PANJAB UNIVERSITY, CHANDIGARH-160014 ( INDIA)

(Estd. Under the Panjab University Act VII of 1947 – enacted by the Govt. of India)

FACULTY OF EDUCATION
SYLLABI
FOR
M.Ed. (GENERAL)
Two Year (Regular Course) Semester System
(I to IV Semesters)
&
CREDIT BASED SYSTEM
EXAMINATION 2019-2021
 APPLICABILITY OF REGULATIONS FOR THE TIME BEING IN FORCE

Notwithstanding the integrated nature of the course spread over four semesters in two academic
years, the regulations in force at the time a student joins a course shall hold good only for the
examinations held during or at the end of each semester. Nothing in these regulations shall be
deemed to debar the University from amending the regulations subsequently and the amended
regulations, if any, shall apply to all students whether old or new.
 M.ED. (GENERAL)

TWO YEARS REGULAR COURSE CREDIT BASED SEMESTER SYSTEM

SEMESTER-WISE OUTLINE OF SYLLABI, COURSES OF READING AND TESTS
FOR THE DEGREE OF M.ED. (GENERAL) FOR THE EXAMINATION OF 2019-2021

GENERAL OBJECTIVE
To prepare students as Teacher Educators, Administrators and Researchers for various
institutions engaged in Teaching, Educational Research and Educational Planning.

SPECIFIC OBJECTIVES: The objectives for M.Ed. (General) course are as follows:
• To prepare teacher educators and other education professionals including curriculum
developers, educational policy analysts, planners, administrators, supervisors, school
principals and researchers.
• To prepare professionals for teaching in colleges of education.
• To train professionals for psychological testing; personal, educational and vocational
guidance; statistical analysis with an educational orientation.
• To orient students for participation in programmes of educational evaluation and
examination reforms.
• To train professionals for organizing curriculum development and preparation of
instructional materials.
• To prepare teacher educators through systematic study and research in order to contribute
to the development of educational literature and lead to the growth of education as a
discipline.

GUIDELINES FOR CONTINUOUS INTERNAL ASSESSMENT

The following are the guidelines, mode of testing and evaluation for Continuous Internal
Assessment of students. It will include written/house test, snap test, participation in discussion
in the class, sessional work, term papers, attendance etc. The Colleges/Departments will conduct
these and assign weightages as quantified below:
1. Written Test : 50 marks
2. Snap Test : 15 marks
3. Participation in Class discussion : 10 marks
4. Term Paper/Assigment/Presentation : 15 marks
5. Attendance : 10 marks
Total: 100 (reduced to 20)

Weightage of three marks for attendance component out of 20 marks for Continuous Internal
Assessment shall be available only to those students who attend 80% and more of classroom
lectures. The break-up of marks for attendance component for theory papers shall be as
under:

2
 Attendance Component Marks for Theory
Papers
a) Below 80% Nil

b) 80% and above up to 85% 1

c) Above 85% 2

Duration of each paper in the semester end examinations will be of three hours.

3
 Outlines of tests, syllabi and courses of reading for M.Ed. (General) 2 Year Syllabus

M.Ed. General Semester I

Program Code: MEDGN-I

Paper Course Course Title Credits External Internal Total

Code Theory Practical Assessment Sessional
work/
Practical
I C01-PIE-I Perspectives 4 70 - 20 10 100
in Education-I (sessional
work)
II C02-LLP-I Learner and 4 60 10 20 10 100
Learning (Practical)
Process-I
III C03-ERS-I Educational 4 70 - 20 10 100
Research and (sessional
Statistics-I work)
IV C04-HOE-I History of 4 70 - 20 10 100
Education-I (sessional
work)
V C05-TED-I Teacher 4 70 - 20 10 100
Education-I (sessional
work)
VI C06-DIS-I Dissertation – - - - - - -
I
(Orientation
to writing a
synopsis)

Aggregate of Semester - I = 500 marks Total Credits = 20

One Credit= 1 hour/week

4
 M.Ed General Semester II

Program Code: MEDGN-II

Paper Course Course Title Credi External Internal Total

Code ts
Theor Practica Assessme Sessional
y l nt work/Pract
ical
I C07-PED-II Process of 4 70 - 20 10 100
Education-II (sessional
work)
II C08-PIS-II Psychology for 4 60 10 20 10 100
Individual and (Practical)
Social
Development-II
III C09-ERS-II Educational 4 70 - 20 10 100
Research and (sessional
Statistics-II work)
IV C10-DIS-II Dissertation-II 1 - - 25 - 25
(submission of
Research
Proposal)
V C11-SDS-II Self 1 - - 25 - 25
Development
Skills –II (Yoga,
Communication
and Professional
Skills)
VI Any one of the following:
E01-PSE-II Pedagogy of 4 70 - 20 10 100
Science (sessional
Education-II work)
E02-PSS-II Pedagogy of 4 70 - 20 10 100
Social Science (sessional
Education-II work)
E03-PLE-II Pedagogy of 4 70 - 20 10 100
Language (sessional
Education-II work)
E04-PME-II Pedagogy of 4 70 - 20 10 100
Mathematics (sessional
Education-II work)

Aggregate of Semester - II = 450 marks

Total Credits = 18
One credit= 1 hour/week

5
 M.Ed General Semester III

Program Code: MEDGN-III

Paper Course Course Title Credi External Internal Total

Code ts
Theor Practic Assessme Sessional
y al nt work/Practi
cal
I C12- Education for 4 70 - 20 10 (sessional 100
ESD-III Sustainable work)
Development
& Global
Peace-III
II C13- Guidance and 4 60 10 20 10 (Practical) 100
GNC-III Counselling-
III
III C14- Measurement, 4 70 - 20 10 (sessional 100
MEV-III Assessment work)
and
Evaluation-III
IV C15- Educational 4 70 - 20 10 (sessional 100
EPF-III Management, work)
Policy
Planning and
Financing-III
V C16- Field 2 - - 50 - 50
FAI-III Attachment/In
ternship
(Actual
Conduct)

Aggregate of Semester - III = 450 marks

Total Credits = 18
One credit= 1 hour

6
 M.Ed General Semester IV
Program Code: MEDGN-IV

Paper Course Course Title Credi External Internal Total

Code ts
Theor Practic Assessme Sessional
y al nt work/Practi
cal
I C17- Educational 4 60 10 20 10 (Practical) 100
EDT-IV Technology
and ICT-IV
II C18- Dissertation- 5 100 - 25 - 125
DIS-II IV (Viva
Voce)
III C19- Field 2 50 - - - 50
FAI-III Attachment/In
ternship-IV
(only
Assessment)
IV C19- Self 1 - - 25 - 25
SDS-II Development
Skills –II
(Yoga,
Communicatio
n and
Professional
Skills)
V,VI & Any three of the
VII following:
E05- Education for 4 60 10 20 10 (Practical) 100
INE-IV Differently
Able-IV
E06- Curriculum 4 70 - 20 10 (sessional 100
CRS-IV Studies-IV work)
E07- Comparative 4 70 - 20 10 (sessional 100
CME-IV Education-IV work)
E08- Life Long 4 70 - 20 10 (sessional 100
LLL-IV Learning-IV work)
E09- Economics of 4 70 - 20 10 (sessional 100
ECE-IV Education-IV work)

Aggregate of Semester - IV = 600 marks

Total Credits = 24
One credit= 1 hour
Aggregate of Semester I, II, III and IV = 500 + 450 + 450 +600 = 2000
Marks Total Credits = 20 + 18 + 18 + 24 = 80

7
 OUTLINES OF SYLLABI, COURSES OF READING AND TESTS FOR M.ED.
(GENERAL) – SEMESTSER SYSTEM FOR THE EXAMINATION OF 2019-2021

SEMESTER-I

PROGRAM CODE: MEDGN-I

PAPER-I

COURSE CODE: C01-PIE-I

COURSE TITLE: Perspectives in Education - I

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES

At the end of the course students will be able to:

• explain assumptions and principles of education.

• explain epistemological and axiological issues in education.
• discuss concepts and theoretical perspectives of sociology of education.
• explain the meaning of modernization, social change and role of school as a place for social
change.
• explain the concept of social equity & equality; social mobility and social stratification.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I

a) Concepts, Principles and Assumptions of education, critical analysis of education as a

discipline or area of study; connecting knowledge across disciplinary boundary.
b) Prioritizing the aims of education in the context of national values enshrined in the
constitution of India

8
 Unit-II

a) Epistemology and Education: Knowledge; methods of acquiring valid knowledge with special
reference to logical analysis, positive relativism and constructivism.
b) Axiological issues in education

Unit-III

a) Sociology of Education: Concept and Theoretical Perspectives (Functionalist, Conflict &

Interactionist).
b) Secondary School Education: Status and Contemporary Challenges, Multiple School
Contexts.
c) Social Change: Concept and determinants of Social Change, Modernization, Education as an
agency of Social Change.

Unit-IV

a) Education as related to social equity and equality of educational opportunities with special
reference to socio-economically disadvantaged sections of society based on caste, gender,
locale, income disparity and different disabilities.
b) Social Stratification and Social Mobility; Concepts, Factors affecting; Education in relation to
Social stratification and Social Mobility with special reference to Indian Society.

Sessional Work: Visit to a rural, urban (slum), alternative, innovative, secondary

schools;observation of activities and preparation of a reflective diary. (10 marks)

SUGGESTED READINGS

1. Aggarwal, J.C. (2005). Theory and principles of education. New Delhi: Vikas Publishing
House Pvt. Ltd.
2. Banerjee, A.C. & Sharma S. R. (1998). Sociological and philosophical issues in education,
Jaipur: Book Enclave.
3. Beyer, L.E. (Ed.) (1996). Creating democratic classrooms: The struggle to integrate theory and
Practice. New York: Teachers College Press.
4. Blake, N., Smeyers. P. et.al. (2008). The Blackwell guide to the philosophy of education.
U.S.A.: Blackwell Publishing Ltd.
5. Brubacher, J. S. (1969). Modern philosophies of education. New Delhi: Tata McGraw-Hill
Publishing Company Pvt. Ltd.
6. Bruner, J.S. (1960/1977). The Process of education. Cambridge, M.A.: Harvard University
Press.
7. Bruner, J.S. (1996). The Culture of education. Cambridge, M.A.: Harvard University Press.
8. Bruner, J.S. (2006). In search of pedagogy Vol. I and II (The selected works). London:
Routledge.

9
9. Butchvarov, P. (1970). The concept of knowledge. Evanston, Illinois: North Western
University Press.
10. Chaudhary, K. (2008). A handbook of philosophy of Education. New Delhi: Mahamaya
Publishing House.
11. Dearden R. F. (1984). Theory and practice in education. Routledge K Kegan & Paul.
12. Debra H., Martin H., Pam C. & Lingard, B. (2007) Teachers and schooling: Making a
difference. Australia: Allen and Unwin.
13. Edgerton, S.H. (1997). Translating the curriculum: Multiculturalism into the Cultural
Studies. Routledge.
14. Eqan, K. (1986). Individual development and the curriculum. Hyperion Books.
15. Etta, R. H. (1996). Transforming curriculum for a culturally Diverse Society. New Jersey:
Lawrence Erlbaum Associates Publishers.
16. Gardner, H. (1993). Creating minds. New York: Basic Books.
17. Hiriyanna, M. (1995). The essentials of Indian philosophy. Motilal Banarasidas Publishers.
18. Jonathon C. M. (1966). Social foundations of education: Current readings from the
behavioural sciences. New York: The Macmillian Company.
19. Kenkel, W.F. (1980). Introduction to sociology. New York: Harper and Row. 20. Kneller,
G.F. (1963). Foundations of education. London and New York: John Wiley and Sons, Inc.
20. Khanna Jyoti, Nangia Anita, Sareen Seema (2015) Education as a field of study. Tandon
Publications, Ludhiana.
21. Matheson, D. (2004). An Introduction to the study of education. (2nd edition). David Fulton
Publish.
22. Mathur S.S., (2008). A Sociological approach to Indian education. Agra: Vinod Pustak
Mandir.
23. MHRD, (1992). Programme of action. Government of India, New Delhi.
24. MHRD, Government of India (1992). National policy on education (revised). New Delhi.
25. NCERT, (2005). National curriculum framework. New Delhi.
26. NCTE, (2009). National curriculum framework for teacher education. New Delhi.
27. Noddings, N. (2007). Critical lessons: what our schools should teach. Cambridge University
Press.
28. Ornstein, Allen C., Edward F. P. & Stacey B. O. (2006). Contemporary issues in curriculum.
Allyn & Bacon.
29. Pandey, R.S. (1997). East West Thoughts on Education. Allahabad: Horizon Publishers.
30. Peters, R.S. (1967). The concept of education. United Kingdom: Routledge.
31. Peters, R.S. (ed.) (1975). The philosophy of education. London: Oxford University Press.
32. Phenix, P.H. (1960). Philosophy of education. New York: Holt, Rinehart and Winston.
33. Rao, D.M. (2004). Education for the 21st century. New Delhi : Discovery Publishing House.
34. Seetharamu, A.S. (2004). Philosophies of education. New Delhi: Ashish Publishing House.
35. Sharma, A.P. (1999). An approach to philosophy of education. The Indian Publications.
36. Sodhi T.S. & Suri A. (1998). Philosophical and sociological foundation of education. Patiala:
Bawa Publications.
37. Taneja, V.R. (2005). Foundation of education. Chandigarh: Abhishek Publishers.
38. Wall, E. (2001). Educational theory: philosophical and political perspectives. Prometheus
Books.

10
PAPER-II
COURSE CODE: C02-LLP-I
COURSE TITLE: Learner and Learning Process-I
Credits= 4
Total Marks= 100
External= 70 (Theory=60; Practical=10)
Internal= 30(Assessment=20; Practical=10)

COURSE OBJECTIVES
After completing the course, the student will be able to:
• understand learner in psycho-social context
• explain growth development and problems or adolescents
• analyse the learning process based on theoretical approaches of learning
• understand environments conducive to learning
It is assumed that the students are aware of role of Educational Psychology in theory and Practice
of Education.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT
Unit-I

Dynamics of Individual Development

(a) Growth and Development: Concept, Difference, Principles of Development.

(b) Cognitive process (Sensation, Attention, Perception, concept formation), Piagetian
Model of Cognitive Development.
(c) Development during Adolescence: Physical, Cognitive, Social and Emotional
(d) Problems of Adolescents, Educational support required for adolescents

Unit-II
Learning Environment
a) Essentials of good physical environment, Characteristics of class room, school and
community environment that enhance learning
b) Coping with diversity in learning contexts—crowded class rooms, language, ethnic
and social diversities, different types of disadvantage that children suffer
c) Demands of inclusive environment in a class for all learners
d) Multiple ways of organizing learning - individual, self learning, group learning, cooperative
learning.

11
 Unit-III

Theoretical Bases of Learning and its Implications

(a) Cognitive and Contextual Theories: Bandura, Vygotsky
(b) Strategies for developing logical thinking , critical thinking and problem solvimg
(c) Creativity: concept, assessment and nurturing

Unit-IV

Psychosocial Dimensions of Learners’ Contexts

(a) Social Learning: Concept and importance, Factors affecting Social Learning, Social
Competence.
(b) Classroom Dynamics: Concept, Need and its Relevance, Strategies for promoting healthy
psycho-social environment in class.
(c) Addressing classroom Aggression in Schools: Types (Bullying, Punishment,
Vandalism, Cyber Violence etc) and their effects, Measures to manage aggressive
behavior.

PRACTICALS (20 marks)

Conduct and interpretation of following tests/experiments-

1. Learning Curve
2. Transfer of learning using mirror drawing apparatus
3. Achievement Motivation Test
4. Social Competence Scale /Assessment of Social Skills

BOOKS RECOMMENDED

1. Baron, R.A. (2007): Psychology. India: Porling Kindersley & Pearson Education.
2. Bigge, M., L. & Hun,t M., P. (1968) : Psychological foundations of education, 2nd Edition,
N.Y. Harper & Row.
3. Bigge, Morris. L (1971): Learning theories for teachers (2nd Edition). New York: Harper &
Row.
4. Chauhan S.S. (1978): Advanced Educational Psychology. Vikas Publishing House.
5. Damon, W. (1983): Social and Personality Development Infancy Through Adolescence.New
York: Norton.
6. Dash. M. (1994): Educational Psychology. New Delhi: Deep& Deep Publications.
7. Dececco John, P. (1968): The Psychology of Learning and Instruction. New Delhi: Prentice
Hall of India.
8. Engler, B. (1991): Personality Theories: An Introduction (3rd Ed.). Boston: Houghton Mifflin
Company.
9. Good, T. L., & Brophy, J. E. (1990). Educational psychology: A realistic approach. New
York: Longman.
10. Gagné, R. M. (1965). The conditions of learning and theory of instruction. New
York, NY: Holt, Rinehart & Winston.

12
11. Goleman, D., (1995) Emotional Intelligence. New York, England: Bantam Books, Inc.
12. Hall, C. S. & Lindzey, G. (1970). Theories of personality (2nd edition). New York: John
Wiley & Sons, Inc.
13. Hilgard, E.R. &Bower, S.H., (1975): Theories of Learning. Englewood Cliffs, New Jersey:
Prentice Hall.
14. Hurlock, E. B. (2004): Developmental Psychology: A Life span Approach (5th Ed. New
Delhi) Tata McGraw- Hill Publishing Co. Ltd.
15. Kundu, C.L. & Tutoo, D.N. (1989): Educational Psychology. New Delhi: Sterling Publishers
Pvt. Ltd.
16. Lazrus, R. S. (1963): Personality and Adjustment. Englewood Cliffs, NJ: Prentice Hall.
17. Mangal, S.K. (2006): Advanced Education Psychology. New Delhi: Prentice Hall of India
18. Mathur, S.S., (1986): Educational Psychology, Revised and Enlarged Text Edition. Agra:
Vinod Pustak Mandir.
19. Mazur, J.E. (1994): Learning and Behaviour. (3rd ed.). Englewood Cliffs. New Jersey;
Prentice Hall16
20. Rani, A. (2011): Psychology of Learning Behavior. New Delhi, Centrum Press.
21. Singh, D. (2000): Emotional Intelligence at work. New Delhi: Sage.
22. Vergas, J.S. (1977): Behaviour Psychology for Teachers. New York: Harper Row.
23. Wang. M.C. & Walberg, H.J. (eds) (1985): Adapting instruction to Individual Differences.
Berkeley, CA: McCutchan Publishing Corporation.
24. Woolfolk, A. E. (1987): Educational Psychology (3rd Ed.) Englewood Cliffs. Prentice Hall.
25. Zohar, D. & Marshal, I. (2001): Spiritual Intelligence: The ultimate intelligence, New York:
Bloomsbury Publishing.

13
PAPER-III

COURSE CODE: C03-ERS-I

COURSE TITLE: Educational Research and Statistics-I

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES

At the end of the course, the students will be able to:

• define research problem.
• formulate a hypothesis.
• select a sample and forward reasons in support of his/her decisions.
• understand the meaning and importance of statistics.
• understand the meaning and compute measures of central tendency, measures of
variability, measures of relationship.
• understand the meaning and application of normal probability curve.
• select and conduct the statistical analysis of data by applying the statistics suitable for
the problem.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

Table of critical values for statistical inference, e.g., F-ratio, t-ratio, r, chi-square, NPC
areas, NPC ordinates, Wilcoxon- Mann- Whitney table etc. may be provided to the
students.

COURSE CONTENT

Unit-I

a) Meaning and steps of scientific method. Educational Research: Meaning, Need and
Importance, Classification: Fundamental, Applied and Action Research.
b) Qualitative Research: Meaning, Characteristics, Merits and limitations.
c) Selection of research problem, areas of research, identification and statement of research
problem, survey of related literature and research proposal

14
 Unit-II

a) Hypothesis: definition, importance, types and formulation of hypothesis. Testing of

hypothesis, Type-I and Type –II Errors.
b) Sampling: meaning and steps. Methods of sampling: Non-Probability and Probability, types
of Non-Probability and Probability sampling, Sampling Error

Unit-III

a) Meaning and importance of statistics

b) Measures of Central tendency and Graphical representation of data: Histogram, Frequency
Polygon, Ogive, pie diagram and box plot
c) Measures of Variability: Range, Average Deviation, Quartile deviation and standard deviation.

Unit-IV

a) Measures of relationship: Rank Order Correlation, Product Moment method of Correlation

and significance of correlation.
b) Normal Probability Curve: Concept, Characteristics and Application.

Sessional work: (10 marks)

Writing research proposal

SUGGESTED READINGS

1. Ary, Donald & Jacob (1976): Introduction to Statistics, Purpose and Procedures. New Delhi:
Holt Rinehart and Winston.
2. Best,J.W. & Kahn J.V. (1995). Research Education. New Delhi: Prentice Hall of India Pvt.
Ltd.
3. Chow,S. L. (1996) Statistical Significance. NewDelhi: Sage Publications.
4. Collican, H. (2014): Research methods and Statistics in Psychology. New York: Psychology
Press.
5. Craig, A.M. (2015): Introduction to Educational Research. New Delhi: Sage Publications.
6. Crano.W.D., Brewer, M.B. &Lac, A.(2014) : Principles and methods of social research.
London: Routledge.
7. Edwards, A.L. (1960): Experimental designs in Psychological Research.
NewYork:Holts.(Revised Ed.)
8. Ferguson, G.A. &Takane Yoshio (1989) : Statistical Analysis in Psychology and Education.
New York: McGraw Hill.
9. Garrett, H.E. (1986): Statistics in Psychology and Education. Bombay: VakilsFeiffer’s and
Simons Pvt. Ltd.
10. Guilford,J.P.&Fruchter,B. (1978): Fundamental Statistics in Psychology and Education. New
York:McGraw Hill.

15
11. Jackson, S.L. (2010). Research methods and statistics.Jacksonville University. NewDelhi:
Cengage Learning.
12. Hinton, P.R. (2014) : Statistics Explained. London:Routledge.
13. Hustler, D., Cassidy,T. & Cuff,T. (1986) : Action Research in classrooms and Schools. UK:
Allen & Unwin (Publishers) Ltd.
14. KaulLokesh (1984): Methodology of Educational Research. New Delhi:Vikas Publishing
House Pvt.Ltd.
15. Kerlinger, F.N. (2009): Foundations of Behavioural Research. New Delhi:Surjeet
Publications.
16. Kumar, R. (2005): Research Methodology- A step by step guide for beginners. New Delhi:
Pearson Education.
17. Lambert, M.(2012): A beginners guide to doing your education research project. London:
Sage Publications
18. Lindquist, E.F. (1953): Designs and analysis of experiments in education and psychology.
Boston: Houghton Mifflin Co.
19. Ljungberg, M.K. (2015): Reconceptualising Qualitative Research. New Delhi: Sage
Publications,.
20. Panneerselvam,R.(2011).: Research Methodology. New Delhi: PHI Learning Pvt. Ltd.
21. Siegel Sidney (1965): Non Parametric Statistics. New York: McGraw Hill Books Company.
22. Tuckman, B.W. (1972): Conducting Educational research. Javanovich: Harcourt Brace.
23. Verman, M. (1965): Introduction to Educational and psychological research. London: Asia
Publishing House.
24. Wayne, K.H. & Curt, M.A (2015) Quantitative Research In Education. New Delhi: Sage
Publications.

PAPER-IV

COURSE CODE: C04-HOE-I

COURSE TITLE: History of Education-I

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
At the end of this course, students will be able to:
• trace the progress of education in ancient and medieval India – Vedic, Post Vedic
and Buddhist Education, Islamic education
• explain education during pre and post-independent India
• explain the various committees and commission formed for the progress of education during
pre and post-independent India
• explain the various issues and trends of education in India

16
NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I

Education in ancient India

Education in the Ancient period with special reference to :
a) Vedic and Buddhist period
b) Jainism and Islamic tradition

Unit-II
Education in British period
a) Study and review the impact of the following on Indian Education System:
Macaulay’s Minutes and its Effect, Woods Dispatch, The Education Commission (1882), The
University Commission (1902), The Sargent Report(1944)
b) Efforts by Indian reformers for education during British period such as Raja Ram Mohan
Roy, Gopal Krishan Gokhale, Maulana Azad and Mahatama Gandhi

Unit-III
A critical review of: Education in the post- Independence period
a) The University Education Commission (1948)
b) Secondary Education Commission (1952)
c) Indian Education Commission (Kothari Commission) (1964-66)
d) National Policy on Education (1986&1992)
e) Universalization of elementary education RTE Act (2009)

Unit-IV
Trends and issues in Education
a) Dynamics of colonial and post colonial encounters and their influence on Indian education
system. Education in India in the 21st century.
b) Millennium Development Goal given by UNESCO Highlighting Education
c) The status and challenges of existing structure of secondary school education
d) Impact of LPG policies on Indian education

Sessional Work (10 marks)

Critique of POA/NCF-2005/RTE/Draft of NPE 2019 Book review of Education in

India(Altekar,1944)/The Education Commission and After(Naik,1997)

17
SUGGESTED READINGS

1. Aggarwal, J.C. (1973): Recent Educational Development - In the World. New Delhi:
Arya Book Depot, Vol. 1.
2. Altekar, A.S. (1944 ): Education - In Ancient India. Benaras :Nand Kishore& Bros.
3. Blackwell, Fritz (2004), India: A Global Studies Handbook, ABC-CLIO, Inc., ISBN 1-
57607-348-3.
4. Chauhan, C. P.S. (1990): Higher Education - In India. New Delhi: Ashish Publishing House.
5. Dash, M.(2000),EducationinIndia:ProblemsandPerspectives, Delhi: Eastern
Book Corporation.
6. Ellis, Catriona. (2009). Education for All: Reassessing the Historiography of Education
in Colonial India.History Compass, (March 2009), 7#2,pp 363–375
7. Ghosh, D.K. (1983): University System in India. Jabalpur: Rahul Publications.
8. Ghosh S. C. (2007), History of Education in India,New Delhi: Eastern Book Corporation.
9. Govt. of India: Programme of Action – National Policy on Education, Ministry of
Human Resource Development, New Delhi, 1986.
10. GOI. (1966). Report of the education commission: Education and national development.
New Delhi: Ministry of Education.
11. GOI. (1986). National policy of education. GOI.
GOI. (1992, 1998). National policy on education, 1986 (As modified in 1992).
Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-mod92.pdf
12. GOI. (2009). The right of children to free and compulsory education act, 2009. Retrieved
from http://mhrd.gov.in/sites/upload_files/mhrd/files/rte.pdf
13. GOI. (2011). Sarvashikshaabhiyan- Framework for implementation based on the right of
children to free and compulsory education act, 2009. GOI. Retrieved from
http://www.upefa.com/upefaweb/admin/myuploads/SSA_Frame_work_(revised)_ 9-6-
2011.pdf
14. Joshi, K.L. (1977): Problems of Higher Education in India. Bombay: Popular Prakashan.
15. Koul, J.N. (1975): Higher Education, Social Change and National Development. Shimla:
Indian Institute of Advance Study.
16. Lall M. (2005) The Challenges for India‘s Education System. London: Chatham House.
17. Mathur, V.S. (1970): Crucial Problems in Indian Education. New Delhi: Arya Book Depot.
18. Ministry of Education (1978): Report of the Education Commission 1964-64-66.
New Delhi: Govt. of India.
19. Mohanty, J. (1987): Education in India. New Delhi: Deep & Deep Publications.
20. Mookerji, R. K. (1990) Ancient Indian Education: Brahmanical and Buddhist. Delhi:
MotilalBanarsidass Publishers.
21. Mukerji, S.N. (1965): Education in India – Today and Tomorrow. Baroda: Acharya
Book Depot (Rev. Ed.).
22. NCERT (2005). National Curriculum Framework-2005, NCERT, Sri AurobindoMarg, New
Delhi.
23. Nurulla, Syed &Naik J. P.(1945).A Student's History of Education in India (1800-
1984.) Bombay.
24. Ramchandra, P. & Ram Kumar ,V. (2005), Education in India. New Delhi:Eastern
Book Corporation.

18
25. Rawat, P. L. (1956) History of Indian Education: Ancient to Modern. Delhi:
Bharat Publication
26. Reyhner J. (2004) History of Indian Education, Allahabad:Vohra Publishers.
27. Sharma R (2006) History of Indian Education, Delhi: Shubhi Publishers
28. Taneja, V.R. (1983): Trust with Education. New Delhi: Sterling Publishers.
29. Vashist R. (2005), History of Education in India.New Delhi:Eastern Book Corporation.
30. Draft of NPE 2019.

PAPER-V

COURSE CODE: C05-TED-I

COURSE TITLE: Teacher Education-I

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
After completing the course, the student will be able to:
• describe the scope and importance of teacher education.
• appreciate the roles and responsibilities of teachers.
• discuss the functions of agencies regulating teacher education in India.
• trace changes in teacher education in light of NCF, 2005 and NCFTE, 2009.
• explain the objectives, scope and components of pre-service teacher education.
• discuss the methods employed for curriculum transaction in pre-service teacher education.
• discuss the concept and importance of professional development of teachers.
• explain strategies of professional development of teachers.
• discuss the agencies for in-service education.
• discuss the concept of teaching and professional ethics of teachers.
• explain the mode off teacher selection, appointment and induction.
• explain the assessment and evaluation techniques in teacher education.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

19
COURSE CONTENT

Unit-I

(a) Importance of Teacher Education, Teacher Educators, their roles and responsibilities. Scope
of Teacher Education-Preparing teachers for Secondary and Higher Education. New courses
in Teacher Education.

(b) Agencies regulation Teacher Education in India (NCERT, NCTE: roles and responsibilities,
Policy documents).
(c) Tracing the changes in Teacher Education in light of National Curriculum Framework, 2005
and national Curriculum Framework for Teacher Education, 2009.

Unit-II
(a) Pre-service training: Objectives and Scope.
(b) Components of Pre-service secondary teacher education: Core and Specialization courses,
practicum, internship, co-curricular activities, working with the community and work
experience.
(c) Curriculum transaction in Pre-Service secondary teacher education: Teaching methods,
lecture-cum-discussion, Group discussion, Brain storming, use of ICT, internship program.

Unit-III
(a) Continuing Professional Development of In-Service Teachers-Concept and importance of
Professional Development.
(b) Strategies of Professional Development: workshops, seminars, symposium, panel
discussions, conferences self-study, extension lectures, refresher courses, research
colloquium.

(c) Agencies for in-service education (Institutional Programmes, DIET, NCTE, NCERT,
SCERT, Academic Staff College, (HRD Department) Extension Department).

Unit-IV
(a) Concept of teaching as a profession, professional ethics of teachers, Teacher accountability
and performance appraisal of teachers.
(b) Selection, appointment of teachers and induction programmes for teachers
(c) Assessment and Evaluation in teacher education programme.

Sessional Work (10 marks)

Critical Analysis of NCFTE, 2009 and 2014.

SUGGESTED READINGS

1. Aggarwal, J.C. (1984): Landmark in the History of Modern India Education, New Delhi,
Vikas Publishing House, Ansari Road.

20
2. Barker, I. (2006): Teachers and Trainers. New Delhi: Cambridge University Press India Pvt
Ltd.
3. Chaurasia, G. (1976): New Era in Teacher Education. New Delhi.
4. Cockburn, A & Handscomb, G,(2012) Teaching Children 3-11 A Student’s guide,New
Delhi, SAGE Publications India Pvt Ltd.
5. Devedi, Prabhakar (1990): Teacher Education- a Resource Book, New Delhi, N.C.E.R.T.
6. Govt. of India (1966): Education and National Development, New Delhi, Report
of Education.
7. Govt. of India (1992): Report of C.A.B.E. Committee Department of Education, New Delhi.
8. Govt. of India (1986): National Policy of Education, Ministry of Human Resource and
Development , New Delhi
9. Khan, Mohd. Sharif (1983): Teacher Education in India and Abroad, New Delhi,
Sheetal Printing Press.
10. Khera, S.(2011) Education and Teacher Professionalism, New Delhi, Rawat Publication
11. Kohli, V.K. (1992): Teacher Education in India, Ambala, Vivek Publishers.
12. Misra, K.S. (1993): Teachers and their Education, New Delhi, Associated Publication.
13. Mohan, R. (2011) Teacher Education. New Delhi: PHI Learning Private Ltd.
14. Mohanty, J.N. (1988): Modern Trends in India Education, New Delhi, Deep and Deep
Publication.
15. Naik, N. (2011): Teaching English Language Through Literature,New Delhi, Sarup
Book Publishers Pvt Ltd.
16. Naqvi, T. (2010): Teachers in classroom. The Perceptual Roadblocks, Delhi, Shipra
Publications
17. NCERT (2005): National Curriculum Framework, NCERT, New Delhi.
18. NCTE (2009): National Curriculum Framework of Teacher Education, New Delhi.
19. N.I.E.P.A. (1984): Report on Status of Teachers, New Delhi.
20. Mohanty, J.N. (1993): Adult and National Education, New Delhi, Deep and
Deep Publication.
21. Rao, D.B. (1988): Teacher Education in India, New Delhi, Discovery Publishing House.
22. Sharma., R.A. (2005) : Teacher Education, Meerut, Loyal Book Depot.
23. Sharma, S.P. (2005) : Teacher Education, New Delhi, Kanishka Publisher.
24. Singh, L.C (1983): Third National Survey of Scholastic Education in India, New
Delhi, N.C.E.R.T.
25. Srivastava, R.C & Bose K. (1973) : Theory & Practice of Teaching Education in India,
Allahabad, Chugh Publications.
26. Stones & Morris (1973): Teaching Practice Problems and Prospective, London, Mathuen &
Co.
27. Udayveer (2006): Modern Teacher Training, New Delhi, Anmol Publications.

21
PAPER-VI
COURSE CODE: C06-DIS-I
COURSE TITLE: Dissertation-I (Orientation to Writing a synopsis)

Credits=Nil

Marks=Nil

COURSE OBJECTIVES
• Orient students to the process of research.
• Enable them to identify a problem for undertaking the research project
• Enable them to prepare a synopsis on which they will submit a research proposal in
Semester II.

COURSE REQUIREMENT

A research problem will be taken up by each candidate under the supervision of a guide
allotted to them by the college/department’s Academic Committee. They will follow steps of
preparing a synopsis and report to their guides for its finalization.

22
 SEMESTER II

PROGRAM CODE: MEDGN-II

PAPER-I

COURSE CODE: C07-PED-II

COURSE TITLE: Process of Education-II

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)
COURSE OBJECTIVES
At the end of the course, students will be able to:
• explain the educational implications of some schools of philosophy in Western Thought
and Indian Philosophy.
• examine critically the concerns arising from the vision of great Western and Indian
thinkers.
• reflect on changing political context of education and support system of education.
• discuss the changing socio-cultural dimensions in the context of education.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question
No. 9 which is compulsory. All questions carry equal marks. Duration of external examination
will be three hours.

COURSE CONTENT

Unit-I

Vision derived from synthesis of different schools of philosophy: Indian (Sankhya-Yoga;

Vedanta) and Western (Realism, Existentialism)

Unit-II

Critical analysis of educational thoughts of great thinkers: Dr. Radhakrishnan, Swami

Vivekananda, J. Krishnamurthy, John Dewey Paulo Freire, Evan Illich

Unit-III

(a) Connections and interactions in the process of education-Nature of connections and

interaction involved: Between the child and the environment; in linking the school practices

23
 with life outside the school; in relating subject knowledge with real life experiences of the
child; between the knowledge and practices; between the content and the pedagogy; Between
ICT and teaching -learning process

(b) Relationship of Education and Politics with special reference to Democracy and
Secularism in Indian context.

Unit-IV

a) Process of socialization and acculturation of the child-critical appraisal of the role of school,
parent, peer-group and the community.

b) Economy and Education- Impact of LPG (Liberalisation, Privatization and Globalisation) on

education.

Sessional Work: Reading of original texts of Rabindernath Tagore /M.K

Gandhi/SriAurobindo/John Dewey /J.Krishnamurthy and writing of review of a book written by
any of the above authors or any contemporary Educational thinker. ( 10 marks)

SUGGESTED READINGS

1. Bonks, J.A. (2001). Cultural diversity and education. Foundations curriculum and teaching
(4th ed.). Boston: Allyn and Bacon.
2. Brubacher, J. S. (1962): Modern philosophy of education. New Jersey: Prentice-Hall Inc.,
Englewood Cliffs.
3. Brubacher, J.S. (1962). Eclectic philosophy of education. New Jersey: Prentice-Hall
Inc., Englewood Cliffs.
4. Coulby, D. & Zambeta, G. (2005). Globalization & nationalism in education. Routledge.
5. Das, M. (1999). Sri Aurobindo one education. New Delhi: NCTE.
6. Debra H., Martin H., Pam C. & Lingard, B. (2007). Teachers and schooling: Making
a difference. Australia: Allen and Unwin.
7. Dewey, J. (1916/1977). Democracy and education: An introduction to the philosophy
of education. New York: Macmillan.
8. Edgerton, S.H. (1997). Translating the curriculum: Multiculturalism into the Cultural
Studies. Routledge.
9. Etta, R. H. (1996). Transforming curriculum for a culturally Diverse Society. New
Jersey: Lawrence Erlbaum Associates Publishers.
10. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
11. Freire, P. and Shor, I. (1987). A Pedagogy of liberation. London: Macmillan Education.
12.Khanna Jyoti, Nangia Anita, Sareen Seema (2015) Education as a field of study. Tandon
Publications, Ludhiana.
13. MHRD, (1992). Programme of action. Government of India, New Delhi.
14. MHRD, Government of India (1992). National policy on education (revised). New Delhi.
15. Naik, J.P. (1975). Equality, quality and quantity: The elusive triangle of Indian
education. Bombay: Allied Publications.
16. NCERT, (2005). National curriculum framework. New Delhi.

24
 17. NCTE, (2009). National curriculum framework for teacher education. New Delhi.
18. Noddings, N. (2007). Critical lessons: what our schools should teach.
Cambridge University Press.
19. Ornstein, Allen C., Edward F. P. & Stacey B. O. (2006). Contemporary issues in
curriculum. Allyn & Bacon.
20. Palmer, J. A. (2001). Fifty Modern thinkers on education: From Piaget to the present
Day. London, USA, Canada: Routledge.
21. Pankajam, G. (2005). Educational & Development. New Delhi: Gyan Publishing House.

22. Park, J. (1961). The Philosophy of education. New York: The Macmillan Company.
23. Taneja, V.R. (2005). Foundation of education. Chandigarh: Abhishek Publishers.
24. Wall, E. (2001). Educational theory: philosophical and political perspectives.
Prometheus Books.
25. Weber, C.O. (1960). Basic philosophies of education. New York: Holt, Rinehart
and Winston.
26. Weerasinghe, S.G.M. (1993). The Sankhya Philosophy: A Critical Evaluation of its
Origins and Development. Delhi: Sri Satguru Publications, A Division of Indian Books
Centre.
27. Winch, C. (1986). Philosophy of human learning. London: Routledge.
28. Winch, C. (1st edition). (1996). Key Concepts in the philosophy of education. Routledge.

PAPER-II

COURSE CODE: C08-PIS-II

COURSE TITLE: Psychology for Individual and Social Development-II

Credits = 4
Total Marks= 100
External= 70 (Theory=60; Practical=10)
Internal= 30(Assessment=20; Practical=10)

COURSE OBJECTIVES
At the end of this course, the student will be able to
• explain concept of learning and motivation
• gain knowledge about the concept and theories of personality and its assessment
• differentiate between characteristics of adjusted and maladjusted learners
• understand and measure the learner’s cognitive abilities with special reference to
intelligence
• get acquainted with concept and nature of children with special needs

25
It is assumed that the students are aware of role of Educational Psychology in theory and
practice of Education.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I
Learning and Motivation
(a) Learning: Concept, nature, factors affecting Learning, Latent Learning, Gagne’s Hierarchy
of Learning
(b) Transfer of Learning: Concept, Types, Theories and Educational Implications
(c) Motivation: Concept, Types, its relation with learning, Achievement Motivation

Unit-II
Personality and Adjustmen
a) Concept of Personality, western theories by Cattell, Eysenk, Allport, Freud; Vedantic
concept of Personality (Panchkosh)
b) Assessment and implications for teacher and learner
c) Adjustment, causes and manifestations of maladjustment, Defence Mechanisms,
Conflicts and their management

Unit-III
Understanding Intelligence
a) Evolution of concept of Intelligence (from unitary to multiple intelligence)
b) Theories of intelligence by Gardner and Sternberg, assessment of multiple intelligence
c) Developing Emotional and Spiritual Intelligence

Unit-IV
Understanding Children with Diverse Needs
a) Children with diverse needs/different abilities: Concept, Classification, Role of Teacher
b) Concept, characteristics, identification of the following- Learning Disabled
(Dyscalculia, Dyslexia & Dysgraphia), Slow Learners, Children with ADHD & with
ADD
c) Inclusive Education: Concept, Process and Barriers

PRACTICALS (20 marks)

1. Intelligence test
2. Personality test/ Word Association Test
3. Test of adjustment/ analysis of a case of a maladjusted learner
4. DTLD/Test to identify ADHD

26
 SUGGESTED READINGS

1. Baron, R.A. (2007): Psychology. India: Porling Kindersley & Pearson Education.
2. Bigge, M., L. & Hun,t M., P. (1968) : Psychological foundations of education, 2nd Edition,
N.Y. Harper & Row.
3. Bigge, Morris. L (1971): Learning theories for teachers (2nd Edition). New York: Harper &
Row.
4. Chand, J. (2010): Psychological Foundations of Education. New Delhi, Anshah Publishing
House.
5. Chauhan S.S. (1978): Advanced Educational Psychology. Vikas Publishing House.
6. Damon, W. (1983): Social and Personality Development Infancy Through Adolescence.New
York: Norton.
7. Dash. M. (1994): Educational Psychology. New Delhi: Deep& Deep Publications.
8. Dececco John, P. (1968): The Psychology of Learning and Instruction. New Delhi: Prentice
Hall of India.
9. Engler, B. (1991): Personality Theories: An Introduction (3rd Ed.). Boston: Houghton Mifflin
Company.
10. Fox, C. (2014): Educational Psychology: Its Problems and Methods. New Delhi: Sarup
Books Publication.
11. Good, T. L., & Brophy, J. E. (1990). Educational psychology: A realistic approach. New
York: Longman.
12. Gagné, R. M. (1965). The conditions of learning and theory of instruction. New
York, NY: Holt, Rinehart & Winston.
13. Goleman, D., (1995) Emotional Intelligence. New York, England: Bantam Books, Inc.
14. Hall, C. S. & Lindzey, G. (1970). Theories of personality (2nd edition). New York: John
Wiley & Sons, Inc.
15. Harze & Moghaddam (2012): Psychology for the third Millennium. New Delhi, Sage
Publications.
16. Hilgard, E.R. &Bower, S.H., (1975): Theories of Learning. Englewood Cliffs, New Jersey:
Prentice Hall.
17. Hurlock, E. B. (2004): Developmental Psychology: A Life span Approach (5th Ed. New
Delhi) Tata McGraw- Hill Publishing Co. Ltd.
18. Joseph, C.S. (2014): Experimental and Testing Psychology. New Delhi: Anmol Publications.
19. Kundu, C.L. & Tutoo, D.N. (1989): Educational Psychology. New Delhi: Sterling Publishers
Pvt. Ltd.
20. Lazrus, R. S. (1963): Personality and Adjustment. Englewood Cliffs, NJ: Prentice Hall.
21. Mangal, S.K. (2006): Advanced Education Psychology. New Delhi: Prentice Hall of India
22. Mathur, S.S., (1986): Educational Psychology, Revised and Enlarged Text Edition. Agra:
Vinod Pustak Mandir.
23. Mazur, J.E. (1994): Learning and Behaviour. (3rd ed.). Englewood Cliffs. New Jersey;
Prentice Hall
24. Sandhya, K.P. (2013): General Psychology. New Delhi, Anmol Publication.
25. Singh, D. (2000): Emotional Intelligence at work. New Delhi: Sage.
26. Vergas, J.S. (1977): Behaviour Psychology for Teachers. New York: Harper Row.
27. Wang. M.C. & Walberg, H.J. (eds) (1985): Adapting instruction to Individual Differences.
Berkeley, CA: McCutchan Publishing Corporation.

27
28. Woolfolk, A. E. (1987): Educational Psychology (3rd Ed.) Englewood Cliffs. Prentice Hall.
29. Zohar, D. & Marshal, I. (2001): Spiritual Intelligence: The ultimate intelligence, New York:
Bloomsbury Publishing.

PAPER-III

COURSE CODE: C9-ERS-II

COURSE TITLE: Educational Research and Statistics-II

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)
COURSE OBJECTIVES

At the end of the course, the students will be able to:

• select the tools for studying different variables.
• understand historical, descriptive and experimental method of research.
• select/ formulate the design of the study by controlling and classifying the variables
demanded by the design.
• understand the meaning and compute ANOVA, Chi square, Wilcoxon Signed Rank Test
Mann- Whitney Test.
• report the research work in accordance with the current trends and procedures of report
writing.
• select and conduct the statistical analysis of the data by applying the statistics suitable for
the problem.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students
are required to attempt five questions in all, selecting one question from each unit and
Question No. 9 which is compulsory. All questions carry equal marks. Duration of external
examination will be three hours.

Table of critical values for statistical inference, e.g., F-ratio, t-ratio, r, chi-square,
NPC areas, NPC ordinates, Wilcoxon- Mann- Whitney table etc. may be provided to the
students.

COURSE CONTENT

Unit-I
a) Tools: Characteristics of a good tool, Meaning and methods of reliability and validity.
b) Psychological tests, questionnaire, rating scales, attitude scale (Thurston and Likert’s scale).
c) Technique: observation and interview.

28
 Unit-II
a) Historical Method: Meaning, Value, Difficulties, Types and steps.
b) Descriptive Method: Meaning, Value and types.
c) Experimental Method: Meaning and purpose, Variables: Independent, Dependent,
Treatment, control, Intervening, Extraneous. Essential characteristics of experiment method,
Steps.
d) Experimental Designs: Meaning, criteria for selecting an experimental design, Pre
Experimental, True Experimental, Quasi Experimental, Factorial designs. (2x2)
e) Writing Research Report.

Unit-III
a) Significance of Statistics (Mean Only), Significance of difference between means: Large and
small, Independent and correlated.
b) ANOVA(one way )

Unit-IV
Qualitative Research
a) Phenomenology, case study, Ethnography
b) Reliability and validity of qualitative research, analysis of Qualitative data

Sessional Work: (10 marks)

Development of an attitude scale./Achievement Test

SUGGESTED READINGS

1. Ary, Donald &Jacob (1976): Introduction to Statistics, Purpose and Procedures. New Delhi:
Holt Rinehart and Winston
2. Best, J.W. & Kahn J.V. (1995). Research Education. New Delhi: Prentice Hall of India Pvt.
Ltd.
3. Chow,S. L. (1996) Statistical Significance. New Delhi: Sage Publications.
4. Collican, H. (2014): Research methods and Statistics in Psychology. New York: Psychology
Press.
5. Craig, A.M. (2015): Introduction to Educational Research. New Delhi: Sage Publications.
6. Crano.W.D., Brewer, M.B. &Lac, A. (2014): Principles and methods of social
research. London: Routledge.
7. Edwards, A.L. (1960): Experimental designs in Psychological Research.
NewYork:Holts.(Revised Ed.)
8. Ferguson, G.A. &Takane Yoshio (1989): Statistical Analysis in Psychology and
Education. New York: McGraw Hill.

29
9. Garrett, H.E. (1986): Statistics in Psychology and Education. Bombay: Vakils Feiffer’s and
Simons Pvt. Ltd.
10. Guilford,J.P.&Fruchter, B. (1978): Fundamental Statistics in Psychology and
Education. New York:McGraw Hill.
11. Jackson, S.L. (2010). Research methods and statistics. Jacksonville University. New Delhi:
Cengage Learning.
12. Hinton, P.R. (2014): Statistics Explained. London: Routledge.
13. Hustler, D., Cassidy, T. & Cuff,T. (1986) : Action Research in classrooms and
Schools. UK: Allen & Unwin (Publishers) Ltd.
14. KaulLokesh (1984): Methodology of Educational Research. New Delhi: Vikas Publishing
House Pvt. Ltd.
15. Kerlinger, F.N. (2009): Foundations of Behavioural Research. New Delhi:
Surjeet Publications.
16. Kumar, R. (2005): Research Methodology- A step by step guide for beginners. New Delhi:
Pearson Education.
17. Lambert, M. (2012): A beginners guide to doing your education research project. London:
Sage Publications
18. Lindquist, E.F. (1953): Designs and analysis of experiments in education and psychology.
Boston: Houghton Mifflin Co.
19. Ljungberg, M.K. (2015): Reconceptualising Qualitative Research. New Delhi:
Sage Publications.
20. Panneerselvam, R.(2011).: Research Methodology. New Delhi: PHI Learning Pvt. Ltd.
21. Siegel Sidney (1965): Non Parametric Statistics. New York: McGraw Hill Books Company.
22. Tuckman, B.W. (1972): Conducting Educational research. Javanovich: Harcourt Brace.
23. Verman, M. (1965): Introduction to Educational and psychological research. London:
Asia Publishing House.
24. Wayne, K.H. & Curt,M.A (2015) Quantitative Research In Education. New Delhi: Sage
Publications.

PAPER-IV

COURSE CODE: C10-DIS-II

COURSE TITLE: Dissertation-II (Submission of Research Proposal)

Credits=1

Internal=25

Under the supervision of their guides they will undertake all the steps of writing research
proposal to finalize and submit the research synopsis. The students will submit dissertation in the
month of March.

30
PAPER-V

COURSE CODE: C11-SDS-II

COURSE TITLE: Self Development Skills-II (Yoga, communication and professional skills)

Credit=1

Internal=25
COURSE OBJECTIVES
1. To create effective communicators
2. To master yogasanas and maintain fitness

COURSE CONTENT
UNIT-I
a) Importance of communication Purpose of communication - -Effective communication skills :
verbal and non- verbal
b)-Barriers to effective communication –
c) Technological advances in communication, Communication media

UNIT-II
a) Patanjali’s yoga Sutras
b) Basic yoga exercices and asanas (pranayam, surya-namaskar, taad-asana,
kapaalbhaati,shav-asana)

Sessional work
-Communication exercises/written submission.
Mastering mentioned five yoga exercises/asanas

PAPER-VI

Any one of the following:

E01-PSE-II: Pedagogy of Science Education-II

E02-PSS-II: Pedagogy of Social Science Education-II

E03-PLE-II: Pedagogy of Language Education-II

E04-PME-II: Pedagogy of Mathematics Education-II

31
COURSE CODE: E01-PSE-II

COURSE TITLE: Pedagogy of Science Education-II

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
On completion of this course, the students will be able to:
• explain the nature of science as a dynamic, expanding body of knowledge and as a
social endeavor;
• explain the difference and complementarity between Science and Technology;
• understand the need to evaluate curricula and evaluate the same on the basis of different
validities;
• know about and critically study innovative curricular efforts in India and abroad;
• understand diversity of instructional materials, their role and the need for
contextualization in science education;
• appreciate the role of co-curricular activities in science education;
• explain the constructivist approach to science instruction;
• understand the role of assessment in the teaching –learning process in science;
• familiarize with innovative trends in assessment;
• analyze issues in Science education pertaining to equity and access, gender,
special groups and ethical aspects.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I
Nature of Science

a) Evolution of science as a discipline, science as a dynamic and expanding body of

knowledge; development of scientific knowledge;
b) Science and technology, correlation between science and technology& other branches.
c) Common misconceptions of pupils about the nature of science; characteristics of different
disciplines of science and their interrelationship.

32
 Unit-II
Curriculum of Science Education
a) Trends in science curriculum, considerations in developing learner centred curriculum in
science.
b) Criteria of validity of science curriculum: content, ethical, environmental, process,
cognitive, historical
c) Analysis of science curriculum at secondary stage.

Unit-III
Approaches to Teaching-Learning of Science

a) Constructivist paradigm and its implications for science learning

b) Constructivist approaches to science learning: inquiry method, problem solving strategies,
guided discovery approach; inducto-deductive method, project based learning, cooperative
collaborative learning.
c) Role of experiments in science, development of laboratory design, planning and
organisation of laboratory work, improvisation in the laboratory and low cost science
experiments,
d) Metacognitive strategies-giving space to pupils to think, organize their knowledge and
express teacher as a reflective practitioner.
e) Use of ICT in teaching-learning of science concepts at secondary level.

Unit-IV
Evaluation Assessment and Contemporary Issues in Science Education
a) Evaluation in science: Formative and summative
b) Self-assessment by students and by teachers, peer assessment, assessment of teachers by
students.
c) Contribution of Indian scientists
d) Scientific and technological literacy
e) Innovations and creativity in science.

Transactional Mode
Group discussion, lecture-cum –discussion, panel discussion, symposium, school visits and
sharing of experiences, experimentation with kits and laboratory work project and
assignments focusing in observation and interaction with children adolescent, group and
individual field based assignments followed by workshops and seminar presentation.

Sessional Work: The student teacher may undertake any one of the following activities:
• Development of lesson plan
• Development of achievement test (10 marks)

SUGGESTED READINGS
1. Alan J. McCormack. Trends and Issues in Science curriculum in Science Curriculum
Resource Handbook: A practical guide to k12 science curriculum. Kraus International
Publications

33
2. Bhanumathi, S. (1994) Small Scale Chemical Techniques – Chemistry Education (April-
June) 20-25.
3. Bhatnagat S.S. (2003).Teaching of science. Meerut: Surya publications
4. Black, P (1998). Testing: Triend or Foe? Theory and practice of Assessment and Testing.
London : Falmer Press.
5. Carey, S. (1986). Cognitive Science and Science Education. American Psychologist. 41
(10), 1123-1130
6. Chalmers, A. (1999). What is the thing called Science.3rd Ed. Buckingham: Open
University Press.
7. Das R.C. (2012). Science teaching in schools. New Delhi: Sterling publications.
8. Driver. R, Leach. J, Millar. R and Scott, P. (1996). Young Peoples’ Image of Science.
Buckingham: Open University Press.
9. Gipps, C.V. (1994). Beyond Testing. London: Falmer Press.
10. International Journal of Science Education.
11. Journal of Research in Science Teaching (Wiley-Blackwell).
12. Kaur. R. (2007).Teaching of Science. Patiala: Twenty first century publications.
13. Kohli V.K. (2003). How to teach science. Ambala: Vivek publishers.
14. Kulshreshtha S.P. (2009). Teaching of Science. Meerut: VinayRakheja publications.
15. Minkoff, E.C.& Baker, P.J. (2004). Biology Today: An Issues Approach, Garland science.
New York. Pp.1-32. Biology: Science & Ethics.
16. Minkoff, E.C.&Pamela J. Baker (2004). Biology Today: An issues Approach. Garland
Science New York pp. 1-32, Biology: Science and Ethics.
17. NCERT, National Curriculum Framework- 2005, NCERT. New Delhi.
18. NCERT, ‘Focus Group Report’ Teaching of Science (2005). NCERT New Delhi.
19. Novak, J.D. & Gown, D.B. (1984). Learning how to learn; Cambridge University Press.
20. Science & Children (NSTA’s peer reviewed journal for elementary teachers).
21. Science Teacher (NSTA’s peer reviewed journal for secondary science teachers).
22. .Sharma B.M. (2002). Teaching of Science. Chandigarh: Abhishek publishers.
23. Sharma R. C. (2013). Modern Science Teaching. New Delhi: DhanpatRai Publishing Co.
24. Steve Alsop & Keith Hicks (2003). Teaching Science. Kogan Page India Private Limited.
25. Sutton, C. (1992). Words, Science and Learning. Buckingham:Open University Press.
26. Yadav M.S. (2002). Teaching of science. New Delhi: Anmol publications Pvt. Ltd.
27. Zaidi S.M. (2006). Teaching of Modern science. New Delhi: Anmol Publications Pvt. Ltd.

COURSE CODE: E02-PSS-II

COURSE TITLE: Pedagogy of Social Science Education-II

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
After completion of the course, the students will be able to:

34
 • develop an understanding about the meaning, nature, scope of social sciences and social
science education
• find out the distinction and overlap between social sciences, humanities and liberal arts
• understand the role of various methods and approaches of teaching social sciences
• employ appropriate approach for transaction of social science curriculum
• effectively use different media, materials and resources for teaching social sciences
• construct appropriate assessment tools for teaching-learning of social sciences and
undertake evaluation

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT
Unit-I
Conceptualisation of Social Science Education
a) Concept, nature, and scope of social sciences: existing approaches of teaching learning of
social sciences
b) Epistemological frame proposed in educational policy documents and various national
curriculum frameworks concerning teaching-learning of social sciences
c) Research perspectives in pedagogy of social science education

Unit-II
Social Science Curriculum
a) Approaches to organisation of social science curriculum; social science curriculum at
various stages of school education
b) Methodology of development of curricular materials viz., textbooks, workbooks, teacher
handbooks, teacher’s education manuals, other content enrichment materials –their
conceptualization and processes;

Unit-III
Approaches to Pedagogy of Social Science
a) Critical appraisal of approaches to teaching learning social sciences – behaviourist
approach; constructivist approach; inter disciplinary approach, integrated approach; child-
centred approach; environmental approach; the overlap between these approaches
b) Critical appreciation of various learning-strategies: SQ3R (Survey, Questioning, Reading,
Recite and Review), RAFT (Role, Audience, Format and Topic), Discussion and graphic
organizers; cooperative learning

Unit-IV
Resources and Evaluation of Teaching-Learning of Social Science
a) Integration of ICT in teaching-learning of social science. Development of teaching-
learning materials; workbook; activity book and self instructional materials.

35
 b) Effective utilization of resources for teaching social science textbooks and supplementary
materials; literature and biographies, environment and community resources;
c) Alternative assessment: rubrics, portfolios and projects
d) Typology of questions as related to different subject areas viz., History, Geography,
Political Science, Economics etc.
e) Evaluation of attitudes, values, etc.

Transaction Mode
Lecture-cum-discussion, penal discussion, project on oral history, workshops, seminar,
assignment a group discussion around issues and concepts. Group and individual field based
assignment focused by workshops and seminar presentations.

Sessional Work: The student teacher may undertake any one of the following activities:
• Development of lesson plan
• Development of achievement test (10 marks)

SUGGESTED READINGS

1. Arora, GL (1988), Curriculum and Quality in Education. New Delhi: NCERT.

2. Becker, Williams E.; Watts, Michael & Becker, Suzanne R. (2006) Teaching
Economics: More alternatives to chalk and Talk. Northampton, USA: Edward Elgar
Publishing.
3. Binning and Binning (1952), Teaching Social Studies in Secondary Schools,
McGraw Hills, New York.
4. Ferris, J.Pamela (2003), Elementary and Middle School Social Studies: An
Interdisciplinary instructional approach. New York: McGraw Hills.
5. GOI (1993), Learning Without Burden: Report of the National Advisory Committee
appointed by the Ministry of Human Resource Development, Department of
Education, New Delhi.
6. GOI (2005), Regulatory Mechanisms for Textbooks and Parallel Textbooks Taught in
Schools Outside the Government System: A Report, Committee of the Central Advisory
Board of Education, Ministry of Human Resource Development, New Delhi.
7. Hemming, James (1953): Teaching of Social Studies in Secondary Schools.
London: Longman Geen & Co.
8. Indian Economic Association Trust for Research and Development (1991), Teaching of
Economics in India, Interest Publications, New Delhi.
9. Kent, Ashley (2001) Reflective Practice in Geography Teaching, Paul Chapman
Educational Publishing, Ltd.
10. Kumar, Krishna (2002), Prejudice and Pride. Delhi: Penguin Books India.
11. Kumar, Rajni; Sethi, Anil & Sikka, Shalini (2005) School Society and Nation: Popular
Essays in Education. Delhi: Orient Longman.
12. Lambert, David and Balderstone, David (2000), Learning to Teach Geography in
Secondary School: A Companion to School Experience. London: Routledge Falmer.
13. NCERT (1972), Preparation and Evaluation of Textbooks in Geography: Principles and
Procedures, National Council of Educational Research and Training, New Delhi.

36
14. NCERT (1976), The Curriculum for the Ten-Year School: A Framework, Reprint Edition,
National Council of Educational Research and Training, New Delhi.
15. NCERT (1988), National Curriculum for Elementary and Secondary Education: A
Framework, Revised Edition, National Council of Educational Research and Training,
New Delhi.
16. NCERT (2001), National Curriculum Framework for School Education, Reprint Edition,
National Council of Educational Research and Training, New Delhi.
17. NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group
Position Papers Vol.II, Systemic Reforms (Position Paper on Curriculum, Syllabus
and Textbooks), National Council of Educational Research and Training, New Delhi.
18. NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group
Position Paper on Curriculum, Syllabus and Textbooks, National Council of Educational
Research and Training, New Delhi.
19. NCERT (2005a) National Curriculum Framework Review 2005 National Focus Group
Position Paper on Teaching of Social Science, National Council of Educational
Research and Training, New Delhi.
20. NCERT (2005b), National Curriculum Framework 2005, National Council of Educational
Research and Training, New Delhi.
21. NCERT (2006a), Syllabi for Secondary and Higher Secondary Classes, National Council of
Educational Research and Training, New Delhi.
22. NCERT (2006b), Syllabus for Classes at the Elementary Level, National Council of
Educational Research and Training, New Delhi.
23. Pathak, Avijit (2002) Social Implications of Schooling: Knowledge, Pedagogy and
Consciousness. New Delhi: Rainbow Publishers.
24. Rao, Digumarti Bhaskara (ed.), Techniques of Teaching Social Sciences. New Delhi,
Sonali Publications.
25. Rao, Digumarti Bhaskara & Rao, Ranga (2007), Techniques of Teaching Economics.
New Delhi: Sonali Publications.
26. Singer, Alan J (2003), Social Studies for Secondary Schools: Teaching to learn, learning to
teach. Mahwah, New Jersey: Lawrence Erlbaum Associates.
27. Smith, Maggie (2002), Teaching Geography in Secondary Schools: A Reader. London:
Routledge Palmer.
28. Zevin, Jack (2000) Social Studies for the twenty-first century: Methods and materials for
teaching in Middle and secondary schools. Mahwah, New Jersey: Lawrence
Erlbaum Associates.

Journals
• Economic and Political Weekly (published from Mumbai, India).
• Journal of Economic Education (published from United States of America).
• Teaching of History (published from United Kingdom).
• Journal of Social Sciences Social Science Quarterly.
• Journal of Curriculum Studies (published by Routledge, United Kingdom)

Others
• Encyclopaedia of the Social Sciences.

37
 • Encyclopaedia Britannica

Websites
• www.ncert.nic.in
• http://www.history.org.uk (for accessing e-version of teaching history)
• www.epw.in (for accessing e-version of journal of economic and political weekly)
• www.geographyteachingtoday.org.uk
• http://www.indiana.edu/~econed/ (for accessing e-version of journal of economic
education)

COURSE CODE: E03-PLE-II

COURSE TITLE: Pedagogy of Language Education-II

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
On completion of the course, students will be able to:
• gain an understanding of the nature, functions and the implications of planning for
teaching language/languages
• understand the psychology of language learning
• gain an understanding in the pedagogy of language learning
• study and analyze different approaches, methods and techniques for differentiating
between teaching language and teaching literature in the context of first language and
second language
• examine various areas of research in language education
• survey various problems with respect to language learning
• identify and reflect on factors affecting language policy

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

38
COURSE CONTENT

Unit-I

Conceptual Issues of Language Learning

a) Language acquisition and communication – factors affecting language learning and language
acquisitions and communication
b) Linguistic, psychological and social processes involved in learning of languages
c) Models of Language Acquisition: Chomsky-Language Acquisition Device, Piaget -
Cognitive Constructivism and Language; recent theorization: intentionality; application of
these theories to development of methodologies of teaching-learning of language.
Unit-II

Language Analysis and Individualization of Language Learning

a) Discourse Analysis: Theories of discourse analysis including speech acts, conversational
maxims, conversational analysis, ethno-methodology, text analysis, and critical discourse
analysis.
b) Meta- linguistic awareness with a focus on listening, speaking, reading, comprehension at
writing.
c) Need and techniques (viz. differential assignments, classroom tasks, etc.) for personalized
system of instruction

Unit-III
Curriculum and Pedagogy of Language
a) Language learning at secondary and higher secondary stage
b) Pedagogy of First language, Second language, Third language
c) Development of language curriculum and the syllabus: dimensions, factors that influence the
curriculum, selection and sequencing of content, contexts, transaction and evaluation
techniques

Unit-IV
Issues in Language Learning and Evaluation
a) Cross linguistic influence in learning another language; ecology of bilingual memory
b) Multilingual classroom
c) Medium of instruction – recommendation of NPE 1986/1992, NCF -2005
d) Preservation of heritage language
e) Home language & school language – problem of tribal dialects
f) Problems related to evaluation of language learning

Transaction Mode
Lecture cum discussion, hands on practice in language laboratory, self- study, visits to language
teaching institutes, presentations in seminar and group discussions workshop, assignment
around issues and concepts related to contextual problems in language learning.

Sessional Work: The student teacher may undertake any one of the following activities:
• Development of lesson plan

39
 • Development of achievement test 10 - marks)

SUGGESTED READINGS

1. Bennett, W.A. (1969). Aspects of Language and Language Teaching. London : Cambridge
University Press.
2. Braden, K. (2006). Task Based Language Education: From Theory to Practice. London :
Cambridge University Press.
3. Britton, J. (1973). Language and Learning. England: Penguin Books.
4. Byrnes, H. (2006). Advanced Language Learning: The Contribution of Halliday and
Vygotsky. Continuum International Publishing Group.
5. Hodges and Rudolf (1972). Language and Learning to Read – What language teachers
should know about language. Boston: Houghton Mifflin Co.
6. Joyce & Banks (1971) Teaching the Language Arts to Culturally Different Children.
London: Addison–Wesky, Pub Co.
7. Krashen, S. (1988). Second Language Acquisition and Second Language Learning.
Prentice Hall International.
8. Martinovic, T. (2004). Discourse Across Languages and Cultures. John Benjamins
Publishing Company
9. Ornstein, J. (1971). Programmed Instruction and Education Technology in Language
Teaching Field - New Approaches to Old Problems. The Centre for Curriculum
Development Inc, Philadelphia.
10. Osherson, N. D. & Howard, L. (1990). Language an Introduction to Cognitive Science: -
Vol.1, USA: Massachusets Institute of Technology
11. Pavelenko. Aneta et al (2001). Multilingualism, Second Language Learning and Gender.
Berlin: Walter de’ Gruyter Gmbh & Co. KG.
12. Schiffrin, D. et. al.(2001). The Handbook of Discourse Analyses. Blackwell Publishing.
13. Vygotsky, L.S. (1985). Thought and Language. Cambridge, MA: The MIT Press.
14. Wilkinson, A. (1971). The Foundations of Language. London: Oxford University Press.

COURSE CODE: E04-PME-II

COURSE TITLE: Pedagogy of Mathematics Education-II

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
On completion of this course, students will be able to:
• Appreciate the abstract nature of mathematics.
• Distinguish between science and mathematics.
• Develop the skill of solving real life problems through mathematics modelling as an art.

40
 • Develop the understanding of using constructivist approach in mathematics.
• Develop the skill of using various methods and techniques of teaching mathematics.
• Develop problem solving skills.
• Develop the skills required for action research in mathematics.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I
Meaning, Nature, Structure and Development of Mathematics
a) Meaning, Nature and scope of mathematics. Distinction between mathematics and Science;
Structure of Mathematics: Pure and Applied Mathematics, Axiom Postulates, Proof /
Solution of mathematics Problems- Direct proof, indirect proof, Proof by contradiction,
Importance, Application and Selection of Examples.
b) Recreational and Aesthetic aspect of mathematics: Games, Puzzles, Riddles, Symmetry etc
and their role in learning mathematics.
Mathematics Club: Need and Importance, Goals, Organization and Activities.
Mathematics Laboratory: Designing and Layout, Need and Importance, Materials and
Procedure to set up.
c) Development of Mathematics with some famous anecdotes, Pythagoras, Aryabhatt,
Ramanujan.
Teaching Mathematics Modeling.
Pedagogical Analysis of Mathematics

Unit-II
Curriculum of Mathematics
a) Curriculum: Meaning, Principles of curriculum, Construction and Organisation.
b) Curriculum Evaluation and Reform in School Mathematics Curriculum: Rationale,
Objective, Principles, Learning Experiences and Materials in mathematics, Recent
Curriculum reforms at National and State Levels (NCF 2009).
c) Developing Remedial Leaning experiences and teaching material to overcome special
problems of students. Developing enriched programmes and materials for teaching gifted
and backward students in mathematics.

Unit-III
Strategies of Teaching Learning Mathematics
a) Approaches of Mathematics Teaching- Learning: Constructivist Approach, Competency-
Based Approach.
b) Methods of Mathematics Teaching- Learning: Inductive and Deductive Method, Analytic-
Synthetic method, Computer Based Instructions and Computer Aided Learning.

41
 c) Techniques of Mathematics Teaching- Learning: Problem-Solving: Stages of Problem
Solving Techniques to improve Problem- Solving Skills (Polya Method), Co-operative
Learning (Jigsaw Method, Think Pair- Share).

Unit-IV

Evaluation in Mathematic
a) Evaluation in Teaching Learning Process: Formative, Summative and Diagnostic.
Identification and analysis of mistakes in mathematics, prevention and suggested remedial
measures. Enrichment Programmes in mathematics learning: National mathematics Talent
Search, Mathematics Olympiad.
b) Types of test items in mathematics: Meaning, merits, limitations and Construction of long
answer type, short answer type, very short answer type and objective type construction and
standardization of an achievement test in mathematics.
c) Action Research in Mathematics

Sessional Work: The student teacher may undertake any one of the following activities:
• Development of lesson plan
• Development of achievement test

SUGGESTED READINGS

1. Baw, G.R. & George L.U. (1976): Helping children learn mathematics- a competency
basedlaboratory approach. California, Cummings Publishing Co.
2. Butler, C.H.& Wren, F.L. (1965): the teaching of Secondary Mathematics. NewYork: Mc
Graw Hill.
3. Carpenter, T.P., Dossey, J.A. & Koehler, J. L.(2004): Classics in mathematics Education
Research United States of America. The National Council of Teachers of Mathematics.
4. Chambers, P.(2010): Teaching Mathematics. New Delhi: Sage Publications.
5. Cooney, T.J. (1975): Dynamics of Teaching Secondary School Mathematics, Boston:
Houghton Mifflin.
Driscoll, M., Nikula, E.M. & DiMatteo, R.W. (2007): Fostering Geometric thinking : A
guide to teachers, Grade 6-10, Portsmouth, NH: Heinemann.
6. Driscoll, M. (1999): Fostering algebraic Thinking: A guide for teachers, grade 5-10.
Portsmouth, NH: Heinemann.
7. Grouws, D.A.(ED)(1992): Handbook of research on mathematics teaching and learning,
NY: Macmillan Publishing Lester.
8. Heimer, R.T. & Trueblood, C.R.(1970): Strategies for teaching children Mathematics;
Reading. Massachusetts: Addison Wesley Publishing Co.
9. Howard T. & Jones, S.(2000): Becoming Successful Teacher of Mathematics. London:
Rout ledge Falarer Series.
10. Kruteteski, V.A. (1976): The psychology of mathematical abilities in school children,
University of Chicago Press.
11. Lieback, P (1984): How children learn mathematics. Penguin Books.

42
12. Malove, J. & Taylor, P.(1993): Constructivist interpretations of teaching and learning
mathematics, Perth: Curtin University of Technology.
13. Michael, D. R. (1977): Mathematics as a Science of Patterns. Oxford Press.
14. Marshal, S.P. (1995): Schemes in Problem Solving, NY: Cambridge University Press.
15. Marilyn, N.(2000): Teaching and learning mathematics: A guide to Recent Research and
its applications, NY: Continuum.
16. NCERT(2005): National curriculum framework, New Delhi.
17. NCERT (2006): Position Paper: National focus group on teaching mathematics, New
Delhi. NCERT and Bosem textbooks in mathematics for Class VIII TO X.
18. Nunes, T. And Bryant, P. (1997): Learning and Teaching mathematics: An International
Perspective, Psychology Press.
19. Resonik, L.B. & Ford W.W. (1980):The psychology of Mathematics instruction, New
Jersey: Lawrence Eribaurn Associates.
20. Singh.M (2004): Modern Teaching of Mathematics. New Delhi: D.K. Publishers.
21. Schonell, F.J.& Schonell, F.E. (1965): Diagnostic and Attainment Testing. Edinburg,
London: Oliver and Boyd Ltd.

43
 SEMESTER-III

PROGRAM CODE: MEDGN-III

PAPER-I

COURSE CODE: C12-ESD-III

COURSE TITLE: Education for Sustainable Development & Global Peace-III

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
On completion of this course, students will be able to:
• explain concepts concerning various aspects of the Educational for sustainable development.
• explain the concept of world peace and role of education
• recognize dependence of human life on the environment.
• identify local and region specific environmental problems.
• understand the role of individuals, society, the government, ICT and media in protection,
preservation and conservation of environment.
• develop awareness about rules, regulations and legal provisions for protection, preservation
and conservation of the environment.
• develop awareness, desirable skills and appreciation for the protection, preservation and
conservation of the environment.
• understand the role of school and teacher in creating awareness among students about need
for sustainable development.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.
COURSE CONTENT

Unit-I
Education for Sustainable Development:
a) Meaning nature and scope of Sustainable Development; concept of global peace
b) Education for Sustainable Development: Approaches &Strategies
c) Education for global peace
d) Integration of global peace and environmental concerns in school curriculum.
e) Role of teacher in promoting sustainable development.

44
 Unit-II
a) Conservation of Natural Resources: Environmental conservation in the globalized world;
Deforestation in the context of tribal life Role of individual in conservation of natural
resources: water, energy and food
b) Culture of Peace and Human Rights: Ideas of thinkers like Mahatma Gandhi, Martin Luther
King, Role of Educational institutions and teachers in developing a culture of peace.

Unit-III
Individual, Society, Government, ICT and Media in Environmental Education:
a) Literacy, democracy, human rights and universal values- contribution to global peace and
sustainable development
b) Role of individual, school and community for prevention of pollution, management of natural
resources; Responsible Environment Behavior (REB).
c) Role of ICT, text books and media in creating awareness about human rights;
environmental and peace values.

Unit-IV
Competencies in teachers for Education for Sustainable Development:
a) ESD model for competencies in teachers: Knowledge, system, thinking, emotions and values
in teachers for educating students for Sustainable Development
b) Individual life style; Carbon foot printing

Sessional work: Case study on children rights for education in context of Kailash Satyarthi
,Malala Yousafazi. (10 marks)

SUGGESTED READINGS
1. Agarwal, A.,Narain, S. and Sen, S. (1999). The Citizens Fifth Report. Part II-Sustainable
Database. New Delhi, Centre for Science and Environment.
2. Braidotti, R., Charkiewicz, E., Hausler, S and Wieringa, S. (1994). Women, the
environment, and sustainable development: Toward a theoretical synthesis. London: Zed
Books.
3. Chhokar, K. B. (2000). Conserving Biodiversity. New Delhi, Oxford and IBH publishing
Co. Pvt. Ltd.
4. Cortese, A. (1999). Education for sustainability: The University as a model of sustainability.
Boston, MA: Second Nature, Inc.
5. Cortese, A. (2001). Education for a sustainable future: The next industrial revolution. Boston,
MA: Second Nature, Inc.
6. UNESCO’s Report on Education for Sustainable Development, Paris, UNESCO.
7. Ministry of Law and Justice, Right to Education Act (2009), Govt. of India, New Delhi.
8. http://www.unece.org/fileadmin/DAM/env/esd/inf.meeting.docs/EGonInd/8mtg/CSCT%20H
andbook_Extract.pdf (ESD Model).

45
PAPER: II

COURSE CODE: C13-GNC-III

COURSE TITLE: Guidance and Counselling-III

Credits = 4
Total Marks = 100
External = 70(Theory=60; Practical=10)
Internal= 30(Assessment=20; Practical=10

COURSE OBJECTIVES
After completing the course, the student will be able to:
• understand the meaning, nature, aims, need and scope of guidance.
• understand the meaning, nature, aims, need and scope of counselling.
• recognise the role of guidance in attaining the goals of education.
• understand the meaning, objectives, and advantages of group guidance.
• develop the acquaintance with various techniques of group guidance.
• understand the qualitative and quantitative appraisal of student.
• develop knowledge and understanding of the major psychological concepts such as
intelligence, aptitude, personality, interest and their assessment for providing guidance.
• develop the skill of administration and interpretation of psychological assessment.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I
Introduction
a) Meaning, Nature, Aims, Principles, Need and Scope of Guidance.
b) Meaning, Nature, Aims, Principles, Need and Scope of Counselling, Counselling skills such
as Establishing rapport, empathy and Listening
c) Evaluating Guidance Programme with special reference to Counselling.

Unit-II
Understanding Guidance and Counselling
a) Group Guidance: Meaning, Objectives, Advantages and Limitations of Group Guidance.
b) Group Guidance Techniques: Class Talk, Career Talk, Orientation Talk, Group
Discussion, Career Conference, Career Corner, Bulletin Board, Role Playing.
c) Recent trends in Guidance and Counselling.

46
 Unit-III
Theories/ Therapies of Counselling
a) Behaviouristic
b) Rational Emotive
c) Reality

Unit-IV
Student Appraisal
a) Quantitative Assessment: Concept and assessment of Interest, Intelligence, Personality
and Aptitude.
b) Tools for Qualitative Assessment: Interview, Observation, Case Study, Sociometry.

PRACTICAL (20 marks) External + Internal

a) Administration and Interpretation of psychological tests:
1) Interest Inventory
2) DAT/DBDA
b) Preparation and presentation of Career Talk and /or Career exhibition
c) Report of visit to employment exchange
d) Viva- voce

SUGGESTED READINGS
1. Anastasi, A. & Urbina, S. (1997). Psychological Testing, 7th Ed., Upper Saddle River.
NJ: Prentice Hall.
2. Arbucle, D.s. (1965). Counselling: Philosophy, theory and practice. Boston: Allyn
and Bacon.
3. Bantole, M.D. (1984). Guidance and Counselling. Bombay: Sheth and Sheth Publications.
4. Bhatnagar, A. & Gupta, N. (Eds) (1999). Guidance and Counselling, Vol.I: A practical
approach. New Delhi: Vikas
5. Bhatnagar, A. & Gupta, N. (Eds) (1999). Guidance and Counselling, Vol.II: A practical
approach. New Delhi: Vikas
6. Burnard, P.(2005). Counselling skills training: a sourcebook of activities for trainers.
London: Viva Books Private Ltd.
7. Chaturvedi, R. (2007). Guidance and Counselling Skills. New Delhi: Crescent Publishing
Corporation.
8. Corey, G. (1986). Theory and practice of counselling and psychotherapy, 3rd Ed. Belment:
Calif- Brooks Cole.
9. Cormier, L.& Hackney, H. (1987). The professional counsellor. Englewood Cliffes,
New Jersey: Prentice Hall.
10. Denzin, N.K. & Lincoln, Y. (2000). Handbook of Qualitative research. New Delhi: Sage
Publications.
11. Drummond, R.J. (1998). Appraisal procedures for counsellors and helping professional.
Columbus, OH: Merrill.
12. Dryden, W. & Filethaman C. (1994). Developing Counsellor Training. London: Sage
13. Gardner, H. (1999). Multiple Intelligence: Intelligence, Understanding and Mind. NY:
National Professional Resources.

47
14. Gibson, R.L. & Mitchell, M.H. (2008). Introduction to counselling and Guidance (7th
edition). New Delhi: Pearson education. Inc.
15. Gelsco, C.J. & Fretz, B.R. (1995). Counselling Psychology. Banglore: Prisin Book.
16. George, R.L. & Critiani, T.S. (1990) Counselling theory and Practise. New Jersey: Prentice
Hall.
17. Gladding, S.T. (2014).Counselling: a comprehensive Profession (7th ed.).USA: Pearson
Education, Inc
18. Leuis, M.D., Mayer, R.L.&Louis, J.A.(1986). An introduction to counselling profession.
Illinas:F.E.Peacock Publishers.
19. Mohan, S. & Sibia, A. (1998) Handbook of Personality measurement in India. New Delhi:
NCERT
20. Myers, G.E.(1998). Principles and Techniques of Vocational Guidance. London: Mcgraw
Hills Company.
21. Oliver, W. & Randall, W.E. (2005). Handbook of understanding and measuring
intelligence. London: Sage Publication
22. Petterson, G.H. (1962). Counselling and Guidance in Schools. London: Mcgraw Hill Book
Company.
23. Pietrofesa, J.J., Bernstein, B. & Stanforn. S. (1980) Guidance: An Introduction.
Chicago: Rand McNally.
24. Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill
25. Saraswat, R.K. & Gaur.J.S.(1994). Manual for Guidance counsellors. New Delhi: NCERT.
26. Shertzer, B. & Stone, S.G. (1980). Fundamentals of Guidance. Boston, USA: Houghton
Mifflin Co.
27. Shertzer, B. & Stone, S.G. (1968). Fundamentals of Counselling. Boston, USA: Houghton
Mifflin Co.
28. Tolbert, E.L. (1978). An introduction to guidance. Toronto: Little Brown and Company.
29. Tudor, K. (1999). Group Counselling. London: Sage Publications

COURSE CODE: C14-MEV-III

COURSE TITLE: Measurement, Assessment and Evaluation-III

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)
COURSE OBJECTIVES

At the end of the course, the students will be able to:

• acquaint the students with concepts and techniques of measurement and evaluation.
• develop skills in the construction and standardization of tests.
• acquaint themselves with the new trends in evaluation.
• enable them in learning the applications of advanced statistical techniques in education.

48
NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

Table of critical values for statistical inference, e.g., F-ratio, t-ratio, r, chi-square,
NPC areas, NPC ordinates, Wilcoxon- Mann- Whitney table etc. may be provided to the
students.

COURSE CONTENT

Unit-I
(a) Concept and importance of measurement and evaluation.
(b) Types of evaluation: Formative and summative.
(c) Scales of Psychological measurement: Nominal, Ordinal, Interval and Ratio.

Unit-II
a) Types of achievement tests- Essay, short answer, Objective type.
b) Norm referenced and criterion reference tests, projective and objective tests
c) Steps in standardization of achievement tests.
Item analysis: Item difficulty, discrimination index. Estimating reliability and validity.
Effectiveness of distracters.

Unit-III
a) Analysis of variance (two way)
b) Non parametric tests: Chi square, Mann-Whitney test, Wilcoxon signed rank test
c) Regression and prediction: Meaning and Concept of linear regression equation.

Unit-IV
Correlations: Assumptions and computation of:
a) Biserial, Point Biserial
b) Tetrachoric and phi- coefficient.
c) Partial and multiple correlation.

Sessional Work:
Development of a standardized test

SUGGESTED READINGS

1. Aiken, L.R. (1985): Psychological Testing and Assessment, Boston : Allyn and Bacon.
2. Aggarwal, Y.P.(1989): Statistical Methods Concepts Application & Computation,
New Delhi : Sterling
3. Anastasi, A(1988): Psychological Testing (6th Ed). New York: The Macmillan Co.

49
4. Brown, G.T.L.,Irving, E.S.& Keegan, P.J. (2014): An introduction to Educational
Assessment, Measurement and Evaluation: Improving the quality of Teacher Based
Assessment (3rd Edition). New Delhi: Dunmore Publishers.
5. Cronbach, L.G.(1964) : Essentials of Psychological Testing, New York : Harper.
6. Ebel, L.R. and Fristrie, D.A. (1991): Essentials of Educational Measurement. New Delhi:
Prentice Hall of India Pvt. Ltd.
7. Freeman, F.S. (1965): Theory & Practice of Psychological Testing, New York: Rinehart &
Winston.
8. Garrett, H.E. (1973): Statistics in Education and Psychology, Bombay, Vakils Febber and
Simons.
9. Guilford, S.P. and Fruchtor, B.(1973) : Fundamental Statistics in Psychology and Education
5th Ed. New York: McGraw Hill and Co.
10. Guilford, J.P.(1978) : Fundamental Statistics in Psychology and Education, New York:
McGraw Hills, 6th Ed.
11. Karmel, L.C & Karmel, M.C. (1978) : Measurement and Evaluation in Schools, New
York: Macmillan.
12. Laak,J.J.F.T, Gokhale, M., Desai, D. (2013): Understanding Psychological Assessment.
New Delhi: Sage Publications.
13. McDavid,J.C.,Huse, I.& Hawthorn,L.R.L.(2013): Program Evaluation and Performance
Measurement. New Delhi: Sage Publishers.
14. Mehrens, W.A. & Lehmann, I.J. (1984): Measurement and Evaluation in Education
and Psychology, New York: Holt, Rinehart, Winstom 52
15. Popham, W.J.(1988) : Educational Evaluation. New Delhi: Prentice Hall.
16. Secolsky, C. & Denison,D.B. (2011): Handbook on measurement, Assessment and
Evaluation in Higher Education. London: Routledge Press.
17. Sidhu, K.S. (2005): New approaches to Measurement and Evaluation. New Delhi: Sterling
Publishers.
18. Singh, A.K (1986): Tests, Measurements and Research Methods in Behavioural
Sciences. New Delhi: Tata McGraw Hill Publishers.
19. Thorndike, R.L. and Hagen E. (1977): Measurement and Evaluation on Psychology
and Education. New York: John Wiley and Sons, Inc.
20 . Thorndike, R.M & Christ,T.M.T (2009): Measurement and Evaluation on Psychology and
Education. Second Edition. New Delhi: Pearson Publishers.
21. Thorndike, R.M & Christ,T.M.T (2011): Measurement and Evaluation on Psychology and
Education. Second Edition. New Delhi: Pearson Publishers.

50
PAPER-IV

COURSE CODE: C15-EPF-III

COURSE TITLE: Educational Management, Policy Planning and Financing -III

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES:
After completing the course, students will be able to:
• explain the process of policy formulation
• critically analyse the determinants of educational policy
• explain the principles, methods and approaches of educational planning
• explain types, approaches and agencies for performance appraisal
• explain structure of educational organizatio
• explain various aspects of organizational climate
• discuss processes of educational management
• describe issues in organizational development and change
• explain meaning, nature scope types and traits of leadership

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.
COURSE CONTENT
Unit-I
Management in educational organization
a) Educational management: Concept, scope, Principles of management
b) Processes in educational organization: communication, decision making, appraisal,
management by objectives.
c) Organizational Climate: Strategies for maintaining healthy work environment

Unit-II
Organizational development and leadership
a) Organizational development: concept, process and interventions
b) Organizational change: concept, issues and strategies of implementation
c) Educational leadership: meaning, nature and scope. Types of leadership: Styles of
leadership; Traits & skills for effective leadership

51
 Unit III
Educational policy and its formulation
a) Need and importance of educational policy. Determinants of educational policy
b) Process of policy formulation, Policy research, Discussion document, consultations,
constitution of working groups, presentation of draft document in CABE and parliament.
Formulation of Plan of Action: short term, long term

Unit – IV
Educational planning
a) Guiding principles, methods and techniques of educational planning ; Priorities in planning at
Centre and State levels, District level planning, institutional planning
b) Approaches to educational planning
• Social demand approach
• Man-power approach
• Return of Investment approach
c) Overview of educational planning in India w.r.t. short term & long term plans.

Sessional work:
The students may undertake any one of the following activities:
• Preparation of questionnaire/ interview schedule for micro level educational survey
• Case study of administrative problems in implementation of RTE in government
school/private school
• Assessment of motivation level/ job satisfaction/ perception of leadership among teachers
in any educational institution

SUGGESTED READINGS
1. Agarwal, V.Bhatnagar, R.P. (1997). Supervision, Planning and Financing, Meerut: Surya
Publication.
2. Aggarwal, J. C., & Agrawal, S. P. (1992). Educational planning in India: With a slant to
educational financing and administration. New Delhi: Concept Pub. Co.
3. Bottery Mike (ed.) (1992). Education, Policy & Ethics. London: Continuum.
4. Ayyar, R.V. Vaidyanathan (1993). Educational Planning and Administration in
India:Retrospect and Prospect. Journal of Educational Planning and Administration. VII (2).
April.
5. Bhatnagar, R.P. & Agarwal, V. (2002). Educational Administration and Supervision. Meerut:
Surya Publication.
6. Bala, M. (1990). Leadership Behaviour and Educational Administration. New Delhi: Deep &
Deep Publications.
7. Bush, Tony (1986). Theories of educational management. London: Harper & Row
Publishers.
8. Bush, T., & Standing Conference for Research in Educational Leadership and
Management. (1999). Educational management: Redefining theory, policy, and practice.
London: P. Chapman Pub.
9. Chandrasekara, P. (1994). Educational Planning and Management, New Delhi: Sterling
Publishers.

52
10. Chand, T., & Prakash, R. (2003). Advanced educational administration. New Delhi,
India: Kanishka.
11. Dennison, W. F. (1984). Educational finance and resources. London: Croom Helm.
12. Greene, J.F.( 1975). School Personnel Administration. Pennysylvania: Chilfton Book
Company.
13. Guthrie, J. W., & Reed, R. J. (1991). Educational administration and policy: Effective
leadership for American education (2nd ed.). Boston: Allyn and Bacon.
14. Hanson (E-Mark). Educational Administration and Organisational Behaviour. New Delhi:
Discovery Publishing House.
15. Hough J.R. (1990). Education, Policy-An International Survey. London: Croom Helm.
16. Jha, Jyotsna, Saxena, K.B.C. & Baxi, C.V. (2001): Management Processes in Elementary
Education: A Study of Existing Practices in Selected States in India. New Delhi, theEuropean
Commission.
17. Khan, N. Sharif & Khan, M. S. ( 1980). Educational Administration, New Delhi: Ashish
Publishing House.
18. Kaur, K. (1986). Education in India (1981-1985): Policies, Planning and Implementation,
Chandigarh: Arun and Rajive Pvt. Ltd.
19. Lulla, B.P. & Murthy, S.K. (1976). Essential of Educational Administration, Chandigarh:
Mohindra Capital Publishing.
20. Luthens, Fred. (1981). Organizational Behavior. Tokyo: Mcgraw Hill.
21. Mathur, S.P. (2001): Financial Administration and Management. The Indian Publications,
India.
22. Mathur, S.S. (1978). Educational Administration and Management, Ambala Cantt. : Indian
Publicatons.
23. Milton, Charles R. (1989). Human Behavior in Organizations. NY: Prentice Hall, Inc.
24. Mukherji, S.N.(1970). Administration and Educational Planning and Finance. Baroda :
Acharya Book Depot.
25. Mohanty, J. (2005). Educational administration, supervision and
schoolmanagement(2nd ed.). New Delhi: Deep & Deep Publications.
26. Mukhopadadyay, Mamar & Tyagi, R.S. (2005): Governance of School Education in India.
New Delhi, NIEPA.
27. Naik, J.P. (1965): Educational Planning in India. New Delhi: Allied.
28. Naik, J.P. (1982): The Educational Commission & After. New Delhi: Allied.
29. Philip H. Coomba. (1985). The World Crisis in Education, Oxford University Press.
30. Robert G. Oweus. (1970). Organizational Behaviour. Englewood Clifs : Prentice Hall. Inc.
31. Sharma, B. M. (1997). Classroom administration. New Delhi:
Commonwealth Publishers.
32. Talesra, H., Ruhela, S. P., Nagda, M. L., & Rajasthan Council of Educational
Administration and Management. (1997). Educational management: Innovative
globalpatterns. Rajasthan, India: Rajasthan Council of Educational Administration
andManagement
33. Tara Chand and Ravi Prakash (1997). Advanced Educational Administration, New Delhi :
Kanishka Publishers.
34. Thakur D. & Thakur, D.N. (1996). Educational Planning and Administration, New Delhi :
Deep and Deep Publications.
35. Thomas I . S. (1980). Educational Governance and Administration, NY : Prentice Hall.

53
36. Trivedi, P.R. & Sudershan, K.N., (1996 ). Management Education. New Delhi : Discovery
Publishing House.
37. Vashisht, S. R. (1994). Theory of educational administration. New Delhi:
Anmol Publications Pvt Ltd.
38. Vashist, S. R. (1994). Educational administration in India. New Delhi: Anmol
Publications Pvt Ltd.

PAPER-V

COURSE CODE: C16-FAI-III

COURSE TITLE: Field Attachment/ Internship-III (September-October)

Credits=2
Total Marks=50
External=00
Internal=50

COURSE OBJECTIVE

- To acquire hands-on training of pedagogy

COURSE CONTENT

Field attachments/internship/immersions shall be facilitated with organizations and

institutions working in education. These would aim at engaging students with field-based
situations and work in secondary education, and to provide an opportunity for reflection and
writing on the same. Systematically planned field internship/ attachment in a teacher education
institution, and in the specialization area chosen by the student shall be organized during the
program.
Close mentorship by faculty in relevant areas should be provided in the form of tutorials,
guided reading groups and practice teaching and observation of practice lessons.

*Internship will be for one month in secondary schools

54
 SEMESTER-IV

PROGRAM CODE: MEDGN- IV

PAPER: I

COURSE CODE: C17-EDT-IV

COURSE TITLE: Educational Technology and ICT-IV

Credits= 4
Total Marks= 100
External= 70 (Theory=60; Practical=10)
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
After completing the course, the student will be able to:
• explain the concept of educational technology.
• explain the nature and scope of educational technology.
• trace the history of educational technology.
• explain the types of educational technology.
• discuss major trends in educational technology.
• explain the concepts, variables, phases and levels of teaching.
• describe the meaning of models of teaching.
• discuss different models of teaching.
• explain various teacher training techniques.
• discuss the concept, principles and types of programmed instruction.
• explain the development stages of linear program.
• discuss the concept, characteristics and selection of audio-visual media.
• explain the concept, process, principles and barriers of communication.
• discuss the concept, need and advantages of ict.
• discuss the concept and method of computer-assisted instruction, e-learning, online
learning and m-learning.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

55
COURSE CONTENT

Unit-I
a) Educational Technology: Concept, Nature and scope of educational technology in India.
b) Historical perspective of Educational Technology. Types of Educational Technology.
c) Recent trends in Educational Technology. Major institutions of Educational Technology in
India: CIET, EMRC, CEC.

Unit-II
a) Teaching: Concept, variables, phases and levels of teaching.
b) Models of Teaching: Basic teaching model, Concept Attainment model and Advance
Organizer Model.
c) Teacher Training Techniques: Microteaching, Teaching skills, Skill of stimulus variation,
introducing the lesson, reinforcement and probing question. Flanders Interaction Analysis.

Unit-III
a) Programmed Instruction: Concept, theoretical rationale, principle and styles of programmed
instruction.
b) Development of a linear programme.
c) Print and electronic media in education: concept, Characteristics, selection of media.
EDUSAT. Media in Distance Education, MOOCS

Unit-IV
a) Communication: Concept of communication, process, principles and barriers of
communication.
b) Information and Communication Technology (ICT): concept, need, advantages and barriers
to expansion of Information and Communication Technology.
c) Computer assisted instruction, e-learning, online learning and m-learning.

Practical: (20 marks)

1. Power-point presentation (at least 20 slides)
2. Development of a linear programme (50 frames).

SUGGESTED READINGS

1. Bhushan,A.& Ahuja, M.(1992): Educational Technology, Meerut, Vikas Publication.

2. Bigge, M.L. & Hunt, M. (1968): Psychological Foundation of Education, London, Harper
and Row Publishers.
3. Bloom, B.S. (1972): Taxonomy of Education Objectives. A Hand Book-I(Cognitive
Domain), New York: David Mokeay Campo.
4. Briggs, A.R.J. and Sommefeldt, D. (2002) Managing Effective Teaching and learning,
London: Paul Chapman Publishing.
5. Burkill, B & Eaton, R. (2011) Developing Teaching and Learning. New Delhi: Cambridge
University Press.
6. Chauhan, S.S. (1978): A Textbook of Programmed Instruction, New Delhi, Sterling
Publishers.

56
7. Das, R.C. (1993): Educational Technology : A Basic Text, New Delhi, Sterling Publishers.
8. Dececco, J.P. & Cramford, W.R., (1970): Psychology of Learning and Instructions, Prentice
Hall of India Pvt. Ltd.
9. Flanders, Ned A.(1978): Analysing Teaching Behaviour, London , Addison Wesley
Publishing Co.
10. Gage, N.L., (1978): The Scientific Basis of the Art of Teaching, London, Teacher’s College
Press.
11. Gakhar , S.C. (2008). Educational Technology, Panipat, N,.M. Publication
12. Goswami. M.K. (2008) Educational Technology. New Delhi: Asian Books Private Limited.
13. Hiltz, S.R. and Goldman, R. (2005) Learning Together Online. Research on Asynchronous
Learning networks. New Jersey: Lawrence Erlbaum Associates, Publishers.
14. Jolliffe, A. Ritter, J. and Stevens, D. (2001) The Online Learning Handbook. Developing and
Using Web based learning: London, Kogan Page.
15. Joyce, B.Weil, M. & Showers, B., (2009) : Models of Teaching, New Delhi: Prentice Hall of
India, Pvt. Ltd.
16. Khirwadkar, A. and Puspanadham, K. (2005). Information and Communication Technology
in Education. New Delhi: Sarup and Sons.
17. Mehra, V.(2010) : A text book of Educational Technology, New Delhi : Sanjay Prakashan.
18. Modi, J.(2010) Micro Teaching Technique and Practice, Delhi: Shipra Publications.
19. Schrum, L. (2012) Educational Technology for School Leaders. New Delhi: Sage India Pvt
Ltd.
20. Sharma, Y.K. and Sharma, M. (2006) Educational Technology and management, Vol. 1,
New Delhi: Kanishka Publishers, Distributers.
21. Thamarasseri, I. (2009). Information and Communication Technology in Education. New
Delhi, Kanishka Publisher, distrbuters.
22. Vallikad, S. (2009) Information Communication Technology for Teacher Education. New
Delhi: Kanishka Publishers, Distributers.
23. Xavier, E. (Editor) (2013) Encyclopedia of Curriculum and Teaching Methods. New Delhi:
Anmol Publications Pvt Ltd.

PAPER-II
COURSE CODE: C18-DIS-IV
COURSE TITLE: Dissertation–IV

Credits=5
Total Marks=125
External=100
Internal=25

The students will submit the dissertation upto 15th Feb, prepare and appear for dissertation viva
voce in April- May before an external examiner and supervisor.

57
PAPER-III
COURSE CODE: C19-FAI-IV
COURSE TITLE: Field Attachment/ Internship-Viva voce

Credits=2
Total Marks=50
External=50
Internal=00

COURSE CONTENT

Systematically planned field internship/ attachment in a teacher education institution, and in

the specialization area chosen by the student which was organized during the program in 3rd
Semester of 2 year M.Ed. course will be evaluated by external examiner on the basis of
Internship report and viva voce.

PAPER-IV
COURSE CODE: C20-SDS-IV
COURSE TITLE: Self Development Skills – IV (Placement/Entrepreneurship Skills)

Credit=1
Internal=25

COURSE OBJECTIVES
o To enable the learners to prepare a CV
o To prepare the learners for facing an interview
o -To make them aware of the possible pitfalls/threats of using e-resources

COURSE CONTENT
1. Writing a CV
2. Interview
Preparation, body language, communication skills, dealing with anxiety, assertiveness
3. using internet/social network interface for educational/research purposes; constructing
and sharing knowledge using social network sites, ethical issues of using e-resources,
Behaving responsibly on the internet
4. identifying expectations and requirements of institutions and Industry from
educational professionals

Sessional work (10 marks)

- Preparing a CV
- Mock Interview
- Creating an e-group for purpose of research ideas

58
PAPER V, VI & VII

Any three of the following

E05-INE-IV: Education for Differently Able -IV

E06-CRS-IV: Curriculum Studies-IV
E07-CME-IV: Comparative Education-IV
E09-LLL-IV: Life Long Learning-IV
E10-ECE-IV: Economics of Education-IV

COURSE CODE: E05-INE-IV

COURSE TITLE: Education for Differently Abled -IV

Credits= 4
Total Marks= 100
External = 70(Theory=60; Practical=10)
Internal= 30(Assessment=20; Practical=10

COURSE OBJECTIVES

At the end of the course, the student will:

• know types of children with diverse needs, their nature and educational implications
• understand and appreciate inclusive education and legislation related to it
• know about various resources needed for children with diverse needs
• understand various aspects of teacher preparation for children with diverse needs

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I
Inclusive Education
(a) Concept of Inclusive Education and Models of Implementation. Barriers of Inclusive
Education.
(b) Difference between Special Education, Integrated and Inclusive Education. Advantages of
Inclusive Education for Individual and Society.
(c) Current laws(RCI Act, PWD Act, National Trust Act, RTE); National Policy for the
Disabled (2006) and agreements supporting Inclusive Education (examples);
Recommendations of various education commissions to respond to diversity in education
situations

59
 Unit-II
Children with Diverse Needs
(a) Definition, Characteristics and Educational Implications for Children with Hearing and
Visual Impairments, Intellectually Challenged, Locomotionally Challenged, Children with
Autism, Cerebral Palsy, Learning Disabilities, Slow Learners, Linguistic Minorities, Gifted
and Creative.
(b) Importance of early detection, functional assessment and early intervention for development
of compensatory skills.

Unit-III
Resources, Curricular and Other Changes
(a) Concept and need for curricular adaptations for children with diverse needs
(b) Role of Technology for meeting diverse needs of learners
(c) Changing attitude of significant others and society in general
(d) Sources required for Children with special needs: Human, Financial and Physical
(e) Adaptations in instructional objectives, co-curricular and curricular activities for children
with diverse needs

Unit-IV
Teacher Preparation
(a) Guidelines for adaptation for teaching/practicing Science, Mathematics, Social Studies,
Languages, Yoga, Physical Education, Drama etc
(b) NCF 2005 and Curriculum for Teacher Preparation and Transaction Modes
(c) Skills and Competence of teacher and teacher educators for secondary education in inclusive
settings
(d) Multicultural and Multigrade Teaching

Practicum (20 marks)

1. Assessment / Identification test (of any of the following- Learning Disability and Slow
Learner, Attention Deficit Hyperactivity Disorder)
2. Report on Visit to a Special School
3. Curricular adaptations for any disability.

SUGGESTED READINGS

1. Advani, L & Chadha, A. (2003) : You and your special Child, New Delhi: UBS Publishers
and Distributors
2. Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative |Learning based
Approach: National Publishing House 23 Daryaganj, New Delhi 110002.
3. Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and
Participastion in Schools. Bristol: Center for Studies in Inclusive Education.
4. Alur, M. & Timmons, V. (2009): Inclusive Education across Cultures-Crossing
boundaries, Sharing Ideas. Sage.

60
5. Berdine, W.H., Blackhurst, A.E. (eds.) (1980): An Introduction to Special Education.
Boston: Little, Brown and Company.
6. Collier, C. (2011): Seven Steps to Separating Difference from Disability, California:
Corwin- A Sage Company.
7. Corbett, Jenny (1998): Special Education needs in the Twentieth Country. A Cultural
Analysis, Trowbridge, Wilts: Redwood Books.
8. Encyclopaedia of Special Education (1987): Vol.1,2,3 ed’s Cecil, R, Reynolds and Lester
Mann, New York : John Wiley and Sons.
9. Frank, M.H. & Steven, R.F. (1984): Education of Exceptional Learners, Allyn & Bacon,
Inc., Massachusetts.
10. Glass, K.T. (2009): Lesson Design for Differentiated Instruction, Grades 4-9, California:
Corwin- A Sage Company.
11. Hallahan, D.P. & Kauffman, J.M. (1991): Exceptional Children—Introduction to Special
Education. Massachusetts: Allyn & Bacon.
12. Hans, I.J. (2000): Children in Need of Special Care, Human Horizons Series, Souvenir
Press (E & A Ltd.).
13. Hegarty, S., & Alur, M. (2005): Education and Children with Special Needs-From
Segregation to Inclusion. Sage.
14. Jangira, N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped,
Gurgaon, Old Subjimandi, Academic Press.
15. Jha, M. (2002) Inclusive Education for All: Schools Without Walls. Chennai: Heinemann
Educational Publishers, Multivista Global Limited.
16. Karanth, P. and Rozario, J. (2007): Learning Disabilities in India Willing the Mind to
Learn, New Delhi, Sage Publications India Pvt. Ltd.
17. Kirk, S.A. & Gallagher, J.J. (1989): Education of Exceptional Children. Boston: Houghton
Mifflin Co.
19. Panda, K.C. (1997): Education of Exceptional Children, New Delhi: Vikas Publication
House. 1011.
20. Sengupta, Dr. Keya et. al. (2000): Human Disabilities Challenges for their Rehabilitation,
New Delhi: Reliance Publishing House.
21. Sharma, P.L. (1990) Teachers Handbook on IED-Helping Children with Special Needs.
N.C.E.R.T Publications.
22. Singh, D. and Deshprabhv, S. (2008): Handbook of Special Education Part-I, New Delhi:
Kanishka Publishers.
23. Singh, D. and Deshprabhv, S. (2008): Handbook of Special Education Part-II, New Delhi:
Kanishka Publishers.
24. Sharma, P.L. (2003) Planning Inclusive Education in Small Schools, R.I.E, Mysore.
25. Ysseldyke, J.E. and Algozzine, B. (1998) : Special Education, New Delhi, Kanishka
Publishers, Distributor

61
COURSE CODE: E06-CRS-IV

COURSE TITLE: Curriculum Studies-IV

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES

After completing the course, the student will be able to:

• explain the concept of curriculum and curriculum development.
• explain the foundations of curriculum development.
• discuss factors affecting curriculum change.
• appreciate the role of teacher as a curriculum maker.
• explain the nature, purposes, scope and principles of curriculum development.
• explain taba’s model of curriculum development
• explain the concept and need of curriculum development
• explain features of different curriculum designs.
• explain eclectic model of curriculum design.
• explain different models of curriculum engineering.
• appraise critically the present day curriculum of indian schools.
• discuss curriculum issues and trends.
• predict future directions for curriculum.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I
a) Concept of curriculum, curriculum development and other curricular fields. Components of
curriculum.
b) Epistemological, social and psychological foundations of curriculum development.
c) Factors affecting curriculum change, viz, social factors, pressure groups, writers and
publishers. Role of teacher as curriculum maker.

62
 Unit-II
a) Curriculum development: nature, purposes, scope and principles.
b) Principles of formulating aims, selecting content, teaching, learning and evaluation
procedures.
c) Taba’s Model of Curriculum development.

Unit-III
a) Curriculum design: concept and need.
b) Different curriculum designs: subject-centred, experience and activity centred and core
curriculum.
c) Eclectic model of curriculum design.

Unit-IV
a) Models of curriculum engineering: administrative model, grass-root model, system analysis
model.
b) Critical appraisal of present curriculum in secondary and senior secondary schools of India.
c) Curriculum issues and trends and future directions for curriculum.

Sessional Work: (10 marks)

Critical appraisal of curriculum of secondary stage.

SUGGESTED READINGS
1. Aggrawal, D. (2007): Curriculum development: Concepts, Methods and Techniques. New
Delhi, Book Enclave.
2. Annuing, A. (1995): A National Curriculum for the Early Years, Buckingham, Philadelphia
Open University Press,
3. Davies, I. K. (1976) : Objectives in Curriculum Design, England, Mcgraw Hill Book
Company Limited
4. Fogarty, R. (2009): How to Integrate the Curriculum. New Delhi: Sage India Pvt Ltd.
5. Goodson, I. F. (1994): Studying Curriculum, Buckingham, Open University Press.
6. Graves, K.(Editor) (2010): Teachers as Course Developers. New Delhi: Cambridge
University Press.
7. Hugh (1976): Designing the Curriculum, London, Open Books.
8. Krug, E.A. (1960): The Secondary School Curriculum, New York, Harper and Row
Publishers.
9. Joseph, P.B. et al. (2000): Cultures of Curriculum (studies in Curriculum Theory). New
York, Teacher College Press.
10. Lawton, D. (1986): School Curriculum Planning, London, Sydney, Hodder & Stonghton.
11. Lynn, E.H. (1998): Concept-based Curriculum and Instruction, Corwin Press, Inc.
12. Lewy, A. (1991): Studying Curriculum, Buckingham, Open University Press,.
13. NCERT (2005): National Curriculum Framework, NCERT, New Delhi.
14. NCTE (2009): National Curriculum Framework of Teacher Education, New Delhi.
15. Oliva, P.F. (1988). Developing the Curriculum, Scott and Foresman and Co.
16. Ornstein, Allen C.A., Curriculum Foundations, Principles and Issues,London, Prentice Hall
International Ltd.

63
17. Pratt, D.(1980): Curriculum Design and Development, New York, Harcourt Brace and World
Inc.
18. Reddy, B. (2007): Principles of curriculum planning and development.
19. Tyler, R.W.(1974) : Basic Principles of Curriculum and Instruction, London, Open
University Pub.
20. Xavier, E. (Editor) (2013) Encyclopedia of Curriculum and Teaching Methods.New Delhi:
Anmol Publications Pvt. Ltd
21. Zais, R.S. (1976): Curriculum Principles and Foundations, London, Harper & Row Pub.

COURSE CODE: E07-CME-1V

COURSE TITLE: Comparative Education-IV

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES
After completing the course, the student will be able to:
• explain the concept, history and purposes of comparative education.
• explain the importance and limitations of comparative education
• explain the factors influencing the educational system of a country.
• explain the educational ladder of U.K., Finland and India.
• compare the salient features of educational system of U.K., Finland and India.
• explain the educational ladder of U.S.A., China and India.
• compare the salient features of educational system of U.S.A., China and India.
• compare the teacher education program in U.K., Finland, U.S.A., China and India.
• discuss recent trends and innovations in education of U.K., Finland, U.S.A., China and
India.

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

COURSE CONTENT

Unit-I
a) Meaning, History, Purposes, Methods, importance and limitations of comparative education.
b) Factors influencing the educational systems of a country-political, social, linguistics,
geographical and economic.

64
 Unit-II
a) Educational ladder of U.K., Finland and India, Administrative agencies for education
b) Compare the salient features of educational system (aims, curriculum, and evaluation) of
U.K, Finland and India.

Unit-III
a) Educational ladder of U.S.A. and China with special reference to India
b) Compare the salient features of educational system (aims, curriculum, and evaluation) of
U.S.A., China and India.

Unit-IV
a) Teacher Education program in U.K., Finland, U.S.A., China and India.
b) Recent trends and innovations in education of above mentioned countries.

Sessional work: Exhibit on socio-political-cultural-geographical aspect of any of the five

countries in course. (10 marks)

SUGGESTED READINGS
1. Beredy, G.Z.F.(1964) : Comparative Methods in Education, New Delhi,Oxford & East
Publishing Co.
2. Blavic, E. (1987) : Primary Education : Development and Reform, Perspectives in Education,
Vol. 3, No. 3, 153-60.
3. Carlton, R., Colley and Machinnon (1977) : Educational Change and Society, Toronto, Gage
Educational Publishing.
4. Carnoy, M.H. L.(1985) : Schooling and Work in the Democratic State, California, Stanford
University Press.
5. Cantor, L. (1989): The Re-visioning of Vocational Education in American High School,
Journal of Comparative Education, Vol. 25, Number 2.
6. Choube, S.P. and Choube, A., (1993) : Comparative Education, New Delhi : Commonwealth
Publishers.
7. Choube, S.P., Features of Comparative Education, Agra : Vinod Pustak Mandir.
8. Dearden. R.F. (1970): The Philosophy of Primary Education. London, The English Language
Book Society & Routledge and Kegan Paul Ltd.
9. Dent, H.C. (1961): The Educational System of England and Wales, University of London
Press Ltd., Warwick Square London & C.V.
10. Epstein, E. H., (1987) : Against the Currents : A critique of Ideology in Comparative
Education, Compare, 17, No. 1.
11. Green, J.L. (1981) : Comparative Education and Global Village, Meerut, Anu Book.
12. Hans, N. (1965) : Comparative Education, London, Routledge and Kegan Paul Ltd.
13. James, H.R. & Mathew, A. (1988) : Development of Education System in India, Ansari
Road, Daryaganj, New Delhi, D.K. Publisher Distributors (P.) Ltd.,
14. Jangira, N.K.(1986) : Special Education Scenario in Britain and India : Issues, Practice,
Perspective Indian Documentation, Patel Nagar, P.B. No. 13, Gurgaon, Service Book Seller
and Publishers.
15. Sharma, Y.K. (2004): Comparative Education – A Comparative Study of Educational

65
 Systems, New Delhi: Kanishka Publishers.
16. Sodhi, T.S., (1983): A Text Book of Comparative Education, New Delhi: Vikas Publishing
House Pvt. Ltd.
17. Rao, V.K. and Reddy, R.S. (2004): Comparative Education, New Delhi : Common wealth
Publishers.
18. Rawat, Dubey and Upadhyaya (2008) : Comparative Education Agra : Radha Krishan
Mandir.
19. Sharma, R.N. (2008): Comparative Education, New Delhi: Surjeet Publications.
20. Sharma, R.A. (2007): Comparative Education, Meerut: R. Lall Book Depot.
21. Sharma, R.A. (2005): Comparative Perspective on Education, Jaipur, Imliwala Phatak, ABD
Publishers,.
22. Sharma, R.A. (2008): Tulnatamak Adhyan Shiksha. Meerut: R. Lall Book Depot (HINDI
VERSION).

COURSE CODE: E09-LLL-IV

COURSE TITLE: Lifelong Learning-IV

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

COURSE OBJECTIVES: After completing the course, the student will be able to explain:
• Concept of lifelong education
• Approaches to lifelong education
• Concept, aims ,Need and importance of adult and continuing education
• Literacy situation in the country and government initiatives to improve literacy status
• Administration and management of adult and continuing education programmes
• Role of universities in adult and continuing education
• Concept of andragogy and its applications
• Impact of lifelong education on formal education
• Types of continuing education programmes
• Areas of research in adult , continuing and lifelong education

NOTE: Examiner will set 9 questions, two from each unit and one question (Question
No.9)covering the entire syllabus will consist of four short answer type questions. Students are
required to attempt five questions in all, selecting one question from each unit and Question No.
9 which is compulsory. All questions carry equal marks. Duration of external examination will
be three hours.

66
COURSE CONTENT

Unit-I
a) Philosophical and sociological basis of lifelong education – Need and importance in
contemporary world
b) Concept and Scope of lifelong education – Literacy, awareness, continuing education and
empowerment of all sections of society.
c) Adult and Continuing Education; Evolution of concept, aims, need and importance in the
contemporary world and practice.

Unit-II
a) Literacy situation in India. Total Literacy Campaign (TLC) Objectives and Strategies; New
Initiatives in Adult and Continuing education; Sakshar Bharat.
b) Centre and State Level organisations for Administration and management of adult
and continuing education programmes.
c) Role of UGC and Universities in adult, continuing and lifelong education :
Departments/Centres for adult and continuing education and extension
education. The field outreach programmes.

Unit-III
a) Andragogy : meaning and concept, implication for lifelong learning.
b) Psychology of adult learners; Principles of adult learning and curriculum development for
adults.
c) Teaching methods for adult learners.

Unit – IV
a) Impact of Life Long Education on formal education – Education for diverse target groups
through open and distance mode, web based learning and community colleges
b) Continuing education programmes for community development with special reference to
literacy mission, women empowerment, legal literacy and vocational education and
awareness
c) Research Areas in Life Long Learning and Adult Education and Continuing Education

Sessional Work (10 marks)

Any of (a) and (b)
a) Poster preparation and exhibition of any of the following :
(i) Legal Literacy
(ii) Open learning
(iii)Part time courses
(iv) Web based Education
b) Planning a target specific continuing education course and submission of a detailed
course draft.

SUGGESTED READINGS
1. Alford, Harold J. (1968): Continuing education in action : residential centres for lifelong
learning. New York : Wiley.

67
2. Belanger. P. & Gelpi, E. (1995) : Lifelong Education, London : Kluwer Academic
Publishers.
3. International Journal of Adult and Lifelong Education 68, 1-2, 2007.
4. International Journal of Adult and Lifelong Education 68, 3-4, 2007.
5. Indian Journal of Adult Education, 69, 3, 2008.
6. Indian Journal of Adult Education, 69,4,.2008.
7. International Journal of Adult and Lifelong Education, Vol. No.1, (2003), UNESCO &
UNDP Documents and Publications.
8. Jarvis, Peter, (1990): International dictionary of adult and continuing education, London,
Routledge.
9. Jethither, Bhart,(1996) : Adult Education & Extension. New Delhi : APH Publishers.
10. New Frontiers in Education-International Journal of Education, Vol. XXXII, No. 2 April-
June.
11. Pareek, Vijay Kumar,(1992) : Adult Education. Delhi. Himansher,
12. Patil, S.P., (1996): Problems of adult education programme- Ambala Cantt. Associated
Pubs.
13. Pillai, K. S. (1997). Education for all and for ever. Ambala Cantt: The Associated
Publishers.
14. Rahi, A.L, (1996): Adult Education Policies and Programmes, Ambala Cantt. Associated
Pubs.
15. Rao, D.S. (1993): Continuing Education in India, Ambala: the Associated Publishers.
16. Rao, V. J. (2000). Problems of continuing education. New Delhi: Discovery Publishing
House.
17. Reddy, G. Lokanandha,(1997): Role performance of adult education teachers : problems
and prospects-New Delhi : Discovery Pub.
18. Roy, Nikhil Ranjan, (1967): Adult Education in India and abroad. Delhi: Chand, Publishers.
19. Seetharamu, A.S. & Devi (1994): Adult Education, New Delhi: Ashish Publications.
20. Sharma, Inder Prabha, (1985): Adult Education in India: policy perspective-New Delhi:
NBO Pub.
21. Singh, U.K. & Sudarshan, K.N. (1996): Non-Formal and Continuing Education, New
Delhi: Discovery Publishing House.
22. Singh, U. K., Nayak, A. K., & Dr. Zakir Hussain Institute for Non-formal and Continuing
Education. (1997). Lifelong education. New Delhi: Commonwealth Publishers in
association with Dr. Zakir Hussain Institute for Non-formal and Continuing Education.
23. Slowyey Maria & Watson David (2003): Higher Education and the Life Course, Berkshire
England : Open University Press, Mc Graw-Hill Education.
24. Sodhi, T.S. (1987) : Adult Education : a multidisciplinary approach, Ludhiana : Katson
Pub. House.
25. UGC Guidelines of Lifelong Learning and Extension (2007-2012), University Grants
Commission: New Delhi.
26. UNDP (2006), Human Development Report 2006, New York, Oxford University Press.
27. Venkataiah, S. (2000). Lifelong and continuing education. New Delhi: Anmol Publications
Pvt. Ltd.
28. Ward, Kevin & Taylor, Richard (1986): Adult Education and the working class: Education
for the missing millions. London: Croom Helm.

68
 29. Yadav, Rajender Singh, (1991): Adult Education Training and Productivity, Ambala Cantt.
Indian Publications.
30. www.mhrd.gov.in- for school education and literacy.

COURSE CODE: E10-ECE-IV

COURSE TITLE: Economics of Education-IV

Credits= 4
Total Marks= 100
External= 70 Theory
Internal= (Assessment=20; Sessional work=10)

Course Objectives
After completing this course the students will be able to
1. know the general status and progress of education in relation to economics.
2. understand the concept of Economics of education in different theoretical
perspectives
3. Understand the model of human resource development and education as
generation of human capital.
4. Know the economic returns and benefits of education.
5. evaluate the place and role of education in various socio- economic
development policies of the state.
6. understand political economy of education in national and international
perspective.
7. acquaint with scope of human resource development and need of skilled
manpower with changing needs of the society.
8. describe concept, need, significance and principles of educational financing

COURSE CONTENT

Unit –I
Economics of Education, Educational development and sustainable development
a) Economics of Education-Concept, Nature and Scope in context with educational
development.
b) Role of Education in sustainable development and socio- economic mobility.
c) Economic factors and their role in achieving educational objectives with special
reference to Millennium development goals.

69
 Unit-II
Economics of Education: Theories and changing policies
a) Theories of Economics of Education : Human Capital Theory, Theory of Human
development, Marxism Critique.
b) Public-Private Partnership in Education: concept and challenges
c) Economic reform policies (Liberalization, privatization and Globalization) ; impact of
LPG on educational development with reference to quality, equality and equity.
Unit-III
Human Capital Formation and Role of Education
a) Human Capital generation: Education as investment in human capital and returns of
education; Non -economic benefits of education
b) Social and private returns of education; Social demand of education.
c) Education, skills and demand for labor and skilled manpower with changing needs of the
society.

Unit-IV
Financing of Education ; concept, modes of finance and sources
a) Concept, need, significance and principles of educational financing. Efficiency, cost
minimization and quality improvement.
b) Sources of finance: Governmental grants (Central, State and Local), tuition fees,
endowments, taxes, donations and gift, foreign aids and grant-in-aid system; centre-state
relationship in financing of education.
c) Budgeting: Preparation of Budget, School budgetary and accounting processes, problems
and management of finance.

Sessional Work : Prepare a report on Education Sector in India with an Overview of

Literacy rates, school participation and school quality measures. (10 marks)

Suggested Readings
1. Eric A Hanushek F. Welch(2006),Handbook of the Economics of Education, Volume 1st
Edition
2. Encyclopedia of Education , Economics and Finance , Dominic J. Brewer-NYU
Steinhardt School of Culture, University of Southern California
3. .JohnVaizy, Keit Norris and Patrick Lynch,(1972), The Political Economy Of Education
Gerald Duck worth, and Company Limited.
4. Kingdom Geeta Gandhi, Muhammad, M(2003), The Political Economy of education in
India Oxford University Press.
5. N.C.E.R.T., NCERT- the First Year Book of Education 1961.
6. Ministry of Education- Education Commission Report- 1964-66 Dr. Kothari Commission
7. UNESCO- Economic and Social aspects of Educational Planning, 1963
8. Problems of Higher Education in India- An Approach to Structural Analysis and
Recognition.
9. Educational Recognition- Acharya Narendra Dev Committee Report(1939-1953)
10. Yogendra K Sharma Economics and problems of EducationVoi. II- by Kanishka
Publishers (2001).

70
 11. Economic and Political Weekly, Samiksha Trust Mumbai
12. Journal of Education Finance, University of Illinois
13. Economics of Education Review, Elsevier

Aggregate of Semester - IV = 600 marks

Total Credits = 24 GRAND TOTAL OF CREDITS=20+18+18+24=80

One credit= 1 hour

Aggregate Marks of All Semesters I, II, III and IV = 500+ 450 + 450 +600 = 2000

……..

71