Part - II School Teaching Experience Programme (Practical)

Grand Total: Part-I =700 + Part-II= 200 + Part-III=200 = 1100
1. Part – I Foundation Courses and Teaching Methodologies (Theory)
There will be 80 percent external & 20 percent internal assessment marks in Part-I (Theory Papers) Candidates shall have to secure 40 percent marks in each paper in external and internal assessment separately. Marks in Internal Assessment shall be counted towards division or merit. The break up of internal assessment marks is given at the end of the syllabus of the concerned foundation course/methodology.
Note 1. : If the difference between external and internal marks of the candidate is more than 20 percent then the university can normalize the scores of the candidate by bringing the total internal assessment/practical scores at par with the theory scores.
2. Use of all brands of non-programmable calculators having signs of +,-, x, only, is allowed in the examination centre (in Paper II only), but these will not be provided by the University/college. Radio, pagers, mobiles are not allowed in the examination.
BACHELOR OF EDUCATION
4
2. Part – II School Experience Programme (Practical)
This part consists of practical work in two school subjects and will be evaluated in the institution by the internal examiners, coordinated by a Principal of any other College of Education affiliated to G.N.D.U., Amritsar. Evaluation will be done by a panel of two subject teachers. Internal Examiners can award to a candidate up to 65% marks at their own level. However if they feel the candidate deserves higher marks, the work must be re-evaluated by the panel of Examiners headed by the Coordinator. The candidate shall have to secure 40% marks in external as well as in internal assessment separately. Marks in internal assessment shall be counted towards division or merit.
40 marks of internal assessment will be distributed as under:-
 

(a)	Performance in two discussion lesson (5+5)	10 Marks
(b)	Performance during the teaching practice	10 Marks
(c)	Practical lesson note-book	10 Marks
(d)	Audio-Visual aids/innovations/Models Resources used during the teaching programme	10 Marks
		40 Marks

Note: Admission to the B.Ed. course is subject based. At the time of the admission, each candidate shall opt for two teaching subjects. A candidate can opt for only those teaching subjects, which he/she has studied at least for two years as major subject at graduation /post graduation level and at least for one year in case of minor subject. All the languages will be considered as minor subject. A candidate can take up any two of the following methodologies:
Teaching Methodologies Paper VI & VII
 

PART-III WORK EXPERIENCE PROGRAMME
This part will consist of four components of 50 marks each in the ratio of 30:20 marks, except component D. 30 marks will be for external examination and 20 for internal assessment. Component D will comprise of two sub-parts. There will be no external examination for this component. For the external examination the candidates will be evaluated by external examiners. Candidates shall have to secure 40% marks in each component in external as well as in internal assessment separately. Marks in Internal Assessment shall be counted towards division or merit.
The final award of Part-III will be sent to the University by the concerned external/internal examiner with the counter signatures of the concerned Principal.
Note: I A candidate who becomes ineligible in Part-I for want of minimum attendance stands ineligible for Part-II or in Part-III also and vice versa.
II. Provided that a candidate who fails in one or more papers of Part-I and/or Part-II and/or Part-III shall be given grace marks according to ordinances relating to awards of grace marks.
4. MEDIUM OF EXAMINATION: The medium of examinations shall be as under:
(a) The question papers shall be set in English only except for the following languages in which they shall be set as under:-
(i) For Sanskrit Hindi
(ii) For Hindi Hindi
(iii) For Punjabi Punjabi
(b) Candidates shall write their answers in:
(i) English in the subject of English
(ii) Punjabi in the subject of Punjabi
(iii) Hindi in the subject of Hindi
(iv) English or Hindi or Punjabi in the case of other subjects.
5. THE PAYMENT TO THE CO-ORDINATOR AND EXTERNAL EXAMINERS:
The remuneration will be paid @ Rs. 5.00 per lesson to the Coordinator as well as to the External Examiner for Skill-in-Teaching Practical Examination. The Coordinator will send the remuneration bill of the External Examiners duly Counter-signed by the concerned Principal to the University immediately after the Examination.
6. (A) (i) If a candidate fails in the internal assessment of Part-I (Foundation Courses and Teaching
Methodology) Theory Papers and/or
Part II (School Experience Programme) and/or
Part- III (Work Experience Programme) shall not be allowed to appear in the examination of that particular part/s. He/she can appear in the remaining part/s in the Examination but his/her result of annual examination will not be declared. He/she shall have to rejoin the college in the succeeding session for a minimum period of one month in order to qualify for the internal assessment of that particular part/s. The Principal shall be empowered to extend this period but the extension must expire one week before the commencement of the next annual examination. If he/she passes in the internal assessment, his/her result of annual examination will be declared and if he/she fails to qualify in the internal assessment his/her candidature for the previous examination will be cancelled and result be filed.
The marks awarded to a candidate in the Internal Assessment will be carried forward at his/her option when he/she is permitted to re-appear in a part/s in subsequent examination. The marks obtained by a candidate in internal assessment shall be valid even if he/she remains absent in the external examination.
(ii) Internal assessment in each paper will be based on two house tests and the prescribed practical work.
(iii) The Principal will be the overall in charge of internal assessment and will have the authority to modify if and where necessary.
(iv) Students of B.Ed. Class falling short of required lectures/lessons in teaching practice/practicals may be allowed to take the following supplementary examination of April Examination after making up the deficiency by rejoining their respective colleges.
(B) (i) The College should intimate the names of such students to the University as are failing in the internal assessment of Part-I and/or Part-II and/or Part-III at least fifteen days before the commencement of the theory examination and a week before in the case of school experience Programme (Practical).
(ii) The internal assessment in Part-I, II and III should be sent to the University before the commencement of Annual Theory Examination. Internal Assessment in Part-II should reach the University immediately after the completion of School Teaching Experience Programme (Practical). The college should intimate to the University the names of such students as are failing in the internal assessment of any part/s or falling short of lectures in any paper/s. This intimation must reach the University. At least fifteen days before the commencement of the theory examination and a week before in the case of School Experience progamme in each subject of methodology.
(iii) The University may appoint an inspector to inspect the records etc. of the internal assessment maintained in the various colleges for ensuring uniformity of standards.
(iv) During the inspections concerned records of internal assessment, practical work, activities etc. should be available in the institution at least for six months. The same should be submitted to the members of inspection team as and when asked for.
7. Practical Examination in Part-II and Part-III will be held after the Theory Paper Examinations. The Practical marks of Part-II and Part-III will be added to Part-I (Foundation Courses and Teaching Methodologies) for determining the Division or Merit.
8. If a candidate fails to pass the B.Ed. Examination or remains absent or is placed under re-appear in Part-I and/or Part-II and/or Part-III, he/she shall be given the next four consecutive chances to pass the examination failing which he/she will have to rejoin the college afresh. Such a candidate shall pay a fee as fixed by university on each occasion.
a) The result of a candidate, who remains absent or fails to secure 40% marks in internal assessment of each component, will not be declared till he/she makes up the deficiency in the next session by joining the college for a period depending upon the discretion of the Principal. If a candidate does not join the college or fails to qualify the internal assessment in the next session his/her pending result of the annual examination will be cancelled.
b) If he/she fails in one or two papers (Foundation Courses & Teaching Methodologies), part-II (School Experience Programme) and/or Part-III (Work Experience Programme) he/she may be permitted to appear in such paper/s in the next three subsequent examinations. Such candidate shall pay a fee fixed by the University from time to time on each occasion. If he/she passes in all such paper/s in any of these examinations, he/she shall be deemed to have passed the examination.
TEACHING PRACTICE
9. The teaching practice of 6 weeks duration will be split up in two spells for regular students. First, two weeks teaching practice in the month of October/November and second, four weeks in the month of April/May. All lessons are to be supervised by the concerned Method Masters. Comments will be entered in the note books & feed back will be given to the students. A candidate who does not complete 2+2=4 composite discussion lessons and sixty lessons, (25+5) i.e.; 25 Composite and 5 Micro in each subject and 40 observations, (15+5) i.e.; 15 composite and 5 Micro in each subject, he/she will have to complete these in the next session in order to undergo the teaching practice of the remaining period. The Principal will intimate the names and roll numbers of such candidates, to the University immediately after the completion of teaching practice so that the result of the annual examination of these candidates may be withheld. If any candidate fails to complete the six weeks teaching practice in the next session, his/her candidature will be cancelled and result be filed. 10. If candidate passes a part or component or sub component of a part but fails in other component or sub component of a part, he/she is not required to re-appear in a part or component or subcomponent which he/she has passed.
11. The marks awarded to a candidate in the internal assessment shall be carried forward when he/she is permitted under ordinances to reappear in a part or parts at a subsequent examination. The marks obtained by a candidate in internal assessment shall be valid even if he/she remains absent in the external examination. PASS MARKS, DIVISION/MERIT
12. (a) The minimum marks required to pass the examination shall be 40%. The candidate shall have a secure at least 40% marks in external examinations and internal assessment separately in all the Papers/Components of Part-I, Part-II and Part-III.
(b) If the difference between external and internal marks of the candidate is more than 20 percent then the university can normalize the scores of the candidate by bringing the total internal assessment/practical scores at par with the theory scores
(c) Overall division and merit will be determined on the aggregate of external examinations and internal assessment in Part-I, Part-II and Part-III (i.e. Out of 1100 marks).
First division with distinction : 70 per cent or above
First division : 60 per cent or above
Second division : Above 50 per cent but below 60 per cent
Third division : Above 40 per cent and below 50 per cent
IMPROVEMENT OF DIVISION/PERFORMANCE:
13. (i) That if a candidate who has passed B.Ed. Examination from this University has secured less than sixty per cent marks may be allowed to reappear in theory papers only for the purpose of improving his/her division/performance. He/she may be given two chances for this purpose. He/she may appear in any one or more papers or all the theory papers provided that he/she completes the examination within a period of two years from the date of passing the examination in the first instance or before attaining higher degree in
Education. The candidate will have to appear as per the syllabus prevalent at the time of examination.
(ii) That marks of internal assessment/practicals will remain unchanged.
(iii) The if he/she fails to improve his/her score, he/she may be given the benefit of his/her favourable score in the original examination and new score in that case may be treated as cancelled. His/her previous result will stand in such cases.
(iv) That candidate appearing under ordinance relating to improvement of Division/performance, will be entitled to grace marks up to one per cent of the aggregate marks of the paper(s) in which he/she appears provided he/she improves his/her division to score to 50%, 55% or 60% with the grace mark(s).
(v) That such a candidate shall not be eligible for inclusion in the merit list/prize or medal. B.ED. ADDITIONAL TEACHING SUBJECT/COMPONENT
14. A person who has already passed the examination for the degree of Bachelor of Education or equivalent degree from any University of Punjab i.e. Panjab University, Chandigarh, Punjabi University, Patiala or Guru Nanak Dev University, Amritsar only may offer, an additional subject or component other than the one which he/she has already passed. Such a candidate may be admitted to the examination on submission of application on the prescribed form and payment of fee fixed by the university from time to time as admission fee. He/she shall join an affiliated College for teaching/training in the Subject/Component at least for one month. The college shall supply internal assessment awards to the University in accordance with the prescribed rules.
15. The students who want to appear for B.Ed. additional teaching subject/s will be required to join at least for one month, in any college of his/her choice where the facilities for such teaching subject/s exist and will deliver 20 composite lessons and 5 micro lessons under the guidance of concerned method master. He/she will also complete 20 observations. He/she will have to complete 4 weeks teaching practice along with regular students. He/she will be allowed to appear in Annual Examination only along with regular students. He/she may be provisionally permitted to appear in theory paper/s. However, his/her School Experience Programme (practical) examination will be conducted only on the production of teaching practice completion certificate issued by the
concerned College. All other conditions which are applicable to regular students shall also be mandatory for additional teaching subject/component students.
Provided that:
1) For appearing in additional subject, only those students will be eligible to appear in the University examinations who have already passed the B.Ed. examination.
2) Subject to the approval of the Syndicate/ Regulation Committee.

RESULTS/DEGREES
16. Four weeks after the completion of Examinations or as is possible, the Registrar shall publish a list (gazette) of candidates who took the examinations. The gazette will show the marks obtained by the candidates in external and internal assessment/examinations separately. Merit or division will be determined on the basis of marks obtained in the examinations including of all the three parts. Each successful candidate shall be awarded a degree stating the division on the basis of marks obtained by him/her out of 1100 marks.
CURRICULUM TRANSACTION
17. During the teaching days there should be 6 to 7 hours instructions per day, of which 3 to 4 hours per day may be devoted to theoretical instructions and the rest to practical work. Students may do practical work in groups. While one group does science practicals, another does Psychology practicals and a third group works in workshop or educational technology lab etc. Proper record of curriculum transaction should be kept in the college and be shown to the inspection team as and when demanded.
NORMS FOR PRACTICAL WORK TO BE PERFORMED BY EACH STUDENT AS PER N.C.T.E. NORMS AND STANDARDS

Sr. No.	Items	Essential	Desirable
1.	Science experiments relevant to School Syllabus	10	15
2.	Preparation of Teaching aids in each methodology	4	8
3.	Administration of Psychology Tests, Scoring and Interpretation	5	8
4.	Operation of Audio-Visual Equipments	All Available	All Available
5.	Preparation of lesson plans/Preparatory training lesson	10 5+5)	16 (8+8)
6.	Preparation of Unit and Resource Plans	2	4
7.	Observation of lessons taught by good teachers in each subject	10	20
8.	Observation of demonstration lessons in each method subject	5	10
9.	Construction of test items, unit test and Examination question paper in each method subject	20+2+2	30+2+2
10.	Case study/action research/other project	1	2
11.	Lessons in each method subject	20	25

Note: These ordinances are to be read with Syndicate Decisions/Amendments made from time to time
 

SYLLABUS AND COURSES OF READING PART-I FOUNDATION COURSES

PAPER I- PHILOSOPHICAL AND SOCIOLOGICAL BASES OF EDUCATION
Time : 3 Hrs.                                                                                                                    Max. Marks 100
Theory Exams: 80 Marks                                                                                 Internal Assessment: 20 Marks
INSTRUCTIONS FOR THE PAPER SETTER
1. The question paper will consist of five units : I, II, III, IV and V.
2. The paper setter will set three questions from each unit I, II, III and IV (From the syllabus of the respective unit). Each question will carry 8 marks.
3. The candidate will be asked to attempt any two questions from each unit.
4. Units V carries no choice and will consist of 8 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed over the entire syllabus. Answers to these questions should be brief and relevant.
Objectives:
1. To enable student-teachers understand the discipline of the education in philosophical and sociological perspective.
2. To make student-teachers understand the concept and meaning of education.
3. To develop understanding of the goals of education in the existing situation of India.
4. To help them to know the relationship between the disciplines of philosophy and education; sociology and education.
5. To make the student – teachers aware about the impact of different philosophies on education.
6. To aware them about the role of various agencies of education.
7. To enlighten student-teachers about the role of education as an agent of social change.
8. To enable student-teachers to appreciate the role of education in national development.
9. To sensitize student-teachers about human values.
10. To help them to understand the role of education for development of democratic values,
national integration and International understanding.
 

Unit –I Concept of Education

1) Meaning of Education
a) Narrow, Broad and Derivative
b) Types of Education-Formal, Informal and Non-Formal
c) Scope of Education
d) Indian and Western concept of Education
e) Analysis of concept of Education
i) Schooling
ii) Teaching
iii) Instruction
iv) Training
v) Indoctrination
2) Aims and functions of Education
a) Educational aims in modern India with special reference to socio-economic conditions of the country.
b) Functions of Education in human life.
 

Unit –II Education and Philosophy

1. Meaning of Philosophy, Relationship between Philosophy and Education.
2. Meaning, nature, scope and purpose of educational philosophy. Utility of knowledge of educational philosophy to teachers
3. Impact of Idealism, Naturalism and Pragmatism on Education
 

Unit –III Education and Sociology

1. Concept of Sociology; Relationship between Education and Sociology.
2. Definition, nature, scope and purpose of Educational Sociology. Utility of knowledge of educational sociology to teachers.
3. Agencies of Education: the home, the school and the community and their co-ordination
4. Education for social change, Role of Education in bringing social change.
5. Culture: Concept, characteristics and its interaction with education, inculcation of global culture.
 

Unit –IV Education: National Development and Values

1. Education for democracy, socialism and secularism.
2. Education for Emotional and National integration, Education for international understanding in the context of globalization. Four pillars as recommended by UNESCO.
3. Meaning, importance and classification of values, sources of values, ways and means for inculcation of values.
 

Internal Assessment	20 Marks
House Examination- I & II	(5 + 5) = 10 Marks
Two Assignments on (one Indian and one Western Philosopher)
(a) Shri Guru Nanak Dev Ji, Vivekananda, Swami Dayananda, Tagore and Gandhi
(b) Rousseau, Dewey, Plato, Montessori, Froebel : 10 Marks

1. Bhatia, K.K, and Narang, C.L. (1996): The Teacher and Education in Emerging India Society. Tandon Publications, Ludhiana. 2nd rev. ed.
2. Bhatia, K.K. and Narang, C.L. (1992) : Philosophical and Sociological Foundations of Education. Doaba House, Delhi.
3. Brubacher, John S. (1983): Modern Philosophies of Education. Tata McGraw Hill, New Delhi (Also Pbi. Translation by Punjabi University) 4th ed.
4. Chaube, S.P. (1997) : Philosophical and Sociological Foundation of Education. Ravi, Noudarnalya,5th rev. ed. Agra.
5. Dash, D.N. (2005): Philosophical and Sociological Foundation of Education. Dominant Publisher, New Delhi.
6. Dewey, John. (2004) :Democracy and Education. An Introduction to the Philosophy of Education. Aakar Books, New Delhi.
7. Humayun, Kabir (1961) : Indian Philosophy of Education. Asia Publishing House, Mumbai.
8. Mathur, S.S. (1997): Sociological Approach to Indian Education. Vinod Pustak Mandir, Agra, 10th ed.
9. NCERT: (1964-66): Education and National Development: Report of the Education Commission. New Delhi.
10. Pandey , R.S. (2001) :Principles of Education . Vinod Pustak Mandir, Agra.
11. Pandey, R.S. (1992) : National Policy on Education, Horizon Publishers, Allahabad.
12. Patik. George Thomas White (1978) : Introduction to Philosophy. Surjeet Publications, Delhi.
13. Safaya , R.N. and Shaida, B.D. (1983) : Principles and Techniques of Education. Dhanpat Rai and Sons, Delhi.
14. Sahu, Bhagirathi (2002): The New Educational Philosophy. Sarup and Sons, New Delhi.
15. Sharma, Ram Nath. (2005): Text book of Educational Philosophy. Kanishka Publishers, New Delhi.
16. Sodhi, T.S. and Suri, Aruna (2006): Philosophical and Sociological Foundations of Education. Bawa Publication, Patiala.
17. Taneja, V.R. (1987): Educational Thought and Practice. Sterling Pvt. Ltd., New Delhi.
18. Taneja, V.R. (2006): Foundation of Education. Mahindra Capital Publishers, Chandigarh.
19. Walia, J.S. (2005): Philosophical and Sociological Foundations of Education. Paul Publishers, Jallandhar.
20. Yadav and Yadav (1995): Education in the Emerging Indian Society. Tandon Publishers, Ludhiana.

                                        PAPER II-EDUCATIONAL PSYCHOLOGY AND GUIDANCE
Time: 3 Hrs.                                                                                                                     Max. Marks 100
Theory Exams: 80 Marks                                                                                Internal Assessment: 20 Marks
INSTRUCTIONS FOR THE PAPER SETTER:
1. The question paper will consist of five Units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV (From the syllabus of the respective Units). Each question will carry 8 Marks.
3. The candidate will be asked to attempt any two questions from each Unit.
4. Units V carries no choice and will consist of 8 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed from the entire syllabus. Answers to these questions should be brief and relevant.
OBJECTIVES
1. To develop sympathetic attitude towards children.
2. Provide a body of facts and principles to be used for solving problems of teaching.
3. To bring about changes in the thoughts, feelings, attitudes, ideals, standard of values and conduct of the would be teachers.
4. To improve quality of instructions.
5. To provide perspective for judging results of teacher’s own teaching and educational practices on others.
6. To assist in giving necessary facts and techniques for analyzing child’s behaviour to
facilitate adjustment and growth of personality.
7. To assist in setting up, defining and maintaining processional teaching procedures, guidance programmes and functional forms of organization of guidance programmes in school.
UNIT I
1. Meaning and nature of Psychology.
2. Educational Psychology: Meaning, Nature, Scope and importance for teachers.
3. Growth and Development: Meaning, Principles of development, physical, cognitive, emotional and social development with special reference to adolescence period.
4. Heredity and Environment: Concept, laws of heredity, contribution of heredity and environment in individual differences and their educational implications.
UNIT II
1. Intelligence : Meaning, theories- Spearman, Thurstone, Intelligence tests and their limitations, Concept of emotional intelligence.
2. Learning: Meaning, factors affecting learning, hierarchy of learning, learning theories- Trial and Error, Classical Conditioning, Kohler’s Insight theory.
3. Memory and Forgetting
a) Memory: Concept and process of memorization, methods of improving memory.
b) Forgetting: Concept and Causes
4. Motivation: Concept and techniques.

UNIT III
1. Personality: Concept, types, determinants and assessment.
2. Mental Health and hygiene: Concept, principles, characteristics of mentally healthy person, psychological problems faced by students and possible remedies, defence mechanisms.
3. Elementary Educational Statistics: Measures of central tendency, Standard deviation, Corelation (Rank Method).
UNIT IV
1. Guidance and Counseling: Concept, need, principles, organization of guidance programmes in Secondary schools.
2. Types of Guidance- Educational, Personal and Vocational, Guidance Services - Counseling, Placement and Follow up. Organization of guidance programme: Factors to be considered, services to be introduced, Role of administrator, teacher and counsellor.
3. Exceptional Children: Meaning, Types: Gifted, creative, delinquent, educationally backward children, their identification and educational/ remedial programmes.
 

Internal Assessment	20 Marks
House Examination- I & II	(5 + 5) = 10 Marks
Practical Work	10 Marks

Administration and interpretation of any three psychological tests
Intelligence, Personality, interest, Learning and Achievement Books Recommended
1. Bhatia, K.K. (2003): Bases of Educational Psychology. Kalyani Publishers, New Delhi.
2. Chauhan, S.S. (2002): Advanced Educational Psychology. Vikas Publishing House, New Delhi.
3. Clifford Morgan; King, R.R. and Weisz, John (1999): Introduction to Psychology. Tata Mc Graw Hill Publishing Company Ltd, New Delhi.
4. Garret, H.E. (2005): Statistics in Psychology and Education. Paragon International Publishers, New Delhi.
5. Hurlock,E.B. (1953): Developmental Psychology. Tata Mc Graw Hill Publishing Company Ltd, New York.
6. Kakkar, S.B. (2001): Educational Psychology. Prentice Hall of India, New Delhi.
7. Kirk, Samuel, A; Gallagher, James J. and Anasrasion, Nicholas, J. (1997): Educating Exceptional Children. Houghton Mifflin Company, New York.
8. Mangal S.K. (2002): Advanced Educational Psychology. Prentice Hall of India, New Delhi.
9. Mohanty, Girish bala (1986): Educational Psychology. Kalyani Publishers, New Delhi.
10. Sahu , Binod Kumar (2002): Education of Exceptional Children. Kalyani Publishers, Ludhiana.
11. Sidhu, Kulbir Singh (1998): Statistics in Education and Psychology. International Publishers, Jalandhar.
12. Singh, Yogesh Kumar (2005): Guidance and Career Counselling. APH Publishing Corporation, New Delhi.
13. Suri, S.P. and Sodhi, T.S. (2006): Guidance and Counselling. Bawa Publication, Patiala.
14. Tiwari, Govind and Pal, Roma (1997): Experimental Psychology. A Dynamic Approach. Vinod Pustak Mandir, Agra.

                                                 PAPER III - EMERGING TRENDS IN INDIAN EDUCATION
Time: 3 Hrs.                                                                                                                     Max. Marks 100
Theory Exams: 80 Marks                                                                                Internal Assessment: 20 Marks
INSTRUCTIONS FOR THE PAPER SETTER:
1. The question paper will consist of five Units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV (From the syllabus of the respective Units). Each question will carry 8 Marks.
3. The candidate will be asked to attempt any two questions from each Unit.
4. Units V carries no choice and will consist of 8 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed from the entire syllabus. Answers to these questions should be brief and relevant.
Objectives:
1. To acquaint the student-teachers with historical background of secondary education.
2. To enable them to understand the constitutional obligations in relation to education.
3. To understand the changing concepts of education in relation to changing socio, political and economic conditions in India.
4. To familiarize the students with the present educational problems of Indian education.
5. To have a critical appraisal of various aspects of Indian education.
UNIT I
1. Elementary Education – Concept, need, problem of universalization and problem of wastage and stagnation and suggestions for their removal.
2. (a) Role of Sarv Shiksha Abhiyan in strengthening Elementary education.
(b) Inclusive education, integrated education, alternative education.
3. Secondary Education – Concept, aims and problems of Secondary education (curriculum, instructional design, text-books) and suggestions for their removal.
4 Administrative set up of Secondary Education at state and national level.
UNIT II
1. Salient features of NPE 1986 and Revised Policy 1992.
2. Constitutional Provisions of education in India.
3. Role of Centre and State Govt. in education.
UNIT III
1. Teacher Education
Meaning, need and importance of pre-service and in-service teacher education
Teacher education at different levels
Qualitative problems of Teacher Education
2. Modernization, Privatization and Globalization
3. Problem of Gender Inequity with special reference to Women Education.
UNIT IV
1 Regulatory/ Advisory bodies: UGC including, NAAC, CABE, NCTE, NCERT, SCERT.
2 Concept and need of HRD and role of education in developing human resources.
3 Human Rights Education- Meaning and Historical background.
4 Right to Information Act.

Internal Assessment	20 Marks
House Examination- I & II	(5 + 5) = 10 Marks
Practical Work	10 Marks
(Survey Related with social evils)

1. Aggarwal, J.C. (1993): Landmarks in the History of Modern Indian Education . Vikas Publishing House, New Delhi.
2. Aggarwal, J.C. (2002): Development and Planning of Modern Education. Vikas Publishing House, New Delhi.
3. Bhatt, B.D. (2005): Modern Indian Education. Planning and Devleopment. Kanishka Publishers , New Delhi.
4. Goel, S.L. and Goel, A. (1994): Education Policy and Administration. Deep and Deep Publications, New Delhi .
5. Govt. of India. (1986): National Policy on Education. Ministry of HRD, New Delhi .
6. Gupta, V.K and Gupta , Ankur (2005):Development of Education System in India. Vinod Publication, Ludhiana.
7. Inderjeet, K. and Raj Kumar (2006):Development of Educational System in India. 21st century Publication, Patiala.
8. Jayapalan, N.( 2002): Problems of Indian Education. H.B. Bhargava Publications, Delhi.
9. Murti, S.K. (2004): Teacher and Education in Indian Society. Vinod Publications, Ludhiana.
10. Narang, C. (2004): Development of Education System. Ankur Publication, Ludhiana.
11. Nesla ( 2004): Theory and Principles of Education. Vinod Publications , Ludhiana.
12. Sachdeva, M.S and Umesh (2005): A Modern Approach to Education in Emerging Indian Society. Vinod Publications, Ludhiana.
13. Sodhi, T.S. (2005): Development of Educational System in India . Bawa Publications, Patiala.
14. Venkateshwaran (2004): Principles of Education . Vinod Publications, Ludhiana.
15. Walia, J.S. (1998): Modern Indian Education and its Problems. Paul Publishers, Jalandhar.
16. Web sites:
www.education.nic.in
www.socialjustice.nic.in
www.ncert.nic.in
www.ncte.in.org
www.naac.india.com
www.ugc.nic.in
                                                    Paper IV- EDUCATIONAL TECHNOLOGY
Time: 3 Hrs.                                                                                                                     Max. Marks 100
Theory Exams: 80 Marks                                                                                 Internal Assessment: 20 Marks
INSTRUCTIONS FOR THE PAPER SETTER:
1. The question paper will consist of five Units: I, II, III, IV and V.
2. The paper setter will set three questions from each Units I, II, III and IV (From the syllabus of the respective Units). Each question will carry 8 Marks.
3. The candidate will be asked to attempt any two questions from each Unit.
4. Units V carries no choice and will consist of 8 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed from the entire syllabus. Answers to these questions should be brief and relevant.
OBJECTIVES:
To enable the student teachers to:
- understand the concept & scope of Educational technology.
- analyze the process of teaching & learning.
- make aware of communication process.
- keep abreast with the different innovation in Educational technology & try them out for improving teaching-learning.
- develop the instructional material for better teaching-learning process.
- develop pedagogical skill specially for solving their day to day problems.
Unit-I
1. Concept and Types of Educational Technology and its significance
2. Teaching Learning Process
i) Concept, relationship between Teaching and Learning
ii) Principles and Maxims of Teaching
3. Communication Process-Concept, Barriers and Remedial Measures
Unit II
1. Micro Teaching as a Teacher Training Technique
Concept, Procedure, Merits and demerits
Theoretical Orientation to
- Introduction of the Topic
- Questioning
- Stimulus Variation
- Black Board Writing
- Explanation
2. Simulated Teaching- Concept, Parameters, Procedure, Merits and Demerits
3. Flander’s Interaction Analysis Category System- Concept and Procedure
Unit III
1. Programmed Learning: Concept, Basic Principles -Styles: Linear and Branching.
2. Computer Assisted Instruction-Concept and Modes of CAI
3. Information Communication Technology- Concept and application of ICT in Education, ICT competencies for teachers
Unit IV
1. Instructional Designing- Bloom’s Taxonomy of Instructional Objectives as a part of Instructional Designing
2. Teaching Models: Concept & Types
-Concept Attainment Model
-Enquiry Training Model
3. Action Research as a tool of solving Educational Problems- Meaning, Objectives and Steps of Action Research

Internal Assessment	20 Marks
(a) Performance in two House Tests 5+5	10 Marks
(b) Preparation of an Interaction Matrix	5 Marks
(c) Action Research Project	5 Marks

1. Bhatia, K.K.; Narang, C.L. and Sidhu, H.S. (2001): Foundations of Teaching Learning Process. Tandon Publishers, Ludhiana.
2. Bhushan, A. and Ahuja, Malwinder (2002): Educational Technology. Bawa Publications,
3. Dececcoo, John, P. (1977): Psychology of Learning and Instruction. Prentice Hall of India, New Delhi.
4. Everard, K.B. and Geoffrey, Morris: Effective School Management. Harper and Row Publishers, London.
5. Mangal, S.K.( 2001): Foundations of Educational Technology. Tandon Publications, Ludhiana.

                                                      Paper V (a) - MODERN SCHOOL MANAGEMENT
Time: 90 min.                                                                                                                     Max. Marks 50
Theory Exams: 40 Marks                                                                                 Internal Assessment: 10 Marks
INSTRUCTIONS FOR THE PAPER SETTER:
1. The question paper will consist of three Units: I, II and III
2. The paper setter will set three questions from each Units I and II. (From the syllabus of the respective units). Each question will carry 8 Marks.
3. The candidate will be asked to attempt any two questions from each Unit.
4. Unit III carries no choice and will consist of 4 short answer questions. Each question will carry 2 marks. These questions will be uniformly distributed from the entire syllabus. Answers to these questions should be brief and relevant.
Unit-I
1. Meaning, need, functions and latest trends in school organization, management and supervision.
2. Total Quality Management
i) Concept of Total Quality Management
ii) Significance of TQM to Schools with special reference to
-Physical resources
-Human resources
-Healthy practices for staff and students with special reference to IQAC
3 Norms and Conditions of opening a school according to CBSE/PSEB
Unit II
1. Leadership: Def