Heci Does Not Include Which Education Sector?

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Heci Does Not Include Which Education Sector
National Education Policy 2020: The New Education Policy (NEP), approved by the Centre on Wednesday, envisages a single regulator – HECI- for higher education institutions across the country. The Higher Education Council of India (HECI) would have multiple verticals to fulfill various roles.

  • The first vertical of HECI will be the National Higher Education Regulatory Council (NHERC).
  • It will function as the common, single point regulator for the higher education sector including teacher education.
  • It would, however, exclude medical and legal education.
  • Follow New Education Policy 2020 live updates The second vertical of HECI will, be a ‘meta-accrediting body’, called the National Accreditation Council (NAC).

Accreditation of institutions will be based primarily on basic norms, public self-disclosure, good governance, and outcomes, and it will be carried out by an independent ecosystem of accrediting institutions supervised and overseen by NAC. Also Read: New Education Policy 2020 Highlights: Key takeaways of NEP to make India a ‘global knowledge superpower’ The third vertical of HECI will be the Higher Education Grants Council (HEGC), which will carry out funding and financing of colleges and varsities.

  1. The fourth vertical of HECI will be the General Education Council (GEC), which will frame expected learning outcomes for higher education programmes, also referred to as ‘graduate attributes’.
  2. A National Higher Education Qualification Framework (NHEQF) will be formulated by the GEC.
  3. Also Read: New Education Policy 2020 gets cabinet nod, to be released today, check details here Presently, regulation of higher education bodies is done through bodies like the University Grants Commission (UGC), All India Council for Technical Education (AICTE) and National Council for Teacher Education (NCTE).

• The functioning of all the independent verticals for Regulation (NHERC), Accreditation (NAC), Funding (HEGC), and Academic Standard Setting (GEC) and the overarching autonomous umbrella body (HECI) itself will be based on transparent public disclosure, and use technology extensively to reduce human interface to ensure efficiency and transparency in their work.

The professional councils, such as the Indian Council for Agricultural Research (ICAR), Veterinary Council of India (VCI), National Council for Teacher Education (NCTE), Council of Architecture (CoA), National Council for Vocational Education and Training (NCVET) etc., will act as Professional Standard Setting Bodies (PSSBs).

• The separation of functions would mean that each vertical within HECI would take on a new, single role which is relevant, meaningful, and important in the new regulatory scheme.
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Which of the following is not included in the ambit of the Higher Education Commission of India?

What were Major Challenges in 2018’s Bill? –

Autonomy:

The Bill aims to promote autonomy of higher educational institutions.

However, certain provisions of the Bill do not meet this stated objective. It may be argued that instead of granting higher educational institutions increased autonomy, the Bill provides HECI with extensive regulatory control.

Regulatory Ambit:

Currently, institutions offering professional courses are regulated by 14 professional councils.

Of these, the Bill seeks to bring legal and architecture education within the purview of HECI. It is unclear why only these two areas are included within the regulatory ambit of the HECI and not the other fields of professional education.

Disbursal of Grants:

At present, the UGC has the power to allocate and disburse grants to universities and colleges.

While the Bill replaces the UGC, it does not include any provisions regarding disbursal of grants. This raises a question whether HECI will have any role in the disbursal of grants to higher educational institutions.

Independent Regulations:

Presently, the Central Advisory Board of Higher Education (CABE) co-ordinates and advises the centre and states on education related matters. The Bill creates an Advisory Council and requires HECI to implement its recommendations.

This may restrict HECI from functioning as an independent regulator.

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Which of the following is not a vertical under the Higher Education Commission of India?

Free 15 Questions 30 Marks 15 Mins A single regulator for higher education institutions across the nation is suggested in the new National Education Policy (NEP 2020), which was agreed upon by the union cabinet on Wednesday. Key Points For its different duties, the Higher Education Council of India (HECI) would have four verticals.

The National Higher Education Regulatory Council (NHERC), the first vertical, will serve as the common, central regulator for the higher education sector, which includes teacher preparation. However, it does not include legal and medical education. The National Accreditation Council (NAC), a “meta-accrediting authority,” will base its second vertical primarily on fundamental standards, open self-disclosure, good governance, and results. Independent accrediting organizations under the supervision and direction of NAC shall conduct it. The Higher Education Grants Council (HEGC), HECI’s third division, will study college and university funding and finance. The General Education Council (GEC), often known as “graduate characteristics,” will define desired learning objectives for higher education programs as the fourth vertical. A National Higher Education Qualification Framework will be created by GEC (NHEQF).

The functioning of all the independent verticals for Regulation (NHERC), Accreditation (NAC), Funding (HEGC), and Academic Standard Setting (GEC) and the overarching autonomous umbrella body (HECI) itself will be based on transparent public disclosure, and use technology extensively to reduce human interface to ensure efficiency and transparency in their work. Important Points University Education Council (UEC):

It was the first education commission of Independent India. In the words of the Commission itself-the objective for the appointment of this Commission is to report on Indian Universities and suggest improvement and extension that may be desirable to suit present and future requirements of the country.

Hence, University Education Council (UEC) is not an independent vertical of one umbrella institution i.e. Higher Education Commission of India (HECI) as proposed in NEP 2020. Last updated on Sep 29, 2022 GSET Answer Key released on 7th November 2022. This is the provisional answer key, and any objections against the same can be submitted till 19th November 2022.
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Which of the following are verticals of HECI?

What is Higher Education Commission of India? –

The HECI is supposed to replace the University Grants Commission (a statutory body) which has been responsible for the maintenance of the standard of higher education in India. HECI shall function as a body that lays down uniform standards for the development of education in India. The commission will be a statutory body governed by the Higher Education Commission of India (Repeal of University Grants Commission Act) Bill 2018.

Status of Higher education in India:

Higher education in India remained highly inward oriented despite several post-independence reforms in education sector. In terms of number of educational institutions, India has the world’s largest higher education system with about 1,000 universities and 40,000 colleges whereas it ranks third in terms of size and diversity, but its presence in the international education system has been abysmally below its true potential that remains unexplored. Interestingly, India is also home to world’s second largest English-speaking people after the USA, surprisingly more than the United Kingdom. Despite being the world’s second most populated country with 1.39 billion people accounting for 17% of the world population, India’s share in the foreign students arriving for higher education remains miserably low at 0.85%. This explicitly reveals the fundamental faults in the country’s higher education policy post-Independence.

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What should be the functions of HEGC?

What are the sub-organizations of HECI? – There will be four sub-organizations of HECI—National Higher Education Regulatory Council (NHERC), National Accreditation Council (NAC), Higher Education Grants Council (HEGC), and General Education Council (GEC).
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Which one of the following is not an objective of higher education?

Hence from the above discussion, it can be observed that improving literacy skills is not an objective of higher education.
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How many types of higher education are there in India?

Administration – The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2015, India has 760 universities and 38,498 colleges. There are three types of universities: Conventional Universities, Deemed Universities and Institutions of National Importance.

While Conventional Universities are established through Act of Parliament or State Legislatures, Deemed Universities award degrees through the notification of the central government. Institutes of National Importance are those that have been awarded the status by Parliament. The education system of India falls broadly under the Ministry of Human Resource Development (MHRD).

Amongst the branches of the MHRD, the Department of Higher Education is responsible for overseeing the growth of the higher education sector. The Department aims to improve quality of and access to higher education for all sections of the population. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020.

  • Rashtriya Uchattar Shiksha Abhiyan – A total of 316 state public universities and 13,024 colleges will be covered under the Rashtriya Uchattar Shiksha Abhiyan, a plan to manage funding for higher education. This is a scheme to develop state university by central govt funding (60% for general category states, 90% for special category states, 100% for union territories).
  • Scheme of Integrating Persons With Disabilities In The Mainstream Of Technical And Vocational Education – Caters to around 50 polytechnics in the country and provides them with grants-in-aid aimed at facilitating greater integration of disabled individuals into higher education.
  • Scheme of Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT) – The purpose of this scheme is to raise the quantity and quality of teaching staff across schools and colleges. It also aims to create better institutional frameworks in order to cultivate change in the positive direction.

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What are vertical teams in education?

Vertical Teaming is the practice of establishing a team of different grade-level teachers in an academic area to communicate, cooperate, design curricular change, and create support structures to encourage high achievement by all students.
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What does Heci stand for?

Host Embedded Controller Interface ( HECI ) is technology introduced in 2006 used for Active Management Technology ( AMT ) in Intel chipsets that support Core 2 Duo microprocessors,
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Which one of the following is not expected by the teacher?

Free 10 Questions 10 Marks 6 Mins The Education Commission (1964-66) professed, “The destiny of India is now being shaped in her classrooms”. On a similar note, the National Policy on Education (1986) emphasized, “The status of the teacher reflects the socio-cultural ethos of the society; it is said that no people can rise above the level of its teachers.” These statements reflect the important role played by the teachers as transmitters, inspirers, and promoters of man’s eternal quest for knowledge, Key Points A teacher has a multifarious role in the educational system. He/she acts as a manager to the whole educational transaction especially at the school and local level. Research indicates that apart from the personal qualities which encourage effective teaching, there are other teacher characteristics that affect teaching are as follows:

Values like honesty, truthfulness, loyalty, punctuality, cleanliness, dedication, affection, etc. are imbibed, often through observation of others’ behaviours rather than taught. This means that a teacher has to stand as a model for his pupil so as to provide a lasting and inspiring example if they are to have in them these qualities of personality and character. Warmth and Enthusiasm : Teachers who are warm and friendly inspire and instil positive attitudes and a love for learning in their students. Such teachers are known to be more effective in terms of students’ increased attention, achievement, willingness to learn, and favourable attitude towards the content. Positive traits of your personality will make you an effective teacher. Affection : It is one of the basic traits that a teacher needs to have. We expect a certain amount of affection from every teacher. In fact, there is no human being on earth who does not crave affection from those around, especially from parents and teachers. Just as a mother pours forth her affection on her child, a teacher should show love and concern for his pupils. In the absence of affection we, as teachers, cannot make our pupils feel wanted and accepted. If they feel that they are unwanted and not accepted fully their minds would be clouded with sad thoughts which will prompt them to be indifferent to activities going on in the classroom. Non-participation leads to poor performance and poor performance to withdrawal from the system. Humour : An element of humour is a good trait in a teacher. When we combine elements in a way that is different, unexpected and incongruous, we wind up with humour. The teacher should develop the ability to play spontaneously with ideas, concepts and relationships. Similarly, the teacher should have the ability to juggle elements into impossible juxtapositions and express the ridiculous. All these can bring in an atmosphere of humour in the classroom. A joke here or a witty utterance there can make your pupils feel happy and dispel the monotony. Humour, thus, can turn out to be a good tool in the hands of an enlightened teacher. Adaptable : I n the classroom are two of the most important qualities that teacher should own are flexibility and adaptability. By adaptability, it means that the teacher should be able to adjust their teaching method according to the situations and the needs of the learners. He/she should be adaptable as they encounter a diverse range of learners and they need to teach and behave appropriately. Patience : It is the most important quality that a teacher should possess, In order to be an effective teacher, a teacher should be very patient with their learners and their parents. He/she should understand the needs and wants of their students in order to help them succeed in school. The teacher should hear the students and for this, the teacher needs to be patient.

Hint

Orthodox is a characteristic not expected out of a teacher of young children because orthodox people are inclined towards extreme, dogmatic and inflexible thinking. The orthodox character of a teacher will not make the students’ successful as it will be a barrier in the students’ learning process.

Hence, o rthodox is a characteristic not expected out of a teacher of young children. Last updated on Oct 19, 2022 The Application Links for the DSSSB TGT will remain open from 19th October 2022 to 18th November 2022. Candidates should apply between these dates.

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Which one of the following agencies is to formulate policies of higher education?

Answer (Detailed Solution Below) – Option 2 : MHRD Free 15 Questions 30 Marks 15 Mins Education plays a significant and remedial role in balancing the socio-economic fabric of the Country. The Ministry of Education (MoE) was created on September 26, 1985, through the 174th amendment to the Government of India (Allocation of Business) Rules, 1961. Currently, the MoE works through two departments:

Department of School Education & Literacy Department of Higher Education

While the Department of School Education & Literacy is responsible for the development of school education and literacy in the country, the Department of Higher Education takes care of what is one of the largest Higher Education systems of the world, just after the United States and China.

Formulating the National Policy on Education and to ensure that it is implemented in letter and spirit The planned development, including expanding access and improving the quality of the educational institutions throughout the country, including in the regions where people do not have easy access to education. Paying special attention to disadvantaged groups like the poor, females, and the minorities Provide financial help in the form of scholarships, loan subsidy, etc to deserving students from deprived sections of the society. Encouraging international cooperation in the field of education, including working closely with the UNESCO and foreign governments as well as Universities, to enhance the educational opportunities in the country.

University Grants Commission (UGC)

The establishment of a University Grants Commission in India, on the pattern of the British UGC, was recommended by the University Education Commission in 1949. The UGC since its inception has been performing a wide range of functions for the development of university education in India. The UGC has been providing financial support to about 180 universities and nearly 4000 colleges in the country.

National Assessment and Accreditation Council (NAAC)

The National Assessment and Accreditation Council (NAAC) is an organization that assesses and accredits Higher Education Institutions (HEIs) in India. It is an autonomous body funded by the University Grants Commission of Government of India headquartered in Bangalore.

National Council of Educational Research and Training (NCERT)

The NCERT was established in 1961 as an autonomous organization. It acts as an advisor to the Ministry of Human Resource Development (MHRD) and is fully financed by the Central Government. The functions of the NCERT are as follows : to undertake studies, investigations, and surveys relating to school education, to organize pre-service and in-service training of teachers at an advanced level, to organize extension service, to disseminate improved educational techniques and practices in schools, to act as a clearinghouse for ideas and information on all matters relating to school education, to finance research on school education, and to formulate policies and programs in school education. From the above points, it is clear that MHRD formulates policies of higher education.

Last updated on Dec 2, 2022 Andhra University, Visakhapatnam has released the APSET (The Andhra Pradesh State Eligibility Test) result 2021. The candidates who have taken the exam can check their APSET results following the process mentioned here. The Andhra University conducts the exam on behalf of the government of Andhra Pradesh.
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Which one of the following is not a regulatory body of higher education institution?

IFCI is /are not regulatory institutions.
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What are the objectives of higher education?

The objective of higher education is following: To seek and cultivate new information. To engage in the spirit of truth with vigour and fearlessness. To promote economic growth.
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What is the second vertical of Heci?

The second vertical of HECI will be a ‘ meta-accrediting body ‘, called the National Accreditation Council (NAC).
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What are the 4 types of institutions?

Unit 4: Institutions – In Unit 4 we study our primary sociological institutions: family, religion, education, and government. Sociologists have seen dramatic changes in the structure of the American family. The number of unmarried couples grew from fewer than one million in the 1970s, to 6.4 million in 2008.

  • Cohabiting couples account for 10 percent of all opposite-sex couples.
  • We’ll also take a look at religious institutions, a second significant social and cultural indicator, from a sociological rather than religious perspective.
  • Émile Durkheim, the French sociologist, found that people use religion in several different ways: for healing and faith, as a communal bond, and to understand “the meaning of life.” All of these social functions affect a community’s structure, balance, and social fabric.

Education is our third example of an institution that can be a social solution and a challenge. For example, schools can serve as change agents (as tools to break poverty and racism) or create barriers (such as when they foster large drop-out rates and institutional disorganization).

  1. Schools can sow political discord when community members protest a chosen curriculum, such as sex education and scientific evolution.
  2. Sociologists consider all of these trends when studying schools and education.
  3. We conclude by exploring government institutions, in terms of their political and economic structure from a sociological perspective.

How do you define power? Do you inherit your social status at birth or earn it in the workplace? We explore how various economic systems affect how societies function. Completing this unit should take you approximately 10 hours.

  • Upon successful completion of this unit, you will be able to:
    • explain what sociologists mean by a social institution;
    • describe how the social concept of family is understood differently in different cultures;
    • recognize variations in family life;
    • describe the prevalence of single parents, cohabitation, same-sex couples, and unmarried individuals;
    • discuss the social impact of changing family structures;
    • explain how the major sociological paradigms view religion;
    • describe how the education system is a social institution;
    • define and differentiate between power, authority, and different types of authority;
    • define and compare common forms of government, such as monarchy, oligarchy, dictatorship, and democracy;
    • explain how functionalists, conflict theorists, and interactionists view government and politics;
    • identify the basic elements of poverty in the U.S. today;
    • differentiate between agrarian, capitalist, and socialist economic systems; and
    • explain the concept of globalization as it pertains to work and the economy.
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    What are the 5 major of institution?

    V. Every institution has some rules which must be compulsorily obeyed by the individual. Five major institutions in rural sociology are political, educational, economic, family and religion.
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    What is an example of a higher education institution?

    Read a brief summary of this topic – higher education, any of various types of education given in postsecondary institutions of learning and usually affording, at the end of a course of study, a named degree, diploma, or certificate of higher studies.

    Higher-educational institutions include not only universities and colleges but also various professional schools that provide preparation in such fields as law, theology, medicine, business, music, and art. Higher education also includes teacher-training schools, junior colleges, and institutes of technology.

    The basic entrance requirement for most higher-educational institutions is the completion of secondary education, and the usual entrance age is about 18 years. ( See also college ; university,) The system of higher education had its origin in Europe in the Middle Ages, when the first universities were established.
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    What is Level 3 higher education?

    Level 3 qualifications are: A level. access to higher education diploma. advanced apprenticeship.
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    Which one of the following is not an objective of higher education?

    Hence from the above discussion, it can be observed that improving literacy skills is not an objective of higher education.
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    What is included in higher education Act?

    The Higher Education Act (HEA) is a federal law that governs the administration of federal higher education programs. Its purpose is to strengthen the educational resources of our colleges and universities and to provide financial assistance for students in postsecondary and higher education.

    1. First passed in 1965 to ensure that every individual has access to higher education, regardless of income or zip code, the HEA governs student-aid programs, federal aid to colleges, and oversight of teacher preparation programs.
    2. It is generally scheduled for reauthorization by Congress every five years to encourage growth and change.

    The HEA has been reauthorized in 1968, 1972, 1976, 1980, 1986, 1992, 1998, and 2008. Current authorization for the programs in the Higher Education Act expired at the end of 2013, but has been extended while Congress prepares changes and amendments.
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    Which of the following given commission were not related to education?

    UPSC IAS Prelims 2021: Important Questions on Modern History – Topic 9 (Committees and Commissions in India Before Independence) Check 10 most important questions from the Committees and Commissions in India before Independence topic of Modern History. Aspirants of UPSC Civil Services Prelims 2021 exams can solve these questions to test their knowledge on this topic of Modern History. Heci Does Not Include Which Education Sector UPSC IAS Prelims Important Questions on Modern History Committees and Commissions in India Before Independence The Committee and Commission refer to the special group delegated by a government to carry out a task. That task might be specific, one like to ascertain a particular fact or resolving a particular problem.

    The expert people are appointed to recommend actions in matters that require specialized knowledge or technical judgment. Many such commissions and committees were formed by the British for either administrative reforms, judicial reforms, or social reforms. Below we have provided 10 important questions from the Committees and Commissions in India Before Independence topic of Modern History.

    Questions are accompanied by the correct answer and an attached explanation. Aspirants can solve these topic-wise important questions to test their preparation level. Also Check: Ques 1: Consider the following statements with reference to Sadler Commission:

    1. It focused on two types of education arrangements – vocational and business education at the high school level.
    2. It focused on the introduction of Honours courses which will be different from Pass courses.
    • Which of the given statements is/are correct?
    • (a) 1 only
    • (b) 2 only
    • (c) Both 1 and 2
    • (d) Neither 1 nor 2
    • Ans: b
    Explanation: Sadler Commission was established in 1917. It recommended the introduction of Honours courses which will be different from Pass courses. Hunter commission recommended two types of education arrangements – vocational and business education at the high school level.

    Ques 2: Match the following commissions with their year of establishment:

    S. no. Commission S. no. Year of Establishment
    (A) Charles Wood Despatch (I) 1919
    (B) Hunter Committee Report (II) 1944
    (C) Sargent Plan (III) 1900
    (D) MacDonnell Commission (IV) 1854

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  • Which of the given statements is/are correct?
  • (a) A-II, B-I, C-IV, D-III
  • (b) A-IV, B-III, C-II, D-I
  • (c) A-II, B-IV, C-I, D-III
  • (d) A-IV, B-I, C-II, D-III
  • Ans: d
    • Explanation:
    • Charles Wood Despatch was established in 1854.
    • Hunter Committee Report was established in 1919.
    • Sargent Plan was established in 1944.
    • MacDonnell Commission was established in 1900.

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  • Ques 3: Which of the following commission was established to investigate the relationship between the central power and princely states?
  • (a) Sandhurst Commission
  • (b) Butler Commission
  • (c) Hilton Commission
  • (d) Chatfield Commission
  • Ans: b
  • Explanation: Butler commission was established in 1927 to investigate and specify the relationship between the central power and princely states.

    Ques 4: Which of the following given commission were not related to education?

    1. Campbell Commission
    2. Raleigh Commission
    3. Hartog Commission
    4. Fowler Commission
    5. Sapru Commission
    • Select the correct code:
    • (a) 1 and 4 only
    • (b) 2, 3, and 5 only
    • (c) 1, 4, and 5 only
    • (d) 2, 3, and 4 only
    • Ans: c
    1. Explanation:
    2. Campbell Commission was constituted after a famine engulfed Orissa, Bengal, Bihar, and Madras.
    3. Raleigh Commission was appointed under the presidency of Sir Thomas Raleigh on 27 January 1902 to inquire into the condition and prospects of universities in India and to recommend proposals for improving their constitution and working.
    4. Sir Philip Joseph Hartog committee was appointed by the British Indian government to survey on the growth of education in India.
    5. Fowler Committee was a government committee appointed by the British-run Government of India on 29 April 1898 to examine the currency situation in India.
    6. Sapru Commission (Unemployment) by Linlithgow in 1935

    Ques 5: Which of the following is/are not a recommendation of Woods Despatch?

    1. For higher education, the chief medium of instruction would be English.
    2. It proposed the setting up of several vernacular primary schools in the villages at the lowest stage.
    3. Control of education at the primary level should be handed over to the district and city boards.
    • Select the correct code:
    • (a) 1 and 2 only
    • (b) 2 only
    • (c) 3 only
    • (d) 1, 2 and 3
    • Ans: c
    Explanation: Control of education at the primary level should be handed over to the district and city boards was a recommendation of the Hunter Commission.

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  • Ques 6: The first Law Commission was formed in 1834 under the chairmanship of:
  • (a) Sir John Romilly
  • (b) TB Macaulay
  • (c) Dr. Whitley Stokes
  • (d) Sir Anthony McDonnel
  • Ans: b
    • Explanation:
    • First Pre-Independence Law Commission,1834 – TB Macaulay
    • Second Pre-Independence Law Commission,1853 – Sir John Romilly.
    • Third Pre-Independence Law Commission, 1862- Sir John Romilly.

    Fourth Pre-Independence Law Commission, 1879 – Dr. Whitley Stokes.

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  • Ques 7: Which of the following commission was constituted as a result of 1865-66 Orissa famine?
  • (a) Stratchy Commission
  • (b) Lyall Commission
  • (c) MacDonnell Commission
  • (d) Campbell Commission
  • Ans: d
    • Explanation:
    • In 1865-66, a famine engulfed Orissa, Bengal, Bihar, and Madras and took a toll of nearly 20 lakhs of lives with Orissa alone losing 10 lakh lives, since the famine was most severe in Orissa; it is called the Orissa famine.
    • But the famine proved a turning point in the history of Indian famines for it was followed by the appointment of a committee under the chairmanship of Sir

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  • Ques 8: Babington Smith Commission is related to:
  • (a) Law reforms
  • (b) Currency Reforms
  • (c) Police Reforms
  • (d) Punjab Disturbances
  • Ans: b
  • Explanation: Babington Smith Commission by Chelmsford in 1919 also known as Indian Exchange and Currency Committee,

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  • Ques 9: Which of the following committee suggested for Police Reforms in India?
  • Which of the given statements is/are correct?
  • (a) Campbell Commission
  • (b) Raleigh Commission
  • (c) Fraser Commission
  • (d) Butler Commission
  • Ans: c
Explanation: In 1902-03, a Police Commission was established for the Police reforms under Sir Andrew Frazer and Lord Curzon got much success in the Police intelligence.

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  • Ques 10: The Hunter Commission on Education was constituted under the Governorship of:
  • (a) Lord Curzon
  • (b) Lord Dalhousie
  • (c) Lord Ripon
  • (d) Lord Irwin
  • Ans: c
  • Explanation: Hunter Commission was established in 1882 when Lord Ripon was the Governor General of India.

    We sincerely hope that the given questions would have helped you in your Prelims preparation. You can also check the below link to keep yourself updated on the latest GK quiz and events. : UPSC IAS Prelims 2021: Important Questions on Modern History – Topic 9 (Committees and Commissions in India Before Independence)
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    Which of the following is not related to the highest education?

    Answer: ‘ CBSE ‘ IS NOT RELATED WITH HIGHER EDUCATION.
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