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BSc Home Science Parent and Community Education Syllabus - Mumbai University

This is the Semester 3 syllabus under NEP 2020, in force from the academic year 2025-26. The University still examines the earlier Choice Based papers alongside it — her third-year timetables name that scheme — so check which scheme your exam form names before you revise.

Parent and Community Education Syllabus.pdf
Major · Semester 3 · Second Year · 2 credits · 50 marks

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Syllabus for Parent and Community Education

Major · Semester 3 · Second Year · 2 credits · 50 marks

The University sets this paper in all four of her Semester III and IV circulars — Community Resource Management (VSC); Foods, Nutrition and Dietetics (4); Human Development (Major); Textile and Fashion Technology (VSC). The second year is common to the whole degree, so it is one paper here; the wording shown is from the circular that sets the fullest version of it.

Module I: Understanding Parent and Community Education

  • A Importance of Parental Involvement in Children’s Academic and Emotional Development
  • i Students analyse real-life case studies of high and low parental involvement and its impact on student performance.
  • ii Visit a school and observe a parent-teacher meeting. Prepare a reflective report on the nature and quality of interactions.
  • iii Conduct interviews with 2–3 parents from diverse backgrounds about their role in supporting their child’s education.
  • iv Role-play scenarios where a teacher conducts a home visit to discuss academic progress with parents.
  • B Parenting Styles and Their Impact on Learning Outcomes
  • v Role-Playing Different Parenting Styles: Simulate authoritative, authoritarian, permissive, and neglectful parenting in various educational contexts. Discuss implications.
  • vi Reflection Journal: Keep a journal reflecting on one’s own upbringing and how it influenced learning behaviour.
  • vii Design a simple parenting style survey and administer it to a small sample (e.g., peers or relatives). Analyse and present results.
  • viii Group Discussion: Conduct peer-led discussions on how different parenting styles impact student motivation and discipline.
  • C Communication Strategies for Effective Parent-Teacher Interaction
  • i Mock Parent-Teacher Meetings: Students take turns playing roles of teacher, parent, and observer. Focus on empathy, active listening, and conflict resolution.
  • ii Design a Parent Communication Plan: Create a monthly communication plan using newsletters, WhatsApp groups, or learning management systems (e.g., ClassDojo).
  • iii Workshop Facilitation: Conduct a mini-workshop on “Effective Communication Skills for Educators.”
  • iv Feedback Practice: Develop constructive written and verbal feedback for parents on a child’s progress and behaviour.

Module II: Planning and Organizing Educational Programs

  • A Conducting Surveys and Needs Assessments
  • i Design and distribute a questionnaire to parents, students, and teachers to identify educational gaps.
  • ii Conduct focus group discussions with stakeholders (e.g., school leaders, community elders).
  • iii Analyse the data using simple tools (Excel, Google Forms).
  • B Organizing Workshops, Seminars, and Parent-Teacher Meetings
  • i Create a checklist for event planning (venue, materials, invitations).
  • ii Role-play conducting a parent-teacher meeting to address learning issues.
  • iii Invite guest speakers (e.g., local education officers, successful alumni).
  • C Field Work and Reflective Practice
  • i Plan and conduct structured observation Field Visits to Community Centers and Schools (with checklists).
  • ii Interview local teachers, students, and community workers.
  • iii Take field notes focusing on strengths, challenges, and opportunities.
  • iv Write a reflective journal after each field visit.

Text Books & Reference Books

  • 1 Altschuld, J. W., & Watkins, R. (2014). Needs assessment: Analysis and prioritization (Vol. 2). SAGE Publications.
  • 2 Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56–95. https://doi.org/10.1177/0272431691111004
  • 3 Bolton, G. (2014). Reflective practice: Writing and professional development (4th ed.). SAGE Publications.
  • 4 Burton, N., Brundrett, M., & Jones, M. (2008). Doing your education research project. SAGE Publications.
  • 5 California Department of Education. (2017). Family engagement toolkit: Continuous improvement through an equity lens. https://www.cde.ca.gov
  • 6 Central Board of Secondary Education (CBSE). (2020). Handbook on communication for schools. CBSE Publications.
  • 7 Edutopia. (n.d.). Parent-teacher communication resources. George Lucas Educational Foundation. https://www.edutopia.org
  • 8 Epstein, J. L. (2018). School, family, and community partnerships: Your handbook for action (4th ed.). Corwin Press.
  • 9 Faber, A., & Mazlish, E. (2012). How to talk so kids will listen & listen so kids will talk. Scribner.
  • 10 Harvard Family Research Project. (2010). Family engagement as a systemic, sustained, and integrated strategy to promote student achievement. Harvard Graduate School of Education.
  • 11 Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.
  • 12 Kapoor, S. (2005). Parenting styles and their impact on adolescent behavior. Indian Journal of Social Psychology, 21(2), 78–86.
  • 13 Macvarish, J. (2016). Parenting for learning: Evidence, values and everyday parenting. Palgrave Macmillan.
  • 14 Ministry of Education. (2021). Samagra Shiksha: Framework for implementation. Government of India.
  • 15 National Council of Educational Research and Training (NCERT). (2015). National curriculum framework for teacher education. NCERT.
  • 16 National Council of Educational Research and Training (NCERT). (2013). Teacher education curriculum: Field experience handbook. NCERT.
  • 17 National Institute of Open Schooling (NIOS). (2018). Community participation in education (Module 3). NIOS. https://nios.ac.in
  • 18 Organisation for Economic Co-operation and Development (OECD). (2017). Parents as partners in education. OECD Publishing. https://doi.org/10.1787/9789264273755-en
  • 19 Pratham Education Foundation. (2023). Annual Status of Education Report (ASER) 2023. ASER Centre. https://www.asercentre.org
  • 20 Ramachandran, V. (Ed.). (2004). Community participation in primary education: Innovations in Rajasthan. SAGE Publications India.
  • 21 Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences. Child Development, 63(1), 1–19. https://doi.org/10.2307/1130897
  • 22 Swati, P. V. (2016). Parenting: The Indian way. Brainfeed Books.

Reproduced from the University of Mumbai syllabus for B.Sc. (Home Science) under NEP 2020, in force from the academic year 2025-26. Wording is as printed in that syllabus. Module numbering is as printed there too.

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