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URDU ( COMPULSORY)
Time Allowed: Three Hours
Maximum M arks: 300
QUESTION PAPER SPECIFIC INSTRUCTIONS Please read each o f the following instructions carefully before attempting questions: All questions are to be attempted. The number o f marks carried by a question Ipart is indicated against it. Answers must be written in URDU (Persian Script) unless otherwise directed in the question. Word limit in questions, wherever specified, should be adhered to and if answered in much longer or shorter than the prescribed length, marks may be deducted. Any page or portion o f the page left blank in the Question-cum-Answer Booklet must be clearly struck off.
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Language and communication are something that children learn by talking to one another. But schools consider this an act of indiscipline. Instead, we have a special grammar class to learn language ! One educationist remarked, ‘It is nice that children spend just a few hours at school. If they spend all 24 hours in schools, they will turn out to be dumb !’ In most schools, teachers talk, children listen. The same is true for other skills also. Children learn a great deal without being taught, by tinkering and pottering on their own.
Changes in the school system, if they are to be of lasting significance, must spring from the actions of teachers in their classrooms, teachers who are able to help children collectively. New programmes, new materials and even basic changes in organisational structure will not necessarily bring about healthy growth. A dynamic and vital atmosphere can develop when teachers are given the freedom and support to innovate. One must depend ultimately upon the initiative and respectfulness of such teachers and this cannot be promoted by prescribing continuously and in detail what is to be done.
In education we can cry too much about money. Sure, we could use more, but some of the best classrooms and schools I have seen or heard of, spend far less per pupil than the average in our schools today. We often don’t spend well what money we have. We waste large sums on fancy buildings, unproductive administrative staff, on diagnostic and remedial specialists, on expensive equipment that is either not needed, or underused or badly misused, on tons of identical and dull textbooks, readers and workbooks, and now on latest devices like computers. For much less than what we do spend, we could make our classrooms into far better learning environments than most of them are today.
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