Syllabus of General Studies

• General Science

• Current Events of National and International Importance

• History of India (including Indian National Movement)

• Indian Polity and Economy

• Geography (Indian and World)

• *Mental Ability and Statistical Data Analysis

Syllabus of Education (10 Units)

Unit–1: Philosophical and Sociological Foundations of Education

a) Indian Schools of Philosophy — Vedic, Sankhya Yoga, Vedanta, and Buddhism with special reference to educational aims and methods of acquiring valid knowledge.
Contribution of thinkers: Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Pandit Madan Mohan Malaviya.

b) Western Schools of Philosophy — Idealism, Realism, Naturalism, Pragmatism, and their contribution to Education with special reference to information, knowledge, and wisdom.

c) Educational and Social Institutions — Concept and types of social institutions and their functions (family, school, society); concept of social movements.

d) Socialization and Education — Relationship between education and culture, education and social change; National Values as enshrined in the Indian Constitution — Socialism, Secularism, Justice, Liberty, Democracy, Equality, Freedom — with special reference to education.

Unit–2: History, Politics and Economics of Education

• Committees and Commissions and their Contribution:
  Kothari Commission (1964–66), National Policy of Education and POA (1986, 1992), National Curriculum Framework for Teacher Education (2009), Justice Verma Committee Report (2012), NCTE Regulations (2014).

• Indianisation of Education — Through Indian Traditional Knowledge.
  Features of NEP 2020: Vision, structure, and changes in school education; transforming the regulatory system of higher education.

• Economics and Finance of Education — Concept of Economics of Education; Educational Finance at Micro and Macro levels; Budgeting and Financing; Affordable and Quality Education for all.

Unit–3: Learner and Learning

a) Growth and Development: Concept and principles; Cognitive processes and stages of cognitive development; Personality — definitions and theories; Mental health and hygiene.

b) Intelligence: From Unitary to Multiple — Social intelligence, Multiple intelligence, Emotional intelligence; Theories of Sternberg and Gardner; Assessment of intelligence; Problem-solving, Critical thinking, Metacognition, and Creativity.

c) Learning Theories: Behaviouristic, Cognitive, and Social theories; Factors affecting social learning; Social competence; Social cognition and socialization goals.

Guidance and Counselling: Nature, principles, and need; Types — Educational, Vocational, Personal, Health, Social; Directive, Non-directive, and Eclectic.
Approaches: Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic (Carl Rogers); Theories — Behaviouristic, Rational, Emotive, and Reality Counselling.

Unit–4: Teacher and Teacher Education

a) Teacher Education: Meaning, Nature, Scope, and Types; Models — Behaviouristic, Competency-based, Inquiry-Oriented.

b) In-service Teacher Education: Concept, Need, Purpose, and Scope; Organisation and Modes; Agencies — SIEMAT, SCERT, NCERT, NCTE, UGC; Planning considerations (Purpose, Duration, Resources, Budget).

c) Profession and Professionalism: Teaching as a profession; Professional ethics; Personal and contextual factors affecting teacher development; Quality and innovation in teacher education.

d) NEP 2020 and Teacher: Teacher as mentor; National Professional Standards for Teachers (NPST); ITEP initiative; NCF 2023; Continuous Professional Development (CPD) and Career Management & Progression (CMP).

Unit–5: Curriculum Studies

a) Concept and Principles of Curriculum:
Foundations — Philosophical (National, Democratic), Sociological (Socio-cultural Reconstruction), Psychological (Learner’s needs and interests); Role of national statutory bodies — UGC, NCTE, Universities.

b) Curriculum Transaction and Evaluation:
Instructional System, Media, Techniques, and Materials; Approaches to Evaluation; Academic and Competency-Based Approaches.

c) Curriculum Change:
Meaning, Types, and Factors affecting change; Role of students, teachers, and educational administrators in curriculum improvement.

Unit–6: Educational Research

a) Foundations of Research: Meaning, Scope, and Scientific Method — Exploratory, Explanatory, Descriptive; Types — Fundamental, Applied, Action; Approaches — Quantitative, Qualitative; Designs — Descriptive, Experimental, Historical.

b) Variables and Hypothesis:
Meaning, Types (Independent, Dependent, Extraneous, Intervening, Moderator); Hypothesis — Concept, Sources, Types (Research, Directional, Non-directional, Null); Formulation, Characteristics, and Proposal writing; Sampling — Probability and Non-probability; Tools — Rating scale, Attitude scale, Questionnaire, Aptitude Test, Achievement Test, Inventory; Techniques — Observation, Interview, Projective.

c) Measurement and Data Analysis:
Scales — Nominal, Ordinal, Interval, Ratio; Descriptive data analysis — Central tendency, Variability, Fiduciary limits, Graphs; Testing of Hypothesis — Type I & II Errors, Levels of significance, Power, Effect size; Parametric & Non-Parametric Techniques.

d) Qualitative Research Designs:
Grounded Theory, Case Study, Ethnography, Mixed Methods (Triangulation, Explanatory, Exploratory).

Unit–7: Pedagogy, Andragogy and Assessment

a) Pedagogy and Andragogy: Concept and stages of pedagogical analysis; Critical pedagogy — meaning, need, implications; Andragogy in education.

b) Assessment: Meaning, Nature, and Perspectives — Assessment for Learning, of Learning, and as Learning; PARAKH — Performance Assessment Review and Analysis of Knowledge for holistic development.

c) Interaction Analysis: Flanders’ model; Criteria for teacher evaluation — Product, Process, Presage; Rubrics for Self and Peer evaluation (meaning, steps of construction).

Unit–8: Technology and Education

a) Educational Technology (ET):
Concept and scope — Information Technology, Communication Technology, ICT, Instructional Technology; Applications in formal, non-formal (ODL), informal, and inclusive systems.

b) Computers in Education:
CAI, CAL, CBT, CML; Preparation of ODLM; E-learning — Offline, Online, Synchronous, Asynchronous, Blended, Mobile learning.

c) Emerging Trends in E-learning:
Social Learning (Web 2.0 tools, Networking, Blogs, Video Conferencing, Forums); OER (Creative Commons, MOOCs); Ethical Issues; Digital Repositories; Assessment Tools (Online/Offline); Digital Infrastructure; Minimizing Digital Divide; Lifelong Learning through Technology; ChatGPT and AI in Education; Equitable Use of Technology.

Unit–9: Management, Administration and Leadership in Education

a) Educational Management and Administration: Meaning, Functions, Importance; Institutional building, SWOC Analysis, Organisational Climate.

b) Leadership: Meaning, Nature; Approaches — Trait, Transformational, Value-based, Cultural, Psychodynamic, Charismatic.

c) Change Management and Quality Assurance:
Meaning, Need for Planned Change; Lewin’s Three-Step Model (Unfreezing, Moving, Refreezing); Quality Assurance Agencies — NAAC, QCI, NIRF — Objectives, Roles, and Initiatives.

Unit–10: Equitable and Inclusive Education – Learning for All

a) Inclusive Education: Concept, Principles, Target Groups — Diverse Learners, Marginalized Groups, Learners with Disabilities, SEDGs; Special, Integrated, Inclusive Education; Key Acts and Policies — Persons with Disabilities Act (1995), NPD (2006), NCF (2005), RCI Act (1992), Gender Inclusion Fund, RPWD Act (2016).

b) Classification and Identification: Concept of Disability; Classification; Models of Inclusion; Types and Educational Needs of Diverse Learners — Intellectual, Physical, Multiple Disabilities; Identification for Inclusion.

c) Planning and Management of Inclusive Classrooms:
Infrastructure, Human Resources, Instructional Practices; Curriculum Adaptations; Assistive & Adaptive Technology — Products (Aids & Appliances) and Processes (IEP, Remedial Teaching); Role of Parents, Peers, Professionals, Teachers, Schools.

d) Barriers and Research Trends:
Attitudinal, Social, Educational Barriers; Facilities, Current Status, Ethical Issues, and Research Trends in Inclusive Education in India.