About NTA UGC NET
The National Testing Agency (NTA) has been established as a premier, specialist, autonomous, and self-sustained testing organization to conduct entrance examinations for admission or fellowship in higher educational institutions. It has been set up with the following specific objectives:
- To conduct tests in an efficient, transparent, and international standard, in order to assess the competency of candidates for admission and recruitment purposes
- To undertake research on educational, professional, and testing systems in order to identify gaps in the knowledge system and take steps for bridging them
- To identify experts and institutions for formulating examination questions
- To produce and disseminate information and research on education and professional development standards.
The NET exam is conducted on behalf of UGC to determine the eligibility of candidates opting for the post of Assistant Professor only or Junior Research Fellowship (JRF) and Assistant Professor in Indian universities and colleges. The JRFs selected acquire an essential stipend while pursuing PhD/ Fellowship.
Until recently, the CBSE conducted the NET exam in 84 subjects at 91 selected cities across the country. From December 2018, the UGC-NET (Eligibility for Assistant Professor only or Junior Research Fellowship and Assistant Professor)is now conducted by NTA.
The NTA intends to create a question bank for all subjects using modern techniques. The administration of NTA has been entrusted to the governing body, with Shri R. Subrahmanyam, Secretary, Department of Higher Education, MHRD, being its first chairman.
ELIGIBILITY OF UGC NET
Candidates who have secured at least 55% marks in master’s degree or equivalent examination from recognized universities in humanities (including languages) and social sciences, computer science and applications, electronic science, etc., are eligible to appear for this test. A relaxation of 5% for other reserved categories has also been entitled to candidates.
Candidates who are pursuing their master’s degree or equivalent course should comply to all the eligibility criteria. It is essential for the candidates to complete their master’s degree or equivalent examination within two years from the date of the NET result with the required percentage of marks, failing which they will be treated as disqualified.
A Ph.D. degree holder whose master’s-level examination was completed by 19th September 1991 (irrespective of the date of result declaration) shall be eligible for a relaxation of 5% in aggregate marks, i.e., from 55% to 50%, for appearing in NET.
Candidates are advised to appear in the subject of their post-graduation only. Candidates whose post-graduation subject is not covered in the list of subjects may appear in a related subject.
SYLLABUS FOR UGC NET
PAPER – l SUBJECT: General Paper on Teaching and Research Aptitude Syllabus
The main objective is to assess the teaching and research capabilities of the candidates. The test aims to assess teaching and research aptitude as well. Candidates are expected to possess and exhibit cognitive abilities, which include comprehension, analysis, evaluation, understanding the structure of arguments, deductive and inductive reasoning. The candidates are also expected to have a general awareness about the teaching and learning processes in the higher education system. Further, they should be aware of the interaction between people, the environment, natural resources, and their impact on the quality of life.
The details of the syllabus are as follows:
- Teaching Aptitude
- Teaching: Concept, Objectives; Levels of teaching (Memory, Understanding, and Reflective), Characteristics, and basic requirements
- Learner characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional, and Cognitive), Individual differences
- Factors affecting teaching, related to the teacher, learner, support material, instructional facilities, learning environment, and institution
- Methods of teaching in institutions of higher learning: Teacher-centred vs. Learner-centred methods, Off-line vs Online methods (Swayam, Swayamprabha, MOOCs, etc.)
- Teaching Support Systems: Traditional, Modern, and ICT based
- Evaluation Systems: Elements and Types of evaluation, Evaluation in choice-based credit system in higher education, Computer-based testing, Innovations in evaluation systems
- Research Aptitude
- Research: Meaning, Types and Characteristics, Positivism and Post-positivistic approach to research
- Methods of research: Experimental, Descriptive, Historical, Qualitative, and Quantitative methods
- Steps of Research
- Thesis and article writing: Format and styles of referencing
- Application of ICT in research
- Research ethics
- A passage of text will be given. Questions will be asked from the passage to be answered.
- Communication: Meaning, types, and characteristics of communication
- Effective communication: Verbal and Non-verbal, Inter-cultural and group communications, Classroom communication
- Barriers to effective communication
- Mass-Media and Society
- Mathematical Reasoning and Aptitude
- Types of reasoning
- Number series, Letter series, Codes, and relationships
- Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages, etc.)
- Logical Reasoning
- Understanding the structure of arguments: argument forms, the structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations, and denotations of terms, Classical square of opposition.
- Evaluating and distinguishing deductive and inductive reasoning
- Venn diagram: Simple and multiple use for establishing validity of arguments
- Indian Logic: Means of knowledge
- Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication), and Anupalabddhi (Non-apprehension)
- Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference)
- Data Interpretation
- Sources, acquisition, and classification of data
- Quantitative and qualitative data
- Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart, and Line-chart) and mapping of data.
- Data Interpretation
- Data and governance
- Information and Communication Technology (ICT)
- ICT: General abbreviations and terminology
- Basics of Internet, Intranet, E-mail, audio, and video-conferencing
- Digital initiatives in higher education
- ICT and Governance
- People, Development and Environment
- Development and environment: Millennium development and sustainable development goals
- Human and environment interaction: Anthropogenic activities and their impacts on the environment
- Environmental issues: Local, regional and global; Air pollution, water pollution, soil pollution, noise pollution, waste (solid, liquid, biomedical, hazardous, electronic); Climate change and its socio-economic and political dimensions.
- Impacts of pollutants on human health
- Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear, and Forests
- Natural hazards and disasters: Mitigation strategies
- Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/efforts: Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance
- Higher Education System
- Institutions of higher learning and education in ancient India
- Evolution of higher learning and research in post-independence India
- Oriental, Conventional, and Non-conventional learning programs in India
- Professional, Technical, and Skill-Based education.
- Value education and environmental education.
- Policies, Governance, and Administration.