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SEMESTER - III
PAPER -1 :
EDUCATIONAL STUDIES : STRUCTURE,POLICY AND PRACTICE
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S.No |
UNIT
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(TOPIC) |
BY
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1 |
UNIT -1 |
Foundational
Perspectives of Education
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1 |
Education
as a socially contrived system influenced by
social, cultural, political,
economic and technological factors. |
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2 |
Critical
analysis of concepts, principles, assumptions
and contexts related to issues all that are
unique to education discipline, sustainable
education such as schooling, curriculum,
syllabus, textbooks, assessments,
teaching-learning process and their linkage to
pedagogy and practices. |
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3 |
School
education: Contemporary Challenges. |
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4 |
Prioritizing the aims of Indian education in the
context of democratic, secular and a human
Society. |
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5 |
Procedure
of bridging gap in the process of knowledge
construction between
1:
school knowledge and out of school knowledge .
2:Experimental knowledge and Empirical
knowledge.
3:theoretical knowledge and Practical knowledge.
4:
universal knowledge and contextual knowledge.
5:Conceptsof quality and excellence in education
in relation to quality of life. |
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2 |
UNIT -2 |
Nature of Education
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1 |
Interdisciplinary nature of Education :
Relationships with disciplines/ subjects such
as Philosophy, Psychology, sociology,
management, economics and anthropology |
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2 |
Contribution of science and technology to
education and challenges ahead. |
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3 |
Role of
peace and other values, ethics in education
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4 |
Issues In
planning, management and monitoring school and
teacher education in
relation to behavioral management and its allied
principles. |
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3 |
UNIT -3 |
School: System,
Environment and Management
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4 |
UNIT -4 |
Educational Agencies
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1 |
Ministry and other
government agencies. Academic institutions:
Role,involvement issues related to control and
autonomy. |
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2 |
Complementary
participation of different stakeholders in
school education. Role of Media, use of
technology, NGO's, Civil Society Groups, Teacher
Organizations,
family and Local Community. |
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3 |
Support to curricular
Engagement in schools, Monitoring and evaluation
of schools |
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4 |
Conceptualism of learning resources: Textbooks,
reference books, workbooks,
Multimedia and ICT, School Library, SLM etc. |
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5 |
Constitutional provisions
of Education |
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5 |
UNIT -5 |
Equality in Education
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1 |
Equality in
educational opportunities. Critical analysis of
the ways in which schooling, teaching-learning
and curriculum contribute to the social
inequality. |
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2 |
Education
of the socio-economically deprived groups based
on gender, local
(rural/urban), income, differential and
different disabilities as reflected in the
society. Policy of inclusion and
multi-foundational opportunities to learning
disability |
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3 |
Understanding Indian society: with reference to
multilingual, multicultural and
other diversity. Young children and social
policy. |
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4 |
The Basic
Concepts/issues of education with reference to
kind of concerns the NCF 2005 has raised. |
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