ICT in GS of NET - UGC/CSIR examination.

There is a topic in GS on ICT in UGC NET General Studies Paper. It is meant for candidates from all the subjects.

I understand (I may be wrong.) that there are many applicants who would learn about this ICT for the first time. It has been mentioned on UGC web site and good explanation can be derived from there by learning about the ways through which UGC intend to introduce ICT in India.

The ICT stands for Information and Communication Technology. What I understand from the information provided on the UGC site, this concept has been placed on the list of aims of UGC just two or three years back. It is a very important and pertinent goal. Through Edusat, GyanDarshan Vyas etc and related activities in cooperation with IGNOU, UGC intends to spread it to whole of the Higher Education system of India. In the field of science and technology it is already well placed and in operation. But, in field of social sciences, I do not find any indication of it being observed and recognized by the respective fields of intellectuals.

In short, ICT aims at using computer based technology for the promotion of education and research. It involves the use of multimedia (interactive programmes on computers and Internet for the benefit of students right from school level to higher education level) and Internet (email, discussion forums, etc all included) for education purpose. In Europe, this had started long back. In my humble study, I have found that they had started it somewhere in latter 80s of twentieth century. If I talk about Hot Potatoes, Webquest, ICT4U projects, I am sure that many stalwarts in the field of education would show total ignorance about it. There, they are already deep into it.

It is not that ICT is something new in India or new to India. It is rather opposite to it. India has been one of the forefront countries which took to ICT. However, it was first appreciated and exploited by business field and big companies. It had started in early nineties in the twentieth century. The companies like Infosys, Wipro, TCS, HCL, CMC were Indian companies which came up with required software to make ICT useful for the users. No doubt, many of the popular Banking and accounting software are of Indian origin and they aim at making ICT useful for the organization for overall benefit of all the concerned entities. The Banking industry took to it in big way and after payment or e-commerce had established the right models in its places, the benefits of ICT were fully appreciated and realized. One of the leading FMCG company (HLL) had absorbed it in day to day working to such a level that its sales team and production decision are synchronized in real time through ICT. There are now numerous companies, which uses Intranet and Internet as part of their normal activity. The Honourable President of India A P J Abdul Kalam is popular for using ICT in remaining in touch with his research scholars with whom he was associated before entering Rashtrapati Bhawan. Hence, ICT is something which is already with India and in India. However, it is not fully used and absorbed at school, college and university level. They are not using it for dispersing of knowledge, remaining in communication which only ICT can afford to do for them and exploiting it for increasing knowledge and understanding in their field. It has not been used in the field of Literature and social sciences.

For the benefit of inquisitive mind to learn about ICT on their own and to develop independent understanding of the main motive and vision of such a project I would suggest this site here. They should read different articles on E-Help, E-Project, and related sites in such folders of this site.

After developing some impression by studying the above site, they may explore the UGC site in order to learn that how it is being envisaged in India. They should then explore An Inter University Centre of the UGC.

However, if they are not able to make much out of above suggestion, they should not fear much and get worried about it. They need to learn only basic things about the use of computers, useful software required for making use of computer for their field of activity and subject and basic use of Internet (especially various use of various search engines etc, important institutions where there is communication on the latest research being carried out along with email postings in order to bring the intellectual world nearer to each other. Best example can be H-NET). They may get only four to five MCQ on it on the whole. Some basic knowledge of computers and internet will be enough to answer those question. However, there will be nothing bad, if they are able to develop some deeper understanding of it.

My Blog making and the contents therein are basically an attempt at using ICT for education. Do You Find It Like That!!!

Books for UGC preparation

First of all a general talk:

Year 1996: A person claimed to have used following set of books for clearing the NET.
In those days, you could easily skip preparing the World History section and concentrate wholly on Indian History.

For Indian History he used B. A. course books by A. C. Arora written in Hindi and Kundra Bawa of Neelam Publication (now they are being reprinted in new form and do not appear with the contents as they appeared till 1990.)

For General Studies, He based his preparation wholly on Swaran B.Ed entrance guide. (I am personally strongly against the books published by this Publication of Patiala because the contents are really "outrageous".)

For research methods, he only depended on Research Methodology notes which he had studied for his B.Ed before joining post graduation of history. He did not studied any thing about the Philosophy of History.

He further claimed that he first stressed upon developing complete understanding of political history and then stressed upon the social and economic history aspect.

Could it have been possible? Yes, I assure you that it could have been possible. However, in the new paper structure, you can not be that selective. You have to attempt one question in Paper III and four questions in Paper II from all the sections. Therefore, it is not easy to skip any portion.

(A personal note: When I cleared UGC, I did not attempt any question on the World History. At that time, I was equally comfortable with eighteenth and nineteenth century European history. However, I attempted questions only from Indian history.)
Regardless of the above talk My selection of books are as follows:

Ancient Indian History:Wonder That Was India by A. L. Basham.
Ancient Indian History and Civilization by Dr. S. Sen.
Cultural History of India by B. N. Luniya (Regardless of the diction and numerous spelling and other types of mistakes.)
Medieval History:
My basic book during my graduation was two volumes on Medieval History by A. L. Srivastva. It has been republished without any change.
However, I will strongly recommend Advanced Study in the History of Medieval India by J. L. Mehta (three volumes; The third volume is just the repetition of what has been said in the first two volumes, even then, it is good to read it in its compiled form. It saves time.)
Kundra and Bawa of pre 1990. Yes, I mean it. In the new pattern of Paper III, there is going to be a write up on which there will be questions. You can not read all the authorities. Kundra Bawa, when alive had written books giving extensive quotations at appropriate place. Those quotation will help to identify any small essay that could be asked from some authoritative book. It is with the same idea that J. L. Mehta is recommended.

For Modern India:

Bipin Chandra and four authors, Freedom Struggle of India.
Modern India by Sumit Sarkar.
The earlier N.C.E.R.T. book. (Not the present one by S. C. Mittal. I have full regards for him but his work is not up to the requirement. Rather refer to a link which I have suggested for period 1885 to 1947. The contents itself will speak for themselves.)

For Philosophy of History.

Well there will be no need to fully prepare it now but I will strongly recommend B. Sheik Ali Philosophy of History and Methodology.

Apart from these books, One must prepare political history from the beginning to end. A candidate should be able to give the major history topics and events from 3000 B. C. to 1947 without interruption. The above set of books will help you to write and prepare for the finer questions except a small portion of the syllabus suggested by the commission. But, you can only develop confidence and make good preparation if you are able to recollect whole of Indian history without interruption. For example.

You should will be able to tell that After there Ghori, their was Aibak 1205, Ittumish, 1235, Razia 1237, Badrudin, Nizamudin, Balaban, Jalaludin, Alauddin, Giasudin etc upto to Lodhi dynasty. Then from Babar to at least upto to Mohammad Shah till 1747.

Similarly, all the major happeinings of Gandhi period should be recollected without any flaw from 1915 to 1948.
For this, I strongly recommend the Agnihotri’s book for Prelims in its new form. You just keep it by your side.
In addition to that all the three volumes of V. D. Mahajan now being republished by S. Chand and Co. He had the knack for giving long quotations. This would help you a lot. Secondly, it is still a very good reference book. You find something on every topic in his books. In case of Sangam literature, I think instead of reading Nilkant Shastri, remain confine to his chapter in the latest edition. That is enough.

In case of other options which are quite famous, I feel that the IGNOU notes are the best options. They are amazing.

The next write up will be General studies. From March 17 onwards, the detailed notes will be posted.

Syllabus of UGC Net from the website of UGC

Here is the link from where you can directly download the syllabus of any subject (total 93 in numbers including langauges). Kindly note that all syllabus are in Acrobat PDF format require Acrobat reader to open.

Click Here

Syllabus UGC NET History

Important Note: This following syllabus is of 2002 June. The contents of the syllabus is same but there is change in the allocation of topics and sections of examination. The candidate has to prepare on the topics for subjective as well as objective i.e. Paper II and Paper III, which remain same.

The details, elboration and questions have been formed on the basis of the contents of this syllabus. They are valid for the present/Latest syllabus also.


The syllabus 2002 follows:

INDIAN HISTORY

1.1 Concepts, Ideas and Terms

Bharatavarsha
Pre-history
Samskaras
Dandaniti
Agraharas
Purusharthas
Saptanga
Shadbhaga
Digvijaya
Varnashrama
Stupa
Alvars/Nayanars
Sreni
Mudra
Sangam Age.
Sallekhana
Viragal (Hero-stone)
Sabha Samiti
Dhammavijaya
Vishti

1.2
Khutba
Khilafat
Sulh-I-kul
Din-I-Illahi
Ghatika
Tasawwuf
Maharashtra dharma
Langar
Nishan
Turkan-I-Chahlghani
Watan
Baluta
Iqta
Jizyah
Madad-I-maash
Amaram
Raya-Rekho
Jangama
Chauth
Bhai-bant

1.3
Mercantilism
Economic Nationalism
Indian Renaissance
Economic Drain
Colonialism
Paramountcy
Dyarchy
Federalism
Utilitarianism
Filtration Theory
Forward Policy
Doctrine of Lapse
Satyagraha
Leftism
Swadeshi
Casteism
Industrialisation
Modernisation
Revivalism
Communalism

Ancient Indian History

2.1 Sources
2.1.1 Archaeological sources: exploration, excavation, Epigraphy, numismatics, monuments
2.1.2 Literary sources:
Indigenous: Brahmanical, Buddhist and Jain literature, Kavya literature, Historical Kavyas, Scientific literature, Literature in regional languages.
Foreign Accounts: Greek, Chinese and Arab writers.
2.2 Pre-history and Proto-history
2.2.1 Stone age cultures of India: Paleolithic, Neolithic, Chalcolithic and Iron Age cultures.
2.2.2. Indus Valley Civilization: Origin, date, extent, Characteristics , contents, decline and survivals.
2.3 Vedic Period
Migrations and settlements, date of the Rigveda, literary and archaeological evidences, evolution of social and political institutions, religious and philosophical ideas and practices, literature.
2.4 Period of Mahajanapadas
Sixteen Mahajanapadas, Republican States, rise of urban centers, trade routes and economic growth, introduction of currency, origin and spread of Jainism and Buddhism, rise of Magadha, Iranian and Mecedonean Invasions.
2.5 Mauryan Empire
Foundation of the Mauryan Empire, Kautilya and the Arthashastra, Ashoka, concept of Dhamma, Edicts, Brahmi and Kharosthi scripts, administration, economy, art, disintegration of the empire, Sungas and Kanvas.
2.6 Post-Mauryan and Kushana Period
Indo-Greeks, Sakas, Kushanas, Western Kahatrapas, contact with outside world, growth of urban centres, economy, coinage, development of religions, Mahayana sect, social conditions, art and architecture, literature and science.
2.7 Early States in Eastern India, Deccan and South India
Kharavela, The Satavahanas, Tamil States of the Sangam Age; economy, land grants and coinage, trade guilds, urbanization, Buddhist centres, Sangam literature, administration, art and architecture.
2.8. The Regional States
2.8.1. The Guptas and Vakatakas, Harsha: administration, Sanskrit literature, scientific literature, economic conditions, coinage of the Guptas, Varnashrama dharma, castes and sub-castes, position of women, education and educational institutions, contact with neighbouring countries, central Asia, South-east Asia and China, art and architecture.
2.8.2. The Kadambas, Gangas, Pallavas and the Chalukyas of Badami; administration, role of feudatory families, trade guilds, literature, growth of regional languages and scripts, growth of Vaishnava and Saiva religions. Tamil Bhakti Movement, Institutions of temple and temple architecture.
2.9 The Rashtrakutas Prathiharas, Palas and Senas, Kalachuri-Chedis, Paramaras, Chahamanas, Chalukyas of Gujarat: Arab contacts, advent of the Turks, regional schools of architecture, religious sects and social conditions.
2.10 The Chalukyas of Kalyana, Hoysalas, Cholas, Pandyas, Administration and local Government, growth of art and architecture, religious sects, Institutions of temples, and Mathas, Agraharas and Brahmadeyas, education and literature; economy and society; contact with Sri Lanka and South-east Asia.

MEDIEVAL INDIAN HISTORY

3.1 Sources
3.1.1. Archaeological, epigraphic and numismatic materials and monuments.
3.1.2. Chronicles
3.1.3. Literary Sources: Persian, Sanskrit and regional languages.
3.1.4. Archival materials.
3.1.5. Foreign travellers accounts
3.2 Political Developments
3.2.1. The Sultanate : the Ghorids, the Turks, the Khaljis (Q&A 1), the Tughlaqas, the Sayyids and the Lodhis.
3.2.2. Foundation of the Mughal Empire: Babur, Humanyun and the Suris: expansion from Akbar to Aruangzeb
3.2.3. Decline of the Mughal empire: Political, administrative and economic causes.
3.2.4. Later Mughals and disintegration of the Mughal Empire.
3.2.5. The Vijayanagara and the Bahmanis: rise, expansion and disintegration.
3.2.6. The Maratha Movement: the foundation of Swaraj by Shivaji; its expansion under the Peshwas; Maratha Confederacy; causes of decline.
3.3 Administration
3.3.1. Administration under the Sultanate: civil, judicial, revenue, fiscal and military.
3.3.2. Sher Shah’s administrative reforms: Mughal administration: Land revenue and other sources of income; mansabdari and jagirdari
3.3.3. Administration system in the Deccan: the Vijayanagara, the Bahamanis and the Marathas; Malik Ambar’s revenue system.
3.4. Economic Aspects
3.4.1. Agricultural production: village economy: peasantry
3.4.2. Urbanisation: Urban centres and population
3.4.3. Industries: cotton textiles, handicrafts, agro-based industries; organisation, Karkhanas, technology.
3.4.4. Trade and Commerce: state policies, internal and external trade; European trade, trade centres and ports, transport and communication.
3.4.5. Financing trade, commerce and industries; Hundi and Insurance.
3.4.6. Currency
3.5. Socio-Religious Movements:
3.5.1. The Sufis: their orders, beliefs and practices, the leading Sufi Saints.
3.5.2. Bhakti cult: Shaivism and its branches: Vaishnavism and its branches.
3.5.3. The Saints of the medieval period: north and south; their impact on socio-political and religious life.
3.5.4. The Sikh movement: Guru Nanak Dev and his teachings and practices; Adi Granth; the Khalsa.
3.6. Society
3.6.1. Classification: ruling class, major religious groups, the mercantile and professional classes.
3.6.2. Rural society: petty chieftains, village officials, cultivators and non-cultivating classes, artisans
3.6.3. Position of women
3.7 Cultural life
3.7.1. Educational system and its motivations.
3.7.2. Literature: Persian, Sanskrit and Regional Languages.
3.7.3. Fine arts: major schools of painting; music.
3.7.4. Architectural development of the North and South India: Indo-Islamic architecture.

MODERN INDIAN HISTORY

4.1 Sources
4.1.1. Archival materials, biographies and memoirs, newspapers and oral histories.
4.1.2. European traders in India in the 17th and 18th centuries: Portuguese, Dutch, French and the British.
4.1.3. The establishment, expansion and consolidation of British rule in India.
4.1.4. British relations with principal Indian powers: Bengal, Oudh, Nizam, Mysore, Marathas and Sikhs
4.2. Foreign Relations and Frontier Policy
4.2.1. Relations with Afghanistan and Persia
4.2.2. Relations with Burma
4.2.3. Relations with Nepal and Tibet
4.3. Administration under the East India Company and the Crown
4.3.1. Central and provincial administration under the East India Company and the Crown
4.3.2. Development of local self-government
4.3.3. Constitutional development since 1773
4.4. Economic Development and Policy
4.4.1. Trade and Commerce
4.4.2. Agricultural development and policy, land revenue administration, land tenures (Permanent Settlement, Roytwari, Mahalwari, Taluqdari and Malguzari Settlements) – Rural indebtedness.
4.4.3. Decline of indigenous industries.
4.4.4. Famines and famine policy
4.4.5. Industrial development and policy, labour and trade union movements.
4.4.6. Monetary policy – banking and currency
4.4.7. Growth of towns and cities.
4.5. Social Policy and Social Changes
4.5.1. Impact of British rule on Indian society, emergence of the middle class, caste movements.
4.5.2. Educational development and policy
4.5.3. Socio-religious reforms, emancipation of women
4.5.4. Press and public opinion
4.5.5. Western impact on Indian culture, literature, art, music and performing arts.
4.6. National Movement
4.6.1. Rise of Indian nationalism, social economic bases of nationalism
4.6.2. Revolt of 1857, civil rebellions, tribal movements.
4.6.3. Indian National Congress, ideologies, programmes
4.6.4. Moderates, extremists, revolutionaries in India and abroad.
4.6.5. Peasant movements
4.6.6. The Gandhian era, 1920-47
4.6.7. Genesis of Pakistan
4.6.8. Integration of Indian states
4.6.9. Constitution of India, 1950.

5.1 World History: Concepts, ideas and terms
5.1.1. Script
5.1.2. Life after death
5.1.3. Mother Goddess
5.1.4. Law codes
5.1.5. Athenian Democracy
5.1.6. Roman republic
5.1.7. Slavery in Ancient World.
5.1.8. Aristocracy
5.1.9. Confucianism
5.2
5.2.1. Feudalism
5.2.2. Humanism
5.2.3. Enlightened Despotism
5.2.4. Divine Right
5.2.5. Supremacy of Church
5.2.6. Holy Roman Empire
5.2.7. Social Contract and General Will
5.2.8. Nation States
5.2.9. Renaissance
5.2.10. Reformation
5.3.
5.3.1. Non-alignment
5.3.2. Parliamentary Democracy
5.3.3. Totalitarianism
5.3.4. Commonwealth
5.3.5. White Man’s Burden
5.3.6. Socialism
5.3.7. Sphere of Influence
5.3.8. Racism
5.3.9. Rights of Man
5.3.10. International Peace
5.3.11. Nationalism

6.1 Research in History
6.1.1. Scope and purpose of History
6.1.2. Objectivity and bias in History
6.1.3. History and its ancillary sciences
6.2
6.2.1. Areas of research-proposed
6.2.2. Sources – Primary/secondary in the proposed area of research
6.2.3. Modern Historical Writing in his/her area research.

The Forthcoming Material:

In the next article which will be appear on March 14, 2005, I will discuss the source material which can be used to prepare the above syllabus.

From then onwards, a detailed note on selective topics will appear regularly. Kindly remain in touch. Wish you Good Luck.