NETAJI SUBHAS OPEN UNIVERSITY

Accredited by NAAC with Grade ‘A’

SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Under Graduate Degree Programme

Honours in Education (HED)
CBCS SYLLBUS OF HED

Programme Objectives:

The mission of introducing Education Hons (HED-B. A in Education) in the School of

Education is to provide a high-quality education for an ethnically diverse student body,
equipping them to pursue lifelong learning and lead fulfilling, productive lives in an ever-
changing society. After completing each course, the learners will open up their minds for the
promotion of different domains related to the subject. The Course objectives are laid down
categorically prior to each course in the detail CBCS syllabus in the later section.

Expected Programme Outcomes:

The HED-B.A. in Education program will be helpful to the candidates who are aspiring for:

1. Higher study in Education or in the concerned areas, viz., MA (Education), M. Phil.

Ph.D. etc.;
2. Professional studies in the Teacher Education or in the relevant areas, viz.,
Elementary Teacher Education (D.El.Ed.), Primary Teacher Education, Pre-Primary
Teacher Education or Secondary Teacher Education (B.Ed.) etc.;
3. Appearing TET, CTET and allied competitive examinations to obtain jobs in
Teaching at various levels (after fulfilling the minimum eligibility), viz., Primary.
Elementary or Secondary, both at the State and National levels;
4. Job Promotion towards Sub-Inspector of Schools or Education Services at
Government level (after fulfilling the minimum eligibility);
5. Meeting the growing demands of human resources in Educational Planning and
Management at Government, Semi-Government and Private sectors;
6. Grasping wider and more comprehensive understanding of Education as a field of
knowledge and serving varied needs of learners as parents, guardians, teachers, social
activists, NGO workers, policy framers, administrators or decision makers in the field
of educational practices.
7. This programme may be helpful for the learners who are interested in working at the
non-Govt. organizations (NGO).
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Examination System per Semester

Term-End Examination June (Odd Semester)

Semester I Semester III Semester V

CC1 CC5 CC11
CC2 CC6 CC12
AECC1(Beng/ Eng) CC7 DSEC1
GEC1 SEC1 DSEC2
GEC3
Total credit: 20 Total credit: 26 Total credit: 24

Term-End Examination December (Even Semester)

Semester II Semester IV Semester VI

CC3 CC8 CC13
CC4 CC9 CC14
AECC2 (ENVS) CC10 DSEC3
GEC2 SEC2 DSEC4
GEC4 Total credit: 24
Total credit: 20 Total credit: 26

COURSE-WISE CURRICULUM STRUCTURE

SEM CODE Course Name Theor Credi Stud TE Assig. Total Pass SLM
y/ t y Full Full Marks Marks Availa
Prac. Hour Mark Mark 30% ble In
s s s
CC- Introduction to Theory ENG
6 180 50 20 70 21
ED-01 Educational Studies
CC- Philosophical Theory ENG
6 180 50 20 70 21
ED-02 Foundation of Education
1st Year

I AE- * Bengali Theory BEN

BG-11
2 60 50 20 70 21
AE- * English ENG
EG-12
GE-01: # Refer Table below Theory 6 180 50 20 70 21
CC- Sociological Foundation Theory ENG
II 6 180 50 20 70 21
ED-03 of Education
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

CC- Psychological Theory ENG

6 180 50 20 70 21
ED-04 Foundation of Education
AE-ES- Environmental Studies Theory BEN
2 60 50 20 70 21
21
GE-02: # Refer Table below Theory 6 180 50 20 70 21
CC- Policy Perspective and Theory ENG
ED-05 Development of Indian
6 180 50 20 70 21
Education (Pre-
Independent)
CC- Pedagogical Studies Theory ENG
6 180 50 20 70 21
III ED-06
CC- Curriculum Studies Theory ENG
6 180 50 20 70 21
ED-07
SE-ED- ICT in Education Theory ENG
2nd Year

2 60 50 10 60 18
11
GE-03: # Refer Table below Theory 6 180 50 20 70 21
CC- Evaluation in Education Theory ENG
6 180 50 20 70 21
ED-08
CC- Educational Technology Theory ENG
6 180 50 20 70 21
ED-09
IV CC- Guidance and Theory ENG
6 180 50 20 70 21
ED-10 Counseling in Education
SE-ED- Reading &Reflecting Theory ENG
2 60 50 10 60 18
21 on Text
GE-04: # Refer Table below Theory 6 180 50 20 70 21
CC- Policy Perspective and Theory ENG
ED-11 Development of lndian
6 180 50 20 70 21
Education (Post-
Independent)
CC- Value Education Theory ENG
V 6 180 50 20 70 21
ED-12
DS-ED- Comparative Education Theory ENG
6 180 50 20 70 21
11
3rd Year

DS-ED- Special and Inclusive Theory ENG

6 180 50 20 70 21
21 Education
CC- Educational Theory ENG
ED-13 Management and 6 180 50 20 70 21
Planning
CC- Basic Research Theory ENG
VI
ED-14 Methodology & 6 180 50 20 70 21
Statistics in Education
DS-ED- Child Development and Theory ENG
6 180 50 20 70 21
31 Pedagogy
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

DS-ED- ¥ Education and Theory ENG

41 Community
Development 6 180 50 20 70 21
DS-ED- ¥ Open and Distance ENG
42 Education
TOTAL 140 1800

GE COMBINATION LIST:

Subject SEM-I: GE- SLM SEM-II: GE- SLM SEM-III: SLM SEM-IV: GE-04 SLM
01 Available 02 Available GE-03 Available Available
In In In In
History GE-HI- ENG GE-HI- ENG GE-HI-31: ENG GE-HI-41: Making ENG
11:EASTERN 21:EASTERN EASTERN of Contemporary
INDIA (WITH INDIA INDIA India
SPECIAL (WITH (WITH GE-HI- ENG
REFERENCE SPECIAL SPECIAL 42:MAKING OF
TO REFERENCE REFERENCE CONTEMPORARY
BENGAL): TO TO WORLD
(EARLIEST BENGAL): BENGAL):
TO 1203/1204) (1203/1204- (1757-1947)
1757)
Sociolo GE-SO-11: ENG GE-SO-21: ENG GE-SO-31: ENG GE-SO-41: ENG
gy Indian Society Population Gender and Sociology of Social
and Society Violence Movements
GE-SO-42: ENG
Rethinking
Development
Political GE-PS- ENG GE-PS- ENG GE-PS-31: ENG GE-PS-41: ENG
Science 11:Nationalism 21:Feminism: Gandhi and Understanding
in India Theory and the Ambedkar
Practice Contemporary GE-PS-42:United ENG
World Nations and Global
Conflicts

1. * Learner have to choose any one from AE-BG-11: Bengali or AE-EG-12: English
as Ability Enhancement Compulsory Course 1
2. # Learner have to choose any one subject from GE combination list, accordingly
group papers of GE-1, 2, 3 & 4 will be fixed for Semester-I, II, III & IV. If there is 2
option available for GE paper 4 in Semester IV, candidate have to choose any one
option.
3. ¥ Learner have to choose any one for Discipline Specific paper 4 learner have to
choose one paper from DS-ED-41: Education and Community Development or DS-
ED-42: Open and Distance Education.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

DETAIL CBCS SYLLABUS OF HED

Course Details (Compulsory Courses)

Course Course Title

Code
CC-ED-01 Introduction to Educational Studies

After the completion of the course, the learners are expected to:
Objectives 1. understand Educational Studies as the academic discipline;
2. explain the relationship between Education and human life;
3. discuss the Educational Studies as an academic discipline;
4. understand aims of education in respect to its factors and types;
5. explain Education as the process and product in the context of its
agencies and child-centrism;
6. analyze the aims and objectives of modern Education in the light of
Report of the International Education Commission for 21st Century.

Module Unit Topic

1 1.1 Educational Studies: Concept, Nature and
Educational Studies Scope;
1.2 Aspects of Educational Studies;
1.3 Education and Society;
I 2 2.4 Education as Human Rights;
Education as a Education and 2.5 Education for Human Resource
subject of study Human Resource Development;
Development 2.6 Education for Sustainable Development;
3.7 Educational Studies in the Domain of Social
3 Sciences;
Education as 3.8 Education as the Discipline of Study: Liberal
Academic Vs. Applied;
Discipline 3.9 Foundations of Education.

4.10 Aims of Education: Individualistic and Socialistic;

4 4.11 Factors of Education: Child/ Learner, Teacher,
Aims & Curriculum and Educational Environment;
Objectives of 4.12 Types of Education: Informal, Formal, Non-formal
Education and Virtual;
5.13 Education as the Process and the Product;
II 5 5.14 Agencies of Education: Family, Society,
Goals of Education as Organization and Mass-media;
Education a Process 5.15 Characteristics and Significance of Child-Centric
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Education;
6 6.16 Education for Knowledge Development;
Education 6.17 Education and Culture;
for 6.18 Report of the International Education Commission
Knowledge for 21st Century: Major Suggestions regarding Four
Development Pillars of Education.

Suggested Reading:

 Self-learning Course Material on Introduction to Educational Studies (CC-ED -01).

Netaji Subhas Open University, Kolkata, India.

 Aggarwal, J.C. (2008), Theory and Principles of Education, Vikash Publishing House,
New Delhi.

 Ghanta, R and Das, B.N (2006); Foundations of Education, Neelkamal Publishers

Pvt.Ltd.,New Delhi.

 Halder, G.& Sharma, P. - ShikshaTatta O ShikshaNiti, Banerjee Publishers,Kolkata

 Purkait, B.R (2000); Principles and Practices of Education, New Central Book
Agency, Kolkata.

 Roy, S. (2007); SikshaTatwa O SikshaDarshan, Soma Book Agency, Calcutta.

 Durkheim, E. (1956), Education and Sociology, Chicago: Free Press.

 Froebel, F. (1900). The Education of Man, Fairfield, New Jersey: Kelley.

 Hirst, P.H., (1974). Knowledge and the Curriculum, London: London: Routledge and
Kegan Paul.

 Hirst P.H. and Peters, R.S., (1970). The Logic of Education, London: Routledge and
Kegan Paul.

 Moore, T.W. (1974). Educational Theory: An Introduction, London: Routledge &d

Kegan Paul. Moore, T.W. (1982). Philosophy of Education: An Introduction,
Routledge and Kegan Paul.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Course Course Title

Code
CC-ED -02 Philosophical Foundation of Education

After the completion of the course, the learners are expected to:
1. understand the concept of Philosophy and its relation with Education;
2. be acquainted with the Indian Schools of Philosophy in terms of
Objectives nature of Knowledge;
3. be acquainted with the Western Schools of Philosophy in terms of
nature of Knowledge;
4. discuss the basic spirit of Values and Social Philosophy enshrined in
the Indian Constitution;
5. be acquainted with the educational thoughts of some important
Indian, Western and some Radical thinkers;
6. develop an understanding about the educational philosophy.

Module Unit Topic

1.1 Philosophy: Concept, Nature and Scope;
1 1.2 Philosophy as the foundation of Educational Studies:
Philosophy Concept, Nature and Scope;
and Education 1.3 Basic Propositions of Philosophy: Epistemology,
Metaphysics and Axiology;
I 2.4 Basic characteristics of Indian Philosophy: Theism
Philosophical 2 and Atheism;
Foundation Indian 2.5 Epistemological characteristics of Samkhya, Yoga and
of Education Philosophy Naya Schools of Philosophy;
2.6 Epistemological characteristics of Jainism, Buddhism
and Islamic thoughts;
3.7 Basic characteristics of Western Philosophy: Classical
3 and Modern;
Western 3.8Epistemological Characteristics of Idealism,
Philosophy Naturalism and Pragmatism;
3.9 Epistemological Characteristics of Humanism.

4.10 Education for inculcation of Values;

4 4.11Values and Social Philosophy enshrined in Indian
Values & Constitution;
Education 4.12 Major provisions of Education in the Indian
II Constitution;
Educational 5.13Contribution of Indian Educational Thinkers:
Philosophy 5 Rabindranath Tagore; Swami Vivekananada;
Thoughts of 5.14Contribution of Western Educational Thinkers:
Great Rousseau and John Dewey;
Educators 5.15 Contributions of Ivan Illich and Paulo Friere as
Radical Thinkers in Education;
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

6 6.16 Education for National Integration;

Education for 6.17 Education for International Understanding;
National & 6.18 Education for promotion of Peace and Harmony.
International
Understanding

Suggested Reading:

 Self-learning Course Material on Philosophical Foundation of Education CC-ED -

02). Netaji Subhas Open University, Kolkata, India.

 Bandyopadhyay, A (2005); SikshaDarshan O

SikshaNeeti,B.B.KunduGrandson,Kolkata.
 Brubacher, J.S. (1969); Modern Philosophies of Education, McGraw Hill, New Delhi.
 Dewey, J. (1961); Philosophy of Education, Little Field- Adams & Co., New Jersey.
 Ghosh, S (2010); SiksharDarshanikBhitti, Banerjee Publishers,Kolkata.
 Mondal, M. (2008); Sikshadarshan O Sikshabijnan, Calcutta University.
 Pal, A.K. (2013); SikshaDarshanarRuprekha, Classic Books; Calcutta
 Pathak, R.K. (2009); Philosophical and Sociological Foundation of Education,
Kanishka Publishers Distributors,New Delhi.
 Purkait, B. R. (1995); Great Educators and their Philosophies, New Central Book
Agency, Kolkata.
 Roy, S. (2007); SikshaTatwa O SikshaDarshan, Soma Book Agency, Calcutta.
 Uddin, A. and Das, S. (2008), SikshaDarsan, UpamaPrakason, Dhaka

Course Course Title

Code
CC-ED -03 Sociological Foundation of Education

After the completion of the course, the learners are expected to:
1. be acquainted with the concept of Sociology and its relation with
Education;
Objectives 2. understand the Sociological knowledge as the foundation of
Education;
3. be acquainted with the Social Groups and Socialization process;
4. be acquainted with the educational thoughts of some important Indian
and Western Social thinkers;
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

5. be acquainted with the aspects of Social Change and role of

Education;
6. understand some social ethos to address through Educational
Sociology;

Block Unit Topic

1 1.1 Sociology: Concept, Nature and Scope;
Education & 1.2 Education and Society;
Sociology 1.3 Sociology of Education;
2 2.4 Sociology as the foundation of Educational Studies;
I Sociology as 2.5 Approaches of Sociology: Structural-Functionalism;
Educational the 2.6 Sociological Assumptions: Cohesion, Social Inequality,
Sociology Foundation Interdependence, Equilibrium and Role of Education;
of Education

3 3.7 Social Group: Concept and Characteristics and Role of

Education Education;
for 3.8 Types of Social groups: Primary, Secondary and Tertiary;
Socialization 3.9 Socialization Process: Roles of Family and School.

4.10 G. S. Guhurye and Radhakamal Mukherjee as the Indian

4 Social Thinkers;
Social 4.11Durkheim and Cooley as the Western Social Thinkers;
II Thoughts 4.12 Theoretical Paradigms of Sociology: Symbolic
Social Interactionist Perspective, Functionalist Perspective and Conflict
Thoughts Perspective;
& 5.13 Social change: Concept, Scope and role of Education
Indian 5 5.14 Social change in India: Sanskritization, Westernization and
Social Social Globalization;
Ethos Change 5.15 Social Communication: Formal and Informal;
6 6.16 India as a Pluralistic Society;
Indian 6.17 Social Diversity and Inclusion;
Social Ethos 6.18 Education and Contemporary Social Issues: Population
Explosion, Unemployment, Poverty and Illiteracy.

Suggested Reading:

 Self-learning Course Material on Sociological Foundation of Education (CC-ED -

03). Netaji Subhas Open University, Kolkata, India.

 Aggarwal, J.C. (2008), Education for Values, Environment and Human Rights, Shipra
Publication, New Delhi.
 Ali, A.F.I, (2006), Samajtatta, NovelPublishingHouse, Dhaka.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

 Banerjee, A - Fundamentals of Educational Sociology, B.B Kundu Grandsons,

Kolkata.
 Bhattacharya, D – Siksha O Samajtatwa, Pearson, New Delhi.
 Bhattacharya, D. C – Sociology; Vijoya Publishing House Kolkata.
 Chakraborty, J.C. - Educational Sociology, Publishers Distributers, New Delhi.
 Chattoraj, S. (2011), SikshamukhiSamajVigyan, Central Library, Kolkata.
 Ganguly, R and Mainuddin, S.A.H, (2008), Contemporary Indian Society, PHI
Learning Pvt,Ltd, New Delhi.
 Madan, G.R, (1997), Indian Social Problem, Vol-1, AlliedPublishersLtd.
 Mahapatra, A.K – BharaterSamajikSamashya; Suhrid Publication, Kolkata
 Sharma, S.N – Philosophical and Sociological Foundations of Education; Kanishka
 Sharma, Y.K – Sociological Philosophy of Education; Kanishka Publishers
 Talesra H- Sociological Foundations of Education, Kanishka Publishers Distributers,
 Tarafdar, M – SikshaShrayeeSamajBigjnan; K Chakraborty Publication, Kolkata

Course Course Title

Code
CC-ED - 04 Psychological Foundation of Education

After the completion of the course, the learners are expected to:
1. understand the concept of Psychology and its relation with Education;
2. realize the psychological knowledge as the foundation of Education;
3. be acquainted with the developmental stages, its theories and
Objectives applications in Education;
4. understand about the Psychology of learning and its impact on
Education;
5. be acquainted with the aspects of human abilities and its impact on
Education;
6. understand different aspects of Psychology of learning and its relation
with Education.

Module Unit Topic

1 1.1 Psychology: Concept, Nature and Scope;
Educational 1.2 Psychology as the Foundation of Education;
Psychology 1.3 Educational Psychology: Concept, Nature and
I Significance;
Psychological 2 2.4 Growth and Development of a Child
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Foundation Growth & 2.5 Perspectives of Educational Psychology: Biological,

of Education Development Behavioral and Cognitive;
2.6 Developmental Stages and its Impact on Education;
3 3.7 Piaget's Cognitive Development Theory;
Theories of 3.8 Erikson's Psycho-Social Development Theory;
Development 3.9 Kohlberg's Moral Development Theory.

4.10 Psychology of Personality: Concept, Characteristics,

4 Types and Significance in Human Life;
Psychology 4.11 Basic Theories of Personality Development: Allport and
of Eysenck;
Personality 4.12 Personality Measurement (Types only) and its Impact on
Education;
5.13 Psychology of Human Abilities: Concept, Characteristics
and Basic Types;
II 5 5.14 Intelligence: Concept, Basic Theories (Spearman,
Educational Psychology Thorndike and Guilford) and Types and uses of intelligence
Psychology of Human test;
Abilities 5.15 Creativity: Concept, Characteristics, Significance in
Education;
6.16 Psychology of Learning: Concept, Characteristics and
6 Factors of Learning: Attention, Thinking, Memorization,
Psychology Emotion and Motivation (Basics only)
of Learning 6.17 Behavioristic Theories of Learning and its Educational
implications: Connectionism, Classical and Operant
Conditioning:
6.18 Cognitive Theories of Learning (Insightful and
Information Processing) and its Educational Implications.

Suggested Reading:

 Self-learning Course Material on Psychological Foundation of Education (CC-ED -

04). Netaji Subhas Open University, Kolkata, India.

 Adhikari, S.R. – SikshayMonobidya, Classique Books, Kolkata.

 Aggarawal. J.C.- Essentials of Educational Psychology, Vikash Publishing house Pvt.

Ltd.

 Chauhan. S.S. - Advanced Educational psychology: Vikash Publishing House Pvt.

Ltd.

 Dandapani, S. – A text Book of Advanced Psychology, Anmol Publications. New

Delhi.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

 Diane. E., Papalia and Sally Wendkos Olds - Human Development: McGraw‐Hill.

 Elizabeth, B., Hurlock,- Child Development, McGraw‐Hill Book Company.

 Fernandes, M.M. – The Advanced Educational Psychology: Psychology of

theLearner: Himalaya Publishing House, Mumbai.

 Kundu, C.H. and Tutoo, D.N. - Educational Psychology, Sterling Publication.

 Mangal S.K. – Advanced Educational Psychology; Prentice Hall of India Pvt. Ltd.
New Delhi.

 PramodbandhuSengupta&Prasanta Sharma ‐ShikshaManobigyan; BanerjeePublishers,

Kolkata.

 Siddik, A.B. (2006), Manovigyan, SahityaKosh, Dhaka.

 Sushil Ray ‐ShikshaManovidya.Soma Book Agency; Kolkata.

Course Course Title

Code
CC-ED - 05 Policy Perspective and development of Indian Education (Pre-
Independent)

After the completion of the course, the learners are expected to:
1. understand the policy perspectives of evolution of Indian Education;
2. be acquainted with educational policy development in early
nineteenth century India;
3. be acquainted with important Initiatives, Acts, Reports, Charter,
Objectives Minutes and Policy adaptations for the development of Indian
education during British period;
4. understand the development of Indian education in the context of
National Education Movement;
5. be acquainted with the contributions of national leaders for the
development of Indian education during the British period;

Module Unit Topic

1 1.1 The Indigenous Education System during early 19th Century;
Indigenous 1.2 British Government Policy on spreading Education in India;
System of 1.3 Sreerampore Trio: Missionary Activities and their
Education contributions in spreading Education in the region;
I 2 2.4 Charter Act (1813): Perspective, Policy, Orientalist-
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Educational Educational Occidentalist Controversy and Bentink’s Resolution;

Policy Policy in 2.5 Macaulay Minute: Background and Contribution;
Development early 19th 2.6 Adam’s Report: Backdrop and Significance;
in 19th Century
Century 3 3.7 Wood’s Education Dispatch (1854);
Educational 3.8 Curzon Policy: Perspective, Policies on Primary, Secondary
Policy in and Higher Education (1904);
Late 19th 3.9 Hunter Commission (1982-83): Background and Policy
Century Issues;

4 4.10 National Education Movement: Cause and Effect;

National 4.11 Impact of Gokhale’s Bill on Primary Education (2011);
Education 4.12 Calcutta University Commission (1917-19): Perspective
II Movement and Policy Issues;
National 5 5.13 Bengal Renaissance: Perspective and National Education
Education Bengal Movement;
Movement & Renaissance 5.14 Hartog Committee Report (1929);
Modern 5.15 Surgent Report (1944);
Indian 6 6.16 Contributions of Rammohan Roy, Vidyasagar and Derozio;
Education Modern 6.17 Nai Talim and Wardha Scheme on Mahatma Gandhiji’s
Indian Concept of Basic Education;
Education 6.18 Tagore’s Thoughts on Humanistic Education and
Experiments with Santiniketan-Sriniketan;

Suggested Reading:

 Self-learning Course Material on Policy Perspective and Development of Indian

Education (Pre-Independent) (CC-ED -05). Netaji Subhas Open University, Kolkata,
India.

 Aggarwal, J.C. (2013); Recent Development and Trends in Education, Shipra

Publications, New Delhi.

 Banerjee, J.P. (2010); BharatiyaSiksharItihas, Central Library, Kolkata.

 Bhakta, B.B. (1996), BharatiyaSiksharRuprekha, A AA KaKhaPrakasani, Rita Book

Agency, Kolkata

 Chaube, S. (2010); History and Problems of Indian Education, Agrawal Publication,

Agra.

 Chauhan, C.P.S. (2010); Modern Indian Education: Policies, Progress, and Problems,
Kanishka Publishers, New Delhi.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

 Ghosh, R. (2012); AdhunikBharaterSiksharVikash, Soma Book Agency, Kolkata.

 Gupta, A.(2013); Education in the 21st Century, Shipra Publications, New Delhi.

 Halder, G.D. & Sharma, P. (2010); AdhunikBharatiyaSiksharVikash, Banerjee

Publishers, Kolkata.

 Purkait, B.R. (1992), Milestone in Ancient & Medieval Indian Education, New
Central Book Agency, Kol-9.

 Purkait, B.R. (1992), Milestone in Modern Indian Education,

NewCentralBookAgency, Aggarwal, J.C. (2010); Educational Reforms in India,
Shipra Publications, New Delhi.

 Halder, K &Nath, G. (2014); BharatiyaSiksharSamprotikBishoy, K. Chakraborty

Publications, Kolkata.

 Mukhopadhaya, D., Sarkar, B., Halder, T., & Pal, A.K. (2014);
BharaterSiksharChalamanGhatanaboli, Aheli Publishers, Kolkata.

 Pal, D. (2014); BharatiyaSikshaySamprotikGhatanaboli, Rita Publishers,

KolkataKolkata.

Course Course Title

Code
CC-ED -06 Pedagogical Studies

After the completion of the course, the learners are expected to:
1. understand Pedagogical Studies as the academic discipline;
2. comprehend Pedagogy as the art and science of teaching;
Objectives 3. be acquainted with the pedagogy of teaching-learning process;
4. know the neural basis of sensation, perception and cognition;
5. understand teaching as science;
6. be acquainted with the effective teaching process.

Module Unit Topic

1.1 Pedagogy: Concept, Nature and Scope;
1 1.2 Bases of Pedagogy: Philosophical, Sociological and
Pedagog Psychological;
y 1.3 Pedagogy Vs. Andragogy;
I 2 2.4 Pedagogy as the Art and Science of Teaching;
Pedagogy & Pedagog 2.5 Pedagogy as the Art of Teaching;
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Teaching y& 2.6 Pedagogy as the Science of Teaching;

Teaching
3.7 Teaching: Concept, Principles and Functions;
3 3.8 Teaching as a Process: Pre-active, Interactive, and Post-active;
Teaching 3.9 Pedagogy of Teaching-Learning: 3 R’s, Verbal Conditioning
and Psychomotor Skills;
Total
4 4.10 Neural basis of Sensation: Neuron – Structure and Electrical
Cognitio Potentials, Synoptic Transmission, Structure and Functions of
II n Human Brain, Neuro–Endocrinal System;
4.11 Perception: Factors influencing perception;
Pedagogical 4.12 Cognition and Fundamentals of Teaching;
Practices 5 5.13 Pedagogy and its Applications: Developing Concepts and
Pedagog Principles, Problem Solving ability and Knowledge Construction
y in ability;
Practice 5.14 Observation of classroom behaviour: Flander’s Interaction
Analysis System;
5.15 Teaching and Instruction, Instructional Design;
6 6.16 Levels of teaching- Memory, Understanding, and Reflective;
Teacher 6.17 Teaching Methods – Lecture, demonstration, problem solving
& and programme instruction (Linear and Branching);
Teaching 6.18 Function of a teacher as: Planner, Facilitator, Counsellor and
Action Researcher.

Suggested Reading:

 Self-learning Course Material on Pedagogical Studies (CC-ED - 06). Netaji Subhas

Open University, Kolkata, India.

 Chakraborty, P.K. (2012), SikshaManovigyan O SikhonPrakria,

WestBengalStateBookCouncil.

 Chauhan, S.S. (1979). Innovations in Teaching-Learning Process, Vikash Publishing

House Private Ltd., New Delhi.

 De Cecco, J.P. & Crawford, W (1977). The Psychology of Learning and Instruction:
Educational Psychology; Prentice-Hall of India, New Delhi.

 Orlich, D.C., et.al. (1990). Teaching Strategies. D. C. Heath& Co., Lexington,

Massachusetts.

 Walker, M. (2010). Educational Philosophy and Theory, Wiley-Blackwell

 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Course Course Title Credit Marks

Code (SLM+PCP) (W+A)
CC-ED - 07 Curriculum Studies 6 50 + 20

After completion of the course, the learners are expected to:

1. develop an understanding about concept, nature and determinants of
curriculum
2. acquainted with the bases, approaches of curriculum and process of
Objectives curriculum development
3. understand curriculum transaction & evaluation as a continuum, basic
consideration and stages for planning of curriculum development
4. comprehend dimensions, theories and models of curriculum
development
5. gain an understanding of curriculum evaluation: concept, sources and
methods of curriculum evaluation.
6. know the changing trends of curriculum in the 21st century

Module Unit Topic

Module Unit 1 1.1: Curriculum: Meaning, nature & scope,
Introduction 1.2: Determinants of curriculum
to 2.3: Curricular & Co-curricular activities
Curriculum
2 2.4: Bases of curriculum: philosophical, sociological
Curriculum&psychological
as a Process
2.5: Major approaches to curriculum: subject-centered, broad-
I field approach, humanistic approach
Curricular 2.6: Process of curriculum development: assessment of
Issues educational needs, formulation of objectives, selection &
organization of content, selection & organization of learning
experiences & evaluation.
3 3.7: Curriculum Transaction & Curriculum evaluation: A
Major continuum
Approaches 3.8: Basic consideration in curriculum planning
to 3.9: Stages for planning of curriculum development (systems
Curriculum approach)
4.10: Dimensions of curriculum development
4 4.11: Theories of curriculum development: Concept & types
Curriculum (Descriptive, Prescriptive, Critical, Personal)
Development 4.12: Models of curriculum development: Taba, Tylor,
II. Kilpatrick
Development
& 5 5.13: Curriculum evaluation: concept, objectives, micro &
Transaction Curriculum macro level
Evaluation 5.14: Sources of curriculum evaluation (in brief)
 NETAJI SUBHAS OPEN UNIVERSITY
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Phone Number: 03340047570/1, Email: [email protected]

of 5.15: Methods of curriculum evaluation (in brief)

Curriculum 6.16: Approaches to curriculum change (Administrative, grass
6 root, demonstration)
Recent 6.17: Curriculum in the 21st century: NCF 2000 & 2005
Trends in 6.18: Recent trends of Curriculum: Choice-Based Credit
Curriculum System

Suggested Reading:

 Self-learning Course Material on Curriculum Studies (ED - CC-7). Netaji Subhas

Open University, Kolkata, India.

 Aggarwal, J.C. (2010); Curriculum Development, Shipra Publications, New Delhi.

 Bhalla, N. (2010); Curriculum Development, Author Pess, Delhi.

 Bhattacharya, D. (2015); PathyakramCharcha O Mulyan, Alpana Enterprises,

Kolkata.

 Chakrabarty, P.K. (2014); PathyakramNeeti O Nirman, Classique Books, Kolkata

 Chakraborty, S. (2014); Curriculum Development, Shova, Kolkata.

 Ehsan, M.A. (2010); SikshakramUnnayan :Neeti O Paddhati, Lipica Books, Dhaka.

 Samad, A.(2011); Curriculum Studies, Pravati Library, Dhaka.

 Srivastava, H.S. (2006); Curriculum & Method of Teaching, Shipra Publishers, New
Delhi.

 Talla, M (2012), Curriculum Development: Perspective, Principles and Issues,

Pearson, Dorling Kindersley Pvt.Ltd.

 Yadav, Y.P. (2006); Fundamentals of Curriculum Design, Sri SaiPrintographers, New

Delhi.

Course Course Title

Code
CC-ED -08 Evaluation in Education

After the completion of the course, the learners are expected to:
Objectives 1. develop an understanding of the concepts of Measurement,
Assessment and Evaluation in the field of education;
 NETAJI SUBHAS OPEN UNIVERSITY
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SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

2. be acquainted with different forms of tools and techniques of

evaluation;
3. understand characteristics of a good test, problems of the teacher
made test and construction of achievement test;
4. understand different forms of evaluation, their objectives and scopes;
5. be acquainted with different types of testing, its purposes and
significance;
6. know about the current trends in evaluation.

Module Unit Topic

1 1.1 Evaluation: Concepts and significance of Measurement,
Assessment, Assessment and Evaluation;
Measurement 1.2 Measurement Vs. Assessment in Education: Purpose and
& Evaluation Scope;
1.3 Interrelationship among Assessment, Measurement and
Evaluation in Education;
2 2.4 Tools and Techniques in Educational Assessment;
I Tools & 2.5 Teacher made Tests in Educational Evaluation: Essay Type,
Evaluation Techniques Short-Answer Type and Objective Type;
of 2.6 Techniques of Educational Evaluation: Viva-Voce, Interview,
Educational Group Discussion and Observation;
Evaluation
3 3.7 Characteristics of a Good Test: Objectivity, Validity,
Achievement Reliability, Usability and Norms;
Test 3.8 Problems of Evaluation through Teacher made Tests;
Construction 3.9 General Principles of Achievement Test Construction.

4.10 Formative and Summative Evaluation: Characteristics and

4 Significance;
Types of 4.11 Continuous and Comprehensive Evaluation: Characteristics
Evaluation and Significance;
4.12 Peer (Participatory) Evaluation in Education: Concept and
Significance;
II 5.13 Open Book Testing: Concept and Characteristics;
Testing & 5 5.14 Norm-Referenced Testing: Concept and Characteristics;
Evaluation Types of 5.15 Criterion-Referenced Testing: Concept and Characteristics;
Testing
6.16 Current Trends in Evaluation: Shifting from Traditional
6 Absolute Scoring System to Normal Scoring System;
Modern 6.17 Online Assessment and Percentile Ranking;
Trends in 6.18 Grading, Credit based Cumulative Grade Point, Averaging
Evaluation and Transcriptions.

Suggested Reading:
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

 Self-learning Course Material on Evaluation in EducationCC-ED -08). Netaji

Subhas Open University, Kolkata, India.

 Ahmed, A.A.A. (2012); Sikshay Gabeshana Paddhati, Pravati Library, Dhaka.

 Best & Khan (2010); Research in Education, Pearson, Prentice Hall, Delhi.

 Chakrabarty, A. (2014); SikshayParimap O Mulyan, Classique Books, Kolkata.

 Chattopadhyay, K.D. (2009); Samajik Gabeshana O Prakriya, Arambag Book House,

Kolkata.

 Dhali, S. (2009), SikshayParimap O Mullayan, Pravati Library, Dhaka.

 Jamaluddin, M and Chowdhury, M.S, (1998), SikshaMullayan O Nirdesana,

Banglaacademy, Dhaka.

 Kaul, L. (2012); Methodology of Educational Research, Vikash Publishing House Pvt

Ltd. New Delhi.

 Mangal&Mangal, (2013); Research Methodology in Behavioural Sciences, PHI

Learning Pvt Ltd. New Delhi.

 Pal, D. (2015); Research Methodology And Statistical Technique, Rita Book Agency,
Kolkata.

 Bhat, S, &Chakrabarty, S.C. (2013); Research Methodology AndStaitistics in

Education, Aaheli Publishers, Kolkata.

 Das, N.G. (2011), Statistical Methods (Vol.II), Tata McGraw Hill Education Private
Limited, New Delhi.

 Garrett, H.E. (1981), Statistics in Psychology & Education,

VakilsFefferandSimonsLtd,

Course Course Title

Code
CC-ED -09 Educational Technology

After the completion of the course, the learners are expected to:
1. understand the concept of educational technology, its basic
components and significance;
2. be acquainted with the systems approach, its components and
problems of implementation;
 NETAJI SUBHAS OPEN UNIVERSITY
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SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Objectives 3. develop an understanding about educational process and

communication technology, basic model and factors affecting
classroom communication;
4. be acquainted with different forms of hardware technology, ICT and
E-learning;
5. make an understanding about models of teaching and computer
assisted learning;
6. understand about the technology adoption and blended learning in
education.

Module Unit Topic

1.1 Concept and Scopes of Technology and Educational
1 Technology;
Technology & 1.2 Technology of Education Vs. Technology in
Education Education;
1.3 Basic Components of Educational Technology
(Hardware and Software): Concepts and Significance;
I 2.4 Systems Approach in Education: Concept and Scope;
Educational 2 2.5 Components of Systems Approach in Education and
Technology & Systems their interrelationship;
Communication Approach in 2.6 Problems of implementing Systems Approach in
Education Education
3.7 Educational Process and Communication
3 Technology: Concept and Scope;
Classroom 3.8 Basic Model of Communication Technology for
Communications Classroom Interactions;
3.9 Factors Affecting Classroom Communication.

4.10 Use of Hardware Technology in Education: Audio,

4 Visual,Audio-visual and Computer;
Hardware 4.11 Overhead Projector, Multi-media and Smart
Technology in Classroom;
Education 4.12 Information and Communication Technology and
E-Learning;
II 5.13 Models of Teaching: Concept, Nature, Families and
Technology 5 Scope;
Adoption in Models of 5.14 Information Processing Model (AOM and CAM);
Education Teaching 5.15 Computer Assisted Teaching-Learning: SWAYAM,
MOOCS and Swayam Prabha;
6 6.16 Technology Adoptions in Formal Education;
Technology 6.17 Technology Adoptions in Non-Formal Education;
Adoptions & 6.18 Blended Learning: Concept and Scope.
Blended
Learning
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Suggested Reading:

 Self-learning Course Material on Educational Technology (CC-ED -09). Netaji

Subhas Open University, Kolkata, India.

 Aggarwal, J.C. (2002), Essentials Of Educational Technology, Vikash Publishing

House Pvt.Ltd. New Delhi-110032.

 Chattaraj, S.P, (2005); SikshaPrajuktividya, Cental Library, Kolkata.

 Mangal&Mangal, (2009); Essential of Educational Technology, PHI Learning Pvt.

Ltd, New Delhi.

 Rao, U. (2005); Educational Technology, Himalaya Publishing House, Mumbai.

 Sen, M.K. (2010); SikshaPrajuktiBijnan, Soma Book Agency, Kolkata.

 Sharma, Y.K. (2010); Fundamental Aspect of Educational Technology, Kanishka

Publishers, Nw Delhi.

Course Course Title

Code
CC-ED -10 Guidance and Counseling in Education

After the completion of the course, the learners are expected to:
1. understand about the concepts of self, guidance and counseling;
2. make an understanding about different aspects of development and
Objectives crisis in life;
3. develop an understanding about working self and development of
highest potential;
4. be acquainted with Pre-requisites of guidance in terms of tools and
techniques of data collection;
5. understand about guidance process, organization and difference with
counseling;
6. gain an understanding about teacher as a counselor, steps of
counseling and professional counseling.

Module Unit Topic

1 1.1 The Self: Psycho-Social View;
Mental Health 1.2 Guidance: Concept, Types and Scope;
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

and Education
2.3 Counselling: Concept, Types and Scope;
2.4 Development, Maturity, Crisis of Life and Role of Education;
2 2.5 Interpersonal Relationships: Basis, Friendship, Love,
I Adjustment & Communication, Relationship and social perception;
Stress, Maladjustment 2.6 Gender, Gender Identity and Gender Role Development:
Mental 3 3.7 Working Self: Adjustment with Family, School, Peers and
Health & Stress Coping Community;
Education Strategies 3.8 Development of Life-Skills, Ethics and Values;
3.9 Achieving Highest Potential of the Individual.

4.10 Pre-Requisites for Guidance Programme;

4 4.11 Tools of Data Collection: Use of Psychological Tests
II Mental Health (Intelligence, Aptitude, Interest);
Mental Assessment 4.12 Techniques of Data Collection: Observation, Interview,
Health & Rating Scale, Record Card, Anecdotal Record and Sociometry;
Role of
5 5.13 Counseling Process: Directive, Non-Directive and Eclectic;
Teacher
Guidance & 5.14 Organizing Guidance and Counseling Programmes;
Counselling 5.15 Difference between Guidance and Counseling;
6 6.16 Teacher as a Counselor;
Mental Health 6.17 Steps of Counseling Process;
& Education 6.18 Professionalism in Guidance and Counselling.

Suggested Reading:

 Self-learning Course Material on Guidance and Counselling in Education (CC-ED -

10). Netaji Subhas Open University, Kolkata, India.

• Dutta, G & Nag, S. (2014); SangatibidhaneNirdeshana O Paramarshadan, Rita

Publications, Kolkata.

• Ghosh, S.K. (2013); SikshaySangatiApasangati O Nirdeshana, Classique Books,

Kolkata.

• Kochhar, S.K. (2000), Guidance and Counselling in College & Universities, Sterling
Publishers Pvt. Ltd. New Delhi.

• Pal, A.K. (2014); Guidance & Counseling, Abhijeet Publications, New Delhi.

• Pal, D. (2010); Nirdeshana O Paramarsha, Central Library, Kolkata.

• Roychowdhury, A. (2001), Manuser Mon, West Bengal State Book Council.

 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

• Rao, N.(2000) Guidance & Counselling. Tata McGraw Hill, New Delhi.

Course Course Title

Code
CC-ED - Policy Perspective and Development of Indian Education (Post-
11 Independent)
After the completion of the course, the learners are expected to:
1. acquaint with the significant points of selected educational documents and
reports of this period;
2. develop an understanding of significant trends in contemporary education;
Learning 3. develop awareness of various organisations and their role in implementation
Objectives of policies and programmes;
4. focus attention on certain major national and social issues, and role of
education in relation to them.

Module Unit Topic

1.1 Radhakrishnan Commission (1948-49): The Perspective and
Policy related to Higher Education and Rural University;
1 1.2 Mudaliar Commission (1952-53): The Perspective and
Indian Policy related to Secondary Education
Education 2.3 Kothari Commission (1964-66): The Perspective and Policy
Commissions related to Primary and Upper Primary Education, and
I significance;
Educational 2.4 National Policy on Education (1968): Perspective, Salient
Policy 2 Features and Significance;
Perspectives National 2.5 National Policy on Education (1986): Perspective, Salient
in Policies on Features and Significance;
Independent Education 2.6 Programme of Action (POA,1991): Perspective, Salient
India Features and Significance;
3.7 The UGC Act (1956): The Perspective and Objectives;
3 3.8 The PWD Act (1995): The Perspective and Objectives;
National 3.9 Vision and Mission of Some Apex Bodies in Education:
Apex Bodies CABE, NCERT, SCERT, DIET, NCTE and NAAC.
in Education
Total
4.10 Sarva Siksha Abhiyan: Perspective, Objectives and
Impacts;
4 4.11 Report of the National Knowledge Commission (2005):
Education Perspective and Major Policy Recommendations;
for All in 4.12 Right to Free and Compulsory Education Act (2009):
India Perspective, Constitutional Amendment and Major Issues;
5 5.13 National Literacy Mission and Life-Long Learning:
II Life-long Objectives and Significance;
National Learning & 5.14 Language Policy in Indian Education: Objectives and
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Issues in Human Significance;

Education Resource 5.15 Human Resource Development: Scopes and Challenges;
Development
6.16 Curriculum Framework (2005): Perspective and Major
6 Policy Recommendations;
Educational 6.17 Curriculum Framework for Teacher Education (2009):
Policies Perspective and Major Policy Recommendations;
6.18 National Policy on Education (2016): The Perspective and
Major Policy Recommendations.

Suggested Reading:

 Self-learning Course Material on Policy Perspective and Development of Indian

Education (Post-Independent) (CC-ED-11). Netaji Subhas Open University, Kolkata,
India.

• Chauhan, C.P.S. (2010); Modern Indian Education: Policies, Progress, and Problems,
Kanishka Publishers, New Delhi.
• Ghosh, R. (2012); AdhunikBharaterSiksharVikash, Soma Book Agency, Kolkata.
• Gupta, A. (2013); Education in the 21st Century, Shipra Publications, New Delhi.
• Halder, G.D. & Sharma, P. (2010); AdhunikBharatiyaSiksharVikash, Banerjee
Publishers, Kolkata.
• Purkait, B.R. (1992), Milestone in Ancient & Medieval Indian Education, New
Central Book Agency, Kol-9.
• Purkait, B.R. (1992), Milestone in Modern Indian Education,
NewCentralBookAgency, Aggarwal, J.C. (2010); Educational Reforms in India,
Shipra Publications, New Delhi.
• Ahuja, R. (2010); Social Problems in India; Rawat Publication; Jaipur.
• Halder, K &Nath, G. (2014); BharatiyaSiksharSamprotikBishoy, K. Chakraborty
Publications, Kolkata.
• Mukhopadhaya, D., Sarkar, B., Halder, T., & Pal, A.K. (2014);
BharaterSiksharChalamanGhatanaboli, Aheli Publishers, Kolkata.
• Pal, D. (2014); BharatiyaSikshaySamprotikGhatanaboli, Rita Publishers,
KolkataKolkata.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Course Code Course Title

CC-ED-12 Value Education

After the completion of the course, the learners are expected to:
1. understand the concept, nature and significance of value education in
Objectives human life;
2. make an understanding about inculcation of values through different
scholastic and co-scholastic areas of study;
3. be acquainted with the significance of teacher’s role as the facilitator of
values, and value based academic activities;
4. understand about the partnership, participation and collaboration for
value development;
5. develop an understanding about values and ethics for national and
global understanding;
6. be acquainted with the concept of human rights-based education
system.
Module Unit Topic

1 1.1 Values: Concept, Nature and Importance in life;

Basics of 1.2 Value Education: Concept, Nature and Scope;
Values 1.3 Environment to Value inculcation: Roles of the Family and
Educational Institutions;

I 2 2.4 Value development through different subjects of study;

Values & Inculcatio 2.5 Value development through co-scholastic activities;
Value n of 2.6 Inculcating Values through continuous and comprehensive
Inculcation Values activities;

3 3.7 Teacher as the facilitator of Values;

Value 3.8 Whole School Approach to Value Education;
Education 3.9 Approaches to Value Development: Mentorship, Value
based Learning, Evaluation and Innovation.

4 4.10 Values and the Institutional Environment;

Values in 4.11 Collaborative/ Cooperative Classrooms;
Schools 4.12 Home-School-Community Partnership;
 NETAJI SUBHAS OPEN UNIVERSITY
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Phone Number: 03340047570/1, Email: [email protected]

5.13 Value Education Towards National and Global

Development;
5
Values 5.14 National Values - Democracy, Socialism, Secularism,
for Nation Equality, Justice, Liberty, Freedom & Fraternity, National
II Integration and International Understanding;
Values for 5.15 Values and Ethics: Personal Values, Family Values,
National Social Values, Cultural Values, Professional Values and
Integrity overall Ethics, Duties & Responsibilities;

6.16 Human Rights: Concept, Broad Classification and Scope;

6 6.17 Constitutional Provisions of Rights to: Life, Liberty,
Rights Fraternity, Dignity, Equality, Cultural and Educational;
and 6.18 Institutions for Implementing Human Rights: Educational
Constituti Institutions, Human Rights Commissions and Judiciary.
on

Suggested Reading:

 Self-learning Course Material on Value Education (CC-ED -12). Netaji Subhas Open
University, Kolkata, India.

• Aggarwal, J.C. (2010). Education for Values, Environment and Human Rights. New
Delhi: Shipra Publications

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

• Chakraborty, Mohit (2003); Value Education: Changing Perspectives. New Delhi:

Kanishka Publishers. Gupta, N.L. (2000). Human Values in Education. New Delhi:
Concept Publishing Company.

• Mahakud, L. &Behera, S.K. (2013) (Edit.) Value Education: Dimensions and

Approaches, S.B. Enterprise, Kolkata.

• Passi, B. K., & Singh, P. (1999). Value education. Agra: Agra Psychological
Corporation.
 NETAJI SUBHAS OPEN UNIVERSITY
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SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

• Ruhela, S.P. (ed.) (1986). Human Values and Education. New Delhi: Sterling
Publishers Pvt. Ltd.

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

• Sharma, Y.K. and Katoch, K.S. (2007) Education for Values, Environment and
Human Rights, New Delhi: Deep & Deep Publications Pvt. Ltd.

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

Course Course Title

Code
CC-ED -13 Educational Management and Planning

After the completion of the course, the learners are expected to:
1. make an understanding about the Educational Organizations and their
services;
2. understand about the management system of educational organization
Objectives and its significance;
3. be acquainted with management, administration and managerial
behaviours;
4. know about the concepts of supervision and inspection;
5. make an understanding about different aspects of educational
planning;
6. understand about Educational Management for Leadership.

Module Unit Topic

1.1 Educational Organization: Concept, Purpose and Scope;
1 1.2 School Plant: Concept, Purpose and Principles;
Educational 1.3 Services provided by the School Plant as an Organization;
Organization
2.4. Educational Planning: Concept, Nature, Purpose and
I 2 Significance;
Educational Basics of 2.5. Types of Educational Planning: Institutional, Strategic,
Planning Educational Grassroots and Rolling Plan;
Planning 2.6 Stages of Yearly Academic Planning and Planning for
Curriculum Transactions;
3 3.7 National Educational Priorities for Planning;
Principles of 3.8 Principles of Educational Planning;
Educational 3.9 Steps of the Planning Process and National Policies and
Planning Partner Institutions.
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

4.10 Organizational Management: Concept. Purpose,

Principles, Types and Scope;
4 4.11 Supervision and Inspection: Concepts, Purposes,
Organizational Functions and Differences;
Management 4.12 Effect of Supervision and Inspection on Educational
Management;
5.13 Educational Administration: Concept and Purpose,
II Relationship between Educational Management and
Educational 5 Administration
Management Educational 5.14 Factors affecting Managerial Behaviors of Teachers:
Administration Personal, Social, Cultural, Political and Institutional;
5.15 Teacher as a Leader of the Institution;
6.16 Institutional Leadership and Management;
6 6.17 Educational Leadership: Role of Headmaster, Teacher
Leadership & and Managing Committee;
Education 6.18 Styles of leadership: Autocratic, Democratic and Laissez
Faire.

Suggested Reading:

 Self-learning Course Material on Educational Management and Planning(CC-ED -

13). Netaji Subhas Open University, Kolkata, India.

• Aggarwal, J.C. (2007); Educational Administration And Management : Principles &

Practices, DOABA House, New Delhi.
• ChakrabortyDilip, (2004), SikshagataBabosthapana O Parikalpana, K.
ChakrabortyPublications.kolkata.
• Chakraborty, P.K., Sengupta, M. & Nag, S. (2007); Educational Management, Rita
Publications, Kolkata.
• Chattopadhyay, Saroj, (2007), VidyalayaSangothan O SikshaPrasango, NewCentral
Book Agency, Kolkata.
• Das, B.C., Sengupta, D., & Roy, P.R. (2005); SikshayBabostapana, West Bengal State
Book Council, Kolkata.
• Dash, B.N. (2013); School Organisation Administration And Management,
Neelkamal Publications, New Delhi.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

• Mohanty, J. (2012); Educational Administration, Management, And School

Organisation, Deep & Deep Publication Pvt Ltd, New Delhi.
• Pal, D. (2014); SikshaBabostapana, Rita publications, Kolkata.
• Rahaman, M. (2009), Education of Administration, PravatiLibray, Dhaka.
• Roy Sushil, (2009), Sikshan O SikshaPrasanga, SomaBookAgency, Kolkata.

Course Code Course Title

CC-ED -14 Basic Research Methodology and Statistics in Education
After the completion of the course, the learners are expected to:
1. be acquainted with the scientific methods of Research in
Educational Studies;
2. develop an understanding about sources of knowledge and
Objectives research problem;
3. be acquainted with research objectives, variables and
Hypotheses;
4. make an understanding about Concept, Nature & Scope of
Statistics in Education;
5. understand about the tabulation, distribution & graphical
representation of data;
6. be acquainted with the measures of central tendency of data
distribution;
Module Unit Topic
1.1.1 Research in Educational Studies: Concept, Nature,
1 Characteristics, Ethics and Significance;
Research 1.1.2 Scientific Inquiry: New Theory Development or
in Refinement of Existing Theory;
Education 1.1.3 Major Types of Educational Research: Fundamental,
Applied and Action Research;
2 1.2.4 Types and Sources of Information and Review of
Review of Related Literature, Critical Review of available sources;
Related 1.2.5 Finding out the knowledge gap and setting of
Studies Research Worthy Question;
1.2.6 Formulation of the Research Problem;
I 1.3.7 Identification of Research Objectives, Research
Identification 3 Constructs and Decision regarding Nature of Data –
of Research Research Quantitative and Qualitative;
Problem Objectives 1.3.8 Quantitative Research Design: Descriptive, Ex-post-
& Facto and Experimental;
Hypotheses 1.3.9 Selection of Variables and Development of Research
Hypotheses – Different Types, Qualitative Research:
Factors and its Impacts.
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

4 2.4.10 Statistics: Concept, Characteristics and its

Tools & Significance;
Techniques 2.4.11 Educational Data: Nature, Characteristics and
Scopes;
2.4.12 Statistics for Determining Association, Impact,
Effect among the Research Variables;
5 2.5.13 Organization of Educational Data: Scores, Series
II Qualitative and Frequency Distribution;
Research Data 2. 5.14 Graphical Representation of Data: Frequency
Findings Analysis Polygon, Histogram;
2.5. 15 Cumulative Percentage Curve (Ogive);
6 2.6.16 Data Distribution: Measures of Central Tendency
Research and its Significance in Education;
Report 2.6.17 Determining Mean of Grouped Data and its
Writing respective Uses;
2.6.18 Determining Median and Mode of Grouped Data
and respective Uses.

Suggested Reading:

 Self-learning Course Material on Basic Research Methodology and Statistics in

Education (ED-CC-14). Netaji Subhas Open University, Kolkata, India.

• Ahmed, A.A.A. (2012); Sikshay Gabeshana Paddhati, Pravati Library, Dhaka.

• Best & Khan (2010); Research in Education, Pearson, Prentice Hall, Delhi.
• Chakrabarty, A. (2014); SikshayParimap O Mulyan, Classique Books, Kolkata.
• Chattopadhyay, K.D. (2009); Samajik Gabeshana O Prakriya, Arambag Book House,
Kolkata.
• Dhali, S. (2009), SikshayParimap O Mullayan, Pravati Library, Dhaka.
• Jamaluddin, M and Chowdhury, M.S, (1998), SikshaMullayan O Nirdesana,
Banglaacademy, Dhaka.
• Kaul, L. (2012); Methodology of Educational Research, Vikash Publishing House Pvt
Ltd. New Delhi.
• Mangal&Mangal, (2013); Research Methodology in Behavioural Sciences, PHI
Learning Pvt Ltd. New Delhi.
• Pal, D. (2015); Research Methodology And Statistical Technique, Rita Book Agency,
Kolkata.
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

• Bhat, S, &Chakrabarty, S.C. (2013); Research Methodology AndStaitistics in

Education, Aaheli Publishers, Kolkata.
• Das, N.G. (2011), Statistical Methods (Vol.II), Tata McGraw Hill Education Private
Limited, New Delhi.
• Garrett, H.E. (1981), Statistics in Psychology & Education,
VakilsFefferandSimonsLtd,

Discipline Specific Elective Courses

(Optional: Any Four)

Course Course Title

Code
DS-ED-11 Comparative Education

After the completion of the course, the learners are expected to:
1. understand the Comparative Education as an emerging discipline, and
its factors;
2. make an understanding about Approaches, methods and problems
Objectives related to Comparative Education;
3. be acquainted with the significance of Comparative Education
discipline in relation to world peace and sustainable development;
4. understand about the contemporary trends in world education;
5. develop a comparative understanding about school education system
in India with that of Asian countries;
6. develop a comparative understanding about higher, technical-
vocational and distance education in India with that of Western
countries.

Module Unit Topic

1.1 Comparative Education: Concept, Nature and Scope;
1 1.2 Comparative Education as an emerging Academic
Factors of Discipline;
Comparative 2.3 Factors of Comparative Education: Geographical, Socio-
Education Cultural, Historical, Philosophical, Economic, Linguistic, and
I Scientific;
Comparative 2 2.4 Approaches to Comparative Education: Cross-Broader,
Education as Approaches, Cross-Disciplinary, Factor-Based and Problem-Based;
an Emerging Methods & 2.5 Methods of Comparative Education: Juxtaposition, Area
Academic Problems of Studies, Intra-Inter Educational Analyses;
Discipline Comparative 2.6 Problems of studying in the Domain of Comparative
 NETAJI SUBHAS OPEN UNIVERSITY
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Education Education;
3 Significance 3.7 Significance of Comparative Education as a discipline of
of study;
Comparative 3.8 Comparative Education for establishing World Peace;
Education 3.9 Comparative Education for Sustainable Development.

4 4.10 Contemporary Trends in World Education;

Education in 4.11 Programmes of UN Bodies: Education for All, Life Skill
the Global Education;
Context 4.12 World Education in the context of Liberalization,
Privatization and Globalization;
II 5.Comparative 5.13 Comparative Study of Pre-Primary Education in India
Indian Study of Basic with Japan;
Education in Education in 5.14 Comparative Study of Basic Education in India with
Comparison different Srilanka;
to Global Asian 5.15 Comparative Study of Secondary Education in India with
Context Countries China;
6.Comparative 6.16 Comparative Study of Higher Education in India with
Study of USA;
Higher 6.17 Comparative Study of Technical and Vocational
Education in Education in India with Germany;
advanced 6.18 Comparative Study of Open and Distance Education in
countries India with UK.

Suggested Reading:

 Self-learning Course Material on Comparative Education (DS-ED-11). Netaji

Subhas Open University, Kolkata, India.

• S. P. Chaube& A. Chaube – Comparative Education

• R. N. Sharma- Comparative Education
• Y. K. Sharma- Comparative Education
• NikholasHanse - On Comparative Education
• Debi Mukhopadhya – Tulonamulak Shiksha
• Md. Abdus Samad - Tulonamulak Shiksha
• Shyama Prosad Chattaraj – Shiksha deshe bideshe.
 NETAJI SUBHAS OPEN UNIVERSITY
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Phone Number: 03340047570/1, Email: [email protected]

Course Code Course Title

DS-ED-21 Special and Inclusive Education

After completion of the course, the learners are expected to:

1. know the background of Special education and its various issues;
2. familiar with the International & National commissions on Special
Education, its status in India, laws & legislations pertaining to it;
Objectives 3. gain an understanding of diversity and disability in the society and
instructional models to cope with it;
4. be acquainted with Inclusive Education, its perception and
functionality;
5. comprehend the pragmatic areas of inclusive education (teaching-
learning-assessment and co-curricular areas);
6. extend an understanding of Inclusive Education and the stakeholders,
their relationship and the role of Indian Government in its promotion.

Module Unit Topic

1 1.1 Historical perspective of Special education
Perspectives 1.2 Special Education: concept of exceptionality, disability &
of Special diversity
Education 1.3: Perception of society towards Individual with disabilities
I 2 2.4: International & National commissions & committees on
Special Status of Special Education.
Education Special 2.5 Status of Special education in India (Outline only)
Education 2.6 Special Education: Laws & Legislations
3 3.7 Diverse children & their needs
Instructional 3.8 Children with disability & their special needs
Models for 3.9 Instructional models: Developmental, Functional & Inclusion
CWSN

4.10 Inclusive Education: Concept, misconception & need

4 4.11 Accessing the general education environment (ecological
Inclusive assessment, person-centered planning & embedded instruction)
Education 4.12 Planning & collaborating for inclusive instruction
Planning

5.13 multi-tiered system of support (MTSS): UDL, Differentiated

II Instruction, Accommodation, Adaptation, Modification-concepts
Inclusive 5 only
Education Multi-level 5.14: Educational assessment of children with additional needs
Support 5.15: Adapted physical education & recreation, music & health
System
 NETAJI SUBHAS OPEN UNIVERSITY
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Phone Number: 03340047570/1, Email: [email protected]

6 6.16 Social relationships & supports (Instructional practices,

Role of facilitating social membership & relationship)
Govts & 6.17 Leadership for Inclusive Education (Teacher-Parent, Family
NGOs partnerships, Capacity building)
6.18 Role of Indian Govt. in implementation of Inclusive
Education.

Suggested Reading:

 Self-learning Course Material on Special and Inclusive Education (DS-ED-21).

Netaji Subhas Open University, Kolkata, India.

• Aggarwal, R. &Rao, B.V.L.N. (2008); Education for Disabled Children, Shipra

Publications, New Delhi.
• Debnath, D. &Debnath, A.K. (2010); ByatikramDharmiShishu O Tar Siksha, Rita
Publications, Kolkata.
• Jaman, S.S, and Nanda, B.(2010), Exceptional Children, Mowla Brothers, Dhaka.
• Mangal&Mangal, (2015); Special Education, PHI Learning Pvt Ltd. New Delhi.
• Mithu, A. & Michael, B. (2005); Inclusive Education: From Rhetoric to Reality, Viva
Books Pvt Ltd. New Delhi.
• Nanda, B.P. (2013); Bishes Chahida Sampanna Shishu, Classique Books, Kolkata.
• Nanda, B.P. (2014); SikshayEkibhaban, Classique Books, Kolkata.
• Panda, K.C. (2000), Education of Exceptional Children,
VikashPublishingHousePvt.Ltd.
Course Code Course Title
DS-ED-31 Child Development and Pedagogy
After the completion of the course, the learners are expected to:
1. develop an understanding about child development and its
significance in life;
Objectives 2. understand about psycho-social-cultural aspects of child development;
3. make an understanding about roles of intelligence, marginalization
and gender issues on child development;
4. be acquainted with the thinking process and learning in the social
context;
5. have an understanding about Teaching, its factors and teaching-
learning materials;
6. be acquainted with evaluation, scoring and grading.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Module Unit Topic

1.1 Child Development: Concept, Nature and its Significance
1 1.2 Principles of Child Development
The Child 1.3 Socialisation Processes: Child and Social World;
2 2.4 Constructs and Critical Perspectives of Development:
Child Piaget, Kohlberg and Vigotsky
I Centered 2.5 Child Centered and Progressive Education
Child Progressive 2.6 Individual Difference among learners: Diversity of
Development Education Language, Caste, Gender, Community and Religion;
3.7 Intelligence: Multi-Dimensional Constructs of Intelligence
Addressing the Talented and Creative Learners in Schools
3 3.8 Addressing Socio-Culturally Marginalized and Specially
Types of Challenged Learners in the Classroom
Children 3.9 Gender as a social construct; gender roles, gender-bias and
educational practices;

4.10 Language, Thought Process of Learners, Learning and

4 Critical Thinking
Language, 4.11 Learning Process through Children’s Strategies, Social
Learning & Context and Social Activities4.12 Alternative Conception of
Critical Learning: Child as a Problem Solver and a Scientific
Thinking Investigator;

II 5.13 Teaching: Concept, Nature, Functions, Types and

Pedagogy Significance
5 5.14 Factors Contributing to learning and Teaching: Personal
Learning & (Cognition, Emotion and Motivation) and Environmental
Teaching 5.15 Teaching-Learning Materials: Textbooks, Multi-Media,
Multilingual Resources of the Classrooms and Remedial
Teaching;
6.16 Assessment, Measurement and Evaluation in Education
6.17 Evaluating Learner Achievement: Entry Level Continuous
6 and Comprehensive and Outcome Based Evaluation
Measurement 6.18 Preparing Results: Scoring, Grading, and other
& Evaluation Components.

Suggested Reading:

 Self-learning Course Material on Child Development and Pedagogy (DS-ED-31).

Netaji Subhas Open University, Kolkata, India.
• Bhatia, H. R. (1973). Elements of Educational Psychology, 5th edition, Orient
Longman.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

• Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New York,
Harper and Row Publishers, P.P. 89-90.

• Chauhan S. S. (2004). Advanced educational psychology. New Delhi :Vikas

Publishing House.

• Mangal, S. K. (2008). Advanced educational psychology. New Delhi : Prentice Hall

of India.

• Snowman, J. and Biehler, R. (2002). Psychology applied to reaching. New York :

Houghton Mifflin.

• Woolfolk A. R. (1995). Educational psychology. 6'h ed. Boston: Allyn & Bacon.

• Ghosh Sanat Kumar (2014). Sikshar Monostatwik Vitti. Classics Books.

• Skinner, E. C. (1984). Educational Psychology-4th Edition. New Delhi: Prentice Hall

of India Pvt. Ltd

Course Code Course Title

DS-ED-41 Education and Community Development

After the completion of the course, the learners are expected to:
1. understand the concept of community development and the
role of education;
2. make an understanding about the visions and experiments of
Objectives Tagore and Gandhi on village development through education;
3. be acquainted with the view of Swami Vivekananda on
emerging and role of youths;
4. understand about the community development programmes in
India and its impacts;
5. develop an understanding about empowerment, human
resource development and achievement in terms of national
development;
6. promote awareness for community development through mass
education, non-formal education and open education.
Module Unit Topic
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

1 1.1 Community Development: Concept, Scope and

Education & Significance;
Community
1.2 Community Development and Role of Education;
1.3 Community Development Approaches;
I 2 2.4 Tagore’s vision on ‘Education for Fullness’ (HB
Indian Mukherjee);
Thoughts on Thoughts on 2.5 Sriniketan Experiment by Tagore on Village
Community Village Reconstruction (Palli Punarsangathan);
Development Reconstruction 2.6 Gandhiji’s Vision on Education and Village
Development (GramSwaraj);

3 3.7 Swami Vivekananda’s View on Emerging India

Youth for and Role of Youth;
Community 3.8 Young India: Concept and its Significance in
Development Contemporary Indian Context;
3.9. Factors Influencing Youth Involvement for
Community Development: Motivation and Efficacy.

4 4.10 Community Development Programmes (CDPs) in

Community India: Objectives and Salient Features;
Development 4.11 Evolution of CDP Policy in Independent India;
Programmes 4.12 Impact of CDP on socio-politico-economic
aspects;
II
5 5.13 Empowerment: Concept, Significance and role of
Institution-
Education;
Community Community
Interaction Development 5.14 Human Resource and National Development: The
for for National scope in India;
Development Development 5.15 Achievement of Women, Minorities, SC, ST,
OBC and Special Needs People in terms of Education
and Empowerment;

6 6.16 Institution-Community Interactions: Extension

Extension Education, NSS, NCC and other Outreach
Education for Programmes; 6.17
Community Saakhar Bharat Mission and Swachh Bharat Mission –
Development Objectives, Target, Strategies and Management;
6.18 Promoting Awareness for Community
Development through Mass Education, Non-formal
Education and Open Education.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Suggested Reading:

 Self-learning Course Material on Education and Community Development (DS-ED-

41)

 Barnett, T., 1988. Sociology & Development, Nutchinson, London.

 Bhaduri, Amit. 2005. Development with dignity: A case for full employment. New
Delhi: National Book Trust.

 Chandhoke, Neera. 1995. State & civil society: Explorations in Political theory, Sage
publications.

 Chaubey, P.K. 2001. Population policy for India. New Delhi: Kanishka Publishers.

 Dreze, Jean, and Amartya Sen. 2002. India: Development and participation. USA:
Oxford University Press.

 Dreze, J. & Sen, Amartya. 2013. An uncertain glory: Indian and its contradictions.

 Hobhouse, L.T., 1966. Social Development, London: George Allen & Unwin.

 Jayaram, N. (Ed.) 2005. On civil society: Issues & Perspectives. New Delhi: Sage
publications.

 K. Raja Reddy C.S. Reddy. 2012. Self Help Groups in India: A Study on Quality and
Sustainability; ENABLE Publication.

 Maddick, Henry. (2018). Panchayati Raj: A study of rural local governance in India.
Rawat Publications.

 Tarini Halder, Binayak Chandra and Sushanta Barman – Shiksha o Unnayan

Course Course Title
Code
DS-ED-42 Open and Distance Education

After the completion of the course, the learners are expected to:
1. understand the concept, scope and perspectives of Distance
Education;
Objectives 2. make an understanding about the philosophical perspectives of open
and distance education and thoughts of some thinkers;
3. be acquainted with the socio-political-academic issues of distance
education;
4. gain an understanding in student support services and print & non-
print self-learning material development;
5. understand the process of text development and maintenance of its
 NETAJI SUBHAS OPEN UNIVERSITY
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quality;
6. comprehend the scope of using multimedia, MOOCS and blended
learning.

Module Unit Topic

1 1.1.1 Open and Distance Education: Concept, Nature and
Perspectives Scope;
of Distance 1.1.2 Historical Perspective of Open and Distance Education;
Education 1.1.3 Sociological Perspective of Open and Distance Education;
2 1.2.4 Philosophical Perspective of Open and Distance
I Philosophical Education;
Perspectives Perspectives 1.2.5 Thoughts of Charles Wedemeyer and Otto Peters;
of Open & of Distance 1.2.6 The New Learner in the New World
Distance Education
Education 3 1.3.7 Socio-Political Issues of Open and Distance Education;
Socio- 1.3.8 Academic Issues of Open and Distance Education;
Political 1.3.9 Macro and Micro Issues related to Open and Distance
Issues of Education
Distance
Education

4 2.4.10 Student Support Services: Concept and Scope;

Support 2.4.11 Printed Self-Learning Material and Study Skill of
Services for Learners;
Open & 2.4.12 Non-Print Instructional Materials and Role of Learners;
Distance
Education
2.5.13 Factors related to Course Design in Open and Distance
II 5 Education: Theories of Learning and Communication;
Support Principles of 2.5.14 Principles of Text Design: Modular Format – Objectives,
Services to Text Design Modules, Units and Content;
Open & for Open & 2.5.15 The Process of Producing Text: Text Development,
Distance Distance Editing and Quality Maintenance;
Education Education
2.6.16 Factors related to Non-Print Instructional Materials: Uses
6 of Medium, Multi-Media and OER.
Blended 2.6.17 Designing Online Courses and MOOCS
Learning 2.6.18 Blended Learning: The Teaching-Learning Process for
Future.

Suggested Reading:
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

 Self-learning Course Material on Open and Distance Education (DS-ED-42). Netaji

Subhas Open University, Kolkata, India.

 Aggarwal, J.C. & Gupta,S.(2000).Secondary Education.Delhi,India: Shipra

Publications.
 Dikshit,H.P.(2002). Access and Equity: Challenges for Open and Distance
Learning. NewDelhi,India: Kogan Page India Pvt.Ltd.
 IGNOU (2006). DEC-Guideline for regulating the establishment and operation of
Open and Distance Learning (ODL) institution in India. New Delhi, India: IGNOU.
 IGNOU. (1988). Growth and Philosophy of Distance Education. (Module 1, 2
&3). New Delhi, India: IGNOU.
 Keegan, D. (1989). Foundations of Distance Education. London, UK: Routledge
Falmer.
 Kundu ,S.(2014). Open and Distance Learning Education Its Scope and Constraints in
Indian Scenario, IOSR Journal of Humanities and Social Science (IOSR-JHSS),19(4),
01-05.
 Manjulika,S.&Reddy,V.V. (2002). Towards Virtualisation: Open and Distance
Learning. New Delhi, India: Kogan Page India Pvt. Ltd.
 Manjulika. S.(Ed.2000). The World of Open and Distance Learning. New
Delhi,India:Viva Books Private Ltd.
 Mohon, R. (2011).Teacher Education. New Delhi,India: PHI Learning Pvt. Ltd.
 Mukhopadhaya,M.,&Parhar,M.(2007). Education in India:Dynamics of
Development. New Delhi,India:Shipra Publication.
 Pathak,R.P.(2007). History Development and Contemporary Problems of Indian
education. New Delhi, India: Kanishka Publishers.
 Rathore, H. C. S. (1993). Management of Distance Education in India. New Delhi,
India: Ashish Publishing House.
 Reddy, Venugopal and Manjulika S. (eds.) (2000). The World of Open and Distance
Learning.New Delhi, India:Viva Books Pvt. Ltd.

 Rowntree,D.(2000). Exploring open and Distance learning. London,UK: Kogan

Page Ltd.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

 Sharma, K.D. and Sharma, D.V. (1993).Open Learning System in India with special
reference to school education. New Delhi, India:Allied Publishers Ltd.

 Spodick,E.F.(1995).The Evolution of Distance Learning. Hong Kong: Hong Kong

University of Science and Technology.

Generic Elective Courses

(Optional any Four)
[For the Under-graduate Degree Students other than Hons. in Educations]

Course Course Title

Code
GE - ED-11 Contemporary India and Education

After the completion of the course, the learners are expected to:
1. explain constitutional provisions with special reference to RTE Act.;
2. make an understanding about the meaning, aims, objectives and
significance of universalization of secondary education;
3. explain the concept, role and scope of higher education and RUSA.
Objectives 4. be acquainted with modern issues in Indian education like, peace
education, sustainable development, inclusive education, open and
distance learning etc.,
5. understand about unemployment, poverty and population in relation
to education;
6. make an understanding about Dalit Education, Tribal Education and
Government initiatives to address the contemporary social problems
in Indian Perspective.

Module Unit Topic

1.1 Universalization of Elementary Education: Aims,
1 Objectives
Universalization and Importance;
of Elementary 1.2 Constitutional Provisions with special reference to
I Education Right to Free and Compulsory Education Act. 2009;
Recent (UEE) 1.3, Roles of DPEP, SSA and SSM;
Trends of 2.4 Universalization of Secondary Education: Aims,
Education in 2 Objectives
India Rashtriya and Significance;
Madhyamik 2.5 Role of RMSA in Universalization of Secondary
Shiksha Education;
Abhiyan 2.6 Problems of Secondary Education in India and its
(RMSA) Solution;

3 3.7 Role of Higher Education in India;

 NETAJI SUBHAS OPEN UNIVERSITY
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Rashtriya 3.8 Report of the Knowledge Commission and RUSA;

Uchchatar 3.9 Problems of Higher Education in India.
Shiksha
Abhiyan
(RUSA)

4 4.10 Peace Education: Meaning, aims, and Importance;

Education for 4.11 Education for Sustainable Development: Meaning,
Sustainable aims and Role of education;
Development 4.12 Equality and Equity in Education and Role of
Education;
II 5 5.13 Education and Unemployment;
Contemporary Education & 5.14 Poverty in relation to Education;
Indian Social Issues 5.15 Education and Population Explosion
Education 6 6.16 Status of Dalit Education in India;
Education for 6.17 Importance of Tribal Education in Indian Context;
the 6.18 Government Initiatives towards Implementing
Marginalized Educational Policies.

Suggested Reading:

 Self-learning Course Material on Contemporary India and Education (GE - ED-11).

Netaji Subhas Open University, Kolkata, India.

• Banerjee,J.P(2010) History of Education in India,Kolkata.

• Chaube,S.P(2008) History and Problems of Education,AgarwalPublication s,Agra

• Chaudhry,N.K(2012)Indian Constitution and Education,SHIPRAPublications,New

Delhi

• Chakraborty,A&Islam,N(2014)Siksharltihas O S
ampratikGhatanaprabaha,ClassiqueB ooks,Kolkata

• Ghosh,R(2014) YugeYugeBharatersiksha,Soma Book Agency,Kolkata

• Sharma,R.N(2010) History of Education in India,Atlantic,New Delhi

• Thakur,D.K.&Haque S.H(2010) AdhunikBharatersiksharDhara,Rita Book

Agency,Kolkata
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

• Mukhopadhyay,D, Sarkar, B and Halder,T(20I4) Bharoter chalaman

Ghatanabali,Aaheli Publishers,Kolkata.

• Halder,K. & Nath,I (20l4)Bharotyer shikshar Samprotik Bisoy.K.Chakraborti

Publications,Kolkata.

• Tarafdar,M (2012) Swadhin Bharater Siksha Bikasher Dhara,K.Chakroborty

Publications,Kolkata

Course Code Course Title

GE-ED-21 Inclusion and Education

After completion of the course, the learners are expected to:

1. know the background of Special education and its various issues;
2. familiar with the International & National commissions on Special
Education, its status in India, laws & legislations pertaining to it;
Objectives 3. gain an understanding of diversity and disability in the society and
instructional models to cope with it;
4. be acquainted with Inclusive Education, its perception and
functionality;
5. comprehend the pragmatic areas of inclusive education (teaching-
learning-assessment and co-curricular areas);
6. extend an understanding of Inclusive Education and the stakeholders,
their relationship and the role of Indian Government in its promotion.

Module Unit Topic

1 1.1 Historical perspective of Special education
Perspectives 1.2 Special Education: concept of exceptionality, disability &
of Special diversity
Education 1.3Perception of society towards Individual with disabilities
I 2 2.4 International & National commissions & committees on Special
Special Status of Education.
Education Special 2.5 Status of Special education in India (Outline only)
Education 2.6 Special Education: Laws & Legislations
3 3.7 Diverse children & their needs
Instructional 3.8 Children with disability & their special needs
Models for 3.9: Instructional models: Developmental, Functional & Inclusion
CWSN
 NETAJI SUBHAS OPEN UNIVERSITY
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Phone Number: 03340047570/1, Email: [email protected]

4.10 Inclusive Education: Concept, misconception & need

4 4.11Accessing the general education environment (ecological
Inclusive assessment, person-centered planning & embedded instruction)
Education 4.12 : Planning & collaborating for inclusive instruction
Planning

5.13 Multi-tiered system of support (MTSS): UDL, Differentiated

II Instruction, Accommodation, Adaptation, Modification-concepts
Inclusive 5 only
Education Multi-level 5.14 Educational assessment of children with additional needs
Support 5.15: Adapted physical education & recreation, music & health
System
6 6.16 Social relationships & supports (Instructional practices,
Role of facilitating social membership & relationship)
Govts & 6.17 Leadership for Inclusive Education (Teacher-Parent, Family
NGOs partnerships, Capacity building)
6.18 Role of Indian Govt. in implementation of Inclusive
Education.

Suggested Reading:
• Aggarwal, R. & Rao, B.V.L.N. (2008); Education for Disabled Children, Shipra
Publications, New Delhi.
• Debnath, D. & Debnath, A.K. (2010); ByatikramDharmiShishu O Tar Siksha, Rita
Publications, Kolkata.
• Jaman, S.S, and Nanda, B.(2010), Exceptional Children, Mowla Brothers, Dhaka.
• Mangal & Mangal, (2015); Special Education, PHI Learning Pvt Ltd. New Delhi.
• Mithu, A. & Michael, B. (2005); Inclusive Education : From Rhetoric to Reality, Viva
Books Pvt Ltd. New Delhi.
• Nanda, B.P. (2013); BishesChahidaSampannaShishu, Classique Books, Kolkata.
• Nanda, B.P. (2014); Sikshay Ekibhaban, Classique Books, Kolkata.
• Panda, K.C. (2000), Education of Exceptional Children,
VikashPublishingHousePvt.Ltd.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Course Code Course Title

GE-ED-31 Child Development and Approaches to Pedagogy
After the completion of the course, the learners are expected to:
7. develop an understanding about child development and its
significance in life;
Objectives 8. understand about psycho-social-cultural aspects of child development;
9. make an understanding about roles of intelligence, marginalization
and gender issues on child development;
10. be acquainted with the thinking process and learning in the social
context;
11. have an understanding about Teaching, its factors and teaching-
learning materials;
12. be acquainted with evaluation, scoring and grading.

Module Unit Topic

1.1 Child Development: Concept, Nature and its Significance
1 1.2 Principles of Child Development
The Child 1.3 Socialisation Processes: Child and Social World;
2 2.4 Constructs and Critical Perspectives of Development:
Child Piaget, Kohlberg and Vygotsky
I Centered 2.5 Child Centered and Progressive Education
Child Progressive 2.6 Individual Difference among learners: Diversity of
Development Education Language, Caste, Gender, Community and Religion;
3.7 Intelligence: Multi-Dimensional Constructs of Intelligence
Addressing the Talented and Creative Learners in Schools
3 3.8 Addressing Socio-Culturally Marginalized and Specially
Types of Challenged Learners in the Classroom
Learners 3.9 Gender as a social construct; gender roles, gender-bias and
educational practices;

4.10 Language, Thought Process of Learners, Learning and

4 Critical Thinking
Language, 4.11 Learning Process through Children’s Strategies, Social
Learning & Context and Social Activities4.12 Alternative Conception of
Critical Learning: Child as a Problem Solver and a Scientific
Thinking Investigator;

II 5.13 Teaching: Concept, Nature, Functions, Types and

Pedagogy Significance
5 5.14 Factors Contributing to learning and Teaching: Personal
Teaching & (Cognition, Emotion and Motivation) and Environmental
Learning 5.15 Teaching-Learning Materials: Textbooks, Multi-Media,
Multilingual Resources of the Classrooms and Remedial
Teaching;
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

6.16 Assessment, Measurement and Evaluation in Education

6.17 Evaluating Learner Achievement: Entry Level Continuous
6 and Comprehensive and Outcome Based Evaluation
Measurement 6.18 Preparing Results: Scoring, Grading, and other
& Evaluation Components.

Suggested Reading:
• Bhatia, H. R. (1973). Elements of Educational Psychology, 5th edition, Orient
Longman.

• Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New York,
Harper and Row Publishers, P.P. 89-90.

• Chauhan S. S. (2004). Advanced educational psychology. New Delhi :Vikas

Publishing House.

• Mangal, S. K. (2008). Advanced educational psychology. New Delhi : Prentice Hall

of India.

• Snowman, J. and Biehler, R. (2002). Psychology applied to reaching. New York :

Houghton Mifflin.

• Woolfolk A. R. (1995). Educational psychology. 6'h ed. Boston: Allyn & Bacon.

• Ghosh Sanat Kumar (2014). Sikshar Monostatwik Vitti. Classics Books.

• Skinner, E. C. (1984). Educational Psychology-4th Edition. New Delhi: Prentice Hall

of India Pvt. Ltd
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Course Course Title

Code
GE - ED-41 Education and Gender Studies

After completion of the course, the learners are expected to:

1. develop an understanding of gender studies, its concept, social
construction and multidisciplinary nature.
2. be acquainted with the debates & issues of social construction of
Objectives gender.
3. reflect upon gender studies through the lens of feminist & masculinity
studies.
4. understand gender and development in the light of Women education
& empowerment.
5. gain an understanding of women education vis a vis empowerment
and other issues.
6. expand an understanding of several parameters of UNESCO on
women education, literacy & health; HDI and new approaches of
gender studies.

Module Unit Topic

1.1.1: Introduction to Gender Studies: Sex – Gender –
Biological Determinism – Patriarchy – Feminism –
1 Gender Discrimination – Gender Division of labour –
Gender as Gender Stereotyping – Gender Sensitivity– Gender Equity
Multidisciplinary – Equality – Gender Mainstreaming - Empowerment
I Approach (concepts only) Difference between Gender and Women
Issues in Studies.
Gender 1.1.2 Social construction of Gender & Sex: Concept only
Studies 1.1.3 Gender studies: A multidisciplinary approach
1.2.4 Social Construction of Gender: Autonomy VS
2 Integration debate in Gender Studies, Masculinity and
Gender & Feminism, Nature Vs Culture
Governance 1.2.5 Gender Based Violence
1.2.6 Gender & Governance
1.3.7 Feminist & Women studies; Men’s and Masculinity
Studies (in brief)
3 1.3.8 Feminist Theories and Practices (Liberal Feminism
Women Studies Radical Feminism, Marxist/ Socialist Feminism,
Psychoanalytical Feminism, Men's Feminism)-in brief
1.3.9 Feminism: Concept and scope, Feminist movement
in India.

2.4.10 Gender & Development with special reference to

4 Women Education: An overview, major constraints of
Women women education
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Empowerment 2.4.11 Women Empowerment –An overview & Factors of

empowerment: social-psychological-political-economical.
2.4.12 Women & Social reform in the modern India (in
brief-few case studies to be studied here).
II
Education for 2.5.13 Women Education: Gender diversities & disparities
Women in enrolment, curriculum content, dropouts, profession &
Empowerment 5 gender.
Women 2.5.14 Gendered Education: Family, culture, gender,
Education roles, gender identities.
2.5.15 Contribution of Women’s role in Education in
India (A chronological list) & Vocational education
&skill development for women
2.6.16 Women empowerment, literacy, health &
6 population growth, HDI: UNESCO document (in brief).
Women Welfare 2.6.17 Women & the welfare: Social, cultural & family
2.6.18 New approaches of gender studies in the 21st
century.

Suggested Reading:

 Self-learning Course Material on Education & Gender StudiesGE - ED-41). Netaji

Subhas Open University, Kolkata, India.

• Basu,R.&Chakraborty, B. (201 I). Prasanga: Manabividya. Kolkata : Urbi Prakashan.

• Bandarage, A. (1997). Women Population and Global Crisis: A Political Economic

Analysis. London : Zed Books.

• Nanda,B.P.(2014) Sikhya Ekibhaban,Classiq Books,Kolkata.

• Boserup, E. (1970). Women's Role in Economic Development. New York : St.

Martins Press.

• Brock-Utne, B. (1985). Educating for peace: A Feminist Perspective, New York.

• Ruddick, S. (1989). Maternal Thinkine: Towards a Politics of Peace, London.

• Di Stefano, C. (1983). 'Masculinity as ideology in political theory: Hobbesian man

considered', V[/omen's Studies International Forum, Vol.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

• Elshtain, J.B. (1981). Public man, private woman: woman in social and political
thought, princeton.

• Grant, R. & Newland, K. (Eds.). (1991). Gender and International Relations. London.

• Viswanathan, Nalini. (I99'l). Women, Gender and Development Reader, London: Zed
Publication.

Course Course Title

Code
GE-ED-42 Open and Distance Learning

After the completion of the course, the learners are expected to:
7. understand the concept, scope and perspectives of Distance
Education;
Objectives 8. make an understanding about the philosophical perspectives of open
and distance education and thoughts of some thinkers;
9. be acquainted with the socio-political-academic issues of distance
education;
10. gain an understanding in student support services and print & non-
print self-learning material development;
11. understand the process of text development and maintenance of its
quality;
12. comprehend the scope of using multimedia, MOOCS and blended
learning.

Module Unit Topic

1 1.1.1 Open and Distance Education: Concept, Nature and
Perspectives Scope;
of Distance 1.1.2 Historical Perspective of Open and Distance Education;
Education 1.1.3 Sociological Perspective of Open and Distance Education;
2 1.2.4 Philosophical Perspective of Open and Distance
I Philosophical Education;
Perspectives Perspectives 1.2.5 Thoughts of Charles Wedemeyer and Otto Peters;
of Open & of Distance 1.2.6 The New Learner in the New World
Distance Education
Education 3 1.3.7 Socio-Political Issues of Open and Distance Education;
Socio- 1.3.8 Academic Issues of Open and Distance Education;
Political 1.3.9 Macro and Micro Issues related to Open and Distance
Issues of Education
Distance
 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Education

4 2.4.10 Student Support Services: Concept and Scope;

Support 2.4.11 Printed Self-Learning Material and Study Skill of
Services for Learners;
Open & 2.4.12 Non-Print Instructional Materials and Role of Learners;
Distance
Education
2.5.13 Factors related to Course Design in Open and Distance
II 5 Education: Theories of Learning and Communication;
Support Principles of 2.5.14 Principles of Text Design: Modular Format – Objectives,
Services to Text Design Modules, Units and Content;
Open & for Open & 2.5.15 The Process of Producing Text: Text Development,
Distance Distance Editing and Quality Maintenance;
Education Education
2.6.16 Factors related to Non-Print Instructional Materials: Uses
6 of Medium, Multi-Media and OER.
Blended 2.6.17 Designing Online Courses and MOOCS
Learning 2.6.18 Blended Learning: The Teaching-Learning Process for
Future.

Suggested Reading:

 Aggarwal, J.C. & Gupta,S.(2000).Secondary Education.Delhi,India: Shipra

Publications.
 Dikshit,H.P.(2002). Access and Equity: Challenges for Open and Distance
Learning. NewDelhi,India: Kogan Page India Pvt.Ltd.
 IGNOU (2006). DEC-Guideline for regulating the establishment and operation of
Open and Distance Learning (ODL) institution in India. New Delhi, India: IGNOU.
 IGNOU. (1988). Growth and Philosophy of Distance Education. (Module 1, 2
&3). New Delhi, India: IGNOU.
 Keegan, D. (1989). Foundations of Distance Education. London, UK: Routledge
Falmer.
 Kundu ,S.(2014). Open and Distance Learning Education Its Scope and Constraints in
Indian Scenario, IOSR Journal of Humanities and Social Science (IOSR-JHSS),19(4),
01-05.
 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

 Manjulika,S.&Reddy,V.V. (2002). Towards Virtualisation: Open and Distance

Learning. New Delhi, India: Kogan Page India Pvt. Ltd.
 Manjulika. S.(Ed.2000). The World of Open and Distance Learning. New
Delhi,India:Viva Books Private Ltd.
 Mohon, R. (2011).Teacher Education. New Delhi,India: PHI Learning Pvt. Ltd.
 Mukhopadhaya,M.,&Parhar,M.(2007). Education in India:Dynamics of
Development. New Delhi,India:Shipra Publication.
 Pathak,R.P.(2007). History Development and Contemporary Problems of Indian
education. New Delhi, India: Kanishka Publishers.
 Rathore, H. C. S. (1993). Management of Distance Education in India. New Delhi,
India: Ashish Publishing House.
 Reddy, Venugopal and Manjulika S. (eds.) (2000). The World of Open and Distance
Learning.New Delhi, India:Viva Books Pvt. Ltd.

 Rowntree,D.(2000). Exploring open and Distance learning. London,UK: Kogan

Page Ltd.
 Sharma, K.D. and Sharma, D.V. (1993).Open Learning System in India with special
reference to school education. New Delhi, India:Allied Publishers Ltd.

 Spodick,E.F.(1995).The Evolution of Distance Learning. Hong Kong: Hong Kong

University of Science and Technology.

Skill Enhancement Course (SEC) for HED-B. A in Education

SE-ED-11: ICT IN EDUCATION

Unit I: ICT

 Meaning, Nature and Scope

 Web 1.0 and Web2.0

 Free and Open-Source Software (FOSS)

 Open Educational Recourses (OER)

Unit II: Approaches, Stages and Competencies

 NETAJI SUBHAS OPEN UNIVERSITY
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CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

 Approaches in adoption and use of ICT in education: Emerging, Applying, Infusing,

and Transforming.

 Stages of ICT usage: awareness, learning how, understanding how and when, and
specializing in the use of ICT tools.

 Pedagogical Usages of ICT: supporting work performance, enhancing traditional

teaching, facilitating learning and creating innovative learning environments

 Teacher Competencies: Integration of Content, Pedagogy and Technology

Unit III: ICT Tools of Computer Software

 Application Word Processing, Spread sheet, Presentation tools

 Web 2.0 Tools: Email, Blogs, Wikis, Social Networking, Social Book Marking,
Podcasting, Vodacasting and Concept Map.

References &Suggested Readings:

 L. Koul, Methodology of Educational Research

 S. K. Mangal, Statistics in Education and Psychology
 K. Singh, Test, Measurement and Research Methods in Behavioral Sciences
 NCERT (2006), National Curriculum Framework 2005 Position Paper National
Focus Group on Educational Technology.
 Singh, L. C. (Ed.), Educational Technology for Teachers and Educators.
 UNESCO (2002), Information and Communication Technology in Education: A
Curriculum for Schools and Programme of Teacher Development.
 UNESCO (2008), Capacity Building for ICT Integration in Education.
 UNESCO (2008), ICT Competency Standards for Teachers: Policy Framework.
SE-ED-21: READING AND REFLECTING ON TEXTS

Unit I: Reflections on Literacy

Unit II: Reflections on Reading Comprehension

Unit III: Skill Development in Responding to Text

Unit IV: Reflecting upon Writing as a Process and Product

 NETAJI SUBHAS OPEN UNIVERSITY
Accredited by NAAC with Grade ‘A’
SCHOOL OF EDUCATION
CF-162, Sector-I, Salt Lake, Kolkata-64
Phone Number: 03340047570/1, Email: [email protected]

Unit V: Practicing Independent Writing

References and Suggested Readings

 Aranha,M.(1985). ‘Sustained Silent Reading Goes East’. The Reading Teacher,

39,214-217
 Pandit, B., Suryawanshi, D. K., & Prakash, M. (2007). Communicative Language
Teaching in English. Nityanutan Prakashan, Pune.
 Summarizing and synthesizing: what's the difference? [open source]. Ohio Ohio State
University. (Retrieved from http://beyondpenguins.ehe.osu.edu/issue/climate-change-
and-the-polar-regions/summarizing-and-synthesizing-whats-the-difference)
 Tovani, C., & Keene.E.O. (2000). I Read It, but I Don't Get It: Comprehension
Strategies for Adolescent Readers. Stenhouse Publishers
 Wiesendanger,K., Braun,G. & Perry,J.(2009). Reading Horizons. The Berkley
Electronic Press.(Retrieved on 10th September, 2017 from http://scholarworks.
wmich.edu/cgi/viewcontent.cgi?article=1063&context=reading_horizons
 Writing Guide: Media, communication and Culture. Erasmus school of History,
Culture and Communication. Academic year 2015-2016.
(Retrieved from
:https://www.eshcc.eur.nl/fileadmin/ASSETS/eshccAlgemene_cultuurwetenschappen/
writing_guide_Culture_Media_and_Communication.pdf)