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Srrueture:
Pre-Pb.D. Gourse iD Education
University of Poona',
Prlee : Rs. 10/-82No.
tt.()
Comp",,,mt fI :-Optiooal Theory Cou•••~.
Anyone from tbe li'l provided in oompount two of lbeM.Phil. in Eduoation Coun.: •
( I ) Psychology of Lcarnjn~
(2) P."onalily
(3) Educational Administration(il Adminim.!inn in To.lm,,,,,l Education
,Pre-Ph.D. C~~r5. in Education 5ball ha".lbe.followj~&lhrrccomponent< :
C(J"'PO~II/ I ,-Compul,ory Theory COO1"$'.'.A, per M.Pbil. in Edoc.tional oou•.••••namely
Course /: Advanced Methodology of Educational R•• nl'Ch.
Cou"" 2: New Frontiers of Educalion.
(5) Economics of Education(6) Comparative Eduoation
(7) Non-Porin.1 Education.
ORAuy olher cOlltle reTated to the problem of the candidat.,
developed by the re,peotive guide, forwarded by Ihe CClllte alldapproved by lbe M.PhiJ./Ph,D, committe. of lhc Univ.l'lIily,
f'I
,I
,I
,Comp"",ntNI :~Comp\ll.",y PracticalWork.
(I) Two term p.P'" per cach tMory cOU'"' in compoMntl10b. a.su.ed by the r•• peclhe guide.
(2) Conduct OflWO•• minars haled on term pap.r .• to b.given at the centre.
(3) Seminar ba,ed 0." tbe review of relal~d lilerature W begiven before lbe Ph. O. ad,ni••ion commit". in lb- ••Uni •• rsity Ollice. (. )
COMI'ONI.CNT-I-COMrULSURY THlURY COURSES
Ohjalivtf .-
( I) To enable the 'ludent 10 .cqu.int hin,,,,lf wilb muledetails of the methodolollY of educational ••",arch ingeneral,
(1) Maite' the POnLe"lar"...,th"d 01 r"'carch choun for bi.own project.
(3) A"quaint rum"lf with tb. pmccdur •• "f pIepariog aod'tandardizing the 1001. of r.search,
(~l Acquaint hlltl$clf with the proce<lu,., of data proceI.ing.
(5) UOdCf$landthe im~orlance of inferential .(alislic, in Ih; .•."interpretmion of rolleorehtiodiojlS,
( 6) MoSlerthe parlicular sel of Stati,tic, iu lbe interprelatio"of bi. data,
l 7) Evaluale critically a"y re,earcb propo,a! and """'fehreport,
(ll) Booome a COD.umerof r••".rc~, at lea.! in bi. ownhId.
I
/..'I
,COn/em
U"fr 1: O•• cripl;ve ReoeMoh
(a) The <urvey, trend' ,uidi •• and follow_0l'"lodies,...
(h) The Case Study,:
, (c 1 Correlational Study,
(d) Ex-post facl stlidy,
Villi 2: E'perimonto' Res.arch
(a), Differe"t var;"bJ••-indel'"nd~llt. ",oderolorccntml, imerven}.og, <lep.odenl, 010.,
(h) Monipulat ion of ".,iabk,-imernol and externalvalidity.
(r) ExptrimelLiuld~,i~n'~pr.-~xperillleolal,quu,i_.'perimenlol, true .~perimontal.
Villi J: R.seoreh and Theory Development
(ill SIC/,' in "",,,roh leading to a th.My~raw dnto-" pora Iion insl ",montc (io 0 _varin bl •• _1!~I'0t~•._'c,,_conceptual frame work,
(h) h"mples of thew}' development in Psychology"od education-theories of lo•• oiog, motivatiou.pe,"onalit)', I"aohin~, educ'lional ~dmini'lra.lion, ele.
U"i' 4: ~roeedure, for Ob•• r.~t;on nnd Measurement
'(,,) De\'elopment and Standa'rwzotion of te'h, e,B.imelliBence, achievemenl, etc.
(b) Con'lruct;on and validahon of differenl sc"les,e g. peroonniity, at(itllde, etc.
( c I. Con,truclinn or ob,er"ation recording dev;cel-.' > e.g. Fh.nderi., Belloek'., ele, .
,Vnll 5- Prooedurel of Data Processing
(of) Dara coding and data '''''lering(b) Th. us. of compute, programme for dala anal>,b(e) Correlational .naly.i, DO. delt ".kulaIDr )
Unll 6_ Paramelric Tests of Signilic.an«
(of) Tbe significance Dr diffe,,,,,•• bet'"C" lb. mum of twoindependenl,correlaled I,onp'
(b) Analy.i. of variance " 1(e) Analy,il of cuvariance( d) SlariniRl .i8nifi""l1~ of coefficient of correlation
Unit 7_ Non-paramet'ic Teih of Signllkance(of) The Cbi-.quare tell(b) The me<lian 1"((c) The Maun-Whitney te.1id) The Sisn Ie"(.1 The Wilcoxon Mald1ed Pair .t,ned TOOl<rOil for N 10
pal".
Unll 8_ Eval •••.liol] of a R••••••• h Report( of) Mechanic. of 'Tpomog-- preliminaries. teu of rhe repon,
reference •• Uer
( b) Cwmiblllion Inward. educational th<ury and praclice,replication, modiflciilion, orij!inaJ c"'D!rib~li"n.
}I.~r~renre.
(1) DOl"ldAvy. Luok Chese, Jacob,. A'Bhar Ruavkh~ .),, !rlt'Muct/tm 10 }I.~$far(h In Eduralton' (Holl Rineburt .and Win~tion.New York. 19'9)
[2 \ Bar, Walter ud Meridilh D, OaH_ 'EducQ//(mu/ R~•• ",chAll /nl,<JdJtclitHl'
{ .J J Korli••••r f'~d N.-~.""lUttint/MJ6 oIJUlwv/<Jural R"",,,"'h(Holt, RillOhan and Willilo", New York. 1973)
, ,
•
,(4) Tuckman Bruce W ,-' CrmJQC/inf Et!urnri<mrZ1l1.uNrd, '
.( Harcourt Brace JoyanoYi1:h,loc, New YNk, 1978)(5) Garrett H. E._' Slmi,,;cs in E<h<coliollolld PJycho/ogy'
(Vakili Feller & Simons, Pvt. LId, Bombay I, 1976)(6) Albert Kort~ aod SamoelT. M ,yo_' St<tlf~lcalM.,hQ"~
111Ed!'M/lofl "nd P"ych%gy ( Noroln Publishing Hame,New oelhi, 1981)
( 7) Minimum Edward W.-' $tollstiral Reasoni,,: in P$},<loo-logy and E,luca/loT/' (John Wiley&: roo,New York, 1978)
(8) Buch M. B. (Ed, )-' A surv.y of &"oHh I" EdW:alion'(Centre of Advallced Slud,. in Educntioo, M, S, Un;v.,...,j(y, IIaroda, 1974)
(9) Buch M. ll. (Ed) -' SeCCMSU"fJI 01Re$~rch ill Ed".,"lioTl' ( Soci1:ly for Edueal ional Res.aleh aoa Develop_111ent, noroda, 19J9)
(10) Mitzel Harold E. (Ed. J_' Ency/apo<ilia of Ed'teal/ollalResearch' (The Free Pre", A Divl,i"" of Mo~miJJ.nPub. CO.loe., New York, 1982)
(11) Guilford J. P. and B. Frucht.r-' FUlldam.mal SI"liJl/CIill PsycholoK!' and Education' I,McGraw Hill, KogaKu,ha, 197R)
(Ill Adam,G. S.,_' M.asu,.m.nt "lUI S,alu/jon in Educationi'3ycllology ~nd Guidan,'.' (Holl, Rlo.h.rl and Win.tollNcwVork)
N~" Frootl ••• of F.d•• alion
Objoc/il"s :To enobl. lh. Slud.m In
I. ull<!enlilld lhe impo"once or inlerdi,ciplinory apP"'ochand iI, u.e in lindina oot SolUTion, 10 e<lnC"l;Ona] PIO_bJem.
•. uodeulond lbe 'OnCepl of nonformal .dutlUJOIi
"3. acquawt himsclf with tbe ways llIId ,neans of implement.
ing tbe _onoopt of nonformal education in Indiansiluation
4. understand the concept of Life long educal;on and Ito"adou. Iyp••
5. acquaint hirn ••lf with \'arious u$e. of technology in ,he.xposition and exten,lnn of education
0. interpret the concept ar equalization of .duc"!;"nalopportunity;o its ptoper 'pirit <
7. "oquaint him"rf Wilh yariou' me.ns of "uending.~ )calion.! "pportulliti•• to the wenker '<cliom nr the.odety
8 cndemand th. ,"hangingdem,md, of the modern ,~cklyfrom the 1""'-l1lng prof."ion
~ r.y;ew tbe t•••archel io m<>dernlronJ in educ"li,,",
demand' ofeducalion - tho
Un/l [- T"("di,ciplln.", app,,,.cil (0 problem! nf .,ILlCot;.,"I") Sociologic"1 "['proach(b I POlitical approach(c) Economic approach
Unit 1- Non formal <'<iucalio"(a) Relalio" o! nOn formal education wilh forntal ed"cation(.) No" !onnal educnlion for drop""" and adult.('"J NuoformnJ ,ducation io '.ariou, profe"io,,, and lIeld.
of developmemVllil 3- Life loog <'<iucalion
(a) N.ed for conlinun",• ninn!.,
(b J Education for man power and ed""atioll of m"nhood(,,) Vario". lype' of conllouous .ducalion, corre.pondenee
.ducalioll, di'la",.., .dLlCOlio",0Pl'n "h"ol. and uui_,."iti ••
I!
•,
!
,-U",'( 4._ U'" of modeto technology ;0 .duc'l;ort •'<'(a) Demand,- of forlnal, nonferm.' ;an'd '.outirtoi"1: ~\l'
'-'\ col;"n in d.-'ciopillG and dcvdoped"couulrjr;"',(I, ) Type; of educational technology _ Rodio and T. V.,
,.,,',' Dudi" and video tape" film strip. and fihns:'""kulalou\ uoJ comput ••• , etc. ' ",.; I
V;;it.5_ Eq'liaHzulion'ofedlLculionul ~~porlunit'i.'; ",("~ (,,) Education a. a fundumenlal rigM and it, )nl<'l"clation
.J corr••ponding to changins social cont.,l. in developing-, slid de.tlpped count,i •• "., ",', ,
,Ib) 'Education of weaker. seclion, of {h. India" Sociely,women, rural poor. urban .Iumdwtikr., I,,,dl•• ,aJab~urers. scheduled C,,,.,. Schc<1ulcdTdb •• , NomadicTri\><s,<Ie. .1 ,
!lnll 6- C~angingrole. of the (,"chi,,~ prof~,.i"o'( ••) Teach~r' in" the Traditio"al Society and ~Ilt"lo.rni811
',ociety'" '(b) Tencher awl Educational Tecll~lOlogy(e) T.ac"her as the leo,jet of developing .ociety, . , '
Ullii 7- Re"i.w or research., i" Jllodern !fo"d, iii cdu"ti""" " (~JMethO<lologya~d tooll' Qrre,"oreh "inthe field "t mixl••n
ttrend, 1" edocalton
(b) Sallent fimlmg, of the," re,"nelle, .
J;J' R,rUM"", . ,~ ( I I M"ra Komaro"ky (Ed. )_' CommonFro'U", of Socml
I' Sdence,' (Tbe Free Pre'l. Gl'nco", 1957)\ (2) Norman MachnzLe (Ed)_'A GUid. '" tncSadal
Scirnas' (W.idenfeld and Nicol,on, Lcndon, 19~6)'.(.1) Gore M, S. ct al._' Papers in tM Sociology "[Educatio'"
(JoI.C.E.RT., New O.lhi. 1975),( 4) RudolphS, H. and L L Rudolph (Ed.)--' &iur"tli", and
Pal/llcs lu Tndla ( Oxford UnL Press, Bombay. 1972),
••,
(S) G~.IS. c._' ~alion &: Eo",,,,,,,,, G'ffiVlh in ltrdia',j The MacMillan Compo.oy of India, ltd .•Bol'lbay, 1975)
(6) l'~l.r Ma"di_ •EdUdJ/ion "lid H"""(Jfnk Growth j" Ih,D"•• lop;".. Coun/ries' ( Academia. Kado, lludapc.t,198 I)
( 7) NaikJ. P.~ ' Same P.rl{Ucliv •• On /I'"".FOfIlUl/ Educ,,'ion(I"di,,, JmtilUle of Ed~caljon, PODe,J977)
18) NieholfR,ichard 0, (£d.)_' ReporlonCOll!'rell(;<,,1fdWork_shop on N"'~/ormtll .ducol/"n allli I/,. Poor.' ...•.•'Mickigan Slate University, 1977) ( ••
(') BaTbara Baird f••ad (Ed )-' Ne ••••.Palh,- to Loamin/( f",Rural Childre" tRIa You/h' (Vidya Mandai. Delbi, 1976)
(10) 8ruCI' R•••k (Ed. )-' Alternar;u. in Eduoation' (Uni.versity "fLondon P"''' Ltd., london. 1971 I
(Ill Bruce Ru.k (Ed. L 'Lif' Long Education' (A,ianlnslitute for Educational Planning and Admini'lr.l;o",N, Dalhi, 197G)
(12, Bru~ RlUk ( Ed. ,-' Ji.ecurrom l::JU<'Dtiall_ A ~'lr~l.g.vfor Ufe l.ollZ L"'ming' (Org;lniZalion ",f EconomicCo-'operation. rori" 1913)
(13) V. E,hwara Reddy (.Ed. I -' Life 1.<>/111Leu,n;",' (SlateRe,ourec C'eOltc rocAdult Edll O'mania Uni" fJ~dera.bad, 19831
(14) Hulehi". Rohert M,_' T~ Lea"'i",Soci,'Y' (Pall MallPre"" Landon, 1968 I I
(15)David Slcwafl, ct al. ( Ed.) 'Distance UfJI;"lion'(Cruom HeiDI 51. Marlin', Pre", Loodon, New York1983) ,1
(16)TaMjI.,V.R.,-' T,ys/ wll" Educalimr I" the roc/metro""Socidy' (Itn-ing Pnbij,hen hI. Ltd.. New Delhi.1983 )
(17) Devel;;Rownt<ee~' Education 1;.du"/OIll I" C""irulwnlH •• lof'l'lml' (Harper and Row PublioJlcn, LondoJ), 1932
(18\ D. AnaRd Rao and R. Ra ••••hukac _ ' lIeadlll$s ill Edu-caiUmal Teclulolt>gy' (Himalaya Publi.binJ Hou.e,Bombay, 1982)
, .I
,;I
I,.
,(19) Fred Perdval and Henri EIJingMI-' A H"mll1t>nk "/
Edu<;f1lional rechno/,,!!y' ( Kogan Pagc, London. 1984)(20)Andre a.teill. (Ed.) 'Equalily and /tlequa/lly_Thcory
alill hac/ice' (Oxford Un;v.,si!)' Press. Hnmhay. 1983)(21) Victor S. D'Souza, 'Inequality alUi 11$ PCr,uluarfons •
(Manobr Publicatio", Ne•• nelhi, 1981)(22) 'Harvard Educational Rev;ew' 'Equnl' Edul:atlonal
.' OpporlUllily' ( H'''''ard Uni. P", •• , 1%9)'If) (231Frcdricl:lMn,tcller (Ed,)- ' The Equalityo! Edam/I",,,,
Opporl,mily' (Vilage Dooks, Ne •• York, 1972 )(24) Shah A. B. (Ed. 1.-' Th. Socia} Com'.<1 of EdUCtJlion'
(Allied Pahli,h.", PVLLtd, 1978)(25)ShahVjm~I,~' The Educational Problmts o/ScheJuled
rllSts (ilia Sch.duled TriMs School andCollcgc Student.< Inllldla' (Amed Publi,h ••• Pvt., LId .. New Delhi, 1982)
(26) Jona M,Hon Evorcll,_' Wom<~ and SIU/al Ch""IJ< i~india' (1979)
(27) Harold E, Mitzel, et ai, {ed. )~' Encyclopaedin of E<!w:o.IiOM/ Ros<oreh ' (The Fre. Press, New Y(Irk. 19112)
(2.~)Buck M B. (Ed. )-' Secon</Surroy of R"t<l,eh In Eau-eatioll' (~ocie!)' f"r Educational RC"'fch and Dev.lop.ment, Baroda, 1979 )
COMPONf.NT-ll-OPTlUNAll"HEORY COURSES
,( I ) r.y<holugy of Learning
Ohjtrli •• , :
(II To acqu.int lh. st~Jent, with differeDt tb«>ri•• oflearning
( 2 ) To provide a comprehemive rtvie'" of the major pheno.mena of human l.atning Ind memo,)'
(3) To acqu.;nt the sludenl wilh recent re'.lrc!l "'011<in thefield of learning.
••Conl~nts,
1. The Learning Approach, Hum"" Icarning and condi.tioning, Conditioning: Gen •• ,,1principles, I>•• ic concept'and pheDom.a", G<oera!Ization_ Discrimination 1hoory'Conditioning in human, behaviour l.<hnolo~y.
2. A.,ocialive Learn;ng: Serial learning melhod., earlyfil\ding. and recent devdopments, Pai"d ,,,ocial.learninll-Medlod, and theory, 'Ollle theoretical i••u•• ,Forgening: Ocnerallhcordic,,) posilions, Re ("'aclil' >and Proaclj,'o Interferonceand forgeltini. Two f.clurtheory; Facto," ;a6uencing t'aDlrer and relention.
J. Th. Informalion Processing Approach, Multiprocco&view, of memory naa! procc •• theory of memory, Short-term memory "Dd dual proces,ing; Storage andretrieval proc •• se.. G'nera! theorellcal approach.s,0n."niu!;o" in Men""y: Inpu! as a predictor of OUlput,Free ,ecal!. Coding and nrganiUlinn: Memory,lructu.eand org"nization.
4. Theori., of Learning. Continuily theory-Gulbrie.Reinforcement lheory-Holl-Spence, Slinn«. Cugn,livelbcory- Tulman.
5. R.,iew of Roccnl Re.earch Work in the Geld ofLearuing.
Bonks lo' R"aJill~'(1) Horlon. D, L. and Human Learning. Prent;ce_Hall,
Turnage T. W. 197~(2) Hul.e S. H., D<:cse ,. The P.ychoJon of L.arning. 4lb .•••}
James and Egeth, Howard Edhioll, McGraw_Hili, 1975(J) Hilgard. E. R, a"d ,. Theo,;.s of Le,rning. P,<nl,cc
Bower0, H. Hall,1975.(4) Hill W. F. ,. Learu,ng A Su,vey nf r'ycho-
log,c.l lnle'pretalion., Melhue",1967
(5) Hall J. 1'. ,. The P.ycholngy of LearningLippineolt Co., 1966
"
(6) CbaplinJ.P.andKrawiec T. S.
(1) BuehM.B.(Ed.]
u
.. Systems and Theorie, of Psycho_logy. Holt Rinebarl and Winolon,~rdEdn.
. .Second Survey of R.$.arch ;nEda.ation, SOCiely for Educa_tional Re'earch and nevelopment,Baroda, ]979.
«,> ,••,
C', .•
(l) P<hD"allt~
Obj"'li"pjTo D.C<juninlthe ,t"denl, with( i) lbe conccpl of pe"on.lily nnd its """,,ment,( ;; 1 the various" prro.oh" to (11.'ludy of p.,..onalily and(hi) varloa, tecent '''.arch.,.
\. Conccpl of Pe"onality: Popular misconceptions,Delinilion'; Individuality ,nd Personalit}', Id.o~raphicand Nomothetic approache., Type aori Trail approach.,.Recondilat;on of lh. Type and Trait approach•••Norm.1 and Abnormal personalily.
Z. The E'perimenlai ,tudy of Pe«onality: Personality,p~rfo,m"ncc and p~rc~ptjon; Personality and v~rbalbeh,vi"ur; r~rsolUllity and ,ocial behaviour. Experi_ment,", sodal ,itU"lion,.A.,~"mcnt of re"onnlit~ , Clinical approach; Object;".approach; Pfojectiv~an,1Objectivetechnique•.Theories of P~rsonality: Psychoanalyl;c th~ory-Fr~udand Neo"Freudinn; P'yeho,oc;a] th~or~-Erik Erik'on;Behavl"rislic- Learning theory- Skinn~r. HumaniSliCIheol'Y- Ma,low: Phenomenological lheory - R08~TOFaclor-«nal~tic Ih.or~-Can~ll.
5. Revi~wofr~ ••."ch in personalily ,tudj~•..,
"
(~) BuehM B.
(5) Siagne, Ro",
(I) Sara,on I. G.
(2) Guilford I. 1'.(3) HohR.It.
I
_.The G""d Lil'c_Model.for aHulthy PerlOn"illy, P,enliceHall, 1976.
,.Second So,".y of R••earch inEducation, Sociely for Edu•• _lional R•••• ren and D.-dopmontBaroda. 1979.
Book.! jor R~odinlJ.. P'fSon~lity: An objective
appro~ch. Wiley, 1972.,Person,lily, McGraw_Hili, 1969, •
..Personality uses.menl, Jovauo_v;ch HarCOUrt, Brace, 1971.
Hjelle L. A. and ZIegler .. Personalit}' Thenrj •• : B.sicD. J. •••umplion,. Re.eareh end APpJjo)
cation., McGraw HiJl, 1976. i.. Psychologyof r."onalily, 4th
Edition, McGraw_Hill, 1974.
Personalily .'R"","n!, Wiley1971.
,The<>,iu of Personality. 1970,
(6) Lanyon R. '- andGe"d'lein l. D.
(7) l-fnllC. S. andLindzey G.
(~) D';eap,;o "I. S
,<)
( 3) [dll<llullo.l AJhai<lilllroUIIII
Ohjn:/Iye.
To enlble lb. ,tud"'l 10--A.Qui,a knowledae of lhe ",",hinary and pra<:cdure of .du"
calional Idminislralion in Indi,.Develop undemanding of lh~ problc'DI' of .duco(io',ui
administralion in lodia.J).~lop IppredJI,"n of lb ftolocial problenu of eduou"
lional.dlllini.unlion.
•
•,
Develop an unde!'$tandin! of the pl.1nnin! of education InIndi. and it' ,oeio economie context.
nevelop skills In planniog and implementing cOllventionaladministrallve procedures.
Get 'Ome insights into supervi,ion an,! Inspeorino proco-dure, and know new trend, and development! .
.0'" ,..\!L.,.
•I. The concepi of Educational Administration. Admini.t ralivefuncti!)n" ronnag"ment and nrganization, ~ontro! anddir«Uon, charactor of Ed"cati"nal Admini'tr8lion and it.cnn!r." with that in other field.. Trends of modernisation.
2, Trend, in ",ILlcatio[,"1 admini"ratlon, ''''horitadall,d"mocratic, delc!lUloryand decentrall"d.
J, A comparative study of the ,trUCtcreof admini,tralion underGovernment. of India Act' of 1919,1955a"d the directive. foreduc"tion nnd olher pr.o"ision, In the Indi." C<ln.titutlon,
4. Education.1 Planning: Its me.n;ng and 'cope: Education Inlhe Five Year Pl.l",; man-pow," ourv.y' and planning with.peelal reference to ,ociety and ,ocial n~d.; Deceutral;ul110nof pl.noinli: basi. of policy for rnturo educallonal planning.
llduc.tlonol nuance; Principle< of .ducational finance;Method of Roaucin~educat;o n: Source, of Income-Go vern_men!. Private .nd Community; P.ttern. of In.'eotmeDlin",hie.tion P''': pre,ent, fum",; Grnnt-ilt-.Id principle ••pr"ctiee!, lype' and proc.dllres, in •.••peel of primary toull;-'onlly lev.l,
6. R•• Iewof Rnearche, In the U.ld of Educational Adminl••Itation
"•,
I
(4) \lini'l')' of Educati""
(IS) BoardtIlon C. W, H, R.
(1) Mukherji S. N.
(2) Mukherji S. N.
(l)N.C.n.R.T.
(S) UNt:SCo(6) UNBSCO
(71 Naik j, P.
(~) 1'-oik J. P.
(9) Rua V. K. R. V
[!O) Kn.,h"ioh T J,
(II) NaikJ,P.
(12J ).1ioh,a Almuoun,1
(1.1) MIlh", S. S.
(14) C.!Up-bell R.I'. JE('orb.Tly end J. A.
Required Readi,,:.. Administration of Education in
India, Acharya Book Depot; 1962,'. Problem. of Administration of
Education in India,..NCERT - Fi"t, Second and
Fourth year Book of Education.Education Commi"ion Repurl( 1964_66) (Kothari ComllJi"iopl
__Financing of Education ~). _Fconomic. and Soci.1 as[>Oc"oj
Ed"c~\i"nal Plarming, 1963.. Education Comn",.i"" "nd Afte,.
19~2. AlJiedPubli.hc"Educulional Planning in Indi.,1965 Allied Publisher<
"Ed"".tion "nd Human Re'ourcoDevolopment, "lIied l'ublj'he",196S
,Administralion of Public Educa'lion, Ne •• Y",k. HarpaI. \962
_Tile R"I. of Govommenl of Illdiain Educalion. Millislr}' of IOd,,"cation, Governmont "f I"dia.No'" Dolhi, 1963
,. Tho Finn"cillll of llldian Edu-oation, A.h. Publishing Bomhay,19n i)i
.. Educal lOll.1 Admjnistralio~.-Prillcipte. alld Practice •. KTi.hnaBrothers, JuHondaT. 1969
.. Introduction 10 Educaliuna.Administration ('th Edi.)Allen and Bocon, De.too, 1971.
_. Democratic Supervi'io" in Schoo!HouihlonMiflio c.19.
I
I
"
(28\ Gov!. of ,\-lahara.nlra•
(26) Vain)' J.I T't "-!l--r27) NCERT
p,ima,y School In'l'Oction in NewCmmlries O,ford Unil'c~ilyl'ress, London, 1968
,.Educalional Super-i,ion InPrinciple' and Practioe. TheRonald Press CQ, New York,1960.
,.Comp.ralive 'Odu."tion.I' Adminiwolion (2nd Edn.) Eagelwllodcliff', N. J., Prentice-Hatl l!lc.19M,Supervision
(l6)"Oc>dd W. A.
(I 7) .Hick., H"n,,< J.
(19) Barr, 9urton andBru"h"",
(20) K~nd.1 ._COOll'aralive Educalion(21) Year Book of Eduoation, .Late,l Edilio" (Pori ion, •• latins
10 Organisalion). ,(\'OIpa"'l i"e Eduoalion,.Educational Admiu;,tration, In-,poction, Planwns .nd FiJlancingin '"nia. Arya Hook Dcpol, NewDolhi.
,. Art. of A'!mi"iSlr,tion. M"Gr"wHill, Now Ynrk
.. Planning in India, Longman,Now Dol~i
.. Cost of Educ"II~Il. Allcn andUnwin Publl,ber
,.AdminSlrali~n of Educ,lion inM.hara,htra
.. Education.1 Developmenl inMabara,btra, )%8Supervision in Educalion, Shub.hada Sara.w.t, Pnne 1982The Nalure of the Adllli",lrativ~Pro"e.s, MeGraw Hill. New YQrk
(21) T<ad O.
(25) Kri,h",ochari V, T.
122) Wan, W, ,(23) Aggarwat J. C.
(29) Godgil A. V.
(30) Sea," I. n.
tiS) RenetT. L. and E. L.,("). Maphet
•
(,5) Report, NCERT
"(31) Government of B'bay A Review of Ednoation in Rombay
Slate (\855-1955) 19S~(32) B.",,, a.and W. Taylor _ Education.l Admin;,rnllion and
lho Socia! Scienoes, l""da",Alblono.196.1
(3») Daviel T. L Schnol OcplLni.auon, O,ford.Pcrgamun, 1969
(34) GlaUer, R, . ,Manas.mon! nevelopment forthe Education Prof.osion. Lund,," "Harrap, 1972 .Modern Management Technique>in Educaliona! Adminolration,New D<lhi: A,ian Instilute ofEdnco\;OMI Planning of Admini-wation .971Report 01 the Study Grollp on.~up<rvi<ionand I,,'pectinn, NewDelhi, NCFRT. \969
(J~)C.mp-r..l1 R F.• ndR. T, c;"'U
In) Geuel, J. M.,J. M. Lipman. andR. P. C"n,p..b.1I
Admin;,,,a!iv. Beh",;,,", tn&1"calion, New York Harperand Row, 19,7
,.F-dueal">n.1 Arlmini,lf;,lion A••Social Pr,)eo" Th.ory _ Re•• arcnPra<,ic, - Ncw York - Horperand Row, 1968
).Objecti .,,' .'
To .nable lh. >lud.nt to(I ) acquaint Ilim.elf wilh lhe eo,.,c'p' of Lducalional
AdministrationI 2) undentand diff.rent alIpocl' "fEducalion Admini$lrati"tl( 3) understand differenl ,ileori" of fducational Adminima_
lion
(4) trace Ihe development of Technic •.1 Education in Indiaduring :8~2-198~
(5) acquaint him••lf ';':ith different problem of Admini.lra.n tion in Techic.1 Education and their remedie,
(/;) review lb. re.e.rche.;n Admini!lr.tion in EduCllt;on ingeneral and in Technical Education in particular in India
) and other countries
{) ConteJIl;
Unil J- Concept of Educational Adm;ni,lration( •. ) Adminimat;on aod managemenl(1)) Adminisl1.tion in general and in the field of education
Unit 2- A.p •• '1 of Educalional A'ilministralion(,,) Structure of Educalional Admini.ll'lIliou(1)) Financo and pl;lnniog
I (oj Policy making and reg;.].tion(d) Levels of control and ~uidance _ Gov.,nment, Man'ge_
ment and In.tilution.1
,
UoU 3_ Theories of Educational Adminimation(0) Axiomalic(1)) Gen.'al System(d BureaucracyId) Cootingencie. of Leadership elfectiven •••(eJ Leader behaviour(J) Need p'."
Unit 4- Development of Administration in Technical Educationin India during 198!-198~
(Il) Adminimalicn i" Technical EJucation bcf~rc Independ-ence
(b \ Adminhtration in Technical Ed~ca,ion after 10dePend-ence
Ph.D•. ,,2
Unj16:
to
U~ilj :
Prohl=> and Remedi •• in Admin;.t,.t;O" in T.clmical Edu_cation;olnd;a,
(a) Problem. in Policy l\l.kio~ and pJanniug(bl PIob!om. in impiemCll.tillf;lbe policiM(c) Problem. of quality conlrol.
)Ruearcbes in Adlllilliitrauon in Education ;0 Geo ••• 1 and
T.dmica! Education in particuln, in India and abroad.("l StatU$ ltndi •• reprdiog ,l'""lJJro, p<liicyJllllking""d
contrel, etc.(b 1 Theofetical $tudieo----<!eveloprneol of tbeori •• , loaly.i. of
varion. upc"a ba>ed 00 lbeori •• , etc.
•
•
,II
I I ) Camp-bell, e( .1, • ImrooudiOll In i:4JM:oli"""J. A.<imini.r.'rati",,' ( Allen and Ba~on. B.,[oo, 1971 (4tb Edn.].
(2; Cbarle •• W,W I Jr. ) 01aI, 'PtrJl'ec<ivc 00 EducationalAdmln;Slralion orn/I"" B,h.m"",,,,d &1,,,«<' (Centre ror"'dvan~d Study in Educalional Admin;'!'.l;"n, Uni, orO,.egoo,I965).
(3) Coldarec A, P. ",<I Getu.!> J. B.. . Th. Uu of n..oryIn EducaliOlUl/ Aamlnlmalion' I Stat>dford University.St&lldford, 1955]. • ).
(4) Haplio A. W., , Theory 11M R.search In Ji.d",i";OIr<lllo1l'(Collier MacmiUan., London, 1966).
(5) Silver Paula F., '&1""",10",,1 Ji.dministratlon: Thrar.lic4/ PerlPfl'li ••s on Pra<1lu a~d R.uarch' (Harper andRow PubH.her., New Ynrk, 19~3).
(6) Willard R. Lan., et al•. 'FoWlliaJi<HtS oj &lucaU"""Ji.am/Jlislrmlan_ A lJ.hr"lou,al Ji.pproach '(The MacmillanCo. New York, 1982). I
•
"( 7) William G. Mohnan .nd H. ll. Heo81, ' CMtemporary
EduMlitmai .4.dmlnislration' ( Maemil!ll.n, Publimin* Co., New York, 19~1).
(il) Mnkherji S. N., • Preblems of Admialtrttlli,m of Eduu, •/jon /11 India'
(9) MiniOlry of Edo. • EducDlIOI1 Co'1lmJnitm Reporl'1964-66 "
(Ill) Naik J.P., 'h'duo(llianComntI.••Io" ""II Aft.,' (Al1i~Pub, 1982).
( ~ I EC<>llomJ•• lIr £1dncaUon
Ob)ec/lw"
L To acquaint the 'tudent with Ihe oconon,i. involvemcnbof education.
2. To provide for Iheory relating to the basic concepts ofeconomics of Education.
3. To .cqoain! th. ,tudcnt wilh Ih" "'neei'll' 1M! cdncMionis " major determin,m!' of economic d""elopment,
4. To acquaint lhe .t"denl with tbe idea of planning ined=tioo to auain lIle .ludent Wilhthe i<ka nfpl.noingin educalion 10 altain defined economic torgel',
" To imrnd""c the ,tudeu," tn broad trends in research in'he field.
Cour<, oUllin, :
,C~.1.
•
Scope and Slam, of Economic Educationi"l Definilion oflerms-Muoution as good, Edueati"n
a, wanl, Edllcali"n OScapital, I':ducatioll~, C01\~UPl-plion-Education" inve'tment efe.
(h) Th. devdopmenl of Ernnomio of Education :I.' ll'a.ld: of .rndy--lhe' place of Educ.tion in Economic.as higbligb~d by ecc>nomirtg d.ulcal "" "",U •• 'modern. !"aolor,'rO"pon,ible for the develo)llMnt ort!le",ubjel)l.
"2. Ed~oatiimand EconomicG'omh
(a) Edocationas (I) a prerequi,ilo(2) a, an .=1.ratn, under development_lack of Education us acallIe- Role of educal;on in Ec<>nomicGrowth with •State. role; Univ••• ilie.-Teacber and the leaohingproc... Adult Education, CorrespondenceConn.Guidance Programme. Vucational Education, Agri.cultural Unly.roily.
(b\ The concept of human capital and iI> .1alUS wj'" ~phy,ieal capilal_Education a, inve'lmen! (Priv.,~and Social). The ,""onomi" vulue of education.Human re'iOurcedevelopmenllbroulili Edn""! ion andiI' l"ychologionl a'p""I.'_
3. COSISof EducationCo,1s of education as formalion of productive capital-Ace •.
lerator theory in Educ.tion.
Typo. of educational co.u; Dj'''''t CO"', opportunity COI(',unil co.l •• M"hod of determinins '''010, Factn," det.rrnjnin~COll".
4. Romrof 10 Ed""ali"" - Remrn, _ Di",ct and indirectProblem, of melliurement
Varion, Approache.: Co"elalinn approach, Rate "fRelu,u'appr".ch. Wage differential, approach _ Th. p",fltability andprndu,1iv,ty of hum." i"vestmen<
5. Edueolion~1PI'lnnlng: Nature anu Sc"!,,,Scnpe of Ed""atinnal Planning. Cla••ifical,nn n').
Pilferent T)pt". of planning. Educatinn and Social Welfare,Prablem. of EducatIonal Policy Inakinll' Educational need,.Nece"'ty fo' •• i.j"g the level of eduoati(ltl. The role of St.te ineducation. The impact of the eduealional 'y.tem On teelmo.logical cbange & mod.rn i•• tinn. Economic and .odal a'!»Ct, ofIhe plannioll or cd"""tio," A!I<lCalionof ,••ouree, in higheredueOlion. The impact ofocience and Te<:hnul0lll'.
I
,
"6. TM "onltnl of ,dacalion and irs .ranomie ~tf,cl;,"t!nes. :General and technical Education. Vocalional Educalinn
Agricultural [levelol'm,n! and eJucal;nn Adul, Literdry7. Economic order and Ed"""li"" in hldlo:'Educal;on 0" a ,ighl-Eqllalily of Educational opportunity
The ca•• for e<\ucationnl planning in India - Educalion and live., year plon,_ The rational bellind work e~peri.nce aDd ba.i.
educalion.r-,.) 8. rrae/leal Work:, Colleclion of 'tnli.tic' needed f,'r ,mdi., in
I. Educational Plnnniog2. DemographyJ. Lahour4. Economic Growth
(rrom roport,. r,cords. Journal, eol. )COlleclion of n•..,jed statiSlic, from" ward of tb. Panchnyalh
or Corp"""lion relating 10 'Econom;c growth nnd EducalionColl«l;on of needed stali.tics to sbow the relat;onsnip botwoon
leve[ "r Income from Ibe area 'I'ecified above,CM'tTll<lion or and Ago-E,,,niog Profik.
Tr,ll Booh
(2) J. VoilOy(3) T. W.Sohllll~
{)J E. Cohn
,
,
(I) M. Bloug
(I) M, Blaug(Ed.)
(2) G. S. necker(3) T W.S,huhz
An imrodl/("nlion 10 lh'onomlrs ofEd"rolirm ( 1970)
.. Economle. of Education (196J),Ecrmomlrs >IlI". of Eduetlrloll(l96l)
.. Economic. uf £J"cat/C,ll (197~.3rd odn, )
EJS~nri"1 ReadillgS•• ENI~oml(s of Edue<IIi""
(Vol<. I of II) 196$, .HIlman Capllol ( 197~.2nd Edo_)In 'eS/mom in HIJman Capll~1{ 1971 J
(8) V. N. Kothori &1'. It. Panchomul;.hi
( of) G. J;'sacbaropolllc. .. Rd"'nJ 10 Edutml"" (J 973 )(5) F. Horbiscn and .. ~al/oo, Mapo"",r and.
C. Myrrs Economic Growth ( 1964)(6) M. HJaeg, P. R. G. .. Cl1US~. of Gralhlau u..employ.
La}'ard un<! M.Woo4hall ment Itt India (19M!)(7) T..ButF"' e, 01 .. Mall/"~I1"" and Edw:"'Ii<mal
lk •• lopmelt/ in India ( 1968).," A Servey of Rese.rch in J::eono.roies of Education in redia'>(mime,,); Reprieted ie A SUFvi~)of R"3wn'h In Eca""",lc.: Vol.V!: Infra.Strurl.,,, I Now Delhi.Alljed, \qRU)
•
( 6 ) $, !li,wle.
(7) S. Mineer
(5) UNESCO
(I) GUjln~rMy,~&l
,
I
( NI'Sf:O
(3) C. A, An~erliOn"odM. J. Bowmao I Ed,.
(4) C. B.~[.retal (Ed',
'"
(8) P.Foster and J. R,~beffield (Ed,,)
(9) D. P. Ch.udhat;
Additional Readings
.. AsiOtl Drama Vol. Ill. jq68(Ch., 29. 3t and)J)lI.edin,l$ In Er.anomiu of Educ<llion(lq68 )f:dMC<lU,m and 1::e""o",;.: 0" •• 101"ment ( 1965)
. Economic. aM Et1uclllio" f'oUey .." Readrr ( 1977),Economic aM Social Aspre,. ojEdtielliiollal Plann/l'g ( I%~),.. Plnnn/llg 1:iiueationfar EcallOlllit"Growth (1971, lnd Edn. J.
, . Schooling, EXI'<!flrnre and t.u"',' ).IlIgs (1974) .
. . Edwo,l"" alld Rural De,'dapm"'"(1973 ),.Education, /1I11a'OIions and "Vi-eul/lual DeI'rlopm""' ([.979),
{IOI !i a......1"~ a.nd rI. (linj... ,Schooling in CopJMlul AIII"rt.-o.([97~).
•
•
[TIl' lnve,lmenl in Educa.tion' Equity EftkicucyQuandary ,
(12) H. N. randit (lid.)
Edfted by T. W. Shullz, Journolof Po/ili.,,/ Economy Vol. 80.
No.3, Part 2 (May-Iun. 1972)Suppl.m ••••l,
.Mfflwrrmml "f COli ",odue/i,flyand EJJhMney of Etluemion(l969).
()
•
Cnursr O~j",,'i<'es:
I. To get studenl acquainled ",jth .duealional problems andlheir altempted ,olnliooo In dill'erenl ooclo-econom;c as well~"political and cullural cnnt.xu.
2. To t.ach Inc sludenl Ibe technique of comparat,v. "naly.io inlhe tldd of social «iencc; and in parliculor in lb. field ofeducation.
~. To orienlate and equip lb• .tudent tn i"v<"tigat. th. probkm,of Indian .ducation from " comparativ. vi." point. Thi,compari,on could he inl.r-nalional, inter-,tate, inter-clIO',int.r-culmre .• tc,
4. The comparative m.lhod in .dllcatioo. dcfiniliun, meaning"nd ICOpe;methodology of <Iudy-micro studjes and macrO-"wroach; Ulility and limilations of c~mparative study.Comparative study (If tbe edu;"tional sy.tcms in' developedand developina:counlrie. oper.ling within different kind, of'ocial, pnlilical, aod economic framework. A comparative.tudy ill relmion 10 lwo or three specified count,je" will hetaken up .very year Inlernalio~.1 •• periments in edu-cation:
6. R.search in comparaliv. educalion; (he poiicy-orienttd taskof comparative education: Problems in Indian ~dn~.!ionand the validity of comparatlvc slndy approach.
R'quiud R,adin~( I) M~lhD.on, Yernon: IlUradnetian ra rh. Study of Cam-
parali., EducatlOl1(41h Ed. ), London, Heineman, 1977.(2) Re",day, C Z,E.: Comparalil" Moth"'; in Education, •
New York, N. Y .. Holl, Rioeha'i and Win.<t<ln, 1964.(3) Pdgnanl, Raymond: EdlU:atifm in Ih, lndusirillli:ed
CounJ'/'~, The Hague, Martin", Nijholf, 1973.(4) GhO'ih, S, C.: Educo/i,mal Slrat'~;'!3 in D"'''!''l'in:
Countri•• , 1976. .. )
R,eon,mcnd"d R,admfI I ) JO"". Phillip E.: Comporllliv" Education_Purpo." lind
M"/hlXi. Crane-Ru'.ak Co.. 1971.(2) Edv.a,d., ResinoId aod Orhe" (cd,.) : Rel"'an/ ,11.-
lilod,' in Con'paratire Educo/io/l, 1973 (Repo'l of amecling "f Inle,ooti"".l eX{l<rto), lJ NESCO !nstilUle f"rEduc'lion, H•.mhu'gl,
( J) Peake" G. F.: Au Empiricill Sludy of EdiKali"" in Tw.ou/O'_""" Countri", Wiley, 1975,
(4) Coomp>, Philip H.: 111. World £ducaliouai Crisis.' A.Sy.umJ ADdly';', New York, 0.10.1'. 1968.
( $) Bouden R .• Edw:ati'm, OpportunilyanJ Soc/allnequalltyChm'l1;ng P"'P','II."s ill We.or"n Soci,'tv. New yo,kWiley, 197:1-
(I» O.E.C.D.' il£vi,,,, oj Nallonal Polici~,j"r Educaliall.(7 ) UNESCO: World Surrey of Education.(K I I.LA. Studies: (Internalia".1 Educalionai Acbit\'omen,l
Sludi•• ), . ).(9) Brickman, W. W.. 8ibUographica/ &ii<1Y~an C""'para{jl'"
ami Int,mal;"",,1 Edu,<u;a•• Norwoods. 1975.Jaurnals .
l. Camparali •• Ed"Ct'ti"".2. Int,m"'iaDdI R•• I,,,, of Eciucoria".3. Compara/iv, &ilI,'al;o" Review.4. PrOJp"'u,
•
I
"
L
'J,l~iA.,.
I2.
,I ;
••I ;
-c- (71 Non-FormallWuCattop. ':It:•CO",.. O/>jecllre,:
To ,tudy the concept, <(Intent, methods, and orguniz"tion ofprogramm •• of non-formal. .ducat,ion: 'To ~ludy the linkage< ~tween formal "od non-formal edu_oatlon; and',to study the planning and development of noo-formaleducation in India.
Co"rso Olliline:(;Meral PaspeCl;,'cs:
Three channel, of education' formal, non-formal aDd inci.dental. Interdependence and liokages.Concept of non-formal education, obj.otivos: need and,ignifieaDc.; ellent.I.; recllrrenl education. 'und the learning;society.Non-frifrnal education and lIi:vel"pment.Prnc." •• of ~on-foTmaleduoation: conlent, teaohin; andlearning l"ohnlqu •• ; evaluation,Organization: iDstitutional and individual nelwo~b; lrainingof pernonnel; different lyp" of non-formal educalionfinance.
Nm1-formal £daoalioll io the 1",linll camexl :IIrief ~i.l"ry of non-formal education in India.Surviving lraditions;n non.forma! education: their relev.nce10 future development.Non_fonnel education for personal and social development,Non-formal education at the elementary stage,Non_formal cduc.tion at the secondary Itag(.Non_formal education at the university Ilagc,Non-formal education for adllltS; the National Adult 'Edu_calion Programme.
8. Role of mals media in edllcatiou,9. Future developmenl in nnn-formal edu~.t;on.
•
".,.••_ 2.(.l
;.••;.,,
I Requi,,,1 RMdilfg( I ) Naik, J. P. : Sa"," Pcrspee/i,,,e al1Nun-Fa''''al Diuea'!"n
Allied Publishers, New Delhi. 1976.( 2) Freire, Paulo: Pedagagy af the Opp,esu<1,Pensuills, 1~70'(3) Bordia, Anil (Ed,): Adull £duoalja" I" India: A nook
o! Readll'f(s, Nachilela Publkal;ons, Bombal, 1973,(4) Ministry of Edll"alioll : Naliutlal Adull C<1l1CO/;"nPm.
g,amme, 1978.(5 I Oole. E. K. alld Toensond : AdulJ f!ducalloll In Develo! )
Illg Cuull/,i •• , Persomon Press. Oxford, 1913.(6) Coombs, P. H. and Manzoor, A. AI/adillg RWIl
PO"e,ly: Haw No","!o,,,,al Educarlon Can Ihlp, 197;
Ret'a"''''eJlde</Reading11 ) Bromb«;I;., Col. and Oralld, Sl.ff M. : Non-F",,,,,,I
EiAlcaj;an a. an Aller""l;ve I" Schooling. Easl 1.tlnsillg,Michigan Slale Un; •• ,,;,)', 1974
(2) Kidd, J, R. - lIowAdulle u",n. As""e'atoJ Pro», NewYork, 196~,
( 3 ) UNESCO, A Rel,,,sp""tI •• lJ1lemariOllai~un.y ul Adull£,Jucaliolf, M(JIl/,.allo T"kY(J, 1972.
(") Ministryof Ed"cation: hblicali.n, On the NUllonalAdull Educmloll P,og,,,mme.
I 5) Howe, M,A. (Ed,) :Adulr Loa'lfill/(.PSJ'C!lalogic~1Re"al'cil(JndApp"c(JriDI1l,'o~OWile~'and Son" Lnnd"n. 1977.
•
I,
).Pre~Ph.D, Course in Eduoation (Inlerdlsc,)
ST,uol"," :I're-PII. D. Co",.,o io Edu~atinn ([nlordi,.) ,!Ian havo lh~
rollowing throe componenls ,- •
Component I:Cnmpulsory Three Couroes.A, per the M. Pilil. in Educational (Inter di",) COO""'
namel)'
"
CO",." 1 :-Research Methodology in Social Science,
Course 2 :-Educa(joo ,nd Society in I"din: Problem. ondpe"pective •.
Compo"ent II .-
ij' Optional Thwry Course,.
Aay one from the list provided in component two of llie Pre~t~~.D. in Edocation Course_( i ) Philo.ophy of Edu"'ti""( ii ) Sociology of Education
(iii) Plenniog of Education in India
(iv) Non-Formal Education
(" ) Comp.,rati>"cEducalio".
0'A"y other COU'le,ehlled 10 the problem of the. c,ndid~lc,
developed by the re'poctive guido, forwuded by lhe Centre andnpP,ol'cd by th~M.Phi!. " Ph.D. Committee of the Uoiver,ity.
p•
CompOO'ilI {If :
Compulsory PmcticHIWork_(I ) Two term P'per< per each theory COursein compo_
nent I to be ~s"'sed by the respectiveguide.(2) Conducl of tw<)semin,,, bftsedon lerm p'p.rs to he
given at the Centre.I J) For the Seminar-The Semina, Basedon the review
or related litemture to be given before the Ph. D..1d,ni"ion Committee in the Unive,"it~ Office.The Ph.D. CommIttee dependent of Successof thi,seminar i, the continnatiou of the COUlSeby lbec.ndidate. Thi, semi"ar i, to be given within twolea" froll' the date of rogi,tr.tion.
"Pre-Ph.D. Eduoation (lntetdj-,dpJiaar~')
SYLLABUSCOMPONENT 1 : COURSE I
R""earrh Methodology I" Sudol Science.
ObJ~lj.""To familiarise lh•• ludent Wilh llature of .cience nnd lhe
scientific method, to train him into lh. Moiga and conduct ofscicntific inquIry, 10 analyse the Iindingli of the inquiry nod to dr~)valid conelu'H'D' from them Wilh • view 10 cnnlirmiog Or ,nulil_,lllc b}'POlh •• i••irany.
Oulllne
•
•
I,
problems,experimOll-'-).
Im,edO/elion ..Social Science and social research, 'cope of fidL1;interdi,d.
plllUl'Yaopecls; application.<.Methodology of .odal lICi.oce'_problem of value.Sri.oce and Sdeolific Mr/hod,I. Meaning fulln ••• of SCi'aljJle bypolh.<.s, inductive
melb~d, ventiabili,\, and ,.I,ifiabi]iry. op","'in".I;.!method, deduetil'e metbod.
2. The concept" norm.1 !!Cienee";prob~m ••"lv;ng; teningfor inconsistency "nd fal.ifJcalion.
3_ The logic of scie<'li6cdisc<lvoryV.UU. Ill. 'lruclure ofscientific '.Vol01ion,.
Researc/r Procca. In Sodal Science.:1. The research pro"",,; theory and 'e ••areh;
hypOlbese,. con,lruet,. vari:tble,. definiliou.;tal re,earch: data colleclion pr<><;edur••.
2. RC$earchmethod.,(a) quanlitnlive; '.mpling technique" ,"rv.y'. que.t ion-
nair.s, scales and measuremen,. le,l. ofsignifieonce; •(b) qualilalive; ea•• s(udie.. life bistorie,; participant
ob'eN'lion; inlerviewin,.3. Research reporl; anaiys), .nd interprel.tioQ of dat.;
wrillng up lhe repon.
!
•
,()
•
"R~qu{rc" Reading,
. (I) K. R. Popper, The Logic of Sciemific Diseol'ery, ROUI_ledge and Kegan Paul, Lontl"n. 1959
(2) W,I. Goode and P.K. Hull, Y1ethods inSoci,i1 ResearchMcGraw Hill, Kogaknsha. TokJ'o, 1972
(3) Loon Fhting.r and Daniel Cotz, Research Methods inthe Behavioural Sciences, Am.rind (HRW), 1953. 4thed. 1976
(4) F. N, Kerlinzer, f,,"ndalionsof Behavioura' Res".Tth,Holt. Rineharl and Winston, 1964
(5) J. P. Guilford and B, froct«, Fundamenlal Statistics inPsychology nnd Edllcalion, McGraw Hill. ,Kognkusha,61h edil;on, 1918.
(6) T. S. Kuhn, The Slruclure of ScientificRevolution"Chicago, 1962.
(7) A. B. Shoh, Scient;". Melhod, Ailkd, 1964.(8) M, Weber, The Methodolo8Y of the Social Science., ed.
hy E, Shll' and H. Finch, RI~ncoe, III., 1949.
R~e(Jmm~'IJ~dR~adi"g(1) B. S. Phillips, Social Researcll_Strategy and Tactic,.
Macmillan, Third edition, New York, 1966(2) lohn,Gallnog, Theory and Method, of Sodal Research.
George Allen "nd Unwin, 1961(J) Maurice Duverger, Introduction to l11e Social Sciences
wjth Special Referellce to neir Method,. George Allenand Unwin, 1964
(4) Baidya Nalh Varma (l!d. 1, A New Survey of the Soci.lScience,. A,ia, 1969
(5) John T. Doby, An Introduction 10 Soci~l Research,Applel0n-Ceatury-Crof", 1967
(0) P. V, Young. Scientific Social SurveY'and Research,Prentice Hall (India), 1964
(7) H. E, Garret, Slotistie, in P'ychology' 'nd l!duca,ion,Vol;b, F.lfer and Simons, Fifth edition, 1916
( 8) S, AlIlMcrdam,ki. il<otw6enExperience and Metaphysics,Booton Studie, in the Philo,ophy of Science, Vol. XXXV,1975
(9) H, Rooe, and S. Ros.e, Scie"c. a"d Society, Allen lane, ,The P.nluin Press, 1969.
COMPONENT I , COURSE 2
,
,
,.
ObJ.cU •••
or" .mdy the evolution of educalion a"d '<xi.l)' in India ,,"dother countries from ancient time, to the pre ••nt doy, to relatecdlOCllllonto it. social, economic, pol; tieal and cullural c"ntext illIndia, to e'8m;ne major issues in India" ed~cation from an intor-diSCiplinary poinr of view, to familiari"" the 't"dent with mo)",eduOlItion.1 '''~e, ;0 a comparative aloo.d p""p"clive.
Oalliae1, Tbe evolution of education and s""'iely :
(al The ed"cJlionallradilion, Hjod~, Buddhist, J,i".nd I,lamic in (ndi,,; Graeeo-Roman, Chinese andJudo-Christian,
Ib) EduOlltion in the ai, ••tee~th century ludi~; ,hodevelopmtnt of lb. Formal educational 'y<lcm: theimpact of IIrili'h r"le, industriali"lion and the..COIlllD,U'licationevolution in The lWCnli~lh ceuI"'.)'. ).na,ional tducation (Tagore, Gandhi, Nehru) ~pl0.1941; educalion and s(>Cial rbanae in independentIndia. •
Eduo;a'ion and sooial aanllforma,ioa in India: Theint.,action of education ,",'ithI•• guage. calle and reliiinn,Ill. family, po.ilion of woman, problem, of Scl>tduledCutn '!.I,dTrit>es Iud Illinurilita.
I,,I•
•
"o
"3, h,u •• in education,
(oj Relation of .dUCRliouto n'lion-huildillg, the Con.stitution and it. aim" equality or Op~oflunily,economic development, educational 'J,tern, in othercounlties.
(h) A selected tupic in education from the foliowiug:Pre-sch"cl educalion, cnlver",1 elementarye<luca.lion, higher cduc"tion and r.s.arch, vo<:ationai andprof."iona! .ducalion. adult education, alternative.to lh. f"rrnal ,y~tem.
,
Required IIt'QJing
II) N"rullab, S and J. P, Naik,-A Sludent" Hi'lory ofEduoation in India, Macmillan and CD., Delhi, 1974.
(2) J,P. Naik.-Equ.a1ily_ Quality and Quantity; Tile Elu,iveTriangle in rndi.n Education, Allied Publi,hers, NewD.lhl, ]976,
(3) J. P. Nalk,-Educalioll for Our People, Allied Publi,h."New Deihl, 1977.
(~) Educa.tion and Nalional Dt""lopmem, R!'jXIn of lheEducalion Comm;••ion 1964-66, Govl. ofIndia.
(5) Gore, M. S., Desai I. P. aod Chilnis, S,-Papers in theSociology of EdllCJlion, N.C.E R.T" 1967.
(6) liIien, Ivan. Deacbooling Society, Penguin, 197J.(7) Freire, Paulo, Pedagogy of lbe Opp,. ••ed, !"cnguin.
1972.(8) UNESCO, Learning 10Be, Report of lhe Inlernaliooal
Commis.ion of Edoc.tion, Delhi, '1973.
RO<'Qmmrm(,d Reading• (I) Ba,", A. N.-Adam,' Repnrts, C.teutla. 1948.
(2) Rudolph, L. a.nd S, Rudolph, (eds.)-Education andPolitics in India, O~ford Universily' Pross, 1972.
(3) Myrdal, G ~A<ian Drama, lhree vol,., Randnm House,1968.
(4) Hal,.y. A., J. Floud and And.r"," (.ds.)-EducatinnEcoooIllY and Society. Fr.e Press. 1961.
(5) Halsey, A. et, al. WI'.)-Power and Ideology in Educa-tion, O~ford Univ.roity Pr •••• 1977. ~
( 6) Indian Eudcat;on RC\'iew. N.C. E.R.T. (Jou rnal ).(7) Harward Educational Review. Harward ( Jouroa[ ),( 5) Prospectu<, Quarlcrly Review of Education, UNI'!SCO
( Journal J.Rejem,"e Work,
Encydol"'edi" or Higher EducalionEncyclopaedia of Educational R.,earcl1y.arbook, of Educ'lion.
COMPONENT 11 COURSE (i) (OPTIONAL)
Obj.cliTc'n••objecti •• , of th. 'yllabu, in Philowphy "f E<lllcallOnMC
two-fold: analytic~1 and eon'truclive.Analyticaiiy. the .yllabu. aim. at ma~iu8 c'plicit and clari_
fying the pbilosophic.al Issu.s nnd'rlying approac"". to :Aim, of cducati"n and .duc.liron.al procedare,,; and practI_
ces. andPtincipl •• governing the di't,ibllli,," of education u~go"d
wilhin , gi•• n ,ociety.Con'truetively, it aim' at prepariug the ground for bllildioll
up a phile,ophicallheory of education which will b. in tune wit"- ),ollrunder'tandingofthenatllfe of human knowledge and the-human p.rsonality, and ,ound principle, or ,oeial iu,lioc. with,peoial rererenee to lodia.
OaUine.. It wili "" ""efu] to ke.p io mind the follow ing remarb
while tryitlg to 8i,u .pecillc .ub,tan~ 10 a syllabu, in Philo,ophyof EducaHon al the present 'lage of lh. dev.l"pmenl of the,ubj'CI. To claim, however, Ih~t phil~'ophy of education i, and
•
I
should "" n branch of philo'Drlly is nO; to sugge'! that it is ndistinci branch In tbe ,en'" that il could exist "JI'IMfrom "tabli-shed branches of philosophy such as epi,remology. e(ilie, nnd
,r philosopllyof mind. Rather jt draw' on ,uch es!ahli,hod b,ao-eh •• or philosophy nnd brings them logather in way' which aterelevant to educational issue•. Drawing on e~i,\;ng work in
" such cas.s,i, oot at all a matter of mechn"ical application: foronolysi. nnd arguments oflen fail [0 fit easily into .dU,,"I!O,,"t
("'vllle~t< Bnt not all philosophy of educatinn co",lm in_.•{tempting to apply existing work to" neW context. The,'. 0'.maoy ,cenlr,nl, issues, mo,lof which fan wi,hin philosophy of mimi,nn which no work exist' at all."
lntrnduct;<ln. page, 3 and 4, R.S. Pet.", (ed.), Th. Philo-.~'oP:W .of F.duc~lion, O.\ford U nivel'5ily Pres<. 197&.,,;1'hc pap'r will be I,,"ght wilh special reference 10 Ih. Indian
Ir.di,;on.Canceptual Anal)'si.
1. Coocept of education; aims of education: cd~cnlion'diltinguished from training; sociali.,tion: i~doetrinalio~,
2. Iotriosie vaiue a~d inllrumentaJ value: forms of goodlife.
Nature 0/ Human Knowlcdge and Ihe Conlenl af Educm;m,Concept of knowkdge; Forms of human knowledge and ex_
porience: mathematics, oatuml sciences, hiswry and social<ciences, Iimnlure and art, philosophy, applied knowl.dge andtechnoiogy; Faculties and powers of Ihe human mind; logic. I
{.'{thinkiog, creative imagination, evolution of the concept of liberal~...,A,ducation, inter_relation'hip of eognitive disciplines and cnrrieu-
lum integration.
•Teaching ami Learning
Concepts of lenching. learning frnd education; Conlent andprocedure in edUc.ltion; rersnnal relationShipl in te.ching andrelj'>CCtfor p.,sons: Authority, discipline nnd punishment ioeducation.ph.D ... 3
;""ifi«I11"" of F.d"""tionEduoation and the publle interest:
(4') T!>erole of.ducation in promoting and ,snsla;n~democratic and "",ial order; I
( ") The form and OOlllenlof educali.... u ,nn :lctivilywhich is inlegral to a just social orde,!
(c) Th. role of education in promolinll SQCinljUltice, •Required RMding
(]) R. S. POle,. (Ed,), The Philo'ophy of Educa/j(;n, 0X'fo'lf' IUniversilyPreso, 1978, ' ")
(2) W, Fl'lInkena,Philo,nphy Educalion, Ma<:miihn, 1965.(3) P. H, Hirst, Knn1vledgeand lhe Curriculum, Routledge
and Keg'" Paul, London, 1914, ;(4) In." MaTlin(Ed.), Reading' in lhe Philo,ophyof Edu_
oation: A Study orClIr,ioulum, Rockieigh.,N,J .. 'Allynand Racon, 1970
(~) R. S Peter.'. (Fd,), The """""pI of Edu"al,<1U_R"aliedge""d Kegan Paal,1.ondon. 197&,
(6) R. S. ,Peters. I!thicsaod I!dacalion, Ali"" and {Inwin,Lond"n, 1969.
COMPONENT II : COURSE ( ii ) ! OPTIONAL)
S<>eiologyI>f Fd"calio~Obi.eli ••••
To fntrodllN Ihesm","1 10
-Interrehuion, nf ",lItoation and sotiety,-.Sociologic,1 ""ncepl' anll Ih.nrie' lhOl further \.. .)tbe nndentanding nf th."" Interrelatlon.; and _
-'ludy of education i«elf us 'I ,ocial 'yslemEd"rl1tinn ond Ih, Soci,,1 SysumI, Theor;e>of Monnheim. Durkh.im, Waller .nd nowe)", TlIich,Freire, Hueen.
2. Comparaliv-e 'fudy of ~dUCalio""1 'J,!"ms in Iadin .mielsewh••e. with foca, <1U'ociali"linn, ca'ual Or incidenlulle",ain~, fnrma] and n~n-I{'rm"1edlLc,ltinn.
,
3. I!ducation and the ,ocial system: Its plaoc ;n a ,tratified cla"and casle ""ciely. and in plural ,ocimy; Education and !ocialmobility; problem. of the ;m!",,;.1 he,ilage in India_
4, Education and soc;al cbonge; Economic d•• clopmcnl; politic.and Polilid,ntion; Social change; Modernisation.
5, Th. school in the local commonity; It, role in a developingcountry.
( ",."callo" (lj a Sodal SYS1,,,, : ''1. The oohoolas a ,oeial system: Small group theory and the
,cl,on!.2. Teachers, pupil!, parents: [nlcr.elioo' in the cont.,( of
ochool, educational .y,lem and sodety.3 The organisation of education allh. oational and ,late 1•• oJ.
Case study of an educational io,tilUl;oo.
Required RendingFor EJ,wlI;on o"d rho Social System:(1) K. Mannh.lm, Stewart, An Introduction to tbe Sociology
of Education, Routledge and Kega.n Paul, Londnn 196Z.(2) N. Keddie, (Ed.) Tinker, Tailor: The Myth of Cullura
Deprivation, Penguin, England, 1976.(3) E. Durkheim, Education and Sociol~gy, Frce P",," of
Glencoe, 1956.(4) I. lilieb., J)eschooling SocielY, Penguin, 1971.
'" ,'5) P. Freire. Cultural Action for Freedom, Penguin, 1972.\1 (6.1 T. Husen, Social Class Inlluence on Educational AttainmentI Par;,. 1975." (7) P. Freire. Pedagogy of the Oppres""d, Penguin 1972.
(8) L P. De.ai. High School Students ;0 Poona, DeccanCollege Monograph No. 12, 1954.
(9) B. Bernstein. Class and Cootrol, Vol. I, Routledge andKegan PMI, London, 1971.
For Eiuc<uion "3" So~itl/ SyJlem:O. Danla, Tho Sucio!olY "r Educatioo, 1968 (RelevantpOrlioni ooly).T. Pan;ons, "The School as a Social System: Some of ,10Function, in Al1IeliCllllSl>I'icly,'" in Haltoy aod oth."(£lb.), E<lucatioo. E~ODOlllyand Soci.l~. free press ofGlencoe, 1961. pp. 434--455.
Recommended ReodingFor t.iJu"atjml alld the Sodal Syste",:(!) Morri,h_ n. Sociology of Educalion, London, 1972.(2) Floud and Halsey-Currenl Sociology Series I SodolollJl of
Edu~ation), Vol. 7, No.3, UNESCO, 1958.(3) M. S. Gore-Field Studi., in tbe Sociol(,gy of Education,
N,C.E,R.T., 1970.(4) J. "'tiddlc!on (Ed )~_rt(lmCbild 10 Adull' Slud;e, in Ibe
Anthropology "f Education, American MUIMtn Sourc",Bnob. 19711.
For £d""arion /lS a Sod,,1 Sy,'.m'A. C. Stewart. ., Philoiophy aud Sociology in tbo Tr8io;ng
"f the Teaeber, .• Sodological Review, 1950.S<:1lOolin the OJmmu.nily, Central in'lilutc of l{.I.arch
and fraining in Public Cooperalion. New Delhi, 1970.
l:OMPONENT II COORS!:; (i;i) (OPTIONAL)
Plan In; of f;dMCIllion;n JodiaOhjectivu
I. TO'ludy lh. evolution of educalion~l planning ;n IndiaSin"" 1950.
2. To famijirw, the ,tudenl' Wilh tho ohjective and prOCe&,",ofeducalional planning, and
3. To uudy the implementation of edllCaliona! plan., Wilh sp.-cial reference to d.,ired educatioltll reform'.
•
•
(
I
•
,., 2
..~
,C',
;
and their
OutlineObjective, and process." of edu.c.tionnl plallni,;g" in India.Integration of education with other sectoral plans.Role of Ibe ""otral and state gOYernments. local authorities"",I voluntary agencies in tbe formulation nnd implementa-tion of edllC:llional plan.. Plannioll.t Ihe national, SIUle,district, community and inslirurinnallevell,Quanti!at;... nnd qualitati,'c .'peets of eduoation. I planulue_Reason for the comparative neglect of the Ian.,.Str.nth and weakn•• sell of educational plannioll in India,Reform of the planning ,ystem,Sy'ten, of cd"co,ion.al fi"ance in India; Sourc.s and object,of educ.tional e~pendilure; DHf.",n( sharing patterns in edu-cntional expendimre; Relative priori!;., of ditTerenl seclors:Bask l'roblems of the inade<,!uaoy and indfeotivene!s orexpenditure.
~_ Pole,minalion "r priorit;"s "nd planning and invollmentdecisions.
7. Implementation or plan,; Role. of politi"al b,derohip, socia Iwo,kers ..gene,al public, leacherl. <ludent! and bureau.,,,c)'_
8. Achievemenls and faitur •• of lhe fir<! flv" plans.9. Monitoring an,1 evalnation of educational plan,_10. Streamlining of implementation. Imp"",emen1 of moniloring
"no.!evaluation.
Re'fl,irtd Reanlng(I) Flrsl Five-Vear plan (1951-56)( 2) Second Five- Voar plan ( 1956-6 I )(3) Third Five-Voar plan (1961-'6)( 4) Forth Fivo- Year plnn (1%9-74)(5) Fifth Five-Year plan (1974-78)(6) Sixth Five-Vear plan (1973-83)Theemphasi. of sludy i. on the edno.tionxl plan,
relationship 10 Ibe pilln as a whole,
r
•
'"Rctommended Re<Ufing
(I) JohnA. Laska-Planning and Educatio".1 Ikveloprnentin India. New York. Teachers, College, New York, 1967.
(2) J. P. Malt-Policy and Performance in Indian Educalion( 1947-74). Orient Longman, New Delhi, 1976.
(3) Educalional PJanning in the Asian Region, UNESCO,Bangkok, 1975,
(4) A Misra_The FinanciogofindiaoEducBrion. Asia Publi'shing House, Bombay. 1967.
(SJ wm;. fl. Griffin, Udal Pa,.ok, The Proc"" of Ptanow ')Change ill Education, Somai)" Publicalions, Bombay,1970.
COMPONENT It : COURSE ( iv) ( OPTIONAL)
~oa FU'l1IaJ EducationObjecli,~
Gm.,,,] PeTSJWoi.esI. Three channe,]' of educalion, Forrnal, nOD-formal and
incidental. Jnt•• de~ndCll'-'" and Iin,,"~.2. Con""pl of non-form.l edocu(ion, Objeclivu: Need
and ,ignificance; Clientele; Recurrent Education; andlearning S.xiety.
l. Non_formal education and development.• Proces'e. of non_formal edueation: Contenl, Te.ching
and Learning Technique.; E•• 1aalioll.5. Drganioation; Institutional and indi.idual "et",,,,b;
Tlllin;nll of pe••oonel; Dilferent type' of nOll-formal ~education; Finan... ~Non/ormal Ethuolioll llIlhe Indloll Call/txt
I. Brief histo'y of non. formal education in India. •2. Surviving traditions in non-formal eduction:
Thair •.••l•• en.e to future deveiopmelll.3. Non.for,"al education for pe••o"al and 'oeial de.clorment,4, Non.form.l edu•• tioa at the elementary .tage.
"
,.••,.
<••j ••
Non.formal e!lucation at lhe secondary'tage.Non.formal education at the Ilniven;iti,tage,Non.formal educalion for adnlts , Th. National A<lullEducation Programme.R'ole of rn." media'in edllC<l!ion.FnlU~ dovelopments in ~o!l.formal educ.lion,
"1" Requlnd R,,,ding
<:'t J. P. i'I.ik-Some Per<peclives on Non.formal Education,., !lUied, New Delhi, 1976.
'(2) Paulo Freire-Pedagogy of the Opp,~m<!, Penguin, '19;0.(~) Anil Bordia (Ed. )-Adlllt Edunalion in India: A Book of
Readings, Nochik.ta Publication •• Bombay, 1'73.(4) NaliOlMIAdnl( Education Pro~ramm., Ministry of Educalion
1978.
(5) E. K. Cole.Tarnsend-Adult Ed~cal;on in DevelopingCouDlri.s, Pergamon Pre", O:<ford, lY73.
(6) P. H. Coomb,. A. Mauzoor_A reacking Rural Poverty:How Non-Formal Ed~~aljon ~an H.lp, 1973,
Il
RecommelJdd Re<1dilJg
(tl Brcmback, Cole, Grond, M. St.ff-Non.Formal Educalionas an Ahernalivc to Schooling, Ea'! Lan.ing, Michie.nSlate Uni.'ersity, 1974,
T7~'J J. H. Kidd-How AduilS Learn, Associated Press, New York" ,1968,
(3) A Rctrospecliv~ International Survey of Adnlt Educa\ioo,l Montre'l to Tokyo, UNESCO, 1972." (41 Publication. on lh~ National Adult Edlll'alion Programme,
Mini,try of Educatinn, Government of India. ,(5) M. A. Howe (Ed. )-Adutt LearninllfPsychological Research
and Applications, Jobn Wiley and Sooo, London, 1917.
••COMPONENT II COURSE (v) (OPTIONAL)
Comparatlv. Education01ljel:tlv ••
I. Togel the student acquainted with educational problem. lind ~their attempted ",luHan, in different so.joecOllomic~. wella, political and cultural conlexts.
2. To teach lite sIudent the technique of coml''',"I;v.llnal}',;,in lh. field of .""ial ""knees and in particular in the field of.oebl ,cienc •• and in particular in lh. fieldof education, )
l. To oriemote and equip lh. <lUdenl 10 investipte lh. pro_blem. of Indian educalion from II comp",,,tive oi.w polO!.This comparison could b. inlorllalional. inter-'late, 1m.I-elau, iule,-cllltUre, el•.
Olllli ••eJ. The compllrative method in eduCalion' definition., meaning
und 'eo",,; melhodnlolY of 'Indy-micro 'tudi., Md m"Cr\1-apprnach: uliiily .nd limitaliono of comparati"e .md).
2. ('Almparat;"e study of the educational .)'Otem. in dev.lop<:dand denloping cooatrie. operating within ditrer."t kinds oroodal, polilical Md e<:onnmi<: rrallle.",rk, A comPllrati,'e.tudy in ,dalion 10 twu or three specified countrie, will helaken up every }ur. Imemnlional e~perj",enl< in educatIon
3. Rescat<h in comparati", education; tbe policy-o,ieDted 'a,kof comparatIve educal ion; Problem, in Indiun Educ.l ion andIhe ",lIiditj' of cnmpara\.ive study .pproach. I
Required Reading( I) Vernoo MaliIn..,n _Imroduclion 10 thc Study of Camp.' ..••.)
live Education (Founh Edil;on), Heineman, Lon<!(lP, 1917,(2) C. Z, E. Be,eday-Comparalive Method in Educalion, Holt. r
RineJ,arl and Win'lOn, New York, N. Y., 1964. </
( l)' Raymond Poignant-Education ;n the Industrinli>ed CountriesMart;no, Nijholf. The Hague, 1973.
(. I S. C, Oho,b-Bl!ueation •.1Stmtegie. In Developing Coontd.,1'76,
Reeol1lmended Reading( 1) Phillip E.r ~n.,-Comparalj,.Education-Pulpo,. ~ndMethod
Cran.~Rm",kCo., 1971.~:" \. (2) Reginald Edwards and Olher. (Ed,,), Relevant Method, in
l '( Comparative Ed~calioo (Report of a MeeliDgof 1nt.,-", J national E~perl' ), Une,eo ioolitule for Education, Hamburg,
'I,' 1973.'$3) G. F. Pocker-An Empirical Study of Education in Twcoly-; one CouDlri.s, Wiley, 1975. .
, 4) Philip H. Coombs, The World Ed""at;on.l Cri,i, ; A Sy,l.mAnal)'.is, Oxford University Pre". N<w York. 196$.
(5) R, Bouden. EduoaliOJ', Opportunity and Social Inequality:ChaDging Pcrspe<:tive, in W••tern Society, Wiley, New York,1973.
(6) Review of Nalional Poli.ie. for Education, Organization forEconomic Cooperal;oD oDd Development, Paris.
(7) World Survey of Education, U.N.E.S.C.O,(8) l. E. A. Studie, (lnt.rnat;onal Educational Acbieven,e"t
Studi.s ).(9) W. \Y. Brickman-BibliographicHI Comparat;oe aud
lnteroa!iooal Euucation, Norwood" 1975,
Jacm"l,
I
I' f•,
COlDp<lrati". EducationInlernatiou,l Review or Ed".ati""COlDp;lroti\'CEdncatiou Rc\';cl'/Pro,pcel'.
[
'.
)
.)Printed al : TIll i'OONA UNIVEltSlrVPRESS, {jANESaKllI"D, l'uN._7; ~
Prinled & Publi.hed by : S/J<i V. S, Pol, Regislrar,
Uni,ersily of Poon". Gane,hkhind, P"oc--<lll (X)7.
(300-9_8M J (11'3)
,•,I,!I
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