UGC NET Adult and Continuing Education and Extension Syllabus Ph 078-380-243-65

UGC NET Adult Education Paper II :
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

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

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

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

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

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

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

UGC NET Paper III ( Part – A & B )
[ Core & Elective / Optional ]
Unit – I : Philosophical Foundations

• Liberal, Behavioristic, 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 – II : 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 – III : 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 – IV : 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 – V : Training and Field Organisation
Training :

• 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 – VI : 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 – VII : 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 – VIII : 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 – IX : 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 – X : 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
  1. the univ. system
  2. 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.

Global Teachers Academy formally name as UGC NET D is an India’s Premier Institute in Delhi for UGC (JRF-NET-SLET) & Other University Entrance Examination. Established in 1978, was conceived with vision for quality education by eminent who are for long committed to excellence in education. 
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