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Updated CBSE UGC NET Syllabus for Adult Education

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UPDATED (MERGED) CBSE UGC NET SYLLABUS FOR ADULT EDUCATION / Continuing Education / Andragogy / Non Formal Education



CBSE has revised the pattern and scheme of the exam from July 2018. The pattern of the exam has been changed from 3 papers (Paper I, II & III) to 2 papers (Paper I & II). There are no changes in the pattern of paper 1, but paper 2 & paper 3 has been merged into One paper.



Hence, there will be only one question paper in CBSE UGC NET Exam in Adult Education, called Paper 2. Paper 2 (Paper II) will have 100 Multiple Choice Questions (MCQs) with each question carrying two (2) marks i.e. 200 marks in total. All questions are compulsory in the papers. The objective type questions will include multiple choices, matching type, true / false and assertion-reasoning type etc.
For CBSE UGC NET aspirants, we have merged the entire Syllabi of Paper II and Paper III of the subject of Adult Education.



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Unit – 1: Concepts and Terminologies
Andragogy and Pedagogy
Illiteracy and its types, Literacy and its types – traditional, functional, mass, rapid, legal, technological.
Adult education, adult learning, continuing education, lifelong learning, recurrent education, difference between teaching and training
Formal education, non – formal education, informal education, incidental learning
Development and its indicators, population education
Social justice with respect to quality of life
Adult education and development – social, economic, cultural
Prior learning, its assessment and equivalence
Extension education, field outreach, community engagement

Unit – 2: Non – formal Approaches to Education
The Non – formal approach in education – Education for All
School drop – outs and universalisation of primary education and its relationship with adult literacy; DPEP
Teaching – learning materials for non – formal education – preparation according to the needs of various target groups
Sarva Shiksha Abhiyan

Unit – 3: Continuing Education
Jana Shikshan Nilayam, Continuing Education Scheme, Jana Shikshan Sansthan (Shramik Vidyapeeth)
Continuing education courses – needs assessment, design, conduct, evaluation and modifications
Identification, Mobilization and organisation of resources for continuing education
Continuing education and technology, virtual university
National Open School, the Open Basic Education program, continuing education and vocational courses
Equivalence and academic credit for continuing education courses Emerging needs and future perspectives Continuing education needs of industries

Unit – 4: Population Education
Evolution of the concept of population education; paradigm shifts
Difference between population education and population studies
Population education as a part of the curriculum at different levels of education
UNFPA Project – Population Education Resource Centres and Clubs: New and varied approaches
Development of learning materials
Use of different media in population education
Concept of evaluation and its relevance to population education programs
Role of various agencies: NCERT, UGC, Directorate of Adult Education, SRCs, Universities

Unit – 5: Programs on Social Issues
Planning Forums, legal literacy programs, Bharat Gyan Vigyan Jatha
Social issues such as water management, street children, bonded labour, environmental, preservation
Programs for the awareness of Human Rights
Gender issues and women’s empowerment with special reference to Mahila Samakhya program and anti – arrack agitation by neo – literate women of Nellore
Methods for the evaluation of programs on social issues

Unit – 6: Planning and Management
Application of Management Principles at Program, Project, Voluntary efforts and course levels
Management Information System for program efficiency
Managerial techniques and technologies
Leadership – types and styles
Inter personal and group communication 

Unit – 7: Communication Technologies
Educational Technologies
Difference between audio – visual aids and use of educational technology Participatory communication methods
New information technologies: multimedia packages, computer aided learning, websites on adult education, data base creation for adult education.

Unit – 8: Philosophical Foundations
Liberal, Behaviouristic, Progressive, Humanistic and Radical approaches
Ideas of Rabindranath Tagore and Mahatma Gandhi
Conscientization approach : Ideas of Paulo Friere
Socialist Pedagogy
Values in adult education vis – a – vis challenges of contemporary society

Unit – 9: Psychological Foundations
Psychology of Adults
Difference between the adult and the child as learners
Characteristics of adult male and female learners and differences in their learning needs
Learning needs of adults in urban, rural and tribal settings Learning needs of adults of different socio – economic strata Motivational aspects of adult learning Theories of adult learning
Literacy, post – literacy and open basic education for the adult learner

Unit – 10: Curriculum Methods, Techniques and Teaching Materials
Developing curricula – types of curriculum
Different teaching methods
Teaching and learning materials for adults
Teaching aids – conventional, non – conventional, modern
Socialization and popular education as learning tools / strategies

Unit – 11: Techniques of Material Preparation for Adults
Identification of needs and interests of adult learners
Preparation of books for neo – literates – Processes and contents; field testing of materials
Publication and marketing of materials: Role of National Book Trust, SRC, NGOs, etc.
Development of materials – print and non – print other than books

Unit – 12: Training and Field Organisation
Functionaries in adult, continuing education and field outreach programs conducted by government agencies, NGOs and universities and their training needs
Identification of objectives, content, training method, implementation strategies and evaluation techniques
The participatory approach as a training technique
Management and organization of a training program
Field Organisation:
Strategies for entry into communities
Rapport building, survey, planning for macro – and micro – situations
Setting targets, organization, resource mobilization, budget and its management, conduct of field work and its monitoring
Evaluation – continuous, internal, external, tools for evaluation
Remedial actions 

Unit – 13: History of Adult Education
Adult education in ancient India, middle ages and pre – Independence India
Adult education in post – Independence India, i.e., from 1947 to 1997 up to the Eighth Plan Period :
Commissions, Farmers’ functional literacy, Gram Shikshan Mohim in Maharashtra, National Adult Education Program, Mass Program for Functional Literacy, Center model versus the each – one, teach – one model, program
Adult education in ancient times in China, Denmark, Vietnam, Tanzania and in the Western countries
Efforts by UNESCO
Role of NGOs with special reference to Bengal Social Service League, Literacy House, Seva Mandir, Gandhi Gram Rural Institute, Sriniketan, etc.

Unit – 14: Current Trends in Adult Education / Lifelong Learning in India
National Literacy Mission (NLM) : Structure, role and function, operational network and supporting agencies and bodies such as SRC, DIET, NIAE, Directorate of Adult Education, etc.
Total Literacy Campaigns (TLC), Post – Literacy Campaigns (PLC), Off shoots of TLC and PLC
Field skills, teaching methods for adults, training methods for training of functionaries
Monitoring and evaluation of TLC, PLC and other programs of the NLM
Role of NGOs, Universities and other Government agencies in support of the NLM
UNESCO’s efforts; Education for All Declarations
Hamburg Declaration – Mumbai Statement
World Declaration on Higher Education – Cape Town Statement
Policies, projects and conferences Current Trends in Asian, African and European countries

Unit – 15: Role of Universities in Lifelong Learning
The UGC vision, Committees and their recommendations, the UGC Guidelines – 1978 to date
Strategies for bringing Extension, as the third dimension of the university system, at par with teaching and research
Status, role and functions of Departments of Adult and Continuing Education, Extension and Field Outreach
Models for Extension Work
Monitoring, evaluation and the award of an academic credit for the extension work in the post – graduate departments and in the colleges
Design, type, methods and implementation of extension projects
Role of adult education teacher educators in the twenty – first century
Recognition of Prior Learning – Issues, challenges, implementation and evaluation
Impact of globalization and liberalization
Characteristics / indicators for a Lifelong Learning friendly university
Open Learning Systems – Indira Gandhi National Open University, Other open universities and extension and continuing education through them

Unit – 16: Research
Research Methods
Action research – Concept and Methods Participatory research techniques
Reflect approach to research Preparation of a research proposal
Data collection methods, collation, interpretation, use of statistical methods Program evaluation techniques – Concurrent, summative, formative The research report
Documentation and dissemination of information especially about the work through the universities
The technique of report writing
Areas of research in adult and continuing education and extension, currents trends
Research work in other countries Use of Computers in research 

Unit – 17: Continuing Education
Preparation of a Continuing Education Project for a community: Assessing learning needs and their prioritization Designing appropriate programs
Identification of a model infrastructure for a continuing education program through the univ. System through a NGO
Continuing Education through university post-graduate departments and colleges
Short courses
Selective attendance in formal lectures for papers Other Modules
Continuing Education at the work-place with special reference to business and industry.

Updated CBSE UGC NET Syllabus for Adult Education in PDF


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