Paper I is the paper every UGC NET candidate sits, whatever their subject. These notes are written for the UGC NET Bureau’s syllabus, “General Paper on Teaching & Research Aptitude”, reproduced below in the document’s own words. For Paper II in Statistics, see UGC NET Statistics (Code 107).
What the syllabus says it tests. “The main objective is to assess the teaching and research capabilities of the candidates. The test aims at assessing the 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, deductive and inductive reasoning. The candidates are also expected to have a general awareness about teaching and learning processes in higher education system. Further, they should be aware of interaction between people, environment, natural resources and their impact on the quality of life.”
How the paper is set, in the syllabus’s own words. “Five questions each carrying 2 marks are to be set from each Module.” With ten units, that is 50 questions and 100 marks. The syllabus says nothing about duration or eligibility; read those in the current notification for the session you are sitting.
deep a full course unit on this site also teaches it, further than the exam needs — the link after the Paper I section. brief the Paper I notes cover it at exam level: what it means, the points examiners ask about, and worked examples. not here nothing on this site teaches it yet. Every course link was checked against that page’s own text when this map was built.
12 lines · 0 deep · 12 brief · 0 not here · Read the Unit I notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| Teaching: Concept, Objectives | Paper I Unit I — Teaching: Concept and Objectives | brief |
| Levels of teaching (Memory, Understanding and Reflective) | Paper I Unit I — Levels of Teaching: Memory, Understanding, Reflective | brief |
| Characteristics and basic requirements | Paper I Unit I — Characteristics and Basic Requirements of Teaching | brief |
| Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive) | Paper I Unit I — Adolescent and Adult Learners | brief |
| Individual differences | Paper I Unit I — Individual Differences | brief |
| Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution | Paper I Unit I — Factors Affecting Teaching | brief |
| Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods | Paper I Unit I — Teacher-centred and Learner-centred Methods | brief |
| Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.) | Paper I Unit I — Off-line and On-line Methods: SWAYAM, SWAYAM Prabha, MOOCs | brief |
| Teaching Support System: Traditional, Modern and ICT based | Paper I Unit I — Teaching Support Systems: Traditional, Modern, ICT-based | brief |
| Evaluation Systems: Elements and Types of evaluation | Paper I Unit I — Evaluation: Elements and Types | brief |
| Evaluation in Choice Based Credit System in Higher education | Paper I Unit I — Evaluation in the Choice Based Credit System | brief |
| Computer based testing, Innovations in evaluation systems | Paper I Unit I — Computer-based Testing and Innovations in Evaluation | brief |
8 lines · 3 deep · 5 brief · 0 not here · Read the Unit II notes →
1 lines · 0 deep · 1 brief · 0 not here · Read the Unit III notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| A passage of text be given. Questions be asked from the passage to be answered | Paper I Unit III — How to Answer a Passage | brief |
6 lines · 0 deep · 6 brief · 0 not here · Read the Unit IV notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| Communication: Meaning, types and characteristics of communication | Paper I Unit IV — Communication: Meaning, Types and Characteristics | brief |
| Effective communication: Verbal and Non-verbal | Paper I Unit IV — Effective Communication: Verbal and Non-verbal | brief |
| Inter-Cultural and group communications | Paper I Unit IV — Inter-cultural and Group Communication | brief |
| Classroom communication | Paper I Unit IV — Classroom Communication | brief |
| Barriers to effective communication | Paper I Unit IV — Barriers to Effective Communication | brief |
| Mass-Media and Society | Paper I Unit IV — Mass Media and Society | brief |
4 lines · 0 deep · 4 brief · 0 not here · Read the Unit V notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| Types of reasoning | Paper I Unit V — Types of Reasoning | brief |
| Number series, Letter series | Paper I Unit V — Number Series and Letter Series | brief |
| Codes and Relationships | Paper I Unit V — Codes and Relationships | brief |
| Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages etc.) | Paper I Unit V — Mathematical Aptitude | brief |
11 lines · 0 deep · 11 brief · 0 not here · Read the Unit VI notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| Understanding the structure of arguments: argument forms | Paper I Unit VI — The Structure of Arguments and Argument Forms | brief |
| structure of categorical propositions, Mood and Figure | Paper I Unit VI — Categorical Propositions, Mood and Figure | brief |
| Formal and Informal fallacies | Paper I Unit VI — Formal and Informal Fallacies | brief |
| Uses of language, Connotations and denotations of terms | Paper I Unit VI — Uses of Language; Connotation and Denotation | brief |
| Classical square of opposition | Paper I Unit VI — The Classical Square of Opposition | brief |
| Evaluating and distinguishing deductive and inductive reasoning | Paper I Unit VI — Deductive and Inductive Reasoning | brief |
| Analogies | Paper I Unit VI — Analogies | brief |
| Venn diagram: Simple and multiple use for establishing validity of arguments | Paper I Unit VI — Venn Diagrams and Validity | brief |
| Indian Logic: Means of knowledge | Paper I Unit VI — Indian Logic: Means of Knowledge | brief |
| Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension) | Paper I Unit VI — The Pramanas | brief |
| Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference) | Paper I Unit VI — Anumana, Vyapti and the Hetvabhasas | brief |
5 lines · 3 deep · 2 brief · 0 not here · Read the Unit VII notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| Sources, acquisition and classification of Data | Paper I Unit VII — Sources, Acquisition and Classification of Data Descriptive Statistics Unit 1 — Statistical Description of Data | deep |
| Quantitative and Qualitative Data | Paper I Unit VII — Quantitative and Qualitative Data Descriptive Statistics Unit 1 — Statistical Description of Data | deep |
| Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data | Paper I Unit VII — Graphical Representation and Mapping of Data Descriptive Statistics Unit 2 — Measurement Scales & Data Presentation | deep |
| Data Interpretation | Paper I Unit VII — Data Interpretation | brief |
| Data and Governance | Paper I Unit VII — Data and Governance | brief |
7 lines · 2 deep · 5 brief · 0 not here · Read the Unit VIII notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| ICT: General abbreviations and terminology | Paper I Unit VIII — ICT: General Abbreviations and Terminology | brief |
| Basics of Internet | Paper I Unit VIII — Basics of the Internet Data Science Computer Fundamentals and Office Automation Unit 2 — Basic Organization and Networking Fundamentals | deep |
| Intranet | Paper I Unit VIII — Intranet and Extranet | brief |
| Paper I Unit VIII — E-mail Data Science Computer Fundamentals and Office Automation Unit 2 — Basic Organization and Networking Fundamentals | deep | |
| Audio and Video-conferencing | Paper I Unit VIII — Audio and Video Conferencing | brief |
| Digital initiatives in higher education | Paper I Unit VIII — Digital Initiatives in Higher Education | brief |
| ICT and Governance | Paper I Unit VIII — ICT and Governance | brief |
11 lines · 0 deep · 11 brief · 0 not here · Read the Unit IX notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| Development and environment: Millennium development and Sustainable development goals | Paper I Unit IX — Development and Environment: the MDGs and the SDGs | brief |
| Human and environment interaction: Anthropogenic activities and their impacts on environment | Paper I Unit IX — Human and Environment Interaction | brief |
| Environmental issues: Local, Regional and Global | Paper I Unit IX — Environmental Issues: Local, Regional and Global | brief |
| Air pollution, Water pollution, Soil pollution, Noise pollution, Waste (solid, liquid, biomedical, hazardous, electronic) | Paper I Unit IX — Pollution and Waste | brief |
| Climate change and its Socio-Economic and Political dimensions | Paper I Unit IX — Climate Change and its Dimensions | brief |
| Impacts of pollutants on human health | Paper I Unit IX — Impacts of Pollutants on Human Health | brief |
| Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear and Forests | Paper I Unit IX — Natural and Energy Resources | brief |
| Natural hazards and disasters: Mitigation strategies | Paper I Unit IX — Natural Hazards and Disasters: Mitigation | brief |
| Environmental Protection Act (1986) | Paper I Unit IX — The Environment (Protection) Act, 1986 | brief |
| National Action Plan on Climate Change | Paper I Unit IX — The National Action Plan on Climate Change | brief |
| International agreements/efforts -Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance | Paper I Unit IX — International Agreements and Efforts | brief |
6 lines · 0 deep · 6 brief · 0 not here · Read the Unit X notes →
| Syllabus line, as prescribed | Where it is taught here | Depth |
|---|---|---|
| Institutions of higher learning and education in ancient India | Paper I Unit X — Institutions of Higher Learning in Ancient India | brief |
| Evolution of higher learning and research in Post Independence India | Paper I Unit X — Higher Learning and Research since Independence | brief |
| Oriental, Conventional and Non-conventional learning programmes in India | Paper I Unit X — Oriental, Conventional and Non-conventional Programmes | brief |
| Professional, Technical and Skill Based education | Paper I Unit X — Professional, Technical and Skill-based Education | brief |
| Value education and environmental education | Paper I Unit X — Value Education and Environmental Education | brief |
| Policies, Governance, and Administration | Paper I Unit X — Policies, Governance and Administration | brief |
No gaps in this syllabus. Every line above points at a page on this site.