Updated NTA UGC NET Syllabus for Adult Education (2019)

UPDATED NTA UGC NET SYLLABUS FOR ADULT EDUCATION / Continuing Education / Andragogy / Non Formal Education

SUBJECT CODE – 46

(w.e.f. June 2019)

 

The UGC has revised the pattern and scheme of exam from December 2018. The pattern of exam has been changed from 3 papers (Paper I, II & III) to 2 papers (Paper I & II). Now, there are 50 MCQs in Paper 1 and 100 MCQs in Paper 2. Each question carries 2 marks without any NEGATIVE marking for wrong answer.


According to NEW SYLLABUS (June 2019 onwards) and new pattern (since Dec 2018), the exam would be Online Mode. 


The UGC NET exam would be computer based like bank PO, SSC exam. the Paper 2 will have 100 Multiple Choice Questions (MCQs) with each question carrying two (2) marks i.e. 200 marks in total. The objective type questions will include multiple choices, matching type, true/false and assertion-reasoning type etc.

The New Syllabus of Adult Education for UGC NET Exam June 2019 onward will be as follows:

 

UNIT- I: ADULT, CONTINUING EDUCATION & EXTENSION: INDIAN AND GLOBAL CONTEXTS

  • Adult, Continuing Education: Pre- And Post-Independent India
  • Adult Education Perspectives: Asian, Latin American, European and American
  • Extension Education and Services in India: Phases and Movements
  • Extension as “Third Dimension” of Higher Education, New approaches in Extension Education and Services in India, National Open school, Field organisation practices
  • Need, concept, types and characteristics of Lifelong Learning programmes in India
  • Opportunities for Lifelong Learning and Extension
  • Agencies in Lifelong Learning in and outside India
  • Comparative Studies in Adult Education: Parameters, Trends and Analysis

 

UNIT- II: THEORETICAL AND FUNCTIONAL BASE OF ADULT EDUCATION

  • Liberal, Behaviouristic, Progressive, Humanistic, Radical and Analytical approaches of Adult Education
  • Social and educational perspectives of Tagore, Gandhi, Vivekananda, Radhakrishnan, Ambedkar and other Indian thinkers
  • Androgogy and Pedagogy
  • Attributes and distinctive features of adult learning and development
  • Motivational aspects of adult learning, values in Adult Education, and challenges of contemporary society
  • Individual Vs. Group learning approaches in Adult Education
  • Experiences and learning from agriculture, home science, community health and technology
  • Learning needs of diverse group of adult learners
  • Theories of adult learning
  • Professionalization of adult education
  • Prior learning: Concept, issues and challenges, Equivalence and academic credit for continuing education courses

UNIT- III: ALTERNATE LEARNING SYSTEMS

  • Education: Status, challenges and alternatives
  • Guidance and counselling: Individual and group counselling
  • Emergence of distance learning, autonomous learning and online learning
  • Transformational learning: Use of different media in education, ICT, World wide Web, Mobile technologies, multimedia packages, Computer Aided Learning (CAL), Audio-visual aids
  • Digital India, Swayam, MOOC courses, UDAAN, e-library
  • Virtual learners and virtual learning centers
  • ICT in handling information: storage, retrieval and dissemination of information
  • Online teaching, challenges and benefits of online learning
  • Differentiated instructions in an online environment

 

UNIT- IV: CURRICULUM PLANNING AND TEACHING-LEARNING MATERIALS

  • Meaning, definition of curriculum: need for curriculum, curriculum theory and practice
  • Identification of needs and interests of lifelong learners
  • Objectives of curriculum development
  • Principles of curriculum development and its approaches
  • Curriculum planning: need and implementation
  • Evaluation: process-product-feedback mechanism
  • Curriculum development-supporting systems
  • Teaching methods
  • Teaching and learning materials and aids for Lifelong Learning
  • Preparation of books and audio visual material for neo-literates: processes, contents and field testing of materials
  • Agencies engaged in preparation of materials, type of teaching-learning materials: print, on-line and off-line

 

UNIT- V: HUMAN RESOURCE MANAGEMENT IN LIFELONG LEARNING AND EXTENSION

  • Concept, principles and functions of management
  • Programme planning, organisation and control
  • Job specifications of personnel engaged in University-community engagement, Skill development, Continuing education & other extension programmes
  • Training and development: Family-based, Off the job & on the job
  • Training of functionaries in adult, continuing education, lifelong education through participatory approach
  • Skill development initiatives : State-promoted, NGO-promoted and Public Private Partnerships (PPP)
  • Field skills, teaching methods of adults, training methods for training for functionaries
  • Management of a training programme
  • Evaluation of social development programmes

UNIT- VI: COMMUNICATION FOR SOCIAL DEVELOPMENT

  • Concept, methods and practices of communication
  • Models: agriculture, community health, educational and social marketing
  • Modes of communication; conventional and ICT-driven
  • People’s participation in development
  • People’s organisation (community based organisation, state promoted organisation)
  • Programmes: individual centric and group centric
  • Development communication planning and operationalization
  • Emerging technologies in communication for social development
  • Communication in extension: government, semi-government, non-government, corporate agencies etc,

 

UNIT- VII: SOCIAL AND DEVELOPMENTAL CONCERNS

  • Development and its indicators, Millennium Development Goals (MDGs), Sustainable Development Goals (SDGs)
  • Population Education: Concept and paradigm shifts
  • Social and distributive justice
  • Issues of marginalization and pedagogy: women, tribals, minorities, transgender, aged and persons with disability
  • Value based education
  • Inequality in social system and social mobility,
  • Interventions in specific concern areas of children, bonded labour and gender
  • Interventions in general areas of concern: water, health, energy, disaster and environment
  • Social and professional ethics

 

UNIT -VIII: VOCATIONAL EDUCATION AND SKILL DEVELOPMENT

  • Concept, scope, policy and programmes of vocational education and skill development
  • Market requirements and skilling status
  • Operationalization of the concept of vocational education in adult, continuing education and Lifelong Learning through state supported structures like Jan Shikshan Sansthan (JSS) and non state supported structures of Industrial and Business houses.
  • Emergence of Micro-enterprises like Self Help groups and Mega-enterprises like SEWA
  • Skilling India: Skill sectors, National Skill Development policy, programme, and implementation mechanism.
  • Structure of skilling programmes, certification and equivalence
  • Make-In India, Start-up, Stand Up, Mudra Banks, Entrepreneurship
  • Analysis of such efforts at micro and mega level.

UNIT- IX: RESEARCH AND RESEARCH METHODS

  • Philosophical Roots, history, elements and significance of social science research
  • Qualitative and quantitative action research
  • Research Design: Meaning and Types; Descriptive, Analytical, Exploratory, Basic, Applied, Action, Survey and case study research
  • Sources of data: primary and secondary
  • Collection of Secondary Data: Historical Documents, Archival Material, Published Sources, Journals, Internet Sources, Census, NSS and Statistical Reports.
  • Population and Sampling, Data Collection and its tools, organisation of research, analysis, generalization and report writing
  • Documentation and dissemination of the research work
  • Content Analysis, Survey and Case studies
  • Currents trends of research in adult and continuing education (national and international)
  • Emerging areas of research in adult and continuing education and extension,
  • Ethical concerns in social science research

 

UNIT- X: LIFELONG LEARNING: THE FUTURISTIC VISION

  • Beyond literacy and numeracy
  • Resolving the dilemmas of institutional and non-institutional learning
  • Localising the learning and cultural context of a learner
  • Harmonizing the skill of individual with the potential employers
  • Personalised and customised educational opportunities of adult learner
  • Network based learning
  • Open option based learning
  • Building learning communities
  • Search for an ever-evolving educational policy
  • Towards a learning society

 

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