The University Grants Commission (UGC) NET Bureau revised its syllabus for UGC NET in Education in June, 2019 and the same syllabus will be applicable for the upcoming UGC NET / JRF and SET or SLET examination. The detailed syllabus for paper-1 can be found at UGC NET Syllabus for Paper-1. The details of syllabus of Paper-2 can be downloaded in the pdf format from the following link:
Education UGC NET Syllabus for Paper-2 (New and Updated)
The UGC NET examination old syllabus which was applicable till December, 2018 can be downloaded in the pdf format from the following link. Kindly note that this syllabus is considered as outdated and now not applicable for the upcoming UGC NET examination in Education. You can use it only for your reference purpose.
Education UGC NET Syllabus for Paper-2 (Old or Previous)
The detailed UGC NET old syllabus in Education is given below.
NTA UGC NET/JRF/SET/SLET Syllabus for Education, Code No: 09 is given below
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.
The following part of the UGC NET syllabus were previously under UGC NET Paper-3 (Part-A), however, as UGC has now only two papers i.e. UGC NET Paper-1 which is general and compulsory for all subjects and UGC NET Paper-2 on the specific subject (including all electives, without options) instead of previous three papers i.e. UGC NET Paper-1 which was general and compulsory for all subjects and UGC NET Paper-2 and Paper-3 on the specific subject, so, now-a-days, the following part is also considered as part of the UGC NET Paper-2 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.
The following part of the UGC NET syllabus were previously under UGC NET Paper-3 (Part-B), however, as UGC has now only two papers i.e. UGC NET Paper-1 which is general and compulsory for all subjects and UGC NET Paper-2 on the specific subject (including all electives, without options) instead of previous three papers i.e. UGC NET Paper-1 which was general and compulsory for all subjects and UGC NET Paper-2 and Paper-3 on the specific subject, so, now-a-days, the following part is also considered as part of the UGC NET Paper-2 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.
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.
Click here to view UGC NET Solved Question Papers in Education
The UGC NET in Education syllabus, question pattern, old examination questions papers along with answer keys (solved questions) can be found at UGC NET in Education .