Track ID: 1180087 SELF STUDY REPORT
For NAAC Re-Accreditation (Cycle-2) OF
GANGA INSTITUTE OF EDUCATION
Submitted to
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL
GANGA INSTITUTE OF EDUCATION
Affiliated to Chaudhary Ranbir Singh University, Jind-Haryana Recognized by National Council for Teacher Education 20 K.M. Mile Stone, Bahadurgarh-Jhajjar Road, Village Kablana, Jhajjar, Haryana www.gangainstituteofeducation.com
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Track ID: 1180087
GANGA INSTITUTE OF EDUCATION KABLANA, JHAJJAR, HARYANA
www.gangainstituteofeducation.com
SELF STUDY REPORT
March-2017
(Re-AccreditationCycle-2)
Submitted by
Dr. Geeta Prabha Principal
Submitted to
NAAC (National Assessment and Accreditation Council) Bangalore
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Track ID: 1180087 Vision
To create window of opportunities for value based alterations and acquaint prospective teachers to handle learners and global snag through harmony in an astute epoch.
Mission
To advance academic excellence and foster compassionate, self-sustained preceptors to overcome the changes of dynamic society and environment.
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Track ID: 1180087 Objectives
To prepare sensitive, empathetic, high quality teachers. To prepare professionally competent teachers. To prepare teachers capable of facing challenges of society. To provide hands on experience to prospective teacher on accessing and processing information in improving the methods of teaching and learning. To acquaint the prospective teacher with various psychological facts required for day to day handling of the students in schools. To inculcate ethics, values and modernity in prospective teachers and to give them an opportunity to apply those values to move ahead and make a mark. To equip prospective teachers with a sense of responsibility in teaching profession and respect for human values. To make prospective teachers aware of their civic responsibilities.
Values
Contributing to National Development, Integration and fraternity. Inculcating Moral, civic & human values among students. Promoting Technology in teaching learning process. Inculcating sense of responsibility and dignity towards teaching profession. Elevation of Quality and fostering creativity. Quest for Excellence. Nurturing Global Competence among students. Imbibe Democratic attitude among all.
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Table of Contents
S. NO. TITLE PAGE NO. PART-I INSTITUTIONAL DATA 1 Profile of the Institution 2 Criterion Wise Inputs PART-II: EVALUATIVE REPORT 3 Recommendations by Previous Peer Team and Compliance 4 Executive Summary 5 Criterion Wise Analysis Criterion-I: Curricular Aspects Criterion-II: Teaching-Learning & Evaluation Criterion-III: Research, Consultancy & Extension Criterion-IV: Infrastructure and Learning Resources Criterion-V: Student Support and Progression Criterion-VI: Governance and Leadership Criterion-VII: Innovative Practices 6 Mapping of Academic Activities 7 Declaration by the Head of the Institution APPENDICES A. Conferences, Seminars, Workshop attended by faculty B. Conferences, Seminars, Workshops organized by GIE C. List of Various committees and members ANNEXURES 1. Institutional Academic Calendar and timetable 2. Copy of the Syllabus – B.Ed. & M.Ed. 3. Sample of Student Feedback on Curriculum and Faculty 4. Audited Income – Expenditure Statement for the Previous Financial Year 5. A Copy of the Latest Recognition Order Issued by NCTE 6. Best Practices
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PART – 1 INSTITUTIONAL DATA
A. PROFILE OF THE INSTITUTION 1. Name and address of the institution: Ganga Institute of Education 20 K.M. Mile Stone, Bahadurgarh-Jhajjar Road, Village Kablana, Distt. Jhajjar, Haryana. 2. Website URL:
www.gangainstituteofeducation.com
3. For Communication:
Office
Designation Name Telephone Fax No. E-Mail Address No. with STD Code Principal Dr. Geeta 01251- 011- [email protected] Prabha 239485 28351046 Self-appraisal Ms. Rekha 01251- 011- [email protected] Co-ordinator Rani 239485 28351046 Residence
Designation Name Telephone No. with Mobile No. STD Code Principal Dr. Geeta Prabha 01262-272199 9466447540 Self-appraisal Co- Ms. Rekha Rani _ 9896556886 ordinator
4. Location of the Institution
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Urban √ Semi-Urban _ Rural Tribal _
5. Campus area in acres: 1 acre
6. Is it a recognized Minority Institution? Yes No - √
7. Date of Establishment of the institution: Month & Year MM YYYY 09 2007
8. University to which the institution is affiliated:
CHAUDHARY RANBIR SINGH UNIVERSITY, JIND, HARYANA
9. Details of UGC recognition under section 2(f) and 12 (B) of the UGC Act: The Institution has applied for Recognition u/s 2(f)
Month & Year MM YYYY
2(f) _ _
Month & Year
MM YYYY
12(B) _ _
10. Type of institution:
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a. By funding i. Government _
ii. Grant-in-aid _
iii. Constituent _
iv. Self- financed √
v. Any other _
b. By Gender i. Only for men _
ii. Only for women _
iii. Co-education √
c. By Nature i University Dept. _
ii. IASE _
iii. Autonomous College _
iv. Affiliated College √
v. Constituent College _
vi. Dept. of Education of _ Composite College vii. CTE _
viii. Any other _ 11. Does the University/State Education Act have provision for autonomy?
Yes No √
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If yes, has the institution applied for autonomy?
Yes No - √ 12. Details of Teacher Education Programmes offered by the institution: S. No. Level Progra Entry Qualifying % Nature Durat Medium mme/ Qualification of ion of Course Award Instructio n 1. Secondary/ B.Ed. Graduation/ GEN-50% Degree Two Hindi & Sr. Secondary Post SC/PWD of Hr.- Years English Graduation 47.5 2. Post-Graduate M.Ed. B.Ed. GEN-50% Degree Two Hindi & SC/PWD of Hr.- Years English 47.5
13. Give details of NCTE recognition (for each program): S. No. Level Programme/ Order No. & Date Valid Sanctioned Course upto Intake 1. Secondary/Sr. B.Ed. NRC/NCTE/F73/HR- N.A. 100 Secondary 499/27998 APN 03368 dated 19th Sep, 2007 NRC/NCTE/HR- 200 1197/2008/60093 dated 03rd Sept, 2008 NRC/NCTE/HR-499+HR- 200 1197/2015/107040 dated: 29th May, 2015 2. Post-Graduate M.Ed. NRC/NCTE/HR- N.A. 1207/2008/60086 dated 03rd 25 Sept, 2008 50 F.NRC/NCTE/HR- 1207/2015/107045 dated: 29th May, 2015
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CRITERION - WISE INPUTS
B) CRITERION – WISE INPUT
CRITERION-I: CURRICULAR ASPECTS
1. Does the Institution have a stated
Vision Yes √ No _
Mission Yes √ No _
Values Yes √ No _
Objectives Yes √ No _
2. Does the institution offers self-finance programs
Yes √ No _
If Yes,
a) How many programmes? 02 b) Fee charged per programme
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B. Ed. Rs. 48,090/-
M. Ed. Rs. 48,090/-
3. Are there programmes with semester system? Yes
B. Ed. Annual
M. Ed. Semester
4. Is the institution representing/participating in the curriculum development/revision process of the regulatory bodies?
Yes _ No √
If yes, how many faculties are on the various curriculum development/revision committees/board of universities/regulating authorities?
NA
5. Number of methods/elective options (programme wise)
02 Methods & B. Ed. 01 Elective out of 4
M.Ed. (Full Time) 03Elective out of 13 Elective
6. Are there Programmes offered in modular form
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Yes No √
Number NA
7. Are there Programs where assessment of teachers by the students has been introduced
Yes √ No _
Number 02
8. Are there Programmes with faculty exchange/visiting faculty
Yes √ No _
Number 02
9. Is there any mechanism to obtain feedback on the curricular aspects from the
Heads of practice teaching schools Yes √ No _
Academic peers Yes √ No _
Yes √ No _ Alumni
Students Yes √ No _
Employers Yes √ No _
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10. How long does it take for the institution to introduce a new programme within the existing system?
As soon as the NCTE & Affiliating University Permits
11. Has the institution introduced any new courses in teacher education during the last three years?
Yes _ No √
Number -
12. Are there courses in which major syllabus revision was done during the last five years?
Yes √ No _
Number B.Ed. two times M.Ed. two times
13. Does the institution develop and deploy action plans for effective implementation of the curriculum?
Yes No √ _
14. Does the institution encourage the faculty to prepare course outlines?
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Yes No √ _
Criterion II: Teaching - Learning and Evaluation
1. How are students selected for admission into various courses?
a) Through an entrance test developed by the institution _
b) Common entrance test/Counseling conducted by the √ University/Government
_ c) Through an interview
d) Entrance test and interview _
e) Merit at the qualifying examination --
f) Any other (specify and indicate) _
(If more than one method is followed, kindly specify the weightages)
2. Furnish the following information (for the previous academic year):
20th August, 2015- B. Ed. a) Date of start of the academic year 21st December, 2015 - M. Ed.
29th October, 2015-B.Ed. b) Date of last admission 04th Febuary, 2016-M. Ed.
26th May, 2016 - B.Ed. c) Date of closing of the academic year 16th December, 2016- M. Ed.
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B.Ed. - 197 d) Total teaching days M.Ed- 199 e) Total working days B.Ed. - 206 3. Total number of students admitted M.Ed- 222
Programme Number of Students Reserved Open M F Total M F Total M F Total B.Ed. 49 140 189 2 10 12 47 130 177 M.Ed. (Full 1 23 24 1 1 2 0 22 22 Time)
4. Are there any overseas students? Yes _ No √
If Yes, how many? _
5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual recurring expenditure divided by the number of students/ trainees enrolled).
a) Unit cost excluding salary component Rs. 9091/-
b) Unit cost including salary component Rs. 41683/-
(Please provide the unit cost for each of the programme offered by the institution as detailed at Question 12 of profile of the institution)
6. Highest and Lowest percentage of marks at the qualifying examination considered for admission during the previous academic session
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Programmes General Category Reserved Category Highest Lowest Highest Lowest (%) (%) (%) (%) B.Ed. 76.13 50.00 71.92 48.00
M.Ed (Full Time) 86.72 50.00 60.40 48.0
7. Is there a provision for assessing students’ knowledge and skills for the programme (after admission)? Yes No √ _
8. Does the institution develop its academic calendar? Yes No √ _
9. Time allotted (in percentage) Programmes Theory Practice Practicum Teaching B.Ed. 60% 10% 30%
M.Ed. (Full Time) 78% N. A. 22%
10. Pre-practice teaching at the institution a) Number of pre-practice teaching days 0 12
b) Minimum number of pre-practice teaching lessons given by each 0 3 student
11. Practice Teaching at School
a) Number of schools identified for practice 0 10 teaching
0 12 16
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b) Total number of practice teaching days
c) Minimum number of practice teaching 0 24 lessons given by each student
Note: There is two weeks School Engagement Programme in B.Ed. First year and in second year, students have to complete four months internship in schools.
12. How many lessons are given by the student teachers in simulation and pre-practice teaching in classroom situations?
No. of Lessons In 10 No. of Lessons Pre- 10
simulation practice teaching
13. Is the scheme of evaluation made known to students at the beginning of the academic session? Yes No √ _
14. Does the institution provide for continuous evaluation? Yes No √ _
15. Weightage (in percentage) given to internal and external evaluation Programmes Internal External B.Ed. 20% 80% M.Ed. (Full Time) 20% 80%
16. Examinations a) Number of sessional tests held for each paper 0 2
0 4 b) Number of assignments for each paper
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17. Access to ICT (Information and Communication Technology) and technology.
Yes No
Computers √ _ Intranet √ _
Internet √ _
Software / courseware (CDs) √ _
Audio resources √ _ Video resources √ _
Teaching Aids and other related materials √ _ Any other (Specify and indicate) √ _ Smart Class
18. Are there courses with ICT enabled teaching-learning process?
Yes √ No _
Number 02
19. Does the institution offer computer science as a subject?
Yes √ No _
If yes, is it offered as a compulsory or optional paper?
Compulsory Optional Option among Teaching √ √ subjects
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Criterion III: Research, Consultancy and Extension
1. Number of teachers with Ph. D and their percentage to the total faculty Strength
Number 04 17.39 %
2. Does the Institution have ongoing research projects?
Yes _ No -
If yes, provide the following details on the ongoing research projects
Funding agency Amount (Rs) Duration (Years) Collaboration, if any _ _ _ _
3. Number of completed research projects during last three years. -
4. How does the institution motivate its teachers to take up research in education?
(Mark √ for positive response and X for negative response)
o Teachers are given study leave √
o Teachers are provided with seed money -
o Adjustment in teaching schedule √
o Providing secretarial support and other facilities √
o Any other specify and indicate √ * Encouragement for paper presentation& guidance for research, Incentive after completion of research,
5. Does the institution provide financial support to research scholars?
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Yes No -
6. Number of research degrees awarded during the last 5 years.
Ph. D. _
- M. Phil.
7. Does the institution support student research projects (UG & PG)?
Yes No N. A.
8. Details of the Publications by the faculty (Last five years)
Yes No Number
International journals √ 32
National journals – referred papers √ 33 Non referred papers Academic articles in reputed magazines/news papers Books --- Any other (specify and indicate) 03 Chapter in an Edited Book
9. Are there awards, recognition, patents etc received by the faculty?
Yes √ No
Number 01
10. Number of papers presented by the faculty and students (during last five years):
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Faculty Students
85 05 National Seminars 15 - International Seminars
11. What types of instructional materials have been developed by the institution?
(Mark `√’ for yes and `X’ for No.)
Self-instructional materials √
Print materials √
Non-print materials (e.g. Teaching Aids/audio-visual, multimedia, etc.) √
Digitalized (Computer aided instructional materials) √ Question bank √ Any other (specify and indicate) √ * Working Model, Handouts, Videos, Transparencies, and Flash Cards etc.
12. Does the institution have a designated person for extension activities?
Yes No √ _ If yes, indicate the nature of the post. _ Full-time Part-time _ Additional charge √
13. Are there NSS and NCC programmes in the institution?
Yes No _ √
14. Are there any other outreach programmes provided by the institution?
Yes No √ _
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15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs on Campus 16
16. Does the institution provide consultancy services?
Yes No √ _
In case of paid consultancy what is the net amount generated during last three years
FREE OF COST
17. Does the institution have networking / linkage with other institutions/ organizations?
Local level √ State level √ National level √ International level -
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.) 4600.4 2. Are the following laboratories been established as per NCTE Norms?
_ a) Methods lab Yes √ No
_ b) Psychology lab Yes √ No
c) Science Lab(s) Yes √ No _
d) Education Technology lab Yes √ No _
_ e) Computer lab Yes √ No
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f) Workshop for preparing teaching aids Yes No
3. How many Computer terminals are available with the institution? 41 4. What is the Budget allotted for computers (purchase and maintenance) during the previous academic year? Rs. 35,000/- 5. What is the Amount spent on maintenance of computer facilities during the previous academic year? Rs. 20675/- 6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year? Rs. 31608/-
7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year? Rs. 500000/- 8. Has the institution developed computer-aided learning packages?
Yes No √ _
9. Total number of posts sanctioned Open Reserved M F M F T Note: There is no specification of category however sanctioned posts are as follows: Teaching For B.Ed. Programme Principal 01 Assistant Professors 23 For M.Ed. Programme Professor 02 Associate Professor 02 Assistant Professors 06 Note: Assistant Professors may be common for B.Ed. and M.Ed.
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Programme Non-Teaching B.Ed. 09 M.Ed. 06
10. Total number of posts vacant Open Reserved
M F M F T
Teaching _ _ _ _ 03
Non-Teaching _ _ _ _ _
11. a. Number of regular and permanent teachers Open Reserved
(Gender-wise) M F M F
Lecturers 04 07 01 00
Open Reserved
M F M F
Readers - _ _ _
Open Reserved
M F M F
Professors _ 01 _ _
b. Number of temporary / ad-hoc / part-time teachers (Gender-wise)
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Open Reserved
M F M F 02 07 01 _ Lecturers
Open Reserved
M F M F
Readers _ _ _ _
Open Reserved
M F M F
Professors _ _ _ _
c. Number of teachers from Same state 12
10 Other state
12. Teacher student ratio (program-wise)
Programme Teacher Student ratio B.Ed. 1:18 M.Ed. (Full Time) 1:6
13. a. Non-teaching staff Open Reserved
M F M F
Permanent 04 03 - -
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M F M F
Temporary - - - - b. Technical Assistants
M F M F
Permanent 01 01 - -
M F M F
Temporary - - - -
14. Ratio of Teaching – non-teaching staff 3:1
15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure) Rs. 61.38% 16. Is there an advisory committee for the library?
Yes √ No - 17. Working hours of the Library 09:30 a.m.-05:00 p.m. On working days 10:00 a.m.-02:30 p.m. On holidays
09:30 a.m.-06:00 p.m. During examinations
18. Does the library have an Open access facility?
Yes √ No -
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19. Total collection of the following in the library 15997 a. Books
12465 - Textbooks
- Reference books 3532
b. Magazines 07 c. Journals subscribed
- Indian journals 15
- Foreign journals 02 d. Peer reviewed journals 02 e. Back volumes of journals 28 f. e-information resources
- Online journals/e-journals 01
-e-Books 24
- CDs/ DVDs 60
- Databases 01
- Video Cassettes 15 - Audio Cassettes 20
20. Mention the
Total carpet area of the Library (in sq. mts.) 143.99 sq. mts. 110 Seating capacity of the Reading room
21. Status of automation of Library
-
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Yet to intimate
Partially automated -
Fully automated √ 22. Which of the following services/facilities are provided in the library?
Circulation √ Clipping √ Bibliographic compilation √ Reference √ Information display and notification √ Book Bank √ Photocopying √
Computer and Printer √
Internet √
Online access facility √
Inter-library borrowing √
Power back up √
User orientation /information literacy √
Any other (please specify and indicate) √
* Book Show, On-line Public Access Catalogue, Previous Question Papers, New Arrivals- Display, Reading & Reference Service to Alumni and Economically weak students, Curriculum Lab.
23. Are students allowed to retain books for examinations?
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Yes √ No -
24. Furnish information on the following
Average number of books issued/returned per day 20-30 Maximum number of days books are permitted to be retained by students 15 by faculty 30
Maximum number of books permitted for issue for students 5 for faculty 10 Average number of users who visited/consulted per month 78
Ratio of library books (excluding textbooks and book bank facility) to the number of
students enrolled 11:1
25. What is the percentage of library budget in relation to total budget of the Institution
2%
26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.
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II (2014-15) III (2015-16) IV (2016-17) Number Total Cost Number Total Cost Number Total (in Rs.) (in Rs.) Cost (in Rs.) Text books 2960 Donated 501 Rs. 161 36902 240555.27
Other books Journals / 12 (J) Rs. 6560/- 12 (J) Rs. 8870/- / 18 (J) Rs. Periodicals / Rs. 9210/- 11087.50/- 17520/- (Newspapers & / Magazines) 11580/- Any Others 40 specify and indicate Criterion V: Student Support and Progression
1. Programme wise “dropout rate” for the last three batches
Programmes Year (2013-14) Year (2014-15) Year (2015-16)
B.Ed. 1.5% 6% 13.75%
M.Ed. (Full Time) 2.85% 5.71% 4.0%
2. Does the Institution have the tutor-ward/or any similar mentoring system?
Yes √ No _
If yes, how many students are under the care of a mentor/tutor?
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3. Does the institution offer Remedial instruction?
Yes √ No _
4. Does the institution offer Bridge courses?
Yes _ No √
5. Examination Results during past three years (provide year wise data)
UG PG
2013-14 2014-15 2015-16 2013- 2014- 2015-16 14 15 Pass Percentage 88% 82.5% 60.12% 85.29% 88.23% 79.16%
Number of first classes 156 157 94 24 25 11
Number of distinctions - - 02 - - 00
Exemplary ------performances (Gold Medal and university ranks)
6. Number of students who have passed competitive examinations during the last three years (provide year wise data)
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2013-14 2014-15 2015-16
NET - 02 00
SLET / SET - - -
Any other (specify and indicate) HTET/CTET 04 04 07
7. Mention the number of students who have received financial aid during the past three years:
Financial Aid 2013-14 2014-15 2015-16 B.Ed. M.Ed. B.Ed. M.Ed. B.Ed. M.Ed. Merit Scholarship Merit-cum-means scholarship Fee concession 9 1 29 0 13 4 Loan facilities Any other specify and indicate Note: Fee concession is provided to Economically Weaker students.
8. Is there a Health Centre available in the campus of the institution?
Yes √ No -
9. Does the institution provide Residential accommodation for:
Yes √ No - Faculty
Yes √ No -
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Non-teaching staff
10. Does the institution provide Hostel facility for its students?
Yes √ No _
If yes, number of students residing in hostels 0 Men
Women 02
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields Yes √ No _
Indoor sports facilities Yes √ No _
Gymnasium Yes _ No √
12. Availability of rest rooms for Women Yes √ No _
13. Availability of rest rooms for men Yes √ No _
14. Is there transport facility available? Yes √ No _
15. Does the Institution obtain feedback from students on their campus experience?
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Yes √ No _
16. Give information on the Cultural Events (Last year data) in which the institution participated/organised.
Organised Participated Yes No Number Yes No Number
Inter-collegiate √ - 01 √ _ 06 Inter-university _ - _ √ - 01 National _ - _ _ - _ Camp Yes _ 12 - _ _
(Excluding college day celebration)
17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.
Participation of students Outcome (Numbers) (Medal achievers) State _ _ Regional 38 11 National _ _ International _ _
18. Does the institution have an active Alumni Association?
Yes √ No _
If yes, give the year of establishment 2009
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19. Does the institution have a Student Association/Council?
Yes √ No _
20. Does the institution regularly publish a college magazine?
Yes √ No _
21. Does the institution publish its updated prospectus annually?
Yes No √ _
22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years
2013-14 2014-15 2015-16 % % % Higher studies 4.0% 7.5% Session Continues Employment (Total) 10.68% 11.49% -
Teaching . 7% 9% - Non teaching . 3.68% 2.49% -
23. Is there a placement cell in the institution?
Yes No √ _
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If yes, how many students were employed through placement cell during the past three years.
2013-14 2014-15 2015-16 40 58 Session Continues
24. Does the institution provide the following guidance and counseling services to students? Yes No
_ Academic guidance and Counseling √
_ Personal Counseling √
√ _ Career Counseling Criterion VI: Governance and Leadership
1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other similar body / committee
Yes No √ _
2. Frequency of meetings of Academic and Administrative Bodies: (last year)
Governing Body/management 02 (Half Yearly)
Staff council 04 (Quarterly)
IQAC/or any other similar body/committee 04
1. Internal Administrative Bodies contributing 12 (as and when required) to quality improvement of the institutional processes. (mention only for three most
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important bodies) (1. Library Advisory Committee 2. Examination Committee 3. Cultural & Sports Committee)
3. What are the Welfare Schemes available for the teaching and non-teaching staff of the institution?
Yes √ No _ Loan facility
Medical assistance Yes √ No _
Insurance Yes _ No √
Other (Free Transport Service, Study Yes √ No _ Leave or maternity Leave)
4. Number of career development programmes made available for non-teaching staff during the last three years
2013-14 2014-15 2015-16 03 03 05
5. Furnish the following details for the past three years a. Number of teachers who have availed the Faculty Improvement Program of the UGC/NCTE or any other recognized organization 01
b. Number of teachers who were sponsored for professional development programmes by the institution 05 National _
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International c. Number of faculty development programmes organized by the Institution:
2013-14 2014-15 2015-16 03 03 05
d. Number of Seminars / workshops / symposia on curricular development, Teaching- learning, Assessment, etc. organised by the institution
03 07 10
e. Research development programmes attended by the faculty
01 01 02 f. Invited / endowment lectures at the institution
06 07 06
Any other areas (specify the programme and indicate)
01 01 02
Workshop on use of e-resources Programme on Life Skills
6. How does the institution monitor the performance of the teaching and non-teaching staff? a. Self-appraisal Yes √ No _
Yes √ No _ 38
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c. Expert assessment of faculty performance Yes √ No _ d. Combination of one or more of the above Yes √ No _ e. Any other (specify and indicate) Yes √ No _ Peer Observation
7. Are the faculty assigned additional administrative work? Yes _ No √
If yes, give the number of hours spent by the faculty per week _
8. Provide the income received under various heads of the account by the institution for previous academic session NIL Grant-in-aid 11029980/- Fees NIL Donation NIL Self-funded courses 172793.05/- Any other (specify and indicate)
9. Expenditure statement (for last two years) 2014-15 2015-16
Total sanctioned Budget 11280000 11200000 % spent on the salary of faculty 36.10 39.95 % spent on the salary of non-teaching employees 24.02 22.03
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% spent on books and journals 0.06 0.94 % spent on developmental activities (expansion of building) NIL NIL % spent on telephone, electricity and water 3.66 3.64 % spent on maintenance of building, sports facilities, 6.55 2.02 hostels, residential complex and student amenities, etc. % spent on maintenance of equipment, teaching aids, 1.36 2.13 contingency etc. % spent on research and scholarship (seminars, 0.53 0.39 conferences, faculty development programs, faculty exchange, etc.) % spent on travel 1.30 0.49 Any other (specify and indicate) 26.42 28.41 Total expenditure incurred 100% 100%
10. Specify the institutions surplus/deficit budget during the last three years?
(Specify the amount in the applicable boxes given below)
Surplus in Rs. Deficit in Rs.
2013-14 354067.52 -
2014-15 1215313.84 -
2015-16 - 107268.75
11. Is there an internal financial audit mechanism?
Yes No √ _
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12. Is there an external financial audit mechanism?
Yes No √ _
13. ICT / Technology supported activities / units of the institution:
Administration Yes √ No _
Finance Yes √ No _
Student Records Yes √ No _
Career Counseling Yes √ No _
Aptitude Testing Yes √ No _
Examinations/Evaluation/ Yes √ No _
Assessment Yes √ No _ Yes √ No _ Any other (specify and indicate)
Teaching-Learning Process , Library, Alumni Record, Co-curricular Activities
14. Does the institution have an efficient internal co-ordinating and monitoring mechanism?
Yes No √ _
15. Does the institution have an inbuilt mechanism to check the work efficiency of the non- teaching staff?
Yes No √ _
16. Are all the decisions taken by the institution during the last three years approved by a competent authority?
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Yes No √ _
17. Does the institution have the freedom and the resources to appoint and pay temporary/ ad hoc / guest teaching staff?
Yes No √ _
18. Is a grievance redressal mechanism in vogue in the institution? a) for teachers √
b) for students √
c) for non - teaching staff √
19. Are there any ongoing legal disputes pertaining to the institution?
Yes No √
20. Has the institution adopted any mechanism / process for internal academic audit/quality checks?
Yes No √ _
21. Is the institution sensitized to modern managerial concepts such as strategic planning, teamwork, decision-making, computerization and TQM?
Yes No √ _
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Criterion VII: Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms?
Yes No √ _
2. Do students participate in the Quality Enhancement of the Institution?
Yes No √ _
3. What is the percentage of the following student categories in the institution?
B. Ed. 2013-14 2014-15 2015-16 Category M % Wo % M % Wom % M % Wo % en me en en en men n a SC 2 1 2 1 1 0.5 4 2 1 0.52 4 2.11 b ST 0 - 0 - 0 - 0 - 0 - 0 - c OBC 4 2 9 4.5 1 0.5 5 2.5 1 0.52 5 2.69 d Physically 0 - 0 - 0 - 1 0.5 0 - 1 52.91 challenged e General 40 20 143 71.5 40 20 125 62.5 52 57.51 125 66 Category f Rural 23 11.5 49 24.5 18 9 40 20 41 21.69 43 22.75 g Urban 22 11 106 53 28 14 114 57 11 5.82 94 49.73 h Any other (specify)
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M. Ed. 2013-14 2014-15 2015-16
Category M % Wom % M % Wo % M % Wo % e en e men e men n n n a SC 2 5.71 0 - 2 5.71 0 - 0 - 25 96.15 b ST 0 - 0 - 0 - 0 - 0 - 0 - c OBC 0 - 0 - 0 - 2 5.71 1 3.84 0 - d Physically 0 - 0 - 0 - 0 - 0 - 0 - challenged e General 7 20 26 74.28 7 20 24 68.57 1 3.84 24 92.30 Category f Rural 7 20 11 31.42 5 14.28 6 17.14 1 3.84 9 34.61 g Urban 3 8.57 14 40 4 11.42 20 57.14 0 - 16 61.53 h Any other (specify)
4. What is the percentage of the staff in the following category? 2016-17
Category Teaching staff % Non-teaching staff %
a SC 1 4.34 0 -
b ST 0 - 0 -
c OBC 1 4.34 1 20
d Women 15 65.21 3 60
e Physically challenged 0 - 0 -
f General Category 21 91.30 4 80
g Any other (specify) 1 4.34 0 -
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5. What is the percentage incremental academic growth of the students for the last two batches?
B.Ed.
Category At Admission On completion of the course 2014-15 2015-16 2014-15 2015-16 Batch I % Batch II % Batch I % Batch II %
SC 4 2 5 2.64 4 2 3 1.58
ST 0 - 0 - 0 - 0 -
OBC 13 6.5 6 3.17 13 6.5 6 3.17
Physically 0 - 1 0.52 0 - 1 0.52 challenged General 183 91.5 178 94.1 171 85.5 158 83.59 Category 7 Rural 58 29 84 44.4 53 26 72 38.09 4 Urban 142 71 105 55.5 135 67.5 95 50.26 5 Any other 0 - 0 - 0 - 0 - (specify)
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M. Ed.
Category At Admission On completion of the course 2014-15 2015-16 2014-15 2015-16 Batch I % Batch % Batch I % Batch II % II SC 2 5.71 0 - 2 57.71 0 -
ST 0 - 0 - 0 - 0 -
OBC 2 5.71 1 3.84 2 5.71 1 3.84
Physically 0 - 0 - 0 - 0 - challenged General 31 81.57 25 96.15 29 82.57 23 88.46 Category Rural 12 34.28 10 38.46 11 31.42 10 38.46
Urban 23 65.71 16 61.53 22 62.85 14 53.84
Any other 0 - 0 - 0 - 0 - (specify)
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PART – II
EVALUATIVE REPORT Recommendations by Previous Peer Team
Sr. No. Recommendations Compliance 1. Teachers need to apply for Applied funding agencies 2. More teachers to be Nominated and attended nominated for UGC courses 3. College can host inter Hosted inter collegiate programmes collegiate and inter university programmes 4. Community Services shall be Conducted - Ralies on Swachh Bharat Abhiyan, Beti Extensive Bachao Beti Padhao, Environmental awareness, Aids Awareness, Nukkad Natak, Cleanliness of Religious places, Making of Paper Bags, Envelope, basket (No Use of Polythene Campaign), Blood Donation Camp. 5. Character building and value Initiated through morning assembly, drama, education should be taught inspirational movies and documentaries, extension effectively for students activities. teachers 6. Infrastructure provision shall Resource Center has been established & campus is be there to facilitate future disabled friendly differently abled students 7. Gymnasium need to be Established on sharing basis established 8. Promotion of Initiated Faculty Exchange Programme with other
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interdisciplinary teaching institutions. Seminar, Workshop, Faculty and research are Development Programme and Personality recommended Development Programmes were conducted. 9. MIS and Digital library can IFW MIS System installed and library digitalized be established Executive Summary
Ganga Institute of Education is a post graduate college offering M.Ed. & B.Ed. courses. The Institution is being run under the aegis of Pawan Ganga educational society, imparting high quality education from last two decades in the fields of Technology, architecture, Management, Education, Science and Humanities. The society is fierce believer of quality in its educational endeavors.
Dr. Sushil Kumar Gupta, Chairman of the Society, is the perennial source of intellect for the institution. He is an educationalist, agriculturist and social worker. He has established and is running 13 schools as chairman, President of 6 medical institutes, Chairman of various social organizations, Ex-Treasurer of Indian Association for peace and friendship with China, Trustee of 5 Trusts. He is president of 6 Educational Societies. His contribution in the field of environment and sports is incredible. He has planted 20,000 trees in Delhi and working hard to get Najafgarh drain clean which is the dirtiest drain of Asia in any residential colony. In the field of sports like cricket, football, Basket ball, Hockey, wrestling, Judo etc., he is providing special training to rural masses. Under the aegis of such an eminent personality, the institution is continuously crossing every hurdle and attaining excellence in educational as well as social aspects.
The prime strength of GIE is the dynamic Principal. She has a rich experience of more than 21 years in the field of education. She is fully qualified and approved by university; her educational efforts are reflected in her publications, paper presentations in national and international conferences & seminars. She also devised teaching model and published in reputed international journal.
Research activities of the institution have also explored new areas. Teachers and students have taken initiatives towards action research and all M.Ed. students are to conduct research for fulfillment of their master’s degree. The institution conducts workshop/seminars/extension lectures to promote research culture in the institution. The the institute publishes an online journal “Bhartiyam” with ISSN:2277-1255 “Prakash Ganga” the college magazine is published annually to give vent to creative thoughts of students and faculty members
Since the accreditation of the institution was made in 2010-11 with grade ‘A’ liability of maintaining and elevating the quality further was increased. The IQAC drawn plan of action
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GIE is proud of its ten years of serving and educating the society. Alumni of the institution have always been the strength of the college. Its efforts are appreciable in the field of guidance and community services. New insights have been developed in various curricular and co- curricular activities with the Alumni’s whole hearted efforts.
Faculty Development Program, personality development program, program on life skills, yoga etc are the routine practices of the institution.
.The institution has good report and connectivity with community at regional level. Various community welfare programs, outreach programs, Blood Donation camps, Environmental Awareness programs, Parent-teacher meets. Alumni Meets were organized for learners’ all round development.
GIE has full co-operation of practice teaching schools and teacher education institutions situated nearby the institutions for internship and school engagement programs. Other resources viz ICT lab, language lab, library, Psychology lab, Art & craft room, preparing Teaching aids room, resource centre for differently abled persons, provide a conductive environment for teaching and learning.
Quality is major concern of the institution. All the efforts are made to enhance and sustain quality in the programs. Regular internal and external audits have been conducted by competent authorities.
However sincere and dedicated efforts of the management, principal and staff, are steps towards pursuance of excellence.
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CRITERIONWISE ANALYSIS
CRITERION-1 CURRICULAR ASPECTS
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CRITERION 1 – CURRICULAR ASPECTS 1.1 Curricular Design Development 1 State the objectives of the institution and the major considerations addressed by them? (Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self development, Community and National Development, Issue of ecology and environment, Value Orientation, Employment, Global trends and demands, etc.)
The institution has been established with the aim and objectives that include all the vital aspects like intellectual, academic training, emotional, social, community and national development and demands for developing universal brotherhood among the learners. The institution is striving hard for preparing effective and efficient teachers and teacher educators through various academic, co-academic and social activities. For preparing such future teachers and teacher educators, the institution with the committed visionaries of the management and dedicated staff members tries to achieve the following objectives:- OBJECTIVES MAJOR CONSIDERATIONS BEING ADDRESSED To prepare sensitive, empathetic, high Academic, Global Trends and demands, quality teachers. Self Development, Intellectual, Training, Value Orientation To prepare professionally competent Intellectual, Academic, Training, Self teachers. development, Community and National Development, Global trends and demands To prepare teachers capable of facing Intellectual, Self development, Issue of challenges of society. ecology and environment, Global trends and demands, Community and National Development, To provide hands on experience to Global trends and demands, Self prospective teacher on accessing and development, Community and National processing information in improving Development, Training
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the methods of teaching and learning. To acquaint prospective teachers with Intellectual, Equity, Value Orientation, various psychological facts required for Training day to day handling of the students in schools. To inculcate ethics, values and Value Orientation, Issue of ecology and modernity in prospective teachers and environment, Global trends and demands, to give them an opportunity to apply Self development those values to move ahead and make a mark. To equip the prospective teacher with a Value Orientation, Access to the sense of responsibility and respect for Disadvantaged, Equity, Community and human values. National Development, Issue of ecology and environment The institution organizes workshops, seminars; extension lectures. regularly along with curriculum as mandated by Chaudhary Ranbir Singh University, Jind. The institution’s Vision and Mission is to setup objectives catering to all round development of prospective teachers world class educators.
Vision of the College To create window of opportunities for value based alterations and acquaint prospective teachers to handle learners and global snag through harmony in an astute epoch.
Mission of the College
To advance academic excellence and foster compassionate, self-sustained preceptors to overcome the changes of dynamic society and environment.
For achieving the mission and objectives of the institution, a number of academic as well as co-academic activities are being organized by the institute through mutual cooperation and efforts of students and faculty members.
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2 Specify the various steps in the curricular development processes. (Need assessment, development of information database pertaining to the feedback from faculty, students, alumni, employers and academic experts, and formalizing the decisions in statutory academic bodies).
The curriculum for B. Ed. and M. Ed. courses are developed by the affiliating body and same is circulated to the affiliated colleges by the University. The college puts forward suggestions for making improvements in curriculum as and when it is desired by the University. The institution implements the curriculum by providing specified optional courses and learning experiences through teaching, practice lessons, practicum and co- curricular activities. In this manner, the institution contributes indirectly in the curricular development process. Apart from prescribed curriculum, the institution assimilates the feedback taken from various stakeholders and incorporates it into various activities. The process is as follows:
Need Assessment : Feedback is regularly obtained from various stakeholders at various stages of B.Ed. and M.Ed. programme. The obtained suggestions are sent to IQAC so that the need and its urgency can be jugged and adjustment can be made for upcoming year/semester. Some accommodated needs are – Practice teaching schools express the need of content enrichment programme, the same was initiated to develop the subject content of student teacher. Students and alumni expressed the need to enhance spoken English, Communication skills, Personality development programmes for the students, the same were initiated. Development of Information Database: IQAC discuss and chalks out plans to ensure the quality parameters on the basis of feedback obtained by stakeholders.
3 How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs?
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Chaudhary Ranbir Singh University is cognizant of the global changes in the field of education and various topics of courses have been revised in curriculum. Major changes are as follows:-
YEAR I
COURSE - I: CHILDHOOD AND GROWING UP
Unit IV:- Childhood in the context of poverty and globalization Issues in marginalization of difference and diversity Impact of globalization, urbanization and economic changes on construction and experience of children in childhood and adolescent age.
COURSE-II: CONTEMPORARY INDIA AND EDUCATION
Unit III Issues and Debates on Globalization, Liberalization and Privatization Modernization: Concept, Advantages & Disadvantages Open learning and distance education System Unit IV Education for Technological Empowerment Role of teacher in the context of Universal Education COURSE- III: LEARNING AND TEACHING
UNIT-3 Learning: Concept, Importance, Types and Factors Affecting Learning Concept of e-learning (m-learning and online learning) Constructivism Learning styles Use of ICT in Teaching Learning Process PAPER-IV & V (GROUP C) Opt. (iii): PEDAGOGY OF COMPUTER SCIENCE
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UNIT-2 Advanced Methods of Teaching: CML,CAI, Mobile Learning and Online Learning Tasks & Assignments: Any one of the following (10 marks) Use online Evaluation Tools for measuring Soft skills.
COURSE-IV & V (GROUP D) Opt. (iii): PEDAGOGY OF COMMERCE
UNIT-2 Understanding terminology of Commerce: Book Keeping, Accountancy, Business Management, E-commerce, M-commerce UNIT-3 Papers and E-resources(Blog, World Wide Web, and Social Networking)
COURSE- VI (A): READING AND REFLECTING ON TEXTS
UNIT I reading for global and local comprehension
COURSE- VII (A): CRITICAL UNDERSTANDING OF ICT
UNIT-2 Internet: Concept & Definition; Ways of using the Internet in instruction Basic modes of use of the internet, e-mail, file exchange, discussion groups, live conferencing (chat) and knowledge navigation Classification of the modes: searching for information and exchanging information Smart Classroom: Concept, Equipment, Organization, Operation & its importance in teaching. YEAR II COURSE-I: KNOWLEDGE AND CURRICULUM
UNIT-2
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Emerging problems relating to knowledge Epistemology of Western Philosophies Idealism, Naturalism, Pragmatism and Existentialism
COURSE-II: ASSESSMENT FOR LEARNING
UNIT-3 Online Examination System, Question Bank, Open Book System
COURSE-III: CREATING AN INCLUSIVE SCHOOL
UNIT-2 International Declarations and Conventions: Salamanca statement and framework of action, 1994 Educational provisions in the UN convention on the rights of person with disabilities (UNCRPD), 2006 UNIT-4 Assistive and Adaptive Technologies in Inclusive Set up, use of ICT, Equipments and others technologies for different disabilities COURSE- IV B: UNDERSTANDING DISCIPLINES AND SUBJECTS
UNIT 2 Emerging dimensions of school and teacher education.
COURSE-V (A): GENDER, SCHOOL AND SOCIETY
UNIT 1 Gender and patriarchy, Gender bias, gender stereotyping, Equity and equality in relation with caste, class, religion ethnicity, disability and region. COURSE- V (B) (Opt. iii) PEACE EDUCATION
UNIT -1
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Peace: Concept and Scope Peace – Meaning, nature and its relevance relating to the present global scenario Peace Education: Strategies and Agencies of different organizations like UNESCO in Peace Education ( with special reference to Delor’s Commission Report) UNIT-2 Understanding Peace as a Dynamic Social Reality Challenges to peace by increasing stresses, conflicts, crimes, terrorism, violence and wars resulting in poor quality of life. Role of Peace education in development of Love, Compassion, Tolerance and Harmony at National and International levels. M.Ed. SEMESTER-I COURSE-II: HISTORICAL, POLITICAL & ECONOMIC FOUNDATIONS OF EDUCATION
UNIT – IV Economic foundation of Education Economics of Brain Drain M.Ed. SEMESTER-I COURSE-III: EDUCATION STUDIES
UNIT-II Contribution of science and technology in education and challenges ahead. Axiological issues in education: role of peace and other values, aesthetics in education. M.Ed. SEMESTER-I COURSE-IV: INTRODUCTION TO EDUCATIONAL RESEARCH
UNIT – II Formulation of Research Problem
Review of Related Literature: Importance and Various Sources including Internet. M.Ed. SEMESTER-II COURSE-II: SOCIOLOGICAL FOUNDATIONS OF EDUCATION
UNIT–III
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Culture: Meaning and nature Role of education in cultural context Education as an agency of socialization (Folkways, mores, values, institutions), Stratification and Mobility (Westernization, Sanskritisation, Urbanization, Industrialization and Modernization) SEMESTER-II COURSE-IV: PRE-SERVICE & IN-SERVICE TEACHER EDUCATION
UNIT–II Structure, Curriculum and Modes of Pre- Service Teacher Education Modes of Pre –Service Teacher Education: Face to Face (Linear and Integrated), Distance and Online; relative merits and limitations. UNIT-III Concept, Structure and Modes of In-service Teacher Education:
Modes and Models of In-service teacher education; Modes- Face to face, Distance Mode, Online and Mixed Mode. Models- Induction, One shot, Recurrent, Cascade, Multisite, School based and course work. Scope, Merits and limitations of each of them. Semester-III Course– I (Option-I): Institutional Planning & Management (Elementary Level)
UNIT – II Structure of Elementary Education in India:
EFA Global Monitoring Report (UNESCO, 2005: 142) NIOS,International schools,Islamic schools(Madrasah) & Autonomous schools. M.Ed. SEMESTER-III COURSE- IV: PERSPECTIVES RESEARCH AND ISSUES IN TEACHER EDUCATION
UNIT-II Structure and Management of Teacher Education
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Competency and Commitment based Teacher Education: Competencies needed for emerging role of teachers in 21st Century. Universalization of Secondary Education at Secondary Level.
UNIT-IV
Strengthing the Role of Teacher in a Changing World Global trends are reinforced by modifying existing courses
GIE teacher educators adopt constructive approach in their teaching methodologies along with prescribed curriculum. An interdisciplinary approach to the teaching of subjects through two theme based lessons on the theme of environmental and value based issues is encouraged. Ganga institute of education has initiated the use of information and communication technology since its inception. The institute has its own website (www.gangainstituteofeducation.com), facebook page, Online Journal Bhartiyam (ISSN: 2277-1255) which helps the institution to communicate stakeholders. The institution celebrates and observes various days of national and international importance viz. International Women’s Day, World Peace Day, National Science Day etc., to sensitize the students for global issues.
4 How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT?
Environmental issues:
The institution has its active Environment Club which addresses environmental issues such as Global Warming, Tree Plantation, Save Tress and Save Papers. The institution organizes Rallies and Awareness Programmes in nearby villages, Field Trips etc. Conducting Environmental Audit, Go Green Campaign, Film Strips on environment, conducted various competitions to save environment, Greening and
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beautification of the institute. Value Education:
Transaction of the curriculum for both of the programmes is made value based. In the institution, beginning of the day starts with half an hour morning assembly, it is value based. Every week is focused with particular value. A workshop on Value based Life was conducted.
To express respect towards all religions equally, the institute celebrates all festivals like Diwali, Dusshera, Id, Holi, Christmas, Lohri, Guru Govind Singh Birthday etc. Various competitions are organized viz. Nukkad Natak, Poster Making, Slogan Making, Mehndi Competition, Poem recitation etc, in the institution to help students in understanding social and educational issues. To inculcate moral values among students cleaning of religious places in nearby villages was organized by the institution.
The institution provides various services to the Community & computer literacy programme for female villagers was organized, free of cost.
Values given in National Policy of Education 1986 are integrated in lessons delivered by prospective teachers.
Women’s Cell of the institution sensitizes people by conducting extension lectures against violence against women, Rights of women’s against workplace harassment and make girls aware of their rights. Women cell organized Nukkad Natak in nearby villages to sensitize villagers on gender issues.
ICT Initiatives:
Internet facility is extensively used in the institution
Advance Learners are identified at the beginning of the session. They help weak students in use of computers and train them to use Word, Excel and PowerPoint. Faculty uses technology in curriculum planning, teaching learning and PowerPoint Presentation to execute academic plans.
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As mentioned in the previous column, the B.Ed. and M.Ed. syllabus has been revised and national issues likes environment education, yoga education, gender sensitivity, value education, inclusive education, ICT etc. have been included. At the time of curriculum transaction in the college, the prospective teacher are provided educational experience, with the help of OHP, LCD projector, film slide projector etc. as well as students are also trained in the use of these modern technologies in classroom teaching-learning process, apart from this, Projects and work experience such as Reading and Reflecting on Texts, Drama and Art in education, Critical Understanding of ICT, Understanding the self etc. have been introduced in the college under paper – VI A & B.
Use of ICT in preparing
Annual & Other Reports Preparation of annual reports of the institute Preparation of Self Appraisal Report for NCTE Preparation of AQAR for NAAC Preparation of AISHE Report for MHRD Reports of all celebrations, Competitions, Workshops, Seminars etc. In this way, the institution uses ICT to the fullest for implementation of curriculum and for academic planning.
5. Does the institution make use of ICT for curricular planning? If yes give details.
Yes, the institution makes use of ICT for curricular planning by following steps:- a) All communications with the Management, students and faculty are through variety of e-mode like e- mail, WhatsApp, Face book, Social networking, Institution’s Website, PPTs and Google Drive. b) All faculty members prepare PPTs for classroom transactions. c) Students prepare presentations electronically for their research, review of topics and delivery of lessons. Micro teaching lessons are video graphed for
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discussion and further improvement. d) ICT is used for planning of day to day curricular and co-curricular activities. e) The institute has its website updated with necessary information.
Academic Planning: 1. All academic planning viz. Academic Calendar, Time-table, Teaching practice Schedule, Library work etc. are planned on Computers. 2. Faculty members prepare Power-Point-Presentation of their respective subjects course outline and contents of the course in detail. Instructional process: Providing e-notes, Power Point presentations Slides shows Transparencies to use Over head Projector e- question banks Video recordings of lectures. Practice Lesson: Planning of practice lessons Power Point Presentations of Micro and Simulated Lessons by students Transparencies as teaching learning aids Video recording of Micro-lessons and Simulated Lessons Preparation of Time-table e- proforma for observing Lessons. Practical:-
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During seminars, Workshops, Enrichment Programmes, FDPs, ICT is extensively used including internet content, Video clippings, latest videos etc. Students send their draft research work and field work reports to their respective guides on e- mail and receive guidance via electronic mode.
Internship Programme: Planning of all internship programs like- request letters to school heads, timetable Allotment of schools to students, School time table prepared by students Power Point Presentation by students Use of educational CD’s Slides and Transparencies Video recording of Lessons delivered by Students in schools Observations Environment education via technology based lessons. Infrastructure Management Wi-Fi campus Independent rooms for M.Ed. faculty with computer and internet facility Smart Class room for students Independent and well equipped ICT Resource centre Principal office and Administration office fully computerized and internet connected Extra Curricular Activity: ICT is being used in planning and organizing various extracurricular activities like: PPT Competition of students Extension lectures by experts Planning for Seminars, Workshops, Symposia, and Conferences etc. Class room Discussions, Group Discussions Online seminars etc. Examination: Planning of house examinations
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Preparation and maintaining Records of question papers Sending assignment topics via e-mail, Face book or WhatsApp to students Assignment and preparation of different Projects Sending date sheet via e-mail, Face book or WhatsApp to students Attendance of students during examinations Preparation and maintaining records of Award lists Sending progress report of students to their parents via e-mail, Face book or WhatsApp Obtaining feedback from students and parents via mail also. 1.2 Academic Flexibility
1 How does the institution attempt to provide experiences to the students so that teaching becomes a reflective practice?
Practice Teaching for B.Ed.
Ganga Institute of Education deliberately attempts to provide experience to its prospective teachers so that teaching becomes a reflective practice. The institute
divides the whole process of ‘teaching practice’ into four parts (as described below) in such a manner that at the end of each part, prospective teachers can attain perfection in their performance.
In this context the first step is Micro teaching. It is an extended ‘pre-practice teaching session in which an eminent person is invited to conduct Workshop on the concept of Micro-teaching in all its dimensions. This is followed up by Micro
lessons in simulated conditions, classroom observation and observing the videos. Prospective teachers reflect upon their lessons and introduce correctives based on feedback. In the second segment prospective teachers again get an opportunity to reflect upon their performance when they deliver Mega lessons in simulated conditions, classroom observation and observing the videos. Students reflect upon their lessons and introduce correctives based on feedback. In the third segment prospective teachers again get an opportunity to reflect upon
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their performance when they deliver lessons in actual school - classrooms during their regular practice teaching sessions. Prospective teachers are given feedback after every lesson by the supervisors as well as cooperating teachers / Principals. They also get an opportunity to discuss their shortcomings in the post practice teaching sessions. Prospective teachers observe lessons given by their peers, demonstration lesson by the faculty and learn teaching skills under simulated conditions. On all these occasions they exposed to reflect their learned skills. An elaborate ‘post-practice teaching session’ is organized as yet another opportunity in which all prospective teachers and staff participates. Prospective teachers give their reactions, express difficulties faced by them and strategies adopted to solve them. The faculty gives their generalized comments on the practice teaching as a whole. The whole session becomes quite lively and reflective. Skill of teaching is not only shared among prospective teachers of the college but inter college exposure is also given for the same to have an idea of prevailing practices in different educational institutions. Teaching-Learning Process
Opportunities to prospective teachers are given to interact with eminent educationists from time to time on various issues viz. Correlates of academic achievement, Analytical Teaching, Teacher education today and tomorrow, etc. In these sessions students interact with experts, pose questions thereby having enough opportunities to reflect upon the process of teaching learning and also understand the process of effective teaching learning. Faculty members involve teaching – learning strategies, in their day to day teaching encourage peer learning/presentations, group discussions, creating social what’s app groups online. that provide opportunities to students to think, reflect and act. Seminars are organized for presentation of individual dissertation progress on every Friday for M.Ed. students where they reflect their understanding on
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process of research and discuss the difficulties faced by them. Step by step progress monitoring gives them an opportunity to be reflective practitioners. Two house examinations during the year provide opportunities of their academic progress. Variety of Experiences
Students of the College are given hands-on-experience on computers. In addition students of M. Ed. are required to prepare PowerPoint presentations on different topics. They also present them to their peers. These experiences enable the students to reflect upon the use of technology and technological aids for making their teaching more effective. Students in the last session participated in Skill in Teaching Competition. They prepared Teaching Aids - On the Spot. Students of B. Ed. and M. Ed. planned and actively assisted the faculty in organizing National Seminar and National Workshop. Anchoring, organization of parallel sessions, helping in Power Point presentations, Registration and similar other responsibilities were shared by them. Attending the high profile Faculty Induction cum Interaction programme along with faculty and non-teaching staff of all the three GIE, GITAM, GIA colleges give our students variety of enriched experiences and food for further reflection. Two platforms namely Morning Assembly and College Magazine have been created for honing the skills of speaking and writing of the students. In this way their creative energies are enhanced and channelized. They are taken for educational excursions every year. The exposure gives a fillip to their thinking and imagination thereby developing a reflecting thought process. The prospective teachers in B. Ed. And M.Ed. Programme are provided training with the help of following:
Audio-visual aids Group discussion Seminar presentations,
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Class quizzes, Team teaching Co-operative learning etc. The teachers make use of teaching aids while imparting experiences to the students in classroom. In addition to this, the students of B.Ed. and M.Ed. course are provided training in various teaching skills as well as classroom management skills by the techniques of micro-teaching, simulated teaching and practice teaching in schools, Field Work.
2 How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied learning experiences to the students both in the campus and in the field?
The college always encourages students to organize various curricular and co-curricular activities, visits to various places of educational importance to provide varied learning experiences to the students both in the campus as well as in the field.
The prospective teachers receive both formal and non-formal learning experiences in the campus and field.
In Campus Experience
In the B.Ed. syllabi of Chaudhary Ranbir Singh University certain parts of curriculum were not covered, hence after getting feedback from students, alumni, stakeholders etc., our teaching faculty has decided to fill the gaps in B.Ed. curriculum. In B.Ed. syllabi we have introduced some topics relevant to NCF and emerging needs of students.
Some topics are common in different subjects. For these topics our teaching staff use Team Teaching method e.g. Blooms Taxonomy, Micro Teaching, Teaching Skills etc. We use cooperative learning for some topics in B.Ed. class e.g. lesson planning, writing instructional objectives in behavioral terms, ICT practical etc. A student admitted to a particular course is allowed to change the optional subject within a stipulated time that reflects adequate flexibility.
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There are four groups of Teaching Subjects in B.Ed. first year offered to the students out of which they can select any two of their choice in paper IV & V: Group-A-(i) Pedagogy of Hindi (ii) Pedagogy of English (iii) Pedagogy of Sanskrit (iv) Pedagogy of Urdu Group-B--(i) Pedagogy of Mathematics (ii) Pedagogy of Home Science Group-C-(i) Pedagogy of Biological Science (ii) Pedagogy of Economics (iii) Pedagogy of Computer Science (iv) Pedagogy of Music Group-D- (i) Pedagogy of Physical Science (ii) Pedagogy of Social Sciences (iii) Pedagogy of Commerce There are four Optional Subjects in B.Ed. IInd Year course offered to the students out of which they can select any one of their choice in paper V- B: (i) Work Education (ii) Health, Physical and Yoga Education (iii) Peace Education (iv) Guidance and Counselling There are three optional activities in M.Ed. Sem-I paper V-A- Internship Programme: Teacher Education Institute(Phase-I) students have choice to do any two of the following:- a) Design a curriculum and develop teaching-learning material on any subject. b) Suggest some new research studies to be undertaken in field of education. c) Working with community based on any project of social welfare. (submission of activity report) d) Prepare a suggested comprehensive plan of action to improve
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teacher education institute in which you have been engaged. There are three optional activities in M.Ed. Sem-II paper V-A- Internship Programme: Teacher Education Institute(Phase-II) students may choose any two of the following:- (i) Development of resource pool by inviting resource persons from nearby teacher education institutions, Colleges/ Universities and resourceful individuals form Resource Groups in different subject areas. (ii) Analyze any one course curriculum /text book in the light of reflecting sensitivity to gender, caste and class parity, peace, health. (iii) Interaction with Principal of college, management, teachers and non- teaching staff for preparation of a report on college environment The syllabi offers two optional levels in M.Ed. Sem-III in Paper I, students have choice to opt any one of them: (i) Institutional Planning and Management (Elementary Level) (ii)Institutional Planning and Management (Secondary Level) In M.Ed. Sem-III, Students again have flexibility of choice, they may opt any level of the following :- (i) Issues, curriculum and Assessment ( Elementary Level) (ii) Issues, curriculum and Assessment (Secondary Level) There are six optional activities in M.Ed. Sem-III paper V Specialized Area in School (Group-B)students are required to do any three of them : (i) Analysis of any text book from peace perspective (ii) Analyze any one course curriculum /text book to find out whether the values enshrined in the Constitution of India and the National Policy on Education have been incorporated or not. (iii) Develop an achievement test on any subject and standardize it. During this process item analysis, reliability, validity and norms are to be computed (iv) Administration, scoring and interpretation of any two of the following psychological tests: Intelligence Test Teacher Effectiveness Scale
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Personality Test Study Habits Inventory (v) Students are to observe/ analyze the classroom teaching learning behavior of four teachers by using Flanders’s interaction analysis system and prepare a report on it. (vi) Preparation, administration and analysis of diagnostic test (s) followed by remedial teaching. There are six optional subjects in M.Ed. Sem-IV in Paper I students are required to select any one of them: (i) Advance Curriculum Theory (Elementary/ Secondary Level ) . (ii) Pedagogy of Science Education ( Elementary / Secondary Level ) (iii) Pedagogy of Mathematics Education ( Elementary / Secondary Level ) (iv) Pedagogy of Language Education ( Elementary / Secondary Level ) (v) Pedagogy of Social Science Education ( Elementary / Secondary Level ) (vi) Approaches to Assessment ( Elementary / Secondary Level ) There are five optional subjects in M.Ed. Sem-IV in Paper III students are required to select any one of them: (i) Educational Management, Administration & Leadership ( Elementary / Secondary Level ) (ii) Value Education (iii) Information, Communication & Educational Technology. (iv) Guidance and Counseling (v) Inclusive Education Choice is also given to the students of M.Ed. to select problems for their research work in semester IV, to the students to participate in various academic and cultural activities and competitions, Flexibility in using ICT equipments like computers, projectors etc., Microteaching and Simulated teaching sessions are arranged where they practice teaching skills under simulated conditions. Opportunity also provided to students to practice moral and social values during their co-operative teaching.
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Varied experiences to use and promote latest technology. Celebrating festivals, days of national and international importance, together in the campus, give them the feeling of oneness and thus they contribute to national and international development. Organizing all functions together to teach them cooperation and brotherhoodness. Prospective teachers are encouraged to use their creative ideas in co-curricular activities. Global Competence is fostered by providing them opportunities to face the challenges of teaching students of diverse needs during the internship. Quest for excellence is promoted when they identify their own weaknesses and strengths of teaching in the classes, improve them and observe their peer for the same. Undergoing case studies of special child, survey of school plan, survey of environment awareness and organizing co-curricular activities in schools enriches their operational curriculum. The institution has a very well equipped library. It provides a wide range of books for course work and for additional reading. The facility of the book bank scheme is available for teacher trainees. During the examination period, optimum utilization of library is facilitated for prospective teachers. In the beginning of the academic year, the library organizes ‘Book Shows’ & ‘Orientation’ to acquaint prospective teachers regarding the resources available in the library. Social commitment is developed among the prospective teachers by organizing blood donation camps, Rallies on various issues (Social), Awareness Programs, Cleanliness Drives, etc. Field Experiences
The institution organizes
20 weeks School Engagement Programme for B.Ed. Ist year students in various schools.
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21 days visit to Teacher Education Institute for M.Ed. students of Sem-I and Sem-II in different Teacher Education Institutes is organized. The institution has to organize 28 days School Engagement Programme for M.Ed. students of Sem-IV in various Schools. In Students Council and method clubs, students develop the following qualities: Cooperation, leadership, creativity, advancement of knowledge, decision making, self disclosure, sharing, self-confidence social values and dignity towards manual works. The Institute makes arrangement for students to visit Arpan and Special Schools to attain practical experience in dealing with mentally retarded students. Visits to ‘Surajkund Mela, Faridabad’ and ‘International Trade Fair, New Delhi’ have also been arranged for students to get knowledge of various crafts and Technology of India and other countries. Visits to Book Fairs are arranged. Students take classes in sister institution schools as per requirement and enhance their practical knowledge about real class room situations. Prospective Teachers organize various co curricular activities at practice teaching schools. School Engagement Programme provides Prospective Teachers first hand experience about the pupil behavior, student psychology and school atmosphere. Visit to Teacher Education Institute provides students of M.Ed. programme a platform to observe and understand the functioning of the Teacher Education Institute.
3 What value added courses have been introduced by the institution during the last three years which would for example: Develop communication skills (verbal & written), ICT skills, Life skills, Community orientation, Social responsibility etc.
Development of communication skills (verbal & written) Organization of Personality Development Programme for students of B.Ed. and M.Ed.
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Organization of Special classes by language teachers for developing communication skills. The teaching methodology focused on honing the written as well as spoken English communication skills of students with the help of different techniques like use of Language Lab, debates, group discussions, quizzes and mock interviews. Chalk board writing, slogan writing competitions are organized for perfection of written communication Development of ICT skills Organization of Computer Literacy Programme for students and community people. Vocational Training in Use of Technology Conducted survey on ICT Awareness Teaching through transparencies, slides and power point presentations. Organization of extension lecture on” Use of Multi-media in Teaching Learning” Group discussions and using educational CD’s. Presentations by students using transparencies and power point presentation in the classroom. Students present their research proposal via Power Point Presentations. E-mail mode is extensively used by faculty and students for communication Video clippings are used in Lectures Five computer systems in ICT Resource Centre and two systems in Library are totally devoted for academic work and Internet Browsing. Prospective teacher’s are connected with institution via social media on internet. They use to share post related to educational news, notices from University, NCTE, and UGC etc. Life skills The Institution arranges special visit to Gurukul Jhajjar for students. Organised Workshop on Yoga Education
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Camp on First Aid & Home Nursing was organized Extension lectures on Moral Values have been organized Community orientation and Social responsibility
Community Orientation and sensitivity towards Social Responsibility is one of the most important component of Ganga Institute of Education. The Institute has developed healthy relationship with the local community and the society as a whole over the years through training and resource sharing.
Details of its Community Orientation and Social commitment activities are as follows:
Tree Plantation in the college premises and in the village Kablana. Rallies on Eco friendly Environment, Gender sensitization, AIDS Awareness have been organized. Organisation of Nukkad Natak on “Beti Bachao Beti Padhao” Organisation of Blood Donation Camp Computer Literacy Programme for community people was organized free of cost. Health Check-up camp was organized in Village Kablana free of cost for villagers. Organized National Workshop on “Concerns and Practices in Teacher Education” which was free for school teachers.
4 How does the institution ensure the inclusion of the following aspects in the curriculum? i Interdisciplinary/Multidisciplinary ii Multi-skill development iii Inclusive education iv Practice teaching v School experience / internship vi Work experience /SUPW
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vii Any other (specify and give details)
Table 1.2 Inclusion of different aspects of inclusion
i Interdisciplinary/ Multidisciplinary topics viz. ICT, Modernization, Multidisciplinary Environmental Pollution has been included in revised curriculum. Students are guided to prepare lessons on value and environmental issues and deliver during their internship programme. National Seminar was organized (ICSSR sponsored). Delegates from various disciplines attended and presented their papers in seminar ii Multi-skill Talent Search Competition is organized every year to development identify students’ talent. Involvement of various experts from different fields of education through extension lectures, seminars and workshops. Development of social skills through community work. Emphasis is given to both theory as well as practical aspect of the curriculum. Various training programmes are organized for students in the field of Language, ICT, Home Management, Painting, Art & Craft etc. Case Studies, Surveys, Project work, Community Visits, Teacher Education institutes Visit and so on are included in the curriculum. Research work and field work is also a part of curriculum that enables the students to get real life experiences. Provision is made for developing teaching skills through
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Micro-teaching, simulated teaching and teaching practice in various schools. Students are involved in planning and organizing seminars, workshops, camps etc. Students are involved in conducting the daily morning assembly, reading, reporting and public speaking, preparing teaching-aids, arranging exhibitions, performing arts and cultural activities, celebrating festivals, playing games, organizing & taking part in competitions- both within and outside the college, Nukkadd Natak, Use of library resources, soft board decoration, providing hospitality and many more such activities. iii Inclusive ‘Creating an Inclusive School’ is a compulsory Paper in education B.Ed. Programme. Since past years the institute had admitted physically challenged student. These included blind, speech impaired and orthopedically handicapped in B. Ed. The classroom for the orthopedically handicapped has been kept on the ground floor. In M.Ed. Program special education is an optional subject, maximum students opt this subject. Every year students and faculty members visit special institution. iv Practice teaching School Engagement Programme – B.Ed. Ist Year is an integral and compulsory part of B.Ed. programme. The student- teachers are to undergo this programme in nearby secondary schools for a minimum period of Two weeks in B.Ed. First Year. During this programme the prospective teachers observe peers, prepare daily reports and maintain students’ attendance record, organize and observe all co-curricular and school
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activities. Note: There has been a significant change in the teaching practice schedule from the current academic session (2015- 2016) as a duration of programme is of two years now. v School It is enriched programme: B.Ed. IInd Year of 16 weeks, of experience / school internship following activities are performed by each internship and every student: A teacher trainee is required : (A) Micro Lessons - 05 (Each Subject) (B) Mega Lessons - 05 (Each Subject) (C) Discussion Lessons- 02 (Each Subject) (D) Final Discussion Lessons- 01(of any subject) (E) Real Teaching (in different schools) - 12 Lessons instead of 15 lessons in each teaching subject. Observation of school activities Conducting daily morning assembly Preparing Time Table Preparation of Lesson Plans. Preparing Teaching Aids Delivery of Lessons. Presentation and delivery of plan of Action Research and plan based on models of teaching. Observation of peers at work. Development, Administration, supervision, evaluation and feedback of class tests. Maintenance of attendance registers. Analysis of school activities. Taking adjustment classes. Remedial classes Organization of various competitions and cultural activities in school.
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Evaluation of Students. vi Work experience Education without practical work is theoretical and practical /SUPW work without education is nothing but drudgery. Keeping this philosophy in view the institute motivates students to participate in variety of Work Experience / SUPW/Craft activities. For this purpose, a room has been earmark which is well furnished and adequately equipped with necessary tools and raw materials for the smooth conduct of the following Work Experience / SUPW/Craft programmes:- 1. Pot Decoration 2. Paper and Card Board Work 3. Rangoli Making 4. Mehndi Designs 5. Decorative Items 6. Fabric painting 7. Poster Making 8. Preparing Teaching Aids: Charts, Models 9. Drawing & Painting 10. Art & Craft
1.3 Feedback on Curriculum 1 How does the institution encourage feedback and communication from the Students, Alumni, Employers, Community, Academic peers and other stakeholders with reference to the curriculum?
Table 1.3 Feedback and Communication from stakeholders
Students All the students are allotted tutorial groups. Group Incharge addresses their problems and obtained feedback. Obtained feedback is sent to IQAC. Grievance Redressal Cell is also active, students are
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also free to bring their grievances to the cell. Alumni Alumni feedback is obtained during alumni meet and by sending feedback Performa via e-mail. Alumnus share their views, achievements on facebook and other media They are invited on workshops, seminars Personality development programme held in the college. Employers Placement Cell of GIE organizes meeting of schools and colleges at the end of academic year. They provide their feedback for B.Ed. and M.Ed. programmes. They sent their requirements via e-mail and by hand also. Community At the end of the Internship programme, feedback is obtained from schools authorities. Apart from this, Feedback is also obtained when prospective teachers deliver their lessons in the classroom. Feedback is obtained from community people when seminars/workshop/community projects are organized. Academic Peers Faculty Exchange programme is the part of institute’s academic activities feedback is obtained and provided to academic peers. An orientation programme is organized at the beginning of the session. Faculty members orient students on syllabus, evaluation schemes and discuss among themselves also.
2 Is there a mechanism for analysis and use of the outcome from the feedback to
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review and identify areas for improvement and the changes to be brought in the curriculum? If yes give details on the same.
A qualitative and quantitative analysis of the obtained data is done. The principal and faculty members play a vital role in analyzing the obtained Feedback. Required changes and improvement areas are identified and enlisted for further action and sent for management approval.
A few of improvements are as follows:-
Curriculum for teacher education programmes is framed by University itself. Feedback is obtained from prospective teachers, faculty members and other stakeholders on the basis of feedback, suggestions are sent to the University authorities for further action. Enhancement of Communication and technology skills of the students, three workshops were conducted on ICT. Orientation programme organized on Workshop on Digital Literacy, Training on e-Content, Development in teacher education, Training Programme on Cyber Security, Employment Opportunities through ICT. Use of Constructive Approach in teaching learning. A variety of classroom experiences viz. online courses, MOOC, Concept Mapping, Roll Play, and Institutional Seminars, is given to the students To enhance Communication Skills, spoken English course was organized.
3 What are the contributions of the institution to curriculum development? (Member of BOS/ sending timely suggestions, feedback, etc.)
The Principal and the faculty of the Institute are continuously trying to enrich the transacted curriculum by using innovative methodologies, techniques and new activities involving students, local schools and the community.
The Institution puts its best efforts to implement the curriculum developed and recommended by affiliating University. Implementation is done through various
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academic, non-academic and co-curricular activities.
1.4 Curriculum Update 1 Which courses have undergone a major curriculum revision during the last five years? How did these changes contribute to quality improvement and student satisfaction? (Provide details of only the major changes in the content that have been made).
As per NCTE regulation 2014, Duration of B.Ed. and M.Ed. programme have been increased from one year to two years. Almost all the syllabus has been revised for the said programmes, theory as well as practical
Duration of courses have been increased 2 years from 1 year by NCTE, Regulation 2014. The institute was affiliated to M. D. University, Rohtak earlier and now it is affiliated to Chaudhary Ranbir Singh University, Jind via State Govt. order and transacts the course curriculum designed by the University. Recently, the University has revised B.Ed. Syllabus from the present academic session (2015- 2016). The impact of this change on quality improvement and student satisfaction is yet to be judged in future. The main features of the new syllabus are:
The contents of all theory papers have been upgraded.
Year - I
Childhood and Growing up- To impart practical knowledge about growth & development patterns of children. Contemporary India and Education- To study gradual changes in educational process. Learning and Teaching Pedagogy of School Subject 1*- no change Pedagogy of School Subject II* - no change Reading and Reflecting on Texts – To make prospective teachers move perfect in reading & writing skills.
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Drama and Art in Education- To develop aesthetic sense among students Critical Understanding of ICT - Understanding the Self- Self Evaluation Year – II Knowledge and Curriculum Assessment for Learning Creating an Inclusive School Language Across the Curriculum – Global trends Understanding Disciplines and Subjects Gender, School & Society – Social Issues Option Course Any one of the following: 1. Work Education – Dignity of Work 2. Health, Physical and Yoga Education – All round development and wellness 3. Peace Education – need of the hour 4. Guidance and Counselling Skill in Teaching (Pedagogic Subject1)* Skill in Teaching (Pedagogic Subject II)* School Based Activities **: 1. Development of CCE – Practical knowledge of school and classroom management. 2. Development of Learning Material – Practical knowledge of school and classroom management. 3. Reporting (Record) about School Internship – Practical knowledge of school and classroom management. - Weightage to Theory and Practicals : Total marks :( Theory and Practicals) = 1450 (Old Syllabus ) New Syllabus Theory (46%-48%) Theory (68%) Practical (54%-52%) Practical (32%)
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Note: In the old syllabus there were too many stereo type practical papers of no utility to students and society. In the new syllabus the emphasis is laid on ICT Enabled Projects / Practical and useful community based projects and work experience.
2 What are the strategies adopted by the institution for curriculum revision and update? (Need assessment, student input, feedback from practicing schools etc.) The institution follows the syllabus framed by Chaudhary Ranbir Singh University, Jind. University has revised the whole curriculum, the same has been adopted by the institution however the institution has adopted some strategies to implement the same Obtaining feedback from stakeholder discussion with alumnus, current session students and teachers, school teachers, Heads of schools and other academicians. A meeting of various schools was organized; Parent Teacher meet was organized and updated them with the changes in syllabus.
1.5 Best Practices in curricular Aspects
1 What is the quality sustenance and quality enhancement measure undertaken by the institution during the last five years in curricular aspects?
For providing quality training to the prospective teachers, a number of additional, academic and non-academic activities, other than those prescribed in the curriculum are being organized. These activities mainly include support to nearby schools by donating teaching-learning materials and academic help to school teachers & students of practicing schools. Feedback from school heads/ teachers of
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practicing schools are used for improvement of practice teaching in schools. A workshop on CCE was organized for school teachers and teachers educators.
Quality sustenance and Enhancement Measures
The institution has developed the following measures during the last five years for the quality sustenance and quality enhancement in curricular aspects:
Content Analysis of Course Syllabus Orientation to the faculty about the revised curriculum by experts Organization of workshop and seminars for students and faculty members on recent emerging trends such as globalization, pedagogical analysis, inclusive education, instructional system and design The suggestions and contribution made by the IQAC Deputation of the faculty members to various national and international seminars and workshops organized by other universities and institutions. Formation of various committees for smooth implementation of the Year’s Plan, Co-curricular and extracurricular activities. CDs prepared by the faculty for orienting student trainees about micro-teaching. Special Guidance Scheme Effective use of technology. Visit to Excursions and Trips. ICT tools and techniques are being extensively used by the staff and the students for quality learning. The library has been enriched with the collection of theses/dissertations from different universities, learning materials developed by IGNOU, NIOS, NUEPA, NCERT, the institution itself and digital collections. Faculty and students have a very cordial relationship. Every activity is executed by students by using their own creativity. Enough freedom is given to them for innovation, expression and excellence. University results every year speak volumes about the quality of the institute. Maximum students have achieved in first division and students in large
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number are scoring above 70% in each subject. Organization of Regular and effective teaching, assignments and continuous evaluation, co-curricular activities, are reflected through students results. The institute has an Academic Advisory Board consisting of eminent educators from other universities and national level research institutions. The Advisory Board meets once or twice in a year and discuss the status of the college activities and suggests measures to improve the quality of curriculum/ infrastructure/facilities etc.
2 What innovations/best practices in ‘Curricular Aspects’ have been planned/ implemented by the institution? The Institute has planned and implemented the following/innovations/best practices in the College curriculum: Organized National Workshop on Concerns and Practices in Teacher Education, Action Research.
Papers have been received from all over the country and published in the e- journal of the institute “ Bhartiyam International Journal of Education and Research” Organized ICSSR SPONSORED NATIONAL SEMINAR (29-30 March, 2016) on “Revamping the Current Course & Curricula” Weekly Research Seminars by M. Ed. Students on their dissertation topics is yet another Best Practice. Morning Assembly is used as a Training strategy. Students get open opportunities to speak or express their views. Theme based Assemblies are special features practiced in a rigorous form. Daily planner prepared by each and every faculty members indicates the planning of the work to be done. Student’s daily Performa submitted by class representatives about lectures delivered.
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Publication of college magazine every year. Practice teaching in nearby schools with full earnestness and getting feedback from the students, faculty and schools. A placement cell and notice board to display news and advertisements about recruitment and placement. Extensive use of ICT in teaching-learning process, as well as administrative work Community Awareness Programmes, Creativity Clubs for art & craft and cultural activities are woven into the annual calendar. On-line preparation of UGC/NET, CTET and HTET Entrance examination through social media. Spoken English Classes by experts Exposure of students on Art & Craft activities by conducting various competitions Additional Information to be provided for re- Accreditation
1. What are the main evaluative observations/suggestions made in the first assessment report with reference to curricular aspects and how have they been acted upon?
The main evaluative observations/suggestions made in the first assessment report were as follows:-
1.Curricular Previous Observations Compliance Aspects 1.1 Curricular Affiliating University framed design and curriculum development Curriculum being supplemented by regular co- curricular activities of the students College send suggestions to
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the university Enriching lectures Expert Lectures have been increased 1.2 Academic Wide range of methods at B. flexibility Ed. and M. Ed. Level Interdisciplinary and multidisciplinary Curriculum Work Experience/SUPW/Communit y work given 1.3 Feedback on From all stake holders curriculum Not only received but also analyzed Empirically interpreted and practically adopted 1.4 Curriculum As per University norms only. update But latest books are in the library 1.5 Best Computer science being Practices in offered as compulsory for all Curricular additionally. Aspects Provides adequate skill training
2. What are the major quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation. Since the previous assessment and accreditation, following measures have been undertaken by the institution:
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On March 28, 2014 National Seminar was organized on the topic “Deployed Human Resources in Educational Institutions” On March 24, 2015 National Seminar was organized On March 29-30, 2016 ICSSR Sponsored National Seminar was organized on “ Reforms in Teacher Education: Revamping the Current Course & Curricula” On Sept.10, 2016 National Workshop was organized on “Concerns and Practices in Teacher Education”. During 2011-12 the major change was adopted i.e. implementation of internal assessment in all papers. Semester System in M.Ed. Programme was introduced from 2011-12 by M.D. University. PWD resource centre was established After getting feedback on the utility, performance and relevance on existing curriculum from teacher educators, students and alumni, faculty members constructed additional curriculum and executed it during teaching learning process Language lab was established. Organized various training programmes for students. Smart class rooms were established. e-journal of the institute has been published regularly Preparing case study of normal child and problematic child. Preparing motivational schedule. Feedback was being obtained from School Heads, School teachers, Feedback is being obtained from students on course, and on facilities available in the Institution, Rallies were organized to sensitize students and society on various social and environmental issues. Visit to Special schools was organized. Current Affairs Forum The institute has given importance to current affairs in its curriculum. CAF has been functioning regularly over the year during morning assembly. The CAF is monitored by respective teachers. Events of CAF are News, Brain Storming Ideas and student’s presentations, current affairs etc. Soft Skill Development Programme
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Programmes were organized for development of personality, leadership skills, Communication skills, Problem solving skills, Decision making skill and Time management etc
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CRITERION - 2 TEACHING - LEARNING AND EVALUATION
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CRITERION 2 – TEACHING, LEARNING & EVALUATION
2.1 Admission Process and Student Profile
1 Give details of the admission process and admission policy (criteria for admission, adherence to the decisions of the regulatory bodies, equity, access, transparency, etc.) of the institution?
Intake Capacity: 200 students in B. Ed. and 50 students in M. Ed. programme. The institution is recognized and approved by NCTE and is affiliated to Chaudhary Ranbir Singh University, Jind, Haryana. Admission process, admission policy and reservation policies are as per notification of Haryana Government, Affiliating University and NCTE. The institution strictly follows the rules and regulations stipulated and amended by Haryana Government, time to time. Affiliating University and NCTE regarding the admission procedures. Students are admitted to the institute through on-line counseling organized by Chaudhary Ranbir Singh University, Jind, Haryana. All the process of admission is online, hence it is transparent.
The College offers following two programmes:
Bachelor of Education (B. Ed.) Master of Education (M. Ed.) Admissions in B. Ed. and M. Ed. are based on merit basis. For the admission process eligible candidates apply on-line on university website for admission. Candidates are required to fill the choice of college on-line on university website. On-line counseling is conducted by the University. List of candidates on merit basis is allotted to different colleges and is uploaded on the University website by the University authorities and three days are given to candidates for fee deposition in respective institutions. Candidates report to the institution. The institution appoints admission committee under the guidance of principal. After downloading the list of admitted candidates, admission committee admits the candidates provisionally according to their category after verification of original documents. New list is prepared by admission committee
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Track ID: 1180087 according to the stream (Science, Art) and categories (All India, Haryana General, BCA, BCB, SC and PH.). After three days institution closes the admissions and uploads the list of admitted candidates and also uploads the information of vacant seats to university online. After that university organizes next counseling and same procedure is adopted till all the seats are filled. In the last, admission committee ensures that all the admissions done according to rules and regulations of Haryana Govt., NCTE and affiliating university and the list of total admitted candidates is uploaded on line to University.
Eligibility Criteria: Bachelor of Education (B.Ed.)
Candidates with at least 50% marks either at the Bachelor Degree level and / or in the Master’s Degree or any other Qualification recognized by Chaudhary Ranbir Singh University, Jind, Haryana, as equivalent thereto are eligible for admission to the programme.
Note:-
(i) No rounding off percentage of marks of the qualifying examination from 0.5% and above to next higher number for determining the eligibility, is allowed i.e. 49.5% and above will not be rounded off to 50%
(ii) 47.5% marks for SC/ST/PH candidates of Haryana State only.
(iii) In case a candidate has passed the Master’s Degree Examination also after Bachelor Degree, the higher percentage of marks obtained in either of the two will be taken into consideration while preparing the merit. Eligibility Criteria: Master of Education (M.Ed.)
B. Ed. with at least 50% marks in aggregate or any other examination recognized by Chaudhary Ranbir Singh University, Jind, Haryana, as equivalent thereto.
Distribution and Reservation of Seats (A)Distribution of seats
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The seats are distributed as under: (i) All India Category including Haryana : 15% (ii) Bonafide Residents of Haryana : 85% (B)Reservation of seats for Bonafide Residents of Haryana
The seats kept reserved in Govt./ Govt. Aided/ maintained College of Education as per detail given below: Sr. No. Category Quantum of reservation (a) Scheduled Castes 20% (b) Backward Classes (A) 16% (c) Backward Classes (B) 11% (d) Special Backward Classes 10% (e) Economically 10% Backward Persons in the General Category (f) Person with disability 3% In the event of quota reserved for Persons with Disabilities remain unutilized due to non availability for suitable category of handicapped candidates, it may be offered to the Ex-servicemen and their wards (1%) and the dependents of Freedom Fighters (1%). Further, 3% Horizontal reservation is also provided to Ex-servicemen/Freedom Fighters and their dependents by providing reservation within reservation of 1% of general category, 1% out of Scheduled Castes and 1% from backward classes' category for admissions to the various educational institutions of the Government and Government aided/institutes located in Haryana.
As far as block allocation in Block A and Block B of Backward Classes impairment/persons suffering from locomotors disability or Cerebral Palsy are indicated clearly.
Note: A roaster for reservation of Ex-Serviceman / Freedom Fighter be maintained and carry forward all fractions till one seat is accumulated through different fractions over the years. As and when the total comes one, a seat will be
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Criteria for providing the benefit of reservation to Special Backward Classes and Economically Backward persons in the General Caste Category notified by the Welfare of Scheduled Castes and Backward Class Department, Haryana Government.
Equity is ensured at the time of admission by considering disadvantaged, financially oppressed, educationally backward, differently abled candidates and candidates with outstanding performance in sports and games. The management provides financial support to the needy students from the trust funds.
The sole responsibility of the admission committee is to check the eligibility, category and subject combinations as per the Haryana Govt., NCTE and Affiliating University. The admitted candidates report to the Principal within the given time to confirm the allotment by means of a letter issued by the Principal. The Principal of the institute is responsible to ascertain the eligibility of the candidate and authenticity of documents before the admission of the candidate. The admission is confirmed by the institute after checking and verification of original documents.
Composition of Admission Committee
S.No. Name of Office Bearer Designation in Institute Designation in Committee 1. Dr. Geeta Prabha Principal Chairperson 2. Mr. Naresh Kumar Asstt. Prof. Convener 3. Mr. Neetu Ahlawat Asstt. Prof. Member 4. Ms. Vaishali Asstt. Prof. Member 5. Ms. Rekha Rani Asstt. Prof. Member 6. Ms. Ritakumari Singh Asstt. Prof. Member 7. Ms. Kiran Arora Accounts Assistant Member
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2. How are the programmes advertised? What information is provided to prospective students about the programs through the advertisement and prospectus or other similar material of the institution?
Publicity By University
The University making admission to B.Ed. (Regular Course) publishes prospectus every year, giving full information about the eligibility conditions, last date of receiving applications, fee structure, mode of payment and list of Colleges of Education in the state. The programme is properly advertised through newspapers and the information relating to admission is made available by the University on its website.
Publicity by Institute
The Institute has earned the reputation of being the foremost institution in the region. For admission process, the publicity is multi-pronged and well planned. It is advertised in the news papers, leaflets, notice board of the institute, and also placed on the website of the institute. The prospectus is a comprehensive document so as to serve as a complete guide for the prospective students. It has ample information on admission-related topics such as: Vision, Mission, Goals and Objectives of the Institute. Courses Offered Admission rules Admission Process Eligibility and reservation criteria Hostel Facility for Girls & Boys Faculty details Transport facility Curriculum Extra-curricular Activities Laboratories detail Library details
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Sports Facilities
Infrastructural Facilities
3 How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants? Since admission to B. Ed. (Regular course) is made by the affiliating body through centralized counseling and the candidates are allotted College of Education. Role of Admission committee of the college is as follows:
Verification of the documents of candidates eligibility criterion Upload information of admitted students on University website Modify candidate’s application online if required Upgrade students’ status on University website for next round of counseling. Thus, the institution monitors admission decisions and ensures that the admission criteria are equitably applied to all applicants.
4 Specify the strategies if any, adopted by the institution to retain the diverse student population admitted to the institution. (e.g. individuals of diverse economic, cultural, religious, gender, linguistic, backgrounds and physically challenged)
The institution is aware and sensitive to the needs of the diverse student population. After admission of the students, the institution takes care of their needs and provides proper environment in institution. Diversity on the basis of difference among students based on their socio-economic status, culture, religion, gender, exceptionalities, language and geographical location are taken care of by providing democratic environment and equal opportunities to all.
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The institution adopts the policy of “Unity in Diversity” to retain the diverse student population admitted to the college. No discrimination is made on the basis of caste, color, creed, sex and socio–economic background of student population in the college.
To retain all these diverse teacher trainees in the institution we adopt the following strategies according to their needs:
1. Economically backward group
Students are given concession in fee. They are allowed to deposit fee in easy installments. Students found to be academically weak are provided with extra coaching collectively as well as individually. Students are informed about scholarship programmes of State and Center. Government scholarship policies and scholarship forms of students are forward to Social Welfare Department. Library is quite rich with latest editions of subject books, general books, reference books, journals, reports, newspapers and magazines. Economically backward students are provided all books from the book bank of the institute. The institution also provides assistance and guidance regarding Education Loan and Scholarships.
2. Cultural and religious diversified group The institution has adopted secular approach in all the practices. All the festivals of different cultures and religions are celebrated in the institution. Teacher trainees sing a secular prayer daily. All the teacher trainees are equally treated irrespective of their caste, creed, culture, religion, language, economy, abilities, and gender in the institution. 3. Gender diversified group The institution is a co-educational. To cater the needs of girl teacher trainees, our proportion of female faculty is more. Separate common room and wash rooms are provided for girls. The problems of girls are discussed with the female faculty and
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solved accordingly. Women cell is also established in the institution. The institute follows the policy of zero tolerance for any gender based or caste- community-region-language based discrimination. 4. Physically challenged group Physically challenged teacher trainees are given preference in our institution due to the good experiences shared with them by their seniors. We provide various facilities to blind teacher trainees such as electronic gadgets (tape recorder, computers and net facility with speaking software known as Java). The institution allows and provides readers and writers to the blind teacher trainees. The faculty also takes into consideration the blind teacher trainees, while teaching, giving guidance through observation in various activities. The peer group members also take care of such teacher trainees and help them in writing the lesson notes, practical submissions and to develop the lessons.
The faculty provides separate counseling to the teacher trainees, who are disturbed or unable to cope-up with the environment of the institution.
Guidance and counseling cell of the college helps them in case they face any problems (Personal, educational and professional). Grievance and Redressal cell is also established.
5 Is there a provision for assessing student’s knowledge/ needs and skills before the commencement of teaching programmes? If yes give details on the same.
Previous knowledge of the admitted students is tested by conducting test, constructed by the institution. On the basis of obtained results, advance learners and slow learners are identified. The institution has decoded Questionnaires to test academic knowledge of the students. Talent Search Programme is organized by the college to assess the students’ interests, aptitudes, needs and skills before the commencement of teaching programme.
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Orientation Program is provided to the students to cope with the course content and the academic and non-academic activities to be undertaken during the academic session.
2.2 Catering to Diverse Needs
1 Describe how the institution works towards creating an overall environment conducive to learning and development of the students?
In order to create environment conducive to learning and development of the students, following steps are taken by the institution :
The academic calendar is prepared in advance. Activities calendar is prepared in advance The mode of presentation of various topics of the syllabus is decided. The instructional system is made learner centered. Periodical assignments are given to the students. Extension lectures by experts are arranged. It helps to create the conducive environment for learning by providing following amenities.
Institution’s building: -The institution’s building is an ideal model of Teacher Education Institute, built in the year 2007. It is a spacious triple storey, properly ventilated structure which assists in keeping the learning atmosphere healthy and lively.
Classrooms: - The classrooms are spacious with a seating capacity of more than 35 teacher trainees. Each classroom is well ventilated with sufficient natural light. Sufficient number of tube lights and fans are also provided in the classroom. Benches in the classroom are proper sized and are comfortable to sit for more than 6 hours in the classroom. All the facilities in the classrooms help to keep the environment conducive for learning.
Separate guidance rooms: -Separate rooms for one to one interaction and
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Seminar Room: - Group activities such as micro teaching lessons, integrated lessons, simulation lessons, content cum methodology workshops, guidance for practice lessons and many other curricular and co-curricular activities, practice for cultural programs are organized in seminar rooms/Hall.
Library: - The institution’s library is a unique feature. It is well equipped with many reference books, periodicals, research journals, encyclopedias, dictionaries and various CDs. The library is computerized with internet connectivity for the teacher trainees and faculty. It is also equipped with a photocopy machine. The library reading hall is spacious where nearly 110 teacher trainees can be accommodated at a time. This library provides an inspiring learning environment for the trainees.
ICT Resource Centre: - Well equipped ICT resource center is available for students with internet connectivity, where students and faculty members can search for articles encyclopedias, reviews research materials etc. Through this well- equipped net connected resource center, the teacher trainees get connected with the world and experience practical knowledge, Thus, the institution provides a suitable environment to interact with the world and helps to update the knowledge of the teacher trainees.
Educational Technology Laboratory: - The institution has a well equipped Educational Technology (ET) laboratory. It is equipped with radio, television, tape recorder, overhead projectors, slide projector, LCD projector, computer with internet connection and laptops. It helps the teacher trainees to develop their skills regarding the use of electronic gadgets, so that they can easily handle these equipments during their practice teaching sessions.
Conference Hall: - There are 03 multipurpose halls available for the teacher trainees to carry out various activities such as yoga, health practice, cultural
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It is also useful to conduct various lectures, workshops, seminars, and conferences.
Resource Centers: - The following Resource Centers are available in the institute:- 1.Mathematics 2. language laboratory 3. Art and Craft Room 4. Health & Physical Education Room 5. Medical Room 6. Science laboratory 7. ICT Resource Center Psychology laboratory: -
Many psychological instruments, equipment and tests are available in this laboratory, which caters to the needs of students.
Conducive Environment: - The institution is situated in pollution free area. It is green and with ample vegetation having the facilities of drinking water, washroom, indoor games, playgrounds, Canteen, medicinal plants garden, vehicle parking and garden in the campus. All these facilities create positive energy among the teacher trainees as they try to excel in the curricular transaction process.
Other than these facilities following activities are conducted to make environment conducive to learning and development of students:
In the beginning of the course, Orientation Programme and Talent Search Programmes are organized. An English fluency test is conducted so that special classes may be arranged in language laboratory. Giving orientation on preparing power point slides. Assisting them to use technology during seminar presentations. Women Cell, Quality Enhancement Cell, Anti-Ragging Committee make
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the environment safe and secure. Individual assignments, library work, seminar presentations, organizing quizzes, debates, discussions, brain storming sessions, preparing notes, etc. help them to create their own styles of learning habits and make teaching learning process student oriented. All the students are given training in yoga and meditation to refresh their minds. Various house activities help them to bring out their hidden talents and these culminate into inter house cultural competitions. Annual Sports day and annual day celebrations give them an opportunity to express themselves. Celebration of regional and national festivals like Diwali, Holi, Lohri, Christmas, Republic day, Independence day etc., conducting various exhibitions provide opportunities for self expression. College Magazine and e-Research journal help them in developing writing and creative skills. Celebration of days of national and international importance like Human Rights Day, Environmental Day, and Teachers’ Day, Ozone Day, Girl Child Day etc. and also the celebration of birthdays of eminent educationists, social reformers, mathematicians and scientists broaden their mental horizon. Performing assembly activities like prayer song, thought for the day, news of the day, pledge taking and singing of National Anthem & National Song inculcate citizenship qualities among them. A Participation in various cultural programmes, quiz, recitations, handwriting tests, etc. in other colleges and university develop cooperative and competitive skills among prospective teachers. Internal Assessment of students is made by observing different areas viz. Attendance, Reading Habits, Punctuality, Exam results, Handwriting Task, participation in co-curricular activities and SUPW Activities.
2 How does the institution cater to the diverse learning needs of the students?
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The institution is sensitive to the diverse learning needs of the students. Identification of student’s level is assessed during introductory classes as well as through their academic records. Identification of slow learners slow learners are identified by: Questionnaire conducted in the orientation programme Performance in the micro teaching sessions, discussion lessons, term examinations and home assignments, Class Tests and Unit Tests. Diagnostic tests. Teacher’s observation in introductory session. Subject teacher’s observation during Tutorial group period. The slow learners are assisted through the following measures: Remedial classes are arranged. Tutorial classes Adopt micro teaching cycle to develop various teaching skills Individual guidance and counseling Class teacher follow-up of the slow learner Collective effort of all faculty members By developing communication skills and confidence through daily performance during morning assembly Counseling of parents regarding problems of their wards Associate with proctors (in computer learning,) Provide handouts, print material, non-print material (CDs, videos) to them. Encourage to use some self learning modules so that they can progress with their own pace (Power point presentation, photo draw etc.) Home assignment are given to students in which they complete their work at their own pace and capacity College adopts Proctor system and peer teaching in various practices so that slow learners are in company of advance learners learn fast in cooperative environment and there is no segregation of student in the class to evoke complexes in the students’ minds.
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Advance learners are identified through: Orientation & Talent Search Competitions Diagnostic tests. Class interaction and discussion Current affair sessions Method club activities Performance in the seminars, presentations, Assignments, class tests, Unit Tests and house examinations. Performance in extra-curricular activities The advance learners are motivated to further excel through the following ways:
Seminars and projects Act as a proctor in tutorials, ICT classes and curricular activities Paper presentations Playing a major role in organizing intra / inter college competitions. Allowing the concerned students to organize debates and quizzes on topics of current events Participation in inter college competitions Award of proficiency prizes, scholarships for University rank holders and college toppers during the Annual function. Recognition through college magazine, wall papers, face book, website etc. Additional assignment related to the subjects or topics of their interest Creative students are Identified by: - 1. Talent search program 2. Orientation program 3. Various Competitions 4. Group Discussions 5. Essay/Poem/Article Writing 6. Previous Record Students with creative abilities are encouraged through following activities: -
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1. Recognition and Appreciation in morning assembly 2. Rewards after participation and Position. 3. Various co-curricular activities like Inter House Competitions in literary items, fine arts, music etc. organized in institution. Catering to differently abled students The institution has taken the following measures to fulfill their needs:
1. Institution has resource room facilities with various academic support materials. 2. Infrastructure facilities like class rooms, library, and resource room at the ground floor. 3. Personal care and attention. 4. Specific learning materials are made available in resource room. Visually Impaired Teacher Trainees: - The institution has sufficient resources for such teacher trainees but no such student has come till now.
Economically and socially deprived teacher trainees are provided:- 1. Fee concession 2. Free Books 3. Free Transport 4. Payment of fee in installments 5. Concession in hostel fee 3 What are the activities envisioned in the curriculum for student teachers to understand the role of diversity and equity in teaching learning process?
There are different activities envisioned in the curriculum for student-teachers to understand the role of diversity and equity in teaching-learning process. These are: The concept of ‘Inclusive Education’ is included in the curriculum to enable the teacher trainees to understand the concept, the need, characteristics, importance of inclusive education and problems of challenged children so that prospective teachers may exhibit concern and
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awareness regarding students with special needs.
Various practicals, practice teaching lessons, internship and social activities are conducted for the teacher trainees to understand the role of diversity and equity in the teaching learning process. Practice teaching as well as internship program gives them an opportunity to apply their knowledge regarding the diversity and equity, which is gained in the classroom. While teaching, they find out the diversity in the classroom and try to create equity through the teaching learning process. The college adopts diversity and equity in teaching learning process by providing opportunities to all the students in the organization of curricular and co-curricular activities in the college. Individual projects as per their interest and inclination. Observation of days of national and international importance. Educational tours to special schools, NGOs, Village Fairs, Campaigns on social issues, etc. Field work in schools and community. Seminar, workshop and training programmes on related topics. Participation in various inters college competitions. Action research in schools. Group discussion, sessions. Remedial classes.
4 How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse student needs? The teacher educators are knowledgeable and sensitive to students’ needs and it is reflected in the following activities:
Selection of the Teacher Educators: The experts of the selection committee appointed by University, selects the teacher educators by testing
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their knowledge and sensitivity to cater to the diverse prospective teacher needs. Participation in professional development programmes: Our teacher educators participate in the professional development programmes like induction cum orientation programme conducted every year prior to beginning of session, conferences, workshops, symposia at local/regional, national and international levels and gain the knowledge useful for catering to the needs of diverse prospective teacher. Develop a positive culture that reflects high expectations for all students. Treat all students with dignity so that they enjoy benefits of education and general rights and opportunities through enrolment, participation, access to curriculum and achievement. Develop and implement strategies and programmes to prevent victimization and harassment. Gather institution-based information on students’ achievement, retention, and participation to evaluate progress and identify priorities for improvement with a particular focus on those groups of students who have been educationally disadvantaged.
5 What are the various practices that help student teachers develop knowledge and skills related to diversity and inclusion and apply them effectively in classroom situations?
Following practices help prospective teachers in developing knowledge and skills related to diversity and inclusion and apply them effectively in the class room situations:-
Holding daily morning assembly in which the whole faculty and pupil teachers get together and values like tolerance, respect for others, patience, sympathy and empathy, cooperation and faithfulness etc are developed among prospective teachers. Following activities are daily practiced in
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morning assembly: Gayatri mantra. Om Uccharan Thought of the day. Prayer. National Song Presentation of self composed poems / articles on social and national issues. News and current affairs. National Anthem Sections, tutorial groups, houses and other groups are formed irrespective of their caste, religion and other diversities. Various tasks are assigned to the students which include peer teaching, mentor teaching, cooperative learning and micro teaching. No special facilities are provided on the basis of colour, caste, class, religion etc. Democratic environment is ensured. Movies, videos and short stories on different diverse issues are shown to students. Student teachers are given knowledge and practice of various teaching methods and techniques used according to individual differences (Slow and advance learner) In the subject ‘Inclusive Education’ in B.Ed. and Special Education in M.Ed., detailed knowledge is given to students about teaching methods, materials, teaching aids, support of teacher to special children according to their needs. A visit to Institute of Mentally retarded children. 2.3 Teaching-Learning Process
1 How does the institution engage students in “active learning”? (Use of learning resources such as library, web site, focus group, individual projects, simulation,
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Track ID: 1180087 peer teaching, role-playing, internships, practicum, etc.) Students are engaged in “active learning” in the form of following activities :- Use of library Daily period for library is allotted in time table. It has been observed that many students feel motivated and extensively use the library even on off days. They are allowed to take books whenever they are free as the library is kept open from 8.30 a.m. to 5.00 p.m. While teaching, available library references are highlighted for enriching and updating their knowledge in the topic. Surfing Net and Use of Computers Our campus is Wi-Fi enabled campus. The students browse net for collecting information on their seminar and assignment topics. The teacher educators train them in preparing power point slides and give free access to computer laboratory whenever they are free apart from their compulsory classes. Group Discussions The students are divided into small groups in which the group leader initiates the group members to speak in English or Hindi. Group discussions are also an integral part of issue based seminars for students. They are guided to have healthy, meaningful and productive group discussions. Microteaching When the student teachers teach a lesson using particular skill at a time among the peer group their teaching is video recorded. These recordings are then used for self- evaluation, discussion and improvement. Peer teaching Students teach among peer group and exchange ideas using various techniques, illustrations, power point presentations, etc. and this helps them to learn freely and cooperatively. Discussion on lesson plan preparation The students are allowed to discuss about the objectives and steps in lesson plan in groups so that they get clarity of concepts. Before class The Teacher uses active learning tools to pre-record lecture videos and links and
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Track ID: 1180087 sends to Google group electronic texts and relevant Web content for student preparation before the class session. After class Students can download the instructor’s slides to their laptop or tablet and add their own notes with annotation and drawing features. Role play The prospective teachers are asked to perform acts,/plays in which they get opportunities for- role plays on the problems of Indian society, environmental issues, thinkers, great leaders, etc. This helps them to learn joyfully and actively. Quiz Teacher educators guide prospective teachers to organize quiz contests on their subjects. The prospective teachers, themselves prepare questions and organize the Quiz contests which again lead to active learning. Field trip and excursion The student teachers learn a lot through excursions and field trips. They prepare reports of the field trip and narrate the same in the assembly. WhatsApp Group: We are using it for four main purposes: communicating with students; nurturing the social atmosphere; creating dialogue and to encourage sharing among students; and use it as learning tool. Practicum The institution provides laboratory facilities for conducting experiments in science subjects; language lab for vocabulary exercises and phonetics and computer lab for searching and downloading information about great leaders, educationists, psychologists, philosophers, mathematicians, correlation of subjects, collecting past history, etc.
Morning Assembly Students read various books and narrate its gist before others. After every event they present their learning experiences in the assembly.
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2 How ‘learning’ is made student-centered? Give a list of the participatory learning activities adopted by the Institution and those, which contributed to self-management of knowledge, and skill development by the students?
Individual Project: All students are assigned topics for Institutional seminar and home assignments.
School Engagement Program: Micro Teaching Mega Lessons Practice Teaching Peer Teaching Group Discussion Seminars, Workshops, Role Play Presentations Cooperative learning Personalized Learning Blended Learning Team Teaching Practical Work: All the students are to prepare for following practical work:
1st Year Reading and Reflecting on texts. Drama and Art in Education. Critical Understanding in ICT. Understanding the self.
2nd Year
Development of CCE. Development of learning Material.
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Reporting (Record) about School Internship.
All these activities are student-centered. Through these participatory activities, students acquire knowledge and use it in the development of skills.
3 What are the instructional approaches (various models of teachings used) and experiences provided for ensuring effective learning? Detail any innovative approach/method developed and/used.
In Ganga Institute of Education participatory and learner centric environment in the classroom is emphasized. Experimental learning leads to better understanding of the content and long time retention contributes to employability and global competency.
Various methods according to the nature of content, interest and abilities of the learners like, Lecture – cum-Discussion, Demonstration, Laboratory, Project Work and inductive – deductive methods are used. Apart from these activities, students are provided with experiences through brain storming sessions, experiential learning sessions, blended learning, cooperative learning, self-study, group discussion, seminar, guest lectures, e-learning, m-learning, ICT enabled teaching and role play.
Blooms taxonomy of instructional objectives is the base of teaching subjects.
The use of modern technological teaching aids like L.E.D. Projector, OHP, CD- ROMS and laptop / computer system are usually employed in classroom instruction as well as other students learning experiences. The students are also encouraged to use computer software packages for analysis of the experimental data collected / acquired by them. M.Ed. students make use of SPSS software to analyze their research data.
The college incorporates different methods of teaching to suit the diverse interests and needs of the students besides lecture method. Following methods are used:
Lecture – cum-Discussion, Demonstration, Laboratory, Project Work, paper
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presentation, seminars, expert lectures, group discussion and inductive – deductive approach in all compulsory and optional paper are regular features. Project method is used in pedagogy of computer science, pedagogy of Home science, pedagogy of physical science and pedagogy of biological science. Simulation in micro teaching and mega lessons Case study and using psychological tests, motivational schedule in Paper II. Demonstration of model lesson in all teaching subjects Demonstration and Lab method used in teaching of Home Science Teaching of Fine Art, Yoga education , Learners learning and Cognition and ICT. Survey, case study, data analysis and use of SPSS in research in M.Ed. class. Develop co-ordination ability during teaching practice. Innovative Approach
Institution encourages the teacher educators and pupil teachers for use of ICT in each and every subject for effective teaching learning. In this regard we take following steps :
It is compulsory for every Teacher educator to take two continuous teaching method periods in ICT Resource Center in a week, in which student teachers use e- resources like Sakshat Portal, Wikipedea, on line journals and other websites and prepare notes, assignments. Smart class room of the campus facilitates effective usage of ICT in teaching. LED projectors, laptops and overhead projectors are used for effective teaching. The ICT, language Resource Center and Resource Center (with internet connectivity) facilitate the faculty to prepare the lecture / course material / transparencies effectively. The availability of question bank and study material on the computers enable easy retrieval and usage by the students. The ICT Center, Language Resource Center, Home Science Resource Center are effectively used in the institutional pedagogy. Teacher educators use PowerPoint presentation, overhead projector and
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slides, during teaching practice sessions, prospective teachers make Power Point Presentations individually or use available Power Point Presentation in CD or pen drive from ICT center and library.
4 Does the institution have a provision for additional training in models of teaching? If yes, provide details on the models of teaching and number of lessons given by each student.
The trainees are made aware of various teaching models viz. Concept Attainment Model, Role Play, Inquiry Training Model, Computer Assisted Instruction, Glaser’s Basic Teaching Model, and Mastery Learning Model in the classes on methodology. They practice all these models in their pre-practice-teaching sessions in the college and during teaching practice sessions in the school under the guidance and supervision of the staff-incharge in the college and the guide teacher in the schools. Trainees are exposed to simulated classroom teaching by experienced teachers. They learn and use of ICT resource by demonstration observation and discussion that follow such sessions.
5 Does the student teacher use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and number of lessons given by each student per skill.
Yes, the prospective - teachers practice micro - teaching Technique. They complete 10 micro lessons (05 in each teaching subject)
Skills:
Skill of Questioning. Skill of Introduction. Skill of Reinforcement. Skill of Stimulus Variation. Skill of Illustration with examples.
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6 Detail the process of practice teaching in schools. (Lessons a student gives per day, lessons observed by the teacher educators, peers/school teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc.)
During the first year program the students prepare five micro lessons by using above mentioned skills in each teaching subject (10 in all), prepare and present 05 mega lessons in simulation in each teaching subject (10 in all) and one discussion lesson in each subject (02 in all). Thus, a prospective teacher delivers 11 lessons in each teaching subjects in the college, besides this, they observe model lessons delivered by experts. This first part is done at college level. In second year sixteen weeks School Engagement Programme is organized.
While selecting schools, following process is adopted: Identification of schools:- Schools are identified for practice teaching of the pupil- teachers. Following steps are kept in mind while identifying the Schools: School should be near to the college. It should be in easy access of the student-teachers. Strength in the Schools. Recognition/affiliation of the school Medium of instruction at the school. Prior Permission After selecting the schools for teaching practice the consent of the concerned authorities is taken for availability of school students for teaching practice. Consent from all schools is obtained in written. Division of group & mentor teacher: After selecting the schools for teaching practice and obtained their permission, the prospective - teachers are divided to groups and schools are allotted to them, care is taken to provide nearby school to the prospective-teachers. A group comprises of almost 10 - 15 prospective-teachers and one teacher educator as supervisor. Engagement with the Field
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A period of sixteen weeks is allocated for teaching practice in schools. During this period students involve themselves in various Tasks, assignments, curricular and Co- curricular activities besides teaching.
7 Describe the process of Block Teaching / Internship of students in vogue.
Block teaching is organized as per the requirement of the B.Ed. syllabus. During school teaching the teacher trainees attend school in working hours and delivers / observe lessons as per time-table, they get used to school routine and learn how to maintain class register and other school records. They also conduct co-curricular activities in respective schools. The programme is finalized with the concurrence of the head of the school.
8 Are the practice teaching sessions/plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details on the same. The lessons, to be delivered by trainees during the practice session, are prepared in advance by them and checked by respective subject teachers, lessons are subject to scrutiny and revision. The mentor teacher communicates with the school teachers regarding time-table and units to be taught. There are non-formal discussions/ guidance between teacher trainees and school teachers regarding unit and teaching methodology. School teachers also provide feedback to the teacher trainees informally on their own to improve the quality of lessons. Practice teaching lessons are organized in partnership and in coordination with practicing schools teachers.
9 How do you prepare the student teachers for managing the diverse learning needs of students in schools? The teacher trainees teach in the class keeping in mind the mental level of all the students. For slow learners, teachers use more audio-visual aids to explain the
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content. Teaching is conducted in such a way so as to satisfy the needs of bright students as well as of slow learners. Technology is also involved in teaching – learning apart from Charts and Models. Pupil teachers prepare, transparencies Power-Point-Presentations and slides accordingly.
Institution prepares pupil teachers for managing the diverse learning needs of students in schools by conducting following activities: Training in Micro Teaching skills. Training in formulating objectives of the teaching lessons. Enabling to know and apply different teaching methods. Providing knowledge about Child Psychology and Individual differences. Generating discussions and debates etc. in normal class room teaching. Organizing expert talks and lectures. Celebrating important functions of different religions. They are encouraged and motivated to take up the problems of the children with diverse needs and solve them through action research. Action research is mandatory for every B.Ed. student.
10 What are the major initiatives for encouraging student teachers to use / adopt technology in practice teaching?
Five teaching aids are mandatory to prepare in sessional work and teaching aids are mandatory to use during the practice teaching in each lesson. Prospective teachers are encouraged to use O.H.P & Power Point Presentation through L.E.D Projector during their teaching along with charts, models and other teaching aids.
2.4 Teacher Quality
1 Are the practice teaching plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details.
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Practice teaching plans are developed cooperatively by involving prospective teachers and school staff. This helps each other in deciding / selecting topics for lesson plan for their teaching and better understanding of school students.
Principals give permission to conduct teaching practice in respective schools and teaching staff provide topics to the students in their concerned teaching subjects with the consent of respective school teachers concerned.
2 What is the ratio of student teachers to identified practice teaching schools? Give the details on what basis the decision has been taken?
The allotment of trainees is done on the basis of the availability of sections of students and the number of guide teachers. All care is taken to avoid allotment to schools who try to misuse the scheme as a means of saving on teachers’ salaries and to ensure that trainees get effective guide teachers. Though the norms attempted is 1:8, the ratio of students teacher to practice teaching school come to 2:1 of course with different optional subjects.
3 Describe the mechanism of giving feedback to the students and how it is used for performance improvement.
After each lesson delivered, teacher educator, peer group and school teachers provide feedback by noting down the points to be suggested and appreciated. After completion of the lesson, all the suggestions are given to prospective teacher, he improves and deliver next lesson keeping all in mind and improved teaching.
Mechanism of giving feedback to the student is –
In House Examination In house examination the answer sheets are evaluated and remarks are given. Answer sheets are distributed to the students and all the queries are attended. In practical work verbal feedback is given. In micro teaching session Supervisor feedback (in Performa)
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Peer feedback (in Performa) Through Audio-Video Self evaluation (through Performa) In discussion lesson Supervisor feedback (through Performa) Peer feedback (through Performa) Self evaluation (through Performa) In practice teaching Mentor feedback (on notebook) Feedback by M.Ed. student (on notebook) Feedback by school subject teacher (on Performa) Various competitions are organized like ppt making, painting, recitation, declamation, teaching skill etc. Students are awarded to them.
4 How does the institution ensure that the student teachers are updated on the policy directions and educational needs of the schools?
The various compulsory papers of B.Ed. syllabus expose the teacher trainees to the major issues relating to education and thereby update their knowledge on recent / latest educational developments in the country. They are encouraged to read journals and news-papers to keep track of developments in the field and the cross- currents in educational policies. Special lectures are arranged on vital issues that have a bearing on education. They are also encouraged to interact with teachers and educational administrators and become aware of the needs of schools and learners and what society can do for the cause of education. Students are encouraged to explore educational sites and for being equipped with latest knowledge by browsing on internet.
5 How do the students and faculty keep pace with the recent developments in the school subjects and teaching methodologies?
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In a competitive environment the students and faculty keep pace with the recent developments in the school subject and teaching methodology utilizing the following sources available :
Internet e-resources Latest edition of books Latest journals Book reviews Conferences, seminars, workshops, refresher courses, orientation. Faculty development programs The current affairs forum Expert lectures
6 What are the major initiatives of the institution for ensuring personal and professional/career development of the teaching staff of the institution (training, organizing and sponsoring professional development activities, promotional policies, etc.)
The college encourages :- Teaching staff to enhance their academic qualifications. To attend and participate in seminars, workshops, orientation and refresher programmes. To publish educational articles in different educational journals and magazines etc. To write books. Apart from this faculty development programs are organized for the purpose. 7 Does the institution have any mechanism to reward and motivate staff members for good performance? If yes, give details. The college provides special increments and appreciation to reward and motivates staff members for good performance in academic and non academic spheres.
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2.5 Evaluation Process and Reforms
1 How the barriers to student learning are identified, communicated and addressed? (Conducive environment, infrastructure, access to technology, teacher quality, etc.)
The barriers to student learning are identified through the following measures:
Classroom interaction. Tutorials. Checking of assignments, class test and house examination. Preparation of lesson plans (micro, mega). Supervision of Micro teaching. Observation of discussion lessons. During teaching practice. At the time of co-curricular activities and competitions, barriers are identified. At the time of ICT practical classes. Participation in seminar and presentation of papers. Research work / project work. The principal monitors and reviews the performance of teachers periodically. The feedback on their teaching is obtained from students’ evaluation and is communicated to teachers for corrective measures.
All the teacher educators plan their respective lectures and write their activities in their respective planners before execution in classes.
2 Provide details of various assessment /evaluation processes (internal assessment, midterm assessment, term end evaluations, external evaluation) used for assessing student learning?
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Continuous assessment and evaluation is done through following steps -
Class tests and surprise tests
Unit test after completion of every unit. Unit wise assignments are given to students in each subject. House examinations are conducted.
3 How are the assessment/evaluation outcomes communicated and used in improving the performance of the students and curriculum transaction?
Evaluated answer scripts and assignments are shown to the trainees. Their errors and shortcomings are pointed out to them and suitable remedial actions are suggested. This contributes to transparency and faith in the system. The students have option to re-attempt the assignments and internal test to improve their scores.
Tutorial and remedial classes are arranged to clear the doubts of the students. Entire process of evaluation and improvement is supervised by the subject teacher through communication of outcomes. All the remedial classes and tutorials are arranged as per the requirements.
4 How ICT is used in assessment and evaluation processes?
ICT is used in assessment and evaluation processes in –
Preparation of subject details of the student. Preparation of examination schedule. Preparing award lists. Compilation of Marks/Examination results. Making details of co-curricular activities. Preparation of report of assignments and class tests Video recording of Teaching-Learning to improve quality. Preparing and printing of question papers for house examinations. Sending assignment topics via mail.
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Analysis of University Results. Sharing of examination results.
2.6 Best Practices in Teaching -Learning and Evaluation Process
1 Detail on any significant innovations in teaching/learning/evaluation introduced by the institution?
Significant innovations in teaching/learning/evaluation introduced by the institution are as follows:
In the beginning of the session orientation programme is organized to acquaint students with subjects and their evaluation scheme. After orientation and talent search, one week program in computer literacy, Soft skills and training of handling smart classroom equipments is organized for students. For this programme two sessions are organized in a day for one week. All the students are divided in three groups Group -I Group -II Group-III
Group-I goes in ICT Resource Centre. Here first group is given diagnostic test to find out level of computer literacy. After that students are divided in three groups: Advance learner, mediocre learner, and backward learner. Proctor system and peer teaching method is used now, in which advance learner trainee mediocre and students having no knowledge of computer operations. After one week practice of computer operation, all students know the basics computer which is required for student teachers in teaching practice.
Group-two go for soft skill class in which students practice the skills like Communication skills, Stress management skills, Time Management skills, how to
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prepare resume etc.
Group-three work on how to handle smart classroom equipments i.e. Over head projector, Document Camera, Slide Projector, Projector, Tablet Monitor, light pen etc.
In the next session groups are rotated.
Other than this we adopt the following measures:
Teaching learning process is innovated by introduction of cooperative learning, personalized learning and experiential learning. The institution has modified the objectives of the lesson plan on the basis of Bloom’s taxonomy. Experiential learning through ICT application: ICT is integrated in the teaching learning process to make it effective. Faculty is constantly encouraged to participate in various Faculty Development Programs, workshops and seminars so as to enable continuous professional development. Continuous internal assessment (CIA) systems: It monitors and evaluates the student’s academic performance on a regular basis. During micro teaching, mode of video feedback is very effective for beahviour modification of prospective teachers. Off line and on-line self instructional modules are available in ICT center, which is a very rich way to learn new software. Question banks and printed instructional materials are distributed to each student. Use of SPSS software for the analysis of data for dissertation work of M.Ed. students. 2 How does the institution reflect on the best practice in the delivery of instruction, including use of technology?
The best practices are designed with the help of latest technology to cater to the
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diverse needs of the learners. Institution motivates the teacher educators and prospective teachers for use of ICT in each and every subject for effective teaching learning. In this regard following steps have been taken:
It is compulsory for every Teacher educator to take two continuous teaching method periods in ICT Resource Center in a week, in which student teachers use e- resources like Sakshat Portal, Wikipedia, on line journals and other websites and prepare notes, assignments, Power Point Presentations. Smart class rooms helps in effective usage of ICT in teaching. Projectors, Laptops, Document Camera, Tablet Monitor, Overhead projectors are used for effective teaching. The availability of question banks and study material on the lab computers and college website enables easy retrieval and usage by the students. All presentations, fest brochures, Pamphlets, audio-visual material, reports of activities done by the students lead to experiential learning. Teacher educators use PowerPoint presentation, overhead projector and slides. During teaching practice session, prospective teachers make ppt. individually or use available ppt. in CD or pen drive from ICT center and library. Student teachers prepares PowerPoint presentation in both teaching subjects and also use ppt. slides in teaching practice, discussion lesson and final evaluation lessons.
1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Teaching Learning and Evaluation and how have they been acted upon?
2. Teaching, Learning & Evaluation Previous Observations 2.1 Admission process and Student Transparent admission process Profile On line counseling for admission 2.2 Catering to diverse needs Covers socially disadvantaged
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Located in a rural area Students are from other states too 2.3 Teaching-Learning process Learner Centric Multi sensory approach adopted Limited Remedial education 2.4 Teacher Quality Qualified and committed teachers Seminars, symposiums visible Audio visual aids in class is appreciated 2.5 Evaluation Process and As per University norms Reforms Continuous assessment by the institution Summative examination by the university Assignments and seminars conducted 2.6 Best Practices in Teaching - ICT Mediated education Learning and Evaluation
CRITERION-3
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CRITERION 3 – RESEARCH, CONSULTANCY & EXTENSION
3.1 Promotion of Research
1 How does the institution motivate its teachers to take up research in education?
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Research is an integral part of our institution. Teachers are motivated for research work in the following ways:
Teachers are exposed to research problems by organizing seminars, workshops, both national and international levels. They are encouraged to attend seminars, workshops and conferences by giving them leave and providing registration fee and conveyance allowance for attending out station seminar / workshop/conference. Time table is adjusted accordingly. Availability of Internet connection in the college campus also motivates the teachers to surf net for research purposes. Library is equipped with research journals, encyclopedias, dictionaries, educational surveys, research surveys, foreign books, yearbooks etc. for references. Teachers are supervisors for M.Ed. students to conduct research & complete their dissertations Teachers are allowed to guide the outside students for undertaking research through correspondence courses. Special workshops are conducted in which the faculty members and students are provided with the information on research. The research committee is established in the college.
2 What are the thrust areas of research prioritized by the institution?
The major thrust areas of research are: Special education Learning strategies Language proficiency Programmed learning New Teaching Models Emotional intelligence
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Environment education Educational technology ICT Based Studies Curriculum Improvement Teacher education Value education Major thrust area includes latest trends of 21st century. Cooperative learning and peer tutoring has been added as innovation in teaching learning process research had been conducted on this our M.Ed. students.
3 Does the institution encourage Action Research? If yes give details on some of the major outcomes and the impact.
Yes, the institution encourages B.Ed. students to take up Action Research Projects in the field of education as per requirement of current problems of less attendance, discipline issue lack of subject interest etc. The impact is that all the aspects have been improved satisfactorily
4 Give details of the Conference / Seminar / Workshop attended and/organized by the faculty members in last five years.
The staff members are encouraged to attend Seminars and Workshops.
Faculty members have presented their paper in National & International Conferences and Seminars. Detail are attached in annexure (Staff Seminar and workshop)
3.2 Research and Publication Output
1 Give details of instructional and other materials developed including teaching aids and/or used by the institution for enhancing the quality of teaching during the last three years.
The institution has a tradition of acquainting the prospective teachers of
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development of variety of teaching aids and teaching-learning materials. The institution has developed: - Power-Point-Presentations of unit wise course. Transparencies Slides Charts Models Self instructional material Regular classes and micro teaching/simulation sessions respectively for enhancing their teaching effectiveness and skills. Video Recordings Flash cards Hand outs
2 Give details on facilities available with the institution for developing instructional materials?
All the laboratories are well-equipped with every sort of materials and equipments for developing various instructional materials and conducting experiments. The students are provided basic material and articles from the laboratories and some items are brought by the students themselves for developing various instructional material. Students prepare/develop instructional material either in the laboratory or in respective classrooms. Art and craft and preparing teaching aids room is used for this purpose. The institution has sufficient stock of – Charts, ivory sheets, pastel sheets, oil sheets, handmade sheets, Water colors, fabric colors, oil colors, oil pastels, crayons, Markers and Sketch pens, brushes, Adhesives, Flower making material, puppet making, paper- mashie material, Wooden blocks, Stencils, Clay, Canvas, Drawing boards etc.
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3 Did the institution develop any ICT/technology related instructional materials during the last five years? Give details.
Yes, the institute developed ICT related instructional material for the students in the form of: Power Point Presentation for different teaching subjects Web Pages. Audio and video C.Ds of Lectures given by some eminent personalities Lectures of faculty in audio form and video form Transparencies (computer generated and Photo copied). Slides, Self instructional modules in ICT. Downloaded material through internet (text videos, self instructions modules, self evaluation models). Question Bank, Printed material for various topics, Photographs.
4 Give details on various training programs and/or workshops on material development (both instructional and other materials)
a. Organized by the institution The college organized two workshops on “Preparing Teaching Aids” and “Developing e-instructional material for Teaching of Science” Two Weeks workshop on “Basics of Computer” for school teachers. b. Attended by the staff Training provided to the staff Maintenance of e-resources. Skill Education and Choice Based Credit System organized by M.D. University. Use of Animation in Education.
5 List the journals in which the faculty members have published papers in the
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last five years.
1. Advance international Research Journal of Teacher Education. ISSN -2320- 4559. 2. Educational & Psychological Research. ISSN-2230-9586. 3. Indian Journal of Psychology and Education. ISSN-2231-1432. 4. Indian School Education System: A Holistic View.(Chapter in Book). 5. International Research Result. ISSN-2250-2599. 6. Marching to Different Drummers: Inclusive Education Through Teacher Education. (Seminar Proceedings) 7. Shikshan Anveshika ISSN-2231-1386. 8. The Educand-Journal of Humanities and social Science. ISSN-2249-9741. 9. International Journals of Informative & Futuristic Research. ISSN-2347- 1697. 10. Pedantic An International Refereed Monthly Research Journals. (Multi- Disciplinary) ISSN-2349-3747. 11. Scholarly Research Journals for Interdisciplinary Studies. ISSN-2278-8808. 12. International Research Journal of Management, Social Studies and Humanities (IRJMSH) ISSN-2277-9809. 13. E-Journal Bhartiyam International Journal of Education & Research 14. International Journal EDUZONE 15. Zenieth ITERC Journal of Education & Management 16. International Journal of Multidisciplinary Research 17. Hand Book of Management and Behavioural Sciences 18. Navodit An International Journal
6 Give details of the awards, honors and patents received by the faculty members in last five years.
Samaj Ratan – Dr. Sarika Sharma
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7 Give details of the Minor / Major research projects completed by staff members of the institution in last five years.
Common errors committed by sixth grade students in English. Common errors committed by eighth grade students in Hindi. Identification of learning problems among primary students. Inculcating moral values through movies among Elementary level school students.
3.3 Consultancy
1 Did the institution provide consultancy services in last five years? If yes, give details.
Sr. Name Area Organisation No. 1 Dr. Geeta Teenagers Problems Guru Har Kishan Public Prabha Good Parenting School, Punjabi Bagh styles Saraswati Shiksha Quality Elevation in Mandir, Punjabi Bagh teaching learning Guru Nanak Public Art & Craft School, Punjabi Bagh Personality Ganga International Development School, Kablana Guidelines for Ganga International Accreditations and School, Hiran Kudna Assessment Vigya College of Education, Loharu
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2 Dr. Guidelines for Sun Rise College of Mukesh Accreditations and Education, Sonipat kumar Assessment 3 Ms. Research & Funding Ganga International Rekha Communications School, Sawada Rani Skills Sun Shine Senior Team Teaching Secondary School, Bhuna Ganga Institute of Education, Kablana 4 Mr. Management of Ganga Institute of Basant Academic Stress Education, Kablana Dabral Life Skills Ganga International School, Khanori Mandi, Punjab 5 Ms. Career Counselling Ganga International Babita School, Kablana 6 Ms. Rita Faculty S. D. Public School, Kumari Development Pitampura e-Resources – Use Ganga Institute of and Maintenance Technology & Management
2 Are faculty/staff members of the institute competent to undertake consultancy? If yes, list the areas of competency of staff members and the steps initiated by the institution to publicize the available expertise.
Yes, staff members are well qualified and competent to give consultancy services.
Our library is library in collections and services.
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The Librarian gives consultancy service related to purchase of books, periodical services of library and administration of library to new and upcoming colleges of education. Our guidance and counseling cell is competent enough to sort out the problems of school students also as they have competency in the areas of learners’ nature and development. Guidance was given to set up psychology resource centers, languages resource centers to other upcoming institutions. Guidance was also given to the parents for problematic behavior of children.
3 How much revenue has been generated through consultancy in the last five years? How is the revenue generated, shared among the concerned staff member and the institution?
As the Institution is committed socially and to provide community service in the benefit of students, consultancy is provided free of cost.
4 How does the institution use the revenue generated through consultancy?
No Revenue Generated
3.4 Extension Activités
1 How has the local community benefited from the institution? (Contribution of the institution through various extension activities, outreach programmes, partnering with NGO’s and GO’s)
The Institutions organized various programs in the benefit of community. Following awareness programs were organized:
AIDS Awareness Awareness on Mal Nutrition among women and children Save environment & Tree plantation drive Nukkad Natak on Nari Shakti in nearby villages
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Faculty members visited various schools to deliver expert lectures for in- service teachers in order to update the knowledge of in-service teacher as per the demands of the modern era. Placement cell of the college provided opportunities to local community for getting employment. Cleanliness drive was organized in nearby Villages. Blood donation camp was organized by the college for the benefit of the society. One day Camp on “Health and hygiene” was organized at Kablana village. Organized National level Seminar on “Concerns & Practices in Teacher Education” on 10th September, 2016 for students, research scholars, teacher educators and school teachers. Organized National seminar on “Reforms in Teacher Education: Revamping Current Course & Curricula” on April 29-30, 2016. Free Consultancy Services are provided.
2 How has the institution benefited from the community? (Community participation in institutional development, institution-community networking, institution-school networking, etc.)
Due to the whole hearted efforts of the institution and organization of various educational activities, the college has received recognition and acceptance in the local community.
Local schools provide opportunity for teaching practice (internship) to our prospective teachers and co-operate them. Schools raise their demand of teachers to the placement cell and provide opportunities of employment to our students. The institution also donates teaching-aids and teaching-learning material to the nearby schools and arranges remedial classes for poor and weak students.
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The college also provides academic help and guidance to school teachers who approach the college. This has resulted in acceptance of college among the local school community. The college also organizes special lecturers by the experienced school teachers for providing better educational experiences to the student teachers. Due to involvement of school teachers in developing lesson plans and providing feedback to the student teachers at the time of practice teaching, the college has succeeded in providing better training to the prospective teachers.
The institution is benefitted from the community in the following manner. Expert lectures are arranged in the college in which experts from the community are deputed to deliver the lectures related to various social, educational and vocational issues. Blood donation camp was organized by Red Cross society, Jhajjar. Organized Extension lecture by Haryana Traffic Police. Organized two days training Programme on: First Aid and home nursing” under Red Cross Society, Jhajjar. Institution shares transport facility with Ganga Institute of Technology & Management (Sister Institution). Institution shares Play Ground with Ganga International School (Sister Institution) Institution share Hostel with Ganga Institute of Technology & Management (Sister Institution). Village sarpanch provides opportunity to prospective teachers to gain experience of village life and interact with villagers during various programs. Villagers facilitate and co-operate students during their project and research work. Community people provide services for basic amenities like water, electricity, sanitary etc. Labour is also provided by nearby villages whenever it is required.
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3 What are the future plans and major activities the institution would like to take up for providing community orientation to students?
The Institution is committed to upliftment of the society, hence plans for the same. A few of the plans are as follows:
Computer basic program for School Teachers. Community reforms work , Beti Bachao: Beti Padao. General awareness camps (Aids, Polio, Drug Abuse, Violence Against Women, Female feticide etc.) and Rally. Cleanliness drive. Plantation drives to save environment. Provide training to school teachers in various teaching skills. First Aid training to Schools. Maximum use of technology in teaching learning. Save paper drive ( Stop cutting of trees) & Recycling of paper. Computer literacy program
4 Is there any project completed by the institution relating to the community development in the last five years? If yes, give details.
Making them aware of latest development in the world. Awareness about cashless transactions. Bring villagers close to technology world. To acquaint them with better life skills, so that they can load a happy and progressive life. Yoga workshops for quality life and general wellbeing.
5 How does the institution develop social and citizenship values and skills among its students?
The Institute has established Civic Responsibility Forum, which makes people
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aware of their civic responsibilities. Students are also members of the forum and work for citizenship values and skills by organizing some activities. Apart from this,
The institute also organizes various co-curricular activities at institutional level and students are encouraged to participate in these activities. Few are as follows: Inter - house and Inter-college cultural activities. Organizing visits to various community centers like old age homes, mentally retarded school. Organizing blood donation camps Organizing Awareness Programs Celebration of festivals and birthdays of personalities of national & international importance (eg. Radhakrishanan Birthday, Netaji Subhash Chandra Bose Birthday, UNO Day etc.) Visit to Suraj Kund Mela. Visit to International Trade Fair. Educational trips Extension lectures on social issues and civic responsibilities.
3.5 Collaborations
1 Name the national level organizations, if any, with which the institution has established linkages in the last five years. Detail the benefits resulted out of such linkages.
The institution has associations with various national level organizations like the NCERT, NCTE, U.G.C., NAAC, IGNOU, Director of State Institute of Education, Chandigarh and Red Cross. Linkage with National level organizations ICSSR, Mahendergarh Central University, GJGU, Canada, Punjab University has benefited the institution in the following ways: Curriculum Development The institute is affiliated to NCTE which provides guidelines for curriculum
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development and evaluation. Extension Experts from NCERT, IGNOU and Red Cross and administration are often invited to share their knowledge and expertise with staff and students. Consultancy The institute seeks consultancy from UGC, NCTE for various norms, regulations related to teaching and the related activities. The members of the institution have linkages with the various national level organizations e.g. Indian Library Association (Life Membership) Haryana Library Association (Life Membership) All India Association of Educational Research (Life Membership) All India Association of Teacher Educators(Life Membership) All India Gramin mahila Sangh Life member of All India Association of Teacher Educators Consultancy regarding implementation of National Curriculum Framework and Right to education act taken from Director of State Institute of Education, Chandigarh. Faculty members get themselves acquainted with latest developments on education and research through brochures, pamphlets and journals from these associations.
2 Name the international organizations, with which the institution has established any linkage in the last five years. Detail the benefits resulted out of such linkages.
MS. Monika Program Director Plasp child care company Ontario Canada. 3 How did the linkages if any contribute to the following? Curriculum Development
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,Teaching, Training, Practice Teaching, Research, Consultancy, Extension , Publication and Student Placement
Curriculum Development Contributes in Curriculum Development, the linkage to CRS University committee of develops curriculum which helps the college in smooth running of M.Ed. and B.Ed. program. Duration of both of this program has been increased two years from one year. Curriculum has recently been revised for the same and implemented by the institution. IQAC of the college is working on the success implementation of revised curriculum.
Teaching and Training 1. Training was given to teaching and non-teaching staff by the master trainer. 2. Faculty development program was organized by the Institution. Professor from NCERT were invited for the purpose. 3. Students are trained in Micro Teaching by faculty members and experts. 4. Extension lecture on teaching skills was organized. Linkage to M.D.U. has been contributed in delivering extention lectures by experts. Practice Teaching NCTE has published new Regulation 2014.It is mandatory for all students to prepare five mega lessons and three discussion lessons and twelve lessons to be delivered in practice teaching schools, apart from internship. The affiliating body has approved and developed new curriculum in the light of NCTE Regulation 2014 guidelines. Research Recent trends in education provided by these associations helped the institutions to introduce recent trends in education in research topics. Consultancy
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Visiting teams from NCTE, Jaipur and M.D.U Rohtak inspect the institution. Their suggestions are implemented to enhance quality in teacher education programs. Extension . The institution provides activity platforms to nearby schools and colleges by organizing competitions and similarly our students visit them for similar functions and competitions. . Our faculty visits different institutions to deliver extension lectures. Similarly their experts visit the college as part of their extension activities. Publication Inspired by these linkages we are able to publish our online journal ‘Bhartiyam International Journal of Education & Research” a Quarterly on-line journal. Dr. Monika from program director Plasp child care company Ontario Canada provides review report for papers to be published in Institutions journal. Valuable suggestions are implemented to improve quality of papers. Student Placement Our placement cell is working for this purpose. Nearby schools are fed according to requirement.
4 What are the linkages of the institution with the school sector? (Institute-school- community networking)
College has good linkages with a number of schools:- 1. Ganga International School, Kablana, Jhajjar 2. Govt Girls Sr.Sec. School, Bhadani, Jhajjar 3. Govt.Sr.Sec. School, Kabalana ,Jhajjar 4. Shanti Gyan Niketan Sr. Sec, School, Seria, Jhajjar 5. H.R. Green Field Sr. Sec. School, Jhajjar
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6. Jai Modern Sr. Sec. School, Dulehra, Jhajjar 7. Maharshi Dyanand High School, Khudan, Jhajjar 8. Hindu High School, Sulodha Jhajjar 9. Bright Career Sr. Sec School Raiya, Jhajjar 10. Kuldeep Singh Memorial Sr. Sec. School Jhajjar 11. Nav Jyoti Sr. Sec. School, Lakria, Jhajjar
5 Are the faculty actively engaged in schools and with teachers and other school personnel to design, evaluate and deliver practice teaching. If yes give details.
Yes, the faculty members are actively engaged in schools and with teachers and other school personnel to design evaluate and deliver practice teaching in the following manner : o A real teaching is mandatory part of our B.Ed. curriculum. During teaching practice, our college faculty acts as supervisor where they supervise teaching lessons of B.Ed. students. o Lesson plans, methods of teaching, teaching schedules are planned with the suggestions of the school personnel. o Pupil teachers report in the school as per the time table given by the school personnel. o Faculty members plan the teaching schedule with the help of the principals of schools. o Feedbacks from school teachers are also taken into consideration by our prospective teachers to improve their teaching. o School teachers are encouraged to evaluate the teaching practice of student teachers’ through performa. o Vocational Interest Test (VIT) is given to X/IX class students to check the vocational interest of school students. o A counseling session is also organized at the end of teaching practice to guide and suggest their vocation according to interest. o At the end, our faculty and students organize a cultural
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programme/thanks giving ceremony in schools.
6 How does the faculty collaborate with school and other college or university faculty?
Collaboration with school faculty:
Collaboration with schools helps in the organization of teacher education programmes, strengthening of curriculum transaction, assessment, evaluation, developing strategies among in-service teachers to prepare them to reach 21st century learners and to bring desirable changes in students’ behaviour according to the recent trends in education through various workshops and seminars. Collaboration with the college faculty : Faculty exchange programme Participation by faculty members in various seminars, conferences and workshops Orientation programmes Organisation of various competitions Organizing expert lectures Collaboration with the university faculty: Participation by faculty members in various seminars, conferences and workshops Organizing expert lectures Conducting Administrative & Academic Audit
3.6 Best Practices in Research, Consultancy and Extension
1 What are the major measures adopted by the institution to enhance the Quality of Research, Consultancy and Extension activities during the last five years?
Measures adopted by the institution to enhance quality of research : Research committee is set up in the institute.
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Dissertation and field work are compulsory part of our M.Ed. curriculum All the staff members of M.Ed. program supervise the students of M.Ed. in their research work. To decide and give final shape to research topics, periodic seminars are organized in which university faculty members are also invited. Seminars are regular feature of our institute which helps the faculty to keep abreast of latest developments and trends in research. Action research is conducted by prospective teachers. Separate reading rooms are available for faculty and M.Ed. students in which rich reference section are available. The institution have separate periodical section in which we have 46 journals, international and national, peer reviewed e- journals. Subscription of E-journals, E-newsletters is done regularly. Major measures adopted to enhance the quality of consultancy : Experts on different subjects are invited to deliver extension lectures. The Institution is regularly in touch with State Institute of Education, Chandigarh via audio and video teleconferencing. The Institute provided consultancy regarding infrastructure, library, ICT and other qualitative measures asked by self finance colleges by e-mail, telephonic and verbal conversation. Major measures adopted to enhance the quality of extension activities : Organised various awareness programmes in schools, and villages. Organised workshop for school teachers and other members of society. Association with Red Cross Society. Feedback taken from heads of schools, parents and incorporated for further improvements. 2 What are significant innovations / good practices in Research, Consultancy and Extension activities of the institution? Annual College Magazine Activities of Civic Responsibility Forum
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Organised three National Seminars in three consecutive years, out of which one was ICSSR Sponsored. Organised National Workshop which was free for school teachers Addition of new psychological tests in psychology resource centre for conducting research on emerging trends in education. Constituted a Research Committee Conduct of consultancy projects by faculty Development of Anti-ragging committee Development of Parent-teacher association Development of Placement Cell Development of guidance and counseling cell Action Researches undertaken Consultancy projects undertaken by the faculty.
1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Research Consultancy and Extension and how have they been acted upon?
3. Research, Previous Observations Compliance Consultancy and Extension 3.1 Promotion Limited research activities Action Research has of Research Teacher Educators are been initiated by students encouraged to pursue Ph. D & Faculty Management gives leave and incentives for promotion of research 3.2 Research Limited Action research and publication Paper presentation in output seminars and workshop significant
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3.3 Consultancy Guidance & Counselling Guidance & Counseling Cell Cell established for the To only practicing school at future career growth of free of cost the students and consultancy provided to the teaching practice schools & other institutes 3.4 Extension Every month minimum 3 Activities are arranged and carried out as per their calendar Literacy programs and blood donation programs are encouraging Students rally for environmental education 3.5 Carried out with Practicing Collaboration schools Exchange program with sister institutions 3.6 Best Students projects are well Practices in monitored Research, Consultancy and Extension
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CRITERION-4 INFRASTRUCTURE & LEARNING RESOURCES
4.1 Physical Facilities
1 Does the institution have the physical infrastructure as per NCTE norms? If yes, specify the facilities and the amount invested for developing the infrastructure. Enclose the master plan of the building.
Yes, the institute is fully equipped with physical infrastructure as per NCTE norms. The details are as follows: Principal’s Office with attached Rest room and toilet Faculty Room Administrative Office Library and Reading room with internet facilities ICT Resource centre Psychology Resource Centre Integrated Science Lab Mathematics Resource Centre Social Studies Resource Centre Arts & Crafts Resource Room Computer Laboratory Activity Room Class Rooms
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SMART Classroom Seminar Hall Tutorial Rooms Visitor’s Room Girls’ Common Room Boys’ Common Room Multipurpose Hall Teaching Aids Display/Resource Room Health/ Yoga Resource Centre Canteen Hostel Facility for boys and girls Separate Toilets for boys and girls in each Wing/Floor Parking Space Store rooms Pantry Medical Room PWD Resource Center Open space for lawns and gardening Play grounds The amount invested for developing the infrastructure in the last three years is Rs.24,29,374/- Note: Master plan of the building is enclosed herewith.
2 How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth? Additional books, equipments, infrastructure are added according to the need and requirements of the institute. Need and requirements are raised by obtaining feedback from students, stakeholders and faculty in meetings. Various committees are formed, motivated and encouraged to keep themselves up to date by keeping an eye on emerging trends in the ever changing academic scene with special reference to various aspects of education. The institution has effective mechanism for maintenance and proper use of
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infrastructure. The infrastructure available with the college fully meets the program requirements.
3 List the infrastructure facilities available for co-curricular activities and extracurricular activities including games and sports. Co-curricular activities: Resource Centers, Multipurpose Hall, Seminar Hall and Activity Room are available to cater to the different programmes conducted. Seminar Hall and Multipurpose Hall are also equipped with sound system & amplifier, LCD Projector, Adjustable screen, Computer System, Visulizer, Power Podium with recording facility and internet. Infrastructure for co-curricular activities: ICT Resource Center Psychology resource center Language Lab. Science and Mathematics Resource Center Art and Craft Resource Center Health and Physical Education Resource Center Multipurpose Hall with stage Seminar Hall Activity Room Extracurricular activities including games and sports: The above mentioned resource centers and hall provide a platform for various activities such as intra/inter college competitions and celebrations etc. An annual sports meet is conducted in the play ground. All the track, field events and games are conducted in play ground. Besides, the institution has allocated space for indoor games (like carom, table tennis, Badminton etc.) and store rooms. Badminton Court, Football ground etc. are available in the Institution. List of Infrastructure facility available for extracurricular activities: Hall for Indoor game facility. Playground and gymnasium is available on sharing basis with sister Institution.
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4 Give details on the physical infrastructure shared with other programmes of the institution or other institutions of the parent society or university.
The institution shares the following physical infrastructure with sister institutions: o Seminar room. o Multipurpose hall. o Library o Canteen o Open air stage. o Hostel, faculty houses and guest room facility. o Dispensary. o Transportation services. o Play Grounds o ICT Resources
5 Give details on the facilities available with the institution to ensure the health and hygiene of the staff and students (rest rooms for women, wash room facilities for men and women, canteen, health center, etc.) The institution has provided the following facilities: Separate Rest rooms for Male and Female staff members. Extensive sanitary facilities. Safe drinking water. A first aid box is readily available in the office and First Aid Room is available. Free transport facility to students and members of staff. Each faculty member has a separate room Separate wash rooms for student teachers (Boys and girls) Common staff room Common play ground is available for all students and faculty members. Cleanliness is ensured in the premises of the institution.
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Canteen is available in the premises of the institution. In the canteen, there is provision of beverages, breakfast, lunch and a variety of snacks.
6 Is there any hostel facility for students? If yes, give details on capacity, no of rooms, occupancy details, recreational facilities including sports and games, health and hygiene facilities, etc. Hostel facility is on shared basis for boys and girls with sister institutions. 4.2 Maintenance of Infrastructure
1 What is the budget allocation and utilization in the last five years for the maintenance of the following? Give justification for the allocation and unspent balance if any. Building Academic Year) Allocation(Rs) Utilization(Rs 2011-12 15,500/- 15,520/- 2012-13 NIL NIL 2013-14 5,000/- 5,256/- 2014-15 13,000/- 13572/- 2015-16 NIL NIL Laboratories Academic Year) Allocation(Rs) Utilization(Rs 2011-12 19,000/- 19,220/- 2012-13 28,500/- 28,782/- 2013-14 10,000/- 10,800/- 2014-15 NIL 3368/- 2015-16 20,000/- 20675/- Furniture Academic Year) Allocation(Rs) Utilization(Rs 2011-12 NIL NIL 2012-13 NIL NIL
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2013-14 NIL NIL 2014-15 13,000/- 13,572/- 2015-16 NIL NIL Equipments Academic Year) Allocation(Rs) Utilization(Rs 2011-12 1,20,000/- 1,21,914/- 2012-13 75,000/- 78,333/- 2013-14 1,21,000/- 1,21,914/- 2014-15 1,50,000/- 1,53,516/- 2015-16 2,05,000/- 2,07,047/-
Computers Academic Year) Allocation(Rs) Utilization(Rs 2011-12 19,000/- 19,205/- 2012-13 8,500/- 8,750/- 2013-14 10,000/- 10,800/- 2014-15 2500/- 3368/- 2015-16 20,000/- 20,675/- Transport/Vehicle Academic Year) Allocation(Rs) Utilization(Rs 2011-12 32,500/- 32,446/- 2012-13 600000/- 6,19,911/- 2013-14 18,00,000/- 18,21,325/- 2014-15 8,50,000/- 8,52,458/- 2015-16 9,00,000/- 9,12,362/-
Budget is allocated in the beginning of the year optimally for all above items and spend fully. Supplementary budget provisions are made during the year if necessary/required.
2 How does the institution plan and ensure that the available infrastructure is
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optimally utilized?
Institute has ensured that the available infrastructure is optimally utilized. Different committees have been formed to encourage and motivate students and staff members to make optimum use of available infrastructure. Throughout the day each and every room is utilized for one or the other activity. Moreover, academic calendar is planned and executed properly; activities are carried out throughout the session in a way to ensure optimized usage of available infrastructure. Open space is used for morning assembly. Multipurpose hall is used to conduct various competitions, and special lectures. Seminar hall is used for campus interview for placement services, extension lectures, conferences, seminars, workshops, meetings etc. ICT Resource Center, language lab, Science lab are regularly used for practical and project work.
3 How does the institution consider the environmental issues associated with the infrastructure? The college is located in an eco-friendly campus. o The campus is maintained with due concern for the environment. o The lawns are covered with greenery and flowers. o Institution has planted number of trees around the infrastructure. o The waste water management is looked after by sanitary staff and the gardeners. o Environmental hygiene is given top priority. o The trainees are encouraged to keep the campus clean and green. o Tree plantation drive is initiated every year. o Environment week is celebrated. o Awareness Programs viz. “No use of Polythenes” “Say No to crackers” “Save water” “Go green” are organized.
4.3 Library as a Learning Resource 1 Does the institution have a qualified librarian and sufficient technical staff to support the library (materials collection and media/computer services)?
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Yes: - The college has well qualified and efficient librarian along with the assistant librarian. Computer, printer, photo copier machine has been provided to the library for technical support.
2 What are the library resources available to the staff and students? (Number of books-volumes and titles, journals-national and international, magazines, audio visual teaching-learning resources, software, internet access, etc.). Reference Books are available for the staff and students in the form of Encyclopaedias -International, National, Subject wise. Dictionaries – International, National, Subject wise. Year books. Geographical Source – Gazettes, Atlases. Commission, Committee Reports. Research and Educational Survey. Foreign & Rare books Bibliographies No. of Books 15967 Volumes 15967 Titles 3397 Journals National 16 Journals International 2 Magazines 7 Audio visual Teaching 14 learning resources Software E-granthalaya, Delnet Internet access Yes
3 Does the institution have in place, a mechanism to systematically review the various library resources for adequate access, relevance, etc. and to make acquisition decisions. If yes, give details including the composition and functioning of library committee. Yes, library has an advisory committee which systematically reviews the library
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resources to make acquisition decisions. The library committee consists of Principal, as ex-officio member, librarian as convener and other senior members. Library committee is active. Regular meetings are held during the session to discuss selection of books, allocation of budget and to fulfill requirements of library section during the session. Feedback from the students and teachers are taken in consideration. Stock verification is a regular feature of the library. The library is computerized with E-granthalaya and internet facility is available for the students and staff. The college library ensures access to the students by issuing cards. All the B.Ed. students are given nine books for a year. In addition to that 2 books are issued for a period of 15 days. All M.Ed. students can borrow 7 books for a year. Two books can be borrowed for 15 days. Separate reading room is available for M.Ed. students. Rich reference section is available in which students and staff have access to encyclopedias, dictionaries, yearbooks, commission / committee reports, bibliographies, gazettes, educational and research surveys, abstracts, foreign publications, rare books etc. Separate periodical section is there which contains 18 journals, (international and national). Peer reviewed journals are also there. There is regular subscription of E- journals, E-news letters etc.
4 Is your library computerized? If yes, give details. Yes, library is computerized with E-granthalaya. Database is complete and students can search books through OPAC. Library is well equipped with computer, CD’s, DVD’s, Video cassettes, Audio Cassettes etc. Internet facility is available. E-journals and E-Newsletters are also available for students.
5 Does the institution library have Computer, Internet and Reprographic facilities? If yes, give details on the access to the staff and students and the frequency of use.
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Yes: college library is equipped with computers, photocopier and printer. Teachers have open access to the racks. Students can get materials photocopied.
6 Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give details. Yes, Institution is using DELNET.
7 Give details on the working days of the library? (Days the library is open in an academic year, hours the library remains open per day etc.) The library is open on all the working days. The working hours are 9:30 a.m. to 4:00 p.m. All students and staff can borrow or return books on all working days during the working hours. However, the provision to open the library beyond normal timing is made during examination days.
8 How do the staff and students come to know of the new arrivals?
By display clippings on LCD Screen in Library. Through the new arrivals section. The books, journals, magazines, etc. are displayed in this section. Faculty members are personally informed by the Librarian about the latest additions relating to their projects and thrust area of research. Library is in the process of digitalization. The staff members also inform the students about the new arrivals informally.
9 Does the institution’s library have a book bank? If yes, how is the book bank facility utilized by the students? Yes: The college library has a book bank, students utilize the facilities during the examinations, class tests and Unit tests.
10 What are the special facilities offered by the library to the visually and
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physically challenged persons? Various audio CDs and audio track and instructional material in text form are available in computers with head phones. Personal assistance is given in case of such students. Braille material for blind students can be made available but till now no blind student has taken admission.
4.4 ICT as Learning Resource 1 Give details of ICT facilities available in the institution ( Computer lab, hardware, software, internet connectivity, access, audio visual, other media and materials) and how the institutions ensures the optimum use of the facility. ICT facilities available in the Institute are:- Computers, Internet Access, Television, Tape Recorder, Radio, Over Head Projectors, Headphone, Digital Camera, Mike, Screen, Transparencies, Slide Projector, C.D. Player, C.C.T.V. Camera, Sound Speaker, Amplifier, Automatic Slide Projector, Micro Phone, LCD Projector, Educational C.Ds., D.V.D. Player, Charts and model are also present. These hardware and software aids are used by teacher educators and prospective teachers in conducting various academic curricular activities such as computer learning , Language Learning, Educational technology practical, Class seminar, organization of co-curricular activities, according to time table and Academic Calendar of the college.
2 Is there a provision in the curriculum for imparting computer skills to all students? If yes give details on the major skills included Yes, curriculum includes “Critical understanding of ICT’ under practicum, Paper-4. This paper is to be evaluated by external examiner. Major skills included in curriculum are: Define the concept of ICT Understand the role of Information Communication Technology in present and future Get awareness of computer usage and its importance in education
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Define the scope and importance of educational technology in contemporary society. Application of ICT in Education. Application of MS Windows and MS Office Application of Multimedia in education Demonstrate the use of internet for teaching. Use ICTs to develop digital portfolios in their teaching subjects Use effectively the ICTs and the pedagogies associated with them Introduction to computers, internet, virus and multimedia.
3 How and to what extent does the institution incorporate and make use of the new technologies/ICT in curriculum transactional processes?
Faculty members use PowerPoint presentations, instructions through social media like WhatsApp and E-mails, downloaded video clippings and small lectures/ talks from you tube are woven into transactional process as per their specific requirements and suitability. Students prepare their PPTs or presentations for weekly seminars, preparing lesson plans and those to be shown during curriculum enrichment programmes Students send their work through E-mail which are then discussed and corrected. Many of the lessons are delivered through ICT tools. Videography of micro and simulated lessons is a practice adopted to enable the students to improve by correcting their shortcomings.
4 What are major areas and initiatives for which student teachers use /adopt technology in practice teaching? (Developing lessons plans, classroom transactions, evaluation, preparation of teaching aids)
Technology is used by prospective teachers during teaching in many ways:
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They develop their lesson plans, teaching aids and prepare result of test (Conducted during teaching practice) by using various e-resources. They deliver their lesson through power point presentation, They prepare result of school students in MS Excel. Prospective teachers also take great assistance in preparing their teaching aids by using ICT. They show video talks, documentaries as per requirement of their lessons. Pic Art is used to make lessons more interesting to grab students’ attention.
4.5 Other Facilities 1 How is the instructional infrastructure optimally used? Does the institution share its facilities with others for e.g.: serve as information technology resource in education to the institution (beyond the program), to other institutions and to the community. All the students and staff members use each and every resource of infrastructure optimally. All the class rooms ,labs, library, canteen, playgrounds, sanitation facilities etc. are optimally used during the college hours. Various competitions and cultural events (during celebrations) are conducted in the college optimum utilization of available infrastructure is made. The college is always ready to utilize it’s infrastructure for the welfare of community. The institution shares the resources with other sister institutions. Seminar room and multipurpose Hall are used for organizing programmes, seminars and meetings by sister institutions (Ganga International School , Ganga Institute of Technology & Management). For Parents Teacher meet and Out reach Programs, college infrastructure is used for community people.
2 What are the various audio-visual facilities/materials (CDs, audio and video cassettes and other materials related to the program) available with the institution? How are the student teachers encouraged to optimally use them for learning including practice teaching? The following instructional material/ audio –visual material is available and is used
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All Students are encouraged to use ICT for delivering their lessons during discussion lessons. Many prospective teachers have delivered instructions through laptop and self made and issued PPT from ICT center during teaching practice in schools. This led to improvement in quality of teaching in terms of clarity of concepts, grabed attention and motivation and better grasp of content by school students.
3 What are the various general and methods Laboratories available with the institution? How does the institution enhance the facilities and ensure maintenance of the equipment and other facilities? There are various Labs (Resource centers), established in the college. These are: Psychological lab Language Lab Computer Lab Teaching Aids / Work Experience Lab / Art & Craft Science and Mathematics Lab (Curriculum Lab) Health and Physical resource centre Method Rooms Lecturer in charge looks after requirement and maintenance for their labs.
4 Give details on the facilities like multipurpose hall, workshop, music and sports, transports etc. available with the institution. 02 Multipurpose Hall are available to conduct Seminar/Workshop/Any other activities. Music room with necessary musical instruments like Harmonium, Tabla, Sitar, Dholak, Bongo etc. Sports room with sports material Open Playground for outdoor games Transport - College Bus is available for staff and students
5 Are the classrooms equipped for the use of latest technologies for teaching? If yes, give details. If no, indicate the institution’s future plans to modernize the
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classrooms. All the classrooms are well equipped for the use of latest technology for teaching. There are provisions of projectors, screen, plugs, switch boards, UPS (with 2 hours back up) and Generator to use various technologies and Audio-visual aids. All the classrooms are spacious and enough space is provided to make use of audio-visual aids in classroom. All classrooms are well equipped with all the facilities. Class rooms are equipped with Computer, Monitor, Document Camera, Over Head Projector, Screen, and LED Projector. Teachers have laptop for teaching learning purpose.
4.6 Best Practices in Infrastructure and Learning Resources 1 How does the faculty seek to model and reflect on the best practice in the diversity of instruction, including the use of technology? Faculty members keep on striving to gain latest knowledge and keep themselves update by attending various workshops, conferences, seminars, guest lectures. They use to search latest trends in education on internet, by reading journals and research reports; their teaching is reflected in students’ performance during teaching practice lessons at real school teaching and final results declared by University. Students’ knowledge and performance in usage of ICT is reflected during external examinations when they perform teaching and practical of ICT.
2 List innovative practices related to the use of ICT, which contributed to quality enhancement.
o Broadband connectivity is available in all Resource Centers, library, offices and faculty rooms. o Staff and faculty members use ICT in their daily work o Faculty members deliver lectures through power point presentations, by using electronic Over Head Projectors and electronic aids. o Prospective teachers have delivered instructions through PPT during
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teaching practice in schools o It is compulsory for all students to make ppts in their discussion lesson and teaching practice. o Tablet Monitor, Document Camera, OHP and Projectors are used in teaching learning process. o Subscription of Online journals and news letters. o Internet facility is available in all resource centers, class rooms and faculty rooms. o E-learning materials are available for faculty and students o PPT resource bank o CD’s and DVD’s Bank o Self instruction e-modules o Catalogue of various websites o Students who opt Teaching of Computer Science upload power point presentations on YouTube and seek recognition at global platform. o Software for blind students is available
3 What innovations/best practices in ‘Infrastructure and Learning Resources’ are in vogue or adopted/adapted by the institution? Infrastructures are as per NCTE norms and optimally Utilized. Use of technology in teaching learning has been the major focus in the recent years. Smart class rooms have been set up. The equipments included in smart classroom are: Computer, Document Camera, Over Head Projector, and LCD Projector Screen. Students use technology-based resources for their studies as well as practice teaching and practical work. They use Internet for their projects and assignment, preparing lesson plans and teaching aids during practice teaching. They use ICT resources during discussion lesson and teaching practice. Teachers have developed ICT based learning resources on various topics of
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the syllabus; they use computer and the internet as a tool to aid teaching and evaluation. Videos of some important topics like Research methodology, teaching skills, blooms taxonomy, pedagogy analysis, information technology and Micro teaching, constructivism are available in the form of CDs and in computers. Self instructional modules are available on ICT and Art and Craft subjects. PPTs are uploaded by students of Computer Science on YouTube which are accessible at global platform. Adequate power back up through On-line UPS and Generator to whole campus is provided. Library is computerized with E-granthalaya software. Database is complete. Rich reference section is available for students in which they have access to encyclopedias, dictionaries, yearbooks, commission/committee reports, bibliographies, gazettes, educational and research surveys, abstracts, foreign publications, rare books etc. Separate periodical section is available in which 18 journals, international and national. We are regular subscriber of E-journals, E-newsletters etc. Orientation on library and Infrastructure is organized at the beginning of session. Apart from this book show is arranged. The library has a Book Bank facility in our college. Set of Seven books are issued to all the students i.e. B.Ed., M.Ed. for whole session. In addition 2 books are issued on card for a period of fifteen days. Sufficient budget is allocated for maintenance of Infrastructure and fully spent for the same. We have shared our facilities with sister institutions and other organizations.
Additional Information to be provided by Institutions opting for Reaccreditation/ Re-assessment
1. What were the evaluative observations made under Infrastructure and Learning Resources in the previous assessment report and how have they been acted upon?
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4. Infrastructure & Previous Observations Compliance Learning Resources 4.1 Physical Facilities Adequate infrastructural facilities are well planned and executed with long term vision 4.2 Maintenance of Sufficient and regular infrastructure maintenance 4.3 Library as a Well ventilated Number of Learning Resource Adequate seats for users Newspapers have been Less number of increased newspapers E resources available 4.4 ICT as learning Online journals are Computer Systems resources adequate increased and Microphones and Microphones attached number of computers with each system. limited………. 4.5 Other facilities Reprographic facility is Campus is made Wi-Fi found – all the systems are Internet facility in one connected with system internet facility 4.6 Best Practices in Develop their own e- the development of resources infrastructure and Wash Room & Canteen learning resources available Hostel facilities and transport available
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5.1 Student Progression 1 How does the institution assess the students’ preparedness for the programme and ensure that they receive appropriate academic and professional advise through the commencement of their professional education programme (students pre-requisite knowledge and skill to advance) to completion?
At the institute level the prospective teachers’ preparedness for the program is assessed by:- Conducting general knowledge tests At the beginning of the session, introduction session (self introduction) is organised and students also give views about the B.Ed programme. Simple diagnostic test to find out level of computer literacy is conducted. Skills of the students is assessed by on line self evaluation tools at the beginning of the session and output of these assessments is analysed and communicated to prospective teachers and feedback is given to them.
Following skills are assessed: Leadership Qualities, Communication skill, Time management skill. Problem solving ability, Decision making power. In morning assembly students give their views about life, society, profession etc. General classroom behavior is assessed during teaching.
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Knowledge of behavior problems and barriers to achieve the target is assessed by the tutorials incharge in respective tutorial groups. Before teaching practice, level and status of teaching is assessed through micro teaching skills, mega lessons and discussion lessons in simulated teaching. Skill observation proforma cum rating scale during micro teaching session and discussion lesson observation proforma during discussion lesson in both teaching subjects are provided. Assessment is also done when students organize various activities in their respective houses. Co-curricular activities organized at college and inter college level. Preparing assignments, Class tests. Conducting seminars, group discussion and brain storming session. House examinations
2 How does the institution ensure that the campus environment promotes motivation, satisfaction, development and performance improvement of the students? The institution strives to provide intellectual and professional stimulating environment at its campus, has healthy tradition which provides healthy environment to students that promotes motivation, satisfaction, development and performance improvement of the students. Following Features promotes motivational level: Stress free environment. Easy availability of teachers for guidance. Well equipped library and Resource centers. Internet facility for all. Provide homely environment to students where they feel attached to college and faculty. Committed Professional and Practical approach of teacher educators Activities promoting motivation and performance level:
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Team teaching Co-operative learning Peer tutoring Teachers as facilitators, teachers as counselors. Personality development programmes. Quick grievance redressel through grievance redressal cell. Students as committee members in various committees. Celebrating fair and festivals by mutual cooperation. Organizing Cultural events. Organizing co-curricular activities. Organizing house activities and community based activities. Awareness Programs.
3 Give gender-wise drop-out rate after admission in the last five years and list possible reasons for the drop out. Describe (if any) the mechanism adopted by the institution for controlling the drop out? Male Female
Year (2011-12) 02 02 Year (2012-13) -- 01
Year (2013-14) -- 01
Year (2014-15) -- --
Year (2015-16) -- --
What additional services are provided to students for enabling them to compete 4 for the jobs and progress to higher education? How many students appeared/qualified in SLET, NET, Central/State services through competitive examination in the last two years? Additional services are:-
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. Timings of library working are increased up to an hour as per requirement. . Providing guidelines to M.Ed. students for preparation of UGC-NET exam during regular teaching classes and special coaching during holidays are arranged. . Encouraging and engaging M.Ed. students to write research papers and attending National Seminars/ Conferences, etc. . Extension lectures are organized on latest research trends/topics. . Guidance and counseling cell guide prospective teachers to choose appropriate course and profession after completion of B.Ed. and M.Ed. . Information regarding the vacancies and competitive examinations are displayed on display board by placement cell. . Guest lectures are arranged. . Campus interview through placement cell. . Training programs on writing resume and facing interviews. . Campus interview with National & International schools. . Principal and faculty members motivate deserving students to persue for higher studies and competitive exams.
5 What percentages of students on an average go for further studies/ choose teaching as a career? Give details for the last three years? Approx 20% of the students opt for Higher Studies. 60% teaching profession, rest students opts for other professions.
6 Does the institution provide training and access to library and other education related electronic information, audio/ video resources, computer hardware and software related and other resources available to the student teachers after graduating from the institution? If yes give details on the same. Our students are associated with the institution even after passing out their courses. They visit the institute usually to seek advice and consult library for their research work and preparation of competitive examinations. Books are issued to them for a period of one month under inter- library loan service. They can also avail
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internet facility in library, ICT Resource Center, and language lab. IQAC organized workshop on computer hardware and software for students, school teachers, alumni and teacher educators.
7 Does the institution provide placement services? If yes, give details on the services provided for the last two years and the number of students who have benefited. Placement cell collects the information of job opportunities and inform to the students’ through displaying on notice Board, personally, e-mail or whatsapp. Bio data of students is obtained before they leave the institute and provided to the students where there is vacancy. Table- 5.1 Institutions associated with GIE for Placement Sr. no. Name of the Institution Type 1 Ganga International School, Hiran Kudna Society/Trust Governed 2 Ganga International School, Sawada, New Society/Trust Governed Delhi 3 Ganga International School, Kablana Society/Trust Governed 4 Ganga International School, Bahadurgarh Society/Trust Governed 5 Ganga International School, Nuna Majra Society/Trust Governed 6 S. D. Public School, Pitampura Society/Trust Governed 7 S. D. Public School, Punjabi Bagh Society/Trust Governed 8 Sun Shine Senior Secondary School, Society/Trust Governed Bhuna, Fatehabad 9 Ganga International School, Khanori Society/Trust Governed Mandi, Punjab 10 Guru Nanak Public School, Punjabi Bagh Society/Trust Governed 11. Guru Nanak Public School, Pitampura Society/Trust Governed 12. Saraswati Shiksha Mandir, Punjabi Bagh Society/Trust Governed 13. Guru Harkishan Public School, Punjabi Society/Trust Governed Bagh
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14. Nav Jyoti Senior Secondary School, Private Lakaria 15. Kuldeep Singh Memorial Senior Private Secondary School, Jhajjar 16. H. R. Greenfield Senior Secondary School, Private Jhajjar 17. Jai Modern Senior Secondary School, Private Dulheda 18. Mahrshi Dayanand Senior Secondary Private School, Khudan
What are the difficulties (if any) faced by placement cell? How does the 8 institution overcome these difficulties?
Difficulties faced by placement cell include: Inaccessibility for distant students. Seeking jobs in nearby areas especially for female teachers. Getting feedback from the students who get jobs through the cell. Unavailability of data who have already got jobs. Language proficiency among rural candidates.
Strategies to overcome the difficulties: Collaborating with college alumni and getting the information from them regularly. Telephonic & electronic communication with schools about their requirements. Prior collection of Resume.
9 Does the institution have arrangements with practice teaching schools for placement of the student teachers?
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Yes, the institution has tied up with all practice teaching schools. The institution recommends suitable candidates to be appointed as teachers whenever required by the practicing schools. Some of the students are working in local schools after completing B.Ed. course, on the recommendation of the college
10 What are the resources (financial, human and ICT) provided by the institution to the placement cell? Placement cell is fully financed by the institute All required human facilities are provided. All the facilities of I.C.T Lab, language Lab, LCD projector office, print material is provided.
5.2 Student Support 1 How are the curricular (teaching- learning processes), co-curricular and extracurricular programmes planned, (developing academic calendar, communication across the institution, feedback) evaluated and revised to achieve the objectives and effective implementation of the curriculum? For effective transaction of curriculum, orientation program is organized at the beginning of the session. Faculty members prepare Power-Point-Presentations of course outline of their respective subjects, to be taught by them. These course outlines are prepared well in advance by the teachers before commencement of classes and planning is done month-wise as well as week-wise. Unit wise syllabus breakup is also prepared in PPTs. The outlines for micro teaching and simulation activities are also prepared. The planning is done by keeping in view the resources and time available. The planning is done in such a way that there remains a scope for carrying out revision of certain important topics and conducting practical activities. The college prepares academic and Activities calendar for B. Ed. and M.Ed. Programs before the commencement of academic session. Emphasis is laid on holding at least 180 days teaching schedule as per University guideline, if number of teaching days fall short of 200 days, due to some unavoidable
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reasons, the teaching staff compensate the loss by teaching extra classes on Sundays and holidays. Co-curricular activities are conducted according to the activities calendar. The academic calendar is planned strategically on the basis of previous years’ experiences and decisions regarding various activities are made through mutual consensus in the meetings of staff council. Feedback is obtained for the same.
2 How is the curricular planning done differently for physically challenged students?
The Institution is very sensitive towards the special needs of physically challenged students. Since their needs are different and depend upon the type of disability, it is planned that in the event of such admissions, special committee is created to identify their special needs and the material required is purchased. Institution has resource room in which the following arrangements are made: For blind students Text to audio convertor software in computers for blind and partially blind students Subject material typed in computer which is used for Text to Audio Software. Non-glassy papers. Recorded lectures. Audio CDs. For Hearing impaired students Amplifier Head phones Audio-video CD’s developed by faculty members. Instructional material in the form of e-Books. Two extra books are issued for one month in addition to 7 books (issued for one year) For orthopedically impaired
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Classes are conducted at ground floor. Resource centre is available.
3 Does the institution have mentoring arrangements? If yes, how is it organized?
Tutorial Groups Yes the institution has mentoring system. Total admitted students are divided in equal groups. These groups work under each mentor, who is given all kinds of responsibilities of students i.e. academic and co-curricular areas. House System All the students are allotted houses. There are four houses of the college: Maharshi Dayanand House, Vivekanand House, Mahatma Gandhi House, Rabindranath Tagore House. Each house is under house in-charge. In- charges conduct inter-house competitions, Quiz, Seminars and other activities with the volunteers of the respective houses.
4 What are the various provisions in the institution, which support and enhance the effectiveness of the faculty in teaching and mentoring of students? In order to enhance the effectiveness in teaching and mentoring the faculty maintains: Caring, appreciative and visionary approach towards their students. Mentor use to present power point presentations and other educational help during Tutorials. The Institution organizes workshops, Faculty Development Programs and Personality Development Programs.
5 Does the institution have its website? If yes, what is the information posted on the site and how often is it updated? Yes, The institute has its own website – www.gangainstituteofeducation.com The following information about the college is posted on the website:
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1. Mission of the institute 2. Vision of the institute 3. Information about the institute 4. Principal’s Message 5. Physical resources in detail with Photos 6. Information about faculty/Non-teaching staff 7. Academic Calendar 8. Activities which are conducted during the session 9. Photo gallery of various activities 10. Information about placement cell 11. Contact details. 12. National Seminar/Conference/Workshop details 13. e-journal of the institute 14. Job vacancies 15. Fee Structure 16. Admission guideline 17. Mandatory disclosures The information of above features is updated regularly
6 Does the institution have a remedial programme for academically low achievers? If yes, give details. Remedial classes schedule is prepared after identification of low achievers. Mentor system takes care of low achievers. Special classes are arranged during vacations to help low achievers. Mentors take problems of the students on every Saturday.
7 What specific teaching strategies are adopted for teaching Advanced learners and (b) Slow Learners
Advance Learners: - Preparation of Power-Point –Presentation.
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Group discussion. Comprehensible study material for Brain Storming Sessions and difficult topics are assigned to them. Various topics are discussed in detail in the classrooms. Difficulties and misconceptions are cleared. Assignments are given to the students by the faculty members in their concerned subjects. Tips are given to the students about how to answer a question in a better way. Advice to improve writing speed is provided. Old question papers are discussed and important topics are identified by the students. Advance learners are nominated as mentors of respective tutorial groups, Quiz. Slow Learners: - Computer literacy program is organized. Remedial teaching Tutorial classes Personal counseling Mentor’s help Assigning them some creative work. Motivation through Appreciation Identification of their needs and giving academic help to them. Counseling of parents regarding their wards Follow-ups for the slow learner Collective efforts of all faculty members and mentors. Teaching by using teaching aids according to their understanding level.
8 What are the various guidance and counseling services available to the students? Give details. The Institution has active guidance and counseling cell. In-charge of the cell is responsible:-
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To provide academic and career guidance to the college students. To provide students with study material required for various guest teachers and guides are invited for ¾ months for guidance and preparation of competitive exams. To provide the students with information related to various competitive examinations. Lectures from eminent dignitaries and experts are organized. To take School teachers and students’ problems. Guidance provided to parents, school teachers and anyone who so ever seeks from the cell. This guidance cell collects study materials from faculty members, students, Guest teachers and others and makes available to the needy students as per their requirements. The students get it photocopied and return the original to the incharge of guidance cell. This guidance cell operates on cooperative and contributory approach.
9 What is the grievance redressal mechanism adopted by the institution for students? What are the major grievances redressed in last two years? For redressing the major grievances of students and faculty members, ‘Grievance Redressal Cell’ has been established in the college with one male and female teacher incharge. Any of the minor/ major grievances of students are addressed by this cell and after mutual discussions and consent, the final solution is forwarded to the head of the college for approval. However, if some grievances are not solved at college administration level, then those are forwarded to the Management of the institution to take necessary action in this regard. During last four sessions no major complaints have been made and referred to the cell. Minor problems are solved in the cell itself.
10 How is the progress of the candidates at different stages of programs monitored and advised? The progress of students is monitored by the faculty members in their concerned subjects during regular classroom teaching. The faculty members take class tests, unit tests, organize class quiz, Group discussion, institutional and class seminars to identify
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the hard spots and difficulties of the students and necessary academic assistance and guidance is provided to the students. The faculty members discuss the questions in the class after class and unit tests and the students are acquainted with the solutions. On the basis of students’ performance in class, additional remedial help for low achievers and special coaching for high achievers is provided during preparatory vacations before the commencement of annual examinations.
11 How does the institution ensure the students’ competency to begin practice teaching (Pre-practice preparation details) and what is the follow-up support in the field (practice teaching) provided to the students during practice teaching in schools?
In pre-practice teaching preparation, students are trained and prepared in developing and writing a perfect ‘lesson plan’. They make practice of writing lesson plans on different topics and get checked by their teachers. Students competency to begin practice teaching is ensured through the following activities : Micro-Teaching Orientation: Theoretical orientation of the concept of micro teaching and teaching skills is provided to the students. The students are divided in the 5-10 groups and each group, under supervision of one faculty member, practices 5 skills in micro-teaching sessions. Following skills are practiced – 1. The skill of introducing lesson 2. The skill of probing questioning 3. The skill of illustration with example 4. The skill of stimulus variation 5. Skill of reinforcement Demonstration of skills by teacher and videos: Lesson of each skill given by faculty member to clarify the components and effective use of the skill. Planning session Performance by Students : 5 micro lessons given in both teaching subjects
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Feedback Session by peers , supervisor and self by video recording Re-teaching by students Feedback and practice again.
Macro Teaching 5 mega lessons are delivered by prospective teachers in simulation in which integration of teaching skills are used. One discussion lesson is delivered in both teaching subjects by the student teachers before and after practice teaching in which remarks are given to student teachers by supervisors. Feedback session by peers and supervisor and self-evaluation through proforma
Practice Teaching Students are sent to enlisted schools under the guidance of faculty members as supervisors in internship programmes Preparation of lesson plan Delivering lesson by prospective teachers. Observation of lesson by supervisor peers and subject teacher of school. Feedback Session
Follow-up support in the field During practice teaching, two faculty members are deputed in each school, who are always with the students when they use to go for practice teaching and provides formal written feedback in the lesson plan files and also provides support to them in case of any problem. This gives the students a confidence during their stay at the school. Feedback given to the students by the supervisor is discussed with the students for further clarity. This helps the students to realize their limitations and they can further modify their teaching as per demands of the situation. Apart from this, school teachers help in selection of content to be taught in classroom.
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5.3 Student Activities
1 Does the institution have an Alumni Association? If yes, 1. List the current office bearers S. No. Name Designation 1. Dr. Geeta Prabha Principal 2. Ms. Babita Administrative Officer 3. Mr. Naresh Kumar Placement and Training Officer 4. Mr. Yogesh Treasurer 5. Mr. Kulbeer Alumni 6. Ms. Sonu Alumni 7. Mr. Ashwani Alumni 8. Mr. Lalit Alumni 9. Mr. Yogesh Alumni 10. Ms. Meena Kumari Alumni 11. Mr. Naresh Alumni 12. Ms. Vandana Alumni
2. Give the year of the last election In 2015 3. List Alumni Association activities of last two years. Activities:- Alumni Meet in August,2015 Blood Donation Camp in 2015 and 2016 Alumni Meet in November,2016 Provided Guidance to prospective teachers regarding school engagement programs. Update vacant posts. Update prospects 4. Give details of the top ten alumni occupying prominent position.
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S. Name Designation College/School No. 1. Ms. Teacher Govt. (co-ed) Sr. Sec. School Hemlata Baprola, New Delhi 2. Mr. Teacher Soni Sr. Sec. School Ashwni Bahadurgarh 3. Ms. Sonu Teacher MR Sr. Sec. School Shekhupur Jatt 4. Mr. Naresh Teacher Bal Vikash Sr. Sec. School Matan 5. Ms. Assistant Professor Pragya College of Education Sangeeta Dulehra 6. Ms. Assistant Professor Pragya College of Education Vandana Dulehra 7. Mr. Assem Assistant Professor Ganga Institute Of Education Harit Kablana 8. Ms. AssistantProfessor Ganga Institute of Technology & Manisha Management Kablana 9. Ms. Babita Assistant Professor Ganga Institute of Education Kablana 10. Mr. Assistant Professor Ganga Institute of Education Yogesh Kablana
5. Give details on the contribution of alumni to the growth and development of the institution. . Placement assistance to prospective teachers. . Provide guidance and help for school engagement program. . Help in conducting practical Examination of college. . Contribute papers in college online journal Bhartiyam. . Help in organizing Seminars and Workshops.
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. Contribution in planning and execution finalized by IQAC. . Help in community work. . Provide guidance and tips to students for preparing theory exam. . Help to M.Ed. students in their research work and field work. . Provide assistance for remedial classes. The institution has an alumni association. Alumni Association was established in 2010. Enrollment of members (students of last session 2014-2015) is being made. Some of the members have donated teaching files and teaching aids-charts, models & transparencies etc. for the students of current session. Few of Alumni are working as lecturers in different colleges where as a large number of the students are working as teachers in primary & secondary schools.
Feedback about the college and college staff has been obtained from old students. Alumni meet was held in the college on 2015 The contribution of alumni to growth and development of the institution is to help the present students in organizing community welfare programs.
2 How does the institution encourage students to participate in extracurricular activities including sports and games? Give details on the achievements of students during the last two years. The students are encouraged to participate in the organization of co-curricular activities in the college. Like Drawing and painting competition, Poster making, Doll Making, Rangoli Competition, Mehandi Competition etc. are organized in the college. Talent search competition, cultural program has been held last session and the current session as well as in the college. Activities related to games and sports are also organized. Sports day was organized. Students are encourage by: - Giving Awards, Appreciation Recognition, Titles
3 How does the institution involve and encourage students to publish materials like catalogues, wall magazines, college magazine, and other material. List the major
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publications/materials brought out by the students during the previous academic session. The institution provides financial aid, raw material and other technological assistance to the students to encourage them to publish material. Students are involved in College magazine where they display their creative ideas in the form of articles, poems, drawing etc. The students have so far brought out five volumes of the Wall Magazine which can be seen in the College records. Ganga Institute of Education publishes an e-journal quarterly in which research papers of faculty and students are published. Major Publications/ Materials Brought-Out by the Students in the Previous Session Magazine Vol 1 No.1 Oct-Dec, 2014 Students’ Wall Magazine Vol 2 No.1 Jan - March, 2015 Students’ Wall Magazine Vol 2 No.2 April-June, 2015 Students’ Wall Magazine Vol 2 No.3 July-Sept, 2015 Students’ Wall Magazine Vol 2 No.4 Oct-Dec, 2015
4 Does the institution have a student council or any similar body? Give details on – constitution, major activities and funding No formal students association / union are formed in the college. The students are free to put their problems before the members of the staff and these problems are solved with the mutual discussions. Participation of students in planning and smooth organization of various academic and co-academic activities are sought which is necessary.
5 Give details of the various bodies and their activities (academic and administrative), which have student representation on it. Following committee are formed in the college :-
1) Library Committee 2) Internal Assessment Committee 3) Co-curricular Activities Committee
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4) Discipline Committee 5) Games and Sports Committee 6) Internal Quality Assurance Cell 7) Staff Council 8) Grievance Redressal Cell 9) Women Cell 10) Admission Committee 11) Guidance and Counseling Cell 12) Advisory Committee 13) College Development Committee 14) School Engagement and Internship committee 15) Sexual Harassment committee 16) Time Table Committee 17) Placement Committee 18) Current Affairs Forum 19) Research Committee 20) Alumni Association 21) Parents and Teachers Association 22) Anti-Ragging Committee 23) Civic Responsibility Forum All the committees are responsible for smooth functioning of their areas.
6 Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of the programme and the growth and development of the institution? The institution has developed a comprehensive system to obtain feedback for quality enhancement and it is utilized to enhance quality of program in all respect.
5.4 Best Practices in Student Support and Progression
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1 Give details of institutional best practices in Student Support and Progression?
Participation in morning assembly and various co-curricular activities are mandatory for all students. Use of student-centered teaching-learning approaches like group discussions, class quizzes, Institutional seminar etc. Grievance redressal cell for students. Suggestions and complaints box for students. Bus pass facility for long distance students belonging to nearby area. Medical and first aid facility. Highly qualified, experienced and co-operative faculty. Best infrastructure is available. Natural / Eco- friendly environment Free transport facility to staff and students. Feed back on class tests /Unit tests / theory assignments. Remedial programme for slow learners/ low achievers. Tutorial System Special coaching / enrichment programme for high achievers. Mentor System Book bank facility for poor and needy students. Issue of library books for examination period. Arrangement for spoken English course. Coaching for competitive exams. Guidance for any kind of problems including personal problems. Workshops for rural school teachers. Maximum use of electronic media in teaching learning. Cleanliness drives and awareness programs. Extension activities Co-curricular activities
5. Student Previous Observations Support &
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Progression 5.1 Student Mentoring system is found Progression Program Highest Lowest M. Ed. 80% 50% B. Ed. 75% 40% Pass Percentage is increased Year Pass% I Class Distinction 07-08 90% 30% 12 08-09 92% 90% 15 09-10 90% 20% 17
5.2 Student Team teaching Support Cooperative learning practiced Students are associated with college activities 5.3 Student Students council Activities Cultural activities Games and sports are there 5.4 Best Personality development of students given much Practices in importance Student Support and Progression
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CRITERION-6
GOVERNANCE & LEADERSHIP
CRITERION 6 – GOVERNANCE & LEADERSHIP
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6.1 Institutional Vision and Leadership 1 What are the institutions’ stated purpose, vision, mission and values? How are they made known to the various stakeholders? The Institute has clear-cut aims, vision, mission and objectives for its academic mobility.
Aims – The institute aims to endeavor, encourage and fulfill the students’ needs with latest educational and technological facilities by providing qualitative education through inculcation of moral and ethical values, promotion of creativity and innovation.
Vision – To create window of opportunity for value based alterations and acquaint prospective teachers to handle learners and global snag through harmony in an astute epoch. Mission – To advance academic excellence and foster compassionate self-sustained preceptors to overcome the change of dynamic society and environment. Objectives – The Institute’s objectives are to develop reflective, analytic synthetic, critical & creative thinking, inter-personal & social skills along with positive attitude and self motivation for continuous learning among prospective teachers with a view of evolving a complete, dedicated & responsible teacher, possessing the basic values of secularism, national integration and truthfulness. The aims, vision, mission and objectives of the college are made known to stakeholders through display board in the college. The same is also done via academic and non-academic activities. The faculty members are made aware of the same at the time of their appointment in the college. The same as displayed on college website also.
2 Does the mission include the institution’s goals and objectives in terms of addressing the needs of the society, the students it seeks to serve, the school sector, education institution’s traditions and value orientations?
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Yes, The institute is committed to provide excellence in education covering its aims and objectives through teaching learning programme based on the needs of the students and society. The institute endeavors to impart liberal, modern and sound education in teacher education programme, inculcating the sense of humanity, spirit of values, national integration, democratic out look to develop multi dimensional personality.
3 Enumerate the top management’s commitment, leadership role and involvement for effective and efficient transaction of teaching and learning processes (functioning and composition of various committees and board of management, BOG, etc.) The highest administrative body of the institution is Governing Body, Pawan Ganga Educational Society (Regd.). All members of the management are also the members of this administrative body. The college has nominated three staff members (two from teaching and one from non-teaching) for governing body, Ganga Institute of Education, Kablana, to ensure staff representation in the management. Governing Body, Principal and staff members draft long and short term plans for the institution which include resource mobilization, need assessment and quality enhancement. The institution has a highly enlightened and committed management / Head of the institution. They guide every aspect of the teaching learning process. Management / Head of the institution lay stress for the experimental learning and student centric teaching methods, technology and provide all the required facilities. Classrooms are upgraded with ICT facilities to impart knowledge in a better way. By following the rules of University and Haryana Government, the Governing Body and Principal take decision about appointment of the staff. The Governing Body, the Principal and staff members are responsible for decision making, implementation and review in their own areas and work in Co-ordination with each other. At the college level various Committees have been constituted for the smooth functioning of the college.
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For an efficient internal coordination and monitoring mechanism and to ensure that functioning of the College is in accordance with the stated Vision and Mission, Ganga Institute of Education, has formed Internal Quality Assurance Cell. The IQAC regulates and monitors the functioning of all its organs through sub committees - the Academic Affair Committee, Construction Committee, Purchase Committee, Discipline Committee, Time Table and Skill in Teaching Committee, Co-Curricular Activities Committee, House Examination Committee, Research Committee, Refreshment Committee, NAAC Committee, Sports Committee, UGC Committee, Printing / College Magazine Committee, Extension Lecture Committee, Library Committee, Women Cell Committee, SC/ST Committee, Placement Cell Committee, Legal Cell Committee, Guidance and Counseling Committee, Red Ribbon Club Committee, Redressal / Grievance Committee. The Academic Committee monitors and controls the academic aspects and ensures quality with equity. It monitors the policy framework given by University, Directorate General Higher Education, Panchcula and NCTE and gives recommendations in order to create an enabling environment to ensure quality. The Finance committee monitors the utilization of funds and resources. It takes all the decisions leading to optimal utilization of the college funds to ensure quality. The Purchase Committee looks after purchase related matters. The Construction Committee looks after the construction work, repair and maintenance of the buildings etc. in the Institute. All academic activities for effective teaching learning are also planned and executed by the principal and staff members.
4 How does the management and head of the institution ensure that responsibilities are defined and communicated to the staff of the institution?
The administration follows the committee system. The emphasis is on decentralization and interdependence. Plans and proposals spring from all levels and after active interaction are finalized and executed into programmes. The responsibilities of various functionaries are clearly spelt out through e-mail, telephone, whatapp, circulars and face-to-face communication. The Principal and Management keeps an eye on the implementation of all programmes successfully,
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helping out with suggestions and prompt decisions. The aim is to harmonize good governance and democratic values. Students’ active participation is also sought.
5 How does the management/head of the institution ensure that valid information (from feedback and personal contacts etc.) is available for the management to review the activities of the institution?
The management and head of the institution ensure that responsibilities are defined and communicated to the staff of the institution through:
College Governing Board (CGB) meetings and staff meetings. The various committees formed and by observing the functioning of various committees, the management is ensured that the students receive appropriate guidance. The circulars are sent on proper time for implementation, follow up and evaluation of the programmes are circulated regularly. Principal calls for academic review meetings with the staff periodically and discusses various aspects of the academic programme of the college and matters related to the students. The management, Principal and the faculty are always in direct and continuous contact via telephone and electronic media ( Email, Whats App and Face Book etc.) IQAC communicates the responsibilities and monitor them efficiently.
6 How does the institution identify and address the barriers (if any) in achieving the vision/mission and goals? The principal and IQAC tries to identify the hurdles and obstacles in achieving vision, mission, goals and objectives with perennial support of management. The principal observes during classroom teaching, teaching practice, practical periods and various other activities regularly. IQAC monitors academic and non-academic activities of college and
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identifies the barriers in the process in achieving vision / mission and goals. Feedback is obtained and analyzed by various committees, barriers are also identified through feedback analysis. Suggestion box is placed at a prominent place of the college and library for students’ suggestions which serve to identify weaknesses in the functioning of the Institute.
7 How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes? The management encourages staff for working efficiently in following ways: The principal and faculty members are given full freedom to put their best efforts. All the staff members are given various responsibilities for academic and non-academic activities involved in quality enhancement. Management encourages and motivates the staff members to attend seminars, workshops, orientation programmes, training programmes, refresher courses and publication work at national and international levels. Staff performance and good efforts are appreciated by principal in staff meetings. The principal also sends confidential report to management. The management appreciates the efforts put in by staff members.
8 Describe the leadership role of the head of the institution in governance and management of the curriculum, administration, allocation and utilization of resources for the preparation of students. Success of an organization depends upon efficacy and competence of its leader who creates the vision and carries strategies for its successful implementation to develop the institution as quality symbol. Under the able leadership of the principal the institution has achieved excellence in the field with strong support of management in all achieving her goals. The whole process of curriculum transaction is planned and executed under the capable governance of the principal who herself initiates innovative strategies in teaching learning. She devised a teaching learning model
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“Interchange the role”-A Model of teaching social science, published in International Journal. Following are some approaches to facilitate the process of curriculum transaction: Staff members are free to choose their subjects of interest to teach, their consent is obtained while allotting them subjects, preparing time table, formation of committees and assigning curricular and co-curricular duties. Major decisions are taken by principal with consent of staff members. Tasks and work assigned to the faculty members are to be completed/performed within given time which is decided with the consent of respective staff members. Regular feedback and monitoring of academic and co-curricular activities is obtained and done. The principal focuses on all round development of students. For the purpose, various extension lectures, workshops and strategies are organized and adapted. The principal acts as strong and healthy link between management and staff for any emergencies staff can reach management via principal. The principal constantly motivates faculty members to attain knowledge and higher education, some of the staff members are pursuing for M.Phil. and Ph.D. Innovative and creative ideas from students and faculty members are always welcomed by the principal. She is 24 hours connected with faculty members and students via electronic media-face book, whatsapp, e-mail etc. Thus the principal’s progressive and positive attitude has resulted in bringing creativity in academic and non-academic endeavors.
6.2 Organizational Arrangements 1 List the different committees constituted by the institution for management of different institutional activities? Give details of the meetings held and the decisions made, regarding academic management, finance, infrastructure, faculty, research, extension and linkages and examinations during the last year.
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The institution has formed following committees for smooth working of institutional activities: Table No.-6.1 Various Committees and their Working S. No. Activities Committee 1. IQAC Planning for quality enhancement Preparation of Academic Calendar and review of activities conducted last year To promote academic environment by conducting extension lectures, workshops, seminars at national and institutional level To provide internal assessment of the students to the university Optimum use of e-resources in teaching learning and administration Implementation of innovative practices in teaching learning (Team teaching, Co-operative learning, Group discussion, Community Projects, Co-curricular activities etc.) Discussion on two year B.Ed. and M.Ed. programme and their implementation Implementation of new curriculum Collecting feedback obtained from faculty, students, employers, alumni, head of internship schools and stakeholders by various committees Creating new linkages Update ICT resources To conduct Academic and Administrative Audit
2. Admission Conduct survey for admissions in B.Ed. and Committee M.Ed. programmes
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Advertising regarding B.Ed. and M.Ed. admissions in various news papers and on electronic media Preparation of Prospectus Vigilant about university notification for admissions Being update regarding admission guidelines uploaded by university on university website Admission of students selected by university in B.Ed. and M.Ed. courses Checking of original documents of students before admitting them provisionally Provide guidance and counseling to students Provide Guidance to students for selection of teaching and optional subjects
3. Library Prepare proposal to purchase books, news Committee papers, magazines, periodicals, journals etc. Maintenance of automation facility Proper use of all library resources
4. Research Organizes workshops, seminars Committee To finalize research topics selected by M.Ed. students Selection of papers for e-journal Encourages students and faculty to take up action research
5. Finance Preparation of estimated budget Committee Review of previous year budget Approves finances for maintenance and
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purchase for the institution 6. Examination Coordinates internal and external Committee examinations Maintenance of record Internal assessment Conducts remedial classes
7. School Identify schools and colleges for internship Engagement programmes and Obtaining permission from head of schools Internship Prepares schedule and time table by involving Committee students and school teachers Establishes co-ordination between prospective teachers and internship schools 8. Co-curricular Planning and execution of co-curricular Activities activities Committees 9. Discipline Maintenance of discipline in the institution Committee 10 Staff Council Take cares day-to-day matters of staff 11. Games & To conduct annual sports meet Sports Committee 12. Grievance and To address the grievances Redressal Cell 13. Women Cell To awareness campaign in favour of women empowerment Taking care of female students and faculty members in all respect 14. Guidance Provides guidance and counseling to all needy Counselling
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Cell 15. Advisory Gives advice for maintenance and Committee enhancement of quality in the institution 16. Time Table Preparation and implementation of time table Committee for regular and remedial classes 17. Placement Collects vacancies from schools Cell Collects resume from students Recommends suitable candidates to the needy schools 18. Current Updates students with current affairs Affairs Forum 19. Civic Makes students and other people aware of Responsibility their civic responsibilities Forum Conducts various activities in this regard 20. Alumni To maintain record Association To conduct alumni meet 21. Parent- To conduct Parent-Teacher Meeting Teacher To obtain feedback Association 22. Anti–Ragging Discourages students for ragging Committee
2 Give the organizational structure and the details of the academic and administrative bodies of the institution.
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Chairman
Principal
Administrative IQAC
Admission Finance Section Managing Academics Committee Committee
Curricular Co-curricular Research Committee Committee Committee
3. To what extent is the administration decentralized? Give the structure and details of its functioning. Our management has deep faith in democratic leadership and team spirit among all the members of GIE family. Hence the institution has provision of decentralization of powers to accomplish the task. Powers are decentralized in hierarchical way among members of teaching and non-teaching staff according to seniority & position. On behalf of given power they all perform their duties. The College office, the faculty, the computer section and the library section functions independently under the control of the Principal.
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4 How does the institution collaborate with other sections/departments and school personnel to improve and plan the quality of educational provisions? Various co-curricular activities are organized in the form of Celebrations, inter college competitions in collaboration with other sister institutions.
Play grounds are shared with sister institutions. Students are sent to sister institutions and other Govt. and Govt. Aided Schools for school internship program. Workshops and Seminars are organized for school teachers and students. Our students help the school teachers by taking classes in sister institutions whenever demand is raised from these schools.
5 Does the institution use the various data and information obtained from the feedback in decision-making and performance improvement? If yes, give details. Yes, for academic improvement, the institution has the following feedback mechanism: Permanent suggestion box for teacher trainees’ feedback. Self Evaluation of Teaching: This technique helped the faculty to improve their teaching process. Evaluation of the institution and faculty by teacher trainees: At the end of the academic year, the institution obtains written feedback from the teacher trainees. This is used to improve the quality of the academic programmes. Feedback from the faculty: All the suggestions and feedback are discussed in the faculty meetings. The problems are discussed and the solutions are drawn out for smooth and better academic work. The feedback is also used for the appointment of the faculty on different committees and bodies constituted in the institution. Feedback from Heads of Practice Teaching Schools: The institution conducts meeting with the head and the teachers of the concerned schools for smooth implementation and execution of school engagement program thereby
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enhancing the quality of special training programmes. Through these meetings an idea about the expectations of the school is obtained. The institution tries to fulfill requirements of schools in the best possible way.
6 What are the institution’s initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty? (Skill sharing across departments’ creating/providing conducive environment).
The College has initiated to promote co-operation among the faculty members, sharing of knowledge, innovations and empowerment of the faculty.
Co-operation and sharing of knowledge: Through Electronic Media, Extension Lectures, Resource Lecture, Various Activities, Outreach programs, Workshops, Whatsapp group. Innovation: Use of Technology in Teaching learning, Language learning, Computer Learning, News letter, Teaching learning Strategies, Team teaching, Cooperative learning, Group discussions. Empowerment of faculty: Participation in Seminar & Workshop, Orientation Program, Personality Development Programs, persuing for higher education, Faculty development programs.
6.3 Strategy Development and Deployment
1 Has the institution an MIS in place, to select, collect align and integrate data and information on academic and administrative aspects of the institution? Yes, the institution has MIS for academic and administrative aspects of the institutions. The records of the institution are computerized. Management and head of institution can retrieve data at any time to keep a check on the growth of institutions. Annual Budget is prepared in the beginning of the session. Time table and annual planners are digitized and we update our data base periodically e.g. library database is complete and students can search any book in the library through OPAC.
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2 How does the institution allocate resources (human and financial) for accomplishment and sustaining the changes resulting from the action plans?
Human Resource: The human resource are allocated their duties, they have to accomplish their duties, if any new changes occur during the process of accomplishments, the appropriate person is fetched out from the present human resources and the desired responsibility is transferred to him.HR Manager looks after related responsibilities and requirements.
The other way is the person of desired qualification is appointed through interview. In this way the human resource is allocated to accomplish and sustain the changes.
Financial Resource: During the annual financial planning, a particular budget is allocated for the accomplishment and sustaining the changes from the action plan after discussion with the financial advisor.
3 How are the resources needed (human and financial) to support the implementation of the mission and goals, planned and obtained? Planning and implementation are specifically contrived and directed keeping in view the stated mission and goals of the institution. Every event / activity is carefully and meticulously planned to maintain desired quality of content and process. Implementation too is closely monitored and feedback received is given utmost importance to reach the goal of producing committed, competent and quality conscious teachers and teacher educators.
Following are some more ways in this context:
To support the implementation of the mission and goals planned we need
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dedicated and devoted faculty members and therefore, special care is taken in selecting candidates with merit and aptitude. Each faculty member has been provided with adequate sitting space. Most of the faculty members being in charges of the resource rooms/laboratories have the rooms allotted to them with all necessary facilities and furnishing. In addition, there are faculty rooms with separate cubicles for the faculty members. The faculty room and senior faculty are provided intercom facilities. As for the finances, apart from the fee income the Management also contributes to all the developmental activities of the institution.
4 Describe the procedure of developing academic plan. How are the practice teaching school teachers, faculty and administrators involved in the planning process? The Academic Plan is prepared at the beginning of the academic session, keeping in view the Schedule of Terms and Vacations of B.Ed. & M.Ed. Examination, issued by Chaudhary Ranbir Singh University, Jind & M.D. University, Rohtak & to be observed by college of Education affiliated to it & after detailed discussions by the College Council, academic plan is developed. In which all teachers are members. The plan is further discussed in the IQAC and after fine tuning the same is accepted for implementation. The practice teaching sessions are developed into the programme after consultations with the Headmasters and teachers of the practicing schools. The lessons and co-curricular activities are taught/ observed/conducted by the teacher trainees in schools as per teaching and activities schedule. The faculty members are allotted duties in these schools during teaching practice session. Now due to the change in duration of B.Ed. program, internship in schools has been made compulsory for six months. Students are required to practice in schools for two weeks in 1st year.
5 How are the objectives communicated and deployed at all levels to assure individual employee’s contribution for institutional development? The objectives are communicated in the following way:
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Verbal communication through faculty and staff meetings. Written notices displayed in the library and main building Notice Boards. Printed in the prospectus. Through the Principal’s address Organization of workshops / seminars / conferences with the initiative of staff members and participation in extension programmes are some ways in which individual employees contribute to the institutional development. An ethos of academic freedom, innovation and encouragement pervade in the institution where cooperation and participation of each member is solicited in a spirit of equality and fraternity.
6 How and with what frequency are the vision, mission and implementation plans monitored, evaluated and revised?
IQAC (Internal Quality Assurance Cell) keeps on monitoring, evaluating, and reviewing the vision, mission and implementation of plans frequently. This cell directs controls and executes the proper working. There is a total team work and coordination in smooth functioning of various activities. New advancements and emerging needs are kept in mind while reviving the vision and mission of institution. The Head of Institution and Management also work in coordination for fulfillment of objectives of institution. Every support from management is given to the Institution.
7. How does the institution plan and deploy the new technology? The Institution is eager to deploy new technologies in education. The IQAC suggests the adoption of such schemes. The management provides the fund. The teachers are given necessary training in the use of such technologies. Extension lectures and workshops are organized to acquaint and equip faculty with technology knowledge. Alternately the suppliers of equipment arrange for technical personal to train the teachers. The language laboratory and the use of multimedia in classroom teaching are examples of such adoption of innovative methods.
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6.4 Human Resource Management 1. How do you identify the faculty development needs and career progression of the staff? The needs of the revised syllabus of both B.Ed. and M.Ed. were comprehensively analyzed and felt the need of orientation to be provided to the faculty members. In order to make the faculty development effective encouragement schemes are drawn at the institutional level. Faculty members who get a better and higher opportunity especially in the government sector is encouraged and on his or her request immediately relieved to facilitate career progression. Faculty is also encouraged, helped and supported in obtaining higher qualifications for their academic development, like for pursuing Ph.D. There is provision of self appraisal report on the performance of faculty, which helps the institution to know about those areas where the progression and development is required. Further students feedback on teacher's performance is also given due consideration and to guide the faculty members to identify his/her academic requirements. In order to upgrade their competencies the teaching staff attends and participates in workshops/ seminars/ conferences frequently. Following are some proactive measures taken to help the faculty in development and progression: Adequate financial resources are allocated for inviting outside experts and conducting seminars, conference and workshops within the institution. The faculty is given leave for official work with salary when they are invited for being an examiner, attending national level conferences, attending high level meetings or for conducting viva-voice. The administrative department enhances its technical skills periodically Interdepartmental activities help in exchange of knowledge, skill and experience Permission to attend /present papers in seminar/ workshops/ conferences is given promptly. Study leave, when needed and where ever applicable is sanctioned to faculty for
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2. What are the mechanisms in place for performance assessment (teaching, research, service) of faculty and staff? (Self–appraisal method, comprehensive evaluations by students and peers). Does the institution use the evaluations to improve teaching, research and service of the faculty and other staff? Teachers’ performance is assessed by Self-Appraisal Performa (Teachers) and the results shown by them in their concerned subjects/papers in the University Examination. In this way the college analyses and assesses performance of the teachers & suggestions for improvement are given to them.
Other staff –The performance of non-teaching staff is evaluated from time to time by the Principal / Staff members / Management.
3. What are the welfare measures for the staff and faculty? (mention only those which affect and improve staff well-being, satisfaction and motivation) Welfare measures are: Annual increments Well furnished instructional and other infrastructure Conducive/cordial environment. Due credit to the different ideas of the faculty related to development of the institution Loan facility OD for attending seminars/workshops To be precise, the institution believes in self-motivation and self discipline.
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Free transport facility for faculty and staff. Awards of excellence for best teacher and best supporting & technical staff. RO facility for drinking water. Fee Concession for staff wards Free residential facility
4. Has the institution conducted any staff development programme for skill up- gradation and training of the teaching and non-teaching staff? If yes, give details. Induction cum interaction programme for Faculty and non teaching staff in the beginning of every session. It starts with the vision and mission of the institute which is followed by specialized interactive sessions on latest developments in education and finally all the participants together have focus group discussions on their aspirations, difficulties and proposed innovative practices in curriculum implementation. Resource persons are invited from different walks of life to take session on Values, Life skills, Yoga, Meditation, How to increase attention span, Time Management, How to cope up with stress and work pressures. Enrichment Lectures in their respective subjects. National Seminars and workshops. Hands on experience of latest technologies. Computer experts from Central Computer Cell assist any faculty and staff members with solutions regarding software and hardware problems and simultaneously empowering them for such future exigencies.
5. What are the strategies and implementation plans of the institution to recruit and retain diverse faculty and other staff who have the desired qualifications, knowledge and skills (Recruitment policy, salary structure, service conditions) and how does the institution align these with the requirements of the statutory and regulatory bodies (NCTE, UGC, University etc. ) ?
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The faculty position falling vacant is notified in two National Newspapers (Hindi and English). The applications received are processed, synopses of eligible candidates are sent to University. Interview is conducted by the duly appointed Selection Committee, as per CRSU & NCTE Norms.
7. What are the policies, resources and practices of the institution that support and ensure the professional development of the faculty? (E.g. budget allocation for staff development, sponsoring for advanced study, research, participation in seminars, conferences, workshops, etc. and supporting membership and active involvement in local, state, national and international professional associations). The policy of the management is to encourage every faculty for individual and professional development. Faculty members are encouraged to attend seminars, conferences, workshops in the field of education and specialization. Once they prepare the paper and the paper is accepted by the organizers, registration fee is paid by the institution and duty leave is sanctioned.
Adequate financial resources are allocated for inviting outside experts and conducting seminars, conference and workshops within the institution. Norms for payment are worked out by the committee headed by the Director General. The faculty is given leave for official work with full salary when they are invited for being an examiner, attending national level conferences, attending high level meetings or for conducting viva-voce. Non teaching staff is entitled for compensatory leave. The faculty is encouraged to take up research studies and pursue for Ph.D. for which required help is provided.
8. What are the physical facilities provided to faculty? (Well-maintained and functional office, instructional and other space to carry out their work effectively).
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Following Physical facilities are provided to the faculty:
Well maintained staffroom with computer system Wi-Fi Canteen facility Well maintained lawn Spacious and well equipped classrooms. Well equipped Psychology Resource Center Well equipped ICT Resource Center Well equipped Science and Math Resource Center Well equipped language Resource Center Indoor games facility Well equipped Art and Craft room Well equipped Health and Physical Resource Center Well maintained office and principal office Well established Seminar hall Activity Room Water facilities (R.O., Dispenser, Water cooler etc.) Neat and clean wash rooms Separate rest rooms for male and female members
9. What are the major mechanisms in place for faculty and other stakeholders to seek information and/or make complaints? All the staff members, students, Principal and management members are connected to each other via technology. All are connected with principal via email and other social sites. Apart from this, faculty members can obtain information from the Principal. They can discuss their problems with the Principal or the Management. The students can obtain information from Notice Boards and via electronic media. They can put their complaints / suggestions in the suggestion box. They can also make complaints to the members of the staff / grievance committee, Principal and the Management, Tutorial incharges etc.
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10. Detail on the workload policies and practices that encourage faculty to be engaged in a wide range of professional and administrative activities including teaching, research, assessment, mentoring, working with schools and community engagement. Various committees, cells and clubs are organized that enable the faculty for undertaking professional and administrative activities including, teaching, and research, assessment, mentoring, and working with school and community engagement. Faculty members as being members of Admission Committee and House Exams Committee appointed as examiners by University. Alumni association and placement cell helps the faculty members to have liaison with the alumni Grievance cell, women cell and students counseling enrich the faculty members’ as friends, philosophers and guides. Community extension services and working with schools help them to have aptitude towards research activities, social adjustment and civic sense. Workload of the faculty is allotted well within the limits prescribed by the UGC and University.
Sharing of workload in particular task is encouraged. For this, specific responsibility is given to a team of two or three and not to any single individual so that in case of one having any exigencies the other takes care. Also they share the workload and complete the tasks collectively. Academic responsibilities are evenly distributed amongst faculty members so that none feels extra burden.
11. Does the institution have any mechanism to reward and motivate staff members? If yes, give details. The institution provides very congenial environment with good infrastructural facilities. Teachers are motivated to attend Orientation, Training Programs,
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Seminars, workshop etc. to update their knowledge. All these facilities motivate teachers to give their best in the college. Their achievements are appreciated by Management.
6.5 Financial Management and Resource Mobilization
1. Does the institution get financial support from the government? If yes, mention the grants received in the last three years under different heads. If no, give details of the source of revenue and income generated The College is under self-financed scheme thus, it does not get any financial support from the government.
2. What is the quantum of resources mobilized through donations? Give information for the last three years. No donations are collected.
3. Is the operational budget of the institution adequate to cover the day-to-day expenses? If no, how is the deficit met?
The college is under aegis of the trust. The governing body of the college formulates the Annual Budget. At college level, the annual budget is divided into sub-heads quarterly to meet out day to day expenses. The sub-division of the annual budget in a particular head is known as Operational Budget which is used to meet out with day to day expenses, if any variations / deficit budget arise during the period, deficiency is borne by the trust.
4. What are the budgetary resources to fulfill the missions and offer quality programs? (Budget allocations over the past five years, depicted through income expenditure statements, future planning, resources allocated during the current year, and excess/deficit) Allocated budget is spent to fulfill the mission of the college. However, if budget formulate any hurdles during fulfilling the mission, extra budget is allocated for it. Extra budgetary
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5. Are the accounts audited regularly? If yes, give the details of internal and external audit procedures and information on the outcome of last two audits. (Major pending audit paras, objections raised and dropped).
Accounts of the college are regularly audited by the auditor deputed on behalf of the management. Regular audit mechanism has been followed by the college.
Internal Audit system constitutes of:-
a) Daily checking of Physical Cash b) Proper maintenance creation of vouchers and ledger c) Proper utilization of allocated funds. d) Proper payment of Bills e) Proper record keeping f) Cross checking / sudden checking of accounts. External Audit is conducted by CA appointed by the Governing Body. The authorized person is responsible for finalization of Trust account and college account. This is annual process and made at the end of financial year.
6. Has the institution computerized its finance management systems? If yes, give details.
Institution is using both Manual and Computerized finance management system. At some level institution is using manual system like issuing of Fees Slip, Voucher etc. However, all of this is entered on the computer for day – to –day analysis of accounts. Further financial advisor and CA of the Trust / College are analyzing accounts through various computer softwares. However, various working of govt. dept. (like TDS, TAX, CHALLANS, RETURN FILING) is now through internet and computerize online format, therefore it is mandatory for the college to use computerize finance management system.
6.6 Best practices in Governance and Leadership
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1. What are the significant best practices in Governance and Leadership carried out by the institution?
Significant best practices are: Creative and employee friendly supervision Transparency in administration Decentralization of power among various committees Committees’ joint efforts for the betterment of institution Accountability in decision making Internal and external governance in financial matters Encouragement to staff from the head of the institution to perform best. Financial management is computerized Computerized Library data base through e-granthalaya software and data can be searched through OPAC Annual budget prepared in the beginning of session Active and regularly working IQAC Grievance Redressel Cell Implementation of suggestions made by the management and stake holders IQAC is vigilant on functioning of college and identifies the barriers in the process in achieving vision, mission and goals. Suggestion boxes kept in library and college premises. For evaluation of staff, Self appraisal Performa, peer evaluation Performa students feedback Performa are taken into consideration and in the light of feedback received from these Performa, opportunities are provided for improvement. Recruitments made by duly constituted selection committee.
1. What were the evaluative observations made under Student Support and Progression in the previous assessment report and how have they been acted upon? 6. Governance Previous Observations Compliance & Leadership
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6.1 Worthy vision and mission Institutional Management is dedicated vision and to its development leadership Financial management and accounts well maintained 6.2 ICT Support Organizational Arrangement 6.3 Strategy Staff council functioning Grievance redressal Development A few teachers are deputed mechanism is improved & Deployment for UGC orientation and refresher courses Grievance redressal mechanism is not up to the mark 6.4 Human Adequate teaching and Resource supporting staff Management No legal dispute 6.5 Financial Internal and Management External Audit available and Resource Mobilization
6.6 Best Modern management Practices concepts followed governance and leadership CRITERION-7 INNOVATIVE PRACTICE
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CRITERION 7 – INNOVATIVE PRACTICE
7.1 Internal Quality Assurance System
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1 Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its year of establishment, composition and major activities undertaken. Yes, the institute has established Internal Quality Assurance Cell. It was established in the year 2011 for the smooth functioning of the institute. Composition of the IQAC is as follows:
S. No. Designation Name 1. Management/Employer Dr. Sushil Gupta 2. Chairperson Dr. Geeta Prabha 3. Coordinator Ms. Rekha Rani 4. Members 1. Mr. Naresh Kumar 2. Ms. Ritakumari Singh 3. Mr. Basant Dabral 4. Ms. Neetu Ahlawat 5. Librarian Ms. Seema Verma 6. Head Clerk Mr. Manish Goel 7. Office Clerk/Computer Ms. Rita Kumar Operator 8. Student Members 1. Ms. Archna Mittal 2. Nukshiselna Longkumar 9. Alumni Members 1. Babita 2. Aseem Harit 10 External Experts 1. Prof.(Dr.) Hemant Lata Sharma, Prof., Dept. of Education, M.D.U. , Rohtak 2. Dr. Madhuri Hooda Asstt. Prof., Dept. of Education, M.D.U. , Rohtak
Major activities undertaken: Planning and implementation of academic and non-academic activities Encourage Students to take up Action Research.
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To conduct Orientation Program for 1st year students. Organization of short term training courses for students. Organization of Seminars, workshops, FDP,PDP Development of ICT skills, language proficiency Preparing students for future competencies Organization of educational tours, field trips for academic improvement Organization of community welfare programmes Organization of inter house competitions. Self Appraisal of Faculty Up gradation of Teaching Learning Resources Conducting various competitions Collecting feedback, obtained by various committees Planning for Civic responsibility forum Preparation of AQAR
2 Describe the mechanism used by the institution to evaluate the achievement of goals and objectives. The institute has adopted a mechanism regarding the achievement of goals, objective and quality assurance.
Institution has a proper procedure of execution of policies, term evaluation and I.Q.A.C for internal and external academic & administrative audit, self –evaluation of the teachers (Self- appraisal performa) as well as students ,continuous monitoring and evaluation of the process ( academic & non- academic ), review meetings, IQAC meetings and meetings of various committees are organized for the purpose.
3 How does the institution ensure the quality of its academic programmes?
Quality of academic programmes is ensured by following means: IQAC conducts internal and external audits Staff is appointed by duly constituted selection committee as per the norms of
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NCTE and Chaudhary Ranbir Singh University, Jind. Year plans for the courses are prepared in advance and discussed among various committee meetings. Assessment of students learning style is estimated at the beginning of the session. Collaborative learning, cooperative learning, role play, group discussion, team teaching etc., are the innovative practices in teaching learning process. Integration of technology in academic and administrative work Rich and well equipped library and e-resources Feedback Staff meetings
4 How does the institution ensure the quality of its administration and financial management processes? The institute has a strong mechanism for internal and external financial as well as academic and administrative audit. The I.Q.A.C. is also vigilant and monitors all activities to elevate quality of the institution. A budget is allocated to carry all the activities of academic year. Regular financial audit is done by well qualified C.A.
5 How does the institution identify and share good practices with various constituents of the institution. The institution identifies and shares various good practices in the following ways: Electronic and print media Mouth words Presentation in College Governing Body meetings Seminars, workshops, conferences etc. Festival celebrations, Cultural Events Annual Sports Meet Displayed on notice board, Sharing with practice teaching schools
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7.2 Inclusive Practices 1 How does the institution sensitize teachers to issues of inclusion and the focus given to these in the national policies and the school curriculum. Teachers are sensitized by following means: Extension lectures Visit to Special Institution Documentaries & Films Publication the college e-journal Conducting research on special children Workshops, seminars and conferences Classroom discussions Awareness Programmes Course Syllabus
2 What is the provision in the academic plan for students to learn about inclusion and exceptionalities as well as gender differences and their impact on learning? In B. Ed. curriculum, some of the following topics have been incorporated that provide opportunities for student teachers to learn about exceptional children, inclusive education and special teaching-learning strategies that can be adopted for various kinds of exceptional children: a) Concept of Exceptional children, types and characteristics. b) Individual differences: Nature of accommodating individual differences in classroom. c) Learner-centered techniques for teaching exceptional children. d) Means and measures taken for equality of educational opportunities in terms of caste, tribes, disabled, gender and minorities. The students are acquainted with various educational strategies to be followed for teaching exceptional children through regular teaching-learning process. The
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students are given practical training in preparation and use of different types of teaching aids to make students aware about various exceptionalities and gender differences in classroom.
3 Detail on the various activities envisioned in the curriculum to create learning environments that foster positive social interaction, active engagement in learning and self-motivation. Following activities have been included in the curriculum for creating healthy learning environment and promote active learning and self-motivation: (i) Micro teaching (ii) Simulated Teaching (iii) Demonstration lessons (i) Observation lessons (iv) Assignments (v) Practical Projects. (vi) Morning Assembly & Yoga (vii) Different co-curricular activities (viii) Various uses of Multimedia (ix) Institutional Seminars (x) Group Discussion (xi) Workshop/seminar (xii) Remedial Classes (xiii) Coaching classes for competitive exam (xiv) English spoken course (xv) Action Research The organization of the above mentioned programmes help the college in building a healthy and conductive environment for motivating the students and involving them actively in learning. 4 How does the institution ensure that student teachers develop proficiency for working with children from diverse backgrounds and exceptionalities?
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The institute organizes various activities envisaged in curriculum and outside curriculum such as case-study, action- research, conducting psychological tests, and participation in various projects like Drama & Art in Education, Reading and reflecting on Text, Understanding the Self & Critical Understanding of ICT. Besides that, the resource room is established in the college and training of using different materials and software is given to student teachers.
5 How does the institution address to the special needs of the physically challenged and differently-abled students enrolled in the institution?
The institute has provision to meet out the special needs of physically challenged persons as classes arrangement, sitting arrangements and helping instruments available in resource center, in teaching learning process.
6 How does the institution handle and respond to gender sensitive issues (activities of women cell and other similar bodies dealing with gender sensitive issues)? Gender related issues do not often crop up as GIE has large number of female students. However, the college provides an environment of safety and security to female students. The institution has a separate girls’ common room for female students. The college has greater number of female staff on its payroll.
The institution has very active ‘Women Cell’. Various activities undertaken by this cell are: Awareness Programs on “Stop Violence against Women” are organized in surrounding villages. Rallies against “Female Feticide” are organized. Women cell conducts seminars, extension lectures, debates and speeches with special emphasis on women and their role in present day society. Women cell educates the students about the rights and duties of women and also make them realize the challenging awareness available for deciding their career and higher education.
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Awares students for Central and Government policies and programmes for women. Nukkad Natak on “Beti Bachao-Beti Padhao” in nearby villages
7.3 Stakeholder Relationship 1 How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders? The institution ensure access to the information on organizational performance (Academic and Administrative) to the stakeholders in the following manner: The college prepares annual report and is submitted to the employers for verification and analysis improvement. The college has maintained and update website www.gangainstituteofeducation.com information can be seen on website. Regular meetings are conducted with the stakeholders, i.e. members of the Society, the parents, the students and the staff. Information is also shared through Electronic media Various functions are organized and stakeholders are invited. Parent teacher meetings are organized for discussion of behavior, achievements of students and expectations of college from the students. Alumni meet are organized and achievements of the college, future plan and feedback are discussed. The information about results of annual examinations is displayed on the notice boards.
2 How does the institution share and use the information/data on success and failures of various processes, satisfaction and dissatisfaction of students and stakeholders for bringing qualitative improvement?
The feedback obtained from faculty members and students, on various aspects of college and teacher training programme is discussed and analyzed in staff meetings
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and necessary decisions are taken for future improvements. These are passed on to the Management for approval and implementation from the next academic session. SWOT Analysis is done with the help of all committees by IQAC.
3 What are the feedback mechanisms in vogue to collect, collate and data from students, professional community, Alumni and other stakeholders on program quality? How does the institution use the information for quality improvement? The below mentioned feedback mechanisms are in vogue to collect, collate data from students, professional community, Alumni and other stakeholders on program quality: Students
Feedback from students is obtained on a prescribed proforma and through verbal communication on the course, teachers, facilities, support service and overall learner centric issues. The data is analyzed by the Internal Quality Assurance Cell (IQAC). The outcome is made available to the authorities and teachers for perusal and needful action. The teachers and authorities use the outcome of feedback as a basis for curriculum design and development (subjects, papers, specialization, practicals, methods of Teaching, Learning and Evaluation and learning activities / support services).
Alumni
Feedback from alumni is obtained on proforma. Its analysis is used in curriculum development and Teaching, Learning and Evaluation process.
Head of Schools
The feedback is being obtained from the head of practicing schools regarding the performance of the teacher trainees and needful action is taken as per their feedback. Employers
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The feedback is obtained from employers about our students’ suitability for job in relation to knowledge, skill component and soft skills. The feedback is also used for suggestions in curriculum design and development. Community and Parents:
Feedback from community and parents are obtained and it is used for further improvement. Participants of workshop
Institution obtained feedback from participants regarding organizing and relevance of workshop after end of workshop. Implementation
During the last working week of every year, feedback is obtained from every student. Alumni feedback is obtained during alumni meet. Parents feedback is obtained during the Parent Teacher Meet.
The data is collected and analyzed by the Internal Quality Assurance Cell (IQAC) which in turn suggests necessary changes to the management.
Feedback from the employers is obtained and necessary action is taken.
Additional Information to be provided by Institutions opting for Reaccreditation
1. How are the core values of NAAC reflected in the various functions of the institution?
7. Innovative Previous Observations Compliance Practices 7.1 Internal Self appraisal being followed
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quality Peer valuation not found assurance Peer valuation is system in practice. Record is maintained. 7.3 Inclusive Admissions include deserving practice and candidates as per norms. grasp the Creating awareness on social subject issues 7.3 Stakeholder Dialogue method and ICT is included relationships Interactive mode of teaching in teaching Support and and learning process……….. learning process. Progression Harmonious Inter personal relationship between teacher, student and the management is facilitating
Mapping of Academic Activities of the Institution
This is essential to get an accurate picture on admissions, curricular and co-curricular activities of the institution. The mapping when sincerely completed will reflect the efforts of the institution in achieving its vision and mission.
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Data Sheet to record the ‘Best Practices’
There may be many ‘Best Practices’ in your institution that add value to the education you are offering. You may identify one or two validated ‘Best Practices’ and provide details on them in the format given here. Care may be taken to avoid general/superfluous descriptions and to focus on concrete practice.
1. Title of the practice Model: 7E
7 E –Model
Engage Extricate
Enthrall Equipped 7E-MODEL
Electrify Establish
Endure
1) Engage: Prospective teachers are engaged in various curricular and co-curricular activities. They are actively engaged in community projects.
2) Extricate: Students from diverse culture are provided opportunities to work together and extricate themselves from Gender, religion, communal bias.
3) Enthrall: Students are exposed to expert lectures, workshops/seminars, research activities, personality development programs where they extra ordinarily may develop their intellectual powers.
4) Electrify: Ganga Institute of Education, by organizing cultural events, fresher’s party, alumni meets, various competitions, electrify the students energy. Its civic
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5) Equipped: Prospective teachers are equipped with the tools: communicating skills, Micro Skills, technology handling of classroom situations. They are trained with problem solving attitude.
6) Establish: Prospective teachers are prepared to establish moral, civic and human values among students by reflection of their own behavior.
7) Endure: They are taught to be patient in adverse circumstance and be tolerant against diversities.
2. The context that required initiation of the practice (100-200 words) Students of 21st century are growing in technology world. They are not merely citizens of one nation, rather they are members of global family. Their exposure is wide and teachers need to take up and meet their multifaceted issues to address. Explosion of knowledge has also made students smart enough. TEIs have challenge to prepare such an equipped teacher who can meet the 21st century students’ demands and contribute in their all round personality development and grooming.
3. Objectives of the practice (50-60 words) 1. To engage the prospective teachers in various activities where they learn handling of new and varied situations.
2. To extricate them from false beliefs and biased mentality.
3. To import them practical knowledge and train them in skills.
4. To electrify their young energy in constructive development for the nation.
5. To teach them tolerance in favour of mankind.
6. To equip them with the tools of technology, knowledge and positive attitude.
7. To establish moral, civic and human values among them.
4. The Practice (250-300 words) It is true a teacher can make kings, administrators, worriers but all of them jointly cannot make a teacher. Keeping the most responsible figure of teacher in mind, all the practices are practiced to
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5. Obstacles faced if any and strategies adopted to overcome them (150-200 words) Management of time with occupied schedule Adjustment in timetable Creation of resource pool
Strategies adopted: IQAC worked hard to manage timetable and activities schedule with timetable incharge. Our M.Ed. students have been given project to create resource pool.
6. Impact of the practice (1000 words) 7Es have developed an insight among prospective teachers in various disciplines additionally they have been sensitized towards their civic, moral and professional responsibilities. Their communication skills have been polished by providing them opportunities and training by professionals and teacher educators.
7. Resources required Intellectual resources Techno-advance classrooms Finance More electronic and print resources 8. Contact person for further details. Name- Dr. Geeta Prabha, 9466447540, e-mail id- [email protected]
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ANNEXURES Academic Calendar of B.Ed. 1st Year Programme (2016-2017) (C.R.S.U. Jind)
Total Number of days from 23rd August, 2016 to 31st May, 2017 : 282
Total Number of Working Days : 211
Total Number of Teaching Days : 200
Total Number of Non-Teaching Working Days* : 10
Total Number of Holidays : 33
Total Number of Sundays : 38
Date of First Admission : 22.08.2016
Date of Last Admission : 22.10.2016
Date of Start of Academic Year : 23.08.2016
Date of Closing of Academic Year : 31.05.2017
Date of Start Annual Exam : 01.06.2017(tentative)
Date of Closing Annual Exam :
Date of Result Declaration :
*Non teaching working days: 10
1. National Workshop (10.09.16) 2. Faculty Development Programme (8th Oct. 2016) 3. Personality Development Programme (5th Nov. 2016) 4. Visit to International Trade Fair. (26th November, 2016 5. Professional Development Programme (14th Dec. 2016) 6. Blood Donation & Eyes Check-up Camp (12.01.17) 7. Visit to Surajkund, Faridabad. ( 11th February, 2017) 8. Annual Sports Meet. (25th -26th February, 2017) 9. Workshop on Yoga (27.02.17) 10. National Seminar/Worskshop (18th March,2017) School Engagement Programme : 21.11.16-04.12.16 Internal Examinations (First Term) : 17.01.17-27 .01.17
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Internal Examinations (Second Term) : 2 1.04.17-29.04.17 Winter Vacation : 28.12.16-09.01.17
B.Ed. Programme : 2016-17 Admission Process : Through University Counseling
Number of Students admitted in B.Ed. : 101
Sr. No. Class Numb er of studen ts 1 Total 28 Boys 2 Total 73 Girls 3 General: 16 Boys 4 General: 57 Girls 5. Schedule 05 Caste: Boys 6 Schedule 08 Caste: Girls 7. Backward 04 Caste: Boys 8. Backward 06 Caste:
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Girls 9. Minority 02 Girls 11. Minority 03 Boys 12. Person 00 With Disabiliti es: Boys 13. Person 00 With Disabiliti es : Girls
States Boys Girls Haryana 00 26 Delhi 11 40 Uttar Pradesh 01 01 Bihar 16 04 Uttrakhand 00 02 Total: 28 73 State Wise Details of B.Ed Students:
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Academic Calendar of B.Ed. Programme (2016-2017) August, 2016 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
(Session Starts from 23rd August, 2016) No. of working days=7 (23,24, 26, 27, 29, 30, 31)
No. of Sundays = 01 (28) No. of Holidays =1( 25) 25th August, 2016 Shi Krishan Janmashtmi
Activities
23rd August, 2016 Orientation of New Syllabus & Entry Behaviour Test of B.Ed. Students
24th August, 2016 Selection of Teaching Subjects
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Academic Calendar of B.Ed. Programme (2016-2017) September, 2016 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
No. of working days=24 (1,2,3,5,6,7,8,9,10,13,14,15, 16, 17,19,21,22, 24,26,28,29,30) No. of Sundays = 4 (1, 11, 18, 25) No. of Holidays = 2 (12, 23) 12th September, 2016- Id-Ul-Juha(Bakrid) 23rd September, 2016 – Haryana’s Heroes’ Martyrdom Day Activities
5th Septeber, 2016 Teacher’s Day Celebration 8th Septeber, 2016 Guest Lecture on Literacy Day
10th September, 2016 National Workshop on “Concerns & Practices in Teacher Education” 16th September,2016 Observation of Ozone Layer Day 21st September,2016 Celebration of World Peace Day Collage Making Competition & Poster Making Competition
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Academic Calendar of B.Ed. Programme (2016-2017)
October, 2016 (1st to 31st) Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
No.ofworkingdays=23(1,3,4,5,6,7,8,10,13,14,15,17,18,20,21,22,24,25,26,27,28,29,3
1)
No. of Sundays = 5 (2, 9, 16, 23, 30)
No. of Holidays = 3( 11, 12,19) 11th October, 2016 Dussehra 12th October, 2016 Muharram 19th October,2016 Karva Chauth
Activities: 1stOctober,2016 Celebration of Gandhi Jayanti & World Non- Violence Day PPT Competition, Speech Competition, Clay Modeling Competition, Pen stand
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Making Competition, Poem Reciting
Competition and Essay writing
competition.
8th October,2016 Faculty Development Programme
10th October,2016 Extension Lecture
18th October,2016 Mehandi Competition on occasion of
Karva Chauth
24th & 25th October,2016 Talent Search Competition: Various Competitions: Poetical Symposium, Speech, Mimicry, Mono Act, Solo Singing, Solo Dance, Nukkad Natak, Quiz, Painting 27th October,2016 Diwali Celebration, Diya Decoration & Rangoli Making Competitio 31st October 2016 - Haryana Day Celebration 31st October-6th Nov. 2016 Rashtriya Ekta Divas Celebration Various Competitions: Essay Writing
Slogan Writing, Poem writing &Speech
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Academic Calendar of B.Ed. Programme (2016-2017)
November,2016 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
No. of working days =24(2,3,4,5,7,9,10,11,12,15,16,17,18,19,21,23,24,25,26,28,29,30) No. of Sundays = 04 (6, 13, 20, 27)
No. of Holidays = 02 (1, 14) 1st November, 2016 -Haryana Day & Vishvakarma Day 14th November, 2016 - Guru Nanak’s Birthday
Activities: 5th November, 2016 Personality Development Programme
11th November, 2016 Celebration of National Education Day
Various Competitions: Speech and Slogan
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Writing
21st Nov. to 4th Dec., 2016 School Engagement Programme 24th November,2016 Extension Lecture
26th November, 2016 Visit to India International Trade Fair, Pragati Maidan, New Delhi
Academic Calendar of B.Ed. Programme (2016-2017)
December,2016 (1st to 31st) Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
25 26 27 28 29 30 31
No. of working days= 21 (1,2,3,5,6,7,8,9,10,12,14,15,16,17,19,20,21,22,23,24,27)
No. of Sundays = 04 (4,11,18,25)
No. of Holidays = 06 13th December,2016 Ed-E-Milad
26th December, 2016 Shaheed Udham Singh Birthday
Winter Vacation 28th Dec.2016-9th Jan.2016
Activities:
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1st December,2016 World’s AIDS Day:
Speech and Slogan Writing competitions
12th December, 2016 Extension Lecture 14th December, 2016 Professional Development Programme 25th December, 2016 Christmas & New Year Celebration
Academic Calendar of B.Ed. Programme (2016-2017)
January,2017 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7
8 9 10 11 12 13 14 15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
No. of working days =18 (10,11,12,13,14,16,17,18,19,20,21,23,25,26,27,28,30,31)
No. of Sundays = 05 (1,8,15,22,24,29)
No. of Holidays = 8 24th January,2017 Sir Chhotu Ram Jayanti
239
Track ID: 1180087
Activities:
12th January, 2017 Blood Donation &
Eyes Check-up Camp by
Red Cross Society, Jhajjar
13th January, 2017 Lohri, Sankranti & Pongal Celebration 17th Jan.-27th Jan.2017 First Internal Examinations 26th January,2017 Celebration of Republic Day
31st January,2017 Extension Lecture
Academic Calendar of B.Ed. Programme (2016-2017) February, 2017 (1st to 28th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28
No. of Working days : 20 (2,3,4,6,7,8,9,10,11,13,14,15,16,17,18,20,22,23,24,25,27,28) No. of Sundays = 04 (5,12,19,26)
No. of Holidays = 04(1,10,21,24) st 1 February,2017 - Basant Panch
st 21 February,2017 - Maharshi Dayanand Saraswati Jayanti
240
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th 24 February, 2017 – Mahashiv Ratri
Activities:
11th February, 2017 Visit to Surajkund Fair, Faridabad
25th -26th February, 2017 Annual Sports Meet
28th February, 2017 One Day Workshop on Yoga
th Note: 10 February, 2017 – Guru Ravidas Birthday-College will remain open.
Academic Calendar of B.Ed. Programme (2016-2017) March,2017 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
No. of Working days : 25 (1,2,3,4,6,7,8,9,10,11,14,15,16,17,18,20,21,22,24,25,27,28,29,30,31) No. of Sundays = 04 (5,12,19,26)
No. of Holidays 02(13,23)
241
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13th March, 2017 Holi 23th March, 2017 Haryana Shaheedi Divas
Activities: 8th March, 2017 Celebration of International Women’s Day, Flower Arrange Competition & Debate on Women’s Independence (Inter-House)
18th March, 2017 National Workshop/Seminar 24th March, 2017 Extension Lecture
Academic Calendar of B.Ed. Programme (2016-2017) April, 2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat 1
2 3 4 5 66 7 8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
242
Track ID: 1180087
No. of Working days : 21 (1,3,5,6,7,8,10,11,12,15,17,18,19,20,21,22,24,25,26,27,29) No. of Sunday = 05 (2,9,16,23,30)
No. of Holidays = 04(4,13,14,28) 4th April 2017 - Ram Navami 13th April 2017 -Vaisakhi 14th April 2017 - Dr.B.R.Ambedkar’s Jayanti 28th April 2017 - Parshuram Jayanti
Activities: 15th April, 2017 Extension Lecture
21st -29th April,2017 Internal Examinations (Second Term)
Academic Calendar of B.Ed. Programme (2016-2017)
May, 2017 (1st to 26th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
243
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21 22 23 24 25 26 27 28 29 30 31
No. of Working days : 27 (1,2,3,4,5,6,8,9,10,11,12,13,15,16,17,18,19,20, 22,23,24,25,26,27,29,30,31) No. of Sundays = 04 (7,14,21,28)
No. of Holidays = 00
Activities: th 9 May, 2017 Inter-House Competition
11th May, 2017 Annual Prize Distribution Function 25th May, 2017 Extension Lecture 31st May,2017 Last working Day of the Session 2016-17
244
Track ID: 1180087
Academic Calendar of B.Ed. 2nd Year Programme (2016-2017) (M.DU. Rohtak)
Total Number of days from 1st August 2016 to 26th May 2017 : 299
Total Number of Working Days : 221
Total Number of Teaching Days : 215
Total Number of Holidays : 36
Total Number of Sunday : 42
Date of Admission for 2nd Year : 15.07.2016
Date of Last Admission : 29.07.2016
Date of Start of Academic Year : 1.08.2016
Date of Closing of Academic Year : 26.05.2017
Date of Start Annual Exam : 01.06.2017(tentative)
Date of Closing Annual Exam :
Date of Result Declaration of First Year : 25.10.2016
*Non teaching working days: 06
1. Professional Development Programme (14th Dec. 2016)
2. Blood Donation & Eyes Check-up Camp (12.01.17)
3. Visit to Surajkund, Faridabad. ( 11th February, 2017)
4. Annual Sports Meet. (25th -26th February, 2017)
5. Workshop on Yoga (27.02.17)
6. National Seminar/Workshop (18th March,2017)
Practice Teaching Schedule: -
Practice Teaching Days : 16 Weeks
245
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Micro Teaching : 1st Aug. to 6th Aug., 2016(5days) Mega Lesson Planning : 8th Aug. to 12th Aug.,2016 (5days)
Discussion Lessons : 16th Aug. to 19th Aug.,2016(4days) School Engagement Programme : 22nd Aug. 2016 to 10th Dec.,2016(16 Weeks)
B.Ed. Programme : 2016-17 Admission Process : Through University Counseling
Number of Students admitted in B.Ed. : 189
Sr. No. Class Number of students State Wise 1 Total Boys 49 Details 2 Total Girls 140 of B.Ed 3 General: Boys 47 Students : 4 General: Girls 130 5. ScheduleStates Caste: Boys Boys 01 Girls Haryana 5 40 6 Schedule Caste: Girls 04 Delhi 11 81 Acade 7. BackwardUttar Pradesh Caste: Boys 01 01 01 mic 8. BackwardBihar Caste: Girls 31 05 15 Madhya Pradesh 00 01 Calend 9. MinorityAssam Girls 01 05 00 ar of 11. MinorityWest Bengal Boys 00 07 01 B.Ed. Total: 49 140 Progra 12. Person With Disabilities: Boys NIL mme 13. Person With Disabilities : Girls 01 (2016- 2017) August, 2016 (1st to 31st )
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6
7 8 9 10 11 12 13
246
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14 15 16 17 18 19 20 21 22 23 24 25 26 27
28 29 30 31
(Session Starts from 1st August, 2016) No. of working days=25 (1, 2, 3, 4, 6, 8, 9, 10, 11, 12, 15, 16, 17, 18, 19, 20, 22, 23, 24, 26, 27, 29, 30, 31)
No. of Sundays = 4 (7, 14, 21, 28) No. of Holidays =2 (5, 25) 5th August, 2016 Teej 25th August, 2016 Shi Krishan Janmashtmi
Activities 1st -6thAugust, 2016 Micro-teaching Workshop
8th -12thAugust, 2016 Simulated Teaching 15th August, 2016 Celebration of Independence Day 16th -19th August, 2016 Discussion Lessons 22nd August -10th Dec.2016 School Engagement Programme (16 Weeks)
Academic Calendar of B.Ed. Programme (2016-2017)
247
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September, 2016 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
No. of working days=24 (1,2,3,5,6,7,8,9,10,13,14,15, 16, 17,19,21,22, 24,26,28,29,30) No. of Sundays = 4 (4, 11, 18, 25) No. of Holidays = 2 (12, 23) 12th September, 2016- Id-Ul-Juha(Bakrid) 23rd September, 2016 – Haryana’s Heroes’ Martyrdom Day
Activities
School Engagement Programme
248
Track ID: 1180087
Academic Calendar of B.Ed. Programme (2016-2017)
October, 2016 (1st to 31st) Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
No.ofworkingdays=23(3,4,5,6,7,8,10,13,14,15,17,19,20,21,22,24,25,26,27,28,29,31)
No. of Sundays = 5 (2, 9, 16, 23, 30)
No. of Holidays = 3(1, 11, 12)
1st October, 2016 -Maharaja Aggarsen Jayanti 11th October, 2016 - Dussehra 12th October, 20156 - Muharram
Activities:
School Engagement Programme
249
Track ID: 1180087
Academic Calendar of B.Ed. Programme (2016-2017)
November,2016 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
No. of working days =24(2,3,4,5,7,9,10,11,12,15,16,17,18,19,21,23,24,25,26,28,29,30) No. of Sunday = 04 (6, 13, 20, 27)
No. of Holidays = 02 (1, 14) 1st November, 2016 -Haryana Day & Vishvakarma Day 14th November, 2016 - Guru Nanak’s Birthday
Activities:
School Engagement Programme
250
Track ID: 1180087
Academic Calendar of B.Ed. Programme (2016-2017)
December,2016 (1st to 31st) Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
25 26 27 28 29 30 31
No. of working days= 14 (1,2,3,5,6,7,8,9,10,12,14,15,16,17)
No. of Sundays = 04 (4,11,18,25)
No. of Holidays = 13, (19,20,21,22,23,24,26,27,28,29,30,31-Winter vacation) 13th December,2016 -Ed-E-Milad
Activities:
11th December, 2016 Sharing of Experience gained during School Engagement Programme 12th December, 2016 Extension Lecture 14th December, 2016 Professional Development Programme 19th Dec.2016-04th Jan.2017 Winter Vacation
251
Track ID: 1180087
Academic Calendar of B.Ed. Programme (2016-2017)
January,2017 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7
8 9 10 11 12 13 14 15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
No. of working days =22
(5,6,7,9,10,11,12,13,14,17,18,19,20,21,23,24,25,26,27,28,30,31)
No. of Sundays = 05 (1,8,15,22,29) No. of Holidays = 4 (2,3,4-winter vacation)(16) 16th January,2017 Guru Gobind Singh Jayanti Activities: 12th January, 2017 Blood Donation & Eyes Check-up Camp by
Red Cross Society, Jhajjar 13th January, 2017 Lohri, Sankranti & Pongal Celebration 17th Jan.-27th Jan.2017 First Internal Examinations 26th January,2017 Republic Day
252
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31st January,2017 Extension Lecture
Academic Calendar of B.Ed. Programme (2016-2017) February, 2017 (1st to 28th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28
No. of Working days : 20 (2,3,4,6,7,8,9,11,13,14,15,16,17,18,20,22,23,24,25,27,28) No. of Sundays = 04 (5,12,19,26)
No. of Holidays = 04(1,10,21,24) st 1 February,2017 - Basant Panchami
th 10 February, 2017 – Guru Ravidas Birthday
st 21 February,2017 - Maharshi Dayanand Saraswati Jayanti
th 24 February, 2017 – Mahashiv Ratri
Activities:
11th February, 2017 Visit to Surajkund Fair, Faridabad
25th -26th February, 2017 Annual Sports Meet
253
Track ID: 1180087
28th February, 2017 One Day Workshop on Yoga
Academic Calendar of B.Ed. Programme (2016-2017) March,2017 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
No. of Working days : 25 (1,2,3,4,6,7,8,9,10,11,14,15,16,17,18,20,21,22,24,25,27,28,29,30,31) No. of Sundays = 04 (5,12,19,26)
No. of Holidays 02(13,23)
13th March, 2017 Holi 23th March, 2017 Haryana Shaheedi Divas
254
Track ID: 1180087
Activities: 8th March, 2017 Celebration of International Women’s Day, Flower Arrange Competition & Debate on Women’s Independence (Inter-House)
18th March, 2017 National Workshop/Seminar 30th March, 2017 Extension Lecture
Academic Calendar of B.Ed. Programme (2016-2017) April, 2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat 1
2 3 4 5 6666 7 8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
No. of Working days : 21 (1,3,5,6,7,8,10,11,12,15,17,18,19,20,21,22,24,25,26,27,29) No. of Sundays = 05 (2,9,16,23,30)
255
Track ID: 1180087
No. of Holidays = 04(4,13,14,28) 4th April 2017 - Ram Navami 13th April 2017 -Vaisakhi 14th April 2017 - Dr.B.R.Ambedkar’s Jayanti 28th April 2017 - Parshuram Jayanti
Activities: 15th April, 2017 Extension Lecture
21st -29th April,2017 Internal Examinations (Second Term)
Academic Calendar of B.Ed. Programme (2016-2017)
May, 2017 (1st to 26th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 31
256
Track ID: 1180087
No. of Working days : 23 (1,2,3,4,5,6,8,9,10,11,12,13,15,16,17,18,19,20, 22,23,24,25,26) No. of Sundays = 03 (7,14,21)
No. of Holidays = 00
Activities:
th 9 May, 2017 Inter-House Competition
11th May, 2017 Annual Prize Distribution Function 25th May, 2017 Extension Lecture 26th May,2017 Last working Day of the Session 2016-17
` Academic Calendar of M.Ed. Programme (2016-2017)
Total Number of days from 1st Jan. 2017 to 30th Nov. 2017 : 324
Total Number of Working Days : 226
257
Track ID: 1180087
Total Number of Teaching Days : 221
Total Number of Holidays : 52
Total Number of Sundays : 46
Date of First Admission : 14.12.2015
Date of Last Admission : 04.02.2016
Date of Start of III Semester : 05.01.2017
Date of Result Declaration of II Semester :
Date of Start of IV Semester : 01.12.2017
Date of Closing of Academic Year : 30.11.2017
Vacation:
Winter Vacation: 19th Dec. 2016-4th Jan.2017
Summer Vacation: 28th May. 2017-7th July.2017
Internship Programme: 1st March, 2017-28th March, 2017
Trip to Surajkund Fair, Faridabad- 11th Feb.2017
Workshop on Yoga—27th Feb.2017
Annual Sports Meet (25th -26th February, 2017)
National Workshop —18th March, 2017
Trip to Trade Fair, New Delhi- 25th Nov.2017
258
Track ID: 1180087
M.Ed. Programme : 2016-17 Admission Process : Through University Counseling
Number of Students admitted in M.Ed. : 25
Sr. No. Class Number of students State Wise 1 Total Boys 01 Details 2 Total Girls 24 of M.Ed 3 General: Boys 01 Students : 4 General: Girls 23 5. ScheduleStates Caste: Boys Boys 00 Girls Haryana 00 11 6 Schedule Caste: Girls 00 Delhi 00 12
7. BackwardBihar Caste: Boys 01 00 00 8. BackwardRajasthan Caste: Girls 00 01 01 Acade Total: 01 24 mic 9. Minority Girls 00 Calend 11. Minority Boys 00 ar of 12. Person With Disabilities: Boys 00 M.Ed. 13. Person With Disabilities : Girls 00 Progra mme (2016-2017)
January,2017 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
259
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29 30 31
(Third Semester starts from 5th Jan.2017)
No. of working days =22 (5,6,7,9,10,11,12,13,14,16,17,18,19,20,21,23,25,26,27,28,30,31) No. of Sundays = 05 (1,8,15,22,29) No. of Holidays =04 (2,3,4-Winter vacation)
24th January,2017 Sir Chhotu Ram Jayanti Activities:
12th January, 2017 Blood Donation &
Eyes Check-up Camp by
Red Cross Society, Jhajjar
13th January, 2017 Lohri, Sankranti & Pongal Celebration
26th January,2017 Republic Day Celebration
31st January,2017 Extension Lecture
260
Track ID: 1180087
Academic Calendar of M.Ed. Programme (2016-2017) February, 2017 (1st to 28th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28
No. of Working days : 20 (2,3,4,6,7,8,9,11,13,14,15,16,17,18,20,21,22,23,25,27,28) No. of Sundays = 04 (5,12,19,26)
No. of Holidays = 04(1,10,21,24) st 1 February,2017 Basant Panchami
th 10 February, 2017 – Guru Ravidas Birthday
st 21 February,2017 Maharshi Dayanand Saraswati Jayanti
th 24 February, 2017 – Mahashiv Ratri
Activities:
11th February, 2017 Visit to Surajkund Fair, Faridabad
25th -26th February, 2017 Annual Sports Meet
28th February, 2017 One Day Workshop on Yoga
261
Track ID: 1180087
Academic Calendar of M.Ed. Programme (2016-2017) March,2017 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
No. of Working days : 25 (1,2,3,4,6,7,8,9,10,11,14,15,16,17,18,20,21,22,24,25,27,28,29,30,31) No. of Sundays = 04(5,12,19,26)
No. of Holidays = 02 (13,23)
13th March, 2017 Holi 23th March, 2017 Haryana Shaheedi Divas
Activities: 1st March,2017-28th March, 2017 - Internship Programme 30th March, 2017 Extension Lecture
262
Track ID: 1180087
Academic Calendar of M.Ed. Programme (2016-2017) April, 2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat 1
2 3 4 5 66666667 8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
No. of Working days : 21(1,3,5,6,7,8,10,11,12,15,17,18,19,20,21,22,24,25,26,27,29) No. of Sundays = 05 (2,9,16,23,30)
No. of Holidays = 04(4,13,14,28) 4th April 2017 - Ram Navami 13th April 2017 -Vaisakhi 14th April 2017 - Dr.B.R.Ambedkar’s Jayanti 28th April 2017 - Parshuram Jayanti
Activities:
15th April, 2017 Extension Lecture
21st -29th April,2017 Internal Examinations
263
Track ID: 1180087
Academic Calendar of M.Ed. Programme (2016-2017)
May, 2017 (1st to 26th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 31
No. of Working days : 19 (1,2,3,4,5,6,8,9,10,11,12,13,15,16,17,18,19) No. of Sundays = 04 (7,14)
No. of Holidays = 00
Activities:
th 9 May, 2017 Inter-House Competition
11th May, 2017 Annual Prize Distribution Function 20th May-27th May, 2017 Final Theory Exams. of 3rd Semester(Tentative)
264
Track ID: 1180087
28th May, 2017-30th June, 2017 Summer Vacation
Academic Calendar of M.Ed. Programme (2016-2017)
June, 2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3
4 5 6 7 8 9 10 11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
Summer Vacation
265
Track ID: 1180087
Academic Calendar of M.Ed. Programme (2016-2017)
July, 2017 (1st to 31th)
Sun Mon Tue Wed Thu Fri Sat 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29 30 31
(4th Semester starts from 1st July, 2017) No. of Working days : 25(1,3,4,5,6,7,8,10,1,13,14,15,17,18,19,20,21,22,24,25,27,28,29,31) No. of Sundays = 05 (2,9,16,23,30)
266
Track ID: 1180087
No. of Holidays = 01(26) 26th July, 2017 Teej
Activities: th 15 July, 2017 Extension Lecture 27th -29th July, 2017 Institutional Seminar
Academic Calendar of M.Ed. Programme (2016-2017) August, 2017 (1st to 31st )
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
No. of working days=26 (1, 2, 3, 4, 5, 8, 9, 10, 11, 12,14,15 16, 17, 18, 19, 21, 22, 23, 24,25, 26, 28, 29, 30, 31)
No. of Sundays = 4 (6, 13, 20, 27) No. of Holidays =1 (7) 7th August, 2017 Rakshabandhan
267
Track ID: 1180087
Activities:
15th August, 2017 Independence Day Celebration 26th August,2017 Extension Lecture
23rd August, 2017 Salad Making Competition, Preparation of
food without fire
Academic Calendar of M.Ed. Programme (2016-2017) September, 2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
No. of working days=22 (1,4,5,6,7,8,9,11,12,13,14,15, 16, 18,19,20,22, 25,26,27,28,29) No. of Sundays = 4 (3, 10, 17, 24)
268
Track ID: 1180087
No. of Holidays = 4 (2,21, 23,30) 2nd September, 2017- Id-Ul-Juha (Bakrid) 21st September, 2017 Maharaja Aggrsen Jayanti 23rd September, 2017 – Haryana’s Heroes’ Martyrdom Day 30th September, 2017 Dussehra
Activities:
22nd Sept. 2017 One Act Play
29th Sep. 2017 Guest Lecture
Academic Calendar of M.Ed. Programme (2016-2017)
October, 2017 (1st to 31st) Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
269
Track ID: 1180087
No.ofworkingdays=22(3,4,6,7,9,10,11,12,13,14,16,17,18,21,23,24,25, 26,27,28,31)
No. of Sundays = 5 (1, 8, 15, 22, 29)
No. of Holidays = 4(2, 5, 18,20) nd 2 October, 2017 -Mahatma Gandhi Jayanti 5th October, 2017 -Maharshi Valmiki Jayanti 19th October, 2017 -Diwali 20th October, 2017 - Viswakarma Day
Activities:
3rd October, 2017 - Presentation on Educational Philosophy of Gandhiji 16th October, 2017 - Competitions: Rangoli Making, Diya Decoration and Greeting Cards Making
27th October, 2017 -Extension Lecture
Academic Calendar of M.Ed. Programme (2016-2017)
November,2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
270
Track ID: 1180087
No. of working days =24(2,3,6,7,8,9,10,11,13,14,15,16,17,18,20,21,22,23,24,25,27,28,29,30) No. of Sundays = 04 (5, 12, 19, 26)
No. of Holidays = 02 (1, 4) 1st November, 2017 -Haryana Day 4th November, 2017 - Guru Nanak’s Birthday
Activities: 2nd November,2017 - Clay Modeling Competitions on Cultural Heritage
and Haryanvi Dance Competition
15th-21st November, 2017 - Internal Examinations
25th November, 2017 - Visit to International Trade Fair
Academic Calendar of M.Ed. Programme (2016-2017)
December,2017 (1st to 31st) Sun Mon Tue Wed Thu Fri Sat
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
271
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17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Activities: st 1 December, 2017 - Final Examinations of Forth Semester
Academic Calendar of M.Ed. Programme (2016-2017)
Total Number of days from 21st Sept. 2016 to 19th Sept. 2017 : 348
Total Number of Working Days : 220
Total Number of Teaching Days : 211
Total Number of Holidays : 81
Total Number of Sundays : 47
Date of First Admission : 17.09.2016
Date of Last Admission : 08.11.2016
Date of Start Academic Year : 21.09.2016
Date of Start of I Semester Exam : 08.03.2017
Date of Result Declaration of I Semester :
Date of Start of II Semester : 24.03.2017
Date of Closing of Academic Year : 19.09.2017
272
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Vacation:
Winter Vacation: 28th Dec. 2016-31st Jan.2016
Summer Vacation: 6th May. 2017-30th June.2017
Examination Days----8thMarch-22nd March 2017
Internship Programme 1st July, 2017-12th Aug.2017
Non Teaching Working Days:
1. Faculty Development Programme (8th Oct. 2016) 2 Personality Development Programme (5th Nov. 2016) 3. Visit to International Trade Fair. (26th November, 2016 4. Professional Development Programme (14th Dec. 2016) 5. Blood Donation & Eyes Check-up Camp (12.01.17) 6. Visit to Surajkund, Faridabad. ( 11th February, 2017) 7. Annual Sports Meet. (25th -26th February, 2017) 8. Workshop on Yoga (27.02.17) 9. National Seminar/Worskshop (18th March,2017)
M.Ed. Programme : 2016-18 Admission Process : Through University Counseling
Number of Students admitted in M.Ed. : 27
Sr. No. Class Number of students 1 Total Boys 07 2 Total Girls 19 3 General: Boys 05 4 General: Girls 15 5. Schedule Caste: Boys 01
273
Track ID: 1180087
6 Schedule Caste: Girls 01 State Wise 7. Backward Caste: Boys 02 Details 8. Backward Caste: Girls 02 of M.Ed 9. Scheduled Tribe Girls 01 Students : 10. Scheduled Tribe Boys 00
11. MinorityStates Girls Boys 00 Girls Haryana 01 07 12. Minority Boys 00 Delhi 14 01 Acade 13. Person BiharWith Disabilities: Boys 00 00 03 mic 14. PersonNagaland With Disabilities : Girls 00 00 01 Total: 15 12 Calend ar of M.Ed. Programme (2016-2017) September, 2016 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
(Session starts from 21st September, 2016) No. of working days=8 (21,22, 24,26,27,28,29,30) No. of Sundays = 1 (25) No. of Holidays = 1 ( 23) 23rd September, 2016 – Haryana’s Heroes’ Martyrdom Day Activities
21st September,2016 Orientation of M.Ed. Course
274
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Academic Calendar of M.Ed. Programme (2016-2017)
October, 2016 (1st to 31st) Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
No.ofworkingdays=23(1,3,4,5,6,7,8,10,13,14,15,17,18,20,21,22,24,25,26,27,28,29,3
1)
No. of Sundays = 5 (2, 9, 16, 23, 30)
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No. of Holidays = 3( 11, 12,19) 11th October, 2016 Dussehra 12th October, 2016 Muharram 19th October,2016 Karva Chauth
Activities: 1stOctober,2016 Celebration of Gandhi Jayanti & World Non- Violence Day
PPT Competition, Speech Competition,
Clay Modeling Competition, Pen stand
Making Competition, Poem Reciting
Competition and Essay writing
competition.
8th October,2016 Faculty Development Programme
10th October,2016 Extension Lecture
18th October,2016 Mehandi Competition on occasion of
Karva Chauth
24th & 25th Octobner,2016 Talent Search Competition: Various Competitions: Poetical Symposium, Speech, Mimicry, Mono Act, Solo Singing, Solo Dance, Nukkad Natak, Quiz, Painting 27th October,2016 Diwali Celebration, Diya Decoration & Rangoli Making Competitio 31st October 2016 - Haryana Day Celebration
31st October-6th Nov. 2016 Rashtriya Ekta Divas Celebration
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Various Competitions: Essay Writing
Slogan Writing, Poem writing &Speech
Academic Calendar of M.Ed. Programme (2016-2017)
November,2016 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
No. of working days =24(2,3,4,5,7,9,10,11,12,15,16,17,18,19,21,23,24,25,26,28,29,30) No. of Sundays = 04 (6, 13, 20, 27)
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No. of Holidays = 02 (1, 14) 1st November, 2016 -Haryana Day & Vishvakarma Day 14th November, 2016 - Guru Nanak’s Birthday
Activities: 5th November, 2016 Personality Development Programme
11th November, 2016 Celebration of National Education Day
Various Competitions: Speech and Slogan
Writing
21st Nov. to 4th Dec., 2016 School Engagement Programme 24th November,2016 Extension Lecture
26th November, 2016 Visit to India International Trade Fair, Pragati Maidan, New Delhi
Academic Calendar of M.Ed. Programme (2016-2017)
December,2016 (1st to 31st) Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
25 26 27 28 29 30 31
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No. of working days= 14 (1,2,3,5,6,7,8,9,10,12,14,15,16,17,)
No. of Sundays = 04 (4,11,18,25)
No. of Holidays = 12 (winter break) 13th December,2016 Ed-E-Milad
Winter Vacation 18th Dec.2016-31st Dec.2016
Activities:
1st December,2016 Celebration of World’s AIDS Day
Various competitions Speech and Slogan
Writing
12th December, 2016 Extension Lecture 14th December, 2016 Professional Development Programme
Academic Calendar of M.Ed. Programme (2016-2017)
January,2017 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7
8 9 10 11 12 13 14 15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
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No. of working days =24
(2,3,4,5,6,7,9,10,11,12,13,14,16,17,18,19,20,21,23,,25,26,27,28,30,31)
No. of Sundays = 05 (1,8,15,22,29)
No. of Holidays = 1(24) 24th January,2017 Sir Chhotu Ram Jayanti
Activities:
12th January, 2017 Blood Donation &
Eyes Check-up Camp by
Red Cross Society, Jhajjar
13th January, 2017 Lohri, Sankranti & Pongal Celebration 26th January,2017 Republic Day Celebration
31st January,2017 Extension Lecture
Academic Calendar of M.Ed. Programme (2016-2017) February, 2017 (1st to 28th)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
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26 27 28
No. of Working days : 20 (2,3,4,6,7,8,9,11,13,14,15,16,17,18,20,22,23,25,27,28) No. of Sundays = 04 (5,12,19,26)
No. of Holidays = 04(1,10,21,24) st 1 February,2017 Basant Panchami
th 10 February, 2017 – Guru Ravidas Birthday
st 21 February,2017 Maharshi Dayanand Saraswati Jayanti
th 24 February, 2017 – Mahashiv Ratri
Activities:
11th February, 2017 Visit to Surajkund Fair, Faridabad
25th -26th February, 2017 Annual Sports Meet
28th February, 2017 One Day Workshop on Yoga
Academic Calendar of M.Ed. Programme (2016-2017)
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March,2017 (1st to 31st)
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4
5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
No. of Working days : 13(1,2,3,4,6,7,24 25,27,28,29,30,31) No. of Sundays = 02 (8,27)
No. of Holidays = 00
Activities: 8th March-22nd March, 2017 Final Theory Examinations 24th March,2017 Second Semester starts
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Academic Calendar of M.Ed. Programme (2016-2017) April, 2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat 1
2 3 4 5 6666667 8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
No. of Working days : 21(1,3,5,6,7,8,10,11,12,15,17,18,20,21,22,24,25,26,27,29) No. of Sundays = 05 (2,9,16,23,30)
No. of Holidays = 04(4,13,14,28) 4th April 2017 - Ram Navami 13th April 2017 -Vaisakhi 14th April 2017 - Dr.B.R.Ambedkar’s Jayanti 28th April 2017 - Parshuram Jayanti
Activities:
15th April, 2017 Extension Lecture
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Academic Calendar of M.Ed. Programme (2016-2017)
May, 2017 (1st to 26th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 31
No. of Working days : 5 (1,2,3,4,5,) No. of Sundays = 04 (7,14,21,28) No. of Holidays = 22
Activities:
th th 6 May-30 June, 2017 Summer Vaccation
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Academic Calendar of M.Ed. Programme (2016-2017)
June, 2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat 1 2 3
4 5 6 7 8 9 10 11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
th th 6 May-30 June, 2017 Summer Vaccation
285
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Academic Calendar of M.Ed. Programme (2016-2017)
July, 2017 (1st to 31th)
Sun Mon Tue Wed Thu Fri Sat 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29 30 31
No. of Working days : 25(1,3,4,5,6,7,8,10,1,13,14,15,17,18,19,20,21,22,24,25,27,28,29,31) No. of Sundays = 05 (2,9,16,23,30)
No. of Holidays = 01(26) 26th July, 2017 Teej
Activities: st th 1 July-12 Aug.2017 Internship Programme
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Academic Calendar of M.Ed. Programme (2016-2017) August, 2017 (1st to 31st )
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
No. of working days=26 (1, 2, 3, 4, 5, 8, 9, 10, 11, 12,14,15 16, 17, 18, 19, 21, 22, 23, 24,25, 26, 28, 29, 30, 31)
No. of Sundays = 4 (6, 13, 20, 27) No. of Holidays =1 (7) 7th August, 2017 Rakshabandhan
Activities: 15th August, 2017 Independence Day Celebration 26th August,2017 Extension Lecture
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23rd August, 2017 Salad Making Competition, Preparation of
food without fire
Academic Calendar of M.Ed. Programme (2016-2017) September, 2017 (1st to 30th)
Sun Mon Tue Wed Thu Fri Sat
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
No. of working days=15 (14,5,6,7,8,9,11,12,13,14,15, 16, 18,19) No. of Sundays = 3 (1, 11, 18) No. of Holidays = 1(2) 2nd September, 2017- Id-Ul-Juha(Bakrid)
Activities:
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20th Sept. 2017 onwards Final Theory Examinations of Second Semester
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Perio I II III IV V VI
09:20 AM 01: 20 PM Time 10:00 AM – 10:40 AM - 11:20 AM – 01:50 PM - – 10:00 12:00 PM– 12:40 PM 12:40 PM– 01:20 PM – 01:50 10:40 AM 11:20 AM 12:00 PM 02:20 PM AM PM
Teaching-I Teaching-II P – I P – II Hindi-Mr.Yogesh P-III SSt.- -Ms. Neetu P-VI-A Sec-A- Sec-A- Eng. - Ms. Vaishali Ms.MeenaKum Sec-A-Ms.Kavita Ms.Garima Comm-Ms.Rita G-I-Ms.Meena Mon. ar Skt-Mr.Naveen Sec-B- Sec-B- Maths.-Mr.Aseem G-II-Mr.Aseem Sec-B-Mr. Mr.Naresh Ms.Neetu Phy.Sc-Mr. Vedpal Aseem Life Sc.-Mr. Vedpal G - III - Ms.Sonali
Eco-Ms.Garima M Home Sc.-Ms.Alka Comp.Sc.-Ms.Meena Kumar O Teaching-I R P – I Teaching-II P – II Hindi-Mr.Yogesh N Sec-A- P-III SSt.- -Ms. Neetu P-VI-A Ms.MeenaKum Sec-A- Eng. - Ms. Vaishali I ar Sec-A-Ms.Kavita Ms.Garima Comm-Ms.Rita G-I-Ms.Meena Tue. R Skt-Mr.Naveen N Sec-B-Mr. Sec-B- Sec-B- Maths.-Mr.Aseem G-II-Mr.Aseem Aseem Mr.Naresh E Ms.Neetu Phy.Sc-Mr. Vedpal G Life Sc.-Mr. Vedpal G - III - Ms.Sonali C Eco-Ms.Garima
Home Sc.-Ms.Alka E Comp.Sc.-Ms.Meena Kumar A S Teaching-I S Teaching-II P – I P – II S P-III Hindi-Mr.Yogesh P-VI-B S SSt.- -Ms. Neetu Sec-A- Sec-A- Ms.MeenaKum Sec-A-Ms.Kavita Eng. - Ms. Vaishali Skt- G-I- E Ms.Garima Comm-Ms.Rita Wed. ar Mr.Naveen Ms.Priyanka Sec-B- M Sec-B- Maths.-Mr.Aseem Sec-B-Mr. Mr.Naresh Phy.Sc-Mr. Vedpal G-II-Mr.Sushil Ms.Neetu Aseem B Life Sc.-Mr. Vedpal Eco-Ms.Garima G-III-Ms.Alka
L Home Sc.-Ms.Alka Comp.Sc.-Ms.Meena Kumar Y Teaching-I Teaching-II P – I P – II P-III P-VI-B Hindi-Mr.Yogesh SSt.- -Ms. Neetu Sec-A- Sec-A- Ms.MeenaKum Sec-A-Ms.Kavita G-I- Ms.Garima Eng. - Ms. Vaishali Comm-Ms.Rita Thu. ar Ms.Priyanka Sec-B- Sec-B- Skt-Mr.Naveen Maths.-Mr.Aseem Sec-B-Mr. Mr.Naresh G-II-Mr.Sushil Ms.Neetu Aseem Phy.Sc-Mr. Vedpal Life Sc.-Mr. Vedpal G-III-Ms.Alka
Eco-Ms.Garima Home Sc.-Ms.Alka
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Comp.Sc.-Ms.Meena Kumar
Teaching-I Teaching-II Perio I P – I II III IV V VI P – II Hindi-Mr.Yogesh P-III G-I-VII-A-Ms. SSt.- -Ms. Neetu 09:20 Sec-A- 01: 20 Meena Sec-A-Ms. Eng. - Ms. Vaishali Time AM – 10:00 AM – Ms.MeenaKum10:40 AM - 11:20 AM –Sec -A-12:00Ms.Kavita PM – 12:40 12:40 PM– PM – 01:50 PM - 02:20 PM- Garima Comm-Ms.Rita Fri. ar G-02:50PM03:20III&IV- 10:00 10:40 AM 11:20 AM 12:00 PM PM Skt-Mr.Naveen01:20 PM 01:50 02:20 PM 02:50 PM Sec-B- Sports- AM Sec-B- PMMaths. -Mr.Aseem PM Sec-B-Mr. Mr.Naresh Mr.Lokesh Ms.Neetu Phy.Sc-Mr. Vedpal Aseem P – I Life Sc.-Mr. Vedpal
P – II P-III Eco-Ms.Garima P-IV-A P-V-A Sec-A-Ms.Priti Home Sc.-Ms.Alka Sec-A-Ms. Sec-A- Sports Sec-A-Mr.BasantComp.Sc. Sec-Ms.Meena-A-Ms.Rita Kumar Sec-B- Babita Mr.Naveen Teaching-I Mr.Naveen Sec-B- Sec-B- Mon. Teaching-SeminarII - Library P –Sec I -B- Sec-B-Ms.Priti P – II Ms.Vaishali Hindi-Mr.YogeshMs.Neetu Ms.Sonali P-III G-I-VII-A-Ms. Sec-C- SSt.- -Ms. Neetu Sec-A- Sec-C- Meena Ms.Meena Sec-A-Ms. Sec-C-Ms.KavitaEng. - Ms.Sec Vaishali-C- M Ms.MeenaKumSec-C- Mr.VedpalSec -A-Ms.Kavita Kumari Garima Mr.Naveen Comm-Ms.Rita Sat. ar G-III&IV- Mr.Aseem Sec-D- Skt-Mr.Naveen O Sec-D- Sec-B- Sports- Sec-D- Sec-B- Ms.Poonam Sec-D-Ms.Priti Maths.-Mr.Aseem Sec-B-Mr. Mr.Naresh Mr.Lokesh Sec-D- Ms.NeetuMr.Yogesh Phy.Sc-Mr. Vedpal Ms.Garima Aseem R Life Sc.-Mr. Vedpal
Eco-Ms.Garima P – I N P – II P-III Home Sc.-Ms.Alka P-IV-A Comp.Sc.P--Ms.MeenaV-A Kumar Sec-A-Ms.Priti I Sec-A-Ms. Sec-A- Sports Sec-A-Mr.Basant Sec-A-Ms.Rita Babita Mr.Naveen R N Sec-B- Mr.Naveen Sec-B- Sec-B- Tue. Sec-B- Sec-B-Ms.Priti E G Ms.Vaishali Ms.Neetu Library Tutorial Sec-C- Ms.Sonali Sec-C- C Ms.Meena Sec-C-Ms.Kavita Sec-C- Sec-C- Mr.Vedpal Kumari Mr.Naveen E Mr.Aseem A Sec-D- Sec-D- Sec-D- Ms.Poonam Sec-D-Ms.Priti S Sec-D- Mr.Yogesh S Ms.Garima S S P – I P – II P-III P-IV-A P-V-A E Sec-A-Ms.Priti Sec-A-Ms. Sec-A- Sports Sec-A-Mr.Basant Sec-A-Ms.Rita M Sec-B- Babita Mr.Naveen Mr.Naveen Sec-B- Sec-B- Library Wed. Sec-B- Sec-B-Ms.Priti B Ms.Vaishali Ms.Neetu Seminar Sec-C- Ms.Sonali Sec-C- L Ms.Meena Sec-C-Ms.Kavita Sec-C- Sec-C- Mr.Vedpal Kumari Mr.Naveen Y Mr.Aseem Sec-D- Sec-D- Sec-D- Ms.Poonam Sec-D-Ms.Priti Sec-D- Mr.Yogesh Ms.Garima
P – II P-V-B P – I P-III P301-IV-B Thu. Sec-A-Ms. Sec-A- Seminar Library Sec -A-Ms.Priti Sec-A- Sec-A-Mr.Aseem Tutorial Babita Ms.Meena Mr.Naveen Sec-B- Sec-B-Ms.Meena Kumari Sec-B- Track ID: 1180087
Mr.Naveen Ms.Sonali Sec-B-Ms.Priti Kumar Sec-B- Mr.Vedpal Sec-C - Period Sec-C- Sec-C- Sec-C-Ms.Babita Ms.Meena Mr.Aseem Mr.VedpalI II Sec-CIII- IV V Kumari Sec-D-Ms.Sonali Mr.Yogesh Sec-D- Sec-D- 09:20 AM Sec-D- Time 10Mr.Yogesh:00 AM – 10:40 AM - 11:2Sec-D0 -AM – 12:00 PM – 12:40 PM– 1: 20 PM – Ms.Garima – 10:00 Ms.Garima 10:40 AM 11:20 AM 12:00 PM 12:40 PM 01:20 PM 01:50 PM AM P-IV-B P-V-B P – I P – II PP-I- III P-II P-III P – IV P –V-A Monday Sec-A-Mr.Aseem Sec-A- Sec-A-Ms.Priti M Co R- curricular Sec-A-Ms. Ms. SecKavita-A- Ms. Poonam Ms.MeenaMs. Rekha Mr.Naresh Ms. Vaishali Activities Sec-B-Ms.Meena Sec-B- Babita Mr.Naveen Kumari Kumar Mr.Naveen Tutorial Fri. Sec-B- Sec-B-Ms.Priti Sec-B- Sec-C-Ms.Babita Seminar Sec-C- Ms.Sonali Mr.Vedpal Sec-C- Ms.Meena Sec-C- Mr.Vedpal Sec-D-Ms.Sonali Sec-C- Kumari Mr.Aseem Mr.Yogesh Sec-D- Sec-D- Sec-D- Mr.Yogesh Sec-D- Ms.Garima Ms.Garima
P-IV-B P-V-B P – I P – II P-III Sec-A-Mr.Aseem Sec-A- Sec-A-Ms.Priti Co-curricular Sec-A-Ms. Sec-A- Ms.Meena Activities Sec-B-Ms.Meena Sec-B- Babita Mr.Naveen Kumari Kumar Mr.Naveen Co- Sat. Sec-B- Sec-B-Ms.Priti Sec-B- Sec-C-Ms.Babita Tutorial curricular Sec-C- Ms.Sonali Mr.Vedpal Sec-C- Activities Ms.Meena Sec-C- Mr.Vedpal Sec-D-Ms.Sonali Sec-C- Kumari Mr.Aseem Mr.Yogesh Sec-D- Sec-D- Sec-D- Mr.Yogesh Sec-D- Ms.Garima Ms.Garima
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O E
R C
Tuesday N P-I P-II P-III P – IV P –V-A E
I Ms. Kavita Ms. Poonam Ms. Rekha Mr.Naresh Ms. Vaishali S P-I P-II P-III P – IV P –V-A Wednesday N S Ms. Kavita Ms. Poonam Ms. Rekha Mr.Naresh Ms. Vaishali G P-I P-II P-III P – IV P –V-B Thursday Ms. Kavita Mr. Basant Ms. Rekha Mr.Naresh Ms.Kavita A P – IV Friday S P-I P-II P-III P –V-B Dr. Geeta Ms. Kavita Mr. Basant Ms. Rekha Ms.Kavita S Prabha
E
M P – IV Saturday P-I P-II P-III P –V-B B Dr. Geeta Ms. Kavita Mr. Basant Ms. Rekha Ms.Kavita L Prabha
Y
Ganga Institute of Education
B.Ed.I Year(2015-16) Result Summary
Particular Number of Students Total Students Enrolled to B.Ed. Course 183
Total Students Appeared for Exam 163
Total Passed 98
Destination (Above 75% ) 02
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Passed with 1st Division 94
Passed with 2nd Division 02
Reappear (REP) 49
RLE case 11
Result not Found+ N.E.+ Court case 03+01+01=05
Back out Cases 20
Total 183
Result % 66.87%
GANGA INSTITUTE OF EDUCATION University Result of M.ed 2015- 16(Sem.I) College ROLL NO. Student Name Father Name Result
1 RICHA MISHRA ASHOK 365 MISHRA 2 MANOJ KUMAR DEEP KUMAR REP DEO 3 RAVINDER KAUR BAKSHISH REP SINGH 4 RITU DHARAM PAL 367 5 MANJUSHA B.N.YADAV 301 YADAV 6 ASHA RANI HANUMAT 227 PRASAD 7 JYOTI JITENDER 302 8 PARMILA DHARMENDE 322 R 9 VIJETA VIJENDER 367 KUMAR 10 MONIKA RAMESH 365 SHOKEEN KUMAR 11 MANISHA RAMESH 368 KUMAR 12 NIDHI MUDGIL NARESH 318 KUMAR
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13 RAVITA KUMARI SURENDER 291 SINGH 14 POONAM JAI BHAGWAN REP 15 NEHA ANIL KUMAR REP GUPTA 16 NIDHI JUNEJA ASHWANI REP JUNEJA 17 ARCHNA MITTAL ROSHAN LAL 336 MITTAL 18 PRITI GOEL G.S.GOEL 328 19 ARUSHI AHUJA BHUPESH BACKOU AHUJA T 20 SULAKSHNA HOSHIYAR 340 SINGH 21 SONIKA HARPAL 324 SINGH 22 PREETI SOMBIR 341 23 NEHA MOHAN REP KUMAR 24 SHIKHA BALBIR SINGH 363 25 RESHMA MANGAL 305 PALSANIYA CHAND PALSANIYA
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1 SYLLABI FOR BACHELOR OF EDUCATION (B.Ed.) Two-Year Regular Course AS per NCTE Framework 2014 DEPARTMENT OF EDUCATION CHAUDHARY RANBIR SINGH UNIVERSITY JIND-126102 (HARYANA) (Estd. by Govt. of Haryana Legislature Act No. 28 of 2014) CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 2 YEAR-1 COURSE-I: CHILDHOOD AND GROWING UP Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions will carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: explain the meaning, concept and characteristics of growth, maturation and development at various stages describe the problems of childhood and adolescent age especially with respect to the Indian context develop an understanding of different aspects of a child’s physical, intellectual, social and moral development analyze the impact of urbanization, globalization and economic changes on construction and experience acquired by growing child develop an understanding of dimensions and stages of childhood development and developmental tasks; with a focus on cognitive views of learning as well as social– cultural and constructivism explain the concept of individual differences and its implications enlist the factors influencing individual difference differentiate between classical and operant conditioning theory of learning
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explain the Piaget’s concept of cognitive development differentiate between Kohlberg’s theory of moral development and Erikson theory of psychosocial development describe the role of teacher in teaching learning situations explain the concept and principles of different perspectives in learning describe childhood in the context of poverty and globalization CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 3 COURSE CONTENT UNIT- 1 Development of Child at different Stages (Childhood and Adolescence) Concept, Meaning and general principles of Growth and development. Stages of development—growth and development across various stages from infancy to adolescence. (Physical, intellectual, social and moral development.) Piaget’s concept of cognitive development, Kohlberg’s theory of moral development Erikson’s psycho-social development theory Factors affecting Growth and development Relative role of heredity and environment in development. Concept of growth and maturation Parenting styles: influencing developmental aspects of childhood and adolescence. Impact of Media on growing children and adolescents: deconstruction of significant events that media highlights and creates. UNIT- 2 Understanding Individual Difference Concept of individual difference, Factors influencing individual difference, Educational implications of individual differences for teachers in organizing educational activities. Dimensions of differences in psychological attributes-cognitive, interest, aptitude, creativity, personality and values. Understanding individual from multiple intelligences perspective witha focus on Gardrner's theory of multiple intelligences. Implications for teaching-learning Understanding differences based on a range of cognitive abilities—learning difficulties, slow learners and dyslexics, intellectual deficiency, intellectual giftedness. Implications for catering to individual variations in view of ‘difference’ rather than ‘deficit’ perspective. Methods and Ways to understand Children’s and Adolescents’ Behaviour: Gathering data about children from different contexts: naturalistic observations; interviews; reflective journals about children; anecdotal records and narratives Meaning, characteristics and kinds of Play; Play and its functions: linkages with the physical, social, emotional, cognitive. Games and group dynamics, rules of games and how children learn to negotiate differences and resolve conflict. UNIT-3 Theoretical Perspectives to enhance Learning among Children and Adolescents Learning: Meaning, implicit knowledge and beliefs. Perspective on Human Learning: connectionists or Behaviorist (Thorndike, Classical and Operant Conditioning) Cognitivist (Insightful learning, Tolman’s Sign learning theory) Constructivism
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CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 4 Bruner’s discovery learning: Concepts and principles of each perspective and their applicability in different learning situations. Relevance and applicability of various theories of learning for different kinds of learning situations. Role of learner in various learning situations as seen in different theoretical perspectives. Role of teacher in teaching learning situations. UNIT-4 Deprivation and Deprived Children: Measures for their Adjustment and Education Childhood in the context of poverty and globalization Current issues related to adolescents stress and role of the teacher (Increasing loneliness, changing family structures and rising permissiveness) Issues in marginalization of difference and diversity Children living in urban slum, socially deprived girls: measures to bring improvement in their status Child rearing practices of children separated from parents practices of children’s separated children in crèches; children in orphanages Schooling: peer influences, school culture, relationships with teachers, teacher expectations and school achievement; being out of school, overage learner Understanding needs and behavioral problems of children and adolescents: Relationships with peers: friendships and gender; competition and cooperation, competition and conflict; aggression and bullying from early childhood to adolescence substance abuse, drug addiction, Impact of globalization, urbanization and economic changes on construction and experience of children in childhood and adolescent age. Tasks & Assignments: Any one of the following (10 marks) Administer any two of the following Psychological Tests and prepare a report on it: .Intelligence Test .Personality Test .Self-Concept Questionnaire/ Inventory .Creativity .Learning Style Inventory .Parenting Style Inventory .Interest Test .Teaching Attitude .Conduct a case study on a problematic Child (M.R, L.D, V.I, H.I, disruptive behavior and delinquent child etc.) and prepare a report on it. Prepare an observation schedule and observe the behavior of child in school setting. .Prepare a survey report on “How media is affecting the behavior of growing child” on a group of Ten Children of age 6-14 years in terms of enhancing violence and CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 5 developmental aspects of childhood. (The survey should be based on the collection of the data using a questionnaire). Any other task/assignment given by the institution.
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SUGGESTED READINGS Aries, P. (1965).Centuries of Childhood-A social history of the family life. Random House Inc. Chapter 1: The Ages of Life, Chapter 2: The Discovery of Childhood, and Conclusion - The two concepts of childhood. Bhatia, H. R.(1990). Elements of Educational Psychology Bombay:Orient Langman Ltd. Bodrova, E. and Leong, D. (1996). Tools of the Mind. New Jersey: Merrill. Chapter 1: Introduction to the Vygotskian Approach. Chapter 2: Acquiring Mental Tools and Higher Mental Functions, Chapter 3: The Vygotskian Framework and Other Theories of Development and Learning, Chapter 4: The Zone of Proximal Development. Chauhan, S. S.(2000). Psychology of Adolescence. New Delhi: Vikas Publishers. Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children. New York: Worth Publishers. Chapter 1: The study of Human Development. Crain, W. (1992).Theories of Development: Concepts and Applications. (3rd Edition). New Jersey: Prentice Hall. Chapter 7: Kohlberg's Stages of Moral and Development, Chapter 8: Learning Theory: Pavlov, Watson, and Skinner, Chapter 9: Bandura's Social Learning Theory, Chapter 11: Chapter 12: Erikson and the Eight Stages of Life. Dandipani, S. (2000). A Textbook of Advanced Educational Psychology, New Delhi: Anmol Publications Pvt. Ltd. Dash, M.(1991). Educational Psychology. New Delhi: Deep and Deep Publishers. Gardner, H. (1985).Frames of Mind: The Theory of Multiple Intelligences, London: Paladin Books. Gilligan, C. (1977). In a Different Voice: Women's Conception of Self and Morality. Harvard Educational Review, 47 (4), 481-517. Gulati, S. (1995).Education for Creativity, New Delhi: NCERT. Hurlock, E. B. (1990). Adolescent Development. New York. McGraw Hill. Kakkar S. (1991).The Inner World: A Psycho-analytic study of childhood and society in India,Delhi: Oxford University Press. Kakkar, S.B (1978).Indian Childhood: Cultural Ideas, and Social Reality, New Delhi: Oxford. Kauffman et al (1993).Exceptional Children. Boston: Allyn & Bacon. Kundu, C.L. and Tutoo, D.N. (2000). Educational Psychology. New Delhi: Sterling Publishers Pvt. Ltd. Mangal S.K (2002). Advanced Educational Psychology, New Delhi: Prentice Hall of India Private Limited. Mathur, S. S. (2000). Shiksha Manovigyan. Agra: Vinod Pustak Bhandar. Mukunda, K. V. (2009). What Did You Ask in School Today? A Handbook on Child Learning, Noida: Harper Collins. Chapter 2: Learning, 22-50; Chapter 6: Moral Development, 117-146. Nanda, S.K (1995). Educational Psychology, Jalandhar: New Academic Publishing Co. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 6 Newman, B. M. and Newman,P.H. (2007). Theories of Human Development. London: Lawrence Erlbaum Associates, publishers. Pal, H.R.(2006). Advanced Educational Psychology (Hindi) New Delhi. Delhi University. Pal, H.R. and Sharma, M. (2007). Education of Gifted (Hindi), New Delhi: Kshipra. Piaget J. (1997).Development and Learning. In Gauvian, M. and M. Cole.(eds.) Readings on the Development of Children. New York: W. H. Freeman.
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Snowman, B. R. and Snowman, J.(1996). Psychology Applied to Teaching. 8th edition. Boston: USA: Houghton Mifflin. Chapter 2: Stage theories of Development, Chapter 7: Behavioural and Social learning theories, Chapter 8: Information Processing Theories, Chapter 9: Constructivist Learning Theory. Tripathi, S. N. (1983). Pratiba Aur Srijnatmakt, Bombay: Mcmillan Co. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 7 COURSE-II: CONTEMPORARY INDIA AND EDUCATION Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions will carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: understand perspectives in education including social bases of education critically understand the constitutional values related to aims of education analyze varied aims of education and its process aspects develop their own view about education and its development in social and cultural context develop a personalized professional view of one’s pedagogical role think critically about the prevailing conditions of the society and their remedies visualize meaningfully the contemporary India develop an understanding of trends, issues and challenges facing contemporary Indian Society COURSE CONTENT UNIT-1 Constitution of India and Education Concurrent status of education Policies, Acts and Provisions related to education Education of marginalized and socially disadvantaged segments Education and Fundamental Rights and Duties: Articles 14, 15, 16, 30 and 51A Directive Principles of State Policies Right to Education (RTE) Act 2009 UNIT - 2 Review of Education Commissions and Policies in India: CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 8 Prominent characteristics of education in India during colonial rule Critical appraisal of recommendations of following commissions .Secondary Education commission (1952-53) .Indian Education Commission (1964-66) .National Policy of Education (1986)
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.Ramamurthy Education Commission (1990) .Programme of Action (1992) National Curriculum Framework 2005: Needs and Objectives UNIT – 3 Contemporary Issues in Indian Education Universalization of Elementary Education and related issues such as MDM, SSA and RMSA Issues and Debates on Globalization, Liberalization and Privatization Common School System Vocationalisation of Education Three Language Formulas Open learning and distance education System Modernization: Concept, Advantages & Disadvantages UNIT – 4 Emerging Concerns of Indian Society and Education Culture and Education Democracy and Education Inequalities in ancient, medieval and modern education New Economic Reforms and their impact on Education Education for Technological Empowerment Role of teacher in the context of Universal Education Reservation as an egalitarian Policy Task & Assignments: Any one of the following (10 marks) Project on conflicts and social movements in India. Role of media in democracy. Impact of electronic media on children. Challenges of pluralistic education in the contexts of conflict. Any other task/assignment given by the institution. SUGGESTED READINGS Challenges of Education- A policy perspective, (1985). Ministry of Education, Govt. of India, New Delhi. Deshpande, S. (2004). Contemporary India: A Sociological View. New Delhi: Penguin. Education for all (1993). The India scene, Ministry of Education, Govt. of India, New Delhi. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 9 Walia, J.S. (2011). Modern Indian Education and its Problems. Jalandhar: Paul Publishers. Walia, J.S. (2011). Philosophical, Sociological and Economic Bases of Education. Jalandhar: Ahim Paul Publishers. Kashyap, S.C. (2009). The Constitution of India. New Delhi National Book Trust. Gera, L., Viswanathappa G. & Srinivas K. (2014). Foundations of Education. Hyderabad: Neelkamal Publications Pvt. Ltd. National Policy of Education (1986). Ministry of Education, Govt. of India, New Delhi, 1992. Pandey, K.P.(2010). Perspectives in Social Foundations of Education. New Delhi: Shipra Publications. Programme of Action (1992). Ministry of Education, Govt. of India, New Delhi. Rajput, J.S. (1994). Universalisation of Elementary Education, Role of Teacher
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Education, New Delhi: Vikas Publishing House. Report of the Education Commission Education and National Development (1964-66) Ministry of Education, Govt. of India, New Delhi. Report of the Secondary Education Commission (1952-53) Ministry of Education, Govt. of India, New Delhi, 1949. Report of the University Education Commission (1948) Ministry of Education, Govt. of India, New Delhi 1949. Right to Free and Compulsory Education Act 2009. Sadgopal, A.(2000). Shiksha Main Badlav ka Sawal: Samajik Amubhavo se Niti Tak. Delhi: Granth Shilpi. Sadgopal, A. (2009). Muft aur Anivarya Shiksha Adhikaar Vidheyak 2009. Vimarsh Vol.1. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 10 COURSE- III: LEARNING AND TEACHING Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: explain the concept and importance of teaching explain the concept of phases and levels of teaching describe different theories of teaching, models of teaching and strategies of teaching explain the concept, importance and types of learning describe Flander’s Interaction Analysis along with concept and types of evaluation COURSE CONTENT UNIT-1 Teaching: Concept, Nature, Importance of Teaching and Phases of Teaching: Preactive, Inter-active and Post-active Teaching : Different from Instruction, Training and Indoctrination Levels of Teaching : Memory, Understanding and Reflective level Theories of Teaching: Formal Theories, Descriptive Theories, Normative Theories UNIT-2 Models of Teaching .Bruner’s Concept Attainment Model .Mastery Learning Model .Inquiry Training Model .Glaser’s Basic Teaching Model Strategies of Teaching .Simulation .Brain-storming
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.Lecture .Demonstration CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 11 .Team-Teaching UNIT-3 Learning: Concept, Importance, Types and Factors Affecting Learning .Concept of e-learning (m-learning and online learning) .Constructivism .Learning styles Flander’s Interaction Analysis: Concept, Procedure and Significance in Teaching-Learning Use of ICT in Teaching Learning Process UNIT-4 Evaluation in Teaching – Learning Process: Concept, Need and Characteristics of Evaluation Evaluation Devices- Written, Oral and Observation Types of Evaluation : Formative, Summative and Diagnostic Grading and its Types Continuous and Comprehensive Evaluation Task & Assignment: Any one of the following (10 marks) Draft a report on Teachers’ Teaching Style by one week Classroom observation of two teachers. A Survey based report on an effective Teacher behaviours or class room Instruction Strategies of effective Teacher. Study of a case and prepare a report on influential factors of learning. Any other task/assignment given by the institution. SUGGESSTED READINGS Bhushan, A. and Ahuja, M. (1992). Educational Technology. Meerut: Vikas Publication. Dececco, J.P. and Cramford, Q.R. (1970). Psychology of Learning and Instructions. New Delhi: Prentice Hall of India Pvt. Ltd. Flanders, Ned A. (1978). Analyzing Teacher Behaviour. London: Addison Wesley Publishing Co. Gage, N.L. College Press. Joyce, B. W., M. and Showers, B. (1985). Models of Teaching, New Delhi: Prentice Hall of India Pvt. Ltd. Mehra, V. (2010). A Text book of Educational Technology, New Delhi: Sanjay Prakashan CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 12 COURSE-IV & V (GROUP A) Opt. (i): PEDAGOGYOF HINDI Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions
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Track ID: 1180087 of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: understand the importance and role of Hindi language in our mother tongue (in our Country) or role of mother tongue in the education of a child develop various skills e.g. Language skills, teaching skills (micro-teaching skills) etc. conduct pedagogical analysis demonstrate the use of various audio-visual aids explain the concept of evaluation and types of evaluating techniques concept of curriculum in teaching of Hindi knowledge of different co-curricular activities in teaching of Hindi ikB~;oLrq bdkbZ&1 fgUnh f”k{k.k k.k dk vFkZ] Lo:i] egÙo] mís”; ,oa lkekU; fl)kUr fgUnh Hkk’kk dk egÙo & ekr` Hkk’kk ,oa jk’Vªh; Hkk’kk ds :i esa ¼v½ Jo.k dkS”ky ¼vk½ Hkk’k.k dkS”ky CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 13 ¼b½ iBu dkS”ky ¼bZ½ ys[ku dkS”ky gUnh “kCnks a dk oxhZ dj.k ¼vFkZ] mRifÙk] O;qRifÙk½ dj.k] v{kj foU;kl ,oa fojke&fpUg bdkbZ& 2 ] egÙo ,oa :ijs[kk uk ,oa nSfud ikB ;kstuk dk vFkZ] egÙo] vUrj ,oa fuekZ.k dkS”ky] O;k[;k dkS”ky vkSj míhiu ifjorZu dkS”ky bdkbZ& 3 ”k{k.k dk vFkZ ] mís”;] egÙo] fof/k;k¡] lksiku s”;] egÙo] fof/k;k¡] lksiku a fucU/k½ mís”;] egÙp] fof/k;k¡ lksiku a fof/k;k¡ bdkbZ& 4 rZ eku fLFkfr] fgUnh v/;kid ds xq.k ,oa dÙkZO; gUnh iz”u i= fuekZ.k & vkn”kZ iz”u i= ds fl)kUr dk ewY;kadu ,oa la”kks/ku f”k{k.k es a fgUnh iqLrdky; dh mi;ksfxrk ,oa O;oLFkk iz;ksxkRed fØ;k,s a l CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 14 lanHkZ xz aFk lwph
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Track ID: 1180087 nsgyh ku] fnYyh ½] fgUnh f”k{k.k fof/k;k¡] yq f/k;kuk % VaMu ifCyds”ku lko=h ¼1992½] fganh f”k{k.k] esjB] rk;y cqd fMiks [kUuk] T;ksfr ¼2006½] fgUnh f”k{k.k] ubZ fnYyh % /kuir jk; ,.M dEiuh j % U;w cqd dEiuh .k fnYyh % /kuirjk; ,.M lUl ifCy'kj k % fcgkj fgUnh xz UFk vdkneh kekZ] MhOEdsOE ¼1999½] fgUnh f”k{k.k fof/k] tkya/kj % ia tkc fdrkc ?kj iq Lrd lnu CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 15 COURSE-IV & V (GROUP A) Opt. (ii): PEDAGOGYOF ENGLISH Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: understand the functions and importance of English language understand the linguistic principles; conduct pedagogical analysis and develop teaching skills understand the different theories to language learning and teaching critically explain various teaching methods develop and use teaching aids in the classroom both print and audio-visual material, and ICT (internet and computer technology) understand about the teaching of prose, poetry, composition and grammar acquire language skills : listening speaking reading and writing understand need and functions of language lab understand the process of language assessment and develop creativity among learners COURSE CONTENT UNIT-1 An Overview of Language Teaching Meaning, Importance and Functions of language. Linguistic characteristics of English. Linguistic Principles, and Aims and Objectives of Teaching English Philosophical, Social and Psychological Bases of Approaches to Language Acquisition and Language Learning; Inductive and Deductive Approach; Whole Language Approach; Constructive Approach; Multilingual Approach to Language Teaching.
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CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 16 UNIT-2 Learner Centered Approaches and Methods of Teaching Difference between ‘Approach’ and ‘Method’ Direct Method, Bi-lingual method, Audio-Lingual Method, Structural Approach, Communicative Approach, Constructive Approach and Co-operative Learning Teaching of Prose, Poetry, Composition and Grammar – Objectives and Methodology Micro and Mega Lessons Teaching Learning Materials and Aids Print media; other reading materials such as learner chosen texts, magazines, newspapers, class libraries, etc., ICT – audio-visual aids including CALL programmes; Radio, T.V., Films, Planning co-curricular activities (discussion debates, workshops, seminar etc.); language labs, etc. UNIT-3 Developing Listening and Speaking Skills Features of English Pronunciation, Elementary knowledge of English sounds. Stress, Rhythm, Intonation, Patterns and their Implications. Materials and resources for developing the Listening and Speaking Skills: Storytelling, dialogues, Situational Conversations, Role Playing, Simulations, Speech, Games and Contexts, Language Laboratories, Pictures, Authentic Materials and Multimedia Resources. Developing Reading and Writing Skills Developing Reading and Writing Skills Teaching Mechanism of Reading: Reading aloud and Silent Reading; Extensive and Intensive Reading; Study Skills, Including using Thesauruses, Dictionary, Encyclopedia Etc. Writing : Stages of Writing; Process of Writing; Formal And Informal Writing, such as Poetry, Short Story, Letter, Diary, Notices, Articles, Reports, Dialogue, Speech, Advertisement, etc., Reference Skills, Study Skills, Higher Order Skills. UNIT-4 Remedial and Enrichment Content Meaning and Significance of remedial teaching Common errors in English and their removal through remedial teaching Remedial Teaching Strategies Individualized Educational Programme Peer Support Programme Reward Scheme Handling Pupil’s language acquisition problems CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 17 Feedback to students, parents and teachers Evaluation Procedure Progress and Assessment of development of Language; Continuous and Comprehensive Evaluation; Techniques of Evaluation – oral, written, portfolio; cloze test, selfevaluation, peer evaluation, group evaluation. Typology of Questions; activities and tasks (Open-ended questions, MCQ’s, true and
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Track ID: 1180087 false etc.) Reflecting – Problem Solving, Creative and Critical Thinking and Enhancing Imagination. Tasks & Assignments: Any one of the following (10 marks) Do a comparative study of positive features and weaknesses of different approaches to language learning. Prepare an outline for a school magazine. Develop the material for the school magazine based on your experiences during school experience practice (Hand written). Prepare a book-review of any one English Text Book (from syllabus of 8 th to 10 th class). Prepare activities for listening, speaking, reading and writing. Any other task/assignment given by the institution. SUGGESTED READINGS Agnihotri, R.K. and Khanna A.L. (1994). Socio-Cultural and Linguistic Aspects of English in India. SAGE Publications New Delhi/Thousand Oaks/London, Publication. Bhatia, K.K. and Kaur, N. (2011). Teaching and Learning English as a Foreign Language. Ludhiana: Kalyani Publishers. Bindra, R. (2005). Teaching English. Jammu: Radha Krishan Anand and Co. Chaudhary N. (2012). Methodology of Teaching English, Pearson, Kindersley India Pvt. Ltd. Dey, K.S. (2013). Teaching of English, Dorling Kindersley (India) Pvt. Ltd. Dodson, C.J. (1972). Language Teaching & the Bilingual Method, Pitman Publishing. Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge University Press. Gupta, P. K. (2002). Teaching of English. Surya Publication Near Govt. Inter College Meerut Hayes, B.L. (ed.) (1991). Effective Strategies for Teaching Reading, London: Allyn & Bacon. John, B., Yogin, C., and Chawla, R. (2007). Playing for real: Using drama in the classroom. Macmillan. Khanna A.L. and Sehgal, A. (2012). Essential Readings for Teachers of English. Published by Orient Blackrwan Pvt.Ltd. Kohli, A.L. (1999). Techniques of Teaching English. New Delhi: Dhanpat Rai and Company. Mehta, P. (2010). Dobaba House, Booksellers and Publishers, New Delhi. Mitchell R. and Floreence Myles, Second Language Learning Theories. Arnold London, copublished in USA by New York. Tickoo, M. (2011). Teaching and Learning English. Published by Orient Backswan Pvt. Ltd. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 18 Mohammad, A.(2003). A practical course for B.Ed. Students, Foundation Books Anasri Road, Darayaganj. NCERT (2005). National curriculum framework. NCERT. Sachdev, R.N. (1965). Teaching Language as a Second Language. Tata Mec Graw Hill Publishing Co. Ltd., New Delhi. Sachdeva, M.S. (2003). Teaching of English in India. Tandon Publications Book Market, Ludhiana. Sachdeva, M.S. (2007). Teaching of English. Patiala: Twenty First Century Publications. Sharma, A. (2010). Teaching Of English. Vijya Publications, Ludhiana
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Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra Publication. Thwaite, A., and Rivalland, J. (2009). How can analysis of classroom talk help teachers reflect on their practices? Australian Journal of Language and Literacy, 32(1), 38. Venkateswaran, (1995). Principals of Teaching English. Vikas Publishing House Pvt. Ltd. New Delhi. Wallace, M. J. (1998). Study Skills in English. Published by Cambridge University Press. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 19 COURSE-IV & V (GROUP A) Opt. (iii): PEDAGOGYOF SANSKRIT Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. After completion of the course, student teachers will be able to: explain the nature, need & principles of Sanskrit Language describe different methods of teaching of Sanskrit demonstrate the use of various audio visual aids explain the objectives and steps of teaching prose, poetry, composition &grammar of Sanskrit define the meaning of evaluation and types of evaluating techniques explain and organise different type of co-curricular activities related to Sanskrit (Shloka Recitation, Lecture, Dramatization and other creative competitions) COURSE CONTENT bdkbZ 1 gkfld rFkk orZ eku voyksdu lLa d` r Hkk"kk dh ikB~;Øe es a vfuok;Zrk ;k LFkku laLd`r Hkk"kk f'k{k.k esa Jo.k rFkk iBu dk vH;kl bdkbZ 2 rFkk lhek,¡ "kk f'k{k.k dh fof/k;k¡ CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 20 .k f”k{k.k ,oa iqLrdky; bdkbZ 3 lLa d` r es a fo/kkvksa dk f'k{k.k - m}s'; rFkk lksiku - m}s'; rFkk lksiku laLd`r es a O;kdj.k f'k{k.k &izfØ;k- m}s'; rFkk lksiku zfØ;k- m}s'; rFkk lksiku
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- m}s'; rFkk lksiku laLd` r fo"k; oLrq rFkk vuq okn ¼8oha rFkk 10oha gfj;k.kk cksMZ ds ikB~ ;Øe ls½ bdkbZ 4 laLd`r Hkk"kk;h dkS'ky fuokj.k dsmik;A laLd` r Hkk"kk Kku dk ewY;kadu] vFkZ ] ijh{kkvksa ds izdkj ¼fuca/kkRed] oLrq fu"B] y?kwÙkj½ jpukRedizfr;ksfxrk,a½ lLa d`r f'k{k.k gsrq vueq ksfnr iqLrdsaz CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 21 ,dkneh% fouksn iqLrd eafnj] vkxjkA -,y- cqd fMiksA CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 22 COURSE-IV & V (GROUP A) Opt. (iv): PEDAGOGY OF URDU Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: explain the concept of Urdu and its elements define linguistic skills and development of these skills among pupils conduct pedagogical analysis on any two lessons in Urdu and develop teaching explain the concept of evaluation and methods of evaluating the performance of students critically explain various methods for teaching Urdu demonstrate language competencies COURSE CONTENT UNIT I Nature and Development of Language Nature, development forms, functions and significant movements in modern Urdu Literature Elements of Urdu Language –its phonetic structure, morphological structure and syntactic structure. Spelling Errors, their causes and corrections. Children Literature. Objectives of Teaching Urdu at Secondary and Senior Secondary levels. Statement of objectives in behavioral terms. UNIT II Pedagogical Analysis & Lesson Planning
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Meaning, importance and Steps of Pedagogical Analysis Pedagogical Analysis on any two topics of Prose & Poetry each Lesson planning: Need & Importance, Basic Elements & its Preparation CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 23 Unit Planning in Urdu: Need , importance and its preparation Identification of linguistic and Ideational content of the lessons. UNIT-3 Micro Teaching Skills: Skill of Introducing the Lesson, Skill of Questioning, Skill of Illustration, Skill of Explaining, Skill of Stimulus Variation. Approaches and Methods of Teaching Urdu .Prose: Objectives and Methodology, lesson planning. .Poetry: Objectives and Methodology, lesson planning. .Grammar: Objectives and approaches, lesson planning. .Speech development, speech defects, causes and remedies. .Reading, loud reading and silent reading, intensive and extensive reading, selfreading and reading habits. .Writing composition, objectives and methodology and correction of composition. Materials for Teaching Urdu .Urdu Text book and its evaluation. .Supplementary Readers. .Use of audio visual aids in teaching of Urdu. UNIT-4 Activities Related to Urdu .Activities for developing listening and speaking competencies. .Activities for developing reading competency. .Activities for developing writing competency. Evaluation .Meaning, Importance and Types of Evaluation in Urdu .Types of tests: Essay type, short answer type and objective type. .______Continuous and Comprehensive Evaluation: Meaning, importance & Process. .New approaches to Assessment – Question bank, Open Book Examination & Grading .Construction of Achievement Test – Concept and Steps .Diagnostic testing and remedial measures Action Research in Urdu .Concept and Importance of Action Research .Planning for Action Research Tasks & Assignments: Any one of the following (10 marks) Pedagogical analysis of any one topic. Preparation of transparencies for two lessons. Development of test items –essay, short answer and objective type question in Urdu. Preparation of Diagnostic test and remedial Program in Urdu. Organizing a co-curricular activity related to Urdu in School/IASE. Planning an outline for action research in Urdu. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 24 Any other project/assignment given by the institution SUGGESTED READINGS
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Ansari, A. (1970). Ghazal Aur Ghazal ki Taleem, New Delhi: Taraqqi-e-Urdu Board. Gray, C.W. (1965). Teaching of Reading & Writing, Paris, UNESCO Teaching the mother Tong Husain, A. (1975). Mukhtasar Tareekh-e-Urdu, Urdu Kitab Ghar Husain, S. (1993). Urdu Aur Uske Tadreesi Tariqe, Karachi: Rabbar Publishers. Khan, R.H. (1974). Urdu Imla, Delhi National Academy, Taraqqi-e-Urdu Board. Srivastava, R.P (1979). Teaching of Reading, Delhi: Bahari Publishers. Fatehpuri, F. (1985). Tadrees-e-Urdu, Karachi: Maktaba Jamia. Moinuddin (1988). Urdu Zaban Ki Tadres, New Delhi:Taraqqi Urdu Bureau. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 25 COURSE-IV & V (GROUP A) Opt. (v): PEDAGOGY OF PUNJABI Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES: Pupil-teachers would be able to Develop awareness about basic concepts related to teaching of Punjabi at the secondary level. Impart training in various skills e.g. language skills, use of techniques of evaluation, teaching skills (micro-teaching skills)etc. Enable pupil teachers to use current method of teaching Punjabi. COURSE CONTENTS UNIT-I 1) Nature of Punjabi Language, Aims and Objectives and Principles of Teaching. The nature and importance of language – its origin and development Origin and development of Punjabi language and its script Role of mother tongue in the education of a child Aims & objectives of teaching of Punjabi General Principles and maxims of teaching of Punjabi 2) Development of Language skills Listening Speaking Reading Writing CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 26 UNIT-II 3) Development of Micro lessons based on skills of questioning, explaining illustration
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Track ID: 1180087 and stimulus variation. Role of language activities Debates Recitation Story telling Symposium 4) Methodology Modern methods of teaching language with specific references to: Project method Play way method Discussion method Correlation method Observation method UNIT-III 5) Methods of teaching of prose, poetry, composition and grammar 6) Preparation of lesson plans for each of the above aspects of language. UNIT-IV 7) Instructional Material Audio-visual aids meaning, importance and their kinds Proper use of these in teaching of Punjabi Construction of the curriculum of Punjabi language, critical appraisal of Punjabi curriculum at secondary school level Qualities of a good Punjabi text book, criteria governing the construction of Punjabi text books. 8) Evaluation: Modern concept of evaluation in Language Different types of techniques and tests for evaluating different language skills. Construction of o Oral type tests o Short-answer type tests o Objective-type tests o Essay-type tests o Diagnostic test CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 27 Task and assignment: (10 Marks) Any task assigned by the institution. SUGGESTED READINGS o Singh, G.B. (1981). Gurumukhi Lipi Da Janam Te Vikas, Chandigarh: Punjab University Publication Burcau o Singh, G. (1971). Gurumukhi Lipi Bare, Ludhiana: Lahore Book Shop o Singh, H. (1966). Punjabi Bare, Patiala: Punjabi University o Sckhon, S. S. & Singh, P. P. (1961). Punjabi Boli Da Itihas, Punjab: Bhasha Vibhag CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 28 COURSE- IV &V (GROUP B) Opt. (i): PEDAGOGY OF MATHEMATICS Time: 3 Hours Max. Marks: 100
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Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: explain the meaning, nature, aims and objectives of mathematics perform pedagogical analysis of various concepts in mathematics describe instructional planning and development of relevant material for the teaching of mathematics use ICT in teaching of mathematics describe continuous and comprehensive evaluation, diagnostic testing and remedial teaching in mathematics explain importance and uses of learning resources in mathematics improve competences in secondary level mathematics COURSE CONTENT UNIT I Concept and Aims of Teaching of Mathematics Meaning, scope and nature of mathematics Aims and objectives of teaching mathematics at secondary stage Framing objectives according to Blooms taxonomy The nature of mathematical propositions, use of quantifiers and venn diagram A Mathematical theorem and its variants- converse, inverse and contra positive, proofs and types of proof. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 29 Historical Perspective of Mathematics History of mathematics with special emphases on teaching of mathematics Coexistence of precision and beauty in mathematics UNIT-2 Development of Curriculum in Mathematics Meaning and objectives of curriculum Principles for designing curriculum of mathematics at different stages of schooling Recent curriculum reform at national/ state level at their critical appraisal Content Analysis, Pedagogical Analysis and their comparison Pedagogical analysis of following topics of mathematics .Equations .Sets .Volume .Trigonometry .Ratio and proportion Methods of Teaching Mathematics
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.Inductive - deductive .Analytic – synthetic .Problem solving .Heuristic method UNIT-3 Learning Resources Importance of summer programs, correspondence courses, mathematics club, contests and fairs Designing mathematics laboratory and its effective use Importance of re creational activities – games , puzzles and riddles in mathematics Projective and non- projective teaching aids Instructional and Material Development Writing of lesson plan .Micro lesson planning with special reference to following micro teaching skills of Introduction, probing question, class room management, skill of illustration with examples, skill of reinforcement .Preparation and use of audio- visual material and equipments .Application of ICT in teaching of mathematics UNIT-4 Evaluation in Mathematics Evaluation Tools: Meaning, need and use of diagnostic testing and remedial teaching CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 30 Continuous and comprehensive evaluation Formative and summative evaluation Criterion and norm reference test Professional Development of Mathematics Teachers Types of In-service programme for mathematics teacher Role of mathematics teachers association , journals and other resource material in mathematics education Professional growth through participation in conference/ seminars/workshop Tasks & Assignments: Any one of the following (10 marks) Preparation of an unit plan in Mathematics Preparation of lesson plans on two different approaches on a selected content matter Development of learning aids on any topic in Mathematics and procedure for using it. Book review of any two books in Mathematics. Any other task/assignment given by the institution. SUGGESTED READINGS Alen, D.W and Ryan, K.A. (1969).Micro teaching, reading. Masschusetts, Falifornia: Addition Wesley. Bloom, B.Se. (1956). Taxonomy of Educational objectives. Handbook No. 1, New York: Longmans Green. Boyer, C. B. (1968). History of Mathematics. New York: John Wiley. Butler, C.H. and Wren, K.H. (1980). The teaching of secondary mathematics. New York: McGraw-Hill Book Company. Bush, R.N. (1968). Microteaching- Control practice in the training to teachers in communication, Opp. 201-207. Dave, R.H. and Saxena, R.C. (1970). Curriculum & Teaching of Maths in
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Secondary Schools. A Research Monograph, Delhi: NCERT Davis, D.R. (1951). The teaching of Mathematics. London: Addison Wesclyh Press. Kulshrestha, A.K. (2007). Teaching of Mathematics. Meerut: R.Lal Book Depot. Mangal, S.K. (2007). Teaching of Mathematics, New Delhi: Arya Book Depot. Shankaran and Gupta, H.N. (1984). Content- cum – Methodology of teaching Mathematics. New Delhi: NCERT. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 31 COURSE- IV &V (GROUP B) Opt. (i): PEDAGOGY OF HOME SCIENCE Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks OBJECTIVES After completion of the course, student teachers will be able to: develop understanding of the meaning, scope, areas, aims and objectives of Teaching of Home Science acquaint students about misconceptions regarding Home Science acquaint students about importance and interdisciplinary approach of Home-science develop understanding of the various methods and procedures required for Teaching Home Science effectively develop instructional planning and development of relevant material for the Teaching of Home science develop practical skills to organize various learning experiences related to Teaching of Home Science acquaint students to use I.C.E.T. in Teaching of Home Science perform pedagogical analysis of various concepts in Home science develop competencies and skill for effective evaluation in Home Science COURSE CONTENT UNIT-1 Concept and Aims of Teaching of Home Science Meaning, Nature and Scope of Home Science. Components of Home Science. Food and Nutrition Resource Management Human Development Textiles and clothing Extantion Education CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 32
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Misconceptions regarding Home Science Importance of Teaching of Home Science in various stages of Secondary Education. General aims and objectives of Teaching Home Science at Secondary stage. Bloom's Taxonomy of Educational Objectives and writing objectives in terms of behavioural outcomes of students Study of National, Programmes run by Government relating to Health, Nutrition and Child Care UNIT-2 Skills and Methods of Teaching Home Science Micro-teaching skills o Skill of Introducing the lesson o Skill of Questioning o Skill of Illustration o Skill of Explaining o Skill of Stimulus variation Preparation of Micro Lesson Plan Methods of Teaching o Lecture-cum-Demonstration o Laboratory o Project o Inductive-Deductive o Problem Solving UNIT-3 Instructional Planning and Material Development Unit planning and lesson planning Meaning, Importance and preparation of Unit plan Meaning, Importance and Preparation of Lesson Plan o Meaning, Importance, Classification and Preparation of Audio-Visual Material used for Teaching of Home Science Application of I.C.T in Teaching of Home Science Learning Resources Importance and Organization of Home Science Club. Excursions and Home Science Exhibitions Home Science Laboratory: Planning, Organization and its importance. UNIT-4 Pedagogical Analysis Meaning, importance and Steps of Pedagogical Analysis Pedagogical Analysis on the following topics: o Balanced Diet o Health and Hygiene CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 33 o Fiber o Care and Maintenance of Fabrics o Child Care o Elements of Art o Principles of Design
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Track ID: 1180087 o Importance and Principles of Budget Making Evaluation Evaluation in Home Science-Meaning and Importance of Evaluation Formative and Summative Evaluation. Diagnostic Testing and Remedial Teaching Development of Test Items Short-Answer Type Objective-Type Tasks & Assignments: Any one of the following (10 marks) Market Survey and Report. Preparation of decorative items for the beautification of the school. Preparation of a Report on Quality Control Measures. Preparation of a Report on Mid-day Meal Programme in the school. Any other project/assignment given by the institution. SUGGESTED READING Hindi Garanth Academy, Yadav, S. (2001). Teaching of Home Science. New Delhi: Anmol Publications. Sukhia, S. P. & Malhotra, P. V. (1976). Teaching of Home Science. Chandigarh: Haryana. Singh L.C. (1977). Micro-Teaching: An Innovation in Teacher Education. New Delhi: Department of Teacher Education, NCERT. Dass and Ray. (1983). Teaching of Home Science. New Delhi: Sterling Publishers Pvt. Ltd. Kapoor, R. (1994). Teaching of Home Science. Ludhiana: Prakash Book Depot. Chandra, A. (1995). Fundamentals of Teaching Home Science. New Delhi: Sterling publishers. Sheri, G. P. & Sherry, D. P. (2008). Teaching of Home Science. Agra: Vinod Pustak Mandir. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 34 COURSE – IV & V (GROUP C) Opt. (i): PEDAGOGY OF BIOLOGICAL SCIENCE Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks OBJECTIVES After completion of the course, student teachers will be able to: develop awareness about developments in the area of biological sciences orient prospective teachers in specific educational aspects of science e.g. aims and objective of biological science, pedagogical analysis of contents in biological sciences, methods of teaching, evaluation enable prospective teachers to be effective teachers in order to perform the required role
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as a biological teacher under Indian School conditions COURSE CONTENT UNIT-1 Nature, History, scope and Interdisciplinary linkage of Biological Sciences General Aims and Objectives of Biological Sciences Facts and principles of Biology & its applications consistent with the stages of cognitive development of learners, Origin of life and evolution, biodiversity, observation and experiments in Biological Science. Bloom’s taxonomy of educational objectives Formulation of specific objective of Biological Science in behavioural terms UNIT-2 Pedagogical Analysis Meaning, importance and Steps of Pedagogical Analysis Pedagogical Analysis on the following topics: .Photosynthesis, .Human digestive system, .Food Chain, CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 35 .Ecological Balance .Respiratory System .Excretory .Circulatory .Hereditary and Environment UNIT-3 .Development of Instructional Material: Unit planning, Lesson planning, Preparation of Teaching aids, Development of Demonstration Experiments. Development of Self-Instruction materials, Linear Programme .Teaching Strategies: Problem Solving, Investigatory approach, collaborative learning, experimental learning Micro Teaching Skills: Skill of Introducing the Lesson, Skill of Questioning, Skill of Illustration, Skill of Explaining, Skill of Stimulus Variation UNIT-4 Concept of measurement and evaluation Types of evaluation: Formative, Summative, Diagnostic Preparation of an objective type and achievement test, Attributes of a good Achievement Test Different types of Grading Continuous and Comprehensive Evaluation Task & Assignments: Any one of the following (10 marks) Model of Food Chain Model of Respiratory System Model of Excretory System Any other project/assignment given by the institution SUGGESTED READINGS Aggarwal, D. D. (2008). Modern Method of Teaching Biology, Karanpaper Books. New Delhi. Anderson, R.D. (1992). Issues of Curriculum Reform in Science, Mathematics and Higher Order Thinking Across the Disciplines: The Curriculum U.S.A: University of
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Colorado. Bremmer, J. (1967). Teaching Biology, Macmillan, London. Buffaloe, N. and Throneberry, J.B. (1972). Principles of Biology University Press, New Delhi: Prentice- Hall of India Ltd. Carin. &Robert, S. (1989).Teaching Modern Science (5th edition). U.S.A: Merill Publishing Co. Green, T.L. (1965). The Teaching of Biology in Tropical Secondary Schools, London: Oxford University Press. Gupta, S.K. (1985).Teaching of Physical Science in Secondary Schools. New Delhi, Sterling Publishing (Pvt. Ltd). Heiss. E.D., Obourn. S., & Hoffman. C.W. (1985) Modern Science Teaching. New Delhi: Sterling Publishing (Pvt) Ltd. Macmillian Company Press. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 36 Heiss, Obourn.,& Hoffman. (1985) Modern Science in Secondary Schools. New Delhi: Sterling Publishing Private Ltd. Nayak, (2003). Teaching of Physics. New Delhi: APH Publications. Pandey,(2003). Major Issues in Science Teaching. New Delhi: Sumit Publications. Passi, B.K. (1976). Becoming a Better Teacher: Micro Teaching Approach, Ahemedabad: Sahitya Mudranalaya. Patton, M.Q. (1980).Qualitative Evaluation Methods. New Delhi: Sage Publications. Sharma, R.C. (2006). Modern Science Teaching .New Delhi: Dhanpat Rai Publications. Siddifit, S. (1985). Teaching of Science Today and Tomorrow. New Delhi: Doba's House. Yadav, M.S. (2003) Teaching of Science. New Delhi: Anmol Publication. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 37 COURSE-IV & V(GROUP C) Opt. (ii): PEDAGOGYOF ECONOMICS Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: develop an understanding of meaning, scope, aims and objectives of teaching of Economics get knowledge of different methods of teaching get knowledge of different devices, techniques and tools of evaluation develop the skill of preparing lesson plan in subject develop an interest in teaching of Economics acquire knowledge of present economic conditions in India
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acquire desirable attitudes and to become effective instrument of economic change and economic development become an effective citizen and good consumer acquire appropriate professional behaviour and to develop commitment to leading profession train the students to use problem- solving approach in problems related to economy and economics demonstrate application of I.C.T. in Teaching of Economics COURSE CONTENT UNIT-1 Concept, Scope, Aims and Objectives of Teaching of Economics Meaning, Nature and Scope of Economics as a school subject Aims, objectives and values of Teaching Economics Importance and role of Economics in Education Values of Teaching Economics: Practical. Social & Cultural Bloom’s Taxonomy of objectives CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 38 Statement of objectives in Behavioural Terms. UNIT II Pedagogical Analysis & Lesson Planning Meaning, importance and Steps of Pedagogical Analysis Pedagogical Analysis on the following topics: o Wants and their classification o Laws of return o Population- its Growth Pattern, Problems of over population, Density of population o National Income- Meaning, Methods of Measurement. Lesson planning: Need & Importance, Basic Elements & its Preparation Learning Resources Importance and Organization of Economics Club Excursion and Economics Exhibitions Organization of seminars, symposiums and discussions UNIT III Development of Instructional Material Development and Designing of Curriculum of Economics Economics Text-Book: Importance and criteria of selection Economics Teacher: Professional Competencies and Responsibilities Development/ Utilization of Instructional Aids- Charts, Maps Graphs Tables, Models Film Strips, T. V. Computer, Internet. Application of I.C.T. in Teaching of Economics. Methods of Teaching : Lecture Method, Discussion Method, Survey Method, Project Method & Inductive-Deductive Method Skills of Teaching :Skill of Introducing the lesson, Skill of Explaining, Skill of Probing Questions, Skill of Illustration with Example & Skill of Stimulus Variation UNIT IV Evaluation Meaning, Importance and Types of Evaluation in Economics Types of tests: Essay type, short answer type and objective type.
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Continuous and Comprehensive Evaluation: Meaning, importance & Process. New approaches to Assessment – Question bank, Open Book Examination & Grading Construction of Achievement Test – Concept and Steps Tasks & Assignments: Any one of the following (10 marks) Market Survey and Report about Consumer Behaviour Preparation of a Report on Programs run by Government relating to alleviation of CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 39 poverty and/ or spread of education Preparation of test items of an achievement test of economics. Preparation of at least two teaching aids for teaching of Economics Any other project/assignment given by the institution SUGGESTED READINGS Arora, P. N. (1985). Evaluation in Economics. New Delhi: NCERT. Kanwar, B. S. (1973). Teaching of Economics. Ludhiana: Prakash Brothers. Lee, N. (Ed.). (1975). Teaching of Economics. London: Heinemann Education Books. Sharma and Sexana (2002). Teaching of Economics. Surya Publication Meerut. Siddiqui, M.H. (1993). Teaching of Economics. New Delhi, Ashish Publishing House. Sidhu, H.S. (2000): Teaching of Economics. Ludhiana: Tondon Publications. Singh, Y. K. (2008). Teaching of Economics. New Delhi: APH Publishing Corporation. Tyagi, G. (2007). Teaching of Economics. Vinod Publishing House. Varshna, R. K. (1996). Teaching of Economics. Sahitya Publications. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 40 PAPER-IV & V (GROUP C) Opt. (iii): PEDAGOGY OF COMPUTER SCIENCE Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: develop understanding of the meaning, scope, aims and objectives of teaching of computer science acquaint students about importance of computer science develop understanding of the various skills, methods and procedures required for teaching computer science effectively describe instructional planning and development of relevant material for the teaching of computer science develop practical skills to organize various learning experiences related to teaching of computer science
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develop skills and competencies required for preparing teaching-aids in teaching of computer science attain proficiency in using smart class room equipment effectively perform pedagogical analysis of various concepts in computer science train the students to use problem-solving approach in problems related to daily life develop competencies and skill for effective evaluation in Computer Science COURSE CONTENT UNIT-1 Concept and Aims of Teaching of Computer Science Concept, Need and Scope of Computer Science. Importance of Teaching of Computer at various stages in Indian Schools. Introduction to computers Input and Output and storage devices MS Office-2007 onwards (Word, Excel, MS Access, PowerPoint, Paint) Uses and Applications of computer Computer care- Viruses, Security and maintenance General Aims and Objectives of Teaching Computer Science Bloom's Taxonomy of Educational Objectives Writing objectives in terms of behavioural outcomes of students CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 41 UNIT-2 Skills and Methods of Teaching Computer Science Micro-teaching skills o Skill of Introducing the lesson o Skill of Questioning o Skill of Illustration o Skill of Explaining o Skill of Stimulus variation Preparation of Micro Lesson Plan Methods of Teaching o Lecture-cum-Demonstration o Laboratory o Project o Inductive-Deductive o Problem Solving o Advanced Methods of Teaching: CML,CAI, Mobile Learning and Online Learning UNIT-3 Instructional Planning and Material Development Unit planning and lesson planning, Preparation of Lesson Plan Meaning, Importance, classification and preparation of Instructional Material used for Teaching of Computer Science Learning Resources Text Books: Characteristics and Criteria for Selection of Computer Books with special reference to Theory and Practical Books of Computer Subject Self-Instructional Material Computer Assisted Instructional Material
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Computer Science Laboratory: Planning, Organization and its importance UNIT-4 Pedagogical Analysis Meaning, importance and Steps of Pedagogical Analysis Pedagogical Analysis on the following topics: o Computer System o Operating System o Net-Working o M.S. Windows o MS Office o Information Technology & Computers. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 42 Evaluation Evaluation in Computer Science-Meaning and Importance of Evaluation Formative and Summative Evaluation. Diagnostic Testing and Remedial Teaching Types of Tests used in Computer Science Tasks & Assignments: Any one of the following (10 marks) Preparation of Self Instruction Modules for the Secondary School Students Collection and Interpretation of data regarding computer attitude of Government School students. Use online Evaluation Tools for measuring Soft skills. Act as proctor for Computer literacy in peer teaching. Any other project/assignment provided by the college. SUGGESTED READINGS Singh, L.C. (1977). Micro-Teaching: An Innovation in Teacher Education, Department of Teacher Education, New Delhi: NCERT. Gill, N.S. (2001). Essentials of Computer and Network Technology. Khanna Book Publishing Company. Leon, A. M. (2001). Computer for everyone. New Delhi: Vikas Publishing house. Intel. (2003). Intel Innovation in Education. New Delhi: Student Work Book. Tanenbaum, A. S. (2009). Computer Networks. New Delhi: Pearson Prentice Hall. Singh, Y.K. (2011). Teaching of Computer Science. New Delhi: APH publication. Khandai, H. (2013).Teaching of Computer Science. New Delhi: APH publication. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 43 PAPER-IV & V (GROUP C) Opt. (iv): PEDAGOGY OF MUSIC Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will
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Track ID: 1180087 carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: develop interest for music develop understanding of aims of teaching of music develop competencies and skills for teaching of music provide knowledge of different methods and techniques of teaching of music understand lesson planning and evaluation aspects in teaching music develop understanding & aesthetic sense through music enable pupil teachers to organize competitions and other practical activities COURSE CONTENT UNIT 1 Music: Concepts, Aims and Objectives Concept of Music, types and importance of Music in present scenario History of Indian Music: Ancient, Medieval and Modern period. Aims and objectives of Music as a subject in the School curriculum. Bloom’s Taxonomy and Instructional objectives in teaching of Music UNIT 2 Teaching Skills, Lesson Planning, Notation and Voice Culture of Indian Music Micro-teaching skills: Meaning, Process, Utility, Merits, Limitations Introducing the Lesson Questioning Stimulus Variation Illustration with Examples CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 44 Explaining Lesson Planing: Meaning, Importance & types. Possibilities of notation for Indian Music: Critical study of Bhatkande and Vishnu Digamber Pulskar Voice-culture-importance in Indian context UNIT 3 Teaching Methods, Qualities of Music Teacher, Motion and Rhythm, Aesthetics in Indian Music Methods of teaching Music Alankar - Geet Method Demonstration – imitation Method Project Method Individual and Group Teaching Method Qualities of Music Teacher-Gayak, Vadak and Avadyakar/composer. Knowledge and Importance of Taal/Motion and Rhythm and its training Aesthetics in Indian Music UNIT 4 Instructional Aids, Textbooks, Classical Music, Evaluations Meaning and Importance of Audio-visual Instructional Aids in Teaching of Music Textbooks: Meaning, Importance of textbooks in teaching of Music, Qualities of a good textbooks of Music
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Importance of Classical Music, Suggestions for the popularization of Classical Music. Evaluation in Music: Meaning, Purpose, Importance, Evaluation Devices-Oral, Written and Practical Tasks & Assignments: Any one of the following (10 marks) Tuning of the instrument related to the subject of the students. Collection of Musical documents (Notes, Newspaper and Magazines Articles cutting). Preparation of Project Report on the legends of Music. Preparation of low cost teaching aids. Any other project/ assignment given by the institution. SUGGESTED READINGS Elliott (2012). Fundamental of Music. New Delhi: Prentice Hall of India. Shah, S. (2006). Sangeet Shikshan. Agra:Vinod Pustak Mandir. Khanna, J. (2003). Teaching of Music. Ludhiana: Tondon Publications. Vasant (1998). Sangeet Vishaarad. Hathras: Sangeet Karyalaya. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 45 COURSE-IV & V (GROUP D) Opt. (i): PEDAGOGY OF PHYSICAL SCIENCES Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: acquaint them with the teachings of physical sciences develop awareness about developments in the area of teaching and learning of physical sciences understand the methods and skills of teaching physical sciences develop competencies to teach at various levels in the Indian school conditions prepare a lesson plan acquiring skills relating to planning the lessons and presenting them effectively develop scientific thinking in themselves, students and communities understand the importance of educational technology for teaching physical sciences understand the techniques of evaluating science teaching and to construct an achievement test to assess the learning outcomes of pupils estimate the facilities required for the organization and maintenance of science laboratory understand the special qualities of a science teacher and to acquire those qualities acquire a favourable scientific temper towards science teaching and values COURSE CONTENT UNIT-1 Importance of Teachings of Physical Sciences
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Nature, Concept & Scope of Physical Sciences and its Place in the School Curriculum. History of Physical Sciences with special emphasis on Teaching of Physical Science. Aims and Objectives of Teaching Physical Sciences. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 46 Differentiate between the terms ‘Aims’ and ‘Objectives'. Aims of teaching Physical Sciences at Middle, Secondary and Senior Secondary stages. Bloom’s Taxonomy of educational objectives. Instructional Objectives of teaching Physical Sciences at the school stage and their formulation. Physical Science Teacher: Qualities & Responsibilities. Need for Professional Orientation. UNIT -2 Approaches & Methods of Teaching Physical Sciences Development of Teaching Skills through Micro Teaching (Probing Questions, Introducing the Lesson, Explaining, Illustration with Examples, Using Chalkboard and Stimulus Variation). Methods of teaching Physical Sciences (Lecture cum Demonstration method, Project method and Problem Solving method). Aids, Equipments and Assistance in teaching Physical Sciences: Need and utilities of Physic Sciences Laboratory. Preparation and use of Teaching Aids. Unit and Lesson Planning. Popularization and Propagation of Physical Sciences through Science Exhibition, Science Magazine, Science Trip and Science Quiz. E-teaching of Physical Sciences using technology for self-learning and collaborative learning of science UNIT-3 Pedagogical Analysis of contents in Physical Sciences Contents Analysis, Pedagogical Analysis and their comparison. Study of items: Division of units into sub-units, Teaching requirements, Instructional objectives, Teaching strategies, Previous knowledge testing, Topic announcement, Concepts of contents, Presentation, Teaching aids use, Demonstration experimental verification, Thought provoking questions and Criterion based tests. Pedagogical analysis of any one of the following topics: o o o o o Transmission of Heat o o CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 47
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UNIT-4 Evaluating Outcomes of Physical Sciences Teaching Indicators of Quality Learning and Major Issues in Classroom Learning with special reference to Physical Sciences. Concept of Test, Measurement and Evaluation. Differentiate between the terms ‘Examination’ and ‘Evaluation'. Qualities of a good test, Principles and steps in construction of an achievement test, Blue o Print and Question Paper, Item analysis, Construction of multiple choice questions, o Diagnostic test, Remedial teaching in physical sciences. Continuous and comprehensive evaluation, Formative and summative assessment, o Grading pattern. Selection of appropriate evaluation technique. Task & Assignments: Any one of the following (10 marks) Preparation of Unit Plan and two lesson plans on any topic of Physical Science included in the Science text book of secondary school. Write Book Review on any two books in Physical Sciences. Write Review on Science Exhibition, Science Trip, Science Fair, Science Fiction Movie and Scientific Environment of Class. Preparation of a unit/ achievement test on any topic by developing the Blue Print and the test items conforming to the blue print. Preparation of a model / tool / device based on any principle of Physical Sciences. Any other project/assignment given by the institution. SUGGESTED READINGS Gupta, S.K. (1985). Teaching of Physical Science in Secondary Schools. New Delhi: Sterling Publications (Pvt.) Limited. Joshi, D. (2012).Methodology of Teaching Science. New Delhi: Dorling Kindersley (India) Pvt. Ltd. Mangal, S.K. (2009). Teaching of Physical Sciences. New Delhi: Arya Book Depot. Pandey.(2003). Major Issues in Science Teaching. New Delhi: Sumit Publications. Radha, M.(2010). Teaching of Physical Science. New Delhi: Neelkamal Publishers. Rahi, A.S. (2012). Pedagogy in Physical Sciences and Teachers. U.S:Createspace Publications. Sharma, R.C. (2006). Modern Science Teaching. New Delhi: Dhanpat Rai Publications. Sonika, R.(2012). Methodology of Teaching Science. New Delhi: Dorling Kindersley (India) Pvt. Ltd. Sood, J.K. (1992). New directions in Science Teaching. Chandigarh: Kohli Publishers. Vanaja, M. (2010). Educational Technology. New Delhi: Neelkamal Publishers. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 48 COURSE-IV & V (GROUP D) Opt. (ii): PEDAGOGY OF SOCIAL SCIENCE Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER
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Track ID: 1180087 i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to initiate pupil-teacher to various concepts and technology of teaching of Social Studies for promotion of National and International Peace and Understanding have an overview and integrate the knowledge drawn from various sources-History, Geography, Civics, Sociology and Economics acquire knowledge and develop understanding about the various pedagogical principles involved in teaching of Social Studies understand the principles of curriculum development, its transaction and evaluation explain use of teaching aids effectively in the class-room develop lesson plan with the help of advanced technology and explain challenging situations in the society COURSE CONTENT UNIT 1 Foundation and Context of Social Sciences Meaning, Nature and Scope of Social Sciences as a school subject Aims and Objectives of teaching Social Sciences at School level Taxonomy and behavioural Objectives in Social Sciences Values of Teaching Social Sciences Correlation of Social Sciences with History, Economics, Civics, Geography, Sociology, Mathematics, Natural Science and Psychology CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 49 UNIT-2 Pedagogy & Lesson Planning Meaning, importance and Steps of Pedagogical Analysis Pedagogical Analysis on the following topics: o Constitution of India o Size, Location and Physical features of India o French Revolution o Population o Democracy in the contemporary world o Disaster Management Lesson planning in Social Sciences: Need & Importance, Basic Elements & its Preparation UNIT-3 Curriculum, Teaching Learning Material and Skills of Teaching Social Sciences Meaning, Importance and Principles of designing a good Curriculum of Social Sciences; Critical Appraisal of the Existing Curriculum in Social Sciences, Suggestions for improvement; Approaches of organizing social sciences curriculum logical, concentric, spiral, chronological.
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Teaching Learning Material: Textbook & Reference Books, Documentaries, News Papers, Maps, Community, Atlas, and E-resources (Blog, World Wide Web, and Social Networking) Skills of teaching Social Studies: Skill of Explaining. Skill of Illustration with Examples, Skill of Reinforcement, Skill of Questioning and Skill of Stimulus Variation UNIT-4 Classroom Processes and Evaluation in Social Sciences Classroom Processes: Discovery method, Discussion method, Computer Assisted Instruction (CAI) Educational broadcasting and telecasting, e-tutoring, Survey Method, Field Visits, Concept Mapping and Story Telling. Meaning, Importance and Types of Evaluation in Social Sciences. Continuous and Comprehensive Evaluation: Meaning, importance & Process. New approaches to Assessment – Question bank, Open Book Examination, Grading & Credit System Construction of Achievement Test – Concept and Steps Tasks & Assignments: Any one of the following (10 marks) Understanding a slum in terms of its economics, subsistence, politics and historic memories. Study the transport needs of a community by analyzing different kinds of vehicles people own in relation with gender and socio-economic standards. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 50 Explore how cartoons, stamps, currency, magazines, globes and so on be used in teaching of social science. Trace any consumer product from its raw form and how various factors of geography, economics, politics and history influenced it. Any other project/assignment given by the institution. SUGGESTED READINGS Agarwal, J.C. (1993).Teaching of Social Studies-A Practical Approach. Second (Revised Edition):Viaks Publishing House. Batra, P. (ed) (2010). Social Science Learning in Schools: Perspective and Challenges. New Delhi, Sage. Dhamija, N. (1993). Multimedia Approaches in Teaching Social Studies, New Delhi: Harman Publishing House. Eklavya (1994). Samajik Adhyayan Shikshan: Ek Prayog, Hoshangabad, Eklavya. George, A. and Madan, A. (2009). Teaching Social Science in Schools, NCERT’s New Textbook, New Delhi, Sage. Khan, S. U. (1998). History Teaching-Problems: Prospective and Prospect, New Delhi: Heera Publications. Kochhar, S.K. (1998).Teaching of Social Studies, New Delhi: Sterling Publishers Pvt. Ltd, NewDelhi. NCERT (2006). Position Paper National Focus Group on Teaching of Social Sciences, New Delhi, NCERT. NCERT Social Science Textbooks for classes VI-X, New Delhi, NCERT. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 51 COURSE-IV & V (GROUP D) Opt. (iii): PEDAGOGY OF COMMERCE
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Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, the student teachers will be able to: gain insight on the meaning and nature of Commerce for determining aims, and strategies of teaching learning identify and relate everyday experiences with learning commerce understand lesson planning and evaluation aspects in teaching Commerce apply the knowledge in analyzing higher secondary Commerce contents interms of the techniques and aids for the purpose of teaching Commerce understand the different types of curriculum, classroom management techniques and technology in and of education to teach Commerce develop interests in knowing the recent development in teaching methodology, and technological developments in Commerce be professionally competent to design pedagogical content knowledge to be imparted in actual teaching-learning systems develop critical attitude to different types of learning resources and to use them for becoming an informed and effective teacher understand various tools and techniques of assessment of pupil’s scholastic and nonscholastic performance become a self- critical teacher of commerce in modern day COURSE CONTENT UNIT- 1 Foundation and Context of Commerce Meaning, Nature and Scope of Commerce as a school subject. Aims and Objectives of teaching Commerce at School level Taxonomy and behavioural Objectives in Commerce. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 52 Values of Teaching Commerce: Practical. Social &Cultural Correlation of Commerce with Book-keeping, Organisation of Business and Secretarial Practice, Economics, Law, Sociology, Mathematics and Geography. UNIT-2 Important Concepts, Pedagogy& Lesson Planning Understanding terminology of Commerce: Book Keeping, Accountancy, Business Management, E-commerce, M-commerce Meaning, importance and Steps of Pedagogical Analysis Pedagogical Analysis on the following topics: o o
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Track ID: 1180087 o o o Lesson planning in Commerce: Need & Importance, Basic Elements &its Preparation UNIT-3 Curriculum, Teaching Learning Material and Skills of Teaching Commerce Meaning, Importance and Principles of designing a good Curriculum of Commerce, Critical Appraisal of the Existing Curriculum in Commerce, Suggestions for improvement Teaching Learning Material: Textbook & Reference Books, BusinessDocuments, News Papers and E-resources(Blog, World Wide Web, and Social Networking) Skills of teaching Commerce: Skill of Explaining. Skill of Illustration with Examples, Skill of Reinforcement, Skill of Questioning and Skill of Stimulus Variation UNIT–4 Classroom Processes and Evaluation in Commerce Classroom Processes: Personalized System of Instruction (PSI), Computer Assisted Instruction (CAI) Educational broadcasting and telecasting, e-tutoring, Problem Solving and Heuristic method. Meaning, Importance and Types of Evaluation in Commerce. Continuous and Comprehensive Evaluation: Meaning, importance & Process. New approaches to Assessment – Question bank, Open Book Examination& Grading Construction of Achievement Test – Concept and Steps Tasks & Assignments: Any one of the following (10 marks) Visits to banks, insurance houses, warehouse, trade-centres, companies and other business houses Collection of business documents, newspaper and magazines articles (cuttings), business forms Collection of e-learning resources in Commerce. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 53 Explore how cartoons, currency, newspapers, magazines, documentaries etc. be used in teaching of commerce. Any other project/assignment given by the institution. SUGGESTED READINGS Aggarwal, J.C. (1996) Teaching of Commerce: A Practical Approach. New Delhi:Vikas Publishing House Pvt. Ltd. Allen, O. C. and Francis, P.H. (1988). Curriculum: Foundations, Principles and Issues. New Jersey: Prentice Hall. Head, G. W. (1988). Commerce. London: Heinemann Professional Publishing. Joyce, & Well, (2004). Models of Teaching. U.K: Prentice Hall of India. Khan, M. S. (1982). Commerce Education. New Delhi: Sterling Publishers Private Ltd. Kochhar, S. K. (1992). Methods and Techniques of Teaching. New Delhi: Sterling Publishers Private Ltd. Muthumanickam, R. (2004). Educational Objectives for Effective Planning and Teaching. Chidambaram: Cyber land Publisher. Rao, S. (2000). Teaching of Commerce. New Delhi: Anmol Publications Pvt. Ltd. Singh,Y. K. (2009). Teaching of Commerce. New Delhi: APH Publishing CorporationLtd.
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CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 54 COURSE-IV & V (GROUP D) Opt. (iii): PEDAGOGY OF ARTS Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. Objectives: To develop an understanding of the place of Art in Education of the child. To develop competencies and skills for teaching of Art. To develop an understanding and insight into the stages of ‘Art’ development in children at various age levels. To develop competencies and skills of the methods and techniques, in teaching of ‘Art’ of different kinds. To develop competencies in evaluating some products of Art. COURSE CONTENT UNIT I (i) Art and meaning of Visual Communication (ii) Appreciation of Art (iii) Art in daily Life (iv) Art in Education UNIT II (i) Methods and material of Art through the ages incaustic, oil, tempera, Fresco etc. (ii) Modern Art movements, Abstraction, Cubism, Expressionism Realism, Impressionism, Romanticism. UNIT III Methods of Teaching Art (i) Qualities of an Art Teacher and his role in Education (ii) How to prepare lesson notes for Art classes? (iii) How to prepare Art Syllabus for Art classes? CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 55 (iv) How to teach Still life, Designs, Nature-Study and Painting- Composition. (v) Class room Decoration UNIT IV (i) Stages of development in Children’s Art (ii) How to teach Art in Primary, Middle, High and Higher Secondary classes, the material required, amount of time necessary and the size of the class? (iii) Relation of Art and Craft with other School subjects and the importance of Art and Craft Exhibitions in Education. Task and assignment: Any one of the following: (10 marks)
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(a) Landscape from memory: Simple composition in connection with common flowers, mountains, sky, huts, water, bridge, birds, animals and human figures in action in any medium on a quarter sheet of drawing paper. (b) Decoration designs: Pictorial composition in water or tempera. (c) Still Life Drawing and Painting of Group of two or three simple objects in any medium. (d) Poster: will include writing of Block and script Letters in English/Hindi/Punjabi/Urdu with nibs or brush in ink or colour. (e) Collage making (f) Presentation of Art-Work Recommended Books 1. Jeswani, K.K. Art in Education, Atma Ram & Sons Kashmiri Gate, Delhi-6 2. Road, H. Education through Art, Faber and Faber London 3. Lowen Feld, V. Creative and mental Growth, Macmillan Co., New York 4. Jeswani K.K. Appreciation of Art, Atma Ram and Sons, Kashmiri Gate, Delhi-6. 5. Tolstoy What is Art? An essay on Art, Oxford University Press, New York. 6. Percy Brown Indian Paintings. 7. Ian Chilvers The Oxford Dictionary of Art. 8. Bhup Singh Gulia The Traditions of Northern India (A study of Art, Architecture and Craft in Haryana) Subhi Publications, City Centre, Gurgaon (HR). 9. Lois Fichner – Rathus - Understanding Art, Prentice-Hall International (U.K.) Ltd. London CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 56 COURSE- VI (A): READING AND REFLECTING ON TEXTS Credits-2 Max. Marks: 50 (External Practical-30, Internal-20) OBJECTIVES After completion of the course, student teachers will be able to: Read and respond to variety of texts in different ways, may be personal, creative or Critical. enhance their capabilities as readers and writers by becoming participants in the process of reading get involved in the reading interactively – individually and in groups become resources for one another comprehend and think reflectively on spoken or written texts read critically and analyze course readings, ideas presented in the class and experiences in schools write with a sense of purpose and for an audience learn to think together and develop meta-cognitive awareness to become conscious of their own thinking process COURSE CONTENT UNIT I Reading as a Language Skill acquisition of reading skills reading for global and local comprehension reading a wide variety of texts such as descriptive, narratives, conversations, biographical sketches, plays, poems, letters, screenplays, reports, news reports Attentive/Close Reading and Reflecting on Texts Identify and select the texts :course text and beyond Understanding the process of critical reading
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Ways of reading: pre-reading and post reading UNIT 2 Developing Writing skills Writing for specific purpose and specific audience Experience the classroom process of Writing (including collaboration, editing) Recognizing errors as part of learning process Editing the written texts in terms of discoursed, syntax, morphology and writing conventions. Writing and Reflecting on Text Understand the concept of reflective writing Distinguish Features of reflecting writing’s CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 57 Read, reflect, and think critically: recognize the benefits of reflecting on developing teaching philosophy Includes knowledge of types of texts: their structure, language features, word knowledge and content knowledge acquired through learning and personal experience Task and assignment: Any two of the following: (20 marks) Read a book, a journal Article, or a chapter and write personal responses and summarize. Prepare presentations on literary TEXT – Autobiography / ethnographic text. Beyond the textbook: reading comprehension and question –answers. Preparing a Vocabulary Book (50 words), with Meanings and Usage. Writing a book review and critically analyze the Content and Language of the text. Any other project/assignment given by the institution. NOTE: External practical will be conducted by external examiner at the end of the semester. SUGGESTED READINGS Agnihotri, R.K. and Vandhopadhyay, P.K. (ed.) (2000). Bhasha, bhubhashita or Hindi: Ekanthsamvaad, New Delhi: Shilalekh. Anderson R.C. (1984). Role of the Reader’s Schema in comprehension, learning and memory. In R.C Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American Schools: Basal readers and content texts. Psychology Press. Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New York: Primary English Teaching Association Cornell University. Grellet, F. (1981). Developing Reading skills: A practical guide to reading comprehension exercise Cambridge University Press. Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years. Applying a Vygotskian Model of Learning and Development in B. Spodek (Ed.) Handbook of Research on the Education of Young Children, New York: Macmillan.137-150. NCERT (2005). National Curriculum Framework (NCF). New Delhi: NCERT. Reading Development Cell, NCERT (2008).Reading for meaning. New Delhi: NCERT. Rosenblatt, Louise M. (1980). What Fact Does This Poem Teach? Language Arts.57(4).Tompkims, Gail E. (1994). Teaching Writing: Balancing Process and Product. Macmillan. California Yule, G. (2006).The study of language. Delhi: Cambridge University Press. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 58 COURSE- VI (B): DRAMA AND ART IN EDUCATION
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Credits-2 Max. Marks: 50 (External Practical-30, Internal-20) OBJECTIVES After completion of the course, student teachers will be able to: develop and understanding of drama & art, the scope and purpose of art education and art as the basis of education exhibit basic understanding in art appreciation, art expression and art education bring the arts into the centre of exploration, e.g. in visual arts: semiotics of the image/film/play/music explore the adaptive strategies of artistic expression recognize the role of drama as education in the elementary school learn to identify areas that are best suited for drama exploration examine through chosen themes, how learning can take place in the classroom through group drama exploration by a whole class of elementary school students explore the role of the teacher as creative guide in learning that is drama driven explore how art can enhance learning COURSE CONTENT UNIT 1 Understanding Drama and Arts in Education Meaning and Concept of ‘Art’ and ‘Arts in Education’, Understanding aesthetics and its education relevance Drama and Arts as Pedagogy of learning and development- understanding drama, Arts (Visual & Performing Arts) and their importance in teaching- learning of different subjects at school level. Range of art activities in drama Experiencing, responding and appreciating drama Exposure to selective basic skills required for drama Drama: Facilitating interest among students: planning and implementing activities Enhancing learning through drama for children with and without special needs: strategies and adaptations UNIT 2 Media and Electronic Arts Range of art activities in media and electronic art forms Experiencing, responding and appreciating media and electronic arts Exposure to selective basic skills in media and electronic arts Media and electronic arts: Facilitating interest among students: planning and implementing activities Enhancing learning through media and electronic art for children with and without special needs: strategies and adaptations CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 59 Task and Assignment: Any two of the following: (20 marks) Role Playing’ activity for historical / contemporary personalities wherein students play the role of that personality to advocate his/her opinions/decisions/thought processes (for example, Akbar, Hitler, Galileo, Bhagat Singh etc.) Write a self-reflective essay on how this course on art will make you a better teacher Learn and briefly explain how music notations are made. Submit a brief report OR learn and explain the concept of composition in visual art. Submit a brief report. OR
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Track ID: 1180087 make and submit a sample advertisement for a product OR Learn Mudras of a classical dance forms and hold a session for the students on that. Submit photo report of the same Carry out web search on Indian sculpture and submit a brief compilation Organizing art, craft and music exercises with small groupsfollowed by discussions and presentation. Observe an art period in a school and briefly write your reflections on it. Any other project/ assignment given by the institution. NOTE: External practical will be conducted by external examiner at the end of the semester. SUGGESTED READINGS Chawla, S.S. (1986). Teaching of Art. Patiala: Publication Bureau, Punjabi University. Dodd, N. and Winifred, H. (1971/1980). Drama and Theatre in Education, Lundon: Heinmann. Efland, A. D. (1990). A history of Art Education: Intellectual and social currents inteaching the visual arts. New York, NY: Teachers College Press. Harriet, G. (1964). Art in Everyday Life. Calcutta: Oxford and IBH Publishing Company. Khanna, S. and NBT (1992). Joy of Making Indian Toys, Popular Science. New Delhi: NBT. McCaslin, N. (1987). Creative Drama in the Primary Grades. Vol. I and In the Intermediate Grades, Vol. II, New York/London: Longman. Mishra, A. (2004). Aaj bhi KhareinhaiTalaab, Gandhi Peace Foundation, 5 th Edition. Narayan, S. (1997). Gandhi views on Education: Buniyadi Shiksha [Basic Education], The Selected Works of Gandhi; The Voice of Truth, Vol 6, Navajivan Publishing house. NCERT (2006). Position Paper National Focus Group on Arts, Music, Dance and Theatre, New Delhi: NCERT. Prasad, D. (1998). Art as the Basis of Education, NBT, New Delhi. Sahi, J. and Sahi, R.(2009). Learning Through Art, Eklavya. Shirley, G. (2000). Art, an A to Z guide. Franklin Watts: USA. Vaze, P. (1999). How to Draw and Paint Nature. Jyosna Prakashan: Mumbai. Ward, A. (1993). Sound and Music. Franklin Watts: New York. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 60 COURSE- VII (A): CRITICAL UNDERSTANDING OF ICT Credits-2 Max. Marks: 50 (External Practical-30, Internal-20) OBJECTIVES After completion of the course, student teachers will be able to: demonstrate the use of ICT in Education demonstrate the use of MS Windows and MS Office prepare presentations in word and power point slides demonstrate the use of ICT and its integration in education demonstrate the use of internet for teaching use ICTs to develop digital portfolios in their teaching subjects use effectively the ICTs and the pedagogies associated with them
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use of smart classroom use of electronic and projecting devices in teaching COURSE CONTENT UNIT -1 MS WINDOWS: Basic concept of an Operating System and its functions; Introduction of Windows & Basic components of a Window MS Office: MS WORD, Introduction to a Word Processor, Basic components of MS WORD and its operation MS Power Point: Introduction to Presentation Graphics, Basic components of MS Power Point and its operations, Making Small Presentations Basics of a presentation o Creation of Power point Presentation o Providing Aesthetics o Slide Manipulation and Slide Show Presentation of the Slides MS Excel: Introduction to Spreadsheets, Concept of Worksheets and workbooks and their operations, Preparation of Worksheets and workbooks UNIT-2 Internet: Concept & Definition; Ways of using the Internet in instruction Basic modes of use of the internet, e-mail, file exchange, discussion groups, live conferencing (chat) and knowledge navigation Classification of the modes: searching for information and exchanging information Smart Classroom: Concept, Equipment, Organization, Operation & its importance in teaching. Task and Assignment: Any two of the following: (20 marks) Making a resume in MS Word. Making of lesson plan in MS Word. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 61 Making small presentations in MS Power Point. Making of progress report-card and annual results in MS Excel. Making of salary statement in MS Excel. Making of projects using internet. Making of projects integrating internet and smart classroom. Any other project/assignment given by the institution. NOTE: External practical will be conducted by external examiner at the end of the semester. SUGGESTED READINGS Cox, J. & Urban, P. (1999). Quick Courses in Microsoft Office, New Delhi: Galgotia Publications. Jain, Satish. (1990). Introduction to Computer Science and Basic Programming, New Delhi: Prentice Hall of India. Saxena, S. (1998). A first Course in Computer, New Delhi: Vikas Publications. Sinha, P.K. (1990). Computer Fundamentals, New Delhi: BPB Publications. Tanenbaum, A.S. (1998). Computer Networks, New Delhi: Prentice-Hall of India. Intel (2003). Intel Innovation in Education, New Delhi: Student Work Book. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 62
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COURSE- VII (B): UNDERSTANDING THE SELF Credits-2 Max. Marks: 50 (External Practical-30, Internal-20) OBJECTIVES After completion of the course, student teachers will be able to: identify their own potential give conscious direction to their lives to take responsibility for their actions develop a holistic and integrated understanding of the human self and personality develop the capacity for self-reflection and personal integration develop the capacity for perspective taking and appreciating different points of view develop sensitivity towards needs of children by connecting with one’s own childhood experiences develop the capacity to establish peace within oneself develop the capacity to establish harmony within a group and methods of conflict resolution COURSE CONTENT UNIT 1 Knowing one’s True Potential Concept of Self and Self Identity, Self-Esteem, Aspects of Development of the Inner Self, Self-Development Strategies Personality: Determining a Distinctive Personality, Dynamic Approaches to Personality Forms of self-expression: Personal constructs, Social Constructs Communication Skills, Soft skills Self and Identity: Adult-Child gaps UNIT 2 Peace, Progress and Harmony Locus of control Stress Management and Techniques of Relaxation Social Interaction and Group Influence (Social Bonds , Group Formation ,Cooperation & Competition) Methods of Conflict Resolutions and Group & Social Harmony Yoga for Peace and Harmony, Breathing exercises, Meditation. Task and assignment: Any two of the following: (20 marks) Write a self-reflective journal (approx.600-800 words). Elaborate your own values towards self and society. Report on stress management techniques. Any other project/assignment given by the institution. NOTE: External practical will be conducted by external examiner at the end of the semester. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 63 SUGGESTED READINGS Goel, B. S. (1988). Psycho-Analysis and Meditation, Third Eye Foundation of India, Sonepat, Haryana. Snyder, C.R. (2011). Positive Psychology: The Scientific and Practical Explorations of Human Strengths. Sage Publishers. Topichik, G.S. (2008). Managing Workplace Negativity, PHI, Delhi. Kaul, H.K. (2013). Yoga Asana for Everyone. Surjeet Publishers.
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Hadfield, J. A. (1983). Psychology and Morals, Methuen & Co. London. Charles, K. and Arul, V. (2015). Peace and Value Education, Selvi Publishers. Feldonan, R.S. (2009). Essentials of Understanding Psychology Seventh Edition, Tata Mc Graw Hill, New Delhi. Kubalker, R. (2015). Know your Stress-Manage Your Stress, Neel Kamal Publishers. Sheorron, B. (2008). The Presentation Skills Workshop, Prentice Hall of India, New Delhi. Steve, D. (2012). The Basics of Communication: A relational Perspective Sage Publishers. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 64 YEAR-2 COURSE-I: KNOWLEDGE AND CURRICULUM Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: understand the concept of knowledge and knowing understand the different ways of knowing understand the facets of knowledge understand the epistemology of different philosophies understand the concept of curriculum understand the approaches of curriculum development know various designs of curriculum understand the importance of curriculum change COURSE CONTENT UNIT 1 Knowledge: Key Concepts Meaning of Knowledge and Knowing, Kinds of knowledge and Sources of knowledge Methods of acquiring Knowledge Distinction between- Information and Knowledge, Belief and truth, Reasoning and Analysis Different Ways of Knowing- Relative roles of the knower and the known in knowledge transmission and construction Contribution of the teachers in assimilation and dissemination of information and knowledge CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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65 UNIT-2 Different facets of knowledge and relationship, such as: Local and University Concrete and Absolute Theoretical and Practical Contextual and Textual School and Out of School Culture and Knowledge Role of culture in knowing Ways of knowledge rendered in to action Emerging problems relating to knowledge Epistemology of Indian Philosophies Sankhya Vedanta Epistemology of Western Philosophies Idealism, Naturalism, Pragmatism and Existentialism UNIT-3 Conceptual Framework of Curriculum Curriculum – Meaning, nature and its organizing curriculum components Principles of curriculum construction Bases of curriculum Different Approaches to Curriculum Theory Traditional approach Learner driven approach Critical approach Curriculum Process and Different ways of Approaching Curriculum Theory Curriculum as product Curriculum as process Participatory approach CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 66 UNIT-4 Curriculum Design Models Discipline Centered Design, Learner Centered Design & Problem Centered Design Components required in Curriculum Development Curriculum Change: Meaning, Need and Factors affecting Curriculum Change Tasks & Assignments: Any one of the following (10 marks) (Indian/ Western) Philosophy’s branch of Epistemology Evaluation of curriculum of 9th or 10th standard and submission of report Any other project given by the institution. SUGGESTED READINGS Agarwal, V. & Bhatnager, R. P. (1997). Educational Administration. Meerut: R. Lall Book Depot.
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Aggarwal, J. C. (1967). Education Administration, School Organisation and Super vision. Delhi: Arya Book Depot. Aggarwal, J. C. (2003). Hnadbook of Curriculum and Instruction. Delhi: Doaba Book House. Aggarwal J. C. Curriculum Development 2005: Towards Learning without Burden and Quality of Education - An Evaluation. Awad, E. M., Ghaziri, H. M. Knowledge Management. PHI Learning Bhatia, K. K. & Chadda D. P. C. (1980). Modern Indian Education and its problems. Ludhiana: Prakash Brothers Chopra, R. K. (1993). Status of Teacher in India, NCERT Gaind, D.N. and Sharma, R. P. Education Theories and Modern trends. Goodland, J. (1979). Curriculum Enquiry the Study of Curriculum Practices. New York: McGraw Hill Hass, G. (1991). Curriculum Planning, A new Approach, Boston: Allyn Bacon. Hooer, R.(1971). Curriculum: Context, Design and Development, New York: Longmans. Lawten, D. (1986). School Curriculum Planning, London: Holders and Stayhton. Menon, T. K. N. & Kaul, G. N. (1954). Experiments in Teacher Training, New Delhi: Sterling Publishers. Nicholls, H. (1978). Developing Curriculum- A Practical Guide, London: George Aleen and Unwin. NCTE (2009). National Curricular Framework for Teacher Education. NCERT, New Delhi. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 67 NCERT(2005). National Curricular Framework for School Education. NCERT, New Delhi. Payne, D. A. (1973). Curriculum Coalition: Commentaries on Purpose, Process and Product. Boston: D.C. Heath. Reddy, R. B. (2007). Knowledge Management Srivastava S. H. Curriculum and Methods of Teaching Singh, R. P. (1990). Studies in Teacher Education. New Delhi: Bahri Publication. Singh, L. C. and Sharma, P. C. (1995). Teacher Education and the Teacher. New Delhi: Vikas Publishing House. Siddiqi, M. A. (1993). In Service Education of Teachers. New Delhi: NCERT. Yadav, K.,Khandaik. H. and Mathur, A. Innovation in Indian Education System. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 68 COURSE-II: ASSESSMENT FOR LEARNING Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5
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Track ID: 1180087 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the Course, the student teacher will be able to: understand the concept of assessment understand the use of quantitative & qualitative tools and techniques of evaluation develop the skill in preparing, administering and analysing diagnostic test familiarize with new trends in assessment develop the skill necessary to compute basic statistical estimates and interpret the test scores COURSE CONTENT UNIT 1 Assessment, Measurement, Evaluation and Revised taxonomy Concept of Assessment, Measurement, Evaluation and Examination. Importance and Principles of Assessment. Difference among Assessment, Measurement and Evaluation. Examination as a tool for Assessment. NCF’s 2005 vision of Assessment for Learning Revised Bloom’s Taxonomy( 2000) for Instructional Objectives Teacher as a facilitator in Assessment for Learning. UNIT- 2 Tools and Techniques Characteristics of a good Assessment tool. Assessment Approaches: o Formative (Assessment for Learning) and Summative (Assessment of Learning) o Quantitative and Qualitative Tools of Evaluation: Observation, Interview, Questionnaire, Rating scale, Checklist and Cumulative Record Self-assessment and Feedback CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 69 Planning and Preparation of an Achievement test (Including blue print) o Objective Type Test o Subjective Type Test UNIT-3 New Trends and Issues in Assessment: Semester System, Grading System, Credit system Online Examination System, Question Bank, Open Book System Flexibility in Examination, Exam on Demand Diagnostic and Remedial Teaching for Qualitative Assessment.
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Using ICT for Innovation in Examination: Administration and Execution. Issues in Assessment: Assessment at Different Stages Design and Conduct of Assessment Curricular Areas that can’t be Tested for Marks UNIT-4 Statistical Methods and Interpretation of Scores Meaning, Need and Importance of Statistics in Educational Assessment. Organization and Graphical Presentation of Data Scales of Measurement. Measures of Central Tendency: Mean Median and Mode. Measures of Variability: Range, Quartile Deviation and Standard Deviation. Normal Probability Curve: Concept and Characteristics. Co-efficient of Correlation: Spearman’s Rank Difference Method. Percentile and Percentile Rank. Tasks & Assignments: Any one of the following (10 marks) Project on: Online Exam and On Demand Exam. Preparation of Diagnostic Test. Preparation of Achievement Test and Its Analysis. Preparation of Question Bank. Preparation of Cumulative Record of One Student during Teaching Practice. Any Assignment provided by the institution. SUGGESTED READINGS Aggarwal, Y.P. (2002). Statistical Methods: Concepts, Applications and Computation. New Delhi: Sterling Publishers Pvt. Limited. Anastasi, A. (1976). Psychological Testing. New York: McMillan Publishing Co., Inc. Asthana, B. (2008). Measurement and Evaluation in Psychology and Education. Agra: Agrawal Publications. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 70 Bhargava, M. and Mathur, M. (2005). Psychometrics and Statistical Applications in Educational and Behavioural Sciences. Agra: H. P. Bhargava Book House. Choube. P. S (1998). A Guide to Psychology Experiments and Statistical Formulas. Agra: Vinod Pustak Mandir. Ferguson, G.A. (1976). Statistical Analysis in Psychology and Education. Tokyo: McGraw Hill Kogakusha Limited. Guilford, J.P. and Fruchter, B. (1970). Fundamental Statistics in Psychology and Education. New York: McMillan Publishing Co., Inc. Gupta, C.B. and Gupta, V. (1995). An Introduction to Statistical Methods. Kanpur: Vikas Publishing Pvt. House. Lewis, R.A. (1979). Psychological Testing and Assessment. London: Allyn and Bacon,Inc.
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Mangal, S.K. (2002). Statistics in Psychology and Education. New Delhi: Prentice Hall of India. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 71 COURSE-III: CREATING AN INCLUSIVE SCHOOL Time: 3 Hours Max. Marks: 100 Credits-4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q.No. 1 will be compulsory and will carry 16 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions carry equal marks. OBJECTIVES After completion of the course, student teachers will be able to: understand the concept of exceptionality and inclusive education acquaint themselves with the legal and policy perspectives of inclusive education develop positive attitude towards children with special needs use teaching strategies in the education of children with special needs use support services and partnership in teaching incorporate innovative practices in the education of the children with diversities COURSE CONTENT UNIT-1 Concept of Exceptionality and Children with Special Needs Understanding diversities / differences- concept , characteristics and types of various disabilities ( Visual, Hearing , Mental Retardation, locomotors and neurological disorders, learning disability and multiple disability) Concept, meaning and need of inclusive education Transition from segregation to inclusion Principles of Inclusive Education Models of Inclusion UNIT-2 Legal and Policy Perspectives International Declarations and Conventions: Salamanca statement and framework of action, 1994 Educational provisions in the UN convention on the rights of person with disabilities (UNCRPD), 2006 Constitutional Provisions Education of students with disabilities in NPE 1968, 1986, POA(1992) (PWD Act 1995), (RCI Act , 1992), (RTE Act 2009) CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 72 Education in the national policy on disability, 2006 Role of Organizations for Education of Children with Disabilities
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Rehabilitation Council of India (RCI) National Institute of Different Disabilities Composite Regional Centres (CRCs) District Disability Rehabilitation Centres (DDRCs) Non Voluntary Govt. Organizations (NGOs) UNIT-3 Special Needs & Inclusion Special needs in terms of learning experiences in the context of disabilities and their learning styles Schools awareness and readiness for addressing learning difficulties Concept of an inclusive school- infrastructure and accessibility, awareness and positive attitude towards disability, human resources, whole school approach UNIT-4 Practices and Support System for Inclusive Set up Pedagogical Strategies to respond to individual needs of learners in classroom: Peer tutoring, cooperative learning strategy, social learning, Buddy system, Reflective teaching, Multisensory teaching Support Services and Partnership in Teaching: Developing positive relationship between school and home. Teaching and co-teaching personnel : Parents and teachers, teacher and special teacher, Team of teacher, Parents, Special Educator, Speech therapist, physiotherapist, occupational therapist and counselor, Professional training of teachers in inclusive schools Assistive and Adaptive Technologies in Inclusive Set up, use of ICT, Equipments and others technologies for different disabilities Tasks & Assignments: Any one of the following (10 marks) Prepare a Report on school readiness for addressing Children with special needs. Record Keeping & Maintenance of Education of Children with Special Needs Any other project given by the institution SUGGESTED READINGS Adrian, A. and John, E. (1998). Educating children with special needs. New Delhi: Prentice Hall. Alur, M. and Buch, M. (2010). The Journey for inclusive Education in the Indian subcontinent. New York: Routledge. Baquer, A. and Sharma, A. (1997). Disability: Challenges Vs Responses. Can Publishing. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 73 Bartlett, L. D., Weisentein, G.R. (2003). Successful inclusion for educational leaders. New Jersey: Prentice Hall. Chaote, J.S. (1991). Successful mainstreaming. New York: Allyn & Bacon. Daniels, H. (1999). Inclusive Education. London: Kagan. Deiner, P.L. (2000). Resource for Teaching Children with Diverse Abilities. Florida: Harcourd Brace & Company. Dessent, P. (1987). Making Ordinary School Special. Jessica Kingsley Publishing. Gargiulo, R.N. (1987). Special Education in Contemporary Society: An Introduction to Exceptionalities. Belmont: Wadswort Publication. Gathoo, V. (2004). Curriculum Strategies & Adaptations for Children with Hearing Impairement. New Delhi: Kanishka Publishing.
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Giuliani, G.A. and A.M. (2002). Education of Children with Special Needs: From Segregation to Inclusion. New Delhi: Sage Publications. Mathew, S. (2004). Education of Children with Hearing Impairment. RCI, New Delhi: Kanishka Publications. Mangal, S.K. (2011). Educating Exceptional Children. New Delhi. PHI Learning Private Limited. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 74 COURSE- IV A: LANGUAGE ACROSS THE CURRICULUM Time: 1:30 Hours Max. Marks: 100 Credits-2 (Theory: 40, Internal: 10) NOTE FOR PAPER SETTER i) Paper setter will set 5 questions in all, out of which students will be required to attempt 3 questions. ii) Q.No. 1 will be compulsory and will carry 8 marks. There will be 2 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the two units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. OBJECTIVES After completion of the course, student teachers will be able to: enhance knowledge acquisition through LAC Approach understand the different roles of language use language in all domains , in each learning activity in school create a link among different subjects through language learning use multilingualism as a strategy in the classroom situation study authentic literary and non- literary texts appreciate different dialects & registers of language develop an insight into the symbolic relationship between curriculum, syllabus and textbooks understand different language skills & ways to develop these develop creativity among learners COURSE CONTENT UNIT 1 Introduction to Language across the Curriculum Approach Meaning, need and benefits of LAC Approach Respective roles of Content Subject Teachers and Language Teachers in LAC Approach Language learning & Learning through Language General Classroom Language Functions of Language in Classroom Learning Language Acquisition and Language Learning Nature of Multilingualism : Differential Status of Indian Language Classroom Multi -Cultural Awareness & Language Diversity Relationship between Language and society: Identity, Power and Discrimination Multilingualism as a Resource & a Strategy Language Discourse in the Classroom General Classroom Language CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE
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75 Classroom Instructions and Language Learning Use of Literature across the curriculum Role of Questioning & Discussions in the classroom UNIT-2 Listening and Speaking as Essential Communicative Skills Processing and Enquiring Information Listening and Speaking to Interact: dialogue, storytelling, poem, Recitation, Short play Respond to Style, Tone and Registers of language Reading to Learn and Understand Scanning, Skimming and Extracting relevant information from the books Understand the meaning in reference to context Schema Theory; Text structures, & reading in content areas Writing to Learn and Understand Linkages between reading & Writing Learn to write reports, reviews, essays, notices, letters and creative writings Presentations of selected papers, questions and answers Tasks & Assignments: Any one of the following (5 marks) Prepare a report on any one of the following- Write a Book review considering the following pointso Use of different registers of Language o Technical aspects of Language o Meaning conveyed in the Text Design a Newsletter on the Basis of Academic & Co-curricular Activities held in your College. Any other project given by the institution SUGGESTED READINGS Agnihotri, R.K.(1995).Multilingualism as a classroom resource. In K.Heugh, A. Sieruhn and P. Pluddemonn (Eds.) Multilingual Education for South Africa. Johannesburg, South Africa: Heinemann.3-7. Editor T.E., Content and Language Integrated Learning, The British Council, 20 September 2006.Forum for Across the Curriculum Teaching, http://www.factworld.info/. Hayes, J. H. (2006). Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking, and Listening, Eye on Education. Kelly, K. A. New Challenge for Chemistry Education, Volume 32 No.5, September - October 2010. Peachey N., (2003) Content-based Instruction, The British Council. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 76 COURSE- IV B: UNDERSTANDING DISCIPLINES AND SUBJECTS Time: 1:30 Hours Max. Marks: 100 Credits-2 (Theory: 40, Internal: 10) NOTE FOR PAPER SETTER i) Paper setter will set 5 questions in all, out of which students will be required to attempt 3 questions. ii) Q.No. 1 will be compulsory and will carry 8 marks. There will be 2 short-answer type questions of 4 marks each to be selected from the entire syllabus.
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Track ID: 1180087 iii) Two long answer type questions will be set from each of the two units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. OBJECTIVES After completion of the course, student teachers will be able to: describe the characteristics and nature of disciplinarity discuss paradigm shift in the nature of disciplines explain the nature of education as a discipline examine issues related to education as interdisciplinary knowledge discuss the emerging issue of school and Teacher education understand the multiple perspective of pedagogy COURSE CONTENT UNIT 1 The Doctrine of Disciplinarity Meaning ,characteristics and nature of Academic disciplines Teacher’s Subject matter knowledge and disciplinarity Alternatives to Disciplinarity Paradigm shifts in the nature of Disciplines History and origin of Pedagogic Subjects; Philosophical, Sociological & Educational Perspective Understanding subject, interdisciplinary, multidisciplinary and trans-disciplinary approach within different subjects. UNIT 2 Education as Interdisciplinary knowledge Critical analysis of education as a discipline/area of study. Education as a socially contrived system influenced by different factors. Interdisciplinary nature of education; relationships with disciplines/subjects such as philosophy, psychology, sociology, management, economics, anthropology etc. connecting knowledge across disciplinary boundaries to provide a broad framework for insightful construction of knowledge. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 77 Theoretical Perspective of Education School education – contemporary challenges Linkage between education and other development sectors. Emerging dimensions of school and teacher education. Knowledge and pedagogy Support system of Education Re-conceptualism of learning resources – textbooks, workbooks, multimedia, etc. Monitoring and evaluation of schools Task and Assignments: Any one of the following (5 marks) Critical analysis of a curriculum/syllabus of particular school subject Evaluate a textbook of secondary class with reference to its adequacy and in achieving expected learning outcome SUGGESTED READINGS Bonrs, J. A. (2001). Cultural diversity and Education. Foundations curriculum and teaching (4th Ed) Boston: Allyn and Bacon. Bruner, J.S. (2006). In search of pedagogy. Vol. I and Vol. II (The selected work)
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Routledge. Bruner, J.S. (1960). The process of education. Cambridge: Harvard University Press. Das, M. (1999). Sri Aurobindo one Education. NCTE, New Delhi. Deng, Z. (2013). School subjects and academic disciplines. In A. Luke, A. Woods, & K. Weir (Eds.), Curriculum, syllabus design and equity: A primer and model. Routledge. Dewey, J. (2004). Democracy and education. Courier Dover Publications. Goodson, I.F., and Marsh, C.J. (2005). Studying school subjects: A guide. Routledge Hall, C., and Hall, E. (2003). Human relations in education. Routledge. Krishnan, A. (2009). What are Academic Disciplines? University of Southampton , NCRM E Prints Repository eprints.ncrm.ac.uk/783/1/what_are_academic_disciplines.pdf NCERT (2005). National Curriculum Framework. NCERT (2006). Teacher education for curriculum renewal. NCERT Report (2010) National Curriculum Framework. NCTE (2009). National Curriculum Framework for teacher educators, New Delhi. Ram, S. (1999) Current issues in teacher education, Sarup and Sons Publications, New Delhi. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 78 COURSE-V (A): GENDER, SCHOOL AND SOCIETY Time: 1:30 Hours Max. Marks: 100 Credits-2 (Theory: 40, Internal: 10) NOTE FOR PAPER SETTER i) Paper setter will set 5 questions in all, out of which students will be required to attempt 3 questions. ii) Q.No. 1 will be compulsory and will carry 8 marks. There will be 2 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the two units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. OBJECTIVES After completion of the course, student teachers will be able to: develop basic understanding and familiarity with key concepts-gender, gender bias, gender stereotype, gender parity, equity and equality and patriarchy understand some important landmarks in connection with gender and education in historical and contemporary period learn about gender issues in school, and its intersection with class, caste, religion and region become aware of the processes of socialization at home and school that act as shaping factors in personality formation of the school-going child ( in Indian contexts) reflect on one’s aspirations and possibilities in order to develop a growing sense of agency as a ‘teacher’, a ‘professional’, as well as a ‘human being’ COURSE CONTENT UNIT 1 Gender Issues Gender and patriarchy, Gender bias, gender stereotyping, Equity and equality in relation with caste, class, religion ethnicity, disability and region. Historical backdrop: some landmarks from social reform movements Theories on gender and education: Application In Indian context a) Socialization theory b) Gender difference
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Track ID: 1180087 c) Structural theory d) Deconstructive theory Gender Identities and Socialization Practices in family, schools and other formal and informal organization Teacher as an agent of change UNIT 2 Understanding the nature and processes of socialization At home: family as a social institution, parenting styles and their impact, transmission of parental expectations and values CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 79 Socialization and the community: neighborhood, extended family religious group and their socialization functions, mutual dependence of man and society At school: impact of entry to school, relation between school and society, value formation in the context of schooling {role of schooling in developing national, secular and humanistic values} Understanding interface between home, community and school. Tasks & Assignments: Any one of the following (5 marks) Field visit to schools, to observe the schooling processes from gender perspective Collection of folk lore’s reflecting socialization process. Any other project given by the institution SUGGESTED READINGS Havinghurst, R. (1995). Society and education. Boston; Allyn and Bacon. Inkeles, A. (1987). What is sociology? New Delhi: Prentice Hall of India. M.H.R.D. (1990). Towards an enlightened and human society. New Delhi: Dept. of Education. Kamat, A.R.(1985). Education and social change in India. Mumbai: Samaiya Publishing House. Maunheim,K.(1962). An Introduction to Sociology of Education. London: Routledge and Kegan Paul. Pandey, K.P. (1983). Perspectives in Social Foundations of Education, Ghaziabad: AmitashPrakashan Bussolo (2009).Gender Aspects of the Trade and Poverty Nexus: A Macro-Micro Appraoch (English): Palgrans Mac Millan U.K. Geetha, V. and Revathi.A. (2011). The truth About Me: A Hijra Life story: Penguin Pubishing Group. Raimedhi, I. (2015). My Half of the sky. Sage Publications India Pvt. Ltd. Tendon, N. (2008).Feminism: A paradigm Shift. Atlantic Publisher. Mathu, A. (2007). Gender and development in India 01. Gyan Book Pvt. Ltd. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 80 COURSE-V (B) Opt. (i): WORK EDUCATION Time: 1:30 Hours Max. Marks: 100 Credits-2 (Theory: 40, Internal: 10) NOTE FOR PAPER SETTER i) Paper setter will set 5 questions in all, out of which students will be required to attempt 3 questions.
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Track ID: 1180087 ii) Q.No. 1 will be compulsory and will carry 8 marks. There will be 2 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the two units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. OBJECTIVES After completion of the course, student teachers will be able to: define the concept of work education understand the historical perspectives of work education develop proper attitude towards work education apply the strategies for promoting work education programme assess and evaluate work education and its related activities COURSE CONTENT UNIT-1 Work Education : Meaning, Scope & Objectives Recommendations of: Secondary Education Commission, Kothari Commission, National Policy on Education, Programme of Action with reference to work education Place of Work Education at School Level Criterion for the selection of work education in schools. Principles of management of work education in schools, Role of Principal & Teachers Concept of Multipurpose schools and its role in work education. UNIT 2 Strategies for promotion of Work Education: Field visits, Discussion, Lecture, Computer Aided Instructions, Surveys. Need & Importance of Instructional Material and its types required for Work Education Role of Centre and State Govt. regarding work education. Work Education and Economic development. Problems and suggestions for improvement of work education. Evaluation: Guiding principles of Evaluation, Evaluation Tools: Observation, Oral test, Work sheet, Check list. Tasks & Assignments: Any one of the following (5 marks) Report of visit to a place of any small scale industry. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 81 Prepare a report on different work education programmes running in the school Any other task/assignment given by the institution. SUGGESTED READINGS Aggarwal, J.C. and Aggarwal, S.P. (1987). Vocational Education New Delhi: Doaba House Publishers. Prakash, V and Biswal, K. (2008). Perspective on Education and Development, Revisiting Education Commission and after, Shipra Publications Rashtriya, T. (2005). Vocational Education. New Delhi: APH Publishing Corporation, Report of Secondary Education Commission (1952 – 53). Report of Kothari Commission Report (1964 – 66). Report of National Education Policy 1986. Sharma, A. P. (1984). Contemporary Problems of Education, New Delhi: Vikas Publishing House Pvt. Ltd.
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CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 82 COURSE V (B) Opt. (ii): HEALTH, PHYSICAL AND YOGA EDUCATION Time: 1:30 Hours Max. Marks: 100 Credits-2 (Theory: 40, Internal: 10) NOTE FOR PAPER SETTER i) Paper setter will set 5 questions in all, out of which students will be required to attempt 3 questions. ii) Q.No. 1 will be compulsory and will carry 8 marks. There will be 2 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the two units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. OBJECTIVES After completion of the course, student teachers will be able to explain the concept, aims and objectives of Health and Physical Education explain good posture describe various communicable diseases explain the aims, scope and functions of Yoga Education describe AshtangYoga of Patanjali explain the Yogic diet and its importance COURSE CONTENT UNIT- 1 Health Education Concept Aims and objectives of Health Education Factors influencing health Role of the Teacher in School Health Programme Physical Education Concept Misconception Aims and Objectives Relation with General Education Posture Concept and Values of good posture Causes of poor posture Common postural deformities and their management CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 83 UNIT-2 Communicable Diseases Meaning and Characteristics Mode, control and prevention First Aid- Meaning and scope Qualities and duties of a First- Aider Yoga Education Meaning and importance of yoga
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Aims, scope and functions of yoga education Components of Patanjali’s Ashtang Yoga Yogic Diet Concept and types of diet / food Its application in modern context Tasks & Assignments: Any one of the following (5 marks) Any two postural deformities and their management Any five Asanas and their effects on Human Body. Any other project/assignment given by the institution SUGGESTED READINGS Besant, A. (2005). An Introduction to Yoga, New Delhi: Cosmo. Bucher, C.A.(1964). Foundation of Physical Education, New York: Mosby & Company. Kilander, H.F. (1971). School Health Education, New York: Mac Millan Company. Mangal, S.K., Mangal,U.and Mana, S. K.(2009). Yoga Education, N. Delhi: Arya. Manjul, J. U.S.(1965). School Swasthya Shiksha, Agra University: University Publisher. Omand, S.(2006). Patanjali Yoga Pradeep. Gorakhpur: Gita Press. Yadav, Y.P. and Yadav, R. (2003). Art of Yoga, New Delhi: Friends. Yogacharya, O. S. (2007). Freedom of Body and Mind: Yogasanas, Pranayam and Meditation, New Delhi: Rawat. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 84 COURSE- V (B) (Opt. iii) PEACE EDUCATION Time: 1:30 Hours Max. Marks: 100 Credits-2 (Theory: 40, Internal: 10) NOTE FOR PAPER SETTER i) Paper setter will set 5 questions in all, out of which students will be required to attempt 3 questions. ii) Q.No. 1 will be compulsory and will carry 8 marks. There will be 2 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the two units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. OBJECTIVES After completion of the course, student teachers will be able to understand the theory of peace education and its importance understand peace as a dynamic social reality understand the NCF 2009 recommendations on peace education familiarize with transactional modalities develop the skill in role playing & story telling develop the feelings of peace, love compassion, tolerance and harmony through meditation, yoga and exercise implement the philosophies of great thinkers in their day to day life COURSE CONTENTS UNIT -1 Peace: Concept and Scope Peace – Meaning, nature and its relevance relating to the present global scenario Different sources of peace: Philosophical, Religious, Social and Psychological. Types/Classification of peace- Positive, Negative, Inner peace, Social Peace and Peace with
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Nature. Peace Education: concept and scope Peace education – fundamental concept, scope, need and its importance Aims of Peace Education Types of peace education Peace Education: Strategies and Agencies Different Peace Education Strategies. Role of different organizations like UNESCO in Peace Education ( with special reference to Delor’s Commission Report) NCF 2009 recommendations on Peace Education. Role of community, school and family in the development of values for Peaceful coexistence CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 85 UNIT-2 Understanding Peace as a Dynamic Social Reality Challenges to peace by increasing stresses, conflicts, crimes, terrorism, violence and wars resulting in poor quality of life. Role of Peace education in development of Love, Compassion, Tolerance and Harmony at National and International levels. Transactional modalities Cooperative Learning Group Discussion Project Work Conflict Resolution Contribution of the following Great Educational Thinkers in Peace Education and their Educational Implications Rabindranath Tagore Mahatma Gandhi Aurbindo Swami Vivekananda Tasks & Assignments: Any one of the following (5 marks) Role Playing & Story Telling Peace and Harmony Through Meditation, Yoga And Exercise Any other project/assignment given by the institution. SUGGESTED READINGS Balvinder K. (2006).Peace Education. New Trends and Innovations, Deep & Deep Publications Pvt. Ltd., Rajouri Garden, New Delhi. Bernard, H.W. (1951). Towards Personality Adjustment, Mc Graw Hill Book Co., New York. Biggs, D.(1995). In Our Own Backyard: A teaching guide for the rights of the child, Toronto: UNICEF Canada. Blakeway, M., (1997). Compilation of Research Materials. Washington D.C., National Institute for Dispute Resolution. Blalock, H. M. (1967).Toward a Theory of Minority-Group Relations. New York: Wiley. Boulding, E. (1996). Peace behaviours in various societies. In From a culture of violence to a culture of peace, Peace and Conflict Issues Series, UNESCO Publishing, pp 31–
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54. Dewey (1969). The school and Society, Chicago, Univ. of Chicago Press (Reprint). Lederach, J. P.(1995). Preparing for peace: conflict transformation across cultures. Syracuse, New York: Syracuse University Press. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 86 Machel, G. (1996). Promotion and protection of the rights of children: impact of armed conflict on children. United Nations, New York. Reardon, B., ed. (1988). Educating for global responsibility: Teacher-designed curricula for peace education, K-12. New York: Teachers College Press, Columbia University. Reardon, B.(1993). Pedagogy as purpose: peace education in the context of violence. In Cremin, P., ed.(1993). Education for Peace. Educational Studies Association of Ireland and the Irish Peace Institute. Shah, I. (1971). Thinkers of the East. London: Penguin Books. UNICEF(1994). I Dream of Peace. New York: Harper-Collins. UNICEF (1996). The State of the World’s Children Report 1996. Oxford University Press. UNICEF Lebanon (1993). ‘Learning for life programme’. UNICEF Liberia (1993). Kukatonon: Training manual of conflict resolution, reconciliation, and peace. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 87 COURSE V (B) Opt. (iv): GUIDANCE AND COUNSELING Time: 1:30 Hours Max. Marks: 100 Credits-2 (Theory: 40, Internal: 10) NOTE FOR PAPER SETTER i) Paper setter will set 5 questions in all, out of which students will be required to attempt 3 questions. ii) Q.No. 1 will be compulsory and will carry 8 marks. There will be 2 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the two units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. OBJECTIVES After completion of the course, student teachers will be able to: explain the concepts of guidance and counseling demonstrate an understanding of educational, vocational and personal guidance recognize the need of guidance and counseling in schools describe various testing and non- testing techniques explain various services in school guidance programme develop the skill of administration and interpretation of psychological tests understand the process of organization of guidance services in schools know the qualities required for good Counselor COURSE CONTENT UNIT 1 Introduction to Guidance Meaning , Aims and Principles of guidance
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Need of guidance (Educational, Vocational and Psychological Needs) Types of guidance: Educational, Vocational and Personal Studying and Appraising an Individual Meaning, Need and Importance of Studying and Appraising Individuals in Guidance Principles of Studying and Appraisal of students Testing and Non-testing Techniques for Studying and Appraisal of students a) Testing Techniques: Intelligence tests, Aptitude Tests, and Personality Tests b) Non-testing Techniques: Cumulative Record Cards, Case Study, Interview, Observation Guidance Services Purposes and Principles of organization of guidance Services Organization of guidance services at Secondary Level Role of Guidance Personnel (Head of the Institution, Teacher and Counselor) in organization of guidance services in School CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 88 UNIT-2 Introduction to Counseling Meaning, Aims and Principles of Counseling Need of Counseling Types/ Approaches of Counseling: Directive, Non-directive, and Eclectic. Counseling Interview Difference between guidance and counseling The Counselor as a Person Characteristics/ Qualities of Counselor Counselor’s Professional Ethics Functions of Counselor Task & Assignment: Any one of the following (5 marks) To prepare a Case study and Analysis of Case study To prepare Cumulative Record Cards Any other project/assignment given by the institution. SUGGESTED READINGS Aggarwal, J. C. (2004). Educational Vocational Guidance and Counseling, Delhi: Doaba House. Chauhan, S. S. (2008). Principles and Techniques of Guidance. UP: Vikas Publishing House Pvt. Ltd. Granz, R. M. (2005). Foundation and Principle of Guidance, Boston: Allyn & Bacon. Gupta, V. K. (2004).Educational Guidance and Counselling, Ludhiana: Ankur Publications. Jones, J. A. (1970). Principles of Guidance, Bombay: Tata, New York: McGraw Hill. Kocher, S. K. (2007). Educational Guidance and Counselling, New Delhi: Sterling. Myres, G. E. (2005). Principles and Techniques of Vocational Guidance, New York: McGraw Hill. Nanda, S. K.and Sagar, S. (1972). Fundamentals of Guidance. Chandigarh: N.B.S. Educational Publishers. NCERT (2008). Counseling Process and Strategies (Module 2). New Delhi: NCERT. NCERT (2008). Guidance for Human Development and Adjustment (Module3) New Delhi: NCERT. NCERT (2008). Introduction to Guidance (Module 1). New Delhi: NCERT.
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Pandey, K. P. (2000). Educational and Vocational Guidance in India,Varanasi: Vishwa Vidyalaya Prakashan. Rathus, S. A. and Nevied, J. S. (1980). Adjustment and Growth: The challenges of life, New York: Rinehart and Winston. Robinson (2005). Principles and Procedures in Student Counseling, New York: Harper & Row. Sharma, R. N. (2008). Vocational Guidance & Counseling. Delhi: Surjeet Publications. Sharma, R.A. (2008). Fundamentals of Guidance & Counseling, Meerut: R Lall Book Depot. Strang, R. (2005). Counseling Techniques in Colleges and Secondary Schools, New York: Harper. CHAUDHARY RANBIR SINGH UNIVERSITY, JIND- SYLLABI FOR B.ED. (2 YEAR) REGULAR COURSE 89 COURSE VI & VII: SKILL IN TEACHING [PEDAGOGIC SUBJECT I & II ) (Evaluation by external (80 marks) and internal (20 marks) examiner both) Credits-4 Max. Marks: 100 (Each Pedagogic Subject) (External-80, Internal-20) Detail of Lessons to be followed in Each Pedagogic Subject a) Micro Lessons-05 (for each Teaching Subject) b) Mega Lessons-05 (Under Simulated situations) c) Discussion Lessons-01 d) Real Teaching 12 Lessons COURSE VIII: SCHOOL BASED ACTIVITIES (Evaluation by external and internal examiner) Max. Marks: 50 (External-30, Internal-20) Credits-2 The student teachers are required to prepare a file of the following activities : 1. Development of CCE in any pedagogic subject. 2. Development of learning material on one topic of any pedagogic subject. 3. Reporting about school internship. (After the school internship, the student teachers are required to prepare a report in which all the activities performed by them in the school during their stay of sixteen weeks in the school)
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COURSE-I PSYCHOLOGY OF LEARNING & DEVELOPMENT Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES To enable the student to understand concepts and principles of Educational Psychology as an applied science. outline the scope of educational psychology. describe the process of growth and development. understand different theories of learning. explain the process of Motivation. recognize the concept of personality. know the methods of personality assessment.
COURSE CONTENTS UNIT-I Concept of Educational Psychology o Relationship of Education & Psychology o Meaning & Concept of Educational Psychology. o Scope of Educational Psychology
Concept of Growth and Development o General Principles of Growth and Development. o Physical Development in Adolescence. o Social Development in Adolescence. o Emotional Development in Adolescence. o Intellectual Development in Adolescence. 3
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UNIT-II Individual Differences o Meaning and Areas o Determinants: Role of Heredity and Environment in Developing Individual Differences. o Implications of Individual Differences for Organizing Educational Programmes.
Personality o Meaning and Determinants o Types and Trait Theories o Assessment of Personality by Subjective and Projective Methods.
UNIT-III Intelligence o Meaning o Theories: Two Factory theory (Spearman); Multi Factor Theory, Guilford Model of Intellect. o Measurement of Intelligence (two verbal and two non verbal tests)
Creativity o Meaning, characteristics, difference between creativity and intelligence, role of teacher in developing creativity, Methods of developing creativity. o Theories of creativity: Taylor’s psychoanalytic and Ariet’s theory of creativity. o Assessment methods for creativity.
UNIT-IV Learning o Meaning, Factors Influencing Learning o Theories of Learning o Pavlov’s Classical Conditioning o Skinner’s Operant Conditioning o Hull’s Reinforcement Theory o Learning by insight. o Gagne’s Hierarchy of Learning Types Motivation o Concept of Motivation and Achievement Motivation. o Factors affecting Motivation. o Theories of Motivation: o Physiological Theory o Murray’s Need Theory. o Maslow’s Theory of Hierarchy of Needs.
Tasks & Assignments: Any one of the following (10marks) .Identify and prepare a case study of under achieving student. .Identify five students showing maladjustment behavior. List the adjustment problems from which they are suffering and explain their causes .Visit to a school, observation of activities of X class students and prepare a report on it. .Any other task and assignment given by the institution. 4
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SUGGESTED READINGS 1. Abramson, Paul R.; ‘Personality’, New York: Holt Rinehart and Winston, 1980. 2. Allport, G.W. : ‘Personality’, New York: Holt, 1954 3. Allport G.W.: Pattern and Growth in Personality’, New York: Rinehart andnWinston, 1961. 4. Andrews, T.W. (Ed.): ‘Methods in Psychology’, New York: John Wiley and Sons, Inc. 1961. 5. Baller, Warren, R. Charles, Don, C.: The Psychology of Human Growth at Development, New York: Holt, Rinehart and Winston, Inc., 1962. 6. Baum, A., Newman, S., /West R., & Mc Manus, C. Cambridge Handbook Psychology, Health & Medicine, Cambridge: Cambridge University Press 1997. 7. Colemn, J.C.: Abnormal Psychology and Modern Life, Bombay: D. Taraporewala Sons&Co., 1976 8. Dicapro, N.S.: Personality Theories, New York: Harper, 1974. 9. Douglas, O.B. Holl, and B.P.: Foundations of Educational Psychology, New York: The Mac Millan Co., 1948 10. Gagne, R.M.: The Conditions of Learning, New York, Chicago: Ho Rinehart and Winston, 1977. 11. Gates, A.T. et. al: Educational Psychology, New York: Mac Millan, 1963. 12. Hilgard, E.R.: Theories of Learning, New York: Appleton Century Crafts. 13. Kundu, C.L.: Educational Psychology, Delhi Sterling Publishers, 1984. 14. Kundu, C.L.: Personality Development: A Critique of Indian Studies, Vishal Publishers, 1976 15. Kundu, C.L. & Tutoo, D.N.: Educational Psychology, New Delhi: Sterling Publishers Private Limited, 1988. 16. Shankar Udey: Development of Personality, 1965. 17. Talbott, J.A., Hales, R.E. & Yodofsky, S.G. Textbook of Psychiatry, New Delhi: Jaypee Brothers Medical Publishers (P) Ltd., 1994. 18. Thorpe, G.L. & Olson, S.L. Behaviour Therapy, Concepts, Procedures and Applications, London: Allyn Bacon, 1999. COURSE-II Historical, Political and Economic Foundations of Education Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. 5
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Course objectives: To enable the students to Get a historical insight into the development of education in Vedic, Buddhist and Medieval period. Get the knowledge of the development of education in pre-Independent and post- Independent India. Explain in detail the constitutional provisions for Education in India. Understand the relationship of education with democracy, National integration and International understanding. Understand the economic foundation of education Get the knowledge of contemporary Indian Education in global perspectives.
UNIT-I Historical Foundations of Education 1. Education in India during Vedic Buddhist Medieval period
2. Education in British period and pre-Independent India Macaulay Minutes Wood’s Dispatch of 1854 Lord Curzen’s Educational policy Sadler Commission Report-1917 Wardha Scheme of Education-1937
UNIT-II Education commissions and various policies in post-Independent India University Education Commission- 1948-49 Secondary Education Commission-1952-53 Indian Education Commission-1964-66 NPE-1986, NPE(1992)
UNIT-III Political Foundations of Education Meaning, concept and need of political ideology & its relation with Education Education in Monarchic & Democratic & Communist countries Education in relation to: .Democracy .Constitutional provisions .National values as enshrined in Indian Constitution .Nationalism & National integration .International Understanding. 6
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Unit-IV Economic Foundations of Education Education as related to .Economic growth and investment. .Socially and economically disadvantaged sections of the society with special references to scheduled castes, scheduled tribes, women and rural population. .Equality of Educational opportunities. .Local and global perspectives: implication of globalization for system of Education.
Educational financing in India at various levels at elementary, secondary & senior secondary school Level
Tasks & Assignments: Any one of the following :( 10marks) Write a script on Educational development in ancient India after classroom discussion. Which is the landmark educational policy according to you & why? prepare a detailed record on the effectiveness of the policy Prepare a report on estimation of institutional cost of a secondary school/ Estimation of unit cost of education in a school taking student as a unit. Review of related literature to justify the role of political/economic/ historical foundation of education in shaping of education. Any other task/assignment given by the institution.
SELECTED READINGS Agarwal, J.C. : Land marks in the history of modern Indian Education, New Delhi Alex, V. ALexender : Human Capital Approach to Economic Development, Metropolitan Book Co., New Delhi, July, 1983. Blaug, M.: Economics of Education, The English Language Book Society and Penguin Books, England, 1972. Bertrand, Oliver : Planning Human Resources : Methods, Experiences and Practices, Sterling Publishers, New Delhi, 1992. Coombs, Philip, H. and Hallack, J.: Managing Educational Costs, UNESCO International Institute of Educational Planning, 1972. H allack, J.: The Analysis of Educational Costs & Expenditure, UNESCO, Paris, 1969. Harbison, F and Myers, Charler : A Education, Manpower and Economic Growth: Strategies of Human Resource Development, Oxford & IBM Publishing, Co., 1970. Govt. of India, Ministry of Education.(1959). Report of the National Committee on Women’s Education. Joshi, K.L. (1977). Problems of higher Education in India. Bombay: Popular Prakashan Kaul, J .N. (1975). Higher Education , Social change & National Development, Shimla: Indian Institute of Advanced Study Kneller, G.F: Education and Economics Thought, New York, John Wilet and Sons, INC, 1968. M.H.R.D.(1969). Report of the education commission- Education and National Development (1964-66), Ministry of Education, Govt. of India, New Delhi. M.H.R.D. National policy on Education (1986), Ministry of Education, Govt. of India, New Delhi. 7
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M.H.R.D. Programme of Action (1992), Ministry of Education, Govt. of India, New Delhi. M.H.R.D. (1990). Towards an Enlightenment & Human Society- A Review (NPERC), Ministry of Education, Govt. of India, New Delhi. M.H.R.D. (1993). Education for All: The Indian Science, Ministry of Education, Govt. of India, New Delhi. M.H.R.D. (1993). Selected Education Study, Ministry of Education, Govt. of India, New Delhi. Nagpal, S.C. and Mital, A.C.: Economics of Education, Publication, New Delhi, 1993. Natarajan, S.: Introduction to Economics of Education, Sterling Publishers Pvt. Ltd. New Delhi, 1990. Pandit, H.N.: Measurement of Cost Productivity and Efficiency of Education, NCERT, 1969. Rao, V.K.R.V.: Education and Human Resource Development, Allied Publishers, New Delhi, 1965. Raza, Moonis: Educational Planning: A long Term Perspective, Concept Publishing Company, New Delhi, 1986. Singh, Baljit: Economics of Indian Education, Meenakshi Prakashan, New Delhi, 151992. Rao, D.D. (2001). National Policy on Education towards an Enlightenment and Human Society. New Delhi: Discovery Publishing House. Sodhi, T.S.: Economics of Education, New Delhi, Vikas, 1990. Taneja, V.R. (2005). Foundation of Education, Chandigarh: Abhishek Publishers. Tilak, J.B.G. Educational Planning at Grass Roots, Ashish Publishing House, New Delhi, 1992. Tiwari, D.D. (1975). Education at the Cross Roads, Chugh Publication, Allahbad. UNESCO: Readings in the Economics of Education, Paris, UNESCO Publications, 1968. Vaizey, J.: Costs of Education, London :Feber , 1962.
COURSE-III EDUCATIONAL STUDIES Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES Students will be able to -Understand and appreciate education a social phenomenon, practice and field of study 8
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-Acquainted with documented related to educational policies and educational programmes. -Understand educational structure, institution and system. -Understand and reflect or various issues and concerns in education. UNIT- I Nature of Education .Education as a phenomenon, Education as a practice, Education as a field of study, .Aims of Indian Education in the context of a democratic, secular, egalitarian and a humane society Education as Interdisciplinary Knowledge .Interdisciplinary nature of education; relationships with philosophy, psychology, sociology, management, economics, anthropology etc. .Contribution of science and technology in education and challenges ahead. .Axiological issues in education: role of peace and other values, aesthetics in education. .Dynamic relationship of education with the political process. . .Interrelation between education and development.
UNIT- II Socio-cultural Context of Education .Social purpose of education. .Understanding Indian society-with reference to multilingual and multicultural and other diversity, approaches for teaching young children in the context of diversity. .Process of socialization and acculturation of the child: role of school, parents, peer group and the community. School Context .Multiple schools contexts-rural/urban, tribal etc. .School management: Role of teachers, headmasters, and administrators. .Nurturing learner friendly school environment. .School as site of curricular engagement. .Teacher’s autonomy and professional independence. .Participation of different stakeholders in school education-role of media, use of technology, NGOs, .Civil society groups, Teacher organisations, family and local community. .Monitoring and evaluation of schools.
UNIT- III Educational Institutions and Educational Structure .UNESCO,UGC,NCERT,NCTE,CBSE,SCERT(s) & DIET(s) .Higher, Secondary and Elementary education system .Educational Structure at central, state, district, block and village level National Programmes and Policies in Education .SSA,RAMSA & RUSA .NCF(2005) & National Knowledge Commission (2005) .NCFTE (2009) .RTE Act (2009) 9
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UNIT- IV National Issues and Concerns in Education .Universalization of Elementary Education .Globalization of Education .Liberalization of Education .Expansion of Secondary and Higher Education .Issues related to equity, equality and quality of Education, Education of the disadvantaged
Task and Assignment- Any one of the following (10 MARKS) Assignment based on policy perspectives and status of education of socio-economically disadvantaged children of India/of a particular State, Vision of school education in India. Visit to a school, observation of activities and preparation of a reflective report. Any other task/assignment given by the institution.
SUGGESTED READINGS Banrs, J.A. (1996), Cultural diversity and education: Foundations curriculum and teaching (4th ed.), Boston: Alynand, Becon. Beyer, L.E. (Ed.) (1996) Creating democratic classrooms: The struggle to integrate theory and Practice.New York: Teachers College Press Bruner, J.S. (1996), The Culture of education. Cambridge, M.A.: Harward University Press. Dearden R. F. (1984). Theory and practice in Education. London, Routledge K Kegan & Paul. Debra Heyes, Martin Hills, Pam Chistie and Bob Lingard (2007) Teachers and schooling: Making a Difference, Australia Allen and Unwin,. Delors, Jacques, et al; (1996). Learning: The Treasure within report of the international commission on education for 21st century, UNESCO. Dewey, J. (1916/1977): Democracy and Education: An introduction to the philosophy of education. New York: Macmillan. Cole, M.(2011). Education, equality and human rights: Issues of gender, race, sexuality, disability and social class. NY: Routledge. Govinda, R. & Diwan, R. (2003). Community participation and empowerment in primary education. New Delhi: Sage Publication. Govinda, R. (2011). Who goes to school? : Exploring exclusion in Indian education. New Delhi: Oxford University Press. Govt. of India. (1948). University education commission. New Delhi: Govt. of India. Govt. of India. (1952). Secondary education commission. New Delhi: Govt. of India. Govt. of India. (1964). Indian education commission. New Delhi: Govt. of India. Govt. of India.(1986). National policy of education. New Delhi: Govt. of India. 10
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Govt. of India. (1992). Programme of action. New Delhi: Govt. of India. Habib, S.I. (2010). Moulana Abdul Kalam Azad and the national education system. New Delhi: NUEPA. 17 Jandhyala, B. T. G. (2003). Education society and development: National and international perspective. New Delhi: APH Publishing Corporation. Mehta, A.C. (2014). Elementary education in India: Where do we stand. New Delhi: NUEPA. MHRD. (2009).RAMSA. New Delhi: MHRD. MHRD. (2013). RUSA, National higher education mission. New Delhi: MHRD. MHRD. (2000). SSA. New Delhi: MHRD. MHRD. (2010). RTE Act . New Delhi: MHRD. Narula , M. (2006). Quality in school education: Secondary education and education boards. New Delhi: Shipra Publication. NCERT. (2005).NCF. New Delhi: NCERT. NCTE. (2009). NCFTE. New Delhi: NCTE. NUEPA. (2004). Sabke liye shiksha: Vishawa monitoring report 2002. New Delhi: NUEPA. Pandit, K.(2003).Educational sociology. New Delhi: ABD Publishers. Prakash, V. & Biswal, K. (2008). Perspective on education and development: Revisiting education commission and after. New Delhi: Shipra Publication. Rao, K.S.(2009). Educational policies in India: Analysis and review of promise and performance. New Delhi: NUEPA. Sharma, R.K.& Chouhan, S.S.(2006). Sociology of education. New Delhi: Atlantic Publishing Corporation. Sood, N.(2003). Management of school education in India. New Delhi: APH Publishing Corporation. Stella, A. & Sudhanshu, B. (2011).Quality assurance of transnational higher education, the experience of Australia and India. New Delhi: NUEPA. Sujhata, K. & Rani, G. (2011). Development of secondary education in India: Access ,participation and delivery mechanism and financing. New Delhi: Shipra Publication. Sujhata, K. & Rani, G. (2011). Management of secondary education in India. New Delhi: Shipra Publication. Yazail, J. (2003). Globalization and challenges of education. New Delhi: Shipra Publication. 11
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COURSE-IV INTRODUCTION TO EDUCATIONAL RESEARCH Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completing the course, the student will be able to: understand the concept of research and educational research recognize the types and methods of educational research comprehend the steps involved in educational research understand the use of different tools and techniques in educational research use the library, Internet services and other sources of knowledge for educational research Purposes. understand the procedure to conduct the research in the educational field understand the nature of issues and problems faced by the State System of education and to find out the remedies to solve them understand the role and use of statistics in educational research select the appropriate statistical methods in educational research review the educational research articles use computers for data analysis.
UNIT – I Nature and Scope of Educational Research Scientific Method of Inquiry; Methods of Acquiring Knowledge Meaning, Nature, Need, Scope and Types of Educational Research Areas of Educational Research; The Research Process Research Paradigm: Qualitative and Quantitative Research
UNIT – II Formulation of Research Problem Sources of Identifying the Problem; Selection, Definition and Evaluation of a Research Problem 12
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Review of Related Literature: Importance and Various Sources including Internet. Hypothesis: Concept, Types, Sources, Characteristics, Formulation and testing Sampling: Concept, Need, Steps, Characteristics and Methods Preparation of Research Proposal
UNIT – III Descriptive Statistics Types of Data; Graphical Representation of Data Measures of Central Tendency: Mean, Median and Mode Measures of Dispersion: Range, Quartile Deviation, Mean Deviation and Standard Deviation Measures of Relative Positions: Percentile and Percentile Ranks
UNIT – IV Measures of Relationship -Meaning, Assumptions, Computation and Uses of: Rank Difference Correlation Product Moment Correlation Partial and Multiple Correlations Biserial and Point Biserial Correlations
Normal Probability Curve: Meaning, Characteristics, Skewness and Kurtosis and Applications.
Tasks and Assignments: Any one of the following: (10 marks) Development of a Research Proposal on an identified research Problem. Select any one classroom based action research problem and prepare an action plan of its resolution. Prepare different types of graphs on any hypothetical data. Make a list of the likely skills that one will need to learn and practice before carrying out various stages in research plan. Any other task/Assignment by the institution
SUGGESTED READINGS Aggarwal, Y. P. (1998). Statistical Methods. New Delhi: Sterling. Best, J. W. and Kahn, J. V. (1995). Research in Education.Delhi: Prentice Hall. Burns, R. B. (1991), Introduction to Research in Education. New Delhi: Prentice Hall. 13
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Adward, Allen Literacy (1968). Experimental designs in Psychological Research. New York: Holt, Rinehart and Winston. Ferguson, G. A. (1976). Statistical Analysis in Psychology and Education. New York: McGraw Hill. Fox, D. J. (1969). The Research Process in Education, New York: Holt, Rinchart and Winston Inc. Garrett, H. E. (1973). Statistics in Psychology and Education. Bombay: Vakils, Feiffer and Simon. Good, C.V. and Douglas, E. S. (1954). Methods in Social Research. New York: McGraw Hill. Guilford, J.P. and Benjamin, F.(1973). Fundamental Statistics in Psychology and Education. New York: McGraw Hill. Kerlinger, F. N. (1973). Foundation of Behavioural Research. New York: Holt, Rinehart and Winston. Koul, L. (1988). Methodology of Research. New Delhi: Vikas. Kurtz, A.K. and Mayo S.T. (1980). Statistical Methods in Psychology and Education. New Delhi: Narela. Mangal, S.K. (2002). Statistics in Psychology and Education. New Delhi: Prentice Hall of India. Mouly, A. J. (1963). The Science of Educational Research. New Delhi: Eurasia. Neuman, W.L. (1997). An Introduction to Educational Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon. Siegel, S. (1986). Non-parametric Statistics. New York: McGraw Hill. Travers, R.M. W. (1978). An Introduction to Educational Research. New York: Macmillan. Van Dalen, D. B. (1992). Understanding Educational Research. New York: McGraw Hill. Young, P.V. (1960). Scientific Social Surveys and Research. New York: Prentice Hall 14
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COURSE-V SELF-DEVELOPMENT SKILLS-I COMMUNICATION AND EXPOSITORY WRITING (Evaluation by external examiner only at the end of the semester) Max. Marks- 25 Credits:1 Objectives: to develop the capacity to use ICT in effective communication to enhance the ability to listen, converse, speak, present and explain ideas in groups and before an audience. to develop the writing skills to use the knowledge of communication in classroom discussion and daily life.
COURSE CONTENT Communication Skills: Meaning, concept and components of effective communication Strategies of effective communication. Development of academic skills (pre-reading, pre-writing and number) Expository writing: Meaning, concept and Types of effective expository writing. Listening skill: meaning, concept and importance of listening skills academic listening-(lecturing) listening to talk and presentation. Asking for and giving information, giving instruction, tele- conference, tele interviews handling. Role of ICT in effective communication.
Workshop on Communication and Expository Writing -Suggested activities Writing essay/articles on any issue relating to education. Seminar presentation with PPT (on any one topic). Student’s discussion (panel/group). Content analysis & reporting any one event/ news (from electronic/ print media) related to field of education.
Note: i. The student will maintain a file of t he record related to activities performed. ii. Mode of transaction of this course will be workshop. 15
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COURSE-VI SELF-DEVELOPMENT SKILLS-II ACADEMIC & PROFESSIONAL WRITING (Evaluation by external examiner only at the end of the semester) Max. Marks- 25 Credits:1 Objectives: After completing the course, the students would be able to write or draft professional letters and mail etc. use & differentiate different kinds of writings and writing style. reflect on essential requirements of academic writing & distinguish a good academic writing from others. analyze academic sources and how to refer them. cite a source, paraphrase and acknowledge the source & edit one’s own writing.
Workshop on Academic Writing Skill- Suggested activities Write a paragraph on any topic of your interest and edit one’s own writing. Prepare a report on it. Prepare a programme on reflective thinking and negotiation skill and conduct it in school. Prepare your resume/effective profile for an interview. Prepare a professional letter and mail on any topic. Write a professional report of any workshop and seminar Book review and review of 2 research articles. Writing research article/paper. Critical reflections on any 05 current events/news related to field of education.
Note:- i. Mode of transaction of this course will be workshop. ii. Prepare a file on the record of work done in the workshop.
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COURSE-I PHILOSOPHICAL FOUNDATIONS OF EDUCATION Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES This paper aims at developing the following competencies: Undertaking the nature and functions of philosophy of education. Writing a critical note on the nature of knowledge and knowledge getting process. Understanding the Contribution of various Indian and Western Schools of Philosophy in the field of Education. Critical appraisal of contributions made to education by prominent educational Thinkers Logical analysis, interpretation and synthesis of various concepts, proposition and Philosophical assumption about educational phenomena.
COURSE CONTENTS UNIT –I Meaning of Education and Philosophy Relationship of Education and Philosophy. Meaning of Educational Philosophy. Functions of Educational Philosophy. Meaning and Nature of Knowledge. Types and Source of Knowledge. Methods of Acquiring Knowledge.
UNIT-II Indian Schools of Philosophy- .Vedanta .Sankhya, .Buddhism .Jainism .Islamic traditions with special references to the concept of reality, knowledge and values and their educational implications. 3
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UNIT – III Western schools of Philosophy: .Idealism .Realism .Naturalism .Pragmatism .Existentialism with special reference to the concepts of reality, knowledge and values, their educational implications for aims, contents and methods of UNIT-IV Education Contributions of Indian Thinkers: - Vivekananda, Aurobindo, Tagore, Gandhi, Dr. Radhakrishnan & J. Krishnamurthy. Modern Concept of Philosophy:- Logical analysis Logical empiricism and Logical Positivism.
Tasks & Assignments: Any one of the following :( 10 marks) Write a script on Educational development in ancient India after classroom discussion. The Essay Course : Students will be required to submit a long essay of 5000 – 7000 words on a philosophical topic to the supervisor. Visit any school claim to run on Gurukul principles and reflect critically on how the principles are translated into action (write in about 500- 700 words). Identify the different instruments of knowledge used by a proficient teacher in a classroom situation and explain them briefly. Any other task assigned by the institution.
SELECTED READINGS 1. Baskin, Wade, Classics in Education, Vision Press London, 1966. 2. Brubacher, John S. Modern Philosophies of Education, Tata McGraw Hill New Delhi, 1969. 3. Broudy, H.S. Building a Philosophy of Education, Kriager, New York, 1977. 4. Butler, J.D. Idealism in Education, Harper and Row, New York, 1966. 5. Dewey, John. Democracy and Education, MacMillan, New York, 1966. 6. Dupuis, A.M. Philosophy of Education in Historical Perspective, Thomson Press, New Delhi, 1972. 7. Kneller, George F. Foundations of Education John Wiley and Sons, 1978. 8. Morris, Van C. Existentialism in Education What it Means. Haper & Row, New York, 1966. 9. Pandey, R.S. An Introduction to Major Philosphies of Education, Vinod Pustak Mandir, Agra, 1982. 10. M.H.R.D. Towards an Enlightened and Human Society, Department of Education, New Delhi, 1990. 11. Maslow, A.H. (Ed.) New Knowledge in Human Values. Harper and Row, New York, 1959. 12. Narvane, V.S. Modern Indian Thought. Orient Longmans Ltd., New York, 1978. 13. Mukerjee, R.K. Ancient Indian Education, Motilal Banarsidas, Varanasi, 1969. 4
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COURSE-II SOCIOLOGICAL FOUNDATIONS OF EDUCATION Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. Course objectives- The students will be able to: define the meaning and concept of educational sociology. explain the concept of social organization and factor affecting it. illustrate Education as a process of social system and socialization. critically appropriate the issues related to social change, determinate of social change, equity and equality of education opportunities. explain the important issues like social stratification and social mobility.
COURSE CONTENT UNIT-I Concept and nature of educational sociology and sociology of Education, relationship of Sociology and Education. Social organization- meaning and concept, dynamic characteristics of social organization, factor influencing social organization- folkways, mores, institution and values etc and its educational implications
UNIT-II Socialization: meaning and concept, Agencies of socialization: family, school, society and community, Role of Education in Socialization. Culture: meaning and nature of Culture. Education and Culture. Cultural determinants of education Education and cultural change Concept of Cultural Lag, Enculturation & Acculturation
UNIT-III Value education: meaning and concept of values and its nature, Role of Education in inculcating values. Education and Social Change: meaning and nature, Factor determining social change. 5
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Constraints of social change in India- Caste, Ethnicity, Class and Language, Religion and Regionalism. Role of education in social change.
UNIT-IV Social stratification: meaning, concept and its Educational implications. Social mobility: meaning, types, constraints on mobility and its educational implications. Concept of Urbanization, Modernization, Westernization, Sanskritisation with special reference to Indian society and its educational implications
Tasks and Assignments: Any one of the following(10 marks) Visit a school to study the philosophical ideology of the school; and prepare a report based on your observations and experience. Any other activity assigned by the institution.
SELECTED READINGS 1. Pandey, K.P. Perspectives in Social Foundations of Education. Amitash Prakashan, Ghaziabad, 1983. 2. Havighurst, Robert et al. Society and Education. Allyen and Bacon, Baston, 1995. 3. Gore, M.S. Education and Modernization in India, Rawat Publication, Jaipur, 1984. 4. Kamat, A.R. Education and Social Change In India. Samaiya Publishing co., Bombay, 1985. 5. Maunheim, K. et al. An Introduction to Sociology of Education Routledged and Kegan Paul , London, 1962. 6. M.H.R.D. Towards an Enlightened and Human Society, Department of Education, New Delhi, 1990. 7. Inkeles, Alex, What is Sociology? Prentice Hall of India, New Delhi, 1987. 8. Maslow, A.H. (Ed.) New Knowledge in Human Values. Harper and Row,New York, 1959. 9. Mossish, loor, Sociology of Education: An Introduction, George Allen and Unwin, London, 1972. 10. Narvane, V.S. Modern Indian Thought. Orient Longmans Ltd., New York, 1978. 11. Mossish, loor, Sociology of Education : An Introduction, George Allen and Unwin, London, 1972 12. Mukerjee, R.K. Ancient Indian Education, Motilal Banarsidas, Varanasi, 1969. 6
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COURSE-III CURRICULUM STUDIES Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completing the course, the students will be able to: conceptualize the meaning and different perspectives of curriculum understand the epistemological, sociological and the psychological basis of curriculum development understand the different types of curriculum with respect to their main orientation and approaches compare and analyze the National curriculum framework over the years with respect to their foundational considerations, concerns, priorities and goals.
COURSE CONTENTS UNIT – I Concept of ‘Curriculum’ and ‘Syllabus’ and their scope Process of curriculum development Bases of curriculum Principles of curriculum development Factors affecting curriculum development
UNIT – II Types of curriculum - Knowledge based, Activity based, Skill based and Experienced based, core curriculum, hidden curriculum , spiral curriculum, integrated curriculum and their relevance Approaches in Curriculum Development - Developmental approach, Functional approach and
Eclectic approach Curricular trends- Lifelong learning, Futuristic education, Collaborative curriculum, core curriculum and collateral curriculum 7
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UNIT – III Models of curriculum development and planning .Taba’s Model of curriculum development .Administrative model .Grass root model .Demonstrative model .System analysis model
UNIT – IV Curriculum transaction and its evaluation Formative and summative evaluation Methods of curriculum evaluation and models of curriculum evaluation Role of teacher in curriculum evaluation Role of organisations like NCERT, SCERTs, UGC and NCTE in curriculum designing NCF, 2005 and NCFTE, 2009 Recent developments and research trends in curriculum designing Tasks and Assignments: Any one of the following:(10 marks) Critical appraisal of present curriculum in secondary schools of Haryana. Compare and prepare report on different y curriculum prescribed by different boards at secondary level. Any other work assigned by the institution.
SELECTED READINGS Bobbitt, F. (1918).The Curriculum. Boston: Houghton Miffilin. Co. Denis, L. (1986). Social Curriculum Planning. Sydney: Hodder&Stonghton, London. Edward, A. K. (1960). The Secondary School Curriculum. New York: Harper and Row Publishers. Gakhar, S. C. (2008). Curriculum Development.Panipat: N. M. Publishers. Goodland, J. (1979). Curriculum Enquiry – The Study of Curriculum Practices. New York: McGraw Hill. Hamilton, D. (1976). Curriculum Evaluation. London: Open Books Publishing Limited. Hass, G. (1991). Curriculum Planning: A New Approach. Boston: Allyn Bacon. Hooer, R. (1971). Curriculum: Context, Design and Development. New York: Longmans. Lewy, A. (1977). Handbook of Curriculum Evaluation. New York: Longman, Inc. Lewy, A. (1977).Studying Curriculum. Buckingham: Open University Press. Oliver, A. (1977). Curriculum Improvement – A Guide to Problems, Principles and Processes. New York: Harper and Row. Payne, D. A. (1973).Curriculum Evaluation: Commentaries on Purpose, Process and Product. Boston: D. C. Heath. Pratt, D. (1980). Curriculum Design and Development. New York: Harcourt, Brace and Jovanvich. Saylor, J. G. & Alexander, W. M. (1960).Curriculum Planning. New York: Holt, Rinehart and Winston. Socket, H. (1976).Designing the Curriculum. London: Open Books Publishing Ltd. 8
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Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt Brace and World Inc. Tanner, D. & Tanner, L. (1980).Curriculum Development: Theory into Practice. Chicago: University of Chicago Press. Tyler, R. S. (1976). Curriculum Principles and Foundations. London: Harper and Row Publishers.
COURSE-IV TEACHER EDUCATION: PRE-SERVICE & IN-SERVICE Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completing the course, the students will be able to: enable the students to understand human capital, education & employment analysis of earning understand the concept of teacher education along with its need and scope understand the historical developments in the field of teacher education in India understand the objectives of teacher education at elementary, secondary and higher education develop understanding about the structure, curriculum and modes of pre- service teacher education and needs of innovation in pre-service teacher education programmes understand concept, structure and modes of in-service teacher education explain the role of various international, national and state agencies in teacher education discuss current trends in teacher education discuss various challenges faced by teacher education in 21st century.
COURSE CONTENTS UNIT – I Introduction to Teacher Education Concept, Need and Scope of Teacher Education. 9
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Historical Development of Teacher Education (emphasis on Kothari Education Commission Report (1964-66) in India. Aims and Objectives of Teacher Education at: .Elementary Level. .Secondary Level. .Higher Level.
UNIT–II Structure, Curriculum and Modes of Pre- Service Teacher Education Pre- Service Teacher Education: Concept, Nature, Objectives and Scope. The structure of Teacher Education curriculum and its vision in curriculum documents of NCERT and NCTE. Components of Pre-Service Teacher Education: Foundation Courses, Subject Specialization and Pedagogy, Special fields, School based Practicum and Internship. Modes of Pre –Service Teacher Education: Face to Face (Linear and Integrated), Distance and Online; relative merits and limitations. Needs of Innovation in Pre-service Teacher Education Programme.
UNIT-III Concept, Structure and Modes of In-service Teacher Education: In-service Teacher Education; concept, Need, Objectives and areas of Professional development. Types of In-Service courses for Teachers; Orientation and refresher Courses, workshops, seminars, Internship and Summer Institutes. Structure for In-service Teacher Education; Sub –District, District, State, Regional and National level Agencies and institutions. Modes and Models of In-service teacher education; Modes- Face to face, Distance Mode, Online and Mixed Mode. Models- Induction, One shot, Recurrent, Cascade, Multisite, School based and course work. Scope, Merits and limitations of each of them.
UNIT – IV Agencies of Teacher Education: Role and Functions: National Agency: UGC( University Grants Commission),NUEPA, NCTE and NCERT State level Agencies- DIET and SCERT. Role of NCERT and NCTE in Teacher Education. Current Trends in Teacher Education. Managing Teacher Education : Challenges in 21st century.
Tasks & Assignments: Any one of the following (10marks) st Century.` 10
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SUGGESTED READINGS National Curriculum Framework for Teacher Education; Towards Preparing Professional and Humane Teachers, (2009) NCTE. New Delhi. Mangla, S. (2000). Teacher Education: Trends and Strategies. New Delhi : Radha Publishing. MHRD(1986). National Policy of Education and Program of Action. New Delhi, Govt. of India. MHRD (1992). Program of Action. New Delhi, Department of Education, Govt. of India. Devedi, Prabhakar (1980). Teacher Education- A Resource Book, New Delhi, NCERT. Govt. of India (1966. Education and National Development, New Delhi. Report of Education Commission. Govt. of India(1992). Report of C.A.B.E.. New Delhi: Committee Department Of Education. Govt. of India (1986). National Policy of Education, New Delhi: Ministry of Human Resource and Development. Kohli, V.K.(1992). Teacher Education in India, Ambala: Vivek Publishers. N.I.E.P.A.(1984). Report on Status of Teachers, New Delhi. Sharma, R.A. (2005). Teacher Education, Meerut: Loyal Book Depot. Sharma, S.P.(2005). Teacher Education, New Delhi: Kanishka Publishers. Udyaveer (2006). Modern Teacher Training, New Delhi: Anmol Publications. Dwivedisp(1980). Teacher Education: A Resource Book, New Delhi: NCERT.
COURSE-V INTERNSHIP: TEACHER EDUCATION INSTITUTE (SIX WEEKS) (Evaluation by external examiner only at the end of the semester) Max. Marks: 100 Duration: 6 weeks Credits: 4 Note: Do any four activities from the following: 1) Design a curriculum and develop teaching-learning material on any subject. (25 marks) 2) Suggest some new research studies to be undertaken in field of education. (25 marks) 3) Working with community based on any project of social welfare. (submission of activity report). (25 marks) 4) Prepare a suggested comprehensive plan of action to improve teacher education institute in which you have been engaged. (25 marks) 11
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5) Development of resource pool by inviting resource persons from nearby teacher education institutions, Colleges/ Universities and resourceful individuals form Resource Groups in different subject areas. (25 marks) 6) Analyze any one course curriculum /text book in the light of reflecting sensitivity to gender, caste and class parity, peace, health. (25 Marks) 7) Interaction with Principal of college, management, teachers and non-teaching staff for preparation of a report on college environment. (25 Marks) COURSE:VI DISSERTATION (Evaluation by external examiner only at the end of the semester) Credit-2 Maximum Marks: 50 and its presentation.
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COURSE-I SPECIALIZATION COURSE – I (STAGE SPECIFIC) (Elementary Education or Secondary & Senior Secondary Education) Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. Course Objectives: After completing the course the students would be able to acquaint with the historical perspective, aims and objectives of school education at elementary or senior secondary level. explain the present status of elementary or secondary & senior secondary school education. understand the concept of school, systems and structure of school education, finance and management at elementary or senior secondary level. familiar with the curriculum, co-curricular, extra-curricular activities etc. at elementary or senior secondary level. recognize the methods of teaching, role of ICT, various teaching aids and role of teacher to enhance learning of students.
UNIT-I 1. Aims and objectives of school education (at that Stage) 2. Historical perspective 3. Present status UNIT –II 1. School –concept, need & their role 2. Institutions, systems and structures of school education 3
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3. Control & finance of institutions & their management 4. School education-global perspective UNIT-III 1. Curriculum (at that specific stage) and its critical analysis 2. Activities –Curricular, Co-Curricular, Extra-Curricular UNIT-IV 1. Methods of teaching (stage specific) 2. Use of ICT in teaching 3. Teaching aids-need &significance 4. Role of teacher as facilitator of teaching –learning environment COURSE-II SPECIALIZATION COURSE – II (STAGE SPECIFIC) Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. Course Objectives: After completing the course the students would be able to acquaint with the classroom interaction & its analysis and management of classroom in terms of available resources at elementary or senior secondary level. explain the School administration the duties of Head/ Principal, teacher and class teacher at elementary or secondary &senior secondary level. familiar with maintaining records, time-table and managing resources at elementary or secondary & senior secondary level. understand the concept of evaluation, tools of evaluation, and CCE at elementary or senior secondary level. familiar with the issues and concerns at specific stage, moral development of students, needs of special children, and maintaining healthy learning environment at elementary or senior secondary level. 4
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UNIT-I -room interaction -room interaction analysis UNIT –II -table UNIT-III UNIT-IV Issues and concerns - Indiscipline & unrest among students Moral development of students Problems in schools School Management Committees Addressing children with special needs Action research Learning environment 5
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COURSE-III ADVANCED EDUCATIONAL RESEARCH Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completion of the course, students will be able to: understand the concept of research and educational research understand the types and methods of educational research understand the steps involved in educational research develop inquisitive mind and spirit of inquiry develop competency to plan, execute and report research in the educational field understand the use of different tools and techniques in educational research understand the role and use of statistics in educational research understand the basic educational statistics and select the appropriate statistical methods in educational research use computers for data analysis
COURSE CONTENTS UNIT – I Methods of Research Descriptive Research Historical Research Experimental Research: Experimental Designs. Qualitative Approaches of Research: Ethnography and Case Study
UNIT-II Tools and Techniques of Data Collection Characteristics of a Good Research Tool Characteristics and uses of Questionnaire, Observations and Interview, Psychological Tests, Rating Scales and Socio-metric Techniques in Research Writing Research Report- Characteristics, steps and importance. 6
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UNIT-III Tests of significance Concept of Null hypothesis Standard error Type I & Type II error One Tail & Two Tail test Significance of statistics & significance of percentage, Proportion and correlation Significance of difference between means- Z- test & t- test
UNIT-IV ANOVA(One Way)- Meaning, assumptions, computations & uses. Regression and Prediction- Concept, uses, assumptions & computations of linear regression equation, Standard error of measurement. Meaning of Non Parametric tests
Concept, Computation and Uses of: i) Chi-Square Test of Equality and Independence ii) Median Test iii) Sign Test SUGGESTED READINGS Aggarwal, Y. P. (1998). Statistical Methods. New Delhi: Sterling. Best, J. W. and Kahn, J. V. (1995). Research in Education.New Delhi: Prentice Hall. Burns, R. B. (1991), Introduction to Research in Education. New Delhi: Prentice Hall. Adward, Allen Literacy (1968). Experimental designs in Psychological Research. New York: Holt, Rinehart and Winston. Ferguson, G. A. (1976). Statistical Analysis in Psychology and Education. New York: McGraw Hill. Garrett, H. E. (1973). Statistics in Psychology and Education. Bombay: Vakils, Feiffer and Simon. Good, C.V. and Douglas, E. S. (1954). Methods in Social Research. New York: McGraw Hill. Guilford, J.P. and Benjamin, F.(1973). Fundamental Statistics in Psychology and Education. New York: McGraw Hill. Kerlinger, F. N. (1973). Foundation of Behavioural Research. New York: Holt, Rinehart and Winston. Koul, L.(1988). Methodology of Research. New Delhi: Vikas. Kurtz, A.K. and Mayo S.T. (1980). Statistical Methods in Psychology and Education. New Delhi: Narela. Lindquist, E.F. (1970). Statistical Analysis in Educational Research, New Delhi, Oxfordand IBH publishing House. 7
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Mangal, S.K. (2002). Statistics in Psychology and Education. New Delhi: Prentice Hall of India. Mouly, A. J. (1963). The Science of Educational Research. New Delhi: Eurasia. Neuman, W.L. (1997). An Introduction to Educational Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon. Sharma, S.R. (2003). Problems of Educational Research. New Delhi: Anmol Publications Pvt. Ltd. Siegel, S. (1986). Non-parametric Statistics. New York: McGraw Hill. Travers, R.M. W. (1978). An Introduction to Educational Research. New York: Macmillan. Turabian, K. L. (1973). A Manual for Writers of Term Papers, Theses and Dissertation, Chicago, University of Chicago Press. Van Dalen, D. B. (1992). Understanding Educational Research. New York: McGraw Hill. Young, P.V. (1960). Scientific Social Surveys and Research. New York: Prentice Hall.
COURSE-III TEACHER EDUCATION: PERSPECTIVES, RESEARCH AND ISSUES IN TEACHER EDUCATION Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completion of the course, students will be able to: describe the need, concept and scope of teacher education and historical development with special emphasis on different documents. explain the agencies of in-service teacher training programme. have teaching profession and professional organization for various levels of teachers development of teacher education curriculum in India. do research in various areas of teacher education. understand the problems faced in the areas of teacher education. design in-service teacher professional development program/activities based on the needs of teachers. critically examine the role and contribution of various agencies and regulating bodies in enhancing the quality of teacher education. understand and appreciate the research perspectives on various practices in teacher education. develop professional attitudes, values and interests needed to function as a teacher educator. 8
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COURSE CONTENTS UNIT-I Historical development of teacher education. Recommendation of various commissions on teacher education with special emphasis on- iversity Education Commission(1948-49) -53) (1964-66) 1986 , 1992. UNIT-II Teaching as a profession Aims and Objectives of Teacher Organization Need of Professional Organization Faculty improvement programme Professional ethics Performance appraisal
UNIT-III Problems of admission to teacher education Challenges in Professional Development of Teachers Factors influencing the quality of pre and in-service education of Secondary School Teachers Current Problems of Teacher Education and practicing Schools Role and Contribution of various agencies and regulatory bodies in enhancing the quality of Teacher Education Strengthening the Role of Teacher in a Changing World
UNIT-IV Areas of research in teacher education Teacher effectiveness Modification of teacher behavior School effectiveness Research on Effectiveness of Teacher Education Programmes in India. Characteristics of an Effective Teacher Education Programme. Trends of Research in Teacher Education: Review of a few recent research studies in Teacher Education with reference design, finding and policy implications. Researches on Teacher behavior, personal variables, content variables, strategy variables, situation variables.
SELECTED READINGS 1. CABE,(1992). Report of the CABE committee on policy perspectives Govt. of India. MHRD, New Delhi. 2. Dunkin, J. Michal (1987) the International Encyclopedia of Teaching and Teacher Education, Pergamon Press.
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3. Husen, Tosten & Postlethwaite(eds.)(1994). The International Encyclopedia of Education, New York. Vol. 1-12, Pergamon Press. 9
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4. Mangla, Sheela(2000). Teacher Education: Trends & strategies, New Delhi, Radha Publishing. 5. Ministry of Education(1964-66), Education and National Development Report of Indian Education Commission, Govt. of India. 6. MHRD (1986) National Policy on Education and Programme of Action. Govt. of India, New Delhi. 7. MHRD (1992) Programme of Action, Department of Education, Govt. Of India, New Delhi. 8. Singh, L.C. (ed.)(1990) Teacher Education in India, Source Book NCERT, New Delhi. 9. Smith, E.R.(ed.)(1962) Teacher Education: A Reappraisal, New York, Harper & Row Publishers. 10. Soder, R. (1991). “The ethics of the rhetoric of Teacher Professionalism”. Teaching and Teacher Education, 7(3). 11. Stiles, L.J. and Parker, R. (1969) “Teacher Education Programme”. Encyclopedia of Educational Research 4th Edition, New York, Macmillan. COURSE-V Internship: in Specialized Area (In School; 6 weeks) (Evaluation by external examiner only at the end of the semester) Max. Marks: 100 Duration: 6 weeks Credits: 4 NOTE: i) The student will maintain a file of the record related to activities performed. ii) For internship the student will be engaged in the schools for a continuous period of 6 weeks. iii) Do any four activities from the following:
1) A report by the student in which he/she will record one’s experiences, observations, and reflections during internship. (25 marks) 2) Analysis of any text book from peace perspective. (25 Marks) 3) Analyze any one course curriculum /text book to find out whether the values enshrined in the Constitution of India and the National Policy on Education have been incorporated or not. (25 Marks) 4) Develop an achievement test on any subject and standardize it. During this process item analysis, reliability, validity and norms are to be computed. ( 25 marks) 5) Administration, scoring and interpretation of any two of the following psychological tests: (25 Marks) Intelligence Test Teacher Effectiveness Scale Personality Test Study Habits Inventory 6) Students will observe/ analyze the classroom teaching learning behavior of four teachers through Flanders’s interaction analysis system and prepare a report on it. (25 marks) 7) Preparation, administration and analysis of diagnostic test (s) followed by remedial teaching. (25 Marks) 8) Prepare a report on CCE at elementary or secondary & senior secondary school level of the school where the teacher educator has engaged himself/herself for internship. 10
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9) Case study of the school where the teacher educator has engaged himself/herself for internship.
COURSE-VI DISSERTATION (Evaluation by external examiner only at the end of the semester) Credits-2 M.Marks- 50 literature, selection/ development of research tool & collection of data. ation of progress report of research work (including all above mentioned item COURSE-VII Self Development Skills–III (e-skills) (Evaluation by external examiner only at the end of the semester) Credit-1 Max. Marks=25 COURSE OBJECTIVES -To enable the learners to use electronic aids and resources for educational/research purposes -To make them aware of the possible pitfalls/threats of using e-resources COURSE CONTENT a) - Create e-mail account, facebook accounts, etc. -using internet/social network interface for educational/research purposes; constructing and sharing knowledge using social network sites. b) -Using e-resources and acknowledging the information thus retrieved; ethical issues of using e- resources , Behaving responsibly on the internet Transactional mode -Through theoretical as well as practical mode Sessional work Creating an educational group/forum
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COURSE-I (Elective First) Specialisation Course-I (i)- Guidance & Counselling Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completing the course, the students will be able to: make aware of the importance of making right choices in life, education, vocation etc. develop and promote understanding of basic principles, areas, importance of guidance and counseling. explain problem face by students in the contemporary world. make students conversant with the practices of guidance and vocational choices. explain the use of various standardized & non-standardized data collection tools. develop an understanding of the role of guidance for the population with special needs. develop an understanding and need of mental health
UNIT-I Introduction to Guidance .Concept, Principles& Functions of Guidance .Types of Guidance: Educational, Vocational,Social& Personal Guidance. .Group Guidance: Meaning, Objectives, Characteristics, Advantages, Problems, Principles & Techniques. .Contemporary Models of Guidance; Mathewson Model, Sholen’s Model, Chapman Model & Hoyt’s Model. Guidance Services and their Organization in Schools .Organization & Evaluation of Guidance Programmes at Various Levels of Education (Elementary/ .Secondary/ Senior Secondary /College) .Problems of Organizational Guidance Services in India. .Role of Various Community Agencies in School Guidance Programmes
UNIT-II Introduction to Counseling .Concept, Principles, Techniques & Procedure of Counseling .Approaches of Counseling: Directive, Non-Directive, Eclectic Counseling .Theories of Counseling: Freud’s Psychoanalytic, Behaviouristic, Gestalt .Skills of Counseling: Building Trust, Listening, Observation & Empathy 3
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.Counselor: Characteristics, Functions &Ethics Career Guidance
UNIT-III Job Analysis and Occupational Information Measuring Devices and Achievement case Study, Diary and Autobiography, Cumulative Record Cards UNIT-IV Guidance for Children with Special Needs - learners, Gifted & Creative Children. -Achievers Children. Mental Health Concept of Mental Health Role of Guidance Personnel in Promoting Positive Mental Health at Work Place Tasks and Assignments :The student-teacher may undertake any one of the following activities (10 marks) Draw a plan for the assessment of ability, aptitude, interest or personality of students. Explore two tests. One each for the assessment of intelligence and aptitude at the elementary and secondary stage through different sources and prepare critical write-ups. Prepare a script of a session with a client student communicating either low ability or high ability scores highlighting the skills used by you in the session. Prepare a sociometric test. Administer the test on a group of students. Draw a sociogram and describe in details the group climate. Any other task assigned by the institution.
SUGGESTED READINGS publication. Practice,Delhi: Doaba House. Publication. ance and Counselling, Delhi:Isha Books. 4
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Publishing House. Counselling and Guidance, New Delhi: PHI Learning Pvt.Ltd. Guidance, New Delhi: Pearson Prentice Hall in India. ur: Mangaldeep publications. Sterling Publishers Pvt Ltd. Delhi':Sterling Publications. Distributors. Learning:1st Edition. Counselling,NewDelhi: Authors Press. Aggarwal Publication. of Guidance and Counselling,New Delhi: Adhyayan publishers. d Counselling,New Delhi:Discovery Pub. House. lling, New Delhi: Rajat Publications. Publications. Depot. Guidance & Counselling, New Delhi: Kanishka Publishers& Distributors. Sons. Kanishka Publishers. Publishers. Publishers Delhi: Anmol Publications Pvt. Ltd. :SterlingPublications. 5
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COURSE-I (Elective First) Specialisation Course-I (ii)- Education Policy, Economics & Planning (Elementary Level) Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: On completion of this course the students would be able to: to acquaint the students with the basic concepts of economics of education aware of the productivity of education in economic development explain concept ,nature, principles and procedure of educational planning to acquaint the students with the concept of educational planning of education at elementary level explain types of educational policy, link between educational policy and national development policy.
UNIT-I Educational Policy: Types of educational policy- State level Institutional, Short –term, Long- term at Elementary Level Need and Importance of Educational Policy at Elementary Level Linkage between national Educational Policy and State Development Policy at Elementary Level
UNIT-II Economics of Education: Meaning, aims, scope and significance Education as Consumption Education as investment and Cost Analysis in Education Education and Economic Development Financing of Education in India: Center- State relationship, mobilization of resources Financial Contribution of community to school. Central and State Level Expansion on Elementary Education & Girl Education Govt Programs & Projects (like Lok Jumbish Projects,Shiksha Karni Projects, Kasturba Gandhi Shiksha Yojana, Sharde Hostels) Models of development based on free market economies 6
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UNIT-III Educational Planning at Elementary Level: Concept, needs and goals of Educational Planning Principles of Educational Planning. Approaches of Educational Planning Educational Planning in India since independence
Education and Man Power Planning: Concept of Manpower Planning Forecasting Man Power Needs Techniques of Man Power Forecasting Limitations of Man Power Forecasting
UNIT-IV Educational Planning and Policies at Elementary Level District Elementary Education Programme: Goals and Strategies. Sarva Shiksha Abhiyan & RTE Act 2009- Goals and Specific Programme Interventions at National Level and in respective States to improve access, enrolment, retention/participation and achievement.
Inspection, Supervision and Monitoring: Monitoring and Supervision at Elementary Level Research and Evaluation of specific schemes like Mid-Day Meals, establishments of VEC and different incentive schemes and achievement levels.
Tasks and Assignment: Any one of the following: (10 marks) Preparation of research design on a theme, discipline and RTE act. 2009 Visit a school for reporting on access, and enrolment/ retentions of girl students and give suggestions for improvement. Critical Analysis of Research Studies on programs and policies related to elementary education (Survey a Govt school nearby and Prepare of report on critically analyze the SSA and Mid May Meal programme) Annual Status of Education Report (ASER); Achievement surveys; PROBE; Pratichi Report on Education; Global Monitoring; Report of UNESCO. Any other assignment/ project given by the Institute.
Suggested Readings: Blaug.M (1972). Economics of Education published by Penguin Books. Govt. Of India ,MHRD(1982). NPE and its POA(1986/1992). Nordhaus,W.D.(1998):Economics and Policy issues in climate change. Parkash Shree(1999):Educational Planning published by Gyan Publishing House. Padmanabhan,C.B.(1986)Economics of Educational planning in India. New Delhi: Arya Book Depot. 7
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COURSE-I (Elective First) Specialisation Course-I (ii)- Education Policy, Economics & Planning (Secondary Level) Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completion of this course the students would be able to: acquaint the students with the basic concepts of economics of education aware of the productivity of education in economic development explain concept ,nature, principles and procedure of educational planning acquaint the students with the concept of educational planning of education at secondary level explain types of educational policy, link between educational policy and national development policy.
UNIT-I Educational Policy at Secondary Level: Types of educational policy- National State Level Institutional ,Short–Term and Long- Term at Secondary Level Need and Importance of Educational Policy at Secondary Level Linkage between Educational Policy and National Development Policy at Secondary level
UNIT-II Economics of Education: Meaning, aims, scope and significance Education as Consumption Education as Investment and Cost Analysis in Education Education and Economic Development Financing of Education in India: Center- National Relationship, Mobilization of Resources.
UNIT-III Educational Planning at Secondary Level Concept, needs and goals of Educational Planning Secondary Level Principles of Educational Planning Secondary Level Approaches of Educational Planning Secondary Level Educational planning in India since Independence at Secondary Level 8
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Education and Man Power Planning: Concept of Manpower Planning Forecasting Man Power Needs Techniques of Man Power Forecasting Limitations of Man Power Forecasting
UNIT-IV Planning Mechanisms and Five-Year Plan in Education Main features of five year plans with special reference to education, impact of five year plan on education. Perspective planning at central, state and local levels: concepts of macro, and micro level planning. Priorities to be given at central and state levels. Perspective plan for education in the 12th Five Year plan. District level planning: recent initiatives. Availability of educational statistics at central, state and district levels.
Educational Expenditure: Educational Expenditure and its Source of finance Government grants (central, state, local) Tuition fee, Taxes Endowment Donation and gifts, Foreign aids. School Budgetary and accounting procedure. Central grants, state grants and allocation of grants by U.G.C. Grant-in-aid policy in India and the states. Monitoring of expenditure control and utilization of funds, accounting and auditing. Central-State Relationship in Financing of Education. Financial estimates by Tapas Mazumdar Committe (GoI, 1998)
Tasks and Assignment: Any one of the Following:(10 marks) work assigned by the instituion Suggested Readings: Economics of Education published by Penguin Books. Economics and Policy issues in climate change. Shree(1999):Educational Planning published by Gyan Publishing House. Book Depot. 9
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COURSE-I (Elective First) Specialisation Course-I (iii)- Education Management, Administration & Leadership (Elementary Level) Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions. 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES After completion of the course, student teachers will be able to: develop an understanding of specific trends of the educational administration develop an understanding of concept, needs and to equip students with specialist techniques and methods for educational management develop a scientific outlook to deal effectively with the problems of educational administration and management develop an understanding of leadership in the context of education develop the knowledge of planning and organizing supervisory programmes in educational institutions explain the role of National, State and Local level bodies responsible for educational administration.
UNIT-I Educational Management Concept, Needs, Objectives and Scope of Educational Management Approaches and Principles of Educational Management Concept of Educational Management Human Beings as inputs, Process & Product inputs Educational Manager: Functions, Roles, Skills &Competencies Managerial Creativity, Managerial Ethics Role and functions of Headmaster/ Principal/ Teacher: Basic functions of Administration, Planning, Organizing, Directing and Controlling in School Management & Administration
Educational Planning and Supervision Meaning, Nature and Approaches of Educational Planning Institutional Planning and Perspective Planning at Elementary Level Meaning , Nature and Scope of Educational Supervision Educational Supervision as : Service Activity, Process, Functions, Planning, Organizing and Implementing Supervisory Programmes at Elementary Level 10
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UNIT-II Introduction to Educational Administration Concept, Scope, Principles of Educational Administration Educational Administration Approaches and Emerging Trends Development of Modern Concept of Educational Administration from 1900 to Present Day: Taylorism, Administration as a Process, Human Relations Approach to Administration.
Communication in Educational Management &Administration Types of Communication Methods and Devices of Communication Selection of Appropriate Communication Strategies Barriers of Communication
UNIT-III Leadership in Education Concept of Leadership, Leader and Manager, Leadership Traits and Skills Functions and Styles of Leadership Measurements of Leadership Approaches of Leadership: Trait, Transformational, Transactional, Value‐Based, Cultural, Psychodynamic, Charismatic, Community based and Social.
Theories of Leadership Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tridimensional Model Hersey and Blanchard’s Situational Theory,
UNIT-IV Educational Administrative Bodies in India at State & Local Level : Role & Functions State Bodies: State Council of Educational Research & Training (SCERT), State Institute of Education Technology (SIET), District Institute of Education& Training (DIET), Institute of Advance Studies in Education(IASE) Local Bodies: Municipal Councils/Corporation, Zilla Parishads, Panchayats.
Tasks and Assignment: Any one of the following (10 marks) Compile articles from newspapers, magazines, and internet discussing present policies and operational strategies of central & state Govt. for Elementary Education. Prepare a report of entire activity. Review research on educational management or management of elementary schools Evaluation of management of SSA activities in a district. Collect data from relevant sources on student & teachers ratio at elementary level. Is it according to provision of RTE act? Prepare a report on it. Examine the effectiveness of any one programme run by central Govt. for elementary students. Present the report in a classroom seminar. Analyze quality & quantity of Mid-day meal in any rural school. Any other work assigned by the institution. 11
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Suggested Readings: Images of Educational Change. England: Buckingham Open 0University. Managing People, New Delhi: Excel Books. The Principles and Practice of Educational Management, (Edited,Ed.) New Delhi: Sage Publications. Educational Management, Administration & leadership. New Delhi: Sage Publications. Educational Management, New Delhi: Pearson Publication. Management Thought, New Delhi: Mohit Publication. Management of Organizational Change, New Delhi: Response Books. . Organisational Behaviour, New York: McGraw – Hills Inc. Educational Administration- Concept & Practices, USA: Wadsworth, Cengage Learning Solutions, Canada. The Higher Education Manager's Handbook, NewYork and Canada: Routledge. Organizational Behaviour- Texts and Cases, Mumbai: Himalaya Publication. Educational Administration, New Delhi: APH Publishing Corporation Publishing House. Leadership Theory and Practice. New Delhi: Sage Publications. Organizational Behaviour in Education, Boston: Allyn and Bacon. University Education Administration and the Law, New Delhi: Deep& Deep Publications. Managerial Skills in Educational Administration, New Delhi: Deep& Deep Publications Pvt. Ltd. Assessment and Accreditation in Higher Education. New Delhi: Association of Indian Univesities. Actualizing Managerial Roles. New Delhi: Tata McGraw-Hill Publishing Company Limited. v, A.K. (2009). Educational Administration Policy, Planning and Survey. New Delhi: Kunalm Books. Educational Administration &Management. Meerut: R Lal Book Depot. Educational Administration & Management. New Delhi: Pearson Publications. 12
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COURSE-I (Elective First) Specialisation Course-I (iii)- Education Management, Administration & Leadership (Secondary Level) Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completion of the course, student teachers will be able to: develop an understanding of specific trends of the educational administration develop an understanding of concept, needs& to equip students with specialist techniques and methods for educational management develop a scientific outlook to deal effectively with the problems of educational administration & management develop an understanding of leadership in the context of education learn about planning & organizing supervisory programmes in educational institutions explain the role of national, state & local level bodies responsible for educational administration.
UNIT-I Educational Management Concept, Needs, Objectives & Scope of Educational Management Approaches and Principles of Educational Management Concept of Educational Management Human Beings as inputs, Process & Product inputs Educational Manager: Functions, Roles, Skills &Competencies Managerial Creativity, Managerial Ethics Role and functions of Headmaster/ Principal/ Teacher: Basic functions of Administration, Planning, Organizing, Directing and Controlling in School Management and Administration Educational Planning &Supervision Meaning, Nature and Approaches of Educational Planning Institutional Planning and Perspective Planning at secondary level Meaning , Nature and Scope of Educational Supervision Educational Supervision as : Service Activity, Process, Functions, Planning, Organizing and Implementing Supervisory Programmes at secondary level 13
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UNIT-II Introduction to Educational Administration Concept, Scope, Principles of Educational Administration Educational Administration Approaches and Emerging Trends Development of Modern Concept of Educational Administration from 1900 to Present Day: Taylorism, Administration as a Process, Human Relations Approach to Administration. Communication in Educational Management and Administration Types of Communication Methods and Devices of Communication Selection of Appropriate Communication Strategies Barriers of Communication
UNIT-III Leadership in Education Concept of Leadership, Leader and Manager, Leadership Traits and Skills Functions and Styles of Leadership Measurements of Leadership Approaches of Leadership: Trait, Transformational, Transactional, Value‐Based, Cultural, Psychodynamic, Charismatic, Community based and Social. Theories of Leadership Blake and Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tridimensional Model Hersey and Blanchard’s Situational Theory,
UNIT-IV Educational Administrative Bodies in India at National Level: Role & Functions University Grant Commission (UGC) National Council of Educational Research and Training (NCERT) National University of Educational Planning and Administration (NUEPA) Ministry of Human Resource Development (MHRD) National Council for Teacher Education (NCTE) Central Advisory Board For Education (CABE)
Tasks and Assignments: Any one of the following (10 marks) Compile articles from newspapers, magazines, and internet discussing present policies and operational strategies of central and state Govt. for secondary education. Prepare a report of entire activity. Review research on educational management or management of secondary schools which are used in other countries but not in India. Evaluation of management of SSA activities in a district. Collect data from relevant sources on student & teachers ratio for secondary level school of your district. Is it according to provision of RTE act? Prepare a report and send it to authorities. Examine the effectiveness of any one programme run by central Govt. for secondary students. Present the report in a classroom seminar. Any other activity assigned by the institution. 14
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SUGGESTED READINGS Altrichter, H. and Elliot, J. (2000). Images of Educational Change. England: Buckingham Open University. Bhattacharya, D.K. (2001). Managing People, New Delhi: Excel Books.
Bush T., L. B. (2003). The Principles and Practice of Educational Management, (Edited,Ed.) New Delhi:Sage Publications. Bush, T. (2013).Educational Management, Administration & leadership. New Delhi: SagePublications. Chauhan,S.(2012). Educational Management, New Delhi: Pearson Publication. Dawra, S. (2003). Management Thought, New Delhi: Mohit Publication. Harigopal, K. (2001). Management of Organizational Change, New Delhi: Response Books. Luthans, F. (2005). Organisational Behaviour, New York: McGraw – Hills Inc. Lunenburg,F.C. & Orenstein, A.C.(2012).Educational Administration- Concept & Practices, USA: Wadsworth, Cengage Learning Solutions, Canada. McCaffery, P. (2004). The Higher Education Manager's Handbook, NewYork and Canada: Routledge. Nair, S.R. (2004).Organizational Behaviour- Texts and Cases, Mumbai: Himalaya Publication. Nangia, S.B.(2009). Educational Administration, New Delhi: APH Publishing Corporation Publishing House. Northouse, P. (2010). Leadership Theory and Practice. New Delhi: Sage Publications. Owens, R.C. (2001). Organizational Behaviour in Education, Boston: Allyn and Bacon. Prasad, A. (2007). University Education Administration and the Law, New Delhi: Deep& Deep Publications. Punia,V. (2004).Managerial Skills in Educational Administration, New Delhi: Deep& Deep Publications Pvt. Ltd. Rita, S. (2004). Assessment and Accreditation in Higher Education. New Delhi: Association of Indian Univesities. Sayeed, O. B. and Pareek, U. (2000). Actualizing Managerial Roles. New Delhi: Tata McGraw- Hill Publishing Company Limited. Srivastav, A.K. (2009). Educational Administration Policy, Planning and Survey. New Delhi: Kunal Books. Sharma, R. A. (2009). Educational Administration &Management. Meerut: R Lal Book Depot. Sindhu, I.S.(2012).Educational Administration & Management. New Delhi: Pearson Publications. 15
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COURSE-II (Elective Second) Specialisation Course-II (i)- Inclusive Education Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: On completion of this course the students would be able to develop in students an understanding of the concept and philosophy of inclusive education in different contexts develop in students an understanding of the nature and types of diverse learners enable students to analyse the trends and issues in inclusive education
acquaint students about various legislative frameworks and programmes facilitating inclusive education enable students to understand various approaches to evaluation and identification of need of diverse learners enable students to understand planning and management of inclusive classroom enable students to use assistive /adaptive technology in inclusive classrooms enable students to understand the need of support system for inclusive practices understand the global and national commitments towards the education of children with diverse needs appreciate the need for promoting inclusive practice and the roles and responsibilities of all concerned personnel identify and utilize existing resources for promoting inclusive practice.
UNIT-I Introduction to Inclusive Education Marginalization vs Inclusive education – Meaning and Concept. Historical perspectives on education of children with diverse needs. Evolution of the Philosophy of Inclusive Education – Special, Mainstreaming, Integrated education and Inclusive education. Intervention and Models of inclusive education Advantages of inclusive education Identifying and addressing barriers to Inclusive education – Attitudinal, Physical and Instructional. 16
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UNIT-II Policies, programmes and legislative provisions with reference to children with special needs (CWSN)
International initiatives .The Convention on the Rights of the Child (Article 23, 28, 29 a2, 3, 6, 10 &12). .The World Declaration on Education for all and its Framework for Action to meet Basic – Learning needs, 1990 .The World Declaration on the Survival, Protection and Development of Children and the Plans of action (Outcome of the UNICEF World Summit for Children, (1990). .The Asian and Pacific decade of Disabled Persons, 1993-2002. .The World Conference on Special needs Education and the Salamanca Statement and framework for action on Special Needs Education. .UNCRPD – 2007 National Policy Framework & Programmes: .NPE 1986, POA 1992; SSA and RMSA .Persons With Disabilities Act (EO,PR, & FP), 1995 and the Draft Rights of Persons with Disabilities Bill – 2012 and subsequent amendments. .RCI Act, 1992 and National Trust for Welfare of Persons with .Autism, Cerebral Palsy, Mental Retardation and Multiple Disability .Act, 1999 & Rules, 2014 .National Policy for Persons with Disabilities - 2006
UNIT-III Children with Diverse Needs Definition and characteristics of children with sensory (hearing, visual and physically challenged) intellectual (gifted, talented and children mentally challenged children), developmental disabilities (autism, cerebral palsy, learning disabilities), social and emotional problems, scholastic backwardness, under-achievers, slow learners and other marginal groups. Importance of early detection for development of compensatory skills.
Curricular Adaptations and Accommodations-Meaning, Difference, and Need Specifics for children with Sensory disabilities (VI and HI) Specifics for children with Neuro-developmental disabilities Specifics for children with Locomotor disabilities and Multiple disabilities. Engaging gifted children.
Planning and Management of Inclusive Classrooms: material resources, Human Resource and Instructional Practices
UNIT-IV Resources and Facilitators of Inclusion Assistive and Adaptive Technology for Diverse learners: Product (Aids and Appliances) and Process (Individualized Education Plan (IEP), Remedial Teaching), Therapeutic Interventions: Need and Scope Use of Information Communication Technology (ICT) in inclusive classroom 17
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Facilitators for Inclusive Education: Parent-Professional Partnership: Role of Parents, Peers, Professionals, School Management & Community. Role Responsibilities of General, Special and Resource Teachers. Skills & Competencies among Inclusive school teachers.
Tasks and Assignments: Any one of the following activities: (10 marks) Field visit to school/institutions promoting inclusive practices and discussion with teachers and observation and analysis of teaching learning practices. Analysis of policy document (national, international) related to diversity. Critical review of policy and practice and panel discussion by a group of students. Visit to special, integrated and inclusive classrooms .Reflective journal writing. Make a list of existing resources in the local area and discuss their use and limitations based on survey of five inclusive schools.
SUGGESTED READINGS: Ainscow, M.; Booth. T (2003). The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Center for Studies in Inclusive Education. Ahuja. A; Jangira, N.K. (2002). Effective Teacher Training; Cooperative Learning Based Approach. New Delhi National Publishing house Bartlett, L. D. and Weisentein, G. R. (2003). Successful Inclusion for Educational Leaders. New Jersey: Prentice Hall. Daniels, H. (1999). Inclusive Education. London: Koegan. Deiner, P. L. (1993). Resource for Teaching Children with Diverse Abilities. Florida: Harcourt Brace and Company Gartner, A. & Lipsky, D. D. (1997). Inclusion and School Reform Transferring America’s Classrooms. Baltimore: P. H. Brookes Publishers. Gore, M. C. (2004). Successful Inclusion Strategies for Secondary and Middle School Teachers, Crowin Press: Sage Publications. Hegarthy, S. & Alur, M. (2002). Education of Children with Special Needs: from Segregation to Inclusion, Corwin Press: Sage Publishers. Hollahan and kauffman (1978). Exceptional Children: An Introduction to Special Education. India: Prentice Hall. Jha, M. M. (2002). School without Walls: Inclusive Education for All. Oxford: Heinemann Education. Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon, Old Subjimandi, Academic Press. Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage Publications. King‐Sears, M. (1994). Curriculum‐Based Assessment in Special Edcuation. California, Singular Publications. Panda, K. C. (1997). Education of Exceptional Children. New Delhi: Vikas Publications. Rangasayee, R.& Gathoo, V. (2007). Towards Inclusive Education of Children with Hearing Impairment, A Hand Book For Regular School Teachers. AYJNIHH Publishers. Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications. 18
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Ryandak, D. L. & Alper, S. (1996) Curriculum content for Students with Moderate and Severe Disabilities in Inclusive Setting. Boston, Allyn and Bacon Sedlak, R. A. & Schloss, P. C. (1986). Instructional Methods for Students with Learning and Behaviour Problems. Allyn and Bacon Stow L. & Selfe, L. (1989). Understanding Children with Special Needs. London Unwin Hyman. Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N.C.E.R.T Publication. Sharma P.L (2003). Planning Inclusive Education in Small Schools, R.I E. Mysore Turnbull, A., Turnbull, R. Turnbull, M. Shank, D. L. (1995). Exceptional Lives: Special Education in Today’s Schools. 2nd Ed. New Jersey Prentice‐Hall. Inc. Vlachou D. A. (1997). Struggles for Inclusive Education: An ethnographic study. Philadelphia, Open
COURSE-II (Elective Second) Specialisation Course-II (ii)- Educational Measurement & Evaluation Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. Course Objectives: After completing the course the students would be able to Understand the concept of measurement & evaluation be familiar with the different types of evaluation, norm referenced & criterion referenced tests comprehend the steps in standardisation of achievement test understand the application of various statistical tests like correlation, ANOVA, Regression etc.
COURSE CONTENT Unit-I (a) Concept and importance of measurement and evaluation. (b) Types of evaluation: Formative and summative. (c) Scales of Psychological measurement: Nominal, Ordinal, Interval and Ratio. Unit-II a) Types of achievement tests- Essay and Objective type. b) Norm referenced and criterion reference tests. c) Steps in standardization of achievement tests. Item analysis: Item difficulty, discrimination index. Estimating reliability and validity. Effectiveness of distracters. Unit-III a) Analysis of variance (one way and two way): Assumptions and Computation. b) Regression and prediction: Meaning and Concept of linear regression equation. Unit-IV 19
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Correlations: Assumptions and computation of: a) Biserial, Point Biserial b) Tetrachoric and phi- coefficient. c) Partial and multiple correlation. Task/Assignment- Any one of the following: (10 marks) Development of a standardized test Any other task given by the institution.
SUGGESTED READINGS 1. Aiken, L.R. (1985): Psychological Testing and Assessment, Boston : Allyn and Bacon. 2. Aggarwal, Y.P.(1989): Statistical Methods Concepts Application & Computation, New Delhi : Sterling 3. Anastasi, A(1988): Psychological Testing (6th Ed). New York: The Macmillan Co. 4. Brown, G.T.L.,Irving, E.S.& Keegan, P.J. (2014): An introduction to Educational Assessment, Measurement and Evaluation: Improving the quality of Teacher Based Assessment (3rd Edition). New Delhi: Dunmore Publishers. 5. Cronbach, L.G.(1964) : Essentials of Psychological Testing, New York : Harper. 6. Ebel, L.R. and Fristrie, D.A. (1991): Essentials of Educational Measurement. New Delhi: Prentice Hall of India Pvt. Ltd. 7. Freeman, F.S. (1965): Theory & Practice of Psychological Testing, New York: Rinehart & Winston. 8. Garrett, H.E. (1973): Statistics in Education and Psychology, Bombay, Vakils Febber and Simons. 9. Guilford, S.P. and Fruchtor, B.(1973) : Fundamental Statistics in Psychology and Education 5th Ed. New York: McGraw Hill and Co. 10. Guilford, J.P.(1978) : Fundamental Statistics in Psychology and Education, New York: McGraw Hills, 6th Ed. 11. Karmel, L.C & Karmel, M.C. (1978) : Measurement and Evaluation in Schools, New York: Macmillan. 12. Laak,J.J.F.T, Gokhale, M., Desai, D. (2013): Understanding Psychological Assessment. New Delhi: Sage Publications. 13. McDavid,J.C.,Huse, I.& Hawthorn,L.R.L.(2013): Program Evaluation and Performance Measurement. New Delhi: Sage Publishers. 14. Mehrens, W.A. & Lehmann, I.J. (1984): Measurement and Evaluation in Education and Psychology, New York: Holt, Rinehart, Winstom 52 15. Popham, W.J.(1988) : Educational Evaluation. New Delhi: Prentice Hall. 16. Secolsky, C. & Denison,D.B. (2011): Handbook on measurement, Assessment and Evaluation in Higher Education. London: Routledge Press. 17. Sidhu, K.S. (2005): New approaches to Measurement and Evaluation. New Delhi: Sterling Publishers. 18. Singh, A.K (1986): Tests, Measurements and Research Methods in Behavioural Sciences. New Delhi: Tata McGraw Hill Publishers. 19. Thorndike, R.L. and Hagen E. (1977): Measurement and Evaluation on Psychology and Education. New York: John Wiley and Sons, Inc. 20 . Thorndike, R.M & Christ,T.M.T (2009): Measurement and Evaluation on Psychology and Education. Second Edition. New Delhi: Pearson Publishers. 21. Thorndike, R.M & Christ,T.M.T (2011): Measurement and Evaluation on Psychology and Education. Second Edition. New Delhi: Pearson Publishers. 20
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COURSE-II (Elective Second) Specialisation Course-II (iii) - Educational Measurement & Evaluation Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES After completing the course, the students will be able to: recognize their own worth as individual and develop a personal belief and value system. understand the concept, need and importance of value education understand the nature of values, inculcation of values, value classification and to differentiate such values from religious education, value teaching orient themselves with the basic values, their inculcation and with the place of reason and emotions in moral development of the child. understand the process of value development vis-à-vis their cognitive and social development. understand the concept of morality and moral judgment. orient themselves about the morality and conversion of moral learning into moral education. promote self discipline built self confidence and reliance. know about various approaches of value inculcation. grow up into a responsible citizen.
UNIT-I Concept of Values and Value Education; Historical Background of Value Education Aims and Objectives of Value Education Need, Importance and Role of Value Education in the present emerging Indian society Classification of Values
UNIT-II Theories of Value Development: Psycho-analytic, Learning theory – social leaning Cognitive development , Piaget and Kohlberg 21
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Models of Value Development : Value Analysis, Rationale Building, Social Action , The Consideration Model
UNIT-III Constitutional or national values - Democracy, socialism, secularism, equality, justice, liberty, freedom and fraternity. Professional Values-Knowledge thirst, sincerity in profession, regularity, punctuality and faith. Religious Values - Tolerance, wisdom, character. Modernity vs. Value crisis, Issues and challenges Value orientation of Teacher education curricula in India
UNIT-IV Concept of Morality and Moral Judgment Aspects of Moral Education – Liberal, Social, Religious, Psychological Development of Moral Character And Attitude Role of Media in developing values and morality
Tasks and Activities: Any one of the following (10 marks) Organize any programme (Morning Assembly, Celebration of Important Days etc.) for school children for inculcating different values. Create a programme for awareness among the school/college students about value education. Study of the comparison of values among students of one urban school with one rural school. Making a project report on role of formal and informal agencies for inculcating values among children Any other task assigned by the institution.
SELECTED READINGS: Guber, F.C.(1963). Aspects of Value. University of Pennsylvania Press,Phildelphia. Josta,H.R.(1991).Spiritual Values and Education,Ambala Cantt. Assosciated Publishers. Kluckhokhn, C.(1961). The Study of Values. In D.N. Barett (ed), value in America, Norte Dame, University of Norte Dame Press. Kothari D.S. “Education and Values”, Report of the orientation coursecum-workshop on Education in Human Values. New Delhi. Malhotra P.L. Education, Social Values and Social Work – the Task for theNew Generation, N.C.E.R.T., New Delhi. Morris, Charles (1956). Varieties of Human Values. Chicago: University of Chicagopress. Mujeeb, M.(1965). Education and Traditional Values. ,Meerut: Meenakshi Prakashan Mukerjee, R.K., (1969). Social Structure of Values. New Delhi: S. Chand and Co. NCERT (1992).Education in Values, New Delhi. 22
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Rokeach, M.( 1978). The Nature of Human Values, New York :Jessy Brass. Ruhela,S.P. (1986). Human Values and Education, New Delhi: Sterling Publications, Sprod,T. (1998). Philosophical Discussion in Moral Education, The Community of Ethical Inquiry. Routledge Venkataiah. N.(1998). Value Education” APH Publishing.
COURSE-III (Elective Third) Specialisation Course-III (i)- Educational Technology Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES 1. To develop the understanding of concept, origin and characteristics of educational technology. 2. To enable the students to differentiate between hardware and software. 3. To acquaint the students with skill of farming educational objectives. 4. To develop the skills of designing instructional system. 5. To enable the students to understand Programme Learning. 6. To enable the students to use educational technology for improving teacher’s behaviour. COURSE CONTENTS UNIT –I Meaning and Scope of Educational Technology: System approach to Education and its characteristic, Components of educational Technology –Software and Hardware. Recent trends in Educational Technology. Major institutions of Educational Technology in India: CIET, EMRC, CEC. Multimedia approach in Educational Technology.
UNIT –II Modalities of teaching – Teaching as different from Indoctrination, instructions, conditioning and training. Stages of Teaching – Pre-active, Interactive and Post active. 23
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Teaching as different levels – Memory, understanding and reflective levels of organizing teaching and learning. Programmed Instruction : Origin, Principles and characteristics Types: Linear, Branching and Mathetics. Development of a Programme: Preparation, Writing, Try out and Evaluation
UNIT –III Teacher Training Techniques- Micro-teaching, Flanders Interaction Analyses, Simulation. Computer assisted instruction, e-learning, online learning, blended learning and m-learning. Models of Teaching: Concept, Different families of Teaching Models and following models in detail - Inquiry Training Model, Mastery Learning Model, Basic Teaching Model, Concept Attainment Model, Advanced Organizer Model.
UNIT –IV Objectives: Differentiation and Derivation from Aims to Goals, General Objectives from Goals and Instructional Objectives from General Objectives. Formulating Instructional Objectives, Categorization of Objectives in Taxonomic Categories of Cognitive, Affective and Psychomotor Domains. Designing of Instructional strategies: Lecture, Team Teaching, Discussion, Seminars, Tutorials and Brainstorming sessions, Co-Operative Learning. Communication Process: Concept of Communication, Principles, Modes and Barriers to communication, class-room communication (Interaction, Verbal and Non-verbal), Models of Communication:- Shannon and Weaver Model of Communication, Berlo’s Model of Communication. Development of Evaluation Tools: Norm Referenced Tests and Criterion Referenced Tests. Use of Educational Technology in Distance Education
Tasks and Assignments: For Internal Assessment (10 Marks) Development of Linear Programme Power –Point Presentation on any topic Development of Lessons using Model teaching. Any other task assigned by the institution.
SELECTED READING Davies, I.K., “The Management of Learning,” London: Me Graw Hill, 1971 Dececco, J.P., “The Psychology of Learning and Instruction”, New Delhi, Prentice Hall, 1988. Kulkarni, S.S., “Introduction to Educational Technology”, Mew Delhi: Oxford & IBH Publishing Company, 1986. Kumar, K.L., “Educational Technology”, New Delhi : New Age International Publisher, 1996. Locatis, C.N. and Atkinson, F.D., “Media and Technology for Education and Training”, London: Charles E. Publishing Co., 1984. 24
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Mavi, N.S., “Programmed Learning – An Empirical Approach”, Kurukshetra, Vishal Publishers, 1984 Joyce, B. & Weil, M., Models of Teaching, New Delhi, Prentice Hall, 1992. Merrit, M.D. (ED.), “Instructional Design”, New York: 1971. Mukhopadhyay, M. (ED.) “Educational Technology”, New Delhi: Sterling, 1990. Pandey, K.P. “A First Course in Instructional Technology”, Delhi: Amitash Parkashan,1980. Pandey, K.P., “Dynamics of Teaching Behavior, Ghaziabad Amitash Parkashan,1983. Pandey, S.K. “Teaching Communication, New Delhi, Commonwealth Publishers1997. Prcival, F. and Wllington, H., “A Handbook of Educational Technology,: New York, Kogan Page, 1988. Schneider, Arnold E., Donaghy, William C., Newman, Pamela Jane “Organizational Communication” Sharma, Hemant Lata (2014). Innovative inputs in ICT. Jalandhar: Amit Prakashan. Sharma, Hemant Lata & Sharma, Savita (2010). Learning to Learn With Love : Theory and Practices of Co-operative Learning, New Delhi : Gagandeep Publication. Skinner, B.F., “The Technology of teaching”, New York: Appleton Century Crofts, 1968. Vedanayagam, E.G., “Teaching Technology for College Teacher:, New Delhi: Sterling Publisher.
COURSE-III (Elective Third) Specialisation Course-III (ii)- Comparative Education Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES To develop understanding among students regarding concept of Comparative Education, its Aims, Purposes and Importance. To develop understanding in students regarding the Factors Influencing Educational Systems of Different Countries. To acquaint the students regarding Approaches to Study Internal Systems of Different Countries. To acquaint the students regarding Educational System of India as well as Other Countries like UK, USA, and Australia. 25
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To help students in developing understanding regarding Problems, Issues and Existing Provisions and Programmes of the Country in the Context of Educational Systems of Other Countries.
COURSE CONTENTS UNIT-I Concept, History, Aims and Scope of Comparative Education. Factors influencing education system of a country. Approaches to Comparative Education: Historical, Philosophical, Sociological and Problem Approach.
UNIT-II Educational ladder of U.K., U.S.A., Finland and India Compare the salient features of educational system (aims, curriculum, and evaluation) of U.S.A., U.K, Finland and India. Primary Education in U.S.A., U.K, Finland. Primary/Elementary Education in India: Concept of Universalization of Elementary Education in India, National Policy of Education (NPE-1986) and Primary Education, District Primary Education Programme (DPEP), Sarva Shiksha Abhiyan (SSA) and RTE Act-2009.
UNIT-III Secondary Education in India, UK and USA. Vocationalization of Secondary Education in India, UK and Russia. Higher Education in India, UK and USA.
UNIT-IV Distance Education: its Needs and Various Concepts with Reference to India, UK and Australia. Educational Administration in India, U.K. and U.S.A. Teacher Education program in U.K., Finland, U.S.A. and India. Recent trends and innovations in education of India, U.K. and U.S.A
SELECTED READINGS Arnove, Robert F. & Alberto, Torres Carlos. (2007). Comparative Education: The Dialectic of the Global and Local. U.S.A: Rowman and Little field Publisher. Bereday G.Z.F. (1967). Comparative Methods in Education, New Delhi: Oxford and IBH Publishing Co. Chaube, S.P. & Chaube, A. (2007). Comparative Education. Noida: Vikas Publishing House. Chaubey S.P.(1969). Comparative Education, Agra: Ram Prasad and sons Publishers Cramer J.F. and Brown G.S., (1965).Contemporary Education: A comparative study of National Systems. New York: Naracourt Brace and Co. 26
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Edmund J. King (1968). Comparative Studies and Educational Decisions. London: Mathuen Educational Ltd. Dent H.C., (1981). Educational Systems of England. London: George Allen Gazette of India. (2009). The Gazette of India – Right of Children to Free and Compulsory Education Act, 2009. New Delhi: Ministry of Law and Justice. Kandel I.L. (1963). Studies in Comparative Education. New York: George Harrap. Kubow, Patriva K., & Fossum, Paul R. (2007). Comparative Education: Exploring Issues in International Context. U. S. A.: Pearson/Merrill/Prentice Hall Publishers. Mundy, Karen. ,Bickmore, Kothy. ,Hayhoe Ruth. ,Madden, Meggan. & Madjidi, Katherine. (2008). Comparative and International Education: Issues for Teachers. U.S.A.: Teacher College Press. MHRD. (1995). DPEP Guidelines, New Delhi: Govt. of India. MHRD. (2011). Sarva Shiksha Abhiyan – Frame Work for Implementation Based on Right of Children to Free and Compulsory Education Act, 2009. New Delhi : Govt. Of India. MHRD. (2012). Voices of Teachers and Teacher Educators. Vol. 1, issue 1, Jan. 2012. MHRD, Govt. of India. Udaipur: Preparation of the Publication at Vidya Bhawan Society. NCERT. (2012). Impact of In-Service Teacher Training on Class room Transaction in Haryana. NUEPA. Elementary Education in India- Where do we Stand? New Delhi :State andDistrict Report Cards (Yearly Publication) Shrivastava, S.K. (2005). Comparative Education. New Delhi: Anmol Publications Pvt. Ltd. Sodhi,T.S. (2005). A Text Book of Comparative Education-Philosophy, Patterns and Problems of National Systems, New Delhi. Vikas Publishing House Pvt. Ltd. Sodhi, T.S. (2007). Textbook of Comparative Education. Noida: Vikas Publishing House. Reddy R.S. The methods of analysis and enquiry publisher, Ajay Verma, Common wealth publisher 4378/4B, Mutali Lal Street, Ansari Road, New Delhi. Yadav, Rajender Singh (2006). Community Participation in Education: Role of Village Education Committee. Ambala Cantt: The Associated Publishers.
COURSE-III (Elective Third) Specialisation Course-III (iii)- Life Long Education Time: 3 Hours Max. Marks- 100 Credits:4 (Theory: 80, Internal: 20) NOTE FOR PAPER SETTER 1. Paper setter will set 9 questions in all, out of which student will be required to attempt 5 questions 2. Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus. 27
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3. Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer questions will carry 16 marks each. 4. All questions carry equal marks. COURSE OBJECTIVES: After completing the course, the student will be able to explain: Concept of lifelong education Approaches to lifelong education Concept, aims ,Need and importance of adult and continuing education Literacy situation in the country and government initiatives to improve literacy status Administration and management of adult and continuing education programmes Role of universities in adult and continuing education Concept of andragogy and its applications Impact of lifelong education on formal education Types of continuing education programmes Areas of research in adult , continuing and lifelong education
COURSE CONTENTS UNIT-I Philosophical and sociological basis of lifelong education – Need and importance in contemporary world Concept and Scope of lifelong education – Literacy, awareness, continuing education and empowerment of all sections of society. Adult and Continuing Education; Evolution of concept, aims, need and importance in the contemporary world and practice.
UNIT-II Literacy situation in India. Total Literacy Campaign (TLC) Objectives and Strategies; New Initiatives in Adult and Continuing education; Sakshar Bharat. Centre and State Level organisations for Administration and management of adult and continuing education programmes. Role of UGC and Universities in adult, continuing and lifelong education : Departments/Centres for adult and continuing education and extension education. The field outreach programmes.
UNIT-III Andragogy : meaning and concept, implication for lifelong learning. Psychology of adult learners; Principles of adult learning and curriculum development for adults. Teaching methods for adult learners.
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Impact of Life Long Education on formal education – Education for diverse target groups through o Open Learning o Web Based Education o Community Colleges. Continuing education programmes for community development: o Women empowerment o Population education o Legal literacy o Vocational education Research Areas in Adult Education, Continuing Education and Lifelong Education.
Task & Assignment- Any one of the following(10 marks) a) Poster preparation and exhibition of any of the following : (i) Legal Literacy (ii) Open learning (iii)Part time courses (iv) Web based Education b) Planning a target specific continuing education course and submission of a detailed course draft. c) Any other task assigned by institution. SUGGESTED READINGS Alford, Harold J. (1968): Continuing education in action : residential centres for lifelong learning. New York : Wiley. Belanger. P. & Gelpi, E. (1995) : Lifelong Education, London : Kluwer Academic Publishers. International Journal of Adult and Lifelong Education 68, 1-2, 2007. International Journal of Adult and Lifelong Education 68, 3-4, 2007. Indian Journal of Adult Education, 69, 3, 2008. Indian Journal of Adult Education, 69,4,.2008. International Journal of Adult and Lifelong Education, Vol. No.1, (2003), UNESCO & UNDP Documents and Publications. Jarvis, Peter, (1990): International dictionary of adult and continuing education, London, Routledge. Jethither, Bhart,(1996) : Adult Education & Extension. New Delhi : APH Publishers. New Frontiers in Education-International Journal of Education, Vol. XXXII, No. 2 April- June. Pareek, Vijay Kumar,(1992) : Adult Education. Delhi. Himansher, Patil, S.P., (1996): Problems of adult education programme- Ambala Cantt. Associated Pubs. Pillai, K. S. (1997). Education for all and for ever. Ambala Cantt: The Associated Publishers. Rahi, A.L, (1996): Adult Education Policies and Programmes, Ambala Cantt. Associated Pubs. Rao, D.S. (1993): Continuing Education in India, Ambala: the Associated Publishers. Rao, V. J. (2000). Problems of continuing education. New Delhi: Discovery Publishing House. 29
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Reddy, G. Lokanandha,(1997): Role performance of adult education teachers : problems and prospects-New Delhi : Discovery Pub. Roy, Nikhil Ranjan, (1967): Adult Education in India and abroad. Delhi: Chand, Publishers. Seetharamu, A.S. & Devi (1994): Adult Education, New Delhi: Ashish Publications. Sharma, Inder Prabha, (1985): Adult Education in India: policy perspective-New Delhi: NBO Pub. Singh, U.K. & Sudarshan, K.N. (1996): Non-Formal and Continuing Education, New Delhi: Discovery Publishing House. Singh, U. K., Nayak, A. K., & Dr. Zakir Hussain Institute for Non-formal and Continuing Education. (1997). Lifelong education. New Delhi: Commonwealth Publishers in association with Dr. Zakir Hussain Institute for Non-formal and Continuing Education. Slowyey Maria & Watson David (2003): Higher Education and the Life Course, Berkshire England : Open University Press, Mc Graw-Hill Education. Sodhi, T.S. (1987) : Adult Education : a multidisciplinary approach, Ludhiana : Katson Pub. House. UGC Guidelines of Lifelong Learning and Extension (2007-2012), University Grants Commission: New Delhi. UNDP (2006), Human Development Report 2006, New York, Oxford University Press. Venkataiah, S. (2000). Lifelong and continuing education. New Delhi: Anmol Publications Pvt. Ltd. Ward, Kevin & Taylor, Richard (1986): Adult Education and the working class: Education for the missing millions. London: Croom Helm. Yadav, Rajender Singh, (1991): Adult Education Training and Productivity, Ambala Cantt. Indian Publications. www.mhrd.gov.in- for school education and literacy.
COURSE-IV DISSERTATION (Evaluation by External examiner at the end of the semester) Credits-4 M.Marks-100 Submission of dissertation & viva-voce. 30
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COURSE-V Self-Development Skills- IV (Yoga) (Evaluation by External examiner at the end of the semester) Credit-1 M.Marks-25 COURSE OBJECTIVES -To make learners aware of the benefits and relevance of Yoga and Yogic practices -To make them practice and incorporate basic yoga exercises in their daily routine COURSE CONTENT Brief historical account and significance of Yoga Yoga as a stess buster; body and mind healing device Basic yoga exercices and asanas (pranayam, surya-namaskar, taad-asana, kapaalbhaati, shav- asana, etc.)
Transactional mode Through theoretical as well as practical mode Practical Mastering any five yoga exercises/asanas
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