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Eduncle posted an Article
September 22, 2020 • 6:34 pm

How to Crack UGC NET Education 2020? A Complete Guide to Get Success

UGC NET Education

UGC NET Study Plan

 

If you are aiming to make your career in the Research or Teaching field after completing your postgraduation, then NTA UGC NET 2020 is the perfect gateway to achieve your goal.

Education is one of the subjects in which NTA conducts UGC NET to fill the recruitment of Junior Research Fellowship and Lectureship in government and private universities.

Every year, many students apply for the UGC NET Education exam because of various career opportunities available, but only a few of them can accomplish their goals.

So, if you also want to get a job in these field then, you should know the complete detail of the UGC NET Education. Here in this article, we have provided you the following information of 2020 exam. Kindly go through it and start your exam preparation.

Why Take UGC NET? Career Scope in Education 

UGC NET Education Eligibility Criteria

NET Education Exam Pattern

NTA NET Syllabus for Education

UGC NET Education Study Material 

Previous Papers and Answer Key for NET Education

Sample Question Papers

Cut off Marks to Set Your Target

UGC NET Education Preparation Tips 

UGC NET Frequently Asked Questions

 

 

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Why Take UGC NET? Career Scope in Education

 

After qualifying UGC NET Education, you can get the best career options with the benefit of good salary package, stability of the job and fascinating stipend of INR 31000 for research work.

Also, you can avail for various UGC NET Scholarships & Fellowships provided by the University Grants Commission as an award for extraordinary performance in the academic field.

Here, we have listed some best career options in the field of Education after National Eligibility Test. You can check them below: -

Teaching

Assistant Professor

Counsellor

Teaching Assistant

Head of Department

Research Scholar

Curriculum Developer

Educational Consultant

Media and Technology Specialist

Educational Policy Developer

Foreign Language Tutor

Sociologist

There are many other job opportunities available for UGC NET Aspirants. You can check them from here - Career Scope After Qualifying UGC NET Exam!

 

After knowing the career options of UGC NET Education, if you want to apply for the upcoming exam then you must satisfy the complete eligibility criteria for the UGC NET Exam.

 

 

Download UGC NET Syllabus 2020 Free PDF

 

 

UGC NET Education Eligibility Criteria

 

Considering the percentage gained in PG degree, age limit, or differences in post-graduation subjects, many of the you worry about whether you’ll be eligible for UGC NET Education.

NTA has released the complete guidelines of NET 2020 Eligibility for the candidates who want to appear for the examination. You can check these criteria below: - 

 

 

Educational Qualification 

 

To be eligible for UGC NET Education, you must have the minimum required marks in your master's degree of Education or related subjects from any of the UGC Approved Universities.

 

Categories

 Educational Qualification

General Aspirants

55% Marks

OBC/ ST/SC/PWD/Transgender Aspirants

50% Marks

 

 

Age Limit

 

In continuation of the qualification, NTA has certain age limit criteria too, which are as follows: -

​​​​​​​For General Category – 30 Years

​​​​​​​For OBC/ST/SC/PWD/Transgender Category – 35 Years

​​​​​​​For L.L.M. Degree Holders – 33 Years  

Note – The above age limit is only for the JRF post. For lectureship, any age group candidates can apply.

Check the UGC NET Eligibility Criteria to get a detailed idea about these guidelines and the related the courses for which you can apply for UGC NET Education Exam.

 

 

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UGC NET Education Exam Pattern

 

Now, you should start your exam preparation with the complete detail of the UGC NET Exam Pattern. Here, we are providing you the UGC NET Exam Pattern 2020 released by the official.

​​​​​​​NTA conducts Paper 1 & Paper 2 in a single three-hour duration.

​​​​​​​Paper-I is also known as General Aptitude Paper is common for all. It consists of 50 questions carrying 100 marks.

​​​​​​​Paper-II is subject related objective type based questions which consist of 100 questions carrying 200 marks.

​​​​​​​There will be no negative marking for the incorrect answers. 

 

Paper

Marks

Number of Questions

Duration

I

100

50 Questions all are Compulsory

 3 Hours

II

200

100 Question all are Compulsory

 

 

UGC NET Education Syllabus 2020

 

UGC NET Education syllabus includes 10 Units in which there are many sub-topics. You should pick one by one topic from each unit and complete the UGC NET Syllabus to boost your exam scores.

You can check the unit wise education syllabus from the table given below: -

 

Unit Name

Topics

Educational Studies

Contribution of Indian Schools of Philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with Special Reference to Vidya, Dayanand Darshan; and Islamic Traditions towards Educational Aims and Methods of Acquiring Valid Knowledge

Contribution of Western Schools of Thoughts (Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism) and their Contribution to Education with Special Reference to Information, Knowledge and Wisdom

Approaches to Sociology of Education (Symbolic Interaction, Structural Functionalism and Conflict Theory). Concept and Types of Social Institutions and their Functions (Family, School and Society), Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory)

Socialization and Education- Education and Culture; Contribution of Thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings and Savitribai Phule) to the Development of Educational Thought for Social Change, National Values as Enshrined in the Indian Constitution - Socialism, Secularism, Justice, Liberty, Democracy, Equality, Freedom with Special Reference to Education

History, Politics and Economics of Education

Committees and Commissions’ Contribution to Teacher Education Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992), National Commission on Teachers (1999), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), Justice Verma Committee Report (2012)

Relationship Between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy Formulation: Analysis of the Existing Situation, Generation of Policy Options, Evaluation of Policy Options, Making the Policy Decision, Planning of Policy Implementation, Policy Impact Assessment and Subsequent Policy Cycles.

Concept of Economics of Education: Cost Benefit Analysis vs Cost Effective Analysis in Education, Economic Returns to Higher Education Signaling Theory vs Human Capital Theory, Concept of Educational Finance; Educational Finance at Micro and Macro Levels, Concept of Budgeting

Relationship Between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to Understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization

Learner and Learning Process

Growth and Development: Concept and Principles ,Cognitive Processes and Stages of Cognitive Development , Personality: Definitions and Theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka) , Mental Health and Mental Hygiene

Approaches to Intelligence from Unitary to Multiple: Concepts of Social Intelligence, Multiple Intelligence, Emotional Intelligence Theories of Intelligence by Sternberg, Gardner, Assessment of Intelligence, Concepts of Problem Solving, Critical Thinking, Metacognition and Creativity

Principles and Theories of Learning: Behaviouristic, Cognitive and Social Theories of Learning, Factors Affecting Social Learning, Social Competence, Concept of Social Cognition, Understanding Social Relationship and Socialization Goals

Guidance and Counselling: Nature, Principles and Need, Types of Guidance (Educational, Vocational, Personal, Health and Social & Directive, Non-Directive and Eclectic), Approaches to Counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Personcentred Counselling (Carl Rogers) - Theories of Counselling (Behaviouristic, Rational, Emotive and Reality)

Teacher Education

Meaning, Nature and Scope of Teacher Education; Types Of teacher Education Programs, The Structure of Teacher Education Curriculum and its Vision in Curriculum Documents of NCERT and NCTE at Elementary, Secondary and Higher Secondary Levels , Organization of Components of Pre-Service Teacher Education Transactional Approaches (For Foundation Courses) Expository, Collaborative and Experiential Learning

Understanding Knowledge Base of Teacher Education from the View Point of Schulman, Deng and Luke & Habermas, Meaning of Reflective Teaching And Strategies for Promoting Reflective Teaching, Models of Teacher Education - Behaviouristic, Competency-Based and Inquiry Oriented Teacher Education Models

Concept, Need, Purpose and Scope of In-Service Teacher Education, Organization and Modes of In-Service Teacher Education, Agencies and Institutions of In-Service Teacher Education at District, State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE And UGC), Preliminary Consideration in Planning in-Service Teacher Education Programme (Purpose, Duration, Resources and Budget)

Concept of Profession and Professionalism, Teaching as a Profession, Professional Ethics of Teachers, Personal and Contextual Factors Affecting Teacher Development, ICT Integration, Quality Enhancement for Professionalization of Teacher Education, Innovation in Teacher Education

Curriculum Studies

Concept and Principles of Curriculum, Strategies of Curriculum Development, Stages in the Process of Curriculum Development, Foundations of Curriculum Planning - Philosophical Bases (National, Democratic), Sociological Basis (Socio Cultural Reconstruction), Psychological Bases (Learner’s Needs and Interests),Bench Marking and Role of National Level Statutory Bodies - UGC, NCTE and University in Curriculum Development

Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [Social Reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model , Intervention Model, C I P P Model (Context, Input, Process, Product Model)

Instructional System, Instructional Media, Instructional Techniques and Material in Enhancing Curriculum Transaction, Approaches to Evaluation of Curriculum: Approaches to Curriculum and Instruction (Academic and Competency Based Approaches), Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model

Meaning and Types of Curriculum Change, Factors Affecting Curriculum Change, Approaches to Curriculum Change, Role of Students, Teachers and Educational Administrators in Curriculum Change and Improvement, Scope of Curriculum Research and Types of Research in Curriculum Studies

Research in Education

Meaning and Scope of Educational Research, Meaning and Steps of Scientific Method, Characteristics of Scientific Method (Replicability, Precision, Falsifiability and Parsimony), Types of Scientific Method (Exploratory, Explanatory and Descriptive), Aims of Research as a Scientific Activity: Problem-Solving, Theory Building and Prediction, Types of Research (Fundamental, Applied and Action), Approaches to Educational Research (Quantitative and Qualitative), Designs in Educational Research (Descriptive, Experimental and Historical)

Variables: Meaning of Concepts, Constructs and Variables, types Of Variables (Independent, Dependent, Extraneous, Intervening and Moderator), Hypotheses - Concept, Sources, Types (Research, Page 5 Of 8 Directional, Non-Directional, Null), Formulating Hypothesis, Characteristics of a Good Hypothesis, Steps of Writing a Research Proposal, Concept of Universe and Sample, Characteristics of a Good Sample, Techniques of Sampling (Probability and Non-Probability Sampling), Tools of Research - Validity, Reliability and Standardisation of a Tool, Types of Tools (Rating Scale, Attitude Scale, Questionnaire, Aptitude Test and Achievement Test, Inventory), Techniques of Research (Observation, Interview And Projective Techniques)

Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio), Quantitative Data Analysis - Descriptive Data Analysis (Measures of Central Tendency, Variability, Fiduciary Limits and Graphical Presentation of Data), Testing of Hypothesis (Type I and Type II Errors), Levels of Significance, Power of a Statistical Test and Effect Size, Parametric Techniques, Non- Parametric Techniques , Conditions to be Satisfied for using Parametric Techniques, Inferential Data Analysis, Use and Interpretation of Statistical Techniques: Correlation, T-Test, Z-Test, ANOVA, Chi-Square (Equal Probability and Normal Probability Hypothesis). Qualitative Data Analysis - Data Reduction and Classification, Analytical Induction and Constant Comparison, Concept of Triangulation

Qualitative Research Designs: Grounded Theory Designs (Types, Characteristics, Designs, Steps in Conducting a GT Research, Strengths and Weakness of GT) - Narrative Research Designs (Meaning and Key Characteristics, Steps in Conducting NR Design), Case Study (Meaning, Characteristics, Components of a CS Design, Types of CS Design, Steps of Conducting A CS Research, Strengths and Weaknesses), Ethnography (Meaning, Characteristics, Underlying Assumptions, Steps Of Conducting Ethnographic Research, Writing Ethnographic Account, Strengths And Weaknesses), Mixed Method Designs: Characteristics, Types of MM Designs (Triangulation, Explanatory and Exploratory Designs), Steps in Conducting a MM Designs, Strengths and Weakness of MM Research.

Pedagogy, Andragogy and Assessment

Pedagogy, Pedagogical Analysis - Concept and Stages, Critical Pedagogy- Meaning, Need and its Implications in Teacher Education, Organizing Teaching: Memory Level (Herbartian Model), Understanding Level (Morrison Teaching Model), Reflective Level (Bigge and Hunt Teaching Model), Concept of Andragogy in Education: Page 6 of 8 Meaning, Principles, Competencies of Self-Directed Learning, Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy

Assessment – Meaning, Nature, Perspectives (Assessment for Learning, Assessment of Learning and Assessment of Learning) - Types of Assessment (Placement, Formative, Diagnostic, Summative) Relations between Objectives and Outcomes , Assessment of Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and Psychomotor Domains (R.H. Dave) of Learning

Assessment in Pedagogy of Education: Feedback Devices: Meaning, Types, Criteria, Guidance as a Feedback Devices: Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency based Evaluation, Assessment of Teacher Prepared ICT Resources

Assessment in Andragogy Of Education - Interaction Analysis: Flanders’ Interaction Analysis, Galloway’s System of Interaction Analysis (Recording of Classroom Events, Construction and Interpretation of Interaction Matrix), Criteria for Teacher Evaluation (Product, Process and Presage Criteria, Rubrics for Self and Peer Evaluation (Meaning, Steps of Construction).

Technology in/ for Education

Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology, Applications of Educational Technology in Formal, Non Formal (Open and Distance Learning), Informal and Inclusive Education Systems, Overview of Behaviourist, Cognitive and Constructivist Theories and their Implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky), Relationship between Learning Theories and Instructional Strategies (For Large and Small Groups, Formal and Non Formal Groups )

Systems Approach to Instructional Design, Models of Development of Instructional Design (ADDIE, ASSURE, Dick And Carey Model Mason’s), Gagne’s Nine Events of Instruction and Five E’s of Constructivism, Nine Elements of Constructivist Instructional Design, Application of Computers In Education: CAI, CAL, CBT, CML, Concept, Process of Preparing ODLM, Concept of E Learning, Approaches to E Page 7 of 8 Learning (Offline, Online, Synchronous, Asynchronous, Blended Learning, Mobile Learning)

Emerging Trends in E Learning: Social Learning (Concept , Use of Web 2.0 Tools for Learning, Social Networking Sites, Blogs, Chats, Video Conferencing, Discussion Forum), Open Education Resources (Creative Common, Massive Open Online Courses; Concept And Application), E Inclusion - Concept of E Inclusion, Application of Assistive Technology in E Learning , Quality of E Learning – Measuring Quality of System: Information, System, Service, User Satisfaction and Net Benefits (D&M is Success Model, 2003), Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research

Use of ICT in Evaluation, Administration and Research: E Portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline Assessment Tools (Online Survey Tools or Test Generators) – Concept and Development.

Educational Management, Administration and Leadership

Educational Management and Administration – Meaning, Principles, Functions and Importance, Institutional Building, POSDCORB, CPM, PERT, Management as a System, SWOT Analysis, Taylorism, Administration as a Process, Administration as a Bureaucracy, Human Relations Approach to Administration, Organisational Compliance, Organinsational Development, Organisational Climate

Leadership in Educational Administration: Meaning and Nature, Approaches to Leadership: Trait, Transformational, Transactional, Value Based, Cultural, Psychodynamic and Charismatic, Models of Leadership (Blake And Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-Dimensional Model, Hersey And Blanchard’s Model, Leader-Member Exchange Theory)

Concept of Quality and Quality in Education: Indian and International Perspective, Evolution of Quality: Inspection, Quality Control, Quality Assurance, Total Quality Management (TQM), Six Sigma, Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad

Change Management: Meaning, Need for Planned Change, Threestep-Model of Change (Unfreezing, Moving, Refreezing), The Japanese Models of Change: Just-In-Time, Poka Yoke, Cost of Quality: Appraisal Costs, Failure Costs and Preventable Costs, Cost Benefit Page 8 of 8 Analysis, Cost Effective Analysis, Indian and International Quality Assurance Agencies: Objectives, Functions, Roles and Initiatives (National Assessment Accreditation Council [NAAC], Performance Indicators, Quality Council Of India [QCI] , International Network for Quality Assurance Agencies in Higher Education [INQAAHE].

Inclusive Education

Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse Learners; Including Marginalized Group and Learners With Disabilities), Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education, Legal Provisions: Policies and Legislations (National Policy of Education (1986), Programme of Action of Action (1992), Persons with Disabilities Act (1995), National Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education Under Sarva Shiksha Abhiyan (SSA), Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication

Concept of Impairment, Disability and Handicap, Classification of Disabilities Based on ICF Model, Readiness of School and Models Of Inclusion, Prevalence, Types, Characteristics and Educational Needs of Diverse Learners’ Intellectual, Physical and Multiple Disabilities, Causes and Prevention of Disabilities, Identification of Diverse Learners for Inclusion, Educational Evaluation Methods, Techniques and Tools

Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices, Curriculum and Curricular Adaptations for Diverse Learners, Assistive and Adaptive Technology for Diverse Learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching), Parentprofessional Partnership: Role of Parents, Peers, Professionals, Teachers, School

Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational, Current Status and Ethical Issues of Inclusive Education in India, Research Trends of Inclusive Education in India

 

 

Start your UGC NET Exam studies with the updated syllabus and plan your preparation smartly. Download Free PDF Now!!

 

 

As you can see the syllabus of the National Eligibility Test is very vast. So, it may be difficult to cover the complete UGC NET Syllabus for Education without a strategy. So, you should set the priority, divide the topic accordingly and start preparing with the proper study plan.

Below we have provided all the important topics of the UGC NET Syllabus Paper 2 as suggested by the subject experts.

​​​​​​​Philosophical Foundation of Education

​​​​​​​Sociological Foundation of Education

​​​​​​​Psychological Foundation of Education

​​​​​​​Methodology of Education Research

​​​​​​​Analysis of Data

​​​​​​​Western and Indian School of Philosophy

​​​​​​​Educational and Social Change

​​​​​​​Process of Growth and Development

​​​​​​​Learning, Motivation, and Intelligence

​​​​​​​Personality Type and Trait Theory

​​​​​​​Guidance and Counselling- Hypothesis, Samples, and Tools

​​​​​​​Universalization and Vocationalization of Education

​​​​​​​Construction and Development of Curriculum

 

 

UGC NET Education Books, Study Material, Notes

 

Now to prepare for the exam, you must have the best UGC NET Coaching and Study Material. This will help you give you preparation the right direction and score better in the exam.

For the National Eligibility Test, Eduncle provides you the best UGC NET Study Material which includes Free PDFs of Previous Years' Question Papers with Solutions, Model Test Papers, syllabus, etc.

Our aim is your success in the exam. So, prepare with Eduncle and get closer to your dream of becoming a Lecturer or JRF. You can get all the UGC NET Education study material from the given table below: -

 

 

 

UGC NET Question Paper and Answer Key

 

Solving the previous year question paper will help you to know the difficulty level of the paper, type of questions asked in the exam, analyze your performance, etc. Also, many toppers have experienced that using last years’ UGC NET Question Papers helps you to boost your UGC NET Exam Preparation.

NTA has released the UGC NET Question Papers on its official website. At Eduncle, we have provided you the Last 5 Exams’ question papers with UGC NET Answer Keys.

You can get the Free PDF from the given table below: -

 

 

To help you more in refining your skills, we have also provided some sample questions based on UGC NET Education Paper-II.

 

 

Know what type of questions are asked in the exam by solving UGC NET Last 5 Exams Question Papers. Download Here!!

 

 

UGC NET Sample Questions for Education

 

Q.1. Which of the following statements finds support from an existentialist teacher?

(1) Education is value-centric

(2) Education is contextual

(3) Education is perennial

(4) Education is instinctive 

 

 

Q.2 Which Indian school of thought considers all knowledge as relative?

(1) Buddhism

(2) Vedant

(3) Jainism

(4) Islam

 

 

Q.3 In dealing with the problems of education, which of the following combinations will be supported by a teacher of Marxist orientation?

(A) The aim of education is to help in the creation of a classless society.

(B) Science and technology help in the development of society.

(C) Individual freedom accelerates the progress of society.

(D) Progress of society implies subsequent changes in the means of education.

 

Code:

 

(1) (A), (B) and (C)

(2) (B), (C) and (D)

(3) (A), (C) and (D)

(4) (A), (B) and (D)

 

 

Q.4 Who among the following is not a logical positivist?

(1) Morris L. Biggie

(2) A.J. Ayer

(3) Betrand Russell

(4) Henry Bergson

 

 

Q.5 Match the items of Set- I embodying a list of educational thinkers with Set-II which indicates their work. Select the appropriate code for your answer.

 

Set-I                                                                  Set-II

(Educational Thinker)                                    (Work)

(A) Gandhi                                                         (i) Savitri

(B) Tagore                                                         (ii) Geeta

(C) Sri Aurobindo                                            (iii) Brahma Sutra

(D) Vivekananda                                             (iv) Practical Vedant

(v) My Experiments with Truth

 

Code:

 

(A) (B) (C) (D)

(1) (v) (vi) (i) (iv)

(2) (v) (iii) (ii) (i)

(3) (vi) (iii) (iv) (ii)

(4) (ii) (vi) (iii) (iv)

 

 

Q.6 Education is a factor that explains social change in various ways. Which of the following will be considered as the most appropriate indicators in this regard?

(1) Reflection, Assimilation, Production

(2) Research, Reflection, Transmission

(3) Investigation, Reflection, Attitude Formation

(4) Assimilation, Preservation, Transformation

 

 

Q.7 A line of Indian film song runs like this: “You are in me and I am in you”. This can be interpreted to accord with the views of which philosophy?

(1) Vedanta

(2) Sankhya

(3) Jainism

(4) Yoga

 

 

Q.8. Which is the correct sequence as per the eight-fold path of Buddhist Education?

(i) Samyak Vyayam                                                    (iii) Samyak Sankalp

(ii) Samyak Smridhi                                                  (iv) Samyak Drishti

 

Code:

 

(1) (iii), (iv), (i) and (ii)

(2) (iii), (iv), (ii) and (i)

(3) (iv), (iii), (ii) and (i)

(4) (iv), (iii), (i) and (ii)

 

 

Q.9 In Jain epistemology which one is the basis for true knowledge?

(1) Inductive Reasoning

(2) Deductive Reasoning

(3) Dialectic Reasoning

(4) Naya based Reasoning

 

 

Q.10    Assertion:  Distress usually accompanies abnormal behavior patterns.

            Reason (R): Behaviour disorders are reflected in the reports of distress.

 

Which of the following options is correct?

(1) Both (A) and (R) are true, but (R) is not the correct reason of (A).

(2) Both (A) and (R) are true, and (R) is the correct reason.

(3) Both (A) and (R) are false.

(4) (R) is true but cannot be the reason for (A).

 

 

Q.11 If in educational research, the average results of many similar studies are considered for explaining and summarizing, the procedure is known as:

(1) Ethnomethodology

(2) Meta-Analysis

(3) Evaluation Study

(4) Analytical Research

 

 

Q.12 A teacher applies his/ her understanding of philosophy to solve the problem of truancy among students. This may be called his / her:

(1) Philosophy of Education

(2) Philosophy in Education

(3) Philosophy for Education

(4) Philosophy and Education

 

 

Q.13    Assertion (A): Education is the key that unclocks the door to modernization.

            Reason (R): Development of technology facilitates interaction among people.

 

Codes:

(1) Both (A) and (R) are true, but (R) is not the correct reason of (A).

(2) Both (A) and (R) are true, and (R) is the correct reason.

(3) Both (A) and (R) are false.

(4) (R) is true but cannot be the reason for (A).

 

 

Q.14 The concept of ‘Arch Type’ was given by:

 

(1) Freud

(2) Wallas

(3) Arieti

(4) Jung

 

 

Q.15 Who had suggested that questions are a powerful means of triggering thinking and can lead people from “unconscious ignorance to conscious ignorance”.

(1) Socrates

(2) Chanakya

(3) Plato

(4) Aristotle

 

 

 

 

Having Difficultly to solve 150 questions in just 3 hours? Practice Free UGC NET Mock Test Papers to boost your speed and accuracy for the exam. Start Solving Now!!

 

 

UGC NET Education Cut Off Marks

 

After getting the complete knowledge of the exam and collecting all the required study material, now you should set your target score. By analyzing the previous years’ cut off for UGC NET, you can get an idea about the difficulty level of the exam.

Below are the Dec 2019 cut off marks for UGC NET Education.  According to the result, your aim should be more than 70 marks  to qualify in the exam.

 

Category

JRF & Assistant Professor

Assistant Professor Only

Cutoff Marks Percentage

Total

Cutoff Marks Percentage

Total

UNRESERVED

66.67

98

58.00

1640

EWS

64.00

23

52.00

506

OBC(NCL)

62.67

59

52.67

949

SC

58.67

49

49.33

724

ST

58.67

18

50.00

273

 

 

Are you looking for complete UGC NET exam 2019 Paper analysis? Download the expert paper review here.

 

 

How to Crack UGC NET Education Exam? 

 

Are you worried about how to prepare for NET Exam in Education? What are the tricks to follow for preparation and how to score good marks in National Eligibility Test 2020?

Getting the right direction and the complete tips are the best answers to your questions.

Following are the tips and advise from the exam experts that will help you in UGC NET exam.

Prepare a schedule and keep at least 2 topics for each day. Make sure you spend at least 7 hours on studying these topics from scratch. 

​​​​​​​You should start with the UGC NET Paper 1 as it will be simple for you to prepare.

​​​​​​​Now, list down all the topics of UGC NET Education Paper-II and prioritize them based on their importance. Cover the important topics first and then the remaining syllabus.

​​​​​​​After finishing up the syllabus, solve previous years' papers or take online UGC NET Mock Test to know your strengths and weak areas.

​​​​​​​Your speed and accuracy will help you a lot to master the exam. So, you should practice to maintain your speed during the exam

​​​​​​​Attempt the less time-consuming questions first.

​​​​​​​Revision is very important to remember the topics for a long time. Plan a revision, after completing every 2 units of the syllabus or after every 15 days.

​​​​​​​Based on the results of your self-assessment process, find the weak areas and work on them with full dedication.

 

 

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UGC NET Frequently Asked Questions

 

The above blog has covered all the information about UGC NET Education. To help you understand this better, we have complied the NTA UGC NET Frequently Asked Questions in this section. If you have a query about education, then you must read the following questions.

 

 

Ques. 1) Which book is best for UGC NET Education?

Ans.) You can check reference books from the following table to start your exam preparation.

 

Book Title

Author(s)'s Name

Latest Syllabus – NTA UGC NET / SET / JRF – Paper 1

Harpreet Kaur

NTA UGC NET / SET / JRF – Paper 1

Arihant Experts

NTA UGC NET / SET / JRF – Paper 1

Dr. Usha Rani Jain

UGC-NET: Teaching and Research Aptitude

Dr. M.S. Ansari & RPH Editorial Board

 

 

Ques. 2) Do I get government job after qualifying UGC NET Education?

Ans.) Yes, you will get many career opportunities in the government and private sectors both after qualifying UGC NET Education. You can check the job options from here.

 

 

Ques. 3) What type of questions are asked in UGC NET Education?

Ans.) UGC NET Education Paper includes questions that are direct, conceptual, comprehensive, etc. You can check the detailed analysis of Dec 2019 from the following table.

 

Types of Questions

No. of Questions (June - 2019)

No. of Questions (Dec - 2019)

Direct Based

35

57

Statement Based

30

14

Numerical

3

-

Assertion Based

2

5

Match the Following

5

14

Comprehension

-

10

 

 

Ques. 4) Can B.ED. students give UGC NET Education?

Ans.) To apply for UGC NET, you must have a master’s degree in the same field or related field from the UGC Approved universities.

 

 

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We hope, this article will help you to know the important details and prepare well for the UGC NET Education.

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