CBSE NET 2018 Syllabus for Adult and Continuing Education and Extension

Subject : Adult and Continuing Education and Extension ( Code No : 46  )


There will be two question papers, UGC NET Paper II and Paper III ( Part – A & B ). UGC NET Adult Education Paper II will cover 50 Objective Type Questions ( Multiple choice. Matching type, True / False, Assertion – Reasoning type ) carrying 100 marks.

UGC NET Paper III will have two Parts – A and B; Paper III ( 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 question from 10 units; Total marks will be 160 ).

UGC NET Adult Education 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 UGC NET Paper III will be 200.

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


  • 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.


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