Extension and Community Development Questions and Answers

Q: Which of the following are the tasks of a supervisor in Integrated Child Development Services (ICDS) ?(a) Contacting village leaders and important persons.(b) Organising community meetings.(c) Selection of Anganwadi workers and helpers.(d) Provide formal education to the children of the village.Choose the most appropriate answer from the options given below :

The tasks are (a), (b) and (c) only.An ICDS supervisor (Mukhya Sevika) guides and supervises a group of anganwadi centres. Her work includes contacting village leaders and influential persons to win community support, organising community meetings, and helping select anganwadi workers and helpers.Formal education (d) is not part of ICDS. The anganwadi offers non-formal pre-school education to children aged three to six, and formal schooling is the job of the school system. So any option including (d) is wrong.

Q: Integrated Child Development Services (ICDS) projects are set up in backward and poor regions and cover children who come from :(a) landless families(b) affluent farmers with high family income(c) scheduled castes and scheduled tribes families(d) families whose monthly income is less than Rs. 500/-Choose the most appropriate answer from the options given below :

ICDS covers children from (a), (c) and (d) only.ICDS projects were first set up in backward, tribal and slum areas to reach the most vulnerable children: those from landless families, from scheduled caste and scheduled tribe families, and from families with very low incomes, such as below Rs. 500 a month in the scheme's early norms.Children of affluent farmers with high family incomes (b) are not the target group, so every option including (b) is wrong.

Q: Learning in a non-formal education programme takes place through :

Learning in non-formal education takes place through democratic discussion and dialogue.Non-formal education programmes, such as adult education and women's groups, are flexible and learner-centred. Learners take part as equals in discussion of their own problems and experiences, following the dialogue-based approach associated with Paulo Freire, rather than receiving lectures.The classroom is the setting of formal education. The telephone and the internet are media that may carry some lessons, but they are not the way non-formal programmes are characterised.

Q: An out-of-school system of education for rural women :

It is extension education.Extension education is an out-of-school system of education in which people, especially rural families, learn practical knowledge and skills in their own setting through demonstrations, meetings, home visits and campaigns. Home science extension in particular reaches rural women with knowledge on nutrition, child care, health and income generation.Management, participation and communication are processes or skills used within extension work, but none of them is itself a system of education.

Q: .................. extending technical knowledge to wives, in urban and rural areas on food, child care and home decoration.

The blank is filled by home science extension.Home science extension is the branch of extension education that carries technical knowledge from home science research and institutions to homemakers in villages and towns. Its subject matter is exactly what the stem lists: food and nutrition, child care, and home management and decoration, taught through demonstrations, camps and group meetings.Industry, organization and management are general terms that do not describe this educational service to families.

Q: ................... is a method of indirect control and provide development of personnel.

The blank is filled by supervision.In extension administration, supervision is described as a method of indirect control: rather than ordering every action, the supervisor guides, advises and helps field workers, and through this guidance develops their skills and abilities. It therefore serves both control and the development of personnel.Extension is the educational work itself, planning is deciding in advance what is to be done, and evaluation is judging results after the work. None of them combines indirect control with staff development in this way.

Q: The community involvement process does not include :

The process does not include interview of all members.Community involvement in extension and development work proceeds through building rapport with the community, assessing its felt needs, and securing people's participation in planning and carrying out programmes.Interviewing every member of a community is neither practical nor necessary. Needs are assessed through key informants, group meetings and sample surveys, so a complete round of interviews is not a step in the process.

Q: You are engaged in promoting breast feeding through an intensive campaign of one week. At the end of three days you talk to important stakeholders to know if your work is going in the right direction. In this case you are doing :

This is mid course program evaluation.Evaluation carried out while a programme is still running, to check whether it is on the right track and to correct it in time, is mid-course (formative or process) evaluation. Talking to stakeholders on the third day of a seven-day campaign is exactly that.Summative evaluation comes at the end and judges the final outcome or impact. Formal programme evaluation suggests a planned, structured study with set instruments, not an informal check with stakeholders. Message effectiveness evaluation tests whether particular messages were understood and accepted, which is narrower than asking whether the work as a whole is going in the right direction.

Q: Which format of training is most effective in reaching out to para professionals who work in community settings ?

The most effective format is pre-service training with regular short term follow-up training on the job.Para-professionals such as anganwadi workers and community health volunteers need basic knowledge and skills before they start, which pre-service training gives. Community work then throws up new problems, and skills fade without practice, so periodic short refresher training in the field keeps them effective.An orientation at induction alone gives no follow-up. Strict everyday supervision is costly and undermines the worker's own judgement. A prescribed module for everyday activities is rigid and does not build skills to handle varied community situations.

Q: ................... is one objective of Home Science extension.

One objective is to bring about desirable change in human behaviour.Home Science extension is an educational process. It aims to change the knowledge, skills and attitudes of families, especially rural women, so that they adopt better practices in nutrition, health, child care and home management and so improve their standard of living.Extension works through voluntary participation and education, not control, so 'to control human behaviour' or 'to control the rural people' is the opposite of its approach. Creating problems is not an objective at all.

Which of the following are the tasks of a supervisor in Integrated Child Development Services (ICDS) ?

(a) Contacting village leaders and important persons.
(b) Organising community meetings.
(c) Selection of Anganwadi workers and helpers.
(d) Provide formal education to the children of the village.

Choose the most appropriate answer from the options given below :

A.(a), (b), (c) and (d)
B.(b), (c) and (d) only
C.(a), (c) and (d) only
D.(a), (b) and (c) only

Exam Year(s)

RSMSSB - 2024, RSMSSB Mahila Supervisor - 2024,

Answer: D

The tasks are (a), (b) and (c) only.

An ICDS supervisor (Mukhya Sevika) guides and supervises a group of anganwadi centres. Her work includes contacting village leaders and influential persons to win community support, organising community meetings, and helping select anganwadi workers and helpers.

Formal education (d) is not part of ICDS. The anganwadi offers non-formal pre-school education to children aged three to six, and formal schooling is the job of the school system. So any option including (d) is wrong.

Discuss in Forum

Integrated Child Development Services (ICDS) projects are set up in backward and poor regions and cover children who come from :

(a) landless families
(b) affluent farmers with high family income
(c) scheduled castes and scheduled tribes families
(d) families whose monthly income is less than Rs. 500/-

Choose the most appropriate answer from the options given below :

A.(a), (b) and (c) only
B.(c) and (d) only
C.(a), (c) and (d) only
D.(b) and (c) only

Exam Year(s)

RSMSSB - 2024, RSMSSB Mahila Supervisor - 2024,

Answer: C

ICDS covers children from (a), (c) and (d) only.

ICDS projects were first set up in backward, tribal and slum areas to reach the most vulnerable children: those from landless families, from scheduled caste and scheduled tribe families, and from families with very low incomes, such as below Rs. 500 a month in the scheme's early norms.

Children of affluent farmers with high family incomes (b) are not the target group, so every option including (b) is wrong.

Discuss in Forum

Learning in a non-formal education programme takes place through :

A.Democratic discussion and dialogue
B.Telephone
C.Classroom
D.Internet

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

Learning in non-formal education takes place through democratic discussion and dialogue.

Non-formal education programmes, such as adult education and women's groups, are flexible and learner-centred. Learners take part as equals in discussion of their own problems and experiences, following the dialogue-based approach associated with Paulo Freire, rather than receiving lectures.

The classroom is the setting of formal education. The telephone and the internet are media that may carry some lessons, but they are not the way non-formal programmes are characterised.

Discuss in Forum

An out-of-school system of education for rural women :

A.Management
B.Participation
C.Extension education
D.Communication

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: C

It is extension education.

Extension education is an out-of-school system of education in which people, especially rural families, learn practical knowledge and skills in their own setting through demonstrations, meetings, home visits and campaigns. Home science extension in particular reaches rural women with knowledge on nutrition, child care, health and income generation.

Management, participation and communication are processes or skills used within extension work, but none of them is itself a system of education.

Discuss in Forum

.................. extending technical knowledge to wives, in urban and rural areas on food, child care and home decoration.

A.Industry
B.Organization
C.Home science extension
D.Management

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: C

The blank is filled by home science extension.

Home science extension is the branch of extension education that carries technical knowledge from home science research and institutions to homemakers in villages and towns. Its subject matter is exactly what the stem lists: food and nutrition, child care, and home management and decoration, taught through demonstrations, camps and group meetings.

Industry, organization and management are general terms that do not describe this educational service to families.

Discuss in Forum

................... is a method of indirect control and provide development of personnel.

A.Supervision
B.Extension
C.Planning
D.Evaluation

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

The blank is filled by supervision.

In extension administration, supervision is described as a method of indirect control: rather than ordering every action, the supervisor guides, advises and helps field workers, and through this guidance develops their skills and abilities. It therefore serves both control and the development of personnel.

Extension is the educational work itself, planning is deciding in advance what is to be done, and evaluation is judging results after the work. None of them combines indirect control with staff development in this way.

Discuss in Forum

The community involvement process does not include :

A.Rapport building
B.Need assessment
C.Interview of all members
D.Securing people's participation

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: C

The process does not include interview of all members.

Community involvement in extension and development work proceeds through building rapport with the community, assessing its felt needs, and securing people's participation in planning and carrying out programmes.

Interviewing every member of a community is neither practical nor necessary. Needs are assessed through key informants, group meetings and sample surveys, so a complete round of interviews is not a step in the process.

Discuss in Forum

You are engaged in promoting breast feeding through an intensive campaign of one week. At the end of three days you talk to important stakeholders to know if your work is going in the right direction. In this case you are doing :

A.Formal program evaluation
B.Mid course program evaluation
C.Message effectiveness evaluation
D.Summative program evaluation

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: B

This is mid course program evaluation.

Evaluation carried out while a programme is still running, to check whether it is on the right track and to correct it in time, is mid-course (formative or process) evaluation. Talking to stakeholders on the third day of a seven-day campaign is exactly that.

Summative evaluation comes at the end and judges the final outcome or impact. Formal programme evaluation suggests a planned, structured study with set instruments, not an informal check with stakeholders. Message effectiveness evaluation tests whether particular messages were understood and accepted, which is narrower than asking whether the work as a whole is going in the right direction.

Discuss in Forum

Which format of training is most effective in reaching out to para professionals who work in community settings ?

A.Pre-service training with regular short term follow-up training on the job
B.Pre-service training with orientation at induction
C.On the job training with strict everyday supervision
D.Pre-service orientation with prescribed module for everyday activities

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

The most effective format is pre-service training with regular short term follow-up training on the job.

Para-professionals such as anganwadi workers and community health volunteers need basic knowledge and skills before they start, which pre-service training gives. Community work then throws up new problems, and skills fade without practice, so periodic short refresher training in the field keeps them effective.

An orientation at induction alone gives no follow-up. Strict everyday supervision is costly and undermines the worker's own judgement. A prescribed module for everyday activities is rigid and does not build skills to handle varied community situations.

Discuss in Forum

10.

................... is one objective of Home Science extension.

A.To control the human behaviour
B.To bring about desirable change in human behaviour
C.To create problems
D.To control the rural people

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: B

One objective is to bring about desirable change in human behaviour.

Home Science extension is an educational process. It aims to change the knowledge, skills and attitudes of families, especially rural women, so that they adopt better practices in nutrition, health, child care and home management and so improve their standard of living.

Extension works through voluntary participation and education, not control, so 'to control human behaviour' or 'to control the rural people' is the opposite of its approach. Creating problems is not an objective at all.

Extension and Community Development Questions and Answers

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