North Orissa University Page 1
B. A EDUCATION (HONOURS) Syllabus
CHOICE BASED CREDIT SYSTEM
w. e. f. Admission Batch (2016-2017) for Affiliated Colleges
North Orissa University
Sriram Chandra Vihar
Takatpur, Baripada
Mayurbhanj-757003
North Orissa University Page 2
COURSE STRUCTURE (CBCS)
For B.A Honours (EDUCATION) Sem Core Course
(No. of paper14)
Credit (4+2)
Ability
Enhancement
Compulsory
Course (AECC)
(No. of paper 2)
Credit (4)
Skill
Enhancement
Course
(SEC)
(No. of Paper 2)
Credit (4)
Elective
Discipline
Specific
(DSE)
(No. of paper 4)
Credit (6)
Generic
Elective
(GE)
(No. of paper 4)
Credit (6)
I Basic in education Environmental
Science
GE-A-1
Education and Society
II Learner and Learning MIL/ Alt English GE-B-1
Pedagogical Skills
III Technology and
Innovations in Education
SEC-1
Communicativ
e English
GE-A-2
Pedagogy of School
Subjects
Statistics in Education
IV Curriculum Development
& Educational Guidance
SEC-2
(Subject
Specific Skill)
GE-B-2
Educational Assessment
and Evaluation Introduction to
Educational Research
V History of Indian
Education
DSE-1
Comparative Education DSE-2
VI Information and
Communication
Technology in Education
DSE-3
Special Education DSE-4
GE- A/B are two different subjects other than Education
Core Papers (C): (Credit: 06 each, Theory-04, Practical-02)
Paper I- Basic in education
Paper II- Education and Society
Paper III – Learner and Learning
Paper IV- Pedagogical Skills Paper V- Technology and Innovations in Education Paper VI – Pedagogy of School Subjects
Paper VII- Statistics in Education Paper VIII- Curriculum Development & Educational Guidance Paper IX- Educational Assessment and Evaluation Paper X- Introduction to Educational Research
Paper XI- History of Indian Education
North Orissa University Page 3
Paper XII- Comparative Education Paper XIII- Information and Communication Technology in Education Paper XIV- Special Education
Discipline Specific Elective Papers: (Credit: 06 each) (4 papers)- DSE 1 – 4
1. Distance Education
2. Environmental Education
3. Alternative and Innovative Education
Generic Elective/Interdisciplinary (04 papers –02 papers from two disciplines GE 1 to GE 4
1. Anthropology
2. ECONOMICS
3. ENGLISH
4. GEOGRAPHY
5. HISTORY
6. HOME SCIENCE
7. HINDI
8. MATHEMATICS
9. ODIA
10. PHILOSOPHY
11. POLITICAL SCIENCE
12. PSYCHOLOGY
13. SANSKRIT
14. SOCIOLOGY
Skill Enhancement Courses (02 papers) (Credit: 04 each)- SEC1 to SEC 2)
1. Communicative English (Compulsory)
Generic Elective Papers (GE) (EDUCATION) (any 2 for other honours student & any 4 for
pass student) for other Departments/Disciplines: (Credit: 06 each)
GE1- Vision of Education in India: Issues and Concerns
GE-2-Assessment and Evaluation Techniques
GE-3-Contemporary Pedagogy
GE-4-Early Childhood care and Education
North Orissa University Page 4
SEMESTER-I
EDUCATION (HONS) Paper: CCH-EDN--I: Basic in education
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
Unit – 1 Bases of Education - Meaning, Nature and purpose of Education
- Aims of Education: Education for individual development and education for social efficiency
- Functions of education
Unit – 2 Philosophical foundations of education - Concept and Branches of Philosophy- Metaphysics, Epistomology and Axiology.
- Inter dependence of philosophy and education
- Common characteristics of Indian Philosophy
- Sankhya and Vedanta, their educational implications
Unit 3 : School of Philosophy and their Philosopher
Contribution of ; Idealism, Naturalism and Pragmatism to the field of education.
Contribution of ; Gandhi, Sri Aurobindo, Rousseau & Dewey to the field of education.
REFERENCES 1. Agarwal, J.c. (2010), Teacher and Education in a Developing society, Delhi; Vikash
Publishing house.
2. Arulsarmy, S (2011), Philosophical and sociological perspectives on Education, New
Delhi; Neelkamal Publications Pvt. Ltd.
3. Bhatia K.K., (2011), Philosophical and sociological foundations of Education, New
Delhi; Kalyani Publishers.
4. Bigge, Morris, L. Educational Philosophies for Teachers. Columbus, USA: Charies
5. Boston, USA: Allyn & Bacon.
6. Brubacher, John. S. Modern Philosophies of Education. New York, USA: McGraw
7. Butler J. Donald, Four Philosophies and their practices in Education and Religion.
8. Chauhe, S.P. & Chaube, A (2009), Foundation of education , New Delhi; Vikash,
Publishing house Pvt. Ltd.
9. Dash, B.N. (2011) Foundation of Education, New Delhi; Kalyani Publishers.
10. E. Merril Publishing Co.
11. Gutek, Gerald L. (2009). New Perspectives on Philosophy and Education. New
North Orissa University Page 5
12. Hill Book Company Inc.
13. Janeja, V.R. (2012) Educational Thought and Practice, New Delhi, Sterling Publishers,
Private Limited.
14. Jersey, USA: Pearson
15. Kneller, George F. Introduction to Philosophy of Education. New York, USA: John 16. Mishra, Bhawna (2004), Education Evolution Development and Philosophy, New Delhi; Akanhsa
Publishing House.
17. Mohanty, Jagannatha (1991), Foundation of Education, Cuttack – 2, Takshashila.
18. Nayak, B.K Text Book of Foundation of Education. Cuttack, Odisha: Kitab Mhal.
19. New York, USA: Harper & Row.
20. Ozman, Howard A., & Craver, Samuel M., Philosophical Foundations of Education.
21. Premnath, Bases of Educations. Delhi, India: S. Chand and Co. Publishers.
22. Ross, James S., Ground Work of Educational Theory. London, U.K: Oxford
23. Rusk, Robert R., Philosophical Bases of Education, London, U.K: Oxford University of London
Press Ltd.
24. Safaya, R.N. & Shaida, B.D. (2010), Modern Theory and Principles of Education, New Delhi :
Dhanpatrai Publishing Company Pvt. Ltd.
25. Saiyadain, K.G. Education and social order. Bombay: Asia Publishing House.
26. Taneja, V. R. (2000). Educational Thought and Practice. New Delhi: Sterling ,University of
London Press Ltd.
27. Wiley and Sons, Inc.
28. Wingo, G. Max. Philosophies of Education. New Delhi: Sterling Publishers.
Practical Marks: 25
Book Review Each Student is required to review a Book / Journal / Educational Article and Write a report.
North Orissa University Page 6
SEMESTER-I
EDUCATION (HONS) Paper: CCH-EDN--2: Education and Society
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks:75(60+15)
Unit – 1 Education and society - Society : Meaning and types
- Interrelationship between education and society
- Views of thinkers on Education and Society : Radhakrishnan, Sri Aurobindo , Dewey and Illich
Unit-2 Education and Social Process
- Concept and types of culture
- Cultural lag, acculteration and Cultural dimensions of Education
- Inter relationship between education, custom and value system.
Role of Education in socialization, social change , social mobility and for the development of the
marginalised
Unit – 3 Education, State and Globalisation - Education in totalitarian and welfare state
- Interrelationship of state and education
- Role of education in Nation building
- State Control of Education and Autonomy in Education.
-Education in Global context
- Globalisation and liberalization
- Educational system in Europe and SAARC countries
REFERENCES 1. Abraham, M.F. (2008). Contemporary Sociology. New Delhi: Oxford University Press.
2. Anand, C.L. et.al. (Ed.) (1983). Teacher and Education in Emerging in Indian Society. New
Delhi: NCERT.
3. Dewey, John (1973). The School and Society. Chicago: University of Chicago Press.
4. Mathur, S.S. (1966). A Sociological Approach to Indian Education. Vinod PustakMandir, Agra.
5. Nayak, B.K. Text Book of Foundation of Education. Cuttack: Kitab Mahal.
6. NCERT (1983). Teacher and Education in Emerging Indian Society. New Delhi. 7. Ottaway, A.K.C. (1966). Education and Society. London: Routledge and Kegan Paul.
Practical Marks:25
Field Study Each student is required to visit a school observe the school functioning and prepare a report
North Orissa University Page 7
SEMESTER-II
EDUCATION (HONS) Paper: CCH-EDN--3: Learner and Learning Process
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks:75 (60+15)
Unit - 1 Educational Psychology and Developmental Process - Meaning, Nature and scope of educational psychology
- Relevance of educational psychology for teacher
- Methods of studying learner behaviour : Survey, observation case study and experimental
- Concept and Principle of development
- Areas of development : Physical, social, emotional and intellectual during childhood and adolescence
- Piagetian stages of cognitive development - Intelligence, individual difference and Personality
- Meaning and theories : Measurement of intelligence
- Individual difference- Concept, nature factor role of Education : individual and group tests,
verbal, non-verbal and performance test.
Unit – 2 Learning, motivation and Creativity:
- Learning : Concept factors and theories.
- Theories of learning with experiment and educational implications: Trial and error with focus on
laws of learning classical conditioning, operant conditioning and insightful learning and
constructivist approach to learning.
- Motivation: concept, types and technique of motivation. - Creativity- Concept and promotion.
Unit – 3 Personality and Mental Health - Personality: nature, concept and assessment
- Mental Health: Concept, factor affecting mental health and role of teacher.
- Adjustment mechanism
REFERNECES 1. Aggarwal J.C (2010) Essentials of Educational Psychology, New Delhi, Vikas Publishing House
Pvt. Ltd.
2. Sharma R.N. (2010) Educational Psychology, Delhi, Surjeet Publications.
3. Mangal S.K. (2008) Essentials of Educational Psychology, New Delhi, Prentice Hall of India
Private Limited.
4. Kuppuswamy B (2013) Advanced Educational Psychology, New Delhi, Sterling Publishers
Private Limited.
5. Mathur S.S. (1962) Educational Psychology, Agra, Vinod Pustak Mandir.
6. Kulshreshtha S.P. (2013) Educational Psychology, Meerut, R. Lall Book Deport.
7. Bhatia & Bhatia (2004) A Text Book of Educational Psychology, Delhi, Doaba House Book
Sellers & Publishers.
8. Pandey Ram Shakal (2006), Advanced Educational Psychology, Meerut, R. Lall Book Depot.
North Orissa University Page 8
9. Bigge, M.L. Psychological Foundations of Education. Harper and Row, New York.
10. Chauhan, S.S.(1998). Advanced Educational Psychology. Vikash Publishing House,New Delhi.
11. Choube, S. P. & Choube. (1996). Educational Psychology and Experiments. HimalayPublishing
House New Delhi.
12. Mangal S.K. (1997). Advanced Educational Psychology. Presentice Hall of India,New Delhi.
13. Woolfolk, A.E. (2011). Educational Psychology. Derling Kinderslay (India) Pvt. Ltd.
14. Cronbach, L.J. Essential of Psychological Testing. Harper Collins Publisher, NewYork.
15. Dash, U.N & Mohanty, M.M (1990). Schooling and Cognition. Harper CollinsPublisher, New
York.
16. Maslow, A.H. (1970). Motivation and Personality (2nd edition). New York: Harper & Row.
Practical Marks:25
Administration of Psychological Test Each student is to administer a psychological test (Intelligence / creativity / personality test) and interpret
the scores and prepare a report.
SEMESTER-II
EDUCATION (HONS) Paper: CCH-EDN--4: Pedagogical Skills
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 25
Unit – 1 Concept of Teaching – Learning and Teaching Task - Concept of Teaching- Learning, their relationship and Importance.
- Teaching Task Concept, variables and levels
- Preparation of Lesson Plan- Models of Lesson Plan- 5E and ICON Design
Unit – 2 Theories and Marxism of Teaching - Meaning and Nature of Theory of teaching
- Types of Teaching Theories.
- Formal : Communication theory,
- Descriptive : Gagne’s hierarchical theory
- Normative: Theories of Mitra and Clarke - Maxims of Teaching
Unit – 3 Principles, Approaches and Methods of Teaching - General principles teaching
- Psychological principles of teaching
Methods of Teaching - Inductive – Deductive, Analytic - synthetic, Problem Solving and Project method.
- Shift in focus from teaching to learning – constructivist approach
- Activity based and child centered approach – concept and elements.
REFERENCES 1. Aggarawal, J.C. (1995) Essential of Educational Technology, Vikas Publishing House New
Delhi.
North Orissa University Page 9
2. Chauhan S.S. (1995) Innovation of Teaching Learning Process, Vikas Publishing House, New
Delhi.
3. Kochar, S.K. (2011) Methods and Techniques of Teaching, Sterling Publisher Pvt. Ltd., New
Delhi.
4. Mangal S.K. and Mangal, UMA (2010), Essentials of Educational Technology, New Delhi, Asok
Ghosh PHI Learning Pvt. Ltd.
5. Mangal, S.K. (1988) Fundamentals of Educational Technology, Educational Publishers Ludhiana.
6. Nageswara Rao, S., Sreedhar, P & Bhaskar Rao (2007) Methods and Techniques of teaching,
Sonali Publications, New Delhi.
7. Oliver, R.A. (1963) effective teaching, J.M. Dent & Sons, Toronto.
8. Pathak, R.P. & Chaudhary J (2012) Educational Technology, Pearson, New Delhi.
9. Rayment, T (1946) Modern Education - - It’s Aims and Methods, Longmans, Green Co. London.
10. Ryburn, W.M. (1955) Principles of Teaching, Geoffrey Cembridge, OUP.
11. Sampath, K, Pannir Salvam. A., & Santhanam, S. (1981) introduction to Educational Technology,
sterling publishers, New Delhi.
12. Sharma, R.A. (1986) Technology of Teaching, International Publishing House, Meerut.
Practical Marks: 25
Preparation of Lesson Plan Each student is to required develop five lesson plans in his/her method subject, (which he / she has to opt
in 3rd Semester). The plan will be developed following Herbatian approach / 5E Model / Icon Design
Model.
SEMESTER-I/II
GENERIC ELECTIVE EDUCATION Paper: GE-EDN-1- A/B: Vision of Education in India : Issues and Concerns
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75(60+15)
Unit – 1 Normative vision of Indian Education A. Constitutional provisions on education that reflect national ideas : Democracy, Equity,
Liberty, Secularism and social justice
B. India as an evolving nation state : Vision, nature and salient feature – Democratic and secular
polity, federal structure : Implications for educational system .
C. Aims and purposes of education drawn from the normative vision.
Unit – 2 Vision of Indian Education : Four Indian thinkers An overview of salient features of the “Philosophy and Practice” of education advocated by
these thinkers. Rabindranath Tagore : Liberationist pedagogy
M.K. Gandhi : Basic Education
Sir Aurobindo : integral Education
North Orissa University Page 10
Unit – 3 Concern for Equality in Education: Concerns, Issues and Development A. Universalisation of school education
Issues of (a) Universal enrollment
(b) Universal Retention
(c) Universal success
B. Equality of Educational opportunity and Inequqlity in schooling
Public-private schools, Rural-urban schools, single teachers schools and many other forms of
inequalities in school systems and the process leading to disparity.
Education for National Development : Education Commission (1964-66)
Emerging trends in the interface between:
Political process and education
Economic Development and Education
Social cultural – charges in Education
References
1. Agrawal, J.C. & Agrawal S.P. (1992). Role of UNESCO in Educational, Vikas Publishing House,
Delhi.
2. Anand, C.L et.al. (1983). Teacher and Education in Emerging in indian Society, NCERT, New
Delhi.
3. Govt, of India (1986). National Policy on Education, Min. of HRD, New Delhi.
4. Govt, of India (1992). Programme of Action (NPE). Min of HRD,
5. Mani, R.S. (1964). Educational Ideas and Ideals of Gandhi and Tagore, New Book Society, New
Delhi.
6. Manoj Das (1999). Sri Aurobindo on Education, National Council for Teacher Education, New
Delhi.
7. Mistry, S.P. (1986). Non-formal Education-An Approach to Education for All, Publication, New
Delhi.
8. Mohanty, J., (1986). School Education in Emerging Society, sterling Publishers.
9. Mukherji, S.M., (1966). History of Education in India, Acharya Book Depot, Baroda.
10. Naik, J.P. & Syed, N., (1974). A Student's History of Education in India, MacMillan, New Delhi.
11. NCERT (1986). School Education in India - Present Status and Future Needs, New Delhi.
12. Ozial, A.O. 'Hand Book of School Administration and Management', London, Macmillan.
13. Radha Kumud Mookerji. Ancient Indian Education (Brahmanical and Buddhist), Cosmo
Publications, New Delhi -1999.
14. Sainath P. (1996). Every body loves a good drought. Penguin Books New Delhi.
15. Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
16. Sykes, Marjorie (1988): The Story of Nai Talim, Naitalim Samiti: Wardha.
17. UNESCO; (1997). Learning the Treasure Within.
18. Dr. Vada Mitra. Education in Ancient India, Arya book Depot, New Delhi -1967
19. Ministry of Education. 'Education Commission "Kothari Commission". 1964-1966. Education
and National Development. Ministry of Education, Government of India 1966.
20. Learning without Burden, Report of the National Advisory Committee. Education Act. Ministry
of HRD, Department of Education, October, 2004.
21. National Policy on Education. 1986. Ministry of HRD, Department of Education, New Delhi.
22. Seventh All India School Education Survey, NCERT: New Delhi. 2002
23. UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University Press.
North Orissa University Page 11
24. UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring Report.
Paris.
25. Varghese, N.V. (1995). School Effects on Achievement: A Study of Government and Private
Aided Schools in Kerala. In Kuldip Kumar (Ed.) School effectiveness and learning achievement
at primary stage: International perspectives. NCERT. New Delhi.
26. World Bank, (2004). Reaching The Child: An Integrated Approach to Child Development.
Oxford University Press, Delhi.
GE-1 Practical Marks 25
Term paper Each student is required to prepare a term paper on the educational ideas of any Indian Thinkers or on
any contemporary issues on Education.
SEMESTER-III
EDUCATION (HONS) Paper: CCH-EDN--5: Technology and Innovation in Education
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks:75 (60+15)
UNIT-I: Educational Technology and Communication.
Meaning, Nature and Scope Approaches Hardware, Software, Importance of
Technology for Teacher and Student. Meaning, Nature Comrponant Type of
Communication Process. Study of Classroom Communication through Flander’s
Interaction Analysis.
UNIT-II: Innovation in Educational Technology.
Programme Learning, Concept, Principles, application
Micro-Teaching Concept, Phases, application
Simulated Teaching Concept, Procedure, application
UNIT-III: Teaching models and Instructional Aids.
Synthetic Model, Inductive Model, Memory Model, Projected and Non-Projected
Aids, ICT- enabled Device.
Reference of Books:
1. Kulkarni, S.S. – Introduction to Educational Technology
2. Kwar KL. (2008) - Educational Technology.
3. Mangal S.K. – Essentials of Educational Technology
PRACTICAL
Classroom Interaction Analysis:
Each student is to observe one classroom interaction preferably in a school on and write a
report.
North Orissa University Page 12
SEMESTER-III
EDUCATION (HONS) Paper: CCH-EDN--6: Pedagogy of School Subject
(Each student is required to select any one of the following school subjects)
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks:75 (60+15)
A. Teaching Odia.
UNIT-I Conceptual Importance of mother tongue in the life and education of the child aims and
objectives of mother tongue at school level.
Place of mother tongue in school Curriculum.
UNIT-II: Methods and Techniques.
Traditional Method, Vrs. Modern Method, Techniques of Teaching Prose, Poetry
and Grammar, Teaching Learning Materials.
UNIT-III: Development of a Lesson Plan.
Preparation of a Lesson Plan, Harbation steps, Five E-model Icon design model.
Reference of Books:
1. Kottas. K. – Teaching of Mother Tongue.
2. Nayak. B. – Matrubhasa Sikhyadana Orissa Text Book.
North Orissa University Page 13
B. Method of Teaching English
C.
UNIT-I: Learning English as Second Language.
Importance of Learning English as Second Language
Aims and Objectives of Teaching English
Place of English in School Curriculum
UNIT-II: Methods and Techniques.
Direct method and structural approach to teach English.
Teaching of Prose, Poetry, Grammar and Teaching Aids.
UNIT-III: Developing a Lesson Plan in English.
Harbarian Approach
5E Model
I CON Design Model
Reference of Books:
1. Allen H.B. – Teaching English as Second Language.
2. Das. M. – Teaching of English as a Second Language.
C-Method of Teaching of Mathematics
UNIT-I: Importance and Value of Teaching Mathematics.
Aim and objective of teaching Mathematics. Relationship of Mathematics with
other school subjects.
Principle of Curricular Organization in Mathematics.
UNIT-II: Method of Teaching.
Analytic and Synthetic Inductive and Deductive Project Method.
Teaching Aids in Mathematics.
UNIT-III: Developing Lesson Plan.
Harbarian Approach
5E Model
I CON Design Model
Reference of Books:
1. Parida, Karunakar – Ganita Shikhyana Padhati.
2. Siddhu K.Ks – Teaching of Mathematics.
North Orissa University Page 14
D-Method of Teaching of History
UNIT-I: Meaning of History and Curricular.
Aid and Objective of Teaching History at School Level.
Relationship of History with Other Subjects.
Organisation of History Curricular-Chronological- Concentric Approach.
UNIT-II: Methods of Teaching History.
Lecture method, Story telling, Dramatization, Source method.
Development of sense of time and space.
Teaching learning materials.
UNIT-III: Development of Lesson Plan in History.
Harbarian Steps
5E Models
I CON Design Model
Reference of Books:
1. Bhatia, R.L. – Contemporary Teaching of History.
2. Gofe V.D. – Teaching of History.
3. Kochhar SK. - Teaching History.
E-Method of Teaching of Geography
UNIT-I: Conceptual.
Meaning, Nature, Scope of Geography.
Aid and Objective.
Correlation with other school subjects.
Organisation of Curricular in Geography.
UNIT-II: Method and Approaches.
Observation Project, Heuristic Discussion Method.
Teaching Learning Materials.
UNIT-III: Development of Lesson Plan.
Harbarian Steps
5E Models
I CON Design
Reference of Books:
1. Pradhan A.K. – Consent-Cum-Method of Teaching Geography.
2. O.P. Verma. – Method of Teaching Geography.
PRACTICAL
Each student will deliver 05 lessons ina school in any one method opt in the 3rd
Semester.
North Orissa University Page 15
SEMESTER-III
EDUCATION (HONS) Paper: CCH-EDN--7: Statistics in Education
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Concept of Statistics and Application.
Meaning, Characteristics of statistics scale of Measurement.
Frequency Distribution, Histogram, Frequency Polygone, Pie-Diagram/ Ogive
UNIT-II: Measures of Cental Tendency Dispersion and Correlation.
Mean, Median, Mode, Standard Deviation, Rank Difference and Product moment
correctional method.
UNIT-III: Inferential Statistics.
Normal Probability Curve-Characteristics and uses.
Chi-Square Test
T-Test
Reference of Books:
1. Garrette – Statics in Psychology and Education.
2. Guilvord J.P. – Fundamental Statistics in Psychology and Education.
PRACTICAL
Statistical Analysis of Achievement Scores.
Each student is required to collect the achievement score of student of a class at leastfrom
02 schools and make statistical analysis of the collected data and a report.
North Orissa University Page 16
SEMESTER-IV
EDUCATION (HONS) Paper: CCH-EDN--8: Curriculum Development and Educational Guidance
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Basics of Curriculum.
Meaning, Importance and Type, Components of Curriculum.
Philosophical, Sociological, Psychological base of Curriculum.
Principles of Curriculum construction-Activity- Centred and Community-Centred.
UNIT-II: National Curricular Framework (NCF-2005).
Guiding Principles, Learning and Knowledge
Curricular Areas, School Stage and Assessment.
UNIT-III: Guidance and Counseling.
Guidance meaning, nature, scope types of Guidance-Educational, Vocational,
Personal.
Meaning Nature, Type and Techniques of Councelling.
Organisation of Guidance service in School-Placement, Occupational,
Information service Follow up.
Reference of Books:
1. S.K. Kochhar – Educational and Vocational Guidance in Secondary School.
2. Lanner. D. & Tanner.A – Curricular Development Theory and Practice.
PRACTICAL
Text Book Review
Each student will review a school text bookand submit a report.
North Orissa University Page 17
SEMESTER-IV
EDUCATION (HONS) Paper: CCH-EDN--9: Educational Assessment and Evaluation
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Assessment and Evaluation in Education.
Meaning of Educational Measurement and Evaluation.
Types of Measurement, Procedure of Evaluation Placement, formative,
diagnostic and submitive. Continuous and Comprehensive Evaluation.
UNIT-II: Objectives and Techniques of Evaluation.
Taxonomy of Educational Objective with special reference to cognitive domain.
Construction of Objective Type and Essay Type Test. Technique of assessment,
Observation, Interview, Rating scale check list.
UNIT-III: Test Construction.
Principles of Test Construction, Planning, Preparing Tryout and Evaluating.
Teacher wade Test Vrs. Standardized Test. Characteristics of a good Test
Reliability, Validity, Objectivity usability.
Reference of Books:
1. Aggrawal. J.C. – Essentials of Examination System.
2. Thorndik. R.L. – Measurement and Evaluation.
3. Sofed. B.K. – Educational Measurement and Evaluation.
PRACTICAL
Construction of an achievement Test
Each student will construct 50 objective based objective type test items with a blue print.
North Orissa University Page 18
SEMESTER-IV
EDUCATION (HONS) Paper: CCH-EDN--10: Introduction to Educational Research
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Introduction to Research.
Meaning and Characteristics of Research- Basic applied and Action Research.
Types of Educational Research (Historical, Descriptive, Experimental).
UNIT-II: Research Design.
Hypothesis- Meaning & Type, Sampling- Concept, Method, Purpose, Tools-
Questionnaire, Rating Scale, Attitude Scale, Checking, Techniques- Interview,
Observation.
UNIT-III: Interpretation and Research Report.
Analysis of Quantitative data, Analysis of Quantitative data.
Writing Research Proposal/ Synopsis writing research report.
Reference of Books:
1. Best J.W. – Research in Eda.
2. Koul. L. – Methodology of Educational Research.
3. Sofed. B.K. – Educational Measurement and Evaluation.
PRACTICAL
Preparation of a Project Proposal
Each student will prepare a project proposal.
North Orissa University Page 19
SEMESTER-III/IV
GENERIC ELECTIVE EDUCATION Paper: GE-EDN-2 -A/B: Contemporary Pedagogy Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75(60+15)
UNIT-I: Meaning Process and Task of Teaching.
Concept, Nature and Characteristics of teaching and learning. Meaning, variables
of teaching task. Lesson plan design. Harbatian steps. 5E model, ICON model.
UNIT-II: Maxims and Approaches to Teaching.
General principles of teaching. Inductive Deductive, Analytic and Synthetic.
Problem-solving and project method. Shift in focus from teaching to learning.
UNIT-III: Technology in Teaching.
ICT, TOOLS and techniques facilitating Teaching- www latest applications in
teaching. Teaching learning materials (TLM). Purpose, type and use. Role of
mass media in teaching learning.
Reference of Books:
1. Aggarwal J.C. –Essentials of Educational Technology.
2. Choutan S.S. – Innovation of teaching learning Process.
PRACTICAL
Preparation of Lesson Plan
Each student is required to prepare five lesson plan on any subject (Odia, English/
History/ Geography/ Mathematics) based on Harbatian steps / 5E model/ ICON model.
North Orissa University Page 20
SEMESTER-V
EDUCATION (HONS) Paper: CCH-EDN--11: History of Indian Education
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Education in Ancient India.
Education in Vedic Age.
Education in Buddhist Age.
Ancient seats of Learning Aims, Features of Ancient Education.
UNIT-II: Education in Medicinal India.
Islamic Education in India, Aims, Structure Curriculum method of teaching.
Education in British India. Macalays Minute, 1835, Woods Despatch-1854.
Basic Education- 1937- Features.
UNIT-III: Education in Independent India.
Report of Secondary Education Commissions- 1952. Indian Education
Commissions – 1964-66 with reference to Aims, Structure and Curricular. NPE-
1986 and revised- 1992 report of National Knowledge Commission with regard to
Higher Education.
Reference of Books:
1. Aggarwal J.C. – Land marks in the History of wooden Indian Education. Vikash
Publication.
2. Das K.K. – Development of Education in India. Kalyani Publication.
PRACTICAL
Case Study
Each student will make a case study of an educational institution and prepared a report.
North Orissa University Page 21
SEMESTER-V
EDUCATION (HONS) Paper: CCH-EDN--12: Comparative Education.
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Definition, Scope of Comparative Education.
Meaning, Scope of Comparative Education.
Approaches- Statistical, Psychological and Historical. Purpose of Comparative
Education. Area of Comparative Education- Description and Interpretation.
UNIT-II: Factors of Comparative Education.
Racial Factor, Linguistic, Geographic and Economic Factor, Religious Factor.
Comparative Studies, Jurist position and Comparison.
UNIT-III: System of Education.
Characteristics, Structures, Curriculum and Evaluation System- U.K, U.S.A.
Reference of Books:
1. Aggarwal J.C. – Comparative Education- Arya Books.
2. Chaube S.P. – Comparative Education- Ram Prasad & Sons.
3. Sodhi. T.S. - Comparative Education- Vikash Publications.
PRACTICAL
Term Paper
Each student is required to prepare a term paper on any topic of Comparative Education.
North Orissa University Page 22
SEMESTER-V
DISCIPLINE SPECIFIC ELECTIVE- EDUCATION (HONS) Paper: DSE—EDN-1: ICT in Education
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Information and Communication Technology.
Meaning and Importance of ICT.
ICT Infrastructure, Computer, Internet, www e-mail in social media.
E-Learning methods and media-virtual learning, virtual Universities massive open
online course. Importance of website for education NCERT, UGC, NCTE,
UNESCO.
UNIT-II: ICT in Class Room.
Purpose and importance of ICT in class room, ICT enable curricular. Designing
and developing ICT integrated smart class room. Hardware and software
requirement, utilization procedure.
UNIT-III: ICT for School Improvement.
ICT for competeting standard and professional development of teacher. ICT for
school administrative, ICT enabled assessment. ICT for open learning. ICT for
life long learning.
Reference of Books:
1. Mangal S.K. – Essential of Educational Technology.
2. Govt. of India – National Policy on ICT in School Education.
PRACTICAL
Internet Search for Study Materials
Each student is required to search internet, collect study materials related to any
educational topic and write a report.
North Orissa University Page 23
SEMESTER-V
DISCIPLINE SPECIFIC ELECTIVE- EDUCATION (HONS)
Paper: DSE-EDN-2: Special Education
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Concept and Policy.
Concept and types of exceptional children. Historical development of special
education in India. Issues and innovation in education of exceptional children.
Policy and Programme in Education for special children.
UNIT-II: Education for Gifted and Creative Children.
Concept, Characteristics, Identification of educational provision and role of the
teacher.
UNIT-III: Education of the educable mentally Retarded & Learning Disabled
Concept, Characteristics and Methods of Identification Educational Provision,
Role of Teacher.
Reference of Books:
1. Hewatt F.M. –Education of Exceptional Learner.
2. Kirk S.A. – Exceptional children, educational resources and perspective.
PRACTICAL
Case Study of Special Child
Each student is required to study of a special child and write a report.
North Orissa University Page 24
SEMESTER-VI
EDUCATION (HONS) Paper: CCH-EDN--13: Educational Planning and Administration
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Educational Planning.
Meaning, Nature, Objective and Scope, Steps of Planning, Diagnosis of
Educational Development. Plan: Formulation, Plan implementation, Monitoring
and Evaluation. School Development Plan, Concept and Process.
UNIT-II: Educational Administration.
Concept, Objective and Scope of Educational Administration.
Types of Administration (Totalitarian and Democratic).
Administrations of education in Odisha- (Structure and Function). Functions of
SCERT and OPEPA.
UNIT-III: Educational Management.
Meaning, Nature and Scope Types Centralised Vs. De-centralised, Authorisation
Vs. Democratic Function of Educational Management.
Reference of Books:
1. Kochhar S.K. – Secondar School Administration.
2. Naik J.P. – Educational Planning in India.
3. Sukhla. L.S. – Essentials of Educational Technology and Management.
PRACTICAL
A visit to administrative unit
A visit to educational administrative unit such as SCERT/ DIET/ CTE/ University/ BEO-
interaction with the administrative and preparation of a report.
North Orissa University Page 25
SEMESTER-VI
EDUCATION (HONS) Paper: CCH-EDN--14: Contemporary Concerns in Indian Education.
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Elementary and Secondary Education.
Universialisation of Elementary Education, Right to education (RCTCE) Act- 2009.
Sarva Shikshya Abhijan - (SSA)(DPEP).
Challenges in secondary education, Vocationalisation of secondary education.
Rastriya Madhyamik Shikshya Abhijan – (RMSA).
UNIT-II: Higher Education.
Present Position of Higher Education in India. Challenges in Higher Education.
Expansion quality and inclusive needs. RUSA.
UNIT-III: Social Commitment and Emerging Concern.
Gender Issues in Indian Education, Equalisation of Educational Opportunity.
Constitutional Provision for Education, Environmental Education. Value and
Peace Education. Lite skill education.
Reference of Books:
1. Agrawal J.C. – Progress of Education in Free India.
2. Das.M & Nanda G.C. – Trends in Indian Education.
PRACTICAL
A visit to administrative unit
Each student is required to collect the perception of students / Teachers/ Community
members about the relevant and implementation issues in respect of an educational initiative/
Programme and prepare a report.
North Orissa University Page 26
SEMESTER-VI
DISCIPLINE SPECIFIC ELECTIVE- EDUCATION (HONS)
Paper: DSE-EDN-3: Distance Education
Duration : 3 HRS Lecturer: 60
Marks : 100 (Midterm-15, End Term-60, Practical-25)
[Group A: 18 marks: four questions from each unit and nine questions have to be answered carrying 2
marks each
Group B: 42 marks: one long type question from each unit (each question can also be subdivided) with
one alternative each, has to be answered]
Theory Marks: 75 (60+15)
UNIT-I: Concept and Curricular Process.
Aid and Objective of Distance Education. Theories of Distance Education.
Historical Perspectives of Distance Education in India. ICT support for Distance
Learning, Meaning and Nature of IGNOU and NIOS.
UNIT-II: Development of Distance Learning Material.
Planning for SIM. Importance objective and learning outcome. Preparation of the
materials context, language and normal editing of SIM. Self-Assessment for SIM.
UNIT-III: Distance Learner.
Profit of distance learner needs of distance learner. Steps of facilitating distance
learner students support service.
Reference of Books:
1. Holmberg. B. –Status and Trends of Distance Education.
2. Parmaji. S. – Distance Education.
PRACTICAL
Preparation of SIM
Each student is required to prepare a SIM on any topic.
North Orissa University Page 27
SEMESTER-VI
DISCIPLINE SPECIFIC ELECTIVE- EDUCATION (HONS)
Paper: DSE-EDN-4: Project
Each student is required to prepare a project on educational problem/ issues and
submit a report. Project shall be evaluated by the External & Internal examiner.