UGC NET Education Syllabus 2023: Download Unit-wise Syllabus PDF

 Unit

UGC NET Education Syllabus 2023

Unit 1: Education Studies

1. Indian Schools of philosophy (Contribution)

• Sankhya Yoga, Vedanta, Buddhism, Jainism (Special Mention to Vidya, Dayanand Darshan)
• Islamic traditions for educational aims and methods in acquiring useful knowledge.

2. Contribution of Western schools of thoughts

• Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism.
• Knowledge and wisdom.

3. Approaches to Sociology of Education

• Concept of social Institutions and their functions (family, school, and society),
• Concept and Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory, and New Social Movement Theory).

4. Socialization and Education

• Contribution of different thinkers like Swami Vivekananda, Rabindranath Tagore, etc.
• National Values n the Indian Constitution: Socialism, Secularism, justice, liberty, democracy, equality, freedom (Education point of view).

Unit 2: History, Politics, and Economics of Education

1. Committees and Commissions’ Contribution

• Teacher Education Secondary Education Commission (1953)
• Kothari Education Commission (1964-66)
• National Policy of Education (1986,1992)
• National Commission on Teachers (1999)
• National Curriculum Framework 2005
• National Knowledge Commission (2007)
• Yashpal Committee Report (2009)
• National Curriculum Framework for Teacher Education (2009)
• Justice Verma Committee Report (2012)

2. Policies and Education

• Educational Policy and National Development Linkage.
• Educational Policy Determinants.
• Process of Policy formulation.

3. Concept of Economics of Education

• Cost-Benefit Analysis versus Cost-Effective Analysis.
• Economic returns to Higher Education.
• Educational Finance: Concept
• Concept of Budgeting.

4. Politics and Education

• Various Perspectives of Politics of Education Liberal, Conservative and Critical.
• Different approaches to understanding politics.
• Education for Political Development and Political Socialization.

Unit 3: Learner and Learning Process

1. Growth and Development

• Growth Development: Concept
• Cognitive Processes and different stages of Cognitive Development and Personality.
• Definitions and theories according to Freud, Carl Rogers, Gordon Allport, Max Wertheimer, etc.,
• Mental health and Mental hygiene.

2. Approaches to Intelligence from Unitary to Multiple

• Social intelligence and its concepts, multiple and emotional intelligence.
• Intelligence Theories by Sternberg, Gardner, etc.
• Problem Solving concepts, Critical thinking, Metacognition, and Creativity.

3. Principles and Theories of learning

• Behaviouristic, Cognitive and Social theories of learning.
• Factors affecting social learning.
• Concept of social cognition, understanding the social relationship and socialization goals.

4. Guidance and Counselling

• Nature, Principles, and Need of Guidance and Counselling.
• Guidance Types (educational, vocational, personal, health and social & Directive, etc.)
• Different Approaches to counseling: Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Person-centred Counselling (Carl Rogers).

Unit 4: Teacher Education

1. Teacher Education

• Types of Teacher Education Programs.
• Structure of Teacher Education Curriculum.
• Curriculum Documents of NCERT and NCTE at different levels, namely, Elementary, Secondary, and Higher Secondary Levels.

2. Understanding Teacher Education

• The various viewpoint of Schulman, Deng, and Luke & Habermas.
• Reflective Teaching: Its Concept and Strategies to promote Reflective Teaching.
• Different Models of Teacher Education.

3. Modes of In-service Teacher Education

• Agencies and Institutions at District, State, and National Levels like SSA, RMSA, SCERT, NCERT, UGC, etc.
• Planning in-service teacher education program.

4. Teaching as a Profession

• Professional Ethics of Teachers.
• Factors affecting Teacher Development.
• ICT Integration and quality Enhancement to professionally increase Teacher Education and promote Innovation in Teacher Education.

Unit 5: Curriculum Studies

1. Concept and Principles of Curriculum Development

• Various stages in the Curriculum Development Process.
• Curriculum Planning Foundations: Philosophical Bases (National, democratic), Sociological basis (socio-cultural reconstruction), Psychological Bases (learner’s needs and interests).
• Benchmarking and Role of National levels Statutory Bodies like UGC, NCTE, and University in Curriculum Development.

2. Models of Curriculum Design

• Traditional and Contemporary Models (Academic / Discipline-Based Model, Competency-Based Model, Social Functions / Activities Model [social reconstruction]
• Individual Needs & Interests Model
• Outcome-Based Model
• Discussion on Intervention Model.
• Elaboration on CIPP Model Model.

3. Techniques and Materials in enhancing curriculum 

• Approaches to Curriculum and Instructions (Academic and Competency-Based Approaches).
• Different Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model.

4. Types of Curriculum change

• Factors affecting curriculum change.
• Students, teachers, and educational administrators’ roles in curriculum change and improvement.
• Curriculum research scope.
• Types of Research in Curriculum Studies.

Unit 6: Research in Education

1. Educational Research

• Meaning, steps, and characteristics of Scientific Method: Replicability, Precision, Falsifiability, and Parsimony.
• Exploratory, Explanatory and Descriptive: Types of Scientific Method.
• Aims of research as a scientific activity include the concept of Problem-solving, Theory Building, and Prediction.
• Types of research: Fundamental, Applied, and Action Research.
• Quantitative and Qualitative Approaches to educational research.
• Designs methods in educational research.

2. Variables

• Concepts, Constructs, and Variables.
• Types of Variables: Independent, Dependent, Extraneous, Intervening, and Moderator.
• Hypotheses: Its Concept, Sources, Types including Research, Directional, Non-directional, Null, How to formulate a Hypothesis, Discussion on Characteristics of a reasonable hypothesis.
• A sequential procedure for Writing a Research Proposal, characteristics of a good Sample.
• Techniques of Sampling: Probability and Non-probability Sampling.
• Tools of Research: Validity, Reliability, and Standardization of a Tool.
• Rating scale, Attitude scale, Questionnaire, Aptitude test, and Achievement Test, Inventory: Types of Tools.
• Observation, Interview, and Projective Techniques of Research.

3. Types of Measurement Scale 

• Nominal, Ordinal, Interval, and Ratio.
• Quantitative Data Analysis: Descriptive data analysis, Testing of Hypothesis, Levels of Significance, Power of a statistical test and effect size, Parametric and Non- Parametric Techniques, Conditions to be satisfied for using parametric techniques, Inferential data analysis, Interpretation of statistical techniques like Correlation, t-test, z-test, ANOVA, chi-square.
• Qualitative Data Analysis: Data Reduction and Classification, Analytical Induction and Constant Comparison, Concept of Triangulation.

4. Qualitative Research Designs:

• Grounded Theory Designs: Its Types, designs, characteristics, and Steps in conducting GT research, including Strengths and Weaknesses of Grounded Theory.
• Narrative Research Designs: Meaning, characteristics of Narrative Research.
• Meaning, Characteristics, Components of a Case Study design, Types and Steps of conducting a Case Study research including Strengths and weaknesses.
• Meaning, Characteristics, Underlying assumptions, Steps of conducting ethnographic research, Writing ethnographic account.
• Mixed-Method Designs: Types and characteristics of MM designs, steps in conducting a MM design including the Strengths and weakness of Mixed Methods.

Unit 7: Pedagogy, Andragogy, and Assessment

1. Pedagogy, Pedagogical Analysis 

• Concept and Stages of Pedagogy, Pedagogical Analysis.
• Critical Pedagogy: Its Concept, Need and its usefulness in Teacher Education.
• Organizing Teaching which includes the topics of Memory Level (Herbartian Model), Understanding Level (Morrison teaching Model), and Reflective Level (Bigge and Hunt teaching Model).
• Meaning and elaboration of Andragogy in Education: Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy.

2. Assessment

• Assessment Meaning, nature, and perspectives.
• Types of Assessment namely, Placement, diagnostic, summative, and formative.
• Relations between the laid objectives and outcomes.
• Assessment of Cognitive domains (Anderson and Krathwohl), Affective (Krathwohl), and psychomotor domains (R.H. Dave) of learning.

3. Assessment in Pedagogy of Education

• Feedback Devices: Concept with types.
• Guidance as a Feedback Device includes Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency-Based Evaluation, and Assessment of Teacher Prepared ICT Resources.

4. Assessment in Andragogy of Education

• Introduction to Interaction Analysis: Flanders’ Interaction analysis and Galloway’s system of interaction analysis.
• The criterion for teacher evaluation and the Meaning and steps of Peer evaluation.

Unit 8: Technology for Education

1. Educational Technology

• Concepts of Information Technology and Instructional Technology.
• Applications of Educational Technology: Informal, non-formal, informal, and inclusive education systems.
• Overview of Behaviourist, Cognitive and Constructivist Theories and usefulness to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky).
• Relationship between Learning Theories and Instructional Strategies.

2. Systems Approach Instructional Design

• Models of Development of Instructional Design according to ADDIE, ASSURE, Dick and Carey Model Mason’s.
• Gagne’s Nine Events of Instruction.
• Five E’s of Constructivism.
• Nine Elements of Constructivist Instructional Design.
• Application of Computers in Education: Concept, Process, and Approaches to e-learning.

3. Emerging Trends in e-learning

• Social learning.
• Open Education Resources: Concept and Applications.
• E-Inclusion: Concept of E-Inclusion, Application of Assistive technology in E-learning,
• Quality and Measuring quality of E-Learning: Information, System, Service, User Satisfaction and Net Benefits (D&M IS Success Model, 2003).
• Ethical Issues for E-Learner and E Teacher: Teaching, Learning, and Research.

4. Use of ICT in Evaluation

• Administration and Research: E-portfolios.
• ICT for Research: Concept and Development (Including Online and Offline assessment tools).

Unit 9: Educational Management, Administration and Leadership

1. Educational Management and Administration

• Meaning, Principles and its Functions.
• POSDCORB, SWOT analysis, Taylorism, CPM, PERT, Management as a system.
• Administration as a process and as a bureaucracy.
• Human relations approach to Administration,
• Organizational compliance, Organizational development, Organizational climate.

2. Leadership in Educational Administration

• Meaning and its Nature.
• Various Approaches to leadership (Some important points include Trait, Transformational, Transactional, Value-based, Cultural, Psychodynamic, and Charismatic, Models, of Leadership).
• Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-dimensional Model, Hersey and Blanchard’s model, etc.

3. Concept of Quality and Quality in Education

• Indian & International Perspective about Quality in Education.
• Discussion on Evolution of Quality including Inspection, Quality Control, Quality Assurance, Total Quality Management, Six Sigma.
• Viewpoints of Quality Gurus: Walter Stewart, Edward Deming, C.K Pralhad, etc.

4. Change Management

• Meaning and desperate Need for Planned change.
• Three- Step-Model of Change: Unfreezing, Moving, Refreezing
• The Japanese Models of Change. (Important)
• Cost of Quality: Appraisal Costs, Failure costs, and Preventable costs, Cost-Benefit Analysis, Cost-Effective Analysis, Indian and International Quality
• Assurance Agencies: Objectives, Functions, Roles and Initiatives NAAC, Performance Indicators, Quality Council of India, International Network for Quality Assurance Agencies in Higher Education.

Unit 10: Inclusive Education

1. Inclusive Education

• Concept, Principles, Scope, and Target Groups.
• Evolution of the Philosophy of Inclusive Education. Acts and Provisions.
• National Policy of Education: Started in 1986.
• Program of Action of Action: Started in 1992.
• Persons with Disabilities Act: Started in1995.
• National Policy of Disabilities: Started in 2006.
• National Curriculum Framework: Started in 2005.
• Rehabilitation Council of India Act: Started in 1992.
• Inclusive Education under Sarva Shiksha Abhiyan.
• Features and Provisions of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities).

2. Concept of Impairment

• Classification of Disabilities based on different Models like the ICF Model, Readiness of School, and Models of Inclusion.
• Characteristics and Educational Needs of Diverse Learners.
• Causes and prevention of Disabilities.
• Identification of Diverse Learners for Inclusion, Educational Evaluation Methods, Techniques, and Tools.

3. Planning and Management of Inclusive Classrooms

• Providing Infrastructure, Human Resource, and Instructional Practices.
• Curriculum Adaptations for Diverse Learners.
• Adaptive Technology for Diverse Learners: Its Product include Aids and Appliances and Processes like Individualized Education plans, Remedial Teaching
• Parent-Professional Partnership: Role of Parents, Peers, Professionals, Teachers and the role of School.

4. Barriers and Facilitators in Inclusive Education

• Attitude, Social and Educational, Current Status.
• Various Ethical Issues of inclusive education in India.
• Research Trends of Inclusive Education in India.