THE COURSE STRUCTURE & SYLLABUS OF UNDER GRADUATE

BACHELOR OF ARTS

EDUCATION

1ST TO 6TH Semesters

w.e.f.
Academic Year 2020-21 and Onwards
Under

CHOICE BASED CREDIT SYSTEM (CBCS)

 Rani Channamma University Belagavi, School Of Education
CBCS Based Syllabus Course in Education (Optional)
(W.e.f Academic Year 2020-201 Onwards)
Teaching Marks
Semester Code/ Paper Title Of the Paper Hours / Week
Course No Hours Credits IA Sem End Total Duration
Exam
I DSC I 1 Principles of Education 5 3 20 80 100 3
II DSC 2 2 Sociological Foundations of Education 5 3 20 80 100 3
DSC 3 3 Psychological Foundations of 5 3 20 80 100 3
III Education
SEC 1 4 Personality Development & Life Skills 2 2 10 40 50 2
DSC 4 5 Advanced Educational Psychology 5 3 20 80 100 3
IV SEC 2 6 Educational Guidance & Counseling 2 2 10 40 50 2
DSC 1 7 Educational Thoughts of Great Indian 5 4 20 80 100 3
Thinkers
DSE 1 7.1 Development Of Education System in 5 4 20 80 100 3
India
V OR
DSE 1 7.1 Educational Commission in Free India
SEC 3 8 Teaching Skills and Strategies 2 2 10 40 50 2
DSC 1 9 Educational Thoughts of Great 5 4 20 80 100 3
Western Thinkers
DSE 1 9.1 Current Affairs in Indian Education 5 4 20 80 100 3
OR
VI
DSE 1 9.1 Educational Research & Statistics
SEC 4 10 Educational Technology & 2 2 10 40 50 2
Communication skills

Total 48 36 200 800 1000

 CBCS SYLLABUS FOR BA (UG) EDUCATION (OPTIONAL)
(2020-21 onwards)

BA I SEMESTER – PRINCIPLES OF EDUCATION

DSC- Discipline Specific Course -

BA II SEMESTER – SOCIOLOGICAL FOUNDATIONS OF EDUCATION

(DSC- Discipline Specific Course) -

BA III SEMESTER – PSYCHOLOGICAL FOUNDATIONS OF EDUCATION

(DSC- Discipline Specific Course)
SEC Skill Enhancement Course - PERSONALITY DEVELOPMENT & LIFE SKILLS
(SEC)

BA IV SEMESTER – ADVANCED EDUCATIONAL PSYCHOLOGY

(DSC- Discipline Specific Course)
SEC Skill Enhancement Course - EDUCATIONAL GUIDANCE AND COUNSELLING
(SEC)

BA V SEMESTER – EDUCATIONAL THOUGHTS OF GREAT INDIAN

THINKERS
(DSC- Discipline Specific Course)
DSE- Discipline Specific Elective - DEVELOPMENT OF EDUCATION SYSTEM IN
INDIA
OR
EDUCATIONAL COMMISSIONS IN FREE INDIA
SEC Skill Enhancement Course TEACHING SKILLS & STRATEGIES
(SEC)

BA VI SEMESTER – EDUCATIONAL THOUGHTS OF WESTERN

THINKERS
(DSC- Discipline Specific Course)
DSE- Discipline Specific Elective - CURRENT AFFAIRS IN INDIAN EDUCATION
OR
EDUCATIONAL RESEARCH & STATISTICS
SEC Skill Enhancement Course EDUCATIONAL TECHNOLOGY &
(SEC) COMMUNICATION SKILLS
 RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. First Semester EDUCATION (Optional)

PRINCIPLES OF EDUCATION (DSC)

Teaching 05 hours per week Total 75 hours

OBJECTIVES:-

On Completion of the course, the students will be able to:-

1. Understand the basic concept of Education and its significance

2. Interpret the relation between Education and other sciences
3. Understand the different aims of Education
4. Describe the components and principle of curriculum
5. Develop the awareness of eternal human values

Unit I- Meaning, Importance and Scope of Education.

1.1 Meaning of Education - Broader and Narrow meaning of education, Indian and
Western concept of Education
1.2 Scope and Importance of education
1.3 Education as a process and product
1.4 Education as a science or an art
1.5 Education for life skills
15 hrs
Unit II– Aims and functions of Education

2.1 Meaning and Need for Aims of Education

2.2 Individual Aims of Education - Education for Knowledge, Education for character,
Education for culture, Education for health, Education for vocation
2.3 Social Aims of Education -- Education for Social efficiency, Education
For Democracy and Citizenship, Education for National Integration,
Education for International Understanding.
2.4 Functions of Education
2.5 Preservation and transmission of cultural Heritage 15hrs
Unit III- Relation Between Education And Other Sciences

3.1 Philosophy and Education

3.2 Psychology and Education
3.3 Sociology and Education
3.4 Economics and Education
3.5 Technology and Education
15 hrs
Unit IV – Curriculum (Functions and Design)
2.1 Curriculum- meaning and definitions of Curriculum
2.2 Components of Curriculum
2.3 Distinction between Curriculum and Syllabus
2.4 Principles of curriculum construction
2.5 Curriculum Design: Subject centered, Learners centered, Activity Centered

15 hrs
Unit V- Education and Values

5.1 Values – Meaning and definitions

5.2 Importance of values
5.3 Classification: Physical, emotional, mental, social, moral and spiritual
values and their examples
5.4 Religions as sources of eternal human values: Righteousness, Non violence,
universal love or humanism, truthfulness and peace
5.5 Approaches to inculcation of Value Education: Direct, Indirect, Incidental
and integrated methods
15 hrs
ASSESSMENT

Internal Internal Marks External Marks

Test 10 Marks
Theory
Assignment Examination
10 Marks

Total 20 Marks 80 Marks

 Assignments: (Any one)

1. A critical appraisal of relationship between education and other

disciplines
2. Preparing a comparative chart of Individual and social aims of Education
3. Analyze the importance of value education in present context
4. Collect, compare and interpret different definitions on education from
Indian and Western philosophers
5. Any other assignment suggested by the teacher relevant to the units

References:

Aggarwal, J.C. (1996) Theory and Principles of Education: Philosophical

and Sociological Bases of Education. Vikas Publishers, New Delhi.
Broudy, S.H. (1962) Building a Philosophy of Education. NewYork:
Prentice Hall.
Brubacher, J.S. (1995) The Challenge to Philosophic about Education:
Modern Philosophic and Education. Chicago: University of Chicago Press.
Brubacher, John, S. (1947) History of the problems of Education. NewYork:
McGraw –Hill.
Chaube, S.P. (1998) Philosophical and Sociological Foundations of Akilesh
Chaube Education. Vinod Pustak mandir, Agra.
Christopher, (1969) What is Philosophy of Education. London: Collier
McMillan Ltd.

Curtis, S.J.(1996) An Introduction to Philosophy of Education. London:

Turoria Press.
Dewey,J. (1916) Democracy and Education. New York: McMillan.
J.C.Walia (2001) Principles and Methods of Education. Paul Pub, Jalandhar.
Jantli R.T. (1992) Shikshana Tatvashastra Hagu Samajashastra, Bharath
book Depot, Dharwad.
 Karajagi B.D. (1994) Shikshanada Tatvagalu Mattu Shaikshanika
Samajashastra. Sri Prakashana Dharwad.
Kongawad, N.B. (1993) Bharatadalli Shikshana Hagu Prachalita
Samasyegalu, Vidyanidhi Prakashana, Gadag.
Mathur S.S. (1966) A Sociological Approach to Indian Education. Vinod
Pustak Maldig.
Obalesha Ghatti, (1994) Udayonmukha Bharatadalli Shikshana, Toranghatta.
Sharma G.R. (1987) Trends in Contemporary Indian Philosophy of
Education – A Critical Evaluation, New Delhi: Nirmal Publishers.
Shivashankar H.V. (1982) Bharatadalli Shikshana, Hanji Prakashana
Davanagere.

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QUESTION PAPER PATTERN: Total 80 Marks

Q.I. Answer any 10 out of 12 questions in two to three sentences each
(10x2=20 marks)
Q.II. Answer any 5 out of 7 questions in about one page each
(5x5=25 marks)
Q.III. Answer any 2 out of 3 questions in about two pages each
(2x10=20marks)
Q.IV. Answer any 1 out of 2 questions in about three pages
(1x15=15 marks)
 RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. Second Semester EDUCATION (Optional)

SOCIOLOGICAL FOUNDATIONS OF EDUCATION (DSC)

Teaching 05 hours per week Total 75 hours

OBJECTIVES:-
On Completion of the course, the students will be able to:-
1. Trace the role of Education in Socialization process and favorable
conditions for effective socialization
2. Describe the structure and functions of various agencies of education
3. Know the Importance of Social change and role of Education in Social
change
4. Understand the deferent Social Issues and Strategies to resolve social
issues
5. Understand the Concept of Traditionalism and Modernization

Unit I- Meaning, Concept and Scope of Sociological Foundations of

Education
1.1 Meaning, nature and scope of Educational Sociology
1.2 Socialization- meaning, concept and scope
1.3 Education as a Socializing factor, conditions for effective socialization
1.4 Meaning and concept- Culture, cultural change and cultural lag
1.5 Education for transmission and refinement of culture
15 hrs
Unit II - Agencies of Education
2.1 Agencies of Education- meaning, definitions
2.2 Active (Direct) and Passive (Indirect) Agencies of Education
2.3 Formal, informal and non formal agencies of Education
2.4 Role of Family, School, Religious institutions, Play groups in Education
2.5 Mass media in Education - Radio, Television, ICT, Press and Cinema

15 hrs
Unit III- Education and Social Change
3.1 Social change: meaning and significance
3.2 Factors influencing social change
3.3 Resistance for social change
3.4 Education as an instrument of social change
3.5 Education and Economic Development: their inter-relationship, Education as
an aspect of Human Resource Development
15 hrs
Unit IV – Social Issues and Education
4.1 Social issues- Meaning and nature
4.2 Different social issues in the present educational context-unemployment,
poverty, education of socially and economically backward classes
4.3 Causes for social issues
4.4 Strategies to resolve social issues- Initiatives by government and other
agencies (NGO’s and Charitable trusts)
4.5 Role of education in redressing social issues
15 hrs

Unit V – Traditionalism and Modernization

5.1 Concept of traditionalism
5.2 Social and cultural traditions
5.3 Modernization – meaning and features
5.4 Attributes of modernization
5.5 Traditions in the present Indian society
15 hrs

ASSESSMENT

Internal Internal Marks External Marks

Test 10 Marks
Theory
Assignment/Tutorial Examination
10 Marks

Total 20 Marks 80 Marks

Assignments (Any one)

1. Analyze the importance of education as an instrument of social change

2. Analyze the importance of Traditions in the present Indian Society
3. Study about strategies to resolve Social Issues.
4. Education as Socializing factor, conditions for effective socialization
5. Any other assignment suggested by the teacher relevant to the topics
References:

6. Brown.F.1. - (1947) Educational sociology: New Delhi: Prentice Hall

7. Bhushan.V.S- (1982) Introduction to sociology, Allahabad: Kitab Mahal
Mathur.S.S. - (1966) A Sociological approach to Indian Education, Vinod
8. Pustak Maldig
Agarwal J C - Theory and Principles of Education Vikas Publishing House
9. Pvt. Ltd. Delhi
Chaube S P - Foundations of Education Vikas Publishing House Pvt. Ltd.
10.Delhi
11.
12.
Dr.Sharma - Philosophical and sociological Foundations of Education.
Laxmi Narian Agarwal Education Publishers, Anupam Plaza Agra.
Saiyibuduim - Education culture and social order
Moris Ginsburg -Sociology of Education
Lokman Ali – Teacher Education
S.K.Murthy - Philosophical and Sociological foundations of Education
R.S.Pandey - Principles of Education
Ottaway - Introduction to the sociology of Education
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QUESTION PAPER PATTERN: Total 80 Marks

Q.I. Answer any ten out of twelve questions in two to three sentences each
(10x2=20 marks)
Q.II. Answer any five out of seven questions in about one page each
(5x5=25 marks)
Q.III. Answer any two out of three questions in about two pages each
(2x10=20 marks)
Q.IV. Answer any one out of two questions in about three pages
(1x15=15 marks)
 RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. Third Semester EDUCATION (Optional)
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION (DSC)

Teaching 05 hours per week Total 75 hours

OBJECTIVES: -

On Completion of the course, the students will be able to:-

1. Acquire an understanding of meaning and importance of psychology and Educational

Psychology.
2. Gain the knowledge of different stages of human development and understand the
characteristics of various stages of development.
3. Acquaint with the role of heredity and environment, and understands the needs and
problems of adolescents.
4. Understand the behavior of individual in a group.
5. Understand the memory and forgetting processes.

Unit 1: Psychology and Education

1.1 Psychology – meaning and definitions and nature

1.2 Psychology as a science
1.3 Branches of Psychology - Developmental psychology, Differential psychology and
Abnormal psychology
1.4 Educational Psychology - meaning, scope and importance.
1.5 Psychological Methods: Introspection method, Observation method, Case-study,
Experimental method - meaning, steps, merits, demerits and educational implications
15 Hrs
Unit II: Stages of Growth and Development
2.1 Growth and Development – Meaning and Principles
2.2 Differences between growth and development
2.3ofStages
Stages of development-
development- infancy
infancy and and childhood
childhood
2.4 Adolescent Psychology- Meaning, Importance, Problems of adolescents (Emotional,
Social, Moral)
2.5 Role of education in solving problems of adolescents
15 Hrs
Unit III- Heredity and Environment

3.1 Heredity - Meaning, concept and nature

3.2 Mechanism of heredity
3.3 Laws of heredity
3.4 Environment – Meaning and types of environment
3.5 Role of heredity and environment in human development

15 Hrs
Unit IV- Group Dynamics
4.1 Group Dynamics - Meaning, characteristics and Importance
4.2 Types of group - Primary, Secondary and out group
4.3 Behavior of individual in a group
4.4 Role of Sympathy, Suggestion and Imitation in a Group
4.5 Group Morale and Leadership - meaning of group morale and leadership, characteristics
of leadership, types of leadership – Democratic and Autocratic.

15 Hrs
Unit V: Memory and Forgetting
5.1 Memory – Meaning, definitions and stages of memory
5.2 Types of memory
5.3 Measures to improve Memory
5.4 Forgetting - Meaning, types and Causes
5.5 Information process – Meaning and Importance
15Hrs
 ASSESSMENT

Internal Internal Marks External Marks

Test 10 Marks
Theory
Assignment Examination
10 Marks

Total 20M Arks 80 Marks

Assignments: (Any one)

1. Preparing a comparative chart of different psychological methods

2. Preparing comparative charts of different stages of development with reference to

physical, mental, emotional and social characteristics
3. Conduct a brief survey on role of sympathy suggestion and imitation in a group
4. Study about the importance of Heredity and Environment on human Development
5. Any other assignment suggested by the teacher relevant to the topic

References:
Ausubel, D.P. (1968) Educational Psychology; A cognitive View, New
York: Holt, Rineart and Winston, Inc.
Biehler, R.F. and Snowman, Jack (1993) Psychology Applied to Teaching
(Seventh Edition), New Jersey: Houghton Miffliion Co.
Bigge, M.L. and Hunt, M.P. (1980) Psychological Foundations of
Education: An Introduction to Human Motivation, Development and
rd
Learning, (3 Ed), New York: Harpan and Row Publishers.
Bigger, J.J. (1983) Human Development, New York: Macmillan Publishing
Co.Inc.
Blair. G.H., Jones, R.S. and Simpson, R.H. (1975) Educational Psychology,
th
(4 Ed), New York: Macmillan Publishing Co.Inc.
Bhargava, Mahesh (1994) Introduction to Exceptional Children, New Delhi:
Sterling Publishers.
Chaube S.P. (1997) Educational Psychology, Agra: Laxmi Narain Agarwal.
Bhatia,K.K. Educational Psychology and techniques of Teaching, Kalyani
Publishers, Ludhiana 1944
Bhargava, Mahesh, (1994) Introduction to Exceptional Children, Sterling
Pulishers, New Delhi.
Chauhan, S.S. (1996) Advanced Educational Psychology, Vikas Publishing
House, New Delhi.
Dandapani, S. (2000) Advanced Educational Psychology, Anmol
Publications Pvt. Ltd.

DeCecco, John,P. (1987) Psychology of Learning and Instruction, Prentice

Hall, New Delhi.
Educational Psychology – B.Kuppaswamy
Educational Psychology – C.E.Skinner
Advanced Educational Psychology – Dr.H.M.Kashinath
Adolescent Development – E.B.Harlock
Gifted children in the classroom – Torrance
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QUESTION PAPER PATTERN: Total 80 Marks
Q.I. Answer any 10 out of 12 questions in two to three sentences each
(10x2=20 marks)
Q.II. Answer any 5 out of 7 questions in about one page each
(5x5=25 marks)
Q.III. Answer any 2 out of 3 questions in about two pages each (2x10=20
marks)
Q.IV. Answer any 1 out of 2 questions in about three pages (1x15=15 marks
 RANI CHANNAMMA UNIVERSITY, BELAGAVI.
B.A. Third Semester EDUCATION (Optional)
(Skill Enhancement Course)
Personality Development and Life Skills
Teaching 02 hours per week
Total Hrs: 30

OBJECTIVES:-
After completion of the course students will be able to :
1.Understand the meaning and concept of Education and personality.
2. Understand the agencies of personality development and dimensions/Determinants of
personality
3.Understand the self concept, perception and cognition
4. Understand the Meaning and concept of Leadership
5. . Understand the aware of the need and importance of life skills Education,
6. Understand and to use various strategies and gain mastery over each of the core life skills.

UNIT I- Meaning and definition of Education and Personality

1.1Education: Meaning and definition of Education, analysis of the concept of Education,
Process and Product, Aims of Education.
1.2Personality: Meaning and definition of personality,
1.3Personality development as a process and Importance of Personality development.
1.4Role of different agencies in personality Development: Home, School, Society and
Media
1.5Personality: Concept and Nature . Dimensions of Personality – Physical, Intellectual,
Emotional, Social, moral and spiritual.

UNIT:2 –Self- Concept ,Perception ,Cognition and Leadership

2.1 Meaning and components of Self concept. Individual as a Self Sculptor
2.2 Perception-Meaning, process development and impact of Perception.
2.3 Cognition – Meaning , Stages of Cognitive intellectual Development Growth and its
Impact.
2.4 Leadership as process- Meaning, Qualities of Leadership, working as Team and
Management of Conflicts.
UNIT – 3- Life Skills Education
3.1 Meaning and concept of Life Skills.
3.2 Need for the development of skills.
3.3 Importance of Life Skills.
3.4 Core Life Skills for the promotion of the health and well-being of children and
adolescents.(as laid down WHO)
(a) Decision making (b) Problem solving (c) Creative thinking (d) Critical thinking
(e) Effective communication (f) Interpersonal relationship skills (g) Self-awareness.
(h) Empathy (i) Coping with emotions. (j) Coping with stress.
3.5 Development of the learners through Life Skills Education.

ASSESSMENT

Internal Internal Marks External Marks

Test 5 Marks
Theory
Examination
Assignment
5 Marks

Total 10M Arks 40 Marks

Assignments:( Any one )

1. Preparing a brief write on different agencies of personality
2. Prepare a write on dimensions of personality
3. Preparing a brief write on concept of self concept, perception and cognition
4. Preparing a brief write on concept of leadership and interpersonal skills
5. Study about the importance of study skills and life skills
6. Any other assignment suggested by the teacher relevant to the topic
REFERENCE
- 1. Asch.M. (2003), Creativity and Personality, Published by IVY Publishing House,
Co.Ltd.
- 2.Bharathi.T. Hariprasad.M. and Prakasam (2011), Personality Development and
Communicative English.Neelkamal Publications Pvt.Ltd, Educational Publishers, New
Delhi.
- 3. Hema Venkatesh Handral (2013), Personality Development, Vijay Vahini,
Shivamoga, Karnataka.
- 4. Yandamoori Veerendranath (2010), A student book on Personality Development and
Communication Skills, Sahitya Prakashana, Hubli, Karnataka
- 5. World Health Organization (1997), Life Skills Education for Children and
Adolescents in Schools. Geneva.
- 6. A Guide for Family Health and Life Skills Education for teachers and students.
N.C.E.R.T. 200.
- 7. NIMHANS, life Skill Education Manual.
- 8.Charrigon (2007), The ABC’s OF Teaching Life-Skills , Infinity Publisher, London.
- 9.WHO (2001), parents in life skills education, Conclusions from a United Nations
inter agency meeting. Geneva World Health Organization.
- 10. Arul Joseph Raj, Ganesan, Kirthi Munjal, Jasim Ahmad, Rachna Rathore , EDU
TRACKS, November 2013, Vol.13.No.3 and August 2011, Vol.10.12.
- 11. www.studyskill.com
- 12.. Lakshmi and Rupa, (2014), Global Perspectives of Education, Lambert Academic
Publishing. Germany.
- 13.. Gumasthe Deshpande, (2006) Personality Development and Communication Skills,
Jayalakshmi Prakashana, Bagalakot, Karnataka. (kannada version).
- 14.. Yandamoori Veerendranatha,( 2012), Personality Development and
Communication Skills, Sahithya prakashana, Hubballi, Karnataka. (kannada version).
- 15.. Balavantha.M.Police patil (2014), Personality Development and Communication
Skills, Sri Siddalingeshwara Book depo, Gulbarga, Karnataka. (kannada version).
Question Paper Pattern: Total 40 Marks
Q.I. Answer any 5 out of 7 questions in two to three sentences each
(5x2=10 marks)
Q.II. Answer any 4 out of 6 questions in about one page each
(4x5=20 marks)
Q.III. Answer any 1 out of 2 questions in about two pages
(1x10=10 marks)
RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. Fourth Semester EDUCATION (Optional)

ADVANCED EDUCATIONAL PSYCHOLOGY (DSC)

Teaching 05 hours per week Total 75 hours

OBJECTIVES: -
On Completion of the course, the students will be able to:-

1. Recognize the significance of the learning and factors affecting learning in

shaping individuals personality
2. understand the meaning and developmental factors affecting personality
3. Identify individual differences among human beings.
4. understand the mental health and hygiene
5. develop the ability to compare different types of intelligent tests

Unit I- Learning

1.1 Learning - Meaning, Definitions and Process

1.2 Types of Learning
1.3 Theories of Learning - Trial and Error Learning (Thorndike), Conditioned
learning (Pavlov and Skinner), Insight learning (Kohler)
1.4 Factors influencing learning – Motivation, Attention, Interest, Fatigue
1.5 Transfer of learning - Meaning, Types and Methods to increase transfer of
learning
15 Hrs
Unit II- Personality

2.1 Personality – Meaning and definitions

2.2 Factors influencing on personality development
2.3 Theories of Personality - Body type theories (Kreishmer, Sheldon), Psycho-analytic
theories (Freud, Jung)
2.4 Personality adjustment – Meaning and characteristics
2.5 The role of home, School and teachers in the personality adjustment

15Hrs

Unit III: Mental Health and Hygiene

3.1 Mental Health – Meaning and Importance

3.2 Mental hygiene – Meaning, concept and characteristics of a mentally healthy person
3.3 Maladjustment – Meaning and causes, resistance for adjustment- tension, frustration
and conflicts
3.4 Defense mechanisms
3.5 Role of Education in maintaining mental health of children.
15 Hrs

Unit IV- Intelligence and Creativity

4.1 Intelligence - Meaning, definitions, growth, distribution, concept of IQ
4.2 Theories of intelligence – Spearman’s Two Factor Theory and Guilford’s Structure of
Intelligence
4.3 Intelligence Tests - Uses, types (Individual and group)
4.4 Creativity - Meaning, Characteristics measures to enhance creativity
4.5 Emotional Intelligence - Meaning, components
15 Hrs

Unit V: Human Abilities

5.1 Human Abilities - Cognitive, Affective and Psycho-motor, Measures to enhance
human abilities
5.2 Individual differences – meaning and characteristics
5.3 Areas and causes of individual differences
5.4 Exceptions in Human Abilities – Gifted and Slow learners
5.5 The role of education in overcoming the Juvenile delinquency
15 Hrs
 ASSESSMENT

Internal Internal Marks External Marks

Test 10 Marks
Theory
Assignment Examination
10 Marks

Total 20M Arks 80 Marks

Assignments: (any one)

1. Preparing a comparative chart of different types of learning

2. Role of home and school in maintaining mental health of children

3. Conduct a brief survey on role of sympathy suggestion and imitation in a group
4. Case study of some selected individuals with special human abilities
5. Any other assignment suggested by the teacher relevant to the topic

References:

Ausubel, D.P. (1968) Educational Psychology; A cognitive View, New York:

Holt, Rineart and Winston, Inc.
Bigge, M.L. and Hunt, M.P. (1980) Psychological Foundations of Education:
rd
An Introduction to Human Motivation, Development and Learning, (3 Ed),
New York: Harpan and Row Publishers.
th
Blair. G.H., Jones, R.S. and Simpson, R.H. (1975) Educational Psychology, (4
Ed), New York: Macmillan Publishing Co.Inc.
Chaube S.P. (1997) Educational Psychology, Agra: Laxmi Narain Agarwal.
Educational Psychology – B.Kuppaswamy
Educational Psychology – C.E.Skinner

Advanced Educational psychology S.S Chavan

Advanced Educational psychology

– Dr.H.M.Kashinath
 Perspectives of Educational Psychology – Dr.V.A.Benakanal

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f. gÁdÄ (2009) ±ÉÊPÀëtÂPÀ ªÀÄ£ÉÆëeÕÁ£À, «zÁ夢ü ¥ÀæPÁ±À£À,UÀzÀUÀ

ºÀ£ÀĪÀÄAvÀgÉrØ f.(2006) ªÀÄ£ÉÆêÉÊeÁÕ¤²PPÀÀëztÀȶÖ.®AiQëöäÃÀÄ°è¥À©èÃPÉñÀ£ïì,

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¥ÀæPÁ±À£À,gÁuÉ

Question Paper Pattern: Total 80 Marks

Q.I. Answer any 10 out of 12 questions in two to three sentences each
(10x2=20
marks)
Q.II. Answer any 5 out of 7 questions in about one page each
(5x5=25 marks)
Q.III. Answer any 2 out of 3 questions in about two pages each
(2x10=20 marks)
Q.IV. Answer any 1 out of 2 questions in about three pages
(1x15=15 marks)
 Rani Channamma University, Belagavi
B.A. Fourth Semester, Education (Optional)
(Skill Enhancement Course)
Educational Guidance and Counseling

Teaching 02 hours per week Total : 30

OBJECTIVES:-
On Completion of the course, the students will be able to :-
1,Understand the need for guidance and its meaning, nature and scope
2,Understand the between guidance and counseling
3.Understand the Identify the areas of guidance
4. Understand the knowledge the sources of career information
5. understand the different areas of counseling

Unit: 1- Guidance and Education

1.1. Meaning, Definitions and Nature of guidance
1.2. Educational guidance-Nature ,scope and objectives
1.3. Guidance and Education, Basic principles of guidance
1.4. Need for guidance at various levels of education/schooling
1.5. Types of guidance and Group guidance: Educational, Vocational and
Personal

Unit:2- Vocational guidance and Understanding Dissemination of Career

Information
2.1. Vocational Guidance – Nature, Need, Scope,
2.2. Vocational Information –Nature, sources,Techniques, collection,
2.3. Vocational guidance and career guidance, importance of career
information,
2.4.Dissemination of career information –Group techniques, objectives,
advantages and limitations.
2.5,Group activities: career talks, career conference/exhibition, displays, field
trips, film shows etc.

Unit:3- Understanding Counseling , Counseling skills, Approaches and

Techniques
3.1. Meaning and nature of counseling
3.2. Scope of counseling, Relationship between guidance and counseling,
3.3. Different approaches of Counseling-Directive, Non-directive and Eclectic.
3.4 Skills and qualities of an effective counselor
3.5.Counseling techniques: Cognitive, behavioral and systemic
 ASSESSMENT
Internal Internal Marks External Marks
Test 05 Marks
Assignment/Sessional 05 Marks Theory Examination
work
Total 10 Marks 40 Marks

Assignments/Sessional work: (Any one)

The students may undertake any one of the following activities:

1. Prepare a detailed outline of a class talk on ‘Need for guidance at various
levels of education/in schools.
2. Prepare class talk and career talk on assigned topics.
3. Prepare a list of resources required for setting up a guidance-oriented
curriculum
4. Plan career information activities for secondary and higher secondary
school stages
5. Prepare a plan for peer counseling in the school.

References:
1.Aggarwal.J.C. (1977), Educational Vocational Guidance and Counselling,
Doaba House. New Delhi,
2.Bhattacharya, S. (1963),Guidance in Education, Asia Publications, Bombay.
3.Barki.B.G. and Mukhopadhyay (1986) Guidance and Counselling: A Manual,
New Delhi: Sterling Publishers Pvt. Ltd.
4.Chauhan.S.S. (1982) Principles and Techniques of Guidance. American Book
Co. New Yark.
5.Crow.L.D. and Crow, Alice (1960) An Introduction to Guidance, New Delhi
6.Rao and Narayana.S.(2000), Counselling and Guidance, New Delhi: Tata
McGraw-Hill.
7. N.C.E.R.T. Councelling and Guidance in Secondary Schools,Delhi.
8.Kochhar.S.K. (2008),Educational and Vocational Guidance in Secondary
Schools. Sterling publishers private limited. New Delhi.
9.Lokapur I.A. (2005),Educational and Vocational Guidance, Vidya Nidhi
Prakashana, Gadaga, Karnataka. (kannada version).
10..Rajashekaraiah, (2004),Vocational Education and Counselling in Education ,
Chetan Book House, Mysore.Karnataka. (kannada version)

11.Prabhu.R.G. (2005), Vocational Education and Counselling in Education,

Vidhyanidhi prakashana, Gadag, Karnataka. (kannada version)
12. Nagappa p shahapur, Dineshchandra and Anilkumar, (2007) Educational
Guidance and Counselling, vidyanidhi prakashana, gadaga, Karnataka,
(kannada version).
13. Satheesh A. Hiremutt,(2006), Educational and Vocational Guidance, Sri
siddlingeshwara prakashana,Gulbarga, Karnataka, (kannada version).

QUESTION PAPER PATTERN: Total 40 Marks

Q.I. Answer any 5 out of 7 questions in two to three sentences each
(5x2=10 marks)
Q.II. Answer any 4 out of 6 questions in about one page each
(4x5=20 marks)
Q.III. Answer any 1 out of 2 questions in about two pages
(1x10=10 marks)
RANI CHANNAMMA UNIVERSITY, BELAGAVI

B.A. Fifth Semester EDUCATION (optional)

COMPULSORY PAPER

EDUCATIONAL THOUGHTS OF GREAT INDIAN THINKERS (DSC)

Teaching 05 hours per week Total 75 hours

OBJECTIVES: -

On completion of the course the student will be able to:-

1. explain the educational principles and ideas of Rabindranath Tagore

2. Trace the educational principles and contributions of swami Vivekananda
3. Appreciate the views of Mahatma Gandhi on education
4. Explain the progressive thoughts of sri Basaweswar on kayak superstitions,
casteism and women’s education
5. Interpret the views of Dr. Radhakrishanan on aims , principles, and womans
education

Unit I- Rabindranath Tagore

1.1 Life and works

1.2 Educational principles, Aims of Education
1.3 curriculum, views on teacher and discipline
1.4 methods of teaching, shantiniketan
1.5 Educational contributions.
15 Hrs
Unit II – Swami Vivekananda

2.1 Life and works

2.2 Educational principles and aims of Education
2.3 Qualities of teacher, qualities of pupil, Religious education
2.4 Woman education, Mass education
2.5 Educational contributions
15 Hrs
Unit III- Mahatma Gandhiji

3.1 Life and works

3.2 Educational principles, Aims of Education
3.3, Methods of teaching, curriculum
3.4 Basic education
3.5 Educational contributions
15 Hrs

Unit IV- Sri Basaveswar

4.1 Life and Works
4.2 His progressive thoughts on superstitions, kayaka, castiesm
4.3 womans education and religious education
4.4 educational thoughts and moral education
4.5 Educational contributions
15Hrs
Unit 5: Dr. S. Radhakrishnan
5.1 Life and works
5.2 Educational Principles and Aims of Education
5.3 Views on Teacher and Discipline
5.4 Religious Education and Women’s Education
5.5 Educational contributions.
15 Hours

ASSESSMENT

Internal Internal Marks External Marks

Test 10Marks
Theory
Assignment Examination
10 Marks

Total 20 80 Marks
ASSIGNMENTS: ANY ONE
1. Compare the Educational principles of R Tagore and swami
Vivekananda with regard to their relevance to the present society
2. Study the impact of Basaveshwara’s progressive thoughts on
transmission of the present society (study tour to kudalasangama)

3. Study the Biography of Dr. S. Radhakrishnan. (Photography, Life

Sketch, Contributions)

4. Any other assignment suggested by the teacher relevant to the topics

References:
Mani R S [1964].Educational ideas and ideals of Gandhi and Tagore.

Swami Prabhunanand [1981] Spiritual Heritage of India. Sri

Ramkrishna math, Madras. -600004, India.
Great Modern Indian Educators –S. P. Choube.
Doctrines of Great Educators. –R.R.Rusk.
Outlines of Great Educators –G. B. Mench.
Recent Educational Philosophers in India-S.P.Choube.
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qÁ.«.PÉ.ºÀA¦ºÉƽ ºÁUÀÆ EvÀgÀgÀÄ(1993) ±ÉæõÀ ²PÀët

vÀdÕgÀÄ,«dAiÀÄ ¥ÀæPÁ±À£ UÀzÀUÀ
QUESTION PAPER PATTERN: Total 80 Marks
Q.I. Answer any 10 out of 12 questions in two to three sentences each (10x2=20
marks)
Q.II. Answer any 5 out of 7 questions in about one page each
(5x5=25 marks)
Q.III. Answer any 2 out of 3 questions in about two pages each
(2x10=20 marks)
Q.IV. Answer any 1 out of 2 questions in about three pages
(1x15=15 marks)
 RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. Fifth Semester EDUCATION (optional)

OPTIONAL PAPER I

DEVELOPMENT OF EDUCATION SYSTEM IN INDIA (DSE)

Teaching 05 hours per week Total 75hours

OBJECTIVES: -

On completion of the course the student will be able to:-

1. Identify concept, ideals and principles of Vedic Education in ancient India

and to realize the importance of Gurukula system
2. Explain the Educational principles and rituals of Buddhism and to know the
Educational implications of these Doctrines
3. Highlight the structure, organization and practices of Education based on
Islamic Education
4. Explain the implications of lord maculae’s minute on Indian educational
system
5. Explain the merits progress of Education under provincial autonomy

Unit I - Vedic Education

1.1 The concept and ideals (aims) of education
1.2 Principles,, Educational Institutions
1.3 Characteristics, Educational Rituals, Curriculum
1.4 Methods of teaching, discipline and examination
1.5 Gurukula System - Qualities of Pupil, Teacher-Pupil Relationship.
15 Hrs
Unit II-Bhuddhistic Education
2.1 The concept and ideals (aims) of education
2.2 Boudh Sangh Educational rituals, methods of teaching
2.3 Duties of a teacher, Teacher-Pupil relationship
2.4 Curriculum, Methods of Teaching, women’s education
2.5 Educational centers and Universities in ancient India, merits and demerits

15 Hrs
Unit III -Islamic Education

3.1 The concept and ideals (aims) of education

3.2 Educational Rituals, Curriculum
3.3 Teacher-Pupil relationship, Discipline, Educational institutions (Maktab
and Madarasa)
3.4 Role of a Teacher, Educational centers, Female Education
3.5 Methods of Teaching, Examinations
15 Hrs
Unit IV- Education during 1833-1910
4.1classist And Anglicist Controversies
4.2 Lord Macaulay’s Minutes
4.3 Wood’s Dispatch of 1854
4.4 Hunter Commission Of 1882
4.5 G.K.Gokhale’s efforts for compulsory Primary Education

15 Hrs
Unit V- Education during 1919-1944
5.1 Education Under Diarchy
5.2 Hartog Committee 1929(Wastage And Stagnation)
5.3 Vardha scheme as basic education-1937
5.4 Pregress of Education under Provincial Autonomy
5.5 Sargent report on education-1944.
15 Hrs
ASSESSMENT

Internal Internal Marks External Marks

Test 10 Marks
Theory
Assignment Examination
10 Marks

Total 20 Arks 80 Marks

Assignments : (Any one)

1. Critically appraise the main characteristics of Vedic, Buddhist and Islamic

Education with regard to their merits and limitations
2. Prepare report n Educational institutions which functioning in budhistic
period
3. Critically analyze the lard Macaulay minute
4. Prepare a report on major recommendations of Indian Education
Commissions
5. Any other assignment suggested by the teacher relevant to the topic
References:
th
Chaube, S.P. (1994) History and Problems of Indian Education. 5 Ed.,
Agra: Vinod Pustak Mandir.
Conze,E (1969) Buddhism. London: Faber and Fabertime.
Jantli, R.T. (1994) Shikshana Hagu Prachalita Samasyegalu. Dharwad:
Bharat Book Depot.

Mohanty, J. (1988) Indian Education in the Emerging Society. Bangalore:

Sterling Publishers.
Mukharjee,S.N. (1966) History of Education in India. Baroda: Acharya
Book Depot.
Mukharjee, R.K. (1974) Ancient Indian Education, New Delhi: Motilal
. Bararjidas.
Shivashankar H.V. (1982) Bharatadalli Shikshana Davanagere : Hanji
Prakashana.
Swami Prabhunandanand (1981) Spiritual Heritage of India. Shri
Ramakrishna Math, Madras.
Aritts, A.I.S.N.C.(1979)Aims and objectives of Islamic Education.Jeddah
Holder and Stoughton.
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¥ÉÆæ.zÀ¼ÀªÁ¬Ä J¸ï.©(2011)©ænñÀüAiCÀÄ°èªÀ¢ ²PÀët, «zÁ夢ü ¥ÀæPÁ±À£À,UÀzÀUÀ qÁ|| J£ï.J¸ï.«ÃgÀ¥-Àà¨sÁgÀwÃAiÀÄ
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QUESTION PAPER PATTERN: Total 80 Marks

Q.I. Answer any 10 out of 12 questions in two to three sentences each (10x2=20
marks)
Q.II. Answer any 5 out of 7 questions in about one page each
(5x5=25 marks)
Q.III. Answer any 2 out of 3 questions in about two pages each
(2x10=20 marks)
Q.IV. Answer any 1 out of 2 questions in about three pages
(1x15=15 marks)
 RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. Fifth Semester EDUCATION (Optional)
OPTIONAL PAPER II

EDUCATIONAL COMMISSIONS IN FREE INDIA (DSE)

Teaching 05 hours per week Total 75 hours

OBJECTIVES: -

On completion of the course the student will be able to:-k2

1) Analyze the major recommendations of University Education commission (1948) in

terms of their implications.
2) Outline the impact of secondary Education (1954) on Indian Secondary Education.
3) Review the various recommendations of Indian Education Commission (1964) and their
impact on various stages of Indian Education.
4) Understand aims, curricula, methods of teaching, evaluation procedure as highlighted in
the National Policies of Education.
5) Understand the Different Views of National Education Policy of 2019.

UNIT I-UNIVERSITY EDUCATION COMMISSION 1948

(Major recommendations with reference to the following :)
1.1-Aims of Education.
1.2-Pattern of Education.
1.3-Curriculum,Medium of instruction, System of Examination.
1.4-Religious Education, Student welfare and activities, University Grant Commission-
establishment and its functions.
1.5-Quality of Education, Female Education.
15 Hrs
UNIT II-SECONDARY EDUCATION COMMISSION1952-54
(Major recommendations with reference to the following:)
2.1-Aims of Education, Pattern of Education.
2.2-Curriculum,Diversified Courses.
2.3-Vocational Guidance and Counseling Bureau.
2.4-, System of Examination, Moral Education.
2.5-Student Welfare programmes.
15 Hrs
UNIT III-INDIAN EDUCATION COMMISSION. 1964-66
(Major recommendations with reference to the following:)
3.1-National Goals of Education.
3.2-Pattern of Education, Medium of Instruction.
3.3-Curriculum, Examination Reform.
3.4 Work Experience and Social Service..
3.5-Moral Education, Vocational Education.
15 Hrs
UNIT IV-NATIONAL POLICIES ON EDUCATION
4.1-National Policy on Education-1968.
4.2- National Policy on Education-1986.
4.3-Programme of Action-1992.
4.4-National Curriculum for Secondary Education-2000.
15 Hrs

Unit V-NATIONAL EDUCATION POLICY (NEP)-2019

5.1-Introduction to NEP-2019
5.2- School Education- New Design (5+3+3+4)
5.3- Curriculum and Pedagogy in Schools
5.4 – Higher Education: Quality Universities and Colleges

15Hours
 ASSESSMENT

Internal Internal Marks External Marks

Test 10 Marks
Assignment 10 Marks Theory Examination

Total 20 Marks 80 Marks

Assignments: ANY ONE

1) Prepare a proposal of vocationalization of + 2 stage based on the recommendations of
Indian Education commission of 1964.
2) Prepare a report on Important recommendations of NEP-2019.
3) Prepare a comprehensive note on National policy of Education-1986.
4) Prepare a report on major recommendations of University Education Commission -
1948.
5) Any other assignment suggested by the teacher relevent to the topics.

Reference Books:
B.C.Rai(1998)-History of Indian Education and problems-prakashan Kendra Lucknow.
The report of Indian Education Commission (1964)-Government of India Ministry of
Education).
The report of Secondary Education Commission (1952)-Government of India Ministry of
Education
Government of India MHRD (1986) Revised (1992) National Policy of Education New
Delhi.
Government of India (1992)Report of core group on Value orientation of Education
Planning commission.
P L Rawat- History of Indian Education
Suresh Bhatnagar-Education Today and Tommorrow.
Mukherjee S. N.- Education in India Today and Tomorrow.
J.C.Agarwal- National policy on Education.
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 qÁ|| J¸ï.©.AiÀiÁzÀªÁqÀ- ¥ÀæUÀw²Ã® ¨sÁgÀvÀzÀ°è ²PÀët

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Dgï.r.PÀgÀdV- ¨sÁgÀvÀzÀ°è ²PÀëtzÀ ZÀjvÉæ

QUESTION PAPER PATTERN: Total 80 Marks

Q.I. Answer any ten out of twelve questions in two to three sentences each
(10x2=20 marks)
Q.II. Answer any five out of seven questions in about one page each
(5x5=25 marks)
Q.III. Answer any two out of three questions in about two pages each
(2x10=20 marks)
Q.IV. Answer any one out of two questions in about three pages
(1x15=15 marks)
 Rani Channamma University, Belagavi
B.A. Fifth Semester, Education ( Skill Enhancement Course)
Teaching Skills and Strategies
Teaching 02 hours per week Total : 30

OBJECTIVES:-
On Completion of the course, the students will be able to :-
1,Understand the meaning and definitions of teaching
2,Understand the principles of teaching
3.Understand the meaning and importance of micro teaching
4. Understand the Teacher centred learning method
5. understand the Learner centred learning method

UNIT: 1. TEACHING AND LEARNING PROCESS

1.1 Meaning and Definitions of Teaching

1.2 Nature of Teaching
1.3 Characteristics of Good Teaching
1.4 Principles of Teaching
1.5 Teaching as an Art and Teaching as Science.

UNIT:2- MICRO TEACHING

2.1Meaning, definitions and importance of Micro-Teaching

2.2Characteristics of Micro Teaching
2.3Micro-Teaching cycle
2.4Elements of Micro-Teaching-Modelling, Setting (simulation/real),feed-back,
integration
2.5Advantages of Micro-Teaching and Limitations of Micro-Teaching

UNIT:3- STRATEGIES OF TEACHING

3.1. Meaning 0f Teaching Strategy

3.2. Teacher centered Method-
a) Exposition Method-(Meaning, context of use, Features of exposition method)
b) Demonstration Method- (Meaning, Planning and Uses)
3.3. Learner Centered Method – a) Discussion Method –(Meaning, Planning, Context,
choice of topic issued-based)
b) Types of Small group discussion- Brain storming, Buzz, panel discussion
3.4 Distinguish between teacher centred methods and learner centred methods of
teaching
3.5 Project Method – Principles of Project Method, Steps of Project Method,
Characteristics of Good Project, Advantages and Limitations of Pfoject Method.
 ASSESSMENT
Internal Internal Marks External Marks
Test 05 Marks
Assignment 05 Marks k2 Theory Examination
Total 10 Marks 40 Marks

Assignments: (Any one)

The students may undertake any one of the following activities:
1. Prepare a report on concept of teaching and characteristics of teaching
2. Prepare a write on micro teaching cycle and elements
3. Prepare a different methods of teaching
4. Prepare activity based project method concern any subject
5. Any other assignment suggested by the teacher relevant to the topics

REFERENCES:
1.Arulsamy S.and Zayapragassarazan(2014) Teaching Skills and Stragegies,
Neelkamal Publications Pvt. Ltd,Hyderabad
2. Kochhar, S.K. (2004), Methos and Techniques of Teaching, New Delhi, Sterling
Publishers, Private Limited.
3.Nimbalkar, M.C. (2010), Educational Skills and Strategies of Teaching,
Neelkamal Publications Pvt, Ltd, Hyderabad.
4. Singh, L.C.and Sharma R.D. ‘Micro-Teaching: Theory and Practice, National
psychological Corporation, Agra.
5.Pasi,B.K. AND Lalitha, M.S. (1976) Micro-Teaching Approach, Ahmedabad
Sahitya, Mudranalaya, Ahmedabad.
6. Shailaja H.M. and Rajeev P. Gundale , (2006), Skills Strategies Teaching,
Vidyanidhi Prakashana, Gadag, Karnataka.
7. Pattanashetti.M.M. (2003), Shala Kalegugalalli Parinamakari Bhodanege
Anubodhane., U.NEED.Publications, Davanagere, Karnataka (kannada version)
8. Karigannanavar A.G. and Karigannanavar G.Y. Bodhana Koushallyagalu
mattu Hunnaragalu, Jnanaganghotri prakashana , Gadaga, Karnataka (Kannada
version)
9. Patted.(smt) L.B. (2010), Bodhana Koushallyagalu Paddathigalu, Madarigalu
and Karyatrantragalu, Vidhy Nidhi Prakashana, Gadaga, Karnataka.(Kannada
version).
10.Obaleshagatti.(1999). Teaching Skill and Strategies, Vidhyanidhi prakashana,
Gadag, Karnataka. (kannada version)
QUESTION PAPER PATTERN: Total 40 Marks
Q.I. Answer any 5 out of 7 questions in two to three sentences each
(5x2=10 marks)
Q.II. Answer any 4 out of 6 questions in about one page each
(4x5=20 marks)
Q.III. Answer any 1 out of 2 questions in about two pages
(1x10=10 marks)
 RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. SIXTH SEMESTER EDUCATION (Optional)
COMPULSORY PAPER

EDUCATIONAL THOUGHTS OF GREAT WESTERN THINKERS (DSC)

Teaching 05 hours per week Total 75 hours

OBJECTIVES: -

On completion of the course the student will be able to:-

1. explain the educational principles and ideas of Plato

2. Trace the aims of education, women’s education and stages of development according
to Rousseau
3. Appreciate the views of John Dewey on education
4. Explain the educational thoughts of Froebel
5. Interpret the educational contributions of Montessori

Unit I- Plato
1.1 Life and works
1.2 Educational principles, Aims of Education
1.3 woman’s education, courses of study stages of instruction
1.4 Plato’s academy, theory of knowledge
1.5 Educational contributions.
15 Hrs
Unit II – Jean Jaques Rousseau

2.1 Life and works

2.2 Educational principles and aims of Education
2.3 stages of growth and development and education
2.4 woman education, negative education
2.5 Educational contributions
15 Hrs
Unit III- Fedrick Froebel

3.1 Life and works

3.2 Educational principles, Aims and functions Education
3.3 Methods of teaching
3.4 Kindergarten
3.5 Educational contributions
15 Hrs

Unit IV- Maria Montessori

4.1 Life and Works
4.2 educational principles,
4.3 Montessori schools, sensory training
4.4 Methods of teaching
4.5 Educational contributions
15 Hrs
Unit V: Johan Dewey
5.1 Life and works
5.2 Educational Principles and Aims of Education
5.3 curriculum, laboratory school
5k.4 methods of teaching
5.5 Educational contributions.
15 Hrs

ASSESSMENT

Internal Internal Marks External Marks

Test 10Marks
Theory
Assignment Examination
10 Marks

Total 20 80 Marks
Assignments: Any One
1. Compare the Educational principles of Plato and Rousseau
with regard to their relevance to the present society
2. Collect the educational contributions of Froebel
3. Prepare the plan of Montessori views on education
4. Study the biography of John Dewey
5. Any other assignment suggested by the teacher relevant to the topics

References:
Doctrines of Great Educators. –R.R.Rusk.
Outlines of Great Educators –G. B. Mench.
Recent Educational Philosophers in India-S.P.Choube.
Great Modern Indian Educators –S. P. Choube.
Doctrines of Great Educators. –R.R.Rusk.
Outlines of Great Educators –G. B. Mench.
Recent Educational Philosophers in India-S.P.Choube.
Some great Western Educators- S.P.Choube.
Some great western Educators.-B. C. Rai.
Rousseau- A study of his thought Arnold –J.H. Broome.
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vÀdÕgÀÄ,«dAiÀÄ ¥ÀæPÁ±À£ UÀzÀUÀ
QUESTION PAPER PATTERN: Total 80 Marks

Q.I. Answer any ten out of twelve questions in two to three sentences each
(10x2=20 marks)
Q.II. Answer any five out of seven questions in about one page each
(5x5=25 marks)
Q.III. Answer any two out of three questions in about two pages each
(2x10=20 marks)
Q.IV. Answer any one out of two questions in about three pages
(1x15=15 marks)
 RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. Sixth Semester EDUCATION (Optional)
OPTIONAL PAPER - I

CURRENT AFFAIRS IN INDIAN EDUCATION (DSE)

Teaching 05 hours per week Total 75 hours

OBJECTIVES: -

On completion of the course the student will be able to:-

1. acquire the knowledge of meaning, nature and scope of Inclusive Education

2. understand the Problems of Population explosion

3. understand the measures to improve Women’s Education

4. gain the knowledge about importance of Environment Education
5. understand the brief historical background of universilazation of primary
education

Unit I – Inclusive Education

1.1 Inclusive Education -Meaning, concept and importance, difference between

Traditional and Inclusive education.
1.2 Children with Physically challenged.
1.3 Children with Visually challenged.
1.4 Children with Hearing challenged.
1.5 Children with Mentally challenged.

15 Hrs
Unit II- Population Education
2.1 Population Explosion- Concept, Causes, Problems
2.2 Population Education- Concept, Objectives, Importance
2.3 Role of Teacher In Population Education
2.4 Role of Curriculum And Teaching Methods In Population Education
2.5 Measures To Control Population Explosion

15Hrs
Unit III - Education For Woman Empowerment
3.1 History of Woman’s Education
3.2 Importance of Woman’s Education
3.3 Hindrances for Woman’s Education
3.4 Measures to improve Woman’s Education
3.5Woman Empowerment - concept, importance, strategies, the role of
Education in Woman Empowerment
15 Hrs

Unit IV – Health Yoga & Physical Education

4.1 Meaning & Objective of Health Education

4.2 Importance & Determinants of Health
4.3 Meaning, Objectives & Scope of physical Education
4.4 Meaning & History of Yoga
4.5 Different Yoga asanas & Importance of Yoga
15Hrs

Unit V - Universalization of Primary Education

5.1 Historical background
5.2 Meaning, objectives and importance
5.3 Measures taken for fulfillment of Universalization of primary Education
5.4 Hindrance in Universalization of primary Education
5.5 Remedies for improvement of Universalization of primary Education

15 Hrs
ASSESSMENT

Internal Internal Marks External Marks

Test 10 Marks
Theory
Assignment Examination
10 Marks

Total 20 Arks 80 Marks

Assignments: (any one)

1. Measures taken for fulfillment of Universalization of primary education

2. Create the Interest for the Practice of Yogasanas.
3. Collect important dates and events of history of Women’s Education in
INDIA
4. Writing report regarding educational provisions and remedial measures for
Challenged childrens.
5. Any other assignment suggested by the teacher relevant to the topics
References:
Baggaley J. P.et. all (1975),Aspects of Educational technology-
27 , Austrellia: Pitman publishing Pvt Ltd.
Dass, R.C (1993) , Educational Technology – A basic Text,
New Delhi; Streling Publishers.
Dr J G Roddannavar – Trends in Indian Education.
Dr S P Choube- History and problems of Indian Education.
Lokman Ali- Teacher Education.
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qÁ.£ÀÆgÀdºÁ£ï J£ï. UÀ¤ºÁgÀ ªÀÄvÀÄÛ¦æÃwqÁ.¦. §AqÁggÀPÀ (2008)-
¥ÀÁæaãÀ

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QUESTION PAPER PATTERN: Total 80 Marks

Q.I. Answer any ten out of twelve questions in two to three sentences each
(10x2=20 marks)
Q.II. Answer any five out of seven questions in about one page each
(5x5=25 marks)
Q.III. Answer any two out of three questions in about two pages each
(2x10=20 marks)
Q.IV. Answer any one out of two questions in about three pages
(1x15=15 marks)
 RANI CHANNAMMA UNIVERSITY, BELAGAVI
B.A. Sixth Semester EDUCATION (Optional)
OPTIONAL PAPER II

EDUCATIONAL RESERCH AND STATISTICS (DSE)

Teaching 05 hours per week Total 75 hours

OBJECTIVES: -

On completion of the course the student will be able to:-

1. Develop The Awareness of Research in Education

2. Comprehend The Meaning, Need And Significance Of Research In

Education

3. Know the importance of Measurement and Evaluation in Education

4. Gain the knowledge regarding Action Research

5. Interpret The Global Trends In Education

Unit I- Research in Education

1.1 Research: Meaning and characteristics

1.2 Educational research: Meaning and importance
1.3 Methods of Research- Meaning and Importance
(a)Historical, (b) Descriptive and (c) Experimental
1.4 Types of Research- Action Research, Fundamental Research, Applied
Research
1.5 Steps in research.
15 hrs
Unit II – Tools and Techniques in Educational research

2.1 Educational Statistics : Meaning and importance

2.2 Quantification of Data - Classification and Tabulation of Data
2.3 Graphical Representation (Bar/Histogram, Frequency Polygon, Circle
Graph)
2.4 Analysis of Data- Measures of Central Tendencies (Mean, Median, Mode)
 2.5 Measures of variability (Range, Mead deviation, Standard deviation and
Quartile deviation)

Unit III - Measurement and Evaluation in Education

3.1 Measurement and Evaluation – Meaning, Concept and Importance

3.2 Differences between Measurement and Evaluation

3.3 Types of Evaluation: Summative, Formative, Placement and Diagnostic

Evaluations
3.4 Achievement Tests: Teacher made tests and Standardized tests
3.5 Types of tests: Oral, Written, Performance, Essay type, Short answer type
and Objective type
15hrs
Unit IV – Action Research
4.1 Meaning , Definitions, Scope and Importance of Action Research
4.2 Limitations of Action research
4.3 Action problems in different areas in school examples
4.4 Distinction between Traditional, Educational and Action research
4.5 Steps in Action Research, data analysis and report writing
15hrs

Unit V- Global Trends in Education

5.1 Concept of Liberalization
5.2 Concept of Privatization
5.3 Concept of Globalization
5.4 Global Agencies of Education. (UNESCO and UNICEF)
5.5 Influence of LPG on Education

15 hrs
ASSESSMENT

Internal Internal Marks External Marks

Test 10 Marks
Theory
Assignment Examination
10Marks

Total 20 Arks 80 Marks

Assignments: (any one)

1. Analyze the importance of Evaluation in education

2. Preparing a comparative chart of different research methods
3. Analyze the importance of Action research
4. Write a report regarding influence of LPG on education .
5. Any other assignment suggested by the teacher relevant to the topics
References:
Batia. K.K. and C. L. Narang [1990] Theory and Principles of Education.
Prakash Brothers. Jalandar.
Swami Prabhunanand [1981] Spiritual Heritage of India. Sri Ramkrishna math,

Madras.600004, India.
Great Modern Indian Educators –S P choube.
Doctrines of Great Educators. –R.R.Rusk.
Recent Educational Philosophers in India-S.P.Choube.
Some great Western Educators-S.P.Choube.
Some great western Educators.-B. C. Rai.
History of Indian Education – S.N.Mukherji
Research in Education - J.W.Best (1998)
Action Research - E.T.Stringer(2000)
 Action Research In special education – Susan M. Bruce.
Business Statistics - Punkaj Mehra
Business Statistics - Bendre

QUESTION PAPER PATTERN: Total 80 Marks

Q.I. Answer any 10 out of 12 questions in two to three sentences each

(10x2=20 marks)
Q.II. Answer any 5 out of 7 questions in about one page each
(5x5=25 marks)
Q.III. Answer any 2 out of 3 questions in about two pages each
(2x10=20 marks)
Q.IV. Answer any 1 out of 2 questions in about three pages
(1x15=15 marks)
 Rani Channamma University, Belagavi
B.A. Sixth Semester, Education (Optional)
(Skill Enhancement Course)
Educational Technology and Communication Skills

Teaching 02 hours per week Total : 30

OBJECTIVES:-
On Completion of the course, the students will be able to :-
1.Understand the meaning and definitions of Educational Technology
2.Understand the Objectives of Educational Technology
3.Understand the origin, meaning of Programmed instruction.
4. Understand the distinguish between communication and instruction
5. understand the components of communication.

UNIT: 1. EDUCATIONAL TECHNOLOGY

1.1 Meaning ,definitions and concept of Educational Technology.
1.2 Scope of Educational Technology.
1.3 Objectives of Educational Technology.
1.4 Components of Educational Technology- Hardware and Software
1.5 Differences between Educational Technology and Instructional Technology.

UNIT:2- PROGRAMMED INSTRUCTION:

2.1. Origin of Programmed Instruction
2.2. Meaning and Principles of programmed instruction
2.3. Types of Programmed instructions -Linear and Branching
2.4. Advantages and Limitations of Programmed Instructions

UNIT:3- COMMUNICATION SKILLS

3.1. Meaning ,definitions and concept of communication.
3.2. Importance and Process of Communication
3.3. Types of Communication-Verbal and non-verbal.
3.4 Components of Communication ,Barriers of Communication.
3.5 Classroom Communication-Mass media approach- The art of public speaking.
 ASSESSMENT
Internal Internal Marks External Marks
Test 05 Marks
Assignment 05 Marks Theory Examination
Total 10 Marks 40 Marks

Assignments: (Any one)

The students may undertake any one of the following activities:
1. Prepare and collect the information about Meaning ,concept and scope of
Educational Technology.
2. Prepare and collect the information about Objectives and Components of
Educational Technology
3. Prepare and collect the Meaning, Principles and Types of Programmed
instructions.
4. Preparation of classroom teaching aids/instruments.
5. Any other assignment suggested by the teacher relevant to the topic

REFERENCES:

1.Arulsamy S.and Zayapragassarazan(2014) Teaching Skills and Stragegies,

Neelkamal Publications Pvt. Ltd,Hyderabad
2. Kochhar, S.K. (2004), Methos and Techniques of Teaching, New Delhi,
Sterling Publishers, Private Limited.
3.Nimbalkar, M.C. (2010), Educational Skills and Strategies of Teaching,
Neelkamal Publications Pvt, Ltd, Hyderabad.
4. Singh, L.C.and Sharma R.D. ‘Micro-Teaching: Theory and Practice,
National psychological Corporation, Agra.
K25.Pasi,B.K. AND Lalitha, M.S. (1976) Micro-Teaching Approach,
Ahmedabad Sahitya, Mudranalaya, Ahmedabad.
6. Shailaja H.M. and Rajeev P. Gundale , (2006), Skills Strategies Teaching,
k8Vidyanidhi Prakashana, Gadag, Karnataka.
7. Pattanashetti.M.M. (2003), Shala Kalegugalalli Parinamakari Bhodanege
Anubodhane., U.NEED.Publications, Davanagere, Karnataka (kannada
version)
8. Karigannanavar A.G. and Karigannanavar G.Y. Bodhana Koushallyagalu
mattu Hunnaragalu, Jnanaganghotri prakashana , Gadaga, Karnataka
(Kannada version)
9. Patted.(smt) L.B. (2010), Bodhana Koushallyagalu Paddathigalu, Madarigalu
and Karyatrantragalu, Vidhy Nidhi Prakashana, Gadaga,
Karnataka.(Kannada version).

QUESTION PAPER PATTERN: Total 40 Marks

Q.I. Answer any 5 out of 7 questions in two to three sentences each
(5x2=10
marks)
Q.II. Answer any 4 out of 6 questions in about one page each
(4x5=20 marks)
Q.III. Answer any 1 out of 2 questions in about two pages
(1x10=10 marks)