CBSE NET  2018 Education Syllabus

Subject : Education ( Code No. : 09 )


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

UGC NET Education 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 questions from 10 units; Total marks will be 160 ).

UGC NET Education Paper III ( B ) will be compulsory and there will be one question from each of the Elective. The candidate will attempt only one question ( one elective only in 800 words ) carrying 40 marks. Total marks of Paper III will be 200.

UGC NET Education Paper II

1. Philosophical Foundation of Education

Relationship of Education and Philosophy

Western Schools of Philosophy

  • Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism with special reference to the concepts of knowledge, reality and values their educational implications for aims, contents and methods of education.
  • Indian Schools of Philosophy ( Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions ) with special reference to the concept of knowledge, reality and values and their educational implications.
  • Contributions of Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.
  • National values as enshrined in the Indian Constitution, and their educational implications.
  • Modern concept of Philosophy : Analysis – Logical analysis. Logical empiricism and Positive relativism – (Morris L. Prigge).

2. Sociological Foundations of Education

  • Relationship of Sociology and Education
  • Meaning and nature of Educational Sociology and Sociology of Education. Education – as a social subsystem – specific characteristics Education and the home.
  • Education and the Community with special reference to Indian Society.
  • Education and Modernization.
  • Education and Politics.
  • Education and Religion.
  • Education and Culture.
  • Education and Democracy.
  • Socialization of the Child.
  • Meaning and Nature of Social Change.
  • Education as related to Social Stratification and Social Mobility.
  • Education as related to Social Equity and Equality of Educational Opportunities.
  • Constraints on Social Change in India (Caste, Ethnicity, Class, Language, Religion, Regionalism).
  • Education of the socially and economically disadvantaged sections of the society with special reference to scheduled castes and scheduled tribes, women and rural population.

3. Psychological Foundations of Education

Relationship of Education and Psychology

Process of Growth and Development.

  • Physical, social, emotional and intellectual.
  • Development of concept formation, logical reasoning, problem solving and creative thinking; language development.
  • Individual differences – determinants; role of heredity and environment; implications of individual differences for organising educational programs.

Intelligence – Its theories and measurement.

Learning and Motivation

Theories of learning – Thorndike is connectionism; Pavlov’s classical and Skinner’s operant conditioning; Learning by insight; Hull’s reinforcement theory and Tolman’s theory of learning;’ Lewin’s – Field theory.

  • Gagne’s Hierarchy of Learning.
  • Factors Influencing Learning.
  • Learning and Motivation.
  • Transfer of learning and its theories.

Psychology and education of exceptional children – creative, gifted, backward, learning disables and mentally retarded.

Personality – type and trait theories – measurement of personality

Mental health and hygiene – process of adjustment, conflicts and defence mechanism, mental hygiene and mental health. Sex Education


4. Methodology of Educational Research

  • Nature and Scope of Educational Research.
  • Meaning and Nature.
  • Need and Purpose.
  • Scientific Inquiry and Theory Development – some emerging trends in research Fundamental – Applied and Action Research.
  • Formulation of Research Problem.
  • Criteria and sources for identifying the problem.
  • Delineating and Operationalizing variables.
  • Developing Assumptions and Hypothesis in various types of Research.
  • Collection of Data Concept of population and sample various methods of sampling Characteristics of a good sample.
  • Tools and Techniques.
  • Characteristics of a good research tool.
  • Types of research tools and techniques and their uses.
  • Questionnaire – Interviews – Observations.
  • Tests and scales, projective and sociometric techniques.
  • Major Approaches to Research .
  • Descriptive Research.
  • Ex – post facto Research.
  • Laboratory Experiment.
  • Field Experiment.
  • Field Studies.
  • Historical Research.

Analysis of Data

  • Descriptive and Inferential Statistics. The null hypothesis, test of significance, types of error, one – tailed and two – tailed tests.
  • The t – test.
  • The F – test (one – way and ANOVA) Non – Parametric tests (Chi – square test).
  • Biserial, point – biserial. tetrachoric and phi – coefficient of correlation.
  • Partial and multiple correlations.

UGC NET Education Paper III ( A ) [ Core Group ]

Unit – I

Western Schools of Philosophy

  • Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special reference to the concepts of knowledge, reality and values; their educational implications for aims, contents and methods of education.

Indian Schools of Philosophy (Vedanta, Buddhism, Jainism, Islamic traditions) with Special Reference to the Concepts of Knowledge, Reality and Values and their Educational Implications.

Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.

Unit – II

Meaning and Nature. Education and Social change, constraints on social change (caste, ethnicity, class, language, religion, population and regionalism).

Education as related to social equity and equality of educational opportunities. Education of socially and economically disadvantaged section of society with special reference to scheduled castes and scheduled tribes, women and rural populations.

Unit – III

Process of Growth and Development

  • Physical, Social, Emotional and Intellectual.
  • Development of Concept Formation, Logical Reasoning, Problem – Solving and Creative Thinking Language Development.

Individual differences – determinants – role of heredity and environment. Implications of individual differences for organising educational programs.

Unit – IV

Intelligence – its Theories and Measurement Learning and Motivation

  • Theories of Learning : Thorndike’s conditions, Pavlov’s classical and Skinner’s operant conditioning; learning by insight. Hull’s reinforcement theory and Tolman’s theory of Learning.
  • Gagne’s Hierarchy of Learning.
  • Factors Influencing Learning.
  • Learning and Motivation.
  • Transfer of learning and its theories.

Unit – V

  • Personality – type and trait Theories – Measurement of Personality Mental Health and Hygiene.
  • Process of adjustment, conflicts and defence mechanism, mental hygiene.

Unit – VI

  • Concept and principles of guidance and counselling, types of guidance and counselling.
  • Tools and Techniques of Guidance – records, scales and tests, techniques, interview.
  • Organizing Guidance services at different levels of education, occupational information, kinds of services, like information, testing, counselling and follow – up.

Unit – VII

  • Sample : Concept of Population and Sample, various methods of sampling.
  • Hypotheses : Concept, difference with Assumptions, Source, various types of Hypothesis.
  • Tools : Questionnaire, Observation and Interview as Tools of Data Collection, Tests and Scales.

Unit – VIII

  • Descriptive Research, Ex – post facto Research, Survey Research, Historical Research.
  • Experimental Research : Designs of experimental research, characteristics. Internal and external validity in experimental research.
  • Qualitative Research : Phenomenologlcal Research, Ethnomethodical and Naturalistic inquiry.

Unit – IX

  • Universalization of elementary education in India.
  • Vocationalization of education in USA and India.
  • Educational administration in USA, UK (Britain and Ireland) and India.
  • Distance education and continuing education in Australia, UK and India.

Unit – X

Construction and Development of Curriculum

  • Different Models – Administrative – Grass root – Demonstration – System Analysis

Curriculum Evaluation

  • Formative – Summative – Interpretation of evaluation results.

UGC NET Education Paper III ( B ) [ Elective / Optional ]

Elective – I

Development of Modern Concept of Educational Administration from 1900 to Present – day.

  • Taylorism
  • Administration as a process
  • Administration as a bureaucracy
  • Human Relations Approach to Administration

Meeting the Psychological needs of employees, systems approach specific trends in Educational Administration such as (a) Decision making, (b) Organizational Compliance, (c) Organizational Development, (d) PERT, (e) Modern Trends in Educational Management.

Leadership in Educational Administration

  • Meaning and Nature of Leadership
  • Theories of Leadership
  • Styles of Leadership
  • Measurements of Leadership

Educational Planning

  • Meaning and Nature
  • Approaches to Educational Planning
  • Perspective Planning
  • Institutional Planning

Educational Supervision

  • Meaning and Nature
  • Supervision as Service Activity
  • Supervision as a Process
  • Supervision as Functions
  • Supervision as Educational Leadership
  • Modern Supervision
  • Functions of Supervision
  • Planning the Supervisory Program
  • Organizing Supervisory Program
  • Implementing Supervisory Program

Elective – II

Educational Measurement and Evaluation Concept, Scope, need and relevance Tools of measurement and evaluation subjective and objective tools, essay test objective test, scales, questionnaires, schedules, inventories, performance tests.

Characteristics of a good measuring Instrument

  • Validity
  • Reliability
  • Norms
  • Usability

Test Standardization

  • Norm – referenced and criterion – referenced tests, scaling-standard scores. T – Scores and C – scores.
  • Steps in the standardization of a test.

Measurement of achievement, aptitudes, intelligence, attitudes, interests and skills.

Interpretation of test-scores and methods of feedback to students.

New Trends

Grading, Semester, Continuous Internal Assessment, Question Bank, uses of computer in evaluation, qualitative analysis.

Elective – III

  • Meaning and Scope of Educational Technology :
    • Educational Technology as systems approach to education.
    • Systems approach in educational technology and its characteristics.
    • Components of educational technology, software, hardware Multi – media approach in Educational Technology.
  • Modelities of Teaching – difference between teaching and instruction, conditioning and training.
  • Stages of teaching – pre – active. interactive and post-active Teaching at different levels – memory, understanding and reflective.
  • Modification of teaching behaviour : Microteaching, Flander’s Interaction Analysis, simulation.
  • Programmed Instruction (origin, types, linear and branching, development of programmed instruction material – linear / branching model, teaching machines, computer assisted instruction.
  • Models of Teaching : Concept, different families of teaching models
  • Designing Instructional System.
    • Formulation of instructional.
    • Objectives Task.
    • Analysis Designing of Instructional Strategies, such as Lecture, Team Teaching, Discussion, Panel Discussion, Seminars and Tutorials.
  • Communication Process : Concept of communication, Principles. Modes and Barriers of communication, Classroom communication (interaction verbal and non – verbal).
  • Distance Education : Concept, Different contemporary systems, viz., Correspondence, Distance and open; Student support services; Evaluation Strategies in Distance Education; Counselling Methods in Distance Education.
  • Development of Evaluation Tools – Norm – referenced and criterion – referenced tests.

Elective – IV

Concept and Nature of Special Education

  • Objectives
  • Types
  • Historical perspective
  • Integrated education

Education of Mentally Retarded

  • Characteristics of the “retarded
  • Educable mentally retarded
  • Teaching strategies
  • Enrichment programs
  • Remedial programs
  • Etiology and prevention
  • Mental hygiene as remediation

Education of the visually impaired

  • Characteristics
  • Degree of impairment
  • Etiology and prevention
  • Educational programs

Education of the Hearing Impaire

  • Characteristics
  • Degree of impairment
  • Etiology and prevention
  • Educational programs

Education of the Orthopaedically Handicapped

  • Types of handicap
  • Characteristics
  • Educational programs

Education of the Gifted and Creative Children

  • Characteristics
  • Creativity and identification process
  • Educational Programs

Learning Disabled Children

  • Characteristics
  • Identification
  • Educational Program

Education of Juvenile Delinquents

  • Characteristics
  • Problems of alcoholion, drug adiction
  • Anti – Social and character disorder
  • Educational Programs for Rehabilitation

Elective – V

Teacher Education : Historical perspective Recommendations Of various commissions on teacher education; Kothari Commission.

National Policy on Education

  • Aims and objectives of teacher education at
    • Elementary Level
    • Secondary Level
    • College level

Teaching as a Profession

  • Professional organisations for various levels of teachers and their role; performance appraisal of teachers.
  • Faculty improvement program for Teacher Education.

Types of teacher education programs and agencies

  • Inservice Teacher Education.
  • Preservice Teacher Education.
  • Distance Education and Teacher Education.

Orientation and Refresher courses Current Problems

  • Teacher Education and Practicing Schools
  • Teacher Education and Other Institutions
  • Preparing Teachers for special schools

Implementation of curricula of teacher education

Areas of Research

  • Teaching Effectiveness
  • Criteria of Admission
  • Modification of Teacher Behavior
  • School Effectiveness


41 thoughts on “UGC NET Education Syllabus 2018

  1. What are the opportunities i get after qualifying in education may iget scholership to do p.hd my age is above 40 yrs pls explain i am worrying about money but not to do phd in edn.

  2. please give me information about suitable study material in education..sir i don’t have any reservation (oc)..iam eligible for assistant professer only..recently i wrote DEC-2015,CBSE NET..but ilost 3rd paper RESEARCH METHODOLOGY i rerequest you…..

  3. Hello sir/mam
    I am perusing m.ed and want to appear for education net. Please guide me when the forms will b out for June and Dec exam.

  4. I have done my m.ed and need all current syllabus of education plz send it on my id and tell me when next net exam will be…

  5. Sir,I have done Post graduation program (Certificate course 1 year) from ministry of finance Government of india. Am i eligible for NET exam?

  6. sir…. i hv completed my B.A (edn) ,B.ed and nw i m continuing m.ed 1st year
    am i èligible for ugc net and jrf dec ?
    plz send me all education net syllabus in my

  7. I comleted m.ed digree.Am i eligibal exan of ugc education dec.Thanks for sllybus. This is helpful unit for preparing the again thanks

  8. sir,most requestfully i beg to say that i want syllabus of education 1st and 2nd paper in hindi.
    plz reply me.

  9. iwant to clear net exam . but i failed my first attempt in june 2015 . so my second attempt in december 2015 . i want more and more practice for this paper .because i suffered from my mother in law . i need to prove myself.

  10. Sir,iam B.A,M.Ed now I completed m.ed and waiting for the result sir,if I can eligible for the net education can I prepare for this exam sir. Plz reply me sir.

  11. sir,please tell, i am confused whether paper 3 is objective or descriptive for this cbse ugc net exam in education for june 2015.

  12. Respected sir/Mam, please send it all STUDY material CBSE UGC NET JUNE EDUCATION 2015 in Education syllabus all text and secondary sources and Madel question papers BY VPP. I WOULD LIKE TO BUY IT.

  13. Hi am B.Sc (phy) B.Ed& Appear the M.A in Educationtell me if i can give the up coming UGC NEt Education exam
    and send the syllabus to my email id

  14. hi i am a post graduate in biotechnology and now pursuing B.Ed.please tell me if i can give the forthcoming UGC NET Education.

  15. please send me the syllabus to my mail id .what is the minimum % of marks required for a woman candidate for net? Is it 50
    % or 55%?

  16. I am confused as to which syllabus to follow for the upcoming NET exam. Is this the revised one to follow

  17. Pliz send me d syllabus to my mail id.
    what is the minimum % of marks required for a woman candidate for NET ? is it 50% or 55% ?

  18. Myself awarded Ph.D in Mathematics Education Feb 2012 our registration in feb 2007,work was started 2005.My Topic was Status of Maths lab in School:An evaluative study.So please conform me need to be appear in NET exam.Thanks

  19. Hi,plz tell me any one where i will get education paper III essay writing vase on general themes and contemporary,theoretical or of disciplinary relevance question answer?

  20. Hi,

    Candidate seeking admission to the Test must apply online (i.e. OR through a link available on the UGC website: successful submission, the candidate should take printout of online Application Form (two copies), Attendance Slip (one copy) and Admission Card (one copy) on separate A-4 size papers. To know more details about the form, please refer the following web page (

  21. it is not a complaint but i personaly facing very difficulty because i don’t know the address where i can post my ugc form.plz mention the address of corresponding universities along with their names.

    with thanks.

  22. I am 42 years old and would like to appear for NET exam.Please let me know if there is any age limit for this exam.

  23. plz tell me that how many times we can give the ugc test for particular one subject????by anisha from bathinda,punjab on 21april,2012

Leave a Reply

Your email address will not be published. Required fields are marked *