B.Ed. (Full Time) Contemporary India and Education Syllabus - Mumbai University

Objectives

• To understand the concept of Diversity as it exists in Contemporary Indian society
• To understand the inequalities in Indian Society and the marginalization of the weaker sections
• To understand the implications for education in coping with Diversity and Inequality to achieve Universal Education in Indian society
• To critically understand the constitutional values related to the aims of education in a Democracy
• To be acquainted with contemporary issues and policies and their origin with regard to Education in Indian society
• To be acquainted with the relevant education commissions in the context of Liberalization, Privatization and Globalization

Module 1: Contemporary Indian Society 2 credits

Unit 1: Understanding and Addressing Diversity in Indian society

• a) Difference between diversity, stratification and marginalisation in contemporary India
• b) Concept and characteristics of diversity: linguistic, regional and religious
• c) Challenges and Role of Education : Linguistic diversity, Regional and Religious Diversity

Unit 2: Addressing Inequality of Indian society: Nature, Challenges and Role of Education

• a) Stratification of Indian Society with reference to Caste, Class and Gender
• b) Concept of Marginalized groups in Indian society: SC/ST/OBC/EBC/NT
• c) Role of Education with respect to addressing the needs of stratified and marginalized groups

Unit 3: Constitutional Values and Stratification, Marginalisation and Diversity

• a) Constitutional Values like democracy, socialism and equality for reducing stratification and marginalisation
• b) Education and Fundamental Rights and Duties: Articles 14, 15, 16, 30 and 51A
• c) Directive Principles of state policy with regards to stratification and marginalisation

Module 2: Policy Frame Work for Education 2 credits

Unit 4: Policies and Role of Education

• a) Nayee Taleem to integrate life, work and education for development
• b) RTE Act 2009 and Universalisation of Education
• c) RMSA and Recommendations for Secondary Education

Unit 5: Education Commission & Recommendations

• a) National Policy of Education – 1986
• b) National Curricular Framework, 2005
• c) National Curriculum Framework for Teacher Education, 2009

Unit 6: Emerging Trends

• a) Open & Distance Learning –Concept & Characteristics
• b) Globalization, Liberalization& Privatization – Concept, characteristics and Implications
• c) Role of Mass Media in Education

Module 3: Internal Assessment 2 credits

• Any two of the following tasks:
• a) Organizing and Conducting street plays emphasis on role of education and media in addressing the problem of social exclusion/ inequality
• b) Critical analysis of an educational film
• c) Report on the Educational Challenges of Deprived /Marginalised group of Children
• d) Collaboration with an NGO - Conducting field visits, case studies, and participating in their projects.
• e) Seminar presentation on the impact of emerging trends/policies in Education

References

• Agarwal J.C.( 19991). Theory and [practices of education. Vikas publishing house Pvt Ltd. New Delhi.
• Dash BN (2002). Teacher and education in the emergeing Indian Society. Vol.2. Neelkamal publication. Hydrabad.
• Arora G.L & Pranati Panda.Fifty Years of Teacher Education in India (Post Independence Developments):NCERT
• Chinara B.(1997). Education and Democracy, APH. New Delhi.
• John, Zeepa Sara. (2012) Philosophical and Sociological Foundations of Education. Chennai: Almighty Book Company,
• Mukherji, S. M.(1966). History of education in India, charya book depot, baroda.
• Chaube. S.P. (2013). Problems of Indian Education. Shri Vinod Pustak Mandir : Agra
• Sngaravelu.G. (2012). Education in the Emerging Indian Society. Neelkamal Publications Pvt. Ltd.: New Delhi
• Swaroop Sarena, N.R. & Shikha Chaturvedi. (2012). Teacher in Emerging Indian Society. Lall Book Depot : Meerut
• Qureshi, Muniruddin. (2005). Social aspects of Education. Anmol Publications Pvt. Ltd.: New Delhi
• Public report on basic Education in India: The Probe team in association with centre for development economics, October 1998
• Agarwal. J.C (2008). Education in the emerging Indian Society. Shipra Publications
• Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society, NCERT, New Delhi.
• Sharma R.A. (1993). Teacher Education: Theory, Practice and Research. Meerut : International Publishing House
• Zhijian, L.The multirole of Teacher: Retrived July 10, 2012, fromWuhan university of science and engineering: http://www.seiofbluemoutain.com
• Vision of Teacher Education in India Quality and Regulatory Perspective. Volume 1 August, 2012. Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/documentreports/JVC%20Vol%201.p df