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REGULATIONS
&
SYLLABUS
Master of Arts Education (MED)
(DISTANCE MODE)
Directorate of Distance & Continuing Education
Fakir Mohan University
Vyasa Vihar, Balasore – 756019
Phone: (06782) 241840
Web: www. fmuddce.org
REGULATIONS FOR MA EDUCATION (MED) PROGRAMME
1. Course Title:
The two years Master of Arts Education is a general degree programme under distance
mode consisting of four semester examinations. After successful completion of the
programme the MED degree will be awarded by the University.
MA Programme in Education has been developed with a view to provide an opportunity
to those learners who wish to go for higher studies in Education.
The Programme would be of great use for the teachers working in schools, personnel
working in various institutions associated with Education, working people in various
organisations and all graduates who are desirous of acquiring a Masters Degree in
Education.
2. Eligibility Criteria for Admission:
A student who has passed Bachelor Degree with Education as a subject of study or B.Ed.
from any recognized University shall be eligible for admission into the MED programme.
3. Components of MED Programme:
The MED programme comprises 24 courses, 6 papers in each semester.
4. Medium of Instruction:
Students are required to answer in English only.
5. Duration of the Course:
The duration of the course is minimum two year and maximum four years. In case a
student is not able to secure the pass percentage in four years, he/she has to take re-
admission as a fresh candidate, in case he/she wants to pursue the programme.
6. Attendance:
A student has to attend a minimum of 60% of the classes to be permitted to sit in the
semester examinations. In case of medical ground if certified by a Medical Officer not
below M.B.B.S. doctor, his/her case may be considered. In case a Candidate is unable to
acquire the stipulated attendance, he/she will not be allowed to take the examination. The
candidate shall have to take re-admission to continue the programme.
7. Counseling Sessions:
The counseling sessions are held at the center during week ends, i.e. on Saturdays and
Sundays and Vacations.
Counseling sessions are very different from class room teaching. Counselors will not be
delivering lecturers as in the conventional teaching method. They will try to overcome
difficult that you may face in your study. Before attending the counseling sessions, the
students are advised to go through their course material. Counseling session will be made
available by the study center.
8. Examination and Evaluation:
A student will take four semester examinations to complete the course in two
academic years.
The examination relating to this course has two components:
a) Continuous evaluation 20%
b) Terminal examination 80%
Continuous evaluation is related to the assignment (that each student has to submit one
assignment in each Theory paper) before being declared eligible to appear for the
terminal examination.
The term end examination will be of 3 hours duration. To pass, a student has to secure
minimum 40% mark both in continuous evaluation and term end examination of
each paper, On the basis of aggregate marks obtained in all the courses the division will
be awarded as under.
First Division : 60% and above
Second Division : 50% and above but less than 60%
Third Division : 40% and above but less than 50%
9. Evaluation of Answer scripts:
Answer scripts of the final examination will be valued by the examiners appointed by this
University.
10. Back Examination:
If a candidate fails in any one paper (or papers) in any semester/yearly examination
he/she has to appear the end semester examination for that paper(s) only whenever the said
examination is held.
11. Course Structure, Distribution of Marks and Pass Marks:
Year/ Sem.
Course Code
Course Mark Distribution and Pass Mark
Continuous Evaluation
Term End Exam.
Total Mark
Pass Mark
Full Mark
Pass Mark
Full Mark
Pass Mark
First Year
1st Sem.
MED-101 Philosophical Foundations of
Education. 10 4 40 16 50 20
MED-102 Sociological Foundations of
Education. 10 4 40 16 50 20
MED-103 Methodology of Educational
Research. 10 4 40 16 50 20
MED-104 Statistics in Education. 10 4 40 16 50 20
MED-105 Pedagogy of School Subjects
(Any One) – English/ Odia/ Social
Sciences/ Mathematics/ Science.
10 4 40 16 50 20
MED-106 Practicum: - School Internship 50 20
TOTAL: 300 120
First Year
2nd Sem.
MED-201 Advance Educational Psychology 10 4 40 16 50 20
MED-202 Comparative Education: National
and International Perspective. 10 4 40 16 50 20
MED-203 Educational Technology 10 4 40 16 50 20
MED-204 Life Long Education. 10 4 40 16 50 20
MED-205 Special Paper : (Any One)
a. Open and Distance Learning
System.
b. Special Education.
c. Population and Environmental
Education.
10 4 40 16 50 20
MED-206 Practicum: - Seminar 50 20
TOTAL: 300 120
2nd Year
3rd Sem.
MED-301 Measurement and Evaluation in
Education. 10 4 40 16 50 20
MED-302 ICT in Education. 10 4 40 16 50 20
MED-303 History of Indian Education. 10 4 40 16 50 20
MED-304 Contemporary Issues and Concerns
in Education. 10 4 40 16 50 20
MEC-305 Special Paper: (Any One)
a. Teacher Education in India:
Growth & Development.
b. Economics of Education.
c. Educational Vocational Guidance
and Counseling.
10 4 40 16 50 20
MED-306 Preparation and Presentation of
Research Proposals & Tool(s). 50 20
TOTAL: 300 120
2nd Year
4th Sem.
MED-401 Education and Development. 10 4 40 16 50 20
MED-402 Curriculum Planning and
Development and Transaction. 10 4 40 16 50 20
MED-403 Education for values and Human
Rights Education. 10 4 40 16 50 20
MED-404 Inclussive Education. 10 4 40 16 50 20
MED-405 Educational Planning, Management
and Finance. 10 4 40 16 50 20
MED-406 Dissertation: - Collection of Data,
Analysis, Report writing and
Presentation.
50 20
TOTAL: 300 120
GRAND TOTAL: 1200
DETAIL SYLLABUS OF MA EDUCATION
FIRST YEAR 1
ST SEMESTER
MED-101: PHILOSOPHICAL FOUNDATIONS OF EDUCATION (F .M=10+40=50)
Unit-I: Philosophical perspectives in Education:
Education: Concept, Nature, Characteristics and Forms
Philosophy: Meaning, Nature and Characteristics
Theories of Philosophy – Meta Physics, Epistemology, Axiology and their
relevance to education
Education: A Philosophical Perspectives
Unit-II: Philosophical and Educational Thoughts of Great Thinkers:
Western Philosophers – Late J.J.Rousseau & John Dewey
Eastern Philosophers – Gandhiji, Tagore & Sri Aurobindo
Their Contributions to the theory and practice of education
Unit-III: Western Schools of Philosophy and Education
Traditional Philosophical thoughts: Idealism, Naturalism and Pragmatism
Contemporary Philosophical Thoughts – Existentialism, Progressivism and
Reconstructionalism
Unit-IV: Indian Schools of Philosophy:
Common characteristics of Indian Philosophy
Sankhya, Vedic, Buddhist, Jain and Islamic tradition with reference to knowledge,
Reality, Values and their educational Implications.
Comparision of Western and Eastern Philosophies of education
Suggested Readings:
Agarwalla, J.C. – Theory and principles of Education, Vikas Publishing House, New Delhi, 2002
Brubacher, John S. – Modern Philosophies of Education, McGraw Hill Book, New York, 1969
Bhatia, K. and Bhatia, B.D. – Theory and Principles of Education
Dewey, John – Democracy and Education, Free Press, New York, 1966
Nayak, B. K. – Text Book of Foundation of Education, Kitab Mahal, Cuttack
Pandey, R. S. – Principles of Education, Vinod Pustak Mandir, Agra, 2001
Saiyadain, K. G. – Education and Social Order, Asia Publishing House, Bombay
Saxena, N. R. Swarup – Principles of Education, Surya Publication, Meerut, 2002
Taneja, V. R. – Educational Thought and Practice, Sterling Publishers, New Delhi, 2000
MED-102: SOCIOLOGICAL FOUNDATIONS OF EDUCATION (F .M=10+40=50)
Unit-I: Sociology and Education:
Relationship between Sociology and Education; Meaning, Nature of Educational
Sociology and Sociology of Education
Education as a sub-system and various other sub-system of the society – Home,
Community, State, Religion, Culture and Politics
Unit-II: Indian Social Structure and Education:
Social Structure, Social Stratification and Social Mobility: Impact on Education
Process
Education, Social Change and Social Control and Social Mobility
Unit-III: Education, Society and the School System:
Social System: School as a Social System
Social Structure, Social Stratification and Social Mobility
Education and Socialisation
Unit-IV: Sociological Perspective of Education:
Understanding Education: A Sociological Perspective
Culture, Modernization, Privatisation and Globalisation: Impact of Education
Recent Trends in Social Evolution
Suggested Readings:
Chaubey, S.P. and Chaubey, A. – Foundations of Education,Vikas Publishing House,Delhi, 2002
Johnson, Harry M. – Sociology, A Systematic Introduction, Allied Publ. Ltd., New Delhi, 1998
Mathur, S. S. – A Sociological Approach to Indian Education, Vinod Pustak Mandir, Agra, 2002
Pandey, R.S. – Principles of Education, Vinod Pustak Mandir, Agra, 2002
Sharma, Rajendra K. – Social Change and Social Control, Atlanta Publ. and Distr., Delhi, 1997
Sharma,Y.S. – Foundations in Sociology of Education, Anishka Publ. Distributors, Delhi, 2004
Srinivas, M.N. – Social Change in Modern India, Orient Longman, New Delhi, 1995
Shukla, S. and Kumar, K. – Sociological Perspectives in Education: A Reader, Chanakya
Publication, Delhi, 1985
MED-103: METHODOLOGY OF EDUCATION RESEARCH (F .M=10+40=50)
Unit-I: Educational Research:
Meaning, Nature and Scope of Educational Research
Types of Educational Research – Basic, Applied and Action Research
Methods of Research – Philosophical, Historical, Descriptive and Experimental
Contribution of Research Knowledge to the Practice of Education
Unit-II: Research Problems:
Survey, Review and Importance of related Literature
Selection, Definition and Evaluation of Research Problem
Unit-III: Methodology and Design:
Sampling – Meaning, Types, Sample Size
Meaning, Types and Significance of Hypothesis
Tools of Research – Interview, Observation, Questionnaire, Checklist, Rating Scale,
Standardized Test, Projective and Non-Projective Techniques
Research Proposal – Meaning and Importance
Unit-IV: Research Report and Dissemination Style Manual, Format of the Research Report,
Presentation of Tables and Figures in the Research Report, Editing, Foot notes,
References, Bibliographies
Suggested Readings:
Best, John W. (1983) – Research in Education, Prentice Hall of India, New Delhi
Bhandarkar, P.L. and Wilkinson, T.S. (2010) – Methodology and Techniques of Social Research,
Himalaya Publ. House, New Delhi
Bhattacharya, D.K. (2003) – Research Methodology, Excel Book, New Delhi
Ebel, R.L. ed. (1969) – Encyclopaedia of Educational Research, Macmillon Company, London
Good, Carter V. (1959) – Essentials of Educational Research Methodology and Design,
Appleton-Century Crobts, New York
Koul, Lokesh (1996) – Methodology of Educational Research, Vikash Publication, Delhi
Rao, Usha (2007) – Action Research, Himalaya Publ. House, New Delhi
Sharma, R. A. (2000) – Fundamentals of Educational Research, International Publ. House,
Meerut
MED-104: STATISTICS IN EDUCATION (F .M=10+40=50)
Unit-I: Statistics in General:
Statistics – Meaning, Nature and Scope
Types of Data – Quantitative and Qualitative
Scales of Measurement – Ordinal, Nominal, Ratio, Interval
Tabulation of Data, Frequency Distribution
Graphical Representation of Data, Histogram, Polygon and Ogive
Unit-II:
Measures of Variability – Range, Average Deviation, Quartile Deviation, Standard
Deviation
Normal Curve – Characteristics and Application of Normal Probability Curve
Standard Score – Z Score and T Score
Examining Relationship – Rank, Difference, Product Moment, Bi-Serial, Multiple
Correlation, Scatter Diagram
Unit-III: Inferential Statistics (Parametric):
Concept of Parameter and Statistics, Sampling Error
Testing of Hypothesis – Null and Alternative Hypothesis, Types of Error (Type-I &
Type-II), Levels of Significance, Degrees of Freedom, One Tailed and Two Tailed
Tests
Significance of Difference between two means (Independent and Correlated Samples)
Analysis of Variance (ANOVA) – One Way, Two Way, Assumptions, Computation
and Uses
Unit-IV: Non-Parametric Statistics:
Concept of Non-Parametric Statistics- Advantages and Limitations
Chi-Square Test and its Uses
Sign Test, Rank Test and Median Test
Suggested Readings:
Garrett, H.E. (1971) – Statistics in Psychology and Education, Paragon Int. Publ., New Delhi
Guilford, J.P.(1965) – Fundamental Statistics in Psychology and Education,McGraw Hill,N.York
Mangal, S.K. (2008) – Statistics in Education and Psychology, Prentice Hall of India, New Delhi
MC Nemar (1962) – Psychological Statistics, 3rd
ed, John Wiley & Sons, New York
Tate, M.W. (1955) – Statistics in Education, Mac Millan Co., New York
Edwards, A.L. (1960) – Experimental Designs in Psychological Research, Henry Holt,NewYork
Fisher, R.A. (1950) – Statistical Methods for Research Workers, Habner Publishing, New York
Lindquist, E.F. (1940) – Statistical Analysis in Educational Research, Houghton Mifflin, Boston
MED-105: PEDAGOGICAL SUBJECTS (ANY ONE) (F .M=10+40=50)
A) PEDAGOGY OF ENGLISH
Unit-I: Place of English in Curriculum:
Importance of English Language in India and Abroad
Place of English Language as a Compulsory Subject in School Curriculum
Objectives of English Language at Elementary and Secondary Level
Four-fold Skills of Teaching English Language and their Interdependence
Unit-II: Methods/Approaches of Teaching English:
Understanding of different Methods and Strategies- Translation Method, Direct
Method, Structural Method, Communicative Approach, Group Learning
Transaction of Prose, Poetry and Grammar
Preparation of Unit Plan and Lesson Plan
Preparation of Low Cost and No-Cost Teaching Material
Preparation of Objective Type and Objective Based Test Items
Unit-III:
Preparation of Lesson Plan following Communicative Approach and Constructivist
Approach (5E and ICON Models)
Strategies for enrichment of Vocabulary in English-Word Formation,Skill and Spelling
Teaching Learning Materials in English- Types and Uses
Assessment in English, Assessing Skills in English, Framing different types of Objective
based Test Items (Extended Response Type, Restrictive Response Type and Objective
Type), Portfolio in Assessment of English, Continuous Assessment of Learners,
performance in English within and beyond Classroom Situations.
Unit-IV: Characteristics of Language:
Analysis of English Language with reference to Substance, Form and Context
Sounds of English Language, Consonants and Vowels (Pure and Dip thongs)
Articulation of Sounds in English, Appropriate use of Organs of Speerch
Patterns of Stress and Intonation in English language
Kinds of Errors made by Odia-speaking Learners while speaking English and their
Remediation.
Suggested Readings:
Kohli, A. L. (2010) – Techniques of Teaching English, Dhanpat Rai Publ., New Delhi
Jain, R. K. (1994) – Essentials of English Teaching, Vinod Pustak Mandir, Agra
Sharma, K. L. (1970) – Methods of Teaching English in India, Laxmi Narayan Agarwal, Agra
Shrivastava,B.D.(1968) –Structural Approach to the Teaching of English, Ramprasad&Sons,Agra
Baruah, T.C.(1984) – The English Teacher’s Handbook, Sterling Publishers, New Delhi
Bista, A.R.(1965) – Teaching of English, 6th
ed., Vinod Pustak Mandir, Agra
Billows, F.L. (1975) – The Techniques of Language Teaching, Longman, London
Mukalel, Joseph C. (2009) – Approaches to English Language Teaching, Discovery Publishing
House, New Delhi
B) PEDAGOGY OF ODIA
Unit-I: Importance, Place Language Policy of Teaching Mother Tongue (Odia):
Concept of Mother Tongue and role of Mother Tongue in the Life of an individual
Place of mother tongue in School Curriculum
Aims and Objectives of teaching Odia at School level
Odia as medium of instruction (as first language and second language)
Multilingualism and importance of mother tongue
Home/first language as envisaged in NCF-2005
Unit-II: Methods of Teaching Odia:
Traditional and modern approaches of teaching Odia
Different approaches of teaching Odia;reading and comprehension method, recitation
and narration method, play-way method, activity method, dramatization method &
interactive and communicative approach; Creative writing in Odia
Preparation of lesson plan using 5E and ICON design model
Unit-III: Teaching Aids and Assessment for Teaching Odia:
Importance of teaching aids and types of teaching aids for teaching Odia
Educational uses of different teaching aids
Assessment of specific language skills
Tools of assessment in Odia language
Unit-IV: Pedagogical Treatment of Content:
Each of the following content shall be analysed in terms of the pedagogical treatment
indicated below-
Content Pedagogical Treatment
Prose- Jatiya Jivana
- Prakruta Bandhu
Poem- Matira Manisha
- Padma
Grammer- Karaka
Bibhakti
Samasa
- Formulation of Learning Objective
- Selection of method approaches
- Preparation of matarials
- Praparation of Teaching Learning
activities
- Assessment strategies
Suggested Readings:
Daswani, C. J. – Language Education in Multilingual India, UNESCO, New Delhi
Kocchar, S.K. – Teaching of Mother Tongue, Sterling Publishers, New Delhi
Mathur, S.A. – Sociological Approach to Indian Education, Vinod Pustak Bhandar, Agra
Nayak, B. and Mohanty, J. – Odia Bhasa O Sahitya Bhitibhumi O Shikshyadan Padhati,
Jagannath Process, Toni Road, Cuttack-2
Palmer, H.P. – Principles of Language Teaching, George G. Harrep and Co. Ltd,.
Rybum, W.M – Suggestions for the Teaching of Mother Tongue, OUP
Saiyadain, K.G. – Education and Social Order, Asia Publishing House, Bombay
NCERT (2005) – National Curriculum Framework, New Delhi
C) PEDAGOGY OF SOCIAL SCIENCE
Unit-I: Concept, Objectives and Values of Teaching History & Pol. Science:
Meaning, Nature and Scope of History & Pol. Science
Values of teaching History & Pol. Science
Recommendations of NCF-2005 on teaching of History & Pol. Science
Aims and Objectives of teaching History & Pol. Science
Approaches to Curriculum in History-Biographical, Chromo logical and Concentric
Unit-II: Methods and Approaches of Teaching- Learning of History & Pol. Science:
Story Telling
Narration- cum- discussion
Dramatization
Source Method
Field Trips
Time line – Concept, Aspects, Type and Use
Unit-III: Transactional Strategies:
Techniques of evaluation in History & Pol. Science
Preparation of lesson plan and unit plan
Unit-IV: Pedagogical Analysis of Contents:
Content Aspects of Pedagogical Treatment
History:
- Rise of the British power in india
- The great Indian revolt of 1857
- India’s struggle for freedom,
American war of independence
- French revolution
Pol. Science:
- Salient features of Indian
Constitution
- Fundamental Rights
- Power of Prime Minister and
President
Pedagogical analysis of the units with
reference to-
- Identification of concepts and sub-
concept
- Expected specific learning outcomes
- Methods/approaches of teaching learning
- Teaching learning materials to be used
- Expected teacher and students activities
- Assessment strategies (Formative)
Suggested Readings:
Burton, W.H.(1972) – Principles of History Teaching, Methuen, London
Choudhary, K.P. (1975) – The Effective Teaching of History in India, NCERT, New Delhi
Ghate, V.D. (1956) – Teaching of History, Oxford University Press, Bombay
D) PEDAGOGY OF MATHEMATICS
Unit-I: Foundation of Mathematics Education:
Nature and Scope of Mathematics
Importance of Mathematics at elementary and secondary levels, Objectives of teaching
learning Mathematics at these two levels
Curriculum reforms in school mathematics, rationale, objectives, principlers, designs
and materials in mathematics, recent curricular reforms at the national and state levels
(NCF-2005)
Unit-II: Methods of Teaching- Learning Mathematics:
Induction and Deduction, Analysis and Synthesis
Problem Solving
Constructivist approaches, 5E and ICON models
Instructional materials in teaching Mathematics
Unit-III: Curricular Activities in Mathematics:
Preparation of lesson plans (Traditional, activity and constructivist approaches)
Activities in Mathematics- Mathematics Quiz, Mathematics Club, Mathematics
Exhibition, Planning and Organising Mathematics laboratory activities
Techniques of evaluation in Mathematics
Diagnosis of difficulties in learning mathematical concepts, Remediation of the
difficulties, Enrichment programmes in mathematics learning
Unit-IV: Pedagogical Treatment of Contents:
Each of the following contents shall be analysed in terms of pedagogical treatment in
the right cell below-
Content Aspects of Pedagogical Treatment
- Number system, Ratio and Proportion
- Algebraic equations: Linear, Simultaneous
and Quadratic equations and their
graphical solutions, Polynomials
- Lines and Angles, Axioms, Triangles,
Polygons and Circles, Coordinate
Geometry
- Trigonometric ratios and Identities,
Problems on Height and Distance
- Identification of concepts and sub
concept
- Expected specific learning outcomes
- Methods/approaches of teaching
learning
- Teaching learning materials to be used
- Expected teacher and students
activities
- Assessment strategies
Suggested Readings:
Cooney, Thomas J., et al. (1975) – Dynamics of Teaching Secondary School Mathematics,
Houghton Mifflin, Boston
NCERT (1998) – A Text Book of Content-cum-Methodology of Teaching Mathematics
NCERT (2005) – National Curriculum Framework
NCERT (2006) – Position Paper of National Focus Group on Teaching Mathematics
James, A. (2003) – Teaching Mathematics, Neel Kamal Publication, Hyderabad
Michel (1982) – Teaching Mathematics, Nicholas Publication Co, New York
Sidhu, K. S. (1985) – Teaching of Mathematics, Sterling Publication, New Delhi
E) PEDAGOGY OF SCIENCE (PHYSICAL SCIENCE)
Unit-I: Physical Science in School Curriculum:
Nature of Physical Science- Nature and Scope of Science and Physical science in
particular, Importance of Physical Science in daily life
Objectives of teaching learning Physical Science at the Secondary School level
Curriculum reforms in Science education- Rationale, Objectives, Principles, Designs
and Materials in Science, Recent Curricular reforms at the National and State level
(NCF 2005)
Unit-II: Methods of Teaching- Learning of Physical Science:
Discovery, Nature and Purpose; guided discovery strategies in teaching learning of
concepts in Physical Science
Experimentation – Experimentation under controlled conditions within laboratory and
beyond laboratory situation, process and limitations.
Problem Solving – Problem identification, formulation of hypothesis, collection of
data, testing hypothesis and arriving at solution.
Demonstration – cum- Discussion
Project situation analysis, Selection of Project, Preparation of the Project Proposal,
Implementation of the Project, Evaluation and Reporting
Unit-III: Curricular Activities in physical Science:
Preparation of unit plan; Preparation of lesson plans ( Traditional activity, approach and
constructional approach)
Teaching Learning Resources – Physical Science laboratory; Preparation, Collection,
Procurement and use of teaching learning materials in physical science like Charts,
Graphs, Bulletin Boards, Models, ICT materials like Film strips, Slides,
Transparencies, T.V., Radio and Video, Computer and Internet; Community Resources
Learning Activities – Field Trip, Science Club, Science Seminar, Science Exhibition
Assessment – Devices: Written, Oral, assignment, portfolio
- Planning for continuous assessment of classroom learning
- Remedial teaching in physical Science
Unit-IV: Pedagogical Treatment of Contents:
Content Aspects of Pedagogical Treatment
Understanding key concept in Physical
Science
- Atomic Structure: Atoms and Molecules,
Classification of elements
- Motion, Laws of motion, concept of work,
energy, pressure and their management
- Energy: Sources and forms of energy,
Renewable and non-renewable energy.
- Heat, Light and sound
Pedagogical analysis of the basic
concepts discussed in Unit-IV shall be
done with reference to-
- Identification of concepts and sub-
concepts
- Expected specific learning outcomes
- Methods/approaches of teaching
learning
- Teaching Learning materials to be
used
- Expected teacher and student
activities
- Assessment strategies
Suggested Readings:
Das, R. C. (2005) – Science Teaching in School, Sterling Publishers, New Delhi
Kumar, A. (2003) – Teaching of Physical Science, Anmol Publications, New Delhi
NCERT (1982) – Teaching of Science in Secondary Schools, New Delhi
NCERT (2005) – National Curriculum Frame Work
MED-106: PRACTICAL INTERNSHIP (F.M=50)
Each student will prepare 10 lesson plans on a school subject following i) Traditional Method (5
lesson plans), ii) 5E’s and/or Interpretation construction design approach under the supervision
of method teacher. Then the student will deliver 10 lessons on the said method subject in a
Secondary school which will be supervised by the subject teacher of the school and
countersigned by the Headmaster of that school.
Practical examination for the method subject will be conducted by the Internal and
External examiners to be appointed by the University. The mark will be distributed as follows:
a) Maintenance of Lesson Plan Record – 10 marks
b) Delivery of Lesson – 20 marks
c) Use of Teaching Aids – 10 marks
d) Viva-Voce – 10 marks
SEMESTER – II
MED-201: ADVANCED EDUCATIONAL PSYCHOLOGY (F.M. = 10+40=50)
UNIT – I: Psychology and Education and Schools of Psychology
Psychology and Education – relationship
Meaning, nature and scope of Educational Psychology; contributions to the
theory and practice of Education.
Contributions of the following schools of Psychology to Education –
Behaviourism, Gestalt, Herruic and Psycho- analysis.
Contributions of Ausubel, Bloom and Gagne in the field of Educational
Psychology.
UNIT – II: Human Development and The Developmental Process
Physical, cognitive, social, emotional and natural development of the child and
the adolescent
Needs, problems and developmental tasks of adolescents
Theories of development:
a) Piaget’s Theory of cognitive development
b) Erikson’s Theory of Psycho – social development
Factors influencing development-
Heredity, environment, nutrition, child – rearing etc.
UNIT – III: Learning and Learning Process
Concept, meaning and nature of Learning and Learning Process.
Gagne’s hierarchy of Learning.
Approaches to Learning and Their educational implications.
a) Behaviourism ( Pavlov,Thorndike and Skinner)
b) Social cognitivism- Baudura’s Observational Learning.
c) Hull’s Reinforcement Theory of Learning.
d) Bruner’s discovery or Concept development Theory.
Social Constructivism ( Vygotsky)
Transfer of Learning- Meaning, types.
UNIT – IV : Personality and abilities; Their Development
Personality – Meaning and nature; type and trait Theories, measurement of
personality.
Adjustment, Defense Mechanism, Mental Hygiene and mental health,Stress
management.
Intelligence - Meaning, nature, Theories and measurement
Creativity - Meaning, nature and measurement ,Development of creative
ability.
Individual Difference – Meaning , nature ,causes and educational provisions.
Suggested Readings:
1. Aggarwal, G.C.; Psychology of Learning and Development
2. Chauhan, S.S. ; Advanced Educational Psychology
3. Dash, N. ; Fundamentals of Educational Psychology
4. Gagne, R.M. (1985). The conditions of Learning and Theoryof Instruction (4th
edition), New York
5. Gardner, Howard (1989) . Frames of Mind ; The Theory of multiple Intelligence,
Basic Books, New York.
6. Mangal, S.K. , Essentials of Educational Psychology; New Delhi.
7. Vygotsky, L.S. : Mind in Society ; Harvard University Press, 1978
MED-202: COMPARATIVE EDUCATION : NATIONAL AND INTERATIONAL
PERSPECTIVES (F.M. =
10+40=50)
UNIT – I Comparative Education :
Need, scope and purpose of Comparative Education. Major concepts in
Comparative Education.
UNIT – II Approaches to Comparative Education:
Historical, cross – disciplinary, problem approach, Factors affecting the study of
Comparative Education.
UNIT – III
A comparative study of Elementary and Secondary education, Vocational education
Vocationalisation of secondary education and Higher education of India with that of
UK, USA and USSR.
UNIT – IV : A Comparative study of the following of India with that of UK, USA and USSR –
i) Distance and Continuing education,
ii) Population Education,
iii) Environmental Education,
iv) Teacher Education,
v) ITC and Computer Education.
Suggested Readings:
A. Biswas and G.C. Aggarwal (1972) Comparative Education (India, UK, USA,
USSR) ; Arya Book Depot, Karol Bagh, New Delhi.
D.S. Kothari,(1971) National System Abroad ; India
Government of India, Ministry of Human Resource Development: National Policy on
Education, 1986 and Programme of Action (1992)
L. Mukherjee, (1975) Comparative Education; Allied Publisher, New Delhi
Report of Education Commission, (1966) Education and National Development,
Ministry of Education, New Delhi
S.N. Mukherjee (1950) History of Education in India, Acharya Book Depot, Baroda,
India
MED-203: EDUCATIONAL TECHNOLOGY (F.M. = 10+40=50)
UNIT – I
Educational Technology – Meaning, nature, scope and significance
Components of Educational Technology – Software, hardware and system analysis
Educational Technology and Instructional Technology
Educational Technology in formal, distance and open learning system
UNIT – II Communication Process and Instruction:
Theory, concept, nature, process, types and components : classroom communication;
ICT and Multi media as in teaching learning, Task analysis, Computer as a learning
Resource.
UNIT – III Teaching Levels ; Strategies and Models;
Memory, understanding and Reflective levels of teaching,
Teaching strategies – meaning, nature, functions and types
Teaching Models – Concept attainment model , Asubel’s model
Micro –teaching, Flanders Interaction Analysis
UNIT – IV Devices of Educational Technology:
Programmed Instruction – Origin, types – Linear and Branding ; development of
programmed instruction materials ; Teaching Machines
Computer assisted instruction
Emerging trends in educational technology – Video tape, Radio and Television, Tele-
Conferencing, CCTV, INSAT.
Suggested Readings –
Buch, M.B. (1972) Communication in classroom, CASE, Faculty of Education and
Psychology, M.S. University, Baroda
Das, R.C. (1993), Educational Technology – A Basic Text, New Delhi
Rao, V.K. (2003) Educational Technology, A.P.H. Publishing Corporation; New
Delhi.
Rogers, Everett M. (1986) Communication Technology: The new media in Society:
The Free Press, New York.
Sharma, R.A (1983) Technology of Teaching, International Publishing House
Singh, L.C. (Ed) (2010) Educational Technology for Teachers and Educators, New
Delhi.
MED-204: LIFE- LONG EDUCATION (F.M. = 10+40=50)
UNIT – I
Concept, nature and scope of Life – long Education
Philosophical basis of the concept of Life – long Education- Humanism and
Existentialism
Sociological basis of the concept of life long education
Need and importance of Life- long education in the contemporary world.
Historical perspectives of Life – long education in India – Pre and Post independence
period
UNIT – II: Life – long Education and Development
Social, cultural, political and economic development
Approaches to Life – long learning in different Five year plans in India
Programmes of Life – long Education in India – Social education, National Adult
Education and National Literacy Mission
UNIT – III Emerging needs and prospects of life – long education
Life – long learning needs of industries
Distance Education – meaning, need and importance, need of open distance education
in India
Role of NGOs, UNESCO declaration of Adult and life – long learning. Literacy
Mission
UNIT – IV Trends of Life – long Education in India and Abroad
Trends of Adult and Life – long education in Asia with focus on SAARC countries
Life – long education in developed and developing countries – China, USA, USSR
and India
Literacy Initiatives for empowerment of Women 2005 – 2015, E – 9 countries
Suggested Readings:
Alford, H.J. (1968): Continuing Education – In Action: Residential Centers of Life
long Learning. New York: Wiley.
Cropley, A.J. (1977): Life long Education: a Psychological Analysis. New York:
Pergamon Press.
Daniel, W. (Ed.) (1987) : The Future of Literacy in Changing World. New York,
Tpkya: Pergamon Press, Oxford.
French, et. Al. (Eds.) (1999): Interest Based Learning. UK: Kogan Page.
Freire, Paulo (1970) Pedagogy of the Oppressed; New York:
Rajesh & Dixit, V.K. (2011) Life long Education Learning: Issues and challenges
New Delhi: Global Book Organisation
MED-205: SPECIAL PAPER (F.M. = 10+40=50)
(A) OPEN AND DISTANCE LEARNING
UNIT –I Open and Distance Learning
Concept, meaning and definitions; need and characteristics, components: Growth of
Distance Learning System, Open and Distance Learning System in India.
UNIT – II
Information and communication Technologies and their application in Distance
Education; Designing and preparing self – instructional materials: Electronic Media-
Television and computers for Distance Learning
UNIT – III Learning at a Distance
Student support service and their management in Distance Education; Technical and
vocational programs and programmes for Women and rural development in Distance
Education.
UNIT – IV Quality Enhancement and Evaluation Programmes in Distance Education
Quality assurance – need and importance; Mechanisms for maintenance of standards
and cost – benefit analysis in Distance education; Evaluation programmes in Distance
Education
Suggested Learnings:
Chib, S.S. (1986) Distance Education, Chandigarh
Joshi, P.K.(2007) Modern Distance Education, New Delhi, Annual Publications
Khan, I. (1994) Distance Teaching, Delhi; Amar Prakashan
(B) SPECIAL EDUCATION
UNIT – I Concept and nature of special education:
Concept, nature, objectives, types, historical perspective, Integrated education.
UNIT – II: Education of the Gifted and Creative children and Slow learner:
Characteristics of Gifted and Creative Children and Slow learners, identification
process, Educational programmes.
UNIT – III Education of the Mentally Retarded and Learning Disabled Children:
Characteristics, identification and prevention, Educational programmes, Teaching
strategies and remedial programmes, mental hygiene , problems of alcoholism, drug.
addiction, anti – social and character disorder.
UNIT –IV Education of Orthopaedically Handicapped, Visual and Hearing impaired:
Orthopaedically handicapped – types of handicap, characteristics, educational
programmes
Visually impaired – characteristics, degree of impairment, prevention, educational
programmes
Hearing impaired - characteristics, degree of impairment, prevention, educational
programmes
Suggested Readings:
Batshaw, M.L. (1997) Children with Disabilities, Brookes
Crow & Crow (1973), Educational psychology, New Delhi, Eurasia publishing house
Kirk, S.A. (2005) Educating Exceptional children, Houghton Mifflien Company
Mesibov, G.B., A. W. Adams and L.G. Klinger (1997), Austism; understanding the
Disorder, New York: Plenum
World Health Organization (1980), International classification of Impairments,
Disabilities and Handicap, Geneva Switzerland
(C) POPULATION AND ENVIRONMENTAL EDUCATION
UNIT – I
Environmental Education – concept, importance, scope, aims & objectives
Relationship between Environment and Education – Ecological and Psychological
Perspectives.
Content, objectives, methods, approaches and strategies of environmental education at
different levels.
Role of media
UNIT – II
Environmental degradation : meaning and areas
Eco – environmental concerns in India : Present scenario and future needs
Environmental management : concept, planning, organization and agencies.
- National schemes and movements related to environmental protection.
- Environmental laws and constitutional provisions.
UNIT – III
Population education: concept, objectives, scope and approaches, population explosion and
Environment.
Population Dynamics : determinants of population growth
Traditional and sociological, economic and political factors in population
UNIT – IV
Problems of population Growth : Family life, health and nutritional problems
Population growth and population policies
Role of Teacher in population growth
Suggested Readings
Agarwal, A and Narain, S. – Towards a Green World Center for science and
Environment New Delhi.
Rao – Environment pollution Control, Wiley, New Delhi.
Ray – Pollution and Health Wiley, New Delhi
Saxena – Environmental Education. Bhargava Book House
MED-206: PRACTICUM:- SEMINAR (F.M. = 50)
SEMESTER – III
MED – 301 MEASUREMENT AND EVALUATION IN EDUCATION
( F.M = 10+40=50)
UNIT – I
Measurement and Evaluation in teaching learning process
Concept of Educational Measurement and Evaluation, Difference between Assessment,
Measurement and Evaluation, General principle of Evaluation
Types of Evaluation procedure
UNIT –II
Characteristics of a good measuring instrument -: Validity, Reliability, Objectivity and
Usability.
UNIT – III
Construction and use of Classroom Test
Construction of Achievement Test
Improving Quality of Test items through Item – Analysis.
UNIT – IV
Constructivist evaluation process – Self, peer and collaborative evaluation, observation,
assignment and concept mapping.
Continuous and Comprehensive Evaluation
Marks vs. Grade
On line examination, open – book examination, Teacher assessment by students
Suggested Readings -:
- Aggrawal, J.C. (1997). Essentials of Examination System, Evaluation, Test and
Measurement. New Delhi: Vikas Publishing House Pvt Ltd.
- Blooms, B.S. (1956). Taxonomy of Educational Objectives. New York: Longman Green
and Company
- Gronlund, N.E. (2003). Assessment of student Achievement. Boston: Allyn & Bacon.
- National Council of Educational Research and Training (2005). National Curriculum
Framework, 2005. New Delhi: NCERT
- National Council of Educational Research and Training (2006). Position paper
Examination Reforms. New Delhi: NCERT
- National Council of Educational Research and Training (2008). Source Book on
Assessment for class I – V: Social Sciences. New Delhi : NCERT
MED – 302 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
IN EDUCATION (F.M.-10+40=50)
UNIT – I ICT – Skill development
Computer fundamentals and Operating system
CAI – Meaning, models; Advantages and disadvantages of CAI
MS – Word, MS – PowerPoint, MS – Excel
UNIT – II ICT in Education
ICT in Education : Meaning, nature and scope
E – learning and Blended Learning
Free and open source software (FOSS)
Open Educational Resources (OER)
UNIT – III Approaches, stages and competencies
Approaches in adoption and use of ICT in education : - Emerging, applying, infusing and
transforming
Stages of ICT usage : awareness, learning how, understanding how and when
Teacher competencies : content pedagogy, technology, integration
UNIT – IV ICT Tools
Computers as Communication and Research Tools;
Internet : Meaning, history, working , educational uses of internet
Electronic Mail : Opening of e – Mail account, sending and receiving mails and
attachment
Use in Research : Making of Synopsis, cover page, report writing by using word
processing
Use of spreadsheet (Excel, SPSS) in research – Data entry, Data analysis, chart, maps
Presentation software : Steps in the development of electronic slides, presentation of
research report
Suggested Readings:-
- Agrawal, Vinod C. (1996) Pedagogy of computer literacy : an Indian experience,
Concept; New Delhi
- Mishra, S. (2008). Developing E – Learning Materials: Some Pedagogical Concerns.
Indian Journal of Open Learning, 17 (2).
- NCERT (2006). National Curriculum Framework 2005 Position Paper National Focus
Group on Educational Technology. New Delhi: Author.
- Resta, P. (Ed.) (2002). Information and Communication Technology in Teacher
Education: A Planning Guide, Paris: UNESCO.
-
- UNESCO (2002) Information and Communication Technology in Teacher Education A
Planning Guide, Paris: Author
- UNESCO (2002) Information and Communication Technology in Education: A
Curriculum for schools and programme of teacher development. Paris: UNESCO
MED – 303 HISTORY OF INDIAN EDUCATION (F.M. – 10+40= 50)
UNIT – I Development of Education in Ancient India
Vedic and post Vedic Education: key features and its educational significance
Buddhist Education: key features and relevance. Basic teaching of Buddhism
UNIT – II Education in Medieval India
Education in the Muslim Period: key features and its educational significance
Important centers of education under Muslim Rule
UNIT – III Education in British India
Oriental – Anglicist controversy and Macaulay’s Minute
Wood’s Despatch, 1954, Hunter Commission – 1882, Indian University Commission
1902 , Gokhale’ s Bill forcompulsory primary Education 1910- 12, Calcutta University
Commission 1917, Hartog Committee 1929, Wardha Scheme of Education 1937, Sargent
Report 1944
( Reasons for appointment, the general recommendation, impact on Indian Education)
UNIT – IV Development of Education in Independent India
University Education Commission, 1948-49, Secondary Education Commission, 1952-
53, Indian Education Commission 1964-66 (aims of education, curriculum, methods of
teaching, relevance in present day)
Thrust areas in NPE – 1986, Revised n 1992
Aims and qualitative improvement of higher education with reference to – National
Knowledge Commission – 2006
Suggested Readings:-
- Aggarwal, J.C.(2010) Landmarks in the History of Modern Indian Education (7th
Ed)
New Delhi: Vikash Publishing Pvt Ltd
- Das, K.K. (1993). Development of Education in India. New Delhi: Kalyani Publishers
- Dash, B.N. (1991). Development of Education in India. New Delhi: Ajanta Prakashan
- Mukherjee, R.K.(1988). Ancient Indian Education. New Delhi: Motilal Banarsidass
- Mukherjee, S.N. History of Education in India
- Ghosh, S.C. (1989) : Education Policy in India Since Warren Hastings, Calcutta: N-
Prakashan
MED – 304 CONTEMPORY ISSUES AND CONCERNS IN EDUCATION
(F.M.-10+40=50)
UNIT – I Current Issues in Educational Practice
Equality and equity : meaning, needs and importance – related constitutional provision
Nature and forms of inequality with reference to Gender, socio – eco status, minority,
locality, children with special needs.
Causes of inequalities
Effort to address above issues through RTE, SSA, RMSA
UNIT –II Quality in Education
Quality Education – Concept indicators
Quality improvement in education :- setting up standards for performance, supporting
inputs, adopting flexible strategies for learning and monitoring
Organizational strategies for enhancement of quality in school education
Role of teacher for enhancing quality in education
UNIT – III Life Skill Education
Meaning, concept and importance
Core – skills recommended by WHO
Role of teacher in facilitating the development of life – skill
Role of community in promoting learner’s life skills
UNIT – IV Contemporary Issues in Education
Liberalization, Globalization in Education
Conservation of environment – need, issues and importance in global and local context
Human rights and Education – RCFCE Act 2009
Suggested Readings:-
- Anand, C.L.Chal (1983) . Teacher and Education in Emerging Indian Society, NCERT,
New Delhi
- Govt. of India (1992), Programming of Action (POA) of NPE, Ministry of HRD, New
Delhi
- Ministry of Education, Govt. of India (1966) Education Commission, 1964 – 66 :
Education and National Development, New Delhi
- Ministry of Law and Justice (2009) Right to Education, Govt. of India, New Delhi
- Mohanty, G. (1986), School Education in Emerging Society; Sterling Publishers,
MacMillan, New Delhi
- Ministry of HRD, Department of Education (1986) National Policy on Education, New
Delhi
- NCERT, (1986) School Education in India: Present Status and Future Needs, New Delhi
- NCERT(1993), Teacher and Education in Emerging Indian Society, New Delhi
- UNESCO (2004). Education for All: The Quality Imperative. EFA Global Monitoring
Report, Paris
PAPER – 305 SPECIAL PAPER (F.M.-10+40=50)
(A) TEACHER EDUCATION IN INDIA :- GROWTH AND DEVELOPMENT
UNIT – I Teacher Education Programmes and Institution:
Teacher Education – Concept, nature, aims and scope
Teacher Education Programmes
Specific programmes for teacher preparation
UNIT – II Teacher Education Curriculum and Transaction
Teacher Education curriculum at different stages
Strategies of Transaction
Professional Development of Teacher Educators
UNIT – III Teacher Education through Open and distance learning
Design, development and delivery of Programmes
Media and Technology in Distance Teacher Education
IGNOU M.A. and M.Ed Programmes
UNIT – IV Innovations and Research on Teacher Education:
Innovative programmes in recurrent training of School teachers
Research in teacher Education
Suggested Readings :-
- Aggarwal, J.C. (1973). Landmarks in the History of ModernIndian Education. New Delhi
- Aggarwal, J.C. and Aggarwal, S.P. (1992). Educational Planning in India with a slant to
Educational financing and Administration. New Delhi
- MHRD (1986) National Policy on Education- 1986, New Delhi
- MHRD (1995). The Teacher and Society, Chattopadhyaya Committee report (1983 – 95).
MHRD, GOI
- Mohanty, J. (2008) Teacher Education. New Delhi: Deep & Deep
- NCERT (2004). Curriculum Framework for Teacher Education. Author, New Delhi
- NCERT (2006a). NATIONAL Curriculum Framework – 2005. New Delhi: NCERT
- NCERT (2006c). Teacher Education for Curriculum Renewal. New Delhi: NCERT
- NCERT (2008). Sixth Survey of Research in Education Vol – II. New Delhi: NCERT
(B) ECONOMICS OF EDUCATION
UNIT – I Conceptual Background and Cost of Education
Meaning, definition, scope and importance of Economics of Education, The relationship
between education and the economic system
Cost of Education: concept, types of Educational Cost
UNIT – II Sources of funds and budgetary allocation:-
Financing of Education : Sources of finance for Education, Private, Public Fees,
Donation
Budgetary Provision – Concept of budget, Annual grant, developmental grants and
maintenance grants, Allocation of funds to education in the Twelfth – Five year plan
UNIT – III Sustainable Development and Education
Concept of sustainable development
Education and sustainable development :- needs, policy initiatives
Education and capacity building: Economic, Socio- cultural and Environmental
UNIT – IV Productivity and Wastage of Education:
Productivity of the educational system
Internal and external efficiency of the Educational system : Dual approach, process
approach, product approach
Meaning, definition and significance of wastages in Education, types of wastage: money,
time, material resources and human capital.
Suggested Readings
- Blaug. M (1972). An Introduction to the Economics of Education, London: Penguin
- Laxmidevi (ed) (1996) Encyclopedia of Education Development and Planning
Economics of Education Vol. V, New Delhi: Anmol Publications, Pvt. Ltd.
- Majumdar, T. (1983). Investment in Education and social Choice, Cambridge: Cambridge
University Press
- Naik, J.P.(1965). Educational Planning in India Bombay: Allied Publishers
- Natarajan, S. (990). Introduction to Economics of Education, New Delhi: Sterling
- Tilak, J.B. (1987). The Economics of Inequality in Education, New Delhi: Sage
Publications
- Tilak, J.B. (1992) . Educational Planning at Grassroots, New Delhi: Ashish publishing
House
(C) EDUCATIONAL, VOCATIONAL GUIDANCE AND COUNSELLING
UNIT – I Guidance : Nature, Scope and Philosophical Basis:
Introducing the Guidance, Guidance and its dimensions
Guidance in the Classroom
Personnel in the Guidance programme
UNIT –II Guidance : - Methods and Techniques
Techniques of guidance
a) Quantitative Techniques
b) Qualitative Techniques
Occupational Information
Group Guidance
UNIT – III Essentials of Counselling
What is Counselling
Effective counselor and the counseling skill
Counseling Techniques
UNIT –IV Organizing Guidance and counseling Services
Guidance : A collaborative effort
Planning Guidance Programme
Evaluating Guidance Services
Suggested Readings:-
- Bhatnagar, Asha & Gupta, Nirmala (1988). Guidance And Counselling : A Practical
Approach, Vol. II, Vikas, New Delhi.
- Dave, India (1984). The Basic Essentials of Counselling, Sterling Private Ltd., New
Delhi
- Rao, S.N. (1981), Counselling Psychology, Tata Mc Graw Hill, New Delhi
- Kochhar,S. K. (1984). Educational and Vocational Guidance in Secondary Schools:
Sterling Publisher, New Delhi
- Chauhan, S.S. Advanced Educational Psychology
- Mangal, S. K. Essentials of Educational Psychology
MED – 306 PREPARATION AND PRESENTATION OF RESEARCH
PROPOSAL AND TOOLS (F.M.=50)
. Each student is required to select a problem on which he / she has to do intensive
study under the guidance of a supervisor. The research proposal will be presented through power
– point. All the students of the Department will remain present and actively participate in the
discussion. They are required to develop the tools for data collection. Marks shall be awarded to
each student on the basis of quality of the research proposal, use of tools, style of presentation
etc.
SEMESTER – IV
MED – 401 EDUCATION AND DEVELOPMENT (F.M.- 10+40=50)
UNIT – I Education and Individual Development:-
Education for development of individual capabilities, enhancement of quality of life and
proactive participation in socio –political – economic – cultural context
Education for development of responsible citizenship
Education for development of life skills: preparation of individual for the 21st century
UNIT – II Education for National Development
National development – meaning, nature and scope
Indicators of national development – Education Commission (1964 – 66), NPE (1986),
and POA (1992)
Education for Sustainable Development (ESD) : Components (Brundtland Commission ,
1987) & UNESCO: Role of education in ensuring sustainable development
UNIT – III Education and Economic Development
Education for economic development – meaning and nature
Education as development of human resource
Emerging trends in societies and their impact on education: privatization, liberalization
and globalization in education
UNIT – IV Recent Initiatives in Indian Education
National Education Policy (NPE) (1986) and Revised NPE (1992) & POA (1992)
SSA (2000) RMSA (2009) – Salient Features
National Curriculum Framework (2005)
National Curriculum Framework for Teacher Education, 2010
Suggested Readings:-
- Anand, C.L (1983). Teacher and Education in Emerging Indian Society, NCERT, New
Delhi
- Govt. of India, Ministry of Law and justice (2009). Right to Education, New Delhi
- NCERT (1993). Teacher and Education in Emerging Indian Society, New Delhi
- Mohanty, G (1986) School Education in Emerging Society, Sterling Publishers,
MacMillan, New Delhi
- NCERT (1986). School Education in India – Present Status and Feature Needs, New
Delhi
- UNESCO (2004). Education for All (EFA): The Quality Imperative; EFA Global
Monitoring Report, Paris
- UNESCO’s report on education for Sustainable Development
MED – 402 CURRICULUM PLANNING, DEVELOPMENT AND TRANSCTION
(F.M-10+40=50)
UNIT – I Defining Curriculum
Concept and importance of Curriculum, Bases and types of Curriculum
Principles of Curriculum construction
UNIT – II Curriculum Planning
Nature and importance of Curriculum planning, basis considerations in curriculum
Planning, trends in curriculum
UNIT – III Curriculum Development and Transaction:
Need and importance of Curriculum development
Approaches to Curriculum development and the process of Curriculum development
Teacher’s role in Curriculum development
UNIT – IV Curriculum Evaluation
Meaning, need and importance of Curriculum Evaluation
Aspects and sources of Curriculum Evaluation
Procedure of Curriculum Evaluation
Suggested Readings:-
- Aggarwal, J.C. Curriculum Reforms in India Delhi
- Bruner J.S.(1960/ 1977) The Process of Education, Harvard University
- Doll. R. C (1986) : Curriculum Development, Boston
- J. Dewey: The child and the curriculum , The school and society
- Kelly, A. V. (1989) The Curriculum: Theory and Practice
- Malhotra, M.M (1985) Curriculum Evaluation in Pinchas
- Sharpes, D.K. (1988). Curriculum Traditions and Practices, London: Routeledge
MED -403 VALUE EDUCATION AND HUMAN RIGHTS EDUCATION
(F.M.-10+40=50)
UNIT – I Values- Concept, types:
Definition, meaning, nature and scope of values, dichotomy of values, types of values.
UNIT – II Value education and Theories of value development:-
The meaning and concept of value education; philosophical, psychological and
sociological bases
Theories of value development – social learning theory, cognitive development theory,
heredity and environment
Value Instruction, value education, value Teaching
Development of aesthetic sense through literature and music
UNIT – III Human Rights
Meaning and concept of human rights
National and international dimensions of human rights
Universal declaration of human rights
Indian constitution and human rights
UNIT –IV Human rights Education
Meaning, concept, nature and scope
Role of NGOS and Govt. Organizations
Role of Media, related to challenges and solution of the issues
Suggested Readings:-
- Borgohain, B. (1999): Human Rights Social Justice & Political Challenge. New Delhi:
Kanishka Publishers
- Chakrabarti, Mohit (2005). Value Education; Changing Perspectives: Kanishka
Publishers, New Delhi
- Dhand, H. (2000): Teaching Human Rights: A Handbook, Bhopal Asian Institute of
Human Rights
- Fraenkel, J.R. (1977): How to teach about Values: An Analytic Approach. New Jersey &
E. Cliffs: Prentice Hall, Inc.
- Mohanty, J. (2005): Teaching of Human Rights: New Trends and Innovations. New
Delhi: Deep and Deep Publications PVT. LTD.
- Mohanty , Jagannath Ed. (2000): Human Rights. New Delhi: Deep and Deep Publications
- Pandey, V.C. (2005): Value Education and Education for Human Rights . Delhi: Isha
Books.
- Rokeach, M. (1967): Values Survey. Sunnyvale & California: Halgren Tests
- Rokeach, M. (1973): The Nature of Human Values. New York: The free Press.
- Singh, Y.K. & Nath, Ruchika (2007). Value Education: A.P.H. Publishing Corporation,
New Delhi
- Tripathy, A.N.(2003), (Reprint 2004) Human Values: New Age International Publishers,
(p) Ltd, New Delhi
MED – 404 INCLUSIVE EDUCATION (F.M.- 10+40=50)
UNIT- I Inclusion : Meaning and scope
Definition , types and scope
Social, psychological and educational contexts of inclusion
Historical development of special and inclusive education
Right – based approach to inclusive education
UNIT – II Impairment, disability and handicap
Types of Exceptionality – Definition and classification Types VI, HI, MR, Gifted
General causes of disability
Behavioural characteristics of exceptional children
UNIT – III Behavioural characteristics and identification and educational provisions
Behavioural characteristics of exceptional children – the gifted, the talented and the
slow learner
Identification of exceptionality
Educational provisions for the gifted, the slow learners and other exceptional categories
of learners
UNIT – IV Framework for Educational Management for exceptional children in inclusive
setting:
Capacity building of teachers for inclusive education
Use of technology to support diverse learning
Collaborative teaching – learning
Facilitating peer relations
Counseling of parents
Suggested Readings:-
- Kluth, P. (2009). The autism checklist: A Practical reference for parents and teachers.
San Francisco, CA: Jossey – Bass.
- Kluth, P.(203). “ You are going to love this kid” Teaching students with autism in the
inclusive classroom. Baltimore: Paul Brookes
-
MED- 405 EDUCATIONAL MANAGEMENT, PLANNING AND FINANCE
(F.M.10+-40=50)
UNIT – I Educational Management: Meaning and Scope
Nature, scope and functions of Educational Administration and Management
Theories of Management and their implications for Education
Total Quality Management in Education: concept and approaches
UNIT – II Educational Planning
Concept, scope and approaches to educational planning
Educational planning at the National , state, district and institutional level
Educational planning in India: Progress, problems and prospects
UNIT – III Financing of Education
Education and Investment
Sources of Finance
Budgeting of Education: Types and procedures
UNIT – IV Recent trends in Educational Management in India
Globalization, Internalization and their impact on Education Policies, planning, financing
and management
Decentralized planning and Management: problems and issues
Suggested Readings:-
- Glasses, W.(1990) The quality School, New York
- Govt. of India (1986/1992) National Policy on Education, MHRD, New Delhi
- Gupta, S.K. and Gupta, S. (1991). Educational Administration and Management, Indore
- Khan, M.S. (1990). Educational Administration and Management ,New Delhi
- Naik, G.P. (1970) Institutional planning; Asia Institute for Educational Planning and
Administration, New Delhi
MED – 406 DISSERTATION (F.M.=50)
Data collection, data analysis, report writing and presentation
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