UGC NET Education [शिक्षा] Exam 2024! Latest Syllabus, Books, Eligibility Criteria, Exam Pattern & Previous Year Paper [PYQ] Complete Details –

UGC NET Education Code-9

All Important Information About UGC NET Education Exam 2024 Like Latest Syllabus, Exam Pattern, books, eligibility Criterion, JRF Age Limit, Cut off, Previous Year’s Question Paper & Many More

UGC NET Education [Code-09] is One of The Important Subjects of the UGC NET Exam. With a Vast Syllabus Based on Topics of  Educational Studies, Learner and Learning Processes, Teacher Education History, Politics, and Economics of Education & Many More Subjects. Every Year More than 80000+ Aspirants Apply for UGC NET Education The Sucess Rate is Just 7 %. But Don’t Worry If You Have Proper Knowledge About Exam Like, Syllabus, Pattern, Books, How to Prepare for Education, etc You Can Easily Crack UGC NET Education, In This Article, We Will Discuss All the Important information About Exam Like Latest Syllabus, Exam patterns, books, eligibility Criterion, Cut off & Many More Before Start Preparing UGC NET Exam You Must Know All These Details Thoroughly.

First We Start With Syllabus to Analysis Syllabus Before starting Preparation is so Much Important, Because Syllabus Will Tell you Which Topics you Have to Covered & How Many Topics Include

Table of Contents

Overview of UGC NET Education Exam 2024

ParticularsDetails
Name of the ExamNational Eligibility Test (NET)
Conducting BodyNational Testing Agency (NTA)
Frequency of the ExamTwice a Year
Mode of ExaminationOnline
Type of QuestionsMultiple Choice Questions (MCQs)
Number of PapersPaper I
Paper II
Number of Questions150
Time Duration3 hours
Negative MarkingNo
Official Websiteugcnet.nta.ni
Subject Education

UGC NET Education Latest Books Education [Hindi & English Medium]

here are the latest books UGC NET Education [Code -09]Unit Wise in Hindi & English for all 10 Units –

Unit NoName of BookAuthorMediumYear of Published
Unit -11. Education Studies: Essential Issues
2. यूनिट -1 शैक्षिक अध्ययन		1. Steve Bartlett, Diana Burton
2. Ramesh Dhayal		English
Hindi		2003
2022
Unit -21. Historical And Political Economy Of Education In India
2. इतिहास, राजनीति और शिक्षा का अर्थशास्त्र		1. Dr. M. Kumar
2. Diwakar education Hub		English
Hindi		2020
2022
Unit -31. Learner and Learning process
2. यूनिट 3: सीखने वाले और सीखने की प्रक्रिया		1. Dr. Suresh Bhatnagar, Sushil Kumar
2. Diwakar education Hub		English Hindi2019
2022
Unit -4 1. Teacher Education Issues and Innovation 
2. शिक्षक की शिक्षा		1.  Mishra Lokanath
2. Diwakar education Hub		English Hindi2007
2022
Unit -51. The Curriculum Studies
2. यूनिट 4 पाठ्यचर्या अध्ययन		1. Mehanta Singh
2. Diwakar education Hub		English
Hindi		2022
Unit -61.  Research in Education
2. यूनिट 6: शिक्षा में अनुसंधान		1. John W. Best, James V. Kahn
2. Diwakar education Hub		English
Hindi		2009
2022
Unit -71. PEDAGOGY, ANDRAGOGY, AND ASSESSMENT
2. यूनिट 7: शिक्षाशास्त्र, एंड्रागॉजी और आकलन		1. Arnab Chowdhury, Jayanta Mete
2. Diwakar education Hub		English
Hindi		2020
2022
Unit -81. Technology in Education  
2. यूनिट 8: शिक्षा में/प्रौद्योगिकी
1. Dr. Sharon Campbell-Phillips
2. Diwakar education Hub		English Hindi2022
Unit -91. Educational Management Administration and Leadership
2. यूनिट 9: शैक्षिक प्रबंधन, प्रशासन और नेतृत्व		1. Dr Amit Kumar
2. Diwakar education Hub		English Hindi2019
2022
Unit -101. Inclusive Education: A Systematic Perspective
2. यूनिट 10: समावेशी शिक्षा		1. Aimee Howley, Stephen D
2. Diwakar education Hub		English Hindi2018
2022

These Books are Only Good for Reference But If You Want to Learn All Topics in detail You Can Take a Free Demo of Diwakar education Hub Notes Hindi & English [Both Medium]

Click Here to Take Free Demo

How to Prepare for UGC NET Education[शिक्षा] 2024?

Understand the UGC NET Education [Code-09] exam pattern: The exam pattern of UGC NET Education helps you in shaping your preparation in many ways.

  • First, it tells you that only multiple-choice questions are asked in the UGC NET Education exam, so there is no point in preparing for subjective answers of 5-10 lines. Your preparation needs to be objective-oriented. You will have to allot more time to learn specific details and not whole paras.
  • Second, since there is no negative marking, it allows you to take risks and go for answers to what you think might be the correct option.
  • Third, you get to know how many marks you will be awarded for every written answer – 2 marks for every correct answer. So, you can set an easy target for yourself accordingly

In-depth analysis of the UGC NET Education [Code-09] Syllabus Paper 1 & Paper 2: The syllabus is no less than the bible to the students.

  • Proper analysis of the syllabus is especially important in order to understand what all topics must be covered in order to be able to answer questions that come in the exam.
  • The main point behind following the syllabus is that it saves a lot of your time. History as a subject is so vast that there can be no end to what you have to study, but now that you have a well-framed syllabus in your hand you have the advantage to stick to it.
  • Work towards time management: From the above tip, you must have known by now that you get only 3 hours to complete 150 MCQs without any break. That can be tough for those who are not good at managing time.
  • For getting a better hand over completing the paper on time, you will need to solve old UGC NET Education question papers. The more you practice, the more you will get used to handling the questions in time. You should use a stopwatch to calculate your speed and time.
  • Secondly, if you will have a look at your syllabus, the first thing which will come to your mind is its length. You do not have to get discouraged by assuming that it’s lengthy and impossible. What you need to do instead is prepare a study schedule for yourself.
  • Revision is the secret recipe: Revision is the final touch that you give to your exam preparation to make your foundation more and more concrete. It is very important to revise what you have been studying all along so that you are confident of the syllabus in general and each topic in particular. The best way to revise is to take mock tests and solve practice papers that can be found online and even in bookstores.
  • To be even more surer of your preparations, you can solve the previous year’s question papers and check your scores to assess your progress.
  • One other way to revise is by making notes while you are preparing. Once you are done with the syllabus, you can go through your notes where you have noted down all the important points covering each topic. This way when you write your spelling also gets stronger and you memorize the names properly.
  • Another important tip is that you should always start your revision with sections that are relatively tougher for you so that they also change to stronger topics in time.
  • Motivate yourself physically and mentally: The last and the most important thing to complete your preparation properly is your personal well-being. Your physical and mental well-being can be ensured by not over-stressing yourself and doing away with any presumptions that an exam is tough and it is very hard to qualify. You need to focus on your eight hours of study and completion of the syllabus,

UGC NET Education 4-Month Preparation Plan 2024

This gives you 4 months to prepare for the examination. Now we are fully aware of the fact that a single timetable cannot suit everyone’s preferences. So, being mindful of that, we have prepared a standard plan which you can modify as per your Schedule and daily schedule. 

Preparation Time4 Months (16 Weeks)
Total Chapters/ Topics to Prepare10
Total Sub-TopicsOver 80 +
Studying Hours Per Day 4 – 5 Hours
Number of Days Required to Prepare Each Unit10 Days 
Number of Chapters Completed in a Month2 Chapters
Break Days or Extra Days Each Month2 – 3 Days*
Time Taken to Complete Entire Syllabus 3.5 Months
Remaining Time15 Days
Days to Solve Sample Papers/ Model Papers/ Mock Tests20 Days
Days Left for Final Revision15 Days

UGC NET Education June 2020 Cut-off?

CategoryFor JRF (Junior Research Fellowship)Assistant Professor Only
Cutoff Marks PercentageTotalCutoff Marks PercentageTotal
UNRESERVED67.338758.00937
EWS63.332052.00295
OBC(NCL)62.675552.00588
SC57.333748.00418
ST58.001348.00169

What is Education [Code-09] Cut-off Exam 2023?

UGC NET Education is one of the Favorite subjects of the students Among the UGC NET Exam Subject, In Every Six Months Term Around 40000 to 45000 Students appeared for UGC NET Education this time [December 2023] 40485 students appeared for UGC NET Education and As per the past year cutoff, This time Gone quite Nearby you can check all the details below in Table.

CodeSubject NameTotal AppearedQualified for NETQualified for NET & JRFPercentile for NETPercentile for JRF
09Education404853183503Gen- 96.8211075
EWS – 89.9761574
OBC – 89.9761574
SC – 82.2876234
ST – 85.1668059		Gen- 99.5380489
EWS – 98.6886549
OBC – 98.319658
SC – 95.4251937
ST- 95.9964236

UGC NET Education[Code-09] Latest Syllabus 2024 –

To Analysis Syllabus is Very Important to know Details about the Paper. UGC NET Education [Code-09] Syllabus Divided into 10 Units Include 12 Subjects. More than 60 Topics are Given in Each Unit most of Part of the Syllabus are Based on theoretical Concepts, Units Such As is Inclusive Education, Educational Management, Administration and Leadership, Technology in/ for Education, Pedagogy, Andragogy, and Assessment Based on Theoretical Concepts. Each Unit has Equal Weightage in Terms of Marks.

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 NameSubject /Topic
Unit -1 Educational Studiesa) 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 Educationa) 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।

Unit -1 Educational Studiesए) 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
Unit 2: History, Politics and Economics of Educationa) 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
Unit 3: Learner and Learning Processए) 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)
Unit 4: Teacher Educationक) 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
Unit 5: Curriculum Studiesक) 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
Unit 6: Research in Educationए) 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
Unit 7: Pedagogy, Andragogy and Assessmentए) 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)।
Unit 8: Technology in/ for Educationए) 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।
Unit 9: Educational Management, Administration and Leadershipक) 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]
Unit 10: Inclusive Education
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:

ParticularsUGC NET Paper-I OverviewUGC NET Paper-II [Education] Overview
Exam modeOnlineOnline
Exam duration3 hours (180 minutes)
Type of paperCommon for all candidatesSubject-specific questions
Total questions50100
Type of questionsMCQs; 4 options with only 1 correct optionMCQs; 4 options with only 1 correct option
Total marks100200
Marking scheme2 marks for the correct answer
0 for an incorrect answer		2 marks for the correct answer
0 for an incorrect answer
Language of paperEnglish and HindiEnglish  & 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 AnswerMarks Allotted
Correct Answer2 marks
Incorrect Answer0 mark
No Answer0 mark

Go through the exam pattern of the UGC NET Education [Code-09] Paper 1 syllabus  mentioned below:

TopicsQuestionsMarks
Part I: Teaching Aptitude510
Part II: Research Aptitude510
Part III: Reading Comprehension510
Part IV: Communication510
Part V: Reasoning (including Maths)510
Part VI: Logical Reasoning510
Part VII: Data Interpretation510
Part VIII: Information & Communication Technology (ICT)510
Part IX: People & Environment510
Part X: Higher Education System: Governance, Polity & Administration510
Total50100

UGC NET Education [Code -09] Previous Year Question Papers

The previous year’s question papers of UGC NET play a significant role in preparations for the exam. Candidates must solve the previous question papers to score well in the Upcoming Exam . Aspirants can analyze their performance based on their exam preparation. In that way, they can make the changes in their exam preparation Strategy for Upcoming UGC NET exam. Candidates can check the Links to Download below for UGC NET Education Previous year papers.

UGC NET Education[Code -09] Question Paper 2019,2020 & 2021 PDF

Aspirants can check the UGC NET Education 2021,2020 & 2019 Question Paper given below in the tabular format. Candidates can download the PDF files to Just Click on links given over Question Paper Year

UGC NET Commerce Question Paper Year WiseLink to Download PDF
UGC NET Education Question Paper – 2019Click Here to Download
UGC NET Education Question Paper – 2020Click Here to Download
UGC NET Education Question Paper – 2021 [NEW]Click Here to Download

Advantages of Solving UGC NET Education Previous Year Question Papers

To Analysis the Previous year’s Question Paper its the best move to crack UGC NET Exam, because the Previous year’s question paper is like a Mirror which tells you all details about the Paper. These papers are available in the form of a PDF file. Solving the UGC NET Education previous year question papers has several benefits mentioned below.

  • Candidates will get knowledge about the exam pattern of the entrance exam.
  • Aspirants must practice question papers to know about the question type and difficulty level of the exam.
  • In this way, candidates can decide which section they need to focus on more and which need improvement to enhance their ability to solve questions.
  • By referring to the question papers, candidates will get an idea of how much time they will require for solving those questions.
  • Candidates can focus more on the questions asked repeatedly in previous years.
  • Candidate confidence will get increased while solving the various question papers of UGC NET.
  • Aspirants can refer to the previous year’s question papers to get an idea about the UGC NET marking scheme.

Additional Benefits Practice UGC NET Education Previous Year Question Papers

1. Helps understand the Exam Pattern –

Previous Year Papers will assist you with understanding the test design followed by NTA NET. This not only increases your speed at attempting the exam but also ensures time Efficiency .

2. Helps Prepare for the difficulty level of questions –

This examination isn’t going to be a joyride for you. to having depth Knowledge about Syllabus & Difficulty level of Exam will help you lot to crack UGC NET Exam

When you will go through the UGC NET Previous Year Question Papers, you will get acquainted with the difficulty level of the questions asked from the topics and sub-topics of both the Papers, i.e., Paper-I and Paper-II.

3. Develops understanding of the Important topics –

UGC NET Previous Year Question Papers will help you in recognising significant topics that are regularly asked in the exams. In any case, to speed up your exam preparation for 2021 you should concentrate on rehearsing the significant subjects first. This can effectively be done by recognizing them through the Previous Year Question Papers.

4. Identify and balance Strong and Weak areas –

It’s no rocket science to know that we all have our strengths and weaknesses, rather than being ignorant towards the weaknesses and overconfident about the strengths, why not focus on finding a balance between the two?

While I recommend focusing on both of them, always work a little harder towards topics you’re a little weak in.

Not just from the point of view of the exam but also in general, so that you don’t lack in any skill.

As the exam has no negative marking, try to make your strengths a solid case so that you can absolutely nail the exam.

5. Increases Accuracy –

It’s a known fact, the more you Practice your speech before going on stage, the lesser you’re bound to fumble or make a mistake.

Similarly, the more you Practice on the UGC NET Previous Year Papers, the more accurate you will be, which in the long run will lead you to secure a high score in the test.

Methodology to calculate UGC NET Cut Off for Assistant Professor (AP)

As mentioned earlier, NTA employs a formula to determine the number of qualified candidates from various categories for each subject. This is based on the total slots determined for each category, as mentioned in ‘Step 2’ above.

Now, let’s understand the formula with the help of an example (Subject – History & Category – General):

A comparative method will be executed for determining the UGC NET subject-wise qualifying marks for all classes.

Example:
Number of candidates to be declared qualified for eligibility for Assistant Professor in the subject ‘History’ for the General categoryThe Number of candidates belonging to the General category
who secure at least 40%* aggregate marks in both the papers taken together for the General category for ‘History’ (x) Total slots derived for the General category as per Step 2 (÷) the Total number of candidates belonging to General category overall subjects who secure at least 40%* aggregate marks in both the papers taken together.

* The same will be 35% for reserved categories.

So, this formula above gives us the total number of qualifying candidates.

From there, NTA utilizes the aggregate percentage of the two papers in relation to the no. of candidates arrived at (utilizing the above formula) to determine the Cut Off for eligibility for AP.

Similarly, the cut off can be determined for different subjects for all categories.

Methodology to Calculate UGC NET Cut off for Junior Research Fellowship (JRF)

Now, the candidates who had applied for both ‘JRF & AP’, from the total number of qualified candidates as determined above, will constitute the consideration for JRF.

That said, it is the assessment authority or the NTA, that determines the total number of slots available for awarding JRF.

Also, the total number of slots accessible for granting UGC NET JRF is distributed among various categories according to the reservation policy of the Government of India (GoI).

Now, let’s understand the formula with the help of an example (Subject – Physical Education & Category – EWS):

Methodology for the subject-wise cum class-wise distribution of JRF spaces is down below:

Example:
Number of candidates to be declared qualified for JRF & Eligibility   for Assistant Professor both in the subject ‘Physical Education’ for the economically Weaker Section (EWS) category The Number of candidates belonging to the EWS category who have opted for JRF and have qualified for Eligibility for Assistant Professor both in the subject ‘Physical education’ (x) Total JRF slots available for the EWS category (÷) Total number of candidates belonging to the EWS category overall subjects who have opted for EWS and have qualified for Eligibility for Assistant Professor.

The aggregate of the two paper scores compared to the numbers of JRF openings calculated above will decide the passing Cutoff for JRF in ‘Physical Education’ for the EWS classification. 

Download UGC NET Paper-1 Previous Year Questions Paper –

UGC NET Paper -1 Question Paper Year WiseLink to Download PDF
UGC NET Paper-1 Question Paper -2020Click Here to Download
UGC NET Paper-1 Question Paper -2019Click Here to Download
UGC NET Paper-1 Question Paper -2018Click Here to Download
UGC NET Paper-1 Question Paper -2017Click Here to Download
UGC NET Paper-1 Question Paper -2016Click Here to Download
UGC NET Paper-1 Question Paper -2015Click Here to Download
UGC NET Paper-1 Question Paper -2014Click Here to Download
UGC NET Paper-1 Question Paper -2013Click Here to Download
UGC NET Paper-1 Question Paper -2012Click Here to Download

UGC NET Education Study Notes 2024 –

Career Scope & Job Opportunities after Qualified UGC NET Education Exam 2024-

Jobs after the Qualified UGC NET Exam have a wide scope in educational firms and other academic departments. Teaching is one of the most respected professions in the world as they play a vital role in a student’s life. Depending on their skills, scores, and the type of jobs that they’re interested in.

Career Prospects and Job Scope for a UGC NET Education Qualified

Mostly it is considered a cakewalk for the graduates to get placed in an educational firm or other companies. UGC NET provides students with an education that helps them build a rewarding and successful career path for themselves.

  • Teacher Join As an Assistant Professor
  • Counselor
  • Educational M.Edia and Technology Specialist
  • Marketing Content Writer
  • Education Researcher

Job designation for M.ed & UGC NET Qualified with experience:

  • Principal
  • Academic counselor
  • Senior content writer

Note – You Will Get Leveraged 5 Points as per Cumulative Grade point average Grading Table after Qualified NET

Areas of Recruitment for UGC NET Education Qualified Students

UGC NET Education Qualified Aspirants have a good job scope in India and can work both in the public and private sectors, depending on their interests, skills, and the type of occupation they want to choose. Both have their plus points and job benefits. Some of the professions that a can take are:

  • Coaching Centers
  • Educational Department
  • Schools /Colleges
  • Educational Consultancies
  • Home Tuition
  • Libraries /Publishing Houses
  • R&D Agencies
  • Offices

Salary Packages for UGC NET Qualified in Education-

Student salaries are determined by their skills, marks, and the type of job they prefer. Salary ranges between INR 25K and INR 50K in the government sector and 20K to 40K per month in the private sector. The remuneration starts from INR 15,000 onwards per month for freshers and will increase after 3 to 4 years of experience.

DesignationSalary
Highest UGC NET SalaryINR 6.49 LPA
Average UGC NET SalaryINR 3.5 LPA
Lowest UGC NET SalaryINR 2 LPA

The UGC NET Education Salary after Qualified NET [Predicted]

DesignationSalary
TeacherINR 6.49 LPA
Primary School TeacherINR 5.03 LPA
High School TeacherINR 6.46 LPA
High School PrincipalINR 20 LPA
Administrative CoordinatorINR 7.94 LPA
Principal / HeadmasterINR 10 LPA
Physical Education TeacherINR 7.64 LPA
Middle School TeacherINR 5.1 LPA
Elementary School TeacherINR 5.1 LPA
Graduate Teaching AssistantINR 6.18 LPA

Source: Glassdoor

Government Jobs for UGC NET Aspirants

Top Government CompaniesJob ProfilesSalary
Kendriya Vidyalaya SangathanPrimary School TeacherINR 2.4 LPA
Government Junior CollegePrincipalINR 9.84 LPA
Government of KeralaAdministrator OfficerINR 4 LPA

UGC NET Education Frequently Asked Questions (FAQ)

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 Come from Each Unit of UGC NET Education Subject?

Ans – From Each unit 7 to 10 Questions are Asked in the Exam of UGC NET Education 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 Code -09

UGC NET Education June 2021 Cut -off

CategoryFor JRF (Junior Research Fellowship)Assistant Professor Only
Cutoff Marks PercentageTotalCutoff Marks PercentageTotal
UNRESERVED67.338758.00937
EWS63.332052.00295
OBC(NCL)62.675552.00588
SC57.333748.00418
ST58.001348.00169

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 Good For Reference –

Books NameAuthorMedium
UGC NET EducationBook by Nandini Kulshreshtha Renu Sharma (Arihant)English
UGC NET EducationTrueman’sHindi

These Books are Only Good for Reference But If You Want to Learn All Topics in detail You Can Take a Free Demo of Diwakar education Hub Notes Hindi & English [Both Medium]

Click Here to Take Free Demo

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 for 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 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 SyllabusUGC NET Education Books
UGC NET Education Exam PatternUGC NET Education Previous Year Paper

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