UGC NET is a national level exam conducted by NTA. This is University Grants Commission to certify the eligibility of candidates for the post of ‘Assistant Professor’ or ‘Junior Research Fellowship’. NTA will conduct UGC NET in December and June in one year.

UGC NET 2019 Exam Pattern Details

Since December 2018, UGC NET has been conducted by National Testing Agency in the following pattern:

Paper	No. of question	Marks	Duration
Paper-1	50	100	Cumulative time duration of 3hours. Shift 1: 9.30 AM – 12.30 PM Shift 2: 2.30 PM – 5.30 PM
Paper-2	100	200
Total	150 MCQ	300

Mode of Exam

UGC NET will be conducted in Online mode.
Each candidate will be allocated a desktop with a pre-installed software specially created for the examination.
Make sure to check that the system and the mouse is working properly before the exam commences.

UGC NET Marking Scheme

A uniform marking scheme is followed in the exam i.e. for both Paper 1 and 2, each correct answer will fetch you 2 marks.
As per the revised exam pattern of UGC NET exam, there is no negative marking for incorrect answer.
Hence, instead of skipping a question, one can use their calculated guess and mark the answer. UGC NET 2019 Syllabus (Updated)
Syllabus for UGC NET 2019 Paper 1 and Paper 2 varies and are designed to test different skills of the candidates. A brief about both the papers are:

UGC NET Paper 1 Syllabus tests teaching and reasoning ability, research aptitude, comprehension, divergent thinking and general awareness of the candidate.
UGC NET Paper 2 Syllabus is based on the subject chosen by the candidate. It tests candidate’s in depth knowledge and expertise in the respective subject.

UGC NET Paper I Syllabus

Paper 1 is same and compulsory for every candidate. It will have a total of 50 multiple choice questions, 5 each from the following 10 topics:

Teaching Aptitude
Research Aptitude
Comprehension
Communication
Mathematical Reasoning and Aptitude
Logical Reasoning
Data Interpretation
Information and Communication Technology
People, Development and Environment
Higher Education System

Unit-I Teaching Aptitude

Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirement
Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences.
Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution
Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.).
Teaching Support System: Traditional, Modern and ICT based.
Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer based testing, Innovations in evaluation systems.

Unit-II Research Aptitude

· Research: Meaning, Types, and Characteristics, Positivism and Post- positivistic approach to research.

· Methods of Research: Experimental, Descriptive, Historical, Qualitative and Quantitative methods.

Steps of Research.

· Thesis and Article writing: Format and styles of referencing.

· Application of ICT in research.

· Research ethics.

Unit-III Comprehension

A passage of text be given. Questions be asked from the passage to be answered.

Unit-IV Communication

Communication: Meaning, types and characteristics of communication.

Effective communication: Verbal and Non-verbal, Inter-Cultural and group communications, Classroom communication.

Barriers to effective communication

Mass-Media and Society.

Unit-V Mathematical Reasoning and Aptitude

· Types of reasoning.

· Number series, Letter series, Codes, and Relationships.

· Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion, and Percentage, Profit and Loss, Interest and Discounting, Averages, etc.).

Unit-VI Logical Reasoning

Understanding the structure of arguments: argument forms, the structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations, and denotations of terms, Classical square of opposition.

Evaluating and distinguishing deductive and inductive reasoning.

Analogies.

· Venn diagram: Simple and multiple uses for establishing the validity of arguments.

· Indian Logic: Means of knowledge.

· Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension).

· Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference).

Unit-VII Data Interpretation

· Sources, acquisition and classification of Data.

· Quantitative and Qualitative Data.

· Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data.

· Data Interpretation.

· Data and Governance.

Unit-VIII Information and Communication Technology (ICT)

· ICT: General abbreviations and terminology.

· Basics of Internet, Intranet, E-mail, Audio and Video-conferencing.

· Digital initiatives in higher education.

· ICT and Governance.

Unit-IX People, Development and Environment

· Development and environment: Millennium development and Sustainable development goals.

· Human and environment interaction: Anthropogenic activities and their impacts on environment.

· Environmental issues: Local, Regional and Global; Air pollution, Water pollution, Soil pollution, Noise pollution, Waste (solid, liquid, biomedical, hazardous, electronic), Climate change and its Socio-Economic and Political dimensions.

· Impacts of pollutants on human health.

· Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear and Forests.

· Natural hazards and disasters: Mitigation strategies.

· Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance.

Unit-X Higher Education System

· Institutions of higher learning and education in ancient India.

· Evolution of higher learning and research in Post Independence India.

· Oriental, Conventional and Non-conventional learning programmes in India.

· Professional, Technical and Skill Based education.

· Value education and environmental education.

· Policies, Governance, and Administration.

Paper -2 SUBJECT: ADULT AND CONTINUING EDUCATION AND EXTENSION SYLLABUS

S.NO./ UNIT	TITLE OF THE UNIT
1.	ADULT, CONTINUING EDUCATION & EXTENSION: INDIAN AND GLOBAL CONTEXTS
2.	THEORETICAL AND FUNCTIONAL BASE OF ADULT EDUCATION
3.	ALTERNATE LEARNING SYSTEMS
4.	CURRICULUM PLANNING AND TEACHING-LEARNING MATERIALS
5.	HUMAN RESOURCE MANAGEMENT IN LIFELONG LEARNING & EXTENSION
6.	COMMUNICATION FOR SOCIAL DEVELOPMENT
7.	SOCIAL AND DEVELOPMENTAL CONCERNS
8.	VOCATIONAL EDUCATION AND SKILL DEVELOPMENT
9.	RESEARCH AND RESEARCH METHODS
10.	LIFELONG LEARNING : THE FUTURISTIC VISION

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 RESEOURCE 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 imitatives : 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 Bussiness 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 RESEAERCH METHODS

· Philosophical Roots, history, elements and significance of social science research

· Qualitative and quantitative action research

· Research Design: Meaning and Types; Descriptive, Analytical, Exploratary, Basic, Applied, Action, Survey and case study research

· Sources of data: primary and secondar

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

Books for Paper 1

Book For Paper 2

A Brief Book on Extension Education (ENGLISH, Paperback, NEW VISHAL PUBLICATION)

Friday, November 15, 2019

UGC NET Exam Pattern, Marking Scheme, Syllabus and Books for Agricultural extension education, adult Education and education