UGC NET June 2012 Syllabus for Adult and Continuing Education and Extension

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UGC NET Adult Education Paper II Concepts and Terminologies Andragogy and Pedagogy Illiteracy and its types, Literacy and its types-traditional, functional, mass, rapid, legal, technological. Adult education, adult learning, continuing education, lifelong learning, recurrent education, difference between teaching and training Formal education, non-formal education, informal education, incidental learning Development and its indicators, population education Social justice with respect to quality of life Adult education and development-social, economic, cultural Prior learning, its assessment and equivalence Extension education, field outreach, community engagement Non-formal Approaches to Education The Non-formal approach in education-Education for All School drop-outs and universalisation of primary education and its relationship with adult literacy; DPEP Teaching-learning materials for non-formal education-preparation according to the needs of various target groups Sarva Shiksha Abhiyan Continuing Education Jana Shikshan Nilayam, Continuing Education Scheme, Jana Shikshan Sansthan (Shramik Vidyapeeth) Continuing education courses-needs assessment, design, conduct, evaluation and modifications Identification, Mobilization and organisation of resources for continuing education Continuing education and technology, virtual university National Open School, the Open Basic Education program, continuing education and vocational courses Equivalence and academic credit for continuing education courses Emerging needs and future perspectives Continuing education needs of industries Population Education Evolution of the concept of population education; paradigm shifts Difference between population education and population studies Population education as a part of the curriculum at different levels of education UNFPA Project-Population Education Resource Centres and Clubs: New and varied approaches Development of learning materials Use of different media in population education Concept of evaluation and its relevance to population education programs Role of various agencies: NCERT, UGC, Directorate of Adult Education, SRCs, Universities Programs on Social Issues Planning Forums, legal literacy programs, Bharat Gyan Vigyan Jatha Social issues such as water management, street children, bonded labour, environmental, preservation Programs for the awareness of Human Rights Gender issues and women's empowerment with special reference to Mahila Samakhya program and anti-arrack agitation by neo-literate women of Nellore Methods for the evaluation of programs on social issues Planning and Management Application of Management Principles at Program, Project, Voluntary efforts and course levels Management Information System for program efficiency Managerial techniques and technologies Leadership-types and styles Inter personal and group communication Communication Technologies Educational Technologies Difference between audio-visual aids and use of educational technology Participatory communication methods New information technologies: Multimedia packages, computer aided learning, websites on adult education, data base creation for adult education UGC NET Paper III (Part-A & B) Core & Elective or Optional Unit-I: Philosophical Foundations Liberal, Behavioristic, Progressive, Humanistic and Radical approaches Ideas of Rabindranath Tagore and Mahatma Gandhi Conscientization approach: Ideas of Paulo Friere Socialist Pedagogy Values in adult education vis-a-vis challenges of contemporary society Unit-II: Psychological Foundations Psychology of Adults Difference between the adult and the child as learners Characteristics of adult male and female learners and differences in their learning needs Learning needs of adults in urban, rural and tribal settings Learning needs of adults of different socio-economic strata Motivational aspects of adult learning Theories of adult learning Literacy, post-literacy and open basic education for the adult learner Unit-III: Curriculum Methods, Techniques and Teaching Materials Developing curricula-types of curriculum Different teaching methods Teaching and learning materials for adults Teaching aids-conventional, non-conventional, modern Socialization and popular education as learning tools/strategies Unit-IV: Techniques of Material Preparation for Adults Identification of needs and interests of adult learners Preparation of books for neo-literates-Processes and contents; field testing of materials Publication and marketing of materials: Role of National Book Trust, SRC, NGOs, etc. Development of materials-print and non-print other than books Unit-V: Training and Field Organisation Training: Functionaries in adult, continuing education and field outreach programs conducted by government agencies, NGOs and universities and their training needs Identification of objectives, content, training method, implementation strategies and evaluation techniques The participatory approach as a training technique Management and organization of a training program Field Organisation: Strategies for entry into communities Rapport building, survey, planning for macro-and micro-situations Setting targets, organization, resource mobilization, budget and its management, conduct of field work and its monitoring Evaluation-continuous, internal, external, tools for evaluation Remedial actions Unit-VI: History of Adult Education Adult education in ancient India, middle ages and pre Independence India Adult education in post-Independence India, i.e.. from 1947 to 1997 up to the Eighth Plan Period: Commissions, Farmers'functional literacy, Gram Shikshan Mohim in Maharashtra, National Adult Education Program, Mass Program for Functional Literacy, Center model versus the each-one, teach-one model, program Adult education in ancient times in China, Denmark, Vietnam, Tanzania and in the Western countries Efforts by UNESCO Role of NGOs with special reference to Bengal Social Service League, Literacy House, Seva Mandir, Gandhi Gram Rural Institute, Sriniketan, etc. Unit-VII: Current Trends in Adult Education and Lifelong Learning In India: National Literacy Mission (NLM): Structure, role and function, operational network and supporting agencies and bodies such as SRC, DIET, NIAE, Directorate of Adult Education, etc. Total Literacy Campaigns (TLC), Post-Literacy Campaigns (PLC), Off shoots of TLC and PLC Field skills, teaching methods for adults, training methods for training of functionaries Monitoring and evaluation of TLC, PLC and other programs of the NLM Role of NGOs, Universities and other Government agencies in support of the NLM World: UNESCO's efforts; Education for All Declarations Hamburg Declaration-Mumbai Statement World Declaration on Higher Education-Cape Town Statement Policies, projects and conferences Current Trends in Asian, African and European countries Unit-VIII: Role of Universities in Lifelong Learning The UGC vision, Committees and their recommendations, the UGC Guidelines-1978 to date Strategies for bringing Extension, as the third dimension of the university system, at par with teaching and research Status, role and functions of Departments of Adult and Continuing Education, Extension and Field Outreach Models for Extension Work Monitoring, evaluation and the award of an academic credit for the extension work in the post-graduate departments and in the colleges Design, type, methods and implementation of extension projects Role of adult education teacher educators in the twenty-first century Recognition of Prior Learning-Issues, challenges, implementation and evaluation Impact of globalization and liberalization Characteristics/indicators for a Lifelong Learning friendly university Open Learning Systems-Indira Gandhi National Open University, Other open universities and extension and continuing education through them Unit-IX: Research Research Methods Action research-Concept and Methods Participatory research techniques Reflect approach to research Preparation of a research proposal Data collection methods, collation, interpretation, use of statistical methods Program evaluation techniques-Concurrent, summative, formative The research report Documentation and dissemination of information especially about the work through the universities The technique of report writing Areas of research in adult and continuing education and extension, currents trends Research work in other countries Use of Computers in research Unit-X: Continuing Education Preparation of a Continuing Education Project for a community: Assessing learning needs and their prioritization Designing appropriate programs Identification of a model infrastructure for a continuing education program through the univ. System through a NGO Continuing Education through university post-graduate departments and colleges Short courses Selective attendance in formal lectures for papers Other Modules Continuing Education at the work-place with special reference to business and industry.

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2009 June UGC NET Previous Years Solved Paper II , Ph 078-38-023-956

1. An Invisible college is a typical example of:
(A) Informal channels of communication
(B) Formal channels of communication
(C) Both (A) and (B)
(D) None of the above
Answer: (A)

2. Berne convention was adopted in the year:
(A) 1911
(B) 1886
(C) 1900
(D) 1947
Answer: (B)

3. FID was dissolved in the year:
(A) 2002
(B) 2005
(C) 2000
(D) 2003
Answer: (A)

4. The use of CD-ROMs in the library significantly relates to which of the following Laws?
(A) First Law of Library Science
(B) Second Law of Library Science
(C) Fourth Law of Library Science
(D) Fifth Law of Library Science
Answer: (D)

5. Which Source would you consult to get the latest information on controversies about the venue for Tata's 'Nano'?
(A) New Encyclopedia Britannica
(B) Asian Recorder
(C) India: A reference annual
(D) Whitekar's Almanac
Answer: (C)

6. Bubl link is a:
(A) Data base
(B) OPAC
(C) Subject gateway
(D) Portal
Answer: (C)

7. Who had given the Minimal, Middling and Maximum theories of reference service?
(A) C. M. Winchell
(B) S. R. Ranganathan
(C) James I Wyer
(D) Samuel Rothstein
Answer: (D)

8.'Compaction' is an important feature of:
(A) Reviews
(B) Indexes
(C) Bibliographies
(D) Market Report
Answer: (A)

9. 'Geophysics' has been formed as a result of:
(A) Lamination
(B) Fusion
(C) Fission
(D) Agglomeration
Answer: (B)

10. Which one is not a canon (as given Ranganathan):
(A) Canon of Comprehensiveness
(B) Canon of Consistence
(C) Canon of Context
(D) Canon of Currency
Answer: (A)

11. ZBB was developed by:
(A) R. D. Stuart
(B) S. R. Ranganathan
(C) Peter A Pyhrr
(D) C. V. Good
Answer: (C)

12. PERT was developed by:
(A) The Navy special project office
(B) Booz Allen Hamelton
(C) Both (A) and (B)
(D) None of the above
Answer: (A)

13. The term hyper text was coined by :
(A) Ted Nelson
(B) Charles Babbage
(C) Tim Berner Lee
(D) Tay Vaughan
Answer: (A)

14. The 12 rules for relational database were given by:
(A) Larvy Page
(B) Linus Tolward
(C) J. Bill Gates
(D) Edgar. F. Codd
Answer: (D)

15. The complete bibliographic details in MARC are available in:
(A) Leader
(B) Control fields
(C) Variable fields
(D) Record directing
Answer: (C)

16. Conversion of barcode into electrical signals id done by:
(A) Scanners
(B) CRT
(C) Photo sensor
(D) UNICODE
Answer: (A)

17. Bibliographic coupling was first advocated by:
(A) B. K. Sen
(B) M. M. Kessler
(C) S. C. Bradford
(D) S. R. Ranganathan
Answer: (B)

18. External and Internal Criticism implies in:
(A) Historical Research
(B) Survey Research
(C) Experimental Research
(D) Applied Research
Answer: (A)

19. Granthana is an official publication of:
(A) ILA
(B) IASLIC
(C) RRRLF
(D) APLA
Answer: (C)

20. Million Book Project was initiated by:
(A) Pittsburg University
(B) Carnegie Mellon University
(C) MIT, USA
(D) Michigan University
Answer: (B)

21. Assertion (A): Making information available using GSDL is effective than just putting it on the web.
Reason (R): The information available in digital form can be archived.
Codes:
(A) Both (A) and (R) are true and (R) is the correct explanation.
(B) Both (A) and (R) are true and (R) is not the correct explanation.
(C) (A) is true but (R) is false
(D) (A) is false but (R) is true
Answer: (B)

22. Assertion (A) : Migration is the primary strategy used by most organisations for digital archiving.
Reason (R) : Migration preserves the physical presence, content, functionality and context of the digital object.
Codes:
(A) Both (A) and (R) are true and (R) is not the correct explanation.
(B) Both (A) and (R) are true and (R) is the correct explanation.
(C) (A) is true but (R) is false
(D) (A) is false but (R) is true
Answer: (B)

23. Assertion (A): In Library classification, an empty digit helps in enterpolation between two consecutive ordinal numbers.
Reason (R): An empty digit is a digit with ordinal value but no semantic value.
Codes:
(A) Both (A) and (R) are true
(B) Both (A) and (R) are true and (R) is not a correct explanation.
(C) (A) is true but (R) is false
(D) (A) is false but (R) is true
Answer: (B)

24. Assertion (A) : In Colon classification, ‘2’ represents mother country and ‘44’ represents India. A given library in India can use ‘2’ or ‘44’ for India. But, the rules allow for a choice.
Reason (R) : The above is a case of violation of Canon of homonyms.
Codes:
(A) Both (A) and (R) are true and (R) is the correct explanation.
(B) Both (A) and (R) are true and (R) is not the correct explanation.
(C) (A) is true but (R) is false
(D) (A) is false but (R) is true
Answer: (A)

25. Assertion (A) : Present day libraries need to develop social networking tools for their library websites.
Reason (R) : It helps to reach out the patrons where they live and provide service at the point of need.
Codes:
(A) Both (A) and (R) are true
(B) Both (A) and (R) are true but (R) is not the correct explanation.
(C) (A) is true but (R) is false
(D) (A) is false but (R) is true
Answer: (A)

26. Assertion (A) : Library Science has been called Science because it has good application of scientific tools and techniques as is applicable in natural science and physical science.

Reason (R) : Experimental method of research has good scope in library science.
Codes:
(A) Both (A) and (R) are true but (R) is not a correct explanation.
(B) Both (A) and (R) are true
(C) (A) is false but (R) is true
(D) (A) is true but (R) is false
Answer: (A)

27. Assertion (A): Hypothesis are essential in all types of research.
Reason (R): Objectives can fulfil the purpose of hypothesis.

Codes:
(A) Both (A) and (R) are true
(B) (A) is false but (R) is true
(C) (A) is true and (R) is false
(D) Both (A) and (R) are false
Answer: (B)

28. Assertion (A): Skillful use of research procedures is an art, their appropriate
application is research.

Reason (R): Systematically conducted research leads to generalisation.

Codes:
(A) Both (A) and (R) are true
(B) Both (A) and (R) are true but (A) is not a correct explanation
(C) (A) is true but (R) is false
(D) (A) is false but (R) is true
Answer: (A)

29. Assertion (A) : Like other scientists, the social scientists can obtain relevant information by conducting experiments, interviewing people, observing people and reviewing relevant literature.

Reason (R): Social Scientists can’t be so rigorous as can be of natural scientists.

Codes:
(A) Both (A) and (R) are true
(B) Both (A) and (R) are true but (R) is not a correct explanation.
(C) (A) is true but (R) is false
(D) Both (A) and (R) are false
Answer: (A)

30. Assertion (A) : Research results lead to propound new laws, theories and principles.
Reason (R): Laws, principles and theories are the result of scientific research.
Codes:
 (A) Both (A) and (R) are true
(B) Both (A) and (R) are true but (A) is not a correct explanation.
(C) (A) is false and (R) is true
(D) (A) is true and (R) is false
Answer: (D)

31. The British library movement include the following major reports. Identify the correct chronological order of these reports.

(i) Mc Colvin Report

(ii) Kenyen Reoprt

(iii) Adams Report

(iv) Select Committee Report

Codes:

(A) (i) (iii) (ii) (iv)

(B) (iv) (iii) (ii) (i)

(C) (iv) (iii) (i) (ii)

(D) (i) (ii) (iv) (iii)

Answer: (C)

32. Arrange the following library automation software according to their date of origin:

(i) SOUL

(ii) KOHA

(iii) New GENLIB

(iv) LIBSYS

Codes:

(A) (iv) (i) (ii) (iii)

(B) (i) (iii) (iv) (ii)

(C) (iii) (ii) (i) (iv)

(D) (i) (iv) (ii) (iii)

Answer: (A)

33. Arrange the following Online Systems in the order of their origin:

(i) ERIC

(ii) MEDLINE

(iii) OCLC

(iv) MARC

Codes:

(A) (i) (iii) (ii) (iv)

(B) (ii) (i) (iii) (iv)

(C) (i) (iv) (iii) (ii)

(D) (ii) (iii) (i) (iv)

Answer: (C)

34. Arrange the following Indexing System in the order of their origin:

(i) POPSI

(ii) PRECIS

(iii) Chain Indexing

(iv) KWIC

Codes:

(A) (iii) (ii) (i) (iv)

(B) (ii) (i) (iii) (iv)

(C) (i) (ii) (iv) (iii)

(D) (iv) (i) (ii) (iii)

Answer: (A)

35.Gotam's book 'Nyasutra' has given the following four steps of scientific research. Arrange them in proper order.

(i) Aptavakshya (Verification/ Testing)

(ii) Upaman (Camparsion)

(iii) Anuman (Inference)

(iv) Pratyaksha (Preception)

Codes:

(A) (ii) (iv) (i) (iii)

(B) (i) (iv) (ii) (iii)

(C) (iv) (ii) (iii) (i)

(D) (iv) (iii) (ii) (i)

Answer: (C)

36. Arrange the following librarians of the National library in chronological order of their service:

(i) D. R. Kalia

(ii)  Y. M. Mulay

(iii) B. S. Kesevan

(iv) K. M. Asadullah

Codes:

(A) (ii) (i) (iii) (iv)

(B) (iv) (iii) (ii) (i)

(C) (i) (iii) (ii) (iv)

(D) (iii) (i) (iv) (ii)

Answer: (B)

37. Arrange the following Library Association according to their year of their establishment:

(i) ILA

(ii) IASLIC

(iii) IFLA

(iv) ALA

Codes:

(A) (iii) (iv) (ii) (i)

(B) (ii) (iii) (i) (iv)

(C) (i) (iii) (ii) (iv)

(D) (iv) (iii) (i) (ii)

Answer: (D)

38. Arrange the following reference sources according to their date of publication:

(i)Encyclopedia of Library and Information Science

(ii) Mc Graw Hill Encyclopedia of Science and Technology

(iii) Encyclopedia Americana

(iv) Encyclopedia Britannica

Codes:

(A) (iv) (iii) (ii) (i)

(B) (i) (iv) (ii) (iii)

(C) (ii) (iii) (iv) (i)

(D) (iii) (i) (ii) (iv)

Answer: (A)

39. Arrange the following sources according to their date of origin:

(i) Social Science Index

(ii) Library Literature 

(iii) Indian Library and Information Abstracts

(iv) Library and Information Science Abstracts

Codes:

(A) (i) (iii) (ii) (iv)

(B) (iii) (i) (ii) (iv)

(C) (ii) (iv) (iii) (i)

(D) (iv) (i) (iii) (ii)

Answer: (D)

40. Arrange the following committees/commissions according to their year of formation:

(i) National Library Review Committee

(ii) Library Advisory Commission

(iii) Sinha Committee on Public Libraries

(iv) Working group on libraries (Planning Commission)

Codes:

(A) (iii) (ii) (iv) (i)

(B) (ii) (iii) (iv) (i)

(C) (iv) (ii) (i) (iii)

(D) (i) (iv) (iii) (ii)

Answer: (D)

41. Match the following:

List – I	List – II
(a) Zipf’s Law	(i) Law of Scattering
(b) Eugene Garfield	(ii) Measurement of word frequency
(c) Bradford’s Law	(iii) Measurement of Author Productivity
(d) Lotka’s Law	(iv) Impact Factor

Codes:

	(a)	(b)	(c)	(d)
(A)	(i)	(iii)	(iv)	(ii)
(B)	(ii)	(iv)	(i)	(iii)
(C)	(i)	(iv)	(ii)	(iii)
(D)	(iv)	(iii)	(i)	(ii)

Answer: (B)

42. Match the following:

List – I	List – II
(a) The Electronic Library	(i) USA
(b) Library Herald	(ii) Germany
(c) Library Trends	(iii) United Kingdom
(d) International Classification	(iv) India

Codes:

	(a)	(b)	(C)	(d)
(A)	(iii)	(iv)	(i)	(ii)
(B)	(i)	(iv)	(iii)	(ii)
(C)	(ii)	(i)	(iv)	(iii)
(D)	(iv)	(ii)	(iii)	(i)

Answer: (A)

43. Match the following:

List – I	List – II
(a) Principles of Management	(i) F. W. Taylor
(b) Functions of Management	(ii) Abraham Maslow
(c) Theory of Hierarchy of needs	(iii) Luther Gullick
(d) System school of Management	(iv) Henry Fayol

Codes:

	(a)	(b)	(C)	(d)
(A)	(i)	(iii)	(iv)	(ii)
(B)	(iii)	(ii)	(i)	(iv)
(C)	(iv)	(iii)	(ii)	(i)
(D)	(ii)	(i)	(iv)	(iii)

Answer: (C)

44. Mach the following:

List – I	List – II
(a) Dewey Decimal Classification	(i) 1933
(b) Colon Classification	(ii) 1876
(c) Rider’s International Classification	(iii) 1905
(d) Universal Decimal classification	(iv) 1961

Codes:

	(a)	(b)	(C)	(d)
(A)	(i)	(iii)	(iv)	(ii)
(B)	(ii)	(iv)	(i)	(iii)
(C)	(iv)	(i)	(iii)	(ii)
(D)	(ii)	(i)	(iv)	(iii)

Answer: (D)

45. Match the following:

List – I	List – II
(a) Search Engine	(i) Pascal
(b) Browser	(ii) UNIX
(c) Operating System	(iii) Yahoo
(d) Programming Language	(iv) Netscape

Codes:

	(a)	(b)	(C)	(d)
(A)	(iii)	(iv)	(ii)	(i)
(B)	(ii)	(i)	(iv)	(iii)
(C)	(i)	(iii)	(iv)	(ii)
(D)	(iv)	(ii)	(i)	(iii)

Answer: (A)

          After almost 10 years of more liberal policies, there have been increasing concerns among policymakers, academics, and industry analysts about the impacts of liberalization on IT use and production. While the former “market reserve policy” has been widely studied, the impacts of more recent policy have not yet been fully analyzed³. This article is a further contribution to the evaluation of this policy from the point of view of IT diffusion, the development Local industry, technological capabilities, and foreign trade⁴. It argues that despite the fact that Brazil did not become an international player in global IT markets, continued state involvement has produces substantial fruits. It has revealed local capabilities in areas that require highly skilled professionals rather than unskilled labor, as the conventional international product cycle in the international division of labor would suggest. Greenhouse policy in the past led the Brazilian IT sector to invest “significantly in the accumulation of technological capabilities and develop important backward linkages”. The use-supplier relations established by local firms in areas like banking automation still engender important research and development (R & D) efforts, contributing to the diffusion of IT in line with local needs. Also, the previous existence of both industrial capacity and a skilled workforce has become a driving force in attracting new foreign direct investment in IT production in Brazil to serve the Latin American market.

46. The policy makers of Brazil are primarily concerned with:
(A) Liberalisation and computer Industry.
(B) Brazil’s failure in becoming international player in IT
(C) Impact of liberalizations an IT use and product.
(D) Instability of Brazilian Politics.
Answer: (C)

47. What are the professional skills required to meet the global market?
(A) Un skilled, suitable to local labor needs
(B) Semi skilled suitable to global needs
(C) Skilled suitable to global needs
(D) Highly skilled suitable to local needs
Answer: (D)

48. What was the significance of “Green House Policy” of Brazil?
(A) Investment in R and D sector
(B) Investment in IT sector
(C) Investment in banking sector
(D) Investment in global market
Answer: (B)

49. Effects of customization in different sectors of Brazilian industry are:
(A) Wide study of “Market reserve policy”
(B) Development of local industry
(C) Diffusion of IT in line with local needs
(D) Attracting new foreign direct investment
Answer: (C)

50. What is the driving force that attracted foreign investment in Brazil?
(A) Organised and automated Banking Sector
(B) Industrial capacity and skilled work force
(C) Importance development in R and D sector
(D) Adoption of Green House policy
Answer: (B)

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