UPSC Principal & Vice-Principal CRT 2026 \u2014 Exam Guide and Detailed Syllabus<\/title>\r\n<meta name=\"description\" content=\"Advt. No. 51\/2026. 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No. <b>51\/2026<\/b><\/span>\r\n <span>Directorate of Education, <b>GNCT of Delhi<\/b><\/span>\r\n <span>CRT <b>01 Nov 2026<\/b><\/span>\r\n <\/div>\r\n\r\n <div class=\"hero\">\r\n <div>\r\n <p class=\"eyebrow\" style=\"margin:0 0 1rem\">Exam guide & detailed syllabus<\/p>\r\n <h1>Principal & Vice-Principal<span class=\"lo\">Combined Recruitment Test 2026<\/span><\/h1>\r\n <p class=\"dek\">828 Group 'A' Gazetted posts in Delhi government schools \u2014 <strong>124 Principal, 704 Vice-Principal<\/strong>. One objective paper of 300 marks decides 75% of your final merit. This guide carries the official scheme, the eight syllabus heads as UPSC printed them, what the previous papers asked, and a topic-wise breakdown built from both.<\/p>\r\n <\/div>\r\n <aside class=\"stamp\" aria-label=\"Notice\">\r\n <span class=\"s1\">Notice<\/span>\r\n <span class=\"s2\">Always read the official notification<\/span>\r\n <span class=\"s3\">Appendix-I · upsc.gov.in<\/span>\r\n <\/aside>\r\n <\/div>\r\n<\/header>\r\n\r\n<nav class=\"toc\" aria-label=\"On this page\">\r\n <ol>\r\n <li><a href=\"#basics\">Exam at a glance<\/a><\/li>\r\n <li><a href=\"#eligibility\">Eligibility<\/a><\/li>\r\n <li><a href=\"#pattern\">Pattern & selection<\/a><\/li>\r\n <li><a href=\"#official\">Official syllabus<\/a><\/li>\r\n <li><a href=\"#weightage\">Weightage<\/a><\/li>\r\n <li><a href=\"#papers\">Download papers<\/a><\/li>\r\n <li><a href=\"#detailed\">Detailed syllabus<\/a><\/li>\r\n <li><a href=\"#sources\">What to read<\/a><\/li>\r\n <\/ol>\r\n<\/nav>\r\n\r\n\r\n<section id=\"basics\">\r\n <div class=\"sec-head\"><span class=\"num\">01<\/span><h2>The exam at a glance<\/h2><\/div>\r\n <dl class=\"facts\">\r\n <div class=\"fact\"><dt>Recruiting body<\/dt><dd>UPSC<small>For the Education Department, Government of NCT of Delhi<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Advertisement<\/dt><dd>No. 51\/2026<small>Special advertisement, released 24 July 2026<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Vacancies<\/dt><dd>828<small>124 Principal · 704 Vice-Principal<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Application window<\/dt><dd>25 Jul \u2013 17 Aug 2026<small>Originally 14 August; last date extended<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Test date<\/dt><dd>1 November 2026<small>Sunday. Pen & paper, OMR<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Pay level<\/dt><dd>Level 12 \/ Level 10<small>7th CPC. Principal L-12, Vice-Principal L-10<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Post classification<\/dt><dd>Group 'A' Gazetted<small>Permanent, non-ministerial. One year probation<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Application fee<\/dt><dd>\u20b925<small>General\/OBC\/EWS male only. Women, SC, ST, PwBD exempt<\/small><\/dd><\/div>\r\n <\/dl>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.6rem\">The CRT is scheduled at fifteen centres: Ahmedabad, Bhopal, Chennai, Delhi, Dispur (Guwahati), Jaipur, Jammu, Kochi, Kolkata, Lucknow, Mumbai, Nagpur, Port Blair, Ranchi and Visakhapatnam. UPSC notes the list may change.<\/p>\r\n\r\n <div class=\"note\" style=\"margin-top:1.4rem\"><b>Why this cycle matters.<\/b> Delhi's sanctioned strength is 475 principals, and for years the overwhelming majority of those chairs sat empty. The previous direct recruitment through UPSC filled 363 Principal posts on the strength of a test held in July 2022. At 828 posts, this is a substantially larger cycle \u2014 and the widest direct-entry route into school leadership that experienced PGTs and TGTs have had.<\/div>\r\n<\/section>\r\n\r\n\r\n<section id=\"eligibility\">\r\n <div class=\"sec-head\"><span class=\"num\">02<\/span><h2>Eligibility<\/h2><\/div>\r\n <p class=\"lede\">Read each of these against the notification before you apply. The cut-off date for every condition is the closing date of applications.<\/p>\r\n\r\n <table class=\"tbl\">\r\n <caption>Essential requirements<\/caption>\r\n <thead><tr><th>Condition<\/th><th>Principal<\/th><th>Vice-Principal<\/th><\/tr><\/thead>\r\n <tbody>\r\n <tr><td>Educational<\/td><td>Master's degree from a recognised University\/Institute<\/td><td>Master's degree from a recognised University\/Institute<\/td><\/tr>\r\n <tr><td>Professional<\/td><td>B.Ed. from a recognised university\/institute<\/td><td>B.Ed. from a recognised university\/institute<\/td><\/tr>\r\n <tr><td>Experience<\/td><td>Ten years' teaching experience as Vice-Principal \/ PGT \/ TGT in a recognised High \/ Higher Secondary \/ Senior Secondary School or Intermediate College<\/td><td>Prescribed years of service as a Trained Graduate Teacher, as specified in the notification<\/td><\/tr>\r\n <tr><td>Upper age<\/td><td class=\"n\">As specified, with category relaxation<\/td><td class=\"n\">As specified, with category relaxation<\/td><\/tr>\r\n <tr><td>Desirable<\/td><td colspan=\"2\">Doctorate from a recognised University\/Institute; experience of administrative charge of a recognised school<\/td><\/tr>\r\n <\/tbody>\r\n <\/table>\r\n\r\n <div class=\"note warn\"><b>Two things that quietly cost people their application.<\/b> Experience certificates must be on school letterhead and must state the exact designation and the precise period \u2014 start collecting them now rather than at scrutiny stage. And OBC reservation here is available only against an OBC certificate issued by the Government of NCT of Delhi.<\/div>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.5rem\"><span class=\"k\">What the post actually involves,<\/span> in the Commission's own framing: administrative, academic and financial work in a school; ensuring quality education; ensuring safety, security, punctuality, regularity and proper discipline among students and staff; and ensuring that the Financial Rules are followed for all financial transactions. That sentence is worth rereading \u2014 it is a fair map of where the paper puts its marks.<\/p>\r\n<\/section>\r\n\r\n\r\n<section id=\"pattern\">\r\n <div class=\"sec-head\"><span class=\"num\">03<\/span><h2>Pattern and selection<\/h2><\/div>\r\n\r\n <table class=\"tbl\">\r\n <caption>Combined Recruitment Test \u2014 scheme as printed<\/caption>\r\n <thead><tr><th>Parameter<\/th><th>Provision<\/th><\/tr><\/thead>\r\n <tbody>\r\n <tr><td>Duration<\/td><td class=\"n\">Two hours<\/td><\/tr>\r\n <tr><td>Question type<\/td><td>Objective, multiple choice with four options<\/td><\/tr>\r\n <tr><td>Marks per question<\/td><td>All questions carry equal marks<\/td><\/tr>\r\n <tr><td>Maximum marks<\/td><td class=\"n\">300<\/td><\/tr>\r\n <tr><td>Negative marking<\/td><td>One-third of the marks assigned to that question, for every wrong answer<\/td><\/tr>\r\n <tr><td>Unattempted questions<\/td><td>No penalty<\/td><\/tr>\r\n <tr><td>Medium<\/td><td>English and Hindi<\/td><\/tr>\r\n <tr><td>Final merit<\/td><td>CRT : Interview = <span class=\"mono\">75 : 25<\/span><\/td><\/tr>\r\n <tr><td>Interview<\/td><td class=\"n\">100 marks<\/td><\/tr>\r\n <tr><td>Minimum suitability at interview<\/td><td class=\"n\">50 UR\/EWS · 45 OBC · 40 SC\/ST\/PwBD<\/td><\/tr>\r\n <\/tbody>\r\n <\/table>\r\n\r\n <div class=\"note ok\"><b>Question count and guessing.<\/b> The notification fixes the marks, not the number of questions. Both 2022 papers carried <span class=\"mono\">120 questions of 2.5 marks each<\/span>, and every other parameter of the scheme has carried over from 2022 unchanged, so 120 is a reasonable working assumption. On that basis one wrong answer costs <span class=\"mono\">0.83<\/span> marks, so a blind guess across four options is close to break-even \u2014 but a guess narrowed to two options is clearly worth taking. Plan your attempt strategy on 120, and confirm the number on the day.<\/div>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.5rem\">Both stages carry a qualifying bar. Clearing the CRT is not enough on its own \u2014 you must also reach the minimum level of suitability at interview, and those thresholds are applied on relaxed standards for OBC, SC, ST and PwD candidates. In the 2022 cycle a number of posts went unfilled for exactly that reason.<\/p>\r\n\r\n <p class=\"narrow\">One administrative detail worth planning around: in 2022 the Commission stated plainly that no request for change of test centre would be entertained. Choose your centre on the assumption that it is final.<\/p>\r\n<\/section>\r\n\r\n\r\n<section id=\"official\">\r\n <div class=\"sec-head\"><span class=\"num\">04<\/span><h2>The official syllabus<\/h2><\/div>\r\n <p class=\"lede\">This is the whole of it. UPSC publishes eight lines and states that the test \"broadly comprises\" these topics. There is no official sub-topic list and no official weightage \u2014 everything more detailed than this is inference from the papers.<\/p>\r\n\r\n <div class=\"official\">\r\n <span class=\"tag\">Appendix-I · Syllabus of the test<\/span>\r\n <ol>\r\n <li>General Knowledge including Contemporary social, economic and cultural issues<\/li>\r\n <li>Hindi and English language skills<\/li>\r\n <li>Reasoning ability and Quantitative Aptitude<\/li>\r\n <li>Educational policies & Educational measurement and evaluation<\/li>\r\n <li>Management and Financial administration<\/li>\r\n <li>Office Procedure<\/li>\r\n <li>Pedagogy in Education <span class=\"new-flag\">new in 2026<\/span><\/li>\r\n <li>Digital Literacy <span class=\"new-flag\">new in 2026<\/span><\/li>\r\n <\/ol>\r\n <\/div>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.6rem\"><span class=\"k\">Two of those eight heads are new \u2014 and this is documented, not inferred.<\/span> The UPSC Addendum issued to candidates for the 2022 Vice-Principal recruitment printed its own \"Syllabus of the Test\" under exactly the same heading. It listed six heads. Set the two side by side:<\/p>\r\n\r\n <div class=\"cmp\">\r\n <div class=\"cmp-col\">\r\n <div class=\"cmp-hd\">\r\n <span class=\"cmp-yr\">Then<\/span>\r\n <span class=\"cmp-ttl\">Syllabus of the Test, 2022<\/span>\r\n <span class=\"cmp-src\">Addendum to Advt. No. 10\/2022 · 131 VP posts<\/span>\r\n <\/div>\r\n <ol>\r\n <li>General Knowledge including Contemporary social, economic and cultural issues<\/li>\r\n <li>Hindi and English language skills<\/li>\r\n <li>Reasoning ability and Quantitative Aptitude<\/li>\r\n <li>Educational policies & Educational measurement and evaluation<\/li>\r\n <li>Management and Financial administration<\/li>\r\n <li>Office Procedure<\/li>\r\n <\/ol>\r\n <\/div>\r\n <div class=\"cmp-col now\">\r\n <div class=\"cmp-hd\">\r\n <span class=\"cmp-yr\">Now<\/span>\r\n <span class=\"cmp-ttl\">Syllabus of the Test, 2026<\/span>\r\n <span class=\"cmp-src\">Appendix-I, Advt. No. 51\/2026 · 828 posts<\/span>\r\n <\/div>\r\n <ol>\r\n <li>General Knowledge including Contemporary social, economic and cultural issues<\/li>\r\n <li>Hindi and English language skills<\/li>\r\n <li>Reasoning ability and Quantitative Aptitude<\/li>\r\n <li>Educational policies & Educational measurement and evaluation<\/li>\r\n <li>Management and Financial administration<\/li>\r\n <li>Office Procedure<\/li>\r\n <li class=\"added\">Pedagogy in Education<\/li>\r\n <li class=\"added\">Digital Literacy<\/li>\r\n <\/ol>\r\n <\/div>\r\n <\/div>\r\n\r\n <p class=\"narrow\">The first six lines are word-for-word identical. Two have been appended. Nothing has been dropped, reworded or reordered \u2014 which is why no question on pedagogy or digital literacy appears anywhere in the 2022 papers, and why past-paper analysis is simply silent on a quarter of what you now have to prepare.<\/p>\r\n\r\n <p class=\"narrow\">That is the most actionable fact in this guide. <span class=\"hi\">No past paper exists for those two heads, no material has settled, and every candidate starts level.<\/span><\/p>\r\n\r\n <div class=\"note ok\" style=\"margin-top:1.5rem\"><b>Everything else about the test is unchanged.<\/b> The 2022 Addendum and the 2026 notification agree line for line on the rest of the scheme: two hours, all questions carrying equal marks, objective multiple choice, both Hindi and English, one-third negative marking, a maximum of 300 marks, and a 75:25 weightage between the test and the interview. The standard of suitability at interview is the same \u2014 50 and above for General and EWS, 45 for OBC, 40 for SC, ST and PwD on relaxed standards. Even the fifteen test centres are the same fifteen. That degree of continuity is what makes the 2022 papers worth solving closely rather than glancing at.<\/div>\r\n<\/section>\r\n\r\n\r\n<section id=\"weightage\">\r\n <div class=\"sec-head\"><span class=\"num\">05<\/span><h2>Weightage: what the previous papers asked<\/h2><\/div>\r\n <p class=\"lede\">Two papers, 240 questions: the Principal paper of 17 July 2022 and the Vice-Principal paper of 11 December 2022. Every question classified against the eight heads and converted to marks out of 300. This is a record of what happened, not a forecast \u2014 but it is the firmest evidence available.<\/p>\r\n\r\n <div class=\"blueprint\" id=\"bp\">\r\n <div class=\"bp-head\">\r\n <span class=\"t\">Marks by syllabus head<\/span>\r\n <span class=\"m\">Measured across 240 questions, 2022 · scaled to 300<\/span>\r\n <\/div>\r\n\r\n <div class=\"bp-row\"><span class=\"bp-idx\">I<\/span><span class=\"bp-name\">General Knowledge & contemporary issues<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"16\"><\/span><\/span><span class=\"bp-val\">\u2248 25 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">II<\/span><span class=\"bp-name\">Hindi & English language skills<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"29\"><\/span><\/span><span class=\"bp-val\">\u2248 45 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">III<\/span><span class=\"bp-name\">Reasoning & Quantitative Aptitude<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"24\"><\/span><\/span><span class=\"bp-val\">\u2248 38 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">IV<\/span><span class=\"bp-name\">Educational policies, measurement & evaluation<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"100\"><\/span><\/span><span class=\"bp-val\">\u2248 155 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">V<\/span><span class=\"bp-name\">Management & Financial administration<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"15\"><\/span><\/span><span class=\"bp-val\">\u2248 24 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">VI<\/span><span class=\"bp-name\">Office Procedure<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"9\"><\/span><\/span><span class=\"bp-val\">\u2248 13 marks<\/span><\/div>\r\n <div class=\"bp-row is-new\"><span class=\"bp-idx\">VII<\/span><span class=\"bp-name\">Pedagogy in Education<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"8\"><\/span><\/span><span class=\"bp-val\">no data<\/span><\/div>\r\n <div class=\"bp-row is-new\"><span class=\"bp-idx\">VIII<\/span><span class=\"bp-name\">Digital Literacy<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"8\"><\/span><\/span><span class=\"bp-val\">no data<\/span><\/div>\r\n\r\n <p class=\"bp-foot\">Head IV alone was over half the paper. The two hatched bars are <b>heads that did not exist in the 2022 syllabus<\/b>, so they have no measured history \u2014 and whatever marks they take in 2026 have to come from somewhere. Head IV is the only block large enough to give them up, so treat the 155 as an upper bound likely to shrink, not a target to plan around.<\/p>\r\n <\/div>\r\n\r\n <table class=\"tbl\" style=\"margin-top:2.4rem\">\r\n <caption>Inside the two heaviest heads, 2022<\/caption>\r\n <thead><tr><th>Sub-area<\/th><th class=\"n\">Principal<\/th><th class=\"n\">Vice-Principal<\/th><th class=\"n\">Combined<\/th><th class=\"n\">Share<\/th><\/tr><\/thead>\r\n <tbody>\r\n <tr><td>Measurement, evaluation, statistics & research<\/td><td class=\"n\">29<\/td><td class=\"n\">36<\/td><td class=\"n\">65<\/td><td class=\"n\">27.1%<\/td><\/tr>\r\n <tr><td>Educational policies, Acts & schemes<\/td><td class=\"n\">32<\/td><td class=\"n\">27<\/td><td class=\"n\">59<\/td><td class=\"n\">24.6%<\/td><\/tr>\r\n <tr><td>Language skills<\/td><td class=\"n\">16<\/td><td class=\"n\">20<\/td><td class=\"n\">36<\/td><td class=\"n\">15.0%<\/td><\/tr>\r\n <tr><td>Reasoning & quantitative<\/td><td class=\"n\">10<\/td><td class=\"n\">20<\/td><td class=\"n\">30<\/td><td class=\"n\">12.5%<\/td><\/tr>\r\n <tr><td>General knowledge, polity & economy<\/td><td class=\"n\">10<\/td><td class=\"n\">10<\/td><td class=\"n\">20<\/td><td class=\"n\">8.3%<\/td><\/tr>\r\n <tr><td>Office procedure, RTI, CPGRAMS<\/td><td class=\"n\">7<\/td><td class=\"n\">4<\/td><td class=\"n\">11<\/td><td class=\"n\">4.6%<\/td><\/tr>\r\n <tr><td>GFR & financial administration<\/td><td class=\"n\">8<\/td><td class=\"n\">2<\/td><td class=\"n\">10<\/td><td class=\"n\">4.2%<\/td><\/tr>\r\n <tr><td>CCS service rules<\/td><td class=\"n\">6<\/td><td class=\"n\">0<\/td><td class=\"n\">6<\/td><td class=\"n\">2.5%<\/td><\/tr>\r\n <tr><td>Other statute<\/td><td class=\"n\">2<\/td><td class=\"n\">1<\/td><td class=\"n\">3<\/td><td class=\"n\">1.2%<\/td><\/tr>\r\n <\/tbody>\r\n <\/table>\r\n\r\n <h3 style=\"margin:2rem 0 .7rem;font-size:1.05rem\">Five things the papers show that a syllabus cannot<\/h3>\r\n <ul class=\"narrow\" style=\"padding-left:1.2rem\">\r\n <li style=\"margin-bottom:.55rem\"><span class=\"k\">Question order is not stable.<\/span> The Principal paper opened with General Knowledge; the Vice-Principal paper opened with a twenty-question language section labelled Part A. Do not build a fixed attempt sequence.<\/li>\r\n <li style=\"margin-bottom:.55rem\"><span class=\"k\">The Vice-Principal paper was harder on numbers.<\/span> Twenty quantitative and reasoning questions against the Principal paper's ten, and thirty-six statistics questions against twenty-nine. If you have applied for Vice-Principal, weight arithmetic and educational statistics higher.<\/li>\r\n <li style=\"margin-bottom:.55rem\"><span class=\"k\">Statistics questions are computational.<\/span> Candidates had to compute a standard deviation from five numbers, apply the Spearman-Brown formula in both directions, read a difficulty and discrimination index off a real item-analysis table, and work out a z-score. Definitions alone will not carry you.<\/li>\r\n <li style=\"margin-bottom:.55rem\"><span class=\"k\">Aptitude arrives dressed as school work.<\/span> Marks conversion, section averages when students transfer, attendance across a week, invigilator assignment, fee-hike revenue, net score under negative marking. Ordinary mathematics, set on a principal's desk.<\/li>\r\n <li><span class=\"k\">History was almost absent.<\/span> Across 240 questions, one touched history \u2014 asking which ancient centre of learning lies outside independent India.<\/li>\r\n <\/ul>\r\n<\/section>\r\n\r\n\r\n<section id=\"papers\">\r\n <div class=\"sec-head\"><span class=\"num\">06<\/span><h2>Download the papers<\/h2><\/div>\r\n <p class=\"lede\">Both 2022 papers are freely available. Solve both regardless of which post you have applied for \u2014 the syllabus is common to Principal and Vice-Principal, and the two papers weight the same syllabus differently, so together they give a fuller picture than either alone.<\/p>\r\n\r\n <div class=\"dl\">\r\n <a class=\"dl-item\" href=\"https:\/\/humanperitus.in\/wp-content\/uploads\/2026\/06\/2021-Paper-Principal-GNCTD-17-July-2022.pdf\" target=\"_blank\" rel=\"noopener\">\r\n <span class=\"dl-kind\">Question paper · PDF<\/span>\r\n <span class=\"dl-title\">Principal, GNCTD \u2014 17 July 2022<\/span>\r\n <span class=\"dl-meta\">Booklet JHGD-U-OFX · 120 questions · bilingual<\/span>\r\n <span class=\"dl-note\">Opens with ten General Knowledge questions. Heaviest on RTE and NEP.<\/span>\r\n <\/a>\r\n\r\n <a class=\"dl-item\" href=\"https:\/\/humanperitus.in\/wp-content\/uploads\/2024\/04\/UPSC-Vice-Principal-GNCTD-2022.pdf\" target=\"_blank\" rel=\"noopener\">\r\n <span class=\"dl-kind\">Question paper · PDF<\/span>\r\n <span class=\"dl-title\">Vice-Principal, GNCTD \u2014 11 December 2022<\/span>\r\n <span class=\"dl-meta\">Booklet JMRE-B-KLI · 120 questions · Part A and Part B<\/span>\r\n <span class=\"dl-note\">Opens with a twenty-question language section. Twice the quantitative load.<\/span>\r\n <\/a>\r\n\r\n <a class=\"dl-item\" href=\"https:\/\/humanperitus.in\/wp-content\/uploads\/2026\/07\/AdvtNo-51-2026-Special-Engl-240726.pdf\" target=\"_blank\" rel=\"noopener\">\r\n <span class=\"dl-kind\">Notification · PDF<\/span>\r\n <span class=\"dl-title\">Special Advt. No. 51\/2026<\/span>\r\n <span class=\"dl-meta\">Released 24 July 2026 · English<\/span>\r\n <span class=\"dl-note\">Eligibility, scheme and Appendix-I syllabus. The governing document.<\/span>\r\n <\/a>\r\n <\/div>\r\n\r\n <div class=\"note\" style=\"margin-top:1.5rem\"><b>How to use them.<\/b> Sit each paper once under timed conditions before you start studying, not after. Two hours, no notes, one-third negative marking applied honestly. The score will be poor and that is the point \u2014 it tells you which of the eight heads is actually costing you marks, and that ordering is more useful than any generic study plan. Sit them again in October to measure movement.<\/div>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.4rem\">Both papers are hosted by Human Peritus, which is where they entered public circulation. The 2026 notification is also available directly from <a href=\"https:\/\/upsc.gov.in\" target=\"_blank\" rel=\"noopener\">upsc.gov.in<\/a> under What's New, and the UPSC copy is the one to treat as authoritative.<\/p>\r\n<\/section>\r\n\r\n\r\n<section id=\"detailed\">\r\n <div class=\"sec-head\"><span class=\"num\">07<\/span><h2>Detailed syllabus, head by head<\/h2><\/div>\r\n <p class=\"lede\">Built from three inputs: the eight heads as printed, what the previous papers demonstrably asked, and the statutory and academic material the post rests on. Where the papers give evidence, the depth follows the evidence. Where a head is new, it is built from the ground up.<\/p>\r\n\r\n \r\n <details class=\"head\" id=\"h1\">\r\n <summary><span class=\"h-num\">I<\/span><span class=\"h-title\">General Knowledge including contemporary social, economic and cultural issues<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 25 marks in 2022 \u00b7 breadth over depth<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>The notification puts <span class=\"k\">contemporary<\/span> first, and the papers bore that out: current portals, schemes, appointments and one-line policy facts rather than deep history. Cap your time here \u2014 it is the lowest return per hour on the paper.<\/p>\r\n\r\n <h4>Current affairs, last 12\u201318 months<\/h4>\r\n <ul>\r\n <li>Education current affairs, treated as compulsory: NEP implementation milestones, NCF-SE rollout, PARAKH outputs, NAS and ASER findings, UDISE+ releases, PM-SHRI progress, CBSE circulars and exam-scheme changes, the two-board-exam policy, APAAR and ABC<\/li>\r\n <li>New or restructured government portals and schemes<\/li>\r\n <li>Union Budget and Economic Survey headlines, with the education allocation<\/li>\r\n <li>Awards and honours: Bharat Ratna, Padma, Jnanpith, Nobel, Sahitya Akademi; UNESCO education prizes<\/li>\r\n <li>Observed days and their themes \u2014 World Teachers' Day was asked directly<\/li>\r\n <li>Summits and groupings India hosted or joined<\/li>\r\n <\/ul>\r\n\r\n <h4>Contemporary social issues<\/h4>\r\n <ul>\r\n <li>Education-linked: dropout and retention, gender gap, child labour, first-generation learners, migrant children, the digital divide<\/li>\r\n <li>Health and nutrition: malnutrition, anaemia, adolescent health, mental health in schools, POSHAN Abhiyaan<\/li>\r\n <li>Social justice: reservation policy, SC\/ST\/OBC\/EWS, PwBD rights, the Transgender Persons Act 2019, women's reservation<\/li>\r\n <li>Environment and society: climate commitments, air quality and GRAP, waste management, Mission LiFE<\/li>\r\n <\/ul>\r\n\r\n <h4>Economy, applied<\/h4>\r\n <ul>\r\n <li>Sectors of the economy and their contribution to GDP and employment \u2014 asked directly<\/li>\r\n <li>Minimum Support Price and which categories of produce it covers \u2014 asked directly<\/li>\r\n <li>Cryptocurrency regulation and the Digital Rupee \u2014 asked directly<\/li>\r\n <li>Indicators: GDP, inflation, fiscal deficit, HDI, SDG India Index<\/li>\r\n <li>Public expenditure on education and the 6% of GDP target<\/li>\r\n <\/ul>\r\n\r\n <h4>Polity, core only<\/h4>\r\n <ul>\r\n <li>Preamble, salient features, sources of the Constitution<\/li>\r\n <li>Fundamental Rights with an education focus: Articles 14, 15, 16, 19, 21, <span class=\"k\">21A<\/span>, 28, <span class=\"k\">29\u201330 on minority educational institutions<\/span>, 32<\/li>\r\n <li>DPSP and Fundamental Duties: Articles 45, 46, 51A(k)<\/li>\r\n <li>Constitutional offices and how they are filled \u2014 the Attorney General under Article 76 and the Solicitor General were both asked; the Vice-President's election and the President's resignation were asked<\/li>\r\n <li>Union Territories: how many, which have Legislative Assemblies, Lok Sabha representation \u2014 asked directly<\/li>\r\n <li>Parliamentary procedure: admissibility of a Question in the Lok Sabha was asked<\/li>\r\n <li>Constitutional and statutory bodies: EC, UPSC, CAG, Finance Commission, NHRC, <span class=\"k\">NCPCR, SCPCR, DCPCR<\/span>, CIC, CVC<\/li>\r\n <li>Key amendments: 42nd, 44th, 73rd, 74th, <span class=\"k\">86th<\/span>, 101st, 103rd<\/li>\r\n <li>Article 239AA and the special position of Delhi<\/li>\r\n <\/ul>\r\n\r\n <h4>History \u2014 awareness level only<\/h4>\r\n <ul>\r\n <li><span class=\"k\">History of education in India<\/span>, the part that pays: Macaulay's Minute 1835, Wood's Despatch 1854, Hunter Commission 1882, Sadler Commission 1917, Hartog Committee 1929, Wardha Scheme 1937, Sargent Plan 1944<\/li>\r\n <li>Ancient centres of learning \u2014 Nalanda, Vikramshila, Takshashila, Valabhi \u2014 and which lie outside modern India<\/li>\r\n <li>Everything else at dynasty-and-date recognition level<\/li>\r\n <\/ul>\r\n\r\n <h4>Geography, environment, culture, science<\/h4>\r\n <ul>\r\n <li>National parks and conservation projects; Project Cheetah at Kuno; Ramsar sites<\/li>\r\n <li>Distinctive landscapes and what each is known for<\/li>\r\n <li>Art and culture at identification level: classical dances and their states, festivals and their states, crafts and textiles, musical instruments and their materials<\/li>\r\n <li>Science and technology in the news: ISRO missions, health, AI, semiconductors<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h2\">\r\n <summary><span class=\"h-num\">II<\/span><span class=\"h-title\">Hindi and English language skills<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 45 marks in 2022 \u00b7 highest return per hour<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>Both languages carry roughly equal weight and neither is optional. For a bilingual paper attached to a Delhi government post the Hindi section is serious, and it is where prepared candidates quietly gain ten to fifteen marks on the field.<\/p>\r\n\r\n <h4>General English<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Spotting errors<\/span> \u2014 three questions in the Principal paper alone. Subject\u2013verb agreement, \"one of the\" constructions, tense consistency, parallelism<\/li>\r\n <li><span class=\"k\">Idioms and phrases<\/span> \u2014 three questions, in both meaning-selection and matching formats<\/li>\r\n <li><span class=\"k\">Reading comprehension<\/span> \u2014 fact-based, inference-based, and word-meaning-in-context<\/li>\r\n <li>Determiners and quantifiers: <span class=\"mono\">little \/ a little<\/span>, <span class=\"mono\">few \/ a few<\/span> \u2014 asked directly<\/li>\r\n <li>Active and passive voice, including judging whether a given transformation is correct<\/li>\r\n <li>Direct and indirect speech<\/li>\r\n <li>Counting the number of errors in a passage<\/li>\r\n <li>One-word substitutions, synonyms and antonyms, spelling, sentence improvement, cloze, para-jumbles<\/li>\r\n <li>Prepositions, phrasal verbs, articles, degrees of comparison, conjunctions and connectors<\/li>\r\n <\/ul>\r\n\r\n <h4>\u0938\u093e\u092e\u093e\u0928\u094d\u092f \u0939\u093f\u0902\u0926\u0940<\/h4>\r\n <ul>\r\n <li><span class=\"k\">\u0905\u092a\u0920\u093f\u0924 \u0917\u0926\u094d\u092f\u093e\u0902\u0936<\/span> \u2014 2022 \u092e\u0947\u0902 \u091a\u093e\u0923\u0915\u094d\u092f-\u0935\u093f\u0937\u092f\u0915 \u0924\u0925\u093e NEP-\u0906\u0927\u093e\u0930\u093f\u0924 \u0917\u0926\u094d\u092f\u093e\u0902\u0936 \u0906\u090f<\/li>\r\n <li><span class=\"k\">\u0938\u0902\u0927\u093f \u090f\u0935\u0902 \u0938\u0902\u0927\u093f-\u0935\u093f\u091a\u094d\u091b\u0947\u0926<\/span> \u2014 \u0938\u094d\u0935\u0930 \u0938\u0902\u0927\u093f (\u0926\u0940\u0930\u094d\u0918, \u0917\u0941\u0923, \u0935\u0943\u0926\u094d\u0927\u093f, \u092f\u0923, \u0905\u092f\u093e\u0926\u093f), \u0935\u094d\u092f\u0902\u091c\u0928 \u0938\u0902\u0927\u093f, \u0935\u093f\u0938\u0930\u094d\u0917 \u0938\u0902\u0927\u093f<\/li>\r\n <li><span class=\"k\">\u092e\u0941\u0939\u093e\u0935\u0930\u0947 \u090f\u0935\u0902 \u0932\u094b\u0915\u094b\u0915\u094d\u0924\u093f\u092f\u093e\u0901<\/span> \u2014 \u0905\u0930\u094d\u0925 \u090f\u0935\u0902 \u092e\u093f\u0932\u093e\u0928, \u0926\u094b\u0928\u094b\u0902 \u092a\u094d\u0930\u093e\u0930\u0942\u092a\u094b\u0902 \u092e\u0947\u0902<\/li>\r\n <li>\u0935\u093f\u0932\u094b\u092e, \u092a\u0930\u094d\u092f\u093e\u092f\u0935\u093e\u091a\u0940, \u0905\u0928\u0947\u0915\u093e\u0930\u094d\u0925\u0940, \u092f\u0941\u0917\u094d\u092e \u0936\u092c\u094d\u0926<\/li>\r\n <li>\u0915\u093e\u0930\u0915 \u090f\u0935\u0902 \u0935\u093f\u092d\u0915\u094d\u0924\u093f; \u0938\u092e\u093e\u0938; \u0909\u092a\u0938\u0930\u094d\u0917 \u090f\u0935\u0902 \u092a\u094d\u0930\u0924\u094d\u092f\u092f<\/li>\r\n <li>\u0935\u093e\u0915\u094d\u092f-\u0936\u0941\u0926\u094d\u0927\u093f \u090f\u0935\u0902 \u0935\u0930\u094d\u0924\u0928\u0940 \u0936\u094b\u0927\u0928; \u0932\u093f\u0902\u0917, \u0935\u091a\u0928, \u0915\u093e\u0932, \u0935\u093e\u091a\u094d\u092f<\/li>\r\n <li>\u0924\u0924\u094d\u0938\u092e\u2013\u0924\u0926\u094d\u092d\u0935; \u0935\u093e\u0915\u094d\u092f\u093e\u0902\u0936 \u0915\u0947 \u0932\u093f\u090f \u090f\u0915 \u0936\u092c\u094d\u0926<\/li>\r\n <li>\u0905\u0932\u0902\u0915\u093e\u0930 \u090f\u0935\u0902 \u0930\u0938 \u2014 \u092a\u0939\u091a\u093e\u0928 \u0938\u094d\u0924\u0930 \u092a\u0930<\/li>\r\n <\/ul>\r\n\r\n <h4>\u0930\u093e\u091c\u092d\u093e\u0937\u093e \u2014 small, closed, routinely skipped<\/h4>\r\n <ul>\r\n <li>\u0930\u093e\u091c\u092d\u093e\u0937\u093e \u0905\u0927\u093f\u0928\u093f\u092f\u092e 1963 \u090f\u0935\u0902 \u0928\u093f\u092f\u092e 1976; \u0905\u0928\u0941\u091a\u094d\u091b\u0947\u0926 343\u2013351<\/li>\r\n <li>\u0915\u094d\u0937\u0947\u0924\u094d\u0930 '\u0915', '\u0916', '\u0917' \u0915\u093e \u0935\u0930\u094d\u0917\u0940\u0915\u0930\u0923 \u2014 \u0926\u093f\u0932\u094d\u0932\u0940 \u0915\u094d\u0937\u0947\u0924\u094d\u0930 '\u0915' \u092e\u0947\u0902 \u0939\u0948<\/li>\r\n <li><span class=\"k\">\u092a\u0941\u0938\u094d\u0924\u0915\u093e\u0932\u092f \u0939\u0947\u0924\u0941 \u092a\u0941\u0938\u094d\u0924\u0915-\u0915\u094d\u0930\u092f \u092c\u091c\u091f \u092e\u0947\u0902 \u0939\u093f\u0902\u0926\u0940 \u092a\u0941\u0938\u094d\u0924\u0915\u094b\u0902 \u0915\u093e \u0928\u093f\u0930\u094d\u0927\u093e\u0930\u093f\u0924 \u092a\u094d\u0930\u0924\u093f\u0936\u0924<\/span> \u2014 \u0938\u0940\u0927\u093e \u092a\u0942\u091b\u093e \u0917\u092f\u093e<\/li>\r\n <li>\u0938\u0930\u0915\u093e\u0930\u0940 \u092a\u0924\u094d\u0930\u093e\u091a\u093e\u0930 \u0915\u0947 \u092a\u094d\u0930\u093e\u0930\u0942\u092a \u090f\u0935\u0902 \u092a\u094d\u0930\u0936\u093e\u0938\u0928\u093f\u0915 \u0936\u092c\u094d\u0926\u093e\u0935\u0932\u0940<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h3\">\r\n <summary><span class=\"h-num\">III<\/span><span class=\"h-title\">Reasoning ability and Quantitative Aptitude<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 38 marks in 2022 \u00b7 double weight in the VP paper<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>Class-ten mathematics in a school-administration costume. Almost every 2022 question was set in a school: marks, sections, attendance, invigilators, fees, teaching experience. Practise in that framing and the arithmetic stops feeling abstract.<\/p>\r\n\r\n <h4>Arithmetic \u2014 the core<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Averages and weighted averages<\/span>, including what happens to two group averages when students transfer between sections \u2014 asked twice<\/li>\r\n <li>Percentages, successive change, and <span class=\"k\">fee-hike revenue problems<\/span> across class bands \u2014 asked directly<\/li>\r\n <li><span class=\"k\">Marks conversion<\/span> between scales, and its effect on class average \u2014 asked directly<\/li>\r\n <li><span class=\"k\">Net score under negative marking<\/span> (+3 correct, \u22121 wrong, \u22120.5 unattempted) \u2014 asked directly<\/li>\r\n <li>Ratio and proportion; mixtures and alligation<\/li>\r\n <li>Product costing and unit economics from a price table \u2014 asked directly<\/li>\r\n <li>Time and work; <span class=\"k\">pipes and cisterns<\/span>, including three pumps working together<\/li>\r\n <li>Time, speed and distance; ages and experience problems across two reference years<\/li>\r\n <li>Simple and compound interest; profit, loss and discount<\/li>\r\n <li>Number system: divisibility, digit-sum and digit-product conditions, HCF and LCM<\/li>\r\n <\/ul>\r\n\r\n <h4>Geometry, counting and probability<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Circles<\/span>: intersecting circles, central and inscribed angles, chords, tangents \u2014 the Principal paper asked for an angle between two identical intersecting circles<\/li>\r\n <li>Triangles, congruence and similarity, Pythagoras; angles on parallel lines<\/li>\r\n <li>Mensuration, 2D and 3D<\/li>\r\n <li><span class=\"k\">Permutations for seating and duty rosters<\/span>: students across rows of chairs, invigilator assignment where a section's own teacher cannot invigilate<\/li>\r\n <li>Basic probability and set-based counting<\/li>\r\n <\/ul>\r\n\r\n <h4>Reasoning<\/h4>\r\n <ul>\r\n <li>Number and letter series, including missing-term and reverse-logic formats<\/li>\r\n <li><span class=\"k\">Operator substitution<\/span> \u2014 the set <span class=\"mono\">+ \u2212 \u00d7 \u00f7 ~<\/span> redefined as inequalities, then conclusions drawn<\/li>\r\n <li>Blood relations and family trees; ranking and position in a row; height and order comparison<\/li>\r\n <li>Venn diagrams for overlapping categories; syllogism<\/li>\r\n <li>Categorical logic on statements of the \"every X is Y, but every X is not Z\" type<\/li>\r\n <li>Word and number analogy; classification<\/li>\r\n <li><span class=\"k\">Data sufficiency<\/span> \u2014 the standard four-option format<\/li>\r\n <li>Statement\u2013conclusion, statement\u2013assumption, \"which of the following can be concluded\"<\/li>\r\n <li>Direction sense; clocks and calendars; coding\u2013decoding<\/li>\r\n <\/ul>\r\n\r\n <h4>Data interpretation<\/h4>\r\n <ul>\r\n <li>Tables, bar and line graphs, pie charts, caselets<\/li>\r\n <li>Education-context data: enrolment, GER and NER, dropout rates, pupil\u2013teacher ratio, result analysis, budget tables<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h4\">\r\n <summary><span class=\"h-num\">IV<\/span><span class=\"h-title\">Educational policies & Educational measurement and evaluation<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 155 marks in 2022 \u00b7 the paper turns on this<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>Over half of the 2022 papers. It splits cleanly in two, and both halves are closed syllabi you can master to certainty \u2014 one from bare Acts and policy documents, the other from a standard body of psychometrics that does not change.<\/p>\r\n\r\n <h4>A \u00b7 Measurement and evaluation \u2014 concepts<\/h4>\r\n <ul>\r\n <li>Measurement, assessment, evaluation and testing distinguished<\/li>\r\n <li><span class=\"k\">Types by purpose<\/span>: placement, diagnostic, formative, summative \u2014 and identifying which from a described classroom situation, which is how it was asked<\/li>\r\n <li>Norm-referenced versus criterion-referenced; objective versus subjective; group versus individual testing<\/li>\r\n <li>Continuous and Comprehensive Evaluation \u2014 definition and rationale<\/li>\r\n <li>Components of evaluation: qualitative description, quantitative description, value judgement<\/li>\r\n <li>Principles of achievement testing; competency-based assessment; Holistic Progress Card; portfolio, rubric, peer and self-assessment<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Taxonomy of objectives<\/h4>\r\n <ul>\r\n <li>Bloom's cognitive domain and the highest level of learning within it<\/li>\r\n <li><span class=\"k\">Affective domain<\/span>: receiving, responding, valuing, organisation, characterisation \u2014 and sorting a mixed list into the right domain, which was asked in both papers<\/li>\r\n <li>Psychomotor domain; revised Bloom (Anderson & Krathwohl); RCEM taxonomy<\/li>\r\n <li>Writing instructional objectives; identifying which statement does not belong to a given domain<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Test construction and item analysis<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Table of specifications<\/span> and why it improves content sampling<\/li>\r\n <li>Item types and item-writing rules<\/li>\r\n <li><span class=\"k\">Difficulty index (P) and discrimination index (D)<\/span>: computing both from an upper-27% \/ lower-27% response table, the relationship between them, why P near 0.50 maximises the discrimination range, and what P of 0 or 1 implies<\/li>\r\n <li>Where an item of a given difficulty should sit in a test<\/li>\r\n <li>Standardisation, norms, marking scheme, moderation<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Validity and reliability<\/h4>\r\n <ul>\r\n <li>Validity: content, construct, criterion, predictive \u2014 and which applies to selection for a post<\/li>\r\n <li>Reliability: test\u2013retest, parallel forms, <span class=\"k\">split-half<\/span>, KR-20<\/li>\r\n <li><span class=\"k\">Spearman-Brown prophecy formula<\/span> in both directions \u2014 reliability when length is doubled, and length required to reach a target reliability. Both were asked<\/li>\r\n <li>Interpreting a reliability coefficient numerically<\/li>\r\n <li>Factors affecting reliability: group heterogeneity, test length, difficulty extremes<\/li>\r\n <li>Why a reliable test may not be valid, and why a valid test must be reliable<\/li>\r\n <li>Standard error of measurement; objectivity; usability<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Statistics \u2014 computational<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Scales of measurement<\/span>: nominal, ordinal, interval, ratio; which permits which statistic; matching instances to scales<\/li>\r\n <li>Central tendency: arithmetic, harmonic and geometric mean, median, mode; when each is preferred; median for skewed and ordinal data; <span class=\"k\">mode for nominal data<\/span><\/li>\r\n <li>Variability: range, quartile deviation, <span class=\"k\">standard deviation computed from a small data set<\/span>, variance; comparing variability across groups from their SDs<\/li>\r\n <li><span class=\"k\">Effect of adding a constant<\/span> to every score on the median and on the SD<\/li>\r\n <li>Normal probability curve: properties, \u00b11\u03c3 = 68.26%, \u00b12\u03c3 = 95.44%, \u00b13\u03c3 = 99.74%; applying it to a given mean and SD<\/li>\r\n <li>Skewness: where mean, median and mode fall in positive and negative skew; kurtosis<\/li>\r\n <li><span class=\"k\">Standard scores<\/span>: z-score computation and properties, T-score, stanine, percentile rank<\/li>\r\n <li>Correlation: Pearson and Spearman rank-order; interpretation<\/li>\r\n <li>Why IQ is not a ratio scale<\/li>\r\n <li>Graphical representation: histogram, frequency polygon, ogive<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Research methodology<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Parametric versus non-parametric<\/span>: t-test, chi-square, sign test, median test; and the assumptions \u2014 normality, homogeneity, randomisation, continuity<\/li>\r\n <li><span class=\"k\">Sampling<\/span>: random, stratified, systematic, cluster as probability methods; purposive, quota, convenience as non-probability. Purposive is the standard trap<\/li>\r\n <li><span class=\"k\">Qualitative approaches<\/span>: post-positivist, critical, interpretive, causal-comparative<\/li>\r\n <li>Tools: in-depth interviews and the listening stances appropriate to them, observation, rating scales, <span class=\"k\">sociometric techniques<\/span> and where students actually use them, <span class=\"k\">projective techniques<\/span> and which tests are not projective<\/li>\r\n <li>Thurstone equal-appearing intervals and what it measures<\/li>\r\n <li>Action research; hypothesis, Type I and Type II error, level of significance<\/li>\r\n <li>Methods of establishing probability: empirical, mathematical, intuitive<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Large-scale assessment<\/h4>\r\n <ul>\r\n <li>PARAKH \u2014 mandate and functions<\/li>\r\n <li>National Achievement Survey; Performance Grading Index; UDISE+ indicators<\/li>\r\n <li>ASER; PISA and India's participation<\/li>\r\n <li>CBSE assessment scheme: internal assessment components, grading, examination bye-laws, competency-based item share<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 Right to Education Act 2009 and Rules 2010 \u2014 the heaviest statute<\/h4>\r\n <p>Twelve questions in the Principal paper alone. Read the bare Act; the questions are clause-level.<\/p>\r\n <ul>\r\n <li>Article 21A and the <span class=\"k\">86th Amendment<\/span>; free and compulsory education for ages <span class=\"k\">6 to 14<\/span><\/li>\r\n <li>Schedule norms: all-weather building, separate toilets for boys and girls, barrier-free access, kitchen for the mid-day meal; PTR; working days and instructional hours<\/li>\r\n <li><span class=\"k\">Teacher's minimum 45 working hours per week, including preparation hours<\/span><\/li>\r\n <li><span class=\"k\">Vacancies not to exceed 10% of sanctioned strength<\/span><\/li>\r\n <li><span class=\"k\">Re-examination after failing at the end of Class 8, within two months of the declaration of result<\/span><\/li>\r\n <li>School Management Committee: composition, the three-fourths parent requirement, at least 50% women, proportionate representation of disadvantaged groups \u2014 and which functions are <span class=\"k\">not<\/span> the SMC's<\/li>\r\n <li>School Development Plan; curriculum and evaluation considerations laid down in the Act<\/li>\r\n <li>Duties of the appropriate Government; duties of parents; proof of age; prohibition of private tuition; right to transfer<\/li>\r\n <li>Concurrent responsibility of Centre and State for funding<\/li>\r\n <li>State Advisory Council under the 2010 Rules and who chairs it ex-officio<\/li>\r\n <li><span class=\"k\">Block Level Grievance Redressal Committee and its 30-day timeline<\/span><\/li>\r\n <li>\u00a712(1)(c) EWS and disadvantaged-group admission; \u00a717 prohibition of physical punishment and mental harassment; \u00a727 no non-educational deployment of teachers<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 National Education Policy 2020<\/h4>\r\n <ul>\r\n <li><span class=\"k\">5+3+3+4 structure<\/span> \u2014 and specifically what the first five years consist of: three years of Anganwadi or pre-school plus Grades 1\u20132<\/li>\r\n <li>ECCE: which ministries jointly plan and implement it, and <span class=\"k\">which body develops the curricular and pedagogical framework<\/span><\/li>\r\n <li>Foundational Literacy and Numeracy and the target year<\/li>\r\n <li>Bagless days and the fun course \u2014 and at which stage<\/li>\r\n <li><span class=\"k\">PARAKH, NRF, SSSA, ABC, NETF<\/span> \u2014 what each is for, and the exact coverage of SSSA across school types and stages<\/li>\r\n <li><span class=\"k\">School complexes within a 5\u201310 km radius<\/span> \u2014 precisely what a complex consists of, including whether Anganwadi is inside or outside it<\/li>\r\n <li><span class=\"k\">Gender Inclusion Fund<\/span> \u2014 and exactly who it is meant for<\/li>\r\n <li>Pupil\u2013teacher ratio target for areas with large numbers of socio-economically disadvantaged students<\/li>\r\n <li><span class=\"k\">6% of GDP<\/span> \u2014 and that it is to come from Centre and States together<\/li>\r\n <li>Guiding principles for implementation, and which principle is <span class=\"k\">not<\/span> among them<\/li>\r\n <li>Teacher education by 2030; 4-year ITEP; 50 hours of CPD; NPST<\/li>\r\n <li>Language: medium of instruction, three-language formula, foreign languages at secondary level<\/li>\r\n <li>Adult education curriculum framework and its components<\/li>\r\n <li>SEDGs; Special Education Zones; holistic and multidisciplinary education and what it aims at<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 Frameworks, commissions and earlier policies<\/h4>\r\n <ul>\r\n <li><span class=\"k\">NCF 2005<\/span> \u2014 prepared by the National Steering Committee together with <span class=\"k\">twenty-one National Focus Groups<\/span><\/li>\r\n <li>NCF-FS 2022 and NCF-SE 2023; NCERT Learning Outcomes<\/li>\r\n <li><span class=\"k\">NPE 1986 and Operation Blackboard<\/span> \u2014 what the drive actually provided, which is essential facilities to primary schools<\/li>\r\n <li>Kothari Commission 1964\u201366; Mudaliar; Radhakrishnan; NPE 1968; POA 1992; Yashpal Committee<\/li>\r\n <li>Samagra Shiksha: components and funding pattern<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 Schemes and institutions<\/h4>\r\n <ul>\r\n <li><span class=\"k\">PM POSHAN<\/span>: objectives and coverage by class, and the foodgrain norms per child per school day for primary and upper primary<\/li>\r\n <li><span class=\"k\">School Nutrition Gardens<\/span>: what they are and what they are meant to address<\/li>\r\n <li><span class=\"k\">PM-SHRI<\/span>: which schools qualify, blocks covered, performance tracking<\/li>\r\n <li><span class=\"k\">Sainik Schools<\/span>: joint venture, governing ministry, admission of girl cadets<\/li>\r\n <li><span class=\"k\">KGBV<\/span>: which groups, and the reservation for girls below the poverty line<\/li>\r\n <li><span class=\"k\">EMRS<\/span>: which students they are meant for<\/li>\r\n <li>National Scheme of Incentive to Girls for Secondary Education: who is covered<\/li>\r\n <li><span class=\"k\">DIKSHA and NISHTHA<\/span> \u2014 what each actually is; the two are routinely confused<\/li>\r\n <li>SWAYAM and its <span class=\"k\">National Coordinator for engineering courses<\/span>; SWAYAM Prabha<\/li>\r\n <li>NIOS Virtual Open School and its launch partners<\/li>\r\n <li>Convergence: using MGNREGS for school compound walls and ground levelling<\/li>\r\n <li>Vidyanjali; NIPUN Bharat; Vidya Pravesh; PM e-VIDYA<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 Child protection, rights and school safety<\/h4>\r\n <ul>\r\n <li><span class=\"k\">POCSO Act 2012<\/span>: child means below 18; offences; mandatory reporting and the penalty for failing to report<\/li>\r\n <li><span class=\"k\">CPCR Act 2005<\/span>: NCPCR's powers of a civil court while enquiring into complaints under \u00a714(1); the section under which a State may constitute an authority where no SCPCR exists; NCPCR, SCPCR and DCPCR<\/li>\r\n <li><span class=\"k\">POSH Act 2013<\/span>: Internal Complaints Committee composition \u2014 presiding officer, employee members, external member, and the proportion of women; penalties and the minimum imprisonment prescribed<\/li>\r\n <li><span class=\"k\">UN Convention on the Rights of the Child<\/span>: definition of a child, freedom of thought and religion, right to privacy<\/li>\r\n <li><span class=\"k\">Juvenile Justice Act 2015<\/span>: presumption of innocence, non-waiver of the child's rights, treatment of past records<\/li>\r\n <li><span class=\"k\">School Safety Policy 2016 and NDMA guidelines<\/span>: sources of hazard in a school, responsibilities of the school administration and which responsibilities belong elsewhere, School Disaster Management Plan<\/li>\r\n <li><span class=\"k\">NSSP<\/span>: composition of the School Disaster Management Committee, including the number of student members<\/li>\r\n <li>School Safety Focal Point Teacher \u2014 who designates the FPT<\/li>\r\n <li>Flag Code of India 2002: the assembly formation for hoisting in a school and where the Headmaster stands<\/li>\r\n <li>RPwD Act 2016 and inclusive education duties<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h5\">\r\n <summary><span class=\"h-num\">V<\/span><span class=\"h-title\">Management and Financial administration<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 24 marks in 2022 \u00b7 bare rules, not theory<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>In 2022 this head was tested as bare-rule recall \u2014 GFR procurement and CCS service rules \u2014 rather than as management theory. That makes it far more tractable than most material suggests, and it rewards reading the rules directly rather than a summary of them.<\/p>\r\n\r\n <h4>General Financial Rules 2017 \u2014 procurement<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Purchase up to \u20b925,000<\/span> on each occasion without quotations, on a recorded certificate \u2014 and precisely what that certificate certifies: quality of the goods, reliability of the supplier, reasonability of the price<\/li>\r\n <li>Purchase Committee for the band above \u20b925,000; tender above \u20b92.5 lakh<\/li>\r\n <li><span class=\"k\">Limited Tender Enquiry<\/span> as a general rule up to \u20b925 lakh; the minimum number of supplier firms; bids invited from registered suppliers<\/li>\r\n <li>Advertised tender enquiry above \u20b925 lakh; single tender enquiry; e-procurement<\/li>\r\n <li><span class=\"k\">Government e-Marketplace<\/span>: what GeM SPV certifies (credentials of suppliers) versus what the procuring authority certifies (reasonability of rates); the definition of \"goods\" on GeM, including whether software, technology transfer, incidental transportation and transport services fall inside it<\/li>\r\n <li><span class=\"k\">Earnest Money Deposit<\/span> on GeM e-bids above the threshold: who is exempt, and the validity period relative to bid validity<\/li>\r\n <li><span class=\"k\">Performance security<\/span>: valid beyond the date of completion of all contractual obligations including warranty, for <span class=\"k\">60 days<\/span><\/li>\r\n <li><span class=\"k\">Price variation clause<\/span>: permitted only in long-term contracts where the delivery period extends beyond the prescribed number of months<\/li>\r\n <li><span class=\"k\">Capital versus revenue expenditure<\/span>: first construction, additions that enhance the useful life of an asset, restoration after extraordinary calamity creating new assets \u2014 and which item is not capital<\/li>\r\n <li>Canons of financial propriety; rate contracts; stores, physical verification, condemnation and disposal; grants-in-aid and utilisation certificates<\/li>\r\n <\/ul>\r\n\r\n <h4>CCS (Leave) Rules 1972<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Encashment on retirement<\/span> \u2014 the 300-day ceiling and how earned leave and half pay leave combine towards it<\/li>\r\n <li><span class=\"k\">Powers of the competent authority<\/span>: it may refuse or revoke leave of any kind, but may not on its own alter the kind of leave due and applied for<\/li>\r\n <li><span class=\"k\">Casual leave<\/span>: whether it is a recognised form of leave, whether an official on CL is treated as absent from duty, and what it may and may not be combined with<\/li>\r\n <li>Earned leave, half pay leave, commuted leave, leave not due, extraordinary leave<\/li>\r\n <li>Maternity, paternity, child care and child adoption leave; study leave<\/li>\r\n <li>Reduced earned-leave accrual for staff of vacation departments \u2014 which is what school staff are<\/li>\r\n <\/ul>\r\n\r\n <h4>CCS (CCA) Rules 1965 and Conduct Rules 1964<\/h4>\r\n <ul>\r\n <li>Minor and major penalties \u2014 and that <span class=\"k\">suspension is not a penalty<\/span><\/li>\r\n <li>Disciplinary authority, inquiry procedure, appeal and review<\/li>\r\n <li><span class=\"k\">Activities not requiring previous sanction<\/span>: honorary work of a social or charitable character, participation in sports as an amateur, occasional work of an artistic character \u2014 and that a privately produced media programme does require sanction<\/li>\r\n <li><span class=\"k\">Lien<\/span>: when a government servant does and does not retain lien on a post \u2014 extraordinary leave, suspension, foreign service, and immediate absorption elsewhere<\/li>\r\n <li>Property returns, gifts, private trade, connection with the press, prohibition of sexual harassment<\/li>\r\n <\/ul>\r\n\r\n <h4>Financial administration beyond GFR<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Chief Accounting Authority in a Central Government Ministry<\/span> \u2014 asked directly<\/li>\r\n <li>Budget cycle; Consolidated Fund, Contingency Fund, Public Account; re-appropriation and surrender; CAG and audit paras<\/li>\r\n <li>Delegation of Financial Powers Rules; DDO duties and personal responsibility<\/li>\r\n <li>School funds: sources, permissible use, cash book, physical verification of cash<\/li>\r\n <li>NPS: which ministry administers it, applicability to new recruits, and the annuitisation requirement on superannuation \u2014 asked directly<\/li>\r\n <li>Prevention of Corruption Act 1988: bribery of a public servant and the maximum imprisonment \u2014 asked directly<\/li>\r\n <li>TA\/DA, LTC, medical reimbursement, pension processing, PFMS<\/li>\r\n <\/ul>\r\n\r\n <h4>School management in practice<\/h4>\r\n <p>Within the head's wording and the Commission's own description of the duties, though not tested in 2022. Keep it light: school records and registers, timetable construction, admission and transfer certificates, stock and asset registers, staff appraisal and APAR, inspection and academic supervision, PTA and SMC meetings, examination management, crisis and emergency response.<\/p>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h6\">\r\n <summary><span class=\"h-num\">VI<\/span><span class=\"h-title\">Office Procedure<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 13 marks in 2022 \u00b7 small and fully learnable<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>The smallest head on the paper and the one most often left to chance. The underlying text is the Central Secretariat Manual of Office Procedure, and the whole thing can be closed out in a few sittings.<\/p>\r\n\r\n <h4>Forms of official communication<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Office Order<\/span> \u2014 instructions and intimations in routine internal administrative matters such as grant of regular leave, internal posting and transfers. This was the exact question<\/li>\r\n <li><span class=\"k\">Order<\/span>, <span class=\"k\">Office Memorandum<\/span>, <span class=\"k\">Notification<\/span>, <span class=\"k\">Circular<\/span>, letter, demi-official letter, un-official note, endorsement, press communiqu\u00e9 \u2014 and the situations that distinguish them<\/li>\r\n <\/ul>\r\n\r\n <h4>Files and records<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Conventional file numbering<\/span>: subject code, serial number of the file, year of opening, sub-head \u2014 and which of these the number does and does not contain<\/li>\r\n <li>Parts of a file; noting and drafting; referencing and flagging; movement of files<\/li>\r\n <li><span class=\"k\">Retention period of service books<\/span> of officials entitled to retirement or terminal benefits where the final pension or gratuity payment order has been issued<\/li>\r\n <li>Record retention schedule; classification of records; security grading; weeding and destruction<\/li>\r\n <li>Dak receipt and diarising; periodical reports and returns; e-Office and eFile<\/li>\r\n <\/ul>\r\n\r\n <h4>Right to Information Act 2005<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Definitions<\/span>: what \"information\" includes \u2014 samples, models, data held in electronic form; what \"record\" includes \u2014 reproduction of images embodied in microfilm; and whether the right extends to inspection of work, documents and records<\/li>\r\n <li><span class=\"k\">Timelines<\/span>: 30 days ordinarily; <span class=\"k\">48 hours where life or liberty is concerned<\/span>; first appeal <span class=\"k\">within 30 days<\/span> of the CPIO's decision; second appeal to the Information Commission<\/li>\r\n <li><span class=\"k\">What a CPIO must communicate on rejection<\/span>: the reasons, the period within which an appeal may be preferred, and the particulars of the Appellate Authority<\/li>\r\n <li><span class=\"k\">\u00a78 exemptions<\/span>, including information whose disclosure would prejudicially affect the scientific or economic interests of the State, and information held in a fiduciary relationship unless larger public interest warrants disclosure<\/li>\r\n <li>Cases where there is no obligation to supply information \u2014 including where disclosure would constitute contempt of court<\/li>\r\n <li>\u00a74 proactive disclosure; CPIO, APIO and First Appellate Authority; penalties<\/li>\r\n <\/ul>\r\n\r\n <h4>Grievances and official language<\/h4>\r\n <ul>\r\n <li><span class=\"k\">CPGRAMS exclusions<\/span>: personal and family disputes, sub-judice matters, RTI matters, suggestions<\/li>\r\n <li>Escalation, timelines and appeal within CPGRAMS; citizen's charter<\/li>\r\n <li><span class=\"k\">The prescribed percentage of the library book-purchase budget to be spent on Hindi books<\/span> \u2014 asked directly<\/li>\r\n <li>Official Languages Act and Rules; region classification; bilingual documents<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h7\">\r\n <summary><span class=\"h-num\">VII<\/span><span class=\"h-title\">Pedagogy in Education <span class=\"new-flag\">new<\/span><\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">No past paper \u00b7 prepare from the ground up<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <div class=\"note warn\" style=\"margin:0 0 1.3rem;max-width:none\"><b>Before the list.<\/b> This head did not exist in the 2022 syllabus \u2014 the Addendum issued to candidates that year listed six heads and this was not among them. So there is no past-paper signal here and no settled question bank, and any material claiming to offer \"expected questions\" for it is guessing. The scope below is the standard B.Ed. and school-leadership body of knowledge, ordered by what a Principal's paper would most plausibly draw on. Everyone starts from the same place, which is precisely why it repays attention.<\/div>\r\n\r\n <h4>Learning and its theories<\/h4>\r\n <ul>\r\n <li>Nature of learning; factors affecting it; the learning curve<\/li>\r\n <li><span class=\"k\">Behaviourism<\/span>: Pavlov; Thorndike's laws of readiness, exercise and effect; Skinner's operant conditioning, reinforcement schedules and programmed learning<\/li>\r\n <li><span class=\"k\">Cognitive<\/span>: K\u00f6hler's insight learning; Ausubel's meaningful reception learning and advance organisers; Gagn\u00e9's hierarchy and nine events of instruction; information processing<\/li>\r\n <li><span class=\"k\">Constructivism<\/span>: Piaget and Vygotsky; discovery and inquiry learning; Kolb's experiential cycle<\/li>\r\n <li>Bandura's social learning and modelling<\/li>\r\n <li>Transfer of learning; memory and forgetting; attention and perception; metacognition<\/li>\r\n <\/ul>\r\n\r\n <h4>Development of the learner<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Piaget<\/span>: schema, assimilation, accommodation; the four stages; conservation and egocentrism; classroom implications<\/li>\r\n <li><span class=\"k\">Vygotsky<\/span>: social constructivism, the Zone of Proximal Development, scaffolding, the role of language<\/li>\r\n <li>Bruner: modes of representation, spiral curriculum<\/li>\r\n <li>Erikson's psychosocial stages; Kohlberg's moral development<\/li>\r\n <li>Adolescence: physical and emotional change, peer influence, identity, risk behaviour<\/li>\r\n <\/ul>\r\n\r\n <h4>Motivation and individual differences<\/h4>\r\n <ul>\r\n <li>Intrinsic and extrinsic motivation; Maslow; achievement motivation; attribution; self-efficacy; growth and fixed mindset<\/li>\r\n <li>Intelligence: Spearman, Thurstone, Guilford, Cattell, <span class=\"k\">Gardner's multiple intelligences<\/span>, Sternberg, Goleman's emotional intelligence<\/li>\r\n <li>Creativity and divergent thinking; aptitude, interest, attitude, personality<\/li>\r\n <li>Gifted learners, slow learners, underachievers \u2014 identification and response<\/li>\r\n <\/ul>\r\n\r\n <h4>Teaching methods and skills<\/h4>\r\n <ul>\r\n <li>Levels and <span class=\"k\">phases of teaching<\/span>: pre-active, interactive, post-active<\/li>\r\n <li><span class=\"k\">Maxims of teaching<\/span>: known to unknown, simple to complex, concrete to abstract, particular to general, whole to part<\/li>\r\n <li>Methods: lecture, demonstration, discussion, heuristic, project, problem-solving, inductive\u2013deductive, laboratory, programmed instruction, brainstorming, role play, case study, storytelling, field visits<\/li>\r\n <li>Cooperative and collaborative learning; peer tutoring; flipped and blended classrooms<\/li>\r\n <li><span class=\"k\">Art-integrated, sports-integrated, toy-based and experiential pedagogy<\/span> as NEP prescribes; bagless days; multilingual teaching<\/li>\r\n <li><span class=\"k\">Micro-teaching<\/span> and the core teaching skills; simulated and team teaching<\/li>\r\n <li>Joyce and Weil's models of teaching and their four families<\/li>\r\n <li>Questioning technique; wait time; higher-order questioning<\/li>\r\n <li>Lesson and unit planning: Herbartian steps, behavioural objectives, the 5E model; teaching-learning material<\/li>\r\n <li>Diagnostic and remedial teaching; enrichment<\/li>\r\n <li>Classroom management, positive discipline, and the prohibition of corporal punishment<\/li>\r\n <\/ul>\r\n\r\n <h4>Curriculum<\/h4>\r\n <ul>\r\n <li>Curriculum, syllabus and course of study distinguished; types including hidden and spiral curriculum<\/li>\r\n <li>Principles and bases of curriculum construction; transaction; evaluation and renewal<\/li>\r\n <li>NCF 2005, NCF-FS 2022, NCF-SE 2023; curricular goals and competencies<\/li>\r\n <li>Competency-based education and NCERT Learning Outcomes<\/li>\r\n <li>Vocational education from Grade 6; life skills; values and health education<\/li>\r\n <\/ul>\r\n\r\n <h4>Inclusive education<\/h4>\r\n <ul>\r\n <li>Integration, mainstreaming and inclusion; the philosophy behind each<\/li>\r\n <li><span class=\"k\">RPwD Act 2016<\/span>: the twenty-one disabilities, benchmark disability, and the duties of educational institutions<\/li>\r\n <li>Specific learning disabilities \u2014 dyslexia, dysgraphia, dyscalculia; ADHD; autism spectrum; sensory impairments<\/li>\r\n <li>Individualised Education Plan; resource rooms; special educators; examination concessions such as scribe and compensatory time<\/li>\r\n <li>Universal Design for Learning; barrier-free schools; assistive technology<\/li>\r\n <li>Education of SEDGs; gender-inclusive curriculum<\/li>\r\n <\/ul>\r\n\r\n <h4>Guidance, counselling and the teaching profession<\/h4>\r\n <ul>\r\n <li>Guidance and counselling distinguished; educational, vocational and personal-social guidance; directive, non-directive and eclectic approaches<\/li>\r\n <li>Adolescent concerns: examination stress, peer pressure, substance abuse, cyber-safety; Manodarpan; school wellness teams; referral pathways<\/li>\r\n <li>Cumulative record card and its use<\/li>\r\n <li>Teacher education: B.Ed., the 4-year ITEP, NCTE, TET; NPST<\/li>\r\n <li>NISHTHA; 50 hours of CPD; National Mission for Mentoring; School Complexes as academic support<\/li>\r\n <li>Action research by teachers and heads of school; the reflective practitioner<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h8\">\r\n <summary><span class=\"h-num\">VIII<\/span><span class=\"h-title\">Digital Literacy <span class=\"new-flag\">new<\/span><\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">No past paper \u00b7 small, closed, fully masterable<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>Also new in 2026, and the most tractable head on the entire paper. Everything here is finite and factual. If you are going to guarantee marks anywhere, guarantee them here.<\/p>\r\n\r\n <h4>Computer and operating system basics<\/h4>\r\n <ul>\r\n <li>Hardware: CPU, memory types, storage, input and output devices; units from bit to terabyte<\/li>\r\n <li>Software: system versus application; open source versus proprietary<\/li>\r\n <li>Windows, Linux, Android; file and folder management; common file extensions; compression<\/li>\r\n <li>Software installation, backup and restore; keyboard shortcuts<\/li>\r\n <\/ul>\r\n\r\n <h4>Office applications, in school use<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Word<\/span>: formatting, tables, headers and footers, page setup, table of contents, <span class=\"k\">mail merge<\/span> for certificates and letters to parents, track changes and comments, export to PDF<\/li>\r\n <li><span class=\"k\">Excel<\/span>: cell references including absolute and relative, SUM, AVERAGE, COUNTIF, SUMIF, IF, VLOOKUP, sorting, filtering, conditional formatting, pivot tables, charts \u2014 applied to attendance registers, result analysis, grade computation and stock<\/li>\r\n <li><span class=\"k\">PowerPoint<\/span>: layouts, Slide Master, animation versus transition, multimedia, presenter view, handouts<\/li>\r\n <\/ul>\r\n\r\n <h4>Internet, networking and communication<\/h4>\r\n <ul>\r\n <li>Protocols, URL structure, domains including .gov.in and .nic.in, IP addresses, browsers, search technique and source credibility<\/li>\r\n <li>LAN, WAN, topologies; modem, router, switch, hub; Wi-Fi; cloud computing and its service models<\/li>\r\n <li>Email: CC and BCC, attachments, spam, filters, professional email writing<\/li>\r\n <li>Video conferencing and collaboration tools; Google Forms for feedback and online tests<\/li>\r\n <\/ul>\r\n\r\n <h4>Cybersecurity and law<\/h4>\r\n <ul>\r\n <li>Viruses, worms, trojans, ransomware, keyloggers; phishing, vishing, smishing, social engineering, identity theft<\/li>\r\n <li>Strong passwords, two-factor authentication, OTP safety, firewalls, antivirus, encryption, VPN, patching, backup discipline<\/li>\r\n <li>Reporting: CERT-In, cybercrime.gov.in, the national cybercrime helpline<\/li>\r\n <li><span class=\"k\">IT Act 2000<\/span>: \u00a743, \u00a766, \u00a766C identity theft, \u00a766D cheating by personation, \u00a766E privacy, \u00a767 series<\/li>\r\n <li><span class=\"k\">DPDP Act 2023<\/span>: consent, data fiduciary and data principal, and the special protections for children's data \u2014 verifiable parental consent, no behavioural tracking or targeted advertising directed at children. Directly relevant to a school holding student records<\/li>\r\n <\/ul>\r\n\r\n <h4>Digital education and administration<\/h4>\r\n <ul>\r\n <li>DIKSHA, SWAYAM and SWAYAM Prabha, PM e-VIDYA, ePathshala, NROER, NIOS Virtual Open School, e-Jaadui Pitara<\/li>\r\n <li>Learning management systems, smart classrooms, blended learning, PRAGYATA guidelines, MOOCs and open educational resources<\/li>\r\n <li><span class=\"k\">UDISE+<\/span> and the head of school's responsibility for data accuracy; Vidya Samiksha Kendra<\/li>\r\n <li>e-Office and eFile; PFMS; GeM operation; SPARROW for online APAR<\/li>\r\n <li>Online admission portals, digital and biometric attendance, examination portals, result processing, data dashboards<\/li>\r\n <li>APAAR ID, Academic Bank of Credits, National Academic Depository<\/li>\r\n <\/ul>\r\n\r\n <h4>Digital ethics, services and emerging technology<\/h4>\r\n <ul>\r\n <li>Digital citizenship and digital footprint; cyberbullying and the school's response; copyright, fair use, Creative Commons and plagiarism; misinformation, deepfakes and media literacy; screen time and digital wellbeing<\/li>\r\n <li>DigiLocker, UMANG, e-Sign and the legal validity of digital signatures, e-KYC<\/li>\r\n <li>UPI, IMPS, NEFT and RTGS and the differences between them; payment security<\/li>\r\n <li>Digital India pillars; e-governance; Common Service Centres<\/li>\r\n <li>Artificial intelligence and generative AI, cloud, Internet of Things, blockchain, AR and VR in education, robotics, big data<\/li>\r\n <\/ul>\r\n\r\n <h4>Accessibility<\/h4>\r\n <ul>\r\n <li>Screen readers, magnifiers, text-to-speech and speech-to-text<\/li>\r\n <li>Alt text, captions, transcripts, Indian Sign Language<\/li>\r\n <li>Braille displays, DAISY books, Sugamya Pustakalaya<\/li>\r\n <li>Accessible document design; guidelines for Indian government websites; Sugamya Bharat Abhiyan; assistive devices under ADIP<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n<\/section>\r\n\r\n\r\n<section id=\"sources\">\r\n <div class=\"sec-head\"><span class=\"num\">08<\/span><h2>What to actually read<\/h2><\/div>\r\n <p class=\"lede\">Primary texts, in the order they pay off. Read the document itself wherever possible \u2014 these heads generate direct one-line questions that summaries strip out.<\/p>\r\n\r\n <table class=\"tbl\">\r\n <thead><tr><th>Head<\/th><th>Source<\/th><th>Where<\/th><\/tr><\/thead>\r\n <tbody>\r\n <tr><td class=\"n\">IV<\/td><td>Right of Children to Free and Compulsory Education Act 2009, with the Schedule and the 2010 Rules<\/td><td>indiacode.nic.in<\/td><\/tr>\r\n <tr><td class=\"n\">IV<\/td><td>National Education Policy 2020, full document<\/td><td>Ministry of Education<\/td><\/tr>\r\n <tr><td class=\"n\">IV<\/td><td>NCF 2005 and NCF-SE 2023<\/td><td>NCERT<\/td><\/tr>\r\n <tr><td class=\"n\">IV<\/td><td>POCSO Act 2012 \u00b7 POSH Act 2013 \u00b7 CPCR Act 2005 \u00b7 RPwD Act 2016 \u00b7 Juvenile Justice Act 2015<\/td><td>Bare Acts<\/td><\/tr>\r\n <tr><td class=\"n\">IV<\/td><td>National Disaster Management Guidelines \u2014 School Safety Policy 2016<\/td><td>NDMA<\/td><\/tr>\r\n <tr><td class=\"n\">V<\/td><td>General Financial Rules 2017 \u2014 bare rules, plus current amending OMs<\/td><td>doe.gov.in<\/td><\/tr>\r\n <tr><td class=\"n\">V<\/td><td>CCS (Leave) Rules 1972 \u00b7 CCS (CCA) Rules 1965 \u00b7 CCS (Conduct) Rules 1964<\/td><td>DoPT<\/td><\/tr>\r\n <tr><td class=\"n\">VI<\/td><td>Central Secretariat Manual of Office Procedure<\/td><td>DARPG<\/td><\/tr>\r\n <tr><td class=\"n\">VI<\/td><td>Right to Information Act 2005<\/td><td>Bare Act<\/td><\/tr>\r\n <tr><td class=\"n\">VII<\/td><td>Standard B.Ed. educational psychology and pedagogy texts; NCERT teacher-education material<\/td><td>\u2014<\/td><\/tr>\r\n <tr><td class=\"n\">VIII<\/td><td>IT Act 2000 \u00b7 DPDP Act 2023 \u00b7 PRAGYATA guidelines \u00b7 NEP digital chapter<\/td><td>MeitY, MoE<\/td><\/tr>\r\n <tr><td class=\"n\">I<\/td><td>A monthly current affairs compilation plus PIB Education Ministry releases<\/td><td>\u2014<\/td><\/tr>\r\n <tr><td class=\"n\">All<\/td><td>The 2022 Principal and Vice-Principal papers \u2014 solve both, whichever post you have applied for<\/td><td><a href=\"#papers\">See section 06<\/a><\/td><\/tr>\r\n <\/tbody>\r\n <\/table>\r\n<\/section>\r\n\r\n<footer>\r\n <p><b>How this guide was put together.<\/b> The exam facts come from Special Advertisement No. 51\/2026. The 2022 syllabus, scheme, suitability standards and centre list are taken from the UPSC Addendum \u2014 Notice to Candidates issued against indicative Advertisement No. 10\/2022 for 131 Vice-Principal posts, which fixed the recruitment test for 11 December 2022. The weightage figures come from classifying all 240 questions in the two 2022 papers \u2014 the Principal paper of 17 July 2022 and the Vice-Principal paper of 11 December 2022 \u2014 against the eight syllabus heads. The topic breakdown is drawn from those papers together with the statutory and academic material the post rests on; UPSC publishes no sub-topic list and no official weightage.<\/p>\r\n <p style=\"margin-top:.9rem\"><b>Verify before you rely.<\/b> Thresholds in Head V \u2014 GFR procurement slabs, GeM limits, EMD and performance-security terms \u2014 are revised by executive instruction from time to time, and figures reflected in 2022 questions describe the position then. Eligibility, age limits and dates must be read from the notification itself. Where this guide and the notification differ, the notification governs.<\/p>\r\n<\/footer>\r\n\r\n<\/div>\r\n\r\n<script>\r\n(function(){\r\n var reduce = window.matchMedia('(prefers-reduced-motion: reduce)').matches;\r\n var fills = document.querySelectorAll('.bp-fill');\r\n function paint(){ fills.forEach(function(f){ f.style.width = f.dataset.w + '%'; }); }\r\n if (reduce || !('IntersectionObserver' in window)) { paint(); return; }\r\n var io = new IntersectionObserver(function(entries){\r\n entries.forEach(function(e){\r\n if(e.isIntersecting){\r\n var rows = e.target.querySelectorAll('.bp-fill');\r\n rows.forEach(function(f,i){ setTimeout(function(){ f.style.width = f.dataset.w + '%'; }, i*90); });\r\n io.unobserve(e.target);\r\n }\r\n });\r\n },{threshold:.25});\r\n var bp = document.getElementById('bp');\r\n if(bp) io.observe(bp);\r\n})();\r\ndocument.querySelectorAll('details.head').forEach(function(d){\r\n d.addEventListener('toggle',function(){\r\n var s=d.querySelector('.h-sign'); if(s) s.textContent = d.open ? 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.share{font-family:\"IBM Plex Mono\",monospace;font-size:.75rem;color:var(--ink-3);margin-bottom:.8rem}\r\n.tier ul{margin:0;padding-left:1.1rem}\r\n.tier li{font-size:.87rem;margin-bottom:.3rem;line-height:1.5}\r\n\r\n.note{background:var(--card);border:1px solid var(--rule);padding:1.15rem 1.3rem;max-width:var(--col);font-size:.9rem;color:var(--ink-2)}.note b{color:var(--ink)}\r\n.note.warn{border-left:4px solid var(--red)}\r\n.note.ok{border-left:4px solid var(--olive)}\r\n\r\nfooter{border-top:2.5px solid var(--ink);padding:1.8rem 0 3.5rem;margin-top:1rem}\r\nfooter p{font-size:.82rem;color:var(--ink-3);max-width:none}\r\n::selection{background:rgba(92,63,146,.2)}\r\n<\/style>\r\n<\/head>\r\n<body>\r\n<div class=\"wrap\">\r\n\r\n<header class=\"mast\">\r\n <div class=\"mast-strip\">\r\n <span>Union Public Service Commission<\/span>\r\n <span>Special Advt. No. <b>51\/2026<\/b><\/span>\r\n <span>Directorate of Education, <b>GNCT of Delhi<\/b><\/span>\r\n <span>CRT <b>01 Nov 2026<\/b><\/span>\r\n <\/div>\r\n\r\n <div class=\"hero\">\r\n <div>\r\n <p class=\"eyebrow\" style=\"margin:0 0 1rem\">Exam guide & detailed syllabus<\/p>\r\n <h1>Principal & Vice-Principal<span class=\"lo\">Combined Recruitment Test 2026<\/span><\/h1>\r\n <p class=\"dek\">828 Group 'A' Gazetted posts in Delhi government schools \u2014 <strong>124 Principal, 704 Vice-Principal<\/strong>. One objective paper of 300 marks decides 75% of your final merit. This guide carries the official scheme, the eight syllabus heads as UPSC printed them, what the previous papers asked, and a topic-wise breakdown built from both.<\/p>\r\n <\/div>\r\n <aside class=\"stamp\" aria-label=\"Notice\">\r\n <span class=\"s1\">Notice<\/span>\r\n <span class=\"s2\">Always read the official notification<\/span>\r\n <span class=\"s3\">Appendix-I · upsc.gov.in<\/span>\r\n <\/aside>\r\n <\/div>\r\n<\/header>\r\n\r\n<nav class=\"toc\" aria-label=\"On this page\">\r\n <ol>\r\n <li><a href=\"#basics\">Exam at a glance<\/a><\/li>\r\n <li><a href=\"#eligibility\">Eligibility<\/a><\/li>\r\n <li><a href=\"#pattern\">Pattern & selection<\/a><\/li>\r\n <li><a href=\"#official\">Official syllabus<\/a><\/li>\r\n <li><a href=\"#weightage\">Weightage<\/a><\/li>\r\n <li><a href=\"#papers\">Download papers<\/a><\/li>\r\n <li><a href=\"#detailed\">Detailed syllabus<\/a><\/li>\r\n <li><a href=\"#sources\">What to read<\/a><\/li>\r\n <\/ol>\r\n<\/nav>\r\n\r\n\r\n<section id=\"basics\">\r\n <div class=\"sec-head\"><span class=\"num\">01<\/span><h2>The exam at a glance<\/h2><\/div>\r\n <dl class=\"facts\">\r\n <div class=\"fact\"><dt>Recruiting body<\/dt><dd>UPSC<small>For the Education Department, Government of NCT of Delhi<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Advertisement<\/dt><dd>No. 51\/2026<small>Special advertisement, released 24 July 2026<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Vacancies<\/dt><dd>828<small>124 Principal · 704 Vice-Principal<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Application window<\/dt><dd>25 Jul \u2013 17 Aug 2026<small>Originally 14 August; last date extended<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Test date<\/dt><dd>1 November 2026<small>Sunday. Pen & paper, OMR<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Pay level<\/dt><dd>Level 12 \/ Level 10<small>7th CPC. Principal L-12, Vice-Principal L-10<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Post classification<\/dt><dd>Group 'A' Gazetted<small>Permanent, non-ministerial. One year probation<\/small><\/dd><\/div>\r\n <div class=\"fact\"><dt>Application fee<\/dt><dd>\u20b925<small>General\/OBC\/EWS male only. Women, SC, ST, PwBD exempt<\/small><\/dd><\/div>\r\n <\/dl>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.6rem\">The CRT is scheduled at fifteen centres: Ahmedabad, Bhopal, Chennai, Delhi, Dispur (Guwahati), Jaipur, Jammu, Kochi, Kolkata, Lucknow, Mumbai, Nagpur, Port Blair, Ranchi and Visakhapatnam. UPSC notes the list may change.<\/p>\r\n\r\n <div class=\"note\" style=\"margin-top:1.4rem\"><b>Why this cycle matters.<\/b> Delhi's sanctioned strength is 475 principals, and for years the overwhelming majority of those chairs sat empty. The previous direct recruitment through UPSC filled 363 Principal posts on the strength of a test held in July 2022. At 828 posts, this is a substantially larger cycle \u2014 and the widest direct-entry route into school leadership that experienced PGTs and TGTs have had.<\/div>\r\n<\/section>\r\n\r\n\r\n<section id=\"eligibility\">\r\n <div class=\"sec-head\"><span class=\"num\">02<\/span><h2>Eligibility<\/h2><\/div>\r\n <p class=\"lede\">Read each of these against the notification before you apply. The cut-off date for every condition is the closing date of applications.<\/p>\r\n\r\n <table class=\"tbl\">\r\n <caption>Essential requirements<\/caption>\r\n <thead><tr><th>Condition<\/th><th>Principal<\/th><th>Vice-Principal<\/th><\/tr><\/thead>\r\n <tbody>\r\n <tr><td>Educational<\/td><td>Master's degree from a recognised University\/Institute<\/td><td>Master's degree from a recognised University\/Institute<\/td><\/tr>\r\n <tr><td>Professional<\/td><td>B.Ed. from a recognised university\/institute<\/td><td>B.Ed. from a recognised university\/institute<\/td><\/tr>\r\n <tr><td>Experience<\/td><td>Ten years' teaching experience as Vice-Principal \/ PGT \/ TGT in a recognised High \/ Higher Secondary \/ Senior Secondary School or Intermediate College<\/td><td>Prescribed years of service as a Trained Graduate Teacher, as specified in the notification<\/td><\/tr>\r\n <tr><td>Upper age<\/td><td class=\"n\">As specified, with category relaxation<\/td><td class=\"n\">As specified, with category relaxation<\/td><\/tr>\r\n <tr><td>Desirable<\/td><td colspan=\"2\">Doctorate from a recognised University\/Institute; experience of administrative charge of a recognised school<\/td><\/tr>\r\n <\/tbody>\r\n <\/table>\r\n\r\n <div class=\"note warn\"><b>Two things that quietly cost people their application.<\/b> Experience certificates must be on school letterhead and must state the exact designation and the precise period \u2014 start collecting them now rather than at scrutiny stage. And OBC reservation here is available only against an OBC certificate issued by the Government of NCT of Delhi.<\/div>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.5rem\"><span class=\"k\">What the post actually involves,<\/span> in the Commission's own framing: administrative, academic and financial work in a school; ensuring quality education; ensuring safety, security, punctuality, regularity and proper discipline among students and staff; and ensuring that the Financial Rules are followed for all financial transactions. That sentence is worth rereading \u2014 it is a fair map of where the paper puts its marks.<\/p>\r\n<\/section>\r\n\r\n\r\n<section id=\"pattern\">\r\n <div class=\"sec-head\"><span class=\"num\">03<\/span><h2>Pattern and selection<\/h2><\/div>\r\n\r\n <table class=\"tbl\">\r\n <caption>Combined Recruitment Test \u2014 scheme as printed<\/caption>\r\n <thead><tr><th>Parameter<\/th><th>Provision<\/th><\/tr><\/thead>\r\n <tbody>\r\n <tr><td>Duration<\/td><td class=\"n\">Two hours<\/td><\/tr>\r\n <tr><td>Question type<\/td><td>Objective, multiple choice with four options<\/td><\/tr>\r\n <tr><td>Marks per question<\/td><td>All questions carry equal marks<\/td><\/tr>\r\n <tr><td>Maximum marks<\/td><td class=\"n\">300<\/td><\/tr>\r\n <tr><td>Negative marking<\/td><td>One-third of the marks assigned to that question, for every wrong answer<\/td><\/tr>\r\n <tr><td>Unattempted questions<\/td><td>No penalty<\/td><\/tr>\r\n <tr><td>Medium<\/td><td>English and Hindi<\/td><\/tr>\r\n <tr><td>Final merit<\/td><td>CRT : Interview = <span class=\"mono\">75 : 25<\/span><\/td><\/tr>\r\n <tr><td>Interview<\/td><td class=\"n\">100 marks<\/td><\/tr>\r\n <tr><td>Minimum suitability at interview<\/td><td class=\"n\">50 UR\/EWS · 45 OBC · 40 SC\/ST\/PwBD<\/td><\/tr>\r\n <\/tbody>\r\n <\/table>\r\n\r\n <div class=\"note ok\"><b>Question count and guessing.<\/b> The notification fixes the marks, not the number of questions. Both 2022 papers carried <span class=\"mono\">120 questions of 2.5 marks each<\/span>, and every other parameter of the scheme has carried over from 2022 unchanged, so 120 is a reasonable working assumption. On that basis one wrong answer costs <span class=\"mono\">0.83<\/span> marks, so a blind guess across four options is close to break-even \u2014 but a guess narrowed to two options is clearly worth taking. Plan your attempt strategy on 120, and confirm the number on the day.<\/div>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.5rem\">Both stages carry a qualifying bar. Clearing the CRT is not enough on its own \u2014 you must also reach the minimum level of suitability at interview, and those thresholds are applied on relaxed standards for OBC, SC, ST and PwD candidates. In the 2022 cycle a number of posts went unfilled for exactly that reason.<\/p>\r\n\r\n <p class=\"narrow\">One administrative detail worth planning around: in 2022 the Commission stated plainly that no request for change of test centre would be entertained. Choose your centre on the assumption that it is final.<\/p>\r\n<\/section>\r\n\r\n\r\n<section id=\"official\">\r\n <div class=\"sec-head\"><span class=\"num\">04<\/span><h2>The official syllabus<\/h2><\/div>\r\n <p class=\"lede\">This is the whole of it. UPSC publishes eight lines and states that the test \"broadly comprises\" these topics. There is no official sub-topic list and no official weightage \u2014 everything more detailed than this is inference from the papers.<\/p>\r\n\r\n <div class=\"official\">\r\n <span class=\"tag\">Appendix-I · Syllabus of the test<\/span>\r\n <ol>\r\n <li>General Knowledge including Contemporary social, economic and cultural issues<\/li>\r\n <li>Hindi and English language skills<\/li>\r\n <li>Reasoning ability and Quantitative Aptitude<\/li>\r\n <li>Educational policies & Educational measurement and evaluation<\/li>\r\n <li>Management and Financial administration<\/li>\r\n <li>Office Procedure<\/li>\r\n <li>Pedagogy in Education <span class=\"new-flag\">new in 2026<\/span><\/li>\r\n <li>Digital Literacy <span class=\"new-flag\">new in 2026<\/span><\/li>\r\n <\/ol>\r\n <\/div>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.6rem\"><span class=\"k\">Two of those eight heads are new \u2014 and this is documented, not inferred.<\/span> The UPSC Addendum issued to candidates for the 2022 Vice-Principal recruitment printed its own \"Syllabus of the Test\" under exactly the same heading. It listed six heads. Set the two side by side:<\/p>\r\n\r\n <div class=\"cmp\">\r\n <div class=\"cmp-col\">\r\n <div class=\"cmp-hd\">\r\n <span class=\"cmp-yr\">Then<\/span>\r\n <span class=\"cmp-ttl\">Syllabus of the Test, 2022<\/span>\r\n <span class=\"cmp-src\">Addendum to Advt. No. 10\/2022 · 131 VP posts<\/span>\r\n <\/div>\r\n <ol>\r\n <li>General Knowledge including Contemporary social, economic and cultural issues<\/li>\r\n <li>Hindi and English language skills<\/li>\r\n <li>Reasoning ability and Quantitative Aptitude<\/li>\r\n <li>Educational policies & Educational measurement and evaluation<\/li>\r\n <li>Management and Financial administration<\/li>\r\n <li>Office Procedure<\/li>\r\n <\/ol>\r\n <\/div>\r\n <div class=\"cmp-col now\">\r\n <div class=\"cmp-hd\">\r\n <span class=\"cmp-yr\">Now<\/span>\r\n <span class=\"cmp-ttl\">Syllabus of the Test, 2026<\/span>\r\n <span class=\"cmp-src\">Appendix-I, Advt. No. 51\/2026 · 828 posts<\/span>\r\n <\/div>\r\n <ol>\r\n <li>General Knowledge including Contemporary social, economic and cultural issues<\/li>\r\n <li>Hindi and English language skills<\/li>\r\n <li>Reasoning ability and Quantitative Aptitude<\/li>\r\n <li>Educational policies & Educational measurement and evaluation<\/li>\r\n <li>Management and Financial administration<\/li>\r\n <li>Office Procedure<\/li>\r\n <li class=\"added\">Pedagogy in Education<\/li>\r\n <li class=\"added\">Digital Literacy<\/li>\r\n <\/ol>\r\n <\/div>\r\n <\/div>\r\n\r\n <p class=\"narrow\">The first six lines are word-for-word identical. Two have been appended. Nothing has been dropped, reworded or reordered \u2014 which is why no question on pedagogy or digital literacy appears anywhere in the 2022 papers, and why past-paper analysis is simply silent on a quarter of what you now have to prepare.<\/p>\r\n\r\n <p class=\"narrow\">That is the most actionable fact in this guide. <span class=\"hi\">No past paper exists for those two heads, no material has settled, and every candidate starts level.<\/span><\/p>\r\n\r\n <div class=\"note ok\" style=\"margin-top:1.5rem\"><b>Everything else about the test is unchanged.<\/b> The 2022 Addendum and the 2026 notification agree line for line on the rest of the scheme: two hours, all questions carrying equal marks, objective multiple choice, both Hindi and English, one-third negative marking, a maximum of 300 marks, and a 75:25 weightage between the test and the interview. The standard of suitability at interview is the same \u2014 50 and above for General and EWS, 45 for OBC, 40 for SC, ST and PwD on relaxed standards. Even the fifteen test centres are the same fifteen. That degree of continuity is what makes the 2022 papers worth solving closely rather than glancing at.<\/div>\r\n<\/section>\r\n\r\n\r\n<section id=\"weightage\">\r\n <div class=\"sec-head\"><span class=\"num\">05<\/span><h2>Weightage: what the previous papers asked<\/h2><\/div>\r\n <p class=\"lede\">Two papers, 240 questions: the Principal paper of 17 July 2022 and the Vice-Principal paper of 11 December 2022. Every question classified against the eight heads and converted to marks out of 300. This is a record of what happened, not a forecast \u2014 but it is the firmest evidence available.<\/p>\r\n\r\n <div class=\"blueprint\" id=\"bp\">\r\n <div class=\"bp-head\">\r\n <span class=\"t\">Marks by syllabus head<\/span>\r\n <span class=\"m\">Measured across 240 questions, 2022 · scaled to 300<\/span>\r\n <\/div>\r\n\r\n <div class=\"bp-row\"><span class=\"bp-idx\">I<\/span><span class=\"bp-name\">General Knowledge & contemporary issues<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"16\"><\/span><\/span><span class=\"bp-val\">\u2248 25 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">II<\/span><span class=\"bp-name\">Hindi & English language skills<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"29\"><\/span><\/span><span class=\"bp-val\">\u2248 45 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">III<\/span><span class=\"bp-name\">Reasoning & Quantitative Aptitude<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"24\"><\/span><\/span><span class=\"bp-val\">\u2248 38 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">IV<\/span><span class=\"bp-name\">Educational policies, measurement & evaluation<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"100\"><\/span><\/span><span class=\"bp-val\">\u2248 155 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">V<\/span><span class=\"bp-name\">Management & Financial administration<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"15\"><\/span><\/span><span class=\"bp-val\">\u2248 24 marks<\/span><\/div>\r\n <div class=\"bp-row\"><span class=\"bp-idx\">VI<\/span><span class=\"bp-name\">Office Procedure<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"9\"><\/span><\/span><span class=\"bp-val\">\u2248 13 marks<\/span><\/div>\r\n <div class=\"bp-row is-new\"><span class=\"bp-idx\">VII<\/span><span class=\"bp-name\">Pedagogy in Education<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"8\"><\/span><\/span><span class=\"bp-val\">no data<\/span><\/div>\r\n <div class=\"bp-row is-new\"><span class=\"bp-idx\">VIII<\/span><span class=\"bp-name\">Digital Literacy<\/span><span class=\"bp-track\"><span class=\"bp-fill\" data-w=\"8\"><\/span><\/span><span class=\"bp-val\">no data<\/span><\/div>\r\n\r\n <p class=\"bp-foot\">Head IV alone was over half the paper. The two hatched bars are <b>heads that did not exist in the 2022 syllabus<\/b>, so they have no measured history \u2014 and whatever marks they take in 2026 have to come from somewhere. Head IV is the only block large enough to give them up, so treat the 155 as an upper bound likely to shrink, not a target to plan around.<\/p>\r\n <\/div>\r\n\r\n <table class=\"tbl\" style=\"margin-top:2.4rem\">\r\n <caption>Inside the two heaviest heads, 2022<\/caption>\r\n <thead><tr><th>Sub-area<\/th><th class=\"n\">Principal<\/th><th class=\"n\">Vice-Principal<\/th><th class=\"n\">Combined<\/th><th class=\"n\">Share<\/th><\/tr><\/thead>\r\n <tbody>\r\n <tr><td>Measurement, evaluation, statistics & research<\/td><td class=\"n\">29<\/td><td class=\"n\">36<\/td><td class=\"n\">65<\/td><td class=\"n\">27.1%<\/td><\/tr>\r\n <tr><td>Educational policies, Acts & schemes<\/td><td class=\"n\">32<\/td><td class=\"n\">27<\/td><td class=\"n\">59<\/td><td class=\"n\">24.6%<\/td><\/tr>\r\n <tr><td>Language skills<\/td><td class=\"n\">16<\/td><td class=\"n\">20<\/td><td class=\"n\">36<\/td><td class=\"n\">15.0%<\/td><\/tr>\r\n <tr><td>Reasoning & quantitative<\/td><td class=\"n\">10<\/td><td class=\"n\">20<\/td><td class=\"n\">30<\/td><td class=\"n\">12.5%<\/td><\/tr>\r\n <tr><td>General knowledge, polity & economy<\/td><td class=\"n\">10<\/td><td class=\"n\">10<\/td><td class=\"n\">20<\/td><td class=\"n\">8.3%<\/td><\/tr>\r\n <tr><td>Office procedure, RTI, CPGRAMS<\/td><td class=\"n\">7<\/td><td class=\"n\">4<\/td><td class=\"n\">11<\/td><td class=\"n\">4.6%<\/td><\/tr>\r\n <tr><td>GFR & financial administration<\/td><td class=\"n\">8<\/td><td class=\"n\">2<\/td><td class=\"n\">10<\/td><td class=\"n\">4.2%<\/td><\/tr>\r\n <tr><td>CCS service rules<\/td><td class=\"n\">6<\/td><td class=\"n\">0<\/td><td class=\"n\">6<\/td><td class=\"n\">2.5%<\/td><\/tr>\r\n <tr><td>Other statute<\/td><td class=\"n\">2<\/td><td class=\"n\">1<\/td><td class=\"n\">3<\/td><td class=\"n\">1.2%<\/td><\/tr>\r\n <\/tbody>\r\n <\/table>\r\n\r\n <h3 style=\"margin:2rem 0 .7rem;font-size:1.05rem\">Five things the papers show that a syllabus cannot<\/h3>\r\n <ul class=\"narrow\" style=\"padding-left:1.2rem\">\r\n <li style=\"margin-bottom:.55rem\"><span class=\"k\">Question order is not stable.<\/span> The Principal paper opened with General Knowledge; the Vice-Principal paper opened with a twenty-question language section labelled Part A. Do not build a fixed attempt sequence.<\/li>\r\n <li style=\"margin-bottom:.55rem\"><span class=\"k\">The Vice-Principal paper was harder on numbers.<\/span> Twenty quantitative and reasoning questions against the Principal paper's ten, and thirty-six statistics questions against twenty-nine. If you have applied for Vice-Principal, weight arithmetic and educational statistics higher.<\/li>\r\n <li style=\"margin-bottom:.55rem\"><span class=\"k\">Statistics questions are computational.<\/span> Candidates had to compute a standard deviation from five numbers, apply the Spearman-Brown formula in both directions, read a difficulty and discrimination index off a real item-analysis table, and work out a z-score. Definitions alone will not carry you.<\/li>\r\n <li style=\"margin-bottom:.55rem\"><span class=\"k\">Aptitude arrives dressed as school work.<\/span> Marks conversion, section averages when students transfer, attendance across a week, invigilator assignment, fee-hike revenue, net score under negative marking. Ordinary mathematics, set on a principal's desk.<\/li>\r\n <li><span class=\"k\">History was almost absent.<\/span> Across 240 questions, one touched history \u2014 asking which ancient centre of learning lies outside independent India.<\/li>\r\n <\/ul>\r\n<\/section>\r\n\r\n\r\n<section id=\"papers\">\r\n <div class=\"sec-head\"><span class=\"num\">06<\/span><h2>Download the papers<\/h2><\/div>\r\n <p class=\"lede\">Both 2022 papers are freely available. Solve both regardless of which post you have applied for \u2014 the syllabus is common to Principal and Vice-Principal, and the two papers weight the same syllabus differently, so together they give a fuller picture than either alone.<\/p>\r\n\r\n <div class=\"dl\">\r\n <a class=\"dl-item\" href=\"https:\/\/humanperitus.in\/wp-content\/uploads\/2026\/06\/2021-Paper-Principal-GNCTD-17-July-2022.pdf\" target=\"_blank\" rel=\"noopener\">\r\n <span class=\"dl-kind\">Question paper · PDF<\/span>\r\n <span class=\"dl-title\">Principal, GNCTD \u2014 17 July 2022<\/span>\r\n <span class=\"dl-meta\">Booklet JHGD-U-OFX · 120 questions · bilingual<\/span>\r\n <span class=\"dl-note\">Opens with ten General Knowledge questions. Heaviest on RTE and NEP.<\/span>\r\n <\/a>\r\n\r\n <a class=\"dl-item\" href=\"https:\/\/humanperitus.in\/wp-content\/uploads\/2024\/04\/UPSC-Vice-Principal-GNCTD-2022.pdf\" target=\"_blank\" rel=\"noopener\">\r\n <span class=\"dl-kind\">Question paper · PDF<\/span>\r\n <span class=\"dl-title\">Vice-Principal, GNCTD \u2014 11 December 2022<\/span>\r\n <span class=\"dl-meta\">Booklet JMRE-B-KLI · 120 questions · Part A and Part B<\/span>\r\n <span class=\"dl-note\">Opens with a twenty-question language section. Twice the quantitative load.<\/span>\r\n <\/a>\r\n\r\n <a class=\"dl-item\" href=\"https:\/\/humanperitus.in\/wp-content\/uploads\/2026\/07\/AdvtNo-51-2026-Special-Engl-240726.pdf\" target=\"_blank\" rel=\"noopener\">\r\n <span class=\"dl-kind\">Notification · PDF<\/span>\r\n <span class=\"dl-title\">Special Advt. No. 51\/2026<\/span>\r\n <span class=\"dl-meta\">Released 24 July 2026 · English<\/span>\r\n <span class=\"dl-note\">Eligibility, scheme and Appendix-I syllabus. The governing document.<\/span>\r\n <\/a>\r\n <\/div>\r\n\r\n <div class=\"note\" style=\"margin-top:1.5rem\"><b>How to use them.<\/b> Sit each paper once under timed conditions before you start studying, not after. Two hours, no notes, one-third negative marking applied honestly. The score will be poor and that is the point \u2014 it tells you which of the eight heads is actually costing you marks, and that ordering is more useful than any generic study plan. Sit them again in October to measure movement.<\/div>\r\n\r\n <p class=\"narrow\" style=\"margin-top:1.4rem\">Both papers are hosted by Human Peritus, which is where they entered public circulation. The 2026 notification is also available directly from <a href=\"https:\/\/upsc.gov.in\" target=\"_blank\" rel=\"noopener\">upsc.gov.in<\/a> under What's New, and the UPSC copy is the one to treat as authoritative.<\/p>\r\n<\/section>\r\n\r\n\r\n<section id=\"detailed\">\r\n <div class=\"sec-head\"><span class=\"num\">07<\/span><h2>Detailed syllabus, head by head<\/h2><\/div>\r\n <p class=\"lede\">Built from three inputs: the eight heads as printed, what the previous papers demonstrably asked, and the statutory and academic material the post rests on. Where the papers give evidence, the depth follows the evidence. Where a head is new, it is built from the ground up.<\/p>\r\n\r\n \r\n <details class=\"head\" id=\"h1\">\r\n <summary><span class=\"h-num\">I<\/span><span class=\"h-title\">General Knowledge including contemporary social, economic and cultural issues<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 25 marks in 2022 \u00b7 breadth over depth<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>The notification puts <span class=\"k\">contemporary<\/span> first, and the papers bore that out: current portals, schemes, appointments and one-line policy facts rather than deep history. Cap your time here \u2014 it is the lowest return per hour on the paper.<\/p>\r\n\r\n <h4>Current affairs, last 12\u201318 months<\/h4>\r\n <ul>\r\n <li>Education current affairs, treated as compulsory: NEP implementation milestones, NCF-SE rollout, PARAKH outputs, NAS and ASER findings, UDISE+ releases, PM-SHRI progress, CBSE circulars and exam-scheme changes, the two-board-exam policy, APAAR and ABC<\/li>\r\n <li>New or restructured government portals and schemes<\/li>\r\n <li>Union Budget and Economic Survey headlines, with the education allocation<\/li>\r\n <li>Awards and honours: Bharat Ratna, Padma, Jnanpith, Nobel, Sahitya Akademi; UNESCO education prizes<\/li>\r\n <li>Observed days and their themes \u2014 World Teachers' Day was asked directly<\/li>\r\n <li>Summits and groupings India hosted or joined<\/li>\r\n <\/ul>\r\n\r\n <h4>Contemporary social issues<\/h4>\r\n <ul>\r\n <li>Education-linked: dropout and retention, gender gap, child labour, first-generation learners, migrant children, the digital divide<\/li>\r\n <li>Health and nutrition: malnutrition, anaemia, adolescent health, mental health in schools, POSHAN Abhiyaan<\/li>\r\n <li>Social justice: reservation policy, SC\/ST\/OBC\/EWS, PwBD rights, the Transgender Persons Act 2019, women's reservation<\/li>\r\n <li>Environment and society: climate commitments, air quality and GRAP, waste management, Mission LiFE<\/li>\r\n <\/ul>\r\n\r\n <h4>Economy, applied<\/h4>\r\n <ul>\r\n <li>Sectors of the economy and their contribution to GDP and employment \u2014 asked directly<\/li>\r\n <li>Minimum Support Price and which categories of produce it covers \u2014 asked directly<\/li>\r\n <li>Cryptocurrency regulation and the Digital Rupee \u2014 asked directly<\/li>\r\n <li>Indicators: GDP, inflation, fiscal deficit, HDI, SDG India Index<\/li>\r\n <li>Public expenditure on education and the 6% of GDP target<\/li>\r\n <\/ul>\r\n\r\n <h4>Polity, core only<\/h4>\r\n <ul>\r\n <li>Preamble, salient features, sources of the Constitution<\/li>\r\n <li>Fundamental Rights with an education focus: Articles 14, 15, 16, 19, 21, <span class=\"k\">21A<\/span>, 28, <span class=\"k\">29\u201330 on minority educational institutions<\/span>, 32<\/li>\r\n <li>DPSP and Fundamental Duties: Articles 45, 46, 51A(k)<\/li>\r\n <li>Constitutional offices and how they are filled \u2014 the Attorney General under Article 76 and the Solicitor General were both asked; the Vice-President's election and the President's resignation were asked<\/li>\r\n <li>Union Territories: how many, which have Legislative Assemblies, Lok Sabha representation \u2014 asked directly<\/li>\r\n <li>Parliamentary procedure: admissibility of a Question in the Lok Sabha was asked<\/li>\r\n <li>Constitutional and statutory bodies: EC, UPSC, CAG, Finance Commission, NHRC, <span class=\"k\">NCPCR, SCPCR, DCPCR<\/span>, CIC, CVC<\/li>\r\n <li>Key amendments: 42nd, 44th, 73rd, 74th, <span class=\"k\">86th<\/span>, 101st, 103rd<\/li>\r\n <li>Article 239AA and the special position of Delhi<\/li>\r\n <\/ul>\r\n\r\n <h4>History \u2014 awareness level only<\/h4>\r\n <ul>\r\n <li><span class=\"k\">History of education in India<\/span>, the part that pays: Macaulay's Minute 1835, Wood's Despatch 1854, Hunter Commission 1882, Sadler Commission 1917, Hartog Committee 1929, Wardha Scheme 1937, Sargent Plan 1944<\/li>\r\n <li>Ancient centres of learning \u2014 Nalanda, Vikramshila, Takshashila, Valabhi \u2014 and which lie outside modern India<\/li>\r\n <li>Everything else at dynasty-and-date recognition level<\/li>\r\n <\/ul>\r\n\r\n <h4>Geography, environment, culture, science<\/h4>\r\n <ul>\r\n <li>National parks and conservation projects; Project Cheetah at Kuno; Ramsar sites<\/li>\r\n <li>Distinctive landscapes and what each is known for<\/li>\r\n <li>Art and culture at identification level: classical dances and their states, festivals and their states, crafts and textiles, musical instruments and their materials<\/li>\r\n <li>Science and technology in the news: ISRO missions, health, AI, semiconductors<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h2\">\r\n <summary><span class=\"h-num\">II<\/span><span class=\"h-title\">Hindi and English language skills<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 45 marks in 2022 \u00b7 highest return per hour<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>Both languages carry roughly equal weight and neither is optional. For a bilingual paper attached to a Delhi government post the Hindi section is serious, and it is where prepared candidates quietly gain ten to fifteen marks on the field.<\/p>\r\n\r\n <h4>General English<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Spotting errors<\/span> \u2014 three questions in the Principal paper alone. Subject\u2013verb agreement, \"one of the\" constructions, tense consistency, parallelism<\/li>\r\n <li><span class=\"k\">Idioms and phrases<\/span> \u2014 three questions, in both meaning-selection and matching formats<\/li>\r\n <li><span class=\"k\">Reading comprehension<\/span> \u2014 fact-based, inference-based, and word-meaning-in-context<\/li>\r\n <li>Determiners and quantifiers: <span class=\"mono\">little \/ a little<\/span>, <span class=\"mono\">few \/ a few<\/span> \u2014 asked directly<\/li>\r\n <li>Active and passive voice, including judging whether a given transformation is correct<\/li>\r\n <li>Direct and indirect speech<\/li>\r\n <li>Counting the number of errors in a passage<\/li>\r\n <li>One-word substitutions, synonyms and antonyms, spelling, sentence improvement, cloze, para-jumbles<\/li>\r\n <li>Prepositions, phrasal verbs, articles, degrees of comparison, conjunctions and connectors<\/li>\r\n <\/ul>\r\n\r\n <h4>\u0938\u093e\u092e\u093e\u0928\u094d\u092f \u0939\u093f\u0902\u0926\u0940<\/h4>\r\n <ul>\r\n <li><span class=\"k\">\u0905\u092a\u0920\u093f\u0924 \u0917\u0926\u094d\u092f\u093e\u0902\u0936<\/span> \u2014 2022 \u092e\u0947\u0902 \u091a\u093e\u0923\u0915\u094d\u092f-\u0935\u093f\u0937\u092f\u0915 \u0924\u0925\u093e NEP-\u0906\u0927\u093e\u0930\u093f\u0924 \u0917\u0926\u094d\u092f\u093e\u0902\u0936 \u0906\u090f<\/li>\r\n <li><span class=\"k\">\u0938\u0902\u0927\u093f \u090f\u0935\u0902 \u0938\u0902\u0927\u093f-\u0935\u093f\u091a\u094d\u091b\u0947\u0926<\/span> \u2014 \u0938\u094d\u0935\u0930 \u0938\u0902\u0927\u093f (\u0926\u0940\u0930\u094d\u0918, \u0917\u0941\u0923, \u0935\u0943\u0926\u094d\u0927\u093f, \u092f\u0923, \u0905\u092f\u093e\u0926\u093f), \u0935\u094d\u092f\u0902\u091c\u0928 \u0938\u0902\u0927\u093f, \u0935\u093f\u0938\u0930\u094d\u0917 \u0938\u0902\u0927\u093f<\/li>\r\n <li><span class=\"k\">\u092e\u0941\u0939\u093e\u0935\u0930\u0947 \u090f\u0935\u0902 \u0932\u094b\u0915\u094b\u0915\u094d\u0924\u093f\u092f\u093e\u0901<\/span> \u2014 \u0905\u0930\u094d\u0925 \u090f\u0935\u0902 \u092e\u093f\u0932\u093e\u0928, \u0926\u094b\u0928\u094b\u0902 \u092a\u094d\u0930\u093e\u0930\u0942\u092a\u094b\u0902 \u092e\u0947\u0902<\/li>\r\n <li>\u0935\u093f\u0932\u094b\u092e, \u092a\u0930\u094d\u092f\u093e\u092f\u0935\u093e\u091a\u0940, \u0905\u0928\u0947\u0915\u093e\u0930\u094d\u0925\u0940, \u092f\u0941\u0917\u094d\u092e \u0936\u092c\u094d\u0926<\/li>\r\n <li>\u0915\u093e\u0930\u0915 \u090f\u0935\u0902 \u0935\u093f\u092d\u0915\u094d\u0924\u093f; \u0938\u092e\u093e\u0938; \u0909\u092a\u0938\u0930\u094d\u0917 \u090f\u0935\u0902 \u092a\u094d\u0930\u0924\u094d\u092f\u092f<\/li>\r\n <li>\u0935\u093e\u0915\u094d\u092f-\u0936\u0941\u0926\u094d\u0927\u093f \u090f\u0935\u0902 \u0935\u0930\u094d\u0924\u0928\u0940 \u0936\u094b\u0927\u0928; \u0932\u093f\u0902\u0917, \u0935\u091a\u0928, \u0915\u093e\u0932, \u0935\u093e\u091a\u094d\u092f<\/li>\r\n <li>\u0924\u0924\u094d\u0938\u092e\u2013\u0924\u0926\u094d\u092d\u0935; \u0935\u093e\u0915\u094d\u092f\u093e\u0902\u0936 \u0915\u0947 \u0932\u093f\u090f \u090f\u0915 \u0936\u092c\u094d\u0926<\/li>\r\n <li>\u0905\u0932\u0902\u0915\u093e\u0930 \u090f\u0935\u0902 \u0930\u0938 \u2014 \u092a\u0939\u091a\u093e\u0928 \u0938\u094d\u0924\u0930 \u092a\u0930<\/li>\r\n <\/ul>\r\n\r\n <h4>\u0930\u093e\u091c\u092d\u093e\u0937\u093e \u2014 small, closed, routinely skipped<\/h4>\r\n <ul>\r\n <li>\u0930\u093e\u091c\u092d\u093e\u0937\u093e \u0905\u0927\u093f\u0928\u093f\u092f\u092e 1963 \u090f\u0935\u0902 \u0928\u093f\u092f\u092e 1976; \u0905\u0928\u0941\u091a\u094d\u091b\u0947\u0926 343\u2013351<\/li>\r\n <li>\u0915\u094d\u0937\u0947\u0924\u094d\u0930 '\u0915', '\u0916', '\u0917' \u0915\u093e \u0935\u0930\u094d\u0917\u0940\u0915\u0930\u0923 \u2014 \u0926\u093f\u0932\u094d\u0932\u0940 \u0915\u094d\u0937\u0947\u0924\u094d\u0930 '\u0915' \u092e\u0947\u0902 \u0939\u0948<\/li>\r\n <li><span class=\"k\">\u092a\u0941\u0938\u094d\u0924\u0915\u093e\u0932\u092f \u0939\u0947\u0924\u0941 \u092a\u0941\u0938\u094d\u0924\u0915-\u0915\u094d\u0930\u092f \u092c\u091c\u091f \u092e\u0947\u0902 \u0939\u093f\u0902\u0926\u0940 \u092a\u0941\u0938\u094d\u0924\u0915\u094b\u0902 \u0915\u093e \u0928\u093f\u0930\u094d\u0927\u093e\u0930\u093f\u0924 \u092a\u094d\u0930\u0924\u093f\u0936\u0924<\/span> \u2014 \u0938\u0940\u0927\u093e \u092a\u0942\u091b\u093e \u0917\u092f\u093e<\/li>\r\n <li>\u0938\u0930\u0915\u093e\u0930\u0940 \u092a\u0924\u094d\u0930\u093e\u091a\u093e\u0930 \u0915\u0947 \u092a\u094d\u0930\u093e\u0930\u0942\u092a \u090f\u0935\u0902 \u092a\u094d\u0930\u0936\u093e\u0938\u0928\u093f\u0915 \u0936\u092c\u094d\u0926\u093e\u0935\u0932\u0940<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h3\">\r\n <summary><span class=\"h-num\">III<\/span><span class=\"h-title\">Reasoning ability and Quantitative Aptitude<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 38 marks in 2022 \u00b7 double weight in the VP paper<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>Class-ten mathematics in a school-administration costume. Almost every 2022 question was set in a school: marks, sections, attendance, invigilators, fees, teaching experience. Practise in that framing and the arithmetic stops feeling abstract.<\/p>\r\n\r\n <h4>Arithmetic \u2014 the core<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Averages and weighted averages<\/span>, including what happens to two group averages when students transfer between sections \u2014 asked twice<\/li>\r\n <li>Percentages, successive change, and <span class=\"k\">fee-hike revenue problems<\/span> across class bands \u2014 asked directly<\/li>\r\n <li><span class=\"k\">Marks conversion<\/span> between scales, and its effect on class average \u2014 asked directly<\/li>\r\n <li><span class=\"k\">Net score under negative marking<\/span> (+3 correct, \u22121 wrong, \u22120.5 unattempted) \u2014 asked directly<\/li>\r\n <li>Ratio and proportion; mixtures and alligation<\/li>\r\n <li>Product costing and unit economics from a price table \u2014 asked directly<\/li>\r\n <li>Time and work; <span class=\"k\">pipes and cisterns<\/span>, including three pumps working together<\/li>\r\n <li>Time, speed and distance; ages and experience problems across two reference years<\/li>\r\n <li>Simple and compound interest; profit, loss and discount<\/li>\r\n <li>Number system: divisibility, digit-sum and digit-product conditions, HCF and LCM<\/li>\r\n <\/ul>\r\n\r\n <h4>Geometry, counting and probability<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Circles<\/span>: intersecting circles, central and inscribed angles, chords, tangents \u2014 the Principal paper asked for an angle between two identical intersecting circles<\/li>\r\n <li>Triangles, congruence and similarity, Pythagoras; angles on parallel lines<\/li>\r\n <li>Mensuration, 2D and 3D<\/li>\r\n <li><span class=\"k\">Permutations for seating and duty rosters<\/span>: students across rows of chairs, invigilator assignment where a section's own teacher cannot invigilate<\/li>\r\n <li>Basic probability and set-based counting<\/li>\r\n <\/ul>\r\n\r\n <h4>Reasoning<\/h4>\r\n <ul>\r\n <li>Number and letter series, including missing-term and reverse-logic formats<\/li>\r\n <li><span class=\"k\">Operator substitution<\/span> \u2014 the set <span class=\"mono\">+ \u2212 \u00d7 \u00f7 ~<\/span> redefined as inequalities, then conclusions drawn<\/li>\r\n <li>Blood relations and family trees; ranking and position in a row; height and order comparison<\/li>\r\n <li>Venn diagrams for overlapping categories; syllogism<\/li>\r\n <li>Categorical logic on statements of the \"every X is Y, but every X is not Z\" type<\/li>\r\n <li>Word and number analogy; classification<\/li>\r\n <li><span class=\"k\">Data sufficiency<\/span> \u2014 the standard four-option format<\/li>\r\n <li>Statement\u2013conclusion, statement\u2013assumption, \"which of the following can be concluded\"<\/li>\r\n <li>Direction sense; clocks and calendars; coding\u2013decoding<\/li>\r\n <\/ul>\r\n\r\n <h4>Data interpretation<\/h4>\r\n <ul>\r\n <li>Tables, bar and line graphs, pie charts, caselets<\/li>\r\n <li>Education-context data: enrolment, GER and NER, dropout rates, pupil\u2013teacher ratio, result analysis, budget tables<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h4\">\r\n <summary><span class=\"h-num\">IV<\/span><span class=\"h-title\">Educational policies & Educational measurement and evaluation<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 155 marks in 2022 \u00b7 the paper turns on this<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>Over half of the 2022 papers. It splits cleanly in two, and both halves are closed syllabi you can master to certainty \u2014 one from bare Acts and policy documents, the other from a standard body of psychometrics that does not change.<\/p>\r\n\r\n <h4>A \u00b7 Measurement and evaluation \u2014 concepts<\/h4>\r\n <ul>\r\n <li>Measurement, assessment, evaluation and testing distinguished<\/li>\r\n <li><span class=\"k\">Types by purpose<\/span>: placement, diagnostic, formative, summative \u2014 and identifying which from a described classroom situation, which is how it was asked<\/li>\r\n <li>Norm-referenced versus criterion-referenced; objective versus subjective; group versus individual testing<\/li>\r\n <li>Continuous and Comprehensive Evaluation \u2014 definition and rationale<\/li>\r\n <li>Components of evaluation: qualitative description, quantitative description, value judgement<\/li>\r\n <li>Principles of achievement testing; competency-based assessment; Holistic Progress Card; portfolio, rubric, peer and self-assessment<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Taxonomy of objectives<\/h4>\r\n <ul>\r\n <li>Bloom's cognitive domain and the highest level of learning within it<\/li>\r\n <li><span class=\"k\">Affective domain<\/span>: receiving, responding, valuing, organisation, characterisation \u2014 and sorting a mixed list into the right domain, which was asked in both papers<\/li>\r\n <li>Psychomotor domain; revised Bloom (Anderson & Krathwohl); RCEM taxonomy<\/li>\r\n <li>Writing instructional objectives; identifying which statement does not belong to a given domain<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Test construction and item analysis<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Table of specifications<\/span> and why it improves content sampling<\/li>\r\n <li>Item types and item-writing rules<\/li>\r\n <li><span class=\"k\">Difficulty index (P) and discrimination index (D)<\/span>: computing both from an upper-27% \/ lower-27% response table, the relationship between them, why P near 0.50 maximises the discrimination range, and what P of 0 or 1 implies<\/li>\r\n <li>Where an item of a given difficulty should sit in a test<\/li>\r\n <li>Standardisation, norms, marking scheme, moderation<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Validity and reliability<\/h4>\r\n <ul>\r\n <li>Validity: content, construct, criterion, predictive \u2014 and which applies to selection for a post<\/li>\r\n <li>Reliability: test\u2013retest, parallel forms, <span class=\"k\">split-half<\/span>, KR-20<\/li>\r\n <li><span class=\"k\">Spearman-Brown prophecy formula<\/span> in both directions \u2014 reliability when length is doubled, and length required to reach a target reliability. Both were asked<\/li>\r\n <li>Interpreting a reliability coefficient numerically<\/li>\r\n <li>Factors affecting reliability: group heterogeneity, test length, difficulty extremes<\/li>\r\n <li>Why a reliable test may not be valid, and why a valid test must be reliable<\/li>\r\n <li>Standard error of measurement; objectivity; usability<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Statistics \u2014 computational<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Scales of measurement<\/span>: nominal, ordinal, interval, ratio; which permits which statistic; matching instances to scales<\/li>\r\n <li>Central tendency: arithmetic, harmonic and geometric mean, median, mode; when each is preferred; median for skewed and ordinal data; <span class=\"k\">mode for nominal data<\/span><\/li>\r\n <li>Variability: range, quartile deviation, <span class=\"k\">standard deviation computed from a small data set<\/span>, variance; comparing variability across groups from their SDs<\/li>\r\n <li><span class=\"k\">Effect of adding a constant<\/span> to every score on the median and on the SD<\/li>\r\n <li>Normal probability curve: properties, \u00b11\u03c3 = 68.26%, \u00b12\u03c3 = 95.44%, \u00b13\u03c3 = 99.74%; applying it to a given mean and SD<\/li>\r\n <li>Skewness: where mean, median and mode fall in positive and negative skew; kurtosis<\/li>\r\n <li><span class=\"k\">Standard scores<\/span>: z-score computation and properties, T-score, stanine, percentile rank<\/li>\r\n <li>Correlation: Pearson and Spearman rank-order; interpretation<\/li>\r\n <li>Why IQ is not a ratio scale<\/li>\r\n <li>Graphical representation: histogram, frequency polygon, ogive<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Research methodology<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Parametric versus non-parametric<\/span>: t-test, chi-square, sign test, median test; and the assumptions \u2014 normality, homogeneity, randomisation, continuity<\/li>\r\n <li><span class=\"k\">Sampling<\/span>: random, stratified, systematic, cluster as probability methods; purposive, quota, convenience as non-probability. Purposive is the standard trap<\/li>\r\n <li><span class=\"k\">Qualitative approaches<\/span>: post-positivist, critical, interpretive, causal-comparative<\/li>\r\n <li>Tools: in-depth interviews and the listening stances appropriate to them, observation, rating scales, <span class=\"k\">sociometric techniques<\/span> and where students actually use them, <span class=\"k\">projective techniques<\/span> and which tests are not projective<\/li>\r\n <li>Thurstone equal-appearing intervals and what it measures<\/li>\r\n <li>Action research; hypothesis, Type I and Type II error, level of significance<\/li>\r\n <li>Methods of establishing probability: empirical, mathematical, intuitive<\/li>\r\n <\/ul>\r\n\r\n <h4>A \u00b7 Large-scale assessment<\/h4>\r\n <ul>\r\n <li>PARAKH \u2014 mandate and functions<\/li>\r\n <li>National Achievement Survey; Performance Grading Index; UDISE+ indicators<\/li>\r\n <li>ASER; PISA and India's participation<\/li>\r\n <li>CBSE assessment scheme: internal assessment components, grading, examination bye-laws, competency-based item share<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 Right to Education Act 2009 and Rules 2010 \u2014 the heaviest statute<\/h4>\r\n <p>Twelve questions in the Principal paper alone. Read the bare Act; the questions are clause-level.<\/p>\r\n <ul>\r\n <li>Article 21A and the <span class=\"k\">86th Amendment<\/span>; free and compulsory education for ages <span class=\"k\">6 to 14<\/span><\/li>\r\n <li>Schedule norms: all-weather building, separate toilets for boys and girls, barrier-free access, kitchen for the mid-day meal; PTR; working days and instructional hours<\/li>\r\n <li><span class=\"k\">Teacher's minimum 45 working hours per week, including preparation hours<\/span><\/li>\r\n <li><span class=\"k\">Vacancies not to exceed 10% of sanctioned strength<\/span><\/li>\r\n <li><span class=\"k\">Re-examination after failing at the end of Class 8, within two months of the declaration of result<\/span><\/li>\r\n <li>School Management Committee: composition, the three-fourths parent requirement, at least 50% women, proportionate representation of disadvantaged groups \u2014 and which functions are <span class=\"k\">not<\/span> the SMC's<\/li>\r\n <li>School Development Plan; curriculum and evaluation considerations laid down in the Act<\/li>\r\n <li>Duties of the appropriate Government; duties of parents; proof of age; prohibition of private tuition; right to transfer<\/li>\r\n <li>Concurrent responsibility of Centre and State for funding<\/li>\r\n <li>State Advisory Council under the 2010 Rules and who chairs it ex-officio<\/li>\r\n <li><span class=\"k\">Block Level Grievance Redressal Committee and its 30-day timeline<\/span><\/li>\r\n <li>\u00a712(1)(c) EWS and disadvantaged-group admission; \u00a717 prohibition of physical punishment and mental harassment; \u00a727 no non-educational deployment of teachers<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 National Education Policy 2020<\/h4>\r\n <ul>\r\n <li><span class=\"k\">5+3+3+4 structure<\/span> \u2014 and specifically what the first five years consist of: three years of Anganwadi or pre-school plus Grades 1\u20132<\/li>\r\n <li>ECCE: which ministries jointly plan and implement it, and <span class=\"k\">which body develops the curricular and pedagogical framework<\/span><\/li>\r\n <li>Foundational Literacy and Numeracy and the target year<\/li>\r\n <li>Bagless days and the fun course \u2014 and at which stage<\/li>\r\n <li><span class=\"k\">PARAKH, NRF, SSSA, ABC, NETF<\/span> \u2014 what each is for, and the exact coverage of SSSA across school types and stages<\/li>\r\n <li><span class=\"k\">School complexes within a 5\u201310 km radius<\/span> \u2014 precisely what a complex consists of, including whether Anganwadi is inside or outside it<\/li>\r\n <li><span class=\"k\">Gender Inclusion Fund<\/span> \u2014 and exactly who it is meant for<\/li>\r\n <li>Pupil\u2013teacher ratio target for areas with large numbers of socio-economically disadvantaged students<\/li>\r\n <li><span class=\"k\">6% of GDP<\/span> \u2014 and that it is to come from Centre and States together<\/li>\r\n <li>Guiding principles for implementation, and which principle is <span class=\"k\">not<\/span> among them<\/li>\r\n <li>Teacher education by 2030; 4-year ITEP; 50 hours of CPD; NPST<\/li>\r\n <li>Language: medium of instruction, three-language formula, foreign languages at secondary level<\/li>\r\n <li>Adult education curriculum framework and its components<\/li>\r\n <li>SEDGs; Special Education Zones; holistic and multidisciplinary education and what it aims at<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 Frameworks, commissions and earlier policies<\/h4>\r\n <ul>\r\n <li><span class=\"k\">NCF 2005<\/span> \u2014 prepared by the National Steering Committee together with <span class=\"k\">twenty-one National Focus Groups<\/span><\/li>\r\n <li>NCF-FS 2022 and NCF-SE 2023; NCERT Learning Outcomes<\/li>\r\n <li><span class=\"k\">NPE 1986 and Operation Blackboard<\/span> \u2014 what the drive actually provided, which is essential facilities to primary schools<\/li>\r\n <li>Kothari Commission 1964\u201366; Mudaliar; Radhakrishnan; NPE 1968; POA 1992; Yashpal Committee<\/li>\r\n <li>Samagra Shiksha: components and funding pattern<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 Schemes and institutions<\/h4>\r\n <ul>\r\n <li><span class=\"k\">PM POSHAN<\/span>: objectives and coverage by class, and the foodgrain norms per child per school day for primary and upper primary<\/li>\r\n <li><span class=\"k\">School Nutrition Gardens<\/span>: what they are and what they are meant to address<\/li>\r\n <li><span class=\"k\">PM-SHRI<\/span>: which schools qualify, blocks covered, performance tracking<\/li>\r\n <li><span class=\"k\">Sainik Schools<\/span>: joint venture, governing ministry, admission of girl cadets<\/li>\r\n <li><span class=\"k\">KGBV<\/span>: which groups, and the reservation for girls below the poverty line<\/li>\r\n <li><span class=\"k\">EMRS<\/span>: which students they are meant for<\/li>\r\n <li>National Scheme of Incentive to Girls for Secondary Education: who is covered<\/li>\r\n <li><span class=\"k\">DIKSHA and NISHTHA<\/span> \u2014 what each actually is; the two are routinely confused<\/li>\r\n <li>SWAYAM and its <span class=\"k\">National Coordinator for engineering courses<\/span>; SWAYAM Prabha<\/li>\r\n <li>NIOS Virtual Open School and its launch partners<\/li>\r\n <li>Convergence: using MGNREGS for school compound walls and ground levelling<\/li>\r\n <li>Vidyanjali; NIPUN Bharat; Vidya Pravesh; PM e-VIDYA<\/li>\r\n <\/ul>\r\n\r\n <h4>B \u00b7 Child protection, rights and school safety<\/h4>\r\n <ul>\r\n <li><span class=\"k\">POCSO Act 2012<\/span>: child means below 18; offences; mandatory reporting and the penalty for failing to report<\/li>\r\n <li><span class=\"k\">CPCR Act 2005<\/span>: NCPCR's powers of a civil court while enquiring into complaints under \u00a714(1); the section under which a State may constitute an authority where no SCPCR exists; NCPCR, SCPCR and DCPCR<\/li>\r\n <li><span class=\"k\">POSH Act 2013<\/span>: Internal Complaints Committee composition \u2014 presiding officer, employee members, external member, and the proportion of women; penalties and the minimum imprisonment prescribed<\/li>\r\n <li><span class=\"k\">UN Convention on the Rights of the Child<\/span>: definition of a child, freedom of thought and religion, right to privacy<\/li>\r\n <li><span class=\"k\">Juvenile Justice Act 2015<\/span>: presumption of innocence, non-waiver of the child's rights, treatment of past records<\/li>\r\n <li><span class=\"k\">School Safety Policy 2016 and NDMA guidelines<\/span>: sources of hazard in a school, responsibilities of the school administration and which responsibilities belong elsewhere, School Disaster Management Plan<\/li>\r\n <li><span class=\"k\">NSSP<\/span>: composition of the School Disaster Management Committee, including the number of student members<\/li>\r\n <li>School Safety Focal Point Teacher \u2014 who designates the FPT<\/li>\r\n <li>Flag Code of India 2002: the assembly formation for hoisting in a school and where the Headmaster stands<\/li>\r\n <li>RPwD Act 2016 and inclusive education duties<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h5\">\r\n <summary><span class=\"h-num\">V<\/span><span class=\"h-title\">Management and Financial administration<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 24 marks in 2022 \u00b7 bare rules, not theory<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>In 2022 this head was tested as bare-rule recall \u2014 GFR procurement and CCS service rules \u2014 rather than as management theory. That makes it far more tractable than most material suggests, and it rewards reading the rules directly rather than a summary of them.<\/p>\r\n\r\n <h4>General Financial Rules 2017 \u2014 procurement<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Purchase up to \u20b925,000<\/span> on each occasion without quotations, on a recorded certificate \u2014 and precisely what that certificate certifies: quality of the goods, reliability of the supplier, reasonability of the price<\/li>\r\n <li>Purchase Committee for the band above \u20b925,000; tender above \u20b92.5 lakh<\/li>\r\n <li><span class=\"k\">Limited Tender Enquiry<\/span> as a general rule up to \u20b925 lakh; the minimum number of supplier firms; bids invited from registered suppliers<\/li>\r\n <li>Advertised tender enquiry above \u20b925 lakh; single tender enquiry; e-procurement<\/li>\r\n <li><span class=\"k\">Government e-Marketplace<\/span>: what GeM SPV certifies (credentials of suppliers) versus what the procuring authority certifies (reasonability of rates); the definition of \"goods\" on GeM, including whether software, technology transfer, incidental transportation and transport services fall inside it<\/li>\r\n <li><span class=\"k\">Earnest Money Deposit<\/span> on GeM e-bids above the threshold: who is exempt, and the validity period relative to bid validity<\/li>\r\n <li><span class=\"k\">Performance security<\/span>: valid beyond the date of completion of all contractual obligations including warranty, for <span class=\"k\">60 days<\/span><\/li>\r\n <li><span class=\"k\">Price variation clause<\/span>: permitted only in long-term contracts where the delivery period extends beyond the prescribed number of months<\/li>\r\n <li><span class=\"k\">Capital versus revenue expenditure<\/span>: first construction, additions that enhance the useful life of an asset, restoration after extraordinary calamity creating new assets \u2014 and which item is not capital<\/li>\r\n <li>Canons of financial propriety; rate contracts; stores, physical verification, condemnation and disposal; grants-in-aid and utilisation certificates<\/li>\r\n <\/ul>\r\n\r\n <h4>CCS (Leave) Rules 1972<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Encashment on retirement<\/span> \u2014 the 300-day ceiling and how earned leave and half pay leave combine towards it<\/li>\r\n <li><span class=\"k\">Powers of the competent authority<\/span>: it may refuse or revoke leave of any kind, but may not on its own alter the kind of leave due and applied for<\/li>\r\n <li><span class=\"k\">Casual leave<\/span>: whether it is a recognised form of leave, whether an official on CL is treated as absent from duty, and what it may and may not be combined with<\/li>\r\n <li>Earned leave, half pay leave, commuted leave, leave not due, extraordinary leave<\/li>\r\n <li>Maternity, paternity, child care and child adoption leave; study leave<\/li>\r\n <li>Reduced earned-leave accrual for staff of vacation departments \u2014 which is what school staff are<\/li>\r\n <\/ul>\r\n\r\n <h4>CCS (CCA) Rules 1965 and Conduct Rules 1964<\/h4>\r\n <ul>\r\n <li>Minor and major penalties \u2014 and that <span class=\"k\">suspension is not a penalty<\/span><\/li>\r\n <li>Disciplinary authority, inquiry procedure, appeal and review<\/li>\r\n <li><span class=\"k\">Activities not requiring previous sanction<\/span>: honorary work of a social or charitable character, participation in sports as an amateur, occasional work of an artistic character \u2014 and that a privately produced media programme does require sanction<\/li>\r\n <li><span class=\"k\">Lien<\/span>: when a government servant does and does not retain lien on a post \u2014 extraordinary leave, suspension, foreign service, and immediate absorption elsewhere<\/li>\r\n <li>Property returns, gifts, private trade, connection with the press, prohibition of sexual harassment<\/li>\r\n <\/ul>\r\n\r\n <h4>Financial administration beyond GFR<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Chief Accounting Authority in a Central Government Ministry<\/span> \u2014 asked directly<\/li>\r\n <li>Budget cycle; Consolidated Fund, Contingency Fund, Public Account; re-appropriation and surrender; CAG and audit paras<\/li>\r\n <li>Delegation of Financial Powers Rules; DDO duties and personal responsibility<\/li>\r\n <li>School funds: sources, permissible use, cash book, physical verification of cash<\/li>\r\n <li>NPS: which ministry administers it, applicability to new recruits, and the annuitisation requirement on superannuation \u2014 asked directly<\/li>\r\n <li>Prevention of Corruption Act 1988: bribery of a public servant and the maximum imprisonment \u2014 asked directly<\/li>\r\n <li>TA\/DA, LTC, medical reimbursement, pension processing, PFMS<\/li>\r\n <\/ul>\r\n\r\n <h4>School management in practice<\/h4>\r\n <p>Within the head's wording and the Commission's own description of the duties, though not tested in 2022. Keep it light: school records and registers, timetable construction, admission and transfer certificates, stock and asset registers, staff appraisal and APAR, inspection and academic supervision, PTA and SMC meetings, examination management, crisis and emergency response.<\/p>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h6\">\r\n <summary><span class=\"h-num\">VI<\/span><span class=\"h-title\">Office Procedure<\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">\u2248 13 marks in 2022 \u00b7 small and fully learnable<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>The smallest head on the paper and the one most often left to chance. The underlying text is the Central Secretariat Manual of Office Procedure, and the whole thing can be closed out in a few sittings.<\/p>\r\n\r\n <h4>Forms of official communication<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Office Order<\/span> \u2014 instructions and intimations in routine internal administrative matters such as grant of regular leave, internal posting and transfers. This was the exact question<\/li>\r\n <li><span class=\"k\">Order<\/span>, <span class=\"k\">Office Memorandum<\/span>, <span class=\"k\">Notification<\/span>, <span class=\"k\">Circular<\/span>, letter, demi-official letter, un-official note, endorsement, press communiqu\u00e9 \u2014 and the situations that distinguish them<\/li>\r\n <\/ul>\r\n\r\n <h4>Files and records<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Conventional file numbering<\/span>: subject code, serial number of the file, year of opening, sub-head \u2014 and which of these the number does and does not contain<\/li>\r\n <li>Parts of a file; noting and drafting; referencing and flagging; movement of files<\/li>\r\n <li><span class=\"k\">Retention period of service books<\/span> of officials entitled to retirement or terminal benefits where the final pension or gratuity payment order has been issued<\/li>\r\n <li>Record retention schedule; classification of records; security grading; weeding and destruction<\/li>\r\n <li>Dak receipt and diarising; periodical reports and returns; e-Office and eFile<\/li>\r\n <\/ul>\r\n\r\n <h4>Right to Information Act 2005<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Definitions<\/span>: what \"information\" includes \u2014 samples, models, data held in electronic form; what \"record\" includes \u2014 reproduction of images embodied in microfilm; and whether the right extends to inspection of work, documents and records<\/li>\r\n <li><span class=\"k\">Timelines<\/span>: 30 days ordinarily; <span class=\"k\">48 hours where life or liberty is concerned<\/span>; first appeal <span class=\"k\">within 30 days<\/span> of the CPIO's decision; second appeal to the Information Commission<\/li>\r\n <li><span class=\"k\">What a CPIO must communicate on rejection<\/span>: the reasons, the period within which an appeal may be preferred, and the particulars of the Appellate Authority<\/li>\r\n <li><span class=\"k\">\u00a78 exemptions<\/span>, including information whose disclosure would prejudicially affect the scientific or economic interests of the State, and information held in a fiduciary relationship unless larger public interest warrants disclosure<\/li>\r\n <li>Cases where there is no obligation to supply information \u2014 including where disclosure would constitute contempt of court<\/li>\r\n <li>\u00a74 proactive disclosure; CPIO, APIO and First Appellate Authority; penalties<\/li>\r\n <\/ul>\r\n\r\n <h4>Grievances and official language<\/h4>\r\n <ul>\r\n <li><span class=\"k\">CPGRAMS exclusions<\/span>: personal and family disputes, sub-judice matters, RTI matters, suggestions<\/li>\r\n <li>Escalation, timelines and appeal within CPGRAMS; citizen's charter<\/li>\r\n <li><span class=\"k\">The prescribed percentage of the library book-purchase budget to be spent on Hindi books<\/span> \u2014 asked directly<\/li>\r\n <li>Official Languages Act and Rules; region classification; bilingual documents<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h7\">\r\n <summary><span class=\"h-num\">VII<\/span><span class=\"h-title\">Pedagogy in Education <span class=\"new-flag\">new<\/span><\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">No past paper \u00b7 prepare from the ground up<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <div class=\"note warn\" style=\"margin:0 0 1.3rem;max-width:none\"><b>Before the list.<\/b> This head did not exist in the 2022 syllabus \u2014 the Addendum issued to candidates that year listed six heads and this was not among them. So there is no past-paper signal here and no settled question bank, and any material claiming to offer \"expected questions\" for it is guessing. The scope below is the standard B.Ed. and school-leadership body of knowledge, ordered by what a Principal's paper would most plausibly draw on. Everyone starts from the same place, which is precisely why it repays attention.<\/div>\r\n\r\n <h4>Learning and its theories<\/h4>\r\n <ul>\r\n <li>Nature of learning; factors affecting it; the learning curve<\/li>\r\n <li><span class=\"k\">Behaviourism<\/span>: Pavlov; Thorndike's laws of readiness, exercise and effect; Skinner's operant conditioning, reinforcement schedules and programmed learning<\/li>\r\n <li><span class=\"k\">Cognitive<\/span>: K\u00f6hler's insight learning; Ausubel's meaningful reception learning and advance organisers; Gagn\u00e9's hierarchy and nine events of instruction; information processing<\/li>\r\n <li><span class=\"k\">Constructivism<\/span>: Piaget and Vygotsky; discovery and inquiry learning; Kolb's experiential cycle<\/li>\r\n <li>Bandura's social learning and modelling<\/li>\r\n <li>Transfer of learning; memory and forgetting; attention and perception; metacognition<\/li>\r\n <\/ul>\r\n\r\n <h4>Development of the learner<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Piaget<\/span>: schema, assimilation, accommodation; the four stages; conservation and egocentrism; classroom implications<\/li>\r\n <li><span class=\"k\">Vygotsky<\/span>: social constructivism, the Zone of Proximal Development, scaffolding, the role of language<\/li>\r\n <li>Bruner: modes of representation, spiral curriculum<\/li>\r\n <li>Erikson's psychosocial stages; Kohlberg's moral development<\/li>\r\n <li>Adolescence: physical and emotional change, peer influence, identity, risk behaviour<\/li>\r\n <\/ul>\r\n\r\n <h4>Motivation and individual differences<\/h4>\r\n <ul>\r\n <li>Intrinsic and extrinsic motivation; Maslow; achievement motivation; attribution; self-efficacy; growth and fixed mindset<\/li>\r\n <li>Intelligence: Spearman, Thurstone, Guilford, Cattell, <span class=\"k\">Gardner's multiple intelligences<\/span>, Sternberg, Goleman's emotional intelligence<\/li>\r\n <li>Creativity and divergent thinking; aptitude, interest, attitude, personality<\/li>\r\n <li>Gifted learners, slow learners, underachievers \u2014 identification and response<\/li>\r\n <\/ul>\r\n\r\n <h4>Teaching methods and skills<\/h4>\r\n <ul>\r\n <li>Levels and <span class=\"k\">phases of teaching<\/span>: pre-active, interactive, post-active<\/li>\r\n <li><span class=\"k\">Maxims of teaching<\/span>: known to unknown, simple to complex, concrete to abstract, particular to general, whole to part<\/li>\r\n <li>Methods: lecture, demonstration, discussion, heuristic, project, problem-solving, inductive\u2013deductive, laboratory, programmed instruction, brainstorming, role play, case study, storytelling, field visits<\/li>\r\n <li>Cooperative and collaborative learning; peer tutoring; flipped and blended classrooms<\/li>\r\n <li><span class=\"k\">Art-integrated, sports-integrated, toy-based and experiential pedagogy<\/span> as NEP prescribes; bagless days; multilingual teaching<\/li>\r\n <li><span class=\"k\">Micro-teaching<\/span> and the core teaching skills; simulated and team teaching<\/li>\r\n <li>Joyce and Weil's models of teaching and their four families<\/li>\r\n <li>Questioning technique; wait time; higher-order questioning<\/li>\r\n <li>Lesson and unit planning: Herbartian steps, behavioural objectives, the 5E model; teaching-learning material<\/li>\r\n <li>Diagnostic and remedial teaching; enrichment<\/li>\r\n <li>Classroom management, positive discipline, and the prohibition of corporal punishment<\/li>\r\n <\/ul>\r\n\r\n <h4>Curriculum<\/h4>\r\n <ul>\r\n <li>Curriculum, syllabus and course of study distinguished; types including hidden and spiral curriculum<\/li>\r\n <li>Principles and bases of curriculum construction; transaction; evaluation and renewal<\/li>\r\n <li>NCF 2005, NCF-FS 2022, NCF-SE 2023; curricular goals and competencies<\/li>\r\n <li>Competency-based education and NCERT Learning Outcomes<\/li>\r\n <li>Vocational education from Grade 6; life skills; values and health education<\/li>\r\n <\/ul>\r\n\r\n <h4>Inclusive education<\/h4>\r\n <ul>\r\n <li>Integration, mainstreaming and inclusion; the philosophy behind each<\/li>\r\n <li><span class=\"k\">RPwD Act 2016<\/span>: the twenty-one disabilities, benchmark disability, and the duties of educational institutions<\/li>\r\n <li>Specific learning disabilities \u2014 dyslexia, dysgraphia, dyscalculia; ADHD; autism spectrum; sensory impairments<\/li>\r\n <li>Individualised Education Plan; resource rooms; special educators; examination concessions such as scribe and compensatory time<\/li>\r\n <li>Universal Design for Learning; barrier-free schools; assistive technology<\/li>\r\n <li>Education of SEDGs; gender-inclusive curriculum<\/li>\r\n <\/ul>\r\n\r\n <h4>Guidance, counselling and the teaching profession<\/h4>\r\n <ul>\r\n <li>Guidance and counselling distinguished; educational, vocational and personal-social guidance; directive, non-directive and eclectic approaches<\/li>\r\n <li>Adolescent concerns: examination stress, peer pressure, substance abuse, cyber-safety; Manodarpan; school wellness teams; referral pathways<\/li>\r\n <li>Cumulative record card and its use<\/li>\r\n <li>Teacher education: B.Ed., the 4-year ITEP, NCTE, TET; NPST<\/li>\r\n <li>NISHTHA; 50 hours of CPD; National Mission for Mentoring; School Complexes as academic support<\/li>\r\n <li>Action research by teachers and heads of school; the reflective practitioner<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n\r\n \r\n <details class=\"head\" id=\"h8\">\r\n <summary><span class=\"h-num\">VIII<\/span><span class=\"h-title\">Digital Literacy <span class=\"new-flag\">new<\/span><\/span><span class=\"h-sign\" aria-hidden=\"true\">+<\/span><span class=\"h-meta\">No past paper \u00b7 small, closed, fully masterable<\/span><\/summary>\r\n <div class=\"h-body\">\r\n <p>Also new in 2026, and the most tractable head on the entire paper. Everything here is finite and factual. If you are going to guarantee marks anywhere, guarantee them here.<\/p>\r\n\r\n <h4>Computer and operating system basics<\/h4>\r\n <ul>\r\n <li>Hardware: CPU, memory types, storage, input and output devices; units from bit to terabyte<\/li>\r\n <li>Software: system versus application; open source versus proprietary<\/li>\r\n <li>Windows, Linux, Android; file and folder management; common file extensions; compression<\/li>\r\n <li>Software installation, backup and restore; keyboard shortcuts<\/li>\r\n <\/ul>\r\n\r\n <h4>Office applications, in school use<\/h4>\r\n <ul>\r\n <li><span class=\"k\">Word<\/span>: formatting, tables, headers and footers, page setup, table of contents, <span class=\"k\">mail merge<\/span> for certificates and letters to parents, track changes and comments, export to PDF<\/li>\r\n <li><span class=\"k\">Excel<\/span>: cell references including absolute and relative, SUM, AVERAGE, COUNTIF, SUMIF, IF, VLOOKUP, sorting, filtering, conditional formatting, pivot tables, charts \u2014 applied to attendance registers, result analysis, grade computation and stock<\/li>\r\n <li><span class=\"k\">PowerPoint<\/span>: layouts, Slide Master, animation versus transition, multimedia, presenter view, handouts<\/li>\r\n <\/ul>\r\n\r\n <h4>Internet, networking and communication<\/h4>\r\n <ul>\r\n <li>Protocols, URL structure, domains including .gov.in and .nic.in, IP addresses, browsers, search technique and source credibility<\/li>\r\n <li>LAN, WAN, topologies; modem, router, switch, hub; Wi-Fi; cloud computing and its service models<\/li>\r\n <li>Email: CC and BCC, attachments, spam, filters, professional email writing<\/li>\r\n <li>Video conferencing and collaboration tools; Google Forms for feedback and online tests<\/li>\r\n <\/ul>\r\n\r\n <h4>Cybersecurity and law<\/h4>\r\n <ul>\r\n <li>Viruses, worms, trojans, ransomware, keyloggers; phishing, vishing, smishing, social engineering, identity theft<\/li>\r\n <li>Strong passwords, two-factor authentication, OTP safety, firewalls, antivirus, encryption, VPN, patching, backup discipline<\/li>\r\n <li>Reporting: CERT-In, cybercrime.gov.in, the national cybercrime helpline<\/li>\r\n <li><span class=\"k\">IT Act 2000<\/span>: \u00a743, \u00a766, \u00a766C identity theft, \u00a766D cheating by personation, \u00a766E privacy, \u00a767 series<\/li>\r\n <li><span class=\"k\">DPDP Act 2023<\/span>: consent, data fiduciary and data principal, and the special protections for children's data \u2014 verifiable parental consent, no behavioural tracking or targeted advertising directed at children. Directly relevant to a school holding student records<\/li>\r\n <\/ul>\r\n\r\n <h4>Digital education and administration<\/h4>\r\n <ul>\r\n <li>DIKSHA, SWAYAM and SWAYAM Prabha, PM e-VIDYA, ePathshala, NROER, NIOS Virtual Open School, e-Jaadui Pitara<\/li>\r\n <li>Learning management systems, smart classrooms, blended learning, PRAGYATA guidelines, MOOCs and open educational resources<\/li>\r\n <li><span class=\"k\">UDISE+<\/span> and the head of school's responsibility for data accuracy; Vidya Samiksha Kendra<\/li>\r\n <li>e-Office and eFile; PFMS; GeM operation; SPARROW for online APAR<\/li>\r\n <li>Online admission portals, digital and biometric attendance, examination portals, result processing, data dashboards<\/li>\r\n <li>APAAR ID, Academic Bank of Credits, National Academic Depository<\/li>\r\n <\/ul>\r\n\r\n <h4>Digital ethics, services and emerging technology<\/h4>\r\n <ul>\r\n <li>Digital citizenship and digital footprint; cyberbullying and the school's response; copyright, fair use, Creative Commons and plagiarism; misinformation, deepfakes and media literacy; screen time and digital wellbeing<\/li>\r\n <li>DigiLocker, UMANG, e-Sign and the legal validity of digital signatures, e-KYC<\/li>\r\n <li>UPI, IMPS, NEFT and RTGS and the differences between them; payment security<\/li>\r\n <li>Digital India pillars; e-governance; Common Service Centres<\/li>\r\n <li>Artificial intelligence and generative AI, cloud, Internet of Things, blockchain, AR and VR in education, robotics, big data<\/li>\r\n <\/ul>\r\n\r\n <h4>Accessibility<\/h4>\r\n <ul>\r\n <li>Screen readers, magnifiers, text-to-speech and speech-to-text<\/li>\r\n <li>Alt text, captions, transcripts, Indian Sign Language<\/li>\r\n <li>Braille displays, DAISY books, Sugamya Pustakalaya<\/li>\r\n <li>Accessible document design; guidelines for Indian government websites; Sugamya Bharat Abhiyan; assistive devices under ADIP<\/li>\r\n <\/ul>\r\n <\/div>\r\n <\/details>\r\n<\/section>\r\n\r\n\r\n<section id=\"sources\">\r\n <div class=\"sec-head\"><span class=\"num\">08<\/span><h2>What to actually read<\/h2><\/div>\r\n <p class=\"lede\">Primary texts, in the order they pay off. Read the document itself wherever possible \u2014 these heads generate direct one-line questions that summaries strip out.<\/p>\r\n\r\n <table class=\"tbl\">\r\n <thead><tr><th>Head<\/th><th>Source<\/th><th>Where<\/th><\/tr><\/thead>\r\n <tbody>\r\n <tr><td class=\"n\">IV<\/td><td>Right of Children to Free and Compulsory Education Act 2009, with the Schedule and the 2010 Rules<\/td><td>indiacode.nic.in<\/td><\/tr>\r\n <tr><td class=\"n\">IV<\/td><td>National Education Policy 2020, full document<\/td><td>Ministry of Education<\/td><\/tr>\r\n <tr><td class=\"n\">IV<\/td><td>NCF 2005 and NCF-SE 2023<\/td><td>NCERT<\/td><\/tr>\r\n <tr><td class=\"n\">IV<\/td><td>POCSO Act 2012 \u00b7 POSH Act 2013 \u00b7 CPCR Act 2005 \u00b7 RPwD Act 2016 \u00b7 Juvenile Justice Act 2015<\/td><td>Bare Acts<\/td><\/tr>\r\n <tr><td class=\"n\">IV<\/td><td>National Disaster Management Guidelines \u2014 School Safety Policy 2016<\/td><td>NDMA<\/td><\/tr>\r\n <tr><td class=\"n\">V<\/td><td>General Financial Rules 2017 \u2014 bare rules, plus current amending OMs<\/td><td>doe.gov.in<\/td><\/tr>\r\n <tr><td class=\"n\">V<\/td><td>CCS (Leave) Rules 1972 \u00b7 CCS (CCA) Rules 1965 \u00b7 CCS (Conduct) Rules 1964<\/td><td>DoPT<\/td><\/tr>\r\n <tr><td class=\"n\">VI<\/td><td>Central Secretariat Manual of Office Procedure<\/td><td>DARPG<\/td><\/tr>\r\n <tr><td class=\"n\">VI<\/td><td>Right to Information Act 2005<\/td><td>Bare Act<\/td><\/tr>\r\n <tr><td class=\"n\">VII<\/td><td>Standard B.Ed. educational psychology and pedagogy texts; NCERT teacher-education material<\/td><td>\u2014<\/td><\/tr>\r\n <tr><td class=\"n\">VIII<\/td><td>IT Act 2000 \u00b7 DPDP Act 2023 \u00b7 PRAGYATA guidelines \u00b7 NEP digital chapter<\/td><td>MeitY, MoE<\/td><\/tr>\r\n <tr><td class=\"n\">I<\/td><td>A monthly current affairs compilation plus PIB Education Ministry releases<\/td><td>\u2014<\/td><\/tr>\r\n <tr><td class=\"n\">All<\/td><td>The 2022 Principal and Vice-Principal papers \u2014 solve both, whichever post you have applied for<\/td><td><a href=\"#papers\">See section 06<\/a><\/td><\/tr>\r\n <\/tbody>\r\n <\/table>\r\n<\/section>\r\n\r\n<footer>\r\n <p><b>How this guide was put together.<\/b> The exam facts come from Special Advertisement No. 51\/2026. The 2022 syllabus, scheme, suitability standards and centre list are taken from the UPSC Addendum \u2014 Notice to Candidates issued against indicative Advertisement No. 10\/2022 for 131 Vice-Principal posts, which fixed the recruitment test for 11 December 2022. The weightage figures come from classifying all 240 questions in the two 2022 papers \u2014 the Principal paper of 17 July 2022 and the Vice-Principal paper of 11 December 2022 \u2014 against the eight syllabus heads. The topic breakdown is drawn from those papers together with the statutory and academic material the post rests on; UPSC publishes no sub-topic list and no official weightage.<\/p>\r\n <p style=\"margin-top:.9rem\"><b>Verify before you rely.<\/b> Thresholds in Head V \u2014 GFR procurement slabs, GeM limits, EMD and performance-security terms \u2014 are revised by executive instruction from time to time, and figures reflected in 2022 questions describe the position then. Eligibility, age limits and dates must be read from the notification itself. Where this guide and the notification differ, the notification governs.<\/p>\r\n<\/footer>\r\n\r\n<\/div>\r\n\r\n<script>\r\n(function(){\r\n var reduce = window.matchMedia('(prefers-reduced-motion: reduce)').matches;\r\n var fills = document.querySelectorAll('.bp-fill');\r\n function paint(){ fills.forEach(function(f){ f.style.width = f.dataset.w + '%'; }); }\r\n if (reduce || !('IntersectionObserver' in window)) { paint(); return; }\r\n var io = new IntersectionObserver(function(entries){\r\n entries.forEach(function(e){\r\n if(e.isIntersecting){\r\n var rows = e.target.querySelectorAll('.bp-fill');\r\n rows.forEach(function(f,i){ setTimeout(function(){ f.style.width = f.dataset.w + '%'; }, i*90); });\r\n io.unobserve(e.target);\r\n }\r\n });\r\n },{threshold:.25});\r\n var bp = document.getElementById('bp');\r\n if(bp) io.observe(bp);\r\n})();\r\ndocument.querySelectorAll('details.head').forEach(function(d){\r\n d.addEventListener('toggle',function(){\r\n var s=d.querySelector('.h-sign'); if(s) s.textContent = d.open ? 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