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New Vacancy 2026
UP PGT Education 2026 Notification, Online Form & Exam Date
UP PGT Education Vacancy 2026 provides a golden opportunity for aspirants seeking stable government jobs. Interested candidates can apply online for the posts after verifying the official eligibility criteria, age limit, and educational qualifications. Ensure you track the application deadlines and stay updated with the latest UP PGT Education 2026 recruitment news for a smooth registration process.
To crack the UP PGT Education 2026 exam, understanding the detailed syllabus and exam pattern is mandatory. Aspirants should focus on strategic planning and rigorous time management for each selection phase. Boosting your speed through online mock tests and regular practice is the key to securing a high score in this competitive recruitment. For premium study material and practice sets, follow the expert curated resources on toppersexam.com.
To crack the UP PGT Education 2026 exam, understanding the detailed syllabus and exam pattern is mandatory. Aspirants should focus on strategic planning and rigorous time management for each selection phase. Boosting your speed through online mock tests and regular practice is the key to securing a high score in this competitive recruitment. For premium study material and practice sets, follow the expert curated resources on toppersexam.com.
UP PGT Education Free Mock Test
Crack the UP PGT Education Mock Test 2026 with the help of an online Test series or a free mock test. Every sample paper in the UP PGT Education Exam has a designated weight, so do not miss out on any paper. Prepare for the UP PGT Education mock test and check your test scores.
UP PGT Education Syllabus 2026, Exam Pattern
UP PGT Education Syllabus 2026, Exam Pattern, Exam Date 2026
Detail Information about UP PGT has published notification 2026 for the recruitment of Education vacancies. Those Candidates who are Interested to the following vacancy and completed all Eligibility Criteria can read the Notification & Apply Online. In this page we provide the Complete Syllabus of this Recruitment with Latest Update Exam Pattern and the Exam Date also.
UPESSC PGT Syllabus 2026 - Overview
| Recruiting Body | Uttar Pradesh Education Services Selection Commission (UPESSC) |
| Name of Posts | Post Graduate Teacher (PGT) |
| Post Name | PGT Education |
| Total Vacancies | 40 |
| Apply Mode | Online |
| Category | Syllabus and Exam Pattern |
| Examination Date 2026 | 15th December to 16th December 2026 |
| Selection Process | Written Exam, Interview |
| Salary | Rs. 47,600 to Rs.1,51,100/- (Pay Level-8) |
| Official Website | upessc.up.gov.in |
UP PGT Education Syllabus 2026
General Studies :-
Unit 1: Current Affairs:
(i) Current Events of State, National and International Importance.
(ii) Personalities in News.
(iii) Sports.
Unit 2: Indian History,Indian Polity, Indian Economy and Indian Geography-
(i) Indian History and Indian National Movement.
(ii) Indian Constitution and polity, Legal and Constitutional Development related with
Educational System.
(iii) Indian Economy.
(iv) Basic Indian Geography, Population.
Unit 3: General Science, Information and Communication Technology:
(i) General Science, Technology and Environment in contemporary context.
(ii) Human Health and Hygiene - Vitamins, Minerals, Diseases, Deficiency diseases, Hormones and Enzymes.
(iii) Computer and Internet Terminology.
(iv) ICT uses.
(v) Development in Educational Technology.
Concerned Subject (Education) :- Expected
Unit-1 Philosophical Foundation of Education :
1. Western Schools of Philosophy : Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism a with special reference to the concepts of knowledge, reality and values their educational implications for aims, contents and methods of education. Indian Schools of Philosophy (Sankhya, Yoga Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to the concept of knowledge, reality and values and their educational implications for aims, contents and methods of education.
2. Contributions of Vivekananda, Tagore, Gandhi, Dayanand, J. Krishnamurthy, Savitribai Phule and Aurobindo to educational thinking.
3. National values as enshrined in the Indian Constitution, and their educational implications
Unit-2 Sociological Foundations of Education :
1. Relationship of Sociology and Education
2. Meaning and nature of Educational Sociology and Sociology of Education
3. Education – as a social subsystem – specific characteristics Education and the home
4. Education and the Community with special reference to Indian Society
5. Education and Modernization
6. Education and Politics
7. Education and Religion
8. Education and Culture
9. Education and Democracy
10. Social movement : Concept & Theories
11. Meaning and Nature of Social Change, Constraints on Social Change in India (Caste, Ethnicity, Class, Language, Religion, Regionalism)
12. Education as related to Social Stratification and Social Mobility
13. Education as related to Equity and Equality of Educational Opportunities.
14. Education of the socially and economically disadvantaged sections of the society with special reference to scheduled castes and scheduled tribes, women and rural population
Unit- 3 Psychological Foundations of Education :
1. Principles & Process of Growth and Development, Social, emotional and intellectual development of learner, problem solving and creative thinking; language development, individual differences – determinants; role of heredity and environment; implications of individual differences for organising educational programs
2. Intelligence – Theories of Guilford, Gardner, Sternberg; Emotional and Social intelligence; and measurement of intelligence quotient
3. Concept : Nature, factors influencing concept formation, concept mapping
4. Theories of learning – Thorndike’s connectionism; Pavlov’s classical and Skinner’s operant conditioning; Learning by insight; Hull’s reinforcement theory and Tolman’s theory of learning; Lewin’s – Field theory, Social learning theory, Constructivism
5. Gagne’s Hierarchy of Learning.
6. Factors Influencing Learning.
7. Motivation : Theories & Strategies.
8. Transfer of learning and its theories.
9. Psychology and education of exceptional children – creative, gifted, backward and learning disabled.
10. Personality theories : Freud, Rogers, Costa & McRae, Erickson, Cattell; Indian view point, measurement of personality
11. Mental health and hygiene – process of adjustment, conflicts and defence mechanism, mental hygiene and mental health.
12. Guidance and Counselling : Concept, types & procedure
Unit-4 Educational Research :
1. Meaning, Nature and need of research in education, characteristics of scientific method
2. Fundamental, Applied and Action Research; Approaches to educational research : qualitative & quantitative.
3. Criteria and sources for identifying the problem
4. Delineating and Operationalizing variables
5. Hypothesis : Concept, sources & types.
6. Concept of population and sample, Various methods of sampling, Characteristics of a good sample. Characteristics of a good research tool, Types of research tools and techniques and their uses.
7. Types of educational research – Descriptive, expost facto, historical, experimental, case study, ethnographic, phenomenological, grounded theory : Their characteristics
8. & design; Mixed method design
9. Normal probability curve & its uses, Descriptive and Inferential Statistics : Levels of significance; Types of error, one tailed and two tailed tests; T-test and F-test (one-way
10. and two – way ANOVA); Non-Parametric tests : Chi-square, Median & Mann – Whitney U - test).
11. Correlation : Biserial, point–biserial, tetrachoric, phi–coefficient, Partial and multiple correlations
12. Using SPSS for data analysis.
13. Qualitative data analysis : data reduction and classification, analytical induction, constant comparison, triangulation.
Unit-5 Educational Administration & Management :
1. Educational administration and management : Meaning, Principles, functions and importance; Institutional building, POSDCORB, CPM, PERT, SWOT analysis; Theories & approaches of educational administration, Organizational climate
2. Leadership : Meaning, nature, approaches –trait, transformational, transactional, value based, cultural, psychodynamic and charismatic
3. Quality assurance & Total Quality Management : Concepts & process.
4. Change management : meaning, need, models of change (Unfreezing, moving & refreezing; Japanese model), Cost benefit and cost effective analysis; Indian and international quality assurance agencies : objectives, functions and initiatives of NAAC, QCI, INQAAHE, NIRF.
Unit-6 Measurement and evaluation in Education :
1. Educational Measurement and Evaluation : Concept, need and functions.
2. Levels of measurement
3. Taxonomy of educational objectives – cognitive, affective and psychomotor Characteristics of a good measuring Instrument : Validity, Reliability, Norms, Usability, etc.
4. Construction and standardization of achievement test and attitude scales, Types of items.
5. Standard scores : Z score, T score, C score; Grading & scaling : concept; Interpretation of test-scores and methods of feedback to students.
6. Types of evaluation : Formative and Summative, norm and criterion referenced tests; Examination reforms in India: Grading, Semester, Continuous Internal Assessment, Question Bank, uses of computer in evaluation.
Unit-7 Educational Technology :
1. Meaning and Scope of Educational Technology, Approaches to educational technology- Hardware, Software & System approach; Applications of educational technology in formal, nonformal (Open & Distance Learning), informal and inclusive education systems.
2. Systems Approach to Instructional Design, Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s), Application of Computers in Education: CAI, CAL, CBT, CML, Process of preparing ODLM, Concept of e learning, Approaches to e learning & mobile learning.
3. Emerging Trends in e learning and Social learning (concept, use of web 2.0 tools for learning, social networking sites, blogs, chats, video conferencing, discussion forum), Open Education Resources (Creative Common, Massive Open Online Courses; Concept and application), E Inclusion - Concept of E Inclusion, Application of Assistive technology in E learning , Quality of E Learning – Measuring quality of system: Information, System, Service, User Satisfaction and Net Benefits (D&MIS Success Model, 2003), Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research.
4. Use of ICT in Evaluation, Administration and Research: E portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept and Development.
Unit-8 Inclusive Education :
1. Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse learners; Including Marginalized group and Learners with Disabilities), Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education, Legal Provisions: Policies and Legislations (National Policy of Education (1986, 2020), Programme of Action of Action (1992), Persons with Disabilities Act (1995)
2. National Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication, RPWD Act (2016).
3. Concept of Impairment, Disability and Handicap, Classification of Disabilities based on ICF Model, Readiness of School and Models of Inclusion, Prevalence, Types, Characteristics and Educational Needs of Diverse learners’ Intellectual, Physical and Multiple Disabilities, Causes and prevention of disabilities, Identification of Diverse Learners for Inclusion, Educational Evaluation Methods, Techniques and Tools.
4. Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices, Curriculum and Curricular Adaptations for Diverse Learners, Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching), ParentProfessional Partnership: Role of Parents, Peers, Professionals, Teachers, School.
5. Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational, Current Status and Ethical Issues of inclusive education in India, Research Trends of Inclusive Education in India.
Unit-9 History, Politics and Economics of Education :
1. Education in India in Ancient , Buddhist, Medieval and British periods; Committees and Commissions’ Contribution to Education, Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), National Education Policy (2020).
2. Relationship between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy
3. formulation: Analysis of the existing situation, generation of policy options, evaluation of policy options, making the policy decision, planning of policy implementation, policy impact assessment and subsequent policy cycles.
4. Concept of Economics of Education: Cost Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to Higher Education, Signaling Theory Vs Human Capital Theory, Concept of Educational Finance; Educational finance at Micro and Macro Levels, Concept of Budgeting.
5. Relationship between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization.
Unit-10 Curriculum Studies :
1. Concept and Principles of Curriculum, Strategies of Curriculum Development, Stages in the Process of Curriculum development, Foundations of Curriculum Planning - Philosophical Bases (National, democratic), Sociological basis (socio cultural reconstruction), Psychological Bases (learner’s needs and interests),Bench marking and Role of National level Statutory Bodies - UGC, NCTE and University in Curriculum Development.
2. Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model, Intervention Model, CIPP Model (Context, Input, Process, Product Model).
3. Instructional System, Instructional Media, Instructional Techniques and Material in enhancing curriculum transaction, Approaches to Evaluation of Curriculum : Approaches to Curriculum and Instruction (Academic and Competency Based Approaches), Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model.
4. Meaning and types of Curriculum change, Factors affecting curriculum change, Approaches to curriculum change, Role of students, teachers and educational administrators in curriculum change and improvement, Scope of curriculum research and Types of Research in Curriculum Studies.
1. Western Schools of Philosophy : Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism a with special reference to the concepts of knowledge, reality and values their educational implications for aims, contents and methods of education. Indian Schools of Philosophy (Sankhya, Yoga Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to the concept of knowledge, reality and values and their educational implications for aims, contents and methods of education.
2. Contributions of Vivekananda, Tagore, Gandhi, Dayanand, J. Krishnamurthy, Savitribai Phule and Aurobindo to educational thinking.
3. National values as enshrined in the Indian Constitution, and their educational implications
Unit-2 Sociological Foundations of Education :
1. Relationship of Sociology and Education
2. Meaning and nature of Educational Sociology and Sociology of Education
3. Education – as a social subsystem – specific characteristics Education and the home
4. Education and the Community with special reference to Indian Society
5. Education and Modernization
6. Education and Politics
7. Education and Religion
8. Education and Culture
9. Education and Democracy
10. Social movement : Concept & Theories
11. Meaning and Nature of Social Change, Constraints on Social Change in India (Caste, Ethnicity, Class, Language, Religion, Regionalism)
12. Education as related to Social Stratification and Social Mobility
13. Education as related to Equity and Equality of Educational Opportunities.
14. Education of the socially and economically disadvantaged sections of the society with special reference to scheduled castes and scheduled tribes, women and rural population
Unit- 3 Psychological Foundations of Education :
1. Principles & Process of Growth and Development, Social, emotional and intellectual development of learner, problem solving and creative thinking; language development, individual differences – determinants; role of heredity and environment; implications of individual differences for organising educational programs
2. Intelligence – Theories of Guilford, Gardner, Sternberg; Emotional and Social intelligence; and measurement of intelligence quotient
3. Concept : Nature, factors influencing concept formation, concept mapping
4. Theories of learning – Thorndike’s connectionism; Pavlov’s classical and Skinner’s operant conditioning; Learning by insight; Hull’s reinforcement theory and Tolman’s theory of learning; Lewin’s – Field theory, Social learning theory, Constructivism
5. Gagne’s Hierarchy of Learning.
6. Factors Influencing Learning.
7. Motivation : Theories & Strategies.
8. Transfer of learning and its theories.
9. Psychology and education of exceptional children – creative, gifted, backward and learning disabled.
10. Personality theories : Freud, Rogers, Costa & McRae, Erickson, Cattell; Indian view point, measurement of personality
11. Mental health and hygiene – process of adjustment, conflicts and defence mechanism, mental hygiene and mental health.
12. Guidance and Counselling : Concept, types & procedure
Unit-4 Educational Research :
1. Meaning, Nature and need of research in education, characteristics of scientific method
2. Fundamental, Applied and Action Research; Approaches to educational research : qualitative & quantitative.
3. Criteria and sources for identifying the problem
4. Delineating and Operationalizing variables
5. Hypothesis : Concept, sources & types.
6. Concept of population and sample, Various methods of sampling, Characteristics of a good sample. Characteristics of a good research tool, Types of research tools and techniques and their uses.
7. Types of educational research – Descriptive, expost facto, historical, experimental, case study, ethnographic, phenomenological, grounded theory : Their characteristics
8. & design; Mixed method design
9. Normal probability curve & its uses, Descriptive and Inferential Statistics : Levels of significance; Types of error, one tailed and two tailed tests; T-test and F-test (one-way
10. and two – way ANOVA); Non-Parametric tests : Chi-square, Median & Mann – Whitney U - test).
11. Correlation : Biserial, point–biserial, tetrachoric, phi–coefficient, Partial and multiple correlations
12. Using SPSS for data analysis.
13. Qualitative data analysis : data reduction and classification, analytical induction, constant comparison, triangulation.
Unit-5 Educational Administration & Management :
1. Educational administration and management : Meaning, Principles, functions and importance; Institutional building, POSDCORB, CPM, PERT, SWOT analysis; Theories & approaches of educational administration, Organizational climate
2. Leadership : Meaning, nature, approaches –trait, transformational, transactional, value based, cultural, psychodynamic and charismatic
3. Quality assurance & Total Quality Management : Concepts & process.
4. Change management : meaning, need, models of change (Unfreezing, moving & refreezing; Japanese model), Cost benefit and cost effective analysis; Indian and international quality assurance agencies : objectives, functions and initiatives of NAAC, QCI, INQAAHE, NIRF.
Unit-6 Measurement and evaluation in Education :
1. Educational Measurement and Evaluation : Concept, need and functions.
2. Levels of measurement
3. Taxonomy of educational objectives – cognitive, affective and psychomotor Characteristics of a good measuring Instrument : Validity, Reliability, Norms, Usability, etc.
4. Construction and standardization of achievement test and attitude scales, Types of items.
5. Standard scores : Z score, T score, C score; Grading & scaling : concept; Interpretation of test-scores and methods of feedback to students.
6. Types of evaluation : Formative and Summative, norm and criterion referenced tests; Examination reforms in India: Grading, Semester, Continuous Internal Assessment, Question Bank, uses of computer in evaluation.
Unit-7 Educational Technology :
1. Meaning and Scope of Educational Technology, Approaches to educational technology- Hardware, Software & System approach; Applications of educational technology in formal, nonformal (Open & Distance Learning), informal and inclusive education systems.
2. Systems Approach to Instructional Design, Models of Development of Instructional Design (ADDIE, ASSURE, Dick and Carey Model Mason’s), Application of Computers in Education: CAI, CAL, CBT, CML, Process of preparing ODLM, Concept of e learning, Approaches to e learning & mobile learning.
3. Emerging Trends in e learning and Social learning (concept, use of web 2.0 tools for learning, social networking sites, blogs, chats, video conferencing, discussion forum), Open Education Resources (Creative Common, Massive Open Online Courses; Concept and application), E Inclusion - Concept of E Inclusion, Application of Assistive technology in E learning , Quality of E Learning – Measuring quality of system: Information, System, Service, User Satisfaction and Net Benefits (D&MIS Success Model, 2003), Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research.
4. Use of ICT in Evaluation, Administration and Research: E portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline assessment tools (Online survey tools or test generators) – Concept and Development.
Unit-8 Inclusive Education :
1. Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse learners; Including Marginalized group and Learners with Disabilities), Evolution of the Philosophy of Inclusive Education: Special, Integrated, Inclusive Education, Legal Provisions: Policies and Legislations (National Policy of Education (1986, 2020), Programme of Action of Action (1992), Persons with Disabilities Act (1995)
2. National Policy of Disabilities (2006), National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education under Sarva Shiksha Abhiyan (SSA), Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication, RPWD Act (2016).
3. Concept of Impairment, Disability and Handicap, Classification of Disabilities based on ICF Model, Readiness of School and Models of Inclusion, Prevalence, Types, Characteristics and Educational Needs of Diverse learners’ Intellectual, Physical and Multiple Disabilities, Causes and prevention of disabilities, Identification of Diverse Learners for Inclusion, Educational Evaluation Methods, Techniques and Tools.
4. Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices, Curriculum and Curricular Adaptations for Diverse Learners, Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching), ParentProfessional Partnership: Role of Parents, Peers, Professionals, Teachers, School.
5. Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational, Current Status and Ethical Issues of inclusive education in India, Research Trends of Inclusive Education in India.
Unit-9 History, Politics and Economics of Education :
1. Education in India in Ancient , Buddhist, Medieval and British periods; Committees and Commissions’ Contribution to Education, Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), National Education Policy (2020).
2. Relationship between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy
3. formulation: Analysis of the existing situation, generation of policy options, evaluation of policy options, making the policy decision, planning of policy implementation, policy impact assessment and subsequent policy cycles.
4. Concept of Economics of Education: Cost Benefit Analysis Vs Cost Effective Analysis in Education, Economic returns to Higher Education, Signaling Theory Vs Human Capital Theory, Concept of Educational Finance; Educational finance at Micro and Macro Levels, Concept of Budgeting.
5. Relationship between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to understanding Politics (Behaviouralism, Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization.
Unit-10 Curriculum Studies :
1. Concept and Principles of Curriculum, Strategies of Curriculum Development, Stages in the Process of Curriculum development, Foundations of Curriculum Planning - Philosophical Bases (National, democratic), Sociological basis (socio cultural reconstruction), Psychological Bases (learner’s needs and interests),Bench marking and Role of National level Statutory Bodies - UGC, NCTE and University in Curriculum Development.
2. Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [social reconstruction], Individual Needs & Interests Model, Outcome Based Integrative Model, Intervention Model, CIPP Model (Context, Input, Process, Product Model).
3. Instructional System, Instructional Media, Instructional Techniques and Material in enhancing curriculum transaction, Approaches to Evaluation of Curriculum : Approaches to Curriculum and Instruction (Academic and Competency Based Approaches), Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model.
4. Meaning and types of Curriculum change, Factors affecting curriculum change, Approaches to curriculum change, Role of students, teachers and educational administrators in curriculum change and improvement, Scope of curriculum research and Types of Research in Curriculum Studies.
UP PGT Education Exam Pattern 2026
Duration : 120 Minutes
Negative Marking :01
Interview :- 40 Marks
UP PGT Exam Date 2026 : 15th December & 16th December 2026
Starting Date of Application Form : 18th September 2026
Last Date of Application Form : 17th October 2026
Total Post : 40
Negative Marking :01
| S.No | Subject | No.of Question | Marks |
| 1. | General Studies | 30 | 90 |
| 2. | Concerned Subject (Education) | 90 | 270 |
| Total | 120 | 360 |
Interview :- 40 Marks
UP PGT Exam Date 2026 : 15th December & 16th December 2026
Starting Date of Application Form : 18th September 2026
Last Date of Application Form : 17th October 2026
Total Post : 40
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