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Updated on: May 8, 2020 Join:

UGC NET Syllabus 2020 Pdf. For the reference of your preparation, we have provided the UGC NET Exam Pattern and Syllabus details in this article. Check the University Grants Commission NET Exam Syllabus and Scheme of the Test here before going for the Exam preparation.

UGC NET Syllabus 2020

UGC National Eligibility Test Syllabus – The first step to attempt the NET Exam Successfully is to make a preparation plan for the University Grants Commission exam. Candidates who will perform well in the National Eligibility Test are only Shortlisted for the next level of Selection Process. So Aspirants have to start preparation immediately by using the UGC NET Syllabus and Exam Pattern.

Here we have given the Complete CBSE NET Syllabus and Scheme of the Examination. Indian Nationals who aim to appear the Junior Research Fellowship and Assistant Professor need to appear for the National Eligibility Test that is conducted under UGC. Here, candidates can get the National Eligibility Test Syllabus and Exam Pattern in detail @ugc.ac.in

University Grants Commission NET Syllabus 2020 – Details

Name of the BoardUniversity Grants Commission (UGC)
Name of the ExaminationNational Eligibility Test (NET)
Posts NameJunior Research Fellowship and Assistant Professor
No of VacanciesVarious
CategorySyllabus
UGC NET Exam DateUpdate Soon
Official Websitewww.ugc.ac.in

Selection Process –

Applied candidates will be selected for Junior Research Fellowship & Assistant Professor posts based on the below test Conducted –

  • National Eligibility Test

UGC NET Exam Pattern 2020

SL. NO Paper  Subject No.of. Questions Marks
1. I Aptitude Communication, ICT & Other 50 100
2. II Relevant Subject Selected by Candidates 100 200
Total 150 300
  • The NET Test will be of Objective in Nature
  • Total marks of the UGC NET Exam is 300 marks
  • Paper I is common for all and Paper-II aspirants need to select accordingly

UGC NET Exam Syllabus 2020

Unit-I – Teaching Aptitude

  • Teaching – Concept, objectives, levels of teaching (memory, understanding and reflective), characteristics and basic requirements
  • Learner’s characteristics – Characteristics of adolescent and adult learners (academic, social, emotional and cognitive), individual differences
  • Factors affecting teaching related to – Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution
  • Methods of teaching in institutions of higher learning – Teacher centered vs. learner-centered methods; offline vs. online methods (Swayam, Swayamprabha, MOOCs etc.).
  • Teaching support system – 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

Unit-II – 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

Unit-III – Comprehension

  • To answer the questions to be asked from the given passage.

Unit-IV – Communication

  • 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

Unit-V – 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.)

Unit-VI – 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
  • Analogies
  • Venn diagram – Simple and multiple use for establishing the 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)

Unit-VII – 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

Unit-VIII – 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

Unit-IX – 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

Unit-X – 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 programmes in India
  • Professional, technical and skill-based education.
  • Value education and environmental education
  • Policies, governance, and administration
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