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NTA (UGC) NET June-December 2023 Syllabus for Adult and Continuing Education and Extension
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NTA (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, NTA (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.
NTA (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
NTA (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.