SEMESTER I

A .Theory Courses

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 EDU 01 - EDUCATION IN CONTEMPORARY INDIA
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20) Course

EDU 01- EDUCATION IN CONTEMPORARY INDIA

Course Learning Outcomes
On the successful completion of the course the learner will be able to,
1. Recognize the diversity of Indian society and role of education in respecting them
2. Describe the meaning, definitions, functions and aims of education
3. Differentiate various types and levels of education
4. Classify the ancient, medieval, colonial education and basic education
5. Develop the capacity to accept the progressive changes from ancient to modern
education
6. Explain the constitutional provisions related to education in India
7. Organize different programmes related to issues of inequality and marginalization
8. Discuss the current issues of education in India
9. Summarize the recommendations of different policy frameworks of education in India
10.Analyze the evolution of education and developmental experience of Kerala

COURSE CONTENT
Unit I – Features of Indian society
 Concept of social diversity- diversity at individual level- regional diversities- diversity in
language
 caste and class in Indian society- tribal groups in India and their diversities and
anthropological features-racial diversities of Indian society
 physical diversities
 role of education in respecting diversities
 Analysis of case studies, educational statistics and field engagement with diverse groups
 Aspirations of Indian Society
(15 hours)
Unit II- Education and Contemporary India
 Education –fundamental understandings- meaning, definitions, functions and aims
 nature of education as a discipline
 types of education formal, informal and non-formal
 levels of education- pre-primary, primary, secondary, senior secondary, higher,

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 professional, distance and optional education
 Inter disciplinary nature of education- philosophy, psychology, sociology, anthropology,
politics, history- Role of education in respecting diversities.
(15 hours)
Unit III – Evolution of Education in India
 A brief history of education in ancient and medieval India- Gurukula education, Sangas
and Viharas, Nalanda , Taxila, universities, Maktabs and Madrasas- patronage of learning
under Gupta, Mauryas and Mughals
 colonial policy of education Macaulay‘s minutes, woods dispatch- oriental and occidental
controversy, colonial critique of education- nationalistic education,
 experimentation with alternatives, basic education (Nai Talim)integration of life, work and
education.
(20 hours)
Unit IV – Constitutional safeguards of education
 Constitutional vision of independent India: then and now - Preamble of the constitution-
Rights and Duties of Indian citizen - directive principles of state policies
 Constitution and Education - Concurrent status of education.
 Constitutional values related to aims of education, freedom, justice, equality and fraternity.
 Concepts of inequality, discrimination and marginalization - Constitutional provisions
related to the issues of inequality, discrimination marginalization and education.
(10 hours)
Unit V – Policy framework of Public Education in India
 Historical background of current issues of education such as UEE, women education,
education of Dalits and Tribals, medium of instruction, multilingual education, financial
allocation, plebianisation, LPG and social stratification
 Recommendations of different policy frameworks- Kothari commission- NPE 1986-
review committees on NPE- pedagogic and curricular shifts of 1990s and 2000- SSA,
RMSA, Right to Education Act-2009, NCF 2005, NCFTE 2009.
 Transcending caste, class and gender through different programs and policies- SSA,
RMSA,RTE Act, NCF 2005, NCFTE 2009-mid-day meal and other legal provisions.
(25 hours)

Unit VI – Education in Contemporary Kerala society

 Evolution of education in Kerala- Salas, Budha viharas, Othupallis, Kalaries, Kudi
Pallikoodam, Madrasas- role of Christian missionaries in education
 educational renaissance in Kerala in the 2oth century- Sree Narayana Guru, Vakkom
Abdul Kadir Moulavi, Chattambi Swamikal, Ayyankali.
 Education after formation of Modern Kerala- KER- Kerala Development Experience and
Education- Curricular shift in Kerala after 1990s.
(15 hours)
TRANSACTION MODE
Lecture method, Seminars, S mall group discussions Field survey/visit, Brainstorming sessions,
Projects

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TASKS AND ASSIGNMENTS
1. Visit an institution having more than 50 years of history and study its development and
present report
2. Study on the usefulness of government sponsored program and policies in the locality of
the students OR
3. Conduct a field visit to understand the social and cultural diversities and prepare a report
REFERENCES
Agrawal, S. P. & Aggarwal J. C. (1997). Development of Education in India. Newdelhi:Concept
Publishing Company.
Amartya Sen, and Jean Dreze (1997). India: Economic development and social Opportunity,
Oxford India: Delhi. Select Chapters
Chakravarty, Sukhamoy (1987). Development Planning: The Indian Experience Oxford
University press: New Delhi.
Chandra, B. (2005). Modern India. Newdelhi. NCERT
Chandra, S. (2005). Medieval India. Newdelhi. NCERT

Chinara. B. (1997) Education and Democracy, New Delhi APH

Dash, B.N. (2002). Teacher and Education in the Emerging Indian Society. 2 Vols.

Dash, M. (2000). Education in India: Problems and Perspectives. Newdelhi: Atlantic

Dewey John (1900). The School and Society Chicago: The University of Chicago Press.

Dewey John (1902). The Child and Curriculum. Chicago: The University of Chicago Press.

Dewey John (1916). Democracy and Education, New York: MacMillan.

Dewey John (1938). Experience and Education. New York: Macmillan.

Dubey, S.C (2001). Indian Society, National Book Trust: New Delhi.

Francis Abraham (2006) Contemporary sociology, an introduction to concept and theories, New
Delhi: oxford

Government of India (GoI) (1966). National Education Commission (1964-66), Ministry of

Education: New Delhi.

Government of India (GoI) (1986/92). New Education Policy, MHRD: New Delhi.

Guha, Ramchandra (2007). India after Gandhi: the history of the world's largest democracy.
Macmillon: Delhi. Select Chapters.

Gore M.S. (1994). Indian Education – Structure and Process. New Delhi: Rawat Pub.

Humayun Kabir (1951). Education in New India. London: George Allen and Unwin Ltd.
Hyderabad: Neelkamal Publication.

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Jagannath Mohanty (1998). Modern Trends in Indian Education. New Delhi: Deep and Deep

Jayapalan,N. (2005). History of Education in India. Newdelhi: Atlantic

Jayapalan,N. (2005). Problems of Indian Education. Newdelhi: Atlantic

Kashyap, S.C. (2009). The Constitution of India‘, National Book Trust: New Delhi. latest
edition
Kohli, V.K. (1987). Indian Education and Its Problems. Haryana: Vivek Publishers.

Lal & Palod (2008) Educational thoughts and Practices, Meerat: Vinay Rakheja

Mathur S.S. (1988). Sociological approach to Indian Education. Agra: Vinod Pushtak Manir.
Menon, A, S. (1996). History of Kerala. Trivandrum

Monroe, P. (1960). A Textbook of History of Education. London: Macmillan

Naik, J.P. (1998). The Education Commission and After. New Delhi: Publishing Corporation.

National Curriculum Framework for School Education (2005). NCERT

NCTE (1998). Gandhi on Education. New Delhi.

Pandey,VC (2001) Education and Globalisation, Delhi: Kalpaz publication

Passi,B.K. & Singh (1988). Value Education. Agra: National Psychological Corporation.

Pathak, R. P. (2007). Education in emerging India. Newdelhi: Atlantic publications.

Rai B.C. (2001). History of Indian Education. Lucknow; Prakashan Kendra.

Raina, Vinod (2009). Right to Education, Seminar 593 Unit 3

Report of Secondary Education Commission. Kothari D.S. (1965). New Delhi: Ministry of
Education.

Saiyidain, K.G. (1966).The Humanistic Tradition in the Indian Educational Thought. Bombay:
Asia Publishing House.

Sharma, R.N & Sharma, R.K. (1996). History of Education in India. Newdelhi: Atlantic

Sharma, R.S .(2005). Ancient India. Newdelhi. NCERT

Taneja. V.R. (2003). Educational Thoughts and Practice. New Delhi: Sterling Publishers.

Tiwari, S. (2007). Education in India. Newdelhi: Atlantic

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 EDU 02- DEVELOPMENT OF THE LEARNER
Contact Hours: 100 (Instruction) Maximum Marks: 100 (External: 80, Internal: 20)
Course Learning Outcomes
On the successful completion of the course the learner will be able to,
1. Differentiate between Growth and Development
2. Identify and analyse the principles, factors, aspects and Stages of Development.
3. Identify and categorize the developmental tasks and hazards.
4. Apply the theories of development in educational contexts and design learning activities.
5. Analyse the different socio cultural aspects influencing the adolescence.
6. Analyse and contrast the theories of personality.
7. Judge the process of assessing the personality.
8. Classify the mental disorders.
9. Analyse the differences in individuals
10. Categorize the learning disabilities and suggest strategies to deal with.

COURSE CONTENT
Unit I
Basic concepts about development
 Concept of growth and development, biological and socio-cultural aspects of
development.
 factors affecting development-development as a result of interactions between individual
potential(innate, acquired) and external environment(physical, socio-cultural, ecological,
economic and technological)
 Principles of development
 Aspects of development: physical& motor, cognitive, emotional, social, moral and
language development. Inter relationship between different aspects of development
 Stages of development
(10 hours)
Unit II
Dimensions of development across different stages
 Physical and motor development: characteristics, influences
 Cognitive development: characteristics, influences, theories of Piaget and Bruner
 Development of emotions, attitudes values- stages of psycho-sexual development
 Social development: influence of parents, family, peer group-identity crisis- Erikson's
theory of psycho social development
 Moral and ethical development: concept of morality, Kohlberg's theory
 Language development: LAD, theory of Chomsky and Vygotsky, development of speech-
speech defects

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Unit III (20 hours)

Tasks and hazards of development

 Developmental needs of various stages
 Developmental task: concept, tasks of each stage
 Developmental hazards

Unit IV
Adolescence in the milieu of present socio- cultural complexities (5 hours)
 Adolescence- problems and complexities
 Family influence- Brocken family, parenting style, changing family structures, Peer
influences loneliness
 Influence of social media, Cybercrimes and related problems
 Substance abuse, Depression, suicidal tendencies
 Gender related problems
 Information overload
 Remediation of adolescent problems in the present socio- cultural complexities- role of
teachers
(15 hours)
Unit V
Personality and adjustment
 Personality: concept, definitions
 Approaches and theories to study personality: trait approach- theories of Allport, Eysenk
and Cattel, Freud's theory of personality, Humanistic approach- Maslow and Rogers -
characteristics of mature personality
 Measurement of personality
 Transaction Analysis, NLP
 Adjustment and maladjustment
 Mental health and mental hygiene - concept and importance, role of teacher in promoting
mental health
 Mental disorders - classification DSM
(25 hours)
Unit VI
Uniqueness of the individual
 Areas of individual differences- role of heredity and environment
 Intelligence: concept- definitions- Theories of intelligence- Spearman, Guilford - Theory
of multiple intelligences - Theory of Emotional intelligence
 Creativity-meaning and nature- identification of creative learner- process of creativity-
teacher's role in fostering creativity
 Interest, attitude and aptitude - basic concepts, definitions and measurement
 Understanding exceptional learners- categories, identification, characteristics, educational
provisions
 Learning disability(LD)- Dyslexia, Dysgraphia, Dyscalculia, ADHD
 Educational provisions for learner diversities

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 (25 hours)
TRANSACTION MODE
Lecture method, Seminars, Small group discussions, Field survey
Brainstorming sessions, Case study, Projects
Video viewing and power point presentations, Peer learning

TASKS AND ASSIGNMENTS

1. Identifying problem behaviour in children of elementary/secondary classes and preparing a
case study report.
2. Administer any one standardised psychological tool to primary/secondary school students to
identify individual differences among learners.
3. Conducting survey regarding incidence of drug menace, sexual abuse, cybercrimes and other
social problems among school children and making action plan for remediation.

REFERENCES
A Teacher's Handbook on IED : Helping Children with Special Needs, Sharma, P.L.(1988), New
Delhi: NCERT.
Adolescent Development, Hurlock, E.B.(1955), New York: McGraw-Hill Co. Inc.
Advanced Educational Psychology, Chauhan, S.S.(2006), New Delhi: Vikas Publishing House.
Advanced Educational Psychology, Kakkar, S.B.(1992), New Delhi: Oxford & IBH Publishing
Co.
Advanced Educational Psychology, Mangal, S.K.(1997), New Delhi: Prentice Hall of India Pvt.
Ltd.
Child Development and Personality, Mussen, P.H., Conger, J.J. & Kagan, J.(1964), New York:
Harper & Row.
Counselling Psychology, Rao, S.N.(1981), New Delhi: Tata McGraw-Hills Publishing Co.
Developmental Psychology: A Life-span Approach, Hurlock, E.B.(1995), New Delhi: Tata
McGraw-Hills Publishing Co.
Developmental Psychology A Lifespan Approach, Witting, A.F.(2001), New Delhi: McGraw-Hill
Publishing Co.
Developmental Psychology, Suhail, S. & Bapat, A.(1996), Bombay: Himalaya Publishing House.
Educating Exceptional Children, Kirk, S.A.(1962),New York: Oxford & ISH Publishing.
Educational and Vocational Guidance in Secondary Schools, Kochhar, S.K.(1993), New York:
Sterling Publishers Pvt. Ltd.
Educational Psychology, Gates, A.I. & Jersild, A.T.(1970), New York: Macmillan.
Elements of Educational Psychology, Bhatia, H.R.(1968), Calcutta: Orient Blackswan.
Essentials of Educational Psychology, Aggarwal, J.C.(1994), New Delhi: Vikas Publishing House.
Fundamentals of Psychology, Pillsbury, W.B.(1990), New Delhi : Deep & Deep Publications Pvt.
Ltd.
Games People Play: The Psychology of Human Relationship, Berne,E.
Guidance And Counselling In Colleges And Universities, Kochhar, S.K.(1984), New York:
Sterling Publishers Pvt. Ltd.

Handbook of Developmental Psychology, Wolman, B.B.(Ed)(1982), Englewood Cliffs, New

Jersey: Prentice-Hall Inc.
Human Development, Craig, Grace J.(1983), Englewood Cliffs, New Jersey: Prentice-Hall Inc.

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Intelligence and Attainment Tests, Vernon, P.E.(1960), New York: Philosophical Library, Inc.

Introduction to Psychology, Morgan, C.T. & King. R.A.(1995), New Delhi: McGraw Hill.

Personality: A Psychological interpretation, Allport, G.W.(1937), New York: Henry Holt & Co.

Personality: Classic Theories and Modern Research, Friedman, H.S. & Schustack, M.W.(2006),
London: Dorling Kindersley.
Personality and Motivation: Structure and Measurement, Cattell, R.B.(1959), New York: World
Book Company.

Personality, Guilford,J.P.(2007), New Delhi: Surjeet Publications.

The origin of intelligence in the child, Piaget, J.(1997), London: Routledge.
The Scientific Study of Personality, Eysenck, H.J.(1952), London: Routledge & K. Paul.
Theories of Personality, Hall, C.S. & Lindzey, G.(1978), Wiley Publishers.

Transactional Analysis in Psycho Therapy: Berne, E. (2012), Google Books.

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 EDU 03 - SCHOOL ORGANIZATION
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)
Course Learning Outcomes
On the successful completion of the course the learner will be able to,
1. Summarize the significance of educational management and organization in schools
2. Check appropriateness of criteria for teacher appraisal
3. Discuss the importance of maintaining essential records in schools
4. Monitor adequacy of infrastructure in a school
5. Design time tables
6. Organize programmes that bridges the gap between school and community with active
community participation
7. Identify relevance of physical and health education in schools
8. Ascertain motives for physically fit life
9. Deconstruct the biases regarding first aid for injuries commonly found in schools
10. Abstract few Asanas in Yoga and their benefits

COURSE CONTENT
Unit I
Educational management
 Concept - Need, scope and functions of management - Characteristics of democratic
institutional climate
 Organisational process in school - HM/Principal as a leader - Duties and responsibilities of
HM
 Performance Appraisal - meaning and importance - performance appraisal of Teachers.
 Importance of essential records - Admission Register - Attendance Register for Staff &
students - Stock Registers - Acquittance .Teaching Manual – Student Profile - Cumulative
Record - Service Book
(15 hours)
Unit II
Institutional planning
 Institutional Planning - Meaning and Importance - School Management Committee (SMC)
– School Development Plan - Functions of staff council and student council.
 Timetable - Types and Principles of timetable construction.
 Total Quality Management (TQM) – Concept and Scope.
(10 hours)
Unit III
Organizing physical and health education activities at schools
 Concept of physical education ,meaning and definition, aims and objectives, needs and

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 importance
 Concept of health, aim and objectives of health education and health instruction in
schools, importance of health education in teacher education programme, physical fitness
and wellness, Types and components of physical fitness, physical fitness tests based on
components
 Physical activity and exercise , Exercise and safe heart rate
 Hypo kinetic diseases and its management -Obesity, diabetes, hypertension, osteoporosis,
coronary heart disease , back pain
 Importance of good posture, common postural deformities,
(15 hours)

Unit IV
First aid, nutrition and yoga education in schools
 Food and nutrition: Nutritional balance, Caloric values , caloric requirements and energy
expenditure
 Principles of first aid, CPR, first aid and emergency care in various situations- Electric
shock, burns, drowning, accident, poisoning, heart attack and epilepsy
 First aid for Common injuries: head injuries , different wounds, sprain ,strain ,dislocation
and fractures
 YOGA education-Meaning and definition ,history and types of yoga, benefits of yoga,
general guidelines for yogic practices and misconceptions about yoga, ,importance of
asanas and pranayamas, yoga and stress management
(10 hours)
TASK AND ASSIGNMENTS (Any one)
1. Prepare a questionnaire for HMs for collecting data regarding his/her difficulties in
performing duties and responsibilities
2. Prepare a sample master time table for secondary school
3. Assessment of Health related physical fitness (Any two variables)

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REFERENCES
Aggarwal J.C (1997) School Organization and Administration Management. New Delhi: Doaba
House, Book sellers and Publishers
Alka Kalra (1997) Efficient School Management and Role of Principals, APH
Bhatnagar, RP and Agarwal, V (1986) Educational Administration and Management,
Bhatnagar, S.S. , & Gupta , P.K. (2006). Educational Management. Meerut: Lall Book Dept.
Buch, M.B, Institutional Planning for Educational Improvement and Development,
Chaube A Chaube. (2003). School Organization, New Delhi: Vikas
Chaudhary, N.R. (2001). Managements in education. New Delhi: APH.
Dr A Abdul Latheef,Dr A.M Antony and et al, Introduction to physical Education for Training
colleges; Educare Printers and Publishers, 2009
Hardayal singh PhD,Science of sports training,DVS Publication New Delhi,1995
J C Aggarwal, health and physical education,Shipra Publications
Light on Yoga, Iyenkar, BKS, Harper Collins:Noida, 2011
Macnee, E.A. (2004). School Management and methods of teaching. New Delhi: Sonali.
Mohanty, J. (1990). Educational Administration, supervision and school management. New Delhi:
Sonali
Nair TKD. (2004). School Planning and Managements. A Democratic Approach. Delhi:
Choudhari offset Process.
Noll Victor H, (1957). Introduction to educational measurement. USA: Cambridge Mesachusetts.
Sidhu, K.S. (2007). School organization and administration. New Delhi: Sterling.
Sindhu, I.S. , & Gupta,S. (2005). School Managements and pedagogies of education. Meerut.
International.

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 EDU.04.UNDERSTANDING DISCIPLINES AND SUBJECTS
Contact Hours: 50 (Instruction) Maximum Marks: 50 (External: 40, Internal: 10)
Course Learning Outcomes
On the successful completion of the course, the learner will be able to:
1. Analyse the significance of different school subjects
2. Classify of academic discipline based on their nature and features
3. Differentiate the nature of different school subjects and their explain their evolution
4. Analyse and explain the process of emerging new academic disciplines
5. Critically examine the socio political dimensions of discipline and subjects
COURSE CONTENT
Unit 1
School subjects
 Major school subjects – languages, social sciences, mathematics and sciences.
 Reasons for including different subjects –
o languages – Language related skills/communication skill.
o Social Sciences - Understanding Social environment, citizenship. Historical
mindedness, economic efficiency etc.-
o Science – development scientific attitude and temper, critical thinking, technical
skills.
o Mathematics – Problem solving, Reasoning abilities etc.
(10 hours)
Unit 2
Academic disciplines
 Meaning, definition and concept of academic discipline- Nature of discipline: discipline
specific terminologies, method of inquiry, publications, experts and fraternity etc-
 differences and relationship between school subjects and academic discipline
 disciplines-classifications of disciplines (Biglan Model): soft Vs Hard, Pure lifeVs pure-
Non-life, Applied life Vs Applied Non-life.
 Disciplinarites- disciplinary Interdisciplinaryand multidisciplinary
(14hours)
Unit 3
Nature of different school subjects and their evolution
 History and nature of Languages.
 Subject nature and Subject history of Mathematics
 Subject nature and Subject history of Sciences.
 Subject nature and Subject history of Social Science
(14 hours)

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Unit 4
Emergence of new disciplines
 Reasons for the establishment of new disciplines- changing social, political scenario, new
researches and inventions- specialisations, interdisciplinary approach, inclusion of work
related areas etc.
 Emerging subjects (Disaster management, Nano technology, Gemmology, Bio informatics,
Immunology etc.)
(12 hours)

MODE OF TRANSACTION

Lecture, Discussion, Seminars, Assignments

TASKS AND ASSIGNMENTS

1. Select a topic from school subject and sketch the development the topic into an elaborated
form in a discipline
2. Identify any 5 interdisciplinary subjects and list out their chief characteristics

References
Deng, Z (2013), School subjects and academic disciplines. In A Luke, A woods & K weir (Eds.),
Curriculum, Syllabus design and equity: A primer and model. Routledge.
Hodson (1987), Science curriculum change in Victorian England: A case study of the Science
common things in I Goodson (Ed). Inter National perspectives in curriculum history,
Croom Helm.
Ivor F. Goodson and Colin J. Marsh, Studying school subjects, A guide (1996),Routledge.
Maisnam, P, Lanka, S, K. & Gandhi, A.(2016). Understanding Disciplines and subjects. Meerut.
Vinay Rakheja
Makol, R & Makol,L. (2015). Understanding Disciplines and subjects. Bookman
Pande,R.(2015) Understanding Disciplines and subjects. Lall book depot

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