In which of the following year did Home Science become a compulsory subject for the 'High School Examination' of Uttar Pradesh?
1960
Home Science is a subject that covers various aspects of daily life, including nutrition, health, home management, child development, and textile studies. Its inclusion in school curricula aims to equip students, especially girls, with practical skills essential for managing a household and contributing to family well-being.
Historically, the syllabus and structure of school examinations in India have evolved over time, adapting to changing educational philosophies and societal needs. The Uttar Pradesh Board of High School and Intermediate Education is responsible for conducting the High School Examination in the state.
Regarding the specific question about when Home Science became a compulsory subject for the High School Examination in Uttar Pradesh, historical records indicate a particular year for this significant change.
Based on the available information and the options provided, the year when Home Science was made a compulsory subject for the High School Examination of Uttar Pradesh was 1960.
This decision marked an important step in recognizing Home Science as a fundamental area of knowledge, making it mandatory for all students appearing for the High School Examination in Uttar Pradesh. The introduction of Home Science as a compulsory subject aimed to integrate life skills education into the standard curriculum, benefiting a large number of students across Uttar Pradesh.
Therefore, the correct year is 1960 when Home Science became a compulsory subject for the High School Examination in Uttar Pradesh.
What is/are the goal(s) of formal and non-formal education?
I. It aims to improve the quality of life and raise the standard of living.
II. Contribute to the process of empowering girls by developing values, attitudes, and other life skills.
"We have Art all around us.' Which of the following statements satisfy this given statement?
I. The way we dress up
II. The way we display our food
III. The way we stand
At the elementary level, how awareness of regional arts and crafts help?
I. To recognise and promote traditional and contemporary art and art pieces.
II. To sensitise the children about the pluralistic cultural legacy of India – awareness of local crafts.
The doing aspect of behaviour is associated with:
Early childhood is also known as _______ age.