BA.Education
Semister-I
Course-I(A) FOUNDATIONS OF EDUCATION Marks:75
Objectives
After completion of the course, the student will be able to
1. Understand the types & Process of Education
2. Understand the Aims of Education
3. Understand the different schools of thought
4. Understand the Concept of Value Education.
Unit-I: Meaning, Concept and Scope of Education
1.1Meaning, Concept and Scope of Education
1.2Process of Education-Uni-polar;-Bi-polar;-Tri-polar;
1.3Types of Education – Formal – informal and Non-formal
1.4 Different Branches of Philosophy
(a)Metaphysics (b)Epistemology (c) Axiology etc
Unit-II: Aims of Education
2.1 Individual Aim of Education
2.2 Social Aim of Education
2.3 Vocational Aim of Education
2.4 Moral Aim of Education
Unit-III: Schools of Thought
3.1Idealism
3.2Naturalism
3.3Pragmatism
3.4Eclecticism
Unit-IV: Economics of Education
4.1Meaning of Economics of Education
4.2 Scopeof Economics of Education
4.3 Education as Human Capital
4.4 Education and Human Resource Development
Unit-V: Value Education
5.1 Concept of Value
5.2 Classification of Values
5.3 Value Crisis
5.4 Approaches to inculcate Values
References Books:-
- B.EdVidyaAadharalu, Telugu Academy, Hyderabad, 2014
- Theory and Principals of Education, J.C.Aggarwal, Vikash Publishers, New Delhi,2003
- Principals of Education, K.K.Bhatia, C.L.Narang, Prakash Brothers, Publishers, Ludhiana
- Educational thought and practice, V.R.Taneja,Sterling Publishers
- Foundations of Education, Prof. GantaRameshB.N.Dash, Nilkamal Publishers.
- Philosophical and Sociological bases of Education, S. Samuel Ravi,PHI Publishers, New Delhi,2015
BA.Education
Semister-II
Course-I(B) FOUNDATIONS OF EDUCATION Marks:75
Objectives
After completion of the course, the student will be able to
1. Understand the implications made by western thinkers on education
2. Understand the Contributions of Indian thinkers.
3. Sensitize the student about the impact of constitution on Education
4. Understand the preamble of the constitution in the light of Education
Unit-I: Contributions of Educational Thinkers: (Eastern & western)
1.1 (a) Socrates (b) Plato
1.2 (c) Jean Jacques Rousseau
1.3 (a) Froebel (b) John Dewey
1.4 (C) Montessori (d) Pestalozzi
Unit-II: Contributions of Eastern Educational Thinkers:
2.1 Mahatma Gandhi
2.2Swami Vivekananda
2.3 Sri Aurobindo Gosh
2.4 Rabindranath Tagore
Unit-III: Educational implications and constitutional Provisions
3.1Constitutional provisions for women Education
3.2 Constitutional provisions for minority Education
3.3 Constitutional provisions for backward classes
3.4 Constitutional provisions for the Education SC&ST
Unit-IV: Education in Global Era
4.1 Education –Liberalization
4.2 Education-Privatization
4.3 Education-Globalization
4.4 Globalization, its impact on Education & Consequences
Unit-V: Secularism and Education:
5.1 Education and Secular state
5.2Aims of Education in Secular state
5.3 Objectives of Education in secular state
5.4 Curriculum in secular state
References Books:-
- B.EdVidyaAadharalu, Telugu Academy, Hyderabad, 2014
- Theory and Principals of Education, J.C.Aggarwal, Vikash Publishers, New Delhi,2003
- Principals of Education, K.K.Bhatia, C.L.Narang, Prakash Brothers, Publishers, Ludhiana
- Educational thought and practice, V.R.Taneja,Sterling Publishers
- Foundations of Education, Prof. GantaRameshB.N.Dash, Nilkamal Publishers.
- Philosophical and Sociological bases of Education, S. Samuel Ravi,PHI Publishers, New Delhi,2015.
BA.Education
Semester -III
Course-II(A) TRENDS AND ISSUES IN EDUCATION Marks:75
Objectives
After completion of the course, the student-teacher will be able to
1. Understand the sociological basis of Education
2. Understand the impact of culture and socialization on Education
3. Sensitize the student about the impact of Education on the quality of life
4. Understand the preamble of the constitution in the light of Education
5. Organize various programmes to achieve national integration and international
understanding
Unit-I: Sociology and Education
1.1Meaning of Sociology
1.2Nature and scope of sociology
1.3 Relationship between sociology and Education
1.4 Agencies of socialization (Family, peer group, school, Media, Religion
Unit-II: Culture and Education
2.1 Meaning and definitions of culture
2.2 Characteristics of culture
2.3 Cultural lag,
2.4 Cultural pluralism
Unit-III: Social Change and Education
3.1 Concept of Social change
3.2 Factors responsible for Social change
3.3 Social stratification,
3.4 Social Mobility and Education
Unit-IV: Democracy and Education
4.1 Concept and Principles of Democracy
4.2 Equality and equity in Education
4.3 Preamble of the Constitution in relation to Education
4.4 Role of Education in strengthening democracy and democratic citizenship
Unit-V: Education and National Integration
5.1 Concept, Need for National Integration
5.2 Education as an instrument for national integration
5.3 Peace education in schools
5.4 Social Crisis and its Management
Reference Books:
- Sandeep.P. & C.Madhumati (2008) Philosophical and Sociological Foundations of Education. Secunderabad: Vera Educational Services Public Ltd.
- Sharma, Yogendra K (2001) – History and Problems of Education, Volume-I, New Delhi, University Press
- Taneja, V R (1990) – Educational Thought and Practice – Sterling, New Delhi
- Theory and Principals of Education, J.C.Aggarwal, Vikash Publishers, New Delhi,2002
- Philosophical and Sociological bases of Education, S. Samuel Ravi,PHI Publishers, New Delhi,2015
BA.Education
Semister-IV
Course-II(B) TRENDS AND ISSUES IN EDUCATION Marks:75
Objectives
After completion of the course, the student will be able to
1. Understand the Heritage of Indian Education
2. Understand the concepts of Modern Education
3. Understand the Relationship between State and Education
4. Understand the Implications Child rights convection.
Unit-1: Concept of Ancient Education in India
1.1Educational heritage of India
1.2 Vedic System of Education
1.3 Islamic System of Education
1.4 Buddhist System of Education
Unit-2: Education in India (Pre-Independent Era)
2.1 Macaulay’s Minutes (1835)
2.2 Wood’s Education dispatch (1854 )
2.3 Report of Hunter Commission (1882)
2.4.The University act of 1904
Unit-3: Education in India (Post Independence Era)
3.1 Secondary Education Commission (1952-53)
3.2 Recommendations of Dr. D.S. Kothari Commission (1964-65)
3.3 National Policy on Education, 1986
3.4 AcharyaRammurthy review Committee on NPE 1986
Unit-4: Right to Education Act 2009
4.1 Objectives of Right to Education Act
4.2 Salient Futures of Right to Education Act
4.3Establishment of School Management Committees (SMC)
4.4 Effective Impkementation of RTE and Financial Allocations
Unit-5: Child Rights Education
5.1 Right to Survival
5.2 Right to Protection
5.3 Right to Development
5.4 Right to Participation
References Books:-
- Theory and Principals of Education, J.C.Aggarwal, Vikash Publishers, New Delhi,2003
- Principals of Education, K.K.Bhatia, C.L.Narang, Prakash Brothers, Publishers, Ludhiana
- Educational thought and practice, V.R.Taneja,Sterling Publishers
- Foundations of Education, Prof. GantaRameshB.N.Dash, Nilkamal Publishers
- Philosophical and Sociological bases of Education, S. Samuel Ravi,PHI Publishers, New Delhi,2015
BA.Education
Semester- V
Course-III(A) Educational Psychology Marks:75
Objectives
After completion of the course, the student will be able to
1. Understand the Concept of Educational Psychology
2. Understand the concepts of Human Growth and Development
3. Understand the Concept of Learning and types of learning
4. Understand the concept of Adolescence
Unit-1: Introduction to Education Psychology
1.1Meaning of Educational Psychology
1.2Scope of Educational Psychology
1.3 Nature of Educational Psychology
1.4 Functions of Educational Psychology
Unit-2: Growth and Development
2.1 Concept of Growth and Development
2.2 Stages of Development
2.3 Dimensions of Development
2.4. Approaches of Understanding human development
Unit-3: Learning
3.1 Concept of learning and types of learning
3.2 Process of learning
3.3 Transform of Learning
3.4 Memory, Forgetting & Motivation
Unit-4: Perspectives of Learning
4.1 Trial and error - Thorndike, Laws of learning, concept and principles and classroom
Implications
4.2 Classical Conditioning - Pavlov, concept and principles and classroom implications
4.3 Cognitive perspectives of learning (insight learning – Kohler, Discovery learning –
Bruner,
4.4 Humanist perspectives of learning (Learner centered approach – Rogers )
Unit-5: Adolescence as a period of transition
5.1 Characteristics and needs in Adolescence
5.2 Genesis of problems during adolescence
5.3 Adolescent Groups – Gangs
5.4 Leadership: Types of Leadership, Development of Leadership qualities in adolescents
and its educational implications.
References Books:-
1Mangal, S.K.(2002). Advanced Educational Psychology, Printice- Hall. of India , Pvt.Ltd., New Delhi.
2Dandapani (2002). Advanced Educational Psychology, Second Edition. New Delhi: Anmol Publication Pvt. Ltd
3Yakaiah, P. & Bhatia, K.K. (2005). Introduction to Educational Psychology. Ludhiana: Kalyani Publishers.
4Erickson, Eric, H. (1972). Play and Development. New York: W. W. Norton
5Piaget, J. (1926). Psychology of Intelligence. New York: Basic Books
BA.Education
Semester- VI
Course-III(B) Educational Psychology Marks:75
Objectives
After completion of the course, the student will be able to
1. Understand the Concept of Mental Health and Hygiene
2. Understand the concepts of Intelligence, its relationship with creativity
3. Understand the Concept of Motivation in class room context
4. Understand the concept of Educational statistics
UNIT – I: MENTAL HEALTH AND HYGIENE
1.1 Concept of Mental health and Hygiene – Conflict and Frustration – Unrest –
1.2 Adjustment and Mal adjustment – Causes of Maladjustment –
1.3 Defense Mechanisms – Mental Illness.
1.4 Promotion of Mental health of students and teachers.
.
Unit-II INTELLIGENCE AND CREATIVITY
2.1 Theories of Intelligence - Single, Two Factor and Multi Factor Theories - Guilford's
2.2 Structure of the Intellect - Emotional Intelligence, Multiple Intelligence - Individual
2.3 Differences in distribution of Intelligence - Intelligence Tests and their uses.
2.4 Creativity - Relationship and differences between intelligence and creativity
Unit-III: MOTIVATION
3.1 Motivation and Learning - Functions of Motives - Kinds of Motives –
3.2 Theories of Motivation - Hull's Drive Reeducation, Maslow's Hierarchy of Needs,
3.3 Motivation - Components - Fear of Failure and Hope of Success –
3.4 Motivation in the Classroom context - Praise and Blame, Rewards and Punishments -
Feedback / Knowledge of Results - Level of Aspiration.
Unit-IV: Personality
4.1 Meaning and Definitions of Personality
4.2 Psychoanalytic-Assessment of Personality
4.3 Projective and Non projective Techniques – Aptitude – concept
4.4 Types and measurement
Unit-V: EDUCATIONAL STATISTICS
5.1Tabulation of data
5.2Measures of Central Tendency
5.3Dispersion , Correlation
5.4Normal probability curve
References Books:-
1Mangal, S.K.(2002). Advanced Educational Psychology, Prentice- Hall. of India , Pvt.Ltd., New Delhi.
2Dandapani (2002). Advanced Educational Psychology, Second Edition. New Delhi: Anmol Publication Pvt. Ltd
3Yakaiah, P. & Bhatia, K.K. (2005). Introduction to Educational Psychology. Ludhiana: Kalyani Publishers.
4Erickson, Eric, H. (1972). Play and Development. New York: W. W. Norton
5Piaget, J. (1926). Psychology of Intelligence. New York: Basic Books
BA.Education
Semester- V
Course-IV (Elective-1) Educational Technology Marks:75
Objectives
After completion of the course, the student will be able to
1. Understand the Concept of Educational Technology
2. Understand the concepts of communication Cycle and Types
3. Understand the different approaches of Educational Technology
4. Understand the concepts of Projective and Non- Projective Techniques
UNIT – I: Meaning and Scope of Educational Technology
1.1 Meaning and Scope of Educational Technology.
1.2 Nature of Teaching Aids-
1.3 Media and Methods of Teaching
1.4 Edgar dale’s Cone of Experience
Unit-II: Communication and Interaction
2.1Communication meaning and Nature
2.2Communication Cycle &Types of Communication
2.3Interaction Analysis-Bale’s Interaction categories, Flanders’s System
2.4Micro-Teaching
Unit-III: Approaches of Educational Technology
3.1 Soft ware
3.2 Heard ware
3.3Multi Media
3.4 approach of E.T in class Room context
Unit-IV: Non-Projective Aids
4.1 Graphic Aids & Display Aids
4.2 Models & Dioramas
4.3 Time line Charts & Graphs
4.4 Different types of Boards-Black Board, Bulletin Board, Peg Board
Unit-V: Projective Aids
5.1 Film Strips
5.2 Overhead projector
5.3 Epidiascope
5.4 Slide Projector
References Books:-
- Sharma, R. A. (2008). Educational technology & management. Meerut: R.Lall Books Depot.
- Vashist, S. R. (2008). Encyclopaedia of educational administration. Delhi: Anmol Publication Pvt.Ltd.
- Veer, U. (2008). Modern school Organization. Delhi : Vikas Publishing House
BA.Education
Semester- VI
Course-IV (Elective-2) ELEMENTARY EDUCATION Marks:75
Objectives
After completion of the course, the student will be able to
1. Understand the Concept of Elementary Education
2. Understand the Concept of UEE
3. Understand the Strategies in Elementary Education
4. Understand the Curriculum and evaluation in Primary Education
Unit-I:Status and Development of Elementary Education
1.1 Nature and focus of Elementary Education after independence.
1.2 Relevance of educational thought of Mahatama Gandhi and Tagore to elementary
education.
1.3 Constitutional provisions for education and Directive Principles related to
Elementary education and their implications.
1.4 Elementary education as highlighted in NPE-1986, POA-1992, National
Curriculum Framework (NCF)-2005.
Unit-II: UEE And Challenges
2.1 Concept, meaning and justification of UEE.
2.2 Critical appraisal of UEE (access enrolment, and retention) with Special reference
to the equity principles
2.3 Differential across habitation, gender, caste and other socially
Disadvantaged groups including first generation learners and migrant population.
2.4 Access and enrolment of different types of learners-issues and challenges.
Enrolment and dropout : meaning and assessment and related issues
Unit III- Strategies In Elementary Education
3.1 Community participation and involvement in educational planning and Management
3.2 Participation of NGOs in achieving the goals of UEE
3.3 ECCE programme,- women empowerment as supportive services
3.4 Minimum physical facilities- improving internal efficiency of the system-
Unit IV- Different Programmes In Elementary Education
4.1 OBB(1987)-APPEP(1983-84), DPEP(1993-94)-goals, strategies and achievements.
4.2 Prof.Yespaul committee, 1993.
4.3 SarvaShikshaAbhiyan- goals and specific programme interventions at national
Level and in respective states to improve access, enrolment, retention/participation
and achievement
4.4 Monitoring, research and evaluation of specific schemes like mid-day meals,
Unit V-Curriculum And Evaluation In Elementary Education
5.1 Principles of Elementary School Curriculum
5.2 Objectives, Planning , Organization of curriculum
5.3 Work Experience, Art Education, Health & Physical Education, Language(s)
5.5 Evaluation-Continuous and Comprehensive Evaluation
Reference Books :
• Government of India (1986) National Policy on Education, New Delhi, MHRD.
• Government of India (1987) Programme of Action, New Delhi: MHRD.
• Government of India (1987) Report of the Committee for Review of
• Kurrian, J. (1993) Elementary Education in India, New Delhi: Concept Publication.
• National Curriculum Framework (NCF)-2005 NCERT, New Delhi.
• Rao, V.K. (2007): Universatisation of Elementary Education. Indian
Publishers, New Delhi.
BA.Education
Semester- VI
Course-IV (Elective-3) TEACHER EDUCATION Marks:75
Objectives
After completion of the course, the student will be able to
1. Understand the Concept of Teacher Education
2. Understand the various institutions of Teacher tranning
3. Understand the Strategies in teacher Education
4. Understand the National Organizations of Teacher Education
Unit-I: Teacher Education in India: Historical Perspectives
1.1 Teacher Education: Concept, Nature, Aims and Scope
1.2 Teacher Education in changing Indian Society: Ancient, Medieval, Modern and
Contemporary period.
1.3 Teacher Education in the Independence and Post Independence period
1.4 Types of Teacher Education Programmes in India
Unit – II Training Institutions
2.1Regional Colleges of Education,
2.2Institutes of Advanced study in Education, University
2.3Departments of Education,
2.4Ideal physical facilities for good teacher training institutes
2.5and colleges of education.
Unit – III Selection of student teachers (5 Hours)
3.1Selection of suitable students for teacher training programmes:
3.2Admission tests, Attitude,
3.3Interests, Aptitude,
3.4Interview and Achievement tests.
Unit – IV National Organizations in Teacher Preparation
4.1NCTE, NCERT
4.2NAAC, NUEPA,
4.3UGC, SCERT,
4.4RIE,RCI
Unit – V Teacher and School organization (10 Hours)
5.1Objectives of professional development,
5.2Professional prospects for teachers,
5.3Meaning and programme of In-service training,
5.4Service conditions of teachers,
Reference Books :
1. RamanathKishan. N. [2007] Global Trends in Teacher Education, APH PublishingCorporation,Delhi
2. Govt. Of India (1986) New Educational Policy
3. National Curriculum Frame Work Review, National Focus Groups – Position paper on Teacher
Education, NCERT, New Delhi-2005
4. RamanathKishna. N. 92004) Strengthening of Teacher Education : Role of ICT
5. Report of the Education Commission (1964-66) Education and National Development, Ministry of
Education, GOI.
EDUCATION
1stSEMESTER
MODEL QUESTION PAPER(75 MARKS)
CBCS SYLLABUS W.E.F 2015-16
SECTION-A
ANSWER ANY FIVE:
- Discuss the various definition on education
- Explain the classification of education
- Discuss the educational implications of Idealism
- What is the scope of philosophy of education
- Discuss the importance of education in economic progress
- Explain Gandhi’s basic education
- Explain education philosophy of Tagore
- Discuss the psychological bases of education
SECTION-B
ANSWER ALL QUESTIONS:
- a)Discuss the relation between philosophy and education. Discuss the importance of philosophy in living.
(or)
b)Explain the meaning and nature of sociology of education. How is it useful in society
10. a)What are the educational principles of naturalism and pragmatism
(or)
b)Explain the classification of education
11.a)Discuss the educational implications of Idealism
(or)
b)Explain the educational philosophy of Vivekananda
12.a)Explain the nature scope and aims of educational psychology
(or)
b)Explain the educational philosophy of Mahatma Gandhi
13.a)Explain the educational implications of Naturalism
(or)
b)What are the differences between formal and non-formal education.
EDUCATION
2nd SEMESTER
MODEL QUESTION PAPER (75 MARKS)
CBCS SYLLABUS W.E.F 2015-16
SECTION-A
ANSWER ANY FIVE:
- Discuss the Educational philosophy of Frobel
- Explain the spiritual values in socialistic education
- What are the principle of Pestalozzi’s education
- Discuss the prominence of secular education
- What is the role of education in democracy
- Explain the educational aspects of the constitution of India
- Explain the contribution of Montessori to education
- Suggest educational programs to promote democratic values among the pupils
SECTION-B
ANSWER ALL QUESTIONS:
- a)Write about the aims, curriculum and methods of teaching as visualized by John Dewey
(or)
b)Explain the concept of Rousseau’s negative education
10. a)Explain the Indian concept of secularism today
(or)
b)Discuss the education aspects of Plato
11.a)Write about the aims, curriculum and method of teaching as visualized by Montessori
(or)
b)What is the role of education in secularism and democracy
12.a)Explain the education aspects of constitution of India
(or)
b)Explain educational programs for promoting democratic values among students
13.a)Explain the aims of education in Indian education
(or)
b)Give some characteristic features of a democratic system of education
MODEL QUESTION PAPER
EDUCATION (PAPER-II)
1st SEMISTER
CBCS SYLLABUS WEF (2015-2016)
SECTION-A
Answer Any Five:
- What is the importance of culture
- Explain our Educational heritage
- What are the contents of constitution of India
- Explain the concept of socialism
- Discuss the importance of modernization in education
- What is the role of education n social transformation
- What is religion
- Discuss the concept of social change
SECTION-B
Answer All Questions:
- a) Discuss the cultural and social traditions of India
(or)
b) What is modernization and tradition in the Indian context
10. a) Explain the progress of education in Independent India
(or)
b) Explain the features of Democracy
11. a) Explain the concept of Securalism
(or)
b) Explain the role of education in social change
12. a) What are the education aspects of social order
(or)
b) Explain the aims of socialism
13. a) Discuss the role of education in the process of ruralisation
(or)
b) Explain the social aspects of Education
MODEL QUESTION PAPER
EDUCATION (PAPER-II)
2st SEMISTER
CBCS SYLLABUS WEF (2015-2016)
SECTION-A
Answer Any Five:
- What is meant by scientific and technological growth
- What is economic development
- Discuss the need of adult education
- Explain the aims of securalism
- Explain the causes for student unrest
- Discuss the concept of moral education
- Explain the urgency of Population Education
- Discuss about socially useful productive work
SECTION-B
Answer All Questions:
- a) Explain the significance of national integration
(or)
b) Explain the role of teacher in International Understanding
10. a) What are the problems of universalization of elementary education
(or)
b) Discuss the objectives of Adult Education
11. a) What is importance of educational opportunities
(or)
b) Explain the concept of National Integration
12. a) What is the role of school in democratic values promotion
(or)
b) What are the values of Indian Society