UGC NET Syllabus for Education

UGC NET Syllabus for Education, Code No: 09

Education: Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education. Although education is compulsory in most places up to a certain age, attendance at school often isn't, and a minority of parents choose home-schooling, e-learning or similar for their children.

Question Pattern: There will be two question papers - UGC NET Examination in 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. Philosophical Foundation of Education

Relationship of Education and Philosophy

Western Schools of Philosophy:

Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism with special reference to the concepts of knowledge, reality and values their educational implications for aims, contents and methods of education.

Indian Schools of Philosophy (Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to the concept of knowledge, reality and values and their educational implications.

Contributions of Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.

National values as enshrined in the Indian Constitution, and their educational implications.

Modern concept of Philosophy: Analysis – Logical analysis. Logical empiricism and Positive relativism – (Morris L. Prigge).

2. Sociological Foundations of Education

Relationship of Sociology and Education

Meaning and nature of Educational Sociology and Sociology of Education. Education – as a social subsystem – specific characteristics Education and the home.

Education and the Community 6with special reference to Indian Society.

Education and Modernization.

Education and Politics.

Education and Religion.

Education and Culture.

Education and Democracy.

Socialization of the Child.

Meaning and Nature of Social Change.

Education as related to Social Stratification and Social Mobility.

Education as related to Social Equity and Equality of Educational Opportunities.

Constraints on Social Change in India (Caste, Ethnicity, Class, Language, Religion, Regionalism).

Education of the socially and economically disadvantaged sections of the society with special reference to scheduled castes and scheduled tribes, women and rural population.

3. Psychological Foundations of Education

Relationship of Education and Psychology

Process of Growth and Development.

Physical, social, emotional and intellectual.

Development of concept formation, logical reasoning, problem solving and creative thinking; language development.

Individual differences – determinants; role of heredity and environment; implications of individual differences for organising educational programs.

Intelligence – Its theories and measurement.

Learning and Motivation

Theories of learning – Thorndike is connectionism; Pavlov’s classical and Skinner’s operant conditioning; Learning by insight; Hull’s reinforcement

theory and Tolman’s theory of learning;’ Lewin’s – Field theory.

Gagne’s Hierarchy of Learning.

Factors Influencing Learning.

Learning and Motivation.

Transfer of learning and its theories.

Psychology and education of exceptional children – creative, gifted, backward, learning disables and mentally retarded.

Personality – type and trait theories – measurement of personality

Mental health and hygiene – process of adjustment, conflicts and defence mechanism, mental hygiene and mental health. Sex Education

Guidance.

4. Methodology of Educational Research

Nature and Scope of Educational Research.

Meaning and Nature.

Need and Purpose.

Scientific Inquiry and Theory Development – some emerging trends in research Fundamental – Applied and Action Research.

Formulation of Research Problem.

Criteria and sources for identifying the problem.

Delineating and Operationalizing variables.

Developing Assumptions and Hypothesis in various types of Research.

Collection of Data Concept of population and sample various methods of sampling Characteristics of a good sample.

Tools and Techniques.

Characteristics of a good research tool.

Types of research tools and techniques and their uses.

Questionnaire – Interviews – Observations.

Tests and scales, projective and sociometric techniques.

Major Approaches to Research .

Descriptive Research.

Ex – post facto Research.

Laboratory Experiment.

Field Experiment.

Field Studies.

Historical Research.

Analysis of Data

Descriptive and Inferential Statistics. The null hypothesis, test of significance, types of error, one – tailed and two – tailed tests.

The t – test.

The F – test (one – way and ANOVA) Non – Parametric tests (Chi – square test).

Biserial, point – biserial. tetrachoric and phi – coefficient of correlation.

Partial and multiple correlations.

Paper III (Part A) Syllabus

[Core Group]

Unit – I

Western Schools of Philosophy:

Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special reference to the concepts of knowledge, reality and values; their educational implications for aims, contents and methods of education.

Indian Schools of Philosophy (Vedanta, Buddhism, Jainism, Islamic traditions) with Special Reference to the Concepts of Knowledge, Reality and Values and their Educational Implications.

Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.

Unit – II

Meaning and Nature. Education and Social change, constraints on social change (caste, ethnicity, class, language, religion, population and regionalism).

Education as related to social equity and equality of educational opportunities. Education of socially and economically disadvantaged section of society with special reference to scheduled castes and scheduled tribes, women and rural populations.

Unit – III

Process of Growth and Development

Physical, Social, Emotional and Intellectual.

Development of Concept Formation, Logical Reasoning, Problem – Solving and Creative Thinking Language Development.

Individual differences – determinants – role of heredity and environment. Implications of individual differences for organising educational programs.

Unit – IV

Intelligence – its Theories and Measurement Learning and Motivation:

Theories of Learning: Thorndike’s conditions, Pavlov’s classical and Skinner’s operant conditioning; learning by insight. Hull’s reinforcement theory and Tolman’s theory of Learning.

Gagne’s Hierarchy of Learning.

Factors Influencing Learning.

Learning and Motivation.

Transfer of learning and its theories.

Unit – V

Personality – type and trait Theories – Measurement of Personality Mental Health and Hygiene.

Process of adjustment, conflicts and defence mechanism, mental hygiene.

Unit – VI

Concept and principles of guidance and counselling, types of guidance and counselling.

Tools and Techniques of Guidance – records, scales and tests, techniques, interview.

Organizing Guidance services at different levels of education, occupational information, kinds of services, like information, testing, counselling and follow – up.

Unit – VII

Sample: Concept of Population and Sample, various methods of sampling.

Hypotheses: Concept, difference with Assumptions, Source, various types of Hypothesis.

Tools: Questionnaire, Observation and Interview as Tools of Data Collection, Tests and Scales.

Unit – VIII

Descriptive Research, Ex – post facto Research, Survey Research, Historical Research.

Experimental Research: Designs of experimental research, characteristics. Internal and external validity in experimental research.

Qualitative Research: Phenomenologlcal Research, Ethnomethodical and Naturalistic inquiry.

Unit – IXwww.netugc.com

Universalization of elementary education in India.

Vocationalization of education in USA and India.

Educational administration in USA, UK (Britain and Ireland) and India.

Distance education and continuing education in Australia, UK and India.

Unit – X

Construction and Development of Curriculum

Different Models – Administrative – Grass root – Demonstration – System Analysis – Curriculum Evaluation – Formative – Summative – Interpretation of evaluation results.

 

Paper III (Part B) Syllabus

[Elective / Optional]

Elective – I

Development of Modern Concept of Educational Administration from 1900 to Present – day.

Taylorism

Administration as a process

Administration as a bureaucracy

Human Relations Approach to Administration

Meeting the Psychological needs of employees, systems approach specific trends in Educational Administration such as (a) Decision making, (b) Organizational Compliance, (c) Organizational Development, (d) PERT, (e) Modern Trends in Educational Management.

Leadership in Educational Administration:

Meaning and Nature of Leadership

Theories of Leadership

Styles of Leadership

Measurements of Leadership

Educational Planning:

Meaning and Nature

Approaches to Educational Planning

Perspective Planning

Institutional Planning

Educational Supervision:

Meaning and Nature

Supervision as Service Activity

Supervision as a Process

Supervision as Functions

Supervision as Educational Leadership

Modern Supervision

Functions of Supervision

Planning the Supervisory Program

Organizing Supervisory Program

Implementing Supervisory Program

Elective – II

Educational Measurement and Evaluation Concept, Scope, need and relevance Tools of measurement and evaluation subjective and objective tools, essay test objective test, scales, questionnaires, schedules, inventories, performance tests.

Characteristics of a good measuring Instrument:

Validity

Reliability

Norms

Usability

Test Standardization:

Norm – referenced and criterion – referenced tests, scaling-standard scores. T – Scores and C – scores.

Steps in the standardization of a test.

Measurement of achievement, aptitudes, intelligence, attitudes, interests and skills.

Interpretation of test-scores and methods of feedback to students.

New Trends:

Grading, Semester, Continuous Internal Assessment, Question Bank, uses of computer in evaluation, qualitative analysis.

Elective – III

Meaning and Scope of Educational Technology:

Educational Technology as systems approach to education.

Systems approach in educational technology and its characteristics.

Components of educational technology, software, hardware Multi – media approach in Educational Technology.

Modelities of Teaching – difference between teaching and instruction, conditioning and training.

Stages of teaching – pre – active. interactive and post-active Teaching at different levels – memory, understanding and reflective.

Modification of teaching behaviour : Microteaching, Flander’s Interaction Analysis, simulation.

Programmed Instruction (origin, types, linear and branching, development of programmed instruction material – linear / branching model, teaching machines, computer assisted instruction.

Models of Teaching : Concept, different families of teaching models

Designing Instructional System.

Formulation of instructional.

Objectives Task.

Analysis Designing of Instructional Strategies, such as Lecture, Team Teaching, Discussion, Panel Discussion, Seminars and Tutorials.

Communication Process : Concept of communication, Principles. Modes and Barriers of communication, Classroom communication (interaction verbal and non – verbal).

Distance Education : Concept, Different contemporary systems, viz., Correspondence, Distance and open; Student support services; Evaluation Strategies in Distance Education; Counselling Methods in Distance Education.

Development of Evaluation Tools – Norm – referenced and criterion – referenced tests.

Elective – IV

Concept and Nature of Special Education

* Objectives

* Types

* Historical perspective

* Integrated education

Education of Mentally Retarded

* Characteristics of the “retarded

* Educable mentally retarded

* Teaching strategies

* Enrichment programs

* Remedial programs

* Etiology and prevention

* Mental hygiene as remediation

Education of the visually impaired

* Characteristics

* Degree of impairment

* Etiology and prevention

* Educational programs

Education of the Hearing Impaired

* Characteristics

* Degree of impairment

* Etiology and prevention

* Educational programs

Education of the Orthopaedically Handicappedwww.netugc.com

* Types of handicap

* Characteristics

* Educational programs

Education of the Gifted and Creative Children

* Characteristics

* Creativity and identification process

* Educational Programs

Learning Disabled Children

* Characteristics

* Identification

* Educational Program

Education of Juvenile Delinquents

* Characteristics

* Problems of alcoholion, drug adiction

* Anti – Social and character disorder

* Educational Programs for Rehabilitation

Elective – V

Teacher Education: Historical perspective Recommendations Of various commissions on teacher education; Kothari Commission.

National Policy on Education

Aims and objectives of teacher education at:

Elementary Level

Secondary Level

College level

Teaching as a Profession:

Professional organisations for various levels of teachers and their role; performance appraisal of teachers.

Faculty improvement program for Teacher Education.

Types of teacher education programs and agencies :

Inservice Teacher Education.

Preservice Teacher Education.

Distance Education and Teacher Education.

Orientation and Refresher courses Current Problems:

Teacher Education and Practicing Schools

Teacher Education and Other Institutions

Preparing Teachers for special schools

Implementation of curricula of teacher education

Areas of Research:

Teaching Effectiveness

Criteria of Admission

Modification of Teacher Behavior

School Effectiveness.

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