What is the purpose of 'Vidyanjali Yojana' ? 1. To enable the famous foreign educational institutions to open their campuses in India. 2. To increase the quality of education provided in government schools by taking help from the private sector and the community. 3. To encourage voluntary monetary contributions from private individuals and organizations so as to improve the infrastructure facilities for primary and secondary schools. Select the correct answer using the code given below :

This snippet notes a broader government strategy of 'openness' to encourage foreign firms to create jobs in India — a general pattern of enabling foreign participation in sectors.

A student could use this as a prompt to check whether education-sector policy (or Vidyanjali guidelines) are aligned with that openness by looking up sector-specific FDI/UGC/MEQA rules on foreign campuses.

Explains legal/constitutional principles that communities have rights to establish educational institutions — a rule about who may set up schools/universities in India.

One could compare these constitutional protections for domestic minority institutions with statutory/ regulatory provisions for foreign entities to infer whether Vidyanjali could extend such establishment rights to foreign institutions.

Describes how national education policy has previously been used to create new types of institutions (e.g., IGNOU) — a pattern that policy initiatives can enable new institutional forms.

A student might examine whether Vidyanjali is framed as a policy instrument capable of creating or authorising new institutional forms (including foreign campuses) by checking its stated objectives and implementing authority.

Lists central government initiatives (Atal Innovation Mission, Start Up India) that actively promote partnerships, innovation and support for non-traditional education/entrepreneurial activity.

Use this pattern to ask if Vidyanjali is similarly permissive toward partnerships with external (including foreign) educational players by reviewing scheme features such as partnership clauses or eligibility.

This snippet states that 'Private efforts were to be encouraged' and that quality of schools was to be improved — showing a policy precedent of using private/extra-governmental support to raise school quality.

A student could infer that contemporary schemes aiming to improve government-school quality might similarly formalize private support, and then check if Vidyanjali matches that pattern.

It describes a scheme implemented 'with the support of local governments and various community organisations' to improve attendance and engagement, illustrating use of community participation in education programmes.

One could generalize that education initiatives often include community partners to boost outcomes, and so investigate whether Vidyanjali explicitly engages community organisations.

Atal Bhujal Yojana is given as an example of using 'people's participation' and local associations for implementation, providing a model of community involvement in central schemes.

A student can use this as a template showing central schemes can operationalize community support, then look for similar mechanisms in Vidyanjali.

This snippet highlights government programmes (e.g., PM eVIDYA) and notes policy openness to private sector roles in certain areas, indicating an environment where private participation in education initiatives is plausible.

Using this as context, a student could expect modern education schemes to incorporate private-sector inputs (digital content, volunteers) and verify if Vidyanjali leverages such private resources.

Lists various programmes aimed at 'improve the quality of education' and stresses integrative approaches, showing quality-improvement is an explicit goal of many central education policies.

A student might reason that Vidyanjali — if framed as an education programme — would plausibly target quality improvement and then check whether its design involves private/community partnerships.

Shows a central scheme (Atal Bhujal Yojana) explicitly envisages 'people's participation' through user associations, illustrating that government programmes sometimes build formal roles for community involvement.

A student could extend this pattern to ask whether Vidyanjali similarly formalises community participation — e.g., by checking Vidyanjali documents for provisions inviting local/voluntary support.

Includes an option indicating government schemes can 'fund the voluntary organizations' involved in promotion of skills — demonstrating two-way finance links between government schemes and voluntary organisations.

One could use this as precedent to investigate whether Vidyanjali reverses that flow (solicits funds from individuals/organisations) by looking for clauses on voluntary contributions.

Lists multiple education programmes (Sarva Siksha Abhiyan, Mid-Day Meal, etc.) aimed at improving quality and access, showing the state uses varied instruments to strengthen schools.

A student might infer that non-state resource mobilisation (voluntary contributions) is one possible instrument and check Vidyanjali for language about private support for infrastructure.

Describes the school continuum and focus on inclusive, quality education aligning with SDGs, implying schemes target retention/quality which can include infrastructure improvements.

Use this as a motive clause: since infrastructure affects retention/quality, a student could reasonably look for Vidyanjali provisions linking private contributions to infrastructure upgrades.

Shows government uses targeted umbrella schemes (for ST education) that include establishing/strengthening schools and hostels, indicating precedent for schemes that mobilise external actors/resources for school infrastructure.

A student could compare Vidyanjali to such umbrella schemes to see if it similarly invites non-governmental support for physical improvements.