OUTCOME-BASED CURRICULUM OF

BACHELOR OF
EDUCATION (HONOURS)

Education Discipline
Khulna University
October 2022
 TABLES OF
CONTENTS
Title of the Academic Program 01
Name of the University 01
Vision of the University 01
Mission of the University 01
Name of the Discipline/Program Offering Entity (POE) 01
Vision of the Discipline/POE 01
Mission of the Discipline/POE 02
Objectives of the Discipline/POE 02
Name of the Degree 03
Description of the Program 03
Graduate Attributes 04
Program Educational Objectives (PEOs) 05
Program Learning Outcomes (PLOs) 06
Mapping Mission of the University with PEOs 06
Mapping PLOs with PEOs 07
Mapping Courses with PLOs 08
Structure of the Curriculum 16
Year/Term-wise Distribution of Courses 19
Course Description (First Year First Term) 23
Course Description (First Year Second Term) 44
Course Description (Second Year First Term) 62
Course Description (Second Year Second Term) 84
Course Description (Third Year First Term) 105
Course Description (Third Year Second Term) 133
Course Description (Fourth Year First Term) 156
Course Description (Fourth Year Second Term) 177
Grading and Evaluation 200
 01 Title of the Academic Program
Bachelor of Education (Honours)
Program Overview
Degree Bachelor of Education (Honours)
Abbreviated form of the Degree BEd (Hons.)
Discipline/Program Offering Entity (POE) Education Discipline
School Education
Awarding Institution Khulna University
Location Khulna, Bangladesh
Bangladesh National Qualifications Framework (BNQF) Level 7
International Standard Classification of Education (ISCED) Code 0111
Mode of Study Full-time
Language of Study English
Applicable Session 2021-22 and onward

02 Name of the University

Khulna University

03 Vision of the University

Creation of global leaders who will contribute to making a knowledge-based just society through accelerating inclusive
and transformative growth of Bangladesh and the world. The university aims to achieve this vision through scholarly
inquiry and contribution to the global knowledge pool.

04 Mission of the University

University Mission & Details
Explore the human potential to the fullest extent and produce self-motivated, aspiring leaders to work for
UM1 the betterment of humankind based on wisdom, freethinking, creativity, and unhindered intellectual
exercises.
Ensure a transformative educational experience that enables creative learning, entrepreneurship, and
UM2 curiosity among the students.
Create an inclusive research environment that enables graduates to make demonstrable economic and
UM3 social impacts through translating knowledge and innovation into practice driven by moral values and
professional ethics.
UM = University Mission

01
 05 Name of the Discipline/Program Offering Entity (POE)
Education Discipline

06 Vision of the Discipline/POE

To realise and propagate the philosophy of education in Bangladesh and construct, maintain, and become a significant
contributor to the apparatus supporting it, at all levels and in all aspects of education in Bangladesh, ultimately bringing
about a knowledge-based society capable of competing and triumphing on a global scale.

07 Mission of the Discipline/POE

Discipline Mission & Details
M1 To encourage and train students to be effective and creative educators
M2 To encourage students to be critical thinkers enabling them to make a significant impact on society
M3 To undertake research for education development in the country
M4 To provide the students with research experience in education
M = Mission of the Discipline/POE

08 Objectives of the Discipline/POE

Discipline Objectives & Details
O1 To enhance the teaching-learning quality of the students
O2 To develop a positive and confident attitude toward teaching-learning among graduates
O3 To empower students to undertake further studies in multi-disciplinary areas
O4 To promote the adoption of modern technology and techniques in existing teaching-learning practices
O5 To enable the students to be competitive in the national as well as international arena.
O6 To facilitate the students to conduct research for the development of education
O = Objective of the Discipline/POE

09 Name of the Degree

Bachelor of Education (Honours)

02
 10 Description of the Program
To develop skilled professionals in the different fields of education, IER started the four-years Bachelor of Education
(Honours) programme in the year 2018–2019. IER was renamed Education Discipline in 2022 after being converted to
Discipline. Currently, the programme has two academic streams: science and social science.

One of the essential features of this programme is that the learner takes courses in Bangla, English, and Information and
Communications Technology (ICT) compulsorily, along with specialized Education courses. Good language skills paired
with a practical understanding of ICT allow the student to compete confidently in today’s world.

11 Graduate Attributes
Graduate Attributes Domain
Disciplinary Knowledge and Skill: Graduate students must possess adequate knowledge and Fundamental
GA1
comprehension of education.
Collaboration and leadership: The ability and motivation to participate responsibly, independently,
GA2 Fundamental
and in a team setting, providing leadership and communicating effectively with the community
Ethics: A well-developed capacity to demonstrate a sense of societal and ethical responsibility in
GA3 Personal
professional and social contexts and responsibly apply ethical principles while making decisions
Critical Analysis and Evaluation: A capability of critical thinking, strategic planning, and the creative
GA4 quest by way of solving problems using fundamental knowledge and concepts in education, as well Thinking
as the ability to analyse and apply information with depth, insight, and intellectual maturity
Self-Management: Self-awareness, self-reflection, adaptability, and resilience are all skills that
should be recognised as being necessary for autonomous and lifelong learning. Graduates should
GA5 Personal
also be able to accept and provide constructive criticism, behave with integrity, and take
responsibility for their actions.
Communication: Ability to communicate effectively in written and verbal forms as well as make
GA6 Social
effective presentations and documentation, and an ability to respond to the queries
Problem solving and idea generation: Be able to demonstrate their abilities to solve educational
GA7 Social
problems in different and unexplored areas and develop new and valuable ideas.
Diverse Cultural Adaptability: Ability to appreciate cultural diversity and adapt to a multicultural
GA8 Social
environment
Social justice: the ability to behave appropriately towards colleagues and the community and be Social and
GA9
sensitive to local and global issues. Personal
GA10 Knowledge of Research Principles and Methods: Utilise the principles and methods of educational Thinking
research for accountable research from an applied perspective in the field of education.
GA = Graduate Attributes

03
 12 Program Educational Objectives (PEOs)
Program Educational Objectives Domain
To provide knowledge in all the major branches of education to understand the key concepts
PEO1 Fundamental
and theories associated with education.
To develop problem-solving, group work and communication skills so they can work Fundamental,
PEO2
collaboratively and maintain a high degre e of autonomy. Personal, Social
PEO3 To expand creativity, innovation, and resilience among graduates. Personal
To build professionalism and morality as well as to infuse an understanding of culture,
PEO4 sustainability and human rights Personal
To equip the graduates with research-oriented skills, including research proposal writing,
PEO5 Thinking
research design, data analyses, report writing and presentation of research outcome
PEO = Program Educational Objective

13 Program Learning Outcomes (PLOs)

After successful completion of the degree, the learners will be able to:
A. Fundamental Skills
PLO1 formulate and explain the fundamental concepts in the core areas of the discipline
identify and locate reliable sources of knowledge and apply knowledge and skills to solve education-related
PLO2 theoretical as well as practical problems.
employ critical thinking and scientific inquiry into the design, performance, interpretation and documentation of
PLO3 educational and multi-disciplinary research from national and international perspectives.
PLO4 apply stream-based knowledge and skills in various educational contexts.
PLO5 work effectively in various educational contexts, including a classroom or other cognate settings
B. Social Skills
PLO6 work effectively with others in achieving common goals
communicate effectively in various formats (oral, written, electronic etc.) to a range of audiences, i.e.,
PLO7 professionals, leaders, and the public at large, for various purposes.
participate in club activities, societies, co-curricular activities, volunteerships, and different social as well as
PLO8
workplace settings.

C. Thinking Skills
use critical thinking skills and scientific reasoning to analyse, evaluate and address various concepts and
PLO9
construct new ideas as well
PLO10 demonstrate the ability to think in a holistic manner and approach problems from distinct aspects
design and conduct educational research and apply research skills, i.e., collecting data, analysing, interpreting,
PLO11 and reporting the results in various contexts.

04
 D. Personal Skills
PLO12 engage in self-guided learning.
demonstrate basic and discipline-specific computer skills, including use of word processing, presentation,
PLO13
spreadsheet, database management, etc. software
practice and appreciate values (inclusiveness, tolerance, solidarity, mutual respect, gender sensitivity, creativity,
democracy, sense of rights and responsibilities, sense of aesthetics, awareness of physical, mental, and
PLO14
environmental well-being, and awareness of sustainable development) and demonstrate ethical behaviour in
academia (avoiding plagiarism, manipulation of data etc.) and concomitant areas.
PLO = Program Learning Outcome

14 Mapping Mission of the University with PEOs

PEOs Missions UM1 UM2 UM3
PEO1 3 2 1
PEO2 2 2 1
PEO3 3 3 2
PEO4 1 2 3
PEO5 2 3 3
Level of association: 3=High, 2=Medium, 1=Low

15 Mapping PLOs with PEOs

Program Educational Objectives (PEOs)
Program Learning Outcomes (PLOs)
PEO1 PEO2 PEO3 PEO4 PEO5
PLO1
A. PLO2
Fundamental Domain PLO3
PLO4
PLO5
PLO6
B.
PLO7
Social Domain
PLO8
PLO9
C.
PLO10
Thinking Domain
PLO11
PLO12
D.
Personal Domain PLO13
PLO14

05
 16 Mapping Courses with PLOs
Program Learning Outcomes (PLOs)
Fundamental Social Thinking Personal
Domain Domain Domain Domain
Course Code and Course Title Applicability

PLO14
PLO13
PLO10

PLO12
PLO11
PLO8
PLO4
PLO3

PLO6

PLO9
PLO5
PLO2

PLO7
PLO1
First Year First Term
0111 29 Edu 1101: Introduction to Education All ● ● ● ● ● ● ● ● ●
0232 29 Ban 1151: Bangla I All ● ● ● ●
0231 29 Eng 1153: English I All ● ● ● ● ● ● ● ●
0222 29 HC 1155: Culture and Heritage of Bangladesh All ● ● ● ● ● ● ● ● ●
0314 29 Soc 1171: Sociology I Social Science ● ● ● ●
0311 29 Econ 1173: Economics I Social Science ● ● ● ● ● ●
0312 29 Pol 1175: Political Science I Social Science ● ● ● ● ● ●
0541 29 Math 1181: Mathematics I All ● ● ● ● ● ●
0533 29 Phy 1191: Physics I Science ● ● ● ●
0533 29 Phy 1192: Physics I: Sessional Science ● ● ● ● ● ●
0531 29 Chem 1193: Chemistry I Science ● ● ● ● ● ● ● ● ● ●
0531 29 Chem 1194: Chemistry I: Sessional Science ● ● ● ● ● ● ● ● ● ●
0511 29 Bio 1195: Biology I Science ● ● ●
0511 29 Bio 1196: Biology I: Sessional/Fieldwork Science ● ● ● ●
First Year Second Term
0111 29 Edu 1201: Education in Bangladesh All ● ● ● ● ● ●
0111 29 Edu 1202: Education in Bangladesh:
Sessional/Field Trip
All ● ● ● ● ● ●

0111 29 Edu 1220: Comprehensive Viva I All ● ● ●

0232 29 Ban 1251: Bangla II All ● ● ● ● ● ● ●
0232 29 Eng 1253: English II All ● ● ● ● ● ● ● ● ● ●
0611 29 CSE 1256: ICT: Sessional All ● ● ● ●
0314 29 Soc 1271: Sociology II Social Science ● ● ● ● ●
0311 29 Econ 1273: Economics II Social Science ● ● ● ● ●
0312 29 Pol 1275: Political Science II Social Science ● ● ● ● ● ● ● ●
0541 29 Math 1281: Mathematics II All ● ● ● ● ● ●
0533 29 Phy 1291: Physics II Science ● ● ● ●
0533 29 Phy 1292: Physics II: Sessional Science ● ● ● ● ●
0531 29 Chem 1293: Chemistry II Science ● ● ● ● ● ● ● ● ● ●
0531 29 Chem 1294: Chemistry II: Sessional Science ● ● ● ● ● ● ● ● ● ●
0511 29 Bio 1295: Biology II Science ● ● ● ●
0511 29 Bio 1296: Biology II: Sessional/Fieldwork Science ● ● ● ● ● ● ● ●

06
 Program Learning Outcomes (PLOs)
Fundamental Social Thinking Personal
Domain Domain Domain Domain
Course Code and Course Title Applicability

PLO14
PLO13
PLO10

PLO12
PLO11
PLO8
PLO4
PLO3

PLO6

PLO9
PLO5
PLO2

PLO7
PLO1
Second Year First Term
0111 29 Edu 2101: Sociological Foundations of
All ● ● ● ● ● ● ● ● ● ● ● ●
Education
0111 29 Edu 2102: Sociological Foundations of
All ● ● ● ● ● ● ● ● ● ● ● ●
Education: Sessional/Field Trip
0111 29 Edu 2103: Instructional Technology All ● ● ● ● ● ● ● ●
0222 29 HC 2157: Bangladesh Studies All ● ● ● ● ● ● ● ● ●
0388 29 DS 2159: Rural Development in Bangladesh All ● ● ● ●
0314 29 Soc 2171: Sociology III Social Science ● ● ●
0311 29 Econ 2173: Economics III Social Science ● ● ● ● ● ●
0312 29 Pol 2175: Political Science III Social Science ● ● ● ● ● ● ● ●
0541 29 Math 2181: Mathematics III All ● ● ● ● ● ●
0533 29 Phy 2191: Physics III Science ● ● ● ●
0533 29 Phy 2192: Physics III: Sessional Science ● ● ● ● ●
0531 29 Chem 2193: Chemistry III Science ● ● ● ● ● ● ● ● ● ●
0531 29 Chem 2194: Chemistry III: Sessional Science ● ● ● ● ● ● ● ● ● ●
0511 29 Bio 2195: Biology III Science ● ● ● ●
0511 29 Bio 2196: Biology III: Sessional/Fieldwork Science ● ● ● ● ● ● ● ●
Second Year Second Term
0111 29 Edu 2201: Psychological Foundations of
All ● ● ● ● ● ●
Education
0111 29 Edu 2202: Psychological Foundations of
Education: Sessional/Field Trip All ● ● ● ● ● ●

0111 29 Edu 2203: Philosophical Foundations of

Education All ● ● ● ●

0111 29 Edu 2205: Introduction to Curriculum All ● ● ● ● ● ●

0111 29 Edu 2206: Introduction to Curriculum:
All ● ● ● ● ●
Sessional
0111 29 Edu 2220: Comprehensive Viva II All ● ● ●
0542 29 Stat 2261: Fundamentals of Statistics All ● ● ● ● ●
0314 29 Soc 2271: Sociology IV Social Science ● ● ●
0311 29 Econ 2273: Economics IV Social Science ● ● ● ● ● ● ● ●
0312 29 Pol 2275: Political Science IV Social Science ● ● ● ● ●
0541 29 Math 2281: Mathematics IV All ● ● ● ● ● ●

07
 Program Learning Outcomes (PLOs)
Fundamental Social Thinking Personal
Domain Domain Domain Domain
Course Code and Course Title Applicability

PLO14
PLO13
PLO10

PLO12
PLO11
PLO8
PLO4
PLO3

PLO6

PLO9
PLO5
PLO2

PLO7
PLO1
Third Year First Term
0111 29 Edu 3101: Values and Ethics in Education All ● ● ● ● ● ●
0111 29 Edu 3103: Assessment in Education All ● ● ● ● ●
0111 29 Edu 3104: Assessment in Education:
All ● ● ● ● ●
Sessional/Field Trip
0111 29 Edu 3105: Research in Education All ● ● ● ● ● ● ●
0111 29 Edu 3106: Research in Education: Sessional All ● ● ● ● ● ● ● ●
0111 29 Edu 3107: ICT in Education All ● ● ● ● ● ● ● ● ● ●
0111 29 Edu 3108: ICT in Education: Sessional All ● ● ● ● ● ● ● ● ● ●
0111 29 Edu 3109: Educational Management All ● ● ● ● ● ● ● ● ●
0111 29 Edu 3111: Non-Formal and Continuing
All ● ● ● ● ● ● ● ●
Education
0111 29 Edu 3112: Non-Formal and Continuing
All ● ● ● ● ● ● ● ●
Education: Sessional/Field Trip
0111 29 Edu 3113: Early Childhood Education All ● ● ● ● ● ● ●
Third Year Second Term
0111 29 Edu 3201: Gender and Education All ● ● ● ●
0111 29 Edu 3203: Inclusive Education All ● ● ● ● ●
0111 29 Edu 3205: Action Research in Education All ● ● ● ● ● ● ● ●
0111 29 Edu 3207: Teaching Social Science Social Science ● ● ● ● ● ● ● ●
0111 29 Edu 3208: Micro-Teaching and Simulation for
Social Science ● ● ● ● ● ● ● ● ●
Social Science: Sessional
0111 29 Edu 3209: Teaching Science Science ● ● ● ● ● ● ● ●
0111 29 Edu 3210: Micro-Teaching and Simulation for
Science ● ● ● ● ● ● ● ●
Science: Sessional
0111 29 Edu 3211: Education and Development All ● ● ● ● ● ● ● ●
0111 29 Edu 3220: Comprehensive Viva III All ● ● ●
0232 29 Eng 3253: Introduction to Academic Writing All ● ● ● ● ● ● ● ● ●
0321 29 MCJ 3263: Communication in Education All ● ● ● ● ● ● ●

08
 Program Learning Outcomes (PLOs)
Fundamental Social Thinking Personal
Domain Domain Domain Domain
Course Code and Course Title Applicability

PLO14
PLO13
PLO10

PLO12
PLO11
PLO8
PLO4
PLO3

PLO6

PLO9
PLO5
PLO2

PLO7
PLO1
Fourth Year First Term
0111 29 Edu 4102: Internship: Practicum- Teaching I All ● ● ● ● ● ● ● ● ● ● ● ●
0111 29 Edu 4104: Internship: Practicum- Teaching II All ● ● ● ● ● ● ● ● ● ● ● ●
0111 29 Edu 4106: Internship: Achievement Test I All ● ● ● ● ● ● ● ● ● ●
0111 29 Edu 4108: Internship: Achievement Test II All ● ● ● ● ● ● ● ● ● ●
0111 29 Edu 4110: Internship: Co-Curricular Activities All ● ● ● ● ● ● ● ● ●
0111 29 Edu 4112: Internship: School Report All ● ● ● ● ● ● ●
0111 29 Edu 4114: Internship: Report on Self Reflection All ● ● ● ● ● ● ●
Fourth Year Second Term
0111 29 Edu 4201: History of Education All ● ● ● ● ●
0111 29 Edu 4202: Thesis All ● ● ● ● ● ● ● ● ● ● ● ● ●
0111 29 Edu 4203: Pedagogy and Andragogy in
All ● ● ● ● ● ● ●
National and Global Contexts
0111 29 Edu 4220: Comprehensive Viva IV All ● ● ●
0521 29 ES 4265: Environmental Education All ● ● ● ● ● ●
0521 29 ES 4266: Environmental Education:
All ● ● ● ● ● ● ● ● ● ●
Sessional/Field Trip
0311 29 Econ 4267: Economics of Education All ● ● ● ● ● ●
0421 29 Law 4269: Law and Education All ● ● ● ● ●

09
 17 Structure of the Curriculum
a) Duration of the Programme 04 Years 08 Terms
The applicants having HSC or equivalent degree will be eligible for
b) Streams admission into this program. Other terms and conditions are set or
revised periodically by the appropriate authority.
Applicants with an HSC or equivalent degree will be eligible for this
c) Admission Requirements programme. The applicant must complete HSC from the science
group to get admitted to the science stream. To be eligible for
admission into the social science stream, the candidate has to have
completed their HSC from either of the subject groups. Other terms
and conditions are set or revised periodically by the appropriate
authority.
Total available credit 236.0
d) Available Credits Total available credit for the social science stream 194.0
Total available credit for the science stream 194.0
e) Graduating Credits 160.0
f) Total Class Weeks in a Term* 14
g) Minimum CGPA Requirements for Graduation 2.50
h) Maximum Years of Completion 7 Years

*Term Duration
Teaching and Learning Preparatory Leave Term Final Examination Term Break Total
14 Weeks 2 Weeks 4 Weeks 2 Weeks 22 Weeks

l) Area-wise Credit Distribution

Area Course Type Number of Courses Credits Total Credits
Theory 13 39.0
General Education (GED) Courses for All** 41.5
Sessional 2 2.5
Theory 16 46.5
Core/Compulsory Courses Sessional 8 10.0 60.5
for All
Viva 4 4.0
Optional Courses for All Theory 8 24.0 24.0
Core/Compulsory Courses Theory 9 27.0
30.0
for Social-Science Stream Sessional 1 3.0
Optional/Elective Courses for Theory 4 12.0 12.0
Social Science Stream***
Core/Compulsory Courses Theory 7 21.0
for Science Stream 30.0
Sessional 7 9.0
Optional/Elective Courses for Theory 3 9.0
Science Stream**** 12.0
Sessional 3 3.0
Capstone Courses for All***** Sessional 8 26.0 26.0
Total Offered Credit 236.0

10
l2) Category of Courses
Area Course Type Course Title Credits
01. Bangla I
02. Bangla II
03. English I
04. English II
05. Culture and Heritage of Bangladesh
06. Bangladesh Studies
General Theory 07. Rural Development in Bangladesh 39.0
Education (GED) 08. Fundamentals of Statistics
Courses for All 09. Introduction to Academic Writing
10. Communication in Education
11. Environmental Education
12. Economics of Education
13. Law and Education
01. ICT: Sessional
Sessional 2.5
02. Environmental Education: Sessional/Field Trip
01. Introduction to Education
02. Education in Bangladesh
03. Sociological Foundations of Education
04. Instructional Technology
05. Psychological Foundations of Education
06. Philosophical Foundations of Education
07. Introduction to Curriculum
08. Values and Ethics in Education
Theory 46.5
09. Assessment in Education
10. Research in Education
11. ICT in Education
12. Educational Management
Core/ 13. Non-Formal and Continuing Education
Compulsory 14. Gender and Education
Courses 15. Inclusive Education
for All 16. Education and Development
01. Education in Bangladesh: Sessional/Field trip
02. Sociological Foundations of Education: Sessional/Field Trip
03. Psychological Foundations of Education: Sessional/Field Trip
04. Introduction to Curriculum: Sessional
Sessional 10.0
05. Assessment in Education: Sessional
06. Research in Education: Sessional
07. ICT in Education: Sessional
08. Non-Formal and Continuing Education: Sessional/Field Trip
01. Comprehensive Viva I
02. Comprehensive Viva II
Viva 4.0
03. Comprehensive Viva III
04. Comprehensive Viva IV
01. Early Childhood Education
02. Action Research in Education
Optional/ 03. History of Education
Elective 04. Pedagogy and Andragogy in National and Global Contexts
Courses Theory 05. Mathematics I
24.0
for All 06. Mathematics II
07. Mathematics III
08. Mathematics IV

11
 l2) Category of Courses
Area Course Type Course Title Credits
01. Sociology I
02. Sociology II
03. Sociology III
04. Sociology IV
Theory 05. Economics I 27.0
Core/
06. Economics II
Compulsory
07. Economics III
Courses for
08. Economics IV
Social-Science
09. Teaching Social Science
Stream
Sessional 01. Micro-Teaching and Simulation for Social Science: Sessional 3.0
Optional/Elective 01. Political Science I
Courses for Theory 02. Political Science II 12.0
Social Science 03. Political Science III
Stream*** 04. Political Science IV
01. Physics I
02. Physics II
03. Physics III
Theory 04. Chemistry I 21.0
05. Chemistry II
Core/ 06. Chemistry III
Compulsory 07. Teaching Science
Courses for 01. Physics I: Sessional
Science Stream 02. Physics II: Sessional
03. Physics III: Sessional
Sessional 04. Chemistry I: Sessional 9.0
05. Chemistry II: Sessional
06. Chemistry III: Sessional
07. Micro-Teaching and Simulation for Science: Sessional
01. Biology I
Optional/ Theory 02. Biology II 9.0
Elective 03. Biology III
Courses
for Science 01. Biology I: Sessional/Fieldwork
Stream**** Sessional 02. Biology II: Sessional/Fieldwork 3.0
03. Biology III: Sessional/Fieldwork
01. Internship: Practicum—Teaching I
02. Internship: Practicum—Teaching II
03. Internship: Achievement Test I
Capstone
04. Internship: Achievement Test II
Courses for Sessional 21.0
05. Internship: Co-Curricular Activities
All*****
06. Internship: School Report
07. Internship: Report on Self Reflection
08. Thesis
Total Offered Credit 236.0
** 25.9% of graduating credit
*** Students of social science stream have to study either economics or mathematics courses.
**** Students of science stream have to study either mathematics courses or biology courses.
***** Thesis, project, internship, etc. courses

12
 18 Year/Term-wise Distribution of Courses
Course Status Contact

Prerequisites
Hours

Sessional
Course Code Course Title
Core/

Credits
Theory
Optional Applicability

First Year First Term

0111 29 Edu 1101 Introduction to Education Core All 3.0 — 3.0 None
0232 29 Ban 1151 Bangla I Core All 3.0 — 3.0 None
0231 29 Eng 1153 English I Core All 3.0 — 3.0 None
0222 29 HC 1155 Culture and Heritage of Bangladesh Core All 3.0 — 3.0 None
0314 29 Soc 1171 Sociology I Core Social Science 3.0 — 3.0 None
0311 29 Econ 1173 Economics I Core Social Science 3.0 — 3.0 None
0312 29 Pol 1175 Political Science I Optional Social Science 3.0 — 3.0 None
0541 29 Math 1181 Mathematics I Optional All 3.0 — 3.0 None
0533 29 Phy 1191 Physics I Core Science 3.0 — 3.0 None
0533 29 Phy 1192 Physics I: Sessional Core Science — 1.5 1.0 None
0531 29 Chem 1193 Chemistry I Core Science 3.0 — 3.0 None
0531 29 Chem 1194 Chemistry I: Sessional Core Science — 1.5 1.0 None
0511 29 Bio 1195 Biology I Optional Science 3.0 — 3.0 None
0511 29 Bio 1196 Biology I: Sessional/Fieldwork Optional Science — 1.5 1.0 None
Core Courses: 10, Optional Courses: 4, Theory Courses: 11, Sessional Courses: 3 33.0 4.5
Total Social Science stream Course: 08, Science Stream Course: 11
37.5
Social Science stream Credit: 24.0, Science Stream Credit: 27.0
First Year Second Term
0111 29 Edu 1201 Education in Bangladesh Core All 3.0 — 3.0 None
0111 29 Edu 1202 Education in Bangladesh: Sessional/Field Trip Core All — 1.5 1.0 None
0111 29 Edu 1220 Comprehensive Viva I Core All n/a n/a 1.0 None
0232 29 Ban 1251 Bangla II Core All 3.0 — 3.0 None
0232 29 Eng 1253 English II Core All 3.0 — 3.0 None
0611 29 CSE 1256 ICT: Sessional Core All — 2.25 1.5 None
0314 29 Soc 1271 Sociology II Core Social Science 3.0 — 3.0 None
0311 29 Econ 1273 Economics II Core Social Science 3.0 — 3.0 None
0312 29 Pol 1275 Political Science II Optional Social Science 3.0 — 3.0 None
0541 29 Math 1281 Mathematics II Optional All 3.0 — 3.0 None
0533 29 Phy 1291 Physics II Core Science 3.0 — 3.0 None
0533 29 Phy 1292 Physics II: Sessional Core Science — 1.5 1.0 None
0531 29 Chem 1293 Chemistry II Core Science 3.0 — 3.0 None
0531 29 Chem 1294 Chemistry II: Sessional Core Science — 1.5 1.0 None
0511 29 Bio 1295 Biology II Optional Science 3.0 — 3.0 None
0511 29 Bio 1296 Biology II: Sessional/Fieldwork Optional Science — 1.5 1.0 None
Core Courses: 12, Optional Courses: 4, Theory Courses: 10, Sessional Courses: 5, Viva: 1 27.0 6.75
Total Social Science stream Course: 10, Science Stream Course: 13
33.75
Social Science stream Credit: 24.5, Science Stream Credit: 27.5

13
 Contact
Course Status Hours

Prerequisites
Sessional
Course Code Course Title
Core/

Credits
Theory
Applicability
Optional

Second Year First Term

0111 29 Edu 2101 Sociological Foundations of Education Core All 3.0 — 3.0 None
0111 29 Edu 2102 Sociological Foundations of Education: Sessional/Field Trip Core All — 1.5 1.0 None
0111 29 Edu 2103 Instructional Technology Core All 3.0 — 3.0 None
0222 29 HC 2157 Bangladesh Studies Core All 3.0 — 3.0 None
0388 29 DS 2159 Rural Development in Bangladesh Core All 3.0 — 3.0 None
0314 29 Soc 2171 Sociology III Core Social Science 3.0 — 3.0 None
0311 29 Econ 2173 Economics III Core Social Science 3.0 — 3.0 None
0312 29 Pol 2175 Political Science III Optional Social Science 3.0 — 3.0 None
0541 29 Math 2181 Mathematics III Optional All 3.0 — 3.0 None
0533 29 Phy 2191 Physics III Core Science 3.0 — 3.0 None
0533 29 Phy 2192 Physics III: Sessional Core Science — 1.5 1.0 None
0531 29 Chem 2193 Chemistry III Core Science 3.0 — 3.0 None
0531 29 Chem 2194 Chemistry III: Sessional Core Science — 1.5 1.0 None
0511 29 Bio 2195 Biology III Optional Science 3.0 — 3.0 None
0511 29 Bio 2196 Biology III: Sessional/Fieldwork Optional Science — 1.5 1.0 None
Core Courses: 11, Optional Courses: 4, Theory Courses: 11, Sessional Courses: 4 33.0 6.0
Total Social Science stream Course: 09, Science Stream Course: 12
Social Science stream Credit: 25.0, Science Stream Credit: 28.0 39.0

Second Year Second Term

0111 29 Edu 2201 Psychological Foundations of Education Core All 3.0 — 3.0 None
0111 29 Edu 2202 Psychological Foundations of Education: Sessional/Field Trip Core All — 1.5 1.0 None
0111 29 Edu 2203 Philosophical Foundations of Education Core All 3.0 — 3.0 None
0111 29 Edu 2205 Introduction to Curriculum Core All 3.0 — 3.0 None
0111 29 Edu 2206 Introduction to Curriculum: Sessional Core All — 2.25 1.5 None
0111 29 Edu 2220 Comprehensive Viva II Core All n/a n/a 1.0 None
0542 29 Stat 2261 Fundamentals of Statistics Core All 3.0 — 3.0 None
0314 29 Soc 2271 Sociology IV Core Social Science 3.0 — 3.0 None
0311 29 Econ 2273 Economics IV Core Social Science 3.0 — 3.0 None
0312 29 Pol 2275 Political Science IV Optional Social Science 3.0 — 3.0 None
0541 29 Math 2281 Mathematics IV Optional All 3.0 — 3.0 None
Core Courses: 9, Optional Courses: 2, Theory Courses: 8, Sessional Courses: 2, Viva: 1 24.0 3.75
Total Social Science stream Course: 11, Science Stream Course: 8
27.75
Social Science stream Credit: 27.5, Science Stream Credit: 18.5

14
 Contact
Course Status Hours

Prerequisites
Sessional
Course Code Course Title
Core/

Credits
Theory
Applicability
Optional

Third Year First Term

0111 29 Edu 3101 Values and Ethics in Education Core All 3.0 — 3.0 None
0111 29 Edu 3103 Assessment in Education Core All 3.0 — 3.0 None
0111 29 Edu 3104 Assessment in Education: Sessional/Field Trip Core All — 2.25 1.5 None
0111 29 Edu 3105 Research in Education Core All 3.0 — 3.0 None
0111 29 Edu 3106 Research in Education: Sessional Core All — 2.25 1.5 None
0111 29 Edu 3107 ICT in Education Core All 1.5 — 1.5 None
0111 29 Edu 3108 ICT in Education: Sessional Core All — 2.25 1.5 None
0111 29 Edu 3109 Educational Management Core All 3.0 — 3.0 None
0111 29 Edu 3111 Non-Formal and Continuing Education Core All 3.0 — 3.0 None
0111 29 Edu 3112 Non-Formal and Continuing Education: Sessional/Field Trip Core All — 1.5 1.0 None
0111 29 Edu 3113 Early Childhood Education Optional All 3.0 — 3.0 None
Core Courses: 10, Optional Courses: 1, Theory Courses: 7, Sessional Courses: 4 19.5 8.25
Total
Social Science stream Course: 11, Science Stream Course: 11
27.75
Social Science stream Credit: 25.0, Science Stream Credit: 25.0
Third Year Second Term
0111 29 Edu 3201 Gender and Education Core All 3.0 — 3.0 None
0111 29 Edu 3203 Inclusive Education Core All 3.0 — 3.0 None
0111 29 Edu 3205 Action Research in Education Optional All 3.0 — 3.0 None
0111 29 Edu 3207 Teaching Social Science Core Social Science 3.0 — 3.0 None
0111 29 Edu 3208 Micro-Teaching and Simulation for Social Science: Sessional Core Social Science — 4.5 3.0 None
0111 29 Edu 3209 Teaching Science Core Science 3.0 — 3.0 None
0111 29 Edu 3210 Micro-Teaching and Simulation for Science: Sessional Core Science — 4.5 3.0 None
0111 29 Edu 3211 Education and Development Core All 3.0 — 3.0 None
0111 29 Edu 3220 Comprehensive Viva III Core All n/a n/a 1.0 None
0232 29 Eng 3253 Introduction to Academic Writing Core All 3.0 — 3.0 None
0321 29 MCJ 3263 Communication in Education Core All 3.0 — 3.0 None
Core Courses: 10, Optional Courses: 1, Theory Courses: 8, Sessional Courses: 2, Viva: 1 24.0 9.0
Total Social Science stream Course: 09, Science Stream Course: 09
27.75
Social Science stream Credit: 25.0, Science Stream Credit: 25.0

15
 Contact
Course Status Hours

Prerequisites
Sessional
Course Code Course Title
Core/

Credits
Theory
Applicability
Optional

Fourth Year First Term

0111 29 Edu 4102 Internship: Practicum- Teaching I Core All — 9.0 4.5 None
0111 29 Edu 4104 Internship: Practicum- Teaching II Core All — 9.0 4.5 None
0111 29 Edu 4106 Internship: Achievement Test I Core All — 3.0 1.5 None
0111 29 Edu 4108 Internship: Achievement Test II Core All — 3.0 1.5 None
0111 29 Edu 4110 Internship: Co-Curricular Activities Core All — 3.0 1.5 None
0111 29 Edu 4112 Internship: School Report Core All — 9.0 4.5 None
0111 29 Edu 4114 Internship: Report on Self Reflection Core All — 4.0 2.0 None
Core Courses: 7, Optional Courses: 0, Theory Courses: 0, Capstone Courses: 7 — 40.0
Total Social Science stream Course: 11, Science Stream Course: 11
Social Science stream Credit: 25.0, Science Stream Credit: 25.0 27.75

Fourth Year Second Term

0111 29 Edu 4201 History of Education Optional All 3.0 — 3.0 None
0111 29 Edu 4202 Thesis Core All — 9.0 6.0 None
0111 29 Edu 4203 Pedagogy and Andragogy in National and Global Contexts Optional All 3.0 — 3.0 None
0111 29 Edu 4220 Comprehensive Viva IV Core All n/a n/a 1.0 None
0521 29 ES 4265 Environmental Education Core All 3.0 — 3.0 None
0521 29 ES 4266 Environmental Education: Sessional/Field Trip Core All — 1.5 1.0 None
0311 29 Econ 4267 Economics of Education Core All 3.0 — 3.0 None
0421 29 Law 4269 Law and Education Core All 3.0 — 3.0 None
Core Courses: 6, Optional Courses: 2, Theory Courses: 5, Sessional Courses: 1, 15.0 10.5
Total Capstone Courses: 1, Viva: 1
27.75
Social Science stream Course: 09, Science Stream Course: 09
Social Science stream Credit: 25.0, Science Stream Credit: 25.0

16
 19 Course Description
First Year First Term
Course Code: 0111 29 Edu 1101 Year: First Term: First For All Streams
Course Title Introduction to Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to help the learners to develop a comprehensive understanding of the concept, aims
and functions of education. The learners will also be acquainted with the commonly used educational
Rationale
terminologies, factors of education and nature of education as a discipline which will help them get
formally introduced to the education arena.

Course Contents
CLOs
Section A
Concept of Education
• Concept of education
• Evolution of education: western and eastern context
1 1, 7
• Nature and significance of education
• Foundations of education: philosophical, psychological, social
• Education as process and product
Aims and Functions of Education
• Aims, goals and objectives of education
2 • Functions of education: emotional, social and cultural adjustment; developing knowledge, values and 2, 7
skills; promoting patriotism; human resource development
• Four pillars of education
Terminologies in Education
• pedagogy and andragogy • training • curriculum
• assessment and evaluation • educational research
• literacy, functional literary, life skill • basic education
3 • universal education and compulsory education 3, 7
• Education for All (EFA) • access and right to Education
• equality and equity in Education • gross and net enrolment rate • catchment area
• drop out, repetition and retention • others
Section B CLOs
Factors of Education
• learner; teacher; curriculum; school; physical facilities; educational environment
4 4, 7
• Interrelationships among the components of education
• Quality education: indicators and influencing factors
Informal, Formal and Non-Formal Education
• Connotations, concept, nature, scope and delivery systems; their characteristics, linkages and differences
5 5, 7
• Significance of non-formal education in developing countries
• Continuing and lifelong education: concept, nature, scope and significance
Education as a Discipline
• Concept and structure of discipline
6 7
• Nature, scope and significance of education as a discipline
• Education as a discipline in the Bangladesh context

17
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
CLO 1 explain the concept, nature, and foundations of education
CLO 2 analyse the aims and functions of education
Course CLO 3 explain different terminologies of education
Learning CLO 4 analyse the role of varied factors of education for ensuring quality education
Outcomes explain the concepts and linkage among informal, formal, and non-formal education
CLO 5
(CLOs)
CLO 6 evaluate education as a discipline
Explore various educational contexts and participate in relevant club activities
CLO 7
and volunteership.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO1 Discussion, Question-answer, Group work, Library Written test (class test, final examination),
work, Debate Assignment
CLO2 Question-answer, Group work, Debate, Students’ Written test (class test, final examination),
presentation, Discussion Assignment, presentation
CLO3 Discussion, Question-answer, Library work, Students’ Written test (class test, final examination),
presentation Presentation
CLO4 Discussion, Question-answer, Library work, Group work Written test (class test, final examination), Assignment
CLO5 Discussion, Question-answer, Library work Written test (class test, final examination), Assignment
CLO6 Question-answer, Debate, Discussion Written test (class test, final examination), Assignment
CLO7 Group work, Fieldwork, relevant club activities and Participation in club activities and volunteership, Report
volunteership

Learning Materials
Ahmed, Manzoor, editor. Education in Bangladesh: Overcoming Hurdles to Equity with Quality. Dhaka:
Brac University Press, 2011.
Delors, Jacques, and International Commission on Education for the Twenty-First Century. Learning: The
Treasure Within: Report to UNESCO of the International Commission on Education for the Twenty-first
Century. 1996.
Recommended Jalaluddin, A. K., and A. M. Chowdhury, editors. Getting Started - Universalising Quality Primary Education
Readings in Bangladesh. Dhaka: The University Press Limited, 1997.
Maleque, Abdul, Mariam Begum, Fakhrul Islam, and Sheikh S. Riad, editors. wkÿv weÁvb I evsjv‡`k wkÿv
[Science of Education and Education in Bangladesh], 6th ed. Dhaka: Ramon Publishers, 2018.
Rahman, M. H., Shafiul Alam, Momtaz Jahan, Syed A. Islam, and Syed-Ul-Alam Kajol, editors. wkÿv‡Kvl
[Dictionary of Education]. Dhaka: Citizens for Education, n.d.
Ahmad, Safiuddin. evsjv‡`k wkÿv I wkÿvbxwZ [Bangladesh: Education and Education Policy]. Dhaka: Mizan
Publishers, n.d.
Ahmed, Syed G., Md. M. Rahman, and Matilal Pal, editors. Dropout Rate in Secondary Level Education in
Bangladesh. Dhaka: The University Press Limited, 2010.
Andaleeb, Syed S., Halimur R. Khan, and Manzoor Ahmed, editors. Education and National Development:
Supplementary Selected Papers from the 2008 and 2009 Conferences on Bangladesh at Harvard University. Dhaka: The
Readings University Press Limited, 2011.
Khatun, Sharifa. Development of Primary Education Policy in Bangladesh. Dhaka: University of Dhaka, 1992.
Roy, Sushil. wkÿv I wkÿv-cÖm½ [On Teaching and Education], 10th ed. Kolkata: Soma Book Agency, 2014.
Thomas, Gary. Education: A Very Short Introduction. Oxford University Press, 2013.

18
 Course Code: 0232 29 Ban 1151 Year: First Term: First For All Streams
Course Title Bangla I
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale GB †Kv‡m©i gva¨‡g wk¶v_©xiv gvZ„fvlv evsjv wel‡q fvlv `¶Zv AR©b Ki‡Z m¶g n‡e|

†Kv‡m©i welqe¯‘
†mKkb K CLOs

fvlv I gvZ„fvlv
● fvlvi D™¢e, msÁv, cÖK…wZ I ˆewkó¨
1 1
● evsjv fvlvi D™¢e I µg weKvk
● wk¶vq gvZ„fvlvi Zvrch©
evsjv fvlvi †gŠwLK I wjwLZiƒc
2 ● evsjv fvlv ixwZ: mvay I PwjZ fvlv (‰ewkó¨ I cv_©K¨) 1
● gvb fvlv, Dc fvlv, AvÂwjK fvlv, cwifvlv
fvlvi †gŠj Dcv`vbmg~n
3 ● aŸwb: ˆewkó¨, †kªwYweb¨vm, D”PviY¯’vb, eY©gvjvi cwiPq 2
● kã: MVYcÖwµqv, Drmg~jK, MVYg~jK I A_©g~jK †kªYxwefvM evK¨: msÁv, ˆewkó¨, ev‡K¨i ¸Y
†mKkb L CLOs
aŸwb I D”PviY
● aŸwbI D”PviY m¤ú‡K© aviYv
4 3
● aŸwb cwieZ©‡bi ˆewkó¨ I wbqg
● ¯^i I e¨Äb aŸwbi D”PviY ˆewkó¨
kã I evK¨ cÖKiY:
● evsjvfvlvi kãfvÛvi (Zrmg, Aa©Zrmg, Z™¢e, †`wk, we‡`wk kã)
● wØiæw³, m‡gv”PvwiZkã, mgv_©K kã, wecixZ kã, bZyb kã, msL¨vevPK kã|
● kãv_© cwieZ©b:
5 ■ kãv_© cwieZ©‡bi aviv 4
■ kãv_© cwieZ©‡bi wbqgmg~n
● ev‡K¨i MVbm~Î:
■ ev‡K¨i A½
■ ev‡K¨i c`µg
■ ev‡K¨i MVbMZ †kªYxwefvM

G †Kvm© †k‡l wk¶v_©xiv --- Mapping with PLOs

Course CLO1 evsjv fvlv I Gi D™¢e Gi aviYv e¨vL¨v Ki‡Z cvi‡e
Learning
CLO2 fvlvi Dcv`vb mg~n m¤ú‡K© Av‡jvPbv Ki‡Z cvi‡e
Outcomes
(CLOs) CLO3 aŸwb I D”PviY m¤ú‡K© e¨vL¨v Ki‡Z cvi‡e
CLO4 kã I evK¨ cÖKiY e¨vL¨v Ki‡Z cvi‡e

19
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs wk¶Y-wkLb c×wZ g~j¨vqb
CLO1 Av‡jvPbv, cÖ‡kœvËi, e³„Zv, cVb, `jxqKvR cix¶v, cÖwZ‡e`b, Dc¯’vcbv
CLO2 Av‡jvPbv, cÖ‡kœvËi, e³„Zv, cVb, `jxqKvR cix¶v, cÖwZ‡e`b, Dc¯’vcbv
CLO3 Av‡jvPbv, cÖ‡kœvËi, e³„Zv, `jxqKvR cix¶v, cÖwZ‡e`b, Dc¯’vcbv
CLO4 Av‡jvPbv, cÖ‡kœvËi, e³„Zv, cVb cix¶v, cÖwZ‡e`b, Dc¯’vcbv

Learning Materials
Azad, Humayun. K‡Zv b`x m‡ivei ev evOjv fvlvi Rxebx [The Life and History of Bangla Language], 2nd ed.
Dhaka: Agamee Prokashoni, 2016.
Azad, Humayun. fvlvwkÿv I fvlvweÁvb cwiwPZ [Introduction to Language Education and Linguistics]. Dhaka:
Agamee Prokashoni, 2012.
Recommended Bandopadhyay, Ishwar C. mgMÖ e¨vKiY †KŠgy`x [Bangla Grammar]. Kolkata: Dev Sahitya Kutir, 2014.
Readings
Biswas, Noren. cÖm½ evOjv fvlv [On Bangla Language]. Dhaka: Anannya, 2014.
Haque, Mahbubul. evsjv evbvb I fvlvixwZ [Bangla Language and Its Rules]. Dhaka: Khan Brothers and
Company, 2011.
Hye, Muhammad A. aŸwbweÁvb I evsjv aŸwbZË¡ [Bengali Phonetics]. Dhaka: Mullick Brothers, 2019.
Islam, Rafiqul, and Pobitro Sorkar, editors. evsjv GKv‡Wwg cÖwgZ evsjv fvlvi e¨vKiY [Bangla Academy Standard
Grammar of Bangla Language], 2nd ed. Dhaka: Bangla Academy, 2017.
Islam, Rafiqul. cÖwgZ evsjv e¨envwiK e¨vKiY [The Standard Practical Bangla Grammar]. Dhaka: Bangla
Academy, 2018.
Supplementary Rahman, Muhammad H. Avgiv wK hve bv Zv‡`i Kv‡Q hviv ïay evsjvq K_v e‡j [Should we not go to those who
Readings only speak in Bangla?]. Dhaka: The University Press Limited, n.d.
Shahidullah, Muhammad. ev½vjv e¨vKiY [Bangla Grammar]. Dhaka: Mowla Brothers, n.d.
Shahidullah, Muhammad. ev½vjv fvlvi BwZe„Ë [History of Bangla Language]. Dhaka: Mowla Brothers, 2018.
Thompson, Hanne-Ruth. Bengali: A Comprehensive Grammar. Routledge, 2010.

20
 Course Code: 0231 29 Eng 1153 Year: First Term: First For All Streams
Course Title English I
Course Status Core
Credit 3.0
Prerequisite(s) None
The course aims to enable the student to utilise English for effective communication to participate in the
Rationale
affairs of academia and elsewhere.

Course Contents
CLOs
Section A
1 Grammar review: syntax, forms of sentences, conversion of sentences, review of tenses, verb, speech 1, 7
Listening: listening to authentic speech, comprehension (listening for headlines/topic sentences),
2 listening techniques and tasks 2, 7

Speaking: comprehending and using social English, making polite requests and offers, asking questions in
3 3, 7
social situations, accepting and refusing an invitation, practicing dialogue
Section B CLOs
Reading: definition and process of reading; product, process, and interactive reading; purposes of reading
4 — reading for specific information, reading for details/general comprehension; sub-skills of reading; 3
critically analyzing text; interpreting and evaluating text; understanding author’s attitude and position
Writing: paragraph writing — writing a good topic sentence, organizing a paragraph (coherence and
cohesion); techniques of paragraph development — listing, cause and effect, comparison, contrast,
5 example; types of paragraph and essay: descriptive, narrative, argumentative, expository, explanatory; 3, 4
introduction to the academic writing style of APA format

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO1 grasp the meaning of a conversation and engage in dialogue and discussion
Learning CLO2 speak English in a manner that is proper and suitable across a variety of social
Outcomes settings
(CLOs) CLO3 interpret and discern the meaning of a text and formulate a response
CLO4 correlate pieces of information and compile them in written English

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, art, role-play, group work, Assignments, oral and written examinations
CLO1 Q&A session
CLO2 Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
presentation, Q&A session examinations
CLO3 Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
CLO4 Lecture, discussion, drama/theatre, Q&A session Assignments, written examinations

21
 Learning Materials
Azar, Betty S., and Stacy A. Hagen. Basic English Grammar with Essential Online Resources, 5th ed.
Pearson Education ESL, 2017.
Murphy, Raymond. English Grammar in Use with Answers: A Self-Study Reference and Practice Book for
Recommended Intermediate Students of English, 4th ed. Cambridge: Cambridge University Press, 2012.
Readings Straus, Jane, Lester Kaufman, and Tom Stern. The Blue Book of Grammar and Punctuation: An
Easy-to-Use Guide with Clear Rules, Real-World Examples, and Reproducible Quizzes, 11th ed. Hoboken:
John Wiley and Sons, 2014.
Yates, Jean. Practice Makes Perfect: English Conversation, 2nd ed. New York: McGraw-Hill Education,
2016.
Supplementary Ricks, Christopher B. The Oxford Book of English Verse. New York: Oxford University Press, 1999.
Readings

22
 Course Code: 0222 29 HC 1155 Year: First Term: First For All Streams
Course Title Culture and Heritage of Bangladesh
Course Status Core
Credit 3.0
Prerequisite(s) None
This course deals with the cultural heritage of Bangladesh from ancient times to the present and
Rationale familiarizes students with the cultural setting of the people to make them aware of Bangladeshis national
identity.

Course Contents
CLOs
Section A
Introduction to culture and heritage
• Definition, sources, characteristics and importance of culture
1 • Origin of the Bengalis 1
• Homeland of the Bengalis
Life and living during Ancient Bengal
• Social and Cultural Life of Ancient Bengal
• Origin of Bengali language and literature
2 • Rise and Development of Bengali literature 2
• Fine Arts, Architecture, Sculpture and Painting of Ancient Bengal
• Economic Condition of Ancient Bengal
• Religious beliefs in ancient Bengal
Social and Cultural Life in Medieval Bengal
• Language and Literature
3 • Dress and Ornaments 3
• Architecture and Painting
Section B CLOs
Sena Rule
4 • development of Vedic culture 4
• spread of the caste system and Bengali society
The advent of Islam and its impact on Bengali culture
• The Advent of Islam and the Bengal Hinterland
5 • Merchants and the Faith: Early Islamic Contacts with Bengal 4
• The Muslim Conquest of Bengal and the Beginning of Islamic Consolidation
• The Emergence of the Independent Sultanate and the Spread of Islamic Culture
Development of Western Education and the Bengali renaissance
• The Brahmo Samaj
6 • Language and literature 4
• Karma-yoga
Development of political consciousness among the middle class; Bengali Muslims during the first three
7 4
decades of the 20th century

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO1 explain the importance of culture.
Learning describe the life and living of ancient Bengal.
CLO2
Outcomes
(CLOs) CLO3 understand the social and cultural life in medieval Bengal
CLO4 assess the evolution of Bengali culture.

23
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
CLO1 Lecture, discussion, role-play, group work, Q&A session Assignments, oral and written examinations
Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
CLO2 presentation, Q&A session, debate examinations
CLO3 Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate,
CLO4 Assignments, written examinations, quiz
demonstration

Learning Materials
Rahman, Urmi. 2014. Bangladesh — Culture Smart! The Essential Guide to Customs & Culture. Kuperard.
Ahmed, and Bazlul Mobin Chowdhury. 2004. Bangladesh, National Culture, and Heritage: An Introductory
Recommended Reader. Dhaka: Independent University
Readings Mahmudul Huque, and Alamgir Muhammad Serajuddin. 2016. Bangladesh: History, Politics, Economy,
Society and Culture; Essays in Honour of Professor Alamgir Muhammad Serajuddin. Dhaka, Bangladesh
University Press Limited April.
Supplementary Calboli, Irene, and Wee Loon Ng-Loy. 2017. Geographical Indications at the Crossroads of Trade,
Readings Development, and Culture: Focus on Asia-Pacific. Cambridge: Cambridge University Press.

24
 Course Code: 0314 29 Soc 1171 Year: First Term: First For Social Science Stream
Course Title Sociology I
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to introduce the primary key concept of sociology. This course also focuses on social
Rationale terms and structure in sociology and teaches sociology as a social science discipline. This course will help
learners to evaluate the various forms of social structure.

Course Contents
CLOs
Section A
The Sociological Perspective: definition and subject matter of sociology, the relation of sociology with other
1 disciplines, the importance of studying sociology, nature of the sociological inquiry, methods of 1
sociological investigations
2 Factors Affecting Social Life: geography, environment, heredity, culture (technique/technology), group 2
Primary Concepts of Sociology: society and community, role and status, social control, folkways and mores,
3 association and organisation, norms and values, institution, anomie and anarchy 1
Section B CLOs
4 Social Structure: social structure and definitions, elements of social structure (prerequisites of society), 3, 4
types of society and their social structures
5 Social Institutions: marriage and family, economy, politics, education, religion 3, 4
Social Stratification: Major dimensions of social stratification: wealth, status, power; Main forms of social
6 3, 4
stratification: slavery, estate, caste, class, social mobility
7 Social Change: evolution, progress, development, theories of social change, factors responsible for social 2, 4
change

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO1 explain the subject matter of sociology
Learning discuss the factors that are affecting social life
CLO2
Outcomes
(CLOs) CLO3 Conceptualize social structure
CLO4 Evaluate social structure

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO1 Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
work, library work.
CLO2 Lecture, discussion, question-answer, debate, Tests, assignments, presentations, group work
collaborative work, individual presentation.
Discussion, question-answer, TEL through Tests, assignments, presentations, group work
CLO3 audiovisual materials, project work, and library work
Discussion, question-answer, TEL through Tests, assignments, presentations, group work
CLO4 audiovisual materials, project work, library work,
debate

25
 Learning Materials
Adorno, Theodor W. Introduction to Sociology. Polity Press, 2018.
Brym, Robert J., and John Lie. SOC+: Introduction to Sociology, 3rd ed. Toronto: Nelson Thomson
Recommended Learning, 2018.
Readings
Carr, Deborah, Anthony Giddens, Mitchell Duneier, and Richard P. Appelbaum. Introduction to Sociology,
11th ed. New York: W. W. Norton, 2018.
Ferris, Kerry, and Jill Stein. The Real World: An Introduction to Sociology, 6th ed. New York: W. W. Norton,
2018.
Rousseau, Nathan. Society Explained: An Introduction to Sociology. Rowman and Littlefield Publishers,
2014.
Schaefer, Richard T. Sociology: A Brief Introduction. New York: McGraw-Hill Humanities/Social
Supplementary
Sciences/Languages, 2012.
Readings
Tischler, Henry L. Introduction to Sociology, 10th ed. Wadsworth Publishing, 2010.

26
 Course Code: 0311 29 Econ 1173 Year: First Term: First For Social Science Stream
Course Title Economics I
Course Status Core
Credit 3.0
Prerequisite(s) None
This course comprises Micro and Macroeconomics concepts and different fundamental principles of
Rationale economics

Course Contents
CLOs
Section A
Basic Concepts
• Definitions of economics
• Scarcity and efficiency
• Three problems of economic organisation 1
1 • Market
• Command and mixed economies
• The technological possibilities, inputs, and outputs,
• The production possibility frontier
Basic Elements of Supply and Demand
• Demand: the concept of demand, the demand schedule, the law of demand, the demand curve, forces
behind the demand curve, and shifts in demand.
2 • Supply: the concept of supply, the supply schedule, the law of supply, the supply, forces behind the
2
supply, and shifts in supply.
• Equilibrium of supply and demand: equilibrium with supply and demand curve, the effect of the shift in
supply or demand, Interpreting changes in price and quantity.
Supply and Demand: Elasticity
3 • Price elasticity of demand, calculating elasticities, elasticity and revenue, price elasticity of supply.
2
• Income elasticity, classification of commodities based on income elasticity, cross-elasticity of
demand.
Section B CLOs
Theory of Production and Analysis of Costs
4 • Theory of production:
• Basic concepts 3
• The production functions
• Total, average, and marginal product
5 • The law of diminishing returns
• Returns to scale 4
• Short-run and long-run-in production
• Technological change
• Economic analysis of costs:
• Total costs, fixed costs, variable costs
• Definition of marginal costs, average costs
• The relation between marginal costs and average costs
• The link between production and costs.
Market
• Classification of markets
• Perfect competition
• Monopoly, monopolistic competition, and oligopoly
• Characteristics and conditions of market equilibrium

27
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO1 explain the basic principles of economics
Learning identify the relation between demand and supply
CLO2
Outcomes
(CLOs) CLO3 analyze the theory of production
CLO4

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO1 work, library work.
Lecture, discussion, question-answer, debate, Tests, assignments, presentations
CLO2 collaborative work, TEL through audiovisual
materials
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO3 audiovisual materials, group work, project work, and
library work
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO4 audiovisual materials, TEL through audiovisual
materials, library work

Learning Materials
Chang, Ha-Joon. Economics: The User’s Guide. New York: Bloomsbury Publishing PLC, 2014.
Dasgupta, Partha. Economics: A Very Short Introduction. New York: Oxford University Press, 2007.
Recommended
Readings Kishtainy, Niall, George Abbot, John Farndon, Frank Kennedy, James Meadway, Christopher Wallace, and
Marcus Weeks. The Economics Book. London: Dk Pub, 2012.
McEachern, William A. Economics: A Contemporary Introduction, 9th ed. South-Western College Pub,
2011. Edwards, Jane. Socially-critical Environmental Education in Primary Classrooms: The Dance of
Structure and Agency. Basingstoke: Springer, 2015.

28
 Course Code: 0312 29 Pol 1175 Year: First Term: First For Social Science Stream
Course Title Political Science I
Course Status Optional
Credit 3.0
Prerequisite(s) None
This course will enable students to understand the concepts of political science, nation and nationalism,
Rationale and state and the theories of the origin of state and sovereignty.

Course Contents
CLOs
Section A
Political Science
• Definitions and concepts of political science
• Nature, scope, and method of political science 1
1
• Importance of studying political science
• Its relationship to other disciplines of social science
Nation and Nationalism
• Concept of nation
2 • Nation and nationalism 2
• Elements of nationalism
• Internationalism
Section B CLOs
State
• Theories of the origin of the state
• State of society
• State of the individual
3 • Functions of the state. concepts of the welfare state 3
• Liberalism. utilitarianism and totalitarianism
• Socialism and capitalism
• Free market economy
Sovereignty
• Its nature and characteristics
4 • Monistic and pluralistic theories 4
• Law-nature-kinds-source-development-law and morality
• Liberty-nature, kinds-safeguard-law and liberty

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO1 enounce the definition, nature, scope and methods of political science.
Learning differentiate between nation and nationalism
CLO2
Outcomes
(CLOs) CLO3 differentiate various types of social systems
CLO4 explain the characteristics and theories of sovereignty

29
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A, presentation, Assignments, presentations, examinations
CLO1 Library work
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, examinations
CLO2 method
Lecture, discussion, Q&A, TEL through audio-visual Assignments, presentations, examinations
CLO3 materials, collaborative work, project work, debate,
Library work
Lecture, discussion, Q&A, group work, collaborative Assignments, presentations, examinations
CLO4 work

Learning Materials
Holmberg, Soren, and Bo Rothstein. Good Government: The Relevance of Political Science. Edward
Elgar Pub, 2012.
Lamy, Steven L., John S. Masker, John Baylis, Steve Smith, and Patricia Owens. Introduction to Global
Recommended Politics, 5th ed. New York: Oxford University Press, 2018.
Readings
Mansbach, Richard W., and Kirsten L. Taylor. Introduction to Global Politics, 3rd ed. Routledge, 2018.
Parsons, Craig. Introduction to Political Science. London: Pearson, 2016.
Roskin, Michael G., Robert L. Cord, James A. Medeiros, and Walter S. Jones. Political Science: An
Introduction, 14th ed. London: Pearson, 2016.

Supplementary McAuley, James W. An Introduction to Politics, State and Society. Thousand Oaks: Sage Publications,
Readings 2003.
Minogue, Kenneth. Politics: A Very Short Introduction. Oxford: Oxford Paperbacks, 2000.

30
 Course Code: 0541 29 Math 1181 Year: First Term: First For All
Course Title Mathematics I
Course Status Optional
Credit 3.0
Prerequisite(s) None
This is an introductory course in Mathematics that is expected to prepare the students specifically in the
Rationale areas of higher algebra and analytical algebra and analytical geometry, giving them the necessary
background and insight for more challenging and more profound work in Mathematics.

Course Contents
CLOs
Section A
Elements of Logic
• mathematical statements
• logical connectives
• conditional and bi-conditional statements
• truth tables and tautologies 1
1 • quantifiers
• logical implication and equivalence
• deductive reasoning
• methods of proof (direct, indirect and method of induction)
Set Theory
• Sets and subsets
2 • Set operations 1
• Cartesian product of two sets
• De Morgan’s laws.
Relations and Functions
3 • Relation and Functions, Order relation, Equivalence relations. 2
• Functions, Images and inverse images of sets Injective, surjective and bijective functions, Inverse functions
The Real Number System
• Field and order properties
• Natural numbers
4 • integers and rational numbers 3
• Absolute value and their properties
• Basic inequalities
Section B CLOs
The Complex Number System
5 • Field of Complex numbers 3
• De Moivre’s theorem and its applications
Theory of Equations
• Number of roots of the polynomial equation
• relations between roots and coefficients
• symmetric functions of roots
6 • the sum of the powers of roots 4
• synthetic division
• Descartes’s rule of signs
• multiplicity of roots
• transformation of equations
Elementary Number Theory
7 • Divisibility 5
• Fundamental theorem of arithmetic
• Congruences (basic properties)

31
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 solve problems related to logic and set theory.
Learning
CLO 2 solve problems related to relationships and functions
Outcomes
(CLOs) CLO 3 solve problems related to real and complex numbers
CLO 4 solve problems related to the theory of equations
CLO 5 solve problems related to elementary number theory.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1
problem-solving
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2 session, problem-solving examinations
CLO 3 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations
CLO 4 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations
CLO 5 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations

Learning Materials
Dyke, James V., James Rogers, and Holli Adams. Fundamentals of Mathematics. Belmont, CA: Cengage
Learning, 2011.
Knapp, Anthony W. Basic Algebra, 2nd ed. Birkhäuser, 2016.
Recommended
Lipschutz, Seymour. Schaum’s Outline of Set Theory and Related Topics. New York: McGraw Hill
Readings
Professional, 1998.
Mishra, Sanjay. Fundamentals of Mathematics: Functions and Graphs. Delhi: Pearson Education India,
2016.
Supplementary S, Barnard, and J. M. Child. Higher Algebra. Franklin Classics, 2018.
Readings

32
 Course Code: 0533 29 Phy 1191 Year: First Term: First For Science Stream
Course Title Physics I
Course Status Core
Credit 3.0
Prerequisite(s) None
This course will enable students to understand the concepts of mechanics and waves and apply science
Rationale concepts in real life.

Course Contents
CLOs
Section A
Introduction to Physical Science
1 • Ideas about physical science 1
• the rationale for studying physics at Education Discipline
Mechanics
• Displacement, average and instantaneous velocity, average and instantaneous acceleration; Projectile
motion; Uniform circular motion; Relative motion
• Newtonian mechanics: 1st law, 2nd law and 3rd law; 1, 2
2 • Gravitational force, Frictional force, Properties of drag force and terminal speed
• Kinetic energy; Work and kinetic energy; Conservative force, potential energy: gravitational and elastic,
conservational energy
• Angular motion; Torque, Angular momentum, Conservation of angular momentum
Simple Harmonic Motion
• Simple Harmonic Motion (SHM)
• Velocity and Acceleration of SHM
• The Force Law for Simple Harmonic Motion
• Combination of SHM 1, 2
3
• Energy in SHM
• Two body Oscillators
• Damped SHM
• Forced Oscillation Resonance
Gravitation
• Newton’s law of gravitation
• Gravitation and the principle of superposition
• Gravitation near the earth’s surface 2
4 • Gravitational potential energy
• Planets and satellites: Kepler’s law
• Satellites: Orbits and Energy
• Einstein and Gravitation: Principle of Equivalence

33
 Section B CLOs
Waves and Sound
• Types of Waves — Transverse and Longitudinal waves
• Wave speed
• Energy and Power of a wave Travelling along a string
• Standing waves and Resonance
• The speed of sound
5 • The intensity and sound level 3
• Beats
• The Doppler Effect
• Supersonic Speeds, shock waves
Elasticity
• Elasticity
• Stress and Strain 3
6
• Hooke’s Law
• Work Done In Deforming A Body
• Twisting Couple on a Cylinder (Or Wire)
Viscosity
• Streamline Motion
• The Equation of Continuity 3
7 • Energy Of The Liquid
• Bernoulli’s Equation Applications
• Viscosity
• Motion In A Viscous Medium
• Terminal Velocity

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 enounce the concept of mechanics.
Outcomes CLO 2 explain the laws of motion and gravitation.
(CLOs) CLO 3 explain the concept of waves and sounds, elasticity and viscosity.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1
problem-solving
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2 session, problem-solving examinations
CLO 3 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations

Learning Materials
Becchi, Carlo M., and Massimo D’Elia. Introduction to the Basic Concepts of Modern Physics: Special
Relativity, Quantum and Statistical Physics, 3rd ed. Springer International Publishing, 2015.
Beiser, Arthur. Concepts of Modern Physics, 6th ed. McGraw-Hill Science, Engineering and
Recommended Mathematics, 2003.
Readings Chaichian, Masud, Hugo P. Rojas, and Anca Tureanu. Basic Concepts in Physics: From the Cosmos to
Quarks. Basingstoke: Springer, 2013.
Halliday, David, Robert Resnick, and Jearl Walker. Fundamentals of Physics, 11th ed. Wiley, 2018.
Supplementary Alrasheed, Salma. Principles of Mechanics: Fundamental University Physics. Basingstoke: Springer,
Readings 2019.

34
 Course Code: 0533 29 Phy 1192 Year: First Term: First For Science Stream
Course Title Physics I: Sessional
Course Status Core
Credit 1.0
Prerequisite(s) None
This sessional course focuses on the practical part of the following course: Physics I (mechanics,
Rationale properties of matter and waves).

Course Contents CLOs

1 Determination of Young’s Modulus and Rigidity Modulus of a short wire by Searle’s dynamic method. 1, 2, 3
2 Determination of the Rigidity Modulus by Static method. 1, 2, 3
3 Determination of acceleration due to gravity ‘g’ by a compound pendulum. 1, 2, 3
4 Determination of acceleration due to gravity ‘g’ by a Kater’s pendulum. 1, 2, 3
Determination of the spring constant and effective mass of a given spiral spring and hence calculate the
5 1, 2, 3
rigidity modulus of the material of the spring.
6 Determination of the Moment of Inertia of a fly-wheel about its axis of rotation. 1, 2, 3
7 Determination of the Surface Tension of water by capillary tube method. 1, 2, 3
8 Determination of the Surface Tension of Mercury and Angle of contract by Quinker’s method. 1, 2, 3
9 Verify the laws of transverse vibration of strings and determine the frequency of a tuning fork by Melde’s 1, 2, 3
experiment

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
CLO1 solve mechanics-related problems.
Learning
Outcomes CLO2 solve properties of matter-related problems.
(CLOs) CLO3 solve waves-related problems.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1
problem-solving
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, problem-solving examinations
CLO 3 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations

Learning Materials
Becchi, Carlo M., and Massimo D’Elia. Introduction to the Basic Concepts of Modern Physics: Special
Relativity, Quantum and Statistical Physics, 3rd ed. Springer International Publishing, 2015.
Beiser, Arthur. Concepts of Modern Physics, 6th ed. McGraw-Hill Science, Engineering and
Recommended Mathematics, 2003.
Readings Chaichian, Masud, Hugo P. Rojas, and Anca Tureanu. Basic Concepts in Physics: From the Cosmos to
Quarks. Basingstoke: Springer, 2013.
Halliday, David, Robert Resnick, and Jearl Walker. Fundamentals of Physics, 11th ed. Wiley, 2018.
Supplementary Alrasheed, Salma. Principles of Mechanics: Fundamental University Physics. Basingstoke: Springer,
Readings 2019.

35
 Course Code: 0531 29 Chem 1193 Year: First Term: First For Science Stream
Course Title Chemistry I
Course Status Core
Credit 3.0
Prerequisite(s) None
This course aims to teach students the definitions of terms, particular facts, laboratory techniques in
Rationale
inorganic chemistry, and ideas, principles, and laws of inorganic chemistry.

Course Contents
CLOs
Section A
Atomic structure: the modern concept of atomic structure — electron, proton, and neutron; Rutherford
1 atomic model; Bohr’s atomic model; quantum numbers, Pauli’s Exclusion principle; types of orbitals;
1
electronic configuration of elements; Aufbau principle
Periodic table of elements: history of the development of the modern periodic table; construction of the
2 periodic table; general survey of elements- s, p, d, and f orbital of elements; variation of properties along 1, 2
with period and group: sizes of atoms and ions; ionization potential; electronic affinity; electronegativity
Chemical bonds and reactions: electronic theory of chemical bond; ionic bond; covalent bond; coordination
3 bond; metallic bond; hydrogen bond; Van der Waals bond; different types of chemical reactions; oxidation 1, 2
and reduction reactions; oxidation state; oxidation number
Elements of nuclear chemistry: discovery of radioactivity; the concept of half-life; disintegration constant
4 2
of radon-element; isotopes and their uses; artificial radioactivity and nuclear reactions; fission and fusion;
nuclear energy
Section B CLOs
The general concept of industrial and environmental chemistry: fundamental considerations in the
5 development of the chemical industry and environmental concerns; definition and scope of the industrial 2, 3
study; the natural cycle of the environment
Cement and fertilizers industries: cement - composition, properties, and uses of cement; manufacture of
6 cement; testing method of cement; fertilizers - classification of fertilizers; Nitrogen fixation; manufacture 2, 3
of ammonia; urea and TSP
Soaps and detergents: soap-definition, raw materials, manufacture of soap, phenomena involved in the
7 2, 3
improvement of soapy character; detergents - definition, different types of detergents and their functions
Pollution of air, soil, and water: air-composition of air, types of air pollutants and their sources; greenhouse
8 effect and acid rain; soil - composition of the soil, macronutrients and micronutrients in the soil; soil 3
pollutants and their impact; water - types of water pollutants and their sources; water quality parameter
and standards for drinking waters

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course explain the meaning of terms, specific facts, and laboratory procedures of
Learning CLO1 inorganic chemistry
Outcomes apply and experiment with concepts and principles of inorganic chemistry to
(CLOs) CLO2
different situations
CLO3 identify and solve various problems in inorganic chemistry

36
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, library Assignments, oral and written examinations
CLO1 work, TEL
CLO2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, library work, TEL examinations
CLO3 Lecture, discussion, Q&A session, library work, TEL Assignments, oral and written examinations

Learning Materials
Atkins, Peter, Tina Overton, Jonatan Rourke, Mark Weller, Fraser Armstrong, and Michael Hagerman.
Inorganic Chemistry, 5th ed. Oxford University Press, 2010.
Housecroft, Catherine E., and Alan G. Sharpe. Inorganic Chemistry, 4th ed. Upper Saddle River: Prentice
Hall, 2012.
Recommended
Readings Miessler, Gary L., Paul J. Fischer, and Donald A. Tarr. Inorganic Chemistry, 5th ed. Upper Saddle River:
Prentice Hall, 2014.
Shriver, Duward, Mark Weller, Tina Overton, Fraser Armstrong, and Jonathan Rourke. Inorganic
Chemistry, 6th ed. W. H. Freeman, 2014
Supplementary Pfennig, Brian W. Principles of Inorganic Chemistry. Hoboken: John Wiley and Sons, 2015.
Readings

37
 Course Code: 0531 29 Chem 1194 Year: First Term: First For Science Stream
Course Title Chemistry I: Sessional
Course Status Core
Credit 1.0
Prerequisite(s) None
This course is designed to offer students practical experience with the specific facts, experimental
Rationale procedures, concepts, and principles that are central to inorganic chemistry.

Course Contents CLOs

Qualitative analysis: qualitative analysis of inorganic metal ions using the selective method; cations: zinc,
1 nickel, and lead ion; anions: sulphate, nitrate, and oxalate ion 1, 2
Inorganic quantitative analysis: acidimetry and alkalimetry, e.g., preparation of approx. N/10 HCl, H2SO4 and
CH3COOH solutions and their standardization; preparation of standard alkali solution; determination of
2 2, 3
Na2CO3 content of washing soda; preparation and standardization of N/10 KMnO4 solution with sodium
oxalate solution; determination of ferrous iron with standard KMnO4 solution
3 Industrial and environmental chemistry: determination of water quality parameters (pH, alkalinity, acidity, 2, 3
hardness, DO); industrial tour and field visit

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course explain the meaning of terms, specific facts, and laboratory procedures of
CLO1
Learning inorganic chemistry
Outcomes CLO2 apply and experiment with concepts and principles of inorganic chemistry to
(CLOs) different situations
CLO3 identify and solve various problems in inorganic chemistry

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
CLO 1
laboratory work, observation, fieldwork, experiment
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
CLO 2
laboratory work, observation, fieldwork, experiment
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
CLO 3
laboratory work, observation, fieldwork, experiment

Learning Materials
Atkins, Peter, Tina Overton, Jonatan Rourke, Mark Weller, Fraser Armstrong, and Michael Hagerman.
Inorganic Chemistry, 5th ed. Oxford University Press, 2010.
Housecroft, Catherine E., and Alan G. Sharpe. Inorganic Chemistry, 4th ed. Upper Saddle River: Prentice
Recommended Hall, 2012.
Readings Miessler, Gary L., Paul J. Fischer, and Donald A. Tarr. Inorganic Chemistry, 5th ed. Upper Saddle River:
Prentice Hall, 2014.
Shriver, Duward, Mark Weller, Tina Overton, Fraser Armstrong, and Jonathan Rourke. Inorganic
Chemistry, 6th ed. W. H. Freeman, 2014

Supplementary Pfennig, Brian W. Principles of Inorganic Chemistry. Hoboken: John Wiley and Sons, 2015.
Readings

38
 Course Code: 0511 29 Bio 1195 Year: First Term: First For Science Stream
Course Title Biology I
Course Status Optional
Credit 3.0
Prerequisite(s) None
This course intends to help the learners acquire a basic understanding of the contents generally expected
Rationale for both botany and zoology (cytology, taxonomy of plants and animals, genetics and evolution), which leads
to the development of the foundation for life science. It also provides an insight into the dynamism of the
living system.

Course Contents
CLOs
Section A
Cytology and Cytogenetic
• Cytology, the science of cell (concept of cell, protocell and eucell) 1
1
• Cell organelles of plant and animal cells
• Cell division – Mitosis and Meiosis
Classification of plant and animal
• Bases for the classification of plants and animals
2 • Introduction of essential classes of plants and animals
2
• Importance of classification of organisms
• Binomial nomenclature
Section B CLOs
Genetics
• Mendel’s law of segregation
• Mendel’s law of independent assortment
• Modification of Mendelian ratios
• Linkage, crossing-over and recombination map of chromosomes
• Cytoplasmic Inheritance
3 • Mutation 3
• Chemical nature of the genetic material
• Structure and replication of DNA
• Gene-protein relationship
• Function of DNA: Transcription and translation.
• Gene regulation
4 3
Evolution
• Evidence and mechanism of organic evolution
• Contributions of Lamarck, Wiseman, Wallace
• Darwinism and the development of the concept of De Vries in the organic evolution of the origin of
species

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO1 describe different aspects of cytology, cytogenetic
Learning explain the classification of plant and animal and the importance of this
Outcomes CLO2 classification
(CLOs)
explain heredity theories, evolution, and co-evolution with the changing
CLO3
environment

39
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Scientific inquiry, question-answer, TEL Written test (class test, final examination),
CLO 1 through audio-visual materials, Group work, Project Assignment, presentation
Work, Library work
Discussion, Scientific inquiry, question-answer, TEL Written test (class test, final examination),
CLO 2 through audio-visual materials, Group work, Project Assignment, presentation
Work, Library work
Discussion, Scientific inquiry, question-answer, TEL Written test (class test, final examination),
CLO 3
through audio-visual materials, Debate, Group work Assignment, presentation

Learning Materials
Benjamin A. Pierce. Genetics: A Conceptual Approach (Sixth edition). W. H. Freeman, 2017.
Bruce Alberts, Karen Hopkin, Alexander D. Johnson, David Morgan, Martin Raff, Keith Roberts, Peter
Walter. Essential Cell Biology (5th Edition): Garland Science, NY, 2014.
Recommended Eric J. Simon. Biology: The Core, 3rd Edition. Pearson, 2020.
Readings Nicholas H. Barton, Derek E.G. Briggs, Jonathan A. Eisen, David B. Goldstein, and Nipam H. Patel.
Evolution. Cold Spring Harbor Laboratory Press, 2010.
Sylvia S. Mader, Michael Windelspecht. Human Biology (16th Edition). McGraw-Hill Education, 2019.
Supplementary William S. Klug, Michael R. Cummings, Charlotte A. Spencer, Michael A. Palladino, Darrell Killian.
Readings Concepts of Genetics (12th Edition). Pearson, 2019.

40
 Course Code: 0511 29 Bio 1196 Year: First Term: First For Science Stream
Course Title Biology I: Sessional/Fieldwork
Course Status Optional
Credit 1.0
Prerequisite(s) None
This course intends to provide a hands-on learning experience of observing cells, cell structure, cell
Rationale division, etc. The learners will also look into the morphological characteristics of plants and animals for
their broad classification and evolutionary significance in the environment.

Course Contents CLOs

1 Study of mitosis in onion root tips cells and animals’ cells (grasshopper) from permanent slides. 1
2 Prepare a temporary mount of the onion root tip to study mitosis. 1
Study and describe three locally available common flowering plants from each of the following families
3 (Solanaceae, Fabaceae and Liliaceae), including dissection and display of floral whorls and anther and 2
ovary to show the number of chambers.
4 Study types of root (Tap and Adventitious); Stem (Herbaceous and woody); Leaf (arrangement, shape, 2
venation, simple and compound).
5 Flowers adapted to pollination by different agencies (wind, insects). 3

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course Identify cells and different cell organelles and distinguish between plant and
CLO1 animal cells.
Learning
Outcomes CLO2 Identify a few significant plant and animal families.
(CLOs) Study morphological characteristics of essential plants and animals in the
CLO3
context of evolution in changing environment.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Scientific inquiry (Laboratory work, Observation, Scientific inquiry (Laboratory work, Observation,
CLO 1
Fieldwork, Experiment), Discussion, Group work Fieldwork, Experiment), Report, Oral test
Scientific inquiry (Laboratory work, Observation, Scientific inquiry (Laboratory work, Observation,
CLO 2
Fieldwork, Experiment), Discussion, Group work Fieldwork, Experiment), Report, Oral test
Scientific inquiry (Laboratory work, Observation, Scientific inquiry (Laboratory work, Observation,
CLO 3
Fieldwork, Experiment), Discussion, Group work Fieldwork, Experiment), Report, Oral test

Learning Materials
Aurongojeb, K. M. AvazwbK e¨envwiK cÖvwYweÁvb LÛ 1 Ges 2 [Modern Practical Zoology Volumes 1 and
2], 5th ed. Dhaka: Kabir Publications, 2022.
Hori, Pijush K. e¨envwiK cÖvwYweÁvb LÛ 1 Ges 2 [Practical Zoology Volumes 1 and 2], 8th ed. Dhaka:
Recommended
Readings Kabir Publications, 2022.
Mamun, Abdullah A. G·‡cwi‡g›Uvj ev‡qvjwR [Experimental Biology]. Dhaka: Biggan Academy, 2011.
Saha, Shekhor R. e¨envwiK Dw™¢`weÁvb 1 Ges 2 [Practical Botany 1 and 2]. Dhaka: Dikdarshan
Prokashoni, 2021.
Urry, Lisa A., Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, and Rebecca B. Orr. Campbell
Biology, 12th ed. New York: Pearson, 2021.

41
 First Year Second Term
Course Code: 0111 29 Edu 1201 Year: First Term: Second For All Streams
Course Title Education in Bangladesh
Course Status Core
Credit 3.0
Prerequisite(s) None
The course aims to help the students understand the national education system. It also introduces the
Rationale students to the different sectors of education. This course also helps to acquaint learners with the policy,
structure, goals, objectives, and constitutional and legal provisions of education in Bangladesh

Course Contents
CLOs
Section A
Education System in Bangladesh
• National education system
1 • Structure, goals and objectives of education 1, 2
• Historical development of education
• Constitutional provision and legal framework
Primary Education
• Present structure, goals and objectives and curriculum
• Accessand participation
• Assessment
• Planning, management and financing 1, 2, 3
2
• Major issues and innovation
Secondary Education
• Present structure, goals and objectives and curriculum
• Accessand participation
3 • Assessment
• Planning, management and financing 1, 2, 3
• Major issues and innovation
Section B CLOs
Tertiary Education
• Present structure, goals, objectives and curriculum
4 • Accessand participation 1, 2, 3
• Planning, management and financing
• Major issues and innovation
Madrasa Education
• Madrasa education
• Present structure, goals, objectives and curriculum
5 • Access, participation and transition in Madrasa education 1, 2, 3
• Planning management and financing
• Major issues and innovation
Other Sub-Systems of Education in Bangladesh
• Technical and Vocational Education
o Structure, goals, objectives and curriculum
o Access and participation
o Planning, management and financing
6 o Major issues and innovation
• Teacher Education 4
o Primary teachers’ training
o Secondary and college teachers’ training
• Educational Organisations and Their Functions
o NAPE, NAEM, URC, UGC, BANBEIS, NCTB, Education board

42
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO1 describe the national education system of Bangladesh
Learning describe the constitutional provision and legal framework of education in
CLO2
Outcomes Bangladesh
(CLOs) describe the present structure of primary, secondary, tertiary, madrasa,
CLO3 technical and vocational education in Bangladesh
CLO 4 describe the present status of teacher education in Bangladesh

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session Assignments, oral and written examinations
CLO 1
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2 session examinations
CLO 3 Lecture, discussion, Q&A session Assignments, oral and written examinations
CLO 4 Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
demonstration
Learning Materials
Maleque, Abdul, Mariam Begum, Fakhrul Islam, and Sheikh S. Riad, editors.wk¶vweÁvb I evsjv‡`‡k wk¶v
[Science of Education and Education in Bangladesh], 6th ed. Dhaka: Ramon Publishers, 2018.
Roy, Sushil. wk¶Y I wk¶v-cÖm½ [On Teaching and Education], 10th ed. Kolkata: Soma Book Agency, 2014.
Recommended
Khatun, Sharifa. Development of Primary Education Policy in Bangladesh. Dhaka: University of Dhaka, 1992.
Readings
Ahmed, Syed G., Md. M. Rahman, and Matilal Pal, editors. Dropout Rate in Secondary Level Education in
Bangladesh. Dhaka: The University Press Limited, 2010.
Ahmed, Manzoor, editor. Education in Bangladesh: Overcoming Hurdles to Equity with Quality. Dhaka:
Brac University Press, 2011.
Ahmad, Safiuddin. evsjv‡`k: wk¶v I wk¶vbxwZ [Bangladesh: Education and Education Policy]. Dhaka:
Mizan Publishers, n.d.
Alam, Mahmudul. Bangladesh Education in Transition. Dhaka: A. H. Development Publishing House, n.d.
Andaleeb, Syed S., Halimur R. Khan, and Manzoor Ahmed, editors. Education and National Development:
Selected Papers from the 2008 and 2009 Conferences on Bangladesh at Harvard University. Dhaka: The
University Press Limited, 2011.
Delors, Jacques, and International Commission on Education for the Twenty-First Century. Learning: The
Treasure Within: Report to UNESCO of the International Commission on Education for the Twenty-first
Supplementary
Readings Century. 1996.
Directorate for Primary Education. wk¶vbxwZ: wcwUAvB cÖwk¶Yv_©x‡`i Rb¨ [On Education: For PTI Trainees].
Dhaka: Directorate for Primary Education, 1986.
Jalaluddin, A. K., and A. M. Chowdhury, editors. Getting Started - Universalising Quality Primary Education
in Bangladesh. Dhaka: The University Press Limited, 1997.
Patoeary, Mommotazuddin. evsjv‡`‡ki wk¶v e¨e¯’v: mv¤cÖwZK PvjwPÎ [Education System in Bangladesh:
Recent Trends]. Dhaka: Merit Fair Prokashon, 2017.
Rahman, M. H., Shafiul Alam, Momtaz Jahan, Syed A. Islam, and Syed-Ul-Alam Kajol, editors. wk¶v‡Kvl
[Dictionary of Education]. Dhaka: Citizens for Education, n.d.
Shahed, Husne A., editor. evsjv‡`‡ki wk¶ve¨e¯’v [The Education System in Bangladesh]. Dhaka:
Sucheepatra, 2019.
Shahidullah, Mohammad. Primary Education in Bangladesh: Quest for Quality. Dhaka: Pranto Prokason, 2017.

43
 Course Code: 0111 29 Edu 1202 Year: First Term: Second For All Streams
Course Title Education in Bangladesh: Sessional/Field Trip
Course Status Core
Credit 1.0
Prerequisite(s) None
Rationale This is a sessional course of the education in Bangladesh course.

Course Contents CLOs

1 Visit NAPE/NAEM/URC/UGC/BANBEIS/NCTB/Education board 1, 2
2 Visit any primary/secondary level institution in Bangladesh. 1, 2
3 Visit non-formal schools in Bangladesh. 1, 2
4 Visit a very remote educational institution. 1, 2
5 Visit an administrative office run by the govt/the ministries. 1, 2

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 describe the national education system of Bangladesh
Learning describe the constitutional provision and legal framework of education in
Outcomes CLO 2 Bangladesh
(CLOs) describe the present structure of primary, secondary, tertiary, madrasa,
CLO 3
technical and vocational education in Bangladesh
CLO 4 describe the present status of teacher education in Bangladesh

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session Assignments, oral and written examinations
CLO 1
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2
session examinations
CLO 3
Lecture, discussion, Q&A session Assignments, oral and written examinations
CLO 4
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
demonstration

44
Learning Materials
Ahmed, Manzoor, editor. Education in Bangladesh: Overcoming Hurdles to Equity with Quality. Dhaka:
Brac University Press, 2011.
Ahmed, Syed G., Md. M. Rahman, and Matilal Pal, editors. Dropout Rate in Secondary Level Education in
Recommended Bangladesh. Dhaka: The University Press Limited, 2010.
Readings Khatun, Sharifa. Development of Primary Education Policy in Bangladesh. Dhaka: University of Dhaka,
1992.
Maleque, Abdul, Mariam Begum, Fakhrul Islam, and Sheikh S. Riad, editors.wk¶vweÁvb I evsjv‡`‡k wk¶v
[Science of Education and Education in Bangladesh], 6th ed. Dhaka: Ramon Publishers, 2018.
Roy, Sushil. wk¶Y I wk¶v-cÖm½ [On Teaching and Education], 10th ed. Kolkata: Soma Book Agency, 2014.

Ahmad, Safiuddin. evsjv‡`k: wk¶v I wk¶vbxwZ [Bangladesh: Education and Education Policy]. Dhaka:
Mizan Publishers, n.d.
Alam, Mahmudul. Bangladesh Education in Transition. Dhaka: A. H. Development Publishing House, n.d.
Andaleeb, Syed S., Halimur R. Khan, and Manzoor Ahmed, editors. Education and National Development:
Selected Papers from the 2008 and 2009 Conferences on Bangladesh at Harvard University. Dhaka: The
University Press Limited, 2011.
Delors, Jacques, and International Commission on Education for the Twenty-First Century. Learning: The
Treasure Within: Report to UNESCO of the International Commission on Education for the Twenty-first
Supplementary Century. 1996.
Readings Directorate for Primary Education. wk¶vbxwZ: wcwUAvB cÖwk¶Yv_©x‡`i Rb¨ [On Education: For PTI Trainees].
Dhaka: Directorate for Primary Education, 1986.
Jalaluddin, A. K., and A. M. Chowdhury, editors. Getting Started - Universalising Quality Primary Education
in Bangladesh. Dhaka: The University Press Limited, 1997.
Patoeary, Mommotazuddin. evsjv‡`‡ki wk¶ve¨e¯’v: mv¤cÖwZK PvjwPÎ [Education System in Bangladesh:
Recent Trends]. Dhaka: Merit Fair Prokashon, 2017.
Rahman, M. H., Shafiul Alam, Momtaz Jahan, Syed A. Islam, and Syed-Ul-Alam Kajol, editors.
wk¶v‡Kvl [Dictionary of Education]. Dhaka: Citizens for Education, n.d.
Shahed, Husne A., editor. evsjv‡`‡ki wk¶ve¨e¯’v [The Education System in Bangladesh]. Dhaka:
Sucheepatra, 2019.
Shahidullah, Mohammad. Primary Education in Bangladesh: Quest for Quality. Dhaka: Pranto Prokason,
2017.

45
 Course Code: 0111 29 Edu 1220 Year: First Term: Second For All Streams
Course Title Comprehensive Viva I
Course Status Core
Credit 1.0
Prerequisite(s) None
Rationale This course intends to evaluate what the students have learnt in the first and second terms of the first year.
It aims to assess the overall knowledge of the student in the relevant field of education acquired over one
year of study in the undergraduate programme. Contents of the viva will cover the subjects taught in all the
semesters of the first year of the BEd programme. This course intends to prepare students to face
interviews which will help them in their professional progress in future.

Course Contents
CLOs
Section A
0111 29 Edu 1101 Introduction to Education
0232 29 Ban 1181 Bangla I
0231 29 Eng 1183 English I
0222 29 HC 1171 Culture and Heritage of Bangladesh
0314 29 Soc 1185 Sociology I
0312 29 Pol 1149 Political Science I
0311 29 Econ 1189 Economics I
0531 29 Chem 1191 Chemistry I
1 1, 2, 3
0531 29 Chem 1192 Chemistry I: Sessional
0533 29 Phy 1193 Physics I
0533 29 Phy 1194 Physics I: Sessional
0511 29 Bio 1195 Biology I
0511 29 Bio 1196 Biology I: Sessional/Fieldwork
0541 29 Math 1197 Mathematics I
Section B CLOs
0111 29 Edu 1201 Education in Bangladesh
0111 29 Edu 1202 Education in Bangladesh: Sessional/Field Trip
0111 29 Edu 1220 Comprehensive Viva I
0232 29 Ban 1251 Bangla II
0232 29 Eng 1253 English II
0611 29 CSE 1256 ICT: Sessional
2 0314 29 Soc 1271 Sociology II 1, 2, 3
0311 29 Econ 1273 Economics II
0312 29 Pol 1275 Political Science II
0541 29 Math 1281 Mathematics II
0533 29 Phy 1291 Physics II
0533 29 Phy 1292 Physics II: Sessional
0531 29 Chem 1293 Chemistry II
0531 29 Chem 1294 Chemistry II: Sessional
0511 29 Bio 1295 Biology II
0511 29 Bio 1296 Biology II: Sessional/Fieldwork

Assessment Strategy
Oral test

46
 Course Code: 0232 29 Ban 1251 Year: First Term: Second For All Streams
Course Title Bangla II
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale GB †Kv‡m©i D‡Ïk¨ n‡”Q evsjv evbvb, fvlv `¶Zv I Gi cÖ‡qvwMK w`K m¤ú‡K© Rvbv|

†Kv‡miÖ welqe¯Íz
CLOs
†mKkb K
evsjv evbvb
• evsjv evbvb NwUZ mgm¨vi KviYmg‚n IcÖwZKv‡ii Dcvq|
1 • evsjv evbv‡bi ixwZmg‚n 1
• evsjv GKv‡Wwg cÖYxZ evbvb ixwZ
kã I evK¨ ïw×KiY
• evbv‡bi fzj
2 • c‡`i fzj
• fvlvixwZi fzj 2
• Aï× cÖ‡qvM
• weivgwP‡ýi e¨envi
fvlv `¶Zv AR©b
3 • cVb (¸iæZ¡, cÖKvi‡f`, Kvh©Ki Kivi †KŠkj) 3
• wjLb (¸iæZ¡ I Dc‡hvwMZv, cÖKvi‡f`)
AvšÍR©vwZK aŸwbg‚jK eY©gvjv
4 • ¸iæZ¡ I cÖ‡qvRbxqZv 4
• evsjv †_‡K AvšÍR©vwZK aŸwbg‚jK eY©gvjvi iƒcvšÍi
†mKkb L CLOs
Abzkxjb
• cÎ iPbv (e¨w³MZ, mvgvwRK, `vßwiK, evwYwR¨K)
• cÖwZ‡e`b (‡¶Îmgx¶v, DcvË I welqwfwËK)
• Zvr¶wYK e³…Zv I cÖ¯ÍzZ fvlY
5 5
• KvíwbK msjvc
• weZK©
• Ave…wË
• mvwnZ¨cvV
†QvUMí
6 • gvwbK e‡›`¨vcva¨vh় iwPZ cÖv‰MwZnvwmK 2, 3
• nvmvb AvwRRzj nK iwPZ Rxeb N‡l Av¸b
cÖeÜ
7 • iex›`Öbv_ VvKzi iwPZmvwn‡Z¨i mvgMÖx 2, 3
• Avng` kixd iwPZRxeb-mgvR-mvwn‡Z¨
KweZv
8 • Avj gvngz` iwPZ‡mvbvwj Kvweb (1) 4
• Rxebvb›` `vk iwPZAvevi Avwme wd‡i

47
 G †Kvm©wU mdjfv‡e mgvß Kivi ci wkÿv_x©iv - Mapping with PLOs
Course CLO1 evsjv GKv‡Wwg cÖYxZ evbvbixwZ e¨vL¨v Ki‡Z cvi‡e
Learning
Outcomes CLO2 kã I ev‡K¨i ï× cÖ‡qvM Ki‡Z cvi‡e
(CLOs) CLO3 cVb wjL‡bi BZ¨vw` fvlv `¶Zv e¨vL¨v Ki‡Z cvi‡e
CLO 4 AvšÍR©vwZK aŸwbg‚jK eY©gvjv Abzhvqx wjL‡Z cvi‡e
CLO 5 wewfbœ ai‡Yi wjwLZ `¶Zvi e¨envwiK cÖ‡qvM Ki‡Z cvi‡e
Mapping CLOs with the Teaching-Learning and Assessment Strategy
wkLbdj wk¶Y-wkLb c×wZ g‚j¨vqb
CLO 1 Av‡jvPbv, cÖ‡kœvËi, e³…Zv, cVb, `jxqKvR cix¶v, cÖwZ‡e`b, Dc¯’vcbv
CLO 2 Av‡jvPbv, cÖ‡kœvËi, e³…Zv, cVb, `jxqKvR cix¶v, cÖwZ‡e`b, Dc¯’vcbv
CLO 3 Av‡jvPbv, cÖ‡kœvËi, e³…Zv, `jxqKvR cix¶v, cÖwZ‡e`b, Dc¯’vcbv
CLO 4 Av‡jvPbv, cÖ‡kœvËi, e³…Zv, cVb cix¶v, cÖwZ‡e`b, Dc¯’vcbv
CLO 5 Av‡jvPbv, cÖ‡kœvËi, e³…Zv, cVb cix¶v, cÖwZ‡e`b, Dc¯’vcbv
Learning Materials
Anisuzzaman. cÖwgZ evsjv evbv‡bi wbqg [The Rules of Standard Bangla Spellings]. Dhaka: Bangla Academy,
2016.
Azad, Humayun. evK¨ZË¡ [Syntax]. Dhaka: Agamee Prokashoni, 2010.
Recommended Azad, Humayun. jvj bxj `xcvewj ev evOjv mvwn‡Z¨i Rxebx [The Life and History of Bangla Literature].
Readings Dhaka: Agamee Prokashoni, n.d.
Bandopadhyay, Manik. †miv gvwbK [Selected Works of Manik Bandopadhyay]. Kolkata: Mitra & Ghosh
Publishers, 1992.
Biswas, Noren. D”PviYcÖm½ [On Pronunciation]. Dhaka: Anannya, 2009.
Biswas, Noren. cÖm½ evOjv fvlv [On Bangla Language]. Dhaka: Anannya, 2014.
Das, Jibanananda. iƒcmx evsjv [The Beautiful Bangla]. Kolkata: Signet Press, 2016.
Haque, Mahbubul. evsjv evbvb I fvlvixwZ [Bangla Language and Its Rules]. Dhaka: Khan Brothers and
Supplementary Company, 2011.
Readings
Haque, Mahbubul. evsjv evbv‡bi wbqg [Bangla Spelling Rules]. Dhaka: Shahitya Prakash, 2016.
Huq, Hasan A. Rxeb N‡l Av¸b [In a Long Fiery Summer]. Dhaka: Shahitya Prakash, 2010.
Hye, Muhammad A.aŸwbweÁvb I evsjv aŸwbZË¡ [Bengali Phonetics]. Dhaka: Mullick Brothers, 2019.
Mahmud, Al. †mvbvjx Kvweb [The Golden Prenup]. Dhaka: Progoti Prokashoni, 1971.
Rahman, Muhammad H. Avgiv wK hve bv Zv‡`i Kv‡Q hviv ïaz evsjvq K_v e‡j [Should We Not Go to Those
Who Only Speak in Bangla?]. Dhaka: The University Press Limited, n.d.
Sharif, Ahmed. Rxeb-mgvR-mvwn‡Z¨ In Life, Society, Literature]. Dhaka: Agamee Prakashani, 2016.
Tagore, Rabindranath. iex›`Ö-iPbvejx (1/18LÐ) [The Works of Rabindranath Tagore (Volumes 1Í18)].
Shantiniketan, West Bengal: Visva-Bharati, 2008.

48
 Course Code: 0232 29 Eng 1253 Year: First Term: Second For All Streams
Course Title English II
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to provide a hands-on learning experience of observing cells, cell structure, cell
Rationale division, etc. The learners will also look into the morphological characteristics of plants and animals for
their broad classification and evolutionary significance in the environment.

Course Contents
CLOs
Section A
Revising the building blocks of English: tenses, subject-verb agreement, modals, vocabulary, confusing
1 words and homonyms, punctuation 1, 2
Making use of technical English concerning the field of Education: Finding contemporary terminology used
2 in education, perusing specialised dictionary of education 1, 2
Appreciating musical works and humorous discourse: English through music and songs (appreciating the
3 works of Bob Dylan), English in humorous discourse (appreciating the works of George Carlin), conversing 2, 3
common interests with friends and peers
Section B CLOs
Exposure to English literary works (prose): Shooting an Elephant, an essay by George Orwell; The Little
4 Prince, a novella by Antoine de Saint-Exupéry; Of Missing Persons, a science fiction short story by Jack 4, 5
Finney; The Giving Tree, a children’s picture book by Shel Silverstein
Exposure to English literary works (poetry): The Waste Land, a poem by T. S. Eliot; Do Not Go Gentle into That
5 Good Night, a poem by Dylan Thomas; Ithaca, a poem by Constantine P. Cavafy; Ode on the Lungi, a poem by 4, 5
Kaiser Haq
Translating to English from Bangla: Passages from †cÖZ, a novel originally written in Bangla by Muhammed
6 Zafar Iqbal; †mvbvwi‡ji wkwk a short story originally written in Bangla by Muhammed Zafar Iqbal †PvL †Mj, a 4, 5
short story originally written in Bangla by Balai Chand Mukhopadhyay

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course speak about simple topics in English and understand various academic subject
CLO 1 matters written in English;
Learning
Outcomes CLO 2 extend their thoughts and develop prefatory remarks;
(CLOs) CLO 3 compare different situations or conditions during conversations;
CLO 4 perceive overall narratives of different English literary works;
compile explicit and implicit meanings as well as congruent thoughts, and
CLO 5 construct their own viewpoints
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, art, role-play, group work, Q&A Assignments, oral and written examinations
CLO 1
session
CLO 2 Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
presentation, Q&A session examinations
CLO 3
Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
CLO 4
Lecture, discussion, drama/theatre, Q&A session Assignments, written examinations
CLO 5 Lecture, discussion, group work, Q&A session Assignments, presentations, written examinations

49
 Learning Materials
de Saint-Exupéry, Antoine. The Little Prince. Boston: G. K. Hall and Co., 1995.
Dylan, Bob. The Real... Bob Dylan. Bob Dylan, Sony Music Entertainment 88725496802, 2012, 3 compact
discs.
Recommended Cavafy, C. P. Complete Poems. New York: Alfred A. Knopf, 2012.
Readings Collins, John W., and Nancy P. O’Brien. The Greenwood Dictionary of Education, 2nd ed. Santa Barbara:
Greenwood, 2011.
Thomas, Dylan. The Collected Poems of Dylan Thomas: The Centenary Edition. London: Hachette UK, 2014.
Azar, Betty S., and Stacy A. Hagen. Understanding and Using English Grammar, Student Book with
Essential Online Resources, 5th ed. Pearson Education ESL, 2016.
Eliot, Thomas S. The Waste Land. Edited by Michael North. New York: W. W. Norton & Company, 2001.
Finney, Jack. About Time: 12 Short Stories. New York: Simon and Schuster, 1998.
George Carlin: Doin’ It Again. Directed by Rocco Urbisci. New Brunswick, NJ: Home Box Office, June 2,
1990.
Haq, Kaiser. Published in the Streets of Dhaka: Collected Poems. Dhaka: The University Press Limited
(UPL), 2017.
Supplementary
Readings Iqbal, Muhammed Z. †cÖZ [Specter]. Dhaka: Gyankosh Prokashony, 2016.
Iqbal, Muhammed Z. MímgMÖ [The Complete Short Stories]. Dhaka: Shikha Prokashoni, 2019.
Mukhopadhyay, Balai C. ebdz‡ji MímgMÖ [The Complete Stories of Banaphul]. Kolkata: Granthalaya
Private Limited, 1951.
Murphy, Raymond. English Grammar in Use: A Self-study Reference and Practice Book for Intermediate
Learners of English, 4th ed. Cambridge: Cambridge University Press, 2012.
Orwell, George. A Collection of Essays. Boston: Houghton Mifflin Harcourt, 1970.
Silverstein, Shel. The Giving Tree. New York: HarperCollins, 2014.
Straus, Jane, Lester Kaufman, and Tom Stern. The Blue Book of Grammar and Punctuation: An
Easy-to-Use Guide with Clear Rules, Real-World Examples, and Reproducible Quizzes, 11th ed. Hoboken:
John Wiley and Sons, 2014.

50
 Course Code: 0611 29 CSE 1256 Year: First Term: Second For All Streams
Course Title ICT: Sessional
Course Status Optional
Credit 1.0
Prerequisite(s) None
The sessional course will provide elementary and operational knowledge on computing; internet; email;
Rationale office applications, and education related softwares. The course will also provide hands-on instruction on
using Google and other repositories.

Course Contents CLOs

Using a Word Processor
1 • Use basic features of Microsoft Word 1
Using a Spreadsheet Editor and a Presentation Programme
2 • Use basic features of Microsoft Excel 1
• Use basic features of Microsoft PowerPoint
Using the internet for information
3 • Using Google services such as Google Search, Google Images, Google Books, Google News, Google 2
Ngram Viewer
• Using online repositories, encyclopedias and libraries.

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning operate office productivity software suite applications, i.e., word processor,
Outcomes CLO1 spreadsheet editor, presentation programme.
(CLOs) CLO2 Search and find the required information

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1
problem-solving
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2
session, problem-solving examinations

Learning Materials
Alexander, Michael, Richard Kusleika, and John Walkenbach. Excel 2019 Bible. Hoboken: Wiley, 2018.
Barker, Donald I., and Melissa Barker. Internet Research Illustrated, 7th ed. Boston: Cengage Learning,
2013.
Recommended Frye, Curtis. Microsoft Excel 2019 Step by Step. Redmond: Microsoft Press, 2018.
Readings Lambert, Joan. Microsoft Word 2019 Step by Step. Redmond: Microsoft Press, 2019.
Lambert, Joan, and Steve Lambert. Microsoft PowerPoint 2016 Step by Step. Redmond: Microsoft Press,
2015.
MacLeod, Don. How to Find Out Anything: From Extreme Google Searches to Scouring Government
Documents, a Guide to Uncovering Anything about Everyone and Everything. Prentice Hall Press, 2012.
Supplementary Parkinson, Mike. A Trainer’s Guide to PowerPoint: Best Practices for Master Presenters. ASTD, 2018.
Readings Russell, Daniel. The Joy of Search: A Google Insider’s Guide. Cambridge: MIT Press, 2019.
Spencer, Stephan M. Google Power Search: The Essential Guide to Finding Anything Online with Google,
2nd ed. Koshkonong, 2017.
Wilson, Kevin. Essential PowerPoint 2016. Elluminet Press, 2017.

51
 Course Code: 0314 29 Soc 1271 Year: First Term: Second For Social Science Stream
Course Title Sociology II
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to focus on different types of sociological theories and their development. This course
Rationale
also focuses on historical development and dimensions of sociological theories. This course aims to
develop an understanding of the strengths and weaknesses of various theories.

Course Contents
CLOs
Section A
Sociological Theory: Concept, characteristics, classification and functions of theory, construction of theory 1
1 in sociology
2 Classical Theories: Auguste Comte, Herbert Spencer, Karl Marx , Émile Durkheim, Max Weber, Vilfredo 1, 2
Pareto, Georg Simmel
Section B CLOs
3 Neo-Marxist and Critical Perspective: Marxism Vs Neo-Marxism, Marxist & Neo- Marxist perspective in 1, 2
education, Views of: Antonio Gramsci, Jürgen Habermas, Karl Mannheim
4 Exchange Perspective: Basic concept of exchange perspective, exchange perspective in education, Views 1, 2
of: Peter Blau, George C. Homans
Crisis in Sociological Theory: Basic concept of crisis in sociological theory, crisis of sociological theory in
5 1, 2
education, Views of: Alvin Ward Gouldner, Thomas Kuhn

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning analyse different social phenomena form multi-dimensional sociological
Outcomes CLO1 approaches
(CLOs) CLO2 comprehend educational phenomena by applying sociological theories

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 1
work, library work.
Lecture, discussion, question-answer, debate, Tests, assignments, presentations, group work
CLO 2
collaborative work, individual presentation.

52
Learning Materials
Abrutyn, Seth. Handbook of Contemporary Sociological Theory. Basingstoke: Springer, 2016.
Adams, Bert N., and R. A. Sydie. Sociological Theory. Sage Publications, 2001.
Allan, Kenneth. The Social Lens: An Invitation to Social and Sociological Theory. Thousand Oaks: Sage
Recommended Publications, 2013.
Readings Ashley, David, and David M. Orenstein. Sociological Theory: Classical Statements, 4th ed. Boston: Allyn
& Bacon, 1998.
Calhoun, Craig, Joseph Gerteis, James Moody, Steven Pfaff, and Indermohan Virk, editors. Contemporary
Sociological Theory. Hoboken: Wiley-Blackwell, 2002.
Dillon, Michele. Introduction to Sociological Theory: Theorists, Concepts, and their Applicability to the
Supplementary Twenty-First Century, 2nd ed. Chichester, UK: Wiley Blackwell, 2014.
Readings Edles, Laura D., and Scott Appelrouth. Sociological Theory in the Classical Era: Text and Readings, 3rd
ed. Thousand Oaks: Sage Publications, 2014.
Erasga, Dennis, editor. Sociological Landscape: Theories, Realities and Trends. Intech Open, 2012.
Ritzer, George, and Jeffrey N. Stepnisky. Sociological Theory, 10th ed. Thousand Oaks: Sage Publications,
2017.
Turner, Jonathan H. Handbook of Sociological Theory. Berlin: Springer Science & Business Media, 2006.
Turner, Jonathan H. Theoretical Sociology: A Concise Introduction to Twelve Sociological Theories.
Thousand Oaks: Sage Publications, 2013.
Turner, Jonathan H., Leonard Beeghley, and Charles H. Powers. The Emergence of Sociological Theory,
7th ed. Sage Publications, 2011.

53
 Course Code: 0311 29 Econ 1273 Year: First Term: Second For Social Science Stream
Course Title Economics II
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale The course introduces learners to money, banking, public finance and international economics.

Course Contents
CLOs
Section A
Money
• functions and importance of money
1 • Kinds of money Í commodity standards, fiat standards, deposit money, near money, credit and money, 1
money and capital markets.
Banking
• The structure of the banking sector
• Functions of central bank
2 • Objectives of monetary policy 1
• Commercial banking: objectives and strategies
• Online banking practices.
Public Finance
• Importance of public finance
3 • Objectives and principles of taxation 2
• Problems of personal income tax.
• Concept of public debt, the burden of public debt, management of public debt.
• Fiscal policy and economic growth.
Section B CLOs
International Trade
• Theories and concepts
• Ricardian theory- the principle of comparative advantage, gains from trade
4 • Terms of trade and effects of terms of trade movement 3
• Trade policy: tariff and non-tariff barriers to trade
• Economic integration: definition and stages of economic integration.
Balance of Payments and Exchange Rate
5 • Principles of the balance of payments 3
• Balance sheet and various balances
• Foreign exchange rate: Definition and types of the foreign exchange rate.
International Institutions
• IMF and World bank as sources of short-term and long-term finance
6 4
• WTO-functioning of WTO
• Dispute settlement mechanism, subsidies, countervailing duties, antidumping duties

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain money and the banking system
Outcomes CLO 2 discuss the factors of public finance
(CLOs)
CLO 3 discuss international trade and balance of payment, exchange rate
CLO 4 identify major economic international institutions and explain their functions

54
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 1 work, TEL through audiovisual materials, library
work.
Lecture, discussion, question-answer, debate, Tests, assignments, presentations
CLO 2 collaborative work, TEL through audiovisual
materials, library work
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 3 audiovisual materials, group work, project work,
library work.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 4 audiovisual materials, TEL through audiovisual
materials, library work.

Learning Materials
Ball, Laurence. Money, Banking and Financial Markets. London: Macmillan, 2011.
Cecchetti, Stephen G., and Kermit L. Schoenholtz. Money, Banking and Financial Markets, 5th ed. New
York: McGraw-Hill Education, 2016.
Recommended Hubbard, R. G., and Anthony P. O’Brien. Money, Banking, and the Financial System, 3rd ed. Pearson, 2017.
Readings Krugman, Paul R., Maurice Obstfeld, and Marc J. Melitz. International Economics: Theory and Policy.
Pearson, 2017.
Mishkin, Frederic S. The Economics of Money, Banking and Financial Markets, Global Edition, 11th ed.
New York: Pearson Higher Ed, 2016.

Mishkin, Frederic S., Kent Matthews, and Massimo Giuliodori. The Economics of Money, Banking and
Supplementary
Financial Markets. Pearson Education Limited, 2013.
Readings
Salemi, Michael K. Money and Banking: What Everyone Should Know. The Teaching Company, 2012.

55
 Course Code: 0312 29 Pol 1275 Year: First Term: Second For Social Science Stream
Course Title Political Science II
Course Status Optional
Credit 3.0
Prerequisite(s) None
Rationale This course focuses on the basic concepts of the constitution, different forms and organs of government
and political systems of British and the USA.

Course Contents
CLOs
Section A
Constitution
1 • Meaning and significance 1
• Constitution making processes
Forms of Government
• Democracy and dictatorship
2 • Unitary and federal government 2
• Cabinet and presidential forms of government
Organs of Government
• Legislature, executive and judiciary
3 • Separation of power, bureaucracy 3
• Electorate
• Political parties and pressure groups
• Public opinion
Section B CLOs
British Political System
• Features of the British constitution
• Conventions
4 • Monarchy 4
• Parliament
• Cabinet, civil service and local government
• Political parties
USA
5 • Features of the US Constitution 4
• Congress and the president of the USA

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain the concept and process of constitution-making
Outcomes CLO 2 differentiate the various types of forms of government
(CLOs)
CLO 3 explain the organs of government
CLO 4 analyse the differences between the British and USA political system

56
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A, presentation, Assignments, presentations, examinations
CLO 1 Library work
Lecture, discussion, group work, presentation, TEL Assignments, presentations, examinations
CLO 2
through audio-visual materials, debate, Q&A method
CLO 3 Lecture, discussion, Q&A, collaborative work, Library Assignments, presentations, examinations
work
CLO 4 Lecture, discussion, Q&A, group work, TEL through Assignments, presentations, examinations
audio-visual materials, collaborative work

Learning Materials
Demuth, Patricia B. What Is the Constitution?. Penguin Workshop, 2018.
DK. The Politics Book, 2nd ed. London: DK Publishing, 2018.
James, Simon. British Cabinet Government. London: Psychology Press, 1999.
Recommended
Readings Loughlin, Martin. The British Constitution: A Very Short Introduction. New York: Oxford University Press,
2013.
Lowi, Theodore J., Benjamin Ginsberg, Stephen Ansolabehere, and Kenneth A. Shepsle. American
Government: A Brief Introduction, 15th ed. New York: W. W. Norton, 2018.

Aristotle. Aristotle’s Politics. Translated by Carnes Lord, 2nd ed. Chicago: University of Chicago Press,
2013.
Supplementary Patterson, Thomas E. We the People: An Introduction to American Government. McGraw-Hill Education,
Readings 2018.
Richards, S. G. Introduction to British Government. London: Palgrave, 1984.
Tushnet, Mark V., Sanford Levinson, and Mark A. Graber, editors. The Oxford Handbook of the U.S.
Constitution. New York: Oxford University Press, USA, 2015.
Wehle, Kim. How to Read the Constitution and Why. Harper Paperbacks, 2019.

57
 Course Code: 0541 29 Math 1281 Year: First Term: Second For All Stream
Course Title Mathematics II
Course Status Optional
Credit 3.0
Prerequisite(s) None
Rationale This is a basic course in higher mathematics involving the concepts of calculus, dealing specifically with
the derivative of a function and its geometric interpretation, differentiation, higher order derivative,
increasing and decreasing functions etc. integration: indefinite and definite, the fundamental theorems of
differentiations and integration, application of the principles for solution of geometric problems, infinite
and power series, multiple integrals, differentiation of vector valued functions and coordinate geometry.

Course Contents
CLOs
Section A
Differentiation
1 • Tangent lines and rates of change 1
• Definition of derivative
• One-sided derivatives
• Rules of differentiation (proofs and applications)
2 • Successive differentiation 2
• Leibnitz theorem (proofs and application)
• Related rates
• Linear approximations and differentials.
3 Approximation and Series 1
• Taylor polynomials and series
• Convergence of series
• Taylor’s series
• Taylor’s theorem and remainders
• Differentiation and integration of series
• Validity of Tailor expansions and computations with series
Applications of Differentiation
• Rolle’s theorem, mean value theorem
4 • Maximum and minimum values of functions 3
• Concavity and points of inflection
• Optimization problems, Curvature.
Section B CLOs
5 Integration 3
• Antiderivatives and indefinite integrals
• Techniques of integration
• Definite integration using antiderivatives
• Definite integration using Riemann sums
• Fundamental theorems of calculus (proofs and applications)
• Basic properties of integration
• Integration reduction.
Functions of several variables
• Limit and continuity
• Partial derivatives Differentiability
• Linearization and differentials
• The chain rules
• Partial derivatives with constrained variables Directional variables
• Lagrange multiplier, Taylor’s formula.

58
 Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 apply the fundamentals of differentiation.
Outcomes CLO 2 understand the basic concept of approximation and series.
(CLOs)
CLO 3 apply the foundamentals of limit, integration.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1 problem-solving
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, problem-solving examinations
CLO 3 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations

Learning Materials
Adams, Robert A., and Christopher Essex. Calculus: A Complete Course, 9th ed. Pearson, 2018.
Akhtar, Ahsan, and Sabiha Ahsan. Textbook of Differential Calculus. New Delhi: PHI Learning, 2009.
Recommended Fernandez, Oscar. Calculus Simplified. Princeton: Princeton University Press, 2019.
Readings Geveci, Tunc. Introductory Calculus I: Understanding the Integral. Momentum Press, 2015.
Larson, Ron, and Bruce H. Edwards. Calculus, 11th ed. Boston: Cengage Learning, 2017.
Mishra, Sanjay. Fundamentals of Mathematics Differential Calculus. Delhi: Pearson Education India,
2016.
Supplementary
Readings Morris, Carla C., and Robert M. Stark. Fundamentals of Calculus. Hoboken: John Wiley & Sons, 2015.
Strang, Gilbert, OpenStax, and Edwin Herman. Calculus. Houston: OpenStax, 2016.
Velleman, Daniel J. Calculus: A Rigorous First Course. Courier Dover Publications, 2017.

59
 Course Code: 0533 29 Phy 1291 Year: First Term: Second For Science Stream
Course Title Physics II
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale This course will enable students to understand the concepts of heat and thermodynamics.

Course Contents
CLOs
Section A
Heat
• Ideal gas
• Kinetic theory of gases
1 • Degrees of freedom 1
• Mean free path
• The Van der Waals equation of state
• Critical constants
Thermodynamics
• Concept of Thermodynamics
• Laws of thermodynamics- Zeroth, 1st, 2nd, 3rd and their applications
2 2
• Entropy
• Maxwell’s Thermodynamics relations
• Enthalpy
Transmission of Heat
• Heat transfer mechanisms
• Properties and application of heat radiation
3 • Black body radiation 1
• Kirchhoff’s laws of heat radiation
• Stefan-Boltzmann law
• Rayleigh Jeam’s Radiation formula
Plank’s Quantum theory
Section B CLOs
Interference of Light
• Interference
• Conditions of Interference
4 • Young’s experiment 3
• Intensity distribution
• Newton’s rings
• Michelson interferometer
Diffraction of Light
5 • Introduction to Diffraction 3
• Classifications
• Single slit diffraction
• Fraunhofer diffraction at double slit
Polarization of Light
6 • Polarization of light 3
• Production of polarized light
• Plane circular and elliptically polarized light

60
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 enounce the concept of heat
Outcomes CLO 2 explain the concept of thermodynamics.
(CLOs) CLO 3 explain the concept of light.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1 problem-solving
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, problem solving examinations
CLO 3 Lecture, discussion, Q&A session, problem solving Assignments, oral and written examinations

Learning Materials
Ansermet, Jean-Philippe, and Sylvain D. Brechet. Principles of Thermodynamics. Cambridge:
Cambridge University Press, 2019.
Asimov, Isaac. Understanding Physics, 3 Volumes in One: Motion, Sound & Heat; Light, Magnetism &
Recommended Electricity; The Electron, Proton & Neutron. Dorset Press, 1993.
Readings
Bergman, Theodore L., Frank P. Incropera, Adrienne S. Lavine, and David P. DeWitt. Introduction to Heat
Transfer. Hoboken: John Wiley & Sons, 2011.
Chipman, Russell A., Garam Young, and Wai S. Lam. Polarized Light and Optical Systems. Boca Raton:
CRC Press, 2016.
Feynman, Richard P., Robert B. Leighton, and Matthew L. Sands. The Feynman Lectures on Physics, Vol.
1: Mainly Mechanics, Radiation, and Heat. Addison Wesley, 1977.
Halliday, David, Robert Resnick, and Jearl Walker. Fundamentals of Physics, 11th ed. Wiley, 2018.
Meschede, Dieter. Optics, Light and Lasers: The Practical Approach to Modern Aspects of Photonics
Supplementary and Laser Physics. Hoboken: John Wiley & Sons, 2017.Shankar, Ramamurti. Fundamentals of Physics:
Readings Electromagnetism, Optics, and Quantum Mechanics. New Haven: Yale University Press, 2016.
Shankar, Ramamurti. Fundamentals of Physics: Mechanics, Relativity, and Thermodynamics. New
Haven: Yale University Press, 2019.

61
 Course Code: 0533 29 Phy 1292 Year: First Term: Second For Science Stream
Course Title Physics II: Sessional
Course Status Core
Credit 1.0
Prerequisite(s) None
This sessional course focuses on the practical part of the following course: Physics II (heat,
Rationale thermodynamics, light).

Course Contents CLOs

Laboratory work: Practical
1. Determination of the specific heat of a liquid by the method of cooling.
2. Determination of the thermal conductivity of a bad conductor by Lee and Chorlton’s method.
3. To determine a solid’s specific heat by the mixture method with radiation correction.
4. To determine the value of J, the mechanical equivalent of heat, by the electrical method.
1 5. Determination of the refractive index of a liquid by a plane mirror and pin method using a convex lens. 1, 2, 3
6. Determination of the refractive index of the material of a convex lens by a telescope and spherometer.
7. Termination of the angle of a prism and the refractive index of the material of a prism (by rotation of the
telescope).
8. Determination of the radius of curvature of a lens by Newton’s ring.
9. Determination of wavelength of monochromic light by Newton’s ring.
10. Determination of specific rotation of sugar solution by means of the polarimeter.

Upon successful completion of the course, the students will be able to: Mapping with PLOs
apply concepts and principles of heat to new situations to identify and solve
Course CLO1 various problems.
Learning apply the concept of thermodynamics to new situations to identify and solve
Outcomes CLO2
various problems.
(CLOs)
CLO3 apply the concept of light to new situations to identify and solve various
problems.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1
problem-solving
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, problem-solving examinations
CLO 3 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations

62
Learning Materials
Ansermet, Jean-Philippe, and Sylvain D. Brechet. Principles of Thermodynamics. Cambridge:
Cambridge University Press, 2019.
Asimov, Isaac. Understanding Physics, 3 Volumes in One: Motion, Sound & Heat; Light, Magnetism &
Electricity; The Electron, Proton & Neutron. Dorset Press, 1993.
Recommended
Readings Bergman, Theodore L., Frank P. Incropera, Adrienne S. Lavine, and David P. DeWitt. Introduction to Heat
Transfer. Hoboken: John Wiley & Sons, 2011.
Chipman, Russell A., Garam Young, and Wai S. Lam. Polarized Light and Optical Systems. Boca Raton:
CRC Press, 2016.
Feynman, Richard P., Robert B. Leighton, and Matthew L. Sands. The Feynman Lectures on Physics, Vol.
1: Mainly Mechanics, Radiation, and Heat. Addison Wesley, 1977.
Halliday, David, Robert Resnick, and Jearl Walker. Fundamentals of Physics, 11th ed. Wiley, 2018.
Meschede, Dieter. Optics, Light and Lasers: The Practical Approach to Modern Aspects of Photonics and
Supplementary Laser Physics. Hoboken: John Wiley & Sons, 2017.
Readings
Shankar, Ramamurti. Fundamentals of Physics: Electromagnetism, Optics, and Quantum Mechanics.
New Haven: Yale University Press, 2016.
Shankar, Ramamurti. Fundamentals of Physics: Mechanics, Relativity, and Thermodynamics. New Haven:
Yale University Press, 2019.

63
 Course Code: 0531 29 Chem 1293 Year: First Term: Second For Science Stream
Course Title Chemistry II
Course Status Core
Credit 3.0
Prerequisite(s) None
This course aims to teach students the definitions of terms, particular facts, laboratory techniques in
Rationale
organic chemistry, and ideas, principles, and laws of organic chemistry.

Course Contents
CLOs
Section A
Introduction to organic chemistry: the origin of organic chemistry; functional groups, electronic structure 1
1 of carbon; covalent bond and shapes of hydrocarbon molecules
Alkanes: structure and nomenclature of alkane; sources, preparations, physical and chemical properties of 1, 2
2 alkanes; reactions of alkanes; knocking and octane number
Alkenes: nomenclature; physical and chemical properties of alkenes; preparation; reactions of the 1, 2
3 carbon-carbon double bond: electrophilic and free radical addition
Alkynes: nomenclature; physical and chemical properties of alkynes; source and preparations of alkynes; 1, 2
4 the reaction of alkynes
Section B CLOs
Aromatic hydrocarbons: aromatic compounds; nomenclature of aromatic hydrocarbons; structure and
bonding in benzene; aromatic character; Hückel rule; reactivity of benzene; electrophilic aromatic
5 substitution reactions: nitration; sulfonation; Friedel-Craft alkylation and halogenation; nucleophilic 2, 3
aromatic substitution
6 Alcohols and ethers: structure, nomenclature, physical properties, sources and preparation, reaction 2, 3
Aldehyde and ketone: structure, nomenclature, general methods of preparations, physical properties, and
7 2, 3
reactions
8 Carboxylic acids and their derivatives: nomenclature; hydrogen bonding; resonance effect and inductive
effect on acidity; general methods of preparation and reactions of carboxylic acids and their derivatives 2, 3

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 explain the meaning of terms, specific facts, and laboratory procedures of
Learning organic chemistry
Outcomes CLO 2 apply and experiment with concepts and principles of organic chemistry to
(CLOs) different situations
CLO 3 identify and solve various problems in organic chemistry

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, library Assignments, oral and written examinations
CLO 1
work, TEL
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, library work, TEL examinations
CLO 3 Lecture, discussion, Q&A session, library work, TEL Assignments, oral and written examinations

64
Learning Materials
Brown, William H., Brent L. Iverson, Eric Anslyn, and Christopher S. Foote. Organic Chemistry, 8th ed.
Boston: Cengage Learning, 2017.
Bruice, Paula Y. Organic Chemistry, 8th ed. Pearson Education, 2017.
Recommended Klein, David R. Organic Chemistry, 3rd ed. John Wiley & Sons, 2017.
Readings
Smith, Janice G. Organic Chemistry, 6th ed. McGraw-Hill Education, 2018.
Solomons, T. W., Craig B. Fryhle, and Scott A. Snyder. Organic Chemistry, 12th ed. Hoboken: John Wiley &
Sons, 2016.

Supplementary Karty, Joel. Organic Chemistry: Principles and Mechanisms, 2nd ed. New York: W. W. Norton, 2018.
Readings Vollhardt, K. P., and Neil E. Schore. Organic Chemistry: Structure and Function, 8th ed. Macmillan
Higher Education, 2018.

65
 Course Code: 0531 29 Chem 1294 Year: First Term: Second For Science Stream
Course Title Chemistry II: Sessional
Course Status Core
Credit 1.0
Prerequisite(s) None
This course is designed to offer students practical experience with the specific facts, experimental
Rationale procedures, concepts, and principles that are central to organic chemistry.

Course Contents CLOs

Identify organic compounds by investigating the following parameter: colour, odour, state; solubility;
1 elementary analysis: (Br, Cl, N, S etc.); functional group analysis: (−COOH, −CHO, −OH, −NH2, −NH−, −N=, 1, 2, 3
etc.); determination of melting point

Upon successful completion of the course, the students will be able to: Mapping with PLOs
explain the meaning of terms, specific facts, and laboratory procedures of
Course CLO1 organic chemistry
Learning apply and experiment with concepts and principles of organic chemistry to
Outcomes CLO2
different situations
(CLOs)
CLO3 identify and solve various problems in organic chemistry

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written
CLO 1
laboratory work, observation, field work, experiment examinations
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written
CLO 2
laboratory work, observation, field work, experiment examinations
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written
CLO 3
laboratory work, observation, field work, experiment examinations

Learning Materials
Brown, William H., Brent L. Iverson, Eric Anslyn, and Christopher S. Foote. Organic Chemistry, 8th ed.
Boston: Cengage Learning, 2017.
Bruice, Paula Y. Organic Chemistry, 8th ed. Pearson Education, 2017.
Recommended Klein, David R. Organic Chemistry, 3rd ed. John Wiley & Sons, 2017.
Readings Smith, Janice G. Organic Chemistry, 6th ed. McGraw-Hill Education, 2018.
Solomons, T. W., Craig B. Fryhle, and Scott A. Snyder. Organic Chemistry, 12th ed. Hoboken: John Wiley &
Sons, 2016.
Karty, Joel. Organic Chemistry: Principles and Mechanisms, 2nd ed. New York: W. W. Norton, 2018.
Supplementary
Vollhardt, K. P., and Neil E. Schore. Organic Chemistry: Structure and Function, 8th ed. Macmillan Higher
Readings
Education, 2018.

66
 Course Code: 0511 29 Bio 1295 Year: First Term: Second For Science Stream
Course Title Biology II
Course Status Optional
Credit 3.0
Prerequisite(s) None
Rationale This course intends to provide learning opportunities for understanding the anatomy (structure) and
physiology of plants and humans. Section A deals with plants, while Section B deals with the human body.

Course Contents
CLOs
Section A
Anatomy of vascular plants:
1 1
The cellular structure of root and stem of monocot and dicotyledonous plants
Plant physiology:
• Water relations in plants: Imbibition osmosis, diffusion, Absorption of water and mineral nutrients
• Photosynthesis:
(a) Role of light and chlorophyll in photosynthesis
(b) Light and dark reactions of photosynthesis
(c) Factors affecting the rate of photosynthesis
• Respiration:
2 1
(a) General aspects of aerobic and anaerobic respiration
(b) Mechanism of carbohydrate breakdown via glycolytic and TCAC
(c) The rate of high-energy compounds formed during respiration
(d) Factors affecting the rate of respiration
• Role of Enzymes
• Growth and development
• The effect of light and temperature of flowering
• Mineral nutrition of plants and deficiency disease in plants
Section B CLOs
Human body- structure and organelles:
3 Skeletal, muscular, nervous, endocrine, cardiovascular, lymphatic, respiratory, digestive, urinary, 2
reproductive and other systems
Human physiology:
4 cellular physiology, organ physiology, systemic physiology, special physiology, 2
pathophysiology, medical physiology, comparative physiology etc.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning Describe the morphology and anatomy of the plant and its adaptation to the
Outcomes CLO 1 environment.
(CLOs)
CLO 2 Explain different aspects of their own bodies and become more aware of
human population health.
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Scientific inquiry, Experiment, Written test (class test, final examination),
CLO 1 Question-answer, TEL through audio-visual Assignment, presentation
materials, Group work, Project Work, Library work
Discussion, Scientific inquiry, Experiment, Written test (class test, final examination),
CLO 2 Question-answer, TEL through audio-visual Assignment, presentation
materials, Group work, Project Work, Library work

67
 Learning Materials
Crang, Richard, Sheila Lyons-Sobaski, and Robert Wise. Plant Anatomy: A Concept-Based Approach to
the Structure of Seed Plants. Basingstoke: Springer, 2018.
Hickman, Cleveland P., Susan L. Keen, David J. Eisenhour, Allan Larson, and Helen I’Anson. Integrated
Recommended Principles of Zoology, 18th ed. New York: McGraw-Hill Education, 2019.
Readings Taiz, Lincoln, Ian M. Møller, Angus Murphy, and Eduardo Zieger. Plant Physiology and Development, 7th
ed. Sunderland: Sinauer Associates, 2022.
Urry, Lisa A., Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, and Rebecca B. Orr. Campbell
Biology, 12th ed. New York: Pearson, 2021.

Supplementary Wallis, C. J. Practical Botany: For Advanced Level and Intermediate Students, 5th ed. London: William
Readings Heinemann Medical Books, 1966.
Wallis, C. J. Practical Zoology, 6th ed. London: William Heinemann Medical Books, 1974.

68
 Course Code: 0511 29 Bio 1296 Year: First Term: Second For Science Stream
Course Title Biology II: Sessional/Fieldwork
Course Status Optional
Credit 1.0
Prerequisite(s) None
This course intends to provide hands-on learning experience on the anatomy (structure) and physiology of
Rationale plants and humans.
Biology courses (theoretical and sessional) in the previous term(s)

Course Contents CLOs

1 Preparation and study of T.S. of dicot and monocot roots and stems (primary) 1
2 Study of osmosis by potato osmometer 1
3 Study of plasmolysis in epidermal peels (e.g., Rhoeo leaves) 1
4 Study of distribution of stomata in the upper and lower surface of leaves 1
5 Study of tissues and diversity in shapes and sizes of plant and animal cells (e.g., palisade cells, guard cells, 1, 2
parenchyma, collenchyma, sclerenchyma, xylem, phloem, squamous epithelium, muscle fibres and
mammalian blood smear) through temporary/permanent slides.
6 Study of different modifications in root, stem, and leaves 1
7 Study and identification of different types of inflorescences 1
8 To test the presence of urea in urine. 2, 3
9 To detect the presence of sugar in urine/blood samples. 2, 3
10 To detect the presence of albumin in the urine. 2, 3
11 To detect the presence of bile salts in the urine 2, 3
12 Planning and implementation of human health awareness programme through different co-curricular 3
activities, including club activities and volunteership

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 Apply knowledge and skills to study the morphology and anatomy of the plant
Learning Apply knowledge and skills to study the morphology and anatomy of the human
Outcomes CLO 2 body
(CLOs) become more aware of human population health and disseminate this
CLO 3
awareness through different co-curricular activities, including club activities
and volunteership

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Scientific inquiry (Experiment, laboratory work, Scientific inquiry (Experiment, laboratory work, Field
CLO 1 Fieldwork), Discussion, Question-answer, Group work trip), Report, Oral test
Scientific inquiry (Experiment, laboratory work, Scientific inquiry (Experiment, laboratory work, Field
CLO 2 Fieldwork), Discussion, Question-answer, Group work trip), Report, Oral test
Discussion, Question-answer, Debate, Group work, Debate, Group work, co-curricular activities including
CLO 3 co-curricular activities including club activities and club activities and volunteership
volunteership

69
 Learning Materials
Aurongojeb, K. M. AvazwbK e¨envwiK cÖvwYweÁvb LÛ 1 Ges 2 [Modern Practical Zoology Volumes 1 and 2],
5th ed. Dhaka: Kabir Publications, 2022.
Hori, Pijush K. e¨envwiK cÖvwYweÁvb LÛ 1 Ges 2 [Practical Zoology Volumes 1 and 2], 8th ed. Dhaka: Kabir
Publications, 2022.
Recommended Keeble, Frederick, and M. C. Rayner. Practical Plant Physiology. London: George Bell & Sons, 1919.
Readings
Mamun, Abdullah A. G·‡cwi‡g›Uvj ev‡qvjwR [Experimental Biology]. Dhaka: Biggan Academy, 2011.
Saha, Shekhor R. e¨envwiK Dw™¢`weÁvb 1 Ges 2 [Practical Botany 1 and 2]. Dhaka: Dikdarshan
Prokashoni, 2021.
Urry, Lisa A., Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, and Rebecca B. Orr. Campbell
Supplementary Biology, 12th ed. New York: Pearson, 2021.
Readings Wallis, C. J. Practical Botany: For Advanced Level and Intermediate Students, 5th ed. London: William
Heinemann Medical Books, 1966.
Wallis, C. J. Practical Zoology, 6th ed. London: William Heinemann Medical Books, 1974.

70
 Second Year First Term
Course Code: 0111 29 Edu 2101 Year: Second Term: First For All Streams
Course Title Sociological Foundations of Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course focuses on applying sociological principles to the whole process of education.It will help the
Rationale students become socially aware of their responsibilities not only to themselves but also to the society as
well.

Course Contents
CLOs
Section A
Sociology and Education
• Definition, nature and scope of sociology
• Development of Sociology
1 • Relationship between sociology and education 1, 2
• Social structural model for education
o Inorganic model
o Organic model
• Importance of sociological approach to the study of education
Social Bases of Education
• Family
• Gender
2 • Demographic factors 3
• Ethnicity
• Social stratification
• Rural and urban contexts
• Industrialization and urbanization
• Political factors
• Economy
Section B CLOs
Social Functions of Education
• Demographic change
• Socialization: processes, agencies
• Social change
3 • Cultural change 4
• Political change
• Economic change
• Social mobility and education
• Technological change
Sociology of Teaching and Learning
4 • Social contexts of teaching and learning 5
• School as a social institution
• Social role of teachers
Social Problems and Education in Bangladesh
• Poverty
• Population growth
• Crime
5 • Delinquency 6
• Violence
• Human trafficking
• Child marriage
• Drugs
• Slums

71
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 relate education with sociology
Outcomes CLO 2 comprehend the social structural model of education.
(CLOs) CLO 3 analyse the social bases of education.
CLO 4 comprehend the social functions of education.
CLO 5 Comprehend and apply the sociology of teaching-learning.
CLO 6 assess the social problems of education in Bangladesh

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, role-play, group work, Q&A Assignments, oral and written examinations
CLO 1 session
CLO 2 Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
presentation, Q&A session examinations
CLO 3 Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4 demonstration
CLO 5 Lecture, discussion, group work, Q&A session, Assignments, presentations, written examinations,
demonstration peer evaluation
CLO 6 Lecture, discussion, group work, Q&A session, Assignments, presentations, written examinations,
demonstration peer evaluation

Learning Materials
Ainsworth, James. Sociology of Education: An A-to-Z Guide. Thousand Oaks: Sage Publications, 2013.
Apple, Michael W., Stephen J. Ball, and Luís A. Gandin, editors. The Routledge International Handbook of
the Sociology of Education. Routledge, 2010.
Recommended
Ballantine, Jeanne H., Joan Z. Spade, and Jenny M. Stuber. Schools and Society: A Sociological Approach
Readings
to Education, 6th ed. Thousand Oaks: Sage Publications, 2017.
Banks, Olive. The Sociology of Education. London: B.T. Batsford Limited, 1972.
Butin, Dan W. Teaching Social Foundations of Education: Contexts, Theories, and Issues. London:
Routledge, 2014.
Demaine, Jack, editor. Sociology of Education Today. London: Macmillan, 2001.
Elliott, Geoffrey, Chahid Fourali, and Sally Issler. Education and Social Change: Connecting Local and
Global Perspectives. London: A&C Black, 2010.
Feinberg, Walter, and Jonas F. Soltis. School and Society, 5th ed. Teachers College Press, 2009.
Supplementary
Moore, Alex. Schooling, Society and Curriculum. London: Routledge, 2006.
Readings
Moore, Rob. Sociology of Knowledge and Education. London: A&C Black, 2007.
Sadker, David M., and Karen R. Zittleman. Teachers, Schools, and Society: A Brief Introduction to
Education, 4th ed. New York: McGraw-Hill Education, 2016.
Welch, Anthony, Raewyn Connell, Nicole Mockler, Arathi Sriprakash, Helen Proctor, Debra Hayes, Dennis
Foley, et al. Education, Change and Society, 4th ed. New York: Oxford University Press, 2017.

72
 Course Code: 0111 29 Edu 2102 Year: Second Term: First For All Streams
Course Title Sociological Foundations of Education: Sessional/Field Trip
Course Status Core
Credit 1.0
Prerequisite(s) None
Rationale This course is a sessional course of Sociological Foundations of Education.

Course Content CLOs

Visit to an educational institution in the hill tracts to see the education and socialization of the ethnic
groups. 1, 2, 3,
1
Visit to the heavy industrial areas to see the lives of the people. 4, 5, 6
Visit to the coastal areas to see the lives and education of the local people.

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 relate education with sociology
Learning CLO 2 comprehend the social structural model of education.
Outcomes CLO 3 analyse the social bases of education.
(CLOs)
CLO 4 comprehend the social functions of education.
CLO 5 comprehend and apply the sociology of teaching-learning.
CLO 6 assess the social problems of education in Bangladesh

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, role-play, group work, Q&A Assignments, oral and written examinations
CLO 1
session
Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
CLO 2 presentation, Q&A session examinations
CLO 3 Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4
demonstration
Lecture, discussion, group work, Q&A session, Assignments, presentations, written examinations,
CLO 5
demonstration peer evaluation
Lecture, discussion, group work, Q&A session, Assignments, presentations, written examinations,
CLO 6
demonstration peer evaluation

73
 Learning Materials
Ainsworth, James. Sociology of Education: An A-to-Z Guide. Thousand Oaks: Sage Publications, 2013.
Apple, Michael W., Stephen J. Ball, and Luís A. Gandin, editors. The Routledge International Handbook of
the Sociology of Education. Routledge, 2010.
Recommended
Ballantine, Jeanne H., Joan Z. Spade, and Jenny M. Stuber. Schools and Society: A Sociological Approach
Readings
to Education, 6th ed. Thousand Oaks: Sage Publications, 2017.
Banks, Olive. The Sociology of Education. London: B.T. Batsford Limited, 1972.
Butin, Dan W. Teaching Social Foundations of Education: Contexts, Theories, and Issues. London:
Routledge, 2014.
Elliott, Geoffrey, Chahid Fourali, and Sally Issler. Education and Social Change: Connecting Local and
Global Perspectives. London: A&C Black, 2010.
Feinberg, Walter, and Jonas F. Soltis. School and Society, 5th ed. Teachers College Press, 2009.
Moore, Alex. Schooling, Society and Curriculum. London: Routledge, 2006.
Supplementary
Moore, Rob. Sociology of Knowledge and Education. London: A&C Black, 2007.
Readings
Sadker, David M., and Karen R. Zittleman. Teachers, Schools, and Society: A Brief Introduction to
Education, 4th ed. New York: McGraw-Hill Education, 2016.
Welch, Anthony, Raewyn Connell, Nicole Mockler, Arathi Sriprakash, Helen Proctor, Debra Hayes, Dennis
Foley, et al. Education, Change and Society, 4th ed. New York: Oxford University Press, 2017.

74
 Course Code: 0111 29 Edu 2103 Year: Second Term: First For All Streams
Course Title Instructional Technology
Course Status Core
Credit 3.0
Prerequisite(s) None
This course aims to help the participants to develop clear understanding about the concept of pedagogy,
Rationale commonly used terminologies in instructional technology, and role of teacher and instructional materials
in teaching learning process.

Course Contents
CLOs
Section A
Terminologies related to Instructional Technology
• Pedagogy: Teaching and learning methods and techniques
• Teaching and learning instruction
1 • Technology 1, 2
• Instructional technology
• Soft and hard wares of teaching
• Supplementary materials
• Teaching aids
Teaching and role of teacher
• Phases of teaching 3
2
• Criteria of effective teaching
• Changing the role of the teacher as facilitator
Classroom Communication
• Concept and nature of classroom communication
• Different ways of classroom communication
• Role of communication in teaching and learning
3 • Criteria of effective communication
• Communication for effective teaching
Instructional Materials
• Concept and significance of instructional materials
• Classification of instruction materials
• Criteria for the selection of instructional materials
• Improvised instruction materials
4 • Strategies for using instruction materials
• ICT in Pedagogy

75
 Section B CLOs
Teaching-Learning Approaches and Methods
• Concept of teaching approaches and methods
o Deductive and inductive
• Methods
• Cone of experience
• Association method
• Assignment method
• Brainstorming
• Case study
3 4
• Child to child approach
• Peer learning
• Debate
• Guided group discussion
• Heuristic method
• ICT based instruction
• Pair work
• Presentation
• Project method
• Problem-solving method
• Question-answer discussion
• Role-play/drama technique
Dynamic Systems
• Dalton plan
4 • Winnetka plan 5
• Kindergarten system
• Montessori system
Procedures of Teaching and Lesson Plan
5 • Lesson plan: components 6
• Unit plan
• Yearly plan

Upon successful completion of the course, the students will be able to: Mapping with PLOs
CLO 1 explain the concept of instructional technology.
Course CLO 2 apprehend the role of the teacher.
Learning
CLO 3 apply communication in the classroom setting.
Outcomes
(CLOs) CLO 4 apply the teaching methods and techniques in the classroom setting.
CLO 5 formulate lesson plans, unit plans, and yearly plans for various levels of
education.
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, role-play, group work, Q&A Assignments, oral and written examinations
CLO 1
session
CLO 2 Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
presentation, Q&A session, debate examinations
CLO 3 Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4 demonstration
CLO 5 Lecture, discussion, group work, Q&A session, Assignments, presentations, written examinations,
demonstration, book review peer evaluation

76
Learning Materials
Armstrong, Anne-Marie.Instructional Design in the Real World: A View from the Trenches. Hershey, PA:
IGI Global, 2004.
Brown, Abbie H., and Timothy D. Green.The Essentials of Instructional Design: Connecting Fundamental
Principles with Process and Practice, Third Edition, 3rd ed. London: Routledge, 2015.
Recommended
Readings Brown, Peter C., Henry L. Roediger, and Mark A. McDaniel.Make It Stick. Cambridge: Harvard University
Press, 2014.
Carey, Benedict. How We Learn: The Surprising Truth About When, Where, and Why It Happens. New
York: Random House, 2015.
Dirksen, Julie. Design for How People Learn. San Francisco: New Riders, 2015.
Fisher, Douglas, William G. Brozo, Nancy Frey, and Gay Ivey.50 Instructional Routines to Develop Content
Literacy. Upper Saddle River: Prentice Hall, 2016.
Gagné, Robert M., Walter W. Wager, Katharine C. Golas, and John M. Keller.Principles of Instructional
Design. Belmont: Wadsworth Publishing Company, 2005.
Hoffman, John S. Instructional DesignÍStep by Step: Nine Easy Steps for Designing Lean, Effective, and
Motivational Instruction. Bloomington: iUniverse, 2013.
Jackson, Robyn R. How to Plan Rigorous Instruction. Alexandria: Association for Supervision &
Curriculum Development, 2011.
Jonassen, David H. Learning to Solve Problems: An Instructional Design Guide. New York: Pfeiffer, 2003.
Kundu, Santosh K., and BharatiKundu.AvazwbKwk¶vc×wZ: wZbLÛ [Modern Teaching Methods:
Three Volumes]. Kolkata: Presidency Library, 2006.
Ledford, Bruce R., and Phillip J. Sleeman.Instructional Design: A Primer. Charlotte: Information Age
Publishing, 2001.
Supplementary National Research Council, Division of Behavioral and Social Sciences and Education, and Committee
Readings on How People Learn: A Targeted Report for Teachers. How Students Learn: Science in the Classroom.
Washington: National Academies Press, 2005.
National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science
Education, and Committee on Developing the Capacity to Select Effective Instructional Materials.
Selecting Instructional Materials: A Guide for K-12 Science. Washington: National Academies Press,
1999.
National Research Council, Division of Behavioral and Social Sciences and Education, Board on
Behavioral; Cognitive; and Sensory Sciences, and Committee on Developments in the Science of
Learning with additional material from the Committee on Learning Research and Educational Practice.
How People Learn: Brain, Mind, Experience, and School, 2nd ed. Washington: National Academies Press,
2000.
Piskurich, George M. Rapid Instructional Design: Learning ID Fast and Right, 3rd ed. Hoboken: John Wiley
& Sons, 2015.
Reiser, Robert A., and John V. Dempsey.Trends and Issues in Instructional Design and Technology, 4th ed.
London: Pearson, 2017.
Seel, Norbert M., Thomas Lehmann, Patrick Blumschein, and Oleg A. Podolskiy. Instructional Design for
Learning: Theoretical Foundations. Basingstoke: Springer, 2017.
Smith, Patricia L., and Tillman J. Ragan.Instructional Design, 3rd ed. Hoboken: John Wiley & Sons, 2016.

77
 Course Code: 0533 29 Phy 1291 Year: Second Term: First For All Streams
Course Title Bangladesh Studies
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale This course focuses on the geographical, historical, sociological and cultural aspects of Bangladesh.

Course Contents
Section A CLOs
Description of the Country and Its People
1 • Geography, climate, geology and soil, and natural resources
1, 2
• Population, life and livelihood
History of Bangladesh
• Ancient Bengal and its people
2 • Bengal in the Mughal period 1
• Bengal in British Period
Emergence of Bangladesh (1947Í1971)
• Discrimination between East and West Pakistan: economic exploitation, the struggle for power, and the
emergence of Bangladesh
3 • Language movement in 1952: context, phases, significance
• National Elections in 1954, Imposition of martial law in 1958 3
• Rise of Bengali nationalism, Six-points movement in 1966
• The Agartala Case 1968, Students’ 11-Point Movement
• Mass uprising in 1969, National Elections in 1970
• Declaration of Independence: March 7 speech of Bangabandhu Sheikh Mujibur Rahman
Section B CLOs
The War of Liberation
• Operation Searchlight, early resistance and subsequently organised resistance
• Genocide, repression of women, refugees
• Formation of Bangladesh Government
• Publicity Campaign in the War for Liberation (Swadhin Bangla Betar Kendra, the campaigns abroad,
4 formation of public opinion, etc.) 3
• The Anti-Liberation Activities of the collaborators (Peace Committee, Al-Badar, Al-Shams, Razakar,
Pro-Pakistan Political Parties, the killing of the intellectuals, etc.)
• Trial of Bangabandhu in Pakistan and the reaction of the world community
• The contribution of India in the Liberation War and the role of international communities
• Formation of the Joint Command and the victory
Reconstruction of Independent Bangladesh
• Reconstruction of the war-ravaged country
o Rehabilitation
o Nationalization of industries
5 4
o Land reform
o Green revolution
o Reformation of the education sector
o Promulgation of the Constitution of Bangladesh
6 Conspiracy, Up-Rising of Anti Liberation Forces and the Killing of Bangabandhu 5
Administrative and Economic Systems of Bangladesh
• Parliament; national and local government; electoral system, etc.
• Economy of Bangladesh
7 o Structure of the economy 5
o Agriculture
o Economic growth and changing trends in the economic sector
• Development issues and challenges

78
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning explain the history, natural features, ethnic composition, anthropological
CLO 1 identity and resources of Bangladesh
Outcomes
(CLOs) CLO 2 describe post-liberation reconstruction and development
CLO 3 understand the administrative, political and economic systems in Bangladesh
CLO 4 explain the current development issues in Bangladesh
elucidate the history, natural features, ethnic composition, anthropological
CLO 5
identity and resources of Bangladesh

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, role-play, group work, Q&A Assignments, oral and written examinations
CLO 1 session
CLO 2 Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
presentation, Q&A session, debate examinations
CLO 3 Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4 demonstration
CLO 5 Lecture, discussion, group work, Q&A session, Assignments, presentations, written examinations,
demonstration, book review peer evaluation
Learning Materials
Ahmed, Imtiaz. Human Rights in Bangladesh: Past, Present & Futures. Dhaka: The University Press Limited, 2014.
Ahmed, Nizam. 40 Years of Public Administration and Governance in Bangladesh. Dhaka: The University Press
Limited, 2014.
Recommended Akanda, Safar A. Language Movement and The Making of Bangladesh. Dhaka: The University Press Limited, 2013.
Readings Ali, Shaikh M. From East Bengal to Bangladesh: Dynamics and Perspectives. Dhaka: The University Press
Limited, 2009.
Bass, Gary J. The Blood Telegram: Nixon, Kissinger, and a Forgotten Genocide. New York: Knopf, 2013.
Blood, Archer K. The Cruel Birth of Bangladesh: Memoirs of an American Diplomat. Dhaka: The University
Press Limited, 2002.
Brammer, Hugh. Bangladesh: Landscapes, Soil Fertility and Climate Change. Dhaka: The University Press
Limited, 2016.
Brammer, Hugh. The Physical Geography of Bangladesh. Dhaka: The University Press Limited, 2012.
Imam, Jahanara.GKvˇii w`b¸wj [The Days of 71]. Dhaka: Shandhani Prakashani, 1986.
Jacob, Jack F. mv‡iÛvi A¨vU XvKv [Surrender at Dhaka]. Translated by Anisur R. Mahmud. Dhaka: The
University Press Limited, 2017.
Jamil, Ishtiaq, Salahuddin M. Aminuzzaman, Steinar Askvik, and Sheikh T. Haque, editors. Understanding
Supplementary Governance and Public Policy in Bangladesh. Dhaka: The University Press Limited, 2011.
Readings Khan, Abdul M. 1971: GK mvaviY †jv‡Ki Kvwnbx [1971: The Chronicle by an Ordinary Person]. Dhaka: The
University Press Limited, 2014.
Khan, A. Q. Bittersweet Victory: A Freedom Fighter’s Tale. Dhaka: The University Press Limited, 2013.
Lewis, David J. Bangladesh: Politics, Economy and Civil Society. Cambridge University Press, 2011.
Mascarenhas, Anthony. Bangladesh: A Legacy of Blood. Hodder & Stoughton, 1986.
Mascarenhas, Anthony. The Rape of Bangladesh. Delhi: Vikas Publication, 1971.
Osmani, S. R. Poverty and Vulnerability in Rural Bangladesh. Dhaka: The University Press Limited, 2015.
Raghavan, Srinath. 1971: A Global History of the Creation of Bangladesh. Cambridge: Harvard University Press, 2013.
Rahman, Sheikh M.Amgvß AvZ¥Rxebx [The Unfinished Memoirs]. Dhaka: The University Press Limited, 2012.
Rahman, Sheikh M. KvivMv‡ii †ivRbvgPv [Prison Diaries]. Dhaka: Bangla Academy, 2017.
Riaz, Ali. Bangladesh: A Political History since Independence. I.B. Tauris, 2016.
Road to Bangladesh Series. Dhaka: The University Press Limited, n.d.
Salik, Siddiq. Witness to Surrender. Dhaka: The University Press Limited, 2017.
Schendel, Willem V. A History of Bangladesh. Cambridge: Cambridge University Press, 2009

79
 Course Code: 0388 29 DS 2159 Year: Second Term: First For All Streams
Course Title Rural Development in Bangladesh
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to provide basic understanding about the whole scenario of rural development in
Rationale Bangladesh. Based on the learning from this course, learners are expected to take informed decision in
various educational contexts that will eventually contribute to rural development.

Course Contents
Section A CLOs
Introduction to Rural Development:
• Concept, Nature, Scope, and Significance
• Rural Poverty; Rural Livelihood; Rural Cooperatives
1 • Factors Affecting Rural Land Use 1
• Integrated Rural Development
• Environmental issues in rural development
Historical Perspectives of Rural Development in Bangladesh:
2 2
• Status of rural development in Bangladesh
• Major Rural Development Approaches in Pre- and Post-Independent Bangladesh
Rural Development Theories and Approaches:
• Theories of Rural Development 3, 2
3 • Approaches to Rural Development
• Strategies of Rural Development in Bangladesh; Financing Rural Development; Women in Rural
Development.
• Models of Rural Development- Japanese, Korean, Chinese, and Vietnamese
Section B CLOs
Institutional Framework of Rural Development in Bangladesh:
Rural Institutions and Power Structure of Bangladesh –
4 • Union Parishad, Upazila Parishad, Gram Sarkar; Rural Development Programmes of LGED 4, 5
• Local NGOs; Local Informal Institutions
• Development Programmes of Selected GOs and NGOs - BARD, RDA, Grameen Bank, BRAC, PKSF, ASHA
Issues and challenges in Rural Development in Bangladesh
5 • Issues in Rural Development in Bangladesh 3, 4, 5
• Challenges in Rural Development in Bangladesh
• Suggestions for overcoming the challenges

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning analyse distinct aspects of rural development
CLO 1
Outcomes detect the history and application of key policy interventions for rural
(CLOs) CLO 2 development in Bangladesh
CLO 3 Apply rural development theories to examine rural development in Bangladesh
assess policies, programmes, and proposals that are aimed at promoting
CLO 4 sustainable rural development

CLO 5 Critically analyse the scenario of rural development in Bangladesh and

formulate suggestions for overcoming the challenges

80
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Question-answer, Group work, Library Written test (class test, final examination),
CLO 1 work
Discussion, Question-answer, Group work, Library Written test (class test, final examination),
CLO 2
work, Students’ presentation Assignment, presentation
CLO 3 Discussion, Question-answer, Group work, Library Written test (class test, final examination),
work, Students’ presentation Assignment, presentation
CLO 4 Discussion, Question-answer, Group work, Students’ Written test (class test, final examination),
presentation, Debate Assignment, presentation, debate
CLO 5 Discussion, Question-answer, Group work, Students’ Written test (class test, final examination),
presentation Assignment, presentation

Learning Materials
Recommended Singh. Rural Development Principles, Policies and Management. New Delhi: Sage, 2009.
Readings Sisodia, Y.S. Rural Development: Macro-Micro Realities. Jaipur: Rawat, 2007

81
 Course Code: 0314 29 Soc 2171 Year: Second Term: First For Social Science Stream
Course Title Sociology III
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to focus on the historical and theoretical underpinnings of social landscape of
Rationale
Bangladesh, this course acquaint students with the pre- and post Independent social structure of
Bangladesh. This course develop critical exposition of the different concepts and theories of social
structure, set a comparative analysis of the social structures of both oriental and occidental societies,
familiarise with the pre-colonial, colonial and post-colonial social structure of Bengal.

Course Contents
CLOs
Section A
Social Structure Í An Introduction: Social Structure Í definition, nature and elements, Theories of Social
1 Structure Íorganic vs in-organic perspectives, Social structure of the occidental societies, Social structure 1
of the oriental societies
Social Structure of Pre-British Bengal: Nature and elements of a self-sufficient village community, Rural
2 and urban economy of pre-British Bengal, Asiatic Society Í A Marxist (Mis)interpretation, Culture in 1
pre-British Bengal, Cities in pre-British Bengal, Feudalism Indian vs European Feudalism
Change in Social Structure During the British Rule in India: British Conquest Industrial revolution and its
implications in the Indian subcontinent, Land Tenure System Í pre-British and British acts (permanent
3 settle act), Tenancy Laws and its social and economic aftermaths in contemporary Bengal, Rise of 1
Commercial and Industrial Capitalist Class, Destruction of Indigenous Economy Í Commercialization of
agriculture; growth of city-centres, English Education and development of educated Middle Classes,
Socio-Political and Reform Movements
Section B CLOs
Changes in Social Structure of East Pakistan: Peasant Movement of Bengal in 1946-47, East Bengal State
4 Acquisition and Tenancy Act of 1950, Language Movement of the 1950s, Six Point Movement, Mass 1
Movement of 1969, Rise of Economic and Intelligentsia Group
Contemporary Bangladesh Society: Debate on the Existing Mode of Production in Bangladesh, Tradition and
5 Modernity in Rural Bangladesh, Impact of Urbanization and Industrialization upon the Social Structure of 2
Bangladesh, Growth of Middle Classes, Changing Power Structure of Bangladesh

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 analyse the impacts of different socio-political movements and reforms on the
Learning social structures of Bengal from a historical perspective.
Outcomes CLO 2 understand the nature and characteristics of the social structure of
(CLOs) contemporary Bangladesh
CLO 3 explain the changing pattern of the social structure of Bangladesh

82
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 1
work, library work.
Lecture, discussion, question-answer, collaborative Tests, assignments, presentations, group work
CLO 2
work, individual presentation.
Lecture, discussion, role-play, question-answer, TEL Tests, assignments, presentations, group work
CLO 3 through audiovisual materials, project work, and
library work.

Learning Materials
Bayly, Christopher A. Indian Society and the Making of the British Empire. Cambridge: Cambridge
University Press, 1990.
Chowdhury, Komol. e½f½ I mgKvjxb e½mgvR [Partition of Bengal and the Contemporaneous Bengal
Recommended Society]. Kolkata: Dey’s Publishing, 2005.
Readings Haque, Mahbubul. evsjv I evsjv‡`k: mgvR I BwZnvm [Bangla and Bangladesh: Society and History].
Dhaka: Jonaki Prokashoni, 2013.
Islam, Sirajul. evsjv‡`‡ki BwZnvm 1704–1971 (wZb LÐ) [History of Bangladesh 1704–1971 (Three
Volumes)], 3rd ed. Dhaka: Asiatic Society of Bangladesh, 2017.
Travers, Robert. Ideology and Empire in Eighteenth-Century India: The British in Bengal. Cambridge:
Cambridge University Press, 2007.
Karim, Sarder F. XvKv wek¦we`¨vjq I c~e©e½xq mgvR [University of Dhaka and East Bengal Society]. Dhaka:
Shahitya Prakash, 2016.
Supplementary Mamoon, Muntassir. †KvB n¨vq: c~e©e‡½i Bs‡iR wmwfwjqvb [Koi Hai: English Civilian in the East Bengal] .
Readings Dhaka: Somoy Prakashan, 2011.
Martin, John L. Social Structures. Princeton: Princeton University Press, 2009.
Roy, Beth. Some Trouble with Cows: Making Sense of Social Conflict. Dhaka: The University Press
Limited, 1996.

83
 Course Code: 0311 29 Econ 2173 Year: Second Term: First For Social Science Stream
Course Title Economics III
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale This course focuses on the basic economic structure of Bangladesh.

Course Contents
Section A CLOs
Terminologies of Economy
• National Income, Its Composition and Distribution
• Size and composition of the GDP, GNP at constant and current prices
1 • Per capita GNP and the living standard of the Population
• The pattern of income distribution and magnitude of poverty 1
• Size and composition of agricultural, industrial and service sectors
Population and National Economy
2 • Demographic Characteristics: Size and composition of the population, density and regional distribution 2
of population
• Size and occupational distribution of labour force; efficiency of the labour force.
Resources and Conservation
• Natural resources 3
3 • Mineral resources
• External sector: Volume, composition and direction of foreign trade; the balance of trade and balance
of payments; the exchange rate.
Section B CLOs
Economic Infrastructure
• Concepts of infrastructure
• Transport and communication 3
4
• Power and energy
• Education and housing
• Social and economic institutions
Public Finance
• Government budgets
• Revenue and capital budgets
• Public borrowing and debt servicing
5 4
• Process of budget preparation in Bangladesh: revenue budget, development budget
• Medium-term budget framework (MTBF)
• Analysis of the current year’s budget
• Investment in educational development
Education as Investment
• Concept and ideas about education as an investment
6 • Education as a private investment 5
• Education as a social investment
• Rate of return to education (Primary, Secondary and Higher)
• Contribution of education to economic development and vis-à-vis national development

84
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 explain the terminologies of economy
Outcomes CLO 2 identify the relation between population and national economy
(CLOs) CLO 3 identify the resources and infrastructure of Bangladesh
CLO 4 discuss public finance
CLO 5 discuss the relation of education and investment

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
work, TEL through audiovisual materials, and library
CLO 1
work.
Lecture, discussion, question-answer, collaborative Tests, assignments, presentations
CLO 2 work, library work
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 3 audiovisual materials, group work, project work, and
library work.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 4 audiovisual materials, library work.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 5 audiovisual materials, group work, project work,
library work

Learning Materials
Alom, Shamsul. Bangladesh Economy in Transition (An Effective Development Strategy). Dhaka: Mowla
Brothers, 2019.
Khan, Azizur R. The Economy of Bangladesh: A Quarter Century of Development. London: Palgrave
Macmillan, 2015.
Recommended Khan, Shamsul K. evsjv‡`‡ki A_©bxwZ Economy of Bangladesh]. Dhaka: University Grants Commission of
Readings Bangladesh, n.d.
Lewis, David. Bangladesh: Politics, Economy and Civil Society. Cambridge: Cambridge University Press,
2011.
Mahmud, Anu. A_©bxwZi Pvi `kK: †cÖw¶Z evsjv‡`k [Four Decades of the Economy: Bangladesh
Perspective]. Dhaka: Asia Publications, 2013.

Supplementary Roy, Tirthankar. The Economy of South Asia: From 1950 to the Present. Basingstoke: Springer, 2017.
Readings Sawada, Yasuyuki, Minhaj Mahmud, and Naohiro Kitano. Economic and Social Development of
Bangladesh: Miracle and Challenges. London: Palgrave Macmillan, 2018.

85
 Course Code: 0312 29 Pol 2175 Year: Second Term: First For Social Science Stream
Course Title Political Science III
Course Status Optional
Credit 3.0
Prerequisite(s) None
Rationale This course focuses on the political and constitutional development of Bangladesh.

Course Contents
Section A CLOs
Constitutional Reforms Before Independence
1 • British India (1905-1947)
1, 2
• Pakistan movement and Bengali sub-nationalism
Political Processes in Pakistan
• The politics of the Constitution making
• Cultural, economic and political conflicts between East and West Pakistan and Growth of Bengali
nationalism
• The language issue
2 • The united front and the 21-point programme 1954
• The 6-point programme, 1966 1, 2, 4
• The 11-Point programme and the mass movement of 1969
• The General election of 1970
• The non-cooperation movement of 1971
• The liberation War and the break up of Pakistan
• The role of various parties in the Bangladesh independence movement
Section B CLOs
Constitutional Processes in Bangladesh
• The politics of Constitution-making
• Salient features of the Constitution
2, 3
3 • The Fundamental Principles
• The Fundamental Rights
• The Executive, Legislature and Judiciary
• The constitutional amendments
Political Processes and the Working of the Parliamentary System
• The initial crisis (1972-74);
• The Policies of the æSecond Revolution” and the fall of the Awami League regime,
4 • The military regime (1975-1979); 4
• The BNP Regime
• Ershad Regime
• Election in Bangladesh Issues and verdicts.
• Political parties

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 explain the facts behind the emergence of Bangladesh
Learning CLO 2 explain the constitutional processes in Pakistan and Bangladesh
Outcomes
CLO 3 differentiate the constitutional processes in Pakistan and Bangladesh
(CLOs)
CLO 4 present the political processes in Pakistan and Bangladesh

86
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A, presentation, Assignments, presentations, examinations
CLO 1 Library work
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, examinations
CLO 2 method
Lecture, discussion, Q&A, TEL through audio-visual Assignments, presentations, examinations
CLO 3 materials, collaborative work, project work, debate,
Library work
CLO 4 Lecture, discussion, Q&A, group work, collaborative Assignments, presentations, examinations
work, Library work

Learning Materials
Khan, Arif. mnR fvlvq evsjv‡`‡ki msweavb [The Constitution of Bangladesh Simplified]. Dhaka:
Kathaprokash, 2018.
Khan, Arif. evsjv‡`‡ki msweavb [The Constitution of Bangladesh], 5th ed. Dhaka: Bengal Law books, 2019.
Obaidullah, A. T. Institutionalization of the Parliament in Bangladesh: A Study of Donor Intervention for
Recommended Reorganisation and Development. Basingstoke: Springer, 2019.
Readings Rahman, Muhammad H. evsjv‡`‡ki ivR‰bwZK NUbvcwÄ 1971-2011 [Political Events of Bangladesh
1971Í2011]. Dhaka: Prothoma Prokashan, 2017.
Tushnet, Mark, and Madhav Khosla. Unstable Constitutionalism. Cambridge: Cambridge University
Press, 2015.
Supplementary Islam, S. N. Governance for Development: Political and Administrative Reforms in Bangladesh. London:
Readings Palgrave Macmillan, 2016.

87
 Course Code: 0541 29 Math 2181 Year: Second Term: First For All Stream
Course Title Mathematics III
Course Status Optional
Credit 3.0
Prerequisite(s) None
This course involves formulation of applied problems and their solution in terms of differential equations,
Rationale
Laplace transform and linear algebra.

Course Contents
Section A
CLOs
Matrices and Determinants
• Notion of matrix
• Type of matrices
1 • Algebra of matrices
• Determinant function 1, 2, 3
• Properties of determinants
• Minors
2 • Cofactors
• expansion and evaluation of determinants 1
• Elementary row and column operations
• Invertible matrices Different types of matrices
• Rank of matrices
3 System of Linear Equations 1, 2, 3
• System of linear equations (homogeneous and non-homogeneous) and their solutions
• Application of matrices and determinants for solving system of linear equations
• Applications of a system of equations in real-life problems
Vectors in Rn and Cn
• Review of geometric vectors in R2 and R3 spaces
• Vectors in Rn and Cn
• Inner product
• Norm and distance in Rn and Cn
Section B CLOs
Vector Space
• Nation of groups and fields
• Vector spaces
4 • Subspaces 1, 2, 3
• Linear combination of vectors
• Linear dependence of vectors
• Basis and dimension of vector spaces
• Row and column space of the matrix
• Rank of matrices
• Solution spaces of systems of linear equations
Linear Transformation
• Linear transformations
5 • Kernel and image of linear transformation and their properties 1
• Matrix representation of linear transformations
• Change of bases
Eigenvalues and Eigenvectors
• Eigenvalues and Eigenvectors
6 1, 2, 3
• Diagonalization
• Cayley-Hamilton theorem and its application

88
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning formulate simple problems in terms of differential equations and find their
CLO 1 solution
Outcomes
(CLOs) CLO 2 explain terms, methods, concepts and principles of linear algebra
CLO 3 apply linear algebra principles and methodology to solve relevant and related
problems.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1
problem-solving
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, problem-solving examinations
CLO 3 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations

Learning Materials
Andrilli, Stephen, and David Hecker. Elementary Linear Algebra, 5th ed. Cambridge: Academic Press,
2016.
Hu, Qingwen. Concise Introduction to Linear Algebra. Chapman & Hall/CRC, 2017.
Recommended Kirkwood, James R., and Bessie H. Kirkwood. Elementary Linear Algebra. CRC Press, 2018.
Readings Larson, Ron. Elementary Linear Algebra. Scarborough: Nelson Education, 2017.
Mello, David C. Invitation to Linear Algebra. Boca Raton: CRC Press, 2017.
Supplementary Whitelaw, Thomas A. Introduction to Linear Algebra, 2nd ed. London: Routledge, 2019.
Readings

89
 Course Code: 0533 29 Phy 2191 Year: Second Term: First For Science Stream
Course Title Physics III
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale This course will enable students to understand the concepts of electricity and magnetism.

Course Contents
Section A CLOs
Electric Charge
1 • Electromagnetism Í a preview 1
• Electric charge
• Charge is quantized
• Charged and matter
• Charged is Conserved
The Electric Field
• The Electric field
2 • The Electric field strength E 2
• Electric field of a continuous charge distribution
• Lines of Force
• A point charge in an Electric field
• A Dipole in an Electric field
Transmission of Heat
3 • Heat transfer mechanisms
1
• Properties and application of heat radiation
• Black body radiation
• Kirchhoff’s laws of heat radiation
4 • Stefan-Boltzmann law 3
• Rayleigh Jeam’s Radiation formula
• Plank’s Quantum theory
Section B CLOs
Interference of Light
• Interference
5 • Conditions of Interference
• Young’s experiment
3
• Intensity distribution
• Newton’s rings
• Michelson interferometer
Diffraction of Light
• Introduction to Diffraction
6
• Classifications
• Single slit diffraction
• Fraunhofer diffraction at double slit 3
Polarization of Light
• Polarization of light
• Production of polarized light
• Plane circular and elliptically polarized light

90
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 enounce the concept of heat
Outcomes CLO 2 explain the concept of thermodynamics.
(CLOs) CLO 3 explain the concept of light.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1 problem-solving
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, problem-solving examinations
CLO 3 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations

Learning Materials
Ansermet, Jean-Philippe, and Sylvain D. Brechet. Principles of Thermodynamics. Cambridge:
Cambridge University Press, 2019.
Asimov, Isaac. Understanding Physics, 3 Volumes in One: Motion, Sound & Heat; Light, Magnetism &
Electricity; The Electron, Proton & Neutron. Dorset Press, 1993.
Bergman, Theodore L., Frank P. Incropera, Adrienne S. Lavine, and David P. DeWitt. Introduction to Heat
Recommended
Transfer. Hoboken: John Wiley & Sons, 2011.
Readings
Chipman, Russell A., Garam Young, and Wai S. Lam. Polarized Light and Optical Systems. Boca Raton:
CRC Press, 2016.
Feynman, Richard P., Robert B. Leighton, and Matthew L. Sands. The Feynman Lectures on Physics, Vol.
1: Mainly Mechanics, Radiation, and Heat. Addison Wesley, 1977.
Halliday, David, Robert Resnick, and Jearl Walker. Fundamentals of Physics, 11th ed. Wiley, 2018.
Meschede, Dieter. Optics, Light and Lasers: The Practical Approach to Modern Aspects of Photonics
Supplementary and Laser Physics. Hoboken: John Wiley & Sons, 2017.
Readings Shankar, Ramamurti. Fundamentals of Physics: Electromagnetism, Optics, and Quantum Mechanics.
New Haven: Yale University Press, 2016.
Shankar, Ramamurti. Fundamentals of Physics: Mechanics, Relativity, and Thermodynamics. New
Haven: Yale University Press, 2019.

91
 Course Code: 0533 29 Phy 2192 Year: Second Term: First For Science Stream
Course Title Physics III: Sessional
Course Status Core
Credit 1.0
Prerequisite(s) None
This sessional course focuses on the practical part of the following courses: Physics III (Electricity and
Rationale
magnetism)

Course Content CLOs

Laboratory work:
Determination of the end correction of a meter bridge.
Determination of the value of a Galvanometer’s resistance by the half-deflection method.
1 Determination of high resistance by the method of deflection. 1, 2
Determination of the value of low resistance by the method of fall of potential.
Verification of the laws of combination of resistance by a P.O box.
Determination of the specific resistance of a wire using a meter bridge.
Determination of ‘M’ and ‘H’ by a magnetometer.

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
apply the concepts and principles of electricity to new situations to identify
Learning CLO 1 and solve various problems.
Outcomes
(CLOs) CLO 2 apply the concept of magnetism to new situations to identify and solve various
problems.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1
problem-solving
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2 session, problem-solving examinations

Learning Materials
Ansermet, Jean-Philippe, and Sylvain D. Brechet. Principles of Thermodynamics. Cambridge:
Cambridge University Press, 2019.
Asimov, Isaac. Understanding Physics, 3 Volumes in One: Motion, Sound & Heat; Light, Magnetism &
Electricity; The Electron, Proton & Neutron. Dorset Press, 1993.
Bergman, Theodore L., Frank P. Incropera, Adrienne S. Lavine, and David P. DeWitt. Introduction to Heat
Recommended
Transfer. Hoboken: John Wiley & Sons, 2011.
Readings
Chipman, Russell A., Garam Young, and Wai S. Lam. Polarized Light and Optical Systems. Boca Raton:
CRC Press, 2016.
Feynman, Richard P., Robert B. Leighton, and Matthew L. Sands. The Feynman Lectures on Physics, Vol.
1: Mainly Mechanics, Radiation, and Heat. Addison Wesley, 1977.
Halliday, David, Robert Resnick, and Jearl Walker. Fundamentals of Physics, 11th ed. Wiley, 2018.
Meschede, Dieter. Optics, Light and Lasers: The Practical Approach to Modern Aspects of Photonics
Supplementary and Laser Physics. Hoboken: John Wiley & Sons, 2017.
Readings Shankar, Ramamurti. Fundamentals of Physics: Electromagnetism, Optics, and Quantum Mechanics.
New Haven: Yale University Press, 2016.
Shankar, Ramamurti. Fundamentals of Physics: Mechanics, Relativity, and Thermodynamics. New
Haven: Yale University Press, 2019.

92
 Course Code: 0531 29 Chem 2193 Year: Second Term: First For Science Stream
Course Title Chemistry III
Course Status Core
Credit 3.0
Prerequisite(s) None
This course aims to teach students the definitions of terms, particular facts, laboratory techniques in
Rationale
physical chemistry, and ideas, principles, and laws of physical chemistry.

Course Contents
CLOs
Section A
States of matter: intermolecular forces and states of matter; general properties of gas; liquid and solid; 1
1
phase equilibrium; boiling point; freezing point; sublimation; fusion and vaporization
Gaseous state: the gas laws and the ideal gas; Dalton’s law of partial pressure; deviation from ideal
2 behaviour; real gases; determination of molecular weights of gases and volatile liquids 1, 2
Solutions: types of solutions; concentration units; effect of temperature and pressure on solubility;
3 application of pressure in preparation of carbonated beverages; Henry’s law; Raoult’s law; fractional 1, 2
distillation; colligative; properties
Chemical thermodynamics: thermodynamic systems; the first law of thermodynamics; bond energy and
4 bond dissociation; heats of reaction; formation; solution and neutralization; the second law of 1, 2
thermodynamics; reversible and irreversible; isothermal; adiabatic processes
Section B CLOs
Chemical kinetics: rate of a chemical reaction; rate constant; order; integrated rate laws; half-life;
5 activation energy; effect of temperature on the rates of reactions; catalyst; the importance of catalyst 2, 3
Chemical and aqueous equilibrium: equilibrium in chemical reactions; law of mass action; equilibrium
constant; degree of dissociation; the influence of temperature; pressure and concentration changes on the
6 equilibrium; Le Chatelier principle; Oswald’s dilution law; pH; calculation of solution pH; acid-base titration; 2, 3
indicators; titration curve; calculations of pH in titration; buffer solution; mechanism of buffering
Surface chemistry and colloids: solid surfaces; adsorption on solid surfaces from gas and solution;
7 2, 3
classification of colloid; preparation; purification; properties and importance of colloids
Electrochemistry: electrolytes and non-electrolytes; conductance measurements and their simple
8 applications; ionic migration and transference number; electrochemical cells; batteries; cell reactions; 2, 3
emf of cells and their measurements; Nernst equation

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 explain the meaning of terms, specific facts, and laboratory procedures of
Learning physical chemistry
Outcomes CLO 2 apply and experiment with concepts and principles of physical chemistry to
(CLOs) different situations
CLO 3 identify and solve various problems in physical chemistry
Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy

Lecture, discussion, group work, Q&A session, library Assignments, oral and written examinations
CLO 1
work, TEL
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, library work, TEL examinations
CLO 3 Lecture, discussion, Q&A session, library work, TEL Assignments, oral and written examinations

93
 Learning Materials
Atkins, Peter. Physical Chemistry: A Very Short Introduction. New York: Oxford University Press, 2014.
Atkins, Peter, and Julio D. Paula. Atkins’ Physical Chemistry, 11th ed. New York: Oxford University Press,
2017.
Recommended Ball, David W. Physical Chemistry. Boston: Cengage Learning, 2014.
Readings Davis, William M. Physical Chemistry: A Modern Introduction, Second Edition. Boca Raton: CRC Press,
2011.
Engel, Thomas, Philip J. Reid, and Warren Hehre. Physical Chemistry, 3rd ed. Upper Saddle River:
Prentice Hall, 2013.
Hofmann, Andreas. Physical Chemistry Essentials. Basingstoke: Springer, 2018.
Supplementary Linder, Bruno. Elementary Physical Chemistry. Toh Tuck Link: World Scientific, 2011.
Readings Madan, R. L. Physical Chemistry. New Delhi: McGraw-Hill Education, 2015.
Rogers, Donald W. Concise Physical Chemistry. Hoboken: Wiley, 2011.
Shillady, Don. Essentials of Physical Chemistry. Boca Raton: CRC Press, 2011.

94
 Course Code: 0531 29 Chem 2194 Year: Second Term: First For Science Stream
Course Title Chemistry III: Sessional
Course Status Core
Credit 1.0
Prerequisite(s) None
This course is designed to offer students practical experience with the specific facts, experimental
Rationale
procedures, concepts, and principles that are central to physical chemistry.

Course Content CLOs

Measuring density, solubility, strength: measurement of the density of solution at different molar
concentrations; determination of the solubility product of Ca(OH)2 in water and study of the effect of added
1 1, 2, 3
CaCl2 on the solubility of Ca(OH)2; determine the heat of neutralization of HCl with NaOH; determination of
the strength of acid by conductometric titration; determination of the strength of base by conductometric
titration

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course explain the meaning of terms, specific facts, and laboratory procedures of
CLO 1 physical chemistry
Learning
Outcomes apply and experiment with concepts and principles of physical chemistry to
CLO 2
(CLOs) different situations
CLO 3 identify and solve various problems in physical chemistry

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
CLO 1
laboratory work, observation, fieldwork, experiment
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
CLO 2
laboratory work, observation, fieldwork, experiment
CLO 3 Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
laboratory work, observation, fieldwork, experiment

Learning Materials
Atkins, Peter. Physical Chemistry: A Very Short Introduction. New York: Oxford University Press, 2014.
Atkins, Peter, and Julio D. Paula. Atkins’ Physical Chemistry, 11th ed. New York: Oxford University Press,
2017.
Recommended Ball, David W. Physical Chemistry. Boston: Cengage Learning, 2014.
Readings Davis, William M. Physical Chemistry: A Modern Introduction, Second Edition. Boca Raton: CRC Press,
2011.
Engel, Thomas, Philip J. Reid, and Warren Hehre. Physical Chemistry, 3rd ed. Upper Saddle River:
Prentice Hall, 2013.
Hofmann, Andreas. Physical Chemistry Essentials. Basingstoke: Springer, 2018.
Supplementary Linder, Bruno. Elementary Physical Chemistry. Toh Tuck Link: World Scientific, 2011.
Readings Madan, R. L. Physical Chemistry. New Delhi: McGraw-Hill Education, 2015.
Rogers, Donald W. Concise Physical Chemistry. Hoboken: Wiley, 2011.
Shillady, Don. Essentials of Physical Chemistry. Boca Raton: CRC Press, 2011.

95
 Course Code: 0511 29 Bio 2195 Year: Second Term: First For Science Stream
Course Title Biology III
Course Status Optional
Credit 3.0
Prerequisite(s) None
This course intends to provide learning opportunities for studying plants and animals in their physical and
Rationale biological environment. It also emphasises the diversity, abundance, and distribution of organisms in
relation to habitat conditions. Finally, it focuses on conserving biodiversity for the continued development
of human civilization.

Course Contents
Section A CLOs
Physical environment:
1 • Component of the physical environment
1, 2
• Their role in plant and animal life
Biological Environment:
2 • Population ecology
• community ecology 1, 3
• succession
Section B CLOs
Biodiversity and its conservation
• Definition and types of biodiversity
3 • Biodiversity indices 4
• The importance of biodiversity and the need for conservation
Applied biology:
4 • Beekeeping 5
• pisciculture
• Pest and disease management in biological production systems

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 describe the interaction between an organism and its environment
Learning CLO 2 describe the impact of the physical environment on the life system
Outcomes
CLO 3 describe the impact of the biological environment on the life system
(CLOs)
CLO 4 Explain and assess the need to conserve biodiversity
CLO 5 Critically analyse the different aspects of applied biology

96
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Scientific inquiry, Field trip, Experiment, Written test (class test, final examination),
CLO 1 Question-answer, TEL through audio-visual Assignment, presentation
materials, Group work, Project Work, Library work
Discussion, Scientific inquiry, Field trip, Experiment, Written test (class test, final examination),
CLO 2 Question-answer, TEL through audio-visual Assignment, presentation
materials, Group work, Project Work
Discussion, Scientific inquiry, Field trip, Experiment, Written test (class test, final examination),
CLO 3 Question-answer, TEL through audio-visual Assignment, presentation
materials, Group work, Project Work
Discussion, Scientific inquiry, Field trip, Written test (class test, final examination),
CLO 4 Question-answer, TEL through audio-visual Assignment, presentation
materials, Project Work
Discussion, Scientific inquiry, Field trip, Written test (class test, final examination),
CLO 5 Question-answer, TEL through audio-visual Assignment, presentation
materials, Group work

Learning Materials
Bigelow, Maurice A., and Anna N. Bigelow. Applied Biology: An Elementary Textbook and Laboratory
Guide. New York: The Macmillan Company, 1917.
Bowman, William D., Sally D. Hacker, and Michael L. Cain. Ecology, 4th ed. Sunderland: Sinauer
Associates, 2017.
Recommended Bromham, Lindell, and Marcel Cardillo. Origins of Biodiversity: An Introduction to Macroevolution and
Readings Macroecology. Oxford: Oxford University Press, 2019.
Odum, Eugene P., and Gray W. Barrett. Fundamentals of Ecology, 5th ed. Delhi: Cengage Learning, 2006.
Sher, Anna A., and Manuel C. Molles. Ecology: Concepts and Applications, 9th ed. New York:
McGraw-Hill Education, 2021.
Coaker, T. H., editor. Applied Biology Volumes 1 and 2. London: Academic Press, 1977.
Supplementary Feinsinger, Peter. Designing Field Studies for Biodiversity Conservation. Washington: Island Press, 2001.
Readings Smith, Robert L., and Thomas M. Smith. Elements of Ecology, 9th ed. New Jersey: Pearson Education,
2015.

97
 Course Code: 0511 29 Bio 2196 Year: Second Term: First For Science Stream
Course Title Biology III: Sessional/Fieldwork
Course Status Optional
Credit 1.0
Prerequisite(s) None
This course focuses on developing environment/ecosystem awareness among future educators and helps
Rationale them appreciate the importance of all other elements of the environment. In this course, learners will
have hands-on experience of applying fundamental methods of observing ecosystems, adaptation in
plants and animals with their environment and the techniques to assess biodiversity.

Course Contents CLOs

1 Collect and study soil for texture, moisture content, pH and water holding capacity of the soil. 1
Collect water from two different water bodies around you and study them for pH, clarity, and presence of
2 1
any living organisms.
3 Observe animals in various habitat conditions 2
4 Observe plants of various habitat conditions e.g., hydrophytes, xerophytes, mangroves, etc. 2
5 Study of plant population density and frequency by the quadrate method. 2
Visit the areas of environmental concern, e.g., waterlogged areas around Khulna, industries of high
6 environmental risk, the Sundarbans, etc. and disseminate environmental awareness through different 3, 4
co-curricular activities, including club activities and volunteership.

Upon successful completion of the course, the students will be able to: Mapping with PLOs
CLO 1 Apply knowledge and skills to study soil and water of different environment
Course
Apply knowledge and skills to study adaptation in plants and animals to their
Learning CLO 2 environment and to assess biodiversity
Outcomes
(CLOs) CLO3 Apply knowledge and skills to address environmental issues
Become more aware of the conservation of the environment and disseminate
CLO4
this awareness through different co-curricular activities, including club
activities and volunteership

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Scientific inquiry (Experiment, laboratory work, Scientific inquiry (Experiment, laboratory work, Field
CLO 1 Fieldwork), Discussion, Question-answer, Group work trip), Report, Oral test
CLO 2 Scientific inquiry (Field trip, laboratory work), Scientific inquiry (Field trip, laboratory work), Report,
Discussion, Question-answer, Group work Oral test
CLO3 Scientific inquiry (Field trip), Discussion Scientific inquiry (Field trip), Report, Oral test
CLO4 Discussion, Debate, Group work, co-curricular Debate, Group work, co-curricular activities including
activities including club activities and volunteership club activities and volunteership
Learning Materials
Allan, J. D., Maria M. Castillo, and Krista A. Capps. Stream Ecology: Structure and function of running
waters, 3rd ed. Dordrecht: Springer, 2021.
Henderson, Peter A. Practical Methods in Ecology. Hoboken: Wiley-Blackwell, 2003.
Recommended Weil, Ray R., and Nyle C. Brady. The Nature and Properties of Soils, 15th ed. Boston: Pearson Education,
Readings 2022.
Wheater, C. P., Penny A. Cook, and James R. Bell. Practical Field Ecology: A Project Guide, 2nd ed.
Hoboken: Wiley-Blackwell, 2020.

98
 Second Year Second Term
Course Code: 0111 29 Edu 2201 Year: Second Term: Second For All Streams
Course Title Psychological Foundations of Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course aims to help the students to develop insight into learners’ behavior. It covers the concepts,
Rationale principles and aims of educational psychology.

Course Contents
CLOs
Section A
Making an introduction to Psychology:
1 Concept, nature and scope of psychology 1
Making an introduction to Educational Psychology:
• Concept and nature
2 1, 2
• Focal areas
• Key methods
Analysing learning theories:
• Concept of learning.
• Learning theories and their application in classroom learning
o Thorndike’s Connectionism
o Pavlov’s Classical Conditioning
3 o Skinner’s operant conditioning 3
o Bruner’s theory of cognitive development
o Piaget’s theory of cognitive development
o Kohler’s Insightful Learning Theory
o Information processing approach to learning
o Other theories
Section B CLOs
Comprehending individual differences among learners:
• Meaning of intra and inter-individual differences
• Assessing individual differences
• Dealing with individual differences
4 o Children with learning disabilities 4
o Emotionally disturbed children
o Gifted learners
o Intellectually challenged children
Creativity and academic ability
Conceptualizing motivation and learning:
• Concept of motivation
5 • Relation between motivation and learning 5
• Developing positive self-concepts of learners
• Explanation of success and failure: attribution theory
• Application of principles of motivation in the classroom
Conceptualizing emotion and learning:
• Nature of emotion
6 • Influence of anxiety on learning 5
• Teacher’s role in reducing anxiety
Conceptualizing learners’ intelligence:
7 • Concept of intelligence 5
• Individual and group differences in intelligence

99
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
CLO 1 relate education with psychology
Course
Learning CLO 2 comprehend the nature of educational psychology
Outcomes CLO 3 analyse learning theories with their application in the classroom
(CLOs) CLO 4 identify individual learners with differences and disabilities
describe the role of motivation, emotions and intelligence in the
CLO 5
teaching-learning environment

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, role-play, group work, Q&A Assignments, oral and written examinations
CLO 1 session
CLO 2 Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
presentation, Q&A session examinations
CLO 3 Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4 demonstration
Lecture, discussion, group work, Q&A session, Assignments, presentations, written examinations,
CLO 5
demonstration peer evaluation

Learning Materials
Cline, Tony, Anthea Gulliford, and Susan Birch. Educational Psychology, 2nd ed. Routledge, 2015.
Duchesne, Susan, and Anne McMaugh. Educational Psychology for Learning and Teaching, 5th ed.
Melbourne: Cengage Leaarning, 2016.
Recommended Ebersöhn, Liesel, and Irma Eloff. Keys to Educational Psychology. Cape Town: Juta and Company, 2004.
Readings Eggen, Paul D., and Don P. Kauchak. Educational Psychology: Windows on Classrooms, Global Edition,
10th ed. Pearson, 2016.
Haq, Muhammad N., Ahsan Habib, and Saira Hossain. wk¶vq g‡bvweÁvb [Psychology in Education]. Dhaka:
Bishhoshahitto Bhobon, 2018.
Haq, Muhammad N., and Saira Hossain. wk¶vq ÁvbweKvk ZË¡ [Learning Theories in Education]. Dhaka:
Bishhoshahitto Bhobon, 2015.
Larson, Jonathon E. Educational Psychology: Cognition and Learning, Individual Differences and
Motivation. Hauppauge: Nova Science Pub, 2009.
Moreno, Roxana. Educational Psychology. Hoboken: Wiley, 2009.
Supplementary Roth, Wolff-Michael, and Alfredo Jornet. Understanding Educational Psychology: A Late Vygotskian,
Readings Spinozist Approach. Basingstoke: Springer, 2018.
Salkind, Neil J. Encyclopedia of Educational Psychology. Thousand Oaks: Sage Publications, 2008.
Santrock, John W. Educational Psychology, 6th ed. New York: McGraw-Hill Education, 2017.
Slavin, Robert E. Educational Psychology: Theory and Practice, 12th ed. Pearson, 2017.
Sternberg, Robert J., and Wendy M. Williams. Educational Psychology, 2nd ed. Upper Saddle River:
Prentice Hall, 2009.
Vygotsky, Lev S. Educational Psychology. Boca Raton: CRC Press, 1997.
Woolfolk, Anita. Educational Psychology, 13th ed. Boston: Pearson, 2017.

100
 Course Code: 0111 29 Edu 2202 Year: Second Term: Second For All Streams
Course Title Psychological Foundations of Education:
Course Status Core
Credit 1.0
Prerequisite(s) None
Rationale This is a sessional course for the course Psychological Foundations of education.

Course Contents CLOs

1 Visit a special school to observe the gifted children. 1-5
Visit different educational institutions and be able to apply the IQ scales to observe the IQ levels of the
2 1-5
students.
3 Visit a school on the hill tracts to observe individual and group differences. 1-5
4 Visit kindergarten schools/any early childhood care schools to observe the learners’ condition. 1-5

Upon successful completion of the course, the students will be able to: Mapping with PLOs
CLO 1 relate education with psychology
Course
CLO 2 comprehend the nature of educational psychology
Learning
Outcomes CLO 3 analyse learning theories with their application in the classroom
(CLOs) CLO 4 identify individual learners with differences and disabilities
describe the role of motivation, emotions and intelligence in the
CLO 5
teaching-learning environment

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, role-play, group work, Q&A Assignments, oral and written examinations
CLO 1 session
CLO 2 Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
presentation, Q&A session examinations
CLO 3 Lecture, discussion, role-play, drama, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4 demonstration
Lecture, discussion, group work, Q&A session, Assignments, presentations, written examinations,
CLO 5
demonstration peer evaluation

101
 Learning Materials
Cline, Tony, Anthea Gulliford, and Susan Birch. Educational Psychology, 2nd ed. Routledge, 2015.
Duchesne, Susan, and Anne McMaugh. Educational Psychology for Learning and Teaching, 5th ed.
Melbourne: Cengage Leaarning, 2016.
Recommended Ebersöhn, Liesel, and Irma Eloff. Keys to Educational Psychology. Cape Town: Juta and Company, 2004.
Readings Eggen, Paul D., and Don P. Kauchak. Educational Psychology: Windows on Classrooms, Global Edition,
10th ed. Pearson, 2016.
Haq, Muhammad N., Ahsan Habib, and Saira Hossain. wk¶vq g‡bvweÁvb [Psychology in Education].
Dhaka: Bishhoshahitto Bhobon, 2018.
Haq, Muhammad N., and Saira Hossain. wk¶vq ÁvbweKvk ZË¡ [Learning Theories in Education]. Dhaka:
Bishhoshahitto Bhobon, 2015.
Larson, Jonathon E. Educational Psychology: Cognition and Learning, Individual Differences and
Motivation. Hauppauge: Nova Science Pub, 2009.
Moreno, Roxana. Educational Psychology. Hoboken: Wiley, 2009.
Supplementary
Roth, Wolff-Michael, and Alfredo Jornet. Understanding Educational Psychology: A Late Vygotskian,
Readings
Spinozist Approach. Basingstoke: Springer, 2018.
Salkind, Neil J. Encyclopedia of Educational Psychology. Thousand Oaks: Sage Publications, 2008.
Santrock, John W. Educational Psychology, 6th ed. New York: McGraw-Hill Education, 2017.
Slavin, Robert E. Educational Psychology: Theory and Practice, 12th ed. Pearson, 2017.
Sternberg, Robert J., and Wendy M. Williams. Educational Psychology, 2nd ed. Upper Saddle River:
Prentice Hall, 2009.
Vygotsky, Lev S. Educational Psychology. Boca Raton: CRC Press, 1997.
Woolfolk, Anita. Educational Psychology, 13th ed. Boston: Pearson, 2017.

102
 Course Code: 0111 29 Edu 2203 Year: Second Term: Second For All Streams
Course Title Philosophical Foundations of Education
Course Status Core
Credit 3.0
Prerequisite(s) None
The course is designed to emphasize how philosophical ideas about education developed over a
Rationale considerable period; emphasiswill be placed on helping students develop ideas about education and
provide tools to use in thinking about issues in education.

Course Contents
Section A CLOs
Introducing Philosophy and Philosophy of Education
1 • Concept and scope of philosophy and education philosophy 1
• Philosophy as the foundation of education
Major Philosophies
• Naturalism
• Idealism
• Realism
• Pragmatism
2 • Materialism 1, 2
• Existentialism
• Humanism
• Reconstructionism
Section B CLOs
The Great Philosophers and Their Contribution to Education
3 • Noted Greek, European, Asian and Indian philosophers (e.g. Socrates, Aristotle, Confucious, Al Farabi, 1, 2
Comenius, Rousseau, John Dewey, Paulo Freire, Ishwar Chandra Vidyasagar, Rabindranath Tagore, etc.)
The implication of Major Philosophies in Education
• Formulation of aims and objectives
4 • Development of curriculum 1, 2
• Teaching-learning methods and techniques
• Assessment

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain major philosophies of education
Outcomes
CLO 2 appreciate the contribution of different philosophies in education
(CLOs)

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, role-play, group work, Q&A Assignments, presentations, oral and written
CLO 1 session examinations
CLO 2 Lecture, discussion, role-play, group work, Assignments, presentations, oral and written
presentation, Q&A session examinations

103
 Learning Materials
Audi, Robert. The Cambridge Dictionary of Philosophy. Cambridge: Cambridge University Press, 2015.
Bailey, Richard, editor. The Philosophy of Education: An Introduction. London: Continuum International
Publishing Group, 2010.
Barrow, Robin, and Ronald Woods. An Introduction to Philosophy of Education, 4th ed. London:
Routledge, 2006.
Recommended
Beloglovsky, Miriam, and Lisa Daly. Early Learning Theories Made Visible. Redleaf Press, 2015.
Readings
Bhatt, Siddheshwar R. Philosophical Foundations of Education. Springer Singapore, 2018.
Blake, Nigel, Paul Smeyers, Richard D. Smith, and Paul Standish. The Blackwell Guide to the Philosophy
of Education. Hoboken: John Wiley & Sons, 2003.
Cunning, David. Everyday Examples: An Introduction to Philosophy. London: Bloomsbury Publishing,
2015.
Curren, Randall. A Companion to the Philosophy of Education. Hoboken: Wiley-Blackwell, 2003.
DK. The Philosophy Book: Big Ideas Simply Explained. London: DK Publishing, 2015.
Haynes, Joanna, Ken Gale, and Melanie Parker. Philosophy and Education: An Introduction to Key
Questions and Themes. London: Routledge, 2014.
Hergenhahn, B. R., and Matthew H. Olson. An Introduction to Theories of Learning. New York: Pearson
Higher Ed, 2012.
Heyting, Frieda, Dieter Lenzen, and John P. White. Methods in Philosophy of Education. London:
Psychology Press, 2001.
Illeris, Knud. Contemporary Theories of Learning: Learning Theorists…in Their Own Words. Oxfordshire:
Taylor & Francis, 2009.
Kleinman, Paul. Philosophy 101: From Plato and Socrates to Ethics and Metaphysics, an Essential
Primer on the History of Thought. New York: Simon & Schuster, 2013.
Supplementary Lone, Jana M., and Roberta Israeloff, editors. Philosophy and Education. Cambridge Scholars Publishing,
Readings 2012.
Mead, George H. The Philosophy of Education. edited by Gert J. Biesta and Daniel Trohler. Paradigm,
2011.
Moore, Terence W. Philosophy of Education: An Introduction. Routledge, 2010.
Noddings, Nel. Philosophy of Education. Westview Press, 1995.
Perry, John, Michael Bratman, and John M. Fischer. Introduction to Philosophy: Classical and
Contemporary Readings, 7th ed. New York: Oxford University Press, 2015.
Pring, Richard. The Philosophy of Education. London: Bloomsbury Publishing, 2005.
Pritchard, Alan. Ways of Learning: Learning Theories and Learning Styles in the Classroom. London:
Routledge, 2013.
Rosen, Gideon, Alex Byrne, Joshua Cohen, Elizabeth Harman, and Seana Shiffrin. The Norton
Introduction to Philosophy, 2nd ed. W. W. Norton & Company, 2018.
Ruitenberg, Claudia, editor. What Do Philosophers Of Education Do (And How Do They Do It). Hoboken:
Wiley-Blackwell, 2010.
The School of Life, and Anna Doherty. Big Ideas for Curious Minds: An Introduction to Philosophy. edited
by Alain D. Botton. The School of Life Press, 2019.
Schunk, Dale H. Learning Theories: An Educational Perspective, 6th ed. Addison Wesley Longman, 2011.
Solomon, Robert C., and Kathleen M. Higgins. The Big Questions: A Short Introduction to Philosophy.
Boston: Cengage Learning, 2013.
Winch, Christopher, and John Gingell. Key Concepts in the Philosophy of Education. London: Psychology
Press, 1999.
Winch, Christopher, and John Gingell. Philosophy of Education: The Key Concepts. London: Routledge,
2008.

104
 Course Code: 0111 29 Edu 2205 Year: Second Term: Second For All Streams
Course Title Introduction to Curriculum
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to provide scopes to the learners to acquire a basic understanding on curriculum. This
Rationale course introduces ‘curriculum’ and relevant terminologies as well as curriculum development process. It
also introduces the curricula of primary, secondary and higher secondary levels of education in
Bangladesh.

Course Contents
Section A CLOs
Concept of Curriculum
1 • Curriculum: concept, definition, components, levels, scope and nature
1, 2
• Bases of a curriculum: philosophical, psychological, sociological, etc.
Terminologies relevant to the curriculum
• Curriculum and Syllabus
• Unified and Diversified Curriculum
• Centralized and Decentralized Curriculum
• Intended and Hidden Curriculum
2 • Balanced Curriculum
• Aim, Goal, Objective, Learning outcome and Competency 1
• ILO
• Cognitive, Affective and Psychomotor domains (Domains of objectives)
• Competency-based and content-based curriculum
• Integrated Curriculum (Curriculum integration)
• Multidisciplinary Curriculum
• Cross-Curricular Approach
Section B CLOs
Curriculum Development Process • Selection and organisation of learning
• Curriculum development process experiences
• Curriculum development models • Development and use of instructional materials
• Principles and Policies • Assessment
3 • Situational analysis • Dissemination of Curriculum 3
• Need assessment • Implementation and monitoring
• Formulation of educational aims, objectives • Curriculum as a continuous process
and outcomes • Curriculum innovation
• Selection and organisation of contents
The curriculum of Primary to Higher Secondary Education in Bangladesh
• Background
4 • Main features: principles, streaming, unified vs diversified, objectives, learning outcomes, subjects
balance, instructional and evaluation strategies 4
• Critical analysis of the curriculum
• Suggestions for improvement

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain the concept, nature and terminologies of the curriculum
Outcomes
CLO 2 analyse the components of the curriculum
(CLOs)
CLO 3 explain different phases of the curriculum development process
CLO 4 review the features, strengths and weaknesses of existing curricula of primary,
secondary and higher secondary education in Bangladesh

105
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Question-answer, Group work, Library Written test (class test, final examination),
CLO 1 work Assignment, presentation
Discussion, Reading assignment- curriculum reports Written test (class test, final examination), Assignment
CLO 2 and syllabus, Question-answer, Group work, Library
work
Discussion, Question-answer, Group work, Library Written test (class test, final examination),
CLO 3
work, Students’ presentation, debate Assignment, presentation
Discussion, Reading assignment- curriculum reports Written test (class test, final examination),
CLO 4 and syllabus, Assignment, presentation
Question-answer, Group work, Library work,
Students’ presentation
Learning Materials
Barrow, Robin. Giving Teaching Back to Teachers: A Critical Introduction to Curriculum Theory.
Routledge, 2015.
Edith Cowan University. Curriculum Theory and Practice- Unit Notes (Based on Materials Originally
Recommended Developed by Professor Murray Print). Perth: Edith Cowan University, 2001.
Readings
Goodson, Ivor. The Making of Curriculum: Collected Essays, 2nd ed. London: Routledge, 1995.
Henson, Kenneth T. Curriculum Planning: Integrating Multiculturalism, Constructivism, and Education
Reform, 5th ed. Ingram, 2015.
Information Resources Management Association. Curriculum Design and Classroom Management:
Concepts, Methodologies, Tools, and Applications. Information Science Reference, 2015.
Evans, William, and Jonathan Savage. Developing a Local Curriculum: Using Your Locality to Inspire
Teaching and Learning. London: Routledge, 2015.
Kattington, Limon E. Handbook of Curriculum Development. Hauppauge: Nova Science Pub, 2010.
Kelly, A. V. The Curriculum: Theory and Practice, 5th ed. Thousand Oaks: Sage Publications, 2004.
Kridel, Craig. Encyclopedia of Curriculum Studies. Thousand Oaks: Sage Publications, 2010.
Marsh, Colin J. Key Concepts for Understanding Curriculum. Oxfordshire: Taylor & Francis, 2009.
McLachlan, Claire, Marilyn Fleer, and Susan Edwards. Early Childhood Curriculum: Planning,
Assessment, and Implementation. Cambridge: Cambridge University Press, 2010.
Moore, Alex. Understanding the School Curriculum: Theory, politics and principles. London: Routledge,
Supplementary 2014.
Readings Nias, Jennifer, Geoff Southworth, and Penelope Campbell. Whole School Curriculum Development In
The Primary School. London: Routledge, 1992.
Null, Wesley. Curriculum: From Theory to Practice. Lanham: Rowman & Littlefield Pub, 2011.
Ornstein, Allan C., and Francis P. Hunkins. Curriculum: Foundations, Principles, and Issues, 7th ed.
Pearson Education Limited, 2016.
Pinar, William. What is Curriculum Theory?. London: Routledge, 2004.
Scott, David. Curriculum and Assessment. Santa Barbara: Greenwood Publishing Group, 2001.
Sewell, Keira. Planning the Primary National Curriculum: A Complete Guide for Trainees and Teachers.
Learning Matters, 2018.
Slattery, Patrick. Curriculum Development in the Postmodern Era. Oxfordshire: Taylor & Francis, 2006.
Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria: Association for Supervision & Curriculum Development, 2011.

106
 Course Code: 0111 29 Edu 2206 Year: Second Term: Second For All Streams
Course Title Introduction to Curriculum: Sessional
Course Status Core
Credit 1.5
Prerequisite(s) None

Rationale This course is designed to provide scopes to the learners to practice and implement the learning from the
course ‘Introduction to Curriculum’ in practical situations.

Course Contents CLOs

Formulate a definition of the curriculum on own
Analyse components of a real curriculum
1 Study curriculum from different countries 1, 3
Formulate aim, goal, general objective, behavioural objective, learning outcome, ILO etc.
Practice curriculum integration
Develop a Model of Curriculum Development on own
2 1, 2
Practice different phases of curriculum development
Develop a detailed curriculum (small scale)
3 Reviewing curriculum of primary, secondary, and higher secondary levels in Bangladesh 1, 3

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
CLO 1 Apply theoretical knowledge on the curriculum in an actual situation
Learning
Outcomes CLO 2 Develop a model curriculum (small scale)
(CLOs) CLO 3 Review curriculum in a real setting

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Individual work, group work, feedback, and Assignment, oral test
CLO 1 discussion sessions with the facilitator
Individual work, group work, presentation, feedback, Assignment, group work, presentation, oral test
CLO 2
and discussion sessions with the facilitator

CLO 3 Individual work, group work, presentation, feedback, Assignment, group work, presentation, oral test
and discussion sessions with the facilitator

Learning Materials
Edith Cowan University. Curriculum Theory and Practice- Unit Notes (Based on Materials Originally
Developed by Professor Murray Print). Perth: Edith Cowan University, 2001.
Kattington, Limon E. Handbook of Curriculum Development. Hauppauge: Nova Science Pub, 2010.
Recommended National Curriculum and Textbook Board (NCTB). National curriculum 2012ÍPrimary (in Bengali).Dhaka:
Readings NCTB, 2012.
National Curriculum and Textbook Board (NCTB). National curriculum 2012ÍPrimary (in English).Dhaka:
NCTB, 2012.
National Curriculum and Textbook Board (NCTB). National curriculum 2012ÍSecondary (in
Bengali).Dhaka: NCTB, 2012.
Goodson, Ivor. The Making of Curriculum: Collected Essays, 2nd ed. London: Routledge, 1995.
Kelly, A. V. The Curriculum: Theory and Practice, 5th ed. Thousand Oaks: Sage Publications, 2004.
Supplementary
National Curriculum and Textbook Board (NCTB). National curriculum 2012ÍSecondary (in
Readings
English).Dhaka: NCTB, 2012.
Null, Wesley. Curriculum: From Theory to Practice. Lanham: Rowman & Littlefield Pub, 2011.

107
 Course Code: 0111 29 Edu 2220 Year: Second Term: Second For All Streams
Course Title Comprehensive Viva II
Course Status Core
Credit 1.0
Prerequisite(s) None
This viva aims to assess what students learned in the first and second terms of the second year. It seeks to
evaluate the student’s comprehensive knowledge in the relevant subject of education obtained after one
Rationale year of study in the undergraduate degree. The contents of the viva should generally include all of the
courses taught in the second year of the BEd programme. This viva prepares students for interviews, which
will aid their future career advancement.

Course Contents
Section A CLOs
0111 29 Edu 2101 Sociological Foundations of Education
0111 29 Edu 2102 Sociological Foundations of Education: Sessional/Field Trip
0111 29 Edu 2103 Instructional Technology
0222 29 HC 2157 Bangladesh Studies
0388 29 DS 2159 Rural Development in Bangladesh
0314 29 Soc 2171 Sociology III
0311 29 Econ 2173 Economics III
1 1, 2, 3
0312 29 Pol 2175 Political Science III
0541 29 Math 2181 Mathematics III
0533 29 Phy 2191 Physics III
0533 29 Phy 2192 Physics III: Sessional
0531 29 Chem 2193 Chemistry III
0531 29 Chem 2194 Chemistry III: Sessional
0511 29 Bio 2195 Biology III
0511 29 Bio 2196 Biology III: Sessional/Fieldwork
Section B CLOs
0111 29 Edu 2201 Psychological Foundations of Education
0111 29 Edu 2202 Psychological Foundations of Education: Sessional/Field Trip
0111 29 Edu 2203 Philosophical Foundations of Education
0111 29 Edu 2205 Introduction to Curriculum
0111 29 Edu 2206 Introduction to Curriculum: Sessional
0111 29 Edu 2220 Comprehensive Viva II 1, 2, 3
2
0542 29 Stat 2261 Fundamentals of Statistics
0314 29 Soc 2271 Sociology IV
0311 29 Econ 2273 Economics IV
0312 29 Pol 2275 Political Science IV
0541 29 Math 2281 Mathematics IV

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning demonstrate knowledge in the programme domain by improving their
Outcomes CLO 1 understanding of different subjects learnt in the first and second term of the
(CLOs) second year.
CLO 2 present own views cogently and precisely by applying fundamental concepts
which they learn in different subjects
exhibit professional etiquette suitable for career progression by enhancing
CLO 3 interview-facing skills.

Assessment Strategy
Oral test

108
 Course Code: 0542 29 Stat 2261 Year: Second Term: Second For All Streams
Course Title Fundamentals of Statistics
Course Status Core
Credit 3.0
Prerequisite(s) None
Education Discipline is committed to being an innovative institution for developing education in
Rationale Bangladesh. This cannot be accomplished until it develops graduates competent in comprehending and
interpreting research results as well as doing field research. The course Fundamentals of Statistics lays
the first foundation bricks to this end.
This course intends to enable students toÍ
• perform fundamental statistical analyses of real-life data sets.
• review and interpret statistical findings.
• communicate statistical information generated by them

Course Contents
Section A CLOs
• Introduction to Statistics: definitions, the importance of statistics, variables, population, sample, bias,
precision, accuracy and other key terminologies. 1
Descriptive Statistics
1
• Organisation of data, construction of frequency table, etc.
• Measures of central tendency: the mean, median, and mode
• Measures of dispersion: skewness, Kurtosis, variance, standard deviation, quartile deviation, etc. 2
2 • Presentation of data: text and graphical presentation of data, use of Frequency Polygons,
Stem-and-Leaf graphs, line graphs, bar diagrams and histograms, pie-chart, box plots, etc.
Probability and probability distribution
• Two basic rules of probability 2
3 • Normal distribution and binomial distribution
• Understanding significance level and confidence limit
Sampling and Experimental design:
2
• Random/Probability sampling and non-random sampling
4 • Applicability of different sampling types
• Determination of sample size
• Complete Random design and Randomized block design

109
 Section B CLOs
Inferential Statistics:
• Understanding Hypothesis null-hypothesis 3
5 • Steps in hypothesis testing
• Type I and Type II Errors
Z test and Student’s t-test for one and two samples:
• Applicability of Z test and Student’s t-test
• One-tailed and two-tailed tests
6 • Tests for a single mean and single proportion 3
• Comparing two population means with unknown and known standard deviations
• Paired and unpaired t-test
Chi-Square Distribution
• Facts About the Chi-Square Distribution
• Goodness-of-Fit Test 3
7
• Test of Independence
• Test for Homogeneity
• Comparison of the Chi-Square Tests
• Test of a Single Variance
Analysis of Variance (ANOVA)
8 • Applicability of ANOVA 3
• One-way and two-way ANOVA
Correlation and Linear Regression
• Applicability of correlation and regression
• Pearson’s correlation
9 • Testing the significance of the correlation coefficient 4
• Linear Regression Equations
• Testing the significance of regression coefficient

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning
CLO 1 appreciate the importance of statistics in the field of education
Outcomes
(CLOs) CLO 2 collect, organise, and present data in various forms for describing a
population/sample
choose appropriate test(s) depending on the quality of data (type and
CLO 3 distribution) for comparing means
test the relationship between dependent and independent variables
CLO 4 (correlation analyses) and make predictions (regression analyses) when
necessary
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1, 3 Lecture and discussion, Attendance, participation in classroom activities, tests
CLO 2, 4 Group work, project work, assignment Assignment, Presentation
Learning Materials
Berenson, Mark L., David Levine, and Kathryn A. Szabat. Basic Business Statistics. New York: Pearson
Higher Education, 2015.
Cochran, William G. Sampling Techniques. Hoboken: John Wiley & Sons, 1977.
Recommended Jarman, Kristin H. The Art of Data Analysis: How to Answer Almost Any Question Using Basic Statistics.
Readings Hoboken: John Wiley & Sons, 2013.
Quirk, Thomas J. Excel 2016 for Business Statistics: A Guide to Solving Practical Problems. Basingstoke:
Springer, 2016.
Supplementary Boslaugh, Sarah. Statistics in a Nutshell, 2nd ed. Sebastopol: O’Reilly Media, 2012.
Readings Spiegelhalter, David. The Art of Statistics: How to Learn from Data. New York: Basic Books, 2021.

110
 Course Code: 0314 29 Soc 2271 Year: Second Term: Second For Social Science Stream
Course Title Sociology IV
Course Status Core
Credit 3.0
Prerequisite(s) None
This course will concentrate on the fundamental ideas and development of the social organisation. This
Rationale
course also teaches the fundamental notion of education and examines the structure and functions of the
organisation.

Course Contents
CLOs
Section A
Introduction to Organisation: Definition and meaning of organisation, Characteristics of organisation, 2
1
Functions of organisation, Types of organisation
Organisations in Historical Perspective: Organisations in pre-capitalist societies, Nature of organisations
2 1
under capitalism, Nature of organisations under socialism
Models of Analyzing Organisations: Psychological model, Technological model, Conflict model, Structural
3 3, 4
functional model, Systems analysis, Scientific-management model
Section B CLOs
Factors that Affect Organisations: Organisations as socio-technical systems, Environment and
4 2, 4
organisational structure, Groups in organisations, Culture in organisations
Decision-making Process in Organisation: Resources, power, authority and organisation, Communication
5 and the process of decision-making, Control and autonomy 2

Organisations and Underdevelopment in the Third World: Functioning of local, national and multinational
6 organisations in the Third World, Organisational problems in the Third World, Mapping organisational 1, 4
structures

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 explain organisation with a social view
Learning analyse the social organisations
CLO 2
Outcomes
(CLOs) CLO 3 discuss social model
CLO 4 Evaluate the social aspect of the organisation

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy

Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 1
work, library work.
Lecture, discussion, question-answer, debate, Tests, assignments, presentations, group work
CLO 2
collaborative work, individual presentation.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations, group work
CLO 3 audiovisual materials, project work, library work.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations, group work
CLO 4 audiovisual materials, project work, library work.

111
 Learning Materials
Adler, Paul S., Paul D. Gay, Glenn Morgan, and Michael Reed, editors. The Oxford Handbook of Sociology,
Social Theory, and Organisation Studies: Contemporary Currents. New York: Oxford University Press,
2014.
Recommended Bhagat, Rabi S., Annette S. McDevitt, and B. R. Baliga. Global Organisations: Challenges, Opportunities,
Readings and the Future. New York: Oxford University Press, 2017.
Bolman, Lee G., and Terrence E. Deal. Reframing Organisations: Artistry, Choice, and Leadership.
Hoboken: John Wiley & Sons, 2017.
Burke, Wyatt W. Organisation Change: Theory and Practice, 5th ed. Sage Publications, 2017.
Cunliffe, Ann L. Organisation Theory. Thousand Oaks: Sage Publications, 2008.
Daft, Richard L. Organisation Theory and Design. Boston: Cengage Learning, 2010.
Ehrhart, Mark G., Benjamin Schneider, and William H. Macey. Organisational Climate and Culture: An
Introduction to Theory, Research, and Practice. London: Routledge, 2013.
Grusky, Oscar, and George A. Miller. The Sociology of Organisations: Basic Studies. New York: The Free
Press, 1981.
Hassard, John. Sociology and Organisation Theory: Positivism, Paradigms and Postmodernity.
Cambridge: Cambridge University Press, 1993.
Supplementary
Johnstone, Ian. The Oxford Handbook of International Organisations. New York: Oxford University Press,
Readings
2016.
Kramer, Hannes, and Matthias Wenzel, editors. How Organisations Manage the Future: Theoretical
Perspectives and Empirical Insights. London: Palgrave MacMillan, 2019.
March, James G., editor. Handbook of Organisations. Routledge, 2013.
McAuley, John, Joanne Duberley, and Phil Johnson. Organisation Theory: Challenges and Perspectives.
London: Pearson Education, 2007.
Miles, Jeffrey A. Management and Organisation Theory. Hoboken: John Wiley & Sons, 2012.
Morgan, Glenn. Organisations in Society. London: Macmillan International Higher Education, 1990.

112
 Course Code: 0311 29 Econ 2273 Year: Second Term: Second For Social Science Stream
Course Title Economics IV
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale This course focuses on the development of economics and its relation to Education.

Course Contents
Section A CLOs
Economic Growth and Development
• Concepts and Definitions
• Characteristics of developing countries
• Classification of developing countries
• Indicators of economic development
• Development Index (DI and IDI)
1 1
• Poverty measurement
o Headcount index
o human poverty index
• Policies for reducing poverty
Population and Economic Development:
• Basic issues
2 o population growth and quality of life 1
o Population growth: past, present and future
• The Demographic Transition Theory
• Fertility in developing countries: causes and consequences
Education in Economic Development
• Education as a means of development
• Education in human capital development
3 • Education in economic development 1, 2
• Contribution of education to economic growth
• health and nutrition: investing in health
Section B CLOs
Education Financing in Bangladesh
• Sources of finance in education
o Revenue, Tax, Levy, Loan
• Grant and foreign aid
• Public and private financing in education
4 • Allocation in education and Annual Development Plan 2, 3
• Cost in education
o Opportunity cost
o Capital cost
• Rate of return of education
• Financial constraints and their impact on educational development
Educational Planning in Bangladesh
• Concept and types of educational planning
• Planning machinery of Bangladesh
5 o Ministry of Planning 4
o Planning Commission
o MoE, MoPME
• Educational project preparation and implementation

113
 Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain the development in economics
Outcomes
CLO 2 explain the relationship between education and economics
(CLOs)
CLO 3 analyse the financing of education in Bangladesh
CLO 4 plan for education project

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 1 work, TEL through audiovisual materials, and library
work.
Lecture, discussion, question-answer, collaborative Tests, assignments, presentations
CLO 2 work, TEL through audiovisual materials, debate,
project work, library work
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 3 audiovisual materials, group work, project work, and
library work.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 4
audiovisual materials, library work.

Learning Materials
Alauddin, Mohammad, and Clement Tisdell. The Environment and Economic Development in South
Asia: An Overview Concentrating on Bangladesh. Basingstoke: Springer, 1998.
Alauddin, Mohammad, and Clement Tisdell. The ‘Green Revolution’ and Economic Development: The
Recommended Process and its Impact in Bangladesh. Basingstoke: Springer, 1991.
Readings Cypher, James M., and James L. Dietz. The Process of Economic Development. London: Routledge, 2009.
Giugale, Marcelo M. Economic Development: What Everyone Needs to Know. New York: Oxford
University Press, 2017.
Khan, Azizur R., and Mahabub Hossain. Strategy of Development in Bangladesh. Basingstoke: Springer,
1989.
Meissner, Dirk, Leonid Gokhberg, and Ozcan Saritas. Emerging Technologies for Economic
Development. Basingstoke: Springer, 2019.
Supplementary Miah, Mohammad D., and Yasushi Suzuki. Power, Property Rights, and Economic Development: The
Readings Case of Bangladesh. Basingstoke: Springer, 2018.
Tan, Jee-Peng, and Alain Mingat. Education in Asia: A Comparative Study of Cost and Financing.
Washington: World Bank Publications, 1992.

114
 Course Code: 0312 29 Pol 2275 Year: Second Term: Second For Social Science Stream
Course Title Political Science IV
Course Status Optional
Credit 3.0
Prerequisite(s) None
Rationale This course focuses on the relation of politics with education.

Course Contents
Section A CLOs
Introduction
• Education as basic human rights
• Education and democracy
• Factors and responsibilities in shaping public policies
o State
o Authority
o Power
o Control
1 o Order 1, 2
o Legitimacy
o Citizenship
• Political ideologies and education
• Role of pressure groups in educational development
o Political
o Social
o Civil Society
o Media
Politics and Education in Bangladesh
• Basic Principles of the state
• Constitutional responsibilities
• Influence of political ideologies, forces and organisations on reforms
• Sate policies and educational reforms
2 1, 3
o Acts
o Ordinances
o Laws
o Education commissions/committees
Government and Education after 1975
• Change in the political scenario
• Change in state’s basic principles
• Change in state policies
3 • Change in values and control over curriculum, management 1, 2, 3
• Policies regarding primary, secondary, higher and teacher education
o Acts
o Ordinances
o Laws
o Education commissions/committees

115
 Section B CLOs
Education Under Democracy
• Democratic values, political institutions and policy-making
• Role of different stakeholders-
o Politicians
o National assembly
o Bureaucrats
o Teachers
4 o Students 1, 2
o Community
• Government control over curriculum
• Political condition and its influence onÍ
o students’ politics and campus violence
o Planning, organizing and management of education
o Erosion of ethical values in educational administration
International Influence in Education
5 • International Educational Commitments 4
• Role of donor agencies in educational reforms and development
• Bilateral agreements and party in power

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning
CLO 1 explain the role of the ruling political party and government on education.
Outcomes
(CLOs) CLO 2 compare the status of education under various governments.
CLO 3 analyse the educational progress in Bangladesh.
CLO 4 analyse the influence of international commitments, agreements and donor
agencies on education.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, question-answer, Assignments, presentations, examinations
CLO 1 presentation
CLO 2 Lecture, discussion, group work, presentation, Assignments, presentations, examinations
question-answer
CLO 3 Discussion, question-answer, presentation, group work Assignments, presentations, examinations
Lecture, discussion, question-answer, group work, Assignments, presentations, examinations
CLO 4 presentation, library work

116
Learning Materials
Das, Nitai. evsjv‡`‡ki mgvR ivRbxwZ I wkÿv [Social Politics and Education of Bangladesh], 2nd ed.
Dhaka: Meera Prokashon, n.d.
Dove, Linda. æThe Political Context of Education in Bangladesh 1971-80.” Politics and Educational
Recommended Change, April 2018, 165-182. doi:10.4324/9780429492402-10.
Readings Hickey, Sam, and Naomi Hossain. The Politics of Education in Developing Countries: From Schooling to
Learning. New York: Oxford University Press, 2019.
Hossain, Naomi, Ramya Subrahmanian, and Naila Kabeer. The Politics of Educational Expansion in
Bangladesh. Brighton: Institute of Development Studies, 2002.
https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/3929.
Kemmis, Stephen, and Christine Edwards-Groves. Understanding Education: History, Politics and
Practice. Basingstoke: Springer, 2018.
Demaine, Jack, editor. Education Policy and Contemporary Politics. Palgrave Macmillan UK, 2002.
Horsford, Sonya D., Janelle T. Scott, and Gary L. Anderson. The Politics of Education Policy in an Era of
Supplementary Inequality: Possibilities for Democratic Schooling. Routledge, 2018.
Readings Leach, Arthur F. Educational Charters and Documents 598 to 1909. Cambridge: Cambridge University
Press, 2010.
Leicester, Mal, Celia Modgil, and Sohan Modgil, editors. Politics, Education, and Citizenship. Routledge,
2000.
Whitty, Geoff. Making Sense of Education Policy: Studies in the Sociology and Politics of Education.
Thousand Oaks: Sage Publications, 2002.

117
 Course Code: 541 29 Math 2281 Year: Second Term: Second For All Streams
Course Title Mathematics IV
Course Status Optional
Credit 3.0
Prerequisite(s) None
This course is designed to serve the dual purpose of acquainting the students with a number of important
and special topics in calculus (as aspect of higher mathematics) with their applications and some basic
Rationale mathematical methods, principles, laws, approaches, and operations that provide the foundation for proper,
sound, and better understanding.
Mathematics courses in the previous term(s)

Course Contents
Section A CLOs
Ordinary Differential Equations and Their Solutions:
• Definition and formation of differential equations
• Classification of differential equations
• Solutions
1 1
• Implicit solutions
• Singular solutions
• Initial value problems
• Boundary value problems
Solution of first order Differential equations:
• Separable equations
2 • Linear equations 2
• Exact equations
• Special integrating factors
• Substitutions and transformations
Modelling with first-order differential equations:
• Construction of differential equations as mathematical models (exponential growth and decay, heating
3 and cooling, mixture of solution, series circuit, logistic growth, chemical reaction, falling bodies) 2
• Model solutions
Section B CLOs
Solution of higher order linear equations:
• Linear differential operators
• Basic theory of linear differential equations 3
4 • Solution space of homogeneous linear equations
• Fundamental solutions of homogeneous solutions
• Reduction of orders, Homogeneous linear equations with constant coefficients
• Non-homogeneous equation
• Method of undetermined coefficients
• Variation of parameters
• Euler-Cauchy differential equation
Series solutions of second-order linear equations:
• Taylor series solutions 3
5 • Frobenius series solutions
• Series solutions of Legendre, Bessel, Laguerre and Hermite equations and their solutions

118
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 explain ordinary differential problems and their solutions.
Outcomes CLO 2 solve first-order differential equations
(CLOs) CLO 3 solve second-order and higher-order linear equations.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, oral and written examinations
CLO 1 problem-solving
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, problem-solving examinations
CLO 3 Lecture, discussion, Q&A session, problem-solving Assignments, oral and written examinations
Learning Materials
Edwards, Charles H., David E. Penney, and David T. Calvis. Differential Equations & Linear Algebra, 4th
ed. Pearson, 2018.
Farlow, Stanley J. An Introduction to Differential Equations and Their Applications. North Chelmsford:
Courier Corporation, 2006.
Recommended Kuttler, Kenneth. Elementary Differential Equations. Chapman & Hall/CRC, 2017.
Readings MacCluer, Barbara D., Paul Bourdon, and Thomas L. Kriete. Differential Equations: Techniques, Theory,
and Applications. American Mathematical Society, 2019.
Nagle, R. K., Edward B. Saff, and Arthur D. Snider. Fundamentals of Differential Equations, 9th ed.
London: Pearson, 2017.
Supplementary Ricardo, Henry J. A Modern Introduction to Differential Equations. Cambridge: Academic Press, 2009.
Readings Said-Houari, Belkacem. Differential Equations: Methods and Applications. Basingstoke: Springer, 2016.

119
 Third Year First Term
Course Code: 0111 29 Edu 3101 Year: Third Term: First For All Streams
Course Title Values and Ethics in Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to provide opportunities for learners to study ethical and value-related aspects of
Rationale education.

Course Contents
CLOs
Section A
Value, Ethics and Morality
• Concept, types and sources of value
• Related terminologies: taste, preference, attitude, belief
1 • Behaviour and value, sub-domains of the affective domain, 1
• Cultural context and value; Value conflict
• Basic concepts, definitions and nature of ethics and morality
Value Education
• Concept, nature, scope and approach of value education
• Theories of morality and education
2 1, 2
• Contemporary issues in value education
• Contemporary value issues in education
• Contemporary moral and ethical issues in education
Values, Ethics and Morality in Education
• Concept of promoting values through education
3 • National and international considerations
1, 2, 3
• Value education in the education policies
• Values and ethics in curriculum and textbook
• Value and ethics in educational administration and management
Section B CLOs
World Views and Ideology
• Factors influencing a person’s worldviews (environment; personal experience; upbringing and family;
4 gender; spirituality and religion; history etc.) 4
• Main features of different ideological standpoints such as feminism, communism, socialism, Marxism,
pacifism, and nationalism; and their role in value, ethics and morality
Ethics in Teaching
• Ethics for teachers
o Ethics in teaching-learning activity
5 o Ethics in assessment 5
o Ethics in a teacher-student relationship
o Ethics in classroom communication
• Challenges in ethical practices in modern days
Value and conflict resolution
6 • Need for value education in the 21st century 1
• Fostering values - Role of school, home and society
• Role of value education in mitigating conflict

120
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course Explain the concept and scope of value, ethics, morality and value education
CLO 1
Learning
Outcomes CLO 2 Critically analyse value and ethical issues in education
(CLOs) CLO 3 Assess the current status of values and ethics in various aspects of education
CLO 4 Examine the role of worldview and ideology in value formation

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Discussion, Question-answer, Group work Written test (class test, final examination), Assignment
Discussion, Group work, Students’ presentations, Written test (class test, final examination),
CLO 2 debate Assignment, presentation
Discussion, Group work, Students’ presentations, Written test (class test, final examination),
CLO 3
debate Assignment, presentation
CLO 4 Discussion, Question-answer, Group work, Students’ Written test (class test, final examination),
presentation presentation
CLO 5 Discussion, Question-answer, Group work Written test (class test, final examination),

Learning Materials
Barrow, Robin. An Introduction to Moral Philosophy and Moral Education. London: Routledge, 2007.
Boss, Judith. Ethics For Life, 7th ed. New York: McGraw-Hill Education, 2018.
Recommended Dewey, John. Moral Principles In Education. Wildside Press LLC, 2008.
Readings Gardner, Roy, Jo Cairns, and Denis Lawton. Education for Values: Morals, Ethics and Citizenship in
Contemporary Teaching. London: Routledge, 2003.
Marino, Gordon D. Ethics: The Essential Writings. Modern Library, 2010.
Jenlink, Patrick M., editor. Educational Leadership and Moral Literacy: The Dispositional Aims of Moral
Leaders. R&L Education, 2014.
Noddings, Nel. Caring: A Relational Approach to Ethics and Moral education. Oakland: University of
California Press, 2013.
Nucci, Larry P. Education in the Moral Domain. Cambridge: Cambridge University Press, 2001.
Supplementary
Nucci, Larry P., and Darcia Narváez. Handbook of Moral and Character Education. Oxfordshire: Taylor &
Readings
Francis, 2008.
Quinn, Michael J. Ethics for the Information Age, 7th ed. London: Pearson, 2017.
Rosenstand, Nina. The Moral of the Story: An Introduction to Ethics, 8th ed. New York: McGraw-Hill
Education, 2017.
Ruyter, Doret J., and Siebren Miedema, editors. Moral Education and Development. Berlin: Springer
Science & Business Media, 2012.
Strike, Kenneth A., and KEduan Egan, editors. Ethics and Educational Policy. London: Routledge, 2010.
Thiroux, Jacques P., and Keith W. Krasemann. Ethics: Theory and Practice, 11th ed. Pearson Education,
2014.
Wringe, Colin. Moral Education: Beyond the Teaching of Right and Wrong. Berlin: Springer Science &
Business Media, 2006.

121
 Course Code: 0111 29 Edu 3103 Year: Third Term: First For All Stream
Course Title Assessment in Education
Course Status Core
Credit 3.0
Prerequisite(s) None

Rationale This course intends to provide opportunities for learning different aspects of educational tests,
measurements, assessment and use of elementary statistics in assessment.

Course Contents
CLOs
Section A
Concept of Measurement, Evaluation and Assessment
• Definition of a test, measurement, evaluation and assessment; relationship among them
• Purpose/objectives and importance of assessment; Steps/phases of assessment; the principle of
1 effective assessment 1, 2
• Taxonomy of educational objectives, including behavioural objectives; assessment strategy for
different domains
• Types of assessment
• Assessment practice in Bangladesh
Characteristics of a good test
2 • Measurement tools and Test
• Characteristics of a good test- 3
o Validity- concept, types of validity (face, content, construct, predictive, concurrent etc.), reasons for
decreasing validity
o Reliability- concept, determining the reliability of a test; test-retest, parallel form, split half and
rational equivalence (Kuder-Richardson’s formula), Spearman-Brown formula, reasons for
decreasing reliability
3 o Objectivity- concept, importance, reasons for decreasing objectivity
o Standardization- standardised tests and teacher-made tests, the process of standardization
o Practicality Í cost-effectiveness, time planning, etc.
o Other- comprehensiveness, simplicity, scorability
Section B CLOs
Planning, Constructing and Administrating Educational Tests
• Classification of tests
o Written test-essay type test and objective type test;
o Oral test 4, 2
4
o Guideline for constructing tests, their advantages and limitations
• Creative questions: concept and construction
• Planning a test, Administrating a test, Scoring
Statistics in Assessment
• Statistics: definition, application, scope and limitation
• Scales of measurement: normal, ordinal, interval and ratio
• Presentation of data: the frequency distribution; graphic representation- histogram, bar diagram,
frequency polygon, frequency curve, etc.
• Descriptive statistics:
5 o Measures of central tendency
o Measures of dispersion
o Skewness and kurtosis 5
• Probability distribution
• Inferential statistics
o Measure of relationship
o Standardization of Score and Interpretation
Rank order of scores; Percentile point and percentile ranks
Standard scores: Z-score, T-score
Grading and ranking.

122
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course conceptualize tests, measurements and assessments in education
CLO 1
Learning
Outcomes CLO 2 apply the principles of effective assessment
(CLOs) CLO 3 recognise the characteristics of a good test
CLO 4 construct and rate various types of tests effectively
CLO 5 apply statistics in assessment

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Question-answer, Group work, Students’ Written test (class test, final examination),
CLO 1 presentation Assignment, presentation
CLO 2 Discussion, Question-answer Written test (class test, final examination), Assignment
CLO 3 Discussion, Question-answer Written test (class test, final examination), Assignment
CLO 4 Discussion, Question-answer, Group work Written test (class test, final examination), Assignment
CLO 5 Discussion, Question-answer, Group work Written test (class test, final examination)

Learning Materials
Anderson, Lorin W. Classroom Assessment: Enhancing the Quality of Teacher Decision Making. London:
Routledge, 2003.
Brookhart, Susan M., and James H. McMillan. Classroom Assessment and Educational Measurement.
Routledge, 2019.
Recommended
Callahan, Carolyn M. Assessment in the Classroom: The Key to Good Instruction. Edited by Frances A.
Readings Karnes and Kristen R. Stephens. Prufrock Press, 2006.
Cunningham, George K. Assessment in the Classroom: Constructing and Interpreting Texts. London:
Psychology Press, 1998.
Marzano, Robert J. Classroom Assessment & Grading that Work. Alexandria: Association for Supervision
& Curriculum Deve, 2006.
McMillan, James H. Classroom Assessment: Principles and Practice that Enhance Student Learning
and Motivation. London: Pearson, 2017.
Miller, M. D., Robert L. Linn, and Norman E. Gronlund. Measurement and Assessment in Teaching. Upper
Saddle River: Prentice Hall, 2009.
Phye, Gary D., editor. Handbook of Classroom Assessment: Learning, Achievement, and Adjustment.
Supplementary Cambridge: Academic Press, 1996.
Readings Popham, W. J. Classroom Assessment: What Teachers Need to Know, 8th ed. London: Pearson, 2018.
Roy, Sushil. g‚j¨vqb: bxwZ I †KŠkj [Evaluation: Principles and Strategies]. Kolkata: Soma Book Agency,
2015.
Walvoord, Barbara E. Assessment Clear and Simple: A Practical Guide for Institutions, Departments,
and General Education, 2nd ed. New York: Jossey-Bass, 2010.
Witte, Raymond H. Classroom Assessment for Teachers. New York: McGraw-Hill Education, 2012.
Paratore, Jeanne R., and Rachel L. McCormack. Classroom Literacy Assessment: Making Sense of What
Students Know and Do. New York: Guilford Press, 2007.

123
 Course Code: 0111 29 Edu 3104 Year: Third Term: First For All Streams
Course Title Assessment in Education: Sessional/Field Trip
Course Status Core
Credit 1.5
Prerequisite(s) None

Rationale This course intends to provide opportunities to learners for applying theoretical knowledge of assessment
in practical setting.

Course Contents CLOs

Develop assessment tools for assessing learning from the cognitive, psychomotor, and affective domain
Assess tests in terms of the characteristics of a good test
1 Construct diverse types of tests (true-false, multiple-choice question, matching, gap filling, restricted 1
response type, extensive response type, creative question, oral test, performance test etc.)
Develop checklist, rating scale, rubric (holistic, analytic) and other tools for rating/scoring
Graphical representation of various educational data
Doing a statistical analysis of various educational data (measurement of central tendency, dispersion,
relationship, skewness, and kurtosis; percentile point, percentile rank etc.)
Visit one school to observe the assessment practice
Critically analyse and assess the overall assessment practice in Bangladesh

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning
Outcomes CLO 1 Apply theoretical knowledge of assessment in a practical setting.
(CLOs)

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, individual work, group work, field trip, a Assignment, report, oral tes
CLO 1 feedback session with the teacher

Learning Materials
Miller, M. D., Robert L. Linn, and Norman E. Gronlund. Measurement and Assessment in Teaching. Upper
Saddle River: Prentice Hall, 2009.
Supplementary
Phye, Gary D., editor. Handbook of Classroom Assessment: Learning, Achievement, and Adjustment.
Readings
Cambridge: Academic Press, 1996.
Popham, W. J. Classroom Assessment: What Teachers Need to Know, 8th ed. London: Pearson, 2018.

124
 Course Code: 0111 29 Edu 3105 Year: Third Term: First For All Streams
Course Title Research in Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course provides students with a foundational understanding of Educational research and its many
Rationale
facets and teaches them to appreciate the significance of scholarly research and research ethics, allowing
them to conduct educational research.

Course Contents
CLOs
Section A
Introduction to Educational research: basic concepts of research and educational research, their 1
1
classification, objectives and scope; research ethics
Process of research: identifying a research problem, reviewing the literature, designing research, 1
2
collecting and analysing data and interpreting results, and reporting
Research paradigms: quantitative research methods: experimental and non-experimental research; 2
3
qualitative research methods: phenomenology, ethnography, narrative inquiry, case study, grounded theory;
mixed methods research; action research
Section B CLOs
Planning research: rationality, the feasibility analysis of research; the framework of the research proposal;
4 3
preparation of a research proposal
Conducting the research: sampling and collecting data; analysing data, interpreting results, and validating
5 research findings; reporting results 3

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 explain the scope and process of educational research
Learning distinguish between quantitative, qualitative, and mixed research paradigms
Outcomes CLO 2 and their appropriateness
(CLOs)
CLO 3 develop research methodology and implement research

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, debate, group work, Q&A Assignments, oral and written examinations
CLO 1
session, library work, TEL
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2
session, library work, TEL examinations
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 3 session, library work, TEL examinations

125
 Learning Materials
Bell, Judith, and Stephen Waters. Doing Your Research Project: A Guide for First-Time Researchers, 7th
ed. Open University Press, 2018.
Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed.
Thousand Oaks: Sage Publications, 2018.
Recommended
Creswell, John W., and Timothy C. Guetterman. Educational Research: Planning, Conducting, and
Readings
Evaluating Quantitative and Qualitative Research, 6th ed. Pearson, 2019.
Johnson, R. B., and Larry B. Christensen. Educational Research: Quantitative, Qualitative, and Mixed
Approaches, 6th ed. Thousand Oaks: Sage Publications, 2016.
Lochmiller, Chad R., and Jessica N. Lester. An Introduction to Educational Research: Connecting
Methods to Practice. Thousand Oaks: Sage Publications, 2015.
Supplementary Hasan, Ragib. M‡elYvq nv‡ZLwo [Introduction to Research], 2nd ed. Dhaka: Adarsha, 2016.
Readings

126
 Course Code: 0111 29 Edu 3106 Year: Third Term: First For All Streams
Course Title Research in Education: Sessional
Course Status Core
Credit 1.5
Prerequisite(s) None

Rationale This course strives to build upon the understanding of educational research and prepare the students in
producing a research proposal.

Course Content CLOs

Authoring a research proposal: understanding the function of the proposal; determining the tasks;
1 developing the problem statement; writing purpose statements, research questions, and hypotheses; 1, 2
writing the review of literature; writing about research designs; APA style; presentation and other
considerations

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning
CLO 1 produce a research proposal
Outcomes
(CLOs) CLO 2 critique the clarity and coherence of a research proposal

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, TEL, Assignments, oral and written examinations
CLO 1 writing task
Lecture, discussion, group work, Q&A session, TEL, Assignments, oral and written examinations
CLO 2
writing task

Learning Materials
Bell, Judith, and Stephen Waters. Doing Your Research Project: A Guide for First-Time Researchers, 7th
ed. Open University Press, 2018.
Coley, Soraya M., and Cynthia A. Scheinberg. Proposal Writing, 2nd ed. Thousand Oaks: Sage
Publications, 2000.
Creswell, John W., and Timothy C. Guetterman. Educational Research: Planning, Conducting, and
Recommended Evaluating Quantitative and Qualitative Research, 6th ed. Pearson, 2019.
Readings Denscombe, Martyn. Research Proposals: A Practical Guide. Milton Keynes: McGraw-Hill Education,
2012.
Johnson, R. B., and Larry B. Christensen. Educational Research: Quantitative, Qualitative, and Mixed
Approaches, 6th ed. Thousand Oaks: Sage Publications, 2016.
Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed.
Thousand Oaks: Sage Publications, 2018.
Hasan, Ragib. M‡elYvq nv‡ZLwo [Introduction to Research], 2nd ed. Dhaka: Adarsha, 2016.
Supplementary
Lochmiller, Chad R., and Jessica N. Lester. An Introduction to Educational Research: Connecting
Readings Methods to Practice. Thousand Oaks: Sage Publications, 2015.
Miner, Jeremy T., and Lynn E. Miner. Proposal Planning and Writing, 5th ed. Santa Barbara: Greenwood
Publishing Group, 2013.
Punch, Keith. Developing Effective Research Proposals, 3rd ed. Thousand Oaks: Sage Publications,
2016.

127
 Course Code: 0111 29 Edu 3107 Year: Third Term: First For All Streams
Course Title ICT in Education
Course Status Core
Credit 1.5
Prerequisite(s) None
The course seeks to instil in students a can-do attitude toward computer and internet use, facilitating
Rationale
students to understand the inner workings of ICT in improving educational circumstances and ICT’s
relevance to education from national and global perspectives.

Course Contents
CLOs
Section A
Getting acquainted with ICT: information and communications technology; basic components of ICT such
as hardware, software, operating systems (Microsoft Windows, macOS, Android), types of computer,
1 internet, computer networks, cloud computing, e-safety and security; emerging technologies such as 1, 3
biometrics, quantum computing, virtual reality, 3D printing, holography, internet of things, machine
learning, artificial intelligence, video surveillance
2 ICT pedagogy: concept and scope of ICT pedagogy; issues and challenges 2
Section B CLOs
ICT and Education: ICT enhanced learning Í use of computers, internet, smart-phones, projectors,
photocopiers, electronic boards, e-readers, audio-visual materials in teaching-learning; access to remote
learning resources Í mobile learning; e-learning; online classroom; massive open online courses (MOOCs)
3 such as Khan Academy, edX, Shikkhok.com, hukush-pakush.com, 10 Minute School; use of ICT in improving 2, 3
the quality of Education, ICT in teacher Education, Education management information system
(EMIS)/student information system (SIS), learning management systems (LMS), technology-enhanced
learning (TEL), learning content management system (LCMS)
ICT in Education from national and global perspectives: ICT in Education: policy and practice in Bangladesh;
4 multimedia classroom monitoring system (mmcm.gov.bd) and its app; Shikkhok Batayon (teachers.gov.bd); 2, 4
e-Learning platforms (e.g., muktopaath.gov.bd); ICT in Education: major global policies and innovations
5 Ethical issues in ICT: ICT Act; cybercrime; cyberbullying; plagiarism; copyright 1, 3, 4

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 identify and classify the basic components of ICT
Learning connect the reciprocal benefits of ICT with education and devise innovative
Outcomes CLO 2 approaches to using it effectively
(CLOs)
CLO 3 evaluate and appreciate emergent technologies
generalise how ICT situates itself multifariously on the local and global stage
CLO 4
in regard to education and cognate disciplines

128
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, Assignments, presentations, oral and written
CLO 1
presentation, library work, TEL examinations
Lecture, discussion, group work, Q&A session, Assignments, presentations, oral and written
CLO 2
presentation, library work, TEL examinations
Lecture, discussion, group work, Q&A session, Assignments, presentations, oral and written
CLO 3 presentation, library work, TEL examinations
Lecture, discussion, group work, Q&A session, Assignments, presentations, oral and written
CLO 4 presentation, library work, TEL examinations

Learning Materials
Chakrabarti, Topon. evsjv‡`‡k weÁvb: wk¶v, M‡elYv I cÖhyw³ cÖmvi [Science in Bangladesh: Education,
Research and Expansion of Technology]. Dhaka: Samachar, 2012.
Comer, Douglas E. The Internet Book, 5th ed. Boca Raton, FL: Chapman and Hall/CRC Press, 2018.
Recommended DK. How Technology Works. London: DK, 2019.
Readings Gralla, Preston. How the Internet Works, 8th ed. London: Que Publishing, 2006.
Huang, Ronghuai, Kinshuk, and Jon K. Price, editors. ICT in Education in Global Context: Comparative
Reports of Innovations in K-12 Education. Basingstoke: Springer, 2015.
Butterfield, Andrew, Gerard E. Ngondi, and Anne Kerr. A Dictionary of Computer Science. New York:
Oxford University Press, 2016.
Downing, Douglas A., Michael A. Covington, Melody M. Covington, and Catherine A. Covington.
Dictionary of Computer and Internet Terms, 10th ed. Hauppauge, NY: Barron’s Educational Series, 2009.
Leask, Marilyn, and Norbert Pachler. Learning to Teach Using ICT in the Secondary School, 3rd ed.
London: Routledge, 2012.
Supplementary McCullough, Brian. How the Internet Happened: From Netscape to the iPhone. Liveright, 2018.
Readings OECD, and Joint Research Centre - European Commission. Assessing the Effects of ICT in Education
Indicators, Criteria and Benchmarks for International Comparisons: Indicators, Criteria and
Benchmarks for International Comparisons. Paris: OECD Publishing, 2010.
Pelgrum, Willem J., and Nancy Law. ICT in Education Around the World: Trends, Problems and
Prospects. Paris: UNESCO, 2003.
Rahman, M. Lutfar, M. Shamim Kaiser, M. Ariful Rahman, and M. Alamgir Hossain. Computer
Fundamentals and ICT. Dhaka: Daffodil International University Press, 2017.
Sargent, Brian, Dave Watson, and Graham Brown. Cambridge IGCSE ICT, 2nd ed. Hodder Education, 2015.
White, Ron. How Computers Work: The Evolution of Technology, 10th ed. London: Pearson Education,
2015.
Wilson, Kevin. Essential Computing: Concepts of ICT. Elluminet Press, 2016.

129
 Course Code: 0111 29 Edu 3108 Year: Third Term: First For All Streams
Course Title ICT in Education: Sessional
Course Status Core
Credit 1.5
Prerequisite(s) None

Rationale This course is intended to provide students with hands-on experience in using ICT in both general and
specialised contexts, as well as teaching students how to use ICT in educational settings.

Course Content CLOs

ICT in Education: basic operations of an operating system (Microsoft Windows, iOS, Android); applications Í
1 Microsoft Office Suite; Skype, Zoom, Google services, internet browsing; national and international learning 1, 2, 3
platforms; referencing software Í Zotero/EndNote/Mendeley; management systems; accessing journals
and research papers; TEL support; accessing reliable information from reputable online repositories and
libraries

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 understand and apply ICT in education
Outcomes
CLO 2 execute various applications to avail manifold services
(CLOs)
CLO 3 access, select and reorganise information using the means of ICT

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
CLO 1 laboratory work, observation, fieldwork, experiment
Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
CLO 2
laboratory work, observation, fieldwork, experiment

CLO 3 Lecture, discussion, group work, Q&A session, TEL, Laboratory assignments, oral and written examinations
laboratory work, observation, fieldwork, experiment

130
Learning Materials
Comer, Douglas E. The Internet Book, 5th ed. Boca Raton, FL: Chapman and Hall/CRC Press, 2018.
DK. How Technology Works. London: DK, 2019.
Recommended Gralla, Preston. How the Internet Works, 8th ed. London: Que Publishing, 2006.
Readings McCullough, Brian. How the Internet Happened: From Netscape to the iPhone. Liveright, 2018.
Pelgrum, Willem J., and Nancy Law. ICT in Education Around the World: Trends, Problems and Prospects.
Paris: UNESCO, 2003.
Butterfield, Andrew, Gerard E. Ngondi, and Anne Kerr. A Dictionary of Computer Science. New York:
Oxford University Press, 2016.
Chakrabarti, Topon. evsjv‡`‡k weÁvb: wk¶v, M‡elYv I cÖhyw³ cÖmvi [Science in Bangladesh: Education,
Research and Expansion of Technology]. Dhaka: Samachar, 2012.
Downing, Douglas A., Michael A. Covington, Melody M. Covington, and Catherine A. Covington.
Dictionary of Computer and Internet Terms, 10th ed. Hauppauge, NY: Barron’s Educational Series, 2009.
Huang, Ronghuai, Kinshuk, and Jon K. Price, editors. ICT in Education in Global Context: Comparative
Supplementary
Reports of Innovations in K-12 Education. Basingstoke: Springer, 2015.
Readings
Leask, Marilyn, and Norbert Pachler. Learning to Teach Using ICT in the Secondary School, 3rd ed.
London: Routledge, 2012.
OECD, and Joint Research Centre - European Commission. Assessing the Effects of ICT in Education
Indicators, Criteria and Benchmarks for International Comparisons: Indicators, Criteria and
Benchmarks for International Comparisons. Paris: OECD Publishing, 2010.
Rahman, M. Lutfar, M. Shamim Kaiser, M. Ariful Rahman, and M. Alamgir Hossain. Computer
Fundamentals and ICT. Dhaka: Daffodil International University Press, 2017.
Sargent, Brian, Dave Watson, and Graham Brown. Cambridge IGCSE ICT, 2nd ed. Hodder Education, 2015.
White, Ron. How Computers Work: The Evolution of Technology, 10th ed. London: Pearson Education,
2015.
Wilson, Kevin. Essential Computing: Concepts of ICT. Elluminet Press, 2016.

131
 Course Code: 0111 29 Edu 3109 Year: Third Term: First For All Stream
Course Title Educational Management
Course Status Core
Credit 3.0
Prerequisite(s) None
The course includes administration, organisation, management and leadership concepts related to the
Rationale Educational institution. Emphasis will be given to the practical aspects of the system and institutional
management and administration, including the head’s role in the respective organisation.

Course Contents
Section A CLOs
Organisation
• definition, types, and functions of the organisation
1 • organisational environment 1
• organisation as a social system
• Educational institution as a social organisation
Administration and Management
• administration: meaning, concept and process
• Educational administration and educational management
• Educational administration in Bangladesh (state agencies)
• management of school and approaches to management
• major components of school management
2 o role of the Headmaster 2
o role of teacher
o the pupils
o SMC, MMC, governing body
• administrative problems and reflective practice
Educational Supervision
• concept of inspection and supervision
• need, objective and scope of supervision
3 • changing the concept of supervision and inspection 3
• types and procedures of supervision and inspection
• duties of wducation officers
• qualities of a supervisor
• challenges in educational supervision

132
 Section B CLOs
School as an Organisation
• institutional planning
• financial management
• management of school facilities
4 1
• curriculum dissemination
• co-curricular activities
• the school timetable
• guidance programme in school
Administrative Issues
• Educational regulations
• Discipline in school
5 4
• Student participation in school administration
• Accountability in school education
• Staff mentoring
• Teacher appraisal
Entrepreneurship in Education
• Concept of entrepreneurship in education
• Entrepreneurship education in practice
6 5
• Engaging stakeholders
• Public-private partnership in education

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 explain the concept of organisation.
Outcomes CLO 2 differentiate between administration and management.
(CLOs) CLO 3 explain the concept of supervision.
CLO 4 identify the administrative issues in educational institutions.
CLO 5 explain the concept of entrepreneurship in education.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Lecture, discussion, group work, Q&A session Assignments, oral and written examinations
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2
session examinations
CLO 3 Lecture, discussion, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4 demonstration
CLO 5 Lecture, discussion, Q&A session, debate, Assignments, written examinations, presentations,
demonstration, peer work quiz

133
 Learning Materials
Begley, Paul T., and Pauline E. Leonard, editors.The Values of Educational Administration. London:
Routledge, 1999.
Blandford, Sonia. Managing Discipline in Schools. London: Routledge, 2003.
Brundrett, Mark, Neil Burton, and Robert Smith.Leadership in Education. Thousand Oaks: Sage
Recommended Publications, 2003.
Readings Coleman, Marianne, and Lesley Anderson.Managing Finance and Resources in Education. Thousand
Oaks: Sage Publications, 2000.
Coleman, Marianne, and Derek Glover.Educational Leadership And Management: Developing Insights
And Skills. Open University Press, 2010.

Dean, Joan. Managing the Primary School. London: Routledge, 2002.

Earley, Peter, and Dick Weindling.Understanding school leadership. Thousand Oaks: Sage Publications,
2004.
English, Fenwick W. Encyclopedia of Educational Leadership and Administration (Two Volumes).
Thousand Oaks: Sage Publications, 2006.
English, Fenwick W. The SAGE Guide to Educational Leadership and Management. Thousand Oaks: Sage
Publications, 2015.
Gelsthorpe, Tony, and John West-Burnham, editors.Educational Leadership and the Community:
Strategies for School Improvement Through Community Engagement. Pearson Education, 2003.
Gronn, Peter. The Making of Educational Leaders. London: A&C Black, 1999.
Hisrich, Robert, Dean Shepherd, and Michael Peters.Entrepreneurship, 10th ed. New York: McGraw-Hill
Education, 2016.
Hoy, Wayne K., and Cecil G. Miskel. Educational Administration: Theory, Research, and Practice. New
Supplementary York: McGraw-Hill Education, 2012.
Readings Khan, Ansar A. evsjv‡`‡ki wk¶v cÖkvmb I e¨e¯’vcbv [Education Administration and Management in
Bangladesh]. Dhaka: Kamrul Book House, n.d.
Kowalski, Theodore J. Case Studies on Educational Administration. Upper Saddle River: Prentice Hall,
2011.
Legge, John M., and Kevin Hindle.Entrepreneurship: Context, Vision and Planning. London: Palgrave
MacMillan, 2004.
Leithwood, Kenneth A., Judith D. Chapman, David Corson, Philip Hallinger, and Ann Hart,
editors.International Handbook of Educational Leadership and Administration. Basingstoke: Springer,
1996.
Lunenburg, Fred C., and Allan C. Ornstein.Educational Administration: Concepts and Practices. Boston:
Cengage Learning, 2011.
OECD.Higher Education Management and Policy, Volume 17 Issue 3 Special Issue on Entrepreneurship:
Special Issue on Entrepreneurship. Paris: OECD Publishing, 2005.
Razik, Taher A., and Austin D. Swanson.Fundamental Concepts of Educational Leadership and
Management. London: Pearson, 2017.
Samier, Eugenie. Ethical Foundations for Educational Administration. London: Routledge, 2003.
Tomlinson, Harry. Educational Leadership: Personal Growth for Professional Development. Thousand
Oaks: Sage Publications, 2004.

134
 Course Code: 0111 29 Edu 3111 Year: Third Term: First For All Streams
Course Title Non-Formal and Continuing Education
Course Status Core
Credit 3.0
Prerequisite(s) None

Rationale The course provides knowledge, understanding and insights into Non-formal and Continuing Education
(NFCE). It will allow interfacing of formal and informal education and its linkages with basic education and
skill development programmes. The importance of NFCE in developing society will be highlighted in the
course. The NFCE and CE in creating a learning society and its significance in improving the quality of life
in Bangladesh will be the course’s unique features.

Course Contents
CLOs
Section A
General and Special Aspects of NFE
• Concepts, salient features, and scopes of NFE
• Objectives, goals, target groups of NFE
1 • NFE in relation to EFA, UPE and sustainable literacy. 1
• Life skills, vocational skills, and the role of NFE
Continuing Education (CE) in Different Contexts
• Definition, aims, purposes and importance of CE
• Development of CE
• CE in relation to education and learning
2 2
• CE in relation to vocational and skill development training
• CF in relation to literacy and Post-Literacy (PL)
• CE is a provision for Life-long Education (LLE) to achieve the goals of learning societies.
NFE and CE in Developing Society
• Developing society- its connotation and characteristics
3 • Learning needs and opportunities in developing societies
1
• Linkage and equivalency of NFE with formal education
• Role of NFE and CE in Bangladesh.
Section B CLOs
Facilities and Programmes
• NFE as a sub-sector of Education 1
4 • Opportunities and facilities of NFE and CE in Bangladesh
• NFE and CE programmes of GO and NGOs
• GO-NGO collaboration
Programme Implementation
• Programme implementation processes
• Major actors in NFE and CE in Bangladesh 4
5 o Bureau of Non-Formal Education
o NGOs
• Innovations and success stories
• Education in Emergency
Quality of Life Improvement
• Quality of life and its components 5
6 • Empowering disadvantaged sections of the population
• Learning society and lifelong education
• Role of NFE and CE in improving quality of life

135
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 explain the concept of NFE.
Learning CLO 2 explain the concept of continuing education.
Outcomes CLO 3 relate non-formal and continuing education in developing countries.
(CLOs)
CLO 4 assess the GO-NGO initiatives in NFCE.
CLO 5 analyse the role of NFCE in improving quality of life.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Lecture, discussion, group work, Q&A session Assignments, oral and written examinations
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2
session examinations
CLO 3 Lecture, discussion, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4
demonstration
CLO 5 Lecture, discussion, Q&A session, debate, Assignments, presentations, written examinations,
demonstration quiz

Learning Materials
Latif, Abu H. DcvbzôvwbK wk¶v I mgvR wk¶v [Non-Formal Education and Social Education]. Dhaka:
Bangla Academy, 1984.
Latif, Abu H. DcvbzôvwbK wk¶vaviv: evsjv‡`k I AvšÍR©vwZK cwi‡cÖw¶Z [Non-Formal Stream of Education:
Bangladesh and International Perspective]. Dhaka: Abu Hamid Latif, 2013.
Recommended
Latif, Abu H. evsjv‡`‡ki DcvbzôvwbK wk¶v [Non-Formal Education in Bangladesh]. Dhaka: Abu Hamid
Readings
Latif, 2001.
Latif, Mumtaz. evsjv‡`‡k DcvbzôvwbK wk¶v: wk¶vµg cÖm½ [Non-Formal Education in Bangladesh: On
Curriculum]. Dhaka: Shahitya Prakash, 2002.
Patrick, Werquin. Recognising Non-Formal and Informal Learning Outcomes, Policies and Practices:
Outcomes, Policies and Practices. Paris: OECD Publishing, 2010.
Dhaka Ahsania Mission. DcvbzôvwbK eq¯‹ wk¶v mnvqK [Non-Formal Adult Education Manual]. Dhaka:
Dhaka Ahsania Mission, n.d.
Jarvis, Peter, and Arthur L. Wilson. International Dictionary of Adult and Continuing Education. London:
Routledge, 2002.
Supplementary Latchem, Colin. Open and Distance Non-formal Education in Developing Countries. Basingstoke:
Readings Springer, 2018.
Rogers, Alan. Non-Formal Education: Flexible Schooling or Participatory Education?. Berlin: Springer
Science & Business Media, 2007.
Singh, Madhu. Global Perspectives on Recognising Non-formal and Informal Learning: Why
Recognition Matters. Basingstoke: Springer, 2015.
The Bangladesh Gazette, editor. DcvbzôvwbK wk¶v AvBb 2014 [Non-Formal Education Act 2014]. Dhaka:
Bangladesh Government Press, 2014.

136
 Course Code: 0111 29 Edu 3112 Year: Third Term: First For All Streams
Course Title Non-Formal and Continuing Education: Sessional/Field Trip
Course Status Core
Credit 1.0
Prerequisite(s) None

Rationale This course is a sessional course of non-formal and continuing education. This course anticipates
supporting the students to attain the concepts directly from the ground and their conscious experiences.

Course Contents CLOs

Visit the learning centres run by the NGOs
1 Visit the community learning centres 1, 2, 3, 4, 5
Visit the non-formal schools
Visit the Rohingya camp school to observe education in emergencies or education for the refugees
Visit an International NGO to observe how they operate their educational programmes

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain the concept of NFE.
Outcomes
CLO 2 explain the concept of continuing education.
(CLOs)
CLO 3 relate non-formal and continuing education in developing countries.
CLO 4 assess the GO-NGO initiatives in NFCE.
CLO 5 analyse the role of NFCE in improving quality of life.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Lecture, discussion, group work, Q&A session Assignments, oral and written examinations
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2 session examinations
CLO 3 Lecture, discussion, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4 demonstration
CLO 5 Lecture, discussion, Q&A session, debate, Assignments, presentations, written examinations,
demonstration quiz

137
 Learning Materials
Latif, Abu H. DcvbzôvwbK wk¶v I mgvR wk¶v [Non-Formal Education and Social Education]. Dhaka:
Bangla Academy, 1984.
Latif, Abu H. DcvbzôvwbK wk¶vaviv: evsjv‡`k I AvšÍR©vwZK cwi‡cÖw¶Z [Non-Formal Stream of Education:
Bangladesh and International Perspective]. Dhaka: Abu Hamid Latif, 2013.
Recommended
Latif, Abu H. evsjv‡`‡ki DcvbzôvwbK wk¶v [Non-Formal Education in Bangladesh]. Dhaka: Abu Hamid
Readings
Latif, 2001.
Latif, Mumtaz. evsjv‡`‡k DcvbzôvwbK wk¶v: wk¶vµg cÖm½ [Non-Formal Education in Bangladesh: On
Curriculum]. Dhaka: Shahitya Prakash, 2002.
Patrick, Werquin. Recognising Non-Formal and Informal Learning Outcomes, Policies and Practices:
Outcomes, Policies and Practices. Paris: OECD Publishing, 2010.
Dhaka Ahsania Mission. DcvbzôvwbK eq¯‹ wk¶v mnvqK [Non-Formal Adult Education Manual]. Dhaka:
Dhaka Ahsania Mission, n.d.
Jarvis, Peter, and Arthur L. Wilson. International Dictionary of Adult and Continuing Education. London:
Routledge, 2002.
Supplementary Latchem, Colin. Open and Distance Non-formal Education in Developing Countries. Basingstoke:
Readings Springer, 2018.
Rogers, Alan. Non-Formal Education: Flexible Schooling or Participatory Education?. Berlin: Springer
Science & Business Media, 2007.
Singh, Madhu. Global Perspectives on Recognising Non-formal and Informal Learning: Why
Recognition Matters. Basingstoke: Springer, 2015.
The Bangladesh Gazette, editor. DcvbzôvwbK wk¶v AvBb 2014 [Non-Formal Education Act 2014]. Dhaka:
Bangladesh Government Press, 2014.

138
 Course Code: 0111 29 Edu 3113 Year: Third Term: First For All Streams
Course Title Early Childhood Education
Course Status Optional
Credit 3.0
Prerequisite(s) None
The course offers insights into how the child develops into adulthood and what relevant pedagogy
Rationale
educators could employ to bring about a coherent, nuanced, and meaningful teaching-learning experience.

Course Contents
CLOs
Section A
1 Fundamentals of early childhood Education (ECE): concepts, age groups in ECE; purpose of ECE; 1
contemporary trends in ECE
Child development: foundations of development; cognitive and language development; personality and
2 social development; emotional development; constructing identity; moral development; gender identity; 1, 2
contexts for development
3 Physical environment in ECE: effects of the environment; arranging the indoor and outdoor environment; 1, 2, 4
features of the environment; developmentally appropriate equipment; safety
Section B CLOs
Play in ECE: purposes of play, kinds of play; play materials, creating play environments, teachers’ roles; play
4 3
and curriculum
Teaching-learning in ECE: Pedagogy for different age groups; learning theories; Early childhood
5 programmes (inter alia, the Montessori method, the Reggio Emilia approach); qualities of the good early 4
childhood teacher; technology in ECE
6 Guiding children in ECE: Behaviour guidance; physical punishment and children’s development; 4
reinforcement
Issues in ECE: poverty; achievement gaps; Shortage of high-quality teachers, low pay, burnout; changing
7 family units; issues of wellness and healthy living; violence, bullying, racism, and abuse; child 1, 4
maltreatment

Upon successful completion of the course, the students will be able to: Mapping with PLOs
CLO 1 illustrate the key factors of early childhood education
Course break down the development of a child and discuss what infants, toddlers,
CLO 2 pre-schoolers, and school-age children are like
Learning
Outcomes justify how play influences children and how early childhood education can
CLO 3
(CLOs) improve by keeping this in mind
CLO 4 relate how various teaching-learning methods and considerations provide for
the needs of children
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, library Assignments, oral and written examinations
CLO 1 work, TEL
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2 session, library work, TEL, visiting a local early examinations
childhood institution
Lecture, discussion, Q&A session, library work, TEL, Assignments, oral and written examinations
CLO 3 visiting a local early childhood institution
CLO 4 Lecture, discussion, Q&A session, library work, TEL Assignments, oral and written examinations

139
 Learning Materials
Azar, Essa, Eva L., and Melissa M. Burnham. Introduction to Early Childhood Education, 8th ed.
Thousand Oaks: SAGE Publications, 2019.
Bredekamp, Sue. Effective Practices in Early Childhood Education: Building a Foundation, 3rd ed.
London: Pearson, 2016.
Recommended
Brewer, Jo A. Introduction to Early Childhood Education: Preschool Through Primary Grades, 6th ed.
Readings
Boston: Allyn & Bacon, 2007.
Crowley, Kevin. Child Development: A Practical Introduction, 2nd ed. Thousand Oaks: Sage
Publications, 2017.
Davies, Douglas. Child Development: A Practitioner’s Guide, 3rd ed. New York: Guilford Press, 2010.

Billah, Masum. wkïwk¶v, wkïweÁvb I wkï AwaKvi [Child Education, Child Science and Child Rights].
Dhaka: Murdhonno, 2019.
Fleer, Marilyn, and Bert V. Oers, editors. International Handbook of Early Childhood Education.
Basingstoke: Springer, 2017.
Frost, Joe L., Sue C. Wortham, and Robert S. Reifel. Play and Child Development, 4th ed. Upper Saddle
River, NJ: Pearson Education, 2012.
Goldstein, Sam, and Jack A. Naglieri. Encyclopedia of Child Behavior and Development. Basingstoke:
Springer, 2010.
Hopkins, Brian, Ronald G. Barr, George F. Michel, and Philippe Rochat. The Cambridge Encyclopedia of
Child Development. Cambridge University Press, 2005.
Hurlock, Elizabeth B. Child Development, 6th ed. New York: Tata McGraw-Hill Education, 2001.
Johnson, James E., James F. Christie, and Thomas D. Yawkey. Play and Early Childhood Development,
2nd ed. Boston: Allyn & Bacon, 1999.
Krogh, Suzanne L., and Kristine L. Slentz. Early Childhood Education: Yesterday, Today, and Tomorrow,
2nd ed. New York: Routledge, 2011.
Levine, Laura E., and Joyce Munsch. Child Development: An Active Learning Approach. Thousand Oaks:
Sage Publications, 2017.
Supplementary Lotif, Momotaj. wkïi gb I wk¶v [The Mind and Education of the Child]. Dhaka: Shahitya Prakash, 2004.
Readings Morrison, George S. Early Childhood Education Today, 14th ed. New York: Pearson, 2018.
Nutbrown, Cathy. Key Concepts in Early Childhood Education and Care. Thousand Oaks: Sage, 2011.
Packer, Martin J. Child Development: Understanding a Cultural Perspective. Thousand Oaks: Sage
Publications, 2017.
Pound, Linda. How Children Learn: Educational Theories and Approaches, 2nd ed. London: Practical
Pre-School Books, 2014.
Ray, Goutam, and Samir R. Nath.evsjv‡`‡k cÖvK-cÖv_wgK wk¶v: D‡`¨vM, ev¯ÍeZv I c_wb‡`©kbv [Pre-Primary
Education in Bangladesh: Initiative, Reality and Recommendations]. Dhaka: Sanghoti Prokashon, 2018.
Robinson, Maria. Child Development from Birth to Eight: A Journey Through the Early Years. Milton
Keynes: McGraw-Hill Education (UK), 2007.
Roopnarine, Jaipaul L., and James E. Johnson. Approaches to Early Childhood Education, 6th ed. New
York: Pearson, 2017.
Salkind, Neil J. Child Development. New York: Macmillan Library Reference, 2002.
Santrock, John W. Child Development, 14th ed. New York: McGraw-Hill Education, 2014.
Sheridan, Mary D., Justine Howard, and Dawn Alderson. Play in Early Childhood: From Birth to Six Years,
3rd ed. Abingdon, Oxfordshire: Routledge, 2011.
Santrock, John W. Children, 13th ed. New York: McGraw-Hill Education, 2016.
Shams, Monjur.Mvu‡q Mvu‡q Awfbe wkïwk¶v [Innovative Children’s Education in the Rural Areas]. Dhaka:
Dibbo Prokash, 2019.
Siegel, Daniel J., and Tina Payne Bryson. The Whole-Brainchild: 12 Revolutionary Strategies to Nurture
Your Child’s Developing Mind. New York: Bantam, 2012.

140
 Third Year Second Term
Course Code: 0111 29 Edu 3201 Year: Third Term: Second For All Streams
Course Title Gender and Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course focuses on the effect of gender on education theories, educational policies, school
Rationale organisation, curricula, pedagogy, and students’ school experience. The course also focuses on basic
concepts and expressions pertaining to gender.

Course Contents
CLOs
Section A
Gender-related concepts and terminologies:
• gender, sex, the distinction between sex and gender
• sexuality, sexual orientation, LGBT+, sexual identities, sexual preference
1 • gender identities, gender expression, masculinity, femininity 1
• gender stereotypes, sex roles/gender roles, gender polarization, heteronormativity
• feminism
Gendered theories of Education:
• Theories (standpoint, cultural capital, feminist reproduction, post-modern, post-structural, queer,
relational-cultural, social capital, social constructionism, etc.)
2 2, 3
Gender and the Education sector:
• constructing gender in early-years education
• co-educational and single-sex educational institutions
• gender issues (discrimination, insensitivity, stereotyping, lack of gender equity, exclusion etc.) in the
classroom environment
3 • gender issues (discrimination, insensitivity, stereotyping, lack of gender equity, exclusion etc.) in the
2, 3
curriculum: gender constructions in the curriculum, gender constructions in the hidden curriculum,
gender constructions in co-curricular activities
Section B CLOs
Gender and School Subjects:
4 • gender and literacy; engaging girls in science 2, 3
• gender issues in testing and assessment; gender and technology
Gender and Policies:
• gender gaps in education, feminist pedagogy, gender equity and equality policies, gender lens, students’
5 rights in gender perspective, NGOs and their impact on gendered education, gender and development 2, 3
(development indices and conventions)
Gender in Educational sites and academia:
• gender voices in the classroom, gender constructions in the peer group (bullying, harassment and
6 violence among students; homophobia; etc.). 2, 3
• the feminisation of teaching, women in teaching, women in academia, constructing teaching identities,
gendered classroom experiences

141
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course identify and explain the basic expressions pertaining to gender
CLO 1
Learning
Outcomes CLO 2 explain the relationship between gender and education
(CLOs) CLO 3 analyse and evaluate contemporary theoretical concepts and educational
systems and/or practices from a gender perspective.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, TEL through Written test (class test, final examination),
CLO 1 audiovisual materials, group work, Students’ presentation
presentation, debate
Discussion, question-answer, TEL through Written test (class test, final examination),
CLO 2 audiovisual materials, group work, Students’ Assignment, presentation
presentation, debate
Discussion, Question-answer, TEL through Written test (class test, final examination),
CLO 3 audiovisual materials, Group work, Students’ Assignment, presentation
presentation, debate

Learning Materials
Arnot, Madeleine, and Mairtin M. Ghaill, editors. The RoutledgeFalmer Reader in Gender and Education.
Abingdon, Oxon: Routledge, 2006.
Bank, Barbara J., Sara Delamont, and Catherine Marshall, editors. Gender and Education: An
Encyclopedia, Volumes I and II. Westport, CT: Praeger Publishers, 2007.
Recommended Cranny-Francis, Anne, Wendy Waring, Pam Stavropoulos, and Joan Kirkby. Gender Studies: Terms and
Readings Debates. New York: Palgrave Macmillan, 2003.
Darling, John, and Anthony Glendinning. Gender Matters in Schools: Pupils and Teachers. Edited by
Philip Hills. London: Cassell, 1998.
Fennell, Shailaja, and Madeleine Arnot, editors. Gender Education and Equality in a Global Context:
Conceptual Frameworks and Policy Perspectives. London: Routledge, 2008.
Grewal, Inderpal, and Caren Kaplan. An Introduction to Women’s Studies: Gender in a Transnational
World, 2nd ed. New York: McGraw-Hill, 2006.
Lupton, Gillian M., Patricia M. Short, and Rosemary Whip. Society and Gender: An Introduction to
Sociology. South Melbourne: Macmillan Education Australia, 1992.
Supplementary OECD. The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. Paris: PISA, OECD
Readings Publishing, 2015.
Radford, John, editor. Gender and Choice in Education and Occupation. New York: Routledge, 1998.
Skelton, Christine, Becky Francis, and Lisa Smulyan, editors. The SAGE Handbook of Gender and
Education. London: SAGE Publications, 2006.
Wrigley, Julia. Education and Gender Equality. London: The Falmer Press, 1995.
Wade, Lisa, and Myra M. Ferree. Gender: Ideas, Interactions, Institutions, 2nd ed. New York: W. W. Norton,
2019.

142
 Course Code: 0111 29 Edu 3203 Year: Third Term: Second For All Streams
Course Title Inclusive Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to focus on mainstreaming the challenged and marginalised population. The course
Rationale
aims to give a holistic view of inclusive education and reforming the education system enhancing its
effectiveness. This course further provides an overview of the key issues, concepts and strategies in
relation to inclusive education in a resource constraint situation.

Course Contents
CLOs
Section A
Concept of inclusive Education: Development perspective, Impairment, disability, handicap, Marginalized
1 population, Introducing Special Educational Needs (SEN), Mainstreaming, integration, equalization of 1
opportunity and inclusiveness
Approaches to Inclusive Education: Factors influencing the development of inclusive education,
Approaches and Strategies in developed and developing countries, Current trends and basic principles,
2 1, 2
Nine Golden Rules, Models -Social and medical
Policy and Legislation: International: IDEA and the development of inclusive education, UN and
International Declarations, The Universal Declaration on Human Rights (1948), UN Convention on the Rights
3 of the Child (1989), Education for All (1990), Salamanca Declaration (1994), Dakar Framework for Action 1
(2000), Convention on the Rights of Persons with Disabilities (2006)
Inclusive Education: Bangladesh Perspective: Present status of inclusive education in Bangladesh,
4 Persons with Disabilities Rights and Protection Act 2013, Impact of the International declarations and 1
legislations, Gap between Policy and Practice
Section B CLOs
Practice and Challenges: Attitudes of teachers, parents and communities, Barriers to inclusive education,
5 Initiatives to be taken in the Bangladesh context 2
Curriculum Consideration: Concept and scope of curriculum consideration, Ways of Curriculum
6 consideration, Innovating curriculum 2
Managing Classrooms with Diverse Learners: Gender, Indigenous, Children with disabilities, Working and
7 street children, Children from socially excluded groups, Teachers’ role in managing diverse learners 2
New Thinking SEN: Policy, organisation and administration, School factors, Role of school leaders,
8 Recruitment and training of educational personnel, External support services, Community perspective, 2
Activists and advocates, Inter-agency collaboration, Skills for working together

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 Explain the concept of inclusive education
Outcomes
(CLOs) CLO 2 Practice inclusive education ideas in the classroom

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 1 work, library work.
Lecture, discussion, question-answer, debate, Tests, assignments, presentations, group work
CLO 2 collaborative work, individual presentation.

143
 Learning Materials
Allan, Julie. Rethinking Inclusive Education: The Philosophers of Difference in Practice. Berlin: Springer
Science & Business Media, 2008.
Alur, Mithu, and Vianne Timmons. Inclusive Education Across Cultures: Crossing Boundaries, Sharing
Ideas. New Delhi: Sage Publications, 2009.
Recommended Armstrong, Ann C., Derrick Armstrong, and Ilektra Spandagou. Inclusive Education: International Policy
Readings & Practice. Thousand Oaks: Sage Publications, 2009.
Ballard, Keith. Inclusive Education: International Voices on Disability and Justice. London: Psychology
Press, 1999.
Beveridge, Sally. Children, Families and Schools: Developing Partnerships for Inclusive Education.
London: Psychology Press, 2005.
Ahmed, Manzoor, editor. Education in Bangladesh: Overcoming Hurdles to Equity with Quality. Dhaka:
Brac University Press, 2011.
Craven, Rhonda G., Alexandre J. Morin, Danielle Tracey, Philip D. Parker, and Hua F. Zhong. Inclusive
Education for Students with Intellectual Disabilities. Charlotte: Information Age Publishing, 2015.
Forlin, Chris, and Tim Loreman, editors. Measuring Inclusive Education. West Yorkshire: Emerald Group
Publishing, 2014.
Hassanein, Elsayed E. Inclusion, Disability and Culture. Basingstoke: Springer, 2015.
Kearney, Alison. Exclusion from and Within School: Issues and Solutions. Berlin: Springer Science &
Business Media, 2011.
Supplementary
Lewis, Ann, and Brahm Norwich. Special Teaching for Special Children? Pedagogies For Inclusion: A
Readings
Pedagogy for Inclusion?. Milton Keynes: McGraw-Hill Education, 2004.
Liasidou, Anastasia. Inclusive Education and the Issue of Change: Theory, Policy and Pedagogy.
Basingstoke: Springer, 2015.
McDonald, Jasmine. How Parents Deal with the Education of Their Child on the Autism Spectrum: The
Stories and Research They Don’t and Won’t Tell You. Basingstoke: Springer, 2014.
Mitchell, David R. What Really Works in Special and Inclusive Education: Using Evidence-Based
Teaching Strategies. London: Routledge, 2014.
Pijl, Sip J., Cor J. Meijer, and Seamus Hegarty, editors. Inclusive Education: A Global Agenda. London:
Routledge, 2002.
Plows, Vicky, and Ben Whitburn. Inclusive Education: Making Sense of Everyday Practice. Basingstoke:
Springer, 2017.

144
 Course Code: 0111 29 Edu 3205 Year: Third Term: Second For All Streams
Course Title Action Research in Education
Course Status Optional
Credit 3.0
Prerequisite(s) None
Rationale This course focuses on research for addressing teaching and education related problems.

Course Contents
CLOs
Section A
Introduction to Action Research
• Concept of action research
• Distinguish between other research and action research
1 1
• History of action research
• Limitation of action research
Approaches to Action Research
• First-person research (individual action research)
2 • Second-person research (collaborative action research) 2
• Third-person research (school-wide action research)
Action Research Models
• Spiral models by Kemmis and McTaggart
3 • Elliot’s action research model 2
• O’Leary’s cycles of action research
• Other models
Section B CLOs
Literature Review
3
4 • Literature review
• Identification of knowledge gap
• Development of a logical framework
Sampling in Action Research
• Characteristic of sample 3
5 • Needs for sampling
• Kinds of sampling
• Sampling process
Data Analysis and Report Writing
• Data checking, editing and coding 3
6 • Data analysis and interpretation
• Structure of research reports
• writing research report

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 explain action research
Outcomes CLO 2 develop research questions and research models
(CLOs) CLO 3 Collect and analyse data and interpret the result

145
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Lecture, discussion, group work, Q&A session Assignments, oral and written examinations
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2
session examinations
CLO 3 Lecture, discussion, Q&A session Assignments, oral and written examinations
Learning Materials
Alber, Sandra M. A Toolkit for Action Research. Lanham: Rowman & Littlefield Publishers, 2010.
Coghlan, David, and Mary Brydon-Miller.The SAGE Encyclopedia of Action Research. Thousand Oaks:
Sage Publications, 2014.
Costello, Patrick J. Action Research. London: A&C Black, 2003.
Recommended Efron, Sara E., and Ruth Ravid.Action Research in Education: A Practical Guide. New York: Guilford
Readings Press, 2013.
Greenwood, Davydd J., and Morten Levin.Introduction to Action Research: Social Research for Social
Change. Thousand Oaks: Sage Publications, 2007.
Hendricks, Cher. Improving Schools Through Action Research: A Reflective Practice Approach, 4th ed.
Pearson, 2016.
Kemmis, Stephen, Robin McTaggart, and Rhonda Nixon.The Action Research Planner: Doing Critical
Participatory Action Research. Berlin: Springer Science & Business Media, 2014.
Kidwai, Huma, Radhika Iyengar, Matthew A. Witenstein, Erik J. Byker, and RohitSetty,
editors.Participatory Action Research and Educational Development: South Asian Perspectives.
Basingstoke: Springer, 2017.
Klein, Sheri R. Action Research Methods: Plain and Simple. Basingstoke: Springer, 2012.
McNiff, Jean. Writing Up Your Action Research Project. London: Routledge, 2016.
McNiff, Jean, and Jack Whitehead.All You Need to Know About Action Research. Thousand Oaks: Sage
Publications, 2011.
McNiff, Jean, and Jack Whitehead.You and Your Action Research Project.Oxfordshire: Taylor & Francis,
Supplementary
2010.
Readings
Mertler, Craig A. Action Research: Improving Schools and Empowering Educators. Thousand Oaks: Sage
Publications, 2016.
Mertler, Craig A. The Wiley Handbook of Action Research in Education. Hoboken: Wiley-Blackwell, 2019.
Norton, Lin S. Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical
Research in Universities. London: Routledge, 2009.
Putman, Stephan M., and Tracy C. Rock.Action Research: Using Strategic Inquiry to Improve Teaching
and Learning. Thousand Oaks: Sage Publications, 2017.
Rauch, Franz, Angela Schuster, Thomas Stern, Maria Pribila, and Andrew Townsend.Promoting Change
through Action Research. Basingstoke: Springer, 2014.
Rowell, Lonnie L., Catherine D. Bruce, Joseph M. Shosh, and Margaret M. Riel.The Palgrave International
Handbook of Action Research. Basingstoke: Springer, 2017.
Sagor, Richard. The Action Research Guidebook: A Four-Stage Process for Educators and School
Teams. Thousand Oaks: Corwin Press, 2010.
Somekh, Bridget. Action Research: A Methodology for Change and Development: A Methodology for
Change and Development. Milton Keynes: McGraw-Hill Education, 2006.
Spaulding, Dean T., and John Falco.Action Research for School Leaders. Upper Saddle River: Prentice
Hall, 2012.
Stringer, Ernest T. Action Research. Thousand Oaks: Sage Publications, 2013.
Tomal, Daniel R. Action Research for Educators. Lanham: Rowman& Littlefield Publishers, 2010.

146
 Course Code: 0111 29 Edu 3207 Year: Third Term: Second For Social Science Stream
Course Title Teaching Social Science
Course Status Core
Credit 3.0
Prerequisite(s) None
This course helps the learners to develop clear understanding about the concept, objectives, methods and
Rationale
techniques of teaching social science.

Course Contents
CLOs
Section A
Orientation to Social Science Curriculum
1 • aims and purposes of the social science curriculum 1
• Competency of social science teachers
Classroom Environment and Teaching Process of Social Science
• The organisation of social science classroom
2 • Classroom environment and the roles of teacher and learners
1
• The process of social learning, human relationship communication and cooperation with others and
learning through interaction
Methods and Techniques in Teaching Social Sciences
• Importance of appropriate methods and techniques
• Some important methods: demonstration, discussion and practice in the classroom
• Planned lecture
• Discussion methods
• Problem-solving methods
3 • Project methods etc. 1, 2, 3
• Some important techniques: demonstration, discussion and practice in the classroom
• Question-answer
• Observation
• Debate
• Role-playing
• Storytelling
• Field-trip
Section B CLOs
Teaching Learning Aids
• Importance of aids in teaching and learning of social science
4 • Kinds of teaching-learning aids 2, 3
• Collection, preparation and preservation of aids
• Teacher’s roles in using indigenous/improvising low-cost teaching aids
Assessment in Social Science Teaching
5 • Nature and purpose 3
• Techniques
• Preparation of achievement and other tests
Planning Lessons
• Features of a lesson plan
6 • Unit planning 4
• Model lesson plan

147
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course explain the basic concepts of teaching social science
CLO 1
Learning
Outcomes CLO 2 implement different methods and techniques of teaching social science
(CLOs) analyse the importance of the practical work for social science
CLO 3
teaching-learning
CLO 4 plan lessons.

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 1 work, library work.
Lecture, discussion, question-answer, debate, Tests, assignments, presentations
CLO 2 role-play, collaborative work, individual presentation.
Lecture, discussion, role-play, question-answer, TEL Tests, assignments, presentations
CLO 3 through audio-visual materials, project work, and
library work.
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 4
work, library work.

Learning Materials
George, Alex M., and Amman Madan. Teaching Social Science in Schools. Sage Publications, 2010.
Hansen, C. B. The Heart and Science of Teaching: Transformative Applications That Integrate Academic
and SocialÍEmotional Learning. New York: Teachers College Press, 2019.
Marcus, Alan S., Scott A. Metzger, Richard J. Paxton, and Jeremy D. Stoddard. Teaching History with Film:
Recommended Strategies for Secondary Social Studies. London: Routledge, 2010.
Readings Mindes, Gayle. Teaching Young Children Social Studies. Santa Barbara: Greenwood Publishing Group,
2006.
Singer, Alan J., and Hofstra New Teachers Network. Social Studies for Secondary Schools: Teaching to
Learn, Learning to Teach. London: Routledge, 2008.
Stone, Randi. Best Practices for Teaching Science: What Award-Winning Classroom Teachers Do.
Thousand Oaks: Corwin Press, 2008.
Supplementary Thornton, Stephen J. Teaching Social Studies that Matters: Curriculum for Active Learning. New York:
Readings Teachers College Press, 2005.
Zarrillo, James J. Teaching Elementary Social Studies: Principles and Applications. New York: Pearson
College Division, 2011.

148
 Course Code: 0111 29 Edu 3208 Year: Third Term: Second For Social Science Stream
Course Title Micro-Teaching and Simulation for Social Science: Sessional
Course Status Core
Credit 3.0
Prerequisite(s) None
This course focuses on the practical experience of teaching in an arranged classroom setting with special
Rationale
emphasis on varied teaching techniques

Course Contents
CLOs
Section A
Concept of Microteaching and Simulation
1 • Concept of microteaching and simulation 1, 3
• The advantages and limitations of different teaching techniques
• Approaches to providing prospective teachers with practical skills
Classroom Management
• Control over the whole class
2 • Drawing and retaining pupils’ attention 1, 2
• Rapport with teacher-students
• Motivation development in the class
• Time management in a class
Classroom Questioning
3 • Using appropriate techniques 1, 2
• Questions framing
• Different types of questions (fact-based/knowledge-based/reflective/thought-provoking)
Section B CLOs
Using Teaching Materials and Classroom Resources
• Use of appropriate materials
4 • The setting of the board (chalk, white board etc.) 1, 2
• visibility of writing
• Legibility of writings
• Setting and placement of the audio-visual equipment (sound player, computer, multimedia projector etc.)
Communication with Learners
• Simply and effectively
• clarity of expression
• Understanding learners’ linguistic needs
5 • Understanding learners’ non-verbal communication styles (gesture, posture, body language, eye 1, 2
contact etc.)
• Flanders’s interaction analysis
Simulation
• The students of this course will be grouped and placed with two teachers with pedagogical knowledge.
Theoretical in-class sessions will cover basic concepts in microteaching; and microteaching skills (set
induction, closure, communication, stimulus variation, reinforcement, etc.). It will also involve an
6 environment for practice-based teaching to instil peer and self-evaluative skills conducted with a 1, 3
small group (3 to 5 presenters) from within a course. The students in a small group will be mainly
involved in two kinds of activities: micro-teaching and simulation. Presentations would take about 50
minutes each (including preparation, presentation, assessment and feedback). In both cases,
observations and feedback from the supervisor and peers will facilitate the student to improve skills.
There will be one or two supervisors for each group dealing with a specific subject. Each student will
participate in 4/5 class sessions for simulation teaching. A student will present at least 2full lessons
using appropriate methods based on particular content. For this, each candidate will develop at least 4
lesson plans and get those approved by the respective supervisors.

149
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course demonstrate microteaching and simulation teaching skills
CLO 1
Learning
Outcomes apply the theory and skills of classroom management, questioning and
CLO 2
(CLOs) communication with learners
CLO 3 identify the advantages and limitations of microteaching

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, Observation and providing feedback, Review
CLO 1 Demonstration Observation and providing feedback.
Discussion, question-answer, lecture, Observation and providing feedback, Review
CLO 2 Demonstration Observation and providing feedback,
TEL through audiovisual materials
Lecture, discussion, question-answer, TEL through Observation and providing feedback, Review
CLO 3
audiovisual materials

Learning Materials
Allen, Dwight W., and Richard J. Clark. æMicroteaching: Its Rationale.” The High School Journal 51, no. 2
(November 1967), 75-79. https://www.jstor.org/stable/40366699.
Allen, Dwight W., and Arthur W. Eve. æMicroteaching.” Theory into Practice 7, no. 5 (1968), 181-185.
doi:10.1080/00405846809542153.
Recommended Allen, Dwight W., and School of Education, Stanford University. Micro-teaching: A Description. Stanford
Readings University, 1967.
Ledger, Susan, and John Fischetti. æMicro-teaching 2.0: Technology as the Classroom.” Australasian
Journal of Educational Technology 36, no. 1 (2019), 37-54. doi:10.14742/ajet.4561.
Supplementary Martinez, Sylvia L., and Gary S. Stager. Invent to Learn: Making, Tinkering, and Engineering in the
Readings Classroom. Constructing Modern Knowledge Press, 2013.

150
 Course Code: 0111 29 Edu 3209 Year: Third Term: Second For Science Stream
Course Title Teaching Science
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to help the learners to develop a clear understanding of the concept, objectives,
Rationale
methods and techniques of teaching science.

Course Contents
CLOs
Section A
Introduction to Science and Science Teaching
• Meaning, definition and nature of Science
• Value of science in everyday life
1 • History of science education 1
• Teaching science; Goals and objectives of science teaching
• Scientific literacy and mindset
• Scientific inquiry, scientific method, science process skills
Orientation to Science Curriculum
2 • aims and purposes of the science curriculum 1
• Competency of science teachers
Methods and Techniques of Teaching Science
• Behaviourist and constructivist approaches to teaching science
• Different methods of teaching science (basic description, advantage, limitation, appropriateness for
science teaching):
o Teaching Science by Inquiry, Scientific Investigation
o Analytic Method, Synthetic Method
o Inductive and deductive Approaches
o Lecture Method, Demonstration Method, Discussion Method
3 o Laboratory Method, Project Method, Heuristic Method, Problem-Solving Method 2, 1
• Different techniques of teaching science
o Stimulation; Elicitation of learners’ interest and attention; motivation
o Relating to real life, using real-life examples
o Ensuring learners’ participation
o Exploring prior knowledge
o Brainstorming, Mind mapping, concept mapping
o Classroom questioning
o Learning by doing, activity-based learning
o Individual work, Pair work, Group work, Roleplay
o Conceptual Change Model (CCM), POE model, 5E model

151
 Section B CLOs
Assessment in science teaching
4 • Nature, purpose and techniques of assessment in science teaching 3, 1
• Preparation of achievement and other tests
Apparatus, Equipment and Teaching Aids for Teaching Science
• Types and importance of teaching aids
• Principles for selection and use of teaching aids; Characteristics of effective teaching aid
5 4, 1, 2
• Low-cost apparatus/teaching aid for science teaching
• Poster, charts, diagram, pictures, model, audio-visual aids, ICT-based teaching aids Í features,
advantages and limitation
Science Laboratory
6 • Importance of practical work in science 4, 1, 2
• Aims and objective of science laboratory, Set up of science laboratory
• Safety measures in the laboratory- common accidents, their remedies, first aid box
Planning Science Lessons
• Unit planning
7 • Features of a lesson plan; model lesson plan 5, 1
• Ethics in science teaching
• Teaching controversial issues
• Science teaching for promoting innovation and creativity among learners
• Online science teaching

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course Explain the basic concepts of science and teaching science
CLO 1
Learning
Outcomes CLO 2 evaluate different methods and techniques of teaching science
(CLOs) CLO 3 explain different methods and techniques of assessment in teaching science
CLO 4 Use teaching aid and laboratory facilities for teaching science effectively
CLO 5 Develop lesson plans for teaching science

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Discussion, Question-answer, Group work, Library Written test (class test, final examination),
work, Students’ presentation, debate Assignment, presentation
Discussion, Question-answer, Group work, Students’ Written test (class test, final examination),
CLO 2 presentation, roleplay and demonstration Assignment, presentation
Discussion, Question-answer, Group work Written test (class test, final examination),
CLO 3
Assignment, presentation
Discussion, Question-answer, Group work, Students’ Written test (class test, final examination),
CLO 4 presentation Assignment, presentation
Discussion, reading assignment, feedback session Written test (final examination), Assignment
CLO 5
with the facilitator

152
Learning Materials
Barton, Angela C., and Margery D. Osborne. Teaching Science in Diverse Settings: Marginalized
Discourses and Classroom Practice. Bern: Peter Lang Pub, 2001.
Contant, Terry L., Joel E. Bass, Anne A. Tweed, and Arthur A. Carin. Teaching Science Through
Inquiry-Based Instruction. London: Pearson, 2017.
Recommended Cox-Petersen, Amy, Leah M. Melber, and Terri R. Patchen. Teaching Science to Culturally and
Readings Linguistically Diverse Elementary Students. Boston: Allyn & Bacon, 2011.
Greenspan, Yvette F. A Guide to Teaching Elementary Science: Ten Easy Steps. Sense Publishers, 2016.
Hackling, Mark W., Jörg Ramseger, and Hsiao-Lan S. Chen. Quality Teaching in Primary Science
Education: Cross-cultural Perspectives. Basingstoke: Springer, 2017.
Hansen, C. B. The Heart and Science of Teaching: Transformative Applications That Integrate Academic
and Social-Emotional Learning. New York: Teachers College Press, 2019.
Hassard, Jack. The art of teaching science: inquiry and innovation in Middle School and High School.
New York: Oxford University Press, 2005.
Levinson, Ralph. Teaching Science. London: Routledge, 2005.
Mintzes, Joel J., James H. Wandersee, and Joseph D. Novak, editors. Teaching Science for Understanding:
A Human Constructivist View. Cambridge: Academic Press, 2005.
National Research Council, Division of Behavioral and Social Sciences and Education, Center for
Supplementary Education, Board on Science Education, and Committee on Science Learning; Kindergarten Through
Eighth Grade. Taking Science to School: Learning and Teaching Science in Grades K-8. Washington:
Readings
National Academies Press, 2007.
Prestes, Maria E., and Cibelle C. Silva. Teaching Science with Context: Historical, Philosophical, and
Sociological Approaches. Basingstoke: Springer, 2018.
Settlage, John, and Sherry A. Southerland. Teaching Science to Every Child: Using Culture as a Starting
Point. Oxfordshire: Taylor & Francis, 2007.
Warwick, Paul, Elaine Wilson, and Mark Winterbottom. Teaching and Learning Primary Science With ICT.
Open University Press, 2006.
Wassermann, Selma, and J. W. Ivany. The New Teaching Elementary Science: Who’s Afraid of Spiders?,
2nd ed. New York: Teachers College Press, 1996.
Wlliams, James D. How Science Works: Teaching and Learning in the Science Classroom. London: A&C
Black, 2011.

153
 Course Code: 0111 29 Edu 3210 Year: Third Term: Second For Science Stream
Course Title Micro-Teaching and Simulation for Science: Sessional
Course Status Core
Credit 3.0
Prerequisite(s) None

Rationale This course intends to provide opportunity for applying theoretical knowledge of science teaching in an
arranged environment and thus learners will learn about the practical aspects of science teaching.

Course Contents CLOs

The learners will be grouped and placed with two teachers. Theoretical in-class sessions will cover basic
concepts of micro-teaching and simulation. This course focuses on creating an environment for
practice-based learning of science teaching conducted within a small group. The learners in a small group
will be involved mainly in two kinds of activities: micro-teaching and simulation.
Micro-teaching: Learners will practice and demonstrate the following micro-teaching skills while teaching
science content. Feedback from the teachers and peers will facilitate the learners to improve their skills.
• Exploring prior knowledge
1 1, 2
• Motivating learners
• Communicating with Learners
• Classroom Questioning
• Using Teaching Materials and Classroom Resources
• Classroom Management
• Reviewing different methods and techniques of science teaching
• Developing lesson plan
Simulation: Each learner will prepare and present at least two complete science lessons using appropriate
methods, techniques and teaching aid based on specific content. Simulation teaching would take about 40
2 minutes each (including presentation, assessment and feedback time). Feedback from the teachers and 2
peers will facilitate the learners to improve their skills. Lesson plans would be developed by the learners
and should be approved by the respective teachers prior to the teaching session. Learners will also
participate as pupils while simulation teaching is conducted by their peers.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning Demonstrate micro-teaching skills while teaching science in an arranged
CLO 1
Outcomes environment
(CLOs) CLO 2 Apply theoretical knowledge of science teaching in a practical situation

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Demonstration of knowledge and skills The learner will be observed by a teacher(s) and will be
CLO 1 by the learner; observation and feedback by the assessed based on his/her performance in planning
teachers and peers and executing micro-teaching skills in the arranged
environment; oral test
Discussion, Demonstration of knowledge and skills The learner will be observed by a teacher(s) and will be
by the learner; observation and feedback by the assessed based on his/her performance in planning
CLO 2 teachers and peers (lesson plan), preparing (teaching aid and others) and
implementing lessons in the arranged environment;
oral test

154
Learning Materials
Allen, Dwight W., and Richard J. Clark. æMicroteaching: Its Rationale.” The High School Journal 51, no. 2
(November 1967), 75-79. https://www.jstor.org/stable/40366699.
Allen, Dwight W., and Arthur W. Eve.” Microteaching.” Theory into Practice 7, no. 5 (1968), 181-185.
doi:10.1080/00405846809542153.
Recommended Allen, Dwight W., and School of Education, Stanford University. Micro-teaching: A Description. Stanford
Readings University, 1967.
Ledger, Susan, and John Fischetti. æMicro-teaching 2.0: Technology as the Classroom.” Australasian
Journal of Educational Technology 36, no. 1 (2019), 37-54. doi:10.14742/ajet.4561.
Martinez, Sylvia L., and Gary S. Stager. Invent to Learn: Making, Tinkering, and Engineering in the
Classroom. Constructing Modern Knowledge Press, 2013.

155
 Course Code: 0111 29 Edu 3211 Year: Third Term: Second For All Streams
Course Title Education and Development
Course Status Core
Credit 3.0
Prerequisite(s) None
The course is designed to focus on the role of education in national development in general and human
Rationale resource development in particular. It also includes various aspects of development, national development
processes and educational efforts linked with national development in Bangladesh.

Course Contents
CLOs
Section A
Concept of Development
• Concept of development
• Characteristics of underdeveloped, developing and developed countries
• Theories of development
o Classical theories
1 o Modern theories 1, 2
• Marxist view of development
• Sustainable development
• Globalization and development
• Indicators of development: GDP, GNP, per-capita income (PI), national income, life expectancy, the
standard of living
Human Development (HD)
2 • Concept of Human Development and its indicators 1, 2
• Human Development Indices
• Profile of development and HD of high, medium and low index countries
Development Issues in Bangladesh and Global Context
• Population
• Gender
3 4
• Ethnicity
• Environment and Climate change
• Illiteracy
• Others
Section B CLOs
Development for Education
• Role of development in education
4 • Human Development and Human Resource Development (HRD) 2, 3
• Educational components of Millennium Development Goals (MDG) and Sustainable Development
Goals (SDG)
Education for Development
• Role of education in development
• GO and NGO collaboration in education
5 • Education for Development in the Bangladesh context 2, 3, 4
• Process of national development
• Educational policy, planning and development
• Issues in education for development
• Organisations related to Education: Ministry of Education and Ministry of Planning, MoPME,
PlanningCommission, directorates/BNFE, etc.

156
 Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course CLO 1 explain development in depth
Learning CLO 2 describe the relationship between development and education
Outcomes
(CLOs) explain the role of education in Human Development (HD) and human resource
CLO 3
development
CLO 4 analyse education and development in the Bangladesh context
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Lecture, discussion, group work, Q&A session Assignments, oral and written examinations
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2 session examinations
CLO 3 Lecture, discussion, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4 demonstration
Learning Materials
Arnett, Jeffrey J. Human Development: A Cultural Approach. Upper Saddle River: Prentice Hall, 2015.
Asger, Ali. wk¶v I Dbœqb cÖZ¨vkv [Education and Development Prospect]. Dhaka: Agamee Prakashani, 2011.
Blewitt, John. Understanding Sustainable Development, 3rd ed. Earthscan, 2018.
Recommended Branco, Angela U., and Maria C. Lopes-de-Oliveira.Alterity, Values, and Socialization: Human
Readings Development Within Educational Contexts. Basingstoke: Springer, 2017.
Giugale, Marcelo M. Economic Development: What Everyone Needs to Know. New York: Oxford
University Press, 2017.
James, Helen. Population, Development, and the Environment: Challenges to Achieving the Sustainable
Development Goals in the Asia Pacific. Basingstoke: Springer, 2019.
Jensen, Lene A. The Oxford Handbook of Human Development and Culture: An Interdisciplinary
Perspective. New York: Oxford University Press, 2015.
Kail, Robert V., and John C. Cavanaugh.Human Development: A Life-Span View. Boston: Cengage Learning, 2018.
Khalakdina, Margaret. Human Development in the Indian Context: A Socio-cultural Focus. New Delhi:
Sage Publications, 2008.
Land, Ray. Educational Development: Discourse, Identity and Practice. Milton Keynes: McGraw-Hill
Education, 2004.
Lynch, James, Celia Modgil, and SohanModgil. Education and Development: Innovations in delivering
primary Education. London: A&C Black, 1998.
Supplementary Meece, Judith L., and Jacquelynne S. Eccles. Handbook of Research on Schools, Schooling and Human
Readings Development. London: Routledge, 2010.
Mehta, Simi, Vikash Kumar, and Arjun Kumar.Lessons in Sustainable Development from Bangladesh
and India. Basingstoke: Springer, 2018.
Sachs, Jeffrey D. The Age of Sustainable Development. New York: Columbia University Press, 2015.
Salkind, Neil J. Encyclopedia of Human Development. Thousand Oaks: Sage Publications, 2006.
Servaes, Jan, editor. Sustainable Development Goals in the Asian Context. Basingstoke: Springer, 2017.
Silbereisen, Rainer K., and Xinyin Chen.Social Change and Human Development: Concept and Results.
Thousand Oaks: Sage Publications, 2010.
Slote, Michael. Human Development and Human Life. Basingstoke: Springer, 2016.
Tilak, Jandhyala B. Education and Development in India: Critical Issues in Public Policy and
Development. London: Palgrave MacMillan, 2019.
United Nations Publications, editor. The Sustainable Development Goals Report 2019. United Nations, 2019.
United Nations Publications, editor. The Sustainable Development Goals. Madison: United Nations, 2018.
Weert, Tom J., editor. Education and the Knowledge Society: Information Technology Supporting Human
Development. Berlin: Springer Science & Business Media, 2004.

157
 Course Code: 0111 29 Edu 3220 Year: Third Term: Second For All Streams
Course Title Comprehensive Viva III
Course Status Core
Credit 1.0
Prerequisite(s) None
This course intends to evaluate what the students have learnt in the first and second terms of the third year.
It aims to assess the overall knowledge of the student in the relevant field of education acquired over one
Rationale year of study in the undergraduate programme. Contents of the viva will typically cover the subjects taught
in all the semesters of the third year of the BEd programme. This course intends to prepare students to face
interviews which will help them in their professional progress in future.

Course Contents
CLOs
Section A
0111 29 Edu 3101 Values and Ethics in Education
1 0111 29 Edu 3103 Assessment in Education 1, 2, 3
0111 29 Edu 3104 Assessment in Education: Sessional/Field Trip
0111 29 Edu 3105 Research in Education
0111 29 Edu 3106 Research in Education: Sessional
0111 29 Edu 3107 ICT in Education
0111 29 Edu 3108 ICT in Education: Sessional
0111 29 Edu 3109 Educational Management
0111 29 Edu 3111 Non-Formal and Continuing Education
0111 29 Edu 3112 Non-Formal and Continuing Education: Sessional/Field Trip
0111 29 Edu 3113 Early Childhood Education
Section B CLOs
0111 29 Edu 3201 Gender and Education
0111 29 Edu 3203 Inclusive Education
0111 29 Edu 3205 Action Research in Education
0111 29 Edu 3207 Teaching Social Science
0111 29 Edu 3208 Micro-Teaching and Simulation for Social Science: Sessional
2 0111 29 Edu 3209 Teaching Science 1, 2, 3
0111 29 Edu 3210 Micro-Teaching and Simulation for Science: Sessional
0111 29 Edu 3211 Education and Development
0111 29 Edu 3220 Comprehensive Viva III
0232 29 Eng 3253 Introduction to Academic Writing
0321 29 MCJ 3263 Communication in Education

Upon successful completion of the course, the students will be able to: Mapping with PLOs
demonstrate knowledge in the programme domain by improving their
Course CLO 1 understanding of different subjects learnt in first and second term of third year.
Learning
present own views cogently and precisely by applying fundamental concepts
Outcomes CLO 2 which they learn in different subjects
(CLOs)
exhibit professional etiquette suitable for career progression by enhancimg
CLO 3
interview facing skills.

Assessment Strategy
Oral test

158
 Course Code: 0232 29 Eng 3253 Year: Third Term: Second For All Streams
Course Title Introduction to Academic Writing
Course Status Core
Credit 3.0
Prerequisite(s) None
This course seeks to instruct the students on the formal way of engaging in research conversations, to
Rationale
properly contest arguments and evidence to be recorded in writing so that others can refer to them
accurately, enabling the learners as researchers to engage in careful communication.

Course Contents
CLOs
Section A
Situating oneself as a writer: prior learning experiences, types of language, language proficiency, styles of
1 composing, planning and strategising in writing, time scheduling, obstacles to writing, finding support, the 1, 2
importance of writing groups, exercising writing
2 Types and purposes of academic writing: the art of academic writing, rhetorical writing, reflective writing, 2
types of writing in education, the impact of the personal on writing, merging voice and academic writing
Issues in academic writing: formulating arguments, unity, and coherence, avoiding bias, plagiarism, writing
3 1, 2
concisely and clearly, clarity
Section B CLOs
The writing process Í drafting approaches to writing an academic piece, paraphrasing, summarising,
4 quoting, commentary, use of synonyms, writing a reading response, writing with scholarly sources, writing 2, 3
with qualitative and quantitative data, writing critique and critical reflections, AWARE framework, scholarly
citation, crediting sources in APA style
5 Revision, editing and beyond: differences between revision and editing, styles of revision and editing, 3
constructing a research paper

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 identify and discuss the preconditions for and hurdles of academic writing
Outcomes
employ diverse approaches and strategies of academic writing to put forth
(CLOs) CLO 2
scholarly arguments
CLO 3 integrate academic style guide, citations, and cognate methodologies to report
research

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, writing group, Q&A Assignments, oral and written examinations
CLO 1 session
CLO 2 Lecture, discussion, group work, writing group, Assignments, presentations, oral and written
presentation, Q&A session examinations
CLO 3 Lecture, discussion, writing group, Q&A session Assignments, oral and written examinations

159
 Learning Materials
American Psychological Association. Publication Manual of the American Psychological Association,
7th ed. Washington, D.C.: American Psychological Association, 2019.
Giltrow, Janet, Richard Gooding, and Daniel Burgoyne. Academic Writing: An Introduction, 4th ed.
Ontario: Broadview Press, 2021.
Recommended Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing, 3rd ed.
Readings New York: W. W. Norton, 2016.
Jong, Joy D. Effective Strategies for Academic Writing. Bussum: Uitgeverij Coutinho, 2017.
Prinz, Patricia, and Birna Arnbjörnsdóttir. The Art and Architecture of Academic Writing. Amsterdam:
John Benjamins Publishing, 2021.
Richards, Janet C., and Sharon K. Miller. Doing Academic Writing in Education: Connecting the Personal
Supplementary and the Professional. London: Routledge, 2005.
Readings Savage, Alice, Patricia Mayer, Masoud Shafiei, Rhonda Liss, and Jason Davis. Effective Academic Writing
(Intro, 1, 2, 3), 2nd ed. New York: Oxford University Press, 2012.
Swales, John M., and Christine B. Feak. Academic Writing for Graduate Students: Essential Tasks and
Skills, 3rd ed. Ann Arbor: University of Michigan Press, 2012.

160
 Course Code: 0321 29 MCJ 3263 Year: Third Term: Second For All Streams
Course Title Communication in Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course intends to help learners to examine the scopes, different mediums, aspects and issues of
Rationale
communication in education.

Course Contents
CLOs
Section A
Concept of Communication
• Concept and Origin of communication
1 1
• Process and Components of communication
• Scope of communication
Communication and Education
• Relationship between education and communication
• Objectives of communication in education (including teaching-learning)
2 • Scope of communication in education (including teaching-learning) 2
• Verbal and non-verbal communication: principles, types and uses in different phases of
teaching-learning
• Teacher-learner communication, learner-learner communication, learner-teacher-learner
communication
• Communication in distance learning
Section B CLOs
Considerations for Effective Classroom Communication
• Basic principles of effective communication
• Considerations for effective classroom communication
o Simple and effective communication
o Clarity of expression
3 o Understanding learners’ linguistic needs 3
o Ethical issues
o Attitudes, friendly environment
o Two-way communication
Different Media of Communication and Their Use in Education
• Newspaper, magazine: scope in education, the principle of effective use in education, related issues
4 • TV, radio: scope in education, the principle of effective use in education, related issues 4
• The online platform, learning apps, social media: scope in education, the principle of effective use in
education, related issues

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain the concept, components and scope of communication
Outcomes
analyse and evaluate the relationship between education and communication
(CLOs) CLO 2
CLO 3 Communicate effectively in a classroom situation
CLO 4 analyse and evaluate the use of different media of communication in education

161
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Question-answer, Group work, Library Written test (class test, final examination), Assignment
CLO 1 work
CLO 2 Discussion, Question-answer, Group work, Students’ Written test (class test, final examination),
presentation, Debate Assignment, presentation
CLO 3 Discussion, Question-answer, Role play, Written test (class test, final examination),
Demonstration, Group work, Students’ presentation Assignment, presentation, Role play
CLO 4 Discussion, Question-answer, Group work, Library Written test (class test, final examination),
work, Students’ presentation Assignment, presentation

Learning Materials
Browne, Ann C. Teaching and Learning Communication, Language and Literacy. Thousand Oaks: Sage
Publications, 2007.
Donsbach, Wolfgang. The Concise Encyclopedia of Communication. Hoboken: John Wiley and Sons,
2015.
Recommended Ma, Will W., Chi-Keung Chan, Kar-wai Tong, Heidi Fung, and Cheuk W. Fong. New Ecology for Education Í
Readings Communication X Learning: Selected Papers from the HKAECT-AECT 2017 Summer International
Research Symposium. Basingstoke: Springer, 2017.
Mallia, Gorg. The Social Classroom: Integrating Social Network Use in Education: Integrating Social
Network Use in Education. Hershey: IGI Global, 2013.
Mayor, Barbara, and A. K. Pugh. Language, Communication and Education. London: Psychology Press,
1990.
Curtis, Andy, and Roland Sussex. Intercultural Communication in Asia: Education, Language and Values.
Basingstoke: Springer, 2018.
Supplementary
Powell, Robert G., and Dana L. Powell. Classroom Communication and Diversity: Enhancing
Readings Instructional Practice. London: Routledge, 2015.
Roblyer, Margaret D., and Aaron H. Doering. Integrating Educational Technology Into Teaching, 8th ed.
Pearson, 2018.

162
 Fourth Year First Term
Course Code: 0111 29 Edu 4102 Year: Fourth Term: First For All Streams
Course Title Internship: Practicum-Teaching I
Course Status Core
Credit 4.5
Prerequisite(s) None
This course is designed to allow learners to apply theoretical knowledge on pedagogies in the actual
Rationale classroom settings and gain practical experience.

Course Contents CLOs

In Fourth Year First Term, learners will get the opportunity of applying his/her pedagogical knowledge in a real
classroom setting by teaching two subjects (based on his/her respective stream). This course refers to teaching
Subject I.
Each learner will be assigned to one school as decided by the Institute and will be exposed to an environment where
they encounter school goers for the first time and face them with a multitude of ideas, approaches, techniques and
processes. The duration of this internship teaching is one term when the internees will get opportunities to
demonstrate the art of teaching in the actual situation of school under the direct management and control of the
heads of the respective schools and under the supervision of subject-supervisor(s) to be assigned by Education
Discipline
Classroom Observation:
At the initial internship stage, each internee has to observe at least three classes taken by the trained
teacher who teaches the respective subject/course (Subject I) in the cooperating school. He/she has to
1 write a report highlighting the main features of the lessons observed. The strengths and weaknesses of the 1, 6
lessons and possible ways of improving the lessons have to be covered in the report.
Teaching in the Classroom and Preparing Lesson-Plan and Teaching-Aids:
Under this course, each internee has to teach one of the core subjects (Subject I) of his/her respective
stream under the supervision of his/her supervisor(s) in the school. She/he will have to develop lesson
plans, prepare/collect necessary teaching aids and take classes. In a term, he/she will have to take at least
2 20 classes with approved Lesson-plans. During the first half of the term, the supervisor(s) will observe at 1-6
least five full classes and provide necessary feedback and guidance to the internee to improve his/her
performance. During the last half of the term, the supervisor(s) will observe at least three classes to assess
the classroom performance of the internee.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning apply theoretical knowledge on pedagogies for observing and evaluating
Outcomes CLO 1 actual classroom settings
(CLOs)
develop lesson plans taking into consideration the nature of the subject
CLO 2 content and the characteristics of the pupils
select and develop appropriate teaching aids and use them effectively in
CLO 3 teaching
create an effective teaching-learning environment in the classroom through
CLO 4
using appropriate management techniques
teach effectively in real classroom situations following teaching-learning
CLO 5
strategies appropriate for the learners and the subject content
show attitude and skills to adopt innovative techniques and measures in
CLO 6
solving pedagogical problems

163
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Observing other teachers’ lessons by internee Class/lesson observation report
• Demonstration of skills in planning and Internee will be observed by supervisor(s) and will be
preparing lessons by internee assessed based on his/her performance in planning
CLO 2-6 • Demonstration of skills in classroom teaching by (lesson plan), preparing (teaching aid and others) and
internee implementing lessons in a real classroom setting; oral
• Observation by supervisor(s) and providing test
feedback; discussion, question-answer

Learning Materials
Carr, Wilfred. Quality in Teaching: Arguments for a Reflective Profession. London: Psychology Press,
1989.
Hass, Michael, and Jeanne A. Carriere. Writing Useful, Accessible, and Legally Defensible
Psychoeducational Reports. Hoboken: John Wiley & Sons, 2014.
Recommended Monteiro, A. R. The Teaching Profession: Present and Future. Basingstoke: Springer, 2015.
Readings Schleicher, Andreas. Building a High-Quality Teaching Profession Lessons from around the World:
Lessons from around the World. Paris: OECD Publishing, 2011.
Schleicher, Andreas. Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative
Approaches. OECD Publishing, 2015.

Sweitzer, H. F., and Mary A. King. The Successful Internship. Boston: Cengage Learning, 2013.
Supplementary
Woodard, Eric. The Ultimate Guide to Internships: 100 Steps to Get a Great Internship and Thrive in It.
Readings
Allworth, 2015.

164
 Course Code: 0111 29 Edu 4104 Year: Fourth Term: First For All Streams
Course Title Internship: Practicum-Teaching II
Course Status Core
Credit 4.5
Prerequisite(s) None
This course is designed to allow learners to apply theoretical knowledge on pedagogies in actual
Rationale
classroom settings and gain practical experience.

Course Contents CLOs

In Fourth Year First Term, learners will get the opportunity of applying his/her pedagogical knowledge in a real
classroom setting by teaching two subjects (based on his/her respective stream). This course refers to teaching
Subject II.
Each learner will be assigned to one school as decided by the Institute and will be exposed to an environment where
they encounter school goers for the first time and face them with a multitude of ideas, approaches, techniques and
processes. The duration of this internship teaching is one term when the internees will get opportunities to
demonstrate the art of teaching in the actual situation of school under the direct management and control of the
heads of the respective schools and under the supervision of subject-supervisor(s) to be assigned by Education
Discipline.
Classroom Observation:
At the initial internship stage, each internee has to observe at least three classes taken by the trained
teacher who teaches the respective subject/course (Subject II) in the cooperating school. He/she has to
1 write a report highlighting the main features of the lessons observed. The strengths and weaknesses of the 1, 6
lessons and possible ways of improving the lessons have to be covered in the report.
Teaching in the Classroom and Preparing Lesson-Plan and Teaching-Aids:
Under this course, each internee has to teach one of the core subjects (Subject II) of his/her respective
stream under the supervision of his/her supervisor(s) in the school. She/he will have to develop lesson
plans, prepare/collect necessary teaching aids and take classes. In a term, he/she will have to take at least
2 20 classes with approved Lesson-plans. During the first half of the term, the supervisor(s) will observe at 1-6
least five full classes and provide necessary feedback and guidance to the internee to improve his/her
performance. During the last half of the term, the supervisor(s) will observe at least three classes to assess
the classroom performance of the internee.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning apply theoretical knowledge on pedagogies for observing and evaluating
Outcomes CLO 1 actual classroom settings
(CLOs)
develop lesson plans taking into consideration the nature of the subject
CLO 2 content and the characteristics of the pupils
select and develop appropriate teaching aids and use them effectively in
CLO 3 teaching
create an effective teaching-learning environment in the classroom through
CLO 4
using appropriate management techniques
teach effectively in real classroom situations following teaching-learning
CLO 5
strategies appropriate for the learners and the subject content
show attitude and skills to adopt innovative techniques and measures in
CLO 6
solving pedagogical problems

165
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Observing other teachers’ lessons by internee Class/lesson observation report
• Demonstration of skills in planning and Internee will be observed by supervisor(s) and will be
preparing lessons by internee assessed based on his/her performance in planning
CLO 2-6 • Demonstration of skills in classroom teaching by (lesson plan), preparing (teaching aid and others) and
internee implementing lessons in a real classroom setting; oral
• Observation by supervisor(s) and providing test
feedback; discussion, question-answer

Learning Materials
Carr, Wilfred. Quality in Teaching: Arguments for a Reflective Profession. London: Psychology Press,
1989.
Hass, Michael, and Jeanne A. Carriere. Writing Useful, Accessible, and Legally Defensible
Psychoeducational Reports. Hoboken: John Wiley & Sons, 2014.
Recommended Monteiro, A. R. The Teaching Profession: Present and Future. Basingstoke: Springer, 2015.
Readings Schleicher, Andreas. Building a High-Quality Teaching Profession Lessons from around the World:
Lessons from around the World. Paris: OECD Publishing, 2011.
Schleicher, Andreas. Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative
Approaches. OECD Publishing, 2015.

Sweitzer, H. F., and Mary A. King. The Successful Internship. Boston: Cengage Learning, 2013.
Supplementary
Woodard, Eric. The Ultimate Guide to Internships: 100 Steps to Get a Great Internship and Thrive in It.
Readings
Allworth, 2015.

166
 Course Code: 0111 29 Edu 4106 Year: Fourth Term: First For All Streams
Course Title Internship: Achievement Test I
Course Status Core
Credit 1.5
Prerequisite(s) None
This course is designed to allow the learners to apply theoretical knowledge on assessment and
Rationale
achievement tests in the actual classroom settings and gain practical experience.

Course Contents CLOs

In Fourth Year First Term, learners will get the opportunity of applying his/her theoretical knowledge on assessment
in a real classroom setting by developing and implementing achievement tests for two subjects (based on his/her
respective stream). This course refers to developing and implementing achievement tests for Subject I.
The duration of this internship is one term when each learner will be assigned to one school as decided by the
Institute. They will get opportunities to demonstrate and practice assessment-related tasks in the actual situation of
school under the supervision of subject-supervisor(s) to be assigned by Education Discipline with the help of the
respective school authority.
Construction of Achievement Tests:
Each internee will construct items for achievement tests for the class he/she teaches (Subject I). Test 1, 3
1
items will have to be checked by his/her supervisor(s). Internee will finalise the test items on the basis of
the feedback from the supervisor(s).
Implementation/Use of Achievement Tests:
2 The internee will implement/use the constructed achievement tests for the class he/she teaches (Subject 2, 3
I). Then he/she has to score the scripts and show the scripts to the pupils with a view to providing feedback.
Statistical Analysis of the Test Results:
The internee will develop a report on a statistical analysis of the test results. The report will include
3 4
statistical treatment and interpretation of test results.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 develop/construct achievement tests
Outcomes
CLO 2 use/implement the constructed tests in an actual classroom
(CLOs)
CLO 3 show attitude and skills to adopt innovative techniques and measures in
solving assessment-related problems
CLO 4 prepare a report focusing on the statistical analysis of the test results

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
• Demonstration of skills in developing and Internee will be assessed by the supervisor(s) based on
implementing/using achievement tests by his/her performance in developing and
CLO 1-3 internee implementing/using achievement tests; oral test
• Feedback and discussion sessions with the
facilitator(s)
CLO 4 Preparing statistical report Statistical report

167
 Learning Materials
Anderson, Lorin W. Classroom Assessment: Enhancing the Quality of Teacher Decision Making. London:
Routledge, 2003.
Brookhart, Susan M., and James H. McMillan. Classroom Assessment and Educational Measurement.
Routledge, 2019.
Recommended Callahan, Carolyn M. Assessment in the Classroom: The Key to Good Instruction. edited by Frances A.
Readings Karnes and Kristen R. Stephens. Prufrock Press, 2006.
Cunningham, George K. Assessment in the Classroom: Constructing and Interpreting Texts. London:
Psychology Press, 1998.
Marzano, Robert J. Classroom Assessment & Grading that Work. Alexandria: Association for Supervision
& Curriculum Deve, 2006
McMillan, James H. Classroom Assessment: Principles and Practice that Enhance Student Learning
and Motivation. London: Pearson, 2017.
Miller, M. D., Robert L. Linn, and Norman E. Gronlund. Measurement and Assessment in Teaching. Upper
Saddle River: Prentice Hall, 2009.
Phye, Gary D., editor. Handbook of Classroom Assessment: Learning, Achievement, and Adjustment.
Supplementary Cambridge: Academic Press, 1996.
Readings Popham, W. J. Classroom Assessment: What Teachers Need to Know, 8th ed. London: Pearson, 2018.
Roy, Sushil. g~j¨vqb: bxwZ I †KŠkj [Evaluation: Principles and Strategies]. Kolkata: Soma Book Agency,
2015.
Walvoord, Barbara E. Assessment Clear and Simple: A Practical Guide for Institutions, Departments,
and General Education, 2nd ed. New York: Jossey-Bass, 2010.
Witte, Raymond H. Classroom Assessment for Teachers. New York: McGraw-Hill Education, 2012.

168
 Course Code: 0111 29 Edu 4108 Year: Fourth Term: First For All Streams
Course Title Internship: Achievement Test II
Course Status Core
Credit 1.5
Prerequisite(s) None
This course is designed to provide the learners with the opportunity to apply theoretical knowledge on
Rationale
assessment and achievement tests in the actual classroom settings and gain practical experience.

Course Contents CLOs

In Fourth Year First Term, learners will get the opportunity of applying his/her theoretical knowledge on assessment
in a real classroom setting by developing and implementing achievement tests for two subjects (based on his/her
respective stream). This course refers to developing and implementing achievement tests for Subject II.
The duration of this internship is one term when each learner will be assigned to one school as decided by the
Institute. They will get opportunities to demonstrate and practice assessment-related tasks in the actual situation of
school under the supervision of the subject-supervisor(s) to be assigned by Education Discipline with the help of the
respective school authority.
Construction of Achievement Tests:
Each internee will construct items for achievement tests for the class he/she teaches (Subject II). Test 1, 3
1
items will have to be checked by his/her supervisor(s). Internee will finalise the test items on the basis of
the feedback from the supervisor(s).
Implementation/Use of Achievement Tests:
2 The internee will implement/use the constructed achievement tests for the class he/she teaches (Subject 2, 3
II). Then he/she has to score the scripts and show the scripts to the pupils with a view to providing
feedback.
Statistical Analysis of the Test Results:
3 4
The internee will develop a report on a statistical analysis of the test results. The report will include
statistical treatment and interpretation of test results.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 develop/construct achievement tests
Outcomes
CLO 2 use/implement the constructed tests in an actual classroom
(CLOs)
CLO 3 show attitude and skills to adopt innovative techniques and measures in
solving assessment-related problems
CLO 4 prepare a report focusing on the statistical analysis of the test results

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
• Demonstration of skills in developing and Internee will be assessed by the supervisor(s) based on
implementing/using achievement tests by his/her performance in developing and
CLO 1-3 internee implementing/using achievement tests; oral test
• Feedback and discussion sessions with the
facilitator(s)
CLO 4 Preparing statistical report Statistical report

169
 Learning Materials
Anderson, Lorin W. Classroom Assessment: Enhancing the Quality of Teacher Decision Making. London:
Routledge, 2003.
Brookhart, Susan M., and James H. McMillan. Classroom Assessment and Educational Measurement.
Routledge, 2019.
Recommended Callahan, Carolyn M. Assessment in the Classroom: The Key to Good Instruction. Edited by Frances A.
Readings Karnes and Kristen R. Stephens. Prufrock Press, 2006.
Cunningham, George K. Assessment in the Classroom: Constructing and Interpreting Texts. London:
Psychology Press, 1998.
Marzano, Robert J. Classroom Assessment & Grading that Work. Alexandria: Association for Supervision
& Curriculum Deve, 2006.
McMillan, James H. Classroom Assessment: Principles and Practice that Enhance Student Learning
and Motivation. London: Pearson, 2017.
Miller, M. D., Robert L. Linn, and Norman E. Gronlund. Measurement and Assessment in Teaching. Upper
Saddle River: Prentice Hall, 2009.
Phye, Gary D., editor. Handbook of Classroom Assessment: Learning, Achievement, and Adjustment.
Supplementary Cambridge: Academic Press, 1996.
Readings Popham, W. J. Classroom Assessment: What Teachers Need to Know, 8th ed. London: Pearson, 2018.
Roy, Sushil. g~j¨vqb: bxwZ I †KŠkj [Evaluation: Principles and Strategies]. Kolkata: Soma Book Agency,
2015.
Walvoord, Barbara E. Assessment Clear and Simple: A Practical Guide for Institutions, Departments,
and General Education, 2nd ed. New York: Jossey-Bass, 2010.
Witte, Raymond H. Classroom Assessment for Teachers. New York: McGraw-Hill Education, 2012.

170
 Course Code: 0111 29 Edu 4110 Year: Fourth Term: First For All Streams
Course Title Internship: Co-Curricular Activities
Course Status Core
Credit 1.5
Prerequisite(s) None
This course intends to allow learners to organise co-curricular activities in actual school setting and gain
Rationale
practical experience.

Course Contents CLOs

The learners/internees working in each school will collaboratively organise co-curricular activities under the
supervision of the school co-coordinator(s) as well as with the help of the school authority.
Under this course, learners/internees will plan co-curricular activities for the pupils, take all the
preparation for it and finally execute the planned activities in the school. They will develop a budget with
1 the approval of the school coordinator(s). The internees will have to arrange rehearsal classes and one final 1, 2
show in the presence of the pupils, the school head, along with other teachers at the assigned school and
their school coordinator(s).
The learners/internees will have to prepare a report individually focusing on the experience of organizing
2 3
co-curricular activities and learning from them.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 plan co-curricular activities collaboratively in actual school settings
Outcomes
CLO 2 execute the planned co-curricular activities collaboratively
(CLOs)
CLO 3 develop a report on the experience of organizing co-curricular activities

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
• Demonstration of knowledge, skills, and values Learner/internee will be assessed based on his/her
in planning co-curricular activities by the performance in planning co-curricular activities
CLO 1 internee
• Feedback and discussion sessions with the
facilitator(s)
• Demonstration of knowledge, skills, and values Learner/internee will be assessed based on his/her
in executing planned co-curricular activities by performance in executing planned co-curricular
CLO 2
internee activities; oral test
• Feedback and discussion sessions with the
facilitator(s)
• Report writing Report on organizing co-curricular activities; oral test
CLO 3 • Feedback and discussion sessions with the
facilitator(s)

Learning Materials
Hass, Michael, and Jeanne A. Carriere. Writing Useful, Accessible, and Legally Defensible
Psychoeducational Reports. Hoboken: John Wiley & Sons, 2014.
Recommended Schleicher, Andreas. Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative
Readings Approaches. OECD Publishing, 2015.
Sweitzer, H. F., and Mary A. King. The Successful Internship. Boston: Cengage Learning, 2013.
Woodard, Eric. The Ultimate Guide to Internships: 100 Steps to Get a Great Internship and Thrive in It.
Allworth, 2015.

171
 Course Code: 0111 29 Edu 4112 Year: Fourth Term: First For All Streams
Course Title Internship: School Report
Course Status Core
Credit 4.5
Prerequisite(s) None
This course allows learners to gain practical experience of developing a report on doing an internship at an
Rationale
assigned school.

Course Contents CLOs

Internship at an assigned school provides the learners (internees) with the opportunity to gain practical
experience of working in an actual school setting. The duration of the internship is one term when the
internees will perform their assigned responsibilities in schools under the direct management and control
of the authority of the respective school and under the supervision of supervisors and school coordinator(s)
to be assigned by Education Discipline. Under this course, each internee will prepare a report focusing on
1 the overall experience of doing an internship at the assigned school. The report will be submitted to the 1
school coordinator(s). The report will include, among others, objectives of doing an internship and different
aspects of the school (brief history, physical facilities, profile of teachers and students, results of public
examination, remarkable characteristics etc.). The report will also include his/her assessment of the
school, including strengths and weaknesses, areas of concern, suggestions for overcoming the problem,s
and guidelines for further improvement.The learners/internees will have to prepare a report individually
focusing on the experience of organizing co-curricular activities and learning from them.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning develop a report on the overall experience of doing an internship at an assigned
Outcomes CLO 1 school
(CLOs)

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
• Demonstration of knowledge, skills, and values School report; oral test
in developing a report on the assigned school
CLO 1
• Feedback and discussion sessions with the
facilitator(s)

Learning Materials
Hass, Michael, and Jeanne A. Carriere. Writing Useful, Accessible, and Legally Defensible
Psychoeducational Reports. Hoboken: John Wiley & Sons, 2014.
Recommended Sweitzer, H. F., and Mary A. King. The Successful Internship. Boston: Cengage Learning, 2013.
Readings Woodard, Eric. The Ultimate Guide to Internships: 100 Steps to Get a Great Internship and Thrive in It.
Allworth, 2015.
Supplementary Schleicher, Andreas. Building a High-Quality Teaching Profession Lessons from around the World:
Readings Lessons from around the World. Paris: OECD Publishing, 2011.

172
 Course Code: 0111 29 Edu 4114 Year: Fourth Term: First For All Streams
Course Title Internship: Report on Self Reflection
Course Status Core
Credit 2.0
Prerequisite(s) None
This course intends to engage learners in self-reflection based on the overall experience as an internee at
Rationale
an assigned school.

Course Contents CLOs

Learner/internee will critically analyse and evaluate his/her total internship experience and try to
1 self-reflect. Then he/she will develop a report. The report will focus on detailed reflection, including 1, 2
learning from the completed internship at the school.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 Critically analyse and evaluate his/her total experience during the internship
Outcomes
CLO 2 Develop a reflective report on doing an internship at an assigned school
(CLOs)

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
• Demonstration of knowledge, skills and values in Report on Self Reflection, oral test
critical analysis, evaluation, and self-reflection
CLO 1-2 by the internee
• Developing a reflective report
• Feedback and discussion sessions with the
facilitator(s)

Learning Materials
Carr, Wilfred. Quality in Teaching: Arguments for a Reflective Profession. London: Psychology Press,
Recommended 1989.
Readings Hass, Michael, and Jeanne A. Carriere. Writing Useful, Accessible, and Legally Defensible
Psychoeducational Reports. Hoboken: John Wiley & Sons, 2014.
Monteiro, A. R. The Teaching Profession: Present and Future. Basingstoke: Springer, 2015.
Schleicher, Andreas. Building a High-Quality Teaching Profession Lessons from around the World:
Lessons from around the World. Paris: OECD Publishing, 2011.
Supplementary Schleicher, Andreas. Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative
Readings Approaches. OECD Publishing, 2015.
Sweitzer, H. F., and Mary A. King. The Successful Internship. Boston: Cengage Learning, 2013.
Woodard, Eric. The Ultimate Guide to Internships: 100 Steps to Get a Great Internship and Thrive in It.
Allworth, 2015.

173
 Fourth Year First Second
Course Code: 0111 29 Edu 4201 Year: Fourth Term: Second For All Streams
Course Title History of Education
Course Status Optional
Credit 3.0
Prerequisite(s) None
This course focuses on the historical development o education with special emphasis on policy-wise
Rationale gradual progression in the Indian sub-continent.

Course Contents
CLOs
Section A
Education in the Ancient Period
1 • Education in the Ancient Period 1
• Education in the Vedic Age
• Brahmanical education
• Buddhist education System
Education During Medieval Times
2 • Education in Islam 1
• State Patronage and Growth of education in the Muslim Period
• Important Educational Centers
History of Western Education
• Early European Civilizations: Ancient Greece (Athens; Sparta), Ancient Rome
3 • The Middle Ages 1
• The Renaissance
• The Reformation
• 17th- and 19th-Century Europe

174
 Section B CLOs
Education in the British East India Company Period
• Educational policy of the East India Company before 1813
• The Charter Act of 1813
4 • The Educational Works of The Serampore Trio 2
• Wood’s Education Despatch of 1854
• The University Act of 1857
British Government in Education Since 1858
• Lord Stanley’s Despatch of 1859
• Indian Education Commission of 1882
• Educational Reforms of Lord Curzon:
o The Indian Universities Commission (1902)
5 2
o The Indian Universities Act, 1904
• Government Resolution on Educational Policy (1913)
• The Calcutta University Commission (1917-1919)
• Wardha Scheme (1937)
• Sergeant’s Scheme (1944)
Education in Pakistan Period
o Report of the East Bengal Education System Reconstruction Committee, 1952
6 o Report of the Educational Reforms Commission, East Pakistan, 1957 3
o Report of the Commission on National Education, 1960
Education in Bangladesh Period
• Bangladesh Education Commission Report, 1974
• Bangladesh National Curriculum and Syllabus Committee, 1977
• Bangladesh National Education Commission Report, 1988
7 • Competency-Based Curriculum, 1991 3
• Curriculum and Syllabus Report, 1995
• National Education Policy, 2000
• Bangladesh National Education Commission Report, 2003
• National Education Policy, 2010
• Acts and Law in Education

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain education at different ages
Outcomes
analyse different types of education acts and commissions
(CLOs) CLO 2
CLO 3 explain education reports and commissions of Bangladesh

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Lecture, discussion, group work, Q&A session Assignments, oral and written examinations
Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
CLO 2 session examinations
CLO 3 Lecture, discussion, Q&A session Assignments, oral and written examinations

175
 Learning Materials
Ahmad, Safiuddin.g‚j¨vqb: bxwZ I †KŠkj evsjv‡`k: wk¶vI wk¶vbxwZ [Bangladesh: Education and
Education Policy]. Dhaka: Mizan Publishers, n.d.
Begley, Ronald B., and Joseph W. Koterski. Medieval Education. New York: Oxford University Press, 2005.
Connell, Raewyn. The Good University: What Universities Actually Do and Why It’s Time for Radical
Recommended Change. London: Zed Books, 2019.
Readings Cubberley, Ellwood P. The History of Education. IndyPublish, 2004.
Howard-Jones, Paul. Evolution of the Learning Brain: Perspectives on Mind, Brain and Education.
Routledge, 2018.
Leach, Arthur F. Educational Charters and Documents 598 to 1909. Cambridge: Cambridge University
Press, 2010.
Maleque, Abdul, Mariam Begum, Fakhrul Islam, and Sheikh S. Riad, editors. wk¶vweÁvb I evsjv‡`‡k wk¶v
[Science of Education and Education in Bangladesh], 6th ed. Dhaka: Ramon Publishers, 2018.
Marrou, Henri I. A History of Education in Antiquity. Madison: University of Wisconsin Press, 1982.
Palmer, Joy, Liora Bresler, and David Cooper. Fifty Major Thinkers on Education: From Confucius to
Dewey. London: Routledge, 2002.
Supplementary
Rousseau, Jean J. The Essential Writings of Jean-Jacques Rousseau. Translated by Peter Constantine.
Readings Modern Library, 2013.
Scharfe, Hartmut. Education in Ancient India. Leiden: Brill Publishers, 2018.
Seeley, Levi. History of Education. Tredition Classics, 2012.
Thomas, Gary. Education: A Very Short Introduction. Oxford University Press, 2013.
Too, Yun L. Education in Greek and Roman Antiquity. Leiden: Brill Academic Publishers, 2001.
Urban, Wayne J., and Jennings L. Wagoner. American Education: A History, 5th ed. Routledge, 2014.

176
 Course Code: 0111 29 Edu 4202 Year: Fourth Term: Second For All Streams
Course Title Thesis
Course Status Core
Credit 6.0
Prerequisite(s) None
This definitive sessional course rounds off the learning from the introductory research courses. By taking
Rationale this course, the students are expected to conduct the first of their many scientific research in the field of
education and produce written theses.

Course Contents CLOs

During the final term of the final year, the students are required to write a thesis.
The students are to explore a variety of current topics and discourses pertaining to education and the
context of education.
1 The students are guided in their work by a supervisor. 1, 2, 3, 4,
The students are assisted in developing their thesis proposal through the supervisor’s feedback. The 5, 6
submitted proposals are reviewed for approval in the thesis research seminar(s).
Data collection is generally completed during the term, followed by the writing of the thesis by the end of
the term-end examinations.

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning demonstrate an understanding of a pertinent research issue in the context of
Outcomes CLO 1 existing literature on the topic.
(CLOs)
CLO 2 apply appropriate research methods and design.
CLO 3 understand the theoretical basis of a research issue, and design an appropriate
analytical groundwork.
CLO 4 independently collect and interpret original data.
CLO 5 demonstrate a capacity to produce coherent academic papers.
demonstrate a capacity to think conceptually and to work practically with
CLO 6
original data

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1 Lecture, discussion, Q&A session Assignments, oral and written examinations
Lecture, discussion, presentation, Q&A session Assignments, presentations, oral and written
CLO 2 examinations
CLO 3 Lecture, discussion, Q&A session Assignments, oral and written examinations
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 4
demonstration
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 5
demonstration
Lecture, discussion, Q&A session, debate, Assignments, written examinations, quiz
CLO 6
demonstration

177
 Learning Materials
Bell, Judith, and Stephen Waters. Doing Your Research Project: A Guide for First-Time Researchers, 7th
ed. Open University Press, 2018.
Recommended Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed.
Thousand Oaks: Sage Publications, 2018.
Readings
Creswell, John W., and Timothy C. Guetterman. Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research, 6th ed. Pearson, 2019.
Hasan, Ragib. M‡elYvq nv‡ZLwo [Introduction to Research]. Dhaka: Adarsha, 2016.
Supplementary Johnson, R. B., and Larry B. Christensen. Educational Research: Quantitative, Qualitative, and Mixed
Readings Approaches, 6th ed. Thousand Oaks: Sage Publications, 2016.
Lochmiller, Chad R., and Jessica N. Lester. An Introduction to Educational Research: Connecting
Methods to Practice. Thousand Oaks: Sage Publications, 2015.

178
 Course Code: 0111 29 Edu 4203 Year: Fourth Term: Second For All Streams
Course Title Pedagogy and Andragogy in National and Global Contexts
Course Status Optional
Credit 3.0
Prerequisite(s) None
This course enables participants to thoroughly grasp pedagogy and andragogy in national and international
Rationale
settings.

Course Contents
CLOs
Section A
Pedagogy: concepts; theories; purposes; types; underpinnings; the concept of culture and context to
pedagogy; cultural aspects and sensitivity in pedagogy, history of pedagogy (inter alia, postcolonial
1 theories; imperialism; smart pedagogy); teacher and learner autonomy (concepts; liberatory education; 1
reflective practice)
2 Critical pedagogy: concepts; theories; purposes; Frankfurt school of thought; post-method pedagogy 2
3 Challenges in pedagogy: challenges in selecting curriculum; challenges in selecting teaching methods and 3
techniques; challenges in implementing pedagogy
Section B CLOs
4 Andragogy: concepts; purposes; andragogy in Bangladesh perspectives; concept and scope of andragogy in
the global perspectives 1
Andragogy and its practices: modern practices in adult education: from pedagogy to andragogy; the role of
5 an andragogic facilitator; teaching-learning methods and techniques in andragogy; facilitating andragogy 1
curriculum; application of andragogical learning to various parts of life
Challenges in andragogy: challenges in selecting andragogical curriculum and teaching techniques;
6 3
challenges in implementing andragogy in national and global perspectives; identifying lower achievers in
adult education

Upon successful completion of the course, the students will be able to: Mapping with PLOs
Course
Learning CLO 1 explain the concept and different terminologies of pedagogy and andragogy
Outcomes CLO 2 appraise critical pedagogy
(CLOs)
CLO 3 report the challenges in andragogy and pedagogy

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Lecture, discussion, group work, Q&A session, library Assignments, oral and written examinations
CLO 1
work, TEL
CLO 2 Lecture, discussion, group work, presentation, Q&A Assignments, presentations, oral and written
session, library work, TEL examinations
CLO 3 Lecture, discussion, Q&A session, library work, TEL Assignments, oral and written examinations

179
 Learning Materials
Brookfield, Stephen. Understanding and Facilitating Adult Learning: A Comprehensive Analysis of
Principles and Effective Practices. Milton Keynes: McGraw-Hill Education, 1986.
Foley, Griff. Understanding Adult Education and Training. Crows Nest: Allen and Unwin, 1999.
Recommended Knowles, Malcolm S. The Modern Practice of Adult Education: From Pedagogy to Andragogy.
Cambridge Book, 1988.
Readings
Mayo, Peter, editor. Learning with Adults: A Reader. Berlin: Springer Science and Business Media, 2014.
Milana, Marcella, and Tom Nesbit, editors. Global Perspectives on Adult Education and Learning Policy.
Basingstoke: Springer, 2015.
Ikpeze, Chinwe H. Teaching across Cultures: Building Pedagogical Relationships in Diverse Contexts.
SensePublishers, 2016.
Knowles, Malcolm S., Elwood F. Holton, and Richard A. Swanson. The Adult Learner: The Definitive
Classic in Adult Education and Human Resource Development. London: Routledge, 2014.
Milana, Marcella, Sue Webb, John Holford, Richard Waller, and Peter Jarvis, editors. The Palgrave
Supplementary
International Handbook on Adult and Lifelong Education and Learning. Basingstoke: Springer, 2018.
Readings
Rubenson, Kjell. Adult Learning and Education. Cambridge: Academic Press, 2011.
Spalding, Dan. How to Teach Adults: Plan Your Class, Teach Your Students, Change the World. Hoboken:
John Wiley and Sons, 2014.
Wang, Victor C., Lesley Farmer, Judith Parker, and Pamela M. Golubski. Pedagogical and Andragogical
Teaching and Learning with Information Communication Technologies. IGI Global, 2011.
Zajda, Joseph, Lynn Davies, and Suzanne Majhanovich. Comparative and Global Pedagogies: Equity,
Access and Democracy in Education. Berlin: Springer Science and Business Media, 2008.
Zajda, Joseph, editor. Global Pedagogies: Schooling for the Future. Berlin: Springer Science and
Business Media, 2010.

180
 Course Code: 0111 29 Edu 4220 Year: Fourth Term: Second For All Streams
Course Title Comprehensive Viva IV
Course Status Core
Credit 1.0
Prerequisite(s) None
This course intends to evaluate what the students have learnt in the first and second terms of the fourth
year. It aims to assess the overall knowledge of the student in the relevant field of education acquired over
Rationale one year of study in the undergraduate programme. Contents of the viva will typically cover the subjects
taught in all the semesters of the fourth year of the BEd programme. This course intends to prepare
students to face interviews which will help them in their professional progress in future.

Course Contents
CLOs
Section A
0111 29 Edu 4102 Internship: Practicum- Teaching I
0111 29 Edu 4104 Internship: Practicum- Teaching II
0111 29 Edu 4106 Internship: Achievement Test I
0111 29 Edu 4108 Internship: Achievement Test II 1, 2, 3
1
0111 29 Edu 4110 Internship: Co-Curricular Activities
0111 29 Edu 4112 Internship: School Report
0111 29 Edu 4114 Internship: Report on Self Reflection

Section B CLOs
0111 29 Edu 4201 History of Education
0111 29 Edu 4202 Thesis
0111 29 Edu 4203 Pedagogy and Andragogy in National and Global Contexts
2 0111 29 Edu 4220 Comprehensive Viva IV 1, 2, 3
0521 29 ES 4265 Environmental Education
0521 29 ES 4266 Environmental Education: Sessional/Field Trip
0311 29 Econ 4267 Economics of Education
0421 29 Law 4269 Law and Education

Upon successful completion of the course, the students will be able to: Mapping with PLOs
demonstrate knowledge in the programme domain by improving their
Course CLO 1 understanding of different subjects learnt first and second term of the fourth
Learning year.
Outcomes present own views cogently and precisely by applying fundamental concepts
(CLOs) CLO 2 which they learn in different subjects
exhibit professional etiquette suitable for career progression by enhancing
CLO 3
interview-facing skills.

Assessment Strategy
Oral test

181
 Course Code: 0521 29 ES 4265 Year: Fourth Term: Second For All Streams
Course Title Environmental Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course focuses on the relationship between environment and education.
Rationale

Course Contents
CLOs
Section A
Concept of Environmental Education (EE)
• Concept and scope of environmental education
• Principles of EE
• EE framework
1 • Environmental action and EE 1
• Major International Conferences and Agreements on EE
• Evolution of EE in Bangladesh
Environmental Literacy
• Concepts and Meaning of Environmental Literacy
2 • Knowledge, Skills and Attitudes to understand and address Environmental issues 1
• Personal and civic responsibilities
• Additional variables to environmental literacy
Environmental Management
• Environmental pollution: types- air, water, soil and noise
• Green house effect, Ozone layer depletion, Global warming and Climate change
3 • Waste management 2
• Types of environmental hazards and disaster, Risk assessment and reduction
• Natural resource: renewable and non-renewable resources, Conservation of natural resources
• Ecosystem and Ecological balance (Interdependence and interrelationships)
• Solving Environmental issues Í local and global perspectives
• Environmental issues in the context of Bangladesh and relevant legislative measures
Section B CLOs
EE for Sustainable Development
• Concept of Sustainable Development
4 • Concept of Environmental Sustainability 3
• Importance of Biodiversity Conservation
• Integrating Economic Development and Ecological Sustainability
• Progress in goal 7 of the UN Millennium Development Goals
Environmental Education Curricula
• Goals and Approaches of EE in Bangladesh
5 • Development of an effective EE programme 4
• EE in Bangladesh- Primary, Secondary and Higher education
• EE in Non-formal approach
Environmental Education and Educational Technology
• Approaches, methods, and techniques of teaching EE
• Co-curricular activities in EE-field trips, collections, exhibitions, eco-clubs.
6 • Planning and implementing EE programme 5
• Assessment and evaluation of EE
• EE in teacher education curriculum.

182
 Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 explain the concept of environmental education and environmental literacy
Outcomes
CLO 2 identify many types of environmental issues
(CLOs)
analyse the relationship of environmental education with sustainable
CLO 3
development
CLO 4 state about environmental education curricula
CLO 5 relate environmental education with educational technology

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, lecture, collaborative Tests, assignments, presentations
CLO 1 work, library work.
Lecture, discussion, question-answer, debate, Tests, assignments, presentations
CLO 2
collaborative work, individual presentation.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 3 audiovisual materials, project work, library work.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 4
audiovisual materials, project work, library work.
Lecture, discussion, question-answer, TEL through Tests, assignments, presentations
CLO 5
audiovisual materials, project work, library work.

Learning Materials
Bakshi, Trilochan S., and Zev Naveh, editors. Environmental Education: Principles, Methods, and
Applications. Berlin: Springer Science and Business Media, 2013.
Cunningham, William P., and Mary A. Cunningham. Principles of Environmental Science: Inquiry and
Applications, 8th ed. New York: McGraw-Hill Education, 2016.
Recommended
Dasgupta, Sumita, editor. Environmental Education: A Book of Activities. New Delhi: Centre for Science
Readings
and Environment, 2011.
De, Anil K., and Arnab K. De. Environmental Education. New Delhi: New Age International, 2007.
Edwards, Jane. Socially-critical Environmental Education in Primary Classrooms: The Dance of
Structure and Agency. Basingstoke: Springer, 2015.

Enger, Eldon D., and Bradley F. Smith. Environmental Science: A Study of Interrelationships, 14th ed.
New York: McGraw-Hill Education, 2015.
Hughes-Evans, David. Environmental Education: Key Issues of the Future. Elsevier, 1977.
Supplementary Ideland, Malin. The Eco-Certified Child: Citizenship and Education for Sustainability and Environment.
Readings Basingstoke: Springer, 2018.
Jorgensen, S. E., and I. Johnsen. Principles of Environmental Science and Technology, 2nd ed.
Amsterdam: Elsevier , 1989.
Neal, Philip, and Joy Palmer. The Handbook of Environmental Education. London: Routledge, 2003.
Palmer, Joy. Environmental Education in the 21st Century: Theory, Practice, Progress and Promise.
London: Routledge, 2002.
Reis, Giuliano, and Jeff Scott. International Perspectives on the Theory and Practice of Environmental
Education: A Reader. Basingstoke: Springer, 2018.
Wiseman, Stephen. Education and Environment. Manchester: Manchester University Press, 1964

183
 Course Code: 0521 29 ES 4266 Year: Fourth Term: Second For All Streams
Course Title Environmental Education: Sessional
Course Status Core
Credit 3.0
Prerequisite(s) None
Rationale The course will focus on the practical aspects of Environmental Education course.

Course Contents CLOs

1 Personal and civic responsibilities to the environment 1
2 Waste management 1
3 Solving Environmental issues Í local and global perspectives 1
4 Doing project work for identifying Environmental issues in the context of 1
5 Bangladesh and relevant legislative measures 1
6 Develop an effective environment education programme 1
7 Co-curricular activities in Environmental education -field trips, collections, exhibitions, eco-clubs 1
8 Planning and implementing the environmental education programme 1
9 Assessment and evaluation of EE 1

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning
Outcomes CLO 1 apply environmental education in different contexts
(CLOs)
Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, question-answer, demonstration, group
CLO 1 work, project work, students’ presentation, field trip, Sessional report, presentation, assignment
library work
Learning Materials
Bakshi, Trilochan S., and Zev Naveh, editors. Environmental Education: Principles, Methods, and
Applications. Berlin: Springer Science and Business Media, 2013.
Cunningham, William P., and Mary A. Cunningham. Principles of Environmental Science: Inquiry and
Applications, 8th ed. New York: McGraw-Hill Education, 2016.
Recommended Dasgupta, Sumita, editor. Environmental Education: A Book of Activities. New Delhi: Centre for Science
Readings and Environment, 2011.
De, Anil K., and Arnab K. De. Environmental Education. New Delhi: New Age International, 2007.
Edwards, Jane. Socially-critical Environmental Education in Primary Classrooms: The Dance of
Structure and Agency. Basingstoke: Springer, 2015.
Reis, Giuliano, and Jeff Scott. International Perspectives on the Theory and Practice of Environmental
Education: A Reader. Basingstoke: Springer, 2018.
Wiseman, Stephen. Education and Environment. Manchester: Manchester University Press, 1964.
Enger, Eldon D., and Bradley F. Smith. Environmental Science: A Study of Interrelationships, 14th ed.
New York: McGraw-Hill Education, 2015.
Hughes-Evans, David. Environmental Education: Key Issues of the Future. Elsevier, 1977.
Supplementary
Ideland, Malin. The Eco-Certified Child: Citizenship and Education for Sustainability and Environment.
Readings Basingstoke: Springer, 2018.
Jorgensen, S. E., and I. Johnsen. Principles of Environmental Science and Technology, 2nd ed.
Amsterdam: Elsevier, 1989.
Neal, Philip, and Joy Palmer. The Handbook of Environmental Education. London: Routledge, 2003.
Palmer, Joy. Environmental Education in the 21st Century: Theory, Practice, Progress and Promise.
London: Routledge, 2002.

184
 Course Code: 0311 29 Econ 4267 Year: Fourth Term: Second For All Streams
Course Title Economics of Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course will provide students with the tools to use an economic lens to analyse fundamental issues in
education: how and why institution/government make decisions to invest in education, the effect of
education on long-term social and economic outcomes.
This course intends toÍ
Rationale • provide an overview of the effect of education on long-term social and economic outcomes.
• provide an overview of the structure of education markets and institutions
• present the core theoretical models used to analyse and understand how individuals, schools, and
governments make education and resource allocation decisions
• build a firm understanding of the way economists approach the evaluation of education policies and
the research evidence on the determinants of educational attainment and the effect of
education-related policies

Course Contents
CLOs
Section A
Introduction and Background
• Concept of the economics of education
• History of the economics of education
• What can economics teach us about education policies?
1 • Education markets 1
• Empirical tools of education economics
The Foundations of Education Production and Investment
• The human capital model
• The signaling model
2 • Distinguishing between the human capital and signaling models 2
• Returns to education investment
• Education production function
Section B CLOs
Economics of Education in Elementary and Secondary Levels
• The financing of local public schools
3 • The financing of private schools 3
• Between education inputs and educational outcomes
• The market-based approach to education reform
• Teacher markets
Economics of Education at Tertiary Level and Beyond
• Market dimensions of higher education
4
• The economics of university life 4
• Universities as multi-product firms
• The graduate market
• The market for educators

185
 Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning CLO 1 appreciate the relationship between economics and education
Outcomes
CLO 2 contribute to investment decision-making for human capital development
(CLOs)
explore the impact of investment in the levels of education by public and
CLO 3
private sectors
CLO 4 contribute to a market-based approach to education reform

Mapping CLOs with the Teaching-Learning and Assessment Strategy

CLOs Teaching-Learning Strategy Assessment Strategy
CLO 1, 3 Lecture and discussion, Attendance, participation in classroom activities, tests
CLO 2, 4 Group work, project work, assignment Assignment, Presentation

Learning Materials
Arai, Kazuhiro. The Economics of Education: An Analysis of College-Going Behavior. Berlin: Springer
Science & Business Media, 2013.
Checchi, Daniele. The Economics of Education: Human Capital, Family Background and Inequality.
Cambridge: Cambridge University Press, 2006.
Recommended
Dustmann, Christian, Bernd Fitzenberger, and Stephen Machin. The Economics of Education and
Readings
Training. Berlin: Springer Science & Business Media, 2008.
Farnen, Russell F., and Heinz Sunker, editors. The Politics, Sociology and Economics of Education:
Interdisciplinary and Comparative Perspectives. Basingstoke: Springer, 2016.
Hanushek, Eric A., and Finis Welch, editors. Handbook of the Economics of Education Volume 1.
Amsterdam: Elsevier, 2006.
Hanushek, Eric A., and Finis Welch, editors. Handbook of the Economics of Education Volume 2.North
Holland, 2006.
Hanushek, Eric A., Stephen Machin, and Ludger Woessmann, editors. Handbook of the Economics of
Education Volume 3.North Holland, 2011.
Hanushek, Eric A., Stephen Machin, and Ludger Woessmann, editors. Handbook of the Economics of
Supplementary Education Volume 4.North Holland, 2011.
Readings Hanushek, Eric A., Stephen Machin, and Ludger Woessmann, editors. Handbook of the Economics of
Education Volume 5.North Holland, 2016.
Johnes, Geraint. The Economics of Education. London: Macmillan International Higher Education, 1993.
Johnes, Geraint, and Jill Johnes. International Handbook on the Economics of Education.
Gloucestershire: Edward Elgar Publishing, 2004.
Levitt, Steven D., and Stephen J. Dubner. Freakonomics: A Rogue Economist Explores the Hidden Side of
Everything. New York: HarperCollins, 2006.
Lovenheim, Michael, and Sarah E. Turner. Economics of Education. Worth Publishers, 2017.
Mehrotra, Santosh. The Economics of Elementary Education in India: The Challenge of Public Finance,
Private Provision and Household Costs. New Delhi: Sage Publications, 2006.
Psacharopoulos, George. Economics of Education: Research and Studies. Amsterdam: Elsevier, 2014.
Sen, Amartya K. ejv hvq [It can be said]. Kolkata: Ananda Publishers, 2020.
Sen, Amartya K. wkï wk¶vi f‚wgKv [An Introduction to Childhood Education]. Gangchil: Kolkata, 2012.

186
 Course Code: 0421 29 Law 4269 Year: Fourth Term: Second For All Streams
Course Title Law and Education
Course Status Core
Credit 3.0
Prerequisite(s) None
This course is designed to give learners an understanding of educational laws. It also covers the historical
Rationale development of educational laws in this country, reviews laws regulating educational institutions, the UN
Charter for Human Rights and legal provisions for women and children.

Course Contents
CLOs
Section A
Concept of Law
• The basic concept, origin, nature and scope of the law
Enacting Law for Education
• Law for education: concept, origin and development
1 1
• Nature, scope and importance of law for education
• Interaction between education and law
• Rights and obligations of teacher and learner
• The consequence of enacting laws for education in Bangladesh, the Indian subcontinent and other
countries
2 Section B CLOs
1
National Law Concerning Education in Bangladesh
• Constitution
• Act of Parliament (Primary Education Act 1974, 1980, 1990; Draft Education Act 2016 etc.)
• By-laws and orders from the ministry (ban on corporal punishment, etc.)
• Institutional provision: Primary Level, Secondary level, Tertiary level(UGC, public university act, private
3 university act, etc.) 2, 1
International Law Concerning Education
• The Universal Declaration of Human Rights (1948)
• The International Covenant on Civil and Political Rights, 1966
• The International Covenant on Economic, Social and Cultural Rights, 1966
• The United Nations Convention on the Elimination of All Forms of Discrimination Against Women, 1979
4 • The United Nations Convention on the Rights of the Child,1989 3, 1
• Implementation of international conventions and declarations concerning education in Bangladesh

Course Upon successful completion of the course, the students will be able to: Mapping with PLOs
Learning explain the concept of law and analyze the interaction between education and
Outcomes CLO 1 law
(CLOs)
CLO 2 analyze national laws concerning education in Bangladesh
CLO 3 analyze international conventions and declarations relevant to education

187
 Mapping CLOs with the Teaching-Learning and Assessment Strategy
CLOs Teaching-Learning Strategy Assessment Strategy
Discussion, Question-answer, Group work, Library Written test (class test, final examination),
CLO 1 work, Students’ presentation, Debate Assignment, presentation
Discussion, Group work, Library work, Students’ Written test (class test, final examination),
CLO 2
presentation Assignment, presentation
CLO 3 Discussion, Group work, Library work, Students’ Written test (class test, final examination),
presentation Assignment, presentation

Learning Materials
Ahmad, Safiuddin.evsjv‡`k: wk¶v I wk¶vbxwZ [Bangladesh: Education and Education Policy]. Dhaka:
Mizan Publishers, n.d.
Beiter, Klaus D. The Protection of the Right to Education by International Law: Including a Systematic
Analysis of Article 13 of the International Covenant on Economic, Social and Cultural Rights. Leiden:
Recommended
Martinus Nijhoff Publishers, 2006.
Readings
Coysh, Joanne. Human Rights Education and the Politics of Knowledge. Oxfordshire: Taylor and Francis,
2017.
Imber, Michael, and Tyll V. Geel. A Teacher’s Guide to Education Law. London: Routledge, 2010.
Imber, Michael, and Tyll V. Geel. Education Law, 3rd ed. London: Psychology Press, 2004.

Das, Nitai. evsjv‡`‡ki mgvR ivRbxwZ I wk¶v [Social Politics and Education of Bangladesh], 2nd ed.
Dhaka: Meera Prokashon, n.d.
Dove, Linda. æThe Political Context of Education in Bangladesh 1971-80.” Politics and Educational
Change, April 2018, 165-182. doi:10.4324/9780429492402-10.
Khan, Arif. mnR fvlvq evsjv‡`‡ki msweavb [The Constitution of Bangladesh Simplified]. Dhaka:
Supplementary Kathaprokash, 2018.
Readings Khan, Arif. evsjv‡`‡ki msweavb [The Constitution of Bangladesh], 5th ed. Dhaka: Bengal Law books, 2019.
Leach, Arthur F. Educational Charters and Documents 598 to 1909. Cambridge: Cambridge University
Press, 2010.
Russo, Charles J. Encyclopedia of Education Law. Thousand Oaks: Sage Publications, 2008.
Trimmer, Karen, Roselyn Dixon, and Yvonne S. Findlay. The Palgrave Handbook of Education Law for
Schools. Basingstoke: Springer, 2018.
Tulasiewicz, Witold, and Gerald Stowbridge, editors. Education and the Law: International Perspectives.
London: Routledge, 2003.
Maleque, Abdul, Mariam Begum, Fakhrul Islam, and Sheikh S. Riad, editors. wk¶vweÁvb I evsjv‡`‡k wk¶v
[Science of Education and Education in Bangladesh], 6th ed. Dhaka: Ramon Publishers, 2018.

188
20 Grading and Evaluation
20.1 Grading Scale
a) Letter Grades and corresponding Grade Points will be awarded following provisions shown below:
Numerical Grade Letter Grade Grade Point
80% or above A+ (A plus) 4.00
75 to less than 80% A (A regular) 3.75
70 to less than 75% A- (A minus) 3.50
65 to less than 70% B+ (B plus) 3.25
60 to less than 65% B (B regular) 3.00
55 to less than 60% B- (B minus) 2.75
50 to less than 55% C+ (C plus) 2.50
45 to less than 50% C (regular) 2.25
40 to less than 45% D 2.00
Less than 40% F 00
Incomplete I
Withdrawn W
Continuation (for the project, thesis design, etc. course) X

20.1.1 Evaluation of Theory Courses

a) All theory courses will be evaluated out of 100 marks, the distribution of which is given below:
Sl. No. Items Marks
1 Attendance and Class Participation 10
2 Continuous Assessments 30
3 Term Final Examination 60
Total 100

b) The basis for awarding marks for class attendance and participation will be as follows:
Attendance & Participation Marks
90% or above 10
85 to below 90% 9
80 to below 85% 8
75 to below 80% 7
70 to below 75% 6
65 to below 70% 5
60 to below 65% 4
Below 60% 0

c) The continuous assessments of the theory courses may be conducted in the form of class tests, assignments,
homework, presentation, quiz, viva voce, etc. The course teacher(s) will evaluate every continuous assessment and share
the result with the students within 2(two) weeks of conducting that continuous assessment.

d) The duration of a class test may be 20-45 minutes, and it will preferably be given during class hours.

e) If a student does not attend the class test for reasons satisfactory enough to the course teacher, the course teacher
may allow the student one more chance for such assessment during the term; however, it must be held before the term
final examinations. A student who has been absent for a short period, up to a maximum of three weeks due to illness,
should approach the course teacher(s) or Coordinator(s) for make-up of quizzes/class tests or assignments, etc.,
189
 immediately on returning to the classes. Such request should be supported by a medical certificate endorsed by the Chief
Medical Officer of the University. The medical certificate issued by a registered medical practitioner (with the registration
number shown explicitly on the certificate) and endorsed by the Chief Medical Officer of the University will also be
acceptable only when the student has valid reasons for his/her absence from the University.

f) The number of Continuous Assessments (CAs) in each course will be as follows:

No. of credit(s) Total no. of CA required CAs to be consideredfor grading
3–4 4 (2 in each section) Section best assessments shall be averaged for grading
1.5 – 2 3 (at least one in each section)

g) If two teachers teach a course, both the teachers will conduct continuous assessments individually.
h) Answer scripts of the continuous assessment may be shown to the students to identify their strengths and
weaknesses, but those would not be returned to them. The concerned teacher would submit the evaluated continuous
assessment answer scripts and attendance register to the Head of the Discipline/Program Offering Entity (POE). The final
score of attendance and class participation (out of 10) and continuous assessment (out of 30) should be displayed on the
Discipline’s notice board/ Discipline website/ Course web page before starting the term final examination.
i) The course teachers must submit the continuous assessment mark sheets to the Chair of the Examination Committee
before the starting of the term final examination.
j) The Term Final Examination will carry 60 marks. There will be two separate answer scripts for Section A and Section B in
the Term Final Examination.
k) When a student repeats a course in which he/she previously obtained an F grade, he/she will be given just an immediate
lower grade that he/she obtained in the repeated course. However, in case he/she obtains a D grade, that will be
maintained, and this grade will be shown in the transcript. If a student has to repeat a course due to punishment on
him/her, the grade obtained will be maintained. If a student obtains a grade other than an F in a course, he/she will not be
allowed to repeat the course for grade improvement.
l) If a student obtains an ‘F’ grade in any Core course in any term, this ‘F’ grade will not be counted for Grade Point Average
(GPA) but will be shown on the grade sheet, and in such case, he/she will have to retake the course for grade
improvement.
m) While registering for a retake/re-retake theoretical course, a student must be given an option to decide whether s/he
intends to sit for continuous assessment of the course. If s/he opts to sit for continuous assessments, his/her fresh mark
will be counted to prepare the result. However, the class attendance and participation marks will be taken from the
previous record.
n) A student has to register for the backlog/retake/re-retake core courses first followed by the fresh courses offered by
the Discipline for the term s/he is going to enrol subject to the compliance with: (i) completion of prerequisite courses (if
any) and (ii) maximum registration limit of 25 credits per term. However, s/he may not choose to register the optional
backlog/retake/re-retake courses first.
o) In addition, a student may be allowed to register for advance course(s) in a term subject to: (i) his/her all
backlog/retake/re-retake and offered core courses are either clear or registered, (ii) his/her current terms’ offered all
core courses are registered, (iii) completion of corresponding prerequisite courses (if any), (iv) compliance with a
maximum registration limit of 25 credits per term, and (v) the desired advance courses are offered by the Discipline/POE
in the current term. However, such advance course registration option will not be applicable for capstone courses like
Thesis/Project/ Internship/ Research study/ Monograph/ Portfolio, and so on.
p) A Special Term may be offered for the final year students who have retake/re-retake course(s). In this case, the
maximum credit limit for a student will be 15 credits. This will be a Non-Taught Term. The Examination of Special Term will
start 4 (four) weeks after publishing 4th-year 2nd Term results and will continue not more than 2 (two) weeks. The
continuous assessment marks (40%) will be carried over from previously registered theory course(s), and Special Term
Final Examination will carry the remaining (60%) marks. Final Year Term Thesis/Dissertation/Design or Core Sessional(s)
supervisor(s)/course teacher(s) in consultation with the Head may allow the student(s) to re-submit the Thesis/
190
Dissertation Design or Core Sessional(s) within the Special Term schedule. However, it must be within the allowed limits
of the Special Term credits.
20.1.2 Evaluation of Sessional Courses
a) All sessional courses will be evaluated out of 100 marks, the distribution of which is given below:
Sl. No. Items Marks
1 Attendance/Class Participation/Contact with teachers 10
2 Sessional Evaluation/Internal criticism/Observation 60
3 Viva Voce/ Final Jury 30
Total 100

b) Sessional evaluation would be done through a laboratory test, class test, quiz, assignment, assigned project, report, oral
test, performance/behaviour of the students, etc. The course teacher(s) will complete every sessional evaluation and
share the result with the students within 2(two) weeks of conducting that item. Attendance and sessional evaluation
mark sheets (out of 10+60=70) will be displayed on the Discipline’s notice board/Discipline website/Course web page
before starting the term final examination.

c) Viva Voce of each sessional course will usually be conducted by the course teacher(s). The senior most among the
course teachers (if any) will be the Chair of the viva board. However, such viva voce/final assessment of a sessional course
can also be done through jury board in applicable cases. The jury board will be headed by the Head of the Discipline or any
other senior teacher of the Discipline/POE not below the rank of Assistant Professor. The Chairman of the viva/jury board
may appoint other teacher(s) as a board member if necessary. A student must attend a sessional evaluation and viva voce.
In case of absence in any component, he/she will get an F grade in that course.

d) The course teachers must submit the continuous assessment mark sheets to the Chair of the Examination Committee
before the starting of the term final examination.

e) A student may register sessional courses as retake/re-retake (if applicable) on the Discipline Head's written approval.
For retake/re-retake sessional courses, no previous records/marks will be counted.

20.1.3 Evaluation of Capstone Courses

a) The distribution of marks for a Capstone (Thesis/ Monograph/ project paper/ etc.) course will be as follows:
Sl. No. Description Marks
1 Contact/Discussion/Communication with the Supervisor 10
2 Evaluation 60
3 Oral presentation and/or Viva voce 30
Total 100

b) There will be two examiners (including the Supervisor) to examine the Thesis. Each examiner will evaluate the Thesis
separately, and the average marks will be considered for grading. However, if the marks given by the First and Second
Examiners vary 20% or more, a Third Examiner to be appointed by the concerned Examination Committee from the outside
the University will evaluate the Thesis Monograph/Project paper. Among these numbers, the average of the closest two
numbers will be considered for grading. However, if the marks given by the Third Examiner happen to stand at the middle
of the marks given by the first two Examiners, the average of the three marks will be considered for grading.
c) For the thesis/dissertation/final project/other projects like the thesis of the final year students, there will be a
presentation and defense session before the board (Jury/ other board). If deemed necessary to the concerned Examination
Committee, these sessions might be arranged online. The chairman of the board normally will be the Discipline Head or
any other senior teacher of the Discipline/POE not below the rank of an Assistant Professor. All supervisors of the
thesis/project/ internship/ research study/ monograph/ portfolio courses will be the concerned board members. The
chairman may appoint other teacher(s) as member(s). Every member of the board will evaluate individually and the final
marks will be calculated by averaging all the marks given by the members.
d) A Discipline might allow some students to register for an Internship program/ Project paper/ Monograph/ Research
study according to the course curriculum of the respective Discipline. Such an internship program/ Project paper/

191
 Research study course might be considered as the substitute of Thesis for those students. The evaluation and related
activities of such Internship program/ Project paper/ Research study courses will be similar to Thesis. Usually, a Thesis
will carry double weight in terms of credit compared to other alternatives like Project/ Internship/ Research study/
Monograph/ Portfolio and so on.
e) A Discipline might allow splitting the thesis/similar course into more than one term. ‘X’ grade may be assigned for
continuing the same course in multiple terms to assign a complete grade in the last term. Alternatively, multiple courses
under thesis/similar course might be assessed by providing complete grades at the end of each term. The curriculum of
the concerned Discipline/Entity will clarify all such issues.

20.1.4 Evaluation of Viva Voce

a) There might be a grand viva voce in each term. A student will not usually be allowed to register for more than one course
of this type bearing 01 (one) credit in a term. The concerned Examination Committee of that Term will conduct the viva and
assess the students. The distribution of marks for viva voce will be as follows:
Description Marks
Viva voce 100

20.2 Grades
Grade related issues are reported in section 20.1.

20.3 Grade Point Average (GPA) and Cumulative Grade Point Average (CGPA)
a) Grade Point Average (GPA) is the weighted average of Grade Points obtained in all the courses passed/completed by a
student. For example, if a student has passed/completed five courses in a term having credits of C1, C2, C3, C4, and C5 and
his/her points in these courses are G1, G2, G3, G4, and G5, respectively, then,
GPA = ∑CiGi/∑Ci
b) A Numerical Example: Suppose a student has completed five courses in a term and obtained the following grades:
Course Credit Grade Grade Point
A 3 A+ 4.00
B 3 C+ 3.00
C 3 A 3.75
D 2 B 3.25
E 1 B+ 3.50
Then his/her GPA for the term will be computed as follows:
GPA= 3(4.0) + 3(3.0) + 3(3.75) + 2(3.25) + 1(3.5) /(3 + 3 + 3 + 2 + 1) = 3.52

c) A student's performance will be evaluated in terms of three indices- Term Grade Point Average (TGPA), Yearly Grade
Point Average (YGPA), and Cumulative Grade Point Average (CGPA). The TGPA is computed by dividing the total points
earned in a Term by the number of credits taken in the Term. The YGPA is computed by dividing the total grade points
earned in two Terms in a year by dividing the number of credits taken in that year. The CGPA is computed by dividing the
total grade points accumulated till date by the total completed credits. Thus a student who has earned 275 grad points in
attempting 100 credits of courses would have an overall CGPA of 2.75.

20.4 Course Withdrawal

a) ‘W’ is the corresponding grade for withdrawn of a course, as mentioned in section 20.1.
b) If any student cannot complete the Term Final Examination due to severe illness or serious accident, he/she may apply
to the Dean through the Head of the concerned Discipline for total withdrawal from the Term within eight working days
after the Term Final Examination. However, he/she may choose not to withdraw from any sessional course if the grade
obtained in such a course is C or better. A medical certificate endorsed by the Chief Medical Officer of the University must
support the application. The Dean of the concerned School will decide on such an application and inform the Academic
Council. If a student is allowed to withdraw from a Term, he/she will have to register as fresh from the Term he/she has
withdrawn. However, he/she may be allowed to register for backlog courses, if offered.

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20.5 Incomplete (I) Courses
‘I’ is the corresponding grade for an incomplete course, as mentioned in section 20.1.

20.6 Retake
Retake related issues are reported in sections 20.1.1 and 20.1.2.

20.7 Grade Improvement

Grade improvement related issues are reported in section 20.1.1.

20.8 Dropout/Cancellation of Studentship

a) A first-year first term student’s admission will stand cancelled if he/she fails to complete course registration by ten
working days from the beginning of the classes.
b) A first-year first term student’s admission will stand cancelled if he/she fails to attend at least 50 percent of classes
during ten working days from the beginning of the classes. However, in case of severe illness/accident this provision may
be relaxed subject to submission of a medical certificate issued by a registered medical practitioner (with the registration
number shown explicitly on the certificate) and endorsed by the Chief Medical Officer of the University.
c) A student’s studentship will stand cancelled if he/she fails to comply with registration of minimum credit
requirements under article 12.2 of the latest (July 2022) ‘Ordinance for Undergraduate Program’ of Khulna University.
According to that article, a student must register for at least 15 credits per term and may be allowed to register for up to
a maximum of 25 credits if recommended by his/her Discipline Head. The Discipline/POE might offer less than, greater
than or equal to 25 credits per term as per the approved curriculum. The student will enjoy the option of choosing backlog,
re-take, re-retake, advance courses (subject to compliance with applicable requirements/restrictions, as reported in
other articles of the Ordinance) in addition to fresh courses to comply with the restriction of maximum 25 credits per
term. If any student fails to register, in any way, for minimum credits (15 credits), his/her studentship at the University will
stand cancelled. This minimum 15-credit registration limit may be relaxed if: (i) the student requires less than 15-credit to
complete his/her graduation, or (ii) the sum of applicable (for the student) credits offered by the Discipline is less than
15-credit in the corresponding term for any valid reason.
d) A student’s studentship will stand cancelled if he/she fails to earn minimum credits under article 12.5.2 of the latest
(July 2022) ‘Ordinance for Undergraduate Program’ of Khulna University. According to that article, when a student is going
to register for his/her courses in the 3rd year 2nd term, his/her earned credits up to 2nd year 2nd term must be at least
36. Otherwise, his/her studentship at the University will stand cancelled.

Approval Records
Approving Authority Date of Approval
Curriculum Committee of the Discipline
Executive Committee of the School
BOAS (if applicable)
Academic Council
Syndicate (if applicable)

193
 Appendix 01: Summary of Major Changes in the OBE Format Curriculum
Program : Bachelor of Education (Honours)
Discipline : Education Discipline
School : Education School

Sl. No. Criteria Existing Curriculum OBE Curriculum

1 Duration of the Program (in Year) 4 4
2 Total Available Credits 218 236
3 Minimum Credit Requirement to Complete the Degree 160 160
4 Available Credits from GED Courses Í 41.5
5 Credits from GED Courses (% of Total Credits) Í 25.9% (graduating credits)
6 Credits from GED Courses (% of Required Credits) Í 25.9%
7 Available Credits from Core Theory Courses* Í 46.5 (for all)
27 (for social-science stream)
21 (for science stream)
8 Available Credits from Core Sessional Courses* Í 10 (for all)
9 (for science stream)
9 Available Credits from Optional Theory Courses* Í 24 (for all)
21 (for science)
10 Available Credits from Optional Sessional Courses* Í 3 (for science)
11 Available Credits from Capstone Courses Í 26
12 Term Duration (in week) 21 22
13 Credits from Newly Introduced Courses Í 23
14 Number of Newly Introduced Courses Í 9
15 Number of Omitted Courses Í 0
16 Change in Course Title (Number of Courses) Í 1
17 Change in Course Status (Number of Courses) Í 6
18 Inter-term Shift (Number of Courses) Í 0
19 Change in Course Contents (Number of Courses) Í 12
20 Name of Majors (if Applicable) Í Í
21 Name of Modes (if applicable) Í Í

194
Appendix 02: Contributors and Attendees in the Dissemination Workshop
Sl. No. Name Affiliation
01 Prof. Dr Mahmood Hossain Vice-Chancellor, Khulna University
02 Prof. Dr A. K. Fazlul Hoque Head (In-Charge), Education Discipline, and Dean (In-Charge), Education
School, Khulna University
03 Subarna Sarker Assistant Professor, Education Discipline, Khulna University
04 Kalyani Bain Assistant Professor, Education Discipline, Khulna University
05 Md. Solaiman Jony Assistant Professor, Education Discipline, Khulna University
06 Sadia Sultana Assistant Professor, Education Discipline, Khulna University
07 Md. Fajlay Rabbi Assistant Professor, Education Discipline, Khulna University
08 Md Mahmud Hussain Assistant Professor, Education Discipline, Khulna University
09 Rubaiya Sharmin Lecturer, Education Discipline, Khulna University
10 Prof. Rubaiyat Jahan Professor, IER, University of Rajshahi
11 Prof. Md. Fazlur Rahman Professor, IER, University of Dhaka
12 Prof. Dr Mohammed Ziaul Haider Director, IQAC, Khulna University
13 Prof. Dr Md. Matiul Islam Additional Director, IQAC, Khulna University
14 Prof. Dr Jagadish Chandra Joardar Additional Director, IQAC, Khulna University
15 Md. Mostafizur Rahman Additional Director, IQAC, Khulna University
16 Prof. Dr Md. Nasif Ahsan Dean, Social Science School, Khulna University
17 Md. Sazzad Hussain Khan Lecturer, Government Teachers Training College, Khulna
18 Sourav Adhikary Lecturer, Government Teachers Training College, Khulna
19 Md. Alinoor Hossain Research Officer, Zonal Office, DSHE, Khulna
20 Md. Nuralam Mollah Senior Teacher, Government Iqbal Nagar Girls High School, Khulna

Appendix 03: Concerned Committee of the Discipline/POE

Sl. No. Name Designation in Committee
01 Prof. Dr A. K. Fazlul Hoque Chairperson
02 Kalyani Bain Member
03 Sadia Sultana Member
04 Md. Fajlay Rabbi Member
05 Md Mahmud Hussain Member
06 Rubaiya Sharmin Member
07 Prof. Rubaiyat Jahan External Member
08 Prof. Md. Fazlur Rahman External Member
References
BAC 2021a. Bangladesh Accreditation Council (BAC) Standards for Accreditation of Academic Programme, BAC, Dhaka.
BAC 2021b. Bangladesh National Qualifications Framework (BNQF) Part B: Higher Education,
UGC 2020. Template of Outcome Based Education (OBE) Curriculum (Revised).
IQAC 2022. Template of Outcome-based Curriculum, Institutional Quality Assurance Cell (IQAC), Khulna University.
KU 2022a. Ordinance for Undergraduate Examination, Khulna University.
KU 2022b. Ordinance for Undergraduate Programme, Khulna University

195