UGC NET Syllabus for Adult Education

UGC NET Syllabus for Adult Education / Continuing Education / Andragogy / Non Formal Education, Code No: 46

Adult Education: Adult education is the process whereby adults engage in systematic and sustained learning activities in order to gain new forms of knowledge, skills, attitudes, or values. Adult education can take place in the workplace, through "extension" school (e.g., Harvard Extension School) or "school of continuing education" (e.g., Columbia School of Continuing Education). Other learning places include community colleges and [[folk high Development]], which are often associated with professional development. Adult education has also been referred to hool]]s, colleges and universities, libraries, and lifelong learning centers. The practice may also include "as andragogy (to distinguish it from pedagogy).

www.netugc.com

Question Pattern: There will be two question papers - UGC NET Examination in Adult Education, Paper II and Paper III. Paper II will have 100 marks in total whereas Paper III will have 150 marks in total. Paper II will cover fifty (50) objective type questions, whereas the Paper III will have seventy five (75) objective type questions, each question carrying two (2) marks. All questions are compulsory in both the papers. The objective type questions will include multiple choices, matching type, true / false and assertion-reasoning type.

Paper II Syllabus

1. Concepts and Terminologies

Andragogy and Pedagogy

Illiteracy and its types, Literacy and its types – traditional, functional, mass, rapid, legal, technological.

Adult education, adult learning, continuing education, lifelong learning, recurrent education, difference between teaching and training

Formal education, non – formal education, informal education, incidental learning

Development and its indicators, population education

Social justice with respect to quality of life

Adult education and development – social, economic, cultural

Prior learning, its assessment and equivalence

Extension education, field outreach, community engagement

2. Non – formal Approaches to Education

The Non – formal approach in education – Education for All

School drop – outs and universalisation of primary education and its relationship with adult literacy; DPEP

Teaching – learning materials for non – formal education – preparation according to the needs of various target groups

Sarva Shiksha Abhiyan

3. Continuing Education

Jana Shikshan Nilayam, Continuing Education Scheme, Jana Shikshan Sansthan (Shramik Vidyapeeth)

Continuing education courses – needs assessment, design, conduct, evaluation and modifications

Identification, Mobilization and organisation of resources for continuing education

Continuing education and technology, virtual university

National Open School, the Open Basic Education program, continuing education and vocational courses

Equivalence and academic credit for continuing education courses Emerging needs and future perspectives Continuing education needs of industries

4. Population Education

Evolution of the concept of population education; paradigm shifts

Difference between population education and population studies

Population education as a part of the curriculum at different levels of education

UNFPA Project – Population Education Resource Centres and Clubs: New and varied approaches

Development of learning materials

Use of different media in population education

Concept of evaluation and its relevance to population education programs

Role of various agencies: NCERT, UGC, Directorate of Adult Education, SRCs, Universities

5. Programs on Social Issues

Planning Forums, legal literacy programs, Bharat Gyan Vigyan Jatha

Social issues such as water management, street children, bonded labour, environmental, preservation

Programs for the awareness of Human Rights

Gender issues and women’s empowerment with special reference to Mahila Samakhya program and anti – arrack agitation by neo – literate women of Nellore

Methods for the evaluation of programs on social issues

6. Planning and Management

Application of Management Principles at Program, Project, Voluntary efforts and course levels

Management Information System for program efficiency

Managerial techniques and technologies

Leadership – types and styles

Inter personal and group communication

7. Communication Technologies

Educational Technologies

Difference between audio – visual aids and use of educational technology Participatory communication methods

www.netugc.com

New information technologies: multimedia packages, computer aided learning, websites on adult education, data base creation for adult education.

Paper III (Part A & Part B) Syllabus

[Core & Elective / Optional]

Unit – I: Philosophical Foundations

Liberal, Behavioristic, Progressive, Humanistic and Radical approaches

Ideas of Rabindranath Tagore and Mahatma Gandhi

Conscientization approach : Ideas of Paulo Friere

Socialist Pedagogy

Values in adult education vis – a – vis challenges of contemporary society 

Unit – II: Psychological Foundations

Psychology of Adults

Difference between the adult and the child as learners

Characteristics of adult male and female learners and differences in their learning needs

Learning needs of adults in urban, rural and tribal settings Learning needs of adults of different socio – economic strata Motivational aspects of adult learning Theories of adult learning

Literacy, post – literacy and open basic education for the adult learner

Unit – III: Curriculum Methods, Techniques and Teaching Materials

Developing curricula – types of curriculum

Different teaching methods

Teaching and learning materials for adults

Teaching aids – conventional, non – conventional, modern

Socialization and popular education as learning tools / strategies

Unit – IV: Techniques of Material Preparation for Adults

Identification of needs and interests of adult learners

Preparation of books for neo – literates – Processes and contents; field testing of materials

Publication and marketing of materials: Role of National Book Trust, SRC, NGOs, etc.

Development of materials – print and non – print other than books

Unit – V: Training and Field Organisation

Training:

Functionaries in adult, continuing education and field outreach programs conducted by government agencies, NGOs and universities and their training needs

Identification of objectives, content, training method, implementation strategies and evaluation techniques

The participatory approach as a training technique

Management and organization of a training program

Field Organisation:

Strategies for entry into communities

Rapport building, survey, planning for macro – and micro – situations

Setting targets, organization, resource mobilization, budget and its management, conduct of field work and its monitoring

Evaluation – continuous, internal, external, tools for evaluation

Remedial actions

Unit – VI: History of Adult Education

Adult education in ancient India, middle ages and pre – Independence India

Adult education in post – Independence India, i.e., from 1947 to 1997 up to the Eighth Plan Period :

Commissions, Farmers’ functional literacy, Gram Shikshan Mohim in Maharashtra, National Adult Education Program, Mass Program for Functional Literacy, Center model versus the each – one, teach – one model, program

Adult education in ancient times in China, Denmark, Vietnam, Tanzania and in the Western countries

Efforts by UNESCO

Role of NGOs with special reference to Bengal Social Service League, Literacy House, Seva Mandir, Gandhi Gram Rural Institute, Sriniketan, etc.

Unit – VII:  Current Trends in Adult Education / Lifelong Learning in India

National Literacy Mission (NLM) : Structure, role and function, operational network and supporting agencies and bodies such as SRC, DIET, NIAE, Directorate of Adult Education, etc.

Total Literacy Campaigns (TLC), Post – Literacy Campaigns (PLC), Off shoots of TLC and PLC

Field skills, teaching methods for adults, training methods for training of functionaries

Monitoring and evaluation of TLC, PLC and other programs of the NLM

Role of NGOs, Universities and other Government agencies in support of the NLM

UNESCO’s efforts; Education for All Declarations

Hamburg Declaration – Mumbai Statement

World Declaration on Higher Education – Cape Town Statement

Policies, projects and conferences Current Trends in Asian, African and European countries

Unit – VIII: Role of Universities in Lifelong Learning

The UGC vision, Committees and their recommendations, the UGC Guidelines – 1978 to date

Strategies for bringing Extension, as the third dimension of the university system, at par with teaching and research

Status, role and functions of Departments of Adult and Continuing Education, Extension and Field Outreach

Models for Extension Work

Monitoring, evaluation and the award of an academic credit for the extension work in the post – graduate departments and in the colleges

Design, type, methods and implementation of extension projects

Role of adult education teacher educators in the twenty – first century

Recognition of Prior Learning – Issues, challenges, implementation and evaluation

Impact of globalization and liberalization

Characteristics / indicators for a Lifelong Learning friendly university

Open Learning Systems – Indira Gandhi National Open University, Other open universities and extension and continuing education through them

Unit – IX: Research

Research Methods

Action research – Concept and Methods Participatory research techniques

Reflect approach to research Preparation of a research proposal

Data collection methods, collation, interpretation, use of statistical methods Program evaluation techniques – Concurrent, summative, formative The research report

Documentation and dissemination of information especially about the work through the universities

The technique of report writing

Areas of research in adult and continuing education and extension, currents trends

Research work in other countries Use of Computers in research

Unit – X: Continuing Education

Preparation of a Continuing Education Project for a community: Assessing learning needs and their prioritization Designing appropriate programs

Identification of a model infrastructure for a continuing education program through the univ. System through a NGO

Continuing Education through university post-graduate departments and colleges

Short courses

Selective attendance in formal lectures for papers Other Modules

Continuing Education at the work-place with special reference to business and industry.

Comments