UGC NET Syllabus for ADULT AND CONTINUING EDUCATION AND EXTENSION | Sociology IQ

UGC NET Syllabus for ADULT AND CONTINUING EDUCATION AND EXTENSION | Sociology IQ

UNIT- I
ADULT, CONTINUING EDUCATION & EXTENSION: INDIAN AND GLOBAL
CONTEXTS
 Adult, Continuing Education: Pre And Post Independent India
 Adult Education Perspectives: Asian, Latin American, European and
American
 Extension Education and Services in India: Phases and Movements
 Extension as “Third Dimension” of Higher Education, New approaches in
Extension Education and Services in India, National Open school, Field
organisation practices
 Need, concept, types and characteristics of Lifelong Learning programmes in
India
 Opportunities for Lifelong Learning and Extension
 Agencies in Lifelong Learning in and outside India
 Comparative Studies in Adult Education: Parameters, Trends and Analysis

UNIT- II
THEORETICAL AND FUNCTIONAL BASE OF ADULT EDUCATION
 Liberal, Behaviouristic, Progressive, Humanistic, Radical and Analytical
approaches of Adult Education
 Social and educational perspectives of Tagore, Gandhi, Vivekananda,
Radhakrishnan, Ambedkar and other Indian thinkers
 Androgogy and Pedagogy
 Attributes and distinctive features of adult learning and development
 Motivational aspects of adult learning, values in Adult Education, and
challenges of contemporary society
 Individual Vs. Group learning approaches in Adult Education
 Experiences and learning from agriculture, home science, community health
and technology
 Learning needs of diverse group of adult learners
 Theories of adult learning
 Professionalization of adult education
 Prior learning: Concept, issues and challenges, Equivalence and academic
credit for continuing education courses

UNIT- III
ALTERNATE LEARNING SYSTEMS
 Education: Status, challenges and alternatives
 Guidance and counselling: Individual and group counselling
 Emergence of distance learning, autonomous learning and online learning
 Transformational learning: Use of different media in education, ICT, World
wide Web, Mobile technologies, multimedia packages, Computer Aided
Learning (CAL), Audio-visual aids
 Digital India, Swayam, MOOC courses, UDAAN, e-library
 Virtual learners and virtual learning centers
 ICT in handling information: storage, retrieval and dissemination of
information
 Online teaching, challenges and benefits of online learning
 Differentiated instructions in an online environment

UNIT- IV
CURRICULUM PLANNING AND TEACHING-LEARNING MATERIALS
 Meaning, definition of curriculum: need for curriculum, curriculum theory
and practice
 Identification of needs and interests of lifelong learners
 Objectives of curriculum development
 Principles of curriculum development and its approaches
 Curriculum planning: need and implementation
 Evaluation: process-product-feedback mechanism
 Curriculum development-supporting systems
 Teaching methods
 Teaching and learning materials and aids for Lifelong Learning
 Preparation of books and audio visual material for neo-literates: processes,
contents and field testing of materials
 Agencies engaged in preparation of materials, type of teaching-learning
materials: print, on-line and off-line

UNIT- V
HUMAN RESEOURCE MANAGEMENT IN LIFELONG LEARNING AND
EXTENSION
 Concept, principles and functions of management
 Programme planning, organisation and control
 Job specifications of personnel engaged in University-community
engagement, Skill development, Continuing education & other extension
programmes
 Training and development: Family-based, Off the job & on the job
 Training of functionaries in adult, continuing education, lifelong education
through participatory approach
 Skill development imitatives : State-promoted, NGO-promoted and Public
Private Partnerships (PPP)
 Field skills, teaching methods of adults, training methods for training for
functionaries
 Management of a training programme
 Evaluation of social development programmes

UNIT- VI
COMMUNICATION FOR SOCIAL DEVELOPMENT
 Concept, methods and practices of communication
 Models: agriculture, community health, educational and social marketing
 Modes of communication; conventional and ICT-driven
 People’s participation in development
 People’s organisation (community based organisation, state promoted
organisation)
 Programmes: individual centric and group centric
 Development communication planning and operationalization
 Emerging technologies in communication for social development
 Communication in extension: government, semi-government, nongovernment, corporate agencies etc,

UNIT- VII
SOCIAL AND DEVELOPMENTAL CONCERNS
 Development and its indicators, Millennium Development Goals (MDGs),
Sustainable Development Goals (SDGs)
 Population Education: Concept and paradigm shifts
 Social and distributive justice
 Issues of marginalization and pedagogy: women, tribals, minorities,
transgender, aged and persons with disability
 Value based education
 Inequality in social system and social mobility,
 Interventions in specific concern areas of children, bonded labour and gender
 Interventions in general areas of concern: water, health, energy, disaster and
environment
 Social and professional ethics

UNIT -VIII
VOCATIONAL EDUCATION AND SKILL DEVELOPMENT
 Concept, scope, policy and programmes of vocational education and skill
development
 Market requirements and skilling status
 Operationalization of the concept of vocational education in adult, continuing
education and Lifelong Learning through state supported structures like Jan
Shikshan Sansthan (JSS) and non state supported structures of Industrial and
Bussiness houses.
 Emergence of Micro-enterprises like Self Help groups and Mega-enterprises
like SEWA
 Skilling India: Skill sectors, National Skill Development policy, programme,
and implementation mechanism.
 Structure of skilling programmes, certification and equivalence
 Make-In India, Start-up, Stand Up, Mudra Banks, Entrepreneurship
 Analysis of such efforts at micro and mega level.

UNIT- IX
RESEARCH AND RESEAERCH METHODS
 Philosophical Roots, history, elements and significance of social science
research
 Qualitative and quantitative action research
 Research Design: Meaning and Types; Descriptive, Analytical, Exploratary,
Basic, Applied, Action, Survey and case study research
 Sources of data: primary and secondary
 Collection of Secondary Data: Historical Documents, Archival Material,
Published Sources, Journals, Internet Sources, Census, NSS and Statistical
Reports.
 Population and Sampling, Data Collection and its tools, organisation of
research, analysis, generalization and report writing
 Documentation and dissemination of the research work
 Content Analysis, Survey and Case studies
 Currents trends of research in adult and continuing education (national and
international)
 Emerging areas of research in adult and continuing education and extension,
 Ethical concerns in social science research

UNIT- X
LIFELONG LEARNING: THE FUTURISTIC VISION
 Beyond literacy and numeracy
 Resolving the dilemmas of institutional and non-institutional learning
 Localising the learning and cultural context of a learner
 Harmonizing the skill of individual with the potential employers
 Personalised and customised educational opportunities of adult learner
 Network based learning
 Open option based learning
 Building learning communities
 Search for an ever-evolving educational policy
 Towards a learning society.

SOURCE : UGC

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