SYLLABUS

EDUCATION

PROGRAMME – Master of Arts (M. A.) in Education (Semester Mode)

UNDER DISTANCE EDUCATION

(Approved by the 118th meeting of the Academic Council held on 27.12.2019)

DIRECTORATE OF OPEN AND DISTANCE LEARNING

DIBRUGARH UNIVERSITY
DIBRUGARH-786004
ASSAM, INDIA
 SYLLABUS
M.A. (Education)
UNDER DIRECTORATE OF OPEN AND DISTANCE LEARNING
DIBRUGARH UNIVERSITY
(Approved by the 118th Meeting of Academic Council held on 27.12.2019)
The M.A. Programme in Education under Open and Distance Learning shall comprise of 16 (Sixteen)
courses of hundred marks each.
There shall be 15 (Fifteen) compulsory courses till the fourth semester and 1 (one) optional course in
fourth semester to be selected from Group – ‘A’, ‘B’.
The snapshot of courses comprising the four semesters of M.A. Programme in Education under Open
and Distance Learning are as follows:

COURSE STRUCTURE:

FIRST SEMESTER
(All courses are compulsory)

Course No. of In Semester End Semester Credit Value

Course Name
code Assignments Marks Marks of the course

Ancient and Indian Philosophy 2

EDU-101 20 80 4
of Education
Advanced Educational 2
EDU-102 20 80 4
Psychology
Advanced Sociology of 2
EDU-103 20 80 4
Education
Methodology of Educational 2
EDU-104 20 80 4
Research-I

SECOND SEMESTER
(All courses are compulsory)

No. of In Semester End Semester Credit Value

Course code Course Name Marks
Assignments Marks of the course

Western and Contemporary 2

EDU-201 20 80 4
Philosophy of Education
Methodology of Educational 2
EDU-202 20 80 4
Research-II

EDU-203 Comparative Education 2 20 80 4

EDU-204 Teacher Education 2 20 80 4

 THIRD SEMESTER
(All courses are compulsory)

No. of In Semester End Semester Credit Value

Course code Course Name
Assignments Marks Marks of the course

EDU-301 Educational Technology 2 20 80 4

Education of Exceptional 2
EDU-302 20 80 4
Children
Measurement and Evaluation 2
EDU-303 20 80 4
in Education-I
Educational Planning and 2
EDU-304 20 80 4
Management-I

FOURTH SEMESTER
(EDU-40100, 40200 & 40300 are compulsory and one group among ‘A’, ‘B’ to be selected as Optional paper)

No. of In Semester End Semester Credit Value

Course code Course Name Marks
Assignments Marks of the course

Educational Planning and

EDU-401 2 20 80 4
Management-II
Measurement and Evaluation 2
EDU-402 20 80 4
in Education-II
Current Issues and Challenges 2
EDU-403 20 80 4
in Indian Education
Optional paper (Any one group – ‘A’ or ‘B’)
Educational and 2
EDU-
Psychological 20 80 4
404(A)
Laboratory Practical
EDU-404 2
Economics of Education 20 80 4
(B)

1.0 Schedule of Programme:

A Post-Graduate programme under Distance Education shall be conducted in four parts – (Semester
I, Semester II, Semester III and Semester IV). The schedule for the Distance Education System shall
ordinarily be as shown below:

(i) Odd Semesters (i.e., First and Third): January to June

(including End Semester Examinations)
(ii) Even Semesters (i.e., Second and Fourth): July to December
(including End Semester Examinations)

The total marks in a Post-Graduate Programme in Open and Distance Learning shall be as follows:
a) All the M.A. /M.Sc. / M.Com. Programmes of DODL, D.U. are of 2-years duration and
the total credit ranges from 64-72.
 b) Total marks for the two years M.A. /M.Sc. / M.Com. Programmes of DODL, D.U.
shall be 1600 per programme.
c) 20% of the marks in each course shall be assessed through assignments.
d) Rest 80% of the marks in each course (paper) shall be assessed through University End
Semester Examination.
The syllabus for each course (paper) shall be divided into blocks and units keeping in view the Credit
value of the course. The norms for delivery of courses through distance mode are as under:

Credit Study input Size of SLMs No. of Counselling Sessions Theory * Practical
Value of the (hours) (unit) (10% of total Study hours) Session (hours)
course

2 credits 60 6–8 6 60

3 credits 90 10-12 9 90

4 credits 120 14 – 16 12 120

6 credits 180 20 – 24 18 180

*Some Programmes have practical component also. Practical are held at designated Institutions/ Study Centres for
which schedule is provided by the Study Centre. Attendance at practical is compulsory.

2.0 Assignment:

2.1 Assignment shall be a compulsory component of the evaluation process.

2.2 20% of each course (paper) shall be assessed through Assignments (Internal-Assessment – In
Semester Examination). Rest 80% of the marks in each course (paper) shall be assessed
through University End-Semester Examination
2.3 The assignments to be submitted by a learner would depend upon the Credit value of the
Course, as follows:

Credit value of the course No. of Assignments

2 Credits 1

3 credits 2

4 credits 2

6 credits 2

2.4 A candidate may submit assignments in the office of the Directorate of Distance Education or
his/her respective Study Centres within the stipulated time. Subsequently the study centres
shall do the needful as per the instruction issued from the Directorate from time to time.
2.5 Marks secured on the assignments by the candidates, who appeared in the examinations but
failed, shall be carried over to the next permissible chances.
 2.6 Marks secured on the assignments by the candidates who filled in the examination forms but
did not appear in the examination, shall also be carried over the next permissible chances.

3.0 Examination and Evaluation

3.1 Examination and Evaluation shall be done on a continuous basis.
3.2 There shall be 20% marks for internal assessment (In Semester) and 80% marks for End-
Semester Examination in each course during every Semester.
3.3 There shall be no provision for re-evaluation of the answer-scripts of the End-Semester
Examinations. However, a candidate may apply for re-scrutiny.
3.4 Internal assessment is assignment based or OMR based.
3.5 End Semester Examination:
3.5.1 There shall be one End-Semester Examination carrying 80% marks in each
course of a Semester covering the entire syllabus prescribed for the course. The
End Semester Examination is normally a written / laboratory-based
examination.
3.5.2 The Controller of Examinations shall make necessary arrangements for
notifying the dates of the End-Semester Examinations and other procedures as
per Dibrugarh University Rules (at least 20 days in advance) and the Academic
Calendar / Date Sheet notified by the University / DODL, Dibrugarh
University.
3.5.3 The End-Semester Examination for each course shall be of three hours
duration.
3.5.4 Setting of question papers, moderation of question papers, evaluation of
answer scripts, scrutiny, tabulation of marks etc. and announcement of result
of results, shall be governed by the Dibrugarh University Examination
Ordinance 1972 (as emended up to date).
3.6 Betterment Examination:
3.6.1 A learner shall be entitled to take the “Betterment Examination” in any two
theory courses of any of the four semesters after passing the Fourth Semester
Examination only once. In this case the higher marks secured by the student
shall be retained. The learner shall have to apply for betterment examination
within one year after passing the Fourth Semester Examination.
3.6.2 No betterment shall be allowed in the practical examination.
3.7 A learner shall be declared as passed a course, provided he / she secures at least 45% marks
in the course (paper) in aggregate in the In-and End-Semester Examination.
3.8 A learner shall be declared as passed a Semester, provided he / she passes all the
courses of a Semester independently.
3.9 The marks of In – Semester Examinations (i.e., Internal Assessment) obtained by the
learner shall be carried over for declaring any result.
3.10 A learner who fails or does not appear in one or more courses of any End Semester
Examinations up to Fourth Semester shall be provisionally promoted to the next higher
Semester with the failed course(s) as carry over course(s). Such learners will be eligible
to appear in the carry over course in the next regular examinations of those courses.
However, the following restrictions shall be applicable:
 “A learner shall be entitled to avail the chance for a maximum of 5 consecutive years
from the date of admission to clear a course or courses as well as the whole
programme”.
3.11 If a learner clears the Fourth Semester Examination before clearing all the courses of the
previous semesters, the result of such candidate shall be kept withheld and his / her results
shall be announced only after he / she clears the courses of the previous semesters.
3.12 A learner must pass all his / her Semester Examinations within 5 years from the date of
admission to the First Semester of any programme.
3.13 A learner shall be declared to have passed the Fourth Semester M.A. / M. Sc. / M. Com.
Degree Programme provided he / she has passed all the Semesters and in all the course
separately.
3.14 The system of evaluation in DODL, D.U. is different from that of the Conventional
Department of the University. It has a multi-tier system of evaluation:
3.14.1 Self-assessment exercise within each unit of study.
3.14.2 Continuous evaluation mainly through assignments and/or Internal Assessment
Examination through Multiple Choice Questions (MCQ) using OMR sheet.
3.14.3 Term-end examination.
3.14.4 Project work (Programme specific).
3.15 The marks secured by a student in the Assignment / IA – In Semester Examination (20%
of each course) is added with the marks secured in that course in End Semester
examination which is 80% of the course.
3.16 The following scale of grading system shall be applied to indicate the performance of
students in terms of letter grade and grade points as given below:

% of marks obtained in a course Letter Grade Grade Point Qualitative Level

(Assignment + Term End)
Above 95 O 10 Outstanding
85 – < 95 A+ 9 Excellent
75 – < 85 A 8 Very Good
65 – < 75 B+ 7 Good
55 – < 65 B 6 Above Average
50 – <55 C 5 Average
45 – < 50 P 4 Pass
Below 45 F 0 Fail
0 Abs/I 0 Absent / Incomplete

3.17 The letter Grade ‘B+’ and above shall be considered First Class; the Letter Grade (s)
‘B’ to ‘P’ shall be considered as Second Class. However, letter Grade ‘B’ shall be
considered as Second Class with minimum of 55% marks.
3.18 A learner is considered to have completed a course successfully and earned Letter
Grade other than ‘F’ (Failed) or Abs / I (Absent / Incomplete).
3.19 If a learner secures ‘F’ Grade in a Course, he / she shall have to reappear in the Course
in the next legitimate chance.
 3.20 Result of the learners appeared in the ‘Betterment’ examination shall not be counted
for the award of Prizes / Medals / Rank or Distinction.
3.21 A learner shall have to pay a prescribed fee to appear in the ‘Betterment’
Examination fixed by the University from time to time.

4.0 Conversion of Marks to Grades and Calculation of GPA (Grade Point Average)

In the Credit and Grade Point System, the assessment of individual courses in the concerned
examinations will be on the basis of marks only, but the marks shall later be converted into Grade
by some mechanism wherein the overall performance of the learners can be reflected after
considering the Credit Points for any given course. However, the overall evaluation shall be
designated in terms of Grade. There are some abbreviations used here that need understanding of
each and every parameter involved in grade computation and the evaluation mechanism. The
abbreviation and formulae used are as under:

4.1 Abbreviations and Formula’s Used:

G : Grade
GP : Grade Points
C : Credits
CP : Credit Points
CG : Credit X Grade (Product of Credit & Grades)
 CiGi: Sum of Product of ith Credits & Grade Points
 Ci: Sum of ith Credit Points.
 C𝑖 𝐺𝑖
S𝐺𝑃𝐴 =  C𝑖
SGPA : Semester Grade Point Average shall be calculated for each End Semester
Examination.
CGPA : Cumulative Grade Point Average shall be calculated for the entire programme
by considering all semesters taken together. It shall be calculated by the formula given
below:
CGPA = (∑∑Cni Gni) / (∑∑ Cni)
Here,
Ci = number of credit for the ith course,
Gi = grade point obtained in the ith course,
Cni= number of credit if the ith course nth the year,
Gni= grade point of the ith course of the nth year

After calculating the SGPA* for an individual semester and the CGPA* for the entire Programme, the
value can be matched with the grade in the Grade Point table in (3.16) above.
4.2 Conversion Formula:
Ordinarily the CGPA earned by a student may be converted to percentage of marks by
following the formula mentioned as under:
CGPA×10 = Percentage of Marks

*
SGPA and CGPA shall be rounded off to 2 decimal points and reported to the Grade Card (Sheet) and Transcript.
4.3 Grade Card / Sheet (Reporting of Learners Performance):
The Grade Card / Sheet issued at the end of end term examination to each learner shall contain
the following:
a. The marks obtained by a learner in each course,
b. The credit earned for each course registered for that semester,
c. The performance in each course indicated by the letter grade,
d. The Semester Grade Point Average (SGPA),
e. The cumulative Grade Point Average (CGPA) and
f. Conversion formula.

4.4 Transcript:
The University may issue consolidated Transcript on request to the Controller of
Examinations which shall contain letter grades, grade points, GPA and CGPA mentioning the
Course Title in detail, medium of instruction and programme duration.
4.5 Rules for admission of Unsuccessful and Absentee Candidates
Unsuccessful learners who fail to complete the programme within the stipulated time may take
readmission in the programme by paying fees fixed by the University from time to time.
4.6 General:
For any matter not covered under these Regulations for the Directorate of Open and Distance
Learning, the existing Dibrugarh University Rules, Ordinances and the Dibrugarh University Act,
1965 (as amended), The Dibrugarh University Examination Ordinance, 1972 (as amended up to date)
and the Dibrugarh University Distance Education Ordinance, 2006 (amended up to date) shall be
applicable.
 Detailed syllabus

Course: EDU-101 (First Semester)

Ancient and Indian Philosophy of Education
Credits: 4

Block I: Philosophy of Education Marks-30

Meaning, Nature, Characteristics and Scope of Philosophy; Epistemology; Metaphysics; Axiology;
Philosophy and Education; Philosophy as determinant of aims of Education; Philosophy and
curriculum; Philosophy and methods of teaching; Philosophy and teacher’s role in Education.

Block II: Schools of Philosophy (Indian Schools) and their impact on Indian Education
Marks-30
Introduction to Indian Philosophy:The Astika Class, The Nastika Class;
Vedic Philosophies: Samkhya, - theory of Causation, Prakriti and Purusha, bondage and salvation,
epistemology. Educational implications, Yoga-relation with Samkhya, ashtanga yoga. Educational
implications, Vedanta Philosophy- sub-schools of Vedanta, Educational implications; Non-Vedic
Philosophies: Carvaka,- meaning, accidentalism and naturalism, denial of inference, the denial of
validity of vedas, Materialism, hedonism and Educational implications of Carvaka, Buddhism-
concept of Buddhism, four noble truths, noble eight-fold path, Buddhist literature and its
educational implications, Jainism-concept and origin of Jainism, the Tir than Karas, Mahavira,
Principles and Literature of Jainism; Islamic Educational Thought - Islamic view of Knowledge,
Definition and meaning of Knowledge in Islamic tradition, Sources and types of Knowledge, Logic
and Knowledge, Types of Knowledge-philosophical and Prophetic, Issues in Islamic theory of
Knowledge, Modes of Communicating Knowledge, Socio-cultural Impact of Islamic knowledge in
Indian Education, Common features and strength of Islamic knowledge.

Block III: Views on Education of (Indian Thinkers) Marks-20

Vivekananda, Sankardeva, Mahatma Gandhi, Aurobindo, J.Krishnamurthy.

Recommended Books and Suggested Readings:

1. Bhatia, Kamala and Baldev Bhatia, The Philosophical and Sociological Foundations of Education, Doaba
House: Delhi, 1994.
2. Chaube, S. P. and AkhileshChoube, Philosophical and Sociological
Foundations of Education, VinodPustakMandir: Agra-2.
3. Dash, B. N., Principles of Education and Education in the Emerging Indian Society, Ajanta Prakashan:
Delhi, 2004.
4. Sarmah, Mukul Kumar, Principles of Education, Banalata, Dibrugarh, 2006.Seetharamu, A.S.,
Philosophy of Education, Ashish Publishing House: New Delhi, 2004.
5. Sharmah, R. N., History of Indian Philosophy, Surjeet Publications: Delhi, 2004.
6. Shukla, Ramakant, Gandhian Philosophy of Education, Sublime Publications: Jaipur, 2002.
7. Sinha, J. N., Introduction to Philosophy, New central Book Agency (P) Ltd.: Kolkata, 2006
Wingo, G. Max, Philosophies of Education, Sterling Publishers Pvt. Ltd.: New Delhi, 1975
 Course: EDU-102 (First Semester)
Advanced Educational Psychology
Credits: 4

Block I: Schools of Psychology and their bearing on Education Marks-16

Behaviorism, Gestaltism; Psycho-analysis, Contemporary Schools; Humanist (Maslow, Rogers,
Allport); Transpersonal psychology; Cognitive Psychology.

Block II: Theories of Learning Marks-16

Learning: Meaning & Nature; Gagne’s Hierarchy of learning; Theories of learning: Connectionist
or Behaviorist theories: - Thorndike’s theory, Guthrie’s Contiguity theory, Pavlov’s Classical
Conditioning Theory, Skinner’s Operant conditioning theory. Cognitive theories: - Theory of
Insightful learning, Lewin’s Field theory, Tolman’s Sign Gestalt learning, Bandura’s Social
Learning theory.

Block III: Intelligence Marks-16

Meaning & Nature of Intelligence; Theories of intelligence: Factor theories of Intelligence: - (1)
Unitary (2) Multifactor theory (3) Spearman’s Two Factor theory (4) Group Factor theory (5)
Guilford’s Structure of Intellect. Cognitive Theories of Intelligence: - (1) Cattell and Horne’s theory
(2) Jensen’s theory of Mental functioning (3) Stenberg’s Information Processing theory of
intelligence (4) Gardner’s theory of Multiple Intelligence.

Block IV: Personality Marks-16

Meaning and concept of personality; Theories of personality: Type theories and Trait theories of
personality; Assessment of personality: Projective Techniques (Word Association Test, Rorschach
Test, TAT).

Block V: Psychology of Adjustment Marks-16

Adjustment as achievement, Adjustment as a process, Adjustment Mechanism, Concept of Mental
Health, Causes of Maladjustment, Mental Health Hazards - Frustration & Conflict: Operations of
Frustration; Treatment: Follow up services.

Recommended Books and Suggested Readings:

1. 1. Chauhan, S.S. Advanced Educational Psychology, Vikas Publishing House PVT. Ltd., New Delhi.
2. Hall, C. &Lindzey, G., Theories of Personality, Wiley Publications, New York.
3. Mangal, S.K., Advanced Educational Psychology, Prentice Hall of India, Pvt. Ltd., New Delhi.
4. Mathur, S.S., Educational Psychology, Vinod Pustak Mandir, New Delhi.
5.Woolfolk, A., Educational Psychology, Pearson Education (Singapore) Pte. Ltd., Indian branch,
Delhi.
 Course: EDU-103 (First Semester)
Advanced Sociology of Education
Credits: 4

Block I: Educational Sociology Marks-16

Meaning, Nature & Scope of Educational Sociology; Interrelationship between Sociology and
Education; Theories of Educational Sociology; Concept and meaning of Theory; Conflict theory-
concept, basic principles, characteristics, educational implications, merits and demerits; Consensus
Theory- concept, basic principles, characteristics, educational implications, merits and demerits.

Block II: Education and Culture Marks-16

Concept and meaning of culture, Types and forms of culture, Characteristics of culture; Process of
Cultural Growth: meaning and theories of Cultural Growth; Theory of Cultural evolution; Theory
of diffusion of Culture; Various process responsible for Cultural Growth; Education as an
instrument of preservation, transformation & promotion of culture; Education and Cultural Change.

Block III: Education, Social Change and Modernization Marks-16

Social, Economic and Technological factors in social change; Education as an agency of
Socialization; Education and social mobility; Education and modernization; Education as an
instrument of Human Resource Development; Education and Economic development.

Block IV: Major Political Ideologies and their influence on Education Marks-16
Democracy and Education; Education and Secularism; Education for a socialistic pattern of society;
Panchayat & Rural Development.

Block V: Education in India Marks-16

Inclusion and Excellence in Education; Education of the socially and economically disadvantaged
sections of the society with special reference to SC., ST., women and rural population; Issues of
quality, relevance and excellence in Indian Education.

Recommended Books and Suggested Readings:

Adiseshiah, W.T.V. &Pavanasam . R. Sociology in Theory and Practice, New Delhi, Santhi,Publishers,
1974.
2. Blackledge, D. & Hunt, Barry . Sociological Interpretations of Education, London, Groom Helm, 1985.
3. Chanda S.S. & Sharma R.K. Sociology of Education, New Delhi, Atlantic, Publishers, 2002
4. Cook L, A. & Cook, E. Sociological Approach to Education, New York, McGraw Hill, 1970.
5. Durkheim, E. Education and Sociology , New York, The Free Press, 1966.
7. Hemlata, T. Sociological Foundations of Education, New Delhi, Kanishka Publishers, 2002
8. Jayaram, Sociology of Education , New Delhi, Rawat, 1990.
9. Shukla, S. & K. Kumar Sociological Perspective in Education, New Delhi, Chanakya Publication, 1985.
. Swift , D.F. Basic Readings in the Sociology of Education, London, Routledge and Kegan Paul,
1970.
11.UNESCO Inequalities and Educational development, Paris,ANIIEP Seminar, UNESCO, 1982.
 Course: EDU-104 (First Semester)
Methodology of Educational Research-I
Credits: 4
Block I: Introduction to Research in Education Marks-20
Scientific thinking - knowledge and its sources, method of acquiring knowledge; Research;
Educational Research - Meaning, Nature, Scope, Need and Importance; Areas of Educational
Research - Interdisciplinary Research; Types of Research - Fundamental, Applied and Action
Research, Qualitative and Quantitative Research.

Block II: Research Process Marks-20

Steps in Educational Research - Formulation of Research Problem, Criteria and Sources for
identifying the problem, Defining the problem; Review of Related literature - purpose, need,
identification and organization; Formulation of Hypotheses - meaning, importance, characteristics,
types and forms; Collection of Data; Analysis of Data; Concept of writing a Research Report.

Block III: Sampling Techniques Marks-20

Concept of population and sample; Probability sampling - Random, Stratified, Cluster, Multistage
sampling; Non probability sampling - Quota, Incidental, Judgmental, Purposive sampling.

Block IV: Statistics in Educational Research Marks-20

Descriptive statistics; Normal probability distribution - Characteristics of Normal Probability
Curve (NPC), Divergence from normality, Application of NPC; Correlation - Assumptions,
Computations and Uses, Interpretation of product moment coefficient of correlation.

Recommended Books and Suggested Readings:

1. Best, J.W. & Kahn, J.V.: Research in Education, Prentice Hall of India Pvt. Ltd., New Delhi.
2. Buch, M.B.: Surveys of Research in Education, NCERT, New Delhi
3. Garrett,H.E. Statistics in Psychology and Education, Vakils, Feffer and Simons Ltd., Hague Bulding,
9 Sprott Road, Ballard Estate, Bombay-400038
4. Good, Barn & Scates The Methodology of Educational Research, Appleton – Century Crofts, Inc, New
York
5. Guilford, J.P.: Fundamental Statistics in psychology and Education, McGdraw Hill Book Company
Inc. New York , 1956.
6. Kerlinger, Fred. N. : Foundations of Behavioral Research, Surjeet Publications, Delhi, 1983
7. Kohl, L.: Methodology of Educational Research, Vikas Publishing House Pvt. Ltd., New Delhi
8. Lindquist: Design and Analysis of Experiments in Psychology and Education. American Council on
Education, Washington D.C.,
9. Newman, W. Lawrence. Social Research Methods : Qualitative and Quantitative Approaches (Sixth
Edition) Pearson Education, Inc. 2006
10. Sidhu, K.S.: Methodology of Educational Research, Sterling Publishers Pvt. Ltd., New Delhi
11. Singh, A.K. : Tests, Measurements and Research Methods in Behavioural Science, Bharati Bhavan,
Thakurbari Road, Kadamkuan, Patna- 800003
12. Travers, Robert M.W. An Introduction to Educational Research, The Macmillan Company , New York
 Course: EDU-201 (Second Semester)
Western and Contemporary Philosophy of Education
Credits: 4
Block I: Schools of Philosophy (Western schools) and their impact on Indian Education

Marks-30
Idealism - Statement of Idealism as a theory, Types of Idealism, Influence of Idealism on
Education; Naturalism - Statement of Naturalism as a theory, Impact of Naturalism on Education;
Pragmatism - Meaning and Aims, Pragmatism in relation to Idealism and Naturalism, Impact of
Pragmatism on Education, Methods of Instruction; Realism - Native or popular Realism, Scientific
Realism, Neo-Realism, Critical-Realism, Impact of Realism on Education and Indian Education.

Block II: Contemporary Philosophies and their Educational Implications Marks-25

Existentialism, Marxism, Logical Positivism, Post-Modernism.

Block III: Views on Education of (Western thinkers) Marks-25

Rousseau, Dewey, Paulo Freire, Wollstonecraft, Nel Noddings.

Recommended Books and Suggested Readings:

1. .Bhatia, Kamala and Baldev Bhatia, The Philosophical and Sociological Foundations of
Education, Doaba House: Delhi, 1994.
2. Chakrabarti, Mohit, Pioneers in Philosophy of Education, Concept Publishing
Company: New Delhi, 2002.
3. Chaube, S. P. and AkhileshChoube, Philosophical and Socioogical Foundations of
Education, VinodPustakMandir: Agra-2.
4. Dash, B. N., Principles of Education and Education in the Emerging Indian Society,
Ajanta Prakashan: Delhi, 2004.
5. Sahu, Bhagirathi, The new Educational Philosophy, Sarup and Sons: New Delhi, 2002.
6. Sarmah, Mukul Kumar, Principles of Education, Banalata Dibrugarh, 2006.
7. Seetharamu, A.S., Philosophy of Education, Ashish Publishing House: New Delhi, 2004.
8. Sinha, J. N., Introduction to Philosophy, New central Book Agency (P) Ltd.: Kolkata,
2006.
9. Wingo, G. Max, Philosophies of Education, Sterling Publishers Pvt. Ltd.: New Delhi,
1975
 Course: EDU-202 (Second Semester)
Methodology of Educational Research-II
Credits: 4

Block I: Methods of Educational Research Marks-20

Historical Method: Meaning, Nature and steps; Descriptive Method - Meaning, Nature and Steps,
Survey studies, Case Studies; Experimental Method - Meaning, Nature and steps; Characteristics
of Experimental Research - Control, Manipulation Observation and Replication.

Block II: Research Tools Marks-20

Research Tools and Techniques; Characteristics, types, construction and uses of - Psychological
tests, Questionnaire, Observation, Interview, Socio-metric techniques.

Block III: Writing Research Report Marks-20

Writing a research Paper; Writing a Thesis or Dissertation; Format; Chaptalization; Characteristics
of a good research report; Referencing (Use of abbreviations, footnotes and bibliography); IPR and
Plagiarism.

Block IV: Statistics in Educational Research Marks-20

Test of Significance of single sample mean; Significance of difference between independent &
Correlated Means; One tailed & Two tailed tests of significance; Type I & Type II errors in making
inferences; Introduction to analysis of variance: concept, assumptions & computation of one-way
ANOVA.

Recommended Books and Suggested Readings:

1. Best, J.W. & Kahn, J.V. : Research in Education, Prentice Hall of India Pvt. Ltd., New Delhi.
2. Buch, M.B.: Surveys of Research in Education, NCERT, New Delhi
3. Garrett,H.E. Statistics in Psychology and Education, Vakils, Feffer and Simons Ltd., Hague
Bulding, 9 Sprott Road, Ballard Estate, Bombay-400038
4. Good, Barn & Scates: The Methodology of Educational Research, Appleton – Century Crofts, Inc,
New York
5. Guilford, J.P.: Fundamental Statistics in psychology and Education, McGdraw Hill Book
Company Inc. New York , 1956.
6. Kerlinger, Fred. N.: Foundations of Behavioral Research, Surjeet Publications, Delhi, 1983
7. Kohl, L.: Methodology of Educational Research, Vikas Publishing House Pvt. Ltd., New Delhi
8. Lindquist: Design and Analysis of Experiments in Psychology and Education. American Council
on Education, Washington D.C.,
9. Newman, W. Lawrence. :Social Research Methods : Qualitative and Quantitative Approaches
(Sixth Edition) Pearson Education, Inc. 2006

10. Sidhu, K.S.: Methodology of Educational Research, Sterling Publishers Pvt. Ltd., New Delhi
11. Singh, A.K.: Tests, Measurements and Research Methods in Behavioural Science, Bharati
Bhavan, Thakurbari Road, Kadamkuan, Patna- 800003
12. Travers, Robert M.W: An Introduction to Educational Research, The Macmillan Company , New
York
 Course: EDU-203 (Second Semester)
Comparative Education
Credits: 4

Block I: Meaning, Nature and Scope of Comparative Education Marks-16

Meaning, Development and Scope, Juxtaposition, Intra-educational analysis, Factors affecting
national systems of Education.

Block II: Approaches to & Methods of studying Comparative Education Marks-16

Approaches: Historical approach, Cross – disciplinary approach, Problem approach; Methods:
Descriptive Method, Statistical Method, Psychological Method.

Block III: A comparative study of Developed Countries with reference to India Marks-16
Elementary Education: with reference to – USA, UK, Japan, India; Secondary education: with
reference to – USA, UK, Japan, India; Vocational education with reference to – USA, UK, Japan,
India; Higher education. with reference to – USA, UK, Japan, India.

Block IV: Challenges of education in developing countries Marks-16

Characteristics of Developing countries - Political and Economic Stability and Education, Poverty,
Hunger and Population problems; Emerging Challenges of education in developing countries -
Equalization of Educational Opportunities, Adult education.

Block V: Role of National & International Bodies Marks-16

UNESCO, SAARC, ASEAN, Human Rights Commission of India.

Recommended Books and Suggested Readings:

1. Bereday, G.Z.F. (1964): Comparative Method of Education., New York; Holt, Rinehart and
Winston.
2. Biswas, A. & Aggarwal, J.C. (1998): Comparative Education, Arya Book Depot, New Delhi.
Prakashan Kendra, Aminabad, Lucknow.
3. Hans, N. (1958): Comparative Education : A study of Educational Factors & Traditions, London;
Rutledge and Keegan Paul, (3rd edition).
4. Holmas, B. (1965): Problems in Education: A Comparative Approach, London; Rutledge and
Keegan Paul.
5. Kandel, I. (1933): Comparative Education; Boston; Mass Houghton Miffin.
6. Khanna, S.D., Saxena, V.R., Lamba, T.P., & Murthy, V. (1990): Comparative Education, Doaba
House Booksellers & Publishers, Delhi.
7. King, E.J. (1962): World Perspective in Education , London; Methuen.
8. King, E.J. (1970): Society, Schools and Progress in the U.S.A., London, Oxford University Press.
9. Rai, B.C. (1968): Comparative Education, Prakashan Kendra, Aminabad, Lucknow.
10. Watson K. & Wilson, R. (1985): Contemporary Issues in Comparative Education, London; Croon
& Helm.
 Course: EDU-204 (Second Semester)
Teacher Education
Credits: 4
Block I: Concept of Teacher Education Marks-16
Meaning, nature, aims and objectives of Teacher Education - The Teacher and the Professional growth,
Professional Ethics; History of Teacher Education in India - Teacher Education in Pre-Independence
and Post-Independence period, Education of Teacher Educators, Reforms in Teacher Education.

Block II: Teacher Education Programmes Marks-16

Pre-service Education of Teachers; Functions of Teachers’ Organization; Role of National Council of
Teacher Education (NCTE) - NCERT, SCERT, DIET, CTE and SSA in Teacher Training; In-service
Teacher Education - Needs and objectives of Teacher Education, Integrated Teacher Education
Programme; Major drawbacks and possible remedies of Teacher Education in India.

Block III: Curriculum of Teacher Education at various levels Marks-16

Primary, secondary and higher - Culturally relevant teacher education, Envisioning Quality and
relevance in Teacher education programme; Evaluation process in Teacher Training Programme -
Value Orientation in Teacher education.

Block IV: Educational Technology in Teacher Education Marks-16

Overhauling Teacher Education through Educational Technology, Modernization and Re-vitalization
of Secondary Teacher Education – Issues and challenges.

Block V: Teacher Education in North-East India Marks-16

Background of Teacher Education in North-East India, Problems and Issues of Teacher Education in
North East India.

Recommended Books and Suggested Readings:

1. Anand, C.L. Aspects of Teachers Education, Delhi, S. Chand and Co., 1988,
2. Chaurasia, G. Teacher Education and Professional Organization, Delhi, Authors Press, 2000.
3. Govt. of India. Report of the Education Commission, 1963-1966, New Delhi, Ministry of
Education, Govt. of India, 1966.
4. Grower, R. & Walters S. Teaching Practice Handbook. London, ELBS, Heinemann Educational
Books Ltd., 1987.
5. Meffit, John Clifton In-service Education for Teachers, Washington, Centre for Applied
Research in Education, INC, 1983.
6. NCTE, Teacher Education Curriculum-A Framework, New Delhi, NCERT, 1978.
7. Panda, B.N. & Tewari, A.D. Teacher Education, New Delhi, A.P.H. Publishing corporation,
1997.
8. Passi, B.K. Becoming a Better teacher, microteaching approach, Amedabad, Sahitya
Nudranalay, 1976.
9. Sharma R.C. National Policy on Education, Mangal Deep Publication, 2002.
10. Shivavarudrappa, G. Philosophical approach to Education, Himalaya Publication.
11. Kalsa & Singh R.R. Curriculum construction, 1987.
12. Methods of Teacher Training, Raut Range Road, Dgumarli Bhaskara Road, Discovery
Publishing House, New Delhi 2
13. Milton Keynes, Managing for change: education, open university.
14. Thorat, Sukhadeo, Higher Education in India, “Emerging issues related to access, inclusive and
quality, Chairman UGC New Delhi, Nehru Memorial Lecture.
 Course: EDU-301 (Third Semester)
Educational Technology
Credits: 4

Block I: Concept of Educational Technology Marks-16

Concept, History and Characteristics of Educational Technology; Components of Educational
Technology - Methods, Material, Media and Manpower; Approaches of Educational Technology -
Hardware, Software and Systems Approach; Educational Technology as System Approach to
Education - Steps and Characteristics of Systems Approach, Advantages and Limitations of Systems
Approach, Purpose of Systems Approach; Educational Technology and Instructional technology.

Block II: Communication and Teaching Marks-16

Components of communication process, Types of communication, Verbal and Non-verbal
communication, Barriers to Effective classroom Communication, Guidelines for better classroom
communication.

Block III: Stages, Levels and Models of teaching Marks-16

Concept of Teaching and its related aspects; Meaning, Characteristics, structure and principles of
Teaching; Difference between teaching, instruction, conditioning and training; Memory,
Understanding and Reflective teaching; Pre-active, interactive and post-active teaching; Model of
Teaching: concept, elements and Characteristics of Model of Teaching; Concept Attainment Model:
Fundamental elements, phases, characteristics and families of models of teaching; Merits and
Demerits of Concept Attainment Model; Application of Concept Attainment.

Block IV: Programmed Instruction Marks-16

Programmed Instructions - Concept, History, Characteristics, Fundamental Principles; Types of
Programmed Instruction - Linear, Branching and Mathetics; Teaching machine - History, Meaning
Characteristics and Components of Teaching Machine, Advantages and Disadvantages of Teaching
Machine; Computer Assisted Instruction - Definition, Salient features, History, Basic Assumptions
and Characteristics of Computer Assisted Instruction, Technologies and Operations in Computer
Assisted Instruction, Role of Teacher in Computer Assisted Instruction, Modes of Delivery of
Computer Assisted Instruction, Advantages and Limitations of Computer Assisted Instruction;
Emerging trends in Educational Technology - Teleconferencing, Videodisk, Videotext, EDUSAT.

Block V: Designing Instructional System Marks-16

Formulation of Instructional Objectives - Definition and Meaning of Educational Objectives, Types
of Objectives, Relationship between the Cognitive and Affective Domains (Taxonomy of Cognitive
Educational Objectives and Learning Outcomes, Taxonomy of Affective Educational Objectives and
Learning Outcomes), Need for Writing Objectives in Behavioural Terms, Methods of Writing
Objectives in Behavioural Terms, Behavioural Objectives of Cognitive Domain, Behavioural
Objectives of Affective Domain, Behavioural Objectives of Task Analysis; Task Analysis - Concept,
Objectives and Types of Task Analysis, Content Analysis, The Application Aspect of the Content
Analysis; Designing Instructional Strategies - Lecture, Team Teaching, Seminar, Tutorials, Brain
storming, Educational Games.

Recommended Books and Suggested Readings:

1. Chauhan, S.S., A Textbook of Programmed Instruction, Sterling Publishers Pvt. Ltd.: New Delhi, 1985.
2. Das B. C., Educational Technology, Kalyani Publishers: New Delhi,2003.
3. Das, B. C. and Basanta Gogoi, Micro Teaching, Kalyani Publishers: New Delhi, 2007.
4. Deka, K. K. and Mukut Hazarika, Anu sikshan (Micro Teaching) Banalata: Dibrugarh, 2004.
 5. Joyce, Bruce, Marsha Weil and Emily Calhoun, Models of Teaching Prentice Hall of India Pvt. Ltd.:
New Delhi, 2008.
6. Kumar Narendra and Jai Chandiram, Educational Television in India, Arya Book Depot: New Delhi-
5.
7. Parcival and Ellington, Handbook of Educational technology, Kogan Page, 1985.
8. Rao, V. K., Educational Technology, A. P. H. Publishing Corporation: New Delhi,2004.
9. Smith, W. I. and J. William Moore, Programmed Learning Theory and Research, D Van Nostrand
Company Inc. (Affiliated East-West Press Pvt. Ltd.: New Delhi)
10. Sharmah, R. A., Technological Foundation of Education, Lall Book Depot: Meerut, 2007.

Course: EDU-302 (Third Semester)

Education of Exceptional Children
Credits: 4

Block I: Concept of Exceptional Children Marks-16

Categories of exceptional children, Concept and nature of special education, Historical perspective of
special education, Various special education services, Constitutional provision for exceptional
children.

Block II: Education of Mentally Challenged Marks-16

Characteristics, Educable mentally challenged, Teaching strategies, Curriculum program, Remedial
programmes, Etiology and prevention.

Block III: Education of the Visually and Hearing Challenged Marks-16

Education of the Visually Challenged - Degree of impairment, Etiology and prevention, Educational
programmes; Education of the Hearing Challenged - Degree of impairment, Etiology and prevention,
Educational programmes.

Block IV: Education of the Orthopedically challenged Marks-16

Types, Characteristics, Educational programmes.

Block V: Education of the Gifted and Creative Children Marks-16

Gifted and Creative Children – Characteristics, Creativity and identification process, Educational
programmes; Gifted and Underachievement.

Recommended Books and Suggested Readings:

1. Asch, M., Creativity and Personality, Ivy Publishing House: Delhi, 2005.
2. Bono, De Edward, Six Thinking Hats, Penguine,2009.
3. Dubey, Mohan Nath, Gifted and Talented Education, Mittal Publication: New Delhi, 2005.
4. Goleman, Daniel, Working with Emotional Intelligence, Bloomsbury Publishing Plc: London,
1998.
5. Gupta, Manju, Intelligence,Creativity and Education, KSK Publishers: New Delhi, 2007.
6. Kar, Chintamoni, Exceptional Children Their Psychology and Education, Sterling Publishers
Pvt. Ltd., 2004.
7. Panda, K. C.,Education of Exceptional Children,Vikash publishing House Pvt. Ltd.:New
Delhi, 2004.
8. Thomas, B., Intelligence and Creativity in Education, Aavishkar Publishers: Jaipur, 2004.
 Course: EDU-303 (Third Semester)
Measurement and Evaluation in Education-I
Credits: 4

Block I: Concept of Measurement and Evaluation in Education Marks-40

Concept of Measurement - Measure and Measurement; Nature of Measurement in Education &
Psychology; Different Levels of Measurement - Measurement of Physical quantities, Measurement of
Mental and Psychological Traits, Tools and Techniques of Measurement, Measurement and Data,
Different Scales of Measurement - Nominal, Ordinal Ratio and Interval; The concept of Evaluation -
Nature and Scope of Evaluation in Education and Psychology, Characteristics of Effective Evaluation,
Purposes of Evaluation of Pupil-behaviour, Areas of Evaluation of Pupil-behaviour (Process and
Product Evaluation, Diagnostic Evaluation); Relationship among Educational Objectives, Learning
Experiences and Learning Outcomes - Taxonomy of Educational Objectives: The Cognitive Domain,
The Conative Domain, The Affective Domain, Educational Objectives and our Schools; Learning
experiences: Book Reading and real experiences, Supplements to Book-Reading; Formative and
Summative Evaluation - Evaluation of Learning Outcome, Comparison of evaluation and
examination, Criterion-referenced and Norm-referenced Evaluation, Evaluation and Instruction,
Evaluation at various stages.

Block II: Concept of Tests Marks-20

Meaning of Tests - Some terms related to Test and Testing; Different Types of Tests - Essay Type,
Objective Type, short Answer type Tests, Teacher-made and Standardized Tests; Standardized Tests;
Psychological Tests – Observation, The Interview, The questionnaire; Characteristics of a Good
Evaluative Tool – Validity (face validity, content validity, concurrent validity, predictive validity,
construct validity), Reliability (Conditions affecting Reliability, methods of estimating reliability,
Kuder-Richardson 20, Factors affecting Reliability estimates; Objectivity; Norms (Age Norms, Grade
Norms, Percentile Norms, Standard Score Norms, Norms and Standards); Administrability.

Block III: Construction and Standardization of Tests Marks-20

Construction of Achievement test - Meaning and Types of Test, Psychological Test, Testing of School
Achievement, Teacher-made Test - Types of Test Item, Blue print of Teacher-made Test, Function of
Teacher-made Test, Weaknesses of Teacher-made Test; Standardized Achievement Test - Difference
between Teacher-made Test and Standardized Tests, Classification of Standardized Tests, Evaluation
of Standardized Tests.

Recommended Books and Suggested Readings:

1. Ahmann, J. Stanley: Testing Student Achievement and Aptitudes, Prentice Hall of India Pvt. Ltd.
2. Ebel, Robert L.: Measuring Educational Achievement, Prentice hall of India Pvt. Ltd., New
Delhi.
3. Elhance, D.N,: Fundamental of Statistics, Kitab H Mahal, 15 Thernhill Road, Allababad.
4. Freeman, Frank S. Theory and Practice of Psychological Testing, Oxford and IBH Publishing-
Co. Pvt. Ltd, New Delhi
5. Fruchter, Benjamin: Introduction to Factor Analysis Affiliated East-West Press Pvt. Ltd., New
Delhi.
6. Garrett,H.E. : Statistics in Psychology and Education, Feffer and Simons Ltd.,Hague Building,
9 Sprott Road, Ballard Estate, Bombay- 400038
7. Guilford, J.P. : Fundamental Statistics in Psychology and Education. McGraw Hill Book
Company Inc. New York, 1956
8. Gronlund, N.E.: Construction Achievement tests, Prentice Hall of India Pvt. Ltd. New Delhi
9. Gronlund, N.E. : Measurement and Evaluation , Prentice Hall of India Pvt. Ltd, New Delhi
10. Kohl, L. : Methodology of Educational Research, Vikas Publishing House Pvt. Ltd
11. Lindquist, E.F.: Design and Analysis of Experiments in Psychology and Education, American
Council on Education, Washington, D.C.
12. Lindquist , E.F.: A first Course in Statistics, Honghton Mifflin Company, Boston
13. Mangal, S.K.: Statistics in Psychology and Education, Prentice- Hall of India Pvt. Ltd, New
Delhi, 2004
14. Sidhu, K.S.: Methodology of Educational Research, Sterling Publishers Pvt. Ltd. , New Delhi
15. Singh, A.K. : Tests, Measurements and Research Methods in Behavioural Science, Bharati
Bhavan, Takurbari Road, Kadamkuan, Patna- 800003
16. Snedecor, George, W, and Cochran, William G., Statistical Methods, E W P, I S.,
17. Stanley, Julian C. and Hopkins, Kenneth D.: Educational and Psychological Measurement and
evaluation, Prentice Hall of India Pvt. Ltd.
18. Thorndike, Robert L. and Hagen, Elizabeth :Measurement and Evaluation in Psychology and
Education, John Wiley and Sons, Inc, New Delhi
19. Vernon, P.E.: Intelligence and Attainment Tests, University of London Press Ltd

Course: EDU-304 (Third Semester)

Educational Planning and Management-I
Credits: 4

Block I: Educational Management: Administration Marks20

Educational Management - Basic Concepts, Definitions; Levels of Educational Management; Process
of Educational Management; Difference between management and administration.

Block II: Approaches to Management Marks-20

Classical approach - Contribution of F.W. Taylor, Contribution of Henri Fayol, Contribution of Max
Weber; Human Relation Approach - Contribution of Elton Mayo, Contribution of M.P. Follet,
Contribution of Abraham Maslow; System Approach and Quantitative Approach.’

Block III: Specific Trends in Educational Administration Marks-20

Decision – Making, Organizational Compliance, Organizational Development, Program Evaluation
and Review Technique (PERT), Total Quality Management (TQM).

Block IV: Leadership in Educational Administration Marks-20

Meaning and nature of leadership, Theories of Leadership - Path Goal theory, Styles of Leadership,
Measurements of leadership; (LBDQ).

Recommended Books and Suggested Readings:

1. Bala, Rajni, Educational supervision Theories and Practices, alfa publications: New Delhi,
2006.
2. Bush, Tony, Theories of Educational Leadership and Management, SAGE Publications: New
Delhi, 2003.
3. Burton, Jene, Management Today- Principles and Practice, Tata McGrow Hill Publishing
Company Ltd: New Delhi, 2002.
4. Chandan, J. S., Management Concept and Strategies, Vikash Publishing House Pvt. Ltd.: New
Delhi, 2002.
5. Kalwar, M. C. and Ratikanta Pathak, Principle of Bussiness Management, Abhilekh
Publication and Production: Guwahati, 2005.
 6. Kumar, Rajendra C., The Leadership in Management, A. P. H. Publishing Company: New
Delhi, 2007
7. Mehorotra, Anju, Leadership styles of Principals, Mittal publications: New Delhi, 2005.
8. Mishra, R. C. Theory of Education Administration, A. P. H. Publishing Corporation: New
Delhi, 2007.
9. Rao, V. S. P. and V. Harikrishna, Management Text and Cases, Excel Books: New Delhi:
2002.

Course: EDU-401 (Fourth Semester)

Educational Planning and Management-II
Credits: 4

Block I: Educational Planning Marks-20

Meaning and Nature, Approaches to educational planning, Scope of educational planning, Manpower
forecasting, Man-power planning, Human Resource Development, Perspective planning, Institutional
planning.

Block II: Educational Supervision Marks-20

Meaning and Nature; Supervision and its various aspects - Supervision as Educational Leadership,
Supervision as a Service Activity; Traditional vs Modern Supervision; Functions of supervision.

Block III: Educational Financing Marks-20

Resources and Expenditure of Education, Principles of Educational Finance, Economic Transactions
Concerned with Education, Sharing and distribution of financial responsibility, Mobilization of local
resources.

Block IV: Financing Higher Education in India Marks-20

Financing the higher education in India - Challenges and strategies of financing the Higher Education
in India; Theoretical considerations of financing education; Role of centre, state and institutions for
Financing Education - Grant in-aid scheme.

Recommended Books and Suggested Readings:

1. Bala, Rajni, Educational supervision Theories and Practices, alfa publications: New Delhi, 2006.
2. Bush, Tony, Theories of Educational Leadership and Management, SAGE Publications: New Delhi,
2003.
3. Burton, Jene, Management Today- Principles and Practice, Tata McGrow Hill Publishing Company
Ltd: New Delhi, 2002.
4. Chandan, J. S., Management Concept and Strategies, Vikash Publishing House Pvt. Ltd.: New Delhi,
2002.
5. Kalwar, M. C. and Ratikanta Pathak, Principle of Bussiness Management, Abhilekh Publication and
Production: Guwahati, 2005.
6. Kumar, Rajendra C., The Leadership in Management, A. P. H. Publishing Company: New Delhi, 2007
7. Mehorotra, Anju, Leadership styles of Principals, Mittal publications: New Delhi, 2005.
8. Mishra, R. C. Theory of Education Administration, A. P. H. Publishing Corporation: New Delhi, 2007.
9. Rao, V. S. P. and V. Harikrishna, Management Text and Cases, Excel Books: New Delhi: 2002.
 Course: EDU-402 (Fourth Semester)
Measurement and Evaluation in Education-II
Credits: 4

Block I: Construction and Standardization of Tests Marks-25

Intelligence Tests - Binet-Simon Test and its various revisions, Group and Individual Test, Verbal and
Non-verbal Tests, Aptitude Tests (DAT), Performance Tests.

Block II: Assessment of Personality Marks-25

Projective Techniques - Word Association, T.A.T., Rorschach test, Cattell’s P.F.; Attitude Scales -
Thurstone Method, Likert’s method; Interest Inventory - The Kuder Interest Inventory.

Block III: Correlation and Non-parametric test Marks-30

Special correlation Methods - Biserial, Point-biserial, Tetrachoric, Phi-coefficient, Contingency
Coefficient; Partial correlation and Multiple correlation; Multiple Regression Equations; Non
parametric Statistics - Sign Test, Median Test.

Recommended Books and Suggested Readings:

1. Ahmann, J. Stanley: Testing Student Achievement and Aptitudes, Prentice Hall of India Pvt. Ltd.
2. Ebel, Robert L.: Measuring Educational Achievement, Prentice hall of India Pvt. Ltd., New
Delhi.
3. Elhance, D.N,: Fundamental of Statistics, Kitab H Mahal, 15 Thernhill Road, Allababad.
4. Freeman, Frank S. Theory and Practice of Psychological Testing, Oxford and IBH Publishing-
Co. Pvt. Ltd, New Delhi
5. Fruchter, Benjamin: Introduction to Factor Analysis Affiliated East-West Press Pvt. Ltd., New
Delhi.
6.Garrett,H.E. : Statistics in Psychology and Education, Feffer and Simons Ltd.,Hague Building, 9
Sprott Road, Ballard Estate, Bombay- 400038
7.Guilford, J.P. : Fundamental Statistics in Psychology and Education. McGraw Hill Book
Company Inc. New York, 1956
8. Gronlund, N.E.: Construction Achievement tests, Prentice Hall of India Pvt. Ltd. New Delhi
9. Gronlund, N.E. : Measurement and Evaluation , Prentice Hall of India Pvt. Ltd, New Delhi
10.Kohl, L. : Methodology of Educational Research, Vikas Publishing House Pvt. Ltd
11.Lindquist, E.F. : Design and Analysis of Experiments in Psychology and Education, American
Council on Education, Washington, D.C.
12.Lindquist , E.F. : A first Course in Statistics, Honghton Mifflin Company, Boston
13.Mangal, S.K.: Statistics in Psychology and Education, Prentice- Hall of India Pvt. Ltd, New Delhi,
2004
14.Sidhu, K.S. : Methodology of Educational Research, Sterling Publishers Pvt. Ltd. , New Delhi
15.Singh, A.K. : Tests, Measurements and Research Methods in Behavioural Science, Bharati
Bhavan, Takurbari Road, Kadamkuan, Patna- 800003
16.Snedecor, George, W, and Cochran, William G., Statistical Methods, E W P, I S.,
17.Stanley, Julian C. and Hopkins, Kenneth D.: Educational and Psychological Measurement and
evaluation, Prentice Hall of India Pvt. Ltd.
18.Thorndike, Robert L. and Hagen, Elizabeth :Measurement and Evaluation in Psychology and
Education, John Wiley and Sons, Inc, New Delhi
19.Vernon, P.E.: Intelligence and Attainment Tests, University of London Press Ltd
 Course: EDU-403 (Fourth Semester)
Current Issues and Challenges in Indian Education
Credits: 4

Block I: Constitutional Provisions of Education Marks-10

Articles related to Education, Centre-state relations with regard to Education, Education as a
Fundamental rights.

Block II: Globalization and Indian Education Marks-14

Main features of Globalization; Role of Education in Meeting challenges of Globalization;
Education under GATS umbrella; Foreign Direct Investment (FDI) in Education; WTO, GATS,
FDI and future of Indian Education.

Block III: Peace Education and Education for International Understanding Marks-14
Obstacles of Peace, Role of Education in promoting peace, Basic principles of promote peace in
classroom, Internationalism in Indian Education, Role of Education in International Understanding.

Block IV: Environmental Education and Education for Sustainable Development Marks-14
Concept and need of Environmental Education, Major Environmental problems, Concept of
sustainable development, Education for sustainable development.

Block V: Population Education and Adolescence Education Marks-14

Population Education - Concept and need of Population Education, Plan and politics of Indian
Government, Curriculum for Population Education; Adolescence Education - Concept and need of
Adolescence Education, Plan and politics of Indian Government, Curriculum for Adolescence
Education, Problems related with adolescence Education.

Block VI: Problems of Indian Education Marks-14

Accessibility and Universalization of Primary Education, Language Problem, Value Crisis,
Educated Unemployment.

Recommended Books and Suggested Readings:

1. Bereday, G.Z.F. (1964): Comparative Method of Education., New York; Holt, Rinehart and
Winston.
2. Biswas, A. & Aggarwal, J.C. (1998): Comparative Education, Arya Book Depot, New
Delhi. Prakashan Kendra, Aminabad, Lucknow.
3. Hans, N. (1958): Comparative Education : A study of Educational Factors & Traditions,
London; Rutledge and Keegan Paul, (3rd edition).
4. Holmas, B. (1965): Problems in Education: A Comparative Approach, London; Rutledge
and Keegan Paul.
5. Kandel, I. (1933): Comparative Education; Boston; Mass Houghton Miffin.
6. Khanna, S.D., Saxena, V.R., Lamba, T.P., & Murthy, V. (1990): Comparative Education,
Doaba House Booksellers & Publishers, Delhi.
7. King, E.J. (1962): World Perspective in Education , London; Methuen.
8. King, E.J. (1970): Society, Schools and Progress in the U.S.A., London, Oxford University
Press.
9. Rai, B.C. (1968): Comparative Education, Prakashan Kendra, Aminabad, Lucknow.
10. Watson K. & Wilson, R. (1985): Contemporary Issues in Comparative Education, London;
Croon & Helm.
 Course: EDU-404 (A) (Elective) (Fourth Semester)
Educational and Psychological Laboratory Practical
Credits: 4

(*The candidates will be required to perform the experiments in the laboratory)

(Internal Assessment -20; Practical Notebook: 10; Prctical:60: Viva Voce:10)

Block I: Assessment of Learning- I

Memory - Recall and Recognition of Words, Figures, Numbers; Span of Apprehension - Dots,
Meaningful and Non-meaningful Words.

Block II: Assessment of Learning- II

Part and Whole learning, Mirror Drawing (Tracing) Experiment, Memorization of non-sense
syllables and Words, Mirror Drawing (Bilateral), Human Mage.

Block III: Assessment of Intelligence

Alexander’s Pass-A-long Test. (to determine concrete intelligence), Koh’s Block Design Test
(Intelligence), Non-verbal Intelligence Test.

Block IV: Assessment of Personality

Thematic Apperception Test, Rorschach Ink Blot Test.

Block V: Assessment of some other personality dimensions

Child Apperception Test (Indian adaptation), Home Environment (K.S. Mishra) English, Aptitude
Testing (Specific intelligence), Creativity testing (S. Passi Test).

Recommended Books and Suggested Readings:

Not necessary

N.B. Emphasis should be given on such experiments, which generate data and facilitate application
of statistical technique. In the practical examination tasks involving administration of tests and
interpretation of test scores should incorporated. Hypothetical data may also be provided in the
question paper for comparison with the collected data by applying statistical procedures.
 Course: EDU-404 (B) (Elective) (Fourth Semester)
Economics of Education
Credits: 4

Block I: Concept of Economics of Education Marks-16

Meaning, Nature and Scope of Economics of Education, Historical Retrospect of Economics of
Education (World and Indian Perspectives), Functions and Importance of Economics of Education,
Analogy of Economics to Education, Concept and significance of cost and production in Education,
Economic transactions concerned with Education, Recent trends in Economics of Education.

Block II: Education as Investment and Consumption Marks-16

Education as an investment activity - Personal, social and national aspects, Education as a
consumption activity (concept, significance and strategies), Education as an Economic good,
Education as an industry.

Block III: Education and Economic Development Marks-16

Meaning, indicators, role of Education; Human Capital formation - Concept, Characteristics, role
of Education; Man-power planning - Concept, features, importance; Educational planning -
Concept, types, principles and importance; Economic aspects of Educational planning - Meaning,
need, different aspects); The problem of educated unemployment - Underemployment and brain
drain- remedial measures.

Block IV: Economic Aspects of Education Marks-16

Cost-Benefit analysis of Education - Concept, characteristics, importance, techniques; Taxonomy
of Cost of Education - Primary, secondary and higher level, Taxonomy of benefits of Education at
all levels of education, Input-output Analysis.

Block V: Educational Finance and Financing Education in India Marks-16

Educational Finance - Concept and Importance of Educational Finance, Nature and Principles of
Educational Finance, Sources and agencies of Educational Finance, Maintenance of accounts in
Educational Institutions; Budgeting - Concept and process of Budgeting; Theoretical
considerations of Financing Education; Trends in of Financing of Education in India; Challenges
and strategies of Financing in India; Role of center, state and institutions for Financing Education,
Grant in-aid scheme; Private initiatives in financing of Education and PPP in Financing Education;
Exploring options for financing Higher Education.

Recommended Books and Suggested Readings:

1. Ansari, M.M, Education and Economic Development , New Delhi, AIU, Publication, 1987
2. Garg, V.PThe Cost Analysis in Higher Education , New Delhi, Metropolitan Book Co.,1985
3. Harbison & Myers Education, Manpower and Economics growth, New Delhi, Oxford & IBH. (Indian
Edition ) 1968
4. Nagpal C.S. & Mittal A.C.(eds)Economics of Education, New Delhi, Anmol Publications, 1993.
5. Pandit, H.N Measurement of cost Productivity & Efficiency of Education, New Delhi, NCERT, 1969
6. Pscharo Pulos, G. & Woodhall, M Education for Development – An Analysis of Investment choices,
London, World Bank Publisher ,1985
7. Rajaiah, B., Economics of Education, Delhi, Mittal Publications, 1987
8. Schultz, T.W.,The Economic Value of Education, Columbia, Columbia University Press, 1963
9. Sethi, Vinita, Educational Development and Resource Mobilization, New Delhi, Kanishka Publication,
1997

****