RADHA GOVIND UNIVERSITY

RAMGARH, JHARKHAND

SYLLABUS FOR MASTER OF EDUCATION

CHOICE BASED CREDIT SYSTEM (CBCS)

RADHA GOVIND UNIVERSITY

RAMGARH, JHARKHAND
 .

SYLLABUS FOR TWO-YEAR

Master of Education
M.Ed COURSE
As per N.C.T.E. Regulation 2014

VINOBA BHAVE UNIVERSITY

HAZARIBAG

Dr. Md. Tanwir Yunus Prof. Vinoti Trivedi Prof. (Dr.) Raj Kumar Nayak
Reader Joint Co-ordinator Principal
University Deptt. of Education Deptt. of Education B.B.M. B.Ed. College
VBU, Hazaribag G.N. College, Dhanbad Bokaro
 Table: Curriculum Organisation for 2-year Med
as suggested by NCTE

Semester ISB* I Semester II ISB II Semester ISB III Semester

I III IV
Psycholog y Communi Philosophy Dissertati 2 Dissertati 3
of cation and of on (2 Specialisati on (2 Specialisati
Learning and Expositor Education credit); on courses credit) on Courses
Developm y Writing (4 credit) Internshi (8 credit) (12 credit)
ent (4 (1 credit); p in a TEI
credit) Self- (4 credit)
Developm
History and ent (1 Sociology Research Academi Dissertatio
Political credit) of Methods c Writing n (4 credit)
Economy Education (Advanced (2 credit)
(4 credit) (4 credit) ) (4 credit)

Education Curriculum Teacher

Studies (4 Studies (4 Education
credit) credit) II (4 credit)
Introductio n Teacher Internship
to Education I (4 credit)
Research (4 credit)
Method (4
credit)
Field Visit/ Practicum
16 credit 2 credit 16 credit 6 credit 20 credit 4 credit 16 credit
*Inter-semester break
 Curriculum Structure M.Ed. (2 Years Programme)
Theory courses

Semester 1
Paper Name of the paper Course Instructional Credit Tutorials Maximum Total
code hours hours marks
IA EA
I Psychology of learning and M.Ed CC 101 4 4 2 20 80 100
development
II History & political Economy M.Ed CC 102 4 4 2 20 80 100
of Education
III Education Studies M.Ed CC 103 4 4 2 20 80 100
IV Educational Research I M.Ed CC 104 4 4 2 20 80 100
Total 16 16 08 80 320 400

Semester 2
Paper Name of the paper Course Instructi Credit Tutorials Maximum marks Total
code onal hours IA EA
hours
V Philosophy of Education M.Ed CC 201 4 4 2 20 80 100
VI Sociology of Education M.Ed CC 202 4 4 2 20 80 100
VII Curriculum Studies M.Ed CC 203 4 4 2 20 80 100
VIII Teacher Education : M.Ed CC 204 4 4 2 20 80 100
Conceptual Framework
PRACTICUM
XIXA Communication & Expository M.Ed PC 205 2 2 1 50 50
Writing(*ISB1)
18 18 09 130 320 450
 Semester 3
Paper Name of the paper Course Instructional Credit Tutorials Maximum marks Total
code hours hours IA EA
IX Secondary / Elementary 4 4 2 20 80 100
M.Ed SB 301
Education- 1
Specialization in M.Ed SB 301A

Elementary education A
Specialization in secondary M.Ed SB 301B
education A

X Secondary / Elementary M.Ed SB 302 4 4 2 20 80 100

Education -2

Specialization in M.Ed SB 302A

Elementary education A
Specialization in secondary M.Ed SB 302B
education A

XI Educational Research II M.Ed CC 303 4 4 2 20 80 100

XII Teacher Education: Issues & M.Ed CC 304 4 4 2 20 80 100
Challenges
PRACTICUM

XVII Internship ( *ISB 2) M.Ed PC 305 4 4 100 100

XVIII Internship (Semester 3) M.Ed PC 306 4 4 50 50 100
XXA Dissertation (*ISB 2: M.Ed PC 307 2 2 1 50 50
workshop-1) Preparation of
Synopsis
TOTAL 18 26 17 280 370 650
 Semester 4
Paper Name of the paper Course Instructional Credit Tutorials Maximum Total
code hours hours marks
IA EA
XIII Specialization in pedagogy- M.Ed SB 401 4 4 2 20 80 100
Pedagogy of Science
Education M.Ed SB 401A

Pedagogy of Mathematics M.Ed SB 401B

Education
Pedagogy of Language M.Ed SB 401C
Education
Pedagogy of Social Science M.Ed SB 401D
Education

XIV/XV Choose any two out of the M.Ed SB 402A 4 4 2 20 80 100

M.Ed SB 402B 100
following courses 4 4 2 20 80
Elementary Education -4
1.Educational
Administration
2.Inclusive Education
3 Education for
disadvantaged group
4.Educational Technology
5.Educational Measurement
and Evaluation
6.Computer Education
7.Adult Education
8.Environmental Education
9.Human Rights and value
Education
10.Guidance and counseling
11.Tribal Education
12. Foundation of Distance
Education
PRACTICUM
XVI Dissertation M.Ed PC 403 4 4 20 80 100
(Secondary / Elementary
Education)
XIXB Academic Writing ( *ISB 3) M.Ed PC 405 2 2 1 50 50

XXB Dissertation (*ISB 3: M.Ed PC 407 2 2 1 50 50

workshop-2) Preparation of
Research Tools
TOTAL 16 20 12 180 320 500
 Practicum Courses at a glance
Paper Name of the paper Course Instructional Credit Tutorials Maximum Full
code hours hours marks Marks
IA EA
XVI Dissertation M.Ed PC 403 4 4 20 80 100
(Secondary / Elementary
Education)
XVII Internship ( *ISB 2) M.Ed PC 305 4 4 100 100
XVIII Internship (Semester 3) M.Ed PC 306 4 4 50 50 100
XIXA Communication & M.Ed PC 205 2 2 1 50 50
Expository Writing(*ISB1)
XIXB Academic Writing ( *ISB 3) M.Ed PC 405 2 2 1 50 50
4 16 14 270 130 400

Paper Name of the paper Course Instructional Credit Tutorials Maximum

code hours hours marks
IA EA
XXA Dissertation (*ISB 2: M.Ed PC 306 2 2 1 50 50
workshop-1) Preparation
of Synopsis
XXB Dissertation (*ISB 3: M.Ed PC 406 2 2 1 50 50
workshop-2) Preparation
of Research Tools
4 4 2 100 100
*ISB stands for Inter
Semester Break

Internal Assessment External Assessment

Semester - 1 80 320
Semester – 2 130 320
Semester – 3 280 370
Semester - 4 180 320
TOTAL 670 1330

Instruction Hours Credit hours Tutorial Marks

Theory courses 60 60 30 1100

Practicum 20 20 16 900
80 80 48 2000
M.Ed SEMESTER I
 Paper I Psychology of learning and development
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80
Objectives
 To understand psychology of development
 To develop understanding about school of psychology
 To develop understanding about theories of learning and its educational implications
 To understand individual difference and pupils’ readiness towards learning

Unit I Nature and scope of Education psychology

 Nature and scope of Educational Psychology. Relevance of Educational Psychology for
Theory and practice of education.
 School of Psychology.
 Methods of Educational Psychology-observation , experimental , differential: longitudinal and
cross sectional
 Recent trends in Educational Psychology.

Unit II psychology of development

 Development –concepts, stages, factors influencing development
 Theories of development :
o Piaget : cognitive development
o Vygotsky : social development
o Erikson : theory of socio emotional development
o Having hurt : developmental task
o Khohlbersgs : moral development
 Cognitive development : concepts and development of thinking and problem solving
 Affective development : concept and development of attitudes, interests and values
 Psychomotor development : development of skills and objectives
 Language development with reference of syntax and structure : theory of Chomsky on language
development
UNIT-III Understanding the Learning and Motivation of the Learner
Learning in the classroom, individual differences in acquisition and performance -educational implications.
3.1 Learning styles – concept, its implications to teaching.
3.2 Approaches to learning
a. Behavioural approaches (E.L. Thorndike – Basic laws of learning; Skinner; operant conditioning).
b.Cognitive approaches (Bruner – Discovery Learning)
c. Social learning approaches – (Rogers –Humanistic & Interpersonal Learning, Bandura-social learning)
3.3 Principles of effective learning
3.4 a) Humanistic vs. Behaviouristic views on motivation – intrinsic vs. extrinsic motivation.
b) Motivational variables and achievement in schools.
c) Achievement Motivation and role of teacher and school.
Constructivism and learning, Brain base learning


Unit IV Individual difference

 Concept and types of individual difference determines of individual difference learning maturation,
handily and environment and their inter relations
 Theories of intelligence: Stenberg’s of triarchic theory
 Gardens multiple intelligence
Personality development – Indian view – concept of Sthitha Pragna – its implications for education.
Concept of Emotional Intelligence.
Concept of Mental Health and Hygiene.
Role of school in the preservation and promotion of the mental health of students.
Life Skills – goal setting, time management and positive thinking, development of pro-social behaviour.
 PAPER II: History & Political Economy of Education

Total Marks 100 contact hours per week-4

internal assessment 20
External assessment 80

Objectives
 To develop understanding about Indian Education system in social, historical and political
economy context.
 To Justify the stance of socially and economically disadvantaged sections of the society.
 To understand the relationship of education with democracy, freedom , national integration international
understanding.
 To describe social theories.
 To explain education as related to social equity and equality.

UNIT I the Indian Education system with a view to comprehend its social, political and economic
background
 A historical review of the Indian Education system with a view to comprehend its social,
political and economic background.
 Nature of India education system-merits, demerits
 Education and social stratification: social classes, tension and role of education in their solution.
 Social context of students unrest: Educational backwardness of various social groups schedule
castes, schedule tribes, other backward classes, women and minorities.
UNIT II Educational opportunity
 Sociology of the Educational Profession: social backwardness of teachers, teachers’ motivations-
professionalization, problems facing by the educational profession.
 Education and inequality: Education as an agent of increasing inequality, school based on
inequality of wealth-rural and urban differences.

Unit III Education in relation to

 Education in relation to national integration and international understanding
 Totalitarian : meaning main features aims of education , curriculum methods of teaching and
school administration
 Democracy : meaning, values main features of democratic education, aims, curriculum methods
of teaching and school administration
 Globalization : development and education
Unit IV Social Theories with special reference to social change
 Marxism
 Integral Humanism ( based on swadeshi) and
 Functional-Emile Durkhim and Talcott parsons
 PAPER – III EDUCATIONAL STUDIES

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives
To understand the nature of education as a discipline/an area of study.
To examine issues related to education as interdisciplinary knowledge.
To examine critically the theories and basic concepts of education drawn from
various disciplines cognate to education such as Philosophy, Psychology,
Sociology, Management, Economics etc in such a way that their linkages with methods,
pedagogy and practices in the classroom could be established.
 To examine critically the concerns arises from vision of school education and teacher
education and also the vision of great educators.
 To reflect on the multiple contexts in which the school and teacher education
institutions are working.
 To discuss the emerging dimensions of school and teacher education.

Unit-1 theoretical perspectives of education as a discipline

 Critical analysis of education as discipline/area of study.
 Critical analysis of concepts, principles, theories, assumptions and contexts related to issues that are
unique to education discipline, such as, schooling, curriculum, syllabus, text books, assessment,
teaching-learning process etc. and their linkage to pedagogy and practices.
 School education: contemporary challenges
 Procedure of linking :
o Content knowledge with pedagogy knowledge
o School knowledge with life outside the school
o School knowledge with community knowledge
o Experiential knowledge with empirical knowledge
o Knowledge on action and reflection on outcome of action
o Theoretical knowledge and contextual knowledge.
o Universal knowledge and contextual knowledge.
 Need for developing a vision of school education and teacher education:
o Emerging dimensions of school education and teacher education;
Unit II- education as interdisciplinary knowledge
 Interdisciplinary nature of education; relationships with disciplines/subjects such as philosophy,
psychology, sociology, management, economics, anthropology etc. connecting knowledge across
disciplinary boundaries to provide a broad framework for insightful construction of knowledge.
 Contribution of science and technology to education and challenges ahead.
 Axiological issues in education : role of peace and other value, aesthetics in education.
 Dynamic relationship of education with the political process.
 Issues related to planning, management and monitoring of school and teacher education

Unit III- changing political context of education : school context

 Multiple schools context-rural/urban, tribal, schools affiliated to different boards.
 Changing role of personals in school management: teachers, headmaster, and administrators.
 School as site of curricular engagement.
 Teacher’s autonomy and academic freedom.
(Discussion on these issues with the help of case studies and examples).
 School as sites for struggle and social change.

Unit IV – support system of education

 Principles and guidelines in organizing the supports systems
 Department of public instruction, ministry and other government agencies, academic institutes : role,
involvements, issues related to control and autonomy.
 Complementarily in participation of different stakeholders in school education-role of media, use of
technology, NGOs, civil society groups, teacher organization, family and local community.
 Supports to curricular engagement in schools
 Monitoring an evaluation of schools.
 PAPER – IV RESEARCH METHODS IN EDUCATION

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives
To describe the nature, purpose, scope, areas, and types of research in education.
To explain the characteristics of quantitative, qualitative and mixed research.
To select and explain the method appropriate for a research study
To conduct a literature search and develop a research proposal
To explain a sampling design appropriate for a research study
To explain tool, design and procedure for collection of data
To explain the importance of documentation and dissemination of researches in
education

Unit I – Research in education : conceptual Issues

 Meaning, purpose and areas of educational research
 Kinds of educational research: basic & applied research, evaluation research and action research, land
their characteristics
 Sources of knowledge generation : historical perspective, the scientific approach to the knowledge
generation : basic assumptions of science , scientific methods, theory, nature and function , the principle
of evidence, scientific methods applied to researches in social science and education.
 Research paradigms in education: quantitative, qualitative, missed ad their characteristics.

UNIT II Preparation of research proposal

 Planning the research study : sources of research problems, review of the literature-purpose and
resource; conducting the literature search: using databases and internet, internet search tools and quality
of internet resources
 Identification ad conceptualization of research problem: statement of problem, purpose, and research
question in qualitative and quantitative research
 Hypotheses Importance, characteristics, formulation and forms.
 Preparation of research proposal : framework of the research proposal and strategies for writing the
research proposals.
Unit III – quantitative methods of research
Types of research : survey studies, descriptive studies, co-relational studies. Developmental studies,
comparative studies, casual-comparative and correlational research : necessary conditions for causation
 Techniques of control: matching, holding the extraneous variable constant and statistical control
 Classification by time: cross-sectional, longitudinal (trend and panel studies), and retrospective; and
classification by research objectives descriptive, predicative and explanatory
Experimental research
 Nature of experimental research, variables in experimental research – independent, dependent and
confounding variable; ways to manipulate an independent variable, purpose and methods of control of
confounding variables
 Experimental research design: single-group pre-test post-test design, pre-test post-test control-group
design, post-test only control group design and factorial design
 Quasi—experimental design: nonequivalent comparison group design, and time-series design
 Internal and external validity of results in experimental research

Unit IV – Qualitative Methods of Research

 Qualitative research: meaning, steps and characteristics
 Qualitative research approaches-phenomenology, ethno- methodology, naturalistic enquiry : case studies
and grounded theory.
 Historical research-meaning, significance, steps, primary and secondary sources of information, external
and internal criticism of the source’
 Mixed research-meaning, fundamentals principles, strengths and weaknesses, limitations
SEMESTER 2
 Paper V : Philosophy of Education
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives

 To define the concept of Education and Philosophy.

 To explain the relationship between education and philosophy.
 To write a critical note on the contribution of philosophy to the field of education and vice versa.
 To describe the contribution of various Indian and Western schools of philosophy to the field of Education
Unit 1
(A) Meaning, Nature and Characteristics of Philosophy:
- Concept of philosophy and philosophical minded person
- Philosophy and other branch of studies – Philosophy and Arts - Philosophy and Science –
Philosophy and Religion.
- The problems of Philosophy – Metaphysics, Epistemology and Axiology
- Logical Positivistic view of Philosophy
(B) Philosophical perspective of Education:
- Philosophy and Education – Relationship between Philosophy and Education – transfer between
Theory and Practice
- Meaning of Philosophy of Education
- Nature of Educational theory – Descriptive and Prescriptive
- Educational theories and Educational practices – critique of Educational theories – logical structure
of Educational theory
- Place of Educational Aims
- Assumption about human nature in Educational theory

Unit II
School of thoughts:
(A) The Indian School of thought :
- Vedic and Upanishadic thought – philosophical ideas of Vedic and Upanishadic period –
Metaphysics, Epistemology and Axiology
- Vedic Educational Ideas: Aims of Education, curriculum, Methods of Education, Guru & Gurukula
- Buddhist school of thought – Philosophical Ideas : Metaphysics, Epistemology and Axiology
- Educational ideas of Buddhism – Aims of Education, curriculum, methods and processes of
Education
 UNIT III The Western School of thought:

Idealism, Naturalism, Realism, Pragmatism, Existentialism, logical positivism, Existentialism,

Reconstructionism and Progressivism – Philosophical concepts: Metaphysics, Epistemology and Axiology
– Educational implication: Aims of Education, curriculum, Methods of Teaching, Teacher and Child

Unit IV Educational Thinkers:

(A) Indian Thinkers:
- Ravindranath Tagore
- Swami Vivekananda
- M. K. Gandhi
- Sri Aurobindo
- Jiddu Krishnamurthy
(B) Western Thinkers:
- John De wey
- Bertrand Russell
- Paulo Freire
- Ivan D. Illich

PAPER VI: SOCIOLOGY OF EDUCATION

Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
1. To familiarize students with sociological inquiry;
2. To make the students understand education as a social process.
3. To Social Interactions and their educational implications
4. To Education as a means of social changes

Unint I Sociology and education

 Meaning and natures of educational sociology
 Inter relationship between education and social variable
 Sociology of education
 Political education – process of socialization
 Education and family, school, peer group
 Education and culture, religion, caste, gender, class
 Sex education
 Education and constitution
Unit II Social Interactions and their educational implications
o Social group – inter group relationship , group dynamics
o Social stratification and Education.
o Social Mobility and Education
o Education for emotional and social integration

Unit III Education as a means of social changes

 Social change ; its meaning and concept with special reference to India.
 Concept of urbanization, modernization, westernization and sanskritisation with special reference to
Indian society and its educational implications.
 Social principles in Education

Unit IV Social forces and Education

 Education for nationalism and inter national understanding

 Meaning and need of equality of educational opportunity and social justice with special reference with
Indian society
 Education of socially, economically and under development society
 Education for maintaining the peace in diverse religious belief
 World problems and terrorism its causes, its impact on society and remedies through education
 Concept of secularism in India and world prospect and building of secularism through education.
 Paper VII : CURRICULUM STUDIES
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
To define curriculum
To identify the components of curriculum
To describe the various principles of curriculum development
To explain various determinants of curriculum
To describe and analyse various approaches to curriculum development
To explain and compare various types of curriculum
To State the meaning of curriculum development
To State major issues to be addressed through curriculum
To Describe various modes of curriculum development
To Explain various considerations for curriculum development.
To Describe various guiding principles for selection and organisation of
learning experiences.

Unit I – nature, principles and determinants of curriculum

 Meaning and concepts of curriculum;
 Curriculum as a body of organized knowledge, inert and live curriculum
 Components of curriculum: objectives, content, transaction mode and evaluation
 Philosophical and ideological basis of curriculum
 Principles of integration
 Theories of curriculum development
 Preservation of culture
 Determinants of curriculum
Unit II – Approaches and types to Curriculum development
 Subject centred
 Core curriculum
 Learner centred
 Curriculum frameworks of school education and teacher education
 Humanistic curriculum : characteristics, purpose, role of the teacher, psychological basis of humanistic
curriculum
 Social reconstructionist curriculum
Unit III – Models of Curriculum Development
 Tylers -1949 model
 Hilda taba 1962 model
 Willes and Bondi-1989 model
 Need assessment model
 Futuristic model
 Vocational/ training model
(with special reference to analysis of needs, selection of objectives, selection and organization of content/
learning experiences and evaluation).

Unit IV – Selection and Organization of learning experiences

 Principles and criteria for developing learning experiences
 Points to be considered while selecting learning experiences
 Designing integrated and interdisciplinary learning experiences
 Integration of learning experience related work experience, sensitivity to gender parity, peace oriented
values, health and needs of children with disabilities, arts and India’s heritage of crafts
 Infusion of environment related knowledge and concerns in all subjects and levels.
 Learning to draw upon resources other than text books including local history and geography
 Diversity among teachers in their competences
 Problem of curriculum load
 Paper VIII - Teacher Education conceptual framework
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
On completion of this course the students will be able to:
understand the roles and responsibilities of teachers and teacher educators,
use various methods of teaching for transacting the curriculum in schools,
prepare teachers for reflective teaching,
critically examine the role and contribution of various regulating bodies and
 Support institutions for improving quality of teacher’s education,

gain insight into the status of teachers in-service education in the country
 develop understanding of the process of in-service teacher education,

 reflect on the issues and problems related to teacher education in the country.
examine the nature and objectives of teacher education
 critically examine the growth and development of teacher education in the
country
 appraise the existing teacher education curriculum from the standpoint of its
relevance to the demands of present day school curriculum
 use various methods and techniques for transaction of curriculum
 develop understanding regarding organization and supervision SEP.

 critically examine the role and contribution of various Regulatory Bodies and
support institutions for improving quality of Teacher Education.

Unit 1
 Need, concept and scope of teacher
 Historical development of teacher education
 NPE (1986) commission and committee
 Recent developments in teacher education (NCFTE, NKC)
Unit II Structure, Curriculum and modes of pre-service teacher education
 The structure of teacher education curriculum documents of NCERT and NCTE
 Components of pre-service teacher education curriculum and its vision in curriculum documents of
NCERT and NCTE
 Components of pre-service teacher education- foundation course, specialization and pedagogy, special
fields, school based practicum and internship, weigtages in course work and evaluate
 Modes of pre service teacher education face to face, distance and online relature merits and limitations
Unit III
Structures, concept and modes of In service teacher education in India
 Concept, need for professional development of a teacher, purpose of an in service teacher education
programme, orientation, refresher workshop, seminar and conference, their meaning and objectives
 The structure for in service teacher education – sub district district, state, reginal and national level
agencies and institutions
 Modes and models of in service teacher education
Unit IV
 Planning an in service teacher education programme
 Designing an in service teacher education programme - steps and guidelines, training curriculum
preparation of courses material
 Organizing an in service teacher education programme
 Qualities and characteristics of an in service teacher educator
SEMESTER -3
 Specialization
SELECT ANY ONE OF THE TWO
PAPER – IX A : – ELEMENTARY EDUCATION
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
On completion of this course the students will be able to:
understand the context of elementary education
understand the concept, objectives, rationale, challenges and extent of success of
Universal Elementary Education (UEE)
discuss the development of elementary education in India since independence
reflect on the relevance of strategies and programmes of UEE.

develop an understanding of underlying principles of curriculum development and evaluation

at elementary stage
reflect on the need and importance of work experience, art education, health physical
education and working with the community.
Understand the importance of teaching of language and mathematics at elementary
level
develop research insight for curriculum development in elementary education. develop an
understanding of underlying principles of curriculum development and evaluation at
elementary stage
reflect on the need and importance of work experience, art education, health physical
education and working with the community.

UNIT-1 : PERSPECTIVES AND CONTEXT OF ELEMENTARY EDUCATION

 Developmental characteristics and norms-physical, cognitive process and abilities; languages
development; socio-emotional development during early and late childhood (only implications form
theories to be referred)
 Influence of home, school and community related factors on child’s development.
 Conceptual analysis of the concepts in elementary education like learner/leaning centered approach,
activity centered approach, freedom and discipline; refection on present practices
Unit –II : Development of Elementary Education
 Nature and focus of elementary education after-independence
 Relevance of educational thought of Mahatma Gandhi and Tagore to elementary education.
 Constitutional provision for education and Directive Principle related to elementary education and their
implications.
 Right to education as fundamental right : provision in RTE Act and related issues.
 Elementary education as highlighted in NPE-1986, POA-1992, National Curriculum framework (NCF)-
2005.

Unit – III : UEE, Objectives and challenges

 Concept, objectives, meaning and justification of UEE.
 Critical appraisal of current status of UEE ( access enrolment, land retention) with reference to the
equity principles : differential across habitation, gender, caste and other socially disadvantaged grou7ps
including first generation learners and migrant population.
 Access and enrolment of different types of learner-issues and challenges.
 Enrolment and dropout : meaning and assessment and related issues and dropout
 Achievement levels of different types of learners-status and issues.
 Differently abled children-types, access, issues and challenges; critical appraisal of inclusive educational
as a solution.
Unit IV- strategies and programmes in elementary education
 Panchayatraj and community involvement in education planning and management related issues
 Participation of NGOs in achieving goals of UEE
 ECCE programme, women empowerment as support services
 Providing minimum facilities, improving internal efficiency of the system-teacher empowerment and
incentive schemes; managing learning in multigrade contexts.
 District primary education programme-goals and strategies
 Sarva shiksha abhiyan – goals and specific programme interventions at national level and in respective
states to improve access, enrolment, retention / participatin and achievement.
 Monitoring, research and evaluation of specific schemes like mid-day meals, establishments of VEC and
different incentive schemes and achievement levels.
Curriculum and evaluation of Elementary education
 or
Specialization on secondary and higher secondary education
Paper IX B: preparation of secondary and higher secondary teachers : pre-
service and in – service
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives

On completion of the course the student-teachers will be able to:

understand the nature-scope and systems of secondary and senior secondary education
examine the status of development of secondary and senior secondary education in India after
Independence
understand the problem and challenges related to secondary and senior secondary education
understand the interventions to solve the problems and issues related to alternative schooling at
secondary schools.
Understand the nature of education for multiple intelligence
Learn the modalities of educational projection
Understand the modalities of secondary education management information system
identify critical issues related to universalization of secondary education
Visualize the impact of Rights of children to free and Compulsory Education Act,
2009 to universalization of Secondary Education

Unit I
Nature, scope, function and systems of secondary and senior secondary education
Status of secondary and senior secondary
 Process of teaching-learning of adolescent
 Exposure to integrated and subject specific streams guidelines and counseling strategies to meet
changing physiological and sociological requirements.
 Education for multiple intelligence
 Educational projection
Unit –II Problems and challenges of secondary education
 Problems and challenges related to universalization of secondary education
 Problems and strategies of alternative schooling at secondary stage
 Problems / challenges/ strategies / intervention in relation to access enrolment, dropout, achievement
equality of educational opportunities
 Problems of education for girls, disadvantaged and differently abled children and show learners and
interventions to solve the problem
 Classroom problems discipline, under achievement, lack of motivation slow learners, delinquency and
maladjustment
 Issues of quality in secondary and senior secondary education management system of secondary
education, department of education, directorate, inspectorate and private agencies
Unit –III : SECONDARY EDUCATIO MANAGEMENT INFORMATIN SYSTEM (SEMIS) AND
ASSESSMENT AND EVALUATION
 CCE in teacher education
 Formative and summative evaluation; norm referenced and criterion reference evaluation.
 Evaluation of school experience / internship programmes
 Assessment of teaching proficiency : criterion, tools and techniques.
 Organization and regulation of internal assessment in PSTE: preparation of guidelines and scheme of
internal assessment.
 Portfolio assessment
 Structure of MIS school mapping at secondary level
 Course mapping at senior secondary level
Unit –IV : CURRICLUM AND EVALUATION OF SECONDARY EDUCATION
 -Principles of school curriculum development at secondary and senior secondary level.
 CCE in teacher education.
 Formative and summative evaluation; norm referenced and criterion reference evaluation
 Evaluation of school experience/ internship programmes
 Organisatin and regulation of internal assessment in PSTE: preparation of guidelines and scheme of
internal assessment.
 Portfolio assessment
 PAPER X
Specialization : elementary education
Paper XA : early childhood care and education
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
On completion of this course the student will be able to:
understand the need and significance of early childhood care and education
understand the policy perspectives on ECCE in India and world
understand social and personal development of children (3-6 years)
understand the quality dimensions i.e. curriculum, programmes and work force for ECCE
develop knowledge and skills for research and evaluation in ECCE and training of personnel.

Unit I ECCE : policy and prepectives

 Concept, significance and objectives of ECCE.
 ECCE in India: Policies and Programmes in National Policy on Education (NPE, 1986) and POA
(1992), National plan of action for children, 1992 and 2005; national curriculum framework (2005),
National curriculum Framework for Teaching Education (2009)
 ECCE in global perspective : United Nations convention on rights of the child (UNCRC, 1989),
millennium development Goals (2000) and global monitoring report (UNESCO) 2007 - Concerns and
issues.
Unit – II – Psycho – social context of pre-school education
 Developmental characteristics and norms – physical, cognitive, language and socio-emotional during
early childhood.
 Transition from home to school – issues and concerns
 Socio-cultural contexts in school and home and child-rearing practices in different cultures.
Unit III – curriculum for pre-school education
 Curriculum for school readiness – physical, cognitive, socio-emotional dimension; characteristics of
learning experiences and approaches
 Different types of pre-school curriculum / Montessori, kindergarten, balawadi and anganwadi centres
 Supports of workforce: teachers, parents and community supports in functioning of ECCE centres
Unit IV – strategies / approaches and resources
 Characteristics of programmes for different settings = pre-primary and early primary grade children –
need emphasis and rationale
 General principles to curricular approaches – activity based / play – way, child – centered, theme-based,
holistic, joyful , inclusive using story-telling, puppetry, musical and rhythmic exercises, dramatization,
role-play, art activities, indoor and outdoor play, field trips and explorations as method in primary and
early primary stages – meaning, rational, method of transaction in specific contexts.
 Local specific community resources – human and material & their integration to curricular activities;
preparation & use of leaning and play materials – principles and characteristics; community involvement
in effective implementation of ECCE programmes
 Informal evaluation through observation & remediation; training of ECCE workers.
Unit V – Training, research & Evaluation in ECCE
 Need and significance of personnel involved in ECCE programme.
 Status & nature of training programmes – pre-service & in-service – a critical evaluation, issues,
concerns and problems
 Areas of research studies in ECCE.
 Evaluation of ECCE programmes, methodology and implications
 Or
Specialization : secondary and senior secondary education
Paper XB : curriculum and evaluation at secondary and senior secondary level

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives
On completion of this course the students will be able to:
reflect on the need and importance of work experience, art education, health physical education
and working with the community.
understand the importance of teaching of language science and mathematics at secondary level
develop the capability to use effectively various methods and approaches of teaching learning
of various subjects at secondary level
develop research insight for curriculum development in elementary education
understand the nature and uses of different types of tools and techniques of evaluation in
education
acquire the skill to construct the achievement and diagnostic tests
administer the tests and interpret the best scores and its implication to students and parents
 undertake action research and interpret the results

Unit I- principles of school curriculum development at secondary and senior secondary level
Concepts, components and determinants of curriculum; principles of curriculum construction, criteria for
selection and organization of content and learning activities; designing integrated and interdisciplinary learning
experiences different
-principles of school curriculum development at secondary and senior secondary level
 Perspectives to curriculum transation and their synthesis – behaviourisite, cognitive and constructivist;
evaluation of curriculum – formative and summative; the relevance to NCF, 2005 and autonomy I
developing curriculum with regard to local specific issues and challenges.
Unit 2 language curriculum
 Focus on three (3) language formula emphasing the recognition of children’s home language(s) or
mother tongue(s) as the best medium of instruction English needs to find its place along with other
Indian languages –
 Multilingual character of the classroom,
Unit 3 Science Curriculum
 Science as a composite discipline at secondary stage
 Systematic experimentation as a tool to discover / verify theoretical principles and working on locally
significant projects involving science and technology.
 Introduction of science as separate discipline such as physics, chemistry, mathematics, biology etc. with
emphasis on experiments / technology and problem solving.
 Rationalization of curriculum load to avoid steep gradient between secondary and higher secondary
syllabi
 Need to identify core topics of a discipline at +2 level taxing into account recent advance in the field.
Unit 4 Social Science Curriculum
 Focus on conceptual understanding rather than living up facts, ability to think independently and reflect
critically on social issues
 At secondary stage social science comprise history, geography, sociology, political science and
economics
 At +2 stage discipline like political science, geography, history economics, sociology and psychology
will be introduced.
Unit 5 Educational Evaluation – Tools and Techniques
 Meaning nature and function of evaluation, difference between measurement, and evaluation –
formative, diagnostic and summative evaluation, assessment, testing, appraisal and examination, type of
evaluation – formative, diagnostic and summative evaluation, continuous and comprehensive evaluation.
Testing and non-testing tools of evaluation-essay type, short answer and objective types of achievement
test, observation, interview, rating scale, check list, attitude scale, interest inventories, socio-metric
techniques, anecdotal records question bank, grading
 Characteristics of good test-objectivity, validity, usability, written, oral and observation, planning of
tests; content- analysis, writing objective in behavioral terms; construction of blue-print of test writing
of test items; assembling the test items and writing directions; planning key / scheme of Evaluation;
tryout and item analysis, difficulty value and discrimination power, construction of a diagnostic test-
steps and guidelines
 Construction of achievement test, objective types, short answer type, multiple choice type, essay,
interpretation of test results – norm-referenced and criterion-referenced, use of tests.
 PAPER XI RESEARCH METHODS IN EDUCATION II
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
On completion of this course, the students will be able to:
explain the characteristics of qualitative research.
select and explain the method appropriate for a research study
conduct a literature search and develop a research proposal
explain a sampling design appropriate for a research study
explain tool, design and procedure for collection of data
write educational research report.

UnitI – Sampling In Qualitative, Quantitative and Mixed Research

 Concepts of population and its type, and sample, sampling unit, sampling frame, sample size, sampling
error, representative and biased samples.
 Random sampling techniques: simple random sampling, systematic sampling, stratified random
sampling, cluster sampling, and multi-stage sampling
 Non – random sampling techniques, convenience sampling, purposive sampling, quota sampling,
snowball sampling, theoretical sampling, incidental and critical case
 Determining the sample size when using random sampling

Unit II – Methods of Data Collection

 Tests, inventories and scales: types and construction and uses identifying a tool using reliability and
validity information
 Questionnaire: form, principles of construction and their scope in educational research, administration of
questionnaires
 Interview: types, characteristics and applicability, guidelines for conducting interviews
 Qualitative process and quantitative process, observation : use of the checklist and schedules, time
sampling field notes, role of researcher during observation, focus group discussion
Unit-III Educational Research Report Writing
 Format, Style, content and cauterization
 Bibliography, Appendices
 Characteristics of a good research report.
 PRACTICAL WORK: (any one)
 Review of Educational research report/article.
 Data analysis using computer
Unit IV Hypotheses Testing
Hypothesis testing 1 parametric
Significance of difference of Means
Hypothesis testing II parametric
Analysis of variance
Non Parametric statistics:Chi –(X2) test
 Paper XII - Teacher Education Issues and Challenges

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80
Objectives
On completion of this course, the students will be able to:
 gain insight and reflect on the concept of teaching and the status of teaching as a
profession,

 develop understanding of various strategies of teachers’ professional development


 use various methods and techniques for the identification of training needs,
 use various techniques for the evaluation of teacher education programmes,
 reflect on issues, concerns and problems of teacher in-service education of the teachers.
 appreciate the use of ICT for the professional development of the teachers.

UNIT I : Major Issues and Problems of Teacher Education

 Maintaining Standards in Teacher Education – Admission Policies and Procedures, Recruitment of
Teacher Educators
 Service Conditions of Teacher Educators
 Quality Management of Teacher Education
 Privatization, Globalization and Autonomy in Teacher Education

UNIT II. Innovative Practice in Teacher Education

 Cooperative and Collaborative Teacher Education
 Constructivist and Reflective Teacher Education
 e-Teacher Education
 Methods of value oriented Teacher Education – Value Clarifying Discussions, Contrived Incidents.

UNIT III: Research in Teacher Education

 Nature and Scope of Research in Teacher Education
 Areas of Research in Teacher Education (Teaching, Teacher Characteristics, Teacher Performance,
Teacher Education, Teacher Educators and Teacher Education Institutions)
 Trends in Research in Teacher Education
 Implications of Research for Teacher Education
UNIT IV. Teacher Education as a Profession
 Concept of Profession and Professionalism
 Developing Professionalism, Professional Ethics and Professional Code of Ethics for Teacher Educators
 Meaning and Components of Teacher Effectiveness
 Enhancing and Evaluating Teacher Effectiveness through Performance Appraisal of Teachers and
Teacher Educators
SEMESTER 4
 Specialization
Select one out of four

Paper-XIIIa-Pedagogy of Science Education

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives
On completion of this course, the students will be able to:
understand the nature of science as a dynamic, expanding body of knowledge and as a social
endeavor;
understand 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;
understand 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

Unit I - Nature of Science

 Evolution of science as a discipline, science as a dynamic expanding body of knowledge; development

of scientific knowledge; scientific methods explanations.
 Science and technology, complementarities between science and technology; Science and Mathematics
and their complementarities, role of mathematics in Science.
 Common misconceptions of pupils about the nature of science; characteristics of different disciplines of
science, their interrelationship and integration.

Unit II -Curriculum of Science Education

 Trends in science education from the beginning of the nineteenth century to the present- at national and
international level;
 Criteria of validity of science curriculum: content, ethical environmental, process, cognitive, historical
 Taxonomy for curriculum development in Science Education.
 Science curriculum at different stages of school education-at primary, upper primary secondary, higher
secondary.
 Integrating co-curricular activities with science education.
Unit III- Approaches to Teaching-Learning of Science

 Approaches to concept learning, conceptual change model (reconstructing alternative concepts in

science).
 Constructivist paradigm and its implications for science learning:
 Constructivist approaches to science learning: inquiry method, problem solving strategies, concept
development investigatory approach, guided discovery approach; inductive method, project based
learning, planning different types of projects, cooperative collaborative learning, learner centred
activity-based participatory learning, role of experiments in science, integration of theories and
experiments in science: development of laboratory design, planning and organisation of laboratory work
reporting skills, procedural knowledge, improvisation in the laboratory and low cost science
experiments,
 Encouraging and respecting children responses, introducing alternative approaches in science learning,
integrating science across different disciplines and with real life situations.
 Reflective enquiry.
Unit IV-Assessment in Science Education

 continues and comprehensive evaluation in science

 Assessment of affective measures in science: use of tools and techniques such as observation, rating
scale, check-list, anecdotal records, attitude scales, interest inventories and interviews.
 Self-assessment by students and by teachers, peer assessment, assessment of teachers by students.
 Planning and assessment of portfolios in science learning.
Assessment of curricular activities; assessment of content knowledge through activities and experiments,
assessment of laboratory skills.

Unit V- Contemporary Issues in Science Education

 Contribution of women in science

 Scientific and technological Literacy.
 Ethical aspects of science.
 Innovations and Creativity in Science.
 Paper XIII B- Pedagogy of Mathematics Education

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80
Objectives
On completion of this course students teacher will be able to:
distinguish between science and mathematics
appreciate the abstract nature of mathematics
distinguish between the roles of pure and applied mathematics
develop the skill of solving real-life problems through mathematical modeling as an art
develop the understanding of using constructivist approach in mathematics
develop the skill of using various methods of teaching mathematics
develop problem solving skills

 highlight the significance of mathematics laboratory

 enable to distinguish between induction and mathematical induction
 develop the skills required for action research in mathematics

Unit I- Nature, Development and Significance of Mathematics

Abstractness of mathematics; Distinction between mathematics and science; Distinct roles of pure and applied
Mathematics; mathematization ; aesthetic aspect of mathematic; historical development of mathematical
concepts with some famous anecdotes such as Gauss, Ramanujan, etc.; teaching of mathematical modeling

Unit II- Objectives and Strategies of Teaching-learning mathematics

Aims and Objectives of teaching mathematics at various school levels, Instructional objectives in teaching
mathematics; constructivist approach in teaching of mathematics; methods of teaching Mathematics- inductive
and deductive methods, analytic and synthetic methods; problem solving skills- stages in problem solving
techniques to improve problem solving skills (Polya method); competence based approach in teaching
mathematics; teaching gifted/Slow learners in mathematics, pedagogical analysis of mathematics, reflective
discussion Recreational aspect of mathematics- mathematical games, puzzles and amusements; computer aided
learning and computer based instructions; Use and preparation of teaching aids; mathematics Laboratory and
mathematics club

Unit III- Curriculum of mathematics at different stages

preprimary, primary, upper primary, secondary & higher secondary.

Unit IV- Structure of Mathematics

Undefined terms and axioms; proofs and verification in mathematics and distinction between them; types of
theorems such as existence and uiniqueness theorems etc.; types of proofs- direct proofs, indirect proofs, proof
by contradiction, proof by exhaustion, proof by mathematical induction and distinction between induction and
mathematical induction; role of examples, counter examples and non-examples in mathematics; conjectures;
scope and limitations of Intuition in mathematics; Sets and Venn diagrams as a representative of mathematical
properties and their relations
Unit V- Evaluation in Mathematics
Concept of evaluation in teaching- learning process (formative, summative, criterion, diagnostic); Types of
mistakes in mathematics, their identification and analysis with a purpose of preventing and remedial measures;
Types of test items in mathematics such as long answer type, short answer type, very short answer type and
objective type; planning and construction of such items and precautions taken while constructing test items;
action research in mathematics
 Paper XIII C - Pedagogy of Language Education
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
On completion of the course students teacher 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.

Unit I- Conceptual Issues Language Learning

 Language acquision and communication -- factors affecting language learning and language acquisitions
and communication
 Linguistic, psychological and social processes involved in learning of languages.
 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.
 Development of language curriculum and the syllabus: dimensions, factors that influence the
curriculum, selection and sequencings of content, contexts, transaction and evaluation techniques
 Development of basic language skills as well as advanced language skills primary, secondary and senior
secondary levels.
 Innovative techniques for teaching grammar, reading comprehension and written expression
 Discourse Analysis: Theories of discourse analysis including speech acts, conversational maxims,
conversational analysis, ethno-methodology, text analysis, and critical discourse analysis.
 met linguistic awareness with a focus on listening, speaking, seaving, comprehension at writing.

Unit II-Individualization of Language Learning

 Need, techniques, viz. differential assignments, classroom tasks, personalized system of instruction
Unit III- Pedagogy of Language

 First language
 Seconded language
 Third language

Unit IV- Teaching Learning of Languages

 at referent stage of school education-primary upper primary secondary, and higher secondary
 pedagogical study of languages.

Unit V- Contextual Problem in Language Learning

 multilingual clam room- problem of curriculum text above development.

 three language for rule constitution provision regarding language
 Medium of instruction-recommence recommendation of NPE 1986/1992, NCF (2005)
 preservation of heritage language
 home language & school language-problem of tribal dialects
 Paper XIII D - Pedagogy of Social Science Education

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives
After completion of the course the students be able to:
Develop an understanding about the meaning, nature, scope of social sciences and social science
education
to 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 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

Unit I – Conceptualisation of Social Science Education

 Concept, nature, and scope of social sciences: existing approaches of teaching-learning of social
sciences;
 Epistemological frame proposed in educational policy documents and various national curriculum
frameworks concerning teaching-learning of social sciences.
 Place of social sciences in school curriculum; aims and objectives of teaching social sciences at various
stages of school education
 Research perspectives in pedagogy of social science education.

Unit II –Social Science Curriculum

 Approaches to organisation of social science curriculum; social science curriculum at various stages of
school education
 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

 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
 Critical appraisal of various teaching learning strategies viz., lecture cum-discussion, project method,
investigative project, field survey problem solving, role-play, appraisal, field visits and case studies;
action research etc.
 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
 pedagogical analysis of social science
Unit IV- Media, Materials and Resources for Teaching-Learning of Social Science.

 Effective use of print media and audio-visual materials for social science;
 Integration of ICT in teaching-learning of social science. development of teaching-learning materials;
workbook; activity book and self instructional materials.
 Effective utilization of resources for teaching social science textbooks and supplementary materials;
literature and biographies, environment and community resources;
 development of low cost improvised teaching aids.

Unit V – Evaluation in Social Science Education

 Competency based evaluation, continuous and comprehensive evaluation; formative and summative
evaluation, diagnostic test and remediation; assessment tools; construction of achievement test
 Alternative assessment: rubrics, portfolios and projects
 Typology of questions as related to different subject areas viz., History, Geography, Political Science,
Economics etc.
 evaluation of attitudes , valves, hot its disposition etc.
 PAPER –XIV/XV
Specialization
SELECT ANY TWO OUT OF THE FOLLOWING COURSES
1 .EDUCATIONAL ADMINISTRATION

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives
 To develop thought in Administration and Implications in Educational Administration
 To aquaint the students with changing concept of educational management along with its
significance.
 To understand educational administration as a process at various levels
 To develop administrative skill

Unit I: Concept of Educational Administration

 Related concepts: Organisation, Structure, Management.

 Definitions of Educational Management

Educational Administration as a Process

 Planning, Organizing, Staffing, Co-ordinating, Directing, and Controlling.

The importance of communication and Decision making

Unit II: Development of thought in Administration and Implications in Educational Administration

Scientific Management : F.W Taylor

Bureaucratic Model : Max Waber
Human Relations and Human Resources Model : Eltan Mayo
Political and Decision making model
Contingency Model
.
Unit III: Administrative Skills

Task / Responsibility Areas

 Administrative Skills--- Conceptual, Human, Technical

Issues in Educational Administration

 Comparison with Industrial Management.
 The Accountability Factor
 Existing research and needed study areas.

Unit IV: The Concept and Nature of Educational Planning.

The Need and Importance of Educational Planning

(i) The Goals of Educational Planning
(ii) Approaches to Educational Planning (a) Social Demand Approach, (b) Manpower Approach, (c)
Rate of Return Approach.
 2: Inclusive Education for children with diverse Needs
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
On completion of this course the students will be able to:
understand the global and national commitments towards the education of children with
diverse needs,
appreciate the need for promoting inclusive practice and the roles and responsibilities of
all concerned personnel,
develop critical understanding of the recommendations of various commissions and committees
towards teacher preparation for inclusive education,
understand the nature of difficulties encountered by children and prepare conducive teaching
learning environment in inclusive schools,
analyze special education, integrated education, mainstream and inclusive education
practices,
appreciating the need for promoting inclusive practice and understanding the roles and responsibilities
of all concerned,
developing a positive attitude and sense of commitment towards actualizing the right to education
of all learners,
seeking parental and community support for utilizing available resources for education in
inclusive setting.

Unit I – introduction to inclusive education

 Difference between special education, integrated education and inclusive education
 Advantages of inclusive education for the individual and society.
 Recommendation of education commissions and committees on restructuring policies and practices to
respond to diversity in educational situations
 National and international initiatives for inclusive education
 Current laws and policy perspectives supporting IE for children with diverse needs
Unit II-preparation for Inclusive education
 Concept and meaning of divers needs
 Educational approaches and measures for meeting the diverse needs- concept of remedial education,
special education, integrated education and inclusive education.
 Brief account of existing special, integrated and inclusive education services in India
 Building inclusive learning friendly classrooms, overcoming barriers for inclusion
 Creating and sustaining inclusive practices
 Role of teachers, parents and other community members for supporting inclusion of children with divers
needs.
Unit III- Children with Diverse Needs and utilization of Recourses
 Definition and characteristics of children with sensory (hearing, visual and physically challenged)
intellectual (gifted, talented and children mentally challenged children), developmental disabilities
(autism, cerebral palsy, learning disabilities), social and emotional problems, scholastic backward ness,
underachievement, slow learners, children with special health problems, environmental / ecological
difficulties and children belonging to other marginal groups
 Importance of early detection, functional assessment for development of compensatory skills
 Role of teachers working in inclusive settings and resource teacher in developing and enriching
academic skills for higher learning.
 Adaptations in instructional objectives, curriculum and co-curricular activities for meeting divers needs
to children form sensory, intellectual, learning disabled rural, tribal, girls, SC ST and linguistic and other
minority groups
 Identifying the required resources for children with varied special needs
Unit IV – curriculum adaptations and evaluation for children with diverse needs
 Concept meaning and need for curriculum adaptations for children with sensory (hearing, visual and
physically challenged) intellectual (gifted, talented and children mentally challenged children),
developmental disabilities (autism, cerebral palsy, learning disabilities), social and emotional problems,
scholastic backward ness, underachievement, slow learners, children with special health problems,
environmental /ecological difficulties and children belonging to other marginal groups.
 Guidelines for adaptation for teaching / practicing science, mathematics, social studies, languages,
physical education yoga, heritage arts theatre, drama etc. in inclusive settings
 Utilization of records / case profiles for identification, assessment, and intervention for inclusive
classrooms
 Techniques and methods used for adaptation of content, laboratory skills and play material
Unit V-Teacher Preparation for Inclusive Education
 Skills and competencies of teachers and teacher educator for secondary education in inclusive settings
 Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators
 Evaluation and follow up programmers for improvisation of teacher preparation programmes in
inclusive educational programmes
 Role of different national and international agencies {institutions, universities} in promoting inclusive
education.
 3: Education of the Disadvantaged Groups
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

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

 understand the policy perspectives related to education of socially disadvantaged section in India,
 analyse the status of education of the socially disadvantaged children in the country develop knowledge
and skill to address issues like social group inequality in schools and, society
 understand the schemes and programmes for education of socially disadvantaged groups identify
research priorities and conduct researches in the area of education of socially disadvantaged groups
understand the concept and importance of gender justice and equality,
 analyse the status of education of girls in schools: access, enrolment, achievement develop an
insight into policy, perspectives, issues and concerns of girl’s education in India
 reflect on various schemes programmes for girls’ education identify
research gaps in the area of girls’ education

Unit I- Socially Disadvantage children in India : status and provisions

Meaning of socially disadvantaged children : socially disadvantaged section in India-the scheduled
castes, scheduled tribes, educationally backward minorities and slum children. Provisions in the
constitution of India for social group equity and education of socially disadvantaged sections, national
policy on Education (1986), POA, 1992, national curriculum framework, 2005
Relevance of International perspectives Dakar : framework of action (2000), millennium development
goals (2000) to Indian context
Status of enrolment dropout and retention of children belonging to socially disadvantaged groups at
elementary and secondary stage with reference to social group equity, different access in habituations,
class, caste, tribe, and other disadvantages groups
Achievement of socially disadvantages children
Unit II-Problems of education of disadvantaged sections and addressing social group inequality
Problems / constraints in education of socially disadvantaged children.
Multicultural education
Organization and management of schools to address socio-cultural diversity
Bias in textbooks, hidden curriculum (teacher attitude, expectations).
Teaching-learning process and supports materials, curriculum and curricular activities for meeting
diverse needs of children
Addressing language issues
Schemes, programmes for education of socially disadvantaged section
Unit III-status, Problems and Issues of Girls Education in India
Positions of India in human Development Index (with focus on gender)
Status of girls’ / women in India society
Status of access, enrolment, retention of girls’ at pre-school, elementary and secondary stages
Status of access enrolment, retention and achievement of girls’ coming from disadvantaged sections and
first generation school goers
Social construction of gender : socialization, family, and gender identity, media, gender roles; caste,
class, community and gender relations
Gender inequality in schooling: organization of schooling, gender bias in text books, curricular choices
and the hidden curriculum (expectation of teacher – student interaction)
Co-education - its educational implications
Strategies and Programmes on Girls’ Education

Unit IV-Research priorities in the area of education of disadvantaged sections

Evaluation of centrally sponsored schemes of education of SCs STs and minorities
Status study of education of SCs STs, minorities and other marginalized groups study of teaching –
learning practices in school for disadvantage children
Case studies on innovative practices on education of children belonging to disadvantaged groups.
Identification of priority areas of research on girls’ education evaluation of centrally and state sponsored
schemes on girls’ education
Case studies of KGVB, Mhila samakshya, and their programmes
 4: Educational Technology
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
understand the nature and scope of educational technology and also about the various forms
of technology,
understand the systems approach to Education and communication theories and modes of
communication,
know the instructional design and modes of development of self learning material develop the
ability for critical appraisal of the audio-visual media,
develop basic skills in the production of different types of instructional material, know the
recent innovations and future perspectives of Education Technology.

Unit I- Nature and Scope

Unit I-Nature and Scope

Educational technology-concept, product Vs process;
Forms of educational technology: teaching technology, instructional technology and behavior
technology;
Approaches of educational technology: Hardware and Software;
Transactional usage of educational technology: integrated, complementary, supplementary, standalone
(independent); Historical development – programmed learning stage; media application stage and
computer application stage; Major institutions of educational technology in India – CIET, EMMRC
(AVRC, EMRC and MCRC), IGNOU, SIET, Consortium for Educational Communication (CEC),
UGC, their role in education.

Unit II- Systems Approach to Education and Communication

Systems Approach to Education and its Components: Goal Setting, Task Analysis, Content Analysis,
Context Analysis and Evaluation Strategies;
Instructional Strategies and Media for Instruction.
Effectiveness of Communication in instructional system; Communication- Modes, Barriers and Process
of Communication.
Education and Training: Face-to-face, Distance and other alternative modes

Unit III- Instructional Design

Instructional Design: Concept, Views.
Process and stages of Development of Instructional Design.

Programme instruction: origin, principles and characteristics

Development of a programme ; preparation, writing, try out and evaluation .

Unit -IV Audio Visual Media in Education
Audio-visual media – meaning, importance and various forms.
Audio/Radio: Broadcast and audio recordings - strengths and Limitations, criteria for selection of
instructional units, script writing, pre-production, post-production process and practices, use of RCCP in
teaching, Role of AIR/Gyanvani, Audio Conferencing and Interactive Radio Conference.
Video/Educational Television: Telecast and Video recordings - Strengths and limitations, Use of
Television and CCTV in instruction and Training, Teleconferencing, Video Conferencing, SITE
experiment, countrywide classroom project and Satellite based instructions, Gyandarshan and SIET
programmes.
Use of animation films for the development of children’s imagination.
Use of Audio-Visual Media in Education by CIET, IGNOU, SIET, UGC-CEC, EDUSAT and other
institutions.
 5: Educational Measurement and Evaluation
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objetives
Concept scope and need

Levels of measurement

Evaluation ; functions and basic principles of evaluation

Inter relationship between measurement and evaluation

Unit I Educational Measurement and Evaluation

Concept scope and need

Levels of Measurement

Inter relationship between Measurement and evaluation

New trends in measurement and evaluation

Tools of measurement and evaluation

Characteristics of a good measurement instrument

UnitI1

Biserial and Point-Biserial correlation; Tetrachoric partial correlation, canonical

Correlation, Regression and Prediction- linear and multiple

Concept of Variance: Partitioning of variance; Anova as a technique of multi-variate analysis; Use effects;
One way analysis, and multiple way analysis. Analysis of Covariance; Application of ANOVA and ANCOVA
techniques in experimental and other types of educational research.
Unit III:

Meaning and purpose of Factor Analysis; Correlation Matrix, Geometrical interpretation of factors; Different
approaches to extract factor Loading, Commonality and Rotation. Interpretation of factors.

Unit IV:

Difference between Parametric and Non-Parametric techniques, Assumptions in the use of Non-Parametric
techniques, Sign test, Median test, Chi-square , Spearman’s rho, contingency coefficient, Application of Non-
parametric techniques in Educational research.

Unit V Experimental Design

Dependent and Independent variables, Experimental variables (Treatment), Controls in experimentation;

Randomization, Replication, Equivalence of groups. Certain illustrative designs of experiments-pre
experimental quasi-experimental, and experimental, Efficiency of an experimental design, External and Internal
sources of Validity.

Practical Work:

Exercises involving data processing including computation of a few statistical indices and interpreting the
results obtained.
.
 6.COMPUTER EDUCATION

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives:

1. To develop awareness about uses of computers in teaching, learning, research, evaluation and administration
2. To develop understanding about the various aspects multimedia development in education
3. To develop various skills in the use of Internet in education
4. To inculcate interest about the use of Management Information Systems and Decision Support Systems
5. To make them understand the integration of Information Communication Technology in educational
research

UNIT – I: Introduction to Computers in Education

1.1 Computers in Teaching

1.2 Computers in Learning
1.3 Computers in Research
1.4 Computers in Evaluation
1.5 Computers in Administration

UNIT – II: Multimedia in Education

2.1 Introduction to Multimedia

2.2 Development of Multimedia lessons in education
2.3 Building block: Text, Graphics, Digital Video or Animation & Digital Audio
2.4 Software tools: Basic tools, authoring tools & Software drivers
2.5 Applications in Education: Multimedia in Teaching, Self-instructional procedures, Presentations,
Integration of multimedia in Education.
UNIT – III: Internet and Education

3.1 Concepts & types of networks, Protocols

3.2 Internet and World Wide Web: Introduction, Uses, Procedures
3.3 Browsers and Search Engines: Meaning, types and procedures
3.4 Internet Applications in Education: Internet in Teaching – Learning process (IBTL), E – learning & its
pitfalls, Virtual Classroom
3.5 Web-based teaching learning: Directed studies (synchronous self-study) & Instructor based events
(synchronous live, real time learning)

UNIT – IV: Management Information System & Decision Support System

4.1 Files and database management with MS Access

4.2 Management information system in the field of education
4.3 An overview of Decision support system
4.4 Management Information System and Educational policy
4.5 Study of current Official Management Information Systems

UNIT – V: Computers in Educational Research

5.1 Data analysis using MS Excel
5.2 Graphical and diagrammatic representation of data
5.3 Descriptive and inferential statistical analysis using MS Excel
5.4 Introduction to SPSS applications in educational research
5.5 Integration of Information and Communication Technology in educational research
 7.ADULT EDUCATION

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives:
1. To develop an understanding of different types of educational systems.
2. To develop among the students a deeper understanding of the scope and Nature of Non-formal Education.
3. To develop insights into the adult education and Development among the students.
4. To develop a deeper understanding of different types of adult education programmes implemented in India.
5. To develop a deeper understanding of lifelong education/continuing education concept.
6. To provide a practical experience to students in adult education programmes;
7. To give a live experience to students in developmental programmes.

Course Contents:

Unit-I Introduction

1.1 Types of Education System

1.2 Meaning and Definition of Non-formal Education
1.3 Objectives of Non-formal Education
1.4 Nature and scope of Non-formal Education
1.5 A brief history of Non-formal Education in India and Abroad

Unit-II Adult Education and Development

2.1 Literacy and Development

2.2 Social Education: Gramshiksha Mohim
2.3 Functional Literacy Programmes: Farmer's Functional Literacy Programmes
2.4 National Adult Education Programme (NAEP)
2.5 Total Literacy Campaigns
2.6 Sarva Shiksha Abhiyan (SSA)

UNIT-III Methods and Techniques in Adult Education

3.1 Psychology of Adults: their characteristics, needs and problems

3.2 Individual Methods - Lecture, Role-play
3.3 Group Methods - Discussion, Demonstration, Dramatization
3.4 Methods of teaching literacy - Analytic, Synthetic and Analytico-synthetic
3.5 Role of mass media in Adult Education
Unit – IV Lifelong / Continuing Education

4.1 Meaning, Definition and growth of the concept.

4.2 Nature and Scope of continuing education.
4.3 Importance of continuing education.
4.4 Problems in continuing education.

UNIT – V Research and Evaluation in Non-Formal education

5.1 Concept of evaluation in non-formal education

5.2 Need and importance of evaluation
5.3 Scope of evaluation
5.4 Types of evaluation
5.5 Research priorities in non-formal education.

Practicum

Activities:

1. Helping five illiterates to become literates;

2. Participation in literacy or other developmental awareness programmes in a village / mandal /
neighbourhood;
3. Participation in bridge school programmes in a village / neighbourhood;
4. Visiting a distance education study center and studying its functioning;
5. Participation in Sarva Siksha Abhiyan programmes;
6. Helping the local functionaries in organizing open school programme in a village/ mandal /
neighbourhood;
 8.ENVIRONMENTAL EDUCATION
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives:

1. To make student teachers understand about the concept, scope and objectives of environmental
education
2. To help student teachers understand environmental education at various levels of education
3. To orient student teachers with various components and use and abuse of natural resources
4. To enable the student teachers understand the concept and strategies of sustainable development
5. To enable the student teachers to understand about various activities related to protection of environment
6. To orient the student teachers about the Environmental law in India

UNIT – I: Environmental Education

1.1 Environmental education: concept, scope and objectives
1.2 Environmental management: concept, characteristics and importance
1.3 A brief history of conservation and environmentalism – global environmental citizenship
1.4 Environmental education at Primary, Secondary and Higher education levels
1.5 Making environmental education relevant: concept, practice, new dimensions and constraints

UNIT – II: Natural Resources

2.1 Soil resources with an emphasis on the ways we use and abuse soil
2.2 Biological resources: concept and ways humans cause biological losses
2.3 Earth and its crustal resources with a view to conserving mineral resources
2.4 Air resources: atmosphere, climate and weather with an emphasis on Human-caused global climate
change
2.5 Water resources, use and management

UNIT – III: Sustainable Development

3.1 Sustainable Development: concept, individual accountability including Green politics
3.2 Towards sustainable development
3.3 Environmental education: the tool for sustainable development
3.4 Sustainable energy: Tapping solar energy; Energy from biomass, and Energy from earth’s forces
3.5 Sustainable energy: production and uses with an emphasis on Integration of environmental concerns in
energy policies and plans
UNIT – IV: Environment Protection

4.1 National environmental awareness programme

4.2 Biodiversity conservation in India – Ecosystem, Species & Genetic Diversities
4.3 Solid waste management: challenges and priorities with an emphasis on municipal solid wastes –
generation & characteristics; storage & collection; and treatment, processing & disposal
4.4 Ecotourism
4.5 Environmental ethnology

UNIT – V: Environmental Law in India

5.1 Indian forest act of 1927 & Wildlife protection act of 1972
5.2 Archeological and historic preservation act of 1974
5.3 The water (Prevention and control of pollution) act of 1974
5.4 The air ((Prevention and control of pollution) act of 1981
5.5 The environment (protection) act of 1986

Practicum

Activities:

I. Protection of Environment

1. Study any one of the environmental awareness programme conducted by State or NGO
2. Survey the ‘Solid waste management’ techniques adapted by municipal corporations of your locality
covering the aspects like solid wastes generation & characteristics; storage & collection; and treatment,
processing & disposal
3. Visit places of ecological importance (Botanical, Zoological, Safari parks or lakes) of your locality

I. Environmental Law in India

1. Survey the vegetation cover of your locality, compare with the standards laid in the Indian Forest Act of
1927 and write a report
2. Study the archaeological sites of your locality, compare with the criteria laid in the Archaeological and
historic preservation act of 1974 and generate a report
3. Visit any one industry / factory in an industrial area (Jeedimetla, Nacharam, etc.) and find whether they
adhere to the norms prescribed by the Environment (Protection) act of 1986. Write a report
4. Study the suspended particulate material and air pollutants (carbon dioxide, carbon monoxide, sulfur
dioxide, etc.) of an urban area for about a week (data can be taken from a Newspaper or other agency)
and comment on the observations
 9.HUMAN RIGHTS AND VALUE EDUCATION
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives:

1. To understand the need and importance of values in education.

2. To develop broad view on different types of values.
3. To develop a comprehensive view on strategies and approaches to inculcate values.
4. To develop an insight into the concept, and importance of Human Rights.
5. To probe into various strategies of teaching Human Rights.
6. To explore various agencies which contribute for preserving Human Rights.
7. To acquire the ability and skills of organizing and conducting programmes on human rights.
8. To develop interest and extend guidance to the community on Human Rights.

Course Content:

Unit – I Human Rights Education

1.1 Concept, objectives and principles of Human Rights Education.
1.2 Indian Constitution and Human Rights.
1.3 Importance of Human Rights in India.
1.4 Agencies promoting Human Rights in India –
a. The media b. NGO’s
c. The media d. National Human Rights Commission (NHRC)

UNIT - II Historical Perspective of Human Rights in India

2.1 Human Rights in Ancient and Medieval India

2.2 Human Rights in Islamic Era
2.3 Human Rights in British India
2.4 Human Rights in Contemporary India.
Unit – III Human Rights Education

3.1 Strategies of teaching Human Rights, Role play, Brain storming, Forming pairs and groups, Discussion,
Questioning, Buzz session
Activities based on: picture, drawings, cartoons and comics
Cooperative learning.
3.2 Human Rights education and co-curricular activities.
3.3 Training teachers for Human Rights Education
3.4 Human Rights Education at the secondary level.

Unit – IV Values and Value Education

4.1 Concept, need and objectives of values

4.2 Types of values
4.3 Inculcation of Human values – Approaches and strategies.
4.4 Status of value education in schools.

UNIT - V Perspectives on Value Education

5.1 Islam
5.2 Sikhism
5.3 Christianity
5.4 Hinduism
5.5 Jainism

Practicum

Activities:

1. Write a report on implementation of Human Rights in a school of your choice – related to students,
teachers and principal.
2. Conduct a programme on awareness of social values in your community.
3. Conduct a programme on awareness of Human Rights amongst secondary school teachers.
4. Conduct a survey on issues related to violation of social values and write a report on the same.
 10.GUIDANCE AND COUNSELLING

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives
1. To enable the students to understand and appreciate the need for guidance in our present day society.
2. To enable the students to understand the nature, basic principles and underlying assumption in guidance.

3. To enable the students to understand the factors influencing vocational development.

4. . To enable the students to know the types of Guidance.

5. To equip students with the knowledge of theories and practices of counselling.

1. To enable students to acquire the knowledge regarding different techniques of counselling.
2. To enable students to conduct case-study.

Unit 1:Nature & Scope of Guidance

 Misconceptions of Guidance
 Meaning, Nature and definition of Guidance
 Characteristics of Guidance
 Scope of Guidance
 Services of Guidance Programme

Unit 2: The Need for Guidance

 Changing Conditions of home, society, population, labour & industry, leisure time.
 Changing religious and moral values.
 Individual Needs.

Types of Guidance
 Educational Guidance.
 Vocational Guidance and Vocational development.
 Personal Guidance
Unit 3:
A. Nature of Counselling
a. Meaning and definition of counselling
b.Difference between counselling and guidance, Education and psychotherapy.
B. Preparation and Training for Counselling
a. Academic preparation
b.Qualities of a good Counsellor
c. Professional Ethics for Counsellor.

Unit 4: Counselling Approaches

(Main features, uses and limitations of)

a. Directive counselling
b. Non-Directive counselling
c. Eclectic counselling

Counselling Process

Preparation for Counselling

 Counselling skills
 Factors affecting Counselling process.
 Case study and Case conference :Purpose, Plan, Procedures, and Precautions

Activities:
 To undertake a case study.
 To arrange a case conference.
 To conduct a Group Counselling.
 11 TRIBAL EDUCATION

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80

Objectives:

1. To enable the student teachers to understand the concept of Tribe and their status.
2. To provide a deeper understanding of Tribal Welfare programmes in India & Jharkhand.
3. To provide insights into the growth and development of Tribal Education in India & Jharkhsnd
4. To enable the student teachers to understand the issues and trends in contemporary Tribal
5. To give a practical experience to students in Tribal Education programmes.

Unit – I Introduction
1.1 Concept of Tribe (Meaning and Definition)
1.2 Historical development of Tribes in India.
1.3 Characteristics of Tribes.
1.4 Classification of Tribes in India.

Unit – II Tribal Welfare in India

2.1 Constitutional provisions to Tribal Development of India.

2.2 Status of Tribal Population.
2.3 Development policies and programmes formulated for Tribal Development in India.

Unit – III Tribal Welfare in Jharkhand

Tribal Welfare Programme in Jharkhand (Health, Social and Economic programmes)
3.1 Tribal Education policies and programmes in Jharkhand.
a. Higher Education
b. Secondary Education
c. Primary Education
d. Pre-Primary Education
3.2 Recent Trends & Issues in Tribal Education.

Unit – IV Education and Welfare of Tribal Women

4.1 Educational Status of Tribal Women

4.2 Problems of Adolescent Tribal girls
4.3 Empowerment of Tribal Women
Unit – V Health Education and Tribal Welfare
5.1 Health Status of tribes in Jharkhand.
5.2 Common Health Problems in Tribal communities
5.3 Government Initiatives for the development of health in tribal areas
5.4 Role of NGOs in improvement of health status of tribes

Practicum

Activities

1. Helping at least five (5) illiterate tribals to become literates.

2. Participation in literacy or other development awareness programmes in tribal Settlements.
3. Visiting ashram/tribal welfare residential school/tribal welfare department/ITDA and studying its
functions.
4. Participation in bridge school Programmes in Tribal settlement / village / area / neighblourhood.
5. Participation in Sarva Shikshan Programmes in tribal areas.
 Foundations of Distance Education
Total Marks 100 contact hours per week-4
Internal assessment 20
External assessment 80

Objectives
On completion of this course the students will be able to:
understand the concept of distance education,
distinguish between correspondence education, distance education, and open learning
reflect on the socio-economic and socio-political issues which the institutions of education in India are
currently faced with
discuss the socio-academic relevance of distance education,
develop an insight and examine critically the objectives of distance education, understand the
nature of distance learners and distance learning process,
list the importance of self learning material and relevant comprehension skills, discuss various
evaluation techniques and its relevance to distance learning.

list different kinds of support to distance learners.

discuss the various feature of a LSS in DE&OL.
describe and differentiate the different dimensions i.e. academic/pedagogical and operational
dimension
describe the role of study centre in providing support to learners
Describe the broad structure and management of any DE&OL institutions. understand the
management of operational sub-systems like course design and development, management of
learning resources and learner support system management of admission and evaluation system .

Unit I-Growth and Philosophy of Distance Education

Distance Education: significance, meaning, concept and epistemology.
Goals and objectives of distance education.
Philosophy of distance education.
Growth of distance learning system in India, International Council of
Correspondence Education, International Council of Distance Education. Issues in
Distance Education-quantity, quality, relevance and effectiveness. Conventional
mode of distance learning, relative effectiveness of conventional
distance mode of learning.
Present status of distance education system.
Quality assurance and challenges in distance education.
Unit II- Learning Process and Self-Learning Materials (SLM) in Distance
Education
distance learners: nature and characteristics and types of learners-successful, non- starter and mid-
course dropouts.
Distance Education process: nature of adult learning, Andragogy of distance learning: role of
self-learning in distance education.
Significance of study skills in distance learning.
Problems of distance learners.

Types of SLM in distance learning-print, audio, video, interactive, online, and web-based.
Instructional materials in distance education-SLMs, assignment, audio- visual aids, use of
ICT.
Self-learning materials: meaning, scope, importance and characteristics.
Role of SLM in distance education (print and non print).
Course design-need assessment, planning of SLM

Unit III- Instructional Process and Evaluation Procedure in Distance Education & Open Learning

Two way communication in distance education and open learning. Supplementary

communication in distance education and open
learning-need, significance, type and importance.

Concept, and need of evaluation in distance education.

Difference between evaluation in traditional and distance learning
Comprehensive and continuous evaluation in distance learning.
Formative evaluation in distance learning role of tutor comments in motivation of distance
learners.
Summative evaluation.
Techniques of evaluation in distance education.
Management Information System (MIS) in DE &
management Issues in DE & OL System

Unit IV-Counselling in Distance Education

Concept and importance.
Need of counselling in DE
Categories of counselling:-developmental and problem solving
Academic and non-academic Counselling
Procedure of counselling:-decision points, barriers-study related, and time related, personal and
institutional.
Theories of counseling, media of counseling, qualities of counselor.
 PAPER XVI

DISSERTATION

Total Marks 100 contact hours per week-4

Internal assessment 20
External assessment 80 (viva voice)

The dissertation should preferably be in the area of specialization that a student opts or in the area introduced in
the perspective courses. The theses should be written on both side of the A4 size paper, margin1.5” left 1”
top,1’ bottom , it should be typed with double space in Times New Romans-12 font , Hindi :Kruti Dev 014 font
in 15000 to 20000 words, composed in MS word on both side of the paper.

The dissertation will be assessed by

(i) An external examiner appointed by Vice-Chancellor shall submit his/her written evaluation report
and grade assigned to the Chairman of Viva-voce Committee;
(ii) The guiding teacher in consultation with two internal co-examiners appointed by the Head, Department of
Education (CASE) will evaluate the dissertation.
The guiding teacher and the two internal Co-examiners will submit their grades along with a written evaluation
report indicating the strengths and weaknesses of the dissertation to the guiding teacher. The guiding teacher
shall submit the consolidated grade and the three evaluation reports to the Chairman of the Viva-Voce
Committee.
In case where grade assigned to the dissertation by the internal and external examiner do not differ by more than
two grade points, the final grade will be decided by the average of the two grades.
In case where the grades assigned by the external and internal examiner differ by more than two grade points,
the external and internal examiner will decide the final grade in consultation with the Chairman of the viva-voce
committee considering the evaluation reports.
 PRACTICUM COURSES

( Organized during inter semester break)

INTERNSHIP : PAPER XVII

The internship has been conceptualized in two parts, first part involves a compulsory attachment with a teacher
education institution during summer, the second part involves associating it with a field site relevant to the area
of specialization. Both these internships will be organized for duration of three to four weeks each.

PAPER XVII : INTERNSHIP – Inter semester break-II

Total Marks 100
Internal assessment 100

This part involves a compulsory attachment with a teacher education institution during summer, this will be
organized for duration of three to four weeks during Inter semester break II. M.Ed students have to perform
following assignment during first phase-

1.10 classes in the TEI (B.Ed) will be taken by the M.Ed student under the supervision of faculty/mentor
teacher.

4 marks x 10classes = 40 marks

2.Observation of Pupil teachers’ two lessons on Flander’s Interaction Analysis system.

2 lessons x 10 marks = 20marks

3.Construction and standardization of an Achievement test in one of the teaching subject

1 test x 10 marks = 10 marks

4.Administration, Scoring and Interpretation of any two of the folloing;

a. Intelligent test b. Personality test c .Creativity test d. Study habits test e. Adjustment test

2 test x 10 marks = 20 marks

5. A Project related application of ICT.

1 project x 10 marks = 10 marks

 PAPER XVIII : INTERNSHIP –semester -3
Total Marks 100 external assessment 50(viva voice)

internal assessment 50

This part involves associating it with a field site relevant to the area of specialization

COMMUNITY PARTICIPATION PROJECT- I

(Number of days =10; Maximum marks = 25)

Objectives

i. sensitize students about community

ii. acquaint themselves with various aspects of community
iii. enable the students interact with community to assess its felt needs
iv. plan and conduct a survey (family wise) to collect required information on school, literacy and
human development aspects.
v. conduct interviews with parents to understand their perception on their children’s education and
institutes / teachers etc.
vi. observe the functional aspects of various institutions at village / ward and nearby locality
vii. live in the community & to participate in socio-economic cultural activities of the community
viii. document the entire programme / processes and develop a report on the project undertaken.
ix. work collaboratively to reflect and share their work with students and staff.

Course Content / Activities:

1. Visiting the community and take up awareness programmes on various issues pertaining to community;
2. Identifying the needs of the community;
3. Social Mapping
4. Family Survey
5. Institutional Survey
6. Understanding perceptions of people
7. Adult Literacy
8. Enrolling out of school children
9. Community living and participation
 10. Any other related to community development activity

A college offering M.Ed. course has to identify nearby localities / slums / villages for undertaking this
programme. A candidate shall work in a group (2 members) by selecting any one activity under the areas
mentioned above. The duration of the programme is 10 instructional days (10 x 6 hrs = 60 hours)

A detailed format may be worked out in consultation with the mentors.

Note: No two groups should select the same topic in the same locality / village / slum for this project work. The
principal of the college is expected to forward the list of topics selected under this project by different groups to
the Head, Department of Education of the University.

Evaluation

Every group (pair) has to work on a topic and has to submit a detailed report. The students shall select any
activity in consultation with the mentor and workout the modalities of planning, data collection and data
interpretation etc and submit a report reflecting the objectives and appropriate tools evolved along with the
study conducted. Two copies of the report must be submitted duly certified by the Principal and the concerned
mentor. The group has to showcase the project before the jury. The Principal/Head for the purpose of evaluating
the project shall constitute a jury comprising of two members. The average marks of the two examiners will be
forwarded to the Principal of the concerned college and the Head, Department of Education, A copy of the
evaluation report should be submitted to the Head, Department of Education,

INSTITUTIONAL STUDY PROJECT

(Number of days =10: Maximum marks = 25)

Objectives:

i. study an institution/its vision and its mission

ii. understand institutional climate and its various functions.
iii. assess institutional strengths and achievements.
iv. understand the historical evolution and growth of an institution
 v. study the contextual background of an institution
vi. examine the contributions made by an institution

Course Content / Activities:

a) Identification of institution like: Pre service teacher education programme, In service training
programme, Special school, Integrated school, Juvenile Home, Open school, Distance Education Centre,
Voluntary organization, Old age home, Crisis management institutions, State and National Institutions,
etc.
b) Any other related institution

A college offering M.Ed. course has to identify nearby localities / slums / villages for undertaking this
programme. A candidate shall work in a group (2 members) by selecting any one activity under the areas
mentioned above. The duration of the programme is 10 instructional days (10 x 6 hrs = 60 hours)

A detailed format may be worked out in consultation with the mentors.

Note: No two groups should select the same topic in the same locality / village / slum for this project work. The
principal of the college is expected to forward the list of topics selected under this project by different groups to
the Head, Department of Education of the University.

PAPER XIXA COMMUNICATION AND EXPOSITORY WRITING-Inter

semester break -1
Total Marks 50
Internal assessment 50

A short workshop is intended to enhance the ability of the graduates to listen, converse, speak, present,
explain and exposit ideas in groups and before an audience– as this is one of the essential expectations from all
professionals in education. The workshops should also involve training in ICT and educational technology.

Students are supposed to write an expository writing with power point presentation in the workshop out of
the following topics-
 This includes articles, biographical writing, or extracts from popular non-fiction writing, with themes that
are drawn from the subject areas of the student teachers (various science, mathematics, history, geography,
literature/language pieces)

writing a review or a summary of the text, with comments and opinions (individual task)
newspaper or magazine articles on topics of contemporary interest.
Evaluation 25 marks in writing and 25markks internal viva voice.

PAPER XIXB ACADEMIC WRITING-Inter semester break 3

Total Marks 50

Internal assessment 50

: The academic writing component is meant to focus on questions such as: What are the different kinds of
writings and writing styles? What are the essential requirements of academic writing? What distinguishes a good
academic writing from others? What are academic sources and how to refer to them? How to cite a source,
paraphrase and acknowledge the source? How to edit one’s own writing?
Different kinds of writing, writing styles, essential requirements of academic writing etc.

Students should engage in following activity and prepare a writing of the following

Selected texts could be drawn from the wide range of popular educational writing in the form of well-
written essays, extracts of chapters form authors who deal with themes from educations, schooling,
teaching or learning. The writings selected should present a definite point of view or argument about
some aspects of the above themes. Student-teachers can be grouped randomly for this unit
Reading for discerning the theme(s) and argument of the essay (guided reading-individually or in pairs)
analyzing the structure of the argument – identifying main ideas, understanding topic sentence of
paragraphs, supporting ideas and examples, terms used as connectors and transitions (guided small
group discussion) discussion of the theme, sharing Reponses and points(s) of view (small group
discussion) writing a response paper (individually or in pairs) presentations of selected papers, questions
and answers (large group)

Evaluation 25 marks in writing and 25markks internal viva voice.

 PAPER XXA/B

DISSERTATION

Total Marks 100 contact hours per week-2

Internal assessment 100

Dissertation (4 Credits)

Dissertation work includes following courses.

1Preparation of synopsis – 25 marks

2Presentation of synopsis 25 marks

Preparation of synopsis and Presentation of synopsis will be organized during

inter semester break II – workshop-1- Each student is expected to prepare a draft research proposal in
consultation with his/her guide and make a presentation before the seminar committee and the same committee
will evaluate the presentation. Minimum passing grade is ‘D’.

1. Preparation of Research tools 25 marks

2. Presentation of Research tools 25 marks

Preparation of synopsis and Presentation of synopsis will be organized during

inter semester break III – workshop-2- Each student is expected to prepare research tools in consultation
with his/her guide and make a presentation before the seminar committee and the same committee will evaluate
the presentation. Minimum passing grade is ‘D’.
Scheme of Evaluation
Mid - term test and semester end examination

(I) The performance of each candidate in all the Courses will be evaluated in terms of grades. The details
regarding grade along with its grade points and equivalent range of grade points and percentages and class
are as under:
Note:
Grade Grade Range of Ranges of Division Description
Points Grade Points Percentages
O 10 9.01 to 10.00 90.1 to 100.0 First Class with Outstanding
Distinction
A 9 8.01 to 9.00 80.1 to 90.0 First Class with Excellent
Distinction
B 8 7.01 to 8.00 70.1 to 80.0 First Class with Very Good
Distinction
C 7 6.01 to 7.00 60.1 to 70.0 First Class Good
D 6 4.5 to 6.00 45.0 to 60.0 Second Class Fair

F Below 45.0 Failed Dropped

Equivalent Percentage should be calculated with only ONE Decimal precision.
1. First division with Distinction CGPA 7.00 onwards
2. First division CGPA 6.00 up to 6.99
4. Second Division CGPA 45.0 up to 5.99

(C) Each candidate shall also take internal and external viva-voce test.
Internal Viva-Voce test shall be conducted twice during the course by committees of teachers appointed by the
Head, Department of Education.
The Viva-voce test will focus on candidate’s grasp of knowledge in various courses offered by him/her,
dissertation and participation in seminars organized throughout the M.Ed. Programme.
External Viva-voce Test: The Board of examiners consisting of three internal and five external examiners to be
appointed by Vice-Chancellor shall assess the performance of such candidate and hold a viva-voce test of each
candidate. The viva-voce test will focus on the candidate’s dissertation topic and on project report prepared by
the students during second part of the Internship.

M. Ed. 6: Standard of Passing:

To qualify for appearing in the comprehensive test the candidate must fulfill the following requirements:
(i) The mid-term test and practical work in each of the courses he/she has offered.
(ii) The candidate failing to fulfill the specific requirements for appearing at the semester end examination of
the first semester will not be allowed to appear at the said examination.
(iii) To qualify for the degree of Master of Education, the candidate must obtain at least D in each foundation,
core and elective courses, dissertation and in Viva-Voce.
(iv) The details regarding Standard of passing in each course group are given below.
Foundation, Core and Elective Courses:
(i) A candidate must obtain at least D grade in semester end examination and an aggregate grade of D in
each of the courses.
(ii) If a candidate fails to obtain D grade in semester end examination s/he shall have to appear in the
comprehensive test of the concerned course/ courses at the end of subsequent semester within a period
of three years.
His/Her grade in mid-term and practical work assessment will be carried over for calculating aggregate
grade of D or higher in the concerned course he/she shall be declared to have passed.
(iii) If a candidate fails to obtain D grade in mid term test and also in semester end examination s/he shall
have to appear in semester end examination at the end of subsequent semesters within a period of three
years. S/he can take the mid-term test if s/he desires and then appear at the semester end examination of
the same course. If s/he takes the mid-term test his/her new grades will be considered in calculating an
aggregate grade, otherwise his/her grades in previous mid-term test will be carried over for calculating
an aggregate grade. If s/he gets D grade in semester end examination also, and an aggregate grade of D
s/he shall be declared to have passed in the concern course/s.
(iv) If a candidate obtains D grade in semester end examination but fails to obtain an aggregate grade of D in
any course he/she may take the mid-term test and/or semester end examination in the concerned course
in the subsequent semesters within Three years. If he/she gets an aggregate grade of D he/she shall be
declared to have passed in that course.
If a candidate fails to obtain E grade in the dissertation he/she shall revise and rewrite it and submit it to the
Faculty office in subsequent semester within a period of three years, and if he/she gets C grade, s/he shall be
declared to have passed.

(D)Viva-Voce:

If a candidate obtains less than D grade in Viva-voce test, he/she shall appear in internal and external viva-voce
test respectively and if he/she obtains D grade in aggregate he/she shall be declared to have passed.

Every candidate must have 80% attendance in each of the courses offered.

THE END