V.U. Education 2014 15 PDF

VIDYASAGAR UNIVERSITY
EDUCATION
(Honours & General)
Under Graduate Syllabus

(3 Tier Examination Pattern)
w.e.f. 2014-2015
REVISED
Vidyasagar University
Midnapore 721 102
West Bengal
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UPDATING CURRICULA IN EDUCATION
An exercise in periodic updating and fine-tuning of curricula is one of the

imperatives of education. This has been highlighted in almost all the
policy documents during the course of development of Indian education;
particularly during the post-independence era. Considering that curricula
in the discipline of education mirror the needs and aspirations of the
society they serve, it is obligatory that we take stock of the changes and
challenges which Indian society is experiencing at present. Education, in
order to be relevant and as a potent means of socio-economic
reconstruction, must be responsive to these changes and challenges.
Numerous factors that influence education make it necessary that we

should have a critical look into the theoretical as well as the practical
aspects of curricula in education. Admittedly, the task of achieving the
goals of our resurgent society demands increasingly higher investment of
resources, human as well as physical. The process of reformulation of
curricula demands deconstruction of the entire educational scenario in
terms of objectives, inputs and processes. The emerging vision of
knowledge society compels us to reformulate our assumptions about
information society’. We now need to harvest the fruits of knowledge
generated by science and technology. Education should transform itself
into social experience that enables learners to understand themselves, their
social as well as physical environment, to develop skills of living together
harmoniously and to make real their mutually shared vision of society – a
vision that draws strength from its hoary past and that gives strength to
realize their ultimate destiny. The gains of providing education as social
experience need to be integrated in educational curricula now.
Hence, it is necessary to re-examine and re-structure courses in education

at the second decade of the third millennium.
B.A. (HONS.): EDUCATION
TOTAL MARKS : 800
Theory Internal
Part Paper No. Paper Name Marks
Exam. Assessment
PART-I 200
Philosophical
Foundation of
PAPER-I Education and 100 90 10
Contribution of
Great Educators
Educational
PAPER-II Psychology and 100 90 10
Pedagogy
PART-II 300
Development of
PAPER-III 100 90 10
Education in India
Sociological
Foundation of
Education and
PAPER-IV 100 90 10
Contemporary
Issues in
Education
Educational
Management and
PAPER-V 100 90 10
Educational
Technology
PART-III 300
Educational
Evaluation and
PAPER-VI 100 90 10
Statistics in
Education
Educational
Guidance and
PAPER-VII 100 90 10
Curriculum
Studies
Education of
PAPER-VIII
Children with 50 40 10
Group A
Special needs
PAPER-VIII Project Work in 40 10
50
Group B Education (Project) (viva-voce)
B.A. (General): EDUCATION

TOTAL MARKS : 400
Theory Internal
Part Paper No. Paper Name Marks
Exam. Assessment
PART-I 100
Principals of
PAPER-I 100 90 10
Education
PART-II 200
Educational
PAPER-II 100 90 10
Psychology
Development of
PAPER-III Education in 100 90 10
Modern India
PART-III 100
Evaluation and
PAPER-IV Guidance in 100 90 10
Education
PART-I
PAPER I: PHILOSOPHICAL FOUNDATION OF EDUCATION

AND CONTRIBUTION OF GREAT EDUCATORS
Full Marks – 100
COURSE OBJECTIVES
1. To develop understanding of the meaning, aims, objectives, and

functions of education.
2. To develop an understanding of the roles of Philosophy in Education.
3. To develop understanding of major components in education and their
interrelationship.
4. To develop an understanding of the attempts of some great educators
for the evolution of sound philosophy of education and a better
understanding of the process of education.
GROUP – A
PHILOSOPHICAL FOUNDATION OF EDUCATION
COURSE CONTENTS
UNIT I
i) Concept and scope of Education
• Education as a Science.
• Education as a social process.
• Education as human resource development.
ii) Aims of education

• Individual and Social aims of education.
• Purpose, goals, aims and objectives of education at different levels
starting from primary to higher education.
iii) The functions of Education
• Individual development (Development of skill, basic knowledge,
interest and appreciation).
• Acquaintance with heritage, (preservation and transmission).
• Development of human values, (Social, moral and Aesthetic).
• Acquisition of skills leading to self-actualization and successful
living.
• Social cohesion and social progress.
UNIT II
Role of Philosophy in Education
• Science of Education & Philosophy of Education;
• Some major schools of Philosophy: Idealism, Naturalism, Realism,
and Pragmatism, - their contribution to present day education.
• Learning: The Treasure Within-Report of Delor’s
Commission(1996)
UNIT III
Freedom and discipline
• The concept of freedom and discipline;
• The interrelation between discipline, liberty and democracy;
• Importance of discipline in social life.
UNIT IV
Components of Education and their mutual relationship
• Pupils
• Teacher
• Curriculum
• Educational Institution
GROUP-B
CONTRIBUTION OF GREAT EDUCATORS
Critical study of the educational thought of the following and their

implication for Indian
Education :
Rousseau.
Froebel
Dewey
Bertrand Russell
Rabindranath Tagore
Vivekananda
Krishnamurthy
Arabinda
Suggested Readings:
1. Aggarwal.J.C. -Theory and Principles of education Philosophical and
Sociological Bases of education.
2. Banerjee, A -Philosophy and principles of education.
3. Chakraborty, J.C. -Modern education.
4. Kundu and Majumder -Theories of education.
5. Mukherjee, K.K. -Some great educators of the world.
6. Mukherjee, K.K. -Principles of education.
7. Munro. -History of education.
8. Purkait, B.R. -Great Educators.
Bengali Books:
1) Sushil Ray -Shiksha Tatta.
2) Arun Ghosh -Shiksha tatta & Shiksha Darshan
3) Bibhuranjan Guha -Shikshaya Pathikrita.
4) Gourdas Halder & Prasanta Sharma -Shiksha Tatta & Shiksha Niti.
5) A.K. Pal-Sikshadarshner Ruparekha
PAPER II: EDUCATIONAL PSYCHOLOGY AND PEDAGOGY
Full Marks - 100

COURSE OBJECTIVES
1. To enable the student to understand the meaning and scope of

educational psychology.
2. To enable them to understand the dimensions of growth (e.g. social,
emotional, creative and intellectual) and the causes of individual
differences.
3. To enable them to understand different aspects of personality and
means of developing an integrated personality.
4. To develop understanding of the process of learning and teaching and
problems of learning.
5. To understand the role of the school, the teacher and the environment
for the growth of children.
6. To understand the problems of adolescents and role of education in
solving those problems.
7. To develop understanding of various theories of teaching.
8. To initiate students to the field of pedagogy.
9. To develop the ability to analyze classroom teaching – learning, and
the ability to observe classroom behaviour; and group dynamics.
10. To develop a positive attitude towards life and the teaching
profession.
GROUP - A
Educational Psychology
COURSE CONTENTS
UNIT I
• Definition of Psychology; Relationship between Psychology and
Education; Nature, scope and methods of educational psychology;
applications of Educational Psychology in teaching-learning and in
understanding individuals’ behaviour.
• Biological basis of human development; functions of the human

nervous system and the Endocrine system (Preliminary ideas).
• Meaning of development; areas of development - Social,

emotional, cognitive and moral; Fundamentals of Piagetian
developmental psychology.
• Concept of Individual Differences

a) Intelligence, definition and nature of intelligence; Determinants
of Intelligence – heredity and environment; Theories of
Intelligence; Measurement of intelligence.
b) Creativity – its meaning and nature; characteristics of a creative
person; Relationship between creativity and intelligence and
mental health.
UNIT II
• Personality – Definition, meaning and nature; development of
personality; type and trait theories of personality.
UNIT III
• Learning – Meaning and Nature; Factors affecting learning;
Learning and Maturation; Learning and Motivation; Theories of
Learning – Trial and Error, Classical conditioning, operant
conditioning, Insightful learning; Transfer of learning.
UNIT IV
• Adolescence – Psychological characteristics and problem of
adolescents; role of education in solving their problems.
GROUP – B
Pedagogy
UNIT I
• Science of Teaching – Relation between teaching and learning;
factors affecting teaching – process, input and output variables;
general principles of teaching; Maxims of Teaching; Fundamentals
of teaching.
• Theories of Teaching
UNIT II
• Observation of classroom behaviour: Flander’s Interaction
analysis, characteristics of good teacher-behaviour. Differences
between Traditional, Macro teaching and Micro teaching.
UNIT III
• Factors affecting perception, attention, attitude and memory
UNIT-IV
• Teaching Methods – Lecture, demonstration, problem solving and
programme instruction; story –telling; function of a teacher as a
planner, as a facilitator, as a counsellor, as a researcher.
Suggested Readings:
1) Spear, P.D., Penrod, S.D., and Baker, T.B. (1988), Psychology:

Perspectives on Behaviour, New York: John Wiley.
2) Berk, L.A. (2003). Child development, Delhi: Pearson Education.
3) Baron, R.A. (2001). Psychology, Delhi: Prentice Hale.
10
4) Bichler, R.F., and Snowman, J. (1993). Psychology applied to
teaching. Boston: Houghton Mifflin.
5) Normann Sprinthall and Richard, C. Sprinthall, Educational
psychology: McGraw‐Hill Publishing Company.
6) Chauhan. S.S., Advanced Educational psychology: Vikash Publishing
House Pvt. Ltd.
7) Diane. E., Papalia and Sally wendkos olds. Human Development:
McGraw‐Hill.
8) Elizabeth, B., Hurlock, Child Development: McGraw‐Hill Book
Company.
9) Kundu, C.H. and Tutoo, D.N., Educational Psychology: Sterling
Publication.
10) Aggarawal. J.C., Essentials of Educational Psychology: Vikash
Publishing house Pvt. Ltd.
11) Clifford.C.Morgan. Richard. A. King, John R. Weisz, John R.
Schopler, Introduction of Psychology.
12) Glietman, Alan, J., Fridland, Daniel Reisberg, Basic Psychology.
Bengali Books:
1) Sushil Ray ‐Shiksha Manovidya.
2) Arun Ghosh ‐Shiksha‐Shrai Monobigyan.
3) Pramodbandhu Sengupta & Prasanta Sharma ‐Shiksha Manobigyan.
11
Part –II
PAPER –III
DEVELOPMENT OF EDUCATION IN INDIA
Full Marks - 100
COURE OBJECTIVES:
1. To be acquainted with the salient features of education in India in
Ancient & Medieval times.
2. To be acquainted with the development of education in British India.
3. To be acquainted with the development of education in Independent
India, including significant points of selected Education.
4. To be acquainted with current issues and trends in Education.
GROUP –A
Education in Ancient, Medieval and British India.
Unit I : Synoptic study of (i) Brahmanic (ii) Buddhist and (iii) Islamic
Education in Ancient and Medieval India with respect to
a) Aims and Objectives

b) Subject of study
c) Methods of teaching including teacher – Pupil relationship.
d) Evaluation
e) Centre of Learning.
f) Education of woman
Unit II : Brief outline of events relating education

Missionaries activities (Srirampur Trio)
Charter Act of 1813
Bengal Renaissance – Contribution of Rammohan Ray H.L.V.
Derozio. And Vidyasagar.
Adams Report.
Anglicist –Orientalist controversy – Macaulay’s Minute &
Bentinck’s resolution.
Wood dispatch (Recommendations only)
12
UNIT-III : Brief outline of events relating education
Hunter Commission 1882‐83 (Primary and Secondary Education)
Curzon Policy (Quantitative development of Primary education,
Quantitative and Qualitative development of Secondary education,
Qualitative development of Higher education).
UNIT-IV: Brief outline of events relating education

National Education Movement (cause and effect)
Calcutta University Commission (1917‐1919)
Basic Education (concept & development)
Sargent Plan
GROUP –B
Development of Education after 1947
UNIT -I
Constitutional provision for Education in India
UNIT-II
Brief outline of the recommendations made by different Education
Commission:
University Education Commission (1948‐49) (Aims of Higher
education & Rural University)
Secondary Education Commission (1952‐53) (Aims, Structure &
Curriculum of Secondary education)
Indian Education Commission (1964‐66)
UNIT- III
National Policy on Education (1986)
13
UNIT-IV
Current issues in education:
Programmes on Universal Elementary Education (DPEP &SSA)
Non‐formal education and alternative schooling, Education of
women
RTE (Right To Education) Act, 2009.
Suggested Readings:
1. Atlekar, A.S. ‐Education in Ancient India.
2. Basu, A.N. ‐Education in modern India.
3. Basu, A.N. ‐Adam’s Report.
4. Banerjee.J.P. ‐Education in India‐past, Present and future.
5. Dhar, Niranjan. ‐Fundamentals of Social Education.
5. Keay, E.E. ‐India Education in Ancient times.
6. Law, N.N. ‐Promotion of Learning in India.
7. Mukherjee, S.N. ‐Education in India, Today & Tomorrow.
8. Mukherjee, S.N. ‐History of Education (Modern Period).
9. Mukhopadhyay Dulal, Sarkar Bijan ,Halder Tarini and Pal Abhijit
Kumar (2014): Bharater Shikshar Chalaman Ghatanabali,Aheli
Publishers,Kolkata
9. Nurulla, S., Naik, J.P. ‐History of Education in India.
10. Purkait, B.R. ‐History of Indian Education.
11. Rawat, P.L. ‐History of Indian Education.
12. Sreemali, K.L. ‐The Wardha Scheme.
13. Indian Education act. ‐1904
14. Govt. of India report of University Education Commission (1948‐49).
15. Govt. of India report of Secondary Education Commission (1952‐530.
16. Report of education Commission (1966) education and National
development, Ministry of Education, New Delhi.
17. Govt. of India, Ministry of Human Resource – Development,
National Policy on Education, 1986. New Delhi.
18. Govt. of India, Ministry of Human Resource Development, Policy of
Action, 1992, New Delhi.
19. Dayal` Bhagwan – Development of Modern Indian education.
14
20. Education of Women key to progress, Ministry of education, New
Delhi.
21. Kundu, C.L. ‐Adult Education.
22. Shah. A. & Ban, S. ‐National Education.
23. Singh, R.K. ‐Open University.
24. Srinivastava, K.N. ‐Education in Free India.
Bengali Books:
1) Jotiprasad Bandyapadhay – Bharatiya Shikhan & Sampratik
Samashya.
2) Sanyal, Mitra ‐ Bharate Shikhar Itihas.
3) Gourdas Halder & Prasanta Sharma ‐ Adhunik Bharatiya Shikhar
Bikash.
4) Jotiprasad Bandyapadhay – Shikhar Itihas.
5) Ranjit Ghosh ‐ Shikhar Itihas
15
PAPER IV
SOCIOLOGICAL FOUNDATION OF EDUCATION AND

CONTEMPORARY ISSUES IN EDUCATION
Full Marks - 100
Course Objectives:
1. To understand the meaning of sociology and Education and

realize its pertinence to education.
2. To become aware of the different social factors that influence
education.
3. To become aware of social groups that influence education.
4. To become aware of the processes of social change and their
impact on education.
5. To realize the need and importance of equity and equality in
education and the constitutional provisions for it and also to
identify the various causes for inequality in schooling
6. To realize the need and importance of equity and equality in
education and the constitutional provisions for it and also to
identify the various causes for inequality in schooling
7. To understand the importance of indicators, standards and
strategies for enhancement of quality in secondary schools
8. To develop the concept and need for Peace and value education.
9. To examine the issues and concerns related to global and local
environmental crisis
GROUP A
SOCIOLOGICAL FOUNDATION OF EDUCATION
UNIT-I : Education and Sociology

Meaning and concept of Sociology
Relationship between Education and Sociology
Educational Sociology –Meaning, Concept and Scope
Difference between Educational Sociology and Sociology of
Education
16
UNIT-II : Society and Education-
Society: its origin and factors and their influences on education
(population, Location, religion, class, culture, technology,
Economy)
Impact of different political systems on education (capitalism and
socialism)
UNIT-III: Social groups and education-

Social groups (Primary, Secondary and Tertiary)
Socialization: the role of the family and school.
Social change and Education-
Social change: Its definition and role of education

Social change in India (Sankritization, Westernization,
Modernization and Globalization)
UNIT-IV : Education and Contemporary Social Issues:

Unemployment.
Poverty
National Disintegration
Population explosion
Suggested Readings:
1. Sharma, Y. - Sociology of Education
2. Brown, F.L. -Educational Sociology
3. Gisbert, P. -Fundamentals of sociology.
4. Chakraborty, J.C. -Educational Sociology.
5. Durkhiem -Sociology of Education
6. Bottroll - Applied principles of Educational Sociology
7. Rao, M.S.A - Education, Social stratification
8. Dighburn, W.F - Social exchange.
9. Chandana - School Organization
10. Kochar, S.K - Secondary School Organization
11. Aggarwal - School Organization
17
Bengal Books: 1) Bishnupada Panda- Shiksah-Shrai Samajtantra
2) Ranjit Ghosh - Vidyalaya Paribesh & Padhyati
3) Arun Ghosh -Vidyalaya Sanghathan.
GROUP-B
CONTEMPORARY ISSUES IN EDUCATION
Unit-I: Equality& Equity in Education
Equality and equity: Meaning, need and importance;
Equality of Educational Opportunities- related
constitutional provisions.
Nature and forms of inequality with special reference to
Gender, Caste and Class
Inequality in schooling: Public-private schools; Rural-
urban-tribal schools, and differential school systems –
schools for education of the challenged
Unit-II: Quality in education

Meaning of quality education
Indicators of quality: related to learning environment,
Student Outcomes
Outcome improvement through: Setting standards for
performance; supporting inputs known to improve
achievement, Adopting flexible strategies for the
acquisition and use of inputs, and Monitoring performance.
Enhancement of quality in secondary schools
Unit-III: Peace and value education

Peace education:
a) Concept of peace education
b) Relevance of Peace: national and international
contexts
c) Dangers to social security ; terrorism, war, natural
calamities and impact on quality of life
18
d) Role of education in promotion of peace
Values: Meaning, classification of values and ways and
means of inculcating values among students.
Unit-IV: Education for Conservation of Environment

Meaning, nature and scope
Approaches and strategies
Integration of environmental concerns in curriculum
Role of teacher in promoting conservation
Suggested Readings:
1. Arvind Kumar (2003). Environmental challenges of the 21st

century, APH Publishing corporation, New Delhi
2. Ahuja , R (2010): Social Problems in India , Rawat Publications ,
New Delhi
3. Bandhopadhyay, M. and Subrahmanian, R. (2006) Gender Equity
in Education: A Review of Trends and Factors, India Country
Analytical Report, Chapter 1, Consortium for Research on
Educational Access, Transitions and Equity.
4. Govt of India (1992) Report of Core group on value orientation to
education, Planning commission
5. Madan, G.R (2002): Indian Social Problems, Vikash Publishing
House, New Delhi.
6. Ministry of Law and Justice (2009) Right to Education. Govt of
India
7. Mohanty, J(2004): Modern Trends in Indian Education , Deep and
Deep Publications, Pvt Ltd, New Delhi
8. Pandey, Sanjoy (2004). Peace Education. New Delhi : NCERT
9. Saxena, V (2012): Contemporary Trends in Education, Pearson,
Delhi
10. UNDPA. Human Development Reports. New Delhi. Oxford:
Oxford University Press.
11. UNESCO. (2004) Education for All: The Quality Imperative.
EFA Global Monitoring Report. Paris.
19
12. UNESCO’s report on Education for sustainable development.
13. 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.
Bengali books
1. Chakraborty Anirudha and Islam Nijairul (2012): Sikshar Itihas o

Sampratik Ghatana Prabaha Classic Books, Kolkata
2. Mukhopadhyay Dulal, Sarkar Bijan Halder Tarini and Pal Abhijit
Kumar (2014): Bharater Shikshar Chalaman Ghatanabali,Aheli
Publishers,Kolkata
3. Chattapadyay Saroj(2010): Bharatiya Shikshar Bikash and
Samasya, New Central Book Agency, Kolkata
20
PAPER V
EDUCATIONAL MANAGEMENT AND EDUCATIONAL

TECHNOLOGY
Full Marks - 100
COURSE OBJECTIVES
1. To develop knowledge and understanding of the meaning, scope

process and types of management.
2. To develop the ability to identify the roles of participating
members (individual or collective) and to plan various
institutionalized managerial activities.
3. To develop the ability of making objective decisions in educational
management.
4. To enable the students to understand about the concept, nature and
scope of educational technology.
5. To expose the students to the basic developments in Educational
Technology.
GROUP-A
EDUCATIONAL MANAGEMENT
COURSE CONTENTS
UNIT –I : Educational management

Educational management – concept, nature, need and scope
Types of educational management – centralised, decentralised ;
authoritarian and democratic ; dynamic and laissez faire.
Supervision and inspection – concept, scope, difference between
supervision and inspection,
Relationship among management, administration and supervision.
21
UNIT – II: Leadership and management
Leadership in management – concept, scope, significance,
characteristics of an effective leader in education
Theories of management- Taylor
Theories of management – Fayol.
Total Quality in educational management (TQM).
UNIT – III: Agencies of educational management

Ministry of Human Resource Development
Role of different agencies of education: UGC, NAAC ,NCERT,
NCTE and AICTE
UNIT – IV: Educational Planning and management

Education Planning- concept, need, types.
Education in the five year plans ( 11th& 12th plan with respect to
education)
Resource management in educational institutions – budget,
allocation, funding, expenditure, auditing.
Suggested Readings:
1. Aggarwal, J.C. (2012): Educational Administration and Management

Principles and Practices Doaba House Book Sellers and Publishers ,
Delhi.
2. Dash, B.N. (2013): School Organisation Administration and
Management, Neelkamal Publications Pvt. Ltd. Hyderabad.
3. Goel, A and Goel, S.L. (2009): Educational Administration and
Management, Deep & Deep Publications Pvt. Ltd., New Delhi
5. Das, Bimal Chandra; Sengupta, Debjani Ebong Ray, Pradipta
Ranjan: Shikhar Byabasthapana Pashim Bangya Rajya Pustak
Parshad, Kolkata.
6. Chakraborty, Dilip Kumar : Shikagata Byabsthapana o parikalpana , K.
Chakraborty Publishers, Kolkata
22
7. Pal Debasish, Dhar Debasish, Das Madhumita O Banerjee Paromita :
Shika Byabasthapana, Rita Book Agency, Kolkata.
8. Tarafdar, Manjusha: Vidaylay Sangathan O Byabasthapana, Pearson,
Kolkata.
GROUP –B
EDUCATIONAL TECHNOLOGY
COURSE CONTENTS
UNIT – I
Educational Technology: Meaning, nature and scope
System approach to education: Definition of Systems, need
for systems approach, classification of systems and
components of system.
UNIT-II
Communication and educational technology: components
of communication process, Role of communication in
effective teaching learning process, Factors affecting
classroom communication.
Use of media in Education Audio ( Radio and Tape), visual
(Projector), Audio – visual (T.V. & CCTV)
Computer and its Role in Education
UNIT-III
Instructional techniques: Mass instructional techniques
(basic concepts only), Personalised techniques –
Programmed learning. Mastery learning , Microteaching
(basic concepts)
Distance Education: Concept, types and usefulness –
Application of Educational Technology in Distance
Education.
23
UNIT-IV
Models of Teaching: Nature concepts and different families
of teaching models, advantages of use of models of
teaching.
Suggested Readings:
1. Sampath et. al. (1981): Introduction to Educational Technology.
New Delhi: Sterling Publishers Pvt. Ltd.
2. Singh, L. C. (2010). Educational Technology for Teachers and
Educators. New Delhi: Vasunandi Publication.
3. Garg, S., Puranik, C., Venkaiah, V., & Panda, S. (Eds) (2006).
Four Decades of Distance Education in India: Reflections on
policy and practice. New Delhi: Viva Books.
4. NCERT (2006). National Curriculum Framework 2005 Position
Paper National Focus Group on Educational Technology. New
Delhi: Author.
5. Garg, S., Panda, S., Murthy, C. R. K. & Mishra, S. (Eds) (2006).
Open and Distance Education in Global Environment. New Delhi:
Viva Books.
6. Kulkarni, S.S. (1996). Introduction to Educational Technology.
New Delhi: Oxford and IBH.
7. Kumar, K.L. (2008): Educational Technology. New Delhi: New
Age International Pvt. Ltd.
8. Mukhopadhyay, M. (2001). Educational Technology: Challenging
Issues. New Delhi: Sterling.
9. Mukhopadhyay, M. (2001). Instructional Science in Indian
Schools. in Rajput J.S. and others (Eds), Experiences in School
Education,NCERT,NewDelhi.
10. Roblyer, M.D. (2008). Integrating educational technology into
teaching. New Delhi: Pearson.
11. Venkataiah, N. (1996): Educational technology. New Delhi: APH
Publishing Corporation.
12. Walia, J.S. Essentials of Educational Technology. Jalandhar: Paul
Pub.
24
PART-III
PAPER VI
EDUCATIONAL EVALUATION AND
STATISTICS IN EDUCATION
Full Marks - 100
COURSE OBJECTIVES
1. To develop understanding of the concepts of measurement and

evaluation in the field of education.
2. To acquaint with different types of measuring instruments and their
uses.
3. To acquaint with the principles of test construction – both educational
and psychological.
4. To develop understanding of the concepts of validity and reliability
and their importance in education measurement.
5. To develop the ability to organize and to use various statistical
measures in analysis and interpretation of relevant educational data
6. To develop the ability to represent educational data through graphs and
to develop skill in analysing different descriptive measures.
GROUP - A
Evaluation in Education
COURSE CONTENTS
Unit-I: Measurement and Evaluation in Education

Measurement: concept, purpose and scales of measurement
Evaluation: concept, types and its role in education
Interrelationship between measurement and evaluation
Unit-II: Tools and Techniques of Evaluation

Test: Types, Use of Norm- Referenced test and Criterion-
Referenced test, essay type and objective type tests.
25
Observation- Concept and Use
Inquiry - concept and use
Unit-III: Characteristics of a Good Test and its construction

Characteristics of a good test –
Validity, reliability, objectivity, usability and norms
General principles of test construction and standardization
UNIT IV: Current Trends in evaluation

Grading System
Semester System
Question Bank
Suggested Readings
1. Aggrawal, J.C. (1997). Essentials of Examination System,
Evaluation, Tests and Measurement. New Delhi: Vikas Publishing
House Pvt Ltd.
2. Banks, S.R. (2005). Classroom Assessment: Issues and Practices.
Boston: Allyn & Bacon.
3. Blooms, B.S.(1956). Taxonomy of Educational Objectives. New
York: Longman Green and Company
4. Cooper, D. (2007). Talk About Assessment, Strategy and Tools to
Improve Learning. Toronto: Thomson Nelson
5. Earl, L.M. (2006). Assessment as Learning: Using Classroom
Assessment to Maximize Student Learning. Thousand Oaks,
California: Corwin Press
6. Gronlund, N.E. (2003). Assessment of student Achievement.
Boston: Allyn & Bacon.
7. Kaplan, R.M. & Saccuzzo. D.P. (2000). Psychological Testing,
Principles, Applications & Issues. California: Wordsworth.
8. Linn, R.L. & Gronlund, N.E. (2000). Measurement and
Assessment in Teaching. London: Merrill Prentice Hall.
9. Noll, N.H. S cannell, D.P. & Craig, RC. (1979). Introduction to
Educational Measurement. Boston: Houghton Miffin.
26
10. Macmillan, J.H. (1997). Classroom Assessment, Principles and
Practice for Effective Instruction. Boston: Allyn and Bacon
11. Hopkins, KD. (1998). Educational and Psychological
Measurement and Evaluation. Boston: Allyn and Bacon.
12. Cohen, R.J., Swerdlik, M.E., & Phillips, S.M. (1996).
Psychological testing and Assessment. An Introduction to the Tests
and easurement. California: Mayfield Publishing Co.
13. NCERT (2006). Focus Group Position Paper: Examination
Reforms. New Delhi: NCERT
GROUP - B
Statistics in Education
COURSE CONTENTS
UNIT I
Meaning, nature and scope of Educational Statistics
Organization and Graphical Representation of data – Pie Chart,
Bar diagram, Histogram, Frequency polygon, Ogive.
UNIT II
Measures of Central tendency (Mean, Median and Mode)--
Calculation and its uses.
Measures of Variability (Range, Mean Deviation, Quartile
Deviation, and Standard Deviation)-Calculation and its uses.
Percentile and percentile rank- Calculation and its applications,

(including graphical representation)
UNIT III
Concept of normal distribution – properties and uses of normal
probability curve in interpretation of test scores.
Divergence from normality – Skewness and Kurtosis.
27
UNIT IV
Bivariate distribution : Scattergram, correlation, computation of
coefficient of correlation by rank difference and product moment
method, interpretation of coefficient of correlation.
Suggested Readings
1. Mangal, S.K. (2008). Statistics in Education and Psychology. New

Delhi: Prentice-Hall of India Private Limited
2. Garrett, H.E. (1971). Statistics in Psychology and Education. New
Delhi: Paragon International Publisher
3. Ferguson, G.A.(1971). Statistical Analysis in Psychology and
Education. Kogakusha, Tokyo: McGraw-Hill
4. Guilford, J.P. & Fruchter, B. (1981). Fundamental Statistics in
Psychology and Education. New York: McGraw Hill
5. Sigel. S. & Castel Ian N.J. (1988). Non-parameter statistics for the
Behavioral Science. Singapore: Graw- Hill Book Co.
6. McCall, R. (1993). Fundamental Statistics for the Behavioral
Science. New York: Harcourt Brace
28
PAPER VII
EDUCATIONAL GUIDANCE AND CURRICULUM STUDIES
Full Marks - 100
COURSE OBJECTIVES
1. To help in understanding the meaning and importance of guidance

and counselling.
2. To develop the ability to interpret various records for assessing the
student’s strengths and weaknesses.
3. To develop the ability to identify gifted children who need
enrichment and to channelise their unique potentialities in a
positive way through proper guidance.
4. To develop the ability to identify exceptional children who need
special care and help and to make such provisions for them.
5. To understand the concept of mental health and processes of
healthy adjustment and good interpersonal relationships.
6. To understand the qualities of an ideal counsellor, to help the
adolescents in facing their problems to develop a positive self-
concept, self-confidence and an optimistic attitude towards life,
through proper counselling.
7. To understand the meaning, concept and scope of curriculum.
8. To understand the basis of curriculum construction, transaction,
evaluation and innovation.
GROUP – A
Guidance and Counselling
COURSE CONTENTS
UNIT I
• The concept of Guidance
a) Meaning, nature & scope of guidance.
29
b) Philosophical, psychological and sociological bases of guidance.
c) Need and importance of educational guidance services in schools.
• Vocational Guidance
a) Purpose and functions of vocational guidance.
b) Relationship between educational and vocational guidance.
c) Relationship between vocational guidance and work education.
d) Job analysis and occupational information services.
UNIT II
• Educational Guidance:
a) Basic data necessary for educational guidance – pupils abilities,
aptitudes, interests and attitudes, educational attainments and personality
traits.
b) Construction, administration and interpretations of
(i) Cumulative record cards,
(ii) Individual inventories.
UNIT III
• The concept of Counselling
a) Meaning, nature and scope of counselling.
b) Different types of counselling.
c) Various steps and techniques of counselling.
• Necessary qualities (personal and professional) of a good
counsellor. Role of the counsellor in secondary schools.
Relationship between guidance, counselling and teaching.
• Diagnostic and remedial measures : Special provisions for deviant
children to enable them face problems of the daily life. Gifted and
creative children.
30
UNIT-IV
Mental health and Psychodynamics of Adjustment
a) Concept of mental health and mental hygiene.
b) Causes and symptoms of maladjustment.
c) Frustration and conflicts
d) Adjustment mechanisms.
Suggested Readings:
1) Crow, L.D.I., Crow, A — An Introduction to Guidance.
2) Bhatia, K.K. — Principles of Guidance and Counselling, Kalyani
Publishers, 2009.
3) Agarwal, Rashmi — Educational Vocational Guidance and
Counselling; Principles,
Techniques and Programmes, Shipra Publication, 2010.
4) Charles Kiruba & Jyothsna, N.G. — Guidance and Counselling,
Neelkamal, Publication Pvt.Ltd. First Edition, 2011
5) Madhukar, I — Guidance and Counselling, New Delhi, Authors Press.
6) Mc. Daniel, H.B. — Guidance in the Modern School. New York,
Rinechart and Winston.
7) Traxler, A.E. and North, R.D. — Techniques of Guidance, New York,
Harper and R.W.
8) Gururani, G.D — Guidance and Counselling, Educational, Vocational
and Career Planning, New Delhi, Akansha Publishing House.
31
GROUP-B
Curriculum Studies
UNIT-I
1. Concept of curriculum: Explicit Curriculum, Hidden Curriculum.
Nature of Curriculum
2. Bases of Curriculum: Philosophical Sociological & Psychological.
3. Systems Approach to Curriculum.
UNIT-II
1. Objectives of curriculum: Need to form objectives of curriculum.
Sources of objectives of the curriculum: society, discipline, needs
of students
2. Bloom’s revised Taxonomy of educational objectives: an overview
(Cognitive & Affective domains) with examples.
UNIT-III
1. Determinants of content selection: culture based, Knowledge
based, Need based.
2. Curriculum transaction: Bruner’s Theory of Instruction and
learning.
UNIT-IV
Curriculum evaluation: meaning and utility, Sources and means of
curriculum evaluation. Formative and Summative evaluation.
Suggesting Readings:
1. Kumari, Sarita & Srivastava, D.S., “Curriculum and Instruction”, Isha

books, Delhi, 2005.
2. Olivia, P.F. Devoloping the curriculum, Harper Collins, 1992.
3. Sen, M.K., Shiksha Prajuktibibnan, Soma Books Agency, 2006.
4 Taylor, P.H., & Richards. C.M., An introduction to curriculum
studies.
5. Kelly, A.K. The curriculum, Theory and Practice.
32
6. Hooper, Richard, “Curriculum Design”.
7. Lawton, D., Gordon, P., Ihg, M., Gibby, B., Pring, R. Moore, T.
Theory and practice of curriculum studies.
8. Taylor, P.H. & Richards, C.M. –An introduction to curriculum
studies.
9. Mrunalini, T. - Curriculum Development—Pearson Education
10. Bhalla , N. - Curriculum Development.
11. Khan, M.I.& Nigam, B.K. -Evaluation and research in curriculum
construction.
33
Paper-VIII
GROUP- A
EDUCATION OF CHILDREN WITH SPECIAL NEEDS

Full Marks - 50
COURSE CONTENTS
UNIT-I
Exceptional children & their needs: - Definition; types; concept of
impairment, disability and handicap; causes of exceptionality, needs and
problems of exceptional children.
UNIT-II
Sensory impairment – Visual & Auditory: definition, causes,
characteristics & Education.
UNIT-III
a) Mentally Retardation- definition, causes, characteristics & Education
b) Giftedness- definition, causes, characteristics & Education.
UNIT-IV
a) Learning disabled- definition, causes, characteristics & Education
b) Autism Spectrum Disorders – definition, characteristics and
intervention & Educational programmes
Suggesting Readings:
i) Educating Exceptional Children – S.K. Mangal
ii) Perspectives in Disability and Rehabilitation(1995)-Pandey,R.S. and
Advani, Lal (Vikas Publishing House)
iii) Inclusion – Maitra & Saxena
iv) Critical Issues in Special Education – Ysseldyke, Algozzine, Thurlow
34
GROUP - B
PROJECT WORK IN EDUCATION
Full Marks - 50
COURSE CONTENTS
UNIT I
Each candidate is required to complete any one project selected from any
area of the syllabus (I to VIII) (to be evaluated by internal and external
examiners jointly through viva-voice test). The project work will have to
be completed according to following steps:
a) Identification of the problem/topic.

b) Formulating the objectives – reviewing the relevant literature (if any).
c) Actual plan of work: Writing the hypotheses (wherever possible).
i) Field identification – scope and delimitations.
ii) Nature of information /data required, their sources.
iii) Collection and organisation of data, analysing and drawing references.
iv) Reporting
Note: The project may either be a theoretical critical study or an empirical

study.
35
B.A. (GENERAL): EDUCATION
Part I
FULL MARKS-100
Paper 1 Full Marks -100
Principles of Education
UNIT-I
1. Concept, scope and functions of education: Education as a social
process. Education and Social Change.
2. Aims of education: Individualistic and socialistic aims of
education. Education for emotional, social and cultural adjustment.
Education for productivity and vocation.
3. Freedom and Discipline: Concept and need for free discipline. Self
discipline and Student self government.
UNIT-II
4. Factors of education:
a) The Child - innate endowment and environment
b) The Teacher - qualities and responsibilities.
c) The Curriculum - concept, principles of curriculum construction.
Co- curricular activities: Meaning, values and forms.
d) The educational institutions – Formal, informal, non formal and
their interrelations.
UNIT-III
5. Agencies of education:
a) Home,
b) School,
c) Socio-cultural and Religious organizations,
d) State,
e) Mass- media
36
UNIT –IV
6. Child - centricism in education: Its significance.
7. Play and play- way in education: Kindergarten, Montessori, Basic
education and Project.
References:
1. J.C. Chakraborty- Modern Education: Its Aims and principles
2. Archana Banerjee- Principles of education
3. J.C. Agarwal- Theory and Prinvciples of education
4. J.C. Agarwal- Philosophy and social basis of education.
5. B.R. Purkait- Principles and practices of education
PART II
Paper II
Educational Psychology
Full Marks 100
UNIT- I
1. Relation between Psychology and education. Nature and scope of
Educational Psychology.
2. Development of the Child: Infancy, Childhood, Adolescence-Physical,
Social, Emotional and Cognitive development.
UNIT- II
3. Personality: Concept, traits and theories
4. Emotion: Meaning and characteristics, places of emotion in education.
5. Habit: Its importance and definition. Habit formation. Uses and abuses
of habit formation. Educational values of habit.
UNIT- III
6. Intelligence: Concept and measurement. Classification of intelligence
tests. Examples of each type of test. Uses of intelligence tests.
37
7. Attention and Interest: Nature and conditions of attention, their
educational implications.
UNIT- IV
8. Learning: Its nature, relation to motivation and maturation. Theories of
learning: trial and error including laws of learning, conditioned response
(Classical and Operant) and Gestalt theory.
9. Remembering and forgetting: Process involved in memory. Marks of
good memory. Forgetting - its meaning and causes.
References:
1. C.F. Skinner- Educational Psychology
2. J.P. Guilford- General Psychology
3. H.R. Bhatia- Textbook of educational psychology
4. S.S. Chauhan- Advance educational psychology
5. S. Mangal- Educational psychology.
38
Paper III
DEVELOPMENT OF EDUCATION IN MODERN INDIA
Full Marks 100
UNIT- I
1. A synoptic view of ancient and medieval history of education in India

2. Advent of missionaries: Serampore Missionaries activities in
education
3. Official introduction of English education by Lord Bentinck.
4. Adam’s Report on indigenous system of education.
5. The Despatch of 1854.
UNIT-II
6. Contributions of Raja Rammohan and Vidyasagar in social and

educational reforms
7. The First Education Commission ( W. Hunter.) 1882
8. Growth of national consciousness: Conflict with Lord Curzon (1902 to
1905)
9. National Education Movement- Contributions of Vivekananda,
Rabindranath and Aurobindo.
UNIT- III
10. A synoptic view of the suggestions for educational reforms by the

Sadler Commission, Wood- Abbot, Wardha Scheme.
11. The Sargent Plan 1944
12. The Radhakrishnan Commission 1948-1949
13. A synoptic study of changes in school system, primary and secondary (
structure and curriculum only) after independence-Mudaliar
Commission’s (1952-1953) report and Kothari Commission’s report
(1964-1966)
39
UNIT- IV
14. Education of Women since independence

15. Educational policy 1968- A brief overview
16. Educational policy 1986- A brief overview.
References:
1. J.P. Banerjee- Education in India: Past Present and Future
2. B.R. Purkait- Milestones of modern Indian education
3. S.P. Chauhan- History of Indian education
4. S.Nurulla and J.P. Naik- History of education in India.
40
PART- III
PAPER IV
Evaluation and Guidance in education
Full Marks 100
UNIT- I
1. Concept of evaluation
2. Need and scope of evaluation in education : Evaluation of student
achievement, evaluation of curriculum, evaluation of teaching,
evaluation of institute
3. Evaluation of student progress: Examination and evaluation. Tools
of evaluation: Examination essay type and objective type,
criterion-referenced test and standardized test, Cumulative Record
Card(CRC).
UNIT- II
1. How to make a good test: Specification of objectives, item
selection.
2. Measurement in education: Tabulation and graphical
representation of educational data ( frequency polygon,
histogram and Ogive), measures of central tendency, measures of
variability, ( S.D only ). Idea of linear correlation.
UNIT-III
1. Guidance: Concept, need and scope and types
2. Basic data necessary for guidance (data about students, courses and
vocations)
3. Counseling: Meaning and types of counseling for adjustment
problem
UNIT- IV
1. Meaning of adjustment.
2. Causes of maladjustment: role of parents, teachers, peers and
educational institutions in the development of maladjustment.
41
References:
1. Anastasi- Psychological Testing
2. F.S. Freeman – Theory and practice of psychological testing
3. E.L. Thorndike and Hagen- Measurment and evaluation in
education
4. J.N. Fuster-Psychological Counseling in India
5. H.W. Bernard and D. W. Fulner- Principles of guidance- a basic
text.
6. P. Milner- Counselling in education.
42

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VIDYASAGAR UNIVERSITY

Under Graduate Syllabus

An exercise in periodic updating and fine-tuning of curricula is one of the

Numerous factors that influence education make it necessary that we

Hence, it is necessary to re-examine and re-structure courses in education

TOTAL MARKS : 800

B.A. (General): EDUCATION

PAPER I: PHILOSOPHICAL FOUNDATION OF EDUCATION

1. To develop understanding of the meaning, aims, objectives, and

ii) Aims of education

CONTRIBUTION OF GREAT EDUCATORS

Critical study of the educational thought of the following and their

Full Marks - 100

1. To enable the student to understand the meaning and scope of

• Biological basis of human development; functions of the human

• Meaning of development; areas of development - Social,

• Concept of Individual Differences

1) Spear, P.D., Penrod, S.D., and Baker, T.B. (1988), Psychology:

a) Aims and Objectives

Unit II : Brief outline of events relating education

UNIT-IV: Brief outline of events relating education

Development of Education after 1947

SOCIOLOGICAL FOUNDATION OF EDUCATION AND

1. To understand the meaning of sociology and Education and

UNIT-I : Education and Sociology

UNIT-III: Social groups and education-

Social change and Education-

 Social change: Its definition and role of education

UNIT-IV : Education and Contemporary Social Issues:

Unit-II: Quality in education

Unit-III: Peace and value education

Unit-IV: Education for Conservation of Environment

1. Arvind Kumar (2003). Environmental challenges of the 21st

1. Chakraborty Anirudha and Islam Nijairul (2012): Sikshar Itihas o

EDUCATIONAL MANAGEMENT AND EDUCATIONAL

Full Marks - 100

1. To develop knowledge and understanding of the meaning, scope

UNIT –I : Educational management

UNIT – III: Agencies of educational management

UNIT – IV: Educational Planning and management

1. Aggarwal, J.C. (2012): Educational Administration and Management

1. To develop understanding of the concepts of measurement and

Unit-I: Measurement and Evaluation in Education

Unit-II: Tools and Techniques of Evaluation

Unit-III: Characteristics of a Good Test and its construction

UNIT IV: Current Trends in evaluation

 Percentile and percentile rank- Calculation and its applications,

1. Mangal, S.K. (2008). Statistics in Education and Psychology. New

EDUCATIONAL GUIDANCE AND CURRICULUM STUDIES

Full Marks - 100

1. To help in understanding the meaning and importance of guidance

Guidance and Counselling

1. Kumari, Sarita & Srivastava, D.S., “Curriculum and Instruction”, Isha

EDUCATION OF CHILDREN WITH SPECIAL NEEDS

a) Identification of the problem/topic.

Note: The project may either be a theoretical critical study or an empirical

DEVELOPMENT OF EDUCATION IN MODERN INDIA

Full Marks 100

1. A synoptic view of ancient and medieval history of education in India

Social change: Its definition and role of education

Percentile and percentile rank- Calculation and its applications,