MASTER OF EDUCATION

PROSPECTUS
2011







CENTRAL INSTITUTE OF EDUCATION
Department of Education
University of Delhi











Central Institute of Education (CIE), now known also as the Faculty and the
Department of Education of the University of Delhi, was perhaps the first major
institution of professional learning and research in Education that was established
since independence. The first Prime Minister of India, Pandit Jawaharlal Nehru and
first Education Minister, Maulana Abul Kalam Azad took considerable interest in CIE's
establishment in 1947 and its activities and progress in those early years. Maulana
Azad visualised the function of CIE not merely to "turn out teachers who will be 'model
teachers'", but to evolve into "a research centre for solving new educational problems
of the country". The Maulana prophesised that CIE would grow into "a beacon light for
training institutions of the country". Over these past decades, CIE has indeed grown
into a pace-setting institution in Teacher Education and Educational Research.
Recognised as the Institute of Advanced Studies in Education (IASE) and having
launched the Maulana Azad Centre for Elementary and Social Education
(MACESE),CIE has shaped its unique philosophy which finds reflection in its academic
programmes.
CIE offers the following academic programmes :
A full-time professional teacher education programme of the duration of one
academic year, after graduate or post-graduate studies, leading to a Bachelor
of Education (B.Ed.) Degree. This programme is offered at present at CIE
(Department of Education, University of Delhi), as well as at two affiliated
colleges of the University of Delhi.
B.Ed.Special Education (VI) at Durgabai Deshmukh College.
B.Ed. Special Education (MR) at Lady Shriram College
A full-time professional programme of four years, after 12 years of schooling, in
elementary teacher education leading to a Bachelor of Elementary Education
(B.El.Ed.) Degree. This programme is offered at seven affiliated colleges of the
University of Delhi.
A full-time advanced programme in Education of the duration of one academic
year leading to a Master of Education (M.Ed.) Degree.
A part-time advanced programme in Education of two academic years leading
to a Master of Education (M.Ed.) Degree offered at CIE (Department of
Education, University of Delhi). This programme is targeted at teachers and
other educational practitioners.
A full-time and part-time pre-doctoral research programme, leading to the
degree of Master of Philosophy - M.Phil. (Education).
A doctoral research programme leading to Doctor of Philosophy -
Ph.D.(Education).
CIE is located at 33, Chhatra Marg, Delhi on the North Campus of the
University of Delhi
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ADMISSION SCHEDULE - 2011


Sale of Prospectus
At the Counters in SBI June 06 - 15, 2011
(10:00 am to 4:00 pm)

By Post June 06 - 12, 2011

Last date for the submission of application forms Wednesday, June 15, 2011
(by 4.00 p.m.)

Display of list of candidates called for Monday, June 20, 2011
Written Test (4:00 p.m.)

WRITTEN TEST Saturday, July 02, 2011
(9.30 a.m.)


Display of the First List of candidates Monday, July 18, 2011
recommended for admission (4.00 p.m.)

Payment of Dues by the candidates on the July 19 & 20, 2011
First List (10 a.m. to 1 p.m.)

Display of the Second List of candidates Thursday, July 21, 2011
(if need be) (4.00 p.m.)

Payment of Dues by the candidates on the Friday, July 22, 2011
Second List (10:00 a.m. to 1.00 p.m.)

Classes Commence Thursday, July 21, 2011
(9.00 a.m.)





OFFICE WORKING HOURS
MONDAY FRIDAY (Except gazetted holidays)
TIMINGS : 10:00 A.M. - 4:00 P.M.
Email : cieadmissions@gmail.com
Website : http://cie.du.ac.in
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THE MASTER OF EDUCATION (M.Ed.) PROGRAMME
The Master of Education Programme of the Department of Education (Central Institute of
Education) was launched almost simultaneously with the Bachelor of Education Programme
in the early years after the independence of our country. It was conceived as a professional
programme for advanced study of the discipline of Education. The programme offers a
comprehensive overview of 'Education' embedded in the foundational disciplines of
Philosophy, Sociology and Psychology and detailed study of chosen specialized areas of
interest.
Since M.Ed. is also a degree leading to research in education, the course has a strong
research component which includes Dissertation Writing. The objectives of the M.Ed.
programme include academic study, sensitisation toward critical issues in Education and
becoming proactive practitioners in various fields like text book writing, curriculum reform,
policy studies, administration, special education, guidance and counselling etc.
ABOUT THE PROGRAMME
1. Programme Structure
The Master of Education programme is offered as a full time and a part time programme.
Full-time - Duration : One academic year
Part-time - Duration : Two academic years which are divided in two parts.
Part I : Papers 1, 2 & 3
Part II : Papers 4 & 5 and Long Essay/Dissertation.
2. Courses of Study
(a) Compulsory Courses
Paper 1. Philosophical and Sociological Perspectives on Education
1.1 Philosophical Perspective on Education
1.2 Sociological Perspective on Education
Paper 2. Advanced Educational Psychology
2.1 Psychology of Personality and Adjustment
2.2 Psychology of Learning and Intelligence
Paper 3. Techniques of Research in Education and Educational Statistics
3.1 Techniques of Research
3.2 Elementary Statistical Methods for Educational Research
(b) Optional Courses
Paper 4 & 5 Any two of the following optional papers may be offered by the
students.
4.5 (A) Educational Administration
A.1 Educational Organisation and Administration
A.2 Educational Supervision
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4.5 (B) Education for Mental Health
B.1 Concepts of Adjustment and Mental Health
B.2 Theories and Therapies of Mental Health
4.5 (C) Experimental Education
C.1 Foundations of Experimental Education.
C.2 Psychometry.
4.5 (D) Teacher Education
D.1 Teacher Education : Theoretical Formulation and Organisational
Framework
D.2 Teacher Education: Contextual Issues and Programmes
4.5 (E) Educational and Vocational Guidance
E.1 Educational Guidance
E.2 Vocational Guidance
4.5 (F) Comparative Education
F.1 Principles and Methods of Comparative Education.
F.2 Comparative Study of Specific Educational Themes and Systems in
Selected Countries.
4.5 (G) History and Problems of Indian Education
G.1 History and Progress of Education in India till 1854
G.2 Problems in Indian Education.
4.5 (H) Principles of Curriculum Construction
H.1 Principles of Curriculum Construction.
H.2 Evaluation and Research in Curriculum Construction.
4.5 (I) Education of the Gifted and the Backward
I.1 Education of the Gifted.
I.2 Education of the Backward.
4.5 (J) Education of Physically Handicapped Children
J.1 Child Health and Physical Handicaps.
J.2 Education of the Physically Handicapped.
4.5 (K) Finance of Education and Educational Planning
K.1 Theoretical Bases of Educational Planning and Finance.
K.2 Educational Planning and Finance in India.
4.5 (L) Educational Technology
L.1 Instructional Technology.
L.2 Instructional Media and Theory.
4.5 (M) Science Education
M.1 Theoretical Bases of Science Education.
M.2 Practical Aspects of Science Education.
4.5 (N) Social Science Education
N.1 Social Science Education : The Conceptual Framework.
N.2 Social Science Education : Contributions to Human Knowledge
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4.5 (O) Language Education
O.1 Modern Perspectives in Language Education
O.2 Language Education : Problems of Language Learning in India.
4.5 (P) Social Theory of Educational Systems
P. 1 Social Theory of Educational Systems : Theoretical Framework.
P.2 Social Theory of Educational Systems : Implications of Education for
Society
4.5 (Q) Art Education
Q.1 Education and the Arts.
Q.2 Problems and Issues in Art Education
4.5 (R) Equality and Education
R.1 Equality and Education : Sociological Perspective.
R.2 Equality and Education with Special Reference to Women.
4.5 (S) Business Education
S.1 Framework and Dimensions in Business Education.
S.2 Communication in Business Education
4.5 (T) Curriculum and Pedagogy in the Elementary School
T.1 Knowledge and the Elementary School Curriculum
T.2 Knowledge, Pedagogy and the Process of Learning
4.5 (U) Cognition, Culture and Education
U.1 Cultural Context of Cognition and Education
U.2 Cognition in Children and Schooling
4.5 (V) Issues in Environment Studies
V.1 Conceptual Framework
V.2 Curricular and Pedagogical Issues
4.5 (W) Reading : Processes and Pedagogy
W.1 Reading : Processes and Pedagogy Part-I
W.2 Reading : Processes and Pedagogy Part-II

Note : It is not necessary that all the optional papers will be offered to the students in a
particular year. The number of options available will be dependent on the
availability of faculty members teaching the optional papers.
3. Dissertation/Long Essay
The Dissertation/Long essay is a compulsory component of the M.Ed. Programme. It
aims at providing students with an academic space to explore, study and reflect upon a
chosen theme in Education. The theme is usually related to any of the courses which the
student is studying. The identified theme is then consolidated into a research proposal
and pursued by the student throughout the academic year.

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4. Programme Transaction
The M.Ed. Programme involves lectures, discussions, practicum, sessional tasks and
seminars.
5. Timings
The working hours are from 9.00 am to 5.00 pm (Monday to Saturday). All M.Ed
students are expected to remain at the CIE during these hours. For the M.Ed. (Part time)
programme the timings are from 4.00 p.m. to 7.00 p.m. (Monday to Saturday).
6. Medium of Instruction and Examination
The medium of instruction for M.Ed. teaching is English. The medium of examination can
be either English or Hindi depending upon the students choice. However, the medium of
instruction chosen by a student cannot be changed from one paper to another; it should
be the same for the entire examination including the dissertation.

7. Attendance
Students are expected to attend classes and other institutional activities regularly. Under
unavoidable circumstances prior permission for leave, which is essential, may be
granted. Leave applications should be addressed to the Head of the Department after the
same have been recommended by the coordinator of the M.Ed. Programme.

8. Hostel Accommodation
CIE has a small dormitory - type hostel providing residence and board for students. The
application for a seat in the hostel is to be submitted immediately after admission.

9. Academic-Calendar (Year 2011-2012)
First Term July 21, 2011 to September 30, 2011
Autumn Break October 1, 2011 to October 15, 2011
Second Term October 16, 2011 to December 23, 2011
Winter Break December 24, 2011 to January 7, 2012
Third Term January 8, 2012 to April 30, 2012

SCHEME OF EXAMINATION
(i) Each paper carries 50 marks. of these, 15 marks are allocated to sessional work and
35 to the written examination held by the University.
(ii) Each written paper is of the duration of two hours.
(iii) The dissertation or long essay (short research conducted under the regular guidance
of the assigned supervisor) on a subject related to one of the papers offered by the
candidate and selected with the approval of the Head of the Department, carries100
marks as detailed below:
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(a) Internal assessment by the Supervisor(s) - 30 marks
(b) Assessment of the report by an Examiner other than the
Supervisor - 40 marks
(c) Viva-voce to be conducted by an External Examiner - 30 marks
Note : The viva-voce examination will be an open one and all the supervisors are free to be
present. The marks, however, are awarded by the External Examiner only.

(iv) Minimum Pass Marks & Classification of Successful candidates
[EC. 2-12-2000 Court 30-10-2000 w.e.f. May 2000 examination]

The minimum number of marks required to pass the examination is 40% in each part of
the written paper separately and 50% in the report on practical work/long essay, with
50% marks in the aggregate. The classification of the result on the basis of the aggregate
marks is as follows :

1. Distinction - 75% or above in the aggregate.
2. Ist Division - 60% or above but below 75% in the aggregate.
3. IInd Division - 50% or above but below 60% in the aggregate.

Note :
1. Any candidate who has obtained not less than 50% of the aggregate marks but has failed
in only one part of a written paper, may be admitted to a Compartmental Examination in
only that part of the written paper to be held on any date within 6-8 weeks of the
announcement of the University Annual Examination results in that year. If she/he fails to
pass or fails to present herself/himself at the said Compartmental Examination, then
she/he may be admitted to the next annual examination as an ex-student in only that part
of the written paper, on payment on each occasion of the same fees as are prescribed for
the M.Ed. examination. She/he shall be declared to have passed the examination in the
year in which she/he successfully completes her/his examination.
2. A candidate who is admitted to a Compartmental Examination in Part I examination shall
be allowed to provisionally attend the classes of Part II examination until the date on
which the result of the said Compartmental Examination is declared.
3. On passing the Compartmental Examination, the candidate will be admitted to Part II
Examination as a regular student and her/his attendance and internal assessment during
the provisional period of attending classes will be taken into account. In case, a candidate
fails to pass the Compartmental Examination, she/he will become an ex-student.
(Source: University Calender; Vol.II)

The Scheme of Examination for M.Ed (Part time) will be the same as that for M.Ed. (Full
Time) except that the Part I examination will be conducted at the end of the first academic
year and the Part II examination at the end of the second year.

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ELIGIBILITY CONDITIONS
The candidates seeking admission to the Master of Education Programme (M.Ed.) Full-
Time or Part-Time for the Academic session 2011-2012 (Full-Time) and academic session
2011-2013 (Part-Time) should have passed :
(a) (i) M.A./M.Sc./M.Com. Examination from the University of Delhi or any other
examination recognised as equivalent thereto with 50% or more marks in the
aggregate, and
(ii) B.Ed. Examination from the University of Delhi or any other examination recognised
as equivalent thereto with 55% or more marks in the aggregate.
OR
(b) (i) B.A./B.Sc./B.Com. Examination from the University of Delhi or any other examination
recognised as equivalent thereto with 60% or more marks in the aggregate, and
(ii) B.Ed. Examination from the University of Delhi or any other examination recognised
as equivalent thereto with 60% or more marks in the aggregate.
OR
(c) (i) B.A./B.Sc./B.Com. Examination from the University of Delhi or any other examination
recognised as equivalent thereto with 50% or more marks in the aggregate.
(ii) B.Ed. Examination from the University of Delhi or any other examination recognised
as equivalent thereto with 55% or more marks in the aggregate; and
(iii) Two-years of teaching experience in a recognised educational institution.
OR
(d) B.El.Ed. Examination from the University of Delhi or any other examination recognised as
equivalent thereto with 60% or more marks in the Liberal component and 60% or more
marks in the Professional component of the said programme.
OR
(e) (i) B.El.Ed. Examination from the University of Delhi or any other examination
recognised as equivalent thereto with 50% or more marks in the liberal component
and 55% or more marks in the professional component of the said programme.
(ii) Two years of teaching experience in a recognised educational institution.
Note : Candidates seeking admission to the M.Ed. Part-time programme must be in regular
full time employment in a recognised local educational/ research institution/foreign
mission as professional practitioners in education in Delhi. Such candidates will be
required to produce a certificate to the effect of their being in regular employment
and a 'No objection Certificate' from their employers.
SELECTION PROCEDURE
No. of Seats
No. of seats for M.Ed. (Full-time) Programme - 39
No. of seats for M.Ed. (Part-time) Programme (Part I) - 39

All the eligible candidates for M.Ed. (Full-time) and (Part-time) programmes will be required to
take the written test at their own expense.
The written test may be attempted in Hindi or English. However, the medium of instruction in
the M.Ed Programme will largely be English.
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About the Test
There will be one entrance test as follows :
1. Written Test on Education - 50+50 marks Duration - 2 hrs 30 min.
The test will include questions to assess candidates understanding of educational theory,
their research aptitude and their analytical and reflective abilities related to the
contemporary Indian education discourse.
The test will be divided into two parts. The first will be machine scorable (50 marks) and
will qualify the candidate for the evaluation of the rest of his/her script i.e. for the second
part which will include short answers question (50 marks).
The final list of selected candidates will be prepared on the basis of the written test.

Note :
All candidates whose qualifying examination results are not declared by the last date for
submission of the application for the M.Ed. programme are expected to submit their
application by the last date prescribed for its completion. They are also required to
submit along with their application form a certificate from the College/University
authorities indicating the name of the qualifying examination. These candidates may be
allowed to appear for the test provisionally. However, the selected candidates will have
to submit the relevant mark-sheets at the time of admission (OR within seven days after
the publication of the result of the examination making them eligible, but not later than
31st August of the admission year).
Rounding of fractions will not be done while computing the percentage of marks for
eligibility.
It is the responsibility of the candidate to satisfy the Department authorities that the marks
obtained by him/her in the qualifying examination are within the expected percentage in
the aggregate or above. They must also ensure that the mark-sheets submitted by them
clearly indicate that the marks obtained are in accordance with the maximum marks
allotted for the examination.
Scholarships of Rs. 200/- p.m. may be available for all M.Ed. (Full-Time) students.
Any Candidate who is employed shall not be admitted to the M.Ed. (Full-time)
programme unless (s)he produces a valid sanction of leave from the employer. Every
M.Ed. (Part-time) programme candidate must produce permission/NOC from his/her
employer to join the programme.
M.Ed. students are not permitted to take up any employment (Part-time or Full-time) or to
study for any other examination.
Age Requirements : A candidate must be at least 21 years of age in the year of admission.
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CONDUCT OF THE ADMISSION TEST
Written Test
1. The test will be conducted by the Department of Education (CIE) on the dates and time
specified in the prospectus.
2. Admit card will be sent by post and also uploaded four days before the exam. This card
will indicate the test venue as well.
3. A seat with a roll number will be allotted to each candidate. Candidates must occupy
their allotted seat before the scheduled time for the test.
4. Candidates who come after the time specified for the commencement of the test shall not
be permitted to appear in the tests and interviews.
5. Candidates shall not be allowed to use any textual material, printed or written, bits of
papers etc. inside the examination hall.
6. Each Candidate should bring a Blue/Black Ball point pen with him/her.
7. No candidate shall be allowed to go out from the venue of the test until the completion of
the entire test. Candidates should also not leave the examination hall without handing
over their test booklets to the invigilators on duty.
Procedure regarding intimation of Written Test and Selection
All notifications pertaining to the lists of candidates called for written test and final
selection, depositing of the dues etc., will be put up on the Notice Board of Department of
Education and posted on the website. Both local and outstation candidates are required
to check up their Names, Roll Nos. etc. from the lists displayed on the Department Notice
Board/website.
No telephonic enquiry will be entertained.
All admissions are subject to the approval of Delhi University.
RESERVATION OF SEATS
(a) Scheduled Castes/Scheduled Tribes (S.C./S.T.)
22.5% of the total number of seats (15% for Scheduled Castes and 7.5% for Scheduled
Tribes) are reserved for these categories. Each scheduled caste/scheduled tribe
candidate will be allowed a concession of 5% marks in the minimum eligibility
requirements.
Scheduled Caste/Scheduled Tribe candidates while applying for admission will be
required to submit a certificate from a competent authority as listed below along with the
application for admission to the effect that he/she belongs to a Scheduled
Caste/Scheduled Tribe:
(1) District Magistrate/Additional District Magistrate/Deputy Commissioner/ Collector/
Additional Deputy Commissioner/Deputy Collector/First Class Stipendary
Magistrate/City Magistrate (not below the rank of a first class Stipendary
Magistrate)/Sub Divisional Magistrate/Taluka Magistrate/ Executive Magistrate/ Extra
Asstt. Commissioner.
(2) Chief Presidency Magistrate/Additional Chief Presidency Magistrate/ Presidency
Magistrate.
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(3) Revenue Officer not below the rank of Tehsildar.
(4) Sub-Divisional Officer of the area where the candidate and/or his/her family resides.
(5) Administrator/Secretary to the Administrator/Development Officer (for Lakshadweep
and Minicoy Islands)

(b) Children/Widows of Armed Personnel (C/WAP) :
(i) 5% of the seats in each subject group are reserved for the children/widows/wives of
officers and men of the Armed forces including Para Military Personnel killed or
disabled in action.
C/WAP candidates are allowed concession of 5% marks in the eligibility
requirements.
(ii) The cases of the wives/widows/children of officers and men of the Armed Forces
including Para Military Personnel who died/were disabled while on duty will be
considered for admission against 5% seats reserved in this category if any seat
remains vacant after admission of persons in category (i) above.
In order to become eligible for the above concession, the C/WAP candidates
will be required to produce the Entitlement Card issued by the Record Officer
of the Unit/Regiment of armed personnel of the Armed Forces.
(c) Physically Disabled : (PD)
3% of the total number of seats are reserved for physically disabled (including visually
disabled) other than deaf. These candidates will also be allowed a concession of 5%
marks in the eligibility.
(d) Other Backward Classes (OBC)
Seats in the light of reservation for OBC will be in accordance with Central Educational
Institutions Act 2006.
In order to avail reservation under OBC category, the candidates must submit the
required certificates alongwith the undertaking enclosed with the application
form.

Note:
1. Candidates belonging to the reserved categories will compete for the reserved seats
among themselves. A final selection list will be prepared for them on the basis of their
combined performance in the written test and interview.
2. In case of non-availability of suitable candidates of the above reserved seats, the
vacancies will be treated as non-reserved and will be filled accordingly.
3. All other conditions and requirements of admission for the reserved categories will be the
same as for non-reserved categories.
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ADMISSION FEE & UNIVERSITY DUES
The actual chargeable fee and other dues will be notified by the Department of Education
along with the list of candidates recommended for admission. Candidates will be required to
deposit the total amount of fees and dues at the time of admission.

INSTRUCTIONS FOR APPLYING FOR ADMISSION
The price of the prospectus has to be paid by a demand draft. The demand draft for the
purchase of the prospectus and application form must be made in favour of, The
Registrar, University of Delhi.
The Demand Draft amount once deposited will not be refunded.
Candidates seeking admission to the M.Ed. programme must note the following:
(a) Candidates are required to apply for admission only on the prescribed forms
available in the prospectus by the last date as mentioned in the admission schedule.
(b) Before filling in the two forms the candidates are requested to check their eligibility to
appear in the entrance examination as per the conditions laid down in the
prospectus.
(c) Candidates are expected to fill in the ICR Application Form and Attendance Card in
their own handwriting in block letters neatly and legibly with Blue/Black ball point pen.
(d) Any application form which is incomplete or has wrong information will be rejected.
(e) Applications sent by post should be sent by registered post with A.D. The
acknowledgement slip should be preserved for applications submitted at the
Department of Education, University of Delhi.
(f) The fact that a candidate has been allowed to appear in the Written test does not
imply that the candidate is eligible for admission.
(g) All candidates should ensure that they attach the following documents with their
application forms:
(i) Two copies of attested photographs of the candidate - one affixed on the
Application Form and the other, on the Attendance-cum-Verification card.
(ii) No Objection Certificate from the present employer (for in-service candidates
only).
(iii) Attested copies of date of birth certificate, degree and marksheets.
(iv) Category certificate, if any. The details of the certificate in each of the
Researved Category should be referred from the prospectus (pages 9-10)

GENERAL INFORMATION
1. Failure to submit any of the documents required at the time of admission along with fees,
etc. will result in the cancellation of candidature.
2. Attendance Since M.Ed. is a professional programme, students are required to attend
75% of the classes held for compulsory as well as optional courses in the entire duration
of the Masters Programme in Education both regular and part-time.
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3. M.Ed. (Full-time) is a full time programme. Students pursuing this course are not
permitted to take up any employment or study for any other examination during the entire
period of the programme until the conclusion of the academic session.
4. Candidates admitted to M.Ed. (Part-time) programme shall have to submit a 'No
Objection Certificate' from their employers.
5. Selected M.Ed. candidates are required to deposit the fee (details of which will be notified
on the Notice Board of the Department along with the First List of selected candidates) as
early as possible after the announcement of their selection and in any case by the date
and time notified for the purpose in the prospectus.
6. Selected candidates must join the programme on the opening day of the new academic
session as notified in the prospectus. The orientation to the academic programme begins
on the opening day itself.
7. Admission of a student on the basis of a wrong statement or information will be cancelled
whenever it comes to the notice of the Department. All fees paid till then shall be
forfeited and necessary action shall also be taken.
8. All selected candidates will be required to produce the following documents along with an
attested copy of each of the following at the time of admission.
(i) High School/Secondary School Certificate for the purpose of verification of age.
(ii) Detailed statements of marks of all the examinations passed including the
qualifying examination(s) passed.
(iii) No objection certificate (original) from the present employer wherever applicable.
(iv) Reserved category certificate(s) required for establishing his/her claim for a
reserved seat.
(v) Character Certificate (original) from the institution last attended.
9. All admissions are subject to the approval of the University of Delhi.







Disputes, if any, arising out of or relating to any matter whatsoever, concerning the process of
admission shall be subject to the exclusive jurisdiction of the competent court in Delhi only.
CAUTION: If after verification, it is found that the information or certificate(s)
produced is/are false, criminal proceedings will be initiated against the
concerned person in addition to the cancellation of admission of the candidate
and forfeiture of the tuition fees etc.
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COURSES OF STUDY
PAPER I
PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES ON EDUCATION
1.1 Philosophical Perspective on Education
1. (a) Philosophy of Education: Its Nature and Distinctive Features, Method and Content.
(b) Educational Theory: Various Contentions, Reflection on the View points held by
Plato, Kant, Dewey, Hirst, Peters and Freire.
2. Evolution of Educational thought : The Philosophico-Religious Traditions:-
(a) Ancient Indian - Vedantic, Buddhist, Islamic.
(b) Medieval/Chinese.
3. Recent Philosophical Approaches to Education :
(a) Positivist.
(b) Existential Phenomenological.
(c) Analytical (Philosophical and Linguistic).
4. Assumptions and Operations :
(a) Ontological Alternatives.
(b) Epistemological (Methodological) Options.
5. Science : Its Impact on Education (Critique of Scientific Method in the Context of
Education).
6. Praxis : I
(a) Education and Individual: Philosophic Conceptions of Human Personality with
Reference to (i) Ancient, and (ii) Recent Indian Experiences (Tagore, Gandhi, Sri
Aurobindo and J. Krishnamurti).
(b) Education and Society : The New Socio- Economic and Political Order.
7. Praxis : II
(a) The Realm of Values.
(b) Beyond Formal Institutions.
1.2 Sociological Perspective on Education
Education and Society :
1. Education and Society under Colonisation In a Comparative Context
2. Education and Inequality Caste, Class, Gender.
3. Education, Social Change and Modernisation : Culture, Values, Institutions, Mobility.
4. The Political Economy of Education; Power and Dominance.
Sociology of the School :
5. Socialization into a Moral Civilisation.
6. The School as an Instrument of the State.
7. The School as an Agent of Cultural Reproduction and Resistance.
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Sociology of Teaching and Curriculum :
8. Teacher Expectation and Performance.
9. Curriculum : Organization and Representation.
10. Evaluation and the Examination System.

PAPER II
ADVANCED EDUCATIONAL PSYCHOLOGY
2.1 Psychology of Personality and Adjustment
Nature, scope and methods of Educational Psychology : Experimental, Clinical and
Differential. Theories of human nature. Personality: its nature and theories with special
reference to developmental and factor-analytical approaches. Role of heredity and
environment in the development of Personality. Assessment of Personality : subjective,
objective and projective methods. Indian adolescent : his/her problems and their
management. Delinquency: theories and remedial steps. A brief account of Psychoanalysis
and its allied schools. Psychology of Adjustment : integrative and disintegrative adjustment;
causes of disintegration and their control.
2.2 Psychology of Learning and Intelligence
1. Learning:
(a) Nature
(b) Approaches to learning : Behaviouristic, Cognitive, Humanistic and
Neuropsychological.
2. (a) Outline of Pavlovs, Skinners, Gestalt and Hebbs theories of learning.
(b) Detailed study of :
(i) The Social Cognitive Theory with special reference to Bandura, Dollard and
Miller.
(ii) The Information Processing Theory with special reference to Norman, Ausubel
and Bruner.
3. (a) Intelligence : Nature and Evaluation of the Concept.
(b) Theories of Intelligence :
(i) Psychometric theories with special reference to the Guilford SOI Model.
(ii) The Information Processing Approach with special reference to Sternbergs
Triarchic Theory.
(iii) Piagets Genetic Epistemological Approach to Cognitive Development.
(iv) Gardners Multiple Intelligence Theory.
(c) The role of environment-related factors in the development of intelligence.
(d) Measurement of Intelligence.
(e) Implications of Intelligence Testing.
15
PAPER III
TECHNIQUES OF RESEARCH IN EDUCATION AND EDUCATIONAL STATISTICS
3.1 Techniques of Research
1. Nature of knowledge and scientific inquiry : Role of assumptions, paradigms and
approaches in research, positivist and non-positivist paradigms. Interdisciplinarity in
Educational Research, Nature, Level and Scope of Educational Research.
2. Major Orientations in Educational Research : Philosophical, Sociological and
Psychological.
3. Educational Research methods and types - Experimental, Survey, Evaluative,
Historical, Developmental, Case Study, Documentary, Action Research.
4. Research Data : Sources and Collection.
a) Sources of educational data : Individual, Institutions, Documents, Census, Journals,
Books, Schools of thought etc.
b) Sampling techniques : concept, need, probability and non-probability samples,
sampling errors and their control.
c) Techniques and Tools of data collection : observation, interview, questionnaire,
scale, inventory, checklist, content analysis.
5. Formulating Research Proposals : Identification of a research problem; review of related
research and literature; Tuckmans Research spectrum; formulation of hypotheses;
research design and procedure; data analysis techniques; time scheduling;
chapterisation.
6. Writing, evaluating and reviewing research reports and papers. Validity of research
findings.
Practicum :
a) Reviewing a research paper, an M.Ed./M. Phil dissertation and a chapter from a research
textbook.
b) Formulating a research proposal as part of the course requirements.
c) Selecting and/or developing a need-based research tool or schedule for a technique.
d) Writing and presenting assignments and papers and participation in discussion.
3.2 Elementary Statistical Methods for Educational Research
Tabulation and graphical representation of data; Measures of Central Tendency and
Variability; Percentiles and Percentile Ranks.
Normal probability curve- Its important properties and simple applications.
Correlation and regression : product moment and rank difference co-efficient of correlation,
regression equations.
Inferential statistics : sampling distributions, hypotheses testing, interval estimation.
Inference about population means: inference about co-efficient of correlation of a large
sample and a small sample.
Frequency comparison : Chi-square.
16
PAPERS IV AND V (A)
EDUCATIONAL ADMINISTRATION
4.5 A.I : Educational Organisation and Administration
Objectives, scope and functions of educational administration. Educational administration
and other types of administration. Factors determining the character of administration :
Central, Provincial and Local authorities connected with educational administration.
Educational finance, Educational clauses in the Constitution of India. Organisation and
function of the Ministry of Education, Govt. of India.
The State Ministry of Education and the Department of Education, with special reference to
Delhi.
Central Advisory Board of Education (CABE), Central Board of Secondary Education
(CBSE) and University Grants Commission (UGC).
Trends and issues in educational administration. Comparative practices of educational
administration in U.K., USA and USSR. Uses of educational research in educational
administration.
4.5 A.2 : Educational Supervision
Nature and scope of educational supervision. Principles governing the processes of
supervision. Administration and organisation of supervision. Planning of supervisory
programmes. Techniques of supervision. Evaluation of the effectiveness of supervision.
Problems and issues in educational supervision.
Basic principles of curriculum construction. Relation between teaching and supervision.
Importance of research in supervision. Organisation and practices of supervision and
inspection in Delhi Schools.

PAPER IV and V (B)
EDUCATION FOR MENTAL HEALTH
4.5 B.1 : Concepts of Adjustment and Mental Health.
1. Historical evolution of concepts of mental health from normality to self actualisation.
2. Mental Health : ongoing process of growth and development; a completed product.
3. Concept of normality : Statistical and ideal. Concept of adjustment with reference to
group and self.
4. Criteria of a healthy personality.
5. Factors affecting mental health : home, school and societal.
6. (i) Common behavioural problems: truancy, gender-related problems, aggression,
delinquency and drug-addiction, etc.
(ii) Guidance and counselling techniques : group, individual.
7. The role of the school in promoting mental health.
8. Three aspects of the mental health programme : prevention, maintenance and
promotion.
17
4.5 B.2 : Theories and Therapies of Mental Health
1. Psychoanalytic : Freud, Jung, Fromme, Kakar
2. Behaviouristic : Skinner, Wolpe, Dollard and Miller
3. Self theories : Rogers
4. Humanistic-Existential : Maslow, Rollo May
5. Yoga and Meditation : related theories
6. Transactional Analysis : Berne
7. Other significant therapies : (i) play therapy (ii) group therapy (iii) family therapy (iv) t-
groups and sensitivity training programmes.

PAPERS IV and V (C)
EXPERIMENTAL EDUCATION
4.5 C.1 : Foundations of Experimental Education
1. Experimental Education : Concept, need and scope.
2. Experimental Method : Nature, steps, designs (Pre-experimental, True Experimental,
Factorial, Quasi-experimental, Latin Square designs only).
3. Sampling Designs.
4. Statistical techniques :
- ANOVA
One-way and two-way
- ANCOVA
One-way only
- Factor Analysis (upto Ist residual matrix on centroid method only)
- Non-parametric test : (the following tests only)
Run test, Kolmogrov-Smirnov test, Sign test, Mann-Whitney U-test, ANOVA.
Practical Work :
Interpretation of computer output on Factor Analysis and ANOVA
4.5 C.2 : Psychometry
1. Measurement and Evaluation: Meaning, Functions and Scales of Measurement.
2. Types of test : (i) Psychological tests (Theoretical description of tests in different
domains)
3. Achievement Tests. (Norm and Criterion Referenced)
4. Taxonomy of Educational Objectives (with special reference to Blooms and NCERT).
5. Reliability Concept, types and different procedures.
6. Validity Concept, types and procedures.
7. Norms Concept, types (age, grade, percentile, sigma scores, T-scores).
8. Construction and standardisation of a test (with special reference to an achievement
test).
18
9. Statistical techniques :
Correlation : Concept and methods.
Bi-serial, Point bi-serial, Tetrachoric, Phi coefficient, Correlation ratio, tau, partial and
multiple.
Regression: Concept and methods: least squares, Bi-variate and Multi-variate (upto 3)
regression equation.
Practical Work:
1) Developing a test.
2) Interpretation of computer output pertaining to multiple regression equations.

PAPERS IV and V (D)
TEACHER EDUCATION
4.5 D.1 : Theoretical Formulation and Organisational Framework
1. Teacher Education: Nature, scope and significance, Teacher Education and Social
Intervention.
2. Teacher Profile: Status, Role-ascribed and achieved, Functions.
3. Administrative and Organisational Structure of Teacher Education at various levels:
Elementary, Secondary, Senior Secondary and College.
4. Curriculum for Teacher Education : theoretical formulations and transactions.
5. Apex agencies for teacher educators, NCTE, NCERT, NIEPA, IASE, CTE, DIETs their
specific roles and functions.
6. Traditional and Extended Programmes : Pre-service and In-service Education.
7. Post-Independence Development of Teacher Education in India.
4.5 D.2 : Teacher Education: Contextual Issues and Programmes
1 Teacher Education: The Socio-philosophical perspectives.
Teacher Education : Cognitive complexities, Inter-disciplinariness.
2. Professionalisation of Teacher Education: The liberal and the technical aspects in
Teacher Education.
Teacher and Work ethic.
3. Student Teacher: Programmes and Problems;
Models and Patterns: Their relative features and merits.
Problems of placement and supervision.
4. Evaluation of student-teacher: various practices: Internal Assessment, Self-directed
programmes and activities.
5. Accreditation of Teacher Education Institutions, Admission Policies.
6. New Development in Teacher Education: Study in futuristics;
Innovations, experiments and researches in Teacher Education.
7. Teacher Education in the U.K., the U.S.A., Russia and Japan. Their programmatic
relevance to the Indian scenario.
19
PAPERS IV and V(E)
EDUCATIONAL AND VOCATIONAL GUIDANCE
4.5 E.1 : Educational Guidance
Meaning of guidance: a process of orientation and developmental guidance in relation to
individual growth. Basic assumptions of guidance. Guidance needs in Indian Schools at
different school levels of different categories of pupils. Procedures in guidance, collecting and
recording the information about individuals. Collecting information of educational and
vocational opportunities using the above for counselling, placement, follow-up and research
activities. The study of the whole child : testing techniques and non-testing techniques.
Organisation of guidance services; Essentials of a guidance programme, guidance set-up in
small and big schools and in a school system. Guidance methods : group techniques and
case work. Role of different guidance personnel, community resources for school guidance
services. Evaluation of guidance.
4.5 E.2 : Vocational Guidance
Vocational guidance, vocational development and vocational maturity. Need for vocational
guidance in Indian schools. Need and importance of occupational information and information
about employment market trends and opportunities.
Classification and filing of occupations and the world of work. Essential facts about jobs,
methods of securing information and their uses. Preparation of job profile and its uses.
Educational and vocational counselling and its purpose. Counselling situations, levels of
counselling and counselling relationships, counselling interview.

PAPERS IV and V(F)
COMPARATIVE EDUCATION
4.5 F.1 : Principles and Methods of Comparative Education
UNIT I Definition, aim, scope and importance of Comparative Education.
UNIT II Growth and development of the science of Comparative Education.
UNIT III Approaches to the study of Comparative Education : Historical, Philosophical,
Statistical and global/cross-cultural.
UNIT IV New research trends, innovations and problems in Comparative Education.
4.5 F.2 : Comparative Study of Specific Educational Themes and Systems in
Selected Countries.
UNIT I A comparative survey of major educational innovations and changes in
selected countries
*
, illustrating general similarities and differences, with
emphasis on Indian educational perspectives and problems in the context of
the emerging global economy.
UNIT II Organisation and problems of Elementary, Secondary and University education
with reference to U.K. and U.S.A.

*
Selected countries within the specified Units will include : India, Bangladesh, China, Japan, U.K.
and U.S.A.
20
UNIT III Organisation and problems of Teacher Education, Technical Education and
Vocational Education with reference to China & Japan.
UNIT IV Philosophy, organisational pattern and type of adult and social education,
with special emphasis on the developing countries in relation to their specific
cultural milieu.
UNIT V Demographic planning with special emphasis on China

PAPERS IV and V (G)
HISTORY AND PROBLEMS OF INDIAN EDUCATION
4.5 G.1 : History and Progress of Education in India till 1854
1. A brief study of the main characteristics of the Vedic, Brahamanic, Buddhist and Islamic
systems of education with reference to their aims, features, curricula, methods, practices
and agencies of education.
2. Missionaries and their contribution to education.
3. Education under the East India Company upto 1853, with special reference to the
motives of the Company.
4. Development of Education from 1854 to the end of the 19
th
Century, with reference to
important landmarks in education, bringing out the political designs of the British rulers;
and the impact of education on political, social, economic and the cultural life of the
people and vice-versa.
5. The Indigenous system of education during the 19
th
Century.
4.5 G.2 : Problems in Indian Education
1. The growth of Education from 1901 to 1947, with reference to important landmarks
highlighting the British designs and bringing out the inter-relationship between education
and political, social and economic life of the people.
2. The growth of Education from 1947 onwards, with special reference to the reports of the
University Education Commission, the Secondary Education Commission, the Education
Commission: 1964-66, and the National Policy on Education 1986 and its review
Committees.
3. A critical study of the problems related to:
i) Pre-Primary Education
ii) Primary Education
iii) Secondary Education
iv) University Education
v) Vocational Education
vi) Adult Education
vii) Professional Education

21
PAPERS IV and V (H)
PRINCIPLES OF CURRICULUM CONSTRUCTION
4.5 H.1 : Principles of Curriculum Construction
Theoretical bases for designing curriculum. Sources of curriculum content: cultural heritage
or knowledge in terms of identifiable disciplines and their modes of inquiry; generalised
knowledge about human behaviour; societal forces, e.g. common problems of living,
problems of inter-personal relationships, problems relating to common efficiency, social
processes and structures, problems connected with the development of individual
potentialities; contemporary human situation. Professional knowledge about curriculum
development and planning: Current patterns of curriculum organisation and development.
4.5 H.2 : Evaluation and Research in Curriculum Construction
Curriculum theory and its implications for elementary, secondary and college education.
Assessment of curriculum suggested through the national reports on elementary and
secondary stages of school education. Survey of research in curriculum construction.
Development of curriculum unit in some field of study.

PAPERS IV and V (I)
EDUCATION OF THE GIFTED AND THE BACKWARD
4.5 I.1 : Education of the Gifted
1. Evolution of the concept of giftedness:
(a) Ideological.
(b) Historical.
2. Current trends in definitions, characteristics and identification procedure.
3. Gifted special population underachievers, handicapped and disadvantaged- need for a
new perspective.
4. Creativity: concept, identification and methods of fostering creativity.
5. Education of the gifted :
(a) Development needs at different stages.
(b) Curriculum modification.
(c) Administrative/organisational provision.
(d) Teacher preparation.
6. Research perspectives in the field of education for the gifted.
4.5 I.2 : Education of the Backward
1. Special Education :
(a) Historical perspective.
(b) Contemporary trends.
(c) Classification : a critical overview.
(d) Alternatives schemes.
22
2. Causes of academic dysfunction:
(a) Internal.
(b) External.
3. Identification and educational provisions-holistic approach:
(a) Children with specific learning disabilities.
(b) Children suffering from developmental lags.
(c) Children with no apparent cause for learning difficulties.
(d) Children with specific learning problems in readings and mathematics.
4. Teacher preparation.
5. Providing for community involvement and parental participation : planning and
sensitisation.
6. Research trends in this area and their impact on educational policies for academically
dysfunctional children.

PAPERS IV and V (J)
EDUCATION OF PHYSICALLY HANDICAPPED CHILDREN
4.5 J.1 : Child Health and Physical Handicaps
Definition of Health, Relationship between the childs health and his/her mental and
physical functioning, assessment of health. Factors that can affect the childs health and
development before birth; at the time of birth; after birth; precautions that might help to
reduce incidence of various handicaps.
Causes, treatment and programmes of the following with reference to the educational
implications of the children affected by them.
Cerebral Palsy and other injuries Poliomylitis; Post meningitis; Epilepsy; Mongoloid
deficiency; Spinal Microcepholy Bifida and Hydrocephalus; Congenital heart disease.
Rheumatic fever; Asthma; Bronchiectasis; Diabetes Mellitus; Muscular Dystrophy; Speech
disorders; etc. Categories and their incidence. Psychology of the Physically Handicapped.
Family reaction to having a physically handicapped child, the childs own reactions to his
handicap; General management for the mental child, the family and the community.
Changing attitudes to the physically handicapped. Problems of parents and children.
4.5 J.2 : Education of the Physically Handicapped
Needs of special groups, e.g. the partially sighted; the partially-hearing; the speech-
handicapped; cerebral palsied; Brain-injured; the Epileptic; Delicate children; Orthopaedically
handicapped; the autistic child; etc. Educational implications of their particular needs,
ascertainment procedures and school placement. Specific learning difficulties : problems in
the organisation of educational provisions for the various categories. Special techniques of
teaching reading, methods and materials. Developments in India, Rehabilitation programmes.
Vocational placement and follow up. Teacher preparation.

23
PAPERS IV and V (K)
FINANCE OF EDUCATION AND EDUCATIONAL PLANNING
4.5 K.1 : Theoretical Bases of Educational Planning and Finance
Education for social and economic development. Education as investment, consumption and
welfare activity. Economic demand vs social, cultural and political demand for education.
Concepts of Physical Capital, Human Capital and Human Resources and their distinctive
features. Relative importance of investment in Human Capital and Physical Capital. Roles of
Elementary, Secondary, Vocational and Technical, Higher and Professional Education in the
Development of Human Resources.
Educational planning at Micro, Macro and Institutional levels. Approach to educational
planning : The Social Demand Approach, Cost Benefit Approach, Social Justice Approach
and Manpower Planning Approach. Modes of Educational Planning. Projections of enrolment
and Manpower forecasting. Estimation of equity and regional imbalances of education.
Educational Planning for alternative modes of education: correspondence, distance and open
learning systems.
Investment choices and financing in human capital and human resource development. Issues
in financing of education. Federal financing.
Educational costs : Concepts and types viz. social cost, private cost, institutional cost,
opportunity cost, marginal cost and unit cost. Unit cost analysis of educational projects.
Social and private benefits and their measurement.
Education policy and programme analysis and its impact on development of institutional
structures and their resource implications.
4.5 K.2 : Educational Planning and Finance In India
Organization, administration and control of education in India: Role of Central, State
Government and Local Bodies.
Process of formulation of educational plans in India. Mechanism of Planning, Monitoring and
Evaluation: Center and State Levels. The role of the National Development Council, the
Planning Commission and the State Planning Boards, and State Councils for Higher
Education etc.; Decentralized Planning: Distance, Block and Institutional.
Equity and Regional imbalances in Educational Development in the Indian context.
Factors influencing growth of expenditure of education: Education, Economic Policy Related
and Budgetary. Critical examination of the policies of the Government in respect of allocation
of resources to different levels of education. Trends in the growth of the plan and non-plan
expenditure at current and constant prices since 1970-71.
Sources of Funding : Financing of Education by Central Government, State Governments
and Local Bodies. Centre and State Relationship in financing of education. Central grants,
rationale and system. State grants rationale and system. Role of Finance Commission.
Community Resources - nature and extent. Measures for mobilising private resources,
Evolving National Policy.
Educational development in India during Five Year Plans. Critical examination of Educational
Policy and Programme thrusts in the light of NPE (1986) and POA at different levels of
education. Unemployment, underemployment and disguised employment of human
resources.
24
PAPERS IV and V (L)
EDUCATIONAL TECHNOLOGY
4.5 L.1 : Instructional Technology
1. Educational Technology (E.T.): Historical development. Concept, Types and Scope.
2. Teaching: different concepts and their implications.
3. Various levels of Teaching and Learning.
4. Instructional Theory: Concept, nature and types, with special reference to Cognitive
Construct Theories (Bruner and Ausubel), Task Analysis Theory, Systems Approach and
Information Processing Theory.
5. Instructional Procedures: Teaching of Concepts and Principles. Teaching for problem
solving.
6. Models of Teaching: Concept, nature and major types, with special reference to CAM,
AOM, ITM (Suchman), Jurisprudential Inquiry.
Practicum : Any one of the following:
1) Designing an instructional programme based on Systems Approach.
2) Preparation of instructional material based on CAM/AOM/ITM/JIM.
3) Preparation and use of instructional material for teaching at various levels of teaching
and learning.
4) Preparation of instructional material for teaching of concepts/ principles/ problem solving.
4.5 L.2 : Instructional Media and Theory
1. Communication: (i) concept, process and components: Unidirectional and interactive
communication. (ii) Teaching-learning as a communication process, factors influencing
classroom communication.
2. Media: Concept, characteristics, uses and limitations of various media. Media-selection
and integration, Multi-media packages and their uses in formal, non-formal and distance
education. Media development policy, programmes and strategies.
3. Instructional Design: Concept and components. Individualized Instruction (Programmed
instruction, Kellers plan, Mastery learning), small-group instruction, Large-group
instruction.
3. Teacher Behaviour Modification: Micro-teaching, Simulation, Interaction Analysis,
Competency Based Teacher Education.
4. Open/Distance learning systems Concept, need, characteristics and scope, nature of
learning materials, evaluation and feedback.
5. Research in Educational Technology trends and priority areas.
Practicum : Any one of the following:
1. Developing an instructional programme.
2. Evaluation of a media-based educational programme.
25
PAPERS IV and V (M)
SCIENCE EDUCATION
4.5 M.1 : Theoretical Bases of Science Education
1. Historical Evolution of Science: Pre-scientific era, emergence of modern science,
significant developments in natural science.
2. Nature of Science and Scientific Inquiry
(a) Science as a body of knowledge
(b) Science as method
(c) Science as social enterprise
3. Philosophical Context of Science Education;
(a) Epistemological bases of Science : Intuition, reason and observation
(experimentation)
(b) Theory building in Science.
4. Psychological Context of Science Education:
(a) Science education in relation to cognitive development and approaches to learning.
(b) Instructional design in science education concept attainment (Ausubel, Bruner),
inductive thinking (Taba), inquiry training (Suchman).
5. Sociological Context of Science Education :
(a) Science, technology and society : a critical appraisal of their interface.
(b) Science education in the context of developing countries.
6. Creativity in Science :
(a) Meaning and scope role of creativity in science education.
(b) Science education and enhancement of creative thinking.
4.5 M.2 : Practical Aspects of Science Education
1. Critical review of the recommendations of the Tara Devi Seminar. Kothari commission,
and Science Policy (1958) and NPE (1986) with regard to Science Education and
Science Curricula followed thereafter.
2. Objectives of Teaching Science at different levels.
3. Problems in Science Education related to areas like administration, teacher, curriculum,
etc.
4. (a) Curriculum Design in Science Education.
(b) Curricular innovations in Science : a detailed study of any one science curriculum
with a view to improve our present curricula (indigenous or from abroad).
5. (a) Role of NCERT, SCERTs, DIETs, Directorates of Education and Colleges of
Education for quality science education, with special reference to pre-service and in-
service science teacher education programmes.
(b) Role of administrators, supervisors, inspectors and science counsellors for the
improvement of science education.
6. Development of auto-instructional material in a specific area of science.
7. Research in Science Education:
(a) Survey of recent researches.
(b) Possible areas of research in science education.
26
PAPERS IV and V (N)
SOCIAL SCIENCE EDUCATION
4.5 N.1 : The Conceptual Framework
1. The traditional normative disciplines : Philosophy; Law and Humanities : their genesis
and points of view.
2. New Social Sciences - Economics, Sociology, Political Science, Social Psychology,
History, Human Geography, Education : their genesis and point of view.
3. Distinction and di-chotomies between natural sciences and social sciences.
4. Dimensions in social sciences: social thought, social change, social continuity and social
progress.
4.5 N.2 : Contributions to Human Knowledge
1. Method of research in social science: Analysis, synthesis, inference, model building and
prediction
2. Inter-disciplinary nature of Social Science research
3. Problems in various social science areas, with reference to the Indian situation.
4. Study of the contribution of the following to the development of social sciences :
Herodotus, Machiavelli, Gibbon, Locke, Adam Smith, Marx, Manu, Kautilya, Gandhi and
Confucius.

PAPERS IV and V (O)
LANGUAGE EDUCATION
4.5 O.1 : Perspectives in Language Education
1. Language: nature and functions.
Linguistics: nature, functions, major branches.
Structural linguistics, applied linguistics and their relevance in and contribution to
language teaching and learning.
Principles of Language and Language Learning:
a) the Indian tradition : Yask, Panini, Patanjali, Bhatrihari
b) the Western tradition: the behaviouristic and the cognitive-code. Psychology of
Language Learning: principle, psycho-linguistic aspects, the nature and acquisition of
grammar.
2. Language Teaching and Learning:
Language Learning and Language Acquisition :
Teaching the first language, the second language and other languages. Factors
affecting teaching and learning of languages.
Language syllabus and curriculum: influences, dimensions, objectives, selection of
content, transaction and evaluation.
Theoretical and pedagogic aspects of language skills with particular reference to
reading and writing.
27
Evaluation of Language Learning: discrete vs. wholistic approach, innovative
techniques.
Pedagogy of Language Teaching-Learning: Grammar Translation, Various Audio-
lingual, Communicative innovative techniques.
3. Individualisation of Language Learning: need, various techniques including programmed
material.
4. Teaching Language and Teaching Literature: nature, inter-relationship, differences,
techniques, evaluation
5. Creativity in Language Education
6. Research in Language Education: Status, trend gaps and priorities.
4.5 O.2 : Problems of Language Learning in India
1. Multilingual context of India.
Provisions in the Indian Constitution.
Various Language Education Institutions in India: CIEFL, CIIL, KHS etc;
2. Problems related to (a) status and objectives and (b) medium of education.
3. Curriculum development, pedagogy of language education, development of instructional
material and evaluation.
4. Preparation of language teachers Pre-service, In service programmes: Distance
Education Programmes, problems and alternative course designs.
5. Policy formulation and Language Education: National level, status and need survey, trend
analysis, three-language formula; lessons from other multi-lingual countries viz; Russia,
Israel, Canada etc.

PAPERS IV and V (P)
SOCIAL THEORY OF EDUCATIONAL SYSTEMS
4.5 P.1 : Theoretical Framework
1. Meaning and scope of Sociology :
(a) Sociology of Education;
(b) Educational Sociology;
(c) Social Foundations of Education;
2. Scope of Educational Sociology : Society as a system of interrelated parts; Social
institutions : Functions of social institutions and how they change; Education as a social
institution : a sub-system in the society; Education and other sub-systems, the internal
structure of roles and status etc. within educational systems; Education as an agency of
socialisation.
3. Culture and education: Psycho-cultural studies on child and society - identity formation -
characterological development in culture - compression and cultural learning -
methodology and communication system.
4. Formal education as a social system : its structure and functions - how these differ from
one society to another. Relationship between the educational system and other elements
of social systems such as political order, economic order, ideology and value systems.
28
5. School and class-room as a social system : Major roles and status, (students, teachers
and administrators) Analysis of interrelationships between teacher-students, teacher-
teacher, teacher-administrator, etc. Linking the individual and the school as a unit, within
the educational system as a whole.
4.5 P.2 : Implications of Education for Society
1. A historical review of the Indian educational system with a view to comprehend its social,
political and economic background.
2. Education and Social Stratification: Social classes, tensions and role of education in their
solution.
3. Social Context of Student Unrest: Educational backwardness of various social groups like
scheduled castes, scheduled tribes and other backward classes, women and the
minorities.
4. Sociology of the Educational profession: Social background of teachers-teacher
motivations professionalisation - problems facing the educational profession.
5. Education and Inequality: Equality of opportunity-Education as an agent of increasing
inequality-Schools based on inequality of wealth - rural and urban differences.

PAPERS IV and V (Q)
ART EDUCATION
4.5 Q.1 : Education and the Arts
An exploration through readings, critical writings and studio experiences of Philosophers,
Educationists and Artists. The relationship among the four arts Dance, Drama, Music and
Literature. Visual arts and their implication for Education. Problems in curriculum,
developmental methods of teaching arts for different stages. An examination of language
use, art criticism and some basic theories of education as they pertain to practical training in
literal, visual and performing arts.
4.5 Q.2 : Problems and Issues in Art Education
Introduction to current conception of the function of Art Education within the cultural milieu.
Contemporary trends in Art Education as related to Secondary School Curriculum : A critical
study of the selection of content, instructional methods and evaluation system in Art in
relation to the recent developments in contemporary arts. Aesthetic basis for teaching of Art
in Schools.
PAPERS IV and V (R)
EQUALITY AND EDUCATION
4.5 R.1 : Equality and Education-Sociological Perspective
Introduction: class, status, ethnicity and sex as categories of analysis in the sociology of
education.
1. The relation between education, mobility, educational opportunity and social change.
2. The Equality of Educational Opportunity Debate in India, with special reference to
Muslims, the Schedule Castes/ Tribes and women.
3. Alternatives in education, the de-schooling movement.
4. The new sociology of education.

29
4.5 R.2 : Equality and Education with Special Reference to Women
1. Gender as the basis of inequality in education: problems of access, retention, stagnation
and drop-out.
2. Structure of domination and control: the family and the school in India
3. Women in higher education and as professionals: the fear of success syndrome,
feminisation of occupations, discrimination at the place of work.
4. Strategies for change: the role of womens studies in education.
PAPERS IV and V (S)
BUSINESS EDUCATION
4.5 S.1 : Framework and Dimensions of Business Education
1. Business Education: concept and scope
2. Needs of Business Education Sociological, Philosophical and Psychological.
3. Division of Business Education Academic and Vocational Streams.
4. Curriculum Development in Business Education-Levels and Contents.
5. Structure of Business Education comparison of Business Education in India with that in
U.K., U.S.A. and China
6. New developments in Business Education, with special reference to Voucher Based
Accounting and Electronic Accounting.
4.5 S.2 : Communication in Business Education
1. Various Agencies involved in Business Education - various curricula and techniques.
2. Business Education and Innovations in Training.
3. Programmed Learning and Simulation in Business Education.
4. Business Education and Information Technology.
5. Coordination of Industry with Business Education Institutions.
6. Business Education for special groups.
7. Research in Business Education status, trends and priority areas.
PAPERS IV and V (T)
CURRICULUM AND PEDAGOGY IN THE ELEMENTARY SCHOOL
4.5 T.1 : Knowledge and the Elementary School Curriculum
Unit I : Understanding and conceptualising knowledge : Distinguishing between knowledge
and information, knowledge as construction of meaning and critical thinking
(drawing upon the development of critical theory). Exploring the nature of different
kinds of knowledge : disciplinary and pedagogical, knowledge of educational
contexts, goals and aims within historical and contemporary contexts,
knowledge of learners; selection of knowledge in desgining curricula; implications
of different kinds of knowledge for teaching and for ways of helping all students
learn.
Unit II : Foundations of curriculum and curricula enquiry : Understanding the historical,
philosophical and sociological foundations of curriculum, critically examining
frameworks of the elementary school curriculum within current debates an
30
political/cultural conflicts and the issue of curriculum change. Developing
perspectives and frameworks of analysis of curriculum aims and context.
Distinguishing between curriculum, syllabus and the textbook, exploring the
relationship between curriculum and policy and curriculum and learning.
Unit III : Students are expected to present a focussed project, capturing episodes(s)/ unit
(s) of teaching and learning; relate their project findings to one or more of the
theoretical themes such as nature of knowledge and inquiry, distinction between
knowledge and information, philosophy of curriculum and pedagogy.
4.5 : T.2 Knowledge, Pedagogy and the Process of Learning
Unit I : Perspectives and Paradigm shifts in the conceptions of learning : Critically
examining different views of the nature of learning, (drawing upon theoretical
frameworks of constructivism and cultural psychology). Developing an
understanding of learning within the social context; an in-depth analysis of
conceptions of learning rooted in conventional school practices and folk
pedagogy. Evolving conceptions of pedagogical knowledge as an integration of
knowledge about the learner, disciplinary knowledge, knowledge of curriculum
and the educational contexts and aims; nurturing inquiry and supporting
childrens learning.
Unit II : Pedagogy and the curriculum : Issues of teaching and learning such as medium
of instruction, personalising knowledge, the process of transforming subject-
matter knowledge into teaching materials and pedagogic strategies for
elementary classrooms. Exploring children's early conceptions of science and
mathematics, cross curricula learning, developing understanding of alternative
frameworks within which children interpret their experiences and evolving
frameworks for redesigning curriculum in specific domains. Evolving
relationships between teaching, learning and understanding, understanding the
nature of teachers' professional knowledge and developing the practice of
reflective teaching.
Unit III: Students are expected to undertake analysis of text-material and syllabi and/or
case studies of childrens early understanding of scientific and mathematical
concepts and reasoning, pedagogies outside the formal system; relate their
observations to theoretical frameworks and themes, such as the constructivist/
alternative frameworks and the concept of reflective teaching/practice.

PAPERS IV and V (U)
COGNITION, CULTURE AND EDUCATION
4.5 U1: Cultural Context of Cognition and Education
Perspectives and Conceptual Framework of Cognition : Critique of cognitive scientism
as the 'mainstream' view; interface between socio-cultural, socio-lingual and psychological
aspects of cognition; cultural-contextual perspective of cognition with particular reference
to the multi-cultural and multi-lingual Indian context; folk psychology and folk pedagogy;
scope of the mind and the very possibility of education for human development.
Cognition in Context : A brief overview of theories of cognitive development in cultural
context, with special reference to Vygotsky's sociocultural-historical perspective and its
educational implications; individual cognitive development and cultural change; Neo-
Vygotskian approach to understanding cognition as a situated cultural practice as
31
exemplified by seminal works of contemporary theorists such as Cole, Scribner, and
Rogoff, and its bearing on educational research and classroom practice.
Contexts for Teaching and Learning : Children's culture and culture of schooling;
critiquing teacher's traditional views of children's cognition; an alternative view of
teaching and learning as participation in a community of elementary learners;
construction and transmission of shared knowledge in the culture of collaborative
learning.
4.5 U.2 : Cognition in Children and Schooling
Children's Thinking : Examining specific aspects of children's thinking such as
development of causality, concepts of time, space and number; reasoning and problem
solving, meta-cognition skills; relationship between language and thought, social
perception and cognition; and children's drawing and play : topics to be discussed with
the help of relevant theoretical perspective.
Cognitive Development and Schooling : Emergence of early numeracy and literacy,
symbolization and moral reasoning in pre-to upper-primary school children from
cognitive-developmental and socio-psychological perspectives; cognitive style as related
to cognitive development ; educational implications of socio-cultural diversity in students'
preferred styles of thinking and communicating.
Variability in Educational Achievement : Cultural and social-class variability in educational
performance; prevention and early intervention in elementary schools; traditional and
alternative dynamic assessment for young children with diverse socio-cultural
backgrounds; implications for educational policy and reform : topics to be discussed in
context of the Indian educational system and its relationship with society.
Note :
The students will be expected to undertake some of the following assignments with
special reference to the Indian context :
i) reading basic texts in child development;
ii) a thoughtful engagement with selected original writings of Vygotsky and
contemporary cognitive psychologists and pedagogues;
iii) writing at least two position papers;
iv) translating theory into practice via applicative assignments or an individually
designed project. A list of some of the suggested applicative assignments/ projects
are :
an empirical investigation of an aspect of cognition in children, such as
development of causality, reasoning and problem solving, etc.
naturalistic observations on low-income children's preschool literacy experiences.
evaluation of an educational initiative (school or community based) to improve
achievement strivings and performance of socio-culturally different children.
designing and running a pilot study on the role of collaboration in learning.
to study psycho-social dynamics of classroom context by applying micro-
ethnographic techniques.
to develop an informal, performance-based evaluation strategy to assess young
children from backgrounds that are culturally, linguistically, or economically
different from dominant mainstream culture.
32

PAPERS IV and V (V)
ISSUES IN ENVIRONMENT STUDIES
4.5 V I : Conceptual Framework
1. Perception related to terminologies and evolving concepts Environment Education,
Environmental Approach and Environment Studies.
2. Traditional view regarding Human-Nature relationship from multi-cultural Indian perspective:
reference to traditional systems of conservation and use of environment and natural
resources; social movements and conflicts on issues concerning society - environment
interface.
The emerging environmental concern at the global level in the context of development
crisis; a historical view of the involvement of UN and other international agencies;
constitutional and legal dimensions; the impact of recent policies of globalisation (with
emphasis on alternative and diverse perspectives emerging from people's struggles).
3. Towards a philosophy for the study of the environment : Understanding the environment and
its components; relation between environment and ecology; bio-diversity; the philosophical,
sociological, economic, ecological, political and anthropological aspects of the study of the
environment; the gender perspective; human alienation from nature and a holisitc and
constructivist approach to environment.
4. The nature of environmental issues and the response of education : an examination of
issues such as energy, ecology, population, food and natural resources with reference to the
relationship between nature and society; sustainable development and its socio-economic
basis; concern for environment and human existence; the need for environment studies.
4.5 V II : Curricular and Pedagogical Issues
1. Curriculum and cognitive development of children - existence of EVS as a subject at the
primary level; space for children's ideas in the curriculum.
Curriculum related to the study of environment at various levels of school education shifts
from an environmental approach to an emphasis on building conceptual structures and
perspectives related to environment, from an integrated framework to a disciplinary or
subject - based curriculum and from skill - based to concept - based curriculum; thematic
organisation of the curriculum.
2. Pedagogical approaches to the study of environment such as enquiry, case study and
field work.
3. Organisation of knowledge for the study of environment in the school curriculum : the
science and social science aspects; the study of the environment as a component of life
sciences, physical sciences, economics, geography and history; enmeshing the study of
environment with learning of language and mathematics; critical examination of the existing
curriculum and texts; the problem of organising curriculum and textbooks in the context of
pedagogical approaches.
4. Innovations and Innovative structures : to be discussed with the help of illustrative
examples.
5. Teacher Education for the orientation of teachers.
6. Research studies.
Note: During course work, students are expected to undertake the following:
(i) analysis of syllabi and text-material; (ii) case studies of children's understanding of
scientific concepts related to environment; (iii) analysis of pedagogies used for the study of
environment; (iv) evaluation of an innovation and/or an innovative structure; (v) evolving
alternative approaches to the teaching of EVS.
33
PAPERS IV and V (W)
READING : PROCESSES AND PEDAGOGY
4.5 W I : Reading : Processes and Pedagogy Part-I
1. Foundations of Reading
a. Critique of earlier views about the reading process: Reading as a perceptual process.
The narrow definition of reading as decoding.
b. Psycholinguistic perspective on reading: Major insights into the reading process
provided by Ken Goodman and Frank Smith. Reading viewed as a constructive
process. The use of language cueing system while reading, prediction, and meaning
construction.
Miscue analysis: Students will be required to do a project on miscue analysis to gain
insights into the reading process.
2. Reading Comprehension
a. Schema theoretic view of reading comprehension. Factors affecting comprehension
including readers prior knowledge, vocabulary, and text structure.
b. Meta cognition; purposes for reading and comprehension monitoring
c. Content area reading : Expository test structure and reading strategies.
3. Response to Literature
The emotive aspect of reading. The role of the reader and the reading transaction.
4. Writing Process
The related nature of reading and writing: Reading-writing connections. Purposes and
types of writing. The process writing approach.
4.5 W 2 : Reading : Processes and Pedagogy Part-II
1. Early Reading Development
a. Critique of the reading readiness perspective
b. Emergent Literacy. A developmental model of learning to read instructional
implications.
2. Socio-cultural Aspects of Literacy
Literacy experience and achievements of children from diverse backgrounds
Home and school literacy. Discontinuity theory.
Multicultural perspectives on literacy.
3. Reading in the second language.
4. Reading Difficulties
Examining beliefs about reading difficulties
Problems related to the reader, text (issues related to readability and concerns about
readability formulas), and context (schools)
Assessing reading difficulties
5. a. Literacy instruction in the Indian classroom context in first and second languages.
b. Assessment of Reading.







































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