PAPER – I: Principles of Education and Human Development.
(Part-A)
Unit-I Concept of Education :
Education – meaning, nature, scope & process with reference to Eastern and Western thoughts. Education as social process. Aims of Education-Individual and Social with reference to Eastern and Western views. Objectives of Education at different levels from Elementary to Higher Education , Formal, Nonformal & Informal. Education and its agencies. Education for Training in cognitive, affective and Psychomotor domains. Education in Ancient India – The concept of Dharma, Artha, Kama & Mokhya. Education and its features in the Vedic system- Budhist system & Islamic system with reference to the concept aims, process and significance .
Unit –II Philosophical foundations of Education.
Contributions of Idealism, Naturalism, Realism, Pragmatism to the present educational system, existentialism, eclecticism. Contributions of Gandhi, Tagore, Aurobindo, Vivekananda, Froebel, Herbart to the field of Education. Contributions of Pandit Utkalmani Gopabandhu Dash and Kabibar Radhanath Ray to the development of Education in Odisha.
Unit – III Sociological Foundations of Education.
Meaning and nature of Educational Sociology.
Relationship of Sociology and Education,
Education-as social sub-system :- specific characteristics.
Education and the home
Education and the community with special reference to Indian society.
Education and modernization
Education and politics
Education and religion
Education and culture
Education and democracy
Socialization of the child
Meaning and nature of social change
Education as related to social stratification and social mobility.
Education as related to social equity and equality of educational opportunities. Constraints on social change in India (Caste, ethnicity, class, language, religion, regionalism). Education of the socially and economically disadvantaged sections of the society with special reference to Scheduled Castes and Scheduled Tribes, women and rural population.
Unit – IV Development of Modern Indian Education.
Development of Indian Education – During pre independent and Post independent period. Recommendation of Maculay’s Minutes (1835), Woods Despatch, Sargent Plan. Hartog, Committee, Calcutta University Commission, Radhakrishnan Commission.
Secondary Education Commission(1952-54); Indian Education Commission.(1964-66); National Education Policy(1968); National Policy on Education 1986 and Programme of Action, 1992.
( Part- B)
Unit – V Growth and Development.
Concept of Growth, Development and Maturation.
Principles of Development, Factors affecting Development. Dimensions of
Development :- Physical, emotional, mental, social & moral.
Problems of adolescents.
Psychology of adult learnes.
Personality:- Concept and development. Type and Traint theory, Pschodynamic Approach, Humanmistic Approach, Indigenous Ideas of self and consciousness : Annamaya, Pranmaya, Monomaya, Vigyanmaya, Anandmaya, Kosa, Atman. Defence mechanism :- stress, frustration, conflict, coping with confilict:
Unit – VI Teaching Learning Process.
Learning : Concept and process.
Theories of Learning: Conditioning and coqnitive theories with special referent to Thorndike’s connectionism, Skinner’s operant conditioning, Contributions of Gagne, Ausubel, Bloom, Piaget, Bruner to learning process. Constructivism in Education.
Transfer of Learning, Theories of Transfer.
Motivation : Theories, Techniques of motivating the learners with special reference to Need Hierarchy Theory (Maslow) and Achievement Motivation(Atkinson).
Unit – VII Higher Mental or Cognitive abilities :
Intelligence : Concept, meaning, and measurement of Intelligence, Special reference to S.I. , Model of Intellect (Guilford), Triarehic Theory(Sternberg), Multiple Intelligences (Gardner), Emotional Intelligence (E.I.), Spritual Intelligence (S.I.).
Creativity : It’s nature & process. Characteristics of a creative person, Measurement of creativity. Fostering creativity. Thinking , Problem solving, Reasoning, Imagination.
Unit – VIII Evaluation in Education.
Evaluation – concept, types- Placement, Formative, Diagnostic, Summative Continuous and comprehensive evaluation.
Recent Trends in Evaluation – Grading, Reporting Evaluation results and its interpretation. Semester system and Question Bank.
Measures of Central Tendencies: – Mean, media and mode
Measures of variability :- range, average deviation quartile deviation & standard deviation.
Standard score :- ‘z’, score, ‘T’ score, “c”score & stennine score.
Normal probability curve:- meaning, properties and uses in interpreting testresults.
Monitoring system for programme Evaluation at different levels of Education.
PAPER – II: TRENDS AND ISSUES IN EDUCATION
Section – A
Unit – I Administration, Management & Supervision of Education
Concept of Administration & Supervision Educational Management :- Functions & Roles of Management, Interpersonal, Informational, Decision-Making, Conflict Management, Job Analysis, Work Motivation.
Administrative Structure of Education in the State and Centre. Structure and Functions of UGC,NAAC, AIU, AICTE, NCTE, ICSSR, ICA, CABE, NCERT, NIEPA, CBSE. SCERT, SIET, ELTI, SRC for A.E, BSE, CHSE. School Complex, School Improvement Planning and Institutional Planning and Management.
Odisha Examination Act, 1988. Equality of Educational Opportunities, Universalisation of Elementary Education. DPEP, Sarvasikshya Abhiyan, NLM.
Finance Management in Education at – Primary, Secondary, Higher, Adult & Nonformal and Technical Education.
Grant in Aid system, Role of Central, State and Local bodies in Education finance. Classification of Educational Expenditures.
Unit – II Issues in Education
Value and Peace Oriented Education – Meaning, Nature, Objectives, & programmes.
Population Education, Adolescent Education. Adult and Non-formal Education- Need, Problems and Strategies. Vocationalisation of Education – Need, importance; and programmes. Distance and Continuing Education – Need, importence and functions.
Education for All. Work-experience , Socially Useful Productive work. Environmental Education – need, causes of pollution & preventive measures. Health, Nutrition & School Hygience.
Unit – III Education of Children with Special Needs.
Identification of Children with special needs. Education for Mentally challenged, visually impaired, Hearing impaired; and Orthopedically Handicapped children – Characteristics, degree of impairment, Learning disability, Educational programmes, Segregation to Inclusion. Education of Gifted and Creative children – Characteristics and Educational programmes.
Education for socially and economically disadvantaged children of the society with reference to S.C., S.T., Women and Rural population. Role of Teachers in the Education of Children with special needs.
Unit –IV Educational Technology.
Meaning and Scope of Educational Technology. Educational Technology as system approach to education and its characteristics. Components of Educational Technology – Software and Hardware Multi-Media Approach in Educational Technology.
Designing Instructional Strategies-Lecture, Team-teaching, Discussion, Pannel Discussion, Seminars, Symposia and Tutorials. Communication process-Concept of communication, principles, models and barriers.
Programmed learning, Microteaching , Simulated Teaching.
( Part – B )
Unit – V Education & National Development.
Education & Modernisation
Education and Culture
Education and Religion
Education for National Integration and International Understanding.
Education for Human Resource Development.
Education related to social stratification and social mobility.
Unit – VI Teacher Education
Objectives, level specificity of Teacher Education Strategies for Teacher Education – Pre service, In-service programmes. Staff development programmes – Oriental course, refresher course. Summer school, – Linking the programmes to career advancement. Teacher as a role model, Teaching as a profession , professional ethics. Role of Teachers Organisation for development of Primary & Secondary Education and professional development of teachers.
Unit – VII National System of Education
National policy on Education 1986 & Programme of Action 1992 – Aims objectives of Education envisaged in the policy. Salient features as proposed in NPE for various stages.
Objectives of Vocational Education. National system of Education – need, objective structure & curriculum. Concept of ensuring Minimum Learning Out-comes, measures for achieving Minimum Learning Out-comes in each subject area.
Unit – VIII Information Communication Technology (ICT)
Conceptof computer and types. Software, Hardware and its application Operating system, and application software Preparation & Delivery of Lessons/Lectures by using Computer – Collection, Preparation, presentation, evaluation, reporting. Use of Internet (WWW) in professional development – Collection & processing of information, presentation, reporting and evaluation.
