UGC-NET – Paper II: EDUCATION (Code: 09)
Exam Cycle: June 2026
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COURSE OVERVIEW
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Subject Name: EDUCATION
Subject Code: 09
Conducting Body: National Testing Agency (NTA)
Paper Type: Paper-II – EDUCATION
Total Marks: 200
Total Questions: 100 MCQs
Mode: Computer Based Test (CBT)
Duration: 3 Hours (Paper I + II combined)
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COMPLETE LIST OF UNITS
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Unit I: Educational Studies
Unit II: History, Politics and Economics of Education
Unit III: Learner and Learning Process
Unit IV: Teacher Education
Unit V: Curriculum Studies
Unit VI: Research in Education
Unit VII: Pedagogy, Andragogy and Assessment
Unit VIII: Technology in/ for Education
Unit IX: Educational Management, Administration and Leadership
Unit X: Inclusive Education
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UNIT-WISE DETAILED SYLLABUS
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Unit I: Educational Studies
Topic 1: Contribution of Indian Schools of philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with special reference to Vidya, Dayanand Darshan; and Islamic traditions towards educational aims and methods of acquiring valid knowledge
• Sankhya Yoga
• Vedanta
• Buddhism
• Jainism
• Vidya
• Dayanand Darshan
• Islamic traditions
• educational aims
• methods of acquiring valid knowledge
Topic 2: Contribution of Western schools of thoughts (Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism) and their contribution to Education with special reference to information, knowledge and wisdom
• Idealism
• Realism
• Naturalism
• Pragmatism
• Marxism
• Existentialism
• information
• knowledge
• wisdom
Topic 3: 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), Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory)
• symbolic Interaction
• Structural Functionalism
• Conflict Theory
• Concept and types of social Institutions
• family
• school
• society
• Concept of Social Movements
• Theories of Social Movements
• Relative Deprivation
• Resource Mobilization
• Political Process Theory
• New Social Movement Theory
Topic 4: 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
• Socialization and education
• education and culture
• thinkers
• Swami Vivekananda
• Rabindranath Tagore
• Mahatma Gandhi
• Aurobindo
• J.Krishnamurthy
• Paulo Freire
• Wollstonecraft
• Nel Noddings
• Savitribai Phule
• educational thought for social change
• National Values
• Indian Constitution
• Socialism
• Secularism
• justice
• liberty
• democracy
• equality
• freedom
• education
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Unit II: History, Politics and Economics of Education
Topic 1: 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)
• 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)
Topic 2: 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 of policy implementation, policy impact assessment and subsequent policy cycles.
• Relationship between Policies and Education
• Linkage between Educational Policy and National Development
• Determinants of Educational Policy
• Process of Policy formulation
• Analysis of the existing situation
• generation of policy options
• evaluation of policy options
• making the policy decision
• planning of policy implementation
• policy impact assessment
• subsequent policy cycles
Topic 3: 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
• Concept of Economics of Education
• Cost Benefit Analysis
• Cost Effective Analysis
• Economic returns to Higher Education
• Signaling Theory
• Human Capital Theory
• Concept of Educational Finance
• Educational finance at Micro Levels
• Educational finance at Macro Levels
• Concept of Budgeting
Topic 4: 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
• Relationship Between Politics and Education
• Perspectives of Politics of Education Liberal
• Perspectives of Politics of Education Conservative
• Perspectives of Politics of Education Critical
• Approaches to understanding Politics
• Behaviouralism
• Theory of Systems Analysis
• Theory of Rational Choice
• Education for Political Development
• Political Socialization
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Unit III: Learner and Learning Process
Topic 1: 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
• Growth and Development
• Concept and principles
• Cognitive Processes
• stages of Cognitive Development
• Personality
• Definitions and theories
• Freud
• Carl Rogers
• Gordon Allport
• Max Wertheimer
• Kurt Koffka
• Mental health
• Mental hygiene
Topic 2: 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
• 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
• Creativity
Topic 3: Principles and Theories of learning: Behaviouristic, Cognitive and Social theories of learning, Factors affecting social learning, social competence, Concept of social cognition, understanding social relationship and socialization goals
• Principles and Theories of learning
• Behaviouristic theories of learning
• Cognitive theories of learning
• Social theories of learning
• Factors affecting social learning
• social competence
• Concept of social cognition
• understanding social relationship
• socialization goals
Topic 4: Guidance and Counselling: Nature, Principles and Need, Types of guidance (educational, vocational, personal, health and social & Directive, Non-directive and Eclectic), Approaches to counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Person-centred Counselling (Carl Rogers) – Theories of Counselling (Behaviouristic, Rational, Emotive and Reality)
• Guidance and Counselling
• Nature
• Principles
• Need
• Types of guidance
• educational guidance
• vocational guidance
• personal guidance
• health guidance
• social guidance
• Directive guidance
• Non-directive guidance
• Eclectic guidance
• Approaches to counselling
• Cognitive-Behavioural (Albert Ellis – REBT)
• Humanistic
• Person-centred Counselling (Carl Rogers)
• Theories of Counselling
• Behaviouristic
• Rational
• Emotive
• Reality
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Unit IV: Teacher Education
Topic 1: 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
• Meaning of Teacher Education
• Nature of Teacher Education
• Scope of Teacher Education
• Types of Teacher Education Programs
• The Structure of Teacher Education Curriculum
• Vision in Curriculum Documents of NCERT
• Vision in Curriculum Documents of NCTE
• Elementary Level
• Secondary Level
• Higher Secondary Levels
• Organization of Components of Pre-service Teacher Education
• Transactional Approaches
• Expository learning
• Collaborative learning
• Experiential learning
Topic 2: Understanding Knowledge base of Teacher Education from the view point 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
• Understanding Knowledge base of Teacher Education
• Schulman
• Deng
• Luke & Habermas
• Meaning of Reflective Teaching
• Strategies for Promoting Reflective Teaching
• Models of Teacher Education
• Behaviouristic Model
• Competency-based Model
• Inquiry Oriented Teacher Education Models
Topic 3: 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 at District, State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE and UGC), Preliminary Consideration in Planning in-service teacher education programme (Purpose, Duration, Resources and Budget)
• Concept of In-service Teacher Education
• Need of In-service Teacher Education
• Purpose of In-service Teacher Education
• Scope of In-service Teacher Education
• Organization of In-service Teacher Education
• Modes of In-service Teacher Education
• Agencies and Institutions of In-service Teacher Education
• District Level
• State Level
• National Levels
• SSA
• RMSA
• SCERT
• NCERT
• NCTE
• UGC
• Preliminary Consideration in Planning in-service teacher education programme
• Purpose
• Duration
• Resources
• Budget
Topic 4: 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
• Concept of Profession
• Professionalism
• Teaching as a Profession
• Professional Ethics of Teachers
• Personal factors affecting Teacher Development
• Contextual factors affecting Teacher Development
• ICT Integration
• Quality Enhancement for Professionalization of Teacher Education
• Innovation in Teacher Education
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Unit V: Curriculum Studies
Topic 1: 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),Bench marking and Role of National level Statutory Bodies – UGC, NCTE and University in Curriculum Development
• Concept of Curriculum
• 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
• learner’s interests
• Bench marking
• Role of National level Statutory Bodies
• UGC
• NCTE
• University in Curriculum Development
Topic 2: Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model , Intervention Model, C I P P Model (Context, Input, Process, Product Model)
• Models of Curriculum Design
• Traditional Models
• 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
Topic 3: Instructional System, Instructional Media, Instructional Techniques and 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
• Instructional System
• Instructional Media
• Instructional Techniques
• Material in enhancing curriculum Transaction
• Approaches to Evaluation of Curriculum
• Approaches to Curriculum and Instruction
• Academic Approaches
• Competency Based Approaches
• Models of Curriculum Evaluation
• Tyler’s Model
• Stakes’ Model
• Scriven’s Model
• Kirkpatrick’s Model
Topic 4: 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
• Meaning of Curriculum change
• types of Curriculum change
• Factors affecting curriculum change
• Approaches to curriculum change
• Role of students in curriculum change and improvement
• Role of teachers in curriculum change and improvement
• Role of educational administrators in curriculum change and improvement
• Scope of curriculum research
• Types of Research in Curriculum Studies
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Unit VI: Research in Education
Topic 1: 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 and Prediction, Types of research (Fundamental, Applied and Action), Approaches to educational research (Quantitative and Qualitative), Designs in educational research (Descriptive, Experimental and Historical)
• Meaning of Educational Research
• Scope of Educational Research
• Meaning of Scientific Method
• steps of Scientific Method
• Characteristics of Scientific Method
• Replicability
• Precision
• Falsifiability
• Parsimony
• Types of Scientific Method
• Exploratory
• Explanatory
• Descriptive
• Aims of research as a scientific activity
• Problem-solving
• Theory Building
• Prediction
• Types of research
• Fundamental
• Applied
• Action
• Approaches to educational research
• Quantitative
• Qualitative
• Designs in educational research
• Descriptive
• Experimental
• Historical
Topic 2: 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 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)
• Variables
• Meaning of Concepts
• Constructs
• Variables
• Types of Variables
• Independent
• Dependent
• Extraneous
• Intervening
• Moderator
• Hypotheses
• Concept
• Sources
• Types
• Research hypotheses
• Directional hypotheses
• Non-directional hypotheses
• Null hypotheses
• Formulating Hypothesis
• Characteristics of a good hypothesis
• Steps of Writing a Research Proposal
• Concept of Universe
• Sample
• Characteristics of a good Sample
• Techniques of Sampling
• Probability Sampling
• Non-probability Sampling
• Tools of Research
• Validity
• Reliability
• Standardisation of a Tool
• Types of Tools
• Rating scale
• Attitude scale
• Questionnaire
• Aptitude test
• Achievement Test
• Inventory
• Techniques of Research
• Observation
• Interview
• Projective Techniques
Topic 3: 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
• Types of Measurement Scale
• Nominal
• Ordinal
• Interval
• Ratio
• Quantitative Data Analysis
• Descriptive data analysis
• Measures of central tendency
• variability
• fiduciary limits
• graphical presentation of data
• Testing of Hypothesis
• Type I Errors
• Type II Errors
• Levels of Significance
• Power of a statistical test
• 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 Hypothesis
• Normal Probability Hypothesis
• Qualitative Data Analysis
• Data Reduction
• Classification
• Analytical Induction
• Constant Comparison
• Concept of Triangulation
Topic 4: 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 account, Strengths and weaknesses), Mixed Method Designs: Characteristics, Types of MM designs (Triangulation, explanatory and exploratory designs), Steps in conducting a MM designs, Strengths and weakness of MM research.
• Qualitative Research Designs
• Grounded Theory Designs
• Types
• characteristics
• designs
• Steps in conducting a GT research
• Strengths of GT
• Weakness of GT
• Narrative Research Designs
• Meaning
• 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 of CS
• weaknesses of CS
• Ethnography
• Meaning
• Characteristics
• Underlying assumptions
• Steps of conducting ethnographic research
• Writing ethnographic account
• Strengths of Ethnography
• weaknesses of Ethnography
• Mixed Method Designs
• Characteristics
• Types of MM designs
• Triangulation designs
• explanatory designs
• exploratory designs
• Steps in conducting a MM designs
• Strengths of MM research
• weakness of MM research
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Unit VII: Pedagogy, Andragogy and Assessment
Topic 1: 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
• Pedagogy
• Pedagogical Analysis
• Concept
• Stages
• Critical Pedagogy
• Meaning
• Need
• 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
Topic 2: 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
• Assessment
• Meaning
• nature
• perspectives
• assessment for Learning
• assessment of learning
• Assessment of Learning
• Types of Assessment
• Placement
• formative
• diagnostic
• summative
• Relations between objectives and outcomes
• Assessment of Cognitive domains
• Anderson and Krathwohl
• Assessment of Affective domains
• Krathwohl
• Assessment of psychomotor domains
• R.H. Dave
• learning
Topic 3: 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
• 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
Topic 4: 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).
• Assessment in Andragogy of Education
• Interaction Analysis
• Flanders’ Interaction analysis
• Galloway’s system of interaction analysis
• Recording of Classroom Events
• Construction of Interaction Matrix
• Interpretation of Interaction Matrix
• Criteria for teacher evaluation
• Product criteria
• Process criteria
• Presage criteria
• Rubrics for Self evaluation
• Meaning
• steps of construction
• Rubrics for Peer evaluation
• Meaning
• steps of construction
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Unit VIII: Technology in/ for Education
Topic 1: Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology, Applications of Educational Technology in formal, non formal (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 )
• Concept of Educational Technology (ET) as a Discipline
• Information Technology
• Communication Technology
• Information and Communication Technology (ICT)
• Instructional Technology
• Applications of Educational Technology in formal education systems
• Applications of Educational Technology in non formal education systems
• Open and Distance Learning
• Applications of Educational Technology in informal education systems
• Applications of Educational Technology in inclusive education systems
• Overview of Behaviourist Theories
• Overview of Cognitive Theories
• Overview of Constructivist Theories
• their implications to Instructional Design
• Skinner
• Piaget
• Ausubel
• Bruner
• Vygotsky
• Relationship between Learning Theories and Instructional Strategies
• for large groups
• for small groups
• for formal groups
• for non formal groups
Topic 2: 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)
• 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
• Five E’s of Constructivism
• Nine Elements of Constructivist Instructional Design
• Application of Computers in Education
• CAI
• CAL
• CBT
• CML
• Concept of ODLM
• Process of preparing ODLM
• Concept of e learning
• Approaches to e learning
• Offline
• Online
• Synchronous
• Asynchronous
• Blended learning
• mobile learning
Topic 3: 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
• 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
• 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
• Net Benefits
• D&M IS Success Model, 2003
• Ethical Issues for E Learner
• Ethical Issues for E Teacher
• Teaching
• Learning
• Research
Topic 4: 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.
• Use of ICT in Evaluation
• Use of ICT in Administration
• Use of ICT in Research
• E portfolios
• ICT for Research
• Online Repositories
• Online Libraries
• Online assessment tools
• Online survey tools
• test generators
• Offline assessment tools
• Concept
• Development
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Unit IX: Educational Management, Administration and Leadership
Topic 1: 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
• Educational Management
• Educational Administration
• Meaning
• Principles
• Functions
• 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
Topic 2: 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)
• Leadership in Educational Administration
• Meaning
• Nature
• Approaches to leadership
• Trait approach
• Transformational approach
• Transactional approach
• Value based approach
• Cultural approach
• Psychodynamic approach
• Charismatic approach
• 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
Topic 3: 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 Shewart, Edward Deming, C.K PraIhad
• Concept of Quality
• Quality in Education
• Indian perspective
• International perspective
• Evolution of Quality
• Inspection
• Quality Control
• Quality Assurance
• Total Quality Management (TQM)
• Six sigma
• Quality Gurus
• Walter Shewart
• Edward Deming
• C.K PraIhad
Topic 4: Change Management: Meaning, Need for Planned change, Three-Step-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].
• Change Management
• Meaning
• Need for Planned change
• Three-Step-Model of Change
• Unfreezing
• Moving
• Refreezing
• The Japanese Models of Change
• Just-in-Time
• Poka yoke
• Cost of Quality
• Appraisal Costs
• Failure costs
• Preventable costs
• Cost Benefit Analysis
• Cost Effective Analysis
• Indian Quality Assurance Agencies
• Objectives
• Functions
• Roles
• Initiatives
• National Assessment Accreditation Council [NAAC]
• Performance Indicators
• Quality Council of India [QCI]
• International Quality Assurance Agencies
• Objectives
• Functions
• Roles
• Initiatives
• International Network for Quality Assurance Agencies in Higher Education [INQAAHE]
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Unit X: Inclusive Education
Topic 1: 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 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
• Inclusive Education
• Concept
• Principles
• Scope
• Target Groups
• Diverse learners
• Marginalized group
• Learners with Disabilities
• Evolution of the Philosophy of Inclusive Education
• Special Education
• Integrated Education
• Inclusive Education
• Legal Provisions
• Policies and Legislations
• National Policy of Education (1986)
• Programme of Action of Action (1992)
• Persons with Disabilities Act (1995)
• National Policy of Disabilities (2006)
• National Curriculum Framework (2005)
• Concession and Facilities to Diverse Learners
• Academic Concession and Facilities
• Financial Concession and Facilities
• 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
• its Implication
Topic 2: 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
• Concept of Impairment
• Concept of Disability
• Concept of Handicap
• Classification of Disabilities based on ICF Model
• Readiness of School
• Models of Inclusion
• Prevalence
• Types of Diverse learners’ Disabilities
• Intellectual Disabilities
• Physical Disabilities
• Multiple Disabilities
• Characteristics of Diverse learners’ Disabilities
• Educational Needs of Diverse learners’ Disabilities
• Causes of disabilities
• prevention of disabilities
• Identification of Diverse Learners for Inclusion
• Educational Evaluation Methods
• Educational Evaluation Techniques
• Educational Evaluation Tools
Topic 3: 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), Parent-Professional Partnership: Role of Parents, Peers, Professionals, Teachers, School
• Planning and Management of Inclusive Classrooms
• Infrastructure
• Human Resource
• Instructional Practices
• Curriculum Adaptations for Diverse Learners
• Curricular Adaptations for Diverse Learners
• Assistive and Adaptive Technology for Diverse learners
• Product
• Aids and Appliances
• Process
• Individualized Education Plan
• Remedial Teaching
• Parent-Professional Partnership
• Role of Parents
• Role of Peers
• Role of Professionals
• Role of Teachers
• Role of School
Topic 4: 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
• Barriers in Inclusive Education
• Attitude Barriers
• Social Barriers
• Educational Barriers
• Facilitators in Inclusive Education
• Attitude Facilitators
• Social Facilitators
• Educational Facilitators
• Current Status of inclusive education in India
• Ethical Issues of inclusive education in India
• Research Trends of Inclusive Education in India
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EXAMINATION STRUCTURE
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Paper-II: Subject Specific Examination
- Total Questions: 100
- Total Marks: 200
- Question Type: Multiple Choice Questions (MCQ)
- Negative Marking: No
- Duration: 3 Hours (Combined with Paper I)
- Mode: Computer Based Test (CBT)
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SYLLABUS SUMMARY
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Total Units: 10
Total Topics: 40
Subject: EDUCATION
Subject Code: 09
Exam Category: UGC-NET Paper-II
Source: Official NTA/UGC Syllabus
Status: “As per latest official syllabus”
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