munotes®
Sign in
Home / Syllabus / B.Ed. (Hearing Impairment) / Semester 1 / Contemporary India and Education

B.Ed. (Hearing Impairment) Contemporary India and Education Syllabus - Mumbai University

This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Hearing Impairment), the Choice Based two-year programme in force from the academic year 2016-17. It is the scheme currently examined: the University set all four of its semesters in Winter 2025 and Summer 2026, and has published no revision of it since. The University no longer hosts the document on mu.ac.in, which is why it is mirrored here in full.

Contemporary India and Education Syllabus.pdf
Semester 1 · 3 credits · 75 marks · 90 hours

Loading syllabus...

Syllabus for Contemporary India and Education

Semester 1 · 3 credits · 75 marks · 90 hours

Module 1: Philosophical Foundations of Education

  • 1.1 Education: Concept, definition and scope
  • 1.2 Agencies of Education: School, family, community and media
  • 1.3 Philosophies of Education: idealism, naturalism, pragmatism, existentialism, humanism, constructivism and connectionism
  • 1.4 Historical Perspective of Indian Education (Gandhi, Tagore, Krishna Murthy, Aurobindo)
  • 1.5 Contemporary Indian Perspective

Module 2: Understanding Diversity

  • 2.1 Concept of Diversity
  • 2.2 Types of Diversity: Gender, linguistic, cultural, socio-economic and disability
  • 2.3 Diversity in learning needs and learning
  • 2.4 Addressing diverse learning needs
  • 2.5 Diversity: Global Perspective

Module 3: Contemporary Issues and Concerns

  • 3.1 Universalisation of School Education, Right to Education and Universal Access
  • 3.2 Issues of a) Universal enrolment b) Universal retention c) Universal learning
  • 3.3 Issues of quality and equity: Physical, economic, social, cultural and linguistic, particularly w.r.t girl child, weaker sections and PWDs
  • 3.4 Equal Educational Opportunity: constitutional provisions and preventing inequality
  • 3.5 Nature of Inequality in Schooling: Public-private schools, rural-urban schools, Dominent- minority, single teacher schools and other forms of inequalities in school systems

Module 4: Education Commissions and Policy

  • 4.1 Concepts of National ideals (Equality, liberty, secularism, and social justice)
  • 4.2 National Commissions and Policies: NPE and POA (1986, 1992), National Policy for Persons with Disabilities (2006)
  • 4.3 National Acts: RCI Act, 1992, PWD Act, 1995, NT Act, 1999, RTE Act (2009 &2012).
  • 4.4 Programmes and Schemes: IEDC (1974, 1983), SSA (2000, 2011), RMSA, 2009, IEDSS, 2009
  • 4.5 International Conventions and Policies: UNCRPD, 2006, MDG, 2015, INCHEON strategies

Module 5: Issues and Trends in Education

  • 5.1 Challenges of education from preschool to senior secondary
  • 5.2 Inclusive education as a rights based model
  • 5.3 Complementarity of inclusive and special schools
  • 5.4 Language issues in education
  • 5.5 Community participation and community based education

Essential Readings

  • Government of India (GoI) (1966). National Education Commission (1964-66), Ministry of Education: New Delhi.
  • Government of India (GoI) (1986/92). New Education Policy, MHRD: New Delhi.
  • Guha, Ramchandra (2007). India after Gandhi: The History of the World's Largest Democracy. Macmillon: Delhi
  • GoI (2010). Right to Education Act 2009, MHRD: New Delhi.
  • Aggarwal. J.C. (1992). Development and Planning of Modern Education: New Delhi Vikas Publishing House Pvt. Ltd.
  • Amartya Sen, and Jean Dreze (1997). India: Economic Development and Social Opportunity, Oxford India: Delhi. Select Chapters.
  • Anand, S. P. (1993).The Teacher & Education in Emerging Indian Society, New Delhi: NCERT.
  • Bhat. B.D. (1996). Educational Documents in India, New Delhi: Arya Book Depot.
  • Bhatia, K. & Bhatia, B. (1997): The Philosophical and Sociological Foundations, New Delhi Doaba House.
  • Biswas. A. (1992): Education in India, New Delhi: Arya Book Depot.
  • Biswas. A. and Aggarwal, J.C. (1992). Education in India, New Delhi: Arya Book Depot.
  • Chakravarty, Sukhamoy (1987). Development Planning: The Indian Experience, Oxford University press: New Delhi.
  • Choudhary. K.C. and Sachdeva, L. (Eds) (1995): Total literacy by 2000: New Delhi: IAE Association.
  • Dubey, S.C (2001). Indian Society, National Book Trust: New Delhi.
  • Ain, L.C. (2010). Civil Disobedience, Book Review Literary Trust: New Delhi. Select chapters.
  • Kashyap, S.C. (2009). The Constitution of India, National Book Trust: New Delhi.
  • Mohanty, Jagannath. (1993). Indian Education in the Emerging Society, New Delhi Sterling publishers Pvt. Ltd.
  • Sapra. C.L. and Ash Aggarwal, (Ed.,) (1987): Education in India some critical Issues. New Delhi: National Book Organisation.
  • Saraswathi, T.S. (1999). Culture, Socialization and Human Development, New Delhi: Sage Publications.
  • Steven, B. (1998).School and Society, New Delhi: Sage Publications.
  • Suresh, D. (1998). Curriculum and Child Development, Agra: Bhargava.
  • Taneja. V.R. (1998).Educational Thoughts and Practice, Delhi University Publications.
  • Vaidyanathan, A. (1995). The Indian Economy: Crisis, Response and Prospects. Tracts of the Times. Orient Longman Publications: New Delhi.
  • Weber. O.C. (1990). Basic Philosophies of Education, New York Holt, Rinehart and Winston.

Reproduced from the University of Mumbai syllabus for B.Ed. Spl. Ed. (Hearing Impairment), in force from the academic year 2016-17. Wording, module numbering and the reading list are as printed in that syllabus. The PDF above is the syllabus's own page, unaltered.

The complete syllabus

This subject is cut from the University syllabus for the whole degree. Open it here if you want the whole thing rather than a single subject.

PDF Bachelor of Education - Special Education (Hearing Impairment) Sem I to IV (from 2016-17) Choice Based syllabus, in force from 2016-17 Read full PDF Read
Report or request
Done!