1

Magadh University, BodhGaya

Faculty of Education
M.Ed. Syllabus- 2022 and onwards
Ordinance:
1. Preamble
1.1 The Master of Education programme, generally known as M.Ed. is a professional
programme meant for preparing teacher educators and educational professionals
including curriculum developers, educational policy analysts, planners,
administrators, supervisors, school Principals & researchers.
1.2 The Master of Education Programme shall be under the faculty of Education.
2. Duration of Course
2.1 The M.Ed. programme shall be of two academic years (having four semesters of six
months each).
2.2 A University examination shall be held after completing every semester on the dates
notified by the University.
2.3 Working Days
2.3.1 There shall be at least 16–18 week’s teaching/semester.
2.3.2 The institution concerned shall work for a minimum of thirty six hours in a
week (five or six days), during which physical presence in the institution of
all the teachers and student-teachers shall be necessary to ensure their
availability for interaction, dialogue consultation and mentoring students.
2.3.3 The minimum attendance of student shall have to be 80% for all coursework
and 90% for field attachment.
2.4 Curriculum
The M.Ed. programme is designed to provide opportunities for students to extend as
well as deep in their knowledge and understanding of education specialize in select
areas and also cultivate/ develop research capacities, leading to specialization in
elementary/secondary education. The curriculum of the 2 year M.Ed. programme
shall comprise of the following components:
2.4.1 Field immersion/attachment/internship: There shall be core courses (which
shall have about 60% of credits) and specialized courses in elementary
education or secondary education and dissertation with about 40% of credits.
2.4.2 Year 1:16–18 weeks×2 semesters+3 weeks in summer.
Year 2:16–18 weeks×2 semesters+3 weeks in inter-semester break.
Total: 16–18 weeks×4 semesters=64-72 weeks+6 weeks for field immersion
during inter-semester breaks=70-78 weeks.
2.4.3 Apart from the 6weeks in the various inter-semester breaks, 7 weeks should
be allocated to the field immersion. Each year’s should have a total of at
least 200 working days exclusive of admissions and examination period.
 2
Scheme of Study

Scheme of Study for Two-Year M.Ed. Programme

[Semester Wise Distribution of the Courses]
SEMESTER–I (July to December)
COURSE FULL
COURSE NAME CREDIT Theory Practicum
NO. MARKS
Psychology of Learning &
C.C. 1 4 70 marks 30 marks 100 marks
Development
Historical / Political Economy,
C.C. 2 4 70 marks 30 marks 100 marks
Perspectives of Education

Relevance of Teachers Education in

C.C.3 4 70 marks 30 marks 100 marks
Changing Times

C.C.4 Fundamentals of Educational Research 4 70 marks 30 marks 100 marks

A. Communication and expository 1

*EPC- 1 writing
50 marks 50 marks
B. Personality Development 1

Total 18 450 Marks

*EPC will be done during inter semester break.
SEMESTER–II (January to June)
COURSE FULL
COURSE NAME CREDIT Theory Practicum
NO. MARKS

Sociological & Philosophical

C.C.5 4 70 marks 30 marks 100 marks
Perspectives of Education

Teacher Education-Issues and

C.C. 6 4 70 marks 30 marks 100 marks
Challenges

C.C. 7 Curriculum Studies 4 70 marks 30 marks 100 marks

C.C. 8 Innovative Teaching- Learning 4 70 marks 30 marks 100 marks

*C.C. 9 Dissertation (½) 2 35 marks 15 marks 50 marks

Internship in a Teacher Education

EPC- 2 4 32 hrs. 50 marks 50 marks
Institution

Total 22 500 Marks

*Dissertation will be done during inter semester break.
SEMESTER-III (July to December)
 3

COURSE Practicu FULL

COURSE NAME CREDIT Theory
NO. m MARKS

Elementary/Secondary
S.C.1 4 70 marks 30 marks 100 marks
Education for differently abled

Curriculum Pedagogy and Assessment

S.C.2 4 70 marks 30 marks 100 marks
(Elementary/Secondary)

C.C.10 Advanced Research Methodology 4 70 marks 30 marks 100 marks

C.C.11 Creativity & Value Education 4 70 marks 30 marks 100 marks

EPC- 3 Internship 4 50 marks 50 marks

*C.C. 12 A. Dissertation (½) : 35 marks, 2 70 marks 30 marks 100 marks

Practical- 15 marks 2
B. Environment & Education :
35 marks, Practical-15 marks
Total 24 550 Marks
*Dissertation will be done during inter semester break.
SEMESTER-IV (January to June)

COURSE COURSE NAME CREDIT Theory Practicum FULL

NO. MARKS
S.C.3 Policy, Economics and Planning 4 70 marks 30 marks 100 marks
(Elementary/Secondary)
S.C.4 Educational Management and 4 70 marks 30 marks 100 marks
Administration(Elementary/Secondar
y)
S.C.5 Educational Technology & ICT 4 70 marks 30 marks 100 marks
C.C.13 Dissertation 4 32hrs. 100 marks 100 marks
EPC- 4 Seminar/Group Activities, Laboratory 4 64hrs. 100 marks 100 marks
work, Fieldwork/Workshop
(16weeks)
Total 20 500 marks
2000
Grand Total-
Marks
C.C. = Core Course
S.C. = Special Course
EPC = Enhancing Professional Capacity
There shall be a Departmental Internal Assessment Committee which will meet periodically to
carry out and monitor Internal Assessment progamme.
 4
Note:
i) A student will choose elementary school stage or secondary school stage
ii) The practical-cum-field work including three main experience based activities i.e. school
based, teacher education based and research work leading to dissertation is to be
conducted and evaluated during all the four semester in a comprehensive and continuous
manner, a detailed outline of the same will be available by mid-July before the
commencement of academic session.
3. Registration
Any such student who is not already registered with respective University shall have to get
himself/herself registered with that University on payment of the requisite fee as mentioned in
the Regulation. The students, who are not registered under their respective/concerned
University, shall not be allowed to continue their studies and not to appear in the examination.
4. Examination
4.1 Master of Education (M.Ed.) Programme would follow Semester System with
continuous and comprehensive assessment as an integral part.
4.2 To be permitted to appear in the semester-end university examination for the Degree
of the Master of Education (M.Ed.) a candidate must have:
(i) Completed the courses of study prescribed for the M.Ed. Programme.
(ii) Registered with the respective University as a student.
(iii) Completed 80% attendance in theory classes and 90% in the internship and
practicum of the total classes held.
(iv) Completed the M.Ed. course in a maximum of three years from the date of
admission to the programme.
4.3 A candidate for Master of Education (M.Ed.) degree shall be examined in 22
(twenty two papers) carrying total of 2000 marks.
a. There shall be 44 credits for core papers, 20 credits for specializations, 12 credits
for field internship (4 credits in teacher education institution, 4 credits in
specialization and 4 credits for different practical activities throughout the
course) and 8 credits for research leading to dissertation.
b. Each credit in a taught course is credited to one hour of teaching or two hours of
seminar / group / work / laboratory work / fieldwork / workshop per week for
sixteen weeks.
c. Among 13 core papers, 11 papers carrying 100 marks and 2 papers carrying 50
marks each.
d. Among 4 EPC papers, one paper carrying 100 marks & 3 papers carrying 50
marks. All the 4 papers will be evaluated internally.
e. There are 5 special papers each carrying 100 marks (70% marks for external &
30% marks for internal assessment).
f. Total dissertation will be carrying 200 marks.
4.4 The written examination in each of the theoretical core papers, special papers &
 5
elective papers shall be of three hours duration.
4.5 For the evaluation of dissertation there shall be provision of one external examination
to be conducted by the University after completion of Internship programme.
4.6 Courses of study for Master of Education (M.Ed.) examination shall be the same as
incorporated in the Regulation, and as finally approved by the Hon’ble chancellor.
4.7 A candidate who after having completed the course, in case fails to appear at the
examination or fails to pass the examination, shall be allowed to take subsequent
examination of the same semester on payment of prescribed examination fee without
being required to repeat /complete the course again. However, this opportunity shall be
given only in one more examination, within a period not exceeding three years from
the date of admission.
4.8 A candidate shall be allowed to appear in the final examination of Master of Education
(M.Ed.) course only if he/she clears the 1st, 2nd & 3rd semester examinations. If he/she
fails to clear the 1st, 2nd & 3rd semester examination within the stipulated period of
three years from the date of admission, he/she will not be allowed to appear in the final
(4th semester) examination.
5. Conduct of Examination and Moderation of Results
5.1 The entire Four Semester end Examination shall be conducted by respective
University which shall also finalize the programme for these examinations. The
approved examination fee only shall be charged.
5.2 Answer sheets shall be coded before being sent to the Examiners and shall be decoded
before tabulation of marks.
5.3 In order to pass Master of Education examination (M.Ed.) a candidate shall have to
obtain at least 45% marks in each theory paper and 50% marks in each practicum
paper/activity separately. A candidate not securing the above qualifying marks shall be
declared as fail.
5.4 (a) Final result of M.Ed. Course shall be published on the basis of candidate’s
performance in all the papers spread overall Four Semesters.
(b) The Final result will be published only after the candidate has cleared all the
papers securing minimum qualifying marks as approved in the Regulations.
6. Promotion
6.1 A student who fails in not more than two papers (Theory + Practical) in First Semester
Examination, he/she may be promoted to Second Semester to continue his/her studies.
But such a student will have to clear the backlog papers in immediate succeeding
examination of that semester.
6.2 Like-wise, If a Second Semester student fails in not more than Two papers he/she may
be promoted to 3rd Semester; but all such students will have to clear their backlog
papers of 1st and 2nd both Semesters in the next succeeding examination of that
semester.
6.3 No student shall be promoted to 4th Semester, unless he/she has cleared all the backlog
papers.
6.4 The name of successful candidates shall be arranged in order of merit as follows:
 6

PERCENTAGE OF MARKS GRADE

86 & Above O (Outstanding)
76 to 85 A+ (Excellent)
66 to 75 A (Very Good)
56 to 65 B (Good)
45 to 55 C (Average)
Less than 45 D (Fail)

7. Result Improvement
7.1 A student can reappear in maximum of Two Theory papers in the immediate
succeeding examination of that semester to improve his/her result. Better of two scores
shall be considered for preparation of the final result. This facility shall be provided
with 1st and 3rd Semester examinations only.
7.2 Student can avail of this facility only once per semester. In no case Second chance
shall be provided / permitted.
7.3 However the name of such candidates with improved results shall not be included in
the Merit List.
8. Award of Degree
Those Students/Candidates, who complete the programme successfully, shall be awarded
Master of Education (M.Ed.) degree by the respective University, Bodhgaya in prescribed
format specifying the Class/Division/Grade in which he/she has been placed.

.
 7
1st Year
Semester-I (July to December)
C.C.1: Psychology of Learning & Development
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To enable the students to understand the psychological foundation of education;
2. To develop an understanding about theories of learning;
3. To develop an understanding about learners cognitive thinking and learning styles;
4. To develop and understanding of theories of personality and its measurement; and
5. To understand psychological measurement of all aspects of educational psychology.
B. Syllabus:
UNIT-1
1.1 Educational Psychology: Concept, Nature, Aspects, Scope and its Contributions.
1.2 Brief introduction of Schools of Psychology.
1.3 Methods of Psychology: Experimental, Case Study, Observation.
1.4 Nature and Nurture: Heredity & Environment.
UNIT– 2
2.1 Human Development: Piaget’s and Brunner’s theory.
2.2 Physical, Mental and Social Development.
2.3 Emotional Development.
2.4 Moral & Aesthetic Development.
UNIT– 3
3.1 Learning: Concept and Process, Transfer of learning, Theories of Hull, Kohler, Tolman,
Lewin, Gagne Hierarchy, Bandura.
3.2 Motivation: Concept, types and Factors, Maslow’s Hierarchy, Improving Students
Motivation.
3.3 Individual differences and causes of inter and intraind individual differences.
3.4 Intelligence: Concept, Theories of Guilford, Vernon’s hierarchy, Cattle’s Fluid &
Cristal, Gardner’s Multiple Intelligence; Measurement of intelligence, Social &
emotional intelligence.
UNIT– 4
4.1 Personality: Concept, development and theories: Erikson, Bandura and Big five modal
of personality. Assessment by subjective, objective and projective techniques.
 8
4.2 Mental Health: Concept, criteria for good mental health, issues and problems related to
mental health. Adjustment & Mental Hygiene.

4.3 Conflict: Concept and types, conflict as barrier in decision making process Stress:
Concept, causes and coping, defense mechanism.
4.4 Creativity: Concept, dimensions and identifications of creative children, developing
creativity.
C. Sessional work : ( Any three)
Administration of:
• Verbal Intelligence Test.
• Non-verbal IntelligenceTest.
• Personality Inventory.
• Mental Health Test.
• Creativity Test.
• Adjustment Inventory.
D. References:
1. Ausubel D.P. and Robison F.G.: School learning an introduction to Education
Psychology New York Holt, Rinchart & Winston Inc.1969.
2. Bernard H.W.: Psychology of learning & Teaching, New York MacGrawHill.
3. Bower G.H. and Hilgard E.R.: Theories of Learning, New Delhi Prentice Hall India Pvt.
Ltd.
4. Charles N. Newmark (1985): Major Psychological Assessment instruments: Ally and
Becan Inc.Boston, London, Sydney, Totonto.
5. Chauhan, S.S. (2001), Advanced Educational Psychology, New Delhi: Vikas Publishing.
6. C.L. Kundu (1989): Personality Development, Sterling publishers Pvt. Ltd., New Delhi.
7. Gage and Berlinger (1984): Educational Psychology, Boston Houshton Miffin
Company.
8. Hays J.R. (1978): Cognitive Psychology, Thinking and Creating, Home wood Illinoin
The Dorsey Press.
9. Jayaswal, R.L.: Foundation of Educational Psychology: Allied Publishers, Bombay
Joyee Bruce and well Marsha (1985). Models of teaching Prentice Hall of India Ltd.
10. Laak, J.F.J., Gokhle, M., & Desai, D. (Ed.). (2013). Understanding psychological
assessment: A primer on the global assessment of the client’s behavior in educational
and organizational setting. New Delhi: Sage.
11. Mc. Laughlin, and Holliday, C. (2013). Therapy with children and young people:
Integrating counseling in schools and other settings.Sage.
12. O’Reilly, M., and Parker, N. (2014). Doing mental health research with children and
adolescents: A guide to qualitative methods. Sage.
 9
13. Raina, M.K. (Ed.). (1980). Creativity research: International perspective. New Delhi:
NCERT.
14. Strenberg, Robert J. (Ed.). (2008). Handbook of creativity. New York: Cambridge
University Press.
15. Tomar, Monika and Kumari, Sarita (2005). Educational Psychology. New Delhi: Shree
Publishers and Distributors.
16. Woolfolk, A. (2006). Educational Psychology. New Delhi: Pearson Publications.
17. Welton, J. (2004). Psychology of Education. New Delhi: Sangeeta Publication.
18. Murphy, and Murphy (1937): Experimental social Psychology, Newyork Harper &
Harper.
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E. Evaluation:
Theory Examination (External) - 70 Marks, Practicum (Internal Assessment)-30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Psychological Tests-2 (10 Marks)

F. QuestionPattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 10
st
1 Year
Semester-I (July to December)
C.C.2: Historical, Political & Economic Perspectives of Education
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To understand the development and role of Education in Historical, Political and
Economical aspects in India;
2. To understand about multidisciplinary approach in relation to Education with of the
aspects;
3. To understand the relationship between political institutions,economic policies and
historicism;
4. To understand the educational contribution of great thinkers;
5. To understand the role of central agencies in development of education in India;
6. To understand the importance of democratic values and constitutional provisions for
Education in India; and
7. To understand the global trends of education in changing nature of global society like
open learning system, scientific & technical invasion, economic and social challenges.
B. Syllabus:
UNIT-1 Historical Perspectives of Education
1.1 Brief Introduction of Ancient, Medieval & Modern Education system.
1.2 Radhakrishnan Commission (University Education Commission: 1948-49).
1.3 Mudaliar Commission (Secondary Education Commission: 1952-53).
1.4 Kothari Commission (National Education Commission: 1964–1966).
1.5 National Policyon Education (1986) & Modified NPE (1992).
1.6 New Education Policy (2020).

UNIT-2 Economical Perspectives of Education

2.1 Impact of Globalization in Education & Economy.
2.2 Costs & Benefits of Education.
2.3 Secondary & Higher Education, Poverty and Development.
2.4 Financing higher education system.
2.5 PPP, Economic Reforms in India & their impact in Education.
UNIT-3 Constitutional Perspectives of Education

3.1 Educational Provisions in Indian Constitution.

3.2 Freeand compulsory Education.
 11
3.3 Right to Education.
3.4 Education for Exceptional Children, Women, Backward Classes, EWS.
3.5 Role of Education in Political Development, Democracy, Freedom, Human Rights
(Right to Development) and Peace Education.
UNIT-4 Economic Developments
4.1 Quality of Life and Economic Growth.
4.2 Poverty and Income Inequalities.
4.3 Human Development Index.
4.4 Development Planning Perspectives.
4.5 Quality of Education and Economic Development.
C. Examination Pattern:
The question papers will consistof three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type10 questions carry 2 marks each = 20 Marks
Session work: (Any two)
1. Observation of Group Community on Socio- political & Economic perspectives.
2. Critical thinking on present constitutional provisions.
3. Philosophical aspects of teacher training institution & its relevancy.
4. National Educational Policy 2020.
D. References:
1. Brubacher John S. (1962): Modern Philosophy of Education, New Jerssey, Prentice Hall
Inc.
2. Chatterjee Partha (1986), Nationalist thought in the Colonial World: A Derivative
Discourse, Oxford University Press, New Delhi.
3. Dewey, John (1961).Democracy and Education, NewYork: Macmillan Company.
4. Frere Paulo,Cultural Action for freedom,Penguin Books: London.(1974)
5. FrerePaulo, Education for Critical Consciousness, Seabury Press, NewYork,(1973)
6. Goel, A. and Goel, S.L.(2005).Human Values and Education,New Delhi: Deep & Deep
Publications Pvt.Ltd.
7. Gupta, Rambabu (1995): Indian Education and its Problems, Ratan Prakashan Mandir,
Agra.
8. Halsey, A.H: Lander, H.: Brown, P. and Nells, A.S.(1997),Education: Culture,
Economy and society, New York : Oxford University Press.
9. Joshi, Kireet (2000).A National Agenda for Education. Delhi: The Mother’s Institute of
Research.
 12
10. Mehta, D.D: Development of Education System in India.Tandon Publication Ludhiana.
11. Mukalal, Joseph, C. (2007): Gandhian Education, Discovery Publishing House,
NewDelhi.
12. Nathan, Dev; Kelkar, GovindandWalter, Pierre (Eds.) (2004), Globalization and
Indigenous People in Asia, New Delhi: Sage Publishers.
13. National Council for Teacher Education (1999).Gandhion Education, NewDelhi:
NCERT.
14. National Curriculum Framework. (2005. www.ncert.nic.in National Knowledge
Commission (2006).
15. Pandey, R.S. (1997): East West thoughts on Education, Allahabad, Horizon Publishers.
16. Rusk, R.R.and Scotland, J. (1979): Doctrines of the Great Educators,(Fifth Edition),
New York, The Macmillan Press Ltd., p.310.
17. Sharma A.P. (1999): An Approach to Philosophy of Education, New Delhi, The Indian
Publiction.
18. Sharma, Y.K. (2002): The Doctrines of the Great India Educators, New Delhi, Kanishka
Publishers, p.371.
19. Sodhi, T.S. & Suri A. (1998): Philosophical and Sociological Foundation of Education
Patiala Bhawa Publication.
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E. Evaluation:
Theory Examination (External) - 70 Marks, Practicum (Internal Assessment) -30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Project on Economic Perspectives of Education w.r.t. NEP 2020 (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks.
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks.
Section C: Objective type 10 questions carry 2 marks each = 20 Marks.
 13
st
1 Year
Semester-I (July to December)
C.C.3: Relevance of Teacher Educationin Changing Times
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To create awareness of various problems of Teacher Education;
2. To acquaint with the teacher education programmes at all levels;
3. To develop skills in organizing practice teaching and in selecting teaching strategies and
teaching models;
4. To acquaint with the responsibilities pertaining to school organization and classroom
management; and
5. To appreciate the need for research in Teacher Education.
B. Syllabus:
UNIT– I. Introduction
1.1 Teaching in India- An Overview, Teaching as aprofession, Tasks before teaching
profession, Effective Teaching, Teacher Effectiveness, Goal Oriented teaching, Teacher
Training, Teacher Education-Concept, Need & Scope.
1.2 Historical Back Ground, Nature & Objective of Teacher Education.
1.3 Aims and Objectives – Elementary, Secondary and Higher Education.
1.4 Quality Assurance, Selection of student and staff.
UNIT– 2. Teacher Educations
2.1 Agencies- NCTE, RIE, NCERT, SCERT, SIE, DIET, IASE, CTE, UGC, NUEPA.
2.2 Organization- Internship, Teaching Practice, Orientation, Refresher Courses, Summer
Course, Professional Development Courses, MOOC.
2.3 Teaching Methods-Lecture, Recitation, Group discussion, Panel discussion,
Symposium, Socialized Instruction, Micro-Teaching, Evaluation of Teaching & e-
Learning.
2.4 Types of Teaching: Formal, Non-Formal, Informal, Pre-service & In-service Training,
Evaluation / Assessment of Teaching.
UNIT–3. Role of Teacher in Modern Society
3.1 Role of Teacher.
3.2 Different types of Teacher Education Institutions, their functions & administration.
3.3 Problem of their Isolation & Composite structure.
3.4 Improvement of Quality of Training Institutions.
3.5 Content of Teacher Education Programme, Theory & Practical.
3.6 NCF-2005, NCFTE-2009, NPST-2021.
 14
UNIT– 4. Teacher & Teaching
4.1 Teacher Education Program for Higher Education.
4.2 New vistas in Teacher Education; In-service training.
4.3 Micro-Teaching, Skills of Teaching & its Evaluation.
4.4 Research in Teacher Education.
4.5 Models of Teaching.

C. Sessional work: (Any One Out of three)

1. Evaluation of an in-service Programme.
2. Project on challenges in Teacher Education in 21st Century.
3. Attitudinal Survey of Teacher Trainees.
D. References:
1. NCERT (1987): In-service Teacher Education Package for Primary School Teachers,
New Delhi.
2. NCERT (1991): Elementary Teacher Education Curriculum, Guidelines and Syllabi,
New Delhi.
3. NCERT (2005): National Curriculum Frame work, New Delhi.
4. NCTE, (2004): Teacher Education Curriculum, New Delhi
5. Singh, L.C. (Ed.) (1987): Teacher Education– A Resource Book, NCERT, New Delhi.
6. Balasubramanium. P.S. and Vimala E.P. Kumar: Teacher Education.
7. Bansal, N.K. (2003): Teacher Education Programme in India and France compared.
University News, 41 (33), 9.
8. Handa, Anupamand Kumar, Naresh (2013): Teacher Education. Patiala: Twenty First
Century Publications.
9. Jawanda, J.S.: In-service Teacher Education.
10. NCERT: Second All India Survey of Teacher Education.
11. NCTE (2009/10): National Curriculum framework for Teacher Education: Towards
Preparing Professional and Humane Teacher. New Delhi: NCTE.
12. Pire, E.A.: Better Teacher Education.
13. Ramachandran, V. and Ramkumar, V. (2011) : Education in India. New Delhi:
National Book Trust
14. Saxena, Mishra and Mohanty: Teacher Education, Meerut, R. Lall Book Depotment.
15. Shanna, R.A.: Teacher Education.
16. Singh, Yogesh Kumar & Nath, Ruchika (2005): Teacher Education. New Delhi: APH
Publishing Corporation.
 15
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E. Evaluation:
Theory Examination (External)-70 Marks, Practicum (Internal Assessment) -30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Project on Model of Teaching, any one (10 Marks)

F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 2 questions carry 10 marks each out of 4 questions = 20 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 15 questions carry 2 marks each = 30 Marks
 16
1st Year
Semester-I (July to December)
C.C.4: Fundamentals of Educational Research
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To explain and describe the meaning of Scientific Method, Scientific Inquiry and the
implications for educational research;
2. To describe characteristics of philosophical, psychological and sociological research
paradigms as they apply to educational research;
3. To explain and adopt different strategies of research to solve educational problems;
and
4. To understand mechanics of writing research proposal, research papers;
B. Syllabus
UNIT– 1 Introduction to Research
1.1 Meaning, Objectives, Need, Scope of Educational Research.
1.2 Development of Educational Research in India.
1.3 Areas of Educational Research.
1.4 Criteria & Steps in Educational Research.
1.5 Funding Agencies.
UNIT–2 Research in Education

2.1 Formulation of Research Problem & Variables.

2.2 Review of Related Literature.
2.3 Formulation and Testing of Hypotheses.
2.4 Population and Sampling.
2.5 Research Proposal.
UNIT–3 Types of Educational Research
3.1 Quantitative-Descriptive Survey, Experimental, Single Subject, Co-relational &
Causal Comparative.
3.2 Qualitative-Case Study, Narrative, Historical & Ethnographic.
3.3 Ex-Post Facto Research.
UNIT–4 Fundamentals of Statistics (Descriptive Statistics)
4.1 Meaning, Scope & Uses of Statistics, Data Tabulation, Frequency Distribution.
4.2 Graphical Representation of Data & their Uses in Educational Research.
4.3 Measures of Central Tendency & their Merits, Demerits.
4.4 Measures of Variability & their Merits, Demerits and Uses.
 17
4.5 Concept, types & Measures of Co-relation (Rank Difference & Product moment
Method): Uses & Computation, Percentile & Percentile Rank.
4.6 Regression equations & prediction.

C. Sessional work: (Any One Out of three):

1. Write review of any three quantitative research papers.
2. Formulation of two Research Designs.
3. Formulation of a Research hypothesis.

D. References:
1. Aggarwal, J.C., (1975): Educational Research–An Introduction, New Delhi, Arya
Book Depot. 30, Naiwala, Karolbag,
2. Best, W.J., (1977), Research in Education, New Delhi: Prentice Hall of India Pvt.
3. Best, W.J., and Kahn, V.J., (2007): Research in education, Ninth Edition, Prentice Hall
of India, Private Limited, New Delhi.
4. B.T. Basavan Thappa, Nursing Research. J.P. Brothers, New Delhi.
5. Borg, B.L. (2004): Qualitative Research Methods, Boston: Pearson.
6. Broz, Water R., (1965): Educational Research–AnIntroduction, New York: David Mc
Kay Co.Inc.
7. Cohen, L., Manion, L., and Morrison, K. (2007): Research Methods in Education,
New York, MA: Routledge.
8. Creswell, J.W.: Research in Education, Prentice Hall of India, Pvt. Ltd.
9. Ferguson, G.A. and Takane, Y. (1989): Statistical Analysis in Education and
Psychology (6th Edition), New York: Mc Graw-Hill Book Company.
10. Garrett, H.E. (1969): Statistics in Psychology and Education, Bombay: Vokels Fatters
& Simons Ltd., pp.491.
11. Gay, L.R. and Airasian, P. (2000): Educational Research: Competencies for Analysis
and Application (9thed). New York: Merril.
12. Good, Carter V. and Douglas, E. Scates, (1954): Methods of Research: Educational,
Psychological & Sociological. New York: Appleton – Century – Crofts, Inc. pp.920.
13. Good, W.J. & Hatt P.K. Methods in Social Science Research, New York, McGraw
Hill Book Co., 1962.
14. Guildord, J.P. (1956): Fundamental of Statistics in Psychology & Education, New
York, McGraw Hill Book Company, pp.560.
15. Kerlinger, N.F. (1973): Foundation of Behavioral Research, 2ndedition, printed in the
United States of America.
16. Koul, L. Methodology of Educational Research, New Delhi, Vikas Publication.
17. Kuppuswami: Educational Research.
 18
18. McMillan, J.H. and Schumacher, S. (2001), Research in Education, NewYork:
Longman.
19. Mouley, G.T. (1970), Science of Educational Research, NewYork, Van Nostrand
Reinhold Co.
20. Sidhu, K.S. (1984): Methodology of Research Education, New Delhi, Sterling
Publication Pvt. Ltd. PP.308.
21. Travers, R.M.W. An Introduction to Educational Research (3rded.) London: The
Macmillan Co., 1969.
22. Tuckman, Conducting Educational Research (2nded.) NewYork, Harcourt Brace,
Jovenovish, Inc, 1978.
23. VanDalen D.B. and Mayer, William J.: Understanding Educational Research–An
Introduction, NewYork, McGraw-Hill Book Co.1979.
24. Whitney, F.L. (1961): The Elements of Research, Bombay, Asie Publishing House.
lanHkZ iqLrdsa %
25- ,l-ih-xqIrk ¼2019½& ekiu ,oa ewY;kadu] 'kkjnk iqLrd ifCyds”ku] bykgkckn A
26- vLFkkuk fofiu ¼2014½ ekiu ,oa ewY;kadu] vkxjk ifCyds”kuA
27- dqekj v:.k flag] euksfoKku] lekt”kkL= rFkk f”k{kk esa 'kks/k fof/k;k¡] iVukA
28- ik.Ms;] dsΠihΠ& 'kSf{kd vuqla/kkuA
29- xqIrk] ,l-ih- & vuqla/kku lanf”kZdkA
30- vLFkkuk] fofiu & 'kSf{kd vuqla/kku ,oa lkaf[;dhA
31- tSu] ds- ,e- & 'kks/k fof/k;k¡ ¼2010½A
32- dsŒihŒ ik.Ms;& vuqla/kku 'kks/k fof/k;k¡ A
33- ,pŒdsŒ dfiy& la[;hdh ,oa vuqla/kku “kks/k fof/k;k¡A
E. Evaluation:
Theory Examination (External) -70 Marks, Practicum (Internal Assessment) - 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Writing a Research Proposal (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 19

EPC-1: A. Communication and expository writing

A. Syllabus:
Communication: 25 Marks
a) Direction of communication.
b) Types of communication.
c) Process of communication (Encoding, Transmission, Decoding, Feedback).
d) Barriers of effective communication (sender, encoding messages, transmission,
reception and decoding, receiver).
e) Steps to improve effectiveness of communication.
Expository Writing:
Concept, Types of expository writing, Methods of expository writing, Steps of expository
writing, Characteristics of expository writing, Examples of expository writing.
B. Personality Development: 25 Marks
a) Concept of personality and its aspects.
b) Need of personality development.
c) Theories of personality development.
d) Means of personality development.
e) Models of personality development.
C. Evaluation:
1. This paper will be evaluated internally. There will be one theory paper examined, one
project and one demo class arranged to evaluate in each sub-theme.
2. The weightage of theory and practical will be 40% and 60% respectively.
 20
st
1 Year
Semester- II (January to June)
C.C.5: Sociological & Philosophical Perspectives of Education
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To understand the relevance of philosophy as a discipline;
2. To develop a deeper understanding of the relationship between philosophy and
education;
3. To understand the scope and application of educational philosophy;
4. To acquaint with the philosophical theories underlying educational principles;
5. To appreciate the contribution of Western Philosophy and Indian Philosophy to
Education;
6. To understand the contribution of great educator’s to society and education;
7. To underst and the concept and process of social stratification and social change;
8. To understand the issues of excellence equality and inequalities;
9. To understand emerging trends of society in global perspectives; and
10. To understand the process of social change, modernization and role of education in the
transmission of the national and cultural heritage;
B. Syllabus:
UNIT-1
1.1 Philosophy-Meaning and scope.
1.2 Philosophy and Education.
1.3 Historical overview.
1.4 Ancient Indian Education.
1.5 Philosophical Analysis.
UNIT-2
2.1 Western Educators: Kant, Hegel, Marx, Dewey.
2.2 Indian Educators: Vinoba Bhave, Sri Aurobindo, J.Krishnamurty, Giju Bhai.
2.3 Modern Educators: Krishnan Koll, B. Russell, Ivan Illich, Maxwell.
UNIT–3
3.1 Schools of Philosophy-Traditional: Naturalism, Realism, Idealism, Pragmatism.
3.2 Schools of Philosophy-Modern: Existentialism, Humanism, Perennialism,
Progressivism, Constructivism.
 21
3.3 Indian Schools of Philosophy – Sankhya, Vedant, Jainism, Buddhism, Islamism, Geeta :
Special reference to concept of reality, knowledge, values & their educational
implications for aims contents and methods of education.
UNIT-4
4.1 Social Development: Important aspects of social development, Changes in social
behavior, Changes in social Environment, Social cognitive competence, Individual
differences in social behaviors, Implications of behavior problems in educational
practices.
4.2 Social Equality: Education in social equality, Causes of inequality in education, four
dimensions of the ‘Model’ of educational inequality, Variables affecting equality of
access, improving ‘equality output’ in developing nations, Educational unemployment,
Factors that promote social equality.
C. Sessional work: (any three)
1. One term paper on any topic related to educational philosophy.
2. Report writing of a panel discussion or college of educational philosophy.
3. Abstract of two recent educational philosophical research paper.
4. Survey of any social problem and present a report.
5. Case Study of any social institution.
6. Conduct a social awareness programme in an educational institution.
D. References:
1. Broalldy Harry (1967): Building a Philosophy of Education, Engle word Cliffs, Prentice
Hall Inc.
2. Brubacher G.S. (1962): Modern Philosophy of Education (International Student Edition)
Tokyo; Mc. Grow Hills.
3. Brubacher, John S. (1962): Modern Philosophy of Education: Prentice-Hall Inc.
Englewood Cliffs, N.J.
4. Chaubey S.P. (1981): A Philosophical and Sociological Foundation of Education,
Meerut, Vinod Pustak Mandir.
5. Dhal. P.K. (2011): Pioneers in Education, APH Publication, New Delhi.
6. Hiriyanna. M. (1995): The Essentials of Indian Philosophy, Motilal Banarasidas
Publishers, Varanasi.
7. Noddings Nel (2012): Philosophy of Education, West View Press.
 22
8. Pandey, R.S. (1997): East West Thoughts on Education: Allahabad. Horizon Publishers.
9. Pareek, M. & Sharma Rajni, (2005): Udaiman Bhartiya Samaj Mein Shikshek Avam
Shiksha, Shiksha Prakashan, Jaipur.
10. Rurk Robert R.(1956): The Philosophical Bases of Education, Bosten Honghton Miffin.

11. Thomson Godfrey (1957): A Modern Philosophy of Education, London: George

G.Garper & Colts.
12. Wynee John P. (1947): Philosophy of Education, NewYork: Prentice Hall Inc.

13. Banerjee A.C. & Sharma S.R. (1999): Sociological and Philosophical Issues in
Education, Jaipur: Book Enclave.
14. Bhatia, K.K. (2005): Educationin Emerging Indian Society, Ludhiana: Kalyani
Publishers.
15. Bhatia, K, K, and Narang. C.I. (1992): Teacher and Education in Emerging Indian
Society Ludhiana: Tandon Publications.
16. Bhatia, K.K. and Narange. C.I. (2008): Philosophical and Sociological Bases of
Education, Ludhiana: Tandon Publications.
17. Dash, B.N. (2004): Theories of Education & Education in the Emerging Indian Society,
New Delhi: Dominant Publishers and Distributors.
18. Duby, S.C. (1994): Indian Society, New Delhi, NBT, Pp.

19. Frasncis M. Abraham (1982): Modern Sociological theory An introduction, Oxford

University Press, Delhi.
20. Haralambos M. Sociology: Themes and Perspectives, Oxford University Press, New
Delhi. (1980)
21. Harmambos N.R.M. Heald (1980): Sociology-themes and perspectives, Oxford
University Press.
22. Jonathan. H. Turner (1995): The structure of sociological theory, Rawat Publications,
Jipur.
23. Kenkel, W.F. Society in Action (1980): Introduction to Sociology, NewYork: Harperand
Row.
24. Mathur S.S. (2008): A Sociological Approach to Indian Education, Agra: Vinod Pustak
Mandir.
25. Mathur, S.S. (1985): Sociological Approach to Indian Education Agree Vinod Pustak
Mandir.
26. Mohanty, J. (1994): Indian Education in the Emerging Society, New Delhi: Sterline Pvt.
Ltd.
27. Pandey, R.S. (1997): East West Thoughts on Education, Allahabad: Horizon Publishers.

28. Sachdeva Vidya Bhushan (2003): An Introduction to sociology, Kitabmahal, New Delhi.
 23
lanHkZ iqLrdsa %
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30- çksŒ je.k fcgkjh yky ¼2015½ f”k{kk ds lkekftd vkSj nk”kZfud vk/kkjA
31- MkŒ vydk xqIrk ¼2021½ f”k{kk ds lkekftd vkSj nk”kZfud vk/kkjA
32- MkŒ flag vks-ih- ¼2011½ f”k{kk ds nk”kZfud vk/kkj ¼”kkjnk ifCyds”ku bykgkckn½A
33- MkŒ 'kehc ekyoh; ¼2012½ f”k{kk ds nk”kZfud ,oa lekt”kkL=h; vk/kkj A
E. Evaluation:
Theory Examination (External) - 70 Marks, Practicum (InternalAssessment) - 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Project on factors Promote Social equality (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 24
st
1 Year
Semester-II (January to June)
C.C.6: Teacher Education; Issuesand Challenges
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To identify different issues and challenges in teacher education;
2. To find and understand the issues and challenges in teacher education;
3. To think about it deeply and plan to implement with necessary precautions; and
4. To prepare for it and combat the challenges.
B. Syllabus:
UNIT-1 Teacher Education, Indian Society and Constitutional Goals
1.1 Regional Imbalance in Teacher education.
1.2 Structure of Teacher Education Program.
1.3 Working of Teacher education institutions.
1.4 Realization of constitutional goals & Social Issues.
1.5 Isolation of Teacher Education.
UNIT-2 Globalization and Improve the Quality of Teacher Education
2.1 Globalization and erosion of values.
2.2 Corruption in Teacher Education.
2.3 Quality of Teacher education.
2.4 Multicultural society.
2.5 Curriculum Innovation.
UNIT-3 Impact of Science and Technology and Evaluation in Teacher Education
3.1 Diffusion of electronic portfolios in Teacher education.
3.2 Inadequate empirical research in Teacher education.
3.3 Impact of Science and Technology.
3.4 Evaluation system of Teacher education.
3.5 Distance Learning.
UNIT-4 ICT Skills and Competencies in Teacher Education
4.1 Implementation of ICT Skills in Teacher education.
4.2 Context sensitivity.
4.3 Personal and social skills in teacher education.
4.4 Competencies in teacher education.
4.5 Ethics and morality in teacher education.
 25
C. Sessional work: (Any two)
1. A review of researches in teacher education at secondary school stage and write the
policy implications.
2. A review of a research article in teacher education and write implications for
practitioner.
3. A review of a newspaper / magazine write-up about teachers’ status at elementary
stage and teaching learning process- a reflection on teacher education programmes in
respect to NPST.
D. Reference:
1. NCTE-Teacher Education: Reflection towards Policy Formulation.
2. Chakrabarti, Mohit: Teacher Education Modern Trends.
3. Chaurasia, Dr. G.: New Erain Teacher Education, Sterling Publishing Pvt., Ltd.
4. Dikshit Dr. S.S.: Teacher Education in Modern Democracies- Sterling Publishing Pvt.
Ltd., Delhi.
5. Four Year Courses in Teacher Education – All India Association of Teacher
Educations, B-1/G-A and Model Down, Delhi-9.
6. N.C.E.R.T., Investigations, Studies, and Projects Relating to Internship in teaching,
New Delhi.
7. Mukerjee (Editor) S.N.: Education of Teachers in India, Volume-IeI & II–S. Chand &
Co.Delhi.
8. Report of the study Group on the Education of Secondary Teachers in India
Association of Training College.
9. Shrimali K.L.: Better Teacher Education, Ministry of Education, Government of India
10. Sharma, R.A.: Teacher Education –Theory, Practice & Research.
11. Sharma, R.S.: Emerging Trends in Teacher Education.
12. MHRD Govt. of India, New Educational Policy, 2020.
lanHkZ iqLrdsa %
13- 'kekZ] vkj- ,- ¼2014½] v/;kid f”k{kk ,oa izf”k{k.k rduhdhA
14- ekFkqj] ,l-,l- ¼2014½] ek/;fed f”k{kk rFkk v/;kid dk;ZA
15- Hkêkpk;Z] th-lh- ¼2011½] v/;kid f”k{kk A
16- ubZ jk"Vªh; ¼2020½] f”k{kk ea=ky;] Hkkjr ljdkj] ubZ fnYyh A
17- MkŒ dqekj c`ts”k ¼2018½] lsokdkyhu v/;kid f”k{kd ¼NCERT] ubZ fnYyh] vk/kqfud Hkkjrh;
f”k{kk½A
18- MkŒ dqekj c`ts”k ¼2021½] v/;kid f”k{kk ds u;s vk;ke ,oa dkS”ky A
 26
E. Evaluation:
Theory Examination (External)- 70 Marks, Practicum (Internal Assessment) -30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) A project on NEP 2020 on Teacher Education (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 27
st
1 Year
Semester-II (January to June)
C.C.7: Curriculum Studies
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To understand the concept of curriculum and curriculum development;
2. To develop and understanding about important principles of curriculum construction;
3. To get acquainted with the curriculum design, it’s theories and procedures;
4. To acquaint the students with the existing approaches to curriculum design;
5. To acquaint the students with the process of curriculum development;
6. To enable the learners to reflect on various trends in curriculum development;
7. To enable the learner to appreciate the need for evaluation of curriculum; and
8. To develop competencies to design and evaluate curriculum;
B. Syllabus:
UNIT-1 Curriculum as a Field of Study
1.1 Why Curriculum and What it is?
1.2 The Entering Behavior, Terminal objectives, Taxonomy of Educational objectives.
1.3 Curriculum as a field of study, learning as process, learning as product.
1.4 Need for the curriculum, Meaning of Classroom experiences.
1.5 Theories of Curriculum: Traditional and progressivism, Process theories, Structural
theories, Theories of legitimatization, Theories of Implementation.
1.6 Model of Curriculum: Conceptual model, Evaluation models.
UNIT-2 Curriculum: Balance- Influence- Dimensions- Components

2.1 Curriculum Influences-The cultural, social and political setting of schools.

2.2 Concept of curriculum-Traditional and modern.
2.3 Principles of Curriculum Development, Organization of curriculum.
2.4 Dimensions- Articulation, Balance, Continuity.
2.5 Educative experience, curriculum components.
UNIT-3 Perspectives & Development
3.1 Historical Perspectives of Curriculum Development.
3.2 Curriculum History: Curriculum History of UK, USA & India.
3.3 Curriculum Reconstruction in India: Historical Background: Basic education, SEC,
IEC, NCERT, NRCs, NCFW and NEP 2020.
3.4 School based curriculum planning and development- Advantages and disadvantages.
3.5 Process of Curriculum Development.
 28
UNIT-4 Management & Evaluation

4.1 Curriculum Management.

4.2 Curriculum-based assessment.
4.3 Curriculum evaluation.
4.4 Curriculum evaluation models-Renewal and Challenge for future.
C. Sessional work: (Any one)
1. Report writing on different factors which affect curriculum development in our country.
2. Analyze senior secondary curriculum of state board of any subject of your choice.
D. References:
1. Arora, G.L. (1984): Reflections on curriculum. New Delhi: NCERT.
2. Dewey, John (1956): The child and the curriculum. Chicago, Illinois: University of
Chicago Press.
3. Dewey, John (1997): Experience and Education. NewYork: Touchstone.
4. Dewey, John (1997): My pedagogic creed. in D.J. Flinders and S.J.Thorton (eds.),
The Curriculum studies reader. NewYork: Routledge, Kegan & Paul.
5. Egan, K. (2005): Animaginative approach to teaching. San Francisco: Jossey-Bass.
6. Erickson, H.L. (2002): Concept-based curriculum and instruction. California: Corwin
Press.
7. Jangira, N. K. & Singh, A. (1982). Core teaching skills: The
micro-teaching approach. New Delhi: NCERT,
8. Mohapatra, J.K., Mahapatra, M. and Parida, B.K. (2015): Constructivism: The new
paradigm: From theory to practice. New Delhi: Atlantic Publishers.
9. NCERT (2005): National curriculum framework 2005. New Delhi: NCERT.
10. NCTE (1990). Policy perspective in teacher education. New Delhi: NCTE.
11. Olivia, Peter F. (1988): Developing the curriculum. London: Scott and Foresman.
12. Sharma, S. (2006): Constructivist approaches to teaching and learning. New Delhi:
NCERT.
13. Taba, Hilda (1962): Curriculum development: Theory and practice. NewYork: Harcourt,
Braceand Wald.
14. Von Glasersfeld, F. (1995). Radical constructivism: A way of knowing and learning.
Washington D.C.: Falmer Press.
15. Vygotsky, Lev (1986): Mind in society. Cambridge, MA: Harvard University Press.

lanHkZ iqLrdsa %
16- MkŒ fnyhi flag ¼2019½ ubZ ikB~;p;kZ uhfr
30- MkŒ nhik esgrk ¼2014½ f”k{kk izcU/ku ,oa iz”kklu
31- jk"Vªh; ikB~;p;kZ 2005
 29
E. Evaluation:
Theory Examination (External) -70 Marks, Practicum (Internal Assessment) - 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) A project on NEP 2020 on Curriculum Reconstruction (10 Marks)

F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 5 questions = 20 Marks
SectionC: Objective type 10 questions carry 2 marks each = 20 Marks
 30
st
1 Year
Semester-II (January to June)
C.C.8: Innovative Teaching - Learning
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To create effective teaching-learning process;
2. To acquaint with global teaching learning techniques;
3. To build competence in teaching-learning;
4. To develop innovative outlook; and
5. To identify with various dimensions of teaching-learning.
B. Syllabus:
UNIT-1 Introduction
1.1 Introduction of Innovative Study.
1.2 Concept of Innovation.
1.3 Need and Scope of Innovation.
1.4 Taxonomy of Innovation.
UNIT-2 Teaching Learning
2.1. Concept of Teaching-learning.
2.2. Theories of Teaching.
2.3. Teaching-Learning Techniques.
2.4. Characteristics of Innovative Teaching-Learning.
2.5. Scope of Innovative Teaching-Learning.
UNIT-3 Innovation in Teaching-Learning
3.1 Rationality of Innovation inTeaching-Learning.
3.2 The major components of Innovationin Teaching-Learning.
3.2.1 The Teacher
3.2.2 The Teaching-Learning Material
3.2.3 The Learner
3.2.4 The Learning Environment
3.2.5 Teaching-learning methods
UNIT-4 Some Innovative Teaching-Learning Techniques
4.1 Blended Learning
4.2 Open learning Educational Research
4.3 Simulation
 31
4.4 CATWOE Analysis
4.5 Practices
4.6 CBCS
4.7 Collective Wisdom
4.8 Hybrid Learning
C. Sessional work: (Any two)
1. Create innovative methods of teaching learning project.
2. Write any 4 best practices in teaching-learning.
3. Create an effective teaching learning model.
4. Make a blog of your innovative outlook.
D. References:
1. Ananthasayanam, R. & Amalor, D. (1997): Educational Technology (M.Ed.),
Pondicherry University, DDE.
2. Arulsamy, S. & Zayapragassarazan, Z. (2011): Teaching Skills and Strategies, New
Delhi, Neelkamal Publishers, pp.252M. Reigeluth (Ed.): Instructional design theories
and models, Vol.II. Mahwah NJ: Lawrence Erlbaum Associates.
3. Dagwal, K. & Singh, S. (Ed.), 2011, Innovative Educational Methods, New Delhi
Publishers, PP.223
4. Dale, Edgar. Audio-Visual Methods in Teaching, 3rd ed., Holt, Rinehart & Winston,
New York, 1969, p. 108
5. Dey, N., Danngwal & Chaudhuri, S. (Ed.), 2013, New Trends and Innovation in
Education, New Delhi, New Delhi Publishers, pp.311
6. Dhand, H. (2013) Techniques of Teaching, New Delhi, APH Publication, PP.264.
7. Dhal, P.K. (2014) Innovation in Teaching Learning, MIRA, Balasore, Odisha
8. Iyengar, K.R.S. (1976) Re-thinking on Ends and Means in Education, New Delhi, Sri
Aurobindo Ashram, pp.28
9. Joaquim Sáhttp, Diary Writing: A Research Method of Teaching and Learning:
http://www.leeds.ac.uk/educol/documents/00001698.htm
10. Joyce, B., Weil, M. and Calhoun, E. (2011), Models of Teaching (8th Ed.), New Delhi,
PHI learning Pvt. Ltd. PP.558
11. Kochhar, S.K. (2012) Methods and Techniques of Teaching, New Delhi, Sterling
Publishers, Pvt. Ltd. PP.364
12. Maheshwari, V.K. (2012), http://www.vkmaheshwari.com/WP/?p=385

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14- ,lŒdsŒ eaxy& rduhdh f”k{kkA
15- 'kekZ] vkj- ,- ¼2014½& rduhdh f”k{kkA
 32
E. Evaluation:
Theory Examination (External) -70 Marks, Practicum (Internal Assessment) - 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Best Practices on teaching-learning (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 5 questions = 30 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 33
C.C.-9. DISSERTATION: 50 Marks

• Meaning, concept.
• Need and significance.
• Identification of a research problem.
• Review of related literature.
• Rationale and importance of the study.
• Conceptual and operational definition of the terms, Variables.
• Research questions, aims, objectives and hypotheses.
• Methodology, sample and tools.
• Data collection, Analysis, Interpretation.
• Summary & Conclusion.
• References.
• Appendices.
• Time Frame.
• Chapterization.
• Bibliography.

- During this period Synopsis will be presented.

- The half of the dissertation i.e. up to methodology will be completed and submitted.
 34

EPC-2: Internship in a Teacher Education Institution: (64 hrs.) 50 Marks

PROJECT WORK 25 Marks

The learners have to provide 5 projects out of 9 carrying 5 marks each.

• Teaching through PPT. (Power Point Teaching)
• Sharing With Institutional Activities.
• Reporting about the functions of the institution.
• Administering an achievement test.
• Evaluation of POT (Practice of Teaching).
• Conducting seminar.
• Organizing action research.
• Making Routine of a TEI.
• Makinga Project on Management of TEI.
• Observation of the TTC.
VIVA VOICE 10 Marks.
INTERNSHIP OF TEACHING 15 Marks
This paper will be evaluated internally.
 35
nd
2 Year
Semester–III (July to December)
S.C.-1 Elementary Education for Differently Abled
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) To understand concept of inclusiveness and its difference from special and integrated
education;
b) To enumerate and explain different national and international policies and programmes,
for inclusive education;
c) To describe identification of disabilities and planning of educational programmes for
mainstreaming;
d) To describe different programmes and interventions for UEE in context of gender caste
and socio-economic barriers;
e) To understand the concept of impact assessment in terms of social welfare schemes visà-
vis inclusiveness in elementary education;
f) To describe different programmes and interventions for universal schooling in context of
gender caste and socio-economic barriers; and
g) To understand the concept of impact assessment in terms of social welfare schemes visà-
vis inclusiveness in secondary education;
B. Syllabus:
Unit-1 Concept and Historical Perspectives of Differently Abled in Elementary Education
1.1 Historical perspectives of special education (India & Abroad).
1.2 Concept & Characteristics of impairment, disability & handicap.
1.3 Concept & issues of integration, inclusion & special education.
1.4 Principles & objectives of special education.
1.5 Models of disabilities-Bio-centric, Functional.
Unit-2 Inclusive Education for Elementary stage

2.1 Social, psychological and educational contexts of Inclusion; Policy statements on

Inclusion (national and international).
2.2 Constitutional safeguards- The Mental Health Act, 1987; Rehabilitation Council of
India Act, 1992; The Persons with Disabilities (Equal Opportunities, Protection of
Rights and Full Participation Act), 1995; and National Trust for Welfare of Persons
with Autism, Cerebral Palsy, Mental Retardation and Multiple Disability Act,1999.
RPWD Act 2016.
2.3 Issues in planning and management of education of children and persons with
Disabilities; Identification, Assessment and Certification of special education needs.
 36
2.4 Rights of children with disabilities and implications for education provisions, Role of
Government and Non-Government organizations.
Unit-3 Policies and Provisions of Inclusive Education for Elementary level
3.1 Inclusive education models and practices for UEE (Classes I-VIII).
3.2 Policy on teachers and special support staff for children with special needs (CWSN).
3.3 Barrier in UEE: Physical, social, economic and pedagogic.
3.4 Provisions for CWSN in different education initiatives: PIED/IEDC, SSA, NCF-
2005, RTE (2009) Act and ‘Bachpan Bachao Aandolan’ with reference to pedagogy,
curriculum and assessment of learning outcome.
Unit-4 Programs & ICT for Differently Abled in Elementary Stage
4.1 Educational Programs and Provisions for children with special needs.
4.2 Impact Assessment of social welfare schemes for gender, marginalized and disabled
groups.
4.3 Technological advancement and its application.
4.4 I.C.T, Adaptive and Assistive Devices, Equipment and other Technologies with
special needs.
C. Sessional work: (any one of the activities)
1. Field survey and reporting of functioning of an inclusive school and a special school
for any disability.
2. Case study of differently abled learner.
3. Socio-economic profile of 10-12 differently abled and normal children in an
Elementary & Secondary school.
D. References:
1. Ainscow, M. (1999): Understanding the Development of Inclusive Schools. London:
Falmer.
2. Alur, M. (2002). Introductionin Hegarty, S & Alur M (Eds.), Educationand Children
with Special Needs: From Segregation to Inclusion.New Delhi: Sage Publications.
3. Archer L, Hutchings M. and Ross A (2003). Higher Education and Social Class
Issues of Exclusion and Inclusion. London: Routledge Falmer Taylor and Francis
Group.
4. Dimitraidi, S. (Ed.). (2014). Diversity, special needs, and inclusion in early years
education. Sage.
5. Gargiulo, R.M. (2014). Special education in contemporary society: An introduction
to exceptionality (5th edition). Sage.
6. Ghai, A (2002). Disability in the Indian Context: Post-Colonial Perspectives, In
M.Corker and T. Shakespeare (Eds.) Disability/Post-modernity. Embodying
Disability Theory (88-100). London: Continuum.
 37
7. Jha, Jand D. Jhingran (2002). Elementary Education for the Poorest andother
Deprived Groups: the Real Challenge of Universalisation, New Delhi: Centre for
Policy Research.
8. Jha, M.M (2002). School Without Walls. Inclusive Education for All. New Delhi:
Madhuban Educational Books.
9. MithuAlur and Michael Bach (2005). Inclusive Education from Retoric to Reality,
New Delhi, Viva Books Ltd.
10. Mittler, P (2000). Working Towards Inclusive Education-Social Contexts, London:
David Fulton Publishers.
11. Mukhopadhyay Sudesh (2005). Inclusive Educationin the Context of EFA, In
MithuAlur & Michael Bach, Inclusive Education from Retoric to Reality, Viva
Books Ltd, New Delhi.
12. Mukhopadhyay, S. and Mani, M.N.G (2002). Education of Children with Special
Needs. In R. Govinda (Ed.), India Education Report. A Profile of Basic Education
(pp.96-108). New Delhi: Oxford University Press.
13. Nutbrown, C., Clough, P., & Atherton, P. (2013). Inclusion in early years (2nd
edition).Sage.
14. Pathak, Avijit (2004). Social Implications of Schooling: Knowledge, Pedagogy and
Consciousness. Rainbow Publishers: Noida.
15. Stringfield, S (2006). Equity in Education: Experiences and Directions for
Developing and Developed Countries – Contexts of Learning, Routledge, UK.
lanHkZ iqLrdsa %
16- ;rsUnz ukFk Bkdqj & lekos”kh f”k{kk A
17- fof”k"V f”k{kk &ekjty] ,l-ds-] fi;lZu ifCyds”ku
18- fof”k"V f”k{kk & 'kekZ] vkj- ,-] vkj- yky- cqd fMIiks] esjBA
19- ,lŒdsŒ eaxy& rduhdh f”k{kkA
E. Evaluation:
Theory Examination (External) -70 Marks, Practicum (Internal Assessment) -30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) A project on Elementary Education for differently abled as per NEP 2020 (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 38
2nd Year
Semester-III (July to December)
S.C.-1 Secondary Education for Differently Abled
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Understand concept of inclusiveness and its difference from special and integrat ed
education;
b) Enumerate and explain different national and international policies and programs for
inclusive education;
c) Describe identification of disabilities and planning of educational programs for
mainstreaming;
d) Understand the concept of impact assessment in terms of social welfare schemes visa-vis
inclusiveness in Secondary education;
e) Describe different programs and interventions for universal schooling in context of
gender caste and socio-economic barriers; and
f) Understand the concept of impact assessment in terms of social welfare schemes visa-vis
inclusiveness in secondary education.
B. Syllabus:
Unit-1 Conceptand Historical Perspectives of Secondary Education
1.1. Historical perspectives of special education (India & Abroad).
1.2 Concept & Characteristics of impairment, disability & handicap.
1.3 Concept & issues of integration, inclusion & special education.
1.4 Principles & objectives of special education.
1.5 Models of disabilities-Bio centric, Functional.
Unit-2 Policies and Provisions of Inclusive Education for Secondary level
2.1 Educational provisions and programs for children with special needs.
2.2 Policy on teachers and special support staff for children with special needs (CWSN).
2.3 Barrier in Secondary Education: Physical, social, economical and pedagogical.
2.4 Provisions for CWSN in different education initiatives: RMSA; NCF-2005; RTE Act,
2009; reference to pedagogy, curriculum and assessment of learning outcome.
2.5 Impact Assessment of social welfare schemes for gender, marginalized and disabled
groups.
 39
Unit-3 Inclusive Education for Secondary Stage
3.1 Social, psychological and educational contexts of Inclusion; Policy statements on
Inclusion (national and international).
3.2 Constitutional safeguards- The Mental Health Act, 1987; Rehabilitation Council of
India Act, 1992; The Persons with Disabilities (Equal Opportunities, Protection of
Rights and Full Participation Act), 1995; and National Trust for Welfare of Persons
with Autism, Cerebral Palsy, Mental Retardation and Multiple Disability Act, 1999.
RPWD Act. 2016.
3.3 Issues in planning and management of education of children and persons with
disabilities: Identification, assessment and certification of special education Needs.
3.4 Rights of children with disabilities and implications for education provisions, Role of
Government and Non-Government organizations.
Unit-4 Programs & ICT for Secondary Stage
4.1 Educational Programs and Provisions for children with special needs.
4.2 Impact Assessment of social welfare schemes for gender, marginalized and disabled
groups.
4.3 Technological advancement and its application.
4.4 I.C.T, Adaptive and Assistive Devices, Equipment and other Technologies with special
needs
C. Sessional work: (any one of the activities)
1. Field survey and reporting of functioning of an inclusive school and a special school for
any disability.
2. Case study of differently abled learner.
3. Socio-economic profile of 10-12 differently abled and normal children in a Secondary
school.
D. References:
1. Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London:
Falmer.
2. Alur, M. (2002). Introduction in Hegarty, S & AlurM (Eds.), Education and Children
with Special Needs: From Segregation to Inclusion. New Delhi: Sage Publications.
3. Archer L, Hutchings M. and Ross A (2003). Higher Education and Social Class Issues
of Exclusion and Inclusion. London: Routledge Falmer Taylor and Francis Group.
4. Dimitraidi, S. (Ed.). (2014). Diversity, special needs, and inclusion in early years
education. Sage.
5. Gargiulo, R.M. (2014). Special education in contemporary society: An introduction to
exceptionally (5th edition). Sage.
 40
6. Ghai, A (2002). Disability in the Indian Context: Post-Colonial Perspectives, In M.
Corker and T. Shakespeare (Eds.) Disability/Post-modernity. Embodying Disability
Theory (88-100). London: Continuum.
7. Jha, J and D. Jhingran (2002). Elementary Education for the Poorest and other
Deprived Groups: the Real Challenge of Universalisation, New Delhi: Centre for
Policy Research.
8. Jha, M.M (2002). School Without Walls. Inclusive Education for All. New Delhi:
Madhuban Educational Books.
9. MithuAlur and Michael Bach (2005). Inclusive Education from Rhetoricto Reality,
New Delhi, Viva Books Ltd.
10. Mittler, P (2000). Working Towards Inclusive Education-Social Contexts, London:
David Fulton Publishers.
11. Mukhopadhyay Sudesh (2005). Inclusive Education in the Context of EFA, In
MithuAlur & Michael Bach, Inclusive Education from Retoric to Reality, Viva Books
Ltd, New Delhi.
12. Mukhopadhyay, S. and Mani, M.N.G (2002). Education of Children with Special
Needs. In R. Govinda (Ed.), India Education Report. A Profile of Basic Education
(pp.96-108). New Delhi: Oxford University Press.
nd
13. Nutbrown, C., Clough, P., & Atherton, P. (2013). Inclusion in early years (2 edition).
Sage.
14. Pathak, Avijit (2004). Social Implications of Schooling: Knowledge, Pedagogy and
Consciousness. Rainbow Publishers: Noida.
15. Stringfield, S (2006). Equity in Education: Experiences and Directions for Developing
and Developed Countries – Contexts of Learning, Routledge, UK.
lanHkZ iqLrdsa %
16- lekos”kh f”k{kk & ;rsUnz ukFk Bkdqj
17- fof”k"V f”k{kk & eaxy] ,l- ds-] ih;lZu ifCyds”ku
18- fof”k"V f”k{kk & 'kekZ] vkj-,-] yky cqd fMiks] esjB A
E. Evaluation:
Theory Examination (External) -70 Marks, Practicum (Internal Assessment) -30 Marks:
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) A project on Secondary Education for differently abled as per NEP 2020 (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 41
2nd Year
Semester-III (July to December)
S.C.2: Curriculum Pedagogy and Assessment for Elementary School
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Understand the concepts of measurements, evaluation and examination;
b) Develop the skill of formulating instructional objectives, learning experiences and
evaluation procedures;
c) Develop the skill to use evaluating tools;
d) Collect scientific data about learners by administering different types of tests;
e) Develop the familiarity with the teacher made and standardized achievement tests;
f) Understanding the problems of evaluation in the present system of education; and
g) Understand the vitality of continuous and comprehensive evaluation in education.
B. Syllabus:
UNIT-1
1.1 Concept and meaning of measurement and evaluation, scales of measurement, role of
measurement and evaluation in education.
1.2 Guideline and the programs of action for evaluation reform under the new education
policy 1986; concept of CCE with reference to NCF–2005 & NCFTE 2010.
1.3 Instructional objectives: Meaning and need, mastery and developmental objectives,
Sources of objectives, criteria for selection of objectives, taxonomy of Bloom.
UNIT-2
2.1 Qualities of a test and types:
• Validity: concept, determination, factors contributing to test validation.
• Reliability: Concept, estimation, factors contributing to test reliability.
• Cautions: while interpreting reliability coefficients, standard error of measurement
and usability of a test.
2.2 Improving test by analysis:
• Item analysis— facility index, discriminating index.
• Distracter count and its computation.
2.3 Types of Evaluation:
• Achievement, Diagnostic, Proficiency, Placement, Attitude.
• Formal, Informal, Summative, Formative, Subjective, Objective.
 42
UNIT-3
3.1 Test construction:
• Basic requirement in preparing a test, test specification and table of specifications.
• Types of test items and general rules for writing better items.
• Precautions in formulating essay type items and their scoring.
• Advantages and limitations of objective and essay type tests, and teacher made
and standardized tests.
3.2 Interpretation of quantitative data, test scores and norms: Criteri on referenced and
norms referenced, interpretation, raw score and standard score, z score, t-test, z-test.
UNIT-4
4.1 Norms: Grade, percentage, percentile and percentile rank, stanine, qualities desired in
norms, correction for guessing while scoring, cautions in interpreting test score.
4.2 Assumptions and philosophy of different correlational approaches in series of data: Bi-
serial, point bi-serial, contingency, tetra-choric and phi - coefficient, merits and
limitations of these correlation techniques; interpreting correlation coefficient.
4.3 Analysis of data: Quantitative and qualitative approaches in different educational
settings; uses and limitations of parametric and non-parametric testing techniques.
C. Sessional Work : (any one of the activities)

i) Identification of variables and their levels of measurement in a school

survey/assessment survey.
ii) A critical review of evaluation technique adopted by school board/university or critical
review of grading v/s. marking system in examination.
iii) Preparation of socio-demographic profile of five high achiever and five low achiever
school students or development of a NRT and CRT in a school subject and comparison
of 10-15 students on a test performance.

D. References:
1. Adams, G.S. (l964). Measurement and Evaluationin Education & Psychology.
NewYork: Rinehart and Winston.
2. Aiken, L.R. & Gary Groth Marhant (2011). Psychological Testing and Assessment
(12th edition). New Delhi: Pearson.
3. Anastasi, Anneand Urbina, Susana (2008). Psychological Testing. New Delhi: Prentice
Hall of India Pvt. Ltd.
4. Creswell, J.W. (2007). Qualitative Inquiry and Research Design: Choosing Among
Five Approaches. London: Sage Publications.
5. Garrett, H.E. (2004). Statistics in Psychology and Education (11th Indianprint). New
Delhi: Paragon International.
 43
6. Gregory, R.J. (2014). Psychological Testing: History, Principles and Applications (6th
Edition). New Delhi: Pearson Publications.
7. Grounlund, N.E. (1981). Measurement and Evaluationin Teaching (Fourth Edition).
NewYork: Mac Millan Publishing Co.
8. Guilford, J.P. (1965). Fundamental Statistics in Psychology and Education. NewYork:
McGraw Hill Book Co.
9. Kienowski, V., & Wyatt-Smith, C. (2013). Assessment for education: Standards,
judgementand moderation. Sage.
10. Kothari, C.R. (2004). Research Methodology: Methods and Techniques. New Delhi:
New Age International Pvt. Ltd. Publishers.
11. Koul, Lokesh (2009). Methodology of Educational Research (4th Ed.). New Delhi:
Vikas Publishing House Pvt. Ltd.
12. Kubiszyn, T. & Borich, G. (2003). Educational Testing and Measurement: Classroom
Application and Practice (7th edition). New York: JohnWiley and Sons.
13. Linn, R.L. and Gronlund, N.E. (2003). Measurement and Assessment in Teaching (8th
Edition). Delhi: Pearson Publishers.
14. Mangal, S.K. (1987). Statistics in Psychology Education. New Delhi: Tata McGraw
Hill Publishing Co.Ltd.
15. Rao, Aditham Bhujanga (2008). Research Methodology for Management and Social
Sciences.New Delhi: Excel Books.
16. Reylonds, C.R. and Livingston, R. B. and Willson, V. (2011). Measurement and
Assessment in Education.New Delhi: PHI Learning Pvt. Ltd.
17. Sharma, T.R. (1983). Measurement and Evaluation (Punjabi). Chandigarh: Punjab
State University Text Book Board.
18. Sharma, Yogendra K. (2011). Methodology and Techniques of Educational Research.
New Delhi: Kanishka Publishers and Distributors.
19. Singh, Pritam (2005). Handbook of Measurement and Evaluation. New Delhi: Doaba
House.
20. Thorndike, Robert M. & Thorndike-Christ, Tracy M. (2011).Measurement and
Evaluationin Psychology and Education (8th Ed.). New Delhi: Pearson.

lanHkZ iqLrdsa %
21- flag fnyhi dqekj ¼2019½ % ikB~;p;kZ f”k{kkA
22- lekos”kh f”k{kk & ;rsUnz ukFk Bkdqj
23- fof”k"V f”k{kk & eaxy] ,l- ds-] ih;lZu ifCyds”ku
24- fof”k"V f”k{kk & 'kekZ] vkj-,-] yky cqd fMiks] esjB A
E. Evaluation:
Theory Examination (External)-70 Marks, Practicum (Internal Assessment) - 30 Marks:
a) Performance in house examination (6 Marks)
 44
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Prepare a project on Innovative Pedagogy & Assessment (10 Marks)
F. Question Pattern
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry10 marks each out of 5 questions = 30 marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 45
2nd Year
Semester-III (July to December)
S.C.2: Curriculum Pedagogy and Assessment for Secondary School
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Understand the concepts of measurements,evaluation and examination;
b) Develop the skill of formulating instructional objectives,learning experiences and
evaluation procedures;
c) Develop the skill to use evaluating tools;
d) Collect scientific data about learners by administering different types of tests;
e) Develop the familiarity with the teacher made and standardized achievement tests;
f) Understanding the problems of evaluation in the present system of education; and
g) Understand the vitality of continuous and comprehensive evaluation in education.
B. Syllabus:
UNIT-1
1.1 Concept of measurement and evaluation: meaning of measurement and evaluation,
scales of measurement, nominal, ordinal, interval and ratio, types of evaluation, role of
measurement and evaluation in education.
1.2 Guideline and the programs of action for evaluation reform under the new education
policy 1986; concept of CCE with reference to NCF-2005.
1.3 Instructional objectives: Meaning and need, mastery and developmental objectives,
Sources of objectives, criteria for selection of objectives, taxonomy of Bloom.
UNIT-2
2.1 Qualities of a test and types:
• Validity: concept, determination, factors contributing to test validation.
• Reliability: Concept, estimation, factors contributing to test reliability.
• Cautions: while interpretingre liability coefficients, standard error of
measurement and usability of a test.
2.2 Improving test by analysis:
• Item analysis— facility index, discriminating index.
• Distracter count and its computation.
2.3 Types of Evaluation:
• Achievement, Diagnostic, Proficiency, Placement, Attitude.
• Formal, Informal, Summative, Formative, Subjective, Objective.
 46
UNIT-3
3.1 Test construction:
• Basic requirement in preparing a test, test specification
and table of specifications.
• Types of test items and general rules for writing better items.
• Precautions in formulating essay type items and their scoring.
• Advantages and limitations of objective and essay type tests, and teacher made
and standardized tests.
3.2 Interpretation of quantitative data test scores and norms: Criterion referenced and norms
referenced interpretation, raw score and standard Score, T-score.
UNIT-4
4.1 Norms: Grade, percentage, percentile and percentile rank, stanine, qualities desired in
norms, correction for guessing while scoring, cautions in interpreting test score.
4.2 Assumptions and philosophy of different correlation approaches in series of data: Bi-
serial, point bi-serial, contingency, tetra-choric and phi coefficient, merits and
limitations of these correlation techniques; interpreting correlation coefficient.
4.3 Analysis of data: Quantitative and qualitative approaches in different educational
settings; uses and limitations of parametric and non-parametric testing techniques.
C. Sessional Work: (any one of the activities)

1. Identification of variables and their levels of measurement in a school survey/

assessment survey.
2. A critical review of evaluation technique adopted by school board / university or critical
review of grading v/s. marking system in examination.
3. Preparation of socio-demographic profile of five high achiever and five low achiever
school students or development of a NRT and CRT in a school subject and comparision
of 10-15 students on a test performance.
D. References:
1- Adams, G.S. (l964). Measurement and Evaluation in Education & Psychology.
NewYork: Rinehart and Winston.
2- Aiken, L.R. & Gary Groth Marhant (2011). Psychological Testing and
th
Assessment (12 edition). New Delhi: Pearson.
3- Anastasi, Anneand Urbina, Susana (2008). Psychological Testing.New Delhi: Prentice
Hall of India Pvt. Ltd.
4- Creswell, J.W. (2007): Qualitative Inquiry and Research Design: Choosing Among Five
Approaches. London: Sage Publications.
5- Garrett, H.E. (2004). Statistics in Psychology and Education (11th Indian print). New
Delhi: Paragon International.
 47
6- Gregory, R.J. (2014). Psychological Testing: History, Principles and Applications (6th
Edition). New Delhi: Pearson Publications.
7- Grounlund, N.E. (1981). Measurement and Evaluationin Teaching (Fourth Edition).
NewYork: MacMillan Publishing Co. Guilford, J.P. (1965). Fundamental of Statistics in
Psychology and Education. NewYork: McGraw Hill Book Co.
8- Kienowski, V., & Wyatt-Smith, C. (2013). Assessment for education: Standards,
judgment and moderation. Sage.
9- Kothari, C.R. (2004). Research Methodology: Methods and Techniques. New Delhi:
NewAge International Pvt.Ltd. Publishers.
10- Koul, Lokesh (2009). Methodology of Educational Research (4th Ed.). New Delhi:
Vikas Publishing House Pvt.Ltd.
11- Kubiszyn, T. & Borich, G. (2003). Educational Testing and Measurement: Classroom
Application and Practice (7th edition). NewYork: John Wiley and Sons.
12- Linn, R.L. and Gronlund, N.E. (2003). Measurement and Assessment in Teaching (8th
Edition). Delhi: Pearson Publishers.
13- Mangal, S.K. (1987). Statistics in Psychology Education. New Delhi: Tata McGraw Hill
Publishing Co.Ltd.
14- Rao, Aditham Bhujanga (2008). Research Methodology for Management and Social
Sciences. New Delhi: Excel Books.
15- Reylonds, C.R. and Livingston, R. B. and Willson, V. (2011). Measurement and
Assessmentin Education. New Delhi: PHI Learning Pvt. Ltd.
16- Sharma, T.R. (1983). Measurement and Evaluation (Punjabi). Chandigarh: Punjab State
University Text Book Board.
17- Sharma, Yogendra K. (2011). Methodology and Techniques of Educational Research.
New Delhi: Kanishka Publishers and Distributors.
18- Singh, Pritam (2005). Handbook of Measurement and Evaluation. New Delhi: Doaba
House.
19- Thorndike, Robert M. & Thorndike-Christ, Tracy M. (2011).Measurement and
Evaluationin Psychology and Education (8th Ed.). New Delhi: Pearson.
lanHkZ iqLrdsa %
20- ,l-ih-xqIrk ¼2019½] ekiu ,oa ewY;kadu] 'kkjnk iqLrd ifCyds”ku] bykgkckn A
21- vLFkkuk fofiu ¼2014½] ekiu ,oa ewY;kadu] vkxjk ifCyds”kuA
22- dqekj v:.k flag] euksfoKku] lekt”kkL= rFkk f”k{kk esa 'kks/k fof/k;k¡] iVukA
23- ik.Ms;] dsΠihΠ& 'kSf{kd vuqla/kkuA
24- xqIrk] ,l-ih- & vuqla/kku lanf”kZdkA
25- vLFkkuk] fofiu & 'kSf{kd vuqla/kku ,oa lkaf[;dhA
26- tSu] ds- ,e- & 'kks/k fof/k;k¡ ¼2010½A
 48
27- dsŒihŒ ik.Ms;& vuqla/kku 'kks/k fof/k;k¡ A
28- ,pŒdsŒ dfiy& la[;hdh ,oa vuqla/kku “kks/k fof/k;k¡A

E. Evaluation:
Theory Examination (External) -70 Marks, Practicum (Internal Assessment) - 30 Marks:
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Prepare a project on Innovative Pedagogy and assessment (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 49
2nd Year
Semester-III (July to December)
C.C10: Advanced Research Methodology
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To identify with advanced research techniques in educational research;
2. To develop skill in the technique of test construction, analysis and interpretation of test
results;
3. To acquaint with advanced Data analysis technique in educational research;
4. To understand the advanced research design in educational research;
5. Students will be able to use Computer in writing Thesis and Dissertation in a systematic
way; and
6. To understand the role and use of statistics in advanced educational research.
B. Syllabus:
Unit-1 Advanced Research Design:
1.1 Concept, purpose, qualities and uses of Advanced Research Design.
1.2 Concept, types and steps of Experimental Research Design.
1.3 Descriptive Research Design: Concept, types and steps.
1.4 Meaning, characteristics, use and Application of Mixed Research Design.
Unit-2 Tools & Techniques of data collection
2.1 Qualities of good research tools and techniques.
2.2 Types of research tools & techniques and their development & uses.
2.3 Standardization procedure of tools.
2.4 Different tests, scales, inventories, batteries and techniques such as: Intelligence test,
Attitude scale, Personality inventory, Achievement test Battery, Projective techniques
and Socio-metric techniques.
Unit-3 Advanced Data Analysis Techniques: (Inferential Statistics)
3.1 Concept of Descriptive & inferential Statistics, confidence limits & confidence
intervals, Standard error, Type I & Type II error, Null hypothesis, Level of
significance, Degree of freedom, One tailed & Two tailed test, NPC – Properties and
uses, Skewness & Kurtosis.
3.2 Advanced methods of Correlation: Bi-serial, Point bi-serial, Tetra-choric, phi (φ)-
coefficient, partial and multiple correlation.
3.3 Parametric Test: t-test, F-test, ANOVA, ANCOVA and their uses in advanced
educational research.
3.4 Non-Parametric Test: Chi-Square test, Median test, Mann Whitney test, Wilcoxon
 50
Signed rank test, Kruskal-Wallis test, Freidman’s ANOVA and their uses in advanced
educational research.
Unit-4 Use of Computer in Educational Research
4.1 Multimedia & Internet: Concept, component, required Software and their uses in
educational research.
4.2 Use of SPSS, r-technique, MS Office- 2007 onwards (MS-Word, MS-Excel, MS-
Access, MS-Power point etc.).
4.3 Methods, techniques and basic steps of Qualitative data analysis.
4.4 Use of Computer in writing thesis and Dissertation.
C. Sessional Work: (Any two)
1. Write a Research article for publishing in standard journal and prepare slide on Power
Point to present in seminar.
2. Review two Qualitative / Quantitative studies.
3. Develop any one tool of research.
4. Collect the results of two classes (IX and X) by any psychological test; Apply mean,
S.D and t-test of this data and prepare a comparative report.
D. References:
1. Aggarwal, J.C., (1975). Educational Research–An Introduction, New Delhi, Arya
Book Depot.
2. Agarwal, Y.P. (1998), Statistical Methods, Sterling, New Delhi.
3. Best, W.J., (1977), Research in Education, New Delhi: Prentice Hall of India Pvt.
4. Best, W.J., and Kahn, V.J., (2007).Research in education, Ninth Edition , Prentice Hall
of India, Private Limited,New Delhi.
5. Borg, B.L. (2004). Qualitative Research Methods, Boston: Pearson.
6. Broz, Water R., (1965). Educational Research – An Introduction, New York: David
McKay Co. Inc.
7. Cohen, L., Manion, L., and Morrison, K. (2007), Research Methods in Education,
NewYork, MA: Routledge.
8. Creswell, J.W., Research in Education, Prentice Hall of India, Pvt. Ltd.
9. Ferguson, G.A. and Takane, Y. (1989): Statistical Analysis in Education and
Psychology (6th Edition), New York: McGraw-Hill Book Company.
10. Garrett, H.E. (1969), Statistics in Psychology and Education, Bombay: Vokels Fatters
& Simons Ltd.
11. Gay, L.R. and Airasian, P. (2000), Educational Research: Competencies for Analysis
and Application (9th ed.). NewYork: Merril.
12. Good, Carter V. and Douglas, E. Scates, (1954), Methods of Research: Educational,
Psychological & Sociological. NewYork: Appleton– Century– Crofts, Inc.
 51
13. Good, W.J. & Hatt P.K. Methods in Social Science Research, New York, McGraw
Hill Book Co., 1962.
14. Guildord, J.P. (1956), Fundamental of Statistics in Psychology & Education,
NewYork, McGraw Hill Book Company.
15. Kerlinger, N.F. (1973). Foundation of Behavioral Research, 2nd edition, printed in the
United States of America.
16. Koul, L. Methodology of Educational Research, New Delhi, Vikas Publication.
17. Kumar, R. (2011). Research Methods, Pearson Education, NewDelhi
18. Kuppuswami: Educational Research.
19. McMillan, J.H. and Schumacher, S. (2001), Research in Education, NewYork:
Longman.
20. Mouley, G.T. (1970), Science of Educational Research, NewYork, Van Nostrand
Reinhold Co.
21. Sharma, B.A., Prasad, R.D. and Satyanaryan, P. (1985): Research Method in Social
Sciences. New Delhi: Sterling Publishers Pvt.Ltd.
22. Sharma, R.A. (2003), Fundamentals of Educational Research: Meerut, Loyal Boook
Depot,
23. Sidhu, K.S. (1984), Methodology of Research Education, New Delhi, Sterling
Publication Pvt. Ltd.
24. Singh, K. (2001). Methodology and Techniques of social Research. New Delhi:
Kanishka publishers.
25. Singh A.K. (2002) – Test measurement and Research methods in Behvioural sciences,
Patna: Bharati Bhawan Publishers & Distributors.
26. Travers, R.M.W. An Introduction to Educational Research (3rd ed.) London: The
Macmillan Co., 1969.
27. Tuckman, Conducting Educational Research (2nd ed.) NewYork, Harcourt Brace,
Jovenovish, Inc, 1978.
28. VanDalen D.B. and Mayer, William J. Understanding Educational Research–An
Introduction, NewYork, McGraw-Hill Book Co.1979.
29. Whitney, F.L. (1961), The Elements of Research, Bombay, Asie Publishing House.
lanHkZ iqLrdsa %
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31- vLFkkuk chŒ & euksfoKku vkSj f”k{kk esa ekiu ,oa ewY;kadu] fcuksn iqLrd HkaMkj] vkxjkA
32- lwf[k;k] ,lŒihŒ & “kSf{kd vuqla/kku ds ewy rRo] fcuksn iqLrd HkaMkj] vkxjkA
33- jkeiky ,lŒ] la[;hdh ewY;kadu] fcuksn iqLrd HkaMkj] vkxjkA
34- yky vkjŒchŒ ,oa tks”kh] “kSf{kd ekiu] ewY;kadu ,oa lkaf[;dh] jLrksxh ifCyds”ku] vkxjkA
 52
35- ,l-ih-xqIrk ¼2019½& ekiu ,oa ewY;kadu] 'kkjnk iqLrd ifCyds”ku] bykgkckn A
36- vLFkkuk fofiu ¼2014½ ekiu ,oa ewY;kadu] vkxjk ifCyds”kuA
37- dqekj v:.k flag] euksfoKku] lekt”kkL= rFkk f”k{kk esa 'kks/k fof/k;k¡] iVukA
38- ik.Ms;] dsΠihΠ& 'kSf{kd vuqla/kkuA
39- xqIrk] ,l-ih- & vuqla/kku lanf”kZdkA
40- vLFkkuk] fofiu & 'kSf{kd vuqla/kku ,oa lkaf[;dhA
41- tSu] ds- ,e- & 'kks/k fof/k;k¡ ¼2010½A
42- dsŒihŒ ik.Ms;& vuqla/kku 'kks/k fof/k;k¡ A
43- ,pŒdsŒ dfiy& lkaf[;dh ,oa vuqla/kku “kks/k fof/k;k¡A
E. Evaluation:
Theory Examination (External)-70 Marks, Practicum (InternalAssessment) – 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Prepare a project on use of Computer in Research (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type10 questions carry 2 marks each = 20 Marks
 53
2nd Year
Semester-III (July to December)
C.C.11: Creativity &Value Education
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
1. To know about creativity and its implication;
2. To make understand about need and importance of value education in India;
3. To acquaint with role of different agencies/agents in value education; and
4. To identify with different approaches and strategies in value education.
B. Syllabus:
UNIT-1 Creativity:
1.1 Creativity: Meaning, definitions, concept, objectives.
1.2 Types of creativity.
1.3 Theories of creativity.
1.4 Dimensions of creativity.
1.5 Effect of school environment on creativity, curriculum for pupils teachers based on
Creativity Enhancement, Measurement of creativity, and Co-relation of creativity with
intelligence.
UNIT-2 Value Education:
2.1 Introduction, nature, concept, sources, socio-cultural tradition, religion, constitution,
instrumental values, intrinsic values.
2.2 Aims and Objectives.
2.3 Types of Values.
2.4 Need for value education (individual, social, global approach).
2.5 School and Value Education.
UNIT–3 FosteringValues:
3.1 Role of parents and Home.
3.2 Role of Teachers.
3.3 Role of society.
3.4 Role of religion.
3.5 Role of mass media.
3.6 Role of Government.
UNIT-4 Approaches and Strategies:
4.1 Socio economic status and values.
4.2 Values and life.
4.3 Value analysis.
4.5 Value based curricular and co-curricular activities.
4.6 Different value based activities: Story telling, dramatization, Episode writing etc.
 54
C. Sessional work: (Any one)
1. Create a model on value based education.
2. Make a project – how value can be created in society?
3. Create models on family based value, school based value, society based value, human
value etc.
D. References:
1. Aggarwal, J.C. (2005), Education for Values, Environment and Human Rights. New
Delhi, Shipra Publications
2. Chakrabarti, Mohit. (1997) Value Education: Changing Perspectives. New Delhi;
Kanishka Publishers and Distributors
3. DavidG.Myers (1992).Psychology.Third Edition
4. DEST (2005), National Framework for Dept. of Education, Science and Training (2005)
Values of Australian
5. Dhal, P.K. (2019) Peace Education, New Delhi, Shipra Publications.
6. Gandhi, K.L. (1993) Value Education: A study of Public Opinion. New Delhi; Gyan
Publication, 173P.
7. H, Rudolph (2006) Key Concepts in Developmental Psychology, Sage Publications
8. Hirst, P. (1975) Moral Education in a Secular Society, university of London Press,
London
9. Matt, J. (2000) Theoretical Approaches in Psychology. London, Roultedge Pepper, S
(1958).The Sources of Value. Berkeley CA, University of California
10. Rajinder, M.K. (2003) Value oriented Educationin Schools-Theory and
Practice.Delhi; Shipra Publications
11. Rokeach, M. (1973) The Nature of Human Values, NewYork, Free Press Sharma,
N.(1998)Value Creators in Education, New Delhi,Regency Publication
lanHkZ iqLrdsa %
1. t; Jh ¼2007½] ewY; ds fy, f”k{kk] i;kZoj.k vkSj ekuokf/kdkjA
2. ihŒ jes”k izlkn ikBd ¼2020½] ewy f”k{kk] dkfuLdk ifCy”klZA
E. Evaluation:
Theory Examination (External) -70 Marks, Practicum (InternalAssessment) -30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Create a Roadmap on how to create values in society (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
SectionA: 3 questions carry10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 55
EPC-3: Internship (Internal)
Contact Hrs. 4 per week Practicum: 50 Marks

A. Objectives:
1. To engage the students with field based situation and work in an institution for the
development of innovative curriculum and pedagogic practices;
2. To arrange activities in curriculum design; text-book development; educational policy
planning, formation and implementation; educational administration andmanagement;
3. To provide an opportunity for reflection and writing on the qualitative development of
the institution; and
4. To facilitate a bridge between what students learn in classroom and observe in the field.

B. Course Contants:
1. The internship should be structured around some important projects which students may
design prior to going to the allotted institution after consultation with faculty member.
2. Close mentorship of faculty or/and a member from the host association (field mentor)
together guide groups of (3 to 5) students shall be provided the programme.
3. Field Attachment in the specialized area chosen by the student shall be organized during
the program for the durations of two to three weeks in those relevant kind so of
institutions as mentioned in the objectives.
C. Evaluation:
1. This paper will be evaluated internally. There will be:
(1) One theory paper examined,
(2) One project and
(3) One demo class arranged to evaluate in each sub-theme.
2. The weightage of theory and practical will be 40% and 60% respectively.
3. The components of Internship work evaluation shall be as under:
a. Involvement & performance in the field work-25 Marks
b. Quality of Internship Report (Records of Activity)-20 Marks
c. Regularity and Behaviour - 05 Marks
 56
2nd Year
Semester-III (July to December)
C.C.12: A. Dissertation (1/2)
Contact Hrs. 4 per week Theory: 35 Marks
Examination: 2 hrs. Practicum: 15 Marks

A. Collecting, Processing and Displaying Data

• Considering ethical issues in data collection; Issues concerning research participants, Issues
relating to researcher, Issues concerning the sponsoring organization.
• Data Processing in Quantitative research; Editing, Coding.
• Data Processing in Qualitative research; Content Analysis in Qualitative research.
• Displaying Data; Methods of communicating and displaying analyzed data; Text, tables,
graphs.
• Formulation of generalization & conclusion; Types of generalizations, Characteristic
features of generalization & conclusion, Precaution in formulation of generalization &
conclusion.
---

B. Environmental Education:
Contact Hrs. 4 per week Theory: 35 Marks
Examination: 2 hrs. Practicum: 15 Marks

UNIT-1
1. Environment in Ancient Indian Education system.
2. Environmental Education in Teachers’ training.
3. Exploring own environment.
4. Teaching Environmental education.
UNIT-2
1. Environmental Awareness: National and International perspectives.
2. Techno-oriented Teacher education.
3. Environmental education for Sustainable future.
4. Pedagogical Issues on Environmental Education in India.
UNIT-3
1. Environmental Education through mass media.
2. Gender, Socio-economic Status and Ethnicity as component of Environment.
3. Researches in Environmental education.
4. Industrial Safety, Public Health and Environment.
 57
C. Evaluation:
Theory Examination (External) -35 Marks, Practicum (Internal Assessment) -15 Marks
D. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 2 questions carry 7½ marks each out of 5 questions = 15 Marks
Section B: 3 questions carry 5 marks each out of 5 questions = 15 Marks
Section C: Objective type 5 questions carry1 marks each = 5 Marks
E. References:
1- Allaby, M. (1994) Concise Dictionary of Ecology. Great Britain: Oxford University
Press
2- Arora, G.L. & Yadav, S.K.(1998), Self-learning materials forTeacher
Educators,Vol.1,New Delhi, NCERT
3- Bowler, P.J. (1992) The Fontana History of Environmental Sciences, Fontana, London.
4- CEE (1987) Introducing Environmental Education, Book-2, Schools: Educating for Life,
Reading. Council for Environmental Education.
5- Council on Environmental Quality (1976),The Growth
Shapes.Washington:Govt.Printing Office.
6- Elsom, D. (1987) Atmospheric Pollution: Causes, Effects and Control Policies:
7- Blackwell, Oxford.
8- Fox, W. (1995) Towards Transpersonal Ecology. Boston: Shambhala Goudic, A. S
(1984) The Nature of the Environment. Blackwell: Oxford
9- Kemp, D.D. (1994) Global Environmental Issues: A Climatological Approach,
Routledge, London
10- NCERT (2005): National Curriculum Framework, 2005, NCERT, New Delhi
11- Roy.R. (2008) Beyond Curriculum, Pedagogy and Teachers’ Training for
Environmental Education, New Delhi, Shipra Publication.
12- World Commission of Environment and Development (WCED) 1987 Our Common
Future, Oxford, UK: Oxford University Press

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14- ,u-lh-bZ-vkj-Vh- ¼2005½ % jk"Vªh; ikB~;ppkZ uhfr] ubZ fnYyhA
15- ,u-lh-bZ-vkj-Vh- ¼2009½ % jk"Vªh; ikB~;ppkZ dh :ijs[kk ,oa v/;kid f”k{kk] ubZ fnYyhA
 58
nd
2 Year
SEMESTER-IV (January to June)
SC-3: Policy, Economics and Planning in Elementary School Stage
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Understand the genesis of concept of economic sof education;
b) Describe and differentiate between expenditure and investment,social and economic
returns and private funding in the concept of economics of education;
c) Understand policy perspective in financing of education in planned economy through
five-year plans;
d) Develop understanding of financing of elementary Secondary education in the wake of
EFA and RTE (2009); and
e) Appreciate and explain impact of liberalization, privatization and globalization on
financing of elementary Secondary education.
B. Syllabus:
SECTION-A
i) The theoritical aspects of Policy, Planningand, Implementation in Social sector with
special referenceto education.
ii) Framework for Policy Making in Education in India: Societal contexts, democracy,
development, Centre-state relations and their impact on education policy
formulation.Role of Constitution and judicial interventions on education policy
formulation shaping the education policy. Role of the National Development Council
and Central Advisory Board of Education (CABE).
iii) Dynamics of Policy Making: Elementary, Secondary and Higher education, w.s.r.t.right
to education, inclusion and equity in education, accreditation, capacity building,
curriculum formation, language policy. Policy issues on teacher education and
training,central and state sponsored schemes in initiating education development,
community ownership in education, incentive schemes, research and development,
privatization and commercialization of education.
iv) Social Impact Assessment Survey: Impact of development /social welfare schemes on
human development – education, health and well-being; interdisciplinary surveys/ case
studies on causes of low status of education in India w.s.r.t. elementary education (I-
V,VI-VIII and I-VIII) across different population groups-socially and economically
disadvantaged sections including religious minorities groups; critical appraisal of DISE
and ASER Reports in terms of universal access,enrolment,retention,educational facilities
and learning outcomes. Evaluation of Sarva Shiksha Abhiyan, mid-day meal scheme and
other incentive schemes for elementary education, impact of Right to Education,
Community participation in education etc.
 59
SECTION- B
i) Economics of Education:
- Concept, scope and history.
- Relationship between education and economic development.
- Investment criteria in education.
- Rate of return to education: cost-benefit analysis, cost-effectiveness analysis;
Agro-based education-earnings relationships.
- Manpower planning, Education-employment.
ii) Financing of Education:
- Principles of financing education: Equity, Efficiency, Adequacy.
- Education and distribution, inequality; Distribution of public spending on
education.
- Importance of public expenditure on education; its impact on development.
- Determinants of expenditure on education– Public, Household.
iii) Sources of funding:
- Public (Taxes–General, Earmarked; Grants, Vouchers, Fee as a source of finances;
scholar loans) and Private (community contributions and External aid).
iv) Policy Issues in Financing Education:
- Public expenditure on education in India.
- Center-state relations in financing education: Planning Commission, Finance
Commission.
- FiveYear Plans.
- Liberalization, Privatization and Globalization (LPG) in education vis-à-vis
education and economic development.
- Financing of education at elementary level in the context of international
commitments and constitutional provisions.
- Resource mobilization in financing elementary education: equity, efficiency and
adequacy.
v) Educationl Planning: With reference to population and enrolment projections and
estimates of teacher at different stages and other supply parameters, including budgetary
estimates.
vi) Education Planning in Five Year Plans with focus on expansion, equity and excellence
in education with special reference to elementary education.
vii) Planning and Finance: Principles determining the financial allocations and the actual
pattern of financing. The overall context of societal needs, fiscal situation and the
context of privatization and liberalization.
 60
viii) Focal Issues of Researches: Education as investment in education; Variations in
economic returns from education – causes and remediation; socio-economic
determinants of education v/s. education as an engine of national
development;inequality/disparity in education attainment at elementary education level
from different educational databases; Pattern of availability and utilization of public
finances in elementary education in a federal framework; Resource crunch and external
funding of elementary education in era of LPG.
C. Sessional work: (any one)
i) Comparison of financial allocation and utilization of funds in educational developmentat
elementary stage in 11th and 12th Five Year Plans.
ii) In-depth study of an elementary school in terms of inputs under SSA and its impact on
enrolment and retention.
iii) Preparing and comparing socio-economic profile of student enrolment in a government
and aprivate elementary school in the same area (rural/urban).
D. References:
1. Blaug, Mark (1968) ed. Economics of Education I & II. Penguin.
2. Blaug, Mark (ed.) 1992. The Economic Value of Education. Hants, England: Edward
Elgar.
3. Blaug, Mark (1972) An Introduction to Economics of Education. Allen Lane the
Penguin, London.
4. Blaug, Mark (1974). Education and employment problem in developing countries.New
Delhi: The MacMillan Company of India Limited.
5. Bowman M.J., etal: (Eds.) (1962). Reading’s in Economics of Education. UNESCO.
6. Carnoy, M.ed. (1995) International Encyclopedia of Economics of Education.Oxford:
Pergamon.
7. Cohn E.and T Geske: Economics of Education.Pergamon Press.3rd edition.
8. Coombs P.H., & J. Hallak (1988): Cost Analysis in Education. John HopkinsUniversity
Press.
9. Education Commission (1966) Education for Development: Report of the Education
Commission 1964-66. New Delhi: National Council of Educational Research and
Training [Reprint 1971].
10. International Bureau of Education (1985). International year book of education:
Technological occupational challenge, social transformation and educational
response.Vol.XXXVII.Paris: UNESCO.
11. Johnes, G andJohnes, J., (Eds.).International Handbook on the Economics of Education.
12. Kothari, V.N. (1966a). [Rapporteur] Investment in Human Resources. Bombay: Popular
Prakashan for the Indian Economic Association.
13. Kothari, V.N., and P.R. Panchamukhi (1980) Economics of Education: A Trend Report,
 61
in D.T. Lakdawala, ed., A Survey of Research in Economics Vol. VI. New Delhi: Allied,
pp. 169-238.
14. NUEPA (2003). Globalisation and Challenges for Education. New Delhi: Shipra
Publications.
lanHkZ iqLrdsa %
15- cqT”ko] c,xk] f=ewfrZ ¼2006½ jk"Vªh; f”k{kk uhfr
E. Evaluation:
Theory Examination (External)-70 Marks, Practicum (InternalAssessment) - 30 Marks:
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) Make a project on Model of Planning & Finance by MHRD, Govt. of India (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type 10 questions carry 2 marks each = 20 Marks
 62
2nd Year
Semester-IV (July to December)
S.C.-3: Policy, Economics and Planning in Secondary School Stage
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Understand the theoretical aspects of educational policy and planning;
b) Understand contextual framework for policy making in education in India;
c) Acquaint with the technologies and methods about educational planning w.r.t. Five Year
Plans and focus on socially and economically disadvantage groups; and
d) Understand the dynamic of pattern and utilization of financing of education at different
stages of education; and
e) Critically appraise the educational development and its impact on national development
in the light of the principle of social and gender equity.
B. Syllabus:
SECTION-A
(i) Theoretical Aspects of Policy, Planning and Implementation in social sector with special
reference to education.
(ii) Framework for Policy Making in Education in India: Social contexts, democracy,
development, Centre-state relations and their impact on education policy
formulation.Role of Constitution and judicial interventions on education policy
formulation shaping the education policy. Role of the National Development Council
and Central Advisory Board of Education (CABE).
(iii) Dynamics of Policy Making: Elementary, Secondary and Higher education, w.r.t.right
to education, inclusion and equity in education, accreditation, capacity building,
curriculum formation, language policy. Policy issues on teacher education and
training,central and state sponsored schemes in initiating education development,
community ownership in education, incentive schemes, research and development,
privatization and commercialization of education.
(iv) Social Impact Assessment Survey: Impact of development /social welfare schemes on
human development – education, health and well-being; interdisciplinary surveys/ case
studies on causes of low status of education in India w.r.t. secondary education across
different population groups-socially and economically disadvantaged sections including
religious minorities groups; critical appraisal of DISE and ASER Reports in terms of
universal access, enrolment, retention, educational facilities and learning outcomes.
Evaluation of RMSA, and other incentive schemes for secondary education, impact of
Right to Education, Community participation in education etc.
 63
SECTION– B
(i) Economics of Education:
- Concept, scope and history.
- Relationship between education and economic development.
- Investment criteria in education.
- Rate of return to education: cost-benefit analysis, cost-effectiveness analysis;
Agro-based education-earnings relationships.
- Manpower planning, Education-employment.
(ii) Financing of Education:
- Principles of financing education: Equity, Efficiency, Adequacy.
- Education and distribution, inequality; Distribution of public spending on
education.
- Importance of public expenditure on education; its impact on development.
- Determinants of expenditure on education–Public, Household.
(iii) Sources of funding:
- Public (Taxes–General, Earmarked; Grants, Vouchers, Fee as a source of finances;
scholar loans) and Private (community contributions and External aid).
(iv) Policy Issues in Financing Education:
- Public expenditure on education in India.
- Center-state relations in financing education: Planning Commission, Finance
Commission.
- Five Year Plans.
- Liberalization, Privatization and Globalization (LPG) in education vis-à-vis
education and economic development.
- Financing of education at elementary level in the context of international
commitments and constitutional provisions.
- Resource mobilization in financing elementary education: equity, efficiency and
adequacy.
(v) Education Planning: With reference to population and enrolment projections and
estimates of teacher at different stages and other supply parameters, including
budgetary estimates.
(vi) Education Planning in Five Year Plans with focus on expansion, equity and excellence
in education with special reference to elementary education.
(vii) Planning and Finance: Principles determining the financial allocations and the actual
pattern of financing. The overall context of societal needs, fiscal situation and the
context of privatization and liberalization.
 64
(viii) Focal Issues of Researches: Education as investment in education; Variations in
economic returns from education – causes and remediation; socio-economic
determinants of education v/s. education as an engine of national development;
inequality/disparity in education attainment at elementary education level from
different educational databases;Pattern of availability and utilization of public finances
in elementary education in a federal framework; Resource crunch and external funding
of elementary education in era of LPG.
C. Sessional Work: (anyone of the activities)
i) Policy analysis on education at secondary education stage with focus on equity and
excellence.
ii) Field survey of a village, towns on socio-economic profile of school going or out of
school children.
iii) Critical appraisal of human development reports or reports on trends in educational
development in India.
D. References:
1. Acton, Ashton (2013). Issues in Teaching and Education Policy, Research, and
Special Topics. Scholarly Editions.
2. Aggarwal, J.C. (2005). Recent Developments and Trends in Education. Delhi: Shipra
Publications.
3. Bhushan, S. (2009).Restructuring Higher Education in India. New Delhi: Rawat
Publications.
4. Desjardins, Richard (2009).Research of Vs Research for Education Policy.
5. Gary Sykes, Barbara Schneider, David N. Plank (2012). Handbook of Education
Policy Research. Routledge.
6. Halpin, David (2005). Researching Education Policy: Ethical and Methodological
Issues.Routledge.
7. Jennifer, Ozga (1999). Policy Research in Educational Settings: Doing Qualitative
Research in Educational Settings. McGraw-Hill Education (UK).
8. Government of India (2008). Eleventh Five-Year Plan 2007-2012: Social
Sector.Planning Commission.
9. Government of India (2013). Eleventh Five-Year Plan2012-2017: Social
Sector.Planning Commission.
10. Government of India (2014). Economic Survey 2013-14, Oxford University Press:
New Delhi.
11. Government of India (2015). Economic Survey 2014-15, Oxford University Press:
New Delhi.
12. Government of India (2011). National Curriculum Framework for adult education:
Report of the expert group, New Delhi, February.
 65
13. Government of India (2009). National Curriculum Framework for teacher education:
Report of the expert group, New Delhi.
14. UNDP (2010): Human Development Report 2010 The Real Wealth of Nations:
Pathways to Human Development, New York, USA: Palgrave Macmillan.
15. UNDP (2014): Human Development Report 2014 Sustaining Human Progress:
Reducing Vulnerabilities and Building Resilience.NewYork, USA: Palgrave
Macmillan.
16. UNESCO (2002).Education for all: is the world on track? Paris:UNESCO
17. UNESCO (2012). Shaping the education of tomorrow (Report on the UN Decade of
Education for Sustainable Development). Paris, France: UNESCO.
18. UNESCO (2014). Teaching and learning: Achieving quality for all. EFA Global
Monitoring Report 2013/14. Paris, France: UNESCO.
19. NUEPA (2003). Globalization and Challenges for Education. New Delhi: Shipra
Publications.
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21- vjksM+k iadt] o 'kekZ Å"kk ¼2011½ % jk"Vªh; f”k{kk uhfr o vkfFkZd fodklA
Websites:
http://mhrd.gov.in
http://indiabudget.nic.in/survey.asp
http://www.ncert.nic.in
http://ncte-india.org/ncte_new/
http://planningcommission.nic.in/plans/planrel/fiveyr/welcome.html
E. Evaluation:
Theory Examination (External)-70 Marks, Practicum (InternalAssessment) – 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) A Project of TQM in Education (10 Marks)
F. QuestionPattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type10 questions carry 2 marks each = 20 Marks
 66
2nd Year
Semester-IV (July to December)
SC-4: Educational Management and Administration in Elementary School
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Understand meaning, concept and scope of educational administration and planning in
secular,socialist and democratic system of India;
b) Understand the emerging role of community in educational administration in the light of
73rd and 74th amendment and NPE (1986);
c) Develop understanding of educational planning in Five Year Plans independent indiain
the context of globalized economy;
d) Develop understanding of SSA and other initiatives in achieving the goal of UEE;
e) Appreciate and describe role of community,PRI and other organisations for UEE;
f) Understand funding pattern for elementary education before and after RTE (2009) and
in12th FiveYear plan; and
g) Understand the role of DISE in monitoring of UEE at state and national level.
B. Syllabus:
SECTION-A
i) Evolving theory and concepts in educational administration and management.Evolution
of educational administration from colonial system to present times in
India.Constitutional provisions, legal enactments and concerns affecting educational
administration, Centre-state and local relationships in educational administration, Role
of MHRD,NUEPA and NCERT in educational administration.
ii) Community participation in educational administration. Rationale and need for
participation, enabling provisions in the policy (73rd and 74th Amendment and NPE),
Public private partnership ASA paradigm of educational administration.
iii) Educational Planning:Guiding principles of educational planning, Methods and
techniques of educational planning, Approaches to educational planning-Social demand
approach, Man-power approach, Return of Investment approach, Types of educational
planning; process of district level planning including micro level planning exercise;
institutional planning.
iv) Conceptual Framework for Education Planning in India: Role of planning in educational
development, the evolution of planning from centralization to decentralization, Role of
Planning Commission in educational planning, participatory planning and effective role
of stakeholders and Panchayati Raj Institutions.Critical Analysis of educational planning
in India.
 67
SECTION-B
i) Administrative Structures for implementing Sarva Shiksha Abhiyan: National Mission
and State implementation partners. Role of centre, state and local authorities in the
implementation of Right to Education Act-2009.
ii) Involvement of community and Panchayati Raj Institutions in educational planning
andadministration for universalization of elementary education, Assessment of the
present status of Panchayati Raj Institutions vis-à-vis school management, Participation
of NGOs in achieving goals of universalization of elementary education.
iii) Perspective plan for elementary education in India in the 11th Five Year Plan and12th
FiveYear Plan.
iv) Role of District Information System for Education (DISE) in monitoring universalization
of elementary education in India.
C. Sessional Work: (any one of the activities)
i. Conducting a field survey to assess community-school partnership in achievement of
goals of UEE (8 years schooling) for Education For All (students will prepare
questionnaire on UEE,collect data and report)
ii. Content analysis of government documents and database from 2000 till date (impact of
SSA).
iii. Case study of elementary school head/teacher regarding implementation of RTE (2009).
D. References:
1. Benn, M. (2011). Schools wars: The battle for Britain’s education.London: Verso.
2. Bhatnagar, R.P. & Verma (Educational Administration, Planning, Supervision, Loyal
Book Depot, Meerut.
3. Govinda, R. and Rashmi Diwan (Eds.) (2003), Community Participation and
Empowerment in Primary Education, New Delhi: Sage Publications.
4. Issac, T.M. Thomas and Richard W. Franke (2000), Local Democracy and
Development: People’s Campaign for Decentralized Planning in Kerala, New Delhi:
LeftWord Books.
5. Kowalski, Theodore. J (2001).Case Studies on Educational Administration (3rd Ed.)
NewYork: Longman.
6. Kumar, Alok and Singh, A.P. (2009). Elementary Education In India: Issues and
Challenges.New Delhi: Uppal Publishing House.
7. Mathur S.S (1990). Educational Administration and Management, The Indian
Publications, India.
8. Mathur, S.P (2001). Financial Management in Indian Universities: Recent
Trends.Varanasi: Ganga, Kaveri.
9. McGinn, Noel (1998). Who Should Govern Education? Experiments with Three
Perspectives on Decentralisation, Journal of Educational Planning and Administration
12 (3) (July): 249-69.
 68
10. Mehta Arun C.(2004).Evolvement of District Information System for Education,
Kurukshetra, September, New Delhi.
11. Mukhopadhyay, Marmar and Tyagi, R.S (2005). Governance of School Education in
India. New Delhi, NIEPA.
12. Ramchandran Padma and R. Vasantha (2005). Education in India, New Delhi, National
Book Trust.
13. Shukla P.D. (1983). Administration of Education in India, New Delhi, Vikas Publishing
House.
14. Tilak, J.B.G (1993). External and Internal Resource Mobilization for Education forAll,
Discussion Paper, Education for All Summit of Nine High Populated Countries, New
Delhi.
15. Tilak, Jandhyala B.G (1989). Center-State Relations in Financing Education in
India.Comparative Educational Review 33(4) November: 450-80.
16. Tilak, Jandhyala B.G (Ed.) (2003), Education, Society and Development: National and
International Perspectives, New Delhi: NIEPA.
17. Tilak, Jandhyala B.G (2013). Higher Education in India: In search of Equality, Quality
and Quantity.New Delhi: Orient Blackswan Pvt. Ltd.
lanHkZ iqLrdsa %
18- fo|k vxzoky ¼2001½] 'kSf{kd ç”kklu ,oa çcU/ku] bykgkckn ifCyds”kuA
19- nhik esgrk ¼2014½] 'kSf{kd ç”kklu ,oa çcU/ku] cukjl ifCyds”kuA
20- vkj-,- 'kekZ ¼2016½] 'kSf{kd izcU/ku ,oa iz”kklu] esjB ifCyds”kuA
E. Evaluation:
Theory Examination (External)-70 Marks, Practicum (InternalAssessment) – 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8 Marks)
c) Seminars (6 Marks)
d) A Project of TQM in Education (10 Marks)
F. Question Pattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions= 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type10 questions carry 2 marks each = 20 Marks
 69
2nd Year
Semester-IV (July to December)
SC-4: Educational Management and Administration in Secondary School
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Understand meaning, concept and scope of educational administration and planning in
secular,socialist and democratic system of India;
b) Understand the emerging role of community in educational administration in the light of
73rd and 74th amendment and NPE (1986);
c) Develop understanding of educational planning in Five Year Plans independent India in
the context of globalized economy;
d) Develop understanding of SSA and other initiatives in achieving the goal of UEE;
e) Appreciate and describe role of community,PRI and other organizations for UEE;
f) Understand funding pattern for elementary education before and after RTE (2009) and in
12th FiveYear plan; and
g) Understand the role of DISE in monitoring of UEE at state and national level.
B. Syllabus:
SECTION-A
i) Evolving theory and concepts in educational administration and management. Evolution
of educational administration from colonial system to present times in
India.Constitutional provisions, legal enactments and concerns affecting educational
administration, Centre-state and local relationships in educational administration, Role
of MHRD,NCERT, NUEPA and CABE in educational administration.
ii) Community participation in educational administration. Rationale and need for
participation, enabling provisions in the policy (73rd and 74th Amendment and NPE),
Public private partnership ASA paradigm of educational administration.
iii) Educational Planning: Guiding principles of educational planning, Methods and
techniques of educational planning, Approaches to educational planning-Social demand
approach, Man-power approach, Return of Investment approach, Types of educational
planning; process of district level planning including micro level planning exercise;
institutional planning.
iv) Conceptual Framework for Education Planning in India: Role of planning in educational
development, the evolution of planning from centralization to decentralization, Role of
Planning Commission in educational planning, participatory planning and effective role
of stakeholders and Panchayati Raj Institutions.Critical Analysis of educational planning
in India.
 70
SECTION-B
i) Administrative Structures for implementing Sarva Shiksha Abhiyan: National Mission
and State implementation partners. Role of centre, state and local authorities in the
implementation of Right to Education Act-2009.
ii) Involvement of community and Panchayati Raj Institutions in educational planning and
administration for universalization of elementary education, Assessment of the present
status of Panchayati Raj Institutions vis-à-vis school management, Participation of
NGOs in achieving goals of universalization of elementary education.
iii) Perspective plan for elementary education in India in the 11th Five Year Plan and 12th
FiveYear Plan.
iv) Role of District Information System for Education (DISE) in monitoring universalization
of Secondary education in India.
C. Sessional Work: (anyoneoftheactivities)
i. Conducting a field survey to assess community-school partnership in achievement of
goals of RMSA for Education for All.
ii. Content analysis of government documents and database from 2000 to till date (impact
of RMSA).
iii. Case study of Secondary school head/teacher regarding impact of implementation of
RTE (2009).
D. Referencs:
1. Benn, M. (2011). Schools wars: The battle for Britain’s education.London: Verso.
2. Bhatnagar, R.P. & Verma (Educational Administration, Planning, Supervision, Loyal
Book Depot, Meerut.
3. Govinda, R. and Rashmi Diwan (Eds.) (2003), Community Participation and
Empowerment in Primary Education, New Delhi: Sage Publications.
4. Issac, T.M. Thomas and Richard W. Franke (2000), Local Democracy and
Development: People’s Campaign for Decentralized Planning in Kerala, New Delhi:
LeftWord Books.
5. Kowalski, Theodore. J (2001). Case Studies on Educational Administration (3rd
Ed.)NewYork: Longman.
6. Kumar, Alok and Singh, A.P. (2009). Elementary Education in India:
IssuesandChallenges.New Delhi: Uppal PublishingHouse.
7. Mathur S.S (1990). Educational Administration and Management, The Indian
Publications, India.
8. Mathur, S.P (2001). Financial Management in Indian Universities: Recent
Trends.Varanasi: Ganga, Kaveri.
9. McGinn, Noel (1998). Who Should Govern Education? Experiments with Three
Perspectives on Decentralisation, Journal of Educational Planning and Administration
12 (3) (July): 249-69.
 71
10. Mehta Arun C.(2004).Evolvement of District Information System for Education,
Kurukshetra, September, New Delhi.
11. Mukhopadhyay, Marmar and Tyagi, R.S (2005). Governance of School Education in
India.New Delhi, NIEPA.
12. Ramchandran Padma and R. Vasantha (2005). Education in India, New Delhi, National
Book Trust.
13. Shukla P.D. (1983). Administration of Education in India, New Delhi, Vikas Publishing
House.
14. Tilak, J.B.G (1993). External and Internal Resource Mobilization for Education forAll,
Discussion Paper, Education for All Summit of Nine High Populated Countries, New
Delhi.
15. Tilak, Jandhyala B.G (1989). Center-State Relations in Financing Education in India.
Comparative Educational Review 33 (4) November: 450-80.
16. Tilak, Jandhyala B.G (Ed.) (2003), Education, Society and Development: National and
International Perspectives, New Delhi: NIEPA.
17. Tilak, Jandhyala B.G (2013). Higher Education in India: In search of Equality,Quality
and Quantity.New Delhi: Orient Blackswan Pvt.Ltd.
lanHkZ iqLrdsa %
18- nhik esgrk % ¼2014½ “kSf{kd iz”kklu ,oa izcU/ku
19- fo|k vxzoky ¼2001½ 'kSf{kd iz”kklu ,oa izcU/ku
E. Evaluation:
Theory Examination (External)-70 Marks, Practicum (InternalAssessment) – 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work (8Marks)
c) Seminars (6 Marks)
d) Project of TQM in Education (10 Marks)
F. QuestionPattern:
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type10 questions carry 2 marks each = 20 Marks
 72
2nd Year
Semester-IV (July to December)
SC-5: Educational Technology & ICT
Contact Hrs. 4 per week Theory: 70 Marks
Examination: 3 hrs. Practicum: 30 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Understand the meaning, concept and scope of educational technology;
b) Understand levels of teaching and modification of teacher behavior;
c) Enumerate and explain different kinds of mastery learning and models of teaching;
d) Develop understanding of the concept of NRT and CRT in achievement assessment;
e) Develop understanding of Bloom’s Taxonomy-cognitive, affective and psychomotor to
assess learning outcomes in different school subjects;
f) Apply principles of mastery learning strategies and Bloom’s learning for making in
pedagogic process;
g) Use principles of Bloom’s Taxonomy in development a CRT in language and
mathematics classes;
h) Use different aspects of teacher communication in strengthening academic competencies
of elementary school students and
i) Implement ICT in School level.
B. Syllabus:
SECTION-A
i) Educational technology: concept, scope, importance and types of educational
Technology.
ii) Teaching and learning: concept, nature, phases and levels of teaching- memory level,
understanding level and reflective level.
iii) Communication and modification of teacher behaviour: meaning and components of
communication process; skills and methods of effective communication; teacher
behaviour and communication; micro-teaching and simulated teaching-concept,
characteristics & process.
iv) Programmed Learning and Mastery learning; Concept, historical perspectives,
characteristics and types; meaning, principles and types of programmed learning.
v) Models of teaching, assumptions and fundamental elements of teaching model, types
of teaching models, Inquiry training model and Bruner's concept attainment
model.Ausubel Advance Organiser Model, Taba’s Inductive Thinking Model and
Glaser’s Basic teaching model.
vi) Objective specifications and evaluation of learning outcomes:
 73
vii) Educational and instructional objectives, writing instructional objectives.
viii) Categorization of objectives in taxonomic categories of Cognitive, Affective and
ix) Psychomotor domain.
x) Characteristics and difference between Norm referenced test (NRT) and Criterion
referenced Test (CRT).
xi) Development and Validation of CRT and NRT.
SECTION-B
(i) Role of ICT in teaching-learning.
(ii) 2.0 & 3.0 Technology.
(iii) Enhancing quality learning outcomes through digital learning.
(iv) E-Content, LMS, Social Media, Online platforms, Moodle.
(v) Remote learning, OER, IOT, M-learning.
(vi) Online evaluation techniques.
C. Sessional work: (A minimum of four practical to be performed)
(i) Development of the any one of the following frames:
(a) Linear program.
(b) Branching program.
(c) Mathetics program.
(ii) Handling of any one of the following audio-visual aids:
(a) Transparency.
(b) Operating of over head projector (OHP).
(c) Film projector.
(d) Slide projector.
(iii) Use of any one of the following micro-teaching skills:
(a) Introduction of Topic.
(b) Questioning.
(c) Blackboard work.
(d) Explanation.
(e) Stimulus variation.
(iv) Observing classroom behavior of the student teacher with Flander's interaction scale.
(v) Create a survey report through Google forms.
(vi) Presentation of two lessons by using power point.
(vii) Generating Video for teaching through You-Tube.
(viii) Make a report on mobile learning.
 74
D. References:
1. Abbott, C. (2001). ICT: Changing Education.UK: Psychology Press.
2. Huang, R., and Kinshuk, JonK.Price (2014). ICT in Educationin Global Context:
EmergingTrends Report 2013-2014. Heidelberg: Springer.
3. Khan, N.(2004). Educational Technology.New Delhi: Rajat Publications.
4. Kozma, R.B. (2003). Technology, innovation and educational change: A global
perspective. A report of the second information technology in education study. Module
2. International Society for Technology in Education.
5. Mambi, Adam J. (2010). ICT Law Book: A Source Book for Information and
Communication Technologies.Tanzania: Mkukina Nyota Publishers Ltd.
6. Mangal, S.K., & Mangal, Uma (2010). Essentials of Educational Technology. New
Delhi: PHI Learning Pvt. Ltd.
7. Mehra, V. (2004).Educational Technology.New Delhi: S.S.Publishers.
8. Pelgrum, Willem J., and Law, Nancy (2003). ICT in Education Around the World:
Trends, Problems and Prospects (Volume 77 of Fundamentals of educational
planning).International Institute for Educational Planning: UNESCO.
9. Sharma, R.A. (2006). Technological Foundations of Education. Meerut: R.Lall Book
Depot.
10. Vrasidas, C., Zembylas, M., and Glass, Gene V. (2009). ICT for Education,
Development, and Social Justice: Current perspectives on applied information
technologies. Centre for the Advancement of Research & Development in Educational
Technology.
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E. Evaluation:
Theory Examination (External)-70 Marks, Practicum (Internal Assessment) – 30 Marks
a) Performance in house examination (6 Marks)
b) Sessional Work(8 Marks)
c) Seminars (6 Marks)
d) A project on blended learning / online learning(10 Marks)
F. QuestionPattern
The question paper will consist of three sections: A, B, and C.
Section A: 3 questions carry 10 marks each out of 5 questions = 30 Marks
Section B: 4 questions carry 5 marks each out of 8 questions = 20 Marks
Section C: Objective type10 questions carry 2 marks each = 20 Marks
 75
nd
2 Year
Semester-IV (July to December)
CC-13: Dissertation
Contact Hrs. 4 per week Practicum: 100 Marks

A. Objectives:
On completion of this course the students will be able to:
a) Develop skills to find an appropriate problem and its solution through systematic
investigation;
b) Familiarize with research methods in education; and
c) Get in-depth understanding of steps in conducting educational research.
B. Evaluation:
The candidate will be required to submit synopsis for Dissertation by last week of December to
the Chairman, Board of Studies in Education through the Head of the Department / Principal of
the College concerned for approval. The Dissertation will be submitted 15 days before the final
examination of fourth semester to the Head of the Department/Principal of the College who will
submit it to the University for Evaluation.The Dissertation will be evaluated by the external
examiner, to be appointed by the Board of Studies. The viva-voce will be compulsory. In case
student fails in the Dissertation, he/she will be allowed to re-submit the Dissertation within six
months (within the time period of three years from the date of admission to the program). The
Dissertation can be submitted either in English or Hindi.
 76
2nd Year
Semester-IV (July to December)
EPC-4: Seminar, Group Activities, Laboratory work, Field work and Workshop
Contact Hrs. 4 per week (16 Weeks) Practicum: 100 Marks

A. Objectives:
Through this paper student teachers shall be able to;
Get updated information on key issues concerning education especially teacher education by
recognized experts who are upto date with the latest developments in the field and practical
experiences;
1. Exchange their own knowledge, expertise, experiences, and ideas on educational &
social problems among themselves as well as with the recognized experts and thus to get
their perspectives broadened;
2. Identify specific educational problems and reach an agreement with best possible
solutions applying brainstorming techniques, discussions on the problems, raising
questions, sharing ideas and getting immediate feedback;
3. Receive new information or the same information they may already have from a
different angle from a different speaker so that they have an even better understanding of
the topic;
4. Learn new skills and procedures during field work, seminars & workshops;
5. Apply the skills and knowledge they have learned to solve their current educational
problems as well as problems related to their future jobs;
6. Expand their social networking with like-minded people for engaging conversation and
meeting new friends who understand their lingo; and
7. Get presentation materials to take home with them for later study.
B. Activities:
The department shall organize Seminars, Workshops, Group Activities, Field Work,
Educational Surveys, Educational Tours etc. time to time and students shall be evaluated on the
basis of their participation, involvement, presentations and work records.
C. Evaluation:
Evaluate how different kinds of events like Seminar, Group Activities, Laboratory Work, Field
Work, Workshops are organized and managed.

***