Read the passage carefully:
(1) This report presents findings from the Youth Aspirations in India Survey in which 5,764 youth between the ages of 15 and 30 were asked about their employment, education, and skilling aspirations.
(2) Indian youth valued higher education. 50 percent of respondents aspire to attain a post-graduate degree, 24 percent a PhD, and 21 percent a bachelor's degree. Only 2 percent of respondents hope to attain a college or vocational diploma as their highest form of education.
(3) Respondents have a strong preference for attaining higher education degrees. At the same time, there is an awareness of changing skills requirements and an interest in augmenting their skills. 76 percent of youth report being very interested in pursuing a skills development programme. 70 percent of youth identified more employment opportunities as the main motivation for wanting to pursue skills development training.
(4) A study related to their job preference reveals their strong desire for job security and opportunities for career advancement. It is evident from the following data:
(5) In the context of technological adoption and digitization, jobs and tasks, along with the competencies required to execute them, are changing. 86 percent of youth feel very or moderately up to date with changes in skills requirements. Yet, 39 percent of youth feel very prepared or prepared for their ideal job, while 16 percent of youth feel either not prepared or very unprepared for their ideal job.
(6) Female respondents' education and employment aspirations match, if not exceed, those of male respondents. Yet, female respondents face discriminatory biases in hiring, have less paid work experience than their male counterparts, and face greater barriers in pursuing skills development opportunities. 60 percent of female respondents, for example, report having no paid work experience, compared to 54 percent of male respondents. In addition, 15 percent of female respondents report personal biases such as marital status, gender, age, or family background as a main barrier to employment compared to 9 percent of male respondents. While more female respondents report being very interested in participating in a skills development programme, only 19 percent have enrolled in a programme, compared to 26 percent of male respondents.
Answer the following questions, based on the given passage:
As per the survey, Indian youth is broadly focused on
Show Hint
- Skill development and entrepreneurship.
- Private sector jobs and technology.
- Higher education and career opportunities.
- Vocational diploma and public sector jobs.
The Correct Option is C
Solution and Explanation
With reference to paragraph 3, what is the latest trend among Indian youth in preparing themselves for the job market?
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Solution and Explanation
With reference to the table, state one reason for entrepreneurship being the last preference among Indian youth.
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Solution and Explanation
Cite two evidences from the text to show that gender bias is still a hindrance in the progress of women in society.
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Solution and Explanation
Complete the following sentence suitably:
The driving force for the Indian youth to join a skill development programme is _________.
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Solution and Explanation
Paragraph 5 uses the words ‘competencies’ and ‘adoption’. Classify the following sentences which talk about ‘competency’ and which talk about ‘adoption’.
Sentence 1: Ria embraced new technology to gain a global market for her paintings.
Sentence 2: Ria displays her artistic skill through her paintings.
Sentence 2: Ria displays her artistic skill through her paintings.
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Solution and Explanation
Cite two evidences from the text to show that Indian youth is adapting itself to the needs of the job market.
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Solution and Explanation
Choose the correct option: The main roadblocks to employment opportunities for females are:
Here is what is written in the image, transcribed exactly:
lack of interest
marriage
lack of opportunities
over qualification
family background
Here is what is written in the image, transcribed exactly:
lack of interest
marriage
lack of opportunities
over qualification
family background
Show Hint
- (i) & (ii)
- (iii) & (iv)
- (ii), (iii) & (v)
- (iv) & (v)
The Correct Option is C
Solution and Explanation
Top Questions on Reading Comprehension
(1) Pancakes, a beloved breakfast dish across the world, has a surprisingly long and diverse history. Archaeological evidence shows that people were cooking pancakes as food as far back as 30,000 years ago on hot stones and primitive griddles.
(2) In ancient Greece and Rome, pancakes were made from wheat flour, olive oil, honey, and curdled milk. They were often served as a sweet treat during festivals or special occasions. In medieval Europe, pancakes became a popular dish during Shrove Tuesday, the day before Lent began. In France, thin crepes became a national delicacy, often filled with sweet or savoury ingredients. In Russia, blinis were made using buckwheat flour and served with sour cream or caviar. In Ethiopia, the spongy injera became a staple food, made from teff flour and used as both a plate and utensil. Similarly, in China, pancakes are often savoury while in Japan, fluffy “souffl´ e pancakes” have become a modern favourite.
(3) The American version of pancakes, thick and soft, gained popularity in the 18th century. The use of baking powder made them light and airy, and they were often served with butter and maple syrup– a symbol of hearty comfort food. Over time, pancakes became a universal dish, symbolizing community and celebration. Whether sweet or savoury, thick or thin, every culture has found a way to adapt this simple food to its own taste and traditions.
(4) India has its own rich tradition of similar dishes that have been enjoyed for centuries. Across the country, almost every region has a version of a pancake– whether sweet or savoury– made from grains, pulses, or rice. These Indian pancakes not only satisfy hunger but also reflect the diversity of India’s culinary culture. In South India, dosas and adai are the most famous forms of pancakes. Made from a fermented batter of rice and lentils, dosas are crisp and light, while adai is thicker and more filling. The fermentation process adds a unique sour flavor and makes them nutritious and easy to digest. In Kerala, the appam, made with fermented rice batter and coconut milk, is soft in the center and crispy at the edges. Moving north, we find the western style cheela, a simple and wholesome Indian pancake made from gram flour, spiced with onions, chillies and coriander. In Maharashtra, the thalipeeth is a multigrain pancake that uses flours like jowar, bajra and rice mixed with spices and vegetables. It is both flavorful and filling, providing a good balance of carbohydrates and proteins.
(5) In the eastern parts of India, pitha is a traditional pancake made during festivals and special occasions. Varieties like patishapta in Bengal are sweet, filled with coconut and jaggery. In Assam and Odisha, pithas can be steamed, fried, or roasted, depending on the custom and region. In the western deserts of Rajasthan and Gujarat, people prepare chilla and handvo, which are savoury western pancake-like dishes baked in traditional ovens. These pancakes are a blank canvas for toppings, waiting for a splash of fruit or a scattering of condiments.
(6) Today, pancakes continue to evolve with new recipes, from vegan and gluten-free varieties to those infused with fruits, oats, or even protein powder. Despite their many forms, they remain a timeless reminder of how food connects mankind through shared history and creativity. Each pancake tells a story of regional identity, food traditions and a deep love for food that brings people together. Pancakes are warm, edible hugs that are a perfect comfort on a bleak day.- CBSE Class X - 2026
- English
- Reading Comprehension
(1) Rate of Internet Reach in India : 2014–2024
The rate of internet reach in India rose over 52% in 2024 from about 14% in 2014. Although these figures seem relatively low, it meant that more than half of the population of 1.4 billion people had internet access that year. This also ranked the country second in the world in terms of active internet users.
(2) Internet availability and accessibility By 2021 the number of internet connections across the country tripled in urban areas because of a higher density of population leading to an increase in the number of connections. However, despite of incredibly low internet prices, internet usage in India has yet to reach its full potential. Lack of awareness about the internet in India persists, especially in rural areas and among women, driven by digital divide, infrastructure limitations, and a lack of perceived need for the internet. This hinders digital adoption, with many not knowing how to use the internet or even being aware of its existence. Targeted awareness campaigns and digital literacy programs are crucial to bridge this gap and ensure people understand and can benefit from the digital ecosystem.
(3) Digital living Home to one of the largest bases of netizens in the world, India is abuzz with internet activities being carried out every moment of every day. From information and research to shopping and entertainment to living in smart homes, Indians have welcomed digital living with open arms.
Rate of Internet Reach in India
- CBSE Class X - 2026
- English
- Reading Comprehension
Extract: “We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination. Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another. The sun shall never set on so glorious a human achievement.”
(Nelson Mandela– Long Walk to Freedom)- CBSE Class X - 2026
- English
- Reading Comprehension
Extract: OOP : I haven’t a clue. I’ve been to seven galaxies, but I’ve never seen anything like this. Maybe they’re hats. (He opens a book and puts it on his head.) Say, maybe this is a haberdashery!
OMEGA:(bowinglow) Perhaps the Great and Mighty Think-Tank will give us the benefit of his thought on the matter.
THINK-TANK:Elementary, my dear Omega. Hold one of the items up so that I may view it closely. (Omega holds a book on the palm of her hand.) Yes, yes, I understand now. Since Earth creatures are always eating, the place in which you find yourselves is undoubtedly a crude refreshment stand.
OMEGA:(to Iota and Oop) He says we’re in a refreshment stand.
OOP:Well, the Earthlings certainly have a strange diet. (The Book that Saved the Earth)- CBSE Class X - 2026
- English
- Reading Comprehension
Some say the world will end in fire
some say in ice.
From what I’ve tasted of desire
I hold with those who favour fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.
- Robert Frost- CBSE Class X - 2026
- English
- Reading Comprehension
Questions Asked in CBSE CLASS XII exam
- Find the general solution of the differential equation \[ y\log y\,\frac{dx}{dy}+x=\frac{2}{y}. \]
- CBSE CLASS XII - 2026
- Differential Equations
- A square loop of side 0.50 m is placed in a uniform magnetic field of 0.4 T perpendicular to the plane of the loop. The loop is rotated through an angle of 60° in 0.2 s. The value of emf induced in the loop will be:
- CBSE CLASS XII - 2026
- Electromagnetic induction
A racing track is built around an elliptical ground whose equation is given by \[ 9x^2 + 16y^2 = 144 \] The width of the track is \(3\) m as shown. Based on the given information answer the following:
(i) Express \(y\) as a function of \(x\) from the given equation of ellipse.
(ii) Integrate the function obtained in (i) with respect to \(x\).
(iii)(a) Find the area of the region enclosed within the elliptical ground excluding the track using integration.
OR
(iii)(b) Write the coordinates of the points \(P\) and \(Q\) where the outer edge of the track cuts \(x\)-axis and \(y\)-axis in first quadrant and find the area of triangle formed by points \(P,O,Q\).
- CBSE CLASS XII - 2026
- Integration
- Consider a cylindrical conductor of length \( l \) and area of cross-section \( A \). Current \( I \) is maintained in the conductor and electrons drift with velocity \( \vec{v}_d \, (|\vec{v}_d| = \frac{eE}{m} \tau) \), where symbols have their usual meanings. Show that the conductivity of the material of the conductor is given by \[ \sigma = \frac{n e^2 \tau}{m}. \]
- CBSE CLASS XII - 2026
- Current Density
- The painting Hazrat Nizamuddin Auliya and Amir Khusro belongs to which sub-school of Deccan Miniature?
- CBSE CLASS XII - 2026
- Indian Miniature Paintings and Museums