator increases |
| B. Education expenditure unchanged | 2. Numerator remains unchanged |
| C. Education/GDP ratio | 3. May decline if expenditure does not rise proportionately |
| D. Interpretation | 4. Relative spending is being measured |
A. A-1, B-2, C-3, D-4
B. A-4, B-3, C-2, D-1
C. A-2, B-4, C-1, D-3
D. A-3, B-1, C-4, D-2
Topic 24: Educational Attainment in India
Q47.
Match the indicator with what it reveals.
| Column I | Column II |
| A. Literacy | 1. Basic ability to read and write |
| B. School completion | 2. Completion of a specified level |
| C. Educational attainment | 3. Level of education achieved |
| D. Higher attainment | 4. Greater accumulation of formal education |
A. A-2, B-3, C-4, D-1
B. A-1, B-2, C-3, D-4
C. A-4, B-1, C-2, D-3
D. A-3, B-4, C-1, D-2
Q48.
A region has high school enrolment but relatively low completion. Match the observation with its implication.
| Column I | Column II |
| A. High enrolment | 1. Many students enter schooling |
| B. Low completion | 2. Smaller proportion completes the level |
| C. Educational attainment | 3. Cannot be inferred from enrolment alone |
| D. Dropout | 4. Can contribute to lower completion |
A. A-4, B-3, C-1, D-2
B. A-1, B-2, C-3, D-4
C. A-2, B-4, C-1, D-3
D. A-3, B-1, C-4, D-2
Topic 25: Educational Indicators in India
Q49.
Match the educational indicator with its primary purpose.
| Column I | Column II |
| A. Literacy rate | 1. Measures basic literacy |
| B. Enrolment rate | 2. Indicates participation |
| C. Dropout rate | 3. Indicates leaving before completion |
| D. Completion rate | 4. Indicates successful completion |
A. A-2, B-3, C-1, D-4
B. A-3, B-4, C-2, D-1
C. A-1, B-2, C-3, D-4
D. A-4, B-1, C-2, D-3
Q50.
Match the change in an indicator with its most appropriate interpretation.
| Column I | Column II |
| A. Higher literacy rate | 1. More people possess basic literacy |
| B. Higher enrolment | 2. Greater participation |
| C. Lower dropout rate | 3. More students remain in education |
| D. Higher completion rate | 4. More students complete the relevant level |
A. A-3, B-4, C-1, D-2
B. A-1, B-2, C-3, D-4
C. A-4, B-3, C-2, D-1
D. A-2, B-1, C-4, D-3
Topic 26: Gender Differences in Education
Q51.
Match the gender-related educational observation with its implication.
| Column I | Column II |
| A. Female literacy gap | 1. Difference in literacy levels |
| B. Gender enrolment gap | 2. Difference in participation |
| C. Unequal access | 3. Different educational opportunities |
| D. Gender disparity | 4. Unequal educational outcomes or opportunities |
A. A-2, B-3, C-4, D-1
B. A-1, B-2, C-3, D-4
C. A-4, B-1, C-2, D-3
D. A-3, B-4, C-1, D-2
Q52.
A programme increases girls’ school attendance in a region. Match the outcome with the concept.
| Column I | Column II |
| A. Higher female enrolment | 1. Increased participation |
| B. Reduced gender gap | 2. Greater equality in access |
| C. Better female attainment | 3. Higher educational achievement |
| D. Gender equity | 4. Fairer opportunities and outcomes |
A. A-2, B-1, C-4, D-3
B. A-1, B-2, C-3, D-4
C. A-4, B-3, C-2, D-1
D. A-3, B-4, C-1, D-2
Topic 27: Regional Differences in Educational Attainment
Q53.
Match the regional pattern with its interpretation.
| Column I | Column II |
| A. Region with higher literacy | 1. Greater basic literacy |
| B. Region with lower literacy | 2. Lower basic literacy |
| C. Regional disparity | 3. Difference between regions |
| D. Balanced development | 4. Reduction in inter-regional gaps |
A. A-3, B-4, C-1, D-2
B. A-2, B-1, C-4, D-3
C. A-1, B-2, C-3, D-4
D. A-4, B-3, C-2, D-1
Q54.
Two states have different school completion rates. Match the observation with its interpretation.
| Column I | Column II |
| A. Higher completion rate | 1. Greater proportion completing schooling |
| B. Lower completion rate | 2. Greater possibility of incomplete schooling |
| C. Regional difference | 3. Difference between the states |
| D. Policy response | 4. May focus on improving access and retention |
A. A-1, B-2, C-3, D-4
B. A-4, B-3, C-1, D-2
C. A-2, B-1, C-4, D-3
D. A-3, B-4, C-2, D-1
Topic 28: Education Infrastructure
Q55.
Match the infrastructure component with its function.
| Column I | Column II |
| A. School building | 1. Physical space for education |
| B. Classroom | 2. Space for teaching-learning activities |
| C. Laboratory | 3. Supports practical learning |
| D. Library | 4. Provides learning resources |
A. A-2, B-1, C-4, D-3
B. A-1, B-2, C-3, D-4
C. A-4, B-3, C-2, D-1
D. A-3, B-4, C-1, D-2
Q56.
A school receives additional classrooms, learning materials and laboratory facilities. Match the improvement with its likely role.
| Column I | Column II |
| A. Additional classrooms | 1. Can accommodate more learners |
| B. Learning materials | 2. Support teaching and learning |
| C. Laboratory | 3. Supports practical education |
| D. Infrastructure improvement | 4. Strengthens physical conditions for education |
A. A-1, B-2, C-3, D-4
B. A-2, B-3, C-4, D-1
C. A-4, B-1, C-2, D-3
D. A-3, B-4, C-1, D-2
Topic 29: Higher Education
Q57.
Match the level or feature of higher education with its role.
| Column I | Column II |
| A. Undergraduate education | 1. Provides higher-level formal education |
| B. Postgraduate education | 2. Builds advanced knowledge |
| C. Professional education | 3. Develops specialised occupational capabilities |
| D. Higher education | 4. Expands advanced human capital |
A. A-3, B-4, C-1, D-2
B. A-2, B-3, C-4, D-1
C. A-4, B-1, C-2, D-3
D. A-1, B-2, C-3, D-4
Q58.
A country expands university education and professional courses. Match the development with its possible effect.
| Column I | Column II |
| A. More university access | 1. Greater access to advanced education |
| B. Professional courses | 2. Specialised skill formation |
| C. Higher educational attainment | 3. Greater stock of educated human capital |
| D. Higher education expansion | 4. Potential contribution to knowledge-based development |
A. A-1, B-2, C-3, D-4
B. A-4, B-3, C-2, D-1
C. A-2, B-4, C-1, D-3
D. A-3, B-1, C-4, D-2
Topic 30: Education Initiatives and Government Policies
Q59.
Match the policy intervention with its broad objective.
| Column I | Column II |
| A. School expansion | 1. Increase access |
| B. Scholarship support | 2. Reduce financial barriers |
| C. Mid-day meal-related support | 3. Encourage school participation and support nutrition |
| D. Educational policy | 4. Guide development of the education sector |
A. A-3, B-1, C-4, D-2
B. A-2, B-1, C-4, D-3
C. A-1, B-2, C-3, D-4
D. A-4, B-2, C-1, D-3
Q60.
Match a policy measure with the problem it attempts to address.
| Column I | Column II |
| A. Scholarships | 1. Financial barriers |
| B. School infrastructure | 2. Lack of educational facilities |
| C. Support for disadvantaged groups | 3. Unequal access |
| D. Education reforms | 4. System-level educational challenges |
A. A-2, B-3, C-1, D-4
B. A-1, B-2, C-3, D-4
C. A-3, B-4, C-1, D-2
D. A-4, B-1, C-2, D-3
SECTION G — CONTINUING CHALLENGES
Topic 31: Education for All — Still a Distant Dream
Q61.
Match the challenge with its implication.
| Column I | Column II |
| A. Poverty | 1. Can restrict educational participation |
| B. Unequal access | 2. Prevents equal opportunity |
| C. School dropout | 3. Interrupts completion |
| D. Education for all | 4. Requires broad and equitable access |
A. A-1, B-2, C-3, D-4
B. A-4, B-1, C-2, D-3
C. A-2, B-3, C-4, D-1
D. A-3, B-4, C-1, D-2
Q62.
A country has increased school enrolment but still has regional, gender and income-related differences. Match the observation with its interpretation.
| Column I | Column II |
| A. Higher enrolment | 1. Expansion of participation |
| B. Regional gap | 2. Unequal access across areas |
| C. Gender gap | 3. Unequal participation by gender |
| D. Education-for-all challenge | 4. Access must be broad as well as equitable |
A. A-2, B-4, C-1, D-3
B. A-1, B-2, C-3, D-4
C. A-4, B-3, C-2, D-1
D. A-3, B-1, C-4, D-2
Topic 32: School Dropouts and Loss of Human Capital
Q63.
Match the dropout-related concept with its implication.
| Column I | Column II |
| A. School dropout | 1. Leaving education before completing a level |
| B. Lost schooling | 2. Incomplete accumulation of educational capital |
| C. Human-capital loss | 3. Reduced potential knowledge and skills |
| D. Retention | 4. Keeping students in education |
A. A-2, B-3, C-4, D-1
B. A-4, B-1, C-2, D-3
C. A-1, B-2, C-3, D-4
D. A-3, B-4, C-1, D-2
Q64.
A student leaves school before completing secondary education. Match the consequence with the concept.
| Column I | Column II |
| A. Early exit | 1. School dropout |
| B. Incomplete education | 2. Lower educational attainment |
| C. Foregone skill development | 3. Possible reduction in future human capital |
| D. Retention policy | 4. Attempts to keep students in school |
A. A-3, B-4, C-1, D-2
B. A-2, B-1, C-4, D-3
C. A-4, B-3, C-2, D-1
D. A-1, B-2, C-3, D-4
Topic 33: Gender Equity in Education
Q65.
Match the gender-equity measure with its objective.
| Column I | Column II |
| A. Equal access | 1. Similar opportunity to enter education |
| B. Financial support for girls | 2. Reduce financial barriers |
| C. Safe schooling environment | 3. Encourage participation and retention |
| D. Gender equity | 4. Fair educational opportunities regardless of gender |
A. A-2, B-3, C-4, D-1
B. A-1, B-2, C-3, D-4
C. A-4, B-1, C-2, D-3
D. A-3, B-4, C-1, D-2
Q66.
Match the situation with its interpretation.
| Column I | Column II |
| A. Equal enrolment opportunities | 1. Equality in access |
| B. Similar completion rates | 2. Greater equality in educational outcomes |
| C. Removal of gender barriers | 3. Improved educational equity |
| D. Gender-equitable education | 4. Fair participation and opportunities |
A. A-1, B-2, C-3, D-4
B. A-2, B-1, C-4, D-3
C. A-3, B-4, C-2, D-1
D. A-4, B-3, C-1, D-2
Topic 34: Educated Unemployment
Q67.
Match the situation with its economic interpretation.
| Column I | Column II |
| A. Educated unemployed person | 1. Has educational qualifications but lacks employment |
| B. Skill-job mismatch | 2. Skills do not correspond adequately to available jobs |
| C. Job creation | 3. Expansion of employment opportunities |
| D. Educated unemployment | 4. Unemployment among educated persons |
A. A-2, B-1, C-4, D-3
B. A-3, B-4, C-1, D-2
C. A-1, B-2, C-3, D-4
D. A-4, B-3, C-2, D-1
Q68.
A graduate remains unemployed because available jobs require different skills. Match the elements.
| Column I | Column II |
| A. Graduate qualification | 1. Formal education acquired |
| B. Available vacancy | 2. Employment opportunity |
| C. Skill mismatch | 3. Difference between required and available skills |
| D. Educated unemployment | 4. Unemployment despite educational attainment |
A. A-2, B-3, C-4, D-1
B. A-1, B-2, C-3, D-4
C. A-3, B-4, C-1, D-2
D. A-4, B-1, C-2, D-3
Topic 35: Human Capital and the Knowledge Economy
Q69.
Match the feature of a knowledge economy with its human-capital requirement.
| Column I | Column II |
| A. Knowledge-intensive production | 1. Requires advanced knowledge |
| B. Innovation | 2. Requires creative and research capabilities |
| C. Digital technology | 3. Requires relevant technological skills |
| D. Human capital | 4. Provides capabilities needed for knowledge-based production |
A. A-1, B-2, C-3, D-4
B. A-3, B-4, C-1, D-2
C. A-4, B-3, C-2, D-1
D. A-2, B-1, C-4, D-3
Q70.
A country shifts towards technology-intensive industries. Match the change with its human-capital implication.
| Column I | Column II |
| A. Technology-intensive production | 1. Greater demand for specialised skills |
| B. Research activity | 2. Greater need for advanced knowledge |
| C. Digitalisation | 3. Greater demand for digital capabilities |
| D. Knowledge economy | 4. Greater importance of human knowledge and skills |
A. A-4, B-3, C-2, D-1
B. A-1, B-2, C-3, D-4
C. A-3, B-4, C-1, D-2
D. A-2, B-1, C-4, D-3
SECTION H — CONCLUSION
Topic 36: Importance of Human Capital Formation for India
Q71.
Match the aspect of human-capital formation with its broader significance.
| Column I | Column II |
| A. Education | 1. Builds knowledge and skills |
| B. Health | 2. Strengthens productive capacity |
| C. Skill development | 3. Improves employability and productivity |
| D. Human-capital formation | 4. Supports long-term economic and social development |
A. A-2, B-3, C-4, D-1
B. A-1, B-2, C-3, D-4
C. A-4, B-1, C-2, D-3
D. A-3, B-4, C-1, D-2
Q72.
Consider an economy that invests simultaneously in education, health and skill development. Match the investment with its broader contribution.
| Column I | Column II |
| A. Education investment | 1. Development of knowledge |
| B. Health investment | 2. Improvement in physical and mental capacity |
| C. Skill investment | 3. Development of productive abilities |
| D. Combined human-capital investment | 4. Strengthening productive and developmental capabilities |
A. A-2, B-4, C-1, D-3
B. A-3, B-1, C-4, D-2
C. A-4, B-3, C-2, D-1
D. A-1, B-2, C-3, D-4
FINAL ANSWER KEY
| Q | Ans | Q | Ans | Q | Ans | Q | Ans |
| 1 | A | 19 | D | 37 | C | 55 | B |
| 2 | C | 20 | C | 38 | D | 56 | A |
| 3 | B | 21 | B | 39 | D | 57 | C |
| 4 | A | 22 | D | 40 | B | 58 | A |
| 5 | A | 23 | C | 41 | A | 59 | C |
| 6 | C | 24 | D | 42 | B | 60 | B |
| 7 | D | 25 | A | 43 | C | 61 | A |
| 8 | C | 26 | B | 44 | A | 62 | C |
| 9 | A | 27 | A | 45 | C | 63 | C |
| 10 | B | 28 | A | 46 | A | 64 | B |
| 11 | B | 29 | D | 47 | B | 65 | A |
| 12 | D | 30 | C | 48 | B | 66 | D |
| 13 | A | 31 | D | 49 | C | 67 | C |
| 14 | B | 32 | B | 50 | B | 68 | A |
| 15 | A | 33 | C | 51 | A | 69 | A |
| 16 | B | 34 | B | 52 | B | 70 | B |
| 17 | B | 35 | D | 53 | C | 71 | B |
| 18 | C | 36 | C | 54 | D | 72 | D |