UNIVERSITY GRANTS COMMISSION
: NET BUREAU 7
Code No. : 09
Subject : EDUCATION
SYLLABUS AND.SAMPLE QUESTIONS.
Note :
There will be two question papers, Paper-II and Paper-IIl (Part-A & B). Paper-II will
cover 50 Objective Type Questions (Multiple chotce, Matching. type, ‘True/False,
Assertion-Reasoning type) carrying 100 marks: Paper-IIl will have two Parts-A and B;
Paper-II(A) will have 10 short essay type questions (300 words) carrying 16 marks
each. In it there will be one question with internal choice from each unit (i.e., 10
questions from 10 units; Total marks will be 160). Paper-III(B) will be compulsory
and there will be one-question from each of the Electives. The candidate will attempt
only one question (one elective only in 800 words) carrying 40 marks. Total marks of
Paper-IIl will be 200,
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 metitods ‘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)
092. Sociological Foundations of Education
Relationship of Sociology and Education
Meaning and nature of Educational sociology and Sociology ‘of education
Education—as a social sub-system—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
09
Relationship of Education and’ Psychology
Process of Growth and Development
— physical, social, emotional and intellectual
— development of concept formation, logicgl reasoning, problem solving
antl creative thinking; language development
— individual differences—determinants; role of heredity and environment;
implications of individual differences: for organising educational
programmes
Intelligence—its theories and measurement
Learning and Motivation
Theories of learning—Thorndike is.connectiontsm; Paviov's classical and
Skinner's operant conditioning; Learning by insight; Hull's reinforcementtheory and Tolman's theory of learning; Lewin's-Field theory-
— Gagne's hierarchy of learning =
— Factors influencing learning
— Leariing 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 liealth and hygiene—process of adjustment, conflicts and defence mecha-
nism, 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
Sctentific 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 techniquesMajor 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 signifi-
cance, 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
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 fer 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—O
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—n1
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—detérminants—role of heredity and environment. Impli-
cations of individual differences for organising educational programmes
Unit—Iv.
Intelligence—its Theories and Measurement
Learning and Motivation :
— Theories of learning : Thorndike's conditions, Paviov'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 theorles—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 i
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-upUnit—ViI
: Sample : Concept of population and sample, various methods of sampling
Hypothéses : Concept, difference with assumptions, source, various types of
hypothesis
Tools : Questionnaire, observation and interview as tools of data collection, tests
and scales
Unit—V—I
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 : Phenomenological research, Ethnomethodical and Natu-
ralistic inquiry
Unit—x
Universalization of elementary education in India
Vocatjonalization 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
— different models
— administrative
— grass root
— demonstration
— system analysis
Curriculum Evaluation
— formative
— summative
— interpretation of evaluation resultsPAPER—Ili (B)
| ELECTIVE/OPTIONAL }
Elective—I 7
Development of Modern Concept of Educatiorial Administration from 1900 to
Present-day
‘Taylorism
Administration as a process
Administration as a bureaucracy
Human Relations Approach to Administration
Meeting the Psychological needs of employees, systems approach specific trends
in Educational Administration such as (a) Decision making, (b) Organizational
Compliance, (c) Organizational Development, (d) PERT,, (e) Modern Trends in
Educational Management.
Leadership in Educational Administration :
Meaning and Nature of Leadership
‘Theories of Leadership
Styles of Leadership
Measurements of Leadership
Educational Planning’:
Meaning and Nature
Approaches to Educational Planning
Perspective Planning
Institutional Planning
Educational Supervision :
Meaning and Nature
Supervision as service activity
Supervision as a process
Supervision as functions
Supervision ,as educational leadership
Modern supervision
Functions of supervisionPlanning the supervisory programme
Organizing supervisory programme =
Implementing supervisory programme
Elective
Educational Measurement and Evaluation concept, scope, need and relevance
Tools of measurement and evaluation subjective and objective tools, essay test.
objective test, scales, questionnaires, schedules, inventories. performance tests.
Characteristics of a good measuring instrument :
Validity
Reliability
Norms
Usability, etc.
‘Test standardization :
Norm-referenced and criterion-referenced tests, scaling-standard scores,
‘T-scores and C-scores
Steps in the standardization of a test
Measurement of achievement, aptitudes, intelligence, attitudes, interests and
skills
Interpretation of test-scores and methods of feedback to students
New trends :
Grading, semester, continuous internal assessment, question bank, uses
of computer in evaluation, qualitative analysis
Eiective—I
Meaning and Scope of Educational Technology
~ educational technology as systems approach to education
— systems approach in educational technology and its characteristics
— components of educational technology, software, hardware
Multi-media approach in Educational Technology
Modelities of Teaching—difference between teaching and instruction, condition-
ing and training
Stages of teaching—pre-active, interactive and post-active
‘Teaching at different levels—memory, understanding and reflectiveModification of teaching behaviour : Microteaching, Flander's Interaction Analy
sis, simulation
Programmed Instruction (origin, types, linear and- branching, development of
programmed instruction material—linear/branching model, teaching machines,
computer assisted instruction
Models of Teaching : Concept, different families of teaching models
Designing Instructional System
= formulation of instructional objectives
— task analysis
— designing of instructionz] strategies, such as lecture, team teaching,
discussion, panel discussion, seminars and tutorials
Communication Process : Concept of communication, Principles, Modes and
Barriers of communication, Classroom communication (interaction verbal and
non-verbal)
Distance Education : Concept, Different contemporary systems, viz., Correspon-
dence, Distance and open; Student support services; Evaluation Strategies in
Distance Education; Counselling Methods in Distance Education
Development of Evaluation Tools—Norm-referenced and criterion-referenced
tests
Elective—IV
09
Concept and nature of special education
— objectives
— types
— historical perspective
— integrated education
Education of Mentally Retarded
— characteristics of the retarded
— educable mentally retarded
— teaching strategies
— enrichment programmes
— remedial programmes
— etiology and prevention
— mental hygiene as remediationEducation of the visually impaired : =
— characteristics
— degree of impairment
— etiology and prevention
— educational programmes
Education of the Hearing Impaired
— characteristics
— degree of impairment
— etiology and prevention
— educational programmes
Education of the’ Orthopaedichlly Handicapped
— types of handicap
— characteristics
— educational programmes
Education of the Gifted and Creative Children
— characteristics
— creativity and identification process
— educational programmes
Learning Disabled Children
— characteristics
— identification
— educational, programme
Education of Juvenile Delinquents
— characteristics
— problems of ‘alcoholion, drug adiction
— anti-social and character disorder
— educational programmes for Rehabilitation
Elective—V
Teacher Education : Historical perspective Recommendations of various
commissions on teacher education; Kothari Commission
National Policy on Education
09 10Aimis and objectives of teacher education at—
— elementary level .
— secondary level
— college level
‘Teaching as a Profession :
Professional organisations for various levels of teachers and their role;
performance appraisal of teachers
Faculty improvement programme for teacher education
‘Types of teacher education programmes and agencies :
Inservice teacher education
Preservice teacher education
Distance education and teacher education
Orientation and Refresher courses
Current Problems :
Teacher education and practicing schools
Teacher education and other institutions
Preparing teachers for special schools
Implementation of curricula of teacher education
Areas of Research :
Teaching effectiveness.
Criteria of admission
Modification of teacher behaviour
‘School effectivenessi
SAMPLE QUESTIONS
PAPER—IIL
Idealism is a school of thought based on
(A) Ideals
(B) Idea
(C) Practical
(D) Soul
Why do people want to move up the ladder in social hierarchy?
(A) Life chances and quality of life
(B) Society likes people on the upper ladder
(C) Social relations are better
(D) Education is easier on the upper ladder
PAPER—II (A)
What is personality? Define.
Or
What is the difference between creativity and imagination?
Under what situations interview is the best tool for data collection?
Or
PAPER—II (B)
What are the objectives of secondary teacher education? Discuss the
recommendations made in National Policy of Education.
Or
What is Educational Technology? Discuss the Hardware and Software approach
in Educational Technology.
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nfgenat atte amor srrar & faster weal
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rafter caret ae area |
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wer aretha |
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Reema : deer, Gearon, ald, oRercar & Per were |
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yoe—Vor
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sais opt & aat #1
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west
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deere (wa)
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ae-qH—III (B)
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seer apa & wry
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ret amet Agee :
Ager BT att Ud IRN
Fara ar Rrera
ager Stet
Fa PTT
fren Prakerr :
oe OF RT
tre Prise & soret
Wtitee Prise
seme Prisrt
aie celderet :
ad GG TET
adder ua aar-erd
veda ua feat
09 18weserr serrata areata AE
wrdtemr wes Ages ane & wT =
ames cefcerer
» ade & ard
cedar store ant Prato.
wide iret
welder Prorat
Aire Ae ote qeaied dared, foes da, ovavreer site srefreaT |
AIO & ore cer Healers Tee ste ae, sTfs od segs some, Pere
aden, ahs odand, Bet, weet, sige Fane, owla ea!
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deat
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seit,
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ara arafte wd. Peradefte ater, eaftreare once, dtarcie, dhaiio t
etait or seme eer
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aftensit ar sree ar Preston cer Prenfieat Bq sferahe i
aia safe :
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ween
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fatter ert oT Rre—egit, ster atte Reif ferrr
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raters faftrat, gracit fren a cerasf ait faftrat
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sree EAE Ie
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Te STATE WTF :
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eT
areas Brat 3 Rare dara gare erat
areas Parent aera 3 sare te anita =
Barer sree rer
ydtarset sremaa Bret
eee Bret atte rears rat
anftardyrt afte feibere steer
adam aeeE :
arenes Bret aie ora ferarerat-
arenes Fret alte ort sey
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23