ORIENTAL UNIVERSITY, INDORE
Syllabus for
BACHELOR OF EDUCATION
Four year Integrated
B.A.-B.ED. DEGREE COURSE
Ist
2016-17 Academic Year and Onwards
ORIENTAL UNIVERSITY, INDORE
Syllabus & Course Structure For
B.A.-B.Ed. COURSE STRUCTURE: B.A.-B.Ed. Course Scheme of Examination–Semester Scheme
Semester–I
*Foundation Course I - (Moral Values+Hindi+English)
** Foundation Course II - (Entrepreneurship Development)
S.NO Subject
Code
Name of
Subject
Internal Marks External Marks Total
Marks Test
I
Test
II
Assignment Attendance Practical
/Viva
Theory
1* BBED-101 Foundation
Course I
5 5 10 5 - 15+30+30 100
2** BBED-102 Foundation
Course II
5 5 10 5 - 75 100
3 BBED-103 History 5 5 10 5 - 75 100
4 BBED-104 Political science
5 5 10 5 - 75 100
5 BBED-105 Sociology
5 5 10 5 - 75 100
6 BBED-106 Education in
India-Status,
Problem and
Issues
5 5 10 5 - 75 100
TOTAL 35 35 70 35 - 525 700
BBED-101 Foundation Course I
Class : B.A. I Year
Semester : I
Subject : Foundation Course ¼vk/kkj ikB~;Øe½
Paper : I
Title of Paper : uSfrd ewY; vkSj Hkk"kk (Moral Values & Language)
Compulsory/ Optional : Compulsory
Max. Marks : 75 (Moral Values - 15, Hindi- 30, English- 30)
Particulars
Part - A
Unit – 1 uSfrd ewY; 15
1- uSfrd ewY; ifjp; ,oa oxhZdj.k& MkW- 'kf’k jk;
2- vkpj.k dh lH;rk & ljnkj iw.kZ flag
Unit – 2 fgUnh Hkk"kk 17
1- Lora=rk iqdkjrh ¼dfork½ & t;’kadj izlkn
2- tkx rq>dks nwj tkuk ¼dfork½ & egknsoh oekZ
3- mRlkg ¼fuca/k½ & jkepUnz 'kqDy
4- f’kjh"k ds Qwy ¼yfyr fuca/k½ & gtkjh izlkn f}osnh
5- okD; lajpuk vkSj v’kqf);k¡ ¼ladfyr½
Unit- 3 fgUnh Hkk"kk 18 1- ued dk nkjksxk ¼dgkuh½ & izsepUnz
2- gkj dh thr ¼dgkuh½ & lqn’kZu
3- Hkxoku cq) ¼fuca/k½ & Lokeh foosdkuan
4- yksdra= ,d /keZ gS ¼fuca/k½ & loZiYyh jk/kkÑ".ku
5- Ik;kZ;okph& foykse 'kCn] ,dkFkhZ&vusdkFkhZ 'kCn] 'kCn;qXe ¼ladfyr½
Part - B
Unit- 4 English Language 17
1. John Keats : Ode to a Nightingale 2. Rabindra Nath Tagore : Where the Mind is Without Fear
3. Rajgopalachari : Preface to the Mahabharata
4. J.L. Nehru : Tryst with Destiny
Unit- 5 English Language 18
Comprehension/ Unseen Passage Composition and Paragraph writing (Based on the expansion of an idea)
Basic language skills : vocabulary, synonyms, antonyms, word formation, prefixes, suffixes, confusing words, misused words, similar words with different meanings. proverbs
Basic language skills : Grammer and Usage, Tenses, Prepositions, determiners, countable/ uncountable nouns, verbs, articles and adverbs.
* lS)kfUrd ijh{kk gsrq mijksDrkuqlkj 75 ¼15$30$30½ vad vkSj vkUrfjd ewY;kadu ¼lhlhbZ½ gsrq
i`Fkd ls 25 ¼5$5$10$5+½ vad fu/kkZfjr gSA
BBED-102 Foundation Course II
Session 2016-17
Class : ch-,
SEMESTER : I
Paper : II
Subject : vk/kkj ikB;Øe
Title of Paper : m|ferk fodkl Compulsory/ Optional : Compulsory
Max. Marks : 75 (Theory)
Particulars
bdkbZ & 1 m|ferk&ifjHkk"kk] fo’ks"krk,sa ,oa egRo] ,d m|eh ds izdkj ,oa dk;Z]
m|ferk vfHkizsj.kk ?kVdA
bdkbZ & 2 v½ y{; izkfIr dh izsj.kk ,oa fopkjksa dh LFkkiukA
y{; fu/kkZj.k ,oa pqukSrh dk lkeukA
leL;k lek/kku ,oa l`tukRedrkA
Øec) ;kstuk ,oa {kerk dh fn’kkc)rkA
vkRefo’okl dk fodklA
c½ lEizs"k.k dykA 'kfCnd o v’kkfCnd laizs"k.k
izHkkfor djus dh {kerkA
lEizs"k.k dh vk/kqfud rduhd
bdkbZ & 3 v½ ifj;kstuk izfrosnu
pquh gqbZ izfØ;k dk ewY;kadu
foLr`r ifj;kstuk izfrosnu& vko’;drk ,oa izklafxdrk ifj;kstuk izi=
ds izeq[k Hkkx] ifj;kstuk izfrosnu rS;kj djukA
c½ laxBu ds izdkj dk p;u&,dkdh O;olk;] lk>snkjh ,oa lgdkjh lfefr
dk vFkZ ,oa fo’ks"krk,a laxBu ds p;u dks izHkkfor djus okys ?kVdA
l½ vkfFkZd izca/ku
foRrh; laLFkku ,oa cSadks dh Hkwfedk] cSafdx] fofRr; ;kstuk] dk;Z’khy
iwWath&ewY;kadu rFkk izca/ku] ykxr o ewY; fu/kkZj.k rFkk ykHk dkewY;kadu]
vkfFkZd ys[kk&tks[kk j[kukA
bdkbZ & 4 v½ mRiknu dk izca/ku] dPpk eky Ø; djus dh izfØ;k
py lEifRr@eky dk izca/ku
xq.koRrk izca/ku
deZpkjh izca/ku
iSfdax
c½ foi.ku izca/ku
fcØh ,oa cspus dh dyk
cktkj dh le> ,oa foi.ku uhfr
miHkksDrk izca/ku
le; izca/ku
bdkbZ & 5 1- fu;ked laLFkkvksa dh Hkwfedk&ftyk m|ksx dsUnz] iznw"k.k fuokj.k eaMy]
[kk| ,oa vkS"kf/k iz’kklu] fo|qr foHkkx rFkk uxj fuxe dk fo’ks"kv/;;uA
2- fodklkRed laLFkkvksa dh Hkwfedk] [kknh ,oa xzkeh.k vk;ksx@cksMZ] e/;izns’k
foRr fuxe] vuqlwfpr cSad] e/; izns’k dk efgyk vkfFkZd fodkl fuxeA
3- Lojkstxkj ewyd ;kstuk,Wa & iz/kkuea=h jkstxkj ;kstuk] Lo.kZ t;arh 'kgjh
jkstxkj ;kstuk] jkuh nqxkZorh Lojkstxkj ;kstuk] nhun;ky Lojkstxkj
;kstukA
4- fofHkUu vuqnku ;kstuk,Wa& ykxr iwWath vuqnku] C;kt vuqnku] izos’k dj ls
NwV] ifj;kstuk izfrosnu] izfriwfrZ vuqnku vkfnA
5- efgyk m|fe;ksa gsrq fo’ks"k izsj.kk,]Wa laHkkouk,Wa ,oa leL;k,WaA
6- e/; izns’k vkfnoklh foRr fodkl fuxe dh ;kstuk,Wa ] e-iz- vUR;kolk;h
fuxe dh ;kstuk] e-iz- fiNM+k oxZ ,oa vYila[;d foRr fodkl fuxe dh
;kstuk,WaA
* lS)kfUrd ijh{kk gsrq mijksDrkuqlkj 75 vad vkSj vkUrfjd ewY;kadu ¼5$5$10$5½¼lhlhbZ½ gsrq vad
fu/kkZfjr gSA
Class B.A.
Subject Foundation Course Paper Title Paper II : Development of Entrepreneurship Semester I Compulsory/ Compulsory Optional
Maximum Marks 30 (Theory 35 + CCE 15)
Unit I :
Entrepreneurship- Definition, Characteristics and importance, Types and functions of an entrepreneur, motivational factors of entrepreneurship.
Unit II :
(a)Motivation to achieve targets and establishment of ideas. Setting targets and facing challenges. Resolving problems and creativity. Sequenced planning and guiding capacity, Development of self confidence.
(b)Communication skills, Verbal & Non Verbal Communication, Capacity to influence, Modern Techniques of Communication.
Unit III : (a) Project Report- Evaluation of selected process.
Detailed project report – Preparation of main part of project report pointing out necessary and viability. (b)Selecting the form of Organisation – Meaning and characteristics of sole Proprietorship, Partnership and cooperative committees, elements affecting selection of a form of an organisation. (c)Economic management –
Role of banks and financial institutions banking, financial plans, workingcapital-evaluation and management, keeping of accounts.
Unit IV: * Production management . Methods of purchase of Raw
Materials. Management of movable assets/goods. Quality management. Employee management. Packing.
* Marketing Management. Sales and the art of selling. Understanding the market and market policy. Consumer management. Time management.
Unit V:
(a)Role of Regulatory institutions – District Industry Centre, Pollution Control Board, Food and Drug Administration, special study of Electricity Development and Municipal Corporation.
(b)Role of development organizations, Khadi & village Commission/ Board, MP Finance Corporation, scheduled banks, MP Women’s Economics Development Corporation.
(c)Self-employment-oriented schemes, Prime Minister’s Employment schemes, Golden Jubilee Urban environment scheme, Rani Durgavati Self- Employment scheme, Pt. Deendayal Self-employment scheme. (d)Various grant schemes - Cost of Capital grant, interest grant, exemption from entry tax, project report, reimbursement grant, etc. (e)Special incentives for Women Entrepreneurs, prospects & possibilities.
(f)Schemes of M.P. Tribal Finance Development Corporation, schemes of M.P. Antyavasai Corporation, schemes of M.P. Backward Class and Minorities Finance Development Corporation.
BBED-103 bfrgkl
Particular / fooj.k
Unit Syllabus Periods
History- its concept, nature, scope and significance. Survey of
sources, land, environment and people. Indian Pre historic age,
(English) Palaeolithic culture – traditions and geographical distribution.
Mesolithic culture, Distribution, Cultural developments with
special reference to Rock art.
Unit I 6hrs
bfrgkl dh vo/kkj.kk] Lo:Ik] {ks= ,oa egRoA
¼fgUnh½
bfrgkl ds L=ksrksa dk losZ{k.kA Hkwfe] i;kZoj.k o tu] Hkkjrh; izkxsSfrgkfld
dky] iqjkik"kk.k dkyhu laLdf̀r& ijEijk ,oa HkkSxksfyd foLrkjA e/;
ik"kk.kdkyhu laLdf̀r&foLrkj] lkaLdf̀rd fodkl] 'kSy fp=dyk ds fo’ks"k
lanHkZ esaA
Saraswati / Sindhu Civilization (Harapan Civilization) - origin,
extent & decline. Saraswati / Sindhu Civilization – Social,
Economic & Cultural life,Vedic Culture - Society, Polity,
Unit II (English) economy, culture and religion, Iron age - culture in India / 6hrs
Development of Science and Technology,Vedic Culture-Social
Condition–Varna, Jati, Occupational categories, marriage,
Sixteen sansakars and Four purusharthas.
ljLorh @flU/kq lH;rk ¼gM+Iik lH;rk½&% mn;] foLrkj ,oa iru]
ljLorh @flU/kq lH;rk dk lkekftd] vkfFkZd ,oa lkaLd`frd thou]
¼fgUnh½ oSfnd lH;rk% jktuSfrd] ,oa vkfFkZd n’kk] /keZ ,oa laLd`fr] Hkkjr esa
ykSg;qxhu laLd`fr( foKku ,oa rduhdh( oSfnd dkyhu lkekftd n’kk&
o.kZ] tkfr] O;kolkf;d Jsf.k;k¡] fookg] lksyg laLdkj ,oa pkj iq:"kkFkZA
Sixteen Mahajanpads, Rise of new religious movements in North
India. Buddhism and Jainism - its principles, rise and fall;
Alexander’s invasion and its impact; The Mauryan Empire –
(English) Administration and economy, Ashoka’s “Dhamma” Mauryan art
and architecture.
Post Mauryan Period: Sungas, Kshatrapas. Sathavahanas and
Unit III Kushanas - Political social, economic and cultural condition. 6hrs
lksyg egktuin]mRrj Hkkjr esa u;s /kkfeZd vkUnksyuksa dk mn;] ckS)
,oa tSu /keZ ds fl)kar] mRFkku vkSj iruA fldanj dk vkdze.k ,oa
¼fgUnh½ mlds izHkko] ekS;Z lkezkT;&iz’kklu vkSj vFkZ O;oLFkk] v’kksd dk
*/kEe*] ekS;Z dyk ,oa LFkkiR;A ekS;ksZRrj ;qx%& ’kqax] {k=i] lkrokgu
,oa dq"kk.k&jktuSfrd] lkekftd] vkfFkZd ,oa lkaLd`frd thou
Gupta Empire - Political, social, economic and cultural life.
(English)
Harsha Vardhan and his times. Important dynasties of the north:
Social, Economic and Cultural conditions during Gurjar Pritihar,
Kalchuries, Chandelas, and Permaras age.
Unit IV 6hrs
xqIr lkezkT;&jktuSfrd] lkekftd] vkfFkZd ,oa lkaLd̀frd thouA
¼fgUnh½
g"kZ ,oa mldk ;qx( mRrj Hkkjr ds izeq[k jktoa’k &xqtZj&izfrgkj]
dypqfj] pUnsy ,oa ijekj dkyhu] lkekftd] vkfFkZd] ,oa lkaLd`frd
ifjfLFkfr;kWaA
Important dynasties of south: Rastakutas, cholas, Pallavas and
chalukyas – socio - economic and cultural life. Sangam Age
Unit V (English) India's relations with South East Asian countries and Srilanka , 6hrs
Arab invasion - Mohammad bin Qasim: - Mahmud Gazanavi and
Mohammad Ghori - Its impact.
nf{k.k Hkkjr ds izeq[k jktoa’k&jk"VzdwV pksy] iYyo] pkyqD;&
lkekftd vkfFkZd lakLdf̀rd thouA laxe ;qxA Hkkjr ds iM+kSlh ns’kksa
¼fgUnh½
ls lEcU/k& nf{k.k&iwohZ ,f’k;k] vkSj Jhyadk ds lkFk laca/kA
vjc vkdze.k&eksgEen&fcudkfleA egewn xtuoh vkSj eksgEen xkSjh
ds vkØe.k o izHkkoA
• Ogh-Mh- egktu & izkphu Hkkjr dk bfrgkl
• ch-,u- ywfu;k & izkphu Hkkjr dk bfrgkl
• ,-ds- etwenkj & izkphu Hkkjr dk bfrgkl
• ,y-ih- ’kekZ & izkphu Hkkjr dk bfrgkl
• ,-,y- ck’ke & vn~~Hkqr Hkkjr
Recommendation • lR;dsrq fo|kyadkj & o`g̀Rrj Hkkjr
• jktcyh ik.Ms; & izkphu Hkkjr dk bfrgkl
of fgUnh
• Jhus= ik.Ms; & izkphu Hkkjr dk bfrgkl
Book
nhukukFk oekZ & izkphu Hkkjr dk bfrgkl
•
• tokgjyky usg# & fMLdojh vkWQ baf.M;k
• Romila Thapar - History of India Vol I
• D.N Jha -
Ancient India- An Introductory
Outline of
Ancient Indian History
• R.C. Majumdar, H.C. Raychoudhari, Kalikinkar Datta-
An Advanced History of India
• L.Mukharjee- Ancient India
BBED-104 POLITICAL SCIENCE
Subject / fo"k;: Political Science / jktuhfr foKku
Particular / fooj.k
Unit-I Political Science – Definition, nature and scope
Nature and significance of Political Theory.
Methods: Traditional and Modern ; Relations with other social sciences :
Sociology , History, Economics, Psychology and Geography.
bdkbZ&I jktuhfr foKku & ifjHkk"kk] izÑfr ,oa {ks=A jktuhfrd fl)kar & izÑfr ,oa egRoA
v/;;u i)fr & ijaijkxr ,oa vk/kqfudA vU; lkekftd foKku ls laca/k & bfrgkl]
vFkZ’kkL=] euksfoKku ,oa HkwxksyA
Unit-II State – Origin, Development and Elements. Power and Authority, Sovereignty; Pluralist Criticism; Citizenship and Civil Society. Globalization and
State.
bdkbZ&II jkT; & mn~Hko fodkl vkSj rRoA 'kfDr vkSj lRrkA
lEizHkqrk% cgqyoknh vkykspuk( ukxfjdrk ,oa ukxfjd lektA oS’ohdj.k vkSj jkT;A
Unit-III Rights and Duties; Liberty, Equality and Justice. Democracy: Meaning, Types and Theories of Democrecy, Theories of
Representation and Welfare state.
bdkbZ&III vf/kdkj vkSj drZO; A Lora=rk] lekurk vkSj U;k;A
yksdra= & vFkZ] izdkj ,oa fl)kar] izfrfuf/kRo ds iztkra= ds fl)kar] fodkl ,oa yksd
dY;k.kdkjh jkT;A
Unit-IV Legislature, Executive and Judiciary.
Theory of Separation of Powers. Constitution: Meaning and types.
bdkbZ&IV O;oLFkkfidk] dk;Zikfydk ,oa U;k;ikfydkA
'kfDr i``FkDdj.k dk fl)kar] lafo/kku% vFkZ ,oa izdkjA
Unit-V Concepts: Feminism, Human Rights. Corruption , Castism, Regionalism.
bdkbZ&V vo/kkj.kk,a % L=hRookn] ekuo vf/kdkj] Hkz"Vkpkj] tkfrokn ,oa {ks=oknA
Suggested Readings :
1. Ashirvadam E0 Modern Political Theory 2. Sir E. Barker- Principles of Social and Political Theory Calcutta Oxford University 1976 3. Loski H.J. – A Grammar of Poltics0 London Allan University 4. D Held- Political Theory Cambridge Polity Press 5. Tripti Jain- Foundation of Politics – College Book Depot. 6. Verma S.P. – Modern Political Theory New Delhi Vikas 1983 7. Prof. A.D. Panth- Basis of Political Science Allahabad Publisher.
Dr. Om Nagpal- Fundamentals of Political Science, Kamal Publisher Indore
BBED-105 Sociology
lekt’kkL= dk ifjp;
Particulars / fooj.k
Unit-1 Meaning of Sociology, Definition Subject Matter, Scope and Importance, Nature of Sociology, Sociological Perspective, Sociology and other Social Sciences, The scientific and humanistic
orientations to sociological study.
bdkbZ & 1 lekt’kkL= dk vFkZ] ifjHkk"kk] fo"k;oLrq] {ks= ,oa egRo] lekt'kkL= dh izdf̀r] lekt’kkL=h;
ifjis{;] lekt’kkL= ,oa vU; lekt foKku ] lekt’kkL= dk oSKkfud ,oa ekuoh; mUeq[khdj.k
Unit-2 Society,Community,Institutions,Associations, Social Group, Status-and Role Social structure,
Culture.
bdkbZ & 2 lekt] leqnk;] laLFkk] lfefr] lkekftd lewg] izfLFkfr ,oa Hkwfedk] lekftd lajpuk] laLd`fr
Unit-3 Relationship between individual and society, Sociolization Social Control, Values and Norms
Social Stratification and Social mobility – Meaning, forms and theories
bdkbZ &3 O;fDr ,oa lekt esa lEcU/k] lekthdj.k] lkekftd fu;a=.k] ewY; ,oa vkn’kZ fu;e] lkekftd
Lrjhdj.k] lkekftd xfr’khyrk & vFkZ] Lo:i (Forms) ,oa fl)kar-
Unit-4 Social Change- Meaning and type, factors of social change and theories. Evoluation and Development, Progress, revolution.
bdkbZ & 4 lkekftd ifjorZu & vFkZ ,oa izdkj] lkekftd ifjorZu ds dkjd ,oa fl)kar] mn~fodkl rFkk
fodkl] izxfr] dzkfUr]
Unit-5 Introduction to Applied Sociology, Sociology and social problems, Professional Utility of
Socail Welfare and Social Security, The Role of Sociology in the formation of Policy and its
Implimentation.
bdkbZ & 5 O;ogkfjd lekt’kkL= (Applied Sociology) dk ifjp;] lekt’kkL= ,oa lkekftd leL;k,aW]
lekftd dY;k.k ,oa lkekftd lj{kk dh O;kolkf;d mikns;rk] lekt’kkL= dh uhfr fuekZ.k ,oa
fdz;kUo;u esa Hkwfedk
Recommended Books:
1- vkj-th-flag lekt’kkL= ifjp; e-iz- fgUnh xzaFk vdkneh] Hkksiky
2- /keZZohj egktu lekt’kkL= dk ifjp; foosd izzdk’ku] ubZ fnYyh
3- ,e-,y-xIrk ,oa Mh-Mh- ’kekZ ;wfuQkbM lekt’kkL= lkfgR; lnu] vkxjk
4- th-ds- vxzzoky ;wfuQkbM lekt’kkL= lkfgR; Hkou] vkxjk
5- Mh-,l- c?ksy ;wfuQkbM lekt’kkL= dSyk’k iqqLrd lnu] Hkksiky
6- Vh-ch-ckWVkseksj lekt’kkL= Hkkjrh; laLdj.k] eqEcbZ
BBED-106 Education in India- Status, Problems and Issues
Objectives: To develop perception of the role and functions of a teacher as envisaged in the
NPE 1986 and to familiarize the Student Teacher with the different projects and
schemes at Secondary level in M.P. To develop an understanding of the brief historical background of Indian Education
with special reference to Secondary Education. To develop an understanding of the objectives and scope of Secondary Education. To
develop an awareness of the professional ethics. CONTENT
UNIT 1: Concept of Education –
Indian and Western. Aims of Education; Functions of Education.
Education as an instrument of Social Control, Social Change,
Preservation of Cultural Heritage and Values.
School and the society, Culture and Education, School as a Social System. Agencies of
Education Informal, Formal and Non-formal .
UNIT 2: Salient Features of Ancient Indian Education –
Vedic, Buddhist, Islamic
Tradition in Education.
Major landmarks of British System of Education in Colonial India particularly from
the viewpoint of Aims, Structure, Curricula and Methods of Education. Efforts
towards evolving a national system of Education.
Unit -3: Secondary Education General Aims and Objectives of Secondary Education and Structure., Education
during Post Independence Period. Constitutional provisions for education, Secondary
Education commission 1952-53, Education Commission 1964-66, New Education
Policy 1986 withProgramme of Action 1992,
Different streams of Secondary Education 1) C.B.S.E. 2) I.C.S.E. and 3) KSEEB with
respect to curriculum.4) Examination System etc.,
Secondary School Teacher Qualifications, Competences, Job Profile, Professional Code
of Ethical conduct.
Role of Secondary school teacher in Emerging India.
Unit - 4: Teacher Education and Secondary School Curriculum
Status, Aims and Objectives of Teacher Education in India.
Role and Resposibilities of NCTE NCERT, DSERT, CTE, IASE
Professional organisation in the field of Teacher education
Rastriya Madhyamika Shikshana Abiyana (RMSA), NCF-2005
Programmes for enhancing efficiency and productivity of school teachers- In-
service training orientation and content enrichment programmes. Assignments: (Any two of the following.)
Prepare and execute a plan for making at least two children and one
adult literate from the community. Plan and organize a field trip/excursion to a nearby area of
educational important and submit a report.
Visit to block or district and divisional educational offices and study their
educational management pattern and submit the report.
Prepare one project for institutional planning. Critically Study the working of the one of the parent teacher association
in any two secondary schools. A critical survey of co-curricular activities in secondary schools.
Reference:
Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society
NCERT New Delhi.
Coombs Philips H (1985) The World Crisis in Education. New York. Oxford University
Press, New York
Delors, Jaeques (1996) Learning the Treasure within Report to UNESCO of the Internal
Commission on Education for Twenty First Century UNESCO.
Dewey I (1952) Experience in Education, Collier Macmillan.
Dewey S (1956) Democracy in Education New York: Macmillan.
Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban.
Government of India (1952) Report of the Secondary Education Commission, New
Delhi:- Ministry of Education.
Government of India (1966) Report of Education Commission Ministry of Education,
New Delhi.
Government of India MHRD (1986) (Revised 1992) National Policy of Education. New
Delhi.
Government of India (1992) Report of Core Group on Value Orientation of Education
Planning Commission.
Kneller G. F. (1978) Foundation of Education. New York: Johri Willy and Sons.
Kneller George (1978) Introduction to Philosophy of Education, New York: John Willey
and Sons INC.
Mani R S. (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book
Society, New Delhi. Mathur S.S. (1988) A Sociological Approach to Indian Education, Agra. Vindo
Prakashan.
Mookherjee K.K. (1972) Some Great Educators of the World. Fas Gupta & Ce Put Ltd.
Calcutta.
Mukherjee S. N. (1966) History of Education in India, Baroda. Acharya Book Depot.
Naik J. P. and Syed N (1974) A Student’s History of Education in India, New Delhi.
Macmillan Co. Naik J. P. (1975) Equality, Quality & Quantity: The Elusiue Tringle of Indian Education Bombay : Allied Publishers. NCTE (1988) Gandhi on Education , New Delhi Salamaliha(1979) Education in Social Context. New Delhi. NCERT.
BBED-106 Education in India- Status, Problems and Issues
Objectives: To develop perception of the role and functions of a teacher as envisaged in the NPE
1986 and to familiarize the Student Teacher with the different projects and schemes at
Secondary level in M.P. To develop an understanding of the brief historical background of Indian Education
with special reference to Secondary Education. To develop an understanding of the objectives and scope of Secondary Education. To
develop an awareness of the professional ethics. CONTENT
UNIT 1: Concept of Education –
Indian and Western. Aims of Education; Functions of Education.
Education as an instrument of Social Control, Social Change,
Preservation of Cultural Heritage and Values.
School and the society, Culture and Education, School as a Social System. Agencies of
Education Informal, Formal and Non-formal .
UNIT 2: Salient Features of Ancient Indian Education –
Vedic, Buddhist, Islamic
Tradition in Education.
Major landmarks of British System of Education in Colonial India particularly from the
viewpoint of Aims, Structure, Curricula and Methods of Education. Efforts towards
evolving a national system of Education.
Unit -3: Secondary Education General Aims and Objectives of Secondary Education and Structure., Education during
Post Independence Period. Constitutional provisions for education, Secondary Education
commission 1952-53, Education Commission 1964-66, New Education Policy 1986
withProgramme of Action 1992,
Different streams of Secondary Education 1) C.B.S.E. 2) I.C.S.E. and 3) KSEEB with
respect to curriculum.4) Examination System etc.,
Secondary School Teacher Qualifications, Competences, Job Profile, Professional Code of
Ethical conduct.
Role of Secondary school teacher in Emerging India.
Unit - 4: Teacher Education and Secondary School Curriculum
Status, Aims and Objectives of Teacher Education in India.
Role and Resposibilities of NCTE NCERT, DSERT, CTE, IASE
Professional organisation in the field of Teacher education
Rastriya Madhyamika Shikshana Abiyana (RMSA), NCF-2005
Programmes for enhancing efficiency and productivity of school teachers- In-
service training orientation and content enrichment programmes. Assignments: (Any two of the following.)
Prepare and execute a plan for making at least two children and one
adult literate from the community. Plan and organize a field trip/excursion to a nearby area of
educational important and submit a report.
Visit to block or district and divisional educational offices and study their
educational management pattern and submit the report.
Prepare one project for institutional planning. Critically Study the working of the one of the parent teacher association
in any two secondary schools. A critical survey of co-curricular activities in secondary schools.
Reference:
Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society
NCERT New Delhi.
Coombs Philips H (1985) The World Crisis in Education. New York. Oxford University
Press, New York
Delors, Jaeques (1996) Learning the Treasure within Report to UNESCO of the Internal
Commission on Education for Twenty First Century UNESCO.
Dewey I (1952) Experience in Education, Collier Macmillan.
Dewey S (1956) Democracy in Education New York: Macmillan.
Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban.
Government of India (1952) Report of the Secondary Education Commission, New
Delhi:- Ministry of Education.
Government of India (1966) Report of Education Commission Ministry of Education,
New Delhi.
Government of India MHRD (1986) (Revised 1992) National Policy of Education. New
Delhi.
Government of India (1992) Report of Core Group on Value Orientation of Education
Planning Commission.
Kneller G. F. (1978) Foundation of Education. New York: Johri Willy and Sons.
Kneller George (1978) Introduction to Philosophy of Education, New York: John Willey
and Sons INC.
Mani R S. (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book
Society, New Delhi. Mathur S.S. (1988) A Sociological Approach to Indian Education, Agra. Vindo
Prakashan.
Mookherjee K.K. (1972) Some Great Educators of the World. Fas Gupta & Ce Put Ltd.
Calcutta.
Mukherjee S. N. (1966) History of Education in India, Baroda. Acharya Book Depot.
Naik J. P. and Syed N (1974) A Student’s History of Education in India, New Delhi.
Macmillan Co. Naik J. P. (1975) Equality, Quality & Quantity: The Elusiue Tringle of Indian Education Bombay : Allied Publishers. NCTE (1988) Gandhi on Education , New Delhi Salamaliha(1979) Education in Social Context. New Delhi. NCERT.