CBSE (UGC) NET June-December 2016 Syllabus for Adult and Continuing Education and Extension

CBSE (UGC) NET Adult and Continuing Education and Extension Syllabus 2012

Code No. 46

Subject: Adult and Continuing Education and Extension

  • Note: There will be two question papers, CBSE (UGC) NET Paper II and Paper III.
  • Paper II will consist of 50 questions worth 2 mark each.
  • Paper III will consist of 75 questions worth 2 mark each.

CBSE (UGC) NET Adult Education Paper II

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

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

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

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

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

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

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

CBSE (UGC) NET Paper III

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 and 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

World:

  • 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 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.