NoAAMS UG 01 of 2022 23_1 Syllabus Mumbai University

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resolution adopted by the Academic Council referred to the above
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AC – 28/12/2021
Item No. – 8.1(R)


UNIVERSITY OF MUMBAI








Syllabus for M.A. (Education)
(Yearly pattern PG Programme into CBCS Pattern)
Semester -Sem I II and I V

(Choice Based Credit System )



(With effect from the academic year 2021 -22)

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UNIVERSITY OF MUMBAI
Syllabus for the Master of Arts M.A. (Education) as per CBCS
----------------------------------------------------------------------------------------------------------------
1.1 Credits: A course that is taught for 4 hours a week f or a period of 15 weeks will carry six credits.
1.2. Course credits : To qualify in a given course, a student will have to acquire six credits in the course.
Out of these, four credits are central teaching component and two credits are for the self -study
component. The self study component will consist of academic tasks outside the classroom that will be
assigned by the teacher from time to time. The self study component assigned in this manner will be
related to or an extension of but not in lieu of the pre scribed syllabus. The self -study component will be
given a weightage of 33% in the evaluation of the student. In case of courses with practical component/
field-work components, four credits are for theory course and two credits shall be practical
componen t/filed -work component (regulation 5.1 to 5.9).

1. 3. M. A. Programme : A student who acquires a minimum of 100 credits over four semesters will be
declared eligible for the award of the M.A. degree.

1.4. Courses : There shall be five types of courses: (i) Core Course; (ii) Elective Course; (iii)
Interdisciplinary/Cross -disciplinary Courses; (iv) Audit Courses; (v) Project -based Courses; (vi) Ability
Enhancement Courses
2. Rules for programmes not having a practical component
2.1: Four core courses shal l be offered in semesters 1 and 2 each.

2.2. Five elective courses shall be offered in the third semester. No other courses will be offered in the
third semester.

2.3. The fourth semester shall consist of one ability enhancement course, one interdiscip linary/cross
disciplinary course (I/C courses) and one project based course.

2.4 Each department will offer at least one I/C course during semester 4. The learner can choose any one
course from this basket, including the course offered by his/her parent department. The preamble to this
course will clearly specify the prerequisites for this course.
3. Project based courses

3.1 Project based courses will be offered in the fourth semester. Every learner will have to choose one
project based course, which w ill be for ten credits. The project based course will be in the form of a
dissertation based on a live project or a research assignment related to the specific discipline of the parent
department.

3.2: Every Teacher from every department will announce fo ur to five broad topics at the beginning of the
second semester, reflecting degree of relevance and rigour suitable to a post graduate programme, along
with an indicative reading list. These will be screened by the Board of Studies in the subject and a fin al
list of approved topics along with a reading list will be displayed in the first week of the third semester.

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3.3: The student will submit a list of his/her three most preferred topics in the order of preference by the
fifth week of the third semester t o the Head of the parent department.

3.4: Each Department will constitute a project committee consisting of the Head of the Department
(Chairperson) and two other teachers from the department. The purpose of this committee is to oversee
the functioning o f the project component in the department.

3.5: All post graduate teachers in the Department will be guides for the project component
3.6: The project committee will allocate students to guides within the department in order of the average
of marks obta ined in semesters 1 and 2.

3.7: If it is felt necessary, the project committee can assign a co -guide to a student, depending upon
specific disciplinary needs.

3.8: The student will make a preliminary presentation in the seventh week of the fourth semester. The
presentation will be attended by the guide and a committee consisting of two other teachers from the
department. The committee will make necessary suggestions to improve the dissertation.

3.9: The student will make a final presentation in the 10th to the 12th week of semester four. The
presentation will be evaluated by the same committee that evaluated the preliminary presentation. The
criteria for evaluation will be as follows:
i) 10 marks for the quality of presentation
ii) 15 marks for answers to questions
The marks given by the three members of the evaluation committee will be averaged in each head and the
total marks decided by totaling the averages un der the three heads.
3.10: The student will submit a bound hard copy of the dissertation to the Department by the end of the
fourth semester, along with a soft copy on a CD/DVD.

3.11: The final dissertation will have a word limit of 5000 -8000 words and will be typed in one and a half
spacing on one side of the paper.

3.12: The final dissertation will be evaluated out of 75 marks by the guide.
3.13: The project will be given a grade p oint as per the following scheme:

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3.14: A student who gets a letter grade F in the course will be deemed to have failed in the course
.
3.15: A student who feels aggrieved by the grading received will have the option of applying to the
project committee for re -evaluation of the project within a period of one week after the declaration of the
result. . If the project committee feels that the cla im is justified, it shall appoint a fresh examiner who will
submit his/her evaluation in a week‟s time. If the marks by the re -evaluating examiner exceed the marks
of the original examiner by a margin of 10% or more, the latter set of marks will be conside red final.
3.16: The student who has got a letter grade F in the project course will have the option of resubmitting a
revised version within 2 months from the date of declaration of the result. If a student fails this time too,
he/she will not get any mor e chances and will be ineligible to be awarded the MA degree.

3.17: If a student is unable to submit his/her dissertation in the stipulated time or fails to make the
presentations at the appointed time, he/she will be deemed to have failed the course and will have the
option given in 3.16.
3.18: The schedule for preliminary presentation, final presentation and dissertation submission is
displayed in the first week of the fourth semester.

3.19: Ethical Standards regarding Dealing with Human Participants:
Students should refrain from acts which he or she knows, or under the circumstances has reason to know,
spoil the academic integrity of the academic program. Violations of academic integrity include, and not
limited to: plagiarism; violation of the rights and welfare of human participants in research and practice;
cheating, knowingly furnishing false information; misconduct as a member of department or college, and
harm to self and others.
4. Evaluation of non -project courses

4.1:The examinations shall be of two kinds:
(i) Internal Assessment
(ii) Semester End Examination.

4.2.: The learner who obtains less than 40 % of the aggregate marks of the relevant examination in that
course either in the internal assessment or in the end –semester examination w ill be awarded the letter
grade F in that course.

4.3: Internal Assessment: The internal assessment shall be for 40 marks. Two internal assessment
examinations shall be scheduled for a course. The internal examination is to be conducted by the course Marks Grade Points Grade Performance

Less than 40 0 F Fail
40 – 44.99 4 D Pass
45 – 49.99 5 C Average
50 – 54.99 6 B Above Average
55 – 59.99 7 B + Good
60 – 69.99 8 A Very Good
70 – 79.99 9 A + Excellent
80 & Above 10 O Outstanding
Note : The Subject weight will remain as earlier.

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teacher. The schedule for the internal assessment is announced within two weeks of the commencement
of the semester. The answer -sheets for internal examination shall be masked before evaluation. The
evaluated answer -sheets and marks shall be shown to the stud ents on the date announce in advance.

4.4: The existing rules for moderation of answer sheets will be followed in the case of internal
examinations in core courses.

4.5. Semester -End Examination: The semester end examination shall be for 60 marks.

4.6: If a student is absent from the internal or end semester examination in any course including the
project course, he/she will get a grade point of 0 and a letter grade of F.

4.7: If a student fails in the internal examination of a core or elective co urse, he/she will have to appear
for the internal examination of the course when the course is offered again.

4.8: If a student fails in the end -semester examination of a core or elective course, he/she may reappear
for the same examination when it is he ld again in the following semester. A student can appear at the
most three times, including the original attempt. If a student obtains a letter grade F in all the three
attempts, he/ she will have to seek fresh admission to the MA programme.
4.9: If a stud ent obtains the letter grade F in any course in a given semester, the letter grade F will
continue to be shown in the grade card for that semester even when the student passes the course
subsequently in another semester.

4.10: If a student obtains minimu m 40% marks in the internal assessment and fails to obtain minimum
40% percent marks in the end -semester examination of any course in any of the semester, the marks of
the internal examination shall be carried forward.

5. Rules for MA programes with practical component/field work components are as follows:

5.1: Four core courses shall be offered in semesters 1 and 2 each.

5.2: Five elective courses shall be offered in the third semester. No other courses will be offe red in the
third semester.
5.3: The fourth semester shall consist of one ability enhancement course (6 credits), one
interdisciplinary/cross disciplinary course (6 credits) and one project based course (10 credits)
.
5.4: The semester having Practical Com ponent / Field Work Component shall be given four teaching
hours per week per theory (core/elective) course. Each core/elective course shall have 4 credits in such
semester.

5.5. There shall be 2 credits Practical Components/ Field Work Component per the ory course
(core/elective) in a semester one to three. The credits for practical and theory courses are obtained
separately.

5.6. There shall be 8 credits Practical Component/ Field Work Component in semester one and two. There
shall be 10 credits Practi cal Component/ Field Work Component in semester three. There shall be no

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practical/field work component in semester four. The practical/field work component shall be elective in
semester three.
5.7. Two hours of laboratory work/ Field work per week for 15 weeks shall be considered as 1 credit.
Two practical hours/ Field work hours are equivalent to one hour of theory teaching.

5.9. Regulation 2.4 to 2.7 and 3.1 to 3.19 shall be applicable to M.A. programs with practical component /
filed work component.

6. Evaluation of non -project courses and practical component /field work component for
courses having practical/field work component.

6.1: The examinations shall be of two kinds:
(i) Internal Assessment
(ii) Semester End Examination.

6.2. The learner who obtains less than 40 % of the aggregate marks of the relevant examination in that
course either in the internal assessment or in the end –semester examination will be awarded the letter
grade F in that course.

6.3 Internal Assessment for theory cour ses: The internal assessment shall be for 40 marks. Two internal
assessment examination shall be scheduled for a course. The internal examination is to be conducted by
the course teacher. The schedule for the internal assessment is announced within two wee ks of the
commencement of the semester. The answer -sheets for internal examination shall be masked before
evaluation. The evaluated answer -sheets and marks shall be shown to the students on the date announce in
advance.

6.4 Internal Assessment for practi cal component/ field work component: The internal assessment shall be
for 40 marks. The internal assessment is to be conducted by the course teacher. The practical/field work
submission material (answer -sheets, journals, other submissions, etc.) for intern al examination shall be
masked before evaluation. The evaluated practical/field work submission material and marks shall be
shown to the students on the date announce in advance.

6.5: The existing rules for moderation of answer sheets will be followed in the case of internal
examinations in core courses excluding practical component/ filed work component.

6.6: Semester -End Examination: The semester end examination shall be for 60 marks for theory courses
(core /elective) and for practical component/field work component. The semester –end examination for
practical component/ filed work component shall be conducte d separately.

6.7: If a student is absent from the internal or end semester examination in any course including the
project course and practical/filed -work component, he/she will get a grade point of 0 and a letter grade of
F.
6.8: If a student fails in the internal examination of a core or elective course, or practical/filed work
component, he/she will have to appear for the internal examination of the course when the course is
offered again.

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6.9: If a student fails in the end -semester examination of a core or elective course or practical/filed work
component, he/she may reappear for the same examination when it is held again in the following
semester. A student can appear at the most three times, including the original attempt. If a student obtains
a letter grade F in all the three attempts, he/ she will have to seek fresh admission to the MA programme.

6.10. If a student obtains the letter grade F in any course in a given semester including practical/filed
work component, the letter grade F will cont inue to be shown in the grade card for that semester even
when the student passes the course subsequently in another semester.

6.11. If a student obtains minimum 40% marks in the internal assessment and fails to obtain minimum
40% percent marks in the end -semester examination of any course in any of the semester, the marks of
the internal examination shall be carried forward.

6.12: The letter grade and the grade point for the course will be computed as in 3.13.

6.13: In any semester, the students GPA will be calculated
6.14. The semester wise GPA and CGPA shall be printed on the grade card of the student along with table
3.13.

6.15. The final semester grade card shall also have the aggregate percentage marks scored by the student
in all the courses including practical/filed work component in which the student has obtained the relevant
credits.

6.16. In case, if it is required to scale the internal assessment marks and end -semester examination marks
to 400 marks pe r semester and 1600 marks for entire MA course, then internal assessment marks, end -
semester examination marks and total marks shall be multiplied by factor 0.8.

6.17: The rules for gracing: the existing ordinance for gracing shall continue to be used.

***** *************************************************************************
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SUMMARY OF COURSES AND CREDIT FOR M.A.(EDUCATION) PROGRAMME
2021 -22
The courses along with their credits are as follows

Components Courses Credits
Core Courses 1. Advanced Philosophy of Education
2. Advanced Psychology of Education
3. Curriculum Design and Development
4. ICT in Education
5. Advanced Sociology of Education
6. Research Methodology in Educ ation
7. Teacher Education
8. Quality Management in Higher
Education 48
Elective Courses
(Select any five) 1. Modern Trends in Education
2. Elementary and Secondary Education
3. Women Education
4. Educational Management &
Leadership
5. Guidance and Counselling
6. Open and Distance Learning
7. Economics of Education
8. History of Education 30
Ability Enhancement
Courses
(select any one) 1. Theatre in Education
2. Methods and Techniques of Teaching
3. Academic Communication and Writing 06
Interdisciplinary Courses
(select any one) 1. Environmental Education and
Sustainable Development
2.Peace Education and Sustainable
Development
3. Work Education 06
Project Based Course 1.Dissertation 10
Total Credits 100

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M.A. (Education) Curriculum Framework
Courses Credits External
Marks Internal
Marks Total
Marks
Semester - I (Core Courses)
Advanced Philosophy of Education 06 60 40 100
Advanced Psychology of Education 06 60 40 100
Curriculum Design and Development 06 60 40 100
ICT in Education 06 60 40 100
Total 24 240 160 400
Semester - II (Core Courses)
Advanced Sociology of Education 06 60 40 100
Research Methodology in Education 06 60 40 100
Teacher Education 06 60 40 100
Quality Management in Higher
Education 06 60 40 100
Total 24 240 160 400
Semester - III (Elective Courses) (Select any Five )
1. Modern Trends in Education 06 60 40 100
2. Elementaryand Secondary Education 06 60 40 100
3. Women Education 06 60 40 100
4. Educational Management &
Leadership 06 60 40 100
5. Guidance and Counselling 06 60 40 100
6. Open and Distance Learning 06 60 40 100
7. Economics of Education 06 60 40 100
8. History of Education 06 60 40 100
Total 30 300 200 500
Semester - IV (One ability enhancement course, one interdisciplinary course/cross disciplinary
and one project based course)
Ability Enhancement Courses
(select any one )
1.Theatre in Education
2.Methods and Techniques of
Teaching
3.Academic Communication and
Writing 06 60 40 100
Interdisciplinary Courses
(select any one ) 06 60 40 100

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1. Environmental Education and
Sustainable Development
2.Peace Education and Sustainable
Development
3. Work Education
Project based course(Dissertation ) 10 25 75 100
Total 22 145 155 300


SEMESTER I
CORE COURSE (CC 1)
ADVANCED PHILOSOPHY OF EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6
Course Objectives
 To develop an understanding of Philosophy and Education
 To critically evaluate the Indian philosophies
 To develop an understanding of Philosophical Perspectives of Education
 To critically analyse the thoughts of Indian thinkers and thoughts of Education
 To understand post modernism and education

Module 1: Understanding Philosophy & Education (Credit s 2)

Unit 1: Philosophy and Education
a) Branches of Philosophy - Epistemology (Theory of Knowledge), Metaphysics,
Axiology, Ontology
b) Nature, Scope & Functions of Philosophy of Education
c) Relationship between Philosophy and Education (Aims, Curriculum, Teaching
Learning Process, Evaluation)

Unit 2: Indian Philosophies
a) Educational Implications of the following Conventional Schools of Indian Philosophy
i) Vedicii) Yoga
b) Educational Implication s of the following Heterodox Schools Of Indian Philosophy
i) Buddhismii) Jainism
C)Educational implications of Islamic and Christianity Thoughts

Unit 3: Philosophical perspectives of Education
a) Essentialism &Perennialism
b) Pragmatism & Naturalism
c) Humanism& Existentialism

Module 2: Educational Thinkers and Thoughts on Education (Credit s 2)

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Unit 4: Educational Implications from the contribution of the Eastern
Thinkers

a) Dr. ZakirHussain
b) Sri Aurobindo Gosh
c) Jiddu Krishna Murthy

Unit 5: Educational Implications from the contribution of the
Western Thinkers
a) Plato
b) Karl Jaspers
c) Paulo Freire

Unit 6: Postmodernism & Education:

a) Concept of Postmodernism
b) Education in the Postmodern era ( Regarding postmodernism, the aims of education are
teaching critical thinking, production of knowledge, development of individual and social
identity, self -creation.)
c) Educational Challenges in post -modern era

Module 3: Internal Assignment : (Credits2 )

Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ Cooperative
Learning /Blended Learning/Construction/NaiTalim - Experiential Learning
/Open Book Assignment/ Class test 10

References :
 Aggarwal, J. C., Great Philosophers and Thinkers on Education,
 (2006), Shipra Publications, Delhi.
 Dr.HussainZakir, Educational Reconstruction in India, (1969),Director, Publications
Division, Government of India Press,Faridabad.
 Singh, R. P., ZakirHussain: Dynamics of Indigenous Education,(1968), Sterling
Publishers (P) Ltd. Delhi.
 Chakraborty A. K.(20 03)." Principles and Practices of Education."Meerut, Lal Book
Depot.
 Gupta S. (2005). " Education in Emerging India. Teachers role in Society." New Delhi,
Shipra Publication.

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 Seetharamu, A. S. (1989). Philosophy of Education. New Delhi, Ashish Publishing
House.
 Taneja, V. R. (2000). " Educational Thought and Practice." New Delhi,Sterling.
 Macquarrie, J. (1968) : Existentialism, Pelican Book.
 Chaube S.P. &Chaube A. (1996) : Foundations of Education, Publishing House, New
Delhi.
 Chandra S.S. & Sharma R.K. (20 04) : Philosophy of Education, Atlantic Publishers.
 Aggarwal, S., (2007), Philosophical Foundations of Education, AuthorPress, New Delhi.
 Chaube S.P., (1988) Indian and Western Educational Philosophers, VinodPusthakMandir,
Agra.
 Joshi, S. (2006), Great Ind ian Educational Thinkers, Authors„ Press, New Delhi.
 Mishra P.K. & Dash P.C. (2010), An introduction to Philosophical and Sociological
Foundations of Education, Mangalam Publications Delhi.
 Pandey R.S.,(1997), East -West Thoughts on Education, Horizon Pub lications, Allahabad.
 Shehsad, A., (2006), Educational thinkers of India, Amol Publications Pvt. Ltd. New
Delhi.
 Shukla, C. S., Shaida B. D. and Safaya R. N.(2008), Teacher in Emerging Indian Society,
Dhanpatrai Publishing Co. (P) Ltd, New Delhi.
 Krishnamu rti Foundation The "official" Krishnamurti site
 Krishnamurti, Jiddu (1974) On Education, Pondicherry, India: All India Press.
 Krishnamurti, Jiddu (1975) Dialogue on Education, at Ojai.
 Krishnamurti, J.(1953c) Education and the Significance of Life, London :Victor Gollancz
Ltd.
 Sharma R. 2000, Textbook of Educational Philosophy Kanishka Publishers, New Delhi.
 Sinha K., 1995, Education Comparative Study of Gandhi and Freire, Commonwealth
Publishers, New Delhi.
 References: On -line Sources :
 Encyclopedia of Phil osophy of Ed.:
 www.educao.pro.br/;links.htm
 The Center for Dewey Studies:
 www.siu.edu/~dewyctr/
 Stanford Encyclopedia of Philosophy:
 www.plato.stanford.edu/
 http://www.objectivistcenter.org/cth --409-FAQ_Philosophy.aspx
 https://www.slideshare.net/arnieariasvalera/postmodernism -in-education


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SEMESTER I
CORE COURSE II (CC 2)
ADVANCED PSYCHOLOGY OF EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6


Course Objectives

 To develop an understanding of educational Psychology
 To critically evaluate the theories of learning
 To develop an understanding of learner dynamics
 To develop an understanding of learner diversity
 To address the individual differences in the classroom
 To apply models of teaching for effective teaching and learning
 To develop an understanding of metacog nition and development of self and identity

Module 1 -Application of Educational Psychology for Learning (Credits 2)
Unit 1: Fundamentals in Educational Psychology
a) Psychology and Educational Psychology - concept, meaning and definition
b) Contribution of Educational Psychology to the learning process
c) Scope of educational psychology - the teacher, the learner, the learning environment and the
learning resources
Unit -2 Critical Understanding of theories of Learning
a) Behavioral views: Class ical Conditioning (I. Pavlov), Operant Conditioning (B.F. Skinner)
b) Cognitive views: Learning by discovery (Jerome Bruner) Information Processing (David
Ausubel)
c) Social Learning (Albert Bandura) and Social Constructivism (L Vygotsky)
Unit -3 Unders tanding Learner Dynamics
a) Learning Styles -Kolb‟s Learning Style
b) Thinking Styles - - Sternberg‟s Thinking Styles

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c) Mental health and Mental hygiene, Defense Mechanisms

Module -2 Application of Educational P sychology for Teaching (Credits 2)
Unit -4 Learner Diversity
a) Personality - Theories of personality Western (cognitive -Ellis, humanistic -Berne) and
Indian perspective (Vedic and Buddhist)
b) Intelligence - cognitive (J.P. Guildford, Emotional Intelligence and Multiple Intelligence
c) Creativity and Creative th inking contribution of E.D. Bono
Unit : 5 Educational needs of differently abled children
a) Catering to Individual Differences - Cognitive exceptional children, physically
exceptional children, socio -cultural exceptional children
b) Emotional and Behavioral disorders - Attention Deficit Disorder Attention Deficit
Hyperactive Disorder, Disruptive Behaviour Disorder
c) Inclusive Education - concept of mainstreaming, integration and inclusion, need and
importance of inclusive education in the Indian context

Unit 6 : Teaching for Thinking and Self Development
a) Models of Teaching: Inductive Thinking by Hilda Taba, Synectics by William Gordan
b) Metacognition - Meaning, development and teaching for Metacognition
c) Development of self and identity, Carol Dweck Self -Theory and Daryl Bem Self -
perception Theory
Module 3: Internal Assignment : (Credits 2)

Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ Cooperative
Learning /Blended Learning/Construction/NaiTalim - Experiential Learning
/Open Book Assignment/ Class test 10

References :.
 Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New York, Harper
and Row Publishers, P.P. 89 -90.
 Dandapani, S. (2001), A textbook of Advanced Educational Psychology. New Delhi:
Anmol Publications.

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 Dunn, R. (1983). Can students identify their own Learning Styles? Educational
Leadership,40, P.P. 60 -62.
 Dash, M. (1988). Educationa l Psychology. Delhi: Deep and Deep Publication.
 Duric, L. (1990). Educational Sciences: Essentials of Educational Psychology.
International Bureau of Education, UNESCO, New Delhi, Sterling Publishers, P.
 Kundu C.L. and Tutoo D.N. (1993) : Educational Psych ology, Sterling Publishers Pvt.
Ltd.
 Mangal, S. K. (1984).Psychological Foundations of Education. Ludhiana: Prakash
Publishers
 Mohan J. and Vasudeva P. N. (1993). Learning Theories and Teaching, In Mohan
Jitendra (ed.) Educational Psychology, New Delhi, Wi ley Eastern Limited, P. 146.
 Oza, D. J. and Ronak, R. P. (2011).Management of behavioral problems of children with
mental retardation.Germany:VDM publication.
 Tessmer, M., and Jonassen, D. (1988).Learning Strategies: A New Instructional
Technology. In Harr is Duncun (1988) Education for the New Technologies, World Year
Book of Education. London: Kogan page Inc
 Skinner, E. C. (1984). Educational Psychology -4th Edition. New Delhi: Prentice Hall of
India Pvt. Ltd.
 Spinthall, N., and Spinthall, R. C. (1990).Educ ational Psychology 5th Edition. - McGraw
Hill Publishing Company.
 Cole, M., (1996).The Development of Children. New York: Worth publishers
 Crain, W., (2005).Theories of Development (5th Edition). Pearson
 Kanga, F., (1991).Trying to Grow. New Delhi : Ravi D ayal Publishers
 Mukunda, K. (2009). What did you ask at school today? Noida: Harper Collins
Publishers.
 Sharma, N., (2003).Understanding Adolescence. New Delhi: NBT







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SEMESTER I
CORE COURSE III (CC 3)
CURRICULUM DESIGN AND DEVELOPMENT

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6

Course Objectives
 To explain the conceptual framework of Curriculum Development.
 To analyse the bases of Curriculum D evelopme nt.
 To understand the conceptual framework and various Curriculum Design
 To study the theories of Curriculum Development
 To understand the Models of Curriculum Design
 To analyse the current trends in Curriculum Development.

Module 1: Curriculum Development: A Conceptual Framework (Credits 2)
Unit 1: Concept, Process and Strategies of Curriculum Development
a) Concept, Need & Principles of Curriculum
b) Process of Curriculum Development
c) Elements and Strategies of Curriculum Development
Unit 2: Foundations of Curriculum Development
a) Philosophical, Sociological and Psychological bases of Curriculum Development
a) Changing role of the teachers in transacting curriculum
b) Role of SCERT, NCTE, NCERT in Curriculum Development –
Unit 3: Curriculum Design
a) Concept, Need and Significance of Curriculum Design
b) Principles for Curriculum Design -Challenge and enjoyment, Breadth, Progression Depth ,
Coherence ,Relevance , Personalisation and choice
c) Types of Curriculum Design - Subject centred, Learner centred, Problem centred

Module 2: Trends, Theories and Models of Curriculum (Credits 2)

Page 20

Unit 4: Theories and Curriculum Development
a) Curriculum and Constructivism
b) Curriculum and Critical Theory
c) Curriculum and Poststructuralist Theory

Unit5: Models of Curriculum Design
a) Objectives model and the Process model,
b) Tyler‟s model,
c) Wheeler‟s model, Kerr‟s model
Unit6: Current Trends in Curriculum Development
a) Autonomy and Curriculum Development.
b) Curriculum for Inclusion - Need, Importance and Challenges
c) E –learning and Cu rriculum Development

Module 3: Internal Assignment : (Credit s 2)

Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ Cooperative
Learning /Blended Learning/Constructivism/NaiTalim - Experiential Learning
/Open Book Assignment/ Class test 10
References:
 Bean, James A., Conrad F. Toepfer, Jr. and Samuel J. Alessi, Jr. (1986) Curriculum Planning and
Development. Boston: Allyn and Bacon Inc.
 Brady, Laurie (1992) Curriculum Development, New York, Prentice Hall
 Dash, B. N. (2007) Curriculum planning and development. New Delhi, Dominant Publication
 Khan, M.I. & Nigam, B.K. (1993) Evaluation and Research in Curriculum Construction. Delhi:
Kanishka
 Mamidi, M. R. and S. Ravishankar (1995), Curriculum Development and Educational
Technology, New Delhi: Sterling Publishing Pvt. Ltd.
 National Council of Educational Research and Training (1999). Special Issue on
Curriculum Development.[Special issue].Jou rnal of Indian Education. 25(3)
NCTE (2009) National curriculum framework for teacher education. New Delhi: NCTE
NCERT. (2005). National curriculum framework. New Delhi: NCERT.
NCERT. (2005). Position paper on tea cher education for curricular renewal. New Delhi: NCERT.
National Education Policy 2020, MHRD, Government of India.
Reddy, B. (2007). Principles of curriculum Planning and development. New Delhi:
Arise Publishers & Distributors.
Online References :
 https://www.youtube.com/watch?v=KWNK_WGo38U&t=27s
 https://www.youtube.com/watch?v=cLwTiqkqSbA&t=304s

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 https://youtu.be/oTIQsnski4E
 https://youtube.com/channel/UCuWXVxVRC9HFUn2NnY_SgFQ

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SEMESTER I
CORE COURSE IV (CC 4)
ICT IN EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6
Course Objectives

 To explain the conceptual framework of Information and Communication
 Technology in Education
 To apply the learning theories in ICT enabled Teaching -Learning Process
 To study the e merging Trends in the ICT enabled Teaching -Learning Process
 To study the various Instructional Designs
 To understand the development of various Instructional Design
 To study and understand the online resources and ethical practices in ICT enabled
Teaching -Learning Process
Module 1: Information and Communication Technology in Education ( Credits 2)
Unit 1: Information and Communication Technology in Education
a. Concept of Information, Communication and Educational Technology
b. Role of ICT in Higher education and Teacher Education
c. Application of ICT in Research

Unit 2: Theories and Psychological Principle in the ICT enabled Teaching -Learning
Process
a) Application of Learning theories in E -learning context: Constructivism and Connectivism
b) ICT enabled environment: Characteristics of e-learner and e -learning environment
c) Psychological principles of ICT enabled classroom learning
Unit 3: Emerging Trends in the ICT enabled Teaching -Learning Process
a) Massive Open Online Courses (MOOC) – Concept and Characteristics
b) E- Learning – Concept and C haracteristics
c) Blended Learning – Concept and Application in the Classroom

Page 22

Module 2: Instructional Design and Ethical Practices (Credits 2)
Unit 4: Instructional Design
a) Concept of Instructional Design
b) Models of Instructional Design: ADDIE, Dick and Carey Mo del
c) Model of E -learning: Community of Inquiry (CoI) Model – Garrison and Anderson
(2003)
Unit 5: Development of Instructional Design
a. Stages of development of Instructional design
b. Events of Instruction: Gagne‟s Nine Events of Instruction
c. Use of Media: Types of media, Choice of medias
Unit 6: Online Resources and Ethical Practices in ICT enabled Teaching -Learning Process
a. Online resources: Web 2.0 tools, Open Educational Resources, Digital evaluation tools
b. E-Learning Portals and database: e -Pathshala, SWAYAM, N List
c. Ethical Practices in ICT enabled Teaching -Learning Process: Copyright, Plagiarism, Creative
Commons
Module 3: Internal Assignment: (Credits 2)

Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ Cooperative
Learning /Blended Learning/Construction/NaiTalim - Experiential Learning
/Open Book Assignment/ Class test 10


References
 Anderson, Jonathan. (2005). IT, e -learning and teacher development. International Education
Journal, ERC2004. Retrieved from http://iej.cjb.net
 Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction. New York:
Longman
 Kanaya, T., Light, D. &Mcmillan Culp, K. 2005. Factors Influencing Outcomes from
aTechnology -Focused Professional Development Program. Journal for Research inTechnology
Education, 37, 313 - 329.
 Khedekar S ,Magre .s (2016) Infor mation Communication Technology Awareness and Academic
Performance, LAP Lambart Academic Publishing House Germony.First Edition.
 Khedekar S ,Magre .s (2021) Information Communication Technology Awareness and Academic
Performance, LAP Lambart Academic Publi shing House Germony. E -book,Kindle Published
Second Edition
 McGreal, R., Kinuthia, W., & Marshall, S. (2013). Open educational resources: Innovation,
research and practice . Commonwealth of Learning and Athabasca University.
https://www.oerknowledgecloud.org/archive/pub_PS_OER -IRP_web.pdf
 Wilson, B. G. (Ed.). (1996). Constructivist learning environments: Case studies in instructional
design. Educati onal Technology Publications.

Page 23

 Sehra ,Siddharth, Maghu , Sunakshi and Bhardawaj, Avdesh. (2014). Comparative Analysis of E -
learning and Distance Learning Techniques. International Journal of Information & Computation
Technology. Retrieved from http://www.irphouse.com
 Rothwell, W. J., &Kazanas, H. C. (1998). Mastering the instructional design process: A
systematic approach. San Francisco, CA: Jossey -Bass Publishers.
 OECD. (2007). Giving Knowledge for Free: The Emergence of Open Educational
Resources. OECD. https://doi.org/10.1787/9789264032125 -en
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SEMESTER II
CORE COURSE V (CC 5)
ADVANCED SOCIOLOGY OF EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6
Course Objectives :
 To develop the understanding of the basic concepts of Sociology and Education
 To create awareness of the va rious t heoretical approaches to Sociology of
Education
 To create the awareness of basic conce pts of Multicultural Education
 To create the awareness of basic concepts of Human rights Education
 To create the awareness of basic concepts of Entrepreneurship in Education
 To develop the understanding of Social Stratification, Mobility and
Modernization
Module 1: Fundamentals and Theoretical Approaches to Sociology of Education (Credits 2)
Unit 1: Society and Education
a) Meaning and Scope of Sociology of Education and Educational Sociology
b) Distinction between Educational Sociology and Sociology of Education
c) Concept, Types and Functions of Social Institutions
Unit 2 : Theoretical Approaches to Sociology of Education
a) Symbolic Interactionism Theory –George Mead
b) Structural Functionalism –Talcott Parsons
c) Conflict Theory - Karl Marx
Unit 3 :Multicultural Education
a) Meaning and Concept of Multicultural Education
b) Characteristics, goals and dimension of Multicultural Education
c) Principles of Teaching and Learning in a Multicultural Society
Module 2: Emerging Perspectives of Education (Credits 2 )
Unit 4: Human Rights Education
a) Nature, Meaning and Concept of Human Rights & Human RightsEducation

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b) Types of Human Rights
c) Model of Human Rights Education - Value and Awareness, Accountability and
Transformational
Unit 5:Entrepreneurship in Education
a) Entrepreneurship in Education - Concept, Need and Significance
b) Educating about, for and through entrepreneurship Value creation as the common core of
entrepreneurial education
c) Entrepr eneurship Competencies - Cognitive (Knowledge,Skills) and Non -Cognitive
(Attitudes),Benefits of Education for Entrepreneurs

Unit 6: Social Stratification, Mobility and Modernization
a) Concept and Types of Social Stratification
b) Concept, and Types of Social Mobility - Factors affecting Education in relation to Social
Stratification and Social Mobility with special reference to Indian Society.
c) Concept of Modernisation: Individual and Societal Modernity, Role of Education in
Modernisation.
Module 3: Internal Ass ignment: (Credits 2)

Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10

References:
 Austin, J., Stevenson, H. & Wei‐Skillern, J. 2006. Social and commercial entrepreneurship: same,
different, or both? Entrepreneurship Theory and Practice, 30, 1 -22.
 Banerjee, A.C. & Sharma, S.R. (1999): Sociological and Philosophical Issues in Education.
Jaipur: Book Enclave.
 Bager, T. 2011. Entrepreneurship Education and new venture creation: a comprehensive
approach. In: Hindle, K. &Klyver, K. (eds.) Handbook of Research on New Venture
Creation. Cheltenham, England Edward Elgar.
 Banks, J. (2004). Approaches to multicultural curriculum reform. In J. Banks & C. Banks (Eds.),
Multicultural educatio n: Issues and perspectives (pp. 242 -264). San Francisco, CA: Jossey -Bass.
 Banks, J. (2004). Multicultural education: Characteristics and goals. In J. Banks & C. Banks
(Eds.), Multicultural education: Issues and perspectives (pp. 3 -30). San Francisco, CA: Jossey -
Bass.
 Bird, B. 1995. Towards a theory of entrepreneurial competency. Advances in
entrepreneurship, firm emergence and growth, 2, 51 -72.
 Chandra, S.S.(1996) Sociology of Education, Guwahati, Eastern Book House.

Page 25

 Dhand, H. (2000): Teaching Human Rights : A Handbook, Bhopal Asian Institute of
HumanRights.
 Mohanty, J. (2005): Teaching of Human Rights: New Trends and Innovations. New Delhi:Deep
and Deep Publications PVT.LTD.
 Magre S ((2019) :Innovation,Intellectual Property Rights and Entrepreneurship DnyanPrasarak
Publication Private Ltd.Mumbai
 Magre S, Rawat A (2019) Entrepreneurship in Education, Amitesh Publication & Company ,Pune
 Singh, Y. K. (2009) Sociological Foundation of Education. New Delhi: A.P.H Publishing
Corporation.
 Sodhi, T.S. &Suri, A . (2003) : Philosophical and Sociological Foundation of
Education.Patiala:Bawa Publications
 Talesara, H. (2002) Sociological Foundations of Education, New Delhi, Kanishka Publishers.
 Reardon, Betty （1988 , “Comprehensive Peace Education: Educating for globa l responsibility”,
Teachers College Press, New York, p.16.
Online References:
 https://ncte.gov.in/website/OER.aspX NCTE
 https://ncte.gov.in/website/OER.aspX NCTE
 https://ncte.gov.in/website/OER.aspX NCTE
 https://youtu.be/CcnoRcZiYgw
 https://youtu.be/UldxQmDBfls
 https://youtu.be/Eo75IjFVYhM

















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Page 26

SEMESTER II
CORE COURSE V I (CC 6)
RESEARCH METHODOLOGY IN EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6

Course Objectives

 To explain the concept ual framework of educational research
 To explain the conceptual framework of research design
 To explain the types of variables and hypotheses in research.
 To explain the types of research
 To understand the various tool and techniques in research.
 To explain how to write a research report.
Module I: Educational Research and Researc h Design (Credits2 )

Unit 1: Educational Research
a) Educational Research: Meaning, Scope of Educational Research, Types of Research:
Fundamental, Applied and Action Research
b) Ethical considerations in Educational Research: Sources Acquiring Knowledge, Scient ific
Method, Difference between Research Method and Research Methodology
c) Research proposal: Meaning and Components of Research Proposal

Unit 2: Research Design
a) Research Design: Meaning, Definition, Purpose and Components of Research Design
b) Population and Sample: Concept, Sampling: Techniques of sampling, Types Probability and Non -
Probability Sampling
c) Review of Related Literature – Purpose, Need and Organization

Unit 3: Variables and Hypotheses

Page 27

a) Variables: Meaning, Types of variables (Independent, Dependent , Extraneous, Intervening and
Moderator), Controlling Extraneous and Intervening Variables
b) Hypothesis: Concept, Sources of hypothesis and Types of hypotheses (Research, Directional,
Non-Directional, Null, Statistical and Question form)
c) Formulating Hypothes is: Characteristics of a good Hypothesis, Testing of Hypothesis,
Significance of Test, Errors in Testing of Hypothesis
Module II: Paradigm, Tools and Data Analysis in Research (Credits 2 )
Unit 4: Quantitative and Qualitative Research

a) Quantitative Research : Concept, Types: Descriptive Research, Co -relational Research, Causal -
Comparative Research, Experimental Research, Survey Research
b) Qualitative Research : Concept, Types: Ethnography, Case Study and Historical research
c) Experimental Designs :
i. Types: Pre-experimental design, Quasi -experimental design and True experimental
design
ii. Internal and External Experimental Validity, Factorial Design, Nested Design, Single
Subject Design

Unit 5: Tools and Techniques of Research
a) Types of Measurement Scale and Res earch Tools
b) Types of Tools - Rating scale, Attitude scale, Opinionnaire, Questionnaire, Checklist, Semantic
Differentiate scale, Psychological Test, Inventory and Observation
c) Steps of Preparing a Research Tool – Validity and Reliability: Concepts and Types method of
estimating reliability, Item Analysis: Steps involved in Item – Analysis
Unit 6: Data Analysis and Report Writing
a) Quantitative Data Analysis -
i. Parametric Techniques, Non - Parametric Techniques, Conditions for using parametric
and non -parametric techniques
ii. Data Analysis: Descriptive data analysis: Measures of central tendency, variability,
fiduciary limits and graphical presentation of data), Inferential data analysis: Correlation,
t-test, z -test, ANOVA, Critical ratio for comparison of percentag es and chi -square (Equal
Probability and Normal Probability Hypothesis), Interpretation of result
b) Qualitative Data Analysis: Data Reduction and Classification, Analytical Induction and Constant
Comparison.
c) Research Reporting: Types of Research Report, Form at and Bibliography, Evaluation of
Research Report, Purpose of research reporting.

Module 3: Internal Assignment: (Credits2 )

Sr.
No. Particulars Marks

Page 28

1. Assignments (2*10) 30
2. Case study/Projects/Posters and exhibits /Seminar/ Workshop/ Cooperative Learning
/Blended Learning/Construction/NaiTalim - Experiential Learning /Open Book
Assignment/ Class test 10

References
1. Anderson, G (1990): Fundamentals of Educational Research: The Falmer Press, London.
2. Best, J.W. & Kahn, J.V. (1993): Research in Education; 7th Ed. Prentice Hall of India
Pvt., Ltd., New Delhi.
3. Gay, L.R. (1987). Educational Research, Englewood Cliffs NJ: Macmillan Publishing
Company.
4. Kerlinger, F.N. (1964) : Found ations of Behavioural Research (2nd Ed.), Surjeet
Publications, New Delhi.
5. Koul, L. (1984): Methodology of Educational Research (2nd Ed.), Vikash Publishing
House Pvt. Ltd., New Delhi.
6. Kulbir Singh Siddhu (1992), Methodology of Research in Education, Sterl ing Pub lishers
Private Limited pg, 252
7. MagreS,Francis R (2021),Classroom Dynamics :Action Research, Lambart Academic
Publishing House , UK.

Suggested Readings
1. Langenbach, M., Vaughn, C., & Aagaard, L. (1994). An introduction to educational
research. Allyn and Bacon.
https://niepid.nic.in/AN%20INTODUCTION%20TO%20EDUCATIONAL%20RESEA
RCH.pdf
2. Kahn, J. V. (199 8). Research in Education. Allyn and Bacon.
https://ww2.odu.edu/~jritz/attachments/reined.pdf
3. Lodico, M. G., Spaulding, D. T., &Voegtle, K. H. (2006). Methods in educational
research: From t heory to practice. Jossey -Bas. http://stikespanritahusada.ac.id/wp -
content/uploads/2017/04/Marguerite_G._Lodico_Dean_T._Sp aulding_KatherinBookFi.p
df
4. Campbell, D. T. & Stanley, J. C. (1963). Experimental and Quasi -Experimental Designs
for Research.. Chicago: Rand McNally.
5. Garret, H. E. (1958) Statistics in Psychology and Education. New York: Longmans
Green and Co. 5th edition
6. Ragin, C. C. (1994)Constructing Social Research: The Unity and Diversity of Method.
Pine Forge Press,
7. Strauss, A. and Corbin, J. (1990) Basics of Qu alitative Research. Grounded Theory
Procedures and Techniques. Newbury Park, CA: Sage.

Online References:
 https://youtu.be/NbsY_kX2sXQ
 https://www.youtube.com/watch?v=7LG9aHbtu9E
 https://www.youtube.com/watch?v= -jBbrqNKi5E

Page 29

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SEMESTER II
CORE COURSE VII (CC 7)
TEACHER EDUCATION

Theory: 60 Internals: 40 Total Marks 100
Total Credits: 6
Core Objectives:
 To explain the conceptual framework of Teacher Education.
 To understand Teacher Competencies.
 To study the various agencies of Teacher Education
 To create awareness of Innovative Practices in Teacher Education
 To explain Profession and Professi onalism in Teacher Education
 To study various issues in Teacher Education
Module I : Teacher Education : Concept, Practicum and Agencies (Credits 2)
Unit 1: Concept of Teacher Education
a) Meaning, Nature, Need of Teacher Education.
b) Scope and Objectives of Pre -service and In-service Teacher Education
c) Futuristic Views of Teacher Education. (Preparation of Teachers for Special Schools,
Inclusive Classrooms and the Global Context
Unit2: Managing Practicum in Teacher Education
a) Integration of theory of Practice
b) Organization, Observation, Supervision and Assessment of Practice Teaching
c) Principles and Organization of Internship, Concept and Types of feedback to Student
Teachers.
Unit 3: Agencies of Teacher Education

Page 30

a) Agencies of Tea cher Education at the State Level and their Role and Functions - State
Institute of Education (SIE), SCERT, State Board of Teacher Education (GBTE),
University Department of Education, S.S.A.
b) Agencies of Teacher Education at the National Level and Their Rol e and Functions –
UGC, NUEPA, NCTE, NCERT, RMSA.
c) Agencies of Teacher Education at the International Level and Their Role and
Functions - UNESCO.
Module II Teacher Education: Innovation s, Professionalism and Issues Credits: 2
Unit 4: Innovation s in Teacher Education
a) Models of Teacher Education - Behavioristic, Competency -based and Inquiry
Oriented Teacher Education Models.
b) Reflective Teaching – Meaning and Strategies for Promoting Reflective Teaching
c) Innovative Practices in Teacher Education: Nee d, Significance, Types -Activity based
Learning, Experiential Learning, Cooperative and Collaborative Learning
Unit 5: Teacher Education as a Profession
a) Professionalism: Concepts, Dimensions, Professional Ethics and Code of Conduct.
b) Performance Appraisal of Teachers 360 - Self, Principal, students, colleagues and
stakeholders
c) Research in Teacher Education - Areas, Trends, Implications.
Unit 6: Issues in Teacher Education
a) Quality Management of Teacher Education
b) Globalization , Privatization and Autonomy in Teacher Education
c) Issues in Special Education and Integrated Teacher Education
Module 3: Internal Assignment: ( Credits 2)

Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ Cooperative
Learning /Blended Learning/Construction/NaiTalim - Experiential Learning
/Open Book Assignment/ Class test 10
References :
1. Baquer, A. and Sharma, A. (1997). Disability: Challenges vs . Responses. CAN Pub.
2. Bartlett, L. D. and Weisentein, G. R. (2003). Successful Inclusion for Educational Leaders. New
Jersey: Prentice Hall.
3. Chaote, J. S. (1991). Successful Mainstreaming, Allyn and Bacon
4. Choate, J. S. (1997). Successful Inclusive Teac hing. Allyn and Bacon
5. Daird, P. (1980). Curriculum Design and Development. New York: Harcott Brace.

Page 31

6. Deiner, P. L. (1993). Resource for Teaching Children with Diverse Abilities, Florida: Harcourt
Brace and Company
7. Dessent, T. (1987). Making Ordinary School Special. Jessica Kingsley Pub.
8. Gargiulo, R. M. Special Education in Contemporary Society: An Introduction to Exceptionality.
Belmont: Wadsworth.
9. Gartner, A. &Lipsky, D. D. (1997) Inclusion and School Reform Transferring America‟s
Classrooms, Baltimore: P. H. Brookes Publishers.
10. Aggarwal,JC. (2004) Development of Education in India, Delhi, Shipra Publications
https://youtu.be/JJLYzsTH9wg
https://youtu.be/FZVV8Cfg8bA


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SEMESTER II
CORE COURSE VII (CC 8)
QUALITY MANAGEMENT IN HIGHER EDUCATION

Theory: 60 Internals: 40 Total Marks 100
Total Credi ts: 6
Course Objectives:
 To explain the Quality in Education.
 To understand Quality Management in Education.
 To understand the process of Quality Management in Higher Education
 To analyze the Models of Quality Management in Higher Education
 To identify the strategies for Quality improvement in Higher Education
 To study the challenges of Quality Management in Higher Education
Module I – Fundamentals of Quality Management in Higher Education (Credits 2)
Unit 1 : Quality in Education
a) Concept of Quality and Qual ity in Education: Indian and International perspective
b) Concepts of Quality Learning Environments, Quality Teaching, Quality Learners, Quality
Processes, Quality Curriculum
c) Assessment and Accreditation: Meaning, Objectives, Relation between Assessment and
Accreditation
Unit 2 : Quality Management: The Contexts
a) Quality Management: Concept , Need and Significance
b) Quality Management Principles and areas
c) Quality systems in educat ion :The seven parameters (NAAC)
Unit 3: Understanding the Process of Quality Management in Higher Education

Page 32

a) Quality Dimensions in Higher Education
b) Quality improvement processes - Program Educational Objectives (PEO) Program
outcomes (PO) Course outcomes (CO) ...
c) Contemporary Perspectives on Higher Education Quality Management ,Benefits of the
Quality Management Process

Module 2: Attaining Quality Management goals (Credits 2)
Unit4: Quality Management Models in HEIs
a) Total Quality Management
b) Malcolm Baldridgeaward, Six Sigma
c) ISO 9000 series
Unit5: Higher Education Quality Improvement Strategies
a) Professional Integrity for Educational Quality in Management Sciences
b) Quality Management and Academic Leadership
c) Best Practices in Higher Education for Quality Management - Identification,
Implementation, Institutionalization, Internalization and Dissemination

Unit 6: Challenges in Quality Management in Higher Education
a. Culture, leadership, commitment and job satisfaction as antecedents of higher
education service quality
b. Assessing service quality within the ed ucational environment.
c. Role of research and Collaboration in Quality Management in Higher Education
Module 3: Internal Assignment: ( Credits 2)

Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ Cooperative
Learning /Blended Learning/Construction/NaiTalim - Experiential Learning
/Open Book Assignment/ Class test 10
References :
1.Arcaro, J.(1997): Quality in Education: An Implementation Handbook, Vanity Books International
New Delhi
2.Basterfield, D.et.al.(2010): Total Quality Management, Pearson Education Asia, Third Edition. New
Delhi: prentice Hall is an imprint of.
3.Bhote, K.(2003): The Power of Ultimate Six Sigma, American Management Association,USA
4.Mukhopadhaya, M. (200 0): Total Quality in Education, NIEPA, New Delhi.
Mukherjee, P.N. (2010). Total Quality Management, New Delhi: PHI Learning Pvt.ltd.
5.Pathan, S. (2005). Quality Improvement Programme in Higher Education NAAC. Bhopal:
Intellectual Book Bureau.

Page 33

6.Prasad, A. (2007). University Education Administration and the Law. New Delhi: Deep
& Deep Publications.
7.R.Kesavan, C. B. (2008).Total Quality Management. New Delhi: I.K.International.
8.Rampersad, H.(2001): Total Quality Management: An executive guide to continuo us
Improvement, Springer: New York
9.Rita, S. (2004). Assessment and Accreditation in Higher Education. New Delhi:
Association of Indian Univesities.
10.Stella, A. (2001): Quality Assessment in Indian higher Education: Issues of impact and
Future perspecti ves, Allied Publishers Limited, New Delhi
10.Quality Improvement in Education, Taylor & Francis Ltd. ISBN: 9781138577220, 9781138577220
11. Quality Management Principles and Policies in Higher Education
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SEMESTER III
ELECTIVE COURSE (EC - 1)
MODERN TRENDS IN EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6
Course Objectives

• To understand the Role of Social Media in Education
• To understand the self development through service learning
• To develop an understanding of Cyber Education
• To develop an understanding of Global Citizenship education.
• To understand the various parameters of Academic Writings and Excellence in
Education
• To develop an understanding of Outcome Based Education as student centric
teaching learning process.

MODULE I: 21st Century Teaching Trends (Credit 2)
Unit 1: Social Media in Education
a) Social Media: History, Concept and meaning, Characteristics, Classification.
b) Social Media platform used in Education: Functions, Advantage and Educational
Implication of You -Tube, Face -book, e -newsletter, Google+ and Pin interest.
c) Advantage and disadvantages of Social Media, Role of Social Media in Education,.
Unit 2: Self Development through Service Learning
a) Service Learning : Concept and meaning , objectives, Need and significance
b) Service learning as a pedagogy for self development, Relevance, benefits and outcomes o f
Service Learning
c) Writing and maintaining reflective journal through service learning, identify community

Page 34

needs and choosing a service learning project.

Unit 3: Cyber Education
a) Cyber Education: History, Concept and meaning, Characteristics, Need and significance
b) Cyber bullying:Concept and meaning, terminology in cyber bullying ,types of cyber
bullying,
c) Role of Teachers and Parents, Prevention to Cyber Bullying. National Crime Prevention
Council.

MODUL E II: Modern Approaches toEducatio n (Credit 2 )
Unit4 : Global Citizenship Education
a) Concept and Meaning: Global Education, Global Citizen and Citizenship, Global
Citizenship Education.
b) Aims, Objectives and Pedagogical Principles of Global Citizenship Education,Strategies
for Implementing Global Citizenship Education
c) Development of Social and Emotional skills through Global Citizenship Education

Unit 5: Academic Writing & Excellence in E ducation
a) Academic Writing : Concept , Principles, Characteristics, General Forms of Formatting
b) Publication of Academic Writings :online, Print ,Impact Factor ,Ethical consideration for
online and offline academic writing, significance of academic writings , Referencing and
Citation: Concept, Plagiarism - Concept, Types Prevention
c) Educational Excelle nce : Concept and meaning, Elements, Need and Significance

Unit 6: Outcome Based Education
a) Outcome based education: Concept and characteristics
b) Principles and Process of Outcome based education
c) Educational implications of Outcome based education in teaching, learning and
evaluation

Module III: Internal Assessment (Credits 2)
Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ 10

Page 35

References -
1. Adkins, W. R. (1984). Life skills education: A video -based counseling/learning delivery
system. Teaching psychological skills: Models for giving psychology away. Monterey,
CA: Brooks/Cole .
2. Nelson -Jones, R. (1991). Lifeskills: A handbook . Cassell.
3. MagreS.Gohke M ((2019) Challenges of Education In 21st Century, DnyanPrasarak
Publication pvt, Mumbai.
4. WHO. (1997). Life Skills education for children and adolescents in schools. Geneva,
Switzerland: World Health Organization Department of Mental Health .
5. WHO. (1999). Partners in life skills education. Geneva, Switzerland: World Health
Organization Department of Mental Health .
6. Facilitators Manual on Enhancing Life Skills, Rajiv Gandhi National Institute of Youth
Development.
7. Activity Manuals for Teachers on Health Promotion using Life Skills Approach ,
Department of Psychiatry, NIMHANS, Bangalore.


Online References :
 digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article
 www.sajce.co.za/index.php/sajce/article/download/231/67
 http://www.unodc.org/pdf/youthnet/action/message/escap_peers_07.pdf
 http://cei.hkust.edu.hk/teaching -resources/outcome -based -education/institutional -
resources/obe -principles -and-process
 https://www.ametuniv.ac.in/attachment/obe.pdf
 https://www.ametuniv.ac.in/attachment/obe.pdf
 https://www.youtube.com/watch?v=Djv_jhPDXG4&t=131s
 https://www.youtube.com/watch?v=3_GCLR0MjnE&t=637s
 https://youtu.be/E2Sgy -Phpkk
 https://youtu.be/t5xyGyovLdE Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test

Page 36

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SEMESTER III
ELECTIVE COURSE (EC - 2)
ELEMENTARY AND SECONDARY EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6

Course Objectives

• To understand the basics and latest trends in elementary education
• To understand the various Commissions, Policies and Challenges of Elementary
Education
• To develop deeper understanding of school organization and management
• To understand the Perspective of Secondary Education
• To understand the problems and challenges of secondary and higher secondary
Education
• To understand importance of MIS, Assessment and Evaluation
•
Module 1: Perspectives of Elementary Education (Credits 2)
Unit 1 : Basics of Elementary Education
a) Elementary Education : Concept and meaning, objectives (primary and upper primary)
and Universalization of Elementary Education
b) New trends and Approaches to Elementary Education: - Learner centered approach, activity
centered approach, experience centered. Virtual class room & smart board.
c) Elementary School Curriculum & Evaluation - Principles, Objectives, Continuous Comprehensive
Evaluation (CCE), and Competency based as sessment.
Unit 2 : Commissions, Policies & Challenges of Elementary Education
a) Constitutional Provisions and Directive Principles related to elementary education
b) National Policy of Education (2020) –Recommendation, Agencies: Role and functions of
SCERT,NCER T and DIET ,SSA

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c) Challenges in Elementary Education
Unit 3 : Elementary School Organization and Management
a) Concept: planning and management, planning of timetable,library and sports
b) Organizing various school activities – role of teachers, management
c) Classroom management in general and with special needs children.
Module 1: Perspectives of Secondary Education (Credits 2)
Unit 4 : Secondary and Higher Secondary Education
a) Secondary and Higher Secondary Education :Concept, Meaning, Objectives and status
b) Recommendations of various commissions : Muddliyar Commission, NPE 1986,POA 1992 &
NPE 2020 , National Scheme of Incentives to Girls for Secondary Education (2008)
c) The centrally sponsored scheme for reconstructing and strengthening teacher education institution
at the secondary and senior secondary level - role and function of IASE's and CTE.

Unit 5 :Problems and Challenges in Secondary and Higher Secondary Education
a) Universalization of secondary education - nature, issues and challenges
b) Alternative schooling - Problems and strategies
c) Education for the deprived - Problems, challenges and strategies - problems of education for girls ,
disadvantaged and differently abled children and slow learners and interventions to solve the
problems.
Unit 6 :Management Informal System (MIS) , Assessment & Evaluation
a) Management: Course mapping at senior secondary level, structure of MIS school mapping at
secondary level.
b) Evaluation: CCE, formative and summative evaluation; non - referenced and criterion reference
evaluation, evaluation of school experience/internship programmes.
c) Assessment: assessment of teaching proficiency; criterion, tools and techniques , Preparation of
guidelines a nd schemes for internal assessment of secondary and higher secondary education.

Module III: Internal Assessment (Credits 2)
Sr. No. Particulars Marks
1. Assignment s (2*10) 30

Page 38

2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10

SUGGESTED ACTIVITIES
 Preparing a report on the existing status of teachers, method of recruitment and salary structure.
 Visits to different types of secondary and senior secondary schools and preparation of school
profiles
 Conduct interview with students, teachers parents of different schools and prepare a report on
problems of secondary and senior secondary scho ols
 Observation of in service teacher education programmes at secondary and senior secondary level
and prepare a report.
 Visit to Alternative education centers at secondary level and preparation of a report
Survey of educational needs of disadvantages and disabled
References -
1. Government of India (1986) National Policy on Education, New Delhi, MHRD.
2. Government of India (1987) Programme of Action, New Delhi: MHRD.
3. Government of India (1987) Report of the Committee for Review of National Policy on
Education, New Delhi, MHRD.
4. Hayes, Denis (2008): Primary Teaching Today: An Introduction. Routledge Publications,
U.K.
5. Govt. of India (1953) Report of Secondary Education Commission, New Delhi
6. Govt. of India (1996) Indian Education Commission (1964 -66) Report. New Delhi
7. Govt. of India, MHRD (2005). Universilisation of Secondary Education : Report of the CABE
Committee, New Delhi
8. Government of India (1953), Report of the Secondary Education Commission, 1952 -53.
Ministry of Education, available at
http://www.education.nic.in/cd50years/g/12/28/12281401.htm
9. Government of India (1966), Report of the Edu cation Commission 1964 -66: Education and
National Development. Ministry of Education, Government of India, New Delhi.
10. RaoDigumatiBhaskara (1993) Teacher Education in India, Discovery Publishing House, New
Delhi.
11. NCTE (1998): Policy Perspectives in Teacher Education.
12. Beck, Clive and Clark Kosnik Albany (2006): Innovations in Teacher Education: A Social
Constructive Approach.State University of York.
13. Linda Darling, Harmmond and John Bransford (2005): Preparing Teachers for a changing world
14. NCERT (1997) Code of Professional Ethics for Teachers.
15. Chopra R K (1993) Status of Teachers in India, NCERT New Delhi
16. Government of India (1953) Report of Secondary Education Commission, New Delhi.

Page 39

17. NCERT (1997) Code of Professional Ethisc for Teachers
18. Government of India (1 986/1992) National Policy of Education (1992) Modification and their
POA, MHRD, Department of Education.
19. Malhotra PL (1986) School Education in India, Present Status and Future Needs, NCERT, New
Delhi.
20. Singh &Singh : Current Problems of Indian Education. Asia Publishing House, 1961

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SEMESTER III
ELECTIVE COURSE (EC - 3)
WOMEN EDUCATION
Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6

Course Objectives

• To understand about Feminism and Approaches to feminism.
• To understand the Contribution of Women to Education.
• To understand the Laws that Safeguard Women Rights.
• To understand the Status of Rural and Tribal Women
• To focus on aspects of Women Welfare and Development
• To understand the Role of women in Entrepreneurship

Module 1: Perspectives of Women Education (Credits 2)
Unit 1 :Feminism
a) Feminism: Concept,Meaning, Nature and Scope
b) Types of feminism: nature and scope, issues of feminism.
c) Feminist approaches: Indian - Anticaste, Cultural and Dalits, Western - Liberal ,Radical,
Marxist and Socialist
Unit 2:Women and Education
a) Recommendation of DurgabaiDeshmukh Committee towards Women Education
b) Constitutional Rights of Women‟s
c) Contribution of MDK Karve and Dr B.R. Ambedkar towards Women Education

Unit 3:Women Commissions and Laws
a) Gender and human rights : special provision for women , National and State Commission
For Women
b) Special cases and guidelines : Vishakha judgement , JyotiPande Case and Khairlanji,
c) Women laws : Importance of Hindu Code Bill,DomesticViolence,Special Marriage Act

Page 40

Module 2: Women Education, Development and Entrepreneurship (Credits 2)
Unit 4:Rural and Tribal Women
a) Concept of rural and tribal women
b) Status of rural and tribal women: Social, political and Economical
c) Issues: Political Representation, Economical Independency, health and Illiteracy.
Unit 5:Women and Development
a) Women development in International Context: United Nations and its role in
Development with special focus on Gender , Role of Women in Educational and
Economical Development
b) Gender and development : Gender Auditing, Gender Budgeting , National Policies for the
Empowerment of Women -2000
c) Policies of Govt. of Maharashtra for Women‟s W elfare and Development
Unit 6:Women and Entrepreneurship
a) Women Entrepreneurship :Concept , Meaning Need and Significance
b) Entrepreneurial T raits, Factors Cont ributing t o Wome n Entrepreneurship, Strategies o f Women
Entrepreneurship Development
c) Role of women in Leadership and Management
Module III: Internal Assessment (Credits 2)
Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10
References:
 Anand, A. S., Justice for Women: Concepts and Experience, Universal Law Pub,New Delhi, 2002
 Agggarwal, Nomita, Women and Law in India, New Century Publication, Delhi, 2002.
 Beasly, Chirs, What is Feminism? Sage, London, 1999
 Chadauri, Maitreee, Feminism in India, New Delhi: Women Unlimited, 2003.
 Choudhury D., Socio – Economic Development of Rural Woman, Manglam Publishers Delhi -
2011
 Muzumdar V., Krishnaji N., Enduring Conundrum: India‟s Sex Ratio, Rainbow Publication, New
Delhi -2001
 Magre S, Rawat A (2019) Entrepreneurship in Education, Amitesh Publication & Company ,Pune
 Patil C,Magre S(2018 ) Tribal Education ,DnyanPrasarak Publication Private Ltd.Mumbai
 Poonacha. Veena. 1995. Gender within the Human Rights Discourse Bombay: SNDT
 Rosemeyer, S. S., Women‟s Rights & Empowerment, Wisdom Press, New Delhi -
 Upadhay H.C. (1991). “Status of Women in India”. Anmol Publications, Vols I & II, New Delhi.

Page 41

 Varghese Sheela (2003) “Employment of Women in the unorganized manufacturing sector”.
University Book House Private limited, Jaipur.
 Zetkin Clara (1988). “Movements for the Emancipation of Women”. Kamg arPrakashan, New
Delhi.
Online References:
 https://www.youtube.com/watch?v=jW4dSwJoDJM&t=29s
 https://www.youtube.com/watch ?v=LIRsAWBoyGs&t=154s
 https://www.youtube.com/watch?v=cTXdlUP_1Y4&t=6s
 https://www.youtube.com/watch?v=RhPIRsMO93c&t=8s
 http://cup.edu.in/school_education/node/26

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SEMESTER III
ELECTIVE COURSE (EC - 4)
EDUCATIONAL MANAGEMENT AND LEADERSHIP

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6
Course Objectives

• To understand the Management of Education
• To understand the Leadership in Education
• To understand Human Resource Management in organization
• To understand the importance of Management and Mentorship
• To understand finance management in Education

Module I: Management of Education a nd Leadership (Credit s 2)Unit 1 :Management of
Education
a) Management of Education: Concept, Scope, Need and Objectives and Functions of
Management ,
b) Educational Manager: Functions, Mintzberg‟s Managerial Roles, Competencies and
Skills, Managerial Ethics
c) Efficiency, Effectiveness and Performance of a Manager , Impact on Management of
Education in Private and Self -financed Educational Institutions .

Unit 2 : Leadership in Education
a) Leadership in Education :Concept of Leadership, Characteristics, Leader and Manager,
Effective and Successful Leader
b) Approaches to Leadership: Trait, Transformational, Transactional, Psycho -dynamic,
Charismatic, Social.
c) Golman‟s Leadership Styles: The pacesetting leader, the authoritative leader, the
affiliative leader, the coaching leader, the coercive leader anddemocr atic leader.

Unit 3: Human Resource Management in Organizations

Page 42

a) Human Resource Management: Meaning, Nature, Objectives, Scope, Job analysis.
b) Staff Development : Need and Objectives of Staff Development, Approaches
(Fragmented, Formalized, Focused), Methods and Process of Staff Development
c) Organizational Develop ment: Components of OD process.

Module I: Management and Mentorship (Credit s 2)Unit
4: Managing People
a) Conflict Management: Concept & Meaning of Conflict and Conflict Management, Types
of Conflict ( Interpersonal conflict, Intrapersonal conflict, Intragroup conflict,
Intergroup conflict and Conflict between an individual and a group ), Causes of
Conflict, Stra tegies of Conflict Management.
b) Anger Management: Sources of Anger, Strategies for handling Anger
c) Time Management: Obstacles to Time Management, Strategies for Effective Use of
Time , Maintaining Relationships with Boss.

Unit 5: Men toring Mentorship
a) Mentoring: concept of mentee and mentoring ,principles ,need and significance
b) Models of mentoring : One on –one Mentoring, Peer Mentoring, Group Mentoring, E -
Mentoring, Speed Mentoring And Reverse Mentoring
c) Mentoring Skills and Role of mentor in Educati on
Unit 6: Fina nce Management i n Education
a) Financial Planning : Objectives and Need for Financial Planning
b) Concept of Budget and Budgeting, Revenue Generation Strategies in Education.
c) Cost Management: Meaning and Types of Costs, Cost Benefit Analysis, Cost Effective
Analysis
Module 3: Internal Assignment: (Credit 2 )

Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended
Learning/Construction/NaiTalim - Experiential Learning /Open
Book Assignment/ Class test 10
References:
1. Akhtar, S. (2011). Human Capital Utilization through Effective HRM Practices. Middle -East J.
Scientif ic. Res., 8(2): 434 -439.
2. Ajayi, I.A (2007). Issues in School Management . Lagos: Bolabay publishers.
3. Altrichter, H. and Elliot, J. (2000) Images of Educational Change . Buckingham Open University.
4. Baldridge, J. V. (1978). Policy making and effective Leadership . San Francisco :Jossey Bass.
5. Bhattacharya, D.K. (2001). Managing People . New Delhi: Excel Books.
6. Bush T., L. B. (2003). The Principles and Practice of Educational Management. (Edited, Ed.) New
Delhi: Sage Publications.

Page 43

7. Bush, T., Bell, L., Bolam, R., Glatter, R. and Ribbins, P. (1999). Educational Management.
London: Paul Chapman Publishing Ltd.
8. Northouse, P. (2010). Leadership Theory and Practice. New Delhi: Sage Publications.
9. Owens, R.C. (2001). OrganisationalBehaviour in Education. Boston: Allyn and Bacon.
10. Pandya, S. (2011). Administration and Management of Education . Mumbai: Himalaya Publishing
House, (fourth edition).
11. Prasad, A. (2007). University Education Administration a nd the Law. New Delhi: Deep & Deep
Publications.


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SEMESTER III
ELECTIVE COURSE (EC - 5)
GUIDANCE AND COUNSELLING

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6
Course Objectives

• To understand the Basics of Guidance and Counselling
• To understand the Guidance for Special Needs and Counselling Approaches
• To understand Intervention Strategies and Ethical Considerations inCounselling
• To develop an understanding of the relationship between work and mental health
• To understand the need of Occupational Information
• To understand importance of Psychometric Methods and Techniques for Guidance
and Counselling

Module 1: Perspectives in Guidance and Counselling (Credits 2)

Unit 1: Basics of Guidance and Counselling
a) Guidance and Counselling: Concept, Meaning, Principles, Types, Need and Significance
b) Agencies of Guidance: International, National, State and Local Levels.
Process of Counselling: Stages and Skills
c) Counsellor: Characteristics, Skills, Role and Functions.

Unit 2: Guidance for Special Needs and Counselling Approaches
a) Guidance for Population with Special Needs - Mentally challenged Learners : Slow
Learners, Mentally Retarded and Gifted ,
b) Women : Exploitation at Home and Work ,Senior Citizens : Emotional, Social and
Physical Problems
c) Counselling Approaches: Cognitively Oriented Counselling - Trait and Factor
Affectively Oriented Counselling Approaches - Psycho analytic.

Page 44

Unit 3: Counselling: Intervention Strategies and Ethical Considerations
a) Counselling in Contemporary Times : Conflict Resolution, Stress Management and Life
Style Planning .
b) Intervention Strateg ies: Rational Emotive Therapy, Crisis Intervention and Disaster
Management
c) Legal and Ethical Considerations in Counselling

Module 2: Occupational Information and Psychometric Techniques (Credits 2)

Unit 4: Work, Mental Health and Guidance Personnel
a) Work and Mental Health : Meaning , Need and Significance
b) Relation between Work and Leisure and Work and Incentives , work and mental health
factors affecting mental health
c) Role of Guidance Person nel in Promoting and Preserving Mental Health
Unit 5: Occupational Information & Job Satisfaction
a) Occupational Information: Need and Sources ,Job Satisfaction: Meaning and Factors
b) Methods of Collection, Filling, Classification, andDissemination of Occupational
Information
c) Relationship between Job Analysis, Job specification and Job Profile
Unit 6: Psychometric Methods and Techniques for Guidance andCounselling
a) Psychological Tests: Intelligence Tes ts, Interest Inventories,Aptitude Tests,
Achievement Tests, Attitude Scales,P ersonality Tests.
b) Testing Tools and Techniques: Socio -metric Technique, Case Study, Cumulative
Record Card,Autobiography, Observation, Interviews, Home visits.
c) Ethical Basis in the Use of Psychological Tests and Tools
Module 3: Internal Assignment: (Credit 2 )

Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10

References:
1. Chandra R. (2009). Career Information and Guidance & Counselling, Isha Books,
Description: Delhi
2. Pandey V.C. (2006) Educational Guidance & Counselling, Isha Books, Description:
Delhi

Page 45

3. Kinra A. (2008)Dorling Kindersley (India) Pvt. Ltd, Guidance and counseling,
Description: South Asia
4. Aggarwal R. (2010) Elementary Guidance and counselling, Shipra Publi cation,
Description: New Delhi:
5. Aggarwal R.(2006) Educational Vocational Guidance and counselling, Shipra
Publication, Description: Delhi: 2006.
6. Koshy J. (2007) Guidance and counselling (Vol.IV) -. Dominant Pub & Distributors,
Description: New Delhi:
7. Rao S N.(2006) Counselling and guidance. McGraw hill, Description; Delhi'
8. Rao S N &Hari H S.(2004) Guidance and counselling. Discovery Pub house, Description:
New Delhi.
9. BalaRajni.(2007) Guidance and Counselling: modern review, Alfa Publication,
Descriptio n'. ; New Delhi:
10. Naik D. (2007) Fundamentals of Guidance and counselling. Adhyayan publishers
Description: New Delhi.
11. Sharma R A.(2006), Fundamentals of Guidance and Counselling. R Lal Book Depot,
Description: Meerut
12. MadhukumarI.(2007). Guidance and Coun selling: Authors Press, Description: New Delhi
13. Varky B G &Mukhopadhyay M.(2006). Guidance and Counselling: Sterling
Publications: Description: New Delhi
14. Kochhar S K.(2006). Educational and vocational guidance in secondary education,
Sterling Publicatio ns, Description: Delhi'.
15. Saxena A.(2006). Organization of Guidance service: Rajat Publications: Description:
Delhi
16. Saxena A.(2007). Introduction to Educational & Vocational Guidance. Rajat
Publications, Description: Delhi
17. Chandra R.(2007). Career information and Guidance and Counseling. Isha Books,
Description: Delhi
18. Chauhan S.S. (2007). Principle and Techniques of Guidance: Vikas Publishing House,
Description: New Delhi
19. Gibson R. L. & Marianne M. H.(2008)., Introduction to Counseling and Guidance..
Prentice Hall of India Ltd. Description: New Delhi.
20. Aggarwal J.C, (2005). Career Information in Career Guidance Theory & Practice Doaba
House, Description: Delhi.
21. Seligman L &Lourie W(2010)., Theories of Counseling and Psychoth erapy Systems:
strategies & Skills Description: New Delhi
22. DevKapil(2005)., Educational Guidance, Pragun Publication, New Delhi: 2006.
23. Welfel E R. & Lewis P.E(2008)., The Counseling Process Cenage Learning
24. Gupta B.L(2008)., Proactive Counseling: Mahama ya Publishing House: New Delhi
25. Kottler J A & Shepard D. S(2008)., Counseling Theories & Practices Cenage Learning:
1st Edition
26. Mathur S S : Fundamentals of Guidance &Counseling. Aggarwal Publication:
Description: Agra:2nd Edition
27. Sharma S.(2007)., Career Guidance &CounselingKanishka Publishers: Description: New
Delhi
28. Gibson .&M.Mitchell (2008). Introduction Counseling and Guidance, PHI Learning

Page 46

Pvt.Ltd. New Delhi.


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SEMESTER III
ELECTIVE COURSE (EC - 6)
OPEN AND DIATANCE LEARNING

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6

Course Objectives

• To develop an understanding of Open and Distance Learning (ODL)
• To develop an understanding of Curricular issues and trends of open and distance
learning (ODL)
• To develop an understanding of Curriculum planning and transaction in open and
distance learning (ODL)
• To develop an understanding of Instructional Techniques &Materials and Learner
Support Systems in ODL
• To develop an understanding of Planning and manag ement of open and distance
learning (ODL )
• To develop an understanding of Process and Types of Evaluation in ODL

Module 1: Overviews, Curricular Issues , Trends and Curriculum Planning &Transaction of
ODL (Credit s 2)

Unit 1: Overviews of ODL
a) Overview of Open and Distance Learning (ODL) : Concept, nature and Scope of ODL ,
b) Historical Perspective of ODL ,Significance of ODL in the Indian Context
c) Bases of Curriculum for ODL : Philosophical Sociological and Psychological Foundations of
ODL

Unit 2 : Curricular Issues , Trends and Curriculum Planning for ODL
a) Curricular Issues Related to ODL : Instructional Issues , Discipline Based Issues ,Individual
Based Curriculum , Relevance Based Issues ,Curriculum and Ideology at Andragogic Level

Page 47

b) Curricular Trends in ODL : Mass Community Education , National Development and Rural
Development
c) Curriculum Planning for ODL: Theories of Learning and ODL. , Theories of Communication and
ODL, Designing Instruction for ODL -I Setting Educational Goals II.Deciding Learning
Experiences III. Organizing the Content IV. Deciding Evaluation Schemes

Unit 3 : Curriculum Transaction in ODL
a) Curriculum Transaction in OD a. Instructional Design for ODL i. Analyzing system
Requirements ii. Designing the System iii. Evaluating the System Effectiveness a. Learner
Characteristics in ODL. b. Instructional Media in ODL. c. Evaluation: Continuous and Terminal
Evaluation.
b) Enhan cing Curricular Transactions :Embedding Study Skills in SLM , Counselling and Tutoring
and Feedback Mechanisms -Assignments and Term End Exam
c) Role of ICT in ODL (Audio, Video, TV, Computers, Satellite Technology, Teleconferencing.
Innovative Practices – Lab Based Learning, Net Based Learning. Project Based Learning,
Summer Residential School‟s

Module 2 : Instructional Techniques ,Planning , Management and Evaluation Process in ODL
(Credits 2)

Unit 4 : Instructional Techniques and Materials and Learner Support Systems in ODL
a) Instructional Techniques and M aterials in ODL : Concept and Characteristics of Self Learning
Materials (SLM) , Importance of SLM in ODL
b) Development of SLM in ODL and Criteria for Evaluation of SLM
c) Learner Support Systems : a. Need for Learner Supports System in Distance Education. b.
Characteristics of Distance Learners c. Characteristics of Distance Learning d. Characteristics of
Distance Education Institutions f. Characteristics o f Distance Learning Materials.

Unit 5 : Planning & Management of ODL
a) Planning & Management of ODL : a) Institutional Mechanisms for ODL b) Role of Distance
Teacher in DL c) Emerging Profile of a Distance Teacher.
b) Academic Staff: Curriculum designers, Cours e Coordinators, Course Writers, Editors, Assessors
and Evaluators, Academic counselors, Media Specialists.
c) Non Academic Staff : a) Planners & Decision Making Officers : Planning, Publishing, Printing
Material, Distribution, Students Admission, Evaluation, Computer & Communications. b)
Support Staff Technical Assistant. Computer Operators, Typists others .

Unit 6 : Process and Types of Evaluation in ODL
a) Purpose & fu nctions of Course Evaluation , Techniques & Tools of Evaluation
b) Students Evaluation and Institutional Evaluation
c) Program Evaluation and Personnel Evaluation

Module 3: Internal Assignment: (Credit 2 )

Sr. No. Particulars Marks
1. Assignment s (2*10) 30

Page 48

2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10










References :

1. Alvarado B. J. agostino, S. G. D. and Balajios, M. G. (1991) “Orientation and Consceptualization of
The Academic Quality Control Centre”, in R. Schuemer (Ed) Evaluation Concepts and Practice in
selected Distance Education institution, (pp 37 -51), Hagen: FermUniversitat – Gesamthoebschule.
2. Arends R. et at (1980 co ntinuous strategies for Promoting Effective Staff Development ERIC Clearing
House, Washington.
3. Arthenayake, N. R. (1998) „Profile of a distance teacher in the 21st century – A Developing world
Paradigm “ Prof G. Ram Reddy third Memorial Lecture, Indira Gandhi National Open University, New
Delhi.
4. Caldar, J. (1994) Programme Evaluation and Quality: A Comprehensive Guide to Setting up an
Evaluation System, Lomdon: Kogan Page Limited
5. Daniel, John S. et al (19820 Learning at a Distance: A World p0ers pecive, Athabasca, Athabasca
University Press.
6. Deshpande, P. M. and Mugride I. (1994) Prespectives on Distance Education quality assurance in
Higher Education, Vancouver: The Commonwealth of Learning.
7. Goad, L. H. 91984) Preparing Teachers for Lifel ong Education, New York: Pergan Press
8. Griffin, C. (1983) Curriculum Theory in Adult and Lifelong Education: London Croom Helm.
9. Hausa, H. (1997) Global Learining: The Paradigm Shift of Open and Distance Learning.
10. Holmberge, B. (1989) Theory and practice of Distance Education, London, Routledge.
11. Knowles, M. S. (1970) The Modern practice of Adult Education: Andragogy versus pedagogy,
Chicago: Association Press and Follett Pub Co.
12. Koul, B. N. and Murugan, K. (1989): a Report on the Worksh op: Training the Trainers, Indira Gandhi
National Open University, New Delhi.
13. Lawson, K. H. (19790 Philosophical Concepts and Values in Adult Education, Milton Keynes: The
Open university Press.
14. Lovell, R. B. (19986) Adult Learning, London: Croom Helm.
15. Macdonald J. B. (1965) “Educational Models for instruction,” in Macdonald, J. B. and Leeper,
Robert, R. (eds). Theories of Insruction, Washington, D. C.
18. Miller, J. K. (1989) Indira Gandhi National Open University, open learning I - 53-55
19. Moore, M. G. 91985): some Observations on Current Research in Distance Education,
epistolodidaktika, 1, 35 -62
20. Mullick, S, P, (1995) Staff Development in distance Education, IGNOU, New Delhi.
21. Open University (1985) Making Self -Instructional Mate rial for Adults, Milton keynes: Open
University Press

Page 49

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SEMESTER III
ELECTIVE COURSE (EC - 7)
ECONOMICS OF EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6

Course Objectives

• To develop an understanding of Conceptual Issues in Economics of Education
• To develop an understanding of Cost-Benefit Analysis, Pricing and Financing of Education
• To develop an understanding of Allocation of funds to Education in the 5-year Plans
• To develop an understanding of the Human Resource Development
• To develop an understanding of Education, Economic Development and Growth
• To develop an understanding of Productivity, Wastage Equity and Income Distribution in
Education

Module 1: Conceptual Background and Cost of Education (Credit s 2)

Unit 1 : Conceptual Issues in Economics of Education
a) Meaning, definition, scope and importance of Economics of Education. The relationship
between education and the economic system. The role of the economic system in (i) financing of
education, and (ii) absorbing the educated manpower.
b) Education as an industry, Education as consumption and Education as individual, soc ial and
national investment, Spill -over and inter -generational effects of education .
c) Concept of Cost of Education . Types of Educational costs: Direct cost, Indirect cost, Private
cost, Social cost and Opportunity cost . Unit cost of Education , External and Interna l Efficiency
of Education

Unit 2: Cost -Benefit Analysis, Pricing and Financing ofEducation
a) Meaning of cost -benefit analys is. Its purpose and problems, Profiles of age -education earnings.
Calculation private mar ginal and benefit cost ratio, Interpretations and evaluation of rates of
return on investment in education, Cost Effectiveness Analysis in Education. Difference
between Cost -benefit and Cost –Effectiveness Analysis , Concept of Cost Consciousness in

Page 50

Education.
b) Pricing of Education: Mic ro and Macro aspects of pricing of education, Practical solution to the
pricing of education especially at the tertiary level, Problem of capitation fees.
c) Financing of Education a. Sources of finance for education: private, public, fees, donations, b.
Endo wments and grants. Grant -in- aid principles and practices with special reference to higher
education. c. Government‟s role in financing education at different levels with special reference
to higher education.

Unit 3: Allocation of funds to Education in t he 5-year Plans
a) The con cepts of five year planning. Actual and estimated allocation of funds at different levels
of education in the Five -year plans (I -IX Plans), Priority for education in the various five year
plans, Priorities within education in the var ious five year plans.
b) Educational expen diture and national economy, Expen diture of education, public education at
different levels (ce ntral state level) in India, Types of plans – Central, State and Institutional

Module 2 : Economic Development, Growth, and Education (Credit s 2)

Unit 4:Human Resource Development
a) The concept of human resource development. Meaning, definition. Significance and
Development of human resources throug h education. Need for manpower planning and
Estimation of manpower requirements.
b) Human capital and its relation to other form of resources and need for retraining. d. The
problems of educated unemployment, underemployment and disguised unemployment
c) Meaning and purpose of Ec onomics of Teacher provision, Estimating the demand for and
supply of teachers and the problems as sociated with the estimation, Policy implications of
economics of teacher provision.

Unit 5:Education, Economic Development and Growth
a) The concepts of economic deve lopment and economic growth. The interrelationship between
educati on and economic development. Education as a prerequisite as an accelerator and a major
determinant of economic development.
b) Suggestions for improvement in the educational system for enhancing and sust aining economic
develo pment. Resource constraints and Resource
c) Measuring the Contribution of Education to Economic Growth : a. Approaches other than Cost
Benefit Analysis b. Correlation Approach c. Residual approach d. Manpower Forecasting
Approach e. Wage -differential Approac h

Unit 6:Productivity, Wastage Equity and Income Distribution in Education
a) Productivity of the educational system and Learning for productivity objectives. Internal and
external efficiency of the Educational system. c. Dual approach, Process approach, Product
approach.
b) Meaning, definition and significance of wastage in education e. Estimation of the drop -out rates
at different levels of education f. Types of wastage: Money. Time Material resources, human
capital and ideological.
c) Education, Equity and In come Distribution: a. Educational equity measures (a) the equal
opportunity criterion (b) the cost – benefit criterion, and (c) the ability to pay criterion. b.
Education as a determinant of income variance, and the relevant contribution of different level s
of education. c. Tools to assess the equity and income distribution d. The Gini coefficient, the
Lorenz curve.

Page 51

Module 3: Internal Assignment: (Credit 2 )

Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10



References :
1. Balsara, M. (1996) New Education policy and Development Challenge, New Delhi. Kanishka
Publishers.
2. Blaug. M (1972) an Introduction to the Economics of Education London: Penguin
3. Cohn, E. and Gesker (1990) T. G. The Economics of Education Oxford: Pergamon Press
4. Creedy J . The Economics of Higher Education: analysis of Taxes Versos Fees Able shot: Edward
Elgar publishing limited
5. Enaohwo J. O (1990) economics of Education and the planning Challenge. New Delhi. Anmol
Publications.
6.Garg V. P. (1985) The Cost Analysis in higher Education New Delhio, Metropolitan Book Co. Pvt
Ltd.
7. Hallak J. (1990) Investing in the Future UNESCO: Pergamon press
8. Heggade, O. D. (1992) Economics of Education Bombay: Himalaya Publishing House
9. Knight, J. B. and Sanot R. II (1990) duction. Productivity and Inequality. The World Bank
10.Laxmidevi (ed) (1996) Encyclopaedia of Education Development and Planning Economics of
Education Vol. V New Delhi. Anmol Publications Pvt. Ltd.
11. Levin M. R. & Shank A (eds.) (1970) Educational In vestment in an Urban Society: Costs, Benefits
and Public Policy, New York Teachers College press
12. Majumdar, T. (1983) Investment in Education and social Choice, Cambridge, Cambridge University
Press.
13. Mingat A. & Tan Hee -peng (1988) Analytical tools for sectoral work in Education Baltipore: the
joins Hopkins University press.
14. Muray T. R. (1990) TheEncyclopadedia of Human Development and Education Oxford. Pergamon
15.Muzammil, M. (1989) Financing of Education. New Delhi House.
16. Natarajan S. (1990) Introduction to Economics of Education New Delhi. Sterling
17. Panchamukhi P. R. (ed) (19890 Economics of Educational Finace Bombay, Himalaya publishing
House
18. pascharopoulos. G. (ed) 1987 Economics of education Researh and Studies Oxford, Pe rgamon Press.
19. Psacharopoulos G. and Woodhall (1986). Education of Development Washington The World Bank.
20.Shriprakash, Cost of Education (1996) New Delhi: Anamika Publishers and distributors.
21. Shriprakash and Chowdhurty S. Expenditure on Educa tion, Theory, Models and Growth, New Delhi:
NIEPA
22. Singh R. P. (ed) (1993) Private Initiative and Public Policy in Education New Delhi: Federation of
Managements of Educational institutions.
23. Tilak J. B. G. (1989) Education and its Relation to Econ omic Grow Poverty and income distribution:
past Evioen and Further Analysis washington D. C. The World Bank.
24. Tilak J. B. G. (1994) Education for Development in Asia New Delhi Sage publications.

Page 52

25. Tilak J. B. G. (1992) Educational Planning at Grassro ots New Delhi: Ashish publishing House.
26. Tilak , J. B. G. (1987). The Economics of Inequality in Education New Delhi: Sage public ations.

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SEMESTER III
ELECTIVE COURSE (EC - 8)
HISTORY OF EDUCATION

Theory: 60 Internals: 4 0 Total Marks 100
Total Credit s= 6

Course Objectives

• To develop an understanding of Progress of education in Vedic, Post Vedic Education
• To develop an understanding of Progress of education in Buddhist and Islamic Education
• To develop an understanding of Progress of education during Pre Independent India
• To understand the educational progress of Indian education
• To understand the Various commission and policies on Education
• To understand the Problems Trends and Issues of In dian Education

Module 1: Progress of Education i n Ancient and During Medieval Times (Credit s 2)

Unit 1 : Vedic and Post Vedic Education
a) Fundamentals of ancient Indian education ,Purpose of studying Vedas – Rig – Veda, Yajurveda,
Atharvaveda, Samveda
b) Educational system – main characteristics ,Female education e. Swadhaya or self learning
c) Teacher – importance and d uties , Duties of a student ,Forms of educational institutions: -
Gurukulas, Parishads and Sammel

Unit 2 : Buddhist and Islamic Education
a) Buddhist Education System : Characteristics of Buddhist Education ,Pupil : - Meals, residence and
curriculum
b) Methods of teaching ,Female Education ,Comparison of Buddhist and Brahmanical Education
c) Islamic Education a. Introduction to Islamic Education b. S tate patronage and Growth of
education during this time c. Primary Education (Maktabs) d. Higher Education (Madarsas) e.
Female Education f. Student and Teacher relationship

Unit 3: Anglicization, Indian Education and Educational Progress
a) Anglicization of Education 1836 -1855 a. Exponents of Oriental Education b. The Anglicists c.

Page 53

Macaulay„s Minutes and its effect d. Female Education e. Woods Dispatch – 1854: -
Recommendations
b) Indian Education and Educational Progress a. India n Education Comm ission –
Recommendations regarding Primary, Secondary and University Education
c) The University Commission (1902) ,The Hartog Committee (1928 -29) .The Filtration Theory of
Education

Module 2 : Commission s,Problems , Trends and Issues of Indian Education (Cred its 2)

Unit 4 : Indian Education and Educational Progress (1921 -193)
a) Inter University Board
b) Establishment of new Universities
c) Teachers Training , Technical Education


Unit 5: Various commission and policies on Education
a) Secondary Education Commission 1953, Education Commission 1964 -66
b) National Policy on Education 1986 ,Rammurthy Review Committee 1990
c) National Commission on Teacher 1999 ,National house Committee 2004,

Unit 6:Problems Trends and Issues of Indian Education
a) Problems of Indian Education a. Problems of wastage and stagnation b. Examination Reform c.
Inclusive Education d. Education for Marginalized Group
b) Trends and Issues in Education a. National Knowledge Commission b. Impact of Globalization
on Higher Education
c) Millennium Development Go al given by UNESCO Highlighting Education and Privatization of
Higher Education


Module 3: Internal Assignment: (Credits 2)

Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10

References :
1. Dash M. (2000), Education in India: Problems and Perspectives, Eastern Book Corporation
2. Ghosh S. C. (2007), History of Education in India, Eastern Book Corporation.
3. Jain M. (2003) History in the New NCERT Textbooks Fallacies in the IIIC Report, Delhi NCERT.
4. Lall M. (2005) The Challenges for India„s Education System, Chatham House: London
5. Mookerji R. K. (1990) Ancient Indian Education: Brahmanical and Buddhist Delhi,
MotilalBanasidass Publishers.
6. Ramchandra P. and Ramkumar V. (2005), Edu cation in India. Eastern Book Corporation.
7. Rawat, P. L. (1956) History of Indian Education: Ancient to Modern, Delhi Bharat Publication.
8. Reyhner J. (2004) History of Indian Education, Vohra Publishers.

Page 54

9. Sharma R (2006) History of Indian Education , Shubhi Publishers.
10.Vashist R. (2005), History of Education in India. Eastern Book Corporation.



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SEMESTER I V
ABILITY ENHANCEMENT COURSE (AEC – 1)
THEATRE IN EDUCATION

Theory: 60 Internals: 40 Total Marks 100
Total Credit s= 6

Course Objectives:
1. To understand the concept of Indian Theatre
2. To understand the history of Indian Theatre
3. To introduce t heatre in education
4. To understand Modern Indian Theatre
5. To understand the concept of drama
6. To explain the relationship between drama and Communication Media
Module I: Theatre Education in India (Credits 2)
Unit 1: Introduction of Indian Theatre
a) Concept of Theatre - Meaning, Nature, Significance
b) Components of Theatre – space, time, audience, performance
c) Forms and styles of Theatre: Comedy and Tragedy, Melodrama, Musical Theatre,
Street Theatre, Folk Theatre
Unit2: History of Indian Theatre
a) Rituals and myths from regions of India
b) NatyaShastra, NavRas, and foundation of Indian Theatre
c) Classical Indian Thea tre – Kathakali, Yakshgaan

Unit 3: Introduction to Theatre in Education
a) History and Concept of Theatre in Education
b) Significance and Benefits of Theatre in Education
c) Theatre as a teaching tool & techniques

Page 55

Module II: Theatre, Drama and Communication Medi a (Credits 2)
Unit 4: Modern Indian Theatre
a) Study of Indian Playwrights: Ravindranath Tagore, Vijay Tendulkar,
BharatenduHarishchandra, BadalSarkar
b) Study of Indian Directors: Vijaya Mehta, DamuKenkare, RatanThiyyam,
SatyadeveDubey
c) Brief study of new trends in Theatre at national and regional level: IPTA Movement,
Navnatya movement, Third Theatre, Alternate Theatre
Unit 5: Drama and its theories: Indian and Western
a) Concept of Drama: Indian and Western
b) Elements and stru cture of drama according to Indian and Western Dramaturgy
c) Brief introduction to various „isms‟ in relation to drama : realism, naturalism,
symbolism, expressionism
Unit 6: Drama and Communication Media
a) Understanding Communication and Media in context of performing Art
b) Promotion and PR of performing Arts through Communication Media
c) Changing Technology and capacities, limitations of technology in Media
Module 3: Internal Assignment: (Credits 2)

Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ Cooperative
Learning /Blended Learning/Construction/NaiTalim - Experiential Learning
/Open Book Assignment/ Class test 10


Suggested Task/Assignment Activities
a) Creating a performance of a story based on student‟s own experience
b) Analysis of a one -act play for theme, plot, structure and characterization
c) Identify and perform a ritual from the student‟s home region
d) Perform street theatre plays based on current issues
e) Critical analysis of anyone play of recognized writer
f) Script Writing
g) Report on the folk life
h) Workshop on developing short play/street play for educational, social and environmental
relevance

Page 56

REFERENCES:
1) Axelrod,H.R.: Sand Painting for Terrariums and Aquariums, T.F.H. Publications, 1975.
2) Boal, A.: Games for actors and non actors, 2nd Ed., Routledge, London, 2005
3) Carini, P.F. (2001). Valuing the immeasurable. In Starting strong: A different look at
children, schools, and standards (pp. 165 –181). New York: Teachers College Press.CCRT
official website
4) Coomaraswamy, Ananda, The Dance of Shiva, New Delhi:MunshiramManoharlal
Publishers Pvt. Ltd., 1999.
5) Chambers, W&R , Murray J.: Shape and Size, Nuffield Mat hematics Project,published
Nuffield Foundation, Great Britain, 1967.
6) Chambers, W&R , Murray J.: Pictorial Representation, Nuffield Mathematics Project,
published Nuffield Foundation, Great Britain, 1967
7) Craven,T.: Men of Art, Simon and Schuster, New York, 1940.
8) Das, Varsha, Traditional Performing Arts – Potentials for Scientific Temper,New Delhi:
Wiley Eastern Limited, 1992
9) Davis, J.H. (2008). Why our schools need the arts. New York: Teachers College Pr ess.
10) Doshi, Saryu (Ed.), ―Marg – A Magazine of the Arts – Trends and Transitions in Indian
Art‖, Mumbai: Marg Publications, Vol. XXXVI No. 2,1984.
11) Doshi, Saryu (Ed.), The Performing Arts, Mumbai: Marg Publications, 1982
12) Frankfort, H.: The Art and Archit ecture of the Ancient Orient, Penguin books,Great
Britain , 1954
13) Ghose, Santidev, Music and Dance in Rabindranath Tagore‟ s Philosophy, New Delhi:
SangeetNatakAkademi, 1978
14) Heathcote, D., & Bolton, G. (1994). Drama for learning: Dorothy Heathcote„s mantl e of
the expert approach to education. Portsmouth. NH: Heinemann Press.
15) Indira Gandhi National Centre for the Arts - http://www.ignca.nic.in
16) International Dance Council – CID – www.cid -unesco.org
17) Jha, Rajeev I. (2015). Kathak Dance Education – Contempor ary
Systems,Problems&Suggestions.Delhi: B. R. Rhythms.
18) Chaote, J. S. (1991). Successful Mainstreaming, Allyn and Bacon
19) Aggarwal.J.C. (2004) Development of Education in India, Delhi, Shipra Publications

Suggested Reading:
1. World Encyclopedia of Contemporary Theatre : Asia/Pacific (World Encyclopedia of
Contemporary Theatre) by Don Rubin, Routledge (2001)
2. World Encyclopedia of Contemporary Theatre : Europe (World Encyclopedia of
Contemporary Theatre) by Don Rubin, Routledge (2001)
3. Environmental Thea tre by Richard Shecaner
4. World of Theatre : Edition 2000 by Ian Herbert, Routledge (2000)
5. Signs of Performance: An Introduction to Twentieth Century Theatre by Colin
Counsell, Routledge; I edition (July 22, 1996)
6. The Oxford illustrated History of Theatre, John Russell Brown, Oxford University
Press, 1995.

Page 57

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SEMESTER I V
ABILITY ENHANCEMENT COURSE (AEC – 2)
METHODS AND TECHNIQUES OF TEACHING
Theory: 60 Internals: 40 TotalMarks 100
Total Credit s= 6

Course Objectives
1. To develop an understanding about the concepts of pedagogy and Andragogy.
2. To develop understanding of varied methods and approaches of teaching
3. To acquire understanding about the concepts and theories of Andragogy
4. To acquire knowledge of concept and structures of Blended Learning.
5. To acquire knowledge of concept and structures of Hybrid Learning.
6. To develop an understanding of Pedagogical Practices for Blended & Hybrid Learning
Module 1: Understanding Pedagogical and And ragogical Methodology (Credits 2)
Unit 1: Concept of Pedagogy
a) Pedagogy, Pedagogical Analysis - Concept and Stages, Critical Pedagogy - Meaning,
Need and its implications in Teacher Education,
b) Modern Method of Teaching – Conc ept, Characteristics, Process and advantages
c) Organizing Teaching: Memory Level (Herbartian Model), Understanding Level
(Morrison teaching Model), Reflective Level (Bigge and Hunt teaching Model)

Unit 2: Understanding Methods and Approaches of Teachin g
a) Traditional - Lecture -cum-Discussion Method, Self – Learning Method (SQ4R), Interactive
Techniques (questioning & brainstorming)
b) Contemporary - Problem -based Learning, Constructivist Approach (7 E‟s) & VAK (Visual,
Auditory & Kinesthetic) method
c) Collaborative - Cooperative Learning, Project Based Learning & Team Teaching

Page 58

Unit 3: Concept of Andragogy
a) Concept of Andragogy in Education: Meaning, Principles and Competencies of Self -
directedLearning.
b) Theory of Andragogy (Malcolm Knowles) &The Dynamic Model of Learner Autonomy.
c) Methods and Techniques of Andragogy - Design Thinking, Thinking Based Learning &
Competency Based Learning


Module 2: Tech - Centered Methods and Techniques of Teach ing (Credits 2)
Unit 4: Blended Learning
a) Blended Learning – Concept, Feature & Benefits
b) O‟Connell „s (2016) Blended Learning Structures in Education
c) SAMR Model of Blended Learning
Unit 5 Hybrid Learning
a) Hybrid Learning – Concept, Features & Benefits
b) John Spencer‟s Hybrid Learni ng Structures in Education - The Differentiated Model, The
Multi Track Model, The Split A/B Model, The Virtual Accommodation Model, The
Independent Model
c) TPACK model of Technology Integration in the classroom.
Unit 6: Pedagogical Practices for Blended & Hyb rid Learning
a) Web Conferencing, Social Bookmarking, Mashups and Digital Storytelling
b) Simulations, Serious Games and Virtual Worlds
c) Blogs, Wikis & E -portfolios
Module 3: Internal Assignment: (Credits 2)
Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10

References:

Page 59

 “Flipping Your Remote Classroom.” (2020). University of California Berkeley. Retrieved
from teaching.berkeley.edu/flipping -your-remote -classroom.
 “Interactive Techniques.” (August 2 020). Kevin Yee. Retrieved from
usf.edu/atle/documents/handout -interactive -techniques.pdf
 .“What is Hybrid Learning?” (2020). The Pennsylvania State University. Retrieved from
sites.psu.edu/hybridlearning/what -is-hybrid.
 “What is PBL?” Buck Institute for Education. Retrieved from pblworks.org/what -is-pbl.
 Bates, T. (2 015). Teaching in the digital age. BC Open Textbooks. Retrieved from
https://opentextbc.ca/teachinginadigitalage
 Bhatia & Bhatia (1994) the Principles and Methods of Teaching, Doha house Booksellers
and Publishers.
 Common Sense Education. (2016). Introduction to the SAMR model. Common Sense
Education. Retrieved from https://www.youtube.com/watch?v=9b5yvgKQdqE
 J.C. Aggarwal (2000): Principles, Methods and Techniques of Teaching, VikasPublishing
house Pvt. Ltd.
 J.C.Aggarwal (2000): Principles, Methods and Techniques of Teaching, VikasPublishing
house Pvt. Ltd .
 Janie Gross Stein, Richard Stein(Ed.)(2001) Network of knowledge Collab orative
innovation in international learning: Toronto Canada, University of Toronto Press
incorporated.
 Khirwadkar, A. (2010). e -learning Methodology: Perspectives on the Instructional Design
for Virtual Classrooms. New Delhi: Sarup Book Publication Ltd.
 Marrinan, H., Firth, S., Hipgrave, D., & Jimenez -Soto, E. (2015). “Let‟s Take it to the
Clouds: The Potential of Educational Innovations, Including Blended Learning, for
Capacity Building in Developing Countries.” International Journal of Health Policy an d
Management, 4(9), 571 –573. Retrieved
fromhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4556572/
 O‟Connell, A. (2016). Seven blended learning models used today in higher ed. Retrieved
from http://acrobatiq.com/seven -blended -learning -models -used-today -in-higher -ed/
 S.K. Kochhar (2003): Methods and Techniques of Teaching, Sterling Publishers Pvt Ltd.
 Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a
complex adaptive systems framework. Journal of Educational Technology & Society,
18(2), 380 –393. Retrieved from https://www. j-ets.net/ETS/journals/18_2/28.pd
 Wolpert -Gawron, H. (2017). Extending classroom management online. Edutopia.
Retrieved from https://www.edutopia.org/article/extending -classroom -management -
online


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Page 60

SEMESTER I V
ABILITY ENHANCEMENT COURSE (AEC – 3)
ACADEMIC COMMUNICATION AND WRITING

Theory: 60 Internals: 40 TotalMarks 100
Total Credit s= 6
Course Objectives
1. To develop an understanding of Academic Communication Process
2. To develop an understanding of Academic Communication Skills
3. To examine the various avenues of Academic Communication
4. To develop an Understanding of the process Academic Writing
5. To develop the skill in Academic Writing
6. To analyze the issues in Academic Writing

Module 1: Fundamental o f Academic Communication (Credits 2 )
Unit 1: Understanding Academic Communication Process
a) Academic Communication: Concept, Elements and Significance
b) Models of communication: Linear, Interactional, and Transactional
c) Types of communication: Target related & Process related,
Unit 2: Academic Communication Skills
a) Academic Listening -Meaning and Stages
b) Academic reading - Meaning and Stages
c) Ethics and Etiquettes in academic communication -General & Social Media
Unit 3: Avenues of Academic Communication
a) Internal communication - Classroom communications & within the organization
b) External communication - Seminar, conferences and Workshops

Page 61

c) Communicating with academic community - publishers for publication of articles and
research paper
Module 2 : Fundamental o f Academic Writing (Credits 2)
Unit 4: Academic Writing and Writing Styles
a) Academic Writing - Concept & styles (Narrative, Descriptive and Persuasive Writing)
b) Scholarly papers - Theme - based paper, research paper and review paper
c) Organizing academic w riting - Writing of Abstract, Keyword and Executive Summary,

Unit 5: Understanding the process Academic Writing
a) Writing a Theme paper - Criteria and Format
a) Writing research Paper -Criteria and Format
b) Writing a Review -Journal article and book (Criteria and Format)
Unit 6: Issues and Challenges in Academic writing
a) Plagiarism - Process and Avoidance
b) Publication -Process, Challenges and opportunities
c) Indexing and Citation

Module 3: Internal Assignment: (Credits 2)

Sr.
No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/ Cooperative
Learning /Blended Learning/Construction/NaiTalim - Experiential Learning
/Open Book Assignment/ Class test 10
References:
 Academic Writing -A Guide for Management Students and Researchers, Mathukutty M
Monippally , Badrinarayan Shankar Pawar · 2008 ISBN:9788132105473, 8132105478,
Publisher: SAGE Publications
 Academic Writing ,By Luke Strongman ISBN:9781443850544,
Cambridge Scholars Publishing , 2013
 https://www.toppr.com/guides/business -studies/directing/communication/
 https://www.eapfoundation.com/writing/
 https://www.tandfonline.com/doi/abs/10.1080/03634529509378999
 https://www.jstor.org/stable/1024647
 TYBA (Education) Front Page Paper V Communication.pmd
 https://ecampusontario.pressbooks.pub/evolutionhumancommunication/chapter /chapter -
1/

Page 62

 https://www.jesoc.com/wp -content/uploads/2019/08/KC13_037.pdf
 https://www.talkfree ly.com/blog/internal -and-external -communication
 https://ideas.repec.org/a/cmj/seapas/y2015i8p273 -282.html ,
 https://hrmars.com/papers_submitted/113/External_Communication_and_Its_Influence_o
n_Secondary_Schools_Corporate_Image_A_Case_Study_of_Kitale_Academy_Secondar
y_School.pdf
 (Ethics and Etiquettes of Social Media: can we incorporate this topic in this unit)
https://www.compukol.com/social -media -ethics -and-etiquette/ )
 https://www.academia.edu/4347529/Preparing_And_Presenting_a_Seminar_A_Guide

************* *******************************


SEMESTER I V
INTERDISCIPLINARY COURSE (IDC – 1)
ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT

Theory: 60 Internals: 40 TotalMarks 100
Total Credit s= 6
Course Objectives
1. To develop an understanding of the environmental concepts, ecosystem and ecological pyramid
2. To develop an understanding of environmental issues and the various approaches of teaching
environmental education.
3. To develop an understanding of sustainable development goals 2030 by United Nations
Development Programme(UNDP)
4. To develop skills in sustainable practices in reducing ecological footprint
5. To develop an understanding and skills of Environmental Quality, Environmental Audit,
Environmental Impact Assessment
6. To develop an understanding of Environmental initiatives, projects and laws
Module 1: Fundamentals of Environment and Environmental Educa tion (Credits 2 )
Unit 1: Foundation of Environment
a) Environmental Education: Concept, Scope and Need of Environmental education
b) Ecosystem: Concept of Ecosystem, Structure of Ecosystem, Types of Ecosystem –
Aquatic and Terrestrial Ecosystem
c) Ecolo gical pyramid: Concept and types of Ecological pyramid - Pyramid of numbers,
Pyramid of biomass , and Pyramid of energy.

Unit 2: Environmental Issues and Concerns

Page 63

a) Climate Change, Ozone layer depletio n (causes, effect and Remedies)
b) Loss of Biodiversity, Land mis -management (causes, effect and Remedies)
c) Energy Crisis (causes, effect ,precautions and alternate energy sources)
Unit 3: Foundation to Environmental Education
a) Environmental Education: Concept, Principles and Significance
b) Historical Developments: Stockholm conference (1972), Intergovernmental conference (1977),
Kyoto Protocol (2005), Tbilisi + 30 (2007)
c) Approaches to teaching environmental education: Interdisciplinary approach and
Multidisciplinary approach.
Module 2: Environment Education and Sustainable Development Practices (Credits 2 )Unit 4:
Practices for sustainable Environment
a) Sustainable Development Goals (SDG‟s 2030): Concept and significance, Components -17
SDG‟s
b) Sustainable Environment Management: Meaning and Significance – Rainwater Harvesting,
c) Mangrove Management, Disaster Management
c) Paradigm shift from Environmental education to Sustainable development – Concept and
Significance
Unit 5: Environmental Manage ment
a) Environmental Quality: Concept, need to protect environment quality
b) Environmental Audit: Objectives, Elements of audit, process of environmental audit
c) Environmental Impact Assessment (EIA) : Significance, process of EIA.
Unit 6: Environment Initi atives, Projects and Laws
a) Concept and Significance of Movements: Raleganj Siddhi Movement, Green Peace Movement,
TarunBharatSangh Movement.
b) Concept and Significance of Projects: Tiger project, Narmada BachaoAndolan
c) Concept and Significance of Laws: Laws of conservation and Protection: Environment Protection
Act, Wildlife Protection Act and Noise Pollution Act.
Module 3: Internal Assessment (Credits 2)
Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10
Suggested Tasks:
1. Conduct activities like tree plantations, Go Green drives, various competitions based on
environment

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2. Awareness activity in community/school regarding various environmental issues through an
exhibition/display
3. Critically analyze the implementation of action plan on Education for sustainable development at
global level.
4. Calculate your ecological/carbon footprint and state ways to reduce the carbon footprint.
5. Conduct an environmental audit and report on any deve lopment/ industrial projects.
6. Study the impact of any goods purchased on the environment with reference to its manufacturing,
packaging and transportation cost.
References:
1. Agarwal, K.C, (2001) Environmental Biology Bikaner, Nidi Publications Ltd.
2. Cunn ingham, W.P. Cooper, T.H. Gorhani, E & Hepworth, M.T. (2001) Environmental
Encyclopedia, Mumbai, Jaico Publications House.
3. Dhyani S.N. Wildlife Management New Delhi Rawat Publications
4. Dutt, N H, Gopal, Environmental Pollution and Control, Hyderabad, Neel kamal Publication.
5. Enger E.D, Bradley F.S Environmental Science - A Study of Interrelationship
6. G Tyler Miller Jr, Environmental Science,11thedition, Cengage learning India Pvt ltd
7. Ghanta R & Rao D B Environmental Education Delhi, Discovery Publication House.
8. Gupta N.L and Gurjar R.K (Eds.) Sustainable Development (2 Vols) :) New Delhi Rawat
Publications.
9. Krishnamacharyulu V, Reddy Environmental Education Hyderabad Neelkamal Publications.
10. Marilee G, Jeri M, Chakraborty C Environmental StudiesMannanPrakashan
11. Murray B (1996) the Philosophy of Social Ecology: Essays on Dialectical Naturalism New Delhi,
Rawat Publications.
12. Nanda, V. K, Environmental Education New Delhi Anmol Publication.
13. OdumE. P Fundamentals of Ecology USA, W.B. Saunders Co.
14. Paneerselvam&Ramkrishnan, Environmental Science Education Delhi, Sterling Publications.
15. Rai R.K, Environmental Management: New Delhi, Rawat Publications.
16. Ranjan R. Environmental Education, New Delhi.Mohit Publication.
17. Reddy P, Reddy N Environmental Education, Hyderabad Neelkamal Publication.
18. Saxena, A. B Education for the Environmental Concern New Delhi Radha Publication.
19. Sharma R A Environmental Education Meerut R Lal Book Depot.
20. Singh M S Environmental Education Delhi Adhyayan Publishers.
21. Singh P; Sharma S Environmental and Pollution Education, New Delhi Deep and Deep
Publications.
22. Singh Y.K, Teaching of Environmental Science, APH Publishing House, New Delhi
23. Suneetha G; Rao D B Environmental Awareness of School Studies, Sonali Publication.
24. Townsend C., Harper J, and Michael Begon, Essentials of Ecology Blackwell Science.
25. Trivedi R.K. Handbook of Environmental Laws, Rules Guidelines, Compliances and Standards,
Vols. I and II, E nviro Media (R)
30. Wanger K.D., (1998) Environmental Management. Philadelphia, W.B. Saunders Co.
31. Wright R.T; Environmental Science - Toward a sustainable future, 9thedition, Prentice -Hall of
India Pvt Ltd, new Delhi 2007

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Page 65

SEMESTER I V
INTERDISCIPLINARY COURSE (IDC – 2)
PEACE EDUCATION AND SUSTAINABLE DEVELOPMENT

Theory: 60 Internals: 40 TotalMarks 100
Total Credit s= 6
Course Objectives
1. To develop an understanding of Peace and Peace Education andEducation for Peace
2. To understand the approaches and historical development of Peace Education
3. To understand the Challenges and Str ategies of Peace Education
4. To Explore an Integration of Peace Education in Curriculum
5. To develop an understanding of Theorie s, Models & Culture of Peace
6. To develop an understanding of Conflict Management and Peace building

Module 1: Perspectives of Peace Education (Credits 2)
Unit 1: Understanding Peace and Peace Education
a) Peace: Concept, Need and Significance, Types -Positive & Negative
b) Peace Education: Concept, Basic Assumptions, Nature & Scope, Types,Goals, Aims &
Objectives
c) Education for Peace: Concept Causes – choosing path of Peace, Peacemaker, Peace Education is
an ethical imperative; Peace Education is practical imperative, Peace Education as
Transformative Education.

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Unit 2 : Approaches of Peace & Peace Education
a) Approaches of Peace : Power Politics, World Order, Conflict Resolution, Non -Violence and
Transformation
b) Approach to Peace Education at various stages - Early Childhood, Elementary Education,
Secondary Education, Higher Education, and Adult Education.
c) Historical Development of Peace Education, Peace Education in India and its Development
Unit 3 : Agencies, Challenges and Strategies of Peace Education
a) Agencies of Peace Education - Family, Social Media, Communities, NGOs
a) Challenges to Peace - Stress, Conflict, Crimes, Terrorism, Violence and Modernization.
b) Strategies of teaching Peace Education - Medit ation, Yoga , Dramatization, Debate


Module 2 : Practices in Peace Education (Credits 2)
Unit 4 : Integration of Peace Education in Curriculum
a) Subject Context - Language, Social Sciences, Mathematics, Science, Art & Craft, Subject
perspectives
b) Methods of teaching -Cooperative Learning ,Story telling ,Group Discussion , Se rvice learning,
Peer Teaching ,Experimental Teaching ,Brainstorming ,Inquiry based learning and teaching ,Role
play , Dialogues ,Energizer
c) Curricular and Co-Curricular Activities
Unit 5: Theories , Models & Culture of Peace
a) Peace Theories : Healthy Relationship and Connections Theory,Individual Change Theory
b) Models of Peace Education : Flowe r petal Model, Integrated Model
c) Culture of Peace : Concept, Achievem ent of Culture of Peace, Building blocks of Peace Culture,
Developing Culture of Peace through curricular and co -curricular activities
Unit 6 : Conflict Management and Peace building
a) Concept, Types and causes of Conflict,Strategies of Conflict Management
b) Conflict Triad and Peace Triad (Galtung/Reimann) in Peace Building
c) Role of Teacher as Peace Builder
Module 3: Internal Assessment (Credits 2)
Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10

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Suggested tasks:
 Prepare a poster on the topic “Peace Education for Sustainable Development” and present it
online.
 Visit any NGO working towards culture of peace and present a case study.
 Create a concept map of Strategies of Conflict Management (can make use of digital tools for
concept mapping like MindMeister ,MindMup , Bubbl.us
 Organize any group activity in a school/college to promote peace. Create a video of the same and
submit it along with report.
References:
 Brenes -Castro, A. (2004). An Integrated Model of Peace Education. In A.L. Wenden (Ed.),
Educating for a Culture of Peace and Ecological Peace. Albany: State University of New York
Press, p.77 -98.
 Castro, L. and Galace, J. (2010). Peace Education: A pathway to a Culture of
Peace. Published by Centre for Peace Education, Miriam College, Quezon City, Philippines.
Retrieved from, https://www.mc.edu.ph/Portals/8/Resources/Peace_Education_ebook_2010 .pdf
 Charles, K. and Selvi, V. (2014). Peace and Value Education. Neelkamal Publications
PVT.LTD. Hyderabad.p -3.
 United Nations (1999) UN Resolution 53/243 (A), „Declaration on a Culture of Peace‟ , Retrieved
from http://www.un -documents.net/a53r25.htm
 Harris, I. M. (2004). Peace education theory. Journal of Peace Education, 1(1), 5 -20
 Magre S. and Dingra (2016)Peace Education ,(Hindi Language) Sheth Publisher ,Mumbai.
 Magre S. and Dingra (2021)Peace Education,(Marathi Language)Inking Innovation ,India
Printing House ,Mumbai.
 Mishra, Loknath (2009) Peace Education Framework for Teachers. New Delhi: A.P.H
Publishing Corporation
 Mohanty, J. (2005): Teaching of Human Rights: New Trends and Innovations. New Delhi:
Deep and Deep Publications PVT.LTD.
 Fountain, S. (1999). Peace Educ ation in UNICEF. Working Paper, PD -ED-99/003,
Education Section, Programme Division, UNICEF, New York. Retrieved from
https://www.unicef.org/education/files/PeaceEducation.pdf
 Pandey, Sanjay (2004). Peace Education. New Delhi: NCERT.
 Harris, I. M. (1999). Types of peace education. In A. Raviv, L. Oppenheimer, & D. Bar -Tal
(Eds.), How children understand war and peace: A call for international peace education (pp.
299–317). Jossey -Bass/Wiley.
 Toh, S.H. &Cawagas, V.F. (2002). A Holistic Understanding of a Culture Of Peace . Presented at
the APCEIU Expert Consultation on EIU, Fiji.
 UNESCO (2001). Learning the way of peace. A Teacher‟s guide to Peace Education.. New Delhi.
 Kester, K. (2012). Peace Education Primer. Journal of Global Citizenship &Equity Education,
Vol. 2(2). Available from journals.sfu.ca/jgcee
Online References:
 https://youtu.be/Aed7NqMgEE0
 https://www.youtube.com/watch?v=sV6m2 a0v3Bc&t=64s
 https://www.youtube.com/watch?v=Aed7NqMgEE0&t=3s
 https://www.youtube.com/watch?v=z2treLpizmA&t=125s

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SEMESTER I V
INTERDISCIPLINARY COURSE (IDC – 3)
WORK EDUCATION

Theory: 60 Internals: 40 TotalMarks 100
Total Credit s= 6
Course Objectives
 To develop an understanding on the Concept of Work Education
 To develop an understanding of the Aims and Objectives of teaching Work Education
 To develop an understanding of the various aspects of Work Education
 To develop an understanding of the curriculum in Work Education
 To develop skills on interdisciplinary ap proach of Work education
 To develop an understanding of the social context of Work Education .
Module I : Work Education: Commissions, Policies and Approaches (Credits 2)
Unit 1: Work Education
a) Concept, Meaning, Objectives and Nature of Work education
b) Work education – Characteristics, Principles, Need and Significance ,Areas of Work
Education – i) Socially Useful Productive Work ii) Occupational exploration and
innovative practices in work education.
c) Strategies to promote Work Education: Field trips, f ield visits, community engagement,
reflective journal writing, case studies.
Unit 2: Work Education: Commission and Policies

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a) Recommendations of Commissions for Work Education - Secondary Education
Commission, Kothari Commission,
b) Recommendations of Policies for Work Education - NEP 1986, Programme of Action
1992 and NEP 2020
c) Role of State Government, Central Government, Universities, NGO‟s for Work
Education
Unit 3: Approach of Work Education
a) Methods for Teaching Learning activiti es related to work education –Demonstration
Method , Project Method , Excursion Method and Discussion Method
b) Evaluation in Work Education: Design of Work Education and Work Book, Practical
Work and attainment, Developing certain tools, e.g. rating scale, check -list, Teacher‟s
record, Observation schedule
c) Qualities function and role of teacher in Work Education

Module 2: Theoretical and Practical Aspect of WorkEducation (Credits 2)
Unit 4: Work education and Curriculum
a) Syllabus of Work education, classification of students, planning of sessions , Planning of
Sessions of Work education – Activities related to the better fulfilment of basic needs.
Activities related to environmental awareness , Activities related to socialservice, Activities
related to cultural heritage, and National integration.
b) Relationship with other subjects in the school curriculum:Place of Work Education in the
school curriculum.
c) Difference of Work Education with Work Exp erience, Basic Education and Vocational
Education.

Unit 5: Work Education in the Social Context
a) Utility of Social Service Project – Removal of Social distances, importance of literary
drive, first -aid, floor relief, etc.
b) Utilization of Community Resources for Audio -Visual materials for teaching Work
Education.
c) Role of community in reference to work education

Unit 6: Multipurpose School for Work Education and Development
a) Concept, Meaning, Need, Significance and Role of Multipurpose School
b) Criteria for selection of Work Education in Schools, Teacher Education Institution and
Higher Education
c) Work Education and Development: Individual, Social, Political and Economic, National
and International.
Module 3: Internal Assessment (Credits 2)

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Sr. No. Particulars Marks
1. Assignment s (2*10) 30
2. Case study/Projects/ Posters and exhibits /Seminar/ Workshop/
Cooperative Learning /Blended Learning/Construction/NaiTalim -
Experiential Learning /Open Book Assignment/ Class test 10

Suggested Tasks:

 Suggest any four skills related to language which can be acquired through any activity
under work education
 Prepare a list of activities related to community service .
 Write any three activities related to environmental awareness.
 Design any topic using any one method of teaching work education.
 Prepare a detailed Report on Work Education in the N ational Education Policy 2020.


References :
 Aggarwal, J.C. and Aggarwal, S.P.(1987) Vocational Education New Delhi, doaba
House Publishers
 MagreS,(2018) NaiTalim:Pedagogical Perspectives,DnyanPrasarak Publication Private
Ltd.Mumbai.
 MagreS,Francis R(2018)Project Based Activities: Insightful Journey ,DnyanPrasarak
Publication Private Ltd.Mumbai
 Magre S , Francis R (2021 ) Best Practice in VENTAL ,Notion Press ,Chennai.
 Prakash, v, and Biswal (2008) Perspective on Education and Development, Revisting
Education Commission, Shipra Publications
 Rashtriya, T. (2005). Vocational Education. New Delhi: APH Publishing Corporation
 Report of Secondary Education Commission (1952 -53).
 Report o f National Education Policy 1986
 Report of National Education Policy 2020.
 Sharma, A.P. (1984) contemporary Problems of Education, New Delhi: Vikas Publishing
House Pvt. Ltd.

Webliography:
 http://cbseacademic.nic.in/web_material/publication/archive/workeducation.pdf
 http://cbseacademic.nic.in/web_material/Curriculum19/Main -
Secondary/9_i_WORK_EDUCATION .pdf
 https://www.nios.ac.in/media/documents/dled/Block3_508.pdf
 https://librarykvs.files. wordpress.com/2018/11/syllabus -for-work -education.pdf

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