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Reading Comprehension for IBPS PO/Clerk 2017 will help you learn concepts on important topics in English Section.
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Reading Comprehension for IBPS PO 2017
Directions:(1-10) Read the following passage carefully and answer the questions. Certain words are in bold to help you locate them while answering some of the questions.
Universities are in the news. Yet again, for the wrong reasons. It would seem that February is jinxed for universities in the Capital. This year, it was the violence in Delhi University’s (DU’s) Ramjas College. Last year, it was the storm in Jawaharlal Nehru University (JNU).These occurrences negate the essential concept of universities as autonomous spaces, where freedom of expression, exploration of ideas and advancement of knowledge are an integral part of the learning process. There are bound to be differences in views, but these must be addressed through discussion, with open minds. In this, there must be respect—not contempt—for the other. The attitude of the ABVP is the opposite, as it seems to believe that those who are not with them are against them, or worse, anti-national. And its behaviour is simply unacceptable. The ABVP has a right to disagree. It should pose questions, engage in debate, or organize events to articulate its views, but it cannot and must not seek to silence others. Universities are, above all, about reason and tolerance. India’s college and universities, with just a few exceptions, have become large, under-funded, ungovernable institutions. At many of them politics has intruded into campus life, influencing academic appointments and decisions across levels. Under investment in libraries, information technology, laboratories, and classrooms makes it very diffcult to provide top-quality instruction or engage in cutting-edge research. The rise in the number of part-time teachers and the freeze on new full-time appointments in many places have affected morale in the academic profession. The lack of accountability means that teaching and research performance is seldom measured. The system provides few incentives to perform. Bureaucratic inertia hampers change. Student unrest and occasional faculty agitation disrupt operations. Nevertheless, with a semblance of normality, faculty administrators are able to provide teaching, coordinate examination, and award degrees.
Even the small top tier of higher education faces serious problems. Many IIT graduates, well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India. Half leave the country immediately upon graduation to pursue advanced studies abroad and most do not return. A stunning 86 percent of students in science and technology fields from India who obtain degrees in the United States do not return home immediately following their study. Another significant group, of about 30 percent, decides to earn MBAs in India because local salaries are higherand are lost to science and technology. A corps of dedicated and able teachers work at the IITs and IIMs, but the lure of jobs aboard and in the private sector makes in increasingly difficult to retain the best and the brightest to the academic profession.
Few in India are thinking creatively about higher education. There is no field of higher education research. Those in government as well as academic leaders seem content to do the ‘same old thing.’ Academic institutions and systems have become large and complex. They need good data, careful analysis, and creative ideas. In China, more than two-dozen higher education research centres, and several government agencies are involved in higher education policy for optimum planning.
India has survived with an increasingly mediocre higher education system for decades. Now as India strives to compete in a globalised economy in areas that require highly trained professionals, the quality of higher education becomes increasingly important. So far, India’s large educated population base and its reservoir of at least moderately well-trained university graduates have permitted the country to move ahead. But the competition is fierce. China in particular is heavily investing in improving its best universities with the aim of making a small group of them world class in the coming decade, and making a larger number internationally competitive research universities.
To compete successfully in the knowledge based economy of the 21st century, India needs enough universities that not only produce bright graduates for export but can also support sophisticated research in a number of scientific and scholarly fields and produce at least some of the knowledge and technology needed for an expanding economy. How can India build a higher education system that will permit it to join developed economies? The newly emerging private sector in higher education cannot spearhead academic growth. Several of the well-endowed and effectively managed private institutions maintain reasonably high standards, although it is not clear whether these institutions will be able to sustain themselves in the long run. They can help produce well-qualified graduates in such fields as management, but they cannot form the basis for comprehensive research universities. This sector lacks the resources to build the facilities required for quality instruction and research in the sciences. Most of the private institutions do not focus on advanced training in the sciences.
Only public universities have the potential to be truly world class institutions. But these institutions have not been adequately or consistently supported. The top institutions require sustained funding from public sources. Academic salaries must be high enough to attract excellent scientists and scholars. Fellowships and other grants should be available for bright students. An academic culture that is based on merit-based norms and competition for advancement and research funds is a necessary component, as is a judicious mix of autonomy to do creative search and accountability to ensure productivity. World class universities require world class professors and students and a culture to sustain and stimulate them.
1. What, according to the author, is the shortfall of our government officials as well as academicians when it comes to higher education?
A. They are of the opinion that India has the best system of higher education in the world.
B. They believe that it is the responsibility of private institutions to bring about a change in higher education.
C. They are unaware of the new developments in the field of higher education.
D. They are unwilling to invest money in higher education despite getting sufficient grants for the purpose.
E. They do not think innovatively in the direction of bringing about a change in higher education and are struck in a rut.
2.Which of the following is/are problem/s faced by Indian colleges and universities?
(A) Political interference in decision making
(B) Lack of funding necessary for improvement in classrooms, libraries, etc.
(C) Hiring of teachers on a part-time basis only.
A. Only (A)
B. Only (B) and (C)
C. Only (C)
D. Only (A) and (B)
E. All (A), (B) and (C)
3.Which of the following steps has China taken to improve higher education?
(A) Their education policy formation involves many governmental bodies for thoughtful planning.
(B) They are sanctioning grants to their teachers to facilitate the improvement process
(C) They are investing in universities to make them internationally competitive.
A. Only (B)
B. Only (A) and (C)
C. Only (C)
D. Only (B) and (C)
E. All (A), (B) and (C)
4.How, according to the author, has India progressed despite a mediocre higher education system?
A. By borrowing ideas as well as technology from the west
B. By convincing the world that it is more knowledgeable than it actually is
C. On the basis of its fairly competent graduates and a large number of educated population
D. Because of its sound and progressive economic policies
E. On the basis of the goodwill accumulated by it over the years
5.Which of the following is possibly the most appropriate title for the passage?
A. Literacy in India
B. State of Higher Education in India.
C. Top Universities of India
D. Educational Institutes in India
E. Comparative Study of Higher Education in India and China
6.Choose the word/group of words which is most similar in meaning to the world/group of words given in bold as used in the passage. JUDICIOUS
A. Hard working
B. Legal
C. Thoughtful
D. Difficult
E. Shrewd
7.Choose the word/group of words which is most similar in meaning to the world/group of words given in bold as used in the passage. CONTENT
A. Unhappy
B. Matter
C. Enclosure
D. Satisfied
E. Substance.
8.Choose the word/group of words which is most similar in meaning to the world/group of words given in bold as used in the passage. GRANTS
A. Agreement
B. Funding
C. Allow
D. Let
E. Consent
9.Choose the word/group of words which is opposite in meaning to the word/group of words given in bold as used in the passage. FIERCE
A. Strong
B. Weak
C. Tame
D. Scrawny
E. Timid
10.Choose the word/group of words which is opposite in meaning to the word/group of words given in bold as used in the passage. BURGEONING
A. Minimizing
B. Growing
C. Escalating
D. Dwindling
E. Easing
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