DR.

BABASAHEBAMBEDKAR
MARATHWADAUNIVERSITY,
AURANGABAD

FacultyofEducation
RevisedStructureandSyllabusof
M.Phil.Regular/VacationCourse
CreditBasedGradingSystem
WithEffectfromJune2013Onwards
(Subjecttothemodificationsmadefromtimetotime)

Dr.BabasahebAmbedkarMarathwadaUniversity,Aurangabad.

FacultyofEducation
MasterofPhilosophy(M.Phil.)inEducation.

OBJECTIVES:
1)Topreparecompetentandtrainedpersonnelforteachertraininginstitutions.
2)TotrainableandenlightenedadministratorsandsupervisorsforeducationalInstitutions.
3)TotrainstudentteachersforEducationalresearch.
4)Totrainpersonsforcurriculumdevelopment.
5)TotrainpersonsforGuidanceandcounselingtothestudents.
6)TodevelopawarenessaboutnewtrendsinEducation.
1)Eligibilityforadmission:
AcandidateforbeingeligibleforadmissiontoM.Phil.inEducationcoursemusthavepassed
theM.Ed.examination(afterB.Ed.)ofanyrecognizedUniversitywillbemadeonthebasisof
i)PerformanceofthecandidateattheM.Ed.examinationand
ii)PerformanceatanEntrancetest(Forregularcourse)conductedbytheUniversityandthe
reservationpolicyasperthestategovernmentofMaharashtra.
iii) He must have taken M.Ed. degree with at least 55%marks(for open category) and 50%
marks(forreservedcategory)candidatesofthisuniversityoranyotherstatutoryuniversity.Where
thegradingsystemisprevalentheshouldhavepassedtheM.Ed.degreewithequivalentcumulative
gradepointaverage.
iv)AdmissionofregularbatchwillbedoneinJune/Julyeveryyearandforvacationbatch
inAugust/Septembereveryyear.
2)Durationofthecourse:
TheM.PhilcourseshallbeafulltimeregularcoursespreadovertwotermsoftheAcademic
year and four terms of two academic years for M.Phil vacational course. total 50 days in two
summervacationintwowintervacationsforvacationalM.Phil.course.Theuniversityexamination
for the M.Phil theory papers will be Conducted once in a year in April/May.The dissertation of a
candidate will be accepted only after completion of all the requirements of the course such as
Satisfactoryattendance,passinginalltheorypapersetc.Acandidateshallsubmitthreecopiesofhis

dissertation. One copy to the Guide and two copies to the University(out of which one copy
receivedfromexternalexaminerwillkeepinthedepartment).Acandidatemustcompletethewhole
coursewithinaperiodofoneandhalfyearsforregularand2forvacationalcoursefromthedate
ofregistration.
ii) A candidate passing theory examination in any attempts shall submit his dissertation
withinaperiodofsixmonthsafterpassingthetheoryexamination.
iii) The medium of instruction of this course is either Marathi or English. The candidate
appearingforM.Phil.examinationwillhavetheoptionofansweringallpaperseitherinmarathior
English.
TheexaminationforthedegreeofM.PhilshallbebywrittenExamoftheorypapersandby
vivavoceofthedissertation,andinternalwork.
iv)Totalnumbersofseats:
RegularBatch:20Students,vacationbatch20students
TuitionFees:30,000
NOTE:ThedurationofthefulltimeM.Phil.(Education)courseshallbe18monthsandvacational
M.Phil(Education)courseshallbe30months
4)Teaching:
Therewillbethreelecturingperiodsofsixtyminuteseachperweekperpaper.Ineachpaper
66.7percentwillbedevotedforlecturesand33.3percentforgroupdiscussion,seminarandlibrary
work.Forguidingdissertationtherewillbetwohourstimewillbeallottedforperweek.
i) All professors, readers and lecturers holding Ph.D degree working in the university
departments will automatically recognized for teaching the M.Phil theory courses and guiding the
M.Phildissertationresearchwork.
ii)TheteachersworkingintheaffiliatedrecognizedinstitutionandholdingPh.Ddegree
willberecognizedforteachingtheorycoursesandguidingM.Phil.dissertationresearchwork.Those
lecturers,whodonotholdPh.Ddegreebutpossess5yearsexperienceofteachingatM.Ed.levelis
alsoeligibleforteachingatM.Phil.
II.
Eachtheorypaper,dissertation,andvivavocewillforma
separateheadofpassing.
i)
Therewillbedoublevaluationfortheorypapers.Eachpaper willbeexaminedby
oneInternalandoneExternalexaminer.
ii)
TheanswerbooksshallbefirstsenttotheExternalexaminerwhoshallsubmitthe
marksandgradesonseparatesheetssuppliedtothemdirectlytotheCOEoftheUniversity,butshall
notenterthemarksandgradesontheanswerbooks.Theexternalexaminer,afterevaluationofthe
answerbook shall send these to the internal Examiner who shall submit marks and grades on
separatesheetstotheCOEoftheUniversity.

iii)
If there is a difference of more than two grades between assessment of the
externalandinternalexaminers,theanswerbookshallbesenttothethirdexaminerforevaluation
whowillbeexternalandwhoshallsubmitthemarksandthegradesonseparatesheetsuppliedto
himwithoutenteringthemontheanswerbooks.ThethirdexaminerwillbeappointedbytheVice
Chancellor.Hewillformthepanelofexaminers.
Forthepurposeofresulttheaveragegradepointsofeachpaperoftheinternalandexternal
examinersshallbecalculateduptotwoplacesofdecimals.
iv)
Incase,where the answerbook issent to the third examiner, the grades given by
himandthosenearesttohisgradesgiveneitherby,internalorexternalexaminerwillbetakenfor
working out the average grade even if the difference of two or more grades remain in their
assessment.
Thevaluationofdissertationwillbedonebytheexternalrefereeonlywhoshallevaluatethe
dissertationfor200marksandthesubmitthemarksandgradestotheCOEintheproformagiven
alongwithavaluationreport.
9.STANDAREDOFPASSING:ACandidateshallhavetocompleteallinternalwork,before
he/she appears for annual examination. If any Candidate remained his/her Internal work
incomplete, in such cases, he/she cannot appear in the final exam. Till completing all work, result
willbewithheld.

Forpassingtheexaminationthecandidatemustobtain40%marksorDgradein

eachofthetheorypapersand50%marksorBgradeininternalwork.

ForobtainingseconddivisionorBgradecandidatemustsecured50%ormoremarks

andlessthan60%inaggregate.

Forobtainingfirstdivisionoragradethecandidatemustsecure60%ormoremarks,

inaggregateandminimum55%marksintheorypapers.

A Candidate who secures 70% or more marks will be declared in First Division or

A+,A++,orOgradewithDistinctionrespectively.

ScaledDown:

Thereshouldnotbedifferenceas15%ormorebetweenthemarksobtained

inExternal Examandinternalassessment marksallotted by the College/Department. In case the

difference is more than 15%, the internal assessment marks will be scaled down accordingly.
Similarlyifthedifferencebetweenthemarksgivenbytheinternalandtheexternalexaminerinthe
dissertationandtheVivavoceofdissertation(Outof100and60)ismorethan15%,themarkswill
bescaleddown.
TheassessmentoftheM.Phil.candidatesshallbeinthegradesonthetenpointsscale.The
candidateshouldgetatleastDgradeintheorypaperandatleastBgradeindissertation,viva

voce, oral, project and seminar separately, and in aggregate he should get B grade for being
eligiblefortheawardofM.Phil.Degree.
If a candidate fails at the M.Phil. examination, he will be allowed to reappear for that
examination again, only in those heads of passing (papers Dissertation/ VivaVoce/ Seminars) in
whichhehasobtainedlesstheBgradeandheshallbeexemptedfromappearingfortheheadsof
passing (Papers/ Dissertation/ VivaVoce +oral/Seminars) in which he has obtained B and above
grades.However,thegradesoftheseexemptedHeadsofpassing(Papers/Dissertation/VivaVoce/
Seminars)shallbetakenintoaccountforthenextevaluation.
TheUniversityofficeshallconsolidatethegradepointobtainedbyacandidateanddeclare
hisresult.At the time ofconsolidation ofgrade points ofvariousheads ofpassing,the finalGrade
shallberoundeduptonextdigitifthefractionis.5ormore.
Thefollowingtablesandproceduresshallbemadeapplicableforgivinggrades.
GradingScheme:

A ten point rating scale shall be used for the evaluation of the performance of the student to
providelettergradeforeachcourseandoverallgradefortheMasters

Programme grade points are based on the total number of marks obtained by him/ Her in all the
headsofexaminationofthecourse.Thesegradepointsandtheir
EquivalentrangeofmarksareshownseparatelyintableI

Table -I
Sr.No.

Marks Obtained

Grade Points

Grade

Grade description
Outstanding

01.

90.00-100

9.00-10

02.

80.00-89.99

8.00-8.99

A ++

Excellent

03

70.00-79.99

7.00-7.99

A+

Exceptional

04

60.00-69.99

6.00-6.99

Very Good

05

55.00-59.99

5.50-5.99

B+

Good

06

50.00-54.99

5.00-5.99

Fair

07

45.00- 49.99

4.50-4.99

C+

Average

08

40.01-44.99

4.01-4.49

09

40

4.00

Pass

10

< 40

0.00

Fail

Below average

R.174 ThefollowingshallbethesyllabusprescribedforM.Ed.Examination.

Structure of the M.Phil. One and half Year Course

(With effect from June 2013)
Sr
N
o.

Ex.
Marks

Total
Marks

Total
Hours

Credits

EduCC-1

Part I Core Courses

(Compulsory)
ResearchInEducation

Int.
Marks
2Assignm
ents-10
2Tests-10
20

80

100

60+
30

EduCC-2

NEWFRONTIERSINEDUCATION

20

80

100

60+
30

Edu OC

Optional Course
a) CurrentTrendsinEducation
b)Information&communication
Technology
c)TotalQualityManagement
InEducation

20

80

100

60+
30

100

100

300

10

60
40

60
40

60
40

1
1

440

500

50

120

50
600

60
850

2
33

Paper
code

Paper Title

2
3

Edu CC3
a)

b)
c)

5
6

Edu CC
4
Edu CC 5

Dissertation Report, Viva-voce

and oral
DissertationWork
(Guidance+Contact hours=Total
Work)
Viva-Voce For Dissertation
Oral
for
Verification
of
InternalWork(onlyEx.Examinar)
Total of Part -I
60
Part-II
Internal Assessment
Project related to all Papers
50
Seminar
Total

50
160

440

Total Working Days 200

1 Period 60 Minutes
Credits in hours 1 Credit = 15 hours for theory periods
30 hours for practical

EXAM PATTERN OF THEORY PAPERS

Hours Three
Note-1) only one Answer Book of 32 pages.
2) No supplement will be provided.
Sr.
No.
1.

3.

4.

Type of Question Total

Number
Question
04
Content
Based
short
Answer
Type Question
Content
based
04
Long
Answer
Type Question
Application based
01
Question
Total
09

Nature
of Answer

Marks-80

of Marks per Total

Question
Marks

Answer in 200250 words

05

20

Answer in 300400 words

10

40

Detail answer
with application

20

20
80

ForExample

PaperI)

MarksObtainedGradeGradepoints PaperAverageGrade

Internal

76A+7.6

External64A6.47.0A
PaperII)
Internal66A6.6
External55B+5.55.55B+

Total=7+5.55+4.65+17.56+8.65/6
=43.41/6=7.24
=A+

Paper:I(Compulsory):ResearchInEducation
Objectives:
Toenablethelearnerstounderstandandtodevelopskillabout
1Contemporarydebatesonthestatusofscientificinquiry.
2Variousperspectivesofresearchproblemsinvariousfieldsandstagesofeducation.
3Identificationoftheresearchproblemsinvariousfieldsandstagesofeducation
4PreparationofResearchProposal&designwithbudget.
5ToconducttheresearchworkinEducation
6Applicationofadvancedstatisticaltechniques
7PreparationofResearchReport.
CourseContent:
UnitNo.1ConceptofResearchandMethods.
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8

FundamentalResearch
AppliedResearch
OperationalResearch
ActionResearch
QualitativeResearch
QuantitativeResearch
InterdisciplinaryResearch
PracticalApproachofResearchMethodsfordifferenttypesofEducationalResearch

UnitNo.2:PreparationofResearchProposal&Design
2.1 RealizationandSelectionofResearchProbleminEducation.
2.2 ProceduralStepsofResearchwork
2.3 TimeTableanddurationforResearchwork
2.4 BudgetfortheResearchwork
2.5 Planning:ActionplanoftheResearchWork
2.6 Experimental&SemiExperimentalDesigns.
2.7 ObjectivesofResearch
2.8 HypothesisoftheResearch
2.9 RelationbetweenObjectivesandHypothesis
2.10 ComparisonbetweenHypothesisandAssumptions
2.11 VariablesoftheResearchStudy
2.12 FunctionalDefinitionsofImportantTerms

UnitNo.3:ReviewofRelatedLiterature&PreResearches
3.1
3.2
3.3
3.4

Need&importanceofreview
Sourcesofinformation
ReferenceServiceandLibraryProcedure
ReferenceStyleandBibliography

UnitNo.4:SelectionofResearchMethods&itsJustification
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8

TypesofResearchMethods:Meanings
DocumentaryAnalysisMethod
Surveymethod
Geneticmethod&CaseStudy
CasualComparativeanalysisandExpostFactoAnalysis
Pureexperimentalandquasiexperimentalmethod
FactorialResearchDesign
JustificationoftheSelectedResearchMethod.

UnitNo.5:Sampling&ToolsforDataCollection
5.1 UniverseandTargetPopulation
5.2 Methodsofthesampling&itsjustification
5.3 Typesofsample&itsselection,needandpurposeofsampling
5.4 SizeofSampleanditsRepresentativeness
5.5 TypesofResearchTools
5.6 Selection&PreparationofResearchTools
5.7 StandardizationofResearchTools
5.8 Toolsforquantitativeresearch
5.9 TypesofPsychologicalTestsanditsImplications
5.10 PilotStudy
5.11 Procedure&difficultiesindatacollection

UnitNo.6:AdvancedStatisticalTechniquesforDataAnalysis
6.1 Degreeoffreedom
6.2 Levelofconfidence&Levelofsignificance
6.3 StandardErrors
6.4 CriticalRatio&Test
6.5 AnalysisofvarianceANOVA
6.6 Ftest
6.7 MultivariantAnalysisofvarianceMANOVA
6.8 AnalysisofCovarianceANCOVA
6.9 ParametricandNONParametricTests
6.10 ChiSquareTest
6.11 SelectionofStatisticalTechniquesfordataanalysisandtestingofhypothesis
6.12 KruskalwallisorHtest

UnitNo.7:UseofComputerinDataAnalysis
7.1 SoftwareforDataAnalysisinSocialSciences
7.2 WindowXP,SPSS,SPA,MSWord,MSExcel,powerPoint

UnitNo.8:ReportWriting&SelfEvaluation
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9

Structure&ChapterArrangementinResearchReport
TechnicalInformationforReportWriting
Preparation&PresentationofReportWriting
Synopsis/GistoftheResearchReport
EvaluationPointsforResearchTitke,Objectives&Hypotheses
EvaluationPointsforVariables,AssumptionsandFunctionaldefinitions
EvaluationPointsforResearchMethod,Tools,PopulationandSampling
EvaluationPointsforDataAnalysis,Interpretation&Conclusions
EvaluationPointsforResearchReport.

Bibliography:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

AbelsenH:TheArtofEducationalResearch,WorldBookCo.,UniversityofPress.
AlmoakJ,T.,ResearchandThesiswriting,HoughtonMrifflinCo.NewYork.
BaileyK.D.,MethodsofSocialResearch(2ndEd.)NewYork,TheFreePressm1982.
BarrA.S.,RobertDavis&PalmerOJonson;EducationalResearchandAppraisalChicago,J.P.
LippinCottCo.1953.
BailesyJ.L.Introductionofmethodsofsocialscience,EnglewoodClifts,PrenticeHall,1988.
Best,JohnWKhan:ResearchinEducation,Ed.NewYork,PrenticeHall,2004
BlissJMonkM&OgboruJQualitativeDataAnalysisEducationalResearch,LondonCroom
HelyInce.1983
BorgWalterR:ApplyingEducationalResearch:APracticalGuideforTeachers.NewsYork,
Longman,1981
BogdomR.C.&BiklemS.K.,QuantitativeResearchforeducation&IntroducationtoTheory.
BorgWalterR.&MeridithD.Gall:EducationalResearch(AnIntroducation)NewYorks,
Longman,1979.
Theory&Methods,Boston,Allyn&BacomInc.1982.
Breakwell,G.M.HammondS&FifeSchaw,C.ReseachMethodsinPsychology,NewDelhi&
Brandchard:EducationintheAgeofScience.
Bryman,A.K,&DuncanC;QualitativeDataAnalysisforSocialScinetis,LondonRoute.
Burgerssettings,London,FalmerPress,1984.
BurgersR:DoingEthrougraphyofSchooling,NewYork,Richart,winstom&Hall,1982.
Engelhart,Max,D:MethodsofEducationalResearch,Chicago,andM.CNally&Co.1972.
EeraysonG.A.StatisticalAnalysisinPhsychologyandEdn.(5thed.)Newyork,MC.GrawHill,
1984.
EvansL.ReffectivepracticeinEducationalResearchNewYorkHolfmRinchart&
Winston.Inc.1969.
FoxDavidJ.:TheResearchProcessineducation,NewYorkHolt,Rinchat&WinstonInc.
1969.
GarrettH.E.:StatisticsinPsychologyandeducation
VakilsPefferandSimonsPvt.Ltd.Bombay1967
GayL.R.&AirasiamP:Edl.ResearchcopetenciesforAnalysis&Application(7thEd)New
Jersey.

23. GoodCarterV.IntroductiontoeducationalResearchNewYork,ApplefomCenturyCrofts.
Inc.1959
24. GoodCarterV/DouglasE.Scates:MethodsofResearchNewYork,AppletonCenturyCrofts.
Inc.1954.
25. GailfordJ.P.FundamentalStatisticesinPsychologyandEducation.McGrawHill,NewYork.
26. KaulLokesh:MethodologyofEducationalResearch,NewDelhi,VikasPublishers,1984
27. LewisD.G.ExperimentalDeisgninEducationalDeisgns(3rdEd)MasachuselterAllyn.1979.
28. PalS.K.&SaxsenaP.C.(Ed.)QualityControlEducationalResearch.
29. ResearchNewDelhi,MetropolitanBookCo.Pvt.Ltd.1985
30. TurabianK.L.TheManualforwritersoftempapers,Thesis&Dissertations5th,ed)Chicago
PressChicago1987.
31. UpansniN.K.ConductingEdl.ResearchBombaySNDTWomen;sUniveristy1987.
32. Sheffer/Sheldon(Eds)EducationalResearchEnvironmentsintheDevelopingcountries.
Ottawa,InternationalDevelopmentResearchCentre1983.
33. SukhiaS.P.,MehrotraP.V&MehrotraR.N.:ElementsofEducationalResearch(3rdrevised
edn)NewDelhi,AlliedPrublishersPvt.Ltd.1974.

34. (1995) '

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35 . . .. (1977) ' . ' :
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PAPERII(COMPULSORY):NEWFRONTIERSINEDUCATION
OBJECTIVES:
1).TounderstandthedifferentapproachesinEducation.
2).TounderstandtheGlobalscenarioinEducation.
3).TounderstandthecurriculumconstructionandframinginEducation.
4).TounderstandtheuseofInformationandCommunicationTechnologyinEducation.
5).TounderstandtheuseofComputerinEducation.
UNIT1GlobalizationandHigherEducation
1.1 MeaningofGlobalization
1.2 Emergingtrends
TechnologicalCharges
Greaterintegrationofeconomics
RisingExpections
1.3 GlobalizationAchallengeoropportunity
1.4 MultimediamentionalImpactofGlobalisationonHigherEducation.
1.5 ChallengesofWTOandCAATS
1.6 ConceptsofForestRule
1.7 Indiaspluspoints(strength)iseducationalfield.
1.8 Whatstepsshouldbetaken?Whatistobedone?

UNIT2ProcessofCurriculumConstructionandFraming
2.1 FunctionsofCurriculum
2.2 PatternsofOrganizationofCurriculumCourses,Subject,Activity,Core,Electives,Modules
BasisPrinciplesofOrganization.
2.3 CurriculumasanaccumulationofValues.
2.4 Curriculumasatoolforindividual,Cultural,SocialandNationalDevelopment.
2.5 PlanningforCurriculumDevelopment.
UNIT3CollaboratingParentsintheProcessofeducation
3.1 ConceptsofParentEducationNeedandSignificanceofParentEducationImpactofEmerging
IndianSocietyonChildRearing
3.2 CollabtrativeContentCurriculaforParents
3.3 TechiquesandApproachesofParentEducation
3.4 RealizationofParenstsrightroleofParentsTeachersAssociation.
UNIT4UseofComputerinEducation
4.1
4.2
4.3
4.4

Computerassistedlearning
ComputerassistedTeaching
ApplicationofComputerinResearch
InternetandElectronicCommunication


UNIT5InterdisciplinaryapproachtoProblemsofEducation
5.1 SociologicalApproach
5.2 PoliticalApproach
5.3 EconomicApproach

UNIT6TotalQualityManagementinEducation
6.1TQMineducation:conceptanddevelopment
6.2AdaptationsofTQMineducation
6.3TQMinIndianschools
UNIT7InnovationsinEducation
7.1Conceptofinnovation
7.2Purposeofinnovationinteachereducation
7.3Differentapproachestowardsinnovations
7.4Implicationsofinnovationsinteachereducation
7.5Innovationsandintellectualpropertyrights
REFERENCES:
1)C.RangrajanMeetingthechallengesofglobalizationuniversitynewsvol.44no.17,april2430,2006
2)mithileshkumarsinghchallengesofglobalizationonIndianhighereducation,university
news,vol.44no19,may814,2006
3)tabah.curriculumdevelpoementtheoryandpractice:harcourtsbraceandworld,n.y.
4)Andersonv.e.principalsandproceduresforcurriculumimprovementRonaldpresscompanyn.y.
5)peesMeer [e@. MeesYevee,efMeje{esCekej cesIevee,(2008),efMe#eCeeleerue ceeefnleer leb$e%eeve,Deewjbieeyeeo,ce=Cceeer hekeeMeve.

6)peesMeer [e@. MeesYevee,efMeje{esCekej cesIevee,(2007),mebieCeke meneefele DevegosMeve Je DeOeeve,Deewjbieeyeeo,

ce=Cceeer hekeeMeve.

Paper3OptionalPapers(Anyone)
a:CurrentTrendsinEducation

Unit1.EnvironmentalEducation.
1.1 MarineEcologyandOceanographicenvironment.
1.2 Naturalresources:Conservation,Managementandnuclearsourceofenergy.
1.3 DisasterManagement
- Concept,type,causes&effectsofdisaster.
- Roleofteachereducatorindisastermanagement.
1.4 Govt.ProjectsanddifferentActsforconservation&protectionofenvironment.
1.5 GlobalwarmingCauseandeffect.
1.6 EcoPhilosophyandEcoDharma
1.7 Watermanagement.
Unit2.SpecialEducation

2.1Conceptandpurposeofspecialeducation

2.2Approachestocurriculumforspecialeducation

2.3IndividualizedEducationProgramme(IEP)

2.4IntegratedEducation

2.5InclusiveEducation

2.6CommunitybasedInstruction(Ecological)
Unit3.EducationforDeprived

3.1Policy&Planningfordepriveds

3.2VariousSchemesofGovernment

3.3RoleofDifferentAgencies

3.4SarvaShikshaAbhiyan

Unit4.GuidanceandCounselling.

4.1ConceptandAreaofGuidance

4.2Conceptandprinciplesofcounseling

4.3TheoriesofcounselingTraitfactor,Theory,Clientcenteredtheoryand

Psychoanalytictheory.

4.4Counselingapproaches.

4.5Directivecounseling.

4.6NonDirectivecounseling.

4.7ElectricCounselling.

4.8EthicalissuesinGuidanceandCounselling,professionalethicsforcounsellor,

Qualitiesofagoodcounsellor.

4.9ResearchinGuidanceandCounselling.

Unit5.ValueEducationandProfessionalEthicsinEducation.

5.1MeaningofValues,MoralityandProfessionalEthicsinEducation.

5.2Needofvalueeducation,MoralityandProfessionalEthicsinEducation.

5.3ValuesinContemporaryHistoryofIndia:Vedic,Buddhist,Muslim,British

andPostIndependencePeriod.

5.4ValueEducationandProfessionalEthicsinEducation:Comparison.

5.5ValueBasedadministration.

Unit6.HumanRights&TeacherEducation.

6.1BasicPrinciplesofIndianConstitution.

6.2FundamentalRightsinIndianConstitution.

6.3RighttoInformationAct.

6.4ConsumerProtectionAct.

6.5Citizenship&Nationality.

6.6ResponsibilityDutiesAndRightsofCitizen.

Unit7.PopulationEducation.

7.1ConceptofPopulationEducation.

7.2AwarenessamongTeacherEducatorstowardsPopulationEducation.

7.3GrowthofPopulation&itsimpact.

7.4RoleofVariousAgenciesinPopulationEducationProgramme.

7.5ProjectforcreatingAwarenesstowardsPopulationeducation.

ReferenceBooks
AshthanaVandanna,(1992).ThePoliticsofEnvironment.NewDelhi:Ashish
Publishing,Houses,PunjabiBagh.
Datta Amol K., (2000). Introduction to Environmental Science & Engineering. New Delhi110 001:
RajuPrimlaniforOxford&IBHPublishing,Co.Pvt.Ltd.,66,Janpath.
Dhaliwal, G.S., & Ralhan, P.K., (1995). Fundamentals of Environmental Science. New Delhi: Kalyani
Publishers,Daryaganj.
Dayani,S.N.,(1993).ManagementofEnvironmentalHazards.NewDelhi:110014.VikasPublishing
House,Pvt.Ltd.576,MasjidRoad,Jangpurea.
Iyer,Gopal(1996).SustainableDevelopmentEcological&Sociocultural
Dimension.NewDelhi:VikasPublishingHouseLtd.
James, George (1999). Ethical Perspectives on Environmental Issues in India. New Delhi100 002:
APHPublishing,Corporation,5AnsariRoad,DaryaGunj,
Karpagam,M.(1999).EnvironmentalEconomics.SterlingPublisherPvt.Ltd.
Kumar,Arun (1999).EnvironmentalProblemsProtection&Control.(Vol.1& 2).NewDelhi:Anmol
PublicationLtd.Daryaganj.
Mehta, Cheten Singh (1997). Environmental Protection & the Law. New Delhi 110 026: Ashish
PublishingHouse,8/81,PunjabiBagh.
Mukherjee,Biswarp(1996).EnvironmentalBiology,TataMcGraw,NewDelhi:
Hill,PublishingCo.ltd.
Nanda,V.K.,(1997).EnvironmentalEducation.NewDelhi110002:Anmol
PublicationsPvt.Ltd.,4374/4B,AnsariRoad,Daryaganj.
Nasrin,(1999).EnvironmentalEducation.NewDelhi110002:APHPublishing
Corporation,5AnsariRoad,Daryagnij.
Rao,DigmurtiBhaskaru(1998).EarthSummit,Discovery.NewDelhi110002:
PublishingHouse,4831/24,AnsariRoad,PralhadStreet,Daryaganj.
Rasthnaswamy,P.ForwardedbyHans(vanSponeck)VNResidentCoordinator
(1998).InternationalEnvironmentManagement.NewDelhi110002:Manoj
Publication,4819/XI,VarunHouse,MathurLane24,AnsariRoad,Daryagnj.
Saksena,K.D.,(1993).EnvironmentalPlanning,Polices&ProgrammesinIndia.
NewDelhi:ShipraPublication,Jawaharnagar.
Singh,Uttamkumar&NayakA.K.,(1997).HealthEducation.NewDelhi110002:
CommonwealthPublisher,4378/4B,AnsariRoad,DaryaGanj.
Srivastva,P.R.,&Shukla S.K., (1997).GlobalEnvironmentalSeries(Vol.1to5).New Delhi (India):
CommonwealthPublishers.
Trivedi,P.R.&RajGurdeep,(1997).ManagementofEnvironmentalEducation&
Research.NewDelhi:AkashdeepPublishingHouse.
Trivedy,R.K.(1996).HandbookofEnvironmentalLaws,Acts,RulesGuidances,
Compliance&Standards(Vol.1&2).Karad:EnviroMedia,2ndFloor,RohanHeightsP.B.No.90,
415110(India).
NCERT,(2000).NationalCurriculumFramework2000.NewDelhi:NCERTPress.
NCTE,(2005).EnvironmentalEducationCurriculumFrameworkingforTeachers&
TeacherEducation.NewDelhi:NCERTPress.
PopulationEducationKuppuswamyandothers.
PopulationEducationSelectedReadingsMehtaandRameshChandra.
PopulationEducationYadav&Saroj.
PopulationEducationSing&Sudarshan

PopulationEducationRio,D.Gopal.
PopulationEducationThompson&Lewis.
PopulationEducationSNDTUniversity.
opulationEducationforteachersMantaandPrakash.
PopulationEducationStellasoundersRaj,S.G.Wasani,forMacmillanIndiaLtd.&byT.K.Sengpth
atMacmillanIndiapressMadrass41.
ValueEducationtheoryandpractice,GuptaN.L.KrishnaBrothers.
ClarifyingValuesthroughsubjectmatterMinreapoles,HarminM.H.Wistonpress.
ValueandEducationinIndependentIndiaKaulN.K.Associatedpublishers.
IndianphilosophyofEducationHumeyanKabirjayasinghAsiapublishingHouseBombay1961.
MoralEducationinSchoolsRadhashyamSarangiDeepandDeeppublications.
TrendsinEducation:B.R.SatijaAnmolpublication.
MoralEducationforAll:S.N.Sharma,AryaBookDepot.
ManintheNewworld:K.H.SayigidanAsiapublishingHouse.
Contemporaryproblems&ModerntrendsinIndianEducationsDr.S.KrishnaMurtyAlliedB
Center
Principlesofguidanceandpu;ilpersonnelJoneA.J.:McGrawHillNewYork.
FundamentalsofGuidanceHoughtonMifflinco,ShertzerB.andStoneS>C.:Boston1976.
Education,vocationalguidanceandcounseling.AggarwalJ.C.
Guidanceandcounseling.BengaleeM.D.
ChildGuidance.BengaleeMehrroD.
PrinciplesofGuidanceandCounseling.BhatiaK.K.
GuidanceandCounselingineducation.BhatnagarR.P.,RaniSeema.
PrinciplesandTechniquesofGuidance.ChauhanS.S.
Anlscow,M,(1994).SpecialNeedsandtheClassroom:UNESCOPublishing.
Heward,W.L.,(1998).ExceptionalChildren.
Chicago:MerrillPublishingCo.
Learner,J.(1985).LearningDisability.Haughton,MifflinCo.Boston.
Panda,K.C.,(2002).EducationofExceptionalChildren.
NewDelhi:VikasPublishingHousePvtLtd.Reddy,L.G.,RamarR,&KusumaA.(2000).Educationof
ChildrenwithSpecialNeeds.NewDelhi:DiscoveryPublishingHouse.
Krik, Gallagher and Anastasian. (1993). Education of Exceptional Children, Haughton, Co. Boston.
Learner,J.(1985).
LearningDisability,Haughton,MifflinCo.Boston.Panda,K.C.,(2002).
EducationofExceptionalChildren.NewDelhi:VikasPublishingHousePvt.Ltd.Peterson,J.(2003).
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Paper3OptionalPapers(Anyone)
b:Information&communicationTechnology

Objective:
A. Toenablethelearnerstounderstand
A.1BasicconceptsandnatureofinformationandcommunicationTechnology.
A.2TheSourcesandTypesofInformationanditsclassificationandmanagement.
A.3CommunicationCycle,process,types,media&channel.
A.4ModelsofCommunication.
B. Todeveloptheskillamongthelearnersabout
B.1Useoftechnicalequipments&Tools.
B.2Hardwareandsoftware:BasicKnowledge.
B.3Implementationofelectronicmediaininstructionaldevelopment.
B.4Usesoftechnicalequipments&Toolsinselflearningprocess.
B.5UsesofTechnicalequipmentsinadmission,administration,teachinglearning
evaluation,andresultprocess.
C. Toenablethelearnerstoknowabout
C.1elearningandmlearning
C.2Videoconference
C.3OnlineTeachingLearningandExamination.
Unit1ConceptofInformation&communicationTechnology.
1.1 Types,Sourcesandnatureofinformation.
1.2 ClassificationandManagementofinformation.
1.3 CommunicationProcess,Cycle,Types,Mode,MediaandChannel.
1.4 ModelsofCommunication.
Unit2TechnicalEquipmentsandTools

2.1Computerhardware&Softwae:Concept.

2.2CameraVideocamera,handycamera,webcamera,campro,videorecording.

2.3MobilePhone,Fax,Priner,Scanner.

2.4LanguageLaborary.

2.5ResearchLaboratory.


Unit3ProgrammedLearning.

3.1Concept&TypesofProgrammesLearning.

3.2ProgrammedLearningthroughcomputer,videogames,orCDPlayer.

3.3ProcessofsoftwaredevelopmentforvarioussubjectsatvariouslevelsofEducation.

Unit4PracticalApproachtoInstructionalsystem.

4.1EdgerDailsConeofExperiences.

4.2FlandersClassroomInteractionAnalyses.

4.3ModelsofTeachingforVariousSubjectsofSchools&Colleges.

4.4SpecificationofModelsfordifferentlevelsofeducation.

Unit5TeachingMethods,Techniques&RoleofTeacher.

5.1TeamTeaching.

5.2Multiclassteachingtechnique.

5.3NeedofLCDProjectorandElectronicBoardinTeacning.

Unit6UsesofcomputerinEducationalProcess

6.1AdmissionProcess.

6.2AdministrationProcess.

6.3TeachingProcess.

6.4LearningProcess.

6.5Results&itsinterpretation.

6.6ResearchWork.

6.7Concept:Animation,Photoshop,MSWord,MSExel,PowerPoint,Page

Maker,SPSS
Unit7OnlineInstructionalCommunication.

7.1Telephone,Fax,Internet,elearning,meducation.

7.2VideoConference,SatelliteCommunication.

7.3RoleofelectronicmediainInstructionalCommunicationandmass

communication.

7.4Onlineadmission,learning,examinationresults.

7.5CountrywideClassRoom.

7.6DistanceEducation,OpenSchool&University.

Unet8InstructionalSystemDesign.

8.1ConceptofInstructionalSystemDesign.

8.2InstructionalSystemDesign:PracticalApproach.

8.3AudioVideoScripts:Principles&Structure.

8.4ARoleofTeacherEducatorinMasseducationandQualityEducation.

References:
Alexis,Leon&others(1999).FundamentalsofInformationTechnology.NewDelhi:VikasPublishing
HousePvt.Ltd.
Babola,DanielT.(1998).MicrosoftWorld.NewDelhi:PrenticeHallofIndiaPvt.Ltd.
Basandra,SureshK.(2001).ComputersToday.NewDelhi:GalgotiaPublishers
Pvt.Ltd.
Bharihoke,Deepak(2000).FundamentalofInformationTechnology.NewDelhi:
PentagonPress.
Bloom,R.S.,(1974).TaxonomyofEducationalObjectives:NewDelhi.
McKayco.,Inc.
Chauhan,S.S.,(1983).InnovationsinTeachingLeavingProcess:NewDelhi.Vikas
PublishingHousePvt.Ltd.
Das,B.C.,(2000).EducationalTechnology:Cuttack.KalyaniPublications.
Honcok,A,(1977).PlanningforEducationalMassMedia:NewYork.LougmanGroupLtd.
Jain,Madhulika&others(2000).InformationTechnologyConcepts.NewDelhi:
BPBPublications.
Kovalchick,AnnaandDawson,Kara(2005).EncyclopediaofEducationand
Technology:NewDelhi.Vol1and2PentagonPress.
Kumar,Keval.J.(2006).MassCommunicationinIndia.Mumbai.
Kumar,K.L.,(1996).EducationalTechnology:NewDelhi.NewAgeInternational(P)Ltd.
Mohanti,J.(1992).EducationalTechnology.NewDelhiDeepandDeepPublicationCo.
Percival,Fred,Ellington,Henry(1984).AHandbookofEducational.
Bloom,R.S.(1974).TaxonomyofEducationalObjectives,McKayco.,Inc.,
NewDelhi.
BrownJ.,LewisRichardB,etal(1983).InstructionalTechnologyMedia
AndMethods.NewYork:McGrawHillBook.Com.
Diwan,Parag.(2001).InformationSystemManagement.NewDelhi:
PentagonPress.
Dixit,Manish,InternetanIntroduction.NewDelhi:TataMcGrawHill
PublishingCompanyLtd.
Laura,MareyGold&Dan,Post(1998).MicrosoftExcel97.NewDelhi:
PrenticeHallofIndiaPvt.Ltd.
O'LearyTimothyJ.MicrosoftOffice2000.NewDelhi:Tata
McGrawHillPublishingCompanyLtd.

Tatpuje,Dipak&Others(2001).InformationTechnologyApplications.
Pune:NiraliPrakashan.
ShaikhImranRamzan,(2008),EducationalTechnology,Sufapublication,Aurangabad.

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Paper3OptionalPapers(Anyone)
C:TOTALQUALITYMANAGEMENTINEDUCATION
OBJECTIVES:
1) Toexplaintheconceptofqualityandtocompareandcontrastthewesternand
IndianperspectiveofQualityinEducation.
2)
3)
4)
5)

ToexplaintheconceptofTQMinEducation.
TounderstandtheimportanceandnecessityofTQMinEducation.
ToidentifyinternalandExternalCustomersinEducation.
Toacquaintthemwiththeparameters,toolsandqualitativemethodsoftheassessment
ofinstitutions.
6) Toexplaintheimportanceandnecessityofparticipatingmanagementandteamwork.
7) ToexplaintheconceptofLeadershipanditsimportanceinTQMinstitutions.
8) ToexplaintheimportanceandHRDstrategiesforTQM.
9) ToexplaintheprocessofstrategicplanningforTQM.
10) ToexplainthewaysandmeansofimplementingTQM

Unit1Quality:TheConceptandIssues.
1.1
1.2
1.3
1.4

QualityManagementIssues.
QualityManagement.
QualityinEducation:TheWesternViewpoint.
QualityManagementinEducation:IndianPerspective.

Unit2TotalQualityManagementinEducation.
2.1
2.2
2.3
2.4
2.5

TQMinEducation:Conceptanddevelopment.
AdaptationofTQMinEducation.
TQMinIndiaSchools.
EducationalInstitutionasasystem
Subsystems.

Unit3CustomerFocus
3.1 Thecustomer(inEducation):InternalandExternal
3.2SupplierReceiverChain
Unit4AssessmentofInstitutuin.
4.1ParametersofAssessment.
4.2ToolsofAssessment.
4.3QualitativeMethods:SWOTAnalysis.
4.4ParticipantsinInstitutionalAssessment.
4.5 AdministeringtheTools.
4.6 QuantitativeVersusQualitativeAnalyses.

4.7UseofAssessmentData.
Unit5ParticipatingManagementandTeamWork.
5.1ParticipatingManagement.
5.2
5.3
5.4
5.5
5.6
5.7

ParticipatingManagementandTeamBuilding.
DiversityofRolesinTeams.
DevelopmentofTeams
Maturityandselfdirection.
Training.
EffectiveandIneffectiveTeams.

Unit6LeadingQualityInstitution.
6.1Conceptofleadership.
6.2LeadershipinTQMInstitutions.
Unit7Data,InformationSystemsandDecisionMaking.
7.1
7.2
7.3
7.4
7.5

DecisionofFiles.
DecisionSituations.
RationalDecisionMaking.
DecisiononFactsinSchool.
StepsinCreatingData.

7.6DataCultureandSkills.
Unit8HumanResourceDevelopmentforTQM.
8.1Understandingothers.
8.2CandowilldoAttributes
8.3HRDstrategiesforTQM
8.4Induction
8.5OnthejobTraining.
8.6FacetoFaceTraining.
8.7OpenandDistanceEducation.
Unit9StrategicPlanningforTQM
9.1StrategicPlanningandPlanModels.
9.2ProposedModel.
9.3Belief,Vision,MissionandGoals

9.4LearnerNeedAssessmentandClientEducation.
9.5InstitutionalAssessmentandSWOTAnalysis.
9.6QualityPolicyandInterventionPlan
9.7Kaizen
9.8CostofQuality
9.9PlanningforImplementation.
9.10Evaluationandfeedback.
Unit10ImplementingTotalQualityManagement.
10.1ManagingChange
10.2StagesofAdopationofInnovation.
10.3CategoriesofAdopters.
10.4Resistancetochange.
10.5TQMandManagementofchange.
10.6RoadMapandpreparetheground.
10.7DefinetheBaseline.
10.8SetTargets.
10.9PlanningforImplementation.
10.10Implementation
10.11ReviseBaselineandTakeoff

References:
Bhatnagar, R. P. & Agarwal, V., (1986). Educational Administration: New Delhi.
International Publishing House.
Bhatt, B. D. & Sharma, S.D. (1992). Educational Administration: Hyderabad
Kanishka Pub. House Book links Corporation, Naryanguda.
Chalam, K. S. (1993). Educational Policy for Human Resources Development.
Company,2000 New Delhi.2001: Deep & Deep Publishers.
Chaturvedi, R. N.(1989). The Administration of Higher Education in India (Jaipur):
Print well Publishers..
Chturvedi, R. N. The Administration of Higher Education in India. Print well Romesh
vermin.
Educational Management Innovative Global Pattern. Regency Pub. New Delhi
11008:1997 Publisher Jaipur.

Goel, S. L. (2005). Management in Education. New Delhi: A.P.H. Publishing

Corporation.
Goel, S. L. & Goel, Aruna (1994). Educational Policy & Administration: Deep &
Deep Publications.
Goel, S. L & Rajneesh, Shalini. Management Techniques-Principles & Practices. New
Delhi. Deep & Deep Publication Pvt. Ltd.
Goel, S. L. & Salini Rajnesh (2001). Management Techniques Principles & Practices:
Deep& Deep Publisher New Delhi.
Gupta, L.D.,(1987). Educational Administration: Oxford & IBH Publishing Co. Pvt.
Ltd.
Chalapathi, I.V., Roy Choudhari, College Teacher & Administrators a handbook.
Mathur, S. S., Educational Administration. Principles and Practices, Krishna Brothers.
Nystrand, R.O., Corbally J.E., Campbell R.F. (1983). Introduction to Educational
Administration; 6th ed. Sydney: Allan and Bacon, Inc.
Ostrander, R.H., Dethy, R. C. (1968). A Valves approach to Educational
Administration. American Book Company.
Owers, R.G., (1970). Organizational Behavior in Schools. Pretenice Hall, Inc.
Talesha Menbata, Pal Ruhela Satya, Nagda, M.L., (1989).
Roy Choudhari, Nanita, (1992). Management in Education. New Delhi. A.P.H.
Publishing
Saiyadin, M.S. Monappa Arun (1991). Personal Management. New Delhi: Tata
McGraw-Hill Publishing Company Limited.
Tripathi, P.C.& Reddy, P.N., (1995). Principles of Management. New Delhi: Tata
Mc Grow- Hill Publishing Company Limited.
Tripathi, P.C. & Reddy P.N. (2004). Principles of Management. 23rd ed. Tata
McGraw-Hill Publishing Company Limited.
University News, A weekly Journal of Higher Education.
Vashist, S. R. (1994). History of Educational Administration: Anmol Publication
Pvt. Ltd. New Delhi.
Yakl, Gary (1994). Leadership In Organization. London: Pretenice Hall.
Mew#eefCeke JeJemLeeheve Je heMeemeve [e@.DejefJebo ogveeKes Je [e@.nsceuelee heejmeveerme, vegleve hekeeMeve hegCes.