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Exam Question Pattern
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Question Paper Pattern …
Sociology of Education
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IGNOU has a vast syllabus, there is minimal support from the study centers and university.
But, the exams are as tough as exams for regular programs, if not tougher. Unfortunately,
the students, most of whom are working, don’t get sufficient support for their exams.
We at PsychoTech Services have launched several efforts to help IGNOU students – if you
haven’t visited our IGNOU MSO Corner yet, now might be the right time! Back in 2015, we
created the first version of our ‘IGNOU Question Paper Pattern Analysis’ with the objective of
helping IGNOU students with their theory examinations. Several copies and duplicates soon
surfaced. Some of them very brightly colored with fancy graphics. But none with the same
high level of accuracy and quality of analysis and insights.
While this document and the analysis in it would help you a lot, do remember exams are
both a test of your knowledge and your ability to present the answers in a manner that the
examiner is inclined to give you marks. So work on both these aspects – read this for some
very useful tips on How to Score More in your Exams!
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An approach that works…
Simple, right ☺ This is the reason we find that the pattern of questions asked in entrance
exams and university exams anywhere in the world clearly mirror the above. Most questions
are asked from the core concepts, some from the important concepts and rarely from
the related concepts.
Therefore, as a student, it does not make sense for you to put equal effort in all subjects.
When you prepare for your exams, you must prioritize - ‘by-heart’ the core concepts, learn
the important concepts and touch the related concepts if you intend to score a perfect 100!
How do you know which topic belongs to which category? That is what this document will
help you to know. We analyzed all the question papers available on the IGNOU site, right
from the beginning of the course to find out the relative importance of every part of your
syllabus.
This will help you to get maximum marks with minimum effort!
Sociology of Education
Last 3
12% 16% 12% 10% 10% 12% 21% 6%
years
Last 5
15% 17% 10% 9% 11% 16% 17% 6%
years
Unit 22 WTO, GATS, ICT and Higher education 6.1% 5.5% 9.0%
Unit 21 Expansion of Professional Education and Private Sector 5.0% 5.5% 6.0%
Unit 13 Education and Policy of Positive Discrimination and Affirmative Action 3.1% 5.5% 7.5%
Unit 12 Role of Education for Empowerment of the Marginalised 3.1% 0.9% 0.0%
Unit 11 Role of Education in Social and Human Development: Emerging Perspectives 1.5% 2.8% 3.0%
7.3 Educational Curriculum and the Politics of Domination 4.6% 4.6% 4.5%
22.2 Globalisation, ICTs and the Emergence of Knowledge Society 3.3% 3.7% 6.0%
10.11 Relationship between Education and Social Mobility in Indian Society 3.1% 0.9% 1.5%
21.3 Need for Private Sector Involvement in Professional Education 2.3% 2.8% 3.0%
Note: Numbers refer to marks as %age of total marks for the period, and have been rounded off for easier understanding
13.5 Issues of Access, Retention, and Poor Performance 1.5% 3.7% 4.5%
17.3 Growth of Education in the Post Independence Period 1.5% 2.8% 0.0%
22.3 General Agreements in Trade in Services (GATS) and Education 1.3% 0.0% 0.0%
Note: Numbers refer to marks as %age of total marks for the period, and have been rounded off for easier understanding
23.3 Constitutional and Legal Framework for Educational Development in India 1.2% 0.9% 0.0%
11.4 Education for Acceleration of Social and Human Development: International and National
1.2% Initiatives 1.8% 1.5%
13.3 Evolution of the Policy of Positive Discrimination and Affirmative Action in India 1.2% 0.9% 1.5%
Note: Numbers refer to marks as %age of total marks for the period, and have been rounded off for easier understanding
22.6 Globalisation , Free Market and Higher Education: A Critique 0.8% 0.0% 0.0%
22.5 ICTs Marginalised People and the Higher Education in India 0.8% 1.8% 3.0%
20.4 Emerging Challenges and Search for Alternatives 0.8% 0.9% 0.0%
11.3 Education for capacity Building of the Poor and the Marginalized 0.4% 0.9% 1.5%
Note: Numbers refer to marks as %age of total marks for the period, and have been rounded off for easier understanding
19.7 Role of Distance Education in Teacher Training at Primary Level 0.4% 0.9% 1.5%
13.4 Scheduled Castes and Scheduled Tribes in Higher Education 0.4% 0.9% 1.5%
19.6 Innovative Intervention in Teacher Education for Universalization of Elementary Education0.4% 0.0% 0.0%
Note: Numbers refer to marks as %age of total marks for the period, and have been rounded off for easier understanding
Note: Numbers refer to marks as %age of total marks for the period, and have been rounded off for easier understanding
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