Government College University, Faisalabad

Department of Education

Title of program B.Ed. 1.5 years

B.Ed. 1.5 years/3 semesters (Regular Program)
Scheme of Studies
Semester 1

Course Code Course Title Credit Hours

EDU-551 Philosophy of Education 3(3-0)

EDU-553 Introduction to Educational Psychology 3(3-0)
EDU-555 Sociology of Education 3(3-0)
EDU-557 Educational Management & Supervision 3(3-0)
EDU-559 Curriculum Development & Implementation 3(3-0)
EDU-561 Research Methods in education 3(3-0)
CH: 18
Semester 2

EDU-552 Educational Technology 3(3-0)

EDU-556 Educational Measurement & Evaluation 3(3-0)
Area of Specialization (Course-I) 3(3-0)
Area of Specialization (Course-II) 3(3-0)
Area of Specialization (Course-III) 3(3-0)
Area of Specialization (Course-IV) 3(3-0)
CH: 18
Semester 3
EDU-611 Teaching Practice 6(0-6)
EDU -613 General Methods of Teaching 3(3-0)
EDU-615 Inclusive Education 3(3-0)
EDU-631 Research Project 3(0-3)
ENG-421 Communication Skills 3(3-0)
CH: 18
Elective Courses
Group 1: Leadership and Management
EDU-562 Management Strategies in Educational Institutions 3(3-0)
EDU-564 School Administration and Supervision 3(3-0)
EDU-651 Human Resource Management 3(3-0)
EDU-568 School Leadership 3(3-0)
Group 2: Information and Communication Technology in Education
EDU-570 Educational Technology 3(3-0)
EDU-572 Computers in Education 3(3-0)
EDU-574 Education and Media 3(3-0)
EDU-576 Education and Social Media 3(3-0)
Group 3: Teacher Education
EDU-578 Elementary Education 3(3-0)
EDU-580 Secondary Education 3(3-0)
EDU-582 Higher Education 3(3-0)
EDU-584 Teacher Education in Pakistan 3(3-0)
Group 4: Science Education
EDU-586 Foundations of Science Education 3(3-0)
EDU-588 Assessment in Science Education 3(3-0)
EDU-589 Laboratory Organization, Management and Safety 3(3-0)
Methods
EDU-590 General Science in Schools 3(3-0)
Group 5: Inclusive Education
EDU-592 Foundations of Inclusive Education 3(3-0)
EDU-594 Psychology of Special Children 3(3-0)
EDU-596 Socialization of Children with Special Needs 3(3-0)
EDU-598 Assessment of Children with Special Needs 3(3-0)
Total Credit Hours 54
Out Lines
Philosophy of Education

Course Code: EDU-551 Credit hrs: 3

Course objectives

At the conclusion of the study of this course, the students will be able to:

• Explain, describe and use correctly the significant terms/concepts of philosophy.

• Identify and describe the essential differences between general philosophies.
• Explain the implications and applications of general philosophies in terms of the concepts of
reality, theory of knowledge and theories of values on society and particularly Education.
• Explain the application of each type of philosophy of education to educational issues such as
aims, curriculum, teaching methods etc.
• Apply philosophical methods to the examination of educational problems/issues.
:

1. Introduction to Philosophy of Education

a) What is philosophy?
• Origin and development
• Meaning and significance
b) Basic concepts of philosophy
• Ontology
• Epistemology
• Axiology
c) Styles of Philosophy
• Speculation
• Analytical
d) Philosophy of Education
• Definition and explanation
• Functions of Educational Philosophy
2. General Philosophies
a) Idealism
b) Realism
c) Pragmatism
d) Existentialism
3. Contemporary philosophies of Education
a) Perennialism
b) Essentialism
c) Progressivism
d) Reconstructionism
4. Conceptual analysis of Education in Pakistan
 i. Professionalism in Education

ii. Teacher Education

iii. Quality Education (in teaching Learning Process & Evaluation Mechanism)

Suggested readings:

1. Taneja, V.R (2003) Socio-Philosophical Approach to Education, Delhi:

Atlantic publishers.

2. Candra, S.S.Rajindra, K.Sharma (2002) Philosophy of Education, Delhi:

Atlantic publishers.

3. Aggarwal, J.C (2003) Theory & Principles of Education, and Delhi: Vikas
Publishing house PVT.

4. Sarivastava,(2003) Philosophical Foundations of Education, New Delhi:

Kaniska publishers/distributors.

5. More, T.W (1986) Philosophy of Education, London: Rout Ledge & Kagen
Paul

6 Jalalpuri, (1992) A.A. Rewayate Falsafah , khurd Afroze Jhelum

7 Kneller, G.F. (1971) Introduction to Philosophy of Education , John Wiley & Sons Inc. USA
8 Khan, A.I. (1994) Education Concept & Process , Lahore: Polymer Publications
9 Sharma, R.N. (2000) Textbook of Educational Philosophy , New Delhi: Kanishka Publishers
10 Journal of Philosophy of Education (J Philos Educ)

Publisher: Wiley

11 Studies in Philosophy and Education An International Journal

Course division for mid and final
Mid: chapter 1, chapter 2 topic (a,b,c)
Final: Chapter 1, 2(c,d), Chapter 3,4
 Introduction to Educational Psychology

Course code EDU- 553 Credit Hrs: 3

Course objectives
The purpose of this course is to enable the students to

• Understand what educational psychology is really meant for

• Apply the learning theories & principles in instruction and help the students in showing
maximum learning output
• Understand various concepts of intelligence and use this understanding in monitoring the
students’ class performance
• Explore the individual differences among their students
• Understand different phases of human development and apply that understanding in handling
the individuals

This course will cover the following topics:

1) Introduction to Educational psychology

a) Objectives of Educational psychology
b) Scope & importance of Educational psychology
c) Methods & techniques of Educational psychology
d) Recent developments in Educational psychology
2) Learning
a) Thorndike’s connectionism

b) Classical conditioning

c) Operant conditioning

d) Cognitive perspectives of learning

e) Social learning theory

f) Conditions of learning

g) Factors affecting the learning process

h) Gestalt theory of learning

3) Personality
a) Origin of personality development
b) Kinds of personality (by Jung & Springer)
c) Characteristics of personality
d) Personality theories
e) Moral aspects of personality
 f) Complexities of personality patterns
4) Intelligence
a) Modern concept of intelligence
b) Theories of intelligence
i) Two factors theory
ii) Group factors theory
iii) Multi factors theory
c) Tests of intelligence
d) Intelligence & school performance

5) Individual Differences
a) Types of individual differences
b) Effects & importance of individual differences
c) Grouping of students in school according to individual differences

6) Growth & development

a) Principles of growth & development
b) Characteristics of growth & development
c) Physical development
d) Cognitive development
e) Emotional development
f) Psychosocial development
g) Moral development
h) Educational implication

Suggested readings

• Michael Presley (1995) Advance Educational psychology New York, Harper & Collins
college publications.

• Salvin R. E. (1991) Educational Psychology theory Into Practice

• Skinner E. Charles, (1996) Educational Psychology. Prentice Hall of India

Pvt ltd.

• Weber l. Ann (1991) Introduction to Psychology New York Harper perennial

publishers
• Educational and Psychological Measurement
• Educational Psychology in Practice
Course
Mid Test : chapter 1,2,3
Final : Chapter 1,4,5,6
 Sociology of Education

Course Code: Edu-555 Credit Hrs: 3

Course Objectives

After studying this course, the students will be able to

• explain the meaning and relationship between society and education

• understand how social interaction helps socialize an individual
• realize how social groups and social institutions help socialize an individual

This course will cover the following topics:

1.Sociology & Education

• Meaning of Sociology
• Sociology of sociology
• Importance of Sociology of Education
2. Society meaning and Scope

• Characteristics of society
• Kinds of society
• Relationship between Society and Education
3. Social Interaction
• Meaning of social interaction
• Elements of social interaction
• Types & Forms
• Measurement
4. Social Groups
• Meaning
• Importance
• Essentials
• Types
5. Social Institutions
• Definitions
• Types & Functions
6. Family

• Types of Family
• Functions of Family
 7.Community

School as a community organization center

8.Socialization

• Meaning of Socialization
• Socialization and Learning
9.Education and Socialization

• The school as variable

• Relation among the school, community and child socialization
• The school and socialization
10. Culture

• Meaning of culture
• Relation between culture and society
• Community Leader

Suggested readings:

• Bhattacharya Srinibas (2003) Foundations of Education

• Pandit, K.L. (2003) Educational Sociology New Delhi, Atlantic Publishers.

• Schafefer, Richard T. (200 ) Sociology

• Taneja, V.R (2003) Socio- Philosophical Approach to Education

• Journal of Educational Sociology

• The British Journal of Sociology of Education

Mid Test: chapter 1, 2,3,4,5

Final: Chapter 1,6, 7,8,9,10
 Educational Management & Supervision
Course code: Edu- 557 Credit Hrs: 3
Course Objectives

After studying this course, the students will be able to:

• Understand what organization is

• Get equipped with the essential knowledge and skills required for effective management and
supervision
• Get ready as prospective educational personnel for managing & supervising secondary schools.

This course will cover following topics:

1. Introduction to organization &management

a) What is an organization
b) The concept & definition of management
c) Historical background of management
d) Management functions & process
e) Management roles & skills
2. Concept of educational management

a) Management in education

b) Approaches to management in education

c) Roles & functions of educational management

d) Principles & advantages of school management

3. Management of resources in education

a) Human resources

b) Physical resources

c) Financial resources

d) Informational resources

4. Educational leadership

a) Definition & concept

b) Types of leadership

c) Theories of leadership

d) Leadership behavior & style

 e) Desirable characteristics of leader

f) School culture & leadership role

5. Concept of Supervision

a) Meaning & importance of supervision

b) Kinds of supervision

c) Functions of supervision

d) Objectives of educational supervision

e) Techniques of supervision

f) The supervisor’s qualities/ skills

g) Guiding principles of supervision

h) Supervisory practices in Pakistan

Suggested readings:

• Choudhry, N.R (2001) Management in education, New Delhi: A.P.H publishing.

• Coulter P. & Robins, S.P (1999) Management, New Delhi: Printice hall.
• Certo, S.C. (1997) Supervision Quality, diversity & technology, Chicago: IRWIN
publishing co.

• Hay, W.R & Michel G.S (1996) Educational Administration theory, research &
practice, London: McGraw Hill.

• Law, sue & Glover, D. (2000) Educational leadership & learning, Open
University press.

• Journal of Educational Supervision | The University of Maine

• Educational administration & supervision (OCoLC)762039944.

Mid Test : 1,2

Final : 1,3,4,5
 Curriculum Development & Implementation

Course code EDU- 559 Credit hrs: 3

Course objectives

After completion of the course, the learners will be able to:

• Understand the concept of curriculum & process of curriculum development and its implication
for improving the quality of education in Pakistan.
• Apply skills and knowledge to translate intended curriculum into practice and further enrich it
for achieving goals.
• Analyze critically the existing practices of curriculum reforms and explore alternatives for
improving the curriculum reforms in Pakistan.
• Perform role as curriculum planners and developers to meet the challenges and demands of the
21st century.
This course will cover following topics:

6.1 Concept of Curriculum

1.1. Traditional & progressive concepts of curriculum
1.2. How curriculum differs from:
i) Subject
ii) Course
iii) Syllabus
iv) Educational Program
1.3. Hidden Curriculum and core Curriculum

1.4. Elements of curriculum

1.5. Need & importance of curriculum

1.6. Characteristics of Curriculum

2. The Process of Curriculum Development

2.1. What is Curriculum Development?

2.2. Elements of curriculum development process

6.2 Situation Analysis
ii. Formulation and Classification of Curriculum Objectives

(Bloom’s Taxonomy)

iii. Selection of Content

iv. Selection of Instructional Strategies

v. Evaluation
2.3. Factors influencing Curriculum Development
3. Foundations of curriculum
 3.1 Philosophical foundations
3.2. Psychological foundations
3.3. Socio- cultural foundations
3.4. Economic foundations
4. Curriculum Change
4.1. Concept of Curriculum Change
4.2. Strategies for Curriculum Change
4.3. Barriers in Curriculum Change
5. Curriculum Evaluation
5.1. Objectives of Curriculum Evaluation
5.2. Functions of curriculum evaluation
5.3. Formative & Summative Evaluation
5.4. Process of Curriculum Evaluation
6. Curriculum Reforms in Pakistan
6.3 Review of Curriculum Reforms in Pakistan in line with national
Education policies

6.4 Curriculum Reforms introduced by the present Government

Suggested readings:

• Allied Material on Curriculum Development and Instruction (2003) Islamabad, Allama Iqbal
Open University Press

• Government of Pakistan: All Reports of the Curriculum Committee for Secondary Education.
Ministry of Education.

• Murray, Print (1993) Curriculum Development and Design 2nd edition, Malaysia Allen
and Unwin.

• Saylor, Alexander, Lewis (19981) Curriculum Planning for Better Teaching and Learning 4th
edition New York, Rinehart and Winston.

• Taba, Hilda (1962) Curriculum Development: Theory and Practice New York,

Harcourt, Brace & World Inc.

• International Journal of Curriculum Development and Learning Measurement (IJCDLM)

• Journal of Curriculum Studies

Mid Test : 1,2,3

Final Test: 1,4,5,6
 Research Methods in Education
Course code EDU-561 Credit hrs: 3
Course objectives

It will be an introductory course on quantitative research methods used in field of education. The
purpose of this course is to:
• Acquaint the students with the basic information about the quantitative research methods
• Make them aware of various types of research
• Enable them to understand the research studies presented in the advance courses

This course will cover the following topics.

1: Introduction to Educational Research

a) Methods of acquiring knowledge
b) The scientific method
c) Meaning of research
d) Classification of educational research
2: Research Problem

a) What is research problem

b) Sources of problem
c) Criteria of good research problem
3: Review of Related literature

a) Definition & significance

b) Sources of information
4: The Hypothesis

a) Definition & purpose

b) Sources of hypothesis
c) Characteristics of hypothesis
d) Types of hypothesis
5: Sampling Techniques

o What is Sample?
o Random sampling
o Stratified sampling
o Cluster sampling
o Systematic sampling
6: Tools of research

a) Questionnaire
b) Interview
c) Observation

7: Research Design
a) Meaning of research design
 b) Purposes of research design
c) Characteristics of good research design
9. Qualitative research
a) Difference between qualitative and quantitative research
b) Some theoretical affiliations of qualitative inquiry
i. phenomenology
ii. Symbolic interaction
iii. Ethnography
10: The Analysis of Data in qualitative and quantitative research
11: Developing research proposal

Suggested readings

• Clive seale. (2004) Social Research Methods. London: Rout Ledge Taylor & Francis group.

• Frankel, Jack R. et al How to Design and Evaluate Research in Education

New York McGraw Hill, Inc.

• John w. best. (1992) Research in Education .New Delhi: Prentice hall of India

• Malcolm Williams (2003) Social Research, London Sage Publications.

• Shelley Anand (2002) Research Methods & Techniques inSocial Science

New: Delhi common wealth publishers

• Wiersma, William. (1986), Research Methods in Education: An Introduction,

6th ed. Boston: Allyn and Bacon, Inc.

• The Journal of Educational Research.

• European Journal of Educational Research ISSN: 2165-8714
Mid Test: 1,2,3,4,5,6
Final Test: 1,7,8,9,10,11
 Educational Technology

Course code EDU-552 Credit hrs: 3

Course objectives
This course will enable the students to:

• Pinpoint the role of educational technology in educational development in national &

international perspective in developing countries.
• Enable the students to make instruction effective by using hardware &software approach
in order to achieve the desired objectives
• Use appropriate methods & materials for successful teaching
This course will cover the following topics:

1: Nature of Educational Technology

a) Definition of educational technology

b) Scope of educational technology
c) Characteristics of educational technology
d) Types of educational technology
2: Educational technology & learning

a) Role of educational technology in learning

b) Maxims of learning
c) System approach
d) Programmed learning
e) Purposeful& lasting conditions of learning
3: Aims & objectives

a) Educational & instructional objectives

b) Bloom’s taxonomy of educational objectives
c) Writing objectives in behavioral terms
4: Teaching strategies

a) Effective & efficient teaching

b) Simulation, team teaching& brainstorming
5: Projected & non- projected aids

a) Projectors, TV, VCR, computer, fieldtrips, boards, models, charts, radio, tape recorder.
6: New trends in educational technology

Suggested Readings
• Aggarwal, J.C (1995) Essentials Of Educational Technology, Teaching Learning
Innovations In Education. New Delhi
• Rai, B.C. (1994) Techniques& Methods Of Teaching. Lukhnow paraksha
Kendra
 • Sampath, K. (1981) Introduction To Educational Technology. New Delhi
Sterling publishers.
• Sharma, R.A. (1993) Advanced Educational Technology. Meerut loyal book
Depot.
• International journal of educational technology

• British Journal of Educational Technology

Mid Test: 1,2,3

Final test: 1,4,5,6

 Educational Measurement & Evaluation

Course code EDU-556 Credit hrs: 3

Course objectives
This course wills enable the student to:
• Understand the concept of measurement & assessment
• Apply the measuring & assessment techniques in the classroom in order to assess the
student’s academic performance.

This course will cover the following topics.

1: Introduction

1.1 Definition of Measurement, Assessment and Evaluation

1.2 Difference between Measurement, Assessment and Evaluation
1.3 Types Of Assessment Procedures
1.4 Criterion And Norm Referenced Test
2: Instructional Goals and Objectives

2.1 What are Instructional Objectives

2.2 Taxonomy Instructional Objectives
2.3 Criteria For Selecting Appropriate Instructional Objectives
2.4 Method Of Selecting Instructional Objectives
3: What Is Test?

3.1 Class Room Test

3.2 Standardize Test
3.3 Validity Of The Test
3.4 Reliability Of The Test
4: Test Construction

4.1 Developing A Specification Of Test

4.2 Selecting Appropriate Type Of Test Items
4.3 Construction Of Objective Test Item
4.4 Construction of subjective test items
4.5 Item analysis
5: Continues Assessment

5.1 What Is Continuous Assessment

5.2 Need For Continuous Assessment
5.3 Techniques Of Continuous Assessment
5.4 International Assessment
5.5 National Assessment
5.6 National Assessment In Pakistan
6: Interpretation of Test Scores and Norms
 6.1 Grade Norms
6.2 Percentile Rank
6.3 Standard Scores
6.4 Profiles
6.5 Skill Analysis
6.6 Cautions In Interpreting Test Scores
7: Grading and Reporting

7.1 Functions Of Grading And Reporting System

7.2 Types Of Grading And Reporting System
7.3 Record Keeping And Grading Software
7.4 Reporting Test Results To Parents
Suggested readings:

• Gay, L.R. (1985) Educational Evaluation & Measurement.London: Column

Charles publishing company.

• Gronlund, Norman E (2005) Measurement assessment in Teaching New York:

mc millan publishing company

• Gronlund N.E. (1998) Assessment of Student’s Achievements. Boston:allyn &

bacon.

• Wiersma William& jors stepheng. (1990) Educational Measurement & Testing

Boston: allyn & bacon.

• Journal of Educational Measurement

• International Journal of Educational and Psychological Assessment

Mid: 1,2,3,

Final: 1,4,5,6,7
 General Methods of Teaching

Course code EDU-613 Credit hrs: 3

Course Objectives

After completing the course, the students will:

• understand the importance of the efficient teaching methodology in the overall teaching
learning process.
• appreciate the characteristics of various innovative methods of teachings. understand various
theories of teaching.
• select/develop the model of effective teaching in local context.

1. The Concept, Features, Planning and Principles of Teaching

a. Concept of teaching
b. Principles of teaching
c. Features of teaching
d. Planning of teaching

2. Introduction to Teaching Strategies

a. Meaning and concept of tactics, strategies, techniques, and methods.

b. Determining a strategy for instruction
c. Criteria for determining strategy
3. General Methods of Teaching
a. Lecture method
b. Recitation method
c. Discussion method
d. Demonstration method
e. Heuristic method
f. Project method
g. Activity method
h. Problem solving method
i. Inductive method
j. Deductive method
k. Drill method
l. Question answer method
m. Group differentiated method

4. Innovative Methods of Teaching

 a. Micro-teaching
b. Simulation method
c. Programmed instruction
d. Computer assisted instruction
e. Team-teaching
f. Peer-tutoring
g. Individualized instruction
h. Cooperative learning
i. Tele conference
j. Role play/Simulations
5. The Principles of Selection of Methods

a. Factors which determine the method to be used

b. Principles of selecting appropriate method
6. Lesson Planning
a. Introduction to lesson planning
b. Approaches to lesson planning
c. Types of lesson planning
d. Evaluation of lesson planning

Suggested Readings:

• Ornstein, A.C. (1991). Strategies for Effective Teaching. Harper Collins

• Richard, V. (2001). Handbook of Research on Teaching. Washington DC: American
Educational Research Association.
• Smith, B.O. (1983). Elements of Teaching. New York: Columbia Teacher’s College Press.
• Modern Journal of Language Teaching Methods
• Journal of Educational Technology & Society (ET&S)
Mid Test: 1,2,3

Final Test: 1,4,5,6

Inclusive Education
Course code EDU-615 Credit Hrs: 3

Course Objectives

After studying this course, the students will be able to:

• Identify different types of special needs in children

• Discuss various approaches to the education of children with special needs
• Plan, implement and assess lessons for inclusive classrooms
• Explain the need for and explore possibilities for collaboration and team
• work for inclusive education.

Course Outline:

1: Introduction

1.1. The Concept of Inclusion

1.2. Diversity among Children

1.3. Inclusive Education in the Schools

1.4. Benefits of Inclusion

2: The Disability Dimension

2.1. The Disabled Children and the Concept of Disability

2.2. Major Disabilities

i) MR and Physical
ii) Hearing and Visual
3: Variety of Inclusion

3.1. Learning Disabled

3.2. Gifted Children

3.3. Socially deprived

3.4. Gender deprivation

4: Inclusion: Learning Needs

4.1. Teaching Methodology

4.2. Assessment Techniques

4.3. Attitudes and Inclusion

5: Inclusion and the Community

5.1. Collaborative working

a) Communication

b) Collaborative Work with Other Professionals

c) Collaboration with Parents

Recommended Books:

• Gifted and Talented Education by Kondru Subba Rao and Digumarti Bhaskara Rao.
Sonali Publications, New Delhi: 2004
• Learning Disabilities: A Practical Guide to Practitioners by G. Lokanadha Reddy, R.
Ramar and A. Kusuma. Discovery Publishing House. New Delhi: 2005

• Education for Children with Disabilities by A.K.Tyagi, Saloni Publishing House. 2003
Moderate, Severe and Profound Learning Difficulties: Practical Strategies by Michael
Farrell. Routledge: 2003
• Dyslexia and other specific Learning Difficulties: Practical Strategies by Michael Farrell.
Routledge: 2006

• Austism and communication Difficulties by Michael Farrell. Routledge:

2006 Sensory Impairment and Physical Disability by Michael Farrell.
Routledge: 2006
• Behavioral Emotional and Social Difficulties by Michael Farrell.
Routledge: 2006
• The Inclusive Classroom by Jac Andrews, Nelson Infuriating
• International Journal of Inclusive Education
• Journal of Inclusive Postsecondary Education

Mid Test: 1,2,3

Final:1,4,5

Management Strategies in Educational Institutions

Course code EDU-562 Credit Hrs: 3

Course Description
This course focuses on developing effective elementary school leaders. The aim of the course is
to make prospective teachers well acquainted with the process of running schools in effective
and efficient manner besides being well versed with the duties and responsibilities of the head
teachers. The course covers knowledge about school management; organization; function of head
teachers, record keeping and school-community relations related matters.
Course Objectives
After completing this course prospective teachers will be able to:
• Manage and plan school academic matters effectively
• Manage and plan school budget matters effectively
• Manage and plan students affairs related to co-curricular activities
• Manage library and instructional material related matters
• Manage upward, downward and horizontal communication
• Manage and plan school – community relationship activities.
• Resolve conflicts among different custodians of school community.
• Maintenance and management of school infrastructure and programs.

Course outline

1. Introduction
1.1 Definition and concept of organization, administration and management
1.2 Importance and impact of effective management
1.3 Elements of management
2. Role of head teacher as manager
2.1 Head teacher and children
2.2 The head teacher and teachers
2.3 Working with parents
2.4 Head teacher and supporting staff
3. Planning the curriculum
3.1 Developing and planning yearly calendar for school activities
3.2 Assigning roles to staff
3.3 Monitoring and supervising curriculum
3.4 Curriculum revision
4. Health, safety and co-curricular activities
4.1 Planning activities to promote health and safety measures
4.2 Planning and aligning co-curricular activities with yearly calendar
5. Management structure
5.1 Management arrangement
5.2 Collective responsibility
5.3 A senior management team
5.4 The deputy heads
5.5 The art of delegation
5.6 Appraisal criteria
6. Communication in schools
6.1 Meetings in school (preparation, conduct and recording the proceedings)
6.2 Establishing a communication network
7. Record keeping in schools
7.1 Attendance record
7.2 Enrollment record
7.3 Examination record
7.4 Financial records
7.5 Maintaining stock registers
7.6 School registers
8. Day to day concerns
8.1 School day activities
8.2 Arranging the classes
8.3 Staffing arrangement
8.4 In time directions to address day needs
8.5 Conflict management
9. School Plant
9.1 maintenance of building
9.2 maintenance of Library
9.3 maintenance of play ground
9.4 maintenance of horticulture

Recommended Books:
• Burden, P. (1995) Classroom Management and Discipline. New York: Longman.
• Hoy, W.K. & Miskel, G.C (1996) Educational Administration: Theory Research and
Practice, (5th ed.) New York: McGraw Hill Inc.
• Lunenburg & Ornstein,(2004) Educational Administration: Concepts and Practices Tony
Bush: Theories of Educational management.
• Robbins, S.P. (1996). The Administrative Process. Sydney: Prentice
• Journal of Inclusive Postsecondary Education
• Journal of Educational Administration and History.
Mid Test:1,2,3,4,5

Final Test:1,6,7,8,9

School Administration & Supervision

Course code EDU-564 Credit hrs: 3
 Course Objectives

At the completion of the course the student will be able to :

• understand the importance of the efficient administration in the overall efficiency of the institution
• appreciate the comparative characteristics of various models of administration.
• understand the organizational structure as a unit of people working in harmony with each other.
• understand various theories of administration
• select/develop his/her mind about the model of effective administration in local context and given
situation.
• resolve conflict situations in schools as an organization

1. The Concept of Administration

a. What is an administration?
b. Process of administration
c. Communicating, controlling and reappraising
d. Relationship between administration and Supervision
2. Leadership in Education

a. Status Leader and contributing leader

b. Concept of multiple leadership
c. Characteristic of an effective leader
3. Function of Administration

a. Leadership in improvement of school (plant and facilities)

b. Leadership in improvement of school staff.
c. Leadership in parents and community relations
d. Leadership in improving the educational programe
e. Leadership in the evaluation of the school effectiveness
4. Educational Planning and organization in Pakistan

a. Organizational Pattern of education in Pakistan

- Role of central Ministry of education
- Provincial Ministry and its various agencies
b. Educational Statistics and its role in planning
c. Financing education in Pakistan
- Projection of needs as regards to primary school and teacher
5. Improvement of administration in Pakistan

a. Improvement in administrative structure

b. Improvement of institution facilities and its personnel
c. Improvement in evaluation process
6. Supervision (Concept)

a. What is supervision?
b. Process of supervision
 c. Relationship between supervision and administration
d. Principals of supervision
e. Process of supervision
f. Relationship between supervision and administration
g. Principals of supervision
h. Importance of supervision in school

Refrences

• EDUCATIONAL MANAGEMENT-ADMINISTRATION, MANAGEMENT AND

SUPERVISION. June 2015.
• EDUCATIONAL MANAGEMENT. QUALITY MANAGEMENT AND SUPERVISION. •
Ehsan Bhutta - Programme Director; DSD, Lahore.
• International Journal of Educational Management
Mid: 1,2,3
Final:1,4,5,6

School Leadership
Course code EDU-568 Credit hrs: 3
 Course Objectives

The objective of the course is to enable the students to:

• Acquaint themselves with concept of educational management and
leadership
• Able them to analyze the process of various concepts of educational
leadership
• Develop self management skills
1. Introduction to Leadership
a. Definition of Leadership
b. Definition of Educational Leadership
c. Competencies for Leadership
2. Perspectives on Leadership Approaches
a. Trait Approach
b. Behaviour Approach
c. Dyadic Approach
d. Contingency Model of Leadership
3. Theories of New Leadership
a. Charismatic Leadership
b. House's Charismatic Leadership
c. Situational Factors in Charismatic Leadership
d. Consequences of Charismatic Leadership
e. Transformational Leadership
f. Situational Factors in Charismatic Leadership
g. Transformational versus Charismatic Leadership
h. Guidelines for Transformational Leadership
4. Management as a key to Leadership
a. Individuals- key to Effective Management
b. Defining and Managing Roles
c. Making and Taking Decisions
d. Managing Time and Stress
5. Role of Motivation in Leading and Managing
a. What is motivation?
b. Basics of Motivation
c. Significance of Motivation in Education and at work
d. Theories of Motivation
 e. Developing Motivational Strategies
f. Application of Motivation Theories in Leading and Managing
Educational Institution
6. Leadership and Management in Educational Institutions
a. Leadership, Teaching and Learning
b. Teachers as Leaders and Managers
c. Learning Styles and Learning Process
d. Managing Curriculum Issues
e. Curriculum Policy Decision Making
f. Evaluating Teaching and Learning
7. Courage, Ethics and Morals in Leadership
a. Ethics and Leadership
b. Becoming a Moral Leader
c. Ethics and Morality
d. Building an Ethical Culture
e. Three Historical Approaches of Lying for Good Ends
f. Leadership Courage
8. The Leader's Role in Developing Effective Followers
a. Styles of Followership
b. The Courageous Follower
c. Sources of Power
d. What Followers Want
e. Guidelines for Followers
9. Gender and educational Leadership
a. Sex-Biased Discriminations
b. Researches on Comparison of Male and Female Leaders
c. Characteristics of Women Leaders and Managers

Suggested Readings
 Daft, R.L. (2002). The Leadership Experience (2nd Ed.). Ohio; Thomson Learning.
Hoy, W. K. and Miskel, C.G. (2001). Educational Administration; Theory,
Research and Practice (6th Ed.). New York; The Mc Graw Hill
Companies Inc.
Law, S. and Glover, D. (2000). Educational Leadership and Learning:
practice Policy and Research. Philadelphia; Open University Press.
Excellence in Student Learning (4th Ed.). New York; A Sage Publication
Company.
Strike, K. A. (2007). Ethical Leadership in Schools: Creating Community in
an Environment of Accountability. New Delhi; A Sage Publication Company.
Yuki, G. (2002). Leadership in Organizations (5th Ed.). New Delhi; Pearson
Education Inc.
Tomlinson, H. (2004). Educational Leadership: Personal Growth for
Professional Development. New Delhi; Sage Publications.
Berns, M. R. (2004). Child, Family, School, Community Socialization and
Support (6th Ed.). New York; Thomson Learning Inc.
MidTest: 1,2,3,4,5

Final Test: 1,6,7,8,9

Foundations of Science Education

Course code EDU-586 Credit Hrs: 3

Course Description
The study of General Science in Primary and Secondary school is linked to National prosperity
and economic development. The course is designed for the effective interactive ways of teaching
science. The course will highlight the power of observation and inquisitiveness in general sciences
studies. It will also focus on how to relate facts, concepts, theories to every day experience.
Course Objectives
At the end of the course the learners will be able to teach General Science effectively at
elementary level in an innovative and creative manner.
The course will enable learners to;
1. Understand scientific concepts
2. Differentiate between scientific products and scientific processes
3. Understand the underlying principle of science education
4. Apply appropriate methods and techniques for effective learning in Science
1. Nature of Science
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science as a product: Scientific Knowledge
2. Aims / Objectives Teaching General Sciences
2.1 History of Science Education
2.2 Aims / Objectives of teaching General Science at Elementary level
3. Methods of Teaching General Science
3.1 Demonstration cum-lecture method
3.2 Discovery method
3.3 Project method
3.4 Other innovative method
4. Approaches of Teaching General Science
4.1 Teaching approach
a) Problem solving
b) Inquiry techniques
c) Exploration
d) Observation
e) Experiment
4.2 Teaching Strategies
a) Scope & propose of practical activities
b) Science laboratory
c) Safety measure in laboratory
5. Teaching Aids
5.1 Need & importance of teaching aids
5.2 Types of teaching aids

5.3 Principles of using teaching aids

5.4 Using low cost teaching aids
6. Characteristics of effective Science Teaching
6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective questioning
7. Evaluation
7.1 Designing a test
7.2 Administering & scoring a test
7.3 Interpreting test results

Recommended Books:
Lawson, Anton. E. (1995). “Science teaching and development of thinking”. California:
Wadsworth publishing company
Rehman Mehmooda (1999). “Teaching of science and mathematics”. Peshawar: Ijaz printer, Pakistan

Mid Test: 1,2,3,4

Final Test: 1,5,6,7

Assessment in Science Education

Course code EDU-588 Credit Hrs: 3

Course Objectives

After completion of the course, the students will be able to:

• differentiate measurement, evaluation and assessment in science education

• discuss various techniques of continuous / formative / summative assessment and evaluation.
• develop different types of valid and reliable tests.
• construct, select, assemble and administer appropriate test items.
• describe characteristics of a good test and interpret test scores statistically.

1. Introduction to Measurement, Assessment and Evaluation in Science Education

1.1. Concept of measurement
1.2. Concept of assessment
1.3. Concept of evaluation
1.4. Relationship: measurement, assessment and evaluation
1.5. Need for assessment
1.6. Types of assessment

2. Selective Type Test

2.1. Alternative response items (merits and demerits)
2.2. Multiple choice items (merits and demerits)
2.3. Matching type test (merits and demerits)

3. Supply Type Test

3.1. Completion type test (merits and demerits)
3.2. Short answer type (merits and demerits)
3.3. Restricted response test (merits and demerits)
3.4. Extended response test (merits and demerits)

4. Types of tests
4.1. Teacher made test
4.2. Standardized test
5. School Assessment System in Pakistan
5.1. National Education and Assessment System
5.1.1. Purpose
5.1.2. Procedure
5.2. Punjab Education Commission
5.2.1. Purpose
5.2.2. Tests
5.2.3. Interpretations of test scores
6. Characteristics of a good Test
6.1. Developing classroom based tests

7. Test development
7.1. Planning of the test
7.2. Table of specification
7.3. Selection of appropriate test items and their administration

8. Interpretation of Test Scores

8.1. Interpretation by percentage (norm and criterion reference)
8.2. Interpretation by measure of central tendency and frequency
8.3. Marking: grading and reporting the results

Suggested Readings:

• Allama Iqbal Open University. (2007). Educational Measurement and Evaluation.

Islamabad. Allama Iqbal Open University

• Linn, R. L. and Gronlund, N. E. (2001) Measurement and Assessment in Teaching. (7th

edition). New Jersey: Merill and Imprint of Prentice Hall.

• Shahid, SM. (2002). Educational Measurement and Evaluation. Lahore: Majeed Book
Depot
• Journal Measurement and Evaluation in Counseling and Development.
• Educational Measurement and Evaluation Review

Mid Test: 1,2,3,4

Final: 1,5,6,7,8

Elementary Education
Course code EDU-578 Credit Hrs: 3
1: Elementary Education

• Introduction to Elementary Education

• Levels of Elementary Education
• Major Goals at Elementary Education
2: Child Developments at Elementary Education

• Elementary child development

• Late childhood and development
• Developmental variations and special needs
• Role of family, schools, teachers and society in development
3: Curriculum at Elementary Education

• Why curriculum
• Curriculum bodies at elementary level in Pakistan
• Main function and responsibilities of curriculum bodies
• Developing objectives for elementary curriculum
• Developing textbooks for elementary curriculum
4: Teaching Strategies for Elementary Education

• Common teaching methods used at elementary level

• Teacher centered and student centered teaching strategies
• Teacher-student and student-student interaction during learning
• Designing suitable instructional strategies at elementary level
5: Instructional Technologies

• Importance of modern technology

• Low cost and no cost materials for classroom use
• Suitable technologies for elementary level
• Most common instructional technologies used at elementary level
• Effect of instructional technologies on students learning
6: Classroom Related Problems

• Management problems
• Disciplinary problems
• Study related problems
• How to handle the problems
7: Classroom Management Skills

• What is classroom management?

• Why is classroom management important at elementary level?
 • Principles of good classroom management at elementary level
• How to manage an elementary class effectively?
8: Measurement and Evaluation

• Governance and implementation at elementary level

• Teacher evaluation
• School evaluation
• System evaluation
9: Problems and Issues in Elementary Education

➢ Problems In Elementary Education

• Lack of proper planning
• War on terror
• Social constraints
• Gender gap
• Cost on education
• Funds of education
➢ Issues In Elementary Education
• MDGs and Pakistan
• Education For All (EFA) commitment
• Vision 2030
Reference
• Journal of Elementary Education (JEE)
• Elementary school journal. 0013-5984
Mid Test: 1, 2,3,4,5

Final Test: 1, 6,7,8,9

Secondary Education
Course code EDU-580 Credit Hrs: 3

1: Introduction of secondary education

• Introduction to Elementary Education

• Levels of Elementary Education
• Major Goals at Elementary Education
2: Organizational structure of secondary education

• The organizational structure: ministry of education

• Ministry of education (MOE)’s organizational chart
• Organizational chart of secondary education in Pakistan
• Implantation of organizational chart
3: Types of schools at secondary level education

• Public Schools
• Private Schools
• Urban Schools
• Rural Schools
• Charter Schools
• Magnat Schools
• Middle schools and its administrative authority
• Secondary schools and its administrative authority
• A-Level/ O-Level schools and administrative authority
4: Curriculum development at secondary level in Pakistan

• Responsibilities of Federal Ministry of Education (FME)

• Responsibilities of National Bureau of Curriculum and Textbooks (NBTC)
• Responsibilities of Provincial Curriculum Centre (PCC)
• Curriculum design and development process
5: Evaluation at secondary level

• Governance and implementation at secondary level

• Teacher evaluation
• School evaluation
• System evaluation
6: Secondary education in comparative perspective

• Secondary education of Pakistan

 • Secondary education of India
• Secondary education of china
• Secondary education of U.K
• Secondary education of U.S
• Secondary education of Japan
7: Secondary education in Pakistan

• Duration of secondary education

• Levels of secondary education
• Curriculum of secondary education
• Assessment and evaluation of students at secondary level
8: Training of secondary school teachers

• Teacher training and professional development

• Quality professional development and its implementation
• Components of teacher training
• Training programs of secondary school teacher
9: Problems issues and trends in secondary education

➢ Problems of Secondary Education

• Lack of proper planning
• War on terror
• Social constraints
• Gender gap
• Cost on education
• Funds of education
➢ Issues of Secondary Education
• MDGs and Pakistan
• Education For All (EFA) commitment
• Vision 2030
Reference
o Secondary Education Journal (SEJ)
o The Journal of Educational Research.
Mid Test: 1, 2,3,4,5

Final Test: 1,6,7,8,9

Higher Education
Course code EDU-582 Credit Hrs: 3
1: Introduction to Higher Education

• Aim of higher education

• Duration and standards of HE
• Programs and projects of higher education
• Advantages and disadvantages of HE in pakistan
2: Role of Universities

• Role of universities as global institutions

• Role of universities in innovation
• Role of universities in cultural, socioeconomic and physical settings
• Role of universities in individual development
3: Growth and Development of Higher Education

• Growth of public sector universities

• Growth of private sector universities
• Funding for public and private sector universities
• Programs and projects of HEC
• Financing and budgeting from HEC
• Impact of HE reforms in Pakistan
4: Higher Education in Developed Countries

• Higher education of Canada

• Higher education of china
• Higher education of U.K
• Higher education of U.S
• Higher education of Japan
• Higher education of Germany
5: Economy of Higher Education

• Overview of Pakistan’s economy

• Overview of HE’s economy in Pakistan
• Challenges to Pakistan’s economy
• Solutions to improve the economy
6: Assessment in Higher Education

➢ Course level assessment

➢ Program level assessment
• Mission Alignment
• Scoring Guides/Rubrics
• Assessment Points
• Effective Assignments
• Indirect/Direct Measures
 • Sampling
• Use of findings
• Benchmarking
➢ Benefits of Assessment
➢ Criticism of Assessment

7: Problems and Issues of Higher Education

➢ Problems of Higher Education

➢ Academic problems
➢ Non academic problems
➢ Issues of Higher Education
• MDGs and Pakistan
• Education For All (EFA) commitment
• Vision 2030
8: Innovation in Higher Education

• Changes needed in university community

• Reforms in HE till now
• Ways to make innovation possible
References

• The Journal of Higher Education ( JHE )

• The Journal of Higher Education

Mid Test: 1,2,3,4

Final Test : 1,5,6,7,8

Teacher Education in Pakistan

Course code EDU-584 Credit Hrs: 3

1.1. Teacher Education:

1.2. Introduction
1.3. Nature of Teacher Education
1.4. Significance of Teacher Education
1.5. Aims of Teacher Education
1.6. Objective of Teacher Education
1.7. Need of Teacher Education
1.7.1. Industrial Advancement
1.7.2. Migration of Rural Population Towards Cities
1.7.3. Importance of International Relations
1.7.4. Futuristic Approach
1.7.5. Materialistic and Non Religious Approach
1.7.6. Lack of Resources
1.7.7. Spread of Democratic Ideas
1.7.8. Abundance of Knowledge
1.7.9. Retention Problems of teachers
1.8. Scope of Teacher Education
1.8.1. General Education
1.8.2. Specialized Education
1.8.3. Technical Education
1.8.4. Teacher Training
1.8.5. Practical and Ideological Learning
1.8.6. Ratio Between the Content and Pedagogy
1.9. Ideological Bases of Teacher Education
1.9.1. Meaning of Training
1.9.2. Teacher Education in Pakistan
1.10. Checklist on Modernization
1.10.1. Role of Teacher in an Advanced Society
1.11. Study of Education
1.12. Teacher as an Agent of Change
1.13. Resources of Education
1.14. Role of Teacher in Nation Building
1.15. Curriculum of Teacher Education
1.16. Means of Communication for Teachers
1.17. Teacher Education: Role of Guidance and Counseling
1.18. Teacher Education: Community and Education
1.18.1. Need of Child and Demands
1.18.2. Community and School
1.18.3. Role of Community
1.18.4. Teacher Education: Research and Education
1.18.5. Research on Teaching Methodologies
1.18.6. Research on the Effectiveness of a Teacher
1.18.7. Standards of Effectiveness of a Teacher
2. Teacher and Teaching: Islamic Perspective
 2.1. Some Aspects of Islamic Education
2.2. Islamic Education: Aims, Goals and Objective
2.3. General Objectives
2.4. Specific Objectives
2.5. Islamic Education: Curriculum
2.6. Islamic Education: Methods of Teaching
2.6.1. Teaching Through Advice and Preaching
2.6.2. Punishment as Teaching Methodology
2.6.3. Teaching Through Habit Modification
2.7. Education Theory: Quranic Perspective
2.7.1. Principles of Teaching and Learning and Quran
2.8. Teacher in Islamic Education
2.9. Muslim Educators: Status and Role
2.10. Teacher Education: Recommendations of the Islamic World Conferences
2.10.1. Recruitment and Selection
2.10.2. Preparation of Teachers
2.10.3. Evaluation of Programme and Student Teachers
2.10.4. In-service Training
2.10.5. Stautus and Recognition
2.10.6. International Center for Islamic Education
3. Development of Teacher Education in Pakistan
3.1. Teacher Education System in Pakistan
3.2. Elementary School Teacher
3.3. Middle School Teacher
3.4. Secondary School Teacher
3.5. Higher Education
3.6. Training Institutes
3.7. Training Periods
3.8. Role of Teachers
3.9. Overlapping of Curriculum
3.10. Teacher Education Programmes
3.11. Teacher Training: Conditions and Suggestions
3.11.1. Introduction and Significance
3.11.2. Pre-service Training
3.11.3. Institute of Education and Research
3.11.4. University of Education
3.11.5. In-service Training
3.11.6. Directorate of Staff Development
3.11.7. Conditions of Service of Teachers
3.11.8. Development of Teacher Education
3.11.9. Problems of Teacher Education
4. Teacher Education: Prospects and Future
4.1. Structure of Teacher Education
4.2. Implications of the Sturcture
4.2.1. Basic Training
4.2.2. Concurrent Training
4.2.3. Common Courses
4.2.4. Research and Development
 4.2.5. Students and Residence
4.2.6. Structure of Teaching Profession
4.2.7. Changing Roles of Teachers
4.2.8. Changing Methods in Higher Education
4.2.9. Teacher Education and its link to School
4.2.10. Interpersonal Relationships
4.2.11. Proposed Structure for Teacher Education
4.3. Teacher Education
4.3.1. Historical Perspective
4.3.2. Curriculum
4.3.3. General Education
4.3.4. Specific Subject Mastery
4.3.5. Psychology and Education Study
4.3.6. Applied Education
4.3.7. In-Service Education
4.3.8. Affective Teacher Education
4.3.9. Teacher as a Researcher
4.3.10. Pre-Service Student Practice Teaching
4.3.11. In-Service Teacher Education
4.4. Teacher Education: National Policy 1998-2010
4.5. Training Primary School teachers
4.5.1. Introduction
4.5.2. Teacher Training: Historical Perspective
4.5.3. Teacher Programme
4.5.3.1. Conventional Teacher Training Programme
4.5.3.2. Field Based Teacher Training Programme
4.5.3.3. Teacher Training Through Distance Education
4.5.3.4. In-Service Training Programme
4.5.3.5. RTC Programme
4.5.3.6. PTOC Programme
4.5.3.7. Learning Modules of the PNE Wing
4.5.4. Analysis of Teacher Training Programmes
4.5.4.1. Field Based Training Model
4.5.4.2. Distance Education Model
5. Structure and Curriculum of Teacher Education
5.1. Structure of Teacher Education
5.1.1. Government Institutes of Teacher Education
5.1.2. Teacher Education programmes in Government Sector
5.1.3. Teacher Education Programmes in Private Sector
5.2. Curriculum Problems and Teacher Education
5.3. The Pakistan Science Education Project
5.4. Developing Pakistan’s Teacher Education System
5.4.1. Introduction
5.4.2. Management and Coordination Problems
5.4.3. Staffing Problems
5.4.4. Resources for Teacher Education
6. Instruction Strategies and Techniques
6.1. Computer Assisted Learning or Instruction
 6.1.1. Educational Life Cycle
6.1.2. Purposes and Limitations
6.1.3. Alternatives for Teachers
6.1.4. Appropriate Circumstances for Use of Computers
6.1.5. Characteristics of Computer Assisted Learning
6.1.6. Evaluation and Research
6.1.7. A Computer Assisted Self Instruction System for Teachers
6.1.8. Rationale of Self Instruction System in Teacher Education
6.1.9. A Conceptual Model for Designing a Self Instruction System
6.1.10. The Present State of System under Development
6.1.11. Curriculum Management Generation System
6.1.12. Educational Document Management and Retriual System
6.1.13. Non-Graded Classes or Mixed Ability Groups
6.1.14. Formal and Non-Formal Education
6.1.15. Distance Education
6.1.16. Team Teaching
7. Teaching Competencies and Role of Education Technology
7.1. Teacher Competence
7.2. Effective Teaching
7.3. General Areas of Teacher Competence
7.4. Teaching Skill
7.4.1. The Person Centered Approach
7.4.2. Carl Rogers and Person Centered Approach
7.4.3. Internal Motivation
7.4.4. Hidden Motivation
7.4.5. The Core Conditions
7.4.6. Empathy, Genuineness, Warmth, Counseling Skills, Listening, Reflective Listening
7.5. The Teacher as a Decision Maker
7.6. Micro Teaching
7.6.1. Micro Teaching in Initial Teacher Training
7.6.1.1. Skill Analysis
7.6.1.2. Preparation
7.6.1.3. Starting a Lesson
7.6.1.4. Questioning
7.6.1.5. Sensitivity to Feedback and Reaction
7.6.1.6. Structuring the Discourse
7.7. Internet as Learning Tool
8. Teacher Education: A Comparative Perspective
8.1. Teacher Education in Scotland
8.2. Teacher Education in UK
8.3. Teacher Education in China
8.4. Teacher Education in Japan
8.5. Teacher Education in India
8.6. Teacher Education in Malaysia
8.7. Teacher Education in Sri Lanka
8.8. Teacher Education in Thailand
9. Teacher Education and Challenger of 21st century
9.1. The Teacher’s Toolkit
 9.2. New Professional Profile of Teaching Staff
9.2.1. ACEID
9.2.1.1. Recommendations for Teacher Education
9.2.1.2. Recommendations for Schools
9.2.1.3. Recommendations to Teachers
9.2.1.4. Quality Control
9.3. Cooperative Teaching
9.4. Remedial Teaching
9.5. Establishing Partnerships

Recommended Books:

• Teacher Education in Pakistan BY S.M. Shahid

• Teacher education and Professional Organizations by Dr. GulabChaurasia
• Learning to Teach in Secondary School by Susan Capel, Marilyn and Tony Turner
• Journal of Teacher Education

• European Journal of Teacher Education

Mid Test: 1,2,3,4

Final Test:1,5,6,7,8

Educational Technology
Course code EDU-570 Credit hrs: 3

Course objectives
This course will enable the students to:

• Pinpoint the role of educational technology in educational development in national &

international perspective in developing countries.
• Enable the students to make instruction effective by using hardware &software approach in
order to achieve the desired objectives
• Use appropriate methods & materials for successful teaching
This course will cover the following topics:

1: Nature of Educational Technology

e) Definition of educational technology

f) Scope of educational technology
g) Characteristics of educational technology
h) Types of educational technology
2: Educational technology & learning

f) Role of educational technology in learning

g) Maxims of learning
h) System approach
i) Programmed learning
j) Purposeful& lasting conditions of learning
3: Aims & objectives

d) Educational & instructional objectives

e) Bloom’s taxonomy of educational objectives
f) Writing objectives in behavioral terms
4: Teaching strategies

c) Effective & efficient teaching

d) Simulation, team teaching& brainstorming
5: Projected & non- projected aids

b) Projectors, TV, VCR, computer, fieldtrips, boards, models, charts, radio, tape recorder.
6: New trends in educational technology

Suggested Readings
• Aggarwal, J.C (1995) Essentials Of Educational Technology, Teaching Learning
Innovations In Education. New Delhi

• Rai, B.C. (1994) Techniques& Methods Of Teaching. Lukhnow paraksha

Kendra

• Sampath, K. (1981) Introduction To Educational Technology. New Delhi

Sterling publishers.
 • Sharma, R.A. (1993) Advanced Educational Technology. Meerut loyal book
Depot.

• International Journal of Educational Technology in Higher Education

• The Journal of Educational Technology Systems (ETS)
Mid Test: 1, 2,3

Final Test: 1,4,5,6

Computers in Education
Course code EDU-572 Credit hrs: 3
 Course Objectives:

At the end of this course, the students will be able to:

• Explain computer system and information technology

• Differentiate among different types of computers
• Exhibit capabilities of using computer in education
• Prepare draft, C.Vs and reports by using M.S. Word 2007
• Design classroom presentations and plan their lessons
• Use internet, e-mail and intranet for educational purposes
• Equip themselves with computer skills according to the market demands
• Develop practical capabilities required in using computers
• Produce computer literate human capital
• Apply computer in analyzing and presenting research data

1: Introduction to computer

1.1 Definition of computer & Information Technology

1.2 Information Processing Cycle

1.3 Difference between electronic and electrical devices

1.4 Difference between data and information

1.5 Characteristics of Information

1.6 Characteristics of Computer

1.7 History of Computer

1.8 Types of computer (PC, Workstation, Minicomputer, Mainframe, Super Computer)

2: Software & Hardware Basics

2.1 What are software & Hardware?

2.2 Types of software: Application Software and System Software

2.3 Operating System and Utility Programs

2.4 Features of Microsoft Windows XP

2.5 Difference between Disk Operating System (DOS) and Windows XP

2.6 Introduction to Word Processing, Spreadsheet, Presentation Program & Database

2.7 Input Devices, Output Devices, Processing Devices, Primary and Secondary Storage Devices
(RAM, Registers, Cache Memory, ROM, Hard Disk, USB, CD/DVD Disk)

2.8 Data Cable, Ports, power Supply, Buses, Motherboard, Slots & System Configuration

2.9 Installing New Hardware (Printer, Scanner etc)

3: Introduction to Widows XP

3.1 Introduction to Graphical User Interface (GUI)

3.2 Shutdown & Restart Computer

3.3 Components of Widows XP (Desktop, Taskbar, Start button, Menus, Icons, My Computer, My
Document, My Briefcase, Recycle Bin, Widows, Dialogue Boxes etc.)

3.4 Introduction to Accessories (Notepad, Word Pad, Calculator, Media Player etc)

Difference between copy and paste

3.5 Installing Widows and Application Software

3.6 File Management

3.7 Customize Desktop (Wallpaper, Screen Resolution, Appearance etc)

4: Basics of Microsoft Word 2007

4.1 Start M.S. Word, Minimize, Maximize and Restore M.S. Word Document

4.2 Create, Save, Close, Open & Rename M.S Word Document

4.3 Introduction to different bars (Title Bar, Status Bar, Tool Bar, Menu Bar)

4.4 Editing and Formatting of M.S Word Document

4.5 Inserting Tables, Columns, Clip Art, Word Art, Boxes, Shapes, Objects, Pictures

4.6 Zoom, Different Page Views, Line Spacing and Text Alignment, & Case Change

4.7 Copy and Pasting Text and object data, Drag & Drop, Ruler

4.8 Use of Spell Check, Dictionary and other different tools

5: Microsoft Word 2007 Advance

5.1 Navigation Techniques

5.2 Selection Techniques

5.3 Using Find & Replace, Headings, Paragraph Mark, Bullets and Numbering

5.4 Inserting Page Borders, Header & Footer, Hyperlink, Water Mark, Page Background, Comments,
Bookmark

5.5 Using Indents, Creating Content List by using indents

5.6 Page Setup (Margins, Gutter, Page Orientation, Page Size etc

5.7 Widow Break up (Split), Change Case

5.8 Printing M.S. Word Document

6: Network & Internet Basics

6.1 Concept of Network and Networking, Server & Client (Node)

6.2 Types of Network, Differentiate between Internet and Intranet

6.3 Network Devices (Modem, Network Interface Card, Router, Networking Switch)

6.4 Advantages of Network

6.5 Definitions of Internet, Web Browser, Website, Webpage, File Transfer Protocol (FTP), Hypertext
Transfer Protocol (HTTP)

6.6 Web Browsing and Internet Surfing

6.7 E-Mail Creation and E-mail Management

6.8 Use of Internet in Education

7: Microsoft Power Point 2007

7.1 Introduction to M.S PowerPoint

7.2 Starting , Saving, Closing & Opening PowerPoint

7.3 Identify different tools on Title Bar, Status Bar, Tool Bar

7.4 Slide Design & Layout

7.5 Editing and Formatting of M.S Power Point Slides

7.6 Navigation & Selection Techniques

7.7 Insert, copy, delete slides

7.8 Inserting text boxes, shapes, picture, clip art, movie, audio song etc on slides

7.9 Using Animation and Transition

7.10 Print hand out and notes

8: Microsoft Excel 2007

8.1 Create, Save, Close, Open & Rename Workbook

8.2 Components of Workbook

8.3 Resize Rows and Columns

8.4 Using basic computation in M.S. Excel by using point methods and function method, Mouse
Method

8.5 Editing and Formatting Text and Other objects in M.S. Excel

8.6 Navigation & Selection Techniques

8.7 Inserting rows, columns, charts, chart styles, Day and Time, Text Boxes, Slide Number, Header &
Footer

8.8 Using functions, Sort, Filter, Header & Footer, Find & Replace, Format Painter, if statement and
if else if statement and Format Cell

8.9 Renaming worksheet names, Page Setup & Printing Excel sheets

9: Computer in Education

9.1 Simulation and Computer Games

9.2 Using online and offline Tutorial, Courseware

9.3 Multimedia in classroom environment

9.4 Data Collection and Data Analysis

9.5 E-Books, E-Databases, E-Journals, E-Newspapers

9.6 Computer Assisted Instruction (CAI)

9.7 Computer Assisted Learning (CAL)

9.8 Content Management System (CMS)

9.9 Creating backup of document on internet & Downloading different types of files from internet

Reference

• Journal of Computers in Education

• The Journal of Educational Computing Research (JECR)
Mid Test: 1, 2,3,4,5
Final Test: 1, 6,7,8,9

Education and Media

Course Code: EDU-574 Credit hrs: 3

 Course objectives

At the end of this course, the students will be able to:

• Clarify meanings, scope, types, and aims of education

• Clarify the importance of Media in Education
• Differentiate among Print Media and Electronic Media
• Demonstrate Role of Electronic Media in Education
• Demonstrate Role of Print Media in Education
• Describe importance of Electronic Media in Education
• Describe importance of Print Media in Education
1: Introduction to Education

1.1 Meanings of Education,

1.2 Scope of Education,
1.3 Types of Education
1.4 Aims of Education
1.5 Curriculum in Education
1.6 Pedagogy and evaluation in education
2: Introduction to Media

2.1 Meanings of Media

2.2 Types of Media

2.3 Components of Electronic Media (Radio, Television, Internet, Films, etc)

2.4 Components of Print Media (Newspapers, Magazines, Books, and other printed Materials)

3: Role of Electronic Media in Education

3.1 Radio and education

3.2 Television and education

3.3 Internet and education

3.4 Films and education

3.5 Mobile devices and education

3.6 Audio production and education

3.7 Video production and education

4: Role of Print Media in Education

4.1 Newspapers and education

4.2 Magazines and education

 4.3 Books and education

4.4 Printed materials and education

5: Importance of Media in Education

5.1 Importance of Electronic media in education

5.2 Importance of Print media in education

5.3 Trends and Issues in Media and Education

5.4 Differences among Print Media and Electronic Media

5.5. Challenges faced by students regarding media

5.6 Facilities provided to students with E-Media at University Level

5.7 Application of E-Media for education purpose

Suggested Readings:

• Allama Iqbal Open University (2002. Foundations of Education. Code : 6500. Islamabad.
• Allama Iqbal Open University Allama Iqbal Open University. (2002. Education in
Pakistan. Code : 6500. Islamabad. Allama Iqbal Open University

• Journal of Interactive Media in Education

• The Journal of Educational Media, Memory and Society (JEMMS)

Mid Test: 1, 2, 3

Final Test: 1, 4, 5

Education and Social Media

Course Code: EDU-576 Credit hrs: 3

 Course objectives

At the end of this course, the students will be able to:

• Clarify meanings, scope, types, and aims of education

• Clarify the importance of Social Media in Education
• Differentiate among various types of social media plateforms
• Demonstrate Role of Social Media in Education
• Importance of Social Media in Education
• Social Media for teachers & Students
1: Introduction to Education

1.7 Meanings of Education

1.8 Scope of Education
1.9 Types of Education
1.10 Aims of Education
2: Introduction to Social Media

2.1 Meanings of Social Media

2.2 Types of Social Media platforms

2.3 Role of (Facebook, Linkedln, Google+, Youtube, Vimeo, Twitter, Blogging, Instagram, Flickr,
Wikis, Whatsapp, Skype, etc)

2. Advantages of Social Media

2.5. Disadvantages of Social Media

3: How Social Media Works

3.1 Understanding your audience

3.2 Talking with audience

3.3 be active with audience

3.4 Respond to Negative feedback

3.5 Convey your message

4: Role of Social Media in Education

4.1 Importance of Social Media in Teaching

4.2 Importance of Social Media in learning

4.3 The Stats - College, Career, and Citizenship Success

4.4. Ensuring Students Are Well Googled

 4.5 Social Credibility is the New Credentialing

4.6 Student Learning Networks

4.7 Work More Effectively

4.8 Connect with Experts via Social Media sites

4.9 Release the Amazing Work of Students from the Classroom to the World

4.10 Link between institutions, teachers, students, and parents

4.11. E-Education

4.12 Social Media resources

5: Challenges of Social Media in Education

5.1 Challenges faced by teachers

5.2 Challenges faced by students

5.3 Trends and Issues in Social Media in Education

5.4 Application of Social Media in education at University Level

5.5. Facilities of Social Media at University Level

Suggested Readings:

• Allama Iqbal Open University (2002. Foundations of Education. Code : 6500. Islamabad.
• Allama Iqbal Open University Allama Iqbal Open University. (2002. Education in
Pakistan. xCode : 6500. Islamabad. Allama Iqbal Open University
• http://www.techlearning.com/blogentry/9084
• https://en.wikipedia.org/wiki/Social_media_in_education

• The Journal of Social Media in Society

• The International Journal of Social Media and Online Communities (IJSMOC)
Mid Test: 1, 2, 3

Final Test: 1, 4, 5

Foundations of Inclusive Education

Course Code: EDU-592 Credit hrs: 3

 Course objectives

After studying this course, the students will be able to:

• Identify different types of special needs in children

• Discuss various approaches to the education of children with special needs
• Plan, implement and assess lessons for inclusive classrooms
• Explain the need for and explore possibilities for collaboration and team work for
inclusive education.

Course Outline:

1: Introduction

1.1. The Concept of Inclusion

1.2. Diversity among Children

1.3. Inclusive Education in the Schools

1.4. Benefits of Inclusion

2: The Disability Dimension

2.1. The Disabled Children and the Concept of Disability

2.2. Major Disabilities

iii) MR and Physical

iv) Hearing and Visual
3: Variety of Inclusion

3.1. Learning Disabled

3.2. Gifted Children

3.3. Socially deprived

3.4. Gender deprivation

UNIT 4: Inclusion: Learning Needs

4.1. Teaching Methodology

4.2. Assessment Techniques

4.3. Attitudes and Inclusion

UNIT 5: Inclusion and the Community

5.1. Collaborative working and Communication

5.2. Collaborative Work with Other Professionals

5.3. Collaboration with Parents

Recommended Books:

• Gifted and Talented Education by Kondru Subba Rao and Digumarti Bhaskara Rao.
Sonali Publications, New Delhi: 2004
• Learning Disabilities: A Practical Guide to Practitioners by G. Lokanadha Reddy, R.
Ramand A. Kusuma. Discovery Publishing House. New Delhi: 2005

• Education for Children with Disabilities by A.K.Tyagi, Saloni Publishing House. 2003
Moderate, Severe and Profound Learning Difficulties: Practical Strategies by Michael
Farrell. Routledge: 2003
• Dyslexia and other specific Learning Difficulties: Practical Strategies by Michael Farrell.

• Routledge: 2006

• Austism and communication Difficulties by Michael Farrell. Routledge:

2006 Sensory Impairment and Physical Disability by Michael Farrell.
Routledge: 2006
• Behavioral Emotional and Social Difficulties by Michael Farrell. Routledge: 2006

• The Inclusive Classroom by Jac Andrews, Nelson

• International Journal of Technology and Inclusive Education

• Journal of Inclusive Education

Mid Test: 1, 2, 3

Final Test: 1, 4, 5
 Psychology of Special Children

Course Code: EDU-594 Credit hrs: 3

 Course Objectives

After studying the course the students will be able to:

• Explain the significance of educational psychology.

• Discuss the growth and development during childhood and adolescent.
• Explain the concept of human needs/individual differences/special needs.
• Discuss the nature of learning and motivation.
• Explain concept of testing.

1. Introduction to Educational Psychology

1.1 Nature of Educational Psychology

1.2 Functions of Educational Psychology

1.3 Educational Psychology Related to Handicapped Children

2. The Child Development and growth

2.1 What is development, difference between development and growth

2.2 Principles and factors of Normal Development

3- Theories of Development

3.1 Cognitive development and Theory of Cognitive Development.

3.2 Social development and theory of Social Development

3.3 Emotional development and theories of emotional development

3.4 Moral development and theories of emotional development.

4. Individual Differences and the Development of Personality

4.1 Factors that account for individual differences

4.2 Cognitive differences

4.3 Physical and social difference

5. Psychology in Learning and Teaching

5.1 The nature and type of learning

5.2 Stimulus response theory and its application in Special Education

6- Exceptional children and their Characteristics

6.1 Characteristics of Children with Hearing Impairment.

6.2 Characteristics of Children with Visual Impairment

6.3 Characteristics of Children with Mental Retardation

6.4 Characteristics of Children with Physically Handicapped

6.5 Characteristics of Children with Emotional disturbance

6.6 Characteristics of Children with Dyslexia

6.7 Characteristics of Children with Autistic

6.8 Characteristics of Children with ADHD

6.9 Characteristics of Children with Giftedness

7. Guidance and Counseling

7.1 Concept of guidance and counseling

7.2 Methods of guidance and counseling

7.3 Parent counseling

Recommended Books:

• Skinner, Charles, E (1993), Educational Psychology, 4th ed. New Delhi, Prentice
Hall of India Private Limited.
• Worell, Judith and William E Stilwell (1981), Psychology for Teachers and
Students, New York, McGraw Hill Company.
• Freud, S (1993) New Introduction Lectures in Psycho Analysis, New York,
Norton.
• Rashid, M Dr Coordinator (1997) Educational Psychology, Code 840,
Islamabad: Allama Iqbal Open University.
• Slavin, R E (1994), Educational Psychology, 4th ed. Boston: Allyn and Bacon
• Harris, M & Butter Worth, G. (2002), Developmental Psychology: A student’s
handbook, New York: Psychology Press Limited.

• European Journal of Special Education Research

• Journal of Special Education and Rehabilitation

Mid Test: 1,2,3,4

Final Test: 1,5,6,7

 Assessment of Children with Special Needs

Course Code: EDU-598 Credit hrs: 3

 Course Objectives

After completing the course, the students will be able to:

• Explain assessment of children with mental retardation.

• Identify causes & characteristics of various categories of children with mental
retardation.
• Describe educational implications of mental retardation.
• Discuss need of intelligence testing and adaptive behaviour scales.
• Explain the assessment procedures
• Describe importance of parents counseling and involvement for rehabilitation of
children with mental retardation.
• Identify the problems involved in adjustment of children with mental retardation.

1. Introduction & Assessment of children with special needs.

1.1 Defining special children

1.2 Earlier concepts and definitions

1.3 Current definitions of special children

1.4 Definitions based on intelligence test scores

2. Types of special children

3. Characteristics of special children

3.1 Personal and social characteristics

3.2 Physical and health characteristics

3.3 Behavior and body problems

3.4 Learning characteristics

3.5 Language and communication

4. Causes of children with special needs

4.1. Physical causes of mental retardation:

i) Chromosomal and genetic causes

ii) Pre-natal

iii) Natal

iv) Post-natal

4.2 Environmental and social causes

 4.3 Brain damage and related conditions

4.4 Psychological factors

5. Assessment of children with special needs

5.1 Learning

5.2 Emotional development

5.3 Physical development

5.4 Attention memory and concept formation

6. Adaptive Behaviour Scales

. 9.1 Concept of adaptive behaviour

. 9.2 Assessing coping skills
. 9.3 The vanilla and social maturity scale
. 9.4 Measures of adaptive behaviour, technical information and
. application
. 7. Assessment of Cognitive Skills (Educational Assessment)
. Assessment of reading skills
. Assessment of written expression.
. Assessment of Mathematics
. Assessment of learning style, interest and motivation
. 8. 8 Assessment of Motor Skills
. Fine motor skills
. Gross motor skills
. Perceptual motor process: visual and auditor
. Motor free visual perception test
. 9. Linguistics Skills
. Language and language acquisition theories
. Assessment of expressive language:
. Receptive language
. Articulation assessment
. Morphology and syntax
. Semantics and pragmatics
. 10. Self Help Skills
. Toilet training
. Feeding
. Personal hygiene
. Dressing
. Personal information
. 11. Assessment of Vocational Skills
. Career development
. Factor for vocational assessment
. Vocational aptitude
. Job analysis
. Situational assessment
. Job-site assessment
. 12. Parents Involvement
. Role of Parents
. Nature of involvement:
. Conference
. Interview
. Counselling etc.
. Monitoring the programme
. Cooperation

Recommended Books:

• Dres, J C, Logan, R D Hardman, L M (1984), Mental Retardation – A Life Cycle Approach,

Columbus: Bell and Howell Information Company.
 • . Hallas, H C, Fraser, I W MacGillivray, C R (1982), The care and Training of entally
Handicapped – A manual for the earning Professions, Bristol: WRIGHT PSG.
• Marci, J Hanson, (1987), Teaching the infant with Down’s Syndrome, PRO-Ed. Inc.
• Venn, J J (2000). Assessing Students with Special Needs, 2nd ed. New Jersey: Merrill.
• Nabeel Tanzila (2000), Introduction and Assessment of Mentally Retarded Children, (Code
688), Islamabad: Allama Iqbal Open University

• The Journal of Special Education

• Journal of International Special Needs Education

• Mid Test: 1,2,3,4,5,6
• Final Test: 1,7,8,9,10,11,12

Human Resource Management

Course code EDU-651 Credit hrs: 3

Course objectives

This course will enable the students to understand importance of HRM in education & the task &
responsibilities of management. It will also enable to analyze the resource problems in education & its
relationship with educational management.

This course will cover the following topics.

1: Introduction

a) Concept of human capital

b) Aims of human resource management

c) Characteristics of human resource management

d) Different human resource activities

2: Human resource development & education

 a) Human resource planning

b) Job enrichment

c) Job design

d) Job analysis

e) Performance management

f) Reward management system

g) Managing conflicts

h) Managing creative people

i) Pay structure

j) Salary surveys

k) Systematic training

l) Skill analysis

m) Accepting change in organization

3: Human resource management in Pakistan

a) Recruitment & selection process

b) Compensation of educational personnel

c) Motivation & morale building

d) Performance appraisal

e) Accountabilities theories

4: Trends & issues in human resource management

Suggested readings

• Armstrong, M.(2000) Strategic Human Resource Management . London:

kogan page ltd.
• Anderson, h. Alan (1994) Effective Personnel Management. A Skill & Activity
Approach. Black well publishers.
• Armstrong, M. (2003) The hand book of management techniques. London:
Kogan page ltd
• William, p. Anthony (1999) Human resource management a strategic approach
Philadelphia: Harcourt brace college publishers.
• Namita Roy, Choudhry. (2001) Management in Education .A.P.H. Publishing
Corporation
• The International Journal of Human Resource Management
• The Human Resource Management Journal
Mid Test: 1, 2,
Final Test: 1,3, 4 ,5
ADMISSION CRITERIA

• For admission to B.Ed (1.5 year) program, the Candidate must have passed
MA/MSc or BS 4 years
• (16 year education) in any discipline with 45 percent or 2.5 CGPA, and
Maximum age 50 years
• Admission will be held once a year fall semester in each academic year
Merit Criteria

• 5 marks for first, 3 for second and 2 for third division in matric,
intermediate, graduation and masters
• Respectively maximum 20 marks
• marks maximum for experience; one for each years of teaching
• marks for publication in HEC recognized journal
Number of seats

• 50 morning and 50 evening seats are allocated

DURATION OF SEMESTER FOR REGULAR PROGRAMS

•Total duration of the B.Ed 1.5 will be 3 semesters.

•There shall be 2 semesters (Fall and Spring) of 18 weeks each in an
Academic Year, followed by a summer semester of 9 to 12 weeks (if
required).
• The commencement of semesters shall be regulated by the Director
Academics.
• (Explanation: Out of 18 weeks of a semester, 16 weeks shall be actual
teaching; the rest may be utilized for enrollment, conduct of examinations
and declaration of results, etc. and
• Likewise, out of 9 weeks of a summer semester, 08 weeks shall be actual
teaching; the rest of the duration on may be utilized for enrollment, conduct
of examinations and declaration of results, etc.).
CREDIT HOURS FOR B.Ed 1.5

• A credit hour means teaching/earning a theory course for one hour each
week throughout the semester.
• There will be total 54 credit hours Including 3 credit hours project and 6
credit hours teaching practice
 Course Duration of Class

Theory Course of 03 Credit Hours 3 classes of 01 hour per week

Or
2 classes of 1.5 hours per
week

Practical (Lab)Work/Field Work of 02 to 03 contact hours per

01 Credit Hour week

• The credit hours are denoted by two digits within brackets with a
hyphen/plus in between. The first digit represents the theory part while the
second (right side) digit represents the practical. Thus 3(3-0) means three
credit hours of theory, while 4(3-1) means a total of four credit hours, of
which three are of theory while one credit hour is for laboratory/studio
work/field work/practical work supervised as mentioned above.
Examinations

• Mid and final exams are mendatory. Division of marks is as under:

• Mid and final term exams are mandatory.

(a) Mid-semester examination 20%

(b) At least 02 Assignments and 02 quizzes/ presentations 10%

(c) Final examination (at least 20% of Final Exams will

consist of Mid Term Course). 70%

Total 100%

• Mid Test will be conducted by colleges themselves, of 20 Marks (10 Mcqs, 10 essay type).
• Final Paper will be set by Instructor who is teaching same course in Department of
Education, G C University Faisalabad, of 70 Marks (20 MCQs, 20 Short answers, and 30
essay type each of 10 marks).
• Same paper for one course code for all institutions under G.C. University rules.
• For final term exams answer scripts and question papers will be sent to the QAEDs by the
Controller of examination GC University Faisalabad.
• Solved Answer scripts will be sent back to the controller examination for evaluation and
uploading of results.

Projects
• Approval of topics and allocation of project supervisors and Evaluation of the
research project will be the responsibility of the concerned college
• A committee consisted of three members will be formulated by the
concerned head of QAED for final evaluation of the project and uploading
of results (At least M. Phil in Education).
Teaching practice

• Six weeks teaching practices will be mandatory in any public or private

(registered) school which is deemed appropriate by the concerned college.
• Lesson plan registers will be evaluated by supervisors appointed by colleges
during teaching practice.
• A committee consisted of three members will be formulated by the
concerned head of QAED for final evaluation of the project and uploading
of results (At least M. Phil in Education).
Class Attendance

•
A candidate with less than 75% of the attendance in a course shall not be
eligible to appear in the final examination.
• In exceptional cases / hardship cases the following exemptions may be
accorded.
• 5% by the Dean of the Faculty on the recommendation of the Chairperson
of the department.
• Additional 5% by the Vice Chancellor.
COURSE FILE

o Maintenance of Course File of each semester is compulsory for the teacher

concerned.
o The “Course File” will have a complete record of semester’s contents, for
instance:
▪ Details of students’ enrollment / registration in the program.
▪ Timetable of classes.
▪ Attendance
▪ Course Code and contents as per recommendation of the respective
Board of Studies.
▪ Weekly breakup of classes.
▪ Details of reschedule of classes, if any.
▪ Brief points of lecture’s handouts (no need to attach photocopies of
books and Web Pages).
▪ Record of assignments/ quizzes/lab work given to the student with
evaluation.
▪ Mid-term and Final Term Examination question on papers.
GRADE POINT AVERAGE
 ▪ Grade point and equivalence between grading and numerical grading shall
be as follows:

Grade Value Marks (%)

A 4.00 85% or above

A- 3.75-3.95 80% to 84%

B+ 3.35- 3.70 70% to 79%

B 3.00-3.28 65% to 69%

B- 2.70-2.94 60% to 64%

C+ 2.35-2.63 55% to 59%

C 2.00-2.28 50 to 54%

C- 1.50-1.90 45 % to 49%

D 1.00-1.40 40 to 44%

I (Incomplete)

• Less than 40% for

F undergraduate & master level
(Fail) 0 programs.

• Less than 50% for

MS/MPhil/PhD.

Will not be included in GPA

W (Withdrawn) calcula on.

▪In order to calculate the GPA, multiply Grade Point (next page) with the
Credit Hours in each Course to obtain total grade points, add up to cumulave
Grade Points and divide by the total number of Credit Hours to get the GPA
for a Semester.( GP x Credit Hours) courses of a semester
GPA = -------------------------------------------------------

Total Credit Hours of a semester

 ▪ For calculang CGPA, sum total of GPs in a semester earned in different
courses mul plied by respecve credit hour of a course and divided by total
numbers of credit hours.

( GP x Credit Hours) of all courses in a programme

CGPA = ----------------------------------------------------------------
Total Credit Hours of all courses in that Programme

Suggested Teaching Approaches

Following approaches will be followed by teachers;

• Student centered approach

• Teacher centered approach
• Cooperative learning
• Activity based approach
(For All academic and administrative issues university rules on prospective will be
followed).