M.Ed. Curriculum Osmania University

M.Ed.
Curriculum
(for Regular and Distance Mode)
with effect from the Academic Year 2006 - 07
Faculty of Education
Osmania University, Hyderabad
Prologue
Learning from experience in the area of teacher education and after considering the recommendations of NAAC and UGC the Faculty of Education, Osmania University has initiated curricular reforms in post-graduate teacher education programme. As part of this initiative the Department of Education, Osmania University has organized a series of workshops, over a period of time, by involving senior teacher educators, experts and other educationists to evolve novel models of teaching learning and curricular practices. The faculty critically evaluated the institutional discourses and disciplinary practices in the area of teacher education and moved beyond the confines of conventional curricular designs. What is interesting about this new curricular initiative is the synthesis and adoptation of the following 1. Credit System 2. Grading System 3. Internal Assessment 4. Continuous Evaluation 5. Comprehensive Evaluation 6. Project based learning 7. Mentoring 8. Community Participation One of the objectives of this curriculum is to promote higher order thinking, social accountability and professional attitude among the learners. This document presents the final map of ideas that culminated in the faculty meetings and seminars organized by the Department of Education, Osmania University Faculty of Education
Osmania University
RULES AND REGULATIONS OF SEMESTER SYSTEM IN POST-GRADUATE COURSE IN EDUCATION (M.Ed. Regular / Distance Mode) IN THE FACULTY OF EDUCATION, OSMANIA UNIVERSITY: HYDERABAD. Applicable to the students admitted from the academic year 2006-2007 onwards for one year (two semester) P.G., M.Ed. Regular and Distance Mode programme (with a minimum of two contact programmes) in the Faculty of Education, Osmania University. All the rules and regulations, hereinafter, specified shall be read as a whole for the purpose of interpretation.
ADMISSION
A candidate for admission to M.Ed. course in the Faculty of Education has to qualify at the M.Ed. Entrance Examination conducted by the Osmania University for that academic year. The candidates will be admitted strictly in accordance with the merit secured at the entrance examination, keeping in view the rules in force in respect of the statutory reservation of seats under various categories of candidates.
DURATION AND COURSE OF STUDY
The duration of the M.Ed. course is one academic year. The academic year is divided into two semesters. The semesters in the year are referred to as Semester I and Semester II. Each Semester shall comprise 15 weeks of instruction. The almanac preferably be as given below: SEMESTER I Duration of instruction Preparation holidays Duration of Examinations SEMESTER II
: 15 weeks : 1 week : 2 weeks
Instruction Preparation holidays Duration of examinations (along with backlog exams)
: 15 weeks : 1 week : 4 weeks
No admission/readmission are to be made after the expiry of four weeks from the date of commencement of instruction. In case there are any court cases consequent on which the Convener / Director of admissions is compelled to admit any candidate after the last date of admissions, the admission (seat) of such a student be reserved for the subsequent year on supernumerary basis. No supplementary or any other examinations (except internal tests) shall be conducted during the instruction period of the semester. A candidate admitted to M.Ed. course will forfeit his/her seat and admission stands cancelled if: He / She does not put in at least 40% of attendance in Semester I, OR He / She does not secure promotion to Semester-II within a maximum period of two academic years starting from the year of admission OR He / She fails to fulfill all the requirements for the award of the degree as specified, within two academic years from the time of admission. AWARD OF DEGREE 1. The M.Ed. Degree in the Faculty of Education will be conferred on a candidate who has pursued a Regular Course of Study for one academic year as prescribed in the scheme of instruction and has passed all the examinations as prescribed in the scheme of examination. 2. (i)A Regular course of Study for eligibility to appear at the M.Ed. examination of a semester shall mean putting in attendance of not less than 75% aggregate in lectures, field work, project, seminars, extension etc., in subjects listed in the scheme of Instruction. Provided that, in special cases and for sufficient cause shown, the ViceChancellor, on the recommendation of the Principal, may condone the deficiency not exceeding 10% in attendance on medical grounds when the application submitted at the time of the actual illness is supported by a certificate from an authorized Medical
Officer, and approved by the Principal. In case condonation in attendance on medical grounds is sought, the applicant shall pay the prescribed fee. (ii) Attendance at N.C.C./N.S.S. Camps of Inter-Collegiate or Inter-University or Inter-State or National Matches or Debates, Youth Festivals or Educational Excursions, if they form part of the curriculum or such other Inter-University, InterCollege activities, as approved by the University will not be counted as absence. However, the aggregate of all such absences should not exceed four weeks in a semester. (iii) In any semester of the M.Ed. course, if a candidate fails to secure the minimum percentage of attendance, he/she shall not be eligible to appear in the examination of that semester, and he/she shall have to enroll himself/herself to undergo afresh a Regular Course of Study of the corresponding semester in a subsequent academic session, in order to become eligible to appear for the examination. (iv) Attendance shall be reckoned from the date of commencement of instruction as per the almanac communicated by the College/University. However, in the case of late admitted candidates (but within the stipulated time), the attendance will be reckoned from the date of admission. (v) To enable the students to know their attendance, at the end of each month the concerned Heads of Departments / Principal shall display cumulative attendance for information. IV. SCHEME OF INSTRUCTION AND EXAMINATION 1. Instruction in various subjects shall be provided by the College as per the scheme of instruction and syllabi prescribed. 2. The programme of instruction, examinations and vacations shall be notified by the Principal of the College/University. 3. In the subjects other than languages the medium of instruction and examinations shall be English. 4. Internal assessments shall be conducted in each paper as prescribed in the Scheme of Examination. 5. A candidate admitted under the M.Ed. course shall take at least two internal assessments in each semester compulsorily. 6. At the end of each semester, University Examinations shall be held as prescribed in the Scheme of Examination.
7. A candidate admitted to M.Ed. course will become eligible to pay the examination fee provided he / she completes the practicum and course work of that semester 8. A candidate who completes and submits the project reports, seminar reports, dissertation work and other reports related to practicum is only eligible for obtaining hall ticket to appear in the semester university theory / practical examinations. 9. Backlog examination shall be conducted only at the end of Semester-II. 10. A candidate shall be deemed to have passed the Semester Examination, if he/she secures not less than the minimum marks as prescribed below: Each Theory subject Internal assessment in theory Each Practicum Aggregate . 45% of University Exam. . 45% of maximum marks . 50% of maximum marks. . 45% of University Exam
11. The scheme of examination for regular and distance mode course will be same. However, the mode of conducting the course will be different. Evaluation System The system of evaluation in M.Ed. course of Faculty of education, O.U., is different from that of conventional courses. M.Ed. two-semester system course has a two-tier system of evaluation: i. Continuous and comprehensive evaluation mainly through internal
assessments, project work and seminars; ii. Semester end examination and dissertation.
The evaluation of the candidate depends upon various instructional activities undertaken by them. A candidate has to write internal assessment and project reports
compulsorily before taking semester end examination in order to complete the semester.
Credit System For the purpose of evaluating the performance of the learner credit system shall be adopted. Each paper in the M.Ed. Course is assigned a certain number of credits. A credit is a unit of academic work in a semester calculated in terms of hours of instruction in regular mode and self-study in the case of distance mode. A credit is equal to 13 hours of
instruction/self study. To get M.Ed. degree a learner has to accumulate seventy four (74)
credits of work in two semesters. Students get their final grade according to their overall performance in various theory papers and practicum, which are assessed continuously. M.Ed. is a two-semester course comprising 74 credits (962 hours) covering 16 papers (10 theory and 6 practical papers). A learner is required to complete 5 theory papers and three practicum in each semester. A student is required to acquire at least 37 credits (481 hours) in each semester i.e. 25 credits (325 hours) in theory papers and 12 credits (156 hours) in practicum in each semester to complete the M.Ed. programme. Paper code Title of the paper Credits Minimum credits to be acquired
First Semester Core Papers ED-101 Philosophical & Sociological foundations of Education ED-102 ED-103 ED-104 Advanced Educational Psychology Research Methods in Education Emerging technologies of Education 5 5 5 5 5 5 5 4 4 4 37 12 5 5 5 5 5 5
Special Papers / Electives ED-105 a) Alternative Education ED-106 ED-107 ED-108 Practicum ED-109 ED-110 ED-111 Total Second Semester Core Papers ED-201 Economics of Education ED-202 ED-203 ED-204 Special Education Educational Management & Administration Curriculum Development b) Environmental Education c) Value Education & Human Rights Education d) Tribal Education School Experience Programme Community Participation Project I Institutional study Project
5 5 5 5
5 5 5 5
Special Papers / Electives
ED-205 ED-206 ED-207 ED-208 Practicum ED-209 ED-210 ED-211 Total V.
a) Guidance & Counseling b) Population Education c) Disaster Management Education d) Yoga Education Seminar Presentation Community Participation Project II Dissertation
5 5 5 5 2 4 6 37 12 5
RULES OF PROMOTION
Rules of Promotion are as under: Sl. No 1. Semester From Semester-I to Semester-II Conditions to be fulfilled for promotion Undergone a Regular Course of Study of Semester-I and obtained Hall Ticket for the Semester-I Examination.
VI. AWARD OF GRADE Candidates who have passed all the examinations of the M.Ed. Degree Course shall be awarded grade in accordance with the total aggregate marks secured by them in the two Semester Examinations taken together. A candidate shall be deemed to have passed the Semester Examination, if he/she secures at least E grade in each of the theory paper and D grade in each of the practicum. The grades shall be calculated as follows: 85 and above A+ 70 84 A 60 69 B 55 59 C 50 54 D 45 49 E 00 44 F Note: A decimal of 0.5 and above will be treated as the next higher whole number. Candidates who have not passed the examination in the first attempt along with the batch in which they were admitted are not eligible for getting Rank Certificates/Gold Medals/Prizes. VII. IMPROVEMENT OF DIVISION
1. Paper-wise Improvement:
1. When a candidate has passed in one or more papers/subjects in the first attempt in
the regular* examination(s) conducted by the College/University for his/her batch, paper-wise improvement is permissible only in those papers.
2.
A candidate is permitted to appear for paper-wise improvement only once for a semester examination.
3.
A candidate who wishes to improve his/her performance may be permitted to do so, if he/she appears in the immediate next regular examination conducted by the College/University. Paper-wise improvements not permissible for any backlog** completed paper.
4.
A candidate appearing for paper-wise improvement is permitted to have the better of the two awards for the purpose of award of grade.
N o t e: * Regular examination means: an examination conducted at the end of the semester for which the candidates were admitted and had undergone instruction. ** Backlogs mean: (i) the papers/subjects in which the candidate registered for examination but either absenteed or failed, or (ii) papers/subjects for which the candidate has not
registered for the examination along with his/her batch of students. 2. Improvement in Aggregate: Improvement in aggregate is permitted only after the candidate exhausts the chances of paper-wise improvement as per the following conditions: a) Aggregate improvement is permissible only when a candidate appears in all papers/subjects (including practicals if any as per scheme) but not piece-meal of a semester. Further the candidate has to appear for improvement examination as per the scheme of examination and syllabus in vogue at the time of taking his/her examination. b) When a candidate appears for improvement in any semester/semesters, he/she may be permitted to have the better of the two i.e., the Original or Improvement. c) The candidate is allowed for improvement in aggregate by appearing not more than two times for any semester. Further, aggregate improvement is limited to a period of one (1) year after passing the final semester examination for one (1) year course.
N O T E: Candidate who appear for improvement of performances under the above two categories are not eligible for the award of Distinction/Prizes/Medals/Merit Certificates etc. VIII. GENERAL RULES OF EXAMINATIONS: 1. Application for permission to appear at every examination shall be made by the candidate on the prescribed form, accompanied by three passport size full-face photographs (not profile) along with the necessary certificates and the prescribed fee. The application should be submitted to the concerned Head of the Department on or before the fixed date for the purpose. The Head of the Department after verifying the eligibility of the candidate forwards the application to the Principal of the concerned college who in turn sends it to the examination branch. 2. When a candidates application is found in order, the Controller of Examinations, shall send the attested Hall Ticket with photograph of the candidate affixed to it to the Principal of the College who in turn sends it to the Head of the concerned Department. The Head of the Department will issue the Hall Ticket to the candidate only if he is satisfied with all the conditions to be complied with by the candidate regarding the eligibility criteria. The Hall Ticket thus issued to the candidate shall have to be produced by the candidate before he/she can be admitted to the premises where the examination is held. 3. A candidate after having been declared successful in all semester examinations of the course, shall be given a certificate setting forth the year of examination, the subjects in which he/she was examined and, the grade secured. 4. No candidate shall be allowed to pursue more than one degree simultaneously.
IX TRANSITORY REGULATIONS:
Whenever a course or scheme of instruction is changed in a particular year, two more examinations immediately following thereafter shall be conducted according to the old Syllabus/Regulations. Candidates not appearing at the examinations or failing in them shall take the examination subsequently according to the changed Syllabus/Regulations.
Faculty of Education, Osmania University M.Ed. Syllabus (Two Semester course) Structure of the course
First Semester
Paper No. Title Philosophical & Sociological foundations of Education II: ED-102 Advanced Educational Psychology III: ED-103 Research Methods in Education IV: ED-104 Emerging Technologies of Education
Second Semester
Paper No. Title Economics of Education
Core papers
I: ED-101
Core papers
I: ED-201
II: ED-202
Special Education
III: ED-203
Educational Management & Administration
IV: ED-204
Curriculum Development
Special paper / Electives: V

ED-105 ED-106 ED-107 A) Alternative Education B) Environmental Education C) Human Rights & Value Education ED-108 D) Tribal Education
Special paper / Electives: V

ED-205 ED-206 ED-207 A) Guidance & Counseling B) Population Education C) Disaster Management Education ED-208 D) Yoga Education
Practicum
VI: ED-109 School Experience Programme
Practicum
VI: ED-209 Seminar Presentation
VII: ED-110
Community Participation Project - I
VII: ED-210
Community Participation Project - II
VIII: ED-111
Institutional study Project
VIII: ED-211
Dissertation
Number of instructional days per semester = 96 Total number of instructional days (two semesters) = 192
Faculty of Education, Osmania University With effect from the academic year 2006-2007 M.Ed. (Two Semester Course) Scheme
Semester I: Scheme of Instruction and Examination

Syllabus Ref. No. Subject Scheme of Instruction Periods per week ED - 101 ED 102 ED - 103 ED 104 ED 105 108 ED - 109 ED - 110 ED - 111 Paper I (Theory) Paper II (Theory) Paper III (Theory) Paper IV (Theory) Paper V (Theory) Paper VI (Practicum) Paper VII (Practicum) Paper VIII (Practicum) 4 4 4 4 4 3 3 3 Duration in hours 4 4 4 4 4 3 3 3 Scheme of Examination Maximum Marks Internal Semester Assessment end exam 25 25 25 25 25 50 50 50 275 75 75 75 75 75 375 Total
100 100 100 100 100 50 50 50 650
Total
Number of instructional days in First Semester = 96 (Theory = 65 days; Practicum = 31 days)
Semester II: Scheme of Instruction and Examination

Syllabus Ref. No. Subject Scheme of Instruction Periods Duration per in hours week 4 4 4 4 4 4 4 4 4 4 2 3 4 2 3 4 Scheme of Examination Maximum Marks Internal Semester Assessment end exam 25 25 25 25 25 50 50 225 75 75 75 75 75 100 475 Total
ED 201 ED 202 ED 203 ED 204 ED 205 - 208 ED - 209 ED - 210 ED - 211
Paper I (Theory) Paper II (Theory) Paper III (Theory) Paper IV (Theory) Paper V (Theory) Paper VI (Practicum) Paper VII (Practicum) PaperVIII (Dissertation)
100 100 100 100 100 50 50 100 700
Total
GRAND TOTAL
500
850
1350
Number of instructional days in Second Semester = 96 (Theory = 65 days; Practicum = 31 days)
M.Ed. regular is a one-year course with two semesters. This course comprises of theory and practicum. The weightage of theory and practicum is in the ratio of 63:37 approximately. The total number of instructional days is 96 in each semester.
Theory
Number of instructional days in each semester = 65

In theory five papers are offered in each semester. Out of which four papers are core subjects and one special paper. In all the theory subjects maximum marks are 100 i.e., 25 for internal assessment and 75 for semester end examination.
Internal assessment Every candidate shall take 3 internal assessment tests in all the theory papers. Among the three internal tests one must be a review of article / book / programme / scheme or any practical activity. The other two shall be content oriented written tests. The candidate may take all the three or any two internal tests The maximum marks allotted for internal assessment in each theory paper are 25 marks. Out of the three internal tests, only two tests in which the candidates performance is high shall be considered.
Practicum In each semester three practicum papers are offered. 31 days are earmarked in each semester for practicum
Teaching Faculty as Mentors It is envisaged to introduce the concept of mentorship in the M.Ed. course from this academic year 2006 2007 onwards. Lecturers handling M.Ed. course in the College will act
as a mentor. They will be entrusted the responsibility of Mentorship, who will be responsible for monitoring the overall progress of the M.Ed. student i.e., attendance, preparation of projects, and his over all participation in the M.Ed. programme. Each mentor will be allotted a group of M.Ed. students and he / she will take care of his / her progress and participation in the M.Ed. Programme. Each mentor, besides providing overall guidance, is also responsible for resolving of any problems faced by the students. Mentor will authenticate the report prepared by the M.Ed. students and conduct of various special projects of the M.Ed. Programme. The Principal of the college is expected to submit the list of mentors and the students allotted to each mentor to the Head, University Department of Education. OSMANIA UNIVERSITY FACULTY OF EDUCATION M.Ed. I / II Semester With effect from the academic year 2006 2007 Structure of Examination Paper Model Paper
Time: 3 hrs. Max. Marks: 75

Part A NOTE : Part A has eight questions. Answer any five of the following questions not exceeding 10 lines each. Each question carries 5 marks. (5 x 5 = 25 marks) 1. 2. 3. 4. 5. 6. 7. 8.
Part B NOTE : Part B has five questions. Answer all the questions following internal choice not exceeding 25 lines each. Each question carries 10 marks. ( 5 x 10 = 50 marks ) 9. a)
OR 9. b) 10. a) OR 10. b) 11. a) OR 11. b) 12. a) OR 12. b) 13. a) OR 13. b)
Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

ED-101: Paper I PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION (Number of Instructional days = 65) Objectives: 1. To enable the students to understand the importance of philosophy of education; 2. To develop an understanding about philosophical inquiry as a basis for education; 3. To help the students understand western and eastern philosophies of education; 4. To familiarize students with sociological inquiry; 5. To make the students understand education as a social process.
Course content UNIT-1 Philosophy of Education 13 hours

1.1 Nature, scope and functions of philosophy of education. 1.2 Modes of philosophical inquiry in education (Metaphysical, Epistemological and Axiological). 1.3 Educational Implications of: a) Conservative philosophies of education: Essentialism; b) Liberal philosophies of education: Progressivism;
c) Radical philosophies of education: Marxism.
UNIT II Philosophies of Education in India 13 hours

2.1 Educational Implications of the following Orthodox systemsa. Sankhya b. Vedanta. c. Yoga. 2.2 Educational Implications of the following Heterodox Systems a. Charvaka, b. Buddhism, c. Jainism. 2.3 Study of the following Indian Thinkers: a. M. K. Gandhi b. B. R. Ambedkar
UNIT III Sociology of Education 13 hours

3.1 Nature, scope and functions of Sociology of education. 3.2 Nature of sociological inquiry. 3.3 Methods of sociological analysis.
UNIT IV Education as a Social process 13 hours

4.1 Theories of socialization Charles Cooley, Sigmund Freud and Lawrence Kohlberg. Concept of culture, cultural lag, cultural conflict, cultural relativity, cultural pluralism vis-a vis education. 4.3 Theories of social change linear & cyclical 4.4 Social Mobility-definition, types and education.
UNIT V Social Dimensions of Education 13 hours

5.1 Equality, Equity and democratization of education. 5.2 Quantity and Quality in education. 5.3 Human rights and education.
References:
1. G.T.W. Patrick (1978), Introduction to Philosophy, Surjeet publications, Delhi. 2. G. Max Wingo(1975), Philosophies of education- An introduction, Sterling publishers, New Delhi. 3. M. Frasncis Abraham (1982), Modern Sociological theory An introduction, Oxford University Press, Delhi. 4. Jonathan.H.Turner (1995), The structure of sociological theory, Rawat publications, Jaipur. 5. Vidya Bhushan Sachdeva (2003), An introduction to sociology, Kitabmahal, New Delhi. 6. N.Harlambos, R.M. Heald (1980), Sociology-themes and perspectives, Oxford University Press. 7. Brubacher John. S. (1983), Modern philosophies of education, Tata McGraw-Hill publishing company, New Delhi. 8. Connor D.J. (1975), An introduction to philosophy of education: Routledge and Kegan Paul, London. 9. Anand C.L. and Et.al., The Teacher and Education in Emerging Indian Society, NCERT, New Delhi. (1983) 10. Martindale Don, The Nature and Types of Sociological Theory, Houghton Hifflin Co., Doston. (1960) 11. Haralambos M., Sociology: Themes and Perspectives, Oxford University Press, New Delhi. (1980) 12. Chatterjee Partha, Nationalist thought in the Colonial World: A Derivative Discourse, Oxford University Press: New Delhi. (1986) 13. Freire Paulo, Cultural Action for freedom, Penguin Books: London. (1974) 14. Freire Paulo, Education for Critical Consciousness, Seabury Press, New York. (1973) 15. Freire Paulo, Pedagogy of the Oppressed, Seabury, New York (1971). 16. Shrivastava R.S., Traditions in Sociological theory: Historical & Contemporary Perspective, Rawat Publications, Jaipur. (1991) 17. Parmaji S., Caste Reservations and Performance, Mamata Publications: Warangal. 18. Singh Yogender, Social Stratification and Change in India, Manohar Book Service, New Delhi. (1977)

ED-102: Paper II ADVANCED EDUCATIONAL PSYCHOLOGY (Number of instructional days = 65) Objectives: 1. To help student teachers understand the dynamics of human behaviour in educational situations.
2. To enable them to know the professional needs of teachers and role of educational psychology in teaching learning process. 3. To help them to understand development of the learner and its relevance to teaching learning process. 4. To enable them to understand significance of learning and motivation and various approaches to learning. 5. To help them to understand personality development of the learner, learners assessment in different areas of individual differences. UNIT- I Educational Psychology: As an Applied Field. 13 hours
1.1 Aims of educational psychology 1.2 Professional needs of teachers and role of educational psychology 1.3 Schools of psychology: Behavioural, Cognitive and Humanistic and its contribution to education. 1.4 Research methods in educational psychology
UNIT- II Understanding Development of the Learner and Teaching 13 hours

2.1 The knowledge of growth and development and its relevance to teaching learning process. 2.2 Concept of developmental task, its characteristics and purpose. 2.3 Developmental tasks at various stages: Infancy childhood, and adolescence; (motor, physical, socio-emotional, cognitive and moral). 2.4 Barriers and Hazards affecting developmental tasks. 2.5 Factors promoting developmental tasks at various stages with special reference to Pedagogic practices, school programmes and teachers role.
UNIT-III Understanding the Learning and Motivation of the Learner 13 hours

3.1 Learning in the classroom, individual differences in acquisition and performance educational implications. 3.2 Learning styles concept, its implications to teaching. 3.3 Approaches to learning a. Behavioural approaches (E.L. Thorndike Basic laws of learning; Skinner; operant conditioning). b.Cognitive approaches (Bruner Discovery Learning) c. Social learning approaches (Rogers Humanistic & Interpersonal Learning) 3.4 Principles of effective learning 3.5 a) Humanistic vs. Behaviouristic views on motivation intrinsic vs. extrinsic motivation. b) Motivational variables and achievement in schools. c) Achievement Motivation and role of teacher and school.
UNIT-IV Personality Development of the Learner 13 hours

4.1 Personality development Indian view concept of Sthitha Pragna its implications for education. 4.2 Concept of Emotional Intelligence. 4.3 Concept of Mental Health and Hygiene. 4.4 Role of school in the preservation and promotion of the mental health of students. 4.5 Needs and problems affecting adolescent development adolescence education, Life Skills goal setting, time management and positive thinking, development of prosocial behaviour.
UNIT-V Learners Assessment and Areas of Individual Differences 13 hours

Assessment of the Learner in the area of 5.1 Cognitive: Intelligence, aptitude and creativity tests its description and administration 5.2 Affective: Attitude, interests and values scales/ tests, its description and administration. 5.3 Conative: Description and administration of tests related to motor and physical skills. 5.4 The student teacher shall acquaint with psychology lab in the respective institution and develop a profile of a secondary school students by administrating various test described above. References:
1. Dandapani (2002) Advanced Educational Psychology, Second Edition, Anmol Publication, Pvt. Ltd, New Delhi 2. Dubois Nelson F, Alverson George F, Stanley Richar K (1979) Educational Psychology and Instructional Decision The Dorsey Press, Home Wood, Illinosis. 3. Gibson Janice T (1976) Psychology for the Classroom Prentice Hall of India, New Jersey. 4. Hurlock E.B., (1974) Personality Development Tata McGraw Hill Publishing Company Ltd. New Delhi. 5. Hurlock E.B., (1999) Developmental Psychology Tata McGraw Hill Publishing Company Ltd, New Delhi. 6. J.C. Aggarwal (2004) Psychology of Learning and Development Shipra Publication, New Delhi. 7. John P. De Cecco and William Craw-ford (1998) The Psychology of Learning and Instruction: Educational Psychology, 2nd Edition, Prentice Hall of India Pvt. Ltd. New Delhi. 8. Mangal S.K. (2002) Advanced Educational Psychology, Prentice Hall of India, Pvt. Ltd. New Delhi. 9. S. Narayan Rao (1990) Educational Psychology, Wiley Easter Limited, New Delhi. 10. Sprinth Hall Norman. A and Sprinth Hall, Richard C.(1990)- Educational Psychology A Developmental Approaches 5th Edition International edition. McGraw-Hill - New Delhi. 11. Stephen L. Yelon and Grace W. Wein Steen (1977) a Teachers World Psychology in the Classroom International Student Edition McGraw-Hill- New Delhi.

ED-103: Paper III RESEARCH METHODS IN EDUCATION (Number of instructional days = 65) Objectives: 1. To enable students to understand the foundations of educational research. 2. To enable students to identify research problems, and variables. 3. To enable students to formulate hypotheses, design educational research and to make them understand different techniques of data collection. 4. To enable students to familiarize with different methods and approaches of educational research. 5. To enable students to understand the contemporary developments in educational research. 6. To develop understanding about the fundamentals of Sampling theory 7. To impart knowledge about various measurement and scaling techniques 8. To understand the application aspects of descriptive and inferential statistics 9. To make them able to write and evaluate research reports and dissertations. 10. To enable them understand the contemporary developments in educational statistics. Course Contents: UNIT - I Introduction to Educational Research Nature and characteristics of Educational Research. Different approaches and types of educational research. Objectivity in educational research. Formulating Research problem and Review of Related studies. Designing Research studies in Education. Hypotheses and variables. UNIT - II Methods of Educational Research 2.1 Experimental Research. 2.2 Survey Research 2.3 Ethnographical Research 2.4 Case studies and Historical Research. 2.5 Action Research. UNIT - III Techniques of Data Collection 3.1 Questionnaire and interview schedule 3.2 Observation and Interview 3.3 Projective and Personality tests 3.4 Content Analysis and Triangulation. 3.5 Procedures of Standardisation and establishing reliability and validity. 13 hours 13 hours 13 hours
UNIT - IV Data Processing and Analysis
13 hours
4.1 Measurement and Scaling Techniques 4.2 Data Processing, Tabulation, Diagrammatic and graphical representation. 4.3 Fundamentals of sampling and sampling techniques, sampling distributions and sample size 4.4 Interpretation and Reporting Research Findings. 4.5 Procedures of Report writing UNIT - V Statistical Techniques 13 hours
5.1 Measures of Central Tendency and dispersion / variability 5.2 Measures of Relative standing 5.3 Correlation techniques, Regression and Prediction 5.4 Normal curve and its Applications - Scores transformation 5.5 Inferential statistics: (a) Parametric tests: t-test and concept of analysis of variance (b) Non-parametric tests: Chi-square and Median test.
References:
1. Aggrawal Y P, Statistical Methods, New Delhi: Sterling publishers Pvt., Ltd (1998). 2. Cohen Louis and Manion Lawrence, Research Methods in Education, London: Routledge, (1980). 3. Gupta S P, Statistical Methods, New Delhi: Sultan Chand & Sons, (1996). 4. Hammersley Martyn, The Dilemma of qualitative Method, London: Routledge, (1989). 5. Kothari C R, Quantitative Techniques, New Delhi: Vikas Publishing house, (1998) 6. MacMillan James H and Schomacher Sally, Research in Education: A Conceptual Introduction, New York: Harper Collins, (1989). 7. Moustakas Clark, Phenomenological Research Methods, New Delhi: Sage, (1994). 8. Travers Robert M W, An Introduction to Educational Research, New York: MacMillan Publishing Co., Inc., (1978). 9. Tuckman Bruce W, Conducting Educational Research, New York: Harcourt Brace Jovanovich, Inc, (1972). 10. Best John W & Kahn James V, Research in Education, Prentice Hall India Pvt. Ltd., New Delhi, (1992)

ED-104: Paper IV EMERGING TECHNOLOGIES OF EDUCATION (Number of instructional days = 65) Objectives: 1. To develop awareness about uses of computers in teaching, learning, research, evaluation and administration 2. To develop understanding about the various aspects multimedia development in education 3. To develop various skills in the use of Internet in education 4. To inculcate interest about the use of Management Information Systems and Decision Support Systems 5. To make them understand the integration of Information Communication Technology in educational research Course content
UNIT I: Introduction to Computers in Education 13 hours

1.1 Computers in Teaching 1.2 Computers in Learning 1.3 Computers in Research 1.4 Computers in Evaluation 1.5 Computers in Administration
UNIT II: Multimedia in Education 13 hours

2.1 Introduction to Multimedia 2.2 Development of Multimedia lessons in education 2.3 Building block: Text, Graphics, Digital Video or Animation & Digital Audio 2.4 Software tools: Basic tools, authoring tools & Software drivers 2.5 Applications in Education: Multimedia in Teaching, Self-instructional procedures, Presentations, Integration of multimedia in Education.
UNIT III: Internet and Education 13 hours

3.1 Concepts & types of networks, Protocols 3.2 Internet and World Wide Web: Introduction, Uses, Procedures 3.3 Browsers and Search Engines: Meaning, types and procedures
3.4 Internet Applications in Education: Internet in Teaching Learning process (IBTL), E learning & its pitfalls, Virtual Classroom 3.5 Web-based teaching learning: Directed studies (synchronous self-study) & Instructor based events (synchronous live, real time learning) UNIT IV: Management Information System & Decision Support System 4.1 Files and database management with MS Access 4.2 Management information system in the field of education 4.3 An overview of Decision support system 4.4 Management Information System and Educational policy 4.5 Study of current Official Management Information Systems UNIT V: Computers in Educational Research 13 hours 13 hours
5.1 Data analysis using MS Excel 5.2 Graphical and diagrammatic representation of data 5.3 Descriptive and inferential statistical analysis using MS Excel 5.4 Introduction to SPSS applications in educational research 5.5 Integration of Information and Communication Technology in educational research References:
1. Kulakarni, S.S (1986): Introduction to Educational Technology, New Delhi: Oxford & IBH Publishing Co. 2. Kumar, K.L. (1996): Educational Technology: New Delhi: New Age International. 3. Romiszowski, A.J. (1981): The selection and use of Instructional media, London: Kogan Page. 4. Baud David, Cohen Ruth and Walker David (eds.), (1996), Using Experience for Learning, Open University Press, Bristol, PA, USA. 5. Dale Edgar (1947): Audio Visual Methods in Teaching, Dryden Press, New York. 6. Das. Mamota (1992): Experiential Taxonomy, University News, Feb. 24. 7. Suzanne Weixel, (2002): Learning Macromedia Falsh 5, BPB Publications, B-14, Connaught Place, New Delhi. 8. Gupta Vikas, (2001): Comdex Computer Kit, Dream Tech Publications, New Delhi. 9. Norton Peter, (2000): Introduction to computers, Tata McGraw Hill Publications, New Delhi. 10. Sinha P.K , (1992): Computer Fundamental, BPB Publication New Delhi. 11. Tay Vaughan (2001): Multimedia making it work, Tata McGraw Hill Publications, New Delhi. 12. Pradeep Sinha, Priti Sinha (2003): Computer Fundamentals, BPB Publications, B-14, Connaught Place, New Delhi.
ED-105 Special paper: Paper V: (A) ALTERNATIVE EDUCATION

(Number of instructional days = 65) Objectives: 1. To develop an understanding of different types of educational systems. 2. To develop among the students a deeper understanding of the scope and Nature of Nonformal Education. 3. To develop insights into the adult education and Development among the students. 4. To develop a deeper understanding of different types of adult education programmes implemented in India. 5. To develop a deeper understanding of lifelong education/continuing education concept. 6. To provide a practical experience to students in adult education programmes; 7. To give a live experience to students in developmental programmes. Course Contents:
Unit-I Introduction 13 hours

1.1 Types of Education System 1.2 Meaning and Definition of Non-formal Education 1.3 Objectives of Non-formal Education 1.4 Nature and scope of Non-formal Education 1.5 A brief history of Non-formal Education in India and Abroad
Unit-II Adult Education and Development 13 hours

2.1 Literacy and Development 2.2 Social Education: Gramshiksha Mohim 2.3 Functional Literacy Programmes: Farmer's Functional Literacy Programmes 2.4 National Adult Education Programme (NAEP) 2.5 Total Literacy Campaigns 2.6 Sarva Shiksha Abhiyan (SSA) UNIT-III Methods and Techniques in Adult Education 13 hours
3.1 Psychology of Adults: their characteristics, needs and problems 3.2 Individual Methods - Lecture, Role-play 3.3 Group Methods - Discussion, Demonstration, Dramatization 3.4 Methods of teaching literacy - Analytic, Synthetic and Analytico-synthetic
3.5 Role of mass media in Adult Education
Unit IV Lifelong / Continuing Education 13 hours

4.1 Meaning, Definition and growth of the concept. 4.2 Nature and Scope of continuing education. 4.3 Importance of continuing education. 4.4 Problems in continuing education. UNIT V Research and Evaluation in Non-Formal education 5.1 Concept of evaluation in non-formal education 5.2 Need and importance of evaluation 5.3 Scope of evaluation 5.4 Types of evaluation 5.5 Research priorities in non-formal education. Practicum Activities: 1. Helping five illiterates to become literates; 2. Participation in literacy or other developmental awareness programmes in a village / mandal / neighbourhood; 3. Participation in bridge school programmes in a village / neighbourhood; 4. Visiting a distance education study center and studying its functioning; 5. Participation in Sarva Siksha Abhiyan programmes; 6. Helping the local functionaries in organizing open school programme in a village/ mandal / neighbourhood; 13 hours
References:
1. Ansari, N.A. Adult Education in India, S.Chand & Co. New Delhi (1990). 2. Apple J.W., Problems in Continuing Education, Mc.Graw Hill, New York (1974). 3. Book John C., Pagoagiannis, G.J. Non-formal Education and the National Development, Praeger Publishers, New York (1983). 4. Coombs, P.H., New Possitive learning Vidyamandal Puboshers, New Delhi, (1977). 5. Sandeep, P. & Madhumathi.C., Non-formal Adult & Continuing Education Insights for 21st Century. Veera Educational Services Consultanmcy,Tarnaka. 2000. 6. Naik, J.P. Some perspectives as non-formal education, Allied Publishers, New Delhi, (1977). 7. Yadav, Reajendersingh, Adult Education Concept, theory and practice, The Associated Publishers, New Delhi, (2002).
ED-106 Special paper: Paper V: (B) ENVIRONMENTAL EDUCATION

(Number of instructional days = 65) Objectives: 1. To make student teachers understand about the concept, scope and objectives of environmental education 2. To help student teachers understand environmental education at various levels of education 3. To orient student teachers with various components and use and abuse of natural resources 4. To enable the student teachers understand the concept and strategies of sustainable development 5. To enable the student teachers to understand about various activities related to protection of environment 6. To orient the student teachers about the Environmental law in India Course Content: UNIT I: Environmental Education 13 hours
Environmental education: concept, scope and objectives Environmental management: concept, characteristics and importance A brief history of conservation and environmentalism global environmental citizenship Environmental education at Primary, Secondary and Higher education levels Making environmental education relevant: concept, practice, new dimensions and constraints UNIT II: Natural Resources 13 hours
2.1 Soil resources with an emphasis on the ways we use and abuse soil 2.2 Biological resources: concept and ways humans cause biological losses 2.3 Earth and its crustal resources with a view to conserving mineral resources 2.4 Air resources: atmosphere, climate and weather with an emphasis on Human-caused global climate change 2.5 Water resources, use and management UNIT III: Sustainable Development 13 hours
3.1 Sustainable Development: concept, individual accountability including Green politics 3.2 Towards sustainable development 3.3 Environmental education: the tool for sustainable development 3.4 Sustainable energy: Tapping solar energy; Energy from biomass, and Energy from earths forces 3.5 Sustainable energy: production and uses with an emphasis on Integration of environmental concerns in energy policies and plans UNIT IV: Environment Protection 13 hours
4.1 National environmental awareness programme 4.2 Biodiversity conservation in India Ecosystem, Species & Genetic Diversities 4.3 Solid waste management: challenges and priorities with an emphasis on municipal solid wastes generation & characteristics; storage & collection; and treatment, processing & disposal 4.4 Ecotourism 4.5 Environmental ethnology UNIT V: Environmental Law in India 5.1 Indian forest act of 1927 & Wildlife protection act of 1972 5.2 Archeological and historic preservation act of 1974 5.3 The water (Prevention and control of pollution) act of 1974 5.4 The air ((Prevention and control of pollution) act of 1981 5.5 The environment (protection) act of 1986 13 hours
Practicum
Activities: I. Protection of Environment
1. Study any one of the environmental awareness programme conducted by State or NGO 2. Survey the Solid waste management techniques adapted by municipal corporations of your locality covering the aspects like solid wastes generation & characteristics; storage & collection; and treatment, processing & disposal 3. Visit places of ecological importance (Botanical, Zoological, Safari parks or lakes) of your locality
II.
Environmental Law in India 1. Survey the vegetation cover of your locality, compare with the standards laid in the Indian Forest Act of 1927 and write a report 2. Study the archaeological sites of your locality, compare with the criteria laid in the Archaeological and historic preservation act of 1974 and generate a report 3. Visit any one industry / factory in an industrial area (Jeedimetla, Nacharam, etc.) and find whether they adhere to the norms prescribed by the Environment (Protection) act of 1986. Write a report 4. Study the suspended particulate material and air pollutants (carbon dioxide, carbon monoxide, sulfur dioxide, etc.) of an urban area for about a week (data can be taken from a Newspaper or other agency) and comment on the observations
References:
1. Agarwal S.K. & Dubey P.S (2002): Environmental controversies. APH Publishing house, New Delhi. 2. Cunningham W.P. & B.W. Saigo (1995): Environmental Science Wm.C.Brown Publishers. Toronto 3. Desh Bandhu & R.Dyal (1999): Environmental education for a sustainable future. Indian environmental society. New Delhi. 4. Khan T.I (2001): Global biodiversity and environmental conservation Special emphasis on Asia and the Pacific. Pointer publications. Jaipur. 5. Khanna G.N. (1993): Global environmental crisis and management. Ashish Publihing house, New Delhi. 6. Mohanty S.K. (1998): Environment and Pollution Law manual. Universal law publishing co. pvt. Ltd. Delhi. 7. Palmer J. & Philip Neal (1994): The handbook of environmental education. Routledge, London. 8. Purushottam Reddy K & Narasimha Reddy D (2002): Environmental education, Neelkamal Publications Pvt. Ltd. Hyderabad. 9. Singh R.B. & Suresh Misra (1996): Environmental law in India Issues and responses. Concept publishing company, New Delhi. 10. Trivedi P.R, Sharma P.L. & Sudershan K.N. (1994): Natural environment and constitution of India. Ashish Publishing house, New Delhi.
ED-107 Special paper: Paper V: (C) HUMAN RIGHTS AND VALUE EDUCATION
(Number of instructional days = 65) Objectives: 1. 2. 3. 4. 5. 6. 7. To understand the need and importance of values in education. To develop broad view on different types of values. To develop a comprehensive view on strategies and approaches to inculcate values. To develop an insight into the concept, and importance of Human Rights. To probe into various strategies of teaching Human Rights. To explore various agencies which contribute for preserving Human Rights. To acquire the ability and skills of organizing and conducting programmes on human rights. 8. To develop interest and extend guidance to the community on Human Rights. Course Content:
Unit I
Human Rights Education 13 hours
1.1
Concept, objectives and principles of Human Rights Education. 1.2 Indian Constitution and Human Rights. 1.3 Importance of Human Rights in India. 1.4 Agencies promoting Human Rights in India a. The media b. NGOs c. The media d. National Human Rights Commission (NHRC)
13 hours
UNIT - II Historical Perspective of Human Rights in India 2.1 Human Rights in Ancient and Medieval India 2.2 Human Rights in Islamic Era 2.3 Human Rights in British India 2.4 Human Rights in Contemporary India.
Unit III
Human Rights Education 13 hours
3.1 Strategies of teaching Human Rights a) Role play b) Brain storming c) Forming pairs and groups d) Discussion e) Questioning f) Buzz session g) Activities based on: picture, drawings, cartoons and comics h) Cooperative learning.
3.2 Human Rights education and co-curricular activities. 3.3 Training teachers for Human Rights Education 3.4 Human Rights Education at the secondary level. Unit IV
Values and Value Education
13 hours
Concept, need and objectives of values Types of values Inculcation of Human values Approaches and strategies. Status of value education in schools. UNIT - V Perspectives on Value Education 5.1 Islam 5.2 Sikhism 5.3 Christianity 5.4 Hinduism 5.5 Jainism 13 hours
Practicum
Activities: 1. Write a report on implementation of Human Rights in a school of your choice related to students, teachers and principal. 2. Conduct a programme on awareness of social values in your community.
3. Conduct a programme on awareness of Human Rights amongst secondary school teachers. 4. Conduct a survey on issues related to violation of social values and write a report on the same. References:
1. R.T.Nanda Contemporary Approaches to Value Education in India Regency Publications New Delhi, 1997. 2. Dr.S.P.Ruhela The Emerging Concept of Education in Human Values 1996 3. Ishwar Modi Human Values And Social Change. 4. N.L.Gupta Human Values in Education Concept Publishing Company, New Delhi-110059, 2000 5. C.Naseema Human Rights Education conceptual And Pedagogical Aspects 6. Harry Dhand Teaching Human Rights A Handbook for Teacher Educators Authors Press Bhopal, 2002. 7. P.L.Mehta Constitutions, the Philosophy and Judicial GerryMandering, Deep and Deep Publication Pvt.Ltd. New Delhi-110027, 1999. 8. Bajwa G.S. Human Rights in India Implementation and Violations, annual Publications, New Delhi, 1997. 9. Kumar Arvind Encyclopedia of Human Rights Violence and Non-Violence, Anmol Publications,New Delhi 1998. 10. Bavi Borgohain Human Rights,Social Justice and Political Challenge Kainshkar Publishers, Distributors, New Delhi-110002, 1999.
ED-108 Special paper: Paper V: (D) TRIBAL EDUCATION

(Number of instructional days = 65) Objectives: 1. To enable the student teachers to understand the concept of Tribe and their status. 2. To provide a deeper understanding of Tribal Welfare programmes in India & A.P. 3. To provide insights into the growth and development of Tribal Education in India & A.P. 4. To enable the student teachers to understand the issues and trends in contemporary Tribal 5. To give a practical experience to students in Tribal Education programmes.
Unit I Introduction 1.1 1.2 1.3 1.4 Concept of Tribe (Meaning and Definition) Historical development of Tribes in India. Characteristics of Tribes. Classification of Tribes in India.
13 hours
Unit II Tribal Welfare in India 13 hours

2.1 Constitutional provisions to Tribal Development of India. 2.2 Status of Tribal Population. 2.3 Development policies and programmes formulated for Tribal Development in India. Unit III Tribal Welfare in A.P. Tribal Welfare Programme in A.P. (Health, Social and Economic programmes) Tribal Education policies and programmes in Andhra Pradesh. a. Higher Education b. Secondary Education c. Primary Education d. Pre-Primary Education Recent Trends & Issues in Tribal Education. Unit IV Education and Welfare of Tribal Women 4.1 Educational Status of Tribal Women 4.2 Problems of Adolescent Tribal girls 4.3 Empowerment of Tribal Women Unit V Health Education and Tribal Welfare 5.1 Health Status of tribes in A.P. 5.2 Common Health Problems in Tribal communities 5.3 Government Initiatives for the development of health in tribal areas 5.4 Role of NGOs in improvement of health status of tribes Practicum 13 hours 13 hours 13 hours
Activities
1. Helping at least five (5) illiterate tribals to become literates. 2. Participation in literacy or other development awareness programmes in tribal Settlements. 3. Visiting ashram/tribal welfare residential school/tribal welfare department/ITDA and studying its functions.
4. Participation in bridge school Programmes in Tribal settlement / village / area / neighblourhood. 5. Participation in Sarva Shikshan Programmes in tribal areas.
References
1. Ananda, G.(2000) Educating Tribals (An Ashram School Approach) Common Wealth Publishers, New Delhi. 2. Adinarayana Reddy, P. & Umadevi, P. (2005) Tribal Women Education, constraints and strategies, the Associated Publications, Ambala. 3. Alka Saxena, (2002) Dynamics of Tribal Education, Rajat Publications, New Delhi. 4. APREIS (1995), /Evaluation Study of A.P. Residential Schools for Scheduled Tribes, TCR & TI TW, Department,Hyderabad and SCERT Hyderabad. 5. Devendra Thakur,Thakur D.N. (1995), Tribal Education, Deep & Deep Publications, New Delhi. 6. Desai, A.R. (1978) Rural Sociology in India, Popular Prakashan, Bombay. 7. Manmatha Kundu (1990) Cultural Anthropology and Tyribal Education,Amar Prakashan,Ashoka Vihar, New Delhi 8. Note on GURUKULAM (2005), A.P. Tribal Welfare Residential Educational Institutions Society, Tribal Welfare Department, Govt. of A.P. Hyderabad. 9. Nadeem Hasnain (1994) Tribal India, Palaka Prakashan, /delhi. 10. Parvathamma, C. (1984) Scheduled Castes and Tribes. A Socio-Economic survey.Ashish Publishing House, New Delhi. 11. Performance Budget (2005-2006) Department of Tribal Welfare Govt. of A.P. 12. Sujatha,K. (1994) Educational Development Among Tribes, A Study of sub-plan areas in Andhra Pradesh, South Asian Publishers Pvt. Ltd. New Delhi & NIEPA, New Delhi. 13. Sharma K R (1991) Educational Life Style of Tribal Students, Classical Publishing Company, New Delhi. 14. Shah B.V.Shah, K.B (2002) Sociology of Education, Rawat Publications, Jawahar Nagar, Jaipur, India. 15. Tribes and Tribal Areas of Andhra Pradesh (Basic Statistics) (2005) Tribal Cultural Research and Training Institute, Tribal Welfare Department, Govt. of Andhra Pradesh. 16. Uttam Kumar Singh, Nayak, A.K. (1977), Tribal Education, Common Wealth Publishers Ansari Road, New Delhi. 17. Verma,M.M. (1996) Tribal Development in India, Mittal Publications, New Delhi.
Faculty of Education M.Ed. Syllabus (First Semester)
ED-109 Practicum: Paper VI SCHOOL EXPERIENCE PROGRAMME (Number of days =11; Maximum marks = 50)
Objectives:
i.
develop an understanding about school governance and administration among students;
ii. iii. iv.
acquaint familiarity and understanding with various school records and activities; develop understanding about school community participation develop understanding about curriculum transaction in schools;
Course Content / Activities: a) Participation in parent teacher association meetings b) Interaction with MEO, MRC & HM c) Studying teaching learning material and its usage d) Studying school budget/finance e) Participation in administration and academic (curricular and co curricular) activities such as observation of lessons, preparation of achievement tests etc. f) Observing and studying implementation of mid day meal Scheme. g) Studying various school improvement programmes/OBB, QIP (Quality
improvement programmes), CLIP (Child language improvement programme) etc. h) Creating awareness about guidance services among secondary school students. i) Participatory observation in the Practice teaching programmes in cooperating schools j) Any other related activity.
A college offering M.Ed. course has to identify a group of cooperating schools for undertaking this programme. A candidate shall work in a group (2 members) by selecting any one activity under the areas mentioned above. The duration of the programme is 11 instructional days (11 x 6 hrs = 66 hours)
A detailed format for this study may be worked out in consultation with the mentors.
Note: No two groups should select the same topic in the same school for this project work. The principal of the college is expected to forward the list of topics selected under this project by different groups to the Head, Department of Education of the University.
Evaluation
Every group (pair) has to work on a topic and has to submit a detailed report. The students shall select any activity in consultation with the mentor and workout the modalities of planning, data collection and data interpretation etc and submit a report reflecting the objectives and appropriate tools evolved along with the study conducted. Two copies of the report must be submitted duly certified by the Principal and the concerned mentor. The group has to showcase the project before the jury. The Principal/Head for the purpose of evaluating the project shall constitute jury comprising of two members. The average marks of the two examiners will be forwarded to the Principal of the concerned college and the Head, Department of Education, Osmania University. A copy of the evaluation report should be submitted to the Head, Department of Education, O U. This evaluation event shall take place as per the almanac suggested by the university.
Faculty of Education M.Ed. Syllabus (First Semester)
ED-110 Practicum: Paper VII COMMUNITY PARTICIPATION PROJECT- I (Number of days =10; Maximum marks = 50)
Objectives:
i. ii. iii. iv.
sensitize students about community acquaint themselves with various aspects of community enable the students interact with community to assess its felt needs plan and conduct a survey (family wise) to collect required information on school, literacy and human development aspects.
v.
conduct interviews with parents to understand their perception on childrens education and institutes / teachers etc.
their
vi.
observe the functional aspects of various institutions at village / ward and nearby locality
vii.
live in the community & to participate in socio-economic cultural activities of the community
viii.
document the entire programme / processes and develop a report on the project undertaken.
ix.
work collaboratively to reflect and share their work with students and staff.
Course Content / Activities:
1. Visiting the community and take up awareness programmes on various issues
pertaining to community;
2. Identifying the needs of the community; 3. Social Mapping 4. Family Survey 5. Institutional Survey 6. Understanding perceptions of people 7. Adult Literacy
8. Enrolling out of school children 9. Community living and participation 10. Any other related to community development activity
A college offering M.Ed. course has to identify near by localities / slums / villages for undertaking this programme. A candidate shall work in a group (2 members) by selecting any one activity under the areas mentioned above. The duration of the programme is 10 instructional days (10 x 6 hrs = 60 hours)
A detailed format may be worked out in consultation with the mentors.
Note: No two groups should select the same topic in the same locality / village / slum for this project work. The principal of the college is expected to forward the list of topics selected under this project by different groups to the Head, Department of Education of the University.
Evaluation
Every group (pair) has to work on a topic and has to submit a detailed report. The students shall select any activity in consultation with the mentor and workout the modalities of planning, data collection and data interpretation etc and submit a report reflecting the objectives and appropriate tools evolved along with the study conducted. Two copies of the report must be submitted duly certified by the Principal and the concerned mentor. The group has to showcase the project before the jury. The Principal/Head for the purpose of evaluating the project shall constitute a jury comprising of two members. The average marks of the two examiners will be forwarded to the Principal of the concerned college and the Head, Department of Education, Osmania University. A copy of the evaluation report should be submitted to the Head, Department of Education, O U. This evaluation event shall take place as per the almanac suggested by the university.
M.Ed. Syllabus (First Semester)
ED-111 Practicum: Paper VIII INSTITUTIONAL STUDY PROJECT (Number of days =10: Maximum marks = 50)
Objectives: i. ii. iii. iv. v. vi. study an institution/its vision and its mission understand institutional climate and its various functions. assess institutional strengths and achievements. understand the historical evolution and growth of an institution study the contextual background of an institution examine the contributions made by an institution
Course Content / Activities:
a) Identification of institution like: Special school, Integrated school, Juvenile Home, Open school, Distance Education Centre, Voluntary organization, Old age home, Crisis management institutions, State and National Institutions, etc. b) Any other related institution
A college offering M.Ed. course has to identify near by institutions for undertaking this programme. A candidate shall work in a group (2 members) by selecting any one activity under the areas mentioned above. The duration of the programme is 10 instructional days (10 x 6 hrs = 60 hours)
A detailed format for this study may be worked out in consultation with the mentors.
Note: No two groups should select the same topic in the same institution for this project work. The principal of the college is expected to forward the list of topics selected under this project by different groups to the Head, Department of Education of the University.
Evaluation
Every group (pair) has to work on a topic and has to submit a detailed report. The students shall select any activity in consultation with the mentor and workout the modalities of planning, data collection and data interpretation etc and submit a report reflecting the objectives and appropriate tools evolved along with the study conducted. Two copies of the report must be submitted duly certified by the Principal and the concerned mentor. The group has to showcase the project before the jury. The Principal/Head for the purpose of evaluating the project shall constitute jury comprising of two members. The average marks of the two examiners will be forwarded to the Principal of the concerned college and the Head, Department of Education, Osmania University. A copy of the evaluation report should be submitted to the Head, Department of Education, O U. This evaluation event shall take place as per the almanac suggested by the university.
Faculty of Education, Osmania University M.Ed. Syllabus (Second Semester)

ED-201: Paper I ECONOMICS OF EDUCATION (Number of instructional days = 65) Objectives: 1. To develop awareness among students about the importance of economics to the field of education. 2. To develop understanding about education both as consumption and investment. 3. To develop understanding about the benefits and the costs of education and its role in human and economic development. 4. To develop various abilities to understand the internal efficiency of the system of education. 5. To enable them to understand the contemporary developments in economics of education. 6. To enable them to understand the relationship between educational management, planning and finance. 7. To enable them to understand the impact of new economic reforms initiated in India and their implications to the field of education Course Contents: UNIT - I Introduction to Economics of Education 13 hours
Why study Economics of Education - Relationship between Economics and Education concept and scope of Economics of Education. Education as Human Capital - Critiques of the concept of Human Capital. Nature of Micro and Macro Economics - Schools of Economics and their relationship with Education. Brief Historical development of Economic thought and its relevance to Education. Concept of Political Economy of education. UNIT - II Costs and Benefits of Education 2.1 Taxonomy of Economic Costs and Benefits. 2.2 Determinants of Educational Costs. 2.3 Problems in the Measurement of Costs and Benefits in Education. 2.4 Cost-Benefit Analysis in Education. 2.5 Concept of Rate of Returns and Returns to Education. UNIT - III Economic Development and Efficiency in Education 13 hours 13 hours
3.1 Concept and Sources of Economic Growth 3.2 Contribution of Education in Economic Growth 3.3 Contemporary Perspectives on Human Development
3.4 Input-Output Relationships and Internal and External Efficiency in Education 3.5 Basic concepts and measurements in National Income Accounting.
UNIT - IV Educational Policy, Planning and Finance
13 hours
4.1 Assumptions and issues in designing educational policy with special emphasis on designing education policy using economics. 4.2 Nature, Importance and Bases of Educational Planning - Different approaches in Educational Planning - Relationships of Policy-making and Planning. 4.3 Principles and basic concepts in educational Finance - Equity consideration in Finance of Education. 4.4 National and State Budgets, critical appraisal of Allocation of Finances for Education 4.5 Critical appraisal of Educational Policies, Planning and Finance in Contemporary India. UNIT - V Economic Reforms and Education 13 hours
5.1 Relationship between Poverty, Schooling and Education 5.2 Understanding Market and Marketization of education Relationship between Market and Education 5.3 Privatization of State Education - Public - Private partnership in education 5.4 Globalization and Education - Role of International Institutions: IMF, WB & WTO 5.5 Economic Liberalization Policies in India and their impact on Education.
References:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Blaug Mark: Economics of Education, Penguin, London (1970). Cohn E.: Economics of Education, Lexington Mass D.C. Heath Company. (1972) Hedge O., Economic of Education, Himalaya Publishers New Delhi. Jandhyala B.G. Tilak, Economics of Inequality in Education., Sage Publications, New Delhi (1985) Panchamukhi: Research in Economics of Education, Fifth Survey of Educational Research 198892: Trend Reports Vol I, New Delhi, NCERT. Reddy Shiva B, Education and Rural Development in India, UNESCO: International Institute of Educational Planning, Paris (2000) Sacharopoulos George P & Woodhall M.: Education for Development, New York Oxford University Press. (1985) Thurow Laster C.: Investment in Human Capital, Belmont: Wadswarth Publishing Co. (1970) John Vaizey, Economics of Education NCERT, Pandit Ed Economics of Education Vol I & II M. Blaug, Pengiun, London Education Man power Economic growth Horbison and Mayer Economics of Education, John Sheeham Investment in Education, V.K.R.V. Rao

ED-202: Paper II SPECIAL EDUCATION (Number of instructional days = 65) Objectives: 1. To enable student teachers to define and explain special education and its scope. 2. To demonstrate understanding of educational needs and educational provisions of children with special needs. 3. To demonstrate various educational service delivery models for education of children with special needs. 4. Understand and acquaint the National and International mandates, acts and policies for special education and rehabilitation. 5. Demonstrate competency in creating awareness on children with special needs among administrators, educational functionaries, policy makers, teachers, parents and general public.
UNIT- I Nature and Scope of Special Education 13 hours

1.1. Concept and definition of exceptionality, (Positive and negative deviations), impairment, disability, and handicap. 1.2. Scope and objectives of special education 1.3. Historical perspectives of special education 1.4. Special education in India 1.5. Research in special education (identification of research areas in special education)
UNIT-II Overview of Different Disabilities 13 hours

Definition, nature, characteristics, identification and educational provisions for the following: Visual impairment blindness, low-vision Hearing impairment, speech and language impairments Loco-motor disabilities Mental retardation a. Specific learning disabilities b. Autism
2.1 2.2 2.3 2.4 2.5
c. Behavioural and emotional disorders d. Socially disadvantaged Educational needs and arrangements for the following: 2.6 Under achievement 2.7 Gifted definition, characteristics, identification and educational provisions
UNIT-III Educational Service Delivery Models 3.1 3.2 3.3 3.4
13 hours
Special educational services pre-school to post school programmes Special and integrated schools Models of educational services Denos Cascade Alternative educational models home based, center based home instructions, community based, itinerant teaching, eclectic model of education. 3.5 Concept, definition, meaning and practice of inclusive education.
UNIT- IV Policy and Legislation to Special Education and Rehabilitation 13 hours

4.1 International mandates Salamanca convention, Biwako millennium framework, UN resolution, International year of the disabled persons, Asia Pacific decade of disabled persons. 4.2 National legislation, Persons with Disability Act. (1995) Rehabilitation Council of India (1992), National Trust Act. (1999). 4.3 National policy on education (1986) with special reference to POA and updates 4.4 Government schemes and provisions 4.5 Role of various Ministries, Government Departments, National Councils, National Institutes and NGOs
UNIT-V Creation of Awareness about Children with Special Needs and their Education 13 hours
5.1 Creation of awareness purpose, modes lectures, discussion, audiovisual, role-play posters, puppet show, dramatization, street play, music and mass media. 5.2 Development of material for creation of awareness for administrators, policy makers and significant persons in the community. 5.3 Development of material for creation of awareness for teachers. 5.4 Development of material for creation of awareness for parents of children with and without disability. 5.5 Development of material for creation of awareness for general public. References:
1. 2. 3. 4. 5. 6. 7. Alnscow, M. (1994) Special Needs and the Classroom, UNESCO Publishing. Anupriya Chadha (2002) A Guide to Educating Children with Learning Disabilities, Vikas Publishing House, Pvt. Ltd. New Delhi. Berdina, W.H. (1985) An Introduction to Special Education, Boston, Harper Collins Publishers. Hallahan Daniel, P. and Kauffman, J.M. (1992) Exceptional Children Introduction to Special Education, Prentice hall, INC New Jersey. Henley Martin. (1993) Characteristics of and strategies for Teaching Students with Mild Disabilities, Massachusetts: Allyn & Bacon. Heward, W. L. (1988) Exceptional children, Merril Publishing Co. Chicago. Kirk, Gallagher and Anastasian. (1993) Educating Exceptional Children, Haughton Co. Boston.
8. 9. 10. 11. 12. 13.
Learner, J. (1985) - Learning Disability, Haughton, Mifflin Co. Boston. Nind, M. (2003) Inclusive Education diverse Perspective, David Fulton Publication, London. Onita Nakra (1996) Children with Learning Difficulties, Allied Publishers Ltd. New Delhi. Panda K.C. (2002) Education of Exceptional children, Vikas Publishing House Pvt. Ltd. New Delhi. Paul, J. Churton, M. Mosse, W.C. et al. (1977) Special Education Practice, Brooks/Cole Publishing Company. Peterson, J. (2003) Inclusive Teaching Creative Effective Schools for all Learners, Allan & Bacon, Boston.

ED-203: Paper III EDUCATIONAL MANAGEMENT & ADMINISTRATION (Number of instructional days = 65) Objectives: 1. To enable students to understand the basic concepts of educational management. 2. To enable students to acquire necessary knowledge and expertise of the principles and procedures of educational management. 3. To develop an understanding of the importance and techniques of personnel management. 4. To enable students to understand the need for quality management in education. 5. To enable them to understand contemporary developments in educational management. Course Content: Unit I Fundamentals of Educational Management and Administration 1.1 Meaning and scope of educational management. 1.2 Objectives of educational management. 1.3 Principles of educational management. 1.4 Historical perspective of the growth of educational management. 13 hours
Unit II Organisational Behaviour and Personnel Management in Education 13 hours

2.1 Concept of organisational structure, behaviour, culture, change and climate, job satisfaction, motivation and its implication for educational managers. 2.2 Personnel management Concept, scope and problems of personnel management. 2.3 Manpower planning Recruitment, and selection practices, team building. 2.4 Leadership and personnel management, decision making and redressal of grievances.
Unit III Quality Management and Assessment in Education 13 hours

3.1 Concept of total quality management in education. 3.2 Planning and implementing total quality management. 3.3 Quality assessment in education Role of NAAC, performance appraisal. 3.4 Human resource development.
Unit IV Financial Management for Educational Development 13 hours

4.1 Meaning, nature and scope of financial administration. Allocation of finances for educational development, plan and non-plan expenditure. 4.3 Mobilisation of financial resources for educational development. 4.4 Application of modern management techniques for improving the financial system.
Unit V Contemporary Issues in Educational Management
13 hours
Educational management at various levels pre primary to university administration, autonomy in Higher education. Role of the United Nations system in the promotion of education with special reference to India. 5.3 Challenges of educational management. 5.4 In-service education Need and strategies for continuing professional development.
References
1. L.D.Gupta, "Educational Administration", Oxford and IBH Publishing Co. Pvt.Ltd., 1987 2. Prof. Menbata Talesha, Prof. Satya Pal Ruhela, Dr. M. L. Nagda "Educational Management Innovative Global Pattern" Regency Pub. New Delhi-110008, 1997 3. S.R.Vashist "History of Educational Administration", Anmol Publications Pvt. Ltd. New Delhi, 1994. 4. S.L.Goel & Aruna Goel "Educational Policy & Administration", Deep & Deep Publications, 1994. 5. Nanita Roy Choudhari "Management in Education", A.P.H. Publishing Company, 2000. 6. I.V.Chalapathi Rao "College Teachers and Administrators a handbook" Booklinks Corporation, Naryanguda,Hyd. 1992. 7. S.L.Goel & Salini Rajnesh "Management Techniques Principles and Practices" Deep & Deep Publishers New Delhi. 2001. 8. R.N.Chturvedi "The Administration of Higher Education in India" Print well Publishers Jaipur, 1989. 9. Ostrander R.H. Dethy R.C. "A Valves approach to Educational Administration" American Book Company1968. 10. Owers. R.G. "Organisational Behaviour in Schools" Prfactice Hall, Inc. 1970. 11. Bhatnagar R.P. AggarWAL.v. "educational Administration" International Publishing House 1986. 12. Mathur S.S. "Educational Administration" Principles and Practices, Krishna Brothers. 13. Bhatt B.D. and SDR Sharma "Educational Administration" Karishkar Pub.House, New Delhi 1992. 14. Romesh vermin "Educational Administration" Anmol Publications Pvt.Ltd. New Delhi 2005. 15. S.L.Goel "Management in Education" A.P.H. Publishing Corporation New Delhi 2001. 16. Chalam.K.S. "Educational Policy for Human Resources Development, 1993. 17. University News "A weekly Journal of Higher Education. 18. P.C.Tripathi & P.N. Reddy "Principles of Management" Tata McGrow-Hill Publishing Company Limited. New Delhi. 1995. 19. S.L.Goel & Shalini Rajneesh "Management Techniques - Principles and Practices" Deep and Deep Publications Pvt. Ltd. New Delhi. 20. R.N.Chaturvedi "The Administration of Higher Education in India" Printwell Publishers (Jaipur) 1989.

ED-204: Paper IV CURRICULUM DEVELOPMENT (Number of instructional days = 65) Objectives: 1. To develop a broad perspective on Curriculum Development. 2. To develop an insight into the history of Curriculum Development from both eastern and western connotation. 3. To develop understanding about the importance of knowledge, philosophical, psychological and Sociological bases for Curriculum Development. 4. To know about the various processes involved in Curriculum Development. 5. To develop the understanding about the necessity of curriculum evaluation and curriculum change. 6. To develop a futuristic vision about devising new curriculum designs. Course content:
UNIT-I An introduction to Curriculum 13 hours

Nature and meaning of curriculum. A brief note on Indian and Western history of curriculum Stages of curriculum development. Theory building in curriculum.
UNIT-II: Bases of Curriculum Development 13 hours

2.1 Philosophical Bases Implications of educational philosophies to curriculum development: perrenialism, essentialism, progressivism and reconstructionism. 2.2 Sociological Bases Analysis of society, culture & school and their implications to Curriculum development. 2.3 Psychological Bases Implications of Behavioristic, cognitive and phenomenological theories to curriculum development.
UNIT-III: Curriculum Process 13 hours

3.1 Perspectives on classification of objectives: Bloom, Krathwohl, 3.2 Selection of curricular & learning experiences 3.3 Principles of curriculum organization. 3.4 Patterns of curriculum organization- Subject-centered, Broad field, core-curriculum experience-centered curriculum.
UNIT-IV: Curriculum Evaluation 4.1 Definition & Meaning of curriculum evaluation. 4.2 Nature of curriculum evaluation. 4.3 Approaches to curriculum evaluation. 4.4 Diagnosis in Curriculum development.
13 hours
UNIT-V: Curriculum change & Future 13 hours

5.1 Meaning & need for curriculum change. 5.2 Factors affecting curriculum change. 5.3 Strategies for curriculum change. 5.4 Curriculum Planning and the future. References:
1. Alberty and Alberty: Reorganising high school curriculum. 2. Daniel Tanner, Lawel N.Tannor (1975) Curriculum Development theory into practice, Mac millan Publishing co.Inc. New York. 3. Lawell Keith, Paul Blare, Sidney Tied (1968) Contemporary curriculum in the elementary sshool. 4. Ornstein Allen C. and Hunkins Francis Principal: Curriculum Foundations, principles and Issues, Year publisher. 5. Saylor Galen J.Levis Arthur J., Alexandar Millian,M. Curriculum Planning for better future teaching and learning, Library of congress cataloguing in Publication Data (1981). 6. Taba Hilda : Curriculum Development, Theory and Practice Harcourt Brace and World Inc. (1962).
ED-205: Special paper: Paper V: (A) GUIDANCE & COUNSELLING

(Number of instructional days = 65) Objectives: 1. To help student teachers understand the meaning, nature, scope and process of guidance and counseling. 2. To help them to extend guidance services in the educational, vocational and personal areas of life. 3. To acquaint them with an understanding in the organization of guidance programmes. 4. To study the role and functions of various agencies of guidance. 5. To make students get acquaint with the different tools and techniques of guidance 6. To help them diagnose the problems of children and to extend guidance and counseling service to them. 7. To get work experience working with agencies like clinical settings, counseling centre, crisis intervention agency and special education institutions. 8. To understand the role of various agencies of guidance
UNIT I Nature and Scope of Guidance and Counselling 13 hours

1.1 Concept, need, scope, significance and principles of guidance 1.2 Guidance and classroom learning and role of teacher in guidance 1.3 Concept, nature and principles of counseling 1.4 Counseling approaches directive and nondirective, group vs. individual counselling 1.5 Characteristics of good counselor and counseling
UNIT II Types of Guidance in Schools 13 hours

2.1 Types of guidance educational, vocational and personal 2.2 Educational guidance a. Nature of educational guidance b. Types of students problems which need educational guidance c. Curricular choices and their implications for career guidance 2.3 Vocational guidance a. Nature and scope of vocational guidance b. Factors affecting vocational choice c. Occupational information in guidance
d. Approaches to career guidance e. Vocationalization of secondary education and career development f. Employment trends and vocational guidance 2.4 Personal guidance a. Nature and scope of personal guidance family, health, marital, legal educational, vocational etc. b. Behavioural problems in students at various stages of school and role of personal guidance c. Role of counseling in personal guidance. 2.5 Guidance of Special Needs Children a. Problems of special needs children and girl child. b. Guidance and counseling with special reference to academically backward child, girl child and role of teacher.
UNIT-III Organization of Guidance Programme 13 hours

3.1 3.2 3.3 3.4 Principles of organization of guidance programme Various types of guidance services Personnel in the guidance programme (counselor, career master and teacher) Group guidance, individual inventory service and information orientation services, placement and follow up service. 3.5 Evaluation of guidance programme. UNIT - IV Tools and Techniques in Guidance Services 13 hours
4.1 Role of Personality assessment in guidance and counseling services. 4.2 Non-standardized tools / techniques of guidance (students shall acquaint with the tools / techniques and will administer each one of these tools / techniques) a) Questionnaire b) Sociometry c) Rating scale d) Case study e) Cumulative record and d) interview. 4.3 Standardized tools of guidance (students shall acquire with the tools and will administer each one of these tools) a) Aptitude test b) Achievement test c) Interest inventory d) Personality tests 4.4 Non-standardized and standardized tests: its role in development of students profile. 4.5 Developing students profile and helping them to provide guidance. UNIT - V Field visit - Hands on experience 13 hours
5.1 Visiting any one of the guiding/counseling center i.e. counseling clinic, mental health clinic, crisis intervention agency, special education center) 5.2 Work in the guidance/counseling center i.e. take up one case and prepare a report under the guidance of professional in the center. 5.3 Conduct awareness programmes on educational ,vocational and personal guidance and counseling services to secondary school/Intermediate/Degree student. 5.4 Field visit to various agencies of guidance and counseling and study its organizational structure, functions and achievements.
Practicum
Activities: 1. Survey and study the tools used for personality assessment and guidance services. A. Non standardized techniques of guidance a. Questionnaire b. Observation c. Sociometry d. Rating Scale e. Anecdotal record f. Case Study
g. Cumulative record h. Interview.
B. Standardized techniques of guidance. a. Aptitude tests b. Achievement tests c. Interest inventory d. Personality tests The students shall submit a report on the above activity. 2. a. To provide hands on experience and to gain an initial exposure by working in an agency. The students shall visit and study any one of the following agencies to know the role of guidance and counseling (a counseling centre, mental health clinic, crisis intervention agency, special education centre) and submit a report. b. Field experience where by students will diagnose and provide intervention to the clients in any one of the above mentioned agencies under the guidance of professional, and submit a report. 3. Conducting awareness programs on educational, vocational and personal guidance and counseling services to secondary school students/intermediate students/degree students etc. and submit a report. 4. Visit various agencies of guidance and counseling and study its organizational structure and functions and submit a report. References:
1. Dash (2003) Guidance Services in Schools, Fominant Publishers and Distributors, New Delhi. 2. Gibson Robert L. Michel Marianne. J, (2005) Introduction to Counselling and Guidance, Practice Hall India Pvt. Ltd. 3. Jafferey A. Kotler and Elien Kothat (1993) Teacher as a Counsellor, Sage Publication, London. 4. Kichchar S.K. (1980) Guidance and Counselling, Sterling Publishers, New Delhi. 5. Lakshmi K.S. 1st Ed. (2002) Encyclopeadia of Guidance and Counselling, Mittal Publications, New Delhi. 6. Nanda, S.K. and Sharma S. (1992) Fundamental of Guidance, Chandigarh. 7. Narayana Rao S. (1991) Counselling and Guidance Second Edition, Tata McGraw Hill Publishing Company, Ltd. New Delhi. 8. Pedersen (1996) Counselling Across Cultures, Sage Publications, London 9. Ramnath Sharma (2002) Guidance and Counselling, Surject Publications. 10. Shrivastava (2003) Principles of Guidance and Counselling, Kanishka Publishers, New Delhi. 11. Winni Cott. D.W. (1995) Counselling and Therapy, Sage Publications London.
ED-206 Special paper: Paper V: (B) POPULATION EDUCATION

(Number of instructional days = 65) Objectives: 1. To develop an understanding among the students about the concept of population education, its scope, need and importance. 2. To make them understand the population situation in India and Andhra Pradesh. 3. To make them understand different theories of population growth. 4. To make them understand the determinants of population growth. 5. To make them understand the consequences of population growth. 6. To make them understand the role of social agencies in population education. 7. To develop an understanding about the different population policies and programmes implemented in India. 8. To give a practical experience to students in population education programmes 9. To provide a live experience to students in population control programmes; Course Contents:
UNIT-I
Introduction to Population Education 13 hours
1.1 Meaning and Definition of population education 1.2 Need and importance of population education 1.3 Objectives of population education 1.4 Nature and scope of population education 1.5 Origin of population education in India and abroad UNIT-II Demography and Population Planning 2.1 World Population: Growth and Distribution 2.2 Population growth in India 2.3 Population growth in Andhra Pradesh 2.4 Causes of population growth-Economic, Socio-cultural and educational 2.5 Population policies and programmes in India 13 hours
UNIT - III Theories of Population 13 hours

5.5 Malthusian theory 5.6 Neomalthusian theory 5.7 Sadler's theory 5.8 Herbert Spencer's theory 5.9 Marxist theory
UNIT - IV Population Growth and Development 13 hours

4.1 Determinants of population growth - Fertility, mortality and migration 4.2 Population growth and Economic Development 4.3 Population growth and social development (stress on urbanization) 4.4 Population growth and Health 4.5 Population growth and Environment UNIT - V : Population Education - Curriculum, Methods and Trends 5.1 Curriculum in population education 5.2 Teaching methodologies in Population Education 5.3 Role of Home, school and Mass media in Population Education 5.4 Activities for Popularising Population Education 5.5 Trends and issues in Population Education. 13 hours
Practicum
Activities: 6. Participation in health or other developmental programmes organized by Governmental or Non-Governmental organizations. 7. Participation in sensitization of people of a village/ mandal / neighbourhood about birth control programmes. References:
1. NCERT publications: a. b. c. d. e. f. g. h. i. Report of the National Seminar 1969 Readings in population education. Report of National conference 1972 Plug Points. Draft syllabus. Population education in classrooms. Indian population and development. Teaching units. National Baseline survey.
j. k. l. m.
Conceptual framework. A decade of Research. Coordination between population and education. other publications.
2. Kanwaljit Kaur Gill,(1995), Population Growth, family size and economic development, Deep &Deep publications, New Delhi. Jayasurya, J.E. Curriculum innovation. 3. Sinha P.N. (2000), Population Education and Family planning, Authors Press, New Delhi. 4. Census and other reports, publications and occasional papers of UNESCO. 5. Hans Raj, Population studies, surjeet publications, New Delhi. 6. Bindo Kumar Sahu, Population Education, Sterling Publishers, New Delhi. 7. Lakshmi Reddy .M.V. (2002), POPULATION education, APH Publishing corporation, New Delhi. 8. S. R. Mehta(Edited by) (1997), Poverty, Population and sustainable development, Rawat publications, Jaipur. 9. Krishna Reddy M. M. (1998), population and Society in India, Kanishka publishers, New Delhi. 10. Srivastava OS (1994), Demography and population studies, Vikas publishing house, New Delhi. 11. Asha.A., Bhende, Tara, Kanita, (1994), Population Studies, Himalaya publishing house, New Delhi. 12. Singh Sehgal, B.P. (1992), Population policy, Deep & Deep publications, New Delhi. 13. Ramkumar Prasad, (1990), Population Planning, policy and programmes, Deep & Deep publications, New Delhi.
ED-207 Special paper: Paper V: (C) DISASTER MANAGEMENT EDUCATION

(Number of instructional days = 65) Objectives: 1. To provide an overview of Disaster Management as a multidisciplinary subject area 2. To create awareness on the Disaster Management cycle (Preparedness, Prevention/Investigation, Response, Rehabilitation and Recovery) 3. To develop understanding about disaster response, relief, rehabilitation & reconstruction 4. To strengthen the transfer of learning from teachers to students on creating a culture of effective disaster management 5. To impart the skills to teacher trainees to create, develop and adapt instructional material on disaster management Course Content:
UNIT I Introduction to Disaster Management 13 hours
1.1 Concept and definitions of Disaster; Types of Disaster natural and man-made disasters 1.2 Consequences of Disaster; Overview of Disaster scenes world over, in India and Andhra Pradesh 1.3 Understanding of Disaster cycle of natural disasters; prevention, preparedness, mitigation, search, rescue, relief, rehabilitation and reconstruction 1.4 Role of education in Disaster management 1.5 India Disaster Report: Government policy UNIT II Disaster Preparedness 13 hours
2.1 Vulnerability profile of India 2.2 Approaches/Initiatives of Government of India in strengthening, preparedness; revamping civil defense, fire services and home guards; CBDP 2.3 Role of NGOs 2.4 Role of Corporate sector 2.5 Forecasting and Early warning UNIT III Disaster Response 13 hours
3.1 Search and Rescue; evacuation 3.2 Temporary relief camps; sectoral concerns in health, safe drinking water, sanitation, community kitchen 3.3 Rehabilitation; physical, social, economic and psychological aspects 3.4 Reconstruction; role of enforcement of techno-legal regime with illustrations 3.5 Human resource management/ Capacity development
UNIT IV Case Studies in Disaster Management
13 hours
4.1 Trigger mechanism for Andhra cyclone, Orissa Super cyclone, Gujarat Earthquake & Tsunami 4.2 Damage caused by the disasters 4.3 Experiences of the victims of disasters 4.4 Preventive/ precautionary measures taken by Government of India in some Man-made disasters 4.5 Disaster Management Act of 2005 UNIT V: Educational Design In Disaster Management, Learning & Instructional Materials 13 hours 5.1 Training and education 5.2 Awareness programmes Celebration of landmark days
5.3 Media as a contributing sector in awareness raising, education & opinion building in order to increase recognition of the potential to disaster reduction to save human lives and protect property 5.4 Plan for community exercise- community based disaster preparedness 5.5 International strategies for disaster reduction Practicum I. Case Studies in Disaster Management 1. Visit the Institutions such as NGRI, NIRD and prepare a list of natural disaster-prone areas in India & Andhra Pradesh 2. Conduct a study (interview officials & people) about the consequences of natural disasters and prepare a comprehensive report with a list of pictures/ photographs and clippings showing the damage caused by disasters
II. Educational design in Disaster Management, learning & instructional materials
1. Celebration of landmark days such as IDNDR day to create awareness among school children about the different aspects of disaster management 2. Study the role of any one of the Newspapers of your locality and write a report as to how it is contributing in awareness raising, education & opinion building to save human lives and protect property
References:
1. Sinha D.K (1992): Natural Disaster reduction for nineties: Perspectives, aspects & strategies. International Journal services, (Publications Division), Kolkata 2. Agarwal. A & Narain S (1991): State of Indias Environment A citizens report: Floods, flood plains & environmental myths. Center for science and environment, New Delhi 3. Sharma V.K (1995): Disaster Management. National center for disaster management, Indian institute of public administration, New Delhi 4. David A. (1993): Natural disasters. UCL Press London & Research Press, New Delhi 5. Blaikie.P. Cannon T. & Wisner B. (1994): At risk: Natural hazards, peoples vulnerability and disasters. Routledge, London 6. Carter W. Nick (1992): Disaster management A disaster managers handbook. Asian Development bank. Philippines 7. Videos covering prevention, preparedness, rescue, relief and rehabilitation UNDP, Min. of Home Affairs 8. Disaster management & technology promotion Technological information forecasting academic council (TIFAC) 9. CBSE textbooks How to make a plan for community exercise- UNDP; Min. of Home Affairs 10. Parasuraman S. & P.V.Unnikrishnan (2000): India Disaster Report: Towards a Policy initiative. OUP. New Delhi 11. World Disaster Reports 12. Disaster Management Act- 2005 13. www.fema.gov
ED-208 Special paper V: (D) YOGA EDUCATION

(Number of instructional days = 65) Objectives: 1. To develop a comprehensive view on Metaphysical concepts of Yoga Philosophy. 2. To make them to understand the importance of Yoga and its implications to human life. 3. To get an understanding about the concept of Yoga and practice of various systems of yoga. 4. To develop an insight into Patanjali, Aurobindos Bhagavadgitas yoga systems. 5. To get a wholistic view on therapeutic value of yoga practice. 6. To get insights into the yoga system and its spiritual sanctity. 7. To develop the ability to demonstrate asanas, pranayama and Meditation. 8. To develop an insight into the practical experiences of yoga. Course Contents: UNIT-I Introduction to Yoga 13 hours
1.1 Meaning and definitions of Yoga. 1.2 Characteristics of a yogi. 1.3 Yoga as a way to integrated personality development and spiritual enlightenment. 1.4 Impact of yoga on Human body. UNIT-II Metaphysical Basis of Yoga 13 hours
2.1 Basic components of cosmic reality: Purusha and Prakriti 2.2 The process of evolution Mahat, ego, tarmatras, jnanedriyas and karmendriyas. Pramanas of knowledge according to yoga Prathyaksha, Anumana, and Sabda. UNIT-III: Systems of Yoga: Sri Aurobindo and Patanjali 13 hours
3.1 Integral Yoga of Sri Aurobindo Gosh: Concept of supermind, Aims, Philosophy and principles of Integral Yoga. 3.2 Patanjali 's Ashtanga Yoga: Yama, Niyama, Asana, Pranayama, Prathyahara, Dharana, Dhyana and Samadhi UNIT - IV: Bhagavad-Gita and Yoga 4.1 Bhakthi yoga 4.2 Jnana yoga 4.3 Karma yoga. 13 hours
UNIT - V: Therapeutic Value of Yoga 5.1 Asanas and Therapeutic value 5.2 Pranayam and Therapeutic value 5.3 Meditation and Therapeutic value.
13 hours
Practicum
Activities: I. Practice of Asanas: Vajrasan, Mandukasan, Savasan, Bhujangasan, Chakrasan, Surya Namaskar, Padmasan, Mauryasan, Konasan, Vakrasan and any other asanas.
Note: Student shall demonstrate at least 10 Asanas and should submit a report on how it helped them in physical and mental health. II. Yoga Spiritual Enlightenment 1. Simple methods of Pranayam. - Kapala Bhathi - Anulom-vilom - Bramari - Vibhaga pranayam Kanista - Madyama - Jyeshta - Mudra - Adi - Chin mudra - chinmaya mudra - Merudanda Mudra Purna mudra 2. Simple Methods of Meditation - Siddha Samadhi Yoga (SSY) - Om recitation. - Any other. Note: Students shall practice and demonstrate at least two types of Pranayam and one type of Meditation. Each student shall to present a report on his/her experiences. References:
1. Bharathiya Yog Sansthan (Regd) (1968) Asan & Yog Vigyan, Bharathiya Yog Sansthan, Delhi. 2. Chatterjee Tulsidas (1970), Sri Aurobindos Integral Yoga, Sri Aurobindo Ashram, Author from 22, Bajuhibpur Road, W.Bangal. 3. Haridas Chaudhri (1965), Integral Yoga, the concept of Harmonious & Creative living, George Allen & Onwin Ltd. London. 4. I.K.Taimini (1973), Glimpses into Psychology of Yoga, Theosophical publishing house, Adyar, Madras, India. 5. Satishchandra Chatterjee, Dhirendra Mohan Datta (1984) An introduction to Indian Philosophy, University of Calcutta, Calcutta. 6. Sivananda Swami (1984) Yoga Samhitha, the Divine Life society, U.P. Himalayas, India. 7. Sri Ananda (2001) the complete Book of Yoga Harmony of Body, Yog Vigyan, Bharathiya Yog Sansthan, Delhi. 8. Yardi M.R. (1979) The Yoga of Patanjali, Bhandarkar, Oriental Research Institute Poona, India.
M.Ed. Syllabus (Second Semester)
ED-209 Practicum: Paper VI SEMINAR PRESENTATION (Number of days =5; Maximum marks = 50)
Objectives: i. ii. iii. To help the student develop communication and conference skills To enhance participative and interactive skills among students To enable them to organize and conduct seminars, elocutions, debates, discussions, brain storming sessions etc. Course Content / Activity: Identify a thrust area and prepare a theme paper in consultation with the mentor. Seminar paper should be presented by integrating technology.
Every candidate shall participate in the seminars conducted by the college. The duration of the programme is 5 instructional days (5 x 6 hrs = 30 hours). The assessment of the presentation / participation by the candidate will be as follows i) 30 marks for seminar presentation j) 10 marks for report writing, and ii) 10 marks for active participation in the seminar
Note: No two students should select the same topic for the seminar. The principal of the college is expected to forward the list of topics selected under this project by different students to the Head, Department of Education of the University.
Evaluation Every candidate has to work on a topic and submit a detailed report including the proceeding of the seminar on the day of the seminar presentation. The student shall select any topic in consultation with the mentor and workout the modalities and present and submit the same. Two copies of the report must be submitted duly certified by the Principal and the concerned mentor. A candidate has to present the topic before the jury. The Principal/Head for the purpose of evaluating the seminar presented shall constitute a jury comprising of two members. The average marks of the two examiners will be forwarded to the Principal of the concerned college and the Head, Department of Education, Osmania University. A copy of
the evaluation report should be submitted to the Head, Department of Education, O U. This evaluation event shall take place as per the almanac suggested by the university.
ED-210 Practicum: Paper VII COMMUNITY PARTICIPATION PROJECT - II (Number of days =10; Maximum marks = 50)
Objectives: i. To enable the students to conceptualize the suitable intervention based on the identified felt needs of the community. ii. iii. To help the students to implement the intervention designed. To assess the impact of the intervention.
Course Content / Activity: An intervention should be designed and developed based on the needs identified in the earlier Community participation programme (semester I), in consultation with the mentor and other professionals. A candidate shall work in group (2 members) like in first semester and implement the intervention programme on the target group and study its impact. duration of the programme is 10 instructional days (10 x 6 hrs = 60 hours) A detailed format may be worked out in consultation with the mentors. Note: No two groups should select the same topic in the same locality / village / slum for this project work. The principal of the college is expected to forward the list of topics selected under this project by different groups to the Head, Department of Education of the University. Evaluation Every group has to work on a topic and has to submit a detailed report. The students shall select any activity related to the implementation of the intervention programme identified in consultation with the mentor and workout the modalities of planning, data collection and data interpretation etc and submit a report reflecting the objectives and appropriate tools evolved along with the study conducted. Two copies of the report must be submitted duly certified by The
the Principal and the concerned mentor. The group has to showcase the project before the jury. The Principal/Head for the purpose of evaluating the project shall constitute jury comprising of two members. The average marks of the two examiners will be forwarded to the Principal of the concerned college and the Head, Department of Education, Osmania University. A copy of the evaluation report should be submitted to the Head, Department of Education, O U. This evaluation event shall take place as per the almanac suggested by the university.
ED-211 Practicum: Paper VIII DISSERTATION (Number of days =16; Maximum marks = 100)
The candidates shall develop the research proposal for dissertation work and make a presentation by integrating technology. Incorporate the feedback received during the presentation and finalize the proposal.
Students are expected to complete the Dissertation work in two phases in two semesters. In the first semester the students have to develop the Research proposal and relevant tools for their projects and present the same in the Faculty Seminar. Students must complete data collection, analysis, interpretation and report writing and submit the final report at the end of second semester.
After completing the dissertation work the candidate shall submit (2) two copies of the dissertation to the examiners. University will constitute a board of examiners one internal and other external to evaluate the performance of the students. Before this board the candidate is expected to showcase his / her work and the members of the board will conduct viva-voce examination. After the viva voce examination the institution will retain one copy of the dissertation and second copy will be submitted to the Head, Department of Education, O. U.
The candidate shall showcase his/her work through power point presentation and will be evaluated for a maximum of 100 marks i.e., 20 marks for viva-voce and 80 marks for dissertation on the day of examination decided by the university. The internal and external examiners appointed by the university shall forward the marks to the Controller of Examinations, OU, on the same day.

M.Ed. Curriculum Osmania University

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M.Ed. Curriculum Osmania University

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M.Ed.

with effect from the Academic Year 2006 - 07

: 15 weeks : 1 week : 2 weeks

Instruction Preparation holidays Duration of examinations (along with backlog exams)

: 15 weeks : 1 week : 4 weeks

Special Papers / Electives

ED-205 ED-206 ED-207 ED-208 Practicum ED-209 ED-210 ED-211 Total V.

Educational Management & Administration

Special paper / Electives: V

Special paper / Electives: V

Community Participation Project - I

Community Participation Project - II

Institutional study Project

Semester I: Scheme of Instruction and Examination

100 100 100 100 100 50 50 50 650

Number of instructional days in First Semester = 96 (Theory = 65 days; Practicum = 31 days)

Semester II: Scheme of Instruction and Examination

ED 201 ED 202 ED 203 ED 204 ED 205 - 208 ED - 209 ED - 210 ED - 211

100 100 100 100 100 50 50 100 700

Number of instructional days in Second Semester = 96 (Theory = 65 days; Practicum = 31 days)

Number of instructional days in each semester = 65

Time: 3 hrs. Max. Marks: 75

OR 9. b) 10. a) OR 10. b) 11. a) OR 11. b) 12. a) OR 12. b) 13. a) OR 13. b)

Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

Course content UNIT-1 Philosophy of Education 13 hours

c) Radical philosophies of education: Marxism.

UNIT II Philosophies of Education in India 13 hours

UNIT III Sociology of Education 13 hours

UNIT IV Education as a Social process 13 hours

UNIT V Social Dimensions of Education 13 hours

Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

UNIT- II Understanding Development of the Learner and Teaching 13 hours

UNIT-III Understanding the Learning and Motivation of the Learner 13 hours

UNIT-IV Personality Development of the Learner 13 hours

UNIT-V Learners Assessment and Areas of Individual Differences 13 hours

Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

UNIT - IV Data Processing and Analysis

Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

UNIT I: Introduction to Computers in Education 13 hours

UNIT II: Multimedia in Education 13 hours

UNIT III: Internet and Education 13 hours

Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

ED-105 Special paper: Paper V: (A) ALTERNATIVE EDUCATION

Unit-I Introduction 13 hours

Unit-II Adult Education and Development 13 hours

3.5 Role of mass media in Adult Education

Unit IV Lifelong / Continuing Education 13 hours

Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

ED-106 Special paper: Paper V: (B) ENVIRONMENTAL EDUCATION

Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

Human Rights Education 13 hours

Human Rights Education 13 hours

Values and Value Education

Faculty of Education, Osmania University M.Ed. Syllabus (First Semester)

ED-108 Special paper: Paper V: (D) TRIBAL EDUCATION

Unit II Tribal Welfare in India 13 hours

Faculty of Education M.Ed. Syllabus (First Semester)

develop an understanding about school governance and administration among students;

ii. iii. iv.

Faculty of Education M.Ed. Syllabus (First Semester)

i. ii. iii. iv.

Course Content / Activities: