{"id":16597,"date":"2026-09-05T11:52:19","date_gmt":"2026-09-05T11:52:19","guid":{"rendered":"https:\/\/promotionexams.com\/?page_id=16597"},"modified":"2026-09-05T15:31:01","modified_gmt":"2026-09-05T15:31:01","slug":"mcqs-on-schemes-education-school","status":"publish","type":"page","link":"https:\/\/promotionexams.com\/?page_id=16597","title":{"rendered":"MCQs on Schemes -Education &amp; School"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"16597\" class=\"elementor elementor-16597\">\n\t\t\t\t<div class=\"elementor-element elementor-element-fb2d98e e-con-full e-flex e-con e-parent\" data-id=\"fb2d98e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f0d6f66 elementor-widget elementor-widget-html\" data-id=\"f0d6f66\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"html.default\">\n\t\t\t\t\t<!--\n=====================================================================\nCSS ADDA \u00b7 PromotionExams.com\nCHAPTER-WISE AI TEST SERIES  \u2014  generic template, one subject per page\n=====================================================================\n\nWHAT THIS IS\n  A drill page for one chapter-wise MCQ bank, on any subject. Two tabs:\n     PRACTICE     filters, search, flagging, per-question AI tutor\n     PERFORMANCE  readiness engine, Focused set \/ Mock paper planner\n\nSETTING UP A NEW SUBJECT \u2014 four edits, all at the top of the script\n  1. CFG.quizId   unique per page. Progress is stored under this key, so\n                  two subjects on the same site never mix. Change it.\n     CFG.topic    the subject name shown in the header.\n     CFG.eyebrow  the exam line above it, or blank.\n  2. CFG.sourceUrl  the page on your site carrying the full text of the\n                  subject. A \"Read the source\" card then appears in the\n                  rail. Leave it blank and the card disappears.\n  3. chapterImportance   rate each chapter yourself, any relative numbers\n                  you like \u2014 they need not total 100. The rating drives\n                  the ranking, the study plan and how much of each planned\n                  sitting a chapter gets. A chapter you leave out falls\n                  back to its share of the bank and is marked \"not rated\n                  yet\". Empty the map and importance is never mentioned.\nRESUMING A SITTING\n  The position, the filter in force and every answer given are written to\n  localStorage under the same quizId key as mastery and flags. Closing the\n  tab, reloading or coming back days later reopens on the same question,\n  with a bar at the top offering \"Start from the beginning\".\n  Progress is per quizId, so subjects resume independently of each other.\n  Building a focused set or a mock clears the point, since that is a new\n  sitting by definition.\n\n  4. chapterQuestions    your bank, in the usual schema:\n                  { id, chapter, question, options[], correct, explanation }\n                  Chapter strings must match the importance map exactly.\n                  Add an optional  year: '2022'  (or exam: 'CRT 2022') to any\n                  item and a navy PYQ tag prints beside the question count.\n                  Items without it show a grey \"Concept\" tag \u2014 set\n                  CFG.showConceptTag = false to hide that instead.\n\nLOOK OF THE PAGE \u2014 four switches at the top of CFG\n  paperMode     serif type, hanging-indent numbering, (a)(b)(c)(d) options.\n  paperTexture  warm 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.opt.right{border-color:var(--ok);background:#F0FDF6;box-shadow:0 0 0 1px var(--ok)}\n.cdrill .opt.right .key{color:#086945}\n.cdrill .opt.wrong{border-color:var(--bad);background:#FEF4F4;box-shadow:0 0 0 1px var(--bad)}\n.cdrill .opt.wrong .key{color:#A81F2B}\n.cdrill .mark{margin-left:auto;font-family:'Plus Jakarta Sans',sans-serif;font-weight:800;font-size:10.5px;\n  letter-spacing:.08em;text-transform:uppercase;white-space:nowrap;align-self:center}\n.cdrill .mark.r{color:var(--ok)} .cdrill .mark.w{color:var(--bad)}\n@media(prefers-reduced-motion:reduce){.cdrill .opt:hover:not(:disabled){transform:none}}\n.cdrill .hint{margin:12px 0 0;font-size:13.5px;font-weight:600;color:#8A6206;background:var(--gold-bg);\n  border:1px solid #F2DFAE;border-radius:10px;padding:10px 14px}\n.cdrill .actions{display:flex;gap:9px;flex-wrap:wrap;margin-top:18px;align-items:center}\n.cdrill .btn{padding:11px 20px;border-radius:11px;font-weight:700;font-size:14px;background:var(--blue-700);color:#fff;transition:.15s}\n.cdrill .btn:hover{background:var(--blue-800)}\n.cdrill .btn:disabled{opacity:.4;cursor:not-allowed}\n.cdrill .btn.ghost{background:var(--paper);border:1.5px solid var(--line);color:var(--ink)}\n.cdrill .btn.ghost:hover{border-color:var(--blue-700);color:var(--blue-800);background:var(--blue-50)}\n.cdrill .flagbtn{display:flex;align-items:center;gap:7px;padding:11px 18px;border-radius:11px;font-weight:700;font-size:14px;\n  border:1.5px solid var(--line);background:var(--paper);color:var(--slate);margin-left:auto;transition:.15s}\n.cdrill .flagbtn:hover{border-color:var(--gold);color:#8A6206;background:var(--gold-bg)}\n.cdrill .flagbtn[aria-pressed=true]{border-color:var(--gold);background:linear-gradient(180deg,var(--gold-lt),var(--gold));color:#3A2A02}\n.cdrill .kbd{display:inline-block;font-family:ui-monospace,Menlo,monospace;font-size:10.5px;padding:3px 6px;background:#fff;\n  border:1px solid var(--line);border-bottom-width:2px;border-radius:4px;font-weight:700}\n.cdrill .keys{margin-top:14px;padding-top:12px;border-top:1px dashed var(--line);font-size:11.5px;color:var(--slate);\n  display:flex;gap:14px;flex-wrap:wrap;font-weight:600}\n@media(max-width:700px){.cdrill .keys{display:none}}\n\n.cdrill .verdict{display:flex;align-items:center;gap:10px;font-weight:800;font-size:14px;margin:20px 0 0}\n.cdrill .verdict.r{color:var(--ok)} .cdrill .verdict.w{color:var(--bad)}\n.cdrill .expl{margin-top:12px;border:1px solid var(--line);border-left:4px solid var(--gold);border-radius:0 12px 12px 0;\n  background:#FCFDFF;padding:16px 18px;font-size:14.2px;line-height:1.68}\n.cdrill .expl .body{font-family:'Newsreader',Georgia,serif;font-size:16px;line-height:1.7}\n.cdrill .expl b{color:var(--blue-800)}\n.cdrill .expl-h{font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800;margin-bottom:8px}\n\n  font-weight:600;font-size:13px;color:var(--blue-800);transition:.14s}\n.cdrill .chip:hover:not(:disabled){background:var(--blue-700);border-color:var(--blue-700);color:#fff}\n.cdrill .ai-out{margin-top:12px;background:var(--paper);border:1px solid var(--line);border-radius:10px;padding:14px 16px;\n  font-size:14px;line-height:1.65}\n.cdrill .ai-out b{color:var(--blue-800)}\n.cdrill .offline{margin-top:12px;padding-top:10px;border-top:1px dashed #CBD8F6;font-size:11.5px;color:var(--slate);line-height:1.5}\n.cdrill .dots span{display:inline-block;width:6px;height:6px;border-radius:99px;background:var(--blue-700);margin-right:4px;animation:cdb 1.1s infinite}\n.cdrill .dots span:nth-child(2){animation-delay:.16s} .cdrill .dots span:nth-child(3){animation-delay:.32s}\n@keyframes cdb{0%,80%{opacity:.25;transform:translateY(0)}40%{opacity:1;transform:translateY(-3px)}}\n\n\/* ---------- rail ---------- *\/\n.cdrill .rail{display:grid;gap:16px;align-content:start}\n.cdrill .rail .card{padding:16px}\n.cdrill .rail h3{margin:0;font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\n.cdrill .score{display:flex;align-items:baseline;gap:8px;margin:10px 0 4px}\n.cdrill .score b{font-size:32px;font-weight:800;letter-spacing:-.03em}\n.cdrill .score i{font-style:normal;color:var(--slate);font-size:13px;font-weight:600}\n.cdrill .bar{height:7px;border-radius:99px;background:var(--wash);overflow:hidden;margin-top:10px}\n.cdrill .bar>i{display:block;height:100%;background:linear-gradient(90deg,var(--ok),#37B37E);border-radius:99px;transition:width .4s}\n.cdrill .mini{display:flex;justify-content:space-between;font-size:12.5px;color:var(--slate);margin-top:8px;font-weight:600}\n.cdrill .streak{display:flex;gap:4px;margin-top:12px}\n.cdrill .streak i{flex:1;height:26px;border-radius:5px;background:var(--wash);border:1px solid var(--line)}\n.cdrill .streak i.r{background:var(--ok-bg);border-color:#A9DEC6}\n.cdrill .streak i.w{background:var(--bad-bg);border-color:#F3C2C6}\n.cdrill .nav-head{display:flex;align-items:center;justify-content:space-between;gap:10px;padding:13px 16px;\n  border-bottom:1px solid var(--line);flex-wrap:nowrap}\n.cdrill .nav-head b{font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\n.cdrill .navtoggle{flex:none;white-space:nowrap;min-width:56px;text-align:center;\n  font-size:12px;font-weight:800;color:var(--blue-800);padding:5px 12px;border-radius:7px;\n  border:1px solid var(--line);background:var(--paper);letter-spacing:.02em;transition:.14s}\n.cdrill .nav-head b{min-width:0;overflow:hidden;text-overflow:ellipsis;white-space:nowrap}\n.cdrill .navtoggle:hover{border-color:var(--blue-700);background:var(--blue-50)}\n.cdrill .navgrid{display:grid;grid-template-columns:repeat(6,minmax(0,1fr));gap:6px;\n  padding:14px 16px 12px;max-height:238px;overflow-y:auto;overflow-x:hidden}\n.cdrill .navgrid::-webkit-scrollbar{width:6px}\n.cdrill .navgrid::-webkit-scrollbar-thumb{background:#CBD5E1;border-radius:99px}\n.cdrill .navgrid::-webkit-scrollbar-track{background:transparent}\n.cdrill .nq{position:relative;box-sizing:border-box;width:100%;min-width:0;height:34px;padding:0;margin:0;\n  border-radius:8px;border:1px solid var(--line);background:var(--paper);\n  font-family:'Plus Jakarta Sans',system-ui,sans-serif;font-weight:700;font-size:11.5px;line-height:1;\n  color:var(--slate);display:flex;align-items:center;justify-content:center;overflow:visible;\n  transition:background .12s,border-color .12s,color .12s;font-variant-numeric:tabular-nums;letter-spacing:-.02em}\n.cdrill .nq:hover{border-color:var(--blue-700);color:var(--blue-800);background:var(--blue-50)}\n@media(max-width:960px){.cdrill .navgrid{grid-template-columns:repeat(10,minmax(0,1fr))}}\n@media(max-width:520px){.cdrill .navgrid{grid-template-columns:repeat(7,minmax(0,1fr))}}\n.cdrill .nq.r{background:var(--ok-bg);border-color:#8FD3B6;color:#086945}\n.cdrill .nq.w{background:var(--bad-bg);border-color:#F0AEB4;color:#A81F2B}\n.cdrill .nq.cur{border-color:var(--blue-700);background:var(--blue-700);color:#fff}\n.cdrill .nq .fl{position:absolute;top:-5px;right:-4px;font-size:9.5px;line-height:1;\n  filter:drop-shadow(0 0 2px #fff)}\n.cdrill .nq.mastered::after{content:\"\";position:absolute;bottom:3px;left:50%;transform:translateX(-50%);\n  width:4px;height:4px;border-radius:99px;background:var(--ok)}\n.cdrill .legend{display:flex;gap:12px;flex-wrap:wrap;font-size:10.5px;color:var(--slate);font-weight:600;\n  padding:10px 16px 14px;border-top:1px solid var(--line);margin-top:4px}\n.cdrill .legend i{display:inline-block;width:9px;height:9px;border-radius:3px;margin-right:5px;vertical-align:-1px}\n\n\/* ---------- performance ---------- *\/\n.cdrill .perf{padding:24px 24px 32px;display:grid;gap:34px}\n.cdrill .ph{margin:0 0 10px;font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\n\n\/* ---------- performance blocks ---------- *\/\n.cdrill .pblock{border:1px solid var(--line);border-radius:16px;background:var(--paper);overflow:hidden}\n.cdrill .pbh{display:flex;align-items:flex-start;gap:16px;padding:20px 24px 18px;\n  background:linear-gradient(180deg,#FBFCFF,#F6F9FF);border-bottom:1px solid var(--line)}\n.cdrill .pbh .txt{flex:1;min-width:0}\n.cdrill .pbh h4{font-size:17px;font-weight:800;letter-spacing:-.015em;color:var(--ink);margin:0 0 7px;\n  display:flex;align-items:center;gap:9px}\n.cdrill .pbh h4 .dot{width:7px;height:7px;border-radius:99px;background:var(--gold);flex:none}\n.cdrill .pbh p{font-size:13px;color:var(--slate);line-height:1.6;margin:0}\n.cdrill .pbh .pbtag{flex:none;font-size:10.5px;font-weight:800;letter-spacing:.07em;text-transform:uppercase;\n  color:var(--blue-800);background:var(--blue-100);border-radius:99px;padding:6px 13px;white-space:nowrap}\n.cdrill .bars{padding:8px 24px 18px}\n.cdrill .subhead{display:flex;align-items:baseline;gap:10px;flex-wrap:wrap;padding:18px 24px 2px;\n  border-top:1px solid #EEF2F9;margin-top:6px}\n.cdrill .subhead:first-of-type{border-top:0;margin-top:0}\n.cdrill .subhead h5{font-size:12.5px;font-weight:800;color:var(--ink);letter-spacing:.01em;margin:0}\n.cdrill .subhead span{font-size:11.8px;color:var(--slate);font-weight:600}\n.cdrill .hero2{display:grid;grid-template-columns:260px 1fr;gap:18px}\n@media(max-width:860px){.cdrill .hero2{grid-template-columns:1fr}}\n.cdrill .ring-card{background:linear-gradient(150deg,var(--blue-900),var(--blue-800) 70%,var(--blue-700));border-radius:var(--r);\n  padding:24px 20px;color:#fff;text-align:center;display:flex;flex-direction:column;align-items:center;justify-content:center}\n.cdrill .ring{position:relative;width:150px;height:150px}\n.cdrill .ring svg{transform:rotate(-90deg)}\n.cdrill .ring .bg{fill:none;stroke:rgba(255,255,255,.14);stroke-width:11}\n.cdrill .ring .fg{fill:none;stroke:var(--gold-lt);stroke-width:11;stroke-linecap:round;transition:stroke-dashoffset 1s ease}\n.cdrill .ring-txt{position:absolute;inset:0;display:flex;flex-direction:column;align-items:center;justify-content:center}\n.cdrill .ring-txt b{font-size:40px;font-weight:800;color:var(--gold-lt);letter-spacing:-.03em;line-height:1}\n.cdrill .ring-txt span{font-size:9.5px;letter-spacing:.12em;text-transform:uppercase;color:#BFDBFE;margin-top:5px;font-weight:700}\n.cdrill .verdict2{margin-top:14px;font-size:13.4px;color:#DBEAFE;line-height:1.55}\n.cdrill .verdict2 b{color:#fff}\n.cdrill .coach{border:1px solid var(--line);border-radius:var(--r);padding:18px 20px;background:var(--paper)}\n.cdrill .coach h4{font-size:14.5px;font-weight:800;margin-bottom:12px;display:flex;gap:8px;align-items:center}\n.cdrill .reco{display:flex;gap:12px;padding:11px 0;border-bottom:1px dashed var(--line);align-items:flex-start}\n.cdrill .reco:last-child{border-bottom:0}\n.cdrill .reco .ic{width:30px;height:30px;border-radius:8px;display:grid;place-items:center;font-size:13px;flex:none;margin-top:1px}\n.cdrill .reco .ic.hot{background:var(--bad-bg);color:var(--bad)}\n.cdrill .reco .ic.warm{background:var(--gold-bg);color:#8A6206}\n.cdrill .reco .ic.cool{background:var(--blue-100);color:var(--blue-800)}\n.cdrill .reco .ic.good{background:var(--ok-bg);color:var(--ok)}\n.cdrill .reco p{font-size:13.8px;line-height:1.55}\n.cdrill .reco .go{margin-left:auto;flex:none;background:var(--blue-50);color:var(--blue-800);border:1px solid #D4E2FB;\n  border-radius:8px;padding:6px 12px;font-size:11.5px;font-weight:800;white-space:nowrap;transition:.15s}\n.cdrill .reco .go:hover{background:var(--blue-700);color:#fff}\n.cdrill .planner{background:linear-gradient(135deg,#FFFDF6,#FFF8E8);border:1px solid #EADFC2;border-left:4px solid var(--gold);\n  border-radius:0 var(--r) var(--r) 0;padding:18px 20px;display:flex;align-items:center;justify-content:space-between;gap:18px;flex-wrap:wrap}\n.cdrill .planner h4{font-size:17px;font-weight:800;margin-bottom:5px;letter-spacing:-.01em}\n.cdrill .planner p{font-size:13px;color:var(--slate);line-height:1.55;max-width:62ch}\n.cdrill .pbtns{display:flex;gap:10px;flex-wrap:wrap}\n.cdrill .pbtn{padding:11px 18px;border:1.5px solid var(--gold);border-radius:11px;background:#fff;color:#8A6206;\n  font-weight:800;font-size:13.5px;display:flex;gap:7px;align-items:center;white-space:nowrap;transition:.15s}\n.cdrill .pbtn:hover{background:var(--gold-bg)}\n.cdrill .pbtn.primary{background:linear-gradient(180deg,var(--gold-lt),var(--gold));color:#3A2A02;border-color:var(--gold)}\n.cdrill .kpis{display:grid;grid-template-columns:repeat(auto-fit,minmax(150px,1fr));gap:12px}\n.cdrill .kpi{border:1px solid var(--line);border-radius:12px;padding:15px;background:linear-gradient(180deg,#fff,var(--blue-50))}\n.cdrill .kpi b{display:block;font-size:26px;font-weight:800;letter-spacing:-.03em}\n.cdrill .kpi span{font-size:11.5px;color:var(--slate);font-weight:700;text-transform:uppercase;letter-spacing:.06em}\n.cdrill .tblwrap{overflow-x:auto;border:1px solid var(--line);border-radius:12px;background:#fff}\n.cdrill table.perf-t{border-collapse:collapse;width:100%;font-size:13px;min-width:760px}\n.cdrill table.perf-t th,.cdrill table.perf-t td{padding:10px;border-bottom:1px solid #EEF2F9;text-align:center;vertical-align:middle}\n.cdrill table.perf-t thead th{background:var(--blue-900);color:#fff;font-weight:700;font-size:11px;letter-spacing:.05em;text-transform:uppercase}\n.cdrill table.perf-t th:first-child,.cdrill table.perf-t td:first-child{text-align:left;padding-left:14px}\n.cdrill table.perf-t td:first-child{font-weight:700;max-width:280px;line-height:1.35;background:#FBFCFE}\n.cdrill .sub{display:block;font-size:10.6px;color:var(--slate);font-weight:600;margin-top:3px}\n.cdrill .tbar{height:6px;border-radius:99px;background:var(--wash);overflow:hidden;min-width:80px}\n.cdrill .tbar>i{display:block;height:100%;border-radius:99px}\n.cdrill .tag{display:inline-block;font-size:10.4px;font-weight:800;padding:3px 9px;border-radius:99px;text-transform:uppercase;letter-spacing:.04em}\n.cdrill .tag.hot{background:var(--bad-bg);color:var(--bad)}\n.cdrill .tag.warm{background:var(--gold-bg);color:#8A6206}\n.cdrill .tag.ok{background:var(--blue-100);color:var(--blue-800)}\n.cdrill .tag.good{background:var(--ok-bg);color:var(--ok)}\n.cdrill .tag.na{background:#F1F5F9;color:var(--slate)}\n.cdrill .mini-go{border:1px solid var(--line);border-radius:8px;padding:5px 10px;font-size:11.2px;font-weight:800;color:var(--blue-800);transition:.15s}\n.cdrill .mini-go:hover{background:var(--blue-700);color:#fff;border-color:var(--blue-700)}\n.cdrill .lrow{display:grid;grid-template-columns:minmax(150px,1.2fr) 2.4fr 96px;gap:18px;align-items:center;\n  padding:12px 10px;border-radius:9px;transition:background .13s;margin:0 -10px}\n.cdrill .lrow:hover{background:#FAFCFF}\n.cdrill .lrow+.lrow{border-top:1px solid #F1F5FB}\n@media(max-width:620px){.cdrill .lrow{grid-template-columns:1fr auto;row-gap:6px}.cdrill .lrow .ltrack{grid-column:1\/-1}}\n.cdrill .lname{font-size:13.4px;font-weight:700;line-height:1.35}\n.cdrill .lsub{display:block;font-size:10.8px;font-weight:600;color:var(--slate);margin-top:4px}\n.cdrill .ltrack{background:#EEF2F9;border-radius:99px;height:11px;overflow:hidden;\n  box-shadow:inset 0 1px 2px rgba(16,32,74,.05)}\n.cdrill .lfill{height:100%;border-radius:99px;transition:width .8s cubic-bezier(.22,.9,.28,1)}\n.cdrill .lval{text-align:right;font-size:16px;font-weight:800;letter-spacing:-.02em}\n.cdrill .lval small{display:block;font-size:10px;font-weight:700;color:var(--slate);text-transform:uppercase;letter-spacing:.05em;margin-top:2px}\n.cdrill .split{display:grid;grid-template-columns:1fr 1fr;gap:16px}\n@media(max-width:860px){.cdrill .split{grid-template-columns:1fr}}\n.cdrill .panel{border:1px solid var(--line);border-radius:12px;padding:16px 18px}\n.cdrill .rev{display:flex;align-items:center;gap:10px;width:100%;text-align:left;background:#FAFBFE;border-left:3px solid var(--gold);\n  border-radius:8px;padding:10px 12px;margin-bottom:8px;font-size:12.6px;transition:.15s}\n.cdrill .rev:hover{background:var(--gold-bg);transform:translateX(3px)}\n.cdrill .rev .n{font-weight:800;color:#8A6206;flex:none}\n.cdrill .rev .t{flex:1;color:var(--slate);white-space:nowrap;overflow:hidden;text-overflow:ellipsis}\n.cdrill .rev .d{background:var(--gold);color:#3A2A02;padding:2px 8px;border-radius:99px;font-size:10.2px;font-weight:800;white-space:nowrap}\n.cdrill .danger{border:1px dashed #F3C2C6;border-radius:12px;background:#FFFAFA;padding:16px 18px;\n  display:flex;align-items:center;justify-content:space-between;gap:14px;flex-wrap:wrap}\n.cdrill .danger p{font-size:13px;color:var(--slate);flex:1;min-width:220px;line-height:1.6}\n.cdrill .danger b{color:var(--bad)}\n.cdrill .dbtn{padding:11px 20px;background:#fff;border:1.5px solid #F3C2C6;border-radius:11px;color:var(--bad);\n  font-size:13px;font-weight:800;white-space:nowrap;transition:.15s}\n.cdrill .dbtn:hover{background:var(--bad);border-color:var(--bad);color:#fff}\n.cdrill .empty{text-align:center;padding:40px 20px;color:var(--slate)}\n.cdrill .empty b{display:block;color:var(--ink);font-size:16px;margin-bottom:6px}\n.cdrill .toast{position:fixed;bottom:26px;left:50%;transform:translateX(-50%);background:var(--blue-900);color:#fff;\n  padding:12px 22px;border-radius:11px;font-weight:700;font-size:13.5px;z-index:9999;display:none;box-shadow:var(--shadow)}\n.cdrill .toast.show{display:block}\n.cdrill .toast.ok{background:var(--ok)}\n\n\/* ---------- content protection ---------- *\/\n.cdrill{-webkit-user-select:none;-moz-user-select:none;-ms-user-select:none;user-select:none;\n  -webkit-touch-callout:none;-webkit-tap-highlight-color:transparent}\n\/* inputs must stay usable, or the search box cannot be edited *\/\n.cdrill input,.cdrill textarea,.cdrill select{-webkit-user-select:text;user-select:text}\n.cdrill.allow-select{-webkit-user-select:text;user-select:text}\n.cdrill img,.cdrill svg{-webkit-user-drag:none;user-drag:none;pointer-events:none}\n.cdrill .navtoggle,.cdrill .tab,.cdrill button{-webkit-user-drag:none}\n\/* screen obscured while the window is not in front *\/\n.cdrill.veiled .qbody,.cdrill.veiled .perf,.cdrill.veiled .chaplist,.cdrill.veiled .yearlist{\n  filter:blur(9px);transition:filter .12s}\n.cdrill .veilmsg{position:absolute;inset:0;display:none;align-items:center;justify-content:center;\n  background:rgba(244,247,253,.72);z-index:40;font-weight:800;font-size:13.5px;color:var(--blue-900);\n  text-align:center;padding:20px;border-radius:var(--r)}\n.cdrill.veiled .veilmsg{display:flex}\n.cdrill{position:relative}\n\/* what a print or PDF export gets instead of the paper *\/\n.cdrill-printblock{display:none}\n@media print{\n  .cdrill{display:none!important}\n  .cdrill-printblock{display:block!important;padding:60px 40px;text-align:center;\n    font-family:'Plus Jakarta Sans',system-ui,sans-serif;color:#12246E}\n  .cdrill-printblock h2{font-size:20px;font-weight:800;margin:0 0 10px}\n  .cdrill-printblock p{font-size:13.5px;color:#5B6B85;line-height:1.7;max-width:60ch;margin:0 auto}\n}\n\n\/* ---------- mobile ---------- *\/\n@media(max-width:640px){\n  .cdrill .wrap{padding:0 14px}\n\n  \/* hero: tighter, and the stat tiles share the row evenly *\/\n  .cdrill .hero{padding-top:18px}\n  .cdrill .hero h1{font-size:19px}\n  .cdrill .hero p{font-size:12.6px;margin-bottom:14px}\n  .cdrill .hstats{gap:7px}\n  .cdrill .hstat{flex:1 1 0;min-width:0;padding:8px 10px;text-align:center}\n  .cdrill .hstat b{font-size:17px}\n  .cdrill .hstat span{font-size:8.8px;letter-spacing:.06em}\n\n  \/* tabs scroll sideways instead of wrapping onto two lines *\/\n  .cdrill .tabs{margin-top:16px;gap:5px;flex-wrap:nowrap;overflow-x:auto;scrollbar-width:none;\n    -webkit-overflow-scrolling:touch}\n  .cdrill .tabs::-webkit-scrollbar{display:none}\n  .cdrill .tab{flex:none;padding:10px 15px;font-size:12.6px;gap:6px;white-space:nowrap}\n  .cdrill .tab[aria-selected=true]{padding-bottom:13px}\n\n  \/* THE FIX: pills were shrinking to fit instead of scrolling, which cut\n     every label in half. flex:none makes the row scroll as intended. *\/\n  .cdrill .filters .wrap{padding-top:11px;padding-bottom:11px;gap:8px;\n    -webkit-overflow-scrolling:touch}\n  .cdrill .pill-f{flex:none;padding:8px 14px;font-size:12.6px;gap:6px}\n  .cdrill .pill-f .n{font-size:10.5px;padding:2px 7px}\n\n  \/* toolbar stacks *\/\n  .cdrill .grid{padding:14px 0 40px;gap:14px}\n  .cdrill .toolbar{gap:8px;padding-bottom:12px}\n  .cdrill .search{flex:1 1 100%;min-width:0}\n  .cdrill .tgl{flex:1;justify-content:center;padding:9px 12px;font-size:12.6px}\n\n  \/* question card *\/\n  .cdrill .qhead{padding:11px 14px;gap:8px}\n  .cdrill .qcount{font-size:15px;width:100%}\n  .cdrill .qmeta{gap:6px}\n  .cdrill .badge-ch{max-width:100%;font-size:11px;padding:5px 11px}\n  .cdrill .badge-m,.cdrill .badge-src,.cdrill .qtag{font-size:10.6px;padding:4px 10px}\n  .cdrill .qbody{padding:16px 14px 18px}\n  .cdrill .qsheet{padding:15px 15px 16px;border-radius:0 9px 9px 0}\n  .cdrill .stem,.cdrill .qsheet .lead,.cdrill .qsheet .intro,.cdrill .qsheet .close,\n  .cdrill .stmts li,.cdrill .opt .txt{font-size:16.6px !important;line-height:1.6}\n  .cdrill .lists{grid-template-columns:1fr;gap:18px}\n  .cdrill .opt{padding:11px 13px;gap:9px}\n  .cdrill .key{min-width:28px;font-size:16px !important}\n  .cdrill .opt.sel::after{display:none}\n  .cdrill .actions{gap:7px}\n  .cdrill .btn{flex:1;padding:11px 14px;font-size:13.4px;text-align:center}\n  .cdrill .flagbtn{margin-left:0;flex:1 1 100%;justify-content:center;padding:11px 14px}\n  .cdrill .expl{padding:14px 15px}\n  .cdrill .expl .body{font-size:15.4px}\n\n  \/* chapter list and navigator *\/\n  .cdrill .chaphead{padding:10px 14px;gap:8px}\n  .cdrill .chaphead .meta{margin-left:0;flex:1 1 100%;white-space:normal}\n  .cdrill .chapchip{padding:10px 14px;gap:7px}\n  .cdrill .chapchip .cn{font-size:12.2px}\n  .cdrill .yearlist{padding:14px;gap:8px}\n  .cdrill .ychip{flex:1 1 calc(33.333% - 6px);min-width:0;padding:10px 8px}\n  .cdrill .navgrid{grid-template-columns:repeat(8,minmax(0,1fr));max-height:none}\n  .cdrill .rail .card{padding:14px}\n\n  \/* performance and analytics *\/\n  .cdrill .perf{padding:16px 14px 24px;gap:22px}\n  .cdrill .pbh{padding:16px 15px 14px;gap:10px}\n  .cdrill .pbh h4{font-size:15.4px}\n  .cdrill .pbh p{font-size:12.4px}\n  .cdrill .bars{padding:6px 15px 14px}\n  .cdrill .hero2{gap:14px}\n  .cdrill .ring-card{padding:20px 16px}\n  .cdrill .coach{padding:15px}\n  .cdrill .reco{gap:10px}\n  .cdrill .reco p{font-size:13px}\n  .cdrill .reco .go{margin-left:0;flex:1 1 100%;margin-top:6px}\n  .cdrill .planner{padding:15px;gap:12px}\n  .cdrill .pbtns{width:100%;gap:8px}\n  .cdrill .pbtn{flex:1 1 100%;justify-content:center;padding:12px 14px}\n  .cdrill .kpis{grid-template-columns:repeat(2,minmax(0,1fr));gap:9px}\n  .cdrill .kpi{padding:12px}\n  .cdrill .kpi b{font-size:22px}\n  .cdrill .kpi span{font-size:10.4px}\n  .cdrill .panel{padding:14px}\n  .cdrill .danger{padding:14px}\n  .cdrill .dbtn{width:100%}\n  .cdrill .cyc{padding:20px 14px 14px;gap:8px}\n  .cdrill .cycbar{min-width:42px}\n  .cdrill .toast{left:14px;right:14px;transform:none;text-align:center;bottom:16px}\n}\n@media(max-width:380px){\n  .cdrill .hstat b{font-size:15.5px}\n  .cdrill .navgrid{grid-template-columns:repeat(6,minmax(0,1fr))}\n  .cdrill .ychip{flex:1 1 calc(50% - 5px)}\n  .cdrill .kpis{grid-template-columns:1fr}\n}\n\/* ===================================================================\n   UPSC PAPER SKIN  \u2014  scoped to .cdrill.paper\n   Remove the \"paper\" class on #cdRoot (or set CFG.paperMode = false)\n   to get the original card look back. Nothing above is overwritten.\n   =================================================================== *\/\n.cdrill.paper{\n  --pk-ink:#14161a; --pk-rule:#2b2f36; --pk-sheet:#fdfdfb; --pk-tint:#f4f6fa;\n  --pk-serif:'Source Serif 4','Charter','Bitstream Charter','Century Schoolbook',Georgia,serif;\n}\n\/* ---- the sheet ---- *\/\n.cdrill.paper .qbody{background:var(--pk-sheet);padding:34px clamp(20px,4vw,54px) 26px}\n.cdrill.paper .qsheet{background:transparent;border:0;padding:0;border-radius:0}\n\/* ---- question number: hanging indent, as the booklet sets it ---- *\/\n.cdrill.paper .qsheet .lead{position:relative;padding-left:3.1em}\n.cdrill.paper .qsheet .intro,\n.cdrill.paper .qsheet .close{padding-left:3.1em}\n.cdrill.paper .qno{position:absolute;left:0;top:0;width:2.5em;margin:0;text-align:left;\n  color:var(--pk-ink);font-weight:700;font-family:var(--pk-serif);font-variant-numeric:tabular-nums}\n\/* ---- body type ---- *\/\n.cdrill.paper .qsheet .lead,\n.cdrill.paper .qsheet .intro,\n.cdrill.paper .qsheet .close,\n.cdrill.paper .stem{font-family:var(--pk-serif) !important;font-size:17.5px !important;\n  line-height:1.62;font-weight:400;color:var(--pk-ink);text-align:justify;hyphens:auto;-webkit-hyphens:auto}\n.cdrill.paper .qsheet .close{text-align:left}\n\/* ---- numbered statements ---- *\/\n.cdrill.paper .stmts{margin:10px 0 0;padding-left:3.1em}\n.cdrill.paper .stmts li{grid-template-columns:2.5em 1fr;gap:0;align-items:baseline;margin:0 0 5px}\n.cdrill.paper .stmts li::before{font-family:var(--pk-serif);font-size:17.5px;font-weight:400;\n  color:var(--pk-ink);font-variant-numeric:tabular-nums}\n.cdrill.paper .stmts li span{font-family:var(--pk-serif);font-size:17.5px;line-height:1.62;color:var(--pk-ink)}\n\/* ---- options: printed lines, not cards ---- *\/\n.cdrill.paper .opts{display:block;margin-top:20px;padding-left:3.1em;gap:0}\n.cdrill.paper .opt{border:0 !important;background:transparent !important;box-shadow:none !important;\n  border-radius:4px;padding:5px 10px 5px 0;margin:0 0 3px;gap:0;align-items:baseline;transition:background .12s}\n.cdrill.paper .opt:hover:not(:disabled){background:var(--pk-tint) !important;transform:none}\n.cdrill.paper .opt .key{min-width:2.5em;font-family:var(--pk-serif) !important;font-size:17.5px !important;\n  font-weight:400;color:var(--pk-ink)}\n.cdrill.paper .opt .txt{font-family:var(--pk-serif) !important;font-size:17.5px !important;\n  line-height:1.62;color:var(--pk-ink);text-align:left}\n.cdrill.paper .opt.sel{background:var(--pk-tint) !important;box-shadow:inset 3px 0 0 var(--pk-rule) !important}\n.cdrill.paper .opt.sel::after{display:none}\n\/* after checking \u2014 a rule in the margin and a glyph, as a script is marked *\/\n.cdrill.paper .opt.right{background:transparent !important;box-shadow:inset 3px 0 0 #0F7A52 !important}\n.cdrill.paper .opt.wrong{background:transparent !important;box-shadow:inset 3px 0 0 #B3261E !important}\n.cdrill.paper .opt.right .key,.cdrill.paper .opt.right .txt{color:#0F7A52;font-weight:600}\n.cdrill.paper .opt.wrong .key,.cdrill.paper .opt.wrong .txt{color:#B3261E}\n.cdrill.paper .mark{font-family:var(--pk-serif);font-size:13px;font-weight:600;letter-spacing:0;\n  text-transform:none;padding-left:14px}\n.cdrill.paper .mark.r::before{content:\"\\2713  \"}\n.cdrill.paper .mark.w::before{content:\"\\2717  \"}\n\/* ---- tables inside a stem (the item-analysis question) ---- *\/\n.cdrill.paper .qsheet table{border-collapse:collapse;margin:12px 0 12px 3.1em;\n  font-family:var(--pk-serif);font-size:16px}\n.cdrill.paper .qsheet table td{border:1px solid var(--pk-rule);padding:5px 12px;text-align:center}\n.cdrill.paper .qsheet table tr td:first-child{text-align:left}\n\/* ---- booklet footer ---- *\/\n.cdrill.paper .paperfoot{margin:30px 0 0;padding-top:12px;border-top:1px solid #d8d5cc;\n  font-family:var(--pk-serif);font-size:13.5px;letter-spacing:.04em;color:#5a5f68;\n  display:flex;justify-content:space-between}\n.cdrill:not(.paper) .paperfoot{display:none}\n\/* ---- chrome kept, quietened ---- *\/\n.cdrill.paper .qhead{background:#f7f8f6;border-bottom:1px solid #e3e0d7}\n.cdrill.paper .qcount{font-family:var(--pk-serif);font-weight:600}\n.cdrill.paper .expl{background:#fff}\n\/* ---- mobile ---- *\/\n@media(max-width:700px){\n  .cdrill.paper .qbody{padding:22px 16px 18px}\n  .cdrill.paper .qsheet .lead,.cdrill.paper .qsheet .intro,.cdrill.paper .qsheet .close,\n  .cdrill.paper .stmts li span,.cdrill.paper .opt .key,.cdrill.paper .opt .txt{font-size:16px !important}\n  .cdrill.paper .qsheet .lead,.cdrill.paper .qsheet .intro,.cdrill.paper .qsheet .close,\n  .cdrill.paper .stmts,.cdrill.paper .opts{padding-left:2.4em}\n  .cdrill.paper .qno{width:2em}\n  .cdrill.paper .opt .key{min-width:2em}\n  .cdrill.paper .qsheet table{margin-left:0;font-size:14px}\n}\n\n\/* ===================================================================\n   PAGE TURN  \u2014  fires only when the question actually changes.\n   Disabled automatically under prefers-reduced-motion by the global\n   rule near the top of this stylesheet.\n   =================================================================== *\/\n.cdrill .card{overflow-x:hidden}\n.cdrill .qbody{position:relative;backface-visibility:hidden}\n\n\/* the shading that sweeps across a leaf as it lies flat *\/\n.cdrill .qbody::after{\n  content:\"\";position:absolute;inset:0;pointer-events:none;opacity:0;\n  background:linear-gradient(90deg,rgba(20,22,26,.16),rgba(20,22,26,0) 42%);\n}\n.cdrill .qbody.turn-b::after{\n  background:linear-gradient(270deg,rgba(20,22,26,.16),rgba(20,22,26,0) 42%);\n}\n\n\/* forward \u2014 the next leaf swings down on the spine at the left *\/\n.cdrill .qbody.turn-f{\n  transform-origin:left center;\n  animation:pgTurnF .34s cubic-bezier(.24,.72,.32,1) both;\n}\n.cdrill .qbody.turn-f::after{animation:pgShade .34s ease-out both}\n\n\/* back \u2014 mirrored, pivoting on the right *\/\n.cdrill .qbody.turn-b{\n  transform-origin:right center;\n  animation:pgTurnB .34s cubic-bezier(.24,.72,.32,1) both;\n}\n.cdrill .qbody.turn-b::after{animation:pgShade .34s ease-out both}\n\n@keyframes pgTurnF{\n  0%  {transform:perspective(1600px) rotateY(-24deg) translateX(14px);opacity:.25}\n  60% {opacity:1}\n  100%{transform:perspective(1600px) rotateY(0) translateX(0);opacity:1}\n}\n@keyframes pgTurnB{\n  0%  {transform:perspective(1600px) rotateY(24deg) translateX(-14px);opacity:.25}\n  60% {opacity:1}\n  100%{transform:perspective(1600px) rotateY(0) translateX(0);opacity:1}\n}\n@keyframes pgShade{\n  0%{opacity:1} 100%{opacity:0}\n}\n\n\/* ===================================================================\n   BADGE-SRC  \u2014  the PYQ \/ Concept tag beside the question count\n   =================================================================== *\/\n.cdrill .badge-src{font-weight:800;font-size:11.5px;padding:5px 12px;border-radius:99px;\n  white-space:nowrap;letter-spacing:.02em}\n.cdrill .badge-src.pyq{background:linear-gradient(135deg,#16305F,#22468A);color:#fff}\n.cdrill .badge-src.con{background:#E4ECFB;color:#22468A;border:1px solid #CBD8F6}\n\n\/* ===================================================================\n   PAPER STOCK  \u2014  .cdrill.paper.stock\n   Real book paper, not a photocopy: a warm off-white sheet with a very\n   fine fibre grain, a soft edge shading where the page curves away, and\n   crisp ink. Nothing grey, nothing dirty. All CSS, no images.\n   =================================================================== *\/\n.cdrill.paper.stock{\n  --pk-ink  : #121418;\n  --pk-sheet: #fbf9f4;          \/* warm off-white, the colour of book stock *\/\n}\n.cdrill.paper.stock .qbody{\n  background:\n    \/* fibre grain \u2014 two offset hairline weaves, barely visible *\/\n    repeating-linear-gradient(  0deg, rgba(120,105,80,.020) 0 1px, transparent 1px 3px),\n    repeating-linear-gradient( 90deg, rgba(120,105,80,.016) 0 1px, transparent 1px 4px),\n    \/* the faint warmth a sheet picks up towards its edges *\/\n    radial-gradient(125% 90% at 50% 42%, #fdfcf9 0%, #fbf9f4 58%, #f5f1e8 100%);\n  box-shadow:\n    inset 0 1px 0 rgba(255,255,255,.9),          \/* the lit top edge   *\/\n    inset 0 -14px 22px -18px rgba(120,105,80,.20); \/* the page falling away *\/\n}\n\/* crisp ink \u2014 no bleed, no smudge *\/\n.cdrill.paper.stock .qsheet .lead,\n.cdrill.paper.stock .qsheet .intro,\n.cdrill.paper.stock .qsheet .close,\n.cdrill.paper.stock .stmts li span,\n.cdrill.paper.stock .opt .key,\n.cdrill.paper.stock .opt .txt,\n.cdrill.paper.stock .qno{color:var(--pk-ink);text-shadow:none}\n\n.cdrill.paper.stock .opt:hover:not(:disabled){background:rgba(255,255,255,.7) !important}\n.cdrill.paper.stock .opt.sel{background:rgba(255,255,255,.92) !important}\n.cdrill.paper.stock .paperfoot{border-top:1px solid rgba(120,105,80,.22);color:#6b6459}\n.cdrill.paper.stock .qhead{background:#f6f3ec;border-bottom:1px solid #e6e0d3}\n.cdrill.paper.stock .expl{background:#fffefb}\n.cdrill.paper.stock .qsheet table td{border-color:#3a3630}\n\n\n\n\/* ---- resume bar ---- *\/\n.cdrill .resumebar{\n  display:flex;align-items:center;justify-content:space-between;gap:14px;flex-wrap:wrap;\n  margin:0;padding:11px 18px;\n  background:linear-gradient(180deg,#EEF3FF,#E4ECFB);\n  border-bottom:1px solid #CBD8F6;\n  font-size:13.5px;color:#22468A;\n}\n.cdrill .resumebar b{font-weight:800}\n.cdrill .rb-btn{\n  border:1px solid #B9CBF2;background:#fff;color:#22468A;\n  font:inherit;font-weight:700;font-size:12.5px;\n  padding:6px 14px;border-radius:99px;cursor:pointer;white-space:nowrap;\n}\n.cdrill .rb-btn:hover{background:#F5F8FF;border-color:#8FAEE8}\n.cdrill.paper .resumebar{\n  background:#f2efe6;border-bottom:1px solid #ddd7c7;color:#4a4437;\n  font-family:var(--pk-serif);font-size:14px;\n}\n.cdrill.paper .rb-btn{border-color:#cfc7b3;color:#4a4437;font-family:var(--pk-serif)}\n@media(max-width:700px){ .cdrill .resumebar{font-size:12.5px;padding:10px 14px} }\n\n\/* ---- the QUESTION in bold \u2014 stem, its statements and any table in it.\n        The options stay at normal weight, so the eye separates what is\n        being asked from what is being chosen between. ---- *\/\n.cdrill.boldq .qsheet .lead,\n.cdrill.boldq .qsheet .intro,\n.cdrill.boldq .qsheet .close,\n.cdrill.boldq .qsheet .stem,\n.cdrill.boldq .stmts li span,\n.cdrill.boldq .stmts li::before,\n.cdrill.boldq .qsheet table td{font-weight:700 !important}\n.cdrill.boldq .qno{font-weight:800 !important}\n\/* options explicitly held at normal weight *\/\n.cdrill.boldq .opt .key,\n.cdrill.boldq .opt .txt{font-weight:400 !important}\n\/* except the one marked correct after checking, which keeps its emphasis *\/\n.cdrill.boldq .opt.right .key,\n.cdrill.boldq .opt.right .txt{font-weight:600 !important}\n\/* the match-the-following grid, where present *\/\n.cdrill.boldq .mtab th,\n.cdrill.boldq .mtab td{font-weight:700 !important}\n\/* the explanation is untouched \u2014 none of the selectors above reach it,\n   so its <b> tags keep working normally *\/\n<\/style>\n\n<div class=\"cdrill\" id=\"cdRoot\">\n\n  <header class=\"hero\">\n    <div class=\"wrap\">\n      <div class=\"eyebrow\" id=\"cdEyebrow\">CSS ADDA \u00b7 PromotionExams.com<\/div>\n      <h1 id=\"cdTopic\">Chapter-wise Test Series<\/h1>\n      <p id=\"cdSub\">Chapter drills with a planner that builds your next sitting for you.<\/p>\n      <div class=\"hstats\">\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hQ\">0<\/b><span>Questions<\/span><\/div>\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hCh\">0<\/b><span>Chapters<\/span><\/div>\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hMastered\">0%<\/b><span>Mastered<\/span><\/div>\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hReady\">\u2014<\/b><span>Readiness<\/span><\/div>\n      <\/div>\n      <div class=\"tabs\" role=\"tablist\">\n        <button class=\"tab\" role=\"tab\" aria-selected=\"true\" data-tab=\"quiz\">\u270f\ufe0f Practice<\/button>\n        <button class=\"tab\" role=\"tab\" aria-selected=\"false\" data-tab=\"perf\">\ud83d\udcca My Performance <span class=\"pill hide\" id=\"perfPill\">!<\/span><\/button>\n      <\/div>\n    <\/div>\n  <\/header>\n  <div class=\"goldrule\"><\/div>\n\n  <div class=\"filters\" id=\"cdFilters\">\n    <div class=\"wrap\" role=\"group\" aria-label=\"Filter questions\">\n      <button class=\"pill-f\" data-f=\"all\" aria-pressed=\"true\">\ud83d\udccb All questions<span class=\"n tnum\" id=\"fAll\">0<\/span><\/button>\n      <button class=\"pill-f\" data-f=\"chapter\">\ud83d\udcda By chapter<\/button>\n      <button class=\"pill-f gold hide\" data-f=\"session\" id=\"pillSession\">\ud83e\udde9 <span id=\"sessLabel\">My session<\/span><span class=\"n tnum\" id=\"fSess\">0<\/span><\/button>\n      <button class=\"pill-f warn\" data-f=\"weak\">\u26a0\ufe0f Weak areas<span class=\"n tnum\" id=\"fWeak\">0<\/span><\/button>\n      <button class=\"pill-f\" data-f=\"flagged\">\ud83d\udd16 Flagged<span class=\"n tnum\" id=\"fFlag\">0<\/span><\/button>\n    <\/div>\n  <\/div>\n\n  <div class=\"wrap\">\n    <!-- ============ PRACTICE ============ -->\n    <div class=\"grid\" id=\"viewQuiz\">\n      <div>\n        <div class=\"toolbar\">\n          <div class=\"search\">\n            <svg viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2.2\"><circle cx=\"11\" cy=\"11\" r=\"7\"\/><path d=\"M20 20l-3.5-3.5\"\/><\/svg>\n            <input id=\"cdSearch\" placeholder=\"Search a phrase or a rule number\" aria-label=\"Search questions\">\n          <\/div>\n          <button class=\"tgl\" id=\"tglUn\" aria-pressed=\"false\">\u25fb Unattempted only<\/button>\n          <button class=\"tgl\" id=\"tglReset\">\u21ba Reset session<\/button>\n        <\/div>\n\n        <section class=\"card chapcard hide\" id=\"chapPanel\">\n          <div class=\"chaphead\">\n            <b>\ud83d\udcda Filter by chapter<\/b><i id=\"chapHint\"><\/i>\n            <span class=\"meta\" id=\"ctxMeta\"><\/span>\n          <\/div>\n          <div class=\"chaplist\" id=\"chapList\" role=\"group\" aria-label=\"Choose chapter\"><\/div>\n        <\/section>\n\n        <section class=\"card hide\" id=\"emptyCard\">\n          <div class=\"qhead\"><span class=\"qcount\">Nothing to show<\/span><\/div>\n          <div class=\"empty\" id=\"emptyBody\"><\/div>\n        <\/section>\n\n        <section class=\"card\" id=\"qCard\">\n          <div class=\"qhead\">\n            <span class=\"qcount\" id=\"qCount\">Question 1 of 1<\/span>\n            <span class=\"qmeta\">\n              <span class=\"badge-src\" id=\"qSrc\">Concept<\/span>\n              <span class=\"badge-m\" id=\"qMastery\">Not seen yet<\/span>\n              <span class=\"badge-ch\"><span id=\"qChap\">Chapter<\/span><\/span>\n              <span id=\"qTags\" class=\"qtags\"><\/span>\n            <\/span>\n          <\/div>\n          <div class=\"qbody\">\n            <p class=\"stem\" id=\"qStem\"><\/p>\n            <div class=\"opts\" id=\"qOpts\"><\/div>\n            <div class=\"paperfoot\" id=\"cdFoot\"><\/div>\n            <div class=\"actions\">\n              <button class=\"btn\" id=\"btnCheck\">Check answer<\/button>\n              <button class=\"btn ghost\" id=\"btnPrev\">\u2190 Previous<\/button>\n              <button class=\"btn ghost\" id=\"btnNext\">Next \u2192<\/button>\n              <button class=\"flagbtn\" id=\"btnFlag\" aria-pressed=\"false\"><span id=\"flagIco\">\ud83c\udff3\ufe0f<\/span><span id=\"flagTxt\">Flag for review<\/span><\/button>\n            <\/div>\n            <p class=\"hint hide\" id=\"pickHint\">Choose an option above, then check your answer.<\/p>\n\n            <div id=\"result\" class=\"hide\">\n              <div class=\"verdict\" id=\"verdict\"><\/div>\n              <div class=\"expl\">\n                <div class=\"expl-h\">Source &amp; reasoning<\/div>\n                <div id=\"explBody\" class=\"body\"><\/div>\n              <\/div>\n            <\/div>\n          <\/div>\n        <\/section>\n      <\/div>\n\n      <aside class=\"rail\">\n        <section class=\"card\" id=\"navCard\" style=\"padding:0\">\n          <div class=\"nav-head\"><b id=\"navTitle\">Navigator<\/b><button class=\"navtoggle\" id=\"navToggle\">Hide<\/button><\/div>\n          <div class=\"navgrid\" id=\"navGrid\"><\/div>\n          <div class=\"legend\">\n            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Please\n     work through them on screen.<\/p>\n<\/div>\n\n<script>\n(function(){\n\"use strict\";\n\n\/* =====================================================================\n   1. CONFIGURATION  \u2190 EDIT PER SUBJECT\n   ===================================================================== *\/\nconst CFG = {\n  quizId : 'subject-chapterwise',   \/\/ unique per subject \u2014 this is the progress key,\n  paperMode   : true,               \/\/ true \u2192 UPSC booklet look; false \u2192 original card look\n  bookletCode : '',                 \/\/ e.g. 'JHGD-U-OFX'. Blank \u2192 only the page number prints\n  numberQuestions : false,          \/\/ false \u2192 every stem opens with 'Q.'  \u00b7  true \u2192 1. 2. 3.\n  boldQuestion    : true,           \/\/ the question in bold; options stay normal\n  pyqLabel        : 'PYQ',          \/\/ text before the year on the tag\n  showConceptTag  : true,           \/\/ items with no year show a grey 'Concept' tag\n  paperTexture    : true,           \/\/ warm paper stock with a fine grain\n                                    \/\/ so change it for every new page you publish\n  topic  : 'Schemes relate to Education & Schools',          \/\/ e.g. 'CCS (Conduct) Rules, 1964'\n  eyebrow: '',                      \/\/ e.g. 'UPSC SO \/ Steno LDCE \u00b7 Paper II' \u2014 leave blank to hide\n  sub    : 'Chapter drills with a planner that builds your next sitting for you.',\n\n  \/* --- SOURCE PAGE ---------------------------------------------------\n     The page on your site that carries the full text of this subject.\n     A \"Read the source\" card then appears in the rail. Leave it blank\n     and the card disappears.                                            *\/\n  sourceUrl   : '',                 \/\/ e.g. 'https:\/\/promotionexams.com\/your-source-page\/'\n  sourceLabel : 'full source text', \/\/ shown on the link\n\n  \/* --- IMPORTANCE ----------------------------------------------------\n     You set the importance of each chapter yourself, in chapterImportance\n     below. It drives the ranking, the study plan and the planner \u2014 the\n     bigger the number, the more of your next sitting that chapter gets.\n     It is never described as exam weightage, so it is safe on a subject\n     with no previous year papers.\n     Leave the whole map empty and the page falls back silently to each\n     chapter's share of the bank, and stops mentioning importance at all. *\/\n\n  masteryThreshold : 3,     \/\/ clean correct answers before a question counts as mastered\n  weakThreshold    : 1,     \/\/ wrong attempts before a question is flagged weak\n\n  priorAccuracy : 0.30,     \/\/ expected-score model: shrink raw accuracy toward this\n  priorStrength : 6,\n  retention     : { baseDays:3, growth:2.5, riskBelow:0.70 },\n\n  sessionSize : 25,         \/\/ Focused set\n  mockSize    : 50          \/\/ Mock paper\n};\n\n\/* =====================================================================\n   2. CHAPTER IMPORTANCE  \u2190 you set this by hand\n   Keys do NOT have to match your chapter names exactly. Anything that\n   starts with a chapter or appendix number is matched on that number\n   alone, so 'Ch 2' finds 'CH 2: GENERAL OUTLINES OF THE SYSTEM OF\n   ACCOUNTS', and 'Apndx 5' finds 'APPENDIX 5: PRINCIPLES AND RULES...'.\n   Chapter, Chap, CH, Ch-2, 2. \u2014 all read the same. For appendices:\n   Appendix, Apndx, Appx, Annex, Annexure, in digits or roman numerals.\n   A key with no number falls back to a loose text match.\n   Numbers are relative: they need NOT total 100. A chapter you leave\n   out is given its share of the bank instead and is marked \"not rated\n   yet\" in the performance table.\n   Empty this map altogether to switch importance off everywhere.\n   ===================================================================== *\/\nconst chapterImportance = {\n  'Ch 1' : 30,\n  'Ch 2' : 45,\n  'Ch 3' : 25\n  \/\/ 'Apndx 1' : 25,   \u2190 appendices work the same way\n};\n\n\/* =====================================================================\n   3. QUESTION BANK  \u2190 PASTE YOUR BANK HERE\n   { id, chapter, question, options[], correct, explanation }\n     id          unique within its chapter\n     chapter     must match a key in chapterImportance exactly\n     correct     0-indexed\n     explanation may contain HTML; cite the rule or paragraph in <b> tags\n   A stem may carry \"\\n1. ...\" statement lines or a \"List-I \/ List-II\"\n   block \u2014 both are laid out automatically, and so is a plain stem.\n   The three below are only samples so the page renders on first open.\n   Delete them.\n   ===================================================================== *\/\nconst chapterQuestions = [\n  {\n    \"id\": 1,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"The word Samagra in the name of the scheme signifies:\",\n    \"options\": [\n      \"the merger of central and state funding streams\",\n      \"holistic or comprehensive, reflecting the treatment of school education as a single continuum\",\n      \"the inclusion of private unaided schools within the scheme\",\n      \"the integration of school education with higher education\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Samagra means holistic or comprehensive, and it names the design intention: school education treated as one continuum from pre-school to Class XII rather than as a series of disconnected schemes.\",\n      \"The problem it addressed was real. Before 2018, a child moving from Class V to Class VI moved between two separate centrally sponsored schemes with separate norms, separate approvals and separate accounts, while the teachers of both were funded by a third.\",\n      \"The segmentation was administrative rather than educational, which is the point worth making in an answer. Nothing about how a child learns changes at the boundary between Class V and Class VI; only the scheme paying for it changed.\"\n    ]\n  },\n  {\n    \"id\": 2,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the coverage of Samagra Shiksha:\\n1. It covers schools from the pre-school stage to Class XII.\\n2. It covers government and government-aided schools.\\n3. It covers approximately 11.6 lakh schools and 15.6 crore students.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. The scheme covers the entire span from pre-school to Class XII in government and government-aided schools, reaching about 11.6 lakh schools, over 15.6 crore students and 57 lakh teachers.\",\n      \"The span is what distinguishes it from its predecessors. Sarva Shiksha Abhiyan stopped at Class VIII and Rashtriya Madhyamik Shiksha Abhiyan began at Class IX, so the merged scheme was the first to treat the whole school stage as one.\",\n      \"The teacher figure of 57 lakh is worth carrying separately, because it is the base on which the fifty-hour continuous professional development obligation under the National Education Policy 2020 is computed, giving roughly 28.5 crore teacher-hours a year.\"\n    ]\n  },\n  {\n    \"id\": 3,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"The approved outlay of Samagra Shiksha for 2021-22 to 2025-26 was \u20b92,94,283.04 crore. The Central share of that outlay was:\",\n    \"options\": [\n      \"\u20b954,061.73 crore\",\n      \"\u20b91,85,398.32 crore\",\n      \"\u20b91,08,885 crore\",\n      \"\u20b92,94,283.04 crore\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The Central share was \u20b91,85,398.32 crore, leaving roughly \u20b91,08,885 crore to the States and Union Territories.\",\n      \"The second option gives the State share and the fourth the total, both of which are offered because a candidate who has learnt only one figure may reach for whichever is nearest. The first, \u20b954,061.73 crore, belongs to a different scheme altogether: it is the Central share of PM POSHAN for the same five years.\",\n      \"The Central share here is about 63 per cent of the total, which sits close to the headline 60:40 ratio because most of this scheme's heads are shared at that ratio, with a smaller number at 90:10 and 100 per cent.\"\n    ]\n  },\n  {\n    \"id\": 4,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Item under Samagra Shiksha)\\nA. ICT laboratory\\nB. Smart classroom\\nC. Teaching-learning material at the pre-primary section\\nD. Transport facility at the secondary level\\n\\nList-II (Norm)\\n1. \u20b92.40 lakh per school\\n2. Up to \u20b96,000 per annum per child\\n3. Up to \u20b96.40 lakh per school\\n4. \u20b9500 per child\",\n    \"options\": [\n      \"A-1, B-3, C-4, D-2\",\n      \"A-3, B-1, C-2, D-4\",\n      \"A-3, B-4, C-1, D-2\",\n      \"A-3, B-1, C-4, D-2\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The ICT laboratory norm is up to \u20b96.40 lakh per school, the smart classroom \u20b92.40 lakh per school, the pre-primary teaching-learning material \u20b9500 per child, and the transport facility up to \u20b96,000 per annum per child in far-flung areas.\",\n      \"The first two are non-recurring and the last two recurring, which is the distinction that matters most. A laboratory or a smart classroom is equipped once; teaching-learning material and transport are needed every year for every new cohort.\",\n      \"The teacher tablet provision, approved at the Project Approval Board for 2025-26, runs \u20b910,000 to \u20b918,000 per tablet for primary teachers who have not yet received one, and is likewise non-recurring.\"\n    ]\n  },\n  {\n    \"id\": 5,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"NIPUN Bharat, the national mission on foundational literacy and numeracy, was launched:\",\n    \"options\": [\n      \"as an independent Centrally Sponsored Scheme with its own outlay\",\n      \"under Samagra Shiksha, in July 2021\",\n      \"under PM POSHAN, in September 2021\",\n      \"by the Ministry of Women and Child Development\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"NIPUN Bharat was launched on 5 July 2021 under Samagra Shiksha. It carries no separate outlay and is a mission within the umbrella scheme rather than a scheme of its own.\",\n      \"Its target, announced under the Atmanirbhar Bharat campaign, is that every child attains foundational literacy and numeracy in Grade 3 by 2026-27. Vidya Pravesh, the three-month school preparation module for Grade I, is one of its components, and NISHTHA 3.0 was built to train teachers for it.\",\n      \"The pattern is worth noticing across this whole field. NIPUN Bharat, Vidya Pravesh and NISHTHA are all instruments operating within Samagra Shiksha, which is why the umbrella scheme's budget is larger than every other scheme of the Department of School Education and Literacy combined.\"\n    ]\n  },\n  {\n    \"id\": 6,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following pairs:\\n\\nCategory : Centre-State sharing under Samagra Shiksha\\n1. General States and Union Territories with legislature : 60 : 40\\n2. North-eastern and Himalayan States : 90 : 10\\n3. Union Territories without legislature : 100 : 0\\n\\nHow many of the pairs given above are correctly matched?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three pairs are correctly matched. The three-tier structure is 60:40 for general States and Union Territories with legislature, 90:10 for the north-eastern and Himalayan States, and wholly central for Union Territories without legislature.\",\n      \"The same structure governs PM POSHAN and PM SHRI, so learning it once serves for all three. It follows the general pattern settled for centrally sponsored schemes on the recommendations of a Sub-Group of Chief Ministers on rationalisation.\",\n      \"The category is determined by constitutional status and terrain rather than by income, which is why Delhi and Puducherry, having legislatures, sit in the 60:40 tier alongside the general States despite being Union Territories.\"\n    ]\n  },\n  {\n    \"id\": 7,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Under Samagra Shiksha, support of up to \u20b92,000 per child per grade is provided to enable out-of-school children to complete secondary and senior secondary education through open schooling. This support is available to children:\",\n    \"options\": [\n      \"of all categories, in the age group of 6 to 14 years\",\n      \"of Scheduled Castes, Scheduled Tribes and among children with disabilities, in the age group of 16 to 19 years\",\n      \"of families below the poverty line, in the age group of 14 to 18 years\",\n      \"enrolled in Kasturba Gandhi Balika Vidyalayas only\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The support is for out-of-school children aged 16 to 19 from Scheduled Castes and Scheduled Tribes and among children with disabilities, at up to \u20b92,000 per child per grade, to complete secondary and senior secondary education through open schooling.\",\n      \"The age band is the key to the provision. Sixteen to nineteen lies beyond the Right to Education age group of six to fourteen, so this is support for children the elementary entitlement no longer reaches and who would otherwise have no route back into formal certification.\",\n      \"It sits within the inclusive education component alongside specialised support for children with special needs, which includes an annual stipend for girls with disabilities from pre-primary to Class XII.\"\n    ]\n  },\n  {\n    \"id\": 8,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Instrument)\\nA. UDISE+\\nB. Performance Grading Index\\nC. Vidya Samiksha Kendra\\nD. Project Approval Board\\n\\nList-II (Function)\\n1. Grades States and districts on outcomes, access, infrastructure, equity and governance\\n2. State-level command centre turning reported data into near-real-time review\\n3. Approves a State's annual outlay and unit costs\\n4. Annual school-level data reporting\",\n    \"options\": [\n      \"A-1, B-4, C-2, D-3\",\n      \"A-4, B-2, C-1, D-3\",\n      \"A-4, B-1, C-3, D-2\",\n      \"A-4, B-1, C-2, D-3\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"UDISE+ carries annual school-level data reporting, the Performance Grading Index grades States and districts, the Vidya Samiksha Kendra is a State-level command centre converting that data into near-real-time review, and the Project Approval Board approves the annual outlay.\",\n      \"The four form a chain rather than a set. Data is collected, converted into a grade, read continuously for in-year correction, and used at the approval stage for the following year. Selection, review and sanction rest on a single source.\",\n      \"The weakest link is the first. The centres collect no new data; they read what the existing portals already hold, so their usefulness is bounded by the completeness of that reporting.\"\n    ]\n  },\n  {\n    \"id\": 9,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"The operative sanction for a State's expenditure under Samagra Shiksha in a financial year is:\",\n    \"options\": [\n      \"the allocation for the scheme in the Union Budget\",\n      \"the Annual Work Plan and Budget approved by the Project Approval Board\",\n      \"the resolution of the State Implementation Society\",\n      \"the report of the Vidya Samiksha Kendra\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The Budget allocation is an aggregate provision and confers nothing on a particular State. What a State may actually spend is fixed by its Annual Work Plan and Budget, built up from district plans, once the Project Approval Board has cleared it.\",\n      \"The Board is chaired by the Secretary of the Department of School Education and Literacy. It considers each State and Union Territory proposal, approves the year's outlay and unit costs, and reviews the financial and physical progress of the previous year. Its minutes are the authoritative record of what a State was actually sanctioned.\",\n      \"The same instrument governs PM POSHAN and PM SHRI, so a single approved plan carries a State's obligations across all three. That is one reason the schemes are administratively entangled even where they are legally separate.\"\n    ]\n  },\n  {\n    \"id\": 10,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of what the 2018 merger changed:\\n1. A State now submits a single Annual Work Plan and Budget covering the whole school stage.\\n2. The unit of measurement became the school, with outcomes measured on UDISE+.\\n3. Teacher training ceased to be a parallel scheme.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct, and together they describe what the merger actually achieved beyond the change of name.\",\n      \"The single plan replaced three plans approved by three boards on three timelines. Because the stages now sit inside one financial envelope, a shortfall at the secondary stage can be addressed without renegotiating a separate scheme, so money can follow the child.\",\n      \"The shift to the school as the unit of measurement is the precondition for both the Performance Grading Index and the PM SHRI selection process, since each requires school-level data on a common standard. Outcomes are measured school by school rather than stage by stage.\"\n    ]\n  },\n  {\n    \"id\": 11,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"A State's proposal under Samagra Shiksha is approved at a figure lower than proposed, the Centre releases less than the approved amount, and the State spends less than it received. This sequence illustrates:\",\n    \"options\": [\n      \"that the scheme is underfunded at the budgetary stage\",\n      \"that approval, release and utilisation are three separate narrowings, each with its own cause\",\n      \"that the Project Approval Board has no authority over State expenditure\",\n      \"that the State Implementation Society has been superseded\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Each stage narrows for its own reason. The Project Approval Board sanctions less than a State proposed; the Centre releases a share of what it sanctioned; and the State then spends a share of what it received.\",\n      \"The figures bear this out. Over the five financial years to 2025-26 the average release of the central share was about 80 per cent, and in 2025-26 it was 78 per cent. In 2024-25 States spent about 62 per cent of their approved budget on average, with Tamil Nadu and West Bengal below a quarter, while north-eastern States consistently record the highest utilisation.\",\n      \"Treating the three as one grievance about underfunding loses the distinction between problems with different remedies. A shortfall at approval is met by a better proposal, at release by timely transfer, and at utilisation by the State's own budgeting.\"\n    ]\n  },\n  {\n    \"id\": 12,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Predecessor scheme under Samagra Shiksha)\\nA. Sarva Shiksha Abhiyan\\nB. Rashtriya Madhyamik Shiksha Abhiyan\\nC. Centrally Sponsored Scheme on Teacher Education\\n\\nList-II (Stage or function covered)\\n1. Secondary and senior secondary education, Classes IX to XII\\n2. State Councils, District Institutes and in-service training\\n3. Elementary education, Classes I to VIII\",\n    \"options\": [\n      \"A-1, B-3, C-2\",\n      \"A-3, B-2, C-1\",\n      \"A-2, B-1, C-3\",\n      \"A-3, B-1, C-2\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Sarva Shiksha Abhiyan covered elementary education from Class I to Class VIII, the Rashtriya Madhyamik Shiksha Abhiyan the secondary and senior secondary stages from Class IX to Class XII, and the Teacher Education scheme the institutions serving both.\",\n      \"The Sarva Shiksha Abhiyan, running from 2001, was also the vehicle through which the Right of Children to Free and Compulsory Education Act, 2009 was implemented after 2010. The Rashtriya Madhyamik Shiksha Abhiyan dates from 2009.\",\n      \"Seeing the three side by side explains why the merger was needed. A child crossing from Class V to Class VI moved between two schemes with separate norms, approvals and accounts, while the teachers of both were funded by a third.\"\n    ]\n  },\n  {\n    \"id\": 13,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT correct in respect of Samagra Shiksha?\",\n    \"options\": [\n      \"It treats school education as a continuum from pre-school to Class XII\",\n      \"It is a Central Sector Scheme in which no State share is payable\",\n      \"It is aligned with Sustainable Development Goal 4 and supports implementation of the Right to Education Act\",\n      \"It subsumed three earlier centrally sponsored schemes\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The fourth statement is not correct. Samagra Shiksha is a Centrally Sponsored Scheme in which the States and Union Territories bear a share: of the \u20b92,94,283.04 crore outlay for 2021-22 to 2025-26, roughly \u20b91,08,885 crore falls to them.\",\n      \"The presence of a State share is what produces the utilisation problem. A State that cannot find its forty per cent cannot draw the central sixty either, which is why approval, release and utilisation diverge as they do.\",\n      \"The other three statements are correctly stated. The scheme covers pre-school to Class XII, is in accordance with Sustainable Development Goal 4 and supports implementation of the Right of Children to Free and Compulsory Education Act, 2009, and merged three earlier schemes in 2018.\"\n    ]\n  },\n  {\n    \"id\": 14,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the early childhood component of Samagra Shiksha:\\n1. Pre-primary sections and Balvatika attached to government primary schools are supported.\\n2. A provision of \u20b9500 per child is made for teaching-learning material at the pre-primary section.\\n3. Master trainers are provided for the training of Anganwadi workers.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. The component funds pre-primary sections and Balvatika attached to government primary schools, provides \u20b9500 per child for teaching-learning material at that stage, and supports master trainers to train Anganwadi workers.\",\n      \"The third element is the one that reaches outside the scheme's own institutions. Anganwadi centres belong to the Ministry of Women and Child Development, yet the training of their workers is supported here, because the foundational stage under the National Education Policy 2020 spans ages three to eight and straddles both systems.\",\n      \"Balvatika is also the point at which this scheme meets PM POSHAN, since Bal Vatika children were brought into the mid-day meal on the 2021 restructuring and are fed at the primary nutritional norm.\"\n    ]\n  },\n  {\n    \"id\": 15,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Under Samagra Shiksha, provision was made for master trainers to train Anganwadi workers. The significance of this provision is that:\",\n    \"options\": [\n      \"Anganwadi centres were brought under the administrative control of the Ministry of Education\",\n      \"the scheme reaches outside its own institutions to support the pre-school stage\",\n      \"Anganwadi workers became eligible for the teacher tablet provision\",\n      \"the Integrated Child Development Services scheme was merged into Samagra Shiksha\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The provision allows the scheme to reach outside its own institutions. Anganwadi centres belong to the Ministry of Women and Child Development, yet the early childhood component of Samagra Shiksha funds master trainers to train the workers staffing them.\",\n      \"The reason is that the foundational stage of the National Education Policy 2020 spans ages three to eight, which straddles the Anganwadi centre and the primary school. A scheme that trained only its own teachers would leave half of that stage untouched.\",\n      \"No transfer of administrative control follows, and the Integrated Child Development Services scheme was not merged into Samagra Shiksha. This is convergence between two ministries rather than absorption of one by the other.\"\n    ]\n  },\n  {\n    \"id\": 16,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Origin, evolution and predecessor schemes\",\n    \"question\": \"Which grades did the three predecessor schemes respectively cover?\",\n    \"options\": [\n      \"SSA grades I-VIII; RMSA grades IX-XII; CSSTE classes VI-XII\",\n      \"SSA grades I-V; RMSA grades VI-XII; CSSTE classes I-XII\",\n      \"SSA grades I-VIII; RMSA grades XI-XII; CSSTE classes I-VIII\",\n      \"SSA grades I-VIII; RMSA grades IX-X; CSSTE classes I-X\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.1.5<\/b> \u2014 'While the SSA covered the elementary level (grades I-VIII) and was the vehicle for implementation of the RTE Act, 2009, the RMSA covered grades IX-X (IX-XII for certain components). CSSTE provided for teachers' education through an institutional setup for both pre-service and in-service training across classes I-X.'\"\n    ]\n  },\n  {\n    \"id\": 17,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Samagra Shiksha was launched in 2018 following a proposal in the Union Budget 2018-19. That proposal was to:\",\n    \"options\": [\n      \"merge school education with the higher education schemes of the Ministry\",\n      \"treat school education holistically, without segmentation, from pre-nursery to Class XII\",\n      \"transfer school education wholly to the States\",\n      \"replace the Right to Education Act with an executive scheme\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The Union Budget 2018-19 proposed to treat school education holistically without segmentation from pre-nursery to Class XII, and Samagra Shiksha was prepared to give effect to that proposal.\",\n      \"The stated broader goal was improving school effectiveness, measured in terms of equal opportunities for schooling and equitable learning outcomes. Both halves of that formulation matter: opportunity at the entry point and outcomes at the exit.\",\n      \"The scheme therefore has two distinct origin dates that are easy to confuse. It was launched in 2018 on the Budget proposal; the revised phase known as Samagra Shiksha 2.0 was approved separately by the Cabinet Committee on Economic Affairs on 4 August 2021 for 2021-22 to 2025-26.\"\n    ]\n  },\n  {\n    \"id\": 18,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Origin, evolution and predecessor schemes\",\n    \"question\": \"The scheme was launched in 2018 by subsuming which three erstwhile Centrally Sponsored Schemes?\",\n    \"options\": [\n      \"Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan and Mid Day Meal\",\n      \"Sarva Shiksha Abhiyan, District Primary Education Programme and Teacher Education\",\n      \"District Primary Education Programme, Operation Blackboard and Teacher Education\",\n      \"Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan and Teacher Education\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-NOTE] Background<\/b> \u2014 'the Department launched the Integrated Scheme for School Education, Samagra Shiksha in 2018 by subsuming the erstwhile Centrally Sponsored Schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE)'. DPEP and Operation Blackboard were earlier programmes, not schemes subsumed in 2018.\"\n    ]\n  },\n  {\n    \"id\": 19,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT a component of Samagra Shiksha?\",\n    \"options\": [\n      \"Foundational literacy and numeracy\",\n      \"Construction and maintenance of Kendriya Vidyalayas\",\n      \"Inclusive education for children with special needs\",\n      \"Teacher education, including State Councils and District Institutes\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Kendriya Vidyalayas are not built or maintained under Samagra Shiksha. They belong to the Kendriya Vidyalaya Sangathan, an autonomous body under the Ministry of Education with its own budget line, which stood at \u20b910,129.41 crore in the Budget 2026-27.\",\n      \"The other three are genuine components. Foundational literacy and numeracy operates through NIPUN Bharat, inclusive education provides specialised support for children with special needs including an annual stipend for girls with disabilities, and teacher education covers the State Councils and District Institutes inherited from the merged Teacher Education scheme.\",\n      \"The full set of components runs to eight: foundational literacy and numeracy, early childhood care and education, vocational education, information and communication technology, inclusive education, gender equity, access and retention, and teacher education.\"\n    ]\n  },\n  {\n    \"id\": 20,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Governance, funding pattern and implementation structure\",\n    \"question\": \"The fund sharing pattern is stated to be in accordance with the recommendations of which body?\",\n    \"options\": [\n      \"The Fourteenth Finance Commission, in its report on devolution\",\n      \"NITI Aayog, in its Three-Year Action Agenda for 2017-20\",\n      \"The Project Approval Board of the Department\",\n      \"The Sub-Group of Chief Ministers on Rationalization of Schemes\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.2.6<\/b> \u2014 those recommendations were 'received in October, 2015'. The NITI Aayog Three-Year Action Agenda is cited separately, in Para 1.2.2, for the shift from input-based to outcome-based interventions.\"\n    ]\n  },\n  {\n    \"id\": 21,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"A State proposes an outlay under Samagra Shiksha which the Project Approval Board reduces before approving. The figure that governs what the State may spend during that year is:\",\n    \"options\": [\n      \"the figure the State originally proposed\",\n      \"the figure approved by the Project Approval Board in the Annual Work Plan and Budget\",\n      \"the State's share of the national budget allocation for the scheme\",\n      \"the amount actually released by the Centre during the year\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The approved Annual Work Plan and Budget is the operative sanction. It records what the State may spend, and it is invariably lower than what the State proposed.\",\n      \"The fourth option describes a different stage and is the commonest confusion. What is released is usually less again than what was approved: average release of the central share over the five years to 2025-26 was about 80 per cent, and 78 per cent in 2025-26 itself.\",\n      \"Approval, release and utilisation are three separate narrowings with three different causes. A State that spends everything released may still show low utilisation against its approved figure, and the two are not the same complaint.\"\n    ]\n  },\n  {\n    \"id\": 22,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Reimbursement to private unaided schools for admissions under Section 12(1)(c) of the RTE Act is subject to a ceiling of what proportion of the total Annual Work Plan and Budget approved for a State or UT?\",\n    \"options\": [\n      \"10%\",\n      \"25%\",\n      \"30%\",\n      \"20%\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.4.12<\/b> \u2014 reimbursement is based on per child norms notified by the State or UT for classes I to VIII, subject to that ceiling, and is provided 'based on the proof of actual payment made to schools by the States'.\"\n    ]\n  },\n  {\n    \"id\": 23,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"The total outlay of Samagra Shiksha for 2021-22 to 2025-26, spread across the schools it covers, works out to approximately how much per school per year?\",\n    \"options\": [\n      \"\u20b950,000\",\n      \"\u20b95 lakh\",\n      \"\u20b938 lakh\",\n      \"\u20b92 crore\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Dividing \u20b92,94,283 crore by five years and again by about 11.6 lakh schools gives roughly \u20b95 lakh per school per year.\",\n      \"The comparison that makes the figure meaningful is with PM SHRI, which concentrates about \u20b927,360 crore on 14,500 schools over five years, or roughly \u20b938 lakh a school in a year. The exemplar layer is about eight times the universal one, and it sits on top rather than replacing it.\",\n      \"That ratio is the whole argument about concentration. It is what makes PM SHRI capable of demonstrating the policy, and it is also what makes the gap between a selected school and its neighbour visible from the road.\"\n    ]\n  },\n  {\n    \"id\": 24,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Origin, evolution and predecessor schemes\",\n    \"question\": \"Education was brought into the Concurrent List of the Constitution by which development?\",\n    \"options\": [\n      \"The National Policy on Education, 1986\",\n      \"The Constitution (Eighty-sixth Amendment) Act, 2002\",\n      \"The Constitutional Amendment of 1992\",\n      \"The Constitutional Amendment of 1976\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.1.1<\/b> \u2014 'Before 1976, education was the exclusive responsibility of the States. The Constitutional Amendment of 1976 included education in the Concurrent List.' The Eighty-sixth Amendment of 2002 is separately cited in Para 1.3.1 as having inserted Article 21-A.\"\n    ]\n  },\n  {\n    \"id\": 25,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Origin, evolution and predecessor schemes\",\n    \"question\": \"The shift from input-based to outcome-based central sector interventions in school education is attributed to which document?\",\n    \"options\": [\n      \"The Twelfth Five Year Plan\",\n      \"India: Three-Year Action Agenda, 2017\/18 to 2019\/20, of NITI Aayog\",\n      \"The Programme of Action, 1992\",\n      \"The report of the Sub-Group of Chief Ministers on Rationalization of Centrally Sponsored Schemes\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.2.2<\/b> \u2014 given this shift, 'a paradigm shift is envisaged in the approach to central sector spending on school education'. The Sub-Group of Chief Ministers report of October 2015 is cited separately, in Para 1.2.6, as the basis of the fund sharing pattern.\"\n    ]\n  },\n  {\n    \"id\": 26,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"The academic support of Block Resource Centres and Cluster Resource Centres has been extended to which levels?\",\n    \"options\": [\n      \"Secondary level only\",\n      \"Senior secondary level only\",\n      \"Pre-primary level only\",\n      \"Pre-primary and secondary levels\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 5<\/b> \u2014 the extension matches the scheme's own span from pre-school to senior secondary. The same item provides for 'in-service teachers training from pre-primary to Class XII under Professional Development'.\"\n    ]\n  },\n  {\n    \"id\": 27,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Origin, evolution and predecessor schemes\",\n    \"question\": \"Which of the following is NOT among the programme interventions of the 1980s and 1990s listed as precursors to Sarva Shiksha Abhiyan?\",\n    \"options\": [\n      \"Operation Black Board and Shiksha Karmi Project\",\n      \"Rashtriya Madhyamik Shiksha Abhiyan\",\n      \"Bihar Education Project and U.P. Basic Education Project\",\n      \"Mahila Samakhya and Lok Jumbish Project\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.1.2<\/b> \u2014 the precursors listed are Operation Black Board, Shiksha Karmi Project, Andhra Pradesh Primary Education Project, Bihar Education Project, U.P. Basic Education Project, Mahila Samakhya, Lok Jumbish Project and District Primary Education Programme. RMSA came later, in 2009, and covered secondary education.\"\n    ]\n  },\n  {\n    \"id\": 28,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Samagra Shiksha 2.0:\\n1. It was approved by the Cabinet Committee on Economic Affairs in August 2021.\\n2. It was approved for the five-year period from 2021-22 to 2025-26.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Cabinet Committee on Economic Affairs approved the revised scheme on 4 August 2021 for the five years from 2021-22 to 2025-26.\",\n      \"The period was aligned to the award period of the Fifteenth Finance Commission, which is why it closed on the same day as PM POSHAN. Both schemes now run on temporary extensions to 30 September 2026 or until approval of the successor arrangement, whichever is earlier.\",\n      \"Consultations with States and Union Territories are under way on a restructured version aligned to the National Education Policy 2020 and covering 2026-27 to 2030-31 under the Sixteenth Finance Commission. The Budget 2026-27 allocation was raised rather than cut, which signals continuation rather than closure.\"\n    ]\n  },\n  {\n    \"id\": 29,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Approval, outlay, coverage and current status\",\n    \"question\": \"With which Sustainable Development Goal is the scheme stated to be in accordance?\",\n    \"options\": [\n      \"SDG-3\",\n      \"SDG-4\",\n      \"SDG-5\",\n      \"SDG-8\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-NOTE] Background<\/b> \u2014 'The scheme treats school education as a continuum and is in accordance with Sustainable Development Goal for Education (SDG-4).' <b>[SS-FW] Para 1.2.3<\/b> quotes SDG-4.1 and SDG-4.5 in terms.\"\n    ]\n  },\n  {\n    \"id\": 30,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Origin, evolution and predecessor schemes\",\n    \"question\": \"In the year 2013-14, four Centrally Sponsored Schemes for secondary education were subsumed under Rashtriya Madhyamik Shiksha Abhiyan. Which of the following was NOT among them?\",\n    \"options\": [\n      \"ICT in Schools\",\n      \"Girls' Hostel\",\n      \"Inclusive Education for Disabled at Secondary Stage\",\n      \"Restructuring and Reorganization of Teacher Education\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.1.3<\/b> \u2014 the four subsumed were 'ICT in Schools, Girls' Hostel, Vocationalisation of Secondary and Senior Secondary Education and Inclusive Education for Disabled at Secondary Stage (IEDSS)'. CSSTE remained a separate scheme until 2018.\"\n    ]\n  },\n  {\n    \"id\": 31,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Origin, evolution and predecessor schemes\",\n    \"question\": \"The seven guiding principles of equitable and inclusive quality education are based on the report of a Committee chaired by whom?\",\n    \"options\": [\n      \"Dr. K. Kasturirangan\",\n      \"Shri Anil Bordia\",\n      \"Shri T.S.R. Subramanian\",\n      \"Prof. Yash Pal\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.3.2, footnote<\/b> \u2014 the Government set up the Committee in September 2009 under 'Shri Anil Bordia, former Union Education Secretary, to suggest follow up action on SSA vis-\u00e0-vis the RTE Act'. It submitted its report in April 2010, entitled 'Implementation of RTE Act and Resultant Revamp of SSA'.\"\n    ]\n  },\n  {\n    \"id\": 32,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Union Budget 2026-27 provision for Samagra Shiksha:\\n1. The allocation was \u20b942,100 crore.\\n2. The scheme accounts for about 52.5 per cent of the total budget of the Department of School Education and Literacy.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Budget 2026-27 carries \u20b942,100 crore for the scheme against a revised estimate of about \u20b938,000 crore for 2025-26, an increase of roughly 10.8 per cent, and at that level it accounts for about 52.5 per cent of the Department's total budget.\",\n      \"The second figure is the more useful one. It means the scheme is larger than every other scheme the Department runs put together, so a squeeze on Samagra Shiksha is felt across every other intervention in school education.\",\n      \"It also explains why the extension matters so much. When a scheme carrying more than half the Department's budget reaches the end of its approved cycle, the uncertainty is not confined to that scheme; it reaches every activity funded through it, including NIPUN Bharat, the Kasturba Gandhi Balika Vidyalayas and NISHTHA.\"\n    ]\n  },\n  {\n    \"id\": 33,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Approval, outlay, coverage and current status\",\n    \"question\": \"Which one of the following correctly states the relationship of the scheme to the National Education Policy 2020?\",\n    \"options\": [\n      \"It predates NEP 2020 and its norms are unaffected by that Policy\",\n      \"It has been aligned with NEP 2020, many of whose paragraphs are incorporated in it\",\n      \"It replaces NEP 2020 as the governing policy for school education\",\n      \"It applies the recommendations of NEP 2020 only to the secondary stage\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-NOTE] Background<\/b> \u2014 the scheme 'has also been aligned with the recommendations of NEP 2020 to ensure that all children have access to quality education with an equitable and inclusive classroom environment'. Supporting States in implementing NEP 2020 is the first of the scheme's stated objectives.\"\n    ]\n  },\n  {\n    \"id\": 34,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Financial norms and grants\",\n    \"question\": \"In which circumstances are residential quarters for teachers provided?\",\n    \"options\": [\n      \"In all rural schools\",\n      \"In Kasturba Gandhi Balika Vidyalayas and girls' hostels alone\",\n      \"In any school with an enrolment above two hundred children\",\n      \"In remote and difficult areas including hilly, forested and border areas\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.11.3 and Annexure I item 5<\/b> \u2014 preference is given to EBBs, LWE affected districts, SFDs and the aspirational districts, and quarters 'may be built as residential clusters and also nearer to the schools', of Type II as per CPWD plinth area norms.\"\n    ]\n  },\n  {\n    \"id\": 35,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"What is the stated relationship between Geographical Information System based mapping and Community based mapping?\",\n    \"options\": [\n      \"GIS based mapping supersedes community based mapping\",\n      \"They are not substitutes for each other, but supplement each other\",\n      \"Both are optional and used at the State's discretion\",\n      \"Community based mapping is to be used only where GIS is unavailable\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.2.9<\/b> \u2014 'Both have their own benefits and supplement each other. If the results of both forms of mapping are used collaboratively, it will help determine the changes necessary in schools.' Community mapping yields actual walking distances rather than the aerial distances of a GIS survey.\"\n    ]\n  },\n  {\n    \"id\": 36,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Samagra Shiksha:\\n1. It subsumed the Sarva Shiksha Abhiyan, the Rashtriya Madhyamik Shiksha Abhiyan and the Centrally Sponsored Scheme on Teacher Education.\\n2. The Sarva Shiksha Abhiyan was renamed as Samagra Shiksha.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. Three schemes were merged into one framework in 2018: the Sarva Shiksha Abhiyan covering elementary education, the Rashtriya Madhyamik Shiksha Abhiyan covering the secondary and senior secondary stages, and the Centrally Sponsored Scheme on Teacher Education.\",\n      \"The distinction between subsuming and renaming is not pedantic. Sarva Shiksha Abhiyan remains the correct name for the period from 2001 to 2018 and for the history of Right to Education implementation, while Samagra Shiksha is correct only from 2018 onwards.\",\n      \"A question that dates the funding vehicle of the Right of Children to Free and Compulsory Education Act, 2009 to Samagra Shiksha is dating it wrongly by nearly a decade. The Act was implemented through the Sarva Shiksha Abhiyan from 2010.\"\n    ]\n  },\n  {\n    \"id\": 37,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Governance, funding pattern and implementation structure\",\n    \"question\": \"At the national level, the Governing Council and the Project Approval Board are respectively headed by whom?\",\n    \"options\": [\n      \"Secretary DoSE&L and the Minister of Human Resource Development\",\n      \"The Minister of Human Resource Development and Secretary, DoSE&L\",\n      \"The Prime Minister and the Minister of Human Resource Development\",\n      \"Secretary DoSE&L and the Director, NCERT\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.2.5<\/b> \u2014 the Governing Council 'will be empowered to modify financial and programmatic norms and approve the detailed guidelines for implementation within the overall Framework of the scheme'. Reversing the two chairs is the standard attribution trap here.\"\n    ]\n  },\n  {\n    \"id\": 38,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the gender equity component of Samagra Shiksha:\\n1. Kasturba Gandhi Balika Vidyalayas were provided for upgradation to cover up to Class XII.\\n2. Incinerators and sanitary pad vending machines were provided for in all girls' hostels.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The revised scheme provided for upgrading the Kasturba Gandhi Balika Vidyalayas to senior secondary level and for incinerators and sanitary pad vending machines in all girls' hostels.\",\n      \"The upgradation was intended to remove the institutional change at Class IX, which is where dropout among girls peaks. It remains substantially incomplete: one State recorded approval for upgrading 434 KGBVs against 56 actually upgraded.\",\n      \"The hostel provisions address a different and more immediate barrier. Menstrual hygiene management is a recognised reason for absence among adolescent girls, and a residential institution that cannot manage it loses girls for reasons that have nothing to do with teaching.\"\n    ]\n  },\n  {\n    \"id\": 39,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"An assessment cell to conduct achievement surveys, develop test materials and item banks and train stakeholders is to be set up preferably at which body?\",\n    \"options\": [\n      \"NCERT\",\n      \"State Council of Educational Research and Training\",\n      \"The State Implementation Society\",\n      \"District Institute of Education and Training\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 5<\/b> \u2014 this is consistent with the objective of making the SCERT the nodal agency, and with <b>[SS-FW] Para 1.2.9<\/b>, under which the single scheme enables the SCERT to become nodal for all in-service training.\"\n    ]\n  },\n  {\n    \"id\": 40,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Approval, outlay, coverage and current status\",\n    \"question\": \"The scheme covers approximately how many schools, students and teachers?\",\n    \"options\": [\n      \"10 lakh schools, 12 crore students and 50 lakh teachers\",\n      \"15.6 lakh schools, 11.6 crore students and 57 lakh teachers\",\n      \"11.6 lakh schools, over 15.6 crore students and 75 lakh teachers\",\n      \"11.6 lakh schools, over 15.6 crore students and 57 lakh teachers\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-NOTE] Implementation Process<\/b> \u2014 the coverage is of 'Govt. and Aided schools (from pre-primary to senior secondary level)'. Interchanging the schools and students figures, that is 15.6 lakh against 11.6 crore, is the standard trap.\"\n    ]\n  },\n  {\n    \"id\": 41,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"The expansion of vocational education is to be done in convergence with which Ministry in particular?\",\n    \"options\": [\n      \"Ministry of Labour and Employment\",\n      \"Ministry of Skill Development and Entrepreneurship\",\n      \"Ministry of Micro, Small and Medium Enterprises\",\n      \"Ministry of Rural Development\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[PIB]<\/b> on the CCEA approval \u2014 the existing infrastructure of schools, ITIs and Polytechnics is to be used 'to ensure optimum utilization of the facilities, not only for school going children but also for out of school children'.\"\n    ]\n  },\n  {\n    \"id\": 42,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): Low utilisation of Samagra Shiksha funds by a State does not necessarily indicate an absence of need.\\nReason (R): Most of the scheme is shared 60:40, so a State cannot spend the central share without finding its own portion, and a release arriving late in the financial year may go unspent.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Because the scheme is shared, a State must mobilise its forty per cent before it can spend the Centre's sixty, and where releases arrive late in the year it must do so at short notice or leave the central money unspent.\",\n      \"Low utilisation therefore often records a timing failure rather than an absence of need, and the schools at the end of the chain experience the two identically. The distinction matters when apportioning responsibility between the Centre and the State.\",\n      \"A further finding cuts against simple explanations of either kind. A State's release rate in one year does not predict its utilisation rate in the next, so the two problems are separate and require separate remedies.\"\n    ]\n  },\n  {\n    \"id\": 43,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"The new component 'Appointment of Language Teachers' includes support for the salary of teachers of which languages?\",\n    \"options\": [\n      \"Hindi and Sanskrit\",\n      \"Hindi and Urdu\",\n      \"All Eighth Schedule languages\",\n      \"Sanskrit and Urdu\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 10<\/b> \u2014 the component also adds 'training of teachers and bilingual books and teaching learning material'. The bilingual materials provision reflects NEP 2020's requirement of bilingual textbooks for science and mathematics.\"\n    ]\n  },\n  {\n    \"id\": 44,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the teacher education component of Samagra Shiksha:\\n1. State Councils of Educational Research and Training and District Institutes of Education and Training were brought within the scheme.\\n2. NISHTHA is delivered under the scheme.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The teacher education machinery, including the State Councils and the District Institutes, came into the scheme with the merger of the Centrally Sponsored Scheme on Teacher Education in 2018, and NISHTHA is funded under Samagra Shiksha.\",\n      \"The structural significance is that teacher training stopped being a parallel scheme. The institutions that train teachers now sit inside the scheme that funds the schools those teachers work in, which is what makes a programme of NISHTHA's scale deliverable at all.\",\n      \"Before the merger, a national teacher training drive would have required coordination across two separate financial envelopes with separate approvals and timelines. That is the practical difference between a merged scheme and three coordinated ones.\"\n    ]\n  },\n  {\n    \"id\": 45,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"For a senior secondary school offering a single stream of study to be viable, what is the maximum number of students in the school stated to be?\",\n    \"options\": [\n      \"80\",\n      \"160\",\n      \"240\",\n      \"320\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.5.4<\/b> \u2014 'the maximum number of students in a school offering a single stream of study would be 160'. With 40 students per section and two sections per grade, Grade XI has 80 students and Grade XII a maximum of 80, giving 160 in all. It is 'desirable to have two sections for each stream, i.e. Science, Arts &amp; Commerce'.\"\n    ]\n  },\n  {\n    \"id\": 46,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Gender, equity and inclusion\",\n    \"question\": \"A Head Teacher wishes to admit a twelve-year-old who has never been enrolled. What sequence does the scheme envisage?\",\n    \"options\": [\n      \"Admission to class I, followed by normal progression through the grades\",\n      \"Admission deferred to the beginning of the next academic session\",\n      \"Enrolment in an open schooling programme instead of a formal school\",\n      \"Immediate enrolment, then Special Training, then the age-appropriate class\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.21.3<\/b> \u2014 this follows a community level school mapping exercise by the State Government, local authority and SMC. The RTE Act also provides that such children continue to receive free and compulsory elementary education 'even after they cross 14 years of age'.\"\n    ]\n  },\n  {\n    \"id\": 47,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"The scheme covers children of which age range, across which stages of school education?\",\n    \"options\": [\n      \"6 to 14 years, elementary stage only\",\n      \"4 to 18 years, from pre-school to senior secondary\",\n      \"3 to 18 years, from pre-school to senior secondary\",\n      \"6 to 18 years, from primary to senior secondary\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.1.1 and 2.2.6<\/b> \u2014 'The Scheme covers all children from the age of 4 to 18 years and has a scope across all levels of school education from Pre-school to Senior Secondary.' The 6-14 band belongs to the RTE Act, and 3-18 to the NEP 2020 curricular structure.\"\n    ]\n  },\n  {\n    \"id\": 48,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of utilisation of Samagra Shiksha funds:\\n1. In 2024-25 States spent about 62 per cent of their approved budget on average.\\n2. North-eastern States consistently record the lowest utilisation.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. States spent about 62 per cent of their approved budget on average in 2024-25, but it is the north-eastern States that consistently record the highest utilisation, not the lowest.\",\n      \"The result is counter-intuitive and worth remembering for that reason. The States with the most difficult terrain and the smallest administrative machinery spend the largest share of what they are approved, while Tamil Nadu and West Bengal, both administratively capable, spent under a quarter.\",\n      \"Part of the explanation lies in the sharing ratio. The north-eastern States share at 90:10 and need find only a tenth of the cost, while a general State must find forty per cent before it can draw the central share at all.\"\n    ]\n  },\n  {\n    \"id\": 49,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Governance, funding pattern and implementation structure\",\n    \"question\": \"Consider the following statements regarding the implementation structure:\\nI. The Technical Support Group assisting the Department is located at NCERT.\\nII. At the national level there is a Governing Council headed by the Minister of Human Resource Development.\\nIII. The scheme is implemented through a single State Implementation Society at the State or UT level.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.2.5<\/b> supports II and III. Statement I misplaces the TSG, which is 'at Educational Consultants of India Limited (EdCIL)', formed 'by merging the TSGs of the Schemes of SSA, RMSA and TE'.\"\n    ]\n  },\n  {\n    \"id\": 50,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the present status of Samagra Shiksha:\\n1. Its Cabinet-approved period ended on 31 March 2026.\\n2. It has since continued under a temporary extension running to 30 September 2026 or until approval of the revamped successor scheme, whichever is earlier.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The approved period ended on 31 March 2026 and a six-month temporary extension followed, running to 30 September 2026 or until the successor is approved, whichever is earlier, so that funding to States would not stop while the redesign was settled.\",\n      \"Consultations with States and Union Territories are under way on a restructured, policy-aligned version covering 2026-27 to 2030-31 under the Sixteenth Finance Commission.\",\n      \"September 2026 is not a coincidence of dates. The five-year cycles were aligned to the Fifteenth Finance Commission award period, so Samagra Shiksha and PM POSHAN expire together and are held open by the same device, while PM SHRI runs a year longer to 2026-27.\"\n    ]\n  },\n  {\n    \"id\": 51,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Objectives and interventions\",\n    \"question\": \"Which of the following correctly describes the treatment of 'school' under the scheme?\",\n    \"options\": [\n      \"As three separate stages administered under separate plans\",\n      \"As a continuum from pre-school to senior secondary\",\n      \"As covering classes I to X only\",\n      \"As covering only the elementary stage under the RTE Act\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.2.3<\/b> \u2014 'The vision of the Scheme is to ensure inclusive and equitable quality education from pre-school to senior secondary stage in accordance with the Sustainable Development Goal (SDG) for Education.' Pre-school includes all nomenclatures such as Balwadi, nursery, LKG, UKG, play centres and Bal Vatikas.\"\n    ]\n  },\n  {\n    \"id\": 52,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"A Vice-Principal proposes that a newly sanctioned upper primary section be opened on a separate plot two kilometres from the existing primary school. How does this sit with the scheme's approach?\",\n    \"options\": [\n      \"It is preferred, since it avoids congestion at the existing primary school\",\n      \"It is permissible provided the distance is within three kilometres of the school\",\n      \"It is permissible only with the prior approval of the Governing Council\",\n      \"It runs against the approach of upgrading within the existing primary school campus\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.2.4 and 2.4.8<\/b> \u2014 priority in opening new schools goes to 'those schools which have adequate space and other infrastructure to be upgraded to next level of education'. Opening new stand-alone schools is 'the last priority' under Para 2.5.1.\"\n    ]\n  },\n  {\n    \"id\": 53,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"Consider the following statements regarding the support for NIPUN Bharat:\\nI. Provision of Teaching Learning Material up to Rs 500 per child per annum is made.\\nII. Provision of Rs 150 per teacher is made for teacher manuals and resources.\\nIII. Provision of Rs 5-10 lakh per district is made for assessment.\\nIV. Specific training modules under NISHTHA are to train pre-primary and primary teachers on Foundational Literacy and Numeracy.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 2<\/b> supports I, II and IV. Statement III understates the figure, which is 'Rs 10-20 lakh per district for assessment'. The mission targets competencies 'at the end of grade III and not later than grade V'.\"\n    ]\n  },\n  {\n    \"id\": 54,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): A national teacher training programme on the scale of NISHTHA became deliverable only after the 2018 merger.\\nReason (R): The merger placed the institutions that train teachers inside the same scheme that funds the schools in which those teachers work.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Teacher training ceased to be a parallel scheme when the Centrally Sponsored Scheme on Teacher Education was subsumed in 2018, bringing the State Councils and District Institutes into the same financial envelope as the schools.\",\n      \"Before that, a national training drive would have required coordination across two separate schemes with separate approvals and separate timelines. Aligning them for a programme reaching 42 lakh teachers would have been an administrative problem before it was a pedagogical one.\",\n      \"NISHTHA is accordingly funded under Samagra Shiksha and implemented by the National Council of Educational Research and Training, and carries no separate outlay of its own.\"\n    ]\n  },\n  {\n    \"id\": 55,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Objectives and interventions\",\n    \"question\": \"What are the main outcomes envisaged for the scheme?\",\n    \"options\": [\n      \"Enrolment, retention and transition across the school stages\",\n      \"Universal Access, Equity and Quality, and Vocationalisation of Education\",\n      \"Improved learning outcomes and better examination results\",\n      \"Creation of infrastructure and recruitment of additional teachers\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.2.4<\/b> \u2014 'The main outcomes of the Scheme are envisaged as Universal Access, Equity and Quality, promoting Vocationalisation of Education and strengthening of Teacher Education Institutions (TEIs).'\"\n    ]\n  },\n  {\n    \"id\": 56,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. Vocational exposure under Samagra Shiksha begins from Class VI onwards.\\n2. Provision was made for adding new subjects at the senior secondary stage in place of rigid streams.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Vocational exposure from Class VI onwards follows the National Education Policy 2020, and the revised scheme provided for adding new subjects at senior secondary in place of rigid streams.\",\n      \"Both changes attack the same assumption, that a child's academic and vocational paths must separate early and permanently. Beginning vocational exposure at Class VI treats it as part of general education rather than as an alternative to it.\",\n      \"The same thinking appears in the bagless days that PM SHRI schools are to provide, and in the Skill Hubs established under the Skill India Programme inside existing school buildings. The instruments differ but the intention is common across the schemes.\"\n    ]\n  },\n  {\n    \"id\": 57,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Financial norms and grants\",\n    \"question\": \"How many Block Resource Centres are ordinarily provided?\",\n    \"options\": [\n      \"One in each district\",\n      \"One in each cluster\",\n      \"One for every fifty schools\",\n      \"One in each community development block\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Annexure I, item 4<\/b> \u2014 BRCs or URCs 'should be located in school campuses as far possible', which reflects the general preference in the scheme for co-locating support structures with schools rather than building separate offices.\"\n    ]\n  },\n  {\n    \"id\": 58,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Arrange the following in correct chronological order:\\n1. Launch of the Sarva Shiksha Abhiyan\\n2. Launch of the Rashtriya Madhyamik Shiksha Abhiyan\\n3. Merger of three schemes into Samagra Shiksha\\n4. Approval of Samagra Shiksha 2.0 by the Cabinet Committee on Economic Affairs\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"1 - 2 - 3 - 4\",\n      \"2 - 1 - 3 - 4\",\n      \"1 - 3 - 2 - 4\",\n      \"1 - 2 - 4 - 3\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The order is 2001, 2009, 2018 and 2021. The Sarva Shiksha Abhiyan began in 2001, the Rashtriya Madhyamik Shiksha Abhiyan in 2009, the merger creating Samagra Shiksha in 2018, and the Cabinet Committee on Economic Affairs approved Samagra Shiksha 2.0 on 4 August 2021.\",\n      \"The sequence has an internal logic. Elementary education was addressed first, the secondary stage was added eight years later as a separate scheme, the two were then joined together with teacher education, and the merged scheme was subsequently revised to align with the National Education Policy 2020.\",\n      \"Note that the Right of Children to Free and Compulsory Education Act, 2009 falls between the second and third steps, and was implemented from 2010 through the Sarva Shiksha Abhiyan rather than through Samagra Shiksha.\"\n    ]\n  },\n  {\n    \"id\": 59,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Gender, equity and inclusion\",\n    \"question\": \"Consider the following statements regarding school uniforms:\\nI. The purpose of uniforms is to instil a sense of regimented, homogenized order.\\nII. Two sets of uniform are provided to all girls, SC, ST and Below Poverty Line children at an average cost of Rs 600 per child per annum.\\nIII. Decisions on design of uniforms and their procurement should be local rather than centralized.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.22.1 and 2.22.2<\/b> support II and III. Statement I is expressly disclaimed: the purpose 'is to inspire a sense of belonging and ownership of the school for the children using its services. It is not to instil a sense of regimented, homogenized order.'\"\n    ]\n  },\n  {\n    \"id\": 60,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Information and Communication Technology component of Samagra Shiksha:\\n1. It supports the establishment of ICT laboratories and smart classrooms in schools.\\n2. Content is delivered through DIKSHA and PM e-VIDYA.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The component funds ICT laboratories and smart classrooms and the content that runs on them reaches schools through DIKSHA and PM e-VIDYA.\",\n      \"The provision covers curriculum-based interactive multimedia, digital books and virtual laboratories, so it is not confined to hardware. A virtual laboratory matters particularly at the secondary stage, where a school without a physical laboratory can otherwise offer no practical science at all.\",\n      \"The division of labour is worth noting. Samagra Shiksha pays for the equipment in the school, while PM e-VIDYA supplies the content and the channels, and NISHTHA trains the teacher to use both. None of the three could deliver the outcome alone.\"\n    ]\n  },\n  {\n    \"id\": 61,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Governance, funding pattern and implementation structure\",\n    \"question\": \"Which of the following is NOT among the schemes with which convergence is stated to be sought?\",\n    \"options\": [\n      \"Integrated Child Development Scheme and National Child Labour Project\",\n      \"Pradhan Mantri Kaushal Vikas Yojana and Khelo India\",\n      \"Mahatma Gandhi National Rural Employment Guarantee Act and Swachh Bharat Mission\",\n      \"Pradhan Mantri Jan Dhan Yojana\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.24<\/b> \u2014 the scheme 'would dovetail and attempt convergence with schemes of other Ministries and State Governments'. The list also includes the ADIP Scheme and SIPDA of the Ministry of Social Justice and Empowerment, residential facilities for SC and ST children, the Multi Sector Development Programme of the Ministry of Minority Affairs, and PMMMNMTT.\"\n    ]\n  },\n  {\n    \"id\": 62,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding the Student Data Management Information System:\\nI. It is a longitudinal database.\\nII. It is envisaged to track the schooling status of around 260 million students throughout the school education stage.\\nIII. It collects student-wise data from Grade 1 to 12.\\nIV. It replaces the Unified District Information System for Education.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.2.5<\/b> supports I to III, the system being intended to 'develop an independent student database which can grow as a Child Tracking System in the coming years'. UDISE is not replaced; <b>Paras 2.4.20 and 2.5.8<\/b> continue to rely on it for gap assessment.\"\n    ]\n  },\n  {\n    \"id\": 63,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"A Principal of a primary school with an enrolment of 25 children asks what Composite School Grant the school will receive. What is the correct position?\",\n    \"options\": [\n      \"The school receives the minimum grant of Rs 25,000 without reduction\",\n      \"The grant will be scaled down, schools below 30 students being treated accordingly\",\n      \"The grant is determined by the School Management Committee itself\",\n      \"The school is ineligible for the grant\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.17.1.2<\/b> \u2014 the grant ranges from Rs 25,000 to Rs 1,00,000 per annum depending on the number of students, and 'for very small schools with enrolment of less than 30 students, these will be accordingly scaled down'.\"\n    ]\n  },\n  {\n    \"id\": 64,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the inclusive education component of Samagra Shiksha:\\n1. It provides specialised support for children with special needs.\\n2. It includes an annual stipend for girls with disabilities from pre-primary to Class XII.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The component provides specialised support for children with special needs and an annual stipend for girls with disabilities running from pre-primary right through to Class XII.\",\n      \"The span of the stipend is the significant detail. It covers the full school stage rather than the elementary years alone, which matters because the Right to Education entitlement itself ends at Class VIII and a girl with a disability faces the sharpest barriers beyond that point.\",\n      \"The same component carries the support of up to \u20b92,000 per child per grade for out-of-school children aged 16 to 19 from Scheduled Castes and Scheduled Tribes and among children with disabilities, to complete secondary and senior secondary education through open schooling.\"\n    ]\n  },\n  {\n    \"id\": 65,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Through which route are playgrounds and boundary walls for schools to be provided?\",\n    \"options\": [\n      \"Direct programme funding under the scheme\",\n      \"Estimates approved directly by the Project Approval Board\",\n      \"Corporate social responsibility funding alone\",\n      \"Convergence with MGNREGA and other schemes, and community participation\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Annexure I, items 22 and 24<\/b> \u2014 both cite the Gazette notification of the Ministry of Rural Development dated 28th March 2017. Sports equipment is separately procured 'in convergence with Department of Sports' under item 23.\"\n    ]\n  },\n  {\n    \"id\": 66,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Financial norms and grants\",\n    \"question\": \"Consider the following statements regarding the Composite School Grant:\\nI. The grant varies from Rs 25,000 to Rs 1,00,000 per annum depending upon the number of students.\\nII. A minimum of 10% of the grant is to be used for activities related to the Swachhta Action Plan.\\nIII. The grant must involve elements of community contribution.\\nIV. The grant is available to all recognised schools, including unaided schools.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.17.1 to 2.17.1.3<\/b> support I to III. Statement IV is wrong: the grant is for 'all Government Schools'. For schools with enrolment below thirty students the grant is scaled down accordingly.\"\n    ]\n  },\n  {\n    \"id\": 67,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding residential facilities for urban deprived children:\\nI. Sharing spaces in existing schools that are vacant is described as the best and most economical approach.\\nII. Refurbishing unused old buildings is available as a secondary option.\\nIII. Construction of new residential buildings is the preferred first option.\\nIV. Where new residential facilities are constructed, the norms pertaining to Kasturba Gandhi Balika Vidyalayas apply.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.4.18.1 to 2.4.18.3<\/b> support I, II and IV. Statement III inverts the order of preference: new construction is 'The last option'. Sharing existing schools is said to have 'the potential to lead to integration, dignity and the learning hands-on of egalitarian compassion and pluralism'.\"\n    ]\n  },\n  {\n    \"id\": 68,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"What is the indicative Student Classroom Ratio prescribed for the primary, upper primary and secondary to senior secondary levels respectively?\",\n    \"options\": [\n      \"25:1, 30:1 and 35:1\",\n      \"30:1, 40:1 and 45:1\",\n      \"30:1, 35:1 and 40:1\",\n      \"35:1, 40:1 and 45:1\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-FW] Annexure I, item 6<\/b> \u2014 the ratio applies 'or as per State RTE rules or local requirement'. Note this is a classroom ratio, distinct from the pupil-teacher ratio prescribed in the Schedule to the RTE Act.\"\n    ]\n  },\n  {\n    \"id\": 69,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"What is the stated approach to child-centric interventions in order to enhance the scheme's direct outreach?\",\n    \"options\": [\n      \"Delivery in kind through the School Management Committee\",\n      \"Delivery in kind through the local authority\",\n      \"Reimbursement to parents on production of purchase receipts\",\n      \"Provision directly to students by Direct Benefit Transfer on an IT platform\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[PIB]<\/b> on the CCEA approval records this, and <b>[SS-NOTE] New interventions, item 3<\/b> speaks of 'Greater emphasis on Direct Benefit transfers so that the various benefits reach directly to the students in the shortest time'.\"\n    ]\n  },\n  {\n    \"id\": 70,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding new school buildings:\\nI. Provision of a rain water harvesting system and solar panel is to be made in the building plan itself.\\nII. School buildings are to be designed so as to make them disabled friendly.\\nIII. Expenditure on construction of office buildings is permitted up to Rs 30 lakh.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.2.3<\/b> supports I and II. Statement III inverts the norm: <b>Annexure I, item 1<\/b> stipulates 'No expenditure on construction of office buildings.' The Rs 30 lakh figure belongs to Para 2.14, being the ceiling for works executed preferably by the SMC or SMDC.\"\n    ]\n  },\n  {\n    \"id\": 71,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Approval, outlay, coverage and current status\",\n    \"question\": \"Consider the following statements regarding the approval of the revised scheme:\\nI. It was approved by the Union Cabinet for the period 1st April 2018 to 31st March 2021.\\nII. The total financial outlay approved was Rs 2,94,283.04 crore.\\nIII. The approved outlay includes a Central share of Rs 1,85,398.32 crore.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-NOTE] Background<\/b> and <b>[PIB]<\/b> support II and III. Statement I gives the wrong period: the Cabinet Committee on Economic Affairs approved continuation 'from 1st April 2021 to 31st March, 2026'. The scheme was originally launched in 2018, but that is a different event.\"\n    ]\n  },\n  {\n    \"id\": 72,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Objectives and interventions\",\n    \"question\": \"Consider the following statements regarding the objectives of the scheme:\\nI. Supporting States and UTs in implementing the recommendations of the National Education Policy 2020 is among the objectives.\\nII. Construction of higher education institutions is among the objectives.\\nIII. Strengthening and up-gradation of SCERTs, State Institutes of Education and DIETs as a nodal agency for teacher training is among the objectives.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-NOTE] Objectives<\/b> supports I and III, the first objective being to 'Support States and UTs in implementing the recommendations of the National Education Policy 2020'. Statement II falls outside the scheme, which is confined to school education 'from pre-primary to senior secondary level'.\"\n    ]\n  },\n  {\n    \"id\": 73,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Provision of transport or escort facility is characterised in what terms?\",\n    \"options\": [\n      \"As a universal entitlement for all rural children\",\n      \"As a facility confined to children with disabilities alone\",\n      \"As a facility available on demand from parents or guardians\",\n      \"As an exception measure, on proposals justifying the need for it\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.4.14<\/b> \u2014 it is 'also linked to the rationalization of small schools by the state', and to avail it the State 'must notify the area\/limits of neighbourhood in which transport\/escort facility is to be provided'.\"\n    ]\n  },\n  {\n    \"id\": 74,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"Consider the following statements regarding the pre-primary provisions of the revamped scheme:\\nI. Training of Master Trainers for training of Anganwadi workers is provided for.\\nII. In-service teacher training for ECCE teachers is provided for.\\nIII. Provision of up to Rs 500 per child per annum is made for Teaching Learning Materials, indigenous toys and games and play based activities.\\nIV. Anganwadi Centres are to be merged into government primary schools.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 1<\/b> supports I to III, and provides 'Support for pre-primary sections in government primary schools'. Merger is not contemplated: <b>[SS-FW] Para 2.3.1<\/b> instead requires States to 'locate the Integrated Child Development Services (ICDS) centres within the primary school complex'.\"\n    ]\n  },\n  {\n    \"id\": 75,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"Consider the following statements regarding the secondary level provisions of the revamped scheme:\\nI. Universalization of access up to senior secondary level is provided for.\\nII. New subjects are to be added instead of Streams in existing senior secondary schools.\\nIII. Transport facility has been extended to the secondary level at up to Rs 3,000 per annum.\\nIV. Support of up to Rs 2,000 per child per grade is provided to SC, ST and disabled out-of-school children aged 16 to 19 through NIOS or State Open Schools.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 4<\/b> supports I, II and IV. Statement III halves the figure, which is 'upto Rs 6000 per annum'. The removal of streams in favour of subject choice reflects NEP 2020's abolition of hard separation between arts, humanities and sciences.\"\n    ]\n  },\n  {\n    \"id\": 76,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Gender, equity and inclusion\",\n    \"question\": \"Consider the following statements regarding the equity approach of the scheme:\\nI. Equity means not only equal opportunity but also the creation of conditions in which disadvantaged sections can avail of the opportunity.\\nII. Access is confined to ensuring that a school becomes accessible to all children within specified distances.\\nIII. Equity is to be seen as an integral part of the agenda on improving quality, encompassing teacher training, curriculum, language and educational planning.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.2.2 and 3.3<\/b> support I and III. Statement II is expressly negated: access 'will not be confined to ensuring that a school becomes accessible to all children within specified distances but implies an understanding of the educational needs and predicament of the traditionally excluded categories'.\"\n    ]\n  },\n  {\n    \"id\": 77,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding consolidation of schools:\\nI. States and UTs have started consolidating or merging schools with very low enrolment.\\nII. Consolidation or merger of a school will not in any case violate the right of access to school of a single child as per neighbourhood norms.\\nIII. Detailed guidelines on rationalization of small schools have been shared with the States and UTs.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.4.7<\/b> supports all three. The safeguard is emphatic in the original, being underlined, and reflects that under the RTE Act access to a neighbourhood school is an individual entitlement rather than an aggregate target.\"\n    ]\n  },\n  {\n    \"id\": 78,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Gender, equity and inclusion\",\n    \"question\": \"Consider the following statements regarding Special Training for out-of-school children:\\nI. It shall be based on especially designed, age appropriate learning material approved by the academic authority under the RTE Act, 2009.\\nII. It may be imparted in both residential and non-residential mode.\\nIII. It may be provided only by a specially engaged teacher, and not by a teacher working in the school.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.21.2 and 2.21.5<\/b> support I and II. Statement III is wrong: Special Training 'shall be provided by a teacher working in the school, or a specially engaged teacher', such teachers being given additional training for the purpose. The minimum period is three months and the maximum two years.\"\n    ]\n  },\n  {\n    \"id\": 79,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"Consider the following statements regarding ICT and digital initiatives and social audit under the revamped scheme:\\nI. Provision has been made for ICT labs, smart classrooms, digital boards, virtual classrooms and DTH channels.\\nII. Support for social audit is to cover at least 20% of schools per year, so that all schools are covered in a period of five years.\\nIII. Social audit is to be conducted exclusively by officials of the State Implementation Society.\\nHow many of the above statements are correct?\",\n    \"options\": [\n      \"Only one\",\n      \"Only two\",\n      \"All three\",\n      \"None\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, items 8 and 9<\/b> support I and II. Statement III is wrong: the social audit is 'also to involve youth volunteers, undergraduate students etc', which is what distinguishes it from departmental inspection.\"\n    ]\n  },\n  {\n    \"id\": 80,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"Consider the following statements regarding the equity and inclusion provisions of the revamped scheme:\\nI. All Kasturba Gandhi Balika Vidyalayas are to be upgraded to class X.\\nII. Enhanced financial support for existing stand-alone Girls' Hostels for classes IX to XII is up to Rs 40 lakh per annum.\\nIII. Self-defence training of three months is to be renamed 'Rani Laxmibai Atma Raksha Prashikshan', with the amount increased from Rs 3000 to Rs 5000 per month.\\nIV. A separate stipend for Children With Special Needs girls is provided at Rs 200 per month for 10 months.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 6<\/b> supports II, III and IV. Statement I understates the upgradation: 'All KGBVs to be upgraded to class XII', which is what enables the smooth transition of girls from the elementary to the senior secondary stage.\"\n    ]\n  },\n  {\n    \"id\": 81,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Gender, equity and inclusion\",\n    \"question\": \"Consider the following statements regarding interventions for girls:\\nI. Provision of free text-books to girls up to Class VIII.\\nII. Provision of gender segregated toilets in all schools.\\nIII. Gender audit of text books and pedagogical practices.\\nIV. Interventions focused on enhancing safety and security of girls in schools including hostels.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Chapter 3 box<\/b> supports all four. The eleven listed interventions also include uniforms to all girls up to Class VIII, teachers' sensitization programmes, self-defence training from classes VI to XII, stipend to CWSN girls, upgradation of KGBVs, and residential quarters for teachers in remote areas.\"\n    ]\n  },\n  {\n    \"id\": 82,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"Consider the following statements regarding vocational education under the revamped scheme:\\nI. Support has been extended to Government aided schools in addition to Government schools.\\nII. Provision is made for a classroom cum workshop in schools serving as a Hub for other schools in the neighbourhood.\\nIII. Grant and the number of job roles are fixed uniformly for all schools irrespective of enrolment.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 7<\/b> supports I and II. Statement III is wrong: 'grant\/number of job roles\/sections linked to enrolment and demand'. Schools serving as spokes receive provision of transport and assessment cost instead of a workshop.\"\n    ]\n  },\n  {\n    \"id\": 83,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding retention:\\nI. School access means merely physical access within a notified distance.\\nII. The scheme aims to achieve the goal of 100% retention from pre-school to senior secondary school.\\nIII. Retention requires proper identification of out-of-school children in the course of micro-planning.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.2.5 and 2.20<\/b> support II and III. Statement I is expressly negated: 'School access is not merely physical access within a notified distance, but also participation and retention of children.' The framework observes that 'The school may be there, but children may not attend.'\"\n    ]\n  },\n  {\n    \"id\": 84,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding composite schools:\\nI. New upper primary schools or sections are to be opened in the campuses of existing primary schools through upgradation.\\nII. Opening of new stand-alone schools is to be the first priority in un-served areas.\\nIII. Secondary schools are to be opened through upgradation of existing upper primary schools, and senior secondary schools through upgradation of secondary schools.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.2.4 and 2.5.1<\/b> support I and III. Statement II inverts the order: 'Opening of new standalone schools should be the last priority which should be done as an exceptional measure only in un-served areas.'\"\n    ]\n  },\n  {\n    \"id\": 85,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"NEP 2020-based new interventions\",\n    \"question\": \"Consider the following statements regarding the quality and innovation provisions of the revamped scheme:\\nI. A Holistic Progress Card showing progress in the cognitive, affective and psychomotor domains is to be introduced.\\nII. Support is provided for activities of PARAKH, the National Assessment Centre.\\nIII. Provision is made for bagless days, school complexes and internships with local artisans.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-NOTE] New interventions, item 5<\/b> supports all three. The same item adds an assessment cell preferably at SCERT, an additional sports grant of up to Rs 25,000 where at least two students of a school win a medal at the Khelo India school games at the National level, and provision for new SCERTs and DIETs.\"\n    ]\n  },\n  {\n    \"id\": 86,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Financial norms and grants\",\n    \"question\": \"Consider the following statements regarding governance of the Composite School Grant:\\nI. There must be transparency in utilization and provision for social audit.\\nII. The grant is to be spent preferably by the Village Education Committee, School Management Committee or School Management and Development Committee.\\nIII. The grant is to be released directly to individual teachers.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>Annexure I, item 15<\/b> supports I and II. Statement III has no basis; the grant covers replacement of non-functional equipment and recurring costs, and must 'involve elements of community contribution'.\"\n    ]\n  },\n  {\n    \"id\": 87,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Financial norms and grants\",\n    \"question\": \"Expenditure on procuring sports equipment for indoor and outdoor games is to be met in convergence with which body?\",\n    \"options\": [\n      \"Khelo India\",\n      \"The Department of Sports\",\n      \"The Ministry of Youth Affairs\",\n      \"The School Management Committee\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>Annexure I, item 23<\/b> \u2014 playgrounds are separately provided 'through MGNREGA ... \/ under convergence with other Govt. departments and with community participation' under item 22, so the two sports-related provisions run through different routes.\"\n    ]\n  },\n  {\n    \"id\": 88,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding senior secondary schools:\\nI. For viability it is desirable to have two sections for each stream, namely Science, Arts and Commerce.\\nII. Four laboratories are provided for a secondary school and one integrated laboratory for a senior secondary school.\\nIII. The norm for classrooms is four classrooms for a two-section school for each stream.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.5.4 and 2.5.6<\/b> support I and III. Statement II reverses the provision: there is '1 integrated Science Laboratory for Secondary School and 4 laboratories for Physics, Chemistry, Biology and Mathematics for Senior Secondary Schools having science streams'.\"\n    ]\n  },\n  {\n    \"id\": 89,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Governance, funding pattern and implementation structure\",\n    \"question\": \"Consider the following statements regarding convergence:\\nI. Convergence is to be ensured at the time of preparation and approval of the Annual Work Plan and Budget so as to avoid overlapping in coverage.\\nII. The Project Approval Board for approval of the Annual Work Plan and Budget would have representatives of the relevant Ministries and States.\\nIII. Playfields and compound walls for Government-run schools in villages may be constructed by mobilising resources under the Mahatma Gandhi National Rural Employment Guarantee Act.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 2.24<\/b> supports all three. The schemes named for convergence include ICDS, the National Child Labour Project, the ADIP Scheme and SIPDA, Pradhan Mantri Kaushal Vikas Yojana, the National Rural Drinking Water Programme, Swachh Bharat Mission, the Multi Sector Development Programme and Khelo India.\"\n    ]\n  },\n  {\n    \"id\": 90,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Gender, equity and inclusion\",\n    \"question\": \"Consider the following statements regarding Kasturba Gandhi Balika Vidyalayas:\\nI. They are to be extended up to class XII for smooth transition of girls from elementary to senior secondary.\\nII. Priority for upgradation is to be given where a girls' hostel has been established in the same campus and there is no secondary or senior secondary school in the vicinity.\\nIII. The cost of electrification and public health engineering installation is to form part of the main estimate.\\nIV. KGBV buildings are exempt from the National Building Code 2016.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>Annexure I, item 26<\/b> supports I to III. Statement IV is negated: 'The buildings will be designed as per National Building Code (NBC) 2016 and structure shall be earthquake resilient and will be fitted with basic fire safety equipments.'\"\n    ]\n  },\n  {\n    \"id\": 91,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Financial norms and grants\",\n    \"question\": \"Consider the following statements regarding library provision:\\nI. Strengthening of school libraries is stated to complement activities under NIPUN Bharat.\\nII. Library provision must involve elements of community contribution.\\nIII. A library is to be established and run in a room of adequate size, the norms for physical space being those of the Bureau of Indian Standards code.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Annexure I, item 7<\/b> supports II and III. Statement I names the wrong initiative: library strengthening is 'In order to complement the activities under Padhe Bharat Badhe Bharat and inculcate the reading habit among students of all ages'.\"\n    ]\n  },\n  {\n    \"id\": 92,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Objectives and interventions\",\n    \"question\": \"Consider the following statements regarding the approach of the scheme:\\nI. The main emphasis is on improving quality by focusing on the two T's, Teacher and Technology.\\nII. Funds are to be allocated on objective criteria based on enrolment of students, committed liabilities, learning outcomes and various performance indicators.\\nIII. Measurable Key Performance Indicators have been developed for every component.\\nHow many of the above statements are correct?\",\n    \"options\": [\n      \"Only one\",\n      \"Only two\",\n      \"All three\",\n      \"None\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.2.8<\/b> and <b>[SS-NOTE] Implementation Process<\/b> support all three. The scheme also 'proposes to give flexibility to the States and UTs to plan and prioritize their interventions within the scheme norms and the overall resource envelope available to them'.\"\n    ]\n  },\n  {\n    \"id\": 93,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding pre-school education:\\nI. To ensure smooth transition from the Anganwadi Centre to the formal school, States and UTs are to locate Integrated Child Development Services centres within the primary school complex.\\nII. Infrastructure available under Anganwadi or ICDS will be utilized for pre-school.\\nIII. Training of Anganwadi workers for pre-school education is to be in line with the NCERT Framework.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 2.3.1 and 2.3.2<\/b> support all three. Broad norms with a detailed mechanism for expansion of pre-school education are 'to be finalised in consultation with MoWCD', and curriculum development is in convergence with that Ministry.\"\n    ]\n  },\n  {\n    \"id\": 94,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following as items included in civil work costs:\\nI. Adaptation of an existing building environment to conform to RTE norms.\\nII. Retro-fitting of an existing building towards hazard resistance.\\nIII. Reconstruction of dilapidated school buildings which are beyond major repairs and declared unsafe by competent engineers.\\nIV. Construction of administrative office buildings for the State Implementation Society.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>Para 2.16<\/b> supports I to III. It also covers construction of building-less schools, reconstruction of dysfunctional toilets and drinking water facilities, and infrastructural interventions under Swachh Vidyalaya. Office building construction is barred outright by Annexure I, item 1.\"\n    ]\n  },\n  {\n    \"id\": 95,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Consider the following statements regarding preference in interventions:\\nI. Preference is to be given to Educationally Backward Blocks, Left Wing Extremism affected districts, Special Focus Districts, Border areas and the 115 Aspirational districts.\\nII. 50% of the proposed physical targets, including new schools, strengthening, ICT in Schools and Vocational Education, are to be focused on North Eastern States, LWE affected Districts, Island territories and other backward areas.\\nIII. Preference is to be given to districts recording the highest Gross Enrolment Ratio.\\nHow many of the above statements are correct?\",\n    \"options\": [\n      \"Only one\",\n      \"Only two\",\n      \"All three\",\n      \"None\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 1.2.7 and 2.9<\/b> support I and II. Statement III inverts the logic of the scheme, which directs resources towards educational deficit rather than towards districts already performing well.\"\n    ]\n  },\n  {\n    \"id\": 96,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Gender, equity and inclusion\",\n    \"question\": \"Consider the following statements regarding the understanding of gender in the framework:\\nI. Gender is a critical cross-cutting equity issue rather than a stand-alone category.\\nII. Girls constitute a homogenous and singular category for the purposes of the equity agenda.\\nIII. Dimensions of location, caste, class, religion, ethnicity and disability intersect with gender to create a complex reality.\\nWhich of the above statements is\/are correct?\",\n    \"options\": [\n      \"I and II only\",\n      \"II and III only\",\n      \"I and III only\",\n      \"I, II and III\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-FW] Paras 3.3(II), 3.4.2 and 3.4.3<\/b> support I and III. Statement II is expressly negated: 'Girls are not a homogenous or singular category and gender does not operate in isolation but in conjunction with other social categories resulting in girls' having to experience multiple forms of disadvantage.'\"\n    ]\n  },\n  {\n    \"id\": 97,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Preference in sanctioning residential schools and hostels is given to Educationally Backward Blocks, Left Wing Extremism affected districts, Special Focus Districts and the 115 aspirational districts identified by which body?\",\n    \"options\": [\n      \"The Ministry of Education\",\n      \"The State Implementation Society\",\n      \"The Project Approval Board of the Department\",\n      \"NITI Aayog\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>Annexure I, item 2(a)<\/b> \u2014 the phrase used is 'the 115 aspirational districts identified by NITI Aayog'. The same NITI Aayog document, the Three-Year Action Agenda, underlies the shift from input-based to outcome-based interventions at <b>Para 1.2.2<\/b>.\"\n    ]\n  },\n  {\n    \"id\": 98,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Child friendly elements described as Building as Learning Aid may be sanctioned for what purpose?\",\n    \"options\": [\n      \"To enhance students' interest in the learning process\",\n      \"To meet the norms and standards prescribed under the RTE Act\",\n      \"To reduce the cost of new school construction\",\n      \"To satisfy barrier-free access requirements\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"<b>Annexure I, item 25, read with Para 2.11.1<\/b> \u2014 'Building as Learning Aid (BALA)' is listed among the upgradation and strengthening components alongside classrooms, laboratories, libraries and playgrounds, and is sanctioned on the State's own proposal.\"\n    ]\n  },\n  {\n    \"id\": 99,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Which external services are to be provided by the States and UTs rather than met from civil work costs?\",\n    \"options\": [\n      \"Classrooms, laboratories, toilets and drinking water facilities\",\n      \"Approach road, sewerage, external electrical and water connections, and drainage\",\n      \"Playgrounds, boundary walls and school gates\",\n      \"Furniture, teaching aids and learning equipment\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"<b>Para 2.15<\/b> \u2014 'External services such as approach road, sewerage, external electrical connections, external water supply connection, drainage etc. shall be provided by the States \/UTs.' Civil work costs under <b>Para 2.16<\/b> cover construction conforming to RTE norms, eco-friendly construction, retro-fitting towards hazard resistance and reconstruction of dilapidated buildings, but not these external connections.\"\n    ]\n  },\n  {\n    \"id\": 100,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Origin, evolution and predecessor schemes\",\n    \"question\": \"Consider the following statements regarding the guiding principles drawn from the Bordia Committee report:\\nI. Penal provisions are to be imposed on parents who fail to enrol their children.\\nII. A holistic view of education, as interpreted in the National Curriculum Framework 2005, is to be taken.\\nIII. Centrality of the teacher, so as to motivate teachers to innovate and create an inclusive classroom culture.\\nIV. A convergent and integrated system of educational management is a pre-requisite for implementation of the RTE law.\\nWhich of the above are correct?\",\n    \"options\": [\n      \"I, II and III only\",\n      \"I, II and IV only\",\n      \"II, III and IV only\",\n      \"I, II, III and IV\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"<b>[SS-FW] Para 1.3.2<\/b> supports II, III and IV. Statement I inverts the sixth principle: 'Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes.'\"\n    ]\n  },\n  {\n    \"id\": 101,\n    \"chapter\": \"Samagra Shiksha\",\n    \"topic\": \"Access, infrastructure and retention\",\n    \"question\": \"Planning and implementation of infrastructure development activities through the School Management Committee or School Management and Development Committee is described in what terms?\",\n    \"options\": [\n      \"As desirable where community capacity permits\",\n      \"As permissible only for works below Rs 10 lakh\",\n      \"As subject to approval by the Project Approval Board\",\n      \"As mandatory\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"<b>Para 2.14<\/b> \u2014 'Construction activities are to be undertaken with community involvement. Planning and implementation by the community through School Management Committee (SMC)\/ School Management and Development Committee (SMDC) in all infrastructure development activities will be mandatory.'\"\n    ]\n  },\n  {\n    \"id\": 102,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"The approved outlay of PM POSHAN for 2021-22 to 2025-26 was \u20b91,30,794.90 crore, of which the Central Government's share is commonly quoted as \u20b954,061.73 crore. Which one of the following explains why the Centre's actual contribution is substantially larger than the quoted figure?\",\n    \"options\": [\n      \"The quoted figure excludes the cost of foodgrains, of about \u20b945,000 crore, which the Centre bears in addition\",\n      \"The quoted figure excludes the State share, which the Centre subsequently reimburses\",\n      \"The quoted figure is expressed at constant prices while the total is at current prices\",\n      \"The quoted figure covers only the first three years of the five-year cycle\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The outlay divides into a Central share of \u20b954,061.73 crore, a State and Union Territory share of \u20b931,733.17 crore, and roughly \u20b945,000 crore borne by the Centre on foodgrains over and above its share. Adding the last of these takes the Centre's contribution to about three-quarters of the total.\",\n      \"The misreading this question targets produces a wrong conclusion about the scheme. Taking \u20b954,061.73 crore as the whole Central contribution makes the Centre appear to bear less than half, which sits oddly with a headline ratio of 60:40 in its favour and would suggest the ratio was not being honoured.\",\n      \"The lesson generalises to every centrally sponsored scheme. The headline ratio applies head by head, and several heads here lie wholly outside it: the cost of foodgrains, carrying a subsidy of roughly \u20b99,000 crore a year, and the cost of moving that grain from Food Corporation of India depots to schools.\"\n    ]\n  },\n  {\n    \"id\": 103,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"The device by which the Supreme Court kept the right-to-food proceedings open, issuing directions from time to time and appointing Commissioners to report back, is known as:\",\n    \"options\": [\n      \"curative jurisdiction\",\n      \"continuing mandamus\",\n      \"epistolary jurisdiction\",\n      \"the doctrine of prospective overruling\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The device is the continuing mandamus. Instead of deciding the case and closing it, the Court retained the matter, issued directions as circumstances required and appointed Commissioners to monitor compliance and report back to it.\",\n      \"This is why more than fifty further orders followed over two decades and why the norms kept moving without any fresh legislation. It also explains why the Court never delivered a final judgment in the matter, and why the case is cited as a process rather than as a precedent on a point of law.\",\n      \"The other options describe unrelated devices. Epistolary jurisdiction concerns the Court entertaining a letter as a petition, curative jurisdiction concerns a final review after dismissal of a review petition, and prospective overruling limits a ruling to future effect.\"\n    ]\n  },\n  {\n    \"id\": 104,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Management, Monitoring and Evaluation (MME) component of PM POSHAN:\\n1. It is fixed at three per cent of the total assistance on foodgrains, cooking cost, honorarium to cook-cum-helpers and transportation assistance.\\n2. The whole of the MME provision is retained and utilised at the Central level.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. The MME provision is three per cent of the aggregate of the four heads named, so it rises and falls with the size of the programme rather than being a fixed sum.\",\n      \"Of that provision, 90 per cent is released to the States and Union Territories and only 10 per cent is retained as the national component. The States in turn assign half of their share to school-level expenditure, which is what puts a small amount of monitoring money in the hands of the institution being monitored.\",\n      \"The related component is innovation and flexibility, fixed at five per cent of the same four heads plus MME. Note that the flexi component is computed on a base that includes MME, so the two are not simply parallel percentages of the same figure.\"\n    ]\n  },\n  {\n    \"id\": 105,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of PM POSHAN:\\n1. It is administered by the Ministry of Women and Child Development.\\n2. It is a Central Sector Scheme in which no State share is payable.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Neither statement is correct. PM POSHAN belongs to the Ministry of Education, and specifically to its Department of School Education and Literacy. It is a Centrally Sponsored Scheme, in which the States and Union Territories bear a share of most components.\",\n      \"Both errors are live rather than artificial. The neighbouring nutrition programme, Mission Poshan 2.0, genuinely does belong to the Ministry of Women and Child Development, so the first confusion is easy to fall into. And some school-sector schemes are indeed Central Sector with no State share, the Eklavya Model Residential Schools being one, so the second is equally plausible on its face.\",\n      \"The distinction matters beyond nomenclature. Because PM POSHAN is centrally sponsored, a State that cannot find its own share cannot draw the central share either, which is the mechanism behind low utilisation. A Central Sector scheme carries no such dependency.\"\n    ]\n  },\n  {\n    \"id\": 106,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): Under PM POSHAN the cooking cost is transferred directly to the bank account of the school.\\nReason (R): The 2021 Cabinet approval made direct benefit transfer a condition of the restructured scheme.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both the assertion and the reason are true, and the reason does explain the assertion. Direct benefit transfer of the cooking cost to the school's own bank account, and of the cook-cum-helper honorarium directly from the State, were conditions attached to the Cabinet approval of September 2021.\",\n      \"The purpose was to cut intermediate handling of scheme money. Before this, the cooking cost travelled through intermediate accounts before reaching the school, and each stage of that journey was a point at which the money could be delayed or diverted.\",\n      \"It is worth noting that of the nine features introduced in 2021, direct benefit transfer is the only one that changed how existing money moves. The others required money the restructuring did not separately provide, which is the distinction that makes this list examinable.\"\n    ]\n  },\n  {\n    \"id\": 107,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the entitlement to a mid-day meal under the National Food Security Act, 2013:\\n1. The entitlement is available on every day of the year, including school holidays.\\n2. The entitlement extends to every child up to Class VIII, or within the age group of six to fourteen years.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. The Act entitles the child to one free mid-day meal every day except on school holidays, which is precisely why the annual entitlement is counted in school days and not calendar days.\",\n      \"The class and age description in the second statement is taken from the Act itself, and the schools covered are those run by local bodies, government schools and government-aided schools. The alignment with the Right to Education age band of six to fourteen is deliberate, since the meal is an instrument for keeping the child in elementary school.\",\n      \"The dropped qualification in statement 1 is a technique worth recognising. A statement can be made false simply by removing an exception, and the examiner does not need to insert anything untrue. Reading for what has been left out is as important as reading for what has been put in.\"\n    ]\n  },\n  {\n    \"id\": 108,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Tithi Bhojan:\\n1. It is a community participation programme under which members of the community provide special food to children on festivals and other occasions.\\n2. On a day on which Tithi Bhojan is organised, it takes the place of the mid-day meal.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. Tithi Bhojan supplements the entitlement and never displaces it, on festivals, birthdays and other occasions of the community's choosing.\",\n      \"The reason it cannot displace the meal is legal rather than administrative. The meal is a statutory entitlement under the National Food Security Act, 2013, and community goodwill cannot discharge a statutory obligation of the State. If the community provides food and the school serves no meal, the entitlement has still been breached.\",\n      \"The same logic applies to every voluntary or philanthropic contribution to the scheme. Any statement suggesting that a donation, a community meal or a corporate contribution substitutes for the entitlement is testing whether the candidate can separate what is owed from what is given.\"\n    ]\n  },\n  {\n    \"id\": 109,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Supreme Court's intervention in the mid-day meal programme:\\n1. The Court directed that every child in a government primary school be provided a cooked mid-day meal.\\n2. The direction was issued in proceedings concerning the right to food.\\n3. The Court specified a minimum calorie and protein content, and a minimum number of school days for which the meal was to be provided.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. The interim order of November 2001, in the right-to-food proceedings brought by the People's Union for Civil Liberties, directed that a cooked mid-day meal be provided and fixed a floor of not less than 300 calories and 8 to 12 grams of protein for at least 200 school days in the year.\",\n      \"The order created no new scheme. It took a scheme that already existed on paper and made it enforceable, which is a different judicial act altogether and the reason the case is cited as a landmark in the enforcement of socio-economic rights rather than in their creation.\",\n      \"The calorie floor has since been raised well above the Court's minimum, to 450 calories at the primary stage and 700 at the upper primary stage. A question that offers 300 calories as the current norm is testing whether the candidate can distinguish the judicial floor of 2001 from the scheme norm in force.\"\n    ]\n  },\n  {\n    \"id\": 110,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following developments in the history of the mid-day meal programme in India:\\n1. Launch of the National Programme of Nutritional Support to Primary Education\\n2. Interim order of the Supreme Court directing the provision of a cooked meal\\n3. Enactment of the National Food Security Act\\n4. Restructuring of the programme as PM POSHAN\\n\\nWhich one of the following is the correct chronological order of the above?\",\n    \"options\": [\n      \"1 - 2 - 3 - 4\",\n      \"2 - 1 - 3 - 4\",\n      \"1 - 3 - 2 - 4\",\n      \"2 - 3 - 1 - 4\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The correct order is 1 - 2 - 3 - 4. The National Programme of Nutritional Support to Primary Education was launched on 15 August 1995, the Supreme Court's interim order came in November 2001, the National Food Security Act was enacted in 2013, and the restructuring as PM POSHAN was approved in September 2021.\",\n      \"The sequence is not merely chronological but causal, and that is what makes it worth learning as a chain rather than as four dates. The 1995 programme supplied grain but most States distributed it dry; the 2001 order insisted on a cooked meal; the 2013 Act converted the benefit into an entitlement; the 2021 restructuring widened coverage and tightened delivery.\",\n      \"Each stage closed a gap the previous one had left open, and each was a different instrument of the State: an executive scheme, a judicial direction, a statute, and then a Cabinet decision. A question on this topic is usually asking whether the candidate can attribute each change to the right organ.\"\n    ]\n  },\n  {\n    \"id\": 111,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the food norms under PM POSHAN:\\n1. Pulses are supplied at the rate of 30 grams per child per school day at the primary stage.\\n2. Vegetables are supplied at the rate of 50 grams per child per school day at the primary stage.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. At the primary stage pulses are 20 grams and vegetables are 50 grams. The figure of 30 grams for pulses belongs to the upper primary stage.\",\n      \"The full set of food norms follows a single pattern: every component is higher at the upper primary stage. Foodgrains run 100 grams against 150, pulses 20 against 30, vegetables 50 against 75, and oil and fat 5 grams against 7.5. Salt and condiments are supplied as required rather than by a fixed quantity.\",\n      \"Because the pattern is uniform, the safest way to hold these figures is to learn the primary column and the multiplier rather than eight separate numbers. A question that transposes one figure between the two stages, as statement 1 does, is the commonest form this topic takes.\"\n    ]\n  },\n  {\n    \"id\": 112,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): Social audit of PM POSHAN was made compulsory in every district.\\nReason (R): Departmental inspection had proved incapable of detecting inflated reporting of the number of meals served.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Compulsory social audit in all districts was introduced on the 2021 restructuring, replacing an earlier position in which social audit was optional or selective.\",\n      \"The rationale lies in a structural weakness of self-reporting. Where the same department both serves the meal and reports the number served, an inflated count survives until an audit finds it, and departmental inspection is poorly placed to find it because the inspector and the reporter belong to the same chain of command.\",\n      \"Social audit shifts verification to a public process involving parents and the community, who know how many children actually ate. It is important to state that it is the counterpart of departmental inspection and not a substitute for it; the scheme retains both, and an answer that treats social audit as replacing inspection misstates the design.\"\n    ]\n  },\n  {\n    \"id\": 113,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the statutory basis of the mid-day meal:\\n1. The entitlement to a mid-day meal is created by the National Food Security Act, 2013.\\n2. The nutritional standards the meal must meet are laid down in a Schedule to that Act.\\n3. The Act obliges the State to identify, prevent and manage child malnutrition.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. Section 5(1)(b) of the National Food Security Act, 2013 creates the entitlement to one free mid-day meal every day except on school holidays. Schedule II prescribes the nutritional standards. Section 6 places on the State the duty to identify, prevent and manage child malnutrition.\",\n      \"The architecture is worth seeing whole. The Act fixes the entitlement, the beneficiary class and the nutritional floor. Everything expressed in rupees, and everything about who pays what share, sits below the Act in scheme guidelines, which is why the rates change far more often than the statute.\",\n      \"That division has a practical consequence. A State cannot lawfully decline to serve the meal, because the entitlement is statutory. But the adequacy of what is served is governed by guidelines that can be revised administratively, and the cook's honorarium is one such figure.\"\n    ]\n  },\n  {\n    \"id\": 114,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"A Joint Review Mission under PM POSHAN is best described as:\",\n    \"options\": [\n      \"a mechanism for independent field assessment of the implementation of the scheme\",\n      \"a body that approves the annual work plan of a State\",\n      \"a committee that fixes the material cost for the year\",\n      \"a grievance redressal forum for parents\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"A Joint Review Mission is an independent field assessment. Its members visit States, examine kitchens, records and delivery on the ground, and report findings that the scheme's own reporting would not surface.\",\n      \"It is worth placing the Mission within the wider set of verification devices. Departmental inspection is internal and continuous, social audit is public and community-based, and the Joint Review Mission is external and periodic. Each catches a different kind of failure, which is why the scheme retains all three.\",\n      \"The Mission neither approves plans nor fixes rates. Approval of the annual outlay belongs to the Programme Approval Board and revision of the material cost is an administrative decision of the Government, so the first and third options describe functions that lie elsewhere.\"\n    ]\n  },\n  {\n    \"id\": 115,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the material cost under PM POSHAN:\\n1. A revision of the material cost applies at the same rate to the primary and the upper primary stages.\\n2. The material cost covers pulses, vegetables, oil and fat, salt and condiments as well as fuel.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. The material cost, formerly called the cooking cost, is a per-child-per-day rate set separately for the two stages, the upper primary rate being the higher of the two. With effect from 1 May 2025 the rates are \u20b96.78 at the primary stage and \u20b910.17 at the upper primary stage.\",\n      \"The composition in statement 2 is the operative definition. It covers everything that goes into the pot other than the foodgrain, plus the fuel to cook it. The foodgrain itself is supplied separately in kind by the Food Corporation of India and does not form part of the material cost.\",\n      \"The rate is revised periodically against rural retail inflation, and the two stage rates move together but never to the same figure. This is one of the two items in the scheme most likely to change next, the other being the date to which the scheme stands extended.\"\n    ]\n  },\n  {\n    \"id\": 116,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Pradhan Mantri Poshan Shakti Nirman (PM POSHAN):\\n1. It replaced a scheme that was until then called the National Programme of Mid Day Meal in Schools.\\n2. It was approved by the Cabinet Committee on Economic Affairs.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The programme has carried three names in its national life: the National Programme of Nutritional Support to Primary Education from 1995, the National Programme of Mid Day Meal in Schools after the 2007 extension to the upper primary stage, and Pradhan Mantri Poshan Shakti Nirman from the approval of 29 September 2021.\",\n      \"The approving authority is worth fixing in the memory. It was the Cabinet Committee on Economic Affairs, not the Union Cabinet as such and not the Ministry of Education by executive order. A restructuring of this size carries a financial memorandum, which is what brings it before the CCEA.\",\n      \"The examinable point behind the renaming is that it was not cosmetic. The 2021 approval brought Bal Vatika into coverage, made social audit compulsory in every district and routed the cooking cost by direct benefit transfer to the school account. What it did not change was the calorie norm.\"\n    ]\n  },\n  {\n    \"id\": 117,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the food security allowance:\\n1. It becomes payable where the mid-day meal is not supplied in a school.\\n2. It comprises the quantity of foodgrains as per the child's entitlement together with the cooking cost.\\n3. It is payable by the fifteenth day of the succeeding month.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. Section 5(2) of the National Food Security Act, 2013 creates the allowance for the day on which the meal does not arrive, it is computed as the foodgrain entitlement plus the cooking cost, and it falls due by the fifteenth of the following month.\",\n      \"The allowance is the provision that converts the entitlement from a declaration into something enforceable. Without it, a failure to serve the meal would leave the child with no remedy at all; with it, the failure creates a monetary liability on the State.\",\n      \"In practice the allowance is rarely claimed, which is itself an examinable observation. An entitlement that requires the beneficiary to know of it, assert it and pursue it will be under-claimed by exactly the households the scheme is designed to reach.\"\n    ]\n  },\n  {\n    \"id\": 118,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Bal Vatika under PM POSHAN:\\n1. It refers to the pre-primary class attached to a government or government-aided primary school.\\n2. Children of Bal Vatika are fed at the upper primary nutritional norm.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. Bal Vatika is the pre-primary class attached to a government or government-aided primary school, and it was brought into the scheme on the 2021 restructuring. Its children are fed at the primary norm of 450 calories and 12 grams of protein, not at the upper primary norm.\",\n      \"The reasoning behind the inclusion comes from the National Education Policy 2020, which treats ages three to eight as a single foundational stage. If the foundational stage begins before Class I, then nutritional support must begin there too, or the scheme would be feeding a child only from the fourth year of a five-year stage.\",\n      \"Note that no separate nutritional standard was framed for the pre-primary child. The scheme extended coverage downward and applied the existing primary norm, which is why a question offering a distinct Bal Vatika calorie figure is offering something that does not exist.\"\n    ]\n  },\n  {\n    \"id\": 119,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of cook-cum-helpers under PM POSHAN:\\n1. The honorarium is paid for twelve months in a year.\\n2. The honorarium is shared between the Centre and the States in the same ratio as the cost of cooking.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. The honorarium is paid for ten months in the year, corresponding to the academic session rather than the calendar year, and it has been shared on the standard scheme ratios since July 2016, having earlier been borne wholly by the Centre.\",\n      \"The figure itself carries the sharpest criticism in the whole scheme. The rate of \u20b91,000 a month has stood unchanged since 1 December 2009, while every other cost head in the scheme has been indexed and revised. Over that period the material cost has been raised repeatedly.\",\n      \"The equity dimension deserves a place in any evaluative answer. The cook-cum-helper workforce numbers roughly 25 lakh and is overwhelmingly female, drawn largely from the same disadvantaged communities the scheme serves. A frozen honorarium therefore transfers the cost of the scheme's stability onto its poorest workers.\"\n    ]\n  },\n  {\n    \"id\": 120,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the coverage of PM POSHAN:\\n1. Children of Bal Vatika attached to government and government-aided primary schools are covered.\\n2. Children studying in Classes IX and X in government schools are covered.\\n3. Children in schools run by the National Child Labour Project are covered.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Statements 1 and 3 are correct and statement 2 is not. Coverage runs from Bal Vatika, the pre-primary class attached to a government or government-aided primary school, up to Class VIII. It has never extended to the secondary stage.\",\n      \"Bal Vatika was the substantive coverage change of the 2021 restructuring, and its rationale comes from the National Education Policy 2020, which treats ages three to eight as a single foundational stage. Nutritional support therefore has to reach the child before formal schooling begins.\",\n      \"Children in National Child Labour Project schools are covered, and at the upper primary foodgrain norm of 150 grams, alongside children in special training centres for out-of-school children. The pattern to hold is that coverage follows the child rather than the institution type, so long as the institution is government, government-aided or locally managed.\"\n    ]\n  },\n  {\n    \"id\": 121,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following pairs:\\n\\nConstitutional provision : Relevance to the mid-day meal\\n1. Article 21 : the right to food read as part of the right to life\\n2. Article 47 : the duty of the State to raise the level of nutrition and the standard of living\\n3. Article 21A : free and compulsory education for children of a specified age group\\n\\nHow many of the pairs given above are correctly matched?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three pairs are correctly matched. Article 21 is the source from which the right to food has been read as part of the right to life. Article 47, a Directive Principle, places on the State the duty to raise the level of nutrition and the standard of living. Article 21A creates the fundamental right to free and compulsory education.\",\n      \"The three together explain why a nutrition programme sits in the education ministry. The meal is simultaneously a nutritional intervention under Article 47, an incident of the right to life under Article 21, and an instrument for realising the right to education under Article 21A by removing hunger as a reason for absence.\",\n      \"For a Mains answer, the sharpest way to put this is that the mid-day meal is where a Directive Principle was converted into an enforceable entitlement, first by judicial direction and then by statute. That trajectory, from Part IV to Part III in practical effect, is the conceptual heart of the topic.\"\n    ]\n  },\n  {\n    \"id\": 122,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): Meeting the prescribed calorie norm under PM POSHAN does not by itself ensure adequate nutrition for the child.\\nReason (R): The meal as commonly served is cereal-heavy and does not close the micronutrient gap.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. A calorie norm is satisfied most cheaply by cereals, and the foodgrain component is the one the Centre supplies free and in kind, so the plate that meets the norm at least cost is a cereal-heavy plate.\",\n      \"Micronutrients come from the components funded out of the material cost, which is where pulses, vegetables and oil sit. Where the material cost is thin relative to prices, the components that carry micronutrients are the first to be squeezed, while the calorie count remains formally satisfied.\",\n      \"This is why the scheme permits supplementary nutrition in aspirational and high-anaemia districts and converges with iron and folic acid supplementation under the anaemia control initiative. An answer that stops at the calorie norm has missed the substance of the nutritional critique.\"\n    ]\n  },\n  {\n    \"id\": 123,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the supply of foodgrains under PM POSHAN:\\n1. The cost of transporting foodgrains from the Food Corporation of India depot to the school is borne by the State Government.\\n2. Foodgrains are to be supplied by the Food Corporation of India at a grade not below Fair Average Quality.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. Fair Average Quality is the minimum grade at which the Corporation may release grain to the scheme, and it is the benchmark against which a complaint about grain quality is judged.\",\n      \"The transport of that grain is met fully by the Centre, along with the grain itself, in every State and Union Territory. Transport assistance is provided at the prevailing rates of the Public Distribution System, subject to a ceiling. Placing this cost on the State confuses the wholly central heads with the shared ones.\",\n      \"Two heads stand entirely outside the 60:40 and 90:10 arrangement: the cost of foodgrains, running to roughly \u20b99,000 crore a year in grain subsidy, and the cost of moving it. Roughly 26 lakh metric tonnes of grain are allocated annually. Any question about who pays for what under this scheme is usually testing whether these two exclusions are known.\"\n    ]\n  },\n  {\n    \"id\": 124,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the origins of the mid-day meal programme in India:\\n1. A city corporation in Madras began a school feeding programme as early as 1925.\\n2. Tamil Nadu introduced a state-wide noon meal scheme under the Chief Ministership of K. Kamaraj in the early 1960s.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Madras municipal corporation ran a school feeding programme from 1925, which is the earliest organised antecedent in India. The state-wide expansion in the then Madras State under K. Kamaraj in the early 1960s turned a municipal experiment into a state programme.\",\n      \"This sequence matters because it establishes that the mid-day meal is not a central invention. By 1990-91 twelve States were running their own schemes from their own budgets, and the Union Government's role began as one of supplying free foodgrains rather than of designing the programme.\",\n      \"The examinable contrast is with the pattern of most other schemes in the education sector, where the Centre designs and the States implement. Here the States acted first and the Centre followed, which is why the scheme has always carried a strong State-level character and wide variation in practice.\"\n    ]\n  },\n  {\n    \"id\": 125,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the funding of PM POSHAN:\\n1. The cost of foodgrains is borne entirely by the Central Government in all States and Union Territories.\\n2. For the north-eastern States and the Himalayan States, the cost of cooking is shared between the Centre and the State in the ratio of 90:10.\\n3. In Union Territories without legislature the entire cost is borne by the Central Government.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. Foodgrains and their transport are wholly central everywhere. The cooking cost and the other shared heads follow 60:40 for general States and Union Territories with legislature, 90:10 for the eight north-eastern States together with Himachal Pradesh, Uttarakhand and the Union Territory of Jammu and Kashmir, and 100 per cent central for Union Territories without legislature.\",\n      \"The 90:10 category is defined by terrain and access rather than by income, which is why Himachal Pradesh and Uttarakhand sit in it alongside the north-eastern States. The same three-tier structure governs Samagra Shiksha and PM SHRI, so learning it once serves for several schemes.\",\n      \"Delhi and Puducherry, having legislatures, fall in the 60:40 category. That is a point on which questions are often built, since both are Union Territories and the instinct is to place them in the wholly central tier.\"\n    ]\n  },\n  {\n    \"id\": 126,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of PM POSHAN as it stands at present:\\n1. It covers roughly eleven crore children in about ten lakh schools.\\n2. The allocation for the scheme in the Union Budget 2026-27 was reduced below the previous year's level.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. The scheme presently reaches about 11.20 crore children in roughly 10.36 lakh schools, which makes it one of the largest school feeding programmes anywhere.\",\n      \"The allocation for 2026-27 was \u20b912,750 crore, an increase over the preceding year rather than a reduction, amounting to about nine per cent of the Ministry of Education's total allocation. A rising allocation alongside a temporary extension is the combination that signals continuation of the scheme rather than its closure.\",\n      \"The caution to carry is that a budget estimate is not an expenditure. Releases under this scheme have persistently fallen short of budget estimates, so a rising allocation establishes intent and not delivery. Any evaluation should compare the estimate with the revised estimate and with actual releases to States.\"\n    ]\n  },\n  {\n    \"id\": 127,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of PM POSHAN:\\n1. The innovation and flexibility component carries a separate budgetary provision in addition to the scheme outlay.\\n2. School Nutrition Gardens are financed from the innovation and flexibility component.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. The component is fixed at five per cent of the aggregate of foodgrain cost, cooking cost, transport, honorarium and MME, and it carries no additional budgetary support. It is met from funds already available within the scheme.\",\n      \"That single fact explains a good deal about the scheme's newer features. School Nutrition Gardens and supplementary nutrition for aspirational and high-anaemia districts are both financed from this component, which means they compete with each other for the same pool rather than each having its own allocation.\",\n      \"For an evaluative answer this is the more useful criticism than a general complaint about underfunding. The scheme identified the right interventions and then declined to fund them separately, so their reach depends on what is left after the core heads are met.\"\n    ]\n  },\n  {\n    \"id\": 128,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the National Programme of Nutritional Support to Primary Education (NP-NSPE):\\n1. It was launched as a centrally sponsored scheme on 15 August 1995.\\n2. Under it, the Central Government supplied free foodgrains and most States distributed dry rations rather than serving a cooked meal.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. NP-NSPE was launched on 15 August 1995 and supplied free foodgrains to every block in the country. In practice, however, most States distributed the grain as a dry ration to be taken home rather than cooking and serving a meal in school.\",\n      \"That gap between the design and the practice is the entire reason the Supreme Court intervened in 2001. A dry ration transfers food to the household; it does not guarantee that the child eats, does not draw the child to school, and does not create the shared meal that carries the programme's social effect.\",\n      \"For an answer on the evolution of the scheme, the useful sequence is: national supply of grain from 1995, judicial insistence on a cooked meal from 2001, and statutory entitlement from 2013. Each stage closed a gap the previous one had left open.\"\n    ]\n  },\n  {\n    \"id\": 129,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following features associated with PM POSHAN:\\n1. Tithi Bhojan\\n2. School Nutrition Garden\\n3. Vocal for Local\\n\\nWhich of the above were introduced or given formal shape when the scheme was restructured in 2021?\",\n    \"options\": [\n      \"1 and 2 only\",\n      \"2 and 3 only\",\n      \"1 and 3 only\",\n      \"1, 2 and 3\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three belong to the set of features that the 2021 restructuring introduced or formalised. Tithi Bhojan is community participation on festivals and occasions, School Nutrition Gardens supply fresh vegetables from the school premises, and Vocal for Local brings Farmer Producer Organisations and women's Self Help Groups into implementation.\",\n      \"The nine features of 2021 group naturally by what they change. Reach was extended by Bal Vatika and by targeted supplementary nutrition. Participation was given form by Tithi Bhojan, nutrition gardens, cooking competitions and Vocal for Local. Assurance was strengthened by direct benefit transfer, compulsory social audit and field visits by students and trainee teachers.\",\n      \"Note that guidelines for School Nutrition Gardens were issued in October 2019, before the restructuring, and more than three lakh schools had already developed such gardens by 2021. The restructuring gave the practice a place in the scheme's own architecture rather than inventing it.\"\n    ]\n  },\n  {\n    \"id\": 130,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the coverage of PM POSHAN:\\n1. Children enrolled in special training centres for out-of-school children are covered under the scheme.\\n2. Children studying in private unaided schools are covered under the scheme.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. Children in special training centres, which are the mechanism under the Right to Education framework for bringing out-of-school children to an age-appropriate level, are covered. Private unaided schools fall outside the scheme entirely.\",\n      \"The coverage rule is best remembered by management rather than by institution type. Government schools, government-aided schools and schools run by local bodies are in, and so are schools of the National Child Labour Project and special training centres. A privately managed school receiving no government aid is out, however poor its students may be.\",\n      \"This carries a distributional consequence worth stating in any answer on equity. A child from a household below the poverty line enrolled in a low-fee private school receives no meal, while a better-off child in a government school does. The scheme targets the institution and not the household, which is a deliberate design choice with a real cost, and it is the same boundary that governs the Right to Education entitlements delivered alongside the meal.\"\n    ]\n  },\n  {\n    \"id\": 131,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following as outcomes attributed to the mid-day meal programme:\\n1. Improvement in enrolment and attendance in elementary schools\\n2. Employment for a largely female workforce of cook-cum-helpers\\n3. Erosion of caste-based practices through the daily practice of common dining\\n\\nWhich of the above are commonly cited in evaluations of the programme?\",\n    \"options\": [\n      \"1 and 2 only\",\n      \"1, 2 and 3\",\n      \"2 and 3 only\",\n      \"1 and 3 only\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"All three are commonly cited. The enrolment and attendance effect is the oldest claim made for the programme and the reason it was originally located in the education ministry rather than a health or welfare department.\",\n      \"The employment effect is substantial and often overlooked. The scheme sustains a workforce of roughly 25 lakh cook-cum-helpers, overwhelmingly female and drawn largely from the same disadvantaged communities the meal serves. This is also what makes the frozen honorarium an equity question and not merely a cost question.\",\n      \"The social effect is the one that distinguishes this scheme from a cash transfer or a take-home ration. Children of different castes eating the same food from the same kitchen, every school day, is a daily practice rather than an occasional campaign, and it is the argument for a cooked meal in school over any cheaper alternative.\"\n    ]\n  },\n  {\n    \"id\": 132,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the nutritional norms under PM POSHAN:\\n1. A child at the primary stage is to be provided 450 calories and 12 grams of protein per school day.\\n2. A child at the upper primary stage is to be provided 700 calories and 20 grams of protein per school day.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct, and both figures have stood unchanged since October 2007. Bal Vatika children are fed at the primary norm, since the pre-primary class was brought in without a separate nutritional standard being framed for it.\",\n      \"The stability of these numbers is itself significant. When the scheme was restructured in 2021 the coverage widened, the delivery arrangements changed and new participatory components were added, but the calorie and protein norms were left exactly where they were. A question suggesting the norms were revised upward in 2021 is testing that point.\",\n      \"The related criticism worth carrying into an answer is that meeting a calorie norm is not the same as meeting a nutritional need. The plate that satisfies 450 calories is typically cereal-heavy, and the micronutrient gap remains, which is why supplementary nutrition was permitted in aspirational and high-anaemia districts.\"\n    ]\n  },\n  {\n    \"id\": 133,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT a component of PM POSHAN for which financial assistance is provided?\",\n    \"options\": [\n      \"Transportation assistance for the movement of foodgrains\",\n      \"Honorarium to cook-cum-helpers\",\n      \"Management, Monitoring and Evaluation\",\n      \"Salary of a nutritionist posted in every school\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The scheme provides no post of nutritionist in schools and funds no such salary. The components for which assistance flows are the cost of foodgrains, transportation assistance, material cost, honorarium to cook-cum-helpers, kitchen-cum-store and kitchen devices, Management Monitoring and Evaluation at three per cent, and innovation and flexibility at five per cent.\",\n      \"The distractor is constructed to be attractive because a nutrition programme might reasonably be expected to employ nutritionists. It does not. Nutritional expertise enters the scheme through the norms prescribed in Schedule II of the National Food Security Act and through convergence with the health system, not through school-level posts.\",\n      \"This is the general shape of a component question in this scheme. The examiner offers three genuine heads and one plausible-sounding function that the scheme delegates elsewhere, and the candidate is expected to know the closed list.\"\n    ]\n  },\n  {\n    \"id\": 134,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Year under PM POSHAN)\\nA. 1925\\nB. 1995\\nC. 2001\\nD. 2021\\n\\nList-II (Development)\\n1. A municipal corporation begins school feeding in Madras\\n2. A national programme supplying free foodgrains to every block is launched\\n3. The Supreme Court directs that a cooked meal be provided\\n4. The scheme is renamed and restructured\",\n    \"options\": [\n      \"A-1, B-2, C-3, D-4\",\n      \"A-1, B-3, C-2, D-4\",\n      \"A-2, B-1, C-3, D-4\",\n      \"A-1, B-2, C-4, D-3\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The sequence runs from municipal experiment to national supply to judicial compulsion to statutory restructuring. The Madras municipal corporation fed schoolchildren from 1925; the National Programme of Nutritional Support to Primary Education was launched on 15 August 1995; the Supreme Court's interim order came in November 2001; and the Cabinet Committee on Economic Affairs approved PM POSHAN on 29 September 2021.\",\n      \"The logic behind the sequence is more useful than the dates. Each stage closed a gap the previous one had left. Local initiative proved the idea worked but reached few. National supply reached everywhere but delivered dry rations. Judicial direction insisted the grain be cooked and served. Statutory entitlement, in 2013, made the obligation enforceable as of right rather than by order of court.\",\n      \"A point often missed is that the States acted before the Centre. Twelve States were running their own schemes from their own budgets by 1990-91, which is why this scheme has always carried a strong State character and wide variation in practice, unlike schemes designed centrally and pushed downward.\"\n    ]\n  },\n  {\n    \"id\": 135,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following statements about the food security allowance under the National Food Security Act, 2013 is NOT correct?\",\n    \"options\": [\n      \"It becomes payable when the mid-day meal is not supplied in a school\",\n      \"It is payable only where the failure to serve the meal continues for three consecutive school days\",\n      \"It comprises the foodgrain entitlement together with the cooking cost\",\n      \"It is payable by the fifteenth day of the succeeding month\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The fourth statement is not correct. The allowance is attracted by a single day on which the meal is not supplied; there is no requirement that the failure persist for three days before the entitlement arises.\",\n      \"The three-day threshold belongs to a different provision altogether. Under the Mid Day Meal Rules, 2015, a failure continuing for three consecutive school days attracts the fixing of responsibility, which is an accountability consequence for the administration rather than a condition of the child's entitlement.\",\n      \"Distinguishing the two is the substance of this question. One day without a meal creates a monetary liability towards the child; three days without a meal creates a disciplinary question about who allowed it. Conflating them would leave a child unfed for two days with no remedy at all.\"\n    ]\n  },\n  {\n    \"id\": 136,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Mid Day Meal Rules, 2015:\\n1. Where foodgrains or funds are not available, the head of the school may utilise any amount available in the school for the purpose of serving the meal.\\n2. Where the meal is not served for three consecutive school days, responsibility for the failure is required to be fixed.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct, and read together they are the most important pair of provisions in the Rules for a serving school head. The emergency power in the first makes serving the meal the default position and treats the absence of funds as no defence.\",\n      \"The responsibility-fixing requirement in the second is what converts a repeated failure from a supply problem into an accountability one. A single day's failure attracts the food security allowance; a run of failures attracts an inquiry into who allowed it.\",\n      \"For a Principal or Vice-Principal candidate this is not merely examinable but operational. The Rules place the duty on the head of the institution personally, and the emergency power exists precisely so that the head cannot plead a delayed release as the reason children went unfed.\"\n    ]\n  },\n  {\n    \"id\": 137,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of convergence under PM POSHAN:\\n1. Children covered by the scheme are also to receive health check-ups and deworming under the school health programme.\\n2. Iron and folic acid supplementation reaches these children through a national anaemia control initiative.\\n3. Health and Wellness Ambassadors under Ayushman Bharat carry health messaging into the same schools.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. The school is treated as a single delivery point at which nutrition, health screening, micronutrient supplementation and health education all reach the same child.\",\n      \"This convergence is the answer to the most obvious criticism of the scheme, which is that a cereal-heavy plate meeting a calorie norm does not close the micronutrient gap. Anaemia Mukt Bharat supplies the iron and folic acid supplementation and deworming address deficiencies that the meal by itself cannot, and health check-ups detect what neither addresses.\",\n      \"For an answer the framing that carries most weight is that PM POSHAN is not a stand-alone nutrition programme but the nutritional limb of a school health system. Its outcomes therefore depend on the functioning of programmes that belong to a different ministry, which is both its strength and a source of coordination failure.\"\n    ]\n  },\n  {\n    \"id\": 138,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"On a particular school day the mid-day meal is not served in a school because foodgrains were not available. The child is entitled to:\",\n    \"options\": [\n      \"a food security allowance comprising the foodgrain entitlement together with the cooking cost\",\n      \"nothing, since the failure was beyond the control of the school\",\n      \"a double portion on the following school day\",\n      \"a cash payment equal to the material cost alone\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Section 5(2) of the National Food Security Act, 2013 creates the food security allowance for the day on which the meal is not supplied. It is computed as the quantity of foodgrains the child was entitled to plus the cooking cost, and it falls due by the fifteenth of the following month.\",\n      \"Two features of the provision deserve attention. It is attracted by a single day's failure, with no requirement that the failure persist. And it is not discretionary or conditional on the reason for the failure, so unavailability of grain is no answer to the claim.\",\n      \"The allowance is what converts the entitlement from a declaration into something enforceable, because a failure now creates a monetary liability on the State. In practice it is rarely claimed, which is an examinable observation in itself: an entitlement that must be known, asserted and pursued will be under-claimed by exactly the households the scheme exists to serve.\"\n    ]\n  },\n  {\n    \"id\": 139,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Component under PM POSHAN)\\nA. Material cost\\nB. Management, Monitoring and Evaluation\\nC. Innovation and flexibility\\nD. Transportation assistance\\n\\nList-II (Basis on which it is computed)\\n1. Three per cent of the assistance on foodgrains, cooking cost, honorarium and transport\\n2. A rate per child per school day\\n3. Five per cent of those four heads taken together with MME\\n4. Prevailing Public Distribution System rates, subject to a ceiling\",\n    \"options\": [\n      \"A-1, B-2, C-4, D-3\",\n      \"A-2, B-1, C-3, D-4\",\n      \"A-2, B-3, C-1, D-4\",\n      \"A-4, B-1, C-3, D-2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Each component of the scheme is computed on a different basis, and that is the point being tested. The material cost is a rate per child per school day, currently \u20b96.78 at the primary stage and \u20b910.17 at the upper primary stage. Transportation assistance follows Public Distribution System rates with a ceiling.\",\n      \"The two percentage components differ in their base, which is where candidates go wrong. MME is three per cent of four heads: foodgrains, cooking cost, honorarium and transport. Innovation and flexibility is five per cent of those same four heads plus MME itself, so its base is larger than that of MME.\",\n      \"The practical consequence is that these components are elastic rather than fixed. As the scheme grows, the money for monitoring and for new activities grows with it automatically, without any separate decision. But it also means that when releases fall short, monitoring and innovation shrink in step with delivery.\"\n    ]\n  },\n  {\n    \"id\": 140,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of food safety under PM POSHAN:\\n1. Samples of the cooked meal are required to be tested in a laboratory accredited for the purpose, once every month.\\n2. Ingredients purchased locally are required to conform to AGMARK or equivalent standards.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Monthly laboratory testing of the cooked meal in an accredited laboratory is prescribed, and locally purchased ingredients must meet AGMARK or an equivalent standard.\",\n      \"There are therefore two distinct quality regimes operating on the same plate. Foodgrains supplied by the Food Corporation of India must be of a grade not below Fair Average Quality, while everything bought in the local market must meet AGMARK. Confusing the two benchmarks is a common error.\",\n      \"The safety architecture extends beyond ingredients. The kitchen is to be located away from classrooms to reduce risk, fire safety arrangements are required, and the head of the school carries responsibility for hygiene. Food safety incidents in the scheme have historically arisen from stored ingredients and cooking practice rather than from the grain itself.\"\n    ]\n  },\n  {\n    \"id\": 141,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. PM POSHAN and Mission Poshan 2.0 are administered by the same Ministry.\\n2. PM POSHAN covers children below six years of age through Anganwadi centres.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Neither statement is correct. PM POSHAN is a Ministry of Education scheme delivered through the school kitchen to children of Bal Vatika and Classes I to VIII. Mission Poshan 2.0 belongs to the Ministry of Women and Child Development and reaches children below six, pregnant women and lactating mothers through Anganwadi centres.\",\n      \"The two are constantly conflated because both concern child nutrition and both use the word poshan. The reliable separators are the delivery point and the age band: school kitchen and six to fourteen for one, Anganwadi centre and below six for the other.\",\n      \"Two further separators are worth carrying. PM POSHAN rests on Section 5(1)(b) of the National Food Security Act and the Mid Day Meal Rules, 2015, while the supplementary nutrition programme rests on a different limb of the same Act. And Mission Poshan 2.0 is monitored on the Poshan Tracker, with Rashtriya Poshan Maah observed each September.\"\n    ]\n  },\n  {\n    \"id\": 142,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Under PM POSHAN, a school with an enrolment of 260 children is to be provided assistance for kitchen devices. The applicable rate is the one prescribed for schools with:\",\n    \"options\": [\n      \"251 children and above\",\n      \"up to 100 children\",\n      \"101 to 250 children\",\n      \"enrolment being irrelevant, a uniform rate applying to all schools\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Assistance for kitchen devices is provided in slabs that rise with enrolment, and the highest slab applies to schools with 251 children and above. A school of 260 falls in that slab.\",\n      \"The slab structure reflects a real feature of kitchen economics. The cost of equipping a kitchen does not rise in proportion to the number of children fed: a school of fifty and a school of three hundred both need a stove, vessels and storage, and what changes with size is capacity rather than the range of equipment. A per-child rate would therefore over-fund large schools and starve small ones.\",\n      \"Kitchen devices are distinct from the kitchen-cum-store, which is a construction item combining the cooking space and the grain store in one structure. The siting requirement attaches to the latter: the kitchen is to be located away from classrooms so that smoke, heat and fire risk are kept clear of where children sit.\"\n    ]\n  },\n  {\n    \"id\": 143,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Body under PM POSHAN)\\nA. Programme Approval Board\\nB. School Management Committee\\nC. Joint Review Mission\\nD. National Steering-cum-Monitoring Committee\\n\\nList-II (Function)\\n1. Approves the annual outlay proposed by a State\\n2. Monitors the meal at the level of the school\\n3. Independent field assessment of implementation\\n4. Oversight of the scheme at the national level\",\n    \"options\": [\n      \"A-2, B-1, C-4, D-3\",\n      \"A-1, B-2, C-3, D-4\",\n      \"A-1, B-2, C-4, D-3\",\n      \"A-4, B-2, C-3, D-1\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The four bodies perform four different kinds of function, and separating them is the substance of this question. The Programme Approval Board, chaired by the Secretary of the Department of School Education and Literacy, decides prospectively what may be spent. The School Management Committee watches the meal daily at the point of delivery.\",\n      \"The Joint Review Mission is evaluative and periodic, going into the field to see what is happening rather than reading reports about it. The National Steering-cum-Monitoring Committee provides continuing oversight at the national level, mirrored by a State Steering-cum-Monitoring Committee below it.\",\n      \"Note that the School Management Committee is constituted under the Right of Children to Free and Compulsory Education Act, 2009, not under the food security legislation. One statute's institution is used to deliver another statute's entitlement, which is a recurring feature of the school education sector and a favoured basis for questions.\"\n    ]\n  },\n  {\n    \"id\": 144,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of infrastructure support under PM POSHAN:\\n1. Assistance is provided for the construction of a kitchen-cum-store in the school.\\n2. Assistance for kitchen devices is provided on a scale graded by the enrolment of the school.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The scheme funds a kitchen-cum-store as a separate structure, and provides for kitchen devices such as cooking utensils and storage containers on a slab basis, the assistance rising with the number of children enrolled.\",\n      \"The graded scale reflects a practical reality. A school cooking for forty children and one cooking for four hundred need different equipment, and a flat per-school grant would over-provide for the first and starve the second. The highest slab applies to schools with enrolment of 251 and above.\",\n      \"The reason a kitchen-cum-store is funded as a distinct structure rather than as a room in the school building is safety. Locating cooking away from classrooms reduces fire risk and separates food storage from teaching space, and it is also what allows the kitchen to be secured independently.\"\n    ]\n  },\n  {\n    \"id\": 145,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Provision of the National Food Security Act, 2013)\\nA. Section 5(1)(b)\\nB. Section 5(2)\\nC. Section 6\\nD. Schedule II\\n\\nList-II (Content)\\n1. Entitlement to one free mid-day meal every day except on school holidays\\n2. Food security allowance where the meal is not supplied\\n3. Duty of the State to identify, prevent and manage child malnutrition\\n4. Nutritional standards the meal must meet\",\n    \"options\": [\n      \"A-2, B-1, C-3, D-4\",\n      \"A-1, B-2, C-4, D-3\",\n      \"A-4, B-3, C-1, D-2\",\n      \"A-1, B-2, C-3, D-4\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The four provisions form a complete architecture and are worth holding together. Section 5(1)(b) creates the entitlement, Section 5(2) creates the remedy when the entitlement is not honoured, Section 6 places a wider duty on the State regarding malnutrition, and Schedule II fixes the nutritional content.\",\n      \"What is significant is the division of labour between the statute and the guidelines. Everything in the Act is about the right, the beneficiary and the nutritional floor. Nothing in the Act is expressed in rupees. The material cost, the honorarium and the sharing ratios all sit below it in scheme guidelines, which is why they change far more often than the law.\",\n      \"This division has a direct practical effect. A State cannot lawfully decline to serve the meal, because the entitlement is statutory and Schedule II sets what it must contain. But the adequacy of the money provided to serve it is governed by administrative decision, and the cook's honorarium frozen since 2009 is the clearest illustration.\"\n    ]\n  },\n  {\n    \"id\": 146,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Under PM POSHAN, a school purchases vegetables locally from a vendor whose produce carries no AGMARK or equivalent certification. The objection to this is that:\",\n    \"options\": [\n      \"the ingredients do not conform to the quality standard prescribed for the scheme\",\n      \"the expenditure exceeds the material cost permissible per child\",\n      \"local purchase of ingredients is not permitted under the scheme\",\n      \"the vendor is required to be a Farmer Producer Organisation\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Ingredients purchased locally must meet AGMARK or an equivalent standard. The objection is therefore one of quality, not of price or of procurement route.\",\n      \"Local purchase is expressly encouraged rather than prohibited, which disposes of the third option. Under the Vocal for Local approach the scheme encourages the use of locally grown traditional food items and the involvement of Farmer Producer Organisations and women's Self Help Groups. But encouragement of a category of supplier is not a requirement to buy only from it, which disposes of the fourth.\",\n      \"Three different quality benchmarks operate at three different points in the chain, and questions on food safety usually turn on keeping them apart. Fair Average Quality governs the grain the Food Corporation of India releases, AGMARK governs what else enters the kitchen, and monthly laboratory testing governs the cooked meal that leaves it.\"\n    ]\n  },\n  {\n    \"id\": 147,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"In a school the mid-day meal is not served for four consecutive school days. Apart from the liability to pay the food security allowance, what does the position attract?\",\n    \"options\": [\n      \"Closure of the school pending an inquiry\",\n      \"Fixing of responsibility for the failure\",\n      \"Forfeiture by the State of the central share for that month\",\n      \"Dissolution of the School Management Committee\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Under the Mid Day Meal Rules, 2015, a failure to serve the meal for three consecutive school days requires responsibility for that failure to be fixed. Four days is therefore well past the threshold.\",\n      \"The significance lies in the change of character. A single day's failure creates a monetary liability towards the child, discharged by the allowance. A run of days converts the same facts into an accountability question about who allowed a statutory entitlement to lapse repeatedly, which no payment discharges.\",\n      \"The distractors describe consequences the scheme does not provide. Closing the school would deprive children of both education and the meal. Forfeiture of the central share would punish the children rather than the administration. And the School Management Committee is the monitoring body, so dissolving it would remove the very institution meant to prevent the failure.\"\n    ]\n  },\n  {\n    \"id\": 148,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of PM POSHAN:\\n1. Supplementary nutrition items may be provided to children in aspirational districts and in districts with a high prevalence of anaemia.\\n2. This provision is made under the innovation and flexibility component of the scheme.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct, and read together they mark a genuine shift in the scheme's logic. Until this provision the nutritional response was flat across the country; a child in a district with severe anaemia received the same plate as a child in a district without it.\",\n      \"The targeting criteria are worth noting because they combine two different classifications. Aspirational districts are identified for concentrated development effort across sectors, while high-anaemia districts are identified on a health indicator. A district may qualify on either ground.\",\n      \"The limitation is that the provision is funded from the flexi component, which has no separate budget and is met from funds already available. So the scheme has correctly identified where extra nutrition is needed and has left the financing of it to compete with nutrition gardens and other flexi uses for the same five per cent.\"\n    ]\n  },\n  {\n    \"id\": 149,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Foodgrains have not reached a school and the funds for the material cost are exhausted, but money is available in the school for other purposes. Under the Mid Day Meal Rules, 2015, the head of the school should:\",\n    \"options\": [\n      \"suspend the meal and report the position to the Block Education Officer\",\n      \"serve a reduced meal within the grain that remains\",\n      \"collect contributions from parents to meet the shortfall\",\n      \"utilise any amount available in the school for the purpose of serving the meal\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Rules expressly authorise the head of the school to utilise any amount available in the school to serve the meal where foodgrains or funds are not available, and to seek reimbursement afterwards. For a school head this is the single most important rule in the scheme.\",\n      \"The design intention is to make serving the meal the default and to remove the absence of funds as a defence. If the head could suspend the meal for want of money, the statutory entitlement would fail on precisely the days it matters most, and the child would be left with an allowance claim instead of food.\",\n      \"The other options each fail for a distinct reason. Suspending the meal breaches the entitlement. Serving a reduced meal breaches the nutritional standard in Schedule II. Collecting contributions from parents converts a free entitlement into a paid service, which no scheme provision permits.\"\n    ]\n  },\n  {\n    \"id\": 150,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"The amount spent per school in a year under PM POSHAN is far lower than that under PM SHRI. The principal reason is that:\",\n    \"options\": [\n      \"PM POSHAN must reach every eligible school in the country, whereas PM SHRI concentrates its outlay on a selected set of schools\",\n      \"PM POSHAN is a Central Sector Scheme while PM SHRI is centrally sponsored\",\n      \"PM SHRI is funded wholly by the Central Government\",\n      \"PM POSHAN operates on a shorter approval cycle than PM SHRI\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The contrast is between a universal scheme and an exemplar scheme, and it is the single most useful comparison in this whole subject. PM POSHAN reaches roughly 10.36 lakh schools, so its per-school intensity is necessarily thin. PM SHRI concentrates its outlay on about 14,500 selected schools, which works out to roughly \u20b92 crore per school over five years.\",\n      \"Neither figure is a measure of generosity. A universal entitlement is designed to reach everyone at a sustainable unit cost; a demonstration scheme is designed to show what full implementation looks like in a few places and to mentor the rest. They answer different questions and are funded accordingly.\",\n      \"The first and third options are simply wrong on the facts: PM POSHAN is centrally sponsored, and so is PM SHRI, with the same 60:40, 90:10 and hundred per cent tiers. The fourth is irrelevant, since both were approved for five-year cycles aligned to the same Finance Commission award period.\"\n    ]\n  },\n  {\n    \"id\": 151,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"A general category State finds itself unable to provide its share of the cost of the PM POSHAN scheme for a financial year. The most direct consequence is that:\",\n    \"options\": [\n      \"the Central Government releases its share in full irrespective of the State's position\",\n      \"the State is unable to draw the corresponding central share, and the money remains unspent\",\n      \"the scheme stands suspended in that State by order of the Programme Approval Board\",\n      \"the shortfall is met from the innovation and flexibility component\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Because PM POSHAN is a Centrally Sponsored Scheme with most heads shared 60:40 in a general State, the central share is released against the State finding its own forty per cent. A State that cannot raise its share therefore cannot use the central share either.\",\n      \"This is the mechanism behind low utilisation, and it is often misdescribed as administrative failure. Where releases arrive late in the financial year, the State must mobilise its matching share at short notice or leave central money unspent, so a low utilisation figure frequently records a timing problem rather than an absence of need.\",\n      \"Note that this dependency does not arise for the wholly central heads. Foodgrains and their transport are met entirely by the Centre everywhere, so grain continues to flow even where the State's cash position is weak. A Central Sector scheme, such as the Eklavya Model Residential Schools, carries no such matching requirement at all.\"\n    ]\n  },\n  {\n    \"id\": 152,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the participatory features of PM POSHAN:\\n1. Cooking competitions from the village level up to the national level are encouraged, to promote ethnic cuisine and innovative menus.\\n2. Students of eminent universities and trainee teachers of institutes of education are to be facilitated to visit schools for monitoring and inspection.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Cooking competitions are encouraged at every level from the village upwards, with the stated purpose of promoting traditional cuisine and menus built on locally available ingredients and vegetables.\",\n      \"Field visits by students of eminent universities and institutions, and by trainee teachers of Regional Institutes of Education and District Institutes of Education and Training, are a monitoring provision rather than an educational one. The reasoning is that an observer with no stake in the reported figures sees a different kitchen from the one an inspector in the same department sees.\",\n      \"Both belong to the group of 2021 features that widened participation rather than reach or assurance. Their common feature is that they cost the scheme little and depend on mobilisation, which is also why their coverage varies sharply between States.\"\n    ]\n  },\n  {\n    \"id\": 153,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"The community at a village has arranged Tithi Bhojan at the school on a particular day, and the head of the school proposes not to cook the mid-day meal that day. This course of action is:\",\n    \"options\": [\n      \"permissible, since the children will in any case be fed\",\n      \"permissible with the approval of the School Management Committee\",\n      \"permissible only if the community meal satisfies the prescribed calorie norm\",\n      \"impermissible, because the meal is a statutory entitlement which community provision cannot discharge\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Tithi Bhojan supplements the entitlement and never displaces it. The reason is legal rather than administrative: the meal is an entitlement under the National Food Security Act, 2013, and an obligation cast on the State by statute cannot be discharged by the voluntary act of a third party.\",\n      \"If the community provides food and the school serves no meal, the entitlement has been breached even though no child went hungry that day. That is why the second and fourth options fail as well: neither the School Management Committee nor a calorie calculation can authorise the State to step back from a statutory duty.\",\n      \"The same reasoning extends to every philanthropic contribution to the scheme, whether from a donor, a trust or a company. Any statement suggesting that a gift substitutes for the entitlement is testing whether the candidate can separate what is owed as of right from what is given as a kindness.\"\n    ]\n  },\n  {\n    \"id\": 154,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): The food security allowance under the National Food Security Act, 2013 is rarely claimed in practice.\\nReason (R): The allowance requires the beneficiary to know of the entitlement, to assert it and to pursue it.\\nSelect the correct answer using the code given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason does explain the assertion. The allowance is not paid automatically on a failure being recorded; it has to be claimed, which means the household must first know that a right exists, then assert it against the institution that failed, and then follow it up.\",\n      \"That burden falls hardest on precisely the households the scheme exists to serve. A parent with limited literacy, no experience of dealing with the administration and no time to spare is the least likely to pursue a claim of a few rupees against the school their child attends daily.\",\n      \"The wider lesson generalises across welfare design. An entitlement enforced by claim will be under-claimed in inverse proportion to the beneficiary's capacity, whereas an entitlement enforced by automatic payment will not. This is the standard argument for shifting from claim-based to trigger-based remedies, and it applies to the allowance as much as to any other.\"\n    ]\n  },\n  {\n    \"id\": 155,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): The cook-cum-helper workforce under PM POSHAN is predominantly female.\\nReason (R): The honorarium payable to a cook-cum-helper has not been revised since 2009.\\nSelect the correct answer using the code given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Both statements are true. The workforce of roughly 25 lakh cook-cum-helpers is overwhelmingly female, and the honorarium has stood at \u20b91,000 a month since 1 December 2009. But the second does not explain the first.\",\n      \"The composition of the workforce has its own causes: cooking is treated as women's work, the engagement is part-time and local, and it draws on women from disadvantaged communities in the villages the schools serve. None of that follows from the rate of payment.\",\n      \"The two facts do interact, but in the opposite direction to the one the reason suggests. Because the workforce is female, poorly organised and drawn from communities with little bargaining power, the honorarium has been easier to leave unrevised. The relationship runs from the composition to the frozen rate, not from the rate to the composition, and recognising the direction of causation is what this item tests.\"\n    ]\n  },\n  {\n    \"id\": 156,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the difficulties faced in the implementation of PM POSHAN:\\n1. Reporting arrangements have permitted inflated counts of meals served to survive until an audit detects them.\\n2. Actual releases to States have persistently fallen below the budget estimates for the scheme.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct and both are documented. Over-reporting of meals served has been a recurring finding, and it persists because the reporting is largely self-reporting by the same chain that delivers.\",\n      \"The shortfall between budget estimate and actual release is the second recurring difficulty, and it compounds the first. A State that receives less than it was promised cannot serve the meals it planned, and the incentive to report the planned figure rather than the served figure grows accordingly.\",\n      \"The two together point to a single design conclusion worth stating in an answer: verification and financing are not separate problems in this scheme. Reliable reporting is only possible where the reported figure carries no penalty, and that requires releases to match approvals.\"\n    ]\n  },\n  {\n    \"id\": 157,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Under PM POSHAN, a claim is submitted for payment of honorarium to a cook-cum-helper for twelve months of a financial year. Is the claim admissible?\",\n    \"options\": [\n      \"Yes, the honorarium is an annual entitlement payable for the whole year\",\n      \"Yes, provided the school functioned during the vacation period\",\n      \"No, it is payable for eight months only\",\n      \"No, it is payable for ten months corresponding to the academic session\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The honorarium is payable for ten months in the year, tracking the academic session rather than the calendar year. A claim for twelve months is therefore not admissible.\",\n      \"The rate is \u20b91,000 a month, and it is shared between the Centre and the States on the standard scheme ratios, having been borne wholly by the Centre until July 2016. So a single cook-cum-helper receives \u20b910,000 in a full year, which is the figure to work from rather than an assumed annual sum.\",\n      \"The frozen rate is the sharpest criticism in the scheme. It has stood unchanged since 1 December 2009 while every other cost head has been revised, and the workforce it applies to numbers roughly 25 lakh and is overwhelmingly female, drawn largely from the same disadvantaged communities the scheme serves. A frozen honorarium therefore transfers the cost of the scheme's stability onto its poorest workers.\"\n    ]\n  },\n  {\n    \"id\": 158,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): PM POSHAN cannot adequately be evaluated by reference to the calorie norm alone.\\nReason (R): A meal that satisfies the prescribed calorie norm may still leave the child's micronutrient requirements unmet.\\nSelect the correct answer using the code given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Calories measure energy, not nutritional adequacy. A plate built largely on cereals can satisfy 450 calories at the primary stage while leaving iron, vitamins and other micronutrients short, and it is deficiency rather than energy shortfall that drives anaemia and stunting.\",\n      \"The scheme itself accepts the point. Supplementary nutrition was permitted for children in aspirational districts and in districts with a high prevalence of anaemia precisely because the standard plate does not close the gap, and convergence with the school health programme brings deworming and iron and folic acid supplementation to the same children.\",\n      \"The evaluative conclusion is that PM POSHAN has a strong, well-evidenced case as an education intervention and a weaker, more contested case as a nutrition intervention taken by itself. Its nutritional value depends on the health interventions delivered alongside it, which is why convergence carries so much of the argument in its favour.\"\n    ]\n  },\n  {\n    \"id\": 159,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT met wholly by the Central Government under PM POSHAN?\",\n    \"options\": [\n      \"The cost of foodgrains supplied to the scheme\",\n      \"The material cost in a general category State\",\n      \"The cost of transporting foodgrains from Food Corporation of India depots\",\n      \"The cost of the scheme in a Union Territory without legislature\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"In a general category State the material cost is shared 60:40 between the Centre and the State, so it is not met wholly by the Centre. The other three are.\",\n      \"Foodgrains and their transport are wholly central everywhere and stand outside the sharing arrangement altogether, the grain subsidy alone running to roughly \u20b99,000 crore a year against an annual allocation of about 26 lakh metric tonnes. In a Union Territory without legislature the entire cost of the scheme, shared heads included, falls on the Centre because there is no State counterpart to contribute.\",\n      \"The question is a test of whether the candidate reads the funding pattern head by head rather than scheme-wide. Delhi and Puducherry, having legislatures, fall in the 60:40 category despite being Union Territories, which is the further trap usually built on this topic.\"\n    ]\n  },\n  {\n    \"id\": 160,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the School Nutrition Garden:\\n1. Guidelines for developing such gardens were issued before the scheme was restructured as PM POSHAN.\\n2. The garden is intended to supply fresh vegetables to the school kitchen and to serve as a means of learning for children.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Guidelines for School Nutrition Gardens were issued in October 2019, well before the 2021 restructuring, and more than three lakh schools had already developed such gardens by the time of the Cabinet approval.\",\n      \"The dual purpose in the second statement is the reason the garden sits in an education ministry scheme rather than an agriculture one. It supplies vegetables to the kitchen and it functions as a living classroom in which children are exposed to growing herbs, fruits and vegetables.\",\n      \"The examinable subtlety is that the restructuring did not invent the nutrition garden; it gave an existing practice a place in the scheme's architecture and a funding line under the innovation and flexibility component. Several of the nine features of 2021 have this character of formalising practice rather than creating it.\"\n    ]\n  },\n  {\n    \"id\": 161,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): Under PM POSHAN the cost of foodgrains is shared between the Centre and the States in the ratio of 60:40.\\nReason (R): PM POSHAN is a Centrally Sponsored Scheme.\\nSelect the correct answer using the code given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The reason is true and the assertion is false. PM POSHAN is indeed a Centrally Sponsored Scheme, but the cost of foodgrains is not shared at all. It is borne entirely by the Central Government in every State and Union Territory, along with the cost of transporting the grain from Food Corporation of India depots.\",\n      \"This is the commonest error on the funding of the scheme, and it arises from applying the headline ratio to every head. The 60:40 pattern governs the cooking cost, the honorarium and the other shared heads in a general State. Two heads stand entirely outside it, and they are the two largest in physical terms.\",\n      \"The item also illustrates why an assertion-reason question cannot be answered by checking whether the reason sounds correct. Here the reason is a true and relevant statement about the scheme's character, and it is precisely that plausibility which makes the false assertion attached to it easy to accept.\"\n    ]\n  },\n  {\n    \"id\": 162,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT a quality benchmark prescribed under PM POSHAN?\",\n    \"options\": [\n      \"Certification of the school kitchen by the Bureau of Indian Standards\",\n      \"Fair Average Quality for foodgrains released by the Food Corporation of India\",\n      \"AGMARK or an equivalent standard for ingredients purchased locally\",\n      \"Monthly testing of the cooked meal in an accredited laboratory\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"There is no requirement of Bureau of Indian Standards certification for a school kitchen. The other three are prescribed, and they operate at three different points in the chain.\",\n      \"Fair Average Quality is the minimum grade at which the Corporation may release grain to the scheme, and it is the benchmark against which a complaint about grain quality is judged. AGMARK governs what else enters the kitchen. Monthly laboratory testing governs the cooked meal that leaves it.\",\n      \"The logic of having three benchmarks rather than one is worth seeing. A scheme that checked only its inputs would miss contamination introduced in storage or cooking, and one that checked only its output would find the problem after the children had eaten. The requirements applying to the kitchen itself are about siting and fire safety rather than certification.\"\n    ]\n  },\n  {\n    \"id\": 163,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Under PM POSHAN, in a given year the total assistance on foodgrains, cooking cost, honorarium to cook-cum-helpers and transportation amounts to \u20b91,000 crore. The provision for Management, Monitoring and Evaluation for that year would be:\",\n    \"options\": [\n      \"\u20b950 crore\",\n      \"\u20b930 crore\",\n      \"\u20b951.5 crore\",\n      \"\u20b980 crore\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"MME is three per cent of the aggregate of those four heads, so three per cent of \u20b91,000 crore is \u20b930 crore. Of that, 90 per cent would be released to the States and Union Territories and 10 per cent retained as the national component, and the States would in turn assign half of their share to school-level expenditure.\",\n      \"The distractor at \u20b951.5 crore is the innovation and flexibility provision, and it is included deliberately. That component is five per cent, but of a larger base: the same four heads together with MME. So it would be five per cent of \u20b91,030 crore, not of \u20b91,000 crore.\",\n      \"The point of an arithmetical item like this is not the multiplication but the base. Candidates who remember the two percentages but not that the flexi component is computed on a base that already includes MME will arrive at \u20b950 crore, which is why that figure appears as an option too.\"\n    ]\n  },\n  {\n    \"id\": 164,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Vocal for Local approach under PM POSHAN:\\n1. Farmer Producer Organisations and women's Self Help Groups are to be involved in implementation.\\n2. The use of locally grown traditional food items is encouraged.\\n3. Procurement is to be made exclusively through the Food Corporation of India.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Statements 1 and 2 are correct and statement 3 is not. Farmer Producer Organisations and women's Self Help Groups are named for involvement in implementation, and the use of locally grown traditional food items is encouraged as a spur to local economic activity.\",\n      \"Statement 3 misstates the arrangement in a specific way. The Food Corporation of India supplies foodgrains, and only foodgrains, at a grade not below Fair Average Quality. Everything else on the plate is procured locally, which is precisely what makes the Vocal for Local approach possible.\",\n      \"The word to watch in statement 3 is exclusively. A statement can be made false by narrowing a true proposition, and here the true proposition is that the Corporation supplies the grain. Extending that to all procurement contradicts the local-purchase design and the AGMARK standard that governs it.\"\n    ]\n  },\n  {\n    \"id\": 165,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following was NOT among the changes made when the mid-day meal scheme was restructured as PM POSHAN in 2021?\",\n    \"options\": [\n      \"Social audit was made compulsory in every district\",\n      \"Bal Vatika was brought within the coverage of the scheme\",\n      \"The cooking cost was routed by direct benefit transfer to the school's bank account\",\n      \"The calorie and protein norms were revised upward\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The calorie and protein norms were not touched in 2021. They stand at 450 calories with 12 grams of protein at the primary stage and 700 calories with 20 grams at the upper primary stage, unchanged since October 2007.\",\n      \"What the restructuring did change falls into three groups. Reach was extended by Bal Vatika and by targeted supplementary nutrition. Participation was given form by Tithi Bhojan, School Nutrition Gardens, cooking competitions and the Vocal for Local approach. Assurance was strengthened by direct benefit transfer, compulsory social audit, and field visits by students and trainee teachers.\",\n      \"Stating it as a single sentence is the most useful way to hold it: the 2021 restructuring changed who is covered, who takes part, and how the money moves and is checked. It did not change what the plate must contain.\"\n    ]\n  },\n  {\n    \"id\": 166,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Under PM POSHAN, the expression \\\"material cost\\\" refers to:\",\n    \"options\": [\n      \"the per-child-per-day cost of pulses, vegetables, oil and fat, salt, condiments and fuel\",\n      \"the cost of constructing a kitchen-cum-store in the school\",\n      \"the cost of foodgrains supplied to the school by the Food Corporation of India\",\n      \"the cost of kitchen devices, utensils and cooking apparatus\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Material cost, formerly called cooking cost, is the per-child-per-day rate covering everything that goes into the pot other than the foodgrain, together with the fuel to cook it. The rates in force from 1 May 2025 are \u20b96.78 at the primary stage and \u20b910.17 at the upper primary stage.\",\n      \"The foodgrain itself is deliberately excluded, because it is supplied in kind rather than in money. The Food Corporation of India releases grain at a grade not below Fair Average Quality and the Centre bears the whole of that cost along with the transport, so it never passes through the material cost at all.\",\n      \"The two remaining options describe separate components. Construction of a kitchen-cum-store and provision of kitchen devices are infrastructure heads, the latter paid in slabs that rise with enrolment. Keeping the recurring heads apart from the one-time heads is what allows the funding pattern of the scheme to be read correctly.\"\n    ]\n  },\n  {\n    \"id\": 167,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"The approved period of PM POSHAN ended on 31 March 2026. The scheme thereafter continues under a temporary extension which is to run until:\",\n    \"options\": [\n      \"31 March 2027\",\n      \"30 September 2026, or approval for the Sixteenth Finance Commission cycle, whichever is earlier\",\n      \"31 December 2026, extendable by the Programme Approval Board\",\n      \"the date on which the next Union Budget is presented\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The extension runs to 30 September 2026 or until approval is accorded for the Sixteenth Finance Commission cycle, whichever falls earlier. It continues the scheme on unchanged scope and cost norms, so nothing about coverage, entitlement or rates alters during the extended period.\",\n      \"The five-year cycle that closed on 31 March 2026 had been framed for 2021-22 to 2025-26, aligned to the award period of the Fifteenth Finance Commission. Samagra Shiksha closed on the same date and is held open by the same device, which is why a State faces one problem rather than two.\",\n      \"The Union Budget 2026-27 raised the allocation to \u20b912,750 crore rather than reducing it, so the extension signals a scheme awaiting fresh approval rather than one being wound up. PM SHRI, by contrast, runs a year longer, to 2026-27.\"\n    ]\n  },\n  {\n    \"id\": 168,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of transportation assistance under PM POSHAN:\\n1. It is provided for moving foodgrains from the Food Corporation of India depot to the school.\\n2. It is provided at the prevailing rates of the Public Distribution System, subject to a ceiling.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Transportation assistance covers the movement of grain from the Corporation's depot to the school, and it is paid at prevailing Public Distribution System rates with a ceiling on the per-tonne amount.\",\n      \"Anchoring the rate to the Public Distribution System is a deliberate simplification. The State already moves grain under that system and already has rates for it, so the scheme borrows an existing rate structure rather than creating a parallel one. In the 90:10 category the transport rate follows State Public Distribution System rates as well.\",\n      \"The head is worth remembering as one of the two that fall entirely on the Centre, alongside the cost of the grain itself. Roughly 26 lakh metric tonnes of foodgrains are allocated to the scheme annually, and the cost of moving that quantity is not a marginal item.\"\n    ]\n  },\n  {\n    \"id\": 169,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"At the rate in force under PM POSHAN, the honorarium payable to a single cook-cum-helper over a full year amounts to:\",\n    \"options\": [\n      \"\u20b98,000\",\n      \"\u20b912,000\",\n      \"\u20b915,000\",\n      \"\u20b910,000\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The rate is \u20b91,000 a month and it is payable for ten months in the year, corresponding to the academic session rather than the calendar year. The annual figure is therefore \u20b910,000.\",\n      \"The distractor at \u20b912,000 is the trap, and it is the answer a candidate reaches by multiplying the monthly rate by twelve. Recognising that the payment tracks the school year and not the financial year is the whole content of the question.\",\n      \"Set the figure against what it buys. A cook-cum-helper prepares a cooked meal daily for a school of children, and receives \u20b910,000 for the year at a rate unchanged since 1 December 2009. Across a workforce of roughly 25 lakh, overwhelmingly female, this is the item on which the scheme's cost restraint has fallen hardest.\"\n    ]\n  },\n  {\n    \"id\": 170,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"In a government primary school the mid-day meal is not served on three school days. The food security allowance payable in respect of one child for those days comprises:\",\n    \"options\": [\n      \"300 grams of foodgrains together with the cooking cost for three days\",\n      \"300 grams of foodgrains only\",\n      \"the cooking cost for three days only\",\n      \"450 grams of foodgrains together with the cooking cost for three days\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The allowance is the foodgrain entitlement together with the cooking cost. At the primary stage the foodgrain norm is 100 grams per child per school day, so three days yield 300 grams, and to this is added the material cost for the same three days.\",\n      \"The fourth option applies the upper primary foodgrain norm of 150 grams to a primary school, which is the arithmetic trap. The first two options each take one limb of the allowance and drop the other, which is the conceptual trap.\",\n      \"Note also that the allowance is attracted by each day on which the meal is not supplied, and is payable by the fifteenth of the succeeding month. Three consecutive days additionally attract the fixing of responsibility under the Mid Day Meal Rules, 2015, so this school faces both consequences.\"\n    ]\n  },\n  {\n    \"id\": 171,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Item under PM POSHAN)\\nA. Foodgrains, primary stage\\nB. Pulses, upper primary stage\\nC. Vegetables, primary stage\\nD. Oil and fat, upper primary stage\\n\\nList-II (Quantity per child per school day)\\n1. 7.5 grams\\n2. 100 grams\\n3. 50 grams\\n4. 30 grams\",\n    \"options\": [\n      \"A-2, B-3, C-4, D-1\",\n      \"A-2, B-4, C-3, D-1\",\n      \"A-4, B-2, C-3, D-1\",\n      \"A-2, B-4, C-1, D-3\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Foodgrains at the primary stage are 100 grams, pulses at the upper primary stage are 30 grams, vegetables at the primary stage are 50 grams, and oil and fat at the upper primary stage are 7.5 grams.\",\n      \"The full table runs: foodgrains 100 and 150 grams, pulses 20 and 30, vegetables 50 and 75, and oil and fat 5 and 7.5, at the primary and upper primary stages respectively. Salt and condiments are supplied as required rather than by fixed quantity.\",\n      \"Because every component is higher at the upper primary stage, the safest way to hold these figures is to learn the primary column and remember that the upper primary figure is larger. A question that transposes one quantity between stages, which is the commonest form this topic takes, then answers itself.\"\n    ]\n  },\n  {\n    \"id\": 172,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of PM POSHAN:\\n1. The scheme is the nutritional limb of a wider school health system rather than a stand-alone nutrition programme.\\n2. Its location in the Ministry of Education reflects the objective of drawing children to school and keeping them there.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct, and together they express the conceptual core of the scheme. The meal converges with health check-ups, deworming, iron and folic acid supplementation and health messaging in the same school, so its nutritional outcomes depend on programmes belonging to another ministry.\",\n      \"The location in the education ministry follows from the original purpose. The programme launched in 1995 was called the National Programme of Nutritional Support to Primary Education, and the name states the relationship exactly: nutrition in support of education, not education in support of nutrition.\",\n      \"This is why enrolment, attendance and retention have always been the primary indicators claimed for the scheme, and why the meal is served in school on a school day rather than delivered to the household. A take-home ration would feed the child; only a meal in school does the second job as well.\"\n    ]\n  },\n  {\n    \"id\": 173,\n    \"chapter\": \"PM POSHAN\",\n    \"topic\": \"\",\n    \"question\": \"A child completes Class VIII in a government-aided school in March and is admitted to Class IX in the same school in April. With effect from the new session, the child's entitlement to a mid-day meal under PM POSHAN:\",\n    \"options\": [\n      \"continues, since the child remains in the same school\",\n      \"continues until the child attains the age of fourteen years\",\n      \"continues only if the child belongs to a Scheduled Caste or Scheduled Tribe\",\n      \"ceases, since the entitlement extends only up to Class VIII\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The entitlement ends with Class VIII. It attaches to the stage of schooling and not to the school building, so a child who moves up into Class IX in the very same institution ceases to be covered from that day.\",\n      \"The third option is the more tempting error because the National Food Security Act, 2013 describes the beneficiary as a child up to Class VIII or within the age group of six to fourteen years. Those are alternative descriptions of the same elementary stage, not two independent tests, so a thirteen-year-old in Class IX is outside the scheme.\",\n      \"This boundary is the reason retention at the secondary stage is a live concern across several schemes in this file. The support that keeps a child in school through Class VIII simply stops at Class IX, and it is at precisely that transition that dropout rates rise.\"\n    ]\n  },\n  {\n    \"id\": 174,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"The outlay of PM SHRI works out to approximately how much per selected school over the five-year period?\",\n    \"options\": [\n      \"\u20b92 crore\",\n      \"\u20b920 lakh\",\n      \"\u20b950 lakh\",\n      \"\u20b910 crore\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Dividing \u20b927,360 crore by 14,500 schools and again by five years gives approximately \u20b92 crore per school over the full cycle, or roughly \u20b938 lakh a school in a year.\",\n      \"The significance appears only on comparison. An ordinary school under Samagra Shiksha draws on the order of \u20b95 lakh a year once the total outlay is spread across 11.6 lakh schools. The exemplar layer is therefore not a marginal top-up but a different order of funding for a selected one per cent of schools.\",\n      \"The concentration is deliberate and is the whole argument of the scheme. Money is focused so that at least one cluster of schools in each block demonstrates what full implementation of the National Education Policy 2020 looks like in practice.\"\n    ]\n  },\n  {\n    \"id\": 175,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"In the name of the PM SHRI scheme, the word SHRI:\",\n    \"options\": [\n      \"is a Hindi honorific used decoratively\",\n      \"is an acronym standing for Schools for Rising India\",\n      \"refers to the Sanskrit term for prosperity, chosen for its auspicious associations\",\n      \"abbreviates School Health and Reform Initiative\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"SHRI is an acronym and not an honorific. The scheme's name expands as PM Schools for Rising India, and the apparent honorific is the trap built into the name.\",\n      \"The distinction matters because the expansion tells you what the scheme is. These are schools, selected and strengthened to a standard, and not an award or a title conferred on institutions that already exist at that standard.\",\n      \"The Cabinet approved the scheme on 7 September 2022 for the period 2022-23 to 2026-27, with a total outlay of \u20b927,360 crore of which the Central share is \u20b918,128 crore and the share of States and Union Territories \u20b99,232 crore.\"\n    ]\n  },\n  {\n    \"id\": 176,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the selection of schools under PM SHRI:\\n1. Selection is by Challenge Mode, a competitive process in which schools compete for selection.\\n2. Schools are allotted to States according to a state-wise quota.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. Selection is by Challenge Mode, a three-stage competitive process, and expressly not a state-wise quota.\",\n      \"The consequence of that design is severe and is the point of the question. A State that does not enter the process gets no schools at all, rather than a reduced share. Under a quota system, non-participation would cost a State proportionately; under Challenge Mode it costs everything.\",\n      \"The online challenge portal opens four times a year, once each quarter, so a school that misses one window may compete in the next. What a school cannot do is compete at all if its State has not completed the first stage.\"\n    ]\n  },\n  {\n    \"id\": 177,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of PM SHRI:\\n1. The scheme was approved by the Union Cabinet in September 2022.\\n2. Its approved period runs from 2022-23 to 2026-27.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Cabinet approved PM SHRI on 7 September 2022 for a five-year period running from 2022-23 to 2026-27.\",\n      \"The end date is worth noticing because it does not coincide with the other school education schemes. Samagra Shiksha and PM POSHAN both closed their approved cycles on 31 March 2026 and now run on temporary extensions; PM SHRI runs a year longer.\",\n      \"After the cycle ends, maintenance of the standards achieved passes to the States and Union Territories. That is an explicit feature of the design rather than an oversight, and it is one of the questions the scheme leaves open: whether a State that could not fund the standard can sustain it.\"\n    ]\n  },\n  {\n    \"id\": 178,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. In December 2024 all Kendriya Vidyalayas and Navodaya Vidyalayas were designated PM SHRI schools.\\n2. That designation removed State Government schools from the scope of the scheme.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. All Kendriya Vidyalayas and Navodaya Vidyalayas were designated PM SHRI schools in December 2024, but State and local body schools remain within the scheme.\",\n      \"The designation has an interesting consequence for the competitive logic. Schools of the two central systems entered by administrative decision rather than by competing through Challenge Mode, while a State school must still qualify at each stage.\",\n      \"It also affects the arithmetic of the target. A network of over 1,200 Kendriya Vidyalayas and some 650 Navodaya Vidyalayas entering by designation accounts for a substantial part of the 14,500 figure without any of them having gone through the challenge process.\"\n    ]\n  },\n  {\n    \"id\": 179,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"The total outlay of PM SHRI is \u20b927,360 crore, of which the Central share is \u20b918,128 crore. Approximately what proportion of the outlay does the Centre bear?\",\n    \"options\": [\n      \"Forty per cent\",\n      \"Fifty per cent\",\n      \"Ninety per cent\",\n      \"Sixty-six per cent\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Central share of \u20b918,128 crore against a total of \u20b927,360 crore is approximately 66 per cent, the balance of \u20b99,232 crore falling to the States and Union Territories.\",\n      \"The figure is close to but not identical with the headline 60:40 ratio, because the sharing ratios apply head by head and the mix includes categories funded at 90:10 and at 100 per cent. The aggregate therefore sits above 60 per cent without any departure from the stated pattern.\",\n      \"The sharing ratios themselves are the standard centrally sponsored scheme ratios, identical to those used for PM POSHAN and Samagra Shiksha. Learning the three-tier structure once serves for all three schemes.\"\n    ]\n  },\n  {\n    \"id\": 180,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): A State that declines to sign the PM SHRI Memorandum of Understanding may find releases under Samagra Shiksha affected.\\nReason (R): PM SHRI is administered as a supplement to Samagra Shiksha.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Because PM SHRI is administered as a supplement to Samagra Shiksha, refusal at Stage 1 has been treated as a bar to the release of Samagra Shiksha funds.\",\n      \"The dissenting States' answer is that the two are separate schemes with separate approvals, and that withholding funds under the first to compel acceptance of the second converts a shared scheme into an instrument of coercion.\",\n      \"The constitutional argument runs both ways and should be stated as such. Article 282 permits the Union to make grants for any public purpose and conditions attached to grants have long been upheld; against that sits the argument that a condition effectively compelling policy adoption in a concurrent field alters the balance the Seventh Schedule sets.\"\n    ]\n  },\n  {\n    \"id\": 181,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Stage of Challenge Mode)\\nA. Stage 1\\nB. Stage 2\\nC. Stage 3\\nD. Final step\\n\\nList-II (Content)\\n1. Screening against minimum benchmarks drawn from the UDISE+ database\\n2. Selection by an expert committee\\n3. Signing of the Memorandum of Understanding by the State\\n4. Physical inspection to verify the school's claims\",\n    \"options\": [\n      \"A-3, B-4, C-1, D-2\",\n      \"A-3, B-1, C-4, D-2\",\n      \"A-1, B-3, C-4, D-2\",\n      \"A-3, B-1, C-2, D-4\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Stage 1 is the State's signing of the Memorandum of Understanding, Stage 2 the screening of applicant schools against minimum benchmarks on the UDISE+ database, Stage 3 physical verification of the claims, and the final step selection by an expert committee.\",\n      \"The sequence moves from the State to the school and from data to inspection. A school first becomes eligible because its State has signed, then qualifies on reported data, then has that data checked on the ground, and only then is chosen.\",\n      \"The use of UDISE+ at Stage 2 also closes a loop. The same database that decides eligibility supplies the annual data against which the selected school's progress is later measured, so selection and review rest on a single source.\"\n    ]\n  },\n  {\n    \"id\": 182,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"The allocation for PM SHRI in the Union Budget 2026-27 was:\",\n    \"options\": [\n      \"\u20b97,500 crore\",\n      \"\u20b92,500 crore\",\n      \"\u20b95,000 crore\",\n      \"\u20b918,128 crore\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The Union Budget 2026-27 allocated \u20b97,500 crore to PM SHRI, a substantial increase over the revised estimate for 2025-26.\",\n      \"The fourth option is the Central share of the whole five-year outlay, \u20b918,128 crore, and is offered because a candidate who remembers the cycle figure may reach for it. The two are different orders of number: one is a year's provision, the other the Centre's commitment across the full period.\",\n      \"A rising allocation sits awkwardly beside dues to States standing at 49 per cent in 2025-26. Budgeting more and releasing less is a combination that appears across these schemes, and the distinction between allocation, release and utilisation is what an answer needs to keep separate.\"\n    ]\n  },\n  {\n    \"id\": 183,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the spread of PM SHRI schools:\\n1. Broadly two schools are to be selected from each development block.\\n2. Of these, ordinarily one is elementary and one is secondary or senior secondary.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The intended spread is broadly two schools from each development block, ordinarily one elementary and one secondary or senior secondary.\",\n      \"The word to attend to is broadly. Because selection is competitive rather than quota-based, the two-per-block spread is a design intention and not a guarantee. A block whose schools do not qualify, or whose State has not signed the Memorandum, may end with none.\",\n      \"The pairing of an elementary school with a secondary or senior secondary school is deliberate. An exemplar cluster that stopped at Class VIII would demonstrate the policy only for part of a child's schooling, and the National Education Policy 2020 treats the school stage as a single continuum.\"\n    ]\n  },\n  {\n    \"id\": 184,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"The constitutional provision cited as the basis for the Union making grants to States under PM SHRI is:\",\n    \"options\": [\n      \"Article 275\",\n      \"Article 280\",\n      \"Article 293\",\n      \"Article 282\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Article 282 permits the Union or a State to make any grant for any public purpose, notwithstanding that the purpose is not one with respect to which Parliament or the State legislature may make laws.\",\n      \"It is the provision under which most centrally sponsored schemes in the concurrent and State fields operate, and conditions attached to such grants have long been upheld. That is the constitutional footing for requiring a Memorandum of Understanding as a condition of participation.\",\n      \"Article 275 is the distinct provision under which the Eklavya Model Residential Schools were funded before they received a separate allocation, being grants-in-aid for the welfare of Scheduled Tribes and the administration of Scheduled Areas. Article 280 concerns the Finance Commission and Article 293 State borrowing.\"\n    ]\n  },\n  {\n    \"id\": 185,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): PM SHRI is described as an exemplar scheme rather than a universal one.\\nReason (R): It concentrates roughly \u20b92 crore per school over five years on about 14,500 selected schools, so that a cluster in each block demonstrates full implementation of the National Education Policy 2020.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. The scheme concentrates about \u20b92 crore per school over five years on roughly 14,500 schools, which is close to one per cent of the country's schools.\",\n      \"Set against the ordinary Samagra Shiksha provision of the order of \u20b95 lakh a year for a government school, the exemplar layer is a different order of funding rather than a marginal top-up. The ratio is roughly eight to one on a per-school-per-year basis.\",\n      \"That ratio is the whole argument about concentration, and it cuts both ways. It is what makes PM SHRI capable of demonstrating the policy, and it is also what makes the gap between a selected school and its neighbour visible from the road.\"\n    ]\n  },\n  {\n    \"id\": 186,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"At Stage 3 of the Challenge Mode process, the physical verification of a Kendriya Vidyalaya's claims is carried out by:\",\n    \"options\": [\n      \"the State Government in which the school is located\",\n      \"the Kendriya Vidyalaya Sangathan itself\",\n      \"the Central Board of Secondary Education\",\n      \"an expert committee constituted by the Ministry of Education\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Physical inspection at Stage 3 is carried out by the State, the Kendriya Vidyalaya Sangathan or the Navodaya Vidyalaya Samiti, according to which system the school belongs to. A Kendriya Vidyalaya's claims are therefore verified by the Sangathan itself.\",\n      \"The arrangement follows from the fact that these schools do not belong to the State. A State education department has no inspecting authority over a Kendriya Vidyalaya, so verification has to rest with the body that administers it.\",\n      \"The expert committee named in the fourth option performs the final selection rather than the verification, and the two functions are kept separate. Verification establishes what is true on the ground; selection decides which of the verified schools enter the scheme.\"\n    ]\n  },\n  {\n    \"id\": 187,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the pool of schools eligible for selection under PM SHRI:\\n1. Schools managed by State Governments, Union Territory administrations and local bodies may be selected.\\n2. Kendriya Vidyalayas and Navodaya Vidyalayas may be selected.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The eligible pool comprises schools managed by State Governments, Union Territory administrations and local bodies, together with Kendriya Vidyalayas and Navodaya Vidyalayas.\",\n      \"A question stating that only Kendriya Vidyalayas and Navodaya Vidyalayas are strengthened under PM SHRI, to the exclusion of State and local body schools, is therefore incorrect. Those State and local body schools are in fact the larger part of the pool, which is why the Memorandum with the State matters at all.\",\n      \"In December 2024 all Kendriya Vidyalayas and Navodaya Vidyalayas were designated PM SHRI schools. That decision changed how the central systems relate to the scheme, but it did not remove State and local body schools from the pool.\"\n    ]\n  },\n  {\n    \"id\": 188,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following as interventions associated with PM SHRI schools:\\n1. Green school practices\\n2. Bagless days and vocational exposure\\n3. Mentoring of other schools in the neighbourhood\\nHow many of the interventions given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are associated with the scheme. PM SHRI schools are to adopt green school practices, to provide bagless days and vocational exposure in line with the National Education Policy 2020, and to mentor other schools in their neighbourhood.\",\n      \"The mentoring role is the one that distinguishes an exemplar scheme from a school improvement grant. A school that is merely upgraded benefits its own pupils; a school that mentors others is intended to transmit the practice outward, which is what justifies concentrating resources on one per cent of schools.\",\n      \"The bagless days provision connects directly to the Policy's treatment of vocational education from Class VI onwards, which also appears as a component of Samagra Shiksha. The exemplar school is meant to show that provision working rather than to invent it.\"\n    ]\n  },\n  {\n    \"id\": 189,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the funding pattern of PM SHRI:\\n1. It follows sharing ratios identical to those used for PM POSHAN and Samagra Shiksha.\\n2. The scheme is a Central Sector Scheme in which no State share is payable.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. PM SHRI uses the standard centrally sponsored scheme ratios, identical to those of PM POSHAN and Samagra Shiksha, and the States and Union Territories bear \u20b99,232 crore of the \u20b927,360 crore outlay.\",\n      \"The presence of a State share is precisely what gives the Memorandum its force. A Central Sector scheme could be run without any State agreement at all; a centrally sponsored one requires the State to participate financially, which creates the point of leverage the dispute turns on.\",\n      \"The three-tier structure common to all three schemes is 60:40 for general States and Union Territories with legislature, 90:10 for the north-eastern and Himalayan States, and 100 per cent central for Union Territories without legislature.\"\n    ]\n  },\n  {\n    \"id\": 190,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"The framework used to assess the quality of a PM SHRI school and to measure its progress is:\",\n    \"options\": [\n      \"the Performance Grading Index\",\n      \"the School Quality Assessment Framework\",\n      \"the National Achievement Survey\",\n      \"the Holistic Progress Card\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The School Quality Assessment Framework is the instrument by which a PM SHRI school's quality is assessed and its progress measured against the standards the scheme sets.\",\n      \"The distractors are all real instruments performing different functions. The Performance Grading Index grades States and districts rather than individual schools; the National Achievement Survey measures learning outcomes through sample assessment; and the Holistic Progress Card records the progress of an individual child.\",\n      \"The annual data against which a PM SHRI school's progress is measured comes from UDISE+, the same database that establishes eligibility at Stage 2 of selection. Selection and review therefore rest on a single source, which is a deliberate feature of the design.\"\n    ]\n  },\n  {\n    \"id\": 191,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Memorandum of Understanding under PM SHRI:\\n1. Thirty-three States and Union Territories have signed it.\\n2. Kerala, Tamil Nadu and West Bengal have not signed it.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Thirty-three States and Union Territories signed the Memorandum, while Kerala, Tamil Nadu and West Bengal did not.\",\n      \"The undertaking in the Memorandum is to implement the National Education Policy 2020 in its entirety, which is what the dissenting States object to. Education is on the Concurrent List, and the Policy was never enacted by Parliament as law, so a State that differs from it is not in breach of any statute.\",\n      \"The same three States also stand outside PM-USHA, where the Department of Higher Education requires a comparable agreement covering the National Credit Framework, the Choice Based Credit System and the Four-Year Undergraduate Programme. The instrument recurs at both levels of education.\"\n    ]\n  },\n  {\n    \"id\": 192,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"A State has not signed the PM SHRI Memorandum of Understanding. A well-performing government school in that State wishes to apply through the challenge portal. The school:\",\n    \"options\": [\n      \"may apply directly, since Challenge Mode is a school-level competition\",\n      \"may apply with the concurrence of the district administration\",\n      \"may apply only if it is a Kendriya Vidyalaya or a Navodaya Vidyalaya\",\n      \"cannot apply, because its State has not completed Stage 1 of the process\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The school cannot apply. Stage 1 of Challenge Mode is completed by the State and not by the school, and a State that does not complete it never reaches the stage at which its schools could compete at all.\",\n      \"This is what makes the arrangement more consequential than a quota. Under a quota, a State's non-participation would reduce its share; under Challenge Mode it forecloses every school in the State, however well any individual school performs.\",\n      \"The fourth option is wrong for a different reason but is worth thinking through. Kendriya Vidyalayas and Navodaya Vidyalayas were all designated PM SHRI schools in December 2024, so they are within the scheme regardless of the State's position, but that is by designation rather than by application through the portal.\"\n    ]\n  },\n  {\n    \"id\": 193,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT correct in respect of PM SHRI?\",\n    \"options\": [\n      \"Each development block is guaranteed two PM SHRI schools\",\n      \"Selection of schools takes place through a competitive Challenge Mode process\",\n      \"The online challenge portal opens four times a year\",\n      \"Selected schools are required to mentor other schools in their neighbourhood\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The fourth statement is not correct. Two schools from each development block is the intended spread, described as broadly two and ordinarily one elementary and one secondary or senior secondary. It is a design intention, not a guarantee.\",\n      \"The guarantee fails for a structural reason. Because selection is competitive and not quota-based, a block whose schools do not qualify at Stage 2 or Stage 3 may end with fewer than two, and a block in a State that has not signed the Memorandum will have none at all.\",\n      \"The other three statements are correctly stated: selection is by Challenge Mode, the portal opens four times a year once each quarter, and selected schools are to mentor others in the neighbourhood.\"\n    ]\n  },\n  {\n    \"id\": 194,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. PM SHRI, Samagra Shiksha and PM POSHAN all had approved cycles ending on the same date.\\n2. After the PM SHRI cycle ends, maintenance of the standards achieved passes to the States and Union Territories.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. Samagra Shiksha and PM POSHAN both closed their approved cycles on 31 March 2026, but PM SHRI runs to 2026-27, a year longer.\",\n      \"After that, responsibility for maintaining the standards achieved passes expressly to the States and Union Territories. This is stated in the design rather than left to inference.\",\n      \"It also poses the scheme's sharpest unresolved question. A State that could not fund a school to that standard in the first place is being asked to sustain it afterwards, and whether the exemplar survives the withdrawal of exemplar funding is something the scheme's own design does not answer.\"\n    ]\n  },\n  {\n    \"id\": 195,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the release of funds:\\n1. In 2025-26, about 78 per cent of the central share of Samagra Shiksha was released.\\n2. In the same year, PM SHRI dues to States stood at 49 per cent.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Government data show that about 78 per cent of the central share of Samagra Shiksha was released during 2025-26, and that PM SHRI dues to States stood at 49 per cent.\",\n      \"The second figure is the more striking. A scheme whose central purpose is to demonstrate what full implementation looks like was itself running at under half of what was owed to the States, which complicates the demonstration.\",\n      \"For context, average release of the central Samagra Shiksha share over the preceding five financial years was about 80 per cent, so the 78 per cent figure is close to the norm rather than an aberration. The shortfall in releases is a standing feature of these schemes and not a single year's difficulty.\"\n    ]\n  },\n  {\n    \"id\": 196,\n    \"chapter\": \"PM SHRI\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the school education schemes of the Union Government:\\n1. Samagra Shiksha provides the universal layer, funding the ordinary government school from pre-primary to Class XII.\\n2. PM POSHAN provides an entitlement layer, resting on a statutory right created by the National Food Security Act, 2013.\\n3. PM SHRI provides an exemplar layer, concentrating resources on a selected set of schools.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct, and read together they describe how the three schemes relate rather than merely what each does. Samagra Shiksha is the universal layer on which the others rest, PM POSHAN adds a statutory entitlement delivered inside those schools, and PM SHRI concentrates funding on roughly one per cent of them.\",\n      \"The layering shows in the arithmetic. Samagra Shiksha works out to the order of \u20b95 lakh a year for a government school, while PM SHRI concentrates about \u20b92 crore over five years on each selected school, which is roughly \u20b938 lakh a year. The exemplar layer is about eight times the universal one and sits on top of it rather than replacing it.\",\n      \"The three are also linked administratively. PM SHRI is administered as a supplement to Samagra Shiksha, which is why refusal to sign the PM SHRI Memorandum has been treated as a bar to release of Samagra Shiksha funds, and why the dispute over one scheme has consequences for the other.\"\n    ]\n  },\n  {\n    \"id\": 197,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"The administrative structure of the Kendriya Vidyalaya Sangathan includes:\",\n    \"options\": [\n      \"25 Regional Offices and five Zonal Institutes of Education and Training\",\n      \"five Regional Offices and 25 Zonal Institutes of Education and Training\",\n      \"one Regional Office in each State and Union Territory\",\n      \"District Institutes of Education and Training in every district\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The Sangathan operates through 25 Regional Offices and five Zonal Institutes of Education and Training.\",\n      \"The two perform different functions. The Regional Offices carry the administrative load for the schools in their region, while the Zonal Institutes handle in-service training of teachers within the system.\",\n      \"The fourth option describes an institution belonging to a different structure altogether. District Institutes of Education and Training serve the general school system and came into Samagra Shiksha with the merger of the Centrally Sponsored Scheme on Teacher Education in 2018.\"\n    ]\n  },\n  {\n    \"id\": 198,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"Kendriya Vidyalayas are opened in three sectors. Which one of the following is NOT among them?\",\n    \"options\": [\n      \"The civil sector, for civilian central government establishments\",\n      \"The defence sector, for military and paramilitary stations\",\n      \"The project sector, for public sector undertakings and institutes of higher learning\",\n      \"The municipal sector, for urban local bodies\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"There is no municipal sector. Kendriya Vidyalayas are opened in three sectors only: civil, for civilian central government establishments; defence, for military and paramilitary stations; and project, for public sector undertakings and institutes of higher learning.\",\n      \"All three sectors share the same logic. Each corresponds to a category of employer whose staff are liable to transfer, so the school follows the employment rather than the settlement.\",\n      \"The absence of a municipal sector follows from the mandate. A municipal employee is not ordinarily transferred across the country, so the problem the system exists to solve does not arise, and the schooling of such a child is a State responsibility funded through Samagra Shiksha.\"\n    ]\n  },\n  {\n    \"id\": 199,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"The quota under which Members of Parliament could recommend admissions to Kendriya Vidyalayas was:\",\n    \"options\": [\n      \"abolished in April 2022\",\n      \"expanded in April 2022\",\n      \"transferred to State legislators in April 2022\",\n      \"restricted to defence constituencies in April 2022\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The Member of Parliament quota was abolished in April 2022. Until then a Member could recommend a limited number of admissions each year outside the ordinary priority categories.\",\n      \"Discretionary quotas of this kind sit awkwardly with a priority structure built on the mandate. The system exists to serve children whose parents are liable to transfer, and a recommendation route that bypasses that test admits children the mandate does not reach, at the cost of those it does.\",\n      \"The abolition is a favourite examination point precisely because it is a recent and clean change of rule, and because the quota had existed long enough that older material still describes it as current.\"\n    ]\n  },\n  {\n    \"id\": 200,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"Consider the following statements in respect of the Kendriya Vidyalaya Sangathan:\\n1. It was established in December 1963.\\n2. It is an autonomous body under the Ministry of Education.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Kendriya Vidyalaya Sangathan was established on 15 December 1963 and functions as an autonomous body under the Ministry of Education.\",\n      \"Its autonomy has a practical consequence worth carrying. Because the Sangathan is a body distinct from the Department of School Education and Literacy, it carries its own budget line, which stood at \u20b910,129.41 crore in the Budget 2026-27, separate from Samagra Shiksha and the other school schemes.\",\n      \"The same structure applies to the Navodaya Vidyalaya Samiti, whose allocation was \u20b96,025 crore. Both are central school systems administered through autonomous societies rather than run directly as departmental schemes.\"\n    ]\n  },\n  {\n    \"id\": 201,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"Published figures describe the Kendriya Vidyalaya network as comprising about 1,256 schools and also about 1,289 schools. The explanation is that:\",\n    \"options\": [\n      \"the two figures describe the position before and after the approval of 85 new Kendriya Vidyalayas in December 2024\",\n      \"the two figures count functional and sanctioned schools respectively\",\n      \"the lower figure excludes the three schools functioning abroad\",\n      \"the higher figure includes Navodaya Vidyalayas co-located with Kendriya Vidyalayas\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The two figures describe different moments rather than contradicting each other: about 1,256 functional Kendriya Vidyalayas before the December 2024 approval, and about 1,289 at present.\",\n      \"Questions in this field frequently offer two true numbers from different dates. The safe habit is to attach a date to every figure rather than a single number to every institution, because these networks are expanding continuously.\",\n      \"The first option describes a real distinction but the wrong one here. Sanctioned against functional is the gap that matters in the Eklavya system, where 708 schools are sanctioned against 405 functional, and to a small degree in the Navodaya system at 661 against 653.\"\n    ]\n  },\n  {\n    \"id\": 202,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"The 85 new Kendriya Vidyalayas approved in December 2024 were sanctioned at an estimated cost of:\",\n    \"options\": [\n      \"\u20b92,359.82 crore\",\n      \"\u20b96,025 crore\",\n      \"\u20b910,129.41 crore\",\n      \"\u20b95,872.08 crore\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The 85 new Kendriya Vidyalayas were approved at an estimated \u20b95,872.08 crore, providing for about 82,560 students and creating 5,388 posts, across the civil and defence sectors, together with expansion of the existing Kendriya Vidyalaya at Shivamogga in Karnataka by two additional sections in every class.\",\n      \"The first option belongs to the same Cabinet decision but to the other system: \u20b92,359.82 crore for 28 new Navodaya Vidyalayas, providing for 15,680 students and 1,316 posts. The remaining two are the annual budget allocations of the two Samitis for 2026-27.\",\n      \"Reading the two approvals together shows the difference in unit size. Eighty-five Kendriya Vidyalayas serve roughly five times the students of 28 Navodaya Vidyalayas, because a Kendriya Vidyalaya is a day school of substantial strength while a Navodaya Vidyalaya is residential with about eighty seats a year.\"\n    ]\n  },\n  {\n    \"id\": 203,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"Assertion (A): Kendriya Vidyalayas follow a common curriculum, medium and academic calendar across the country.\\nReason (R): The system exists to serve children whose parents are liable to transfer, for whom continuity of schooling is the principal difficulty.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Uniformity across the network is not administrative tidiness; it is the mechanism by which the system solves the problem it was created for.\",\n      \"A child moving from one station to another resumes at the same point in the same syllabus, under the same board, in the same medium. Any departure from uniformity would reintroduce the disruption the system exists to remove.\",\n      \"This also explains why the Kendriya Vidyalaya is sited by sector of employment rather than by geography. The school follows the employer, because the child follows the parent.\"\n    ]\n  },\n  {\n    \"id\": 204,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"The Kendriya Vidyalaya system was created to serve:\",\n    \"options\": [\n      \"children in rural areas who lacked access to good schools\",\n      \"children of transferable central government employees, particularly defence personnel\",\n      \"children of Scheduled Tribe families in remote blocks\",\n      \"girls from educationally backward blocks\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Kendriya Vidyalayas were created for the children of transferable central government employees, and particularly of defence personnel, whose schooling was disrupted each time a parent was posted elsewhere.\",\n      \"The problem was one of continuity rather than of access. A common curriculum, a common medium and a common calendar across the country mean that a child moving from one station to another resumes at the same point in the same syllabus.\",\n      \"The three distractors describe the mandates of the Navodaya Vidyalaya, the Eklavya Model Residential School and the Kasturba Gandhi Balika Vidyalaya respectively. Each of the four residential or central systems answers a different question, and keeping the mandates apart is the substance of most questions on this topic.\"\n    ]\n  },\n  {\n    \"id\": 205,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"In December 2024, the approval of 28 new Navodaya Vidyalayas was specifically for:\",\n    \"options\": [\n      \"districts not so far covered by the Navodaya Vidyalaya Scheme\",\n      \"districts with the highest population density\",\n      \"districts affected by Left Wing Extremism\",\n      \"districts in the north-eastern States alone\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The 28 new Navodaya Vidyalayas were approved for districts not so far covered by the scheme, at an estimated cost of \u20b92,359.82 crore, providing for 15,680 students and creating 1,316 posts.\",\n      \"The criterion follows directly from the one-per-district rule. Because the design promises a school in every district, expansion means filling the districts that do not yet have one rather than adding a second school where one already exists.\",\n      \"The same Cabinet decision approved 85 new Kendriya Vidyalayas at an estimated \u20b95,872.08 crore for about 82,560 students and 5,388 posts, so the two systems were expanded together but on different principles.\"\n    ]\n  },\n  {\n    \"id\": 206,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"Consider the following statements in respect of admission to Kendriya Vidyalayas:\\n1. Priority runs from children of transferable central government employees and ex-servicemen through to all others.\\n2. Vacancies remaining after the higher priority categories are exhausted are filled from a waiting list.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The priority order runs from children of transferable central government employees and ex-servicemen, through children of central autonomous body and public sector undertaking employees, to children of State government employees, and finally to all others, with vacancies filled from the waiting list once the higher categories are exhausted.\",\n      \"The order tracks the mandate exactly. The closer a parent's employment is to transferable central service, the higher the child stands, because the system exists to answer the disruption that transfer causes.\",\n      \"The final category matters in practice. Admission of children outside any government service is not an exception grudgingly allowed but a designed use of surplus capacity, which is what makes a Kendriya Vidyalaya a general neighbourhood school in places where the central establishment is small.\"\n    ]\n  },\n  {\n    \"id\": 207,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Consider the following statements in respect of the migration scheme of the Navodaya Vidyalayas:\\n1. Students migrate between Hindi-speaking and non-Hindi-speaking regions.\\n2. The migration takes place in the board examination year.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. Migration is between Hindi-speaking and non-Hindi-speaking regions and takes place at Class IX, which sits before the board year, so the migration year is not the examination year.\",\n      \"The timing is deliberate. Asking a child to spend a year in an unfamiliar linguistic region is demanding enough without also asking it in the year of a board examination, and placing it at Class IX keeps the two apart.\",\n      \"The migration scheme is the feature that has no counterpart anywhere else in Indian school education. It is the reason national integration appears in the Navodaya mandate as an operational objective rather than a pious hope: a stated aim is converted into a year that a specific child actually spends elsewhere.\"\n    ]\n  },\n  {\n    \"id\": 208,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"The unit on which a Jawahar Navodaya Vidyalaya is sited is:\",\n    \"options\": [\n      \"the development block\",\n      \"the revenue division\",\n      \"the Assembly constituency\",\n      \"the district\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"One Jawahar Navodaya Vidyalaya is established per district, so that access does not depend on where in a State a child happens to live.\",\n      \"The choice of unit follows from the purpose. A district-based rule distributes opportunity evenly across the country, which suits a scheme addressed to rural talent generally rather than to a defined community.\",\n      \"It contrasts instructively with the Eklavya school, sited one to a qualifying block on Scheduled Tribe demography, and with the Kasturba Gandhi Balika Vidyalaya, sited in educationally backward blocks. Three systems, three units of siting, and in each case the unit follows the mandate.\"\n    ]\n  },\n  {\n    \"id\": 209,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"A candidate seeking admission to Class VI of a Jawahar Navodaya Vidyalaya may sit the selection test:\",\n    \"options\": [\n      \"only in the district in which the candidate is seeking admission\",\n      \"in any district of the State in which the candidate resides\",\n      \"in any district of the country\",\n      \"in the district of the candidate's birth\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Candidature is restricted to the district in which admission is sought, which is one of the features that protects the rural candidate.\",\n      \"Without the restriction, candidates from districts with stronger schooling could compete for seats in districts with weaker schooling, and the one-per-district design would deliver its seats to children who already had access to good schools.\",\n      \"The restriction works alongside the single-attempt rule, the rural definition and the regional-language paper. Each removes a particular advantage that a better-schooled or better-coached candidate would otherwise carry into the same examination.\"\n    ]\n  },\n  {\n    \"id\": 210,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"The Kendriya Vidyalayas functioning outside India are located at:\",\n    \"options\": [\n      \"Moscow, Colombo and Dhaka\",\n      \"Moscow, Kathmandu and Tehran\",\n      \"Kathmandu, Dhaka and Tehran\",\n      \"Moscow, Kathmandu and Singapore\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Three Kendriya Vidyalayas function abroad, at Moscow, Kathmandu and Tehran, within a network of about 1,289 schools serving roughly 13.56 lakh students.\",\n      \"They follow directly from the mandate. They serve the children of Indian government personnel posted at those missions, for whom the continuity problem is sharpest, since a return posting would otherwise mean re-entering an unfamiliar syllabus mid-course.\",\n      \"The network is supported by 25 Regional Offices and five Zonal Institutes of Education and Training, the latter handling in-service training of teachers within the system.\"\n    ]\n  },\n  {\n    \"id\": 211,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Consider the following statements in respect of Navodaya Vidyalayas:\\n1. About 661 schools stand sanctioned and about 653 are functional.\\n2. The gap between sanctioned and functional schools is proportionately larger than in the Eklavya Model Residential School system.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. About 661 Navodaya Vidyalayas stand sanctioned and about 653 are functional, serving roughly 2.9 lakh students. That gap of eight schools is proportionately far smaller than in the Eklavya system, where 708 are sanctioned against 405 functional.\",\n      \"The Navodaya network therefore converts sanction into operation almost completely, while the Eklavya network operationalises roughly 57 per cent of what it sanctions, and only about 19 per cent in the eight north-eastern States.\",\n      \"The difference reflects age and machinery rather than merit. The Navodaya system has been building since 1985-86 through an established Samiti, while the Eklavya network was set a target of 728 schools in 2018 and given its implementing society only in 2019.\"\n    ]\n  },\n  {\n    \"id\": 212,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"Consider the following statements:\\n1. Kendriya Vidyalayas fall within the specified category of schools.\\n2. The reservation of 25 per cent for children of weaker sections and disadvantaged groups under Section 12(1)(c) of the Right to Education Act, 2009 applies to them.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct, and the second follows from the first. Because Kendriya Vidyalayas fall within the specified category of schools under the Right of Children to Free and Compulsory Education Act, 2009, the obligation in Section 12(1)(c) to admit at least 25 per cent of the entry class from weaker sections and disadvantaged groups applies to them.\",\n      \"This is the point at which the central school systems meet the general statutory framework. A school created for the children of transferable employees is nonetheless bound by an entitlement created for the neighbourhood child, and the two claims coexist in the same admission process.\",\n      \"The provision applies at the entry class and is a floor rather than a ceiling. It operates alongside, and not instead of, the priority categories that govern the remaining seats.\"\n    ]\n  },\n  {\n    \"id\": 213,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Consider the following statements in respect of the Jawahar Navodaya Vidyalaya Selection Test:\\n1. At least 75 per cent of the seats in each district are filled by candidates selected from rural areas.\\n2. One-third of the seats are filled by girls.\\n3. Three per cent of the seats are reserved for children with disabilities.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. At least 75 per cent of seats in each district go to candidates from rural areas, one-third of seats are filled by girls, and three per cent are reserved for children with disabilities.\",\n      \"Reservation for Scheduled Castes and Scheduled Tribes is at 15 per cent and 7.5 per cent respectively, applied district by district. The whole structure is built so that a rural child competing against an urban one is not competing on unequal terms.\",\n      \"Note the difference in form between the rural and girls' provisions. The rural share is expressed as a floor of at least 75 per cent, whereas the girls' share is a fixed one-third, and questions often turn on which of the two is a minimum.\"\n    ]\n  },\n  {\n    \"id\": 214,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Assertion (A): The Navodaya migration year is placed at Class IX rather than at Class X.\\nReason (R): Class X is a board examination year, and a year spent in an unfamiliar linguistic region would coincide with it.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Migration takes place at Class IX, which sits before the board year, so the migration year is not the examination year.\",\n      \"Asking a child to spend a year in an unfamiliar linguistic region is demanding enough without also asking it in the year of a board examination. Placing migration at Class IX keeps the two apart.\",\n      \"The language policy is arranged to match. From Class IX science and mathematics are taught in English while social science is taught in Hindi, a division that makes the migration year linguistically manageable in both directions.\"\n    ]\n  },\n  {\n    \"id\": 215,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Kendriya Vidyalayas\",\n    \"question\": \"A child whose parent is an employee of a State Government seeks admission to a Kendriya Vidyalaya. Under the admission priority, the child stands:\",\n    \"options\": [\n      \"in the highest priority category, alongside children of transferable central government employees\",\n      \"below children of central autonomous body and public sector undertaking employees, but above all others\",\n      \"outside the priority categories altogether and is ineligible\",\n      \"in the same category as children of ex-servicemen\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The priority order runs from children of transferable central government employees and ex-servicemen, through children of central autonomous body and public sector undertaking employees, to children of State government employees, and finally to all others.\",\n      \"A child of a State government employee therefore stands below the central categories but above the general public. Vacancies remaining once the higher categories are exhausted are filled from the waiting list.\",\n      \"The order tracks the mandate exactly. The closer a parent's employment is to transferable central service, the higher the child stands, because the system exists to answer the disruption that transfer causes.\"\n    ]\n  },\n  {\n    \"id\": 216,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Consider the following statements in respect of the Jawahar Navodaya Vidyalaya system:\\n1. The first two schools were established in 1985-86.\\n2. They were located at Amravati and Jhajjar.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The first two Jawahar Navodaya Vidyalayas were established in 1985-86 at Amravati in Maharashtra and Jhajjar in Haryana.\",\n      \"The system followed from the National Policy on Education, 1986, which held that talent in rural India was being lost for want of access to good schools, and that the remedy was a fully residential school of national standard in every district, free of cost, reached by an examination rather than by fee-paying capacity.\",\n      \"That founding diagnosis explains every distinctive feature that follows: the district as the unit, the entrance test, the rural quota and the absence of fees. The design is a single answer to a single stated problem.\"\n    ]\n  },\n  {\n    \"id\": 217,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"From Class IX in the Navodaya Vidyalayas, the medium of instruction is arranged so that:\",\n    \"options\": [\n      \"all subjects are taught in English\",\n      \"all subjects are taught in the regional language\",\n      \"science and mathematics are taught in Hindi while social science is taught in English\",\n      \"science and mathematics are taught in English while social science is taught in Hindi\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"From Class IX, science and mathematics are taught in English while social science is taught in Hindi.\",\n      \"The division exists to serve the migration scheme. A student moving between a Hindi-speaking and a non-Hindi-speaking region finds part of the curriculum in a language common to both regions and part in Hindi, which makes the migration year linguistically manageable in both directions.\",\n      \"This is a good illustration of how one design decision follows from another. The language policy is not an independent curricular choice; it exists because the migration scheme exists, and it would make little sense in a system without it.\"\n    ]\n  },\n  {\n    \"id\": 218,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Which one of the following is NOT correct in respect of Jawahar Navodaya Vidyalayas?\",\n    \"options\": [\n      \"Candidates may appear in the selection test in more than one year\",\n      \"They are co-educational and fully residential\",\n      \"Education is provided free of cost\",\n      \"At least 75 per cent of the seats in each district are filled from rural areas\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The fourth statement is not correct. The selection test is limited to a single attempt, which is one of the features protecting the rural candidate against repeated coached attempts.\",\n      \"The other three are correctly stated. The schools are co-educational and fully residential, education is free of cost, and at least 75 per cent of seats in each district go to candidates selected from rural areas.\",\n      \"The single-attempt rule sits alongside the district restriction, the rural definition and the regional-language paper. Removing any one of them would let a better-prepared candidate recover the advantage the others were designed to neutralise.\"\n    ]\n  },\n  {\n    \"id\": 219,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Which one of the following is NOT a feature of the Jawahar Navodaya Vidyalaya Selection Test designed to protect the rural candidate?\",\n    \"options\": [\n      \"The restriction of candidature to the district in which the school is located\",\n      \"The requirement of a minimum aggregate in the Class V examination\",\n      \"The limitation to a single attempt\",\n      \"The availability of the Class VI paper in regional languages\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"There is no such minimum aggregate requirement. The features that protect the rural candidate are the district restriction, the single attempt, the rural definition and the regional-language paper.\",\n      \"Each removes a specific advantage an urban or better-off candidate would otherwise enjoy. The district restriction prevents competition from a wider and better-schooled pool; the single attempt prevents repeated coached attempts; and the regional-language paper prevents the test becoming an English examination in disguise.\",\n      \"The Class VI paper is offered in a large number of regional languages, while the Class IX paper is in Hindi and English only. That difference is itself examinable, and it reflects the fact that a child entering at Class IX has already had three years of Navodaya-style schooling.\"\n    ]\n  },\n  {\n    \"id\": 220,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Consider the following statements in respect of the Vidyalaya Vikas Nidhi in Navodaya Vidyalayas:\\n1. It is a monthly development contribution collected from Class IX onwards.\\n2. Girls, Scheduled Caste and Scheduled Tribe students, children with disabilities and children of families below the poverty line are exempt from it.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The contribution is collected from Class IX, ordinarily of the order of six hundred rupees a month from boys of the general and other backward classes, with a higher rate for wards of government employees, and the named categories are exempt altogether.\",\n      \"The exemptions matter because they preserve the founding promise. A system created so that access should not depend on fee-paying capacity cannot allow a contribution to exclude the very children it was built for, so the contribution falls only on those able to bear it.\",\n      \"The higher rate for wards of government employees applies the same principle in the other direction. A salaried parent in secure employment pays more, which is a form of cross-subsidy inside a school that is otherwise free.\"\n    ]\n  },\n  {\n    \"id\": 221,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"About 653 Jawahar Navodaya Vidyalayas are functional, each admitting roughly eighty students a year at the Class VI stage. The approximate annual intake of the system at that stage is:\",\n    \"options\": [\n      \"about 12,000\",\n      \"about 26,000\",\n      \"about 1,05,000\",\n      \"about 52,000\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Multiplying about 653 functional schools by roughly eighty seats a year gives an annual intake of approximately 52,000 at the Class VI stage.\",\n      \"The figure is worth setting against the roughly 2.9 lakh students on the rolls across Classes VI to XII. An intake of about 52,000 sustained across seven classes accounts for the greater part of that total, with the balance explained by the separate Class IX entry.\",\n      \"Scale matters when judging the system. Fifty-two thousand seats a year across a country of this size is a small number, which is why the Navodaya Vidyalaya is properly described as demonstrating a standard rather than serving a population.\"\n    ]\n  },\n  {\n    \"id\": 222,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"The two systems compared\",\n    \"question\": \"The allocations for the Kendriya Vidyalaya Sangathan and the Navodaya Vidyalaya Samiti in the Budget 2026-27 were respectively:\",\n    \"options\": [\n      \"\u20b910,129.41 crore and \u20b96,025 crore\",\n      \"\u20b96,025 crore and \u20b910,129.41 crore\",\n      \"\u20b910,129.41 crore and \u20b95,872.08 crore\",\n      \"\u20b942,100 crore and \u20b910,129.41 crore\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The Kendriya Vidyalaya Sangathan was allocated \u20b910,129.41 crore and the Navodaya Vidyalaya Samiti \u20b96,025 crore.\",\n      \"Set beside Samagra Shiksha at \u20b942,100 crore, the two together come to about \u20b916,000 crore, roughly a fifth of the umbrella scheme's provision while serving a small fraction of the country's schoolchildren.\",\n      \"That contrast should be stated carefully rather than as a criticism. A fully residential school and a day school of national standard cost more per child than a general school by design, and both systems were created to demonstrate a standard rather than to serve the whole population.\"\n    ]\n  },\n  {\n    \"id\": 223,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"A rural candidate residing in one district wishes to sit the Jawahar Navodaya Vidyalaya Selection Test for a school in a neighbouring district with, in the candidate's view, better facilities. The candidate:\",\n    \"options\": [\n      \"may do so, since the test is conducted nationally on a common date\",\n      \"may not do so, since candidature is restricted to the district in which admission is sought\",\n      \"may do so with the permission of the District Education Officer\",\n      \"may do so only if the home district has no Navodaya Vidyalaya\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Candidature is restricted to the district in which admission is sought. It is one of the features built into the test to protect the rural candidate.\",\n      \"Without the restriction, candidates from districts with stronger schooling could compete for seats in districts with weaker schooling, and the one-per-district design would deliver its seats to children who already had access to good schools.\",\n      \"The restriction operates alongside the single-attempt rule, the rural definition and the regional-language paper. Each removes a particular advantage that a better-schooled or better-coached candidate would otherwise carry into the same examination.\"\n    ]\n  },\n  {\n    \"id\": 224,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"Consider the following statements:\\n1. Tamil Nadu has no Jawahar Navodaya Vidyalaya.\\n2. The State's position is connected with its objection to the three-language formula.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Tamil Nadu has no Jawahar Navodaya Vidyalaya, and the position is connected with the State's long-standing objection to the three-language formula, which the Navodaya system embodies through its migration scheme and language policy.\",\n      \"The point is structural rather than incidental. A system whose distinctive feature is migration between Hindi-speaking and non-Hindi-speaking regions cannot easily be adopted by a State that rejects the language policy underlying that migration.\",\n      \"It also connects to the wider pattern of States standing outside central education initiatives. Tamil Nadu is among the three States that declined the PM SHRI Memorandum of Understanding and the comparable agreement under PM-USHA, and language is a recurring element in that dissent.\"\n    ]\n  },\n  {\n    \"id\": 225,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"The Jawahar Navodaya Vidyalaya system followed from the recommendation of:\",\n    \"options\": [\n      \"the Kothari Commission, 1964-66\",\n      \"the Right of Children to Free and Compulsory Education Act, 2009\",\n      \"the National Education Policy, 2020\",\n      \"the National Policy on Education, 1986\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The system followed from the National Policy on Education, 1986, which held that talent in rural India was being lost for want of access to good schools.\",\n      \"The remedy the Policy proposed was specific: a fully residential school of national standard in every district, free of cost, reached by an examination rather than by fee-paying capacity. The first two schools opened in 1985-86 at Amravati and Jhajjar.\",\n      \"Every distinctive feature of the system follows from that single diagnosis. The district as the unit answers access, the entrance test answers talent, the rural quota answers the comparison with urban candidates, and the absence of fees answers paying capacity.\"\n    ]\n  },\n  {\n    \"id\": 226,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"The two systems compared\",\n    \"question\": \"Arrange the following in correct chronological order:\\n1. Establishment of the Kendriya Vidyalaya Sangathan\\n2. Establishment of the first two Jawahar Navodaya Vidyalayas\\n3. Abolition of the Member of Parliament quota in Kendriya Vidyalayas\\n4. Designation of all Kendriya Vidyalayas and Navodaya Vidyalayas as PM SHRI schools\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"1 - 2 - 3 - 4\",\n      \"2 - 1 - 3 - 4\",\n      \"1 - 2 - 4 - 3\",\n      \"1 - 3 - 2 - 4\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The order is 15 December 1963, 1985-86, April 2022 and December 2024.\",\n      \"The two systems were created twenty-two years apart and for different reasons. The Kendriya Vidyalaya answered disruption caused by transfer of central government employees; the Navodaya Vidyalaya followed the National Policy on Education, 1986 and answered rural talent lost for want of access.\",\n      \"The last two events brought them together. The abolition of the Member of Parliament quota tightened admission to the mandate, and the PM SHRI designation of December 2024 placed both systems within a common exemplar framework.\"\n    ]\n  },\n  {\n    \"id\": 227,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"Navodaya Vidyalayas\",\n    \"question\": \"The Class VI and Class IX papers of the Jawahar Navodaya Vidyalaya Selection Test differ in that:\",\n    \"options\": [\n      \"the Class VI paper is in Hindi and English only while the Class IX paper is offered in regional languages\",\n      \"the Class VI paper is offered in a large number of regional languages while the Class IX paper is in Hindi and English only\",\n      \"both papers are offered only in the language of the State concerned\",\n      \"both papers are offered only in English\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The Class VI paper is offered in a large number of regional languages, while the Class IX paper is in Hindi and English only.\",\n      \"The difference reflects who is sitting each paper. A child entering at Class VI comes from a State school and may have studied wholly in a regional language, so a paper in that language is the only fair test. A child entering at Class IX has already had three years of Navodaya-style schooling.\",\n      \"It connects to the language policy of the system. From Class IX, science and mathematics are taught in English while social science is taught in Hindi, so a candidate entering at that stage must already be able to work in both.\"\n    ]\n  },\n  {\n    \"id\": 228,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"The two systems compared\",\n    \"question\": \"Consider the following statements:\\n1. All Kendriya Vidyalayas and Navodaya Vidyalayas were designated PM SHRI schools in December 2024.\\n2. Both systems are administered by autonomous bodies under the Ministry of Education.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. All Kendriya Vidyalayas and Navodaya Vidyalayas were designated PM SHRI schools in December 2024, and both systems are run by autonomous bodies under the Ministry of Education, the Kendriya Vidyalaya Sangathan and the Navodaya Vidyalaya Samiti respectively.\",\n      \"The designation has an interesting consequence for the logic of PM SHRI. Schools of the two central systems entered by administrative decision, whereas a State school must still qualify through the three stages of Challenge Mode, beginning with its State signing the Memorandum of Understanding.\",\n      \"It also affects the arithmetic of the 14,500 target. A network of about 1,289 Kendriya Vidyalayas and some 653 functional Navodaya Vidyalayas entering by designation accounts for a substantial share of that figure without any of them having competed.\"\n    ]\n  },\n  {\n    \"id\": 229,\n    \"chapter\": \"Kendriya and Navodaya Vidyalayas\",\n    \"topic\": \"The two systems compared\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (System)\\nA. Kendriya Vidyalaya\\nB. Jawahar Navodaya Vidyalaya\\nC. Eklavya Model Residential School\\nD. Kasturba Gandhi Balika Vidyalaya\\n\\nList-II (Unit or basis of siting)\\n1. One per district\\n2. Educationally Backward Blocks\\n3. Sector of central government employment\\n4. Blocks qualifying on Scheduled Tribe population\",\n    \"options\": [\n      \"A-1, B-3, C-4, D-2\",\n      \"A-3, B-1, C-2, D-4\",\n      \"A-3, B-4, C-1, D-2\",\n      \"A-3, B-1, C-4, D-2\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Kendriya Vidyalaya follows the sector of central government employment, civil, defence or project. The Jawahar Navodaya Vidyalaya is sited one per district. The Eklavya school is sited in blocks qualifying on Scheduled Tribe population. The Kasturba Gandhi Balika Vidyalaya is sited in Educationally Backward Blocks.\",\n      \"In each case the unit follows the mandate. A system answering disruption caused by transfer follows the employer; one answering rural talent lost for want of access follows the map; one for Scheduled Tribe students follows demography; and one for girls being left behind follows educational backwardness.\",\n      \"Three of the four are administered under the Ministry of Education, whether directly or through an autonomous body or a scheme component, while the Eklavya school belongs to the Ministry of Tribal Affairs.\"\n    ]\n  },\n  {\n    \"id\": 230,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Eklavya Model Residential Schools (EMRSs):\\n1. They are administered by the Ministry of Tribal Affairs.\\n2. They are implemented as a Centrally Sponsored Scheme with a State matching share.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. EMRS belongs to the Ministry of Tribal Affairs, and it is a Central Sector Scheme funded wholly by the Union Government, not a Centrally Sponsored Scheme.\",\n      \"The ministry is the most frequently missed fact about the scheme, and it has consequences beyond nomenclature. Because the scheme sits outside the Ministry of Education, it never appears in the Department of School Education and Literacy budget alongside the Kendriya Vidyalaya Sangathan and the Navodaya Vidyalaya Samiti.\",\n      \"The State is not, however, without a role. It provides the land, and the sanction of a school is subject to suitable land being made available. That is the one input the Centre cannot supply, and it is the point at which a sanctioned school most often stalls.\"\n    ]\n  },\n  {\n    \"id\": 231,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Article 275(1) of the Constitution, under which Eklavya schools were funded before they received a separate allocation, provides for:\",\n    \"options\": [\n      \"loans to States for capital works in Scheduled Areas\",\n      \"the constitution of Tribes Advisory Councils in States with Scheduled Areas\",\n      \"the reservation of seats for Scheduled Tribes in State Legislative Assemblies\",\n      \"grants-in-aid from the Consolidated Fund of India to States in need of assistance, including sums to meet the cost of schemes for promoting the welfare of Scheduled Tribes\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Article 275(1) provides for grants-in-aid from the Consolidated Fund of India to such States as Parliament determines to be in need of assistance. Its first proviso deals specifically with sums to meet the cost of schemes of development undertaken with the approval of the Government of India for promoting the welfare of Scheduled Tribes and for raising the level of administration of Scheduled Areas.\",\n      \"It is a charged expenditure provision, which is why an Eklavya school could be funded from it long before the scheme had a budget line of its own. The money was constitutionally available even when it was not administratively earmarked.\",\n      \"The distractors describe genuine constitutional arrangements for Scheduled Tribes but different ones. Tribes Advisory Councils arise under the Fifth Schedule, and reservation of seats in legislatures under Articles 330 and 332.\"\n    ]\n  },\n  {\n    \"id\": 232,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"A block has a Scheduled Tribe population amounting to 55 per cent of its total population, but the number of tribal persons in it is 15,000. Applying the criterion for setting up an Eklavya Model Residential School, the block:\",\n    \"options\": [\n      \"does not qualify, since both the proportion and the absolute number must be satisfied\",\n      \"qualifies, since the Scheduled Tribe share exceeds 50 per cent\",\n      \"qualifies, provided the State Government provides the land\",\n      \"qualifies only if it is a Left Wing Extremism affected block\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The block does not qualify. The criterion requires more than 50 per cent Scheduled Tribe population and at least 20,000 tribal persons, and both limbs must be met. This block satisfies the first and fails the second.\",\n      \"The availability of land is a further condition on a block that already qualifies; it cannot cure a failure of the demographic test. The third option therefore inverts the sequence in which the conditions operate.\",\n      \"Left Wing Extremism affected status is relevant to this scheme but at a different point altogether. It raises the capital cost norm, from \u20b937.80 crore in plain areas to \u20b948.00 crore in the North East, hilly areas and Left Wing Extremism affected areas. It does not affect eligibility.\"\n    ]\n  },\n  {\n    \"id\": 233,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the funding of Eklavya Model Residential Schools:\\n1. Until 2019-20, funds reached States as one component of grants made under Article 275(1) of the Constitution.\\n2. A separate budget allocation for the scheme was made from 2020-21 onwards.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. For its first two decades the scheme had no budget line of its own and was funded as one component of the Article 275(1) grants to States, with a separate allocation made only from 2020-21.\",\n      \"The consequence of the older arrangement was that the scheme's growth depended on what each State chose to prioritise from a pool meant for tribal welfare generally. A school competed for money with every other tribal development use of the same grant.\",\n      \"The change of funding route therefore preceded and enabled the change of scale. Roughly a hundred schools were in operation in 2018; the figure rose to about 250 by 2021 and around 400 by 2024, once the scheme had its own allocation and its own implementing society.\"\n    ]\n  },\n  {\n    \"id\": 234,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): A sanctioned Eklavya Model Residential School may remain non-functional for several years.\\nReason (R): Sanction records that a block qualifies and that a school has been approved for it, whereas functioning additionally requires land, construction, staffing and affiliation.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Of 708 schools sanctioned, 405 were functional, so roughly three hundred existed as decisions rather than as schools.\",\n      \"Each of the four requirements can fail on its own. Land is provided by the State and is the commonest early obstacle; construction is slower and costlier in the very terrain the scheme targets; staffing was for years the binding constraint; and affiliation to the Central Board of Secondary Education follows rather than precedes the school opening.\",\n      \"The distinction matters when reading any figure about this scheme. A count of sanctioned schools measures intent, and a count of functional schools measures delivery. Quoting the first as though it were the second is the commonest error in writing about the Eklavya system.\"\n    ]\n  },\n  {\n    \"id\": 235,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following conditions for the location of an Eklavya Model Residential School in a block:\\n1. The block must have more than 50 per cent Scheduled Tribe population.\\n2. The block must have at least 20,000 tribal persons.\\n3. Suitable land must be made available by the State Government.\\nHow many of the conditions given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are correct. The siting rule set in 2018-19 requires both demographic conditions to be satisfied, on the basis of the 2011 Census, and the sanction is in addition subject to the availability of suitable land to be provided by the State Government.\",\n      \"The two demographic conditions are cumulative, not alternative. A block that meets the proportion but not the absolute number does not qualify, and neither does one that meets the number but not the proportion.\",\n      \"That cumulative requirement is itself the subject of representation. Sparsely populated tribal blocks, where the tribal share of the population is very high but the absolute number is small, fall outside the criterion, and their case for relaxation has been pressed on precisely this ground.\"\n    ]\n  },\n  {\n    \"id\": 236,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"The examination through which teaching and non-teaching staff of Eklavya Model Residential Schools are now selected is conducted by:\",\n    \"options\": [\n      \"the National Education Society for Tribal Students\",\n      \"the Staff Selection Commission\",\n      \"the National Testing Agency\",\n      \"the respective State Public Service Commissions\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The EMRS Staff Selection Exam is conducted nationally by the National Education Society for Tribal Students, the autonomous body under the Ministry of Tribal Affairs that runs the schools.\",\n      \"This is a change from the earlier position, in which recruitment was carried out State by State. The centralisation followed the Budget announcement of 2023-24 and was designed to address a chronic shortage and to give parity of standards across States, neither of which State-level recruitment had achieved.\",\n      \"The National Testing Agency is the plausible distractor because it conducts the entrance examinations for the Navodaya and Sainik school systems. But those are examinations for admission of students, whereas this is an examination for recruitment of staff, conducted by the employing society itself.\"\n    ]\n  },\n  {\n    \"id\": 237,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the National Education Society for Tribal Students:\\n1. It is an autonomous society established under the Ministry of Tribal Affairs.\\n2. It receives funds from the Ministry and releases them to State societies and construction agencies.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Society was established in 2019 as an autonomous body under the Ministry of Tribal Affairs, to plan, administer and oversee the schools across States and Union Territories.\",\n      \"Its position in the flow of funds is the examinable point. The Ministry releases to the Society, and the Society in turn releases to State societies and construction agencies according to their requirements. It is an intermediary with operational responsibility, not merely an advisory body.\",\n      \"Its creation in 2019 completed the shift begun in the 2018-19 Budget. A scheme that had been a State-administered use of constitutional grants acquired a dedicated national institution, and that institution now runs recruitment, standards and the schools' management information system.\"\n    ]\n  },\n  {\n    \"id\": 238,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): The centralisation of recruitment for Eklavya schools may sit uneasily with the scheme's stated purpose.\\nReason (R): A national examination can produce a teacher who does not speak the language of the children in the classroom, in a system whose object is to educate tribal children in their own environment.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. A national examination fixed the chronic shortage and gave parity of standards across States, which State-by-State recruitment had never managed. It also produced a teacher who may not speak the language of the children in front of her.\",\n      \"Officials have said that newly recruited teachers are expected to learn the local language within two years, but no institutional support or roadmap has been specified for doing so. An expectation without a mechanism is not a plan.\",\n      \"In a school whose stated purpose is to educate tribal children in their own environment, this is not a minor operational detail. It is the point at which an efficiency gain in administration may be paid for in the classroom, and it belongs in any evaluative answer on the scheme.\"\n    ]\n  },\n  {\n    \"id\": 239,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of an Eklavya Model Residential School:\\n1. Each school has a sanctioned capacity of 480 students.\\n2. The schools run from Class VI to Class XII.\\n3. Boys and girls are admitted in equal number.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. Each Eklavya school is fully residential with a sanctioned strength of 480 students, running from Class VI to Class XII, with boys and girls admitted in equal number.\",\n      \"The equal-number rule distinguishes the scheme from the Navodaya system, where the requirement is that one-third of seats go to girls. Here parity is built into the sanctioned strength rather than expressed as a minimum share.\",\n      \"The class range is the same as that of the Jawahar Navodaya Vidyalaya, which is not a coincidence. The academic standard of the Eklavya school is expressly set at par with the Navodaya Vidyalaya, and the design borrows the residential model that had already been tested for rural talent.\"\n    ]\n  },\n  {\n    \"id\": 240,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Eklavya Model Residential Schools as reported for 2023-24:\\n1. About 404 schools were operational across 28 States and Union Territories.\\n2. All operational schools were affiliated to the Central Board of Secondary Education.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. In 2023-24, 404 schools were operational across 28 States and Union Territories with about 1,23,800 students enrolled, of which 322 were affiliated to the Central Board of Secondary Education.\",\n      \"Affiliation is therefore progressive rather than automatic. A school opens and then seeks affiliation, so at any given moment a number of functional schools are working towards it. Roughly four in five of the operational schools held affiliation at that point.\",\n      \"The academic standard is nevertheless expressly benchmarked to the Jawahar Navodaya Vidyalaya, and board examination pass rates in these schools have been reported above national averages. That is the strongest single argument for completing the network rather than redesigning it.\"\n    ]\n  },\n  {\n    \"id\": 241,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the coverage of the Eklavya scheme as reported:\\n1. The target is 728 schools.\\n2. The number of schools sanctioned exceeds the number reported as functional.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Ministry set a target of 728 Eklavya schools, against which 708 had been sanctioned, of which 405 were reported functional \u2014 an operationalisation rate of roughly 57 per cent.\",\n      \"The gap between sanction and functioning is the whole story of this scheme. Sanction is a decision recording that a block qualifies and that the Ministry has approved a school for it. Functioning requires land, construction, staff and affiliation, and each of those can stall independently of the others.\",\n      \"The position in the north-east is sharper still: only 28 of 145 sanctioned schools were operational there, close to 19 per cent. A national average of 57 per cent therefore conceals a region where four out of five sanctioned schools had not opened.\"\n    ]\n  },\n  {\n    \"id\": 242,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following pairs in respect of the Eklavya Model Residential Schools:\\n\\nCapital cost norm : Category of area\\n1. \u20b937.80 crore : plain areas\\n2. \u20b948.00 crore : North East, hilly areas and Left Wing Extremism affected areas\\n3. \u20b91.09 lakh : recurring grant per student per annum\\n\\nHow many of the pairs given above are correctly matched?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three pairs are correctly matched. The capital cost norm was revised from \u20b920.00 crore to \u20b937.80 crore for plain areas and from \u20b924.00 crore to \u20b948.00 crore for the North East, hilly areas and Left Wing Extremism affected areas, and the recurring grant stands at \u20b91.09 lakh per student per annum.\",\n      \"The capital cost covers the whole school complex including hostels and staff quarters, because a residential school in a remote block cannot be built in stages the way a day school can. Partial construction leaves a school that cannot open at all.\",\n      \"The higher norm for difficult areas recognises that the same building costs more where material has to be carried in and where work stops for security or weather. The differential is about the cost of building, not about the standard of the school built.\"\n    ]\n  },\n  {\n    \"id\": 243,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements comparing the Eklavya Model Residential School with the Jawahar Navodaya Vidyalaya:\\n1. Both run from Class VI to Class XII and are fully residential.\\n2. Both are sited on the basis of the district as the unit.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. Both systems are fully residential and run from Class VI to Class XII, and the Eklavya school is expressly benchmarked to the Navodaya standard.\",\n      \"The siting units differ. The Navodaya Vidyalaya is sited one to a district. The Eklavya school is sited one to a qualifying block, and qualification depends on Scheduled Tribe demography rather than on administrative geography alone.\",\n      \"That difference follows from the purpose. A district-based rule distributes opportunity evenly across the country, which suits a scheme for rural talent generally. A demography-based block rule concentrates schools where the target population actually lives, which is what a scheme for Scheduled Tribe students requires.\"\n    ]\n  },\n  {\n    \"id\": 244,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"The Eklavya Model Residential School scheme was started in the year:\",\n    \"options\": [\n      \"1986-87\",\n      \"1997-98\",\n      \"2001-02\",\n      \"2018-19\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The scheme was started in 1997-98, to provide quality education to Scheduled Tribe students in remote areas and to bring them at par with the general population.\",\n      \"The year 2018-19 is the tempting distractor and marks something different: the Union Budget of that year announced the major expansion, setting the block-based siting rule and the target of 728 schools. The scheme existed for two decades before that decision.\",\n      \"The distinction between origin and expansion matters because the scheme's character changed at that point. Until then it was one use to which a State could put tribal welfare grants; afterwards it became a centrally managed institutional structure with its own target and its own society.\"\n    ]\n  },\n  {\n    \"id\": 245,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the staffing of Eklavya Model Residential Schools:\\n1. The Union Budget 2023-24 announced the recruitment of 38,800 teachers and support staff.\\n2. Recruitment was thereafter centralised in the National Education Society for Tribal Students.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Budget of 2023-24 announced recruitment of 38,800 teaching and support staff for 740 Eklavya schools serving 3.5 lakh tribal students, and moved the recruitment function itself to the Society, replacing State-by-State hiring with a national process.\",\n      \"The scale of the shortfall justified the intervention. In July 2022 the teaching strength across all functional schools stood at just under 4,000 against about 11,340 recommended by the Society, which is roughly a third of requirement.\",\n      \"Selection now runs through the EMRS Staff Selection Exam conducted nationally by the Society. Over 8,000 teaching and non-teaching staff had been recruited by the Ministry's own account, with a further cycle for 7,267 vacancies reaching its second stage in March 2026.\"\n    ]\n  },\n  {\n    \"id\": 246,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"A school of the sanctioned strength of an Eklavya Model Residential School draws its recurring grant at the prescribed rate per student. The annual recurring cost of one such school is approximately:\",\n    \"options\": [\n      \"\u20b91.09 crore\",\n      \"\u20b92.62 crore\",\n      \"\u20b910.46 crore\",\n      \"\u20b95.23 crore\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The sanctioned strength is 480 students and the recurring grant is \u20b91.09 lakh per student per annum. The product is approximately \u20b95.23 crore for one school in one year.\",\n      \"Across the full target network of 728 schools this comes to roughly \u20b93,800 crore a year in recurring cost alone, before any capital expenditure on the schools still to be built.\",\n      \"The figure is worth setting beside the roughly \u20b95 lakh a year that a school receives under Samagra Shiksha. The per-student intensity here is of an altogether different order, which is what a fully residential school in a remote block actually costs, and it is why the capital norm had to be nearly doubled before construction could keep pace.\"\n    ]\n  },\n  {\n    \"id\": 247,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Arrange the following in correct chronological order:\\n1. Start of the Eklavya Model Residential School scheme\\n2. Budget announcement of a block-based expansion with a target of 728 schools\\n3. Establishment of the National Education Society for Tribal Students\\n4. Separate budget allocation for the scheme\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"1 - 2 - 3 - 4\",\n      \"1 - 3 - 2 - 4\",\n      \"2 - 1 - 3 - 4\",\n      \"1 - 2 - 4 - 3\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The correct order is 1997-98, the Budget of 2018-19, the establishment of the Society in 2019, and the separate allocation from 2020-21.\",\n      \"The sequence has an internal logic that makes it easier to reconstruct than to memorise. A scheme existed; a decision was taken to expand it greatly; an institution was created to carry out that expansion; and only then was it given money of its own.\",\n      \"The order also explains why the scheme's delivery problems appear when they do. The target was set in 2018 and the institution to deliver it created a year later, so the sanctioned-versus-functional gap reflects a network being built at speed by a society that was itself new.\"\n    ]\n  },\n  {\n    \"id\": 248,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"In a block where the density of Scheduled Tribe population is 90 per cent or more, the institution that may be sanctioned in place of a residential Eklavya school is:\",\n    \"options\": [\n      \"an Ashram School\",\n      \"an Eklavya Model Day Boarding School\",\n      \"a Kasturba Gandhi Balika Vidyalaya\",\n      \"a Jawahar Navodaya Vidyalaya\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"An Eklavya Model Day Boarding School may be sanctioned where Scheduled Tribe density crosses 90 per cent. The child attends for the full day but returns home at night.\",\n      \"The logic is that boarding solves a problem which such a block does not have. Where almost the entire population is tribal and the school is close by, the case for taking a child away from home to reach a tribal school largely disappears, and the residential cost is avoided.\",\n      \"The distractors are all real institutions serving overlapping populations, which is what makes them plausible. But the Kasturba Gandhi Balika Vidyalaya is a Samagra Shiksha component for disadvantaged girls in educationally backward blocks, and the Jawahar Navodaya Vidyalaya is a Ministry of Education institution sited one to a district.\"\n    ]\n  },\n  {\n    \"id\": 249,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the conditions of service in Eklavya Model Residential Schools:\\n1. Pay follows the Seventh Pay Commission central government pay matrix.\\n2. Free residential accommodation is provided on the campus.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Pay follows the Seventh Pay Commission matrix, the same structure that governs Kendriya Vidyalaya and Navodaya Vidyalaya staff, and free accommodation is provided on the campus.\",\n      \"Campus accommodation is not a perquisite in this system so much as a necessity. The schools are fully residential and are sited in remote blocks by design, so staff must live where they teach; there is frequently nowhere else within reach to live.\",\n      \"The parity of pay with the two Education Ministry systems is deliberate. A school benchmarked to the Navodaya Vidyalaya in academic standard cannot recruit against it while offering inferior terms, particularly when the posting is to a remoter location.\"\n    ]\n  },\n  {\n    \"id\": 250,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Residential school system)\\nA. Jawahar Navodaya Vidyalaya\\nB. Eklavya Model Residential School\\nC. Kasturba Gandhi Balika Vidyalaya\\nD. Sainik School\\n\\nList-II (Administering authority)\\n1. Ministry of Tribal Affairs\\n2. Ministry of Defence\\n3. Ministry of Education, through an autonomous body\\n4. Ministry of Education, as a component of Samagra Shiksha\",\n    \"options\": [\n      \"A-1, B-3, C-4, D-2\",\n      \"A-3, B-1, C-2, D-4\",\n      \"A-4, B-1, C-3, D-2\",\n      \"A-3, B-1, C-4, D-2\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Jawahar Navodaya Vidyalaya is run by the Navodaya Vidyalaya Samiti, an autonomous body under the Ministry of Education. The Eklavya school belongs to the Ministry of Tribal Affairs. The Kasturba Gandhi Balika Vidyalaya is a component of Samagra Shiksha. The Sainik School belongs to the Ministry of Defence.\",\n      \"Four residential systems and three different ministries, with one of the four being a scheme component rather than a school system in its own right. Each answers a different question: rural talent, tribal students, disadvantaged girls, and cadets for the officer cadre.\",\n      \"The siting units differ correspondingly. The Navodaya Vidyalaya is sited one to a district, the Eklavya school one to a qualifying block on Scheduled Tribe demography, and the Kasturba Gandhi Balika Vidyalaya in educationally backward blocks.\"\n    ]\n  },\n  {\n    \"id\": 251,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT correct in respect of Eklavya Model Residential Schools?\",\n    \"options\": [\n      \"They are administered by the Ministry of Education through an autonomous society\",\n      \"They are funded entirely by the Union Government\",\n      \"The State Government is required to provide suitable land\",\n      \"They are open to Scheduled Tribe students irrespective of family income\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The fourth statement is not correct. The schools are administered by the Ministry of Tribal Affairs through the National Education Society for Tribal Students, not by the Ministry of Education.\",\n      \"The autonomous-society element of that statement is true and is what makes it a good distractor. There is indeed an autonomous society, and it does receive the funds and release them onward; only the ministry named is wrong.\",\n      \"The other three are correctly stated. It is a Central Sector Scheme with no State share, the State provides the land as a condition of sanction, and admission is open to Scheduled Tribe students without regard to the family's socio-economic condition.\"\n    ]\n  },\n  {\n    \"id\": 252,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following statements about admission to Eklavya Model Residential Schools is correct?\",\n    \"options\": [\n      \"Admission is confined to children of families below the poverty line\",\n      \"Education, including boarding and lodging, is provided free of cost to Scheduled Tribe students\",\n      \"Admission requires a recommendation from the District Collector\",\n      \"Admission is open to Scheduled Caste and Scheduled Tribe students alike\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Eklavya schools provide education free of cost to Scheduled Tribe students in their own environment, and the schools are fully residential, so boarding and lodging are part of what is provided without charge.\",\n      \"The fourth option is the significant distractor and states the position wrongly. The scheme is for Scheduled Tribe students; it is not a combined Scheduled Caste and Scheduled Tribe scheme, and a question offering that combination is testing exactly this point.\",\n      \"Nor is there an income test or an administrative recommendation. The scheme's object is to reach tribal children irrespective of their family's socio-economic condition, which is a deliberate choice: adding a means test would exclude precisely the aspirational families whose children the network is meant to carry into higher education.\"\n    ]\n  },\n  {\n    \"id\": 253,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the growth of the Eklavya network:\\n1. Roughly 100 schools were in operation in 2018.\\n2. The number rose to about 250 by 2021 and to around 400 by 2024.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Operational schools grew from roughly 100 in 2018 to about 250 in 2021 and around 400 by 2024, so growth in functioning schools has been real and substantial.\",\n      \"This matters because the criticism of the scheme is usually framed around the gap between 708 sanctioned and 405 functional. That gap is genuine, but it coexists with a fourfold increase in operating schools over six years, and an answer that reports only the shortfall gives a misleading picture.\",\n      \"The honest formulation is that the scheme is expanding quickly and still falling behind its own target of 728 by 2026. Both things are true, and the second is a statement about the ambition of the target as much as about the pace of delivery.\"\n    ]\n  },\n  {\n    \"id\": 254,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"The management information system maintained for Eklavya Model Residential Schools draws on the data standards of:\",\n    \"options\": [\n      \"the Performance Grading Index\",\n      \"the National Achievement Survey\",\n      \"the PM POSHAN portal\",\n      \"UDISE+\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Society maintains a management information system for the schools that draws on UDISE+ data standards, so enrolment and outcomes are tracked on the same basis as the rest of the school system.\",\n      \"The choice is significant despite the schools sitting outside the Ministry of Education. Using a common data standard means an Eklavya school's enrolment and outcome figures can be compared with those of any other school in the country, rather than existing as a separate series that nothing can be measured against.\",\n      \"The distractors are all real instruments but perform different functions. The Performance Grading Index grades States and districts, the National Achievement Survey measures learning outcomes through sample assessment, and the PM POSHAN portal records meals served.\"\n    ]\n  },\n  {\n    \"id\": 255,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): Although the Eklavya scheme is funded entirely by the Union Government, a State Government's cooperation remains essential to opening a school.\\nReason (R): The sanction of a school is subject to suitable land being made available by the State Government.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. It is a Central Sector Scheme with no State matching share, yet the State supplies the land, and without land there is no school.\",\n      \"This is a useful corrective to a common assumption about Central Sector schemes. Absence of a financial share does not mean absence of State dependence; it means the dependence takes a non-financial form, and here that form is decisive.\",\n      \"The contrast with a Centrally Sponsored Scheme is instructive. There, a State that cannot find its matching share cannot draw the central share either. Here the money flows regardless, but the school still cannot be built until the State acts.\"\n    ]\n  },\n  {\n    \"id\": 256,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"A block satisfies both demographic conditions for an Eklavya Model Residential School and the Ministry approves a school for it, but the State Government does not make suitable land available. The consequence is that:\",\n    \"options\": [\n      \"the Ministry acquires the land directly and proceeds with construction\",\n      \"the school stands sanctioned but cannot become functional\",\n      \"the sanction lapses automatically and the block is removed from the list\",\n      \"an Eklavya Model Day Boarding School is sanctioned in its place\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The school remains sanctioned but cannot open. Sanction is subject to the availability of suitable land to be provided by the State Government, and land is the one input the Centre cannot supply under a scheme that is otherwise wholly centrally funded.\",\n      \"This is the commonest early reason for the gap between sanction and functioning. Of 708 schools sanctioned, 405 were functional, and land is one of four independent obstacles alongside construction, staffing and affiliation.\",\n      \"The fourth option confuses two different rules. A day boarding school is sanctioned where Scheduled Tribe density crosses 90 per cent, which is a decision about the character of the block, not a fallback where land is unavailable.\"\n    ]\n  },\n  {\n    \"id\": 257,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the capital cost norms for Eklavya schools:\\n1. The norm was revised upward for both plain areas and difficult areas.\\n2. The capital cost covers the school complex including hostels and staff quarters.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The norm was raised from \u20b920.00 crore to \u20b937.80 crore for plain areas and from \u20b924.00 crore to \u20b948.00 crore for the North East, hilly areas and Left Wing Extremism affected areas, and it covers the whole complex including hostels and staff quarters.\",\n      \"The inclusion of staff quarters is not incidental. A fully residential school in a remote block cannot function unless its teachers can live on site, so the accommodation is part of the school rather than an amenity added to it.\",\n      \"The near-doubling of the norm is itself evidence about why construction had lagged. A capital norm set too low produces sanctioned schools that cannot be built, which is one of the four independent ways in which a sanctioned school fails to become a functioning one.\"\n    ]\n  },\n  {\n    \"id\": 258,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"In the eight north-eastern States, 28 of 145 sanctioned Eklavya Model Residential Schools were reported operational. The operationalisation rate in that region is approximately:\",\n    \"options\": [\n      \"28 per cent\",\n      \"45 per cent\",\n      \"57 per cent\",\n      \"19 per cent\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Twenty-eight of 145 is approximately 19 per cent, against a national operationalisation rate of about 57 per cent. Four out of five sanctioned schools in the region had not opened.\",\n      \"The 57 per cent figure is the national rate and is offered here as the distractor, because a candidate who remembers only the all-India position will assume it holds regionally. It does not, and the divergence is the point of the question.\",\n      \"The reason is contained in the scheme's own cost norms. The North East attracts the higher capital norm of \u20b948.00 crore precisely because construction there is slower and costlier, with material carried in and work halted by terrain and weather. The same conditions that raise the cost also delay the building.\"\n    ]\n  },\n  {\n    \"id\": 259,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT among the reasons that a sanctioned Eklavya Model Residential School may remain non-functional?\",\n    \"options\": [\n      \"The block has ceased to satisfy the Scheduled Tribe population criterion\",\n      \"Suitable land has not been made available by the State Government\",\n      \"Construction is incomplete\",\n      \"Teaching posts remain unfilled\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The fourth is not a reason. The demographic criterion, based on the 2011 Census, is applied at the stage of deciding whether a block qualifies for a school. It is not reassessed afterwards, and a sanctioned school does not lapse because population figures shift.\",\n      \"The other three are the real obstacles, and each operates independently. Land is provided by the State as a condition of sanction; construction is slower and costlier in the terrain the scheme targets; and staffing was for years the binding constraint, with teaching strength at roughly a third of requirement in July 2022.\",\n      \"To these should be added affiliation to the Central Board of Secondary Education, which follows the opening of a school rather than preceding it. In 2023-24, 322 of 404 operational schools held affiliation.\"\n    ]\n  },\n  {\n    \"id\": 260,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"The number of vacancies for which the second stage of the EMRS Staff Selection Exam was scheduled in March 2026 was approximately:\",\n    \"options\": [\n      \"4,000\",\n      \"7,267\",\n      \"11,340\",\n      \"38,800\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The cycle covered 7,267 teaching and non-teaching vacancies, with the second stage of the examination scheduled from late March 2026.\",\n      \"The other three figures are all real numbers attached to this scheme, which is what makes them work as distractors. The 38,800 figure is the total recruitment announced in the Budget of 2023-24 for 740 schools. The 11,340 figure is the teaching strength recommended by the Society. The figure of just under 4,000 was the actual teaching strength in July 2022.\",\n      \"Holding the four apart is easier if each is attached to its role: 38,800 is the announcement, 11,340 the requirement, 4,000 the shortfall position, and 7,267 one recruitment cycle within the larger drive. Over 8,000 staff had been recruited by the Ministry's own account.\"\n    ]\n  },\n  {\n    \"id\": 261,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. Eklavya Model Residential Schools were included among the institutions that rolled out NISHTHA online teacher training on the DIKSHA platform.\\n2. Skill Hubs under the Skill India Programme have been established in Eklavya Model Residential Schools.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Eklavya schools were among the eight autonomous bodies, spanning three different ministries, that rolled out NISHTHA online on DIKSHA, and Skill Hubs under the Skill India Programme have been set up in them.\",\n      \"This is worth noticing because it shows a school system administered by the Ministry of Tribal Affairs participating in programmes run by the Ministry of Education and by the Ministry of Skill Development and Entrepreneurship. Administrative separation does not mean programmatic isolation.\",\n      \"The pattern is deliberate in the case of the Skill Hubs, which were placed inside existing institutions rather than in new buildings, precisely to use infrastructure that already exists. The same approach placed hubs in Kendriya Vidyalayas, Navodaya Vidyalayas, Sainik Schools and PM SHRI schools.\"\n    ]\n  },\n  {\n    \"id\": 262,\n    \"chapter\": \"Eklavya Model Residential Schools\",\n    \"topic\": \"\",\n    \"question\": \"A teacher selected through the national recruitment examination is posted to an Eklavya school in a State whose language she does not speak. According to the position stated by officials, she is:\",\n    \"options\": [\n      \"exempted from classroom teaching for the first year\",\n      \"required to pass a departmental language examination before joining\",\n      \"posted only to schools where the medium of instruction is English\",\n      \"expected to learn the local language within two years, without a specified institutional mechanism for doing so\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Officials have said that newly recruited teachers are expected to learn the local language within two years. No institutional support or roadmap has been specified for achieving this, which is the substance of the criticism.\",\n      \"The problem is a direct consequence of a solution. Centralising recruitment in the Society addressed a chronic shortage and gave parity of standards across States, neither of which State-by-State recruitment had achieved. It also made it likely that a teacher would be posted outside her own linguistic region.\",\n      \"In a school system whose stated purpose is to educate tribal children in their own environment, an expectation without a mechanism is a real weakness rather than an administrative detail. It belongs in any evaluative answer alongside the genuine gains from centralisation.\"\n    ]\n  },\n  {\n    \"id\": 263,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Kasturba Gandhi Balika Vidyalaya (KGBV):\\n1. It was launched in 2004 as a separate scheme of the then Ministry of Human Resource Development.\\n2. It continues to be administered as a separate centrally sponsored scheme.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. The scheme was launched in August 2004 to set up residential schools at the upper primary level for girls from disadvantaged groups, but it has not been a separate scheme for a long time.\",\n      \"It was merged into the Sarva Shiksha Abhiyan in 2007, and absorbed into Samagra Shiksha from 2018-19. Today it is a component of Samagra Shiksha, not a scheme in its own right, which is why it has no separate outlay and no separate approval cycle.\",\n      \"The consequence is that its funding pattern, its approval route through the Annual Work Plan and Budget, and its fund-flow difficulties are all those of the umbrella scheme. A question describing KGBV as an independent scheme with its own Cabinet approval is testing exactly this.\"\n    ]\n  },\n  {\n    \"id\": 264,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the siting of Kasturba Gandhi Balika Vidyalayas:\\n1. They are set up in Educationally Backward Blocks.\\n2. A block qualifies where rural female literacy is below the national average and the gender gap in literacy is above it.\\n3. Aspirational Districts are also covered.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. The scheme is sited in Educationally Backward Blocks, identified by rural female literacy below the national average together with a gender gap in literacy above the national average, and it extends to Aspirational Districts.\",\n      \"The benchmark figure for rural female literacy is 46.13 per cent, taken from the 2001 Census. The two conditions are cumulative: a block with low female literacy but no unusual gender gap is not the target, because the scheme addresses the difference between how girls and boys are educated, not general educational backwardness.\",\n      \"The design promise that follows is at least one residential school for girls of Classes VI to XII in every such block. That is the same one-per-unit logic that governs the Navodaya district rule and the Eklavya block rule, applied here to a differently defined unit.\"\n    ]\n  },\n  {\n    \"id\": 265,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Arrange the following in correct chronological order:\\n1. Launch of the Kasturba Gandhi Balika Vidyalaya scheme\\n2. Merger of the scheme into the Sarva Shiksha Abhiyan\\n3. Absorption into Samagra Shiksha and convergence with the Girls' Hostel component\\n4. Provision for upgradation of existing KGBVs to senior secondary level\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"1 - 2 - 3 - 4\",\n      \"2 - 1 - 3 - 4\",\n      \"1 - 3 - 2 - 4\",\n      \"1 - 2 - 4 - 3\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The order is 2004, 2007, 2018-19 and 2021. The scheme was launched, merged into the Sarva Shiksha Abhiyan three years later, absorbed into Samagra Shiksha in 2018-19, and given the upgradation provision under the revised scheme approved in 2021.\",\n      \"Each step enlarged what the institution could be. The 2007 merger placed it inside the elementary education programme. The 2018-19 absorption converged it with the Girls' Hostel component that had been funded through the Rashtriya Madhyamik Shiksha Abhiyan, joining an upper primary school to a secondary hostel.\",\n      \"The 2021 provision completed the logic by allowing upgradation to senior secondary with a capacity of 150 to 250 girls, so that a girl need not change institutions at Class IX. That the upgradation remains incomplete is the scheme's central unresolved problem.\"\n    ]\n  },\n  {\n    \"id\": 266,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of admission to a Kasturba Gandhi Balika Vidyalaya:\\n1. It is open to girls in the age group of 10 to 18 years.\\n2. A minimum reservation of 25 per cent is provided for girls from families living below the poverty line.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The scheme serves girls aged 10 to 18 aspiring to study in Classes VI to XII, and the remaining 25 per cent of seats, after the 75 per cent reserved for the four named communities, carries priority for girls from families below the poverty line.\",\n      \"The age band maps onto the class range rather than the other way round. Ten is the ordinary age of entry to Class VI and eighteen the ordinary age of completing Class XII, so a girl re-entering education late may be older than her classmates without falling outside the scheme.\",\n      \"The special training provision exists precisely for such girls. Those who have never been to school receive a bridging course of three to six months, or longer where needed, before joining the regular class, which is what allows the scheme to reach out-of-school girls rather than only those already enrolled.\"\n    ]\n  },\n  {\n    \"id\": 267,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Under the Kasturba Gandhi Balika Vidyalaya component, the minimum proportion of seats reserved for girls belonging to Scheduled Castes, Scheduled Tribes, Other Backward Classes and minority communities is:\",\n    \"options\": [\n      \"75 per cent\",\n      \"25 per cent\",\n      \"50 per cent\",\n      \"100 per cent\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"A minimum of 75 per cent of the seats is reserved for girls belonging to Scheduled Castes, Scheduled Tribes, Other Backward Classes and minority communities.\",\n      \"Priority in the remaining 25 per cent is accorded to girls from families below the poverty line. The two figures are frequently transposed, and a question offering 25 per cent as the reservation for the four communities is built on that transposition.\",\n      \"Within eligible blocks, further priority goes to areas with a high concentration of these communities and to out-of-school girls. This is why a special training course of three to six months, or longer, is prescribed for girls who have never been to school before.\"\n    ]\n  },\n  {\n    \"id\": 268,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Type of KGBV under the Kasturba Gandhi Balika Vidyalaya component)\\nA. Type I\\nB. Type II\\nC. Type III\\nD. Type IV\\n\\nList-II (Sanctioned capacity and annual recurring grant)\\n1. 200 girls, up to \u20b91 crore\\n2. 100 girls, up to \u20b940 lakh\\n3. 100 girls, up to \u20b960 lakh\\n4. 150 girls, up to \u20b980 lakh\",\n    \"options\": [\n      \"A-2, B-4, C-1, D-3\",\n      \"A-3, B-1, C-4, D-2\",\n      \"A-4, B-3, C-1, D-2\",\n      \"A-3, B-4, C-1, D-2\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Type I is sanctioned for 100 girls with a recurring grant of up to \u20b960 lakh a year, Type II for 150 girls with up to \u20b980 lakh, Type III for 200 girls with up to \u20b91 crore, and Type IV for 100 girls with up to \u20b940 lakh.\",\n      \"Types I and IV both carry a capacity of 100 girls but very different grants, which is the trap in this matching. Type IV is a hostel attached to an existing school and therefore bears no cost of teaching, while Type I is a full residential school with its own staff.\",\n      \"The grant rises with the class range rather than in proportion to the number of girls. Type III accommodates twice the girls of Type I but draws well over twice the grant, because running Classes IX to XII requires subject teachers that an upper primary school does not.\"\n    ]\n  },\n  {\n    \"id\": 269,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Type of KGBV under the Kasturba Gandhi Balika Vidyalaya component)\\nA. Type I\\nB. Type II\\nC. Type III\\nD. Type IV\\n\\nList-II (Classes)\\n1. VI to XII\\n2. IX to XII\\n3. VI to VIII\\n4. VI to X\",\n    \"options\": [\n      \"A-3, B-4, C-1, D-2\",\n      \"A-3, B-1, C-4, D-2\",\n      \"A-1, B-4, C-3, D-2\",\n      \"A-3, B-4, C-2, D-1\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Type I runs Classes VI to VIII, Type II runs VI to X, Type III runs VI to XII, and Type IV covers IX to XII.\",\n      \"The first three are residential schools with hostels; they differ only in how far up the school stage they run. Type IV is different in kind, being a girls' hostel attached to an existing school rather than a school in itself, and it is the form inherited from the erstwhile Girls' Hostel Scheme funded through the Rashtriya Madhyamik Shiksha Abhiyan.\",\n      \"Type III is the form the scheme intends all KGBVs to reach, because it removes the need for a girl to change institutions at the point where dropout peaks. That intention is precisely what remains unfulfilled.\"\n    ]\n  },\n  {\n    \"id\": 270,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Type IV Kasturba Gandhi Balika Vidyalayas:\\n1. A Type IV unit is a girls' hostel attached to an existing school rather than a school in itself.\\n2. It derives from the Girls' Hostel component earlier funded through the Rashtriya Madhyamik Shiksha Abhiyan.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Type IV is a hostel for girls of Classes IX to XII attached to an existing school, and it is the form inherited from the Girls' Hostel scheme funded under the Rashtriya Madhyamik Shiksha Abhiyan before that scheme was subsumed into Samagra Shiksha.\",\n      \"The distinction between a hostel and a school has a practical consequence for the scheme's own performance. Retention in a Type IV unit depends on the quality of an institution the KGBV component does not control, since the girls attend a school that is not part of the KGBV.\",\n      \"This is one reason the aggregate retention figures at the secondary stage are difficult to read. They combine girls in Type III schools, where the component controls both the hostel and the teaching, with girls in Type IV hostels, where it controls only the accommodation.\"\n    ]\n  },\n  {\n    \"id\": 271,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"A girl who has never attended school seeks admission to a Kasturba Gandhi Balika Vidyalaya. Under the scheme she is to be provided:\",\n    \"options\": [\n      \"a special training course of three to six months, or longer, before joining the regular class\",\n      \"direct admission to Class VI without any preparatory course\",\n      \"admission only after passing an entrance examination\",\n      \"admission to a Type IV hostel attached to a nearby school\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"A special training course of a minimum of three months and a maximum of six months, or longer where required, is prescribed for girls who have never been to school. Only after that bridging course does the girl join the regular class.\",\n      \"This provision is what allows the scheme to reach out-of-school girls rather than merely relocating girls who are already enrolled. Within eligible blocks, priority is expressly given to out-of-school girls alongside areas of high concentration of the target communities.\",\n      \"The mechanism mirrors the special training centres used under the Right to Education framework to bring out-of-school children to an age-appropriate level. The difference is that here the bridging happens inside a residential institution, so the girl is not returning each day to the circumstances that kept her out of school.\"\n    ]\n  },\n  {\n    \"id\": 272,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"The monthly stipend payable to a girl in a Kasturba Gandhi Balika Vidyalaya is:\",\n    \"options\": [\n      \"fixed uniformly for the whole country by the Ministry of Education\",\n      \"paid only to girls belonging to Scheduled Castes and Scheduled Tribes\",\n      \"payable only from Class IX onwards\",\n      \"determined through the State's Annual Work Plan and Budget\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The stipend is a recurring cost line under Samagra Shiksha, and the rupee amount is set through the State's Annual Work Plan and Budget once the Project Approval Board has cleared it. It is therefore not a uniform national figure.\",\n      \"This follows from the component's position inside the umbrella scheme. Because KGBV is not a separate scheme with its own Cabinet-approved norms, several of its rupee values are settled State by State in the annual planning cycle rather than prescribed centrally.\",\n      \"The third and fourth options add restrictions that do not exist. The stipend is not confined by community, since 25 per cent of seats go to girls outside the four named categories, nor by class, since the scheme covers Classes VI to XII.\"\n    ]\n  },\n  {\n    \"id\": 273,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Kasturba Gandhi Balika Vidyalayas as reported:\\n1. There were 5,639 KGBVs in the country.\\n2. All of them were functional.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. Of the 5,639 Kasturba Gandhi Balika Vidyalayas in the country, 370 were still non-functional as of 5 December 2025.\",\n      \"The distinction matters when reading the scheme's retention figures. Part of any shortfall in girls served is a building that never opened rather than a girl who left, and conflating the two produces a wrong diagnosis of the problem.\",\n      \"The same distinction runs through the Eklavya scheme, where 708 schools were sanctioned against 405 functional. In both cases a count of institutions measures intent, and only a count of functioning institutions measures delivery.\"\n    ]\n  },\n  {\n    \"id\": 274,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the safety and living norms prescribed for Kasturba Gandhi Balika Vidyalayas:\\n1. A minimum living space of about 40 square feet is prescribed for each girl, excluding the kitchen, toilets and other common space.\\n2. The warden, the teaching staff and the support staff are all to be female.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The strategy prescribes approximately 40 square feet of living space for each girl, expressly excluding the kitchen, toilets and other common areas, and requires the warden, teaching staff and support staff all to be women.\",\n      \"The exclusion in the first norm is the part most often missed. Forty square feet is the girl's own living space, so a computation that counts common areas towards the requirement understates what the norm demands.\",\n      \"The all-female staffing requirement extends to support staff, not merely to the warden and teachers. That is the stricter reading and the correct one, since in a residential institution for adolescent girls the people with routine access to the premises matter as much as those in charge of it.\"\n    ]\n  },\n  {\n    \"id\": 275,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following requirements prescribed for Kasturba Gandhi Balika Vidyalayas:\\n1. Display of the details of the POCSO e-Box at a prominent location in the hostel\\n2. Maintenance of a guest register recording every visitor\\n3. Presence of a watchman around the clock\\nHow many of the requirements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are prescribed. Child safety posters, the details of the POCSO e-Box, the School Safety Pledge and the child helpline number are to be displayed at prominent locations in the hostel; a guest register recording every visitor is to be maintained; and a watchman is to be present around the clock.\",\n      \"The three operate at different points. Display makes a remedy known to the girl herself, the register creates a record of who entered, and the round-the-clock presence controls entry in the first place. Prevention, control and remedy are addressed separately.\",\n      \"States add measures of their own on top. Closed-circuit cameras and night watchwomen are commonly reported, with all posts filled by women, which is consistent with the all-female staffing requirement in the national norms.\"\n    ]\n  },\n  {\n    \"id\": 276,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): A girl in a Type I Kasturba Gandhi Balika Vidyalaya must change institutions at the age where dropout is highest.\\nReason (R): A Type I KGBV runs only up to Class VIII.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. A Type I unit ends at Class VIII, so a girl in one must move to another institution precisely at the transition to Class IX, which is where dropout among girls is highest.\",\n      \"The scheme identified this problem itself and prescribed the remedy: upgradation to Class XII, so that a girl need not change institutions at all. The revised scheme of 2021 provided for upgrading existing KGBVs to senior secondary level with a capacity of 150 to 250 girls.\",\n      \"The remedy remains far from complete. State reporting shows the pattern plainly, with one State recording approval for upgrading 434 KGBVs to Classes IX to XII against 56 actually upgraded.\"\n    ]\n  },\n  {\n    \"id\": 277,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT provided free of cost to a girl in a Kasturba Gandhi Balika Vidyalaya?\",\n    \"options\": [\n      \"Hostel accommodation and meals\",\n      \"A laptop computer on admission\",\n      \"Textbooks, uniforms and stationery\",\n      \"Tuition\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Full board is provided at zero cost: tuition, hostel accommodation, meals, textbooks, uniforms and stationery. There is no provision for a laptop on admission.\",\n      \"In addition to the free board, a monthly stipend is payable to each girl. It is carried as a recurring cost line under Samagra Shiksha, and its rupee value is set through the State's Annual Work Plan and Budget rather than fixed centrally, so it varies between States.\",\n      \"The absence of any charge is central to the design. A scheme aimed at girls whose families would otherwise withdraw them cannot recover any part of its cost from those families, and the stipend goes further by offsetting the income the household loses when a daughter is in school rather than at work.\"\n    ]\n  },\n  {\n    \"id\": 278,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of dropout rates reported for Kasturba Gandhi Balika Vidyalayas:\\n1. The dropout rate at the middle level fell from 8.3 per cent to 2.9 per cent between 2022-23 and 2024-25.\\n2. The dropout rate at the secondary level over the same period fell from 12.6 per cent to 6.6 per cent.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Dropout at the middle level fell from 8.3 to 2.9 per cent and at the secondary level from 12.6 to 6.6 per cent over the three years to 2024-25.\",\n      \"Both series improved substantially, and an answer that treats the scheme purely as a failure ignores this. Dropout at the secondary level roughly halved in three years, which is a real achievement in the age band where girls are most likely to leave.\",\n      \"The apparent tension with the retention figures is not a contradiction. Dropout measures those who leave within a year; retention measures those who complete a stage. A girl can be counted as not having dropped out in a given year and still fail to complete Classes IX to XII.\"\n    ]\n  },\n  {\n    \"id\": 279,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following pairs in respect of the Kasturba Gandhi Balika Vidyalaya component:\\n\\nRetention rate reported for 2024-25 : Level\\n1. 84.2 per cent : Classes VI to VIII in KGBVs\\n2. 49.5 per cent : Classes IX to XII in KGBVs\\n3. 47.2 per cent : all-India average at the secondary level\\n\\nHow many of the pairs given above are correctly matched?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three pairs are correctly matched. KGBV retention in 2024-25 stood at 84.2 per cent at the middle level and 49.5 per cent at the secondary level, against all-India averages of 82.8 and 47.2 per cent respectively.\",\n      \"Read together, these figures make an uncomfortable point. The KGBV numbers are marginally above the national averages at both levels, which means the scheme is performing slightly better than the system it was created to outperform, not dramatically better.\",\n      \"That is a more demanding finding than underperformance would be. A residential place solves distance and cost, but it does not reach the reasons a family withdraws a girl at fifteen, and those reasons sit outside the school where no hostel norm can touch them.\"\n    ]\n  },\n  {\n    \"id\": 280,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"In one State, approval was recorded for upgrading 434 Kasturba Gandhi Balika Vidyalayas to Classes IX to XII, against which 56 had actually been upgraded. This illustrates:\",\n    \"options\": [\n      \"that approval and completion are distinct stages, and the upgradation intended by the scheme remains substantially unfulfilled\",\n      \"that the upgradation provision has been withdrawn\",\n      \"that the State exceeded its sanctioned allotment of upgradations\",\n      \"that Type III KGBVs have been converted back to Type I\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The figures illustrate the gap between approval and completion. Approval records a decision that a KGBV should be upgraded; completion requires additional classrooms, hostel capacity, subject teachers for the secondary stage and the funds to pay for all three.\",\n      \"This is the same distinction that runs through the Eklavya scheme, where 708 schools were sanctioned against 405 functional, and through the KGBV network itself, where 370 of 5,639 institutions were non-functional. In each case the paper count and the working count diverge.\",\n      \"The consequence here is specific and serious. So long as upgradation lags, girls in Type I units continue to face an institutional change at Class IX, which is the very transition the upgradation was designed to remove.\"\n    ]\n  },\n  {\n    \"id\": 281,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"The number of girls enrolled in Kasturba Gandhi Balika Vidyalayas is approximately:\",\n    \"options\": [\n      \"1.58 lakh\",\n      \"7.58 lakh\",\n      \"3.58 lakh\",\n      \"17.58 lakh\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Approximately 7.58 lakh girls are enrolled in Kasturba Gandhi Balika Vidyalayas across the country.\",\n      \"The figure is worth holding alongside the number of institutions, 5,639, which gives an average of roughly 134 girls to an institution. That sits between the Type I capacity of 100 and the Type II capacity of 150, which is consistent with a network still weighted towards the smaller types.\",\n      \"The average also indicates how far the upgradation to Type III, with a capacity of 200, still has to go. If the whole network had reached the form the scheme intends, the same number of institutions would hold considerably more girls.\"\n    ]\n  },\n  {\n    \"id\": 282,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the funding of the Kasturba Gandhi Balika Vidyalaya component:\\n1. Being a component of Samagra Shiksha, it follows that scheme's Centre-State sharing pattern.\\n2. For a general State, the sharing is in the ratio of 60:40.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. KGBV has no separate funding pattern of its own; it follows Samagra Shiksha, which shares 60:40 with general States and Union Territories with legislature, 90:10 with the north-eastern and Himalayan States, and bears the whole cost in Union Territories without legislature.\",\n      \"The dependence has a practical edge. Because the sharing is 60:40 for most States, a State that cannot find its own 40 per cent cannot draw the central 60 either, so the KGBV component is exposed to the same utilisation problem as the rest of Samagra Shiksha.\",\n      \"This is one of the clearest illustrations of what it means for an institution to be a scheme component rather than a scheme. Its buildings, its staff, its stipends and its shortfalls are all governed by decisions taken about the umbrella and not about the KGBV.\"\n    ]\n  },\n  {\n    \"id\": 283,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Between 2022-23 and 2024-25, retention in Kasturba Gandhi Balika Vidyalayas at Classes VI to VIII moved from:\",\n    \"options\": [\n      \"45.1 per cent to 49.5 per cent\",\n      \"82.8 per cent to 84.2 per cent\",\n      \"78.9 per cent to 82.8 per cent\",\n      \"76.4 per cent to 84.2 per cent\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Retention at Classes VI to VIII rose from 76.4 per cent in 2022-23 to 78.9 per cent in 2023-24 and 84.2 per cent in 2024-25.\",\n      \"The first option gives the secondary-level series for the same years, 45.1 rising to 47.5 and then 49.5 per cent. Confusing the two series is the error this question is built to catch, since both rise steadily but from very different bases.\",\n      \"The gap between the two series is the substance of the criticism made of the scheme. Middle-level retention improved by nearly eight percentage points over three years while the secondary level moved by under five, and the secondary figure remains below half.\"\n    ]\n  },\n  {\n    \"id\": 284,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): Retention figures for Kasturba Gandhi Balika Vidyalayas at the secondary level are difficult to interpret as a measure of the scheme's performance.\\nReason (R): The figures combine girls in Type III schools, where the component controls both hostel and teaching, with girls in Type IV hostels attached to schools it does not run.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. A Type IV unit is a hostel attached to an existing school, so retention there depends on the quality of teaching in an institution outside the component's control, while a Type III school controls both.\",\n      \"A single aggregate figure therefore blends two different things. Where retention is low in a Type IV unit, the cause may lie in the attached school rather than in the hostel, and the KGBV component would be credited or blamed for an outcome it did not produce.\",\n      \"This is worth stating alongside the headline comparison with national averages. KGBV retention at the secondary level was 49.5 per cent against an all-India figure of 47.2, and the composition of the KGBV network is one reason that margin should be read cautiously.\"\n    ]\n  },\n  {\n    \"id\": 285,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following statements about the Kasturba Gandhi Balika Vidyalaya is correct?\",\n    \"options\": [\n      \"It admits both boys and girls in equal number\",\n      \"It is a residential institution for girls from disadvantaged groups, located in educationally backward blocks\",\n      \"It is administered by the Ministry of Women and Child Development\",\n      \"It admits only girls belonging to Scheduled Castes and Scheduled Tribes\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The second statement is correct. The KGBV is a residential institution for girls from disadvantaged groups, sited in Educationally Backward Blocks, and forms a component of Samagra Shiksha under the Ministry of Education.\",\n      \"The first option describes the Eklavya Model Residential School, which admits boys and girls in equal number within a sanctioned strength of 480. The third names the wrong ministry, a confusion made easier by the fact that Beti Bachao Beti Padhao, which also concerns girls, does belong to Women and Child Development.\",\n      \"The fourth overstates the reservation. Seventy-five per cent of seats go to girls of Scheduled Castes, Scheduled Tribes, Other Backward Classes and minority communities taken together, with priority in the remaining quarter for girls below the poverty line, so the scheme is not confined to two communities.\"\n    ]\n  },\n  {\n    \"id\": 286,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. The Kasturba Gandhi Balika Vidyalaya was merged with the Sarva Shiksha Abhiyan in 2007.\\n2. On absorption into Samagra Shiksha, it was converged with a Girls' Hostel component that had been funded through the Rashtriya Madhyamik Shiksha Abhiyan.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The merger with the Sarva Shiksha Abhiyan took place in 2007, and the absorption into Samagra Shiksha from 2018-19 brought the KGBV together with the Girls' Hostel component that had been funded under the Rashtriya Madhyamik Shiksha Abhiyan.\",\n      \"The convergence had a purpose beyond administrative tidiness. The KGBV operated at the upper primary level and the Girls' Hostel at the secondary level, so joining them created, at least in principle, a continuous residential provision from Class VI to Class XII.\",\n      \"This also explains why Type IV exists as a hostel rather than a school. It is the Girls' Hostel arrangement carried into the KGBV framework under a new label, which is why it behaves differently from the other three types.\"\n    ]\n  },\n  {\n    \"id\": 287,\n    \"chapter\": \"Kasturba Gandhi Balika Vidyalaya\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT correct in respect of the Kasturba Gandhi Balika Vidyalaya?\",\n    \"options\": [\n      \"It is presently a component of Samagra Shiksha rather than a separate scheme\",\n      \"It is sited in Educationally Backward Blocks and in Aspirational Districts\",\n      \"It reserves a minimum of 75 per cent of seats for girls of Scheduled Castes, Scheduled Tribes, Other Backward Classes and minority communities\",\n      \"It has been approved by the Cabinet with a distinct five-year outlay of its own\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The fourth statement is not correct. The KGBV has no Cabinet approval and no outlay of its own. It was launched as a separate scheme in August 2004, merged into the Sarva Shiksha Abhiyan in 2007, and has been a component of Samagra Shiksha since 2018-19.\",\n      \"The consequence runs through everything else about it. Its Centre-State sharing is that of Samagra Shiksha, 60:40 for a general State; its annual sanction comes through the State's Annual Work Plan and Budget; and even the rupee value of the girls' monthly stipend is settled State by State in that plan rather than fixed centrally.\",\n      \"The other three statements are correctly stated. A question that presents the KGBV as an independent scheme with its own approval cycle is testing whether the candidate knows the difference between a scheme and a component, which is the single most important structural fact about this institution.\"\n    ]\n  },\n  {\n    \"id\": 288,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"The Sainik School system was established in 1961 on the initiative of:\",\n    \"options\": [\n      \"Maulana Abul Kalam Azad\",\n      \"V. K. Krishna Menon\",\n      \"Lal Bahadur Shastri\",\n      \"K. Kamaraj\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The system was established in 1961 on the initiative of V. K. Krishna Menon, then Defence Minister.\",\n      \"The problem he was addressing was that the officer cadre of the armed forces was drawn disproportionately from a few regions and a narrow social base, because entry to the National Defence Academy in practice required schooling only a few families could buy.\",\n      \"His answer was to build the schooling rather than to change the entrance test. That is the same logic the Navodaya Vidyalaya would apply to rural talent twenty-five years later, and K. Kamaraj, offered here as a distractor, belongs to the mid-day meal story rather than this one.\"\n    ]\n  },\n  {\n    \"id\": 289,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"Sainik Schools are administered under the:\",\n    \"options\": [\n      \"Ministry of Defence\",\n      \"Ministry of Education\",\n      \"Ministry of Home Affairs\",\n      \"Ministry of Youth Affairs and Sports\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Sainik Schools belong to the Ministry of Defence. They are the only residential school system in this field that does not belong to the Ministry of Education.\",\n      \"They are managed by the Sainik Schools Society, a body registered under the Societies Registration Act XXI of 1860, which runs the schools located across the country.\",\n      \"This is the fourth ministry to appear across these schemes, after Education, Tribal Affairs and Skill Development, and the distinction is examined for the same reason the Eklavya schools' ministry is.\"\n    ]\n  },\n  {\n    \"id\": 290,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the first 21 new Sainik Schools approved in partnership mode:\\n1. All of them are fully residential.\\n2. Twelve went to non-governmental organisations, trusts and societies.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. Of the first 21, twelve went to non-governmental organisations, trusts and societies, six to private schools and three to State Government owned schools. But seven of the 21 are day schools and only fourteen have residential arrangements.\",\n      \"This is a real difference from the existing 33, which are purely residential. A partnership-mode school may be a day school carrying the Sainik School curriculum, which the older model never was.\",\n      \"A Memorandum of Agreement was signed with twelve schools in the first round and the academic session began in nine of them from 1 August 2022, with a second round provisionally approving seven more.\"\n    ]\n  },\n  {\n    \"id\": 291,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the existing Sainik Schools:\\n1. There are 33 of them.\\n2. They are fully residential and affiliated to the Central Board of Secondary Education.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. There are 33 existing Sainik Schools, set up and run by the Sainik Schools Society since 1961, fully residential, English medium and affiliated to the Central Board of Secondary Education, running Classes VI to XII.\",\n      \"They are funded and staffed through the Society, with State Government support for land and scholarships, and every seat is filled through the All India Sainik Schools Entrance Examination.\",\n      \"The 33 must be kept apart from the new Sainik Schools established in partnership mode since 2021, which differ in almost every operational respect except the name and the entrance examination.\"\n    ]\n  },\n  {\n    \"id\": 292,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"The 100 new Sainik Schools announced in the Union Budget 2021-22 are to be established:\",\n    \"options\": [\n      \"in partnership with non-governmental organisations, private schools and State Governments\",\n      \"directly by the Sainik Schools Society, on the model of the existing schools\",\n      \"by the Ministry of Education through the Kendriya Vidyalaya Sangathan\",\n      \"by converting existing Kendriya Vidyalayas\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The target of 100 new schools was announced for establishment in partnership with non-governmental organisations, private schools and State Governments, which is why they are described as partnership-mode schools.\",\n      \"They remain affiliated to their own education boards and are run by the partner, but they function under the aegis of the Sainik Schools Society, follow its rules for partnership-mode schools, and additionally teach an Academic PLUS curriculum on the Sainik School pattern.\",\n      \"In the first round 21 were approved for the academic year 2022-23, of which 17 were brownfield, being existing schools upgraded, and 4 greenfield. By September 2023 the Ministry had approved 23 more, taking the count of new schools to 42 alongside the 33 existing ones.\"\n    ]\n  },\n  {\n    \"id\": 293,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"In a new Sainik School established in partnership mode, the seats are filled:\",\n    \"options\": [\n      \"entirely through the All India Sainik Schools Entrance Examination\",\n      \"at least 40 per cent through e-counselling of AISSEE-qualified candidates and up to 60 per cent through a separate test for students already studying in that school\",\n      \"at least 60 per cent through AISSEE and up to 40 per cent through a school-level test\",\n      \"entirely by the partner institution at its discretion\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"In a new Sainik School, at least 40 per cent of seats are filled through e-counselling of candidates who have qualified in the All India Sainik Schools Entrance Examination, and up to 60 per cent through a separate test conducted by the National Testing Agency for students already studying in that school.\",\n      \"The existing 33 Sainik Schools have no such reserved internal channel. Every seat there is won through AISSEE, and a question applying the 40:60 split to the old schools has the rule the wrong way round.\",\n      \"The arrangement follows from the partnership model. A brownfield school being upgraded already has students on its rolls, and the rule protects their continuity while opening a substantial share of seats to outside candidates.\"\n    ]\n  },\n  {\n    \"id\": 294,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the All India Sainik Schools Entrance Examination:\\n1. It is conducted offline on an OMR sheet rather than as a computer-based test.\\n2. The Class VI paper carries 300 marks in 150 minutes and is offered in thirteen languages.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The examination is offline, pen and paper on an OMR sheet, and the Class VI paper carries 300 marks in 150 minutes and is offered in thirteen languages including Hindi and English.\",\n      \"The Class IX paper runs 180 minutes and is in English medium only. The difference mirrors the Navodaya arrangement, where the Class VI paper is offered in many regional languages and the Class IX paper in Hindi and English only.\",\n      \"The reason is the same in both systems. A child entering at the lower class comes from a State school and may have studied wholly in a regional language, whereas a child entering higher up must already be able to work in the school's medium.\"\n    ]\n  },\n  {\n    \"id\": 295,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"The stated purpose of the Sainik Schools includes:\",\n    \"options\": [\n      \"providing free education to the children of serving defence personnel only\",\n      \"providing vocational training in defence-related trades\",\n      \"training students for direct recruitment as soldiers\",\n      \"preparing cadets for entry into the National Defence Academy and correcting the regional and class imbalance in the officer cadre\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The purpose is to prepare cadets academically, physically and mentally for entry into the National Defence Academy and the Indian Naval Academy, and to correct the regional and class imbalance in the officer cadre of the armed forces.\",\n      \"The first option is too narrow. Wards of serving defence personnel and ex-servicemen hold a distinct quota, but the schools are not confined to them; entry is by the All India Sainik Schools Entrance Examination and is open more widely.\",\n      \"A Sainik School education does not oblige a cadet to join the armed forces either, and many alumni enter other services and professions. The system prepares for the Academy; it does not bind anyone to it.\"\n    ]\n  },\n  {\n    \"id\": 296,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"Girls were admitted to all existing Sainik Schools from the academic year 2021-22. The pilot that preceded this decision was conducted at:\",\n    \"options\": [\n      \"Sainik School Chhingchhip in Mizoram\",\n      \"Sainik School Kunjpura in Haryana\",\n      \"Sainik School Bijapur in Karnataka\",\n      \"Sainik School Amaravathinagar in Tamil Nadu\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The pilot was conducted at Sainik School Chhingchhip in Mizoram from 2018-19, and on its success the Defence Minister approved extending admission of girls to all the schools.\",\n      \"The Prime Minister announced the decision from the Red Fort on 15 August 2021, and girls were admitted to Class VI in all 33 existing schools from the 2021-22 session.\",\n      \"Replying in the Lok Sabha in February 2022, the Minister of State for Defence stated that 312 girl cadets had been admitted: ten in each of 23 schools, nine in each of six, eight in each of two and six in each of two.\"\n    ]\n  },\n  {\n    \"id\": 297,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"The number of girl cadets admitted to Class VI across the 33 Sainik Schools in the 2021-22 session, as stated in Parliament, was:\",\n    \"options\": [\n      \"112\",\n      \"312\",\n      \"212\",\n      \"412\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The Minister of State for Defence stated in the Lok Sabha in February 2022 that 312 girl cadets had been admitted.\",\n      \"The distribution was uneven and was given school by school: ten in each of 23 schools, nine in each of six, eight in each of two and six in each of two. Multiplying and adding gives 230, 54, 16 and 12, which totals 312.\",\n      \"Girls were subsequently admitted at the Class IX entry point as well. The system had admitted boys only for six decades before the pilot at Chhingchhip.\"\n    ]\n  },\n  {\n    \"id\": 298,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of reservation in admission to Sainik Schools:\\n1. Seats are divided between candidates domiciled in the State where the school is located and candidates from other States.\\n2. A distinct quota is held for the wards of serving defence personnel and ex-servicemen.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Seats are split between the home State and other States, with the larger share reserved for candidates domiciled where the school is located, and a distinct quota is held for the wards of serving defence personnel and ex-servicemen.\",\n      \"Within that structure, seats are also reserved for Scheduled Castes and Scheduled Tribes. The precise percentages are set out in the Information Bulletin issued for each year's examination and are revised from time to time.\",\n      \"The home-State share rests on the reasoning that each State should draw officer material from its own population, which is the founding purpose of the system expressed as an admission rule.\"\n    ]\n  },\n  {\n    \"id\": 299,\n    \"chapter\": \"Sainik Schools\",\n    \"topic\": \"\",\n    \"question\": \"The All India Sainik Schools Entrance Examination is conducted by:\",\n    \"options\": [\n      \"the Sainik Schools Society itself\",\n      \"the Union Public Service Commission\",\n      \"the Central Board of Secondary Education\",\n      \"the National Testing Agency\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The examination is conducted by the National Testing Agency on behalf of the Sainik Schools Society.\",\n      \"The Society conducts the automated e-counselling that follows, which was introduced to bring transparency and real-time monitoring to seat allotment, so the two bodies perform different functions in the same admission process.\",\n      \"Contrast this with the Eklavya schools, where the examination for recruitment of staff is conducted by the National Education Society for Tribal Students itself. There the employing body examines; here an external agency examines and the Society allots.\"\n    ]\n  },\n  {\n    \"id\": 300,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Beti Bachao Beti Padhao:\\n1. The Ministry of Women and Child Development is the nodal ministry.\\n2. It is implemented jointly with the Ministry of Education and the Ministry of Health and Family Welfare.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. It is a tri-ministerial scheme, with Women and Child Development as nodal, working jointly with Education and with Health and Family Welfare.\",\n      \"The three map onto the scheme's three objectives almost exactly. Health carries the prevention of gender-biased sex-selective elimination, Women and Child Development the survival and protection of the girl child, and Education her schooling and participation.\",\n      \"That mapping is what makes a tri-ministerial design coherent rather than merely crowded. Each ministry owns an objective it already has the machinery to pursue.\"\n    ]\n  },\n  {\n    \"id\": 301,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Beti Bachao Beti Padhao was launched in January 2015 at:\",\n    \"options\": [\n      \"New Delhi\",\n      \"Jaipur in Rajasthan\",\n      \"Lucknow in Uttar Pradesh\",\n      \"Panipat in Haryana\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The scheme was launched on 22 January 2015 by the Prime Minister at Panipat in Haryana.\",\n      \"The choice of venue was deliberate. Haryana had among the worst child sex ratios in the country at the time, so the launch was held there rather than in the national capital.\",\n      \"The number that produced the scheme is the Child Sex Ratio, the number of girls per thousand boys aged nought to six, which fell across three successive censuses from 945 in 1991 to 927 in 2001 and 918 in 2011.\"\n    ]\n  },\n  {\n    \"id\": 302,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"A district records a sex ratio at birth of 935. The annual financial assistance slab applicable to it under Beti Bachao Beti Padhao is:\",\n    \"options\": [\n      \"\u20b930 lakh\",\n      \"\u20b940 lakh\",\n      \"\u20b920 lakh\",\n      \"\u20b910 lakh\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"A ratio of 935 falls in the band from 919 to 952, which attracts \u20b930 lakh a year. The higher slab of \u20b940 lakh applies where the ratio is 918 or below, and \u20b920 lakh where it is above 952.\",\n      \"The graded structure directs more money where the problem is worse, which partly answers the criticism that extending the scheme from 100 gender-critical districts to every district spread the same funds thinner.\",\n      \"The threshold of 918 is not arbitrary. It is the Child Sex Ratio recorded in the 2011 Census, the figure that prompted the scheme, so the worst slab is defined by the national position at the time of launch.\"\n    ]\n  },\n  {\n    \"id\": 303,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Beti Bachao Beti Padhao is presently implemented as a component of:\",\n    \"options\": [\n      \"Mission Poshan 2.0\",\n      \"Mission Shakti, under its Sambal vertical\",\n      \"Mission Shakti, under its Samarthya vertical\",\n      \"Mission Vatsalya\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"It is a component under the Sambal vertical of Mission Shakti, for the Fifteenth Finance Commission period 2021-22 to 2025-26.\",\n      \"Mission Shakti has two verticals. Sambal, meaning support, covers safety and security and includes One Stop Centres, the Women Helpline on 181, Nari Adalat and Beti Bachao Beti Padhao. Samarthya, meaning capability, covers empowerment.\",\n      \"The vertical it sits in is itself a statement about how the scheme is understood. A question asking whether it belongs to Sambal or Samarthya is testing whether the candidate reads it as a protection measure or an empowerment measure; the official answer is protection.\"\n    ]\n  },\n  {\n    \"id\": 304,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the funding of Beti Bachao Beti Padhao:\\n1. It is funded entirely by the Central Government in every district.\\n2. The financial assistance to a district is graded by that district's sex ratio at birth.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Although described as a centrally sponsored scheme, it is funded 100 per cent by the Union Government in all districts, and assistance is graded by the district's own sex ratio at birth.\",\n      \"The slabs are \u20b940 lakh a year where the ratio is 918 or below, \u20b930 lakh where it is between 919 and 952, and \u20b920 lakh where it is above 952. The worse the ratio, the larger the grant.\",\n      \"The absence of a State share is unusual for a centrally sponsored scheme, most of which run on 60:40 or 90:10. It is one reason the scheme could be extended nationwide without renegotiating anything with the States.\"\n    ]\n  },\n  {\n    \"id\": 305,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT a component of the Samarthya vertical of Mission Shakti?\",\n    \"options\": [\n      \"Shakti Sadan relief and rehabilitation homes\",\n      \"Sakhi Niwas working women's hostels\",\n      \"Palna creches for the children of working women\",\n      \"The Women Helpline on 181\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Women Helpline on 181 belongs to Sambal, the safety and security vertical, alongside One Stop Centres, Nari Adalat and Beti Bachao Beti Padhao.\",\n      \"The Samarthya vertical covers empowerment and includes Shakti Sadan, Sakhi Niwas, Palna creches, the Pradhan Mantri Matru Vandana Yojana, which now supports a second child if that child is a girl, and SANKALP, the Hub for Empowerment of Women that works as a single-window convergence point in the district.\",\n      \"The division is between protecting a woman from harm and enlarging what she can do. Keeping the two lists apart is the substance of most questions on Mission Shakti.\"\n    ]\n  },\n  {\n    \"id\": 306,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the sex ratio at birth reported under Beti Bachao Beti Padhao:\\n1. It rose from 918 in 2014-15 to 933 in 2022-23.\\n2. It has risen without interruption in every year since the scheme was launched.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. The ratio rose from 918 in 2014-15 to 933 in 2022-23, but it was then reported at 930 for 2023-24 and 929 for 2025-26 on provisional Health Management Information System data.\",\n      \"The series is therefore not a straight line. It rose for most of the decade and has drifted slightly downward since its peak, which the commonly quoted comparison of 918 to 930 conceals.\",\n      \"An answer that quotes only the launch figure and the latest figure is accurate but incomplete. Naming the peak and the drift shows that the series has been read rather than the headline.\"\n    ]\n  },\n  {\n    \"id\": 307,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Beti Bachao Beti Padhao is best characterised as:\",\n    \"options\": [\n      \"a delivery scheme that builds hostels and pays stipends to girls\",\n      \"a convergence scheme that funds district-level advocacy and coordination so that other schemes reach girls\",\n      \"a statutory entitlement created by the Pre-Conception and Pre-Natal Diagnostic Techniques Act, 1994\",\n      \"a scholarship scheme administered through the National Scholarship Portal\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The scheme does not itself build a hostel, pay a stipend or run a clinic. It funds district-level advocacy and coordination so that the schemes which do those things reach girls, and holds the district administration to a measurable target.\",\n      \"Its education work accordingly runs through the Kasturba Gandhi Balika Vidyalayas and through the girls' hostel and transport components of Samagra Shiksha rather than through anything it builds itself.\",\n      \"That is why it has no beneficiary list. The Ministry describes its method as informing, influencing, motivating, engaging and empowering stakeholders so that societal attitudes to the girl child shift, and the district rather than the individual is the unit.\"\n    ]\n  },\n  {\n    \"id\": 308,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of outcomes reported under Beti Bachao Beti Padhao:\\n1. The gross enrolment ratio of girls at the secondary level rose from 75.51 per cent to 78 per cent.\\n2. Institutional deliveries rose from 61 per cent to over 97 per cent.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The gross enrolment ratio of girls at the secondary level rose from 75.51 per cent to 78 per cent, and institutional deliveries from 61 per cent to over 97.3 per cent.\",\n      \"The two indicators on which the scheme is formally judged are the sex ratio at birth and the girls' secondary enrolment ratio. Institutional delivery is a further health outcome reported alongside them.\",\n      \"The difficulty is attribution rather than measurement. The sex ratio at birth is also affected by enforcement of the Pre-Conception and Pre-Natal Diagnostic Techniques Act, by rising female literacy, by falling fertility and by State-level cash incentives, and no method separates the contribution of a campaign from these.\"\n    ]\n  },\n  {\n    \"id\": 309,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following as measurable targets set under Beti Bachao Beti Padhao:\\n1. Improving the sex ratio at birth by two points every year\\n2. Sustaining institutional deliveries at 95 per cent or above\\n3. A one per cent increase each year in first-trimester ante-natal care registration\\nHow many of the targets given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are among the scheme's six measurable targets. The remaining three are a one per cent annual increase in secondary enrolment and skilling of girls and women, checking the dropout rate among girls at the secondary and higher secondary levels, and raising awareness about safe menstrual hygiene management.\",\n      \"The six are worth learning as a set because they show what the scheme actually measures itself against. Three belong to health, two to education and one to adolescent wellbeing, which mirrors the tri-ministerial structure.\",\n      \"They also explain why the scheme is assessed on the sex ratio at birth and the gross enrolment ratio of girls at the secondary level, rather than on activities performed or funds spent.\"\n    ]\n  },\n  {\n    \"id\": 310,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Kanya Shiksha Pravesh Utsav, launched in March 2022 under Beti Bachao Beti Padhao, was directed at:\",\n    \"options\": [\n      \"re-enrolling out-of-school girls, of whom over one lakh were brought back\",\n      \"celebrating the birth of a girl child at the community level\",\n      \"training Anganwadi workers in early childhood education\",\n      \"providing scholarships to girls entering Class IX\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Kanya Shiksha Pravesh Utsav was launched on 7 March 2022 to bring out-of-school girls back into education, and re-enrolled 1,00,786 of them.\",\n      \"The first option describes Beti Janmotsav, a different campaign under the same scheme that celebrates the birth of a girl at community level. Selfie with Daughters, aimed at fathers, is a third.\",\n      \"Named campaigns matter more in this scheme than they would in most. Because Beti Bachao Beti Padhao is a behavioural scheme rather than a delivery scheme, publicity is the intervention rather than a supporting activity.\"\n    ]\n  },\n  {\n    \"id\": 311,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. The Child Sex Ratio measured by the Census and the Sex Ratio at Birth used to assess the scheme are the same indicator.\\n2. West Bengal is not implementing Beti Bachao Beti Padhao.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. The two indicators are different. The Child Sex Ratio is the nought-to-six ratio taken from the Census, and it was its fall across 1991, 2001 and 2011 that prompted the scheme. The Sex Ratio at Birth is measured at birth from Health Management Information System records and is what the scheme is assessed on.\",\n      \"The Government of West Bengal is not implementing the scheme. It is the same State that stands outside PM SHRI and PM-USHA, though for reasons particular to each.\",\n      \"Confusing the two ratios produces wrong answers about both the diagnosis and the assessment. One explains why the scheme exists; the other measures whether it is working.\"\n    ]\n  },\n  {\n    \"id\": 312,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of criticisms made of Beti Bachao Beti Padhao:\\n1. Parliamentary committee reports have found that a disproportionate share of funds released was spent on media and advertising.\\n2. The same reports have recorded delayed disbursement and weak financial planning.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Committee reports across 2019, 2021 and 2023 record the same findings, which makes it a pattern rather than an incident.\",\n      \"For a behavioural scheme the first criticism is genuinely arguable, since publicity is the intervention. The sharper form of the objection is not that publicity was funded but that district-level convergence, which is what turns publicity into an outcome, was funded less than it should have been.\",\n      \"A further structural criticism is that coverage widened before depth was achieved. Extending the scheme from 100 gender-critical districts to every district spread the same money thinner, though the graded funding slab partly corrects for that.\"\n    ]\n  },\n  {\n    \"id\": 313,\n    \"chapter\": \"Beti Bachao Beti Padhao\",\n    \"topic\": \"\",\n    \"question\": \"The statute enacted to prohibit sex selection, which operates alongside Beti Bachao Beti Padhao, is the:\",\n    \"options\": [\n      \"Protection of Children from Sexual Offences Act, 2012\",\n      \"Prohibition of Child Marriage Act, 2006\",\n      \"Rights of Persons with Disabilities Act, 2016\",\n      \"Pre-Conception and Pre-Natal Diagnostic Techniques Act, 1994\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Pre-Conception and Pre-Natal Diagnostic Techniques Act, 1994 is the legal response to sex-selective elimination, and Beti Bachao Beti Padhao is the behavioural response to the same finding.\",\n      \"The pairing is the point. A falling child sex ratio in a period of rising incomes and improving health could not be explained by mortality; it pointed to elimination before birth, made easier by the spread of diagnostic technology.\",\n      \"Enforcement of the Act, including registration and monitoring of diagnostic centres, belongs to the health limb of the scheme, which is why the Ministry of Health and Family Welfare is one of the three ministries involved.\"\n    ]\n  },\n  {\n    \"id\": 314,\n    \"chapter\": \"Vidya Pravesh\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Vidya Pravesh:\\n1. It is a three-month play-based school preparation module for children entering Grade I.\\n2. It has been developed by the National Council of Educational Research and Training.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Vidya Pravesh is a three-month play-based school preparation module for children entering Grade I, aged six to seven, developed by the National Council of Educational Research and Training through its Department of Elementary Education.\",\n      \"It is not a scheme, a school or a fund. It is a teaching module, which is why it has no outlay, no beneficiary list and no separate approval cycle. It sits under NIPUN Bharat, the national mission on foundational literacy and numeracy, which itself runs under Samagra Shiksha.\",\n      \"The module is transacted for about four hours a day over the initial three months of Grade I, before the regular syllabus begins. It was released in July 2021 among the initiatives marking the first anniversary of the National Education Policy 2020.\"\n    ]\n  },\n  {\n    \"id\": 315,\n    \"chapter\": \"Vidya Pravesh\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the design of Vidya Pravesh:\\n1. It consists of activities and workbooks rather than a prescribed textbook.\\n2. Teachers are encouraged to modify the activities to their immediate context.\\n3. The guidelines suggest that the teacher visit the home of each child where possible.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three statements are correct. The module is built from activities and workbooks around alphabets, sounds, words, colours, shapes and numbers, teachers are encouraged to adapt the activities and bring local knowledge into them, and the guidelines go as far as suggesting a home visit to each child where that is possible.\",\n      \"Collaboration with peers and parents is written into the module because the National Education Policy 2020 recommends it. The material is to be drawn from indigenous toys and locally available items, and must be safe and easy for a six-year-old to handle.\",\n      \"The stated aim is emotional as much as academic. The guidelines put the purpose as ensuring that every child meets a warm and welcoming environment on entering Grade I, so that the transition to school is smooth, fearless and joyful.\"\n    ]\n  },\n  {\n    \"id\": 316,\n    \"chapter\": \"Vidya Pravesh\",\n    \"topic\": \"\",\n    \"question\": \"Vidya Pravesh is applicable to:\",\n    \"options\": [\n      \"all children entering Grade I, whether or not they have had pre-school experience\",\n      \"only those children entering Grade I who have had no pre-school experience\",\n      \"only children enrolled in Bal Vatika attached to government primary schools\",\n      \"only children in aspirational districts\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The module is for all children entering Grade I, whether or not they have had any prior pre-school experience. It does not sort children into those who need it and those who do not.\",\n      \"The design reason is that a class cannot be split in its first weeks without stigmatising one group. Vidya Pravesh is aligned to the key competencies and learning outcomes of Pre-school 3, the third year of Balvatika, so a child who has completed Balvatika continues from that point rather than repeating it, while a child who has not gets the readiness the others already carry.\",\n      \"The first option is the most tempting because it describes the problem the module was written to solve. But the solution was universal rather than targeted, and a question that restricts coverage to children without pre-school experience is testing precisely that distinction.\"\n    ]\n  },\n  {\n    \"id\": 317,\n    \"chapter\": \"Vidya Pravesh\",\n    \"topic\": \"\",\n    \"question\": \"Vidya Pravesh is described in its own guidelines as an interim measure. The permanent arrangement it anticipates is:\",\n    \"options\": [\n      \"extension of the module from three months to a full academic year\",\n      \"universal availability of pre-school education\",\n      \"transfer of Grade I to the pre-primary stage\",\n      \"merger of the module into the Bal Vatika curriculum\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The module is described as interim because the permanent answer to the problem it addresses is universal pre-school education. Where every child has had pre-school, no bridging module is needed at the point of entry to Grade I.\",\n      \"A full preparatory year, the first option, would delay Grade I for every child in order to serve the child who missed pre-school, and would in effect create a second Balvatika inside the primary school. Three months is the compromise: long enough to build readiness, short enough not to displace the Grade I syllabus.\",\n      \"The word interim is deliberate and worth quoting in an answer. It concedes that the module is a workaround for a gap in provision rather than a permanent feature of the curriculum, which is a more candid framing than most scheme documents offer.\"\n    ]\n  },\n  {\n    \"id\": 318,\n    \"chapter\": \"Vidya Pravesh\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Vidya Pravesh:\\n1. It is aligned to the key competencies and learning outcomes of Pre-school 3, that is the third year of Balvatika.\\n2. It is developed centrally and then translated and adapted by State Councils of Educational Research and Training.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The alignment to Pre-school 3 is what allows a child who has completed Balvatika to continue rather than repeat, and the module is written centrally by the NCERT and then translated and adapted by State Councils into the mediums of instruction used in the State.\",\n      \"Assam alone carries it in eight mediums, including Bodo, Bengali, Hindi, Garo, Karbi, Manipuri and Hmar besides Assamese. That is the point of leaving adaptation to the States: a module about sounds and words cannot be transacted in a language the child does not speak.\",\n      \"The chain of adaptation runs one step further. The NCERT writes it, the State Council translates and adapts it, and the teacher modifies it for the classroom in front of her. Each level is expected to change the material rather than merely pass it on.\"\n    ]\n  },\n  {\n    \"id\": 319,\n    \"chapter\": \"Vidya Pravesh\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT correct in respect of Vidya Pravesh?\",\n    \"options\": [\n      \"It is transacted for about four hours a day\",\n      \"It occupies the initial three months of Grade I\",\n      \"It is an integral part of the NIPUN Bharat mission\",\n      \"It carries a separate budgetary outlay approved by the Cabinet\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The third statement is not correct. Vidya Pravesh has no outlay of its own. It is a teaching module written by the NCERT, not a scheme, and it therefore carries neither a Cabinet approval nor a five-year financial provision.\",\n      \"This is the feature Vidya Pravesh shares with NISHTHA and PM e-VIDYA. None of the three is a scheme with a distinct outlay: one is a module, one is a training programme funded under Samagra Shiksha, and one is an umbrella unifying efforts that already existed.\",\n      \"The other three statements are correctly stated. The module runs about four hours a day through the first three months of Grade I and is an integral part of NIPUN Bharat, the national mission on foundational literacy and numeracy.\"\n    ]\n  },\n  {\n    \"id\": 320,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of NISHTHA:\\n1. It is implemented by the National Council of Educational Research and Training.\\n2. It is funded under Samagra Shiksha and has no separate outlay of its own.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. NISHTHA is implemented by the NCERT and funded under Samagra Shiksha, which is why it carries no distinct financial provision.\",\n      \"The arrangement follows from the 2018 merger that created Samagra Shiksha. The Centrally Sponsored Scheme on Teacher Education was one of the three schemes subsumed, so the institutions that train teachers now sit inside the scheme that funds the schools those teachers work in.\",\n      \"That structural change is what makes a programme like NISHTHA deliverable at national scale. Before the merger, teacher training was a parallel scheme with its own approvals, and a national training drive would have required coordination across two separate financial envelopes.\"\n    ]\n  },\n  {\n    \"id\": 321,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"The full form of NISHTHA is:\",\n    \"options\": [\n      \"National Initiative for School Heads' and Teachers' Holistic Advancement\",\n      \"National Institute for Scholastic Training and Higher Advancement\",\n      \"National Integrated Scheme for Holistic Teacher Attainment\",\n      \"National Initiative for Skill, Health and Teacher Advancement\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"NISHTHA expands as the National Initiative for School Heads' and Teachers' Holistic Advancement.\",\n      \"The inclusion of school heads in the name is deliberate rather than decorative. A principal who has not done the training cannot supervise a practice she has not seen, so heads of school are trained alongside teachers rather than assumed to know already.\",\n      \"The programme is described as the largest teacher training programme of its kind in the world. Its original target was about 42 lakh teachers, principals, block resource coordinators and cluster resource coordinators at the elementary level, in a single programme.\"\n    ]\n  },\n  {\n    \"id\": 322,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"The cascade model on which NISHTHA was built runs in which one of the following sequences?\",\n    \"options\": [\n      \"State Resource Persons to National Resource Persons to block-level training of teachers\",\n      \"National Resource Persons to Key and State Resource Persons to district-level training of teachers\",\n      \"District Institutes of Education and Training to State Councils to National Resource Persons\",\n      \"Cluster Resource Coordinators to Block Resource Coordinators to State Resource Persons\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"About 120 National Resource Persons, drawn from the NCERT, the National Institute of Educational Planning and Administration and other institutions, train Key Resource Persons and State Resource Persons identified by each State and Union Territory, who in turn conduct district-level training of teachers and head teachers.\",\n      \"The design was a matter of arithmetic rather than preference. Training 42 lakh people directly is not possible, so a small national group must multiply itself through intermediate layers.\",\n      \"The move to DIKSHA in October 2020 removed one step, since a teacher could then take the course directly. That solved the reach problem without solving the transfer-loss problem, because what a National Resource Person conveys to a state group is not necessarily what reaches a teacher several transfers later.\"\n    ]\n  },\n  {\n    \"id\": 323,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the obligation that NISHTHA exists to discharge:\\n1. The National Education Policy 2020 requires every teacher and school head to take part in at least fifty hours of continuous professional development every year.\\n2. The requirement is stated in paragraphs 5.15 and 5.16 of the Policy.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Paragraphs 5.15 and 5.16 of the National Education Policy 2020 require at least fifty hours of continuous professional development a year for every teacher and school head, driven by the teacher's own interests.\",\n      \"The Policy also specifies what those hours should cover: foundational literacy and numeracy, formative and adaptive assessment of learning outcomes, competency-based learning, and related pedagogies such as experiential, arts-integrated, sports-integrated and storytelling-based approaches.\",\n      \"Stated per teacher the obligation looks modest, at roughly one and a quarter hours a week across a working year. Stated in aggregate, fifty hours across some 57 lakh teachers of government and aided schools is about 28.5 crore teacher-hours a year, which is why it had to be delivered on a platform rather than in a hall.\"\n    ]\n  },\n  {\n    \"id\": 324,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Edition)\\nA. NISHTHA 1.0\\nB. NISHTHA 2.0\\nC. NISHTHA 3.0\\nD. NISHTHA 4.0\\n\\nList-II (Stage served)\\n1. Secondary stage\\n2. Early childhood care and education\\n3. Elementary stage, Classes I to VIII\\n4. Foundational literacy and numeracy, pre-primary to Class III\",\n    \"options\": [\n      \"A-3, B-1, C-4, D-2\",\n      \"A-3, B-4, C-1, D-2\",\n      \"A-1, B-3, C-4, D-2\",\n      \"A-3, B-1, C-2, D-4\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"NISHTHA 1.0 served the elementary stage, 2.0 the secondary stage, 3.0 foundational literacy and numeracy from pre-primary to Class III, and 4.0 early childhood care and education.\",\n      \"The sequence does not run in stage order, and that is the point of the question. It goes elementary, then secondary, then foundational, then early childhood, so the numbering follows the order in which editions were built rather than the order in which a child passes through school.\",\n      \"NISHTHA 3.0 was built for the NIPUN Bharat mission and was taken by all teachers and school heads handling pre-primary to Class III. NISHTHA 4.0 was aimed at roughly 25 lakh pre-primary and primary teachers and heads across 36 States and Union Territories.\"\n    ]\n  },\n  {\n    \"id\": 325,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of NISHTHA courses:\\n1. Courses are offered once and are not repeated in subsequent years.\\n2. States offer general continuous professional development and short nano courses alongside NISHTHA.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. Courses are rerun each academic year rather than offered once, because the fifty-hour obligation under the Policy recurs annually and each year brings new teachers into service.\",\n      \"States add their own offerings alongside. General continuous professional development and short nano courses cover contemporary themes including cyber hygiene, social media safety, digital wellness, inclusive education, media literacy, financial safety, data privacy, e-waste, action research and the use of open educational resources.\",\n      \"The pattern reflects what continuous professional development means. A programme that ran once would be a training event; one that reruns annually with a widening catalogue is an attempt to build a standing system of teacher development.\"\n    ]\n  },\n  {\n    \"id\": 326,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the delivery of NISHTHA:\\n1. NISHTHA online was launched on the DIKSHA platform in October 2020.\\n2. Eighteen courses were developed for the elementary stage, in English, Hindi and Urdu.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. NISHTHA online was launched on DIKSHA on 6 October 2020 with eighteen courses for the elementary stage, developed in English, Hindi and Urdu by the NCERT.\",\n      \"The move online was forced by circumstance and then kept for its advantages. The face-to-face phase had covered 23,137 state resource group members and about 17.75 lakh teachers and head teachers across 33 States and Union Territories in eight months before it stopped.\",\n      \"Courses now run in regional languages hosted on each State tenant of the platform as well. A teacher registers on the portal or the mobile application, joins by a link or by scanning a code shared by the State, and completes the course before a closing date.\"\n    ]\n  },\n  {\n    \"id\": 327,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): A figure for the number of teachers who have completed NISHTHA courses does not by itself establish that classroom practice has changed.\\nReason (R): A completion figure records enrolment in and finishing of a course on a platform within a window, and not the outcome in the classroom.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. Over 63.17 lakh teachers were reported trained under the various NISHTHA programmes between 2019 and 2022, on a reply given in the Lok Sabha. That is a delivery statistic, not a learning statistic.\",\n      \"The cascade model compounds the difficulty. What a National Resource Person conveys to a state group is not necessarily what reaches a teacher three transfers later, and moving the course online solved the reach problem without solving the transfer-loss problem.\",\n      \"Any evaluation of NISHTHA that stops at the completion number has stopped too early. The useful question is whether the fifty hours prescribed by the Policy produce a change a supervisor could observe, and that requires evidence of a different kind altogether.\"\n    ]\n  },\n  {\n    \"id\": 328,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. Vidya Pravesh, NISHTHA and PM e-VIDYA each carry a distinct five-year outlay approved by the Cabinet.\\n2. All three are delivered by the National Council of Educational Research and Training or through platforms it populates.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. None of the three carries an outlay of its own. Vidya Pravesh is a teaching module written by the NCERT, NISHTHA is a training programme run by the NCERT and funded under Samagra Shiksha, and PM e-VIDYA is an umbrella unifying digital and broadcast efforts that already existed.\",\n      \"A question offering any of the three as a Centrally Sponsored Scheme with a five-year outlay is offering a distractor. The absence of a separate financial provision is the feature they share, and it distinguishes them from PM POSHAN, Samagra Shiksha and PM SHRI.\",\n      \"The second statement holds because the content in each case comes from or through the NCERT. It writes Vidya Pravesh, it runs NISHTHA, and its curriculum-aligned content is what DIKSHA and the One Class One TV Channel carry.\"\n    ]\n  },\n  {\n    \"id\": 329,\n    \"chapter\": \"NISHTHA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the roll-out of NISHTHA online:\\n1. It was rolled out by 30 States and Union Territories.\\n2. It was rolled out by eight autonomous bodies falling under three different ministries.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Thirty States and Union Territories and eight autonomous bodies rolled out NISHTHA online: the Central Board of Secondary Education, the Kendriya Vidyalaya Sangathan, the Navodaya Vidyalaya Samiti, the Central Tibetan Schools Administration, the Council for the Indian School Certificate Examinations, the Atomic Energy Education Society, the Sainik Schools and the Eklavya Model Residential Schools.\",\n      \"The eight span three ministries. Most belong to Education, the Sainik Schools to Defence and the Eklavya schools to Tribal Affairs, so a single training programme reached school systems that are otherwise administered entirely separately.\",\n      \"That is a point worth making in an answer on convergence. Administrative separation between ministries did not prevent a common professional standard being applied to teachers in all of these systems.\"\n    ]\n  },\n  {\n    \"id\": 330,\n    \"chapter\": \"PM e-VIDYA\",\n    \"topic\": \"\",\n    \"question\": \"Under PM e-VIDYA, the component known as One Class One TV Channel:\",\n    \"options\": [\n      \"began with 200 DTH channels and was later reduced to 12\",\n      \"was confined to Hindi and English from the outset and remains so\",\n      \"operates only on subscription-based direct-to-home platforms\",\n      \"began with 12 DTH channels and was announced for expansion to 200 channels in the Union Budget 2022-23\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The component began with 12 DTH channels, one for each class from I to XII, transmitting content based on the NCERT curriculum. The Union Budget 2022-23 announced expansion from 12 to 200 channels.\",\n      \"The purpose of the expansion was linguistic. Twelve channels could carry one class each in one language; two hundred allow States to deliver supplementary teaching for Classes I to XII in regional languages rather than only in Hindi and English.\",\n      \"The channels are carried on the free-to-air platform, so a household needs a dish and a set-top box but pays no subscription and consumes no data. Broadcast hours were also extended through the day as the programme matured, so that a household sharing one television could find a workable time.\"\n    ]\n  },\n  {\n    \"id\": 331,\n    \"chapter\": \"PM e-VIDYA\",\n    \"topic\": \"\",\n    \"question\": \"A household in a village has a television with a free-to-air connection but no smartphone and no internet. Under PM e-VIDYA, the child in that household can access:\",\n    \"options\": [\n      \"the One Class One TV Channel broadcasts, without subscription and without data\",\n      \"no component of the programme\",\n      \"only the DIKSHA content, through the television\",\n      \"only content available on SWAYAM\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The child can watch the One Class One TV Channel broadcasts. The channels are carried on the free-to-air platform, so the household needs only a dish and a set-top box, with no subscription and no data charge.\",\n      \"This is the entire design rationale of the on-air half. An application requires a smartphone, a data plan and a signal, and in a household with a single phone the child is not first in the queue for it. A television set is more widely held than a smartphone in rural India and is shared without contest.\",\n      \"DIKSHA and SWAYAM are online components and require connectivity, so the third and fourth options fail on their own terms. The design choice records an accurate reading of who was actually being reached when schools closed.\"\n    ]\n  },\n  {\n    \"id\": 332,\n    \"chapter\": \"PM e-VIDYA\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Component)\\nA. DIKSHA\\nB. SWAYAM\\nC. Shiksha Vani\\nD. Channel number 31\\n\\nList-II (Description)\\n1. Podcast of the Central Board of Secondary Education\\n2. Dedicated round-the-clock channel for Indian Sign Language\\n3. Platform carrying NCERT-aligned content for Classes I to XII\\n4. National platform for online courses, carrying school courses for Classes IX to XII through NIOS and NCERT\",\n    \"options\": [\n      \"A-4, B-3, C-1, D-2\",\n      \"A-3, B-4, C-1, D-2\",\n      \"A-3, B-1, C-4, D-2\",\n      \"A-3, B-4, C-2, D-1\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"DIKSHA carries NCERT-aligned content for Classes I to XII, SWAYAM is the national platform for online courses and carries school courses for Classes IX to XII through NIOS and NCERT, Shiksha Vani is the CBSE podcast, and channel number 31 is the dedicated round-the-clock Indian Sign Language channel.\",\n      \"The distinction between DIKSHA and SWAYAM is the one most often blurred. DIKSHA is the school platform and reaches down to Class I; SWAYAM is the massive open online course platform and reaches upward into higher education, carrying school content only for the senior secondary classes.\",\n      \"QR codes printed in NCERT textbooks open the matching content on DIKSHA, which is what links the printed book in the child's hand to the digital library. That linkage is why DIKSHA rather than SWAYAM is the school-facing platform of the two.\"\n    ]\n  },\n  {\n    \"id\": 333,\n    \"chapter\": \"PM e-VIDYA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following components of PM e-VIDYA:\\n1. DIKSHA\\n2. Radio, community radio and the CBSE podcast Shiksha Vani\\n3. Special e-content for children who are visually or hearing impaired\\nHow many of the components given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are components of PM e-VIDYA. DIKSHA carries NCERT-aligned content for Classes I to XII, radio and community radio together with the CBSE podcast Shiksha Vani carry audio content, and special e-content is provided for children with visual or hearing impairment.\",\n      \"The e-content for children with disabilities includes material in the DAISY format and in sign language, and a dedicated round-the-clock channel for Indian Sign Language was launched as channel number 31.\",\n      \"Taken together the components divide into an online half, for households with connectivity, and an on-air half, for those without. The second half is what distinguishes this programme from an ordinary digital education initiative.\"\n    ]\n  },\n  {\n    \"id\": 334,\n    \"chapter\": \"PM e-VIDYA\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): PM e-VIDYA was designed to include television and radio components rather than relying on an application alone.\\nReason (R): A television set is more widely held than a smartphone in rural India and a free-to-air broadcast costs the household nothing per hour.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. An application requires a smartphone, a data plan and a signal, and in a household with one phone the child is not first in the queue for it.\",\n      \"A television is shared without contest, is more widely held in rural households, and a free-to-air broadcast costs nothing per hour of viewing. The design choice records an accurate reading of who was actually being reached when schools closed.\",\n      \"This is also the strongest defence of the on-air components against the argument that they are obsolete. The contrast with the digital higher education stack is instructive: every layer of that stack assumes connectivity and a device, which is exactly the assumption PM e-VIDYA was built at school level to avoid making.\"\n    ]\n  },\n  {\n    \"id\": 335,\n    \"chapter\": \"PM e-VIDYA\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT a component of PM e-VIDYA?\",\n    \"options\": [\n      \"QR codes in NCERT textbooks linking to digital content\",\n      \"Direct benefit transfer of a device allowance to students\",\n      \"Online courses offered by the top hundred universities\",\n      \"e-content and digital events for teachers\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"There is no device allowance under PM e-VIDYA. The programme delivers content through platforms and broadcasts; it does not transfer money to households to buy equipment.\",\n      \"The other three are correctly stated. QR codes printed in NCERT textbooks open the matching content on DIKSHA, online courses from the top hundred universities form part of the online half, and e-content and digital events are provided for teachers alongside students.\",\n      \"The absence of a device transfer is consistent with the programme's logic. Rather than funding households to acquire connectivity, it built an on-air half that works without connectivity at all, which is a different answer to the same problem of access.\"\n    ]\n  },\n  {\n    \"id\": 336,\n    \"chapter\": \"PM e-VIDYA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of PM e-VIDYA:\\n1. It was announced in May 2020 as part of the Atmanirbhar Bharat package.\\n2. Its stated purpose was to unify all efforts related to digital, online and on-air education.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. PM e-VIDYA was announced in May 2020, in the middle of the school closures, as part of the Atmanirbhar Bharat package, and its purpose was stated as unifying all efforts related to digital, online and on-air education into a single programme.\",\n      \"The phrase to hold on to is on-air. This was never only an internet scheme, and treating it as one misses half of what it does and most of what makes it interesting as a design.\",\n      \"Because it unifies efforts that already existed rather than creating new ones, PM e-VIDYA is an umbrella rather than a scheme with its own outlay. DIKSHA, SWAYAM and the broadcast channels each pre-existed the announcement in some form.\"\n    ]\n  },\n  {\n    \"id\": 337,\n    \"chapter\": \"PM e-VIDYA\",\n    \"topic\": \"\",\n    \"question\": \"Foundational learning may fail in the child, in the teacher or in the channel of delivery. Which one of the following correctly matches each intervention to the point of failure it addresses?\",\n    \"options\": [\n      \"Vidya Pravesh addresses the teacher, NISHTHA the child, PM e-VIDYA the channel\",\n      \"Vidya Pravesh addresses the channel, NISHTHA the child, PM e-VIDYA the teacher\",\n      \"All three address the child alone\",\n      \"Vidya Pravesh addresses the child, NISHTHA the teacher, PM e-VIDYA the channel\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Vidya Pravesh addresses the child, who arrives at Grade I without the readiness the syllabus assumes, and buys three months to build it. NISHTHA addresses the teacher, who is asked to teach by a method she was never taught, and supplies the fifty hours a year the Policy demands. PM e-VIDYA addresses the channel, keeping content moving by television and radio where the child cannot reach the school at all.\",\n      \"Read this way the three are one answer split by where the failure occurs, rather than three separate initiatives that happen to be grouped together. That framing is worth more in an answer than a description of any one of them at length.\",\n      \"All three run under Samagra Shiksha or alongside it, none carries a separate outlay, and all three are delivered by the NCERT or through platforms it populates. The division of labour, not the individual detail, is the substance of the topic.\"\n    ]\n  },\n  {\n    \"id\": 338,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of UDISE+:\\n1. The unit of collection was originally the school, reporting aggregate totals.\\n2. From 2022-23 the unit became the individual student.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The system originally collected aggregate totals reported by each school, and from 2022-23 it moved to holding a record for each individual child.\",\n      \"The change of unit matters more than it sounds. When a school reports a total, a child enrolled in two schools is counted twice and a child who has left may go on being counted. A record per child with a unique identifier removes both errors.\",\n      \"The identifier is APAAR, the Automated Permanent Academic Account Registry, which follows the child across schools and boards. Around 7 crore identifiers had been generated by December 2024.\"\n    ]\n  },\n  {\n    \"id\": 339,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"UDISE+ stands for:\",\n    \"options\": [\n      \"Unified District Information System for Education Plus\",\n      \"Universal District Institute for School Education Plus\",\n      \"Unified Digital Index for School Enrolment Plus\",\n      \"Unified Data Interface for School Evaluation Plus\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"UDISE+ expands as the Unified District Information System for Education Plus. The Plus marks the move from the earlier UDISE to an online, near-real-time system.\",\n      \"It is run by the Department of School Education and Literacy in the Ministry of Education. It is not a scheme with beneficiaries but the instrument that decides what the other schemes can see.\",\n      \"Almost every scheme in this field rests on it. PM SHRI screens schools on it at Stage 2, Samagra Shiksha plans on it, the Performance Grading Index grades States on it, and the management information system of the Eklavya schools draws on its data standards.\"\n    ]\n  },\n  {\n    \"id\": 340,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"APAAR, the identifier introduced under UDISE+, stands for:\",\n    \"options\": [\n      \"Aadhaar-linked Permanent Academic Admission Record\",\n      \"All-India Pupil Assessment and Attendance Record\",\n      \"Automated Permanent Academic Account Registry\",\n      \"Academic Progress and Achievement Register\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"APAAR is the Automated Permanent Academic Account Registry, a unique identity that follows the child across schools and boards.\",\n      \"Its purpose is continuity of record rather than identification for its own sake. A child who changes school, State or board carries the same academic account, so the record does not restart each time.\",\n      \"Around 7 crore identifiers had been generated by December 2024. The identifier is what makes student-level reporting on UDISE+ workable, since without it a per-child record could not be matched from one year to the next.\"\n    ]\n  },\n  {\n    \"id\": 341,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Performance Grading Index:\\n1. It was launched in 2017 and revamped as PGI 2.0 in 2021.\\n2. It ranks States and Union Territories in order of performance.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. The Index was launched in 2017 and revamped as PGI 2.0 in 2021 to align it with the National Education Policy 2020 and the Sustainable Development Goals, but it grades rather than ranks.\",\n      \"The distinction is substantive and not merely verbal. States are placed in bands, and every State can in principle occupy the highest band at the same time, which is the stated objective. A ranking would force one State down for another to rise.\",\n      \"The Index is released annually by the Department of School Education and Literacy, and a separate Performance Grading Index for Districts grades districts on a comparable basis.\"\n    ]\n  },\n  {\n    \"id\": 342,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the UDISE+ report for 2025-26:\\n1. The dropout rate at the secondary level fell from 8.2 per cent to 7.0 per cent.\\n2. The gross enrolment ratio at the secondary level rose from 68.5 per cent to 71.7 per cent.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Secondary dropout fell from 8.2 to 7.0 per cent and the secondary gross enrolment ratio rose from 68.5 to 71.7 per cent between 2024-25 and 2025-26.\",\n      \"Retention at the secondary level improved over the same period from 47.2 to 51.9 per cent, and dropout at the preparatory stage, Classes III to V, fell from 2.3 to 1.8 per cent.\",\n      \"The secondary stage is where all three indicators remain weakest, and the report names secondary-level dropout among its own unfinished business, alongside learning poverty, regional disparity and gaps in inclusive education.\"\n    ]\n  },\n  {\n    \"id\": 343,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"PGI 2.0 assesses States and Union Territories on:\",\n    \"options\": [\n      \"73 indicators worth 1,000 points\",\n      \"50 indicators worth 500 points\",\n      \"70 indicators worth 600 points\",\n      \"100 indicators worth 1,000 points\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"PGI 2.0 carries 73 indicators worth 1,000 points, grouped into two categories, Outcomes and Governance and Management, and six domains.\",\n      \"The third option belongs to the district index. The Performance Grading Index for Districts grades 782 districts on 600 points across 70 indicators and six categories, so the two instruments differ in both scale and structure.\",\n      \"Confusing the two is the commonest error on this topic. One grades States and Union Territories, the other districts, and their indicator counts and point totals are deliberately different.\"\n    ]\n  },\n  {\n    \"id\": 344,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Reported enrolment figures fell after UDISE+ moved to student-level records. The correct inference is that:\",\n    \"options\": [\n      \"a corresponding number of children left the school system\",\n      \"duplicate and stale entries ceased to be counted, so the fall does not by itself indicate that children left\",\n      \"the change affected only private unaided schools\",\n      \"enrolment was under-reported before the change\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The fall records the removal of duplicates and of children who had left but continued to be carried, not the departure of children. When each child holds a unique identifier, double counting stops.\",\n      \"A comparison of enrolment across the changeover year is therefore not a like-for-like comparison. Any question treating a fall in reported enrolment as a fall in actual enrolment is testing exactly this confusion.\",\n      \"The fourth option inverts the position. Aggregate school reporting tended to overstate rather than understate, because the incentive attached to a higher number and there was no mechanism to detect the same child twice.\"\n    ]\n  },\n  {\n    \"id\": 345,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of UDISE+ and the Performance Grading Index:\\n1. The pupil-teacher ratio at every stage of school education is within the benchmark set by the National Education Policy 2020.\\n2. That benchmark is 30 pupils to a teacher.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The ratios stand at 10, 12, 17 and 21 pupils to a teacher at the foundational, preparatory, middle and secondary stages, all within the benchmark of 30 to 1.\",\n      \"A national average inside the norm nevertheless conceals distribution. The same report records the highest secondary dropout in Ladakh, Gujarat, Chhattisgarh and Karnataka, which is not the list an average would predict.\",\n      \"This is the standing limitation of national indicators in a country of this size. A ratio comfortably within norm at the aggregate can coexist with schools that are severely short of teachers and others that are overstaffed.\"\n    ]\n  },\n  {\n    \"id\": 346,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following as uses to which UDISE+ data is put:\\n1. Grading of States and districts under the Performance Grading Index\\n2. Screening of schools for eligibility at Stage 2 of PM SHRI selection\\n3. The management information system of the Eklavya Model Residential Schools\\nHow many of the uses given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are correct. UDISE+ supplies the Performance Grading Index for both States and districts, establishes eligibility at Stage 2 of the PM SHRI Challenge Mode process, and supplies the data standards on which the Eklavya schools' management information system is built.\",\n      \"The Eklavya use is the one most easily missed, because those schools belong to the Ministry of Tribal Affairs rather than to Education. Using a common data standard means their enrolment and outcomes can be compared with any other school in the country.\",\n      \"The same database also supplies the annual data against which a selected PM SHRI school's progress is later measured, so selection and review rest on a single source.\"\n    ]\n  },\n  {\n    \"id\": 347,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Vidya Samiksha Kendra:\\n1. It is a State-level command centre.\\n2. It collects data independently of the existing reporting portals.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. The centres are State-level, established under Samagra Shiksha with Gujarat the first to build one, and they collect no new data.\",\n      \"What they do is read what the existing portals already hold, tracking attendance, learning outcomes and scheme delivery continuously rather than at year end. A report published once a year cannot correct a school in that same year.\",\n      \"The limitation follows directly. A portal on which a large share of schools does not report daily cannot support a real-time review, whatever the command centre is capable of, so the chain is only as strong as the reporting at its base.\"\n    ]\n  },\n  {\n    \"id\": 348,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Domain of PGI 2.0 under the Performance Grading Index)\\nA. Equity\\nB. Learning Outcomes and Quality\\nC. Infrastructure and Facilities\\nD. Access\\n\\nList-II (Weight)\\n1. 190 points\\n2. 80 points\\n3. 260 points\\n4. 240 points\",\n    \"options\": [\n      \"A-4, B-3, C-1, D-2\",\n      \"A-3, B-4, C-1, D-2\",\n      \"A-3, B-1, C-4, D-2\",\n      \"A-3, B-4, C-2, D-1\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Equity carries 260 points, Learning Outcomes and Quality 240, Infrastructure and Facilities 190, and Access 80. The remaining two domains are Governance Processes at 130 and Teacher Education and Training at 100.\",\n      \"The weighting is itself a policy statement. Equity is the single heaviest domain and Access the lightest, which records a judgment that access is largely achieved and that the system should now be graded chiefly on whether the gains are shared and whether children actually learn.\",\n      \"The six weights sum to 1,000. A quick way to check any option in a question of this kind is to add the figures offered and see whether the total works.\"\n    ]\n  },\n  {\n    \"id\": 349,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Performance Grading Index for Districts:\\n1. It grades 782 districts.\\n2. It uses 70 indicators worth 600 points across six categories.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The district index grades 782 districts on 600 points across 70 indicators grouped into six categories.\",\n      \"Its categories differ from the State index and are worth noting separately: Outcomes, Effective Classroom Transactions, Infrastructure and Student Entitlements, School Safety and Child Protection, Digital Learning, and Governance Processes.\",\n      \"It draws on UDISE+, the PARAKH national survey and the PRABANDH portal. It is the only national instrument that grades districts on a common uniform scale, which makes it useful for annual planning under Samagra Shiksha.\"\n    ]\n  },\n  {\n    \"id\": 350,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"According to the UDISE+ report for 2025-26, the number of teachers in Indian school education:\",\n    \"options\": [\n      \"fell below 90 lakh for the first time\",\n      \"remained unchanged from the previous year\",\n      \"crossed two crore for the first time\",\n      \"crossed one crore for the first time, standing at 1.02 crore\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The teacher count crossed one crore for the first time, standing at 1.02 crore.\",\n      \"The figure is worth holding alongside the 57 lakh teachers of government and government-aided schools covered by Samagra Shiksha. The difference is accounted for by private and other schools, which the scheme does not fund but UDISE+ does count.\",\n      \"The pupil-teacher ratio by stage stands at 10 pupils to a teacher at the foundational stage, 12 at the preparatory, 17 at the middle and 21 at the secondary, all comfortably inside the National Education Policy 2020 benchmark of 30 to 1.\"\n    ]\n  },\n  {\n    \"id\": 351,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Under the school data architecture comprising UDISE+, the Performance Grading Index and the Vidya Samiksha Kendra, the sequence by which data is converted into corrective action runs:\",\n    \"options\": [\n      \"collect, grade, review, act\",\n      \"grade, collect, act, review\",\n      \"review, collect, grade, act\",\n      \"collect, review, act, grade\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The chain runs collect, grade, review, act. School and student records enter UDISE+ and delivery data enters the scheme portals; the Performance Grading Index converts the year's data into a band; the Vidya Samiksha Kendra tracks it continuously; and the district or block is prompted while the year is still running.\",\n      \"The last step is where the value lies. Action taken while the year is still running is the only point at which the data can change an outcome, which is precisely what an annual report published after the year has closed cannot do.\",\n      \"The weakest link is the first. Every indicator ultimately comes from a portal that somebody has to fill in, so a State is graded partly on the completeness of its own reporting rather than only on what happens in its schools.\"\n    ]\n  },\n  {\n    \"id\": 352,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"The grade bands of PGI 2.0 run from:\",\n    \"options\": [\n      \"Uttam at the highest to Prachesta at the lowest\",\n      \"Daksh at the highest to Akanshi-3 at the lowest\",\n      \"Utkarsh at the highest to Prachesta-3 at the lowest\",\n      \"Ati-Uttam at the highest to Akanshi-1 at the lowest\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The ten bands run from Daksh at the top, through Utkarsh, Ati-Uttam and Uttam, then the three Prachesta levels and the three Akanshi levels, down to Akanshi-3 at the bottom.\",\n      \"In the most recent rounds no State or Union Territory reached the highest bands. The top grade attained was Prachesta-1, the band from 701 to 760 points, which the report itself reads as showing large scope for improvement.\",\n      \"A ceiling that nobody touches keeps the instrument diagnostic rather than congratulatory. It also means the index is scaled against a standard not yet met rather than against past performance, so a low grade is not by itself evidence of failure.\"\n    ]\n  },\n  {\n    \"id\": 353,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT a source of data for the Performance Grading Index?\",\n    \"options\": [\n      \"UDISE+\",\n      \"The PARAKH national survey\",\n      \"The National Scholarship Portal\",\n      \"The PM POSHAN portal\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"The National Scholarship Portal is not a source for the Index. It handles scholarship applications, verification and disbursement and has no role in grading school systems.\",\n      \"The genuine sources are UDISE+ for enrolment, retention, teacher and infrastructure indicators; the PARAKH national survey for learning outcomes that UDISE+ cannot generate; the PM POSHAN portal for entitlement delivery; and the PRABANDH and Vidyanjali portals for governance indicators.\",\n      \"The PM POSHAN link has a consequence worth stating. Because daily meal reporting feeds the entitlement indicators, incomplete reporting on that portal costs a State points in the Index, so the effects of poor reporting travel beyond the meal scheme itself.\"\n    ]\n  },\n  {\n    \"id\": 354,\n    \"chapter\": \"UDISE+, PGI and Vidya Samiksha Kendra\",\n    \"topic\": \"\",\n    \"question\": \"The PARAKH national survey conducted in 2024 assessed students of:\",\n    \"options\": [\n      \"Grades 1, 5 and 8\",\n      \"Grades 5, 8 and 10\",\n      \"Grades 2, 4 and 6\",\n      \"Grades 3, 6 and 9\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The PARAKH national survey of 2024 assessed about 23 lakh students in Grades 3, 6 and 9.\",\n      \"The choice of grades corresponds to the stage structure of the National Education Policy 2020. Grade 3 marks the end of the foundational stage, Grade 6 sits within the middle stage, and Grade 9 within the secondary stage, so each assessment tests the outcome of a completed phase.\",\n      \"The survey supplies the learning-outcome indicators that UDISE+ cannot generate. Administrative data can record how many children are enrolled and how many teachers are posted, but not what a child has learnt, which requires an assessment.\"\n    ]\n  },\n  {\n    \"id\": 355,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the National Means-cum-Merit Scholarship Scheme:\\n1. It is a Central Sector Scheme of the Ministry of Education.\\n2. Its stated objective is to arrest dropout at Class VIII and encourage continuation at the secondary stage.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. It is a Central Sector Scheme, so no State matching share is payable, and its stated purpose is to arrest dropout at Class VIII and encourage continuation at the secondary stage.\",\n      \"The name states the test the scheme applies. Means and merit must both be satisfied: the family must genuinely need the money and the child must earn it in an examination. It is not a merit award and not a pure income transfer.\",\n      \"It was launched in 2008 after approval by the Cabinet Committee on Economic Affairs, and continuation from 2021-22 to 2025-26 was approved with a total allocation of \u20b91,827 crore.\"\n    ]\n  },\n  {\n    \"id\": 356,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"The ceiling on parental income for eligibility under the National Means-cum-Merit Scholarship is:\",\n    \"options\": [\n      \"\u20b93.5 lakh per annum\",\n      \"\u20b91.5 lakh per annum\",\n      \"\u20b92.5 lakh per annum\",\n      \"\u20b98 lakh per annum\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The parental income from all sources must not exceed \u20b93.5 lakh per annum, supported by an income certificate from the competent authority.\",\n      \"The ceiling is the means limb of the scheme, and it operates alongside the merit limb, which requires 55 per cent in Class VII to sit the test and 40 per cent in the aggregate of the two papers to pass it.\",\n      \"Income ceilings differ across scholarship schemes on the National Scholarship Portal, several of which use lower thresholds, so the figure has to be attached to this scheme specifically rather than remembered as a general limit.\"\n    ]\n  },\n  {\n    \"id\": 357,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"To be eligible to appear in the selection test for the National Means-cum-Merit Scholarship, a student must have secured, in the Class VII examination, at least:\",\n    \"options\": [\n      \"40 per cent marks\",\n      \"50 per cent marks\",\n      \"55 per cent marks\",\n      \"60 per cent marks\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"A minimum of 55 per cent marks or an equivalent grade in the Class VII examination is required to appear in the selection test, relaxable by 5 per cent for Scheduled Caste and Scheduled Tribe students.\",\n      \"The other figures all belong to the same scheme at different points, which is what makes them work as distractors. Forty per cent is the aggregate required in the selection test itself, and 60 per cent is required in Class X to continue the scholarship into the higher classes.\",\n      \"The scheme therefore applies three separate academic thresholds at three separate stages: one to sit the test, one to pass it, and one to keep the award. Keeping them apart is the substance of most questions on this scheme.\"\n    ]\n  },\n  {\n    \"id\": 358,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"The scholarship amount payable under the National Means-cum-Merit Scholarship Scheme is:\",\n    \"options\": [\n      \"\u20b96,000 per annum\",\n      \"\u20b912,000 per annum\",\n      \"\u20b924,000 per annum\",\n      \"\u20b948,000 per annum\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The amount is \u20b912,000 per annum, paid at \u20b91,000 a month. It was raised from \u20b96,000 with effect from 1 April 2017.\",\n      \"The fourth option is the total a student receives across the four years from Class IX to Class XII if the scholarship is renewed throughout, which is roughly \u20b948,000. Confusing the annual figure with the cumulative one is the trap here.\",\n      \"One lakh fresh scholarships are awarded each year to students of Class IX, renewed through Classes X, XI and XII, distributed as a State-wise quota allotted in proportion to enrolment.\"\n    ]\n  },\n  {\n    \"id\": 359,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the selection test for the National Means-cum-Merit Scholarship:\\n1. It is conducted by each State and Union Territory at the stage of Class VIII.\\n2. A candidate must pass both the Mental Ability Test and the Scholastic Aptitude Test with at least 40 per cent in the aggregate of the two.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Each State and Union Territory conducts its own test at the Class VIII stage, ordinarily through its State Council of Educational Research and Training, and the candidate must pass both papers with at least 40 per cent in the aggregate.\",\n      \"For Scheduled Caste and Scheduled Tribe candidates the aggregate requirement is relaxed to 32 per cent. The two papers are the Mental Ability Test and the Scholastic Aptitude Test.\",\n      \"Because the test is conducted State by State rather than nationally, the standard and the cut-off vary, and the scholarships are allotted as a State-wise quota in proportion to enrolment rather than on a single national merit list.\"\n    ]\n  },\n  {\n    \"id\": 360,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the allotment of scholarships under the National Means-cum-Merit scheme:\\n1. One lakh fresh scholarships are awarded each year.\\n2. They are distributed on a single national merit list without reference to State.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Statement 1 is correct and statement 2 is not. One lakh fresh scholarships are awarded each year to students of Class IX, but they are distributed as a State-wise quota allotted in proportion to enrolment, not on a single national list.\",\n      \"The quota follows from the way the test is conducted. Each State and Union Territory holds its own examination, so there is no common score against which candidates from different States could be ranked.\",\n      \"A large State such as Uttar Pradesh accordingly holds the largest share. The arrangement mirrors the district-based reservation in the Navodaya selection test, where a candidate competes within a defined pool rather than nationally.\"\n    ]\n  },\n  {\n    \"id\": 361,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"Under the National Means-cum-Merit Scholarship Scheme, funds are released by the Ministry for disbursal to students through:\",\n    \"options\": [\n      \"the State Government treasury\",\n      \"the State Bank of India, which credits the student's account by direct benefit transfer\",\n      \"the school in which the student is enrolled\",\n      \"the District Institute of Education and Training\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Funds are released by the Ministry to the State Bank of India, the implementing bank, which credits the scholarship directly to the student's account by direct benefit transfer through the Public Financial Management System.\",\n      \"Routing the payment to the student rather than through the school or the treasury removes the intermediaries at which a transfer can be delayed or diverted, and it makes the student rather than the institution the holder of the entitlement.\",\n      \"The scheme has been fully on-boarded on the National Scholarship Portal since 2018-19, which is when its application, verification and payment moved online end to end.\"\n    ]\n  },\n  {\n    \"id\": 362,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of continuation of the National Means-cum-Merit Scholarship:\\n1. The awardee must secure at least 60 per cent in Class X to continue into the higher classes.\\n2. The awardee must clear the promotion from Class IX to X and from Class XI to XII in the first attempt.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Sixty per cent in Class X is required to continue, relaxable by 5 per cent for Scheduled Caste and Scheduled Tribe candidates, and promotion at both transitions must be cleared in the first attempt. States additionally apply a floor of 55 per cent in Classes IX and XI.\",\n      \"The scholarship must also be renewed on the portal each academic year. A missed renewal, a failed class or a gap year ends it, and it cannot be restored afterwards.\",\n      \"There is a design tension worth naming in an answer. A scheme whose entire purpose is to keep a child in school withdraws its support at the first sign of academic difficulty, which is the point at which the child is most likely to leave.\"\n    ]\n  },\n  {\n    \"id\": 363,\n    \"chapter\": \"National Means-cum-Merit Scholarship\",\n    \"topic\": \"\",\n    \"question\": \"A student studying in Class VIII of a Jawahar Navodaya Vidyalaya, whose parental income is \u20b92 lakh a year, wishes to apply for the National Means-cum-Merit Scholarship. The student is:\",\n    \"options\": [\n      \"eligible, since the parental income is below the ceiling\",\n      \"eligible only if the student belongs to a Scheduled Caste or Scheduled Tribe\",\n      \"eligible, but at half the normal rate of scholarship\",\n      \"not eligible, since students of Navodaya Vidyalayas, Kendriya Vidyalayas and residential schools are excluded\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Students of Kendriya Vidyalayas, Jawahar Navodaya Vidyalayas and residential schools are not eligible for this scholarship, whatever the family income.\",\n      \"The reasoning is that these systems already provide free or heavily subsidised education with boarding, so the need the scholarship addresses has in effect already been met for that child by another arrangement of the State.\",\n      \"This is the cleanest link in this field between two schemes that otherwise never meet, and a question offering a Navodaya student as a scholarship beneficiary is built on it. Eligible schools are Government, Government-aided and local body schools.\"\n    ]\n  },\n  {\n    \"id\": 364,\n    \"chapter\": \"National Scholarship Portal\",\n    \"topic\": \"\",\n    \"question\": \"The National Scholarship Portal is best described as:\",\n    \"options\": [\n      \"a scholarship scheme of the Ministry of Education\",\n      \"a database of school enrolment maintained by the Department of School Education and Literacy\",\n      \"a one-stop platform hosting central and State scholarship schemes, delivered as a Mission Mode Project under the National e-Governance Plan\",\n      \"an examination portal for scholarship selection tests\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"The Portal is a one-stop platform hosting central and State scholarship schemes together, reached at scholarships.gov.in, and delivered as a Mission Mode Project under the National e-Governance Plan.\",\n      \"It is governance infrastructure rather than a scholarship in itself. Before it, a student seeking a scholarship applied separately to each scheme, each with its own form, its own office and its own timetable.\",\n      \"The third option describes UDISE+, which is the school data system, and the two are frequently confused because both are national portals in the education sector. One holds records of schools and students; the other processes applications for money.\"\n    ]\n  },\n  {\n    \"id\": 365,\n    \"chapter\": \"National Scholarship Portal\",\n    \"topic\": \"\",\n    \"question\": \"The verification of an application on the National Scholarship Portal is carried out:\",\n    \"options\": [\n      \"by the Ministry alone, at the national level\",\n      \"automatically, by matching the applicant's Aadhaar record\",\n      \"by the bank into which the scholarship is to be credited\",\n      \"in two stages, first at the institution and then at the district or State level\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Verification runs in two stages, first at the institution in which the student is enrolled and then at the district or State level, and only the finally verified list is sanctioned.\",\n      \"This is what the portal did not remove. A single identity and direct transfer took out the intermediaries between sanction and account, but the application still waits on an institutional officer and then on a district officer.\",\n      \"The consequence is practical. A student whose file is not cleared in time simply does not receive the money that year. Digitisation shortened the queue rather than abolishing it, and the delay now sits at a desk rather than in the post.\"\n    ]\n  },\n  {\n    \"id\": 366,\n    \"chapter\": \"National Scholarship Portal\",\n    \"topic\": \"\",\n    \"question\": \"Payment of an approved scholarship under the National Scholarship Portal is made:\",\n    \"options\": [\n      \"by direct benefit transfer into the student's Aadhaar-seeded bank account, tracked through the Public Financial Management System\",\n      \"in cash at the school\",\n      \"by cheque issued to the parent or guardian\",\n      \"by credit to the account of the institution, for onward payment\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Payment is by direct benefit transfer into the student's own Aadhaar-seeded bank account, tracked through the Public Financial Management System.\",\n      \"Crediting the student rather than the institution is the design point. The money does not pass through the school or the district office, so the entitlement is held by the student and not mediated by the institution attended.\",\n      \"The same arrangement appears in the National Means-cum-Merit Scholarship, where funds are released by the Ministry to the State Bank of India for direct credit to the student's account.\"\n    ]\n  },\n  {\n    \"id\": 367,\n    \"chapter\": \"National Scholarship Portal\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the One Time Registration on the National Scholarship Portal:\\n1. It is a fourteen-digit number generated from Aadhaar or the Aadhaar enrolment identity.\\n2. It is mandatory for every applicant and is reusable in subsequent years.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The One Time Registration is a fourteen-digit number generated from Aadhaar or the Aadhaar enrolment identity, mandatory for every applicant and reusable in each subsequent year.\",\n      \"A single identity tied to Aadhaar makes the same student claiming twice detectable, which was difficult when each scheme ran its own application process with its own records.\",\n      \"The reusability matters for renewals. A scholarship such as the National Means-cum-Merit Scholarship must be renewed every academic year, and the registration number carries forward rather than being generated afresh.\"\n    ]\n  },\n  {\n    \"id\": 368,\n    \"chapter\": \"National Scholarship Portal\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following as conditions that recur across schemes hosted on the National Scholarship Portal:\\n1. An income ceiling\\n2. A minimum academic threshold\\n3. An Aadhaar-linked bank account\\nHow many of the conditions given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three recur. Eligibility varies by scheme, but the conditions that appear repeatedly are an income ceiling, a minimum academic threshold, membership of a specified category where the scheme is category-based, and an Aadhaar-linked bank account.\",\n      \"The Aadhaar-linked account is the condition without which nothing else works, since payment is by direct benefit transfer and a scholarship sanctioned to a student without such an account cannot be credited.\",\n      \"The income ceiling differs from scheme to scheme, so it must be attached to the particular scheme rather than remembered as a single figure. Under the National Means-cum-Merit Scholarship it is \u20b93.5 lakh a year.\"\n    ]\n  },\n  {\n    \"id\": 369,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"ULLAS, the adult literacy programme, expands as:\",\n    \"options\": [\n      \"Universal Literacy and Learning for All in Society\",\n      \"Understanding of Lifelong Learning for All in Society\",\n      \"Unified Literacy and Life-skills Awareness Scheme\",\n      \"Universal Lifelong Learning and Skills Scheme\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"ULLAS expands as Understanding of Lifelong Learning for All in Society. It is also called Nav Bharat Saaksharta Karyakram, and its formal scheme name is the New India Literacy Programme.\",\n      \"Three names for one programme is unusual and is itself examinable. A question may use any of the three, and a candidate who knows only one may not recognise the scheme under another.\",\n      \"It is a Centrally Sponsored Scheme of the Ministry of Education, approved for the financial years 2022 to 2027, and it is the only scheme in this field whose learners are adults.\"\n    ]\n  },\n  {\n    \"id\": 370,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of ULLAS:\\n1. It targets non-literate citizens aged 15 years and above.\\n2. Its target is 5 crore learners over the five-year period.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The programme covers non-literate citizens aged 15 and above who missed the opportunity of formal schooling, with a target of 5 crore learners over the period, at about 1 crore a year.\",\n      \"The total outlay for the five years is \u20b91,037.90 crore, which works out to roughly \u20b9208 per learner. That figure is arithmetically possible only because the teaching is done by volunteers.\",\n      \"The vision is to make Bharat Jan Jan Saakshar, worked through the spirit of Kartavya Bodh, a sense of duty. There is no cadre of paid adult-education instructors.\"\n    ]\n  },\n  {\n    \"id\": 371,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. Registration of a learner on the ULLAS portal is equivalent to attainment of literacy.\\n2. Ministry data have shown that well under half of those registered had cleared the assessment test.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. Registration records enrolment in the programme; certification records attainment, and the two figures diverge substantially.\",\n      \"Two readings are possible and both are worth stating. Either registration outruns teaching capacity, or the test is a genuine standard rather than a formality. A programme that certified everyone who registered would be open to the opposite criticism.\",\n      \"The distinction between a delivery statistic and a learning statistic recurs across this whole field. It is the same caution that applies to NISHTHA completion figures and to meals reported served under PM POSHAN.\"\n    ]\n  },\n  {\n    \"id\": 372,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"The teaching under ULLAS is carried out by:\",\n    \"options\": [\n      \"a cadre of paid adult education instructors appointed by the State\",\n      \"serving school teachers on deputation with additional remuneration\",\n      \"volunteers who serve without honorarium and are recognised with a certificate\",\n      \"contractual staff engaged through the State Implementation Society\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"The teaching is done by volunteers who give their time without honorarium and are recognised with a certificate. They include school and college students, serving teachers, retired persons, non-governmental organisations and community members.\",\n      \"That design is what makes an outlay of about \u20b9208 per learner arithmetically possible. A programme paying instructors at any realistic rate could not reach 5 crore learners on \u20b91,037.90 crore.\",\n      \"It is also the programme's principal fragility. Reach depends on how many people in a district volunteer, which no budget line can guarantee, so coverage varies with local civic energy rather than with local need.\"\n    ]\n  },\n  {\n    \"id\": 373,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following as components of ULLAS:\\n1. Foundational literacy and numeracy\\n2. Critical life skills\\n3. Vocational skills\\nHow many of the components given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are components. The full set is five: foundational literacy and numeracy, critical life skills, basic education, vocational skills, and continuing education.\",\n      \"Critical life skills covers financial literacy, digital literacy, legal literacy, healthcare and awareness, childcare and education, and family welfare. These are the competences that make literacy usable rather than ornamental.\",\n      \"Basic education provides equivalence up to the Class VIII level through open schooling, and continuing education offers courses in arts, sciences, technology, culture, sports and recreation, which is what keeps a neo-literate reading after certification.\"\n    ]\n  },\n  {\n    \"id\": 374,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"A State or Union Territory may be declared fully literate under ULLAS when its adult literacy rate reaches:\",\n    \"options\": [\n      \"95 per cent or more\",\n      \"80 per cent or more\",\n      \"85 per cent or more\",\n      \"90 per cent or more\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The benchmark is 95 per cent adult literacy, for the population aged 15 and above.\",\n      \"Earlier literacy programmes used a benchmark of 90 per cent, which is the standard under which Kerala was recognised as the first fully literate State. A question comparing declarations across decades is therefore comparing across two different benchmarks.\",\n      \"As of 2026 nine States and Union Territories had crossed the ULLAS benchmark: Ladakh, Mizoram, Goa, Tripura, Himachal Pradesh, Chandigarh, the Andaman and Nicobar Islands, Sikkim and Uttarakhand.\"\n    ]\n  },\n  {\n    \"id\": 375,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"Under the Census, a person is counted as literate if he or she is:\",\n    \"options\": [\n      \"any person who can sign his or her name\",\n      \"any person aged seven or above who can read and write with understanding in any language\",\n      \"any person who has completed Class V\",\n      \"any person aged fifteen or above who has attended school\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The Census counts as literate any person aged seven or above who can read and write with understanding in any language. ULLAS applies a different and more demanding standard.\",\n      \"That definition served a country trying to establish basic schooling, but it says nothing about whether an adult can read a bank form, understand a prescription or complete a digital payment.\",\n      \"ULLAS shifts the test to functional competence, which is why life skills and not only the alphabet are written into the programme itself, and why the assessment covers numeracy alongside reading and writing.\"\n    ]\n  },\n  {\n    \"id\": 376,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of Sikkim's declaration as fully literate under ULLAS:\\n1. It was declared fully literate in May 2026 with a literacy rate of 99.82 per cent.\\n2. Five rounds of the assessment test were held between March 2024 and February 2026.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Sikkim was declared fully literate on 27 May 2026 with a literacy rate of 99.82 per cent, after five rounds of the assessment test between March 2024 and February 2026 certified 14,447 of the 15,361 non-literate adults the State had identified.\",\n      \"More than 4,000 volunteers took part without honorarium, and the State Council of Educational Research and Training at Gangtok wrote region-specific primers in local languages.\",\n      \"The case is instructive precisely because Sikkim is India's least populated State. Saturation is achievable where the denominator is small, and the harder question is what the same method would cost in Uttar Pradesh or Bihar.\"\n    ]\n  },\n  {\n    \"id\": 377,\n    \"chapter\": \"ULLAS\",\n    \"topic\": \"\",\n    \"question\": \"Under ULLAS, learners are certified as literate on the basis of:\",\n    \"options\": [\n      \"an assessment by the volunteer teacher\",\n      \"an examination conducted by the State Council of Educational Research and Training\",\n      \"self-declaration recorded on the ULLAS portal\",\n      \"the Foundational Literacy and Numeracy Assessment Test, conducted by the National Institute of Open Schooling\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Certification follows the Foundational Literacy and Numeracy Assessment Test, a 150-mark examination covering reading, writing and numeracy, taken in the learner's preferred language and conducted twice a year. Those who pass are certified by the National Institute of Open Schooling.\",\n      \"Independent certification matters in a programme taught by volunteers. If the person teaching also certified, the figures would measure effort rather than attainment.\",\n      \"Volunteer teachers receive certificates too, which is the programme's only reward for them, but their certificate records service rather than the attainment of any learner.\"\n    ]\n  },\n  {\n    \"id\": 378,\n    \"chapter\": \"Skill India Programme\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Skill India Programme as restructured in February 2025:\\n1. It is a Central Sector Scheme of the Ministry of Skill Development and Entrepreneurship.\\n2. It combines three previously separate schemes under one framework.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Union Cabinet approved the continuation and restructuring in February 2025, combining Pradhan Mantri Kaushal Vikas Yojana 4.0, the Pradhan Mantri National Apprenticeship Promotion Scheme and the Jan Shikshan Sansthan scheme into one Central Sector Scheme.\",\n      \"The nodal ministry is Skill Development and Entrepreneurship, not Education. This is the same kind of distinction that places the Eklavya schools under Tribal Affairs and the Sainik Schools under Defence, and it is the commonest error on this topic.\",\n      \"Being a Central Sector Scheme, the whole outlay is central and no State matching share is payable. The outlay is \u20b98,800 crore for 2022-23 to 2025-26.\"\n    ]\n  },\n  {\n    \"id\": 379,\n    \"chapter\": \"Skill India Programme\",\n    \"topic\": \"\",\n    \"question\": \"Match List-I with List-II and select the correct answer using the code given below:\\n\\nList-I (Component)\\nA. PMKVY 4.0\\nB. PM-NAPS\\nC. Jan Shikshan Sansthan\\n\\nList-II (Allocation within the Skill India Programme)\\n1. \u20b9858 crore\\n2. \u20b96,000 crore\\n3. \u20b91,942 crore\",\n    \"options\": [\n      \"A-2, B-3, C-1\",\n      \"A-2, B-1, C-3\",\n      \"A-3, B-2, C-1\",\n      \"A-1, B-3, C-2\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The \u20b98,800 crore outlay divides as \u20b96,000 crore to Pradhan Mantri Kaushal Vikas Yojana 4.0, \u20b91,942 crore to the Pradhan Mantri National Apprenticeship Promotion Scheme and \u20b9858 crore to the Jan Shikshan Sansthan scheme.\",\n      \"The three shares reflect three different kinds of training. Centre-based short-term training is the largest, apprenticeship support the next, and community-based skilling the smallest.\",\n      \"Together the three had reached over 2.27 crore beneficiaries by the time of the restructuring, and certifications under the programme are mapped to DigiLocker and to the National Credit Framework.\"\n    ]\n  },\n  {\n    \"id\": 380,\n    \"chapter\": \"Skill India Programme\",\n    \"topic\": \"\",\n    \"question\": \"Under Pradhan Mantri Kaushal Vikas Yojana 4.0, training is offered through Short Term Training and:\",\n    \"options\": [\n      \"Long Term Institutional Training\",\n      \"Compulsory Industrial Attachment\",\n      \"Recognition of Prior Learning\",\n      \"Distance Vocational Education\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Training is offered through Short Term Training and Recognition of Prior Learning, both aligned to the National Skills Qualification Framework, for the age group 15 to 59.\",\n      \"Recognition of Prior Learning is the significant half. It certifies competence a worker already possesses from experience rather than teaching it afresh, which matters in an economy where most skill is acquired informally on the job.\",\n      \"More than 400 courses are offered, including in artificial intelligence, 5G, cybersecurity, green hydrogen and drones, and over 600 trainee and trainer handbooks have been translated into eight regional languages.\"\n    ]\n  },\n  {\n    \"id\": 381,\n    \"chapter\": \"Skill India Programme\",\n    \"topic\": \"\",\n    \"question\": \"Under the Pradhan Mantri National Apprenticeship Promotion Scheme, the Central Government contributes:\",\n    \"options\": [\n      \"25 per cent of the stipend, subject to a ceiling of \u20b91,500 a month per apprentice\",\n      \"the whole of the stipend payable to the apprentice\",\n      \"50 per cent of the stipend, without any ceiling\",\n      \"a one-time incentive to the establishment on completion of training\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The Central Government pays 25 per cent of the stipend, capped at \u20b91,500 a month per apprentice, by direct benefit transfer during the training period. The scheme is open to those aged 14 to 35.\",\n      \"The design is an incentive to the employer rather than a stipend fixed for the apprentice. The establishment and the apprentice agree the stipend, and the Government meets a share of it.\",\n      \"This distinguishes it sharply from the National Apprenticeship Training Scheme of the Ministry of Education, where the stipend itself is prescribed at \u20b99,000 a month for graduate apprentices and \u20b98,000 for diploma or technician apprentices.\"\n    ]\n  },\n  {\n    \"id\": 382,\n    \"chapter\": \"Skill India Programme\",\n    \"topic\": \"\",\n    \"question\": \"The Jan Shikshan Sansthan component of the Skill India Programme is directed at:\",\n    \"options\": [\n      \"engineering graduates seeking industry placement\",\n      \"rural youth, women and disadvantaged groups in the age group 15 to 45\",\n      \"students of Industrial Training Institutes only\",\n      \"apprentices in public sector undertakings\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The Jan Shikshan Sansthan component provides community-centred skilling for rural youth, women and disadvantaged groups in the 15 to 45 age band.\",\n      \"Beyond skills, it carries awareness work on health, hygiene and financial literacy, which is what makes it the community end of the programme rather than the industrial end.\",\n      \"The three components together cover three distinct settings: the training centre under PMKVY, the workplace under PM-NAPS, and the community under the Jan Shikshan Sansthans.\"\n    ]\n  },\n  {\n    \"id\": 383,\n    \"chapter\": \"Skill India Programme\",\n    \"topic\": \"\",\n    \"question\": \"Under Pradhan Mantri Kaushal Vikas Yojana, about 31.6 lakh candidates were enrolled while about 14.5 lakh were certified. This illustrates that:\",\n    \"options\": [\n      \"enrolment figures are the appropriate measure of a skilling scheme's success\",\n      \"the certification standard was lowered to improve outcomes\",\n      \"attrition occurs between enrolment and certification, and again between certification and placement\",\n      \"certification is granted automatically on completion of the course\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Fewer than half those enrolled were certified, and the number placed in the trade trained for is smaller still. A skilling scheme is judged at three points and the numbers fall at each.\",\n      \"The restructuring of 2025 accepted two diagnoses. The schemes had been working in silos, training people without converging on the same person or district, so impact was diluted. And industry-academia linkage was weak, producing training that certified candidates the market had not asked for.\",\n      \"The merger addresses the first directly. The second is addressed through a realigned demand-assessment strategy and inter-ministerial links with PM Vishwakarma, PM Surya Ghar, the National Green Hydrogen Mission and the Nal Jal Mitra programme, and whether it works can only be judged on placement data.\"\n    ]\n  },\n  {\n    \"id\": 384,\n    \"chapter\": \"Skill India Programme\",\n    \"topic\": \"\",\n    \"question\": \"Skill Hubs under the Skill India Programme have been established:\",\n    \"options\": [\n      \"in newly constructed standalone training centres in every district\",\n      \"only in Industrial Training Institutes\",\n      \"only in State universities receiving support under PM-USHA\",\n      \"inside existing institutions such as IITs, NITs, Navodaya Vidyalayas, Kendriya Vidyalayas, Sainik Schools, Eklavya schools and PM SHRI schools\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Skill Hubs have been set up inside existing institutions rather than in new buildings, at Indian Institutes of Technology, National Institutes of Technology, Jawahar Navodaya Vidyalayas, Kendriya Vidyalayas, Sainik Schools, Eklavya Model Residential Schools and PM SHRI schools.\",\n      \"The approach uses infrastructure that already exists and stands idle outside teaching hours, which avoids the capital cost and the delay of building afresh.\",\n      \"It also produces an unusual pattern of cooperation. A programme of the Ministry of Skill Development operates inside schools belonging to the Ministry of Education, the Ministry of Defence and the Ministry of Tribal Affairs.\"\n    ]\n  },\n  {\n    \"id\": 385,\n    \"chapter\": \"National Apprenticeship Training Scheme\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the National Apprenticeship Training Scheme:\\n1. It is administered by the Ministry of Education through its Department of Higher Education.\\n2. It is open to graduates and diploma holders.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. It is a Central Sector Scheme of the Ministry of Education, Department of Higher Education, open to graduates and diploma holders in Engineering and to graduates in Humanities, Science and Commerce from recognised institutions.\",\n      \"The ministry is what separates it from the National Apprenticeship Promotion Scheme, which belongs to the Ministry of Skill Development and Entrepreneurship and serves candidates from Industrial Training Institutes and other categories aged 14 to 35.\",\n      \"The training is for one year in an establishment, public sector or private, and its placement record is strong: a third-party evaluation by the National Institute of Labour Economics Research and Development found that 74 per cent of NATS-trained apprentices secured full-time employment after completing training.\"\n    ]\n  },\n  {\n    \"id\": 386,\n    \"chapter\": \"National Apprenticeship Training Scheme\",\n    \"topic\": \"\",\n    \"question\": \"Under the National Apprenticeship Training Scheme, the monthly stipends prescribed for graduate apprentices and for diploma or technician apprentices are respectively:\",\n    \"options\": [\n      \"\u20b99,000 and \u20b98,000\",\n      \"\u20b98,000 and \u20b99,000\",\n      \"\u20b91,500 and \u20b91,000\",\n      \"\u20b912,000 and \u20b99,000\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Graduate apprentices receive \u20b99,000 a month and diploma or technician apprentices \u20b98,000 a month.\",\n      \"The third option belongs to the other scheme and is the significant distractor. Under the Pradhan Mantri National Apprenticeship Promotion Scheme the Government pays 25 per cent of the stipend up to \u20b91,500 a month, which is a share of an agreed stipend rather than a prescribed rate.\",\n      \"The Central Apprenticeship Council, meeting in 2025 after a gap since June 2021, recommended a 36 per cent increase in the stipend under both schemes, with the rate to be adjusted automatically every two years against the Consumer Price Index. The decisions were notified through the Gazette of India.\"\n    ]\n  },\n  {\n    \"id\": 387,\n    \"chapter\": \"National Apprenticeship Training Scheme\",\n    \"topic\": \"\",\n    \"question\": \"The National Apprenticeship Training Scheme is delivered through regional Boards of Apprenticeship Training located at:\",\n    \"options\": [\n      \"Delhi, Mumbai, Chennai and Kolkata\",\n      \"Kanpur, Ahmedabad, Bengaluru and Guwahati\",\n      \"Kanpur, Mumbai, Chennai and Kolkata\",\n      \"Delhi, Pune, Hyderabad and Kolkata\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"The four regional Boards of Apprenticeship Training and Practical Training are located at Kanpur, Mumbai, Chennai and Kolkata, serving the northern, western, southern and eastern regions.\",\n      \"Kanpur rather than Delhi is the northern Board, which is the point on which this question turns. The Central Apprenticeship Council has recommended establishing new regional boards beyond these four.\",\n      \"The scheme's portal, NATS 2.0, was launched on 30 July 2024 and was developed in-house by the Ministry with the All India Council for Technical Education and the regional Boards. It handles registration, vacancy advertisement, application, contract creation, certification and direct transfer of the stipend.\"\n    ]\n  },\n  {\n    \"id\": 388,\n    \"chapter\": \"National Apprenticeship Training Scheme\",\n    \"topic\": \"\",\n    \"question\": \"The Cabinet approval of November 2021 provided stipendiary support under the National Apprenticeship Training Scheme of:\",\n    \"options\": [\n      \"\u20b91,827 crore for about 1 lakh apprentices\",\n      \"\u20b93,054 crore for about 9 lakh apprentices\",\n      \"\u20b98,800 crore for about 2.27 crore beneficiaries\",\n      \"\u20b912,926.10 crore for about 5 lakh apprentices\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The Cabinet approved stipendiary support of \u20b93,054 crore for the period 2021-22 to 2025-26, targeting approximately 9 lakh apprentices. That was roughly 4.5 times the expenditure of the preceding five years.\",\n      \"The other figures belong to other schemes in this field: \u20b91,827 crore to the National Means-cum-Merit Scholarship, \u20b98,800 crore to the Skill India Programme and \u20b912,926.10 crore to PM-USHA.\",\n      \"Dividing \u20b93,054 crore by 9 lakh apprentices gives roughly \u20b934,000 per apprentice. That is expensive per head compared with most interventions in this field, because the scheme pays a real wage to a real person for a year.\"\n    ]\n  },\n  {\n    \"id\": 389,\n    \"chapter\": \"National Apprenticeship Training Scheme\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of apprenticeship engagement in the calendar year 2025:\\n1. About 5.23 lakh apprentices were engaged under the National Apprenticeship Training Scheme.\\n2. About 11.84 lakh were engaged under the National Apprenticeship Promotion Scheme.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. In 2025, 5,23,024 apprentices were engaged under NATS and about 11.84 lakh under NAPS, so the two schemes together carried roughly 17 lakh apprentices.\",\n      \"Maharashtra, Tamil Nadu and West Bengal recorded the highest numbers under NATS. The larger NAPS figure reflects its wider eligibility, since it reaches Industrial Training Institute pass-outs and other categories rather than only graduates and diploma holders.\",\n      \"Both schemes are evaluated by third parties: the National Institute of Labour Economics Research and Development for NATS and the Arun Jaitley National Institute of Financial Management for NAPS.\"\n    ]\n  },\n  {\n    \"id\": 390,\n    \"chapter\": \"National Apprenticeship Training Scheme\",\n    \"topic\": \"\",\n    \"question\": \"The National Apprenticeship Training Scheme was launched in the year:\",\n    \"options\": [\n      \"1961\",\n      \"2016\",\n      \"2021\",\n      \"1973\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The scheme was launched in 1973 by the Ministry of Education, making it the older of India's two apprenticeship schemes by more than four decades.\",\n      \"The distractors are all real dates in this field. The Apprentices Act, under which both schemes operate, dates from 1961. The National Apprenticeship Promotion Scheme of the Ministry of Skill Development was launched in August 2016. And 2021 is when the Cabinet approved continuation of NATS for 2021-22 to 2025-26.\",\n      \"Keeping the statute apart from the schemes made under it is the first step in this topic. One Act of 1961 governs two Central Sector Schemes run by two different ministries.\"\n    ]\n  },\n  {\n    \"id\": 391,\n    \"chapter\": \"PM-USHA\",\n    \"topic\": \"\",\n    \"question\": \"Under PM-USHA, a grant of about \u20b9100 crore to a selected State university is made for:\",\n    \"options\": [\n      \"construction of hostels for women students\",\n      \"establishment of a new model degree college\",\n      \"conversion into a Multidisciplinary Education and Research University\",\n      \"clearing arrears of faculty salaries\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"A grant of about \u20b9100 crore is made to a selected State university to convert it into a Multidisciplinary Education and Research University of the kind the National Education Policy 2020 envisages. At least 26 State universities have been selected under this head.\",\n      \"The other principal component is a grant of about \u20b920 crore to each selected university for infrastructure, laboratories, libraries and digital capacity, under which around 52 universities have been funded.\",\n      \"The scheme also supports strengthening of colleges, new model degree colleges, gender inclusion and equity initiatives, vocationalisation of higher education, and quality, accreditation and governance improvement.\"\n    ]\n  },\n  {\n    \"id\": 392,\n    \"chapter\": \"PM-USHA\",\n    \"topic\": \"\",\n    \"question\": \"Under PM-USHA, priority is given to Focus Districts identified by the State or Union Territory, subject to a limit of:\",\n    \"options\": [\n      \"five districts, or half of the State's districts, whichever is higher\",\n      \"three districts in each State\",\n      \"ten per cent of the State's districts\",\n      \"one district in each administrative division\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Priority goes to Focus Districts identified by the State or Union Territory, subject to either five districts or a maximum of 50 per cent of its districts, whichever is higher.\",\n      \"The formula protects small States. A fixed percentage alone would give a State with eight districts only four, while a fixed number alone would give a large State too few, so the higher of the two applies.\",\n      \"The criteria are low gross enrolment ratio, gender parity, and the population and enrolment proportion of women, transgender persons, Scheduled Castes, Scheduled Tribes and Other Backward Classes, along with aspirational, border-area and Left Wing Extremism affected districts.\"\n    ]\n  },\n  {\n    \"id\": 393,\n    \"chapter\": \"PM-USHA\",\n    \"topic\": \"\",\n    \"question\": \"Under PM-USHA, institutions are recommended for support by:\",\n    \"options\": [\n      \"the University Grants Commission\",\n      \"the State Government or the State Higher Education Council\",\n      \"the National Assessment and Accreditation Council\",\n      \"the Programme Approval Board of the Department of School Education and Literacy\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Institutions are recommended by the State Government or the State Higher Education Council, with the final decision resting with the Ministry.\",\n      \"Every component of the scheme carries a fixed upper limit within which the State must frame its proposal, so the State chooses which institutions to put forward but not how much each may receive.\",\n      \"Two per cent of the approved fund goes to management, monitoring and evaluation, divided equally, with one per cent released to the State or Union Territory and one per cent retained by the Centre.\"\n    ]\n  },\n  {\n    \"id\": 394,\n    \"chapter\": \"PM-USHA\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Memorandum of Understanding required under PM-USHA:\\n1. A State must undertake to implement the National Education Policy 2020 and to adopt the National Credit Framework, the Choice Based Credit System and the Four-Year Undergraduate Programme.\\n2. Fourteen States and Union Territories had not signed it as of early 2024.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Memorandum is a precondition for accessing any part of the \u20b912,926.10 crore outlay, and fourteen States and Union Territories had not signed as of early 2024, Kerala, Tamil Nadu and West Bengal among them.\",\n      \"Those are the same three States that declined the PM SHRI agreement at school level. The same instrument therefore appears at both levels of education, tied to the same policy and refused by the same States.\",\n      \"The objection here is the sharper of the two. Forty per cent of the outlay is the State's own money and no separate provision is made for the cost of the reforms the Memorandum requires, so a State is asked to co-fund a grant and absorb a policy change in return for money it would otherwise be eligible for.\"\n    ]\n  },\n  {\n    \"id\": 395,\n    \"chapter\": \"PM-USHA\",\n    \"topic\": \"\",\n    \"question\": \"PM-USHA was launched in June 2023 as:\",\n    \"options\": [\n      \"a new Central Sector Scheme replacing all earlier higher education schemes\",\n      \"a scheme for central universities and institutions of national importance\",\n      \"a component of Samagra Shiksha extended to higher education\",\n      \"the third phase of the Rashtriya Uchchatar Shiksha Abhiyan\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Department of Higher Education launched PM-USHA in June 2023 as the third phase of the Rashtriya Uchchatar Shiksha Abhiyan, recast to align with the National Education Policy 2020. The first phase began in 2013 and the second in 2018.\",\n      \"It is a Centrally Sponsored Scheme, not a Central Sector one, with an outlay of \u20b912,926.10 crore for 2023-24 to 2025-26. The presence of a State share is what gives the Memorandum of Understanding its force.\",\n      \"It funds State public universities and the colleges affiliated to them. Central universities are funded directly and are outside the scheme, which is the point that distinguishes it from most other higher education provision.\"\n    ]\n  },\n  {\n    \"id\": 396,\n    \"chapter\": \"SWAYAM, NPTEL and ONOS\",\n    \"topic\": \"\",\n    \"question\": \"Before One Nation One Subscription, government, academic and research institutions were subscribing to roughly 8,000 e-journals through separate consortia at an annual public expenditure of about:\",\n    \"options\": [\n      \"\u20b9150 crore to \u20b9300 crore\",\n      \"\u20b91,500 crore to \u20b92,000 crore\",\n      \"\u20b9500 crore to \u20b9800 crore\",\n      \"\u20b95,000 crore to \u20b96,000 crore\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Annual public expenditure on those subscriptions ran at about \u20b91,500 to \u20b92,000 crore, with the same title frequently bought several times over by different bodies.\",\n      \"Central negotiation removes the duplication and buys more titles for a comparable outlay, and extends them to tier-two and tier-three institutions that were never part of any consortium.\",\n      \"Indian researchers separately paid about \u20b9380 crore in article processing charges in 2021, which is the cost the \u20b9150 crore a year of open access support is aimed at.\"\n    ]\n  },\n  {\n    \"id\": 397,\n    \"chapter\": \"SWAYAM, NPTEL and ONOS\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of NPTEL and SWAYAM:\\n1. NPTEL is run jointly by the Indian Institutes of Technology and the Indian Institute of Science.\\n2. NPTEL courses are hosted on SWAYAM.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The National Programme on Technology Enhanced Learning has been run jointly by the Indian Institutes of Technology and the Indian Institute of Science since 2003, and its courses are hosted on SWAYAM.\",\n      \"The relationship is therefore that NPTEL is content and SWAYAM is the platform. Questions frequently test this by presenting the two as alternatives or by reversing the relationship.\",\n      \"SWAYAM Plus is an extension carrying industry-linked courses aimed at employability, developed with industry partners rather than only with academic institutions.\"\n    ]\n  },\n  {\n    \"id\": 398,\n    \"chapter\": \"SWAYAM, NPTEL and ONOS\",\n    \"topic\": \"\",\n    \"question\": \"SWAYAM expands as:\",\n    \"options\": [\n      \"Scheme for Web-based Access to Youth and Adult Modules\",\n      \"Skill and Work Advancement for Young Aspiring Minds\",\n      \"Study Web and Academic Yearly Access Mission\",\n      \"Study Webs of Active-Learning for Young Aspiring Minds\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"SWAYAM expands as Study Webs of Active-Learning for Young Aspiring Minds. It is the national platform for massive open online courses, hosting courses from Class IX to post-graduation, with over 10,000 courses available.\",\n      \"Every SWAYAM course is built on four quadrants: a video lecture, reading material, self-assessment through tests and quizzes, and an online discussion forum for doubts. That structure is what distinguishes a course from a video library.\",\n      \"Universities are permitted under University Grants Commission regulations to accept SWAYAM credits towards a degree, which is what makes a completed course count for something beyond the certificate.\"\n    ]\n  },\n  {\n    \"id\": 399,\n    \"chapter\": \"SWAYAM, NPTEL and ONOS\",\n    \"topic\": \"\",\n    \"question\": \"One Nation One Subscription was approved by the Union Cabinet in November 2024 as:\",\n    \"options\": [\n      \"a new Central Sector Scheme\",\n      \"a component of PM-USHA\",\n      \"a Centrally Sponsored Scheme shared 60:40 with the States\",\n      \"an initiative of the University Grants Commission funded from its own budget\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"It was approved on 25 November 2024 as a new Central Sector Scheme, with an outlay of about \u20b96,000 crore for the three calendar years 2025, 2026 and 2027.\",\n      \"Note that it is budgeted by calendar year rather than financial year, running from 1 January 2025 to 31 December 2027, because journal subscriptions run on the calendar.\",\n      \"It supplements the Anusandhan National Research Foundation, and the Cabinet placed it within the National Education Policy 2020 finding that research is a co-requisite of good education.\"\n    ]\n  },\n  {\n    \"id\": 400,\n    \"chapter\": \"SWAYAM, NPTEL and ONOS\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the coverage of One Nation One Subscription:\\n1. Private colleges and universities are covered by the scheme.\\n2. The scheme covers government higher education institutions and central government research laboratories.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. The scheme covers government higher education institutions and central government research and development laboratories. Private colleges and universities, which teach a very large share of Indian students, are outside it.\",\n      \"That is a real limitation and belongs in a balanced answer alongside the equity argument that carries the scheme, which is that a researcher in a district college can now read what a researcher in a central institute reads.\",\n      \"A second limitation is worth stating too. With more than half of new global research already appearing in open access form, a subscription-buying scheme carries a risk of paying for access that is drifting towards being free anyway.\"\n    ]\n  },\n  {\n    \"id\": 401,\n    \"chapter\": \"SWAYAM, NPTEL and ONOS\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of One Nation One Subscription:\\n1. Phase I covers more than 13,000 e-journals from 30 major international publishers.\\n2. It reaches more than 6,300 government higher education institutions and central government research institutions.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Phase I covers over 13,000 e-journals from 30 major international publishers, reaching more than 6,300 government higher education and central government research and development institutions, and about 1.8 crore students, faculty and researchers.\",\n      \"The implementing and executing agency is the INFLIBNET Centre at Gandhinagar, an autonomous inter-university centre of the University Grants Commission, with a unified portal under the Department of Higher Education.\",\n      \"Beyond reading access, the scheme provides central support of about \u20b9150 crore a year towards article processing charges for authors publishing in selected good-quality open access journals.\"\n    ]\n  },\n  {\n    \"id\": 402,\n    \"chapter\": \"SWAYAM, NPTEL and ONOS\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following as layers of the digital higher education structure:\\n1. SWAYAM and NPTEL supply the content\\n2. Credit transfer under University Grants Commission regulations supplies recognition\\n3. One Nation One Subscription supplies research access\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are correct, and they are best read as three layers of one structure rather than as separate initiatives. A fourth layer follows: support for article processing charges, which allows a researcher to publish where the work will be read.\",\n      \"Each layer answers a different obstacle. Content answers the absence of a teacher for a subject; recognition answers the objection that a completed course counts for nothing towards a degree; access answers the researcher who has learnt the subject but cannot read the current literature in it.\",\n      \"The limit worth stating is that every layer assumes connectivity and a device. That is precisely the assumption PM e-VIDYA was built at school level to avoid making, which is the sharpest contrast available on this topic.\"\n    ]\n  },\n  {\n    \"id\": 403,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"At a school function the National Flag is hoisted with the saffron band at the bottom. The correct legal position is that:\",\n    \"options\": [\n      \"the Flag Code has been departed from, but no penal consequence follows because the Code is not a statute\",\n      \"the matter falls under the Emblems and Names (Prevention of Improper Use) Act, 1950\",\n      \"an offence under the Prevention of Insults to National Honour Act, 1971 is attracted\",\n      \"liability arises only if the error is shown to have been deliberate and repeated\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Displaying the Flag with the saffron band down is an act of disrespect, and the penal consequence arises under the Prevention of Insults to National Honour Act, 1971, not under the Flag Code. A headmaster in Karnataka was booked under Section 2 of that Act for exactly this error at an Independence Day function.\",\n      \"The first option states the Code's character correctly but draws the wrong conclusion from it. The Code is guidance rather than statute, but the manner of display is separately governed by the 1971 Act and by the Emblems and Names (Prevention of Improper Use) Act, 1950, and those are enforceable.\",\n      \"The 1950 Act concerns improper commercial and similar use of specified emblems and names, so it does not govern this situation. Nor does the 1971 Act require the disrespect to be deliberate or repeated, which is why an inadvertent error at a school ceremony can attract it.\"\n    ]\n  },\n  {\n    \"id\": 404,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Under the Flag Code, the stated purpose of hoisting the National Flag in schools, colleges, sports camps and scout camps is:\",\n    \"options\": [\n      \"to inspire respect for the Flag\",\n      \"to mark national days and public holidays\",\n      \"to satisfy a condition of recognition or affiliation\",\n      \"to comply with a standing direction of the Ministry of Education\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The Code states that the National Flag may be hoisted in educational institutions, namely schools, colleges, sports camps and scout camps, to inspire respect for the Flag. The purpose is educative rather than ceremonial or administrative.\",\n      \"That purpose explains the form the provision takes. What follows is described as a model set of instructions for guidance rather than a mandate, and it prescribes the assembly formation and the pledge in unusual detail because the ceremony is itself the teaching.\",\n      \"The fourth option also names the wrong ministry. The Flag Code is administered by the Ministry of Home Affairs, so the school provisions are guidance from a ministry other than the one that runs the schools, which is a further reason they are framed as a model.\"\n    ]\n  },\n  {\n    \"id\": 405,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Under the model instructions in the Flag Code of India for schools, the Headmaster, the pupil leader and the person unfurling the Flag stand:\",\n    \"options\": [\n      \"beside the flag-staff\",\n      \"three paces in front of the flag-staff\",\n      \"three paces behind the flag-staff\",\n      \"at the head of the senior-most class\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"They stand three paces behind the flag-staff.\",\n      \"The pupils fall in according to classes and in squads of ten, or other number according to strength, with the squads arranged one behind the other. The pupil leader of a class stands to the right of the first row of his class, and the form master stands three paces behind the last row of his class, towards the middle.\",\n      \"The classes are arranged along the square in order of seniority, with the senior-most class at the right end. The whole arrangement places responsibility visibly: the head of the institution nearest the Flag, each class led from the right and supervised from behind.\"\n    ]\n  },\n  {\n    \"id\": 406,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the Flag Code of India, 2002:\\n1. It is an Act of Parliament.\\n2. It brings together laws, conventions, practices and instructions relating to the display of the National Flag.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Statement 2 is correct and statement 1 is not. The Flag Code of India, 2002 is not a statute. It is an attempt to bring together all such laws, conventions, practices and instructions for the guidance and benefit of all concerned.\",\n      \"The binding law on the subject lies elsewhere: in the Emblems and Names (Prevention of Improper Use) Act, 1950 and the Prevention of Insults to National Honour Act, 1971. The Code operates alongside these and cannot override them.\",\n      \"The distinction has a practical consequence for a school head. A breach of the Code is a departure from guidance, whereas an act of disrespect to the Flag attracts penal consequences under the 1971 Act. A headmaster has been booked under Section 2 of that Act for hoisting the Flag upside down at an Independence Day function.\"\n    ]\n  },\n  {\n    \"id\": 407,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the material of which the National Flag may be made:\\n1. Until 2021 the Code required the Flag to be of hand-spun and hand-woven khadi bunting.\\n2. An order of December 2021 permitted machine-made and polyester Flags.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Flag Code was amended by an order dated 30 December 2021, and the National Flag may now be made of hand-spun and hand-woven or machine-made cotton, polyester, wool or silk khadi bunting.\",\n      \"The amendment was made to support the Har Ghar Tiranga campaign of 2022, marking the seventy-fifth year of Independence under Azadi ka Amrit Mahotsav, which required far greater supply than certified khadi units could provide.\",\n      \"It was contested. Khadi bodies and opposition parties argued that permitting machine-made and polyester Flags would undercut the association of the Flag with khadi and the livelihoods of weavers, while the Government maintained the change was needed for affordability and scale.\"\n    ]\n  },\n  {\n    \"id\": 408,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"For a school function the organisers propose to use the National Flag as a covering for the stage table and as bunting along the boundary wall. Under the Flag Code this is:\",\n    \"options\": [\n      \"permissible, since an educational institution may display the Flag freely\",\n      \"permissible provided the Flag bears the Bureau of Indian Standards mark\",\n      \"permissible on national days but not on other occasions\",\n      \"impermissible, since the Flag shall not be used as a drapery in any form\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The Flag shall not be used as a drapery in any form, the only exception being State, military and central paramilitary forces funerals. Using it as a table covering or as bunting is impermissible whatever the occasion.\",\n      \"The first option contains the error this question is built to catch. The freedom conferred on educational institutions is as to occasion, not as to manner. A school may display the Flag on any day, but only in a manner consistent with the dignity and honour of the Flag.\",\n      \"For decoration at a function, buntings and festoons in the three colours may be used, but the National Flag itself may not be pressed into that service. The distinction is between the colours of the Flag and the Flag itself.\"\n    ]\n  },\n  {\n    \"id\": 409,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the amendment made to the Flag Code in July 2022:\\n1. Before the amendment, a Flag displayed in the open was to be flown, as far as possible, from sunrise to sunset.\\n2. The amendment permits the Flag, where displayed in the open or on the house of a member of the public, to be flown day and night.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The clause replaced in July 2022 required that a Flag displayed in the open should as far as possible be flown from sunrise to sunset, irrespective of weather conditions. The substituted clause permits day-and-night display where the Flag is in the open or on the house of a member of the public.\",\n      \"The clause it replaced required that a Flag displayed in the open should as far as possible be flown from sunrise to sunset, irrespective of weather conditions. That is the rule most people still remember, which is what makes this amendment examinable.\",\n      \"The change was again driven by Har Ghar Tiranga, since a campaign asking households to fly the Flag could not sensibly require every household to lower it at sunset each day.\"\n    ]\n  },\n  {\n    \"id\": 410,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"The words of the pledge of allegiance prescribed in the Flag Code for schools refer to the Republic as:\",\n    \"options\": [\n      \"Sovereign Socialist Secular Democratic Republic\",\n      \"Sovereign Democratic Republic\",\n      \"Sovereign Secular Democratic Republic\",\n      \"Sovereign Socialist Democratic Republic\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The pledge runs: I pledge allegiance to the National Flag and to the Sovereign Socialist Secular Democratic Republic for which it stands.\",\n      \"The formulation follows the description of India in the Preamble to the Constitution as amended by the Constitution (Forty-second Amendment) Act, 1976, which inserted the words socialist and secular.\",\n      \"A question offering the shorter formulation is testing whether the candidate has read the pledge as it stands in the Code rather than recalling an older or abbreviated version.\"\n    ]\n  },\n  {\n    \"id\": 411,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the shape and proportion of the National Flag:\\n1. The Flag shall be rectangular in shape.\\n2. The ratio of the length to the height of the Flag shall be 3:2.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. Paragraphs 1.3 and 1.4 of the Code provide that the National Flag shall be rectangular in shape, that it may be of any size, and that the ratio of the length to the height, that is the width, shall be 3:2.\",\n      \"Size is therefore free but proportion is fixed. A school may fly a Flag of any dimension it finds suitable for its flag-staff, provided the proportion is maintained.\",\n      \"For official display, paragraph 3.4 additionally requires that only a Flag conforming to the specifications laid down by the Bureau of Indian Standards and bearing their standard mark be used, and the Code states that it is desirable to use such Flags on other occasions too.\"\n    ]\n  },\n  {\n    \"id\": 412,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Under the model instructions in the Flag Code for hoisting the National Flag in a school, the assembly is to be arranged:\",\n    \"options\": [\n      \"in a single line facing the flag-staff\",\n      \"in open square formation, with pupils forming three sides and the flag-staff at the centre of the fourth side\",\n      \"in a circle around the flag-staff\",\n      \"in two parallel columns with the flag-staff between them\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"The school assembles in open square formation, with the pupils forming three sides and the flag-staff at the centre of the fourth side.\",\n      \"The Headmaster, the pupil leader and the person unfurling the Flag, if other than the Headmaster, stand three paces behind the flag-staff. The formation is prescribed so that every pupil faces the Flag and the Flag stands apart from the assembly rather than within it.\",\n      \"The instructions are described in the Code itself as a model set for guidance, so a school may adapt them to its ground and its strength, but the elements of the ceremony are set out with unusual precision for a document of this kind.\"\n    ]\n  },\n  {\n    \"id\": 413,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Under the Flag Code, a National Flag at a school that has become damaged or soiled is to be:\",\n    \"options\": [\n      \"returned to the District Education Office for replacement\",\n      \"cut into pieces and disposed of with other waste\",\n      \"destroyed as a whole in private, preferably by burning\",\n      \"buried in the school premises with a written record\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Clause (xiii) of paragraph 2.2 provides that when the Flag is in a damaged or soiled condition, it shall be destroyed as a whole in private, preferably by burning or by any other method consistent with the dignity of the Flag.\",\n      \"Two elements of that clause are frequently missed. The Flag must be destroyed as a whole, so cutting it up is not permitted, and the destruction must be in private rather than as a public ceremony.\",\n      \"The preceding clause provides that the Flag should not be displayed or fastened in any manner as may damage it, so the obligation begins before the Flag is damaged rather than only after.\"\n    ]\n  },\n  {\n    \"id\": 414,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Under the Flag Code, the pledge of allegiance in a school is taken:\",\n    \"options\": [\n      \"by the Headmaster alone, on behalf of the assembly\",\n      \"with the right hand raised in salute\",\n      \"seated, immediately after the National Anthem\",\n      \"standing with folded hands, the assembly repeating it after the Headmaster\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"The practice prescribed for schools is that, standing with folded hands, all repeat together the pledge. The assembly stands to attention, the Headmaster administers the pledge ceremoniously, and the assembly repeats it after him.\",\n      \"The words of the pledge are: I pledge allegiance to the National Flag and to the Sovereign Socialist Secular Democratic Republic for which it stands.\",\n      \"The posture is prescribed and is not incidental. Folded hands rather than a salute is the form the Code lays down for pupils, and the pledge is taken standing to attention.\"\n    ]\n  },\n  {\n    \"id\": 415,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Assertion (A): A school may hoist the National Flag on any day of the year, and not only on Independence Day and Republic Day.\\nReason (R): Paragraph 2.1 of the Flag Code places no restriction on display by educational institutions except as provided in the Emblems and Names Act, 1950 and the Prevention of Insults to National Honour Act, 1971.\\nSelect the correct answer using the codes given below:\",\n    \"options\": [\n      \"Both (A) and (R) are true and (R) is the correct explanation of (A)\",\n      \"Both (A) and (R) are true, but (R) is not the correct explanation of (A)\",\n      \"(A) is true, but (R) is false\",\n      \"(A) is false, but (R) is true\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"Both are true and the reason explains the assertion. A member of the public, a private organisation or an educational institution may hoist or display the National Flag on all days and occasions, ceremonial or otherwise, consistent with the dignity and honour of the Flag.\",\n      \"This position dates from 2002. Before the Code, display by private persons and institutions on days other than national days was hedged about with restriction, and the Code was framed partly to remove that.\",\n      \"The qualification carried in the words consistent with the dignity and honour of the National Flag is doing real work. The freedom is as to occasion, not as to manner, and the manner remains governed by the Code and by the two Acts.\"\n    ]\n  },\n  {\n    \"id\": 416,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"A school wishes to leave the National Flag flying on its flag-staff overnight. Under the Flag Code as it now stands, the correct position is that:\",\n    \"options\": [\n      \"the Flag must be lowered at sunset in every case\",\n      \"the Flag may be flown day and night where it is displayed in the open\",\n      \"the Flag may be flown overnight only with the written permission of the District Magistrate\",\n      \"the Flag may be flown overnight only on Independence Day and Republic Day\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"Since the amendment of July 2022, where the Flag is displayed in the open or on the house of a member of the public, it may be flown day and night. A school flag-staff in the open falls within that description.\",\n      \"The earlier rule, that a Flag displayed in the open should as far as possible be flown from sunrise to sunset irrespective of weather conditions, no longer applies to such display.\",\n      \"The permission of a district authority is not required, and the relaxation is not confined to particular days. What continues to apply is the general requirement that the display be consistent with the dignity and honour of the Flag.\"\n    ]\n  },\n  {\n    \"id\": 417,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements in respect of the National Flag:\\n1. The Ashoka Chakra in the white band has twenty-four spokes.\\n2. It is displayed in navy blue.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Ashoka Chakra placed in the centre of the white band has twenty-four spokes and is navy blue in colour.\",\n      \"The three horizontal bands are saffron at the top, white in the middle and green at the bottom, in equal proportion. The Chakra represents the wheel of law, and its placement in the centre of the white band is fixed.\",\n      \"Because the bands are of equal width and the Chakra is centred, a Flag hoisted upside down is immediately identifiable by the saffron band appearing at the bottom, which is the error most often made at a school ceremony.\"\n    ]\n  },\n  {\n    \"id\": 418,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following in respect of the use of the National Flag:\\n1. It shall not be used as a drapery in any form, except in State funerals and armed forces funerals.\\n2. It shall not be used for commercial purposes.\\n3. It shall not be displayed with the saffron band down.\\nHow many of the statements given above are correct?\",\n    \"options\": [\n      \"None\",\n      \"Only one\",\n      \"Only two\",\n      \"All three\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"All three are correct. The Flag is not to be used as drapery except at State, military and central paramilitary forces funerals, is not to be used for commercial or advertising purposes, and is not to be displayed with the saffron band down.\",\n      \"The third is the rule a school ceremony is most likely to breach by accident. A headmaster in Karnataka was booked under Section 2 of the Prevention of Insults to National Honour Act, 1971 for hoisting the Flag upside down at an Independence Day function.\",\n      \"That case illustrates the practical point behind the whole topic. Responsibility for the correctness of the ceremony rests on the head of the institution, and the consequence of error lies under the 1971 Act rather than under the Code.\"\n    ]\n  },\n  {\n    \"id\": 419,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"The Har Ghar Tiranga campaign, which prompted the amendments to the Flag Code, was launched to mark:\",\n    \"options\": [\n      \"the seventy-fifth year of Independence, under Azadi ka Amrit Mahotsav\",\n      \"the fiftieth anniversary of the adoption of the Flag Code\",\n      \"the seventy-fifth anniversary of the adoption of the Constitution\",\n      \"the centenary of the Indian National Congress\"\n    ],\n    \"correct\": 0,\n    \"explanation\": [\n      \"The campaign was launched to mark the seventy-fifth year of Independence, as part of Azadi ka Amrit Mahotsav, encouraging people to hoist the National Flag at their homes.\",\n      \"It explains both amendments. Permitting machine-made and polyester Flags in December 2021 addressed supply, since certified khadi units could not produce Flags at the scale a nationwide household campaign required. Permitting day-and-night display in July 2022 addressed practicality, since households could not be expected to lower the Flag at sunset each day.\",\n      \"The sale of the National Flag was also exempted from goods and services tax to support the campaign. Reading the two amendments as consequences of a campaign rather than as isolated rule changes is what makes the sequence intelligible.\"\n    ]\n  },\n  {\n    \"id\": 420,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Which one of the following is NOT correct in respect of the Flag Code of India, 2002 as it applies to schools?\",\n    \"options\": [\n      \"A school may hoist the National Flag on all days and occasions\",\n      \"A school ceremony must obtain prior permission from the district administration\",\n      \"The model instructions for the school ceremony prescribe an open square formation and a pledge\",\n      \"Only a Flag conforming to Bureau of Indian Standards specifications is to be used for official display\"\n    ],\n    \"correct\": 1,\n    \"explanation\": [\n      \"No prior permission from the district administration is required. Paragraph 2.1 places no restriction on display by educational institutions except as provided in the two named Acts.\",\n      \"The other three are correctly stated. A school may hoist the Flag on all days and occasions consistent with its dignity and honour; the model instructions for the ceremony are in paragraph 2.3 of Part II; and paragraph 3.4 requires a Flag bearing the Bureau of Indian Standards mark for official display.\",\n      \"The absence of a permission requirement is itself the point of the 2002 Code. It was framed to consolidate scattered instructions and to make clear that display by private persons and institutions is a freedom rather than a concession.\"\n    ]\n  },\n  {\n    \"id\": 421,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"Consider the following statements:\\n1. The Flag Code of India, 2002 came into effect on 26 January 2002.\\n2. It is administered by the Ministry of Home Affairs.\\nWhich of the statements given above is\/are correct?\",\n    \"options\": [\n      \"1 only\",\n      \"2 only\",\n      \"Both 1 and 2\",\n      \"Neither 1 nor 2\"\n    ],\n    \"correct\": 2,\n    \"explanation\": [\n      \"Both statements are correct. The Flag Code of India, 2002 took effect from 26 January 2002 and is administered by the Ministry of Home Affairs, which also issues the amending orders.\",\n      \"The choice of Republic Day for its commencement is fitting, since the Flag in its present form was adopted by the Constituent Assembly on 22 July 1947 and the Republic came into being on 26 January 1950.\",\n      \"Because the Code is administered by the Home Ministry rather than by the Ministry of Education, the school-specific provisions in paragraph 2.3 are guidance issued by a ministry other than the one that runs the schools, which is why they are framed as a model set of instructions.\"\n    ]\n  },\n  {\n    \"id\": 422,\n    \"chapter\": \"Flag Code of India (in respect of schools)\",\n    \"topic\": \"\",\n    \"question\": \"The fundamental duty to respect the National Flag is contained in:\",\n    \"options\": [\n      \"Article 51A(f)\",\n      \"Article 19(1)(a)\",\n      \"Article 25\",\n      \"Article 51A(a)\"\n    ],\n    \"correct\": 3,\n    \"explanation\": [\n      \"Article 51A(a) provides that it shall be the duty of every citizen of India to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem.\",\n      \"It is a fundamental duty under Part IVA and is not directly enforceable, which is why the enforceable consequences of disrespect arise under the Prevention of Insults to National Honour Act, 1971 rather than under the Article itself.\",\n      \"For a school this Article is the constitutional foundation of the flag ceremony. The assembly, the pledge and the anthem are how an educational institution gives practical effect to a duty the Constitution places on every citizen.\"\n    ]\n  }\n];\n\n\/* =====================================================================\n   4. SANITISE + INDEX\n   One malformed row used to blank the whole widget. Bad rows are now\n   dropped with a console note; everything else still works.\n   ===================================================================== *\/\nfunction sanitise(list){\n  if(!Array.isArray(list)) return [];\n  const ok=[], bad=[];\n  list.forEach((q,i)=>{\n    const good = q && q.id!==undefined && typeof q.question==='string'\n      && Array.isArray(q.options) && q.options.length>=2\n      && Number.isInteger(q.correct) && q.correct>=0 && q.correct<q.options.length\n      && typeof q.chapter==='string' && q.chapter.length;\n    good ? ok.push(q) : bad.push({row:i, id:q&&q.id});\n  });\n  if(bad.length) console.warn('[chapter bank] skipped '+bad.length+' malformed question(s):', bad);\n  return ok;\n}\nconst QS = sanitise(chapterQuestions);\nconst CHAPTERS = [...new Set(QS.map(q=>q.chapter))];\nconst uid = q => q.chapter+'##'+q.id;\nconst BY_UID = new Map(QS.map(q=>[uid(q), q]));\nconst BY_CH  = (()=>{ const m=new Map(); QS.forEach(q=>{ if(!m.has(q.chapter)) m.set(q.chapter,[]); m.get(q.chapter).push(q); }); return m; })();\nconst inCh = c => BY_CH.get(c) || [];\nconst L = ['A','B','C','D','E','F'];\n\n\/* ---- chapter label helpers ---- *\/\nconst chShort = c => { const m=c.match(\/^CH\\s*(\\d+)\\s*:\/i); return m ? 'Ch '+m[1] : (c.length>26 ? c.slice(0,24).trim()+'\u2026' : c); };\n\/* chapters list in their own order \u2014 Ch 1..n, then Appendix 1..n, then anything\n   else alphabetically \u2014 never by score, so the list never shuffles under you *\/\nconst ROMAN = {i:1,ii:2,iii:3,iv:4,v:5,vi:6,vii:7,viii:8,ix:9,x:10,xi:11,xii:12};\nfunction chOrder(c){\n  const t=c.trim();\n  let m=t.match(\/^(?:CH|CHAPTER)\\s*[-\u2013]?\\s*(\\d+)\/i);\n  if(m) return [0, +m[1], t];\n  m=t.match(\/^APPENDIX\\s*[-\u2013]?\\s*([0-9]+|[ivxIVX]+)\\b\/i);\n  if(m){ const v=m[1]; return [1, \/^\\d+$\/.test(v) ? +v : (ROMAN[v.toLowerCase()]||99), t]; }\n  m=t.match(\/^(\\d+)\/);\n  if(m) return [0, +m[1], t];\n  return [2, 0, t];\n}\nfunction byChapterOrder(a,b){\n  const x=chOrder(a.chapter||a), y=chOrder(b.chapter||b);\n  return x[0]-y[0] || x[1]-y[1] || x[2].localeCompare(y[2]);\n}\n\/* a bank that stores chapter names in block capitals is softened for display *\/\nfunction titleCase(str){\n  const t=String(str);\n  const letters=t.replace(\/[^A-Za-z]\/g,'');\n  if(!letters || letters !== letters.toUpperCase()) return t;   \/\/ already mixed case, leave it\n  const small=new Set(['of','the','and','for','in','to','a','an','on','by','or','with','from','as','at','under']);\n  return t.toLowerCase().replace(\/[A-Za-z][A-Za-z'\u2019]*\/g,(w,i)=>\n    (i>0 && small.has(w)) ? w : w.charAt(0).toUpperCase()+w.slice(1))\n    .replace(\/\\bCh\\b\/g,'Ch').replace(\/\\bC&ag\\b\/gi,'C&AG').replace(\/\\bDpc\\b\/g,'DPC');\n}\nconst chBrief = c => { const m=c.match(\/^CH\\s*(\\d+)\\s*:\\s*(.+)$\/i);\n  const cap=t=>t.length>36?t.slice(0,34).trim()+'\u2026':t;\n  return m ? 'Ch '+m[1]+': '+cap(titleCase(m[2])) : cap(titleCase(c)); };\n\n\/* =====================================================================\n   5. RANKING ENGINE\n   Importance where you have rated a chapter; share of the bank where you\n   have not. Either way the result is a share of 1, and every label on the\n   page is drawn from the T table below so nothing over-claims.\n   ===================================================================== *\/\n\/* ---------------------------------------------------------------------\n   Matching your importance keys to the chapter strings in the bank.\n   Exact spelling is not required. Anything starting with a chapter or an\n   appendix number is reduced to a token \u2014 'CH 2', 'Ch-2', 'Chapter 2:\n   General Outlines...' all become CH2 \u2014 so a short key in the map finds\n   a long chapter name in the bank. Keys with no number fall back to a\n   loose text match (case, punctuation and spacing ignored).\n   --------------------------------------------------------------------- *\/\nfunction impKey(str){\n  const t = String(str).toUpperCase().replace(\/[\\u2010-\\u2015]\/g,'-').trim();\n  let m = t.match(\/^(?:CH|CHAP|CHAPTER)\\s*[-.:]?\\s*(\\d+)\/);\n  if(m) return 'CH'+(+m[1]);\n  \/\/ longest spellings first, or 'APPX 5' reads its own X as a roman numeral\n  m = t.match(\/^(?:APPENDICES|APPENDIX|ANNEXURES?|ANNEXES?|APNDX|APPX|APDX|APP)\\s*[-.:]?\\s*(\\d+|[IVX]+)\\b\/);\n  if(m){ const v=m[1]; return 'APP'+(\/^\\d+$\/.test(v) ? +v : (ROMAN[v.toLowerCase()]||v)); }\n  m = t.match(\/^(\\d+)\\s*[-.:)]\/);\n  if(m) return 'CH'+(+m[1]);\n  return 'T:'+t.replace(\/[^A-Z0-9]+\/g,' ').trim();\n}\nconst IMP_INDEX = (function(){\n  const idx={}, used={};\n  Object.keys(chapterImportance).forEach(k=>{\n    const v = chapterImportance[k];\n    if(typeof v!=='number' || !isFinite(v) || v<0) return;\n    const key = impKey(k);\n    if(idx[key]!==undefined) console.warn('[importance] two keys collapse to the same chapter: '+k);\n    idx[key] = v; used[key] = k;\n  });\n  return {idx, used};\n})();\nfunction importanceOf(chapter){\n  const k = impKey(chapter);\n  if(IMP_INDEX.idx[k]!==undefined) return {value:IMP_INDEX.idx[k], key:k};\n  \/\/ last resort for un-numbered names: one contains the other\n  if(k.startsWith('T:')){\n    const target = k.slice(2);\n    const hit = Object.keys(IMP_INDEX.idx).filter(x=>x.startsWith('T:')).find(x=>{\n      const a=x.slice(2);\n      return a.length>3 && target.length>3 && (target.startsWith(a) || a.startsWith(target));\n    });\n    if(hit) return {value:IMP_INDEX.idx[hit], key:hit};\n  }\n  return null;\n}\n\nconst W = (function(){\n  const counts={}, total=QS.length;\n  QS.forEach(q=>counts[q.chapter]=(counts[q.chapter]||0)+1);\n  const raw={}, source={}, derived=[];\n  let knownSum=0, knownShare=0;\n\n  const matched = new Set();\n  CHAPTERS.forEach(c=>{\n    const hit = importanceOf(c);\n    if(hit){\n      raw[c]=hit.value; source[c]='rated'; matched.add(hit.key);\n      knownSum+=hit.value; knownShare += total?counts[c]\/total:0;\n    } else { source[c]='derived'; derived.push(c); }\n  });\n  const scale = (knownSum>0 && knownShare>0) ? knownSum\/knownShare : 1;\n  derived.forEach(c => raw[c] = (total?counts[c]\/total:0)*scale);\n  let sum=0; CHAPTERS.forEach(c=>sum+=raw[c]);\n  if(!(sum>0)){ CHAPTERS.forEach(c=>{ raw[c]= total?counts[c]\/total:0; source[c]='derived'; }); sum=CHAPTERS.reduce((a,c)=>a+raw[c],0)||1; }\n  const weights={}; CHAPTERS.forEach(c=>weights[c]=raw[c]\/sum);\n  \/\/ keys you rated that never found a chapter in the bank\n  const unmatched = Object.keys(IMP_INDEX.idx).filter(k=>!matched.has(k)).map(k=>IMP_INDEX.used[k]);\n  return {weights, raw, source, counts, total, derived, unstocked:unmatched,\n          rated: CHAPTERS.some(c=>source[c]==='rated')};\n})();\nconst weightOf = c => W.weights[c] || 0;\nconst pctLabel = x => { const v=(x||0)*100; if(!(v>0)) return '0%';\n  return (v<10 ? Math.round(v*10)\/10 : Math.round(v)) + '%'; };\n\n\/* every phrase that could over-claim lives here, in one place *\/\nconst WT = W.rated;                       \/\/ is any chapter rated by hand?\nconst T = {\n  chipUnit  : ' importance',\n  onScreen  : WT ? 'Importance on screen' : 'Share on screen',\n  colWeight : 'Importance',\n  covered   : WT ? 'Weighted coverage'    : 'Bank covered',\n  projected : 'Projected score',\n  leakHead  : 'Where you are losing the most',\n  leakUnit  : 'points \/100',\n  leakWord  : 'points',\n  readyDef  : WT ? 'Readiness = \u03a3 (importance \u00d7 mastery)' : 'Readiness = \u03a3 (share of the bank \u00d7 mastery)',\n  paperOut  : 'you would score around'\n};\n\/\/ \"rated 15% importance\" where you have rated it; nothing where you have not\nconst impPhrase = r => W.source[r.chapter]==='rated'\n  ? 'rated <b>'+pctLabel(r.weight)+'<\/b> importance' : '';\n\n\/* =====================================================================\n   6. PROGRESS (localStorage, one record per quizId)\n   ===================================================================== *\/\nconst SCHEMA = 1;\nconst KEY = 'pe_chapterdrill_' + CFG.quizId;\nfunction blank(){ return { schema:SCHEMA, stats:{}, weak:[], flags:[], log:[], queue:[], queueLabel:'', queueKind:'', lastUid:null, resume:null }; }\nlet P = (function(){\n  const p = blank();\n  try{\n    const s = localStorage.getItem(KEY);\n    if(s){ const j=JSON.parse(s);\n      if(j && j.schema===SCHEMA) Object.assign(p, j);\n      else if(j) console.warn('[storage] older schema found; starting fresh.');\n    }\n  }catch(e){ console.warn('progress load failed', e); }\n  ['weak','flags','log','queue'].forEach(k=>{ if(!Array.isArray(p[k])) p[k]=[]; });\n  if(!p.stats) p.stats={};\n  return p;\n})();\nlet storageWarned=false;\nfunction save(){\n  try{\n    if(P.log.length>400) P.log = P.log.slice(-400);\n    localStorage.setItem(KEY, JSON.stringify(P));\n  }catch(e){\n    try{ P.log = P.log.slice(-80); localStorage.setItem(KEY, JSON.stringify(P)); }\n    catch(e2){ if(!storageWarned){ storageWarned=true; toast('Your browser is blocking saved progress \u2014 this sitting will not be remembered'); } }\n  }\n}\nfunction stat(u){ if(!P.stats[u]) P.stats[u]={correct:0,incorrect:0,last:null,lastOk:null}; return P.stats[u]; }\n\/* A uid is chapter + '##' + id, so renaming a chapter or re-numbering a\n   question orphans anything saved against the old uid. Left alone, an\n   orphan still counts on the Flagged pill but matches nothing in the\n   pool \u2014 the count says 1, the list comes back empty. Drop them here. *\/\n(function pruneOrphans(){\n  const gone = [];\n  ['flags','queue'].forEach(k=>{\n    const before = (P[k]||[]).length;\n    P[k] = (P[k]||[]).filter(u=>BY_UID.has(u));\n    if(P[k].length !== before) gone.push(k+': '+(before-P[k].length));\n  });\n  if(P.resume && P.resume.uid && !BY_UID.has(P.resume.uid)) P.resume = null;\n  if(gone.length){ save(); console.info('[storage] dropped entries for questions no longer in the bank \u2014 '+gone.join(', ')); }\n})();\nconst flags = new Set(P.flags);\nconst weak  = new Set(P.weak);\n\n\/* =====================================================================\n   7. SESSION STATE\n   ===================================================================== *\/\nconst S = { tab:'quiz', filter:'all', chapter:null, i:0, pick:null, nudge:false,\n            query:'', unattempted:false, ans:{}, order:[] };\n\n\/* =====================================================================\n   8. FORMAT + TRAIT MODEL\n   SHAPE  = how the question is built (one per question)\n   TRAIT  = what it turns on (a question may carry several)\n   A shape gap is a reading habit; a trait gap is recall. Same number,\n   opposite remedy \u2014 so they are reported separately.\n   ===================================================================== *\/\nconst SHAPES = [\n  { key:'match',  label:'Match the following (List-I \/ List-II)',\n    test:q => \/list\\s*-?\\s*i\\b\/i.test(q.question) },\n  { key:'multi',  label:'Multi-statement \/ how many are correct',\n    test:q => q.question.split(\/<br\\s*\\\/?>|\\n\/).filter(x=>\/^\\s*\\d+[.)]\/.test(x)).length>=2 },\n  { key:'direct', label:'Explanation', test:()=>true }  \/\/ catch-all\n];\nconst TRAITS = [\n  { key:'cite',      label:'Para, rule, article or article-number recall',\n    test:q => \/\\b(para|paragraph|rule|article|section|appendix|schedule|clause)\\s*[-\u2013]?\\s*\\d\/i.test(q.question+' '+q.options.join(' ')) },\n  { key:'period',    label:'Time limits and periods',\n    test:q => \/\\b\\d+\\s*(day|week|month|year|hour)s?\\b|\\b(one|two|three|four|five|six|seven|ten|fourteen|fifteen|twenty|twenty-five|thirty|forty-five|sixty|ninety)[\\s-](day|week|month|year)s?\\b\/i.test(q.options.join(' ')) },\n  { key:'money',     label:'Numbers, monetary limits and percentages',\n    test:q => \/\u20b9|\\bRs\\.?\\s*\\d|\\blakhs?\\b|\\bcrores?\\b|per\\s*cent|%|\\bone-(third|fourth|half|tenth)\\b\/i.test(q.options.join(' ')) },\n  { key:'authority', label:'Competent authority \/ level \/ who does what',\n    test:q => \/\\bwho\\b|\\bby whom\\b|\\bauthority\\b|\\brank of\\b|\\blevel of\\b|\\bnot below\\b|addressed to|shall be (signed|issued|approved|maintained|prepared|submitted)\/i.test(q.question+' '+q.options.join(' ')) },\n  { key:'negative',  label:'Negatively phrased (\u201cNOT correct\u201d, \u201cexcept\u201d)',\n    test:q => \/\\bnot correct\\b|\\bis incorrect\\b|\\bare not correct\\b|\\bexcept\\b|\\bdoes not\\b|\\bcannot\\b|\\bnot required\\b|\\bneed not\\b|\\bis\\\/are not\\b\/i.test(q.question) }\n];\nconst _shape = {};\nfunction shapeOf(q){ const u=uid(q); return _shape[u] || (_shape[u] = SHAPES.find(s=>s.test(q)) || SHAPES[SHAPES.length-1]); }\n\n\/* =====================================================================\n   9. MODELS\n   ===================================================================== *\/\nfunction smoothed(c,i){ const k=CFG.priorStrength, p0=CFG.priorAccuracy; return (c + k*p0)\/(c + i + k); }\nfunction expectedRate(c,i,coverage){ return smoothed(c,i)*coverage + CFG.priorAccuracy*(1-coverage); }\nfunction recall(st){\n  if(!st || !st.last || st.correct<2) return null;\n  const R=CFG.retention, reps=Math.max(1, st.correct - st.incorrect);\n  const stability = R.baseDays * Math.pow(R.growth, reps-1);\n  return Math.exp(-((Date.now()-st.last)\/86400000)\/stability);\n}\nfunction retentionIndex(){\n  let s=0,n=0; QS.forEach(q=>{ const r=recall(P.stats[uid(q)]); if(r!==null){s+=r;n++;} });\n  return n ? Math.round(s\/n*100) : null;\n}\nfunction chapterRows(){\n  return CHAPTERS.map(c=>{\n    const qs=inCh(c), n=qs.length;\n    let att=0, ok=0, bad=0, mastSum=0;\n    qs.forEach(q=>{ const s=P.stats[uid(q)];\n      if(s && (s.correct+s.incorrect)>0){ att++; ok+=s.correct; bad+=s.incorrect; }\n      mastSum += s ? Math.min(s.correct\/CFG.masteryThreshold,1) : 0; });\n    const acc = (ok+bad) ? ok\/(ok+bad) : null;\n    const weight = weightOf(c), coverage = n?att\/n:0, mastery = n?mastSum\/n:0;\n    const expected = expectedRate(ok,bad,coverage);\n    const leak = weight*(1-expected);\n    const difficulty = acc===null ? 1 : (1.4 - 0.6*acc);\n    return { chapter:c, count:n, weight, source:W.source[c], att, ok, bad,\n             coverage, acc, mastery, expected, leak,\n             priority: weight*(1-mastery)*difficulty };\n  }).sort((a,b)=>b.weight-a.weight);\n}\nfunction readiness(){\n  const rows=chapterRows();\n  return {\n    score     : Math.round(rows.reduce((a,r)=>a+r.weight*r.mastery,0)*100),\n    projected : Math.round(rows.reduce((a,r)=>a+r.weight*r.expected,0)*100),\n    covered   : Math.round(rows.reduce((a,r)=>a+r.weight*r.coverage,0)*100),\n    touched   : Object.values(P.stats).some(s=>(s.correct+s.incorrect)>0),\n    rows\n  };\n}\nfunction masteredCount(){ return QS.filter(q=>{ const s=P.stats[uid(q)]; return s && s.correct>=CFG.masteryThreshold; }).length; }\nfunction formatRows(){\n  const acc={};\n  const ensure=(k,l,kind)=> acc[k] || (acc[k]={key:k,label:l,kind:kind,ok:0,bad:0,total:0,seen:0});\n  SHAPES.forEach(s=>ensure(s.key,s.label,'shape'));\n  TRAITS.forEach(t=>ensure(t.key,t.label,'trait'));\n  QS.forEach(q=>{\n    const s=P.stats[uid(q)], buckets=[acc[shapeOf(q).key]];\n    TRAITS.forEach(t=>{ if(t.test(q)) buckets.push(acc[t.key]); });\n    buckets.forEach(r=>{ r.total++; if(s && (s.correct+s.incorrect)>0){ r.seen++; r.ok+=s.correct; r.bad+=s.incorrect; } });\n  });\n  return Object.values(acc).map(r=>{ const n=r.ok+r.bad; r.attempts=n; r.acc = n? r.ok\/n : null; return r; })\n    .filter(r=>r.total>0);\n}\nfunction dueForRevision(){\n  const risk=CFG.retention.riskBelow;\n  return QS.map(q=>{\n    const st=P.stats[uid(q)], r=recall(st);\n    if(r===null || r>=risk) return null;\n    return { q, recall:r, days:Math.floor((Date.now()-st.last)\/86400000), urgency: weightOf(q.chapter)*(1-r) };\n  }).filter(Boolean).sort((a,b)=>b.urgency-a.urgency);\n}\n\n\/* =====================================================================\n   10. SESSION PLANNER\n   Focused set \u2014 chapter time in proportion to the marks leaking out.\n   Mock paper  \u2014 ignores your history, mirrors the shape of the bank.\n   ===================================================================== *\/\nfunction gain(q){\n  const u=uid(q), st=P.stats[u], c=st?st.correct:0, i=st?st.incorrect:0;\n  const deficit = 1 - Math.min(c\/CFG.masteryThreshold, 1);\n  let urgency = 1 + 0.15*deficit;\n  if(weak.has(u)) urgency += 0.60;\n  const r = recall(st);\n  if(r!==null && r<CFG.retention.riskBelow) urgency += (1-r);\n  if(c+i===0) urgency += 0.15;\n  return weightOf(q.chapter)*(deficit+0.12)*urgency;\n}\nfunction allocate(rows,n,shareOf){\n  const total = rows.reduce((a,r)=>a+Math.max(0,shareOf(r)),0);\n  if(!(total>0)) return rows.map(r=>({r,slots:0}));\n  const out = rows.map(r=>{ const exact=n*Math.max(0,shareOf(r))\/total;\n    return {r, exact, slots:Math.min(Math.floor(exact), r.count)}; });\n  let left = n - out.reduce((a,x)=>a+x.slots,0);\n  out.slice().sort((a,b)=>(b.exact-b.slots)-(a.exact-a.slots))\n     .forEach(x=>{ if(left>0 && x.slots<x.r.count){ x.slots++; left--; } });\n  if(left>0) out.slice().sort((a,b)=>shareOf(b.r)-shareOf(a.r))\n     .forEach(x=>{ while(left>0 && x.slots<x.r.count){ x.slots++; left--; } });\n  return out;\n}\n\/* Fisher\u2013Yates, so the order of a sitting is never the order of the bank *\/\nfunction shuffle(a){\n  for(let i=a.length-1;i>0;i--){ const j=Math.floor(Math.random()*(i+1)); [a[i],a[j]]=[a[j],a[i]]; }\n  return a;\n}\n\/* Weighted sampling without replacement: a high score makes a question\n   likely, never certain. Two sittings built back to back therefore share\n   only part of their content instead of being identical. *\/\nfunction sampleWeighted(pool, n, scoreFn){\n  const items = pool.map(q=>({q, w:Math.max(scoreFn(q), 1e-9)}));\n  const out=[];\n  n = Math.min(n, items.length);\n  for(let k=0;k<n;k++){\n    let total=0; items.forEach(x=>total+=x.w);\n    let r=Math.random()*total, hit=items.length-1;\n    for(let i=0;i<items.length;i++){ r-=items[i].w; if(r<=0){ hit=i; break; } }\n    out.push(items[hit].q);\n    items.splice(hit,1);\n  }\n  return out;\n}\nfunction buildSession(kind){\n  const rows = chapterRows().filter(r=>r.count>0);\n  if(!rows.length) return 0;\n  const n = Math.min(kind==='mock'?CFG.mockSize:CFG.sessionSize, QS.length);\n  const alloc = allocate(rows, n, kind==='mock' ? (r=>r.weight) : (r=>r.leak));\n\n  \/\/ whatever you were given last time is pushed down, not banned\n  const last = new Set(P.queue||[]);\n  const fresh = u => last.has(u) ? 0.3 : 1;\n\n  const picked=[];\n  alloc.forEach(({r,slots})=>{\n    if(!slots) return;\n    const pool = inCh(r.chapter).slice();\n    if(kind==='mock'){\n      \/\/ the mock ignores how well you know a question and simply spreads\n      \/\/ itself over the bank, favouring what you have seen least\n      picked.push(...sampleWeighted(pool, slots, q=>{\n        const st=P.stats[uid(q)], seen=st?(st.correct+st.incorrect):0;\n        const stale=(st&&st.last) ? Math.min((Date.now()-st.last)\/(86400000*30),1) : 1;\n        return (1\/(1+seen*1.6) + 0.35*stale) * fresh(uid(q));\n      }));\n    } else {\n      picked.push(...sampleWeighted(pool, slots, q=>gain(q)*fresh(uid(q))));\n    }\n  });\n  shuffle(picked);\n  P.queue = picked.map(uid);\n  P.queueLabel = kind==='mock' ? 'Mock paper' : 'Focused set';\n  P.queueKind = kind;\n  save();\n  return picked.length;\n}\nfunction startSession(kind){\n  const had = (P.queue||[]).length;\n  const n = buildSession(kind);\n  if(!n){ toast('Nothing to build a session from yet'); return; }\n  setTab('quiz'); setFilter('session');\n  S.ans = {}; clearResume();                    \/\/ a new sitting starts clean\n  toast(P.queueLabel+' ready \u2014 '+n+' fresh questions'+(had?' (previous set replaced)':''), true);\n}\n\n\/* =====================================================================\n   11. POOL \/ FILTERS\n   ===================================================================== *\/\nfunction pool(){\n  let p = QS.slice();\n  if(S.filter==='chapter' && S.chapter) p = inCh(S.chapter).slice();\n  if(S.filter==='weak')    p = p.filter(q=>weak.has(uid(q)));\n  if(S.filter==='flagged') p = p.filter(q=>flags.has(uid(q)));\n  if(S.filter==='session') p = (P.queue||[]).map(u=>BY_UID.get(u)).filter(Boolean);\n  if(S.query){ const t=S.query.toLowerCase();\n    p = p.filter(q=>(q.question+' '+q.options.join(' ')+' '+q.explanation).toLowerCase().includes(t)); }\n  if(S.unattempted) p = p.filter(q=>S.ans[uid(q)]==null);\n  return p;\n}\nfunction refreshWeak(){\n  weak.clear();\n  QS.forEach(q=>{ const s=P.stats[uid(q)];\n    if(s && s.incorrect>=CFG.weakThreshold && s.correct<CFG.masteryThreshold) weak.add(uid(q)); });\n  P.weak=[...weak];\n}\nrefreshWeak();\n\n\/* =====================================================================\n   12. STEM RENDERING (statements + List-I \/ List-II)\n   ===================================================================== *\/\nconst cleanStem = t => String(t).replace(\/^\\s*(?:Q|Question)\\s*\\.?\\s*\\d+\\s*[.):\\-]\\s*\/i,'').trim();\nlet QNUM = '';                               \/\/ set by render() just before each stem is built\nconst QN = () => '<span class=\"qno\">' + (QNUM || 'Q.') + '<\/span>';\nfunction buildStem(raw){\n  const lines = raw.split(\/<br\\s*\\\/?>|\\n\/).map(s=>s.trim()).filter(Boolean);\n  const plain = s => s.replace(\/<\\\/?b>\/g,'').trim();\n  const isMatch = lines.some(l=>\/^List\\s*[-\u2013\u2014]?\\s*I\\b\/i.test(plain(l)));\n  const numbered = lines.filter(l=>\/^\\d+[.)]\\s\/.test(plain(l)));\n  if(isMatch) return matchCard(lines, plain);\n  if(numbered.length>=2) return stmtCard(lines, plain);\n  return plainCard(lines);\n}\n\/* a single-statement question gets the same sheet as the other two, so\n   every question on the page reads the same way *\/\nfunction plainCard(lines){\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\n    + lines.map((l,i)=>'<p class=\"'+(i===0?'lead':'close')+'\">'+(i===0?QN():'')+l+'<\/p>').join('')\n    + '<\/div><\/div>';\n}\nfunction stmtCard(lines, plain){\n  const isN = l => \/^\\d+[.)]\\s\/.test(plain(l));\n  const first = lines.findIndex(isN);\n  let last=-1; lines.forEach((l,i)=>{ if(isN(l)) last=i; });\n  const head = lines.slice(0,first), tail = lines.slice(last+1);\n  const items = lines.slice(first,last+1).filter(isN).map(l=>plain(l).replace(\/^\\d+[.)]\\s*\/,''));\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\n    + head.map((l,i)=>'<p class=\"'+(i===0?'lead':'intro')+'\">'+(i===0?QN():'')+l+'<\/p>').join('')\n    + '<ol class=\"stmts\">'+items.map(t=>'<li><span>'+t+'<\/span><\/li>').join('')+'<\/ol>'\n    + tail.map(l=>'<p class=\"close\">'+l+'<\/p>').join('')\n    + '<\/div><\/div>';\n}\n\/* Match-the-following comes in every shape: one item per line, or the\n   whole list run together on a single line separated by semicolons or\n   commas, or nothing at all between items. All three are split here so\n   the two columns always come out as proper rows. *\/\nfunction splitItems(body, kind){\n  const lab = kind==='alpha' ? '[A-Fa-f]' : '\\\\d{1,2}';\n  const mk  = re => new RegExp(re.replace('LAB', lab), 'g');\n  let parts = body.split(mk('\\\\s*[;\\\\n]\\\\s*(?=LAB\\\\s*[.):]\\\\s)'));\n  if(parts.length < 2) parts = body.split(mk('\\\\s*,\\\\s*(?=LAB\\\\s*[.):]\\\\s)'));\n  if(parts.length < 2) parts = body.split(mk('(?<=\\\\S)\\\\s+(?=LAB\\\\s*[.)]\\\\s)'));\n  const re = new RegExp('^\\\\s*('+lab+')\\\\s*[.):]\\\\s*(.+?)\\\\s*[;,.]?\\\\s*$');\n  return parts.map(p=>{ const m=String(p).match(re);\n    return m ? {k:m[1].toUpperCase(), v:m[2]} : null; }).filter(Boolean);\n}\nfunction matchCard(lines, plain){\n  \/\/ keep line breaks, normalise only runs of spaces\n  const text = lines.map(plain).join('\\n').replace(\/[ \\t]+\/g,' ').trim();\n\n  \/* The opening line almost always names both lists \u2014 \"Match List-I with\n     List-II and select\u2026\" \u2014 so the first occurrence of each is the wrong\n     one. Take the last List-I that actually has items after it, and the\n     first List-II following that. *\/\n  const at = re => [...text.matchAll(re)].map(m=>m.index);\n  const posI  = at(\/List\\s*[-\u2013\u2014]?\\s*I\\b\/gi);\n  const posII = at(\/List\\s*[-\u2013\u2014]?\\s*II\\b\/gi);\n  const hasItems = (str,kind) =>\n    (kind==='alpha' ? \/[A-F]\\s*[.):]\\s\/ : \/\\d{1,2}\\s*[.):]\\s\/).test(str);\n  let iI=-1, iII=-1;\n  for(let k=posI.length-1;k>=0 && iI<0;k--){\n    const ii = posII.find(x=>x>posI[k]);\n    if(ii===undefined) continue;\n    if(hasItems(text.slice(posI[k],ii),'alpha') && hasItems(text.slice(ii),'num')){ iI=posI[k]; iII=ii; }\n  }\n  if(iI<0 || iII<0) return plainCard(lines);\n\n  const head  = text.slice(0, iI).trim();\n  let segI    = text.slice(iI, iII).trim();\n  let segII   = text.slice(iII).trim();\n\n  \/\/ anything after the lists \u2014 \"Code :\", \"Select the correct answer\u2026\"\n  let tail = '';\n  const t = segII.match(\/(?:\\n|\\s)(Code\\s*[:.]?\\s*$|(?:Select|Choose)\\b[\\s\\S]*$)\/i);\n  if(t){ tail = t[1].trim(); segII = segII.slice(0, t.index).trim(); }\n\n  \/\/ column captions: \"List-I (Purpose of Leave) :\"\n  const capRe = \/^List\\s*[-\u2013\u2014]?\\s*I{1,2}\\b\\s*(\\([^)]*\\))?\\s*[:.]?\\s*\/i;\n  const hI  = segI.match(capRe),  hII = segII.match(capRe);\n  const capI  = hI  ? hI[0].replace(\/[\\s:.]+$\/,'')  : 'List-I';\n  const capII = hII ? hII[0].replace(\/[\\s:.]+$\/,'') : 'List-II';\n  const rowsI  = splitItems(hI  ? segI.slice(hI[0].length)  : segI,  'alpha');\n  const rowsII = splitItems(hII ? segII.slice(hII[0].length): segII, 'num');\n  if(!rowsI.length || !rowsII.length) return plainCard(lines);\n\n  const cell = x => '<li><b>'+x.k+'.<\/b><span>'+x.v+'<\/span><\/li>';\n  const headLines = head ? head.split('\\n').filter(Boolean) : [];\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\n    + (headLines.length\n        ? headLines.map((l,i)=>'<p class=\"'+(i===0?'lead':'intro')+'\">'+(i===0?QN():'')+l+'<\/p>').join('')\n        : '<p class=\"lead\">'+QN+'Match List-I with List-II and select the correct answer using the code given below the Lists:<\/p>')\n    + '<div class=\"lists\">'\n      + '<div class=\"lcol\"><h5>'+capI+'<\/h5><ul>'+rowsI.map(cell).join('')+'<\/ul><\/div>'\n      + '<div class=\"lcol\"><h5>'+capII+'<\/h5><ul>'+rowsII.map(cell).join('')+'<\/ul><\/div>'\n    + '<\/div>'\n    + '<p class=\"close\">'+(tail || 'Select the correct answer using the code given below:')+'<\/p>'\n    + '<\/div><\/div>';\n}\n\n\/* =====================================================================\n   13. UI HELPERS\n   ===================================================================== *\/\nconst $ = id => document.getElementById(id);\nlet toastTimer=null;\nfunction toast(msg, ok){\n  const t=$('toast'); t.innerHTML=msg; t.className='toast show'+(ok?' ok':'');\n  clearTimeout(toastTimer); toastTimer=setTimeout(()=>t.className='toast',3000);\n}\nconst SRC_ON = !!(CFG.sourceUrl && CFG.sourceUrl.trim());\nconst stripHtml = s => String(s).replace(\/<[^>]+>\/g,'').replace(\/\\s+\/g,' ').trim();\nconst preview = (q,n) => { const t=stripHtml(q.question); return t.length>n ? t.slice(0,n)+'\u2026' : t; };\nfunction stars(u){\n  const s=P.stats[u]; if(!s || (s.correct+s.incorrect)===0) return null;\n  return { filled: Math.min(s.correct, CFG.masteryThreshold), c:s.correct, i:s.incorrect };\n}\n\n\/* =====================================================================\n   14. RENDER \u2014 PRACTICE\n   ===================================================================== *\/\nfunction renderCtx(){\n  const panel=$('chapPanel');\n  const on = S.filter==='chapter';\n  panel.classList.toggle('hide', !on);\n  if(!on) return;\n  const rows = chapterRows().filter(r=>r.count>0).sort(byChapterOrder);\n  if(!S.chapter || !rows.some(r=>r.chapter===S.chapter)) S.chapter = rows[0] ? rows[0].chapter : null;\n  $('chapList').innerHTML = rows.map((r,n)=>{\n    const sel = r.chapter===S.chapter;\n    const mastered = inCh(r.chapter).filter(q=>{ const s=P.stats[uid(q)]; return s && s.correct>=CFG.masteryThreshold; }).length;\n    const title = r.chapter+' \u00b7 '+r.count+' question'+(r.count===1?'':'s')+' \u00b7 '\n                + Math.round(r.coverage*100)+'% seen'+(mastered?' \u00b7 '+mastered+' mastered':'');\n    return '<button class=\"chapchip\" aria-pressed=\"'+sel+'\" data-ch=\"'+encodeURIComponent(r.chapter)+'\" title=\"'+title+'\">'\n      + '<span class=\"no\">'+(n+1)+'<\/span>'\n      + '<span class=\"cn\">'+titleCase(r.chapter)+'<\/span>'\n\n      + (mastered===r.count ? '<span class=\"done\">\u2713<\/span>' : '')\n      + '<span class=\"cc\">'+r.count+'<\/span><\/button>';\n  }).join('');\n  const r = rows.find(x=>x.chapter===S.chapter);\n  $('ctxMeta').textContent = r\n    ? Math.round(r.coverage*100)+'% seen \u00b7 '+(r.acc===null?'not attempted':Math.round(r.acc*100)+'% accurate')\n    : '';\n}\n\/* --- page turn: set by the navigation handlers, consumed by render() --- *\/\nlet TURN = 0;                       \/* +1 forward, -1 back, 0 = no animation *\/\nfunction playTurn(dir){\n  const sheet = document.querySelector('#cdRoot .qbody');\n  if(!sheet) return;\n  sheet.classList.remove('turn-f','turn-b');\n  void sheet.offsetWidth;                       \/* force reflow so it replays *\/\n  sheet.classList.add(dir > 0 ? 'turn-f' : 'turn-b');\n  sheet.addEventListener('animationend', function clear(ev){\n    if(ev.target !== sheet) return;             \/* ignore bubbling from children *\/\n    sheet.classList.remove('turn-f','turn-b');\n    sheet.removeEventListener('animationend', clear);\n  });\n  const card = document.getElementById('qCard');\n  if(card && card.getBoundingClientRect().top < 0){\n    try{ card.scrollIntoView({block:'start', behavior:'smooth'}); }catch(e){}\n  }\n}\nfunction render(){\n  const _turn = TURN; TURN = 0;\n  renderCtx();\n  const p = pool();\n  const ec = $('emptyCard');\n  if(!p.length){\n    $('qCard').classList.add('hide'); ec.classList.remove('hide');\n    $('emptyBody').innerHTML =\n      S.query    ? '<b>No match for \u201c'+S.query+'\u201d<\/b>Try a rule or paragraph number, or a phrase like \u201cpart file\u201d.' :\n      S.filter==='weak'    ? '<b>No weak areas yet<\/b>Anything you answer wrong lands here until you have it right '+CFG.masteryThreshold+' times.' :\n      S.filter==='flagged' ? '<b>Nothing flagged yet<\/b>Press <b style=\"display:inline\">Flag for review<\/b> under any question and it collects here.' :\n      S.filter==='session' ? '<b>No session built yet<\/b>Open My Performance and build a Focused set or a Mock paper.' :\n      S.unattempted        ? '<b>You have attempted everything here<\/b>Turn off \u201cUnattempted only\u201d to revise what you have done.' :\n                             '<b>No questions in this selection<\/b>Clear the search or pick another chapter.';\n    renderNav(p); rail(p); return;\n  }\n  ec.classList.add('hide'); $('qCard').classList.remove('hide');\n  if(S.i>=p.length) S.i=0; if(S.i<0) S.i=p.length-1;\n\n  const q=p[S.i], u=uid(q), given=S.ans[u];\n  $('qCount').textContent = 'Question '+(S.i+1)+' of '+p.length;\n  $('qChap').textContent  = chBrief(q.chapter);\n  \/* PYQ tag \u2014 shows when the item carries a year\/exam field, hidden otherwise *\/\n  const _src = $('qSrc'), _yr = q.year || q.exam || '';\n  if(_yr){ _src.className='badge-src pyq'; _src.textContent = (CFG.pyqLabel||'PYQ')+' '+_yr; _src.style.display=''; }\n  else if(CFG.showConceptTag){ _src.className='badge-src con'; _src.textContent='Concept'; _src.style.display=''; }\n  else { _src.style.display='none'; }\n  const tags=[];\n  if(weak.has(u))  tags.push('<span class=\"qtag weak\">\u26a0\ufe0f Weak<\/span>');\n  if(flags.has(u)) tags.push('<span class=\"qtag flag\">\ud83d\udd16 Flagged<\/span>');\n  const sMast=P.stats[u];\n  if(sMast && sMast.correct>=CFG.masteryThreshold) tags.push('<span class=\"qtag done\">\u2713 Mastered<\/span>');\n  $('qTags').innerHTML = tags.join('');\n  const st = stars(u), badge=$('qMastery');\n  if(!st){ badge.textContent='Not seen yet'; badge.className='badge-m'; }\n  else {\n    const done = st.c>=CFG.masteryThreshold;\n    badge.textContent = '\u2605'.repeat(st.filled)+'\u2606'.repeat(Math.max(0,CFG.masteryThreshold-st.filled))+'  '+st.c+'\u2713 '+st.i+'\u2717';\n    badge.className = 'badge-m'+(weak.has(u)&&!done?' weak':'');\n  }\n  QNUM = CFG.numberQuestions ? ((q.id != null ? q.id : (S.i + 1)) + '.') : 'Q.';\n  const _foot = $('cdFoot');\n  if(_foot) _foot.innerHTML = '<span>' + (CFG.bookletCode || '') + '<\/span>'\n                            + '<span>( ' + (S.i + 1) + ' \\u2013 A )<\/span>';\n  $('qStem').outerHTML = buildStem(cleanStem(q.question));\n\n  const box=$('qOpts'); box.innerHTML='';\n  q.options.forEach((o,k)=>{\n    const b=document.createElement('button');\n    b.className='opt';\n    b.innerHTML='<span class=\"key\">('+L[k].toLowerCase()+')<\/span><span class=\"txt\">'+o+'<\/span>';\n    if(given!=null){\n      b.disabled=true;\n      if(k===q.correct){ b.classList.add('right'); b.insertAdjacentHTML('beforeend','<span class=\"mark r\">Correct<\/span>'); }\n      else if(k===given){ b.classList.add('wrong'); b.insertAdjacentHTML('beforeend','<span class=\"mark w\">Your answer<\/span>'); }\n    } else if(S.pick===k) b.classList.add('sel');\n    b.onclick=()=>{ if(given!=null) return; S.pick=k; S.nudge=false; render(); };\n    box.appendChild(b);\n  });\n\n  const bc=$('btnCheck');\n  bc.disabled = given!=null;\n  bc.textContent = given!=null ? 'Answered \u2713' : 'Check answer';\n  $('pickHint').classList.toggle('hide', !(given==null && S.pick==null && S.nudge));\n  const on = flags.has(u);\n  $('btnFlag').setAttribute('aria-pressed', on);\n  $('flagIco').textContent = on ? '\ud83d\udd16' : '\ud83c\udff3\ufe0f';\n  $('flagTxt').textContent = on ? 'Flagged' : 'Flag for review';\n\n  const res=$('result');\n  res.classList.toggle('hide', given==null);\n  if(given!=null){\n    const ok = given===q.correct, v=$('verdict');\n    v.className='verdict '+(ok?'r':'w');\n    v.innerHTML = ok ? '\u2713 Correct \u2014 '+L[q.correct]+' is right'\n                     : '\u2715 Not quite \u2014 the answer is '+L[q.correct];\n    $('explBody').innerHTML = q.explanation;\n  }\n  renderNav(p); rail(p);\n  if(_turn) playTurn(_turn);\n  if(S.tab==='quiz') markResume();\n}\nlet navOpen=true;\nfunction renderNav(p){\n  const card=$('navCard');\n  if(!p.length){ card.classList.add('hide'); return; }\n  card.classList.remove('hide');\n  const done=p.filter(q=>S.ans[uid(q)]!=null).length;\n  $('navTitle').textContent = 'Navigator \u2014 '+done+' of '+p.length+' attempted';\n  const g=$('navGrid');\n  g.classList.toggle('hide', !navOpen);\n  $('navToggle').textContent = navOpen ? 'Hide' : 'Show';\n  if(!navOpen) return;\n  g.innerHTML='';\n  p.forEach((q,k)=>{\n    const u=uid(q), a=S.ans[u], s=P.stats[u];\n    const b=document.createElement('button');\n    b.className='nq'+(k===S.i?' cur':(a!=null?(a===q.correct?' r':' w'):''))\n              + (s && s.correct>=CFG.masteryThreshold ? ' mastered':'');\n    b.innerHTML=(k+1)+(flags.has(u)?'<span class=\"fl\">\ud83d\udd16<\/span>':'');\n    b.title = 'Q'+(k+1)+' \u00b7 '+chBrief(q.chapter)+(a!=null?(a===q.correct?' \u00b7 correct':' \u00b7 wrong'):'');\n    b.setAttribute('aria-label','Go to question '+(k+1));\n    b.onclick=()=>{ TURN=(k>S.i?1:-1); S.i=k; S.pick=null; render(); };\n    g.appendChild(b);\n  });\n}\nfunction rail(p){\n  const seen=Object.keys(S.ans).length;\n  const right=Object.entries(S.ans).filter(([u,a])=>BY_UID.get(u) && BY_UID.get(u).correct===a).length;\n  $('sPct').textContent = seen ? Math.round(right\/seen*100)+'%' : '\u2014';\n  $('sFrac').textContent = right+' of '+seen+' correct';\n  $('sBar').style.width = (seen?right\/seen*100:0)+'%';\n  $('sSeen').textContent = seen+' attempted';\n  $('sLeft').textContent = Math.max(0,p.length-S.i-1)+' left here';\n  const st=$('streak'); st.innerHTML='';\n  Object.entries(S.ans).slice(-10).forEach(([u,a])=>{\n    const q=BY_UID.get(u); if(!q) return;\n    const el=document.createElement('i'); el.className = q.correct===a?'r':'w'; st.appendChild(el);\n  });\n  const chs=[...new Set(p.map(q=>q.chapter))];\n  const w=chs.reduce((s,c)=>s+weightOf(c),0)*100;\n  $('wPct').textContent = w.toFixed(1)+'%';\n  $('wNote').textContent = p.length+' questions on screen, from '+chs.length+' '+(chs.length===1?'chapter':'chapters')+'. '\n    + (w>=35 ? 'That is a big slice in one sitting \u2014 worth clearing properly.' : 'Useful for topping up once the bigger chapters are secure.');\n  hdr();\n}\nfunction hdr(){\n  $('hQ').textContent = QS.length;\n  $('hCh').textContent = CHAPTERS.length;\n  $('hMastered').textContent = (QS.length ? Math.round(masteredCount()\/QS.length*100) : 0)+'%';\n  const r=readiness();\n  $('hReady').textContent = r.touched ? r.score+'%' : '\u2014';\n  $('fAll').textContent  = QS.length;\n  $('fWeak').textContent = weak.size;\n  \/* counted against the live bank so the pill can never disagree with the list *\/\n  const nFlag = [...flags].filter(u=>BY_UID.has(u)).length;\n  const nSess = (P.queue||[]).filter(u=>BY_UID.has(u)).length;\n  $('fFlag').textContent = nFlag;\n  $('fSess').textContent = nSess;\n  $('pillSession').classList.toggle('hide', !nSess);\n  $('sessLabel').textContent = P.queueLabel || 'My session';\n  $('perfPill').classList.toggle('hide', weak.size<5);\n}\n\n\/* =====================================================================\n   15. RENDER \u2014 PERFORMANCE\n   ===================================================================== *\/\nfunction renderPerf(){\n  const body=$('perfBody');\n  const seen=Object.values(P.stats).filter(s=>(s.correct+s.incorrect)>0).length;\n  $('perfCount').textContent = seen+' questions attempted';\n\n  if(!QS.length){ body.innerHTML='<div class=\"empty\"><b>No questions loaded<\/b>Paste your bank into <code>chapterQuestions<\/code> and reload.<\/div>'; return; }\n  const R = readiness();\n  if(!R.touched){\n    body.innerHTML = '<div class=\"empty\"><b>Your coach is waiting for data<\/b>Answer a few questions in Practice. '\n      + 'The coach then scores your readiness against the weightage of each chapter, works out where marks are leaking, and builds the next sitting for you.<\/div>'\n      + plannerHTML(true);\n    bindPerf(); return;\n  }\n  const rows=R.rows, byPriority=[...rows].sort((a,b)=>b.priority-a.priority);\n  const allC=Object.values(P.stats).reduce((a,s)=>a+s.correct,0);\n  const allI=Object.values(P.stats).reduce((a,s)=>a+s.incorrect,0);\n  const accAll = (allC+allI) ? Math.round(allC\/(allC+allI)*100) : 0;\n  const recent = P.log.slice(-20);\n  const accRec = recent.length ? Math.round(recent.filter(x=>x.ok).length\/recent.length*100) : 0;\n  const trend = recent.length>=5 ? (accRec>accAll?' \u2197':(accRec<accAll?' \u2198':'')) : '';\n  const ret = retentionIndex();\n  const due = dueForRevision();\n  const band=(v,hi,mid)=> v>=hi?'var(--ok)': v>=mid?'#8A6206':'var(--bad)';\n\n  const verdict = R.score>=80 ? '<b>In good shape.<\/b> Hold it there with the revision queue and weak-area drills.'\n    : R.score>=60 ? '<b>Strong base.<\/b> Close the gaps in the biggest chapters below to cross 80.'\n    : R.score>=35 ? '<b>Building up.<\/b> Work the plan top-down \u2014 it is ordered by what will move this number fastest.'\n    : '<b>Early stage.<\/b> Start at the top of the plan; the biggest chapters move this number fastest.';\n\n  body.innerHTML =\n  '<div class=\"hero2\">'\n  + '<div class=\"ring-card\"><div class=\"ring\" role=\"img\" aria-label=\"Readiness '+R.score+' out of 100\">'\n    + '<svg width=\"150\" height=\"150\" aria-hidden=\"true\"><circle class=\"bg\" cx=\"75\" cy=\"75\" r=\"64\"><\/circle>'\n    + '<circle class=\"fg\" cx=\"75\" cy=\"75\" r=\"64\" stroke-dasharray=\"402\" stroke-dashoffset=\"'+(402-402*R.score\/100)+'\"><\/circle><\/svg>'\n    + '<div class=\"ring-txt\"><b>'+R.score+'<\/b><span>Readiness \/ 100<\/span><\/div><\/div>'\n    + '<div class=\"verdict2\">'+verdict+'<br><span style=\"font-size:11.6px;opacity:.85\">'+T.readyDef+' across '+CHAPTERS.length\n    + ' chapters. On today\\u2019s form '+T.paperOut+' <b>'+R.projected+'%<\/b>.<\/span><\/div><\/div>'\n  + '<div class=\"coach\"><h4>\ud83e\udded What to do next<\/h4><div id=\"recoList\"><\/div><\/div>'\n  + '<\/div>'\n\n  + plannerHTML(false)\n\n  + '<div class=\"kpis\">'\n    + kpi(R.projected+'%',T.projected, band(R.projected,65,45))\n    + kpi(R.covered+'%',T.covered, band(R.covered,70,40))\n    + kpi(ret===null?'\u2014':ret+'%','Retention now', ret===null?'var(--slate)':band(ret,75,55))\n    + kpi(accAll+'%','Lifetime accuracy', band(accAll,70,45))\n    + kpi(accRec+'%'+trend,'Last 20 attempts', band(accRec,70,45))\n    + kpi(masteredCount(),'Mastered ('+CFG.masteryThreshold+'\u2713)','var(--ok)')\n    + kpi(weak.size,'Weak questions','var(--bad)')\n    + kpi(flags.size,'Flagged','#8A6206')\n  + '<\/div>'\n\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\n    + '<h4><span class=\"dot\"><\/span>Chapter performance \u2014 priority first<\/h4>'\n    + '<p>Ordered by what will move your readiness fastest, not by chapter number.<\/p><\/div>'\n    + '<span class=\"pbtag\">'+rows.length+' chapters<\/span><\/div>'\n    + '<div class=\"tblwrap\" style=\"border:0;border-radius:0\"><table class=\"perf-t\"><thead><tr>'\n    + '<th>Chapter<\/th>'+(WT?'<th>'+T.colWeight+'<\/th>':'')+'<th>Coverage<\/th><th>Accuracy<\/th><th>Expected<\/th><th>Status<\/th><th><\/th>'\n    + '<\/tr><\/thead><tbody>'\n    + byPriority.map(r=>{\n        const a = r.acc===null?null:Math.round(r.acc*100);\n        const tag = r.count===0 ? '<span class=\"tag na\">No questions<\/span>'\n          : r.acc===null ? '<span class=\"tag na\">Not started<\/span>'\n          : a<45 ? '<span class=\"tag hot\">Critical<\/span>'\n          : a<65 ? '<span class=\"tag warm\">Needs work<\/span>'\n          : a<85 ? '<span class=\"tag ok\">On track<\/span>'\n                 : '<span class=\"tag good\">Strong<\/span>';\n        const bar = a===null ? '\u2014'\n          : '<div class=\"tbar\"><i style=\"width:'+a+'%;background:'+(a<45?'var(--bad)':a<65?'var(--gold)':'var(--ok)')+'\"><\/i><\/div><span style=\"font-size:11.5px;font-weight:700\">'+a+'%<\/span>';\n        const wcell = WT\n          ? '<td><b style=\"color:#8A6206;font-size:15px\">'+pctLabel(r.weight)+'<\/b>'\n            + '<span class=\"sub\">'+(r.source==='rated'?'you rated this':'not rated yet')+'<\/span><\/td>'\n          : '';\n        return '<tr><td title=\"'+r.chapter+'\">'+chBrief(r.chapter)\n          + '<span class=\"sub\">'+r.count+' question'+(r.count===1?'':'s')+'<\/span><\/td>'\n          + wcell\n          + '<td>'+r.att+'\/'+r.count+'<span class=\"sub\">'+Math.round(r.coverage*100)+'% seen<\/span><\/td>'\n          + '<td>'+bar+'<\/td>'\n          + '<td><b>'+Math.round(r.expected*100)+'%<\/b><span class=\"sub\">\u2248 '+(r.leak*100).toFixed(1)+' '+T.leakWord+' lost<\/span><\/td>'\n          + '<td>'+tag+'<\/td>'\n          + '<td><button class=\"mini-go\" data-goch=\"'+encodeURIComponent(r.chapter)+'\">Drill<\/button><\/td><\/tr>';\n      }).join('')\n    + '<\/tbody><\/table><\/div><\/section>'\n\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\n    + '<h4><span class=\"dot\"><\/span>'+T.leakHead+'<\/h4>'\n    + '<p id=\"leakNote\"><\/p><\/div>'\n    + '<span class=\"pbtag\">'+rows.filter(r=>r.count>0).length+' chapters<\/span><\/div>'\n    + '<div class=\"bars\" id=\"leakBars\"><\/div><\/section>'\n\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\n    + '<h4><span class=\"dot\"><\/span>How you handle each kind of question<\/h4>'\n    + '<p id=\"fmtNote\"><\/p><\/div>'\n    + '<span class=\"pbtag\">Format analysis<\/span><\/div>'\n    + '<div class=\"subhead\"><h5>How the question is built<\/h5><span>one shape per question<\/span><\/div>'\n    + '<div class=\"bars\" id=\"shapeBars\"><\/div>'\n    + '<div class=\"subhead\"><h5>What the question turns on<\/h5><span>a question can sit in more than one \u2014 a time limit asked as a multi-statement code counts on both<\/span><\/div>'\n    + '<div class=\"bars\" id=\"traitBars\"><\/div><\/section>'\n\n  + '<div class=\"split\">'\n    + '<div class=\"panel\"><h4 class=\"ph\">Revision queue \u2014 what is fading fastest<\/h4><div id=\"revQ\"><\/div><\/div>'\n    + '<div class=\"panel\"><h4 class=\"ph\">Mastery distribution<\/h4><div id=\"mastDist\"><\/div><\/div>'\n  + '<\/div>'\n\n  + '<div class=\"danger\"><p><b>Danger zone.<\/b> This permanently erases your lifetime performance for this subject \u2014 mastery, weak areas, flags, accuracy history and the readiness score. Reset session on the Practice tab does <b>not<\/b> touch this.<\/p>'\n    + '<button class=\"dbtn\" id=\"btnWipe\">\ud83d\uddd1\ufe0f Reset my performance<\/button><\/div>';\n\n  renderRecos(byPriority, rows, due);\n  renderLeaks(rows);\n  renderFormats();\n  renderRevision(due);\n  renderMastery();\n  bindPerf();\n}\nfunction kpi(v,l,color){ return '<div class=\"kpi\"><b style=\"color:'+color+'\">'+v+'<\/b><span>'+l+'<\/span><\/div>'; }\nfunction plannerHTML(empty){\n  const rows=chapterRows().filter(r=>r.count>0).sort((a,b)=>b.leak-a.leak).slice(0,2).map(r=>chShort(r.chapter));\n  return '<div class=\"planner\"><div><h4>Plan the next sitting<\/h4><p id=\"plannerNote\">'\n    + (empty\n        ? 'The focused set gives each chapter time in proportion to what you are losing in it. The mock paper ignores your history and mirrors the shape of the whole bank. Neither is fixed \\u2014 build again and you get a fresh set of questions.'\n        : 'The focused set gives each chapter time in proportion to what is leaking out of it \\u2014 right now mostly <b>'+rows.join('<\/b> and <b>')+'<\/b>. The mock paper ignores your history and mirrors the shape of the whole bank. Neither is fixed: press again for a fresh set, and last time\\u2019s questions are pushed to the back of the queue.')\n    + '<\/p><\/div><div class=\"pbtns\">'\n    + '<button class=\"pbtn primary\" id=\"btnFocus\">\ud83e\udde9 Focused set \u2014 '+Math.min(CFG.sessionSize,QS.length)+' Q<\/button>'\n    + '<button class=\"pbtn\" id=\"btnMock\">\ud83d\udcc4 Mock paper \u2014 '+Math.min(CFG.mockSize,QS.length)+' Q<\/button>'\n    + '<\/div><\/div>';\n}\nfunction renderRecos(byPriority, rows, due){\n  const out=[], named=new Set();\n  byPriority.slice(0,3).forEach(r=>{\n    if(!r.count) return;\n    named.add(r.chapter);\n    const imp = impPhrase(r);\n    if(r.acc===null)\n      out.push({ic:'warm',icon:'\ud83e\udded',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?' is '+imp+' and':'')+' you have not touched it yet \u2014 start here.',ch:r.chapter});\n    else if(r.acc<0.6)\n      out.push({ic:'hot',icon:'\ud83d\udd25',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?', '+imp+',':'')+' is running at only <b>'+Math.round(r.acc*100)+'%<\/b> \u2014 about <b>'+(r.leak*100).toFixed(1)+' '+T.leakWord+' per 100<\/b> are going here.',ch:r.chapter});\n    else if(r.coverage<0.6)\n      out.push({ic:'cool',icon:'\ud83d\udd0d',txt:'<b>'+chBrief(r.chapter)+'<\/b>: accuracy is fine at '+Math.round(r.acc*100)+'%, but you have seen only <b>'+Math.round(r.coverage*100)+'%<\/b> of a chapter'+(imp?' '+imp:'')+' \u2014 finish the set.',ch:r.chapter});\n    else\n      out.push({ic:'good',icon:'\u2705',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?' ('+stripHtml(imp)+')':'')+' is in good shape at '+Math.round(r.acc*100)+'% \u2014 keep it warm through the revision queue.',ch:r.chapter});\n  });\n\n  \/\/ a format gap costs you in every chapter at once\n  const f = formatRows().filter(r=>r.acc!==null && r.attempts>=8).sort((a,b)=>a.acc-b.acc);\n  if(f.length>=2){\n    const worst=f[0], best=f[f.length-1];\n    if(best.acc-worst.acc >= 0.12){\n      const tail = worst.kind==='shape'\n        ? 'That is a reading habit, not a gap in the rules \u2014 and it costs you in every chapter at once.'\n        : 'That is recall, not comprehension \u2014 these have to be committed to memory, and they turn up everywhere.';\n      out.push({ic:'hot',icon:'\ud83e\udde9',txt:'<b>'+worst.label+'<\/b> questions are running at <b>'+Math.round(worst.acc*100)+'%<\/b> while you sit at '+Math.round(best.acc*100)+'% on '+best.label.toLowerCase()+'. '+tail});\n    }\n  }\n  \/\/ big chapter you have exhausted\n  const done = rows.filter(r=>!named.has(r.chapter) && r.weight>=0.08 && r.coverage>=0.9 && r.count>0).sort((a,b)=>b.weight-a.weight)[0];\n  if(done) out.push({ic:'warm',icon:'\ud83d\udcd8',txt:'You have worked nearly every question in <b>'+chBrief(done.chapter)+'<\/b>'+(impPhrase(done)?', '+impPhrase(done):'')+'. Practice has given what it can \u2014 go back to the source text for the rest.',ch:done.chapter});\n  if(WT && W.unstocked.length)\n    out.push({ic:'hot',icon:'\ud83d\udd73\ufe0f',txt:'<b>'+W.unstocked.length+' rated '+(W.unstocked.length===1?'chapter has':'chapters have')+' no questions in this bank<\/b> \u2014 '+W.unstocked.slice(0,3).map(chBrief).join(', ')+(W.unstocked.length>3?' and others':'')+'. Nothing here prepares you for them.'});\n  if(weak.size>=3) out.push({ic:'hot',icon:'\u26a0\ufe0f',txt:'You have <b>'+weak.size+' weak questions<\/b> flagged, biggest chapter first. One Weak-areas sitting clears the backlog.',weak:true});\n  if(due.length) out.push({ic:'warm',icon:'\ud83d\udd01',txt:'<b>'+due.length+' questions<\/b> you had mastered have decayed below <b>'+Math.round(CFG.retention.riskBelow*100)+'% recall<\/b>. Re-answering one costs seconds; re-learning it later costs an evening.'});\n  if(flags.size) out.push({ic:'cool',icon:'\ud83d\udd16',txt:'<b>'+flags.size+'<\/b> question'+(flags.size>1?'s are':' is')+' flagged for review. Clear the flags before the next mock.',flag:true});\n\n  $('recoList').innerHTML = out.map(r=>{\n    let btn='';\n    if(r.ch)        btn='<button class=\"go\" data-goch=\"'+encodeURIComponent(r.ch)+'\">Practice \u2192<\/button>';\n    else if(r.weak) btn='<button class=\"go\" data-goweak=\"1\">Start \u2192<\/button>';\n    else if(r.flag) btn='<button class=\"go\" data-goflag=\"1\">Open \u2192<\/button>';\n    return '<div class=\"reco\"><span class=\"ic '+r.ic+'\">'+r.icon+'<\/span><p>'+r.txt+'<\/p>'+btn+'<\/div>';\n  }).join('');\n}\nfunction renderLeaks(rows){\n  const list = rows.filter(r=>r.count>0).sort((a,b)=>b.leak-a.leak);\n  if(!list.length) return;\n  const max = Math.max(0.0001, ...list.map(r=>r.leak));\n  const total = list.reduce((a,r)=>a+r.leak,0)*100;\n  const top3 = list.slice(0,3);\n  $('leakNote').innerHTML = 'On today\\u2019s form you would expect to drop about <b>'+Math.round(total)+' '+T.leakWord+' in every 100<\/b>. <b>'\n    + top3.map(r=>chShort(r.chapter)).join(', ')+'<\/b> alone account for <b>'+Math.round(top3.reduce((a,r)=>a+r.leak,0)*100)\n    + '<\/b> of them \u2014 the shortest route to a better score.';\n  $('leakBars').innerHTML = list.map(r=>{\n    const m=r.leak*100;\n    const col = m>=8?'linear-gradient(90deg,#F08A92,var(--bad))' : m>=4?'linear-gradient(90deg,var(--gold-lt),var(--gold))' : 'linear-gradient(90deg,#9DB6EE,var(--blue-700))';\n    return '<div class=\"lrow\"><div><span class=\"lname\" title=\"'+r.chapter+'\">'+chBrief(r.chapter)+'<\/span>'\n      + '<span class=\"lsub\">'+(impPhrase(r)?stripHtml(impPhrase(r))+' \u00b7 ':'')+'you would clear about '+Math.round(r.expected*100)+'% today<\/span><\/div>'\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(r.leak\/max*100)+'%;background:'+col+'\"><\/div><\/div>'\n      + '<div class=\"lval\">'+m.toFixed(1)+'<small>'+T.leakUnit+'<\/small><\/div><\/div>';\n  }).join('');\n}\nfunction renderFormats(){\n  const rows=formatRows();\n  const bar = r => {\n    const p = r.acc===null?null:Math.round(r.acc*100);\n    const col = p===null?'#CBD5E1' : p<50?'linear-gradient(90deg,#F08A92,var(--bad))' : p<70?'linear-gradient(90deg,var(--gold-lt),var(--gold))' : 'linear-gradient(90deg,#6EE7B7,var(--ok))';\n    return '<div class=\"lrow\"><div><span class=\"lname\">'+r.label+'<\/span>'\n      + '<span class=\"lsub\">'+r.total+' in this bank \u00b7 '+r.seen+' attempted<\/span><\/div>'\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(p===null?0:p)+'%;background:'+col+'\"><\/div><\/div>'\n      + '<div class=\"lval\">'+(p===null?'\u2014':p+'%')+'<small>accuracy<\/small><\/div><\/div>';\n  };\n  const sorter=(a,b)=>(a.acc===null)-(b.acc===null)||(a.acc-b.acc);\n  $('shapeBars').innerHTML = rows.filter(r=>r.kind==='shape').sort(sorter).map(bar).join('');\n  $('traitBars').innerHTML = rows.filter(r=>r.kind==='trait').sort(sorter).map(bar).join('');\n  const rated = rows.filter(r=>r.acc!==null && r.attempts>=8).sort(sorter);\n  $('fmtNote').innerHTML = rated.length>=2\n    ? (()=>{ const w=rated[0], b=rated[rated.length-1], gap=Math.round((b.acc-w.acc)*100);\n        return gap>=12\n          ? 'Your weakest kind of question is <b>'+w.label+'<\/b> at <b>'+Math.round(w.acc*100)+'%<\/b>, against <b>'+Math.round(b.acc*100)+'%<\/b> on '+b.label.toLowerCase()+' \u2014 a <b>'+gap+'-point<\/b> gap. That is worth more than any single chapter, because these turn up in all of them.'\n          : 'You handle the different kinds of question evenly, within <b>'+gap+' points<\/b> of each other. Nothing to fix here \u2014 keep working the chapter list.'; })()\n    : 'Attempt a few more and this will show whether the format is costing you more than the topic.';\n}\nfunction renderRevision(due){\n  $('revQ').innerHTML = due.length\n    ? due.slice(0,8).map(d=>'<button class=\"rev\" data-gouid=\"'+encodeURIComponent(uid(d.q))+'\">'\n        + '<span class=\"n\">Q'+d.q.id+'<\/span><span class=\"t\">'+preview(d.q,58)+'<\/span>'\n        + '<span class=\"d\">'+Math.round(d.recall*100)+'% recall<\/span><\/button>').join('')\n    : '<p style=\"font-size:13px;color:var(--slate);line-height:1.6\">Nothing decaying right now. Mastered questions return here as their estimated recall drops below '+Math.round(CFG.retention.riskBelow*100)+'%.<\/p>';\n}\nfunction renderMastery(){\n  const b=[0,0,0,0];\n  QS.forEach(q=>{ const s=P.stats[uid(q)];\n    if(!s || (s.correct+s.incorrect)===0) b[0]++;\n    else if(s.correct>=CFG.masteryThreshold) b[3]++;\n    else if(s.correct>=2) b[2]++;\n    else b[1]++; });\n  const labels=['Untouched','Learning (0\u20131 \u2713)','Almost there (2 \u2713)','Mastered ('+CFG.masteryThreshold+' \u2713+)'];\n  const cols=['#CBD5E1','var(--gold)','var(--blue-700)','var(--ok)'];\n  $('mastDist').innerHTML = b.map((n,i)=>\n    '<div class=\"lrow\" style=\"grid-template-columns:minmax(120px,1fr) 2fr 54px\"><span class=\"lname\">'+labels[i]+'<\/span>'\n    + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(QS.length?n\/QS.length*100:0)+'%;background:'+cols[i]+'\"><\/div><\/div>'\n    + '<div class=\"lval\" style=\"font-size:15px\">'+n+'<\/div><\/div>').join('');\n}\nfunction bindPerf(){\n  const f=$('btnFocus'), m=$('btnMock'), w=$('btnWipe');\n  if(f) f.onclick=()=>startSession('focus');\n  if(m) m.onclick=()=>startSession('mock');\n  if(w) w.onclick=wipe;\n}\n\n\/* =====================================================================\n   16. ANSWERING\n   ===================================================================== *\/\nfunction check(){\n  const p=pool(), q=p[S.i]; if(!q) return;\n  if(S.pick==null){ S.nudge=true; render(); return; }\n  const u=uid(q), ok = S.pick===q.correct;\n  S.ans[u]=S.pick; S.pick=null; S.nudge=false;\n  const s=stat(u);\n  ok ? s.correct++ : s.incorrect++;\n  s.last=Date.now(); s.lastOk=ok;\n  P.log.push({u, ok, ts:Date.now()});\n  P.lastUid=u;\n  refreshWeak(); save(); render();\n  const res=$('result'); if(res && res.scrollIntoView) try{ res.scrollIntoView({block:'nearest',behavior:'smooth'}); }catch(e){}\n}\nfunction wipe(){\n  if(!confirm('Permanently erase ALL lifetime performance for this subject?\\n\\nMastery, weak areas, flags, accuracy history, the built session and the readiness score all go. This cannot be undone.')) return;\n  P = blank(); flags.clear(); weak.clear(); S.ans={}; S.i=0;\n  save(); setFilter('all'); renderPerf(); hdr();\n  toast('Lifetime performance erased', true);\n}\n\n\/* =====================================================================\n   18. EVENTS\n   ===================================================================== *\/\nfunction setTab(t){\n  S.tab=t;\n  document.querySelectorAll('#cdRoot .tab').forEach(b=>b.setAttribute('aria-selected', b.dataset.tab===t));\n  $('viewQuiz').classList.toggle('hide', t!=='quiz');\n  $('viewPerf').classList.toggle('hide', t!=='perf');\n  $('cdFilters').classList.toggle('hide', t!=='quiz');\n  if(t==='perf') renderPerf();\n}\nfunction setFilter(f, ch){\n  S.filter=f; S.i=0; S.pick=null;\n  if(ch) S.chapter=ch;\n  document.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.setAttribute('aria-pressed', b.dataset.f===f));\n  render();\n}\n\n\/* =====================================================================\n   RESUME  \u2014  pick the sitting up where it was left\n   The position, the filter that was in force and the answers given so\n   far are written under the same quizId key as everything else, so a\n   subject resumes independently of every other subject.\n   ===================================================================== *\/\nfunction markResume(){\n  const p = pool(), q = p[S.i];\n  if(!q) return;\n  const u = uid(q), n = Object.keys(S.ans).length;\n  const R = P.resume;\n  if(R && R.uid===u && R.n===n && R.filter===S.filter) return;   \/* nothing moved *\/\n  P.resume = { uid:u, n:n, filter:S.filter, chapter:S.chapter, query:S.query,\n               unattempted:!!S.unattempted, ans:S.ans, ts:Date.now() };\n  save();\n}\nfunction clearResume(){ P.resume=null; save(); }\n\nfunction restoreResume(){\n  const R = P.resume;\n  if(!R || !R.uid) return 0;\n  if(R.ans && typeof R.ans==='object') S.ans = R.ans;\n  S.chapter     = R.chapter || null;\n  S.query       = R.query || '';\n  S.unattempted = !!R.unattempted;\n  const sb = $('cdSearch'); if(sb) sb.value = S.query;\n  const tg = $('tglUn');\n  if(tg){ tg.setAttribute('aria-pressed', S.unattempted);\n          tg.firstChild.textContent = S.unattempted ? '\\u2611 ' : '\\u25FB '; }\n  if(R.filter && R.filter!=='all') setFilter(R.filter, R.chapter);\n  const p = pool();\n  const k = p.findIndex(q => uid(q)===R.uid);\n  if(k < 0) return Object.keys(S.ans).length ? -1 : 0;   \/* answers kept, question gone *\/\n  S.i = k;\n  if(!R.n && k===0) return 0;        \/* nothing was actually attempted \u2014 no bar *\/\n  return k + 1;                                          \/* 1-based, for the message *\/\n}\n\nfunction resumeBar(nAt){\n  const host = $('qCard'); if(!host) return;\n  const bar = document.createElement('div');\n  bar.className = 'resumebar';\n  const done = Object.keys(S.ans).length;\n  bar.innerHTML = '<span>Picked up where you left off'\n    + (nAt>0 ? ' \\u2014 question <b>'+nAt+'<\/b>' : '')\n    + (done  ? ', <b>'+done+'<\/b> already answered' : '')\n    + '.<\/span><button type=\"button\" class=\"rb-btn\" id=\"rbFresh\">Start from the beginning<\/button>';\n  host.insertBefore(bar, host.firstChild);\n  $('rbFresh').onclick = ()=>{\n    S.ans={}; S.i=0; S.pick=null; S.query=''; S.unattempted=false;\n    const sb=$('cdSearch'); if(sb) sb.value='';\n    const tg=$('tglUn');\n    if(tg){ tg.setAttribute('aria-pressed', false);\n            tg.firstChild.textContent = '\\u25FB '; }\n    clearResume(); bar.remove(); setFilter('all');\n    toast('Starting fresh \u2014 your lifetime mastery and flags are untouched', true);\n  };\n}\ndocument.querySelectorAll('#cdRoot .tab').forEach(b=>b.onclick=()=>setTab(b.dataset.tab));\ndocument.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.onclick=()=>setFilter(b.dataset.f));\n$('chapList').addEventListener('click', e=>{\n  const chip=e.target.closest('.chapchip'); if(!chip) return;\n  S.chapter = decodeURIComponent(chip.dataset.ch);\n  S.i=0; S.pick=null; render();\n});\n$('btnCheck').onclick = check;\n$('btnNext').onclick  = ()=>{ TURN=1; S.i++; S.pick=null; render(); };\n$('btnPrev').onclick  = ()=>{ TURN=-1; S.i--; S.pick=null; render(); };\n$('btnFlag').onclick  = ()=>{\n  const p=pool(), q=p[S.i]; if(!q) return;\n  const u=uid(q);\n  flags.has(u) ? flags.delete(u) : flags.add(u);\n  P.flags=[...flags]; save(); render();\n};\n$('navToggle').onclick = ()=>{ navOpen=!navOpen; renderNav(pool()); };\nlet tmr;\n$('cdSearch').addEventListener('input', e=>{\n  clearTimeout(tmr);\n  tmr=setTimeout(()=>{ S.query=e.target.value.trim(); S.i=0; S.pick=null; render(); },220);\n});\n$('tglUn').onclick = e=>{\n  S.unattempted=!S.unattempted;\n  e.currentTarget.setAttribute('aria-pressed',S.unattempted);\n  e.currentTarget.firstChild.textContent = S.unattempted?'\u2611 ':'\u25fb ';\n  S.i=0; S.pick=null; render();\n};\n$('tglReset').onclick = ()=>{\n  if(!Object.keys(S.ans).length) return;\n  if(!confirm('Reset this sitting? Only the answers on screen are cleared \u2014 your lifetime performance and mastery are kept.')) return;\n  S.ans={}; S.i=0; S.pick=null; render();\n  toast('Session reset \u2014 performance data kept', true);\n};\n\n\/* performance-tab jumps + AI chips, delegated *\/\ndocument.addEventListener('click', e=>{\n  if(!e.target.closest('#cdRoot')) return;\n  const goch=e.target.closest('[data-goch]');\n  if(goch){ setTab('quiz'); setFilter('chapter', decodeURIComponent(goch.dataset.goch));\n    toast('Filtered to '+chShort(S.chapter), true); return; }\n  if(e.target.closest('[data-goweak]')){ setTab('quiz'); setFilter('weak'); return; }\n  if(e.target.closest('[data-goflag]')){ setTab('quiz'); setFilter('flagged'); return; }\n  const gu=e.target.closest('[data-gouid]');\n  if(gu){\n    const u=decodeURIComponent(gu.dataset.gouid);\n    setTab('quiz'); setFilter('all');\n    const idx=pool().findIndex(q=>uid(q)===u);\n    if(idx>=0){ TURN=(idx>S.i?1:-1); S.i=idx; render(); }\n    return;\n  }\n});\n\/* keyboard, scoped to the widget *\/\ndocument.addEventListener('keydown', e=>{\n  if(S.tab!=='quiz') return;\n  const t=e.target;\n  if(t && (\/^(INPUT|TEXTAREA|SELECT)$\/.test(t.tagName) || t.isContentEditable)) return;\n  if(e.ctrlKey||e.metaKey||e.altKey) return;\n  const p=pool(); if(!p.length) return;\n  const q=p[S.i];\n  if(\/^[1-9]$\/.test(e.key)){\n    const k=+e.key-1;\n    if(q && S.ans[uid(q)]==null && k<q.options.length){ e.preventDefault(); S.pick=k; S.nudge=false; render(); }\n    return;\n  }\n  const low=e.key.toLowerCase();\n  if(\/^[a-f]$\/.test(low)){\n    const k=low.charCodeAt(0)-97;\n    if(q && S.ans[uid(q)]==null && k<q.options.length){ e.preventDefault(); S.pick=k; S.nudge=false; render(); }\n    return;\n  }\n  if(e.key==='Enter'){ e.preventDefault();\n    if(q && S.ans[uid(q)]==null) check();\n    else if(S.i<p.length-1){ TURN=1; S.i++; S.pick=null; render(); }\n    return; }\n  if(e.key==='ArrowRight'){ e.preventDefault(); TURN=1; S.i++; S.pick=null; render(); return; }\n  if(e.key==='ArrowLeft'){ e.preventDefault(); TURN=-1; S.i--; S.pick=null; render(); return; }\n  if(low==='f'){ e.preventDefault(); $('btnFlag').click(); }\n});\nwindow.addEventListener('beforeunload', save);\n\n\/* =====================================================================\n   19. BOOT\n   ===================================================================== *\/\n$('cdEyebrow').textContent = 'CSS ADDA \u00b7 PromotionExams.com' + (CFG.eyebrow ? '  \u00b7  '+CFG.eyebrow : '');\n$('cdTopic').textContent   = CFG.topic;\n$('cdSub').textContent     = CFG.sub;\ndocument.getElementById('cdRoot').classList.toggle('paper', !!CFG.paperMode);\ndocument.getElementById('cdRoot').classList.toggle('stock', !!CFG.paperTexture);\ndocument.getElementById('cdRoot').classList.toggle('boldq', !!CFG.boldQuestion);\n$('wHead').textContent     = T.onScreen;\n$('wUnit').textContent     = WT ? 'importance' : 'of this bank';\n$('chapHint').textContent  = '';\nif(SRC_ON){\n  $('srcCard').classList.remove('hide');\n  $('srcLink').href = CFG.sourceUrl;\n}\nif(WT && W.derived.length) console.warn('[importance] not rated yet: '+W.derived.join(' | ')+' \u2014 using share of the bank for these.');\nif(WT && W.unstocked.length) console.warn('[importance] these keys matched no chapter in the bank: '+W.unstocked.join(' | '));\nif(WT) console.info('[importance] '+CHAPTERS.filter(c=>W.source[c]==='rated').length+' of '+CHAPTERS.length+' chapters matched a rating.');\nif(!WT) console.info('[ranking] chapterImportance is empty \u2014 chapters are ranked by their share of this bank and importance is not mentioned anywhere.');\nsetTab('quiz');\nconst _resumedAt = restoreResume();\ntry{ render(); }catch(err){ console.error('render failed', err); }\nif(_resumedAt !== 0) resumeBar(_resumedAt);\nwindow.addEventListener('pagehide', markResume);\ndocument.addEventListener('visibilitychange', ()=>{ if(document.hidden) markResume(); });\n\n\/* =====================================================================\n   20. CONTENT PROTECTION\n   Honest about what this can and cannot do.\n\n   REALLY BLOCKED\n     copy, cut, right-click, drag-out, text selection, Ctrl\/Cmd+C, X, S,\n     P, U, and printing or \"Save as PDF\" from the browser.\n\n   DETERRED, NOT BLOCKED\n     screenshots. No web page can stop the operating system taking one \u2014\n     Print Screen, Snipping Tool, macOS Shift-Cmd-4 and every phone all\n     work below the browser. What is done instead: the questions blur the\n     moment this window stops being the front window, which defeats the\n     common \"screenshot with another app\" and casual screen-share cases,\n     and Print Screen is caught where the browser reports it and the\n     clipboard is overwritten.\n\n   NOT BLOCKED AT ALL\n     View Source, Save Page, DevTools, or Reader Mode. Every question is\n     in the page HTML because that is how the widget runs. Anyone willing\n     to open the source can read the bank. Serving questions from a\n     licence-checked endpoint is the only real fix for that; this layer\n     stops casual copying, which is what it is for.\n   ===================================================================== *\/\nconst PROTECT = {\n  selection : true,   \/\/ block selecting, copying, cutting, dragging\n  context   : true,   \/\/ block right-click inside the widget\n  keys      : true,   \/\/ block Ctrl\/Cmd + C X S P U\n  print     : true,   \/\/ swap the paper for a notice when printing\n  veil      : true    \/\/ blur the questions when the window loses focus\n};\n\n(function protectContent(){\n  const root = $('cdRoot');\n  const stop = (e, msg) => { e.preventDefault(); e.stopPropagation(); if(msg) toast(msg); return false; };\n\n  if(PROTECT.selection){\n    ['copy','cut'].forEach(ev => root.addEventListener(ev, e=>{\n      if(e.target && \/^(INPUT|TEXTAREA)$\/.test(e.target.tagName)) return;   \/\/ let the search box work\n      stop(e,'This content cannot be copied');\n    }));\n    root.addEventListener('dragstart', e=>stop(e));\n    root.addEventListener('selectstart', e=>{\n      if(e.target && \/^(INPUT|TEXTAREA)$\/.test(e.target.tagName)) return;\n      e.preventDefault();\n    });\n  }\n\n  if(PROTECT.context)\n    root.addEventListener('contextmenu', e=>stop(e,'Right-click is disabled here'));\n\n  if(PROTECT.keys){\n    document.addEventListener('keydown', e=>{\n      const t=e.target;\n      const inField = t && (\/^(INPUT|TEXTAREA)$\/.test(t.tagName) || t.isContentEditable);\n      const k=(e.key||'').toLowerCase();\n      if((e.ctrlKey||e.metaKey) && ['c','x','s','p','u'].includes(k)){\n        if(inField && (k==='c'||k==='x')) return;    \/\/ copying inside the search box is harmless\n        return stop(e, k==='p' ? 'Printing is disabled' : k==='s' ? 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