Scheme of Studies

and

Course Outlines

Master in Education

(M.Ed) Program

(Annual system)

2014

University of Sargodha,

Sargodha

1

Scheme of Studies for Annual System

Paper No. Subjects Marks 01 Research Methods in Education 100 02 Educational Planning and Management 100 03 Curriculum Development 100 04 Instruction Technology and Computer applications in 100

Education 05 Education in Pakistan 100 06 Philosophy of Education 100

Option A or B 200 Option A Two Optional subjects Option B Thesis Total 800

Optional Courses Students may opt any two courses from the following list:

07 Human Resource Management 8 Guidance and Counseling 9 Sociology of Education 10 Institutional improvement 11 Human Development and Learning 12 History of Education 13 Comparative Education

Assessment and Examination There will be an external examination for the students of annual system in the concerned college that will be conducted and administered by the University of Sargodha. To appear in annual exams 75% attendance is compulsory and completion of all projects and activities in the form of assignments is needed. The concerned college and its administration is responsible to send the nomination of the candidates to the controller examination university of Sargodha for taking exams. Duration = One year

Eligibility = B.Ed (minimum 2nd

Division) Medium of Instruction: English and Urdu both. The question paper will be in English but students are allowed to attempt in either Language

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Paper 01: Research Methods in Education

Objectives After completion of this course, the students will: Understand need for scientific inquiry/research on educational issues.

Demonstrate knowledge of basic concepts of research

Develop a proposal to conduct research on educational issues Analyze data using simple data analysis techniques

Conduct a small research and write report. Course Outline

1. Introduction to Educational 1.1. Characteristics of Standard Educational Research 1.2. Types of Research-by Purpose and by Method 1.3. Research as Scientific Method - Systematic Observation, Logical

Explanation, Predication, Openness and Skepticism 1.4. Research Process and Design

2. Review of Literature 2.1. Review of Literature: Meaning & Perception 2.2. Objectives of Literature Review 2.3. Procedure for Conducting Review literature 2.4. Major sources of Literature

3. Research Methodology 3.1. Theoretical Framework 3.2. Hypothesis 3.3. Objectives 3.4. Research Questions

4. Population and Sampling Techniques 4.1. Population 4.2. Sampling Techniques and Sample

5. Experimental Design 5.1. Types of Design 5.2. Selection of Experimental and Control Groups 5.3. Variables- Dependent, Independent 5.4. Experimental Validity and threats

6. Methods of Data Collection 6.1. Test and Appraisal Instruments 6.2. Types of Instruments

6.2.1. Questionnaire 6.2.2. Interview Schedule 6.2.3. Observation

6.3. Rating Scales 6.4. Goodness of Measures

7. Educational Statistics 7.1. Types of Statistics

7.1.1. Descriptive Statistics 7.1.2. Inferential Statistics

8. Analysis and Interpretation of Data 8.1. Organization of Data 8.2. Analysis of Data 8.3. Interpretation of Data

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9. Preparation of Research Proposal 9.1. The Title 9.2. Statement of the Problem 9.3. Related Literature 9.4. The Hypotheses of Research Objectives 9.5. Significance of the Study 9.6. Delimitation of Terms and Concepts 9.7. Delimitation of the Study 9.8. Basic Assumptions 9.9. Research Design 9.10. Bibliography 9.11. Time Schedule 9.12. Budget Schedule

10. Format and style of Research Thesis/Report 10.1. Introduction 10.2. Review of Related Literature 10.3. Methodology 10.4. Analyses of Interpretation of Data 10.5. Findings/Discussion and Recommendation 10.6. Bibliography

Recommended Books Best, J. W. (1989). Research in Education . US: Prentice Hall.

Fraenkel, J. R. & Wallen, N. E. (1993). How to Design and Evaluate Research in Education. New York: McGraw Hill Book Company Inc. Gay, L. R. (1996). Educational Research: Competencies for Analysis and Application . New York: Macmillan Publishing Co. Van Dalen, Deobold V. (1973). Understanding Educational Research : An Introduction .

New York: McGraw Hill Book Company Inc. Shami, Perevez A. (2008). Research Methods in Education, Islamabad: National book Foundation

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Paper 02: Educational Planning & Management Objectives: After the successful completion of this course the students would be able to:

Understand and differentiate the terms administration, supervision, organization and management. Apply different tools and techniques of administering and supervising

Understand and perform various functions of management

Review and evaluate the specific organizational conditions

Understand, characterize and exercise effective leadership traits and behaviors

Perform effectively and efficiently as a head teacher or headmaster/ headmistress

Understand and analyze thebehavior of employees in the light of various theoretical perspectives

of education administration Manage the human and material resources of an organization efficiently & effectively

Course Outline 1. Educational Management

1.1. Educational Management 1.2. Administration and Management 1.3. Education Management Process 1.4. Leadership: Traits of a good Leader and Styles

2. Institutional Management and Supervision 2.1. Conceptual Framework of Institutional Management and supervision 2.2. Major Tasks in institutional Management and Supervision

2.2.1. Staff Management 2.2.2. Resource Management 2.2.3. Curriculum Management 2.2.4. Institutional Performance 2.2.5. Organization 2.2.6. Institutional Culture/Environment 2.2.7. Supervision

3. Academic Management 3.1. Tasks of Headteacher as Manager 3.2. General Management aspects in school: Curriculum Delivery, Timetable, Lesson

Plan, Teacher’s Diary and Monitoring, co-curricular activities 3.3. Classroom Management 3.4. Staff Development

4. Office Management 4.1. Office Design/Layout 4.2. Office Communication 4.3. Office Record Management 4.4. Office Procedures

5. Financial Management 5.1. Basic Framework and Mechanism of Financial Management 5.2. Sources of School funds

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5.3. School Budgeting 5.3.1. Recurrent Expenditure 5.3.2. Capital of Development Expenditure

5.4. Cash Book 5.5. Delegation of Power 5.6. Audit and Auditable Documents

6. Project Management 6.1. Project Management 6.2. Project Cycle and Phases 6.3. Techniques of Project Management

7. Human Resource Management 7.1. HRM Goals 7.2. Job Analysis: an overview 7.3. Recruitment of Staff 7.4. Performance Appraisal

8. Community Participation 8.1. Community stakeholders /partners 8.2. What can community participation in education do? 8.3. Parent Teachers Association (PTAs) & Schools Management Committees (SMCs)

Recommended Books Bell, L. and Bush, T. (2002). The principals and practices of educational management. London: Paul Chapman Publishing. Griffin, R..W. (1997). Management. New Delhi: AITBS Publishers. Hoy, W. K., & Miskel, C.G. (1998). Educational administration: Theory, research and practice. New York: McGraw-HILL. Robbins, S. P. (1997). Management. SanDiego: SanDiego State University. Robbins, S. P. (1997). The administrative process. Sandiego: SanDiego State University. Sidhu, S.K. (2001). School organization and administration. New Delhi: Sterling Publishers.

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Paper 03: Curriculum Development Objectives After completion of the course, the students will:

Understand the process of curriculum development

Understand various models of curriculum development Analyze the pattern of curriculum organization

Evaluate the curriculum

Know the Process of curriculum change Understand the process of curriculum development in Pakistan at different stages.

Course Outline

1. Concept of Curriculum 1.1. Definition of curriculum 1.2. Components of Curriculum- Aims & Objectives, contents, Methodology and

Evaluation, 1.3. Relationship between curriculum and instruction 1.4. Curriculum, syllabus, textbooks 1.5. Characteristics of a good curriculum

2. Foundations of Curriculum 2.1. Islamic Foundations 2.2. Philosophical foundations 2.3. Psychological Foundations 2.4. Sociological Foundations

3. Models of Curriculum Development 3.1. The Tyler Model 3.2. Kerr’s Model

4. Curriculum Planning 4.1. Principles of Curriculum Planning 4.2. General Curriculum Framework 4.3. Types of Curriculum Organization

4.3.1. Child-Centered Curriculum 4.3.2. Subject-Centered Curriculum 4.3.3. Activity Based Curriculum 4.3.4. Core curriculum 4.3.5. Integrated Curriculum 4.3.6. Teacher Centered Curriculum 4.3.7. Multidisciplinary Curriculum 4.3.8. Hidden Curriculum

5. Process of Curriculum Development 5.1. Formulating educational objectives 5.2. Aims, goals and objectives 5.3. Bloom’s Taxonomy of educational objectives

5.3.1. Cognitive Domain 5.3.2. Psychomotor Domain 5.3.3. Affective Domain

5.4. Solo Taxonomy 6. Curriculum Content

6.1. Content / subject matter selection 6.2. Criteria for content selection

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6.2.1. Relevance 6.2.2. Meaning fullness 6.2.3. Quality 6.2.4. Interest of Students 6.2.5. Practicability

6.3. Methods of content selection 6.3.1. Judgmental 6.3.2. Experimental 6.3.3. Analytical 6.3.4. Consensual

6.4. Content organization: Vertical & Horizontal, Linear and Spiral 7. Teaching Methodology

7.1. Student Centered Methods 7.2. Teacher Centered Methods

8. Curriculum Evaluation 8.1. Types of Evaluation

8.1.1. Formative evaluation 8.1.2. Summative evaluation

8.2. Purpose of Evaluation 8.3. Methods of Curriculum Evaluation: Cosmetic, Empirical, Colloquial

and Computational 8.4. Tools of Evaluation

9. Implementation of Curriculum 9.1. Implementation Strategies 9.2. Pre-requisites for Implementation

10. Curriculum Development in Pakistan 10.1. Legislations 1976 and 18

th Embedment

10.2. School level Curriculum 10.3. University Level Curriculum HEC 10.4. Role of Ministry of Education, Provisional Curriculum Authority, Textbook Board 10.5. Role of HEC 10.6. Process of Curriculum Development 10.7. Process of Text book Development 10.8. Issues and challenges in curriculum development

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Recommended Books Kelly, A.V. (1999). The Curriculum: Theory and practice. London: Paul Chapman Neill, J. & Kitson, N. (2001). Effective Curriculum Management. Taylor & Francis. NY. Null, W. (2011). Curriculum: From theory to practice. Rowman & Little field Publication, UK.

Oliva, P.F. (1997). Developing the curriculum. (4th

ed.). New Yark: Longman. Rashid, M. (2000). Allied material of curriculum development and instruction. Islamabad: AIOU. Sharma, R. C. (2002). Modern methods of curriculum organization. New Delhi: Commonwealth. Taba, Hilda (1962). Curriculum development; theory and practice. Harcourt, Brace & World Thijs, Annette and Akker, Jan van den (2009). Curriculum in development Netherlands Institute

for Curriculum Development (SLO), Enschede, the Netherlands Limon E. Kattington, (2010). Handbook of Curriculum Development.

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Paper 04: Instructional Technology and Computer Application in Education

Objectives

At completion of the course the students will:

Understand Instructional Technologyand categorize techniques to make teaching

learning process more efficient.

Solve day to day teaching-learning problems.

Apply appropriate teaching methods and techniques.

Differentiate different teaching learning projected and non-projected

resources. Present practical, efficient ways to integrate technology resources and technology- based methods into everyday curriculum-specific practices

Course Outline 1. Introduction

1.1. Definition, Meaning and Scope of Instructional Technology 1.2. History of Instructional Technology 1.3. Types/Approaches of instructional technology 1.4. Theory and Practice of Design, Development, Utilization ,Management and

Evaluation of Subject Matter, Learner’s Characteristics and Learner’s Environment. 1.5. Technique of solving day to day teaching / learning problems 1.6. Instructional Technology and Challenges of 21st Century

2. Basic Aspects of Instructional Technology 2.1. Teaching, instruction and learning: Basic difference 2.2. Education and teaching: Basic difference 2.3. Phases of teaching / instruction 2.4. Principles and maxims of teaching

3. Instructional / Technology and Teacher / Instructor 3.1. A comprehensive technology 3.2. Characteristics of teacher / instructor

4. Instructional Strategies 4.1. Meaning of strategy, method, technique, and tactics 4.2. Types of Teaching Strategies (autocratic / permissive) 4.3. Approaches (pedagogical / andragogical) scaffolding

5. Instructional Technology Resources 5.1. Projected Aids: Films, film strips, opaque projector overhead projector,

slides, multimedia 5.2. Graphic Aids: Cartons, charts, comics, diagrams, flash cards, graphs, maps,

globes, photographs, pictures, posters 5.3. Display Boards: Black boards / writing boards, bulletin, flannel board,

magnetic board, electronic board, peg board 5.4. 3-Dimensional Aids: Diagrams, models, mockups, real objects, puppets,

specimens 5.5 Audio Visual Aids: Radio, recording, television 5.5. Activity Aids: 5.6. Demonstrations, experimentation, field trips, Programmed Instruction

6. Integrating Computer Technology in the Classroom Teaching & Assessment 6.1. Communications, Networks, Internet, and the World Wide Web 6.2. Educational Software Applications 6.3. Computer Assisted Instruction (CAI)

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Section – B Application of Computer in Education

7. Fundamentals of Computer

7.1. Introduction to computer system and data processing 7.2. Types of computer 7.3. Classification of computer 7.4. Hardware configuration 7.5. Central processing unit 7.6. Computer software 7.7. Uses of computer in education

8. Word Processor 8.1. Facilities of word processor. 8.2. Typing and formatting of any document e.g. notes, applications, and letters. 8.3. formatting of articles, term papers and theses( according to APA style) 8.4. Maintaining date using tables. 8.5. Mail merge E-mail. 8.6. Address book management.

9. Spread sheet 9.1. Uses of MS-Excel. 9.2. Entering and maintaining data in worksheets. 9.3. Formula entry and data analysis. 9.4. Graphical presentation of data 9.5. Advance features 9.6. Preparing and presenting students reports

10. Designing Presentations 10.1. Introduction to MS-Power point 10.2. Preparing presentations 10.3. Audio and video effects 10.4. Advance features

11. Computer in Education 11.1. Areas of application in education 11.2. Using different types of programs for delivering lessons in classrooms 11.3. Lesson planning by using Roblyer’s data base of strategies and lesson plans 11.4. Management of student related information 11.5. Preparing result cards and reports

Note: Teacher will provide required material

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Recommended Books Altman, R. B.(1999). Visual quick starts guide; Power point 2000 for windows. Berkley: Peach Pit. Baver, D.G. (1997). Educators internet funding guide, class room connections. Delhi: Prentice - Hall of India. Black, U. (1999). Advanced internet technologies. New Jersey: Prentice Hall. Bott, E. D. (Ed.). (2000). Special Microsoft office 2000. New Delhi: Prentice Hall of India. Bott, E. D. (Ed.). (2000). Practical Microsoft windows 2000 professional. New Delhi: Prentice Hall of India. Capron, H . I. (1998). Computer tools for an information age. Massachusetts: Addison Weley Crumlish, C. (1996). The ABC’S of the internet. New Delhi: BPB Publications. Maloney,D. (1998). User friendly using Microsoft word 97. New Delhi: Prentice Hall of India Minasl, M., Anderson, C., Smith, B.M & Loombs, D. (2000). Mastering windows 2000 (Server). New Delhi: BPB publications. Roblyer , m.D.(1999). Integrating techonology across the curriculm: A data base of strategies and lesson plans. NJ: Merril an imprint of prentice-Hall. Ray, S. & Ray, E. J. (1999). Visual quick start guide: Access 2000 for windows. Berkley: Peach pit Press. Segman, S. (1999). Visual quickstart guide, Micrsosoft office for windows. Berkley: Peach pit Press. Sinnah, P. K. (2000). Fundamentals of computer. New Delhi: Prentice -Hall of India. Darbyshire P. (2005). Instructional Technologies Cognitive Aspects of Online Program . London: IRM Press Henery, E. F. P. and Phil Race, (1993). Handbook of Educational Technology . London:

Kogan Paul Rowntrec D. (1988). Educational Technology in Curriculum Development . London: Harper & Row

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Paper 05: Education in Pakistan Introduction: This course is designed to develop prospective teachers’ awareness and understanding of education in Pakistan. Prospective teachers will develop their knowledge about different aspects of development of education keeping in view different aspects of development of education. Keeping in view different stages like pre primary education, elementary education, secondary education and higher education. In this process current policy and programs will also be studied. Teacher educator will ensure that different components of education like management etc, and statistical awareness, major issues and challenges are also taken into consideration. Objectives: At the end of this course the students will be able to:

Understand schooling structure at different levels in Pakistan

Decipher the nature and purpose of education in the pre and post independence period

Delineate the historic roots and subsequent development of pre service teacher education in Pakistan Evaluate education in Pakistan in the light of current educational policy

Critically analyze educational development at different levels of education i.e. pre primary education, primary education, secondary education.

Evaluate the issues and challenges in higher education.

Course Outline 1. Schooling Structure in Pakistan

1.1. Preschool education 1.2. Elementary education 1.3. Secondary education 1.4. Higher secondary Education 1.5. Tertiary education 1.6. Religious education 1.7. Technical and vocational education

2. Administration of Education and Decentralization 2.1. Federal, Provincial and District

3. Management 3.1. Ministry of Education & Training 3.2. Department of Education 3.3. Provincial curriculum bureaus 3.4. Text book boards 3.5. Staff development centers 3.6. Examinations (BISE, board of technical education) 3.7. Schools management committees

4. Education in Pakistan: Historical Perspective 4.1. British Period 4.2. Muslim Education Movements

5. Curriculum Development in Pakistan 5.1. General Framework/Model

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5.2. School Curriculum Development 5.3. University Curriculum Development

6. National Education Policies 6.1. Pre-independence Policies 6.2. Post independence Polices 6.3. Policy Formulation in Pakistan 6.4. Review of National Educational Policies 6.5. Salient features of Current National Educational Policy 6.6. Major objectives and progress of education with reference to current

national education policy 7. Technical and Vocational Education in Pakistan

7.1. Status 7.2. Key issues and Challenges

8. Pre-Service Teacher Education in Pakistan 8.1. Policy perspectives from 1947 to recent 8.2. Teacher training institutions and programs 8.3. New trends in teacher education in Pakistan

9. Statistical Overview of Education in Pakistan 9.1. Primary 9.2. Secondary 9.3. Tertiary 9.4. Gender Parity 9.5. Quality and expenditures

10. Major issues and challenges 10.1. Globalization 10.2. Decentralization 10.3. Population Growth 10.4. Low Enrollment and Dropouts 10.5. Illiteracy 10.6. Discipline 10.7. Female Education 10.8. Economic and social conditions 10.9. Physical condition of social educational institution 10.10. Quality Education 10.11. Investment of Education 10.12. General Attitude towards Education

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Recommended Books:

Al-Naqib-Attas, Syed Muhammad (1979). Aims and Objectives of Education, Jeddah: King Abdul Aziz Univeristy

Iqbal, Muhammd (1999).The reconstruction of religious thought in Islam, Lahore: Sheikh Muhammd Ashraf

John, S. Brubacher (1987). Modern Philosophies of Education, New Delhi: McGraw hill

Mansoor, A.Qureshi (1983). Some aspects of Muslim Education, Lahore: Universal books

Shami, P. A. (2011) Education in Pakistan. Urdu Print.

Al-Naqib-al-Attas, Syed Muhammad (1979). Aims and Objectives of Education, Jeddah: King Abdul Aziz University.

Iqbal Muhammad, (1999). The Reconstruction of Religious Thought in Islam, Lahore: Shaikh Muhammad Ashraf

John, S. Brubacher (1987). Modern Philosophies of Edcuation, New Delhi: TATA McGraw Hill Publication Co.

Mansoor, A. Qureshi, (1983). Some Aspects of Muslim Education, Lahore:

Universal Books.

Shami, P.A. (2011) Education in Pakistan. Under Print

www.AEPAM.edu.pk

www.moe.gov.pk

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Paper 06: Philosophy of Education Objectives: At the end of this course the students will be able to:

Understand the subdivisions of philosophy, how they are defined, and How do they reflect their own beliefs and their teaching about truth and

values?

Understand the leading philosophies and theories of education

Understand whether they (the teachers) have certain philosophies

and

Theories present in their educational experiences?

Course Outline

1. Philosophy 1.1. Definition and scope of philosophy 1.2. Nature of Philosophy of education

1.2.1 Metaphysics, 1.2.2 Epistemology 1.2.3 Axiology 1.2.4 Logic: Deductive logic, Inductive logic

2. General Philosophies and their educational Implications 2.1. Idealism 2.2. Realism 2.3. Naturalism 2.4. Pragmatism 2.5. Postmodernism

3. Muslim Philosophical Perspective on Education 3.1. Imam Ghazali 3.2. Ibne-Khaldun 3.3. Shah waliullah 3.4. Sir Syed Ahmed Khan 3.5. Allama Iqbal

4. Theories of Education: 4.1. Progressivism 4.2. Perennialism 4.3. Essentialism 4.4. Reconstructionism

5. Role of Values in Education 5.1. Definition, meaning, and kinds 5.2. Teaching of social and moral values through education 5.3. Role of religious values in individual and social life.

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Understand the meaning of the term Philosophy

Recommended Books:

Ornstein, Allan C. (2006). Foundations of Education. Houghton Mifflin Company: New York. Gutek, Gerald L. Philosophical and Ideological Perspectives on Education, 2nd ed. (Boston, Allyn and Bacon, 1997). Dewey, John. The Child and the Curriculum. (New York: Macmillan,1916)

Arthur Zilversmith, Changing Schools: Progressive Education Theory and Practice, 1030-1960 (Chicago: University of Chicago Press, 1993).

Giroux, Henry A. and Mclaren, Peter L. eds; Critical Pedagogy, the State, and the Cultural Struggle.( New York: State University of New York Press, 1989)

William, E. Doll, Jr. A Postmodern Perspective on Curriculum (New York: Teachers College Press, 1993) Freire, Paulo: Pedagogy of the oppressed

Shami, P. A., Iqbal, Misbah., & Khizar, Asma. (2014). Educational Philosophies. Lahore: Azeem publisher,Lahore.

Brubacher,J.S. (2001). Modern Philosophies of Education. New York: McGraw Hill

Co. Internet Resources

Http://www.islamicity.com/mosque/ihame/Sec5.htm (09/25/2003) www.utm.edu/research/iep The Internet Encyclopedia of Philosophy

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Paper 07: Human Resource Management

Objectives After completion of course, student will:

Understand the describe and defined HR/ concepts and functions

understandorganizational structure, job description recruitment, and selectionprocedures

comprehend the importance of employee relations and ethics

Course Outline

1. Introduction: 1.1. What is management, (functions, levels and roles) 1.2. What is human resource management? 1.3. Development of theoretical basis for HRM. 1.4. Activities of HR. Department 1.5. Skills for HR. Professionals 1.6. HR Professional’s skills 1.7. Challenges for HR department

2. Strategic Human resource Management 2.1. What is strategic management? 2.2. Strategy formulation 2.3. Strategy implementation 2.4. Issues of strategic Management

3. Building Human Resource Management 3.1. Work flow analysis 3.2. Organizational structure 3.3. Succession Planning process 3.4. Job analysis: Elements, Methods 3.5. Job Design: approaches 3.6. Job enrichment

4. Human Resource Planning 4.1. What is planning 4.2. The Human Resource Planning process 4.3. Human Resource Information system 4.4. Issues related to HR Planning 4.5. Issues related to HRIS

5. Recruitment Selection and Placement 5.1. Recruitment process, Constraints and methods. 5.2. Selection process, Issues 5.3. Placement process, and Issues

6. Employee development and Learning 6.1. What is Training and Development in Human Resource Management 6.2. Employee Training Methods, Process and Approaches 6.3. Employee Development Methods, Process 6.4. Designing effective training systems 6.5. Employee Socialization, assumptions and stages. 6.6. Employee Orientation, Role of CEO and HR Dept. 6.7. High leverage training strategy: a systematic approach

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7. Performance management

7.1. An organizational model of performance management 7.2. Purposes of performance management 7.3. Performance measured criterion 7.4. Approaches to measure performance 7.5. Performance feed back 7.6. Use of technology for performance management

8. Rewarding people 8.1. Introduction 8.2. Equity theory and fairness 8.3. Current challenges 8.4. Government regulation of compensation 8.5. Issues related to compensation in education sector 8.6. How does pay influence individual employee and performance

9. Managing employee retention and turn over 9.1. What is Employee Retention and Turnover? 9.2. Managing involuntary turnover 9.3. Managing voluntary turnover 9.4. Managing employee retention

10. Evaluation and improving human resource function 10.1. Strategic approach to measuring HR effectiveness 10.2. Activities of HR 10.3. Approaches for evaluating effective HR 10.4. Improving Hr Effectiveness

Recommended Books

Dressler, G. (2006) Human Resource Management(10th

Edition) New Delhi, Pearson Prentice Hall.

Decenzo & Robbins: Human Resource Management (10th

Edition), SAGE Publications, New York, USA.

Micheal Armstrong> A handbook of Human Resource Management

Ezenne A. N. (2012). Human Resource Man agent in Education

(Developing Courtiers Perspectives) Kingston: UWIDEC.

Bush, T., and Middlewood D., (2006) Leading and Managing People in Education. London: SAGE Publications.

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Paper 08: Guidance and Counseling Objectives: After completion of the course, the students will:

Develop better adjustment with the environment

Analyze their personal, social, emotional, educational problems rationally and

suggest the solutionsUnderstandandtoleratecriticism

Develop healthy relationship with their family, teachers and classmates

Understand and help others in solving their problems

Do career counseling of the students on the basis of their aptitude and performance

Course Outline

1. Introduction 1.1. Concepts of Guidance and Counseling 1.2. Difference between guidance and counseling 1.3. Need of Educational Guidance 1.4. Role of Guidance in Schools 1.5. Types of Guidance

2. Counseling 2.1. Principles of counseling 2.2. Brief history of counseling 2.3. Types of counseling 2.4. Individual and group counseling 2.5. Techniques of counseling

2.5.1. Directive 2.5.2. Non-directive 2.5.3. Eclectic

3. Steps in counseling process 3.1. The School Counselors Role and Functions 3.2. Training programs for counselors 3.3. The elementary school counselors 3.4. The middle/junior/high school counselors 3.5. The secondary school counselors 3.6. Counselors in vocational schools 3.7. Counselors in higher education

4. Counseling of Students 4.1. Home-centered problems 4.2. School-centered problems 4.3. Community-centered problems

5. Therapies of Counseling 5.1. Client centered therapy 5.2. Gestalt therapy 5.3. Behavior therapy 5.4. Cognitive therapy 5.5. Family therapy

6. Educational Consultations 6.1. The consultation process

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6.2. Consultation models 6.3. Consultation skills Consultation in school settings

6.3.1. Consulting with teachers 6.3.2. Consulting with school administrator 6.3.3. Consulting with parents

7. Counseling and Guidance Services in Pakistan 7.1. The need for elementary level counseling 7.2. The need for counseling at secondary level 7.3. Effects of socio-cultural norms on guidance and counseling 6.4 Islamic concerns of

counselors 7.4. New trends in counseling

Recommended Readings

Gibson, R.L. & Mitchell, M.H. (1999). Introduction to Counseling and Guidance (5th Edition). New Jersey: Prentice Hall Jones. J.A. (1970). Principles of Guidance (6th Ed) . New York: McGraw Hill

Peterson. J. V. and Bernard, N. Z. (2002). Orientation to Counseling (4th Ed). Needham Heights: Allyan & Bacon.

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Paper 09: Sociology of Education Objectives: After completion of the course the students will be able to:

discuss relation between school and community

know the process of linkage among school, community and teacher or effective education

identify the social factors affecting education and how it can support the development of education

know he role of teachers and school in socialization of students and development of society enable prospective teachers to contribute in community work, health promotion activities and endorsement of healthy

environment

Course Outline

1. Society, Community and Culture

1.1. Definition, Structure and Function 1.2. Individual Status and his role in the society 1.3. Social interaction 1.4. Cultural diversity 1.5. Culture and cultural elements of Pakistani community 1.6. Role of education in strengthening Pakistani community

2. Group and Group Dynamics 2.1. Meaning of group 2.2. Group Dynamics 2.3. Types of social groups 2.4. Individual behavior and group behavior 2.5. Role of school and teacher in molding individual and group behavior

3. Socialization 3.1. Meaning and aims of socialization 3.2. Agencies of socialization 3.3. Stages of social developments 3.4. Role of school in socialization 3.5. Teacher as role model, participating in community and health activities

4. Social Institutions 4.1. Definition of social institutions 4.2. Types of social institutions

4.2.1. The family 4.2.2. Economic institutions 4.2.3. Religious institutions 4.2.4. Educational institutions 4.2.5. Play and recreational institutions

5. School and Community 5.1. Relationship between school and community 5.2. Effects of school on community 5.3. Effects of community on school 5.4. a critical analysis of role of school and teachers in Pakistani community

6. Social control 6.1. Definition of social control 6.2. Social deviation, peace, harmony and tolerance

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6.3. Methods of social control 6.4. Role of community, school and teacher in developing peace, harmony and tolerance

7. Teacher, School and Students 7.1. Are teacher born or made? 7.2. Effective and reflective teaching 7.3. Creative and critical teaching 7.4. Teacher effectiveness

7.4.1. Academic learning time (ALT) 7.4.2. Classroom management 7.4.3. Co-curricular activities 7.4.4. Clarity in academic and non-academic structures 7.4.5. Creating expressive environment in classroom 7.4.6. Reflection or productive feedback

8. Technological Change 8.1. Technological change and its impact 8.2. Sources/forces of technological change 8.3. Technology and jobs 8.4. Technology and ethical values 8.5. Utilitarian view of technology

Recommended Books: Chaudhry, M. Iqbal, (0000). Sociology, Aziz Publishers, Lahore: Urdu Bazar Hafeez Sabiha, Pakistani Society

Volti, R. (2002). Society and technological change (6th

ed.) Worth Publishers Mehnaz Aziz, (2007) School and Family Partnership. Children’s Global Network, Pakistan Sadker, Marya Pollack and David Miller Sadker, (2003). Teachers

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Paper 10: Institutional Improvement Objectives: By the

end of the course student will be able to:

Understand the concept of change and school improvement

Recognize that change can be a slow and complex process

Identify the role of school leaders as change agents

Course Outline

1. Concept and Process of Change 1.1. Understanding the change process 1.2. Role of change facilitator 1.3. Individual and organizational change

2. Features of Effective School 2.1. Leadership 2.2. Within school relationships 2.3. School community relationships 2.4. Proper utilization of resources 2.5. Students’ academic performance 2.6. Professional commitment of teacher

3. Planning School Improvement 3.1. Needs assessment 3.2. Survey of human resources 3.3. Survey of material resources 3.4. Targets and strategies 3.5. Assignments and tasks 3.6. Coordination and implementation of plan 3.7. Supervising and monitoring

4. Leadership and School 4.1. Understanding leadership in schools 4.2. Teacher as a leader 4.3. Shared leadership

5. Community in School 5.1. Understanding school culture 5.2. School as a community of learners

Recommended Books Giancola, Joseph A. Transforming the Culture of School Leadership Clarke, Paul. Improving School in Difficulty Ruddock, Jean. How to Improve your School Gysbers, Norman C. Developing and Managing your School Guide Program

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Paper 11: Human Development and Learning Objectives: After completion of the course, the students will be able to:

Explain the different terminology

Describe different principles and methods of learning

Take effective measures for the smooth running of the classroom teacher

Identify the different types of personality traits

Guide students in solving of daily problems

Course Outline

1. Educational psychology: Meaning and scope 2. Human Development

2.1. Definitions of development 2.2. Principles of human growth and development

3. Theories of development 3.1. Piaget’s theory of cognitive development 3.2. Educational implications of Piaget’s theory 3.3. Erikson’s theory of personal and social development 3.4. Vygosky’s theory of development 3.5. Kohlberg’s theory of moral development

4. Individual differences 4.1. Physical differences 4.2. Sex differences 4.3. Age differences 4.4. Socio-economic differences 4.5. Intellectual and social differences

5. Learning 5.1. Definition of learning 5.2. Social cognitive view 5.3. Cognitive view

6. Motivation 6.1. Concept and meaning 6.2. Types of Motivation 6.3. Incentives in the classroom

7. Managing the Learning Environment 7.1. Goals of classroom management 7.2. Classroom management and discipline 7.3. Persistence of management problem 7.4. Planning: the key to preventing management problems

8. Preventing Problems 8.1. Teacher characteristic 8.2. Student characteristic 8.3. Physical environment 8.4. Beginning of the school year 8.5. Essential management skills

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Recommended Books Allama Iqbal Open University.(2002).Educational Psychology. Allama Iqbal Open University Arif, M.H. (2003). Human Development and Learning. Lahore: Majeed Book

Deport Arif, M.H. (2004). Psychology of Education. . Lahore: Majeed Book Deport

Child, D. (2006). Psychology and the Teacher. New York: Continum Shahid , S.M. (2002). Educational Psychology .Lahore: Majeed Book Deport

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Paper 12: History of Education Objectives After completion of the course, the students will:

Review the history of education in the world context.

Compare the past educational thoughts and practices with those of current policies.

Utilize variety of options in building education and search for future survival and success.

Explorethe alternate educational views throughout history and in the contemporary period.

Correlate the philosophy and education

Course Outline

1. Development of Education 1.1. Education in Ancient Greece 1.2. Education in Europe and America 1.3. Education in the Muslim World 1.4. The Period of Prophet Muhammad ( SAWS ) 1.5. Moral Education ( Tarbiyah ) 1.6. Teaching Styles 1.7. Role of Mosque in Education

2. Education at Dar-e-Arqam and Suffah 2.1. During late Middle Ages 2.2. Al’Ghazali: Knowledge Taxonomy 2.3. Dars-e-Nizami: Purpose and Curriculum 2.4. Ibn-e-Khaldun: Classification of Knowledge 2.5. Twentieth Century: Search for School Reform 2.6. Efforts of World Conferences on Muslim Education: 2.7. First Conference on Aims of Education at Makkah, 1977 2.8. Second Conference on Curriculum at Islamabad, 1980 2.9. Third Conference on Text Book Development at Dhaka, 1981 2.10. Fourth Conference on Teaching Methodology at Jakarta, 1982

3. Philosophical aspect of History 3.1. General Philosophies and their history

3.1.1. Idealism 3.1.2. Realism 3.1.3. Pragmatism 3.1.4. Existentialism

3.2. Educational Philosophies 3.2.1. Perenialism 3.2.2. Essentialism 3.2.3. Progressivism 3.2.4. Reconstructionism 3.2.5. Islamic Philosophy of Education 3.2.6. Philosophical bases 3.2.7. Process of education 3.2.8. Muslim philosophers 3.2.9. Islamic philosophy of education

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Recommended Books Ahmed, S. (1979). History of Muslim Education . Karachi: Indus Publications. Aziz M.A. (1965). The Educational Pyramid Re-invented . Lahore: United Publishers

Curtis, Stanley, and Boultwood (1964). A Short History of Educational Ideas .

London: University Tutorial Press. Pulliam, J. D & Van Patten (1999). History of Education in America . New Jersey: Prentice-Hall International. Quddus, N. J. (1990). Problems of Education in Pakistan . Karachi: East & West Publishing Company. Rehmani, A. (2006). Pakistan main Taleem . Lahore: Pakistan Writers Cooperative Society. Sharpes, D. K. (2002). Advanced Educational Foundations for Teachers: The History, Philosophy, and Culture of Schooling . London: Routledge Falmer. Sherman, R. (ed.) (1984). Understanding History of Education . Cambridge: Schenkaman Publishing Company, Inc. World Center for Islamic Education (1983). Recommendations of the Four World

Conferences on Muslim Education . Makkah Al Moukarrama: Ministry of Higher

Education. Brubacher, J. S. (2001). Modern Philosophies of Education . New York: McGraw Hill

Co. Butler, J. D. (1988). Four Philosophies and their Practice in Education and

Religion . New York: Harper & Row. Ahmad, K. (1992). Principles of Islamic Education . Lahore: Islamic Publication Ltd.

Kneller, G. F. (1981). Introduction to the Philosophy of Education . New York: John

Wiley & Sons Knight. G. R. (1989). Educational Philosophy . Michigan: Andrews University Press.

Rizwi, S. S. (1986). Islamic Philosophy of Education . Lahore: Institute of Islamic

Culture

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Paper 13: Comparative Education Introduction: Comparative education like other comparative studies is an intellectual activity. Students of education should study foreign educational systems to know others for enlightenment. The knowledge thus derived contributes in broadening the viewpoints as well as pedagogy and, therefore, renders a very valuable service in the development of knowledge and its application. This course aims at introducing the students with systems, patters and problems of education, in order to highlight the similarities and differences in different educational systems of the world. Hence educational problems and the ways in which these have been conceived by the people of different countries are focused along with the solutions worked out by them. A comparative study of objectives, contents, methods, evaluation and economics & financing etc. has been planned across the countries. Objectives: After studying this course, the students will be able to:

Describe the meaning and significance of comparative education

Identify various factors influencing the education system

Compare the education systems of selected developed countries

Compare the education systems of selected developing countries

Analyze critically the education system of Pakistan

Course Outline

1. Introduction to Comparative Education

1.1. Concept of comparative education, 1.2. Scope of comparative education 1.3. Purpose of comparative education 1.4. Historical Development of Comparative Education 1.5. Methods & Comparative Education 1.6. Factors influencing an education system

2. Elements of Comparative Education 2.1. Objectives 2.2. Curricula 2.3. Teaching methodology 2.4. Assessment and evaluation 2.5. Teacher education

3. Comparative View of Systems of Education in Pakistan

3.1. Private and Public 3.2. Madrassah and formal education 3.3. Formal vs. Distance and non-formal education

4. Comparative Education in Developed Countries 4.1. USA 4.2. UK 4.3. Japan

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4.4. Singapore 5. Comparative Education in Developing Countries

5.1. India 5.2. China 5.3. Malaysia 5.4. Pakistan

6. Global Issues in Comparative Perspective (focusing developing countries) 6.1. Quality Education 6.2. Education For All 6.3. Admission procedure at higher education level.

Recommended Books: Altbach, P. G. and Arnove, R. F. (Eds.).(1982). Comparative education. New York: Macmillan Publishing. Arnove, R.F. & Torres, C.A (1999). Comparative Education. The Dialectic of the

Global and the Local. Rowman & Littlefleld, New York. Edward, R., Holmes, B., and Graagg, J.V. (1973). Relevent methods in comparative education. Hamburge: UNESCO Institute for Education. Hans, N. (1949). Comparative education. London: Routledge & Kogan Paul Limited

Isani, and Virk, M.L. (2006) Higher Education in Pakistan. Islamabad: National

Book Foundation. Manzon, Maria (2011). Comparative Education: The Construction of a Field.SPRINGER Noah, H. and Eckstein, M. (1998) Doing Comparative Education: Three Decades of Collaboration. Comparative Education Research Centre, University of Hong Kong.

Sodhi, T.S. (1983). A textbook of comparative education. (5th

Ed.). New Delhi:

Vikas Publishing, Co. Thomas, R. M. (1991). International comparative education: Practices, Issues and prospects. Oxford: Pergamon Press. Shami, P. A., Iqbal, Misbah., & Khizar, Asma. (2014). Comparative Education. Lahore: Azeem publisher,Lahore.

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