UPHESC Assistant Professor B.Ed Syllabus 2026

UPHESC Assistant Professor B.Ed Syllabus

The written exam has two parts: General Knowledge (30 questions, the same for all subjects) and B.Ed (90 questions). Both syllabi below are the official ones of the Uttar Pradesh Education Service Selection Commission, Prayagraj.

Part 1: General Knowledge (30 questions, 90 marks)

Compulsory for all disciplines. Download PDF (0.3 MB)

Unit 1: Current Affairs

Major events and current affairs: national and international
Personalities in news
Sports news
Current research in the field of science

Unit 2: Teaching and Research Aptitude

Teaching: nature, objectives, need, methods, evaluation and factors affecting teaching
Research: meaning and methods
Data: source, collection and analysis
Role of UGC in qualitative development in higher education

Unit 3: Information and Communication Technology (ICT)

ICT: meaning, advantages and disadvantages
Basics of internet and e-mailing
General abbreviations and terminology

Unit 4: People and Environment

People and environment interaction
Environmental degradation: causes and solutions
National and international efforts for a better environment
Environmental control

Unit 5: Indian History and Geography

Salient features of Indian culture
Indian National Movement (1857–1950)
Origin of the universe and the solar system
Indian geography (general)

Unit 6: Indian Constitution and Economy

Preamble, Fundamental Rights and Directive Principles
Indian political system: legislature, executive and judiciary
Election Commission and Public Service Commission
Population, poverty, unemployment; planning and development; income tax
Agriculture, industry, trade; money, currency, banking and capital market

Part 2: B.Ed. (subject code 60) – 90 questions, 270 marks

The B.Ed paper is at post-graduate (Master's) level. The complete official syllabus is below. Download B.Ed syllabus PDF (2.0 MB)

Unit 1: Philosophical Foundations of Education

(i) Etymology and concept of Philosophy and Education.
(ii) Interrelation between Philosophy and Education.
(iii) Functions of Educational Philosophy – Speculative, Normative and Analytic.
(iv) Epistemology of Education.
(v) Methods of acquiring valid knowledge with reference to Analytical, Dialectic and Scientific.
(vi) National values as enshrined in Indian Constitution and their Educational Implications.
(vii) Indian Schools of Philosophy – Sankhya, Vedanta, Nayaya, Vaisheshik, Yoga and Mimansa and their Educational Implications.
(viii) Philosophies and Educational Contributions of Vivekanand, Tagore, Gandhi and Aurobindo
(ix) Western Schools of Philosophy – Idealism, Realism, Naturalism, Pragmatism, and Existentialism and their Educational Implications.
(x) Modern Concepts of Philosophy – Logical Analysis, Logical Empiricism and Positive Relativism

Unit 2: Sociological Foundations of Education

(i) Meaning and Nature of Educational Sociology and Sociology of Education
(ii) Interrelation between Sociology and Education.
(iii) Education for Socialization – Role of Home, School, Community, Media, State, Culture and Religion for Socialization.
(iv) Education for Internationalism and World Peace.
(v) Meaning and Nature of Social Change: Modernization, Sanskritization and Westernization.
(vi) Constraints in Social Change in India- Caste, Ethnicity, Class, Language, Religion and Regionalism.
(vii) Education of the Socially and Economically Disadvantaged sections of the Society with special reference to Scheduled Castes, Scheduled Tribes, Women, Divyanga and Rural population.

Unit 3: Psychological Foundations of Education

(i) Meaning and concept of Psychology
(ii) Inter relationship between Education and Psychology
(iii) Stages and Processes of Growth and Development.
- Physical, social, emotional, linguistic, intellectual and moral.
- 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.
(iv) Intelligence: Concept, types, theories and measurement.
(v) Concept, theories and Measurement of Learning
Thorndike's 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.
(vi) Gagne's Hierarchy of Learning.
(vii) Factors Influencing Learning.
(viii) Learning and Motivation.
(ix) Transfer of Learning and its Theories.
(x) Psychology and Education of Exceptional Children – Creative, Gifted, Backward, and differently abled Children
(xi) Meaning and Concept of Personality, Types, Trait, Theories, Measurement of Personality
Mental Health and Hygiene – Process of Adjustment, Conflicts and Defence Mechanism, Mental Hygiene and Mental Health.
(xii) Guidance and Counseling.
(xiii) Sex Education.

Unit 4: Methodology of Educational Research

(i) Meaning, Nature, Need and Purpose of Educational Research
(ii) Types of Research – Fundamental, Applied and Action Research.
(iii) Quantative and Qualitative Research, Mixed method designs.
(iv) Methods of Research – Historical, Survey and Experimental
(v) Identification of Research sources, Knowledge Gaps and Problems
(vi) Formulation of Research Problem
(vii) Review of related Literature,
Developing Assumptions and Hypotheses in various types of Researches.
(viii) Delineating and Operationalizing variables.
(ix) Concept of Population and Sample, Various methods of Sampling, Characteristics of a Good Sample.
(x) 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.
(xi) Collection of Data
(xii) Analysis of Data
Descriptive and Inferential Statistics. Measures of Central tendency, variability and correlation. The Null Hypothesis, Test of Significance, Types of error, One – tailed and Two – Tailed Tests.
The t – test.
ANOVA, ANCOVA
Non – Parametric tests (Chi – square test), Median Test
Factor Analysis, Regression
Partial and Multiple Correlations.

Unit 5: Issues in Education

(i) Indian Education before independence with special reference to British Colonial Legacy
(ii) Education after independence with special reference to decolonization and Indianization.
(iii) Constitutional Provisions for Education.
(iv) Critical Review of Recommendations of National Commissions and Committees on Education – University Education Commission (1948-49), Secondary Education Commission (1952-53), Education Commission (1964-66), National Knowledge Commission, Hansa Mehta Committee, Durga Bai Deshkukh Committee, Ishwar Bhai Patel Committee, Adieshasiah Committee, Yashpal Committee (1992-93) Yashpal Committee (2008-09)
(v) Critical Review of National Policies on Education of – 1968, 1986 and 2020
(vi) (a) Universalization of Elementary Education- SSA and RTE
(b) Secondary Education & RMSA
(c) Higher Education & RUSA
(vii) Vocationalization of Education
(viii) Educational Administration in India, Role of Apex Bodies like MoE, CABE, UGC, NCERT and different Councils at Central and State Levels.
(ix) Revisiting Curriculum at various stages viz School and Higher Education.
(x) Nature and Types of Grievances related to Students, Teachers, Employees and Officers. Grievance Redressal Mechanisms.
(xi) Indigenization of Education with special reference to heritage of India – Content and Pedagogy
(xii) Investment in Education – Private Vs Public, PPP Model
(xiii) Quality of Education – Assessment and Accreditation
(xiv) Conflict and Synthesis between on-line and off-line education.

Unit 6: Educational Administration

(i) Meaning, Concept, Nature and Scope of Educational and Administration
(ii) Administration as a process, Administration as a bureaucracy and Human Relations, Approach to Administration, Administration based in MBO approach and Taylorism, Systems Approach
(iii) Modern Concept of Educational Administration after Independence
(iv) Meeting the needs of employees, Specific trends in Educational Administration such as (a) Decision making, (b) Organizational Compliance, (c) Organizational Development, (d) PERT, (e) Modern Trends in Educational Management.
(v) Leadership in Educational Administration- Meaning and Nature of Leadership, Theories of Leadership, Styles of Leadership, Training for Leadership, Measurements of Leadership
(vi) Educational Planning - Meaning and Nature, Approaches to Educational Planning, Perspective Planning, Institutional Planning
(vii) Educational Supervision- Meaning and Nature, Supervision as Service Activity, Supervision as a Process, Supervision as a Functions, Supervision as Educational Leadership, Modern Supervision, Functions of Supervision, Planning the Supervisory Program, Organizing Supervisory Program, Implementing Supervisory Program
(viii) Analysis and Utilization of Feedbacks of the Supervision

Unit 7: Educational Measurement

(i) Educational Measurement and Evaluation – Concept , Scope, Need and Relevance
(ii) Tools of measurement and evaluation – Subjective and Objective tools, essay test objective test, scales, questionnaires, schedules, inventories, performance tests.
(iii) Characteristics of a good measuring Instrument – Validity, Reliability, Norms, Usability, etc.
(iv) Norm – referenced Criterion – referenced tests, Scaling and standard scores- Z-scores T – Scores and C – scores, Formative and Summative Evaluation Assessment for learning.
(v) Text construction and standardization- Steps in the standardization of a test.
(vi) Measurement of achievement, aptitudes, intelligence, attitudes, interests and skills. Interpretation of test-scores and methods of feedback to students.
(vii) New trends :
Grading, Semester, Continuous Internal Assessment, Question Bank, uses of computer in evaluation, qualitative analysis, CCE, CBCS, CGPA, Transfer of Credits.

Unit 8: Educational Technology

(i) 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
(ii) Multi – media approach in Educational Technology.
(iii) Modalities of Teaching – difference between teaching and instruction, conditioning and training, Teaching and Indoctrination
(iv) Stages of teaching – Pro – Active, Interactive and Post-active
(v) Teaching at different levels – memory, understanding and reflective.
(vi) Modification of teaching behaviour : Microteaching, Flander's Interaction Analysis, Simulation.
(vii) Programmed Instruction (Origin, Types, Linear and branching and Mathetics , Development of programmed instruction materials, Teaching Machines, Computer Assisted Instruction(CAI).
(viii) Models of Teaching : Concept, different families of teaching models
(ix) Designing Instructional System- formulation of instructional objectives, task
(x) Digital Learning
(xi) Analysis and designing of Instructional Strategies, such as Lecture, Team Teaching, Discussion, Panel Discussion, Seminars and Tutorials.
(xii) Communication Process : Concept of Communication, Principles. Modes and Barriers of communication, Classroom Communication (Verbal and Non – Verbal Interaction).
(xiii) Distance Education : Concept, Different Contemporary Systems, viz., Correspondence, Distance and Open; Student support services; Evaluation Strategies in Distance Education; Counselling Methods in Distance Education. Importance of ODL system in Education.

Unit 9: Special Education

(i) Concept, Nature and Need of Special Education
Objectives, types, historical perspective, Integrated Education, Inclusive Education
(ii) Inclusive Educaion: Concept, Principles, scope and Target-Groups
(iii) Education of Intellectually Impaired
Characteristics
Educable Intellectually Impaired
Teaching strategies
Enrichment programmes
Remedial programmes
Etiology and prevention
Mental hygiene as remediation
(iv) Education of the visually impaired
Characteristics
Degree of impairment
Etiology and prevention
Educational programs
(v) Education of the Hearing Impaired
Characteristics
Degree of impairment
Etiology and prevention
Educational programs
(vi) Education of the Orthopaedically Handicapped
Types of handicap
Characteristics
Educational programs
(vii) Education of the Gifted and Creative Children
Characteristics
Creativity and identification process
Educational Programs
(viii) Learning Disabled Children
Characteristics
Identification
Educational Programme
(ix) Education of Juvenile Delinquents
Characteristics
Problems of alchoholism, drug addiction
Anti – Social and Character disorder
(x) Educational Programs for Rehabilitation
PWD Act, 1995 and RPWD Act, 2016- Provisions for Training, Education and Employment.

Unit 10: Teacher Education

(i) Teacher Education : Meaning, Concept, Nature and Scope, Historical perspective Innovation in Teacher Education.
(ii) Recommendations of various commissions on teacher education.
(iii) Teacher Education in National Policies on Education, 1968, 1986 and 2020
(iv) Aims and objectives of teacher education at :
Elementary Level
Secondary Level
College Level
(v) Teaching as a Profession :
Professional organisations for various levels of teachers and their role; performance appraisal of teachers.
Faculty improvement program for Teacher Education.
(vi) Types of Teacher Education Programs and Agencies :
Inservice Teacher Education.
Preservice Teacher Education.
Distance Education and Teacher Education.
Orientation and Refresher courses
(vii) Current Problems :
Teacher Education and Practicing Schools
Teacher Education and Other Institutions
Preparing Teachers for special schools
Implementation of curricula of teacher education
(viii) Areas of Research in Teacher Education
Teaching effectiveness
Criteria of admission
Modification of teacher behavior
School Effectiveness
Quality Enhancement
(ix) Statutory bodies – NCTE : Inception, Roles and Regulatory Mechanism – Recognition, Affiliation, Monitoring and Curricular Rennovation/ Innovation.

How to prepare

Match the official B.Ed syllabus unit by unit with your Master's notes and mark weak units first.
Solve previous UPHESC/UPESSC Assistant Professor B.Ed papers (Advt 51 re-exam of April 2026 is the most recent).
Do not leave GK for the end: Teaching and Research Aptitude and ICT are scoring units of the GK paper.
Practise MCQs under time limits because of negative marking (-1 per wrong answer).

Syllabus PDFs of all 43 subjects are on UPHESC Assistant Professor.