Under-graduate Course Structure (MAJOR - EDUCATION)

Based on NEP - 2020

In the 4 years B.A. Major course in Education, there will be 8 Semesters. The curriculum
consists of 22 DSC/Core Courses, 8 Minor courses, 3 Inter Disciplinary Courses, 4 Ability
Enhancement Courses (AEC), 3 Skill Enhancement Courses (SEC) and 4 Compulsory Value-
Added Courses (CVAC), 1 Summer Internship and 2 Dissertation/Research work. Candidates
who will not pursue Dissertation/Research work then he /she will have to study additional 1
DSC/Core paper of 4 credits in the 7th Semester and 2 DSC/Core papers of 4 credits each in
the 8th Semester.
TH stands for Theory, TU for Tutorial and P for Practical

Semester 1 = 525 Marks (21 Credit)

Semester 2 = 525 Marks (21 Credit)
Semester 3 = 525 Marks (21 Credit)
Semester 4 = 550 Marks (22 Credit)
Semester 5 = 600 Marks (24 Credit)
Semester 6 = 575 Marks (23 Credit)
Semester 7 = 500 Marks (20 Credit)
Semester 8 = 500 Marks (20 Credit)
------------------------------------------------
Total: 4300 Marks (172 Credits)

Distribution of marks: DSC/Core - 22 x 100 = 2200

Minor - 8 x 100 = 800
IDC - 3 x 75 = 225
AEC - 4 x 50 = 200
SEC - 3 x 100 = 300
CVAC - 4 x 50 = 200
Summer Internship 1 x 75 = 75
Dissertation/ Research work (1 x 100 + 1 x 200) = 300 *
---------------------------------------------------------------------
4300 Marks
*Or who will not opt, for them 1 x 100 +1 x 100+ 1 x 100 = 300 (3 DSC in 7th & 8th Sem)

Distribution of Credits: DSC/Core - 22 x 4 = 88

Minor - 8 x 4 = 32
IDC/MDC - 3x3 = 9
AEC - 4x2 = 8
SEC - 3 x 4 = 12
CVAC - 4x2 = 8
Summer Internship 1 x 3 = 3
Dissertation / Research work 3 x 4 = 12 (1 x 4 + 1 x 8) *
-----------------------------------------------------------------------------
172 Credits
*Or who will not opt, for them = 1 x 4 + 1 x 4 + 1 x 4 = 12 (1 DSC in 7th & 2 DSC in 8th Sem)
 Semester wise Course Structure
Dissertation/
Semester DSC/Core Minor IDC/MD AEC SEC CVAC Summer Research Total
C Internship Work Credit
1x4=4 1 X 4 = 4 (M 1) 1X3=3 1X2=2 1X4=4
1 3 Th 3 Th 2 Th 2 Th 3 Th 2x2=4 21
1P/TU 1 P/TU 1 P/TU 0 P/TU 1 P/TU
1x4=4 1 X 4 = 4 (M 1) 1X3=3 1X2=2 1X4=4
2 3 Th 3 Th 2 Th 2 Th 4 Th 2x2=4 21
1P/TU 1 P/TU 1 P/TU 0 P/TU 0 P/TU
2x4=8 1 X 4 = 4 (M 2) 1X3=3 1X2=2 1X4=4
3 (2x) 3 Th 3 Th 2 Th 2 Th 3 Th 21
1 P/TU 1 P/TU 1 P/TU 0 P/TU 1 P/TU
4 x 4 = 16 1 X 4 = 4 (M 2) 1X2=2
4 (4x) 3 Th 3 Th 2 Th 22
1 P/TU 1 P/TU 0 P/TU
4 x 4 = 16 2X4=8
5 (4x) 3 Th (M 1 + M 2) 24
1 P/TU (2 x) 3 Th
1 P/TU
3 x 4 = 12 2X4=8
6 (3x) 3 Th (M 1 + M 2) 1x3=3 23
1 P/TU (2 x) 3 Th
1 P/TU
4 x 4 = 16
7 (4x) 3 Th 1x4=4 20
1 P/TU
3 x 4 = 12
8 (3x) 3 Th 1x8=8 20
1 P/TU
1x4
Credits 22 x 4 = 88 8 x 4 = 32 3x3=9 4x2=8 3 x 4 = 12 4x2=8 1 x3 = 3 1 x 8 or 172
(1x4+ 1x4+1x4)
1x100+1x200
22 x 100 = 8 x 100 = 3 x 75 = 4 x 50 = 3 x 100 = 4 x 50 = 1 x 75 = or
Marks 2200 800 225 200 300 200 75 1x100 4300
1x100
1x100
 SEMESTER – 1

Course Code Course Type Credit Marks TH – TU - P

DSC/Core (Major) CC – 1 4 100 3–1–0
MINOR M–1 4 100 3–1–0
IDC IDC 3 75 2–1–0
AEC AEC 2 50 2–0–0
SEC SEC – 1 4 100 3–1–0
CVAC 2 50 2–0–0
CVAC CVAC 2 50 2–0–0
21 525

1 credit = 25 Marks

SEMESTER – 2

Course Code Course Type Credit Marks TH – TU - P

DSC/Core (Major) CC – 2 4 100 3–1–0
MINOR M–1 4 100 3–1–0
IDC IDC 3 75 2–1–0
AEC AEC 2 50 2–0–0
SEC SEC - 2 4 100 3–1–0
CVAC 2 50 2–0–0
CVAC CVAC 2 50 2–0–0
21 525

1 credit = 25 Marks
 SEMESTER – 3

Course Code Course Type Credit Marks TH – TU - P

CC - 3 4 100 3–1–0
DSC/Core (Major) CC - 4 4 100 3–1–0
MINOR M–2 4 100 3–1–0
IDC IDC 3 75 2–1–0
AEC AEC 2 50 2–0–0
SEC SEC - 3 4 100 2–0–2
21 525

1 credit = 25 Marks

SEMESTER – 4

Course Code Course Type Credit Marks TH – TU - P

CC – 5 4 100 3–1–0
DSC/Core CC - 6 4 100 3–1–0
(Major) CC - 7 4 100 3–1–0
CC - 8 4 100 3–1–0
MINOR M-2 4 100 3–1–0
AEC AEC 2 50 2–0–0
22 550

1 credit = 25 Marks
 SEMESTER – 5

Course Code Course Type Credit Marks TH – TU - P

CC – 9 4 100 3–1–0
DSC/Core CC – 10 4 100 3–1–0
(Major) CC – 11 4 100 3–1–0
CC - 12 4 100 3–0–1
MINOR M-1 4 100 3–1–0
(M 1 + M 2) M-2 4 100 3–1–0
24 600

1 credit = 25 Marks

SEMESTER – 6

Course Code Course Type Credit Marks TH – TU - P

CC – 13 4 100 3–1–0
DSC/Core (Major) CC – 14 4 100 3–1–0
CC – 15 4 100 3–1–0
MINOR M-1 4 100 3–1–0
(M 1 + M 2) M-2 4 100 3–1–0
Summer Internship SI 3 75 1–0–2
23 575

1 credit = 25 Marks
 SEMESTER – 7

Course Code Course Type Credit Marks TH – TU - P

CC – 16 4 100 3–1–0
CC – 17 4 100 3–0–1
DSC/Core (Major) CC – 18 4 100 3–1–0
CC - 19 4 100 3–1–0
Dissertation / Research Work Dist / R W 1–0-3
Or Or 4 100
Those who will not opt this, additional DSC/Core DSC 1 3–1–0
20 500

1 credit = 25 Marks

SEMESTER – 8

Course Code Course Type Credit Marks TH – TU - P

CC – 20 4 100 3–1–0
DSC/Core (Major) CC – 21 4 100 3–1–0
CC – 22 4 100 3–1–0
Dissertation / Research Work Or Dist / R W 0–0–8
Those who will not opt this, Or 200
additional DSC/Core DSC 2 8 3 – 1- 0
DSC 3 3–1–0
20 500

1 credit = 25 Marks
 Course Title for the Subject Education: -

DSC/Core (Major) CC – 1 = Introduction & Philosophical Foundation of

Education

IDC IDC = Inclusive Education

Semester – 1
SEC SEC – 1 = Communication Skill

For MINOR M -1 = Introduction & Philosophical Foundation of

Education

DSC/Core (Major) CC – 2 = Psychological Foundation of Education

IDC IDC = Inclusive Education

Semester – 2 SEC SEC – 2 = Aspect of Democratic Citizenship or
Digital Empowerment
For MINOR M -1 = Psychological Foundation of Education

CC – 3 = Guidance and Counselling

DSC/Core (Major)
CC – 4 = Sociological Foundation of Education

IDC IDC = Inclusive Education

Semester – 3
SEC SEC – 3 = Computer Application

For MINOR M -2 = Introduction & Philosophical Foundation of

Education

CC – 5 = Educational Organization & Planning

CC – 6 = History of Education
DSC/Core (Major)
CC – 7 = Technology in Education
Semester – 4
CC – 8 = Great Educators

For MINOR M -2 = Psychological Foundation of Education

 CC – 9 = Women Education

CC – 10 = Curriculum Studies
DSC/Core (Major) CC – 11 = Measurement & Evaluation in Education – 1
Semester – 5
CC – 12 = Statistics in Education

For MINOR M – 1 / M – 2 = Guidance and Counselling

CC – 13 = Aspect of Teaching

DSC/Core (Major) CC – 14 = Management in Education

Semester – 6 CC – 15 = Measurement & Evaluation in Education – 2

Summer Internship Based on Teaching in Practice

For MINOR M – 1 / M – 2 = Educational Organization & Planning

CC – 16 = Research Methodology – 1

CC – 17 = Psychology of Adjustment
DSC/Core (Major) CC – 18 = Peace and Value Education

Semester – 7 CC – 19 = Gender Studies

Dissertation Research Based (Theory + Practical)

or or
DSC DSC – 1 = Life Skill Education

CC – 20 = Research Methodology - 2

DSC/Core (Major) CC – 21 = Human Rights Education

CC – 22 = Teacher Education
Semester - 8
Dissertation Research Based (Practical)
Or or
DSC – 2 = Open and Distance Education
DSC DSC = 3 = Population Education
 Semester 1

EDC/H/CC – 1/1 (For Major)

Introduction and Philosophical Foundation of Education

Objectives:
• To understand the meaning, nature, scope and aims of education.
• To explain the factors of education and their interrelationship.
• To be acquainted with the concept of Child-Centricism and play-way in education

Unit- I = Concept of Education

➢ Narrow and broader concept of education

➢ Aims of modern education with special reference to Delor’s Commission.
➢ Indian School of Philosophy: Vedic, Buddhism
➢ Western School of Philosophy: z

Unit- 2 = Factors of Education

➢ Child / learner: influence of heredity and environment on the learner

➢ Teacher: qualities and duties of a good teacher.
➢ Curriculum and co-curricular activities - concept and types and significance of co-
curricular activities.
➢ Educational institutions: informal, formal and non-formal, their interrelation.

Unit- 3 = Child Centricism and Play-way in Education

➢ Concept of child centricism in education

➢ Characteristics and significance of child centricism in education
➢ Concept of play and work.
➢ Characteristics of play-way in Education, Kindergarten, Montessori, Project method.

Tutorial: Based on above 3 units

 EDC/H/IDC (Semester – 1)

Inclusive Education

Objectives: -
• Understand the meaning of Inclusion and exclusion
• Know the types of exclusion and their causes
• Know how to bring about inclusion in different spheres

Unit: 1 = Inclusive Education: Overview

➢ Meaning of Inclusion and Inclusive Education
➢ Exclusion and Inclusion: Conceptual overview
➢ Obstacles/barriers in Inclusive Education
➢ Elements necessary for creating an inclusive school

Unit: 2 = Differently Abled and Disadvantaged Children

➢ Differently abled children- Visual, Auditory, Learning Disability (Meaning, definition)

➢ Disadvantaged children: SC, ST, OBC and EWS
➢ Problems of differently abled and socially disadvantaged children
➢ Specific Educational Measures and role of school and society

Tutorial: Based on above 2 units

 EDC/H/SEC/1/1 (Semester – 1)

Communication Skill

Objectives:
• To understand the basic elements of Communication
• To acquire Listening Skills
• To acquire Speaking Skills

Unit: 1 = Introduction to Communication

➢ Meaning, Nature and types of communication

➢ Principles of communication
➢ Process of communication: Sender, encoding, recipient, decoding and feedback
➢ Barriers of effective communication

Unit: 2 = Listening Skills

➢ Principles of listening skills

➢ Types of listeners
➢ Barriers to listening

Unit: 3 = Speaking Skills

➢ Verbal and non-verbal communication

➢ Public speaking: Extempore
➢ Group discussion

Tutorial: Based on above 3 units

 For Minor

EDC/M/1/1 (Semester – 1)

Introduction and Philosophical Foundation of Education

Objectives:
• To understand the meaning, nature, scope and aims of education.
• To explain the factors of education and their interrelationship.
• To be acquainted with the concept of Child-Centricism and play-way in education

Unit- I = Concept of Education

➢ Narrow and broader concept of education

➢ Aims of modern education with special reference to Delor’s Commission.
➢ Indian School of Philosophy: Vedic, Buddhism
➢ Western School of Philosophy: z

Unit- 2 = Factors of Education

➢ Child / learner: influence of heredity and environment on the learner

➢ Teacher: qualities and duties of a good teacher.
➢ Curriculum and co-curricular activities - concept and types and significance of co-
curricular activities.
➢ Educational institutions: informal, formal and non-formal, their interrelation.

Unit- 3 = Child Centricism and Play-way in Education

➢ Concept of child centricism in education

➢ Characteristics and significance of child centricism in education
➢ Concept of play and work.
➢ Characteristics of play-way in Education, Kindergarten, Montessori, Project method.

Tutorial: Based on above 3 units

 Semester 2

EDC/H/CC/2/2 (For Major)

Psychological Foundation of Education

Objectives:
• To understand the meaning of Psychology and be acquainted with it's different aspects.
• To know the patterns of different aspects of human development and relate this knowledge
with education.
• To be acquainted with the cognitive approach of development and thus to understand the
process and factors of cognition.

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

➢ Learning: Concept and characteristics
➢ Memorization and Forgetting: Process of memorization, causes of forgetting and
economical ways of improving memorization
➢ Personality: Concept, definition, Personality traits.

Unit: 2 = Stages and types of human development and their educational significance

➢ Piaget's cognitive development theory

➢ Erikson's psycho-social development theory
➢ Kohlberg's moral development theory
➢ Vygotsky's social development theory.

Unit: 3 = Intelligence

➢ Concept of intelligence
➢ Theories of Intelligence by Spearman, Thorndike and Guilford
➢ Types and uses of intelligence tests
➢ Concept of Emotional Intelligence and E.Q

Tutorial: Based on above 3 units

 EDC/H/IDC (Semester – 2)

Inclusive Education

Objectives: -
• Understand the meaning of Inclusion and exclusion
• Know the types of exclusion and their causes
• Know how to bring about inclusion in different spheres

Unit: 1 = Inclusive Education: Overview

➢ Meaning of Inclusion and Inclusive Education
➢ Exclusion and Inclusion: Conceptual overview
➢ Obstacles/barriers in Inclusive Education
➢ Elements necessary for creating an inclusive school

Unit: 2 = Differently Abled and Disadvantaged Children

➢ Differently abled children- Visual, Auditory, Learning Disability (Meaning, definition)

➢ Disadvantaged children: SC, ST, OBC and EWS
➢ Problems of differently abled and socially disadvantaged children
➢ Specific Educational Measures and role of school and society

Tutorial: Based on above 2 units

 EDC/H/SEC/2/2 (Semester – 2)

Aspect of Democratic Citizenship

Objectives: -
• Have an idea about their duties as citizens
• Have an idea about their rights as citizens
• Have an idea about child violence and child rights
• Have an idea about domestic violence and domestic rights

Unit 1: Rights and duties as citizen

➢ Democratic rights
➢ Fundamental Rights
➢ Duties of citizenship

Unit 2 = Protection of Children

➢ Child protection - concept and need.

➢ Child Rights – concept, classification and need
➢ Legal actions –POCSO

Unit 3 = Domestic Harmony

➢ Domestic violence – definition and types

➢ Protection of Women from Domestic Violence Act, 2005 – basic features
➢ Protection of males in DVA 2005 – basic features

Tutorial: - Based on above 3 units

 EDC/H/SEC/2/2 (Semester – 2)
Digital Empowerment
Objectives

• Understand the fundamentals of digital technologies and their impact on society

• Enhance online communication and collaboration skills
• Promote digital citizenship and responsible online behavior
• Gain awareness of digital security risks and implement best practices
• Explore ethical considerations in the use of digital technologies.

Unit 1: Digital L i t e r a c y and Digital Empowerment

➢ Definition of Digital Literacy

➢ Current Trends of Digital Technology
➢ Evaluating the credibility of online information
➢ Copyright and plagiarism awareness
➢ Important application of our country Digi Locker, e-Hospitals, e-Pathshala, SHIM, e-
Kranti (Electronic Delivery of Services, e-Health Campaigns

Unit 2: Online Communication and Collaboration

➢ Electronic Communication: electronic mail, biogs, social media

➢ Collaborative Digital platforms
➢ Tools/platforms for online learning
➢ Collaboration using file sharing, messaging, video conferencing

Unit 3: Digital Security

➢ Online security and privacy

➢ Threats in the digital world: Data breach and Cyber Attacks
➢ Blockchain Technology
➢ Security Initiatives by the Govt of India

Unit 4: Digital Citizenship and Ethics

➢ Responsible online behavior and digital etiquette

➢ Understanding online communities and their norm
➢ Ethical considerations in digital technology usage

Unit 5: Emerging Technology

➢ Exploring emerging technology and its impact

➢ AI and Machine Learning
➢ IOT and Connected Devices
 Semester – 2

EDC/M/1/1 (For Minor)

Psychological Foundation of Education

Objectives:
• To understand the meaning of Psychology and be acquainted with it's different aspects.
• To know the patterns of different aspects of human development and relate this knowledge
with education.
• To be acquainted with the cognitive approach of development and thus to understand the
process and factors of cognition.

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

➢ Learning: Concept and characteristics
➢ Memorization and Forgetting: Process of memorization, causes of forgetting and
economical ways of improving memorization
➢ Personality: Concept, definition, Personality traits.

Unit: 2 = Stages and types of human development and their educational significance

➢ Piaget's cognitive development theory

➢ Erikson's psycho-social development theory
➢ Kohlberg's moral development theory
➢ Vygotsky's social development theory.

Unit: 3 = Intelligence

➢ Concept of intelligence
➢ Theories of Intelligence by Spearman, Thorndike and Guilford
➢ Types and uses of intelligence tests
➢ Concept of Emotional Intelligence and E.Q

Tutorial: Based on above 3 units

 Under-graduate Course Structure (MDC - EDUCATION)
Based on NEP - 2020

In the 3 years B.A. MDC course in Education, there will be 6 Semesters. The curriculum
consists of 8 Core Courses - 1, 8 Core Courses – 2, 6 Minor courses, 3 Inter Disciplinary
Courses, 4 Ability Enhancement Courses (AEC), 3 Skill Enhancement Courses (SEC) and 4
Compulsory Value-Added Courses (CVAC), 1 Summer Internship course.

TH stands for Theory, TU for Tutorial and P for Practical

Semester 1 = 525 Marks (21 Credit)

Semester 2 = 525 Marks (21 Credit)
Semester 3 = 525 Marks (21 Credit)
Semester 4 = 550 Marks (22 Credit)
Semester 5 = 500 Marks (20 Credit)
Semester 6 = 500 Marks (20 Credit)
For Summer Internship = 75 Marks (3 Credit)
------------------------------------------------
Total: 3200 Marks (128 Credits = 125 + 3)

Distribution of marks: Core - 1 8 x 100 = 800

Core – 2 8 x 100 = 800
Minor 6 x 100 = 600
IDC 3 x 75 = 225
AEC 4 x 50 = 200
SEC 3 x 100 = 300
CVAC 4 x 50 = 200
Summer Internship 1 x 75 = 75

---------------------------------------------------------------------
3200 Marks

Distribution of Credits: Core – 1 8x4 = 32

Core – 2 8x4 = 32
Minor - 6x4 = 24
IDC - 3x3 = 9
AEC - 4x2 = 8
SEC - 3x4 = 12
CVAC - 4x2 = 8
Summer Internship 1x3 = 3

-----------------------------------------------------------------------------
128 Credits
 STRUCTURE

Core Core
Semester Course – 1 Course - 2 Minor IDC/MDC AEC SEC CVAC Summer Total
Internship Credit
1x4=4 1x4=4 1X3=3 1X2=2 1X4=4
1 3 Th 3 Th 2 Th 2 Th 3 Th 2x2=4 21
1P/TU 1P/TU 1 P/TU 0 P/TU 1 P/TU
1x4=4 1x4=4 1X3=3 1X2=2 1X4=4
2 3 Th 3 Th 2 Th 2 Th 3 Th 2x2=4 21
1P/TU 1P/TU 1 P/TU 0 P/TU 1 P/TU
1x4=4 1x4=4 1X4=4 1X3=3 1X2=2 1X4=4
3 3 Th 3 Th 3 Th 2 Th 2 Th 3 Th 21
1P/TU 1P/TU 1 P/TU 1 P/TU 0 P/TU 1 P/TU
2x4=8 2x4=8 1X4=4 1X2=2
4 (2x) 3 Th (2x) 3 Th 3 Th 2 Th 22
1 P/TU 1 P/TU 1 P/TU 0 P/TU
2x4=8 1X4=4 2X4=8
5 (2x) 3 Th 3 Th (2 x) 3 Th 20
1 P/TU 1 P/TU 1 P/TU
1X4=4 2x4=8 2X4=8
6 3 Th (2x) 3 Th (2 x) 3 Th 23
1 P/TU 1 P/TU 1 P/TU

Credits 8 x 4 = 32 8 x 4 = 32 6 x 4 = 24 3x3=9 4x2=8 3 x 4 = 12 4x2=8 1 x3 = 3 128

8 x 100 = 8 x 100 = 6 x 100 = 3 x 75 = 4 x 50 = 3 x 100 = 4 x 50 = 1 x 75 =

Marks 800 800 600 225 200 300 200 75 3200
 SEMESTER – 1

Course Code Course Type Credit Marks TH – TU - P

Core Course CC – 1 4 100 3–1–0
Core Course CC – 2 4 100 3–1–0
IDC IDC 3 75 2–1–0
AEC AEC 2 50 2–0–0
SEC SEC 4 100 3 – 1– 0
CVAC 2 50 2–0–0
CVAC CVAC 2 50 2–0–0
21 525

1 credit = 25 Marks

SEMESTER – 2

Course Code Course Type Credit Marks TH – TU - P

Core Course CC – 1 4 100 3–1–0
Core Course CC – 2 4 100 3–1–0
IDC IDC 3 75 2–1–0
AEC AEC 2 50 2–0–0
SEC SEC 4 100 3–1–0
CVAC 2 50 2–0–0
CVAC CVAC 2 50 2–0–0
21 525

1 credit = 25 Marks
 SEMESTER – 3

Course Code Course Type Credit Marks TH – TU - P

Core Course CC – 1 4 100 3–1–0
Core Course CC – 2 4 100 3–1–0
MINOR M 4 100 3–1–0
IDC IDC 3 75 2–1–0
AEC AEC 2 50 2–0–0
SEC SEC 4 100 3–1–0
21 525

1 credit = 25 Marks

SEMESTER – 4

Course Code Course Type Credit Marks TH – TU - P

Core Course CC – 1.1 4 100 3–1–0
Core Course CC – 1.2 4 100 3–1–0
Core Course CC – 2.1 4 100 3–1–0
Core Course CC – 2.2 4 100 3–1–0
MINOR M 4 100 3–1–0
AEC AEC 2 50 2–0–0
22 550

1 credit = 25 Marks
 SEMESTER – 5

Course Code Course Type Credit Marks TH – TU - P

Core Course CC – 1.1 4 100 3–1–0
Core Course CC – 1.2 4 100 3–1–0
Core Course CC – 2 4 100 3–1–0
M 4 100 3–1–0
MINOR M 4 100 3–1–0
20 500

1 credit = 25 Marks

SEMESTER – 6

Course Code Course Type Credit Marks TH – TU - P

Core Course CC – 1 4 100 3–1–0
Core Course CC – 2.1 4 100 3–1–0
Core Course CC – 2.2 4 100 3–1–0
MINOR M 4 100 3–1–0
M 4 100 3–1–0
20 500

1 credit = 25 Marks

Summer Internship SI 3 75 1–0–2

1 credit = 25 Marks
 Course Title for the Subject Education: -

Core Course CC – 1 = Introduction & Philosophical Foundation of Education

Core Course CC – 2 = Introduction & Philosophical Foundation of Education

Semester – 1 IDC IDC = Inclusive Education

SEC SEC = Communication Skill

Core Course CC – 1 = Psychological Foundation of Education

Core Course CC – 2 = Psychological Foundation of Education

Semester – 2 IDC IDC = Inclusive Education

SEC SEC = Communication Skill

Core Course CC – 1 = Guidance and Counselling

Core Course CC – 2 = Guidance and Counselling

Semester – 3 IDC IDC = Inclusive Education

SEC SEC = Communication Skill

Minor M – 1 = Introduction & Philosophical Foundation of Education

Core Course CC – 1.1 = Educational Organization & Planning

Core Course CC – 1.2 = History of Education

Semester – 4 Core Course CC – 2.1 = Educational Organization & Planning

Core Course CC – 2.2 = History of Education

Minor M – 2 = Psychological Foundation of Education

 Core Course CC – 1.1 = Women Education

Core Course CC – 1.2 = Curriculum studies

Core Course CC – 2 = Aspect of Teaching

Semester – 5
Minor M – 3 = Guidance and Counselling

Minor M – 4 = Women Education

Core Course CC – 1 = Aspect of Teaching

Core Course CC – 2.1 = Women Education

Core Course CC – 2.2 = Curriculum studies

Semester – 6
Minor M – 5 = Educational Organization & Planning

Minor M – 6 = History of Education

 Semester 1

EDC/MD/CC/1/1 or CC/2/1

Introduction and Philosophical Foundation of Education

Objectives:
• To understand the meaning, nature, scope and aims of education.
• To explain the factors of education and their interrelationship.
• To be acquainted with the concept of Child-Centricism and play-way in education

Unit- I = Concept of Education

➢ Narrow and broader concept of education

➢ Aims of modern education with special reference to Delor’s Commission.
➢ Indian School of Philosophy: Vedic, Buddhism
➢ Western School of Philosophy: z

Unit- 2 = Factors of Education

➢ Child / learner: influence of heredity and environment on the learner

➢ Teacher: qualities and duties of a good teacher.
➢ Curriculum and co-curricular activities - concept and types and significance of co-
curricular activities.
➢ Educational institutions: informal, formal and non-formal, their interrelation.

Unit- 3 = Child Centricism and Play-way in Education

➢ Concept of child centricism in education

➢ Characteristics and significance of child centricism in education
➢ Concept of play and work.
➢ Characteristics of play-way in Education, Kindergarten, Montessori, Project method.

Tutorial: Based on above 3 units

 EDC/MD/IDC (Semester – 1)

Inclusive Education

Objectives: -
• Understand the meaning of Inclusion and exclusion
• Know the types of exclusion and their causes
• Know how to bring about inclusion in different spheres

Unit: 1 = Inclusive Education: Overview

➢ Meaning of Inclusion and Inclusive Education
➢ Exclusion and Inclusion: Conceptual overview
➢ Obstacles/barriers in Inclusive Education
➢ Elements necessary for creating an inclusive school

Unit: 2 = Differently Abled and Disadvantaged Children

➢ Differently abled children- Visual, Auditory, Learning Disability (Meaning, definition)

➢ Disadvantaged children: SC, ST, OBC and EWS
➢ Problems of differently abled and socially disadvantaged children
➢ Specific Educational Measures and role of school and society

Tutorial: Based on above 2 units

 EDC/MD/SEC (Semester – 1)

Communication Skill

Objectives:
• To understand the basic elements of Communication
• To acquire Listening Skills
• To acquire Speaking Skills

Unit: 1 = Introduction to Communication

➢ Meaning, Nature and types of communication

➢ Principles of communication
➢ Process of communication: Sender, encoding, recipient, decoding and feedback
➢ Barriers of effective communication

Unit: 2 = Listening Skills

➢ Principles of listening skills

➢ Types of listeners
➢ Barriers to listening

Unit: 3 = Speaking Skills

➢ Verbal and non-verbal communication

➢ Public speaking: Extempore
➢ Group discussion

Tutorial: Based on above 3 units

 Semester 2

EDC/MD/CC/1/2 or CC/2/2

Psychological Foundation of Education

Objectives:
• To understand the meaning of Psychology and be acquainted with it's different aspects.
• To know the patterns of different aspects of human development and relate this knowledge
with education.
• To be acquainted with the cognitive approach of development and thus to understand the
process and factors of cognition.

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

➢ Learning: Concept and characteristics
➢ Memorization and Forgetting: Process of memorization, causes of forgetting and
economical ways of improving memorization
➢ Personality: Concept, definition, Personality traits.

Unit: 2 = Stages and types of human development and their educational significance

➢ Piaget's cognitive development theory

➢ Erikson's psycho-social development theory
➢ Kohlberg's moral development theory
➢ Vygotsky's social development theory.

Unit: 3 = Intelligence

➢ Concept of intelligence
➢ Theories of Intelligence by Spearman, Thorndike and Guilford
➢ Types and uses of intelligence tests
➢ Concept of Emotional Intelligence and E.Q

Tutorial: Based on above 3 units

 EDC/MD/IDC (Semester – 2)

Inclusive Education

Objectives: -
• Understand the meaning of Inclusion and exclusion
• Know the types of exclusion and their causes
• Know how to bring about inclusion in different spheres

Unit: 1 = Inclusive Education: Overview

➢ Meaning of Inclusion and Inclusive Education
➢ Exclusion and Inclusion: Conceptual overview
➢ Obstacles/barriers in Inclusive Education
➢ Elements necessary for creating an inclusive school

Unit: 2 = Differently Abled and Disadvantaged Children

➢ Differently abled children- Visual, Auditory, Learning Disability (Meaning, definition)

➢ Disadvantaged children: SC, ST, OBC and EWS
➢ Problems of differently abled and socially disadvantaged children
➢ Specific Educational Measures and role of school and society

Tutorial: Based on above 2 units

 EDC/MD/SEC (Semester – 2)

Communication Skill

Objectives:
• To understand the basic elements of Communication
• To acquire Listening Skills
• To acquire Speaking Skills

Unit: 1 = Introduction to Communication

➢ Meaning, Nature and types of communication

➢ Principles of communication
➢ Process of communication: Sender, encoding, recipient, decoding and feedback
➢ Barriers of effective communication

Unit: 2 = Listening Skills

➢ Principles of listening skills

➢ Types of listeners
➢ Barriers to listening

Unit: 3 = Speaking Skills

➢ Verbal and non-verbal communication

➢ Public speaking: Extempore
➢ Group discussion

Tutorial: Based on above 3 units