Ugc Extension Book Sample

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/329058523
A Treasure Trove of Extension Education for UGC NET-JRF
Book · November 2018
CITATIONS READS
0 634
3 authors, including:
Sangeeta Bhattacharyya
National Research Centre for Citrus
16 PUBLICATIONS 2 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
Adoption of Natural Farming and its Effect on Crop Yield and Farmers' Livelihood in India View project
Thesis View project
All content following this page was uploaded by Sangeeta Bhattacharyya on 20 November 2018.
The user has requested enhancement of the downloaded file.

New Vishal
Mr. Samarpan Chakraborty is currently pursuing his Doctoral Research in the Department of
Agricultural Extension, Faculty of Agriculture in the aegis of Bidhan Chandra Krishi
Viswavidyalaya,West Bengal as a UGC NET-Junior Research Fellow. He has qualified in the National
Publica ons
Eligibility Test for Assistant Professor conducted by UGC in his maiden attempt in JAN'17 and also
became eligible for JRF under UGC.
He has obtained his Graduation in Agricultural Sciences (B.Sc. Agriculture) from Palli Sikhsha
Bhavana, VISVA BHARATI and stood First Class Second in the University And secured overall 9th rank
in the All India Entrance Examination for post graduation conducted by ICAR and subsequently joined
A Treasure Trove of Extension Education

BCKV as an ICAR Junior Research Fellow (JRF) in the course of M.Sc Agriculture. In the tenure of two
years as an ICAR JRF he has worked in the fields of Farmers suicide, social entropy, social chaos theory,
off farm migration, Disillusionments of Indian Farmers, Dissonance and Decadence of Indian peasantry, Experiential
A TREASURE TROVE OF
Learning Cycle and Farmer's Lifelong Learning and continuing Extension education. He has obtained his M.Sc (Ag) from
BCKV as the First Class First in the university and also received Governor's Gold medal for this achievement.
Extension
So far he has attended two National Seminars and Three International Conferences and delivered oral presentations in all
the occasions which were largely appreciated. He has authored two books, three book chapters and Four research papers
which were published in National and International journals.
E-mail address: samarpan.chakraborty92@gmail.com
Dr Debabrata basu is presently functioning as professor and head, Department of Agricultural

Extension, Bidhan Chandra krishi Viswavidyalaya, West Bengal. He was former professor of
Agricultural Extension in Visva-Bharati Sriniketan(2009-11). Dr Basu has 28 years of teaching and
Education
research experience in the field of agricultural extension, rural sociology, rural development with
specialization in adult and distance learning (IGNOU).
Professor Basu has written twenty text books, reference books, and manuals for undergraduate and
post graduate students. He has authored 95 research articles in national and international journals of
repute. He got awards and fellowship for his contribution from academic societies. He has participated
in more than hundred international and national seminars, workshops and policy level meetings in India
and abroad and contributed as session Chairman, invited speaker, presenter and resource person. He has
been associated with fifteen research projects funded by international and national agencies as principal investigator and co
principal investigator. His areas of research cover research methodology, social network analysis, extension education,
adult and continuing education, gender studies and agriculture, participatory development, Agricultural market research,
3000+ FOR UGC NET-JRF
indigenous technical knowledge system, readability of language, community based disaster management and other allied
areas of extension science. He has been involved in different evaluation and planning studies conducted by CGIAR
institutes and multilateral donor agencies for his expertise and skills. Dr Basu is member ten professional societies and
MCQs
networks.
E-mail address: drdbasu@gmail.com
According to the Latest pa ern and
Ms. Sangeeta Bhattacharyya is a Ph.D. Research Scholar at Division of Agricultural Extension,
syllabus of UGC (Conducted by NTA)
ICAR-Indian Agricultural Research Institute, Pusa, New Delhi- 110012, India. Recently she has been
selected in the Agricultural Research Service (ARS) Examination as Scientist to serve Indian Council
Including Previous 15 Years Solved Papers (2004‐2018)
of Agricultural Research (ICAR).
She completed her B.Sc. Agriculture Hons. from Visva Bharati University, West Bengal, India and
was also the Topper of the batch 2010-2014. She secured All India Rank 10th in ICAR-JRF
Examinations 2010 for pursuing M.Sc. Her M.Sc. is in Agricultural Extension Education from ICAR-
FOR THE STUDENTS OF AGRICULTURAL EXTENSION,
National Dairy Research Institute, Karnal, Haryana in India where she was the Second Topper in the
University and Silver Medallist of the batch 2014-2016. She was granted Merit Fellowship in under
ADULT EDUCATION, LIFELONG LEARNING
graduation, ICAR-NDRI fellowship in her post graduation and is also currently a UGC-JRF fellowship AND EXTENSION EDUCATION, ANDRAGOGY
holder by qualifying the UGC NET-JRF examination in the subject of Adult Education and Continuing Education in
December 2015. She has research interests in the field of extension and rural development and has research papers and
popular articles to her credit.
E-mail address: sangeeta.bhattacharyya2012@gmail.com
SAMARPAN CHAKRABORTY
DEBABRATA BASU
SANGEETA BHATTACHARYA
A TREASURE TROVE OF
FOR UGC NET-JRF

According to the Latest pattern and syllabus of UGC
Including previous 15 Years Solved Papers
FOR THE STUDENTS OF AGRICULTURAL EXTENSION, ADULT EDUCATION,

LIFELONG LEARNING AND EXTENSION EDUCATION, ANDRAGOGY
SAMARPAN CHAKRABORTY
Doctoral Research Fellow (UGC NET- JRF)
Department of Agricultural Extension
Bidhan Chandra Krishi Viswavidyalaya, Mohanpur, Nadia, West Bengal
DEBABRATA BASU
Professor and HEAD
Department of Agricultural Extension
Bidhan Chandra Krishi Viswavidyalaya, Mohanpur, Nadia, West Bengal
SANGEETA BHATTACHARYA
ARS (Ag. Extension), PhD Scholar (IARI)
Division of Agricultural Extension
Indian Agricultural Research Institution, Pusa, New Delhi
Published by :
New Vishal Publication

E/153, West Patel Nagar, New Delhi-110008
Ph-9811251105, 9968622711, 9868437555, E- mail: nvpbooks@hotmail.com
Website: www.newvishal.weebly.com
A Treasure Trove of Extension Education 4
Tweet From the Authors
“We Have Provided The Password towards UGC NET JRF. Now Its
Your turn to use it appropriately“
 In order to cover the entire syllabus within less number of pages only
the essentials of those topics were extracted.
 In the Solved Previous Years papers you may have confusion regarding
the answer for some questions, as none among those four options are
accurate.
 According to UGC Rules you have to mark the nearest one. We have
done accordingly.
 If you find any sort of difficulties or doubts regarding the contents
of this book, feel free to contact(mail or WhatsAPP)
 For any kind of Queries and suggestion please contact;
Samarpan.chakraborty92@gmail.com
 We will update those inputs in our Next Revised and Enlarged

Edition in 2020.
 The students can join our WhatsApp Forum - “TREASURE
TROVE of EXTENSION EDUCATION for UGC NET JRF “for
Group discussions, Questions Answers Sessions and exam strategy
related updates.
 WhatsApp No. -+91 9851618685
All the Best

5 A Treasure Trove of Extension Education
CONTENTS
CHAPTER I LIFELONG LEARNING AND CONTINUING
EXTENSION EDUCATION 12 – 16
1.0 Education and its types-
Formal education, Non formal education and Informal education. Basic education,
social education
1.1 Approaches in Education- Behaviourism, Gestalt psychology, Constructivism,
Idealism, Naturism, Pragmatism, Humanism, Rationalism, Existentialism
1.2 Concept and proponents
1.3 Andragogy and Pedagogy. Adult Learning Behaviour by Malcolm Knowles
1.4 Literacy and its types- traditional, functional, mass, rapid.legal, technological
CHAPTER II ADULT EDUCATION AND ITS HISTORY IN INDIA 17 – 28

2.0 Educational phase in India
2.1. Adult education approaches before Independence (1947)
2.2 Adult educational growth phase after 1947- Social education, Gram Sikhsha
Mohim, Functional Literacy programme, National adult education programme,
National Literacy Mission
2.3 Chronological Administrative Growth of Adult Education in India
2.3.1 During British Period
2.3.2 During Post Independence period
2.3.2.1 First Five Year Plan
2.3.2.2 Second Five Year Plan
2.3.2.3 Third Five Year Plan
2.3.2.4 Fourth Five Year Plan
2.3.2.5 Fifth Five Year Plan
2.3.2.6 Sixth Five Year Plan
2.3.2.7 Seventh Five Year Plan
2.3.2.8 Eighth Five Year Plan

2.3.2.9 Ninth Five Year Plan
CHAPTER III PHILOSOPHICAL FOUNDATIONS OF CONTINUING AND

EXTENSION EDUCATION 29 – 36
3.0 Philosophy of Continuing and Extension education
3.1. Different philosophical traditions and approaches of Adult education-
3.1.1 Liberal
3.1.2 Progressive,
3.1.3 Behaviourist,
3.1.4 Humanist,
3.1.5 Radical,
3.1.6 Analytic
3.2 Development of Different philosophical trends through eminent
3.2.1 Jean Piaget
3.2.2 John Dewey
3.2.3 Antonio Gramsci
3.2.4 Paulo Freire and his Conscientization approach
3.3 Ideas of Indian Philosophers about Adult Education
3.3.1 Mahatma Gandhi
3.3.2 Rabindranath Tagore
CHAPTER IV PSYCHOLOGICAL FOUNDATIONS OF ADULT EDUCATION

37 – 41
4.0 Fundamentals of psychological aspects for Adult Learning
4.1 Different theories of Adult Learning
4.1.1 Learning by association
4.1.2 Learning by conditioning
4.1.3 Learning by doing
4.1.4 Learning by insight
4.2 Motivation in Adult Learning
4.3 Theories of Motivation Related to adult learning
4.3.1 Psycho analytic theory

4.3.2 Maslow’s Need Hierarchy theory
4.3.3 Psychological theory of motivation
4.3.4 Achievement motivation theory
4.4. Approaches through Motivation
CHAPTER V CURRICULUM DEVELOPMENT FOR ADULT EDUCATION

42 – 45
5.0 Curriculum and Curriculum development
5.1 Approaches of Curriculum development
5.2 Advantages of Curriculum
5.3 Principles of curriculum
5.4 Community perception in curriculum development
5.4.1 Community
5.4.2 Types of community
5.4.3 Community space
5.5 Curriculum transaction
CHAPTER VI TEACHING AND TRAINING METHODS IN ADULT EDUCATION

(TEACHING APTITUDE) 46 – 59
6.0 Concept of teaching, Basic teaching models, Characteristics of teaching
6.1 Levels of Teaching – MLT, ULT, RLT, Principles of Teaching Adult, Objectives of
teaching, Microteaching
6.2 Adult Learner: Characteristics, Categories of adult learners, Neo literate and Semi
Literate, Training of adult
6.3 Difference between Training, Teaching and Education, Instruction
6.3.1 6.3.2 Classification of Teaching and Instructional objectives- Blooms
classification, Gagne and Briggs classification
6.4 Different methods of teaching and training
6.4.1 Lecture
6.4.2 Symposium
6.4.3 Panel discussion and colloquium
6.4.4 Seminar and Conference
6.4.5 Brainstorming
6.4.6 Case study
6.4.7 Buzz Session
6.4.8 Sensitivity training
6.4.9 Simulation method
6.4.10 Structured experiences
6.4.11 Heuristic Method
6.5 Role of Government departments – NLM, Jan Siksha Abhiyan, Jan Siksha Sansthan,
Community polytechnique, support to NGO
6.6 Reading materials for adult learner
6.7 Role of adult educator
6.8 writings for Neo literates
CHAPTER VII LITERACY CAMPAIGN IN INDIA 60 – 70

7.0 Gram siksha Mohim
7.1 Farmers functional literacy project
7.2 Shrameek vidyapith
7.3 Non formal education
7.4 NAEP
7.5 Rural functional Literacy Project
7.6 Central Scheme of assistance to voluntary agency
7.7 NLM
7.8 Countrywide jathas
CHAPTER VIII CURRENT TRENDS IN CONTINUING EXTENSION EDUCATION

71 – 76
8.0 Current policy: Continuing education
8.1 Continuing Education centre
8.2 Programmes offered by CEC
8.2.1 EP
8.2.2 QLIP
8.2.3 IIPP
8.2.4 SDIGP
8.3 Mahila Samakhya Programme
CHAPTER IX RESEARCH METHODS IN EXTENSION EDUCATION

(RESEARCH APTITUDE) 77 – 91
9.0 Research - Concepts, Objectives, Important terms linked with Research,
9.1 Characteristics of research
9.2 Types of Research- Various Basis of classifications,
9.2.1 Descriptive, correlational, Explanatory, Exploratory, Experimental
9.2.2 Fundamental, applied (action research)
9.2.3 Deductive, inductive
9.2.4 Quantitative, qualitative
9.2.5 Structured, unstructured
9.2.6 Conceptual, empirical
9.3 Steps of Research process
9.4 Variables and their measurement
9.5 Hypothesis, Research design, collection of data, sampling design
9.6 Writing a research report
CHAPTER X COMMUNICATION IN EDUCATION 92 – 97

10.0 Communication- Concept, objectives and characteristics
10.1 Classroom communication- Cole and Chan Model
10.2 Types of communication
10.2.1 Intrapersonal, Interpersonal, Mass
10.2.2 Vebal – oral, written(Mnemonics), Non verbal(Kinesis)
10.2.3 Vertical Horizontal, Diagonal
10.3 Communication Networks- chain,wheel, circle
10.4 Communication barriers
10.5 Principle of effective classroom communication
10.6 Creating conducive learning environment
CHAPTER XI HIGHER EDUCATION SYSTEM IN INDIA 98 – 106

11.0 Evolution of Education system in india- Pre independence. Post independence,
11.1 University Grants NITTR, Commission, Categories of Universities
11.2 RUSA, AICTE, IIT, IIM, IISc, NAAC, NBA, AB
11.3 Open and Distance Education in India, IGNOU and others
CHAPTER XII THE TREASURE HOUSE FOR THE UGC NET-JRF

(APPENDIX) 107 – 152
12.0 Persons associated with different terms of adult education
12.1 International Conference and UN declarations
12.2 Awards in adult education
12.3 Country and their respective models of adult education
12.4 Book or Journals related to Adult education
12.5 Important dates in calendar
12.6 International organisations
12.7 SHORT NOTES on important terminologies frequently asked in exam
IPCL, DIET, NAEP, HUMAN RIGHTS, AMMENDMENT 1976, ASPBAE, JULIUS NYREE,
ANTI ARRACK, EVALUATION OF CEP, PREAL, MILLENIUM DEVELOPMENT GOALS,
SAKHSHAR BHARAT, SCIENC FOR MASS, EOTO MODEL,LEAP, PERC, JSS, SSA, NIOS,
OUTREACH, SRC, LIFELONG LEARNING, ERIKSONS 8 STAGE, EDUCATION
COMMISSION, NATIONAL OPEN SCHOOL, NPE, FOLLOW UP, PRIOR LEARNING, LOK
JUMBISH, KSSP, POLYVALENT EC, CHAURAHA, COMMUNITY RADIO, ASRH, CEP, 3
R’S OF NFE, ZLSS, MPFL, DPEP, NEEM, DEPT. OF ADULT EDUCATION, KASTURBA
GANDHI BALIK VIDYALAYA, CHIPKO , POPULATION EDUCATION, PERC, YEAR 1989,
ICT IN LETERACY
12.8 Chronological Adult Education in India
12.9 THE CENSUS: 2011, from Education aspects
12.10 Correct sequential order for different aspects frequently asked in exam
S-R Mechanism, Curriculum development, Belbins learning stage, role of managers,
stages of staffing, evolution of media, training objectives, function of Dept. Of
adult education, Hierarchy of Adult educators, types of education, on the job
training, conducting demonstration, plan of research, blooms taxonomy, writing
research report, adult education prog. Extension personnel, TLC functionaries,
steps of change, planning stages, curriculum stages,
CHAPTER XIII SOLVED PAPERS OF PREVIOURS 15 YEARS (2004 - 2018)

153 – 424
Solved Papers of DEC 2004
Solved Papers of JUNE 2005

Solved Papers of JULY 2016
Solved Papers of JAN 2017
Solved Papers of NOV 2017
Solved Papers of JULY 2018
Chapter II
ADULT EDUCATION
AND ITS HISTORY IN INDIA
2.0 Educational phase in India

 Although the term- “Adult Education” was first coined in the English language in
1851, a wide variety of educational opportunities were available to the people of
India.
 The Vedas, Upanishads, Dhamma Sutras and the Aranyakas bear the importance
accorded to the acquisition of knowledge.
 The word Veda is derived from the word, Vid which signifies ‘knowledge par
excellence’.
 The ancient world being an ‘oral world’, the mode of transmission of knowledge was
through discourses and discussions
 T he i ndi vi dua l s’ h or i zo n of under st and i ng t o ach i eve “dhar ma”
(moral), “artha” (wealth), “kama” (pleasure) and “moksha” (salvation)
Among the important approaches of Adult Education in India following are important
Basic Education: (1947)
 Traditional approach and focussed programme at night school
Social Education :- (1949 – 1966)
 Concept used was ‘civic literacy’ which was life Oriented approach
Functional Literacy :- (1967-1977)
 Work oriented approach focused on farmer’s education, Shrameek Vidyapith.
Developmental Literacy: (1978 onwards)
 based on Social Change approach
 Focused on Total Literacy Campaign.
There are 3 Major Programme:-

NAEP (Oct 2, 1978)
 Providing education and promoting literacy among all illiterate persons (15-35 age
group)
 Joint Collaborative effort (Central, State, Union Territories, College, Voluntary
Organizations
 Functional development, Creation Awareness, special emphasis on women education.
RFLP (May, 1986)

 Involving NSS and students volunteers
 Principle “Each One Teach One’’(Mass Programme Functional Literacy)
NLM (May, 1988)

 Launched in 5 th May 1988,
 with a Goal of making 80 million literate 15-35 age by 1995
2.1. Adult education approaches before Independence (1947)

 The Congress Socialist Party of Andhra established “Peasant School’’ in Guntur to
train workers for Peasant Movement.
 Royal Commission on Agriculture (1928) and the Auxiliary Committee of Indian
Statutory Commission (1929) reiterated the importance of adult education as a tool
for the socioeconomic development of the nation.
 Policy of Creating Rural Libraries (1894)- First inaugurated in Baroda State
DR.FRANK C. LAUBACH
 developed “Each One Teach One’’ in Philippines during 1930
 He leaded to develop innovative literacy primers (keywords and pictures)
 His book – “India shall be Literate’’
N.G. Ranga
Shafiq - Ur - Rahman Kidwai
Rama Needu Adult Education

Iddaro-O-Talim-O-Taraqqi Institute
(Institute of Adult Education) Andhra Pradesh
(1933)
Jamia Miliya Islamia (1938)
 National Book Trust – 1957

 Central Board of Worker’s Education (CBWE) - 1957
Gram Shiksha Mohim (Village Education Campaign) – Maharashtra, 1959

 First successful literacy campaign undertaken in India during late 1950s. (B.P. Patil
is the person related with)
 Received ‘Pahlavi Prize’ in 1963 by UNESCO.
Functional Literacy Programme (1968 – 1977)

 Concept of Functional Literacy emerged during Second World Conference on Adult
Education held in Canada in 1960
 Another World Conference “Eradication of Illiteracy’’ held in Tehran in 1965 defined
it with precision.
 New Emphasis on Functional Approach was fully endorsed by fourth Five Year Plan
and Education Commission (1964-1966)
 UNESCO developed Experimental World Literacy Programme (EWLP)
Under which India developed – Farmers training and Farmer’s Training Functional
Literacy Project (1968-1977) (FTFLP)
Farmers Training
FTFLP
Farm Broadcasting Functional Literacy
This phase witnessed establishment of

 National Board of Adult Education (1969) – (NBAE)
 Directorate of Adult Education (1971) – (DAE)
 Shrameek Vidyapeeth (1967) intended to provide integrated education and training
courses. Later become JSS in 2000
educators and social workers. The International Institute of Adult and Lifelong Education
(IIALE) was set up by the IAEA in 2002.
2.3.2 During Post Independence period

Post Independence Period :-
 Adult Education was renamed as Social Education (1948)
 International Seminar for South East Asia Countries organised by GOI and
UNESCO at Mysore in 1949
Theme – “Adult Education for Community Action’’
2.3.2.1 First Five Year Plan (1951 – 1956)
 Social Education Programme jointly by Central and State Govt.Standing Committee

on Social Education 1956 by CABE
National Level: - Ministry of Education and Ministry
of Community Development.
State Level: - Dept. Of Education and Dept. Of
Community Development - District Social Education
Officer (He acts as a linkage between state level
and project level)
Project Level: - Chief Social Education Organiser
2.3.2.2 Second Five Year Plan (1956 – 1961)

 Union Ministry of Education, with assistance of UNESCO and USA , established,
National Fundamental Education Centre (NFEC) 1956
 NFEC is Precursor of Directorate of Adult Education (1971)
2.3.2.3 Third Five Year Plan (1961 – 1966)

 This FYP integrated literacy with functional training
 Janata College
 Community Centre
 Farmer’s Club
 Mahila Samity
 All India Radio started Broadcasting
 Jaipur (College) University Started Dept. Of Adult Education
Annual Plans (1966 – 1969)
Farmer’s Functional Project (FFLP) 1968

- Linking education with development.
Feature  (3F ) Farmer’s Training Functional Literacy Farm broadcasting
Ministry of Agriculture Ministry of Education Ministry of

Information &
Broadcasting
2.3.2.4 Fourth Five Year Plan (1969 – 1971)
 National Board of Adult Education (1970)

 Directorate of Adult Education (1971)
 NBAE (1970) :- National Board of Adult Education Coordination of the Adult
Education Programmes between State & Central Govt. reconstituted in 1977
 IUACE (1970) India University Association for Continuing Education : Established
as Universal Adult Education Association in 1966 later renamed in 1970. It Helps
university to take pilot projects.
DAE (1971)
NFEC (1956)
Dept of Non formal education DAE in 1971 (Ministry of Education)

(NCERT Taken)
2.3.2.5 Fifth Five Year Plan (1974 – 1979)
 Non Formal Education Programme (NFEP) launched in 1975-76 to provide

education for age group 16-35 relating to young people’s need, aspiration.
 Term ‘Social Education’ replaced by “Adult Literacy’’
 Minimum Needs Programme (MNP) was launched in 1974.
Chapter III
PHILOSOPHICAL FOUNDATIONS
OF CONTINUING AND
EXTENSION EDUCATION
3.0 Philosophy of Continuing and Extension education
Essentially Philosophy is a view of life and its various components. The philosophy of
a particular discipline would furnish the principles or guidelines with which to mould the
activities relating to the discipline. Philosophy is the pursuit of wisdom, a body of
general principles or laws of a field of knowledge.
According to Kelsey and Hearne (1967) the basic philosophy of extension education is to
teach people How to think, not what to think. ‘Why must be asked before “What’’ and
“How’’
Schooling as a formal and organized institutions came into existence during 3000 to 500 BC
in Egypt and India.
 Learning vs. Memory

Learning is a process of gaining experience, Knowledge and skill. Whereas,
Memory is individual’s capacity to store, retrieve and act further.
 Malcolm Knowles (1980) Four assumptions about “Learning Behaviour’’
3.1. Different philosophical traditions and approaches of Adult education-

3.1.1 Liberal
 Individual learner is believed to be a ‘Renaissance’ (Liberated) Person.
 Focuses on role of curriculum and evaluation.
 Knowledge flows from ‘Expert’ to ‘Learner’ (Top down)
 Expert is ‘know-all’ or ‘Authoritative master.’
Inactive Stage Iconic Stage Stage of concrete and formal operation
 Piaget’s model of learning and cognitive development.

 Four Pioneer thinkers of 20 thcentury :-
1) John Dewey (USA) 2) Antonio Gramsci (Italy) 3) M. Gandhi (India)
4) P. Freire (Brazil)
3.2.2 John Dewey (1859 – 1952)

 Champion philosopher of democracy in US in 20 th century.
 Main aim of philosophy – Realization of Social Progress Role of Education
was at greatest interest.
 His books – “Democracy and Education’’
“Experience and Education (1938)’’
Distribution between Traditional approach and progressive approach

(New Education)
Education
3 Main Pillars of
Adult Education
Experience Communication
 “All genuine education comes about through experience’’ - Dewey

 Dewey Proposes a progressive model “New Education’’ (1938), Where there is an
intimate and necessary relation between actual education and experience.
3.2.3 Antonio Gramsci (1891 – 1937)

 Most significant of Radical Educators.
 His writings are reactions to Gentile Reform of Education (1923) introduced by
Fascist regime (Italy)
 Essay like 1) Intellectuals 2) State & Civil Society 3) Philosophy of Praxis.
 “Cognition not only at the

content but also at the way
of econo mi c, s oci al ,
political, ideological facts ... Develop their power to perceive
und er w hi ch we f i nd critically the way they exist in the
ourselves placed.’’ world.
 Action or Reflection =
Word + Work = Praxis
 Reflection Words/ without
action = Verbalism (Mere)
 Action without reflection =
Pure Activism
3.3 Ideas of Indian Philosophers about Adult

Education Westernized Urban Elites
3.3.1 Mahatma Gandhi (1869 – 1948)
 People of India lose control over national affairs
in
Gap
Development taking place under British Raj
Traditional Rural Mass
 Gandhi gave a call for “Popular Education’’ through mass participation.

 Gandhi’s concept of ‘Satyagraha’ is a political tool to fight injustice
Public Participation, Mass Education, Use of Vernacular
Central to Gandhi’s approach to Mass mobilisation
 ‘Swaraj’ requires an unrestrained ethical autonomy in individuals. Ineffective learning

based on 3 R Reading, Writing Arithmetic
TABULAR FORM OF DIFFERENT PHILOSOPHY
PHILOSOPHY LIBERAL BEHAVIOURIST PROGRESSIVE HUMANISTIC RADICAL

Purpose To make a To control To transmit To enhance To bring
person the behaviour culture, personal fundamen-
liberate in of a person promote and tal social,
broadest within an social change, development political and
sense : organization to reform facilitate economic
intellectually, society actualisation changes in
morally, society.
spiritually
Learner “Renaissance’’ Active role People who Assumes Equality

person player in have responsibility with teacher
cultural and packaged unlimited for learning in learning
always a and potential to and self process
keen learner. programmed be developed development. personal
learning through autonomy.
problem
solving
Teacher ‘Expert’ who Manager and Organizer Facilitator, Provocateur

transmits controller. guides partner Equality
knowledge. learning promotes between
Authoritative Predicts and through but did teacher and
To down, direct experience. not guide. learner
vertical com- learning
munication. outcome.
Source of Western Environment Situations The self Socio-

Authority canons of Organization Cultural and learner economic
Liberty and Society Social Socio-
Individualism experience. political
Key concepts Learning for Stimulus- Problem Experiential Conscious-

its own sake Response solving learning ness raising
Behaviour experience self praxis
modification based directedness
Chapter XII
THE TREASURE HOUSE FOR
THE UGC NET-JRF
(APPENDIX)
12.0 Persons associated with different terms of adult education
 Deschooling Society – Ivan Illich
 Folk High School – Gruntwig
 Andragogy – Alexander Kapp (termed)
 Principles of Andragogy - Knowles
 Operant Conditioning – Skinner
 Management by objective (MBO) – Peter Drucker
 Theory X & Theory Y – McGregor
 Principles of Management – Fayol
 System Approach – Eurich
 Contingency Approach – Fiedler
 Situation Approach – Paul Hersey
 Grid Approach – Black and Mouton
 Four system – Likert
 Praxis – Paulo Freire
 Term Extension – McCarthy
 “Adult’s life situation is central to learning’’ – Knox
 Human Change – Elton Mayo
 Motivation Theory – Jucious
 Learning Theory – Ausbel
 Psycho analytical Personality Assessment – Freud
 ConstitutionalPersonality Assessment – Sheldon
 Hidden Curriculum – Non-Academic
IPCL
 ICPL (Improved Pace and Content of Learning)
 It has been designed by NLM
 It is a motivation centered technique.
 It improves context of learning
 It is a method of teaching literacy
 It makes a programme “ result oriented”
 Improve the pace of learning
 “Rapid literacy strategy” initiative was taken
DIET
 DIET : (District Institute of Education & Training)
 First established in Hatta, in Oct. 1988 based on NPE.
 An apex body at Basic Education
 It was formed pursuant of NPE on teacher education
 DIET is Third tier of training and resource support centre after NCERT and SCERT
 Teacher’s Training is also a mission of DIET
NAEP
 Main aim is to provide academic and resource support at Grass root level
 Implementing agencies are
 NGO
 UGC
 State Govt.
 It plays 3 roles
 Action Research
 Training
 Resource Support
HUMAN RIGHTS
Article 55 – Promote respect for human rights
Article 62 – Promote respect for observance of human rights
Article 68 – To appoint commission for promotion of human rights
Article 76 – Encourage respect for human rights.
Attitude
Behaviour
Stages in system Approach

Determine the boundary
Select media & material
Apply the programme
Analyse the result
Stages of cognitive learning

Recognition
Recall
Apply
Analyse
Group formation
Forming
Informing
Storming
Adult Education
Paper – II Dec. 2004
Time : 1¼ hours Maximum Marks : 100
Note : This paper contains fifty (50) multiple- (B) Continuing Education
choice questions, each question carrying two (C) Extension Education
(2) marks. Attempt all of them.
(D) Adult Education
1. The main objective of formal education
5. Adult Education programme includes :
is :
(A) Functional Literacy
(A) Inculcation of Indian values.
(B) Adjustment and preparation for
(C) development of expression power.
world work.
(B) development of social skills.
(C) Agent working as a bridge between
(D) all the above younger generation and older
2. Both Andragogy and pedagogy basically generation.
refers to : (D) All the above
(A) Understanding suitable teaching 6. “Dementia” is related to :
strategies.
(A) Wrinkles etc
(B) Understanding the learning process.
(C) Physiological incapacities
(C) Understanding learner’s need.
(B) Cognitive decline
(D) Understanding teaching process.
(D) Adult abuse
3. Erikson’s eight stages of human
7. The idea of integrating family life
development were later expanded by :
education and rural development was
(A) Bell and Weinberg advocated by
(B) McCary (A) Viedevman
(C) Peek (B) Dr. Nena R. Bustrillos
(D) None of the above (C) Avabai B. Wadia
4. Distance education programmes offered (D) Jaya suriya
by most of the universities can be
8. ‘Population Education Programme’ as
precisely termed as :
policy in all countries primarily deals
(A) Non-formal Education
(A) to check growth of population
ANSWERS
1. D 2. B 3. D 4. A 5. D 6. B 7. C 8. B
(B) to rationalize the population. and compulsory education has to be

(C) to develop awareness about sex provided to all children upto the age of :
(D) None of the above. (A) 25 years (B) 11 years
(C) 14 years (D) 15 years
9. National literacy mission in 1988 was
launched with 15. Area specific and time bound mass
(A) Four Technology Missions Campaigns for total literacy were first
launched in Kottayam town in Kerala
(B) Five Technology Missions
in :
(C) Four Educational Missions
(A) 1990 (B) 1992
(D) Three Technology Missions
(C) 1994 (D) 1989
10. Three basic elements of identification
16. For Field level continuing Education
of Learning needs, Provision of learning
Co u r se s f or l o w i n c om e g ro u p
opportunities and sustaining the
beneficiaries the baseline data will be
learning environment are components
collected through :
of the scheme ?
(A) Socio-Economic Population Studies
(A) NAEP (B) PL & CE
(B) Neo-Literate Profile
(C) PERC (D) SSA
(C) Need Assessment Surveys
11. The first experimental school was
(D) Questionaire.
founded at Sevagram in Autumn under
Mahatma Gandhi’s supervision in the 17. Th e ta sk of a n a d u l t e d u ca t i on
year : Programmer is :
(A) 1938 (B) 1937 (A) To develop interest in education
(C) 1940 (D) 1942 (B) To identify reasons for resistance to
programme.
12. A grass root institution at community
level was created through the scheme : (C) To impart functional literacy for
Quality of life improvement.
(A) Jan Shikshan Nilayam
(D) None of the above.
(B) Mass programme for functional
literacy 18. The main office of National open school
(C) Each one Teach one in India is :
(D) Area based approach (A) Mumbai (B) Hyderabad
(C) Chennai (D) Delhi
13. National open school was established
in the year : 19. The Ministry of Human Resource
(A) 1970 (B) 1969 Development, Government of India has
vested the authority with the National
(C) 1971 (D) 1972
open School to
14. According to Directive Principles of the (A) Examine and Certify Students
Constitution of India, Provision of free
ANSWERS
9. B 10. D 11. B 12. A 13. B 14. C 15. D 16. A
17. A 18. D 19. A
registered with it, upto Pre-degree 25. FPAI was established in:
level courses (A) 1950 (B) 1955
(B) Create open and Flexible system of (C) 1949 (D) 1947
education
26. National Population Policy 2000, India
(C) To act as examining body for Non
lists out objectives:
Formal education courses
(A) To a d d r ess unme t ne ed s f or
(D) None of the above
co nt ra c ep tio n, he a l th ca re
20. Th e b e n e f i ci a r i e s o f c on t i n u i n g infrastructure and provision of
education programme are integrated service delivery for basic
(A) Neo-Literates reproductive and child health care.
(B) School dropouts (B) To bring down total fertility rate to
a replacement level by 2010 through
(C) All the members of the community
intersectoral operational agencies.
(D) All of the above.
(C) To achieve a stable population by
21. Satyen Mitra Award is given by 2045
(A) NLM (B) IAEA (D) Above all.
(C) BGVS (D) YMCA 27. Universities Talk AIDS [UTA] Project
22. ‘Jan Shikshan sansthan’ provides skill is implemented by:
learning opportunities to: (A) NSS
(A) Neo - Literates (B) NCC
(B) Sponsored candidates (C) Bharat Scouts and Guides
(C) Worker (D) Population education clubs.
(D) Youth 28. Which is not the prime objective
23. Which one of the following Indian included in the population education
States has the largest population size ? programme ?
(A) Madhya Pradesh (A) Developing rational responsible
attitude and behaviour towards the
(B) Uttar Pradesh
situation.
(C) Rajasthan
(B) Putting a check on family size.
(D) Bihar
(C) Developing consciousness about
24. Sex Ratio is an index describing the responsible parenthood.
(A) Existence of Gender Bias (D) All the above.
(B) Rate of population growth 29. A researcher has visited the various
(C) Rate of mortality countries and published a good report
(D) Rate of morbidity. on population growth and its factors.
What is the nature of the work ?
ANSWERS
20. A 21. A 22. A 23. B 24. A 25. C 26. D 27. A
28. C 29. B
Adult Education
Paper – II Dec. 2015
Time : 1¼ hours Maximum Marks : 100
Note : This paper contains fifty (50) multiple- 6. In which year a full-fledged Department
choice questions, each question carrying two of Family Welfare was set up by the
(2) marks. All questions are compulsory. Government of India ?
1. Which of the following is not a (A) 1952 (B) 1957
characteristic of a computer ? (C) 1966 (D) 1978
(A) Speed (B) Accuracy
7. Which state has the “lowest female
(C) Emotions (D) Versatility literacy rate” ? Choose one out of the
2. In which year National Documentation following.
Centre on Mass Communication was (A) Jammu and Kashmir
created ? (B) Haryana
(A) 1969 (B) 1978 (C) Rajasthan
(C) 1976 (D) 1986 (D) Bihar
3. In which city “Rajiv Gandhi National 8. Which state has the “above the average
Institute of Youth Development” is literacy rate of India” ?
located ?
(A) Madhya Pradesh
(A) Rae Bareli, Uttar Pradesh
(B) Uttarakhand
(B) Sriperambudur, Tamil Nadu
(C) Andhra Pradesh
(C) Gurgaon, Haryana
(D) Odisha
(D) Pune, Maharashtra
9. What according to census 2011, is the
4. Which day of the year is celebrated as sex ratio in India ?
the ‘World Health Day’ ?
(A) 927 (B) 943
(A) 7 May (B) 10 April
(C) 946 (D) 933
(C) 7 April (D) 10 June
10. University Grants Commission (UGC)
5. “Trial and Error Learning Theory” is was established in the year :
associated with :
(A) 1945 (B) 1956
(A) Skinner (B) Kohler
(C) 1957 (D) 1969
(C) Thorndike (D) Maslow
ANSWERS
1. C 2. C 3. B 4. C 5. C 6. C 7. C 8. B
9. B 10. B
11. Learner Centered Approach means : unanticipated situations

(A) It is teacher centric Codes :
(B) It is subject centric (A) (a) and (b) (B) (b) and (c)
(C) It is process centric (C) (a), (c) and (d) (D) (a), (b) and (c)
(D) None of the above 16. What are the two ways through which
12. The determinant factor of population required information can be obtained
growth is : in research ?
(A) Family (B) Marriage (a) Census method
(C) Economy (D) Fertility (b) Sampling method
(c) Legal method
13. What elements are relevant to the
process of communication ? (d) Taxation method
(a) Environment (b) Noise Codes :
(c) Feedback (d) Motivation (A) (a) and (c) (B) (b) and (d)
Codes : (C) (c) and (d) (D) (a) and (b)
(A) (a) and (b) (B) (a), (b) and (c) 17. Training helps to generate :
(C) (b) and (c) (D) (b), (c) and (d) (a) Mental ability and capacities
14. Which of the following elements are (b) Desired changes in behaviour
included in the objectives of social (c) Evaluation of the training
research ? (d) Production of desired task
(a) Academic Codes :
(b) Non-Academic (A) (b) and (c) (B) (a) and (b)
(c) Secretarial (C) (c) and (d) (D) (b) and (d)
(d) Utilitarian
18. Which of the following are the primary
Codes : sources of research data ?
(A) (a) and (b) (B) (a) and (d) (a) Personal diary of an unrelated
(C) (c) and (d) (D) (a) and (c) person
15. What are the “motivating factors of (b) Direct observation of the occurring
social research” as mentioned by P.V. event
Young ? (c) Information from the concerned
(a) Curiosity about unknown informant
(b) Curiosity about known (d) Extract from a legal text
(c) Desire to understand the cause and Codes :
effect of social problems (A) (a), (b) and (c) (B) (b), (c) and (d)
(d) A p pe a ra nc e o f no vel a nd (C) (a), (b) and (d) (D) (a), (c) and (d)
ANSWERS
11. C 12. D 13. B 14. B 15. C 16. D 17. D 18. B
19. Comp on e n t s wh i ch d e scri b e t h e (C) (A) and (R) both are not correct.
planning stage of a research design are : (D) (A) and (R) both are correct.
(a) S election a nd f ormula tion of
22. Assertion (A) : A strong mind elevates a
research problem
society.
(b) Research problem and its theoretical
frame-work Reason (R) : A weak mind brings the
downfall of a society.
(c) Analysis of results
Codes :
(d) Formulation of hypotheses
(A) (A) is correct and (R) is not relevant.
Codes :
(B) (A) is correct and (R) is incorrect.
(A) (a), (b) and (c)
(C) (A) and (R) both are correct.
(B) (a), (b) and (d)
(D) (A) and (R) both are not correct.
(C) (b) and (c)
(D) (c) and (d) 23. Assertion (A) : Human skills have
improved management functions.
20. Assertion (A) :Neo-literate woman
resorted to anti-arrack agitation in Reason (R) : Productivity is linked to
Andhra Pradesh. the welfare of the people working in an
organization.
Reason (R) : Learning content in literacy
Codes :
cl a s se s c re a t e a t t i t u d i n a l a n d
behavioural changes among learners at (A) (A) is correct and (R) is wrong.
Adult Education Centres. (B) Both (A) and (R) are correct and (R)
Codes : exemplify (A).
(A) Both (A) and (R) are wrong. (C) Both (A) and (R) are wrong.
(B) (A) is wrong and (R) is right. (D) Both (A) and (R) are correct and (R)
does not exemplify (A).
(C) Both (A) and (R) are correct and (R)
supports (A). 24. Assertion (A) : Teaching - Learning
(D) Both (A) and (R) are correct but (R) material for literacy programmes are
does not support (A). prepared in the language of the learner.
21. Assertion (A) : When we talk of a strong Reason (R) : Learning of literacy skills
character we mean strength of will. are independent of language of the
learner.
Reason (R) : There is no curriculum or
Codes :
method that will produce character by
magic. (A) Both (A) and (R) are correct and (R)
supports the (A).
Codes :
(B) Both (A) and (R) are wrong.
(A) (A) is correct and (R) is not correct.
(C) (A) is correct and (R) is wrong.
(B) (A) is not correct (R) is correct.
(D) (A) is wrong and (R) is correct.
ANSWERS
19. B 20. C 21. D 22. C 23. B 24. C
25. Assertion (A) : The teacher should try to (d) Quality of life (iv) Bee keeping
pay individual attention to each learner improvement
in a group. programme
Reason (R) : The teacher should not Codes :
keep in view the individual differences (a) (b) (c) (d)
of his students. (A) (ii) (iii) (iv) (i)
Codes : (B) (ii) (i) (iv) (iii)
(A) (A) is correct and (R) is not correct. (C) (iii) (i) (ii) (iv)
(B) (A) and (R) both are correct. (D) (iv) (iii) (ii) (i)
(C) (A) is not correct and (R) is correct.
28. Match the items given under List - I
(D) (A) and (R) both are not correct. (Theory) with those in List - II
26. Assertion (A) : Learning helps in the (Associated with the name) and select
realization of the goals of life. the correct answer using the codes given
below the list :
Reason (R) : Learning does not imply
List - I List - II
development in the right direction.
(a) Hierarchy (i) Skinner
Codes :
of needs
(A) (A) is correct and (R) is not correct.
(b) Cognitive (ii) Maslow
(B) (A) is not correct and (R) is correct. theory
(C) (A) and (R) both are correct. (c) Operant (iii) Bruner
(D) (A) and (R) both are not correct. conditioning
27. Ma t c h L i s t - I ( P rog ra mme s of (d) Trial and (iv) Thorndike
continuing education) with the List - II error learning
( a ct i vi ti e s un d e r p rogra mme s of Codes :
continuing education) and select the (a) (b) (c) (d)
right answer using the codes given
(A) (i) (ii) (iii) (iv)
below the lists :
(B) (ii) (iii) (i) (iv)
List - I List - II
(C) (iv) (iii) (ii) (i)
(a) Income (i) Hea lth and
generating Hygiene (D) (iii) (ii) (i) (iv)
programme 29. Match List - I (Schemes/Programmes)
(b) Equivalence (ii) Singing and with List - II (Workers/Functionaries)
Programme Dancing using the codes as given below the lists :
(c) Individual (iii) Non - formal List - I List - II
interest education for (a) ICDS (i) Instructor
promotion drop outs
(b) NRHM (ii) Anganwadi
programme
worker
ANSWERS
25. A 26. C 27. D 28. B 29. A
(c) NSS (iii) Asha worker (d) Five National (iv) 1977
(d) NAEP (iv) Enrolled technology missions
student were launched in
Codes : Codes :
(a) (b) (c) (d) (a) (b) (c) (d)
(A) (ii) (iii) (iv) (i) (A) (ii) (i) (iii) (iv)
(B) (iii) (ii) (i) (iv) (B) (ii) (i) (iv) (iii)
(C) (i) (iii) (iv) (ii) (C) (i) (ii) (iii) (iv)
(D) (iv) (i) (iii) (ii) (D) (iii) (ii) (i) (iv)
30. Match the List - I with List - II. Use the 32. Match the items in List - I with those in
codes as given below the list : List - II and select the correct answer
using the codes given below :
List - I List - II
List - I List - II
(a) Human (i) 1st December
Rights Day (a) Institution based (i) Family
on democratic
(b) World (ii) 10th December
decentralization
Nature Day
(b) A formal (ii) Mahila
(c) Girl Child Day (iii) 3rd October
institution for Mandal
(d) World AIDS (iv) 24 th January education
Day
(c) Example of a (iii) Panchayat
Codes : non-government
(a) (b) (c) (d) organization
(A) (i) (iv) (iii) (ii) (d) An informal (iv) School
(B) (iii) (i) (iv) (ii) institution of
social relations
(C) (ii) (iii) (iv) (i)
Codes :
(D) (ii) (iv) (iii) (i)
(a) (b) (c) (d)
31. Match the List - I with List - II and
(A) (iii) (iv) (ii) (i)
select the correct answer from the codes
as given below the lists : (B) (iii) (iv) (i) (ii)
List - I List - II (C) (ii) (iv) (i) (iii)
(a) National policy for (i) 2010 (D) (ii) (i) (iii) (iv)
women empowerment 33. Match the List - I with List - II using the
was announced in codes as given below :
(b) Right to education (ii) 2001 List - I List - II
was enforced in
(a) NIOS (i) Material
(c) UGC Extensioning (iii) 1988 development,
policy frame declared in
ANSWERS
30. C 31. B 32. A 33. A
Adult Education
Paper – II July 2018
Time : 2 ½ hours Maximum Marks : 200
Note : This paper contains Hundred (100) 6. Launching of __________ in 1952 was a
multiple-choice questions, each question landmark in the history of India.
carrying two (2) marks. All questions are
(1) Integrated Child Development
compulsory.
Scheme
1. Which of the following learners need (2) Integrated Rural Development
their teacher’s attention ? Programme
(1) Motivated (2) Slow learner (3) Community Development
(3) Introvert (4) All of these Programme
2. National Youth Week is celebrated (4) Jawahar Rojgar Yojana
from : 7. Which phase is consist in Extension
(1) 12 to 18 January Education Processes ?
(2) 15 to 21 January (1) Situation (2) Teaching
(3) 11 to 17 July (4) 12 to 18 July (3) Evaluation (4) Above all
3. Which of the following is teaching 8. Provision of right to equality has been
method in Extension ? incorporated in Indian Constitution
(1) Individual contact method under the article :
(2) Group contact method (1) 16 to 20 (2) 15 to 19
(3) Mass contact method (3) 14 to 19 (4) 13 to 17
(4) Above all 9. Curriculum is a need of :
4. ‘T e j a sw a n i G ra m i n Ma h i l a (1) Training (2) Teaching
Sashaktikaran Yojana’ was started in : (3) Research (4) All above
(1) Rajasthan (2) M.P. 10. Motivation has two value aspects :
(3) Bihar (4) Jharkhand (1) High and Low
5. Which of the following state of India (2) Primary and Secondary
has the highest urban population ? (3) Intrinsic and Extrinsic
(1) Bihar (2) Maharashtra (4) Humanistic and Materialistic
(3) Uttar Pradesh (4) Punjab
ANSWERS
1. 4 2. 1 3. 4 4. 2 5. 2 6. 3 7. 4 8. 3
9. 4 10. 3
11. Principle of random sampling in social (3) Compulsion (4) Evaluation

research was first introduced by :
17. Whi ch of t he foll owi n g a re th e
(1) A.L. Bowley (2) B.S. Rowntree advantages of lecture method ?
(3) P.V. Young (4) John Galtung (a) It is economic in time and energy.
12. Which of the following is the field (b) The material may be presented in a
source of data ? clear, precise and orderly format.
(1) Census of population (c) It is useful only for participant who
can use printed materials.
(2) Personal diary
(d) It may be used with large group.
(3) Historical stud y using a ctual
Code :
documents
(1) (a), (b) and (d) are correct
(4) Direct observation
(2) (b) and (c) are correct
13. Which of the following statements is (3) Only (c) is correct
not true ? (4) (c) and (d) are correct
(1) Adult learners are matured
18. Which of the following components is
(2) Adults are rigid to learn not a part of diffusion of innovation ?
(3) Adults learn rapidly (a) Change agent (b) Trial
(4) A d ul ts wa nt to sh a r e t he ir (c) Communication (d) Evaluation
experiences in adult education
Code :
center
(1) (a) and (b) are correct
14. Hardware that adds two numbers is :
(2) (b) and (d) are correct
(1) The Control Unit
(3) (b) and (c) are correct
(2) An internal CPU register
(4) (a) and (c) are correct
(3) Arithmetic Logical Unit
19. Which of the following is not a part of
(4) Browser
Post Literacy Programme (PLP) ?
15. __________ is an experimentation with (a) Remediation of basic literacy skills.
responses in order to provoke positive
(b) Continuation and upgradation of
reinforcement.
basic literacy skills.
(1) Trial and error
(c) Teaching legal literacy.
(2) Social learning
(d) Conducting vocational courses.
(3) Memorising
Code :
(4) Insight learning
(1) (a) and (b) are correct
16. _ _ _ _ _ _ _ _ _ _ h e l p s t o i mp ro ve (2) (b) and (c) are correct
performance of workers and to plan
(3) (a) and (c) are correct
new strategies.
(4) (c) and (d) are correct
(1) Promotion (2) Competition
ANSWERS
11. 1 12. 4 13. 3 14. 2 15. 1 16. 4 17. 1 18. 2
19. 1
(c) Population Education Programme (a) College

(d) Post Literacy Programme (b) M inistry of Huma n Resource
Code : Development (MHRD)
(1) (a), (b), (d), (c) (2) (c), (d), (b), (a) (c) University Grants Commission
(UGC)
(3) (b), (c), (a), (d) (4) (d), (a), (c), (b)
(d) University
84. Arrange the basic ways of Adult
Code :
learning in sequence :
(1) (a), (d), (c), (b) (2) (d), (b), (a), (c)
(a) Learning by doing
(3) (b), (c), (d), (a) (4) (c), (a), (b), (d)
(b) Learning by sensing and feeling
(c) Learning by watching 88. Arrange the following programmes in
order in which they were launched. Use
(d) Learning by thinking
the code given below :
Code :
(a) Co mm uni ty De ve lop me nt
(1) (c), (b), (d), (a) (2) (c), (d), (a), (b) Programme
(3) (d), (c), (b), (a) (4) (a), (b), (c), (d) (b) Etawah Pilot Project
85. Arrange the planning process in (c) MNREGA
sequence order : (d) Jana Dhan Yojana
(a) Regional groups Code :
(b) Special interest planning groups (1) (a), (b), (c), (d) (2) (b), (a), (c), (d)
(c) Community overall organisation (3) (a), (b), (d), (c) (4) (c), (b), (a), (d)
(d) Village, block, district, country
89. Arrange the proper sequence in writing
Code : a programme report :
(1) (d), (c), (a), (b) (2) (a), (b), (c), (d) (a) Implementation (b) Objective
(3) (c), (d), (a), (b) (4) (b), (d), (c), (a) (c) Rational (d) Target
86. Arrange the following steps in formation Code :
of social values in right order : (1) (c), (b), (d), (a) (2) (a), (b), (c), (d)
(a) Norms (3) (d), (c), (a), (b) (4) (b), (c), (d), (a)
(b) Social Change
90. Arrange the following stages of staffing
(c) Formal and informal education in order of their use :
(d) Scientific and technological change (a) Induction (b) Screening
Code : (c) Interview (d) Application
(1) (a), (c), (b), (d) (2) (c), (a), (b), (d) Code :
(3) (a), (c), (d), (b) (4) (a), (b), (d), (c) (1) (d), (c), (b), (a) (2) (c), (d), (b), (a)
87. Arrange the following Higher Education (3) (c), (d), (a), (b) (4) (d), (b), (c), (a)
bodies in a chronological order :
ANSWERS
84. 4 85. 1 86. 1 87. 3 88. 2 89. 1 90. 4
91. Which could be the best sequence in Code :

any communication processes ? (1) (d), (b), (c), (a) (2) (d), (c), (a), (b)
(a) Coding (b) Sending (3) (c), (d), (a), (b) (4) (a), (b), (c), (d)
(c) Receiving (d) Decoding
95. Arrange the stages of Research in order
Code : of being undertaken and choose the
(1) (d), (c), (b), (a) (2) (a), (b), (c), (d) answer using code :
(3) (b), (a), (c), (d) (4) (c), (b), (d), (a) (a) Sampling
92. Arrange the following open universities (b) Formulation of Research Problem
chronologically according to their (c) Tabulation and Analysis of Data
establishment : (d) Data Collection
(a) Indira Gandhi National Open Code :
University
(1) (b), (a), (d), (c) (2) (c), (d), (b), (a)
(b) R. Tandon Uttar Pradesh Open
(3) (a), (b), (c), (d) (4) (d), (c), (a), (b)
University
(c) Rajasthan Kota Open University
Read the passage given below and answer
(d) Andhra Pradesh Open University
the question that follow based on your
Code : understanding of the passage from question
(1) (b), (c), (a), (d) (2) (a), (d), (b), (c) 96 - 100.
(3) (c), (b), (d), (a) (4) (d), (a), (c), (b) Literacy and Education are essential
preconditions of accelerated economic
93. Arrange the phases of programme
development as it has been realised that
execution :
human resource development (HRD) holds the
(a) Initiation key for attainment of social and economic
(b) Getting acceptance goals which can not be achieved by investment
(c) Planning and organisation in physical resources alone. Prof. Amartya
Sen in his address to the members of the
(d) Action and Evaluation
Confederation of Indian Industry (CII) in New
Code : Delhi, said that “The neglect of basic
(1) (c), (a), (d), (b) (2) (b), (d), (c), (a) education, elementary healthcare, land reforms
(3) (a), (b), (c), (d) (4) (d), (b), (c), (a) and those parts of infrastructure that favour
smaller enterprise in Indian Public Policy
94. Arrange the agencies which are closely makes the country more vulnerable to the
associated in organisation of skill negative effects of globalizing process. The
development in year of establishment : market economy flourishes on the foundations
(a) State Resource Centre of social development. Contemporary market
(b) Jan Shikshan Sansthan based economy success rests on the solid
(c) Continuing Education Centre foundation changes that had occured earlier
and India can not simply hope for that magic
(d) Krishi Vigyan Kendra
ANSWERS
91. 2 92. 4 93. 3 94. 4 95. 1
to happen without enabling those social (3) Both (1) and (2) are incorrect
changes in education, healthcare and land (4) Both (1) and (2) are correct
reforms.
99. Globalization means __________.
96. Prof. Amartya Sen is a world famous
(1) Micro economy
person on :
(2) Macro economy
(1) Education (2) Economics
(3) Market economy
(3) Environment (4) Sociology
(4) Global economy
97. Hu ma n R e s ou r ce De ve l op me n t
depends on : 100. The above paragraph emphasis more
on :
(1) Co-operation (2) History
(1) Micro enterprise
(3) Entrepreneurs (4) Education
(2) Macro enterprise
98. Be t t e r i n f ra st r u c t u r e fa v ou r s t o
(3) Global enterprise
development through :
(4) Mall enterprise
(1) Change in public policy
(2) Changes in education, health and
land 
ANSWERS
96. 2 97. 4 98. 4 99. 3 100. 1
View publication stats

Ugc Extension Book Sample

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Ugc Extension Book Sample

Загружено:

Авторское право:

Доступные форматы

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

A Treasure Trove of Extension Education for UGC NET-JRF

Book · November 2018

Thesis View project

The user has requested enhancement of the downloaded file.

A Treasure Trove of Extension Education

Dr Debabrata basu is presently functioning as professor and head, Department of Agricultural

FOR UGC NET-JRF

FOR THE STUDENTS OF AGRICULTURAL EXTENSION, ADULT EDUCATION,

New Vishal Publication

Tweet From the Authors

 We will update those inputs in our Next Revised and Enlarged

All the Best

CHAPTER II ADULT EDUCATION AND ITS HISTORY IN INDIA 17 – 28

2.3.2.8 Eighth Five Year Plan

CHAPTER III PHILOSOPHICAL FOUNDATIONS OF CONTINUING AND

CHAPTER IV PSYCHOLOGICAL FOUNDATIONS OF ADULT EDUCATION

4.3.1 Psycho analytic theory

CHAPTER V CURRICULUM DEVELOPMENT FOR ADULT EDUCATION

CHAPTER VI TEACHING AND TRAINING METHODS IN ADULT EDUCATION

CHAPTER VII LITERACY CAMPAIGN IN INDIA 60 – 70

CHAPTER VIII CURRENT TRENDS IN CONTINUING EXTENSION EDUCATION

CHAPTER IX RESEARCH METHODS IN EXTENSION EDUCATION

CHAPTER X COMMUNICATION IN EDUCATION 92 – 97

CHAPTER XI HIGHER EDUCATION SYSTEM IN INDIA 98 – 106

CHAPTER XII THE TREASURE HOUSE FOR THE UGC NET-JRF

CHAPTER XIII SOLVED PAPERS OF PREVIOURS 15 YEARS (2004 - 2018)

Solved Papers of DEC 2005

2.0 Educational phase in India

 Focused on Total Literacy Campaign.

There are 3 Major Programme:-

RFLP (May, 1986)

NLM (May, 1988)

2.1. Adult education approaches before Independence (1947)

Rama Needu Adult Education

 National Book Trust – 1957

Gram Shiksha Mohim (Village Education Campaign) – Maharashtra, 1959

Functional Literacy Programme (1968 – 1977)

Farm Broadcasting Functional Literacy

This phase witnessed establishment of

2.3.2 During Post Independence period

2.3.2.1 First Five Year Plan (1951 – 1956)

 Social Education Programme jointly by Central and State Govt.Standing Committee

2.3.2.2 Second Five Year Plan (1956 – 1961)

2.3.2.3 Third Five Year Plan (1961 – 1966)

Annual Plans (1966 – 1969)

Farmer’s Functional Project (FFLP) 1968

Ministry of Agriculture Ministry of Education Ministry of

2.3.2.4 Fourth Five Year Plan (1969 – 1971)

 National Board of Adult Education (1970)

Dept of Non formal education DAE in 1971 (Ministry of Education)

2.3.2.5 Fifth Five Year Plan (1974 – 1979)

 Non Formal Education Programme (NFEP) launched in 1975-76 to provide

 Learning vs. Memory

3.1. Different philosophical traditions and approaches of Adult education-

Inactive Stage Iconic Stage Stage of concrete and formal operation

 Piaget’s model of learning and cognitive development.

3.2.2 John Dewey (1859 – 1952)

Distribution between Traditional approach and progressive approach

 “All genuine education comes about through experience’’ - Dewey

3.2.3 Antonio Gramsci (1891 – 1937)

 “Cognition not only at the

3.3 Ideas of Indian Philosophers about Adult