FACULTY OF EDUCATION

Syllabus for the Batch from Year 2021 to

Year 2023
FOR

M.A. EDUCATION (CBEGS) (Semester I–IV)

Examinations: 2021–23

GURU NANAK DEV UNIVERSITY

AMRITSAR

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Nobody is allowed to print it in any form.
Defaulters will be prosecuted.

(ii) Subject to change in the syllabi at any time.

Please visit the University website time to time.
 1
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 To Year 2023)

SEMESTER–I

(PART–I) FOUNDATION PAPERS

(Compulsory for all)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–401 C History and Contemporary Issues of Indian Education 4
EDL–402 C Education as a Field of Study 4
EDL–403 C Introduction to Research and Statistics-I 4
EDP–404 C Practicals 2
EDD–405 C Dissertation (Synopsis) 2

(PART–II) OPTIONAL PAPERS

(Any one of the following)
COURSE CODE *C/E COURSE TITLE CREDITS
EDL–455 E Educational Measurement and Evaluation-I 4
EDL–456 E Guidance & Counseling –I 4
EDL–457 E Inclusive Education 4
EDL–458 E Environmental Education- I 4
EDL–459 E Peace Education-I 4
EDL–460 E Educational Administration and Management-I 4
EDL–461 E Lifelong Education-I 4

The option selected in SEM-I by the students, the same will be offered in Semester II, III,
and IV.

Aggregate of Semester–I Credits = 22

*C Means Compulsory and E Means Elective.

Note:- It is compulsory for all the students to submit Dissertation Proposal in Semester–I.
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 To Year 2023)

SEMESTER–II
SCHEME OF COURSES

(PART–I) FOUNDATION PAPERS

(Compulsory for all)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–406 C Learning and Development 4
EDL–407 C Educational Technology and ICT 4
EDL–408 C Educational Research & Statistics–II 2
EDL–409 C Thoughts and Practices in the Field of Education 4
and Philosophy
EDP–410 C Practicals 2
EDD–411 C Dissertation Data Collection 2

(PART–II) OPTIONAL PAPERS

(Any one of the following:-)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–468 E Educational Measurement and Evaluation–II 4
EDL–469 E Guidance and Counselling–II 4
EDL–470 E Inclusive Education–II 4
EDL–471 E Environmental Education–II 4
EDL–472 E Peace Education–II 4
EDL–473 E Educational Administration and Management–II 4
EDL–474 E Lifelong Education–II 4

*C Means Compulsory and E Means Elective.

Aggregate of SEMESTER–II 22 Credits

Total Credits: SEMESTER–I + SEMESTER–II = 22 +22 = 44

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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 To Year 2023)

SEMESTER–III

SCHEME OF COURSES
(PART–I) FOUNDATION PAPERS
(Compulsory for all)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–412 C Sociological Concerns in Education 4
EDL–413 C Gender School and Society 4
EDL–414 C Creating an Inclusive School 4
EDL–415 C Educational Technology and ICT 2
EDD–416 C Dissertation (Submission) 2
EDP–417 C Practicals 2

(PART–II) OPTIONAL PAPERS

(Any one of the following:-)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–480 E Educational Measurement and Evaluation–III 4
EDL–481 E Guidance and Counselling–III 4
EDL–482 E Inclusive Education–III 4
EDL–483 E Environmental Education–III 4
EDL–484 E Peace Education–III 4
EDL–485 E Educational Administration and Management–III 4
EDL–486 E Lifelong Education–III 4

*C Means Compulsory and E Means Elective.

Aggregate of Semester–III 22 Credits
Total Credits: Semester–I + Semester–II + Semester–III = 22+22+22 = 66

Note:- It is compulsory for all the students to submit Dissertation in Semester–III.

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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV

SCHEME OF COURSES

(PART–I) FOUNDATION PAPERS

(Compulsory for all)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–418 C Andragogy of Education 4
EDL–419 C Life Skills and Yoga 2
EDL–420 C Teacher Education 4
EDL–421 C Curriculum Development 4
EDP–422 C Practicals 2
EDL–423 C Academic Writing 2
EDD–424 C Dissertation Viva Voce and Publication 4

(PART–II) OPTIONAL PAPERS

(Any one of the following:-)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–493 E Educational Measurement & Evaluation–IV 4
EDL–494 E Guidance & Counselling–IV 4
EDL–495 E Inclusive Education–IV 4
EDL–496 E Environmental Education–IV 4
EDL–497 E Peace Education–IV 4
EDL–498 E Educational Administration & Management–IV 4
EDL–499 E Lifelong Education–IV 4

*C Means Compulsory and E Means Elective.

Aggregate of Semester–IV 26 Credits

Total Credits: Semester–I+ Semester–II + Semester–III + Semester IV = 22+22+22 +26 =92

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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I

(PART–I) FOUNDATION PAPERS

EDL–401: HISTORY AND CONTEMPORARY ISSUES OF INDIAN EDUCATION
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course the students will be able to:
 To understand the development of Education in Indian Historical perspective.
 To understand the salient features of Indian Education, Ancient, Medieval and Modern period.
 To acquaint with significant points of relevant documents and reports of above period.
 To acquire an adequate knowledge of recommendations of various commissions and
committees on Indian Education
SECTION–A
History of Education in India
a) Synoptic study of Brahmanic, Buddhist and Islamic Education in Ancient and Medieval India
with respect to
(Aims and Objectives, Subject of study, Methods of teaching including teacher – Pupil
relationship.
Evaluation, Centre of Learning, Education of woman)
b) Events relating education from 1757 to 1947
 Missionaries activities (Srirampur Trio)
 Charter Act of 1813
 Bengal Renaissance – Contribution of Rammohan Ray, H.L.V. Derozio and Vidyasagar.
 Adams Report.
 Anglicist –Orientalist controversy – Macaulay’s Minute & Bentinck’s resolution.
 Wood dispatch (Recommendations only)

SECTION–B
Commissions of Education
a) Basic Education (concept & development)
b) Hunter Commission 1882‐83 (Primary and Secondary Education)
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
SECTION–C
Commissions after Independence
a) Brief outline of the recommendations made by different Education Commission:
 University Education Commission (1948‐49) (Aims of Higher education & Rural
University)
 Secondary Education Commission (1952‐53) (Aims, Structure & Curriculum of
Secondary education)
 Indian Education Commission (1964‐66)
b) National Policy on Education (1986)., NEP 2020

SECTION–D
Contemporary Indian Society/ Inequality and Marginalization:
a) Understanding and Addressing Diversity in Indian society: Nature, Challenges and Role of
Education, Linguistic, Regional and Religious Diversity, Multiculturism
b) Stratification of Indian Society with reference to Caste, Class, Gender Region (Rural –urban
disparity), Role of Education in addressing the needs of Marginalized groups in Indian
society: SC/ST/OBC, Women, Rural and remote region

SESSIONAL WORK
Visit to a college of education, Multi faculty Degree College, skill-oriented institution (I.T.I)/
Polytechnic (Trace the history of establishment and significance in terms of their learning
outcomes)

REFERENCES:-
 Aggarwal, J.C. (1973): Recent Educational Development - In the World. New Delhi: Arya
Book Depot, Vol. 1.
 Altekar, A.S. (1965): Education - In Ancient India. Nand Kishore.
 Chauhan, C. P.S. (1990): Higher Education - In India. New Delhi: Ashish Publishing House.
 Dave, R.J. & Stic M. (1973): Life Long Education and The School.
 Ghosh, D.K. (1983): University System in India. Jabalpur: Rahul Publications.
 Govt. of India: Programme of Action – National Policy on Education, Ministry of Human
Resource Development, New Delhi, 1986.
 Joshi, K.L. (1977): Problems of Higher Education - In India. Bombay: Popular Prakashan.
 Koul, J.N. (1975): Higher Education, Social Change and National Development. Shimla:
Indian Institute of Advance Study.
 Mathur, V.S. (1970): Crucial Problems in Indian Education. New Delhi: Arya Book Depot.
 Ministry of Education (1978): Report of the Education Commission 1964-66. New Delhi:
Govt. of India.
 Mohanty, J. (1987): Education - In India. New Delhi: Deep & Deep Publications.
 Mukerji, S.N. (1965): Education - In India – Today and Tomorrow. Baroda: Acharya Book
Depot (Rev. Ed.).
 NCF 2005, NCERT, New Delhi.
 Taneja, V.R. (1983): Trust with Education. New Delhi: Sterling Publishers. 
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–I) FOUNDATION PAPERS
EDL–402: EDUCATION AS A FIELD OF STUDY
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course the students will be able to:
 Have a general view of the field of education.
 Develop foundational perspectives on education.
 Orient themselves to the institutions, systems and structures of education.
 Understand the contemporary concerns of education policy and practice.

SECTION–A
Education as an Interdisciplinary Approach
a) Meaning and Nature of Education, Concept of Education as Discipline
b) Interdisciplinary and multi-disciplinary, Relationship with other disciplines such as
Philosophy, Sociology, Economics, political science, Psychology, Biology, Genetics, and
Anthropology.
SECTION–B
Education as practice
a) Education as Teaching, Instruction, Development, Indoctrination
b) Scope of Education as a practice and as a field of study, Types of Education: Formal,
Informal and Non-formal Education.
SECTION–C
Aims and paradigms of education
a) Aims of Education: Factors determining aims of education, Individual and Social aims of
education.
b) Paradigms of Educational Practice: Behaviourism, Constructivism, Critical Pedagogy.

SECTION–D
Contemporary concerns of Educational Practice:
a) Education for All: International Initiatives and their implications for universalization of
elementary education in India, Right to Education Act 2009,
b) Expansion of Secondary and Higher Education in India: Issues of equity and quality.
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I

SESSIONAL WORK
Reading and Understanding Educational Texts:
 John Dewey: Democracy
 Rousseau- Emile
REFERENCES:-
 Aggarwal, J.C. (2005). Recent Developments and Trends in Education. Delhi: Shipra
Publications.
 Barlett, S., & Burton, D. (2012). Introduction to education studies (3rd edition). Sage.
 Benn, M. (2011). Schools wars: The battle for Britain’s education. London: Verso.
 Curtis, W., Ward, S., Sharp, J., and Hankin, L. (2013). Education Studies: An issue-based
approach (3rd ed.). Sage.
 Dewey, J. (1916/1966). Democracy and Education: An Introduction to the Philosophy of
Education, New York: Free Press.
 Dharmpal (1983). The Beautiful Tree: Indigenous Indian Education in the Eighteenth
Century. Delhi: Biblia Impex.
 Drèze, J., and A.K. Sen (1995). Basic Education as a Political Issue, Journal of Educational
Planning and Administration, 9 (1) (January): 1-26.
 Dreze, J. & Sen, A. (2013). An Uncertain Glory: India and Its Contradictions. New Delhi,
India: Penguin, Allen Lane.
 Ghosh, S. (2009). Education in Emerging Indian Society: The Challenges and Issues. New
Delhi: PHI Learning Private Limited.
 Government of India (1950). Constitution of India. New Delhi.
 Government of India (1985). The Challenge of Education. New Delhi, Ministry of Human
Resource Development (Mimeo). 10
 Government of India (1986). National Policy on Education 1986. New Delhi: Ministry of
Human Resource Development.
 Government of India (1992). National Policy on Education 1986 (Revised). New Delhi:
Ministry of Human Resource Development.
 Government of India (2001). National Human Development Report 2001. New Delhi:
Planning Commission.
 Naik, J.P. (1965). Educational Planning in India. New Delhi: Allied Publishers.
 Prakash, Ved and Biswal, K. (2012). Perspectives on Educational Development: Revisiting
Education Commission and After. New Delhi: NUEPA.
 Ramachandran, V. and Ramkumar, V. (2011). Education in India. New Delhi: National Book
Trust.
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–I) FOUNDATION PAPERS
EDL–403: INTRODUCTION TO RESEARCH AND STATISTICS–I
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
The students will be able to:
 Explain the meaning, nature and types of educational research.
 Formulate research problem.
 Explain the meaning of statistics and measures of central tendency and variability.
SECTION–A
Research in Education
a) Research in Education: Meaning, significance and characteristics of research as a scientific
method, Types and areas of research.
b) Ethics and plagiarism in educational research; Steps of educational research
(Planning the research study; sources of research problem; review of the literature; purpose
and resources, conducting the literature search using database and internet tools)

SECTION–B
Methods of Sampling for Data Collection
a) Variables and Hypothesis: Definition, types, importance and criteria of a good hypothesis.
b) Sampling: Concept of population and its types, sample, sampling unit, sampling frame,
determining sample size, sampling error, Sampling techniques: Random sampling
techniques: Simple random sampling, systematic sampling, stratified random sampling,
cluster sampling and multi- stage sampling. Non- Random sampling techniques:
Convenience sampling, purposive sampling, quota sampling, snowball sampling
SECTION–C
Collection and Organization of Data
a) Collection of data, tools and techniques of collecting data -observation, interview,
questionnaire, scale, inventory, checklist, content analysis.
b) Organization and tabulation of data, frequency distributions, Graphical Representation of
Data, Measures of Central Tendency (mean, median, mode), Measures of Variability
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
SECTION–D

Statistical Techniques in Education Research

a) Normal distribution: Concept of NPC, its characteristics. Applications of NPC: To determine
the percentage of cases in a normal distribution within given limits and To determine the
limits in any normal distribution which include a given percentage of cases
b) Report writing: Steps of writing a report, research language to be used, APA reference style
to be practiced, formatting (alignment, font size, font style, line spacing, paragraph spacing,
margins)

SESSIONAL WORK
 Visit to different schools, colleges to study the situations to identify the research problem
 Study of a situation to show the practical utility of central tendency, variability and NPC to
understand the situation

REFERENCES:-
 Aggarwal, Y.P. (1989): Statistical Methods. New Delhi: Sterling.
 Best, J.W. (1981): Research in Education. New Delhi: Prentice Hall.
 Clive Opie (2004). Doing Educational Research- A Guide for First time researchers. New
Delhi: Vistar Publications.
 Dalen, Van D.B. (1962): Understanding Educational Research. New York: McGraw Hill.
 Ferguson, G.E. (1981): Statistical Analysis in Psychology and Education. New York:
McGraw Hill.
 Garret, H.E. (1978): Statistics - In Education and Psychology. Bombay: Vakils, Feffer and
Simons.
 Gay, L.R. (1992): Educational Research Competencies for Analysis and Applications.
Macmillan.
 Good, C.V. (1966): Essentials of Educational Research: Methodology and Design. New
York: Appleton-Century Crafts.
 Guilford, J.P. (1989): Fundamental Statistics - In Psychology and Education (6th Edition).
New York: McGraw Hill.
 Jill Porter & Penny Lacey (2005). Researching Learning Difficulties- A Guide for
Practitioners. Paul Chapman Publishing.
 Kamber, D. (2000): Action learning and Action Research. London: Kogan Page Ltd.
 Kaul, L. (2000): Methodology of Educational Research, New Delhi: Vikas Publishing House
Pvt. Ltd.
 Siegel, S. & Castellan, N.J. (1988): Nonparametric Statistics for the Behavioural Sciences.
McGraw Hill.
 Sharma, Bharti (2004). Methodology of Educational Research. New Delhi: Vohra Publishers
and Distributors.
 Whitney, F.L. (1962): Elements of Research. Englewood Cliffs: Prentice Hall.
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I

EDP–404 PRACTICALS
Time: 1:30 Hrs. Credits: 2

Field Engagement (Credit 1)

To understand the structure, functions and role in education system of the following:
 DIETS
 SCERT
 NUEPA
 NCERT
 Any one RIE

Reading and Reflecting Texts (Credit 1)

Reading and Understanding Educational Texts:
1. Paulo Freire: Pedagogy of the Oppressed
2. Ivan Illich: De-Schooling Society
3. J. Krishna Murthy: Freedom From Known
4. Sri Aurobindo Ghosh: The Integral Yoga

Note:- Display Boards will be allotted to groups. Themes will be decided semester wise and
evaluation will be done in Semester–IV.
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
EDD–405 DISSERTATION (SYNOPSIS)
Credits: 2

Every candidate shall submit the synopsis on an educational problem under the guidance of
supervisor, department of the university/institute/college by 30 th October.

Guidelines for synopsis submission:

 Introduction
 Review of the related literature
 Justification of the problem
 Delimitation of the problem
 Objectives
 Hypotheses
 Research Design
 Sampling Design
 Methodology
 Tentative Chapterization
 References (APA style)
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–II) OPTIONAL PAPERS
EDL–455: EDUCATIONAL MEASUREMENT AND EVALUATION–I
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
The students will be able to:
 Explain the concepts and techniques of measurement and evaluation.
 Develop skills in the construction and standardization of tests.
 Explain the applications of advanced statistical techniques.

SECTION–A

Measurement and Evaluation

a) Measurement and Evaluation- Concept, Need and relationship
b) Formative and Summative Evaluation

SECTION–B

Functions of measurement.
a) Functions and problems of measurement.
b) Difference between Psychological and Physical Measurement.

SECTION–C

Types and techniques of Evaluation

a) Levels of measurement: Nominal, Ordinal, Interval and Ratio.
b) Characteristics of Good Test

SECTION–D

Measures of Variability
a) Measures of Variability: Range, Percentile, Quartile, Standard Deviation- Meaning and
Computation
b) Correlation – Meaning and use, Spearman’s Rank difference correlation
 14
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I

SESSIONAL WORK
Development of a Criterion referenced test to assess achievement on any one subject

REFERENCES:-
 Anastasi, A. (1988): Psychological Testing (6th Ed.). New York: The Macmillan Co.
 Ebel, L.R. and Fristris, D.A. (1991): Essentials of Educational Measurement. New Delhi:
Prentice Hall of India Pvt. Ltd.
 Edwards, A.L. (1957): Techniques of Attitudes Scale Construction. New York.
 Freeman, F.S. (1965): Theory and Practice of Psychological Testing. New York: Rinehart
and Winston.
 Gakhar, S.C. (2009): Statistics - In Education and Psychology.
 Garret, H.E. (1973): Statistics - In Education and Psychology. Bombay: Vakils, Feffer and
Simons.
 Guilford, S.P. and Fruchter, B. (1973): Fundamental Statistics - In Psychology and Education
(5th Edition). New York: McGraw Hill and Co.
 J. Swarupa Rani (2004). Educational Measurement and Evaluation. New Delhi: Discovery
Publishing House.
 J.P. Lal, Yadav Seema. (2008). Educational Measurement and Evaluation. Anmol
Publications Pvt. Ltd.
 Thorndike, R.L. and Hagen, E. (1977): Measurement and Evaluation - In Psychology and
Education. New York: John Wiley and Sons, Inc.
 15
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–II) OPTIONAL PAPERS
EDL–456: GUIDANCE AND COUNSELLING–I
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
The students will be able to:
 Explain concept, principles, aims, need and development of guidance.
 Describe nature of guidance programs at various levels i.e. primary, 10 and 10+2 stage and
 Various types of guidance services.
 Elaborate counselling process and counsellor’s role and function.
 Describe various types and approaches of counselling.
SECTION–A
Guidance programmes
a) Guidance: concept and principles, aims and need, scope of guidance, development of
guidance.
b) Guidance Programme for: i) Primary class students ii) Tenth class students iii) 10+2
classstudents.
SECTION–B
Guidance Services
a) Information, Assessment, Vocational services
b) Placement and follow up services
SECTION–C
Counsellor and Counselee
a) Counselling: Meaning, nature and purpose of counselling, Origin and development of
counselling
b) Counsellor and Counselee
i. Counsellor: Characteristics, Role and Functions.
ii. Counselee: Development Characteristics of Counselee, Common Counselee Concerns
and Common Problems.
SECTION–D
Types and Approaches of counselling
a) Types of counselling: crisis, facilitative, preventive and developmental.
b) Approaches of counselling: directive, non-directive and eclectic.
 16
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I

SESSIONAL WORK
Survey of schools to understand the status and nature of guidance and counselling services at
secondary level.

REFERENCES:-
 Arbucle, D.S. (1965): Counselling: Philosophy, Theory and Practice, Boston, Allyn and
Bacon
 Bantole, M.D. (1984): Guidance and Counselling, Bombay, Sheth and Sheth Publications.
 Blocher, D.H. (1987): The Professional Counsellor, N.Y. Macmillan.
 Dryden, Windy and Filethaman Colin (1994): Developing Counsellor Training, London,
Sage.
 Ghose, J. (1995): Vocational Guidance. New Delhi: USS Publications.
 Gelso, C.J. and Fretz, B.R. (1995): Counselling Psychology Prisin Book, Banglore.
 George, R.l. and Critiani T.S. (1990): Counselling Theory and Practice, New Jercy, Prentice
Hall.
 Jayanti Ghose (1995): Vocational Guidance, New Delhi, U.S.S. Publication
 Jones, A.J. (1970): Principles of Guidance. New York: McGraw Hill Book Company.
 Kinra (2008). Guidance and Counselling. Delhi: Dorley Kindersley Pvt. Ltd.
 Mohan, S. (1999): Career Development - In India (Ed.). Delhi: Vikas Publishing House, Pvt.
Ltd.
 Leuis, M.D., Mayer, R.L. and Louis, J.A. (1986): An Introduction to Counselling,
Profession, Illinos, F.E. Peacock Publishers.
 Petterson, G.H. (1962): Counselling and Guidance in Schools, McGraw Hill Book
Company, London.
 Pietrofa, J.J. Hoffman, A and Splete, H.H. (1984): Counselling: An Introduction, E.
Houghton, Mifflin Company.
 Shashi Prabha Sharma (2005). Career Guidance and Counselling: Principles and
Techniques. Kanishka Publishers
 Shertzer, B. and Stone S.C. (1974): Fundamentals of Counselling, Boston, Houghton Mifflin
Co.
 Sherlzer, B., and Stone S.G. (1980): Fundamentals of Guidance. Boston, Houghton Mifflin
Co.
 Shertzer, B. & Stone, S.C. (1981): Fundamentals of Guidance. U.S.A.: Houghton, Mifflin
Co.
 17
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–II) OPTIONAL PAPERS
EDL–457: INCLUSIVE EDUCATION
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
To enable the student teacher to:
 Understand inclusive education concept and nature.
 Develop awareness of learner towards inclusive education and its practices.
 Enable the student to organize inclusive classroom.

SECTION–A

Inclusive Education concept and Nature.

a) Concept and principles of Inclusion, Benefits of Inclusion.
b) Need of Inclusive education.

SECTION–B

Theories and policies of inclusive education

a) Theories of Inclusive Education.
b) Policies and legislations for Inclusive Education and Rehabilitation

SECTION–C

Government schemes and legislations

a) National legislations for Inclusive Education.
b) Government Scheme and Provisions.

SECTION–D

Competencies development for Inclusive Education

a) Attitude and positive behaviour for Inclusion.
b) Developing attitude and Competencies for Inclusion:
c) Attitude (b) Self- Efficacy (c) Skill (d) Ideologies
 18
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I

SESSIONAL WORK:
Visit to pingalwara, blind school, Special school and question the concept of inclusiveness.

REFERENCES:-
 Ahuja. A. & Jangira, N.K. (2002). Effective Teacher Training; Cooperative Learning Based
Approach. New Delhi: National Publishing house.
 Ainscow, M. & Booth. T (2003). The Index for Inclusion: Developing Learning and
Participation in Schools. Bristol: Center for Studies in Inclusive Education.
 Chintamanikar, K. (1992). Exceptional Children-Their Psychology and Education, New
Delhi: Sterling Publishers Pvt. Ltd.,
 Dash M. (2005). Education of Exceptional Children. New Delhi: Atlantic Publications and
Distributors
 Jangira N.K. and Mani, M.N.G. (1990). Integrated Education for Visually
Handicapped, Gurgaon, Old Subjimandi, Academic Press.
 Jha, M. M. (2002). School without Walls: Inclusive Education for All, Oxford: Heinemann
Education.
 Sharma P.L (2003). Planning Inclusive Education in Small Schools, R .I E. Mysore.
 Sharma, P.L. (1990). Teachers handbook on IED-Helping children with special needs
N.C.E.R.T. Publication
 Wornock, M. (1978) “Special Educational Needs”. Report of the Committee of the Inquiry
into the People, HMSO.


 19
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–II) OPTIONAL PAPERS
EDL–458: ENVIRONMENTAL EDUCATION–I
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course the students will be able to:
 To make student-teachers aware of the concept of environment and development.
 To enable future teachers to understand the conflicts and inequalities that result from the
complex interaction of social and environmental factors.
 To encourage inquiry into the role that teachers can play in dealing with curricular areas that
focus on environment.
SECTION–A
Concept of Environment
a) Meaning of the term Environment and its relation to human beings.
b) Critical examination of its historical and conceptual antecedents, Assessing the state of the
environment;
SECTION–B
Environment as inter-disciplinary perspective
a) Study of environmental concerns including perspectives from both social and natural
sciences.
b) The emergent inter-disciplinary perspective, Notion of Development as continued social,
political and economic progress; Significance of ‘well-being’ of the global community
SECTION–C
Understanding Development in the context of Environment
a) Addressing the real and complex issues of Development; Their relationship to the natural
and social systems
b) Issues of sustainable development; Need for and challenges to sustainable development;
Study of alternative approaches to sustainable development
SECTION–D
Educational Issues and Challenges
a) Study of policy documents pertaining to environment; Policy Formulation and Analysis vis-
à-vis development concerns, Role of teachers; Development of skills and abilities to deal
with curricular areas related to environment in the classroom.
b) Significance and scope of environmental issues at the global, national & local levels in
school curriculum
 20
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
SESSIONAL WORK
Comparison of reports of children suffering from environment related diseases, pollution trends-
today and 30 years ago (Followed by planning of awareness programs).

REFERENCES:-
 Agarwal, A et. al. (ed.) (2001). Green Politics: Global Environment Negotiations. New
Delhi: Centre for Science and Environment
 Agarwal, A. & Narain S. (1991). The State of India’s Environment – The Third Citizen’s
Report. New Delhi: Centre for Science and Environment.
 Agenda 21, UN Conference on Environment and Development (The Earth Summit) (1991).
In Palmer, J. and Neel, P. (Ed.). The Handbook of Environmental Education, London:
Routledge.
 Alkazi, F., Jain, O. and Ramdas, K. (2001). Exploring our Environment– Discovering the
Urban Reality. New Delhi: Orient Longman
 CEE (1986). Joy of Learning, Handbook of Environmental Educational Activities.
Ahmadabad: Centre for Environment Education
 Centre for Environmental Education (1997). The Green Teacher: Ideas, Experience and
Learning. In Educating for the Environment. Ahmadabad: CEE.
 Driver R. Guesne, E. & Tiberghien, A. (1985). Children’s Ideas in Science. U.K.: Open
University Press
 Harvey, B. & Hallet, J. (1977). Environment and Society–An Introduction and Analysis.
London: Macmillan Press.
 Kumar, D. K. Chubin, D. (2000). Science, Technology and Society: A source book on
research and practice. London: Kluwer Academic Publication
 Kumar, Krishna (1996). Learning from Conflict. New Delhi: Orient Longman.
 NCERT (2006). Position paper on Habitat & Learning. New Delhi: National Council for
Educational Research and Training.
 Pedretti, E. (2003). Teaching Science, Technology, Society and Environment (STSE)
Education. In The Role of Moral Reasoning on Socio-scientific Issues and Discourse in
Science Education. Science and Technology Education. Vol. 19, 219-239.
 Raghunathan, Meena & Pandy, Mamta (Eds) (1999). The Green Reader: An Introduction to
Environmental Concerns & Issues. Ahmadabad: Centre for Environment Education
 Scrase, T. J. (1993). Image, Ideology and Inequality. New Delhi: Sage Publication
 UNEP (2013). Emerging issues in our global environment (year book). United Nations
Environment Programme.
 UNESCO – UNEP (1980). Environment Education: What, Why, How Paris: International
Education Series.
 UNESCO-UNEP (1990). Basic Concepts in Environmental Education. In Environment
Education Newsletter. Paris: UNESCO
 Vidya Bhawan Society (1995). Report of the Seminar on Environmental studies (23rd-25th
November, 1995). Udaipur
 Yencker, D., Fier, J. & Sykes, H. (2000). Environment Education and Society in the Asia–
Pacific. London & New York: Routledge Publication
 21
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–II) OPTIONAL PAPERS
EDL–459: PEACE EDUCATION–I
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course the students will be able to:
 To make future teachers aware of the scale and variety of conflicts affecting contemporary
life;
 To encourage inquiry into the complex role that institutionalized education plays in the
context of different types of conflicts;
 To enable students to develop personal initiative and resources for the pursuit and promotion
of peace.
SECTION–A
Role of education in development and peace
a) Role of Education in Personal, Social, National, Global and Universal spheres; coherence and
contradictions among these roles; Origin of Jealousy, Hostility, and Violence; Relations
between humans and nature: the question of environment.
b) Self and Identity: the enabling functions of 'self' in the context of motivation, development
and adjustment; Freud’s theory of the structure of the psyche.
SECTION–B
Conflict and Peace
a) Individual and collective self; duality and conflict: interpersonal, communal, national.
b) Understanding Conflict: The use of perspective, symbols, stereotypes, and rhetoric in
analyzing communication and representation of contentious issues in television and other
modern media; analysis of textbooks from the perspective of peace.
SECTION–C
Skill necessary for Peace: Analysing life at school: culture of competition; corporal punishment
and its consequences; role of family; gender roles and stereotypes.
a) Introspection, Mediation, Persuasion: Cultivating the perspective and skills necessary for
peace;
SECTION–D
Preparation for Peace
a) Sources of stress and conflict: analysis and reflection of circumstances leading to stress and
conflict.
b) Dialogue: The concept and its applications in life in the family, school, and among peers;
 22
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I

SESSIONAL WORK
Visit to Purana shalla (Where Akbar was coronated) and tracing the history how he encouraged
peace education.

REFERENCES:-

 Adans, D. (Ed). (1997). UNESCO and a Culture of peace, promoting a global Movement
 Aggarwal, J.C. (2005) Education for values, environment and human rights. New Delhi:
Shipra Publication
 Aggarwal, J.C. (2005) Education for values, environment and human rights. New Delhi:
Shipra Publication.
 Diwaar, R.R., & Agarwal, M. (Ed). (1984). Peace education. New Delhi: Gandhi peace
foundation
 Johan, G. (1996). Peace by peaceful means. New Delhi: Sage Publication.
 Khan, Wahiduddin (2003). Ideology of Peace, Goodword, New Delhi
 Morrison, M.L. (2003) Peace Education. Australia: McFarland
 Peace and Value Education. Dr. Kiruba Charles & V. Arul Selvi. (Neelkamal Publications Pvt
Ltd, New Delhi, First Edition,2012
 Pandey, Sanjay (2004). Peace Education. New Delhi: NCERT.
 Salomon, G., & Nevo, B. (2002). Peace Education: The concept, principles, and practices
around the world. London: Lawrence Erlbaum Associates.
 23
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–II) OPTIONAL PAPERS
EDL–460: EDUCATIONAL ADMINISTRATION AND MANAGEMENT–I
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
The students will be able to:
 Explain concepts of administration and management.
 Apply these concepts in management of education systems.
 Describe the different administrative structures for different levels of education.
 Explain the role of national and local level bodies responsible for educational administrations.
SECTION–A
Educational Administration and Management
a) Concepts, nature, principles of educational administration and management.
b) Scope of educational administration and management.

SECTION–B
Approaches and Structure of management
a) Educational administration, approaches and emerging trends.
b) The administrative structure for management of Education Central, State and Local Level- In
India.
SECTION–C
Centre- State Relationship for Administration
a) Centre – State relationship for educational administration: Constitutional provisions.
b) Local bodies in education- administrative system and functions
SECTION–D
Organization and Activities of National Bodies
National level bodies: Organization & activities of the following
a) UGC, NCERT, NUEPA
b) AICTE, MHRD, CABE

SESSIONAL WORK
Preparation of blueprint depicting the structure of education system in India- National level to
Grass root level.
 24
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
REFERENCES:-
 Bala, M. (1990): Leadership Behaviour and Educational Administration. New Delhi: Deep &
Deep Publications.
 Bhatia, S.K. (2008): Managing Organizational Behaviour. New Delhi: Deep and Deep
Publications.
 Bhatnagar, R.P. and Aggarwal, V. (1987): Educational Administration: Supervision Planning
and Financing. Meerut: India Surya Publications.
 Bush, T. & Bell, L. (2003): The Principles and Practice of Educational Management. London:
Paul Chapman Publishing, New Delhi: Sage Publication.
 Chand, T. & Prakash, R. (1997): Advanced Educational Administration. New Delhi:
Kanishka Publishers.
 Chandrasekaran, P. (1994): Educational Planning and Management. New Delhi: Sterling
Publishers.
 Gakhar, S.C. (2005): Educational Administration and Management. NM Publication.
 Greene, J.F. (1975): School Personnel Administration. Pennysylvania: Chilton Book
Company.
 Gupta, S.K. & Joshi, R. (2007): Organisational Behaviour. New Delhi: Kalyani Publishers.
 Jolliffe, A., Ritter J. & Stevens D. (2003): The Online Learning Handbook. London: Kogan
Page.
 Kaur, K. (1985): Education - In India (1981-1985) Policies, Planning and Implementation.
Chandigarh: Arun and Rajive Pvt. Ltd.
 Khan, N.S. & Khan, M.S. (1980): Educational Administration. New Delhi: Ashish Publishing
House.
 Lulla, B.P. & Murthy, S.K. (1976): Essential of Educational Administration. Chandigarh:
Mohindra Capital Publishing.
 Lynton, R.P. & Pareek, U. (2000): Training for Organizational Transformation Part I & II.
New Delhi: Sage Publications.
 Mukherji, S.N. (1970): Administration and Educational Planning and Finance. Baroda:
Acharya Book Depot.
 Philip, H.C. (1985): The World Crisis in Education. Oxford University Press.
 Prasad, L.M. (2008): Organisational Behaviour. New Delhi: Sultan Chand & Sons.
 Robbins, S.P., Judge, T.A. & Sanghi, S. (2007): Organisational Behaviour (12th Edition).
New Delhi: Pearson Prentice Hall.
 Rudestam, K.E. & Schoenholtz, R.J. (2002): Handbook of online Learning. New Delhi: Sage
Publications.
 Sayeed, O.B. (2001): Organisational Commitment and Conflict. New Delhi: Sage
Publications.
 Sharma, Y.K. and Sharma, M. (2006): Educational Technology and Management. New Delhi:
Kanishka Publishers, Distributors.
 Thakur, D. & Thakur, D.N. (1996): Educational Planning and Administration. New Delhi:
Deep and Deep Publications.
 Thomas, I.S. (1980): Educational Governance and Administration. America: Prentice Hall.
 25
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
(PART–II) OPTIONAL PAPERS
EDL–461: LIFE LONG EDUCATION–I
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
The students will be able to:
 Explain Philosophical and Sociological Basis of Lifelong Education.
 Understand the Concept and Nature of Lifelong Education.
 Discuss the Impact of Concept of Lifelong Education on Formal Education.
 Describe Meaning, Importance, Rationale and need of Distance Education.
 Explain Theories of Distance Education.
SECTION–A
Philosophical and Sociological Basis of Life Long Education
a) Philosophical basis of concept of lifelong education – humanism and existentialism.
b) Sociological basis of concept of lifelong education: Need and importance in the
contemporary world.
SECTION–B
Nature and Impact of Life Long Education
a) Nature and scope of lifelong education.
b) Impact of lifelong education on formal education; open learning, part time education, web
based education.
SECTION–C
Need of Distance Education
a) Distance Education: Meaning, Importance, Need of distance education in India.
b) Theories of Distance Education:(i) Theory of Independent study (Charles A. Wedemeyer)
(ii) Theory of Learner Autonomy (Michael G. Moore)
SECTION–D
Theories of Distance Education
(a)
i) Theory of Industrialised Form of Distance Teaching and Learning (Olto Peter)
ii) Theory of Guided Didectic Conversation (Borje Holmberg)
(b)
i) Theory of Significance of Two-way Postal communication (John A Baath)
ii) Theory of Human element in an industrialized form of Learning and Teaching (David Sewari)
 26
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I
SESSIONAL WORK
Preparation of the blue print of lifelong learning activities for different cadre of people (white
collared and blue collared).

REFERENCES:-
 A Report: Motivational Aspects of Adult Education Min. of Education and Social Welfare,
Directorate of Adult Education, New Delhi, 1978.
 Alford, H.J. (1968): Continuing Education - In Action: Residential Centres for Lifelong
Learning. New York: Wiley.
 Authentic Development: Role of Adult Education. New Delhi: IAEA. 1982.
 Bhatia, S.C. & Srivastava. (1978): Literacy, Literacy Materials and their Preparation: A
General Perspective. New Delhi: Directorate or Adult Education.
 Boroia K. & Draper, J.A. (1973): Adult Education - In India: A Book of Reading. New Delhi:
IAEA.
 Chib, S.S. (1986): Distance Education. Chandigarh: Chadda Publication.
 Coles, E.K.T. (1977): Adult Education - In Developing Countries. New York: Pergamon
Press.
 Cropley, A.J. (1977): Life Long Education: A Psychological Analysis. New York: Pergamon
Press.
 Daniel W. (Ed.) (1987): The Future of Literacy in Changing World. New York, Tpkya:
Pergamon Press, Oxford.
 Dutta, S.C. (1986): History of Adult Education - In India. New Delhi: IAED. French, et. al.
(Eds.) (1999): Interest Based Learning. UK: Kogan Page.
 Gorden, G. & Sharan, B. (1982): Adult Education: Foundation of Practice. New York: Harper
and Row.
 Peter Jarvis (2010). Adult Education and Lifelong Learning: Theory and Practice (4th
edition). New York: Routledge.
 Handbook of Training of Adult Education Functionaries. A Handbook, Directorate of Adult
Education, Ministry of Education and Social Welfare, New Delhi, 1978.
 Houle, C.O. (1964): Continuing Your Education. New York: Mc Graw Hill Co.
 Howe, M. J.A. (Ed.). (1978): Adult Learning Psychological Research and Applications.
London: John Willey.
 Jarvis, P. (1990): International Dictionary of Adult and Continuing Education. London:
Routledge.
 John, L. (1982): The Education of Adults: A World Perspective (Second Edition). Paris:
UNESCO.
 Jolliffe, et. al. (2001): The Online Learning Handbook. UK: Kogan Page.
 Joshi P.K. (2007): Modern Distance Education. New Delhi: Anmol Publications.
 Khan, I. (1994): Distance Teaching. Delhi: Amar Prakashan.
 Kundu, C.L. (1986): Adult Education. New Delhi: Sterling Publishers,
 Learning to be: A Report of International Commission on Education Development: UNESCO,
1972, New Delhi: Sterling Publisher, 1975.
 27
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–I

 Lovelt, T. (et.al.) (1983): Adult Education and Community Action. Great Britain: Croom
Helm Ltd.
 Maier & Warren. (2002): Integrating Technology - In Learning and Teaching. UK: Kogan
Page.
 Mali, M.G. (1984): Adult Education - In India. New Delhi: Deep and Deep Publication.
 Manjulika & Reddy. (1999): Unexplored Dimensions of Open Universities. Delhi: Vikas
Publishing House Pvt. Ltd.
 Mohanty, S.B. (1985): Non-Formal Education, Allahabad: Chugh Publications.
 National Literacy Mission, Ministry of Human Resource Development, Govt. of India, New
Delhi, Jan., 1983.
 Patil, S.P. (1996): Problems of Adult Education Programme. Ambala Cantt: Associated Pubs.
 Rahi, A.L. (1996): Adult Education Policies and Programmes. Ambala Cantt: Associated
Pubs.
 Rao, V.J. (2000): Problem of Continuing Education. New Delhi: Discovery Pub.
 Reddy, G.L. (1997): Role Performance of Adult Education Teachers: Problems and Prospects.
New Delhi: Discovery Pub.
 Roy, N.R. (1967): Adult Education - In India and abroad. Delhi: Chand.
 Rudestam & Schoonholtz-Read. (2002): Handbook of Online Learning. Delhi: Sage
Publications.
 Sharma, I.P. (1985): Adult Education - In India, A Policy Perspective. New Delhi: National
Book Organisation.
 Sodhi, T.S. (1987): Adult Education: A Multidisciplinary Approach. Ludhiana: Katson
Publication House.
 Verma, R. (2005): Distance Education - In Technological Age. New Delhi: Anmol
Publications (Pvt) Ltd.
 Verma, R. (2007): Education-Open and Distance Education - In Global Society. New Delhi:
Anmol Publications.
 Venkataiah, S. (Ed.) (2000): Lifelong and Continuing Education. New Delhi: Anmol Pub.
 Wagiare, S.K. & Vanashree, W. (1986): Extension Education Elixir in Rural Development.
New Delhi: Metropolitian Book Co.
 Yadav, R.S. (1991): Adult Education Training and Productivity. Ambala Cantt: Indian
Publications.
 28
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
Scheme of Courses
(PART–I) FOUNDATION PAPERS
(Compulsory for all)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–406 C Learning and Development 4
EDL–407 C Educational Technology and ICT 4
EDL–408 C Educational Research & Statistics-II 2
EDL–409 C Thoughts and Practices in the Field of Education 4
and Philosophy
EDP–410 C Practicals 2
EDD-411 C Dissertation Data Collection 2

(PART–II) OPTIONAL PAPERS

(Any one of the following)
COURSE CODE *C/E COURSE TITLE CREDITS
EDL–468 E Educational Measurement and Evaluation-II 4
EDL–469 E Guidance and Counselling –II 4
EDL–470 E Inclusive Education-II 4
EDL–471 E Environmental Education- II 4
EDL–472 E Peace Education-II 4
EDL–473 E Educational Administration and Management-II 4
EDL–474 E Lifelong Education-II 4

*C Means Compulsory and E Means Elective.

Aggregate of SEMESTER–II 22 Credits

Total Credits: SEMESTER–I + SEMESTER–II = 22 +22 = 44

 29
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–I) FOUNDATION PAPERS
EDL–406 LEARNING AND DEVELOPMENT
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course, the students will be able to:
 Reflect on the process of learning from the point of view of different theoretical perspectives
and the need to adapt appropriate approach
 Understand the learner in terms of diversities and its implications on learning
 Learn the factors affecting learner‘s environment and assessment
 Conceptualize the needs of the learners and the process of learning
SECTION–A
Understanding the Process of Learning
a) Learning – Meaning and Types of Cognition in Learning: Cognitive processes: sensation,
perception, attention, memory, development of concepts, logical reasoning, critical thinking,
and problem solving.
b) Various theoretical perspectives on human learning: Behavourist, (Skinner), Humanist
(Roger)
SECTION–B
Theories of Cognition
a) Cognitivist (Gagne, Ausubel, Bruner, Piaget), Constructivist (Piaget, Vygotsky).
b) Critical appraisal of the views of Ausubel, Piaget, Bruner and Vygotsky with reference to
multiple school contexts of India.
SECTION–C
Learner Engagement in the Process of Knowledge Construction
a) Forms of learner‘s engagement: modeling, observation, demonstration, exploration,
discovering, analysing, contextualsation, collaboration, multiple interpretations, critical
reflection (based on action, observation, selected reading, discussion etc.).
b) Restructuring classrooms to facilitate/maximise learning: Individualized/ self-learning; Group
learning: cooperative learning, collaborative learning; learning strategies- theoretical
explanation for their relative use
Role of Motivation in Learning
 30
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
SECTION–D
a) Role of motivation in learning: Meaning of motivation, various approaches to motivation
(humanistic approach; cognitive approach, attribution theory-Weiner); Self Actualization
theory of Bandura
b) Achievement motivation; Strategies for motivating learner - Intrinsic and extrinsic motivation
SESSIONAL WORK
 Conduct a one-day workshop for self-actualization as given by Carl Roger and make a report.
Suggested Readings:-
 Aggarwal, J.C. (2009). Child Development and the Process of Learning, Shipra Publication,
Delhi.
 Agochiya, Devendra (2010). Life Competencies for Adolescents-Training Manual for
Facilitators, Teachers and Parents, Sage Publications Pvt. Limited, New Delhi
 Aleinkov, A.G. (1999). Human Creativity. Encyclopedia of Creativity, Vol.I London:
Academic Press.
 Ambron, S.R. (1981). Child development, Holt, Rincehart and Winston, New York.
 Anderson, J.R. (1983). The architecture of cognition. Cambridge, MA: Harvard University
Press.
 Anderson, J.R. (1983). The Architecture of Cognition. Cambridge, MA. Harvard University
Press
 Anita, Woolfolk (2004). Educational Psychology, Pearson Education, New Delhi.
 Bichard, M.H. (19992). Scaffolding and Self-scaffolding: Central Aspects of Development. In
L.T. Winegar, J. Valsiner (edn.) Children‘s Development withing Social Contexts: Research
and Methodology. Erlbaum.
 Bichkard, M.H. (2000). Motivation and Emotion: An Interactive Process Model. In R.D. Ellis,
N. Newton (Edn). The Caldron of Consciousness. Pp. 161-178. J. Benjamins.
 Bickhard, M.H. (1978). The Nature of Developmental Stages, Human Development 21, pp.
217-233.
 Bickhard, M.H., Campbell, R.L. (1996) Topologies of Learning and Development. New Ideas
in Psychology. 14(2), 111-156.
 Bodner, G.M. (1986). Contructivism: A Theory of Knowledge. Journal of Chemical
Education.
 Bower, G.H. and Hilgard, E.R. (1981) Theories of learning. Prentice Hall, Inc. Englewood
Cliffs, New Jersey.
 Bruner, J.S. (1990). Acts of meaning. Cambridge, M.A.: Harvard University Press.
 Bruner, R.F. (1978). Psychology applied to teaching. Boston: Houghton Mifflin. 19
 Chaube, S.P. (2007). Development Psychology, Neelkamal Publications Pvt. Limited,
Hyderabad.
 Dandapani, S. (2001). Advanced educational psychology, (2nd edition), New Delhi, Anmol
publications Pvt. Ltd.
 Daniels, Harry (Ed.) (2007). Cambridge Companion to Vygotsky – Edition by Daniels and
others, New Delhi Cambridge Unv. Press
 Dececo, J.P. (1977). The Psychology of learning and instruction, Prentice Hall, Delhi.
 Eason, M.E. (1972). Psychological foundation of education, N.Y. Holt, Rinehart and Winston,
Inc.
 Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic
Books.
 31
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

 Gisanti, M.L. and Howard, E. Gruber (1999) (eds.). Creativity in the Moral Domain.
Encyclopedia of Creativity, Vol. I London: Academic Press.
 Grammage, P. (1990). Teacher and pupil: some socio-psychological principles and
applications (3rd Edition) Illinois: Scott. Pressman Little, Brown Higher Education.
 Guilford, J.P. (1967). Nature of Human Intelligence, New York: McGraw Hill.
 Hergenhahn, B.R. & Mathew, H. Olson (2007). Theories of Learning: An Introduction (7th
edition). Prentice Hall of India.
 Labov, W. (1969). The logic of non-standard English. Reprinted in 1972: Language in
Education: A source Book, London and Boston: Routledge and Kegan Paul/Open University
Press.
 Laura, E. Berk (2005). Child Development, Sixth Edition, Pearson Prentice Hall, New Delhi
 Mangal, S.K. (2012). Advanced Educational Psychology, 2nd Edition PH1 Learning Pvt.
Limited, New Delhi.
 NCERT (2005). National Curriculum Framework for School Education, New Delhi.
 Newell, A. & Simon, H.A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice
Hall.
 Papalia, D. E.; Olds, S.W. & Feldmen, R.D. (2004). Human Development, Ninth Edition,
Tata McGraw Hill Publishing Company Limited, New Delhi
 Passer, M.W. & Smith, R.E. (2007). Psychology: The Science of Mind and Behaviour, Third
Edition, Tata McGraw Hill Publishing Company Limited, New Delhi
 Piaget, J. (1999). Judgment and reasoning in the child. London: Routledge.
 Pintrich, P.R. and Schunk, D.H. (1996). Motivation in education: theory, research and
applications. Englewood Cliffs, N.J. Merill.
 Santrock, John. W. (2006). Educational Psychology, Tata McGraw Hill Publishing Company
Limited, New Delhi.
 Schneider, F.W., Gruman, J.A. & Coutts, L.M. (Eds.) (2012). Applied Social Psychology-
Understanding and Addressing Social and Practical Problems, Second Edition, Sage
Publications Pvt. Limited, New Delhi
 Segal, J.W. Chipman, S.F. & Glaser, R. (1985). Thinking and learning skills: Relating
Instruction to Basic Research. (Vol. I). Hillsdale, NJ: Erlbaum.
 Sherfield, R.M.; Montgomery, R.J.; & Moody, P.G. (Eds.) (2009). Cornerstone Developing
Soft Skills, Fourth Edition, Pearson Education
 Slater, M.A., & Quinn, P.C. (Eds.) (2012). Developmental Psychology-Revisiting the Classic
Studies, Sage Publications Pvt. Limited, New Delhi
 Smith, Peter K.; Cowie, Helen, & Blades, Mark (1998). Understanding Children‘s
Development, III Edition, Blackwell Publication Ltd. 10 UK.
 Srivastava, G.N.P. (2002). Shiksha Manovighyan Navin Vichardharaein. Concept Publishing
Company, New Delhi.
 Synder, C.R. & Shane, J. Lopez (2007). Positive psychology. SAGE Publications. U.K.
 Venkatesan, S. (2004). Children with Developmental Disabilities-A Training Guide for
Parents, Teachers and Caregivers, Sage Publications Pvt. Limited, New Delhi
 Vygotsky, L. (1986). Thought and language (A. Kazulin, Trans). Cambridge, M.A.: MIT
Press.
 Whitebread, David (2012). Developmental Psychology & Early Childhood Education, Sage
Publications Pvt. Limited, New Delhi.
 32
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–I) FOUNDATION PAPERS
EDL–407: EDUCATIONAL TECHNOLOGY AND ICT
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course, the students will be able to:
 Understand the nature and scope of educational technology and various forms of technology
 Understand the systems approach to Education and communication theories and modes of
communication
 Know the instructional design and modes of development of self-learning material
 Develop the ability for critical appraisal of the audio-visual media
 Develop basic skills in the production of different types of instructional material
 Know the recent innovations and future perspectives of Education Technology
 Understand the role of multimedia in education and its production process
SECTION–A
Educational Technology
a) Educational Technology: Meaning, Nature, Scope, Origin and Approaches.
b) Forms of Educational Technology: Teaching Technology, Instructional Technology,
Behavioural Technology, Instructional Design Technology
SECTION–B
Models of Teaching
a) Models of Teaching: Meaning, characteristics, Types (Information Processing Model, Social
Interaction Model, Personal Development Model, Behaviour Modification Model).
b) Concept Attainment Model, Advance Organiser Model
SECTION–C
Taxonomy and Programmed Instruction
a) Bloom’s taxonomy of educational objectives and hierarchy of objectives in the
cognitive,affective and psychomotor domains
b) Programmed Instruction: Concept and Types: Linear or Extrinsic Programming, Branchingor
Intrinsic Programming, Development of Programmed Instructional Material: Linear and
Branching Model,
 33
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

SECTION–D
Institutions of Educational Technology
a) Computer Assisted Instruction (drill and practice, tutorial, simulation and games), Computer
Based Instruction
b) Major Institutions of Educational Technology in India and their role: CIET, AVRC, EMRC,
MCRC, IGNOU, SIET, Consortium for Educational Communication (CEC)-UGC

SESSIONAL WORK
 Seminar presentation on approaches to educational technology.
 Development of frames on any of style of programmed learning.

REFERENCES:-
 Aggarwal, R.N. and Bipin Asthana (1983). Educational Measurement & Evaluation. Agra:
Vinod Pustak Mandir.
 Apter, Michel, J. (1968). The New Technology of Education. London: MacMillan.
 Bhatia, K.K. & Sidhu, H.S. (1994). Foundations of Teaching Learning Process, Ludhiana:
Tandon Publication.
 Bhushan, A. and Ahuja, M. (1992). Educational Technology. Patiala: Bawa Publishers.
 Chauhan, S.S. (1978). A Textbook of Programmed Instruction. New Delhi: Sterling.
 Mukhopadhyay, M. (1990): Educational Technology – Year Book 1988, All India
Association for Educational Technology, New Delhi.
 Mukhopadhyay, M. (1990): Educational Technology – Challenging Issues,
Sterling Publishers Pvt. Ltd., New Delhi.
 Parmaji, S. (1994): Distance Education, New Delhi: Sterling Publishers.
 Rana, S. (1994): Open Learning in India, Commonwealth Publishers, New Delhi.
 Sampathet. al. (1981): Introduction to Educational Technology, Sterling Publishers Pvt. Ltd.
 34
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–I) FOUNDATION PAPERS
EDL–408: EDUCATIONAL RESEARCH & STATISTICS–II
Time: 1:30 Hrs. Credits: 2
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course the students will be able to:
 Identify a research problem.
 Formulate research questions
 Review the literature for research purpose.
 Represent data graphically.
 Understand the different research methodologies.
 Use different statistical techniques for analysis of data.
SECTION–A
Descriptive Research
a) Survey Studies, co-relational studies, developmental studies, comparative studies, causal
comparative studies, classification by time: cross- sectional, and longitudinal studies
b) Plagiarism Meaning: types, ways to avoid plagiarism, Various Citation Methods (Writing
Style, Methods for citing various resources)
SECTION–B
Experimental Research:
a) Nature of experimental research, Experimental Research Designs: Single group pre-test,
post-tests design, pre-test-post-test control group design, post- test only control group design
and factorial design. Quasi experimental design: non- equivalent comparison group design,
time series design.
b) Internal and external validity of results in experimental research
SECTION–C
Qualitative Research
a) Qualitative Research: Meaning, Steps and characteristics phenomenology,
ethnomethodology, naturalistic inquiry
b) Historical Research- Meaning, significance, steps, primary and secondary sources of
information, external and internal criticism of the source
 35
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

SECTION–D
Inferential Statistics
a) Parametric statistics- Significance of difference between two independent Means, S.Ds,
Percentages and Correlation. Analysis of variance (ANOVA one way)
b) Non-Parametric Statistics- Analysis of frequencies using chi-square in Equal probability
cases, Normal distribution cases, Small cell, Contingency table (2X2)

SESSIONAL WORK
 Critical assessment of statistical technique used in a research report
 Analysis of data using a statistical package SPSS

REFERENCES:-
 Ary, Donald and Jacob (1976): Introduction of Statistics, Purpose and Procedures, New
York, Holt Rinehart and Winston.
 Best, J.W. & Kahan J.V. (1995): Research Education, Prentice Hall of India Pvt. Ltd., New
Delhi.
 Edwards, A.L. (1960): Experimental Design in Psychological Research, New York, Holts
(revised ed.).
 Gakhar, S.C. (2008): Statistics in Education and Psychology. N.M Publications.
 Garret H.E. (1966): Statistics in Psychology and Educaiton. Vakls, Ferrer and Simson Pvt.
Ltd. Mumbai.
 Guilford J.P. (1978): Fundamental Statistics in Psychology and Education. McGraw Hill, 6 th
Edition.
 Kaul Lokesh (1984): Methodology of Educational Research, Vikas Publishing House Pvt.
Ltd., New Delhi.
 Lindquist; E.F. (1960): Elementary Statistical Methods in Psychology and Education Oxford
Book company, New Delhi.
 Pophan, W.J. (1988): Educational Evaluation, Prentice Hall, New Delhi.
 Seigal Sidney (1965): Non-parametric Statistics McGraw Hill Books Company, New York
 Tuckman, B.W. (1972): Conducting Educational Research, Harcourt Brace, Javanovich.
 Verman, M. (1965): Introduction to Educational and Psychological Research, Lond. Asia.
 36
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–I) FOUNDATION PAPERS
EDL–409: THOUGHTS AND PRACTICES IN THE FIELD OF EDUCATION AND
PHILOSOPHY
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

Course Objectives
 To develop an appreciation for the role of philosophy in guiding the teaching learning
process of education.
 To make students able to understand the relationship between Philosophy and Education.
 To make students able to understand Logical analysis, Interpretation and Synthesis of various
concepts, proposition and philosophical assumptions about educational phenomena.
 To enable students to analyze education from different political perspectives and theoretical
frameworks.
 To understand the basic Indian and Western concepts of education
 To develop a critical understanding of major modern educational philosophies
SECTION–A
Philosophy of Education
a) Philosophy of Education- Concept, Nature, Scope and Function
b) Relationship between Philosophy and Education

SECTION–B
Philosophical Perspectives of Education
a) Branches of Philosophy- metaphysics and education, epistemology and education, axiology
and education.
b) Modern concepts of Philosophy- logical analysis, logical empiricism, positive relativism

SECTION–C

Education as Interdisciplinary Knowledge: Indian Perspective

a) Vision derived from the synthesis of different ancient Indian Philosophies and their
educational implications: Sankhya, Vedanta, Buddhism, Jainism
b) Critical Analysis of Thoughts of Great Educators: Swami Vivekananda, Rabindranath
Tagore, Gandhi, Sri Aurobindo.
 37
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

SECTION–D
Education as Interdisciplinary Knowledge: Western Perspective
a) Vision Derived from the Different Schools of thoughts and their Educational
Implications: Idealism, naturalism, Pragmatism, Existentialism
b) Critical Analysis of thoughts of Great Educators: Rousseau, Karl Marx, John Dewey.

SESSIONAL WORK
Presentation on the Philosophy of
1. Pandit M.M. Malviya
2. Maulana Abul Kalam Azad
3. Dr. A.P.J. Abdul Kalam

REFERENCES:-
 Agrawal, S. (2007). Philosophical Foundations of Education. Delhi: Authors Press.
 Brubacher, J. S. (1962). Eclectic Philosophy of Education. Prentice Hall, New Jercy:
Engelwood Cliffs.
 Brubacher, J. S. (1962). Modern Philosophies of Education. New York: McGraw-Hill Book
Company Inc.
 Dhavan, M. L (2005). Philosophy of Education. Delhi: Isha Books.
 Kilpatrick, W.H. Source Book in the Philosophy of Education. New York: McMillan and
Company.
 Kneller, G.F. (1963). Foundations of Education. London and New York: John Wiley and
Sons, Inc.
 Pandey, R.S. (1997). East West Thoughts on Education. Allahabad: Horizon Publishers.
 Park, J. (1961). The Philosophy of Education. New York: Macmillan Company.
 Phenix, P.H. (1960). Philosophy of Education. New York: Holt, Rinehart and Winston.
 Sharma, A.P. (1997). An Approach to Philosophy of Education. Delhi: Indian Publications.
 Sodhi, T.S. & Suri, A. (2003). Philosophical and Sociological Foundation of Education.
Patiala: Bawa Publications.
 Weber, C.O. (1960). Basic Philosophies of Education. New York: Holt, Rinehart and
Winston.
 Weerasinghe S.G.M. (1993). The Sankhya Philosophy: A Critical Evaluation of its origins
and Development. Delhi: Sri Satguru Publications - A Division of Indian Books Centre.
 38
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

(PART–I) OPTIONAL PAPERS

EDP 410–: PRACTICALS

Time: 1:30 Hrs. Credits: 2

1. Achievement motivation test.

2. Self-Actualization Test by Bandura.
3. Bhatia Battery.
 39
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

EDD–411: DISSERTATION (DATA COLLECTION)

Credit: 2

Candidate will go for field work and collect the data for dissertation in Semester–II.

Note:

Marks will be awarded on the basis of data collection which will be produced by the candidate in the form
of score sheet/ data sheet/ excel sheet.
 40
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

(PART–II) OPTIONAL PAPERS

EDL–468 EDUCATIONAL MEASUREMENTAND EVALUATION–II
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
The students will be able to:
 Explain the concepts and techniques of measurement and evaluation.
 Develop skills in the construction and standardization of tests.
 Explain the applications of advanced statistical techniques.
SECTION–A
Measurement and Educational Norms
a) Measurement of Intelligence, interest, aptitude, attitude, personality and
achievement.
b) Educational Norms- age, grade, percentage, standard scores (t-score, c-score, o-
score).
SECTION–B
Trends in Examination Reforms
(a) New trends in Examination Reforms: Grade system, semester system, Continuous
internal assessment, Question Banks.
(b) Use of computers in evaluation, merits and demerits of marking and grading.

SECTION–C
Parametric and Non- Parametric testing
(a) Computation and significance of product moment correlation
(b) Difference between Parametric and Non-Parametric tests
SECTION–D
Inferential techniques for analysis
(a) Significance of Mean and Difference Between Mean.
(b) Analysis of variance (one way and two way): Assumption and computation.

SESSIONAL WORK
Development of Parametric and Non- Parametric test
 41
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

REFERENCES:-

 J.P. Lal, Yadav Seema. (2008). Educational Measurement and Evaluation. Anmol
Publications Pvt. Ltd.
 Ebel, L.R. and Fristris, D.A. (1991): Essentials of Educational Measurement. New Delhi:
Prentice Hall of India Pvt. Ltd.
 Edwards, A.L. (1957): Techniques of Attitudes Scale Construction. New York.
 Gakhar, S.C. (2009): Statistics - in Education and Psychology.
 Freeman, F.S. (1965): Theory and Practice of Psychological Testing. New York: Rinehart
and Winston.
 Fruchter, B. (1954): Introduction to Factor Analysis.
 Garret, H.E. (1973): Statistics - In Education and Psychology. Bombay: Vakils, Feffer and
Simons.
 Guilford, S.P. and Fruchter, B. (1973): Fundamental Statistics - In Psychology and Education
(5th Edition). New York: McGraw Hill and Co.
 Thorndike, R.L. and Hagen, E. (1977): Measurement and Evaluation - In Psychology and
Education. New York: John Wiley and Sons, Inc.
 42
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–II) OPTIONAL PAPERS
EDL–469 GUIDANCE AND COUNSELLING–II
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
The students will be able to:
 Describe various testing and non-testing techniques of guidance and counselling.
 Analyze theories of career development and their implications.
 Explain relevance of helping relationship and role of counsellor as helper
 Elaborate counselling process and interview.
SECTION–A
Testing and non-testing techniques of student’s appraisal
a) Testing Techniques of Student Appraisal: Intelligence, Personality, Aptitude and Interest.
b) Non-Testing Techniques of Student Appraisal: Interview, Observation, Case study,
Anecdotal Record and Cumulative Record.
SECTION–B
Theories of career development
a) Concept and Theories (Roe, Super, Krumboltz) of Career Development
b) Dynamic factors Influencing Career Development.
SECTION–C
Helping Relationship of counselling
a) Helping Relationship: Meaning, Nature and Importance. Counselling as Helping relationship.
b) Counselling Process and Process of Referral.
SECTION–D
Counselling Techniques and Practices
a) Structure the Counselling-Relationship, Degree of Lead by Counsellors, Non-Verbal
Behaviour
b) Transference and Counter-Transference, Process of Referral.

SESSIONAL WORK
 Administration and Interpretation: Aptitude Test
 Interest Test
 Development of individual’s profile
 43
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

REFERENCES:-

 Ghose, J. (1995): Vocational Guidance. New Delhi: USS Publications.

 Jones, A.J. (1970): Principles of Guidance. New York: McGraw Hill Book Company.
 Mohan, S. (1999): Career Development - In India (Ed.). Delhi: Vikas Publishing House, Pvt.
Ltd.
 Kinra (2008). Guidance and Counselling Delhi: Dorley Kindersley Pvt. Ltd.
 Shertzer, B. & Stone, S.C. (1981): Fundamentals of Guidance. U.S.A.: Houghton, Mifflin
Co.
 Taxler, A.E. (1964): Techniques of Guidance. New York: McGraw Hill.
 Tolbert, E.L. (1978): An Introduction to Guidance. Toronto: Little Brown and Company.
 Arbucle, D.S. (1965): Counselling: Philosophy, Theory and Practice, Boston, Allyn and
Bacon.
 Bantole, M.D. (1984): Guidance and Counselling, Bombay, Sheth and Sheth Publications.
 Blocher, D.H. (1987): The Professional Counsellor, N.Y. Macmillan.
 Burnard, P. (2005): Counselling Skills Training, New Delhi: Viva Book Private Limited.
 Dryden, Windy and Filethaman Colin (1994): Developing Counsellor Training, London,
Sage.
 D.G.E. and T. Pumphlets / Publications, Ministry of Labour, Govt. of India (from time to
time).
 Gelso, C.J. and Fretz, B.R. (1995): Counselling Psychology Prisin Book, Banglore.
 George, R.l. and Critiani T.S. (1990): Counselling Theory and Practice, New Jercy, Prentice
Hall.
 Ghose, J. (1995): Vocational Guidance, New Delhi: U.S.S Publication.
 Gibson, Robert L. & Mitchell, Marianne, H. (2007): Introduction to Counselling and
Guidance, Pearson Prentice Hall of India, New Delhi.
 Leuis, M.D., Mayer, R.L. and Louis, J.A. (1986): An Introduction to Counselling, Profession,
Illinas, F.E. Peacock Publishers.
 Shashi Prabha Sharma (2005). Career Guidance and Counselling: Principles and Techniques.
Kanishka Publishers.
 Pietrofa, J.J. Hoffman, A and Splete, H.H. (1984): Counselling: An Introduction, E.
Houghton, Mifflin Company.
 Petterson, G.H. (1962): Counselling and Guidance in Schools, McGraw Hill Book Company,
London.
 Saxena, A. (2007): Modern Techniques of Counselling, New Delhi: Rajat Publications.
 Shertzer, B. and Stone S.C. (1974): Fundamentals of Counselling, Boston, Houghton Mifflin
Co.
 Sherlzer, B., and Stone S.G. (1980): Fundamentals of Guidance. Boston, Houghton Mifflin
Co.
 Tolbert, E.L. (1978): An Introduction to Guidance, Little Brown and Company. Toronto.
 44
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–II) OPTIONAL PAPERS
EDL–470 INCLUSIVE EDUCATION-II
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

Course Objectives
On completion of this course the students will be able to:
 Understand the nature of difficulties encountered by children with diverse needs.
 Understand the needs of the children with diverse needs.
 Appreciate the need for promoting inclusive practice.
 Appreciate the role of the concerned personnel.

SECTION–A
Education for Children with Diverse Needs
a) Definition and characteristics of children with sensory (hearing, visual and physically
challenged), intellectual (gifted, talented and children mentally challenged children),
developmental disabilities (autism, cerebral palsy, learning disabilities), social and emotional
problems, scholastic backwardness, under achievement, slow learners, children with special
health problems, environmental/ecological difficulties and children belonging to other
marginal groups.
b) Recommendations of Education Commissions and Committees on restructuring policies and
practices to respond to diversity in educational situations

SECTION–B
Curriculum Adaptation for Children with Diverse Needs
a) Concept meaning and need for curriculum adaptations for children with sensory (hearing,
visual and physically challenged) intellectual (gifted, talented and children mentally
challenged children), developmental disabilities (autism, cerebral palsy, learning disabilities),
social and emotional problems, scholastic backwardness, under achievement, slow learners,
children with special health problems, environmental/ecological difficulties and children
belonging to other marginal groups.
b) Guidelines, Techniques and methods used for adaptation of content, laboratory skills and
play material.
 45
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
SECTION–C
Role of stakeholders for inclusion
a) Role of resource teachers working in inclusive setting for the development of children with
diverse needs.
b) Role of teachers, parents and other community members for supporting inclusion of children
with diverse needs.
SECTION–D
Utilization of Resources for Inclusion
a) Creating conducive environment in inclusive schools: material resources and human
resources, changing the attitude of the significant people, exploring and utilizing the services
and resources available in the community.
b) Identifying the required resources for children with varied special needs
SESSIONAL WORK
 Conduct a survey in the local area to ascertain the prevailing attitudes/ practices towards
social, emotional and academic inclusion of children with diverse needs.
 Field visit to school/institutions promoting inclusive practices and discussion with teachers
and observation and analysis of teaching learning practices.

REFERENCES:-
1. Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning Based
Approach: National Publishing house 23 Daryaganj, New Delhi 110002.
2. Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and
Participation in Schools. Bristol: Center for Studies in Inclusive Education.
3. Chintamanikar, (1992). Exceptional Children-Their Psychology and Education, Sterling
Publishers Pvt. Ltd., New Delhi
4. Dash M. Education of Exceptional Children-Atlantic Publications and Distributors, New
Delhi
5. Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped,
Gurgaon, Old Subjimandi, Academic Press.
6. Jangira. N.K. (1986) Special Education, Britania and Britania and India, Gurgaon Academic
Press, India
7. Jha. M. (2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational
publishers, Multivista Global Ltd, Chennai, 600042, India.
8. Mathew, S. (2004) Education of children with hearing impairment. RCI, Kanishka Pub. New
Delhi.
9. Panda, K. C. (1997) Education of exceptional children. Vikas Pub. New Delhi
10. Sahu, B.K. (1962) Education of Exceptional Children, Honghton Mifflin Company, Boston
11. Sharma P.L (2003) Planning Inclusive Education in Small Schools, R.I E. Mysore
12. Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs
N.C.E.R.T. Publication.
13. Wornock, M. (1978)” Special Educational Needs”. Report of the Committee of the Inquiry
into the People, HMSO.
 46
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–II) OPTIONAL PAPERS
EDL–471 ENVIRONMENTAL EDUCATION–II
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJCTIVES:-
On completion of this course the students will be able to:
 To make student teachers understand about the concept importance scope and aims of
environmental education.
 To acquaint the student with possible environmental hazards enabling them to combat with
the negative effects of the programmes of environmental erosion and pollution at various
stages of education.
 To orient student teachers with various components of environmental for preparing a
curriculum for environmental education.
 To enable the students teacher to develop various and strategies for realizing the objectives of
environmental education.
 To enable the students teacher to understand about various projects in the area of
environmental studies in different countries.
SECTION–A
Concept of Environment Education
a) Environment Education Curriculum: Concept, Features, Programme of environmental
education for primary, secondary and higher education institutions
b) Aims and Objectives; Guiding principles and foundations.
SECTION–B
Man and Environment
a) Relationship between man and Environment.
b) Ecological and psychological perspective
SECTION–C
Environmental Hazards
a) Environmental pollution; physical, air, water, noise, chemical.
b) Extinction of flora and fauna, deforestation, soil erosion; Need for conservation, preservation
and protection of rich environmental heritage.
 47
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

SECTION–D
Strategies and Methods of Environmental Education
a) Strategies and approaches, treating environment education as a separate subject, topical units,
integration and interdisciplinary approaches.
b) Methods – discussion, seminar, workshop, Dialogue, Problem Solving, Field Surveys,
Project and Exhibition; Role of Media, Print Films, and TV

SESSIONAL WORK
Submit a report after surveying a typically degraded local area and to suggest necessary remedial
measures. The task is to cover any two types of pollution and assessing the role of the Pollution
control boards in this reference.

REFERENCES:-
 Agarwal, A et. al. (ed.) (2001). Green Politics: Global Environment Negotiations. New
Delhi: Centre for Science and Environment
 Agarwal, A. & Narain S. (1991). The State of India’s Environment – The Third Citizen’s
Report. New Delhi: Centre for Science and Environment.
 Agenda 21, UN Conference on Environment and Development (The Earth Summit) (1991).
In Palmer, J. and Neel, P. (Ed.). The Handbook of Environmental Education, London:
Routledge.
 Alkazi, F., Jain, O. and Ramdas, K. (2001). Exploring our Environment– Discovering the
Urban Reality. New Delhi: Orient Longman
 CEE (1986). Joy of Learning, Handbook of Environmental Educational Activities.
Ahmadabad: Centre for Environment Education
 Centre for Environmental Education (1997). The Green Teacher: Ideas, Experience and
Learning. In Educating for the Environment. Ahmadabad: CEE.
 Driver R. Guesne, E. & Tiberghien, A. (1985). Children’s Ideas in Science. U.K.: Open
University Press
 Harvey, B. & Hallet, J. (1977). Environment and Society–An Introduction and Analysis.
London: Macmillan Press.
 Kumar, D. K. Chubin, D. (2000). Science, Technology and Society: A source book on
research and practice. London: Kluwer Academic Publication
 Kumar, Krishna (1996). Learning from Conflict. New Delhi: Orient Longman.
 48
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

 NCERT (2006). Position paper on Habitat & Learning. New Delhi: National Council for
Educational Research and Training.
 Pedretti, E. (2003). Teaching Science, Technology, Society and Environment
(STSE)Education. In The Role of Moral Reasoning on Socio-scientific Issues and Discourse
in Science Education. Science and Technology Education. Vol. 19, 219-239.
 Raghunathan, Meena & Pandy, Mamta (Eds) (1999). The Green Reader: An Introduction to
Environmental Concerns & Issues. Ahmadabad: Centre for Environment Education
 Scrase, T. J. (1993). Image, Ideology and Inequality. New Delhi: Sage Publication
 UNEP (2013). Emerging issues in our global environment (year book). United Nations
Environment Programme.
 UNESCO – UNEP (1980). Environment Education: What, Why, How . . . Paris:
International Education Series.
 UNESCO-UNEP (1990). Basic Concepts in Environmental Education. In Environment
Education Newsletter. Paris: UNESCO
 Vidya Bhawan Society (1995). Report of the Seminar on Environmental studies (23rd-25th
November, 1995). Udaipur
 Yencker, D., Fier, J. & Sykes, H. (2000). Environment Education and Society in the Asia–
Pacific. London & New York: Routledge Publication.
 49
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–II) OPTIONAL PAPERS\
EDL–472: PEACE EDUCATION–II
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course the students will be able to:
 Analyze the concept of Peace education
 Critically examine the importance of Peace education
 Make conceptual analysis of Peace education concepts
 Appreciates the contribution of Indian philosophy of education
 Examine the relationship between Peace and education
 Examine the social processes and the significance of Peace education
 Recognize the importance of peace education in national development.

SECTION–A
Nature and Concept of Peace and Education
a) Role of Education- in Peace Education
b) Role of Religion- Religious harmony; role of Peace Education in a multicultural India
SECTION–B
Indian thoughts of peace education
a) Aims and Objectives of Peace Education
b) Great Educationist’s view on Peace and Peace and Education M.K. Gandhi, Rabindranata
Tagore, Vivekananda Martin Luther King- Buddha and Mahaveera
SECTION–C
Approaches and Strategies of Peace Education
a) Conflict management- Cultural awareness- Role of the society; Gandhi an War of Conflict
resolution
b) Elements of Effective Peace Education, Sources of Peace Knowledge and practices
SECTION–D
Initiatives in Peace Education
a) Programmes of Peace Education Initiative at various levels of Education- Formal informal-
School Education, Higher Education
b) Need for Research in peace Education- Formative and Summative evaluation in Peace
Education
 50
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

SESSIONAL WORK
Developing an action plan for peace on roads

REFERENCES:-

 Monisha Bajaj, “Encyclopedia of Peace Education” Information Age publishing Inc.,

Yugoslavia 2008.
 Ian M. Harris, Mary Lee Morrison, “Peace education” Mc Farland and Commpany Inc
Publishers, 2003.
 Jing Lin, Edward J. Brantmeier, Christa Bruhn, “Transforming education for peace” 
 Information Age publishing Inc., U.S.2008.
 Rachel MacNair, “The psychology of peace: an introduction” Praeger Publishers 2003.
 Emmanuel Babu Joseph Kallarackal, “Peace education in northeast India” Fordham
University publishers Inc., 2007.
 Anima Bose, Zlmarian Jeanne Walker, Fredsberedskap, “Peace education: Perspectives
from Brazil and India” Malmö School of Education Publishers inc.,1990.
 L. Mishra, “Peace Education: Framework For Teachers” 2009. 
 Balvinder Kaur, “Peace Education: New Trends and Innovations” 2006.
 Singh, “Peace & Human Rights Education” 2008.
 Johnson David W. Jr., Roger T. Johnson, “Peace Education: A Special Issue of Theory Into
Practice” 2005
 51
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–II) OPTIONAL PAPERS
EDL–473 EDUCATIONAL ADMINISTRATION AND MANAGEMENT–II
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
The students will be able to:
 Highlight need, importance and scope of educational planning.
 Describe various approaches to planning.
 Explain different stages of educational planning.
 Discuss the problems in implementing plans.
 Explain meaning and functions of supervision in education.
 Describe concepts and implications of organizational climate, job satisfaction, motivation
and conflict management for teachers and administrators.
SECTION–A
Approaches of educational planning
a) Educational Planning: Need, importance, stages and scope.
b) Approaches to planning; Institutional planning.

SECTION–B
Programmes and problems in implementation
a) Planning and implementing supervisory programs, problems.
b) Problems in implementing plans – sociological, political and economic.
SECTION–C
Educational and supervision
a) Educational and supervision: Meaning, functions and
b) Types of Education and supervision
SECTION–D
Organizational climate and Conflict management
a) Concept of Organizational climate, Motivation, Job satisfaction.
b) Conflict management for teachers and administrators.

SESSIONAL WORK
Survey of education leadership practices of secondary schools
 52
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
REFERENCES:-
 Bala, M. (1990): Leadership Behaviour and Educational Administration. New Delhi: Deep &
Deep Publications.
 Bhatia, S.K. (2008): Managing Organizational Behaviour. New Delhi: Deep and Deep
Publications.
 Bhatnagar, R.P. and Aggarwal, V. (1987): Educational Administration: Supervision Planning
and Financing. Meerut: India Surya Publications.
 Bush, T. & Bell, L. (2003): The Principles and Practice of Educational Management.
London: Paul Chapman Publishing, New Delhi: Sage Publication.
 Chand, T. & Prakash, R. (1997): Advanced Educational Administration. New Delhi:
Kanishka Publishers.
 Chandrasekaran, P. (1994): Educational Planning and Management. New Delhi: Sterling
Publishers.
 Gakhar, S.C. (2005): Educational Administration and Management. NM Publication.
 Greene, J.F. (1975): School Personnel Administration. Pennysylvania: Chilton Book
Company.
 Gupta, S.K. & Joshi, R. (2007): Organisational Behaviour. New Delhi: Kalyani Publishers.
 Jolliffe, A., Ritter J. & Stevens D. (2003). The Online Learning Handbook. London: Kogan
Page.
 Kaur, K. (1985): Education - In India (1981-1985) Policies, Planning and Implementation.
Chandigarh: Arun and Rajive Pvt. Ltd.
 Khan, N.S. & Khan, M.S. (1980): Educational Administration. New Delhi: Ashish
Publishing House.
 Lulla, B.P. & Murthy, S.K. (1976): Essential of Educational Administration. Chandigarh:
Mohindra Capital Publishing.
 Lynton, R.P. & Pareek, U. (2000): Training for Organizational Transformation Part I & II.
New Delhi: Sage Publications.
 Mukherji, S.N. (1970): Administration and Educational Planning and Finance. Baroda:
Acharya Book Depot.
 Philip, H.C. (1985): The World Crisis in Education. Oxford University Press.
 Prasad, L.M. (2008): Organisational Behaviour. New Delhi: Sultan Chand & Sons.
 Robbins, S.P., Judge, T.A. & Sanghi, S. (2007): Organisational Behaviour (12th edition).
New Delhi: Pearson Prentice Hall.
 Rudestam, K.E. & Schoenholtz, R.J. (2002): Handbook of Online Learning. New Delhi: Sage
Publications.
 Sayeed, O.B. (2001): Organisational Commitment and conflict. New Delhi: Sage
Publications.
 Sharma, Y.K. and Sharma, M. (2006): Educational Technology and Management. New
Delhi: Kanishka Publishers, Distributors.
 Thakur, D. & Thakur, D.N. (1996): Educational Planning and Administration. New Delhi:
Deep and Deep Publications.
 Thomas, I.S. (1980): Educational Governance and Administration. America: Prentice Hall.
 Trivedi, P.R. & Sudershan, K.N. (1996): Management Education. New Delhi: Discovery
Publishing House.
 53
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
(PART–II) OPTIONAL PAPERS
EDL–474 LIFE LONG EDUCATION–II
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVE
The students will be able to:
 Explain the concept, aims and need of adult and continuing education.
 Explain the impact of Life Long Education approach on global policies.
 Describe the development of Open and Distance Education in India.
 Highlight the impact of information technology on distance education.
SECTION–A
Adult and Continuing Education
a) Adult and Continuing Education: Concept, Aims, Need and Importance in Developing a
Learning Society.
b) Recent Impact of Life Long Education Approach on Global Policies
SECTION–B
Distance Education
a) Development of Open and Distance education with reference to National Policy of Education
(1986, 1992 revised).
b) Problems of Distance Education.
SECTION–C
Modalities of Distance Education
a) Modalities of Distance Education- Correspondence courses, Open Schools and Universities,
b) Education Broadcast: TV and Radio, CAI.
SECTION–D
ICT in distance education
a) Impact of information technology revolution on distance education- Internet and its uses
b) Emergence of on-line education.

SESSIONAL WORK
Survey on awareness of global policies for Life Long Education/ technological revolution in
distance education.
 54
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II
REFERENCES:-
 A Report: Motivational Aspects of Adult Education Min. of Education and Social Welfare,
Directorate of Adult Education, New Delhi, 1978.
 Alford, H.J. (1968): Continuing Education – In Action: Residential Centres for Lifelong
Learning. New York: Wiley.
 Bhatia, S.C. & Srivastava. (1978): Literacy, Literacy Materials and their Preparation: A
General Perspective. New Delhi: Directorate or Adult Education.
 Boroia K. & Draper, J.A. (1973): Adult Education – In India: A Book of Reading. New
Delhi: IAEA.
 Chib, S.S. (1986): Distance Education. Chandigarh: Chadda Publication.
 Coles, E.K.T. (1977): Adult Education – In Developing Countries. New York: Pergamon
Press.
 Cropley, A.J. (1977): Life Long Education: A Psychological Analysis. New York: Pergamon
Press.
 Daniel W. (Ed.) (1987): The Future of Literacy in Changing World. New York, Tokya:
Pergamon Press, Oxford.
 Dutta, S.C. (1986): History of Adult Education – In India. New Delhi: IAED.
 French, et. al. (Eds.) (1999): Interest Based Learning. UK: Kogan Page.
 Gorden, G. & Sharan, B. (1982): Adult Education: Foundation of Practice. New York:
Harper and Row.
 Govt. of India National Adult Education Programme: An Outline, 1978.
 Handbook of Training of Adult Education Functionaries. A Handbook, Directorate of Adult
Education, Ministry of Education and Social Welfare, New Delhi, 1978.
 Houle, C.O. (1964): Continuing Your Education. New York: McGraw Hill Co.
 Howe, M. J.A. (Ed.). (1978): Adult Learning Psychological Research and Applications.
London: John Willey.
 Jarvis, P. (1990): International Dictionary of Adult and Continuing Education. London:
Routledge.
 Jethither, B. (1996): Adult Education & Extension. New Delhi: APH Publishers.
 John, L. (1982): The Education of Adults: A World Perspective (Second Edition). Paris:
UNESCO.
 Jolliffe, et. al. (2001): The Online Learning Handbook. UK: Kogan Page.
 Joshi P.K. (2007): Modern Distance Education. New Delhi: Anmol Publications.
 Khan, I. (1994): Distance Teaching. Delhi: Amar Prakashan.
 Kundu, C.L. (1986): Adult Education. New Delhi: Sterling Publishers.
 Learning to be: A Report of International Commission on Education Development:
UNESCO, 1972, New Delhi: Sterling Publisher, 1975.
 Lovelt, T. (et.al.) (1983): Adult Education and Community Action. Great Britain: Croom
Helm Ltd.
 Maier & Warren. (2002): Integrating Technology – In Learning and Teaching. UK: Kogan
Page.
 55
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–II

 Mali, M.G. (1984): Adult Education – In India. New Delhi: Deep and Deep Publication.
 Manjulika & Reddy. (1999): Unexplored Dimensions of Open Universities. Delhi: Vikas
Publishing House Pvt. Ltd.
 Mohanty, S.B. (1985): Non-Formal Education, Allahabad: Chugh Publications.
 National Literacy Mission, Ministry of Human Resource Development, Govt. of India, New
Delhi, Jan., 1983.
 Pareek, V.K. (1992): Adult Education. Delhi: Himansher.
 Patil, S.P. (1996): Problems of Adult Education Programme. Ambala Cantt: Associated Pubs.
 Rahi, A.L. (1996): Adult Education Policies and Programmes. Ambala Cantt: Associated
Pubs.
 Rao, V.J. (2000): Problem of Continuing Education. New Delhi: Discovery Pub.
 Reddy, G.L. (1997): Role Performance of Adult Education Teachers: Problems and
Prospects. New Delhi: Discovery Pub.
 Peter Jarvis (2010). Adult Education and Lifelong Learning: Theory and Practice (4 thedition).
New York: Routledge.
 Rudestam & Schoonholtz-Read. (2002): Handbook of online Learning. Delhi: Sage
Publications.
 Seetharamu, A.S. & Devi, M.D.U. (1994): Adult Education. New Delhi: Ashish.
 Sharma, I.P. (1985): Adult Education – In India, A Policy Perspective. New Delhi: National
Book Organisation.
 Sodhi, T.S. (1987): Adult Education: A Multidisciplinary Approach. Ludhiana: Katson
Publication House.
 Venkataiah, S. (Ed.) (2000): Lifelong and Continuing Education. New Delhi: Anmol Pub.
 Verma, R. (2005): Distance Education – In Technological Age. New Delhi: Anmol
Publications (Pvt) Ltd.
 Verma, R. (2007): Education-Open and Distance Education – In Global Society. New Delhi:
Anmol Publications.
 Wagiare, S.K. & Vanashree, W. (1986): Extension Education Elixir in Rural Development.
New Delhi: Metropolitian Book Co.
 Ward, K. & Taylor, R. (1986): Adult Education and the Working Class: Education for the
Missing Millions. London: Croom Helm.
 Yadav, R.S. (1991): Adult Education Training and Productivity. Ambala Cantt: Indian
Publications.
 56
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–412 C Sociological Concerns in Education 4
EDL–413 C Gender School and Society 4
EDL–414 C Creating an Inclusive School 4
EDL–415 C Educational Technology and ICT 2
EDD-416 C Dissertation (Submission) 2
EDP–417 C Practicals 2
(PART–II) OPTIONAL PAPERS
(Any one of the following)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–480 E Educational Measurement and Evaluation–III 4
EDL–481 E Guidance and Counselling–III 4
EDL–482 E Inclusive Education–III 4
EDL–483 E Environmental Education–III 4
EDL–484 E Peace Education–III 4
EDL–485 E Educational Administration and Management–III 4
EDL–486 E Lifelong Education–III 4

*C Means Compulsory and E Means Elective.

Aggregate of Semester–III 22 Credits
Total Credits: Semester–I + Semester–II + Semester–III = 22+22+22 = 66

Note:- It is compulsory for all the students to submit Dissertation in Semester-III.

 57
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
(PART–I) FOUNDATION PAPERS
EDL–412: SOCIOLOGICAL CONCERNS IN EDUCATION
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course the students will be able to:
 Understand the nature of education as a social sub- system.
 Analyze education from different sociological perspectives and theoretical framework.
 Understand educational institution as an agency of socialization.
 Reflect upon educational problems and issues related to the weaker sections of the society.
 Know how education is embedded in social structure and culture.
SECTION–A
Education and Sociology
a) Concept and nature of sociology of Education, Difference between Sociology of Education
and Educational Sociology; Social organization; Social groups
b) Education as related to Social Equity and equality of educational opportunities (with special
reference to SC, ST, Women and Rural Population).
SECTION–B
Education and Culture
a) Concept of Culture, Sub-Culture and Multiculturalism. Relationship between culture and
education; Cultural determinants of education.
b) Cultural change, Cultural lag, cultural crisis, with special reference to Indian society.
SECTION–C
Education and political systems
a) Influence of education and political systems on each other.
b) Education as a social sub-system, social stratification and social mobility.
SECTION–D
Role of Education in socialization and acculturation
a) Social Change: Meaning and Nature, Constraints and factors (Caste, Ethnicity, Language,
Class, Religion and Regionalism) of social change in India.
b) Process of socialization and acculturation of the child - critical appraisal of the role of school,
parents, peer group and the community.
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

SESSIONAL WORK
 In depth analysis of industrial revolution, green revolution and digital revolution that affected
humans

REFERENCES:-
 Brambeck, C. S. (1966). Social Foundation of Education - A Cross Cultural Approach. New
York:John Willey.
 Banks, J. (2004). Approaches to multicultural curriculum reform. In J. Banks & C. Banks
(Eds.), Multicultural education: Issues and perspectives. San Francisco, CA: Jossey‐Bass.
 Banks, J. (2004). Multicultural education: Characteristics and goals. In J. Banks & C. Banks
 (Eds.), Multicultural education: Issues and perspectives. San Francisco, CA: Jossey‐Bass.
 Brookover, W.B, and Erickson. E.L. (1973). Sociology of Education Illinois. The Dorsey
 Press.
 Chandra, S.S. (1996). Sociology of Education. Guwahati, Eastern Book House.
 Chesler, M.A &Cave, W.M. (1981). Sociology of Education. New York: Macmillan
Publishing co, Inc.
 Coffey, A. (2001). Education and Social Change. Buckingham: Open University Press.
 Hallinan, M.T. (Eds). (1987). Social Organisation of Schools. New York: Plenum Press.
 Hallinan, M.T. (Eds). (2000). Handbook of the Sociology of Education. USA: Springer.
 Hunt, M.P. (1973). Foundation of Education Social and Cultural Perspectives. New York:
Halt, Rinehart and Winston.
 Havighurst, Robert et al. (1995). Society and Education. Baston: Allyen and Bacon.
 Inkeles, Alex. (1987). What is Sociology? New Delhi: Prentice Hall of India.
 Maunheim, K. (1962). An Introduction to Sociology of Education. London: Routledged and
Kegan Paul.
 Mathur, S.S. (1985). A Sociological Approach to Indian Education. Agra: Vinod Pustak
Mandir.
 Mossish, Loor. (1972). Sociology of Education: An Introduction. London: George Allen and
Unwin.
 Meighan, R.A. (1986). Sociology of Education. London: Cassell Education Ltd
 59
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
(PART–I) FOUNDATIONS PAPERS
EDL–413 GENDER SCHOOL AND SOCIETY
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES:
To enable the students teacher to
 Understand the basic terms, concepts used in gender studies.
 Understand the gender discrimination in construction and dissemination of knowledge.
 Develop an awareness and sensitivity.
SECTION–A
Gender issues and concerns
a) Meaning of gender, patriarchy, masculinity and feminism, introduction of third gender
b) Process of socialization and Gender identity in family, schools and other formal and informal
organization (identities largely unavailable to women such as farmer, scientist etc.)
stereotypes about girls and women prevalent in the society, media and literature
SECTION–B
Gender equity and equality
a) Concept of gender equity and equality in education: Problems of access, retention, stagnation
and dropout.
b) Efforts of government and non-government organization in dealing with gender inequalities
SECTION–C
Social Construction of Gender
a) Gender and its intersection–with poverty, caste, class, religion, disability, and region (rural,
urban and tribal areas).
b) Girls as learners, hidden curriculum, gender bias as reflected in Schooling (teacher attitudes,
expectations and peer culture), text books,subject choice made in Grade XI, Epistemological
Issues in mathematics, social sciences and life sciences using gender as a lens, and its
relation with gender.
SECTION–D
Role of Education in Gender Sensitization
a) Role of Education in Gender sensitization: Identifying education as a catalyst agent for
gender equality.
b) Policy interventions in school education, construct of gender in national curriculum
frameworks. Role of curricular and co-curricular activities in combating gender bias.
 60
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
SESSIONAL WORK
 Field visits to schools to observe school processes from Gender perspective in a Boys
School, Girls School, Co-Education School. (Submission of a Report)
 A critical study of schemes such as KGBV, Nanhi Chhaon (Punjab).
 An analytical study of textbooks published by different states, private publishers and
NCERT.

REFERNCES:-
 Chanana, Karuna. 1988 Socialization, Education and Women. Nehru Memorial Museum and
Library: New Delhi
 Dube, Leela. 2000 Anthropological Explorations in Gender: Intersecting Fields. Sage
Publications: New Delhi
 Dube, Leela 1997. Women and Kinship: Comparative Perspectives on Gender in South and
South-East Asia (New York: United Nations University Press)
 Beasley, Chris. 1999. What is Feminism: An Introduction to Feminist Theory. Sage: New
Delhi
 Conway, Jill K., et al. 1987. ‘Introduction: The Concept of Gender’, Daedalus, Vol. 116, No.
4, Learning about Women: Gender, Politics, and Power (Fall): XXI-XXX
 Engineer, Asghar Ali. 1994. ‘Status of Muslim Women’, Economic and Political Weekly,
Vol. 29, No. 6 (Feb.): 297-300
 Erikson, Erik H. 1964. ‘Inner and Outer Space: Reflection on Womanhood’, Daedalus,
Vol.93, No.2, The Woman in America (Spring): 582-606
 Ganesh, K. 1994. ‘Crossing the Threshold of Numbers: The Hierarchy of Gender in the
Family in India’, Indian Journal of Social Science, 7(3 & 4): 355-62
 Ganesh, K. 1999. ‘Patrilineal Structure and Agency of Women: Issues in Gendered
Socialization’ in T. S. Saraswathi (ed.), Culture, Socialization and Human
DevelopmentDelhi: Sage Publication India Pvt. Ltd.
 Gardner, Carol Brooks. 1983. ‘Passing By: Street Remarks, Address Rights, and the Urban
Female’, Sociological Inquiry 50: 328-56
 Gilligan, Carol. 1982. In a Different Voice England: Harvard University Press
 Government of India. 1975 a. Towards Equality: Report of the Committee on the Status of
Women in India (Delhi: Department of Social Welfare, Government of India)
 Government of India. 1994.The Girl Child and the Family: An Action Research Study.
Department of Women and Child Development Delhi: HRD Ministry, Government of India
 Hasan, Zoya and Menon, Ritu. 2005. Educating Muslim Girls: A Comparison of Five Indian
Cities Delhi: Women Unlimited
 Kumar, Krishna. 2010. ‘Culture, State and Girls: An Educational Perspective’ Economic and
Political Weekly Vol. XLV No. 17 April 24
 Kumar, Krishna. 2013 Choodi Bazar Mein Ladki. Rajkamal: New Delhi
 Patel, Tulsi. 2007.‘Female Foeticide, Family Planning and State-Society Intersection–in
India’ in Tulsi Patel (ed.), Sex- Selective Abortion in India Delhi: Sage Publications
 Ridgeway, Cecilia L. and Correll, Shelley J. 2004. ‘Unpacking the Gender System: A
Theoretical Perspective on Gender Beliefs and Social Relations’, Gender and Society, Vol.
18, No. 4 Aug.
 West, Candace and Zimmerman, Don H. 1987. ‘Doing Gender’, Gender and Society, Vol. 1,
No. 2 Jun.: 125-151
 61
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
(PART–I) FOUNDATIONS PAPERS
EDL–414: CREATING AN INCLUSIVE SCHOOL
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course, the students will be able to:
 Examine issues of identity and diversity in society in general and education in particular
 Appreciate the need for promoting inclusive practice and the roles and responsibilities of all
concerned personnel,
 Develop an understanding of the needs and magnitude of the challenges faced by learners
with diverse needs,
 Develop an understanding of the educational needs of children from the socially
disadvantaged background,
 Collaboration between teacher and special educator, parents, outsourced experts,
SECTION–A
Creating and Inclusive Practices
a) Index of Inclusion- culture, policy, and practice
b) Preparation for Inclusive Education and Factors for Successful Inclusion, Building learning
friendly classrooms
SECTION–B
Towards inclusion: Paradigm and policy perspective with reference to children with
disabilities
a) Historical perspective and contemporary trends, Journey from charity, medical, social
towards human rights-based model
b) Constitutional provisions: PWD Act (1995), RTE (2006), NPE of students with disabilities
(1986), and NPE (2006), Salamanca Statement (1994) and UNCRPD (2006), IEDSS (2000)
and National Institutes of disabilities (Indian), National Trust (1999) and NGO’s, Special role
of institutions for education of Children with Disabilities: RCI (2002)
SECTION–C
Inclusive practices in classrooms: Position of teacher, support structures and networks
a) School readiness (infrastructural including technologies, pedagogical and attitudinal) for
addressing the diverse needs of children with disabilities
b) Role of teachers, parents and other community members for supporting inclusion of children
with diverse needs.
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

SECTION–D
Pedagogical strategies and supportive services for meeting special needs in school
a) Pedagogical strategies: cooperative learning strategies in the classroom, peer tutoring, social
learning, buddy system, reflective teaching, multisensory and multidisciplinary approach
b) Supportive services required for meeting special needs in school and collaboration required
for meeting special needs in the classroom: general teacher, special teacher, speech therapist,
occupational therapist, child and clinical psychologist and other out sourced experts, family,
multi-disciplinary team (along with child in the decision-making process)

SESSIONAL WORK
Enlist the steps to create an inclusive school and enumerate the activities and infrastructure required
at each step.

REFERNCES:-
1. Julie Alan, 2010. The sociology of disability and the struggle for inclusive education. British
Journal of Sociology of Education, 31(5), The Sociology of Disability and Education
(September 2010), 603-619
2. Nidhi Singal. An eco-systemic approach for understanding inclusive education: An Indian
case study. European Journal of Psychology of Education. 21(3) (September 2006),
pp. 239-252
3. Srikala Naraian. Disability, Agency, and Context: A Differential Consciousness for Doing
Inclusive Education. Curriculum Inquiry,43(3) (June, 2013), pp. 360-387
4. Rebecca Bond and Elizabeth Castagnera. Peer Supports and Inclusive Education: An
Underutilized Resource. Theory into Practice. Vol. 45, No. 3, Inclusive Schooling Practices:
From Why to How (Summer, 2006), pp. 224-229
5. Roger Slee. Inclusive Education? This Must Signify 'New Times' in Educational Research
6. British Journal of Educational Studies Vol. 46, No. 4 (Dec., 1998), pp. 440-454
7. Leslie C. Soodak. Classroom Management in Inclusive Settings. Theory into Practice Vol.
42, No. 4, Classroom Management in a Diverse Society (Autumn, 2003), pp. 327-333
8. K. Mishra and Ruchika Gupta. Disability Index: A Measure of Deprivation among Disabled.
Economic and Political Weekly.Vol. 41, No. 38 (Sep. 23-29, 2006), pp. 4026-4029
9. Dianna L. Stone and Adrienne Colella. A Model of Factors Affecting the Treatment of
Disabled Individuals in Organizations. The Academy of Management Review Vol. 21, No. 2
(Apr., 1996), pp. 352-401
10. Katherine Corbett, Susan Shurberg Klein and Jennifer Luna Bregante. The Role of Sexuality
and Sex Equity in the Education of Disabled Women. Peabody Journal of Education. Vol.
64, No. 4, Sex Equity and Sexuality in Education (Summer, 1987), pp. 198-212
11. Anita Ghai. Disabled Women: An Excluded Agenda of Indian Feminism. Hypatia Vol. 17,
No. 3, Feminism and Disability, Part 2 (Summer, 2002), pp. 49-66
12. Todd Lekan. Disabilities and Educational Opportunity: A Deweyan Approach Transactions
of the Charles S. Peirce Society. Vol. 45, No. 2 (Spring 2009) (pp. 214-230)
13. Sheila Riddell, Teresa Tinklin and Alastair Wilson. New Labour, Social Justice and
Disabled Students in Higher Education. British Educational Research Journal Vol. 31, No.
5, Education Policy and Social Justice (Oct., 2005), pp. 623-643
14. India Moves Towards Equal Rights For Disabled People. BMJ: British Medical Journal Vol.
310, No. 6994 (Jun. 17, 1995), p. 1556
 63
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
(PART-I) FOUNDATION PAPER
EDL–415 EDUCATIONAL TECHNOLOGY AND ICT
Time: 1:30 Hrs. Credits: 2
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.
Course Objectives
 Appreciate the role of internet as a learning resource
 Know about ICT in general and ICT in education in particular
 Appreciate need, issues and challenges related to ICT in education
 Understand the role of ICT in education in decision making
SECTION–A
ICT in teaching learning
a) Computer Operating System: Concept, types, features and functions
b) Information and Communication Technology: Concept, characteristics, modes and use of
ICT in Teaching-Learning Process.
E-learning and E- Resources
SECTION–B
a) New Horizons in Educational Technology: E-Learning, E-Resources (E-Books,
E-Journals, E-Blogs), virtual classrooms
b) E-learning: Concept, attributes and features of E-Learning, types and categories of E-
Learning, E-Learning Technologies, pedagogical approaches to E-Learning, tools for
offering E-Learning
SECTION–C
Trends and research in E- learning
a) E-learning Trends: Personalized and co-operative E-learning, social and collaborative E-
Learning, gamification and video E-Learning, mobile learning, blended learning
b) Research trends in E-Learning
SECTION–D
Social and Ethical Issues
a) Online learning and networking
b) Cyber Informatics, Plagiarism and its types

SESSIONAL WORK
Enlisting of activities showing the integration of technology in teacher education institutions
 64
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
REFERENCES:-
1. Ahalpara, D.P. and others (2001), "Introduction to Computers-Std.9", Gujarat State Board of
School Textbooks, Gandhinagar.
2. Ahalpara, D.P. and others (2001), "Introduction to Computers-Std.10", Gujarat State Board
of School Textbooks, Gandhinagar.
3. Aptech Limited (1999), MS-Office 97, Tata McGraw Hill Publishing Company Limited,
New Delhi.
4. Bartee, Thomas C. (1983), "Digital Computer Fundamentals", McGraw Hill International
book Company.
5. Bharihok Deepak (2000), Fundamentals of Information Technology, Pentagon Press, New
Delhi
6. ClStems School of Computing (2000) Jaipur, "Internet: An Introduction", Tata McGraw Hill
Publishing Company Limited, New Delhi.
7. Denis, Kim, Sen and Morin (2000), "Information Technology - The breaking Wave", Tata
McGraw Hill Publishing Company Limited, New Delhi.
8. Jain Amit; Sharma Samrat; & Benarji Saurab (2002), Microsoft Word for Beginners,
NISCOM, CSIR, New Delhi
9. Jain Amit; Sharma Samrat; & Benarji Saurab (2002), Microsoft Excel for Beginners,
NISCOM, CSIR, New Delhi.
10. Jain Amit; Sharma Samrat; & Benarji Saurab (2002), Microsoft PowerPoint, NISCOM,
CSIR, New Delhi
11. James, K L (2003), The Internet: A User‘s Guide, Pentice Hall of India Pvt. Ltd., New Delhi
12. Meredith Marilyn and Rustkosky Nita (2000), "Advanced Microsoft Office-2000", BPB
Publication, New Delhi.
13. Madaan, Gupta and Arya. "The Illustrated Computer Dictionary", Dreamland Publication,
New Delhi.
14. Mallik, Utpal et. Al. (2001), Learning with Computers level-III, NCERT, New Delhi
15. Meredith Marilyn and Baber Roberta (1998), "Computers in Your Future", Prentice Hall of
India Pvt. Ltd., New Delhi.
16. Roblyer, M. D. (2006), Integrating Educational Technology into Teaching, Upper Saddle
River, NJ: Pearson, Education Inc.
17. Sandars Donald, H (1998), Computers Today, McGraw Hill Book Company, New Delhi
18. Sarkar, S.K. & Gupta, A K (1998), Elements of Computer Science, S Chand & Company,
New Delhi
19. Saxena Sanjay (2000), A First Course in Computers, Vikas Publishing House Pvt. Ltd., New
Delhi
20. Semenov, Alexy (2000) Information and Communication Technologies in Schools,
A handbook for Teachers, UNESCO
21. Spenser, Donald D. (1993), "The Illustrated Computer Dictionary", Universal Book Stall,
New Delhi.
22. Singh, V.P. and Singh, Meeanakshi (1999), "Computer-Terms and Definitions", Asian
Publishers, New Delhi.
23. Sitaram, B.R. and others (2001), "Introduction to Computers-Std. 8", Gujarat State board of
School Textbooks, Gandhinagar.
24. Tehenbaum, Andrews (1995), Computer Networks, Prentice-Hall of India Pvt. Ltd.,
New Delhi.
25. Tehenbaum, Andrews (2003), Modern Operating Systems, Prentice-Hall of India Pvt. Ltd.,
New Delhi.
26. UNESCO‘s set of seven CDs with special reference to UNESCO Bangkok E-Learning
Series on Information and Communication Technology (ICT) in Education, ISBN: 978-92-
9223-259-7, URL: http://www.unescobkk.org/education/ict/
27. CD on ICT and Curriculum, CIET, NCERT producti
 65
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
(PART–I) FOUNDATION PAPERS
EDD–416: DISSERTATION SUBMISSION
Credits: 2
a) Dissertation shall be submitted Up to 21st December Under ordinary circumstances extension
after SEMESTER–IV will not be granted.
b) Marks will be given on the basis of research review, data analysis and reporting.

Thesis submission structure is as:

List of Contents

 Certificate
 Preface
 Acknowledgement
 List of contents
 List of figures
 List of tables

Chapterization

1. Introduction
2. Development and Description of tools
3. Method of the study
4. Analysis and interpretation of data
5. Summary and conclusions
6. Bibliography
7. Appendices

 
 66
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

(PART–I) OPTIONAL PAPERS

EDP–417: PRACTICALS
Time: 1:30 Hrs. Credits: 2

1) Skills to be developed for handling and using following technology equipments

a) OHP b) Computers c) LCD
in classroom teaching learning process. 10
2) Preparation of self-instructional material for 04 credits course and present through
Power Point Presentation. 10
3) Use of online tools to deliver the self-instructional material prepare by them. 10

File Preparation. 10

Viva Voce. 10
 67
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
(PART–II) OPTIONAL PAPERS
EDL–480 EDUCATIONAL MEASUREMENTAND EVALUATION–III
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.
COURSE OBJECTIVES
The students will be able to:
 Understand the concept and techniques of measurement and evaluation.
 Attain knowledge of the applications of advanced statistical techniques.

SECTION–A
Characteristics of measuring tools
a) Reliability-meaning, Methods and Factors affecting reliability
b) Validity-meaning, Methods and Factors affecting validity

SECTION–B
Techniques of Evaluation
a) Standardized techniques of evaluation
b) Non-standardized techniques of evaluation

SECTION–C
Normal distribution curve
a) Normal Distribution: Concept of NPC, its characteristics.
b) Applications of NPC

SECTION–D
Co- relational Analysis of Data
a) Meaning and significance of Biserial and Point Biserial Correlation.
b) Regression Equation: Meaning and computation (one and two factors only)

SESSIONAL WORK
Skills required for using SPSS package, strengths of the result drawn through SPSS package and
weaknesses on the basis of actual data analysis through SPSS
 68
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

REFERENCES:-

 Anastasi, A. (1988): Psychological Testing (6th Ed.). New York: The Macmillan Co.
 Ebel, L.R. and Fristris, D.A. (1991): Essentials of Educational Measurement. New Delhi:
Prentice Hall of India Pvt. Ltd.
 Edwards, A.L. (1957): Techniques of Attitudes Scale Construction, New York.
 Gakhar, S.C. Statistics – In Education and Psychology
 Freeman, F.S. (1965): Theory and Practice of Psychological Testing. New York: Rinehart and
Winston.
 Fruchter, B. (1954): Introduction to Factor Analysis.
 Garret, H.E. (1973): Statistics - In Education and Psychology. Bombay: Vakils, Feffer and
Simons.
 Guilford, S.P. and Fruchter, B. (1973): Fundamental Statistics - In Psychology and
 Education (5th Edition). New York: McGraw Hill and Co.
 Thorndike, R.L. and Hagen, E. (1977): Measurement and Evaluation - In Psychology and
Education. New York: John Wiley and Sons, Inc.
 Rani, J.S. (2004): Educational Measurement and Evaluation. New Delhi: Discovery
Publishing House.
 69
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
EDL–481 GUIDANCE AND COUNSELLING–III
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES:
The students will be able to:
1. Explain the relationship of guidance with curriculum, administration, discipline and home.
2. Explain the concept of mental health and hygiene.
3. Describe the theories of counselling.
4. Explain the modern trends and implications of counselling and role of parents and teachers.

SECTION–A

Guidance Relationship
a) Guidance and curriculum, guidance and administration,
b) Guidanceand discipline, guidance and home.

SECTION–B

Guidance for mental health and hygiene

a) Mental Health and Hygiene – Meaning, importance and factors affecting mental health.
b) Guidance for preserving mental health and hygiene – role of teacher

SECTION–C

Theories of Counselling:
a) Rational emotive behaviour theory.
b) Indian therapeutics approach.

SECTION–D

Role of stakeholders in counselling

a) Counselling Implications of knowledge explosion, population explosion and nuclear family.
b) Role of teacher, head of school, psychologist, parents, Physical Education teacher as
guidance personnel.
 70
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

SESSIONAL WORK
Administering aptitude test in elementary / secondary schools- reporting implications (individual
as well as in group

REFERENCES:-

1. Ghose, J. (1995): Vocational Guidance. New Delhi: USS Publications.

2. Jones, A.J. (1970): Principles of Guidance. New York: McGraw Hill Book Company.
3. Mohan, S. (1999): Career Development - In India (Ed.). Delhi: Vikas Publishing House,
Pvt.Ltd.
4. Myers, G.E. (1941): Principles and Techniques of Vocational Guidance. New York:
McGraw Hill.
5. Shertzer, B. & Stone, S.C. (1981): Fundamentals of Guidance. U.S.A.: Houghton, Mifflin
Co.
6. Taxler, A.E. (1964): Techniques of Guidance. New York: McGraw Hill.
7. Tolbert, E.L. (1978): An Introduction to Guidance. Toronto: Little Brown and Company.
8. Gibson, R. L. & Plitchell, M. H. (2005): Introduction to Counselling and Guidance
(6thEdition) New Delhi, Pearson Education Pvt. Ltd.
 71
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
EDL–482 INCLUSIVE EDUCATION–III
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES:
On completion of this course the students will be able to
 Use technology in inclusive classrooms
 Identify and utilize existing support services for promoting inclusive practice.
 Understand the role of facilitators in inclusive education
 Create a conducive teaching learning environment in diverse school settings.
SECTION–A
Managing Inclusive Education in Classrooms
a) Assistive and Adaptive Technology for Diverse learners: Product (aids and appliances) and
Process (Individualized Education Plan (IEP), Remedial Teaching)
b) Practices and classroom management in inclusive education: seating arrangement, whole
class teaching, activity-based learning, peer tutoring and cooperative/collaborative learning
SECTION–B
ICT in inclusive classroom
a) Use of ICT in inclusive classrooms
b) Need for Multidisciplinary Approach
SECTION–C
Supportive Services for Inclusion
a) Concept, importance and types of supportive services (medical, rehabilitative and
educational); Skills and competencies of teachers and teacher educators for secondary
education in inclusive settings
b) Role of teacher and teacher educators in utilizing support services for inclusion
SECTION–D
Facilitators for Inclusive Education
a) Role and Responsibilities: Teacher, parents, peers, Administrators, Community, NGO’s,
Government and Private Organizations
b) Roles, responsibilities and professional ethics of an inclusive education teacher and teacher
educators
SESSIONAL WORK
 Conduct a survey on any one type of disability in children, enlist the required support
services for including them in main-stream.
 Make a list of existing resources in the local area and discuss their use and limitations based
on survey of inclusive school.
 72
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

REFERENCES:-
 Ainscow, M. & Booth. T (2003). The Index for Inclusion: Developing Learning and
Participation in Schools. Bristol: Center for Studies in Inclusive Education.
 Ahuja. A, & Jangira, N.K. (2002). Effective Teacher Training; Cooperative Learning Based
Approach. New Delhi: National Publishing house.
 Bartlett, L. D. & Weisentein, G.R. (2003). Successful inclusion for educational leaders,
Prentice Hall, New Jersey.
 Deiner, P. L. (2000). Resource for Teaching children with diverse abilities. Florida:
Harcourt Brace & Company.
 Gartner, A. & Lipsky, D.D. (1997). Inclusion and school reform transferring America’s
classrooms. Baltimore: P. H. Brookes Pub.
 Gathoo, V. (2004). Curriculum strategies and adaptations for children with hearing
impairment. RCI, New Delhi: Kanishka Pub.
 Jangira N.K. and Mani, M.N.G. (1990). Integrated Education for Visually Handicapped,
Gurgaon, Old Subjimandi, Academic Press. 
 Karant, P. & Rozario, J. ((2003). Learning Disabilities in India, Sage Pub.
 Karten, T. J. (2007). More inclusion strategies that work. Corwin press, sage Publication.
 M. C. Gore (2004). Successful Inclusion Strategies for Secondary and Middle School
Teachers. Crowin Press, Sage Pub.
 Madan Mohan Jha (2002). School without walls: inclusive education for all, Oxford:
Heinemann edu.
 Mohapatra, C. S. (2004). Disability Management in India: Challenges and Commitments.
New Delhi: Indian Instiute of Public Administration. 
 Mani, M. N. G. (2004). Successful Inclusion Strategies for Secondary and Middle School
Teachers, New Delhi: Sage Publishing House
 Patt Daird (1980). Curriculum Design and Development. New York: Harcott Brace.
 Rayner, S. (2007). Managing Special and Inclusive Education, New Delhi: Sage
Publications.
 Reddy, Rumar, Kusuma (2000), Education of Children with Special Needs, Discovery Pub.
House
 Sahu, Binod Kumar, (2002). Education of Exceptional Children, Ludhiana: Kalyani Pub.
 Sharma, P.L. (1990). Teachers handbook on IED-Helping children with special needs
N.C.E.R.T. Publication.
 Sharma P.L (2003) Planning Inclusive Education in Small Schools. R.I.E. Mysore
 Sharma, R. A. (2003). Fundamentals of Special Education, R. Lall Book Depot.
 73
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
(PART–II) OPTIONAL PAPERS
EDL–483 ENVIRONMENTAL EDUCATION–III
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES:
To enable the student teacher to:-
 Understand concepts concerning various aspects of the Educational for sustainable
Development.
 Recognize dependence of human life on the environment.
 Identify local and region-specific environmental problems.
 Understand the role of individuals, society, the government, ICT and media in protection,
preservation and conservation of environment.

SECTION–A
Role of teacher as an environmental educator
a) India as a mega biodiversity nation, The teacher as an environmental educator
b) Greening the text book
SECTION–B
Environmental Degradation: Concept and Prevention
a) Environmental degradation and its impact on the health of people
b) Role of individual in prevention of pollution: air and water; Community participation in
natural resource management – water, forests, etc.

SECTION–C
Understanding: Sustainable Development
a) Environment and development; economic growth and sustainable consumption
b) Sustainable use of forest produces and Biological control for sustainable agriculture

SECTION–D
Government, Ict and Media in Environmental Education
a) Environmental legislation: awareness and issues involved in enforcement
b) Role of ICT, media and ecotourism in creating environmental awareness; role of local bodies
in environmental management
 74
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

SESSIONAL WORK
 The students will submit a small assignment in the form of an activity. This may include
observation of important relevant days, preparation of bulletin board materials, wall games,
crossword puzzles, worksheets etc. The class can also form an environment club.
 The activity has to be on some local specific issue pertaining to the place of residence of the
student. The student will be assigned one topic. The student will develop a seminar
document, which will be submitted after the seminar. The seminar document will be
evaluated by teacher educators.

REFERENCES:-
 Agarwal, A., Narain, S. and Sen, S. (1999). The Citizens Fifth Report. Part–II Sustainable
Database. New Delhi, Centre for Science and Environment.
 Braidotti, R., Charkiewicz, E., Hausler, S and Wieringa, S. (1994). Women, the environment
and sustainable development: Toward a theoretical synthesis. London: Zed Books.
 Chhokar, K. B. (2000). Conserving Biodiversity. New Delhi, Oxford and IBH publishing Co.
Pvt. Ltd.
 Cortese, A. (1999). Education for sustainability: The University as a model of sustainability.
Boston, MA: Second Nature, Inc.
 Cortese, A. (2001). Education for a sustainable future: The next industrial revolution. Boston,
MA: Second Nature, Inc.
 Guba, E. G., and Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA:
Sage.
 McKeown, R. (2002). Education for Sustainable Development Toolkit. University of
Tennessee, Knoxville, TN.
 Palmer, J.A. and Neal, P. (1994). The handbook of environmental education. London:
Routledge.
 Pepper, D. (1996). Modern environmentalism: An introduction. London: Routledge.
 Sarabhai, K.V. (1988). Greening Formal Education. Ahmedabad. CEE Speth, J. G. (2003).
 Worlds apart: Globalization and the environment. Washington, DC: Island Press.
 Westra, L. (1994). An environmental proposal for ethics: The principle of integrity. Lanham,
MD: Rowman and Littlefield.
 h ttp://www.unesco.org/new/en/education/themes/leading-the-international- a genda/educationfor-
sustainable-development/
 75
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
(PART–II) OPTIONAL PAPERS EDL–484 PEACE EDUCATION–III
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
To enable the student teacher to
 Understand the concept of human rights and child rights.
 Realize the importance and need of human rights and child rights.
 Comprehend the role of the Constitution in human rights and child rights.
 Comprehend the concept of peace education.

SECTION–A
Understanding Peace as a Dynamic Social Reality
a) Awareness of relevance of peace. Challenges to peace by increasing stresses, conflicts,
crimes, terrorism, violence and wars resulting in poor quality of life.
b) Compassion, love and caring, mindfulness in all transaction of avoid hurt, humiliation,
degrading over academic, personal, social and culture matters. On-evaluative orientation
empathetic founding academic and discipline problems.

SECTION–B
Orienting Education for Peace Building
a) Challenging the traditional models of learning to constructivist approaches in teaching
b) Rethinking authority relations from democratic perspective: Promoting dialoging and
developing capabilities for decision-making
Understanding social justice in local context – its implications for beliefs, attitudes, and
values and school / social practices and conflict resolution at all levels

SECTION–C
Assessment of Peace: Skills and Strategies
a) Awareness of pedagogical skills and strategies for removing tensions, examination fear,
stress, corporal punishment, violence and conflicts at school level
b) Understanding importance of skills and strategies of assessment of the peace – building
process in terms of attitudes, values, skills and strategies at school level – motivation and
sustenance of efforts, sharing experiences towards peace building, reviewing strategies
 76
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SECTION–D
Evaluation of the Peace-Building Processes
a) Making assessment visible through objective indicators, planning and recording change in
cultural ethos and individuals. Understanding motivation through sharing progress, influence
of assessment
b) Developing commitment and willingness for receiving feedback, and review of strategies.

SESSIONAL WORK
a) Write an Essay on Peace Building and Its various mechanisms
b) Developing and action plan for peace in school and local community/Poster presentation.
c) Policy analysis regarding Child Rights-Report writing
d) Organization of awareness programme and Report writing.

REFERENCES:-
 Monisha Bajaj, “Encyclopedia of Peace Education” Information Age publishing Inc.,
Yugoslavia 2008.
 Ian M. Harris, Mary Lee Morrison, “Peace education” Mc Farland and Company Inc
Publishers, 2003.
 Jing Lin, Edward J. Brantmeier, Christa Bruhn, “Transforming education for peace”
Information Age publishing Inc., U.S.2008.
 Rachel MacNair, “The psychology of peace: an introduction” Praeger Publishers 2003.
 Emmanuel Babu Joseph Kallarackal, “Peace education in northeast India” Fordham
University publishers Inc., 2007.
 Anima Bose, Zlmarian Jeanne Walker, Fredsberedskap, “Peace education:
 Perspectives from Brazil and India” Malmö School of Education Publishers inc.,1990.
 L. Mishra, “Peace Education: Framework For Teachers” 2009. 
 Balvinder Kaur, “Peace Education: New Trends and Innovations” 2006.
 Singh, “Peace & Human Rights Education” 2008.
 Johnson David W. Jr., Roger T. Johnson, “Peace Education: A Special Issue of Theory Into
Practice” 2005
 Dalai Lama, H.H. The Art of Living and Dying in Peace
 Krishnamurti, J. Education and the Significance of Life Sheehan, V. Mahatma Gandhi
 Adans, D. (Ed). (1997). UNESCO and a Culture of peace, promoting a global Movement
 Aggarwal, J.C. (2005) Education for values, environment and human rights. New Delhi:
Shipra Publication
 Aggarwal, J.C. (2005) Education for values, environment and human rights. New Delhi:
Shipra Publication.
 Diwaar, R.R., & Agarwal, M. (Ed). (1984). Peace education. New Delhi: Gandhi peace
foundation
 Johan, G.(1996). Peace by peaceful means. New Delhi: Sage Publication
 Khan, Wahiduddin (2003). Ideology of Peace, Goodword, New Delhi
 Morrison, M.L. (2003) Peace Education. Australia: McFarland
 Peace and Value Education. Dr. Kiruba Charles & V. Arul Selvi. (Neelkamal Publications
Pvt. Ltd., New Delhi, First Edition, 2012.
 Pandey, Sanjay (2004). Peace Education. New Delhi: NCERT.
 Salomon, G., & Nevo, B. (2002). Peace Education: The concept, principles, and practices
around the world. London: Lawrence Erlbaum Associates
 77
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
EDL–485 EDUCATIONAL ADMINISTRATION AND MANAGEMENT–III

Time: 3 Hrs. Credits: 4

Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
 Explain the concept and theories of leadership.
 Explain different styles of leadership.
 Describe the leadership traits and skills of educational administrators.
 Explain therefore Teaching and Training for leadership.
 Explain the financial policy for education.
 Explain importance of budget preparation for education. The students will be able to:
 Explain the concept and theories of organizational change.
 Explain the importance of organizational change and modernization of educational
management.
SECTION–A

Theories and styles of leadership

a) Leadership: Concept and theories.
b) Leadership styles
SECTION–B

Traits and skills of leadership

a) Leadership Traits: Implications for educational administrators, teaching and training for
leadership.
b) Leadership Skills: Implications for educational administrators, teaching and training for
leadership
SECTION–C
Financing in Education
a) Financing in Education: Policy at central, state and private levels.
b) Budget preparation for education.
SECTION–D
Organizational Change and its implications
a) Organizational Change: Concept and theories
b) Implication of organizational change to modernization of educational management
 78
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
SESSIONAL WORK
 Report On the current practices/trends in the field of educational leadership.
 Prepare a report by assessing the type of leadership of five principals of different schools.
REFERENCES:-
 Bala, M. (1990): Leadership Behaviour and Educational Administration. New Delhi: Deep &
Deep Publications.
 Bhatia, S.K. (2008): Managing Organizational Behaviour. New Delhi: Deep and Deep
Publications.
 Bhatnagar, R.P. and Aggarwal, V. (1987): Educational Administration: Supervision Planning
and Financing. Meerut: India Surya Publications.
 Bush, T. & Bell, L. (2003): The Principles and Practice of Educational Management.
London: Paul Chapman Publishing, New Delhi: Sage Publication.
 Chand, T. & Prakash, R. (1997): Advanced Educational Administration. New Delhi:
Kanishka Publishers.
 Chandrasekaran, P. (1994): Educational Planning and Management. New Delhi: Sterling
Publishers.
 Gakhar, S.C. (2005): Educational Administration and Management. NM Publication.
 Greene, J.F. (1975): School Personnel Administration. Pennysylvania: Chilton Book
Company.
 Gupta, S.K. & Joshi, R. (2007): Organisational Behaviour. New Delhi: Kalyani Publishers.
 Jolliffe, A., Ritter J. & Stevens D. (2003): The Online Learning Handbook. London: Kogan
Page.
 Kaur, K. (1985): Education - In India (1981-1985) Policies, Planning and Implementation.
Chandigarh: Arun and Rajive Pvt. Ltd.
 Khan, N.S. & Khan, M.S. (1980): Educational Administration. New Delhi: Ashish
Publishing House.
 Lulla, B.P. & Murthy, S.K. (1976): Essential of Educational Administration. Chandigarh:
Mohindra Capital Publishing.
 Lynton, R.P. & Pareek, U. (2000): Training for Organizational Transformation Part I & II.
New Delhi: Sage Publications.
 Mukherji, S.N. (1970): Administration and Educational Planning and Finance. Baroda:
Acharya Book Depot.
 Philip, H.C. (1985): The World Crisis in Education. Oxford University Press.
 Prasad, L.M. (2008): Organisational Behaviour. New Delhi: Sultan Chand & Sons.
 Robbins, S.P, Judge, T.A. & Sanghi, S. (2007): Organisational Behaviour (12th Edition).
New Delhi: Pearson Prentice Hall.
 Rudestam, K.E. & Schoenholtz, R.J. (2002): Handbook of online Learning. New Delhi: Sage
Publications.
 Sayeed, O.B. (2001): Organisational Commitment and Conflict. New Delhi: Sage
Publications.
 Sharma, Y.K. and Sharma, M. (2006): Educational Technology and Management. New
Delhi: Kanishka Publishers, Distributors.
 Thakur, D. & Thakur, D.N. (1996): Educational Planning and Administration. New Delhi:
Deep and Deep Publications.
 Thomas, I.S. (1980): Educational Governance and Administration. America: Prentice Hall.
 79
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III
EDL–486 LIFE LONG EDUCATION–III
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.
COURSE OBJECTIVES
The students will be able to:
 Explain the concept of andragogy
 Enlist Principles of adult learning
 Explain policy for adult and continuing education programme.
 Explain role of universities in life long education.
 Self-learning module in distance education.
 Student support services in distance education
 Relationship between distance education teacher and learner.
SECTION–A
Concept and principles of Andragogy
a) Andragogy: Meaning and concept, implication for adult learning
b) Principles of adult learning.
SECTION–B
Role of universities in adult and continuing education.
a) Department/Centre for adult and continuing education and extension education, Regional
resource centres.
b) The field outreach programmes
SECTION–C
Administration and Management for andragogy
a) Administration and Management of Adult and Continuing Education Programmes: Bodies
and Functionaries Govt of Indian and UGC Guidelines
b) Importance learning modules; Planning and Preparation of self-instructional material (SIM)-
Steps of Writing SIM, editing, reviewing and distribution.
SECTION–D
Student Support Services in Distance Education
a) Importance and Organization of Student Support Services in Distance Education: Study
Centres, mentors/counsellors, counselling session, Personal Contact Programmes (PCP’s),
mobile libraries.
b) Relationship between distance education teacher and learner.
 80
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

SESSIONAL WORK
Development of a self-instructional lesson.

REFERENCES:-
1. Khan, I. (1994): Distance Teaching. Delhi: Amar Prakashan.
2. Manjulika & Reddy. (1999): Unexplored Dimensions of Open Universities. Delhi: Vikas
Publishing House Pvt. Ltd.
3. Rudestam & Schoonholtz-Read. (2002): Handbook of Online Learning. Delhi: Sage
Publications.
4. Jolliffe, et. al. (2001): The Online Learning Handbook. UK: Kogan Page.
5. Maier & Warren. (2002): Integrating Technology - In Learning and Teaching. UK: Kogan
Page.
6. French, et. al. (Eds.) (1999): Interest Based Learning. UK: Kogan Page.
7. Joshi P.K. (2007): Modern Distance Education. New Delhi: Anmol Publications.
8. Chib, S.S. (1986): Distance Education. Chandigarh: Chadda Publication.
9. Verma, R. (2005): Distance Education - In Technological Age. New Delhi: Anmol
Publications (Pvt) Ltd.
10. Verma, R. (2007): Education-Open and Distance Education - In Global Society. New Delhi:
Anmol Publications.
11. A Report: Motivational Aspects of Adult Education Min. of Education and Social Welfare,
Directorate of Adult Education, New Delhi, 1978.
12. Boroia K. & Draper, J.A. (1973): Adult Education - In India: A Book of Reading.
New Delhi: IAEA. 76
13. Dutta, S.C. (1986): History of Adult Education - In India. New Delhi: IAED.
14. Daniel W. (Ed.) (1987): The Future of Literacy in Changing World. New York, Tpkya:
Pergamon Press, Oxford.
15. Govt. of India National Adult Education Programme: An Outline, 1978.
16. Gorden, G. & Sharan, B. (1982): Adult Education: Foundation of Practice. New York:
Harper and Row.
17. Handbook of Training of Adult Education Functionaries. A Handbook, Directorate of Adult
Education, Ministry of Education and Social Welfare, New Delhi, 1978.
18. Howe, M. J.A. (Ed.). (1978): Adult Learning Psychological Research and Applications.
London: John Willey.
19. Authentic Development: Role of Adult Education. New Delhi: IAEA. 1982.
20. John, L. (1982): The Education of Adults: A World Perspective (Second Edition). Paris:
UNESCO.
21. Kundu, C.L. (1986): Adult Education. New Delhi: Sterling Publishers.
22. Lovelt, T. (et.al.) (1983): Adult Education and Community Action. Great Britain: Croom
Helm Ltd.
23. Learning to be: A Report of International Commission on Education Development:
UNESCO, 1972, New Delhi: Sterling Publisher, 1975.
24. Mali, M.G. (1984): Adult Education - In India. New Delhi: Deep and Deep Publication.
25. Mohanty, S.B. (1985): Non-Formal Education, Allahabad: Chugh Publications.
 81
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–III

26. National Literacy Mission (Jan 1983): Ministry of Human Resource Development, Govt. of
India, New Delhi.
27. Sharma, I.P. (1985): Adult Education - In India, A Policy Perspective. New Delhi: National
Book Organisation.
28. Wagiare, S.K. & Vanashree, W. (1986): Extension Education Elixir in Rural Development.
New Delhi: Metropolitian Book Co.
29. Bhatia, S.C. & Srivastava. (1978): Literacy, Literacy Materials and their Preparation: A
General Perspective. New Delhi: Directorate or Adult Education.
30. Coles, E.K.T. (1977): Adult Education - In Developing Countries. New York: Pergamon
Press.
31. Cropley, A.J. (1977): Life Long Education: A Psychological Analysis. New York:
Pergamon Press.
32. Houle, C.O. (1964): Continuing Your Education. New York: Mc Graw Hill Co.
33. Rao, V.J. (2000): Problem of Continuing Education. New Delhi: Discovery Pub.
34. Reddy, G.L. (1997): Role Performance of Adult Education Teachers: Problems and
Prospects. New Delhi: Discovery Pub.
35. Roy, N.R. (1967): Adult Education - In India and abroad. Delhi: Chand.
36. Sharma, I.P. (1985); Adult Education - In India: Policy Perspective. New Delhi: NBO Pub.
37. Rahi, A.L. (1996): Adult Education Policies and Programmes. Ambala Cantt: Associated
Pubs.
38. Yadav, R.S. (1991): Adult Education Training and Productivity. Ambala Cantt: Indian
Publications.
39. Jarvis, P. (1990): International Dictionary of Adult and Continuing Education. London:
Routledge.
40. Alford, H.J. (1968): Continuing Education - In Action: Residential Centres for Lifelong
Learning. New York: Wiley.
41. Sodhi, T.S. (1987): Adult Education: A Multidisciplinary Approach. Ludhiana: Katson
Publication House.
42. Seetharamu, A.S. & Devi, M.D.U. (1994): Adult Education. New Delhi: Ashish.
43. Patil, S.P. (1996): Problems of Adult Education Programme. Ambala Cantt: Associated
Pubs.
44. Jethither, B. (1996): Adult Education & Extension. New Delhi: APH Publishers.
45. Ward, K. & Taylor, R. (1986): Adult Education and the Working Class: Education for the
Missing Millians. London: Croom Helm.
46. Venkataiah, S. (Ed.) (2000): Lifelong and Continuing Education. New Delhi: Anmol Pub.
47. Pareek, V.K. (1992): Adult Education. Delhi: Himansher.
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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV

SCHEME OF COURSES

(PART–I) FOUNDATION PAPERS

(Compulsory for all)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–418 C Andragogy of Education 4
EDL–419 C Life Skills and Yoga 2
EDL–420 C Teacher Education 4
EDL–421 C Curriculum Development 4
EDP–422 C Practicals 2
EDL–423 C Academic Writing 2
EDD-424 C Dissertation Viva Voce and Publication 4

(PART–II) OPTIONAL PAPERS

(Any one of the following)

COURSE CODE *C/E COURSE TITLE CREDITS

EDL–493 E Educational Measurement & Evaluation–IV 4
EDL–494 E Guidance & Counselling–IV 4
EDL–495 E Inclusive Education–IV 4
EDL–496 E Environmental Education–IV 4
EDL–497 E Peace Education–IV 4
EDL–498 E Educational Administration & Management–IV 4
EDL–499 E Lifelong Education–IV 4

*C Means Compulsory and E Means Elective.

Aggregate of Semester–IV 26 Credits

Total Credits: Semester–I+ Semester–II + Semester–III + Semester IV = 22+22+22 +26 =92

 83
M.A. Education (CBEGS)
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SEMESTER–IV
(PART–I) FOUNDATION PAPERS
EDL–418: ANDRAGOGY OF EDUCATION
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course, the students will be able to:
 Understand the nature of connections and interaction involved in the process of education.
 Understand the multiple perspectives of pedagogy
 Understand the process of andragogy and its linkage with pedagogy
 Discover the learning theories of andragogy in the context of higher education
 Identify, analyse and reflect on teaching approaches of andragogy
 Understand the transactional modes of teacher education programmes based on androgogical
processes.

SECTION–A
Pedagogy and Andragogy
a) Meaning of Child Centered Pedagogy and its importance; Paradigm shift from teacher-
centeredness to child centeredness
b) Concept of andragogy; its origin; principles of androgogy; characteristics of adult learners
and their implications to androgogic techniques for teacher training; Androgogic model of
Knowles, Difference Between Pedagogy and Andragogy

SECTION–B
Learning Theories of Andragogy
a) Learning- concept, characteristics, factors affecting learning, paradigm shift from
behaviourism to constructivism. Learning process in the context of student in higher
education
b) Cognitive learning – Gestalt theories (Wertheimer, Kohler, and Koffka), Piaget and
Donaldson

SECTION–C
Teaching Approaches of Andragogy
a) Teaching approaches – ice breaking/ brain storming, inquiry, reflection, activity & team
work, discussion, Experiential learning, Field interactions; Reflective thinking
b) Adult learning theory- Andragogy, self-directed learning, transformational learning, ICT
integration in higher education
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M.A. Education (CBEGS)
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SEMESTER–IV

SECTION–D

Teacher Education Programmes Based on Androgogical Processes

a) Teacher experiences as the basis of training; Reconstruction of experiences into meaningful
wholes; Status of teacher education programmes with reference to their curriculum and
transactional procedures;
b) Need for restructuring the transactional modes of teacher education programmes based on
androgogical processes.

SESSIONAL WORK
Preparing a blue print in the differences in pedagogy and Andragogy.

REFERENCES:-
 Angelo, T. A. & Cross, K. P “Class room Assessment Techniques Examples," From
Classroom Assessment Techniques, A Handbook for College Teachers 2nd edition, Jossey -
Bass, 1993. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-
2.htm Barr, R.B. and Tagg, (1995). From teaching to learning: A new paradigm for
undergraduate education., Change 27(6), 697-710
 Bransford, J. D., Brown, A. L., and Cocking, R. R. (eds.) How People Learn: Brain, Mind,
Experience, and School: Expanded Edition (2000). National Research Council. h
ttp://newton.napedu/html/howpeople1/ch1.html.
 Chickering, A.W. and Ehrmann, S.C. “Implementing the Seven Principles: Technology as
Lever,” pp. 617-621. http://www.tltgroup.org/programs/seven.html
 Chickering, A. W. and Gamson, Z.F. “Seven Principles for Good Practice in Undergraduate
Education,” American Association of Higher Education Bulletin, pp. 543-549.
 Dewey, J. (1938). Experience and Books education, New York: Collier
 Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Kolb, D. A. (1984). Experiential learning theory: Experience as the source of learning and
development Englewood Cliffs, NJ: Prentice Hall.
 Merriam, S. B. (2001). Andragogy and self -directed learning: Pillars of adult learning
theory. New Directions for Adult & Continuing Education, v.89, p. 3 -14.
 Merriam S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide. San Francisco: Jossey-Bass. Palmer, Parker J. The Courage to Teach:
Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Boss, 1998. ISBN
0-7879-1058-9 66
 Pratt, Daniel D. and Associates (1998). Five Perspectives on Teaching in Adult and Higher
Education Malabar, Krieger.


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M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV

 Svinicki, M., McKeachie, W., & Others (2006). McKeachie’s Teaching Tips: Strategi es,
Research, and Theory for Colege and University Teachers. Twelfth Edition. Houghton
Mifflin Company, ISBN 0618116494.
 Knowles, M. S. (1950). Informal Adult Education, New York:Association Press. Guide for
educators based on the writer’sexperience as a programme organizer in the YMCA.
 Knowles, M. S. (1962). A History of the Adult EducationMovement in the USA, New York:
Krieger. A revised editionwas published in 1977.
 Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.
 Knowles, M. (1984). The Adult Learner: A Neglected Species(3rd Ed.). Houston, TX: Gulf
Publishing.
 Knowles, M. (1984). Andragogy in Action. San Francisco:Jossey-Bass.
 Kearsley, G. (2010). Andragogy (M.Knowles). The theory Intopractice database. Retrieved
from http://tip.psychology.org
 86
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
EDL–419: LIFE SKILLS AND YOGA
Time: 1:30 Hrs. Credits: 2
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES
On completion of this course, the students will be able to:
 To introduce them to the philosophical bases of Yoga.
 To understand the basic concepts contained in Patanjali’s Yoga Stutra.
 To introduce them to types of Yoga and its importance.
 To motivate them to resort to physical activity for the fitness development.
 Develop an understanding about the desired life skills.
 To acquaint them with the Role of Yoga in Holistic Education.
 To understand the relationship of yoga education in developing life skills
SECTION–A
Life Skills Education
a) Life Skills Education: Concept, Types and Scope.Importance and Detailed study of Core
Life Skills.
b) Humanistic Education- Need for Life Skills Education, UNESCO report on Life Long
Education-1971
SECTION–B
Yoga Education
a) Yoga: Historical development – Pre-classical, Classical, Post-classical and Modern period,
Foundation of Patanjali Yoga Sutra.
b) Yoga Vidya: Meaning, nature, types, purpose, aims of life-(Purusharth), Misconceptions
regarding Yoga Education.
SECTION–C
Stages and Types of Yoga
a) Ashtang Yoga (8 stages of Yoga), Types of Yoga,
b) Importance of Yogasanas, Pranayama and Shudhikriya.
SECTION–D
Relationship betweenLife Skills and Yoga Education
a) Effect of Yoga in education: aims of education, curriculum development, methods of
teaching, discipline (self-discipline), inter-personal relations, evaluation.
b) Relationship between Life Skills and Yoga Education. Yogic Life Skills for Self
Development.
 87
M.A. Education (CBEGS)
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SEMESTER–IV

SESSIONAL WORK
 Workshop on yoga practices and its benefits
 Workshop on healthy food

REFERENCES:-
 NCERT, (2005). Adolescence Education in Schools- Life skills Development General
Framework; National Population Education Project, Deptt. Of Education in Social Science
and Humanities, New Delhi, India.
 UNICEF (2006). Life Skills Modules-Adolescence Education Program. UNICEF House,
New Delhi.
 UNESCO (2001). Life skills on Adolescence Education Reproductive Health:
 Venkateshamurthy, C. G., & Rao, A.V.G (2005). Life Skills Education Training Package.
R.I.E., Mysore.
 MHRD (2004) Life Skills Modules, Adolescence Education Programme, MHRD, NACO &
UNICEF, Delhi.
 Gupta, S.N. Das.(1987). Yoga Philosophy in Relation to other system of Indian Thought,
New Delhi, Moti Lal Banarsi Dass.
 Acharya, S. H. (1991) Patanjali Yoga Darshan, Moti Lal Banarsi Dass, New Delhi.
 Krishnananda, Swami. (2009). Yoga Meditation and Japa Sadhna. Tehri Garhwal, The
Divine Life Society.
 Nagendra, H.R. (1993). Yoga in Education. Banglore, Vivekananda Kendra.
 Niranjananada, Swami. (1998). Yoga Darshan. Deoghar, Panchadashanam Paramahamsa
Alakh Bara.
 Sivananda, S.S. (2007). Janana Yoga. Tehri Garhwal, the Divine Life Society.
 Sivananda, S. (2007). Adhyatma Yoga. Tehri Garhwal, the Divine Life Society.
 Villodo, A. (2007). Yoga, Power and Spirit. New Delhi, Hay House Inc.
 Vivekananda, S. (2007). Raj Yoga. Calcutta, Ramakrishna Vedanta Math.
 Vivekananda, S. (2009). Complete Book of Yoga. Delhi, Vijay Goel Publisher.
 http://www.yogamag.net/archives/1997/fnov97/edguid.shtml
 http://azawhistlekids.com/yoga-kids/
 http://peaceandpositivitytoday.blogspot.in/2013/09/yogic-youth-teaching-important-life.html
 http://www.yoga-teacher-training.org/2011/11/03/life-skills-gained-from-yoga/
 http://www.yogamag.net/archives/2001/cmay01/educatin.shtml
 88
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
(PAPRT–I) FOUNDATION PAPERS
EDL–420: TEACHER EDUCATION
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVE
The students will be able to:
 Gain insight and reflect on the concept and the status of pre-service and in-service teacher
education
 Critically examine the role and contribution of various agencies and regulating bodies in
enhancing the quality of teacher education.
 Examine the existing pre-service and in-service teacher education programmes from the
viewpoint of policy and its relevance to the demands of present-day school realities
 Be acquainted with the content, and organisation of pre-service teacher education curriculum,
 infrastructure and resources needed, and the issues and problems related to teacher
preparation
SECTION–A
Objectives and historical development of teacher education
a) Teacher Education: Concept, Nature, Scope, Aims and Objectives at Different Levels:
Elementary, Secondary and Higher Education.
b) Historical Development of Teacher Education in India with emphasis on Indian Educational
Commission, NPE-1986 and POA-1992.
SECTION–B
Pre-Service Teacher Education
a) Pre-Service Teacher Education: Vision and Structure w.r.t. NCF-2005, NCFTE-2009.
b) Modes of Pre-service Teacher Education: Face to Face, Distance and Eclectic.
Components and Models of Pre-service Teacher Education.
SECTION–C
In-Service Teacher Education
a) In-Service Teacher Education: Purpose, Structure, (district, state, Regional level agencies
and institutions), Models (Reflective and Cascade Model).
b) Modes of In-service Teacher Education: Orientation, Refresher, Workshop, Seminar and
Conference- their meaning and objectives.
SECTION–D
Professional Development of teachers
a) Professional Development: Concept, need and areas.
b) Agencies of Teacher Education- NCTE, NCERT, SCERT, DIET
 89
M.A. Education (CBEGS)
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SEMESTER–IV

SESSIONAL WORK
 Critical analysis of teacher education programme implemented by NCTE.
 Record to be submitted on reflections during internship and study of the teacher education on
instructional and evaluation practices.

REFERENCES:-
 Balsare, M. (2005). Administration and Reorganisation of teacher Education. New Delhi
India: Kanishka Publishers.
 Beck, Clive & Clark Kosnik Albany (2006). Innovations in Teacher Education: A Social
Constructivist approach. State University of York.
 Caggart, G.L. (2005). Promoting Reflective Thinking in Teachers. Crowin Press. Cohen
Louis, Minion Lawrence & Morrison,
 Keith (2004). A Guide to Teaching Practice (5th edition). Rout ledge Falmer. London and
New York.
 Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the Continuing Professional
Development of Teachers. Maidenhead, Brinks Open University Press.
 Herne Steve, Jessel John & Griffith, Jenny (2000). Study to Teach: A Guide to Studying in
Teacher Education. Rout ledge Falmer. London and New York.
 Irvine, J.J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York:
Teachers College Press.
 Joyce, B., & Weal, M. (2003). Modals of Teaching (7th Ed.). Boston: Allyn & Bacon.
 Korthagen, Fred A.J.et al; (2001). Linking Practice and Theory: The Pedagogy of Realistic
Teacher Education. Lawrence Erlbaum Associates.
 Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven: Yale
University Press.
 Linda Darling Hammond & John Bransford (ed) (2005). Preparing Teachers for a Changing
World. San Francisco: Jossey-Bass.
 Linda Darling, Harmmond & John Bransford (2005). Preparing Teachers for a changing
World. John Wiley & Son Francisco.
 Loughran, John (2006). Developing a Pedagogy of Teacher Education: Understanding
Teaching and Learning about Teaching. New York: Routledge.
 Martin, D. J. & Kimberly, S. Loomis (2006). Building Teachers: A constructivist approach
to introducing education. USA: Wadsworth Publishing.
 Mohammad, M. (2004). Professionalisation of Teacher Education. New Delhi: Mittal
Publications.
 NCTE (1998). Competency Based and Commitment Oriented Teacher Education for Quality
School education: Pre- Service Education. New Delhi.
 NCTE (1998). Policy Perspectives in Teacher Education. New Delhi.
 NCTE. (1998). Policy Perspective in Teacher Education- Critique and Documentation.
NCTE New Delhi.
 Ram, S. (1999). Current Issues in Teacher Education. New Delhi: Sarup & Sons
Publications
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M.A. Education (CBEGS)
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SEMESTER–IV

 Rao, Digumarti Bhaskara (1998). Teacher Education in India. New Delhi: Discovery
Publishing House.
 Reimers, Eleonora Villegas (2003). Teacher Professional development: an international
review of the literature. Paris: UNESCO: IIEP
 Schon, D. (1987). Educating the Reflective Practioner: Towards a New Design for Teaching
and Learning in the Professions. New York: Basic Books.
 Sharma, Jagdish Prasad (2009). Teacher Education. New Delhi: Centrum Press.
 Sharma, R.A. (2008). Distance Education. Merrut: International Publishing.
 Mohanty, Jagannath (2001). Studies in Distance Education. New Delhi: Deep & Deep
Publications.
 Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi.
 Singh U.K. and Sudershan K.N. (2005). Teacher Education. New Delhi: Discovery
Publishing House.
 Srivestava, G.N. Prakash (2004). Perspectives in Teacher Education. New Delhi: Concept
Publishing House.
 Tomar M. & Scrita (2007). Teacher Education: Making education effective. Delhi: Isha
Books.
 Yadav, M.S. & Lakshmi, T.K.S. (2003). Conceptual inputs for Secondary Teacher
Education: The instructional Role. India, NCTE. 44
 Mathur, S.S. & Agarwal P. (2011). Teacher and Secondary Education. Agra: Aggarwal
Publications.
 Sharma, S.P., (2012). Teacher Education Principles theories and Practices (2nd Edition). 
 New Delhi. Kanishka Publishers.
 91
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
(PART–I) FOUNDATION PAPERS
EDL–421: CURRICULUM DEVELOPMENT
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.
COURSE OBJECTIVES
On completion of this course the students will be able to:
 Understand the field of curriculum development
 Analyze the foundation of curriculum
 Identify the components and stages in curriculum development
 Able to design appropriate curriculum
 Sees relationship among curriculum development, planning, designing and evaluation
SECTION–A
Concept and philosophical basis of curriculum
a) Meaning and concept of curriculum, Concept of subject core curriculum, hidden curriculum
and subject centred curriculum and their relevance.
b) Philosophical basis of curriculum- epistemological bases – forms and types of knowledge-
structure of disciplines- logical grammar of school subject
SECTION–B
Sociological Basis and Psychological basis
a) Sociological Basis of curriculum- Impact of social needs, social changes and mobility.
Multicultural and multi-linguistic factors, Environmental and gender issues.
b) Psychological basis of curriculum: Learner Process-developmental tasks-theories of Piaget,
Bruner, and Ausbel- Their relevance to curriculum planning.
SECTION–C
Components of curriculum Development
a) Curriculum Development- concept, Principles, need and bases, Core curriculum – NPE 1986
and POA
b) Components of curriculum Development – Objectives, selection and organization of learning
experiences- Evaluation of learning outcome. Curriculum as a system – system approach to
curriculum designing characteristics of system analysis
SECTION–D
Changing trend and strategies of teaching and learning
a) Content related changes-changing trends in Mathematics, Science, Social science and
languages. CAI, CBL, CMTL e-learning and their benefits.
b) Changing strategies of teaching and learning based on technology and their implications for
renewal of curriculum.
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M.A. Education (CBEGS)
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SEMESTER–IV

SESSIONAL WORK
 Make text book analysis /each in the light of principles of curriculum development
 Analysis NCF 2005

REFERENCES:-
 Aggarwal, Deepak (2007). Curriculum development: Concept, Methods and Techniques. 
 New Delhi: Book Enclave
 Daniel Tanner, Lawel N. Tannor (1975). Curriculum Development theory into practice. New
York: Macmillan Publishing co. Inc.
 Diamond Robert M. (1986). Designing and Improving Courses in Higher Education: A
Systematic Approach. California: Jossey-Bass Inc. Publication.
 Joseph, P.B. et al; (2000). Cultures of Curriculum (studies in Curriculum Theory). New
York: Teacher College Press.
 Mrunalini Talla (2012). Curriculum Development: Perspectives, Principles and Issues, India:
Pearson Education.
 Oliva, Peter F. (1988). Developing the Curriculum. Scott, and Foresman and Co.
 Reddy, B. (2007). Principles of curriculum planning and development.
 Taba Hilda (1962). Curriculum Development: Theory and Practice. New York: Harcourt
Brace, Jovanovich Inc.
 https://subbingformissfrizzle.wordpress.com/2013/01/13/schiro-curriculum-theory-part-4-s
ocial-reconstruction-ideology/
 http://www.sagepub.in/upm-data/16266_Chapter_5.pdf

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M.A. Education (CBEGS)
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SEMESTER–IV

PART–II OPTIONAL PAPERS

EDP–422: PRACTICALS
Time: 1:30 Hrs. Credits: 2

 Preparation of a file (project report of the selected five asana, three physiological,
psychological effects on human body).

 Participation in any five Asanas of the following: Shavasana, Sarvangasana, Halasana,
Paschimottanasana, Bhujangasana, Dhanurashna, Chakrasana, Vajrashna, Gomukhasana,
Matsyanana, Janu- Shirasana, Ardhmatsyendrasana, Padmasana.

 Participation in Neti, Kapalbhati, Tratak Anulom- Vilom, Bhramari, Shitali, Ujjai Pranayam.

 Life skills and Social skills (take any three at institutional level- practice- follow up- write up
after internship) Credits: 1

Evaluation of allotted display boards Credits: 1

 94
M.A. Education (CBEGS)
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SEMESTER–IV
(PART–I) FOUNDATION PAPERS
EDL–423: ACADEMIC WRITING
Time: 1:30 Hrs. Credits: 2

Course Objectives
On completion of this course the students will be able to:
 Understand writing and various styles of writing
 Perform good academic writing
 Distinguish a good academic writing from others
 Develop reports and thesis
SECTION–A
Introduction to Academic Writing
a) Concept of Writing and Styles of Writing
b) Concept and Scope of Academic Writing
c) Essentials of good Academic Writing
SECTION–B
Developing Reports
a) Editing and Proof Reading
b) Referencing
c) Paraphrasing and Acknowledging
d) Reporting
e) Footnotes
Note: The Course may be taught through Workshops on the aforesaid topics and allied
areas
 Students are required to publish one paper.

REFERENCES:-
 Canagarajah, A. Suresh (2002): A Geopolitics of Academic Writing (Pittsburgh: University
of Pittsburgh Press)
 Clare, Judith, and Helen Hamilton (2003): Writing Research: Transforming Data into Text
(Edinburgh: Churchill Livingstone)
 Coinam, David (2004). 'Concordancing Yourself: A Personal Exploration of Academic
Writing', Language Awareness, 13, 1, pp. 49–55
 Creme, Phyllis, and Mary R. Lea (2008): Writing at University: A Guide for Students, 3rd
edn (Maidenhead: McGraw-Hill; Open University Press)
 Hyland, Ken (2004): Disciplinary Discourses: Social Interactions in Academic Writing,
Michigan classics edn.
 Northedge, A. (2005): The Good Study Guide (New Edition), The Open University.
 Richards, Janet C., and Sharon K. Miller (2005). Doing Academic Writing in Education:
Connecting the Personal and the Professional (Mahwah, NJ: Lawrence Erlbaum)
 Ritter, R.M. (2005): New Hart's Rules: The handbook of style for writers and editors, Oxford
University Press, Oxford.
 Strunk, W. (2006): The Elements of Style, Filiquarian Publishing, LLC.
 95
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV

EDD–424: DISSERTATION (VIVA-VOCE AND PUBLICATION)
       
   Credits: 4

a) Every candidate shall be examined in viva-voce and research paper based on his/her
dissertation by Internal as well as External examiner appointed for the purpose.

b) When a candidate/es has failed in the examination but has obtained pass marks in the
dissertation, dissertation marks may be carried forward at his option for two subsequent years
without fresh assessment of the dissertation. After two years the candidate/es may revise the
dissertation and resubmit it for the assessment.













 96
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
(PART–II) OPTIONAL PAPERS
EDL–493: EDUCATIONAL MEASUREMENT AND EVALUATION–IV
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.
COURSE OBJECTIVES:
The students will be able to:
 Explain the concepts and techniques of measurement and evaluation.
 Apply advanced statistical techniques.
SECTION–A
Classification and objectives of test construction
a) Test for measurement: meaning, classification.
b) Bloom taxonomy of educational objectives for Test construction.
SECTION–B
Procedure of Test Construction
a) General Principles of Test Construction.
b) Steps in test construction.
SECTION–C
Item writing
a) Item Writing: meaning and types of items.
b) Guidelines for item writing.
SECTION–D
Standardization of test
a) Test Standardization: Item Analysis, Discriminating Index, Difficulty Value.
b) Interpretation of test scores and method of feedback.
SESSIONAL WORK
 Preparation of an attitude scale (likert type and thurstontype)
 Preparation of nominal, ordinal, interval and ratio scale.
REFERENCES:-
1. Anastasi, A. (1988): Psychological Testing (6th Ed.). New York: The Macmillan Co.
2. Ebel, L.R. and Fristris, D.A. (1991): Essentials of Educational Measurement. New Delhi:
Prentice Hall of India Pvt. Ltd.
3. Edwards, A.L. (1957): Techniques of Attitudes Scale Construction. New York. Gakhar, S.C.
Statistics - In Education and Psychology.
4. Freeman, F.S. (1965): Theory and Practice of Psychological Testing. New York: Rinehartand
Winston.
5. Fruchter, B. (1954): Introduction to Factor Analysis.
6. Garret, H.E. (1973): Statistics - In Education and Psychology. Bombay: Vakils, Feffer and
Simons.
7. Guilford, S.P. and Fruchter, B. (1973): Fundamental Statistics - In Psychology and Education
(5th Edition). New York: McGraw Hill and Co.
8. Thorndike, R.L. and Hagen, E. (1977): Measurement and Evaluation - In Psychology and
Education. New York: John Wiley and Sons, Inc.
 97
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
(PART–II) OPTIONAL PAPERS
EDL–494: GUIDANCE AND COUNSELLING–IV
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.
COURSE OBJECTIVES:
The students will be able to:
 Enlist problems, issues and recent trends in guidance
 Evaluate guidance programme and its status in India.
 Explain the theories of counselling.
 Explain the various programs of evaluating counselling
SECTION–A
Status and problems of organizing guidance and counselling services
a) Problems of organizing guidance and counselling services in India, Recent trends in
Guidance.
b) Status of guidance and counselling in India – present scenario.
SECTION–B
Characteristics and evaluation of guidance programme
a) Characteristic of effective guidance programme.
b) Evaluation of guidance programmes, necessity for programme evaluation
SECTION–C
Theories and approaches to evaluate counselling
a) Theories of counselling: Reality theory, Behaviour theory.
b) Approaches to evaluation of counselling programme; Meaning, contribution and limitations.
SECTION–D
Issues and evaluation of counselling programmes
a) Evaluation of counselling programme; need, objectives, criterion of evaluating Problems in
evaluation.
b) Issues in Guidance and counselling.
SESSIONAL WORK
 Organizing a career counselling session for rural school children
 Preparation of counselling material for rural girl child regarding health and hygiene
REFERENCES:-
 Ghose, J. (1995): Vocational Guidance. New Delhi: USS Publications.
 Jones, A.J. (1970): Principles of Guidance. New York: McGraw Hill Book Company.
 Mohan, S. (1999): Career Development - In India (Ed.). Delhi: Vikas Publishing House, Pvt.
Ltd.
 Shertzer, B. & Stone, S.C. (1981): Fundamentals of Guidance. U.S.A.: Houghton, Mifflin
Co.
 Tolbert, E.L. (1978): An Introduction to Guidance. Toronto: Little Brown and Company.
 Gibson, R. L. & Plitchell, M. H. (2005): Introduction to Counselling and Guidance
 (6th Edition) New Delhi, Pearson Education Pvt. Ltd.
 98
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
(PART–II) OPTIONAL PAPERS
EDL–495: INCLUSIVE EDUCATION–IV
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

Course Objectives
On completion of this course the students will be able to:
 Analyze the status of education of the socially disadvantaged children in the country
 Understand the importance of gender equality
 Reflect on various programmes for girls’ education
 Reflect on recent trends in inclusive education.
SECTION–A
Conceptual Framework
a) Meaning of socially disadvantaged children: socially disadvantaged SECTION–in India-the
scheduled castes, scheduled Tribes, Educationally backward minorities and slum children;
Achievement of socially disadvantaged children.
b) Provisions in the constitution for social group equity and education of socially disadvantaged
sections, National Policy on Education (1986), POA, 1992, National Curriculum Framework,
2005
SECTION–B
Status of School Education of Socially Disadvantaged Section–
a) Status of enrolment at elementary and secondary stage with reference to social group equity,
different access in habituations, class, caste, tribe and other disadvantages groups.
b) Barriers and Facilitators in Inclusive Education: Educational and social attitudes.
SECTION–C
Trends in Inclusive Education in India
a) Researches in Inclusive Education in India
b) Current Status and Issues of inclusive education in India
SECTION–D
Gender Equality and Gender Sensitivity
a) Inequality of opportunities, imbalances in educational development, economic and social
consequences of gender inequality in schooling, organisation of schooling, gender bias in text
books, curricular choices and the hidden curriculum (expectation of teacher, teacher student
interaction).
b) Programmes on Girls’ Education -Mhilasamakshya, Kasturba Gandhi BalikaVidyalaya.
NPEGL, Girl’s education in SSA, DPEP.
 99
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV

SESSIONAL WORK
 Review of Salamanca report
 Report of RCI on its structure and function along with the address of its head offices and sub
offices.

REFERENCES:-
 Bank, B.J. (2007). Gender and Education: An Encyclopedia. London: Praeger, Westport.
 Bhatt, B.D. & Sharma, S.R. (1992). Women’s’ Education and Social Development. Delhi:
Kanishka.
 Chudhary, B. (1992). Tribal Transformation in India. Vol.-V, New Delhi.
 Government of India (1986). National Policy on Education. Department of Education, New
Delhi.
 Government of India (1992). Programme of Action, MHRD. New Delhi: Department of
Education.
 Jain, S.C. (2005). Education and Socio-Economic Development. New Delhi: Concept
publishing house.
 Kagan, T.S. (2000). Worldwide Diversity and Human Rights. New Delhi: Orient Longman
Pvt. Ltd.,
 NCERT (2005). National Curriculum Framework, New Delhi.
 NCERT (2006). National Focus Group Report on Education of SCs and STs, New Delhi
 Ogbu, J.U. (1978). Minorities, education and caste. New York: Academic Press.
 Ramchandran, V. (1998). Girls and women Education: Policies and implementation
Mechanism. Case study: India, Bangkok, UNESCO
 Reissman, F. (1962). The Culturally deprived child. New Delhi: Harper and Raw Publishers.
 Sadavinich, A.R. (2007). Sociology of Education. New York: Routledge.
 Sharma, M.C. & Sharma, A.K. (2003). Discrimination based on Sex, caste, religion and
disability: Addressing through educational interventions; A handbook for Sensitizing
Teacher and Teacher educators. NCTE & NHRC.
 100
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
PART–II OPTIONAL PAPERS
EDL–496: ENVIRONMENTAL EDUCATION–IV
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

Objectives: To enable the student teacher to

 Comprehend the concept of environment education
 Identify the causes of environment pollution
 Enlist the types of environment pollution
 Realize the importance of environment preservation
 Grasp the relationship between environmental health and safety
 Understand the concept of Disaster and Disaster Management.
 Know act of Disaster Management.
 Comprehend what is Disaster Preparedness.
 Get acquainted with manifesting the mitigation.
 Understand rescue from Disaster and Relief for Disaster
SECTION–A
Environmental Health and Safety
a) Concept of safety, Health and Environment.
b) Environmental preservation: Government policies and International efforts for environment
protection: The Stockholm Conference (1972), Bundtland Commission (1983)

SECTION–B
Disaster Management: Concept and Types
a) Disaster – Meaning and Concept
b) Types of Disaster
i) Natural – Earthquake, flood, Drought
ii) Manmade – Accident, Terrorism, Fire causer and affects.
SECTION–C
Relief For Disaster
a) Need of Disaster Management, cycle of DM, Steps of DM – (Three), Disaster Management
Act. 2005, Mechanism of Disaster Management.
b) Preparatory phase of Relief, Planning Immediate Relief, Execution of Relief
 101
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV

SECTION–D
Role of Teacher in Environment Education and Disaster Management
a) Duties and responsibilities of a teacher in environment protection.
b) Duties and responsibilities of a teacher in Disaster Management.

SESSIONAL WORK
Awareness campaign in rural areas on pollution control, hygiene, happiness and well-being.

REFERNCES:-
 Agarwal, A et. al. (ed.) (2001). Green Politics: Global Environment Negotiations. New Delhi:
Centre for Science and Environment
 Agarwal, A. & Narain S. (1991). The State of India’s Environment – The Third Citizen’s Report.
New Delhi: Centre for Science and Environment.
 Agenda 21, UN Conference on Environment and Development (The Earth Summit) (1991). In
Palmer, J. and Neel, P. (Ed.). The Handbook of Environmental Education, London: Routledge.
 Alkazi, F., Jain, O. and Ramdas, K. (2001). Exploring our Environment– Discovering the Urban
Reality. New Delhi: Orient Longman
 CEE (1986). Joy of Learning, Handbook of Environmental Educational Activities. Ahmadabad:
Centre for Environment Education
 Centre for Environmental Education (1997). The Green Teacher: Ideas, Experience and Learning. In
Educating for the Environment. Ahmadabad: CEE.
 Driver R. Guesne, E. & Tiberghien, A. (1985). Children’s Ideas in Science. U.K.: Open University
Press
 Harvey, B. & Hallet, J. (1977). Environment and Society–An Introduction and Analysis. London:
Macmillan Press.
 Kumar, D. K. Chubin, D. (2000). Science, Technology and Society: A source book on research and
practice. London: Kluwer Academic Publication
 Kumar, Krishna (1996). Learning from Conflict. New Delhi: Orient Longman.
 NCERT (2006). Position paper on Habitat & Learning. New Delhi: National Council for Educational
Research and Training.
 Pedretti, E. (2003). Teaching Science, Technology, Society and Environment (STSE)Education. In
The Role of Moral Reasoning on Socio-scientific Issues and Discourse in Science Education. Science
and Technology Education. Vol. 19, 219-239.
 Raghunathan, Meena & Pandy, Mamta (Eds) (1999). The Green Reader: An Introduction to
Environmental Concerns & Issues. Ahmadabad: Centre for Environment Education
 Scrase, T. J. (1993). Image, Ideology and Inequality. New Delhi: Sage Publication
 UNEP (2013). Emerging issues in our global environment (year book). United Nations Environment
Programme.
 UNESCO – UNEP (1980). Environment Education: What, Why, How . . . Paris: International
Education Series.
 UNESCO-UNEP (1990). Basic Concepts in Environmental Education. In Environment Education
Newsletter. Paris: UNESCO
 Vidya Bhawan Society (1995). Report of the Seminar on Environmental studies (23rd-25th
November, 1995). Udaipur
 Yencker, D., Fier, J. & Sykes, H. (2000). Environment Education and Society in the Asia– Pacific.
London & New York: Routledge Publication.
 102
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
PART–II OPTIONAL PAPERS
EDL– 497: PEACE EDUCATION–IV
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

OBJECTIVES
After the completion of the course the student teacher will be able to:
 Understand the role of mass media in peace education
 Understand the Global issues
 Identify various peace movements across globe
 Role of peace in conflict resolution
SECTION–A
Transacting Peace Education
a) Integration of Peace Education through curricular and co-curricular activities.
b) Six major media of integration: Subject context, subject perspectives, teaching methods, co-
curricular activities, staff development, class-room management, school management;
Practical steps to build peace culture in school
SECTION–B
Global Issues and Peace Movements
a) Human rights, preservation of ecology, population control, economic exploration,
deprivation, equitable economic world order,
b) Non- Aligned Movement, Campaign for Nuclear disarmament,

SECTION–C
Non-Violence for Peace and Conflict Resolution
a) Relationship between peace and violence- role of violence in our lives and lives of other-
exposure to violence through media consequences crisis and their management
b) Basis of conflicts- positive and negative aspects of conflicts- types of conflicts- conflict
management. Role of peace education in resolving conflict – reducing conflicts among
students
SECTION–D
Role of Mass Media and World Organization in Promoting Peace
a) Role of mass media in Peace Education and Programmes for Promoting Peace Education
b) Role of world organization in promoting peace.
 103
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV

SESSIONAL WORK
Implementation of activities for peace education (self-designed and experiment)

REFERENCES:-
 Monisha Bajaj, “Encyclopedia of Peace Education”
Information Age publishing Inc.,Yugoslavia 2008.
 Ian M. Harris, Mary Lee Morrison, “Peace education” Mc Farland and Commpany Inc.
Publishers, 2003.
 Jing Lin, Edward J. Brantmeier, Christa Bruhn, “Transforming education for peace” 
 Information Age publishing Inc., U.S.2008.
 Rachel MacNair, “The psychology of peace: an introduction” Praeger Publishers 2003.
 Emmanuel Babu Joseph Kallarackal, “Peace education in northeast India” Fordham
University publishers Inc., 2007.
 Anima Bose, Zlmarian Jeanne Walker, Fredsberedskap, “Peace Education: Perspectives
from Brazil and India” Malmö School of Education Publishers inc.,1990.
 L. Mishra, “Peace Education: Framework For Teachers” 2009. 
 Balvinder Kaur, “Peace Education: New Trends and Innovations” 2006.
 Singh, “Peace & Human Rights Education” 2008.
 Johnson David W. Jr., Roger T. Johnson, “Peace Education: A Special Issue of Theory Into
Practice” 2005
 Dalai Lama, H.H. The Art of Living and Dying in Peace
 Krishnamurti, J. Education and the Significance of Life
 Sheehan, V. Mahatma Gandhi
 Adans, D. (Ed). (1997). UNESCO and a Culture of peace, promoting a global Movement
 Aggarwal, J.C. (2005) Education for values, environment and human rights. New Delhi:
Shipra Publication
 Aggarwal, J.C. (2005) Education for values, environment and human rights. New Delhi:
Shipra Publication.
 Diwaar, R.R., & Agarwal, M. (Ed). (1984). Peace education. New Delhi: Gandhi peace
foundation
 Johan, G. (1996). Peace by peaceful means. New Delhi: Sage Publication
 Khan, Wahiduddin (2003). Ideology of Peace, Goodword, New Delhi
 Morrison, M.L. (2003) Peace Education. Australia: McFarland
 Peace and Value Education. Dr. Kiruba Charles & V. Arul Selvi. (Neelkamal Publications
Pvt Ltd, New Delhi, First Edition,2012
 Pandey, Sanjay (2004). Peace Education. New Delhi: NCERT.
 Salomon, G., & Nevo, B. (2002). Peace Education: The concept, principles, and practices
around the world. London: Lawrence Erlbaum Associates
 104
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
PART–II OPTIONAL PAPERS
EDL–498: EDUCATIONAL ADMINISTRATION AND MANAGEMENT–IV
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES:
The students will be able to:
 Explain implications of Liberalization, Globalization and Privatisation on educational
management.
 Discuss implications of Intellectual Property Rights and RTI for educational institutions and
educationists.
 State policy guidelines for setting up private Education - Institutions.
 Explain administrative processes in educational settings.
 Describe the impact of information technology on educational administration and
management.
 Enlist strategies for effective online management of education systems.
SECTION–A
Liberalization, Globalization and Privatization for Educational Management
a) Concept of Liberalization and their implications for Educational Management.
b) Concept of Globalization and Privatization and their implications for Educational
Management
SECTION–B
Educational institutions and educationists
a) Setting up private Educational Institutions in India: Policy Guidelines.
b) Understanding and implications for educational institutions and educationists of:
- Intellectual Property rights
- Right to Information
SECTION–C
Administrative processes in educational settings
a) Management by objectives and Organizational development and compliance
b) Decision making and Communication
SECTION–D
Technology and Management
a) E-Governance: Meaning Nature and Scope in Education.
b) Technology and Management: Impact of Information Technology on Educational
Administration and Management: Transparency, Admissions, Declaration of Results
Examinations, Online Submission etc.
 105
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
SESSIONAL WORK
Preparation of a module for e- governance to manage student profile

REFERENCES:-
 Bala, M. (1990): Leadership Behaviour and Educational Administration. New Delhi: Deep &
Deep Publications.
 Bhatia, S.K. (2008): Managing Organizational Behaviour. New Delhi: Deep and Deep
Publications.
 Bhatnagar, R.P. and Aggarwal, V. (1987): Educational Administration: Supervision Planning
and Financing. Meerut: India Surya Publications.
 Bush, T. & Bell, L. (2003): The Principles and Practice of Educational Management.
London: Paul Chapman Publishing, New Delhi: Sage Publication.
 Chand, T. & Prakash, R. (1997): Advanced Educational Administration. New Delhi:
Kanishka Publishers.
 Chandrasekaran, P. (1994): Educational Planning and Management. New Delhi: Sterling
Publishers.
 Gakhar, S.C. (2005): Educational Administration and Management. NM Publication.
 Greene, J.F. (1975): School Personnel Administration. Pennysylvania: Chilton Book
Company.
 Gupta, S.K. & Joshi, R. (2007): Organisational Behaviour. New Delhi: Kalyani Publishers.
 Jolliffe, A., Ritter J. & Stevens D. (2003): The Online Learning Handbook. London: Kogan
Page.
 Kaur, K. (1985): Education - In India (1981-1985) Policies, Planning and Implementation.
Chandigarh: Arun and Rajive Pvt. Ltd.
 Khan, N.S. & Khan, M.S. (1980): Educational Administration. New Delhi: Ashish
Publishing House.
 Lulla, B.P. & Murthy, S.K. (1976): Essential of Educational Administration. Chandigarh:
Mohindra Capital Publishing.
 Lynton, R.P. & Pareek, U. (2000): Training for Organizational Transformation Part I & II.
New Delhi: Sage Publications.
 Mukherji, S.N. (1970): Administration and Educational Planning and Finance. Baroda:
Acharya Book Depot.
 Philip, H.C. (1985): The World Crisis in Education. Oxford University Press.
 Prasad, L.M. (2008): Organisational Behaviour. New Delhi: Sultan Chand & Sons.
 Robbins, S.P., Judge, T.A. & Sanghi, S. (2007): Organisational Behaviour (12th Edition).
New Delhi: Pearson Prentice Hall.
 Rudestam, K.E. & Schoenholtz, R.J. (2002): Handbook of online Learning. New Delhi: Sage
Publications.
 Sayeed, O.B. (2001): Organisational Commitment and Conflict. New Delhi: Sage
Publications.
 Sharma, Y.K. and Sharma, M. (2006): Educational Technology and Management. New
Delhi: Kanishka Publishers, Distributors. 
 106
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV
PART–II OPTIONAL PAPERS
EDL–499: LIFE LONG EDUCATION–IV
Time: 3 Hrs. Credits: 4
Mid Semester Examination: 20% weightage
(10% for mid-term paper and 10% for Sessional Work)
End Semester Examination: 80% weightage
Instructions for the Paper Setters:-
Eight questions of equal marks (Specified in the syllabus) are to be set, two in each of the four
Sections (A-D). Questions may be subdivided into parts (not exceeding four). Candidates are
required to attempt five questions, selecting at least one question from each Section. The fifth
question may be attempted from any Section.

COURSE OBJECTIVES:
The students will be able to:
 Explain principles of curriculum construction for adults.
 Describe methods of teaching adults.
 Trace the institutionalization of lifelong Education - In India education systems through,
 Adult and Continuing education programmes and community colleges.
 Explain Innovations in Distance Education.
 Explain Evaluation methods in Distance Education.
 Understand Research in Distance Education.
SECTION–A
Curriculum and methods for adult learner
a) Principles of curriculum development for adults
b) Teaching methods for adult learners.
SECTION–B
Life Long Education
a) On-line Learning: Meaning, Importance and Limitations
b) Life Long Education for community development
SECTION–C
Research and Innovations in Distance Education
a) Innovations in Distance Education
b) Research in Distance Education
SECTION–D
Monitoring and Evaluation in distance Education
a) Importance of Assignments, Class Tests, Response Sheets and Term Examination in
Distance Education.
b) Monitoring and Evaluation of Assignments, Class Tests, Response Sheets and Term
Examination in Distance Education.

SESSIONAL WORK
Develop course outline of a Continuing Education course.
 107
M.A. Education (CBEGS)
(Syllabus for the Batch from Year 2021 to Year 2023)

SEMESTER–IV

REFERENCES:-
 Khan, I. (1994): Distance Teaching. Delhi: Amar Prakashan.
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