Wednesday, September 16, 2020

UGC NET Education Syllabus 2020

 

UGC NET Education Syllabus 2020  Exam comprises of two papers - Paper 1 and Paper 2. The syllabus has been revised in 2019 and no changes are expected to be made in UGC NET Education Syllabus 2020. UGC NET Paper 1 Syllabus tests teaching and reasoning ability, research aptitude, comprehension, out-of-the-box thinking , and general awareness of the candidate. UGC NET Paper 2 Syllabus is predicated on the topic chosen by the candidate. It tests the candidate’s in-depth knowledge and expertise within the respective subject. NTA UGC NET is conducted for a complete of 81 subjects.

Practice the UGC NET Mock Tests 2020

NTA will conduct UGC NET Education Syllabus 2020 June session from June 15 – 20, 2020 in online mode. so as to organize better and provides a correct idea of the syllabus and paper pattern, NTA has also released Mock Tests for the examination on its official website. NTA has revised UGC NET Syllabus 2020 of Paper 1 and every one 81 NET subjects for Paper 2. to extend the accuracy of solving the questions, the aspirants should thoroughly undergo the UGC NET Education SYLLABUS 2020 Preparation Tips. UGC NET Education Syllabus 2020 Moreover, for better preparations, candidates also can download UGC NET Practice Papers.

UGC NET Paper 1 Syllabus 2020

UGC NET Paper 1 is common and compulsory for every candidate. Paper 1 will have 50 questions worth 100 marks. Paper 1 syllabus has 10 units and exactly 5 questions will be asked from each unit. Detailed syllabus for Paper 1 is described below UGC NET Education Syllabus 2020:

Unit-I Teaching Aptitude  

  1. Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding, and Reflective), Characteristics, and basic requirements.
  2. Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences.
  3. Factors affecting teaching related to Teacher, Learner, Support material, Instructional facilities, Learning environment, and Institution.
  4. Methods of teaching in Institutions of higher learning: Teacher centered vs. Learner-centered methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs, etc.).
  5. Teaching Support System: Traditional, Modern, and ICT based.
  6. Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer-based testing, Innovations in evaluation systems.

 

Unit-II Research Aptitude 

  1. Research: Meaning, Types, and Characteristics, Positivism, and Postpositivistic approach to research.
  2. Methods of Research: Experimental, Descriptive, Historical, Qualitative, and Quantitative Methods, Steps of Research.  
  3. Thesis and Article writing: Format and styles of referencing,  Application of ICT in research, Research ethics.

Unit-III Comprehension 

  1. A passage of text is given. Questions are asked from the passage to be answered.

 

Unit-IV Communication

  1. Communication: Meaning, types, and characteristics of communication.
  2. Effective communication: Verbal and Non-verbal, Inter-Cultural and group communications, Classroom communication, Barriers to effective communication, Mass-Media, and Society.

 

Unit-V Mathematical Reasoning and Aptitude 

  1. Types of reasoning: Number series, Letter series, Codes, and Relationships.
  2. Mathematical Aptitude: Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages, etc. 

 

Unit-VI Logical Reasoning 

  1. Understanding the structure of arguments: argument forms, the structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations, and denotations of terms, Classical square of opposition, Evaluating and distinguishing deductive and inductive reasoning, Analogies. 
  2. Venn diagram: Simple and multiple uses for establishing the validity of arguments.  
  3. Indian Logic: Means of knowledge, Pramanas- Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension). 
  4. Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference).

 

Unit-VII Data Interpretation 

  1. Sources, acquisition, and classification of Data.
  2. Quantitative and Qualitative Data. 
  3. Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart, and Line-chart) 
  4. Mapping of Data, Data Interpretation. Data and Governance.

 

Unit-VIII Information and Communication Technology (ICT) 

  1. ICT: General abbreviations and terminology, Basics of the Internet, Intranet, E-mail, Audio and Video-conferencing, Digital initiatives in higher education. ICT and Governance. 

 

Unit-IX People, Development and Environment 

  1. Development and Environment: Millennium Development and Sustainable Development Goals. 
  2. Human and environment interaction: Anthropogenic activities and their impacts on the environment. 
  3. Environmental issues: Local, Regional and Global; Air pollution, Water pollution, Soil pollution, Noise pollution, Waste (solid, liquid, biomedical, hazardous, electronic), Climate change, and its Socio-Economic and Political dimensions. Impacts of pollutants on human health.
  4. Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear, and Forests.
  5. Natural hazards and disasters: Mitigation strategies, Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance.

 

Unit-X Higher Education System 

  1. Institutions of higher learning and education in ancient India.
  2. Evolution of higher learning and research in Post Independence India. 
  3. Oriental, Conventional, and Non-conventional learning programs in India. 
  4. Professional, Technical, and Skill-Based education.
  5. Value education and environmental education.
  6. Policies, Governance, and Administration.

 

UGC NET Paper 1 Books

UGC NET Education Syllabus 2020  There are some of the important books that will help you to prepare better for UGC NET Education SYLLABUS 2020. Candidates must be well versed in their respective subjects for Paper 2. They should rigorously go through books of their bachelor's and master's curriculum. For Paper 1 they can follow the given books.

UGC NET Education Syllabus 2020

 

 Unit 1 Education Studies

1. Indian Schools of philosophy (Contribution)

 Sankhya Yoga, Vedanta, Buddhism, Jainism (Special Mention to Vidya, Dayanand Darshan)

Islamic traditions for educational aims and methods in acquiring a valid knowledge.

2. Contribution of Western schools of thoughts

 Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism.

Knowledge and wisdom.

3. Approaches to Sociology of Education

Concept of social Institutions and their functions (family, school and society),

Concept and Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory).

4. Socialization and education

 Contribution of different thinkers like Swami Vivekananda, Rabindranath Tagore etc.

National Values n the Indian Constitution: Socialism, Secularism, justice, liberty, democracy, equality, freedom (Education point of view).

 

Unit 2 History, Politics and Economics of Education

1. Committees and Commissions’ Contribution

Teacher Education Secondary Education Commission (1953)

Kothari Education Commission (1964-66)

National Policy of Education (1986,1992)

National Commission on Teachers (1999)

National Curriculum Framework 2005

National Knowledge Commission (2007)

Yashpal Committee Report (2009)

National Curriculum Framework for Teacher Education (2009)

Justice Verma Committee Report (2012)

 

2. Policies and Education

 Educational Policy and National Development Linkage.

Educational Policy Determinants.

Process of Policy formulation.

3. Concept of Economics of Education

 

Cost-Benefit Analysis versus Cost Effective Analysis.

Economic returns to Higher Education.

Educational Finance: Concept

Concept of Budgeting.

4. Politics and Education

 Various Perspectives of Politics of Education Liberal, Conservative and Critical.

Different approaches to understand politics.

Education for Political Development and Political Socialization.

Unit 3: Learner and Learning Process

1. Growth and Development

 

Growth Development: Concept

Cognitive Processes and different stages of Cognitive Development and Personality.

Definitions and theories according to Freud, Carl Rogers, Gordon Allport, Max Wertheimer etc.,

Mental health and Mental hygiene.

2. Approaches to Intelligence from Unitary to Multiple

 

Social intelligence and its concepts, multiple and emotional intelligence.

Intelligence Theories by Sternberg, Gardner etc.

Problem Solving concepts, Critical thinking, Metacognition and Creativity.

3. Principles and Theories of learning

 

Behaviouristic, Cognitive and Social theories of learning.

Factors affecting social learning.

Concept of social cognition, understanding the social relationship and socialization goals.

4. Guidance and Counselling

 

Nature, Principles and Need of Guidance and Counselling.

Guidance Types (educational, vocational, personal, health and social & Directive etc.)

Different Approaches to counselling: Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Person-centred Counselling (Carl Rogers).

Unit 4: Teacher Education

1. Teacher Education

 

Types of Teacher Education Programs.

Structure of Teacher Education Curriculum.

Curriculum Documents of NCERT and NCTE at different levels namely, Elementary, Secondary and Higher Secondary Levels.

2. Understanding Teacher Education

 

Various viewpoint of Schulman, Deng and Luke & Habermas.

Reflective Teaching: Its Concept and Strategies to promote Reflective Teaching.

Different Models of Teacher Education.

3. Modes of In-service Teacher Education

 

Agencies and Institutions at District, State and National Levels like SSA, RMSA, SCERT, NCERT, UGC etc.

Planning in-service teacher education programme.

4. Teaching as a Profession

 

Professional Ethics of Teachers.

Factors affecting Teacher Development.

ICT Integration and quality Enhancement to professionally increase in Teacher Education and to promote Innovation in Teacher Education.

Unit 5: Curriculum Studies

1. Concept and Principles of Curriculum Development

 

Various stages in the Curriculum Development Process.

Curriculum Planning Foundations: Philosophical Bases (National, democratic), Sociological basis (socio-cultural reconstruction), Psychological Bases (learner’s needs and interests).

Benchmarking and Role of National level Statutory Bodies like UGC, NCTE and University in Curriculum Development.

2. Models of Curriculum Design

 

Traditional and Contemporary Models (Academic / Discipline-Based Model, Competency-Based Model, Social Functions / Activities Model [social reconstruction]

Individual Needs & Interests Model

Outcome-Based Model

Discussion on Intervention Model.

Elaboration on CIPP Model Model.

3. Techniques and Material in enhancing curriculum

 

Approaches to Curriculum and Instructions (Academic and Competency-Based Approaches).

Different Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model.

4. Types of Curriculum change

 

Factors affecting curriculum change.

Students, teachers and educational administrators roles in curriculum change and improvement.

Curriculum research scope.

Types of Research in Curriculum Studies.

Unit 6: Research in Education

1. Educational Research

 

Meaning, steps and characteristics of Scientific Method namely, Replicability, Precision, Falsifiability and Parsimony.

Exploratory, Explanatory and Descriptive: Types of Scientific Method.

Aims of research as a scientific activity which include the concept of Problem-solving, Theory Building and Prediction.

Types of research: Fundamental, Applied and Action Research.

Quantitative and Qualitative Approaches to educational research.

Designs methods in educational research.

2. Variables

 

Concepts, Constructs and Variables.

Types of Variables: Independent, Dependent, Extraneous, Intervening and Moderator.

Hypotheses: Its Concept, Sources, Types including Research, Directional, Non-directional, Null, How to formulate a Hypothesis, Discussion on Characteristics of a good hypothesis.

Sequential procedure for Writing a Research Proposal, characteristics of a good Sample.

Techniques of Sampling: Probability and Non-probability Sampling.

Tools of Research: Validity, Reliability and Standardisation of a Tool.

Rating scale, Attitude scale, Questionnaire, Aptitude test and Achievement Test, Inventory: Types of Tools.

Observation, Interview and Projective Techniques of Research.

3. Types of Measurement Scale

 

Nominal, Ordinal, Interval and Ratio.

Quantitative Data Analysis: Descriptive data analysis, Testing of Hypothesis, Levels of Significance, Power of a statistical test and effect size, Parametric and Non- Parametric Techniques, Conditions to be satisfied for using parametric techniques, Inferential data analysis, Interpretation of statistical techniques like Correlation, t-test, z-test, ANOVA, chi-square.

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

4. Qualitative Research Designs:

 

Grounded Theory Designs: Its Types, designs, characteristics and Steps in conducting a GT research including Strengths and Weakness of Grounded Theory.

Narrative Research Designs: Meaning, characteristics of Narrative Research.

Meaning, Characteristics, Components of a Case Study design, Types and Steps of conducting a Case Study research including Strengths and weaknesses.

Meaning, Characteristics, Underlying assumptions, Steps of conducting ethnographic research, Writing ethnographic account.

Mixed Method Designs: Types and characteristics of MM designs, steps in conducting a MM design including the Strengths and weakness of Mixed Methods.

Unit 7: Pedagogy, Andragogy and Assessment

1. Pedagogy, Pedagogical Analysis

 

Concept and Stages of Pedagogy, Pedagogical Analysis.

Critical Pedagogy: Its Concept, Need and its usefulness in Teacher Education.

Organizing Teaching which includes the topics of Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model) and Reflective Level (Bigge and Hunt teaching Model).

Meaning and elaboration of Andragogy in Education: Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy.

2. Assessment

 

Assessment Meaning, nature and perspectives.

Types of Assessment namely, Placement, diagnostic, summative and formative.

Relations between the laid objectives and outcomes.

Assessment of Cognitive domains (Anderson and Krathwohl), Affective (Krathwohl) and psychomotor domains (R.H. Dave) of learning.

3. Assessment in Pedagogy of Education

 

Feedback Devices: Concept with types.

Guidance as a Feedback Devices includes Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency-Based Evaluation, Assessment of Teacher Prepared ICT Resources.

4. Assessment in Andragogy of Education

 

Introduction to Interaction Analysis: Flanders’ Interaction analysis and Galloway’s system of interaction analysis.

Criterion for teacher evaluation and Meaning and steps of Peer evaluation.

Unit 8: Technology in/ for Education

1. Educational Technology

 

Concepts of Information Technology and Instructional Technology.

Applications of Educational Technology: In formal, non-formal, informal and inclusive education systems.

Overview of Behaviourist, Cognitive and Constructivist Theories and usefulness to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky).

Relationship between Learning Theories and Instructional Strategies.

2. Systems Approach Instructional Design

 

Models of Development of Instructional Design according to ADDIE, ASSURE, Dick and Carey Model Mason’s.

Gagne’s Nine Events of Instruction.

Five E’s of Constructivism.

Nine Elements of Constructivist Instructional Design.

Application of Computers in Education: Concept, Process and Approaches to e-learning.

3. Emerging Trends in e-learning

 

Social learning.

Open Education Resources: Concept and Applications.

E-Inclusion: Concept of E-Inclusion, Application of Assistive technology in E-learning,

Quality and Measuring quality of E-Learning: Information, System, Service, User Satisfaction and Net Benefits (D&M IS Success Model, 2003).

Ethical Issues for E-Learner and E Teacher: Teaching, Learning and Research.

4. Use of ICT in Evaluation

 

Administration and Research: E-portfolios.

ICT for Research: Concept and Development (Including Online and Offline assessment tools).

Unit 9: Educational Management, Administration and Leadership

1. Educational Management and Administration

 

Meaning, Principles and its Functions.

POSDCORB, SWOT analysis, Taylorism, CPM, PERT, Management as a system.

Administration as a process and as a bureaucracy.

Human relations approach to Administration,

Organisational compliance, Organisational development, Organisational climate.

2. Leadership in Educational Administration

 

Meaning and its Nature.

Various Approaches to leadership (Some important points include Trait, Transformational, Transactional, Value-based, Cultural, Psychodynamic, Charismatic, Models of Leadership).

Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-dimensional Model, Hersey and Blanchard’s Model etc.

3. Concept of Quality and Quality in Education

 

Indian & International Perspective about Quality in Education.

Discussion on Evolution of Quality including Inspection, Quality Control, Quality Assurance, Total Quality Management, Six Sigma.

Viewpoints of Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad etc.

4. Change Management

 

Meaning and desperate Need for Planned change.

Three- Step-Model of Change: Unfreezing, Moving, Refreezing

The Japanese Models of Change. (Important)

Cost of Quality: Appraisal Costs, Failure costs and Preventable costs, Cost-Benefit Analysis, Cost-Effective Analysis, Indian and International Quality

Assurance Agencies: Objectives, Functions, Roles and Initiatives NAAC, Performance Indicators, Quality Council of India, International Network for Quality Assurance Agencies in Higher Education.

Unit 10: Inclusive Education

1. Inclusive Education

 

Concept, Principles, Scope and Target Groups.

Evolution of the Philosophy of Inclusive Education. Acts and Provisions.

National Policy of Education: Started in 1986.

Programme of Action of Action: Started in 1992.

Persons with Disabilities Act: Started in1995.

National Policy of Disabilities: Started in 2006.

National Curriculum Framework: Started in 2005.

Rehabilitation Council of India Act: Started in 1992.

Inclusive Education under Sarva Shiksha Abhiyan.

Features and Provisions of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities).

2. Concept of Impairment

 

Classification of Disabilities based on different Models like ICF Model, Readiness of School and Models of Inclusion.

Characteristics and Educational Needs of Diverse Learners.

Causes and prevention of Disabilities.

Identification of Diverse Learners for Inclusion, Educational Evaluation Methods, Techniques and Tools.

3. Planning and Management of Inclusive Classrooms

 

Providing Infrastructure, Human Resource and Instructional Practices.

Curriculum Adaptations for Diverse Learners.

Adaptive Technology for Diverse Learners: Its Product including Aids and Appliances and Process like Individualized Education Plan, Remedial Teaching

Parent-Professional Partnership: Role of Parents, Peers, Professionals, Teachers and the role of School.

4. Barriers and Facilitators in Inclusive Education

Attitude, Social and Educational, Current Status.

Various Ethical Issues of inclusive education in India.

Research Trends of Inclusive Education in India.


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