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Old May 28th, 2014, 10:31 AM
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Default University Grants Commission NET Education (Paper III) previous years question papers

Can you please give me the University Grants Commission NET Education (Paper III) previous years question papers?
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Old May 28th, 2014, 06:59 PM
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Default Re: University Grants Commission NET Education (Paper III) previous years question pa

As you want to get the University Grants Commission NET Education (Paper III) previous years question papers so here is the information of the same for you:

Some content of the file has been given here:

1. Give a brief account of development of Higher Education in India since independence
and discuss some emerging issues and challenges.

Describe some of the drawbacks of Current Teacher Education Programmes in India
and suggest measures for improvement.

2. What are the various ways of providing cross-border educational facilities ? Explore
what India can do in this regard.

What are the important apex bodies related to school education in India ? Examine
critically their role in development of school education and maintenance of its
standards.

SECTION – II

Note : This section consists of three (3) questions from each of the
electives/specializations. Choose only one elective/specialization and answer all the
three questions from it. Each question carries fifteen (15) marks and is to be
answered in about three hundred (300) words. (Questions 3 to 5) (3 15 = 45 marks)

Elective – I
Educational Administration and Management

3. Describe the L.B.D.Q. How can it be used to appraise the Head of an Educational
Institution ?

4. Furnish a detailed account of perspective planning in Education with reference to
different time frames – annual, biennial, rolling, quinquennial, etc.

5. Discuss the Decision-Making Processes in Educational Institutions. What kind of
decisions enlist the support of staff ?

Elective – II
Educational Measurement and Evaluation

3. What does the term ‘validity’ stand for ? Explain various types of validity that a test
can have.

5. How would you construct and standardise an attitude scale by Thurston’s method ?
How does it differ from that of Lickert ?

Elective – III
Educational Technology

3. Describe how does classroom interaction help to improve teaching – learning.
Illustrate with any system : FIACS, MIACS, VICS or OSCAR.

4. What are the barriers of classroom communication noticed at the tertiary level of
Education ? What are your suggestions to overcome them ?

Elective – IV
Special Education

3. What are the causes for hearing impairment during early childhood ? How do you
prevent it ?

4. Discuss the procedure for identifying children with learning disabilities.

5. What are the learning characteristics of educable mentally retarded children ? What
strategies are helpful in teaching academic skills to them ?

Elective – V
Teacher Education

3. “In – service programmes, like Orientation and Refresher courses, provided to
College and University Teachers, by Academic Staff Colleges of Universities,
intended to upgrade their subject – knowledge, are not producing desirable results.”
Discuss and suggest ways to make them effective.

4. “Performance appraisal of College Teachers should be made a compulsory
component of their career advancement criteria.” Do you agree ? Substantiate.

5. “Practice Teaching in schools, which is a partial requirement for the B. Ed. Degree
course, is a poor show, in the Indian context. It is still worse, in the case of those,
who are doing the course in the Distance mode. Better, it can even be done away
with, to save the trouble of many.” Comment.

SECTION – III

Note : This section contains nine (9) questions numbered 6 to 14, each to be answered in
about fifty (50) words. Each question carries ten (10) marks. (9 10 = 90 marks)

6. Enumerate the salient features of Idealism as a school of philosophy. How far these
are applicable for determining the aims and contents of education ?


7. In what ways can the status of socially and economically disadvantaged people of the
country be improved through education ?

8. How does conditioning help in the habit formation among the adolescents ? Explain
with the help of examples.

9. Define ‘conflict’ and its types. Give one example each of three main types of conflict.

10. Differentiate between Piaget’s concepts of ‘assimilation’ and ‘accommodation’ with
the help of appropriate examples.

11. What is hypothesis ? Discuss the characteristics of a good hypothesis.

12. Differentiate between Qualitative and Quantitative research in education with the help
of examples.

13. Compare the salient features of the Distance Education Systems of India and
Australia.

14. What is meant by an activity-based curriculum ? What are its merits ?

Note : This section contains five (5) questions based on the following paragraph. Each
question should be answered in about thirty (30) words and each carries (5) marks.
(5 5 = 25 marks)

Free and compulsory education for all children until they complete the age of
14 years was one of the directive principles of State Policy intended to be
implemented within ten years of the commencement of the Indian Constitution. Not
being justifiable, this directive failed to prod the Indian State into any kind of
concrete action. Large sections of two generations grew up, in independent India,
with little or no formal education. After 60 years, with the Right of Children to Free
and Compulsory Education Act, the entitlement to education has become enforceable.
Although it took a long time coming, the Act is noteworthy on several counts. It
offers a framework for ensuring quality education, for creating infrastructure, for
making available a sufficient number of trained teachers, and for extending
Government funding for private schools. The Central and State Governments are to
share the financial burden for implementing the Act in the ratio of 55 : 45, but if the
Act is to achieve its stated objectives of ensuring a fixed student-teacher ratio,
neighbourhood schools of specified quality for every child, and training for teachers
to a national norm, funding seems to be grossly inadequate.
It will not be enough to approach free and compulsory education upto the age
of 14 as an entitlement, especially, for the millions of children who are left out in the
cold. Accessing this right meaningfully and in full measure will require, aside from
the investment of huge resources, financial and human, a lot of work to be done on
the ground. Key to this is seeing free and compulsory education for children not just
as a right-but as a duty. It is the duty of the State, parents and guardians, and the
community to ensure that all children of school going age are in school. Ending the
morally and socially abhorrent practice of child labour, not regulating it, must be
taken up as a non-negotiable objective.

15. What is constitutional provision in India for elementary education for children aged
6-14 years ?

16. What are the salient features of Right to Education Act of 2010 ?

17. What are the issues involved in the financing of implementation of Right to Education
Act ?

18. What are the essential measures to be taken for ensuring free and compulsory
education for all children ?

19. How can the problem of child labour be dealt with in this context ?

For more detailed information I am uploading PDF files which are free to download:


Contact Details:

University Grants Commission New Delhi
Bahadur Shah Zafar Marg,
Balmiki Basti,
Vikram Nagar,
New Delhi,
Delhi 110002 ‎
093 33 778791 ‎
India

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