The CUET PG Master of Education (M.Ed.) question paper (code COQP15) has 75 multiple-choice questions in 90 minutes, +4 for a right answer, -1 for a wrong one, 0 if left out. NTA sets it on the graduation-level syllabus of the subject, as NTA published it. Every unit of the official syllabus PDF is below with its topics (20 units, 84 topics).
CUET PG Master of Education (M.Ed.) at a glance
| Paper code | COQP15 |
|---|---|
| Group | Common and professional papers (COQP) |
| Questions | 75, all compulsory |
| Marks | 300 (4 per question) |
| Duration | 90 minutes |
| Marking | +4 for a right answer, -1 for a wrong one, 0 if left out |
| Medium | English and Hindi (bilingual) |
| Based on | The graduation-level syllabus of the subject, as NTA published it |
| Official syllabus PDF | Download the official PDFPDF |
CUET PG Master of Education (M.Ed.) syllabus: units and topics
Unit 1 Basics of Education
- Meaning and nature of Education
- Modes of Education- Formal, Non-formal, Open and MOOCS
- Aims of Education
- Philosophy and Education
- Meaning and Scope of Philosophy
- Functions of Philosophy
- Relationship between Education and Philosophy
- Significance of Philosophy of Education
Unit 2 Schools of Philosophy
- Naturalism
- Idealism
- Pragmatism
- Vedant
- Buddhism
- Jainism
- Educational Thinkers: Swami Vivekananda, M.K Gandhi, Tagore, Allamah, Iqbal, John Dewey, J.J
- Rousseau
Unit 3
- Indian Society and Education
- Education as a sub-system of Indian Society
- Education and relationship with Indian Social Structure
Unit 4 School as a Social Unit
- Democracy in School life, Social Change, Social Stratification, Social Mobility
- Culture and Education
Unit 5 Psychological Perspectives of Education
- Nature & Meaning of Educational Psychology
- Nature, Meaning and functions of Educational Psychology
Unit 6 Learning & Motivation
- Concept of learning
- Factors of influencing learning – Personal & Environmental
- Transfer of Learning
- Concept of Motivation and its types
- Techniques of enhancing learner’s motivation
- S‐R Theory of Learning (Thorndike)
- Classical conditioning (Pavlov)
- Operant Conditioning
- Theory of learning (Skinner) and Gestalt Theory of Learning (Kohler et al)
- Cognitive theory (Piaget)
- Social Development Theory (Vygotsky)
Unit 7 Behaviorism
- Constructivism and Eclectic approach
Unit 8 Intelligence and Personality
- Nature & Meaning, Measurement of Intelligence
- Concept of I.Q
- Verbal, Non‐ verbal & Performance tests
- Two‐factor Theory (Spearman)
- Multifactor Theory (Thurston)
- Structure of intellect (Guilford)
- Multiple Intelligence (Gardner) Personality
Unit 9 Meaning & Nature and Development of Personality
- Biological & Socio‐culture determinant a brief overview of Trait‐theory of Personality (Allport)
- Factor‐theory of Personality (Cattell)
- Psycho analytical theory of Personality (Freud)
- Maslow’s hierarchy of needs and their educational implication
- Assessment of Personality – Projective Techniques
Unit 10 Inclusive Education
- Definition, concept and importance of inclusive education
- Historical perspectives on education of children with diverse needs
- Difference between special education integrated education and inclusive education
- Advantages of inclusive education for all children
Unit 11 Educational Management
- Concept & Functions of Educational Management
- Basis of management Planning
- Organizing, Control, Direction and Financing
- School as a unit of decentralization planning
Unit 12 Modern Management Techniques
- Case study
- Man power surveys
- Educational Management Information System (EMIS)
Unit 13
- Nature, Scope & types of Guidance
- Concepts, Principles, Need & Scope
- Types of guidance: Educational; Vocational, Personal and group guidance
Unit 14 Phases of Counseling Process
- Assessment, Intervention, and Termination
- Qualities of an Effective Counselor
Unit 15 Elementary Education in India, Concept of Elementary Education
- Concept of Measurement, Assessment and Evaluation
- Assessment of, for and As learning, Norm Reference Test and Credential Reference Test
- Scale of Measurement,
- Central Tendency, Variability, Correlation
Unit 16 Elementary Education in India
- Universalization of Elementary Education (UEE)
- District Primary Education Programmed (DPEP)
- Sarva Shiksha Abhiyan (SSA) 2002
- Right to Education Act (RTE) 2009
Unit 17 Contemporary Indian Education System and Current issues
- Universalization of Elementary Education with special reference to Sarva Shiksha Abhiyan
- Education of children with special needs
- Women’s Education
- Education of Weaker Sections
Unit 18 Teaching Learning Process
- Teaching Process
- Concept of teaching
- Characteristics & Functions of teaching
- Principles & Maxims of teaching
Unit 19 Techniques of Teacher‐Preparation
- Microteaching ‐ Nature & Meaning, Main proposition, Phases, Steps, Merits & Limitations, Teaching
Unit 20 Skills, Teaching Role Play
- Simulated ‐ Nature & Meaning
- Play Way Method; Project Method; Heuristic Method, Role Play Cooperative learning
- Programmed learning‐ Meaning & Characteristics
- Learning ‐ Principles & Development of the Programmed instructions ICT: Basics in ICT, Multimedia approach, Use of ICT in teaching learning process
Read from the official PDF on 9 November 2026 · Official syllabus PDF · NTA
CUET PG Master of Education (M.Ed.): Previous year question papers
NTA has not published a CUET PG question paper of Master of Education (M.Ed.) as a PDF yet. The final answer keys of every year, and the papers of the subjects NTA did publish, are on the CUET PG question papers page.
Master of Education (M.Ed.): Cutoffs: University of Delhi (CSAS 2026)
The minimum allocation scores (out of 300) the University of Delhi published in CSAS (PG) 2026 for the programmes of this subject, round by round. C2 is open to every applicant; C1 is for graduates of the University of Delhi in the eligible programme.
| Programme | College / department | Category | Round I | Round II | Round III | Spot round I |
|---|---|---|---|---|---|---|
| Master of Education | Department of Education | C1 UR | 203 | 200 | 199 | – |
| Master of Education (M.Ed.) | Department of Education | C1 UR | – | – | – | 197 |
| Master of Education | Department of Education | C1 OBC | 187 | – | 182 | – |
| Master of Education | Department of Education Department of Education | C1 OBC | – | 184 | – | – |
| Master of Education (M.Ed.) | Department of Education | C1 OBC | – | – | – | 181 |
| Master of Education | Department of Education | C1 EWS | 190 | – | 187 | – |
| Master of Education | Department of Education | C1 SC | 172 | 164 | 162 | – |
| Master of Education (M.Ed.) | Department of Education | C1 SC | – | – | – | 153 |
| Master of Education | Department of Education | C1 ST | 143 | 143 | – | – |
| Master of Education (M.Ed.) | Department of Education | C1 ST | – | – | – | 134 |
| Master of Education | Department of Education | C1 PWD | 182 | – | – | – |
Source: the CSAS (PG) 2026 minimum allocation scores published on admission.uod.ac.in · CUET college predictor
