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UPSC Essentials | Mains answer practice – GS 1

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UPSC Essentials presents its initiative for Mains answer writing practice, focusing on essential topics from both static and dynamic components of the UPSC Civil Services syllabus, spanning various GS papers. This exercise is tailored to supplement your preparation for the UPSC CSE Mains. Engage in today’s answer writing session tackling questions related to GS-1 to gauge your progress.

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What does the credit system implemented by the Central Board of Secondary Education (CBSE) entail? What modifications has the CBSE subcommittee recommended?

Define Multidimensional poverty in the Indian context. How does the Indian Multidimensional Poverty Index differ from the global Multidimensional Poverty Index?

**General Structure of Answers:**

– The introduction should be concise, spanning 3-5 lines. Avoid overly brief openings.
– It can include fundamental definitions sourced from reliable references and factual information.

– The core of the answer should be well-developed, catering to the question’s requirements.
– Preferably, present a blend of points and brief paragraphs rather than opting for lengthy paragraphs or mere bullet points.
– Incorporating data from credible governmental sources enhances the comprehensiveness of your answer. While analysis is crucial, avoid excessive elaboration.
– Underlining key terms adds clarity and enhances the presentation.
– Implementing flowcharts or tree diagrams can streamline your response and save time, but ensure logical use where necessary.

**Way Forward/Conclusion:**
– Conclude on a positive note with a forward-looking approach. If necessary, highlight significant issues.
– Avoid repetition of points from the body or introduction.
– Utilize findings from national or international reports, surveys, or quotes to enrich your conclusion.

– Self-assessment is pivotal for refining your Mains answer writing skills. UPSC Essentials offers guiding points or thought processes to aid in evaluating your responses.

Enhance your answers with the following considerations:

– Introduction:
– Creditisation aims to establish academic equivalency between vocational and general education, fostering seamless transition between these systems, aligning with the NEP 2020.
– The National Credit Framework (NCrF), developed by the University Grants Commission in 2022, serves this purpose.
– NCrF acts as a unified credit framework integrating training and skill development into both school and higher education.
– Student credits are digitally stored in the Academic Bank of Credits, accessible via linked Digilocker accounts.

– Integrate the following points:
– Proposed changes by the CBSE subcommittee:
– Presently, the standard curriculum lacks a formal credit system. The CBSE proposes an academic year comprising 1,200 notional learning hours, equating to 40 credits.
– These hours encompass both academic schooling and non-academic or experiential learning beyond school.
– The scheme of studies is adjusted to indicate teaching hours and credits earned per subject.
– Implementation involves adding multidisciplinary and vocational courses to the existing disciplines. For instance, students in Classes 9 and 10 must complete ten subjects, including three languages and seven core disciplines.
– At least two of the three languages must be Indian, such as Hindi, Sanskrit, and English.
– For Classes 11 and 12, students must study six subjects, including two languages and four subjects with an optional fifth. At least one language should be Indian.

– The CBSE, as the nation’s largest school board, is poised to enact significant changes to the academic framework of Classes 9 through 12, aligning with the creditisation strategy advocated by the 2020 National Education Policy (NEP).

UPSC Essentials | Mains answer practice – GS 1

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