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2nd March 2016, 05:50 PM
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Re: National eligibility test education syllabus

Please provide me the syllabus for the National Eligibility Test examination syllabus for the preparation of the upcoming examination?
  #3  
2nd March 2016, 05:50 PM
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Join Date: May 2012
Re: National eligibility test education syllabus

On behalf of UGC, the Central Board of Secondary Education conducts the National Eligibility Test (NET) for determining the eligibility of Indian nationals for the Eligibility for Assistant Professor only or Junior Research Fellowship & Eligibility for Assistant Professor Both in Indian universities and colleges.

The course syllabus for the UGC NET Education examination is as given below:

UGC NET Education Paper II

1. Philosophical Foundation of Education
Relationship of Education and Philosophy

Western Schools of Philosophy :
Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism with special reference to the concepts of knowledge, reality and values their educational implications for aims, contents and methods of education.
Indian Schools of Philosophy ( Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions ) with special reference to the concept of knowledge, reality and values and their educational implications.
Contributions of Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.
National values as enshrined in the Indian Constitution, and their educational implications.
Modern concept of Philosophy : Analysis – Logical analysis. Logical empiricism and Positive relativism – (Morris L. Prigge).

2. Sociological Foundations of Education
Relationship of Sociology and Education
Meaning and nature of Educational Sociology and Sociology of Education. Education – as a social subsystem – specific characteristics Education and the home.
Education and the Community with special reference to Indian Society.
Education and Modernization.
Education and Politics.
Education and Religion.
Education and Culture.
Education and Democracy.
Socialization of the Child.
Meaning and Nature of Social Change.
Education as related to Social Stratification and Social Mobility.
Education as related to Social Equity and Equality of Educational Opportunities.
Constraints on Social Change in India (Caste, Ethnicity, Class, Language, Religion, Regionalism).
Education of the socially and economically disadvantaged sections of the society with special reference to scheduled castes and scheduled tribes, women and rural population.

3. Psychological Foundations of Education

Relationship of Education and Psychology
Process of Growth and Development.
Physical, social, emotional and intellectual.
Development of concept formation, logical reasoning, problem solving and creative thinking; language development.
Individual differences – determinants; role of heredity and environment; implications of individual differences for organising educational programs.

Intelligence – Its theories and measurement.

Learning and Motivation
Theories of learning – Thorndike is connectionism; Pavlov’s classical and Skinner’s operant conditioning; Learning by insight; Hull’s reinforcement
theory and Tolman’s theory of learning;’ Lewin’s – Field theory.
Gagne’s Hierarchy of Learning.
Factors Influencing Learning.
Learning and Motivation.
Transfer of learning and its theories.

Psychology and education of exceptional children – creative, gifted, backward, learning disables and mentally retarded.


Personality – type and trait theories – measurement of personality
Mental health and hygiene – process of adjustment, conflicts and defence mechanism, mental hygiene and mental health. Sex Education
Guidance.

4. Methodology of Educational Research
Nature and Scope of Educational Research.
Meaning and Nature.
Need and Purpose.
Scientific Inquiry and Theory Development – some emerging trends in research Fundamental – Applied and Action Research.
Formulation of Research Problem.
Criteria and sources for identifying the problem.
Delineating and Operationalizing variables.
Developing Assumptions and Hypothesis in various types of Research.
Collection of Data Concept of population and sample various methods of sampling Characteristics of a good sample.
Tools and Techniques.
Characteristics of a good research tool.
Types of research tools and techniques and their uses.
Questionnaire – Interviews – Observations.
Tests and scales, projective and sociometric techniques.
Major Approaches to Research .
Descriptive Research.
Ex – post facto Research.
Laboratory Experiment.
Field Experiment.
Field Studies.
Historical Research.

Analysis of Data
Descriptive and Inferential Statistics. The null hypothesis, test of significance, types of error, one – tailed and two – tailed tests.
The t – test.
The F – test (one – way and ANOVA) Non – Parametric tests (Chi – square test).
Biserial, point – biserial. tetrachoric and phi – coefficient of correlation.
Partial and multiple correlations.


UGC NET Education Paper III ( A ) [ Core Group ]

Unit – I
Western Schools of Philosophy :
Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special reference to the concepts of knowledge, reality and values; their educational implications for aims, contents and methods of education.

Indian Schools of Philosophy (Vedanta, Buddhism, Jainism, Islamic traditions) with Special Reference to the Concepts of Knowledge, Reality and Values and their Educational Implications.

Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.

Unit – II
Meaning and Nature. Education and Social change, constraints on social change (caste, ethnicity, class, language, religion, population and regionalism).
Education as related to social equity and equality of educational opportunities. Education of socially and economically disadvantaged section of society with special reference to scheduled castes and scheduled tribes, women and rural populations.

Unit – III
Process of Growth and Development
Physical, Social, Emotional and Intellectual.
Development of Concept Formation, Logical Reasoning, Problem – Solving and Creative Thinking Language Development.

Individual differences – determinants – role of heredity and environment. Implications of individual differences for organising educational programs.

Unit – IV
Intelligence – its Theories and Measurement Learning and Motivation :
Theories of Learning : Thorndike’s conditions, Pavlov’s classical and Skinner’s operant conditioning; learning by insight. Hull’s reinforcement theory and Tolman’s theory of Learning.
Gagne’s Hierarchy of Learning.
Factors Influencing Learning.
Learning and Motivation.
Transfer of learning and its theories.

Unit – V
Personality – type and trait Theories – Measurement of Personality Mental Health and Hygiene.
Process of adjustment, conflicts and defence mechanism, mental hygiene.

Unit – VI
Concept and principles of guidance and counselling, types of guidance and counselling.
Tools and Techniques of Guidance – records, scales and tests, techniques, interview.
Organizing Guidance services at different levels of education, occupational information, kinds of services, like information, testing, counselling and follow – up.

Unit – VII
Sample : Concept of Population and Sample, various methods of sampling.
Hypotheses : Concept, difference with Assumptions, Source, various types of Hypothesis.
Tools : Questionnaire, Observation and Interview as Tools of Data Collection, Tests and Scales.

Unit – VIII
Descriptive Research, Ex – post facto Research, Survey Research, Historical Research.
Experimental Research : Designs of experimental research, characteristics. Internal and external validity in experimental research.
Qualitative Research : Phenomenologlcal Research, Ethnomethodical and Naturalistic inquiry.

Unit – IX
Universalization of elementary education in India.
Vocationalization of education in USA and India.
Educational administration in USA, UK (Britain and Ireland) and India.
Distance education and continuing education in Australia, UK and India.

Unit – X
Construction and Development of Curriculum


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