For Literature students, paper 1 is even more important because you never know where a question may come from. Paper 1 has a relatively high probability of scoring well than paper 2, so take advantage of that. In paper 1, focus on what you know best. As literature students, we often deal with reading comprehension, which gives us a fair amount of advantage. Let us assume Radha is a literary student and she is good at:
She is comfortable finding the answer in Reading Comprehension because she has been reading novels and essays and writing answers for her assignments. So it is a piece of cake to get five correct answers.
As she has done some research work in the past, she can tackle Research Aptitude well.
Radha, like most individuals, has a better understanding and judgement about what is wrong and right, so in her Teaching Aptitude, her rational thinking and some reading on teaching concepts can correct her five questions.
In the age of technology, like everyone Radha has also been writing emails sharing files, making reels and posting stories on her social media account. So for her ITC, she can quickly get four questions right, if not five.
Her entire life, Radha has been known for her confident talk. Everyone in her school and college admires her for her charismatic character, so her Communication skills are so good that she can mingle with any company. So when she reads more about communication, she can easily get four questions right, if not five.
Radha always wins whenever she takes part in an argument. She has a better understanding and analytical skills and catches if anyone tries to make a false argument. Only one week of reading can get her all five questions correct in Logical Reasoning.
Radha could be better. She has flaws, like she needs to improve in maths and her data interpretation. She is like a bird in the water trying to swim. However, she can transform into a penguin with better training and practice.
Like most of us, Radha is also a curious girl. She likes watching documentaries on the environment. She watches Discover and National geography. So there is no surprise if she reads about people, development, and environment action plans and earns four questions if not five.
Lastly, Radha is left with Unit X based on the Higher Education System in India. With little effort, she can get at least three questions correct. These questions mainly relate to establishing different education bodies and policies in India. The process of Indian education throughout history in post-independence India.
So overall, she is most likely to succeed in NTA NET Paper I with a good score. So this Radha represents everyone. All of us have flaws and gifts. With little effort and consistency, anyone can succeed. So now let's see what our syllabus for UGC NET Paper I is:
PAPER-I
The main objective is to assess the teaching and research capabilities of the candidates. The test aims at assessing teaching and research aptitude as well. Candidates are expected to possess and exhibit cognitive abilities, which include comprehension, analysis, evaluation, understanding the structure of arguments, and deductive and inductive reasoning. The candidates must also be aware of the higher education system's teaching and learning processes. Further, they should be aware of the interaction between people, the environment, natural resources, and their impact on the quality of life.
The details of the syllabi are as follows:
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; Off-line vs. On-line 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 Postpositivistic 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
A passage of text is given. Questions are asked from the passage to be answered.
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 uses 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 the 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 programs in India.
Professional, Technical, and Skill-Based education.
Value education and environmental education.
Policies, Governance, and Administration.
NOTE:
(i) Five questions each carrying 2 marks are to be set from each Module.
(ii) Whenever graphical/pictorial question(s) are set for sighted candidates, a passage followed by an equal number of questions and weightage be set for visually impaired candidates.
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