NIOS Class 10 Social Science Chapter 25 Solution – Socio-Economic Development And Empowerment Of Disadvantaged Groups
NIOS Class 10 Social Science Solution Chapter 25 Socio-Economic Development And Empowerment Of Disadvantaged Groups. NIOS Class 10 Social Science Chapter 25 Question Answers Download PDF. NIOS Class 10 Science Notes.
NIOS Class 10 Social Science Chapter 25 Solution
Board |
NIOS |
Class |
10th (Secondary) |
Subject |
Social Science |
Topic |
Question Answer, Solution, Notes |
INTEXT QUESTIONS 25.1
1. Why do GDP and per capita income not effectively measure the quality of people’s life?
2. How is the concept of human development different from the traditional concept of social and economic development?
3. Define Sustainable Development.
4. Why is it said that development and under-development co-exist in India? Identify the major reasons.
INTEXT QUESTIONS 25.2
1. Differentiate between disparities and diversities with suitable examples.
2. How is Colonialism one of the important factors in creating regional disparities
in India?
3. Which one of following States can be grouped under economically developed States?
(A) Bihar
(B) Orissa
(C) Arunachal Pradesh
(D) Haryana
4. Why are tribal areas of Central India underdeveloped in comparison to most of
the areas in the country? Write below the correct statements selecting out of the
following:
(A) The areas do not have much natural resources.
(B) They do not have any major industries in this area.
(C) The economic as well as human development for local people is very low.
(D) None of the above.
INTEXT QUESTIONS 25.3
1. Which are the major socially disadvantaged groups?
2. Do you think that the steps taken so far have been empowering Scheduled Castes and Scheduled Tribes to reap the benefits of socio-economic development? Give three reasons.
3. Why are the efforts made so far have not been able to empower women in our
society?
4. Do a survey of at least 5 families in your neighbourhood and collect data in respect of the following. It will be better if you do it on more families, may be 10.
(i) Number of adult male and female members; (ii) Number of male and female
children; (iii) Number of male and female children born in the last two years;
(iv) Number of male and female children dead in the last two years; (v) Number
of male and female children above the age of 5 attending schools or colleges/
university; (vi) Number of females working outside home in offices or in some
business.
Based on the analysis of collected data, try to find the answers to the following
questions:
(a) What is the number of male and female children and how many of them
are attending schools/colleges? Are the male and female children of a family
studying in the same school? And if not, what are the reasons?
(b) Are females working outside home? If yes, where? If not, why?
(c) Do you find the environment of gender discrimination in families? If yes, why? If not, how?
INTEXT QUESTIONS 25.4
1. Identify the target groups for Sarva Siksha Abhiyan and National Literacy Mission.
(i) ……………. and (ii) ………
2. Describe any two achievements of the health sector during the last fifty years.
(i) ……………
(ii) ………….
3. What is the latest approach adopted under National Literacy Mission?
4. Why has Goernment of India started National Rural Health Mission (NRHM)?
TERMINAL EXERCISES
1. Why does the concept of socio-economic development not take care of all
aspects of development? Give any two reasons.
2. Why are there regional imbalances and socio-economic disparities in India?
Analyze any six factors responsible for this.
3. Explain any six social empowerment measures adopted by the Government of
India for the disadvantaged sections of the society.
4. Describe various measures undertaken by the Government of India for reducing the drop-out rates and to improve the levels of achievements in education.
5. What is Literacy Campaign? Describe various strategies adopted for the success of the programme.
Answers-
Chapter 25:
IN text questions 25.1
1)GDP and per capita income not effectively measure the quality of people’s life because it does not take into account important aspects such as leisure time, environmental quality, freedom, or social justice or gender equality and similarly the per capita income numbers also do not indicate the level of income equality among people.
2)The concept of human development different from the traditional concept of social and economic development by it covers almost all aspects of human life. It places people at the centre of the concerns of development and emphasizes that the purpose of development is to enlarge all human choices, and not just income.
3) Sustainable development is defined as the development that meets the needs of the present without compromising the ability of future generations to meet their own needs.It is a pattern of social and economic transformation, i.e. development that optimizes the economic and societal benefits available in the present, without adversely affecting the likely potential for similar benefits in the future. It is a pattern of social and economic transformation, i.e. development that optimizes the economic and societal benefits available in the present, without adversely affecting the likely potential for similar benefits in the future.
4)Development and under-development co-exist in Indiabecause: (i) Indian economy is 12th largest in the world by market exchange rates and the fourth largest by GDP. (ii) Indian rank in HDI is 128 out of 177 countries in the year 2007-08 (iii) 27.5% Indians still lives below poverty line. (iv) Approximately 80% of India’s population live on less than $ 2 a day (ppp)
IN text questions 25.2
1)Disparities and diversities: The differences created by nature are called diversity. But there are certain differences created by human being. The inequalities created by human being are called disparities.
2)Colonialism one of the important factors in creating regional disparities in India during the pre-independence era, areas which were not important from commercial or political interests received little attention and it continued even after independence.
3) D
4) C
IN text questions 25.3
1)The major socially disadvantaged groupsare as follows: Scheduled Castes (SCs), Scheduled Tribes (STs), Other Backward Classes (OBCs), Minorities and Women.
2) (i). Different programmes have been initiated such as mid-day meal, supply of books etc. (ii) Schools for SCs and STs such as Kasturba Gandhi Balika Vidyalaya and special treatment in Navodaya Vidyalaya, National Talent Search Schemes, Scholarships are also provided. (iii) NSFDC, NSKFDC, NSTFDC, SCDC and STDC have been opened to provide financial support to SCs and STs. (iv) TRIFED provide marketing assistance to STs for their products.
3)The efforts made so far have not been able to empower women in our society because the access of women, particularly those belonging to weaker sections of society to education, health and productive resource is inadequate.
IN text questions 25.4
1) The target groups for Sarva Siksha Abhiyan and National Literacy Mission are
(I) Children of school going age but not attending the school
(ii) Adult illiterates.
2)Two achievements of the health sector during the last fifty years are
(i) Death rate has declined from 27.4 per thousand at the time of independence to 8.5 in 2001
(ii) Infant mortality rate has been brought down from 134 per thousand live births to 71 in 2001.
3)The latest approach adopted under National Literacy Mission is the Total Literacy Campaign and the Post Literacy Programme will now operate under one literacy Project. This approach would enable the enormous illiteracy problem to be tackled in a holistic manner.
4)Government of India started National Rural Health Mission (NRHM) because there is highly unequal distribution of health facilities in the country and most of the facilities are concentrated around major cities and towns. To reduce the inequality, Government of India started an ambitious project of National Rural Health Mission (NRHM).
Terminal Exercises:
1) The concept of socio-economic development not take care of all aspects of development because it is measured with indicators, such as gross domestic product (GDP), life expectancy, literacy and levels of employment. The total national income divided by the number of people in the nation is said to be per capita income. This will be the income of each and every person in the country if it is divided equally.
2) There regional imbalances and socio-economic disparities in India by the following five factors:
a) A state with underdevelopment is not only because of population growth, illiteracy and lack of basic infrastructure but also other outcomes by which they are affected.
b) Factors like historical perspective, geographical factors, unequal distribution and variation in the use of natural resources, remote areas from national markets, lack of basic infrastructure, poor governance are also reasons for imbalanced socio-economic development.
c) During colonial rule, areas which were left undeveloped as it was not commercially or politically important remain as such. People from such areas like the north-eastern and tribes wish to remain as it is.
d) Variation in the availability of resources and their usages another aspect. Every state with resources like coal, iron ore, oil, natural gas and others has not developed and state with sustain use has created much impact.
e) Remote areas such as northeastern states are away from national markets which affect their development and lack in the growth process.
3) The six social empowerment measures adopted by the Government of India for the disadvantaged sections of the society are as follows:
a) Providing a lot of chances to these people to participate in the competitive exams.
b) Improving professional education around the disadvantaged groups, through the post metric Scholarships for longer distance.
c) Introducing vocational education in middle schools and higher schools for improving self-employment
d) The elimination of untouchability provided the best place for the weaker sections in the society
e) Introducing plans for Tribal Groups for their growth, protection, and development.
f) Increasing reservation in teaching institutions and allowing functions like free tuition, free uniforms
4) Measures undertaken by the Government of India for reducing the drop-out rates and to improve the levels of achievements in education are: (a) Sarva Siksha Abhiyan An ambitious programme for achieving the goal of universalisation of elementary education, known as Sarva Siksha Abhiyan (SSA) was launched in 2001. The goals of SSA are as follows: (i) Enrolment of all 6-14 age group children in school/Education Guarantee Scheme (EGS) Centre/ Bridge Course by 2005; (ii) Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010; (iii) Universal retention by 2010; (iv) Focus on elementary education of satisfactory quality with emphasis on education for life.
(b) National Programme of Nutritional Support to Primary Education or Mid-day Meal Scheme: This Programme was started and is still continuing to attain the goal of universalisation of elementary education. The objectives of Mid-day Meal Scheme are: (i) Improving the nutritional status of children in class I-V in Government, Local Body and Government aided schools and EGS and AIE Centres; (ii) Encouraging poor children by helping disadvantaged sections to attend schools more regularly and help them concentrate on class room activities; (iii) Providing nutritional support to children of primary stage in drought affected areas during summer vacation.
5) The Total literacy Campaigns and the Post Literacy Programme will now operate under one literacy Project. This approach would enable the enormous illiteracy problem to be tackled in a holistic manner. By treating the imparting of functional literacy as a continuum rather than as a one off benefit for the illiterate person, the inputs would be made goal-directed. Literacy campaigns would continue to run in those areas where there are large pools of residual illiteracy. At the same time, for those who have crossed the basic learning phase, programmes of consolidation, vocational skills, integration with life skills and such other aspects would be given priority.