UGC NET Education Syllabus

UGC NET Education Syllabus - National Testing Agency (NTA) has prescribed the UGC NET syllabus for Education for all those who wish to take Education as their subject. Candidates can choose Education as their exam subject while filling UGC NET application form. There are a total of 101 subjects from among which candidates can choose their desired subject. Candidates must go through the UGC NET Education syllabus thoroughly before starting off with their exam preparation. By going through the UGC NET syllabus for Education, candidates will be able to know all the topics and chapters from where the questions will be asked in the exam. Candidates selecting Education as their subject will have to take Paper II in Education containing questions from all chapters mentioned in UGC NET Education syllabus. After preparing all the topics and subjects mentioned in the syllabus, candidates can easily crack the UGC NET exam. To know more about the UGC NET Education syllabus, go through the article below.

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UGC NET 2020 exam is to be held in June/July (earlier the date was June 15 to 20 which remains cancelled due to COVID-19) in online mode. As per UGC NET exam pattern, the test is held for two papers - paper I and II. While paper I is common for all, paper II is based on the subjects opted by the candidates. The exam is conducted to determine the eligibility of the candidates as Assistant Professors and award Junior Research Fellowship.

UGC NET Education Syllabus 2020 Overview

UGC NET Exam Dates 2020

The table below contains the UGC NET 2020 exam dates along with other important dates:

UGC NET Important Dates 2020

UGC NET Education Syllabus

As per the syllabus of UGC NET Education papers, the questions will be asked from a total of ten units. The table below contains the topics and chapters from where all questions will be asked in the UGC NET question papers for Education.

UGC NET Syllabus For Education - Units

Unit 1

UGC NET Education Syllabus - Educational Studies

a) Contribution of Indian Schools of philosophy (Sankhya Yoga,, Vedanta, Jainism, Buddhism) with Dayanand Darshan (special reference), Vidya, and Islamic traditions towards educational aims and methods to acquiring valid knowledge.

b) Contribution of Western schools of thoughts (Naturalism, Idealism, Realism, Existentialism, Pragmatism, Marxism) and their contribution to Education with reference to knowledge, information, and wisdom

c) Approach to Sociology of Education (Structural Functionalism, symbolic interaction and Conflict Theory). Concept and types of social Institutions along with their functions (school, family, and society), Concept of Social Movements, Theories of Social Movements (Resource Mobilization, Political Process Theory, Relative Deprivation and New Social Movement Theory)

d) Socialization and education

1. Education and culture

2. Contribution of thinkers

3. 
   

   • Swami Vivekananda

   • Mahatma Gandhi

   • Rabindranath Tagore

   • Paulo Freire

   • Aurobindo

   • Nel Noddings

   • J.Krishnamurti

   • Wollstonecraft

   • Savitribai Phule

3. National Values as enshrined in the Indian Constitution - liberty, Socialism, Secularism, equality, justice, democracy, freedom with special reference to education.

Unit 2

UGC NET Education Syllabus - History, Politics and Economics of Education

a) Committees and Commissions

Contribution to Teacher Education Secondary Education Commission (1953), National Curriculum Framework 2005 National Policy of Education (1986,1992), Kothari Education Commission (1964-66), National Commission on Teachers (1999), National Knowledge Commission (2007), Yashpal Committee Report (2009), Justice Verma Committee Report (2012) National Curriculum Framework for Teacher Education (2009)

b) Relationship between Policies and Education, Determinants of Educational Policy and Process of Policy formulation, Linkage between Educational Policy and National Development: Analysis of the existing situation, evaluation of policy options, generation of policy options, making the policy decision, planning of policy implementation, and subsequent policy cycles.

c) Concept of Economics of Education: Cost Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to policy impact assessment, Higher Education Signaling Theory Vs Human Capital Theory, Concept of Educational Finance; Educational finance at Micro and Macro Levels, Concept of Budgeting

d) Relationship Between Politics and Education, Approaches to Understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Perspectives of Politics of Education Liberal, Education for Political Development and Political Socialization.

Conservative and Critical.

Unit 3

UGC NET Education Syllabus - Learner and Learning Process

a) Growth and Development: Cognitive Processes and stages of Cognitive Development , Concept and principles, Personality: Mental health and Mental hygiene, Definitions and theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka) ,

b) Approaches to Intelligence from Unitary to Multiple: Concepts of Social intelligence, emotional intelligence, multiple intelligence, theories of Intelligence by Sternberg, Gardner, Assessment of Intelligence, Concepts of Problem Solving, Critical thinking, Metacognition and Creativity

c) Principles and Theories of learning:

• Behaviouristic

• Cognitive and Social theories of learning

• Factors affecting social learning

• social competence

• Concept of social cognition

• understanding social relationship

• socialization goals

d) Guidance and Counselling:

• Nature, Principles and Need,

• Types of guidance (educational, personal, vocational, health and social & Directive, Non-directive and Eclectic)

• Approaches to counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic

• Person Centred Counselling (Carl Rogers) - Theories of Counselling (Rational, Behaviouristic, Emotive and Reality).

Unit 4

UGC NET Education Syllabus - Teacher Education

a) Meaning, Nature and Scope of Teacher Education

• Types of Teacher Education Programs

• The Structure of Teacher Education Curriculum and its Vision as per NCERT and NCTE at Elementary, Secondary and Higher Secondary Levels

• Organization of Components of Pre-service Teacher Education Transactional Approaches Expository,

• Collaborative and Experiential learning

b) Understanding Knowledge base of Teacher Education, Deng and Luke & Habermas, Meaning of Reflective Teaching and Strategies for Promoting Reflective Teaching, Models of Teacher Education - Behaviouristic, Competency-based and Inquiry Oriented Teacher Education Models

c) Concept, Need, Purpose and Scope of In-service Teacher Education, Agencies and Institutions of In-service Teacher Education at District, Organization and Modes of In-service Teacher Education, State and National Levels (SSA, SCERT, RMSA, NCERT, UGC, and NCTE), Preliminary Consideration in Planning in-service teacher education programme (Purpose, Duration, Resources and Budget)

d) Concept of Profession and Professionalism, Professional Ethics of Teachers,Teaching as a Profession, ICT Integration, Innovation in Teacher Education, Personal and Contextual factors affecting Teacher Development, Quality Enhancement for Professionalization of Teacher Education,

Unit 5

UGC NET Education Syllabus - Curriculum Studies

a) Concept and Principles of Curriculum

• Strategies of Curriculum Development,

• Stages in the Process of Curriculum development,

• Foundations of Curriculum Planning - Philosophical Bases (democratic, National),

• Sociological basis (socio cultural reconstruction),

• Psychological Bases (learner’s needs and interests),

• Benchmarking

• Role of National level Statutory Bodies - NCTE, UGC, and University in Curriculum Development

b) Models of Curriculum Design

• Traditional and Contemporary Models (Academic / Discipline Based Model,

• Competency Based Model,

• Social Functions/Activities Model

• Individual Needs

• Interests Model,

• Outcome Based Integrative Model

• Intervention Model,

• C I P P Model (Context, Input, Process, Product)

c) Instructional System, Instructional Techniques, Approaches to Evaluation of Curriculum Instructional Media and Material in enhancing curriculum Transaction: Approaches to Curriculum and Instruction (Academic and Competency Based Approaches), Models of Curriculum Evaluation: Stakes’ Model, Tyler’s Model,Kirkpatrick’s Model, Scriven’s Model,

d) Types of Curriculum change, Approaches to curriculum change, Factors affecting curriculum change, Role of students, teachers and educational administrators in curriculum change and improvement, Types of Research in Curriculum Studies and Scope of curriculum research.

Unit 6

UGC NET Education Syllabus - Research in Education

a) Meaning and Scope of Educational Research, Characteristics of Scientific Method (Replicability, Precision, Falsifiability and Parsimony), Meaning and steps of Scientific Method, Types of Scientific Method (Exploratory, Explanatory and Descriptive), Aims of research as a scientific activity: Problem-solving, Types of research (Fundamental, Applied and Action), Theory Building and Prediction, Designs in educational research (Descriptive, Experimental and Historical), Approaches to educational research (Quantitative and Qualitative),

b) Variables:

• Meaning of Concepts

• Constructs and Variables

• Types of Variables (Independent, Dependent, Extraneous, Intervening and Moderator)

• Hypotheses - Concept, Sources, Types (Research, Page 5 of 8 Directional, Non-directional, Null)

• Formulating Hypothesis

• Characteristics of a good hypothesis

• Steps of Writing a Research Proposal

• Concept of Universe and Sample

• Characteristics of a good Sample,

• Techniques of Sampling (Probability and Non-probability Sampling)

• Tools of Research - Validity, Reliability and Standardisation of a Tool

• Types of Tools (Rating scale, Attitude scale, Aptitude test, Questionnaire, and Achievement Test, Inventory)

• Techniques of Research (Observation, Interview and Projective Techniques)

c) Types of Measurement Scale (Ordinal, Nominal, Interval and Ratio)

Quantitative Data Analysis - Descriptive data analysis (Measures of central tendency, fiduciary limits, variability and graphical presentation of data), Parametric Techniques, Non- Parametric Techniques Testing of Hypothesis (Type I and II Errors), Levels of Significance, Power of a statistical test and effect size, Conditions to be satisfied for using parametric techniques, Inferential data analysis, Use and Interpretation of statistical techniques: Correlation, ANOVA, t-test, z-test, chi-square (Equal Probability and Normal Probability Hypothesis).

Qualitative Data Analysis - Analytical Induction and Constant Comparison, Data Reduction and Classification, Concept of Triangulation

d) Qualitative Research Designs:

• Grounded Theory Designs (Types, designs, characteristics, Strengths and Weakness of GT, Steps in conducting a GT research)

• Narrative Research Designs (Steps in conducting NR design, Meaning and key Characteristics)

• Case Study (Characteristics, Meaning, Components of a CS design)

• Types of CS design, Steps of conducting a CS research

• Strengths and weaknesses

• Ethnography (Meaning, Underlying assumptions, Writing ethnographic account, Characteristics, Steps of conducting ethnographic research, Strengths and weaknesses)

• Mixed Method Designs: Characteristics, Types of MM designs (Triangulation, explanatory and exploratory designs)

• Steps in conducting MM designs, Strengths and weakness of MM research.

Unit 7

UGC NET Education Syllabus - Pedagogy, Andragogy and Assessment

a) Pedagogy, Pedagogical Analysis

• Concept and Stages

• Critical Pedagogy- Meaning, Need and its implications in Teacher Education

• Organizing Teaching: Memory Level (Herbartian Model)

• Reflective Level (Bigge and Hunt teaching Model), Understanding Level (Morrison teaching Model)

• Concept of Andragogy in Education: Meaning, Principles

• Competencies of Self-directed Learning

• Theory of Andragogy (Malcolm Knowles)

• The Dynamic Model of Learner Autonomy

b) Assessment – Meaning, nature, perspective, Types of Assessment (Placement, diagnostic, formative, summative), Relations between objectives and outcomes, Assessment of Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and psychomotor domains (R.H. Dave) of learning

c) Assessment in Pedagogy of Education

• Feedback Devices: Meaning, Types, Criteria,

• Guidance as a Feedback Devices: Reflective Journal, Assessment of Portfolios

• Field Engagement using Rubrics

• Competency Based Evaluation

• Assessment of Teacher Prepared ICT Resources

d) Assessment in Andragogy of Education

• Interaction Analysis: Flanders’ Interaction analysis

• Galloway’s system of interaction analysis (Recording of Classroom Events

• Construction and Interpretation of Interaction Matrix)

• Criteria for teacher evaluation (Product, Process and Presage criteria)

• Rubrics for Self and Peer evaluation (Meaning, steps of construction).

Unit 8

UGC NET Education Syllabus - Technology in/ for Education

a) Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology, non formal (Open and Distance Learning), informal and inclusive education systems, Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non formal groups )Applications of Educational Technology in, formal, Overview of Behaviourist, Cognitive and Constructivist Theories and their implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky)

b) Systems Approach to Instructional Design, Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s), Nine Elements of Constructivist Instructional Design, Gagne’s Nine Events of Instruction and Five E’s of Constructivism, Application of Computers in Education:CAL, CAI, CBT, CML, Concept, Concept of e-learning, Process of preparing ODLM, Synchronous, Approaches to e-learning (Offline, Online,, Asynchronous, Blended learning, mobile learning)

c) Emerging Trends in e learning: Social learning (concept , use of web 2.0 tools for learning, social networking sites, chats, blogs, video conferencing, discussion forum), Open Education Resources (Creative Common, Massive Open Online Courses; Application of Assistive technology in E learning, Concept and application), E Inclusion - Concept of E Inclusion , Quality of E Learning – Measuring quality of system: Information, System, User Satisfaction, Service and Net Benefits (D&M IS Success Model, 2003), Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research

d) Use of ICT in Evaluation, Administration and Research: ICT for Research, E portfolios - Online Repositories and Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept & Development.

Unit 9

UGC NET Education Syllabus - Educational Management, Administration and Leadership

a) Educational Management and Administration

• Meaning

• Principles

• Functions and importance

• Institutional building

• POSDCORB, CPM, PERT

• Management as a system

• SWOT analysis, Taylorism

• Administration as a process

• Administration as a bureaucracy

• Human relations approach to Administration

• Organisational compliance

• Organisational development

• Organisational climate

b) Leadership in Educational Administration

• Meaning and Nature

• Approaches to leadership: Transactional, Trait, Transformational, Value based, Cultural, Psychodynamic and Charismatic

• Models of Leadership (Fiedler’s Contingency Model, Blake and Mouton’s Managerial Grid)

• Tri-dimensional Model

• Hersey and Blanchard’s Model

• Leader-Member Exchange Theory

c) Concept of Quality and Quality in Education

• Indian and International perspective

• Evolution of Quality: Inspection

• Quality Control

• Quality Assurance

• Total Quality Management (TQM)

• Six sigma

• Quality Gurus: Walter Shewart, Edward Deming, C.K Prahalad

d) Change Management:

• Meaning, Need for Planned change

• ThreeStep-Model of Change (Unfreezing, Moving, Refreezing)

• The Japanese Models of Change: Cost of Quality: Appraisal Costs, Just-in-Time, Poka yoke

• Failure costs and Preventable costs

• Cost Benefit Analysis

• Cost Effective Analysis

• Indian and International Quality Assurance Agencies: Functions, Objectives, Roles and Initiatives (National Assessment Accreditation Council [NAAC]

• Performance Indicators

• Quality Council of India [QCI]

• International Network for Quality Assurance Agencies in Higher Education [INQAAHE].

Unit 10

UGC NET Education Syllabus - Inclusive Education

a) Inclusive Education:

• Concept, Principles, Scope and Target Groups (Diverse learners; Including Marginalized group and Learners with Disabilities)

• Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education,

• Legal Provisions: Policies and Legislations (National Policy of Education (1986)

• Programme of Action of Action (1992)

• Persons with Disabilities Act (1995)

• National Policy of Disabilities (2006)

• National Curriculum Framework (2005)

• Concession and Facilities to Diverse Learners (Academic and Financial)

• Rehabilitation Council of India Act (1992)

• Inclusive Education under Sarva Shiksha Abhiyan (SSA)

• Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication

b) Concept of Impairment, Classification of Disabilities based on ICF Model, Disability and Handicap, Readiness of School and Models of Inclusion, Types, Prevalence, Characteristics and Educational Needs of Diverse learners’ Intellectual, Physical and Multiple Disabilities, Causes and prevention of disabilities, Techniques and Tools, Identification of Diverse Learners for Inclusion, Educational Evaluation Methods.

c) Planning and Management of Inclusive Classrooms

• Infrastructure

• Human Resource and Instructional Practices

• Curriculum and Curricular Adaptations for Diverse Learners

• Assistive and Adaptive Technology for Diverse learners

• Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching)

• Parent Professional Partnership: Role of Parents, Peers, Professionals, Teachers, School

d) Barriers and Facilitators in Inclusive Education

• Attitude

• Social and Educational

• Current Status and Ethical Issues of inclusive education in India

• Research Trends of Inclusive Education in India.

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