2016-17 Academic Year and Onwards - oui.edu.inoui.edu.in/wp-content/uploads/2016/02/syllabusB-A-Bed.pdf · 2016-17 Academic Year and Onwards. ORIENTAL UNIVERSITY, INDORE ... determiners,

ORIENTAL UNIVERSITY, INDORE

Syllabus for

BACHELOR OF EDUCATION

Four year Integrated

B.A.-B.ED. DEGREE COURSE

Ist

2016-17 Academic Year and Onwards

ORIENTAL UNIVERSITY, INDORE

Syllabus & Course Structure For

B.A.-B.Ed. COURSE STRUCTURE: B.A.-B.Ed. Course Scheme of Examination–Semester Scheme

Semester–I

*Foundation Course I - (Moral Values+Hindi+English)

** Foundation Course II - (Entrepreneurship Development)

S.NO Subject

Code

Name of

Subject

Internal Marks External Marks Total

Marks Test

I

Test

II

Assignment Attendance Practical

/Viva

Theory

1* BBED-101 Foundation

Course I

5 5 10 5 - 15+30+30 100

2** BBED-102 Foundation

Course II

5 5 10 5 - 75 100

3 BBED-103 History 5 5 10 5 - 75 100

4 BBED-104 Political science

5 5 10 5 - 75 100

5 BBED-105 Sociology

5 5 10 5 - 75 100

6 BBED-106 Education in

India-Status,

Problem and

Issues

5 5 10 5 - 75 100

TOTAL 35 35 70 35 - 525 700

BBED-101 Foundation Course I

Class : B.A. I Year

Semester : I

Subject : Foundation Course ¼vk/kkj ikB~;Øe½

Paper : I

Title of Paper : uSfrd ewY; vkSj Hkk"kk (Moral Values & Language)

Compulsory/ Optional : Compulsory

Max. Marks : 75 (Moral Values - 15, Hindi- 30, English- 30)

Particulars

Part - A

Unit – 1 uSfrd ewY; 15

1- uSfrd ewY; ifjp; ,oa oxhZdj.k& MkW- 'kf’k jk;

2- vkpj.k dh lH;rk & ljnkj iw.kZ flag

Unit – 2 fgUnh Hkk"kk 17

1- Lora=rk iqdkjrh ¼dfork½ & t;’kadj izlkn

2- tkx rq>dks nwj tkuk ¼dfork½ & egknsoh oekZ

3- mRlkg ¼fuca/k½ & jkepUnz 'kqDy

4- f’kjh"k ds Qwy ¼yfyr fuca/k½ & gtkjh izlkn f}osnh

5- okD; lajpuk vkSj v’kqf);k¡ ¼ladfyr½

Unit- 3 fgUnh Hkk"kk 18 1- ued dk nkjksxk ¼dgkuh½ & izsepUnz

2- gkj dh thr ¼dgkuh½ & lqn’kZu

3- Hkxoku cq) ¼fuca/k½ & Lokeh foosdkuan

4- yksdra= ,d /keZ gS ¼fuca/k½ & loZiYyh jk/kkÑ".ku

5- Ik;kZ;okph& foykse 'kCn] ,dkFkhZ&vusdkFkhZ 'kCn] 'kCn;qXe ¼ladfyr½

Part - B

Unit- 4 English Language 17

1. John Keats : Ode to a Nightingale 2. Rabindra Nath Tagore : Where the Mind is Without Fear

3. Rajgopalachari : Preface to the Mahabharata

4. J.L. Nehru : Tryst with Destiny

Unit- 5 English Language 18

Comprehension/ Unseen Passage Composition and Paragraph writing (Based on the expansion of an idea)

Basic language skills : vocabulary, synonyms, antonyms, word formation, prefixes, suffixes, confusing words, misused words, similar words with different meanings. proverbs

Basic language skills : Grammer and Usage, Tenses, Prepositions, determiners, countable/ uncountable nouns, verbs, articles and adverbs.

* lS)kfUrd ijh{kk gsrq mijksDrkuqlkj 75 ¼15$30$30½ vad vkSj vkUrfjd ewY;kadu ¼lhlhbZ½ gsrq

i`Fkd ls 25 ¼5$5$10$5+½ vad fu/kkZfjr gSA

BBED-102 Foundation Course II

Session 2016-17

Class : ch-,

SEMESTER : I

Paper : II

Subject : vk/kkj ikB;Øe

Title of Paper : m|ferk fodkl Compulsory/ Optional : Compulsory

Max. Marks : 75 (Theory)

Particulars

bdkbZ & 1 m|ferk&ifjHkk"kk] fo’ks"krk,sa ,oa egRo] ,d m|eh ds izdkj ,oa dk;Z]

m|ferk vfHkizsj.kk ?kVdA

bdkbZ & 2 v½ y{; izkfIr dh izsj.kk ,oa fopkjksa dh LFkkiukA

y{; fu/kkZj.k ,oa pqukSrh dk lkeukA

leL;k lek/kku ,oa l`tukRedrkA

Øec) ;kstuk ,oa {kerk dh fn’kkc)rkA

vkRefo’okl dk fodklA

c½ lEizs"k.k dykA 'kfCnd o v’kkfCnd laizs"k.k

izHkkfor djus dh {kerkA

lEizs"k.k dh vk/kqfud rduhd

bdkbZ & 3 v½ ifj;kstuk izfrosnu

pquh gqbZ izfØ;k dk ewY;kadu

foLr`r ifj;kstuk izfrosnu& vko’;drk ,oa izklafxdrk ifj;kstuk izi=

ds izeq[k Hkkx] ifj;kstuk izfrosnu rS;kj djukA

c½ laxBu ds izdkj dk p;u&,dkdh O;olk;] lk>snkjh ,oa lgdkjh lfefr

dk vFkZ ,oa fo’ks"krk,a laxBu ds p;u dks izHkkfor djus okys ?kVdA

l½ vkfFkZd izca/ku

foRrh; laLFkku ,oa cSadks dh Hkwfedk] cSafdx] fofRr; ;kstuk] dk;Z’khy

iwWath&ewY;kadu rFkk izca/ku] ykxr o ewY; fu/kkZj.k rFkk ykHk dkewY;kadu]

vkfFkZd ys[kk&tks[kk j[kukA

bdkbZ & 4 v½ mRiknu dk izca/ku] dPpk eky Ø; djus dh izfØ;k

py lEifRr@eky dk izca/ku

xq.koRrk izca/ku

deZpkjh izca/ku

iSfdax

c½ foi.ku izca/ku

fcØh ,oa cspus dh dyk

cktkj dh le> ,oa foi.ku uhfr

miHkksDrk izca/ku

le; izca/ku

bdkbZ & 5 1- fu;ked laLFkkvksa dh Hkwfedk&ftyk m|ksx dsUnz] iznw"k.k fuokj.k eaMy]

[kk| ,oa vkS"kf/k iz’kklu] fo|qr foHkkx rFkk uxj fuxe dk fo’ks"kv/;;uA

2- fodklkRed laLFkkvksa dh Hkwfedk] [kknh ,oa xzkeh.k vk;ksx@cksMZ] e/;izns’k

foRr fuxe] vuqlwfpr cSad] e/; izns’k dk efgyk vkfFkZd fodkl fuxeA

3- Lojkstxkj ewyd ;kstuk,Wa & iz/kkuea=h jkstxkj ;kstuk] Lo.kZ t;arh 'kgjh

jkstxkj ;kstuk] jkuh nqxkZorh Lojkstxkj ;kstuk] nhun;ky Lojkstxkj

;kstukA

4- fofHkUu vuqnku ;kstuk,Wa& ykxr iwWath vuqnku] C;kt vuqnku] izos’k dj ls

NwV] ifj;kstuk izfrosnu] izfriwfrZ vuqnku vkfnA

5- efgyk m|fe;ksa gsrq fo’ks"k izsj.kk,]Wa laHkkouk,Wa ,oa leL;k,WaA

6- e/; izns’k vkfnoklh foRr fodkl fuxe dh ;kstuk,Wa ] e-iz- vUR;kolk;h

fuxe dh ;kstuk] e-iz- fiNM+k oxZ ,oa vYila[;d foRr fodkl fuxe dh

;kstuk,WaA

* lS)kfUrd ijh{kk gsrq mijksDrkuqlkj 75 vad vkSj vkUrfjd ewY;kadu ¼5$5$10$5½¼lhlhbZ½ gsrq vad

fu/kkZfjr gSA

Class B.A.

Subject Foundation Course Paper Title Paper II : Development of Entrepreneurship Semester I Compulsory/ Compulsory Optional

Maximum Marks 30 (Theory 35 + CCE 15)

Unit I :

Entrepreneurship- Definition, Characteristics and importance, Types and functions of an entrepreneur, motivational factors of entrepreneurship.

Unit II :

(a)Motivation to achieve targets and establishment of ideas. Setting targets and facing challenges. Resolving problems and creativity. Sequenced planning and guiding capacity, Development of self confidence.

(b)Communication skills, Verbal & Non Verbal Communication, Capacity to influence, Modern Techniques of Communication.

Unit III : (a) Project Report- Evaluation of selected process.

Detailed project report – Preparation of main part of project report pointing out necessary and viability. (b)Selecting the form of Organisation – Meaning and characteristics of sole Proprietorship, Partnership and cooperative committees, elements affecting selection of a form of an organisation. (c)Economic management –

Role of banks and financial institutions banking, financial plans, workingcapital-evaluation and management, keeping of accounts.

Unit IV: * Production management . Methods of purchase of Raw

Materials. Management of movable assets/goods. Quality management. Employee management. Packing.

* Marketing Management. Sales and the art of selling. Understanding the market and market policy. Consumer management. Time management.

Unit V:

(a)Role of Regulatory institutions – District Industry Centre, Pollution Control Board, Food and Drug Administration, special study of Electricity Development and Municipal Corporation.

(b)Role of development organizations, Khadi & village Commission/ Board, MP Finance Corporation, scheduled banks, MP Women’s Economics Development Corporation.

(c)Self-employment-oriented schemes, Prime Minister’s Employment schemes, Golden Jubilee Urban environment scheme, Rani Durgavati Self- Employment scheme, Pt. Deendayal Self-employment scheme. (d)Various grant schemes - Cost of Capital grant, interest grant, exemption from entry tax, project report, reimbursement grant, etc. (e)Special incentives for Women Entrepreneurs, prospects & possibilities.

(f)Schemes of M.P. Tribal Finance Development Corporation, schemes of M.P. Antyavasai Corporation, schemes of M.P. Backward Class and Minorities Finance Development Corporation.

BBED-103 bfrgkl

Particular / fooj.k

Unit Syllabus Periods

History- its concept, nature, scope and significance. Survey of

sources, land, environment and people. Indian Pre historic age,

(English) Palaeolithic culture – traditions and geographical distribution.

Mesolithic culture, Distribution, Cultural developments with

special reference to Rock art.

Unit I 6hrs

bfrgkl dh vo/kkj.kk] Lo:Ik] {ks= ,oa egRoA

¼fgUnh½

bfrgkl ds L=ksrksa dk losZ{k.kA Hkwfe] i;kZoj.k o tu] Hkkjrh; izkxsSfrgkfld

dky] iqjkik"kk.k dkyhu laLdf̀r& ijEijk ,oa HkkSxksfyd foLrkjA e/;

ik"kk.kdkyhu laLdf̀r&foLrkj] lkaLdf̀rd fodkl] 'kSy fp=dyk ds fo’ks"k

lanHkZ esaA

Saraswati / Sindhu Civilization (Harapan Civilization) - origin,

extent & decline. Saraswati / Sindhu Civilization – Social,

Economic & Cultural life,Vedic Culture - Society, Polity,

Unit II (English) economy, culture and religion, Iron age - culture in India / 6hrs

Development of Science and Technology,Vedic Culture-Social

Condition–Varna, Jati, Occupational categories, marriage,

Sixteen sansakars and Four purusharthas.

ljLorh @flU/kq lH;rk ¼gM+Iik lH;rk½&% mn;] foLrkj ,oa iru]

ljLorh @flU/kq lH;rk dk lkekftd] vkfFkZd ,oa lkaLd`frd thou]

¼fgUnh½ oSfnd lH;rk% jktuSfrd] ,oa vkfFkZd n’kk] /keZ ,oa laLd`fr] Hkkjr esa

ykSg;qxhu laLd`fr( foKku ,oa rduhdh( oSfnd dkyhu lkekftd n’kk&

o.kZ] tkfr] O;kolkf;d Jsf.k;k¡] fookg] lksyg laLdkj ,oa pkj iq:"kkFkZA

Sixteen Mahajanpads, Rise of new religious movements in North

India. Buddhism and Jainism - its principles, rise and fall;

Alexander’s invasion and its impact; The Mauryan Empire –

(English) Administration and economy, Ashoka’s “Dhamma” Mauryan art

and architecture.

Post Mauryan Period: Sungas, Kshatrapas. Sathavahanas and

Unit III Kushanas - Political social, economic and cultural condition. 6hrs

lksyg egktuin]mRrj Hkkjr esa u;s /kkfeZd vkUnksyuksa dk mn;] ckS)

,oa tSu /keZ ds fl)kar] mRFkku vkSj iruA fldanj dk vkdze.k ,oa

¼fgUnh½ mlds izHkko] ekS;Z lkezkT;&iz’kklu vkSj vFkZ O;oLFkk] v’kksd dk

*/kEe*] ekS;Z dyk ,oa LFkkiR;A ekS;ksZRrj ;qx%& ’kqax] {k=i] lkrokgu

,oa dq"kk.k&jktuSfrd] lkekftd] vkfFkZd ,oa lkaLd`frd thou

Gupta Empire - Political, social, economic and cultural life.

(English)

Harsha Vardhan and his times. Important dynasties of the north:

Social, Economic and Cultural conditions during Gurjar Pritihar,

Kalchuries, Chandelas, and Permaras age.

Unit IV 6hrs

xqIr lkezkT;&jktuSfrd] lkekftd] vkfFkZd ,oa lkaLd̀frd thouA

¼fgUnh½

g"kZ ,oa mldk ;qx( mRrj Hkkjr ds izeq[k jktoa’k &xqtZj&izfrgkj]

dypqfj] pUnsy ,oa ijekj dkyhu] lkekftd] vkfFkZd] ,oa lkaLd`frd

ifjfLFkfr;kWaA

Important dynasties of south: Rastakutas, cholas, Pallavas and

chalukyas – socio - economic and cultural life. Sangam Age

Unit V (English) India's relations with South East Asian countries and Srilanka , 6hrs

Arab invasion - Mohammad bin Qasim: - Mahmud Gazanavi and

Mohammad Ghori - Its impact.

nf{k.k Hkkjr ds izeq[k jktoa’k&jk"VzdwV pksy] iYyo] pkyqD;&

lkekftd vkfFkZd lakLdf̀rd thouA laxe ;qxA Hkkjr ds iM+kSlh ns’kksa

¼fgUnh½

ls lEcU/k& nf{k.k&iwohZ ,f’k;k] vkSj Jhyadk ds lkFk laca/kA

vjc vkdze.k&eksgEen&fcudkfleA egewn xtuoh vkSj eksgEen xkSjh

ds vkØe.k o izHkkoA

• Ogh-Mh- egktu & izkphu Hkkjr dk bfrgkl

• ch-,u- ywfu;k & izkphu Hkkjr dk bfrgkl

• ,-ds- etwenkj & izkphu Hkkjr dk bfrgkl

• ,y-ih- ’kekZ & izkphu Hkkjr dk bfrgkl

• ,-,y- ck’ke & vn~~Hkqr Hkkjr

Recommendation • lR;dsrq fo|kyadkj & o`g̀Rrj Hkkjr

• jktcyh ik.Ms; & izkphu Hkkjr dk bfrgkl

of fgUnh

• Jhus= ik.Ms; & izkphu Hkkjr dk bfrgkl

Book

nhukukFk oekZ & izkphu Hkkjr dk bfrgkl

•

• tokgjyky usg# & fMLdojh vkWQ baf.M;k

• Romila Thapar - History of India Vol I

• D.N Jha -

Ancient India- An Introductory

Outline of

Ancient Indian History

• R.C. Majumdar, H.C. Raychoudhari, Kalikinkar Datta-

An Advanced History of India

• L.Mukharjee- Ancient India

BBED-104 POLITICAL SCIENCE

Subject / fo"k;: Political Science / jktuhfr foKku

Particular / fooj.k

Unit-I Political Science – Definition, nature and scope

Nature and significance of Political Theory.

Methods: Traditional and Modern ; Relations with other social sciences :

Sociology , History, Economics, Psychology and Geography.

bdkbZ&I jktuhfr foKku & ifjHkk"kk] izÑfr ,oa {ks=A jktuhfrd fl)kar & izÑfr ,oa egRoA

v/;;u i)fr & ijaijkxr ,oa vk/kqfudA vU; lkekftd foKku ls laca/k & bfrgkl]

vFkZ’kkL=] euksfoKku ,oa HkwxksyA

Unit-II State – Origin, Development and Elements. Power and Authority, Sovereignty; Pluralist Criticism; Citizenship and Civil Society. Globalization and

State.

bdkbZ&II jkT; & mn~Hko fodkl vkSj rRoA 'kfDr vkSj lRrkA

lEizHkqrk% cgqyoknh vkykspuk( ukxfjdrk ,oa ukxfjd lektA oS’ohdj.k vkSj jkT;A

Unit-III Rights and Duties; Liberty, Equality and Justice. Democracy: Meaning, Types and Theories of Democrecy, Theories of

Representation and Welfare state.

bdkbZ&III vf/kdkj vkSj drZO; A Lora=rk] lekurk vkSj U;k;A

yksdra= & vFkZ] izdkj ,oa fl)kar] izfrfuf/kRo ds iztkra= ds fl)kar] fodkl ,oa yksd

dY;k.kdkjh jkT;A

Unit-IV Legislature, Executive and Judiciary.

Theory of Separation of Powers. Constitution: Meaning and types.

bdkbZ&IV O;oLFkkfidk] dk;Zikfydk ,oa U;k;ikfydkA

'kfDr i``FkDdj.k dk fl)kar] lafo/kku% vFkZ ,oa izdkjA

Unit-V Concepts: Feminism, Human Rights. Corruption , Castism, Regionalism.

bdkbZ&V vo/kkj.kk,a % L=hRookn] ekuo vf/kdkj] Hkz"Vkpkj] tkfrokn ,oa {ks=oknA

Suggested Readings :

1. Ashirvadam E0 Modern Political Theory 2. Sir E. Barker- Principles of Social and Political Theory Calcutta Oxford University 1976 3. Loski H.J. – A Grammar of Poltics0 London Allan University 4. D Held- Political Theory Cambridge Polity Press 5. Tripti Jain- Foundation of Politics – College Book Depot. 6. Verma S.P. – Modern Political Theory New Delhi Vikas 1983 7. Prof. A.D. Panth- Basis of Political Science Allahabad Publisher.

Dr. Om Nagpal- Fundamentals of Political Science, Kamal Publisher Indore

BBED-105 Sociology

lekt’kkL= dk ifjp;

Particulars / fooj.k

Unit-1 Meaning of Sociology, Definition Subject Matter, Scope and Importance, Nature of Sociology, Sociological Perspective, Sociology and other Social Sciences, The scientific and humanistic

orientations to sociological study.

bdkbZ & 1 lekt’kkL= dk vFkZ] ifjHkk"kk] fo"k;oLrq] {ks= ,oa egRo] lekt'kkL= dh izdf̀r] lekt’kkL=h;

ifjis{;] lekt’kkL= ,oa vU; lekt foKku ] lekt’kkL= dk oSKkfud ,oa ekuoh; mUeq[khdj.k

Unit-2 Society,Community,Institutions,Associations, Social Group, Status-and Role Social structure,

Culture.

bdkbZ & 2 lekt] leqnk;] laLFkk] lfefr] lkekftd lewg] izfLFkfr ,oa Hkwfedk] lekftd lajpuk] laLd`fr

Unit-3 Relationship between individual and society, Sociolization Social Control, Values and Norms

Social Stratification and Social mobility – Meaning, forms and theories

bdkbZ &3 O;fDr ,oa lekt esa lEcU/k] lekthdj.k] lkekftd fu;a=.k] ewY; ,oa vkn’kZ fu;e] lkekftd

Lrjhdj.k] lkekftd xfr’khyrk & vFkZ] Lo:i (Forms) ,oa fl)kar-

Unit-4 Social Change- Meaning and type, factors of social change and theories. Evoluation and Development, Progress, revolution.

bdkbZ & 4 lkekftd ifjorZu & vFkZ ,oa izdkj] lkekftd ifjorZu ds dkjd ,oa fl)kar] mn~fodkl rFkk

fodkl] izxfr] dzkfUr]

Unit-5 Introduction to Applied Sociology, Sociology and social problems, Professional Utility of

Socail Welfare and Social Security, The Role of Sociology in the formation of Policy and its

Implimentation.

bdkbZ & 5 O;ogkfjd lekt’kkL= (Applied Sociology) dk ifjp;] lekt’kkL= ,oa lkekftd leL;k,aW]

lekftd dY;k.k ,oa lkekftd lj{kk dh O;kolkf;d mikns;rk] lekt’kkL= dh uhfr fuekZ.k ,oa

fdz;kUo;u esa Hkwfedk

Recommended Books:

1- vkj-th-flag lekt’kkL= ifjp; e-iz- fgUnh xzaFk vdkneh] Hkksiky

2- /keZZohj egktu lekt’kkL= dk ifjp; foosd izzdk’ku] ubZ fnYyh

3- ,e-,y-xIrk ,oa Mh-Mh- ’kekZ ;wfuQkbM lekt’kkL= lkfgR; lnu] vkxjk

4- th-ds- vxzzoky ;wfuQkbM lekt’kkL= lkfgR; Hkou] vkxjk

5- Mh-,l- c?ksy ;wfuQkbM lekt’kkL= dSyk’k iqqLrd lnu] Hkksiky

6- Vh-ch-ckWVkseksj lekt’kkL= Hkkjrh; laLdj.k] eqEcbZ

BBED-106 Education in India- Status, Problems and Issues

Objectives: To develop perception of the role and functions of a teacher as envisaged in the

NPE 1986 and to familiarize the Student Teacher with the different projects and

schemes at Secondary level in M.P. To develop an understanding of the brief historical background of Indian Education

with special reference to Secondary Education. To develop an understanding of the objectives and scope of Secondary Education. To

develop an awareness of the professional ethics. CONTENT

UNIT 1: Concept of Education –

Indian and Western. Aims of Education; Functions of Education.

Education as an instrument of Social Control, Social Change,

Preservation of Cultural Heritage and Values.

School and the society, Culture and Education, School as a Social System. Agencies of

Education Informal, Formal and Non-formal .

UNIT 2: Salient Features of Ancient Indian Education –

Vedic, Buddhist, Islamic

Tradition in Education.

Major landmarks of British System of Education in Colonial India particularly from

the viewpoint of Aims, Structure, Curricula and Methods of Education. Efforts

towards evolving a national system of Education.

Unit -3: Secondary Education General Aims and Objectives of Secondary Education and Structure., Education

during Post Independence Period. Constitutional provisions for education, Secondary

Education commission 1952-53, Education Commission 1964-66, New Education

Policy 1986 withProgramme of Action 1992,

Different streams of Secondary Education 1) C.B.S.E. 2) I.C.S.E. and 3) KSEEB with

respect to curriculum.4) Examination System etc.,

Secondary School Teacher Qualifications, Competences, Job Profile, Professional Code

of Ethical conduct.

Role of Secondary school teacher in Emerging India.

Unit - 4: Teacher Education and Secondary School Curriculum

Status, Aims and Objectives of Teacher Education in India.

Role and Resposibilities of NCTE NCERT, DSERT, CTE, IASE

Professional organisation in the field of Teacher education

Rastriya Madhyamika Shikshana Abiyana (RMSA), NCF-2005

Programmes for enhancing efficiency and productivity of school teachers- In-

service training orientation and content enrichment programmes. Assignments: (Any two of the following.)

Prepare and execute a plan for making at least two children and one

adult literate from the community. Plan and organize a field trip/excursion to a nearby area of

educational important and submit a report.

Visit to block or district and divisional educational offices and study their

educational management pattern and submit the report.

Prepare one project for institutional planning. Critically Study the working of the one of the parent teacher association

in any two secondary schools. A critical survey of co-curricular activities in secondary schools.

Reference:

Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society

NCERT New Delhi.

Coombs Philips H (1985) The World Crisis in Education. New York. Oxford University

Press, New York

Delors, Jaeques (1996) Learning the Treasure within Report to UNESCO of the Internal

Commission on Education for Twenty First Century UNESCO.

Dewey I (1952) Experience in Education, Collier Macmillan.

Dewey S (1956) Democracy in Education New York: Macmillan.

Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban.

Government of India (1952) Report of the Secondary Education Commission, New

Delhi:- Ministry of Education.

Government of India (1966) Report of Education Commission Ministry of Education,

New Delhi.

Government of India MHRD (1986) (Revised 1992) National Policy of Education. New

Delhi.

Government of India (1992) Report of Core Group on Value Orientation of Education

Planning Commission.

Kneller G. F. (1978) Foundation of Education. New York: Johri Willy and Sons.

Kneller George (1978) Introduction to Philosophy of Education, New York: John Willey

and Sons INC.

Mani R S. (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book

Society, New Delhi. Mathur S.S. (1988) A Sociological Approach to Indian Education, Agra. Vindo

Prakashan.

Mookherjee K.K. (1972) Some Great Educators of the World. Fas Gupta & Ce Put Ltd.

Calcutta.

Mukherjee S. N. (1966) History of Education in India, Baroda. Acharya Book Depot.

Naik J. P. and Syed N (1974) A Student’s History of Education in India, New Delhi.

Macmillan Co. Naik J. P. (1975) Equality, Quality & Quantity: The Elusiue Tringle of Indian Education Bombay : Allied Publishers. NCTE (1988) Gandhi on Education , New Delhi Salamaliha(1979) Education in Social Context. New Delhi. NCERT.

BBED-106 Education in India- Status, Problems and Issues

Objectives: To develop perception of the role and functions of a teacher as envisaged in the NPE

1986 and to familiarize the Student Teacher with the different projects and schemes at

Secondary level in M.P. To develop an understanding of the brief historical background of Indian Education

with special reference to Secondary Education. To develop an understanding of the objectives and scope of Secondary Education. To

develop an awareness of the professional ethics. CONTENT

UNIT 1: Concept of Education –

Indian and Western. Aims of Education; Functions of Education.

Education as an instrument of Social Control, Social Change,

Preservation of Cultural Heritage and Values.

School and the society, Culture and Education, School as a Social System. Agencies of

Education Informal, Formal and Non-formal .

UNIT 2: Salient Features of Ancient Indian Education –

Vedic, Buddhist, Islamic

Tradition in Education.

Major landmarks of British System of Education in Colonial India particularly from the

viewpoint of Aims, Structure, Curricula and Methods of Education. Efforts towards

evolving a national system of Education.

Unit -3: Secondary Education General Aims and Objectives of Secondary Education and Structure., Education during

Post Independence Period. Constitutional provisions for education, Secondary Education

commission 1952-53, Education Commission 1964-66, New Education Policy 1986

withProgramme of Action 1992,

Different streams of Secondary Education 1) C.B.S.E. 2) I.C.S.E. and 3) KSEEB with

respect to curriculum.4) Examination System etc.,

Secondary School Teacher Qualifications, Competences, Job Profile, Professional Code of

Ethical conduct.

Role of Secondary school teacher in Emerging India.

Unit - 4: Teacher Education and Secondary School Curriculum

Status, Aims and Objectives of Teacher Education in India.

Role and Resposibilities of NCTE NCERT, DSERT, CTE, IASE

Professional organisation in the field of Teacher education

Rastriya Madhyamika Shikshana Abiyana (RMSA), NCF-2005

Programmes for enhancing efficiency and productivity of school teachers- In-

service training orientation and content enrichment programmes. Assignments: (Any two of the following.)

Prepare and execute a plan for making at least two children and one

adult literate from the community. Plan and organize a field trip/excursion to a nearby area of

educational important and submit a report.

Visit to block or district and divisional educational offices and study their

educational management pattern and submit the report.

Prepare one project for institutional planning. Critically Study the working of the one of the parent teacher association

in any two secondary schools. A critical survey of co-curricular activities in secondary schools.

Reference:

Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society

NCERT New Delhi.

Coombs Philips H (1985) The World Crisis in Education. New York. Oxford University

Press, New York

Delors, Jaeques (1996) Learning the Treasure within Report to UNESCO of the Internal

Commission on Education for Twenty First Century UNESCO.

Dewey I (1952) Experience in Education, Collier Macmillan.

Dewey S (1956) Democracy in Education New York: Macmillan.

Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban.

Government of India (1952) Report of the Secondary Education Commission, New

Delhi:- Ministry of Education.

Government of India (1966) Report of Education Commission Ministry of Education,

New Delhi.

Government of India MHRD (1986) (Revised 1992) National Policy of Education. New

Delhi.

Government of India (1992) Report of Core Group on Value Orientation of Education

Planning Commission.

Kneller G. F. (1978) Foundation of Education. New York: Johri Willy and Sons.

Kneller George (1978) Introduction to Philosophy of Education, New York: John Willey

and Sons INC.

Mani R S. (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book

Society, New Delhi. Mathur S.S. (1988) A Sociological Approach to Indian Education, Agra. Vindo

Prakashan.

Mookherjee K.K. (1972) Some Great Educators of the World. Fas Gupta & Ce Put Ltd.

Calcutta.

Mukherjee S. N. (1966) History of Education in India, Baroda. Acharya Book Depot.

Naik J. P. and Syed N (1974) A Student’s History of Education in India, New Delhi.

Macmillan Co. Naik J. P. (1975) Equality, Quality & Quantity: The Elusiue Tringle of Indian Education Bombay : Allied Publishers. NCTE (1988) Gandhi on Education , New Delhi Salamaliha(1979) Education in Social Context. New Delhi. NCERT.