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M.A. (Education), Department of Education, Central University of Haryana
1
Syllabus of M.A. (Education)
(As per Choice Based Credit System)
w.e.f. July 2015
Department Of Education
Central University of Haryana Jant Pali, District Mahendergarh
M.A. (Education), Department of Education, Central University of Haryana
2
University Logo
University Logo is conceived with a globe at its centre surrounded by holy
trinity of three arcs and at the bottom is a shloka taken from 'Neeti
Shatkam' written by Bhartihari. The arc at the bottom epicts an open book
and a Veena, symbolizing University's commitment to meeting the quest
for acquiring knowledge, learning, enlightenment and promoting art and
culture. The arc at the right that depicts processes of science, technology
and adventurism symbolizes the University's commitment to promoting
scientific progress and creating a culture of creativity, innovation and
enquiring approach. The arc at the left that depicts nature symbolizes
University's commitment to promoting education inculcating respect for
environment, ecology and living in harmony with nature. The globe at the
centre surrounded by the human chain and the pigeon flying above
expresses University's belief that commitments represented by the
trinity of three arcs shall lead to global peace, prosperity and human
solidarity-the real spirit of education.
The shloka at the bottom conveys that 'education' is the unrivalled treasure of all.
Vision
To develop enlightened citizenship for a knowledge society for peace and
prosperity of individuals, nation and the larger world through promotion
of innovation, creative endeavors and scholarly inquiry
Mission To be a leading model by defining learning, teaching and discovery in a
global, national and local context
To strive to create a learning ambience with diverse cultural
backgrounds and enhance student's acquisition of useful knowledge,
skills and analytical abilities through innovative teaching and holistic
learning environment
To facilitate cutting edge research in emerging areas and expanding
research in traditional areas
To progressively expand in phases academic and research areas to
be pursued by the University from time to time into their diversified
focuses
To focus on relevance, quality and excellence in each area and
discipline of study that University is to pursue
To develop partnership with international and national institutions and
facilitate providing international linkages for contextual and cultural
learning for both faculty and students
To involve stakeholders including Government, Industry, Community
and others in providing relevant and quality education
M.A. (Education), Department of Education, Central University of Haryana
3
To create and maintain highest level of integrity, ethics and values on
Campus and ensure zero tolerance for lack of these core commitments
Objectives To disseminate and advance knowledge by providing instructional and
research facilities in such branches of learning as it may deem fit;
To make special provisions for integrated courses in humanities, social sciences, science and technology in its educational programmes;
To take appropriate measures for promoting innovations in teaching-learning process and inter-disciplinary studies and research;
To educate and train manpower for the development of the country;
To establish linkages with industries for the promotion of science and technology
To pay special attention to the improvement of the social and economic conditions and welfare of the people, their intellectual, academic and
cultural development.
Central University of Haryana The Central University of Haryana, established by MHRD, under the
Central Universities Act-2009 (Act No. 25 of 2009) made a spirited
beginning under the leadership of its sagacious and visionary founder Vice
Chancellor Prof. Mool Chand Sharma, from a rented building in Gurgaon
as transit office and Narnaul B.Ed. College building as campus. It has now
shifted to its Permanent Campus sprawling over 488 acres of land at Jant-
Pali Villages, Mahendergarh district of Haryana. The University, fully funded
by the UGC, is all set to emerge as a seat of great learning in the Southern
Haryana under the leadership of its reverent and visionary Vice- Chancellor
Prof. R. C. Kuhad. The University system comprises Schools, defined very
broadly and with wider flexibility. Each School will have Centres attached
to it. The School will be headed by the Dean and Centres by the Director/In-
charge. Schools will have inter-disciplinary and multi-disciplinary approach
with focus on applied part of learning.
Marching ahead on the journey of promoting grass root research and fruitful
engagement with society many brainstorming sessions of idea
M.A. (Education), Department of Education, Central University of Haryana
4
generation are held. After comprehensive deliberations University has
adopted “Multidisciplinary Approach to Inclusive Education” as motto.
Department Of Education Department of Education is one of the oldest departments of studies of the
University opened in the academic year 2010-11 by offering M A
(Education) programme. The Department of Education is functioning
under the School of Arts, Humanities and Social Sciences. It offers PG
programme (MA- Education) of two years duration which are divided into
four semesters & based on choice based credit system (CBCS). In the year
2014 department has started M.Phil. And Ph.D. programme.
Objectives of the Department
The department aims to provide value education, quality teaching and
research to the aspirant learners. The Department strives to achieve
following objectives-
To acquaint the students with various issues, challenges and prospects in the field of education.
To acquaint the students with different methods of teaching to make the teaching-learning process more effective.
To explore emerging trends in research keeping in view the needs of the people at local, national and global level.
To acquaint the students with different skills required for teaching,
writing research papers, presenting papers in seminars and symposiums.
To generate and strengthen the value of equity and equal opportunity,
hardworking, commitment, cooperation, national integration, etc.
To link the department with other disciplines by accepting multi-
disciplinary approach.
To associate with different agencies of education outside the University for
the cause of quality research in education.
M.A. (Education), Department of Education, Central University of Haryana
5
Course Structure: Semester I
S. No
Course code Course title L T P Credit No. of Lecture
per
Semester
1. SAHSED
1101C4004
Philosophical Foundations of
Education – I
4 0 0 4 60 hours
2. SAHSED
1102C4004
Sociological Foundations of
Education – I
4 0 0 4 60 hours
3. SAHSED 1103C4004
Psychological Foundations of Education – I
4 0 0 4 60 hours
4. SAHSED
1104C4004
Research Methods in
Education
4 0 0 4 60 hours
5. To be taken from other
department
4 0 0 4 60 hours
Semester II
1. SAHS ED 1 2
05 C 4004
Philosophical Foundations of
Education – II
4 0 0 4 60 hours
2. SAHS ED 1 2
06 C 4004
Sociological Foundations of
Education – II
4 0 0 4 60 hours
3. SAHS ED 1 2
07 C 4004
Psychological Foundations of
Education – II
4 0 0 4 60 hours
4. SAHS ED 1 2
08 C 4004
Statistical Methods in
Education
4 0 0 4 60 hours
5. SAHS ED 1 2 02 GE 4004
Inclusive Education (compulsory)
2 0 0 2 30 hours
6. Any one of the following
three courses
4
4
4
0
0
0
0
0
0
4
4
4
SAHS ED 1 2
01DCEC 4004
Learner with Diverse Needs 60 hours
SAHS ED 1 2
02DCEC 4004
Environmental Education 60 hours
SAHSED 12
03DCEC4004
Professional Development of
Teachers
60 hours
Semester III
1. SAHS ED 1 3
09 C 4004
Educational Technology
4 0 0 4 60 hours
2. SAHS ED 1 3
10 C 4004
Teacher Education 4 0 0 4 60 hours
3. SAHS ED 1 3
11 C 4004
Curriculum Development and
Instruction
4 0 0 4 60 hours
4. SAHS ED 1 3 12DCEC 4004
Seminar Paper (compulsory) 0 2 0 2 30 hours
5. To be taken from other
department
4 0 0 4 60 hours
6. Any one of the following two
courses
4
4
0
0
0
0
4
4
SAHS ED 1 3
05DCEC 4004
Educational Administration
and School Leadership
60 hours
SAHS ED 1 3
06DCEC 4004
Educational Guidance &
Counselling
60 hours
M.A. (Education), Department of Education, Central University of Haryana
6
Semester IV
Skill Enhancement Elective Course (Compulsory and exclusively
for Education students)
S.
No
Course code Course title L T D Credit
1. SAHS ED 14
01 SEEC 0066
Dissertation 0 0 24 24
2 SAHS ED 14
02 SSR
Self-Study Report
(Non-Credit)
- - - -
List of Generic Elective Course (GEC) offered by the department
to students of other departments S.
No
Course code Course title L T P Credit No. of
Lectures per
Semester
Offered in Semester I
1. SAHS ED 1
101GE 4004
Educational Management
and Planning
4 0 0 4 60 hours
2. SAHS ED 1
102GE 4004
Women Education 4 0 0 4 60 hours
Offered in Semester III
3. SAHS ED 1 303GE 4004
Life Skills Education 4 0 0 4 60 hours
4. SAHS ED 1
304GE 4004
Yoga Education 2 0 2 4 60 hours
5. SAHS ED 1
305GE 4004
Value and Peace Education 4 0 0 4 60 hours
Note:
Two Internal Examination will be conducted in each subject
At least one assignment is to be submitted in each subject
75% Attendance is essential in each subject
M.A. (Education), Department of Education, Central University of Haryana
7
SEMESTER–I
COURSE-I
PHILOSOPHICAL FOUNDATIONS OF EDUCATION
- I COURSE CODE: SAHS ED 1101C4004
Course Objectives: After studying of the course, students will be able to
Understand the nature and scope of Philosophy of Education,
Understand the different branches of Philosophy
Appreciate the Western schools of Philosophy and its application in
Education,
Understand the contemporary philosophers and their contribution in
Education
Unit-I: Concept of Philosophy
Meaning, nature and importance of Philosophy of Education
Functions of Educational Philosophy
Relationship between Education and Philosophy
Aims of Education in relation to Philosophy of life
Unit-II: Braches of Philosophy
Braches of Philosophy
Metaphysics, Epistemology and Axiology
Meaning, types and sources of knowledge, reality and value
Braches of philosophy with reference to different Indian and
western philosophy
Unit –III: Schools of Philosophy
Idealism, Naturalism, Pragmatism and Existentialism with
reference to knowledge, reality and value and its educational
implications
Unit-IV: Contemporary Philosophers and their contribution in Education-
Paulo Friere and Ivan Illich
Aurbindo
Vivekanand
Recommended Books:
Brubacher, John S., (1965). Modern Philosophies of Education. New York, McGraw-Hill.
Butler, J.D. (1969). Four Philosophies. New York: Harper and Bross. Chaube, S.P. (1994). Philosophical and Sociological Foundations of
Education. Agra: VinodPustakMandir.
Johnston, Herbert (1963). A Philosophy of Education. New York: Mc.Graw Hill.
Kneller, John F. (1978), Contemporary Educational Theory. John Wiley and Sons.
M.A. (Education), Department of Education, Central University of Haryana
8
K. Ellis John J. Cogan, Kenneth Honey (1981). Introduction to Foundation of Education. New Jersey: Prentice Hall.
Max Muller F. (1956). The six systems of Indian Philosophy. Calcutta: Sushil Gupta.
McChellan, J.E. (1976). Philosophy of Education. New Jersey: Prentice Hall.
Mohanty J.(1989). Democracy and Education in India. New Delhi: Deep & Deep Publications.
Monis. V.C. (1969). Modern Movements in Educational Philosophy,Bosten: HonghatonMiffine.
Murty S.K. (2003). Philosophical and Sociological foundations of Education. Ludhiana: Tandon Publications.
O’Connor,J. (1995). An introduction to Philosophy of Education. Agra: VinodPustakMandir.
Pandey, R.S. (1996). An introduction to major Philosophies of Education. Agra: VinodPustakMandir.
Part Joe (1963). Selectedreadings in the Philosophy of Education. New York: McMillan.
vksM] ,y ds ¼1990½ f’k{kk ds nk’kZfud ,oa lekt’kkL=h; Hkwfedk] eSdfeyu]
ubZ fnYyhA
ik.Ms; vkj-,l- ¼1988½ f’k{kk n’kZu] fouksn iqLrd eafnj] vkxjk ¼m-ç-½A
jLd vkj-,l- ¼1990½ f’k{kk ds nk’kZfud vk/kkj&jktLFkku fganh xzaFk
vdkneh] t;iqjA
ik.Ms;] nqxkZnÙk ¼1995½ fparu ds fofo/k vk;ke] çekfud ifCyds’kUl]
bykgkckn ¼m-ç-½A
Mkxj]ch-,l- ¼1988½ ewY; f’k{kk] gfj;k.kk fganh xzaFk vdkneh] p.Mhx<A
czwcsdj ts-,l- ¼1969½ ekMZu fQyklQht vkWQ ,twds’ku] eSd xzk fgy
ifCyf’kax gkml] ubZ fnYyhA
gkuZ-,p-,l- ¼1980½ MseksØsfVd fQyklkQh vkWQ ,twds’ku] eSdfeyu
U;w;kdZA
jse.V ¼1982½ fçUliYl vkWQ ,twds’ku ykaxeSu xzhu] yanuA
>k] uxsaæ ¼1990½ oSfnd f’k{kk i)fr vkSj vk/kqfud f’k{kk i)fr] osadVs’k
çdk’ku] ubZ fnYyhA
feJ HkkLdj ¼1988½ oSfnd f’k{kk feekalk egf"kZ lanhiuh osn fo|k çfr"Bku]
mTtSuA
M.A. (Education), Department of Education, Central University of Haryana
9
COURSE –II
SOCIOLOGICAL FOUNDATIONS OF EDUCATION - I
COURSE CODE: SAHS ED 102C4004
Course Objectives: After studying of the course, students will be able to
understand the meaning and nature of sociology and sociology of
Education,
understand the relationship between Education and sociology,
appreciate the Indian society and its structure,
understand the importance of Globalization and privatization in
Education.
Unit-I: Concept of Educational Sociology and Sociology of Education
Concept of Educational Sociology and Sociology of Education
Scope and Functions of Sociology of Education
Relationship of Sociology and Education
Unit-II: Education and Society
Education and Society
School community relationship
Education as related to social stratification and social mobility
Unit-III: Social Change
Social change: its meaning and concept with special reference to
India.
Determinants of social change with respect to India
Constraints on social change in India: Caste, Class, Religion,
Language, Regionalism and Ethnicity.
Education as an instrument of social change and Socialization
Unit-IV: Education and current issues
Education for Secularism and Democracy
Modernization and Education
Globalization and Privatization of Education and implications on
Indian Society
Recommended Books:
Aggarwal, J.C. (2005): Theory and Principles of Education Philosophical
and Sociological Basis ofEducation, New Delhi, Vikas Publishing House
Pvt. Ltd.
Barry, H. & Johnson, L.V. (1964). Classroom Group behaviour: Group
Dynamics in Education. New York: John Wiley & Sons,.
Bhattacharya,S. (1996): Sociological Foundation of Education. New
Delhi: Atlantic Publishers andDistribution.
Blackledge, D. & Hunt, Barry (1985). Sociological Interpretations of
Education. London: Groom Helm.
M.A. (Education), Department of Education, Central University of Haryana
10
Chanda S. S. & Sharma R.K. (2002). Sociology of Education. New Delhi:
Atlantic Publishers.
Chandra S.S. (2002). Indian Educational Development, Problems and
Trends. New Delhi: Kanishka Publishers.
Cook L, A. &Cook,E. (1970). Sociological Approach to Education.New
York, McGraw Hill.
D'Souz A. A. (1969). The Human Factor in Education, New Delhi: Orient
Longmans.
Durkheim, E. (1966). Education and Sociology,. New York: The Free
Press.
Hemlata, T. (2002). Sociological Foundations of Education. New Delhi:
Kanishka Publishers.
Jayaram, (1990). Sociology of Education, New Delhi.
Mishra. B.K. & Mohanty R. (2002).Trends and issues in Indian
education, New Delhi: Kanishka Publishers.
Mohanty, J. (1982). Indian Education in Emergency Society. New Delhi:
Sterling Publishers,.
Shukla, S. & K. Kumar (1985). Sociological Perspective in
Education. New Delhi: Chanakya Publication
ikBd] vkj-ih- ,oa Hkkj}kt vferk ik.Ms; ¼2013½ Hkkjrh; lekt esa f’k{kk
dk mn;heku ifjn`’;] dfu"dk çdk’ku] ubZ fnYyhA
jeu fcgkjh yky ¼1995½ mn;hkeu Hkkjrh; lekt esa f’k{kk] vkj-yky cqd
fMiks] esjB ¼m-ç-½A
ikBd] vkj-ih- ,oa pkS/kjh] jtuh tks’kh ¼2013 f’k{kk fl)kar] dfu"dk
çdk’ku½] ubZ fnYyhA
ik.Ms; ds-ih- ¼2005½ f’k{kk ds nk’kZfud ,oa lkekftd vk/kkj] fo’ofo|ky;
çdk’ku] okjk.klh ¼m-ç-½A
M.A. (Education), Department of Education, Central University of Haryana
11
COURSE-III
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION – I
COURSE CODE: SAHS EDN 1103C4004
Course Objectives: After studying of the course, students will be able to
understand the meaning and nature of Educational Psychology,
develop the relationship between Education and Psychology,
understand the various stages of growth and development and their
principles,
analyse the cognitive, emotional, behavioural difficulties of children
and adolescents
measure the intelligence.
apply the motivation in learning process
Unit-I: Conceptual Framework of Educational Psychology
Introduction to Educational Psychology
Relationship between Education and Psychology
Nature and Methods of Educational Psychology
Importance of Educational Psychology
Unit-II: Growth and Development
Growth and Development
Meaning and Principles of Growth and Development
Stages of Growth and Development
Cognitive, Social, Moral and Emotional Development in different
stages
Psychological Development: Erikson’s theory, Marcia’s Identity status
theory
Development of Moral Reasoning – J Kholberg and Gillman;
Piaget theory of Cognitive Development
Unit-III: Motivation and Transfer of Learning
Meaning and Functions of Motivation
Essential Ingredients to Motivation – Value and Expectancy
Theories of Motivation
Personal Expectations to Motivation: Self Efficacy Theory of Bandura
Explanation to Achievement Motivation- Attribution Theory
Murray’s Taxanomy of needs; Maslow’s Hierarchy of Needs;
Conductive class room climate for motivating and meeting the needs of
students –
Principles and Strategies
Transfer of Leaning or Training Concept and Types of Transfer of Leaning
Theories of transfer of Leaning
M.A. (Education), Department of Education, Central University of Haryana
12
Unit-IV: Intelligence
Concept and nature of Intelligence
Factor Affecting Intelligence
Concept of EQ and SQ
Theories of Intelligence- Charles Spearman-Two Factor theory, Louis
Thurstone-Primary Mental
Ability theory, Howard Gardner-Multiple Intelligence theory
Measurement of Intelligence
Recommended Books:
Anita Woolfolk (2004). Educational Psychology. Pearson Education.
Atkinson, Richard C., et.al (1983). Introduction to Psychology. New York:
Harcount
Brace Joranovich Inc.
Anastasi (1990). A.: Psychological Testing, New York: MacMillan Co.
Barbara M Newman & Philip R Newman (2007). Theories of Human Development,
Lawrence Erlbaum Associates, Inc.
Bourne, L.E. (1985). Psychology: Its Principles and Meaning. New York: Holt, Rinehart
and Winston.
Cole, R. (1997). The Moral Intelligence of the Children. London: Bloomsbury.
Corr, P. J. & Gerald Matthews, G. (2009). The Cambridge Handbook of
Personality Psychology. Cambridge : Cambridge University Press.
Fernald, LD &Fernallt P.S. (1999). Introduction to Psychology. AITBS Publisher, Delhi.
Friedman, H. S. &Schustack, M. W. (2009). Personality: Classic Theories and
Modern Research, 4/E. NY: Pearson.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York:
Basic
Books.
Gazzanig a, M. S. (1973), Fundamental of Psychology, N. Y. Academic Press.
Hurlock, E. B. (1997) Child Development . Tata McGraw Hills.
Kellogg, R.T.(2007). Fundamentals of Cognitive Psychology. N.D. Sage Publications.
Klausmeier, Herbert J (1985). Educational Psychology. New York: Harper and Row,
Pub.
Morris E. Eson, (1972). Psychological Foundation of Education. New York: Holt,
Rinchart.
Nye, D. Robert. 1996. Three Psychologies: perspectives from Freud, Skinner, and
Rogers.
International Thomson Publishing Company, New Paltz.
xqIrk] ,l-ih- ¼2010½ f’k{kk euksfoKku 'kkjnk iqLrd Hkou] bykgkcknA
eaxy] ,l-ds- ¼2006½ f’k{kk euksfoKku] çsfUVl gky vkWQ bafM;k çk- fy-] ubZ
fnYyhA
ik.Ms; ds-ih- ¼2005½ uohu f’k{kk euksfoKku] fo’ofo|ky; çdk’ku] okjk.klhA
ik.Ms; vkj-,l ¼1995½ f’k{kk euksfoKku] fouksn iqLrd eafnj] vkxjkA
pkScs ,l-ih- ¼1965½ f’k{kk euksfoKku] y{eh ukjk;u vxzoky ,aM lal] vkxjkA
ikBd vkj-ih- ¼2011½ f’k{kk euksfoKku] fi;lZu ,tqds’ku] ukWy st ikdZ&uks,Mk ¼m-
ç-
ikBd vkj-ih- ,oa Hkkj}kt] vferk ik.Ms; ¼2013½ f’k{kk euksfoKku ds ewy rRo]
dfu"dk çdk’ku] ubZ fnYyh
flag] v:.k dqekj] ¼1995½ f'k{kk euksfoKku] Hkkjrh Hkou vkxjkA
M.A. (Education), Department of Education, Central University of Haryana
13
yky] jeu fcgkjh ¼2010½ f’k{k.k ,oa vf/kxe dk euksfoKku] vkj- yky cqd fMiks
esjB ¼m-ç-½A
'kekZ] vkj-,- ¼2005½ f’k{k.k vf/kxe esa uohu çorZu] vkj- yky cqd fMiks esjB
jeu fcgkjh ¼2010½ vf/kxedÙkkZ vf/kxe ,oa laKku] vkj- yky cqd fMiks esjB
¼m-ç-
M.A. (Education), Department of Education, Central University of Haryana
14
COURSE-IV
RESEARCH METHODS IN EDUCATION - I
COURSE CODE: SAHS ED 1104C4004
Course Objectives: After studying of the course, students will be able to
Understand the Concept and Importance of Research Understand the process of identification of a Research Problem Explain the formulation of Hypothesis in Research Understand the terms used in Research Process Understand the various Approaches of Research
Unit-I Concept and Scope of Educational Research
Meaning, need and importance of Research
Types of research: Fundamental, Applied and Action Research
Scientific research: Steps of scientific research,
Concept and scope of Educational research
Emerging trends in Educational research
Unit-II: Formulating Research Problems
Identification of Research problem Delineating and Operationalizing Variables
Review of related literature
Hypothesis: Characteristics, types and formulation
Preparation of research proposal
Unit-III: Sampling
Concept of Population and Sample
Sampling techniques
Characteristics of a good sample
Sampling Error
Unit-IV: Types of Research
Descriptive Research
Experimental Research
Historical Research
Case Study
Recommended Books
• Bailey, K.D. (1982). Methods of Social Research. New York: The Free Press.
• Best J.W. & Kahn, J.V. (2008). Research in Education. New Delhi: Pearson Education.
• Borg, W.R. and Gall, M.D. (1983). Educational Research: An Introduction. New
York: Longman.
M.A. (Education), Department of Education, Central University of Haryana
15
• Bryman, A and Duncan C.(1990). Qualitative Data Analysis for Social
Scientists.London: Routledge.
• Buch (Ed) :Surveys of Education. Nos. 1,2,3,& $, New Delhi: NCERT.
• Encyclopaedias of Education Research, (1990) New York: McMillan.
• Kerlinger, F.N. (2010). Foundation of Behavioural Research. New Delhi: Surjeet
Publication.
• Koul, Lokesh,(2002). Methodology of Educational Research. New Delhi: Vikas
Publication
• McMillan, J.H. (2003). Educational Research: Fundamentals for the consumer. Boston:
Allyn& Bacon.
• Miller, D.C. & Salkind , N.J. (2002) handbook of Research Design and Social
Measurement , Sage Publications , London.
• Smith, M.L. & Glass, G.V. (1987). Research and Evaluation in Education and the Social
Sciences. NJ: Prentice Hall.
• Springer,K.(2009) Educational Research:A contextual approach.United Kingdom: John
wiley and Sons.
• Ruane, Janet M (2004), Essentials of Research Methods to Social Science Research,
Blackwell Publications Ltd.
• Van Dalan, D.B. (1973). Understanding Educational Research; An Introduction, New
York: McGraw Hill.
• Wiersma, W. &Jurs, S. J. (2009). Research Methods in Education: An
Introduction. Pearson Education.
M.A. (Education), Department of Education, Central University of Haryana
16
GENERIC ELECTIVE COURSE
Educational Management and Planning SAHS ED 1 1 01 GE 4004
Course Objectives: After studying of the course, students will be able to
Understand the basic concepts of Educational Administration
Understand the various Constitutional and Legal Framework related with Education
Understand the Institutional Mechanism for Educational Planning and Administration in India
Understand the Role and Functions of Various Government Agencies in Education
Understand the Current/ Emerging Issues in Educational Administration
Unit-I: Basic Concepts
Meaning and Nature of Educational Management
Scope of Educational Management
Unit-II: Performance and Resource Management in Educational Institutions
Monitoring of school performance
Performance appraisal of the teachers.
Financial and administrative management of educational institutions.
Nature and characteristics of resource available in education.
Need for resource management in education.
Material resources. Unit III- Educational Planning
Concept of Educational Planning
Need and importance of Educational Planning
Process of Educational Planning
Educational Planning in India: Agencies and Process
Education under Five Year Plans in India
Appraisal of Educational Planning in India
Unit-IV: Institutional Mechanism for Educational Planning and Administration in
India
Role and Functions of Department of Culture and Education of the Union Ministry of Human Resource Development
Role and Functions of Department of Education in States with special reference to Haryana
Role and Functions of University Grants Commission
Role and Functions of Technical Bodies such as NUEPA, CABE, NCERT, NCTE, SCERTs
Suggested Readings:
Aggarwal, D.D. (2007). Educational Administration in India.ISBN: 8176257729. www.easternbookcorporation.com/moreinfo
Batra, Sunil (2003). From School Inspection to School Support. .
Cambolell, R.F. and Gregg,R.T. (ed.) (1957). Administrative Behaviour in Education.Harpar
Gupta,L.D. (1983). Educational Administration at Callege Level. New Delhi: Oxford and IBH.
Kaufman, Herman, Watters (eds.) (1996). Educational Planning: Strategic Tactical Operational. Tecnomic.
Less Bell & Howard Stevenson (2006). Education Policy: Process, Themes and Importance.Routledge
Momahan, G. and Harbert, H.R. (1982). Contemporary Educational Administration. New York: Macmillan Publishing .
M.A. (Education), Department of Education, Central University of Haryana
17
NwankwoJohm I, (1982). Educational Administration (Theory and Practice) New Delhi: Vikas Publishing House
Tilak, J.B.G. (1992). Educational Planning at Grassroots. New Delhi: Ashish Publications
lqf[k;k] ,l-ih-] ¼2000½ fo|ky; O;oLFkk] fouksn iqLrd eafnj] vkxjk ¼m-ç-½
ikBd] vkj-ih- ,oa xqIrk 'kSystk ¼2010½ 'kSf{kd çca/ku] jk/kk çdk’ku] ubZ
fnYyh
'kekZ] vkj-,- ¼2005½ f'k{kk rduhdh ds rRo ,oa çca/ku] vkj- yky cqd fMiks]
esjB ¼m-ç-½
oekZ] ts-ih- ¼2000½ fo|ky; çca/ku] vkj- yky cqd fMiks] esjB ¼m-ç-½
'kekZ ,oa lDlsuk ¼2010½ 'kSf{kd ç’kklu ,oa çca/ku] vkj- yky cqd fMiks] esjB
M.A. (Education), Department of Education, Central University of Haryana
18
GENERIC ELECTIVE COURSE
Women Education
Course Code: SAHS ED1102GE4004
OBJECTIVES: After studying the course, students would be able to:
Explain the concepts of sex and gender.
Demonstrate an understanding of psychological and sociological perspectives of sex and
gender. Explain the social construction of gender with special reference to family.
Describe women education and various laws protecting them. List the factors
contributing to gender inequalities in schooling.
describe the concept of women empowerment and various roles of
women in sustainable development.
COURSE CONTENTS
UNIT-I Social construction of gender: Socialization
Family
Gender identity; the media, gender roles and stereotypes; class, caste,
community and gender relations
UNIT-II Gender and Schooling –Education for gender equity
Case studies of interventions in school education
Reflections from the field and strategies for change
UNIT-III Education and Empowerment of Women
Concept and importance
Women and sustainable development: Special role of women as
protector of environment
Waste management and women
Unit IV Women and Management
Essence of Management: Theories and Principles, Process of Women
entering Management: Studying the Models for Women including,
Equity Model and Complimentary Contribution Model
Managerial Skills of Women: Project Design and Management,
monitoring and
Evaluation, Financial Management, Human Resource Management
Recommended Books
Bordia, A. (2007). Education for gender equity: The Lok Jumbish experience,
p 313-329
Chatterji, S. A. (1993). The Indian Women in perspective, New Delhi: Vikas
Publishing
M.A. (Education), Department of Education, Central University of Haryana
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Devendra, K. (1994). Changing status of women in India, New Delhi: Vikas Publishing House
Gupta, A. K. (1986). Women and Society, New Delhi: Sterling Publications
Ministry of Education (1959). Report of National Committee of Women’s
Education. New Delhi: ME
Ruhela, S. (1988). Understanding the Indian Women Today;
Delhi: Indian Publishers Distributors
Thakur, H. K. (1988). Women and Development planning (Case study of
Nauhatta Block),New Delhi: Vikas Publishing House
Batra, G.S. And Dangwal, R.C. (eds), Globalisation and
Liberalisation: New Developments, Deep & Deep, New Delhi, 2004.
Boserup, E. Women’s Role in Economic Development, St. Martin Press,
New York, U.S.A.,1970.
Govt of India, Blue Print of Action Points and National Plan of Action for
Women, 1976, Development of Social Welfare, New Delhi.
Govt of India, National Policy of Education, Deptt. Of Education, Ministry
of Human
Resource Development, 1986, New Delhi.
Govt of India, Shramshakti: Report of the National Commission on
Self-Employed
Women and Women in the Informal Sector, New Delhi, 1988.
Govt. of India, Five Year Plans (1st to 10th), Planning Commission, New
Delhi.
Gupte, Shakuntla, Women Development in India, Anmol Pub, New Delhi,
2005.
Handbook of Policy and Related Documents on Women in India, National
Institute of
Public Co-operation and Child development, New Delhi, 1988.
Mathu, Anuradha (ed) Facets of Women’s Development, Kalpaz Pub, Delhi,
2006.
National Perspective Plan for Women, 1988-2000, Department of Women
and Child
Development, Ministry of HRD, New Delhi, 1988.
Report on Gender and Poverty –Published by the World Bank, 1990.
Sahoo, R.K., Tripathy, S.N., Self Help Groups and Women’s
Empowerment, Anmol
Publications, New Delhi, 2006.
South Asia Human Development Reports 2000 and 2004, Mahbub ul
Haq Human
Development Centre.
UNDP Human Development Reports, 1995-2005.
Adler, Nancy, J and Dafna, N, Izraell, (eds), Women in Management
Worldwide, M. F.
Sharpe Inc, New York, 1989.
Breaking through the Glass Ceiling: Women in Management, ILO, Geneva,
update 2004.
Cooper, Cary, L and Davidson, Marilyn, Women in Management, Heinemann,
1984.
M.A. (Education), Department of Education, Central University of Haryana
20
SEMESTER–II COURSE-I
PHILOSOPHICAL FOUNDATIONS OF EDUCATION- II
COURSE CODE: SAHS ED 1205C4004
Course Objectives : To enable the students to understand about the
Meaning, types and different functions of Education,
Significances of different agencies of Education,
Impact of Philosophy on Education,
Importance of Value Education,
Indian Philosophies with special reference to their Educational Implications,
Contribution of Indian and Western Educational Thoughts
Unit-I Education and Philosophy
Education: Meaning and Nature and Process Types of Education: Formal, Informal and Non-formal Education
Functions of Education
Agencies of Education
Impact of Philosophy on Education
Value Education
Unit-Indian Schools of Philosophy
Sankhya and its Educational Implications
Vedanta and its Educational Implications
Nyaya and its Educational Implications
Budhism and its Educational Implications
Jainism and its Educational Implications
Islamand its Educational Implications
Sikhism and its Educational Implications
Unit-III Modern Indian Educational Thinkers
Philosophy of Rabindranath Tagore
Philosophy of Mahatma Gandhi,
Philosophy of Swami Vivekananda,
Philosophy of Sri Aurobindo
Implications of their Philosophy in Modern Education System
Unit-IV Western Educational Thinkers with reference to Modern Education
Rousseau, Frobel,
Montessori
Dewey
M.A. (Education), Department of Education, Central University of Haryana
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Recommended Books:
Agrawal J.C. (2003). Philosophical and Sociological perspectives on
Educations, New Delhi: Shipra Publications.
Bhaum, Archia-I (1962). Philosophy, An Introduction. Bombay: Asia Publishing
House.
Brubacher, John S., (1965). Modern Philosophies of Education.
New York, McGraw-Hill.
Brubacher, John S (1962). Eclectic Philosophy of Education.
New Jercy: Prentice Hall, Englewood Cliffs.
Butler, J.D. (1969). Four Philosophies. New York, Harper and Bross.
Chube, S.P. (1994). Philosophical and Sociological Foundations of
Education. Agra: VinodPustakMandir.
Dewey John( 1940). Democracy & Education. New York: Mac Millan.
Durant, Will (1955). The story of Philosophy. London: Eastern Boon.
Johnston, Herbert (1963). A Philosophy of Education. New York: Mc.Graw Hill.
Kneller, John F. (1978), Contemporary Educational Theory. John Wiley and Sons.
K. Ellis John J. Cogan, Kenneth Honey (1981). Introduction to Foundation of
Education. New Jersey: Prentice Hall.
Max Muller F. (1956). The six systems of Indian Philosophy. Calcutta: Sushil
Gupta.
McChellan, J.E. (1976). Philosophy of Education. New Jersy: Prentice Hall.
Mohanty J.(1989). Democracy and Education in India. New Delhi: Deep & Deep
Publications.
Monis. V.C. (1969). Modern Movements in Educational Philosophy,Bosten:
HonghatonMiffine.
Murty S.K. (2003). Philosophical and Sociological foundations of Education.
Ludhiana: Tandon Publications.
O’Connor,J. (1995). An introduction to Philosophy of Education. Agra:
VinodPustakMandir.
Pandey, R.S. (1996). An introduction to major Philosophies of
Education. Agra: VinodPustakMandir.
Part Joe (1963). Selectedreadings in the Philosophy of Education. New York: Mac
Millan.
M.A. (Education), Department of Education, Central University of Haryana
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COURSE-II
SOCIOLOGICAL FOUNDATIONS OF EDUCATION - II
COURSE CODE: SHS ED 1206C4004
Course Objectives: To enable the students to understand about the
Culture of India and role of education to make a composite culture,
Different agencies of socialization and their impact on education,
Need and importance of national integration and international understanding,
Role of education in economic development
Role of education for SCs, STs and Minorities
Concept of Human Rights and role of education to check the violation of
human rights
Unit-I: Education and Culture
Culture: Meaning and nature of culture Cultural determinants of education
Role of education in culture context and cultural change
Agencies of Socialization—Family, Peer group, Community, Institutions of
formal
Education and Mass Media
Unit-II: Education for Integration
Education for National and Emotional Integration
Education for International Understanding
Education and Economic Development Impact of LPG oneducation.
Poverty, Unemployment and Education
Unit-III: Education for Inclusion
Education for Socially and Economically disadvantaged sections of the
society with special reference to SCs, STs, Differently-abled, Dalits,
Women, Rural population and Minorities
Equalization of education opportunitiesand Equity in Education
Education and women empowerment
Constitutional Provisions for education, Report of
variouscommissions and committees, SarvShikshaAbhiyan (SSA)
Programme and RTE.
Unit-IV: Human Rights
Human Rights- Definition, background and concept
Violation of Human rights and role of Education
Changing Ethno-linguistic Trends in India
ICT and Cyber space – Impact on the Indian Youth
Upward mobility and Ethical Values in Indian Society
M.A. (Education), Department of Education, Central University of Haryana
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Recommended Books:
Adiseshiah, W.T.V. &. Pavanasam.R. (1974).Sociology in Theory and
Practice, New Delhi: Santhi Publishers.
Barry, H. & Johnson, L.V. (1964). Classroom Group behaviour: Group
Dynamics in Education. New York: John Wiley & Sons,.
Blackledge, D. & Hunt, Barry (1985). Sociological Interpretations of
Education. London: Groom Helm.
Chanda S. S. & Sharma R.K. (2002). Sociology of Education. New Delhi:
Atlantic Publishers.
Chandra S.S. (2002). Indian Educational Development, Problems and
Trends. New Delhi: Kanishka Publishers.
Cook L, A. &Cook,E. (1970). Sociological Approach to Education.New York,
McGraw Hill.
Dewey, John, Democracy and Education, MacMillan, New York
D'Souz A. A. (1969). The Human Factor in Education, New Delhi: Orient
Longmans.
Durkheim, E. (1966). Education and Sociology,. New York: The Free Press.
Hemlata, T. (2002). Sociological Foundations of Education. New Delhi:
Kanishka Publishers.
Jayaram, (1990). Sociology of Education, New Delhi: Rawat.
Kneller, George F., Foundations of Education, John Willey and Sons, 1978
Mishra. B.K. &Mohanty R. (2002).Trends and issues in Indian
Education, New Delhi: Kanishka Publishers.
Mohanty, J. (1982). Indian Education in Emergency Society. New Delhi:
Sterling Publishers,.
Shukla, S. & K. Kumar (1985). Sociological Perspective in Education. New
Delhi: Chanakya Publication.
Swift, D. F. (1970). Basic Readings in the Sociology of Education, London:
Routledge and Kegan Paul
M.A. (Education), Department of Education, Central University of Haryana
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COURSE- III
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION-II
COURSE CODE: SAHS ED 1207C4004
Course Objectives: To enable the students to understand about the
concept and theories of learning,
concept, theories and assessment of Personality,
meaning , types and theories of transfer of learning with its implications,
meaning of Adjustment, Mental Health, Conflict, and Defense Mechanism
concept and measurement of creativity
Unit-I: Concept and Theories of Learning
Meaning and Nature of Learning
Factors affecting Learning
Learning and Maturation
Theories of Learning
Pavlov, Thorndike, Skinner
Theory of Learning by Insight
Edwin Ray Guthrie theory, Tolman theory
Unit-II: Personality and its theories
Meaning and nature of Personality
Type theory and Trait theory
Psychoanalytic theory
Techniques of Personality Assessment
Conduct any Standardized test of Personality assessment
Unit-III: Creativity
Concept and nature of Creativity
Process of Creativity
Identification of Creative child
Role of Education for fostering Creativity
Measurement of creativity- Self Made Questionnaire
Unit-IV: Psychology of Adjustment
Concept of Adjustment
Criteria for Good Adjustment
Concept of Mental Health
Frustration and conflict
Stress Management
Adjustment (Defense) Mechanisms
Recommended Books:
Anita Woolfolk (2004). Educational Psychology. Pearson Education.
Atkinson, Richard C., et.al (1983). Introduction to Psychology. New
York: Harcount Brace Joranovich Inc.
M.A. (Education), Department of Education, Central University of Haryana
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Bourne, L.E. (1985). Psychology: Its Principles and Meaning. New York:
Holt, Rinehart and Winston.
Chauhan, S.S. (2005). Advanced Educational Psychology. Vikas Publishing
Home, New Delhi.
Cole, R. (1997). The Moral Intelligence of the Children. London: Bloomsbury.
Cruickshank, W.M. (1980). Psychology of Exceptional Children and Youth.
N.J: Prentice Hall.
Fernald, LD &Fernallt P.S. (1999). Introduction to Psychology. AITBS
Publisher, Delhi.
Gazzanig a, M. S. (1973), Fundamental of Psychology, N. Y. Academic Press.
Hurlock, E. B. (1997) Child Development . Tata McGraw Hills.
Klausmeier, Herbert J (1985). Educational Psychology. New York: Harper and
Row, Pub.
Maslow, A. (1954). Motivation and Personality. New York: Harper and Raw.
Morris E. Eson, (1972). Psychological Foundation of Education. New York:
Holt, Rinchart.
Robert R. Baron (2001) Psychology. Prentice Hall of India.
Paul R Pintrich and Dale H Schunk, (1996) Motivation in Education:
Theory, Research & applications Prentice- Hall, Inc
M.A. (Education), Department of Education, Central University of Haryana
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COURSE –IV
STATISTICAL METHODS IN EDUCATION
COURSE CODE: SHS ED1208C4004
Course Objectives: To enable the students to understand about the
Concepts and methods used in statistical analysis of test scores,
Above knowledge in tabulating and interpreting tests scores,
Skills necessary for the analysis and interpretation of tests scores,
Difference between the parametric and non-parametric test.
Unit I
Nature of Educational Data
Qualitative and quantitative data
Descriptive and Inferential Statistics
Measures of Central Tendency
Concept, computation, and uses of Arithmetic Mean, Median, and Mode
Measures of Variability
Concept, computation, and uses of Ranges, Quartile Deviation, Average
Deviation, Standard Deviation
Unit-II
The Normal Curve and Its Application
Meaning of Normal Curve, Skewness and Kurtosis
Properties of Normal Probability Curve
Application of Normal Probability Curve
Correlation
Meaning, types, and uses of correlation
Unit-III
Significance of Mean
Significance of the Difference between means
Null Hypothesis, standard Error
Type-I and Type-II Error
One-tailed and two-tailed tests
Analysis of Variance
Meaning and Assumption of ANOVA
One way ANOVA
Unit-IV
Non-Parametric Tests
Meaning, assumption, and uses of non-parametric tests
Chi-Square tests of Equality and Independence
Setting of cross breaks for contingency table
Sign test
Recommended Books:
• Aggarwal Y. P. (1988): Statistical Methods. New Delhi: Sterling.
• Best, John W and Kahn James V. (2003). Research in Education. Prentice Hall, New Delhi.
M.A. (Education), Department of Education, Central University of Haryana
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• Edwards A.U.M.L. (1961). Statistical Methods for the Behavioural Sciences. New York:
Rinehart and Company.
• Ferguson, George. A. (1976). Statistical Analysis in Psychology and Education. New York:
Mc Graw Hill.
• Garrett, H.E. (1981). Statistics in Psychology and Education, Bombay: Vakils, Feffer and
Simon.
• Guilford, J. P. & Benjamin, F. (1973). Fundamentals statistics in Psychology and
Education. New York: Mc Graw Hill.
• Kurtz, A. K. & Mayo S. T. (1980). Statistical Methods in Education and Psychology: New
Delhi: Narosa Publishing House.
• Lindquist, E.F. (1970). Statistical Analysis in Educational Research, New Delhi: Oxford and
IBH.
• Mann, P. S. (2010) Introductory Statistics. John Wiley.
• Newman, W.L. (1997). Social Research Methods: Qualitative and Quantitative Approaches.
Boston: Allyn and Boston
• Salkind, N. J. (2014) Statistics for people who (think they) hate statistics. United States:
SAGE Publications Inc
• Siegel’s (1986). Non-parametric Statistics. New York: Mc Graw Hill.
• Singh A. K. (1986). Test, Measurement and Research Method in Behavioral Sciences. New
Delhi: Mc Graw Hill.
• Tate,M.W.(1965). Statistics in Education and Psychology. New York :Macmillan.
• Shavelson, R.J. (1996). Statistical reasoning for the behavioral sciences (3rdEd.). Boston:
Allyn & Bacon.
M.A. (Education), Department of Education, Central University of Haryana
28
COURSE- V
INCLUSIVE EDUCATION
COURSE CODE: SAHS ED 1202GE4004
Course Objectives: To enable the students to
Understand the concept, meaning and significance of special education,
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,
Acquire knowledge and understanding of class-room management for
educating children with special problems/disabilities,
Develop awareness about different organizations dealing with special
education – both governmental and non-governmental,
Know about the initiatives and constitutional provisions envisaged to deal
with children with special needs for their education and their rehabilitation.
Unit 1: Origin of Inclusive Education
Historical Perspective and relevance of Special education in India
Inclusive education for differently -able children
Integrated education for disabled children
Unit 2: Introduction to Inclusive Education
Difference between special education, integrated education and inclusive education
National initiatives for inclusive education with special reference to PWD Act, RCI
Unit III: Children with Diverse Needs
Definition, characteristics, causes, problems, identification and educational provisions of children with diverse needs
a) Sensory (hearing, visual and physically challenged),
b) Intellectual (gifted, and mentally challenged children),
c) Developmental disabilities (autism, learning disabilities)
Unit IV: Preparation for Inclusive Education
Role of teachers, resource teacher and schools working in inclusive settings
Role of parents and community in inclusive education
Recommended Books
Adrian A., John E. (1998). Educating children with Special needs. New Delhi: Prentice Hall.
Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Center for Studies in Inclusive Education.
Alur, M. and Bach, M. (2010). The Journey for inclusive Education in the Indian Subcontinent. New York: Routledge
Baquer, A. & Sharma, A. (1997). Disability: Challenges Vs. responses, Can Publishing
M.A. (Education), Department of Education, Central University of Haryana
29
Bartlett, L. D., Weisentein, G.R. (2003). Successful inclusion for educational leaders. New Jersey: Prentice Hall
Chaote J. S. (1991). Successful mainstreaming, New York: Allyn& Bacon
Daniels, H. (1999). Inclusive Education, London: Kogan
Deiner, P.L. (2000). Resource for teaching children with diverse abilities, Florida: Harcourt Brace & Company
Dessent, T. (1987). Making ordinary school special, Jessica Kingsley Publishing
Giuliani, G. A. & A., M. (2002). Education of children with special needs: From segregation to inclusion, New Delhi: Sage Publications
Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon, Old Subjimandi, Academic Press.
Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational publishers, Multivista Global Ltd, Chennai, 600042, India.
Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E R T Publication.
Sharma, M.C. & Sharma, A.K. (2003): Discrimination based on Sex, caste, religion and disability: Addressing through educational interventions; A handbook for
Sensitizing Teacher and Teacher educators. NCTE & NHRC
M.A. (Education), Department of Education, Central University of Haryana
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COURSE-I
Education for learners with diverse need
Course Code: SAHS ED 1201 DEC 4004
Objectives: On completion of this course, the students will be able to
understand the global and national commitments towards the
education of children with diverse needs,
appreciate the need for promoting inclusive practice and the roles and
responsibilities of all concerned personnel,
develop critical understanding of the recommendations of various
commissions and committees towards teacher preparation for inclusive
education,
understand the nature of difficulties encountered by children and
prepare conducive teaching learning environment in inclusive schools,
analyze special education, integrated education, mainstream and
inclusive education practices,
identify and utilize existing resources for promoting inclusive practice.
Unit I- Introduction to Inclusive Education
Difference between special education, integrated education and inclusive
education.
Advantages of inclusive education for the individual and society.
Recommendations 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 diverse 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 diverse needs
Unit III- Children with Diverse Needs and Utilization of Resources
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
M.A. (Education), Department of Education, Central University of Haryana
31
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 diverse needs of children from sensory,
intellectual, learning disabled, rural, tribal, girls, SC ST and linguistic and
other minority groups.
Role of technology for meeting diverse needs of learners
Concept and importance of human and material resources.
Types of services approaches, strategies, personnel involved and their
specific roles and responsibilities.
Creating conducive environment in inclusive schools: material
resources and human resources, changing the attitude of the significant
people, exploring and utilizing the services and resources available in the
community.
Managerial skills for mobilizing appropriate resources.
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 l e a r n e r s , c h i l d r e n w i t h s p e c i a l h e a l t h p r o b l e m s ,
e n v i r o n m e n t a l /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
Review existing educational programmes offered in secondary school (general,
special education).
Skills and competencies of teachers and teacher educators for secondary
education in inclusive settings.
N.C.F 2005 and curriculum for teacher preparation and transaction modes.
Roles, responsibilities and professional ethics of an inclusive education
teacher and teacher educators.
Evaluation and follow up programmes for improvisation of teacher
preparation programmes in inclusive education programmes.
M.A. (Education), Department of Education, Central University of Haryana
32
Role of different national and international agencies {institutions,
universities} in promoting inclusive education.
Planning and conducting research activities :Selecting appropriate areas of
research, types of research needed for enhancement of learning in children with
diverse needs, steps involved in planning and supervising research activities,
recent trends in research - national and international level with respect to
children with diverse needs.
Supportive Services for inclusion and research
Recommended Books
Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing
Learning and Participation in Schools. Bristol: Center for Studies in Inclusive
Education.
Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative
Learning Based Approach: National Publishing house 23 Daryaganj, New Delhi
110002.
Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually
Handicapped, Gurgaon, Old Subjimandi, Academic Press.
Jha. M.( 2002) Inclusive Education for All: Schools Without Walls,
Heinemann Educational publishers, Multivista Global Ltd, Chennai, 600042,
India.
Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special
needs N. C. E R T Publication.
Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E.
Mysore
M.A. (Education), Department of Education, Central University of Haryana
33
COURSE-II
ENVIRONMENTAL EDUCATION-III COURSE
CODE: SAHS ED 1202DCEC 4004
Course Objectives:
To make the students to:
Develop a foundational knowledge of environmental education.
Understand the importance of developing an environmentally literate
population.
Critically examine environmental issues in nearby area.
Understand how local, regional, state, national, and international laws
and regulations influence environmental decisions.
Be able to locate and use environmental education teaching and learning
materials.
Integrate instructional technology into environmental education settings.
UNIT-I: Method and Approaches of Environmental Education
Strategies and approaches, treating environment education as a separate
subject, integration and interdisciplinary approaches.
Methods – Discussion, Seminar, Workshop, Dialogue, Problem Solving,
Field Surveys, Projects and Exhibition.
Role of Media
UNIT-II Environmental Issues and Curriculum
Programme of environmental education for school
Programme of environmental education for higher education
Environmental education for sustainable development
Environmental education and women
UNIT-III: Managing Environmental Disasters
Definition, Types of Disaster, Causes of different disasters and their effects.
Disaster Management cycle.
Acts & legal aspects about Disaster.
Disaster Preparedness at community level: Individual, Society or a group
of independent houses, at place of work.
Recommended Books
Archie, M. & McCrea, E. (1996). Environmental education in the United
States: Definition and Direction. In M. Archie (Ed.), Environmental
education in the United States – Past, present, and future. Collected papers
of the 1996 National Environmental Education Summit. (pp.1-8).
Burlingame, CA.
Audet, Richard, and Ludwig, Gail. (2000). GIS in Schools. Redlands,
CA: ESRI Press. pp. 5-12, 55-61.
M.A. (Education), Department of Education, Central University of Haryana
34
Bodzin, A. (2008) Integrating instructional technologies in a local watershed
investigation with urban elementary learners. The Journal of Environmental
Education, 39(2), 47-58.
Bodzin, A. (2002). LEO EnviroSci Inquiry: Using the Web to learn
environmental sciences. Learning and Leading with Technology, 29 (5)
32-37.
Braus, J. (1999). Powerful Pedagogy – Using EE to achieve your education
goals. In L.
Mabb (Ed.), EEducator Special Issue: Advancing Education Reform
(pp. 17-24). NAAEE: Rock Springs, GA.
Braus, J. &Disinger, J. (1996). Educational roots of environmental education
in the UnitedStates and their relationship to its current status. In M. Archie
(Ed.), Environmental education in the United States – Past, present, and
future.
M.A. (Education), Department of Education, Central University of Haryana
35
Elective Course-III
Professional Development of Teachers
Course Code: SAHS ED 1203DCEC4004
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,
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,
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 School
Experience Programme
critically examine the role and contribution of various Regulatory Bodies
and support institutions for improving quality of Teacher Education.
develop understanding of various strategies of teachers’ professional
development
gain insight into the status of teachers in-service education in the country
develop understanding of the process of in-service teacher education, methods
and techniques for the identification of training needs.
Unit I: Teachers and Teaching Profession
Teachers changing roles and responsibilities.
Concept of Profession; Teaching as a profession.
Service conditions of school teachers
Professional ethics for teachers.
Social status of teachers; International Labour Organisation (ILO) version of
the status of teachers.
Teacher Appraisal and accountability.
Roles and responsibilities of teacher educators
Preparation of teacher educators
Continuing education of teacher educators: provisions for the continuing
education of teacher educators and institutional mechanism.
M.A. (Education), Department of Education, Central University of Haryana
36
Unit II- Nature, Objectives, Structure and Models of Pre-service Teacher Education
Pre-Service Teacher Education: concept, nature, objectives and scope.
Development of teacher education in India-pre and post-
independence period; recommendations of various commissions and
committees concerning teacher education system. Impact of NPE, 1986 and
its POA on teacher education system.
The Centrally Sponsored Scheme for the Reconstructing and
Strengthening of TeacherEducation: roles and functions of IASEs, CTE,
DIETs’.
Roles, functions and networking of institutions like UGC, NCERT. NCTE.
NUEPA, SCERTs etc.
Components of pre-service teacher education : foundational component,
specialization areas, practicum internship, co-curricular activities,
working with the community and work experience.
Teacher education curriculum at different stages. National Curriculum
Frameworks forTeacher Education, 2009.
Models of Pre-service teacher education at secondary level: 4 years
integrated model, one year model, 2 years model, 2 years distance mode.
Issues, concerns and problems of pre-service teacher education
Unit III- Curriculum transaction in Pre-service Teacher Education
Methods and Techniques: Lecture-cum-Discussion, Demonstration,
Group Discussion, Brain storming seminar, Workshops, Team Teaching,
Use of ICT, Case analysis, reading and review of original texts, projects and
assignments.
Planning for teaching-learning; taxonomy formulating of instructional
objectives, unitplanning, lesson planning, and teacher’s diary.
Internship: concept; planning and organization.
Critical reflection as the central aim of teacher education
Unit IV- Continuing Professional Development of the In –Service Teachers
Concept and importance.
Modes of INSET: face to face, distance mode, eclectic mode.
Planning and Organisation of INSET-assessment of training needs,
formulation of training curriculum, preparation of course materials.
Organisation of training, appraisal of course materials.
Issues, concerns and problems of Teachers’ Inservice education.
Split Model followed in-service training of teacher under SSA
Concept and importance of professional development
Strategies of professional development: workshops, seminars,
symposium, panel discussion, conferences, self study, study groups and
study circles, book clubs, extension lectures, research colloquium, refresher
courses, orientation programmes
Teacher learning resource centre : functions.
M.A. (Education), Department of Education, Central University of Haryana
37
Provisions made by the States for professional development of the teachers.
Unit V-Assessment and Evaluation in Pre-Service and In-Service Teacher Education
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.
Organisation and regulation of internal assessment in PSTE: Preparation of
guidelines and scheme of internal assessment.
Portfolio assessment
Assessment of higher order mental skills.
Methods and techniques of evaluation- survey, case study, observation,
interview etc.
Tools of evaluation-observation, rating scales, testing (knowledge and skills)
interview, focus group discussion.
Follow up of in-service training.
Impact of in-service training
Recommended Books
Report of the Education Commission (1964-66).
Report of the National Commission on Teachers (1983-85).
National Curriculum Frameworks for Teacher education, 2009
Report of the Delors Commission, UNESCO, 1996
National Policy of Education 1986/1992.
National Curriculum Framework on school education, 2005.
UNESCO (2006): Teachers and Educational Quality. UNESCO Institute for
Statistics Montreal.
NCTE (2009) National Curriculum Framework of Teacher Education, New Delhi.
NCERT (2005): National Curriculum Framework.
NCERT (2006): Teacher Education for Curriculum renewal.
NCTE (1998): Perspectives in Teacher Education.
The Reflective Teacher: Organisation of In-service Training of the
Teachers of Elementary Schools under SSA, Guidelines, 2006 by NCERT.
Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A
Social Constructivist approach. State University of York.
Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching
Practice(5th edition). Rout ledge Falmer. London and New York.
Herne Steve, Jessel John & Griffith, Jenny (2000). Study to Teach: A Guide to
Studying in Teacher Education. Rout ledge Falmer. London and New York.
Korthagen, Fred A.J.et al; (2001): Linking Practice and Theory: The
Pedagogy of Realistic Teacher Education. Lawrence Erlbaum Associates.
NCTE (1998): Policy Perspectives in Teacher Education. New Delhi.
M.A. (Education), Department of Education, Central University of Haryana
38
NCTE (1998). Competency Based and Commitment Oriented Teacher
Education for Quality School education: Pre-Service Education. New Delhi.
Rao, Digumarti Bhaskara (1998). Teacher Education in India. Discovery
PublishingHouse. New Delhi.
Linda Darling, Harmmond & John Bransford (2005): Preparing Teachers for a
changingWorld. John Wiley & Son Francisco.
Loughran, John (2006): Developing a Pedagogy of Teacher education :
Understanding
Teaching and Learning about Teaching. Routledge: New York.
Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary
Teacher Education: The instructional Role. India, NCTE.
Caggart, G.L. (2005): Promoting Reflective Thinking in Teachers. Crowin Press.
Irvine, J.J. (2003): Educating teachers for diversity: Seeing with a cultural
eye. New
York: Teachers College Press.
Joyce, B., and Weal, M. (2003). Modals of Teaching (7th Ed.). Boston: Allyn &
Bacon.
Lampert, M. (2001). Teaching problems and the problems of teaching. New
Haven: YaleUniversity Press.
Linda Darling Hammond & John Bransford (ed) (2005): Preparing
Teachers for aChanging World. Jossey-Bass, San Francisco.
Martin, D. J. & Kimberly S. Loomis (2006): Building Teachers: A
constructivist approach to introducing education. Wadsworth Publishing,
USA.
Ram, S. (1999): Current Issues in Teacher Education. Sarup & Sons
Publications, NewDelhi.
Schon, D. (1987): Educating the Reflective Practioner: Towards a New
Design for Teaching and Learning in the Professions. New York, Basic Books.
Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the
Continuing Professional Development of Teachers. Maidenhead, Brinks Open
University Press.
Mohammad Miyan (2004). Professionalization of Teacher Education. Mittal
Publications. New Delhi.
NCTE. (1998). Policy Perspective in Teacher Education- Critique and
Documentation.NCTE New Delhi.
Reimers, Eleonora Villegas (2003): Teacher Professional development: an
international review of the literature. UNESCO: IIEP, Paris.
Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi.
M.A. (Education), Department of Education, Central University of Haryana
39
SEMESTER–III
COURSE- I
EDUCATIONAL TECHNOLOGY
COURSE CODE: SAHS ED 1309C4004
COURSE OBJECTIVES: After studying the course, students will be able to:
• To enable the students to understand the meaning, nature, scope and
Significance of educational technology and its important components.
• To help the students to distinguish between communication and instruction
so that they can develop and design a sound instructional system.
• To acquaint students with levels, strategies and models of teaching for future
Improvement.
• To acquaint the students with various behaviour modification techniques..
• To enable the students to understand applications of ICT in teacher education centres of
educational technology
UNIT I: Concept of Educational Technology and Communication
• Meaning, Nature, Scope and Significance of Educational Technology
• Types of Educational Technology:
• Communication and Instruction: Theory, Concept, Nature, Process, Types, Classroom
Communication,
• Mass media approach in Educational Technology UNIT II: Designing Instructional System
• Formulation of instructional objectives
• Designing of instructional strategies such as lecture, team teaching discussion,
seminar and tutorials.
• Behaviour modification techniques: Micro teaching, Flander’s Interaction Analysis,
Simulation UNIT III: Teaching levels, Strategies & Models
• Memory, Understanding and Reflective levels of teaching.
• Teaching strategies: Meaning, Nature, Functions and Types
• Models of teaching: Meaning, Nature, Functions and Types Unit IV: ICT Applications in Teacher Education
• Critically Examine the Content of Websites: UGC, MHRD, NCTE, CBSE, NUEPA, and
NCERT
• Academic and Research Content on The Web: Online Journals
• Learning Management Systems
• Creation of educational blog with minimum 5 postings
Preparation of multimedia presentation on innovations in education technology using
minimum five sites.
Detailed analysis report of content and course design of one MOOC course related to education
M.A. (Education), Department of Education, Central University of Haryana
40
Recommended Books
• Coburn, P. and et. al. (1985): Practical Guide to Computers in Education, Addison – Wesley
Publishing Company, Inc.
• Conrad, Kerri (2001), Instructional Design for Web – Based Training HRD Press.
• Das, R.C. (1993): Educational Technology – A Basic Text, Sterling Publishers Pvt. Ltd.
• Evaut, M. The International Encyclopaedia of Educational Technology.
• Graeme, K. (1969): Blackboard to Computers: A Guide to Educational Aids, London, Ward
Lock.
• Irvine Belson, S. (2003). Technology for Exceptional Learners. Boston: Houghton Mifflin. ISBN :
0-618-07359-0
• Haas, K.B. and Packer, H.Q. (1990): Preparation and Use of Audio Visual Aids, 3rd
Edition,Prentice Hall, Inc.
• Kulkarni, S. S. (1986), Introduction to Educational Technology, New Delhi: Oxford-IBH Pub.Co.
• Mattoo, B. K., New Teaching Technology for Elementary School Teachers, New Delhi:
Federation of Management of Educational Institutions.
• Murunalini, T. (1997), Education and Electronic Media, New Delhi: ABH Publishing
Corporation.
• NCERT(2006) Position Paper on Educational Technology by National Focus group.
• Sharma, R. A. (2001), Technological Foundations of Education, Meerut: R. Lal Book Depot.
• Sharma, R. A. (2000), ShaikshikProdyogiki, Meerut: R. Lal Book Depot (Hindi).
• Sampathet. al. (1981): Introduction to Educational Technology, Sterling Publishers Pvt. Ltd.
• Sharma, B.M. (1994): Media and Education, New Delhi: Commonwealth Publishers.
• Sharma, B.M. (1994): Distance Education, New Delhi: Commonwealth Publishers.
• Sharma, K.D. and Sharma, D.V. (1993): Open Learning System in India, Allied Publishers
• Ltd., New Delhi.
• Venkataiah, N. (1996): Educational technology, New Delhi: APH Publishing
CorporationWalter A Written and Charles F Schuller: Instructional Technology - its nature and
use of A.V. Materials (5th Ed), Harper and Row Publishers, New York
.
M.A. (Education), Department of Education, Central University of Haryana
41
COURSE- II
TEACHER EDUCATION
COURSE CODE SHS EDN 01402C 2103
Course Objectives: To enable the students to
understand the concept of Teacher Education
develop necessary skills in Teacher Education
develop insight into the problems of Teacher Education at different levels.
develop experimental attitude in Teacher Education
understand new trends, and techniques in Teacher Education.
Unit- I: Introduction to Teacher Education
Meaning, Nature, Scope, Importance and Objectives of teacher education at
different levels.
Teacher Education: Concept and historical perspectives with special emphasis on
KothariCommission and NPE 1986.
Pre-service Teacher Education – Concept and Significance
In-service Teacher Education - Concept and Significance
Unit – II Innovative Methods in Teacher Education
Expectations of NCF 2005and RTE Act, 2009 from teacher as a professional
practitioner.
An Introduction to NCFTE-2009.
Instructional Methods in Teacher Education: Lecture and discussion,
Seminars, Workshops, Symposium, Group Discussion, Supervised study,
Individualized study, Brain storming
Innovative Methods- Action Research .Microteaching, Macro-teaching,
Programmed Learning, Demonstrations, Experimentation
Unit-III Internal And External Evaluation
Internal Assessment: Aspect of Internal Assessment, Weightage for Internal
assessment,
External Evaluation: Practice Teaching – Final Lesson, Theory papers
CCE in Teacher Education
Unit- IV Ethics in Teacher Education
NCTE and Teacher Education
Code of Conduct and Ethics of Teaching Profession.
Teachers in India: The changing profile; changing roles and responsibilities of
teachers
Current problems of teacher education and practicing schools
Teacher Appraisal and accountability
Preparing teacher for Inclusive classroom.
M.A. (Education), Department of Education, Central University of Haryana
42
Recommended Books:
Anand, C.L. (1988): Aspects of Teacher Education, Delhi, S. Chand and Co.
Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A
SocialConstructivist approach. State University of York.
CABE, 1992. Report of the CABE Committee on Policy Perspective Govt. Of India,
MHRD, New Delhi.
Chaurasia, G (2000).Teacher Education and Professional Organisations, Delhi,
Authors Press
Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching
Practice (5thedition). Rout ledge Falmer. London and New York.
Delors, J.(1996)Learning: The treasure with in UNESCO Publishing.
Govt. of India (1966). Report of the Education Commission, 1963-1966, New
Delhi, Ministry of Education, Govt. of India.
Grower, R. & Walters S (1987). Teaching Practice Handbook, London, ELBS,
HeinemannEducational Books Ltd.
Linda Darling, Harmmond& John Bransford (2005): Preparing Teachers for
a changingWorld. John Wiley & Son Francisco.
Loughran, John (2006): Developing a Pedagogy of Teacher education :
Understanding Teaching and Learning about Teaching. Routledge: New York.
MHRD (1992) Programme of Action, Department of Education, Govt., of India, New
Delhi.
M.H.R.D. Report of the University Education Commission (1948) , Ministry of
Education, Govt. Of India, New Delhi, 1949.
M.H.R.D. Report of the Secondary Education Commission(1952-53) , Ministry of
Education, Govt. Of India, New Delhi,1953
M.H.R.D. Report of the Education Commission - Education and National
Development (1964- 66), Ministry of Education, Govt. Of India, New Delhi 1966.
M.H.R.D. Challenges of Education, A Policy Perspective, Ministry of Education,
Govt. Of India, New Delhi,1985.
M.H.R.D. National Policy on Education (1986), Ministry of Education, Govt.
Of India, New Delhi, 1986.
M.H.R.D. Towards an Enlightened and Humane Society - A Review (NPERC),
Ministry of Education, Govt. Of India, New Delhi, 1990
M.H.R.D. Education for All: The Indian Scene, Ministry of Education, Govt. Of
India, New Delhi, 1993.
Mohammad Miyan (2004). Professionalization of Teacher Education. Mittal
Publications. New Delhi.
NCERT (2005): National Curriculum Framework.
NCERT(1993) Learning Without burden –Yashpal Committee 1993
NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New
Delhi.
NCERT (2006): Teacher Education for Curriculum renewal.
NCERT (2006) The Reflective Teacher- Organization of Inservice Training of the
Teachers of Elementary Schools under SSA, guidelines .
M.A. (Education), Department of Education, Central University of Haryana
43
NCFTE (2010). National Curriculum Framework for Teacher Educators. New Delhi,
NCTE.
NCTE (1978). Teacher Education Curriculum- A Framework, New Delhi, NCERT.
NCTE (1998) Curriculum Framework for Quality Teacher Education, NCTE,
Publication, New Delhi.
NCTE (1998). Competency Based and Commitment Oriented Teacher Education
for Quality School education: Pre-Service Education. New Delhi.
Oberoi, M.K. (1995) Professional competencies in Higher Education, New Delhi
UGC Publication.
Passi, B.K (1976). Becoming a Better Teacher, Microteaching Approach,
Amedabad, Sahitya Nudranalaya.
Patil, V.T (2001). In service Education for Teachers, Delhi, Authors Press.
Sharma R.A. (2005) Teacher Education. Meerut: Loyal Book Depot.
Sharma S.P. (2005) Teacher Education: Principles, Theories and Practices
Silcork, P. Bruntland, M (2002). Achieving Competence, Success and Excellent
in Teaching, London, Routledge Falmer.
Singh, L.C. (1990). Teacher Education in India- A resource Book, New Delhi,
NCERT.
UNESCO (2006): Teachers and Educational Quality: Monitoring Global Needs for
2015.UNESCO Publication. Montreal.
Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual Inputs for Secondary Teacher
Education: The instructional Role. India, NCTE.
M.A. (Education), Department of Education, Central University of Haryana
44
COURSE -III
CURRICULUM DEVELOPMENT AND INSTRUCTION
COURSE CODE: SAHS ED 1309C 4004
Course Objectives: To enable the students to
develop an understanding about important principles of curriculum
construction.
bases and determinants of curriculum.
curriculum design, process and construction of curriculum development.
curricular content, curriculum implementation and process of curriculum
evaluation.
issues, trends and researcher in the area of curriculum, in India.
Unit-I: Concept and Principles of Curriculum Development
Concept (Meaning and Characteristics) of Curriculum and Curriculum
development.
Structure of teacher education curriculum and its vision in curriculum
documents of NCERT and NCTE
Foundations of curriculum development
Stages in the Process of Curriculum development
Unit-II: Organisation of Different Components of Teacher Education Curriculum
The concept of andragogy and its principles
Transactional approaches for the foundation courses – Expository, Participatory,
Collaborative, Peer Coaching, and Inquiry
Concept and scope of school based practicum and internship – issues and
challenges
Modes of pre-service teacher education – face-to-face (linear and integrated),
distance and online – relative merits and limitation
Unit-III: Models of Curriculum Development
Instrumental model
Communicative model
Pragmatic model
Unit-IV: Curriculum Evaluation
“comparative study of state and national curricula” of pre-service teacher education
in terms of their components, weightages, duration, organisation, transaction and
assessment – document analysis
Interview of practicing teachers to identify the nature of in-service teacher
education received and the felt needs
M.A. (Education), Department of Education, Central University of Haryana
45
Recommended Books
Aggarwal. J. C (1990). Curriculum Reform in India: Delhi, Doaba.
Aggrawal, J.C. and Gupta, S. (2005) Curriculum development. New Delhi:
Shiprapublisher
Brent, Allen (1978). Philosophical foundations for the Curriculum. Boston,
Allen and Unwin,
Bloom, B.S., Hastings, J.T. & Madaus, G.F. (1971): Handbook of
Formative and summative Evaluation Student Learning. New York: McGraw Hill.
Bruner, J.S. (1966): Towards a Theory of Instruction. Cambridge: Mass,
HarvardUniversity Press.
Caskey, M. M. (2002). Chapter 6: Authentic curriculum–strengthening middle level
education. In A. Anfura & S. Staecki (Eds.), Middle school curriculum, instruction
and assessment (pp. 103–118). Greenwich, CT: Information Age Publishing.
Dell, Ronald C. (1986). Curriculum Improvement: Decision Making & Process,
(6th
edition). London: Allyn& Bacon.
Education Scotland. (2012). Process of change. Retrieved February 7, 2012, from
http://www.ltscotland.org.uk/understandingthecurriculum/whatiscurriculumforex
cellence/howwasthecurriculumdeveloped/processofchange/index.aspEurybase.
(2009/2010). Organization of the education system in Finland: 2009/2010.
Retrievedfromhttp://eacea.ec.europa.eu/education/eurydice/documents/eurybase
/eurybase_full_reports/FI_EN.pdf
Forsyth, I., Jolliffe, A. & Stevens, D. (1999). Evaluating a Course. Practical
Strategies for Teachers, Lectures and Trainers. London: Kogan Page.
Khamari, J. and Mahapatra, S. N.: An Investigation into the Relevance of Present
M. Ed. Curriculum in the Universities of Chhattisgarh State. IOSR Journal of
Research & Method in Education, Volume 1, Issue 5 (May-June, 2013), P P 01-
08 (www.iosrjournals.org)
McKernan, J. (2008). Curriculum and imagination: Process theory, pedagogy and
action research. New York, NY: Routedge.
MHRD (1993): Learning Without Burden (Yashpal Committee Report). New Delhi.
MHRD (2012) Vision of Teacher Education in India Quality and Regularity
Perspective (Report of the High-Powered Commission on Teacher Education
constituted by Hon’ble Supreme Court of India), Department of School Education
& Literacy, MHRD, Government of India, New Delhi
National Curriculum Framework (2005): New Delhi: NCERT.
Ornstein, A.C. and Hunkins, F.P. (1988): Curriculum: Foundations,
Principles and Issues. London: Prentice Hall International Ltd.
Ornstein A. C., & Hunkins, F. P. (2009). Curriculum foundations, principles and
issues. (5th edition).Boston, MA: Allyn and Bacon
Pratt, D. (1980): Curriculum Design and Development. N.Y.: Harcourt.
Romiszowski, A.J. (1986): Designing Instructional Systems. London: Kogan Page.
Taylor, P . (2003): How t o De s i gn a Training Course. A Guide to
Participatory Curriculum Development. London: Continuum.
Walker, D. F. (1990). Fundamentals of curriculum. Fort Worth. TX: Harcourt
Brace College.
M.A. (Education), Department of Education, Central University of Haryana
46
EDUCATIONAL ADMINISTRATION AND SCHOOL LEADERSHIP
COURSE CODE: SAHS ED 1306 DCEC 4004
Objectives of the Course: ·
To develop a critical understanding of the notion of school organization and
To develop a comprehensive understanding of context-specific notions of school effectiveness.
To develop an understanding of school leadership and challenges to administration.
To help in making overt connections between field-based project work, educational leadership and change awareness.
To develop an understanding of the system of education, its relationship with school curriculum and its impact on pedagogic processes in the classroom.
Course Content:
Unit I: Basic Concepts
Meaning, Nature and Scope of Educational Administration
Development of Modern Concept of Educational Administration
Types of schools within different administration bodies.
Roles and responsibilities of education functionaries.
Concepts of school culture, organization, leadership and management.
Role of school activities such as assemblies, annual days etc., in the creation of school culture.
Unit II: School Effectiveness and School Standards ·
School effectiveness -meaning and its assessment.
Understanding and developing standards in education.
Classroom management effective communication and motivational skills.
Learner- centered educational and inclusive Education. Unit III: School Leadership
Administrative and academic leadership
Styles of leadership
Team leadership
Pedagogical leadership
Leadership for motivation and change Unit IV: Change Facilitation in Education
Sarva Shiksha Abhiyan (SSA) experiences and RMSA
Equity in Education · Incentives and schemes for girl child
Issues in educational and school reform
Preparing for and facilitating change in education through Teacher Education system as prime mover.
Role and functions of IASEs, DIETs, CTE · Role, functions and networking of institutions like UGC, NCERT, NCTE, NUEPA, SCERT etc.
Accountability and Continuous Professional Development
Suggested Readings:
Aggarwal, D.D. (2007). Educational Administration in India.ISBN: 8176257729. www.easternbookcorporation.com/moreinfo
Batra, Sunil (2003). From School Inspection to School Support. .
Cambolell, R.F. and Gregg,R.T. (ed.) (1957). Administrative Behaviour in Education.Harpar
Early, P. and D. Weindling (2004). A changing discourse: from management to leadership.
Fullan, M. (1993) Making schools successful, synthesis of case studies of schools in Asian countries, ANTRIEP, NUEPA (2012). Why Teachers Must Become Change Agents.
In Educational Leadership, 50 (6)
Govinda, R. (2001). Capacity Building for Educational Governance at Local Levels. Paper presented at the International Consultation on Educational Governance at Local Levels,
Held at UNESCO, Paris 27-28 February 2001.
Madan Mohan (2002). School without Walls Heinemann: New Delhi pp 24- 40; 128-1
M.A. (Education), Department of Education, Central University of Haryana
47
EDUCATIONAL GUIDANCE AND COUNSELLING COURSE CODE SHS EDN 1306 DCEC
Objectives : On completion of this course the students will be able to:
Understand the meaning, nature and scope of guidance
Understand the meaning of and the need for group guidance
Recognize the role of guidance in attaining the goals of education
Appreciate the need for guidance
Develop acquaintance with various techniques of group guidance
Understand the meaning, nature and scope of counselling
Appreciate the need for and goals of counselling
Analyse the relationship between guidance and counselling
Understand the concept and process of counselling in group situation
Recognize the different areas of counselling
Understand the various stages involved in the process of counselling
Appreciate the importance of counselling relationship
Become acquainted with the skills and qualities of an effective counsellor
Understand the essential services involved in school guidance programme
Understand the resources required and their optimum use in
managing a school guidance programme
Unit I- Understanding Educational and Career Guidance
Meaning and Definitions of guidance
Need for guidance
Objectives of guidance: self-understanding, self-discovery, self-reliance,
self-direction, self- actualization
Scope of guidance programme
Needs for Guidance at various levels of education/schooling
School Guidance: a collaborative effort of school and community
Organisation of Guidance programmes in schools,
Unit II- Types of Guidance
Types of Guidance: Educational, Vocational/Career and Personal
Individual guidance and group guidance
Advantages of group guidance
Group guidance techniques: class talk, career talk, orientation talk, group
discussion, career conference, career corner, bulletin board, role play.
M.A. (Education), Department of Education, Central University of Haryana
48
Types of guidance services: orientation, information, counselling,
placement, follow-up, and research & evaluation
School guidance committee: constitution, roles and functions
Placement services
Role of principal and teachers in school guidance programmes.
Unit IV- Counselling and its relation with guidance
Meaning & nature of counselling
Scope of counselling
Objectives of counselling: resolution of problems, modification of
behaviour, promotion of mental health
Stages of the counselling process
Relationship between guidance and counselling
Place of counselling in the total guidance programme
Counselling Techniques-person centred and group centred,
cognitive interventions, behavioural interventions, and
systematic interventions strategies.
Skills and qualities of an effective counsellor
Professional ethics
Unit V- Types and Areas of Counselling
Uses of group process in counselling
Process of group counselling
Areas of counselling: family counselling, parental counselling,
adolescent counselling, counselling of girls, counselling of
children belonging to special groups
Peer counselling: Its concept and the relevance to the Indian situation.
Steps and skills in group counselling process
Recommended Books:
Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counselling, Vol. I: ATheoretical Perspective, New Delhi: Vikas.
Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and
Counselling, Vol. II: A Practical Approach. New Delhi: Vikas.
Cormier, L. & Hackney, H. (1987). The Professional Counsellor. Englewood
Cliffs, NewJersey: Prentice Hall.
Corey, G. (1986). Theory and Practice of Counselling and Psychotherapy,
3rd Ed. Belment: Calif-Brooks Cole.
Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling
Pvt. Ltd.
Egan, Gerard (1994). The Skilled Helper. 5thEd. California: Brookes Cole
Publishing Co.
Gazda George R.M.( 1989). Group Counselling: A Development
Approach. London: Allyn and Bacon.
Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York:
McMillan.
M.A. (Education), Department of Education, Central University of Haryana
49
Mallon, Brenda (1987). An Introduction to Counselling Skills for Special
Educational Needs- Participants Manual. Manchester: Manchester
University Press, UK.
Nugent, Frank A. (1990). An Introduction to the Profession of
Counselling. Columbus: Merrill publishing Co.
Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An
Introduction. Chicago: Rand McNally.
Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill.
Saraswat, R.K. & Gaur, J.S.( 1994). Manual for Guidance Counsellors. New
Delhi” NCERT.
Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and
Counselling, Vol. I: A Theoretical Perspective, New Delhi: Vikas.
Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and
Counselling, Vol. II: A Practical Approach. New Delhi: Vikas.
Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies
for ClassroomTeachers. Boston: Allyn and Bacon.
Mathewson, R. H. (1962). Guidance Policy and Practice, 3rd Ed. New York:
Harper and row.
Isaacson, L. E. &Broen, D: Career information, career counselling and
career development(5th ed.). Boston: Allyn& Bacon.
Joneja, G. K. (1997). Occupational Information in Guidance. New Delhi:
NCERT. publishing house.
Mohan, S. (1998). Career development in India: Theory, research and
development, NewDelhii: Vikas Publishing House.
Osipow, S. H. & Fitzgerald, L. F. (1996). Theories of Career Development.
(4th ed.). Boston: Ally and Bacon.
Saraswat, R. K. & Gaur, J. S. (1994). Manual for Guidance Counsellors.
New Delhi: NCERT.
Schmitt-Rodermund, E. &silbereisen, R. K. (1998). Career maturity
determinants: individual development, social context perspective. The
Career Development Quarterly, 47, 16 – 31. Sharf, R. S. (2005). Applying
career development theory to counselling. Wads worth publishing co.
Swanson, J.L. &Fouad, N. A. (1999). Career theory and practiced; Learning
through casestudies. Sage Publications.
M.A. (Education), Department of Education, Central University of Haryana
50
GENERIC ELECTIVE COURSE
LIFE SKILLS IN EDUCATION
COURSE CODE SHS ED 1303 GE 4004
Course Objectives: After studying the course, the students will be able to-
To understand the concept of life skills and its evolution.
To recognize and analyse the importance of life skills education by studying the
reports of international organizations and committees.
To understand the thinking skills and coping skills and subsequently will be
able to design activities to develop thinking skills and coping skills.
Unit 1: INTRODUCTION and EVOLUTION OF THE CONCEPT OF LIFE SKILLS
Definition and Importance of Life Skills
Genesis of the Concept
UN Inter-Agency Meeting
Hamburg Declaration
Quality Education and Life Skills: Dakar Framework
Life Skills Education in the Indian Context
Unit 2: THINKING SKILLS
Thinking - Nature, Elements of Thought
- Types of Thinking
Creative and Critical Thinking
Problem Solving - Definition, Steps in Problem Solving
- Factors Influencing Problem Solving
Decision Making - Definition, Process, Need - Consequences, Models of Decision Making
- Goal Setting
Unit 3: COPING SKILLS
Coping with Emotions - Definition, Characteristics, Types of emotions
- Causes and effects of different emotions - Strategies of coping with emotions
- Strategies to develop skills of managing emotions: Classroom discussion;
Brainstorming; Role-plays, Audio and visual activities e.g Arts, Music,
Theatre, Dance; Case Studies, Storytelling, Debates
Coping with Stress - Definition, Stressors
- Sources of Stress - The General Adaptive Syndrome Model of Stress
- Coping Strategies
Unit 4: Project work
Under Life Skills Project the students are expected to design activities to develop the following ten life skills.
1. Self-Awareness 2. Empathy 3. Problem Solving 4. Decision Making 5.
Effective Communication 6. Interpersonal Relationships / Friendships 7.
Creative Thinking 8. Critical Thinking 9. Coping with Emotions and 10.
Coping with Stress.
The Thinking skills and coping skills will be demonstrated through Role-plays, Arts, Music, Theatre, Dance, Storytelling, Debates etc. on diverse
issues in the form of workshops.
M.A. (Education), Department of Education, Central University of Haryana
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Suggested Readings:
Delors, Jacques (1997). Learning: The Treasure Within, UNESCO, Paris.
Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv
Gandhi National Institute of Youth Development, Tamil Nadu. Page 8 of 62
UNESCO (1997). Adult Education: The Hamburg Declaration, UNESCO, Paris.
UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO,
Paris.
WHO (1999). Partners in Life Skills Education: Conclusions from a United
Nations Inter-Agency Meeting, WHO, Geneva.
Nair. A. Radha krishnan, (2010). Life Skills Training for Positive Behaviour,
Rajiv Gandhi National Institute of Youth Development, Tamil Nadu.
Santrock W.John (2006). Educational Psychology. (2nd Edn.)New Delhi: Tata
McGraw-Hill Publishing Company Ltd.
Dakar Framework for Action, (2000). Education for All: Meeting our Collective
Commitments, Dakar, Senegal.
Life Skills Resource Manual, Schools Total Health Program, (2006). Health
Education and Promotion International Inc., Chennai.
Kumar .J. Keval, (2008).Mass Communication in India, JAICO Publication
India Pvt. Ltd
Morgan and King, (1993). Introduction to Psychology, Tata McGraw-Hill
Publishing Company Ltd, New Delhi.
Rao P.L. (2008). Enriching Human Capital through Training and Development,
Excel Books, Delhi.
Singh Madhu, (2003). Understanding Life Skills, Background paper prepared
for Education for All: The Leap to Equality
UNESCO and Indian National Commission for Co-operation with UNESCO
(2001). Life Skills in Non-formal Education: A Review
YUVA School Life Skills Programme: Handbook for Teachers, Vol. I – IV, (2008),
Department of Education and State Council of Educational Research and
Training, Delhi
Tull, M., Post-Traumatic Stress (PTSD), How to Monitor Your Emotions and
Increase Emotional Awareness http://ptsd.about. com/ Accessed30/01/2010.
· A Life Skills Program for Learners in Senior Phase. (2002). University of
Pretoria. Chapter in Thesis. Retrieved from:
http://www2.ed.gov/offices/OVAE/AdultEd/OCE/SuccessStories/success.pdf
Life Skills Based Education. (2011). Wikipedia. Retrieved from:
http://en.wikipedia.org/wiki/Life_skills-based_educaion ·
Life Skills Based Education CCE. (2009). CBSE. Retrieved from:
http://www.cbse.nic.in/cce/life_skills_cce.pdf ·
Ministry of Education. (2006). Senior Secondary Phase. Republic of Namibia.
Retrieved from: http://www.nied.edu.na/publications
M.A. (Education), Department of Education, Central University of Haryana
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GENERIC ELECTIVE COURSE
Yoga Education SHS ED 1304 GE 4004
Course Objectives: After studying the course students will be able
To popularize yoga education among the masses.
Promoting health awareness towards holistic approach of health.
To promote preventive measures for sound health.
To promote healthy citizenry.
To know advanced levels of yoga education.
Unit 1: Philosophy and Psychology of Yoga
Meaning of Yoga & its importance
Aim and objectives of Human life according to Indian philosophy, Purusharth, Salvation and its achievement through Yoga.
Effects of Yogic practices on various mental abilities and disorders like Learning, problem solving, concentration, Frustration, Conflict and
depression
Unit 2: Basic Knowledge of Human Body
Nervous system
Human Bio-chemistry : Sugar level, Cholesterol, Fat, Urea : their significance and related tests
Constituents of Balanced diet, Vitamins
Unit 3: Yogic Management of Health
Yoga and Ayurvedic: Its relationship, similarities and differences.
Yoga and Naturopathy: Its relationship, similarities and differences.
Yogic concept of Holistic Health, Role of various Yogic practices on health at the level
of body, mind and soul. Stress – its causes, symptoms, consequences on body and
mind and yogic management of stress.
Unit 4: Applied Yoga
Formation of Yoga practice module for various age groups, misconceptions of yoga
practices. Yoga modules for various walks of life.
Exploration of Yoga: Yogic events- seminars, conferences, yoga centers, yoga
magazines, yoga higher education. Hi-tech in yoga. Reference Books:
Brahmachari, Swami Dhirendra Yogic, Sukshma Vyayama, Dhirendra Yoga
Publications, New Delhi. Brahmachari, Swami Dhirendra Yogasana Vijnana,
Dhirendra Yoga Publications, New Delhi.
Basavaraddi, I.V. & Others, Yogasana, A Comprehensive description about
Yogasana, MDNIY, New Delhi, 2011.
Basavaraddi, I.V. & Others Yogic Sukshma Evam Sthula Vyayama, MDNIY,
New Delhi, 2011.
Iyengar , B.K.S. Light on Yoga, Harper Collins, London.
Tiwari, O.P. Asana Why and How. MDNIY, New Delhi
Yogasana. Gore M. M. Anatomy and Physiology of Yogic Practices.
Swami Gitananda Giri The Ashtanga Yoga of Patanjali.
M.A. (Education), Department of Education, Central University of Haryana
53
GENERIC ELECTIVE COURSE
VALUE AND PEACE EDUCATION
SAHS ED 1305 GE 4004
Course Objectives: After studying the course, students will be able to:
understand the need and importance of Value and Peace Education.
understand the nature of values, moral values, moral education and to differentiate such values form religious education, moral training or moral indoctrination.
Orient the students with the basis of morality and with the place of reason and emotions in moral development of the child.
understand the process of moral development vis-à-vis their cognitive and social development.
Orient the students with various intervention strategies for moral education and conversion of moral learning into moral education.
UNIT I- UNDERSTANDING VALUES AND PEACE
Values: Meaning, Scope of Value Education, Objectives of Value Education, Classification, Value education-its purpose and significance in the present
world.
Peace: Concept of peace and peace education, Aims and objectives of peace
Education, Status of peace education in the curriculum, and importance of
peace education.
UNIT II – SOURCES OF VALUES AND PEACE
Sources of value education- Literature, Autobiography and biography of Great People, Religious literature-Vedas, Bhagavadgita etc, ,
Dr. A P J Kalam’s ten points for englightened citizenship.
Role of teachers in value and peace education.
UNIT III- SOCIAL AGENCIES IN VALUE AND PEACE EDUCATION
Value Crisis and factors of value crises
Role of Family, Religion, Educational Institutions, Mass Media (print and Electronic), Social Media in value and peace education
UNIT IV- STRATEGIES OF VALUE AND PEACE EDUCATION IN INSTITUTIONS
Strategies to Value education - Direct- Curricular, Indirect Co-Curricular, personal examples,
Activities - Storytelling, Dramatization etc.
Integrating Peace Education -Subject context, Teaching Methods, Co-curricular activities, class-room management,
Education for Culture of Peace - Awareness of pedagogical skills and strategies for removing tensions, examination fear, stress, corporal punishment , violence
and conflicts at school level.
Highlights of various philosophies of peace, of Gandhi, Vivekananda, Dalai Lama, initiatives at National and International levels.
Becoming peace teacher – acquisition of relevant knowledge, attitudes, values and skills.
M.A. (Education), Department of Education, Central University of Haryana
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Recommended Books
Aggarwal, J. C. (2005). Education for values, environment and human rights. New Delhi: Shipra publication.
Arora, G. L. (1995). Child Centred Education-for Learning without Burden, Gurgaon: Krishna Publishing Co.
Bagchi, Jyoti Prakash and Teckchandani, Vinod, (2008). Value Education, Jaipur; UniversityBook House (P) Ltd.
Bandiste, D.D, (1999): Humanist Values: A Source Book, B.R. Publishing Corporation, Delhi
Chadha, S. C. (2008). Education value & value education. Meerut: R.Lall Books Depot.
Chakrabarti, Mohit (2014). Value Education: Changing Perspectives. New Delhi: Kanishka Publishers and Distributors
Das, M.S. & Gupta, V.K (1995 ) : Social Values among Young adults: A changing Scenario, M.D. Publications, New Delhi.
Diwahar, R. R., & Agarwal, M. (Ed). (1984). Peace education. New Delhi: Gandhi
Marg.
Goel, Aruna and Gupta, N.L. (2000). Human Values in Education. New Delhi: Concept Publishing Company.
Human Rights and Indian Values (Vol. 1&2), New Delhi; National Council for Teacher Education (1999) Self learning Module, NCTE
Jagannath, M. (2005). Teaching of moral values development. New Delhi: Deep and Deep publication.
Kumar, M. (Ed). (1994). Non-violence, contempory issues and challenges. New Delhi: Gandhi peace foundation.
Kumar, Vinay (2013). Promotion of Ethics and Human Values: Perspectives, Challenges and Opportunities. Patiala: Twenty First Century Publications.
Mohanty, Jagannath (2005). Teaching of Moral Values: Development, New Trends and Innovations. New Delhi: Deep and Deep Publications.
M.G.Chitakra (2003): Education and Human Values, A.P.H.Publishing Corporation,
New Delhi.
Morrison, M. L. (2003). Peace education. Australia: McFarland
NCERT(1992), Education in Values, New Delhi.
Pandya, Rameshwari & Mathu, Anuradha (2004). Imbibing Value Education: Various perspectives. New Delhi: Kalpaz Publications
Passi, B. K., & Singh, P. (1999). Value education. Agra: Agra Psychological corporation.
Rajput, J.S. (2006). Human Values and Education. New Delhi: Pragun Publications.
Ram Chandra (2003). Morals and Value Education. Jaipur: Book Enclave.
Ruhela, S. P. (1986). Human values and education. New Delhi: Sterling publishing.
Salomon, G., & Nevo, B. (2002). Peace Education: The concept, principles, and practices around the world. London: Lawrence Erlbaum Associates.
Sandhu, P. K. (2010) Value Education (Punjabi). Patiala: Publication Bureau of Punjabi University.
Sharma, R. A. (2008). Human value of education. Meerut: R.Lall Books Depot.
Shukla, R. P. (2004). Value education and human rights. New Delhi: Sarup and sons.
Singh, Y. K. (2009). Value education. New Delhi: APH Publishing Corporation.
Singh Y. K., Ruchika Nath, (2005). Value Education, Delhi: APH Publishing Co.
Satchidananda, M.K (1991): Ethics, Education, Indian Unity and Culture, Ajantha Publications, Delhi.
Subramanian, K. (1990). Value Education. Madurai: Ravana Publication
Venkataiah, N. (1998). Value Education. New Delhi: APH Publishing Corporation.
UNESCO Publication. Johan, G.(1996). Peace by peaceful means. New Delhi: Sage Publication.
Y. K., & Natha, R. (2008). Value Education. New Delhi: A.P.H. Publishing Corporation.
M.A. (Education), Department of Education, Central University of Haryana
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SEMESTER–IV
Skill Enhancement Elective Course (Compulsory and exclusively for Education students)
S.
No
Course code Course title L T D Credit
1. SAHS ED 14
01 SEEC 0066
Dissertation 0 0 24 24
2 SAHS ED 14
02 SSR
Self-Study Report
(Non-Credit) - - - -
Annexure 1
Ordinance No. XV
ORDINANCE CHOICE BASED CREDIT SYSTEM
(REVISED ORDINANCE RELATING TO PROGRAMMES LEADING TO THE
AWARD OF POST GRADUATE DEGREES / DIPLOMAS) (Approved by the Executive Council in its 22nd meeting held on 24/07/2015)
1. Definitions of Key Words:
1.1 Choice Based Credit System (CBCS): The CBCS provides choice
for students to select from the prescribed courses (Core, elective
or soft skill courses). It provides a ‘cafeteria’ type approach in
which the students can take courses of their choice, learn at
their own pace, undergo additional courses and acquire more
than the required credits, and adopt an interdisciplinary
approach to learning.
1.2 Academic Year: Two consecutive (one odd + one even) semesters constitute one academic year.
1.3 Course: Usually referred to, as ‘papers’ is a component of a
programme. All courses need not carry the same weight. The
courses should define learning objectives and learning
outcomes. A course may be designed to comprise
lectures/tutorials/laboratory work/field work/outreach
activities/project work/vocational training/viva/seminars/term
papers/assignments/presentations/self- study etc. or a
combination of some of these.
1.4 Credit (c): A unit by which the course work is measured. It determines the number of hours of instructions required per
week. One credit is equivalent to one hour of teaching (lecture or tutorial) or two hours of practical work/field work per week.
M.A. (Education), Department of Education, Central University of Haryana
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1.5 Credit Point: It is the product of grade point and number of
credits for a course.
1.6 Grade Point (g): It is a numerical weight allotted to each letter grade on a 10-pointscale.
1.7 Letter Grade: It is an index of the performance of students in a said course. Grades are denoted by letters O, A+, A, B+, B, C, P
and F. means a letter grade assigned to a student on the basis of evaluation of a course on a ten point scale.
1.8 Programme: An educational programme leading to the award of a Degree, Diploma or Certificate.
1.9 Credit Based Semester System (CBSS): Under the CBSS, the
requirement for awarding a degree or diploma or certificate is prescribed in terms of number of credits to be completed by the students.
1.10 Semester: Each semester will consist of 15-18 weeks of academic work equivalent to 90 actual teaching days. The odd
semester may be scheduled from July to December and even semester from January to June.
The credit based semester system provides flexibility in designing
curriculum and assigning credits based on the course content and hours of teaching.
1.11 Semester Grade Point Average (SGPA): It is a measure of
performance of work done in a semester. It is ratio of total credit points secured by a student in various courses registered in a
semester and the total course credits taken during that semester. It shall be expressed up to two decimal places.
1.12Cumulative Grade Point Average (CGPA): it is a measure of overall
cumulative performance of a student over all semesters. The
CGPA is the ratio of total credit points secured by a student in
various courses in all semesters and the sum of the total credits
of all courses in all the semesters. It is expressed up to two
decimal places.
1.13Transcript/ Grade Card or Certificate: Based on the grades earned, a grade certificate shall be issued to all the registered
students after every semester. The grade certificate will display the course details (code, title, number of credits, grade secured)
along with SGPA of that semester and CGPA earned till that semester.
2. Eligibility for admission:
A candidate may be admitted to the Master’s programme if he/she
has obtained a Bachelor’s degree under 10+2+3 system recognized by
the University, or a degree recognized as its equivalent, provided
such a candidate has attained the minimum Eligibility/qualification
at the time of admission as decided by the University from time to
time.
3. Type of courses:
Each programme may have three types of courses, viz. Core courses, Elective courses and self-study/skill-based courses.
M.A. (Education), Department of Education, Central University of Haryana
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3.1. Core courses:
3.1.1. Core courses are those, knowledge of which is deemed essential for students registered for a particular Master’s programme. Where feasible and necessary, two or more programmes may
prescribe one or more common core courses.
3.1.2. Core courses shall be mandatory for all students registered for that Master’s programme.
3.1.3. Core courses shall be spread over all the semesters of the programme.
3.2. Elective courses:
Elective courses can be chosen from a pool of papers. These courses
are intended to:
allow students to specialize in one or more branches of the broad subject area.
acquire knowledge and skills in a related area that may have
applications in the broad subject area; or
bridge any gap in the curriculum and enable acquisition of
essential skills e.g. statistical, computational, language, communication skills, etc.); or help pursue an area of interest to
the student
Students may also choose additional elective courses offered by
the University to enable them to acquire extra credits from the discipline or across the discipline.
3.3 Self-study/skill-based Courses: 3.3.1Self-study courses are optional, not mandatory. Being non-
credit courses, performance of students in these courses shall be indicated as “satisfactory” or “unsatisfactory” instead of the letter
grade and this will not be counted for the computation of SGPA/CGPA.
Note: A course (Core/Elective/Self-study/skill-based) may also take the form of a Dissertation/ Project work/ Practical training/ Field
work/ Internship/ Seminar, etc.
4. Mobility Options and Credit Transfers: Students are open to avail vertical and horizontal mobility and can take courses of their
choice, learn at their paces, undergo additional courses, acquire more than the required credits, and adopt an interdisciplinary approach to learning.
4.1A student can even take the courses of other universities subject to equivalence of the core/elective courses and availability of seats, adopting due administrative process and formal consent of the
university/universities. University shall constitute an Equivalence Committee for the purpose.
4.2Student availing inter-university mobility shall remain the bonafide
student of the University where he initially got admission and in case the candidate earns credit from a different university, the
credits earned will be transferred to his/her parent university.
4.3It is the responsibility of the student to assess the feasibility and
practicality of vertical mobility (across universities) as it doesn’t
M.A. (Education), Department of Education, Central University of Haryana
58
entitle a student to be exempted or relaxed from any of the
requisites (sessional, attendance, assignments, end- semester
examinations, programme duration etc.) for the completion of the
programme.
4.4 Mobility option should not be interpreted as inter-
university migration.
4.5 Mobility across the disciplines is also subject to availability of desired elective course, faculty, infrastructure and no. of students
(as fixed by the University/department from time to time) opting that elective course.
4.6The mobility shall be permissible from Regular Mode to Regular Mode of learning only and can not be replaced by
Open/Distance/Online in place of regular mode.
5. Credits:
Credit defines the quantum of contents/syllabus prescribed for a
course and determines the number of hours of instruction required
per week. Thus, in each course, credits are assigned on the basis of
the number of lectures/tutorials/laboratory work/field work and other
forms of learning required completing the contents in a 15 week
schedule. 2 hours of laboratory work/field work is generally
considered equivalent to 1 hour of lecture.
1 Credit = 1 hour of instruction per week (1 credit course = 15
hours of instruction per semester)
3 Credit = 3 hours of instruction per week (3 credit course = 45
hours of instruction per Semester)
A Core/elective courses may carry 3 to 4 credits; Self-study Course will not normally carry more than 3 credits. However, a dissertation/
project work/field work may carry up to 6 credits; and a semester-long dissertation/ project work/field work may carry up to 24credits.
6. Course Coding:
Each course offered by a school/department is identified by a unique course code indicating school, department, programme, semester, course no., core (C) /elective course (E), Serial No. of the course, No. of credits attached to lectures, tutorials, practical and total number of
credits for the course respectively.
For example, the course code for fifth core course of the first programme
in the second semester in department of Chemistry under the school of
Chemical Sciences carrying 4 credits (3 lectures and one practical) may
be- SCS CHEM 01 02 05 C 3014. However, the concerned Board of
Studies/School Board may recommend a specific course codification
pattern for the approval of the Academic Council.
7.Duration of programme:
The minimum duration for completion of a one-year Post Graduate
Diploma programme shall be two consecutive semesters (one odd and
one even semester), for a two-year Master’s programme in any subject
M.A. (Education), Department of Education, Central University of Haryana
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there shall be four consecutive semesters (two odd and two even
semesters) and for a three-year Master’s programme, there will be six
semesters, i.e. three odd and three even semesters.
The maximum period for completion shall be four semesters, six semesters and eight semesters respectively.
Provided that a semester or a year may be declared by the Academic
Council zero semester or zero year in the case of a student if he/she
could not continue with the academic work during that period due to
illness and hospitalization, or due to accepting a foreign
scholarship/fellowship, subject to fulfilment of requirements laid down
in this respect by regulations. Such zero semester/year shall not be
counted for calculation of the duration of the programme in case of
such a student.
8. Student Advisor:
The Department in which the student gets admitted shall appoint an
Advisor for him/her from amongst the members of the faculty
concerned. All faculty members of the department shall function as
Student Advisors and shall have more or less equal number of
students. The Student Advisor shall advise the student in choosing
courses and render all possible support and guidance to the student.
9. Course Registration:
9.1Registration of courses is the sole responsibility of a student. No student shall be allowed to do a course without registration, and no
student shall be entitled to any credits in the course unless he/she has been formally registered for the course by the scheduled date
fixed by the University.
9.2Every student has to register in each semester (in consultation with
his/her Student Advisor) for the courses he/she intends to undergo
in that semester by applying in the prescribed proforma in triplicate,
duly signed by him/her, the Student Advisor and the Head of the
Department, within the deadline notified for the purpose by the
University.
9.3Late registration may be permitted by the Dean of the faculty up to a maximum of two weeks after the commencement of the semester
on payment of prescribed late registration fee.
9.4A student shall register for a minimum of 15 credits and can register
for a maximum of 24 credits in a semester, unless it is specified otherwise by the University for a programme of study/course.
9.5Withdrawal from a course shall be permitted up to two weeks from the date of registration, provided the courses registered after
withdrawal shall enable the student to earn a minimum of 15 credits. Withdrawal from a course shall not be allowed for those who had late registration.
9.6A student shall be allowed to add a course or substitute a course for
another course of the same type (core, elective or self study/skill-based) for valid reasons with the consent of the Student Advisor not
M.A. (Education), Department of Education, Central University of Haryana
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later than two weeks from the date of commencement of the
semester.
9.7If a student registers for more elective courses than prescribed in the programme, while calculating the Semester/Cumulative Grade
Point Average only the prescribed number of elective courses prescribed for the programme of study shall be included in the
descending order of the grades obtained by him/her.
10. Examination and Assessment:
The sessional work and the end semester examination shall have the weightage of 40% and 60% respectively.
10.1 Sessional Evaluation:
10.1.1Sessional evaluation shall be done on a continuous basis, taking
into account the student’s class performance, fulfillment of
assignments and performance at the two compulsory sessional
tests to be conducted in a semester. For uniformity, particularly
for interdepartmental transfer of credits, there shall be a
uniform procedure of examination to be adopted by all faculty
members. There shall be minimum two sessional tests and
one end-semesterexamination in each course during every
semester.
10.1.2Sessional Test 1 shall be held during the sixth week of the semester for the syllabi covered till then.
10.1.3Sessional Test 2 shall be held during the twelfth week for the
syllabi covered between seventh and twelfth week.
10.1.4Sessional tests may employ one or more assessment tools such
as objective tests, assignments, paper presentation, laboratory work, etc. suitable to the course.
10.1.5The pattern of assessment of sessional work, including the
weightages to be given to different elements like class
performance, assignments and the sessional tests, for each
course shall be prescribed by the School Board on the
recommendation of the Board of Studies of the Department
concerned and shall be made known to the students at the
commencement of each semester.
10.1.6In special circumstances, a student can be allowed to repeat one
sessional test, if his/her application in this regard is considered by the Head of the Department.
10.1.7The 40% weightage allotted to sessional work shall consist of
50% for class performance and assignments and the remaining 50% for the two compulsory sessional tests i.e. 15% weightage
to each compulsory sessional assignment/test out of total 40% weightage assigned to sessional assessment. Out of the total 40% weightage for sessionals, maximum 10% weightage may be
assigned to overall participation of the student during the semester. Depending upon the nature of the course, the division of the weightage of sessional marks may be defined accordingly
by the concerned School Board.
M.A. (Education), Department of Education, Central University of Haryana
61
10.1.8A student clears the sessional work in a course if he/she has
participated in the sessional work and secured P or higher grade in it.
10.1.9A student is required to qualify sessionals and end-
semester examinations separately with minimum ‘P’ grade. A
student can appear in end-semesterexamination provided he/she has qualified requirements of sessional assessment
with minimum ‘P’ grade.
10.2End-Semester Examination:
10.2.1End semester Examinations covering the entire syllabus
prescribed for the course and carrying 60% of weightage shall be conducted by the examination branch in consultation with the Dean of the concerned School.
10.2.2Examiners or Board of Examiners shall be appointed for each course by the School Board on the recommendation of the Board
of Studies of the Department concerned.
10.2.3The distribution of weightage for the valuation of semester-
long project work/ dissertation shall be:
i) Periodic presentation: 20%
ii) Concise dissertation :60%
iii) Viva voce
:
20%
Or as decided by the School Board on the recommendations of
the Board of Studies of the Department concerned.
10.2.4Hall tickets/admit cards shall be issued to the student on the
recommendations of the Head of the Department on submission
of the following documents by the student:
I. Certificate indicating fulfilment of the requirements of sessional evaluation including sessional tests, attendance, assignments etc. (to be issued by the HOD)
II. No dues certificate on the prescribed format
10.3Letter Grades and Grade points: Absolute Grading system shall be adopted to grade the students.
10.3.1Under the absolute grading system, marks are converted to
grades based on pre-determined class intervals.
10.3.2In the End-semester theory or practical examinations, examiners
shall award the marks and these marks will be further converted
into grades/grade points by the examination branch in accordance with the provisions of the ordinance.
10.3.3Detailed Marks Sheet issued at the end of the semester or the programme shall carry marks/percentage and equivalent grades both.
10.3.4University shall adopt the 10-point grading system with the
letter grades as given under:
M.A. (Education), Department of Education, Central University of Haryana
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Letter Grade Grade Point Class Interval (in %)
O (Outstanding) 10 90 and Above
A+ (Excellent) 9 75 and < 90
A (Very Good) 8 60 and< 75
B+ (Good) 7 55 and< 60
B (Above Average) 6 50 and< 55
C (Average) 5 45 and< 50
P (Pass) 4 40 and< 45
F (Fail) 0 < 40
Ab (Absent) 0 Absent
Note:
I.F= Fail, and the students graded with ‘F’ in a programme or course shall be required to re-appear in the examination
II. Minimum qualifying marks for a course or programme is 40% i.e. ‘P’
grade.
III. ‘B’ grade is 50 % or less than 55%
IV. ‘B+’ grade is 55 % or less than 60%
V. Students shall have to qualify the sessionals (tests, assignments,
attendance, presentations etc.) and end-semester examinations
separately and the student failing to qualify either of the components
shall not be considered as qualified in any case. However, student
failing to qualify the sessionals shall not be permitted to take the end-
semester examinations.
VI Students shall be allowed to improve their grades during the
maximum duration
VII There shall be no rounding of SGPA/CGPA
VIII The SGPA/CGPA obtained by a student is out of a maximum
possible 10 points
IX A student in order to be eligible for the award of the Master’s degree
of the University must have obtained CGPA of 4 at the end of the
programme
X Provided that students who are otherwise eligible for the award of the
degree/diploma but have secured a CGPA less than 4 at the end of
the permissible period of semesters may be allowed by the
Department/School concerned to repeat the same course/s or other
courses of the same type in lieu thereof in the two extra semesters
provided in clause 7 on “Duration of Programme”.
The Cumulative Grade Point Average (CGPA) obtained by a student shall be classified into the following divisions:
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CGPA Class/ Division
10 Out Standing
9 and above, but less than 10 First Class with distinction
8 and above, but less than 9
First
7 and above, but less than
8
High Second
6 and above, but less than
7
Second
4 and above, but less than
6
Third
10.4 Assessment
10.4.1The assessment of the theoretical component towards the end of
the semester shall be undertaken by the examiners from within the
university. These examiners may be appointed by the concerned
Board of Studies on the basis of the specialisation of the faculty. In
such courses, suitable eligible faculty shall be assigned the
responsibility of setting of the question papers and the evaluation
of the answer scripts by the concerned HOD.
10.4.2In case of the practical component of core courses, assessment
shall be jointly carried out by the internal and external examiners.
For the assessment of practical component, half of the examiners
in the team shall be invited from outside the University from
amongst the panel of examiners (not below the rank of Associate
Professor) approved by the competent authority.
10.4.3In case of the project reports/thesis/dissertation etc. the
assessment shall be jointly carried out by the internal and external examiners. External examiners shall be invited from amongst the
panel of examiners (not below the rank of Associate Professor) approved by the competent authority.
10.5Re-appear/Improvement of Grades:
10.5.1Re-appear Examination: Students failing to score minimum grade
required to qualify a course/programme may be allowed to re-
appear in those examinations where they couldn’t score ‘P’ grade
in the two extra semesters provided in clause 7 on “Duration of
Programme” with the following provisions:
10.5.1.1A student with "F" Grade in a course shall be permitted to repeat/
reappear in the End-Semester Examination of the Course for maximum number of three times i.e. a student with arrears on account of "F" Grade, shall be permitted to repeat / reappear in
the End Semester Examination for a maximum of three times (including the first appearance), along with the subsequent End
Semester Examinations.
10.5.1.2If a student secures “F” Grade in a Project Work / Project Report/
Dissertation / Field Work Report / Training Report etc, he/she shall be required to resubmit the revised Project Work / Project Report/
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64
Dissertation / Field Work Report / Training Report etc. as
required by the evaluator(s). Provided further that a student shall be permitted tore-submit the Project Work / Project Report / Dissertation / Field Work Report/ Training Report etc. for a
maximum of three times (including the first submission).
10.5.1.3Such students will avail the chance to re-appear only within the
maximum duration of the programme.
10.5.1.4Re-appear examination of even semesters will be conducted with
the end-semester examinations of even semesters and similarly
examinations of odd semesters will be conducted with the end- semester examinations of odd semesters.
10.5.1.5Re-appear examinations will be based on the Syllabi of the
course/programme in force at the time of initial registration to the course/programme.
10.5.1.6Students who have got the migration certificate issued from the
university shall not be allowed to re-appear.
10.6Re-evaluation/re-checking: Students may apply for
revaluation/rechecking of their answer scripts within thirty days of the official display/declaration of the result.
10.6.1For re-evaluation/rechecking of the answer scripts, students shall
have to apply on the prescribed format available on University
website/examination branch of the University along with the
original DMC or copy of the result and demand draft of Rs. 1000/-
for each course drawn in favour of Registrar, Central University of
Haryana.
On re-evaluation, decreased/increased grades/awards will be considered as final but in case the increase is more than 10% of the actual marks
scored by the student in the first attempt, his/her script shall be sent to third examiner and the average of the score awarded by the second and third examiners shall be considered as the final score.
10.7 Minimum Credit requirements:
10.7.1For a one-year Post Graduate programme, the credit requirements for the award of the Post Graduate Diploma shall be 40 credits
(±10%), including a minimum of 9 credits from elective courses (of which at least 3 credits shall be from elective course offered by another Department).
10.7.2For a two-year Master’s programme, the credit requirements for the Master’s degree shall be 80 credits (±10%), including a minimum of
18 credits from elective courses (of which at least 6 credits shall be from elective courses offered by other Departments).
10.7.3For a three-year Master’s programme, the credit requirements for the
Master’s degree shall be 120 credits (±10%), including 27 credits from elective courses (of which 9 credits shall be from elective courses offered by other Departments).
11. Computation of SGPA and CGPA:
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University follows the following procedure to compute the Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA):
11.1 The SGPA is the ratio of sum of the product of the number of credits
with the grade points scored by a student in all the courses taken
by a student and sum of the number of credits of all the courses undergone by a student, i.e. SGPA (Si)= ∑(Ci x Gi)/∑Ci
where Ci is the number of credits of the ith course and Gi is the grade point scored by the student in the ith course.
11.2 The CGPA is also calculated in the same manner taking into account all the courses undergone by a student over all the semesters of a programme, i.e. CGPA=∑(Ci x Si)/∑Ci
where Si is the SGPA of the ith semester and Ci is the total no. of credits
in that semester.
11.3 The SGPA and CGPA shall be rounded off to 2 decimal points. 12. Illustration of the computation of SGPA and CGPA:
12.1 Illustration of SGPA computation: Course Credit Grade Letter Grade Point Credit Point
Course I 3 A 8 3 X 8=24
Course II 4 B+ 7 4 X 7 = 28
Course III 3 B 6 3 X 6 = 18
Course IV 3 O 10 3 X 10 = 30
Total Credit points
For the semester = 13
Total Credit points
Earned= 100
Thus SGPA= 100/13= 7.69
12.2 Illustrations for CGPA:
Semester I Semester II Semester III Semester IV Semester V Semester VI
Credit: 20 Credit: 22 Credit: 25 Credit: 26 Credit: 26 Credit: 25
SGPA: 6.9 SGPA: 7.8 SGPA: 5.6 SGPA: 6.0 SGPA: 6.3 SGPA: 8.0
Thus, CGPA=(20 x 6.9) + (22 x 7.8) + (25 x 5.6) +(26 x 6.0) + (26 x 6.3) +(25 x 8.0)
------------------------------------------------------------------ = 6.73
144
12.3 Transcript (Format): Based on the above, letter grades, grade points
and SGPA and CGPA, Transcripts/DMCs shall be issued for each semester and a consolidated transcript indicating the performance in all semesters.
13.Removal of name of a student from the programme:
13.1.The name of a student falling under the following categories shall automatically stand removed from the rolls of the University:
(a)A student who fails to fulfil the minimum grade point requirements prescribed for the programme during the maximum duration of the programme.
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(b)A student who has already exhausted the maximum duration allowed
for completion of the Programme and has not fulfilled the requirements for the award of the degree / diploma.
(c)A student who is found involved in misconduct/forgery/indiscipline or
offensive conduct upon recommendation of the Discipline committee/ Proctorial Board.
(d)A student who fails to attend 75% of classes. However, in special circumstances, considering the merit of the case on the
recommendations of the department, Vice Chancellor may relax the condition by 15%.
13.2.The School Board, on the recommendation of the Board of Studies
of the Department concerned, may remove the name of a student from the programme of study if-
(a)He/ she fails to clear at least 50% of the prescribed core courses at the end of the 1st semester.
(b)He / she has still to clear courses which cannot possibly be cleared
within the maximum duration of the programme or in the remaining period of the programme which he/ she is allowed to register for the normal load in the said period.
(c)He/she fails to qualify the sessional requirements (sessional tests, attendance, assignments etc.) and end-semester examinations of the
minimum required courses (core or elective) separately.
13.3. Indiscipline and Unfair Means in Examinations: There shall be
zero- tolerance against use of unfair means and unfair practices in connection with examination and each examinee shall be required to strictly adhere to the instructions for taking examination.
Non adherence to such instructions shall attract disciplinary action. Use of unfair means is strictly prohibited and shall invite serious disciplinary
action for anyone found using unfair means during any examination. Indiscipline, Unfair practices and Unfair means relating to examination shall mean and include:
14.1Exerting pressure, coercion and undue influence for postponement and change of dates and timings of examination
14.2Threatening the invigilator or any other behaviour amounting to
insubordination as reported by the Invigilator / Centre Superintendent.
14.3Seeking favours from and/or threatening the examiners, paper
setters, evaluators, invigilators, co-examinees or any other officer or staff of the university.
14.4Resorting to such practices and engaging into activities that are specifically prohibited during the course of examination
14.5.Keeping in possession of materials of any kind related to the subject
of the examination concerned including mobile / cell phones /
electronic aids, unless otherwise permitted as a component of
examination and/or copying or attempting to copy from the
materials in possession or from other persons within or outside the
examination hall,
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14.6.Exchanging notes, inter-changing answer scripts, helping other
examinees, seeking help from and/or consulting other examinees or any other person inside or outside the examination hall.
14.7.Attempts of impersonation including writing some other candidate's
registration number / roll number in the answer paper and/or Exchanging or attempting to exchange answer sheets or other
materials during the course of examination.
14.8.Sitting or occupying seats other than the one allotted to the
candidate or changing the seat during the course of examination without the permission of the invigilator.
14.9.Boycott / walkout of the examination and or causing disturbances
of any kind during the conduct of examination.
14.10Any other act of omission or commission as may be declared by the
Executive Council as unfair means in respect of any or all the examinations.
14.11Detection of unfair means, indiscipline and disturbances during the examination shall be brought to the notice of the Centre
Superintendent by the invigilator concerned in writing.
14.12The Centre Superintendent shall report to the Controller of
Examinations without delay, each case of alleged use of unfair
means in the examination with full details of the evidence in
support thereof and the statement of the candidate concerned, if
any, on the forms supplied by the Controller of Examinations for
the purpose.
14.13In case a candidate found using unfair means in examination
refuses to make and sign the said statement, the incident shall be recorded by the Invigilator and countersigned by the Centre
Superintendent.
The answer book of the candidate found using unfair means in the
examination shall be seized and the candidate may be permitted to write his/her examination on a separate answer-book to be issued to him/her. The Centre Superintendent shall send both the answer-
books to the Controller of Examinations along with his/her report.
14.15 All individual cases of reported use of unfair means in examination shall be referred to the Examination Discipline Committee.
15. For programmes approved by the Academic Council, if a regulation
is issued by the Academic Council, and is at variance with the provisions of this ordinance, then the regulations of the Academic Council shall prevail pending amendment in the Ordinance.
15.1Notwithstanding what is contained in the foregoing clauses of this
Ordinance, the Academic Council may, in exceptional
circumstances and on the recommendations of the Board of Studies
of the Department and the School Board as well as on the merits of
each individual case, consider at its discretion and for reasons to be
recorded relaxation of any of the provisions except those prescribing
CGPA requirements.
15.2Notwithstanding anything stated in this Ordinance, for any
unforeseen issues arising, and not covered by this Ordinance, or in
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68
the event of differences of interpretation, the Vice Chancellor may
take a decision, after obtaining the opinion/advice of a Committee
consisting of any or all of the Deans of the Schools.
The decision of the Vice Chancellor shall be final.
Ordinance-XV-A
Relating to General Rules for Examinations and award of PG Degrees/Diplomas:
1. Applications for admission to University examinations shall be made in
the prescribed form and forwarded to the Controller of Examinations through the Head of the Department/Dean of the School concerned:
2. While forwarding the applications for admission to various examinations the Head of the Department/ the Dean of the School concerned shall be required to certify in respect of each applicant as follows: "that the
candidate has satisfied himself by the production of a certificate of a competent authority that he has passed the examination which
qualifies him for admission to the examination." The Controller of Examinations shall send the admission tickets of all
the candidates, whose applications for admission to the various examinations have been received by the Head of the Department, the
Dean of the School concerned for delivery to the candidates concerned. Before delivering the admission ticket to each candidate the Head of the Department/the Dean of the School concerned shall satisfy himself that
the candidate concerned has put in the requisite attendance at lectures etc. as laid down in the Ordinances of the University and is otherwise eligible to appear at the respective examination. The admission tickets in
respect of candidates who have not fulfilled the attendance requirements or are otherwise not eligible to appear at the examination shall not be
delivered to them and shall be returned to the Controller of Examinations together with a statement showing the detailed attendance position and/or other facts in each case. Provided that if practical examination in
any subject is held before the examination in theory papers, it shall not be necessary for the Controller of Examinations, in respect of candidates
who are pursuing a regular course of study, to send Admission Tickets to enable them to take such practical examination, and it shall suffice if he sends a list containing the roll numbers of such candidates to the
Head of the Department/the Dean of the School for being put up on the notice board of the Department/School to enable such candidates to take their examination on the basis of the roll numbers assigned to them.
Such candidates shall take the practical examination provisionally subject to their being issued Admission Tickets later in terms of the
foregoing provision. 3. (i) Application for admission to examinations shall be accompanied by the
prescribed fees. (ii) A candidate who due to sickness or other cause is unable to present
himself for any examination shall not be entitled to claim a refund of his
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fees, but such a candidate may be permitted to present himself at the next ensuing examination without payment of a further fee.
4. (i) Subject to the provisions contained in Clause 2 above every candidate
whose application has been accepted by the University for admission to an examination shall be given an admission ticket showing the name of
the candidate and the roll number assigned to him for admission to the examination.
(ii)The ticket shall be sent to the HoD/Dean of the School concerned, who will give it to the candidate after obtaining his signature on the ticket.
5. A candidate may not be admitted into the examination hall, if he fails to present to the officer-in-charge of the examination his admission ticket or to satisfy the officer that it will be produced within a reasonable time.
6. The Officer-in-Charge of the examination shall have power to call upon any candidate appearing at an examination to give a specimen signature for purpose of identification.
7. Permission to appear at a University examination may be withdrawn before or during the course of the examination for conduct which, in the
opinion of the Vice Chancellor, justifies the candidate's exclusion. 8. If a candidate for any University examination owes any money to the
University on any account and fails to pay the money, or has borrowed or
has in his possession any book, apparatus, or other property belonging to the University or any kit supplied by the N.C.C./N.S.S. and fails to
return the same, the Vice-Chancellor may withhold or authorise the withholding of the admission ticket of the candidate, or, if the admission ticket has already been issued suspend the order of admission till all such
money has been paid or such property returned by the candidate. 9. Notwithstanding anything contained expressly or impliedly in these rules,
the Vice-Chancellor may, on being satisfied after such enquiry as he may
deem fit, withdraw retrospectively, prior to the publication of the final result of a candidate in a course, the permission granted to such
candidate to pursue that course or to appear at a University examination in relation thereto, on any of the following grounds or cancel the result of such candidate, if it comes to his notice, within 4 months of the
publication of the said final result that: (i) The candidate was ineligible for admission to the course but was wrongly
admitted, or
(ii) The candidate was ineligible to take the examination on account of shortage of attendance but was permitted to do so by some mistake or
some other unavoidable reason, or (iii) A discrepancy was found in the attendance record on account of which
the candidate who had taken the examination was in fact ineligible, or
(iv) A discrepancy was discovered in the award of marks etc. which rendered that result of the candidate liable to be cancelled to his disadvantage.
(v) Any other ground which makes the candidate ineligible to appear in the examination. Provided that no such action shall be taken by the Vice- Chancellor without giving an opportunity to the concerned candidate to
show cause against the proposed action and provided further that such action shall be reported to the Academic Council for the confirmation.
10. Subject to the provisions of the Act, the Statutes and the Ordinances,
the regulations may provide for all other matters relating to conduct of examinations including those concerning examination committees,
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70
tabulation of marks and results, fee for re-checking examination results and for the supply of marks, dates for submission of examination forms, directions to candidates for examinations, directions to superintendents
of examinations and duties of invigilators.
Ordinance-XV-B:
Disorderly conduct and use of unfair means in examination
1. For the purposes of this Ordinance –
a) Examination means an examination conducted by the University.
b) The year means the academic year;
c) Candidate includes an examinee taking any examination in a particular
year and, wherever the context so permits, every student on the rolls of the University;
d) The use of dishonest or unfair means in the examination include:
(i) assisting in any manner whatsoever any other candidate in answering the question paper during the course of the examination;
(ii) taking assistance from any other candidate or any other person or from any book, paper, notes or other material in answering the question paper during the course of the examination;
(iii) carrying into the examination room any book, paper, notes, or other material whatsoever likely to be used directly or indirectly by the
candidate in connection with the examination;
(iv) smuggling in an answer book or a continuation sheet;
(v) taking out or arranging to send out an answer book or its any page or
a continuation sheet;
(vi) replacing or getting replaced an answer book or its any page or
continuation sheet during or after the examination;
(vii) getting impersonated by any person in examination;
(viii) deliberately disclosing one's identity or making any distinctive mark
in the answer book for that purpose;
(ix) communicating with or talking to any other candidate or un authorised person in or around the examination room during the
course of the examination;
(x) communicating or attempting to communicate directly or through a
relative, guardian and friend with an examiner with the object of influencing him in the award of marks;
e) Disorderly conductin the examination includes:
(i) misbehaviour in connection with the examination, with the Superintendent, the Invigilator on duty or the other staff working
at the Examination Centre, or with any other candidate, in or
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round the examination centre, before, during or after the
examination hour;
(ii) leaving the examination room before the expiry of the stipulated time or without handing over the answer book to the Invigilator-
in-charge or without signing the attendance sheet;
(iii) intentionally tearing off the answer book or a part thereof or a
continuation sheet;
(iv) disturbing or disrupting the examination;
(v) inciting others to leave the examination room or to disturb or
disrupt the examination;
(vi) Carrying into the examination centre any weapon of offence.
2. No candidate shall make use of any dishonest or unfair means or
indulge in disorderly conduct in the examination.
3. A candidate found guilty of the use of dishonest or unfair means or
disorderly conduct in the examination may be disqualified from passing the examination for which he was a candidate, and may, in addition, be debarred from appearing at any future examination of the
University for a further period to be stated or be expelled from the University and declared not a fit and proper person to be admitted to any further examination of the University.
4. (a) Any candidate who, in the opinion of the Invigilator on duty or the Examiner conducting a practical or oral examination or the
Superintendent of the Examination Centre, contravenes or is suspected of contravening the provisions of clause 2 in the examination room, shall be forthwith challenged by such Invigilator,
Examiner or Superintendent who shall ask for a signed statement from the candidate. The candidate may be subjected to a search of his person to recover any incriminating material from him by the
examination staff on duty.
(b) Without prejudice to the provision contained in sub-clause (a) above
the Superintendent of an Examination Centre or the Examiner conducting practical or oral examination shall also have the power to expel a candidate who in his opinion, has contravened the provisions
of clause 2, from the examination centre for the remaining duration of the paper.
5. (a) The Superintendent of the Examination Centre or the Examiner or anyOfficer ofthe University, as the case may be, shall report in writing to the Controller of Examinations the case of every student who has
contravened the provision of clause 2.
(b) The reporting authority shall give full facts of the case in his report and forward with it the statements. If any, made on the occasion by the
candidate and the Invigilator on duty and papers, books and other material recovered from the candidate, if any.
6. There shall be one or more Examination Disciplinary Committees. Each such Committee, hereinafter referred to as the Examination Disciplinary Committee shall be constituted as under:
(a) On the recommendation of the Vice-Chancellor the Executive Council shall, atthe beginning of each year, draw up a panel of teachers of the
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University to be nominated on the Examination Disciplinary
Committee.
(b) Each Examination Disciplinary Committee shall comprise of two teachers to be nominated by the Vice-Chancellor from amongst the
panel, one of them being of the status of at least an Associate Professor.
(c) The Controller of Examinations or any person authorised by him, of the rank of not less than an Assistant Controller of Examinations/Assistant Registrar will function as non-member
Secretary of the Examination Disciplinary Committee.
7. The Vice-Chancellor shall determine from time to time the number of
Examination Disciplinary Committees.
8. (a) The Controller of Examinations or any person authorised by him in this behalf shall communicate to the candidate, in respect of whom a
report has been received pursuant to clause 5(a). The precise nature of allegations against him and shall require him to furnish his written explanation within a stipulated period. (b) On receipt of the
explanation from the candidate or on the expiry of the period stipulated for submitting explanation if no explanation is received from him the
Vice-Chancellor shall assign his case for consideration to the Examination Disciplinary Committee and, where there are more Committees than one, such Examination Disciplinary Committee as
he may deem fit.
9. After considering all the material on record including the explanation,
if any, submitted by the candidate, the Examination Disciplinary Committee if satisfied that the candidate is guilty of the use of dishonest or unfair means or disorderly conduct in the examination,
shall recommend to the Executive Council the punishment that may be imposed on the candidate under clause 3 according to the nature of the offence.
10. The Executive Council may, after considering the report, of the Examination Disciplinary Committee take such action against the
candidate under clause 3 as it may deem fit.
11. A candidate on whom may any punishment has been imposed under clause 3 may, within 15 days from the date of the receipt of the
communication in that behalf, make a representation to the Vice-Chancellor for review of his case and the Vice-Chancellor, if satisfied that the case is fit for reconsideration refer the same to the Executive
Council. The Executive Council may thereupon review the case and pass such orders as it may consider fit.
12. In the case of a candidate who has been expelled from the University in terms of provisions of Clause 3, the Executive Council may, on the recommendation of the Vice Chancellor, on the expiry of three years
after such expulsion including the examination in connection with which he was punished, exempt a candidate from further operation of
the punishment awarded.
13. If within four months of the publication of the results, it is brought to the notice of the Controller of Examinations that a candidate was guilty
of the use of dishonest or unfair means at the examination in respect of which his result was declared, the provisions of this Ordinance shall apply mutatis mutandis to the case of such a candidate provided that
before imposing any penalty including the penalty of cancellation of
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his result, he shall be given another opportunity, to show cause
against the proposed punishment and his explanation, if any, shall be considered by the Executive Council.
14. A candidate against whom an enquiry is pending about his allegedly
having resorted to the use of dishonest or unfair means or disorderly conduct in the examination or against whom action is initiated under
the provisions of the preceding clause shall, if he takes or has taken any subsequent examination, be deemed to have been only provisionally admitted to that subsequent examination. That
examination will stand cancelled and his result thereof would not be declared if on account of the punishment imposed on him as a result
of the said enquiry or action, he would not have been entitled to take that examination but for his provisional admission thereto.
15. If a person, not otherwise covered by these provisions, is found guilty
of having impersonated a candidate or of having written, outside the examination hall, an answer book or its any page or a continuation sheet which he knows or has reason to believe will be smuggled into
the examination hall for the benefit of any candidate, or of having managed otherwise to replace the answer book or its any page of the
candidate after the examination, he shall be disqualified from appearing in any University examination for a period to be stated. The provisions of this Ordinance relating to the manner of imposition of
penalty shall, in so far as they may be applicable, apply to the case of such a person.
Ordinance-XV-C:
Withholding Conferment of any Degree/Diploma or
Award of any Certificate.
Notwithstanding anything contained in Ordinance X-A or in any other Ordinance, the Executive Council may, on the recommendation of the
Vice-Chancellor, by a resolution passed with the concurrence of not less than two thirds of the members voting, withhold for such period
as they may deem fit, conferment of any Degree/Diploma or Award of any Certificate to any successful candidate at an examination ofthe University, for reasons, which, in their opinion, justify such
withholding e.g., unruly or disorderly conduct, or violence on the campus or in a College, or conviction for an offence involving violence
or moral turpitude.
I. To add Clause 1.9 after Clause 1.8:
a. The following courses of study shall be offered by the University:
(i) Doctor of Philosophy (Ph.D.) in – Economics, Education, English,
Hindi, Political Science, Microbiology, Biochemistry, Biotechnology, Nutrition Biology, Hotel & Tourism Management, Management Studies
and Physics.
(ii) Master of Philosophy (M.Phil.) of one year’s duration in – Economics, Education, English, Hindi and Political Science.
(iii) Master’s Degree Programmes: in 25 Departments which includes Education
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(iV) Bachelor in Vocational Studies (B.Voc.)
(v) Post Graduate Diploma Programmes. (VI) Certificate Courses. II To add Clause-17 after Clause-16:
Clause-17: Attendance (i) A student of any of the Master’s/Post-graduate courses will not be eligible to appear in any examination of any semester unless he/she has attended, in all subjects, 75% of the
lectures/presentations and practicals separately, delivered in the University for the course of study in each semester.
(ii) In case a student who a) is selected as a member of the N.C.C. to participate in the
annual N.C.C. Camps or is deputed to undertake Civil Defence work
and allied duties; or b) is enrolled in the National Service Scheme and is deputed to
various public assignments by or with the approval of the Head of the Department concerned; or
c) is selected to participate in sports as part of their Curricular
Activities (CA); or d) represents the University in Inter University tournaments
organized by the University, or a student selected for coaching camp
of the University team Camp organized by the University or a student who represents Haryana state in National tournaments organized by
National Sports Federations, or a student who represents the University in tournaments organized by Association of Indian Universities, or a student who represents India in International
Tournaments organized by International Federations/ Associations and FISU, (selection through AIU), or a student who represents India in Olympics/Commonwealth Games/Youth Games/ World
Championships/ organized by International Olympic Committee, or in national or international fixtures in games and sports approved by the
Competent Authority; or e) is required to represent the University at the Inter-University
Youth Festival; or f) is required to participate in periodical training in
the Territorial Army or a student who is deputed by the University to take part in Inter-University sports or fixtures, debated, Seminars,
symposia or social work projects or a student who is required to participate in curricular activities held in other Universities or such other activities held in other Universities approved by the Head for this
purpose. On calculating the total number of lectures etc. delivered in the University for his/her course of study in each Semester, the number of lectures etc., delivered in each subject, during the period of
absence and as approved by the Head for the above purpose, shall deemed to have been attended by the student.
(iii) The Head of the Department may consider, on the basis of the
Medical Certificates produced, exceptionally hard cases of
students who had fallen seriously ill or had met with an accident during the year disabling them from attending classes for a
certain period, with a view to determining whether the lectures etc. delivered during the said period, or a part thereof, could be excluded for purposes of calculation of attendance of the year and
decide each case on its own merits.
M.A. (Education), Department of Education, Central University of Haryana
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(iv) The Departments shall be required to notify the attendance position of each of their students for each month on the notice board and the website of the University, and clearly indicate the
lectures/ practical/ presentation/ tutorials held subject wise and the numbers attended by each student.
(v) The Department shall notify on the notice board and the website of
the College, the final attendance position of each of its students
within five days of the dispersal of the classes in the last session of the Semester. Not later than five days, thereafter, a student may,
by an application to the Head, claim benefit of exclusion of lectures under sub-clause (iii) above on grounds to be specified and accompanied by the relevant documents. All such applications
submitted within time shall be considered and disposed of by the Head of the Department at least 3 days prior to the commencement of the examination, in which the student is intending to appear.
(vi) The benefit of exclusion of lectures contemplated in para (iii) above, shall in no case exceed 1/3 of the total number of lectures/practicals/ presentation/tutorials delivered. (vii) In the
case of a married woman student who is granted maternity leave, in calculating the total number of lectures delivered in the
University for her course of study in each semester, in the number of lectures in each subject delivered during the period of her maternity leave shall not be taken into account.
(viii) No person shall be deemed to have satisfied the required
conditions in respect of his instructions, unless in addition to the
requirements regarding attendance and other conditions, he has appeared and satisfied by his performance the Head of the
Department in such tests, written and/or oral, as may be held by him in his discretion. The Head of the Department shall have, and shall be deemed always to have had, the power to detain a student
in the same class in which he has been studying, or not to send him/her in the same class in which he has been studying, or not to send him/her for the University Examination, in case he did not
appear at the tests aforesaid or his performance was not satisfactory. The Head of the Department shall have power to strike
off the name of a student who is grossly irregular in attendance in spite of warning, or when the absence of the student is for such a long period that he cannot put in requisite percentage of
attendance.
Note:-Clause 17 of the Ordinance will be implemented from the Academic Session 2015-16.