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ikB~;p;kZ f'k{k.kkè;;ukfu p (izf'k{kqrk) vkUrfjoaQ cká×p ewY;kÄïue~ (izfri=ke~ 50» vÄïk% ckáijh{kosQ.k 50» vÄïk'p vkUrfjdijh{kosQ.k izns;k%) 1- laLÑrf'k{k.ke~ 100 2- vk/qfudfo"k;@vk/qfudHkk"kk&f'k{k.ke~ (fdeI;sde~) 100 1- fgUnhf'k{k.ke~ 2- vkÄ~XyHkk"kkf'k{k.ke~ 3- lkekftdfoKkuf'k{k.ke~ 4- {ks=kh;Hkk"kkf'k{k.ke~ (ey;kye~@dÂM@vksfM;k@caxkyh@Mksxjh@ejkBh) f'k{kk'kkL=kh&f}rh;o"kZe~ 91 3- izk;ksfxdf'k{kkeuksfoKkue~ vÄïk% 1- vf/xe% & niZ.kjs[kkÄïuijh{k.ke~A vfHkys[k% 15 2- izcks/% vo/ku×p & vo/kuL; foLrkj%A oko~Q&ijh{kk 15 3- LorU=klkgp;Ze~ & 'kCnrkfydkfof/% fuckZ/fof/% 30 4- cqf¼ijh{k.ke~& oS;fDroaQ lkewfgd×pA 5- O;fDrRoijh{k.ke~A 6- Le`fr% rkRdkfydh nh?kZdkfydh pA vkUrfjdewY;kÄïue~ izFkeks Hkkx% & {ks=kfu"Bdk;kZf.k O;kolkf;d{kerksÂ;ue~ (O;kogkfjde~) vÄïk% 100 O;k-{k-m-4 vkRekocks/% 50 1- f'k{kkuhfrlEc¼kfHkys[kk%@okrkZiR=kk.kka lEikndh;kfu 10 2- 'kSf{kdifR=kdk% 10 3- ;ksx% 10 4- foHkkxh;ifR=kdk% 10 5- vkn'kZlk{kkRdkj% 10 O;k-{k-m-5 f'k{kk;ka Hkk"kkdk;kZf.k 50 1- 'kSf{kdpyfp=kfujh{k.ke~ ewY;kÄïu×p 10 2- O;fDrRofodklf'kfcje~ 10 3- vuqokndkS'kykH;kl% 10 4- lqHkkf"krd.BLFkhdj.ke~ 10 5- dks'kxzUFkkoyksdue~ 10 izf'k{kqrk f}rh;Hkkx% ("kksM'klIrkgk%) vÄïk% 70 1- f'k{k.kL;koyksdue~& laLÑrikBk% vk/qfudfo"k;ikBk% vè;kidf'k{kdL; vkn'kZikB% 3 3 fo|ky;f'k{kdL; vkn'kZikB% 5 5 20 lgikfBuka ikB% (losZ"kkeoyksduikBkuka 10 10 if×tdk;k% vk/kjs.k vÄïfu/kZj.ka Hkofr) 2- laLÑrf'k{k.ke~&(izf'k{kqrk;ka 20 ikBk% ikB& ;kstukuqxq.ka ikBuh;k%A r=k leh{kkikB};a 20 (1$1) 20 fujh{k.kh;e~A izR;soaQ ikBL; 10 vÄïk%) 3- vk/qfudfo"k;@Hkk"kk&f'k{k.kL; vH;klikBk% (izf'k{kqrk;ka 20 ikBk% ikB;kstukuqxq.ka 20 (1$1) 20 ikBuh;k%A r=k leh{kkikB};a fujh{k.kh;a] izR;soaQ ikBL; 10 vÄïk% izns;k%) 4- fo|ky;h;xfrfo/huke~ vuqHkokuka if×tdk µ 10 fuekZrO;kA
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94 f'k{kk'kkL=kh&f}rh;o"kZe~ RASHTRIYA SANSKRIT SANSTHAN (DEEMED UNIVERSITY) NEW DELHI SHIKSHA SHASTRI (B.Ed.) IIIIIInd Year Currrriculum Marks: 900 (500 + 400) Paper Theoretical Papers TTToootttalalal No. Compulsory Papers (Perspectives in Education) 1. Curriculum and School 11100 2. Assessment in Learning 11100 3. Contemporary India and Education 11100 4. Teaching of Shastras 11100 NNNeeewww Trrrends in Education 5. (A) Inclusive Education (Compulsory) 50 5.(B) Any one (Optional) 50 1. Peace Education 2. Human Rights Education 3. Value Education 4. Gender Issues in Education
Curriculum and Pedagogy Studies (Internship) Internal and External Evaluation (50% Marks will be given by Internal Examiner and 50% Marks by External Examiner for each paper) 1. Sanskrit Teaching 11100 2. Teaching of Modern Subject/ Modern Language (Any one) 11100 1. Hindi Teaching 2. English Teaching 3. Social Science Teaching 4. Regional Language Teaching (Malayalam/ Kannada/ Odiya/ Bengali/ Dogri/ Marathi) f'k{kk'kkL=kh&f}rh;o"kZe~ 95 3. Educational Psyccchology Practical Marks 1. Learning- Mirror Drawing Testing 2. Understand Attention- Extension of Attention 3. Free Association- Word and Continuous Method Record-15 Marks 30 4. Intelligence Test- Individual and Group Viva-15 Marks 5. Personality Test 6. Memory - Short term and Long term
INTERNAL EVALUUUAAATION PPParararttt one - Engagement with the Field
Enhancing Profofofessonal Capacities (Practicum) Markkks 100
EPC 4 Under Standing the Self 50 (1) Articles related to Educational Polices/Editorials 10 the News Papers (2) Educational Journals 10 (3) Yoga 10 (4) Departmental Magzines 10 (5) Model Interview 10 EPC 5 Language Activities in Education 50 (1) Educational Films-observation & Evaluation 10 (2) Personality Development Camp 10 (3) Practice of Translation Skill 10 (4) By hearting Subhashitas 10 (5) Observation of Lexicons 10
PPParararttt Twwwo - Internship (16 wwweeks)s)s) Marks 70 111. Observvvation of Teaching Sanskrit Modern-Subjects Lesson Lesson Educator's Model Lesson 3 3 School Teacher's Lesson 5 5 Peer Students' Lesson 10 10 20 (On the basis of records of observed lessons, marks will be awarded)
96 f'k{kk'kkL=kh&f}rh;o"kZe~ 2. Sanskrititit Teaching:- (According to lesson plan 20 lessons should be thought in 20(1+1) 20 Internship. Two criticism for each lesson 10 marks) 3. TTTeaching of Modern Sub- jects/Language Practice of Lessons (According to lesson plan 20 20(1$1) 20 lessons should be thought in Internship. Two criticism for each lesson 10 marks) 4. To prepare a Record of experiences and activities of -- 111000 the school.
200 Marks have been alloted for practicals in the field works. The following practical works have been allotted for Enhancing Professional capacities. Engagement Field Workkk for Enhancing Professional Capacities (EPC) EPC-4 Self Awwwararareness 50 Marks (1) Records related to Educational Policies 1110 Markkksss 20 pages' record should be submitted in reference to reports/recommendations related to Sanskrit in various Education Commissions & Policies of India (2) Educational Journals 1110 Markkksss Educational Journals in India-introduction and a 20 pages' brief report on any one of the magazine. (3) YYYogaaa 10 Markkksss Concept, Types, demonstration of 10 Yogasanas and record-submission (4) Departmental Journal 10 Markkksss Submitting an educational article legible to be published in departmental Journal (5) Model Interview 10 Markkksss Introduction of an interview, importance and its various types; presentation of a model interview f'k{kk'kkL=kh&f}rh;o"kZe~ 97 EPC-5 Language Activities in Education 50 Marks (1) Educational Film-observationnn and Evaluation 10 Markkksss Submission of a report on the Sanskrit/Hindi educational Film shown by the department (2) PPPersonality Devvvelopment Camppp 10 Markkksss For School students, The Sanskrit Shlokas present in the Sharstras regarding their daily routine and healthcare should be decided. In those shlokas different parts about food, conduct and cleanlyness should be assembled and submitted as a report. For this five training periods could be arrenged in which guidance should be taken from people experienced personnel in organizing personality development camps. (3) Practice of Trrranslation Skill 10 Markkksss Translation of sentences, slokas & prose will be evaluated. (4) By-hearting Subhashitas 10 Markkksss Memorising nearly 50 Sanskrit Subhashitas with its textual meaning. (5) Observvvation of Lexicons 10 Markkksss Submission of a report consisting of a proper Introduction of different dictionaries present in Sanskrit along with atleast twenty words with the synonyms taken from different dictionaries. In this sequence, the following mentioned works should be carried out by the pupil teachers during 16 weeks in a year. Before going to the school, pupil teachers should fill the given form, while care- fully watching 3 demonstration- lessons taken by the departmental faculties in the campus. Then 5-10 schools should be chosen. Pupil Teachers should be engaged watching/ attending the teachings of Sanskrit and modern subject teachers in those schools, with the permission of school officials & concerned Sanskrit teacher or the modern subject teacher. The pupil teacher should attend and carefully observe the teaching, while sitting behind the students in the back end of the classroom. Filled observation forms should be verified with the signature of the respective subject teacher. This way after observing 5 teaching lessons each in Sanskrit and Modern Subject, the pupil teacher should get enlightened/motivated. During teaching practice sessions each pupil teacher should watch 10 lessons each in Sanskrit & modern subjects taught by his/her 10 different classmates.
98 f'k{kk'kkL=kh&f}rh;o"kZe~ For teaching practice, 20 exercise-lessons each in Sanskrit and the modern subject making it a total of 40 lessons, should be taught with a proper lesson plan. The campus observers should be evaluate two criticism lessons of Sanskrit teaching and two criticism lessons of Modern teachings.
izR;soaQ izk;ksfxddk;kZFk± U;wure&mÙkh.kZrkizfr'kra 50% vfLr Minimum passing markkks required fororor each practical evvvent is 50% iw.kkZÄïk% mÙkh.kkZÄïk% (Full Marks) (Pass Marks) izf'k{kqrk (Internship) 100 50 O;k-{k-m-(EPC IVth) 50 25 O;k-{k-m-(EPC Vth) 50 25 laLÑrikBf'k{k.ke~ 100 36 vk/qfudfo"k;@Hkk"kkikBf'k{k.ke~ 100 36 Modern Subject Lesson Teaching
f'k{kk'kkL=kh&f}rh;o"kZe~ 99 izFkei=ke~ ikB~;p;kZ fo|ky;'p iw.kkZÄïk%&100 mís';kfuµ veqa ikB~;Øee~ v/hR; Nk=kkè;kidk% µ • ikB~;p;kZ;k% lEizR;;eoxPNs;q%A • ikB~;p;kZ;k% i{kku~ tkuh;q%] Hkkjrh;lUnHksZ vfuok;ZikB~;ØeL; egÙo×p tkuh;q%A • ikB~;p;kZfuekZ.kL; O;kidn` 100 f'k{kk'kkL=kh&f}rh;o"kZe~ vfUofr%&3 ikB~;p;kZ;k% fu/kZjdrÙokfu 3-1 lkekftd&jktuSfrd&lkaLÑfrd&HkkSxksfyd&vkfFkZdfofo/rk% 'kSf{kdn`f"V'pA 3-2 lkaLÑfrdkfHkeq[khdj.ke~ jkf"Vª;izkFkfedrk%A 3-3 'kkluizHkko% oSf'odlUnHkZ'pA vfUofr%&4 ikB~;p;kZfodklkRedk/kj% 4-1 KkuL; Lo:ie~] fofo/fo|ky;h;fo"k;s"kq ,rf}'ks"khdj.ke~A 4-2 lEc¼Lrjifjizs{;s 'kSf{kdksís';kuka izklÄ~fxrk fo'ks"krk pA 4-3 Nk=kk.kka lkekftd&lkaLÑfrdlUnHkkZ%& cgqlkaLÑfrdi{k% cgqHkk"kh;i{k'pA 4-4 vè;kidkuke~ vuqHkok% fpUrukfu pA vfUor%&5 fo|ky;Lrjs ikB~;p;kZfodkl% 5-1 ikB~;p;kZfodklL; fofo/ksikxek%A 5-1-1 fo"k;osQfUnzr% 5-1-2 i;kZoj.kk/kfjr% 5-1-3 O;kogkfjd% 5-1-4 {kerk/kfjr% 5-2 ikB~;p;kZfuekZ.kL; izfØ;kA vfUofr%&6 ikB~;p;kZ;k% fØ;kUo;ua uohuhdj.k×p 6-1 vf/xeifjfLFkfr"kq ikB~;p;kZ;k% izorZue~A 6-2 lfØ;ikB~;p;kZuqHkoksRiknus f'k{kdL; HkwfedkA 6-3 mís';kuka ifjizs{;s ikB~;p;kZleh{k.ka uohuhdj.k×pA f'k{kk'kkL=kh&f}rh;o"kZe~ 101 First Paper Currrriculum and School Total Marks:-100 Objectives: On Completion of this Course the Pupil Teacher will be able to:o:o: • Understand the Concept of Curriculum. • Acquire the facets of curriculum; Importance of core curriculum in Indian Context. • Develop understanding of broad determinants of Curriculum Making: (At the National level, State or in wide level). • Know the Considerations in Curriculum Development (at School level). • Understand of Curriculum Development at School Level. • Develop understanding of School as the field of Curriculum Engagement. • Build awareness about Curriculum Implementation and Renewal. • Develop understanding of autonomy of Teacher and Learner. Unit 1 : Concept of Curriculum 1.1 Meaning, Nature, Importance, Types and Principles of Curriculum. 1.2 Curriculum framework-Difference between Curriculum and Syllabus; their importance in School Education 1.3 Concept of the Textbook UUUnit 2 : Facets of Currrriculum 2.1 Importance of Core Curriculum in Indian Context. 2.2 Curriculum at different levels : National Level, State Level, School Level, Class Level and Concern Subject Level 102 f'k{kk'kkL=kh&f}rh;o"kZe~ Unit 3 : Determinants of Curriculum 3.1 Social-Political–Cultural-Geographical-Economic Diversity and Educational Vision. 3.2 Cultural Orientations and National Priorities. 3.3 Governance and Power in Global Context. UUUnit 4 : Considerations in Currrriculum Devvvelopment 4.1 Forms of Knowledge and its Characterization in different School Subjects. 4.2 Perspective and Specificity of Educational Objectives for Concerned Level. 4.3 Socio-Cultural Context of Students, Multi-Cultural and Multilingual Aspects. 4.4 Teacher's Expeiences and Concerns. UUUnit 5 : Currrriculum Devvvelopment at School Levvvelelel 5.1 Different Approaches to Curriculum Development 5.1.1 Subject-Centered. 5.1.2 Environment-based. 5.1.3 Behaviorist. 5.1.4 Competency-based 5.2 Process of Making of Curriculum. Unit 6 : Curriculum Implementation and Renewal 6.1 Operational Curriculum into Learning Situations. 6.2 Teacher's Role in Generating Dynamic Curricular Experiences. 6.3 Curriculum Reviewing and Renewal in the Perspective of Aims. lUnHkZxzUFkk% (Reference Books) 1- f}osnh] nsohizlkn] f'k{kk;k% fl¼kUr%] ohjcgknqj izdk'ku] okjk.klhA 2- ikBd] vkj-ih-_ ikB~;p;kZ funsZ'ku ,oa rqyukRed f'k{kk dk vk/kj] dfu"d ifCy'klZ] ubZ fnYyhA 3- feJ] HkkLdj_ f'k{kk laLÑfr u;s lUnHkZ esa] Hkkouk izdk'ku] ubZ fnYyhA 4- ;kno] fl;kjke_ ikB~;Øe fodkl] vxzoky ifCyosQ'kUl] vkxjkA 5- oekZ] jkeiky_ 'kekZ jes'k_ ikB~;Øe f'k{k.k dyk ,oa ewY;kadu] fouksn iqLrd efUnj] vkxjkA f'k{kk'kkL=kh&f}rh;o"kZe~ 103 6- xqIrk] jsuq_ ikB~;Øe ,oa fo|ky; izca/u] nksvkck cqd gkmQl] fnYyhA 7- ik.Ms;] jke'kdy_ f'k{kk osQ ewy fl¼kUr] fouksn iqLrd efUnj] vkxjkA 8- feJk] ,y-,u-_ f'k{kk ,oa f'k{k.k fl¼kUr] fouksn iqLrd efUnj] vkxjkA 9- vxzoky] osQ-lh-_ f'k{kk fl¼kUr] vkj-,l-,- b.Vjus'kuy] vkxjkA 10- Singh, Rajendra; Curriculum Instruction and Evaluation, Jagdamba Pub- lishing Co. New Delhi. 104 f'k{kk'kkL=kh&f}rh;o"kZe~ f}rh;i=ke~ vf/xeewY;kdyue~ iw.kkZÄïk%&100 mís';kfu& veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%& • ewY;kdyuewY;kÄïu;ks% lUnHksZ foe'kkZRedkocks/lEiknus (lajpuksnkgj.kr%) leFkkZ% Hkos;q%A • eq[;laizR;;kuka Kkrk ;Fkk & izk:i&lÄïyukRedewY;kdyua] ewY;kÄïua] ekiua] ijh{k.kkfu p vfHktkuh;q%A • vusdfo/lekdyulUnHksZ"kq midj.kRosu Nk=kkf/xekfo"dj.ks leFkkZ% Hkos;q%A • ewY;kdyuksidj.kRosu mi;qT;ekuL; vf/xe&p;u&lajpukfnlEiknus p leFkkZ% Hkos;q%A • ;FkkFkZ&lekdyus O;kid&xR;kRed&ewY;kdyuizfØ;klq les"kka Nk=kk.kka n`f"Va lekd"kZ;s;q%A vfUofr%&1 ewY;kdyuewY;kÄïu;ks% fogÄõeoyksdue~ 1-1 lajpuksnkgj.kefHky{; ewY;kdyu&ewY;kÄïu&vf/xeL; p LiqQVizfrifÙk%A 1-2 vf/xekFk±] ewY;kdyue~] vf/xeL; ewY;kdyua p bR;u;ks% Hksn%A 1-3 izÑrewY;kÄïukH;klkuka foe'kkZRedleh{k.ka] rs"kke~ vf/xefodkl;ks'p dYiukA 1-4 lkÄïsfrdinkuka Li"Vhdj.ke~& 1-4-1 ewY;kdyue~] ewY;kÄïua] y?kqijh{kk] ijh{k.ka ekiu×pA 1-4-2 izk:i&lÄïyukRedewY;kÄïue~A 1-4-3 lrr&foLr`rewY;kÄïue~A 1-4-4 Js.khdj.ke~ f'k{kk'kkL=kh&f}rh;o"kZe~ 105 vfUofr%&2 ewY;kdyuka'kk% 2-1 vf/xeL; vk;kek% Lrjk'pA 2-2 fof'k"VdkS'kykuka iz;ksxlUnHksZ rF;lEizR;;kuka /kj.kL; izR;kLej.ke~] vuqiz;ksx%A 2-3 lÄïsrksidj.kkuka leL;k&lek/kua] ijkofrZrlUnHksZ"kq ifjfLFkrh"kq vfèkxeiz;ksxk'pA 2-4 ewY;kdyulUnHkkZ%A vfUofr%&3 fo"k;k/kfjre~ vf/xeewY;kdyue~ 3-1 fuekZr`lUnHksZ fo"k;k/kfjrkf/xeL; foLr`rrdkZ%A 3-2 ewY;kdyuksidj.kkfuA 3-3 lUnHkZizdkjk%& ifj;kstuk%] iznÙkdk;± fu"iknua pA 3-4 ijh{kkizdkjk% rs"kka fuekZ.k×pA 3-5 vkRe&ewY;kdyue~] lg;ksfxewY;kdyua pA vfUofr%&4 ijh{kk O;oLFkk&lkekftd&euksoSKkfudlEc¼fo"k;k.kka fo'ys"k.ke~ 4-1 Js.khfu/kZj.kk; ijh{kk%A 4-2 lkekftdp;uk;] fu;kstuk; p ijh{kkA 4-3 Nk=kkf/xes rRlEc¼s"kq p orZekuijh{kkiz.kkY;k% izHkko%A 4-4 fo|ky;O;oLFkk;ka izos'kijh{kk% rklka Nk=ks"kq izHkko%A vfUofr%&5 ijh{kkifj"dkjk; funsZ'kk% 5-1 ijh{kk;ka ueuh;rk;k% lekos'k% vko';ddk;kZpj.ka pA 5-2 ijh{kki=ks"kq iz'ukuka Lrj&xq.koÙk;ks% vfHko/Zue~A 5-3 ijh{kkizcU/ue~A 5-4 ijh{kk;ka lwpuklEizs"k.kizfo/s% (ICT) HkwfedkA vfUofr%&6 izfriqf"V% izfrosnua p 6-1 izk:ikdyuL; vR;ko';d?kVdRosu izfriqf"V%A 6-2 vè;kidizfriq"Vs% izdkjk% (ys[ku?kVdk% ,oa ekSf[kdk%) lg;ksfxizfriqf"V% pA 6-3 xq.koÙkkfooj.kkuka] Js.khuke~ vÄïkuka p LFkkue~A 6-4 izfrosnuL; mís';kfu] vf/xUr`LokRefooj.kL; lEiw.kZizfrosnu×pA 106 f'k{kk'kkL=kh&f}rh;o"kZe~ Second Paper Assessment of Learning Total Marks:-100 Objectives: On Completion of this Course the Pupil Teacher will be able to:o:o: • Get Critical Understanding of Issues in Assessment and Evaluation (from a Constructivist Paradigm). • Become Cognizant of Key Concepts such as - Formative and Summative Assessment, Evaluation, Measurement and Examination. • Be exposed to different Kinds of Assessment and Teaching-Learning Aids/ Tools. • Use the wide range of Assessment Tools, and Learn to Select and Construct them appropriately. • Evolve Realistic, Comprehensive and Dynamic Assessment Procedures that are able to attract Student's view. UUUnit 1 : Overererviewww of Assessment and Evaluation 1.1 Perspective on Assessment, Evaluation and Learning in a Constuctivist Para- digm. 1.2 Distinction between `Assessment of Learning' and `Assessment for Learn- ing'. 1.3 Critical review of Current Evaluation Practices and their Assumptions about Learning and Development. 1.4 Clarifying the Terms : 1.4.1 Assessment, Evaluation, Test, Examination and Measurement. 1.4.2 Formative and Summative Evaluation. 1.4.3 Continuous and Comprehensive Assessment. 1.4.4 Grading. f'k{kk'kkL=kh&f}rh;o"kZe~ 107 Unit 2 : What is to be assessed? 2.1 Dimensions and Levels of Learning. 2.2 Recall of Retention of Conceptual facts and Specific Skills in the Context of Application. 2.3 Manipulating Tools and Symbols - Problem-Solving, applying learning to diverse situations. 2.4 Contexts of Assessment. Unit 3 : Assessment of Subject-based Learning 3.1 Enlarging notions of `Subject-based Learning' in a Constructivist Context. 3.2 Assessment Tools. 3.3 Kinds of Tasks, Projects, Assignement and Performances. 3.4 Kinds of Tests and their Constructions. 3.5 Self-assessment and Peer-assessment. UUUnit 4 : Examination Syssstem : A Sociological and Psyccchological analyyysis of thehehe Related Issues 4.1 Examinations for Gradation 4.2 Examination for Social Selection and Placement. 4.3 Impact of the Prevailing Examination System on Student Learning and Stake- holders. 4.4 Entrance Test in School System and their Influence on Students. UUUnit 5 : Directions fororor Examination Refefefororormmm 5.1 Introducing flexibility in Examination and taking requirements. 5.2 Improving Quality and range of questions in Examianation Papers. 5.3 Examination Management. 5.4 Role of ICT in Examination. UUUnit 6 : Feedbackkk and Reporting 6.1 Feedback as an Essential Component of Formative Assessment. 6.2 Types of Teacher Feedback : (Written Components and Oral) Peer Feed- back. 6.3 Place of Marks, Grades and Qualitative descriptions. 108 f'k{kk'kkL=kh&f}rh;o"kZe~ 6.4 Objectives of reporting and a Complete report of a Consolidated Learner Profile. lUnHkZxzUFkk% (Reference Books) 1- vLFkkuk] fcfiu ,oa vLFkkuk] fuf/] 'kSf{kdewY;kÄïu] vxzoky ifCyosQ'kUl] vkxjk&2 2- HkVukxj] ,-ch- ,oa HkVukxj] ehuk{kh] euksfoKku vkSj f'k{kk esa ekiu ,oa ewY;kÄïu] vkj- yky cqd fMiks] esjBA 3- xqIr] ,l~-fi- ,oa xqIrk] vydk] 'kSf{kd ekiu ,oa ewY;kÄïu] 'kkjnk iqLrd Hkou] bykgkckn 4- Mohan, Letta Ram Dhody, Amrita, Currculum Introduction and Evalua- tion, Agrawal Publication, Agra 5- Sharma, R.A. Sharma, Advance Statistics in Education and Psychology, R.Lall Book Depot, Merut. 6- Chanda, Dr. S.S. and Rao, Dr. Renu, Education Pychology Evaluation and Statistics, R.Lall Book Depot, Merut. 7- Ebel, Robert L. (1966) Measuring Educational Achievement, Prentice Hall Pvt. Ltd. New Delhi. 8- IGNOU ES-333 Evaluation. f'k{kk'kkL=kh&f}rh;o"kZe~ 109 r`rh;i=ke~ lelkef;dHkkjra f'k{kk p iw.kkZÄïk%&100 mís';kfu& veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%& • orZekuf'k{kk;ka izkphu&eè;dkfydf'k{kkO;oLFkk;k% izHkkoe~ voxPNs;q%A • lekts oSfoè;rke~ vlekurka lhekUrrka f'k{kk;k×p rs"kka izHkkoa p voxPNs;q%A • Hkkjrs lkeqnkf;df'k{kkfufeÙka uhrs% lajpukfo"k;s voxPNs;q%A • LokrU=;kRiwoZdkfyd'kSf{kdfo"k;k.kka izHkko% lelkef;dfo"k;s"kq uhfr"kq dFka Hkorhfr voxPNs;q%A • Hkkjrh;f'k{kkO;oLFkk;k% Hkk"kkekè;eL; ikB~;p;kZnhuka fo"k;s Kkua lEikn;s;q%A vfUofr%&1 izkphueè;dkfydHkkjrh;f'k{kk;k% izHkko% 1-1 oSfndf'k{kk&lajpuk] mís';kfu] eq[;fo/;%] ikB~;Øe%] fu;ek%] xq#f'k";lEcU/% oSfndf'k{kk;k% eq[;fo'ks"krk'pA 1-2- ckS¼f'k{kk&lajpuk] mís';kfu] fo/;%] ikB~;Øe%] izkphuckS¼f'k{kkosQUnzkf.k] ckS¼f'k{kk;k% eq[;fo'ks"krk'pA 1-3 eqfLye~f'k{kk&lajpuk] mís';kfu] fo/;%] ikB~;Øe%] eqfLye~f'k{kk;k% izeq[kk% fo'ks"krk%A vfUofr%&2 LokrU=;kRiwoZdkys Hkkjrh;f'k{kk;k% lajpuk eq[;fo'ks"krk'p 2-1 izkP;ik'pkÙ;fookn%A 2-2 esdkys&fooj.ki=ke~A 2-3 oqM~&?kks"k.kki=ke~A 2-4 g.Vj&vk;ksx%A 2-5 o/kZ&f'k{kkuhfr%A 110 f'k{kk'kkL=kh&f}rh;o"kZe~ vfUofr%&3 vk/qfudHkkjrh;f'k{kk (ppZuh;ka'kk%&lajpuk] LFkkiuk;k% dkj.kkfu] ikB~;Øe%] vuqiz;qDreq[;fcUno%) 3-1 fo'ofo|ky;f'k{kk¿¿;ksx% & 1948&49 3-2 ekè;fedf'k{kk¿¿;ksx% & 1952&53 3-3 laLÑrf'k{kk¿¿;ksx% & 1956&57 3-4 f'k{kk¿¿;ksx% & 1964&66 3-5 jkf"Vª;f'k{kkuhfr% & 1968 rFkk p 1986A 3-6 vkpk;ZjkeewfrZlfefr% 2009 3-7 ;'kikylfefr% & 2009 3-8 jkf"Vª;Kkuk;ksx% (National Knowledge Commission 2006&2009) 3-9 f'k{kkf/dkjkf/fu;ek% & 2010 3-10 laLÑrL; fodklk; n`f"V% :ijs[kk p (n'ko"khZ;k Hkkfouh ;kstuk & 2015) vfUofr%&4 f'k{kk;k% fofo/{ks=kkf.k 4-1 vè;kidf'k{kk] vè;kidf'k{kkifj"kn% Hkwfedk p] vè;kidf'k{kkizdkjk%& izkDlsokizf'k{k.ka lsokdkfydizf'k{k.k×pA 4-2 L=khf'k{kk&lEizR;;%] vko';drk] mís';kfu] leL;k%] lek/kukfu pA 4-3 O;kolkf;df'k{kk O;kolk;hdj.k×p& lEizR;;%] vko';drk] mís';kfu] leL;k%] lekèkkukfu pA vfUofr%&5 Hkkjrh;f'k{kk;k% lelkef;dleL;k% 5-1 izkFkfedf'k{kk& vko';drk] mís';kfu] izkFkfedf'k{kk;k% oS'ohdj.ke~ pA 5-2 ekè;fedf'k{kk& lEizR;;%] vko';drk] mís';kfu] leL;k%] lek/kukfu pA 5-3 mPpf'k{kk& lEizR;;%] vko';drk] mís';kfu] leL;k%] lek/kukfu pA vfUofr%&6 Hkkjrs fof'k"Vf'k{kklaLFkk% 6-1 osQUnzh;fo|ky;l†Vue~A 6-2 uoksn;fo|ky;lfefr%A 6-3 jkf"Vª;'kSf{kdkuqlU/kuizf'k{k.kifj"kn~A 6-4 fo'ofo|ky;kuqnkuk;ksx%A 6-5 laLÑrfo'ofo|ky;%A f'k{kk'kkL=kh&f}rh;o"kZe~ 111 Third Paper Contemporarararyyy India and Education Total Marks :- 100 Objectives: On Completion of this Course the Pupil Teacher will be able to:o:o: • Understanding the effect of Ancient and Medieval Indian Education System on present Education. • Know Diversity, Inequality and Marginalisation in Society and their effec- tiveness in Education. • Understand Policy Structure for Public Education in India. • Know the effects of Educational Problems on Contemporary Issues and Policies in the Pre-independence period. • Understand the Education System of India and Medium of Language and Curriculum. Unit 1 - Effect of Ancient and Medieval Indian Education 1.1 Structure, Aims, Methods, Curriculum, Rules, Teacher-Student relationship and salient features of Vedic Education. 1.2 Structure, Aims, Methods, Curriculum, Ancient Buddhist Education Cen- tres and Salient Features of Buddhist Education. 1.3 Structure, Aims, Methods, Curriculum and Salient Features of Islamic edu- cation. Unit - 2 Structure and Important features of Pre-Independence Indian Education 2.1 Anglo-Oriental Controversy 2.2 Macaulay's Minutes 2.3 Wood's Dispatch 112 f'k{kk'kkL=kh&f}rh;o"kZe~ 2.4 Hunter Commission 2.5 Wardha Scheme of Education UUUnit - 3 Modern Indian Education (Points fororor Discussion - Strtrtructure,e,e, Framed Causes, Curriculum and Major Implications) 3.1 University Education Commission - 1948-49 3.2 Secondary Education Commission - 1952-53 3.3 Sanskrit Education Commission - 1956-57 3.4 Education Commission - 1964-66 3.5 National Education Policy - 1968, 1986 3.6 Acharya Ramamurthy Committee - 1990 3.7 Yashpal Committee - 2009 3.8 National Knowledge Commission (NKC) - 2006-2009 3.9 Right to Education act - 2010 3.10 Vision and Road Map for the Development of Sanskrit (Ten Year Perspec- tive Plan - 2015) UUUnit-4 Varararious fields of Education 4.1 Teacher Education and the role of NCTE. Types of Teacher Education-Pre- Service and In-Service Training. 4.2 Concept, Importance, Objectives, Problems and Solutions of Women's Edu- cation. 4.3 Concept, Importance, Objectives, Problems and Solutions of Vocational Education and Vocationalizaton.. Unit-5 Contemporary Problems of Indian Education 5.1 Primary Education - Need, Objectives, Globalization of Elementary Educa- tion. 5.2 Concept, Importance, Objectives, Problems and Solutions of Secondary Education. 5.3 Concept, Importance, Objectives, Problems and Solutions of Higher Edu- cation. Unit-6 Special Educational Institutions in India 6.1 Kendriya Vidyalaya Sanghthan. f'k{kk'kkL=kh&f}rh;o"kZe~ 113 6.2 Navodaya Vidyalaya Samiti. 6.3 NCERT. 6.4 University Grant Commission. 6.5 Sanskrit Universities. lUnHkZxzUFkk% (Reference Books) 1- feJ%] yksdekU;%] Hkkjrh;k iqjkruh f'k{kk] e`xk{khizdk'kue~] 5@113] fojke[k.M%] xkserhuxje~] y[kumQ&226010] (2011)- 2- feJ%] yksdekU;%] Hkkjrh;k vk/qfudh f'k{kk] e`xk{khizdk'kue~] 5@113] fojke[k.M%] xkserhuxje~] y[kumQ%&226010] (2010)- 3- >k] lqjsUnz%] izkphuHkkjrh;f'k{kki¼fr%] 2@212] fojkV[k.M%] xkserhuxje~] y[kumQ&20 4- nsoukFku~] vkj-] lfPpnkuUn%] ,-ih-] Hkkjrh;f'k{kk;k% bfrgkl% uof'k{kkuhfr'p] jk- la-la- Jhlnkf'ko ifjlj] iqjhA 5- ikBd] ih-Mh-] Hkkjrh;f'k{kk vkSj mldh leL;k,¡] fouksniqLrd efUnj] vkxjkA 6- jLrksxh] osQ-th-] Hkkjrh;f'k{kk dk bfrgkl ,oa leL;k,¡] fouksniqLrd efUnj] vkxjkA 7- vfXugks=kh] johUnz_ vk/qfud Hkkjrh;f'k{kk % leL;k,¡ vkSj lek/ku] jktLFkkufgUnh xzUFk vdkneh] t;iqj] 2008 8- xqIr] bZ'ojn;ky_ vk/qfud Hkkjrh;f'k{kkleL;kfpUru] gfj;k.kklkfgR; vdkneh] p.Mhx<+] 1991 9- laLÑrf'k{kk¿¿;ksx dk izfrosnu] mÙkjizns'klaLÑrlaLFkku] y[kumQ 10- ikBd nkrkjke vrhr ,oa orZeku esa 'kSf{kd iz.kkyh&3&'kSf{kd ifjHkk"kk dks'k Hkkx] (2015) ekU;rk izdk'ku] fnYyh 11- Mukherjee, R.K., Ancient Indian Education, Motilal Banarsi Das Publish- ers, Delhi. 12- Syed Nurullah and J.P. Naik, History of Education in India, Macmillan and Co. Ltd., Bombay. 13- Altekar, A.S., Education in Ancient India, Jnanavapi Prakashan Varanasi. 114 f'k{kk'kkL=kh&f}rh;o"kZe~ 14- Dayal, Bhagawan, The Development of Modern Indian Education. 15- Govt. of India (1986), National Policy of Education M/o HRD, New Delhi. 16- Govt. of India (1952-53) : Report of the Secondary Education Commission. 17- Govt. of India (1964-66), Education Commission Kothari Commission. 18- Govt of India (2009) : Right to Education, Ministry of Law and Justice. 19- Anand, C.L., (1983) : Teacher and Education in Emerging Indian Society, NCERT, New Delhi. f'k{kk'kkL=kh&f}rh;o"kZe~ 115 prqFkZi=ke~ 'kkL=kf'k{k.ke~ iw.kkZÄïk% 100 mís';kfu& veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%& • 'kkL=klEizR;;e~ voxPNs;q%A • O;kdj.k&lkfgR;&T;ksfr"k&U;k;&ehekalk'kkL=kk.kka lkekU;Lo:ikoxeus ;ksX;rka lEikn;s;q%A • fofo/'kkL=klEc¼f'k{k.kljf.ke~ voxPNs;q%A • O;kdj.k'kkL=kL; f'k{k.kfo/hu~ tkuh;q%A • lkfgR;'kkL=kf'k{k.kfo/hu~ voxPNs;q%A • 'kkL=kKkuijh{k.kizfo/hu~ ifjfpuq;q%A • 'kkL=klaj{k.klaLFkk% ifjfpuq;q%A vfUofr%&1 'kkL=klEizR;;% 1-1 'kkL=kfuoZpue~A 1-2 'kkL=ks"kq eÄõykpj.kijEijkA 1-3 'kkL=kkè;;uiz;kstue~A 1-4 fofHkÂkfu 'kkL=kkf.kA 1-5 vuqcU/prq"V;fu:i.ke~A vfUofr%&2 'kkL=kf'k{k.kljf.k% 2-1 vUo;O;frjsdkSA 2-2 vf/dj.ke~A 116 f'k{kk'kkL=kh&f}rh;o"kZe~ 2-3 rkRi;Zfu.kZ;izdkjk%A (miØeksilagkjkS vH;klks¿iwoZrk iQye~ vFkZoknksiiÙkh p fyÄõa rkRi;Zfu.kZ;sA) 2-4 izkek.;fopkj% vfUofr%&3 O;kdj.k'kkL=ke~ 3-1 O;kdj.k'kkL=kf'k{k.kfo/;%A 3-2 f'k{kkosnkÄõs mPpkj.kf'k{k.ke~A 3-3 'kkCncks/izfØ;kA vfUofr%&4 lkfgR;'kkL=ke~ 4-1 lkfgR;fuoZpue~] vyÄïkj'kkL=ke~A 4-2 lkfgR;'kkL=kf'k{k.kfo/;%A 4-3 NUnks¿yÄïkjf'k{k.ke~A vfUofr%&5 'kkL=kKkuijh{k.kizfo/;% 5-1 osnikBk%& in&tVkfnfofo/k% ikBk%A 5-2 izgsfydk%A 5-3 leL;kiwfÙkZ%A 5-4 'kykdkijh{kkA vfUofr%&6 'kkL=klaj{k.ke~ 6-1 Hkkjrs laj{k.kjrk% laLFkk% & laLÑrfo'ofo|ky;k%] xq#oqQykfu] 'kkldh;srjlaLFkk%] ifj"kn% (vdknE;%)] eBk'pA 6-2 'kkL=klaj{k.kizØek%A f'k{kk'kkL=kh&f}rh;o"kZe~ 117 Fourth Paper TTTeaching of Shastrtrtrasasas Total Marks :- 100 Objectives: On Completion of this Course the Pupil Teacher will be able to:o:o: • Understand Concept of Shastras. • Understand General Features of Shastras like Vyakarna, Sahitya, Jyotish, Nyaya and Mimamsa. • Understand several systems in Teaching of Shastras. • Understand Teaching Methods of Vyakarana Shastra. • Understand Teaching Methods of Sahitya Shastra. • Understand Shastra Knowledge Testing Techniques. • Understand Several Institutes Engaged in Preservation of Shastras. Unit- 1 Concept of Shastra. 1.1 Definition of Shastra. 1.2 Tradition of Mangalacharana in Shastras. 1.3 Purpose of studying Shastras. 1.4 Different kind of Shastras. 1.5 Explanation of Anubandha-Chatustaya. UUUnit- 2 Tececechniques of Shastrtrtra Teaching 2.1 Anvaya and Vyatireka. 2.2 Adhikarana 2.3 Six types of Vrittis. 2.4 Pramanya Vichara Unit- 3 Grammar as Shastra 3.1 Methods of Teaching Vyakarana 118 f'k{kk'kkL=kh&f}rh;o"kZe~ 3.2 Teaching of Phonetics according to Shiksha-Vedanga 3.3 Process of Shabdh-Bodha Unit- 4 Sahitya Shastra 4.1 Concept of Sahitya, Criticism. 4.2 Methods of Teaching Sahitya 4.3 Teaching of Chandas and Alankaras. UUUnit- 5 Tesesesting Techniques of Shastrtrtra Knowwwledgeee 5.1 Various Veda Pathas - Pada-Jata-etc. 5.2 Prahelikas 5.3 Samasyapurti. 5.4 Shalakapariksha. Unit- 6 Preservation of Shastras 6.1 Indian Institutions engaged in Preserving Shastras - Sanskrit Universities, Gurukulas, Non-Govt. Organizations, Academies and Maths. 6.2 Steps to Preservation of Shastras. lUnHkZxzUFkk% (Reference Books)& 1- "k"B~;CnlaLÑre~ (izFkeksHkkx%) lEiknd%] jk/koYyHkf=kikBh] jkf"Vª;laLÑrlaLFkkue~ uonsgyhA 2- feJ% yksdekU;%] lkfgR;f'k{k.kfof/%] e`xk{khizdk'kue~] 5@113 fojke[k.M%] xkserhuxje~] y[kumQ 3- yrk] ,u~] lkfgR;f'k{k.ke~] jkf"Vª;laLÑrfo|kihBe~] fr#ifr%A 4- jk- nsoukFk%] mikè;k;] Hkqous'k%] O;kdj.kf'k{k.kfo/;%] izFkelaLdj.ke~] Hkkjrh;fo|k& laLFkkue~] okjk.klh 5- 'kqDy%] jtuhdkUr%] O;kdj.kf'k{k.ke~] jkf"Vª;laLÑrfo|kihBe~] fr#ifr%A 6- pkS/jh] izHkknsoh] lkfgR;f'k{k.ke~] xkxhZizdk'kue~] fnYyhA 7- liQk;k] j?kqukFk%] laLÑrf'k{k.k] gfj;k.kk fgUnh xzUFk vdknehA 8- Bokil, Vinayak Pandurang, A New Approach to Sanskrit - Chitrashala Prakasan, Pune, f'k{kk'kkL=kh&f}rh;o"kZe~ 119 i×pei=ke~ (vfuok;ZHkkx%) (d) lekos'kkRedf'k{kk iw.kkZÄïk% & 50 mís';kfu& veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%& • lekos'kkRedfo|ky;fuekZ.ks visf{krkuka lkaLÑfrduhrhuka xfrfoèkhuk×p voxeus leFkkZ% Hkos;q%A • 'kSf{kd:ijs[kk;k% lUnHksZ v'kDrrk;k% lekos'kuL; p ifjHkk"k.ks leFkkZ% Hkos;q%A • izfrHkkfxrk;k% vf/xeL; p fo|ekukojks/sH;% ifjfprk% Hkos;q%A • jkT;uhfri=ks"kq vf/xeksiyC/s% vUos"k.ks voxeus p leFkkZ% Hkos;q%A • fofo/ko';drk;qrk% ckyk% jkf"Vª;kUrkjkf"Vª;izfropukukeoxeus leFkkZ% Hkos;q%A vfUofr%&1 lekos'kkRedf'k{kk 1-1 lekos'kkRedf'k{kk;k% ifjHkk"kk] lEizR;;%] egÙoa n'kZu×pA 1-2 fof'k"Vf'k{kk] ,dhÑrf'k{kk] lekos'kkRedf'k{kk bR;srklq feFk% Hksn%A 1-3 fofo/ko';drk;k% lEizR;;% vFkZ'pA 1-4 f'k'kks% vf/xedkfBU;kuka ck/kuk×p vko';drk;k% Kkue~A vfUofr%&2 fofo/ko';drk;qrk% ckyk% 2-1 bfUnz;lEc¼k% & Jo.kn`"VÔkfn'kkjhfjdk{kerkuka ifjHkk"kk% fo'ks"krk'pA 2-2 cqf¼lEc¼k% & izfrHkk'kkyh] cqf¼eku~] ekufldk{ke% bR;knhuka ifjHkk"kk% fo'ks"krk'pA 2-3 v{kerk;k% o/Zue~& ew 120 f'k{kk'kkL=kh&f}rh;o"kZe~ vfUofr%&3 lekos'kkRedf'k{kk;S lÂkg% 3-1 lekos'kkRedfo|ky;L; lEizR;;%& lalk/ukfu miyC/rk p] eukolalk/ukfu] v{kerk& fHko`Ùk;% lEiw.kZfo|ky;ksikxe'pA 3-2 d{;k;ka fo'ks"kko';drkuka iwrZ;s visf{krk% lgdkfjlsok%& fof'k"Vf'k{kd%] fof'k"Vksipkjd%] 'kkjhfjdksipkjd% o`Ù;qipkjd%] ijke'kZd% pA 3-3 vf/xUrq% eS=khiw.kZewY;kÄïuizfØ;k;k% fodkl% vuqiz;ksxk'p] ekè;fedf'k{kke.Mykuka ijh{kkFk± fofo/lkSfoè;kfuA f'k{kk'kkL=kh&f}rh;o"kZe~ 121 Fifth Paper (Compulsory Part) (A) Inclusive Education Total Marks :- 50 Objectives: On Completion of this Course the Pupil Teacher will be able to:o:o: • Understanding the Cultural Policies and Practices that need to be addressed in order to create an Inclusive School. • Explore the definition of disability and Inclusion within an Educational Framework Context. • Know Identification of the barriers to Learning and Participation. • Understand how Learning Achievement is Perceived and Understood in State Policy Documents. • Understand the National and International Commitments towards the Chil- dren with Diverse Needs. UNIT 1. Inclusive Education 1.1 Definition, Concept, Importance and Philosophy of Inclusive Education. 1.2 Difference between Special Education, Integrated Education and Inclusive Education. 1.3 Concept and Meaning of Diverse Needs. 1.4 Addressing the Needs of Children with Learning Difficulties and Impair- ments. UNIT. 2 Children with Diverse Needs 2.1 Definition and Characteristics of Sensory, Hearing, Visual and Physically Challenged. 2.2 Intellectual Definition & Characteristics of Gifted, Talented and Mentally Challenged. 122 f'k{kk'kkL=kh&f}rh;o"kZe~ 2.3 Developmental Disabilities-Autism, Cerebral Palsy & Learning Disabilities. 2.4 Social and Emotional Problems. 2.5 Scholastic Backwardness, Low Achievement, Slow Learners. UNIT 3. Preparation fororor Inclusive Education 3.1 Concept of Inclusive School - Infrastructure and Accessibility, Human Re- sources, Attitudes to Disability and Whole School Approach 3.2 Supportive Services required for Meeting Special Needs in the Classroom - Special Teacher, Special Therapist, Physiotherapist, Occupational Thera- pist and Counselor. 3.3 Development and application of learner-friendly evaluation procedures; Dif- ferent provisions for examination by the boards of Secondary Education. lUnHkZxzUFkk% (Reference Books) 1- fooZQ] tloUr_ vydk vjksM+k_ lekos'kh f'k{kk osQ vk/kj] Vh-,iQ-lh- ifCyosQ'kUl] ifV;kykA 2- ;kno] ,l-,l_ ;kno] lq/k_ lekos'kh f'k{kk] V.Mu ifCy'klZ] yqf/;kukA 3- Vijayan, P and Geetha (Ed. By Mittal, S.R., 2006) Integrated and Inclusive Education: DSE (vi) Manual, New Delhi. 4- Jha, M.; (2002) Inclusive Education for all : Schools without Walls, Chennai, Heinemann Educational publishers, Multivista Global Ltd. 5- Sharma, P.L.; (2003) Planning Inclusive Education in Small Schools, R.I.E. Mysore, Bhargav, Mahesh; Exceptional Children, H.P.Bhargav Book House, Agra. f'k{kk'kkL=kh&f}rh;o"kZe~ 123 i×pei=ke~ (oSdfYid% [k Hkkx%) [k&1- 'kkfUrf'k{kk iw.kkZÄïk% & 50 mís';kfu& veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%& • O;kid:is.k 'kkfUra 'kkfUrf'k{kk×p voxE; rnh;e~ vkUrfjd&lkekftdlejlrk;k% lglEcUèka izklÄ~fxdrk×p voxPNs;q%A • xfr'khylkekftd;FkkFkZRosu 'kkfUre~ voxPNs;q%A • oS;fDrlkeftdizfØ;k.kka eè;LFkrkuka p }U}kocks/us leFkkZ% Hkos;q%A • Hkkjrh;ifjizs{;s 'kkfUrf'k{kka tkuh;q%A vfUofr%&1 'kkfUrf'k{kk 1-1 vFkZ%] egÙoa izklÄ~fxdrk pA 1-2 'kkfUrf'k{kk;k% vko';drk] {ks=ke~ mís';kfu pA 1-3 'kkfUrf'k{kk;k% laf{kIrsfrgkl%A 1-4 'kkfUrf'k{kk;k% eq[;ÏksrkaflA vfUofr%&2 fofo/Lrjs"kq 'kkfUrf'k{kk 2-1 izkFkfedLrjL; Ñrs 'kkfUrf'k{kk;k% ikB~;p;kZA 2-2 mPpfo|ky;LrjL; Ñrs 'kkfUrf'k{kk;k% ikB~;p;kZA 124 f'k{kk'kkL=kh&f}rh;o"kZe~ 2-3 'kkfUrf'k{kklEc¼k% fo|ky;h;lgxkfefØ;k% & xkfU/t;Urh] i`Fohfnol%] 'kkfUrfnol%] fpUrufnol%] la;qDrjk"Vªla?kfnol% bR;kn;%A 2-4 fo'o'kkfUrLFkkiuk;S fofo//ekZ.kka ;ksxnkue~A vfUofr%&3 Hkkjrh;ifjizs{;s 'kkfUrf'k{kk 3-1 osn%] bfrgkl%] xhrk ;ksxlw=k×pA 3-2 rU;rkizcU/uk; izkphuizfo/;%& ;ksx%] foi';uk] ;K%] è;ku×pA 3-3 vuq'kklus vkReizcU/us p vkReu% drZO;tkx:drk;k% lao/Zue~A 3-4 i×p'khyfl¼kUr%A f'k{kk'kkL=kh&f}rh;o"kZe~ 125 Fifth Paper (Optional Part-B) B- 1. Peace-Education Total Marks :-50 Objectives: On Completion of this Course the Pupil Teacher will be able to:o:o: • Know Broaden notions about Peace and Peace Education, their Relevance and Connection to Inner and Social Harmony. • Understand Peace as a Dynamic Social Reality. • Understand Conflicts and its underlying Personal-Social Processes and Mediation. • Peace Education in Indian Perspective. UNIT 1: Peace Education 1.1 Meaning, Importance and Relevance of Peace Education. 1.2 Need, Scope and Objectives of Peace Education. 1.3 Brief History of Peace Education. 1.4 Main Sources of Peace Education. UNIT 2: Peace Education at Varararious Levvvels 2.1 Curriculum of Peace Education for Primary Level. 2.2 Curriculum of Peace Education for High-School Level. 2.3 Peace Education related to School Co-curricular Activities and Celebration of Gandhi Jayanti, Earth day, Peace day, Thinking day and UNO day etc. 2.4 Contribution of Various Religions to establish World Peace. 126 f'k{kk'kkL=kh&f}rh;o"kZe~ UNIT 3: Peace Education in Indian Perspectiveee 3.1 Veda, History, Geeta and Yoga-sutras. 3.2 Ancient Techniques for Stress Management - Yoga, Vipashyana, Yajna and Meditation. 3.3 Increasing duty Awareness in Self Discipline and Self Management. 3.4 Theory of Panch-Sheela. lUnHkZxzUFkk% (Reference Books) 1- frokjh] uhykHk_ tSu] fufru (lEiknd%)_ oSf'od ifjizs{; esa 'kkfUr vkSj ewY; f'k{kk] jkf"Vª; laLÑr laLFkku] Hkksiky ifjlj] HkksikyA 2- vxzoky] ts-lh-_ Hkksyk] ih-_ f'k{kk n'kZu% ,d vè;;u] f'kizk ifCyosQ'kUl] fnYyh 3- Mishra, Loknath; Peace Education: Framework for Teachers, APH Pub- lishing Corporation, New Delhi. 4- Veerabhadrappa, R.P.; Teaching of Peace & Conflict Resolution, Lotus Press, New Delhi. f'k{kk'kkL=kh&f}rh;o"kZe~ 127 i×pei=ke~ (oSdfYid% [k Hkkx%) [k&2- ekuokf/dkjf'k{kk iw.kkZÄïk%&50 mís';kfu& veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%& • ekuokf/dkjL; lekurk;k'p lUnHksZ tkx:dk% Hkos;q%A • ekuokf/dkjlUnHksZ jkf"Vª;&vUrkjkf"Vª;iz;klS% ifjfprk% L;q%A • ekuokf/dkj&f'k{k.kfo/huke~ vocks/us {kek% Hkos;q%A • ekuokf/dkjtkx:drkizpkjk; vè;kidfo|ky;;ks% Hkwfedke~ voxPNs;q%A vfUofr%&1 ekuokf/dkj% 1-1 ekuokf/dkjk.kka lEizR;;%A 1-2 ekuokf/dkjk.kke~ vko';drk egÙoa pA 1-3 Hkkjrh;lafo/kua ekuokf/dkjk'pA 1-4 vk/kjHkwrekuokf/dkjk%& LorU=krk] lekurk] f'k{kk] lqj{kk] vfHkO;fDr% pA vfUofr%&2 ekuokf/dkjk; iz;klk% 2-1 jkf"Vª;ekuokf/dkjk;ksx% rnq‰o% izdk;kZf.k] {ks=k×pA 2-2 jkT;ekuokf/dkjk;ksx% rnq‰o% izdk;kZf.k] {ks=k×pA 2-3 L=kh.kka] ckydkuka] lkekftdksisf{krkuk×p fo'ks"kkf/dkjk%A 2-4 Hkkjrs ekuokf/dkjkUnksyukfuA 128 f'k{kk'kkL=kh&f}rh;o"kZe~ vfUofr%&3 ekuokf/dkjf'k{kk 3-1 ckykuka fo'ks"klUnHksZ&vf/xUr`f'k{kd;ks% drZO;k/kfjrkf/dkjk%A 3-2 lwpukf/dkj% (vkj-Vh-vkbZ-) miHkksD=kf/dkjk'pA 3-3 ekuokf/dkjtkxjk;k% lao/Zus fo|ky;&f'k{kd;ks% HkwfedkA 3-4 jktk jkeeksgujk;%] xkU/h] ch-vkj~- vkEcsMdj% bR;srs"kka ekuokf/dkjlEcfU/u% fopkjk%A f'k{kk'kkL=kh&f}rh;o"kZe~ 129 Fifth Paper (Optional Part - B) B- 2. Human Rights Education Total Marks :- 50 Objectives: On Completion of this Course the Pupil Teacher will be able to:o:o: • Awareness of Human Rights and Equality, • Acquintance with the National and International Efforts in the Context of Human Rights. • Understand the Teaching Methods of Human Rights, • Develop an understanding the Role of the School and Teacher in Propagat- ing Human Rights Awareness. Unit 1 Human Rights 1.1 Concept of Human Rights 1.2 Need and Importance of Human Rights 1.3 Indian Constitution and Human Rights 1.4 The Fundamental Human Rights - Freedom, Equality, Education, Protec- tion and Expression. UUUnit 2 Efffforororts fororor Human Rights 2.1 National Human Rights Commission-its Origin, Functions and Scope. 2.2 State Human Rights Commission - its Origin, Functions and Scope. 2.3 Special Rights of Women, Children and Socially deprived. 2.4 Human Rights Movements in India. Unit 3 Human Rights Education 3.1 Duty based Rights of Teacher and Taught with Special reference to Chil- dren. 130 f'k{kk'kkL=kh&f}rh;o"kZe~ 3.2 Rights to Information (RTI) and Consumer Rights. 3.3 Role of School and Teacher to promote Human Rights awareness. 3.4 The thoughts regarding Human Rights of Rajaram Mohan Rai, Gandhi and B.R. Ambedkar. lUnHkZxzUFkk% (Reference Books) 1- fcloky] riu_ ekuokf/dkj tsUMj ,oa i;kZoj.k] fook cqDl izkbosV fyfeVsM] ubZ fnYyhA 2- ik.Ms;] jke'kdy_ feJ d#.kk'kÄïj_ ekuokf/dkj vkSj ewY; f'k{k.k] fouksn iqLrd efUnj] vkxjkA 3- iykbZ] v#.k oqQekj] Hkkjr dk jk"Vªh; ekuokf/dkj vk;ksx] jk/k ifCyosQ'ku] ubZ fnYyh 4- tks'kh] eksrhyky] ekuokf/dkj vkSj f'k{kk] ek;k izdk'ku] t;iqj 5- feJ] lqjsUnz oqQekj] ekuokf/dkj ,oa ckyJe] fueZy ifCyosQ'kUl] fnYyh 6- rustk] iq"iyrk] ekuokf/dkj vkSj cky'kks"k.k] lR;lkfgR; izdk'ku] fnYyh 7- xqIr] oSQyk'kukFk] ekuokf/dkj vkSj mudh j{kk] vfojke izdk'ku fnYyh 8- ykax;ku] vkj-ch-_ nfyrksa osQ elhgk&HkkjrjRu MkW- Hkhejko vEcsMdj] Hkkjr izdk'ku] vEckyk Nkouh (gfj;k.kk)A f'k{kk'kkL=kh&f}rh;o"kZe~ 131 i×pei=ke~ (oSdfYid% [k Hkkx%) [k&3- ewY;f'k{kk iw.kkZÄïk%&50 mís';kfu& veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%& • ewY;kuka lEizR;;ku~ voxUrqa ;ksX;k% Hkos;q%A • ewY;f'k{kk;k% izÑfre~ vko';drka] egÙo×p tkuh;q%A • turU=ka] lkE;okfnrk] lkekftdrk bR;knhfu 'kSf{kdewY;kfu voxPNs;q%A • Hkkjrh;laLÑrs% ekuoewY;kuka p Kkua izkIuq;q%A • turU=kh;ewY;kuka lEizR;;kuka ifjKkus leFkkZ% L;q%A vfUofr%&1 ewY;kfu 1-1 vFkZ%] Ïksrkafl] egÙoa pA 1-2 ewY;kuka izÑfr% oxhZdj.k×pA 1-3 /kfeZdf'k{kkr% ewY;kfu] uSfrdewY;kfu] uSfrdizf'k{k.k×pA vfUofr%&2 ewY;f'k{kk 2-1 ewY;f'k{kk;k% vko';drk] egÙoa {ks=k×pA 2-2 uSfrdrk;k% lEizR;;%] uSfrdf'k{kk pA 2-3 ewY;k/kfjrf'k{kk;k% egÙoe~A 2-4 iztkrU=k&/eZfujis{k&lkE;oknkfn"kq 'kSf{kdewY;kfuA 2-5 ewY;fuekZ.ks ikB~;lgxkfefØ;k%A 132 f'k{kk'kkL=kh&f}rh;o"kZe~ vfUofr%&3 ekuoewY;kfu 3-1 lkekftduhfrlUnHksZ lkaLÑfrdlUnHksZ p ekuoewY;kfuA 3-2 Hkkjrh;laLÑrs% ekuoewY;kuka p ewY;kÄïue~A 3-3 uSfrdU;k;% uSfrdh fØ;k pA f'k{kk'kkL=kh&f}rh;o"kZe~ 133 Fifth Paper (Optional Part - B) B-3. Value Education Total Marks :- 50 Objective:e:e: On Completion of this Course the Pupil Teacher will be able to:o:o: • Understand the Concept of Values. • Understand the Nature, Need and Importance of Value Education. • Enable them to understand Educational Values like Democratic, Secular and Socialist. • Understand Indian Culture and Human Values. • Understand and appreciate the Concept of Democratic Values. UUUnit 1 Values 1.1 Meaning, Importance and Source of Values. 1.2 Classification and Nature of Values. 1.3 Values from Religious Education, Moral Values and Moral Training. UUUnit 2 Value Education 2.1 Need, Importance and Scope of Value-Education. 2.2 Concept of Morality and Moral Education. 2.3 Importance of Value-oriented Education. 2.4 Education Values like Democratic, Secular and Socialist. 2.5 Co-curricular Activities to Inculcate Value. UUUnit 3 Human Values 3.1 Human Values on Socio-moral and Cultural Context. 134 f'k{kk'kkL=kh&f}rh;o"kZe~ 3.2 Valuation of Indian Culture and Human Values. 3.3 Moral Judgment and Moral Action. lUnHkZxzUFkk% (RRRefefeferererence Booksss) 1- ekFkqj] Vh-ch-] ewY;ijd f'k{kk] ,DlVsa'ku lfoZl fMikVZes.V] fjtuy dkWyst vkWiQ ,T;wosQ'ku] vtesjA 2- ik.Ms;] jke'kdy_ feJ d#.kk'kÄïj_ ekuokf/dkj vkSj ewY; f'k{k.k] fouksn iqLrd efUnj] vkxjkA 3- 'kekZ] jktsUnz] uSfrd ewY;f'k{kk] xq#th cqd dEiuh] t;iqjA 4- 'kekZ] vkj-,-] ekuo ewY; ,oa f'k{kk] vkj- yky cqd fMiks] esjBA 5- Gupta, N.L., Value Education, Theory & Practice, Krishna Brother, Ajmer. 6- Gupta, K.M., Training cum-Research Project in Value, Orientation, Value Analysis model, DTE, SE & ES, NCERT, New Delhi. 7- Ruhela, S.P., Human Values & Education, Sterling Publishers Pvt. Ltd., New Delhi. 8- Jasta, Hari Ram, Spiritual Values and Education, Prabhat Prakashan, Delhi. f'k{kk'kkL=kh&f}rh;o"kZe~ 135 i×pei=ke~ (oSdfYid% [k Hkkx%) [k&4- f'k{kk;ka ySfÄõdleL;k% iw.kkZÄïk%&50 mís';kfu& veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%& • ySfÄõdrk;k%] ySfÄõdi{kikrL;] ySfÄõd:f vfUofr%&1 ySfÄõdleL;k% 1-1 ySfÄõoaQ] ;kSua] dke%] fir`lÙkk] iq#"kRoa] L=khÙo×pA 1-2 ySfÄõdlEc¼%& i{kikr%] :f vfUofr%&2 ySfÄõdk% 'kSf{kdk'p fl¼kUrk%] Hkkjrh;lUnHksZ vuqiz;ksxk% 2-1 lkekftdhdj.kfl¼kUr%A 2-2 fyÄõHksn%A 2-3 lajpukRedfl¼kUr%A 136 f'k{kk'kkL=kh&f}rh;o"kZe~ vfUofr%&3 ikB~;p;kZ;ka ySfÄõdfo"k;k% 3-1 fyÄõe~] laLÑfr%] laLFkk'p & oxZ&tkfr&/eZ{ks=kk.kke~ vUroZxZ%A 3-2 ikB~;p;kZ ySfÄõdleL;k'pA 3-3 ikB~;iqLrosQ"kq rRlEc¼fo"k;s"kq p ySfÄõdrkA 3-4 ifjorZuL; vfHkdr`ZRosu f'k{kd%A f'k{kk'kkL=kh&f}rh;o"kZe~ 137 Fifth Paper (Optional Part - B) B-4. Gender Issues in Education Total Marks :-50 Objectives: On Completion of this Course the Pupil Teacher will be able to:o:o: • Develop basic Understanding and Familiarity with key concepts-Gender, Gender bias, Gender Stereotype, Empowerment, Gender Parity, Equity and Equality, Patriarchy and Feminism. • Understand the Gradual Paradigm shift from Women Studies to Gender studies. • Learn about Gender Issues in School, Curriculum, and Textual Materials across Teaching Processes and its mutual action with Class, Caste, Religion and Region. • Understand Historical, Contemporary features of Education in the Gender Context. UNIT 1: Gender Issues 1.1 Gender, Sex, Sexuality, Patriarchy, Masculinity and Feminism. 1.2 Gender related bias, Stereotype, and Empowerment. 1.3 Equity and Equality in relation with Caste, Class, Religion, Disability and Region. 1.4 Sexual Harassment and Abuse UNIT 2: Theories On Gender and Education: Application In The Indian Context 2.1 Socialization Theory 2.2 Gender Difference 2.3 Structural Theory 138 f'k{kk'kkL=kh&f}rh;o"kZe~ UNIT 3: Subjects on Gender Issues In Curriculum 3.1 Gender, Culture and Institution - Intersection of Class, Caste, Religion and Region 3.2 Curriculum and Gender Issues. 3.3 Gender in Text Books and in related Subjects. 3.4 Teacher as an Agent of Change lUnHkZxzUFkk% (Reference Books) 1- lywtk] pk¡n fdj.k_ f'k{kk% lkekftd ifjizs{;] fgUnh ekè;e dk;kZUo; funs'kky;] fnYyh fo'ofo|ky;] fnYyhA 2- fcloky] riu_ ekuokf/dkj tsUMj ,oa i;kZoj.k] fook cqDl izkbosV fyfeVsM] ubZ fnYyhA 3- yks f'k{kk'kkL=kh&f}rh;o"kZe~ 139