Thursday, September 15, 2011

Maharashtra State Eligibility Test (SET) - SYLLABUS AND SAMPLE QUESTIONS- History

UNIVERSITY OF PUNE
Ganeshkhind, Pune-411007
Maharashtra State Eligibility Test (SET) for Lectureship
Conducted by University of Pune
(AS THE STATE AGENCY)
SYLLABUS AND SAMPLE QUESTIONS- History
Subject Subject Code No. 10 History
NOTE : STRUCTURE OF PAPER II AND REVISED STRUCTURE OF PAPER III PLEASE
SEE PAGE NUMBER ONE.
PAPER—II
1. CONCEPTS, IDEAS AND TERMS
Bharatvarsha Kara/Vishti
Sabha and Samiti Stridhana
Varnasrama Memorial stones
Purusharthas Agraharas
Rina Khilafat
Samskaras Sulh-i-kul
Yajna Maharashtra-dharma
Doctrine of Karma Turkan-i-Chahlghani
Dandaniti/Arthasastra Watan
Saptanga Baluta
Dharmavijaya Iqta
Stupa/Chaitya Jizyah
Nagara/Dravida/Vesara Madad -i-maash
Bodhisattva/Tirthankara Amaram
Alvars/Nayanars Raya-Rekho
Sreni Jangama
Chauth Dyarchy
Hundi (Bills of Exchange) Federalism
Sarraf Utilitarianism
Polygars Filtration Theory
Jagir Forward Policy
Dastur Doctrine of Lapse
Mansab (Rank) Satyagraha
Deshmukh Swadeshi
Nadu Revivalism
Pargana Communalism
Bengal Vaishnavism Orientalism
Alt magha De-industrialization
Shahna-i-Mandi Subsidiary Alliance
SET (History) / 4
history_SET syllabus (03-09)
Mercantilism Evangelicalism
Economic Nationalism Bhudan
Indian Renaissance Panchsheel
Economic Drain Mixed Economy
Colonialism Indian Left
Paramountcy Hindu Code Bill
2. ANCIENT INDIAN HISTORY
Sources :
Archaeological Sources
Exploration, excavation epigraphy, numismatics, monuments.
Literary Sources
Indigenous : Primary and Secondary-problems of dating, myths, legends, poetry, scientific
literature, literature in regional languages, religious literature.
Foreign accounts : Greek, Chinese and Arab writers.
Pre-history and Proto-history
Man and Environment-geographical factors. Hunting and gathering (Paleolithic and
Mesolithic); Beginning of agriculture (Neolithic and Chalcolithic).
Indus Valley Civilization-origin, date, extent, characteristics, decline, survival and
significance.
Iron age, Second urbanization.
Vedic Period :
Migrations and settlements; dating the Vedic, literary and archaeological evidences,
evolution of social and political institutions religious and philosophical ideas, rituals and
practices.
Period of Mahajanapadas
Formation of States (Mahajanapadas) : Republics and Monarchies; rise of urban centres; trade
routes; economic growth; introduction of coinage; spread of Jainism and Buddhism; rise of
Magadha and Nandas.
Iranian and Macedonian invasions and their impact.
Mauryan Empire
Foundation of the Mauryan Empire. Chandragupta, Kautilya and Arthashastra; Ashoka;
Concept of Dharma; Edicts; Brahmi and Kharosthi scripts.
Administration economy; architecture and sculpture, external contacts. Disintegration of the
empire; Sungas and Kanvas.
Post-Mauryan Period (Indo-Greeks, Sakas, Kushanas, Western Kshatrapas)
Contact with outside world; growth of urban centres, economy, coinage, development of
religions Mahayana, social conditions, art and architecture, literature and science.
SET (History) / 5
history_SET syllabus (03-09)
Early state and society-in Eastern India, Deccan and South India
Kharavela, The Satavahanas. Tamil States of the Sangam Age. Administration; economy.
land grants, coinage, trade guilds and urban centres. Buddhist centres, Sangam literature
and culture; art and architecture.
Imperial Guptas and Regional States of India
Guptas and Vakatakas, Harsha. Administration, economic conditions. coinage of the Guptas,
land grants, decline of urban centres. Indian feudalism, caste system, position of women,
education and educational institutions-Nalanda. Vikramshila and Vallabhi, contact with
neighbouring countries-Central Asia, South-East Asia and China. Sanskrit literature,
scientific literature, art and architecture.
The Kadambas. Gangas, Pallavas and Chalukyas of Badami-Administration trade guilds,
Sanskrit literature and growth of regional languages and scripts; growth of Vaishnava and
Saiva religions. Tamil Bhakti Movement. Shankaracharya-Vedanta; Institutions of temple
and temple architecture.
Varmanas of Kamrup; Palas and Senas, Rashtrakutas, Prathiharas Kalachuri-Chedis;
Paramaras; Chalukyas of Gujarat; Arab contacts-Ghaznavi Conquest alberuni.
The Chalukyas of Kaiyana, Cholas, Cheras, Hoysalas, Pandyas-Administration and local
Government, growth of art and architecture, religious sects, Institution of temple and
Mathas, Agraharas, education and literature, economy and society, contact with Sri Lanka
and South-East Asia.
3. MEDIEVAL INDIAN HISTORY
Sources :
Archaeological, epigraphic and numismatic materials and monuments.
Chronicles.
Literary sources-Persian, Sanskrit and Regional languages.
Archival materials.
Foreign traveller’s accounts.
Political Developments
The Sultanate-the Ghorids, the Turks, the Khaljis, the Tughluqs, the Sayyids and the
Lodis.
Foundation of the Mughal Empire-Babur, Humayun and the Suris; expansion from Akbar
to Aurangzeb.
Decline of the Mughal empire-political, administrative and economic causes.
Later Mughals and disintegration of the Mughal empire.
The Vijayanagara and the Bahmanis-rise, expansion and disintegration.
The Maratha movement, the foundation of Swaraj by Shivaji; its expansion under the
Peshwas; Maratha Confederacy-causes of decline.
SET (History) / 6
history_SET syllabus (03-09)
Administration
Administration under the Sultanate-civil, judicial, revenue, fiscal and military.
Sher Shah’s administrative reforms; Mughal administration-land revenue and other sources
of income; Mansabdari and Jagirdari.
Administrative system in the Deccan-the Vijayanagara. The Bahmanis and the Marathas.
Economic Aspects
Agricultural production-village economy; peasantry.
Urban centres and population.
Industries-cotton textiles, handicrafts, agro-based industries, organisation, karkhanas,
technology.
Trade and commerce-State policies, internal and external trade; European trade, trade
centres and ports, transport and communication. Financing trade, commerce and industries;
Hundi (Bills of Exchange) and Insurance.
Currency.
Socio-religious Movements
The Sufis-their orders, beliefs and practices, the leading Sufi saints. Bhakti cult-Shaivism
and its branches : Vaishnavism and its branches. The Saints of the medieval period-north
and south-their impact on socio-political and religious life.
The Sikh movement-Guru Nanak Dev and his teachings and practices. Adi Granth; the
Khalsa.
Society
Classification-ruling class, major religious groups, the mercantile and professional classes.
Rural society-petty chieftains, village officials, cultivators and non-cultivating classes,
artisans.
Position of women
Cultural Life
System of Educational and its motivations.
Literature-Persian, Sanskrit and Regional languages.
Fine Arts-major schools of painting; music.
Architectural developments of the North and South India; Indo-Islamic architecture.
4. MODERN INDIAN HISTORY
Sources and Historiography :
Archival materials, biographies and memories, newspapers.
Oral evidence, creative literature and painting.
Concerns in Modern Indian Historiography-Imperialist, Nationalist.
Marxist and Subaltern.
SET (History) / 7
history_SET syllabus (03-09)
Rise of British Power
European traders in India in the 17th and 18th centuries-Portuguese, Dutch, French and
the British.
The establishment and expansion of British dominion in India.
British relations with and subjugation of the principal Indian Powers-Bengal. Oudh,
Hyderabad, Mysore, Marathas and the Sikhs.
Administration of the Company and Crown
Evolution of central and provincial structure under the East India Company, 1773-1853.
Paramountacy, Civil Service, Judiciary, Police and the Army under the Company and
Crown.
Local self-Government.
Constitutional changes, 1909-1935.
Economic History
Changing composition, volume and direction of trade : ‘The Tribute’.
Expansion and commercialisation of agriculture, land rights, land settlements, rural
indebtdness, landless labour.
Decline of industries-changing socio-economic conditions of artisans; De-urbanisation.
British Industrial Policy : major modern industries; nature of factory legislation; labour
and trade union movements.
Monetary policy; banking currency and exchange. Railways and Road Transport.
Growth of new urban centres; new features of town planning and architecture.
Famines and epidemics and the government policy.
Economic Thought-English utilitarians; Indian economic historians; the Drain theory.
Indian Society in Transition
Contact with Christianity-the Missions; critique of Indian social and economic practices
and religious beliefs; educational and other activities.
The New Education-government policy; levels and contents; English language; modern science;
Indian initiatives in education.
Raja Ram Mohan Roy : socio-religious reforms; emergence of middle class; caste
associations and caste mobility.
Women’s Question-Nationalist Discourse : Women’s Organisations; British legislation
concerning women : Constitutional position.
The Printing Press-journalistic activity and the public opinion.
Modernisation of Indian languages and literary forms-reorientation in painting music and
performing arts.
National Movement
Rise of Indian nationalism, social and economic bases of nationalism.
Revolt of 1857 and different social classes.
Tribal and peasant movements.
SET (History) / 8
history_SET syllabus (03-09)
Ideologies and programmes of the Indian National Congress, 1885-1920.
Trends in Swadeshi movement.
Ideologies and programmes of Indian revolutionaries in India and abroad.
Gandhian Mass Movement.
Ideology and programme of the Justice Party.
Left Wing Politics.
Movement of the Depressed classes.
Communal politics and genesis of Pakistan.
Towards Independence and Partition.
India after independence (1947-1964)
Rehabilitation after Partition.
Integration of the Indian States; The Kashmir Question.
The making of the Indian Constitution.
The structure of Bureaucracy and the Police.
The demographic trends.
Economic policies and the planning process.
Linguistic reorganisation of States.
Foreign policy initiatives.
World History : Concepts, Ideas and Terms
Pre-history Humanism
Burial Practices Enlightened Despotism
Mother-Goddess Divine Right
Law codes Supremacy of Church
Athenian Democracy Holy Roman Empire
Imperial Rome Social Contract and General Will
Slavery Nation States
Aristocracy Renaissance
Confucianism Reformation
Manorial system Darwinism
Black Death Great Depression (1929)
Feudalism Feminism
Non-alignment
Parliamentary Democracy
Nazism
Commonwealth
Imperialism
Socialism
Balance of Power
Apartheid
Rights of Man
Cold War
Post-modernism
SET (History) / 9
history_SET syllabus (03-09)
Research in History
Scope and value of History
Objectivity and Bias in History
History and its auxiliary sciences
Area of research-proposed
Sources-Primary/secondary in the proposed area of research
Modern Historical Writing in the researcher’s area of research
PAPER—III (A)
(CORE GROUP)
Unit—I
From the Indus Valley Civilization to the Mahajanapadas
Age, extent and characteristics of the Indus Valley Civilization.
Vedic culture-Early and Late-Geography : Social and Political institutions, Economic
conditions, Religious and Philosophical ideas.
Mahajanapadas, Republics, Economic growth-Emergence of Jainism and Buddhism-Rise
of Magadha-Macedonian invasion and its effects.
Unit—II
History of India from 4th century BC to 3rd century AD
Foundation of the Mauryan Empire-Chandragupta, Ashoka and his Dharma. Mauryan
administration, Economy, Art and Architecture, Disintegration of the Mauryan empire.
Sangam Age.
Sungas, Satavahanas and Kushanas : Administration, religion, society, economy, trade
and commerce, culture-Art and Architecture, Literature.
Unit—III
India from the 4th century AD to 12th century AD
Gupta-Vakataka age-Harsh Pallavas-Early. Chalukyas-Rashtrakutas.
Cholas-Pratiharas Palas-A brief survey of the history of the Paramaras, Kalachuris,
Gahadavalas and Chauhans-Administration.
Feudalism, Society, Position of Women, Educational centres, Economy.
Religious trends, styles of temple architecture, art, Literature, An outline of scientific and
technological developments.
India’s contacts with the outside world.
Unit—IV
India from 1206 to 1526
Expansion and Consolidation-The Ghorids. The Turks, The Khaljis.
The Tughlaqs, The Sayyids and the Lodis.
Vijayanagar and Bahamani Kingdoms.
State and Religion-Concept of sovereignty, religious movements and Sufism.
SET (History) / 10
history_SET syllabus (03-09)
Economic Aspects-Urban Centres, Industries, Trade and Commerce, Land Revenue and
Prices.
Mongol problem and its impact.
Administrative structure.
Art. Architecture and literature.
Sources-Archaeological, Persian and non Persian literature, Foreign travellers account.
Unit
—V
India from 1526 onward
Sources of Mughal period.
Mughal Expansion and Consolidation-Babur’s establishment of Mughal rule in India :
Humayun and Surs : Akbar, Jahangir, Shahjahan and Aurangzeb.
Mughal relations with the nobility and the Rajputs.
Jahangir-the period of stability and expansion 1611-1621; the period of crises 1622-1627-
The Nurjahan Junta.
Decline of Mughal Empire : Political, administrative and economic causes.
The Maratha Movement, the foundation of Swarajya by Shivaji its expansion and
administration, Maratha Confederacy and causes of decline.
Administration : Sher Shah’s administrative reforms, Mughal administration, land revenue
and other sources of income, Mansabdari and Jagirdari.
Unit
—VI
Socio-economic and cultural life under the Mughals
Village society and economy.
Art, architecture and literature.
Trade and Commerce.
Religious policy from Akbar to Aurangzeb.
Urban centres and Industries.
Currency.
Position of women.
Unit—VII
Foundation of the British Rule
Rise of European powers-Expansion and Consolidation of the British rule.
British relations with major Indian powers-Bengal, Oudh, Hyderabad, Mysore.
Marathas and Sikhs.
Administration under the East India Company and Crown. Paramountacy Civil Service,
Judiciary, Police and Army.
Local Self government, Constitutional Development from 1909 to 1935.
SET (History) / 11
history_SET syllabus (03-09)
Unit
—VIII
Economic and Social Policies
Agrarian policy of the British, Land Revenue, Agriculture and Land Rights. Famine
policy, Rural indebtedness.
Policy towards trade and industries. Condition of Labour, Trade Union Movements, Factory
Legislation. Banking, Transport, Drain Theory.
Indian Society in transition. Christian missions, Socio-religious reform movements, Status
of women.
New educational policy, English language, Modern sciences, Press, Indian languages and
literature.
Unit
—IX
National Movement and Post-Independent India
Rise of nationalism, Revolt of 1857, Tribal and Peasant Movements, Ideologies and
Programmes of Indian National Congress, Swadeshi Movement. Indian Revolutionary
Movement in India and Abroad.
Gandhian Mass Movements, Ideologies and Programmes of the Justice Party, Left wing
politics, Movement of the depressed classes. Genesis of Pakistan, India towards
Independence and Partition.
India after independence, Rehabilitation after partition, Integration of Indian States, the Kashmir
Question.
Making of the Indian Constitution, Structure of Bureaucracy and the police. Economic
policies and the planning process. Linguisitic reorganisation of the States, foreign policy
initiatives.
Unit—X (A)
World History-Concepts, Ideas and Terms
Renaissance, Reformation
Enlightenment, Rights of Man
Apartheid
Imperialism
Socialism
Nazism
Parliamentary Democracy
Commonwealth
Efforts at World Peace, Cold War
Post-modernism.
Unit—X (B)
Research in History
Scope and Importance of History
Objectivity and Bias in History
Cousation in History
SET (History) / 12
history_SET syllabus (03-09)
History and its auxiliary sciences
Significance of Regional History
Recent trends of Indian History
Research Methodology
Area of Proposed Research
Sources-Primary/Secondary in the Proposed area of Research.
Recent Historical writings in the Proposed area of research.
PAPER—III (B)
(ELECTIVE/OPTIONAL)
Elective-I : Ancient Indian History
Stone-Age Cultures of India.
Origin, date, extent and characteristics of the Indus Valley Civilization.
Evolution of social and political institutions in the Vedic period.
Economic and religious developments in 6th century BC.
Sources of Mauryan history-Megasthenes, Kautilya, Asokan edicts and Simhalese Chronieles.
Economy and trade during 2nd century BC-3rd century AD-Schools of art-Development of
Stupa and Chaitya architecture.
Assessment of the Gupta Age.
Ancient Indian Republics-History of Local Self-government in India.
Indian feudalism.
Indian contacts with the outside world in the ancient period.
Contribution of Sankara and Ramanuja to religion and philosophy.
Elective-II : Medieval Indian History
Sources on Medieval Indian History.
North-West frontier and Deccan Policy of the Mughals.
Society and Economy during Medieval period.
Religion, Art, Architecture and Literature during Medieval period.
Urban Economy, Trade and Commerce during Medieval period.
Legacy of the Mughals.
18th Century Debate.
Significance of Regional History.
Elective-III : Modern Indian History
The Establishment and Expansion of the British Dominion in India.
Constitutional Development from 1858 to 1935.
The British Agrarian Policies.
The Relief Measures adopted by the British.
Education and Social Reforms Under the British.
Socio-religious Reforms Movements in the 19th century.
Rise of Nationalism and the Indian National Congress.
The Gandhian Era.
Towards Independence and Partition.
The Making of the Indian Constitution and its working.
SET (History) / 13
history_SET syllabus (03-09)
SAMPLE QUESTIONS
PAPER
—II
1. Who among the following constructed the Moti Musjid at Agra ?
(A) Akbar
(B) Jahangir
(C) Shahjahan
(D) Aurangzeb
2. Match List I with List II and select the correct answer from the codes given below :
List-I List-II
(Authors) (Patrons)
A. Banbhatta 1. Harsha
B. Hemadri 2. Govinda Chandra
C. Lakshmidhara 3. Mahadeva
D. Rajasekhara 4. Mahendrapale
Codes :
(a) A B C D
1 2 3 4
(b) A B C D
2 1 4 3
(c) A B C D
4 2 3 1
(d) A B C D
3 4 1 2
————
For details visit : http://setexam.unipune.ac.in/SubjectSyllabus.html
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Maharashtra State Eligibility Test (SET) - SYLLABUS AND SAMPLE QUESTIONS- ENGLISH



UNIVERSITY OF PUNE
Ganeshkhind, Pune-411007
Maharashtra State Eligibility Test (SET) for Lectureship
Conducted by University of Pune
(AS THE STATE AGENCY)
SYLLABUS AND SAMPLE QUESTIONS- ENGLISH
Subject Subject Code No.
03 English
[03] : ENGLISH
Syllabus and Sample Questions
NOTE : STRUCTURE OF PAPER II AND REVISED STRUCTURE OF PAPER III PLEASE
SEE PAGE NUMBER ONE.
PAPER—II
1. Chaucer to Shakespeare.
2. Jacobean to Restoration Periods.
3. Augustan Age : 18th Century Literature.
4. Romantic Period.
5. Victorian Period.
6. Modern Period.
7. Contemporary Period.
8. American and other non-British Literatures.
9. Literary Theory and Criticism.
10. Rhetoric and Prosody.
PAPER
—III (A)
1. British Literature from Chaucer to the present day.
2. Criticism and Literary Theory.
Unit—I
passage; four comprehension questions will be asked carrying 4 marks each).
: Literary Comprehension (with internal choice of poetry stanza and prose
Unit—II
: Up to the Renaissance.
Unit—III
: Jacobean to Restoration Periods.
Unit—IV
: Augustan Age : 18th Century Literature.
Unit—V
: Romantic Period.
Unit—VI
: Victorian and Pre-Raphaelites.
Unit—VII
: Modern British Literature.
Unit—VIII
: Contemporary British Literature.
Unit—IX
: Literary Theory and Criticism up to T. S. Eliot.
Unit—X
: Contemporary Theory.
SET (English) / 4
english_SET syllabus (03-09)
PAPER
(ELECTIVE/OPTIONAL)
Elective—I
—III (B): History of English Language, English Language Teaching.
Elective—II
: European Literature from Classical Age to the 20th Century.
Elective—III
: Indian writing in English and Indian Literature in English translation.
Elective—I
V : American and other non-British English Literatures.
Elective—V
: Literary Theory and Criticism.
SAMPLE QUESTIONS
PAPER
—II
1. Sissy Jupes is a characters is
(A) Lewis Carroll’s Alice’s Adventures in Wonderland
(B) Dickens’ Hard Times
(C) Dicken’s Christmas Carols
(D) George Eliot’s Middlemarch
2. Which of the following arrangements of English poems is in the correct chronological sequence?
(A) Lapis Lazuli-L’Allegro-Lamia-Thyrsis
(B) Lamia-Lapis Lazuli-Thyrsis-L’Allegro
(C) L’Allegro-Lamia-Thyrsis-Lapis Lazuli
(D) Thyrsis-Lamia-L’Allegro-Lapis Lazuli
3. The words. “beaded bubbles winking at the brim” occur in
(A) Ozymandias
(B) Ode to a Nightingale
(C) Hero and Leander
(D) Dejection-on Ode

For details visit : http://setexam.unipune.ac.in/SubjectSyllabus.html
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UNIVERSITY OF PUNE
Ganeshkhind, Pune-411007

MAHARASHTRA STATE ELIGIBILITY TEST
(SET)
Conducted by University of Pune
(AS THE STATE AGENCY)
Syllabus for PAPER-I - General Paper on Teaching & Research Aptitude (Paper-I)



MAHARASHTRA STATE ELIGIBILITY TEST, Syllabus for PAPER-I
The main objective is to assess the teaching and research capabilities of the candidates.
Therefore, the test is aimed at assessing the teaching and general/research aptitude as well as their awareness. They are expected to possess and exhibit cognitive abilities. Cognitive abilities include comprehension, analysis, evaluation, understanding the structure of arguments and deductive and inductive reasoning. The candidates are also expected to have a general awareness and knowledge of sources of information. They should be aware of interaction between people, environment and natural resources and their impact on quality of life. The details are given in the following sections :
NOTE :
( ii) Whenever pictorial questions are set for the sighted candidates a passage followed by equal number of questions should be set for the visually handicapped candidates.
( i ) Each section gets equal weightage : five questions and 10 marks from each section.
I. Teaching Aptitude
Teaching : Nature, objectives, characteristics and basic requirements;
Learners characteristics;
Factors affecting teaching;
Methods of teaching;
Teaching aids;
Evaluation systems.
II. Research Aptitude
Research : Meaning, characteristics and types;
Steps of research;
Methods of research;
Research Ethics;
Paper, article, workshop, seminar, conference and symposium;
Thesis writing : its characteristics and format.
III. Reading Comprehension
A passage to be set with questions to be answered.
IV. Communication
Communication : Nature, characteristics, types, barriers and effective classroom
communication.
V. Reasoning (Including Mathematical)
Number series; letter series; codes;
Relationships; classification.
VI. Logical Reasoning
Understanding the structure of arguments;
Evaluating and distinguishing deductive and inductive reasoning;
Verbal analogies : Word analogy-Applied analogy;
Verbal classification;
Reasoning Logical Diagrams : Simple diagrammatic relationship, multidiagrammatic
relationship; Venn diagram; Analytical Reasoning.
SET / 3
set booklets\paper-i (03-09)
VII. Data Interpretation
Sources, acquisition and interpretation of data;
Quantitative and qualitative data;
Graphical representation and mapping of data.
VIII. Information and Communication technology (ICT)
ICT : meaning, advantages, disadvantages and uses;
General abbreviations and terminology;
Basics of internet and e-mailing.
IX. People and Environment
People and environment interaction;
Sources of pollution;
Pollutants and their impact on human life, exploitation of natural and energy resources;
Natural hazards and mitigation.
X. Higher Education System : Governance, Polity and Administration
Structure of the institutions for higher learning and research in India; formal and distance
education; professional/technical and general education; value education; governance, polity
and administration; concept, institutions and their interactions.
SAMPLE QUESTIONS
I. Teaching Aptitude
1. Which one of the following is the main objective of teaching ?
(A) To give information related to the syllabus.
(B) To develop thinking power of students.
(C) To dictate notes to students.
(D) To prepare students to pass the examination.
Key : (B)
2. Which one of the following is a good method of teaching ?
(A) Lecture and Dictation.
(B) Seminar and Project.
(C) Seminar and Dictation.
(D) Dictation and Assignment.
Key : (B)
3. Teacher uses teaching aids for
(A) Making teaching interesting.
(B) Making teaching within understanding level of students.
(C) Making students attentive.
(D) The sake of its use.
Key : (B)
4. Effectiveness of teaching depends on
(A) Qualification of teacher.
(B) Personality of teacher.
(C) Handwriting of teacher.
(D) Subject understanding of teacher.
Key : (D)
SET / 4
set booklets\paper-i (03-09)
5. Which of the following is not characteristic of a good question paper ?
(A) Objectivity.
(B) Subjectivity.
(C) No use of vague words.
(D) Reliable.
Key : (B)
II. Research Aptitude
1. A researcher is generally expected to :
(A) Study of existing literature in a field.
(B) Generate new principles and theories.
(C) Synthesize the ideas given by others.
(D) Evaluate the findings of a study.
Key : (B)
2. One of the essential characteristics of research is :
(A) Replicability.
(B) Generalizability.
(C) Usability.
(D) Objectivity.
Key : (D)
3. The Government of India conducts Census aftger every 10 years. The method of
research used in this process is :
(A) Case study.
(B) Developmental.
(C) Survey.
(D) Experimental.
Key : (C)
4. An academic association assembled at one place to discuss the progress of its work
and future plans. Such an assembly is known as a :
(A) Conference.
(B) Seminar.
(C) Workshop.
(D) Symposium.
Key : (A)
5. An investigator studied the census data for a given area and prepared a write-up based
on them. Such a write-up is called :
(A) Research paper.
(B) Article.
(C) Thesis.
(D) Research report.
Key : (B)
III. Reading Comprehension
Read the following passage and answer the question Nos. 1 to 5.
The Constitution guarantess every citizen the fundamental right to equality. Yet afer 50
years of independence, just one perusal of the female infant mortality figures, the literacy
rates and the employment opportunities for women is sufficient evidence that discrimination
exists. Almost predictably, this gender, bias is evident in our political system as well. In the
13th Lok Sabha, there were only 43 women MPs out of total of 543; it is not a surprising
figure, for never has women's representation in Parliament been more than 10 per cent.
SET / 5
set booklets\paper-i (03-09)
Historically, the manifestos of major political parties have always encouraged womens
participation. It has been merely a charade. So, women's organizations, denied a place on
merit, opted for the last resort; a reservation of seats for women in parliament and State
Assemblies. Parties, which look at everything with a vote bank in mind, seemed to endorse
this. Alas, this too was a mirage.
But there is another aspect also. At a time when caste is the trump card, some politicians
want the bill to include further quotas for women from among minorities and backward
castes. There is more to it. A survey shows that there is a general antipathy towards the bill.
It is actually a classic case of doublespeak : in public, politicians were endorsing women's
reservation but in the backrooms of parliament, they were busy sabotaging it. The resons
are clear : Men just don's want to vacate their seats of power.
1. The problem raised in the passage reflects badly on our :
(A) Political system.
(B) Social behaviour.
(C) Individual behaviour.
(D) Behaviour of a group of people.
Key : (B)
2. According to the passage, political parties have mostly in mind :
(A) Economic prosperity.
(B) Vote bank.
(C) People' welfare.
(D) patriotism.
Key : (B)
3. "Trump Card" means :
(A) Trying to move a dead horse.
(B) Playing the card cautiously.
(C) Sabotaging all the moves by others.
(D) Making the final jolt for success.
Key : (D)
4. The sentence "Men just don't want to vacate their seats of power" implies :
(A) Lust for power.
(B) Desire to serve the nation.
(C) Conviction in one's own political abilities.
(D) Political corruption.
Key : (A)
5. What is the percentage of women in the Lok Sabha :
(A) 10.
(B) 7.91.
(C) 43.
(D) 9.1.
Key : (B)
IV. Communication
1. Informal communication network within the organization is known as :
(A) Interpersonal communication.
(B) Intrapersonal Communication.
(C) Mass Communication.
(D) Grapevine Communication.
Key : (D)
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2. TV Channel launched for covering only Engineering and Technology subjects is known
as :
(A) Gyan Darshan.
(B) Vyas.
(C) Eklavya.
(D) Kisan.
Key : (C)
3. In which state the maximum number of periodicals are brought out for public
information :
(A) Uttar Pradesh.
(B) Tamil Nadu.
(C) Kerala.
(D) Punjab.
Key : (C)
4. The main objective of public broadcasting system i.e. Prasar Bharti is :
(A) Inform, Entertainment & Education.
(B) Entertain, Information & Interaction.
(C) Educate, Interact & entertain.
(D) Entertainment only.
Key : (A)
5. The competency of an effective communicator can be judged on the basis of :
(A) Personality of communicator.
(B) Experience in the field.
(C) Interactivity with target audience.
(D) Meeting the needs of traget audience.
Key : (D)
V. Reasoning (Including Mathematical)
1. Which one of the following belongs to the category of homogeneous data :
(A) Multi-storeyed houses in a colony.
(B) Trees in a garden.
(C) Vehicular traffic on a highway.
(D) Student population in a class.
Key : (A)
2. In which of the following ways a theory is not different from a belief ?
(A) Antecedent-consequent.
(B) Acceptability.
(C) Verifiability.
(D) Demonstratability.
Key : (B)
3. The state - "Honesty is the best policy" is :
(A) A fact.
(B) A value.
(C) An opinion.
(D) A value judgement.
Key : (D)
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4. Which one is like pillar, pole and standard ?
(A) Beam.
(B) Plank.
(C) Shaft.
(D) Timber.
Key : (A)
5. Following incomplete series is presented. Find out the number which should come at
the place of question mark which will complete the series :
4, 16, 36, 64 ?
(A) 300.
(B) 200.
(C) 100.
(D) 150.
Key : (C)
VI. Logical Reasoning
1. The following question is based on the diagram given below. If the two big circles
represent animals living on soil and those living in water, and the small circle stands
for the animals who both live on soil and in water, which figure represents the
relationships among them.
(A)
(B)
(C)
(D)
Key : (D)
2. Of the following statements, there are two statements both of whcih cannot be true but
both can be false. Which are these two statements ?
( i ) All machines make noise.
( ii) Some machines are noisy.
(iii) No machine makes noise.
(iv) Some machines are not noisy.
(A) (i) and (ii).
(B) (iii) and (iv).
(C) (i) and (iii).
(D) (ii) and (iv).
Key : (C)
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3. In the following question a statement is followed by two assumptions (i) and (ii). An
assumption is something supposed or taken for granted. Consider the statement and the
following assumptions and decide which of the following assumptions is implicit in
the statement.
Statement : We need not worry about errors but must try to learn from our errors.
Assumptions : (i) Errors may take place when we are carrying out certain work.
(ii) We are capable of benefiting from the past and improve our chances
of error-free work.
(A) Only assumption (i) is implicit.
(B) Only assumption (ii) is implicit.
(C) Either assumption (i) or (ii) is implicit.
(D) Both the assumptions are implicit.
Key : (D)
4. The question below is followed by two arguments numbered (i) and (ii). Decide which
of the arrguments is 'strong' and which is 'weak'. Choose the correct answer from the
given below :
(A) (B) (C) (D)
Should the press exercise some self-restraint ?
( i ) Yes, they should not publish news items which may incite the readers to indulge
in wrong practices.
( ii) No, it is the responsibility of the press to present the truth irrespective of the
consequences.
(A) Only the argument (i) is strong.
(B) Only the argument (ii) is strong.
(C) Neither argument (i) nor argument (ii) is strong.
(D) Both the arguments (i) and (ii) are strong.
Key : (A)
5. Study the argument and the inference drawn from that argument, given below carefully.
Argument : Anything that goes up definitely falls down. Helicopter goes up.
Inference : So the helicopter will definitely fall down.
What in your opinion is the inference drawn from the argument ?
(A) Valid.
(B) Invalid.
(C) Doubtful.
(D) Long drawn one.
Key : (D)
VII. Data Interpretation
Four students W, X, Y, Z appeared in four papers, I, II, III and IV in a test.
Their scores out of 100 are given below :
Papers
Students
I II III IV
W 60 81 45 55
X 59 43 51 A
Y 74 A 71 65
Z 72 76 A 68
Where 'A' stands for absent
Read the above table and answer below mentioned questions 1 to 5.
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1. Which candidate has secured between 60-65% marks in aggregate :
(A) W.
(B) X.
(C) Y.
(D) Z.
Key : (A)
2. Who has obtained the lowest average in aggregate :
(A) W.
(B) X.
(C) Y.
(D) Z.
Key : (B)
3. Who has obtained the highest average :
(A) W.
(B) X.
(C) Y.
(D) Z.
Key : (A)
4. In which paper the lowest marks were obtained by the candidates :
(A) I.
(B) II.
(C) III.
(D) IV.
Key : (B)
5. Which candidate has secured the highest percentage in the papers appeared :
(A) W.
(B) X.
(C) Y.
(D) Z.
Key : (D)
VIII. Information and Communication technology (ICT)
1. ICT stands for :
(A) Information common technology.
(B) Information and communication technology.
(C) Information and computer technology.
(D) Inter connected technology.
Key : (B)
2. Computer can :
(A) Process both quantitative and qualitative information.
(B) Store huge information.
(C) process information fast and accurately.
(D) All the above.
Key : (D)
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3. Satellite Communication works through :
(A) Radar.
(B) Transponder.
(C) Receptor.
(D) Transmitter.
Key : (B)
4. A computer is that machine which works more like a human brain. This definition of
computer is :
(A) Correct.
(B) Incorrect.
(C) partially correct.
(D) None of the above.
Key : (A)
5. Information and communication technology includes :
(A) E-mail.
(B) Internet.
(C) Educational television.
(D) All the above.
Key : (D)
IX. People and Environment
1. It is believed that our globe is warming progressively. this global warming will eventually
result in :
(A) increase in availability of usable land.
(B) uniformity of climate at equator and poles.
(C) fall in the sea level.
(D) melting of polar ice.
Key : (D)
2. In which parts of India ground water is affected with arsenic contamination ?
(A) Haryana.
(B) Andhra pradesh.
(C) Sikkim.
(D) West Bengal.
Key : (D)
3. Sunderban in Hooghly delta is known for :
(A) Grasslands.
(B) Conifers.
(C) Mangroves.
(D) Arid forests.
Key : (C)
4. Sardar Sarover dam is located on the river :
(A) Ganga.
(B) Godavari.
(C) Mahanadi.
(D) Narmada.
Key : (D)
5. Which one of the following trees has medicinal value ?
(A) Pine.
(B) Teak.
(C) Neem.
(D) Oak.
Key : (C)
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X. Higher Education System : Governance, Polity and Administration
1. Which one of the following is not considered a part of technical education in India :
(A) Medical.
(B) Management.
(C) Pharmaceutical.
(D) Aeronautical.
Key : (A)
2. Which of the following is a Central University :
(A) Mumbai University.
(B) Calcutta University.
(C) Delhi University.
(D) Madras University.
Key : (C)
3. Identify the main Principle on which the Parliamentary System operates :
(A) Responsibility of Executive to legislature.
(B) Supremacy of parliament.
(C) Supremancy of Judiciary.
(D) Theory of Separation of Power.
Key : (A)
4. The reservation of seats for women in the Panchayat raj Institutions is :
(A) 30% of the total seats.
(B) 33% of the total seats.
(C) 33% of the total population.
(D) In proportion to their population.
Key : (B)
5. Match list I with list II and select the correct answer from the code given below :
LIST I (Institutions) LIST II (Locations)
(1) Indian Veterinary Research Institute ( i ) Pune
(2) Institute of Armament Technology ( ii) Izat nagar
(3) Indian Institute of Science (iii) Delhi
(4) National Institute for Educational planer (iv) Bangalore
and Administrators.
(A) 1 (ii), 2 (i), 3 (iv), 4 (iii).
(B) 1 (ii), 2 (iv), 3 (ii), 4 (iii).
(C) 1 (ii), 2 (iii), 3 (i), 4 (iv).
(D) 1 (iv), 2 (iii), 3 (ii), 4 (i).
Key : (A)
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Maharashtra State Eligibility Test for Lectureship (SET) - 2011

Maharashtra State Eligibility Test for Lectureship (SET) -  2011





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SET 2011 - SYLLABUS: SUBJECT - EDUCATION

UNIVERSITY OF PUNE
Ganeshkhind, Pune-411007
Maharashtra State Eligibility Test (SET) for Lectureship - Conducted by University of Pune

SYLLABUS: SUBJECT - EDUCATION (SUBJECT Code - 70)

SYLLABUS AND SAMPLE QUESTIONS
Subject Subject
Code No.
70 Education
UNIVERSITY OF

[70] : EDUCATION
SYLLABUS AND SAMPLE QUESTIONS
NOTE : STRUCTURE OF PAPER II AND REVISED STRUCTURE OF PAPER III PLEASE
SEE PAGE NUMBER ONE.
PAPER—II
1. Philosophical Foundation of Education
Relationship of Education and Philosophy
Western Schools of Philosophy :
Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism with special reference to the
concepts of knowledge, reality and values their educational implications for aims, contents and
methods of education.
Indian Schools of Philosophy (Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions) with
special reference to the concept of knowledge, reality and values and their educational
implications.
Contributions of Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking.
National values as enshrined in the Indian Constitution, and their educational implications
Modern concept of Philosophy : Analysis-Logical analysis, Logical empiricism and Positive
relativism-(Morris L. Prigge)
2. Sociological Foundations of Education
Relationship of Sociology and Education
Meaning and nature of Educational sociology and Sociology of education
Education-as a social sub-system-specific characteristics
Education and the home
Education and the community with special reference to Indian society
Education and modernization
Education and politics
Education and religion
Education and culture
Education and democracy
Socialization of the child
Meaning and nature of social change
Education as related to social stratification and social mobility
Education as related to social equity and equality of educational opportunities
Constraints on social change in India (Caste, ethnicity, class, language, religion, regionalism)
Education of the socially and economically disadvantaged sections of the society with special
reference to scheduled castes and scheduled tribes, women and rural population
SET (Education) / 4
education_SET syllabus (03-09)
3. Psychological Foundations of Education
Relationship of Education and Psychology
Process of Growth and Development
—Physical, social, esmotional and intellectual
—development of concept formation, logical reasoning, problem solving and creative
thinking; language development
—individual differences-determinants; role of heredity and environment; implications of
individual differences for organising educational programmes
Intelligence-its theories and measurement
Learning and Motivation
Theories of learning-Thorndike is connectionism; Pavlov’s classical and Skinner’s operant
conditioning; Learning by insight: Hull’s reinforcement theory and Tolman’s theory of learning;
Lewin’s Field theory
—Gagne’s hierarchy of learning
—Factors influencing learning
—Learning and motivation
—Transfer of learning and its theories
Psychology and education of exceptional children-creative, gifted, backward, learning disables
and mentally retarded
Personality-type and trait theories-measurement of personality
Mental health and hygiene-process of adjustment, conflicts and deference mechanism, mental
hygiene and mental health. Sex Education
Guidance
4. Methodology of Educational Research
Nature and Scope of Educational Research
Meaning and Nature
Need and Purpose
Scientific Inquiry and Theory Development-some emerging trends in research Fundamental-
Applied and Action Research
Formulation of Research Problem
Criteria and sources for identifying the problem
Delineating and Operationalizing variables
Developing assumptions and hypothesis in various types of research
Collection of Data
Concept of population and sample
Various methods of sampling
Characteristics of a good sample
Tools and Techniques
Characteristics of a good research tool
Types of research tools and techniques and their uses
Questionnaire-Interviews-Observations
Tests and scales, Projective and sociometric techniques
Major Approaches to Research
Descriptive Research
SET (Education) / 5
education_SET syllabus (03-09)
Ex-post facto Research
Laboratory Experiment
Field Experiment
Field Studies
Historical Research
Analysis of Data
Descriptive and Inferential Statistics. The null hypothesis, test of significance, types of
error, one-tailed and two-tailed test
The t-test
The F-test (one-way and ANOVA)
Non-parametric tests (Chi-square test)
Biserial, point-biserial, tetrachoric and phi-coefficient of correlation
Partial and multiple correlations
PAPER—III (A)
(CORE GROUP)
Unit
—I
Western Schools of Philosophy :
Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special reference to the concepts
of knowledge, reality and values; their educational implications for aims, contents and methods
of education.
Indian schools of philosophy (Vedanta, Buddhism, Jainism, Islamic traditions) with special
reference to the concepts of knowledge reality and values and their educational implications
Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and Aurobindo to
educational thinking
Unit—II
Meaning and nature, Education and Social change, constraints on social change (caste, ethnicity,
class, language, religion, population and regionalism)
Education as related to social equity and equality of educational opportunities. Education of
socially and economically disadvantage section of society with special reference to scheduled
castes and scheduled tribes, women and rural populations.
Unit—III
Process of Growth and Development
—Physical, social, emotional and intellectual
—development of concept formation, logical reasoning, problem,-solving and creative thinking
language development
Individual differences-determinants-role of heredity and environment. Implications of individual
differences for organising educational programmes
SET (Education) / 6
education_SET syllabus (03-09)
Unit—IV
Intelligence-its Theories and Measurement
Learning and Motivation :
—Theories of learning : Thorndike’s conditions, Pavlov’s classicial and Skinner’s operant
conditioning; learning by insight. Hull’s reinforcement theory and Tolman’s theory of learning
—Gagne’s hierarchy of learning
—Factors influencing learning
—Learning and motivation
—Transfer of learning and its theories
Unit—V
Personality-type and trait theories-measurement of personality
Mental health and hygiene
Process of adjustment, conflicts and defence mechanism, mental hygiene
Unit—VI
Concept and principles of guidance and counselling, types of guidance and counselling
Tools and Techniques of Guidance-records, scales and tests, techniques, interview
Organizing Guidance services at different levels of education, occupational information, kinds
of services, like information, testing, counselling and follow-up
Unit—VII
Sample : Concept of poulation and sample various methods of sampling
Hypotheses : Concept, difference with assumptions, source, various types of hypothesis
Tools : Questionnaire, observation and interview as tools of data collection, tests and scales
Unit—VIII
Descriptive Research, Ex-post facto Research. Survey Research, Historical Research
Experimental Research : Designs of experimental research. characteristics. Internal and external
validity in experimental research
Qualitative Research : Phenomenological research. Ethnomethodical and Naturalistic inquiry
Unit—IX
Universalization of elementary education in India
Vocationalization of education in USA and India
Educational administration in USA, UK (Britain and Ireland) and India
Distance education and continuing education in Australia, UK and India
Unit—X
Construction and Development of Curriculum
—different models
—administrative
—grass root
SET (Education) / 7
education_SET syllabus (03-09)
—demonstration
—system analysis
Curriculum Evaluation
—formative
—summative
—interpretation of evaluation results
PAPER—III (B)
(ELECTIVE/OPTIONAL)
Elective-I
Development of Modern Concept of Educational Administration from 1900 to Present-day.
Taylorism
Administration as a process
Administration as a bureaucracy
Human Relations Approach to Administration
Meeting the Psychological needs of employees, systems approach specific trends in Educational
Administration such as (a) Decision making, (b) Organizational Compliance, (c) Organizational
Development, (d) PERT, (e) Modern Trends in Educational Management
Leadership in Educational Administration :
Meaning and Nature of Leadership
Theories of Leadership
Styles of Leadership
measurements of Leadership
Educational Planning :
Meaning and Nature
Approaches to Educational Planning
Perspective Planning
Institutional Planning
Educational Supervision :
Meaning and Nature
Supervision as service activity
Supervision as a process
Supervision as functions
Supervision as educational leadership
Modern supervision
Functions of supervision
Planning the supervisory programme
Organizing supervisory programme
Implementing supervisory programme
Elective—II
Educational Measurement and Evaluation concept, scope, need and relevance. Tools of measurement
and evaluation subjective and objective tools, essay test, objective test, scales, questionnaires, schedules,
SET (Education) / 8
education_SET syllabus (03-09)
inventories, performance tests. Characteristics of a good measuring instrument :
Validity
Reliability
Norms
Usability etc.
Test standardization :
Norm-referenced and criterion-referenced tests, scaling-standard scores.
T-scores and C-scores
Steps in the standardization of a test
Measurement of achievement, aptitudes, intelligence, attitudes, interests and skills
Interpretation of test-scores and methods of feedback to students
New trends :
Grading, semester, continuous internal assessment, question bank, uses of computer in evaluation,
qualitative analysis
Elective—III
Meaning and Scope of Educational Technology
—educational technology as systems approach to education
—systems approach in educational technology and its characteristics
—components of educational technology, software, hardware
Multi-media approach in Educational Technology
Modelities of Teaching-difference between teaching and instruction. conditioning and training
Stages of teaching- pre-active, interactive and post-active
Teaching at different levels-memory, understanding and reflective
Modification of teaching behaviour : Microteaching, Flander’s Interaction Analysis, simulation.
Programmed Instruction (origin, types, linear and branching, development of programmed
instruction material-linear/branching model. teaching machines. computer assisted instruction
Models of Teaching : Concept, different families of teaching models.
Designing Instructional System
—formulation of instructional objectives
—task analysis
—designing of instructional strategies, such as lecture, team teaching. discussion, panel
discussion, seminars and tutotrials
Communication Process : Concept of communication. Principles. Modes and Barriers of communication.
Classroom communication (interaction verbal and non-verbal)
Distance Education : Concept, Different contemporary systems, viz., Correspondence. Distance and
open : Student support services: Evaluation Strategies in Distance Education : Counselling Methods
in Distance Education
Development of Evaluation Tools-Norm-referenced and criterion-referenced tests
SET (Education) / 9
education_SET syllabus (03-09)
Elective—IV
Concept and nature of special education
—Objectives
—types
—historical perspective
—integrated education
Education of Mentally Retarded
—characteristics of the retarded
—educable mentally retarded
—teaching strategies
—enrichment programmes
—remedical programmes
—etiology and prevention
—mental hygiene as remediation
Education of the visually impaired :
—characteristics
—degree of impairment
—etiology and prevention
—educational programmes
Education of the Hearing Impaired
—characteristics
—degree of impairment
—etiology and prevention
—educational programmes
Education of the Orthopaedically Handicapped
—types of handicap
—characteristics
—educational programmes
Education of the Gifted and Creative Children
—characteristics
—creativity and identification process
—educational programmes
Learning Disabled Children
—characteristics
—identification
—educational programme
SET (Education) / 10
education_SET syllabus (03-09)
Education of Juvenile Delinquents
—characteristics
—problems of alcoholion, drug adiction
—anti-social and character disorder
—educational programmes for Rehabilitation
Elective—V
Teacher Education : Historical perspective Recommendations of various commissions on teacher
education; Kothari Comission
National Policy on Education
Aims and objectives of teacher education at-
—elementary level
—secondary level
—college level
Teaching as a Profession :
Professional organisations for various levels of teachers and their role:
Performance appraisal of teachers
Faculty improvement programme for teacher education
Types of teacher education programmes and agencies :
Inservice teacher education
Preservice teacher education
Distance education and teacher education
Orientation and Refresher courses
Current Problems :
Teacher education and practicing schools
Teacher education and other institutions
Preparing teachers for special schools
Implementation of curriculum of teacher education
Areas of Research :
Teaching effectiveness
Criteria of admission
Modification of teacher behaviour
School of effectiveness
SET (Education) / 11
education_SET syllabus (03-09)
SAMPLE QUESTIONS
PAPER—II
1. Idealism is a school of thought based on
(A) Ideals
(B) Idea
(C) Practical
(D) Soul
2. Why do people want to move up the ladder in social hirearchy ?
(A) Life chances and quality of life
(B) Society likes people on the upper ladder
(C) Social relations are better
(D) Education is easier on the upper ladder

http://setexam.unipune.ac.in/Syllabus/education_SET%20syllabus.pdf
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