UPHESC Assistant Professor Education 2025 PYQs

Concept: National Institute for the Visually Handicapped (now NIEPVD – National Institute for Empowerment of Persons with Visual Disabilities) is at Dehradun, Uttarakhand.

1. Hearing – Ali Yavar Jung NI, Mumbai.
2. Intellectual disabilities – NIEPID, Secunderabad.
3. Locomotor – Kolkata; Multiple disabilities – Chennai.

Short trick: Eyes → Dehradun; Ears → Mumbai; Mind → Secunderabad.

Concept: Daniel L. Stufflebeam (1971) developed the CIPP model – Context, Input, Process, Product evaluation – for decision-oriented programme/curriculum evaluation.

1. Context → planning decisions; Input → structuring; Process → implementing; Product → recycling decisions.
2. Bloom – taxonomy of objectives, mastery learning.

Short trick: CIPP = Context–Input–Process–Product = Stufflebeam.

Concept: In the standard textbook view this line is attributed to K. G. Saiyidain, who saw the curriculum sociologically: the school curriculum reflects the traditions, environment and ideals of the society it serves.

1. Kerr: curriculum is ‘all the learning which is planned and guided by the school’.
2. Dewey: curriculum as the child’s experiences/activities linked to social life.

Short trick: Society’s mirror (traditions, ideals) → Saiyidain; ‘planned and guided learning’ → Kerr.

Concept: The National Curriculum Framework for Teacher Education (NCFTE) 2009 – ‘Towards Preparing Professional and Humane Teacher’ – was brought out by NCTE.

1. NCERT published NCF 2005 (school curriculum).
2. NIRF – ranking framework (2015); NAAC – accreditation (1994).

Short trick: Teacher-education framework → Teacher-education council (NCTE).

Concept: Criteria such as comprehensiveness, variety, suitability (to learners’ maturity), validity and continuity are applied while selecting and organising learning experiences (Tyler/Taba).

1. Taba’s steps: diagnosis of needs → objectives → selection of content → organisation of content → selection of learning experiences → organisation of learning experiences → evaluation.
2. The criteria named all concern ‘experiences’.

Short trick: Keyword ‘experiences’ → selection and organisation of learning experiences.

Concept: Curriculum designs can be craft-centred (Gandhi’s Basic Education), learning-outcome based (OBE) or competency based.

1. NAAC guidelines are criteria for assessing and accrediting institutions’ quality – not a basis for designing a curriculum.
2. Hence curriculum cannot be designed on NAAC guidelines.

Short trick: NAAC = accreditation, not curriculum design.

Concept: Hilda Taba (1962) gave the grassroots (inductive, bottom-up) model – teachers who teach the curriculum should design it, starting from teaching-learning units.

1. Tyler (1949) – rational/objectives model (top-down).
2. Oliver – curriculum improvement model; Saylor, Alexander & Lewis – administrative/system model.

Short trick: Taba = Teachers at the grass roots (bottom-up).

Concept: NCF 2005’s five guiding principles: connecting knowledge to life outside school; shifting learning away from rote methods; enriching the curriculum beyond textbooks; making examinations flexible and integrated with classroom life; nurturing an identity informed by national concerns.

1. Learning ‘totally based on content knowledge’ (rote) is exactly what NCF 2005 wants to move away from.

Short trick: NCF 2005: Life-link, No rote, Beyond textbook, Exam reform, National identity.

Concept: Robert Stake’s Countenance Model (1967) collects data on antecedents (pre-requisites), transactions (the operational curriculum) and outcomes, each as intended (potential) vs observed (actual), judged for congruence and contingency.

1. Pre-requisites = antecedents → related.
2. Potential (intended) and operational (actual) curriculum = intents vs observed transactions → related.
3. Potential vs actual results = intended vs observed outcomes → related.
4. ‘Identifying educational experiences’ is a step of Tyler’s objectives model, not Stake’s.

Short trick: Stake = Antecedents–Transactions–Outcomes × Intended vs Observed.

Concept: The discipline-based design rests on Jerome Bruner’s ‘The Process of Education’ (1960): each discipline has a structure (key concepts and methods of inquiry) that can be taught in an intellectually honest form at any stage (spiral curriculum).

1. Spencer’s essay ‘What knowledge is of most worth?’ underlies the subject/utility (activities of life) design.
2. Dewey – experience/activity-centred design; Froebel – play-way, kindergarten.

Short trick: Structure of the discipline + spiral curriculum = Bruner.