UGC NET Education Latest Syllabus 2024 in English & Hindi Medium Download PDF
UGC NET Education [Syllabus] is One of the Important Subjects UGC NET Exam. Based on Such Topics As Educational Studies, History, Politics and Economics of Education, Learner and Learning Process, Teacher Education, and Curriculum Studies. As Per Syllabus There are 10 Units it’s very Vast & in Detail. to cover the Syllabus you have to work hard & Go through all the topics thoroughly. because all the Topics are Important for the Exam the Questions are often asked from all the subjects Here you get the Complete Syllabus of UGC NET Education as per the updated syllabus.
- Unit-1: Educational Studies
- Unit-2: History, Politics and Economics of Education
- Unit-3: Learner and Learning Process
- Unit-4: Teacher Education.
- Unit-5: Curriculum Studies
- Unit-6:Research in Education.
- Unit-7: Pedagogy, Andragogy, and Assessment
- Unit-8:Technology in/ for Education.
- Unit-9: Educational Management, Administration and Leadership
- Unit-10: Inclusive Education
Table of Contents
- The highlight of the UGC NET Education [Code-09] Exam
- First Let’s Discuss UGC NET Paper-1 Syllabus 2024 First
- Unit-I Teaching Aptitude
- Unit-II Research Aptitude
- Unit-III Comprehension
- Unit-IV Communication
- Unit-V Mathematical Reasoning and Aptitude
- Unit-VI Logical Reasoning
- Unit-VII Data Interpretation
- Unit-VIII Information and Communication Technology (ICT)
- Unit-IX People, Development, and Environment
- Unit-X Higher Education System
- UGC NET Education [Code-09] Latest Syllabus Subject Wise-
- UGC NET Education Syllabus in Hindi 2024 –
- UGC NET Education [Code-09] Exam Pattern 2024-
- UGC NET Marking Scheme 2024
The highlight of the UGC NET Education [Code-09] Exam
| Particulars | Details |
| Name of the Exam | National Eligibility Test (NET) |
| Conducting Body | National Testing Agency (NTA) |
| Frequency of the Exam | Twice a Year |
| Mode of Examination | Online |
| Type of Questions | Multiple Choice Questions (MCQs) |
| Number of Papers | Paper I Paper-II |
| Number of Questions | 150 |
| Time Duration | 3 hours |
| Negative Marking | No |
| Official Website | ugcnet.nta.ni |
| Subject | Education |
First Let’s Discuss UGC NET Paper-1 Syllabus 2024 First
The main objective is to assess the teaching and research capabilities of the
candidates. The test aims at assessing teaching and research aptitude as well.
Candidates are expected to possess and exhibit cognitive abilities, which include
comprehension, analysis, evaluation, understanding of the structure of arguments,
and deductive and inductive reasoning. The candidates are also expected to have a general awareness of teaching and learning processes in the higher education system. Further, they should be aware of the interaction between people, the environment, natural resources and their impact on the quality of life
Unit-I Teaching Aptitude
Teaching Aptitude is One of the Important Unit of Paper-1 Based on Topics such as teaching methods, teaching Concepts, Cognitive Development of students, Pedology, learner Centric Teaching Methods, Factors affecting teaching, Teaching Support Systems & More, if we Consider the Importance of This Unit then its a lot, Every year 4 to 6 Questions Asked from Teaching aptitude give you Upto 10 Marks Weightage which is very important for Getting Required Score. The level of Questions As Per Past Years is – Medium to Hard
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| Teaching | Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements. | 1 Question |
| Learner’s characteristics | Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences. | 1 Question [ Cognitive Development Important one] |
| Factors affecting teaching related to | Teacher, Learner, Support material, Instructional facilities, Learning environment, and Institution | 2 Questions – [Teaching Aids] |
| Methods of teaching in Institutions of higher learning | Teacher-centred vs. Learner-centered methods; Off-line vs. Online methods (Swayam, Swayamprabha, MOOCs, etc.) | 2 Questions [ Swayam, MOOCs, Teacher Centric] |
| Teaching Support System | Traditional, Modern, and ICT-based. | 1 Question |
| Evaluation Systems | Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer-based testing, Innovations in evaluation systems. | 1 or 2 Question [Choice Based testing, Evaluation System] |
Unit-II Research Aptitude
Research Aptitude is One of the Important & Analytical units of Paper-1 Based on Topics such as Research Types, Research Methods, Research Fundamental, Sampling, Standard error, Steps in Research, Hypothesis & More, if we Consider the Importance of This Unit then its a lot, not even in Paper -1 But Also in Paper -2 in each subject, you may find a Unit based on Research Every year 4 to 6 Questions Asked from Research aptitude give you Upto 10 Marks Weightage which is very important for Getting Required Score. The level of Questions As Per Past Years is – Medium to Hard [ Many Questions Asked Above Average]
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| Research | Meaning, Types, and Characteristics, Positivism and Post positivistic approach to research | 2 Question [Important – Types of Research Like- Applied Research, Experimental Research, Snowfall Research, etc |
| Methods of Research | Experimental, Descriptive, Historical, Qualitative, and Quantitative methods. | 2 Question [ All Research Methods] |
| Steps of Research | Step 1: Identify and develop your topic. Step 2: Do a preliminary search for information. … Step 3: Locate materials. … Step 4: Evaluate your sources. … Step 5: Make notes. … Step 6: Write your paper. … Step 7: Cite your sources properly. … Step 8: Proofread. | 2 Questions – [Most Expected Always] |
| Application of ICT in research | References and Bibliography Compilation. Article and Thesis / Dissertation | 1 Questions [ Expected ] |
| Research ethics. | Honesty: Honestly report data, results, methods and procedures, and publication status. Objectivity: Integrity: Carefulness: Openness: Respect for Intellectual Property: Confidentiality: Responsible Publication: | 1 Question [Expected] |
Are you looking best Study Notes of UGC NET Education[Code-09] Check the Free Sample PDF – Click Here
Unit-III Comprehension
This unit Include Reading Comprehension based on any case study or current affairs topics. As per Exam Pattern, every year 5 Questions are Asked from Passage & they its Fixed every year. The level of passage has always been medium to hard . the Starting 3 Questions is always been easy but in last 2 questions Might be difficult as compared to the First 3 Questions. if you practice 30 + Passage then it would be enough for Preparation, its if you weightage of 10 Marks
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| A passage of text be given. Questions be asked from the passage to be answered. | Passage based on case study & Current affairs Topics | 5 Questions |
Unit-IV Communication
Communication is one of the other theoretical & Analytical units of Paper-1 Based on Topics such as Communication: Meaning, types, and characteristics of communication, Communication Channel, Communication Barrier & More, if we Consider the Importance of This Unit then it now been Quite, In Past serval, the year’s the level of questions is Increase drastically. Now the questions asked from the depth of the topics Every year 4 to 6 Questions Asked from Communication give you up Upto 10 Marks Weightage which is very important for Getting Required Score. The level of Questions As Per Past Years is – Medium to Hard [ Mostly Question Asked in assertion & Reason]
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| Communication | Meaning, types, and characteristics of communication. | 2 Question [Important – The seven C’s are: clarity, correctness, conciseness, courtesy, concreteness, consideration, and completeness |
| Effective communication | Verbal and Non-verbal, Inter-Cultural, and group communications, Classroom communication. | 2 Question [ Based on Verbal & Non-Verbal Communication Mostly] |
| Barriers to effective communication | Physical Barriers. Perceptual Barriers. Emotional Barriers. Cultural Barriers. Language Barriers. Gender Barriers. Interpersonal Barriers. Removing Communication Barriers. | 2 Questions – [Most Expected Always] |
| Mass-Media and Society | mass media are newspapers, magazines, radio, advertisements, social media, television, the internet, and films/movies | 1 Questions [ Expected ] |
Unit-V Mathematical Reasoning and Aptitude
Mathematical Reasoning and Aptitude is One of the Important & Analytical units of Paper-1 Based on Topics such as reasoning types, Number Series, Arithmetic Math, Frequently Asked Questions on Ratio & Proportion, Profit & Loss, Percentage, Time & Distance & More if we Consider Importance of This Unit then its a lot, you need to practice Quite to score well in this Unit Every year 4 to 6 Questions Asked from Unit -5 give you Upto 10 Marks Weightage which is very important for Getting Required Score. The level of Questions As Per Past Years is – Medium to Hard [ Many Questions Asked Above Average]
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| Types of reasoning. | Deductive reasoning. Deductive reasoning is a type of reasoning that uses formal logic and observations to prove a theory or hypothesis. Inductive reasoning. Analogical reasoning. Abductive reasoning. Cause-and-effect reasoning. Critical thinking. Decompositional reasoning. | 1 Question |
| Series | Number series, Letter series, Codes, and Relationships | 2 Question [ Frequently Asked in exam] |
| Mathematical Aptitude | Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages etc | 2 Questions – [Most Expected Always] |
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Unit-VI Logical Reasoning
Logical Reasoning is one of the Important & Lengthy Units of Paper-1 Include Conceptual Topics Such as Analogies, Venn Diagram, Pramanas, Indian Logic, Anumana & More, if we Consider Importance of This Unit then Very Much High, you need to practice Quite to score well in this Unit Every year 4 to 6 Questions Asked from Unit -6 give you Upto 10 Marks Weightage which is very important for Getting Required Score. The level of Questions As Per Past Years is – Medium to Hard [ Many Questions Asked Above Average] [Suggestion – Understand topics is very Important like the categorical statement of the form, Indian Logic, Mood and Figure, etc]
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| 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. | 2 Question Important Topics [Mood & Figure & Square of Opposition, structure of categorical propositions |
| Evaluating and distinguishing | deductive and inductive reasoning. generalization, statistical generalization, anecdotal generalization, prediction, inference of past events | 1 Question [ Most Expected] |
| Analogies | Letter/Word Based Analogy. In this type of analogy reasoning, a pair of letters or words are given in a certain similarity between them. Number Based/Numerical Analogy. Letter and Number Based Analogy (Mixed Analogy) Image-Based Analogy. General Knowledge-Based Analogy. | 1 Questions – [Expected] |
| Venn diagram | Simple and multiple uses for establishing the validity of arguments. | 2 Questions [ Expected] |
| Indian Logic | Means of knowledge. | Nyaya school of Hindu philosophy 1 questions Expected |
| Evaluation Systems | Pramanas: Pratyaksha (Perception), Anumana (Inference), Upasana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication), and Anupalabddhi (Non-apprehension). | [1 or 2 Question ] |
Unit-VII Data Interpretation
This Unit Asked 5 Questions based on Tabular DI, Pie Charts, Bar Graph, Line Graph, Ceselet DI, and Miscellaneous which give you 10 Marks if you do with 100 % Accuracy. Very Important to solve DI is that your Basic of Math Should be Clear your Calculation Speed should be fast so that you reduce the time to solve questions – [ Medium of Question – Moderate to Hard]
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| Sources, acquisition and classification of Data | Univariate data Bivariate data Multivariate data | Not Expected any Question |
| Quantitative and Qualitative Data | Quantitative data are data about numeric variables (e.g. how many; how much; or how often). Qualitative data are measures of ‘types’ and may be represented by a name, symbol, or number code. Qualitative data are data about categorical variables | 1 Question Expected |
| Graphical representation | (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data. | 1 DI Expected on Always with 5 Question |
| Data Interpretation. | Data Interpretation can be classified into a few categories such as Tabular DI, Pie Charts, Bar Graph, Line Graph, Ceselet DI, and Miscellaneous. | 1 DI |
| Data and Governance | A data governance model is a framework that outlines processes and systems for data creation, data storage and maintenance, and data disposal | Not Expected |
Unit-VIII Information and Communication Technology (ICT)
ICT is one of the Important Unit of Paper-1 Based on Topics such as General abbreviations and terminology, ICT and Governance, Use of the Internet, How Communication Technology work & More if we Consider the Importance of This Unit then its a lot, In-Unit emphasize basic Knowledge about ICT Like Why is Important, How its Work, Every year 4 to 6 Questions Asked from ICT give you Upto 10 Marks Weightage which is very important for Getting Required Score. The level of Questions As Per Past Years is – Medium to Hard [Most Important Topics are Memory Size, Abbreviation & More]
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| ICT | General abbreviations and terminology. Like- BASIC Beginner’s All-purpose Symbolic Instruction Code BCD Binary Coded Decimal BDPS Business Data Processing Systems | 1 Question Expected Always |
| Basics of Internet | Intranet, E-mail, Audio and Video-conferencing. | 2 Question [Expected] |
| Digital initiatives in higher education | Like – #1 Study Webs of Active Learning for Young Aspiring Minds(SWAYAM) learning made easy with SWAYAM. #2 SWAYAM Prabha: the 32 Educational DTH Channels. #3 National Digital Library (NDL) #4 National Academic Depository. #5 e-Shodh Sindhu. #6 Virtual Labs. #7 e-Yantra. #8 Campus Connectivity. | 2 Questions – [Most Expected Always] |
| ICT and Governance. | Topics Like Governance G2G: Government to Government G2C: Government to Citizen G2B: Government to Business G2E: Government to Employee | 1 Questions [ Expected ] |
Unit-IX People, Development, and Environment
People, Development, and Environment is One of the Important & Conceptual Units of Paper-1 Based on Topics such as Anthropogenic activities, pollutants, Environmental Protection Act, Paris Agreements, Flora & Fauna, Water Pollution, Climate Change & More, if we Consider the Importance of This Unit then its a lot, this Unit Emphasize knowledge about ecology & Environment test your Awareness about Climate change, etc.Every year 4 to 6 Questions Asked from Research aptitude give you up Upto 10 Marks Weightage which is very important for Getting the Required Score. The level of Questions As Per Past Years is – Medium to Hard [ Many Questions Asked Above Average]
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| Development and environment | Millennium development and Sustainable development goals. | Very Much Important Expected one 1 Question Always |
| Human and environmental interaction | Human and environment interaction: Anthropogenic activities and their impacts on the environment. | 1 Question [ Most Expected] |
| 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. | 1 Questions – [Expected] Important Topic – Climate Change |
| Impacts of pollutants on human health | Topic Need to Learn – psychological complications, autism, retinopathy, fetal growth, and low birth weight. | 1 Questions [ Expected] |
| Natural and energy resources: | Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear, and Forests. | 1 Question Expected [ Important Topic Biomass & Geothermal ] |
| Natural hazards and disasters: Mitigation strategies | Topic Need to Learn- geological hazards, hydrological hazards, meteorological hazards, and biological hazards | [1 Question Expected] |
| Climate Protection Laws & Agreements | 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. | 1 Question Expected [Important – Paris Agreement, Rio Summit] |
Unit-X Higher Education System
Higher Education is one of the Important Units of Paper-1 Based on Topics such as Oriental, Conventional and Non-conventional learning programs in India, Professional, Technical and Skill-Based education, Policies, Governance, and Administration. & More, if we Consider the Importance of This Unit then it’s a lot, Every year 4 to 5 Questions Asked from Higher Education give you up Upto 10 Marks Weightage which is very important for Getting the Required Score. The level of Questions As Per Past Years is – Medium to Hard
| Topic Name | Topics in Details | Expected Questions Asked in Exam |
|---|---|---|
| Institutions of higher learning and education in ancient India | Education in the Sutras and Epics Education in Buddhist Era Main Educational Centers and Universities in Ancient India TAKSHASHILA OR TAXILA Nalanda Vikramshila Mithila Odantapuri | 2 Question Expected Always |
| Evolution of higher learning and research in Post Independence India | Sarkar Committee (1945) University Education Commission (UEC) UGC became a statutory organization by the act of parliament in 1956. The Nehruvian Period (1947-1964 National Policy on Education (NPE) in 1968, Planning Commission (established in 1950 by Nehru) Five-Year Plan | 2 Question [Expected] |
| Oriental, Conventional, and Non-conventional learning programs in India. | Oriental learning Programmes, Adyar Library Asiatic Society ancient wisdom | 1 Questions – [Most Expected Always] |
| Professional, Technical, and Skill-Based education. | School Education & LiteracyPrimary Schooling Secondary education Senior Secondary Education Higher Education (Tertiary Education)Academic Degrees (Non-professional) Professional Degrees Technical Degrees Vocational Education (Skilled Based) | 1 Questions [ Expected ] |
| Value education and environmental education. | At the elementary school level, environmental education can take the form of science enrichment curriculum, natural history field trips, community service projects, and participation in outdoor science schools. | 1 Question |
| Policies, Governance, and Administration. | Parts of Constitution Territory of the Union Fundamental Rights Right to equality (Articles 14-18) Right to freedom (Articles 19-22) Right against exploitation (Articles 23-24) Type of Writs Fundamental Duties The President The Union Council of Ministers The Union Legislature The Indian Judicial System | 1 Question Expected Always |
NOTE: (i) Five questions each carrying 2 marks are to be set from each
Module.
(ii) Whenever graphical/pictorial question(s) are set for sighted
candidates, a passage followed by an equal number of questions and
weightage be set for visually impaired candidates
Are you looking best Study Notes of UGC NET Education[Code-09] Check the Free Sample PDF – Click Here
UGC NET Education [Code-09] Latest Syllabus Subject Wise-
UGC NET Education Subject Based on Topics Such as Inclusive Education, Educational Management, Administration and Leadership, Technology in/ for Education, Pedagogy, Andragogy, and Assessment & more This means that you’d have to cover a lot of ground to get a surface-level understanding of the fundamentals. While the syllabus is dense, it would help to break down each component that makes a lesson. This is why we’ve broken them down the Education UGC NET syllabus according to the names of the units themselves. It would be easier to digest what topics under them are involved so that it would be easy for you to be prepared for the upcoming exams.
The subject code for UGC NET Education Code -09. It comprises two online papers namely Paper-I & Paper-II with Multiple Choice Questions (MCQ)s.
- UGC NET Education Paper 1 Syllabus tests teaching and reasoning ability, research aptitude, comprehension, divergent thinking, and general awareness.
- UGC NET Education Paper 2 Syllabus is based on Education. It tests your depth of knowledge and expertise in the respective subject.
| Units Name | Subject /Topic |
| Unit -1 Educational Studies | a) Contribution of Indian Schools of philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with special reference to Vidya, Dayanand Darshan; and Islamic traditions toward educational aims and methods of acquiring valid knowledge b) Contribution of Western schools of thought (Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism) and their contribution to Education with special reference to information, knowledge, and wisdom c) Approaches to Sociology of Education (symbolic Interaction, Structural Functionalism, and Conflict Theory). Concept and types of social Institutions and their functions (family, school, and society), The Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory, and New Social Movement Theory) d) Socialization and education- education and culture; Contribution of thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings and Savitribai Phule) to the development of educational thought for social change, National Values as enshrined in the Indian Constitution – Socialism, Secularism, justice, liberty, democracy, equality, freedom with special reference to education |
| Unit 2: History, Politics and Economics of Education | a) Committees and Commissions’ Contribution to 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) b) Relationship between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy formulation: Analysis of the existing situation, generation of policy options, evaluation of policy options, making the policy decision, planning policy implementation, policy impact assessment and subsequent policy cycles. c) Concept of Economics of Education: Cost-Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to 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, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization |
| Unit 3: Learner and Learning Process | a) Growth and Development: Concept and principles,Cognitive Processes and Stages of Cognitive Development, Personality: Definitions and theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka) , Mental health and Mental hygiene b) Approaches to Intelligence from Unitary to Multiple: Concepts of Social intelligence, multiple intelligence, emotional 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 of social relationship and socialization goals d) Guidance and Counselling: Nature, Principles and Need, Types of guidance (educational, vocational, personal, health and social & The directive, Non-directive and Eclectic), Approaches to counseling Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Person-centered Counselling (Carl Rogers) – Theories of Counselling (Behaviouristic, Rational, Emotive, and Reality) |
| Unit 4: Teacher Education | a) Meaning, Nature, and Scope of Teacher Education; Types of Teacher Education Programs, The Structure of Teacher Education Curriculum and its Vision in Curriculum Documents of NCERT and NCTE at Elementary, Secondary, and Higher Secondary Levels, Organization of Components of Pre-service Teacher Education Transactional Approaches (for foundation courses) Expository, Collaborative and Experiential learning b) Understanding the Knowledge base of Teacher Education from the viewpoint of Schulman, 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, Organization and Modes of In-service Teacher Education, Agencies and Institutions of In-service Teacher Education in District, State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE, and UGC), Preliminary Consideration in Planning in-service teacher education program (Purpose, Duration, Resources, and Budget) d) Concept of Profession and Professionalism, Teaching as a Profession, Professional Ethics of Teachers, Personal and Contextual factors affecting Teacher Development, ICT Integration, Quality Enhancement for Professionalization of Teacher Education, Innovation in Teacher Education |
| Unit 5: 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 (National, democratic), Sociological basis (socio-cultural reconstruction), Psychological Bases (learner’s needs and interests),Benchmarking and Role of National level Statutory Bodies – UGC, NCTE 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 [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model, Intervention Model, C I P P Model (Context, Input, Process, Product Model) c) Instructional System, Instructional Media, Instructional Techniques and The material in enhancing curriculum Transaction, Approaches to Evaluation of Curriculum: Approaches to Curriculum and Instruction (Academic and Competency-Based Approaches), Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model d) Meaning and types of Curriculum change, Factors affecting curriculum change, Approaches to curriculum change, Role of students, teachers and educational administrators in curriculum change and improvement, Scope of curriculum research, and Types of Research in Curriculum Studies |
| Unit 6: Research in Education | a) Meaning and Scope of Educational Research, Meaning and steps of Scientific Method, Characteristics of Scientific Method (Replicability, Precision, Falsifiability, and Parsimony), Types of Scientific Method (Exploratory, Explanatory, and Descriptive), Aims of research as a scientific activity: Problem-solving, Theory Building, Prediction, Types of research (Fundamental, Applied and Action), Approaches to educational research (Quantitative and Qualitative), Designs in educational research (Descriptive, Experimental, and Historical) b) Variables: Meaning of Concepts, Constructs, and Variables, Types of Variables (Independent, Dependent, Extraneous, Intervening and Moderator), Hypotheses – Concept, Sources, Types (Research, Directional, Non-directional, Null), Formulating Hypothesis, Characteristics of a good hypothesis, Steps of Writing a Research The 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, Questionnaire, Aptitude test and Achievement Test, Inventory), Techniques of Research (Observation, Interview, and Projective Techniques) c) Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio), Quantitative Data Analysis – Descriptive data analysis (Measures of central tendency, variability, fiduciary limits and graphical presentation of data), Testing of Hypothesis (Type I and Type II Errors), Levels of Significance, Power of a statistical test and effect size, Parametric Techniques, Non- Parametric Techniques, Conditions to be satisfied for using parametric techniques, Inferential data analysis, Use and Interpretation of statistical techniques: Correlation, t-test, z-test, ANOVA, chi-square (Equal Probability and Normal Probability Hypothesis). Qualitative Data Analysis – Data Reduction and Classification, Analytical Induction, and Constant Comparison, Concept of Triangulation d) Qualitative Research Designs: Grounded Theory Designs (Types, characteristics, designs, Steps in conducting a GT research, Strengths and Weakness of GT) – Narrative Research Designs (Meaning and key Characteristics, Steps in conducting NR design), Case Study (Meaning, Characteristics, Components of a CS design, Types of CS design, Steps of conducting a CS research, Strengths, and weaknesses), Ethnography (Meaning, Characteristics, Underlying assumptions, Steps of conducting ethnographic research, Writing ethnographic accounts, Strengths and weaknesses), Mixed Method Designs: Characteristics, Types of MM designs (Triangulation, explanatory and exploratory designs), Steps in conducting an MM design, Strengths and weaknesses of MM research. |
| Unit 7: 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), Understanding Level (Morrison teaching Model), Reflective Level (Bigge and Hunt 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, perspectives (assessment for Learning, assessment of learning, and Assessment of Learning) – Types of Assessment (Placement, formative, diagnostic, 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: Assessment of Portfolios, Reflective Journal, 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: 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, Applications of Educational Technology informal, nonformal (Open and Distance Learning), informal and inclusive education systems, Overview of Behaviourist, Cognitive and Constructivist Theories and their implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky), Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non formal groups ) b) Systems Approach to Instructional Design, Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s), Gagne’s Nine Events of Instruction and Five E’s of Constructivism, Nine Elements of Constructivist Instructional Design, Application of Computers in Education: CAI, CAL, CBT, CML, Concept, Process of preparing ODLM, Concept of e-learning, Approaches to e learning (Offline, Online, Synchronous, 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, blogs, chats, video conferencing, discussion forum), Open Education Resources (Creative Common, Massive Open Online Courses; Concept and application), E Inclusion – Concept of E Inclusion, Application of Assistive technology in E-learning, Quality of E-Learning – Measuring quality of system: 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 d) Use of ICT in Evaluation, Administration, and Research: E-portfolios, ICT for Research – Online Repositories and Online Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept and Development. |
| Unit 9: 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: Trait, Transformational, Transactional, Value-based, Cultural, Psychodynamic, and Charismatic, Models of Leadership (Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, 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 Stewart, Edward Deming, C.K Pralhad d) Change Management: Meaning, Need for Planned change, ThreeStep-Model of Change (Unfreezing, Moving, Refreezing), The Japanese Models of Change: Just-in-Time, Poka-yoke, 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 (National Assessment Accreditation Council [NAAC], Performance Indicators, Quality Council of India [QCI] , International Network for Quality Assurance Agencies in Higher Education [INQAAHE] |
| Unit 10: 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 (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, Disability and Handicap, Classification of Disabilities based on ICF Model, Readiness of School, and Models of Inclusion, Prevalence, Types, Characteristics, and Educational Needs of Diverse learners’ Intellectual, Physical, and Multiple Disabilities, Causes, and prevention of disabilities, Identification of Diverse Learners for Inclusion, Educational Evaluation Methods, Techniques, and Tools 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), ParentProfessional 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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UGC NET Education Syllabus in Hindi 2024 –
पेपर के बारे में विवरण जानने के लिए सिलेबस का विश्लेषण करना बहुत महत्वपूर्ण है। यूजीसी नेट शिक्षा [कोड-09] 10 इकाइयों में विभाजित पाठ्यक्रम में 12 विषय शामिल हैं। प्रत्येक इकाई में 60 से अधिक विषय दिए गए हैं, पाठ्यक्रम के अधिकांश भाग सैद्धांतिक अवधारणाओं पर आधारित हैं, इकाइयाँ जैसे कि समावेशी शिक्षा, शैक्षिक प्रबंधन, प्रशासन और नेतृत्व, शिक्षा के लिए प्रौद्योगिकी, शिक्षाशास्त्र, एंड्रोलॉजी, और सैद्धांतिक पर आधारित मूल्यांकन अवधारणाएं। अंकों के संदर्भ में प्रत्येक इकाई का समान महत्व है।
| यूनिट -1 शैक्षिक अध्ययन | ए) दर्शन के भारतीय स्कूलों का योगदान (सांख्य योग, वेदांत, बौद्ध धर्म, जैन धर्म) विद्या, दयानंदी के विशेष संदर्भ में दर्शन; और शैक्षिक उद्देश्यों और विधियों के प्रति इस्लामी परंपराएं वैध ज्ञान प्राप्त करने के लिए बी) विचारों के पश्चिमी स्कूलों का योगदान (आदर्शवाद, यथार्थवाद, प्रकृतिवाद, व्यावहारिकतावाद, मार्क्सवाद, अस्तित्ववाद) और उनका योगदान सूचना, ज्ञान और के विशेष संदर्भ में शिक्षा के लिए बुद्धि सी) शिक्षा के समाजशास्त्र के दृष्टिकोण (प्रतीकात्मक बातचीत, संरचनात्मक कार्यात्मकता और संघर्ष सिद्धांत)। सामाजिक की अवधारणा और प्रकार संस्थाएं और उनके कार्य (परिवार, स्कूल और समाज), की अवधारणा सामाजिक आंदोलन, सामाजिक आंदोलनों के सिद्धांत (रिश्तेदार) अभाव, संसाधन जुटाना, राजनीतिक प्रक्रिया सिद्धांत और नया सामाजिक आंदोलन सिद्धांत) डी) समाजीकरण और शिक्षा- शिक्षा और संस्कृति; का योगदान विचारक (स्वामी विवेकानंद, रवींद्रनाथ टैगोर, महात्मा) गांधी, अरबिंदो, जे. कृष्णमूर्ति, पाउलो फ्रेयर, वोलस्टोनक्राफ्ट, नेल सिर हिलाया और सावित्रीबाई फुले) शैक्षिक के विकास के लिए सामाजिक परिवर्तन के लिए सोचा, भारतीय में निहित राष्ट्रीय मूल्य संविधान – समाजवाद, धर्मनिरपेक्षता, न्याय, स्वतंत्रता, लोकतंत्र, शिक्षा के विशेष संदर्भ में समानता, स्वतंत्रता |
| यूनिट 2: इतिहास, राजनीति और शिक्षा का अर्थशास्त्र | a) शिक्षक शिक्षा में समितियों और आयोगों का योगदान माध्यमिक शिक्षा आयोग (1953), कोठारी शिक्षा आयोग (1964-66), राष्ट्रीय शिक्षा नीति (1986,1992), राष्ट्रीय शिक्षक आयोग (1999), राष्ट्रीय पाठ्यचर्या फ्रेमवर्क 2005, राष्ट्रीय ज्ञान आयोग (2007), यशपाल समिति की रिपोर्ट (2009), शिक्षक के लिए राष्ट्रीय पाठ्यचर्या की रूपरेखा शिक्षा (2009), न्यायमूर्ति वर्मा समिति की रिपोर्ट (2012) b) नीतियों और शिक्षा के बीच संबंध, के बीच संबंध शैक्षिक नीति और राष्ट्रीय विकास, के निर्धारक शैक्षिक नीति और नीति निर्माण की प्रक्रिया: का विश्लेषण मौजूदा स्थिति, नीति विकल्पों का सृजन, नीति का मूल्यांकन विकल्प, नीतिगत निर्णय लेना, नीति कार्यान्वयन की योजना बनाना, नीति प्रभाव मूल्यांकन और उसके बाद के नीति चक्र। ग) शिक्षा के अर्थशास्त्र की अवधारणा: लागत लाभ विश्लेषण बनाम लागत शिक्षा में प्रभावी विश्लेषण, उच्च शिक्षा को आर्थिक लाभ सिग्नलिंग थ्योरी बनाम ह्यूमन कैपिटल थ्योरी, शैक्षिक की अवधारणा वित्त; सूक्ष्म और स्थूल स्तर पर शैक्षिक वित्त, की अवधारणा बजट d) राजनीति और शिक्षा के बीच संबंध, राजनीति के परिप्रेक्ष्य शिक्षा के उदारवादी, रूढ़िवादी और गंभीर, दृष्टिकोण राजनीति को समझना (व्यवहारवाद, सिस्टम विश्लेषण का सिद्धांत और तर्कसंगत विकल्प का सिद्धांत), राजनीतिक विकास के लिए शिक्षा और राजनीतिक समाजीकरण |
| यूनिट 3: शिक्षार्थी और सीखने की प्रक्रिया | ए) विकास और विकास: अवधारणा और सिद्धांत, संज्ञानात्मक संज्ञानात्मक विकास, व्यक्तित्व की प्रक्रियाएं और चरण: परिभाषाएँ और सिद्धांत (फ्रायड, कार्ल रोजर्स, गॉर्डन ऑलपोर्ट, मैक्स वर्थाइमर, कर्ट कोफ्का), मानसिक स्वास्थ्य और मानसिक स्वच्छता बी) एकात्मक से एकाधिक तक खुफिया के दृष्टिकोण: सामाजिक की अवधारणाएं इंटेलिजेंस, मल्टीपल इंटेलिजेंस, इमोशनल इंटेलिजेंस के सिद्धांत स्टर्नबर्ग, गार्डनर द्वारा इंटेलिजेंस, इंटेलिजेंस का आकलन, समस्या समाधान की अवधारणा, गंभीर सोच, मेटाकॉग्निशन और रचनात्मकता ग) सीखने के सिद्धांत और सिद्धांत: व्यवहारवादी, संज्ञानात्मक और सीखने के सामाजिक सिद्धांत, सामाजिक शिक्षा को प्रभावित करने वाले कारक, सामाजिक क्षमता, सामाजिक अनुभूति की अवधारणा, सामाजिक समझ संबंध और समाजीकरण लक्ष्य डी) मार्गदर्शन और परामर्श: प्रकृति, सिद्धांत और आवश्यकता, प्रकार के प्रकार मार्गदर्शन (शैक्षिक, व्यावसायिक, व्यक्तिगत, स्वास्थ्य और सामाजिक और निर्देशक, गैर-निर्देशक और उदार), परामर्श के लिए दृष्टिकोण – संज्ञानात्मक-व्यवहार (अल्बर्ट एलिस – आरईबीटी) और मानवतावादी, व्यक्ति केंद्रित परामर्श (कार्ल रोजर्स) – परामर्श के सिद्धांत (व्यवहारवादी, तर्कसंगत, भावनात्मक और वास्तविकता) |
| यूनिट 4: शिक्षक शिक्षा | क) शिक्षक शिक्षा का अर्थ, प्रकृति और दायरा; शिक्षक के प्रकार शिक्षा कार्यक्रम, शिक्षक शिक्षा पाठ्यक्रम की संरचना और एनसीईआरटी और एनसीटीई के पाठ्यचर्या दस्तावेजों में इसकी दृष्टि प्राथमिक, माध्यमिक और उच्चतर माध्यमिक स्तर, का संगठन सेवा पूर्व शिक्षक शिक्षा लेनदेन के घटक दृष्टिकोण (फाउंडेशन कोर्स के लिए) एक्सपोजिटरी, सहयोगात्मक और प्रायोगिक ज्ञान b) शिक्षक शिक्षा के ज्ञान आधार को दृष्टि से समझना शुलमैन, देंग और ल्यूक और हैबरमास का बिंदु, चिंतनशील का अर्थ चिंतनशील शिक्षण को बढ़ावा देने के लिए शिक्षण और रणनीतियाँ, के मॉडल शिक्षक शिक्षा – व्यवहारिक, योग्यता आधारित और पूछताछ उन्मुख शिक्षक शिक्षा मॉडल ग) सेवाकालीन शिक्षक शिक्षा की अवधारणा, आवश्यकता, उद्देश्य और दायरा, सेवाकालीन शिक्षक शिक्षा के संगठन और तरीके, एजेंसियां और जिला, राज्य और . में सेवारत शिक्षक शिक्षा संस्थान राष्ट्रीय स्तर (एसएसए, आरएमएसए, एससीईआरटी, एनसीईआरटी, एनसीटीई और यूजीसी), सेवाकालीन शिक्षक शिक्षा की योजना बनाने में प्रारंभिक विचार कार्यक्रम (उद्देश्य, अवधि, संसाधन और बजट) डी) पेशे और व्यावसायिकता की अवधारणा, एक पेशे के रूप में शिक्षण, शिक्षकों की व्यावसायिक नैतिकता, व्यक्तिगत और प्रासंगिक कारक शिक्षक विकास, आईसीटी एकीकरण, गुणवत्ता संवर्धन को प्रभावित करना शिक्षक शिक्षा के व्यावसायीकरण के लिए, शिक्षक में नवाचार शिक्षा |
| यूनिट 5: पाठ्यचर्या अध्ययन | क) पाठ्यचर्या की अवधारणा और सिद्धांत, पाठ्यचर्या की रणनीतियाँ विकास, पाठ्यचर्या विकास की प्रक्रिया के चरण, पाठ्यचर्या योजना की नींव – दार्शनिक आधार (राष्ट्रीय, लोकतांत्रिक), सामाजिक आधार (सामाजिक सांस्कृतिक पुनर्निर्माण), मनोवैज्ञानिक आधार (शिक्षार्थी की जरूरतें और रुचियां), बेंच मार्किंग और राष्ट्रीय स्तर के सांविधिक निकायों की भूमिका – यूजीसी, एनसीटीई और पाठ्यचर्या विकास में विश्वविद्यालय बी) पाठ्यचर्या डिजाइन के मॉडल: पारंपरिक और समकालीन मॉडल (शैक्षणिक / अनुशासन आधारित मॉडल, योग्यता आधारित मॉडल, सामाजिक कार्य / गतिविधियां मॉडल [सामाजिक पुनर्निर्माण], व्यक्तिगत आवश्यकताएं और इंटरेस्ट मॉडल, आउटकम बेस्ड इंटीग्रेटिव मॉडल, इंटरवेंशन मॉडल, सी आई पी पी मॉडल (संदर्भ, इनपुट, प्रक्रिया, उत्पाद मॉडल) ग) निर्देश प्रणाली, निर्देशात्मक मीडिया, निर्देशात्मक तकनीक और पाठ्यचर्या लेनदेन को बढ़ाने में सामग्री, दृष्टिकोण पाठ्यचर्या का मूल्यांकन: पाठ्यचर्या और निर्देश के लिए दृष्टिकोण (शैक्षणिक और योग्यता आधारित दृष्टिकोण), पाठ्यचर्या के मॉडल मूल्यांकन: टायलर का मॉडल, स्टेक्स का मॉडल, स्क्रिप्वेन का मॉडल, किर्कपैट्रिक का मॉडल घ) पाठ्यचर्या परिवर्तन का अर्थ और प्रकार, पाठ्यचर्या को प्रभावित करने वाले कारक परिवर्तन, पाठ्यक्रम परिवर्तन के प्रति दृष्टिकोण, छात्रों, शिक्षकों की भूमिका और पाठ्यक्रम परिवर्तन और सुधार में शैक्षिक प्रशासक, पाठ्यचर्या अनुसंधान का दायरा और पाठ्यचर्या में अनुसंधान के प्रकार में पढ़ता है |
| यूनिट 6: शिक्षा में अनुसंधान | ए) शैक्षिक अनुसंधान का अर्थ और दायरा, अर्थ और कदम वैज्ञानिक विधि, वैज्ञानिक पद्धति के लक्षण (प्रतिकृति, प्रेसिजन, मिथ्याकरण और पारसीमोनी), वैज्ञानिक पद्धति के प्रकार (खोजपूर्ण, व्याख्यात्मक और वर्णनात्मक), अनुसंधान के उद्देश्य वैज्ञानिक गतिविधि: समस्या-समाधान, सिद्धांत निर्माण और भविष्यवाणी, अनुसंधान के प्रकार (मौलिक, अनुप्रयुक्त और क्रिया), दृष्टिकोण शैक्षिक अनुसंधान (मात्रात्मक और गुणात्मक), में डिजाइन शैक्षिक अनुसंधान (वर्णनात्मक, प्रायोगिक और ऐतिहासिक) बी) चर: अवधारणाओं का अर्थ, निर्माण और चर, के प्रकार चर (स्वतंत्र, आश्रित, बाहरी, हस्तक्षेप करने वाला और मॉडरेटर), परिकल्पना – अवधारणा, स्रोत, प्रकार (अनुसंधान, दिशात्मक, गैर-दिशात्मक, शून्य), परिकल्पना तैयार करना, एक अच्छी परिकल्पना के लक्षण, एक शोध लिखने के चरण प्रस्ताव, ब्रह्मांड की अवधारणा और नमूना, एक अच्छे के लक्षण नमूना, नमूना लेने की तकनीक (संभाव्यता और गैर-संभावना .) नमूनाकरण), अनुसंधान के उपकरण – वैधता, विश्वसनीयता और मानकीकरण एक टूल का, टूल के प्रकार (रेटिंग स्केल, एटीट्यूड स्केल, प्रश्नावली, एप्टीट्यूड टेस्ट और अचीवमेंट टेस्ट, इन्वेंटरी), की तकनीक अनुसंधान (अवलोकन, साक्षात्कार और प्रक्षेपी तकनीक) सी) मापन पैमाने के प्रकार (नाममात्र, सामान्य, अंतराल और अनुपात), मात्रात्मक डेटा विश्लेषण – वर्णनात्मक डेटा विश्लेषण (माप) केंद्रीय प्रवृत्ति, परिवर्तनशीलता, प्रत्ययी सीमाएं और चित्रमय प्रस्तुति डेटा का), परिकल्पना का परीक्षण (टाइप I और टाइप II त्रुटियां), के स्तर महत्व, एक सांख्यिकीय परीक्षण की शक्ति और प्रभाव आकार, पैरामीट्रिक तकनीक, गैर-पैरामीट्रिक तकनीक, संतुष्ट होने की शर्तें पैरामीट्रिक तकनीकों का उपयोग करने के लिए, अनुमानित डेटा विश्लेषण, उपयोग और सांख्यिकीय तकनीकों की व्याख्या: सहसंबंध, टी-टेस्ट, जेड-टेस्ट, एनोवा, ची-स्क्वायर (समान संभावना और सामान्य संभावना) परिकल्पना)। गुणात्मक डेटा विश्लेषण – डेटा में कमी और वर्गीकरण, विश्लेषणात्मक प्रेरण और निरंतर तुलना, अवधारणा त्रिकोणासन का डी) गुणात्मक अनुसंधान डिजाइन: ग्राउंडेड थ्योरी डिजाइन (प्रकार, विशेषताएं, डिजाइन, जीटी अनुसंधान आयोजित करने के चरण, ताकत और जीटी की कमजोरी) – कथा अनुसंधान डिजाइन (अर्थ और कुंजी अभिलक्षण, एनआर डिजाइन आयोजित करने के चरण), केस स्टडी (अर्थ, लक्षण, सीएस डिजाइन के घटक, सीएस डिजाइन के प्रकार, सीएस अनुसंधान करने के चरण, ताकत और कमजोरियां), नृवंशविज्ञान (अर्थ, विशेषताएँ, अंतर्निहित धारणाएँ, चरण) नृवंशविज्ञान अनुसंधान आयोजित करने, नृवंशविज्ञान खाता लिखने, ताकत और कमजोरियां), मिश्रित विधि डिजाइन: विशेषताएं, एमएम डिजाइन के प्रकार (त्रिकोण, व्याख्यात्मक और खोजपूर्ण) डिजाइन), एमएम डिजाइन, ताकत और कमजोरी के संचालन में कदम एमएम अनुसंधान के |
| यूनिट 7: शिक्षाशास्त्र, एंड्रागॉजी और मूल्यांकन | ए) शिक्षाशास्त्र, शैक्षणिक विश्लेषण – अवधारणा और चरण, महत्वपूर्ण शिक्षाशास्त्र- शिक्षक शिक्षा में अर्थ, आवश्यकता और इसके निहितार्थ, शिक्षण का आयोजन: स्मृति स्तर (हर्बर्टियन मॉडल), समझ का स्तर (मॉरिसन शिक्षण मॉडल), चिंतनशील स्तर (बिग एंड हंट टीचिंग मॉडल), शिक्षा में एंड्रागॉजी की अवधारणा: अर्थ, सिद्धांत, स्व-निर्देशित सीखने की क्षमता, सिद्धांत Andragogy (मैल्कम नोल्स), शिक्षार्थी का गतिशील मॉडल स्वायत्तता बी) आकलन – अर्थ, प्रकृति, दृष्टिकोण (के लिए आकलन) सीखना, सीखने का आकलन और सीखने का आकलन) – प्रकार आकलन का (प्लेसमेंट, फॉर्मेटिव, डायग्नोस्टिक, योगात्मक) उद्देश्यों और परिणामों के बीच संबंध, संज्ञानात्मक का आकलन (एंडरसन और क्रैथवोल), अफेक्टिव (क्रैथवोल) और साइकोमोटर सीखने के डोमेन (आरएच दवे) ग) शिक्षा के अध्यापन में आकलन: प्रतिक्रिया उपकरण: अर्थ, फीडबैक डिवाइस के रूप में प्रकार, मानदंड, मार्गदर्शन: का आकलन पोर्टफोलियो, रिफ्लेक्टिव जर्नल, रूब्रिक का उपयोग करते हुए फील्ड एंगेजमेंट, योग्यता आधारित मूल्यांकन, शिक्षक का आकलन तैयार आईसीटी साधन d) असेसमेंट इन एंड्रागॉजी ऑफ एजुकेशन – इंटरेक्शन एनालिसिस: फ्लैंडर्स ‘ इंटरैक्शन विश्लेषण, गैलोवे की इंटरैक्शन विश्लेषण की प्रणाली (कक्षा की घटनाओं की रिकॉर्डिंग, निर्माण और व्याख्या इंटरेक्शन मैट्रिक्स), शिक्षक मूल्यांकन के लिए मानदंड (उत्पाद, प्रक्रिया .) और प्रेसेज मानदंड, स्वयं और सहकर्मी मूल्यांकन के लिए रूब्रिक (मतलब, निर्माण के चरण)। |
| यूनिट 8: शिक्षा में / शिक्षा के लिए प्रौद्योगिकी | ए) एक अनुशासन के रूप में शैक्षिक प्रौद्योगिकी (ईटी) की अवधारणा: (सूचना प्रौद्योगिकी, संचार प्रौद्योगिकी और सूचना और संचार प्रौद्योगिकी (आईसीटी) और निर्देशात्मक प्रौद्योगिकी, औपचारिक, गैर औपचारिक (खुला) में शैक्षिक प्रौद्योगिकी के अनुप्रयोग और दूरस्थ शिक्षा), अनौपचारिक और समावेशी शिक्षा प्रणाली, व्यवहारवादी, संज्ञानात्मक और रचनावादी सिद्धांतों का अवलोकन और निर्देशात्मक डिजाइन के लिए उनके निहितार्थ (स्किनर, पियागेट, औसुबेल, ब्रूनर, वायगोत्स्की), लर्निंग थ्योरी और के बीच संबंध निर्देशात्मक रणनीतियाँ (बड़े और छोटे समूहों के लिए, औपचारिक और गैर औपचारिक समूह) बी) निर्देशात्मक डिजाइन के लिए सिस्टम दृष्टिकोण, विकास के मॉडल निर्देशात्मक डिजाइन (ADDIE, ASSURE, डिक और केरी मॉडल) मेसन), गैग्ने के निर्देश के नौ कार्यक्रम और पांच ई के कंस्ट्रक्टिविज्म, कंस्ट्रक्टिविस्ट इंस्ट्रक्शनल डिजाइन के नौ तत्व, शिक्षा में कंप्यूटर का अनुप्रयोग: सीएआई, सीएएल, सीबीटी, सीएमएल, अवधारणा, ओडीएलएम तैयार करने की प्रक्रिया, ई-लर्निंग की अवधारणा, ई के दृष्टिकोण सीखना (ऑफ़लाइन, ऑनलाइन, सिंक्रोनस, एसिंक्रोनस, मिश्रित सीखना, मोबाइल सीखना) सी) ई-लर्निंग में उभरते रुझान: सामाजिक शिक्षा (अवधारणा, वेब का उपयोग) 2.0 सीखने के लिए उपकरण, सोशल नेटवर्किंग साइट, ब्लॉग, चैट, वीडियो सम्मेलन, चर्चा मंच), मुक्त शिक्षा संसाधन (रचनात्मक) सामान्य, बड़े पैमाने पर खुले ऑनलाइन पाठ्यक्रम; अवधारणा और अनुप्रयोग), ई समावेशन – ई समावेशन की अवधारणा, सहायक प्रौद्योगिकी का अनुप्रयोग ई लर्निंग में, ई लर्निंग की गुणवत्ता – सिस्टम की गुणवत्ता को मापना: सूचना, प्रणाली, सेवा, उपयोगकर्ता संतुष्टि और शुद्ध लाभ (डी एंड एम आईएस सक्सेस मॉडल, 2003), ई लर्नर और ई टीचर के लिए नैतिक मुद्दे – शिक्षण, सीखना और अनुसंधान घ) मूल्यांकन, प्रशासन और अनुसंधान में आईसीटी का उपयोग: ई पोर्टफोलियो, अनुसंधान के लिए आईसीटी – ऑनलाइन भंडार और ऑनलाइन पुस्तकालय, ऑनलाइन और ऑफ़लाइन मूल्यांकन उपकरण (ऑनलाइन सर्वेक्षण उपकरण या परीक्षण जनरेटर) – अवधारणा और विकास। |
| यूनिट 9: शैक्षिक प्रबंधन, प्रशासन और नेतृत्व | क) शैक्षिक प्रबंधन और प्रशासन – अर्थ, सिद्धांत, कार्य और महत्व, संस्थागत भवन, POSDCORB, CPM, PERT, एक प्रणाली के रूप में प्रबंधन, SWOT विश्लेषण, टेलरवाद, एक प्रक्रिया के रूप में प्रशासन, एक नौकरशाही के रूप में प्रशासन, मानव प्रशासन के लिए संबंध दृष्टिकोण, संगठनात्मक अनुपालन, संगठनात्मक विकास, संगठनात्मक जलवायु बी) शैक्षिक प्रशासन में नेतृत्व: अर्थ और प्रकृति, नेतृत्व के दृष्टिकोण: विशेषता, परिवर्तनकारी, लेन-देन, मूल्य आधारित, सांस्कृतिक, मनोगतिक और करिश्माई, के मॉडल नेतृत्व (ब्लेक और माउटन का प्रबंधकीय ग्रिड, फिडलर का) आकस्मिकता मॉडल, त्रि-आयामी मॉडल, हर्सी और ब्लैंचर्ड का मॉडल, नेता-सदस्य विनिमय सिद्धांत) ग) शिक्षा में गुणवत्ता और गुणवत्ता की अवधारणा: भारतीय और अंतर्राष्ट्रीय परिप्रेक्ष्य, गुणवत्ता का विकास: निरीक्षण, गुणवत्ता नियंत्रण, गुणवत्ता आश्वासन, कुल गुणवत्ता प्रबंधन (टीक्यूएम), सिक्स सिग्मा, गुणवत्ता गुरु: वाल्टर शेवर्ट, एडवर्ड डेमिंग, सी.के. प्रल्हादी डी) परिवर्तन प्रबंधन: अर्थ, नियोजित परिवर्तन की आवश्यकता, परिवर्तन का त्रि-चरण-मॉडल (अनफ्रीजिंग, मूविंग, रीफ़्रीज़िंग), द परिवर्तन के जापानी मॉडल: जस्ट-इन-टाइम, पोका योक, गुणवत्ता की लागत: मूल्यांकन लागत, विफलता लागत और रोकथाम योग्य लागत, लागत लाभ विश्लेषण, लागत प्रभावी विश्लेषण, भारतीय और अंतर्राष्ट्रीय गुणवत्ता आश्वासन एजेंसियां: उद्देश्य, कार्य, भूमिकाएं और पहल (राष्ट्रीय मूल्यांकन प्रत्यायन परिषद [NAAC], प्रदर्शन संकेतक, भारतीय गुणवत्ता परिषद [QCI] , के लिए अंतर्राष्ट्रीय नेटवर्क उच्च शिक्षा में गुणवत्ता आश्वासन एजेंसियां [INQAAHE] |
| यूनिट 10: समावेशी शिक्षा | क) समावेशी शिक्षा: अवधारणा, सिद्धांत, कार्यक्षेत्र और लक्ष्य समूह (विविध शिक्षार्थी; सीमांत समूह और शिक्षार्थियों सहित विकलांग), समावेशी शिक्षा के दर्शन का विकास: विशेष, एकीकृत, समावेशी शिक्षा, कानूनी प्रावधान: नीतियां और विधान (राष्ट्रीय शिक्षा नीति (1986), कार्य योजना कार्रवाई की (1992), विकलांग व्यक्ति अधिनियम (1995), की राष्ट्रीय नीति विकलांग (2006), राष्ट्रीय पाठ्यचर्या की रूपरेखा (2005), रियायत और विविध शिक्षार्थियों को सुविधाएं (शैक्षणिक और वित्तीय), भारतीय पुनर्वास परिषद अधिनियम (1992), समावेशी शिक्षा के तहत सर्व शिक्षा अभियान (एसएसए), यूएनसीआरपीडी (संयुक्त राष्ट्र) की विशेषताएं विकलांग व्यक्तियों के अधिकारों पर कन्वेंशन) और इसके निहितार्थ बी) हानि, विकलांगता और विकलांगता की अवधारणा, का वर्गीकरण आईसीएफ मॉडल, स्कूल की तैयारी और के मॉडल पर आधारित विकलांगताएं समावेशन, व्यापकता, प्रकार, विशेषताएं और शैक्षिक आवश्यकताएं विविध शिक्षार्थियों की बौद्धिक, शारीरिक और बहु विकलांगता, कारण और निःशक्तताओं की रोकथाम के लिए विविध शिक्षार्थियों की पहचान समावेशन, शैक्षिक मूल्यांकन के तरीके, तकनीक और उपकरण ग) समावेशी कक्षाओं की योजना और प्रबंधन: बुनियादी ढांचा, मानव संसाधन और निर्देशात्मक अभ्यास, पाठ्यचर्या और विविध शिक्षार्थियों के लिए पाठ्यचर्या अनुकूलन, सहायक और अनुकूली विविध शिक्षार्थियों के लिए प्रौद्योगिकी: उत्पाद (एड्स और उपकरण) और प्रक्रिया (व्यक्तिगत शिक्षा योजना, उपचारात्मक शिक्षण), माता-पिता की व्यावसायिक भागीदारी: माता-पिता, साथियों, पेशेवरों की भूमिका, शिक्षक, स्कूल घ) समावेशी शिक्षा में बाधाएं और सुविधाकर्ता: दृष्टिकोण, सामाजिक और समावेशी शिक्षा के शैक्षिक, वर्तमान स्थिति और नैतिक मुद्दे भारत, भारत में समावेशी शिक्षा के अनुसंधान रुझान |
UGC NET Education [Code-09] Exam Pattern 2024-
Total Number of Questions in UGC NET
- UGC NET 2024 will have a total of 150 multiple-choice questions.
- Paper 1 will have 50 questions and Paper 2 will have 100 questions.
- There is No Restriction to moving to and fro among the Papers.
- All the questions are compulsory to attempt.
- you will get 2 marks for each correct response
- If a question is found to be incorrect/ambiguous during the critical challenge, only those candidates who have attempted the question and chosen one of the correct answers would be given credit. Only for dropped question(s), if any, marks will be given to all the candidates.
The table below shows the exam pattern of UGC NET Paper 1 and Paper 2:
| Particulars | UGC NET Paper-I Overview | UGC NET Paper-II [Education] Overview |
| Exam mode | Online | Online |
| Exam duration | 3 hours (180 minutes) | |
| Type of paper | Common for all candidates | Subject-specific questions |
| Total questions | 50 | 100 |
| Type of questions | MCQs; 4 options with only 1 correct option | MCQs; 4 options with only 1 correct option |
| Total marks | 100 | 200 |
| Marking scheme | 2 marks for the correct answer 0 for an incorrect answer | 2 marks for the correct answer 0 for an incorrect answer |
| Language of paper | English and Hindi | English & Hindi |
UGC NET Marking Scheme 2024
- A uniform marking scheme is followed in the exam i.e. for both Paper 1 and 2, each correct answer will fetch you 2 marks.
- As per the revised exam pattern of the UGC NET exam, there is no negative marking for incorrect answers.
- Hence, instead of skipping a question, one can use their calculated guess and mark the answer.
The updated marking scheme of UGC NET is given below:
| Type of Answer | Marks Allotted |
|---|---|
| Correct Answer | 2 marks |
| Incorrect Answer | 0 mark |
| No Answer | 0 mark |
Go through the exam pattern of the UGC NET Education Paper 1 syllabus mentioned below:
| Topics | Questions | Marks |
| Part I: Teaching Aptitude | 5 | 10 |
| Part II: Research Aptitude | 5 | 10 |
| Part III: Reading Comprehension | 5 | 10 |
| Part IV: Communication | 5 | 10 |
| Part V: Reasoning (including Maths) | 5 | 10 |
| Part VI: Logical Reasoning | 5 | 10 |
| Part VII: Data Interpretation | 5 | 10 |
| Part VIII: Information & Communication Technology (ICT) | 5 | 10 |
| Part IX: People & Environment | 5 | 10 |
| Part X: Higher Education System: Governance, Polity & Administration | 5 | 10 |
| Total | 50 | 100 |
Frequently Asked Question [FAQ]
Education
Question 1. What is the Weightage of Paper-1 Subject in UGC NET Education Paper-2?
Ans – Total 150 Questions in Exam. Out of it 100 Questions from UGC NET Commerce & 50 Questions from Paper-1, Each Question of 2 Marks totals 300 Marks You Can attempt all 150 MCQs.
Question 2. How Many Questions Comes from Each Unit of UGC NET Education Subject ?
Ans – From Each unit 7 to 10 Questions Asked in Exam of UGC NET Commerce So Each Unit is Equally Important
Question 3- What is the Cut-off of UGC NET Education?
Ans – the Following Cut-off of UGC NET Education
UGC NET Education June 2024 Cut-off
| Category | For JRF (Junior Research Fellowship) | Assistant Professor Only | ||
| Cutoff Marks Percentage | Total | Cutoff Marks Percentage | Total | |
| UNRESERVED | 67.33 | 87 | 58.00 | 937 |
| EWS | 63.33 | 20 | 52.00 | 295 |
| OBC(NCL) | 62.67 | 55 | 52.00 | 588 |
| SC | 57.33 | 37 | 48.00 | 418 |
| ST | 58.00 | 13 | 48.00 | 169 |
Question 4 -What are the Best Books for UGC NET Education Subjects?
Ans The Following the Best Books for UGC NET Education
There are Many Books Available for Education But Only Two of them are Good For Reference –
| Books Name | Author | Medium |
| UGC NET Education | Book by Nandini Kulshreshtha Renu Sharma (Arihant) | English |
| UGC NET Education | Trueman’s | Hindi |
These Books Only Good for Reference But If You Want to Learn All Topics in Details You Can Take Free Demo of Diwakar education Hub Notes Hindi & English [Both Medium]
Question 5- Can I get a job after qualifying UGC NET Education Exam?
Ans- Yes, you will get many career opportunities in the government and private sectors both after qualifying the UGC NET Education exam. You can check the job options from here.
Question -6 How can I revise the UGC NET Education Syllabus?
Ans.) To revise the UGC NET Commerce Syllabus, first, you should highlight and make short notes while preparing for the exam. It will be easy for you to save time and revise all the topics quickly. You should start the revision with basic concepts
Question -7 Does Online Test Series Help to Crack UGC NET Education Exam?
Ans- Yes It’s Help you Lot, after clearing all Concepts you must Practice MCQ through the Online Test Series which Help you Understand your Level of Preparation & You can analyze your Strength & Weakness. Also Compare with other Students’ Scores. Check Diwakar education Hub’s Best Test series Click here
Question – 8 What is the UGC NET Education minimum Educational Qualification?
A student has to complete his or her Post-Graduation in Education or any Relevant Subjects.
Question -9 What type of questions are asked in UGC NET Education?
UGC NET Commerce Paper includes questions that are Direct/Conceptual(42), Comprehensive(10), Match the following(10), Statements/Definitions Based(2), Assertion and Reasoning Based(6), Chronological Order(6), Multiple Correct Options Based(24).
Question -10 Is the UGC NET Education Syllabus difficult?
Yes. The level of the UGC NET Commerce Syllabus is difficult.But with hard work & Right Guidance, you can be Qualified for UGC NET Exam Take Free Mentorship Call us at -7310762592
Question -11 What is the UGC NET Education paper pattern?
UGC NET Education paper will be a total of 150 questions (50 in Paper I and 100 in Paper II). The total number of marks is 300 (100 for Paper I and 200 for Paper II).
| UGC NET Education Syllabus | UGC NET Education Books |
| UGC NET Education Exam Pattern | UGC NET Education Previous Year Paper |
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