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M.A. (Education), Department of Education, Central University of Haryana

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Syllabus of M.A. (Education)

(As per Choice Based Credit System)

w.e.f. July 2015

Department Of Education

Central University of Haryana Jant Pali, District Mahendergarh


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University Logo

University Logo is conceived with a globe at its centre surrounded by holy

trinity of three arcs and at the bottom is a shloka taken from 'Neeti

Shatkam' written by Bhartihari. The arc at the bottom epicts an open book

and a Veena, symbolizing University's commitment to meeting the quest

for acquiring knowledge, learning, enlightenment and promoting art and

culture. The arc at the right that depicts processes of science, technology

and adventurism symbolizes the University's commitment to promoting

scientific progress and creating a culture of creativity, innovation and

enquiring approach. The arc at the left that depicts nature symbolizes

University's commitment to promoting education inculcating respect for

environment, ecology and living in harmony with nature. The globe at the

centre surrounded by the human chain and the pigeon flying above

expresses University's belief that commitments represented by the

trinity of three arcs shall lead to global peace, prosperity and human

solidarity-the real spirit of education.

The shloka at the bottom conveys that 'education' is the unrivalled treasure of all.

Vision

To develop enlightened citizenship for a knowledge society for peace and

prosperity of individuals, nation and the larger world through promotion

of innovation, creative endeavors and scholarly inquiry

Mission To be a leading model by defining learning, teaching and discovery in a

global, national and local context

To strive to create a learning ambience with diverse cultural

backgrounds and enhance student's acquisition of useful knowledge,

skills and analytical abilities through innovative teaching and holistic

learning environment

To facilitate cutting edge research in emerging areas and expanding

research in traditional areas

To progressively expand in phases academic and research areas to

be pursued by the University from time to time into their diversified

focuses

To focus on relevance, quality and excellence in each area and

discipline of study that University is to pursue

To develop partnership with international and national institutions and

facilitate providing international linkages for contextual and cultural

learning for both faculty and students

To involve stakeholders including Government, Industry, Community

and others in providing relevant and quality education


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To create and maintain highest level of integrity, ethics and values on

Campus and ensure zero tolerance for lack of these core commitments

Objectives To disseminate and advance knowledge by providing instructional and

research facilities in such branches of learning as it may deem fit;

To make special provisions for integrated courses in humanities, social sciences, science and technology in its educational programmes;

To take appropriate measures for promoting innovations in teaching-learning process and inter-disciplinary studies and research;

To educate and train manpower for the development of the country;

To establish linkages with industries for the promotion of science and technology

To pay special attention to the improvement of the social and economic conditions and welfare of the people, their intellectual, academic and

cultural development.

Central University of Haryana The Central University of Haryana, established by MHRD, under the

Central Universities Act-2009 (Act No. 25 of 2009) made a spirited

beginning under the leadership of its sagacious and visionary founder Vice

Chancellor Prof. Mool Chand Sharma, from a rented building in Gurgaon

as transit office and Narnaul B.Ed. College building as campus. It has now

shifted to its Permanent Campus sprawling over 488 acres of land at Jant-

Pali Villages, Mahendergarh district of Haryana. The University, fully funded

by the UGC, is all set to emerge as a seat of great learning in the Southern

Haryana under the leadership of its reverent and visionary Vice- Chancellor

Prof. R. C. Kuhad. The University system comprises Schools, defined very

broadly and with wider flexibility. Each School will have Centres attached

to it. The School will be headed by the Dean and Centres by the Director/In-

charge. Schools will have inter-disciplinary and multi-disciplinary approach

with focus on applied part of learning.

Marching ahead on the journey of promoting grass root research and fruitful

engagement with society many brainstorming sessions of idea


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generation are held. After comprehensive deliberations University has

adopted “Multidisciplinary Approach to Inclusive Education” as motto.

Department Of Education Department of Education is one of the oldest departments of studies of the

University opened in the academic year 2010-11 by offering M A

(Education) programme. The Department of Education is functioning

under the School of Arts, Humanities and Social Sciences. It offers PG

programme (MA- Education) of two years duration which are divided into

four semesters & based on choice based credit system (CBCS). In the year

2014 department has started M.Phil. And Ph.D. programme.

Objectives of the Department

The department aims to provide value education, quality teaching and

research to the aspirant learners. The Department strives to achieve

following objectives-

To acquaint the students with various issues, challenges and prospects in the field of education.

To acquaint the students with different methods of teaching to make the teaching-learning process more effective.

To explore emerging trends in research keeping in view the needs of the people at local, national and global level.

To acquaint the students with different skills required for teaching,

writing research papers, presenting papers in seminars and symposiums.

To generate and strengthen the value of equity and equal opportunity,

hardworking, commitment, cooperation, national integration, etc.

To link the department with other disciplines by accepting multi-

disciplinary approach.

To associate with different agencies of education outside the University for

the cause of quality research in education.


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Course Structure: Semester I

S. No

Course code Course title L T P Credit No. of Lecture

per

Semester

1. SAHSED

1101C4004

Philosophical Foundations of

Education – I

4 0 0 4 60 hours

2. SAHSED

1102C4004

Sociological Foundations of

Education – I

4 0 0 4 60 hours

3. SAHSED 1103C4004

Psychological Foundations of Education – I

4 0 0 4 60 hours

4. SAHSED

1104C4004

Research Methods in

Education

4 0 0 4 60 hours

5. To be taken from other

department

4 0 0 4 60 hours

Semester II

1. SAHS ED 1 2

05 C 4004

Philosophical Foundations of

Education – II

4 0 0 4 60 hours

2. SAHS ED 1 2

06 C 4004

Sociological Foundations of

Education – II

4 0 0 4 60 hours

3. SAHS ED 1 2

07 C 4004

Psychological Foundations of

Education – II

4 0 0 4 60 hours

4. SAHS ED 1 2

08 C 4004

Statistical Methods in

Education

4 0 0 4 60 hours

5. SAHS ED 1 2 02 GE 4004

Inclusive Education (compulsory)

2 0 0 2 30 hours

6. Any one of the following

three courses

4

4

4

0

0

0

0

0

0

4

4

4

SAHS ED 1 2

01DCEC 4004

Learner with Diverse Needs 60 hours

SAHS ED 1 2

02DCEC 4004

Environmental Education 60 hours

SAHSED 12

03DCEC4004

Professional Development of

Teachers

60 hours

Semester III

1. SAHS ED 1 3

09 C 4004

Educational Technology

4 0 0 4 60 hours

2. SAHS ED 1 3

10 C 4004

Teacher Education 4 0 0 4 60 hours

3. SAHS ED 1 3

11 C 4004

Curriculum Development and

Instruction

4 0 0 4 60 hours

4. SAHS ED 1 3 12DCEC 4004

Seminar Paper (compulsory) 0 2 0 2 30 hours

5. To be taken from other

department

4 0 0 4 60 hours

6. Any one of the following two

courses

4

4

0

0

0

0

4

4

SAHS ED 1 3

05DCEC 4004

Educational Administration

and School Leadership

60 hours

SAHS ED 1 3

06DCEC 4004

Educational Guidance &

Counselling

60 hours


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Semester IV

Skill Enhancement Elective Course (Compulsory and exclusively

for Education students)

S.

No

Course code Course title L T D Credit

1. SAHS ED 14

01 SEEC 0066

Dissertation 0 0 24 24

2 SAHS ED 14

02 SSR

Self-Study Report

(Non-Credit)

- - - -

List of Generic Elective Course (GEC) offered by the department

to students of other departments S.

No

Course code Course title L T P Credit No. of

Lectures per

Semester

Offered in Semester I

1. SAHS ED 1

101GE 4004

Educational Management

and Planning

4 0 0 4 60 hours

2. SAHS ED 1

102GE 4004

Women Education 4 0 0 4 60 hours

Offered in Semester III

3. SAHS ED 1 303GE 4004

Life Skills Education 4 0 0 4 60 hours

4. SAHS ED 1

304GE 4004

Yoga Education 2 0 2 4 60 hours

5. SAHS ED 1

305GE 4004

Value and Peace Education 4 0 0 4 60 hours

Note:

Two Internal Examination will be conducted in each subject

At least one assignment is to be submitted in each subject

75% Attendance is essential in each subject


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SEMESTER–I

COURSE-I

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

- I COURSE CODE: SAHS ED 1101C4004

Course Objectives: After studying of the course, students will be able to

Understand the nature and scope of Philosophy of Education,

Understand the different branches of Philosophy

Appreciate the Western schools of Philosophy and its application in

Education,

Understand the contemporary philosophers and their contribution in

Education

Unit-I: Concept of Philosophy

Meaning, nature and importance of Philosophy of Education

Functions of Educational Philosophy

Relationship between Education and Philosophy

Aims of Education in relation to Philosophy of life

Unit-II: Braches of Philosophy

Braches of Philosophy

Metaphysics, Epistemology and Axiology

Meaning, types and sources of knowledge, reality and value

Braches of philosophy with reference to different Indian and

western philosophy

Unit –III: Schools of Philosophy

Idealism, Naturalism, Pragmatism and Existentialism with

reference to knowledge, reality and value and its educational

implications

Unit-IV: Contemporary Philosophers and their contribution in Education-

Paulo Friere and Ivan Illich

Aurbindo

Vivekanand

Recommended Books:

Brubacher, John S., (1965). Modern Philosophies of Education. New York, McGraw-Hill.

Butler, J.D. (1969). Four Philosophies. New York: Harper and Bross. Chaube, S.P. (1994). Philosophical and Sociological Foundations of

Education. Agra: VinodPustakMandir.

Johnston, Herbert (1963). A Philosophy of Education. New York: Mc.Graw Hill.

Kneller, John F. (1978), Contemporary Educational Theory. John Wiley and Sons.


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K. Ellis John J. Cogan, Kenneth Honey (1981). Introduction to Foundation of Education. New Jersey: Prentice Hall.

Max Muller F. (1956). The six systems of Indian Philosophy. Calcutta: Sushil Gupta.

McChellan, J.E. (1976). Philosophy of Education. New Jersey: Prentice Hall.

Mohanty J.(1989). Democracy and Education in India. New Delhi: Deep & Deep Publications.

Monis. V.C. (1969). Modern Movements in Educational Philosophy,Bosten: HonghatonMiffine.

Murty S.K. (2003). Philosophical and Sociological foundations of Education. Ludhiana: Tandon Publications.

O’Connor,J. (1995). An introduction to Philosophy of Education. Agra: VinodPustakMandir.

Pandey, R.S. (1996). An introduction to major Philosophies of Education. Agra: VinodPustakMandir.

Part Joe (1963). Selectedreadings in the Philosophy of Education. New York: McMillan.

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ubZ fnYyhA

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vdkneh] t;iqjA

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ifCyf’kax gkml] ubZ fnYyhA

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U;w;kdZA

jse.V ¼1982½ fçUliYl vkWQ ,twds’ku ykaxeSu xzhu] yanuA

>k] uxsaæ ¼1990½ oSfnd f’k{kk i)fr vkSj vk/kqfud f’k{kk i)fr] osadVs’k

çdk’ku] ubZ fnYyhA

feJ HkkLdj ¼1988½ oSfnd f’k{kk feekalk egf"kZ lanhiuh osn fo|k çfr"Bku]

mTtSuA


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COURSE –II

SOCIOLOGICAL FOUNDATIONS OF EDUCATION - I

COURSE CODE: SAHS ED 102C4004


understand the meaning and nature of sociology and sociology of

Education,

understand the relationship between Education and sociology,

appreciate the Indian society and its structure,

understand the importance of Globalization and privatization in

Education.

Unit-I: Concept of Educational Sociology and Sociology of Education

Concept of Educational Sociology and Sociology of Education

Scope and Functions of Sociology of Education

Relationship of Sociology and Education

Unit-II: Education and Society

Education and Society

School community relationship

Education as related to social stratification and social mobility

Unit-III: Social Change

Social change: its meaning and concept with special reference to

India.

Determinants of social change with respect to India

Constraints on social change in India: Caste, Class, Religion,

Language, Regionalism and Ethnicity.

Education as an instrument of social change and Socialization

Unit-IV: Education and current issues

Education for Secularism and Democracy

Modernization and Education

Globalization and Privatization of Education and implications on

Indian Society

Recommended Books:

Aggarwal, J.C. (2005): Theory and Principles of Education Philosophical

and Sociological Basis ofEducation, New Delhi, Vikas Publishing House

Pvt. Ltd.

Barry, H. & Johnson, L.V. (1964). Classroom Group behaviour: Group

Dynamics in Education. New York: John Wiley & Sons,.

Bhattacharya,S. (1996): Sociological Foundation of Education. New

Delhi: Atlantic Publishers andDistribution.

Blackledge, D. & Hunt, Barry (1985). Sociological Interpretations of

Education. London: Groom Helm.


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Chanda S. S. & Sharma R.K. (2002). Sociology of Education. New Delhi:

Atlantic Publishers.

Chandra S.S. (2002). Indian Educational Development, Problems and

Trends. New Delhi: Kanishka Publishers.

Cook L, A. &Cook,E. (1970). Sociological Approach to Education.New

York, McGraw Hill.

D'Souz A. A. (1969). The Human Factor in Education, New Delhi: Orient

Longmans.

Durkheim, E. (1966). Education and Sociology,. New York: The Free

Press.

Hemlata, T. (2002). Sociological Foundations of Education. New Delhi:

Kanishka Publishers.

Jayaram, (1990). Sociology of Education, New Delhi.

Mishra. B.K. & Mohanty R. (2002).Trends and issues in Indian

education, New Delhi: Kanishka Publishers.

Mohanty, J. (1982). Indian Education in Emergency Society. New Delhi:

Sterling Publishers,.

Shukla, S. & K. Kumar (1985). Sociological Perspective in

Education. New Delhi: Chanakya Publication

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dk mn;heku ifjn`’;] dfu"dk çdk’ku] ubZ fnYyhA

jeu fcgkjh yky ¼1995½ mn;hkeu Hkkjrh; lekt esa f’k{kk] vkj-yky cqd

fMiks] esjB ¼m-ç-½A

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çdk’ku½] ubZ fnYyhA

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çdk’ku] okjk.klh ¼m-ç-½A


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COURSE-III

PSYCHOLOGICAL FOUNDATIONS OF EDUCATION – I

COURSE CODE: SAHS EDN 1103C4004


understand the meaning and nature of Educational Psychology,

develop the relationship between Education and Psychology,

understand the various stages of growth and development and their

principles,

analyse the cognitive, emotional, behavioural difficulties of children

and adolescents

measure the intelligence.

apply the motivation in learning process

Unit-I: Conceptual Framework of Educational Psychology

Introduction to Educational Psychology

Relationship between Education and Psychology

Nature and Methods of Educational Psychology

Importance of Educational Psychology

Unit-II: Growth and Development

Growth and Development

Meaning and Principles of Growth and Development

Stages of Growth and Development

Cognitive, Social, Moral and Emotional Development in different

stages

Psychological Development: Erikson’s theory, Marcia’s Identity status

theory

Development of Moral Reasoning – J Kholberg and Gillman;

Piaget theory of Cognitive Development

Unit-III: Motivation and Transfer of Learning

Meaning and Functions of Motivation

Essential Ingredients to Motivation – Value and Expectancy

Theories of Motivation

Personal Expectations to Motivation: Self Efficacy Theory of Bandura

Explanation to Achievement Motivation- Attribution Theory

Murray’s Taxanomy of needs; Maslow’s Hierarchy of Needs;

Conductive class room climate for motivating and meeting the needs of

students –

Principles and Strategies

Transfer of Leaning or Training Concept and Types of Transfer of Leaning

Theories of transfer of Leaning


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Unit-IV: Intelligence

Concept and nature of Intelligence

Factor Affecting Intelligence

Concept of EQ and SQ

Theories of Intelligence- Charles Spearman-Two Factor theory, Louis

Thurstone-Primary Mental

Ability theory, Howard Gardner-Multiple Intelligence theory

Measurement of Intelligence

Recommended Books:

Anita Woolfolk (2004). Educational Psychology. Pearson Education.

Atkinson, Richard C., et.al (1983). Introduction to Psychology. New York:

Harcount

Brace Joranovich Inc.

Anastasi (1990). A.: Psychological Testing, New York: MacMillan Co.

Barbara M Newman & Philip R Newman (2007). Theories of Human Development,

Lawrence Erlbaum Associates, Inc.

Bourne, L.E. (1985). Psychology: Its Principles and Meaning. New York: Holt, Rinehart

and Winston.

Cole, R. (1997). The Moral Intelligence of the Children. London: Bloomsbury.

Corr, P. J. & Gerald Matthews, G. (2009). The Cambridge Handbook of

Personality Psychology. Cambridge : Cambridge University Press.

Fernald, LD &Fernallt P.S. (1999). Introduction to Psychology. AITBS Publisher, Delhi.

Friedman, H. S. &Schustack, M. W. (2009). Personality: Classic Theories and

Modern Research, 4/E. NY: Pearson.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York:

Basic

Books.

Gazzanig a, M. S. (1973), Fundamental of Psychology, N. Y. Academic Press.

Hurlock, E. B. (1997) Child Development . Tata McGraw Hills.

Kellogg, R.T.(2007). Fundamentals of Cognitive Psychology. N.D. Sage Publications.

Klausmeier, Herbert J (1985). Educational Psychology. New York: Harper and Row,

Pub.

Morris E. Eson, (1972). Psychological Foundation of Education. New York: Holt,

Rinchart.

Nye, D. Robert. 1996. Three Psychologies: perspectives from Freud, Skinner, and

Rogers.

International Thomson Publishing Company, New Paltz.

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fnYyhA

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ç-

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http://erclk.about.com/?zi=12/ks1


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jeu fcgkjh ¼2010½ vf/kxedÙkkZ vf/kxe ,oa laKku] vkj- yky cqd fMiks esjB

¼m-ç-


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COURSE-IV

RESEARCH METHODS IN EDUCATION - I



Understand the Concept and Importance of Research Understand the process of identification of a Research Problem Explain the formulation of Hypothesis in Research Understand the terms used in Research Process Understand the various Approaches of Research

Unit-I Concept and Scope of Educational Research

Meaning, need and importance of Research

Types of research: Fundamental, Applied and Action Research

Scientific research: Steps of scientific research,

Concept and scope of Educational research

Emerging trends in Educational research

Unit-II: Formulating Research Problems

Identification of Research problem Delineating and Operationalizing Variables

Review of related literature

Hypothesis: Characteristics, types and formulation

Preparation of research proposal

Unit-III: Sampling

Concept of Population and Sample

Sampling techniques

Characteristics of a good sample

Sampling Error

Unit-IV: Types of Research

Descriptive Research

Experimental Research

Historical Research

Case Study

Recommended Books

• Bailey, K.D. (1982). Methods of Social Research. New York: The Free Press.

• Best J.W. & Kahn, J.V. (2008). Research in Education. New Delhi: Pearson Education.

• Borg, W.R. and Gall, M.D. (1983). Educational Research: An Introduction. New

York: Longman.


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• Bryman, A and Duncan C.(1990). Qualitative Data Analysis for Social

Scientists.London: Routledge.

• Buch (Ed) :Surveys of Education. Nos. 1,2,3,& $, New Delhi: NCERT.

• Encyclopaedias of Education Research, (1990) New York: McMillan.

• Kerlinger, F.N. (2010). Foundation of Behavioural Research. New Delhi: Surjeet

Publication.

• Koul, Lokesh,(2002). Methodology of Educational Research. New Delhi: Vikas

Publication

• McMillan, J.H. (2003). Educational Research: Fundamentals for the consumer. Boston:

Allyn& Bacon.

• Miller, D.C. & Salkind , N.J. (2002) handbook of Research Design and Social

Measurement , Sage Publications , London.

• Smith, M.L. & Glass, G.V. (1987). Research and Evaluation in Education and the Social

Sciences. NJ: Prentice Hall.

• Springer,K.(2009) Educational Research:A contextual approach.United Kingdom: John

wiley and Sons.

• Ruane, Janet M (2004), Essentials of Research Methods to Social Science Research,

Blackwell Publications Ltd.

• Van Dalan, D.B. (1973). Understanding Educational Research; An Introduction, New

York: McGraw Hill.

• Wiersma, W. &Jurs, S. J. (2009). Research Methods in Education: An

Introduction. Pearson Education.


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GENERIC ELECTIVE COURSE

Educational Management and Planning SAHS ED 1 1 01 GE 4004


Understand the basic concepts of Educational Administration

Understand the various Constitutional and Legal Framework related with Education

Understand the Institutional Mechanism for Educational Planning and Administration in India

Understand the Role and Functions of Various Government Agencies in Education

Understand the Current/ Emerging Issues in Educational Administration

Unit-I: Basic Concepts

Meaning and Nature of Educational Management

Scope of Educational Management

Unit-II: Performance and Resource Management in Educational Institutions

Monitoring of school performance

Performance appraisal of the teachers.

Financial and administrative management of educational institutions.

Nature and characteristics of resource available in education.

Need for resource management in education.

Material resources. Unit III- Educational Planning

Concept of Educational Planning

Need and importance of Educational Planning

Process of Educational Planning

Educational Planning in India: Agencies and Process

Education under Five Year Plans in India

Appraisal of Educational Planning in India

Unit-IV: Institutional Mechanism for Educational Planning and Administration in

India

Role and Functions of Department of Culture and Education of the Union Ministry of Human Resource Development

Role and Functions of Department of Education in States with special reference to Haryana

Role and Functions of University Grants Commission

Role and Functions of Technical Bodies such as NUEPA, CABE, NCERT, NCTE, SCERTs

Suggested Readings:

Aggarwal, D.D. (2007). Educational Administration in India.ISBN: 8176257729. www.easternbookcorporation.com/moreinfo

Batra, Sunil (2003). From School Inspection to School Support. .

Cambolell, R.F. and Gregg,R.T. (ed.) (1957). Administrative Behaviour in Education.Harpar

Gupta,L.D. (1983). Educational Administration at Callege Level. New Delhi: Oxford and IBH.

Kaufman, Herman, Watters (eds.) (1996). Educational Planning: Strategic Tactical Operational. Tecnomic.

Less Bell & Howard Stevenson (2006). Education Policy: Process, Themes and Importance.Routledge

Momahan, G. and Harbert, H.R. (1982). Contemporary Educational Administration. New York: Macmillan Publishing .


17

NwankwoJohm I, (1982). Educational Administration (Theory and Practice) New Delhi: Vikas Publishing House

Tilak, J.B.G. (1992). Educational Planning at Grassroots. New Delhi: Ashish Publications

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fnYyh

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'kekZ ,oa lDlsuk ¼2010½ 'kSf{kd ç’kklu ,oa çca/ku] vkj- yky cqd fMiks] esjB


18


Women Education

Course Code: SAHS ED1102GE4004

OBJECTIVES: After studying the course, students would be able to:

Explain the concepts of sex and gender.

Demonstrate an understanding of psychological and sociological perspectives of sex and

gender. Explain the social construction of gender with special reference to family.

Describe women education and various laws protecting them. List the factors

contributing to gender inequalities in schooling.

describe the concept of women empowerment and various roles of

women in sustainable development.

COURSE CONTENTS

UNIT-I Social construction of gender: Socialization

Family

Gender identity; the media, gender roles and stereotypes; class, caste,

community and gender relations

UNIT-II Gender and Schooling –Education for gender equity

Case studies of interventions in school education

Reflections from the field and strategies for change

UNIT-III Education and Empowerment of Women

Concept and importance

Women and sustainable development: Special role of women as

protector of environment

Waste management and women

Unit IV Women and Management

Essence of Management: Theories and Principles, Process of Women

entering Management: Studying the Models for Women including,

Equity Model and Complimentary Contribution Model

Managerial Skills of Women: Project Design and Management,

monitoring and

Evaluation, Financial Management, Human Resource Management

Recommended Books

Bordia, A. (2007). Education for gender equity: The Lok Jumbish experience,

p 313-329

Chatterji, S. A. (1993). The Indian Women in perspective, New Delhi: Vikas

Publishing


19

Devendra, K. (1994). Changing status of women in India, New Delhi: Vikas Publishing House

Gupta, A. K. (1986). Women and Society, New Delhi: Sterling Publications

Ministry of Education (1959). Report of National Committee of Women’s

Education. New Delhi: ME

Ruhela, S. (1988). Understanding the Indian Women Today;

Delhi: Indian Publishers Distributors

Thakur, H. K. (1988). Women and Development planning (Case study of

Nauhatta Block),New Delhi: Vikas Publishing House

Batra, G.S. And Dangwal, R.C. (eds), Globalisation and

Liberalisation: New Developments, Deep & Deep, New Delhi, 2004.

Boserup, E. Women’s Role in Economic Development, St. Martin Press,

New York, U.S.A.,1970.

Govt of India, Blue Print of Action Points and National Plan of Action for

Women, 1976, Development of Social Welfare, New Delhi.

Govt of India, National Policy of Education, Deptt. Of Education, Ministry

of Human

Resource Development, 1986, New Delhi.

Govt of India, Shramshakti: Report of the National Commission on

Self-Employed

Women and Women in the Informal Sector, New Delhi, 1988.

Govt. of India, Five Year Plans (1st to 10th), Planning Commission, New

Delhi.

Gupte, Shakuntla, Women Development in India, Anmol Pub, New Delhi,

2005.

Handbook of Policy and Related Documents on Women in India, National

Institute of

Public Co-operation and Child development, New Delhi, 1988.

Mathu, Anuradha (ed) Facets of Women’s Development, Kalpaz Pub, Delhi,

2006.

National Perspective Plan for Women, 1988-2000, Department of Women

and Child

Development, Ministry of HRD, New Delhi, 1988.

Report on Gender and Poverty –Published by the World Bank, 1990.

Sahoo, R.K., Tripathy, S.N., Self Help Groups and Women’s

Empowerment, Anmol

Publications, New Delhi, 2006.

South Asia Human Development Reports 2000 and 2004, Mahbub ul

Haq Human

Development Centre.

UNDP Human Development Reports, 1995-2005.

Adler, Nancy, J and Dafna, N, Izraell, (eds), Women in Management

Worldwide, M. F.

Sharpe Inc, New York, 1989.

Breaking through the Glass Ceiling: Women in Management, ILO, Geneva,

update 2004.

Cooper, Cary, L and Davidson, Marilyn, Women in Management, Heinemann,

1984.


20

SEMESTER–II COURSE-I

PHILOSOPHICAL FOUNDATIONS OF EDUCATION- II


Course Objectives : To enable the students to understand about the

Meaning, types and different functions of Education,

Significances of different agencies of Education,

Impact of Philosophy on Education,

Importance of Value Education,

Indian Philosophies with special reference to their Educational Implications,

Contribution of Indian and Western Educational Thoughts

Unit-I Education and Philosophy

Education: Meaning and Nature and Process Types of Education: Formal, Informal and Non-formal Education

Functions of Education

Agencies of Education

Impact of Philosophy on Education

Value Education

Unit-Indian Schools of Philosophy

Sankhya and its Educational Implications

Vedanta and its Educational Implications

Nyaya and its Educational Implications

Budhism and its Educational Implications

Jainism and its Educational Implications

Islamand its Educational Implications

Sikhism and its Educational Implications

Unit-III Modern Indian Educational Thinkers

Philosophy of Rabindranath Tagore

Philosophy of Mahatma Gandhi,

Philosophy of Swami Vivekananda,

Philosophy of Sri Aurobindo

Implications of their Philosophy in Modern Education System

Unit-IV Western Educational Thinkers with reference to Modern Education

Rousseau, Frobel,

Montessori

Dewey


21

Recommended Books:

Agrawal J.C. (2003). Philosophical and Sociological perspectives on

Educations, New Delhi: Shipra Publications.

Bhaum, Archia-I (1962). Philosophy, An Introduction. Bombay: Asia Publishing

House.

Brubacher, John S., (1965). Modern Philosophies of Education.

New York, McGraw-Hill.

Brubacher, John S (1962). Eclectic Philosophy of Education.

New Jercy: Prentice Hall, Englewood Cliffs.

Butler, J.D. (1969). Four Philosophies. New York, Harper and Bross.

Chube, S.P. (1994). Philosophical and Sociological Foundations of


Dewey John( 1940). Democracy & Education. New York: Mac Millan.

Durant, Will (1955). The story of Philosophy. London: Eastern Boon.

Johnston, Herbert (1963). A Philosophy of Education. New York: Mc.Graw Hill.

Kneller, John F. (1978), Contemporary Educational Theory. John Wiley and Sons.

K. Ellis John J. Cogan, Kenneth Honey (1981). Introduction to Foundation of

Education. New Jersey: Prentice Hall.

Max Muller F. (1956). The six systems of Indian Philosophy. Calcutta: Sushil

Gupta.

McChellan, J.E. (1976). Philosophy of Education. New Jersy: Prentice Hall.

Mohanty J.(1989). Democracy and Education in India. New Delhi: Deep & Deep

Publications.

Monis. V.C. (1969). Modern Movements in Educational Philosophy,Bosten:

HonghatonMiffine.

Murty S.K. (2003). Philosophical and Sociological foundations of Education.

Ludhiana: Tandon Publications.

O’Connor,J. (1995). An introduction to Philosophy of Education. Agra:

VinodPustakMandir.

Pandey, R.S. (1996). An introduction to major Philosophies of


Part Joe (1963). Selectedreadings in the Philosophy of Education. New York: Mac

Millan.


22

COURSE-II

SOCIOLOGICAL FOUNDATIONS OF EDUCATION - II

COURSE CODE: SHS ED 1206C4004

Course Objectives: To enable the students to understand about the

Culture of India and role of education to make a composite culture,

Different agencies of socialization and their impact on education,

Need and importance of national integration and international understanding,

Role of education in economic development

Role of education for SCs, STs and Minorities

Concept of Human Rights and role of education to check the violation of

human rights

Unit-I: Education and Culture

Culture: Meaning and nature of culture Cultural determinants of education

Role of education in culture context and cultural change

Agencies of Socialization—Family, Peer group, Community, Institutions of

formal

Education and Mass Media

Unit-II: Education for Integration

Education for National and Emotional Integration

Education for International Understanding

Education and Economic Development Impact of LPG oneducation.

Poverty, Unemployment and Education

Unit-III: Education for Inclusion

Education for Socially and Economically disadvantaged sections of the

society with special reference to SCs, STs, Differently-abled, Dalits,

Women, Rural population and Minorities

Equalization of education opportunitiesand Equity in Education

Education and women empowerment

Constitutional Provisions for education, Report of

variouscommissions and committees, SarvShikshaAbhiyan (SSA)

Programme and RTE.

Unit-IV: Human Rights

Human Rights- Definition, background and concept

Violation of Human rights and role of Education

Changing Ethno-linguistic Trends in India

ICT and Cyber space – Impact on the Indian Youth

Upward mobility and Ethical Values in Indian Society


23

Recommended Books:

Adiseshiah, W.T.V. &. Pavanasam.R. (1974).Sociology in Theory and

Practice, New Delhi: Santhi Publishers.

Barry, H. & Johnson, L.V. (1964). Classroom Group behaviour: Group

Dynamics in Education. New York: John Wiley & Sons,.

Blackledge, D. & Hunt, Barry (1985). Sociological Interpretations of

Education. London: Groom Helm.

Chanda S. S. & Sharma R.K. (2002). Sociology of Education. New Delhi:

Atlantic Publishers.

Chandra S.S. (2002). Indian Educational Development, Problems and

Trends. New Delhi: Kanishka Publishers.

Cook L, A. &Cook,E. (1970). Sociological Approach to Education.New York,

McGraw Hill.

Dewey, John, Democracy and Education, MacMillan, New York

D'Souz A. A. (1969). The Human Factor in Education, New Delhi: Orient

Longmans.

Durkheim, E. (1966). Education and Sociology,. New York: The Free Press.

Hemlata, T. (2002). Sociological Foundations of Education. New Delhi:

Kanishka Publishers.

Jayaram, (1990). Sociology of Education, New Delhi: Rawat.

Kneller, George F., Foundations of Education, John Willey and Sons, 1978

Mishra. B.K. &Mohanty R. (2002).Trends and issues in Indian

Education, New Delhi: Kanishka Publishers.

Mohanty, J. (1982). Indian Education in Emergency Society. New Delhi:

Sterling Publishers,.

Shukla, S. & K. Kumar (1985). Sociological Perspective in Education. New

Delhi: Chanakya Publication.

Swift, D. F. (1970). Basic Readings in the Sociology of Education, London:

Routledge and Kegan Paul


24

COURSE- III

PSYCHOLOGICAL FOUNDATIONS OF EDUCATION-II



concept and theories of learning,

concept, theories and assessment of Personality,

meaning , types and theories of transfer of learning with its implications,

meaning of Adjustment, Mental Health, Conflict, and Defense Mechanism

concept and measurement of creativity

Unit-I: Concept and Theories of Learning

Meaning and Nature of Learning

Factors affecting Learning

Learning and Maturation

Theories of Learning

Pavlov, Thorndike, Skinner

Theory of Learning by Insight

Edwin Ray Guthrie theory, Tolman theory

Unit-II: Personality and its theories

Meaning and nature of Personality

Type theory and Trait theory

Psychoanalytic theory

Techniques of Personality Assessment

Conduct any Standardized test of Personality assessment

Unit-III: Creativity

Concept and nature of Creativity

Process of Creativity

Identification of Creative child

Role of Education for fostering Creativity

Measurement of creativity- Self Made Questionnaire

Unit-IV: Psychology of Adjustment

Concept of Adjustment

Criteria for Good Adjustment

Concept of Mental Health

Frustration and conflict

Stress Management

Adjustment (Defense) Mechanisms

Recommended Books:

Anita Woolfolk (2004). Educational Psychology. Pearson Education.

Atkinson, Richard C., et.al (1983). Introduction to Psychology. New

York: Harcount Brace Joranovich Inc.


25

Bourne, L.E. (1985). Psychology: Its Principles and Meaning. New York:

Holt, Rinehart and Winston.

Chauhan, S.S. (2005). Advanced Educational Psychology. Vikas Publishing

Home, New Delhi.

Cole, R. (1997). The Moral Intelligence of the Children. London: Bloomsbury.

Cruickshank, W.M. (1980). Psychology of Exceptional Children and Youth.

N.J: Prentice Hall.

Fernald, LD &Fernallt P.S. (1999). Introduction to Psychology. AITBS

Publisher, Delhi.

Gazzanig a, M. S. (1973), Fundamental of Psychology, N. Y. Academic Press.

Hurlock, E. B. (1997) Child Development . Tata McGraw Hills.

Klausmeier, Herbert J (1985). Educational Psychology. New York: Harper and

Row, Pub.

Maslow, A. (1954). Motivation and Personality. New York: Harper and Raw.

Morris E. Eson, (1972). Psychological Foundation of Education. New York:

Holt, Rinchart.

Robert R. Baron (2001) Psychology. Prentice Hall of India.

Paul R Pintrich and Dale H Schunk, (1996) Motivation in Education:

Theory, Research & applications Prentice- Hall, Inc


26

COURSE –IV

STATISTICAL METHODS IN EDUCATION

COURSE CODE: SHS ED1208C4004


Concepts and methods used in statistical analysis of test scores,

Above knowledge in tabulating and interpreting tests scores,

Skills necessary for the analysis and interpretation of tests scores,

Difference between the parametric and non-parametric test.

Unit I

Nature of Educational Data

Qualitative and quantitative data

Descriptive and Inferential Statistics

Measures of Central Tendency

Concept, computation, and uses of Arithmetic Mean, Median, and Mode

Measures of Variability

Concept, computation, and uses of Ranges, Quartile Deviation, Average

Deviation, Standard Deviation

Unit-II

The Normal Curve and Its Application

Meaning of Normal Curve, Skewness and Kurtosis

Properties of Normal Probability Curve

Application of Normal Probability Curve

Correlation

Meaning, types, and uses of correlation

Unit-III

Significance of Mean

Significance of the Difference between means

Null Hypothesis, standard Error

Type-I and Type-II Error

One-tailed and two-tailed tests

Analysis of Variance

Meaning and Assumption of ANOVA

One way ANOVA

Unit-IV

Non-Parametric Tests

Meaning, assumption, and uses of non-parametric tests

Chi-Square tests of Equality and Independence

Setting of cross breaks for contingency table

Sign test

Recommended Books:

• Aggarwal Y. P. (1988): Statistical Methods. New Delhi: Sterling.

• Best, John W and Kahn James V. (2003). Research in Education. Prentice Hall, New Delhi.


27

• Edwards A.U.M.L. (1961). Statistical Methods for the Behavioural Sciences. New York:

Rinehart and Company.

• Ferguson, George. A. (1976). Statistical Analysis in Psychology and Education. New York:

Mc Graw Hill.

• Garrett, H.E. (1981). Statistics in Psychology and Education, Bombay: Vakils, Feffer and

Simon.

• Guilford, J. P. & Benjamin, F. (1973). Fundamentals statistics in Psychology and

Education. New York: Mc Graw Hill.

• Kurtz, A. K. & Mayo S. T. (1980). Statistical Methods in Education and Psychology: New

Delhi: Narosa Publishing House.

• Lindquist, E.F. (1970). Statistical Analysis in Educational Research, New Delhi: Oxford and

IBH.

• Mann, P. S. (2010) Introductory Statistics. John Wiley.

• Newman, W.L. (1997). Social Research Methods: Qualitative and Quantitative Approaches.

Boston: Allyn and Boston

• Salkind, N. J. (2014) Statistics for people who (think they) hate statistics. United States:

SAGE Publications Inc

• Siegel’s (1986). Non-parametric Statistics. New York: Mc Graw Hill.

• Singh A. K. (1986). Test, Measurement and Research Method in Behavioral Sciences. New

Delhi: Mc Graw Hill.

• Tate,M.W.(1965). Statistics in Education and Psychology. New York :Macmillan.

• Shavelson, R.J. (1996). Statistical reasoning for the behavioral sciences (3rdEd.). Boston:

Allyn & Bacon.


28

COURSE- V

INCLUSIVE EDUCATION

COURSE CODE: SAHS ED 1202GE4004

Course Objectives: To enable the students to

Understand the concept, meaning and significance of special education,

Understand the global and national commitments towards the education of

children with diverse needs,

Appreciate the need for promoting inclusive practice and the roles and

responsibilities of all concerned personnel,

Develop critical understanding of the recommendations of various

commissions and committees towards teacher preparation for inclusive

education,

Acquire knowledge and understanding of class-room management for

educating children with special problems/disabilities,

Develop awareness about different organizations dealing with special

education – both governmental and non-governmental,

Know about the initiatives and constitutional provisions envisaged to deal

with children with special needs for their education and their rehabilitation.

Unit 1: Origin of Inclusive Education

Historical Perspective and relevance of Special education in India

Inclusive education for differently -able children

Integrated education for disabled children

Unit 2: Introduction to Inclusive Education

Difference between special education, integrated education and inclusive education

National initiatives for inclusive education with special reference to PWD Act, RCI

Unit III: Children with Diverse Needs

Definition, characteristics, causes, problems, identification and educational provisions of children with diverse needs

a) Sensory (hearing, visual and physically challenged),

b) Intellectual (gifted, and mentally challenged children),

c) Developmental disabilities (autism, learning disabilities)

Unit IV: Preparation for Inclusive Education

Role of teachers, resource teacher and schools working in inclusive settings

Role of parents and community in inclusive education

Recommended Books

Adrian A., John E. (1998). Educating children with Special needs. New Delhi: Prentice Hall.

Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Center for Studies in Inclusive Education.

Alur, M. and Bach, M. (2010). The Journey for inclusive Education in the Indian Subcontinent. New York: Routledge

Baquer, A. & Sharma, A. (1997). Disability: Challenges Vs. responses, Can Publishing


29

Bartlett, L. D., Weisentein, G.R. (2003). Successful inclusion for educational leaders. New Jersey: Prentice Hall

Chaote J. S. (1991). Successful mainstreaming, New York: Allyn& Bacon

Daniels, H. (1999). Inclusive Education, London: Kogan

Deiner, P.L. (2000). Resource for teaching children with diverse abilities, Florida: Harcourt Brace & Company

Dessent, T. (1987). Making ordinary school special, Jessica Kingsley Publishing

Giuliani, G. A. & A., M. (2002). Education of children with special needs: From segregation to inclusion, New Delhi: Sage Publications

Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon, Old Subjimandi, Academic Press.

Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational publishers, Multivista Global Ltd, Chennai, 600042, India.

Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E R T Publication.

Sharma, M.C. & Sharma, A.K. (2003): Discrimination based on Sex, caste, religion and disability: Addressing through educational interventions; A handbook for

Sensitizing Teacher and Teacher educators. NCTE & NHRC


30

COURSE-I

Education for learners with diverse need

Course Code: SAHS ED 1201 DEC 4004

Objectives: On completion of this course, the students will be able to

understand the global and national commitments towards the

education of children with diverse needs,

appreciate the need for promoting inclusive practice and the roles and

responsibilities of all concerned personnel,

develop critical understanding of the recommendations of various

commissions and committees towards teacher preparation for inclusive

education,

understand the nature of difficulties encountered by children and

prepare conducive teaching learning environment in inclusive schools,

analyze special education, integrated education, mainstream and

inclusive education practices,

identify and utilize existing resources for promoting inclusive practice.

Unit I- Introduction to Inclusive Education

Difference between special education, integrated education and inclusive

education.

Advantages of inclusive education for the individual and society.

Recommendations of Education Commissions and Committees on

restructuring policies and practices to respond to diversity in educational

situations

National and International initiatives for inclusive education

Current Laws and Policy Perspectives supporting IE for children with

diverse needs

Unit II-Preparation for Inclusive Education

Concept and meaning of diverse needs.

Educational approaches and measures for meeting the diverse needs-

concept of remedial education, special education, integrated education

and inclusive education.

Brief account of existing special, integrated and inclusive education

services in India.

Building inclusive learning friendly classrooms, overcoming barriers

for inclusion

Creating and sustaining inclusive practices

Role of teachers, parents and other community members for supporting

inclusion of children with diverse needs

Unit III- Children with Diverse Needs and Utilization of Resources

Definition and characteristics of children with sensory (hearing, visual

and physically challenged) intellectual ( gifted, talented and children

mentally challenged children), developmental disabilities( autism, cerebral

palsy, learning disabilities), social and emotional problems , scholastic

backward ness, underachievement , slow learners , children with special


31

health problems, environmental/ecological difficulties and children

belonging to other marginal groups.

Importance of early detection, Functional assessment for development of

compensatory skills

Role of teachers working in inclusive settings and resource teacher in

developing and enriching academic skills for higher learning.

Adaptations in instructional objectives , curriculum and co-curricular

activities for meeting diverse needs of children from sensory,

intellectual, learning disabled, rural, tribal, girls, SC ST and linguistic and

other minority groups.

Role of technology for meeting diverse needs of learners

Concept and importance of human and material resources.

Types of services approaches, strategies, personnel involved and their

specific roles and responsibilities.

Creating conducive environment in inclusive schools: material

resources and human resources, changing the attitude of the significant

people, exploring and utilizing the services and resources available in the

community.

Managerial skills for mobilizing appropriate resources.

Identifying the required resources for children with varied special needs

Unit IV-Curriculum adaptations and evaluation for children with diverse needs

Concept meaning and need for curriculum adaptations for children with

sensory (hearing, visual and physically challenged) intellectual (gifted, talented

and children mentally challenged children), developmental disabilities (autism,

cerebral palsy, learning disabilities), social and emotional problems , scholastic

backward ness, underachievement

Slow l e a r n e r s , c h i l d r e n w i t h s p e c i a l h e a l t h p r o b l e m s ,

e n v i r o n m e n t a l /ecological difficulties and children belonging to other

marginal groups.

Guidelines for adaptation for teaching/ practicing science, mathematics,

social studies , languages, physical education yoga, heritage arts theatre,

drama etc. in inclusive settings.

Utilization of records/ case profiles for identification, assessment, and

intervention for inclusive classrooms.

Techniques and methods used for adaptation of content , laboratory

skills and play material

Unit V-Teacher Preparation for Inclusive Education

Review existing educational programmes offered in secondary school (general,

special education).

Skills and competencies of teachers and teacher educators for secondary

education in inclusive settings.

N.C.F 2005 and curriculum for teacher preparation and transaction modes.

Roles, responsibilities and professional ethics of an inclusive education

teacher and teacher educators.

Evaluation and follow up programmes for improvisation of teacher

preparation programmes in inclusive education programmes.


32

Role of different national and international agencies {institutions,

universities} in promoting inclusive education.

Planning and conducting research activities :Selecting appropriate areas of

research, types of research needed for enhancement of learning in children with

diverse needs, steps involved in planning and supervising research activities,

recent trends in research - national and international level with respect to

children with diverse needs.

Supportive Services for inclusion and research

Recommended Books

Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing

Learning and Participation in Schools. Bristol: Center for Studies in Inclusive

Education.

Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative

Learning Based Approach: National Publishing house 23 Daryaganj, New Delhi

110002.

Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually

Handicapped, Gurgaon, Old Subjimandi, Academic Press.

Jha. M.( 2002) Inclusive Education for All: Schools Without Walls,

Heinemann Educational publishers, Multivista Global Ltd, Chennai, 600042,

India.

Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special

needs N. C. E R T Publication.

Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E.

Mysore


33

COURSE-II

ENVIRONMENTAL EDUCATION-III COURSE

CODE: SAHS ED 1202DCEC 4004

Course Objectives:

To make the students to:

Develop a foundational knowledge of environmental education.

Understand the importance of developing an environmentally literate

population.

Critically examine environmental issues in nearby area.

Understand how local, regional, state, national, and international laws

and regulations influence environmental decisions.

Be able to locate and use environmental education teaching and learning

materials.

Integrate instructional technology into environmental education settings.

UNIT-I: Method and Approaches of Environmental Education

Strategies and approaches, treating environment education as a separate

subject, integration and interdisciplinary approaches.

Methods – Discussion, Seminar, Workshop, Dialogue, Problem Solving,

Field Surveys, Projects and Exhibition.

Role of Media

UNIT-II Environmental Issues and Curriculum

Programme of environmental education for school

Programme of environmental education for higher education

Environmental education for sustainable development

Environmental education and women

UNIT-III: Managing Environmental Disasters

Definition, Types of Disaster, Causes of different disasters and their effects.

Disaster Management cycle.

Acts & legal aspects about Disaster.

Disaster Preparedness at community level: Individual, Society or a group

of independent houses, at place of work.

Recommended Books

Archie, M. & McCrea, E. (1996). Environmental education in the United

States: Definition and Direction. In M. Archie (Ed.), Environmental

education in the United States – Past, present, and future. Collected papers

of the 1996 National Environmental Education Summit. (pp.1-8).

Burlingame, CA.

Audet, Richard, and Ludwig, Gail. (2000). GIS in Schools. Redlands,

CA: ESRI Press. pp. 5-12, 55-61.


34

Bodzin, A. (2008) Integrating instructional technologies in a local watershed

investigation with urban elementary learners. The Journal of Environmental

Education, 39(2), 47-58.

Bodzin, A. (2002). LEO EnviroSci Inquiry: Using the Web to learn

environmental sciences. Learning and Leading with Technology, 29 (5)

32-37.

Braus, J. (1999). Powerful Pedagogy – Using EE to achieve your education

goals. In L.

Mabb (Ed.), EEducator Special Issue: Advancing Education Reform

(pp. 17-24). NAAEE: Rock Springs, GA.

Braus, J. &Disinger, J. (1996). Educational roots of environmental education

in the UnitedStates and their relationship to its current status. In M. Archie

(Ed.), Environmental education in the United States – Past, present, and

future.


35

Elective Course-III

Professional Development of Teachers

Course Code: SAHS ED 1203DCEC4004

Objectives: On completion of this course the students will be able to:

gain insight and reflect on the concept of teaching and the status of

teaching as a profession,

understand the roles and responsibilities of teachers and teacher educators,

use various methods of teaching for transacting the curriculum in schools,

prepare teachers for reflective teaching,

critically examine the role and contribution of various regulating bodies

and support institutions for improving quality of teacher’s education,

reflect on the issues and problems related to teacher education in the country.

examine the nature and objectives of teacher education

critically examine the growth and development of teacher education in the

country

appraise the existing teacher education curriculum from the standpoint of its

relevance to the demands of present day school curriculum

use various methods and techniques for transaction of curriculum

develop understanding regarding organization and supervision School

Experience Programme

critically examine the role and contribution of various Regulatory Bodies

and support institutions for improving quality of Teacher Education.

develop understanding of various strategies of teachers’ professional

development

gain insight into the status of teachers in-service education in the country

develop understanding of the process of in-service teacher education, methods

and techniques for the identification of training needs.

Unit I: Teachers and Teaching Profession

Teachers changing roles and responsibilities.

Concept of Profession; Teaching as a profession.

Service conditions of school teachers

Professional ethics for teachers.

Social status of teachers; International Labour Organisation (ILO) version of

the status of teachers.

Teacher Appraisal and accountability.

Roles and responsibilities of teacher educators

Preparation of teacher educators

Continuing education of teacher educators: provisions for the continuing

education of teacher educators and institutional mechanism.


36

Unit II- Nature, Objectives, Structure and Models of Pre-service Teacher Education

Pre-Service Teacher Education: concept, nature, objectives and scope.

Development of teacher education in India-pre and post-

independence period; recommendations of various commissions and

committees concerning teacher education system. Impact of NPE, 1986 and

its POA on teacher education system.

The Centrally Sponsored Scheme for the Reconstructing and

Strengthening of TeacherEducation: roles and functions of IASEs, CTE,

DIETs’.

Roles, functions and networking of institutions like UGC, NCERT. NCTE.

NUEPA, SCERTs etc.

Components of pre-service teacher education : foundational component,

specialization areas, practicum internship, co-curricular activities,

working with the community and work experience.

Teacher education curriculum at different stages. National Curriculum

Frameworks forTeacher Education, 2009.

Models of Pre-service teacher education at secondary level: 4 years

integrated model, one year model, 2 years model, 2 years distance mode.

Issues, concerns and problems of pre-service teacher education

Unit III- Curriculum transaction in Pre-service Teacher Education

Methods and Techniques: Lecture-cum-Discussion, Demonstration,

Group Discussion, Brain storming seminar, Workshops, Team Teaching,

Use of ICT, Case analysis, reading and review of original texts, projects and

assignments.

Planning for teaching-learning; taxonomy formulating of instructional

objectives, unitplanning, lesson planning, and teacher’s diary.

Internship: concept; planning and organization.

Critical reflection as the central aim of teacher education

Unit IV- Continuing Professional Development of the In –Service Teachers

Concept and importance.

Modes of INSET: face to face, distance mode, eclectic mode.

Planning and Organisation of INSET-assessment of training needs,

formulation of training curriculum, preparation of course materials.

Organisation of training, appraisal of course materials.

Issues, concerns and problems of Teachers’ Inservice education.

Split Model followed in-service training of teacher under SSA

Concept and importance of professional development

Strategies of professional development: workshops, seminars,

symposium, panel discussion, conferences, self study, study groups and

study circles, book clubs, extension lectures, research colloquium, refresher

courses, orientation programmes

Teacher learning resource centre : functions.


37

Provisions made by the States for professional development of the teachers.

Unit V-Assessment and Evaluation in Pre-Service and In-Service Teacher Education

CCE in Teacher Education.

Formative and summative evaluation; norm referenced and criterion reference

evaluation.

Evaluation of school experience/internship programmes.

Assessment of teaching proficiency: criterion, tools and techniques.

Organisation and regulation of internal assessment in PSTE: Preparation of

guidelines and scheme of internal assessment.

Portfolio assessment

Assessment of higher order mental skills.

Methods and techniques of evaluation- survey, case study, observation,

interview etc.

Tools of evaluation-observation, rating scales, testing (knowledge and skills)

interview, focus group discussion.

Follow up of in-service training.

Impact of in-service training

Recommended Books

Report of the Education Commission (1964-66).

Report of the National Commission on Teachers (1983-85).

National Curriculum Frameworks for Teacher education, 2009

Report of the Delors Commission, UNESCO, 1996

National Policy of Education 1986/1992.

National Curriculum Framework on school education, 2005.

UNESCO (2006): Teachers and Educational Quality. UNESCO Institute for

Statistics Montreal.

NCTE (2009) National Curriculum Framework of Teacher Education, New Delhi.

NCERT (2005): National Curriculum Framework.

NCERT (2006): Teacher Education for Curriculum renewal.

NCTE (1998): Perspectives in Teacher Education.

The Reflective Teacher: Organisation of In-service Training of the

Teachers of Elementary Schools under SSA, Guidelines, 2006 by NCERT.

Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A

Social Constructivist approach. State University of York.

Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching

Practice(5th edition). Rout ledge Falmer. London and New York.

Herne Steve, Jessel John & Griffith, Jenny (2000). Study to Teach: A Guide to

Studying in Teacher Education. Rout ledge Falmer. London and New York.

Korthagen, Fred A.J.et al; (2001): Linking Practice and Theory: The

Pedagogy of Realistic Teacher Education. Lawrence Erlbaum Associates.

NCTE (1998): Policy Perspectives in Teacher Education. New Delhi.


38

NCTE (1998). Competency Based and Commitment Oriented Teacher

Education for Quality School education: Pre-Service Education. New Delhi.

Rao, Digumarti Bhaskara (1998). Teacher Education in India. Discovery

PublishingHouse. New Delhi.

Linda Darling, Harmmond & John Bransford (2005): Preparing Teachers for a

changingWorld. John Wiley & Son Francisco.

Loughran, John (2006): Developing a Pedagogy of Teacher education :

Understanding

Teaching and Learning about Teaching. Routledge: New York.

Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary

Teacher Education: The instructional Role. India, NCTE.

Caggart, G.L. (2005): Promoting Reflective Thinking in Teachers. Crowin Press.

Irvine, J.J. (2003): Educating teachers for diversity: Seeing with a cultural

eye. New

York: Teachers College Press.

Joyce, B., and Weal, M. (2003). Modals of Teaching (7th Ed.). Boston: Allyn &

Bacon.

Lampert, M. (2001). Teaching problems and the problems of teaching. New

Haven: YaleUniversity Press.

Linda Darling Hammond & John Bransford (ed) (2005): Preparing

Teachers for aChanging World. Jossey-Bass, San Francisco.

Martin, D. J. & Kimberly S. Loomis (2006): Building Teachers: A

constructivist approach to introducing education. Wadsworth Publishing,

USA.

Ram, S. (1999): Current Issues in Teacher Education. Sarup & Sons

Publications, NewDelhi.

Schon, D. (1987): Educating the Reflective Practioner: Towards a New

Design for Teaching and Learning in the Professions. New York, Basic Books.

Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the

Continuing Professional Development of Teachers. Maidenhead, Brinks Open

University Press.

Mohammad Miyan (2004). Professionalization of Teacher Education. Mittal

Publications. New Delhi.

NCTE. (1998). Policy Perspective in Teacher Education- Critique and

Documentation.NCTE New Delhi.

Reimers, Eleonora Villegas (2003): Teacher Professional development: an

international review of the literature. UNESCO: IIEP, Paris.

Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi.


39

SEMESTER–III

COURSE- I

EDUCATIONAL TECHNOLOGY


COURSE OBJECTIVES: After studying the course, students will be able to:

• To enable the students to understand the meaning, nature, scope and

Significance of educational technology and its important components.

• To help the students to distinguish between communication and instruction

so that they can develop and design a sound instructional system.

• To acquaint students with levels, strategies and models of teaching for future

Improvement.

• To acquaint the students with various behaviour modification techniques..

• To enable the students to understand applications of ICT in teacher education centres of

educational technology

UNIT I: Concept of Educational Technology and Communication

• Meaning, Nature, Scope and Significance of Educational Technology

• Types of Educational Technology:

• Communication and Instruction: Theory, Concept, Nature, Process, Types, Classroom

Communication,

• Mass media approach in Educational Technology UNIT II: Designing Instructional System

• Formulation of instructional objectives

• Designing of instructional strategies such as lecture, team teaching discussion,

seminar and tutorials.

• Behaviour modification techniques: Micro teaching, Flander’s Interaction Analysis,

Simulation UNIT III: Teaching levels, Strategies & Models

• Memory, Understanding and Reflective levels of teaching.

• Teaching strategies: Meaning, Nature, Functions and Types

• Models of teaching: Meaning, Nature, Functions and Types Unit IV: ICT Applications in Teacher Education

• Critically Examine the Content of Websites: UGC, MHRD, NCTE, CBSE, NUEPA, and

NCERT

• Academic and Research Content on The Web: Online Journals

• Learning Management Systems

• Creation of educational blog with minimum 5 postings

Preparation of multimedia presentation on innovations in education technology using

minimum five sites.

Detailed analysis report of content and course design of one MOOC course related to education


40

Recommended Books

• Coburn, P. and et. al. (1985): Practical Guide to Computers in Education, Addison – Wesley

Publishing Company, Inc.

• Conrad, Kerri (2001), Instructional Design for Web – Based Training HRD Press.

• Das, R.C. (1993): Educational Technology – A Basic Text, Sterling Publishers Pvt. Ltd.

• Evaut, M. The International Encyclopaedia of Educational Technology.

• Graeme, K. (1969): Blackboard to Computers: A Guide to Educational Aids, London, Ward

Lock.

• Irvine Belson, S. (2003). Technology for Exceptional Learners. Boston: Houghton Mifflin. ISBN :

0-618-07359-0

• Haas, K.B. and Packer, H.Q. (1990): Preparation and Use of Audio Visual Aids, 3rd

Edition,Prentice Hall, Inc.

• Kulkarni, S. S. (1986), Introduction to Educational Technology, New Delhi: Oxford-IBH Pub.Co.

• Mattoo, B. K., New Teaching Technology for Elementary School Teachers, New Delhi:

Federation of Management of Educational Institutions.

• Murunalini, T. (1997), Education and Electronic Media, New Delhi: ABH Publishing

Corporation.

• NCERT(2006) Position Paper on Educational Technology by National Focus group.

• Sharma, R. A. (2001), Technological Foundations of Education, Meerut: R. Lal Book Depot.

• Sharma, R. A. (2000), ShaikshikProdyogiki, Meerut: R. Lal Book Depot (Hindi).

• Sampathet. al. (1981): Introduction to Educational Technology, Sterling Publishers Pvt. Ltd.

• Sharma, B.M. (1994): Media and Education, New Delhi: Commonwealth Publishers.

• Sharma, B.M. (1994): Distance Education, New Delhi: Commonwealth Publishers.

• Sharma, K.D. and Sharma, D.V. (1993): Open Learning System in India, Allied Publishers

• Ltd., New Delhi.

• Venkataiah, N. (1996): Educational technology, New Delhi: APH Publishing

CorporationWalter A Written and Charles F Schuller: Instructional Technology - its nature and

use of A.V. Materials (5th Ed), Harper and Row Publishers, New York

.


41

COURSE- II

TEACHER EDUCATION

COURSE CODE SHS EDN 01402C 2103


understand the concept of Teacher Education

develop necessary skills in Teacher Education

develop insight into the problems of Teacher Education at different levels.

develop experimental attitude in Teacher Education

understand new trends, and techniques in Teacher Education.

Unit- I: Introduction to Teacher Education

Meaning, Nature, Scope, Importance and Objectives of teacher education at

different levels.

Teacher Education: Concept and historical perspectives with special emphasis on

KothariCommission and NPE 1986.

Pre-service Teacher Education – Concept and Significance

In-service Teacher Education - Concept and Significance

Unit – II Innovative Methods in Teacher Education

Expectations of NCF 2005and RTE Act, 2009 from teacher as a professional

practitioner.

An Introduction to NCFTE-2009.

Instructional Methods in Teacher Education: Lecture and discussion,

Seminars, Workshops, Symposium, Group Discussion, Supervised study,

Individualized study, Brain storming

Innovative Methods- Action Research .Microteaching, Macro-teaching,

Programmed Learning, Demonstrations, Experimentation

Unit-III Internal And External Evaluation

Internal Assessment: Aspect of Internal Assessment, Weightage for Internal

assessment,

External Evaluation: Practice Teaching – Final Lesson, Theory papers

CCE in Teacher Education

Unit- IV Ethics in Teacher Education

NCTE and Teacher Education

Code of Conduct and Ethics of Teaching Profession.

Teachers in India: The changing profile; changing roles and responsibilities of

teachers

Current problems of teacher education and practicing schools

Teacher Appraisal and accountability

Preparing teacher for Inclusive classroom.


42

Recommended Books:

Anand, C.L. (1988): Aspects of Teacher Education, Delhi, S. Chand and Co.

Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A

SocialConstructivist approach. State University of York.

CABE, 1992. Report of the CABE Committee on Policy Perspective Govt. Of India,

MHRD, New Delhi.

Chaurasia, G (2000).Teacher Education and Professional Organisations, Delhi,

Authors Press

Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching

Practice (5thedition). Rout ledge Falmer. London and New York.

Delors, J.(1996)Learning: The treasure with in UNESCO Publishing.

Govt. of India (1966). Report of the Education Commission, 1963-1966, New

Delhi, Ministry of Education, Govt. of India.

Grower, R. & Walters S (1987). Teaching Practice Handbook, London, ELBS,

HeinemannEducational Books Ltd.

Linda Darling, Harmmond& John Bransford (2005): Preparing Teachers for

a changingWorld. John Wiley & Son Francisco.

Loughran, John (2006): Developing a Pedagogy of Teacher education :

Understanding Teaching and Learning about Teaching. Routledge: New York.

MHRD (1992) Programme of Action, Department of Education, Govt., of India, New

Delhi.

M.H.R.D. Report of the University Education Commission (1948) , Ministry of

Education, Govt. Of India, New Delhi, 1949.

M.H.R.D. Report of the Secondary Education Commission(1952-53) , Ministry of

Education, Govt. Of India, New Delhi,1953

M.H.R.D. Report of the Education Commission - Education and National

Development (1964- 66), Ministry of Education, Govt. Of India, New Delhi 1966.

M.H.R.D. Challenges of Education, A Policy Perspective, Ministry of Education,

Govt. Of India, New Delhi,1985.

M.H.R.D. National Policy on Education (1986), Ministry of Education, Govt.

Of India, New Delhi, 1986.

M.H.R.D. Towards an Enlightened and Humane Society - A Review (NPERC),

Ministry of Education, Govt. Of India, New Delhi, 1990

M.H.R.D. Education for All: The Indian Scene, Ministry of Education, Govt. Of

India, New Delhi, 1993.

Mohammad Miyan (2004). Professionalization of Teacher Education. Mittal

Publications. New Delhi.

NCERT (2005): National Curriculum Framework.

NCERT(1993) Learning Without burden –Yashpal Committee 1993

NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New

Delhi.

NCERT (2006): Teacher Education for Curriculum renewal.

NCERT (2006) The Reflective Teacher- Organization of Inservice Training of the

Teachers of Elementary Schools under SSA, guidelines .


43

NCFTE (2010). National Curriculum Framework for Teacher Educators. New Delhi,

NCTE.

NCTE (1978). Teacher Education Curriculum- A Framework, New Delhi, NCERT.

NCTE (1998) Curriculum Framework for Quality Teacher Education, NCTE,

Publication, New Delhi.

NCTE (1998). Competency Based and Commitment Oriented Teacher Education

for Quality School education: Pre-Service Education. New Delhi.

Oberoi, M.K. (1995) Professional competencies in Higher Education, New Delhi

UGC Publication.

Passi, B.K (1976). Becoming a Better Teacher, Microteaching Approach,

Amedabad, Sahitya Nudranalaya.

Patil, V.T (2001). In service Education for Teachers, Delhi, Authors Press.

Sharma R.A. (2005) Teacher Education. Meerut: Loyal Book Depot.

Sharma S.P. (2005) Teacher Education: Principles, Theories and Practices

Silcork, P. Bruntland, M (2002). Achieving Competence, Success and Excellent

in Teaching, London, Routledge Falmer.

Singh, L.C. (1990). Teacher Education in India- A resource Book, New Delhi,

NCERT.

UNESCO (2006): Teachers and Educational Quality: Monitoring Global Needs for

2015.UNESCO Publication. Montreal.

Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual Inputs for Secondary Teacher

Education: The instructional Role. India, NCTE.


44

COURSE -III

CURRICULUM DEVELOPMENT AND INSTRUCTION

COURSE CODE: SAHS ED 1309C 4004


develop an understanding about important principles of curriculum

construction.

bases and determinants of curriculum.

curriculum design, process and construction of curriculum development.

curricular content, curriculum implementation and process of curriculum

evaluation.

issues, trends and researcher in the area of curriculum, in India.

Unit-I: Concept and Principles of Curriculum Development

Concept (Meaning and Characteristics) of Curriculum and Curriculum

development.

Structure of teacher education curriculum and its vision in curriculum

documents of NCERT and NCTE

Foundations of curriculum development

Stages in the Process of Curriculum development

Unit-II: Organisation of Different Components of Teacher Education Curriculum

The concept of andragogy and its principles

Transactional approaches for the foundation courses – Expository, Participatory,

Collaborative, Peer Coaching, and Inquiry

Concept and scope of school based practicum and internship – issues and

challenges

Modes of pre-service teacher education – face-to-face (linear and integrated),

distance and online – relative merits and limitation

Unit-III: Models of Curriculum Development

Instrumental model

Communicative model

Pragmatic model

Unit-IV: Curriculum Evaluation

“comparative study of state and national curricula” of pre-service teacher education

in terms of their components, weightages, duration, organisation, transaction and

assessment – document analysis

Interview of practicing teachers to identify the nature of in-service teacher

education received and the felt needs


45

Recommended Books

Aggarwal. J. C (1990). Curriculum Reform in India: Delhi, Doaba.

Aggrawal, J.C. and Gupta, S. (2005) Curriculum development. New Delhi:

Shiprapublisher

Brent, Allen (1978). Philosophical foundations for the Curriculum. Boston,

Allen and Unwin,

Bloom, B.S., Hastings, J.T. & Madaus, G.F. (1971): Handbook of

Formative and summative Evaluation Student Learning. New York: McGraw Hill.

Bruner, J.S. (1966): Towards a Theory of Instruction. Cambridge: Mass,

HarvardUniversity Press.

Caskey, M. M. (2002). Chapter 6: Authentic curriculum–strengthening middle level

education. In A. Anfura & S. Staecki (Eds.), Middle school curriculum, instruction

and assessment (pp. 103–118). Greenwich, CT: Information Age Publishing.

Dell, Ronald C. (1986). Curriculum Improvement: Decision Making & Process,

(6th

edition). London: Allyn& Bacon.

Education Scotland. (2012). Process of change. Retrieved February 7, 2012, from

http://www.ltscotland.org.uk/understandingthecurriculum/whatiscurriculumforex

cellence/howwasthecurriculumdeveloped/processofchange/index.aspEurybase.

(2009/2010). Organization of the education system in Finland: 2009/2010.

Retrievedfromhttp://eacea.ec.europa.eu/education/eurydice/documents/eurybase

/eurybase_full_reports/FI_EN.pdf

Forsyth, I., Jolliffe, A. & Stevens, D. (1999). Evaluating a Course. Practical

Strategies for Teachers, Lectures and Trainers. London: Kogan Page.

Khamari, J. and Mahapatra, S. N.: An Investigation into the Relevance of Present

M. Ed. Curriculum in the Universities of Chhattisgarh State. IOSR Journal of

Research & Method in Education, Volume 1, Issue 5 (May-June, 2013), P P 01-

08 (www.iosrjournals.org)

McKernan, J. (2008). Curriculum and imagination: Process theory, pedagogy and

action research. New York, NY: Routedge.

MHRD (1993): Learning Without Burden (Yashpal Committee Report). New Delhi.

MHRD (2012) Vision of Teacher Education in India Quality and Regularity

Perspective (Report of the High-Powered Commission on Teacher Education

constituted by Hon’ble Supreme Court of India), Department of School Education

& Literacy, MHRD, Government of India, New Delhi

National Curriculum Framework (2005): New Delhi: NCERT.

Ornstein, A.C. and Hunkins, F.P. (1988): Curriculum: Foundations,

Principles and Issues. London: Prentice Hall International Ltd.

Ornstein A. C., & Hunkins, F. P. (2009). Curriculum foundations, principles and

issues. (5th edition).Boston, MA: Allyn and Bacon

Pratt, D. (1980): Curriculum Design and Development. N.Y.: Harcourt.

Romiszowski, A.J. (1986): Designing Instructional Systems. London: Kogan Page.

Taylor, P . (2003): How t o De s i gn a Training Course. A Guide to

Participatory Curriculum Development. London: Continuum.

Walker, D. F. (1990). Fundamentals of curriculum. Fort Worth. TX: Harcourt

Brace College.

http://www.iosrjournals.org/


46

EDUCATIONAL ADMINISTRATION AND SCHOOL LEADERSHIP

COURSE CODE: SAHS ED 1306 DCEC 4004

Objectives of the Course: ·

To develop a critical understanding of the notion of school organization and

To develop a comprehensive understanding of context-specific notions of school effectiveness.

To develop an understanding of school leadership and challenges to administration.

To help in making overt connections between field-based project work, educational leadership and change awareness.

To develop an understanding of the system of education, its relationship with school curriculum and its impact on pedagogic processes in the classroom.

Course Content:

Unit I: Basic Concepts

Meaning, Nature and Scope of Educational Administration

Development of Modern Concept of Educational Administration

Types of schools within different administration bodies.

Roles and responsibilities of education functionaries.

Concepts of school culture, organization, leadership and management.

Role of school activities such as assemblies, annual days etc., in the creation of school culture.

Unit II: School Effectiveness and School Standards ·

School effectiveness -meaning and its assessment.

Understanding and developing standards in education.

Classroom management effective communication and motivational skills.

Learner- centered educational and inclusive Education. Unit III: School Leadership

Administrative and academic leadership

Styles of leadership

Team leadership

Pedagogical leadership

Leadership for motivation and change Unit IV: Change Facilitation in Education

Sarva Shiksha Abhiyan (SSA) experiences and RMSA

Equity in Education · Incentives and schemes for girl child

Issues in educational and school reform

Preparing for and facilitating change in education through Teacher Education system as prime mover.

Role and functions of IASEs, DIETs, CTE · Role, functions and networking of institutions like UGC, NCERT, NCTE, NUEPA, SCERT etc.

Accountability and Continuous Professional Development

Suggested Readings:

Aggarwal, D.D. (2007). Educational Administration in India.ISBN: 8176257729. www.easternbookcorporation.com/moreinfo

Batra, Sunil (2003). From School Inspection to School Support. .

Cambolell, R.F. and Gregg,R.T. (ed.) (1957). Administrative Behaviour in Education.Harpar

Early, P. and D. Weindling (2004). A changing discourse: from management to leadership.

Fullan, M. (1993) Making schools successful, synthesis of case studies of schools in Asian countries, ANTRIEP, NUEPA (2012). Why Teachers Must Become Change Agents.

In Educational Leadership, 50 (6)

Govinda, R. (2001). Capacity Building for Educational Governance at Local Levels. Paper presented at the International Consultation on Educational Governance at Local Levels,

Held at UNESCO, Paris 27-28 February 2001.

Madan Mohan (2002). School without Walls Heinemann: New Delhi pp 24- 40; 128-1


47

EDUCATIONAL GUIDANCE AND COUNSELLING COURSE CODE SHS EDN 1306 DCEC

Objectives : On completion of this course the students will be able to:

Understand the meaning, nature and scope of guidance

Understand the meaning of and the need for group guidance

Recognize the role of guidance in attaining the goals of education

Appreciate the need for guidance

Develop acquaintance with various techniques of group guidance

Understand the meaning, nature and scope of counselling

Appreciate the need for and goals of counselling

Analyse the relationship between guidance and counselling

Understand the concept and process of counselling in group situation

Recognize the different areas of counselling

Understand the various stages involved in the process of counselling

Appreciate the importance of counselling relationship

Become acquainted with the skills and qualities of an effective counsellor

Understand the essential services involved in school guidance programme

Understand the resources required and their optimum use in

managing a school guidance programme

Unit I- Understanding Educational and Career Guidance

Meaning and Definitions of guidance

Need for guidance

Objectives of guidance: self-understanding, self-discovery, self-reliance,

self-direction, self- actualization

Scope of guidance programme

Needs for Guidance at various levels of education/schooling

School Guidance: a collaborative effort of school and community

Organisation of Guidance programmes in schools,

Unit II- Types of Guidance

Types of Guidance: Educational, Vocational/Career and Personal

Individual guidance and group guidance

Advantages of group guidance

Group guidance techniques: class talk, career talk, orientation talk, group

discussion, career conference, career corner, bulletin board, role play.


48

Types of guidance services: orientation, information, counselling,

placement, follow-up, and research & evaluation

School guidance committee: constitution, roles and functions

Placement services

Role of principal and teachers in school guidance programmes.

Unit IV- Counselling and its relation with guidance

Meaning & nature of counselling

Scope of counselling

Objectives of counselling: resolution of problems, modification of

behaviour, promotion of mental health

Stages of the counselling process

Relationship between guidance and counselling

Place of counselling in the total guidance programme

Counselling Techniques-person centred and group centred,

cognitive interventions, behavioural interventions, and

systematic interventions strategies.

Skills and qualities of an effective counsellor

Professional ethics

Unit V- Types and Areas of Counselling

Uses of group process in counselling

Process of group counselling

Areas of counselling: family counselling, parental counselling,

adolescent counselling, counselling of girls, counselling of

children belonging to special groups

Peer counselling: Its concept and the relevance to the Indian situation.

Steps and skills in group counselling process

Recommended Books:

Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counselling, Vol. I: ATheoretical Perspective, New Delhi: Vikas.

Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and

Counselling, Vol. II: A Practical Approach. New Delhi: Vikas.

Cormier, L. & Hackney, H. (1987). The Professional Counsellor. Englewood

Cliffs, NewJersey: Prentice Hall.

Corey, G. (1986). Theory and Practice of Counselling and Psychotherapy,

3rd Ed. Belment: Calif-Brooks Cole.

Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling

Pvt. Ltd.

Egan, Gerard (1994). The Skilled Helper. 5thEd. California: Brookes Cole

Publishing Co.

Gazda George R.M.( 1989). Group Counselling: A Development

Approach. London: Allyn and Bacon.

Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York:

McMillan.


49

Mallon, Brenda (1987). An Introduction to Counselling Skills for Special

Educational Needs- Participants Manual. Manchester: Manchester

University Press, UK.

Nugent, Frank A. (1990). An Introduction to the Profession of

Counselling. Columbus: Merrill publishing Co.

Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An

Introduction. Chicago: Rand McNally.

Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill.

Saraswat, R.K. & Gaur, J.S.( 1994). Manual for Guidance Counsellors. New

Delhi” NCERT.

Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and

Counselling, Vol. I: A Theoretical Perspective, New Delhi: Vikas.

Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and

Counselling, Vol. II: A Practical Approach. New Delhi: Vikas.

Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies

for ClassroomTeachers. Boston: Allyn and Bacon.

Mathewson, R. H. (1962). Guidance Policy and Practice, 3rd Ed. New York:

Harper and row.

Isaacson, L. E. &Broen, D: Career information, career counselling and

career development(5th ed.). Boston: Allyn& Bacon.

Joneja, G. K. (1997). Occupational Information in Guidance. New Delhi:

NCERT. publishing house.

Mohan, S. (1998). Career development in India: Theory, research and

development, NewDelhii: Vikas Publishing House.

Osipow, S. H. & Fitzgerald, L. F. (1996). Theories of Career Development.

(4th ed.). Boston: Ally and Bacon.

Saraswat, R. K. & Gaur, J. S. (1994). Manual for Guidance Counsellors.

New Delhi: NCERT.

Schmitt-Rodermund, E. &silbereisen, R. K. (1998). Career maturity

determinants: individual development, social context perspective. The

Career Development Quarterly, 47, 16 – 31. Sharf, R. S. (2005). Applying

career development theory to counselling. Wads worth publishing co.

Swanson, J.L. &Fouad, N. A. (1999). Career theory and practiced; Learning

through casestudies. Sage Publications.


50


LIFE SKILLS IN EDUCATION

COURSE CODE SHS ED 1303 GE 4004

Course Objectives: After studying the course, the students will be able to-

To understand the concept of life skills and its evolution.

To recognize and analyse the importance of life skills education by studying the

reports of international organizations and committees.

To understand the thinking skills and coping skills and subsequently will be

able to design activities to develop thinking skills and coping skills.

Unit 1: INTRODUCTION and EVOLUTION OF THE CONCEPT OF LIFE SKILLS

Definition and Importance of Life Skills

Genesis of the Concept

UN Inter-Agency Meeting

Hamburg Declaration

Quality Education and Life Skills: Dakar Framework

Life Skills Education in the Indian Context

Unit 2: THINKING SKILLS

Thinking - Nature, Elements of Thought

- Types of Thinking

Creative and Critical Thinking

Problem Solving - Definition, Steps in Problem Solving

- Factors Influencing Problem Solving

Decision Making - Definition, Process, Need - Consequences, Models of Decision Making

- Goal Setting

Unit 3: COPING SKILLS

Coping with Emotions - Definition, Characteristics, Types of emotions

- Causes and effects of different emotions - Strategies of coping with emotions

- Strategies to develop skills of managing emotions: Classroom discussion;

Brainstorming; Role-plays, Audio and visual activities e.g Arts, Music,

Theatre, Dance; Case Studies, Storytelling, Debates

Coping with Stress - Definition, Stressors

- Sources of Stress - The General Adaptive Syndrome Model of Stress

- Coping Strategies

Unit 4: Project work

Under Life Skills Project the students are expected to design activities to develop the following ten life skills.

1. Self-Awareness 2. Empathy 3. Problem Solving 4. Decision Making 5.

Effective Communication 6. Interpersonal Relationships / Friendships 7.

Creative Thinking 8. Critical Thinking 9. Coping with Emotions and 10.

Coping with Stress.

The Thinking skills and coping skills will be demonstrated through Role-plays, Arts, Music, Theatre, Dance, Storytelling, Debates etc. on diverse

issues in the form of workshops.


51

Suggested Readings:

Delors, Jacques (1997). Learning: The Treasure Within, UNESCO, Paris.

Nair .V. Rajasenan, (2010). Life Skills, Personality and Leadership, Rajiv

Gandhi National Institute of Youth Development, Tamil Nadu. Page 8 of 62

UNESCO (1997). Adult Education: The Hamburg Declaration, UNESCO, Paris.

UNESCO (2005). Quality Education and Life Skills: Darkar Goals, UNESCO,

Paris.

WHO (1999). Partners in Life Skills Education: Conclusions from a United

Nations Inter-Agency Meeting, WHO, Geneva.

Nair. A. Radha krishnan, (2010). Life Skills Training for Positive Behaviour,

Rajiv Gandhi National Institute of Youth Development, Tamil Nadu.

Santrock W.John (2006). Educational Psychology. (2nd Edn.)New Delhi: Tata

McGraw-Hill Publishing Company Ltd.

Dakar Framework for Action, (2000). Education for All: Meeting our Collective

Commitments, Dakar, Senegal.

Life Skills Resource Manual, Schools Total Health Program, (2006). Health

Education and Promotion International Inc., Chennai.

Kumar .J. Keval, (2008).Mass Communication in India, JAICO Publication

India Pvt. Ltd

Morgan and King, (1993). Introduction to Psychology, Tata McGraw-Hill

Publishing Company Ltd, New Delhi.

Rao P.L. (2008). Enriching Human Capital through Training and Development,

Excel Books, Delhi.

Singh Madhu, (2003). Understanding Life Skills, Background paper prepared

for Education for All: The Leap to Equality

UNESCO and Indian National Commission for Co-operation with UNESCO

(2001). Life Skills in Non-formal Education: A Review

YUVA School Life Skills Programme: Handbook for Teachers, Vol. I – IV, (2008),

Department of Education and State Council of Educational Research and

Training, Delhi

Tull, M., Post-Traumatic Stress (PTSD), How to Monitor Your Emotions and

Increase Emotional Awareness http://ptsd.about. com/ Accessed30/01/2010.

· A Life Skills Program for Learners in Senior Phase. (2002). University of

Pretoria. Chapter in Thesis. Retrieved from:

http://www2.ed.gov/offices/OVAE/AdultEd/OCE/SuccessStories/success.pdf

Life Skills Based Education. (2011). Wikipedia. Retrieved from:

http://en.wikipedia.org/wiki/Life_skills-based_educaion ·

Life Skills Based Education CCE. (2009). CBSE. Retrieved from:

http://www.cbse.nic.in/cce/life_skills_cce.pdf ·

Ministry of Education. (2006). Senior Secondary Phase. Republic of Namibia.

Retrieved from: http://www.nied.edu.na/publications

http://www.nied.edu.na/publications


52


Yoga Education SHS ED 1304 GE 4004

Course Objectives: After studying the course students will be able

To popularize yoga education among the masses.

Promoting health awareness towards holistic approach of health.

To promote preventive measures for sound health.

To promote healthy citizenry.

To know advanced levels of yoga education.

Unit 1: Philosophy and Psychology of Yoga

Meaning of Yoga & its importance

Aim and objectives of Human life according to Indian philosophy, Purusharth, Salvation and its achievement through Yoga.

Effects of Yogic practices on various mental abilities and disorders like Learning, problem solving, concentration, Frustration, Conflict and

depression

Unit 2: Basic Knowledge of Human Body

Nervous system

Human Bio-chemistry : Sugar level, Cholesterol, Fat, Urea : their significance and related tests

Constituents of Balanced diet, Vitamins

Unit 3: Yogic Management of Health

Yoga and Ayurvedic: Its relationship, similarities and differences.

Yoga and Naturopathy: Its relationship, similarities and differences.

Yogic concept of Holistic Health, Role of various Yogic practices on health at the level

of body, mind and soul. Stress – its causes, symptoms, consequences on body and

mind and yogic management of stress.

Unit 4: Applied Yoga

Formation of Yoga practice module for various age groups, misconceptions of yoga

practices. Yoga modules for various walks of life.

Exploration of Yoga: Yogic events- seminars, conferences, yoga centers, yoga

magazines, yoga higher education. Hi-tech in yoga. Reference Books:

Brahmachari, Swami Dhirendra Yogic, Sukshma Vyayama, Dhirendra Yoga

Publications, New Delhi. Brahmachari, Swami Dhirendra Yogasana Vijnana,

Dhirendra Yoga Publications, New Delhi.

Basavaraddi, I.V. & Others, Yogasana, A Comprehensive description about

Yogasana, MDNIY, New Delhi, 2011.

Basavaraddi, I.V. & Others Yogic Sukshma Evam Sthula Vyayama, MDNIY,

New Delhi, 2011.

Iyengar , B.K.S. Light on Yoga, Harper Collins, London.

Tiwari, O.P. Asana Why and How. MDNIY, New Delhi

Yogasana. Gore M. M. Anatomy and Physiology of Yogic Practices.

Swami Gitananda Giri The Ashtanga Yoga of Patanjali.


53


VALUE AND PEACE EDUCATION

SAHS ED 1305 GE 4004

Course Objectives: After studying the course, students will be able to:

understand the need and importance of Value and Peace Education.

understand the nature of values, moral values, moral education and to differentiate such values form religious education, moral training or moral indoctrination.

Orient the students with the basis of morality and with the place of reason and emotions in moral development of the child.

understand the process of moral development vis-à-vis their cognitive and social development.

Orient the students with various intervention strategies for moral education and conversion of moral learning into moral education.

UNIT I- UNDERSTANDING VALUES AND PEACE

Values: Meaning, Scope of Value Education, Objectives of Value Education, Classification, Value education-its purpose and significance in the present

world.

Peace: Concept of peace and peace education, Aims and objectives of peace

Education, Status of peace education in the curriculum, and importance of

peace education.

UNIT II – SOURCES OF VALUES AND PEACE

Sources of value education- Literature, Autobiography and biography of Great People, Religious literature-Vedas, Bhagavadgita etc, ,

Dr. A P J Kalam’s ten points for englightened citizenship.

Role of teachers in value and peace education.

UNIT III- SOCIAL AGENCIES IN VALUE AND PEACE EDUCATION

Value Crisis and factors of value crises

Role of Family, Religion, Educational Institutions, Mass Media (print and Electronic), Social Media in value and peace education

UNIT IV- STRATEGIES OF VALUE AND PEACE EDUCATION IN INSTITUTIONS

Strategies to Value education - Direct- Curricular, Indirect Co-Curricular, personal examples,

Activities - Storytelling, Dramatization etc.

Integrating Peace Education -Subject context, Teaching Methods, Co-curricular activities, class-room management,

Education for Culture of Peace - Awareness of pedagogical skills and strategies for removing tensions, examination fear, stress, corporal punishment , violence

and conflicts at school level.

Highlights of various philosophies of peace, of Gandhi, Vivekananda, Dalai Lama, initiatives at National and International levels.

Becoming peace teacher – acquisition of relevant knowledge, attitudes, values and skills.


54

Recommended Books

Aggarwal, J. C. (2005). Education for values, environment and human rights. New Delhi: Shipra publication.

Arora, G. L. (1995). Child Centred Education-for Learning without Burden, Gurgaon: Krishna Publishing Co.

Bagchi, Jyoti Prakash and Teckchandani, Vinod, (2008). Value Education, Jaipur; UniversityBook House (P) Ltd.

Bandiste, D.D, (1999): Humanist Values: A Source Book, B.R. Publishing Corporation, Delhi

Chadha, S. C. (2008). Education value & value education. Meerut: R.Lall Books Depot.

Chakrabarti, Mohit (2014). Value Education: Changing Perspectives. New Delhi: Kanishka Publishers and Distributors

Das, M.S. & Gupta, V.K (1995 ) : Social Values among Young adults: A changing Scenario, M.D. Publications, New Delhi.

Diwahar, R. R., & Agarwal, M. (Ed). (1984). Peace education. New Delhi: Gandhi

Marg.

Goel, Aruna and Gupta, N.L. (2000). Human Values in Education. New Delhi: Concept Publishing Company.

Human Rights and Indian Values (Vol. 1&2), New Delhi; National Council for Teacher Education (1999) Self learning Module, NCTE

Jagannath, M. (2005). Teaching of moral values development. New Delhi: Deep and Deep publication.

Kumar, M. (Ed). (1994). Non-violence, contempory issues and challenges. New Delhi: Gandhi peace foundation.

Kumar, Vinay (2013). Promotion of Ethics and Human Values: Perspectives, Challenges and Opportunities. Patiala: Twenty First Century Publications.

Mohanty, Jagannath (2005). Teaching of Moral Values: Development, New Trends and Innovations. New Delhi: Deep and Deep Publications.

M.G.Chitakra (2003): Education and Human Values, A.P.H.Publishing Corporation,

New Delhi.

Morrison, M. L. (2003). Peace education. Australia: McFarland

NCERT(1992), Education in Values, New Delhi.

Pandya, Rameshwari & Mathu, Anuradha (2004). Imbibing Value Education: Various perspectives. New Delhi: Kalpaz Publications

Passi, B. K., & Singh, P. (1999). Value education. Agra: Agra Psychological corporation.

Rajput, J.S. (2006). Human Values and Education. New Delhi: Pragun Publications.

Ram Chandra (2003). Morals and Value Education. Jaipur: Book Enclave.

Ruhela, S. P. (1986). Human values and education. New Delhi: Sterling publishing.

Salomon, G., & Nevo, B. (2002). Peace Education: The concept, principles, and practices around the world. London: Lawrence Erlbaum Associates.

Sandhu, P. K. (2010) Value Education (Punjabi). Patiala: Publication Bureau of Punjabi University.

Sharma, R. A. (2008). Human value of education. Meerut: R.Lall Books Depot.

Shukla, R. P. (2004). Value education and human rights. New Delhi: Sarup and sons.

Singh, Y. K. (2009). Value education. New Delhi: APH Publishing Corporation.

Singh Y. K., Ruchika Nath, (2005). Value Education, Delhi: APH Publishing Co.

Satchidananda, M.K (1991): Ethics, Education, Indian Unity and Culture, Ajantha Publications, Delhi.

Subramanian, K. (1990). Value Education. Madurai: Ravana Publication

Venkataiah, N. (1998). Value Education. New Delhi: APH Publishing Corporation.

UNESCO Publication. Johan, G.(1996). Peace by peaceful means. New Delhi: Sage Publication.

Y. K., & Natha, R. (2008). Value Education. New Delhi: A.P.H. Publishing Corporation.


55

SEMESTER–IV

Skill Enhancement Elective Course (Compulsory and exclusively for Education students)

S.

No

Course code Course title L T D Credit

1. SAHS ED 14

01 SEEC 0066

Dissertation 0 0 24 24

2 SAHS ED 14

02 SSR

Self-Study Report

(Non-Credit) - - - -

Annexure 1

Ordinance No. XV

ORDINANCE CHOICE BASED CREDIT SYSTEM

(REVISED ORDINANCE RELATING TO PROGRAMMES LEADING TO THE

AWARD OF POST GRADUATE DEGREES / DIPLOMAS) (Approved by the Executive Council in its 22nd meeting held on 24/07/2015)

1. Definitions of Key Words:

1.1 Choice Based Credit System (CBCS): The CBCS provides choice

for students to select from the prescribed courses (Core, elective

or soft skill courses). It provides a ‘cafeteria’ type approach in

which the students can take courses of their choice, learn at

their own pace, undergo additional courses and acquire more

than the required credits, and adopt an interdisciplinary

approach to learning.

1.2 Academic Year: Two consecutive (one odd + one even) semesters constitute one academic year.

1.3 Course: Usually referred to, as ‘papers’ is a component of a

programme. All courses need not carry the same weight. The

courses should define learning objectives and learning

outcomes. A course may be designed to comprise

lectures/tutorials/laboratory work/field work/outreach

activities/project work/vocational training/viva/seminars/term

papers/assignments/presentations/self- study etc. or a

combination of some of these.

1.4 Credit (c): A unit by which the course work is measured. It determines the number of hours of instructions required per

week. One credit is equivalent to one hour of teaching (lecture or tutorial) or two hours of practical work/field work per week.


56

1.5 Credit Point: It is the product of grade point and number of

credits for a course.

1.6 Grade Point (g): It is a numerical weight allotted to each letter grade on a 10-pointscale.

1.7 Letter Grade: It is an index of the performance of students in a said course. Grades are denoted by letters O, A+, A, B+, B, C, P

and F. means a letter grade assigned to a student on the basis of evaluation of a course on a ten point scale.

1.8 Programme: An educational programme leading to the award of a Degree, Diploma or Certificate.

1.9 Credit Based Semester System (CBSS): Under the CBSS, the

requirement for awarding a degree or diploma or certificate is prescribed in terms of number of credits to be completed by the students.

1.10 Semester: Each semester will consist of 15-18 weeks of academic work equivalent to 90 actual teaching days. The odd

semester may be scheduled from July to December and even semester from January to June.

The credit based semester system provides flexibility in designing

curriculum and assigning credits based on the course content and hours of teaching.

1.11 Semester Grade Point Average (SGPA): It is a measure of

performance of work done in a semester. It is ratio of total credit points secured by a student in various courses registered in a

semester and the total course credits taken during that semester. It shall be expressed up to two decimal places.

1.12Cumulative Grade Point Average (CGPA): it is a measure of overall

cumulative performance of a student over all semesters. The

CGPA is the ratio of total credit points secured by a student in

various courses in all semesters and the sum of the total credits

of all courses in all the semesters. It is expressed up to two

decimal places.

1.13Transcript/ Grade Card or Certificate: Based on the grades earned, a grade certificate shall be issued to all the registered

students after every semester. The grade certificate will display the course details (code, title, number of credits, grade secured)

along with SGPA of that semester and CGPA earned till that semester.

2. Eligibility for admission:

A candidate may be admitted to the Master’s programme if he/she

has obtained a Bachelor’s degree under 10+2+3 system recognized by

the University, or a degree recognized as its equivalent, provided

such a candidate has attained the minimum Eligibility/qualification

at the time of admission as decided by the University from time to

time.

3. Type of courses:

Each programme may have three types of courses, viz. Core courses, Elective courses and self-study/skill-based courses.


57

3.1. Core courses:

3.1.1. Core courses are those, knowledge of which is deemed essential for students registered for a particular Master’s programme. Where feasible and necessary, two or more programmes may

prescribe one or more common core courses.

3.1.2. Core courses shall be mandatory for all students registered for that Master’s programme.

3.1.3. Core courses shall be spread over all the semesters of the programme.

3.2. Elective courses:

Elective courses can be chosen from a pool of papers. These courses

are intended to:

allow students to specialize in one or more branches of the broad subject area.

acquire knowledge and skills in a related area that may have

applications in the broad subject area; or

bridge any gap in the curriculum and enable acquisition of

essential skills e.g. statistical, computational, language, communication skills, etc.); or help pursue an area of interest to

the student

Students may also choose additional elective courses offered by

the University to enable them to acquire extra credits from the discipline or across the discipline.

3.3 Self-study/skill-based Courses: 3.3.1Self-study courses are optional, not mandatory. Being non-

credit courses, performance of students in these courses shall be indicated as “satisfactory” or “unsatisfactory” instead of the letter

grade and this will not be counted for the computation of SGPA/CGPA.

Note: A course (Core/Elective/Self-study/skill-based) may also take the form of a Dissertation/ Project work/ Practical training/ Field

work/ Internship/ Seminar, etc.

4. Mobility Options and Credit Transfers: Students are open to avail vertical and horizontal mobility and can take courses of their

choice, learn at their paces, undergo additional courses, acquire more than the required credits, and adopt an interdisciplinary approach to learning.

4.1A student can even take the courses of other universities subject to equivalence of the core/elective courses and availability of seats, adopting due administrative process and formal consent of the

university/universities. University shall constitute an Equivalence Committee for the purpose.

4.2Student availing inter-university mobility shall remain the bonafide

student of the University where he initially got admission and in case the candidate earns credit from a different university, the

credits earned will be transferred to his/her parent university.

4.3It is the responsibility of the student to assess the feasibility and

practicality of vertical mobility (across universities) as it doesn’t


58

entitle a student to be exempted or relaxed from any of the

requisites (sessional, attendance, assignments, end- semester

examinations, programme duration etc.) for the completion of the

programme.

4.4 Mobility option should not be interpreted as inter-

university migration.

4.5 Mobility across the disciplines is also subject to availability of desired elective course, faculty, infrastructure and no. of students

(as fixed by the University/department from time to time) opting that elective course.

4.6The mobility shall be permissible from Regular Mode to Regular Mode of learning only and can not be replaced by

Open/Distance/Online in place of regular mode.

5. Credits:

Credit defines the quantum of contents/syllabus prescribed for a

course and determines the number of hours of instruction required

per week. Thus, in each course, credits are assigned on the basis of

the number of lectures/tutorials/laboratory work/field work and other

forms of learning required completing the contents in a 15 week

schedule. 2 hours of laboratory work/field work is generally

considered equivalent to 1 hour of lecture.

1 Credit = 1 hour of instruction per week (1 credit course = 15

hours of instruction per semester)

3 Credit = 3 hours of instruction per week (3 credit course = 45

hours of instruction per Semester)

A Core/elective courses may carry 3 to 4 credits; Self-study Course will not normally carry more than 3 credits. However, a dissertation/

project work/field work may carry up to 6 credits; and a semester-long dissertation/ project work/field work may carry up to 24credits.

6. Course Coding:

Each course offered by a school/department is identified by a unique course code indicating school, department, programme, semester, course no., core (C) /elective course (E), Serial No. of the course, No. of credits attached to lectures, tutorials, practical and total number of

credits for the course respectively.

For example, the course code for fifth core course of the first programme

in the second semester in department of Chemistry under the school of

Chemical Sciences carrying 4 credits (3 lectures and one practical) may

be- SCS CHEM 01 02 05 C 3014. However, the concerned Board of

Studies/School Board may recommend a specific course codification

pattern for the approval of the Academic Council.

7.Duration of programme:

The minimum duration for completion of a one-year Post Graduate

Diploma programme shall be two consecutive semesters (one odd and

one even semester), for a two-year Master’s programme in any subject


59

there shall be four consecutive semesters (two odd and two even

semesters) and for a three-year Master’s programme, there will be six

semesters, i.e. three odd and three even semesters.

The maximum period for completion shall be four semesters, six semesters and eight semesters respectively.

Provided that a semester or a year may be declared by the Academic

Council zero semester or zero year in the case of a student if he/she

could not continue with the academic work during that period due to

illness and hospitalization, or due to accepting a foreign

scholarship/fellowship, subject to fulfilment of requirements laid down

in this respect by regulations. Such zero semester/year shall not be

counted for calculation of the duration of the programme in case of

such a student.

8. Student Advisor:

The Department in which the student gets admitted shall appoint an

Advisor for him/her from amongst the members of the faculty

concerned. All faculty members of the department shall function as

Student Advisors and shall have more or less equal number of

students. The Student Advisor shall advise the student in choosing

courses and render all possible support and guidance to the student.

9. Course Registration:

9.1Registration of courses is the sole responsibility of a student. No student shall be allowed to do a course without registration, and no

student shall be entitled to any credits in the course unless he/she has been formally registered for the course by the scheduled date

fixed by the University.

9.2Every student has to register in each semester (in consultation with

his/her Student Advisor) for the courses he/she intends to undergo

in that semester by applying in the prescribed proforma in triplicate,

duly signed by him/her, the Student Advisor and the Head of the

Department, within the deadline notified for the purpose by the

University.

9.3Late registration may be permitted by the Dean of the faculty up to a maximum of two weeks after the commencement of the semester

on payment of prescribed late registration fee.

9.4A student shall register for a minimum of 15 credits and can register

for a maximum of 24 credits in a semester, unless it is specified otherwise by the University for a programme of study/course.

9.5Withdrawal from a course shall be permitted up to two weeks from the date of registration, provided the courses registered after

withdrawal shall enable the student to earn a minimum of 15 credits. Withdrawal from a course shall not be allowed for those who had late registration.

9.6A student shall be allowed to add a course or substitute a course for

another course of the same type (core, elective or self study/skill-based) for valid reasons with the consent of the Student Advisor not


60

later than two weeks from the date of commencement of the

semester.

9.7If a student registers for more elective courses than prescribed in the programme, while calculating the Semester/Cumulative Grade

Point Average only the prescribed number of elective courses prescribed for the programme of study shall be included in the

descending order of the grades obtained by him/her.

10. Examination and Assessment:

The sessional work and the end semester examination shall have the weightage of 40% and 60% respectively.

10.1 Sessional Evaluation:

10.1.1Sessional evaluation shall be done on a continuous basis, taking

into account the student’s class performance, fulfillment of

assignments and performance at the two compulsory sessional

tests to be conducted in a semester. For uniformity, particularly

for interdepartmental transfer of credits, there shall be a

uniform procedure of examination to be adopted by all faculty

members. There shall be minimum two sessional tests and

one end-semesterexamination in each course during every

semester.

10.1.2Sessional Test 1 shall be held during the sixth week of the semester for the syllabi covered till then.

10.1.3Sessional Test 2 shall be held during the twelfth week for the

syllabi covered between seventh and twelfth week.

10.1.4Sessional tests may employ one or more assessment tools such

as objective tests, assignments, paper presentation, laboratory work, etc. suitable to the course.

10.1.5The pattern of assessment of sessional work, including the

weightages to be given to different elements like class

performance, assignments and the sessional tests, for each

course shall be prescribed by the School Board on the

recommendation of the Board of Studies of the Department

concerned and shall be made known to the students at the

commencement of each semester.

10.1.6In special circumstances, a student can be allowed to repeat one

sessional test, if his/her application in this regard is considered by the Head of the Department.

10.1.7The 40% weightage allotted to sessional work shall consist of

50% for class performance and assignments and the remaining 50% for the two compulsory sessional tests i.e. 15% weightage

to each compulsory sessional assignment/test out of total 40% weightage assigned to sessional assessment. Out of the total 40% weightage for sessionals, maximum 10% weightage may be

assigned to overall participation of the student during the semester. Depending upon the nature of the course, the division of the weightage of sessional marks may be defined accordingly

by the concerned School Board.


61

10.1.8A student clears the sessional work in a course if he/she has

participated in the sessional work and secured P or higher grade in it.

10.1.9A student is required to qualify sessionals and end-

semester examinations separately with minimum ‘P’ grade. A

student can appear in end-semesterexamination provided he/she has qualified requirements of sessional assessment

with minimum ‘P’ grade.

10.2End-Semester Examination:

10.2.1End semester Examinations covering the entire syllabus

prescribed for the course and carrying 60% of weightage shall be conducted by the examination branch in consultation with the Dean of the concerned School.

10.2.2Examiners or Board of Examiners shall be appointed for each course by the School Board on the recommendation of the Board

of Studies of the Department concerned.

10.2.3The distribution of weightage for the valuation of semester-

long project work/ dissertation shall be:

i) Periodic presentation: 20%

ii) Concise dissertation :60%

iii) Viva voce

:

20%

Or as decided by the School Board on the recommendations of

the Board of Studies of the Department concerned.

10.2.4Hall tickets/admit cards shall be issued to the student on the

recommendations of the Head of the Department on submission

of the following documents by the student:

I. Certificate indicating fulfilment of the requirements of sessional evaluation including sessional tests, attendance, assignments etc. (to be issued by the HOD)

II. No dues certificate on the prescribed format

10.3Letter Grades and Grade points: Absolute Grading system shall be adopted to grade the students.

10.3.1Under the absolute grading system, marks are converted to

grades based on pre-determined class intervals.

10.3.2In the End-semester theory or practical examinations, examiners

shall award the marks and these marks will be further converted

into grades/grade points by the examination branch in accordance with the provisions of the ordinance.

10.3.3Detailed Marks Sheet issued at the end of the semester or the programme shall carry marks/percentage and equivalent grades both.

10.3.4University shall adopt the 10-point grading system with the

letter grades as given under:


62

Letter Grade Grade Point Class Interval (in %)

O (Outstanding) 10 90 and Above

A+ (Excellent) 9 75 and < 90

A (Very Good) 8 60 and< 75

B+ (Good) 7 55 and< 60

B (Above Average) 6 50 and< 55

C (Average) 5 45 and< 50

P (Pass) 4 40 and< 45

F (Fail) 0 < 40

Ab (Absent) 0 Absent

Note:

I.F= Fail, and the students graded with ‘F’ in a programme or course shall be required to re-appear in the examination

II. Minimum qualifying marks for a course or programme is 40% i.e. ‘P’

grade.

III. ‘B’ grade is 50 % or less than 55%

IV. ‘B+’ grade is 55 % or less than 60%

V. Students shall have to qualify the sessionals (tests, assignments,

attendance, presentations etc.) and end-semester examinations

separately and the student failing to qualify either of the components

shall not be considered as qualified in any case. However, student

failing to qualify the sessionals shall not be permitted to take the end-

semester examinations.

VI Students shall be allowed to improve their grades during the

maximum duration

VII There shall be no rounding of SGPA/CGPA

VIII The SGPA/CGPA obtained by a student is out of a maximum

possible 10 points

IX A student in order to be eligible for the award of the Master’s degree

of the University must have obtained CGPA of 4 at the end of the

programme

X Provided that students who are otherwise eligible for the award of the

degree/diploma but have secured a CGPA less than 4 at the end of

the permissible period of semesters may be allowed by the

Department/School concerned to repeat the same course/s or other

courses of the same type in lieu thereof in the two extra semesters

provided in clause 7 on “Duration of Programme”.

The Cumulative Grade Point Average (CGPA) obtained by a student shall be classified into the following divisions:


63

CGPA Class/ Division

10 Out Standing

9 and above, but less than 10 First Class with distinction

8 and above, but less than 9

First

7 and above, but less than

8

High Second


7

Second


6

Third

10.4 Assessment

10.4.1The assessment of the theoretical component towards the end of

the semester shall be undertaken by the examiners from within the

university. These examiners may be appointed by the concerned

Board of Studies on the basis of the specialisation of the faculty. In

such courses, suitable eligible faculty shall be assigned the

responsibility of setting of the question papers and the evaluation

of the answer scripts by the concerned HOD.

10.4.2In case of the practical component of core courses, assessment

shall be jointly carried out by the internal and external examiners.

For the assessment of practical component, half of the examiners

in the team shall be invited from outside the University from

amongst the panel of examiners (not below the rank of Associate

Professor) approved by the competent authority.

10.4.3In case of the project reports/thesis/dissertation etc. the

assessment shall be jointly carried out by the internal and external examiners. External examiners shall be invited from amongst the

panel of examiners (not below the rank of Associate Professor) approved by the competent authority.

10.5Re-appear/Improvement of Grades:

10.5.1Re-appear Examination: Students failing to score minimum grade

required to qualify a course/programme may be allowed to re-

appear in those examinations where they couldn’t score ‘P’ grade

in the two extra semesters provided in clause 7 on “Duration of

Programme” with the following provisions:

10.5.1.1A student with "F" Grade in a course shall be permitted to repeat/

reappear in the End-Semester Examination of the Course for maximum number of three times i.e. a student with arrears on account of "F" Grade, shall be permitted to repeat / reappear in

the End Semester Examination for a maximum of three times (including the first appearance), along with the subsequent End

Semester Examinations.

10.5.1.2If a student secures “F” Grade in a Project Work / Project Report/

Dissertation / Field Work Report / Training Report etc, he/she shall be required to resubmit the revised Project Work / Project Report/


64

Dissertation / Field Work Report / Training Report etc. as

required by the evaluator(s). Provided further that a student shall be permitted tore-submit the Project Work / Project Report / Dissertation / Field Work Report/ Training Report etc. for a

maximum of three times (including the first submission).

10.5.1.3Such students will avail the chance to re-appear only within the

maximum duration of the programme.

10.5.1.4Re-appear examination of even semesters will be conducted with

the end-semester examinations of even semesters and similarly

examinations of odd semesters will be conducted with the end- semester examinations of odd semesters.

10.5.1.5Re-appear examinations will be based on the Syllabi of the

course/programme in force at the time of initial registration to the course/programme.

10.5.1.6Students who have got the migration certificate issued from the

university shall not be allowed to re-appear.

10.6Re-evaluation/re-checking: Students may apply for

revaluation/rechecking of their answer scripts within thirty days of the official display/declaration of the result.

10.6.1For re-evaluation/rechecking of the answer scripts, students shall

have to apply on the prescribed format available on University

website/examination branch of the University along with the

original DMC or copy of the result and demand draft of Rs. 1000/-

for each course drawn in favour of Registrar, Central University of

Haryana.

On re-evaluation, decreased/increased grades/awards will be considered as final but in case the increase is more than 10% of the actual marks

scored by the student in the first attempt, his/her script shall be sent to third examiner and the average of the score awarded by the second and third examiners shall be considered as the final score.

10.7 Minimum Credit requirements:

10.7.1For a one-year Post Graduate programme, the credit requirements for the award of the Post Graduate Diploma shall be 40 credits

(±10%), including a minimum of 9 credits from elective courses (of which at least 3 credits shall be from elective course offered by another Department).

10.7.2For a two-year Master’s programme, the credit requirements for the Master’s degree shall be 80 credits (±10%), including a minimum of

18 credits from elective courses (of which at least 6 credits shall be from elective courses offered by other Departments).

10.7.3For a three-year Master’s programme, the credit requirements for the

Master’s degree shall be 120 credits (±10%), including 27 credits from elective courses (of which 9 credits shall be from elective courses offered by other Departments).

11. Computation of SGPA and CGPA:


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University follows the following procedure to compute the Semester Grade Point Average (SGPA) and Cumulative Grade Point Average (CGPA):

11.1 The SGPA is the ratio of sum of the product of the number of credits

with the grade points scored by a student in all the courses taken

by a student and sum of the number of credits of all the courses undergone by a student, i.e. SGPA (Si)= ∑(Ci x Gi)/∑Ci

where Ci is the number of credits of the ith course and Gi is the grade point scored by the student in the ith course.

11.2 The CGPA is also calculated in the same manner taking into account all the courses undergone by a student over all the semesters of a programme, i.e. CGPA=∑(Ci x Si)/∑Ci

where Si is the SGPA of the ith semester and Ci is the total no. of credits

in that semester.

11.3 The SGPA and CGPA shall be rounded off to 2 decimal points. 12. Illustration of the computation of SGPA and CGPA:

12.1 Illustration of SGPA computation: Course Credit Grade Letter Grade Point Credit Point

Course I 3 A 8 3 X 8=24

Course II 4 B+ 7 4 X 7 = 28

Course III 3 B 6 3 X 6 = 18

Course IV 3 O 10 3 X 10 = 30

Total Credit points

For the semester = 13

Total Credit points

Earned= 100

Thus SGPA= 100/13= 7.69

12.2 Illustrations for CGPA:

Semester I Semester II Semester III Semester IV Semester V Semester VI

Credit: 20 Credit: 22 Credit: 25 Credit: 26 Credit: 26 Credit: 25

SGPA: 6.9 SGPA: 7.8 SGPA: 5.6 SGPA: 6.0 SGPA: 6.3 SGPA: 8.0

Thus, CGPA=(20 x 6.9) + (22 x 7.8) + (25 x 5.6) +(26 x 6.0) + (26 x 6.3) +(25 x 8.0)

------------------------------------------------------------------ = 6.73

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12.3 Transcript (Format): Based on the above, letter grades, grade points

and SGPA and CGPA, Transcripts/DMCs shall be issued for each semester and a consolidated transcript indicating the performance in all semesters.

13.Removal of name of a student from the programme:

13.1.The name of a student falling under the following categories shall automatically stand removed from the rolls of the University:

(a)A student who fails to fulfil the minimum grade point requirements prescribed for the programme during the maximum duration of the programme.


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(b)A student who has already exhausted the maximum duration allowed

for completion of the Programme and has not fulfilled the requirements for the award of the degree / diploma.

(c)A student who is found involved in misconduct/forgery/indiscipline or

offensive conduct upon recommendation of the Discipline committee/ Proctorial Board.

(d)A student who fails to attend 75% of classes. However, in special circumstances, considering the merit of the case on the

recommendations of the department, Vice Chancellor may relax the condition by 15%.

13.2.The School Board, on the recommendation of the Board of Studies

of the Department concerned, may remove the name of a student from the programme of study if-

(a)He/ she fails to clear at least 50% of the prescribed core courses at the end of the 1st semester.

(b)He / she has still to clear courses which cannot possibly be cleared

within the maximum duration of the programme or in the remaining period of the programme which he/ she is allowed to register for the normal load in the said period.

(c)He/she fails to qualify the sessional requirements (sessional tests, attendance, assignments etc.) and end-semester examinations of the

minimum required courses (core or elective) separately.

13.3. Indiscipline and Unfair Means in Examinations: There shall be

zero- tolerance against use of unfair means and unfair practices in connection with examination and each examinee shall be required to strictly adhere to the instructions for taking examination.

Non adherence to such instructions shall attract disciplinary action. Use of unfair means is strictly prohibited and shall invite serious disciplinary

action for anyone found using unfair means during any examination. Indiscipline, Unfair practices and Unfair means relating to examination shall mean and include:

14.1Exerting pressure, coercion and undue influence for postponement and change of dates and timings of examination

14.2Threatening the invigilator or any other behaviour amounting to

insubordination as reported by the Invigilator / Centre Superintendent.

14.3Seeking favours from and/or threatening the examiners, paper

setters, evaluators, invigilators, co-examinees or any other officer or staff of the university.

14.4Resorting to such practices and engaging into activities that are specifically prohibited during the course of examination

14.5.Keeping in possession of materials of any kind related to the subject

of the examination concerned including mobile / cell phones /

electronic aids, unless otherwise permitted as a component of

examination and/or copying or attempting to copy from the

materials in possession or from other persons within or outside the

examination hall,


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14.6.Exchanging notes, inter-changing answer scripts, helping other

examinees, seeking help from and/or consulting other examinees or any other person inside or outside the examination hall.

14.7.Attempts of impersonation including writing some other candidate's

registration number / roll number in the answer paper and/or Exchanging or attempting to exchange answer sheets or other

materials during the course of examination.

14.8.Sitting or occupying seats other than the one allotted to the

candidate or changing the seat during the course of examination without the permission of the invigilator.

14.9.Boycott / walkout of the examination and or causing disturbances

of any kind during the conduct of examination.

14.10Any other act of omission or commission as may be declared by the

Executive Council as unfair means in respect of any or all the examinations.

14.11Detection of unfair means, indiscipline and disturbances during the examination shall be brought to the notice of the Centre

Superintendent by the invigilator concerned in writing.

14.12The Centre Superintendent shall report to the Controller of

Examinations without delay, each case of alleged use of unfair

means in the examination with full details of the evidence in

support thereof and the statement of the candidate concerned, if

any, on the forms supplied by the Controller of Examinations for

the purpose.

14.13In case a candidate found using unfair means in examination

refuses to make and sign the said statement, the incident shall be recorded by the Invigilator and countersigned by the Centre

Superintendent.

The answer book of the candidate found using unfair means in the

examination shall be seized and the candidate may be permitted to write his/her examination on a separate answer-book to be issued to him/her. The Centre Superintendent shall send both the answer-

books to the Controller of Examinations along with his/her report.

14.15 All individual cases of reported use of unfair means in examination shall be referred to the Examination Discipline Committee.

15. For programmes approved by the Academic Council, if a regulation

is issued by the Academic Council, and is at variance with the provisions of this ordinance, then the regulations of the Academic Council shall prevail pending amendment in the Ordinance.

15.1Notwithstanding what is contained in the foregoing clauses of this

Ordinance, the Academic Council may, in exceptional

circumstances and on the recommendations of the Board of Studies

of the Department and the School Board as well as on the merits of

each individual case, consider at its discretion and for reasons to be

recorded relaxation of any of the provisions except those prescribing

CGPA requirements.

15.2Notwithstanding anything stated in this Ordinance, for any

unforeseen issues arising, and not covered by this Ordinance, or in


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the event of differences of interpretation, the Vice Chancellor may

take a decision, after obtaining the opinion/advice of a Committee

consisting of any or all of the Deans of the Schools.

The decision of the Vice Chancellor shall be final.

Ordinance-XV-A

Relating to General Rules for Examinations and award of PG Degrees/Diplomas:

1. Applications for admission to University examinations shall be made in

the prescribed form and forwarded to the Controller of Examinations through the Head of the Department/Dean of the School concerned:

2. While forwarding the applications for admission to various examinations the Head of the Department/ the Dean of the School concerned shall be required to certify in respect of each applicant as follows: "that the

candidate has satisfied himself by the production of a certificate of a competent authority that he has passed the examination which

qualifies him for admission to the examination." The Controller of Examinations shall send the admission tickets of all

the candidates, whose applications for admission to the various examinations have been received by the Head of the Department, the

Dean of the School concerned for delivery to the candidates concerned. Before delivering the admission ticket to each candidate the Head of the Department/the Dean of the School concerned shall satisfy himself that

the candidate concerned has put in the requisite attendance at lectures etc. as laid down in the Ordinances of the University and is otherwise eligible to appear at the respective examination. The admission tickets in

respect of candidates who have not fulfilled the attendance requirements or are otherwise not eligible to appear at the examination shall not be

delivered to them and shall be returned to the Controller of Examinations together with a statement showing the detailed attendance position and/or other facts in each case. Provided that if practical examination in

any subject is held before the examination in theory papers, it shall not be necessary for the Controller of Examinations, in respect of candidates

who are pursuing a regular course of study, to send Admission Tickets to enable them to take such practical examination, and it shall suffice if he sends a list containing the roll numbers of such candidates to the

Head of the Department/the Dean of the School for being put up on the notice board of the Department/School to enable such candidates to take their examination on the basis of the roll numbers assigned to them.

Such candidates shall take the practical examination provisionally subject to their being issued Admission Tickets later in terms of the

foregoing provision. 3. (i) Application for admission to examinations shall be accompanied by the

prescribed fees. (ii) A candidate who due to sickness or other cause is unable to present

himself for any examination shall not be entitled to claim a refund of his


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fees, but such a candidate may be permitted to present himself at the next ensuing examination without payment of a further fee.

4. (i) Subject to the provisions contained in Clause 2 above every candidate

whose application has been accepted by the University for admission to an examination shall be given an admission ticket showing the name of

the candidate and the roll number assigned to him for admission to the examination.

(ii)The ticket shall be sent to the HoD/Dean of the School concerned, who will give it to the candidate after obtaining his signature on the ticket.

5. A candidate may not be admitted into the examination hall, if he fails to present to the officer-in-charge of the examination his admission ticket or to satisfy the officer that it will be produced within a reasonable time.

6. The Officer-in-Charge of the examination shall have power to call upon any candidate appearing at an examination to give a specimen signature for purpose of identification.

7. Permission to appear at a University examination may be withdrawn before or during the course of the examination for conduct which, in the

opinion of the Vice Chancellor, justifies the candidate's exclusion. 8. If a candidate for any University examination owes any money to the

University on any account and fails to pay the money, or has borrowed or

has in his possession any book, apparatus, or other property belonging to the University or any kit supplied by the N.C.C./N.S.S. and fails to

return the same, the Vice-Chancellor may withhold or authorise the withholding of the admission ticket of the candidate, or, if the admission ticket has already been issued suspend the order of admission till all such

money has been paid or such property returned by the candidate. 9. Notwithstanding anything contained expressly or impliedly in these rules,

the Vice-Chancellor may, on being satisfied after such enquiry as he may

deem fit, withdraw retrospectively, prior to the publication of the final result of a candidate in a course, the permission granted to such

candidate to pursue that course or to appear at a University examination in relation thereto, on any of the following grounds or cancel the result of such candidate, if it comes to his notice, within 4 months of the

publication of the said final result that: (i) The candidate was ineligible for admission to the course but was wrongly

admitted, or

(ii) The candidate was ineligible to take the examination on account of shortage of attendance but was permitted to do so by some mistake or

some other unavoidable reason, or (iii) A discrepancy was found in the attendance record on account of which

the candidate who had taken the examination was in fact ineligible, or

(iv) A discrepancy was discovered in the award of marks etc. which rendered that result of the candidate liable to be cancelled to his disadvantage.

(v) Any other ground which makes the candidate ineligible to appear in the examination. Provided that no such action shall be taken by the Vice- Chancellor without giving an opportunity to the concerned candidate to

show cause against the proposed action and provided further that such action shall be reported to the Academic Council for the confirmation.

10. Subject to the provisions of the Act, the Statutes and the Ordinances,

the regulations may provide for all other matters relating to conduct of examinations including those concerning examination committees,


70

tabulation of marks and results, fee for re-checking examination results and for the supply of marks, dates for submission of examination forms, directions to candidates for examinations, directions to superintendents

of examinations and duties of invigilators.

Ordinance-XV-B:

Disorderly conduct and use of unfair means in examination

1. For the purposes of this Ordinance –

a) Examination means an examination conducted by the University.

b) The year means the academic year;

c) Candidate includes an examinee taking any examination in a particular

year and, wherever the context so permits, every student on the rolls of the University;

d) The use of dishonest or unfair means in the examination include:

(i) assisting in any manner whatsoever any other candidate in answering the question paper during the course of the examination;

(ii) taking assistance from any other candidate or any other person or from any book, paper, notes or other material in answering the question paper during the course of the examination;

(iii) carrying into the examination room any book, paper, notes, or other material whatsoever likely to be used directly or indirectly by the

candidate in connection with the examination;

(iv) smuggling in an answer book or a continuation sheet;

(v) taking out or arranging to send out an answer book or its any page or

a continuation sheet;

(vi) replacing or getting replaced an answer book or its any page or

continuation sheet during or after the examination;

(vii) getting impersonated by any person in examination;

(viii) deliberately disclosing one's identity or making any distinctive mark

in the answer book for that purpose;

(ix) communicating with or talking to any other candidate or un authorised person in or around the examination room during the

course of the examination;

(x) communicating or attempting to communicate directly or through a

relative, guardian and friend with an examiner with the object of influencing him in the award of marks;

e) Disorderly conductin the examination includes:

(i) misbehaviour in connection with the examination, with the Superintendent, the Invigilator on duty or the other staff working

at the Examination Centre, or with any other candidate, in or


71

round the examination centre, before, during or after the

examination hour;

(ii) leaving the examination room before the expiry of the stipulated time or without handing over the answer book to the Invigilator-

in-charge or without signing the attendance sheet;

(iii) intentionally tearing off the answer book or a part thereof or a

continuation sheet;

(iv) disturbing or disrupting the examination;

(v) inciting others to leave the examination room or to disturb or

disrupt the examination;

(vi) Carrying into the examination centre any weapon of offence.

2. No candidate shall make use of any dishonest or unfair means or

indulge in disorderly conduct in the examination.

3. A candidate found guilty of the use of dishonest or unfair means or

disorderly conduct in the examination may be disqualified from passing the examination for which he was a candidate, and may, in addition, be debarred from appearing at any future examination of the

University for a further period to be stated or be expelled from the University and declared not a fit and proper person to be admitted to any further examination of the University.

4. (a) Any candidate who, in the opinion of the Invigilator on duty or the Examiner conducting a practical or oral examination or the

Superintendent of the Examination Centre, contravenes or is suspected of contravening the provisions of clause 2 in the examination room, shall be forthwith challenged by such Invigilator,

Examiner or Superintendent who shall ask for a signed statement from the candidate. The candidate may be subjected to a search of his person to recover any incriminating material from him by the

examination staff on duty.

(b) Without prejudice to the provision contained in sub-clause (a) above

the Superintendent of an Examination Centre or the Examiner conducting practical or oral examination shall also have the power to expel a candidate who in his opinion, has contravened the provisions

of clause 2, from the examination centre for the remaining duration of the paper.

5. (a) The Superintendent of the Examination Centre or the Examiner or anyOfficer ofthe University, as the case may be, shall report in writing to the Controller of Examinations the case of every student who has

contravened the provision of clause 2.

(b) The reporting authority shall give full facts of the case in his report and forward with it the statements. If any, made on the occasion by the

candidate and the Invigilator on duty and papers, books and other material recovered from the candidate, if any.

6. There shall be one or more Examination Disciplinary Committees. Each such Committee, hereinafter referred to as the Examination Disciplinary Committee shall be constituted as under:

(a) On the recommendation of the Vice-Chancellor the Executive Council shall, atthe beginning of each year, draw up a panel of teachers of the


72

University to be nominated on the Examination Disciplinary

Committee.

(b) Each Examination Disciplinary Committee shall comprise of two teachers to be nominated by the Vice-Chancellor from amongst the

panel, one of them being of the status of at least an Associate Professor.

(c) The Controller of Examinations or any person authorised by him, of the rank of not less than an Assistant Controller of Examinations/Assistant Registrar will function as non-member

Secretary of the Examination Disciplinary Committee.

7. The Vice-Chancellor shall determine from time to time the number of

Examination Disciplinary Committees.

8. (a) The Controller of Examinations or any person authorised by him in this behalf shall communicate to the candidate, in respect of whom a

report has been received pursuant to clause 5(a). The precise nature of allegations against him and shall require him to furnish his written explanation within a stipulated period. (b) On receipt of the

explanation from the candidate or on the expiry of the period stipulated for submitting explanation if no explanation is received from him the

Vice-Chancellor shall assign his case for consideration to the Examination Disciplinary Committee and, where there are more Committees than one, such Examination Disciplinary Committee as

he may deem fit.

9. After considering all the material on record including the explanation,

if any, submitted by the candidate, the Examination Disciplinary Committee if satisfied that the candidate is guilty of the use of dishonest or unfair means or disorderly conduct in the examination,

shall recommend to the Executive Council the punishment that may be imposed on the candidate under clause 3 according to the nature of the offence.

10. The Executive Council may, after considering the report, of the Examination Disciplinary Committee take such action against the

candidate under clause 3 as it may deem fit.

11. A candidate on whom may any punishment has been imposed under clause 3 may, within 15 days from the date of the receipt of the

communication in that behalf, make a representation to the Vice-Chancellor for review of his case and the Vice-Chancellor, if satisfied that the case is fit for reconsideration refer the same to the Executive

Council. The Executive Council may thereupon review the case and pass such orders as it may consider fit.

12. In the case of a candidate who has been expelled from the University in terms of provisions of Clause 3, the Executive Council may, on the recommendation of the Vice Chancellor, on the expiry of three years

after such expulsion including the examination in connection with which he was punished, exempt a candidate from further operation of

the punishment awarded.

13. If within four months of the publication of the results, it is brought to the notice of the Controller of Examinations that a candidate was guilty

of the use of dishonest or unfair means at the examination in respect of which his result was declared, the provisions of this Ordinance shall apply mutatis mutandis to the case of such a candidate provided that

before imposing any penalty including the penalty of cancellation of


73

his result, he shall be given another opportunity, to show cause

against the proposed punishment and his explanation, if any, shall be considered by the Executive Council.

14. A candidate against whom an enquiry is pending about his allegedly

having resorted to the use of dishonest or unfair means or disorderly conduct in the examination or against whom action is initiated under

the provisions of the preceding clause shall, if he takes or has taken any subsequent examination, be deemed to have been only provisionally admitted to that subsequent examination. That

examination will stand cancelled and his result thereof would not be declared if on account of the punishment imposed on him as a result

of the said enquiry or action, he would not have been entitled to take that examination but for his provisional admission thereto.

15. If a person, not otherwise covered by these provisions, is found guilty

of having impersonated a candidate or of having written, outside the examination hall, an answer book or its any page or a continuation sheet which he knows or has reason to believe will be smuggled into

the examination hall for the benefit of any candidate, or of having managed otherwise to replace the answer book or its any page of the

candidate after the examination, he shall be disqualified from appearing in any University examination for a period to be stated. The provisions of this Ordinance relating to the manner of imposition of

penalty shall, in so far as they may be applicable, apply to the case of such a person.

Ordinance-XV-C:

Withholding Conferment of any Degree/Diploma or

Award of any Certificate.

Notwithstanding anything contained in Ordinance X-A or in any other Ordinance, the Executive Council may, on the recommendation of the

Vice-Chancellor, by a resolution passed with the concurrence of not less than two thirds of the members voting, withhold for such period

as they may deem fit, conferment of any Degree/Diploma or Award of any Certificate to any successful candidate at an examination ofthe University, for reasons, which, in their opinion, justify such

withholding e.g., unruly or disorderly conduct, or violence on the campus or in a College, or conviction for an offence involving violence

or moral turpitude.

I. To add Clause 1.9 after Clause 1.8:

a. The following courses of study shall be offered by the University:

(i) Doctor of Philosophy (Ph.D.) in – Economics, Education, English,

Hindi, Political Science, Microbiology, Biochemistry, Biotechnology, Nutrition Biology, Hotel & Tourism Management, Management Studies

and Physics.

(ii) Master of Philosophy (M.Phil.) of one year’s duration in – Economics, Education, English, Hindi and Political Science.

(iii) Master’s Degree Programmes: in 25 Departments which includes Education


74

(iV) Bachelor in Vocational Studies (B.Voc.)

(v) Post Graduate Diploma Programmes. (VI) Certificate Courses. II To add Clause-17 after Clause-16:

Clause-17: Attendance (i) A student of any of the Master’s/Post-graduate courses will not be eligible to appear in any examination of any semester unless he/she has attended, in all subjects, 75% of the

lectures/presentations and practicals separately, delivered in the University for the course of study in each semester.

(ii) In case a student who a) is selected as a member of the N.C.C. to participate in the

annual N.C.C. Camps or is deputed to undertake Civil Defence work

and allied duties; or b) is enrolled in the National Service Scheme and is deputed to

various public assignments by or with the approval of the Head of the Department concerned; or

c) is selected to participate in sports as part of their Curricular

Activities (CA); or d) represents the University in Inter University tournaments

organized by the University, or a student selected for coaching camp

of the University team Camp organized by the University or a student who represents Haryana state in National tournaments organized by

National Sports Federations, or a student who represents the University in tournaments organized by Association of Indian Universities, or a student who represents India in International

Tournaments organized by International Federations/ Associations and FISU, (selection through AIU), or a student who represents India in Olympics/Commonwealth Games/Youth Games/ World

Championships/ organized by International Olympic Committee, or in national or international fixtures in games and sports approved by the

Competent Authority; or e) is required to represent the University at the Inter-University

Youth Festival; or f) is required to participate in periodical training in

the Territorial Army or a student who is deputed by the University to take part in Inter-University sports or fixtures, debated, Seminars,

symposia or social work projects or a student who is required to participate in curricular activities held in other Universities or such other activities held in other Universities approved by the Head for this

purpose. On calculating the total number of lectures etc. delivered in the University for his/her course of study in each Semester, the number of lectures etc., delivered in each subject, during the period of

absence and as approved by the Head for the above purpose, shall deemed to have been attended by the student.

(iii) The Head of the Department may consider, on the basis of the

Medical Certificates produced, exceptionally hard cases of

students who had fallen seriously ill or had met with an accident during the year disabling them from attending classes for a

certain period, with a view to determining whether the lectures etc. delivered during the said period, or a part thereof, could be excluded for purposes of calculation of attendance of the year and

decide each case on its own merits.


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(iv) The Departments shall be required to notify the attendance position of each of their students for each month on the notice board and the website of the University, and clearly indicate the

lectures/ practical/ presentation/ tutorials held subject wise and the numbers attended by each student.

(v) The Department shall notify on the notice board and the website of

the College, the final attendance position of each of its students

within five days of the dispersal of the classes in the last session of the Semester. Not later than five days, thereafter, a student may,

by an application to the Head, claim benefit of exclusion of lectures under sub-clause (iii) above on grounds to be specified and accompanied by the relevant documents. All such applications

submitted within time shall be considered and disposed of by the Head of the Department at least 3 days prior to the commencement of the examination, in which the student is intending to appear.

(vi) The benefit of exclusion of lectures contemplated in para (iii) above, shall in no case exceed 1/3 of the total number of lectures/practicals/ presentation/tutorials delivered. (vii) In the

case of a married woman student who is granted maternity leave, in calculating the total number of lectures delivered in the

University for her course of study in each semester, in the number of lectures in each subject delivered during the period of her maternity leave shall not be taken into account.

(viii) No person shall be deemed to have satisfied the required

conditions in respect of his instructions, unless in addition to the

requirements regarding attendance and other conditions, he has appeared and satisfied by his performance the Head of the

Department in such tests, written and/or oral, as may be held by him in his discretion. The Head of the Department shall have, and shall be deemed always to have had, the power to detain a student

in the same class in which he has been studying, or not to send him/her in the same class in which he has been studying, or not to send him/her for the University Examination, in case he did not

appear at the tests aforesaid or his performance was not satisfactory. The Head of the Department shall have power to strike

off the name of a student who is grossly irregular in attendance in spite of warning, or when the absence of the student is for such a long period that he cannot put in requisite percentage of

attendance.

Note:-Clause 17 of the Ordinance will be implemented from the Academic Session 2015-16.