ANDHRA KESARI UNIVERSITY

ONGOLE - 523201

DEGREE OF MASTER OF EDUCATION

(TWO-YEARS REGULAR PROGRAMME)
CHOICE BASED CREDIT SYSTEM OF TEACHING & EVALUATION
w.e.f. 2022 – 2024 Batch
 LIST OF PAPERS

Course Compo Instruction Credits IA End Total

hoursper Marks Semeste
S. No Code nents Title of the Paper week r Exam
of Marks
Study
First Semester
1 MED101 Core Perspectives of Educational Philosophy 6 4 30 70 100

2 MED102 Core Perspectives of Educational Psychology 6 4 30 70 100

3 MED103 Core Fundamentals of Educational Research 6 4 30 70 100
4 MED 104 Compulsory (a) Advanced Educational Technology 6 4 30 70 100
Foundation (b) Personality Development
Course
5 MED105 Elective (a)Educational Planning & Management 6 4 30 70 100
foundation (b)Economics of Education
course
Dessetation

MED106 Dissertation 1.Review of Literature 2 50 50

2.Identification of Problems
MED107 P Practicum Educational Psychology Practical 1 25 25
MED108 P Practicum Communication Skills 1 25 25
TotTT Total 1 st semester marks 24 600
Second Semester
1 MED201 Core Perspectives of Educational Sociology 6 4 30 70 100
2 MED202 Core Advanced Educational Research 6 4 30 70 100
3 MED 203 Core Education Studies 6 4 30 70 100
4 MED204 Compulsory (a) Elementary Education (or) 6 4 30 70 100
Foundation (b) Secondary Education
Course
MED 205 Elective (a) Special Education (or) 6 4 30 70 100
5 foundation (b) Comparative Education
courses
Dessetation

MED206 Dissertation 1.Presentstion of the Research Proposal 2 50 50

2.Construction and standardization of the tool
MED207 P Practicum Internship in a teacher education Institution. 2 50 50
Med208 P MOOCS Any Course Student Choice
TotTT Total 2nd semester marks 24 600

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Third Semester
1 MED 301 Core Guidance and Counseling 6 4 30 70 100

2 MED 302 Core Teacher Education 6 4 30 70 100

3 MED 303 Skill Oriented Life Skills Education 6 4 30 70 100
Course
4 MED 304 Generic (a) Adult and Non formal Education (or) 6 4 30 70 100
Elective (b) Inclusive Education
MED 305 (a) Value Education (or) 6 4 30 70 100
5 Open (b) Women Education
Elective
Dessetation

MED306 Dissertation Data Collection 2 50 50

MED307 P Practicum Internship in Specializations. 2 50 50

MED308 P MOOCS Any Course Student Choice
Total marks in 3rd semester 24 600
Fourth Semester
1 MED 401 Core Curriculum Studies 6 4 30 70 100
2 MED 402 Core Measurement and Evaluation 6 4 30 70 100
3 MED 403 Core Information and Communication 6 4 30 70 100
Technology in Education
4 MED 404 Generic Elective (a) Environmental Education at 6 4 30 70 100
Elementary Level
(b) Environmental Education at
Secondary Level
MED Open (a) Human Rights Education (or) 6 4 30 70 100
5 405 Elective
(b) Human values and Professional Ethics
Dessetation

MED406 Dissertation Report Writing 4 100 100

MED407 Dissertation Publications of Research Article 2 50 50

MED408 Dissertation Viva - Voice 2 50 50
Total marks in 4th sem 28 700

Assessment:

Academic assessment in each M.Ed Course/Paper in Education shall consist of two components:

A. Internal Assessment (30 Marks): Classroom attendance 5 Marks, Seminar 5

Marksand Test 20 Marks
B. End Semester Examination (70 Marks)

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 ANDHRA KESARI UNIVERSITY
DEGREE OF MASTER OF EDUCATION (TWO-YEARS REGULAR PROGRAMME)
(As per the NCTE Regulations 2014)
(CHOICE BASED CREDIT SYSTEM OF TEACHING &EVALUATION, w.e.f. 2023-2024
Batch)
-- - - - -
RULES AND REGULATIONS

The following are the resolutions made by the Board of Studies in Education, Acharya Nagarjuna University,
as per the norms of NCTE, for the M.Ed. Two Years Regular Course which will come into force with effect from
the academic year 2022-2024.

1. Admission
Candidates shall be admitted into M.Ed. degree course strictly in accordance with the rank securedat the
entrance test, if any, or the rank determined on the basis of the marks secured as the qualifying examination
or on the basis of any other criteria determined by the University from time to time, following the rules of
reservation of seats for various categories of students. The applicants for entrance test shall be drawn from
the following programmes:
a. B.Ed. degree of 1year or 2 years duration
or
b. 4-years integrated Teacher Education Degree Programme (BEIEd / BScEd /BAEd).
2. No candidate shall be admitted to the course of the Degree of Master of Education (Regular), unless he/she
has taken the B. Ed. degree in Acharya Nagarjuna University or an equivalent degree from some other
University recognized by the Acharya Nagarjuna University.
3. Duration and Course of Study
The duration of the M.Ed course is two academic years. Each academic year is divided into two semesters.
The two semesters in the first academic year are referred to as semester I and semester II and the two
semesters in the second academic year are referred to as semester III and semester IV. Each semester shall
comprise of minimum 16 weeks of instruction.
4. No student shall be eligible for the Degree of Master of Education- Regular / unless he/she has completed the
prescribed course of study in the University or in an affiliated college extending over Four semesters / two
years comprising 100 days in each semester, ordinarily consecutive, and has passed the qualifying theory
examination and has prepared a dissertation on an approved topic duly examined and approved by a panel of
examiners.
5. Time for the Completion of the Course
The candidates have to complete the M.Ed. course in two years and latest within 5 years of joiningthe
course.
6. Attendance
Candidates shall put in attendance of not less than 90% of the total instructional hours in the prescribed course
in each semester including field work, practicum, internship, project work,seminars, assignments, extension
work & dissertation work etc. Condonation on shortage of attendance may be granted by the principal of the
college concerned to the candidates who have putin attendance of 80% and above on the submission of a
certificate from a Medical Practitioner and also on payment of condonation fees prescribed by the University.
7. Candidates who have put in less than 80% of attendance are not eligible for grant of condonation on shortage
of attendance and also they are not eligible to appear for the University examination of that semester. Such
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 candidates shall have to repeat the regular course of study of the corresponding semester in the subsequent
academic year, in order to become eligible to appear for the examination. The seats of candidates admitted
for repetition of the semester are treated as extra seats, over and above the sanctioned strength.
8. Attendance shall be reckoned from the date of commencement of instruction as per the academic calendar.
However, in the case of candidates admitted later (but within the stipulated time), the attendance will be
reckoned from the date of admission.
9. Participation in N.C.C. / N.S.S. Special / N.1. Camps or Inter Collegiate or Inter – University or Inter –
State or National or International competitions or Debates, Youth Festivals or Educational tours approved by
the University, form integral part of the curriculum. Participation in such activities are considered official
and however, the total period of such a participation shall not exceed two weeks in a semester.
10. Instruction in various subjects shall be provided by the college as per the scheme of instruction and syllabi
prescribed.
11. At the end of each semester, University Examinations shall be held as prescribed in the Scheme of
Examination. The medium of instruction shall be only in English.
12. Each theory paper carries 100 marks of which 70 marks are earmarked for Semester – end Examination and
30 marks are earmarked for internal assessment to be awarded by the teacher concerned on the basis of two
internal tests for 20 marks, 5 marks for participation in seminars and group discussion and Assignment and
5 marks for attendance. Two internal tests are conducted and the performance of the better of two will be
taken. However, it is mandatory for a student to take the tests / seminars / group discussion. The minimum
qualifying marks for the internal assessment in theory papers should be 15 out of 30 and 50% in other
practicum.
13. There will be double valuation of theory papers of semester – end examination. The average of two will be
taken in case of difference of above 20 % of marks between the two valuations, it will be sent for a third
valuation. In such cases, the average of the two nearest marks of three independent valuations will be taken
for the purpose of declaring the results.
14. Under Semester System there will be no supplementary examinations apart from the semester end
examinations.
15. Passing Standards
A candidate should secure a minimum of 40 % of marks in each semester-end theory paper of University
examination and an aggregate of 50% of marks of all the papers of the semester for a pass. Further, a
candidate should secure a minimum of 50% marks in seminar/project work / field work / dissertation /
internship any such other assignment for a pass. If a candidate fails to secure an aggregate of 50% of marks
for a pass in theory paper of a semester he/she has to secure 50% marksin such individual paper/papers
(Semester-end examination + Internal marks put together) in the subsequent opportunity of the examination.

16. Award of Division

The results will be given in semester grade point averages (SGPA) and finally in cumulative grade point
averages (CGPA) candidates who have passed all the examinations of the M.Ed Degree shall be awarded
Classes / Divisions in accordance with the total aggregate marks secured by them in all the semester
examinations taken together.
A student has to secure a minimum of E grade in each paper and also minimum SGPA of 6.0 points (D Grade)
in any semester to clear that semester. Suppose any student gets E Grade in two or more papers but fails to get
an overall SGPA of 6.0 points (D grade), then he / she is free to reappear any of the paper(s) of his / her choice
in the subsequent examination(s). Further, the overall result is declared based on the CGPA as per the following
criteria:

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 if CGPA >9 Outstanding
Between ≥ 8 and ≤ 9 Distinction
Between ≥ 7 and <8 First Class Between
≥ 6 and <7 Second Class
There is no third class in Master of Education course.
Candidates who have passed the examinations in the first attempt along with the batch in which theyare
admitted will be eligible for the award of First Class with distinction.

17. Award of Ranks

Only those candidates who appear and pass in all the examination papers of each semester at the first
appearance are eligible for the award of Ranks, provided they have secured a minimum of second class.
18. Betterment Examination
The candidates are eligible to improve their aggregate percentage of marks in each semester separately or in
all the semesters put together provided they have passed the whole examination but secured less than 60%
on the aggregate. Candidates who seek improvement in the aggregate percentage of marks (in a semester of
in all the semesters put together) to 60% and above are eligible for betterment examinations even in
individual papers in which they have already secured 60% or more marks in the aggregate either in the normal
course or through betterment examinations for each semester along with subsequent semester examination
only after passing in all papers of preceding semester-end examination. They can also appear for betterment
examinations of any semester after passing the course, subject to other conditions prescribed. However, there
is no provision for betterment of the marks secured at internal assessment tests.
Three chances are given for the betterment examinations. For the purpose of awarding classes, betterment or
otherwise, which is completed within the period of three years from the date of joining Two-year M.Ed.
Course shall be taken into account. After the above prescribed period, marks secured at the betterment
examination shall not be taken into account for awarding a class. Such candidates will be placed in only
second class however, these marks will be added for improvement of the percentage of marks of the candidate.

Two-Year M.Ed. Programme: Major Features

The two-year M.Ed. programme is a professional programme in the field of Teacher Education thatseeks
to provide opportunities for students to:
⚫ Extend as well as deepen their knowledge and understanding of education,
⚫ Specialize in select areas of study and
⚫ Develop research capacities, leading to specialization in either Elementary Education or
Secondary Education.
⚫ It’s a professional programme that seeks to prepare:
- Teacher Educators, and
- other education professionals, including
⚫ Curriculum developers,
⚫ Educational policy analysts,
⚫ Educational planners, administrators, supervisors, researchers,
⚫ School principals, with specialization either In Elementary Education (up to Class VIII) or in
Secondary Education (Classes VI-X).

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Overall thrust: Fostering quality Teacher Education
Quality teacher education is broadly conceptualized as the one which is:
⚫ effective for meeting the objectives,
⚫ relevant and responsive to the school education system,
⚫ mediated by adequate and appropriate inputs and teaching-learning processes,
⚫ equitable,
⚫ resource-efficient, and
⚫ capable of ensuring substantiative access (achieving expected learning outcomes)
Components of the two-year M.Ed. Programme

A Common Core that includes Core Courses, Compulsory Foundation Courses, Elective Foundation Courses,
Skill oriented Courses,Generic Elective Courses and Open Elective Courses,.
The programme envisages100 total credits in all the courses.

Two-year M.Ed. Programme: Credit hours

⚫ Each credit in a taught course is equated to one hour of teaching for 16 weeks
⚫ Each credit in the case of seminars/group work/tutorial/laboratory work/practical work/field-
work/workshop/internship/field attachment is equated to two hours per week for 16 weeks.
⚫ Thus, a 4-credit course entails 4 hours of regular teaching per week for 16 weeks or as muchas 8
hours of programme activities per week for 16 weeks.
Assessment of Student Learning
⚫ For each theory course, 30% marks to be assigned for continuous and comprehensive internalassessment
and 70% marks for examination conducted by the examining body.
⚫ The bases of internal assessment shall include individual/ group assignments, seminar presentations,field
attachment internship appraisal reports, project reports, etc.
⚫ One fifth of the total 2500 marks/ 20 credits / weightage shall be given to practicum and internship
/ field attachment and dissertation.
Programme Organisation
- The proposed programme will follow the following organisation and credit apportionmentformat:
Year 1: Two semesters (16 to 18 weeks per semester) + Practicum +3 weeks in
summer.
Year 2: Two semesters (16 to 18 weeks per semester) + 3 weeks Practicum
Total: Four semesters (64 to 72 weeks); + 6 weeks for Practicum (70 to 78 weeks).
- Apart from the 6 weeks in the various practicum activities, 7 weeks to be allocated to thefield
attachment and internship.
- Each year is to put in at least 200 working days exclusive of the days of admissions andinclusive of
examination days.

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 Course Structure
SEMESTER – I

Course No. of Internal Semester

Code Credits Assessm End Total
Compo Title of the Paper Examination
nentsof ent Marks
Marks
Study

Core MED101 Perspectives of Educational Philosophy 4 30 70 100

Core MED102 Perspectives of Educational Psychology 4 30 70 100

Core MED103 Fundamentals of Educational Research 4 30 70 100

Advanced Educational Technology

Compuls MED104A 4 30 70 100
ory
Foundati MED104B Personality Development
on 4 30 70 100
Course
Educational Planning and Management
Elective MED105A 4 30 70 100
Foundation
Economics of Education
Courses
MED105B 4 30 70 100

Dissertation MED106 Review of Literature and 2 50 - 50

Identification of the problem

Practicum MED107 Educational Psychology Practical 1 25 - 25

Practicum MED108 Communication Skills 1 25 - 25

24 600

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 SEMESTER – II

Semester
Componentsof End
Study Course No. of Internal Tota
Code Title of the Paper Credits
Examination
l
Assessment Marks
Mar
ks

Core MED201 Perspectives of Educational 4 30 70 100

Sociology

Core MED202 Advanced Educational Research 4 30 70 100

Core MED203 Education Studies 4 30 70 100

Compulsory MED204A Elementary Education 4 30 70 100

Foundation
Courses
MED204B
Secondary Education 4 30 70 100

Elective MED205A Special Education 4 30 70 100

FoundationCourses

MED205B Comparative Education 4 30 70 100

Dissertation MED206 Presentation of the 2 50 50

Research Proposal
and
Construction and standardizationof
the Tool

Practicum MED207 Internship in a Teacher 2 50 - 50

Education Institution

MOOCS MED208 Any Course Students Choice - - - -

600
24

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 SEMESTER – III

Semester End
Compo Course Title of the Paper No. of Internal Examination Total
nentsof Code Credits Assessment Marks Marks
Study

Core MED301 Guidance and Counseling 4 30 70 100

Core MED302 Teacher Education 4 30 70 100

Skill MED303 Life Skills Education 4 30 70 100

Oriented
Course

Generic MED304A Adult and non-formal 4 30 70 100

Elective

MED304B
Inclusive Education 4 30 70 100

Open Elective MED305A Value Education 4 30 70 100

MED305B
Women Education 4 30 70 100

Dissertation MED306 Data Collection 2 50 - 50

Practicum MED307 Internship in Specialization 2 50 - 50

MOOCS MED308 Any Course Students Choice - - - -

600
24 60

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 SEMESTER – IV

Semester
Compo Course Title of the Paper No. of Internal End Total
nents Code Credits Assessment Examination Marks
of Marks
Study

Core MED401 Curriculum Studies 4 30 70 100

Core MED402 Measurement and Evaluation 4 30 70 100

Core MED Information and Communication 4 30 70 100

403 Technology in Education

Generic MED404A (a)Environmental 4 30 70 100

Elective Education at
Elementary level

MED404B Environmental
Education at 4 30 70 100
Secondary level

Open Elective MED405A Human Rights Education or 4 30 70 100

MED405B Human Values and

Professional Ethics 4 30 70 100

Dissertation MED406 Report Writing 4 100 - 100

MED407
Dissertation Publication of Research Article 2 50 - 50

Dissertation MED408 Viva – Voce 2 - 50 50

700
28 7
0
0

4 Semester Total Credits and Marks

Semester I Semester II Semester III Semester IV Credits Marks

Theory 20 20 20 20 80 2000
Dissertation 2 2 2 4 10 250
Practicum 2 2 2 4 10 250

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178
MOOCS - - - - -
Total

Total
24 24 24 28 100 2500

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178
 Allotment of Credits and Activities in Dissertation and Practicum
Semester 1
S. No Activities Credits Marks
1. 2 credits 50
Dissertation -Review of Literature, Identification
of the Problem

2. Practicum-Psychology Practical 1 credit 25

Each Prospective Teacher Educator should do a
minimum of 5 practicals (List of Practicals is
given in the syllabus of Perspectives of
Educational Psychology).The records should be
evaluated and grades should be given.
3. Practicum-Communication Skills 1 credit 25
Talk (or) Group Discussion.
Introduction / Presentation of a Book (or) Article.(Book
Review)
Addressing the Assembly in a College.
Conversation
Role play (Group – Each individual is assessed)
Self-introduction
Introducing Eminent / Inspiring/ Role model
personalities.
Latest trends / present issues.
Hindu Newspaper Article Reading.

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178
 Semester 2
2 credit 50
1. Presentation of the Research
Dissertation –
Proposal (Proposal writing and Presentation)
Construction and standardization of
the Tool
2 credits 50
Practicum-Internship in Teacher Education
2.
Institution
One Demonstration
One Lecture
Observation of Micro Teaching Practice – 10 students
Observation of Macro Teaching – 5 students.
Semester 3
Dissertation-Data Collection 2 credits 50
1.

Practicum-Internship in Specialization. 2 credits 50

2.
 Students Case Studies (2 Students)
 Institutional Case Study (Elementary / Secondary)
 Multimedia Lesson Presentation using Teaching Models
 Organization of Events like (a) Brain storming (b) Quiz c)
Group Discussion d) Events of National Importance (e)
Life Skills Activities (conduct the activity & write a
report)

Semester 4
Dissertation,
1.
Report Writing 4 credits
200
2. Publication of
2 credits
Research Article
3. Viva-Voce 2 credits

Total 20 credits 500

 Dissertation
Each candidate shall be required to submit a dissertation in a subject approved by the University. The
dissertation shall be prepared under the direction of a teacher educator and submitted one month before the
university examinations of the fourth semester.

A. Dissertation work should start during the first semester of first year.
B. It must be satisfactory in respect of literary presentation as well as in other respects and should be
suitable for publication. Report should be written only in English except for the Telugu Language
Topics.
C. It shall have a bearing on some aspect of education and embody either, (i) a record of original
investigation, or (ii) a critical analysis of existing data or (iii) a combination of both.
D. The candidate shall indicate generally in his preface to the dissertation and in notes the source from
which his/her information is taken, the extent to which he/she has availed himself of the work of others
and the portion of the dissertation which he/she claims as his/her original work.
E. Every dissertation shall be accompanied by a certificate signed by the teacher educator who guided the
candidate in the preparation of dissertation stating that the dissertation is genuine work of the candidate
and that it is worthy of examination.

General Rules
1. Filled in Examination applications shall be submitted at the respective Departments along with
the challan and other required documents on or before the prescribed dates.
2. Betterment students shall clearly note on the applications the papers for which they are appearing.
3. Before applying for the examination, the student shall clearly know his eligibility for the
examination. SMP / Debarred students will not be allowed to sit for the examination until clearance
is received.
4. Students who have not put in the required attendance during year / semester will not be permitted
to sit for the examinations.
5. Hall tickets issued shall be carefully preserved by the students.
6. The prescribed examination fee shall be paid in the respective college office on or before the date
stipulated. The colleges shall deposit the collected amount from student into the university account
no acco 1:1 nt No.3 only in State Bank of India Branch.
7. Original certificates will be issued after submission of No Dues certificates from the Hostel,
Department and Library.

Evaluation Procedure
1. All the Theory papers and Dissertation shall be valued by two examiners, one of them being an examiner
residing outside the University area. In case of disparity of 20% of marks or more, papers and
dissertation shall be referred to a third examiner. The average marks of the two nearest out of 3
independent valuations shall be considered for eligibility for pass in the examination.

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 2. In each paper, the internal marks 30% shall be awarded keeping in view the regularity, one assignment,
one seminar and two internal examinations in each semester.
3. There shall be a viva voce for the dissertation to be conducted by a panel of examiners comprising
an external examiner from outside Acharya Nagarjuna University and Principal of Institution /Head
of Department will act as internal member.
4. A Candidate shall be declared to have passed the examination if he obtains 40% of the marks in each
paper and in dissertation and 50% on the aggregate.
5. A candidate who fails in Part II Dissertation shall be permitted to present a revised dissertation onthe
same subject without being required to produce any additional certificate of attendance.
6. A Candidate shall not be permitted to appear for the M.Ed. Degree Examination for more than Five
years from the date of admission.
7. Candidate appearing for betterment shall be permitted not more than two times within the four
successive years from the date of admission.
8. Practicum in the Inter Semester Breaks (ISB) and Internship has to be recorded in the form of project
records and evaluated internally.
9. Evaluation of each paper will be done to the maximum of 100 marks including internal componentof
30 marks (20 Marks Test + 5 Marks Seminar + 5 Marks & Assignment & Group discussion &
Attendance) as usual.
10. At the end of each semester after evaluation of theory, practicum, internship and dissertation marks will
be converted into grade letter and grade point (G.P) to every paper. From the grade points semester
grade point average (SGPA) at the end of each semester and Cumulative grade point average (CGPA)
at the end of all four semesters will be calculated. The details about SGPA & CGPA are shown below.

S. No. Rage of Marks Grade letter Grade Point

1 85-100 O 10
2 70-84 A 9
3 60-69 B 8
4 55-59 C 7
5 50-54 D 6
6 40-49 E 5
7 Less Than 40 F Zero

11. Any student shall be declared to have passed in a paper if he / she secures minimum of ‘E’ grade in
that paper.

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Evaluation of SGPA (Semester Grade Point Average)

SGPA = Sum of the products of Grade Points (GP) and number of credits(CR)/Total Number
of Credits

For example, if a student gets grades in first year first semester as A, B, D, C, E, Ohaving credits as
4, 4, 4, 4, 1, 1 respectively, then SGPA is calculated as follows:

(9X4)+(8X4)+(6X4)+(7X4)+(5X1)+(10X1)
SGPA = 18

= 7.5

CGPA = Sum of the SGPA’s of Four Semesters/

Number of Semesters

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12. In order to fulfill “Choice Based” system, every student shall choose two non-core mandatory papers
iin second semester and third semester in addition to the core papers prescribed for the course in which he
/ she was admitted, and this paper shall be chosen from other disciplines.
13. The grades secured for the non-core paper will not be considered in the computation of CGPA, but the
student should get minimum of E Grade to clear the non-core paper and will be vividly displayed in the
transcript and this will only indicate his/her exposure to other disciplines, which may have add it
advantage in placements.

Structure of the Question Paper

14. The question paper shall consist of two sections: A & B

The syllabus shall have 4 units for each paper. Two short answer questions will be given from each

unit with internal choice.

Part-A shall consist of 8 short answer questions with internal choice out of which 8 are to be answered
following internal choice each question carrying 5 marks. Each answer should not exceed1 1/2 page.

Part-B consists of 2 essay questions with internal choice carrying 15 marks each. The answer should
not exceed 5 pages.

The duration of examination shall be 3 hours.

M.Ed.. I / II / III / IV Semester-wise Examination

M.Ed./ P.G. Semester December 2023

Structure of Examination Paper Paper Code ( )
First Semester
Paper – I:
Time: 3 hrs. Max. Marks: 70

- - -

Part –A 5 x 8=40 Marks

Part – A has 8 questions with Internal Choice

All Questions must be answered following internal choice.

Each question carries 5 marks

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 1.a)
Or
1b)

2a)
OR
2. b)

3. a)
OR
3. b)

4. a)
OR
4. b)

5. a)
OR
5. b)

6. a)
OR
6. b)

7. a)
OR
7. b)

8. a)
OR
8. b)

Part – B 2x 15=30 marks

Part – B shall have 2 Questions with Internal Choice.

Two questions need to be answered with internal choice.

Each question carries 15 marks.

9. a)
OR
9. b)

Page 15 of 178
 10 a)
Or
10 b)

Page 16 of 178
 ANDHRA KESARI UNIVERSITY (MED 101)
MASTER OF EDUCATION
1st Year, Semester - I
Paper I: PERSPECTIVES OF EDUCATIONAL PHILOSOPHY

Objectives

 To enable the student to understand the nature and functions of Philosophy of Education.

 To enable the student to understand the important Philosophies of Education

 To enable the student to understand Indian Philosophical suppositions and their contribution to
Education.

 To enable the student to understand and use Philosophical methods in studying educational data.

 To sensitize the student for critical appraisal of contributions made to education by prominent
educational thinkers – Indian and Western.

 To enable the student to understand concepts and process of social organization, social
stratificationand institution in relation to education.

 To enable the student to understand relationship among culture, society and education.

 To enable the student to know issues of equality and inequality in education.

Course Content

Unit 1: Philosophy and Education

1.1 Definition, meaning, nature, scope and branches of Philosophy.

1.2 Relationship between Philosophy and Education. Educational Philosophy and its functions-
Speculative, Normative and Critical.
1.3 Definition, meaning and nature of Education. Types, processes and aims of Education.
(Individual and Social aims)
1.4 Utility of the subject Educational Philosophy to the prospective teacher educators.

Page 17 of 178
Unit 2: Philosophical Bases of Education

2.1 Contribution of Idealism, Naturalism, Pragmatism, Realism, and Existentialism to Education.

(Aims, curriculum, methods of teaching, teacher, and discipline.)
2.2 Contribution made to educational thought and practice by- Plato, Gandhi, Dewey, Rousseau and
Tagore.
2.3 Epistemology-meaning, kinds and instruments of knowledge.
2.4 Metaphysical problems and Education-with reference to nature of man, problem of freedom and
the concept of God.

Unit 3: Democracy and Education

3.1 Education for citizenship- Fundamental rights and Duties.

3.2 Nature of inequalities and measures to address them, Constitutional Provisions
3.3 Equity, Quality and Democratization of Education.
3.4 Secularism- contribution of Gita, Islam, Buddhism and Christianity to value formation. (briefly).

Unit 4: Current Issues and their Educational Implications.

4.1 Poverty, Unemployment and Education.

4.2 Violence and Peace Education.
4.3 Problems of Nations and solutions through Education.
4.4 National Integration and International Understanding.

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

1. Aggarwal J.C. (1985), Theory and Principles of Education, Vikas Publishing House, New Delhi.

2. Arnstine, Donald (1967), Philosophies of Education; Harper and Row Publishers, Incorporated,
New York

3.Bali D.R. (1989), Introduction to Philosophy; Sterling Publishers, New Delhi.

4.Bhatia KK (1977), Principles and Practice of Education, Kalyani Publishers, New Delhi.

5.Brent, A (1978), Philosophy and Educational Foundations, George Allen and Unwin, Boston.
Page 18 of 178
 3. Brubacher John S. (1983), Modern Philosophies of Education, Tata Mc. Graw-Hill Publishing
Company Ltd., New Delhi.

4. Chaube S.P. (1993), Educational Philosophies in India, Vikas Publishing House Pvt. Ltd., New
Delhi.

5. Connor, DJO (1975), An Introduction to the Philosophy of Education, Routledge & Keegan Paul,
London

9. Dash, BN (1986), Educational Philosophy and Teaching Practice, Kalyani Publishers, New Delhi.

10. Morsy Zaghloul (1997), Thinkers on Education, UNESCO Publishing/Oxford and IBH Publishing
6. Pandey R.S., (1983) Principles of Education; Vinod Pustak Mandir, Agra.

11. Radha Krishna S. (1983), Indian Philosophy, Blackie and Son publishing, New Delhi.

12. Ranji Sharma G. (1987), Trends in Contemporary Indian Philosophy of Education –A Critical
Evaluation, Nirmal Publishing, New Delhi.

13. Ruhela S.P. (1986), Human Values and Education, Sterling Publishers, New Delhi.

14.Schultz M (1985), Hindu Philosophy, Classical Publishing Company, New Delhi.

15.Seetharamu A.S. (1989), Philosophy of Education, Ashish Publishing House, New Delhi.

16. Sreerama Krishna A.S. (2002), Teacher and Education in Emerging Indian Society, New Era
Publications, Guntur.

17. Taneja, V.R. (1990), Socio-Philosophical Approaches to Education, Atlantic Publishing, New
Delhi.

18. Ulrich Robert, History of Educational Thought, Eurasia Publishing House, New Delhi.

Page 19 of 178
 ANDHRA KESARI UNIVERSITY (MED 102)

MASTER OF EDUCATION
1st Year, Semester-I
PAPER II: PERSPECTIVES OF EDUCATIONAL PSYCHOLOGY

Objectives

 To enable the student to understand concepts and principles of Educational Psychology as an

applied science.

 To enable the student understand himself / herself and the learner.

 To enable the student to understand implications of psychological theories and expositions for
education.

 To acquaint the student with the process of development and assessment of various abilities and
traits.

 To enable the student to design the learning situations suitable to the nature of learners and
learningmaterial

 To acquaint the student with the states of mental health and ill health.

 To emphasize the students holistic development, (Human Resources Development)

Course Content

Unit 1: Educational Psychology

1.1.Scope of Educational Psychology

a. Concept, Nature and Scope of Educational Psychology
b. Methods of educational psychology
c. Contribution of psychology and Indian psychology to Education.
d. Current concerns and trends in educational psychology.

Page 20 of 178
 1.2 Human Development: Implications for Education

a. Concept, Principles and sequential stages of human/personality development - Infancy,

childhood, adolescence, early adulthood, later adulthood and old age.
b. Factors influencing development and their relative role in each stage, general characteristics of
each stage and problems of each stage.
c. Theories of Piaget, Freud, Erickson, Chomsky and Kohlberg.
d. Indian theory of psychological Development.

Unit-2: Learning: Implications for Education

2.1.Concept and Various view points on theories of learning, Laws of Learning (Thorndike)
2.2.Theories of Learning- Pavlov, Skinner, Hull, Gestalt, Lewin and Tolman.
2.3.Information processing – Sternberg, Vygotsky-Constructivism
2.4.Gagne’s levels of learning

Unit-3: Individual Differences-Implications for Education.

3.1.Concepts of intra and inter individual differences and their implications.

3.2.Intelligence-cognitive and affective abilities, Identification or testing intelligence
3.3.Theories of intelligence- Guilford, Gardner and Goleman.
3.4. Creativity-Nature and process, Identification or testing creativity, Fostering and guiding
creativechildren.

Unit 4: personality, Adjustment and Mental Health

4.1.Personality

a. Concept and Theories of Personality

b. Trait and type theory of Eysenck

c. Psychoanalytic approaches – Freud and Jung

d. Social – Learning Theory – Bandura

e. Humanistic Approach – Roger’s and Maslow

4.2.Indian Theories of Personality

f. Vedic (Upanishadic) view of Personality

Page 21 of 178
 g. Buddhistic view of Personality
h. J-Krishnamurti’s view of Personality

i. Aurobindo’s view of Personality

4.3 Personality Assessment

a. Personality inventories interview, checklists, observation, Sociometry and situational

tests

b. Projective Techniques– Rorschach, TAT, CAT, Story completion, Sentence

completion

4.4 Adjustment and Mental Health

a. Concept and mechanisms of adjustment

b. Principles of mental hygiene – preventive, constructive and curative measures – at

personal level and environmental level

c. Introduction to mental ill health - Neurosis, Psychosis and Psycho-somatic disorders

Practicum: Use of the following tests

1. Intelligence Tests 2. Creativity Tests

3. Interest inventories 4. Attitude scales

5. Value scales 6. Tests in learning

7. Personality Test to Identify states of wellbeing and ill being.

One Assignment & One Seminar

Reference Books

1. Pandey, Advanced Educational Psychology , Konark Publishers, Main Vikas Marg, Delhi.

2. Mangal S.K., (2002), Advanced Educational Psychology, Prentice – Hall of India, New Delhi.

3.Chauhan S.S., (1982), Advanced Educational Psychology, Vikas Publishing House,

New Delhi.

4. Freeman Frank S., (1968),Theory and Practice of Psychological Testing, Oxford and IBH,

Page 22 of 178
Bombay.
5. Anne Anastasi, (1982), Psychological Testing, Mac Millan, New York.

6. Cronbach L.J., (1970), Essentials of Psychological Testing, Harper and Row, New York.

7. Hilgard and Bower,(1964), Theories of Learning, Englewood Cliffs, Prentice Hall, New

Jersey

8 Hall Calvin S., Gardner Lindzey,(1957), Theories of Personality, Wiley Eastern Limited,

Madras.

9. Elizabeth B. Hurlock,(1974), Personality Development, Tata McGraw Hill Publishing Co.,

New Delhi.

10. Elizabeth B. Hurlock, (1999), Developmental Psychology, Tata McGraw Hill Publishing

Co., New Delhi.

11. Uday Sankar, Advanced Educational Psychology, Oxonian Press, New Delhi.

12. Uday Sankar, Personality Development, Wiley Eastern Limited, Bangalore

13. Kuppuswamy B.,(1964), Advanced Educational Psychology, Sterling Publishers, New Delhi.

14. Coleman James C., Abnormal Psychology and Modern Life, Taraporevale Sons & Co.,

Bombay.

15. Mangal SK., Abnormal Psychology, Sterling Publishers, New Delhi.

16. Kuppuswamy B., Elements of Ancient Indian Psychology, Konark Publishers, Delhi.

17. Torrance E.P.,(1962), Guiding Creative Talent, Prentice Hall, Englewood Cliffs, New Jersey.

18. Skinner Charles E.(1996), Educational Psychology, Prentice Hall of India, New Delhi.

19. Goleman Daniel, Emotional Intelligence, Bantam Books, Broadway, New York.

20. Dandapani S.,(2002), A Text Book of Advanced Educational Psychology, Anmol

Publications, New Delhi.

21. Jadunath Sinha, Indian Psychology, Vol., 1, 2,3, Mothilal Banarsidass, Bangalore,

22. Janak Pandey, Editor, Psychology in India Revisited, Development in the Discipline, Vol.

1,2,3. Sage Publications, Delhi.

Page 23 of 178
23. Indra Sen, Integral Psychology, Sri Aurobindo International Center of Education,
Pondicherry

24. Krishnamurti J., On Self Knowledge, Krishnamurti Foundation of India, Chennai.

25. Krishnamurti J., Freedom from the Known, Krishnamurti Foundation of India, Chennai.

26. Krishnamurti J., Education and Significance of Life, Krishnamurti Foundation of India,

Chennai.

27. Sprinthall and Sprinthall (1990), Educational Psychology, Mc. Graw Hill, USA,

Page 24 of 178
 ANDHRA KESARI UNIVERSITY (MED 103)
MASTER OF EDUCATION
1st
Year, Semester - I
PAPER III: FUNDAMENTALS OF EDUCATIONAL RESEARCH

Objectives:

On completion of this course, the student will be able to:

 Describe the nature, purpose, scope and types of research in education.

 Understand the important features of different types of research.
 Explain the characteristics of qualitative and quantitative research in education.
 Conduct a literature search and select a problem for a research study.
 Select a sampling technique appropriate for a research study.
 Explain the procedure for construction of tool for a research study.
 Select and apply suitable statistical techniques for the analysis of data.

Course Content

Unit – 1: Introduction to Educational Research

1.1 Meaning, Purposes, Nature and Scope of Educational Research.

1.2 Types of Educational Research: Basic, Applied and Action research; Research paradigms in
Education: Quantitative, Qualitative and Mixed research.
1.3 Research Problem: Sources of research problem, characteristics of good research problem,
definition of the research problem, evaluation of the research problem.
1.4 Related Literature – Purposes of Review; Conducting the literature search using Internet
and databases.

Unit - 2: Variables, Hypothesis and Sampling of Educational Research

2.1 Meaning and Classification of Variables.

2.2 Meaning, Types and Forms of hypothesis.
2.3 Population and Sample.
2.4 Sampling Techniques.

Page 25 of 178
Unit – 3: Tools and Techniques of Data Collection

3.1 Tools of Data Collection: Questionnaires, Tests, Inventories and Rating Scales - Types,
Uses and merits and limitations.
3.2 Methods or Techniques of Data Collection: Observation and Interview, their types, use,
merits and limitations.
3.3 Principles of Construction of tools and techniques, Administration of tools and
techniques.
3.4 Basic attributes of a good Research tool – Reliability, Validity and Usability.

Unit - 4: Descriptive Analysis of Quantitative Data

4.1 Measures of Central tendencies – Mean, Median, Mode

4.2 Measures of Dispersion – Range, Q.D., A.D. and S.D.
4.3 Measures of Relative Position – Percentile, Percentile Rank and Standard Scores:
Z- Scores, T-Scores
4.4 Normal Distribution – Characteristics and Uses of N.P.C; Applications of N.P.C; Deviations of
Normality: Skewness and Kurtosis.

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

1. Aggarwal, Y.P. (1988). Statistical Methods: New Delhi: Sterling Publishers Pvt. Ltd.
2. Best J.W. (1999). Research in Education, New Delhi: Prentice Hall of India Pvt. Ltd.
3. Borg, W.R. and Gall, M.D. (1983). Educational Research – An Introduction, New York: Longman,
Inc.
4. Clive Opie (2004). Doing Educational Research- A Guide for First time researchers. New Delhi:
Vistar Publications.
5. Fisher, R.A. (1958). Statistical Methods for Research Workers. Edinburgh: Oliver and Boyd.
6. Fraenkel, J.R., Wallen, N.E. (1996). How to Design and Evaluate Research in Education. New
York: McGraw Hill.
Page 26 of 178
7. Garret, H.E. (2006). Statistics in Psychology and Education. Delhi: Surjeet Publications.
8. Guilford, J.P., and Benjamin Fruchter (1982). Fundamentals of Statistics in Psychology and
Education, Fifth Edition. New York: McGraw-Hill Book Company.
9. Kaul, Lokesh (1984). Methodology of Educational Research. New Delhi: Vikas Publications.
10. Kerlinger, F.N. (1986). Foundations of Behavioural Research. Fort Worth, TX: Harcourt Bmce
Jovanovich.
11. Reason, P. & Bradbury, H. (Eds) (2006). Handbook of action research: Concise paperback edition:
Thousand Oaks, CA: Sage. 23
12. Scott, David & Usher, Robin (1996). Understanding Educational Research. New York: Rout ledge.
13. Sharma, Bharti (2004). Methodology of Educational Research. New Delhi: Vohra Publishers and
Distributors.
14. Sharma, R.A. ((1992). Fundamentals of Educational Research. Meerut: Loyal Book Depot.
15. Sharma, S.R. (2003). Problems of Educational Research. New Delhi: Anmol Publications Pvt. Ltd.
16. Travers, Robert M.W. (1978). An Introduction to Educational Research (4th edition). London:
MacMillan.
17. Van Dalen, Debonald, B. and Meyer, William J. (1979) Understanding Educational Research: An
Introduction. New York: McGraw Hill.

Page 27 of 178
 ANDHRA KESARI UNIVERSITY (MED 104A)
MASTER OF EDUCATION
1st Year, Semester - I
PAPER – IV A: ADVANCED EDUCATIONAL TECHNOLOGY

Objectives

 To enable the student teacher to understand about the meaning, nature and scope and significance
of Educational Technology and its important components in terms of Hardware and Software.
 To help the student teachers to distinguish between communication and instruction so that they can
develop and design a sound instructional system.
 To acquaint student teachers with levels, strategies and models of teaching for future improvement.
 To enable the student teachers to understand about the importance of programmed instructions and
researches in Educational Technology.
 To acquaint the student teachers with emerging trends in Educational Technology
 To develop awareness about uses of computer and information technology in the field of
education
 To develop understanding about the various aspects of information systems and multimedia
developments.
 To develop various skills to use computer technology for the purpose of education.
 To inculcate interest about the use of technology in educational research.
 To make students to understand the contemporary developments in the emerging technologies of
education.

Course Content

Unit 1: Introduction to Information Technology

1.1 Definition Need and Scope of Information Technology

1.2 Categories of Information: Data, Information, Knowledge, Intellect
1.3 Types of Information : By Source, By Channel, By Media, By Need
1.4 Information Services; Library, Institute, Internet and developments in information technology and
their uses to the field of education.
Page 28 of 178
 Unit 2: Communication and Instructional Technology

2.1 Theory, Concept, Nature, Process, Components Types, Classroom Communication

2.2 Models of teaching: Meaning, Nature, Functions and Types (Psychological Models and
Modern Models of Teaching).
2.3 Programmed instruction (linear/branching model) - Origin and types - linear and branching
- Development of the programmed instruction material
2.4 Future priorities in Educational Technology

Unit 3: Technology of Teaching

3.1 Concept, Structure and Levels of Teaching ( Memory Level, Understanding Levell,
Reflectivelevel)
3.2 Innovations in teaching ( Team Teaching, Educational Games, Simulation, Personalized
System of Instruction PSI, CAI, CCTV, SITE etc)
3.3 Techniques of Higher Learning ( Seminar, Symposium, Workshop, Conference, Panel
Discussion)
3.4 Action Research (Reflective Process – Progressive Problem Solving)

Unit 4: Interactive Learning Environments

4.1 Mass Media Approach in Education

4.2 Instructional Resource Centers
4.3 Concept and Uses of multimedia, Multimedia Building block: Text, Graphics, Digital
Video or Animation, Digital audio

4.4 Computer and Data Analysis - Data Base Packages - MS -Excel, - Data Entry - Variables -
Import and Export of files - Data Manipulation - Data Transformation

Practicum

(1) One Seminar

(2) One Assignment
Reference Books

1. Ram Nath Sharma, S.S. Chandra, 2007, Advanced Educational Technology, Atlantic Publishers,

Page 29 of 178
Ansari Road, Darya Ganj, New Delhi - 110 002

2. Sharma.A.R., 1992, Educational Technology, Vinod Pustak Mandir, Dr. Rangeya Raghava Marg,
Agra-2.

3. Usha Rao, 1991, Educational Technology, Himalaya Publishing House, Pooja Apartments, 4B,
Murarilal Street, Ansari Road, Darya Ganj, New Delhi - 110 002.

4. Buch.M.B. and Santhanam.M.R., 1970, Communication in Classroom, Centre for Advanced Study in
Education, Baroda.

5. Dececco, John. P (Ed), 1964, Educational Technology, Holt Rinehart Winston, New York.

6. Srinivasa Rao. R (Ed), 1974, Multi-Media Communication, Sri Venkateswara University, Tirupati.

7. Skinner.B.F., 1968, The Technology of Teaching, Appleton Century Crofts, New York.

8. Stones.E., 1968, Learning and Teaching, John Wiley and Sons, Inc., New York and London.

9. Romiszowski.A.J., 1970, A Systems Approach to Education and Training.

10. Sampath.K., Pannirselvam.A and Santhanam.S., 1990, Introduction to Educational Technology,

Sterling Publishers Pvt. Ltd., L-10, Green Park Extension, New Delhi -110016.

11. Chauhan.S.S., 1979, Innovations in Teaching-Learning Process, Vikas Publishing House, Pvt. Ltd., 5,
Ansari Road, New Delhi - 110 002.

12. MangaI.S.K., 1985, Fundamentals of Educational Technology, M/S Prakash Brothers, 546, Books
Market, Ludhiana - 141 008.

13. Murthy.S.K., 1984, Educational Technology and Teaching Behaviour (Technology of Teaching), M/S
Prakash Brothers, 546, Books Market, Ludhiana -141008.

14. Sharma.R.A., 1983, Technology of Teaching, Loyal Book Depot, Meerut (U.P.), India.

15. Kulkarni S.S., 1989, Introduction to Educational Technology, Oxford & IBH Publishing Co., New
Delhi -110 001.

16. Amidon. E.J. and Hough.J.B. (Eds) (1967); Interaction Analysis Theory, Research and Application,
Addison Wesley Publishing Company; London.

17. Flanders.N.A., 1960, Analysing Teacher Behaviour, Addison Wesley Publishing Company, London.
18. Prckiam.S, 1986, Curricular Innovations and Educational Technology, Doaba House, 1688. Nai Sarak,
Delhi -110 006.
Page 30 of 178
19. Passl,B.K. (Ed), 1976, Becoming Better Teacher Micro teaching Approach, Sahitya Mudranalaya,
City Mill Compound, Kankaria Road, Ahmedabad – 22.

20. Dwight Allen and Kelvin Ryan, 1969, Micro-Teaching, Addison Wesley Publishing Company,
London.

21. Singh.LC., 1977, Micro-Teaching: An Innovation in Teacher Education (Mimeo), NCERT, New
Delhi -110 006.

22. Edgar dale, 1961, Audio-Visual Methods in Teaching (Revised), Holt, Rinehart and Winston, New
York.

23. Kochhar.S.K. 1985, Methods and Techniques of Teaching, Sterling Publishers Pvt. Ltd., New Delhi -
110 016.

24. Lalit Kishore, 1989, A Text book of Audio-Visual Aids, Doaba House, 1688 Nai Sarak, Delhi -
110006.

25. Walia.J.S., 1991, Technology of Teaching (Methodology of Teaching), Paul Publishers, 11 Gopal
Nagar, Jalandhar City, Punjab.

26. Das.R.C., 1993, Educational Technology - A Basic Text, Sterling Publishers Pvt. Ltd., L-10, Green
Park Extension, New Delhi -110 016.

27. Vedanayagam.E.G., 1989, Teaching Technology for College Teachers, Sterling Publishers Pvt. Ltd., L-
10, Green Park Extension, New Delhi-110 016.

28. Hayes.A.S., 1968, Language Laboratory Facilities, Oxford University Press, London.

29. Gupta Vikas, Comdex Computer Course Kit, Dream Tech Publications, New Delhi (2001).

30. Mayer Richard E, 2001. Multimedia Learning, Cambridge University Press, UK

31. Norton Peter, (2000) Introduction to Computers, Tata McGraw Hill Publications, New Delhi

32. Schwatz & Schultz, (2000)Office 2000, BPB Publications, New Delhi,

33. Sinha P K, (1992)Computer Fundamentals, BPB Publication, New Delhi

34. Sportack M A, (1998) Networking Essentials, Tech Media, New Delhi

35. Sarma .B.M. Media and Education, Commonwealth Publishers, New Delhi

Page 31 of 178
 ANDHRA KESARI UNIVERSITY (MED 104B)
MASTER OF EDUCATION
1st Year, Semester - I

Paper IV B: Personality Development

Objectives:
 To develop comprehensive understanding of personality
 To know how to assess and enhance one’s own personality
 To develop personalities with a mature outlook to function effectively in different situation
 To explain SWOT analysis and to enable to achieve success using SWOT
 To comprehend leadership qualities and their importance
 Understand how to develop leadership qualities
 To build self-esteem by discovering the unique abilities and characteristics
 To enable to resolve conflicts by their own
 To make them able to achieve employability skills

Unit-1 Introduction to Personality Development

1.1. Personality – Concept, Dimensio.ns and Theories of personality (Freud and Ericsson).
1.2. Integrated personality development- Significance -Recognising the growth of dimensions of
personality (a. physical b. intellectual c. emotional d. moral e social)
1.3. The concept of success and failure-Hurdles-Overcoming hurdles-Factors responsible for
success-Causes of Failure,SWOT Analysis
1.4. Self-Awareness- Strengths and weaknesses, talents and problems, emotions and ideas-
Identifying the means to improve personal performance

Page 32 of 178
Unit – 2 Leadership

2.1. Leadership-Concept and Types of Leadership-Directive, Supportive, Participativre,

Achievement – oriented, Permissive

2.2. Qualities of leadership-Vision, Passion, Self-Sacrifice, Confidence, Role modelling

2.3. Functions of leadership-Motivating Confidence, Confidence e-building, Planning,

Coordinating, Decision making, Interacting, Negotiation, Time- management, Mentoring

2.4. Qualities of a successful Leader-Character Building-Team Work-Time Management-Work

Ethics- Good Manners and etiquette

Unit 3- Conflict Management &Self-Esteem

3.1. Concept of conflict and Causes
Intra-Individual-Adaptive Response: Physical, psychological
Inter individual-Administrative policies, Organisational structure, working conditions and
other factors

3.2. Strategies for Resolution - a.Avoidance, Diffusion, Containment,Confrontation

b. Proactive and Reactive

3.3. Self Esteem-Concept, advantages-Do’s and Don’t’s to develop Self-Esteem

4.4. Positive and Negative Self-esteem.

Unit 4-Other Aspects of Personality Development and Employability Quotient

4.1. Attitude-Positive Attitude and Negative Attitude, Differences between the two

4.2. Motivation-Concept and Significance. Internal and external motives, Importance of self-
motivation, factors leading to D motivation

4.3. Aspects of Personality Development - Body language-Problem solving, conflict and stress
management

4.4. Employability Quotient-Resume building, participation in group discussion, facing the HR,
technical interview and mock interview sessions

Page 33 of 178
Practicum

1. One Seminar
2.One Assignment

Text Books

Harlock,E.B.(2006).Personality development.Reprint. New Delhi.Tata Mc Graw Hill

Stephen,P. Robbins and Timothy,A.Judge (2014).Organisational behaviour 16th Edition Prentice

Hall.

Reference Books

1. Andrews,Sudhir(1988).How to succeed at Interviews 21st (rep) New Delhi.Tata McGraw Hill

2. Helller,Robert.(2003).Effective leadership.Essential Manager series. DK Publishing.

3. Hindle, Tim.(2003)Reducing Stress.Essential Managers series. DK publishing.

4. Lucas, Stephen(2001).Art of Public Speaking.New Delhi.Tata McGraw Hill.

5. Parvesh Kumar(2005).All about Self-Motivation.New Delhi.Goodwill Publishing House

6.Smi,B.(2004).Body language.New Delhi. Rohan Book Company.

7. Girish Batra,(2018). Experiments in Leadership .Chennai: Notion Press.
8. Mitesh Khatri,(2013). Awaken the Leader in You, Mumbai: Jaico Publishing House.

9.Carnegie Dale,(2012).Become an Effective Leader. New Delhi: Amaryllis.

10. Hall, C.S., Lindzey. G. & Campbell, J.B(1998). Theories of Personality. John Wiley & Sons.

Page 34 of 178
 ANDHRA KESARI UNIVERSITY (MED 105A)
MASTER OF EDUCATION
1st Year, Semester - I
Paper – VA: EDUCATIONAL PLANNING & MANAGEMENT

Objectives
 To enable the students to understand basic concepts of educational administration and
management
 To enable the students to acquire necessary knowledge and expertise of the principles and
procedures of educational administration and management
 To develop an understanding and appreciation of the role of different agencies of educational
administration
 To enable the students to understand how different branches of education are managed and
administered and appreciate various aspects of educational planning and finance
 To enable them to understand contemporary developments in educational management, planning
and finance

Course Content

Unit - 1: Principles and Practices of Educational Management

1.1 Meaning, scope and importance of educational management.

1.2 Growth of educational management – Historical perspective.
1.3 Objectives and Principles of educational management.
1.4 Educational Administration at various levels:
a. Centre b. State c. Local bodies and d. Private agencies

Unit - 2: Concepts of Educational Planning

2.1 Need, Importance and Goals of educational planning

2.2 Micro and macro models of educational Planning, Approaches of educational planning - Social

2.3 demand approach , Rate of return approach and Man power requirement approach. Planning

Page 35 of 178
 process: National and State level, Education in five year plans – inter sector allocation –
education Decentralized planning – process, advantages and disadvantages.

2.4 Sources of finance for Education in India a. public funding of education b. Fees c. Student loans
d. Education cess. External aid for education Budgeting: control of funds, grant in –aid policy at
National & State levels

Unit - 3: Educational Finance

3.1 Importance of financing education, Effects of educational financing
3.2 Demand factors for finance in education, Budgetary control, management and reforms
3.3 Theoretical basis of educational finance Issues in the finance of education
3.4 Financing elementary, secondary and higher education
Unit - 4: Quality Management in Education

4.1 Meaning and importance 2.3of Quality

4.2 Quality in Higher Education
4.3 Accreditation Concept- Meaning, parameters.
4.4 Role of NAAC

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

1 8Helpier Andrew W, Administrative theory in Education, Macmillan Co., New York. (1967).

2. Bayne, C.D. & Robert L. Saundram, The Educational Management; (Artist & Practitioner) Charles. A
Dones Pub. Company, Washington-Ohio. (1976)

3. Bhatt B.D. & SDR Sharma, Educational Administration, Karishkar Pub. House New Delhi. (1992)

4. Clyde M. Campbell, Practical Application of Democratic Administration, Harper &Brother, New

York. (1952)

5. Fowceet Glade-W. , School Personnel Admn. Macmillan, New York.

6. Harold E. Moore & Newell D. Walters, Personnel Administration in Education Harper & Brother,
New York. (1955)

7. International Encyclopedia of Economic of Education, Second Edition., Martin Carnoy.

Page 36 of 178
 ANDHRA KESARI UNIVERSITY (MED 105B)
MASTER OF EDUCATION
1st Year, Semester - 1
PAPER –V B: ECONOMICS OF EDUCATION

Objectives

 To enable the students to understand Human Capital, Education and Employment analysis of
earning, manpower planning and financing of education.
 To acquaint the students with the political economy of education.
 To develop among students understanding of labour markets.
 To enable the students to forecast man power requirements in various streams.
 To develop among the students an understanding of the financial aspects of education.
 To develop awareness among students about the importance of economics to the field of
education
 To develop understanding about education both as consumption and investment
 To develop understanding about the benefits and the costs of education and its role in human
and economic development
 To develop various abilities to understand the internal efficiency of the system of education
 To enable them understand the contemporary developments in economics of education.

Course Content

Unit 1: Basic Concepts of Economics of Education

1.1 Concept, scope, significance, recent trends in economics of education.

1.2 Education as consumption and investment

1.3 The concept and measurement of Human Capital.

1.4 Education and its relation to Human Resource Development

Page 37 of 178
Unit 2: Education and Economic Development

2.1 Education and economic growth - methods and comparisons.

2.2 Education, Poverty and Politics of Development, Liberalization, Privatization, Globalization and
Education

2.3 Contemporary Economic reforms in India and their impact on Education, Education and
employment

2.4 Labor, Market and Education, Education and Migration (Internal and External)

Unit 3: Costs and Benefits of Education

3.1 Determinants of Educational Costs.

3.2 Problems in the Measurement of Costs and Benefits in Education.
3.3 Cost-Benefit Analysis in Education.
3.4 Concept of Rate of Returns and Returns to Education
Unit 4: Economic Reforms and Education
4.1 Relationship between Poverty, Schooling and Education
4.2 Privatization of State Education - Public - Private partnership in education
4.3 Globalization and Education
4.4 Economic Liberalization Policies in India and their impact on Education.
Practicum
(1) One Seminar
(2) One Assignment

Reference Books

1. Helpier Andrew W, Administrative theory in Education, Macmillan Co., New York. (1967).

2. Bayne, C.D. & Robert L. Saundram, The Educational Management; (Artist & Practitioner)
Charles. A Dones Pub. Company, Washington-Ohio. (1976)

3. Bhatt B.D. & SDR Sharma, Educational Administration, Karishkar Pub. House New Delhi. (1992)

4. Clyde M. Campbell, Practical Application of Democratic Administration, Harper &Brother, New

York. (1952)

5. Fowceet Glade-W. , School Personnel Admn. Macmillan, New York.

Page 38 of 178
 6. Harold E. Moore & Newell D. Walters, Personnel Administration in Education Harper
& Brother,New York. (1955)

7. International Encyclopedia of Economic of Education, Second Edition., Martin Carnoy.

8. Mathur S.S., Educational Administration – Principles and Practices, Krishna Brothers, Jhalandar.

9. Casteller William – B., The Personnel functions in Educational Administration, Macmillan

publishing Co. inc., New York. (1976)

10. Blaug Mark: Economics of Education, Penguin, London (1970).

11. Cohn E.: Economics of Education, Lexington Mass – D.C. Heath Company. (1972)

12. Hedge O., Economic of Education, Himalaya Publishers New Delhi.

13. Jandhyala B.G. Tilak, Economics of Inequality in Education., Sage Publications, New Delhi
(1985)

14. Panchamukhi: Research in Economics of Education, Fifth Survey of Educational Research 1988-
92: Trend Reports Vol I, New Delhi, NCERT.

15. Reddy Shiva B, Education and Rural Development in India, UNESCO: IIEP, Paris (2000)

16. Sacharopoulos George P & Woodhall M.: Education for Development, New York – OUP. (1985)

17. Thurow Laster C.: Investment in Human Capital, Belmont: Wadswarth Publishing Co. (1970)

18. John Vaizey, Economics of Education NCERT, Pandit Ed

19. Economics of Education Vol I & II – M. Blaug, Pengiun, London

20. Education – Man power – Economic growth – Horbison and Mayer

21. Economics of Education, John Sheeham

22. Investment in Education, V.K.R.V. Rao

23. Mathur S.S., Educational Administration – Principles and Practices, Krishna Brothers,
Jhalandar.

1. Casteller William – B., The Personnel functions in Educational Administration,

Macmillan publishing Co. inc., New York . (1976)
2. Blaug Mark: Economics of Education, Penguin, London (1970).

3. Cohn E.: Economics of Education, Lexington Mass – D.C. Heath Company. (1972)

Page 39 of 178
4. Hedge O., Economic of Education, Himalaya Publishers New Delhi.

5. Jandhyala B.G. Tilak, Economics of Inequality in Education., Sage Publications, New

Delhi (1985)

6. Panchamukhi: Research in Economics of Education, Fifth Survey of Educational

Research 1988- 92: Trend
Reports Vol I, New Delhi, NCERT.
7. Reddy Shiva B, Education and Rural Development in India, UNESCO: IIEP, Paris (2000)

8. Sacharopoulos George P & Woodhall M.: Education for Development, New York – OUP.
(1985)

9. Thurow Laster C.: Investment in Human Capital, Belmont: Wadswarth Publishing Co.
(1970)

10. John Vaizey, Economics of Education NCERT, Pandit Ed

11. Economics of Education Vol I & II – M. Blaug, Pengiun, London

12. Education – Man power – Economic growth – Horbison and Mayer

13. Economics of Education, John Sheeham

14. Investment in Education, V.K.R.V. Raow

Page 40 of 178
 ANDHRA KESARI UNIVERSITY (MED 201)
MASTER OF EDUCATION

1st Year, Semester - II

Paper– I: PERSPECTIVES OF EDUCATIONAL SOCIOLOGY

 To enable the students understand the nature and functions of Educational
 Sociology
 To enable the students understand concepts and process of social organization, social

stratification and institution in relation to education.

 To enable the students understand relationship among culture, society and education.
 To enable the students develop sociological imagination about the ramifications of culture,
socialization, social change and education.
 To enable the students understand the determinants of Socialization

Course Content

Unit - 1: Sociology and Education

1.1 Social Mobility. Meaning, Nature and Scope of Sociological Foundations of Education.
1.2 Functions of Sociology and utility of Sociology to Teachers.
1.3 Sociological Aims of Education.
1.4 Education and

Unit - 2: Concept of Social Organization

2.1 Characteristics of Social organization

2.2 Social Groups and characteristics.
2.3 Social Stratification and Education
2.4 Concept of Equality in Education and Need for equality of Educational Opportunities.

Unit - 3: Education and Social Change

3.1 Social Change - Definition, concept and Factors leading to Social Change.

Page 41 of 178
 3.2 Determinants of Socialization. (family, school, peer group, media)
3.3 Modernization – meaning and characteristics, relationship between education and modernization.
3.4 Culture – meaning and nature, relationship between culture and education, cultural conflict,
cultural lag, pluralism, relativism.

Unit - 4: Sociological Determinants - Individual

4.1 Religion, Culture, Science and Technology, Economic and Political conditions, Urbanization and
Globalization.
4.2 Social Problems. Poverty, Unemployment and Crime.
4.3 Educational Programmes for Developing Social Values (NSS, NCC, Scouts and Guides, Social
Service activities)
4.4.Duties of Society Towards Education.

Practicum
(1) One Seminar
(2) One Assignment

Reference Books

1. Aggarwal J.C. (1985), Theory and Principles of Education, Vikas Publishing House, New Delhi.
2. Bhatia K.K. (1977), Principles and Practice of Education, Kalyani Publishers, New Delhi.
3. Brent.A (1978), Philosaphy and Educational Foundations, George Allen and Unwin, Boston.
4. Pandey R.S. (1983) Principles of Education ; we know Pustak Mandir, Agra.
5. Ruhela S.P. (1986), Human Values and Education, Sterling Publishers, New Delhi.
6. Sree Rama Krishna A.S.(2002) , Teacher and Education in Emerging Indian Society, New Era
Publications, Guntur.
7. Taneja, V.R. (1990), Socio-Philosophical Approaches to Education, Atlantic Publishing, New
Delhi.
8. Ulrich Robber, History of Educational Thought, Eurasia Publishing House, New Delhi.
9. Sociological Philosophy of Education. Y.K Sharma
10. Philosophical and Sociological Foundations of Education. S.K Murthy
11. Philosophical and Sociological Perspectives on Education . Dr. S.Arul Swamy
12. Philosophical Foundations of Education. Dr. T. Mrunalini
13. Philosophical and Sociological Foundations of Education. Raghunatha Safaya
14. Sociological Perspectives in Education. Suresh Chandra

Page 42 of 178
 ANDHRA KESARI UNIVERSITY (MED 202)
MASTER OF EDUCATION
1st Year, Semester - II

Paper – II: ADVANCED EUCATIONAL RESEARCH

Objectives

On completion of this course, the student will be able to:

 Describe the characteristics of different research methods in education.

 Understand the difference between quantitative and qualitative research procedures.
 Select a research method appropriate for a research study.
 Prepare a research proposal for a research study.
 Select and apply suitable correlation technique in a research study.
 Select and use appropriate inferential statistical technique for a research study.
 Prepare a research report in an appropriate format for a research study.

Course Content

Unit – 1: Methods of Educational Research

1.1 Phenomenology, Philosophical, Ethnological Research

1.2 Historical Research and Case Studies
1.3 Survey Research, Analytical Studies, Correlation Studies, Causal-Comparative Studies.
1.4 Experimental Research and Action Research

Unit – 2: Research Proposal and Research Report

2.1 Format of Research Proposal

2.2 Format of Research Report
2.3 Style of writing the Report, References and Bibliography
2.4 Evaluation criteria for Research Report and Research Paper

Page 43 of 178
Unit – 3: Examining Relationship or Association

3.1 Correlation Techniques: Rank order, Product moment, Biserial and Point-biserial.
3.2 Regression and Prediction.
3.3 Chi-Square Test: Properties and Uses of Chi-Square Test; Chi-Square as a goodness of fit
and test of independence (or association), Contingency coefficient and its uses.
3.4 Computer Data Analysis.

Unit – 4: Inferential Analysis of Quantitative Data

4.1 Fundamental Concepts of Inferential Statistics – Concept and uses of Inferential statistics, the ‘t’
distribution, Sampling distribution, Standard error, Confidence interval and Levels of
Significance, Degrees of freedom, Two-tailed and One-tailed test of significance, Errors in testing
of hypothesis: Type-I and Type-II.
4.2 Testing the Significance of Statistical measures, viz., mean, S.D., Correlation coefficient and
percentages.
4.3 Testing the Significance of difference between the following statistics for independent and
correlated samples – Means (Including small samples), Percentages, Correlation coefficients.
4.4 ANOVA (One Way) and ANCOVA (One Way) – Concept, assumptions and computation.

Practicum:

(1) One Seminar

(2) One Assignment

Reference Books

1. Aggarwal Y.P. (1988). Statistical Methods: New Delhi: Sterling Publishers Pvt. Ltd.
2. Best J.W. (1999). Research in Education, New Delhi: Prentice Hall of India Pvt. Ltd.
3. Borg, W.R. and Gall, M.D. (1983). Educational Research – An Introduction, New York: Longman,
Inc.
4. Christensen, L. (2007). Experimental Methodology. Boston: Allyn & Bacon.
5. Clive Opie (2004). Doing Educational Research- A Guide for First time researchers. New Delhi:
Vistar Publications.
6. Fisher, R.A. (1958). Statistical Methods for Research Workers. Edinburgh: Oliver and Boyd.

Page 44 of 178
7. Fraenkel, J.R., Wallen, N.E. (1996). How to Desig\n and Evaluate Research in Education. New
York: McGraw Hill.
8. Garret, H.E. (2006). Statistics in Psychology and Education. Delhi: Surjeet Publications.
9. Guilford, J.P., and Benjamin Fruchter (1982). Fundamental of Statistics in Psychology and
Education, Fifth Edition. New York: McGraw-Hill Book Company.
10. Kaul, Lokesh (1984). Methodology of Educational Research. New Delhi: Vikas Publications.
11. Kerlinger, F.N. (1986). Foundations of Behavioural Research. Fort Worth, TX: Harcourt Bmce
Jovanovich.
12. Pamela Maykut & Richard Morehouse (1994). Beginning Qualitative Research - A Philosophic
and Practical Guide. The Falmer Press London. Washington D.C.
13. Patton. M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks: C.A: Sage.
14. Reason, P. & Bradbury, H. (Eds) (2006). Handbook of action research: Concise paperback edition:
Thousand Oaks, CA: Sage. 23
15. Scott, David & Usher, Robin (1996). Understanding Educational Research. New York: Rout ledge.
16. Shank, G.D. (2002). Qualitative Research. Columbus, Ott: Merill, Prentice Hall.
17. Sharma, Bharti (2004). Methodology of Educational Research. New Delhi: Vohra Publishers and
Distributors.
18. Sharma, R.A. ((1992). Fundamentals of Educational Research. Meerut: Loyal Book Depot.
19. Sharma, S.R. (2003). Problems of Educational Research. New Delhi: Anmol Publications Pvt. Ltd.
20. Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks: C.A: Sage.
21. Travers, Robert M.W. (1978). An Introduction to Educational Research (4th edition). London:
MacMillan.
22. Van Dalen, Debonald, B. and Meyer, William J. (1979) Understanding Educational Research: An
Introduction. New York: McGraw Hill.

Page 45 of 178
 ANDHRA KESARI UNIVERSITY (MED 203)
MASTER OF EDUCATION
1st Year, Semester -II
Paper – III : EDUCATION STUDIES

Objectives

 To acquaint the students with the general development and progress of education prior to
independence.
 To acquaint the students with general development and progress of education after independence.
 To enable the students to understand the concept and meaning of problems of Education (social,
economic, political)
 To enable the students to understand the various problems of education at different stage Primary,
Secondary, Higher Secondary, higher education, Vocational, women, Handicapped etc.
 To enable the students to find out the reasons and evaluate the solutions to the education for
different stages.
 To enable the students to understand the problems related to the policies of Government and to
find out remedies.
Course Content
Unit – 1: History of Education
1.1 History of Ethics and Moral Educations
1.2 Philosophy of life and characteristics of Education
1.3 Philosophy of life originates in the Vedas – aspect of religion, aspects of supremacies of karma
action, place of spiritual and materialistic education.
1.4 Education during Buddhit Era and Islamic Education.

Unit – 2: Secondary Education in India

2.1 Educational Planning – Quality Educaiton

2.2 Vocationalization of Secondary Education. Report of working group on vocationalization of
educators. Report of National review committee on Higher Secondary Education.
2.3 Programmes of CBSE Schools, Programs of Kendriya Vidyalayas Sarva Shiksha Abhiyan.

Page 46 of 178
 2.4 Secondary Educational Policies.

Unit – 3: Emerging Issues in Higher Education

3.1 Privatization in Education, Problem of Brain drain . Center state relationship on education
3.2 Problem of protective discrimination. The language problem. Religion and Education
3.3 Learning without burden
3.4 Technical skills of learning. Challenges in Higher Education

Unit – 4: Education and Issues in Development

4.1 Health Education, Population Education, Education for rural development, Environmental
Education, Science Education, Value Education, Girls Education, Education for Minorities –
Religious, Ethnic, Linguistic, Tribal’s.
4.2 Education of the disadvantaged section
4.3 Education of children with special needs
4.4 Information and communication technology

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

1. Aggarwal J.C. (1985), Theory and Principles of Education, Vikas Publishing House, New Delhi.

2. Arnstine, Donald (1967), Philosophies of Education ; Harper and Row Publishers, Incorporated,
New York

3. Bali D.R. (1989), Introduction to Philosophy ; Sterling Publishers, New Delhi.

4. Bhatia KK (1977), Principles and Practice of Education, Kalyani Publishers, New Delhi.

5. Brent, A (1978), Philosophy and Educational Foundations, George Allen and Unwin, Boston.

6. Brubacher John S. (1983), Modern Philosophies of Education, Tata Mc. Graw-Hill Publishing
Company Ltd., New Delhi.

7. Chaube S.P. (1993), Educational Philosophies in India, Vikas Publishing House Pvt. Ltd., New
Delhi.

Page 47 of 178
 8. Connor, DJO (1975), An Introduction to the Philosophy of Education, Routledge & Keegan Paul,
London

9. Dash, BN (1986), Educational Philosophy and Teaching Practice, Kalyani Publishers, New Delhi.

10. Morsy Zaghloul (1997), Thinkers on Education , UNESCO Publishing/Oxford and IBH Publishing

11. Pandey R.S., (1983) Principles of Education; Vinod Pustak Mandir, Agra.

12. Radha Krishna S. (1983), Indian Philosophy, Blackie and Son publishing, New Delhi.

13. Ranji Sharma G. (1987), Trends in Contemporary Indian Philosophy of Education –A Critical
Evaluation, Nirmal Publishing, New Delhi.

14. Ruhela S.P. (1986), Human Values and Education, Sterling Publishers, New Delhi.

15. Schultz M (1985), Hindu Philosophy, Classical Publishing Company, New Delhi.

16. Seetharamu A.S. (1989), Philosophy of Education, Ashish Publishing House, New Delhi.

17. Sreerama Krishna A.S. (2002), Teacher and Education in Emerging Indian Society, New Era
Publications, Guntur.

18. Taneja, V.R. (1990), Socio-Philosophical Approaches to Education, Atlantic Publishing, New
Delhi.

19. Ulrich Robert, History of Educational Thought, Eurasia Publishing House, New Delhi.

Page 48 of 178
 ANDHRA KESARI UNIVERSITY (MED 204A)
MASTER OF EDUCATION

1st Year, Semester –II

IVA - ELEMENTARY EDUCATION

(Compulsory Functional Course)

 To make the students understand the nature and historical development of elementary
education.

 To enable the students to examine the development of elementary education policy in India
after independence; and
 To enable the students to understand the concept and objectives of elementary education and
the rationale for universal elementary education;

 To enable the students to know different policies and provisions of elementary education.

 To develop an understanding in students about different strategies of improving elementary

education.

 To make the students to understand and apply the techniques useful in realising
universalisation of elementary education.

 To enable the students to describe and discuss emerging approaches to varying problems of
elementary education.
Course Content
Unit 1: Elementary Education in India
1.1 History and status of elementary education and recommendations of different education
commissions and policies [Kothari, NPE,1986 & Yashpal]
1.2 Aims, objectives and rationale of elementary education
1.3 Constitutional provisions and directive principles related to elementary education
1.4 Elementary education as a fundamental right, as an instrument of empowerment and as a national
development goals

Page 49 of 178
Unit 2: Universalisation of Elementary Education
2.1 Concept , meaning, objectives and justification of UEE
2.2 Challenges & problems in the way of achieving UEE (access, enrollment, retention and drop out )
2.3 Measures towards realization of UEE [non-detention policy, free supply of uniform dress to girls and
other backward communities, provision of mid-day meals, attendance scholarship for girls and SC/ST
children]
2.4 Participation of NGOs in achieving UEE goals
Unit 3: Strategies and Programmes in Elementary Education
3.1 Involvement of Panchayat Raj and Village Education Committees in educational planning and
management and DPEP
3.2 SSA, OBB, Access to school and school mapping
3.3 MDMS, Retention of children and Prevention of dropout rate
3.4 Early Childhood Care and Education(ECCE),Integrated Education for Disabled Children
(IEDC),Mahila Samakhya (MS) and Kasturba Gandhi Balika Vidyalaya (KGBV)
Unit 4: Curriculum And Evaluation In Elementary Education
4.1 Objectives, principles and organization of curriculum
4.2 Innovative practices in curriculum at elementary level [Multi-Grade Teaching (MGT),Peer
Learning(PL) and Co-operative
i. Learning(CL)]
4.3 Evaluation at elementary education [principles, strategies and tools-term evaluation, competency
based evaluation and continuous comprehensive evaluation]
4.4 Problems and Critical appraisal of present evaluation system in elementary education
Practicum
(1) One Seminar
(2) One Assignment
Reference Books
1. Elementary Education – D.S.Srivastava & Monica Tomar ISHA books , Delhi
2. Elementary Education- V. Krishnamacharyulu (2 vol) Neelkamal
3. Elementary Education in India, status, issues and concerns- Jagannatha Rao- Viva books- New
Delhi

Page 50 of 178
 ANDHRA KESARI UNIVERSITY (MED 204B)
MASTER OF EDUCATION

2nd Year Semester II

Paper IVB - SECONDARY EDUCATION

(Compulsory Foundation Courses)

 To enable the students understand the nature, significance and the historical development
of Secondary Education.
 To enable the students understand the rationale and objectives of Secondary Education.
 To enable the students to know about the different Institutions which provide Secondary
Education.
 To enable the students understand the different challenges and problems at the Secondary
Education stage.
 To enable the students know the various efforts of the State in the provision of Secondary
Education.
 To enable the students know the importance of Secondary Education and the need to make
this stage of education very strong and practical.

Course Content

Unit 1: Concept, Objectives and Rationale of Secondary Education.

1.1 Meaning, Significance and major objectives of Secondary Education

1.2 Secondary Education, the most important link between the Primary and Higher Education. What is
expected of a student on the completion of Secondary Education?
1.3 An overall view of the historical development of Secondary Education in the pre and post independent
India, with special reference to Wood’s Despatch, Hunter Commission, Sadler Commission, Hartog
Commission, Sargent Commission.
1.4 The Secondary Education Committee Report of 1952-53 or The Mudaliar Commission Report and
it’s recommendations.

Page 51 of 178
Unit 2: Indian Government, Constitution and Secondary Education.

2.1 National and State Policies on Secondary Education, with special reference to Kothari Commission
Report, National Policy on Education1968, Eshwarbhai Patel Commission Report, New Education
Policy 1986, Malcom Adiseshaiah Commission Report, Janardhan Reddy Commission Report,
Yashpal Committee Report, and the POA 1992.
2.2 Constitutional Provisions and their respective Implications for Secondary Education.
2.3 Different types of Institutions providing Secondary Education viz. Navodaya Schools,
Kendreeya Vidyalayas, A.P.Residential Schools, Gurukul Pathashalas etc.
2.4 RMVA Rashtreeya Madhyamika Vidya Abhiyan. Status of Secondary Education with reference to
the principles of equity and equality- class, caste, gender, tribe, and groups.

Unit 3: Secondary Education- A Preparation Ground for Life- Different Aspects.

3.1 Secondary Education- Personality Development- Inculcation of various kinds of Values through
different curricular and co-curricular activities.
3.2 Secondary Education a ‘Runway’ for future education and careers.
3.3 Secondary Education- A terminating point or a ‘Y’ junction for the youth.
3.4 SUPW, Work Experience, Vocationalization of Secondary Education, Earn while you Learn and
other such concepts that have attempted to make Secondary Education productive.

Unit 4: Challenges and Problems at Secondary Education Stage.

4.1 Problems of enrollment and continuance.

4.2 Education of the differently - abled children.
4.3 Quality and Quantity of facilities- material and human.
4.4 Private and Schools run by the Government.

Practicum

(1) One Seminar

(2) One Assignment

Page 52 of 178
Reference Books

1. Altekur, A.S, Education in Ancient India, Nand Kishore Bros, Banaras, 1951.

2. Bhaskara rao, Digumarti, Teacher Education India, Discovery Publishing House, New Delhi, 2005.

3. Dutt, S., The Teachers and His World, Sukumar Dutt, Soamibagh, Agara, 1972.

4. Government of India. Secondary Education Commission, Ministry of Education, Govt. of India, New
Delhi, 1953.

5. Government of India. University Commission, Government of India, New Delhi, 1947.

6. Government of India. Education and Development : Report of Education Commission (1964-66)

Govt. of India, New Delhi, 1966.

7. Government of India. Report of the Working Group to Review Teachers Training Programme in the
light of the need for value-orientation, Ministry of Education and Culture, New Delhi, 1953.

8. Hilgased, FH (Ed). Teaching the teachers: Trends in Teacher Education, George Allen and Union
Ltd. London, 1971.

9. Harvilas, S. and Naik, J.P. A History of Education in India, Macmillan and Co. Bombay, 1951.

10. Mukorji S.N.(ed) ,Education of teacher of India ( Vol.1) S. Chand and Co. Delhi. 1968

11. N.C.T.E , Teacher Education Curriculum : A Frame Work, NCERT, New Delhi 1978.

12. NCERT, The Third Indian Year book on Education, NCERT, NEW Delhi 1968

13. Pandey B.N., Second National Survey of Secondary Teacher Education in India. NCERT, New Delhi
1969

14. Shukla R.S. , Emerging Trends in Teacher Education, Chugh Publication Allahabad 1978

15. MHRD, Govt of India (1993) Education for All – The Indian Scene.

16. MHRD, Govt. of India (1992) Programme of Action, New Delhi.

17. MHRD, Govt. of India, Mahila Samakhya – Education for Women’s Equality, New Delhi.

18. Naik, J. P. (1975). Policy and Performance in Indian Education 1947-74, New Delhi, Orient
Longman.
19. NCERT (1994) Fifth Survey of Education, New Delhi.
20. NCERT Education in the Indian Constitution, New Delhi.

Page 53 of 178
 ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION

I Year, Semester –II

PAPER – V A: SPECIAL EDUCATION (MED 205A)

Objectives
 The student is able to acquire knowledge regarding various disabilities
 To equip the students with ability to identify individuals with disabilities
 To make students understand the need and types of rehabilitative measures
 To train students to apply the techniques of educational interventions
 To create awareness among public on the issues of disabilities and rehabilitation
 To motivate students to act as agents in controlling the disabilities

Course Content

Unit 1: Meaning and Scope of Special Education

1.1 Concept of Impairment, Disability and Handicap. Classification of Exceptional Children. Brief
History of Special Education
1.2 Nature and Scope of Special Education. Importance and need of Segregated – Integrated -
Inclusive Education
1.3 Concessions and facilities for persons with Disabilities

1.4 Recommendations given in NPE 1986, POA 1992, and PWD (Persons with disability Act) 1995;
National Institutes of Handicapped and the Role of Rehabilitation Council of India,

Unit 2: Children with Sensory and Physical Impairment

2.1 Visual Impairment : Blind and Low Vision, Identification, Characteristics, Causes, Preventive
Measures, Educational Provisions, Aids and Appliances

2.2 Hearing Impairment: Nature, classification, Identification, Characteristics, Etiological factors,

Preventive measures, Educational Provisions, Amplification Devices, and Methods of
Communication with Hearing Impaired.

Page 54 of 178
 2.3 Nature, Definition and Categories. Identification and Characteristics. Causes - Prenatal, Perinatal
and Postnatal
2.4 Preventive measures and Educational Provisions. Barrier-Free School Environment.

Unit 3: Children with Mental Retardation and Learning Disability

3.1 Definition, Nature, Classification, Identification and Characteristics of mental retarded.Causes of

mental retardation – Chromosomal anomalies, congenital defects, Bio-Chemical irregularities,
Prenatal, Peri-natal and Post-natal causes.

3.2 Preventive measures of mental retarded. Different types of Educational Programmes for mentally
retarded.

3.3 Meaning, Nature, Identification, Characteristics and Classification of learning disability – Dyslexia,
Dysgraphia, Dyscalculia, Aphasia.

3.4 Preventive measures of learning disability. Educational Provisions – Multisensory Approach, and
Behavioural approach.

Unit 4: Educational Intervention and Preparation of Special Teachers

4.1 Nature and objectives of special schools. Concept of main streaming; integrated schools and support
services provided within them’ viz. Resource room, resource teacher, counselor, etc.

4.2 Concept of remedial teaching (specially for learning disabled children). Role of other (peer) members
of the school (children as well as teachers). Family of the “concerned child” and the community in
educating the child who is an exceptional one.

4.3 Roles and responsibilities of the teachers in the Special Education schools. Preparing psychological
readiness among teachers to accept the responsibilities for learners with diverse needs and problems.
Competencies of teachers & teacher educators – categories of competencies, methods of developing
the competencies at pre-service and in-service levels.

4.4 Curriculum for teacher preparation and transaction modes. Role of different institutions, Universities
and special schools in promoting special education.

Practicum

(1) Observation of Special Schools for children with disabilities and report writing.
(2) A Report on present concessions and facilities for persons with Disabilities
(3) Guidance to the parents of Special children and report writing

Page 55 of 178
(4) Undertaking any two cases of any two disabilities for educational intervention and Report writing.

Reference Books

1. Baine, D. (1998).Handicapped Children in Developing Countires, Assessment, Curriculum and

Instruction. University of Alberta , Alberta .

2. Evan, P. and Verma, V. (Ed.) (1990) Special Education. Past Present and Future. The Faimer
Press.

3. Longone,J.(1990). Teaching Retarded learners: Curriculum and Methods for improving

instruction. Allyn and bacon : Boston .

4. Murichen, Joes S.J. and Kareparampil, G. (1995). Persons with Disabilities in Society.
Trivandrum : Keral Federation of the Blind.

5. Narayana, J. & Kutty, A.T.T. (1989) Handbook for Trainers of the Mentally Retarded Persons.
Pre-primary level. NIMH, Secunderabad

6. Overton, T. (1992). Assessment in Special Education: An Applied Approach. New York :

McMillan

7. Panda, K.C. (1997). Education of Exceptional Children. New Delhi : Vikas Publications.

8. Peshwaria, R. and Venkatesan. S. (1992) Behavioural retarded children : A manual for Teachers.
NIMH, Secunderabad.

9. Subba Rao, T.A.. (1992). Manual on Developing Communication Skills in Mentally Retarded
Persons, NIMH, Secundarabad.

10. Taylor, R.L. (1993). Assessment of Exceptional Students : Educational and Psychological
Procedures. Boston : Allyn bacon.

11. Van Riper, C.A..and Emerick.L. (1990), Speech Correction – An introduction to speech pathology
and audiology. Eighth Edition, Prentice Hall.

Page 56 of 178
 (MED 205B)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
1st Year, Semester – II
Objectives PAPER –V B: COMPARATIVE EDUCATION
(Elective)

 To help the students to understand comparative education as an emerging multi-education as

discipline (with its scope and major concepts) of education.
 To acquaint the students with educational systems in terms of factors and approaches of
comparative education.
 To orient the students with skills to assess the efficacy of educational systems of various
countries in terms the prevailing trends in those countries.
 To help the students to use the results of assessment made by various countries and to know the
role of UNO and its various bodies for the promotion of Indian education.
 To create a perspective in the students about the implications of education for solving the
prevailing problems in India.
Course Content

Unit 1: Comparative Education

1.1 Introduction to Comparative Education: Need Meaning, scope & objectives of comparative
education.
1.2 Major concepts of comparative education.
1.3 Sociological, scientific, historical, ecological, structural and functional factors.
1.4 Cross disciplinary approach used in comparative education.
Unit 2: Comparative Education at National and International Levels

2.1 Trends in comparative education Modern trends in world education – National and global.
2.2 Role of U.N.O. in improving educational opportunities among the member countries.
2.3 Official organs of the U.N.O. and their educational activities.
2.4 Multi culturalism in education.

Page 57 of 178
Unit 3: Comparative Study of the Education Systems of various Countries

3.1 School Education (Elementary & Secondary) : USA, UK, Russia, Japan, India
3.2 Higher Education: USA, Russia, UK, India.
3.3 Teacher Education: USA, Russia, UK, India.
3.4 Open Learning : India, Japan, USA, Russia, U.K
Unit 4: Causes and solutions for problems prevailing in developing countries

4.1 Poverty, Hunger, Beggary.

4.2 Population explosion, Illiteracy, Unemployment.
4.3 Terrorism, Casteism and communalism.
4.4 Political instability, Economic under development.
Practicum

(1) One Seminar

(2) One Assignment

Reference Books
1. Beredy, G.Z.F. (1964), Comparative Methods in Education, Oxford & East Publishing Co.,

New Delhi.

2. Green,J.L.(1981):Comparative Education and Global Village,Anu Book,Shivji Road,Meerut

3. Hans,Nicholas(1965):Comparative Education,RoutledgeandKeganPaulLtd.,London

4.Sharma,Y.K.(2004):Comparative Education Comparative Study of Educational Systems, New

Delhi: Kanishka Publishers

5. Rai, B.C., “Comparative Education”, Prakashan Kendra, Lucknow (1972).

6. Sodhi, T.S., “A textbook of comparative education – Philosophy, Patterns & Problems of

National Systems (UK, USA, Russia, India)”, Vikas Publishing House Pvt., Ltd., New Delhi

(1993).

7. Biswas, A., & Aggarwal, J.C., “Comparative Education (India, U.K., U.S.A., U.S.S.R.)”,

AryaBook Depot, New Delhi (1986).

8. Sharma, R.N., “Education in Emerging Indian Society”, Surjeet Publications, Delhi

Page 58 of 178
 (2002).

9. David Pratt.,“Curriculum – Design and Development”,Harcourt Brace Jovanovich, New

York (1980).

Page 59 of 178
 (MED 301)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester –III
PAPER I : GUIDANCE AND COUNSELING

Objectives

 To enable the student to understand the concept, the need and scope of guidance.

 To enable the student to understand the principles and problems of different types of
guidance.

 To enable the student to understand the concept and process of counseling.

 To acquaint the student with the aims and principles of guidance programme.

 To develop in student an understanding of various procedures of organizing various

guidance services.

 To enable the student to identify the situations for individual and group guidance services.

 To enable the student to choose and use appropriate psychological tests to render guidance.

Course Content

Unit 1: Fundamental Concepts of Guidance

1.1 Concept, Assumptions and Need of guidance. Purpose, and Functions of Guidance.

1.2 Scope , Types of Guidance and Significance of Guidance, Role of the teacher in Guidance

1.3 Guidance at different levels – Primary, Secondary and Higher Secondary School stages.

1.4 Agencies of Guidance – National, State and local levels.

Unit 2: Educational and Vocational Guidance

2.1 Principles of Educational Guidance. Guidance and curriculum. Induction Programme. Guidance
and classroom learning.

2.2 Guidance for special learners.

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2.3 Nature of work, Strategies of Vocational Guidance- Career Corner , Career talk and Career
Conference , Industrial Visit, Simulated Interview, Vocational Counseling.

Page 61 of 178
 2.4 Theories of Vocational Guidance - Super, Ginzberg, Havinghurst, Holland, Hoppock, and Anne
Roes Theory of Guidance – Occupational information.

Unit 3: Personal and Group Guidance

3.1 Nature and Scope of Personal Guidance. Role of Counselor in Personal Guidance

3.2 Concept, Scope and principles of Group Guidance. Advantages of Group Guidance. Planning of
Group Guidance

3.3 Procedure and techniques of group guidance.

3.4 Family, Health, Marital, Legal, Educational, Vocational guidance

Unit 4: Counselling Process and Testing in Guidance Service

4.1 Concept, nature, principles of counselling. Characteristics of good counselling. Counselling for
adjustment. Conduction of counselling, Interview for exceptional children.

4.2 Counselling approaches – directive, non-directive. Group counselling vs. Individual counselling

4.3 Use of tests in Guidance and Counseling. Tests of intelligence, aptitude, creativity, interest and
personality. Administering, scoring and interpretation of test scores.

4.4 Various types of Guidance Services - Orientation Service, Student Information Service, Information
service, Counselling Service, Placement Service, Referral Service, Remedial Service, Follow up
Service, Research Service and Evaluation Service. Evaluation of Guidance programme.

Practicum

1. One Seminar

2. One Assignment

Reference Books

1. Aggarwal J.C., Educational Vocational Guidance and Counselling, Doaba House, Book Sellers &
Publishers, Naisarak, Delhi

2. Anne Anastasi, Psychological Testing Macmillian, New York

3. Barki B.G. and Mukhopadhyay B,Guidance and Counselling - A Manual, Sterling Publishers Ltd.,
New Delhi

4. Bhatia B.D.& Safaya R.N., Educational Psychology and Guidance, Dhanpat Rai and Sons
Jullundur- Delhi
Page 62 of 178
 5. Cronbach, L.J., Essentials of Psychological Testing, Harper & Row, New York.

6. Freeman – Frank S., Theory and Practice of Psychological Testing, Oxford and IBH, Bombay.

7. Gupta Dr. SK., Guidance and Counselling in Indian Education, Mittal Publications, Delhi.

8. Indu Deve, The basic essentials of Counselling, Sterling Publishers, Private Limited.

9. Kochhar S.K., Guidance and Counselling in Colleges and Universities, Sterling Publishers Ltd.,
New Delhi.

10. Kochhar S.K., Educational & Vocational guidance in Secondary schools - Revised and enlarged
edition:, Sterling Publishers Ltd., New Delhi.

11. Narayana Rao S., Counselling and Guidance, Second Edition, Tata McGrow Hill Publishing
Company Ltd., New Delhi.

12. Sharma N.R. M.A.L.T., Educational and Vocational Guidance, Vinod Pustak Mandir, Agra

13. Sitaram Dr., Guidance and Counselling, Jayaswal Prakashan Kendra, Lucknow.

14. Yogendra K. Sarma (2007), Principles of Educational and Vocational Guidance, Kanishka
Publishers, New Delhi.

15. Rashmi Agrawal (2006), Educational , Vocational Guidance and Counseling, Shipra Publications,
New Delhi

Page 63 of 178
 (MED 302)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester - III

PAPER – II: TEACHER EDUCATION (Core)

Objectives

 To develop in the student understanding of the concept, objectives and principles of teacher
education.
 To acquaint the student with existing practices regarding structure, curriculum and evaluation
in the education.
 To enable the student to understand teaching and training techniques.
 To enable the student to organize various types of student teaching programme.
 To enable the student to know the concept and practice of evaluation in teacher education.
 To acquaint the student with the innovative practice in teacher education.
 To develop in the student professional ethics and to develop in the student the commitment to
the profession.
 To acquaint the student with different agencies of teacher education in India and their rules and
functions.
 To acquaint the student with the role of professional organization of teacher educators.
 To help the student to understand major issues and problems of teacher education

Course Content

Unit -1: Introduction and Development of Teacher education

1.1 Meaning, nature, need, scope and objectives of teacher education

1.2 Changing context of teacher education in the Indian and Global scenario

1.3 Teacher Education in Pre and post-independence India.

1.4 National policy on teacher education, 1986 with special reference to NEP 2020

Page 64 of 178
Unit – 2: Agencies and Major Issues of Teacher Education.

2.1 Agencies of Teacher Education at the state level, national level and international level and their role and
functions.
2.2 Current trends in teacher education – interdisciplinary approach, internship, community living, orientation
course, correspondence course, action research, team teaching, programmed instructionetc.

2.3 Maintaining standards in Teacher Education – admission policies and procedures, recruitment
and Service conditions of teachereducators

2.4 Quality management of teacher education -Privatization, Globalization and Autonomy in Teacher Education.

Unit 3: Teacher Education at Pre-Primary and Primary Levels

3.1 Objectives of Teacher Education Programme at Pre Primary and Primary Levels, Secondary and
Higher Secondary Levels as recommendedby the NCTE.
3.2 Structure of Teacher Education Programme at Pre Primary and Primary Levels, Secondary and
Higher Secondary Levels as recommendedby the NCTE.
3.3 National Curriculum Framework for Teacher Education Programme at Pre Primary and Primary
Levels, Secondary and Higher Secondary Levels as recommended by the NCTE.
3.4 Role and Competencies Required of the Teacher at the Pre Primary and Primary Levels, Secondary and
Higher Secondary Levels.

Unit 4: Research in Teacher Education and Teacher Effectiveness

4.1 Nature, Scope and Areas (Teaching, Teacher Characteristics, Teacher Performance,Teacher
Education, Accountability Teacher Educators and Teacher Education Institutions) of Research in
Teacher Education
4.2 Trends and implications in Research in Teacher Education

4.3 Meaning and Components of Teacher Effectiveness through Performance Appraisal of Teachers
and Teacher Educators.
4.4 Relationship between Teacher Effectiveness and Professional Ethics.

Practicum

(1) One Seminar

(2) One Assignment

Page 65 of 178
Reference Books

1. Arora, G.L. (2002) Teachers and their Teaching Delhi, Ravi Books.
2. Chanurasia Gulab (2000) Teacher Education and Professional Organizations Delhi, Authors press.
3. Dillon Justin and Maguire Meg (1997) Becoming a Teacher; Issues in Secondary Teaching
Buckingham, Open University Press.
4. Dunking, Michael, J. (1987) The International Encyclopedia of Teaching and Teacher Education
Oxford, Pergamum Press.
5. Elahi, Nizam (1997) Teacher’s Education in India New Delhi, APH Publishing Corporation
6. Kundu, C.L. (1998) Indian Year Book on Teacher Education New Delhi, Sterling Publishers
Privatization Ltd.
7. McNergney, Robert F. and Herbert, Joanne M. (2001) Foundations of Education: The challenge of
Professional Practice Boston Allyn and Bacon.
8. Misra, K.S. (1993) Teachers and their Education Ambala Cantt., the Associated Publishers.
9. Mohanty Jagannath (2000) Teacher Education in India
10. Murray, Frank B. (Ed.) (1996) Teacher Educator’s Handbook; Building A base of Preparation of
Teachers, san Francisco, Jossey – Bass Publishers.
11. National Council for Teacher Educaiton (NCTE) (1998) NCTE Document New Delhi, Published
by Member Secretary, NCTE.
12.Altekur, A.S, Education in Ancient India, Nand Kishore Bros, Banaras, 1951.
13.Basu, A.N., Education in Modern India Orient Book Co., Calcutta, 1947.
14.Chaurasia, G., Innovations and Challenges in Teacher Education, Vikas Publications, New Delhi,
19773
15.Devgowda, A.C. Teacher Education in India, Bangalore Book Bureau, Bangalore, 1973.
16.Dutt, S., The Teachers and His World, Sukumar Dutt, Soamibagh, Agara, 1972.
17.Ebel, R.L. (ED), Teacher Education, Americal Association of Colleges, for Teacher Education,
Queenta, 1956.
18.Goodigs R, et al. Changing Priorities in Teacher Education Nicholos Publication Co., New York,1982.
19.Government of India Secondary Education Commission, Ministry of Education, Govt. of India,New
Delhi, 1953.
20.Government of India University Commission, Government of India, New Delhi, 1947.
21.Government of India Education and Development: Report of Education Commission (1964-66)Govt.
of India, New Delhi, 1966.
22.Government of India Report of the Working Group to Review Teachers Training programme in the
Page 66 of 178
light of the need for value-orientation, Ministry of Education and Culture, New Delhi, 1953.
23.Hilgased, FH (ED) Teaching the teachers: Trends in Teacher Education, George Allen and UnionLtd.
London, 1971.
24.Harvilas, S. and Naik, J.P.A History of Education in India, Macmillan and Co. Bombay, 1951.
25.Jangire, N.K., Technology of Classroom Questioning, National Publication House, Daryaganj,New
Delhi, 1982.
26.Jangira, N.K. & Singh, A. Core Teaching Skills: Microteaching Approach, NCERT, New Delhi,1982.
27.Jangira, N.K. Professional Enculturation: Innovative Experiments in Teaching and training Bookworth
of India, New Delhi, 1984.
28. Jangira, N.K., Teacher Training and Teacher Effectiveness: An Experiment in Teacher Education,
National Publication House, Delhi, 1984.
29. Mitzal H.E., Encyclopedia of Educational Research (Section of Teacher Educational Programme),The
Force press New York, 1982.
30. Nyjirhu S.N, (ed), Education of teacher of India (Vol.1)S.Chand and Co. Delhi.1968
31.N.C.T.E., Teacher Education Curriculum: A Frame Work, NCERT, New Delhi 1978
32.NCERT, The Third India Year book on Education, NCERT, New Delhi 1968
33.NECRT, Elementary Teacher Education, NCERT, New Delhi 1970
34. Pandey B.N., Second National Survey of Secondary Teacher Education in India. NCERT, NewDelhi
1969
35. Pandey B.N and Khosla D.N., Student Teaching and Evaluation, NCERT, New Delhi 1969
36. Sabharwal N. Innovative Practice in Elementary Education institution in Indai. Vol.1 NCERT NewDelhi,
1979
37. Shukla R.S., Emerging Trends in Teacher Education, Chugh Publication Allahabad 1978
38..Arora, G.L. (2002) Teachers and their Teaching Delhi, Ravi Books.
39.Chanurasia Gulab (2000) Teacher Education and Professional Organizations Delhi, Authors press.
40.Dillon Justin and Maguire Meg (1997) Becoming a Teacher; Issues in Secondary Teaching
Buckingham, Open University Press.
41. Dunking, Michael, J. (1987) The International Encyclopedia of Teaching and Teacher EducationOxford,
Pergamum Press.
42. Elahi, Nizam (1997) Teacher’s Education in India New Delhi, APH Publishing Corporation
43.Kundu, C.L. (1998) Indian Year Book on Teacher Education New Delhi, Sterling Publishers
Privatization Ltd.
44. McNergney, Robert F. and Herbert, Joanne M. (2001) Foundations of Education: The challenge of

Page 67 of 178
Professional Practice Boston Allyn and Bacon.
45. Misra, K.S. (1993) Teachers and their Education Ambala Cantt., the Associated Publishers.
46.Mohanty Jagannath (2000) Teacher Education in India
47. Murray, Frank B. (Ed.) (1996) Teacher Educator’s Handbook; Building A base of Preparation of
Teachers, san Francisco, Jossey – Bass Publishers.
48. National Council for Teacher Educaiton (NCTE) (1998) NCTE Document New Delhi, Publishedby
Member Secretary, NCTE.

Page 68 of 178
 (MED 303)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester – III
PAPER – III: LIFE SKILLS EDUCATION
(Skill Oriented Course)

Objectives

To enable the prospective teacher-educators

 To be aware of the need and significance of Life skills Education.

 To develop the ability to identify different components of each skill.
 To participate in all the activities meant for the development of life skills
 To use various strategies and gain mastery over each of the ten core life skills.
 To identify the necessary life skills appropriate to the context and implement them.

Course Content

Unit 1: Concept and Scope of Life Skills

1.1 Need for the development of skills.

1.2 Understanding of human resources.
1.3 Significance of Life skills Education.
1.4 Development of the learners through Life skills Education.

Unit 2: Cognitive Skills Development

1.1 Concept of Creative Thinking, Critical Thinking, Decision Making and Problem Solving.
1.2 Components of each cognitive skill
1.3 The various strategies to be used for the development of cognitive skills (Brain storming, Block
busting)

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1.4 Qualities of the skill developed person in each cognitive skill

Page 70 of 178
Unit 3: Development of other Psycho-social Skills

3.1 Concept of Self- Awareness, Empathy, Inter-personal relationship and Effective Communication
skills.
3.2 Components of each psycho-social skill.
3.3 The various strategies to be used to develop these skills (Group discussion, Role-play, Narration,
Sharing )
3.4 Qualities of the person with psycho-social skills development

Unit 4: Development of Coping Skills

4.1 Concept of coping skills-Coping with Emotions and Coping with Stress.
4.2 Components of coping with emotions and coping with stress.
4.3 The various strategies to be used to develop these skills (Yoga, Meditation, Relaxation exercises)
4.4 Development in the process of coping with emotions and stress

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

1. Goel, D.R. Co-ordinator (2005-2006). Quality Concerns and Education. Centre of Advanced study in
Education. M.S. University of Baroda.
2. Sudha.V.Rao (2000). Adolescence Education. R.I.E, Mysore.
3. UNICEF (2006). Life Skills Modules – Adolescence Education Programme, UNICEF House, New
Delhi.
4. Venkatesha Murthy C.G. and Prof.A.V.Govinda Rao (2005). Life Skills Education Training Package,
R.I.E, Mysore.
5. Xavier Alphonse (2004). We Shall Over Come. A Text Book on Life Coping Skills, MCRDCE
Publication, Chennai.
6. Xavier Alphonse. Life Skills Programme. MCRDCE Publication, Chennai

Page 71 of 178
 (MED 304A)
ANDHRA KESARI UNIVERSITY
MASTER OF EDUCATION
2nd Year, Semester – III
PAPER –IV A: ADULT AND NON-FORMAL EDUCATION
(Generic Elective)

Objectives

 To develop insights into the adult education and Development among the students.
 To develop a deeper understanding of different types of adult education programmes
implemented in India.
 Understand the concept of adult education, non-formal education and adult literacy, importance
of adult education and non-formal education.
 Understand methods of adult education and non-formal education and methods of imparting
literacy.
 Understand the forms of adult education and different agencies of adult education

Course Content

Unit 1: Introduction to Adult Education

1.1 Concept of adult education, objectives of adult education

1.2 Importance of adult education for economic, social and political development of India.
1.3 Meaning, scope and importance of adult literacy: Difference between literacy and functional
literacy, methods of imparting literacy
1.4 Problems of adult education.

Unit 2: Methods and Techniques of Adult Education

2.1 Forms of adult education : Remedial, continuing, workers and mass media.
2.2 Methods of adult education : Teacher dominated method, co-operative method and mass media
methods.
2.3 Administrative structure of adult education
2.4 organization of adult education programmes at the field level, training of adult education

Page 72 of 178
functionaries

Page 73 of 178
Unit 3: Agencies of Adult Education

3.1 Agencies of adult education — Government and non-government.

3.2 The role of mass media in adult education and problems with regard to coverage.
3.3 Current status of adult education in India,
3.4 National Literacy Mission, Adult education as conceived in the National Policy of Education 1986.

Unit 4: Non Formal Education

4.1 Meaning, Definition and growth of the concept.

4.2 Nature and Scope of Non Formal education.
4.3 Importance of Non Formal education.
4.4 Problems in Non Formal education.
Practicum

(1) One Seminar

(2) One Assignment

Reference Books

2. Ansari, N.A. Adult Education in India, S.Chand & Co. New Delhi (1990).
3. Apple J.W., Problems in Continuing Education, Mc.Graw Hill, New York (1974).
4. Yadav, Rajendersingh, Adult Education Concept, theory and practice, The Associated
Publishers, New Delhi, (2002).
5. Bordia, Anil, Kidd,& J.A Draper : Adult Education : A Book of Readings, New Delhi, Indian
Adult Education Association,1977.
6. Grover, R.P. and Chopra, Rita: Adult Education, The Indian Publishers, 1998.
7. Kundu, C.L. : Adult Education, Principles, Practice and Prospects, Continental Book Co., New
Delhi, 1986.
8. Govt. of India : National Policy on Education, 1986.
9. Govt. of India : National Policy on Education, Programme of Action, 1986
10. Nanda, V.K. : Adult education and Human Resource Development, Anmol Publishers, 1998.
11. Sodhi, T.S. : Adult Education : A Multidisciplinary Approach, Ludhiana : Kataria,1987

Page 74 of 178
 (MED 304B)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION

2nd Year, Semester – III

Paper-IVB : Inclusive Education
(Generic Elective)

Objectives
On completion of this course the students will be able to

 Understand the global and national commitments towards the education of children with
diverse needs,

 Appreciate the need for promoting inclusive practice and the roles and responsibilities of all
concerned personnel,

 Develop critical understanding of the recommendations of various commissions and

committees towards teacher preparation for inclusive education,

 Understand the nature of difficulties encountered by children and prepare conducive teaching
learning environment in inclusive schools,

 Analyze special education, integrated education, mainstream and inclusive education practices,

 Identify and utilize existing resources for promoting inclusive practice.

Course Content
Unit 1: Introduction to Inclusive Education
1.1 Definition, concept and importance of inclusive education.
1.2 Historical perspectives on education of children with diverse needs.
1.3 Difference between special education, integrated education and inclusive education.
1.4 Advantages of inclusive education for all children.
Unit 2: Inclusive Education- Recommendations of Education Commissions and Committees
2.1 International Initiatives of IE: The World Declaration on Education for all and,
The UNICEF World Summit for Children, (1990)
2.2 National Initiatives of IE: Kothari Commission, IEDC, NPE (1986-92),

Page 75 of 178
 PIED, DPEP, PWD and SSA
2.3 Initiatives for the gifted and talented children

Page 76 of 178
 2.4 Current Laws and Policy Perspectives supporting Integrated Education
Unit 3: Preparation for Inclusive Education
3.1. Concept and meaning of diverse needs.
3.2. Educational approaches: concept of remedial education, special education, Integrated Education
and Inclusive Education.
3.3. Building inclusive learning, friendly classrooms, overcoming barriers for Inclusion.
3.4. Role of teachers, parents and other community members for supporting Inclusion of children
with diverse needs.
Unit 4: Children with Diverse Needs
4.1. Sensory (hearing, visual, physically challenged and multiple disabilities).
4.2. Intellectual (gifted, talented and children mentally challenged children).
4.3. Developmental disabilities (autism, cerebral palsy, learning disabilities), Scholastic
backwardness, underachievement and Role of teachers working in Inclusive Education.
4.4. Utilization of Resources: Human, Material resources and Resources available in community.
Practicum
(1) One Seminar
(2) One Assignment
Reference Books
2. Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and Participation in
Schools. Bristol: Center for Studies in Inclusive Education.
3. Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning Based
Approach: National Publishing house 23 Daryaganj, New Delhi 110002.
4. Dr. A.S. Ramakrishna, M. Srinivasa Reddy, & P. Vinay Kumar: Perspectives in primary Education
and Inclusive Education, (D.Ed). New Era Publications Guntur. .(Telugu Version)
5. Dr.Digumarthi Bhaskar Rao, Dr.B. Prasad Babu: Perspectives in primary Education and Inclusive
Education, (D.Ed). Sri Nagarjuna Publishers, Guntur. (Telugu Version)
6. Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon,
Old Subjimandi, Academic Press.
7. Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational
publishers, Multivista Global Ltd, Chennai, 600042, India.
8. Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E R T
Publication.
9. Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore

Page 77 of 178
 10. Jitender Kumar ,(2013) Inclusive Education. Twenty first Century Publication; First a.
Edition. ISBN-10: 9380144423; ISBN-13: 978-9380144429.
11. Tim Loreman, Joanne Deppeler & David Harvey, (2010). Inclusive Education: Supporting
diversity in the classroom –9781741759860, Allen & Unwin Publisher; 2nd edition.
http://www.allenandunwin.com/.
12. SSA (2006): Responding to Children with Special Needs – A Manual for Planning and Implementation

of Inclusive Education in Sarva Shiksha Abhiyan, MHRD, Department of Elementary Education and Literacy,
MHRD, Govt. of India. Available on http://www.ssa.nic.in/childspl/ssa_plan_mannual.pdf.
13. Status of Disability in India – 2000, published by Rehabilitation Council of India.PP.445.

14. Ujala – III (2006): Five days teachers training Module for Teachers of Upper primary classes. P.22 – 23. 21.

15. UNESCO (2006): Inclusive Education. Available on

http://portal.unesco.org/education/en/ev.php-URI_ID.

Page 78 of 178
 (MED 305A)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester -III
PAPER – V A : VALUE EDUCATION
(Open Elective)

Objectives

 To enable the students understand the need, nature and scope of Value Education.
 To enable the students understand the importance of values and classification of values.
 To enable the students understand the role of different people and media in fostering values.
 To enable the students understand the approaches, teaching strategies and models of Value
Education.
 To enable the students understand the importance of Value Education and the different ways to
execute the syllabus at various levels.

Course Content

Unit 1: Need, Nature and Concept of Value Education.

1.1 Concept, Need and Nature of values.

1.2 Meaning and Classification of Values.
1.3 Sources of Values
1.4 Values and Education – Their relationship and Significance of Value Education.

Unit 2: Models of Value Education

2.1 Value Clarification Model

2.2 Social Action Model
2.3 Consideration Model
2.4 Rationale Building Model

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Unit 3: Approaches and Teaching Strategies for inculcation of values.

3.1 Form and content of Value Education at different stages.

3.2 Different approaches to Value Education- Direct, Indirect and Integrated approaches.
3.3 Strategies and Techniques for Value Education at different stages.
3.4 Contribution made by some eminent leaders of the world to Value Education. (Individual Studies
maybe taken up by the students)

Unit 4: Role of different Social Agencies in Value Formation.

4.1 Role of Parents and Peer Group

4.2 Role of School and Teachers
4.3 Role of Religion and Media
4.4 Need of Orientation in Value Education to Prospective Teachers

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

1. B.K Passi and Prabhakar Singh (1991). Value Education, National Psychological Corporation.
Agra.
2. Prof.S.P Ruhela,Prof.Raj Kumar Naik (2011). Value Education and Human Rights Education,
Neelkamal Publications Pvt. Ltd.,Hyderabad.
3. V.T Patil (2008). Value Education and Human Rights Education, GNOSIS Delhi
4. Tilak Raj, Bharadwaj (1992). Education of Human Values, Mittal Publications, New Delhi.
5. S.R Sharma (2006). Moral and Values in Education, COSMO Publications, New Delhi.
6. Dr.Kiruba Charles, V.Arul Selvi (2012). Peace and Value Education, Neelkamal Publications Pvt,
Ltd. Hyderabad.
7. Yogesh Kumar Singh, Ruchika Nath (2008). Value Education, A P H Publishig Corporation, New
Delhi.
8. Mohit Chakrabarthi (2007). Value Education. Changing Perspectives, Kanishka Publishers,
Distributors.
9. Somanath Saraf (2002), Education in Human Values, Vikas Publishing House, Delhi.
10. Vedanta Kesari (2001), Values; The Key to a Meaningful life, Sri Ramakrishna Math, Chennai.
Page 80 of 178
11. Peter Tomlison and Margret Quinton (1986), Values Across the Curriculum, The Falmer Press,
Philadelphia.
12. Mujjeb.M. (1971), Education and Traditional Values, Meenakshi Prakashan, Delhi.
13. Avivashilingam.T.S. (1983), Inculcation of Social, Ethical and Spiritual Values in Education, Sri
Ramakrishna Mission Vidya, Coimbatore.

Page 81 of 178
 (MED 305B)
ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION

2nd Year, Semester - III

Paper V B: Women Education

(Open Elective)
Objectives:

To create an awareness among students regarding the present status of women

To sensitize towards the problems faced by women.
To orient to understand the women’s resources and national development.
To identify the role of women in developing countries including India
To enable the women to become enterpreneurs
To maintain the physical and mental health of women
To make the women aware about the Constitutional and legal provisions for safeguarding them
To empower the women in all the dimensions

Unit – I Introduction to Women Education

 Need, Scope and Challenges of Women Education, Need for Gender Sensitization. 

 Recent Trends in Women’s Education – Committees and Commissions on Education.

 Women Education – global and local: Pre-independence, Post-independence andContemporary Debates. 

 National Committees and Commissions for Women.

Unit – II Gender, Entrepreneurship and Education

 Women’s Education – Gender diversities and disparities in enrolment, Curriculum content, Dropouts,

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 profession and Gender.

 Education for the Marginalized Women.

 Vocational education and skill development for women.

 Concept,meaning and importance of Entrepreneurship, Entrepreneurial traits, Factors contributing to

Entrepreneurship, enabling environment, small Enterprises, women in agri-business.

Unit – III Women and Health

o Life Cycle Approach to Women’s Health – Health status of women in India, factors

o Maternal and Child Health (MCH) to Reproductive and Child health approaches.

o Work and Women’s Health; Women and Mental Health

o Central and State Health Schemes and Programmes; Millennium Development Goals (MDG) and
Significance of National Health Policy and Programmes for Women in India.

Unit – IV Women Empowerment, Laws and Governance

 Empowerment- Concept and indices: Gender Development Index (GDI), GenderInequality Index
(GII), Global Gender Gap Index (GGGI).

 Women and leadership–Role of NGOs and Women Development.Sustainable Development

Goals,Policies and Programmes.

 Women’s Rights: Gender Equality, Gender Discrimination, Women’s Rights as Human Rights,
Constitutional provisions for Women in India.
 Women Laws-Personal laws, Labour Laws, Family Courts, Enforcement machinery – Police and
Judiciary, Crime against Women and Child:

Reference Books:

1. . Maithreyi Krishnaraj (1991), Contributions to Women‟s Studies (Bombay SNDT).

2. Maria Mies (1980), Indian Women and Patriarchy Concept Publishing Company, NewDelhi.
3. Neera Desai and Vibhuti Patel (1985), Indian Women Change & Challenge in theInternational
decade 1975-85, Popular Prakashan Pvt. Ltd., Bombay.
4. Agarwal, Bina (1988), Patriarchy and the Modernizing State: An Introduction in AgarwalBina
(ed), Structures of Patriarchy, Kali for Women, New Delhi.

Page 83 of 178
 5. Banks (1981), Olive Faces of Feminism: A Study of Feminism as a Social Movement, St.Martin‟s
Press, New York.
6. Chaudhuri, M. (2006). Feminism in India. Zed Books Ltd. New Delhi.
7. Kumar, R. (1997). The History of Doing. Zubaan, New Delhi

8.Bhasin, K. (2000). Understanding Gender. Kali for Women. New Delhi.

9.Chopra, R. (Ed.). (2006). Reframing Masculinities Narrating the Supportive of

10.Man. Delhi.Geetha, V. (2006). Gender. Bhatkal & Sen. Calcutta.

11.Glover, D. & C. Kaplan. (2009). Genders. Routledge. New 12.York.
Bhasin, K. (2004). Exploring Masculinity. Kali for Women. New Delhi.
13.John. M. E. (Ed). (2008).Women’s Studies in India: A Reader. Penguin India. New Delhi.
14.Chakravarti, U. (2006). Gendering Caste: Through Feminist Lens. Bhatkal & Sen. New Delhi.
15.Mohanty, M. (Ed.). (2004). Class, Caste, Gander. Sage Publications. New Delhi.
16.Bhasin, K. (2006). What is Patriarchy?. Kali for Women. New Delhi.
17.Mary John, (2008).Women's Studies in India: A Reader. Penguin: New Delhi
18.Mies, Maria Indian Women and Patriarchy. Delhi: 1980.
19. Maithreyi Krishna Raj Women Studies in India – Some Perspectives (Bombay: PopularPrakasham,
1986).
20. Desai, Neera and Maithrey Krishnaraj. Women and Society in India. Delhi: Ajantha, 1987.
21.Krishnaraj, Maithreyi (Edc). Women and Development: The India Experience. Mumbai,Rawat, 1988.
22.Omvedt, Gail. Violence against Women: New Movements and New Theories in India. NewDelhi: 1990.
23.Veen Mazumdar: Emergence of the Indian Association of Women Studies-IAW News Letter-January 1991.
24.Patel .Vibhuti : Women’s Challenges of the New Millenium- Gyan Publication House Delhi-2002.
25. SanghariKum Kum : Recasting Women, Ratgas University. Press-1990.

Page 84 of 178
 (MED 401)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester - IV
PAPER – I : CURRICULUM STUDIES (Core)

Objectives
The course will enable the student teacher to
 To understand the meaning, need, scope, foundations and issues of curriculum.
 Know about Planning of curriculum, principals, consideration and trends in curriculum
planning.
 Develop awareness about Development of curriculum – approaches, process, role of teachers
and administrators in curriculum development, implementation and evaluation.
 Acquire theoretical bases about curriculum evaluation, different aspects and approaches of
curriculum evaluation.
Course Content

Unit 1: Introduction to Curriculum

1.1 Meaning and definitions of Curriculum, need and scope of Curriculum, concept of Curriculum &
Syllabus,
1.2 Bases of Curriculum, foundations of curriculum philosophical, sociological, psychological and
educational
1.3 The Curriculum process and its stages
1.4 Curriculum Issues – Discipline based issues, Subject-wise National Curriculum Framework –NCF
2005, NCTECF 2009, APSCF 2011.

Unit 2: Curriculum Planning

2.1 Meaning of Curriculum Planning, Principles of Curriculum Construction

2.2 Basic considerations in Curriculum Planning – Developmental, Social, Economic,

Environmental, Institutional and Teacher related

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 2.3 Curriculum Planning at Various Levels, Trends in Curriculum - Curriculum in 20th century &

possible future trends

2.4 Principles and approaches of curriculum organization.

Unit 3: Curriculum Development and Transaction

3.1 Approaches to curriculum development, models of curriculum development, process of curriculum

development, development try-out.

3.2 Role of teachers in curriculum development, instructional systems, instructional techniques and
materials – learner centered and teacher centered

3.3. Role of Administrators in implementation and evaluation of curriculum.

3.4. Meaning, need and strategies for curriculum change.

Unit 4: Curriculum Evaluation

4.1 Concept, need and importance of Curriculum Evaluation

4.2 Sources of Curriculum Evaluation, aspects of Curriculum Evaluation – pre-testing/post-

testing.

4.3 Norm-referenced and Criterion-referenced testing, evaluation approaches related to individual

and social approaches.

4.4 Methods of Curriculum Evaluation - evaluation during development & implementation,

restructuring curriculum.

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

1. Aggarwal.J.C. (1990). Curriculum Reforms in India. Delhi: Doaba House.

Page 86 of 178
2. Mamidi, M.R. and Ravishankar, S. (1984). Curriculum Development and Educational Technology.
New Delhi: Sterling Publishers.

3. Kelly, A.V. (1989). Theory and Practice. London; Paul Chapman Publishing.3

4. Cronback, J.Lee (1964). Evaluation for Course Improvement in New Curriculum. New York :
Harper & Row

5. John Dewey (1966). The Child & the Curriculum – The School & Society.

6. Ornstein, C. & Hunkins, P. (1988). Curriculum, Foundations, Principles and Issues.

7. D.Warwick (1975) : Curriculum Structure & Design, University of London Press.

8. Bhatt,B.D and Sharma,S.R. (1992) : Principles of Curriculum Construction, Delhi: Kanishka

Publishing House.

9. Bloom, B.S (1977). Try-out and Revision of Educational Materials and Methods. In Lewy, A. (ed).
Handbook of Curriculum Evaluation, Paris: UNESCO

10. Doll, R.C. (1986). Curriculum Improvement. Boston: Allyn and Bacon

11. Jenkins, D. (1976). Curriculum Evaluation. Milton Keynes: The Open University Press.

12. Malhotra, M.M. (1985). Curriculum Evaluation and Renewal. Manila : CPSC Publication.

13. Robert, M. & Mary, J. (1983). Curriculum Evaluation. In Pinchas, Tamir (ed) (1985). The Role of
Evaluators in Curriculum Development. London: Croom Helm.

14. Stephen, W. & Douglas, P. (1972). Curriculum Evaluation. Bristol: NFER Publishing Co.

Page 87 of 178
 (MED 402)
ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester - IV
PAPER- II: MEASUREMENT AND EVALUATION (Core)

 To acquaint the students with the basic concepts and practices adopted in educational
measurement and evaluation.

 To help the student understand relationship between measurement and evaluation in

education.

 To orient the student with tools and techniques of measurement and evaluation.

 To develop the skills and competencies in construction and standardization of tests.

 To make the students understand how various requirements of education are measured,
evaluated, interpreted and their results are recorded to help learners.

 To enable students to prepare and use different kinds of psychological tests.

 To equip students with skills to handle data and interpret results.

 To enable students to participate in examination reforms.

 To help students to carry out examination and evaluation work.

Course Content

Unit 1: Introduction to Measurement and Evaluation

1.1 Levels of Measurement– Nominal, Ordinal, Interval and Ratio; Concept of Measurement and
Evaluation; Role of Evaluation in Education – Diagnosis, Improvement of teaching,
Guidance, Prognosis survey and Placement.
1.2 Differences between Measurement and Evaluation; Types of Evaluation; Steps in the process

Page 88 of 178
 of Evaluation.
1.3 Criterion referenced and Norm referenced evaluation.

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 1.4 Teacher made tests and standardized tests; General steps of Test Construction (or
Standardization)

Unit –2: Essentials of Test Construction

2.1 Item Analysis: Meaning and purpose; Item analysis of power test; Item analysis of speed test;
problems of item analysis.
2.2 Reliability: Meaning of reliability; Methods (or Types) of reliability; Factors influencing
reliability of test scores.
2.3 Validity: Meaning of validity; Types of validity; Factors influencing validity; Relation of validity
and reliability.
2.4 Norms for Interpretation of Test Scores – Age, Grade, Percentile and Standard score norms (Z-
scores, T-Scores, C-Scores).

Unit 3: Trait Measurement Devices

3.1 Measurement of Attitudes: Thurston’s method of equal-appearing intervals, Likert’s method of

Summated ratings, Guttmann’s scale.

3.2 Measurement of Interest: Strong Campbell interest inventory, Kuder preference Records.

3.3 Measurement of Intelligence: individual and group tests, verbal and non-verbal tests and
performance test.

3.4 Measurement of Assessment: Self Report technique: Rating Scales, Problem check-lists and
Projective techniques: Rorschach and Thematic Apperception Test

Unit 4: New Trends in Measurement and Evaluation

4.1. Continuous and Comprehensive evaluation

4.2. Marking and reporting methods (concept and current use): Written description of performance, Letter
grades, Number grades, percentage grades, Pass-fail report, Profiles, Parent-teacher conference,
Progress report.
4.3. Choice Based Credit System of Teaching and Evaluation.
4.4.Computers in Evaluation.
Page 90 of 178
Practicum

(1) One Seminar

(2) One Assignment

Reference Books

2. Adams, G.S. (1964) Measurement and Evaluation in Education, Psychology and Guidance. New
York: Holt, Rinehart and Winston.

3. Antony Stella (2001) Quality Assessment in Indian Higher Education: Issues of Future Perspectives,
Bangalore, Allied Publishers Ltd.

4. Antony Stella and A. Granom (2001) Assessment and Accreditation in Indian Higher Education: New
Delhi Books Plus.

5. Arun Kumar Singh (1986). Tests Measurement and Research Methods in Behavioural Sciences. New
Delhi: Tata Mc Graw-Hill Publishing Company Limited.

6. Baker, E.L and Quellmalz, E.S Ed. (1980) Educational Testing and Evaluation. London: Sage
Publications.

7. Baron, D. and Bernard, H.W. (1958) Evaluation Techniques for Classroom Teachers. New York:
McGraw- Hill Book Co., Inc.

8. Bloom, S.B. Hastings, J.T. and Madans, G.F. (1971) Handbook on Formative and Summative
Evaluation of student Learning, New York: McGraw – Hill Book Co.

9. Bradfield, M.J. and Moredock, H.S. (1957) Measurement and Evaluation in Education. New York:
The Macmillan Company.

10. Dave, R.H. and Patel, P.M. (1972) Educational Evaluation and Assessment, New Delhi : NCERT.

11. Ebel, R.L. (1966) Measuring Educational Achievement. New Delhi: Prentice – Hall of India Pvt. Ltd.

12. Furst, E.J (1958) Constructing Evaluation Instruments. New York, Longmans., Green and Co.

13. Greene, H.A. Jorgensen, a. N., Gerberich, J.R (1954) Measurement and Evaluation in the Secondary
School. New York: Longmans, Green and Co.,

14. Greene, H.A., Jorgensen, A.N. Gerberich, J.R. (1953) Measurement and Evaluation in the Elementary
School. New York: Longmans, Green and Co.

15. Gronlund, E.N. (1965) Measurement and Evaluation in Teaching. London: Collier – Macmillan Ltd.
Page 91 of 178
16. Gronlund, N.E. (1970) Stating Behavioral Objectives for Classroom Instruction. London: The
Macmillan Co.

17. Marmar Mukhopadhyay (2001) Total Quality Management in Education, New Delhi, NIEPA.

18. Meherns, A.W. and Lehman, I.J. (1978) Measurement and Evaluation in Education and Psychology.
New York: Holt, Rinehart and Winston.

19. Milliman, J. and Darling – Hammond, L. (1990) The New Handbook of Teacher Evaluation:
Assessing Elementary and Secondary School Teachers. New Delhi: Sage Publications.

20. Nunally, J.C. (1964) Educational Measurement and Evaluation. New York: McGraw-Hill Book
Company.

21. Patel, R. N. (1985) Educational Evaluation – Theory and Practice. Delhi: Himalaya Publishing Co.

22. Phillips, C. R (1968) Evaluation and the Work of the Teacher. California: Wadsworth Publishing Co.
Inc.

23. Popham, W. James (1975) Educational Evaluation. New Jersey: Prentice – Hall, Inc.,

24. Puttaswamaiah, K. (1979) Fundamental of Applied Evaluation. New Delhi: Oxford and IBH
Publishing Co.,

25. Schwartz, A and Tiedeman, S . C. (1957) Evaluating Student Progress in the Secondary School: New
York: David Mckay Company, Inc.

26. Singh, Pritam (1989) Handbook of Pupil Evaluation, Bangalore: Allied Publisher Ltd.

27. Stanley, J. C (1964) Measurement in Today’s School, New Jersey: Prentice – Hall, Inc.

28. Stanley, J.C. and Hopkins, K.D. (1978) Educational Psychological Measurement and Evaluation.
New Delhi: Prentice Hall of India Pvt. Ltd.

29. Stronge, J.H. Ed. (1997) Evaluating Teaching. California: Corwin Publications, Inc.

30. Throndike, R. L. and Hagen, E. (1970) Measurement and Evaluation in Psychology and Education.
New Delhi: Wiley Easter Pvt Ltd.

31. Tuckman, B.W (1972) Conducting Educational Research. New York: Harcourt Brace Jovanrich Inc.

32. Wandt, E. and Brown, G.W (1957) Essentials of Educational Evaluation. New York: Holt, Rinehart
and Winston.

Page 92 of 178
33. Wrightone, J.W Justman, J. and Robins, I (1956) Evaluation in Modern Education, New Delhi:
Eurasia Publishing House (Pvt) Ltd.

34. Yadav, M.S. and Govinda, R (1977) Educational Evaluation: A Package of Auto-Instructional
Material Ahmedabad: Sahitya Mudranalaya.

35. Prem Kumar Jha Assessment and Evaluation in Higher Education, Vista International Publishing
house

36. Robert Linn etal “Measurement and Assessment in Teaching” Pearson International education. 9 th
Edition.

37. D. Smith History of Measurement and Evaluation. Commonwealth publishers New Delhi.

Page 93 of 178
 (MED 402)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester - IV

PAPER - III: INFORMATION AND COMMUNICATION TECHNOLOGY

(ICT)IN EDUCATION (Core)

Objectives

On completion of this course the students will be able to

 Understand the concept and scope of ET.

 Understand different instructional designs.
 Understand the nature and scope of ICT in Education.
 Appreciate the applications of ICT in Education.
 Understand the process of ICT integration in teaching and learning.
 Appreciate the scope of ICT for improving the personal and professional competence of
teachers.
 Understand the components and basic functionality of computer.
 Know the instructional applications of internet and Web resources.
 Understand the process of locating research studies available in the Internet and the use of
online Journals and books.
 Develop various skills to use computer technology for sharing information and ideas through
the E-mail, Blogs and Chatting groups.
 Understand cloud computing.
 Appreciate the role of MIS in Education
 Know the use of Electronic portfolio.
 Understand the utility of Data storage.

Course Content

Unit 1: Introduction to Information and Communication Technology

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1.1 Meaning, Nature, Scope and Significance of ICT.
1.2 ICT resources for teaching and learning.

Page 95 of 178
 1.3 Uses of ICT: Teaching-learning process, Evaluation, Research and Administration.
1.4 Role of ICT in personality development and professional development.

Unit 2: Computer, Internet and World Wide Web

2.1 Fundamentals of Computer: Meaning of Hardware and various Hardware components of a computer;
Concept and types of Computer Software; Computer memory and its types; Meaning, types and
functions of Operating System; Computer VIRUS and protection measures.
2.2 The Internet: Meaning of Internet, H/W and S/W requirements for Internet, Internet terminology,
Applications of Internet in Education.
2.3 The World Wide Web: Concept of W.W.W; Distinction between Internet and W.W.W; Web pages
and H.T.M.L; Web browsers and Web Search Engines; Web Surfing.
2.4 Educational Multimedia: Meaning and significance of Multimedia; Elements of Multimedia;
Development of Multimedia Courseware.

Unit 3: Information storage and Management

3.1 Data and Information: Types of data, File management.

3.2 Data storage and Data base management

3.3 Meaning, Characteristics and benefits of cloud computing.

3.4 Management information systems in the field of education.

Unit –4: ICT Applications in Education

4.1 E-Learning: Meaning, nature and characteristics of E-learning; E-learning and Class room dynamics;
Advantages of E-learning; Limitations of E-learning.
4.2 Web Based Learning–Online Learning: Meaning, principles and categories of Web based learning;
Merits and limitations of Web based learning; Meaning, significance, functions and advantages of
Virtual Campus.
4.3 E–Journals and E–Books: Meaning, types, salient features and availability of E- Journals; Meaning,
nature and significance of E – Books.
4.4 Electronic portfolio.

Page 96 of 178
Practicum

(1) One Seminar

(2) One Assignment

Reference Books

2. Ahmad, J., Ahmad, Md. S., & Khan, A. (2012). Computer Applications in Education. Hyderabad:
Neelkamal Publications Pvt. Ltd.
3. Arulsamy, S. & Sivakumar, P. (2012). Applications of ICT in Education. Hyderabad: Neelkamal
Publications Pvt. Ltd.
4. Barton, R. (2004). Teaching Secondary Science with ICT. Mc. Graw Hill International.
5. Bhaskara Rao, Digumarti (2013). Vidya Samachara Sankethica Sastram (ICT in Education).
Guntur: Master minds Publications.
6. Cambridge, D. (2010). E-Portfolios for Lifelong learning and assessment. John Wiley and Sons.
7. Constantino, P.M., DeLorenzo, M.N. & Kobrinski, E.J. (2006). Developing a professional
Teaching Portfolio: A Guide for Success. New Delhi: Pearson.
8. Imison, T. & Taylor, P.H. (2001). Managing ICT in the Secondary Schools. Heinemann: Oxford.
9. Intel Teach to the Future – Pre-Service Binder – Version 2.0.
10. Kirwadkar, A. & Karanam, P. (2010). E-Learning Methodology. New Delhi: Sarup Book
Publishers Pvt. Ltd.
11. Mangal, S.K. & Uma Mangal (2011). Essentials of Educational Technology. New Delhi: PHI
Learning Pvt. Ltd.
12. Norton, P. (2011). Introduction to Computers, 7 th Edition. New Delhi: Tata McGraw-Hill
Education Private Limited.
13. Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. New Jersey: Pearson
Prentice-Hall Inc.
14. Sharma, R.A. (1991). Technology of Teaching. Meerut: Loyal book depot.
15. Shukla, Satish, S. (2005). Basics of Information Technology for Teacher Trainees. Ahmedabad:
Varishan Prakashan.
16. Simmons, C. & Hawkins, C. (2009). Teaching ICT. New Delhi: Sage Publications.
17. Sinha, P.K. & Sinha, P (2011). Computer Fundamentals, 6th Edition. New Delhi: B.P.B
Publications.

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 (MED 404A)
ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester - 1V
Paper – IV A: ENVIRONMENTAL EDUCATION AT
ELEMENTARY LEVEL
(Generic Elective)

Objectives:
To Enable the students to

 Understand the relationship between Human Beings and their Environment.

 Develop sensitivity towards Environmental Disaster Management.
 Acquire an understanding of the process of Environmental Education.
 Develop skills and competencies as teachers for Management of Environmental
Awareness Programmes.

Course Content

Unit 1: Introduction to Environmental Education.

1.1 Concept, importance, scope, Aims and Objectives of Environmental Education

1.2 Guiding principles and foundations.
1.3 Relationship between man and Environment.
1.4 Ecological and psychological perspective

Unit 2: Environmental Hazards

2.1 Environmental pollution: physical, air, water, noise, chemical

2.2 Extinction of flora and fauna, deforestation, soil erosion
2.3 Need for conservation, preservation and protection of rich environmental heritage.
2.4 Programme of environmental education for primary education institutions.

Unit 3: Features of Curriculum for Environmental Education

3.1 Concept of environment and ecosystem.

Page 98 of 178
 3.2 Nature system earth and biosphere a biotic and biotic components. Natural resources, a
biotic resources.

3.3 Human systems - Human beings as part of environment, human adaptations to environment,
population and its effect on environmental resources.
3.4 Technological system- industrial growth, scientific and technological invention and their
impact on the environmental system.

Unit 4: Methods and Approaches of Environmental Education

4.1 Strategies and approaches, treating environment education as a separate subject, topical units,
integration and interdisciplinary approaches.
4.2 Methods - discussion, seminar, workshop. Dialogue, Problem Solving Field Surveys, project
and Exhibition. Role of Media, print Films, and TV
4.3 Conservation of Natural Resources: Concept, need and Importance. Ways of Conservation
of Natural Resource: Refuse, Reuse, Recycle, Reduce, Replace, Restore, Regenerate, and
Reshape. Need for conservation, preservation and protection of rich environmental heritage.
4.4 Programmes for Environmental protection Environment and Legislation: The water
(prevention and control pollution)Act, 1974. The environment (protection)Act,1986. The wild
life (Protection) Act,1972. The motor Vehicles Act, 1988. The Air (Prevention and Control of
pollution) Act,1 989. The Indian Forest Act, 1927.

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

1. Desh Bandhu & R.Dyal (1999): Environmental education for a sustainable future. Indian
environmental Society. New Delhi.
2. Purushottam Reddy K & Narasimha Reddy D (2002): Environmental education, Neelkamal
publications Pvt.Ltd.Hyderabad.
3. Singh R.B.& Suresh Misra (1996) : Environmental law in India – Issues and responses Concept
Publishing Company, New Delhi.
4. Trivedi P.R.Sharma P.L.& Sudershan K.N.(1994): Natural environment and constitution of India.
Ashish Publishing house,New Delhi.
Page 99 of 178
5. Deshbandhu and G.Berberet (1987) : Environmental Education for conservation and Development,
Indian Environment Society, New Delhi.
6. Gregory, K.J.and walling, D.E.(1981) Man and Environment Process, Butterworths,London.
7. Kumar, V.K.(1982) A study of Environmental pollution, Tara Book Agency,Varanasi.
8. Sapru, R.K.(1987) Environmental Management in India, Ashish Publishing, Delhi.
9. Saxena, A.B. (1986) Environmental Education, National Psychological corporation,Agra.
10. Dani,H.M.(1986): Environmental Education, Chandigarh,Publication Bureau,Punjabuniversity.
11. Nanda,K.v.(1997), Environmental Education,New Delhi,:APH Publishing Corpn.
12. Saxena,A.B.(1986), Environmental Education,Agra : National Psychological corpn.
13. Sharma, R.C.(1981), Environmental Education, NewDelhi : Metropolitan Book Co.,
14. NCERT,(2000) National Curriculum Framework 2000.New Delhi.NCERT Press.
15. NCTE,(2005), Environmental Education Curriculum Frame working for Teachers & Teacher
Education. New Delhi : NCERT Press.

Page 100 of 178

 (MED 404B)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester – IV
PAPER –IV B : ENVIRONMENTAL
EDUCATION
AT SECONDARY LEVEL
(Generic Elective)

Objectives

 To make students about the concept, importance scope and aims of environmental education
 To acquaint the students with possible environmental hazards enabling them to combat with the
negative effects of the programmes of environmental erosion and pollution at various stages of
education.
 To orient students with various components of environment for preparing a curriculum for
environmental education.
 To enable the students to develop various methods and strategies for realizing the objectives of
environmental education.
 To enable the students to understand about various projects in the area of environmental studies
in different countries.

Unit 1: Introduction to Environmental Education

1.1 Concept, importance and scope, Aims and objectives

1.2 Guiding Principles and Foundations
1.3 Relationship between ,man and environment
1.4 Sociological and psychological Perspectives

Unit 2: Environmental Hazards

2.1 Environmental pollution: physical, air water, noise, chemical

2.2 Extension of flora & fauna, deforestation, soil erosion.

Page 101 of 178

2.3 Need for Conservation, preservation and protection of Rich environmental heritage.
2.4 Programme of environmental education for secondary and higher education institutions.

Page 102 of 178

Unit 3: Environment and Eco-system

3.1 Natural systems, earth & Bio-sphere, a biotic and biotic components
3.2 Natural resources, abiotic resources.
3.3 Human systems-human beings as part of environment, human adaptations to environmental
resources.
3.4 Systems – Industrial growth, Technological and scientific growth, Technological inventors and
their impact on the environmental system.

Unit 4: Environmental Problems, Legislation and Education

4.1 Effect of manmade and natural disaster on environment. Role of educational institutions in disaster
management. Concept and importance of sustainable development.
4.2 Global Environmental Problems: Global warming, ozone depletion, e-waste and population
explosion. Waste management: e-waste, medical waste, nuclear waste, solid and liquid waste.
4.3 International Conferences For Environmental Protection: Stockholm Conference (1972), Rio
Conference (1992) and Johannesburg Conference(2002). Environmental Movements : Chipko, silent
valley, Narmada Bachao.
4.4 Legislation: Indian forest act of 1927 & Wildlife protection act of 1972. Archeological and historic
preservation act of 1974. The water (Prevention and control of pollution) act of 1974. The air
(Prevention and Control of pollution) act of 1981. The environment (Protection) act of 1986.

Practicum

(1) One Seminar

(2) One Assignment

Reference Books

16. Desh Bandhu & R. Dyal (1999): Environmental education for a sustainable future. Indian
environmental Society. New Delhi.
17. Purushottam Reddy K & Narasimha Reddy D (2002): Environmental education, Neelkamal
publications Pvt.Ltd. Hyderabad.
18. Singh R.B. & Suresh Misra (1996): Environmental law in India – Issues and responses Concept
Publishing Company, New Delhi.
19. Trivedi P.R.Sharma P.L.& Sudershan K.N.(1994): Natural environment and constitution of India.
Ashish Publishing house,New Delhi.
Page 103 of 178
20. Deshbandhu and G.Berberet (1987) : Environmental Education for conservation and Development,
Indian Environment Society, New Delhi.
21. Gregory, K.J.and walling, D.E.(1981) Man and Environment Process, Butterworths,London.
22. Kumar, V.K.(1982) A study of Environmental pollution, Tara Book Agency,Varanasi.
23. Sapru, R.K.(1987) Environmental Management in India, Ashish Publishing, Delhi.
24. Saxena, A.B. (1986) Environmental Education, National Psychological corporation,Agra.
25. Dani,H.M.(1986): Environmental Education, Chandigarh,Publication Bureau,Punjabuniversity.
26. Nanda,K.v.(1997), Environmental Education,New Delhi,:APH Publishing Corpn.
27. Saxena,A.B.(1986), Environmental Education,Agra : National Psychological corpn.
28. Sharma, R.C.(1981), Environmental Education, NewDelhi : Metropolitan Book Co.,
29. NCERT,(2000) National Curriculum Framework 2000.New Delhi.NCERT Press.
30. NCTE,(2005), Environmental Education Curriculum Frame working for Teachers & Teacher
Education. New Delhi : NCERT Press.

Page 104 of 178

 (MED 405A)

ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester - IV
PAPER – V A : HUMAN RIGHTS EDUCATION
(Open Elective)

Objectives
At the end of the course, the teacher educators will be able to
 understand the concept, meaning of human rights
 understand the need for human rights education
 select and use the appropriate methods of teaching with respect to human rights education
 understand the evolution of human rights movement at the international and national level
 understand the role and functions of international and national level institutions to enforce human
rights
 understand and analyze the issues related to human rights violations with regard to the
marginalized sections
 understand the role of various agencies in promoting human rights education

Course Content

Unit 1: Concept, meaning and history of human rights

1.1. Concept, Meaning Need, Objectives and principles of human rights education,

1.2. Classification of Human Rights.

1.3. Evolution and Historical Development of Human Rights in the global context.

1.4. Education as an agency to sensitize students towards human rights.

Unit 2: Indian constitution and Commissions on Human Rights

2.1 . Human Rights in Indian constitution: Constitutional provisions of Human Rights:

Fundamental Rights, Directive principles of State Policy, women and child rights.
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2.2. Human Rights Commissions: NHRC, SHRC, Human Rights Courts. Their composition and

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 functions.
2.3. International Councils and Commissions on Human Rights: International court of Justice,
International criminal Tribunals and criminal courts. Amnesty International, International Red
Cross
2.4. Barriers in implementing Human Rights.

Unit 3: Curriculum, methods of teaching and agencies of Human Rights Education

3.1 Curriculum of HRE at different Levels: Primary, Secondary and Higher Education.
3.2 Methods and Techniques of Teaching Human Rights: Lecture – Discussion – Case Study –
Role Play and Simulation – Mock Trials– Cooperative Learning – Social Activities
3.3 Agencies promoting Human Rights Education: Role of Family, Peer-group, Religious and
Social Organisations, Media, School/Educational Institutions.
3.4 Training teachers for Human Rights Education.
Unit 4: Human Right violations and emerging issues
4.1 Ragging - Eve Teasing , Human Trafficking – War and Terrorism , Child Labour –
Exploitation of Labour , Patriarchism,– Domestic Violence – Sexual Harassment – Female
Infanticide
4.2. Tribal rights and forest protection

4.3. Environmental issues and sustainable development

4.4. Traditions, culture and Human Rights

Practicum

(1) One Seminar

(2) One Assignment

Internship

Building a human rights garden on the school grounds and giving a case study based report as a
required project by each student

Reference Books

2. Varsha, C. (2009). Child labour: A socio legal perspective. Delhi: D.K. Agencies (P) Ltd.

Page 107 of 178

3. Micheline, R. I. (2008). The history of human rights: From ancient times to the
globalization era.London : Orient Longman Limited.
4. Manjot, K. (2008). Teaching of human rights. New Delhi: APH Publishing Corporation.
5. Harry, D. (2008). Teaching human rights :A hand book for teacher education.
Delhi : AuthorsPress.
6. Digvijay, N. (2007). Teaching of human rights. New Delhi: Lotus Press.
7. Bhakry, Savita. (2006). Children in india and their rights. New Delhi: NHRC,
8. Gupta, U. N. (2006). Human rights. New Delhi: Atlantic Publishers & Distributors (p) Ltd.
9. Jagannath, M. (2005). Teaching of human rights. New Delhi: Deep & Deep Publications (p)
Ltd
10. Peter, U. (2005). Human rights and development. India: Kumarian Press.
11. Naseema, C. (2004), Human Rights Education: Conceptual and Pedagogical
Aspects. New Delhi:Kanishka Publishers.
12. Dhand, H. (2000). Teaching human rights: A handbook for teacher educators. Bhopal:
Asian
13. Institute of Human Rights Education.
14. Gopal, B. (2001).Human rights concern of the future. New Delhi: Gyan Books Pvt. Ltd.
15. Gopal, B. (2001). Human rights concern of the future. New Delhi: Gyan Books Pvt.
16. Mathur, K.M. (1999). Crime, human rights and national security. New Delhi: Gyan
Publications.
17. Nirmal, C.J., (1999). Human rights in india. New Delhi: Oxford University Press.
18. Pachauri, S.K. (1999). Women and human rights. Delhi: APH Publications.
19. Dev, A., & Dev, I.A. (1996). Human rights: A source book. New Delhi: NCERT.
20. National Council for Teacher Education, (1996). Human Rights and
National Values: SelfLearning Module. New Delhi: NCTE Publication.
21. Mehta, P.L. and Neena Verma, (1995). Human rights under the indian
constitution. New Delhi:Deep and Deep Publications.
22. Pachauri, S.K., (1995). Children and human rights. Delhi: APH Publications.
23. Sharma, R.N (1992). Fundamental rights: Liberty and social order. New Delhi:
Deep and DeepPublications.
24. Smith, Lesley (1988). Dimensions of childhood: A handbook of social education.
London: HealthEducation Authority and UNICEF, U.K.

25. Bansal, V. K. (1987). Right to life and personal liberty in India. New Delhi: Deep

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and DeepPublications.

Page 109 of 178

 (MED 405B)
ANDHRA KESARI UNIVERSITY

MASTER OF EDUCATION
2nd Year, Semester - IV
PAPER – V B: HUMAN VALUES & PROFESSIONAL ETHICS
(Open Elective)

OBJECTIVES:

• To help the students appreciate the essential complementary in between 'values '
and 'Skill' to ensure sustained happiness and prosperity which are the core
aspirations of all human beings.
• To facilitate the development of a holistic perspective among students towards life,
it's realities, professions and happiness based on a correct understanding of the human
reality and the rest of Existence which forms the basis of values based living in a
natural way.
• To highlights plausible implications of such a Holistic understanding in terms of
esthetical human conduct, trustful and mutually satisfying human behaviors and
mutually enriching interaction with Nature.
• To understand the role of a human being in ensuring harmony in society and nature.
• To distinguish between ethical and unethical practices, and start working out the strategy to
actualize a harmonious environment wherever they work..

Unit – 1: Concept, Need, Nature and Process for Value Education

1.1 Concept, need and nature of education in human values.
1.2 Basic guidelines, content and process of value education.
1.3 Self-exploration- concept and process: ‘Natural Acceptance’ and Experiential
Validation- as the mechanism for self exploration

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1.4 Understanding happiness and prosperity correctly – a critical appraisal of the current
scenario-Method to fulfill the above human aspirations.

Unit – 2: Harmony in the Human being,in the Family and Society and in Human
Relationship
2.1 Understanding the characteristics and activities of one self.
2.2 Understanding needs and the activities of the self and the body
2.3 Understanding harmony in the family and the values in human relationship.

2.4 Understanding the meaning of foundational values and Visualizing a universal

harmonious order in society.
Unit – 3: Understanding Harmony in Nature and Existence – Whole Existence as
Co-Existence
3.1 Understanding harmony in nature.

3.2 Inter-connectedness and Self-regulation in nature.

3.3 Understanding existence as co-existence.
3.4 Holistic perception of harmony at all levels of existence.
Unit – 4: Professional Ethics – Holistic Understanding of Harmony
4.1 Acceptance of human values – value based life and profession.
4.2 Professional ethics and ethical human conduct.
4.3 Competence in professional ethics – current scenario.
4.4 Human rights violation and social disparities.
References Books:
1. Ivan illich, 1974, Energy & enquiry, the trinity press, Worcester, and Harper Collins,
USA.
2. E.F. SAchumacher, 1973, small is Beautiful: a study of economics as if people
mattered, Blond & Briggs, Britain.
3. Susan George 1976, how the other Half dies, Penguin press, Reprinted 1986, 1991.
4. Donella H. Meadows, Dennis L. Meadows, Jorgen Randers, William W. Behrens III,
1972 Limits to Growth – Club of Rome’s report, Universe Books.
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5. ANagaraj, 1998, Jeevan Vidya ek Parichay, Divya Path Santhan, Amarkathak,
6. P.L Dhar, RR Gaur, 1990, Science and Humanism, Common wealth Publishers,
7. AN Tripathy, 2003, Human Values, New Age International Publishers.
8. Subbas Palekhar, 2000, How to practice Natural Farming, Pracheen(Vaidik) Krishi
Tantra Shodh, Amaravati.
9. E G Seebhas & Robert L. Berry,2000, Fundamentals of Ethics for Scitist
&Engineers,Oxford University Press
10. M Govindrajan, S Natrajan & V. S Senthil Kumar, Engineering E (including Human
Values), Estern Economy Edition, Prentice Hall of India Ltd.
11. B P Banerjee,2005, Foundations of Ethics and Management, Excel Books.
12. B L Bajpai, 2004,Indian Ethos and Modern Management, New Royal Book Co...
Lucknow. Reprinted 2008.
13. Somanath Saraf (2002), Education in Human Values, Vikas Publishing House, Delhi.
14. Nassema, C. ( 2002), Human Rights Education - Conceptual and Pedagogical Aspects,
Kanishka Publishers, New Delhi.
15. Ruhela , S.P.( 1986), Human Values and Education, Sterling Publishers Pvt. Ltd. New
Delhi.
16. Radhashyam Sarangi, (1994), Moral Education in Schools, Deep & Deep Publications
PVT Ltd., New Delhi.
17. Vedanta Kesari (2001), Values; The Key to a Meaningful Life, Sri Rama Krishna Math,
Chennai.
18. William Lilie, (1990), An Introduction to Ethics, Allied Publishers, New Delhi
19. Peter Tomlinson and Margret Quinton, (1986), Values Across the Curriculum, The
Falmer Press, Philadelphia.
20. Mackie, J.C., (1983), Ethics, Penguin Books Ltd., England
21. Mujeeb M., (1971), Education and Traditional Values , Meenakshi Prakashan, Delhi
22. K. Satchidananda Murthy, (1986), The Quest for Peace, Ajanta Publications, Delhi-7
23. G.N. Raul, Values and Education in Independent India, The Associated Publishers,
Ambala Cantt

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24. Avivashilingam. T.S. (1983) Inculcation of Social, Ethical and Spiritual Values in
Education , Sri Rama Krishna Mission Vidya, Coimbatore.
25. M. Pia Nazarethrjm with Maria E Waples (1978) Personal Values, AINACS, Anand
(Kaira Dt.)
26. A.N.Tripaty, Human Values, New Age International Publishers, 2003
27. 2. Bajpai.B.L., Indian Ethos and Modern Management, New Royal Book Co., Lucknow, Reprinted,
2004
28. 3. Bertrand Russell, Human Society in Ethics and Politics

Page 113 of 178

 (MED 101)

M.Ed. DEGREE
EXAMINATION
First Semester
Paper-I- PERSPECTIVES OF EDUCATIONAL PHILOSOPHY

Time: Three hours Maximum 70 marks

PART – A - (8 x 5 = 40 marks)

Answer EIGHT of the following questions

1. (a) Write short notes on branches of philosophy.

Or

(b) How is the knowledge of Educational Philosophy useful to

prospective teacher educators?

2. (a) Explain in brief individual and social aims of education.

Or

(b) Write a note on speculative function of philosophy.

3. (a) Discuss the educational implications of existentialism.

Or

(b) Mention the contributions made by Dewey to educational

thought and practice.

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4. (a) Write short notes on kinds and instruments of knowledge?

Or

(b) Explain briefly metaphysics and education.

5. (a) Explain in brief the fundamental rights and duties of citizens.

Or

(b) Discuss nature of inequalities and measures to address them.

6. (a) What is the importance of Democratization of Education?

Or

(b) Briefly explain the contribution of Islam to value formation.

7. (a) What measures do you suggest to remove poverty and

unemployment problem in India.

Or

(b) Mention a few problems which India is facing today by her

neighboring countries. What measures do you suggest to
minimize it?

8. (a) Mention the reasons for violent approach amongst the collegeor
University students against authority even for a simple issue
which can be solved easily. Suggest remedies to obtain peace in
the campus?

Or

(b) Explain the importance of national integration. What can the

schools do to achieve it?

Page 115 of 178

 (MED 101)

SECTION B (2 x 15 = 30 marks)

Answer the following using internal choice.

Each question carries 15 marks.

Answer should not exceed 5 pages.

9. (a) To what extent is it correct to say that pragmatism is

characteristically an American philosophy? Discuss its
contribution to educational theory and practice.

Or

(b) How can education for Democracy be given in schools?

Explain.
10 (a) "Both philosophy and education go hand in hand. Educationdepends on
philosophy for its guidance and philosophy depends on education for its
own formulation." Discuss theirclose relationships.

Or

(b) "One wonders why this world of ours, having every pportunityof
cooperating for the progress of humanity, loses itself always in conflict, in
violence and in hatred" – Nehru Examinethis statement and suggest
educational means through whichwe may bring about International
Understanding.

Page 116 of 178

 (MED 102)

M.Ed. DEGREE
EXAMINATION

First Semester

PAPER – II PERSPECTIVES OF EDUCATIONALPSYCHOLOGY

Time : Three hours Maximum 70 marks

SECTION- A (8 x 5 = 40 marks)

Answer the following questions. Each question

carries 5 marks Answer should not exceed

1½ pages.

1. (a) Describe the current concern and trends in Educational

psychology.

Or

(b) Explain the nature and scope of educational psychology.

2. (a) Explain the observation method of educational psychology

with its merits and demerits.

Or

(b) Discuss the contribution of psychology to Education.

3. (a) Write note on principles of human development.

Or

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 (b) Discuss the educational implementation of Piaget's theory.

4. (a) Explain the psycho-social stages of development.

Or

(b) uExplain Indian theory of psychological development briefly.

5. (a) Discuss the behavioustic view point of learning.

Or

(b) Write a note on Vgotsky-construction of learning.

6. (a) Discuss the education implication of Gestalt theory of

learning.

Or

(b) Explain Gagne's classification of learning.

7. (a) Explain the concept of trait and type theory of Eysenck.

Or

(b) Write a brief note on J. Krishnamurti view of personality

8. (a) Write a note on non-projective techniques of personality

assessment.

Or

(b) Explain the principles of mental hygiene.

Page 118 of 178

 (MED 102)
SECTION B (2 x 15 = 30 marks)

Answer the following using internal choice.

Each question carries 15 marks. Answer

should not exceed 5 pages.

9. (a) Discuss the concept and mechanism of Adjustments. Write the

preventive measure at personal level and environmental level.

Or

(b) Compare and contrast the psycho analytic approach ofpersonality

- Freud and Jung.

10. (a) Compare and contrast the vedic (upanishad) and Buddhist view of
personality.

Or

(b) Discuss the Lewin and Tolman theory of learning write theireducational
implementation to Education.

Page 119 of 178

 (MED 103)
M.Ed. DEGREE
EXAMINATION

First Semester

Time: Three hours Maximum 70 marks

Paper-III- FUNDAMENTALS OF EDUCATIONALRESEARCH

PART A - (8 x 5 = 40 marks) Answer the

following questions.

Answer should not exceed 1₂ pages.

1. (a) Define Educational research. What is the nature of

educational research?

Or

(b) “Action research is a tool in the hands of any teacher toimprove

his teaching". Justify.

2. (a) What are the precautions one would take while presenting
literature reviewed from the Internet.

Or

(b) What are the sources and characteristics of a good researchproblem?

3. (a) What are variables? How are they classified?

Or
(b) Define

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 (i) Population
(ii) Sampling
(iii) Sampling errors
(iv) Sample
(v) Sampling frame

4. (a) What is hypothesis? What are the functions of Hypothesis in

educational research?

Or

(b) Distinguish between probability and non probability samplingtechniques.

5. (a) What are the uses and limitations of rating scales as data
collection tools.

OR

(b) What are the different types of Interviews? How is a goodInterview

conducted?

6. (a) How would you evaluate a researches made tool of data

collection.

Or

(b) What are the principles of tool construction?

7. (a) Calculate measures of Central tendency for the following data

Scores: 8 5 6 8 3 7 1 9

Or

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 (MED 103)
(b) Define the different measures of relative position.

8. (a) What are the characteristics of Normal Probability Curve.

Or

(b) Calculate range, variance and standard deviation for thefollowing

data.

Scores 17 20 22 24 26 26 28 30 34 36

PART B- (2 x 15 30 marks)

Answer the following using internal choiceEach

questions carries 15 marks.

Each answer should not exceed 5 pages.

9. (a) What is a normal probability curve. What are the measure of

divergence from normality? How are they calculated? Discuss.

Or

(b) Educational research is more quantitative, applied and actionresearch

oriented. Are you happy with this or would like to suggest changes.
Explain.

10 (a) Describe the source, characteristics and evaluation criteria ofa research
problem. Or

(b) Discuss in detail how you would draw a random sample usingany 4
random sampling techniques. What are the criteria of a
good sample?

Page 122 of 178

 (MED 104A)
M.Ed. DEGREE
EXAMINATION

First Semester

Paper-IV A- ADVANCED EDUCATIONAL TECHNOLOGY

Time: Three hours Maximum 70 marks

PART – A - (8 x 5 = 40 marks)

PART A – has EIGHT questions with internal choice.

All questions must be answered following internal choiceEach

question carries 5 marks

1. (a) Explain the scope of Information Technology.

Or

(b) What are the different types of information?

2. (a) Explain the categories of information technology.

Or

(b) Explain the role of internet in providing information services?

3. (a) Explain the process of classroom communication. What are the

components that affect classroom communication ?

Or
(b) Differentiate between psychological models and modern models of
Teaching ?

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4. (a) Discuss emerging trends of development and expansion of educational
p
Technology.

Or

(b) Explain the process of developing the programmed instruction

material.

5. (a) Explain the levels of teaching .

Or

(b) What are the advantages and disadvantages of team teaching?

6. (a) Differentiate seminar and conference with respect to their

objectives?

Or

(b) What are the steps in Action research?

7. (a) What are the building blocks of multimedia?

Or

(b) Bring out the role and importance of instructional resource centre.

8. (a) What is the significance of mass media approach in education ?

Or

(b) How is computer helpful in data analysis?

Page 124 of 178

 (MED 104A)
SECTION B (2 x 15 = 30 marks)

Answer the following using internal choice.

Each question carries 15 marks.

Answershould not exceed 5 pages.

9. (a) What is CAI? Explain the concept, principles and applications of CAI

in education.

Or

(b) ’Changes in educational technology impacts the future instructional

strategies’. Elucidate.

10. (a) Discuss about the innovation that ICT Mediated teaching has brought

about?

Or

(b) How does MS- Excel helpful in data analysis. Explain any five

functions of ‘Excel’ with examples.

Page 125 of 178

 (M.Ed. 104 B)
M.Ed. DEGREE
EXAMINATION

First Semester

PAPER – IV B. PERSONALITY DEVELOPMENT

Time: Three hours Maximum 70 marks

SECTION- A (8 x 5 = 40 marks)

Answer the following questions. Each

question carries 5 marks Answer should not

exceed 1½ pages.

1. (a) What are the dimensions of personality?

Or

(b) Write about the significance of personality development?

2. (a). What are the hurdles in achieving success?

Or
(b) . As a teacher how do you recognize the gradual growth
inthe personality of the child?

3. (a). What is the concept of leadership?

Or

.(b). What are the qualities of leadership?

4. (a). What are the types of leadership?

Or

(b). Mention the functions of leadership?

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5 . (a) . Distinguish between intra individual and inter individual causes
ofa conflict?
Or

(b) . How do you resolve a conflict between you and your friend?

6. (a) . Write about the concept of conflict.

Or
. (b). How do you use proactive and reactive mechanism in resolving conflicts?

7. (a) . Write the differences between positive and negative attitude?

Or
. (b) . What are the factors for D motivation?

8. (a) . How do you participate in group

discussionsOr

. (b). How do you develop problem solving in your students as an aspect of

personality development?

(M.Ed. 104 B)
SECTION B (2 x 15 = 30 marks)

Answer the following using internal choice.

Each question carries 15 marks.

Answer should not exceed 5 pages

9. (a) Write about the Freud’s theory of personality.

Or

(b) What are the qualities of a successful leader?

10. (a). Explain the concept of self-esteem and its advantages
Or
.(b) .What is resume building ? How do you prepare your resume to apply

for a teacher job?

Page 127 of 178

 (MED 105A)

M.Ed. DEGREE
EXAMINATION

First Semester

Paper-V A- EDUCATIONAL PLANNING ANDMANAGEMENT

Time: Three hours Maximum 70 marks

PART A -(8 x 5 = 40 marks)

Answer the following questions. Each

question carries 5 marks

1. (a) Discuss the historical perspective about growth of

Educational Management.

Or

(b) Explain the principles of Educational Management.

2. (a) Explain the educational administration at center level.

Or

(b) Write about the need and importance of E d u c a t i o n a l Planning.

3. (a) What do you mean by decentralized planning? Explain its

merits and demerits.

Or

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 (b) How is the allocation of funds for Education being done?

4. (a) State different types of cost of Education.

Or

(b) Write about any one approach of e d u c a t i o n a l p l a n n i n g .

5. (a) Explain the theoretical basis of educational finance.

Or

(b) What are the effect of E d uc at i o n al Financing?

6. (a) Discuss the budgetary control in Education.

Or

(b) What are the main issues in finance of Education?

7. (a) Critically evaluate role of NAAC in quality management in

Education.

Or

(b) Discuss the parameter for the quality management in Education.

8. (a) Enumerate the initiatives of the government of India for

improving quality in Education.

Or

(b) Explain the concept of A c c r e d i t a t i o n i n Education?

Page 129 of 178

 (MED 105A)
PART B- (2 x 15 30 marks)

Answer the following using Internal choice

Each questions carries 15 marks.

9, (a) Explain the policies and initiatives of Government of India for the
development of higher education.

Or

(b) Write a note on sources of finance for Education in India.

10. (a) State the role of NAAC in enhancing quality in higher

education.

Or

(b) Discuss the planning strategies in India that are been

followed.

Page 130 of 178

 (MED 105B)
M.Ed. DEGREE
EXAMINATION
First Semester
Paper-V B- ECONOMICS OF EDUCATION

Time: Three hours Maximum 70 marks

PART – A - (8 x 5 = 40 marks)

Answer the following questions with internal choice.

Each question carries five marks.

1. (a) Define economics of education. Write down its scope.

Or

(b) Classify the concept of economics of education with examples.

2. (a) How education play an important role for human resource

development?

Or
(b) Write a short note on "Education as consumption and
investment."

3. (a) What is the role of privatization on Education?

Or
(b) Write a short note on “Globalization and Education.”

Page 131 of 178

4. (a) Describe in short the public private partnership in Education.

Or

(b) Write down briefly cost benefit analysis in Education.

5. (a) How Liberalization affects positively in the field of Education?

Or

(b) Write a short note on “Market and Education.”

6. (a) What is relationship between politics of development and Education?

Or

(b) Explain briefly the causes of poverty in India.

7. (a) Describe the role of Education in migration.

Or

(b) Clarify the concept of Rate of Returns with reference to Education.

8. (a) Write down the determinants of educational costs.

Or

(b) Enumerate the problems measuring costs and benefits in

Education.

Page 132 of 178

 (MED 105B)

PART B- (2 x 15 30 marks)

Answer the following using Internal choice

Each questions carries 15 marks.

9. (a) Explain in detail the concept of human capital development- Describe

the different methods and techniques of measurement of human
capital.

Or

(b) Explain in detail the contemporary economic reforms in India and their
impact on Education.

10. (a) Discuss the relationship between poverty, schooling and Education
in detail.

Or

(b) Explain in detail the economic liberalization policies in Indiaand their

impact on Education.

Page 133 of 178

 (M. ED 201)
M Ed DEGREE EXAMINATION

(Regular)
Second Semester
Paper – 1: PERSPECTIVES OF EDUCATIONAL
SOCIOLOGY
(w.e.f. batch admitted during 2023-2024)

Time: Three hours Maximum 70 marks

PART – A - (8 x 5 = 40 marks)

Answer EIGHT of the following questions

Eachquestion carries 5 marks

Answer should not exceed 1½ pages.

1. (a) Discuss in brief the relationship between sociology and

education
Or
(b) Write a note on various types of social mobility

2. (a) Mention in brief sociological aims of education.

Or
(b) How is the knowledge of sociology useful to a teacher.
3. (a) What do you mean by social organization. Mention
anytwo characteristics of social organization.

Or

(b) Explain the characteristics of social stratification.

Page 134 of 178

 4. (a) What do you mean by social groups. Mention any four characteristics
ofsocial groups.
Or

(b) What is the need for equality of educational opportunities?

5.(a) What are the factors that determine social change?

Or

(b) Describe in brief the role of agencies in the process of

socialization

6.(a) Explain in brief the attributes of modernization.

Or
(b) Wright a note on cultural lag and cultural pluralism.

7.(a) Wright a note on sociological determinants.

Or

(b) Mention a few steps to eradicate poverty in India.

8. (a) Write short notes on Scouts and Guides.

Or

(b) What is your responsibility as a teacher towards upliftment of society?

Page 135 of 178

 (M. ED 201)
SECTION B (2 x 15 = 30 marks)
Answer the following using internal choice.
Each question carries 15 marks.
Answer should not exceed 5 pages.

9.(a) What educational programmes do you suggest to develop social values

inchildren?

Or

(b) Education is the modification of the behavior and culture is expressed and lived
in our behavior. Discuss the statement in the light of relationship between
education and culture.

10.(a) Bring out the interconnections between role, status and power.

Or

(b) Explain in detail the various functions of sociology within the society.

Page 136 of 178

 (M. ED 202)
M Ed DEGREE EXAMINATION

(Regular) Second Semester

Paper – II: ADVANCED EDUCATIONAL RESEARCH
(w.e.f. batch admitted during 2023-2024)

Time: Three hours Maximum 70 marks

PART – A - (8 x 5 = 40 marks)

Answer EIGHT of the following questions

Eachquestion carries 5 marks

Answer should not exceed 1½ pages.

1.(a) What is Phenomenological research? What are the kinds of problems studied in
suchresearch?
Or
(b) Give examples for different types of data collection sources in historical research?
Explain how the data collected is evaluated and authenticated?

2. (a) Distinguish between correlation studies and casual comparative studies.

Or

(b) What is the action research? Explain how case study technique could be used
for action research with help of an illustrative example

3. (a) What is a research report? what are the different

typesof reports? Describe briefly.

Or

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 (b) Describe the APA style of presenting references and bibliography.

4 (a) What criteria would be used to evaluate an

M.Ed.dissertation?.
Or

(b) Distinguish between research proposal and the research article.

5. (a) Discuss the use of chi-square test as

a. test of association
b. test of goodness of fit

Or

(b) What is multiple regression? Write down multiple regression equation

involvingthree variables and more than three variables

6. (a) Calculate Spearman correlation coefficient for

following data

A B C D E F G H
Score in English 25 49 70 22 60 78 40 62
Score in Telugu 32 54 90 53 71 68 50 56
. Or
(b) Discuss the utility of use of statistics in educational research.

7. (a) Explain with the help of examples the different errors that one would commit
while testing a Hypothesis.

Or

(b Define and illustrate concepts of

(i) Inferential statistics (ii) Standard error

(iii) Degrees of freedom (IV) Level of significance
(v) Sampling distribution

Page 138 of 178

8. (a) Discuss when, how and where would you
compute ANCOVA. What are the assumptions
you would make while computing ANCOVA.

Or
(b) Test the significance of the difference between percentage 76 and 88 computer for
the occurrence of a certain behavior for two groups of 150 boys and 180 girls.

(M. ED 202)
SECTION B (2 x 15 = 30 marks)
Answer the following using internal choice.
Each question carries 15 marks.
Answer should not exceed 5 pages.

9. (a) Describe the nature, types, advantages and limitations of different types
of experimental designs.
Or

(b) Two groups of school children are matching for me and standard deviation on a
groupintelligence test the records of two groups upon a battery of learning test or as
follows :

Group 1 Group 2
Mean 38 43

Standard deviation 8.2 13.1

Number 50 60

The correlation of group intelligence test and learning battery in the entire group
from which thetwo groups are drawn is 0.55. Is the difference between the two
groups significant at 0.05 land?

10.(a) calculate the coefficient of contingency for the following data:

Page 139 of 178

 Fathers Eye Color
Black Blue Hazal

Black 184 80 20
Spouse Eye Color Blue 73 120 14

Hazel 15 16 50

Or

(b) Distinguish between qualitative and quantitative research methods discuss

indetail about
(i) Case studies
(ii) Philosophical studies and
(iii) Analytical studies with reference to nature
procedureadvantages and limitations

Page 140 of 178

 (M. ED 203)
M Ed DEGREE EXAMINATION

(Regular/Supplementary)
Second Semester
Paper – III: EDUCATION STUDIES(Core)
(w.e.f. batches admitted during 2023-2024)

Time: Three hours Maximum 70 marks

PART – A - (8 x 5 = 40 marks)

Answer EIGHT of the following questions

Each question carries 5 marks

Answer should not exceed 1½ pages.

1.(a) Write about the significance of Ethics and Moral Education.

Or
(b) What are the characteristics of education?

2.(a) What do you know about the educational Planning in India?

Or
(b) What is vocationalisation of Secondary Education?

3. (a) Describe the problems of vocational education and can we solve these problems.
Or
(b)The role of Kendriya Vidyalaya in formatting Secondary Education. Write a note on it.4.

4(a) What are the contributions of Islamic education System?

Or
(b) Write about the similarities between Vedic and Islamic philosophy.
5. (a) How can we control the wastage and stagnation at
school level? Give some useful suggestions.
Or
(b) Write a note on the privatisation of education.
6. (a) Write a note on Secondary Educational Policies.
Or
(b) Write a note on Sarva Shiksha Abhiyan. How was
the program helpful in the eradication of illiteracy?
7. (a) Give some suggestions about improving the quality

Page 141 of 178

 of education.
Or
(b) What are the challenges in Higher Education?
8. (a) Chalk out a plan for ‘Learning without burden’
Present your ideas.
Or
(b) How will you address the problems of protective
discrimination in the name of religion.

(M. ED 203)
SECTION B (2 x 15 = 30 marks)
Answer the following using internal choice.
Each question carries 15 marks.
Answer should not exceed 5 pages.

9. (a) How can you integrate ICT successfully in the educational system at all levels? Present a detailed
plan on its implementation.
Or
(b) Write notes on the following. What are the constitutional provisions for
(i) Health Education
(ii) Value Education
(iii) Girls’ Education

10.(a) Critically examine the quality concerns at the Higher Education in India. Identify the areas
which are required to be improved.
Or
(b) Write notes on the following
(i) Education for Minorities
(ii) Education of children with special needs
(iii) Environmental Education

Page 142 of 178

 (M. ED 204A)
M.Ed. DEGREE EXAMINATION,
Fourth Semester
Paper I IV A –ELEMENTARY EDUCATION
(w.e.f. batch admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – (8 x 5 = 40 marks)

Answer the following questions with internal choice,

Each question carries 5 marks.

Answer should not exceed 1 ½ pages

1. (a) Define and differentiate the elementary education as a

fundamental right and elementary education as legal right.
Or
(b) Differentiate between the recommendations of the NEP
1968 and NPE 1986 in regard to elementary education in
India.
2. (a) Role of Non-Governmental Organizations in
promotingElementary education in India. Critically
examine it.
Or
(b) Examine the significance of KGBV in promoting education
among rural girls in the light of elementary education.

3. (a) Discuss the role of Operation Blackboard in improving

status of elementary education in India.

Or

(b) Compare the progress of minorities with SC/ST in regard to

Elementary education in India.

4. (a) Discuss the role of online resources and e-resources for

Page 143 of 178

 quality elementary education in India.

Or
(b) Examine the objectives of elementary education in relation
to its practices in the Indian schools.

5. (a) What do you understand by CCE? Provide some suitable

Examples for the practice of CCE in Indian schools.
Or
(b) Suggest the ways to improve learning achievement in
government Elementary schools in India.

6. (a) Examine the effectiveness of CCE in elementary education

in India.
Or

(b) Write a note on the Mahila Samakya Scheme and its

relevance to Elementary Education in India.

7. (a) Differentiate between computer assisted learning and

blended learning in the context of Elementary Education.

Or
(b) Examine the problems of evaluation system in Elementary
Education in India.

8. (a) What do you understand by multigrade teaching?

Explain with reference to elementary school.
Or

(b) Define and differentiate between peer-learning and

cooperative learning.

Page 144 of 178

 (M. ED 204A)
PART B – (2 x 15 = 30 marks)

Answer the following questions with internal

choice, Each question carries 15 marks.

Answer should not exceed 5 pages.

9. (a) “Learning outcomes in Elementary Education is the biggest

challenge” critically examine with suitable references.

Or
(b) How Sarva Shiksha Abhiyan revolutionized school
education in India? Discuss in detail.

10. (a) Can “Right to Education” ensure quality education in

Indian schools? Write critical explanation with positive
and negative sides of universalization.
Or
(b) What are the initiatives taken by the Government f India to
promote quality Elementary Education during last two
decades?

Page 145 of 178

 (M. ED 204B)

M.Ed. DEGREE EXAMINATION,

Fourth Semester

Paper IV B –SECONDARY EDUCATION

(w.e.f. batch admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – (8 x 5 = 40 marks)

Answer the following questions with internal choice,

Each question carries 5 marks.

Answer should not exceed 1 ½ pages

1. (a) Explain the meaning and significance of Secondary

Education.
Or
(b) What are the objectives of of Secondary Education?

2. (a) Discuss Wood’s Despatch with reference to of Secondary

Education in India.
Or

(b) Discuss major recommendations of Secondary

EducationCommission.

3. (a) What are the problems of Secondary Education?

Or

(b) How far do you agree with the present “Non-Detention

Policy” that is being implemented in secondary schools?

Page 146 of 178

4. (a) Write the constitutional provisions related with secondary
Education.
Or

(b) What do you understand my RMVA programme?

5. (a) What do you mean by Co-curricular Activities? Why such

activities should be organized in secondary schools?

Or

(b) How will you impart value education through your teaching
subject at secondary level?

6. (a) What is the impact of privatization on secondary schools

run by government and other local bodies?

Or

(b) Discuss the significance of vocational education.

7. (a) What suggestions do you have to improve the quality of

education at secondary level.

Or

(b) Explain the role of center and state governments in the

administration of Secondary Education.

8. (a) What is the role of Secondary Education for future

education and careers?

(b) How SUPW can be effecting implemented in secondary

Schools?

Page 147 of 178

 (M. ED 204B)
PART B – (2 x 15 = 30 marks)

Answer the following questions with internal choice,

Each question carries 15 marks.

Answer should not exceed 5 pages.

9. (a) Discuss the role of Secondary Education in personality

development of the students.

Or

(b) Highlight the present status of Secondary Education in

your state with reference to the principles of equity and
equality.

10 (a) Discuss how Secondary Education can prepare good

citizen of India through it’s curricular, co-curricular and
extra-curricular activities.

Or

(b) What inputs did you like to give with regard to Secondary
Education for making an effective national policy on
education?

Page 148 of 178

 (M. ED 205A)
M.Ed. DEGREE EXAMINATION
Second Semester
Paper VA– SPECIAL EDUCATION
(Elective Foundation Course)

Time: Three hours

(w.e.f. the batch admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – (8 x 5 = 40 marks)

Answer the following questions with internal

choice, Each question carries 5 marks.

Answer should not exceed 1 ½ page.

1. (a) Describe the concept of impairment disability and handicap.

Or
(b) Explain the history of special education in India.

2. (a) What is the nature and scope of special

education?
Or
(b) Describe briefly importance of inclusive education.

3. (a) What are the facilities of disabled in an inclusive education?

Or
(b) List the Natural Institutes of handicapped and describe the importance of
national institute for handicapped.

4. (a) What are the recommendations of NPE 1986 for education of disabled?
Or
(b) What is the role of RCI is the rehabilitation of disabled?

Page 149 of 178

5. (a) Define blindness and what are the preventive measures to avoid visual impairment?
Or
(b) What are the characteristics of visual impairment?

6. (a) How a school can become barrier free environment?

Or
(b) What are the fore natal causes of Mental Retardation?

7. (a) Define Learning disability. How to identity a learning-disabled child?

Or
(b) What are the preventive measure of mental retardation?

8. (a) Describe the concept main streaming.

Or
(b) What is a resource room?

(M. ED 205A)
PART B – (2 x 15 = 30 marks)

Answer any TWO questions with internal choice,

Each question carries 15 marks.

Each answer should not exceed 5 pages

9. (a) Describe PWD Act 1995.

Or
(b) Define Hearing Impairment and describe the amplification devices for the
hearing-impaired.

10. (a) Describe the role of family and community in educating a ‘differently abled’ child.
Or
(b) Explain the competencies of teachers and teacher educators.

Page 150 of 178

 (M. ED 205B)

M.Ed. DEGREE EXAMINATION,

(Regular)

Second Semester

Paper VB – COMPARATIVE EDUCATION

(Elective Foundation Course)

(w.e.f. the batch admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

SECTION A – (8 x 5 = 40 marks)

Answer EIGHT questions with internal choice,

Each question carries 5 marks.

Answer should not exceed 1 ½ page.

1. (a) What is the need and importance of comparative education?

Or
(b) What are the factors of comparative education?

2. (a) Write short notes on global trends in comparative education.

Or
(b) What are the educational activities of the UNO?

3. (a) What are the objectives of school education in USA and UK?
Or
(b) Compare higher education in USA and UK?

4. (a) Explain the concept of Open learning with suitable examples.

Page 151 of 178

 Or
(b) What are the problems of developing countries?

5. (a) What are the drawbacks of Indian educational system explain?

Or
(b) According to you which countries teacher education is best? Why?

6. (a) What are the effects of asterism in India on educational system?

Or
(b) What measures do you suggest to eradicate beggary in our country?

7. (a) How does the knowledge of comparative education help an individual?

Or
(b) What are the causes of economic inequalities in India?

8. (a) What can we learn by understanding foreign educational system?

Or
(b) What is cross disciplinary approach?
(M. ED 205B)

SECTION B – (2 x 15 = 30 marks)

Answer TWO questions with internal choice,

Each question carries 15 marks.

Each answer should not exceed 5 pages

9. (a) What are the problems of multicultural society? How does it affect the
educational system?
Or
(b) What are the functions of UNO in promoting educational opportunities
among the members of the countries?

10. (a) How does the knowledge of educational system of various countries help us?
Or
(b) What are the educational problems of our country? Which one is important? Why?

Page 152 of 178

 (M. ED 301)

EXAMINATION, FEBRUARY 2021.

Third Semester

Paper I – GUIDANCE AND COUNSELLING

(w.e.f. the batches admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

SECTION A – (8 x 5 = 40 marks)

Answer the following questions with internal choice,

Each question carries 5 marks.

Answer should not exceed 1 ½ page.

1. (a) Brief out the concept of Guidance.

Or
(b) List out the Agencies of Guidance.

2. (a) Explain the Types of Guidance.

Or
(b) Elucidate the Need and Scope of the Guidance.

3. (a) What are the Principles of Educational Guidance.

Or
(b) What is the need of Guidance for special learners?

4. (a) Explain the importance of Vocational Counselling.

Or
(b) What is importance of Vocational Guidance?

5. (a) What is the Role of Counsellor in Personal Guidance?

Or
(b) Brief out the Scope and Principles of Group Guidance.

Page 153 of 178

6. (a) Enlist Techniques in Group Guidance.
Or
(b) Elucidate the Family and Health Guidance.

7. (a) Explain the concept and Guidance and Counselling.

Or
(b) What are the uses of tents in Guidance and counseling?

8. (a) Elucidate the Group Counselling.

Or
(b) Write about the Directive Approaches in Counselling.

(M. ED 301)

SECTION B – (2 x 15 = 30 marks)

Answer the following questions with internal

choice, Each question carries 15 marks.

Each answer should not exceed 5 pages

9. (a) Write an essay on Varies types of Guidance Services.

Or
(b) Explain the Guidance at different levels.

10. (a) Theories of Vocational Guidance – Holland and Anne Roes – Explain.
Or
(b) List out the characteristics of Good Counselling?

Page 154 of 178

 (MED 302)

M.Ed. DEGREE EXAMINATION, OCTOBER 2021.

Third Semester
Paper II – TEACHER EDUCATION
(w.e.f. the batches admitted during 2023-2024)
Time: Three hours Maximum: 70 marks
PART A – (8 x 5 = 40 marks)
Answer EIGHT questions with internal choice,
Each question carries 5 marks.
Answer should not exceed 1 ½ page.

1. (a) Why is it essential for the teachers to have the knowledge of Teacher Education? Give
five reasons.
Or
(b) What is the scope of teacher education?

2 (a) What is the importance of NPE1986?

Or

(b) What practical problems have you observed during internship?

3 (a) What is the role and functions of state institutes of Education?

Or
(b) What are the causes of poor quality of students in teacher educational institutions?

4 (a) What is the purpose of establishing IASE?

Or
(b) What are the objectives of establishing NCTE

5 a) Justify the inclusion of pre-primary teacher education programme as a professional

course.
Or
(b) Discuss the objectives of teacher education at senior secondary level.

6 a) Discuss about nature of research in teacher education.

Or
(b) What do we mean by professional commitment and accountability of teacher educators?

7 a) Describe the areas that could be included under teaching and teacher characteristics to
undertake research?
.
Or
(b) Discuss the implications of research in teacher education.

Page 155 of 178

8 a) Justify the nomenclature of teacher educational programmes as “Professional
programmes”.
Or
(b) What are the recent trends in research in teacher education?

(MED 302)
PART B – (2 x 15 = 30 marks)
Answer the following questions with internal choice,
each question carries 15 marks.
Answer should not exceed 5 pages.
9 (a) Describe the norms and standards to be maintained to run a primary teacher education
program.
Or
(b) Present a comparative picture of objectives of teacher education at different levels
starting from preprimary to senior secondary level.

10 (a) Discuss in detail the trends of research in teacher education.

Or
(b) Discuss how the different components of teacher effectiveness, teacher commitment and
teacher competencies can be measured by the different types of performance appraisals of
teachers.

Page 156 of 178

 (MED. 303)

M.Ed. DEGREE EXAMINATION, FEBRUARY 2022

(Regular) Third Semester

Paper III – LIFE SKILLS EDUCATION

(Skill Oriented Course)

(w.e.f. the batch admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

SECTION A – (8 x 5 = 40 marks)

Answer the following questions by following internal choice.

Answer should not exceed 1 ½ Pages.

1. (a) Explain the concept of life skills.

Or
(b) Explain the need for the development of life skills among students.

2. (a) What is the significance of life skills education in 21st Century classrooms?
Or
(b) Explain the role of life skills in overall development of the learners.

3. (a) What are the stages of ‘Creative thinking’?

Or
(b) Explain the components of ‘Critical thinking’.

4. (a) What are the steps involved in problem solving?

Or
(b) Write a brief note on the different cognitive skills.

5. (a) Write a short note on block busting.

Or
(b) What is the process of taking an effective decision?

Page 157 of 178

6. (a) What is empathy? How do you make your students empathetic towards others?
Or
(b) Write the components of self-awareness.

7. (a) What is stress? How does stress influence an individual’s performance?

Or
(b) Delineate the importance of interpersonal relationships in social life.

8. (a) What are the uses of relaxation skills? Explain any one relaxation techniques.
Or
(b) Explain the role of emotional intelligence in coping with emotions.

(MED. 303)

SECTION B – (2 x 15 = 30 marks)

Answer ALL questions.

9. (a) Explain in detail the various strategies to develop effective communication skills.
Or
(b) Write an essay on the development of psychosocial skills among learners.

10. (a) Explain various strategies to develop effective decision-making skills among
thestudents.
Or
(b) Explain the role of meditation and relaxation exercises in coping with
stress and emotions.

Page 158 of 178

 (M. ED 304A NR)
M.Ed DEGREE EXAMINATION

(Regular)

Third

Semester

Paper VI A ADULT AND NON FORMAL EDUCATION

(Generic Elective)

(w.e.f. the batch admitted during 2023-2024)

Time Three hours Maximum 70 marks

SECTION A – (8 x 5 = 40)

Answer EIGHT questions with internal

choice Each question carries 5 marks

Answer should not exceed 1 ½ pages.

1. (a) what are objectives of adult education.

Or
(b) Explain the Importance of Adult education for economic development.

2. (a) What is the difference between functional literacy and literacy?

Or

(b) What do you understand by Teacher dominated method?

3. (a) What are the problems of adult education programme?

Or
(b) What are the non-governmental agencies of adult education?

4. (a) What are the recommendations of NPE (1986) regarding adult education?

Or

Page 159 of 178

 (b) Explain the nature of non-formal education.

5. (a) What is the difference between adult education and non-Formal

education?

Or

(b) What is the difference e between the regular and distance? Mode
courses?
6. (a) Explain the administrative structure of adult education.

Or

(b) Explain the concept of continuing Education.

7. (a) What is the structure of continuing Education?

Or

(b) What are the needs of the adult learning?

8. (a) What are the needs of the students who are pursuing their education through

continuing education?

Or

(b) What are the similarities between adult and continuing education?
(M. ED 304A)

PART – B – (2 x 15 = 30 marks)
Answer the following questions with internal choice
Each question carries 15 marks.
Answer should not exceed 5 pages

9. (a) Why do we need adult education programmes? How does it promote social

economical development of our country?

Or
Page 160 of 178
 (b) What are the objectives of continuing education? How does it cater to the needs

of the learner?

10. (a) What are the various norms of adult primary programmes Explain about

them in detail?

(b) What are the problems of adult and continuing education? What measures do

your suggest to improve them?

Page 161 of 178

 (MED. 304B)

M.Ed. DEGREE EXAMINATION, FEBRUARY 2022

(Regular) Third Semester
Paper IVB – INCLUSIVE EDUCATION
(Generic Elective)

(w.e.f. the batch admitted during 2023-2024)

Part A has eight questions with internal choice

All questions must be answered following internal choice,

Each question carries 5 marks.

Answer should not exceed 1 ½ page.

Time: Three hours Maximum: 70 marks

1. (a) Describe briefly the concept of Inclusive education.

Or
(b) State the need and importance of Inclusive education.

2. (a) Differentiate between the concept of Integrated and Segregated education.

Or
(b) What do you mean by special education?

3. (a) Explain briefly the advantages of inclusive education for all children.
Or
(b) Enumerate the recommendations of NPE (1986-92) and SSA with reference to
Inclusive education.

4. (a) What are the current laws and policies supporting integrated Education in India?
Or
(b) Describe the role and functions of IEDC and DPEP in the field of Inclusive education.

5. (a) Write a note on the meaning and concept of diverse needs.

Page 162 of 178

 Or
(b) Why do we need remedial Education?

6. (a) Explain briefly any one approach of inclusive education.

Or
(b) Discuss briefly the role of community members for supporting inclusive of
children withdiverse needs.
7. (a) What are the different causes of school’s backwardness among students?
Or
(b) How parents can play an important role in promotion of Inclusive education?

8. (a) What do you mean by multiple disabilities? Support your answer with the help of
suitableexamples.
Or
(b) Explain the causes of visual impairement.

(MED. 304B)
SECTION B – (2 x 15 = 30 marks)

Answer ALL questions.

9. (a) Enumerate the historical perspectives on education of children with diverse

needs indetail.
Or
(b) Explain in detail about the various initiatives of inclusive education at World level.

10. (a) Who are gifted children? How do you identify gifted children? Suggest
educationalprogrammes for gifted children.
Or
(b) What are the causes of hearing impairment? Describe the different
approaches ofteaching the students with hearing impairment.

Page 163 of 178

 (M.ED 305A)
M.Ed. DEGREE EXAMINATION,

Third Semester

Paper VA – VALUE EDUCATION

(Generic Elective)

(w.e.f. batches admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – (8 x 5 = 40 marks)

Answer the following questions with internal choice,

Each question carries 5 marks.

Answer should not exceed 1 ½ pages.

1. (a) Discuss the relationship between Values and Education.

Or

(b) Elucidate the different classifications of Values

2. (a) Short note on consideration model and social action model.

Or

(b)Which are the sources of Values?

3. (a) Justify the role of parents in promoting value education.

Oe

(b) What do you mean by value crisis?

Page 164 of 178

 4. (a) Explain various teaching techniques to be adopted in

value education.

Or

(b) State the content of Value Education at elementary level.

5. (a) Bring out the needs of Value Education.

Or

(b) Write the benefits of religion as a strong source of values.

6. (a) Is direct method of teaching helpful for value education?

Justify.

Or

(b) Define the term Value education.

7. (a) What is the contribution of society to value formation?

Or

(b) What is the best stage of inculcating values of the students?

Justify.

8. (a) List the ways to instill values in the secondary school

students.

Or

(b) What are the values propagated by the Indian Philosophy?

Page 165 of 178

 (M. ED 305A)
PART B – (2 x 15 = 30 marks)

Answer the following questions with internal

choice,Each question carries 15 marks.

Answer should not exceed 5 pages.

9. (a) Critically analyze the role of media and school in value formation.

Or

(b) Examine the contribution of two criminal personalities of the world to

value education.

10. (a) Elucidate the need and importance of orientation on value education to

Prospective teachers.

Or

(b) Explain the contribution of a teacher to value formation – Justify.

Page 166 of 178

 (M. ED 305B)
M. Ed DEGREE EXAMINATION
Third Semester
Paper V B – WOMEN EDUCATION
(w.e.f. the the batches admitted during 2023 – 2024)
Time: Three hours Maximum 70 marks
PART A – (8 x 5 = 40 marks)
Answer the following questions with internal choice
Each question carries 5 marks
Answer should not exceed 1 ½ page.

1.(a) What is the need for women education?

Or
. (b) What was the status of women education in the Pre-Independence
period?
2.(a) Mention any two recent trends in women education.
Or
(b) What are the important recommendations of educational committees on women
education?
3.(a) Mention the Gender diversities and disparities in enrolment,
Or
(b) How to provide education for the marginalized women.
4.(a) Write a note on skill development for women.
Or
(b) What is the importance of Entrepreneurship for Women?
5.(a) Discuss on the health and healing practices prevalent among women in India.
Or
.(b) Write a short note on ‘Maternal and Child Health (MCH)’
6.(a) What are the factors that influence the mental health of women?
Or

Page 167 of 178

 .(b) What is Life Cycle Approach to Women’s Health?
7.(a)Explain the obstacles confronted by women in achieving empowerment.
Or
(b) Write about Global Gender Gap Index (GGGI).
8.(a) What is the role of NGOs in Women Development
Or
(b) Mention any two government programmes for promoting economic empowerment of
women in India.

(M. ED 305B)
PART – B – (2 x 15 = 30 marks)
Answer the following questions with internal choice
Each question carries 15 marks
9.(a) Write in detail about the National Committees and Commissions for Women.
Or
.(b) What is Entrepreneurship? What are its traits? What factors do contribute to the
Entrepreneurship of Women?
10.(a) Explain clearly about the significance of National Health Policy and Programmes for
Women in India.
Or
.(b)Mention the Women’s Rights and Constitutional provisions for Women in India.

Page 168 of 178

 (M. ED 401)

M.Ed. DEGREE EXAMINATION

Fourth Semester

Paper I – CURRICULUM STUDIES

(w.e.f. batches admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – (8 x 5 = 40 marks)

Answer the following questions with internal

choice, Each question carries 5 marks.

Answer should not exceed 1 ½ pages.

1. (a) Write the meaning and definitions of curriculum.

Or
(b) What are the scope of curriculum?

2. (a) Write about the foundations of curriculum.

Or
(b) Explain the curriculum processes.

3. (a) How do you plan for curriculum construction?

Or
(b) What do you understand by environmental base of curriculum planning?

4. (a) What are the approaches of curriculum organization?

Or
th
(b) Write about 20 century trends in curriculum planning at various levels.

5. (a) What do you understand by development try-out in curriculum?

Or
(b) Explain the role of teachers in curriculum development.

6. (a) What do you mean by need for curriculum change?

Page 169 of 178

 Or
(b) Explain the role of administrators in evaluation of curriculum.

7. (a) What are the sources of curriculum evaluation?

Or
(b) What do you mean by norm – referenced testing?

8. (a) Why should a curriculum re constructed?

Or
(b) What are the evaluation approaches related to individual?

(M. ED 401)
PART B – (2 x 15 = 30 marks)

Answer the following questions with internal

choice, Each question carries 15 marks.

Answer should not exceed 5 pages.

9. (a) What do you mean by curriculum issues? Discuss discipline-based issues

mentioned inNational Curriculum Framework (NCF-2005).
Or
(b) Describe the developmental and Socio – Economic base of curriculum planning.

10. (a) Explain the models of curriculum development.

Or
(b) What are the sources of curriculum evaluation? Discuss about pre-testing and
post-testingaspects of curriculum evaluation.

Page 170 of 178

 (M. Ed 402)
M. Ed DEGREE EXAMINATION
Fourth Semester
Paper III2– MEASUREMENT AND EVALUATION

(w.e.f. the thatch admitted during 2023 – 2024)

Time: Three hours Maximum 70 marks
PART A – (8 x 5 = 40 marks)

Answer the following questions with internal choice

Each question carries 5 marks

Answer should not exceed 1 ½ pages.

1. (a) what is the role of evaluation in education?

Or
(b) what is measurement? How does it differ from Evaluation?
2. (a) Differentiate between ‘Interval’ and Ratio scales with examples?
Or
(b) Differentiate between ‘Criterion reference’ and Norm referenced’ Evaluation?

3. (a) What are the uses of Teacher made test and standardized Test?
Or
(b) How do you measure interests?

4. (a) What is validity? What are different types of validity?

Or
(b) What are the factors that influence reliability?
5. (a) What are C – Scores? How are they computed?
Or
(b) What are T – Scores? Discuss uses of T scores

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6. (a) Discuss about “Thematic Appreciation Test?
Or
(b) What are the advantages and disadvantages of “Projective Techniques”?

7. (a) Differentiate between ‘non – verbal and ‘Performance Tests’ of Intelligence?

Or
(b) What are the advantages of using Computers in Evaluation?

8. (a) Explain the major challenges in using CCE (Continuous Comprehensive

Evaluation)
Or
(b) Explain briefly about choice Based credit system of Teaching and Evaluation?

(M.Ed. 402)
PART – B – (2 x 15 = 30 marks)
Answer the following questions with internal
choice Each question carries 15 marks.
Answer should not exceed 5 pages

9. (a) Explain the process of item – analysis and its importance in test construction.
Or
(b) Discuss any one method of estimating reliability of an achievement test along with
its merits and demerits.
10. (a) Explain the significance of Self – reporting technique. What suggestions and
precautions would you like to offer while using self-reporting technique of
evaluation?
Or
(b) Suggest significance guidelines to use progress reports, for Evaluation. What
aspects of a student do these reports reveal?

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 (M. ED 403)

M.Ed. DEGREE EXAMINATION,

Fourth Semester

Paper III– INFORMATION AND COMMUNICATION

TECHNOLOGY(ICT) EDUCATION

(w.e.f. the batch admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – ( 8 x 5 = 40 marks)

Part A has eight questions with internal choice

All questions must be answered following internal choice,

Each question carries 5 marks. A

nswer should not exceed 1 ½ page.

1. (a) Write the meaning and Nature of ICT in Education?

Or
(b) What are the applications of ICT in ‘Evluation’?

2. (a) Explain the role of ICT in Personality Development of a Student.

Or
(b) ‘ICT has immense potential for Professional Development of teachers’ – Justify.

3. (a) What are the functions of Operating Systems?

Or
(b) What are the Hardware and Software requisites for internet connection?

4. (a) Differentiate ‘Web pages’ and ‘HTML’.

Or
(b) What are Elements of Educational Multimedia?

5. (a) Differentiate ‘Data and Information’. What are the different types of data?
Or
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(b) What is ‘Database Management’? Explain its signidicance in School management.
6. (a) What is ‘Cloud Computing’? Explain its benefits to Educational Research.
Or
(b) Explain the importance of ‘Data Storage’ and File management’.

7. (a) What are ‘E-Journals’? Explain the salient features.

Or
(b) Write a short not on “E-Learning and Classroom Dynamics”?

8. (a) What is a ‘Virtual Campus’? What are the different functions of Virtual Campuses?
Or
(b) Write a note on Electronic Portfolio.

(M. ED 403)
PART B – (2 x 15 = 30 marks)

Part - B shall have TWO questions with internal

choice Two questions need to be answered with

internal choice, Each question carries 15

marks.

9. (a) What is ‘Educational Multimedia’? Explain its elements and application to the
field ofEducation.
Or
(b) Describe the ICT resources for Research and Administration.

10. (a) What is Management Information System? Discuss the merits of

managementInformation Systems in the field of Educational
Administration.
Or
(b) What is web based learning? Discuss the principles, advantages and
disadvantages ofweb based learning.

Page 174 of 178

 (M. ED 404A)
M.Ed. DEGREE EXAMINATION
Fourth Semester
Paper IVA – ENVIRONMENTAL EDUCATION AT ELEMENTARY
LEVEL
(Generic Elective)
(w.e.f. batch admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – (8 x 5 = 40 marks)

Answer the following questions with internal choice,

Each question carries 5-mark

Answer should not exceed 1 ½ pages.

1. (a) What is the importance of Environmental Education.

Or
(b) Explain the relationship between man and Environment.

2. (a) What are the psychological perspectives of Environmental

Education?
Or
(b) What are the foundations of Environmental Education?

3. (a) Explain Physical and air pollution with suitable examples.

Or

(b) What are the causes of water pollution?

4. (a) What are the causes of Soil erosion? Explain.

Or

(b) Explain the nature of programmes of environmental Education carried out at Primary
Level.

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5. (a) What do you mean by ecosystem? Expain.

Or

(b) Write about biotic components of nature system.

6. (a) What are the impact of scientific and technological invention on the environmental
system?
Or

(b) What are the impact of industrial growth on the environmental system?

7. (a) Why treating Environment Education as a separate subject now? Explain.

Or
(b) What is the role of project and exhibition in developing environment education?

8.(a) Write about the nature water prevention and control Polution Act

1974. Or

(b) Write about the wildlife Protection Act 1972.

(M. ED 404A)
PART B – (2 x 15 = 30 marks)
Answer the following questions with internal

choice, Each question carries 15 marks.

Answer should not exceed 5 pages.

9. (a) Discuss the ecological perspectives of Environmental Education.

Or

(b) Discuss the need for conservation, preservation and protection of rich
Environmental heritage.

10. (a) Explain the natural resources. Describe about Biotic resources.

Or
(b) Discuss in detail the Air prevention and control of Pollution Act 1989

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 (M. ED 404B)
M.Ed. DEGREE EXAMINATION,
Fourth Semester
Paper IV B – ENVIRONMENTAL EDUCATION AT SECONDARY LEVEL
(w.e.f. batch admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – (8 x 5 = 40 marks)

Answer the following questions with internal choice,

Each question carries 5 marks.

Answer should not exceed 1 ½ page.

1 (a) What are the aims and objectives of Environmental Education?

Or
(b) Explain the guiding principles and foundations of Environmental Education at
Secondary level.

2. (a) Describe the relationship between human being and environment.

Or

(b)Describe the psychological perspectives of environment education.

3.(a) Explain the environmental pollution.

Or
(b) What are the causes of extinction of flora and fauna?

4.(a) Explain the impact of deforestation on environment.

Or
(b)What types of activities can be planned for environmental education at
secondary education institutions?

5.(a) Explain the Earth and Biosphere.

Or
(b) What do you mean by natural resources? Explain abiotic resources.

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6. (a) What do you mean by human systems and human adaptations to environment?

Or

(b) Describe the impact of technological and scientific growth on environment

and Eco system.

7, (a) Discuss the role of educational institutions in disaster management.

Or
(b)Describe the nuclear, solid and liquor-waste and their mechanism of management.

8. (a) Write about the Stockholm conference – 1972.

Or
(b)Write about the Johannesburg conference 2002.

(M. ED 404B)
PART B – (2 x 15 = 30 marks)

Answer the following questions with internal choice,

Each question carries 15 marks.

Each answer should not exceed 5 pages

9.(a) Explain the need for conservation, preservation and protection of rich environmental
heritage.
Or
(b) Discuss the concept and importance of sustainable development.

10.(a) Discuss the Global environmental problems Global warming, ozone

depletion and e-waste.
Or
(b) Describe the different environmental movements – Chipko movement,
Silent valley movement and Narmada Bachao movement.

Page 178 of 178

 (M. ED 405A)
M.Ed. DEGREE EXAMINATION,
Fourth Semester

Paper VA – HUMAN RIGHTS EDUCATION

(Open Elective)
(w.e.f. batches admitted during 2023-2024)

Time: Three hours Maximum: 70 marks

PART A – (8 x 5 = 40 marks)

Answer EIGHT questions with internal choice,

Each question carries 5 marks.

Answer should not exceed 1 ½ pages.

1. (a) Explain the need and scope of human right education.

Or
(b) Discuss about the role of international court of justice in protection of human
rights.

2. (a) Discuss the reasons for relations of human rights.

Or
(b) Describe the power of the national human rights commission.

3. (a) Human rights education adfafdjfla an which all individuals are

independent equal and fearless discuss.
Or
(b) What are the fundamental rights guaranteed to the citizens of India by the
constitution?

4. (a) What are cultural rights? How are the cultural rights of India citizens
promoted and protected?
Or
(b) How could religious agencies be means for disseminating promoting
human rights education? Explain?

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5. (a) Discuss the role of proactive media in focusing on Human rights relations in
India.
Or
(b) Suggest ideas to eliminate human trafficking.

6. (a) Identify the internationally recognized human rights and

categories them.
Or
(b) What are the problems of protecting human rights in a cultural
diversity?

7. (a) Discuss the instructions from dfafj Human Rights Education at the ssss
Or
(b) What are the harriers in implementing Human Rights Education
suggest fdasdf to overcome them.

8. (a) Examine the nature of human rights traditional India cultures.

Or
(b) Describe the directive principle of state policy with reference to human rights
protection.

(M. ED 405A)
PART B – (2 x 15 = 30

Answer TWO questions

With internal choice,

Each question carries 15 marks.

Answer should not exceed 5 pages

9. (a) Write about the curriculum of HRE in primary and secondary level.
Or
(b) Discuss the objectives principles and methods of human rights education.

10. (a) Discuss in detail the role of UNICEF in promoting the right of children in the
world.
Or
(b) How does protection of environment promote human rights? Critically examine.

Page 180 of 178

 (M. ED 405B)

M. Ed DEGREE EXAMINATION
Fourth Semester
Paper V B – Human Values and Professional Ethics
Specialization – B
(w.e.f. the thatches admitted during 2023 – 2024)
Time: Three hours Maximum 70
marks
PART A – (8 x 5 = 40 marks)
Answer the following questions with internal choice
Each question carries 5 marks Answer should not exceed 1 ½
page.

1. (a) Write about the concept of human values.

Or
(b) What is Self-Exploration?
2.(a) What is the process of Value Education?
Or
(b) What is the right way of understanding happiness and prosperity?
3.(a) What are the needs of self and body/
Or
(b) How do you understand the characteristics of one self?
4.(a) “͞Family is a natural laboratory to understand human relationships”. Explain
Or
(b) What are foundational values?
5.(a) What is meant by harmony in nature?
Or
(b) Write about inter-connectedness in nature.
6.(a) What is meant by Self-regulation in nature?
Or
(b) How do you relate value-based life and profession.?
7.(a) Define and explain personal ethics and professional ethics.
Or
(b) Discuss the defects in ethical human conduct.

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8.(a) What is ethical human conduct? Explain it in terms of values, policies and
character.
Or
(b)How do you ensure competence in professional ethics?
(M. ED 405B)
PART – B – (2 x 15 = 30 marks)
Answer the following questions with internal choiceEach
question carries 15 marks.
Answer should not exceed 5 pages.

9.(a) What is the need of four value education in the present day professional oriented
education?
Or
(b) How can we visualize a universal harmonious order in society.
10.(a)What do you mean by a holistic perception of harmony at all levels of existence.
Or
. (b) Discuss the need to focus on professional ethics.

Page 182 of 178

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