Under-graduate Course Structure (MAJOR - EDUCATION)

Based on NEP - 2020

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

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

Semester 1 = 525 Marks (21 Credit)

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

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

Minor - 8 x 100 = 800
IDC - 3 x 75 = 225
AEC - 4 x 50 = 200
SEC - 3 x 100 = 300
CVAC - 4 x 50 = 200
Internship 1 x 75 = 75 (either semester 2/4/6)
Dissertation/ Research work (1 x 100 + 1 x 200) = 300 *
---------------------------------------------------------------------
4300 Marks
*Or who will not opt, for them 1 x 100 +1 x 100+ 1 x 100 = 300 (3 DSC in 7th & 8th Sem)

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

Minor - 8 x 4 = 32
IDC - 3x3 = 9
AEC - 4x2 = 8
SEC - 3 x 4 = 12
CVAC - 4x2 = 8
Internship 1x3 = 3
Dissertation / Research work 3 x 4 = 12 (1 x 4 + 1 x 8) *
-----------------------------------------------------------------------------
172 Credits
*Or who will not opt, for them = 1 x 4 + 1 x 4 + 1 x 4 = 12 (1 DSC in 7th & 2 DSC in 8th Sem)
 Semester wise Course Structure
Internship Dissertation/
Sem DSC/Core Minor IDC/MDC AEC SEC CVAC (Either Research Work Total
Sem 2/4/6) Or Credit
DSC – 1, 2, 3
1x4=4 1 X 4 = 4 (M 1) 1X3=3 1X2=2 1X4=4
1 3 Th 3 Th 2 Th 2 Th 3 Th 2x2=4 21
1P/TU 1 P/TU 1 P/TU 0 P/TU 1 P/TU
1x4=4 1 X 4 = 4 (M 1) 1X3=3 1X2=2 1X4=4
2 3 Th 3 Th 2 Th 2 Th 3 Th 2x2=4 1x3=3 21/24
1P/TU 1 P/TU 1 P/TU 0 P/TU 1 P/TU
2x4=8 1 X 4 = 4 (M 2) 1X3=3 1X2=2 1X4=4
3 (2x) 3 Th 3 Th 2 Th 2 Th 2 Th 21
1 P/TU 1 P/TU 1 P/TU 0 P/TU 2 P/TU
4 x 4 = 16 1 X 4 = 4 (M 2) 1X2=2
4 (4x) 3 Th 3 Th 2 Th 1x3=3 22/25
1 P/TU 1 P/TU 0 P/TU
4 x 4 = 16 2X4=8
5 (4x) 3 Th (M 1 + M 2) 24
1 P/TU (2 x) 3 Th
1 P/TU
3 x 4 = 12 2X4=8
6 (3x) 3 Th (M 1 + M 2) 1x3=3 20/23
1 P/TU (2 x) 3 Th
1 P/TU
1x4=4
7 4 x 4 = 16 (1Th + 3P)
(4x) 3 Th for Dist.
1 P/TU Or 20
(3Th+1TU)
For DSC-1
3 x 4 = 12 1x8=8
8 (3x) 3 Th For Dist. 20
1 P/TU Or
3Th +1TU (DSC 2)
3Th +1TU (DSC 3)

Credits 22 x 4 = 88 8 x 4 = 32 3x3=9 4x2=8 3x4= 4x2=8 1 x3 = 3 (1x4 + 1x8) = 12 169+3

12 =172
1x100+1x200 =300
22 x 100 = 8 x 100 = 3 x 75 = 4 x 50 = 3 x 100 = 4 x 50 = 1 x 75 = (Dist/ RW)
Marks 2200 800 225 200 300 200 75 or 4300
(either 1x100 (DSC – 1)
Sem 2/4/6) 1x100 (DSC – 2)
1x100 (DSC – 3)
 SEMESTER – 1

Course Code Course Type Credit Marks TH – TU – P

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

1 credit = 25 Marks

SEMESTER – 2

Course Code Course Type Credit Marks TH – TU – P

DSC/Core (Major) CC – 2 4 100 3–1–0
MINOR M–1 4 100 3–1–0
IDC IDC 3 75 2–1–0
AEC AEC 2 50 2–0–0
SEC SEC - 2 4 100 3–1–0
CVAC 2 50 2–0–0
CVAC CVAC 2 50 2–0–0
Internship I 3 75 1–0–2
21 / 24 525 / 600

1 credit = 25 Marks
 SEMESTER – 3

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks

SEMESTER – 4

Course Code Course Type Credit Marks TH – TU - P

CC – 5 4 100 3–1–0
DSC/Core CC - 6 4 100 3–1–0
(Major) CC - 7 4 100 3–1–0
CC - 8 4 100 3–1–0
MINOR M-2 4 100 3–1–0
AEC AEC 2 50 2–0–0
Internship I 3 75 1–0–2
22 / 25 550 / 625

1 credit = 25 Marks
 SEMESTER – 5

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks

SEMESTER – 6

Course Code Course Type Credit Marks TH – TU - P

CC – 13 4 100 3–1–0
DSC/Core (Major) CC – 14 4 100 3–1–0
CC – 15 4 100 3–1–0
MINOR M-1 4 100 3–1–0
(M 1 + M 2) M-2 4 100 3–1–0
Internship I 3 75 1–0–2
20 / 23 500 / 575

1 credit = 25 Marks
 SEMESTER – 7

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks

SEMESTER – 8

Course Code Course Type Credit Marks TH – TU - P

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

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

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

Education

IDC IDC = Inclusive Education

Semester – 1
SEC SEC – 1 = Communication Skill

For MINOR M -1 = Introduction & Philosophical Foundation of

Education

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

IDC IDC = Inclusive Education

SEC SEC – 2 = Aspect of Democratic Citizenship or

Semester – 2
Digital Empowerment
Internship Any one activity

For MINOR M -1 = Psychological Foundation of Education

CC – 3 = Guidance and Counselling

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

IDC IDC = Inclusive Education

Semester – 3
SEC SEC – 3 = Computer Application

For MINOR M -2 = Introduction & Philosophical Foundation of

Education

CC – 5 = Educational Organization & Planning

CC – 6 = History of Education
DSC/Core (Major)
CC – 7 = Technology in Education

Semester – 4 CC – 8 = Great Educators

Internship Any one activity

For MINOR M -2 = Psychological Foundation of Education

 CC – 9 = Women Education

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

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

CC – 13 = Aspect of Teaching

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

CC – 15 = Measurement & Evaluation in Education – 2

Semester – 6
Internship Any one activity

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

Planning

CC – 16 = Research Methodology – 1

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

Semester – 7 CC – 19 = Gender Studies

Dissertation Research Based (Theory + Practical)

or or
DSC DSC – 1 = Life Skill Education

CC – 20 = Research Methodology – 2

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

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

EDC/H/CC – 1/1 (For Major)

Introduction and Philosophical Foundation of Education

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

Unit- I = Concept of Education

➢ Narrow and broader concept of education

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

Unit- 2 = Factors of Education

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

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

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

➢ Concept of child centricism in education

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

Tutorial: Based on above 3 units

 EDC/H/IDC (Semester – 1)

Inclusive Education

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

Unit: 1 = Inclusive Education: Overview

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

Unit: 2 = Differently Abled and Disadvantaged Children

➢ Differently abled children- Visual, Auditory, Learning Disability (Meaning, definition)
➢ Disadvantaged children: SC, ST, OBC and EWS
➢ Problems of differently abled and socially disadvantaged children
➢ Specific Educational Measures and role of school and society

Tutorial: Based on above 2 units

 EDC/H/SEC/1/1 (Semester – 1)

Communication Skill

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

Unit: 1 = Introduction to Communication

➢ Meaning, Nature and types of communication

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

Unit: 2 = Listening Skills

➢ Principles of listening skills

➢ Types of listeners
➢ Barriers to listening

Unit: 3 = Speaking Skills

➢ Verbal and non-verbal communication

➢ Public speaking: Extempore
➢ Group discussion

Tutorial: Based on above 3 units

 For Minor

EDC/M/1/1 (Semester – 1)

Introduction and Philosophical Foundation of Education

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

Unit- I = Concept of Education

➢ Narrow and broader concept of education

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

Unit- 2 = Factors of Education

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

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

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

➢ Concept of child centricism in education

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

Tutorial: Based on above 3 units

 Semester 2

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

Psychological Foundation of Education

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

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

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

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

➢ Piaget's cognitive development theory

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

Unit: 3 = Intelligence

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

Tutorial: Based on above 3 units

 EDC/H/IDC (Semester – 2)

Inclusive Education

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

Unit: 1 = Inclusive Education: Overview

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

Unit: 2 = Differently Abled and Disadvantaged Children

➢ Differently abled children- Visual, Auditory, Learning Disability (Meaning, definition)
➢ Disadvantaged children: SC, ST, OBC and EWS
➢ Problems of differently abled and socially disadvantaged children
➢ Specific Educational Measures and role of school and society

Tutorial: Based on above 2 units

 EDC/H/SEC/2/2 (Semester – 2)

Aspect of Democratic Citizenship

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

Unit 1: Rights and duties as citizen

➢ Democratic rights
➢ Fundamental Rights
➢ Duties of citizenship

Unit 2 = Protection of Children

➢ Child protection - concept and need.

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

Unit 3 = Domestic Harmony

➢ Domestic violence – definition and types

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

Tutorial: - Based on above 3 units

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

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

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

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

➢ Definition of Digital Literacy

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

Unit 2: Online Communication and Collaboration

➢ Electronic Communication: electronic mail, biogs, social media

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

Unit 3: Digital Security

➢ Online security and privacy

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

Unit 4: Digital Citizenship and Ethics

➢ Responsible online behavior and digital etiquette

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

Unit 5: Emerging Technology

➢ Exploring emerging technology and its impact

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

INTERNSHIP: - (2nd / 4th / 6th)

1. Time: Summer Recess

2. Duration: Two weeks

3. Evaluation: Report writing + Viva Voce

4. Marks: 3 credits = 25 x 3 = 75 Marks (2 credits for report writing, 1 credit for Viva)

5. Activities (Any one):

i) Peer Group Teaching (Simulated teaching) in the classroom

ii) Visit and observation of the activities of Special School (like IICP, Monovikash
Kendra, NIOH, any NGO etc)

iii) Organization of rally or campaign on social issues including exhibition with

demonstration (like Polio, HIV, Human rights, Population explosion, Pollution
related awareness, Domestic violence, alertness related to POCSO,
Environmental awareness etc)

iv) Field visit and observation of vocational institute.

v) In-depth survey, collection of data (backward and special communities in the

local area)

vi) Visit to other college and take part in teaching practice

vii) Skills to enhance Public Speaking (Group discussion, Extempore etc)

viii) Adult Education Programme in the adjacent college area

 For Minor

EDC/M/1/2 (Semester – 2)

Psychological Foundation of Education

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

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

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

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

➢ Piaget's cognitive development theory

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

Unit: 3 = Intelligence

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

Tutorial: Based on above 3 units

 Semester – 3

EDC/H/CC/3/3 (For Major)

Guidance and Counselling

Objectives: -
• To know the concept of guidance
• To know various types of Guidance
• To Know the basic concept of Counselling

Unit I = Guidance – Meaning, Functions, Need

➢ Guidance – Meaning, Definitions and Functions
➢ Individual and Group Guidance – Meaning, advantages and disadvantages
➢ Need for guidance in secondary schools and requisites of a good school guidance
programme.

Unit 2 = Guidance - Educational, Vocational, Personal

➢ Educational Guidance- Meaning, Function at different stages of Education
➢ Vocational Guidance- Meaning, Function at different stages of Education
➢ Personal Guidance- Meaning, Importance for the Adolescents

Unit 3 = Counselling – Meaning, Techniques, Types

➢ Counselling - – Meaning, importance and Scope
➢ Techniques of Counselling- Directive, Non-Directive, Eclectic
➢ Individual and Group Counselling –Meaning, Importance

Tutorial: Based on above 3 units

 EDC/H/CC/4/3 (For Major)

Sociological Foundation of Education

Objectives:
• To understand the relation between Sociology and Education. nature, and scope of
Sociology of education.
• To explain the concept of Social Groups and Socialization process.
• To enable the students to understand the concept of social change and social interaction in
education
• To become aware of social Communication in Education

Unit-I = Introductory Concept of Sociology of Education

➢ Meaning and definition of Sociology of Education
➢ Relation between Sociology and Education
➢ Nature and scope of Sociology of Education

Unit-2 = Social Groups

➢ Social Groups: meaning and definition and types of Social groups – Primary, Secondary
and Tertiary
➢ Socialization Process: Concept
➢ Role of the family and school in Socialization process

Unit-3 = Social Change and Communication in Education

➢ Social Change: Concept and inter-relation with education
➢ Social stratification, Social Mobility and Social Interaction
➢ Social Communication: Concept and Informal agencies

Tutorial: Based on above 3 units

 EDC/H/IDC (Semester – 3)

Inclusive Education

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

Unit: 1 = Inclusive Education: Overview

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

Unit: 2 = Differently Abled and Disadvantaged Children

➢ Differently abled children- Visual, Auditory, Learning Disability (Meaning, definition)
➢ Disadvantaged children: SC, ST, OBC and EWS
➢ Problems of differently abled and socially disadvantaged children
➢ Specific Educational Measures and role of school and society

Tutorial: Based on above 2 units

 EDC/H/SEC (Semester – 3)

Computer Application

Objectives: -

• Ability to familiarise with basics of computer

• Ability to know the software, hardware and networking
• Ability to know the concept of Cyber Crime

Unit: 1 = Computer basics

➢ Introduction to Computer – Evolution of Computer and Generation of Computers
➢ Classification of Computers
➢ Components of computer system – CPU, Memory, Storage devices, I/O devices,

Unit: 2 = Office tools

➢ Concept of file and folder: File Access Method, Data Storage,
➢ Presentation of tool: Understand the concept of slide shows, basic elements of a slide
➢ Computer software, hardware and use of computer in education

Unit: 3 = Cyber Safety

➢ Safety browsing the web and using social networks: identity, protection and proper use
➢ Cyber stalking and cyber-crimes and cyber ethics
➢ Malware: Viruses and adware

Practical
➢ Introduction to a word processor: create folder and save a document
➢ Edit and format text: Text style (B, I, U), font type, font size, alignment, page number,
add bullets and numbering.
➢ Create presentation
➢ Viva voce (based on the presentation)
 For Minor

EDC/M/2/3 (Semester – 3)

Introduction and Philosophical Foundation of Education

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

Unit- 1 = Concept of Education

➢ Narrow and broader concept of education

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

Unit- 2 = Factors of Education

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

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

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

➢ Concept of child centricism in education

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

Tutorial: Based on above 3 units

 Semester – 4

EDC/H/CC/5/4 (For Major)

Educational Organization and Planning

Objectives:
• To develop the concept of an ideal organization in educational institutions.
• To understand the different aspects of planning,

Unit: 1 = Organization

➢ Concept of organization
➢ Nature and Characteristics of organization
➢ Concept of institutional organization

Unit: 2 = Organization in educational field

➢ Meaning and elements of institutional plant

➢ Features of library and time-table
➢ Features of institutional medical services, workshop and laboratory.

Unit:3 = Educational Planning

➢ Meaning, aims and objectives of educational planning

➢ Steps of educational planning
➢ Types and significance of educational planning

Tutorial: Based on above 3 units

 EDC/H/CC/6/4 (For Major)

History of Education

Objectives:

• To be acquainted with the salient features of education in India during ancient and
medieval times
• To be acquainted with the development of education in British India
• To be acquainted with the significant points of selected education commissions &
national policy of education in independent India

Unit: 1 = Education in India during ancient and medieval period

➢ Salient features of Vedic education

➢ Salient features of Brahmanic education
➢ Salient features of Buddhistic education
➢ Salient features of Islamic education

Unit: 2 = Education in India before independence

➢ Sreerampore trio and their contribution in the field of education

➢ Charter Act, Oriental-occidental controversy, Macaulay Minute and Bentinck’s resolution
➢ Adam’s report, Woods Despatch, Curzon policy, Basic education
➢ Commission (Hunter and Sadler)

Unit: 3 = Education in India after independence

➢ Radhakrishnan Commission (objectives, rural university)

➢ Mudaliar Commission (objectives and structure)
➢ Kothari Commission (objectives, structure and curriculum of primary and secondary
education)
➢ NEP (only highlights) - 1986, 1992 and 2020

Tutorial: Based on above 3 units

 EDC/H/CC/7/4 (For Major)

Technology in Education

Objectives:
• To develop an understanding of educational technology
• To be acquainted with the system approach
• To get acquainted with the instructional techniques and different models of teaching
• To develop an understanding of ICT & e-learning.

Unit 1 = Introductory concept

➢ Concept of Technology
➢ Need and scope of educational technology
➢ System approach- concept and need
➢ Classification and components of system approach

Unit 2 = Instructional techniques

➢ Mass instructional technique - characteristics and types
➢ Personalised instructional techniques - characteristics and types
➢ Difference in teaching and instruction
➢ Models of teaching- concept, components and significance

Unit 3 = ICT & e-learning

➢ Meaning and concept of ICT, e-learning
➢ Nature and characteristics of e-learning
➢ ICT integration in teaching-learning, massive open online course (MOOC)
➢ Different approaches- Project based learning, co-operative learning and collaborative
learning

Tutorial: Based on above 3 units

 EDC/H/CC/8/4 (For Major)

Great Educators

Objectives: -
• To develop an understanding of educational ideas of Indian and Western Educators
• To understand pedagogical concepts given by Indian and Western educational thinkers

Unit: 1 Western Educators

➢ Rousseau
➢ Dewey
➢ Ivan Illich

Unit: 2 Indian Educators

➢ Vivekananda
➢ Rabindranath
➢ Begam Rokeya

Unit: 3 Educators of 21st century

➢ A P J Abdul Kalam
➢ Nel Noddings
➢ Amartya Sen

Tutorial: Based on above 3 units

 Semester – 4

INTERNSHIP: - (2nd / 4th / 6th)

1. Time: Summer Recess

2. Duration: Two weeks

3. Evaluation: Report writing + Viva Voce

4. Marks: 3 credits = 25 x 3 = 75 Marks (2 credits for report writing, 1 credit for

Viva)

5. Activities (Any one):

i) Peer Group Teaching (Simulated teaching) in the classroom

ii) Visit and observation of the activities of Special School (like IICP, Monovikash
Kendra, NIOH, any NGO etc.)

iii) Organization of rally or campaign on social issues including exhibition with

demonstration (like Polio, HIV, Human rights, Population explosion, Pollution related
awareness, Domestic violence, alertness related to POCSO, Environmental awareness
etc.)

iv) Field visit and observation of vocational institute.

v) In-depth survey, collection of data (backward and special communities in the local
area)

vi) Visit to other college and take part in teaching practice

vii) Skills to enhance Public Speaking (Group discussion, extempore etc.)

viii) Adult Education Programme in the adjacent college area

 For Minor

EDC/M/2/4 (Semester – 4)

Psychological Foundation of Education

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

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

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

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

➢ Piaget's cognitive development theory

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

Unit: 3 = Intelligence

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

Tutorial: Based on above 3 units

 Semester – 5

EDC/H/CC/9/5 (For Major)

Women Education

Objectives: -

• To know the historical perspectives of Women Education

• To know the Policy Perspectives and Committees and Commissions on Women
Education
• To know the role of Indian thinkers towards Women Education
• To identify major constraints of Women Education and Women Empowerment.

Unit: 1 = Historical Perspectives of Women Education

➢ Contribution of Missionaries
➢ Role of British Govt.
➢ Role of Rammohan and Vidyasagar

Unit: 2 = Policy Perspective, Committee and Commission on Women Education

➢ NEP – 1986 and 2020

➢ Radhakrishnan, Mudaliar and Kothari Commission
➢ Durgabai Deshmukh Committee, Hansraj Mehta Committee and Bhaktabatsalam
Committee

Unit: 3 = Major Constraints of Women Education and Women Empowerment

➢ Social – Psychological
➢ Political – Economical
➢ Role of women empowerment in modern society (in brief.)

Tutorial: Based on above 3 units

 EDC/H/CC/10/5 (For Major)

Curriculum Studies

Objectives:
• To develop an understanding about concept, nature, types and major approaches of
curriculum
• To understand the relation among curriculum, pedagogy and assessment
• To develop an understanding about curriculum development and national curriculum
frame work, 2005
• To get acquainted with content selection and selected theories in this regard
• To develop an understanding of evaluation & reform of curriculum

Unit: 1 = Curriculum development

➢ Concept, functions and types of curriculum (knowledge, experience & activity based)
➢ Bases of curriculum: philosophical, psychological and sociological
➢ Major approaches to curriculum - behavioural, managerial, system, humanistic
➢ Curriculum development - need, planning

Unit: 2 = Content selection

➢ Determinants of content selection - perspectives of knowledge, culture & need
➢ Curriculum and institution - instructional objectives
➢ Revised Bloom’s taxonomy
➢ Bruner’s theory of instruction

Unit: 3 = Evaluation & reform of curriculum

➢ Concept & significance of curriculum evaluation
➢ Approaches to curriculum evaluation - formative & summative
➢ Models of evaluation - Stufflebeam & Taylor
➢ Curriculum reform - factors & obstacles, NCF -2005

Tutorial: Based on above 3 units

 EDC/H/CC/11/5 (For Major)

Measurement and Evaluation in Education - 1

Objectives: -
• To develop understanding of the concepts of measurement and evaluation in education.
• To be acquainted with the process of Evaluation
• To be acquainted with different types of measuring instruments and their uses.
• To develop understanding of the concepts of validity and reliability and their importance
in educational measurement.

Unit: 1 = Test, Measurement and Evaluation in Education

➢ Test - Concept, need and scope
➢ Measurement and Evaluation - Concept, need and scope
➢ Relation between Test, Measurement and Evaluation.

Unit: 2 = Scales of Measurement

➢ Scale – Concept, advantage and disadvantage
➢ Types of scale – Nominal, Ordinal, Interval and Ratio
➢ Uses of scales in the field of education

Unit: 3 = Evaluation Process

➢ Evaluation Process - Formative and Summative, Types and steps of evaluation
➢ Norm-Referenced Test (NRT) and Criterion Referenced Test (CRT)
➢ Grading and Credit system.

Tutorial: Based on above 3 units

 EDC/H/CC/12/5 (For Major)

Statistics In Education

Objectives:

• To develop the concept of statistics and to develop skill in analyzing descriptive measures
• To be acquainted with the concept of Normal Probability Curve and its uses in education
• To develop a concept of measures of relationship

Unit: 1 = Concept of Statistics and Descriptive Statistics

➢ Concept of Statistics. Uses of Statistics in Education, Organization and presentation of

data – tabulation, graphical representation (Frequency Polygon, Histogram, Ogive –
determination of PP & PR))
➢ Meaning & measures of Central Tendency- Arithmetic Mean, Median and Mode-their
Properties, Calculation and Application.
➢ Meaning & measures of Variability- Range, Standard Deviation and Quartile Deviation -
their Properties, Calculation and Application

Unit: 2 = Normal Distribution, Derived Score and Measure of Relationship

➢ Concept and uses of Normal Distribution

➢ Divergence from Normality - Skewness and Kurtosis (Concept and Calculation)
➢ Derived Scores- Z-Score, T Score and Standard Score (Concept, Calculation and Uses).

Unit: 3 = Measure of Relationship

➢ Correlation - Concept and types, concept of co-efficient of correlation

➢ Computation of Co-efficient of Correlation (Rank Difference and Product Moment
method)
➢ Interpretation of Co-efficient of Correlation; Uses of Correlation

Statistics (Practical)

➢ Students are expected to collect relevant data (Bi-variate educational data) from their
college or neighbourhood (minimum sample size must be 50) with the objective of
- describing the nature and characteristics of the two distributions,
- comparing two distributions and finding association between two sets of data by applying
the following:
Method: i) Tabulation of data
ii) Determination of central tendencies and variability (standard deviation)
iii) Determination of the type of association between two sets of data by drawing
scatter diagram
 For Minor

EDC/M-1/M-2/5 (Semester – 5)

Guidance and Counselling

Objectives: -
• To know the concept of guidance
• To know various types of Guidance
• To Know the basic concept of Counselling

Unit: 1 = Guidance – Meaning, Functions, Need

➢ Guidance – Meaning, Definitions and Functions
➢ Individual and Group Guidance – Meaning, advantages and disadvantages
➢ Need for guidance in secondary schools and requisites of a good school guidance
programme.

Unit: 2 = Guidance - Educational, Vocational, Personal

➢ Educational Guidance- Meaning, Function at different stages of Education
➢ Vocational Guidance- Meaning, Function at different stages of Education
➢ Personal Guidance- Meaning, Importance for the Adolescents

Unit: 3 = Counselling – Meaning, Techniques, Types

➢ Counselling - – Meaning, importance and Scope
➢ Techniques of Counselling- Directive, Non-Directive, Eclectic
➢ Individual and Group Counselling –Meaning, Importance

Tutorial: Based on above 3 units

 Semester – 6

EDC/H/CC/13/6 (For Major)

Aspect of Teaching

Objectives: -
• To know the basic concept of Teaching
• To know the Types of Teaching
• To understand the Skills of Teaching
• To learn the Concept of Learning Design (LD)

Unit: 1 = Understanding Teaching

➢ Concept and nature of Teaching
➢ Characteristic factors affecting teaching
➢ Relation between teaching and training
➢ Phases of teaching: Pre-active, Inter-active, Post-active

Unit: 2 = Types of Teaching (Concept and Characteristics) and teaching skill

➢ Micro-teaching and Micro lesson
➢ Simulated teaching
➢ Integrated teaching
➢ Developing teaching skills: Introducing a lesson, Questioning, Use of teaching aids,
Illustration and Reinforcement

Unit: 3 = Learning Design (LD)

➢ Concept and scope of learning design in teaching
➢ importance of learning design in teaching
➢ Steps of learning design
➢ Qualities of good learning design

Tutorial: Based on above 3 units

 EDC/H/CC/14/6 (For Major)

Management in Education

Objectives: -
• To know the basic concept of Management
• To know the Types of Management process
• To understand the Leadership
• To know the leadership theories

Unit: 1 = Management in Education

➢ Educational Management: Concept, scope, principles of educational management
➢ Characteristics of good management
➢ Difference between organization and management

Unit: 2 = Managerial Process and Its Importance

➢ Managerial Process – Meaning and functions of management
➢ Elements of management process – Planning, Organising, Staffing, Directing, Co-
ordinating, Controlling, Motivating, Communicating (only concept)
➢ Importance of managerial process in education

Unit: 3 = Leadership
➢ Leadership – Meaning and scope
➢ Types of leadership
➢ Leadership theories – Trait and Behaviour theory

Tutorial: Based on above 3 units

 EDC/H/CC/15/6 (For Major)

Measurement and Evaluation in Education - 2

Objectives: -
• To be acquainted with different types of measuring instruments and their uses.
• To develop understanding of the concepts of validity and reliability and their importance
in educational measurement.
• To be acquainted with the principles of test construction.

Unit: 1 = Tools and Techniques of Evaluation

➢ Concept of Tools and Techniques
➢ Testing tools
i) Educational: Essay and Objective type.
ii) Psychological: Personality Test- Rorschach Ink Blot Test, Intelligence Test - Stanford
– Revision of Binet Scale (1937)
➢ Non testing tools – Cumulative Record Card, Anecdotal Record Card
➢ Techniques: Interview and Observation.

Unit: 2 = Criteria of a Good Test and its Construction

➢ Concept of Test
➢ Characteristics of a good test
(i) Objectivity- Concept
(ii) Reliability- Concept, methods of determining reliability
(iii)Validity- Concept and types
(iv) Norms- Meaning & types
(v) Usability -Concept
➢ Steps for construction & standardization of Achievement test

Unit: 3 = Integrated Approach of Evaluation

➢ Curriculum Evaluation
➢ Programme Evaluation
➢ Integrating rational, formative and summative evaluation

Tutorial: Based on above 3 units

 Semester – 6

INTERNSHIP: - (2nd / 4th / 6th)

1. Time: Summer Recess

2. Duration: Two weeks

3. Evaluation: Report writing + Viva Voce

4. Marks: 3 credits = 25 x 3 = 75 Marks (2 credits for report writing, 1 credit for

Viva)

5. Activities (Any one):

i) Peer Group Teaching (Simulated teaching) in the classroom

ii) Visit and observation of the activities of Special School (like IICP, Monovikash
Kendra, NIOH, any NGO etc)

iii) Organization of rally or campaign on social issues including exhibition with

demonstration (like Polio, HIV, Human rights, Population explosion, Pollution related
awareness, Domestic violence, alertness related to POCSO, Environmental awareness
etc)

iv) Field visit and observation of vocational institute.

v) In-depth survey, collection of data (backward and special communities in the local
area)

vi) Visit to other college and take part in teaching practice

vii) Skills to enhance Public Speaking (Group discussion, Extempore etc.)

viii) Adult Education Programme in the adjacent college area

 For Minor

EDC/M-1/M-2/6 (Semester – 6)

Educational Organization and Planning

Objectives:
• To develop the concept of an ideal organization in educational institutions.
• To understand the different aspects of planning,

Unit: 1 = Organization

➢ Concept of organization
➢ Nature and Characteristics of organization
➢ Concept of institutional organization

Unit: 2 = Organization in educational field

➢ Meaning and elements of institutional plant

➢ Features of library and time-table
➢ Features of institutional medical services, workshop and laboratory.

Unit: 3 = Educational Planning

➢ Meaning, aims and objectives of educational planning

➢ Steps of educational planning
➢ Types and significance of educational planning

Tutorial: Based on above 3 units

 Semester – 7

EDC/H/CC/16/7 (For Major)

Research Methodology - 1

Objectives: -

• Have a concept of educational research

• Learn about the various steps to be followed for conducting research
• Learn how to write a research proposal and review research papers

Unit: 1 = Concept of Educational Research

➢ Definition, meaning and concept of research

➢ Educational research and its characteristics
➢ Types of Educational Research

Unit: 2 = Basic elements of educational research

➢ Literature review
➢ Problem selection
➢ Objectives, Research question and Hypothesis

Unit: 3 = Population and Sampling

➢ Population: Concept, definition

➢ Sampling: Concept, definition
➢ Types of sampling

Tutorial: Based on above 3 units.

 EDC/H/CC/17/7 (For Major)

Psychology of Adjustment

Objectives:

• To understand the concept of adjustment, maladjustment and some commonly found

problem behavior.
• To know the multi-axial classification of mental disorders.
• To be aware about different coping strategies for stressful situation.
• To know the administration, scoring and interpretation of the psychological tests.

Unit: 1 = Adjustment, Maladjustment and Problem Behaviour

➢ Concept of adjustment and adaptability

➢ Psychodynamic Concept of adjustment, criteria of good adjustment
➢ Concept of maladjustment, Causes of maladjustment, aggressiveness, delinquency,
substance abuse

Unit: 2 = Multi-axial Classification of Mental Disorders

➢ DSM – 5: Section 1, Section II and Section III

➢ Concept and symptoms of Schizophrenia, anxiety disorder, depressive disorder and
personality disorder
➢ Psychoanalysis, cognitive therapy (Concept only)

Unit: 3 = Coping Strategies for stressful situations

➢ Stress and Stressors

➢ Coping strategies
➢ Healthy way to handle Life Stressors

Practical: Administration, scoring and interpretation of the following

➢ KNPI (Kundu Neurotic Personality Inventory)

➢ KIEI (Kundu Introversion Extroversion Inventory)
➢ Effect of Learning material on memorization
 EDC/H/CC/18/7 (For Major)

Peace and Value Education

Objectives: -
• To know the concept of peace education
• To understand peace and non-violence
• To develop the concept of value education
• To understand peace, value and conflict resolution

Unit: 1 = Peace Education

➢ Concept, Scope and Aims of Peace Education
➢ Role of Teachers in Promoting Peace education
➢ NCFTE 2009 on Peace Education

Unit: 2 = Peace and Non-Violence

➢ Factors of Violence
➢ Role of Peace for Non-Violence
➢ Role of Educational Institution in Promoting Peace education

Unit: 3 = Value Education

➢ Concept of Value Education, Classification and Sources of Values

➢ Need For Value education in the 21st Century
➢ Fostering Values – Role of Home, Institution and Society.

Tutorial: Based on above 3 units

 EDC/H/CC/19/7 (For Major)

Gender Studies

Objectives:
• To understand the basic terms, concepts used in gender studies.
• To understand the gender discrimination in construction and dissemination of knowledge.
• To develop an awareness and sensitivity.

Unit: 1 = Gender Concept

➢ Definition of Gender and difference with sex
➢ Gender Dynamics: Gender identity; Gender role and gender stereotype
➢ Social construction of Gender

Unit: 2 = Gender roles

➢ Gender Roles and Relationships Matrix
➢ Gender based division and Valuation of Work
➢ Exploring Attitudes towards Gender

Unit: 3 = Gender inequality in the institution

➢ Gender inequality in the structure of knowledge
➢ Presentation of gender in the development of curriculum and text books.
➢ Dynamics of gender in the classroom in reference to girl friendly institution, Co-
education and single sex institution.

Tutorial: Based on above 2 units

 EDC/H/Dissertation/7 (For Major)

Research Work

Objectives:
• To understand the basic concepts of data collection
• To understand the theoretical concept of data analysis
• To develop an idea of preparing research report
• To start practical application of research work

Theory:

➢ Method of Data Collection: Concept, types and procedure

➢ Data Analysis: Concept and approach

➢ Writing the research report: Components, chapterization and reference (bibliography)

Practical Guide to Dissertation:

➢ Introduction (making a good start), Key words, need of the study

➢ Background of the study

➢ Writing the literature review

➢ Selection of Research Problem

➢ Selection of sample

➢ Collection of Data

The research problem for dissertation shall be selected by the students with proper
guidance of departmental teacher. In this semester, the students will have to prepare a
research proposal and sample selection followed by data collection.
 EDC/H/DSC - 1/7 (For Major)

Life Skill Education

Objectives:

• To understand the meaning of life skills.

• To be acquainted with the different types of life skills.
• To find the ways in which individual's personality can be built through the development
of these life skills.

Unit: 1 = Concept of Life Skills

➢ Meaning and concept of life skills.

➢ Development of the concept of life skills.
➢ Origin of life skill in education.

Unit: 2 = Classification of life skills

➢ Generic Life skills-

a) Survival skills
b) Negotiating skills
c) Coping skills
➢ Problem specific skills
➢ Skills for area specific development.

Unit: 3 = Training and Techniques

➢ Concept of training and techniques for life skill education

➢ Types of training
➢ Stages of life skill education

Tutorial: Based on above 2 units

 Semester – 8

EDC/H/CC/20/8 (For Major)

Research Methodology - 2

Objectives: -

• Have a concept of educational research

• Learn about the various steps to be followed for conducting research
• Learn how to write a research proposal and review research papers

Unit: 1 = Research Design

➢ Meaning and need of research design

➢ Features of good research design
➢ Types of Research Design

Unit: 2 = Collection, Processing and Analysis of Data

➢ Meaning, characteristics and sources of data

➢ Methods of data collection (Mention the name only) and processing of data
➢ Analysis of data: Meaning and types

Unit: 3 = Interpretation and Report Writing

➢ Meaning, importance and techniques of interpretation

➢ Meaning and definition of report, Significance and characteristics of report writing
➢ Methods and Steps in writing the research report

Tutorial: Based on above 3 units

 EDC/H/CC/21/8 (For Major)

Human Rights Education

Objectives: -

• To know the basic concept of human rights

• To know the role of United Nations and human rights
• To understand enforcement mechanism in India

Unit: 1 = Basic Concept of Human Rights

➢ Nature and concept of Human Rights

➢ Human Values – Dignity, liberty, equality, justice, unity in diversity
➢ Meaning and significance of Human Rights Education

Unit: 2 = United Nations and Human rights

➢ Brief history of human rights – National and International perspectives

➢ Universal Declaration of human rights in brief
➢ United Nations and Human rights – duties and limitations

Unit: 3 = Human Rights – Enforcement Mechanism in India

➢ Human Rights Act – 1993

➢ Human Rights Commission – role and objectives
➢ Judicial organs – Role of Supreme court and High court in brief

Tutorial: Based on above 3 units

 EDC/H/CC/22/8 (For Major)

Teacher Education

Objectives:
• To understand the basic concept of teacher education.
• To explain the historical perspective and development of teacher education in India.
• To make an idea about Some Courses for preparation of teacher

Unit: 1 = Basic concept of teacher education

➢ Concept and scope of teacher education
➢ Teacher training Vs Teacher education
➢ Role of NCTE in teacher education

Unit: 2 = Development of teacher education in India

➢ Historical perspective of development of teacher education in India
➢ Recommendations of Kothari Commission and NPE regarding teacher education
➢ Present System of teacher education in India.

Unit: 3 = Some Courses for preparation of teacher

➢ Pre service and In-service teacher education
➢ Orientation and Refresher courses
➢ Importance of internship in teacher education

Tutorial: Based on above 3 units

 EDC/H/Dissertation/8 (For Major)

Research based practical Work

Objectives:
• To develop an idea of preparing research report
• To start practical application of research work

Maximum Marks 200 = 150 for evaluation of dissertation and

50 for Viva-voce.

DISSERTATION: (150 Marks)

The student will have to submit a dissertation in partial fulfillment of the degree. The

scholar will be required to write a dissertation on a selected research problem in the 8th

semester. The dissertation may include the results of original research empirical or

documentary or a fresh interpretation of existing knowledge of data and such other

forms as may be determined by the Departmental faculty.

Viva-Voce: (50 Marks)

The student will undergo a viva-voce examination on his/her dissertation. This will be

conducted by the external examiner.

 EDC/H/DSC - 2/7 (For Major)

Open and Distance Education

Objectives:
• To be acquainted with the concept of open and distance education
• To become aware of the modes and strategies of open and distance education
• To understand the relationship among non-formal, correspondence, distance and open
education
• To be aware of the present status and role of multi-media in open and distance education
• To know about the different agencies, problems and remedies of open and distance
education in India

Unit: 1 = Concept of open and distance education

➢ Meaning and definition of open and distance education
➢ Objectives and characteristics of open and distance education
➢ Merits and demerits of open and distance education

Unit: 2 = Strategies of open and distance education

➢ Mode and strategies of open and distance education
➢ Relationship among non-formal, correspondence, distance and open education
➢ Measures for strengthening open and distance education in India

Unit: 3 = Status and role of multi-media in open and distance education

➢ Present status of open and distance education in India
➢ Role of multi-media in open and distance education
➢ Problems of multi-media in open and distance education

Tutorial: Based on above 3 units

 EDC/H/DSC - 3/7 (For Major)

Population Education

Objectives: -
• To know the concept of Population Education
• To understand Population growth and its impact and responsibilities
• To understand population education and role of school

Unit: 1 = Concept of Population Education

➢ Meaning and Objectives of Population Education
➢ Factors influencing Population -- Sociological, Economic and Psychological.
➢ Concepts Related to Population Education- Birth Rate, Death Rate, Morbidity and Migration.

Unit: 2 = Population Growth and its Impact

➢ Growth of Population and Environment
➢ Population Education programmes in India
➢ Problems of Population Education and its Suggestive Measures

Unit: 3 = Population Education

➢ Scope of population education in the institution
➢ Teacher role in creating awareness of population problems
➢ Role of Mass media – (Newspaper, Radio and T.V) and youth in Population Education

Tutorial: Based on above 3 units

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

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

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

Semester 1 = 525 Marks (21 Credit)

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

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

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

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

Distribution of Credits: Core – 1 8x4 = 32

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

-----------------------------------------------------------------------------
128 Credits
 Semester wise Course Structure

Core Core Internship

Semester Course – 1 Course - 2 Minor IDC/MDC AEC SEC CVAC (Either Total
Sem 2/4/6) Credit
1x4=4 1x4=4 1X3=3 1X2=2 1X4=4
1 3 Th 3 Th 2 Th 2 Th 3 Th 2x2=4 21
1P/TU 1P/TU 1 P/TU 0 P/TU 1 P/TU
1x4=4 1x4=4 1X3=3 1X2=2 1X4=4
2 3 Th 3 Th 2 Th 2 Th 3 Th 2x2=4 1x3=3 21/24
1P/TU 1P/TU 1 P/TU 0 P/TU 1 P/TU
1x4=4 1x4=4 1X4=4 1X3=3 1X2=2 1X4=4
3 3 Th 3 Th 3 Th 2 Th 2 Th 3 Th 21
1P/TU 1P/TU 1 P/TU 1 P/TU 0 P/TU 1 P/TU
2x4=8 2x4=8 1X4=4 1X2=2
4 (2x) 3 Th (2x) 3 Th 3 Th 2 Th 1x3=3 22/25
1 P/TU 1 P/TU 1 P/TU 0 P/TU
2x4=8 1X4=4 2X4=8
5 (2x) 3 Th 3 Th (2 x) 3 Th 20
1 P/TU 1 P/TU 1 P/TU
1X4=4 2x4=8 2X4=8
6 3 Th (2x) 3 Th (2 x) 3 Th 1x3=3 20/23
1 P/TU 1 P/TU 1 P/TU
125+3
Credits 8 x 4 = 32 8 x 4 = 32 6 x 4 = 24 3x3=9 4x2=8 3 x 4 = 12 4x2=8 1 x3 = 3 = 128

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

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

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks

SEMESTER – 2

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks
 SEMESTER – 3

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks

SEMESTER – 4

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks
 SEMESTER – 5

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks

SEMESTER – 6

Course Code Course Type Credit Marks TH – TU - P

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

1 credit = 25 Marks

Internship I 3 75 1–0–2

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

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

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

Semester – 1 IDC IDC = Inclusive Education

SEC SEC = Communication Skill

Core Course CC – 1 = Psychological Foundation of Education

Core Course CC – 2 = Psychological Foundation of Education

Semester – 2 IDC IDC = Inclusive Education

SEC SEC = Communication Skill

Core Course CC – 1 = Guidance and Counselling

Core Course CC – 2 = Guidance and Counselling

Semester – 3 IDC IDC = Inclusive Education

SEC SEC = Communication Skill

Minor M – 1 = Introduction & Philosophical Foundation of Education

Core Course CC – 1.1 = Educational Organization & Planning

Core Course CC – 1.2 = History of Education

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

Core Course CC – 2.2 = History of Education

Minor M – 2 = Psychological Foundation of Education

 Core Course CC – 1.1 = Women Education

Core Course CC – 1.2 = Curriculum studies

Core Course CC – 2 = Aspect of Teaching

Semester – 5
Minor M – 3 = Guidance and Counselling

Minor M – 4 = Educational Organization & Planning

Core Course CC – 1 = Aspect of Teaching

Core Course CC – 2.1 = Women Education

Core Course CC – 2.2 = Curriculum studies

Semester – 6
Minor M – 5 = Management in Education

Minor M – 6 = History of Education

 Semester 1

EDC/MD/CC/1/1

Introduction and Philosophical Foundation of Education

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

Unit- 1 = Concept of Education

➢ Narrow and broader concept of education

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

Unit- 2 = Factors of Education

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

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

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

➢ Concept of child centricism in education

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

Tutorial: Based on above 3 units

 EDC/MD/CC/2/1

Introduction and Philosophical Foundation of Education

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

Unit- 1 = Concept of Education

➢ Narrow and broader concept of education

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

Unit- 2 = Factors of Education

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

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

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

➢ Concept of child centricism in education

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

Tutorial: Based on above 3 units

 EDC/MD/IDC (Semester – 1)

Inclusive Education

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

Unit: 1 = Inclusive Education: Overview

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

Unit: 2 = Differently Abled and Disadvantaged Children

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

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

Tutorial: Based on above 2 units

 EDC/MD/SEC (Semester – 1)

Communication Skill

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

Unit: 1 = Introduction to Communication

➢ Meaning, Nature and types of communication

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

Unit: 2 = Listening Skills

➢ Principles of listening skills

➢ Types of listeners
➢ Barriers to listening

Unit: 3 = Speaking Skills

➢ Verbal and non-verbal communication

➢ Public speaking: Extempore
➢ Group discussion

Tutorial: Based on above 3 units

 Semester 2

EDC/MD/CC/1/2

Psychological Foundation of Education

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

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

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

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

➢ Piaget's cognitive development theory

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

Unit: 3 = Intelligence

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

Tutorial: Based on above 3 units

 EDC/MD/CC/2/2

Psychological Foundation of Education

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

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

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

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

➢ Piaget's cognitive development theory

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

Unit: 3 = Intelligence

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

Tutorial: Based on above 3 units

 EDC/MD/IDC (Semester – 2)

Inclusive Education

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

Unit: 1 = Inclusive Education: Overview

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

Unit: 2 = Differently Abled and Disadvantaged Children

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

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

Tutorial: Based on above 2 units

 EDC/MD/SEC (Semester – 2)

Communication Skill

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

Unit: 1 = Introduction to Communication

➢ Meaning, Nature and types of communication

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

Unit: 2 = Listening Skills

➢ Principles of listening skills

➢ Types of listeners
➢ Barriers to listening

Unit: 3 = Speaking Skills

➢ Verbal and non-verbal communication

➢ Public speaking: Extempore
➢ Group discussion

Tutorial: Based on above 3 units

 Semester 3

EDC/MD/CC/1/3

Guidance and Counselling

Objectives: -
• To know the concept of guidance
• To know various types of Guidance
• To Know the basic concept of Counselling

Unit: 1 = Guidance – Meaning, Functions, Need

➢ Guidance – Meaning, Definitions and Functions
➢ Individual and Group Guidance – Meaning, advantages and disadvantages
➢ Need for guidance in secondary schools and requisites of a good school guidance
programme.

Unit: 2 = Guidance - Educational, Vocational, Personal

➢ Educational Guidance- Meaning, Function at different stages of Education
➢ Vocational Guidance- Meaning, Function at different stages of Education
➢ Personal Guidance- Meaning, Importance for the Adolescents

Unit: 3 = Counselling – Meaning, Techniques, Types

➢ Counselling - – Meaning, importance and Scope
➢ Techniques of Counselling- Directive, Non-Directive, Eclectic
➢ Individual and Group Counselling –Meaning, Importance

Tutorial: Based on above 3 units

 EDC/MD/CC/2/3

Guidance and Counselling

Objectives: -
• To know the concept of guidance
• To know various types of Guidance
• To Know the basic concept of Counselling

Unit: 1 = Guidance – Meaning, Functions, Need

➢ Guidance – Meaning, Definitions and Functions
➢ Individual and Group Guidance – Meaning, advantages and disadvantages
➢ Need for guidance in secondary schools and requisites of a good school guidance
programme.

Unit: 2 = Guidance - Educational, Vocational, Personal

➢ Educational Guidance- Meaning, Function at different stages of Education
➢ Vocational Guidance- Meaning, Function at different stages of Education
➢ Personal Guidance- Meaning, Importance for the Adolescents

Unit: 3 = Counselling – Meaning, Techniques, Types

➢ Counselling - – Meaning, importance and Scope
➢ Techniques of Counselling- Directive, Non-Directive, Eclectic
➢ Individual and Group Counselling –Meaning, Importance

Tutorial: Based on above 3 units

 EDC/H/IDC (Semester – 3)

Inclusive Education

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

Unit: 1 = Inclusive Education: Overview

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

Unit: 2 = Differently Abled and Disadvantaged Children

➢ Differently abled children- Visual, Auditory, Learning Disability (Meaning, definition)
➢ Disadvantaged children: SC, ST, OBC and EWS
➢ Problems of differently abled and socially disadvantaged children
➢ Specific Educational Measures and role of school and society

Tutorial: Based on above 2 units

 EDC/MD/SEC (Semester – 3)

Communication Skill

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

Unit: 1 = Introduction to Communication

➢ Meaning, Nature and types of communication

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

Unit: 2 = Listening Skills

➢ Principles of listening skills

➢ Types of listeners
➢ Barriers to listening

Unit: 3 = Speaking Skills

➢ Verbal and non-verbal communication

➢ Public speaking: Extempore
➢ Group discussion

Tutorial: Based on above 3 units

 For Minor

EDC/M/1/3 (Semester – 3)

Introduction and Philosophical Foundation of Education

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

Unit: 1 = Concept of Education

➢ Narrow and broader concept of education

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

Unit: 2 = Factors of Education

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

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

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

➢ Concept of child centricism in education

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

Tutorial: Based on above 3 units

 Semester 4

EDC/MD/CC/1.1/4

Educational Organization and Planning

Objectives:
• To develop the concept of an ideal organization in educational institutions.
• To understand the different aspects of planning,

Unit: 1 = Organization

➢ Concept of organization
➢ Nature and Characteristics of organization
➢ Concept of institutional organization

Unit: 2 = Organization in educational field

➢ Meaning and elements of institutional plant

➢ Features of library and time-table
➢ Features of institutional medical services, workshop and laboratory.

Unit: 3 = Educational Planning

➢ Meaning, aims and objectives of educational planning

➢ Steps of educational planning
➢ Types and significance of educational planning

Tutorial: Based on above 3 units

 EDC/MD/CC/1.2/4

History of Education

Objectives:

• To be acquainted with the salient features of education in India during ancient and medieval
times
• To be acquainted with the development of education in British India
• To be acquainted with the significant points of selected education commissions & national
policy of education in independent India

Unit: 1 = Education in India during ancient and medieval period

➢ Salient features of Vedic education

➢ Salient features of Brahmanic education
➢ Salient features of Buddhistic education
➢ Salient features of Islamic education

Unit: 2 = Education in India before independence

➢ Sreerampore trio and their contribution in the field of education

➢ Charter Act, Oriental-occidental controversy, Macaulay Minute and Bentinck’s resolution
➢ Adam’s report, Woods Despatch, Curzon policy, Basic education
➢ Commission (Hunter and Sadler)

Unit: 3 = Education in India after independence

➢ Radhakrishnan Commission (objectives, rural university)

➢ Mudaliar Commission (objectives and structure)
➢ Kothari Commission (objectives, structure and curriculum of primary and secondary
education)
➢ NEP (only highlights) - 1986, 1992 and 2020

Tutorial: Based on above 3 units

 EDC/MD/CC/2.1/4

Educational Organization and Planning

Objectives:
• To develop the concept of an ideal organization in educational institutions.
• To understand the different aspects of planning,

Unit: 1 = Organization

➢ Concept of organization
➢ Nature and Characteristics of organization
➢ Concept of institutional organization

Unit: 2 = Organization in educational field

➢ Meaning and elements of institutional plant

➢ Features of library and time-table
➢ Features of institutional medical services, workshop and laboratory.

Unit: 3 = Educational Planning

➢ Meaning, aims and objectives of educational planning

➢ Steps of educational planning
➢ Types and significance of educational planning

Tutorial: Based on above 3 units

 EDC/MD/CC/2.2/4

History of Education

Objectives:

• To be acquainted with the salient features of education in India during ancient and medieval
times
• To be acquainted with the development of education in British India
• To be acquainted with the significant points of selected education commissions & national
policy of education in independent India

Unit: 1 = Education in India during ancient and medieval period

➢ Salient features of Vedic education

➢ Salient features of Brahmanic education
➢ Salient features of Buddhistic education
➢ Salient features of Islamic education

Unit: 2 = Education in India before independence

➢ Sreerampore trio and their contribution in the field of education

➢ Charter Act, Oriental-occidental controversy, Macaulay Minute and Bentinck’s resolution
➢ Adam’s report, Woods Despatch, Curzon policy, Basic education
➢ Commission (Hunter and Sadler)

Unit: 3 = Education in India after independence

➢ Radhakrishnan Commission (objectives, rural university)

➢ Mudaliar Commission (objectives and structure)
➢ Kothari Commission (objectives, structure and curriculum of primary and secondary
education)
➢ NEP (only highlights) - 1986, 1992 and 2020

Tutorial: Based on above 3 units

 For Minor

EDC/M/2/4 (Semester – 4)

Psychological Foundation of Education

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

Unit: 1 = Relation between Psychology and Education

➢ Meaning and definition of Education and Psychology and their relationship

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

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

➢ Piaget's cognitive development theory

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

Unit: 3 = Intelligence

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

Tutorial: Based on above 3 units

 Semester 5

EDC/MD/CC/1.1/5

Women Education

Objectives: -

• To know the historical perspectives of Women Education

• To know the Policy Perspectives and Committees and Commissions on Women Education
• To know the role of Indian thinkers towards Women Education
• To identify major constraints of Women Education and Women Empowerment.

Unit: 1 = Historical Perspectives of Women Education

➢ Contribution of Missionaries
➢ Role of British Govt.
➢ Role of Rammohan and Vidyasagar

Unit: 2 = Policy Perspective, Committee and Commission on Women Education

➢ NEP – 1986 and 2020

➢ Radhakrishnan, Mudaliar and Kothari Commission
➢ Durgabai Deshmukh Committee, Hansraj Mehta Committee and Bhaktabatsalam
Committee

Unit: 3 = Major Constraints of Women Education and Women Empowerment

➢ Social – Psychological
➢ Political – Economical
➢ Role of women empowerment in modern society (in brief.)

Tutorial: Based on above 3 units

 EDC/MD/CC/1.2/5

Curriculum Studies

Objectives:
• To develop an understanding about concept, nature, types and major approaches of
curriculum
• To understand the relation among curriculum, pedagogy and assessment
• To develop an understanding about curriculum development and national curriculum frame
work, 2005
• To get acquainted with content selection and selected theories in this regard
• To develop an understanding of evaluation & reform of curriculum

Unit: 1 = Curriculum development

➢ Concept, functions and types of curriculum (knowledge, experience & activity based)
➢ Bases of curriculum: philosophical, psychological and sociological
➢ Major approaches to curriculum - behavioural, managerial, system, humanistic
➢ Curriculum development - need, planning

Unit: 2 = Content selection

➢ Determinants of content selection - perspectives of knowledge, culture & need
➢ Curriculum and institution - instructional objectives
➢ Revised Bloom’s taxonomy
➢ Bruner’s theory of instruction

Unit: 3 = Evaluation & reform of curriculum

➢ Concept & significance of curriculum evaluation
➢ Approaches to curriculum evaluation - formative & summative
➢ Models of evaluation - Stufflebeam & Taylor
➢ Curriculum reform - factors & obstacles, NCF -2005

Tutorial: Based on above 3 units

 EDC/MD/CC/2/5

Aspect of Teaching

Objectives: -
• To know the basic concept of Teaching
• To know the Types of Teaching
• To understand the Skills of Teaching
• To learn the Concept of Learning Design (LD)

Unit: 1 = Understanding Teaching

➢ Concept and nature of Teaching
➢ Characteristic factors affecting teaching
➢ Relation between teaching and training
➢ Phases of teaching: Pre-active, Inter-active, Post-active

Unit: 2 = Types of Teaching (Concept and Characteristics) and teaching skill

➢ Micro-teaching and Micro lesson
➢ Simulated teaching
➢ Integrated teaching
➢ Developing teaching skills: Introducing a lesson, Questioning, Use of teaching aids,
Illustration and Reinforcement

Unit: 3 = Learning Design (LD)

➢ Concept and scope of learning design in teaching
➢ importance of learning design in teaching
➢ Steps of learning design
➢ Qualities of good learning design

Tutorial: Based on above 3 units

 For Minor

EDC/M/3/5 (Semester – 5)

Guidance and Counselling

Objectives: -
• To know the concept of guidance
• To know various types of Guidance
• To Know the basic concept of Counselling

Unit: 1 = Guidance – Meaning, Functions, Need

➢ Guidance – Meaning, Definitions and Functions
➢ Individual and Group Guidance – Meaning, advantages and disadvantages
➢ Need for guidance in secondary schools and requisites of a good school guidance
programme.

Unit: 2 = Guidance - Educational, Vocational, Personal

➢ Educational Guidance- Meaning, Function at different stages of Education
➢ Vocational Guidance- Meaning, Function at different stages of Education
➢ Personal Guidance- Meaning, Importance for the Adolescents

Unit: 3 = Counselling – Meaning, Techniques, Types

➢ Counselling - – Meaning, importance and Scope
➢ Techniques of Counselling- Directive, Non-Directive, Eclectic
➢ Individual and Group Counselling –Meaning, Importance

Tutorial: Based on above 3 units

 For Minor

EDC/M/4/5 (Semester – 5)

Educational Organization and Planning

Objectives:
• To develop the concept of an ideal organization in educational institutions.
• To understand the different aspects of planning,

Unit: 1 = Organization

➢ Concept of organization
➢ Nature and Characteristics of organization
➢ Concept of institutional organization

Unit: 2 = Organization in educational field

➢ Meaning and elements of institutional plant

➢ Features of library and time-table
➢ Features of institutional medical services, workshop and laboratory.

Unit: 3 = Educational Planning

➢ Meaning, aims and objectives of educational planning

➢ Steps of educational planning
➢ Types and significance of educational planning

Tutorial: Based on above 3 units

 Semester 6

EDC/MD/CC/1/6

Aspect of Teaching

Objectives: -
• To know the basic concept of Teaching
• To know the Types of Teaching
• To understand the Skills of Teaching
• To learn the Concept of Learning Design (LD)

Unit: 1 = Understanding Teaching

➢ Concept and nature of Teaching
➢ Characteristic factors affecting teaching
➢ Relation between teaching and training
➢ Phases of teaching: Pre-active, Inter-active, Post-active

Unit: 2 = Types of Teaching (Concept and Characteristics) and teaching skill

➢ Micro-teaching and Micro lesson
➢ Simulated teaching
➢ Integrated teaching
➢ Developing teaching skills: Introducing a lesson, Questioning, Use of teaching aids,
Illustration and Reinforcement

Unit: 3 = Learning Design (LD)

➢ Concept and scope of learning design in teaching
➢ importance of learning design in teaching
➢ Steps of learning design
➢ Qualities of good learning design

Tutorial: Based on above 3 units

 EDC/MD/CC/2.1/6

Women Education

Objectives: -

• To know the historical perspectives of Women Education

• To know the Policy Perspectives and Committees and Commissions on Women Education
• To know the role of Indian thinkers towards Women Education
• To identify major constraints of Women Education and Women Empowerment.

Unit: 1 = Historical Perspectives of Women Education

➢ Contribution of Missionaries
➢ Role of British Govt.
➢ Role of Rammohan and Vidyasagar

Unit: 2 = Policy Perspective, Committee and Commission on Women Education

➢ NEP – 1986 and 2020

➢ Radhakrishnan, Mudaliar and Kothari Commission
➢ Durgabai Deshmukh Committee, Hansraj Mehta Committee and Bhaktabatsalam
Committee

Unit: 3 = Major Constraints of Women Education and Women Empowerment

➢ Social – Psychological
➢ Political – Economical
➢ Role of women empowerment in modern society (in brief.)

Tutorial: Based on above 3 units

 EDC/MD/CC/2.2/6

Curriculum Studies

Objectives:
• To develop an understanding about concept, nature, types and major approaches of
curriculum
• To understand the relation among curriculum, pedagogy and assessment
• To develop an understanding about curriculum development and national curriculum frame
work, 2005
• To get acquainted with content selection and selected theories in this regard
• To develop an understanding of evaluation & reform of curriculum

Unit: 1 = Curriculum development

➢ Concept, functions and types of curriculum (knowledge, experience & activity based)
➢ Bases of curriculum: philosophical, psychological and sociological
➢ Major approaches to curriculum - behavioural, managerial, system, humanistic
➢ Curriculum development - need, planning

Unit: 2 = Content selection

➢ Determinants of content selection - perspectives of knowledge, culture & need
➢ Curriculum and institution - instructional objectives
➢ Revised Bloom’s taxonomy
➢ Bruner’s theory of instruction

Unit: 3 = Evaluation & reform of curriculum

➢ Concept & significance of curriculum evaluation
➢ Approaches to curriculum evaluation - formative & summative
➢ Models of evaluation - Stufflebeam & Taylor
➢ Curriculum reform - factors & obstacles, NCF -2005

Tutorial: Based on above 3 units

 For Minor

EDC/M/5/6 (Semester – 6)

Management in Education

Objectives: -
• To know the basic concept of Management
• To know the Types of Management process
• To understand the Leadership
• To know the leadership theories

Unit: 1 = Management in Education

➢ Educational Management: Concept, scope, principles of educational management
➢ Characteristics of good management
➢ Difference between organization and management

Unit: 2 = Managerial Process and Its Importance

➢ Managerial Process – Meaning and functions of management
➢ Elements of management process – Planning, Organising, Staffing, Directing, Co-
ordinating, Controlling, Motivating, Communicating (only concept)
➢ Importance of managerial process in education

Unit: 3 = Leadership
➢ Leadership – Meaning and scope
➢ Types of leadership
➢ Leadership theories – Trait and Behaviour theory

Tutorial: Based on above 3 units

 For Minor

EDC/M/6/6 (Semester – 6)

History of Education

Objectives:

• To be acquainted with the salient features of education in India during ancient and medieval
times
• To be acquainted with the development of education in British India
• To be acquainted with the significant points of selected education commissions & national
policy of education in independent India

Unit: 1 = Education in India during ancient and medieval period

➢ Salient features of Vedic education

➢ Salient features of Brahmanic education
➢ Salient features of Buddhistic education
➢ Salient features of Islamic education

Unit: 2 = Education in India before independence

➢ Sreerampore trio and their contribution in the field of education

➢ Charter Act, Oriental-occidental controversy, Macaulay Minute and Bentinck’s resolution
➢ Adam’s report, Woods Despatch, Curzon policy, Basic education
➢ Commission (Hunter and Sadler)

Unit: 3 = Education in India after independence

➢ Radhakrishnan Commission (objectives, rural university)

➢ Mudaliar Commission (objectives and structure)
➢ Kothari Commission (objectives, structure and curriculum of primary and secondary
education)
➢ NEP (only highlights) - 1986, 1992 and 2020

Tutorial: Based on above 3 units

 OVERALL EVALUATION MODALITIES (Major and MDC both)

(For 75 Marks) EXCEPT IDC

1} 3 questions carrying 10 marks out of 4 (3 x 10 = 30)

2} 5 questions carrying 5 marks out of 6 (5 x 5 = 25)
3} 10 questions carrying 2 marks (10 x 2 = 20)

(For 50 Marks) ONLY IDC

1} 3 questions carrying 10 marks out of 5 (3 x 10 = 30)
2} 2 questions carrying 5 marks out of 4 (2 x 5 = 10)
3} 5 questions carrying 2 marks out of 7 (5 x 2 = 10)

TUTORIAL (FOR ALL) = 25 Marks

Major (Honours) – Term Paper = Write up with Presentation (15 + 10)
Minor + MDC – Term Paper = Write up (25)

{Reference should be done based on at least 10 learning materials (books/journals/ articles etc)}

INTERNSHIP
Evaluation: Report writing + Viva Voce

Marks: 3 credits = 25 x 3 = 75 Marks (2 credits for report writing, 1 credit for Viva)
Semester - 3
SEC: Computer Application (Th – 2 and P – 2)

Theory – 50 Marks (25 x 2) = All questions are compulsory

Practical – 50 Marks (40 + 10) = Evaluated by External Examiner
• 10 – Word processor
• 10 – Edit and text format
• 20 – Power point presentation (5 slides x 4)
• 10 – viva voce

Semester – 5
CC – 12: Statistics in Education (Th – 3 and P – 1)

Practical – 25 Marks (20 + 5) = Evaluated by External Examiner

• 20 – Statistical Experiment
• 5 – Viva Voce

Semester – 7
CC – 17: Psychology of Adjustment (Th – 3 and P – 1)
Practical – 25 Marks (20 + 5) = Evaluated by External Examiner
• 20 – Psychological Experiment
• 5 – Viva Voce

Semester – 7
Dissertation: (Th – 1 and P – 3)
Practical – 25 Marks = No External Examiner
Report presentation through power point. It will be evaluated internally.

Semester – 8
Dissertation: (P – 8)
Practical – 200 Marks (150 + 50) = Evaluated by External Examiner
• 150 Marks – Dissertation
• 50 Marks – Viva Voce