Cods A 118
PAPER I (I Year) : Education in the Contemporary Social Context 100 Marks
The Discipline Course of Education for the students of first year would aim at developing an inquiring mind through the process of exploration and discovery of the contemporary system of education. This would help students to critically examine and analyse some of the seminal writings in the area, current reports and documents on Education.
1. To acquaint the students with an understanding of Education as a discipline (Liberal).
2. To bring awareness about the emerging trends in education with respect to the modern context of Society.
3. To develop analytical and critical thinking based on certain themes and issues in Education.
To add to the richness and newness of the course, different units would be dealt with through debates, discussions. paper presentations. study circle mode depending upon the requirement of the particular unit or topic. Also a component of practicum on the first hand field experience would be incorporated based on Unit 3.
1. The Conceptual Framework
i) Meaning. aims and processes of Education
ii) Introduction to Philosophical, Psychological and Sociological bases of Education
iii) Current development in Education with particular reference to Inida.
iv) Evolution of Philosophical thought in Education : A brief overview.
v) Progressive Education: The following philosophers are to be studied through some excerpts of their writings -
1. Maria Montesorrie : The Secret of Childhood' and 'The Sensitive Periods'
2 John Dewey : 'Aims in Education'
3. Sri Aurobindo : 'A preface on National Education' and 'The Human Mind'
4. Rabindranath Tagore : 'My School'
5. M.K. Gandhi : 'Towards New Education'
6. J. Krishnamurti : 'Education and the Significance of Life'
2. Societal Context of Education : This unit would give an introduction and a general understanding of the following:
(i) Education in a developing society, Impact of societal forces on child's development.
(ii) Education and social change, mobility and equity.
(iii) Culture and Education. Influence of media and art forms on child's Education.
(iv) Privatization in education.
3. Issues and Debates in Education (with particular reference to India): This Unit would be dealt with the help of document analysis of certain educational records and reports.
(i) Indian polity, economy and ethos: Financial provisions of Education in the recent Five Year Plans.
(ii) Constitutional provisions related to education and recent amendments with regard to fundamental right to education to be viewed in the framework of the constitution.
(iii) Issues in Education: Regional Imbalances; inequality in education including gender inequity, significant features of National Policy on Education-1986 and their implications for education, issues in Education of the dalits, tribal and physicals challenged children, child labour and schooling.
Code B 118
PAPER II (11 Year) : Psychological Foundations of Education 100 Marks
The Discipline Course of Education for the students of second year would aim at developing a holistic understanding of the nature of the child, keeping in mind its multi-dimensional aspects. It would also build up sensitivity towards individual differences, special children and the inner world experiences of children. The practicum curriculum would enable students to develop a more realistic understanding about children in specific contours and context. Objectives:
To facilitate an understanding of different dimensions of children's development with special reference to:
— Construction of self
— Inn and interpersonal relationships
— Mental health and coping abilities
— Children with special needs
Psychological Foundadons of Education
I. Child as a Unique Being:
Personal and Contextual Dimensions with reference to motivation, self concept, goals, needs, abilities, aspirations, attitudes, interests, intelligence and sociocultural environment.
II. How Children Think and Learn:
Approaches to understanding thinking:
— Cognitive Information Processing Approach.
— Cognitive Developmental Approach (Piaget and Vygotsky)
III. How Children Feel and Relate to the World:
— Nature and Patterns of children's emotions and interpersonal relationships.
— Children's construction of 'self' (Erikson, Rogers, Sri Aurobindo and Panchkosha approach).
Children's Mental Health and Psychological Well-being:
— Challenges and problems faced by children at different stages of development: Their genesis and ways of coping.
— Guidance and Counseling strategies for the promotion of mental health.
V. Understanding Children with Special Needs.
Concept of special needs with reference to Talented, Creative, Slow Learners. Underachievers and Socially and Culturally disadvantaged children.
Suggested areas of project, which should be undertaken to provide better understanding of children, based on observation and experience gained during actual field visits. Care should be taken to ensure that students are acquainted with different methods and techniques of knowing and studying children.
1. Identifying problems of children/adolescents/self and coping strategies.
2. Identifying children with special needs.
3. Interpersonal relationships.
(Any two of the above)
*not meant for S.O.L. students.
Code C 118
Paper III (III Year): Education In Contemporary India - Trends, Issues and Challenges
The discipline course of Education for the students of third year would aim at developing a comprehensive understanding of the development of education in contemporary India, its issues and problems. This will enable the students to understand, appreciate and contemplate ways of dealing with the various problems of education. The curriculum has a compulsory practicum in the form of projects to be undertaken by students in any one specific area to build up a field based understanding.
• To acquaint the students with the evolution of education in India since Gandhi's bleu Talim (Basic Education).
• To enable students to develop a perspective on emerging trends in education.
• To develop in students a critical understanding of various issues and challenges related to education in contemporary India.
UNIT I : Overview of the key thrusts of educational policy with specific reference to the following documents.
• Gandhi's concept of Basic Education-Zakir Husain Report (1937).
• University Education Commission (1948-49).
• Mudaliar Commission (1952-53).
• Kodiari Commission (1964-66).
• National Policy of Education (1968, 1986).
• Yashpal Committee Report (1993).
• National Curriculum Framework for Elementary and Secondary Education (1975, 1988, 2000, 2005).
UNIT II : Critical study of problems and issues related to Pre-primary (ECCE), Primary,
Secondary and University Education. Quantitative Expansion, Qualitative Growth, Retention and Drop-outs Vocationalisation of Education, Language Issue, Civil Society initiatives - Non-governmental Organisation (NOOs) State initiatives - Operation Blackboard, Universalisation of Elementary Education (UEE) and Sarva Shiksha Abhiyan (SSA).
UNIT III: Financing in Education, Role of Center, State and Local bodie for funding Education General objective and planned expenditure in different sectors (elementary, secondary, higher, technical and professional) of education should be discussed in the
light of last two five year plan. Plan and Non-plan allocation. Recurring and nonrecurring grants education.
UNIT IV: Emerging Trends in Education : Global changes affecting education in India; CATS in Educational Services --implications for funding and universities. Concept of collaborative education, Trans-national Education: Distance Education (Role of IGNOU). Branch Campus, Franchises.
UNIT V : Meeting the Challenges : Concept and criteria for Quality. Assurance and Accreditation (QAA) In Higher Education -its benefits and challenges. Role of National Accerdilation and Assessment council (NAAC). The role of various bodies like UGC. NCERT, NCTE, CBSE, and AICTE, RCI (Rehabilitation Council of India) in education.