Study & Evaluation Scheme of Master of Education (M. Ed.) [Applicable w e. f. Academic Session 2015-16]

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Course Code – MED 422

Objectives: The students will be able to:

  • Appreciate the need and relevance of policy formulation and analysis

  • Develop, critical understanding of the concept of educational planning and initiatives and programmes launched to achieve the same

  • Develop in them the understanding of school accounting and developing skill in school budgeting

  • Develop appreciation of the financial problems of educational administration

  • Critically analyse the policies of educational finance and its implications of efficiency of the system

  • Discuss the linkages of Various State, District and Local level functionaries

Unit-I Policy Initiatives and Concerns

  • Policy : Need, Purpose, Analysis Formulation

  • Recommendations of Mudaliar Commission , Kothari Commission , NPE 1986, PoA (1992)

  • RMSA(Rashtriya Madhymik Shiksha Abhiyan) and RUSA( Rashtriya Ucchatar Shiksha Abhiyan)- Programme objectives, Strategies and Present Status with respect to Implementation of Programmes

Unit-II Planning for Secondary and Senior Secondary Stage

  • Planning : Concept and Purpose in Educational Administration

  • Recommendations of the XII Five Year Plan on SE& SSE

  • Planning at National , State and District Level in India – Administrative Structure & functions at each stage

  • School Mapping and Micro planning Concept, Need and Purpose

  • Institutionalplanning: Need, Function and Scope

Unit-III Financing of Education

  • Educational Expenditure: Source of finance Central Government grants, Tuition

  • fee, Endowment Donation and gifts, Foreign aids.

  • School Budgetary and accounting procedure, grant in aid policy in India ,Monitoring of expenditure ,Control and Utilization of Funds, Accounting and Auditing ,Central – State relationship in Financing of Education.

  • Determinants of Educational cost.

  • Cost effectiveness / Cost efficiency

  • Use of Cost Analysis in Educational Planning

Unit-IV Planning and Financing at Institutional Level

  • Institutional Planning: Concept and Scope

  • Funds and Grants available

  • Scholarship Schemes instituted by the Govt of India

  • Planning for Effective Implementation of Vocational Education

Unit-V issues & Concerns

  • Globalisation, Privatisation and Commercialisation of Education: Need, Present Status and Impact in India

Suggested Readings:

  • Azad, Jagdishlal Financial of Higher Education in India, New Delhi, Sterling Publishers.

  • Blaug. Mark An Introduction to Economics of Education, Allen lane. London, Penguin. Cohn E and T.

  • Coombs, P.H and Hallak.J (1988) Cost Analysis in Education: A Tool for Policy and Planning, Baltimore: John Hopkins Press.

  • Gaske (1989), Economics of Education, Pregamon Press, London.

  • G. Psacharopoulos (1987): Economics of Education: Research and Studies, New York: Pergamon Press.

  • Mehrotra, Santosh(2006) The Economics of Elementary Education in India, The Challenge of public finance, private provision and household costs, Sage Publication, New Delhi.

  • Musgrave, R. A., Theory of public Finance: A Study of Public Economy, New York: Mcgraw Hill.









Course Code – MED 423
Objectives: The students will be able to:

  • Understand the relationship between Humans Beings and their Environment. develop sensitivity towards Environmental Disaster Management.

  • Acquire an understanding of the process of Environmental Education.

  • develop skills and competencies as teachers for Management of Environmental Awareness Programmes

  • Acquire a critical understanding of the different curriculum transaction and evaluation strategies for environmental education.

Unit- I Environment, Initiatives for Protection and Disaster Management

  • Environment: Meaning & types Natural, Social & Economic environment: interdependence & interaction among them, Relationship between Man and Environment

  • International Conferences For Environmental Protection:

  • Stockholm Conference (1972), Rio Conference (1992) and Johannesburg Conference (2002)

  • United Nations Environmental Programme (UNEP) –Objectives & Functions -Environmental Disasters: meaning, natural & manmade disasters and their management, Natural Disasters and their Management: Earthquake, Volcano, Cyclones, Flood& Drought.

  • Management of Pollution as a Manmade Disaster: Causes, effects & control of- Air pollution, Water pollution, Land pollution and Sound pollution

Unit-II Education for Conservation of Natural Resources and Sustainable Development

  • Conservation of Natural Resources: Concept, need and Importance

  • Ways of Conservation of Natural Resources: Refuse, Reuse, Recycle, Reduce, Replace, Restore, Regenerate, and Reshape.

  • Environmental Movements: -Chipko, Silent Valley, Narmada Bachao. -Role of Environmental Movements in Environmental Conservation -Role of Education in Conservation of Natural Resources

  • Sustainable Development: Meaning & dimensions ( natural, social & economic)

  • Strategies For Sustainable Development: suggested in Agenda –Guiding Principles for Sustainable Development

  • Environmental Impact Assessment (EIA) – meaning, steps, principles & importance of EIA in Sustainable Development

  • Role of Environmental Education in Sustainable Development-Need of an Inter- disciplinary Approach.

Unit-III Environmental Education-Need and Scope

  • Environmental Education: Meaning, need and scope

  • Need of Environmental Education for School Teachers and Teacher Educators

  • Guiding Principles of Environmental Education

  • Place of Environmental Education in National Curricular Framework (2000) given by NCERT and Environmental Education Curriculum Framework For Teachers and Teacher Educators (2005) given by NCTE.

Unit-IV Environmental Education- Transaction

  • Teaching – Learning Strategies For Environmental Education: Field visits, Experimentation, Demonstration, Observation, Group- Discussion, Dramatization and Games.

Unit-V Evaluation in Environmental Education

  • Evaluation in Environmental Education Use of Observation,

  • Self-reporting techniques (attitude scale, interview and questionnaire) and Projective Techniques in Environmental Education.

  • Training For Environmental Education – (Preparing an Environmental Education Teacher), Major components of the Training Programme, Role of Central & State Government in Environmental Education

  • Role of NGOs in Environmental Education (with reference to two National & two Local NGOs)

  • Role of Media in Environmental Education – Print Media, Posters, Slides, Television, Radio and Computer (Internet)

Suggested Readings:

  • Datta Amol K., (2000). Introduction to Environmental Science & Engineering. NewDelhi- 110 001: Raju Primlani for Oxford & IBH Publishing, Co. Pvt. Ltd., 66, Janpath.

  • Dayani, S. N., (1993). Management of Environmental Hazards. New Delhi: 110 014.Vikas Publishing House, Pvt. Ltd. 576, Masjid Road, Jangpura.

  • Iyer, Gopal (1996). Sustainable Development Ecological & Socio-cultural Dimension. New Delhi: Vikas Publishing House Ltd.

  • James, George (1999). Ethical Perspectives on Environmental Issues in India. NewDelhi-100 002: APH Publishing, Corporation, 5 Ansari Road, Darya Ganj,

  • Karpagam, M. (1999). Environmental Economics. Sterling Publisher Pvt. Ltd.

  • Mukherjee, Biswarp (1996). Environmental Biology, Tata-Mc-Graw, New Delhi: Hill, Publishing Co. ltd.

  • Nasrin, (1999). Environmental Education. New Delhi - 110 002: APH PublishingCorporation, 5 Ansari Road, Daryaganj.









Course Code – MED 424

Objectives: The students will be able to:

  • Appreciate the current challenges of teacher education in context with the introduction of education for peace harmony.

  • Develop skills among teacher trainees in human values, harmonious living with co-existence.

  • Create awareness among student teachers for development of activities for peace and harmony education.

  • Articulate and identify the activities & programmes for promoting peace and harmony.

  • Understand Vedic Darshan of international work for promoting peace values.

Unit-I Peace Education- Concept and Scope

  • Peace: Meaning, nature and its relevance relating to the present global scenario,

  • Ideal vs Pragmatic definition of Peace.

  • Different sources of peace: Philosophical, Religious, Social, Secular and Psychological.

  • Classification and analysis of peace:- Individual and social, Positive and negative peace, concept, characteristics,

  • Role of different organizations like UNESCO in Peace Education.

  • Peace in the minds of men, culture of peace and non-violence, positive personality development.

  • NCF 2005 recommendations on Peace Education : nurturing of knowledge, skills, attitude and values of a culture of peace for shaping individuals.

Unit-II Peace Education- Agencies

  • Family and Home: first school of peace education

  • Role of community, school, family and neighbors in peaceful values inculcation.

  • Importance of co existence and harmonious living in pluralistic-multi cultural, multi religious and multi ethnic societies.

  • Peace education –objectives, scope and its relevance: inculcating duty consciousness in individuals.

  • Role of Peace educators as motivators, trainers and guides.

Unit-III Methods for peace education

  • Methods for peace education: introspection, imbibing values and application of principles in daily life.

  • Ongoing researches in the field of peace education – present scenario and suggestions.

Unit-IV Education for International Peace & Understanding

  • Nationalism & Internationalism

  • Needs for developing International Understanding & Peace.

  • Guiding principles for education for International Understanding and peace: non-violence, conflict resolution, pacifism, international mediation and courts of justice and peace building.

  • Barriers for developing International Understanding & Peace: just warism and terrorism.

  • Recommendations of International Commission (Delor’s Commission) on International Understanding & Education for Peace.

Unit-V Role of Educational Institutions in propagation of Peace Education

  • Schools programmes: United Nations programmes of peace in minds of men, culture of peace and learning ways to peace.

  • Application of conflict resolution on individuals, society, national and international scenarios.

  • Importance of Human rights as a duty Teaching about Human Rights.

  • Teaching about other countries-History, Geography, Civics, Science & Literature.

  • Co-curricular Activities- Drawing, Painting, Modelling, Handicrafts etc. Role of Teacher with respect to transaction of Peace Education

Suggested Readings:

  • Bagchi, Jyoti Prakash and Vinod teckchandani, (2005), “Value Education” University book House (P) Ltd. Chaura Rasta, Jaipur-302003

  • Chitkara, M.G, (2009), “Education and Human values”, A.P.H Publishing Corporation, Anrari Road, Darya Ganj, New Delhi-110002 .

  • Delors J., Learning the Treasure within, UNESCO, 1997.

  • Falk, Richard A.; Johansen, Robert C.; Kim, Samuel S., editors. Constitutional.

  • Foundations of World Peace. Albany: State University of New York Press, 1993.

  • Galtung, Johan. Peace by Peaceful Means: Peace and Conflict, Development and Civilization. London: SAGE Publications, 1996.

  • Goldstein, Tara; Selby, David, editors. Weaving Connections: Educating for Peace, Social and Environmental Justice. Toronto: Sumach Press, 2000.

  • Mishra, Lokanath ,(2009), “ Encyclo paedia of Peace Education, A.P.H Publishing Corporation, Anrari road, Darya Ganj New Delhi-110002.

  • Mishra, Dr. Loknath, (2009), “Peace education frame work for teachers” A.P.H Publishing Corporation Anrari Road, Darya Ganj, New Delhi-110002.

  • Sathya Sai International Center for Human Values, New Delhi. Education for Human Values(2009).

  • Singh, Dr. Suresh Pal, and Anyana Kaul and Sarita Choudary,(2010), “ Peace and human rights education , A.P.H Publishing Corporation, Anrari Road, Darya Ganj, New Delhi-110002.

  • UNESCO: L:earning the treasure within, Delors Commission Report









Course Code – MED 425

Objectives: The students will be able to:

  • Explain the meaning, nature, scope and evolution of ET, IT and ICT in education.

  • Examine the teaching learning-system and potential of ICT and its effectiveness in education.

  • Design, develop and use various digital teaching learning resources.

  • Integrate ICT into teaching-learning evaluation, administration and other learning support systems.

  • Use ICT for their professional development.

Unit-I Effectiveness of Education through Educational Technology (ET)

  • Meaning, nature and evolution of Educational Technology (ET), Information.

  • Technology (IT) and Information and Communication Technology (ICT).

  • Teaching-learning system: design, development and potential of ICT.

  • Enrichment through ICT.

  • Education Policies related to ICT in education.

  • Approaches to ICT.

Unit-II Instructional Technology

  • Definition and uses of Communication.

  • Principles of Instructional Technology.

  • Use of Communication Technology in teaching-learning process.

  • Non-digital teaching -learning resources (TV, Radio, Audio-Visual

  • Resources).

  • Digital teaching learning resources: MS Word, MS PowerPoint, MS Excel.

Unit-III Web Based Learning and Communication Technology

  • www, Domain, Hosting, Browser, Search Engine

  • Internet: Internet application in class rooms Teaching

  • E-learning/Online Learning, Blended learning, Social Networking in education.

Unit-IV Improving Policy Planning & Management

  • Role of ICT in Management of Institutions and Systems

  • School: Admissions, student flow, personnel, staff development, facilities, Library, Laboratory.

  • System: School mapping, personnel payroll, MIS, communication, information

Unit-V Policy formulation

  • Policy formulation-Management and Monitoring.

  • Storage and analysis of data, Piloting and Evaluation. -ICT: Social, legal and ethical issues.

Suggested Readings:

  • Abbott , Chris . ICT: Changing Education. Routledge

  • Anderson,Neil. Equity and Information Communication Technology (ICT) in Education. Peter lang Pub. New York.

  • Bracey,Bonnie and Culver , Terry . Harnessing the Potential of ICT for Education: A Multistakeholder Approach .United Nation Publication.

  • Huang , Ronghuai et. al. ICT in Education in Global Context: Emerging Trends Report 2013-2014. Springer .

  • Pelgrum , Willem J. and Law , Nancy . ICT in Education Around the World: Trends, Bonnie Bracey, Terry Culver Problems and Prospects. Unesco, International Institute for Educational Planning, 2003.

  • Selwood, Ian al . Management of Education in the Information Age: The Role of ICT. Kluver Academics.

  • Vrasidas, Charalambos et. al. ICT for Education, Development, and Social Justice. IAP Inc.









Course Code – MED 426

Objectives: To enable the students to:

  • Understand the concept and processes of educational administration and leadership.

  • Critically analyse the educational policies and its implications for efficiency of the system.

  • Structure of educational administration at various government levels.

  • Discuss the linkages of various state, district and local level functionaries.

  • Develop familiarities with various sources of financing in India.

  • Develop appreciation of the financial problems of educational administration.

  • Understand the importance of performance appraisal and supervision in education system.

Unit-I Educational Administration concept

  • Educational Administration : Meaning and scope, Principles and process of administration, Approaches to administration.

  • Need, importance and determinants of educational policy, Partnership in policy implementation – Centre-State, Public-Private; Issues involved in implementation.

Unit-II Development of thought in Administration and Implications in Educational Administration

  • Scientific Management : F.W Taylor

  • Bureaucratic Model : Max Waber

  • Human Relations and Human Resources Model : Eltan

  • Mayo Political and Decision making model

Unit-III Educational Planning

  • Educational Planning: Meaning, nature and need.

  • Educational Planning in India.

  • Educational Planning: Strategic planning, short-term planning, management planning, Grass roots level planning, institutional planning, The Rolling Plan concept

Unit-IV Educational Financing in India

  • Principle of Education Finance.

  • Factors influencing Educational Financing.

  • Financing of Higher Education in India: Role of UGC, RUSA

  • Private participation in Higher Education: Advantages and Disadvantages.

Unit-V Educational Leadership

  • Educational Leader : Qualities and Duties.

  • Theories of leadership and their styles (Trait theory, and philosophical approach of McGregor)

  • Grid concept of leadership styles.

  • Measurement of leadership styles

Suggested Readings:

  • Agarwal , V.Bhatnagar, R.P. ( 1997). Supervision, Planning and Financing, Meerut: Surya Publication.

  • Bottery Mike (ed.) (1992). Education, Policy & Ethics. London: Continuum.

  • Chandrasekara, P. ( 1994). Educational Planning and Management, New Delhi : Sterling Publishers.

  • Ayyar, R.V. Vaidyanathan (1993). Educational Planning and Administration in India: Retrospect and Prospect. Journal of Educational Planning and Administration. VII (2). April.

  • Greene, J.F.( 1975). School Personnel Administration. Pennysylvania: Chilfton Book Company.

  • Hough J.R. (1990). Education, Policy-An International Survey. London: Croom Helm.

M.Ed. Semester-IV (Practicum Course)





Course Code – MED 451- (Practicum based on the course paper)

Practical based on the course paper

Teacher Education

Practicum: (any one of the following):-

  • Extensive survey of school internship and a detailed report submission

  • Survey of any institution regarding use of ICT in

  • Administration

  • In classroom teaching

Secondary Education


  • To study the annual report of RMSA/NCERT or any Govt. agency to identify issues of secondary education in India.

Educational Measurement & Evaluation


  • Preparing and administering an achievement test in elementary/secondary/senior secondary school.

Management, Planning & Financing of Education

Practicum: (any one of the following):-

  • Preparation of budget for a school

  • Preparation of a blue print for expenditure control in a school.

  • Preparing a report on the existing status of the secondary school teachers, method of recruitment and salary structure.

  • Establish a guidance cell in school for special guidance to students on fees, finance, scholarships and loans.

  • Draft a report on Financial Contribution of community to school and prepare a suggestive action plan /strategy for enhancement of resources..

  • Seminar on Models of development based on free market economies.

  • Poster designing competition on Central and state level expansion on Elementary Education.

Environmental Education

Practicum: (any one of the following):-

  • Preparation & use of an Evaluation Tool for measuring the attainment of the teaching objectives.

  • Planning & Conducting an Environmental Awareness Programme for a class (5th to 12th std.) in any one school or college.

  • Preparation and Use of a strategy for teaching Environmental Education at school level / college level.

Peace Education

Practicum: (any one of the following):-

  • Preparing a report on conflict management in a class room through peaceful negotiation.

  • Analysis of the Delores's Commission report for conceptual understanding of the four the pillars.

  • Reflecting and preparing a report on Conflict resolution in a classroom through Peaceful negotiation.

Information and Communication Technology

Practicum: (any one of the following):-

  • Prepare a data sheet, Attendance register, Result Record, Tools, charts or Prepare a work sheet showing data analysis of your dissertation.

  • Develop self-instructional material on teaching any topic of B.Ed. syllabus. Critical analysis of the different research reports based on data analysis and interpretation.



  • Write a report on the best theory of Leadership



  • Themes such as gender, society and education, differently challenged abilities, psycho-social dimensions of exclusion and inclusive education.

  • Concept of integrated personality and processes of its harmonious development. Mental and physical well-being (through modalities such as Yoga workshops for at least once in a week), Life skills in our daily life.

  • Happiness, harmony: within me and with, others: society, nature, existence. Realization, understanding, desiring, thinking, Shanti, Santos h, Anand.

  • Understanding and analysis of your own Strength, Scope for development, weakness, threats: constructive utilization towards self development. -Concept of intelligence (multiple intelligence), emotional intelligence, spiritual intelligence.

  • Prayer, Meditation (as anti dote to stress management) & Mental Piece. -Interaction with theatre personality/musician/artist.

  • Conducting workshop

Evaluation of Practicum
The assessment will be done in two components: Internal 50% and External 50%

  • The External assessment shall be done by the external examiner appointed by the controller of examination of university.

  • The Internal assessment shall be done by the Faculty Concerned or internal examiner appointed by the principal.


Internal Examiner (Marks 50)

External Examiner (Marks 50)




File Work














  • To orient students with research methodology

  • To acquaint with steps needed to undertake research work.

  • To provide exposure to do research work in their Prospective career

  • To assess their knowledge, skills and efficacy in research work.

The dissertation will be carried out under the guidelines approved by the university and the guidance of the guide.
Dissertation work
1. The student shall meet the guide frequently for the guidance for the Thesis work.

2. During the semester as well as the semester break, student should read the literature germane to the thesis topic. The progress of the Research/ thesis work should continuously be informed to the guide.

3. After collection and analysis of data, and research work undertaken, the student must prepare a dissertation report (Final Report). The report shall be arranged and compiled in the sequence consisting of the following:

  1. Top cover.

  2. Preliminary pages.

  3. Title page

  4. Certification page.

  5. Authenticity Certificate by the Guide

  6. Acknowledgment.

  7. Table of Content.

  8. List of Figures/Photographs and Tables.

  9. Chapters (Main Material).

  10. Bibliography/ References.

  11. Appendices, if any.

Evaluation of Dissertation
The assessment will be done in two components: Internal 50% and External 50%

  • Internal assessment will be on the basis of presentation given by the students before a panel of three faculty members (One Guide and two faculty members), appointed by the principal.

  • The External assessment shall be done by the external examiner appointed by the controller of examination of university.

(To be filled by the GUIDE & Internal Examiners only)
Name of Candidate:

Roll No:
Class and Section:

Please evaluate out of marks as indicated.


Marks (20)

Marks (15)

Marks (15)

Marks (50)


Int. Exam.

Int. Exam. 2



Maximum marks in each column

(4 marks x5)

(3 marks x5)

(3 marks x5)





(Coverage, Organization, Critical review)


(Clarity, Exhaustive)


(Readable, Adequate)


Timely submission, Interest shown, Depth,




Average out of 50

Signature of Principal


(To be filled by the External Examiner only)

Name of Candidate:

Roll No:

Please evaluate out of fifty marks.



Marks (50)

Maximum marks in each column

(10 marks x5)












Total (Out of 50)


M.Ed. two year (Semester wise) syllabus applicable w.e.f. Academic session 2015-16 (130216) Page

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