ey —O— SIDDHARTH UNIVERSITY Kapilvastu, Siddharth Nagar National Education Policy-2020 Common Minimum Syllabus for all U.P. State Universities B.A. (Education) Dr. D.K.Gupta aa Dr. Rajendra Baudh we Dr. Smita Singh Sri. Brijesh Kumar Verma Mr. Fakhre Alam Mr. Bal Govind Maurya QiSemester-wise Titles of the Papers in BA (Education) @ Ye Se | Course | Paper Title Theory/Pract | Credi , tr_|m. | Code ical ts | 1 [1 | £01010 | Conceptual Framework of Education| Theory 4 1T | 1 [1 | BO1010 | Practical: Read the Preamble of Practical = |2 | 2P Indian Constitution, understand and analyse its basic ideas of Justice, Equality, Liberty and Fraternity. Prepare a report and present what you have conceptualized. - | 1 [Il | 01020 | Development and challenges of Theory 4 IT Indian Education System 1 [i | £01020 Prepare a profile of any School | Practical | 2 2P (Class 6" - 12") - Government / | aided / Private 2 | Ut | £01030 Philosophical- Sociological- | Theory 4 IT Political-Economic Perspectives of Education 2 | IIT | £01030 Practical: Review a book written | Practical [2 2P by prominent educational \ | thinkers included in the course II 2 |iVv [£01040 Psychological Theory 4 IT Perspectives of Education : 2 [IV | B01040 | Course Title: Practical: Case study | Practical | 2 2P ofa Special Child HEE 3 |V_ | £01050 Course Title: Educational Theory 4 IT Assessment 3 [V [£01050 | Course Title: Educational Statistics | Theory aa ar. | 3 |V |E010S0 | Administration and Interpretation of | Practical | 2 3P Score of a psychological test- Achievement/Intelligence/Personalit y/Aptitude 3 | V_ | 01050iR| Collection of Data related to Project 3 Education, application of suitable statistical methods, analysis and interpretation of result. OR oy Se Qe gi! QeVisit to any type of University: | Allt’s profile preparation. B.Report on its administrative structure. VI £01060, Educational Administration and IT Management Theory VI E01060 | Milestones and New Dimensions of 2T Indian Education Theory VI | £01060 I. Visit to an Anganwadi Centre 3P and report preparation. Il. Write and submit an article on any trending Socio-Cultural Environmental Issue. Practical VI F010601R Visit any Distance Education center. Interview its administrator and five students. Compare the Distance | Education and Regular Education and prepare report OR For Understanding Social disadvantages, Interview an working child/ a child who has experienced natural calamity or war or Terrorist Attack/ Orphan/ Urban or rural poor child/ a child who does not go to school/ or a person who got married asa child. Project 7 ae ao ee (We ae on. Sa allabus for BA (Education) eSubject prerequisites: To study _ this subject, a student must have had the subject(s) ... in class/12" - Open to all. Program outcomes (POs) (After 3 years)- This course is meant for futureeducators and educational administrators. Education is a process of acquisition of knowledge, values, culture and skills. After completion of the program, Graduates will be able to correlate and apply Education with life situations. They will be able to understand its interdisciplinary nature. Program will be helpful in conceptualization and synthesis of knowledge of Educational aspects in relation to: Human Development- Human Behavior, Teaching Learning, Measurement and Evaluation, Society and Nation. Ww Ce Oe AList of all papers in all six semesters. e Year | Sem Course | Course |G] Course IIT Research Total (Theory) | C| (Theory/Practical) |; | (Theory’Practical)|C| Project | C} Credit : : i e a - 4 4 i il it s i; s s s 1]. Conceptuat | 4 Practical 2 NIL Nee eae Framework of I I Education L L 1 | pevetopment | 4 Practical 2 NIL 0 fees and challenges i of Indian L Education System 2 | AM | pritosophical | 4 Practical 2 NIL nN) NL NT 5 Sociological- ; Political- L 5 Economie Perspectives of Education IV | Psychological | 4 Practical 2 NIL n) NL [Nn] 6 Perspectives of 1 1 Education L L Project Pee Collection of Data related to Education, application of methods, Educational Educational analysis and Assessment Statistics interpretation of result, 3 |v 4 4 | Practical 2 OR Visit to any type of University: A. It's profile reparation | WsB Report on its administrative structure, VI Educational Administration and Management Milestones and New Dimensions | 4 Practical of Indian Education it any Distance Education centre, Interview its administrator and five students, Compare the Distance Education and| Regular Education and| prepare report. OR For Understanding Social disadvantages, Interview an working chitd/| a child who has experienced natural calamity or Terrorist Attack! Orphan’ Urban or rural poor child/a child who does not 20 to school_-+~| Ge (eet ye eror a person who got married as a child. BA 1" Year Education- CERTIFICATE COURSE IN BASICS OF EDUCATION Program specific outcomes- This course provides the basic ideas and concepts of education and nature of education. This course intends to clarify the educational aims and functions. This course will help students to understand constitutional values and provisions for Education, This paper will help in developing analytical and critical thinking based on the themes and issues of education. This course will also attempt fo build an understanding about the agencies and structure of Indian Education System, ie, Pre Primary, Primary, Secondary and Higher level. Learners are introduced to various governing/regulatory systems of the Education System. The course aims to acquaint students with modem education in contemporary India, It would familiarize them with key debates prevalent during the anti-colonial struggle and subsequent developments in post - independent India ‘This paper introduces the challenges faced by Indian Education and initiates a critical analysis of concerns and solutions towards better education. BAL", Sem. 1, Course T (Theory) Program/Class: eee Semester: First | Ceahae Year: First : ; | Subject: Education Course Code: E010101T) Course Title: Conceptual Framework of Education (Course Learning Outcomes On completion of this course, learners will be able to: © To understand the meaning, nature, scope and aims of education | To explain the factors of education and their interrelationship. To become aware of different agencies of education that influence education. | To be acquainted with the Constitutional values and Educational provisions a “eo Le y ¥ 4g Ow© Distinguish between different levels of the Education System. Explain the present status of different levels of Education. . -@ Identify the level of Education and concer governing/regulatory bodies. oDifferentiate the needs and importance of different levels of Education. Credits: 4 - Core Compulsory Max. Marks: - Min, Passing Marks: Total No. of Lectures-Tutoriais-Practical (in hours per week): L- 4/w Unit Topics No. of Lectures EDUCATION: T AND AIMS + PrachinBhartiyaGyanParampara:The Way of Life,Concept of Guru and Shiksha. + Concepts of Educations- Meaning: Nature. I + Vidya - Gyan —Teaching, Training vs. Education. + Aims of Education; Individualistic, Social, Democratic and Vocational. [FUNCTIONS OF EDUCATION + Transmission of Cultural Heritag + Acquisition and Generation of Human Values. + Education for National Integration. + Education for International Understanding. [AGENCIES OF EDUCATION ul + Formal + Informal. + Non ~ Formal. 7 INDIAN CONSTITUTION AND EDUCATION IV + Inculcation of Constitutional Values through 7 Education. + Constitutional Provisions for Education. _ ye Gx g &IPREPRIMARY EDUCATION + Concept, Objective, Importance of Pre-primary Education. + Some Models of Pre-primary Education: Montessori, Kindergarten. + NEP 2020 and Pre-primary Education. VI PRIMARY AND SECONDARY EDUCATION = Concept, Aim and Importance of Secondary Education. « Present Scenario of Primary Education in India. vo IHIGHER EDUCATION + Concept, Objective of Higher Education, + Present Scenario of Higher Education in India. VU DIFFERENT GUIDING/REGULATORY BODIES OF EDUCATION SYSTEM IN INDIA + Education Ministry (MHRD), UNESCO. NCERT. SCERT. NCTE. UGC. AICTE.:| Suggested Readings: © TOTAAL, WATTTATA RTO S, TOT LT PT ST TE OTT : https://www.mycoursebook in/shiksha-ke-darshanik-avom- | samajshastriya-siddhant-raman-bihari-lal-rastogi-publication.html https://www.india.gov.in/my-government/constitution-india/constitution- i full-text In GLX we, revere https: //archive.org/details/in.cmnet.dli.2015.482904 © THOT, HOTe, aTaaTa Safer, THTTTO TTA, 8 TLS Sea ah > OTe RTERTe OM TARE ot, FaAe © FACT THB PSS wo S FOS ga heah, ES Tom, (R, TAO) 2004 | ® Aggarwal, J.C. Theory and Principles of Education, New Delhi, Vikas Publishing House. 2010 | FS PS er ae Banerjee, A. Philosophy and principles of education. Calcutta, SusobanPrakashan . 1994 © Barrow, R,, & Milbumn, G. A critical dictionary of educational concepts. An appraisal of selected ideas and issues in educational theory and practice. New York: St. 1986 Bhatia & Bhatia. Theory and principles of Education. New Delhi, Doaba House. 2011 Cohen, B. Educational Thought: An Introduction. Britain: MacMillan. 1970 Dahiya B.S ‘Higher Education in India’ Retrospect and Prospect, Kanishka N, Delhi, 1997 Dewey, J. The school and society. USA: The University of Chicago Press. 1915 Dhankar, R. Education in emerging Indian Society. New Delhi: APH Publishing Corporation, 2010 Ghosh S.C. The History of Education in Modem India (1757-2007) Hyderabad: Orient Blackswan Private Limited, 2009, Third Edition. Lal, R.B. & Sharma, K.K. ‘History Development and Problems of Indian Education’, R.Lal Book Depot, Meerut, 2015 Moonis, Raza, ‘Higher Education in India’ Retrospect and Prospect, AIU, N, Dethi, 1991 Pandey R.S. Principles of Education, Agra, Vinod PustakMandir. 1992 Ramchandran, P. & Ramkumar, V. ‘Education in India’ , NBT, N, Delhi, 2014. Saxena, N.R. S. Principles of Education. Meerut. R. Lal Book Depot. 1996 Vakil K.S and S. Natrajan, ‘Education in India’ Allied So oes Rey Edn., 1966 Bee ~_*» Suggested Continuous Evaluation Methods: Assignment / © test / Quiz( MCQ) / Seminar cue . et* J Course prerequisites: To study this course, a student must have had the subject .. jin class/12"Y certificate/diploma. Suggested equivalent online courses: pC puregsop Swayam / MOOCs Course IL (Practical) Program/Class: z | Semester: First oar Year: Fi Cenificate/BA car: First | Subject: Education Course Title: Practical: Read the Preamble of Indian Constitution, understand and analyze its basic ideas of Course Code: E010102P Justice, Equality, Liberty and Fraternity. Prepare a report and present what you have conceptualized. (Course Learning Outcomes On completion of this course, learners will be able to: * Develop an stronger orientation towards research * conceptualize the basic elements of Indian Constitution Credits: 2 Core Compulsory Max. Marks: - Min, Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week): P-2/w SoHE . : | No. of Unit Topics head Indian Constitution: Introduction and I Background. 5 ul © Constituent Assembly and Timeline of 5 Formation of Indian Constitution. = TL «Important Educastional Articles of Indian 20 Constitution Suggested Readings: hitps://www. india. gov.in/my- overnment/constitution-india/constitution-india- full-text 7 q PaOTHAY HOT, ARTHAS aay, PRETATION! ‘ oe Ge, A We, he* Note: Tn Final Examination report shall be examined by external and internal examiners. | o Distribution: Report presentation- 15 marks Viva- 10 BA 1", Sem. II, Course I (Theory) Program/Class: oe Semester: Second Certificate/BA Year: First Course Title: Development and challenges of Indian Course Code: E010201T| |Course Learning Outcomes On completion of this course, learners will be able to: Understand the development of Indian Education during different ages, Analyze the trends of Education running in the different educational systems. @ Narrate the major contributions of Indian Educational Heritage in the different fields of study. © Discuss the views of foreign travelers about Indian cultural and educational heritage. « Identify the problems of Indian education at different levels of education. © Assess the root cause of challenges faced by Indian education system. Credits: 4 Core Compulsory Max. Marks: 25+75 Min. Passing Marks: Unit Topics | No. of Lectures |ANCIENT EDUCATION SYSTEM +» Vedic Period: Main Characteristics, Aims of Education, Merits and Demerits of 1 Education System, Contribution to Modern Indian Education. + Buddhist Period: Main Characteristics, Aims of Education, Merits and Demerits of Education System, Contribution to 8 Modern Indian Education. Gey &. aon a (-+ Main Characteristics. IL + Aims of Education. + Merits and Demerits of Education System. e EDUCATION IN MEDIEVAL PERIOD IEDUCATION IN COLONIAL PERIOD Some Landmarks of British Period: + Charter act of 1813 to 1833 and Oriental Occidental Dispute. + MacAulay Minute Filtration Theory. + Wood Dispatch. + Hunter Commission. + Indian University Commission. POST-INDEPENDENT ERA OF INDIAN EDUCATION + Radha Krishna Ayog Commission. Iv + Mudaliar Commission. + Kothari Commission. National Policy of Education 1986 and |1992, «National Education Policy 2020. IPROBLEMS OF PREPRIMARY EDUCATION + Unsatisfactory Conditions of Preprimary Schools. | «Loopholes of Supervision and Administration, + Problem of Uniformity. PROBLEMS OF ELEMENTRY AND SECONDRY. EDUCATION+ Problems of Access and Equity. + Mass vs Class- Gap in Standards, Financial Load on Parent, Syllabus. Vil PROBLEMS OF HIGHER EDUCATION + Problems of Access - Gender (Masculine, Feminine and Transgender) and Caste, Class, Religion, Region « Problem related with Students- Aimlessness, Intolerance, Aggression, Unemployment and Competition. volt + Poverty. |AFFECTING FACTORS OF INDIAN EDUCATION + Population Explosion. 7 + Brain Drain Ga fe eee Bo Suggested Readings: ae wa Tiara rerareererert Secs qores, area ara TS, ESTATES TY, Zz arr SS cancer OTST AL; MARAT AT TE ES OT: EATS ATTATATA, caroraagaf Hirao Fo AT Tose TER TA, facie, far ann https://archive.org/details/in.ernet.dli.2015.441175/page/n31/mode/2u Altekar A. 8. Education in Ancient India. Varanasi, Nandkishore& Brothers. 1963 Bakshi S.R.& Mahajan, L.Encyclopedic History of Indian Culture and Religion:Education in ancient India, New Delhi, Deep & Deep Publications. 2000 Govinda, R and M, Bandyopadhyay. Access to Elementary Education: Analytical Overview, New Delhi: OUP. 2011 Human Development Report retrieved from http:/hdr.undp.org/en/reports/ Lal R.B. & Sharma K.K. ‘History, Development and Problems of Indian Education’, R.Lal Book Depo, Meerut, 2015. Mitra Vo Fdueatinn in dnciont Indin Delhi Arva Rank Dennt 10 Te, THIF,= Mookerji, R.k. Ancient Indian Education: Brahamanic and Buddhist. Delhi, : MotilalBanarsidass. 1947 “e Ramchandran, P. & Ramkumar, V. ‘Education in India’, NBT, N, Delhi, 2014.‘Singh, Bhanu Pratap, Aims of Education in India: Vedic, Buddhist, Medieval, Bristish and Post-Independence, Delhi, Ajanta Publications. 1990 ; This course can be opted as an elective by the students of following subjects: Open fo fall ‘Suggested Continuous Evaluation Methods: Assignment / test / Quiz( MCQ) / Seminar ‘Suggested equivalent online courses: Courses lon Swayam / MOOCs BA 1", Sem. II, Course IL (Practical) Program/Class: Semester: Second Certificate/BA Year: First Subject: Education Course Title: Prepare a profile of any School (Course Code: E010202P | (Class 6"- 12" ) Government / aided / Private. |Course Learning Outcomes On completion of this course, learners will be able to: © Develop an stronger orientation towards research « Conceptualize the school profile preparation. Credits: 2 Core Compulsory Max. Marks: - Min. Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week); P-2/w Unit Topics No. of Lectures I School: need and importance 7 ou © Types of school on account on administration. 5 I What is school profile and how to create it? 20 ‘Note: In Final Examination report shall be examined by external and internal examiners. Marks Distribution: Profile Report - 15 marks Viva- 10 BA 2" Year Education- DIPLOMA COURSE IN PERSPECTIV! maacly aot S Beeee specific outcomes- is course provides the basics of philosophical ideologies that have influenced the Education. It introduces learners to Indian and Western philosophical perspectives of Education. It also attempts to acquaint the students with philosophical and educational thoughts of thinkers, This course aims to acquaint students with the knowledge of Socio-Political-Economic perspectives of Education. It would familiarize them with Social contexts, Social change and Social mobility. This paper introduces the students about concept of Educational psychology. It explores the process of development and learning in Human Beings. It elaborates the approaches of learning and basics of human behavior. It examines the causes of individual differences and individuals with special needs. Mental health will also be discussed with students. BA 24 , Sem, HII, Course I (Theory) Program/Class: vee Semester: Third Diploma /BA * Subject: Education — Course Title: Philosophical- Course Code: E010301T) Sociological- Political-Economic Perspectives of Edi |Course Learning Outcomes On completion of this course, learners will be able to: ® Define Education and Philosophy. Explain difference between Darshan and Philosophy Identify significant features of the Indian and Wester philosophies. Illustrate the relevance of the Indian and Western philosophical formodern educational system and society. Compare the Indian and Western Philosophical thoughts Define pluralism and diversity in Indian society. Relate Education with Political and Economic issues. Distinguish between Fundamental Rights and duties. Value role of Education for Sustainable Development Credits: 4 Core Compulsory Max. Marks: NA Min, Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week): L- 4/w. Ql Ge ee eyTopics IEUDCATION AND PHILOSOPHY + Meaning and Concept of Philosophy and ‘Darshan’; Difference between Philosophy and ‘Darshan’, its relationship with Education. + Branches of Philosophy and Education. No. of |__ Lectures A BRIEF INTRODUCTION TO ANCIENT INDIAN PHILOSOPHIES + Vedant. + Bhagavad Geeta, Ii |A BRIEF INTRODUCTION TO WESTERN PHILOSOPHIES + Idealism, + Naturalism. + Pragmatism. Iv SOME PROMINENT EDUCATIONAL THIN’ Mahatma Gandhi. + Swami Vivekanand. + BR. Ambedkar. INTRODUCTION TO INDIAN SOCIETY + Pluralism and Diversity in Indian Society. Class, Gender. + Social Stratification of Indian Society: Caste, VI SCHOOL EDUCATION AND SO + School as Social Organi + Social Change and Education. + Social Mobility and Education. VIL VES OF EDUCATION ghts and Duties. «Directive Principles Oy ® oreZ + Education for Sustainable development VILL «+ UN Millennium development goals VS [ECONOMIC PERSPECTIVES OF EDUCATION | 7 Sustainable development goals. Suggested Readings: AT, | , Peto rah crore eas, Gahraqa A, 2002 < 2 aay OT SS POPS FS ae, eoPe: Shronparrerate Tears fet ) co hae, era ATT. RATT, ATT TTATA HT. 2006 TEES WH, eat SH, fae AP e> gor FS oP > aerate ame aaTarz, opoptfipatieg reagent ror * Archer, M.S. Social Origins of Educational Systems, New Delhi: Sage. 1984 * Brubacher, John S. (ed) . Modern Philosophy of Education, New Jersey: Prentice Hall Inc., Englewood Cliffs.12 Hours. 1962 * Cohen, B. Educational Thought: An Introduction, Macmillan, Britain. 1969 « Dewey, J. The School and Society, Chicago, The University of Chicago Press. 1915 © Durkheim, E. Education and Sociology. New York: The Free Press. 1956 e Elmhirst, L.K. Rabindranath Tagore: Pioneer in Education. Delhi: Sahitya Chayan.1994 « Freire, P. Pedagogy of the Oppressed. London, Penguin Books. N.p. 1970 « Kneller, G.F. Foundations of Education. London and New York, John Wiley and Sons, Inc. 1963 * Kumar, K. The Political Agenda of Education: A Study of Colonialistand nationalist Ideas, New Delhi, Sage Publications.1991 * Shukla, S. and Kumar, K. Sociological Perspective in Education. New Delhi, Chanakya Publications. 1985 © Shukla, S.C, and Kaul, R. (eds.) Education, Development and Underdevelopment, New Delhi: Sage. 1998 This course can be opted as an elective by the students of following subjects: Open for all Suggested Continuous Evaluation Methods: Assignment / test / Quiz( MCQ) / Seminar Suggested equivalent online courses: Courses on Swayam / MOOCs 7 BA 2" , Sem. III, ace Co Course ee (Practical) pr L @&-@) Program/Class: : Semester: Third < DiplomaBA | Year: Second | cum — @e OC ¢,Subject: Education Course Title: Practical: Review a book written by Course Code: E010302! prominent educational thinkers included in the course II. |Course Learning Outcomes On completion of this course, learners will be able to: Develop an stronger orientation towards research + Understand the concept of Book review. Credits: 2 Core Compulsory Max. Marks: - Min, Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week): P-2 ; ae No. of Unit Topics ee I © What is Book review? 7 ¢ Introduction and the discussion of the books Il written by M.K Gandhi, Swami Vivekanand and 18 B.R Ambedkar. Wl Introduction and the discussion of the books written by Rousseou and Dewey. 10 Note: In Final Examination report shall be examined by external and intemal examiners. Marks Distribution: Review presentation- 15 marks Viva- 10 BA 2", Sem. LV, Course I (Theory) Program/Class: : Semester: Fourth Diploma /BA een r [ Subject: Education [ Course Title: Psychological Course Code: E010401T) Perspectives of Education G. at (aeCourse Learning Outcomes On completion of this course, learners will be able to: Define Education and Psychology. «Relate Education and Psychology [UNDERSTANDING THE LEARNING leaming TL implications. © Compare characteristics and needs of different stages of development. © Name different approaches of learning. © Distinguish between different psychological traits. © Identify Individual Differences. @ Examine the importance Mental Health. | ¢ Illustrate Teaching Leaming Process. Credits: 4 Core Compulsory Max. Marks: NA oa ~ Min. Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week): L- 4/w Unit Topies No. of Lectures EDUCATION AND PSYCHOLOGY + Psychology: Concepts and Scopes. 1 + Relations of Education and Psychology. + Importance of Educational Psychology. + Methods of Studying Educational Psychology. 8 PROCESS OF DEVELOPMENT + Development/Meaning and Forms. + Growth and Development. Il + Stages of Development. 8 + Meaning, Nature and Factors Influencing the + Transfer of Learning and its classroom a, aE feet oom creat, Parorracfizgera, fo oTererprfoa, He Pe RO7 e 2 ay ras Reorgerehtare farter Fe ToT SS wa TH | FeeFSS%, art | a P| Os" -© Aggarwal. J.C.(n.d.). Essentials of Educational Psychology: Vikas Publishing house © Bhatnagar Suresh (n.d.). Advanced Educational Psychology, Lal Book Depot, Meerut, © Bigge, Morris. L (1971). Learning theories for teachers. New York: Harper &Row, © Chauhan $.S. (1978). Advanced educational psychology. Vikas Publishing House. © Dash M. (1994). Educational Psychology. New Delhi, Deep& Deep Publications. * Dececco John, P. The Psychology of Learning and Instruction, New Delhi, Prentice Hall of India. 1968 © Hilgand, E.R. &Bower, S.H., (1975). Theories of Learning. Englewood Cliffs New Jersey: Prentice Hall © Hurlock, E. B. (2004). Developmental Psychology: A Life span Approach. New Delhi, Tata McGraw-Hill Publishing Co. Ltd. © Mathur, SS, Educational Psychology. Agra, Vinod PustakMandir. 1986 © Mazur, JE. (1994). Learning and behaviour. Englewood Cliffs, New Jersey; Prentice Hall. @ Rani, A. (2011). Psychology of learning Behavior. New Delhi, Centrum Press. Suggested Continuous Evaluation Methods: Assignment ¥ test / Quiz( MCQ) / Seminar {Suggested equivalent online courses: Courses jon Swayam / MOOCs BA 2", Sem. IV, Course IT (Practical) Program/Class: ‘| Semester: Fourth Diploma /BA Year: Second Subject: Education ‘Course Code: E010402P| ~ Course Title: Practical: Case study of a Special Child (Course Learning Outcomes On completion of this course, learners will be able to: @ Develop an stronger orientation towards research © Identify the different special children, © Prepare a case study. Credits: 2 Core Compulsory Max. Marks: - Min. Passing Marks Total No. of Lectures-Tutorials-Practical (in hours per week): P-2/w fp Qvd ws zee vr CaUnit Topics No. of Lectures . e 7 ie I # What is case study? And its steps. 7 lon © Special children: Types and characteristics 25 Note: In Final Examination report shall be examined by external and internal examiners. Marks Distribution: Case study record- 15 marks Viva- 10 Suggested Readings: Trea , Seorrarctarora hes atererac, oF HoPSz, art . RTT TY Swe i * Dash M. (1994). Educational Psychology. New Delhi, Deep& Deep Publications. * Hurlock, E. B. (2004), Developmental Psychology: A Life span Approach. New Delhi, Tata McGraw-Hill Publishing Co. Ltd AIFS We TH BA 3 Year Education- BACHLOR OF ARTS DEGREE IN EDUCATION Program specific outcomes- This course compiles the assessment and evaluation techniques used in Education. It acquaints the student with measurement tools of different psychological traits that are essential for teaching and leaning. This course enables the students to understand concepts and needs of statistics in education, it analyses the statistics of Continues and comprehensive evaluation techniques in classroom This course consists of the knowledge of Educational Administration and Management in student. It will develop an insight about the organizational and Administrative structure of Education. This course explains major landmarks in the journey of Indian Education. It discuss the evolving modern tendencies that are creating paradigm shift in our Education System. BA3, Sem. V, wee Course ywProgram/Class: ene Semester: Fifth Degree/BA Year: Third ; Subject: Education Course Code: £0105017] Course Title: Educational Assessment (Course Learning Outco es On completion of this course, learners will be able to: © Define assessment measurement and evaluation. ¢ Enumerate and Illustrate Characteristics of a good test. © Classify different psychological tests. Test Intelligence/Personality/Aptitude of a subject. Credits: 4 Core Compulsory - Max. Marks: NA “Min. Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week): L- 4/w . . No. of Unit Topies ‘ ae Lectures IBASICS OF ASSESMENT + Assessment, Measurement, Evaluation: I Concept, Features and Difference. + Physical vs Psychological Measurements, 8 (ORMS . + Norms: Meaning and Significance + Credit System 1 |ACHIEVEMENT TESTS m + Meaning, Aims and Types. + Subjective VS Objective tests. * Characteristics of a Good test. 8 = Ot geo ”INTELLIGENCE + What is Intelligence, Types? + Concept of Emotional Intelligence. MEASUREMENT OF INTELLIGENCE, « Verbal, Non-Verbal test + Individual Tests and Group test VI PERSONALITY. ‘+ What is Personality? + Types of Personality.(Fraud’s theory, Cattle Thyeory) + Theories of Personality. VIL ‘ASSESSMENT OF PERSONALITY +Personality Inventories +Projective Techniques. VOL APTITUDE + What is Aptitude? + Types of Aptitude. + Characteristics of Aptitude. + Measurement of Aptitude. Suggested Readings: aSoR a FS tom, ae 8 FeATITE, Pore RIOT, AEH TRA FP S> 7, 1998 © oa. 1976 a, Reaver, arcttfirr, teat NCERT Curriculum and Evaluation, New Delhi, NCERT 1990 Norgis, N. Understanding Educational Evaluation, Kogan Page Ltd. I! we Ne. Ge Ql ae Anastasi, A. Psychological Testing. New York, Macmillan Publishing Co. Inc.z | © Thorndike, E.L., & E.P., Hagen. Measurement and Evaluation in Psychology and Education. New York, Johan Wiley and Sons Inc. 1969 he aa 6 pLSecolsky,C. Handbook on Measurement and Evaluation in Higher Education. U.K. Routledge. 2011 SindhuK.S. New approaches to measurement and evaluation, New Delhi, Sterling Publication. 2007 © Singh, H.S. Modern educational testing. New Delhi: Sterling Publication. 1974 ‘Suggested Continuous Evaluation Methods: Assignment test / Quiz( MCQ) / Seminar Suggested equivalent online courses: Courses on Swayam / MOOCs BA 3", Sem. V, Course IT (Theory) Program/Class: an ‘Semester: Fifth Degree /BA ‘Year: Third Subject: Education Course Code: £0105027] Course Title: Educational Statistics ‘Course Learning Outcomes On completion of this course, learners will be able to: * Define Statistical terms. * Prepare graphical charts. * Interpret the results various operations of statistics. * Survey and collect data. = “Ord the data with Suit Statistical methods. @ CAECredits: 4 Core Compulsory Max. Marks: NA ] Min, Passing Marks Total No. of Lectures-Tutorials-Practical (in hours per week): L- 4/w | No. of Lectures Unit Topics INTRODUCTION TO STATISTICS + Meaning, definition and Need of Statistics. I + Types of Statistics 7 PRESENTATION AND ORGANIZATION OF IDATA «Organization of data: oSimple array 1 oFrequeney array © Frequency Distribution + Class Interval: olnclusive oExelusive 7 | GRAPHICAL REPRESENTATION OF DATA | + Bar diagram m + Histogram + Pie chart 8 MEASURES OF CENTRAL TENDENCY vv «Definition, Uses, Computation of: Mean, 8 Median, Mode MEASURES OF RELATIVE POSITION . Concept of Relative Position 5 Percentile Rank Percentile Qi g ev ” a=MEASURES OF VARIABILITY VI Definition, Uses, Computation: Range, Standard Deviation. «Meaning, Types, Uses and Computation of: vu Coefficient of Correlation- Spearman's Rank 12 order method. IORMAL PROBABILTY CURVE Concept and Characteristics. 1 VIL 5 Suggested Readings: o aerate, Fe> bh pag Srora CPSs sierra, FSS ort RT: TP > FH, 2011 TAP ears TTA > QSeaA, ATT orm, Agresti& Finlay, Statistical Methods for the Social Sciences, New Jersey, Prentice Hall. 2010 Garret HLE., Psychological Tests, Methods, and ResultsNabu Press, 2011 Garret HLE., Statistics in Psychology and Education, Paragon International Publishers, 2005(Hindi& English) © (itt and Longnecker. Statistical methods and data analysis. CA: Duxbury Pacific Grove, 2001 © Patel, RS. Statistical techniques for data analysis. (n.p.) Academic Publishing GmbH & Co, 2012 © Shavelson, RJ. Statistical reasoning for the behavioral sciences. Boston, Allyn and Bacon. 1988 Suggested Continuous Evaluation Methods: Assignment / test / Quiz( MCQ) / Seminar Suggested equivalent online courses: Courses on Swayam / MOOCs ager ra BW Fe @BA 3", Sem. V, ‘Course III (Practical) Programy/Class: Semester: Fifth Degree /BA Year: Third Subject: Education Course Title: Practical: Administration and Interpretation Course Code: £0105031 of Score of a psychological test- - "| _Achievement/Intelligence/Personality/Aptitude Course Learning Outcomes On completion of this course, learners will be able to: Develop an stronger orientation towards research Understand and Administer different Psychological Tests Credits: 2 | Core Compulsory ‘Max. Marks: - | Min. Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week): P-2hv ane Topi 2 No. of Lectures ‘Psychological Test: Types and Utility for I Guidance and Counselling 5 ‘eHow to administer and Interpret score of | mt Achievement/Intelligence/Personality/Aptitude/ Text 25 jote: In Final Examination report shall be examined by external and internal examiners, [Marks Distribution: Test administration Report- 15 marks Viva- 10 [Suggested Readings: S, oS TS OFS Form, froneniingorre FS Sara, qooTeTe FES Few, are 2 AEATTRUH, PaoTTA Rigo, ay A TR! FED a7, 1998© Anastasi, A. Psychological Testing. New York, Macmillan Publishing Co. Ine. a Wet 6.© NCERT Curriculum and Evaluation, New Dethi, NCERT 1990 BA 3", Sem. V, Project ProgranvClass: if Semester: Fifth Degree /BA Year: Third Subject: Education Course Title: Research Project Course Code: E0 105034 Course Learning Outcomes On completion of this course, leamers will be able to: Develop an stronger orientation towards research * Understand basics of research * Develop attitude towards research * Collect and analyse data Credits: 3 ] ‘Core Compulsory Max. Marks: - 100 Min. Passing Marks: 40% Total No. of Lectures-Tutorials-Practical (in hours per week): P-3/w Unit Topics No. of Lectures Collection of Data related to Education, application of | suitable statistical methods, analysis and interpretation of result. (OR isit to any type of University: lA.11’s profile preparation. B.Report on its administrative structure. 45 ‘Note: In Final Examination report shall be examined by external and internal examiners. Assessment: 50% external+50% intemal Suggested Readings: oy OTT, FEB mere ma a aaFHSorPl ome wala, art rr e OySS THOTT © OF <> Form, RaoTaD NOTA <> CATIA, Te A Fed oer Seore, franfaorrrafore, Form Anastasi, A. Psychological Testing, New York, Macmitlan Publishing Co. Inc. 1976 NCERT Curriculum and Evaluation, New Delhi, NCERT 1990 BA3", Sem, VI, Course 1 (Theory) ProgranvClass: ; ‘Semester: Sixth Degree /BA. Year: Third Subject: Education Course Code: E010601T Course Title: Educational Administration and Management ‘Course Learning Outcomes On completion of this course, leamers will be able to: Describe different Educational Organizations. Compare Administration, Management and Supervision Differentiate between inspection and supervision. Credits: 4 Core Compulsory Max. Marks: NA Min. Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week); L- 4/v Unit Topics oa No. of Lectures Cree < a » we ex” *EDUCATIONAL ORGANIZATIONS + Meaning and Types. + Characteristics of Educational Organizations, EDUCATIONAL ADMINISTRATION + Meaning, Concept and Types of Educational Administration. + Principles of Educational Administration. m DEVELOPMENT OF EDUCATIONAL |ADMINISTRATION AND MANAGEMENT * Classical School * New Classical School + New Management |FUNCTIONS OF EDUCATIONAL |ADMINISTRATION + POSDCORB LEADERSHIP + Meaning, Nature of Leadership. + Styles of Leadership, VI EDUCATIONAL PLANNING «Meaning and Nature of Educational Planning. «Approaches of Educational Planning, Vil EDUCATIONAL FINANCE «Need and Significance. #Sources of Finance. te @ 6 oe ee eeevill EDUCATIONAL SUPERVISION + Meaning and Nature of Educational Supervision. + Types of Educational Supervision. (np.). Suggested Readings: oT, Tet RTP SS cree, aeoTray ETT, 2015 oad FS Suggested Continuous Evaluation Methods: Assignment / test / Quiz( MCQ) / Seminar Suggested equivalent online courses: Courses n Swayam / MOOCs Sy prarcrhS aT, TATE Feqem, ww. aedia aa are Fes sora Ty, THTOTT Fo cH iy garhoay, sae, © Bhatnagar S.S. & Gupta P.K. (Educational Administration and Management © Khawas, E. Accountability and Quality Assurance: New Issues for Academic Inquiry, International Handbook of Higher Education, vol. (1) Springer Verlag, Berlin 2006 © Kudesia, U. Chandra(n.d.) Education Administration Management (n.p.). © Sharma, R.A. (n.d.). Education Administration and Management. Meerut, Loyal Book Depot. it : : 7 Sukhiya ,S.P. (n.d,) VidyalayaPrashashanA vamSangathan. Agra, Agarwal publication, http://mlrd.gov.in/school-education http://mlid gov in/schemes- & xen i. BA 3", Sem. VI, Course II (Theory)Program/Class: Degree /BA Year: Third Semester: Sixth seSubject: Education Course Title: Milestones and New Dimensions of Indian Course Code: £010602T} Education [Course Leaning Outcomes On completion of this course, learners will be able to: © List and differentiate the different education programs and schemes. # Use MOOCs and SWAYAM. © Collect and use material from OERs. Review e-journals and e-Magazines, He Credits: 4 Core Compulsory Max. Marks: NA [~~ Min. Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week): L- 4/w Unit if Topics No. of Lectures MILESTONES: MAIN PROGRAMS AND j SCHEMES + ICDS + SSA. + Mid-day Meal. + RMSA. + RUSA. + RTE. + PMMMNMTT. MILESTONES: EDUCATIONAL INSTITUTIONS OF INDIA: + Shanti Niketan, u + VanasthaliVidyapeeth. + Navodaya Vidyalaya EDUCATIONAL TECHNOLOGY, + ICT: Meaning, Type, Concept and Needs. + Approaches of Educational Technology. + Computer and Internet: Application in I re wo Education DlIv INITIATIVES AND INNOVATIONS + __ EDUSAT, EDUCOM. «MOOCS, | SWAYAM. + OERs. + ejournals and e-Magazines + &-Pathshala SOCIETAL TRENDS AND EDUCATION + Human Rights. + Value and Moral + Women Empowerment VI (CULTURAL TRENDS AND EDUCATION Social Media. Peace, Vil ENVIRONMENT; CONCEPT AND CONCERNS > Environment and Ecosystems. +Environmental Pollution « Ozone layer depletion. vill [ENVIRONMENT AND EDUCATION Environmental Education: Concept, Aims and importance. Awareness towards Environmental Issues. eo eh qe &Suggested Readings: pala ACS Y FO THE SS Por, FES TTS %, 2001 Fe monet St, fe 5 Saf ware AATATE. A, PATA eT a ATT, TAT TAT as aeaT AT Agarwal, S.P. and Aggarwal, J.C. Environmental protection, educationand development. New Delhi, New Concepts 1996 Aggarwal J.C. Essentials of Educational Technology - Learning Innovations. New Delhi, Vikas Publications, 1995 Kumar, K.L, Educational Technology, New Delhi, New Age International (P) Ltd. Publishers. 2000 Kaushal, 8. & Mahapatra. Emerging Trends in Inclusive Education. Delhi, IVY Pub, 2007 Laxmi S. Innovations in Education, Delhi Sterling Publishers, 1989 Reddy, P. K. & Reddy, N. D. Environmental Education. Hyderabad: Neetkamal publications.2001 Sampath, K. et. Al. Introduction to Educational Technology, New Delhi, Sterling Publishers. 1998 Sharma, B, L., &Maheswari, B. K, Education for environmental and human value. Meerut, R.Lall Books Depot. 2008 ‘Singh, Y. K. Teaching of environmental science, New Delhi, APH Publishing 2009 Corporation. Underwood, Jean D.M., and Underwood, G. Computers and learning — helping children acquire thinking skills, Oxford, Basil Blackwell. 1990 ‘Suggested Continuous Evaluation Methods: Assignment / test / Quiz( MCQ) / Seminar ‘Suggested equivalent online courses: Courses on Swayam / MOOCs BA 3rd , Sem. VI, ‘Course IIL (Practical) Program/Class: the iE Semester: Sixth | Depree/BA Year: Third : Subject: Education (Course Title: Practical- I Visit to an Anganwadi Centre and| report preparation, IL. Write and submit an article on any trending SocioCultural. Course Code: E010603P, he eee yr vironmental [ssue. a we K|Course Learning Outcomes On completion of this course, learners will be able to: ‘© Develop an stronger orientation towardsresearch. © Understand and Conceptualize ICDS and Anganwadi. © Understand current issues and write an article. Credits: 2 Core Compulsory Max. Marks: - Min. Passing Marks: Total No. of Lectures-Tutorials-Practical (in hours per week); P-2/w Unit Topics No. of Lectures ‘ ‘*ICDS (integrated Child Development Services): Tntroduction 5 *Anganwadi: Introduction, Structure, Supervision, Utility, Challenges. 10 at © How to write an article: steps and ethics, 5 | IV |. eSources of literature and their usage. 10 ‘Note: In Final Examination report shall be examined by external and internal examiners. racks Distribution: Anganwadi Report and Article Presentation - 15 marks Viva- 10 BA 3rd, Sem. VI, Project Program/Class : Semester: Sixth | "Desree/BA Year: Third Subject: Education Ges oan Course Title: Research Project E010601R ICourse Learning Outcomes ‘On completion of this course, leamers will be able to Develop an stronger orientation towards research «Understand Basic methods of research anddifferent research tools Credits: 3 l Core Compulsory Max. Marks: - 100 Min. Passing Marks: 40% Total No. of Lectures-Tutorials-Practical (in hours per week): P-3/w We Quy we er1 Unit | Topies | No. of Lectures' 'Visit any Distance Education center. Interview its administrator and five students. Compare the Distance Education and Regular Education and prepare report. OR For Understanding Social disadvantages, Interview an ‘working child/ a child who has experienced natural calamity or wer or Terrorist Attack/ Orphan/ Urban or rural poor child/ a child who does not go to school/ or 'a person who got married as a child 45 (Note: In Final Examination report shall be examined by external and internal examiners. Assessment: 50% external+50% internal Suggested Readings: 8 TAT, Pood wag SgorT sera, AR, TOTTAC HET, HOS eo mE ome, FSS eas Fe acamaeaa FE of, ART o yorestae ot Feed aaargq cor, fraafzoreraf< Forme 1976 aRraet, FES ore eS omg % TS Form, fromm FS car, / Ta, Anastasi, A. Psychological Testing. New York, Macmillan Publishing Co. Inc. © NCERT Curriculum and Evaluation, New Dethi, NCERT 1990 OH we Qe