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f'k{kk'kkL=kh&f}rh;o"kZe~ 91
jkf"Vª;laLÑrlaLFkkue~ (ekfurfo'ofo|ky;%)] uonsgyhf'k{kk'kkfL=k&f}rh;o"khZ;ikB~;p;kZ
vÄïk% 900 (500$400)iR=kla[;k lS¼kfUrdiR=kkf.k vÄïk%
vfuok;ZiR=kkf.k (f'k{kk;k% n`f"Vdks.kk%)1- ikB~;p;kZ fo|ky;'p 1002- vf/xekdyue~ 1003- lelkef;dHkkjra f'k{kk p 1004- 'kkL=kf'k{k.ke~ 100
f'k{kk;ka uokpkjk%
5-(v) lekos'kkRedf'k{kk (vfuok;Ze~) 505-(c) fdeI;sde~& (oSdfYide~) 50
1- 'kkfUrf'k{kk2- ekuokf/dkjf'k{kk3- ewY;f'k{kk4- f'k{kk;ka ySfÄõdleL;k%
ikB~;p;kZ f'k{k.kkè;;ukfu p (izf'k{kqrk)
vkUrfjoaQ cká×p ewY;kÄïue~
(izfri=ke~ 50» vÄïk% ckáijh{kosQ.k 50» vÄïk'p vkUrfjdijh{kosQ.k izns;k%)
1- laLÑrf'k{k.ke~ 100
2- vk/qfudfo"k;@vk/qfudHkk"kk&f'k{k.ke~ (fdeI;sde~) 1001- fgUnhf'k{k.ke~2- vkÄ~XyHkk"kkf'k{k.ke~3- lkekftdfoKkuf'k{k.ke~4- {ks=kh;Hkk"kkf'k{k.ke~ (ey;kye~@dÂM@vksfM;k@caxkyh@Mksxjh@ejkBh)
vkUrfjdewY;kÄïue~izFkeks Hkkx% & {ks=kfu"Bdk;kZf.k
O;kolkf;d{kerksÂ;ue~ (O;kogkfjde~) vÄïk% 100
O;k-{k-m-4 vkRekocks/% 501- f'k{kkuhfrlEc¼kfHkys[kk%@okrkZiR=kk.kka lEikndh;kfu 102- 'kSf{kdifR=kdk% 103- ;ksx% 104- foHkkxh;ifR=kdk% 105- vkn'kZlk{kkRdkj% 10
O;k-{k-m-5 f'k{kk;ka Hkk"kkdk;kZf.k 501- 'kSf{kdpyfp=kfujh{k.ke~ ewY;kÄïu×p 102- O;fDrRofodklf'kfcje~ 103- vuqokndkS'kykH;kl% 104- lqHkkf"krd.BLFkhdj.ke~ 105- dks'kxzUFkkoyksdue~ 10
izf'k{kqrk f}rh;Hkkx% ("kksM'klIrkgk%) vÄïk% 70
1- f'k{k.kL;koyksdue~& laLÑrikBk% vk/qfudfo"k;ikBk%v vè;kidf'k{kdL; vkn'kZikB% 3 3v fo|ky;f'k{kdL; vkn'kZikB% 5 5 20v lgikfBuka ikB% (losZ"kkeoyksduikBkuka 10 10 if×tdk;k% vk/kjs.k vÄïfu/kZj.ka Hkofr)
3- izk;ksfxdf'k{kkeuksfoKkue~ vÄïk%
1- vf/xe% & niZ.kjs[kkÄïuijh{k.ke~A vfHkys[k% 152- izcks/% vo/ku×p & vo/kuL; foLrkj%A oko~Q&ijh{kk 153- LorU=klkgp;Ze~ & 'kCnrkfydkfof/% fuckZ/fof/% 304- cqf¼ijh{k.ke~& oS;fDroaQ lkewfgd×pA5- O;fDrRoijh{k.ke~A6- Le`fr% rkRdkfydh nh?kZdkfydh pA
f'k{kk'kkL=kh&f}rh;o"kZe~ 93
2- laLÑrf'k{k.ke~&(izf'k{kqrk;ka 20 ikBk% ikB&;kstukuqxq.ka ikBuh;k%A r=k leh{kkikB};a 20 (1$1) 20fujh{k.kh;e~A izR;soaQ ikBL; 10 vÄïk%)
3- vk/qfudfo"k;@Hkk"kk&f'k{k.kL; vH;klikBk%(izf'k{kqrk;ka 20 ikBk% ikB;kstukuqxq.ka 20 (1$1) 20ikBuh;k%A r=k leh{kkikB};a fujh{k.kh;a]izR;soaQ ikBL; 10 vÄïk% izns;k%)
4- fo|ky;h;xfrfo/huke~ vuqHkokuka if×tdk µ 10fuekZrO;kA
{ks=kfu"Bdk;sZ"kq izk;ksfxddk;kZ; f}'kre~ vÄïk% (200) fu/kZfjrk% lfUrA ,rRÑrsO;kolkf;d{kerkuke~ mÂ;ukFkZa izk;ksfxddk;kZf.k v/ksfyf[kr:is.k lfUr] r|Fkk &
O;kolkf;d{kerkuke~ mUu;ukFk± fo/s;dk;Ze~O;k-{k-m-&4 vkRekocks/ue~ (EPC-4)(EPC-4)(EPC-4)(EPC-4)(EPC-4) 50 50 50 50 50 vÄïk%
(1) f'k{kkuhfrlEc¼kfHkys[kk% 10 vÄïk%Hkkjrs fofo/s"kq vk;ksxs"kq f'k{kkuhfr"kq p laLÑrizLrkokuka fo"k;s foa'kfri`"BkRedaizfrosnue~A
(2) 'kSf{kdif=kdk% & 10 vÄïk%Hkkjrs fo|ekukuka 'kSf{kdifR=kdk.kka ifjp;iqjLlja dL;kf'pnsdL;k% ifR=kdk;k% fo"k;sfoa'kfri`"BkReoaQ izfrosnue~A
(3) ;ksx% & 10 vÄïk%lEizR;;%] izdkjk%] n'kla[;kdkuka ;ksxklukuka izn'kZua izfrosnu×pA
(4) foHkkxh;ifR=kdk & 10 vÄïk%foHkkxs izpfyrifR=kdk;S izdk'kukgZL; 'kSf{kdys[kL; leiZ.ke~A
(5) vkn'kZlk{kkRdkj% & 10 vÄïk%lk{kkRdkjL; ifjp;%] egÙoa Hksnka'p izn';Z vkn'kZlk{kkRdkjlEiknue~A
94 f'k{kk'kkL=kh&f}rh;o"kZe~
O;k-{k-m-&5 f'k{kk;ka Hkk"kkdk;kZf.k (EPC-5)(EPC-5)(EPC-5)(EPC-5)(EPC-5) 50 vÄïk%
(1) 'kSf{kdpyfp=kn'kZua ewY;kÄïua p & 10 vÄïk%foHkkxi{kr% iznf'kZra laLÑr@fgUnh@vkÄ~Xy&'kSf{kdpyfp=ka oh{; rf}"k;s izfrosnuleiZ.ke~A
(2) O;fDrRofodklf'kfoje~ & 10 vÄïk%fo|ky;h;ckykuka Ñrs 'kkL=klEerk;k% laLÑr'yksdlefUork;k'p fnup;kZ;k%rs"kka LokLF;j{k.kk; fuèkkZj.ke~A r=k vkgkj&O;ogkj&'kqfprk|a'kku~ lefUorku~ foèkk;izfrosnuleiZ.ke~A ,rnFk± O;fDrRofodklf'kfojl×pkyukuqHkfouka ekxZn'kZuai×plq dkyka'ks"kq HkforqegZfrA
(3) vuqokndkS'kykH;kl% & 10 vÄïk%okD;kuke~] 'yksdkuka x|[k.Mkuk×p vuqoknys[kukH;klcysu vuqokna dkjf;RokewY;kÄïua foèks;e~A
(4) lqHkkf"krd.BLFkhdj.ke~ & 10 vÄïk%izk;'k% i×pk'kr~ lqHkkf"kr'yksdkuke~ vFkZKkuiwoZda d.BLFkhdj.ke~A
(5) dks'kxzUFkkoyksdue~& 10 vÄïk%laLÑrs fo|ekukuka dks'kxzUFkkuka ifjp;iqjLlja fofo/dks'kxzUFks"kq foa'krs%inkuka i;kZ;'kCnku~ foKk; izfrosnu:is.k izLrqrhdj.ke~A
o"ksZ¿fLeu~ "kksM'klIrkgs"kq v/ksfufnZ"Vdk;kZf.k Nk=kkè;kioSQ% dkj.kh;kfu&
fo|ky;xeukRizkd~ ifjljs foHkkxh;izf'k{kdk.kka izn'kZuikBku~ =khuoyksd;Ur% Nk=kk%fuèkkZfjrizi=ka iwj;s;q%A rr% 5&10 fo|ky;k% psrO;k%A rs"kq fo|ky;s"kq ;s laLÑrkè;kidk%vkèkqfudfo"k;kè;kidk'p Lo&LofofHkÂd{kklq f'k{k.ka fon/fr] rfPN{k.kkoyksduk; Nk=kkè;kidk%fu;kstuh;k%A fo|ky;h;izcU/dkuqeR;k laLÑrkè;kid&vk/qfudfo"k;kè;kidkuqeR;k p Nk=kkè;kidk%d{kk;ka Nk=kk.kka i`"BHkkxs mifo'; fo|ky;f'k{kdL; vk|Ura lexza d{kkf'k{k.keoyksd;s;q%Aiwfjrkfu voyksduizi=kkf.k rÙkf}"k;kè;kidS% gLrk{kjkÄïusu izek.khdj.kh;kfuA bRFka laLÑrL;i×p ikBku~ vk/qfudfo"k;L; i×pikBk¡'pkoyksD; f'k{k.ksu vfHkizsfjrk% L;q%A
f'k{k.kkH;kldkys izR;sda Nk=kkè;kid%@Nk=kkè;kfidk n'kkuka LolgikfBuka laLÑrL;LohÑrkèkqfudfo"k;L; p vkgR; foa'krs% ikBkukeoyksdua oqQ;kZr~A
f'k{k.kkH;klk; laLÑrs foa'kfr% vH;klikBk% vk/qfudfo"k;s p foa'kfr% vH;klikBk%bfr Øes.k pRokfja'kr% ikBku~ izR;sda Nk=kkè;kid%@Nk=kkè;kfidk ikB;kstuklfgreè;ki;sr~A r=klaLÑrf'k{k.ks] vk/qfud&fo"k;@Hkk"kk&f'k{k.ks p izR;soaQ leh{kkikB};a ifjljh;kè;kioSQ% fujh{k.kh;e~A
f'k{kk'kkL=kh&f}rh;o"kZe~ 95
RASHTRIYRASHTRIYRASHTRIYRASHTRIYRASHTRIYA SA SA SA SA SANSKRIT SANSKRIT SANSKRIT SANSKRIT SANSKRIT SANSANSANSANSANSTHANTHANTHANTHANTHAN(DEEMED UNIVERSITY) NEW DELHI(DEEMED UNIVERSITY) NEW DELHI(DEEMED UNIVERSITY) NEW DELHI(DEEMED UNIVERSITY) NEW DELHI(DEEMED UNIVERSITY) NEW DELHI
SHIKSHA SHASTRI (B.Ed.)SHIKSHA SHASTRI (B.Ed.)SHIKSHA SHASTRI (B.Ed.)SHIKSHA SHASTRI (B.Ed.)SHIKSHA SHASTRI (B.Ed.)IIIIIIIIIIndndndndnd Y Y Y Y Yearearearearear Cur Cur Cur Cur Currrrrriculumiculumiculumiculumiculum
Marks: 900 (500 + 400)Marks: 900 (500 + 400)Marks: 900 (500 + 400)Marks: 900 (500 + 400)Marks: 900 (500 + 400)
PaperPaperPaperPaperPaper Theoretical PapersTheoretical PapersTheoretical PapersTheoretical PapersTheoretical Papers TTTTToooootttttalalalalal
No.No.No.No.No.
Compulsory PapersCompulsory PapersCompulsory PapersCompulsory PapersCompulsory Papers (P(P(P(P(Perspectiverspectiverspectiverspectiverspectives in Education)es in Education)es in Education)es in Education)es in Education)
1. Curriculum and School 111110000000000
2. Assessment in Learning 111110000000000
3. Contemporary India and Education 111110000000000
4. Teaching of Shastras 111110000000000
NNNNNeeeeewwwww T T T T Trrrrrends in Educationends in Educationends in Educationends in Educationends in Education
5. (A) Inclusive Education (Compulsory) 5050505050
5.(B) Any one (Optional) 5050505050
1. Peace Education
2. Human Rights Education
3. Value Education
4. Gender Issues in Education
Curriculum and Pedagogy Studies (Internship)Curriculum and Pedagogy Studies (Internship)Curriculum and Pedagogy Studies (Internship)Curriculum and Pedagogy Studies (Internship)Curriculum and Pedagogy Studies (Internship)
Internal and External Evaluation
(50% Marks will be given by Internal Examiner and 50% Marks by
External Examiner for each paper)
1. Sanskrit Teaching 111110000000000
2. Teaching of Modern Subject/ Modern Language (Any one) 111110000000000
1. Hindi Teaching
2. English Teaching
3. Social Science Teaching
4. Regional Language Teaching (Malayalam/
Kannada/ Odiya/ Bengali/ Dogri/ Marathi)
96 f'k{kk'kkL=kh&f}rh;o"kZe~
3. Educational PsyEducational PsyEducational PsyEducational PsyEducational Psyccccchologyhologyhologyhologyhology Pr Pr Pr Pr Practicalacticalacticalacticalactical MarksMarksMarksMarksMarks
1. Learning- Mirror Drawing Testing
2. Understand Attention- Extension of Attention
3. Free Association- Word and Continuous Method Record-15 Marks 3030303030
4. Intelligence Test- Individual and Group Viva-15 Marks
5. Personality Test
6. Memory - Short term and Long term
INTERNINTERNINTERNINTERNINTERNAL EVAL EVAL EVAL EVAL EVALALALALALUUUUUAAAAATIONTIONTIONTIONTION
PPPPParararararttttt one - Eng one - Eng one - Eng one - Eng one - Engagagagagagementementementementement witwitwitwitwith th th th th the Fhe Fhe Fhe Fhe Fieldieldieldieldield
EnhancingEnhancingEnhancingEnhancingEnhancing Pr Pr Pr Pr Profofofofofessonal Capacities (Pressonal Capacities (Pressonal Capacities (Pressonal Capacities (Pressonal Capacities (Practicum) Maracticum) Maracticum) Maracticum) Maracticum) Markkkkks 1s 1s 1s 1s 10000000000
EPC 4EPC 4EPC 4EPC 4EPC 4 Under Standing the SelfUnder Standing the SelfUnder Standing the SelfUnder Standing the SelfUnder Standing the Self 5050505050
(1) Articles related to Educational Polices/Editorials 10
the News Papers
(2) Educational Journals 10
(3) Yoga 10
(4) Departmental Magzines 10
(5) Model Interview 10
EPC 5EPC 5EPC 5EPC 5EPC 5 Language Activities in EducationLanguage Activities in EducationLanguage Activities in EducationLanguage Activities in EducationLanguage Activities in Education 5050505050
(1) Educational Films-observation & Evaluation 10
(2) Personality Development Camp 10
(3) Practice of Translation Skill 10
(4) By hearting Subhashitas 10
(5) Observation of Lexicons 10
PPPPParararararttttt T T T T Twwwwwo - Intero - Intero - Intero - Intero - Internship (1nship (1nship (1nship (1nship (16 6 6 6 6 wwwwweekeekeekeekeeks)s)s)s)s) Marks 70Marks 70Marks 70Marks 70Marks 70
11111. Obser. Obser. Obser. Obser. Observvvvvation ofation ofation ofation ofation of T T T T Teaceaceaceaceachinghinghinghinghing Sanskrit Modern-Subjects
Lesson Lesson
v v v v v Educator's Model Lesson 3 3
v v v v v School Teacher's Lesson 5 5
v v v v v Peer Students' Lesson 10 10 2020202020
(On the basis of records of
observed lessons, marks will
be awarded)
f'k{kk'kkL=kh&f}rh;o"kZe~ 97
2. SanskrSanskrSanskrSanskrSanskrititititit T T T T Teaceaceaceaceaching:hing:hing:hing:hing:-
(According to lesson plan 20
lessons should be thought in 20(1+1) 2020202020
Internship. Two criticism for
each lesson 10 marks)
3. TTTTTeaceaceaceaceachinghinghinghinghing of of of of of Moder Moder Moder Moder Modern Sub-n Sub-n Sub-n Sub-n Sub-
jects/Language Practice ofjects/Language Practice ofjects/Language Practice ofjects/Language Practice ofjects/Language Practice of
LessonsLessonsLessonsLessonsLessons
(According to lesson plan 20 20(1$1) 20lessons should be thought in
Internship. Two criticism for
each lesson 10 marks)
4. To prepare a Record of
experiences and activities of -- 1111100000
the school.
200 Marks have been alloted for practicals in the field works. The following
practical works have been allotted for Enhancing Professional capacities.
EngEngEngEngEngagagagagagementementementementement F F F F Field Wield Wield Wield Wield Worororororkkkkk f f f f fororororor
EnhancingEnhancingEnhancingEnhancingEnhancing Pr Pr Pr Pr Profofofofofessional Capacities (EPC)essional Capacities (EPC)essional Capacities (EPC)essional Capacities (EPC)essional Capacities (EPC)
EPC-4EPC-4EPC-4EPC-4EPC-4 SelfSelfSelfSelfSelf A A A A Awwwwwarararararenessenessenessenesseness 50 Marks 50 Marks 50 Marks 50 Marks 50 Marks
(1) Records related to Educational PoliciesRecords related to Educational PoliciesRecords related to Educational PoliciesRecords related to Educational PoliciesRecords related to Educational Policies 111110 Mar0 Mar0 Mar0 Mar0 Markkkkksssss
20 pages' record should be submitted in reference to
reports/recommendations related to Sanskrit in variousEducation Commissions & Policies of India
(2) Educational JournalsEducational JournalsEducational JournalsEducational JournalsEducational Journals 111110 Mar0 Mar0 Mar0 Mar0 Markkkkksssss
Educational Journals in India-introduction and a 20 pages'brief report on any one of the magazine.
(3) YYYYYogogogogogaaaaa 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss
Concept, Types, demonstration of 10 Yogasanasand record-submission
(4) Departmental JournalDepartmental JournalDepartmental JournalDepartmental JournalDepartmental Journal 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss
Submitting an educational article legible to be publishedin departmental Journal
(5) Model InterviewModel InterviewModel InterviewModel InterviewModel Interview 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss
Introduction of an interview, importance andits various types; presentation of a model interview
98 f'k{kk'kkL=kh&f}rh;o"kZe~
EPC-5 Language Activities in EducationEPC-5 Language Activities in EducationEPC-5 Language Activities in EducationEPC-5 Language Activities in EducationEPC-5 Language Activities in Education 50 Marks 50 Marks 50 Marks 50 Marks 50 Marks
(1) Educational Film-observatioEducational Film-observatioEducational Film-observatioEducational Film-observatioEducational Film-observationnnnn and Evaluation and Evaluation and Evaluation and Evaluation and Evaluation 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 MarkkkkksssssSubmission of a report on the Sanskrit/Hindi educationalFilm shown by the department
(2) PPPPPersonalityersonalityersonalityersonalityersonality De De De De Devvvvvelopmentelopmentelopmentelopmentelopment Cam Cam Cam Cam Camppppp 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 MarkkkkksssssFor School students, The Sanskrit Shlokas present in theSharstras regarding their daily routine and healthcare
should be decided. In those shlokas different parts aboutfood, conduct and cleanlyness should be assembled andsubmitted as a report. For this five training periods could
be arrenged in which guidance should be taken from peopleexperienced personnel in organizing personalitydevelopment camps.
(3) PrPrPrPrPractice ofactice ofactice ofactice ofactice of T T T T Trrrrranslation Skillanslation Skillanslation Skillanslation Skillanslation Skill 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 MarkkkkksssssTranslation of sentences, slokas & prose will be evaluated.
(4) By-hearting SubhashitasBy-hearting SubhashitasBy-hearting SubhashitasBy-hearting SubhashitasBy-hearting Subhashitas 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss
Memorising nearly 50 Sanskrit Subhashitas with itstextual meaning.
(5) ObserObserObserObserObservvvvvation ofation ofation ofation ofation of Le Le Le Le Lexiconsxiconsxiconsxiconsxicons 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss
Submission of a report consisting of a proper Introductionof different dictionaries present in Sanskrit along withatleast twenty words with the synonyms taken from
different dictionaries.
In this sequence, the following mentioned works should be carried out by the pupil
teachers during 16 weeks in a year.
Before going to the school, pupil teachers should fill the given form, while care-
fully watching 3 demonstration- lessons taken by the departmental faculties in the
campus. Then 5-10 schools should be chosen. Pupil Teachers should be engaged
watching/ attending the teachings of Sanskrit and modern subject teachers in those
schools, with the permission of school officials & concerned Sanskrit teacher or the
modern subject teacher. The pupil teacher should attend and carefully observe the
teaching, while sitting behind the students in the back end of the classroom. Filled
observation forms should be verified with the signature of the respective subject teacher.
This way after observing 5 teaching lessons each in Sanskrit and Modern Subject, the
pupil teacher should get enlightened/motivated.
During teaching practice sessions each pupil teacher should watch 10 lessons
each in Sanskrit & modern subjects taught by his/her 10 different classmates.
f'k{kk'kkL=kh&f}rh;o"kZe~ 99
For teaching practice, 20 exercise-lessons each in Sanskrit and the modern
subject making it a total of 40 lessons, should be taught with a proper lesson plan.
The campus observers should be evaluate two criticism lessons of Sanskrit teaching
and two criticism lessons of Modern teachings.
izR;soaQ izk;ksfxddk;kZFk± U;wure&mÙkh.kZrkizfr'kra 50% vfLrMinimum passingMinimum passingMinimum passingMinimum passingMinimum passing mar mar mar mar markkkkks rs rs rs rs reqeqeqeqequiruiruiruiruired fed fed fed fed fororororor eac eac eac eac each prh prh prh prh practical eactical eactical eactical eactical evvvvvententententent is 50% is 50% is 50% is 50% is 50%
iw.kkZÄïk% mÙkh.kkZÄïk%(Full Marks) (Pass Marks)
izf'k{kqrk (Internship) 100 50
O;k-{k-m-(EPC IVth) 50 25
O;k-{k-m-(EPC Vth) 50 25
laLÑrikBf'k{k.ke~ 100 36
vk/qfudfo"k;@Hkk"kkikBf'k{k.ke~ 100 36
Modern Subject Lesson Teaching
100 f'k{kk'kkL=kh&f}rh;o"kZe~
izFkei=ke~
ikB~;p;kZ fo|ky;'piw.kkZÄïk%&100
mís';kfuµ
veqa ikB~;Øee~ v/hR; Nk=kkè;kidk% µ
• ikB~;p;kZ;k% lEizR;;eoxPNs;q%A
• ikB~;p;kZ;k% i{kku~ tkuh;q%] Hkkjrh;lUnHksZ vfuok;ZikB~;ØeL; egÙo×p tkuh;q%A
• ikB~;p;kZfuekZ.kL; O;kidn`<rkocks/a fodkl;s;q% (jk"VªLrjs jkT;s c`gRLrjs ok)A
• ikB~;p;kZfodklL; fopkjku~ tkuh;q%A
• fo|ky;Lrjs ikB~;p;kZfodkleoxPNs;q%A
• ikB~;p;kZla;kstuL; {ks=kÙosu fo|ky;h;kocks/a fodkl;s;q%A
• ikB~;p;kZ;k% vuqiz;ksxs uohuhdj.ks p tkx:dk% L;q%A
• vè;kidL; vf/xUrq'p Lok;Ùkrkocks/a tkuh;q%A
vfUofr%&1 ikB~;p;kZ;k% lEizR;;%
1-1 ikB~;p;kZ& vFkZ%] Lo:ia] egÙoa] izdkjk% fl¼kUrk'pA
1-2 ikB~;p;kZ:ijs[kk& ikB~;p;kZ] ikB~;Øe%] ,r;kseZè;s vUrja fo|ky;h;f'k{kk;ka pr;ks% egÙoe~A
1-3 ikB~;iqLrdL; lÄïYiukA
vfUofr%&2 ikB~;p;kZi{kk%
2-1 Hkkjrh;lUnHksZ vfuok;ZikB~;ØeL; egÙoe~A
2-2 fofo/Lrjs"kq ikB~;p;kZ& jkf"Vª;Lrjs] jkT;Lrjs] fo|ky;Lrjs] d{kkLrjs lEc¼fo"k;LrjspA
f'k{kk'kkL=kh&f}rh;o"kZe~ 101
vfUofr%&3 ikB~;p;kZ;k% fu/kZjdrÙokfu
3-1 lkekftd&jktuSfrd&lkaLÑfrd&HkkSxksfyd&vkfFkZdfofo/rk% 'kSf{kdn`f"V'pA
3-2 lkaLÑfrdkfHkeq[khdj.ke~ jkf"Vª;izkFkfedrk%A
3-3 'kkluizHkko% oSf'odlUnHkZ'pA
vfUofr%&4 ikB~;p;kZfodklkRedk/kj%
4-1 KkuL; Lo:ie~] fofo/fo|ky;h;fo"k;s"kq ,rf}'ks"khdj.ke~A
4-2 lEc¼Lrjifjizs{;s 'kSf{kdksís';kuka izklÄ~fxrk fo'ks"krk pA
4-3 Nk=kk.kka lkekftd&lkaLÑfrdlUnHkkZ%& cgqlkaLÑfrdi{k% cgqHkk"kh;i{k'pA
4-4 vè;kidkuke~ vuqHkok% fpUrukfu pA
vfUor%&5 fo|ky;Lrjs ikB~;p;kZfodkl%
5-1 ikB~;p;kZfodklL; fofo/ksikxek%A
5-1-1 fo"k;osQfUnzr%
5-1-2 i;kZoj.kk/kfjr%
5-1-3 O;kogkfjd%
5-1-4 {kerk/kfjr%
5-2 ikB~;p;kZfuekZ.kL; izfØ;kA
vfUofr%&6 ikB~;p;kZ;k% fØ;kUo;ua uohuhdj.k×p
6-1 vf/xeifjfLFkfr"kq ikB~;p;kZ;k% izorZue~A
6-2 lfØ;ikB~;p;kZuqHkoksRiknus f'k{kdL; HkwfedkA
6-3 mís';kuka ifjizs{;s ikB~;p;kZleh{k.ka uohuhdj.k×pA
102 f'k{kk'kkL=kh&f}rh;o"kZe~
First PaperFirst PaperFirst PaperFirst PaperFirst Paper
CurCurCurCurCurrrrrriculum and Sciculum and Sciculum and Sciculum and Sciculum and Schoolhoolhoolhoolhool
Total Marks:-100
ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Understand the Concept of Curriculum.
• Acquire the facets of curriculum; Importance of core curriculum in Indian
Context.
• Develop understanding of broad determinants of Curriculum Making: (At
the National level, State or in wide level).
• Know the Considerations in Curriculum Development (at School level).
• Understand of Curriculum Development at School Level.
• Develop understanding of School as the field of Curriculum Engagement.
• Build awareness about Curriculum Implementation and Renewal.
• Develop understanding of autonomy of Teacher and Learner.
Unit 1 : Concept of CurriculumUnit 1 : Concept of CurriculumUnit 1 : Concept of CurriculumUnit 1 : Concept of CurriculumUnit 1 : Concept of Curriculum
1.1 Meaning, Nature, Importance, Types and Principles of Curriculum.
1.2 Curriculum framework-Difference between Curriculum and Syllabus; their
importance in School Education
1.3 Concept of the Textbook
UUUUUnitnitnitnitnit 2 : F 2 : F 2 : F 2 : F 2 : Faceaceaceaceacets ofts ofts ofts ofts of Cur Cur Cur Cur Currrrrriculumiculumiculumiculumiculum
2.1 Importance of Core Curriculum in Indian Context.
2.2 Curriculum at different levels : National Level, State Level, School Level,
Class Level and Concern Subject Level
f'k{kk'kkL=kh&f}rh;o"kZe~ 103
Unit 3 : Determinants of CurriculumUnit 3 : Determinants of CurriculumUnit 3 : Determinants of CurriculumUnit 3 : Determinants of CurriculumUnit 3 : Determinants of Curriculum
3.1 Social-Political–Cultural-Geographical-Economic Diversity and Educational
Vision.
3.2 Cultural Orientations and National Priorities.
3.3 Governance and Power in Global Context.
UUUUUnitnitnitnitnit 4 : Consider 4 : Consider 4 : Consider 4 : Consider 4 : Considerations in Curations in Curations in Curations in Curations in Currrrrriculum Deiculum Deiculum Deiculum Deiculum Devvvvvelopmentelopmentelopmentelopmentelopment
4.1 Forms of Knowledge and its Characterization in different School Subjects.
4.2 Perspective and Specificity of Educational Objectives for Concerned Level.
4.3 Socio-Cultural Context of Students, Multi-Cultural and Multilingual Aspects.
4.4 Teacher's Expeiences and Concerns.
UUUUUnitnitnitnitnit 5 : Cur 5 : Cur 5 : Cur 5 : Cur 5 : Currrrrriculum Deiculum Deiculum Deiculum Deiculum Devvvvvelopmentelopmentelopmentelopmentelopment at at at at at Sc Sc Sc Sc School Lehool Lehool Lehool Lehool Levvvvvelelelelel
5.1 Different Approaches to Curriculum Development
5.1.1 Subject-Centered.
5.1.2 Environment-based.
5.1.3 Behaviorist.
5.1.4 Competency-based
5.2 Process of Making of Curriculum.
Unit 6 : Curriculum Implementation and RenewalUnit 6 : Curriculum Implementation and RenewalUnit 6 : Curriculum Implementation and RenewalUnit 6 : Curriculum Implementation and RenewalUnit 6 : Curriculum Implementation and Renewal
6.1 Operational Curriculum into Learning Situations.
6.2 Teacher's Role in Generating Dynamic Curricular Experiences.
6.3 Curriculum Reviewing and Renewal in the Perspective of Aims.
lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)
1- f}osnh] nsohizlkn] f'k{kk;k% fl¼kUr%] ohjcgknqj izdk'ku] okjk.klhA
2- ikBd] vkj-ih-_ ikB~;p;kZ funsZ'ku ,oa rqyukRed f'k{kk dk vk/kj] dfu"difCy'klZ] ubZ fnYyhA
3- feJ] HkkLdj_ f'k{kk laLÑfr u;s lUnHkZ esa] Hkkouk izdk'ku] ubZ fnYyhA
4- ;kno] fl;kjke_ ikB~;Øe fodkl] vxzoky ifCyosQ'kUl] vkxjkA
5- oekZ] jkeiky_ 'kekZ jes'k_ ikB~;Øe f'k{k.k dyk ,oa ewY;kadu] fouksn iqLrdefUnj] vkxjkA
104 f'k{kk'kkL=kh&f}rh;o"kZe~
6- xqIrk] jsuq_ ikB~;Øe ,oa fo|ky; izca/u] nksvkck cqd gkmQl] fnYyhA
7- ik.Ms;] jke'kdy_ f'k{kk osQ ewy fl¼kUr] fouksn iqLrd efUnj] vkxjkA
8- feJk] ,y-,u-_ f'k{kk ,oa f'k{k.k fl¼kUr] fouksn iqLrd efUnj] vkxjkA
9- vxzoky] osQ-lh-_ f'k{kk fl¼kUr] vkj-,l-,- b.Vjus'kuy] vkxjkA
10- Singh, Rajendra; Curriculum Instruction and Evaluation, Jagdamba Pub-
lishing Co. New Delhi.
f'k{kk'kkL=kh&f}rh;o"kZe~ 105
f}rh;i=ke~
vf/xeewY;kdyue~iw.kkZÄïk%&100
mís';kfu&
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• eq[;laizR;;kuka Kkrk ;Fkk & izk:i&lÄïyukRedewY;kdyua] ewY;kÄïua] ekiua] ijh{k.kkfup vfHktkuh;q%A
• vusdfo/lekdyulUnHksZ"kq midj.kRosu Nk=kkf/xekfo"dj.ks leFkkZ% Hkos;q%A
• ewY;kdyuksidj.kRosu mi;qT;ekuL; vf/xe&p;u&lajpukfnlEiknus p leFkkZ%Hkos;q%A
• ;FkkFkZ&lekdyus O;kid&xR;kRed&ewY;kdyuizfØ;klq les"kka Nk=kk.kka nf"Va lekd"kZ;s;q%A
vfUofr%&1 ewY;kdyuewY;kÄïu;ks% fogÄõeoyksdue~
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1-3 izÑrewY;kÄïukH;klkuka foe'kkZRedleh{k.ka] rs"kke~ vf/xefodkl;ks'p dYiukA
1-4 lkÄïsfrdinkuka Li"Vhdj.ke~&
1-4-1 ewY;kdyue~] ewY;kÄïua] y?kqijh{kk] ijh{k.ka ekiu×pA
1-4-2 izk:i&lÄïyukRedewY;kÄïue~A
1-4-3 lrr&foLr`rewY;kÄïue~A
1-4-4 Js.khdj.ke~
106 f'k{kk'kkL=kh&f}rh;o"kZe~
vfUofr%&2 ewY;kdyuka'kk%
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5-2 ijh{kki=ks"kq iz'ukuka Lrj&xq.koÙk;ks% vfHko/Zue~A
5-3 ijh{kkizcU/ue~A
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vfUofr%&6 izfriqf"V% izfrosnua p
6-1 izk:ikdyuL; vR;ko';d?kVdRosu izfriqf"V%A
6-2 vè;kidizfriq"Vs% izdkjk% (ys[ku?kVdk% ,oa ekSf[kdk%) lg;ksfxizfriqf"V% pA
6-3 xq.koÙkkfooj.kkuka] Js.khuke~ vÄïkuka p LFkkue~A
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f'k{kk'kkL=kh&f}rh;o"kZe~ 107
Second PaperSecond PaperSecond PaperSecond PaperSecond Paper
AssessmentAssessmentAssessmentAssessmentAssessment of of of of of Lear Lear Lear Lear Learningningningningning
Total Marks:-100
ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Get Critical Understanding of Issues in Assessment and Evaluation (from a
Constructivist Paradigm).
• Become Cognizant of Key Concepts such as - Formative and Summative
Assessment, Evaluation, Measurement and Examination.
• Be exposed to different Kinds of Assessment and Teaching-Learning Aids/
Tools.
• Use the wide range of Assessment Tools, and Learn to Select and Construct
them appropriately.
• Evolve Realistic, Comprehensive and Dynamic Assessment Procedures that
are able to attract Student's view.
UUUUUnitnitnitnitnit 1 : Ov 1 : Ov 1 : Ov 1 : Ov 1 : Overerererervievievievieviewwwww of of of of of Assessment Assessment Assessment Assessment Assessment and Ev and Ev and Ev and Ev and Evaluationaluationaluationaluationaluation
1.1 Perspective on Assessment, Evaluation and Learning in a Constuctivist Para-
digm.
1.2 Distinction between Assessment of Learning' and Assessment for Learn-
ing'.
1.3 Critical review of Current Evaluation Practices and their Assumptions about
Learning and Development.
1.4 Clarifying the Terms :
1.4.1 Assessment, Evaluation, Test, Examination and Measurement.
1.4.2 Formative and Summative Evaluation.
1.4.3 Continuous and Comprehensive Assessment.
1.4.4 Grading.
108 f'k{kk'kkL=kh&f}rh;o"kZe~
Unit 2 : What is to be assessed?Unit 2 : What is to be assessed?Unit 2 : What is to be assessed?Unit 2 : What is to be assessed?Unit 2 : What is to be assessed?
2.1 Dimensions and Levels of Learning.
2.2 Recall of Retention of Conceptual facts and Specific Skills in the Context of
Application.
2.3 Manipulating Tools and Symbols - Problem-Solving, applying learning to
diverse situations.
2.4 Contexts of Assessment.
Unit 3 : Assessment of Subject-based LearningUnit 3 : Assessment of Subject-based LearningUnit 3 : Assessment of Subject-based LearningUnit 3 : Assessment of Subject-based LearningUnit 3 : Assessment of Subject-based Learning
3.1 Enlarging notions of Subject-based Learning' in a Constructivist Context.
3.2 Assessment Tools.
3.3 Kinds of Tasks, Projects, Assignement and Performances.
3.4 Kinds of Tests and their Constructions.
3.5 Self-assessment and Peer-assessment.
UUUUUnitnitnitnitnit 4 : Ex 4 : Ex 4 : Ex 4 : Ex 4 : Examination Syamination Syamination Syamination Syamination Syssssstem : A Sociological and Psytem : A Sociological and Psytem : A Sociological and Psytem : A Sociological and Psytem : A Sociological and Psyccccchological analhological analhological analhological analhological analyyyyysis ofsis ofsis ofsis ofsis of t t t t thehehehehe
Related IssuesRelated IssuesRelated IssuesRelated IssuesRelated Issues
4.1 Examinations for Gradation
4.2 Examination for Social Selection and Placement.
4.3 Impact of the Prevailing Examination System on Student Learning and Stake-
holders.
4.4 Entrance Test in School System and their Influence on Students.
UUUUUnitnitnitnitnit 5 : Dir 5 : Dir 5 : Dir 5 : Dir 5 : Directions fections fections fections fections fororororor Ex Ex Ex Ex Examination Ramination Ramination Ramination Ramination Refefefefefororororormmmmm
5.1 Introducing flexibility in Examination and taking requirements.
5.2 Improving Quality and range of questions in Examianation Papers.
5.3 Examination Management.
5.4 Role of ICT in Examination.
UUUUUnitnitnitnitnit 6 : F 6 : F 6 : F 6 : F 6 : Feedbaceedbaceedbaceedbaceedbackkkkk and R and R and R and R and Reporeporeporeporeportingtingtingtingting
6.1 Feedback as an Essential Component of Formative Assessment.
6.2 Types of Teacher Feedback : (Written Components and Oral) Peer Feed-
back.
6.3 Place of Marks, Grades and Qualitative descriptions.
f'k{kk'kkL=kh&f}rh;o"kZe~ 109
6.4 Objectives of reporting and a Complete report of a Consolidated Learner
Profile.
lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)
1- vLFkkuk] fcfiu ,oa vLFkkuk] fuf/] 'kSf{kdewY;kÄïu] vxzoky ifCyosQ'kUl] vkxjk&2
2- HkVukxj] ,-ch- ,oa HkVukxj] ehuk{kh] euksfoKku vkSj f'k{kk esa ekiu ,oa ewY;kÄïu]vkj- yky cqd fMiks] esjBA
3- xqIr] ,l~-fi- ,oa xqIrk] vydk] 'kSf{kd ekiu ,oa ewY;kÄïu] 'kkjnk iqLrd Hkou]bykgkckn
4- Mohan, Letta Ram Dhody, Amrita, Currculum Introduction and Evalua-
tion, Agrawal Publication, Agra
5- Sharma, R.A. Sharma, Advance Statistics in Education and Psychology,
R.Lall Book Depot, Merut.
6- Chanda, Dr. S.S. and Rao, Dr. Renu, Education Pychology Evaluation and
Statistics, R.Lall Book Depot, Merut.
7- Ebel, Robert L. (1966) Measuring Educational Achievement, Prentice Hall
Pvt. Ltd. New Delhi.
8- IGNOU ES-333 Evaluation.
110 f'k{kk'kkL=kh&f}rh;o"kZe~
r`rh;i=ke~
lelkef;dHkkjra f'k{kk piw.kkZÄïk%&100
mís';kfu&
veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%&
• orZekuf'k{kk;ka izkphu&eè;dkfydf'k{kkO;oLFkk;k% izHkkoe~ voxPNs;q%A
• lekts oSfoè;rke~ vlekurka lhekUrrka f'k{kk;k×p rs"kka izHkkoa p voxPNs;q%A
• Hkkjrs lkeqnkf;df'k{kkfufeÙka uhrs% lajpukfo"k;s voxPNs;q%A
• LokrU=;kRiwoZdkfyd'kSf{kdfo"k;k.kka izHkko% lelkef;dfo"k;s"kq uhfr"kq dFka HkorhfrvoxPNs;q%A
• Hkkjrh;f'k{kkO;oLFkk;k% Hkk"kkekè;eL; ikB~;p;kZnhuka fo"k;s Kkua lEikn;s;q%A
vfUofr%&1 izkphueè;dkfydHkkjrh;f'k{kk;k% izHkko%
1-1 oSfndf'k{kk&lajpuk] mís';kfu] eq[;fo/;%] ikB~;Øe%] fu;ek%] xq#f'k";lEcU/%oSfndf'k{kk;k% eq[;fo'ks"krk'pA
1-2- ckS¼f'k{kk&lajpuk] mís';kfu] fo/;%] ikB~;Øe%] izkphuckS¼f'k{kkosQUnzkf.k] ckS¼f'k{kk;k%eq[;fo'ks"krk'pA
1-3 eqfLye~f'k{kk&lajpuk] mís';kfu] fo/;%] ikB~;Øe%] eqfLye~f'k{kk;k% izeq[kk% fo'ks"krk%A
vfUofr%&2 LokrU=;kRiwoZdkys Hkkjrh;f'k{kk;k% lajpuk eq[;fo'ks"krk'p
2-1 izkP;ik'pkÙ;fookn%A
2-2 esdkys&fooj.ki=ke~A
2-3 oqM~&?kks"k.kki=ke~A
2-4 g.Vj&vk;ksx%A
2-5 o/kZ&f'k{kkuhfr%A
f'k{kk'kkL=kh&f}rh;o"kZe~ 111
vfUofr%&3 vk/qfudHkkjrh;f'k{kk (ppZuh;ka'kk%&lajpuk] LFkkiuk;k% dkj.kkfu]ikB~;Øe%] vuqiz;qDreq[;fcUno%)
3-1 fo'ofo|ky;f'k{kk¿¿;ksx% & 1948&493-2 ekè;fedf'k{kk¿¿;ksx% & 1952&533-3 laLÑrf'k{kk¿¿;ksx% & 1956&573-4 f'k{kk¿¿;ksx% & 1964&663-5 jkf"Vª;f'k{kkuhfr% & 1968 rFkk p 1986A3-6 vkpk;ZjkeewfrZlfefr% 20093-7 ;'kikylfefr% & 20093-8 jkf"Vª;Kkuk;ksx% (National Knowledge Commission 2006&2009)3-9 f'k{kkf/dkjkf/fu;ek% & 20103-10 laLÑrL; fodklk; n`f"V% :ijs[kk p (n'ko"khZ;k Hkkfouh ;kstuk & 2015)
vfUofr%&4 f'k{kk;k% fofo/{ks=kkf.k
4-1 vè;kidf'k{kk] vè;kidf'k{kkifj"kn% Hkwfedk p] vè;kidf'k{kkizdkjk%& izkDlsokizf'k{k.kalsokdkfydizf'k{k.k×pA
4-2 L=khf'k{kk&lEizR;;%] vko';drk] mís';kfu] leL;k%] lek/kukfu pA
4-3 O;kolkf;df'k{kk O;kolk;hdj.k×p& lEizR;;%] vko';drk] mís';kfu] leL;k%]lekèkkukfu pA
vfUofr%&5 Hkkjrh;f'k{kk;k% lelkef;dleL;k%
5-1 izkFkfedf'k{kk& vko';drk] mís';kfu] izkFkfedf'k{kk;k% oS'ohdj.ke~ pA
5-2 ekè;fedf'k{kk& lEizR;;%] vko';drk] mís';kfu] leL;k%] lek/kukfu pA
5-3 mPpf'k{kk& lEizR;;%] vko';drk] mís';kfu] leL;k%] lek/kukfu pA
vfUofr%&6 Hkkjrs fof'k"Vf'k{kklaLFkk%
6-1 osQUnzh;fo|ky;l†Vue~A
6-2 uoksn;fo|ky;lfefr%A
6-3 jkf"Vª;'kSf{kdkuqlU/kuizf'k{k.kifj"kn~A
6-4 fo'ofo|ky;kuqnkuk;ksx%A
6-5 laLÑrfo'ofo|ky;%A
112 f'k{kk'kkL=kh&f}rh;o"kZe~
Third PaperThird PaperThird PaperThird PaperThird Paper
ContemContemContemContemContemporporporporporarararararyyyyy India and Education India and Education India and Education India and Education India and Education
Total Marks :- 100
ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Understanding the effect of Ancient and Medieval Indian Education System
on present Education.
• Know Diversity, Inequality and Marginalisation in Society and their effec-
tiveness in Education.
• Understand Policy Structure for Public Education in India.
• Know the effects of Educational Problems on Contemporary Issues and
Policies in the Pre-independence period.
• Understand the Education System of India and Medium of Language and
Curriculum.
Unit 1 - Effect of Ancient and Medieval Indian EducationUnit 1 - Effect of Ancient and Medieval Indian EducationUnit 1 - Effect of Ancient and Medieval Indian EducationUnit 1 - Effect of Ancient and Medieval Indian EducationUnit 1 - Effect of Ancient and Medieval Indian Education
1.1 Structure, Aims, Methods, Curriculum, Rules, Teacher-Student relationship
and salient features of Vedic Education.
1.2 Structure, Aims, Methods, Curriculum, Ancient Buddhist Education Cen-
tres and Salient Features of Buddhist Education.
1.3 Structure, Aims, Methods, Curriculum and Salient Features of Islamic edu-
cation.
Unit - 2 Structure and Important features of Pre-Independence IndianUnit - 2 Structure and Important features of Pre-Independence IndianUnit - 2 Structure and Important features of Pre-Independence IndianUnit - 2 Structure and Important features of Pre-Independence IndianUnit - 2 Structure and Important features of Pre-Independence Indian
EducationEducationEducationEducationEducation
2.1 Anglo-Oriental Controversy
2.2 Macaulay's Minutes
2.3 Wood's Dispatch
f'k{kk'kkL=kh&f}rh;o"kZe~ 113
2.4 Hunter Commission
2.5 Wardha Scheme of Education
UUUUUnitnitnitnitnit - 3 Moder - 3 Moder - 3 Moder - 3 Moder - 3 Modern Indian Education (Pn Indian Education (Pn Indian Education (Pn Indian Education (Pn Indian Education (Points foints foints foints foints fororororor Discussion - S Discussion - S Discussion - S Discussion - S Discussion - Strtrtrtrtructuructuructuructuructure,e,e,e,e,
Framed Causes, Curriculum and Major Implications)Framed Causes, Curriculum and Major Implications)Framed Causes, Curriculum and Major Implications)Framed Causes, Curriculum and Major Implications)Framed Causes, Curriculum and Major Implications)
3.1 University Education Commission - 1948-49
3.2 Secondary Education Commission - 1952-53
3.3 Sanskrit Education Commission - 1956-57
3.4 Education Commission - 1964-66
3.5 National Education Policy - 1968, 1986
3.6 Acharya Ramamurthy Committee - 1990
3.7 Yashpal Committee - 2009
3.8 National Knowledge Commission (NKC) - 2006-2009
3.9 Right to Education act - 2010
3.10 Vision and Road Map for the Development of Sanskrit (Ten Year Perspec-
tive Plan - 2015)
UUUUUnit-4 Vnit-4 Vnit-4 Vnit-4 Vnit-4 Varararararious fious fious fious fious fields ofields ofields ofields ofields of Education Education Education Education Education
4.1 Teacher Education and the role of NCTE. Types of Teacher Education-Pre-
Service and In-Service Training.
4.2 Concept, Importance, Objectives, Problems and Solutions of Women's Edu-
cation.
4.3 Concept, Importance, Objectives, Problems and Solutions of Vocational
Education and Vocationalizaton..
Unit-5 Contemporary Problems of Indian EducationUnit-5 Contemporary Problems of Indian EducationUnit-5 Contemporary Problems of Indian EducationUnit-5 Contemporary Problems of Indian EducationUnit-5 Contemporary Problems of Indian Education
5.1 Primary Education - Need, Objectives, Globalization of Elementary Educa-
tion.
5.2 Concept, Importance, Objectives, Problems and Solutions of Secondary
Education.
5.3 Concept, Importance, Objectives, Problems and Solutions of Higher Edu-
cation.
Unit-6 Special Educational Institutions in IndiaUnit-6 Special Educational Institutions in IndiaUnit-6 Special Educational Institutions in IndiaUnit-6 Special Educational Institutions in IndiaUnit-6 Special Educational Institutions in India
6.1 Kendriya Vidyalaya Sanghthan.
114 f'k{kk'kkL=kh&f}rh;o"kZe~
6.2 Navodaya Vidyalaya Samiti.
6.3 NCERT.
6.4 University Grant Commission.
6.5 Sanskrit Universities.
lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)
1- feJ%] yksdekU;%] Hkkjrh;k iqjkruh f'k{kk] e`xk{khizdk'kue~] 5@113] fojke[k.M%]xkserhuxje~] y[kumQ&226010] (2011)-
2- feJ%] yksdekU;%] Hkkjrh;k vk/qfudh f'k{kk] e`xk{khizdk'kue~] 5@113] fojke[k.M%]xkserhuxje~] y[kumQ%&226010] (2010)-
3- >k] lqjsUnz%] izkphuHkkjrh;f'k{kki¼fr%] 2@212] fojkV[k.M%] xkserhuxje~] y[kumQ&20
4- nsoukFku~] vkj-] lfPpnkuUn%] ,-ih-] Hkkjrh;f'k{kk;k% bfrgkl% uof'k{kkuhfr'p] jk-la-la- Jhlnkf'ko ifjlj] iqjhA
5- ikBd] ih-Mh-] Hkkjrh;f'k{kk vkSj mldh leL;k,¡] fouksniqLrd efUnj] vkxjkA
6- jLrksxh] osQ-th-] Hkkjrh;f'k{kk dk bfrgkl ,oa leL;k,¡] fouksniqLrd efUnj] vkxjkA
7- vfXugks=kh] johUnz_ vk/qfud Hkkjrh;f'k{kk % leL;k,¡ vkSj lek/ku] jktLFkkufgUnhxzUFk vdkneh] t;iqj] 2008
8- xqIr] bZ'ojn;ky_ vk/qfud Hkkjrh;f'k{kkleL;kfpUru] gfj;k.kklkfgR; vdkneh]p.Mhx<+] 1991
9- laLÑrf'k{kk¿¿;ksx dk izfrosnu] mÙkjizns'klaLÑrlaLFkku] y[kumQ
10- ikBd nkrkjke vrhr ,oa orZeku esa 'kSf{kd iz.kkyh&3&'kSf{kd ifjHkk"kk dks'k Hkkx](2015) ekU;rk izdk'ku] fnYyh
11- Mukherjee, R.K., Ancient Indian Education, Motilal Banarsi Das Publish-
ers, Delhi.
12- Syed Nurullah and J.P. Naik, History of Education in India, Macmillan and
Co. Ltd., Bombay.
13- Altekar, A.S., Education in Ancient India, Jnanavapi Prakashan Varanasi.
f'k{kk'kkL=kh&f}rh;o"kZe~ 115
14- Dayal, Bhagawan, The Development of Modern Indian Education.
15- Govt. of India (1986), National Policy of Education M/o HRD, New Delhi.
16- Govt. of India (1952-53) : Report of the Secondary Education Commission.
17- Govt. of India (1964-66), Education Commission Kothari Commission.
18- Govt of India (2009) : Right to Education, Ministry of Law and Justice.
19- Anand, C.L., (1983) : Teacher and Education in Emerging Indian Society,
NCERT, New Delhi.
116 f'k{kk'kkL=kh&f}rh;o"kZe~
prqFkZi=ke~
'kkL=kf'k{k.ke~iw.kkZÄïk% 100
mís';kfu&
veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%&
• 'kkL=klEizR;;e~ voxPNs;q%A
• O;kdj.k&lkfgR;&T;ksfr"k&U;k;&ehekalk'kkL=kk.kka lkekU;Lo:ikoxeus ;ksX;rka lEikn;s;q%A
• fofo/'kkL=klEc¼f'k{k.kljf.ke~ voxPNs;q%A
• O;kdj.k'kkL=kL; f'k{k.kfo/hu~ tkuh;q%A
• lkfgR;'kkL=kf'k{k.kfo/hu~ voxPNs;q%A
• 'kkL=kKkuijh{k.kizfo/hu~ ifjfpuq;q%A
• 'kkL=klaj{k.klaLFkk% ifjfpuq;q%A
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1-2 'kkL=ks"kq eÄõykpj.kijEijkA
1-3 'kkL=kkè;;uiz;kstue~A
1-4 fofHkÂkfu 'kkL=kkf.kA
1-5 vuqcU/prq"V;fu:i.ke~A
vfUofr%&2 'kkL=kf'k{k.kljf.k%
2-1 vUo;O;frjsdkSA
2-2 vf/dj.ke~A
f'k{kk'kkL=kh&f}rh;o"kZe~ 117
2-3 rkRi;Zfu.kZ;izdkjk%A (miØeksilagkjkS vH;klks¿iwoZrk iQye~ vFkZoknksiiÙkh p fyÄõarkRi;Zfu.kZ;sA)
2-4 izkek.;fopkj%
vfUofr%&3 O;kdj.k'kkL=ke~
3-1 O;kdj.k'kkL=kf'k{k.kfo/;%A
3-2 f'k{kkosnkÄõs mPpkj.kf'k{k.ke~A
3-3 'kkCncks/izfØ;kA
vfUofr%&4 lkfgR;'kkL=ke~
4-1 lkfgR;fuoZpue~] vyÄïkj'kkL=ke~A
4-2 lkfgR;'kkL=kf'k{k.kfo/;%A
4-3 NUnks¿yÄïkjf'k{k.ke~A
vfUofr%&5 'kkL=kKkuijh{k.kizfo/;%
5-1 osnikBk%& in&tVkfnfofo/k% ikBk%A
5-2 izgsfydk%A
5-3 leL;kiwfÙkZ%A
5-4 'kykdkijh{kkA
vfUofr%&6 'kkL=klaj{k.ke~
6-1 Hkkjrs laj{k.kjrk% laLFkk% & laLÑrfo'ofo|ky;k%] xq#oqQykfu] 'kkldh;srjlaLFkk%]ifj"kn% (vdknE;%)] eBk'pA
6-2 'kkL=klaj{k.kizØek%A
118 f'k{kk'kkL=kh&f}rh;o"kZe~
Fourth PaperFourth PaperFourth PaperFourth PaperFourth Paper
TTTTTeaceaceaceaceachinghinghinghinghing of of of of of Shas Shas Shas Shas Shastrtrtrtrtrasasasasas
Total Marks :- 100
ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Understand Concept of Shastras.
• Understand General Features of Shastras like Vyakarna, Sahitya, Jyotish,
Nyaya and Mimamsa.
• Understand several systems in Teaching of Shastras.
• Understand Teaching Methods of Vyakarana Shastra.
• Understand Teaching Methods of Sahitya Shastra.
• Understand Shastra Knowledge Testing Techniques.
• Understand Several Institutes Engaged in Preservation of Shastras.
Unit- 1 Concept of Shastra.Unit- 1 Concept of Shastra.Unit- 1 Concept of Shastra.Unit- 1 Concept of Shastra.Unit- 1 Concept of Shastra.
1.1 Definition of Shastra.
1.2 Tradition of Mangalacharana in Shastras.
1.3 Purpose of studying Shastras.
1.4 Different kind of Shastras.
1.5 Explanation of Anubandha-Chatustaya.
UUUUUnit- 2 Tnit- 2 Tnit- 2 Tnit- 2 Tnit- 2 Tececececechniqhniqhniqhniqhniques ofues ofues ofues ofues of Shas Shas Shas Shas Shastrtrtrtrtra Ta Ta Ta Ta Teaceaceaceaceachinghinghinghinghing
2.1 Anvaya and Vyatireka.
2.2 Adhikarana
2.3 Six types of Vrittis.
2.4 Pramanya Vichara
Unit- 3 Grammar as ShastraUnit- 3 Grammar as ShastraUnit- 3 Grammar as ShastraUnit- 3 Grammar as ShastraUnit- 3 Grammar as Shastra
3.1 Methods of Teaching Vyakarana
f'k{kk'kkL=kh&f}rh;o"kZe~ 119
3.2 Teaching of Phonetics according to Shiksha-Vedanga
3.3 Process of Shabdh-Bodha
Unit- 4 Sahitya ShastraUnit- 4 Sahitya ShastraUnit- 4 Sahitya ShastraUnit- 4 Sahitya ShastraUnit- 4 Sahitya Shastra
4.1 Concept of Sahitya, Criticism.
4.2 Methods of Teaching Sahitya
4.3 Teaching of Chandas and Alankaras.
UUUUUnit- 5 Tnit- 5 Tnit- 5 Tnit- 5 Tnit- 5 Tesesesesestingtingtingtingting T T T T Tececececechniqhniqhniqhniqhniques ofues ofues ofues ofues of Shas Shas Shas Shas Shastrtrtrtrtra Knoa Knoa Knoa Knoa Knowwwwwledgledgledgledgledgeeeee
5.1 Various Veda Pathas - Pada-Jata-etc.
5.2 Prahelikas
5.3 Samasyapurti.
5.4 Shalakapariksha.
Unit- 6 Preservation of ShastrasUnit- 6 Preservation of ShastrasUnit- 6 Preservation of ShastrasUnit- 6 Preservation of ShastrasUnit- 6 Preservation of Shastras
6.1 Indian Institutions engaged in Preserving Shastras - Sanskrit Universities,
Gurukulas, Non-Govt. Organizations, Academies and Maths.
6.2 Steps to Preservation of Shastras.
lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)&
1- "k"B~;CnlaLÑre~ (izFkeksHkkx%) lEiknd%] jk/koYyHkf=kikBh] jkf"Vª;laLÑrlaLFkkue~uonsgyhA
2- feJ% yksdekU;%] lkfgR;f'k{k.kfof/%] exk{khizdk'kue~] 5@113 fojke[k.M%] xkserhuxje~]y[kumQ
3- yrk] ,u~] lkfgR;f'k{k.ke~] jkf"Vª;laLÑrfo|kihBe~] fr#ifr%A
4- jk- nsoukFk%] mikè;k;] Hkqous'k%] O;kdj.kf'k{k.kfo/;%] izFkelaLdj.ke~] Hkkjrh;fo|k&laLFkkue~] okjk.klh
5- 'kqDy%] jtuhdkUr%] O;kdj.kf'k{k.ke~] jkf"Vª;laLÑrfo|kihBe~] fr#ifr%A
6- pkS/jh] izHkknsoh] lkfgR;f'k{k.ke~] xkxhZizdk'kue~] fnYyhA
7- liQk;k] j?kqukFk%] laLÑrf'k{k.k] gfj;k.kk fgUnh xzUFk vdknehA
8- Bokil, Vinayak Pandurang, A New Approach to Sanskrit - Chitrashala
Prakasan, Pune,
120 f'k{kk'kkL=kh&f}rh;o"kZe~
i×pei=ke~(vfuok;ZHkkx%)
(d) lekos'kkRedf'k{kkiw.kkZÄïk% & 50
mís';kfu&
veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%&
• lekos'kkRedfo|ky;fuekZ.ks visf{krkuka lkaLÑfrduhrhuka xfrfoèkhuk×p voxeus leFkkZ%Hkos;q%A
• 'kSf{kd:ijs[kk;k% lUnHksZ v'kDrrk;k% lekos'kuL; p ifjHkk"k.ks leFkkZ% Hkos;q%A
• izfrHkkfxrk;k% vf/xeL; p fo|ekukojks/sH;% ifjfprk% Hkos;q%A
• jkT;uhfri=ks"kq vf/xeksiyC/s% vUos"k.ks voxeus p leFkkZ% Hkos;q%A
• fofo/ko';drk;qrk% ckyk% jkf"Vª;kUrkjkf"Vª;izfropukukeoxeus leFkkZ% Hkos;q%A
vfUofr%&1 lekos'kkRedf'k{kk
1-1 lekos'kkRedf'k{kk;k% ifjHkk"kk] lEizR;;%] egÙoa n'kZu×pA
1-2 fof'k"Vf'k{kk] ,dhÑrf'k{kk] lekos'kkRedf'k{kk bR;srklq feFk% Hksn%A
1-3 fofo/ko';drk;k% lEizR;;% vFkZ'pA
1-4 f'k'kks% vf/xedkfBU;kuka ck/kuk×p vko';drk;k% Kkue~A
vfUofr%&2 fofo/ko';drk;qrk% ckyk%
2-1 bfUnz;lEc¼k% & Jo.kn`"VÔkfn'kkjhfjdk{kerkuka ifjHkk"kk% fo'ks"krk'pA
2-2 cqf¼lEc¼k% & izfrHkk'kkyh] cqf¼eku~] ekufldk{ke% bR;knhuka ifjHkk"kk% fo'ks"krk'pA
2-3 v{kerk;k% o/Zue~& ew<rk] efLr"dh;k?kkr%] vf/xek{kerkA
2-4 lkekftdlaosxkRedleL;k%A
2-5 izfrHkkuqeUnrk] fuEuksiyfC/%] eUnkf/xUrkj%A
f'k{kk'kkL=kh&f}rh;o"kZe~ 121
vfUofr%&3 lekos'kkRedf'k{kk;S lÂkg%
3-1 lekos'kkRedfo|ky;L; lEizR;;%& lalk/ukfu miyC/rk p] eukolalk/ukfu] v{kerk&fHko`Ùk;% lEiw.kZfo|ky;ksikxe'pA
3-2 d{;k;ka fo'ks"kko';drkuka iwrZ;s visf{krk% lgdkfjlsok%& fof'k"Vf'k{kd%] fof'k"Vksipkjd%]'kkjhfjdksipkjd% o`Ù;qipkjd%] ijke'kZd% pA
3-3 vf/xUrq% eS=khiw.kZewY;kÄïuizfØ;k;k% fodkl% vuqiz;ksxk'p] ekè;fedf'k{kke.Mykukaijh{kkFk± fofo/lkSfoè;kfuA
122 f'k{kk'kkL=kh&f}rh;o"kZe~
Fifth PaperFifth PaperFifth PaperFifth PaperFifth Paper
(Compulsory Part)(Compulsory Part)(Compulsory Part)(Compulsory Part)(Compulsory Part)
(A) Inclusiv(A) Inclusiv(A) Inclusiv(A) Inclusiv(A) Inclusive Educatione Educatione Educatione Educatione Education
Total Marks :- 50
ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Understanding the Cultural Policies and Practices that need to be addressed
in order to create an Inclusive School.
• Explore the definition of disability and Inclusion within an Educational
Framework Context.
• Know Identification of the barriers to Learning and Participation.
• Understand how Learning Achievement is Perceived and Understood in
State Policy Documents.
• Understand the National and International Commitments towards the Chil-
dren with Diverse Needs.
UNIT 1UNIT 1UNIT 1UNIT 1UNIT 1. Inclusiv. Inclusiv. Inclusiv. Inclusiv. Inclusive Educatione Educatione Educatione Educatione Education
1.1 Definition, Concept, Importance and Philosophy of Inclusive Education.
1.2 Difference between Special Education, Integrated Education and Inclusive
Education.
1.3 Concept and Meaning of Diverse Needs.
1.4 Addressing the Needs of Children with Learning Difficulties and Impair-
ments.
UNITUNITUNITUNITUNIT. 2 Childr. 2 Childr. 2 Childr. 2 Childr. 2 Children en en en en witwitwitwitwith Divh Divh Divh Divh Diverse Nerse Nerse Nerse Nerse Needseedseedseedseeds
2.1 Definition and Characteristics of Sensory, Hearing, Visual and Physically
Challenged.
2.2 Intellectual Definition & Characteristics of Gifted, Talented and Mentally
Challenged.
f'k{kk'kkL=kh&f}rh;o"kZe~ 123
2.3 Developmental Disabilities-Autism, Cerebral Palsy & Learning Disabilities.
2.4 Social and Emotional Problems.
2.5 Scholastic Backwardness, Low Achievement, Slow Learners.
UNIT 3. PrUNIT 3. PrUNIT 3. PrUNIT 3. PrUNIT 3. Preparepareparepareparation fation fation fation fation fororororor Inclusiv Inclusiv Inclusiv Inclusiv Inclusive Educatione Educatione Educatione Educatione Education
3.1 Concept of Inclusive School - Infrastructure and Accessibility, Human Re-
sources, Attitudes to Disability and Whole School Approach
3.2 Supportive Services required for Meeting Special Needs in the Classroom -
Special Teacher, Special Therapist, Physiotherapist, Occupational Thera-
pist and Counselor.
3.3 Development and application of learner-friendly evaluation procedures; Dif-
ferent provisions for examination by the boards of Secondary Education.
lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)
1- fooZQ] tloUr_ vydk vjksM+k_ lekos'kh f'k{kk osQ vk/kj] Vh-,iQ-lh- ifCyosQ'kUl]ifV;kykA
2- ;kno] ,l-,l_ ;kno] lq/k_ lekos'kh f'k{kk] V.Mu ifCy'klZ] yqf/;kukA
3- Vijayan, P and Geetha (Ed. By Mittal, S.R., 2006) Integrated and Inclusive
Education: DSE (vi) Manual, New Delhi.
4- Jha, M.; (2002) Inclusive Education for all : Schools without Walls, Chennai,
Heinemann Educational publishers, Multivista Global Ltd.
5- Sharma, P.L.; (2003) Planning Inclusive Education in Small Schools, R.I.E.
Mysore, Bhargav, Mahesh; Exceptional Children, H.P.Bhargav Book House,
Agra.
124 f'k{kk'kkL=kh&f}rh;o"kZe~
i×pei=ke~(oSdfYid% [k Hkkx%)
[k&1- 'kkfUrf'k{kkiw.kkZÄïk% & 50
mís';kfu&
veqa ikB~;Øee~ v/hR; Nk=kkè;kidk%&
• O;kid:is.k 'kkfUra 'kkfUrf'k{kk×p voxE; rnh;e~ vkUrfjd&lkekftdlejlrk;k%lglEcUèka izklÄ~fxdrk×p voxPNs;q%A
• xfr'khylkekftd;FkkFkZRosu 'kkfUre~ voxPNs;q%A
• oS;fDrlkeftdizfØ;k.kka eè;LFkrkuka p }U}kocks/us leFkkZ% Hkos;q%A
• Hkkjrh;ifjizs{;s 'kkfUrf'k{kka tkuh;q%A
vfUofr%&1 'kkfUrf'k{kk
1-1 vFkZ%] egÙoa izklÄ~fxdrk pA
1-2 'kkfUrf'k{kk;k% vko';drk] {ks=ke~ mís';kfu pA
1-3 'kkfUrf'k{kk;k% laf{kIrsfrgkl%A
1-4 'kkfUrf'k{kk;k% eq[;ÏksrkaflA
vfUofr%&2 fofo/Lrjs"kq 'kkfUrf'k{kk
2-1 izkFkfedLrjL; Ñrs 'kkfUrf'k{kk;k% ikB~;p;kZA
2-2 mPpfo|ky;LrjL; Ñrs 'kkfUrf'k{kk;k% ikB~;p;kZA
f'k{kk'kkL=kh&f}rh;o"kZe~ 125
2-3 'kkfUrf'k{kklEc¼k% fo|ky;h;lgxkfefØ;k% & xkfU/t;Urh] iFohfnol%] 'kkfUrfnol%]fpUrufnol%] la;qDrjk"Vªla?kfnol% bR;kn;%A
2-4 fo'o'kkfUrLFkkiuk;S fofo//ekZ.kka ;ksxnkue~A
vfUofr%&3 Hkkjrh;ifjizs{;s 'kkfUrf'k{kk
3-1 osn%] bfrgkl%] xhrk ;ksxlw=k×pA
3-2 rU;rkizcU/uk; izkphuizfo/;%& ;ksx%] foi';uk] ;K%] è;ku×pA
3-3 vuq'kklus vkReizcU/us p vkReu% drZO;tkx:drk;k% lao/Zue~A
3-4 i×p'khyfl¼kUr%A
126 f'k{kk'kkL=kh&f}rh;o"kZe~
Fifth PaperFifth PaperFifth PaperFifth PaperFifth Paper
(Optional Part-B)(Optional Part-B)(Optional Part-B)(Optional Part-B)(Optional Part-B)
B- 1B- 1B- 1B- 1B- 1. P. P. P. P. Peace-Educationeace-Educationeace-Educationeace-Educationeace-Education
Total Marks :-50
ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Know Broaden notions about Peace and Peace Education, their Relevance
and Connection to Inner and Social Harmony.
• Understand Peace as a Dynamic Social Reality.
• Understand Conflicts and its underlying Personal-Social Processes and
Mediation.
• Peace Education in Indian Perspective.
UNIT 1: Peace EducationUNIT 1: Peace EducationUNIT 1: Peace EducationUNIT 1: Peace EducationUNIT 1: Peace Education
1.1 Meaning, Importance and Relevance of Peace Education.
1.2 Need, Scope and Objectives of Peace Education.
1.3 Brief History of Peace Education.
1.4 Main Sources of Peace Education.
UNIT 2: PUNIT 2: PUNIT 2: PUNIT 2: PUNIT 2: Peace Education ateace Education ateace Education ateace Education ateace Education at V V V V Varararararious Leious Leious Leious Leious Levvvvvelselselselsels
2.1 Curriculum of Peace Education for Primary Level.
2.2 Curriculum of Peace Education for High-School Level.
2.3 Peace Education related to School Co-curricular Activities and Celebration
of Gandhi Jayanti, Earth day, Peace day, Thinking day and UNO day etc.
2.4 Contribution of Various Religions to establish World Peace.
f'k{kk'kkL=kh&f}rh;o"kZe~ 127
UNIT 3: PUNIT 3: PUNIT 3: PUNIT 3: PUNIT 3: Peace Education in Indian Peace Education in Indian Peace Education in Indian Peace Education in Indian Peace Education in Indian Perspectiverspectiverspectiverspectiverspectiveeeee
3.1 Veda, History, Geeta and Yoga-sutras.
3.2 Ancient Techniques for Stress Management - Yoga, Vipashyana, Yajna and
Meditation.
3.3 Increasing duty Awareness in Self Discipline and Self Management.
3.4 Theory of Panch-Sheela.
lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)
1- frokjh] uhykHk_ tSu] fufru (lEiknd%)_ oSf'od ifjizs{; esa 'kkfUr vkSj ewY;f'k{kk] jkf"Vª; laLÑr laLFkku] Hkksiky ifjlj] HkksikyA
2- vxzoky] ts-lh-_ Hkksyk] ih-_ f'k{kk n'kZu% ,d vè;;u] f'kizk ifCyosQ'kUl] fnYyh
3- Mishra, Loknath; Peace Education: Framework for Teachers, APH Pub-
lishing Corporation, New Delhi.
4- Veerabhadrappa, R.P.; Teaching of Peace & Conflict Resolution, Lotus Press,
New Delhi.
128 f'k{kk'kkL=kh&f}rh;o"kZe~
i×pei=ke~
(oSdfYid% [k Hkkx%)
[k&2- ekuokf/dkjf'k{kkiw.kkZÄïk%&50
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• ekuokf/dkjL; lekurk;k'p lUnHksZ tkx:dk% Hkos;q%A
• ekuokf/dkjlUnHksZ jkf"Vª;&vUrkjkf"Vª;iz;klS% ifjfprk% L;q%A
• ekuokf/dkj&f'k{k.kfo/huke~ vocks/us {kek% Hkos;q%A
• ekuokf/dkjtkx:drkizpkjk; vè;kidfo|ky;;ks% Hkwfedke~ voxPNs;q%A
vfUofr%&1 ekuokf/dkj%
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1-3 Hkkjrh;lafo/kua ekuokf/dkjk'pA
1-4 vk/kjHkwrekuokf/dkjk%& LorU=krk] lekurk] f'k{kk] lqj{kk] vfHkO;fDr% pA
vfUofr%&2 ekuokf/dkjk; iz;klk%
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2-2 jkT;ekuokf/dkjk;ksx% rnq‰o% izdk;kZf.k] {ks=k×pA
2-3 L=kh.kka] ckydkuka] lkekftdksisf{krkuk×p fo'ks"kkf/dkjk%A
2-4 Hkkjrs ekuokf/dkjkUnksyukfuA
f'k{kk'kkL=kh&f}rh;o"kZe~ 129
vfUofr%&3 ekuokf/dkjf'k{kk
3-1 ckykuka fo'ks"klUnHksZ&vf/xUr`f'k{kd;ks% drZO;k/kfjrkf/dkjk%A
3-2 lwpukf/dkj% (vkj-Vh-vkbZ-) miHkksD=kf/dkjk'pA
3-3 ekuokf/dkjtkxjk;k% lao/Zus fo|ky;&f'k{kd;ks% HkwfedkA
3-4 jktk jkeeksgujk;%] xkU/h] ch-vkj~- vkEcsMdj% bR;srs"kka ekuokf/dkjlEcfU/u%fopkjk%A
130 f'k{kk'kkL=kh&f}rh;o"kZe~
Fifth PaperFifth PaperFifth PaperFifth PaperFifth Paper
(Optional Part - B)(Optional Part - B)(Optional Part - B)(Optional Part - B)(Optional Part - B)
B- 2. Human Rights EducationB- 2. Human Rights EducationB- 2. Human Rights EducationB- 2. Human Rights EducationB- 2. Human Rights Education
Total Marks :- 50
ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Awareness of Human Rights and Equality,
• Acquintance with the National and International Efforts in the Context of
Human Rights.
• Understand the Teaching Methods of Human Rights,
• Develop an understanding the Role of the School and Teacher in Propagat-
ing Human Rights Awareness.
Unit 1 Human RightsUnit 1 Human RightsUnit 1 Human RightsUnit 1 Human RightsUnit 1 Human Rights
1.1 Concept of Human Rights
1.2 Need and Importance of Human Rights
1.3 Indian Constitution and Human Rights
1.4 The Fundamental Human Rights - Freedom, Equality, Education, Protec-
tion and Expression.
UUUUUnitnitnitnitnit 2 Ef 2 Ef 2 Ef 2 Ef 2 Efffffforororororts fts fts fts fts fororororor Human Rights Human Rights Human Rights Human Rights Human Rights
2.1 National Human Rights Commission-its Origin, Functions and Scope.
2.2 State Human Rights Commission - its Origin, Functions and Scope.
2.3 Special Rights of Women, Children and Socially deprived.
2.4 Human Rights Movements in India.
Unit 3 Human Rights EducationUnit 3 Human Rights EducationUnit 3 Human Rights EducationUnit 3 Human Rights EducationUnit 3 Human Rights Education
3.1 Duty based Rights of Teacher and Taught with Special reference to Chil-
dren.
f'k{kk'kkL=kh&f}rh;o"kZe~ 131
3.2 Rights to Information (RTI) and Consumer Rights.
3.3 Role of School and Teacher to promote Human Rights awareness.
3.4 The thoughts regarding Human Rights of Rajaram Mohan Rai, Gandhi and
B.R. Ambedkar.
lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)
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3- iykbZ] v#.k oqQekj] Hkkjr dk jk"Vªh; ekuokf/dkj vk;ksx] jk/k ifCyosQ'ku] ubZfnYyh
4- tks'kh] eksrhyky] ekuokf/dkj vkSj f'k{kk] ek;k izdk'ku] t;iqj
5- feJ] lqjsUnz oqQekj] ekuokf/dkj ,oa ckyJe] fueZy ifCyosQ'kUl] fnYyh
6- rustk] iq"iyrk] ekuokf/dkj vkSj cky'kks"k.k] lR;lkfgR; izdk'ku] fnYyh
7- xqIr] oSQyk'kukFk] ekuokf/dkj vkSj mudh j{kk] vfojke izdk'ku fnYyh
8- ykax;ku] vkj-ch-_ nfyrksa osQ elhgk&HkkjrjRu MkW- Hkhejko vEcsMdj] Hkkjr izdk'ku]vEckyk Nkouh (gfj;k.kk)A
132 f'k{kk'kkL=kh&f}rh;o"kZe~
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• ewY;f'k{kk;k% izÑfre~ vko';drka] egÙo×p tkuh;q%A
• turU=ka] lkE;okfnrk] lkekftdrk bR;knhfu 'kSf{kdewY;kfu voxPNs;q%A
• Hkkjrh;laLÑrs% ekuoewY;kuka p Kkua izkIuq;q%A
• turU=kh;ewY;kuka lEizR;;kuka ifjKkus leFkkZ% L;q%A
vfUofr%&1 ewY;kfu
1-1 vFkZ%] Ïksrkafl] egÙoa pA
1-2 ewY;kuka izÑfr% oxhZdj.k×pA
1-3 /kfeZdf'k{kkr% ewY;kfu] uSfrdewY;kfu] uSfrdizf'k{k.k×pA
vfUofr%&2 ewY;f'k{kk
2-1 ewY;f'k{kk;k% vko';drk] egÙoa {ks=k×pA
2-2 uSfrdrk;k% lEizR;;%] uSfrdf'k{kk pA
2-3 ewY;k/kfjrf'k{kk;k% egÙoe~A
2-4 iztkrU=k&/eZfujis{k&lkE;oknkfn"kq 'kSf{kdewY;kfuA
2-5 ewY;fuekZ.ks ikB~;lgxkfefØ;k%A
f'k{kk'kkL=kh&f}rh;o"kZe~ 133
vfUofr%&3 ekuoewY;kfu
3-1 lkekftduhfrlUnHksZ lkaLÑfrdlUnHksZ p ekuoewY;kfuA
3-2 Hkkjrh;laLÑrs% ekuoewY;kuka p ewY;kÄïue~A
3-3 uSfrdU;k;% uSfrdh fØ;k pA
134 f'k{kk'kkL=kh&f}rh;o"kZe~
Fifth PaperFifth PaperFifth PaperFifth PaperFifth Paper
(Optional Part - B)(Optional Part - B)(Optional Part - B)(Optional Part - B)(Optional Part - B)
B-3. VB-3. VB-3. VB-3. VB-3. Value Educationalue Educationalue Educationalue Educationalue Education
Total Marks :- 50
ObjectivObjectivObjectivObjectivObjective:e:e:e:e:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Understand the Concept of Values.
• Understand the Nature, Need and Importance of Value Education.
• Enable them to understand Educational Values like Democratic, Secular
and Socialist.
• Understand Indian Culture and Human Values.
• Understand and appreciate the Concept of Democratic Values.
UUUUUnitnitnitnitnit 1 V 1 V 1 V 1 V 1 Valuesaluesaluesaluesalues
1.1 Meaning, Importance and Source of Values.
1.2 Classification and Nature of Values.
1.3 Values from Religious Education, Moral Values and Moral Training.
UUUUUnitnitnitnitnit 2 V 2 V 2 V 2 V 2 Value Educationalue Educationalue Educationalue Educationalue Education
2.1 Need, Importance and Scope of Value-Education.
2.2 Concept of Morality and Moral Education.
2.3 Importance of Value-oriented Education.
2.4 Education Values like Democratic, Secular and Socialist.
2.5 Co-curricular Activities to Inculcate Value.
UUUUUnitnitnitnitnit 3 Human V 3 Human V 3 Human V 3 Human V 3 Human Valuesaluesaluesaluesalues
3.1 Human Values on Socio-moral and Cultural Context.
f'k{kk'kkL=kh&f}rh;o"kZe~ 135
3.2 Valuation of Indian Culture and Human Values.
3.3 Moral Judgment and Moral Action.
lUnHkZxzUFkk% (RRRRRefefefefeferererererence Bookence Bookence Bookence Bookence Booksssss)
1- ekFkqj] Vh-ch-] ewY;ijd f'k{kk] ,DlVsa'ku lfoZl fMikVZes.V] fjtuy dkWyst vkWiQ,T;wosQ'ku] vtesjA
2- ik.Ms;] jke'kdy_ feJ d#.kk'kÄïj_ ekuokf/dkj vkSj ewY; f'k{k.k] fouksn iqLrdefUnj] vkxjkA
3- 'kekZ] jktsUnz] uSfrd ewY;f'k{kk] xq#th cqd dEiuh] t;iqjA
4- 'kekZ] vkj-,-] ekuo ewY; ,oa f'k{kk] vkj- yky cqd fMiks] esjBA
5- Gupta, N.L., Value Education, Theory & Practice, Krishna Brother, Ajmer.
6- Gupta, K.M., Training cum-Research Project in Value, Orientation, Value
Analysis model, DTE, SE & ES, NCERT, New Delhi.
7- Ruhela, S.P., Human Values & Education, Sterling Publishers Pvt. Ltd.,
New Delhi.
8- Jasta, Hari Ram, Spiritual Values and Education, Prabhat Prakashan, Delhi.
136 f'k{kk'kkL=kh&f}rh;o"kZe~
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• efgykè;;ukn~ ySfÄõdkè;;ua izfr tk;ekua ØfedxguifjorZue~ voxPNs;q%A
• f'k{k.kizfØ;k;k% fofo/'kk[kklq fo|ky;s ikB~;p;kZ;ka ikB~;lkeX;zk×p ySfÄõdfo"k;ku~tkfroxZ/eZ{ks=kS% lg ,rRikjLifjdfØ;k'p vf/xPNs;q%A
• f'k{kk;k% ySfÄõdlUnHksz ,sfrgkfldkfu lelkef;dkfu p izeq[kizLFkkukfu voxPNs;q%A
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1-4 ;kSuksRihMue~ viHkk"k.k×pA
vfUofr%&2 ySfÄõdk% 'kSf{kdk'p fl¼kUrk%] Hkkjrh;lUnHksZ vuqiz;ksxk%
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138 f'k{kk'kkL=kh&f}rh;o"kZe~
Fifth PaperFifth PaperFifth PaperFifth PaperFifth Paper
(Optional Part - B)(Optional Part - B)(Optional Part - B)(Optional Part - B)(Optional Part - B)
B-4. Gender Issues in EducationB-4. Gender Issues in EducationB-4. Gender Issues in EducationB-4. Gender Issues in EducationB-4. Gender Issues in Education
Total Marks :-50
ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:
On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:
• Develop basic Understanding and Familiarity with key concepts-Gender,
Gender bias, Gender Stereotype, Empowerment, Gender Parity, Equity and
Equality, Patriarchy and Feminism.
• Understand the Gradual Paradigm shift from Women Studies to Gender
studies.
• Learn about Gender Issues in School, Curriculum, and Textual Materials
across Teaching Processes and its mutual action with Class, Caste, Religion
and Region.
• Understand Historical, Contemporary features of Education in the Gender
Context.
UNIT 1: Gender IssuesUNIT 1: Gender IssuesUNIT 1: Gender IssuesUNIT 1: Gender IssuesUNIT 1: Gender Issues
1.1 Gender, Sex, Sexuality, Patriarchy, Masculinity and Feminism.
1.2 Gender related bias, Stereotype, and Empowerment.
1.3 Equity and Equality in relation with Caste, Class, Religion, Disability and
Region.
1.4 Sexual Harassment and Abuse
UNIT 2: Theories On Gender and Education: Application In The IndianUNIT 2: Theories On Gender and Education: Application In The IndianUNIT 2: Theories On Gender and Education: Application In The IndianUNIT 2: Theories On Gender and Education: Application In The IndianUNIT 2: Theories On Gender and Education: Application In The Indian
ContextContextContextContextContext
2.1 Socialization Theory
2.2 Gender Difference
2.3 Structural Theory
f'k{kk'kkL=kh&f}rh;o"kZe~ 139
UNIT 3: Subjects on Gender Issues In CurriculumUNIT 3: Subjects on Gender Issues In CurriculumUNIT 3: Subjects on Gender Issues In CurriculumUNIT 3: Subjects on Gender Issues In CurriculumUNIT 3: Subjects on Gender Issues In Curriculum
3.1 Gender, Culture and Institution - Intersection of Class, Caste, Religion and
Region
3.2 Curriculum and Gender Issues.
3.3 Gender in Text Books and in related Subjects.
3.4 Teacher as an Agent of Change
lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)
1- lywtk] pk¡n fdj.k_ f'k{kk% lkekftd ifjizs{;] fgUnh ekè;e dk;kZUo; funs'kky;]fnYyh fo'ofo|ky;] fnYyhA
2- fcloky] riu_ ekuokf/dkj tsUMj ,oa i;kZoj.k] fook cqDl izkbosV fyfeVsM] ubZfnYyhA
3- yks<k] egkohjey_ uSfrd f'k{kk% fofo/ vk;ke] jktLFkku fgUnh xzUFk vdkneh]t;iqjA
4- Bhasin, Kamala; Understanding Gender, Kali for Women Publications, New
Delhi.
5- Menon, Nivedita; Gender and Politics in India, Oxford University Press,
New Delhi.
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