LESSON PLAN FOR B.A.

EDUCATION
(OLD SYLLABUS)

SEMESTER COURSE TITLE MARKS

I ES 101: Philosophical and Sociological Foundations of Education 100

II ES 201: Educational Psychology and Pedagogy 100

III ES 301: Development of Education in India 100

IV ES 401: Issues and trends in contemporary Indian Education 100

ES (H) 505: Educational Evaluation and Statistics in Education 100

V
ES (H) 506: Educational Management and Educational Technology 100

ES (H) 507 : Educational guidance and curriculum 100

Construction
ES ( H) 608 : Educational thought and Practices. 100
VI
ES (H) 609: Child Psychology 100

ES (H) 610: Experimental Education and Statistics 100

Or
Project work.

Total = 1,000 Marks

 Core Course
First Semester
ES: 101 : PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION.

Course Topics Sub – Topics Lectures No. Name

contents & of of
Practical Days Faculty
Unit – 1 Concept, - Education as a science, social process and
scope, human resource development.
aims and - Individual and social aims of education.
functions - Development of basic knowledge,
of interest, appreciation leading to self
education actualizationand successful living.
- Development of social, moral and spiritual
values.
Unit - 2 Role of - Science of Education and Philosophy of
Philosophy education
in - Idealism, naturalism, realism and
Education pragmatism – their contribution to
present dayeducation
- Educational thought of Plato, Aristotle,
Rousseau, Froebel and Dewey
Unit-3 Freedom - the concept of freedom and discipline.
and - relationship between discipline, liberty and
discipline democracy.
- importance of discipline in social life.
Unit – 4 Sociology - Nature and scope of educational sociology
and - Need for sociological approach in
Education education.
- Education as an agency of social change
- School as a social sub-system
- Mass media as a social means
Unit – 5 Social - Social groups, social interaction and social
group, stratification
culture and - Education and Culture
Social - Problems of equalization of educational
problems opportunities, education of backward
classes,illiteracy and social education,
role of the community in solving social
problems in the field of education
 Core Course
Second Semester
ES: 201: EDUCATIONAL PSYCHOLOGY AND PEDAGOGY.

Course Topics Sub – Topics Lectures No. Name

contents & of of
Practical Days Faculty
Unit – 1 Educational - Definition of Psychology
Psychology - Relationship between Psychology and
education
- Nature, scope and methods of
Educational psychology
- Application of educational
psychology in teaching -learning
and understandingindividual’s
behaviour
- Psychological basis of mental life
- Social, moral and intellectual
development
- Individual difference and creativity

Unit - 2 Personality, - Definition, meaning and nature

its types and - theories of personality (Freudian)
traits - Determinants of personality
- types and traits of personality

Unit-3 Learning : - Learning and maturation

Meaning, - Learning and motivation
nature and - Theories of learning (Thorndike and\
factors Skinner)
- Insightful learning
Unit – 4 Pedagogy - Science of teaching-relationship between
and its teaching and learning
implications - Factors affecting teaching-learning
process
- Input and Output variables
- General principles of teaching, maxims of
teaching, fundamentals of teaching
Unit – 5 Classroom - Characteristics of good teacher behaviour
behaviour - Flander’s interaction analysis
- Functions of a teacher
- Traditional, Macro and Micro-teaching
 Core Course
Third Semester
ES: 301: DEVELOPMENT OF EDUCATION IN INDIA

Course Topics Sub – Topics Lectures No. Name

contents & of of
Practical Days Faculty
Unit – 1 Education in - Vedic education : aims of
ancient India education, process of
education, curriculum and
organization
- Buddhist education : aims of education,
curriculum and the four eternal truths.

Unit - 2 Education in - Types of educational institutions, state

Medieval patronage in educational endeavour.
India - Islamic education: its salient features,
objectives and curriculum.

Unit-3 Education in - Indigenous education in India at the

British India beginning of the 18th century – The
Charter Act 1813, Macaulay’s Minute,
1835, Wood’s despatch 1854, Report
of Hunter Commission 1882,
Gokhale’s bill for compulsory
education, University Education
Commission 1902, Calcutta University
Education Commission 1917, Hartog
Committee Report 1929.
Unit – 4 Development - Recommendations of University
of Indian Education Commission 1948-49,
Education in Secondary Education Commission
the Post- 1952-53, Kothari Commission 1964-
independence 66, NPE 1986 and POA 1992.
period.
Unit – 5 Development - Education in Manipur during the pre
of Education and post independence periods:
in Manipur Elementary education, Secondary
Education, Higher Education and
teacher education.
 Core Course
Fourth Semester
ES: 401: ISSUES AND TRENDS IN CONTEMPORARY INDIAN EDUCATION

Course Topics Sub – Topics Lectures No. Name

contents & of of
Practical Days Faculty
Unit – 1 Elementary -Aims and objectives, universalization,
Education girl’s education, problems of non-
retention, functions of DIETS, NCERT,
SCERT, Operation Black Board, District
Primary Education programmes and SSA.

Unit - 2 Secondary - Aims and objectives of general and

Education vocational secondary education
- Role of NCERT, SCERT, NUEPA,
CBSE, Board of Secondary Education
and Council of Higher Secondary
Education, Manipur.
Unit-3 Alternative - Elementary, Non-formal, National Adult
Schooling Education programme, Mass programme
of Functional Literacy, National Literacy
Mission, Total Literacy campaign, Post-
Literacy campaign, Jana shiksha Nilayam.
Unit – 4 Continuing - Open Learning system – general and
Education liberal
- Mass media, communication process.
- Use of software in education
- UGC programmes for open learning
system.
Unit – 5 Population - Sex Education
education, - Adolescent Education
Value - Fundamental life skills
education and - Value oriented education
work - Work experience and SUPW
experience - Environmental education
 Core Course
Fifth Semester
ES (H) 505: EDUCATIONAL EVALUATION AND STATISTICS IN EDUCATION

Course Topics Sub – Topics Lectures No. of Name

contents & Days of
Practical Faculty
Unit – 1 Educational - Meaning and scope of educational
Evaluation measurement
- Need for measurement in Education
- concept of evaluation in Education,
relation between measurement and
evaluation.

Unit - 2 Types of - Formative and summative evaluation

evaluation - Quantitative and qualitative evaluation
- Principles and techniques of Continuous
and Comprehensive Evaluation

Unit-3 Measuring - Errors in measurement

instruments - Types of scales in educational measurement
and their - Characteristics of good measuring
classifications instruments – reliability, validity and
objectivity –methods of determination
- General principles of test construction and
standardization
Unit – 4 Statistics in - Meaning, Nature and scope of Educational
Education Statistics
- Measures of central tendency – their uses
and limitations.
- Measures of variability - their uses and
limitations.
- Concept of normal distributions and their
uses.
Unit – 5 Types of data - Grouped and ungrouped data
and bivariate - Graphical presentation of data –
distribution Pie-diagram, histogram,
polygon, cumulativefrequency
graph – ogive and their uses.
- Scattergram, correlation, computation of
co-efficient of correlation by
rankdifference,product moment method,
interpretation of co-efficient of
correlations.
- application of computer in data processing.
 ES (H) 506: EDUCATIONAL MANAGEMENT AND EDUCATIONAL TECHNOLOGY

Course Topics Sub – Topics Lecture No. of Name

contents s& Days of
Practic Faculty
al
Unit – 1 Educational - Concept of Educational management,
management meaning, nature, need and scope.
- Types of educational management
– Centralised and decentralized,
external and internal, authoritarian,
democratic, dynamic and Laissez -
faire.

Unit - 2 Financial - Sources of income, pattern of plan and non-

management plan expenditure and problems of finance.
and - Management of educational finance with
managerial reference to state Educational finance.
behaviour - Factors affecting managerial
behaviour – personal, social,
cultural, political andinstitutional.

Unit-3 Educational - Meaning, need and significance of

planning educational planning
- Types of educational planning, strategies in
educational planning.
- Steps in educational planning – centre, state
and district
- Institutional planning and management.
Unit – 4 Educational - Concept and scope of Educational
Technology technology.
- Communication process : theory, concept,
nature, process, components.
- Types of communication, mass media
approach in educational technology.
Unit – 5 System - System approach in educational process.
approach to -Institutional system designing : Concept,
instruction components, physical and human resources,
steps
-Innovations in Educational technology,
Programmed Learning Material, personalized
system in Instruction, Computer Assisted
Instruction, simulated teaching and distance
teaching.
 ES (H) 507: EDUCATIONAL GUIDANCE AND CURRICULUM CONSTRUCTION

Course Topics Sub – Topics Lectures No. of Name

contents & Days of
Practical Faculty
Unit – 1 Educational - Meaning, Nature and scope of guidance
guidance - Need and importance of educational
guidance
- Basic data necessary for educational
guidance-abilities, aptitudes, interest,
attitudes,educational attainments and
personality traits.
- Construction, administration and
interpretations of cumulative record
cards andindividual inventories.
Unit - 2 Vocational - Purpose and functions of vocational
guidance guidance, relationship between
educational andvocational guidance,
vocational guidance and work
education.
- Job analysis and occupational information
services.

Unit-3 Concept of - Meaning, nature and scope of counselling,

Counselling different types of counselling.
- Various steps and techniques of
counselling.
- Necessary personal and professional
qualities of a good Counsellor.
- Role of Counsellor in Secondary Schools.
- Relationship between guidance, counselling
and teaching
Unit – 4 Curriculum - Curriculum : concept and nature.
Construction - Traditional and modern concept of
curriculum.
- Principles of curriculum construction.
- Sociological and psychological foundations
ofcurriculum.
Unit – 5 Curriculum - Role of the local, state and national level
development agencies in curriculum development
and its - National Curriculum Framework – a critical
process study.
 Core Course
Sixth Semester

ES (H) 608: EDUCATIONAL THOUGHT AND PRACTICES

Course Topics Sub – Topics Lectures No. of Name
contents & Days of
Practical Faculty
Unit – 1 Jean Jacques - His educational ideas, aims of education
Rousseau for the Emile and Sophy.
- Methods of teaching and role of the
teacher.
- Rousseau’s contribution in the field of
education.

Unit - 2 John Dewey - His philosophy, aims of education,

democracy and education.
- Scheme of education and methods of
teaching.
- His contributions in the field of education.

Unit-3 Rabindranath - His philosophy of education and teacher-

Tagore student relationship.
- Methods of teaching, religious and spiritual
education.
- Tagore’s Shantiniketan and Vishva Bharati.
Unit – 4 Swami - His educational philosophy, Aims of
Vivekananda education and views about the curriculum.
- Methods of teaching and place of the
teacher.
- Evaluation of his philosophy of Education.
Unit – 5 Mahatma - His philosophy of education and aims of
Gandhi education.
- Methods and procedures of education,
curriculum and content of education.
- Evaluation of his philosophy of education.
 ES (H) 609: CHILD PSYCHOLOGY

Course Topics Sub – Topics Lectures No. of Name

contents & Days of
Practical Faculty
Unit – 1 Nature and - The relevance of child development to
Scope educational practice.
- Importance of Early Childhood years.
- Modern approaches to Child study.

Unit - 2 General - Developmental principles, factors

Nature of affecting development.
Growth and - Development during the pre-natal, post-
Development
natal, neo-natal stages.
- Characteristics and needs of new born
child and his/her early experiences.

Unit-3 Development - Physical and motor development.

upto Pre- - Speech and Language development,
adolescence Perceptual development.
- Emotional development, Social
development and process of socialization
Unit – 4 Development - Concept formation, readiness and
of maturation as related to learning.
Understanding
- Value of play, types of play, play and child
and
Intelligence
development.
- Individual differences in abilities, interest
and their educational implications.
Unit – 5 Development - Fundamental needs and their satisfaction.
of Self and - Role of the family, school, peers.
personality - Problems of adjustment, normal and
abnormal patterns of behaviour in
differentstages.
 ES(H) 610 : EXPERIMENTAL EDUCATION AND STATISTICS.

FIRST HALF: 50 marks. Experimental work & Test Administration.

Distribution of marks :
Experiments and Test Administration : 20
Note Book : 15
Viva-Voce : 15

List of Experiments:
1.Memory a) Immediate memory span
b) Immediate recall and recognition

2.Learning a) Maze/Mirror learning

b) Part and whole learning
3.Fatigue (a) Physical Fatigue
(b) Mental Fatigue

List of Tests :
1. General Mental Ability : (a) Verbal Test
(b) Non-verbal Test
(c) Performance Test.
2. Personality : (a) Inventory/Checklist
(b) Thematic Apperception Test/Inkblot Test.
(c) Attitude scale/values test.
3. Achievement: Preparation of an achievement test of 50 items of five
types on aschool subject. This will be an exercise in
test construction and standardization.

SECOND HALF: 50 Marks. Test Development and statistical indices.

Distribution of marks:

Test construction & standardization : 20

Note Book : 15
Viva-Voce : 15
Test Development:
1. Item preparation, Item revision and Item analysis - Index of difficulty, Index of
discrimination.
2. Test reliability and its determination.
3. Test validity and its determination.

Statistical Measures and Calculation :

1. Norms and their calculation/computation.
2. Sociometry and its application/use in classroom management.
3. Determination of association among two variable - Rank-difference and product momentcoefficients of
correlation and their calculation and interpretation.
Note:
1. Students should be prompted to prepare their own test materials/tools of assessment appraisal and
evaluation as far as possible.
2. The record of experiments/practical work/statistical exercises should be maintainedin a practical Note-
Book prepared by each student which may be regularly/duly inspected and scanned by the concerned
teacher throughout the academic session.
3. The final year - end examination will be conducted by an external examiner in collaboration with the
internal examiner, a senior qualified teacher of the subject,Education or Psychology.
OR
PROJECT WORKES(H) 610

Distribution of marks.
Project Report 75 marks.
Viva-Voce Test 25 marks.

Each student offering project work will select a topic under the guidance of the assigned teacher who will
act as his project supervisor. The sheeted topic will be related to one of the areas, papers or units
prescribed in Education Honours course. Itwill cover the following steps :
(a) Selection and definition of the problem
(b) Review of the related literature
( c ) Collection, Analysis and Interpretation of Data
(d) Findings and conclusions
(e) Implication for Educational theory and Practice.
The project report will be submitted in typed formed ( two copies) on dissertation size (A4) paper
and shall have not less than 50 pages. In addition, it shall have a brief summary (three to five pages) and a
short bibliography. The project work will be an exercise in acquaintance and awareness with the elements
of research methodology and statistical analysis.
The project report will be prepared under the guidance of a senior teacher and will be evaluated by a
Board of Examiners consisting of (a) Head of the Department or Principal of the college, (b) the
Supervisor and (c) at least one external examiner, likewise, the viva-voce will be comprehensive in
nature and will be conducted by two examiners one internal (supervisor of the candidate) and the other
external ( expert in Education discipline).
As a guiding rule the external examiner who evaluates the project report will be associated with the
conduct of the viva-voce examination. The size of sample studiedwill be a randomly selected group of 50
to 100 students or case studies of at least five educational institutions or case studies of 10 to 15
deviant/exceptional/disabled individuals. Studies of the following may be encouraged in project work.
(a) Truant, Mentally retarded, Gifted, Creative, Problem, Slow learning, Drop-out etc.
(b) Senior, popular, National awardee successful teachers.
( c ) Successful, Innovative, Experimental, Educational Institutions or organizations.
(d) New, Imaginative educational programmes, Policies Projects.
(e) Comparative studies of two educational philosophers, thinkers, social activistsor such
studies of two states, countries, cultures, village communities.

Note :
The students shall submit the project work for evaluation at least one month before the commencement
of theory examination and the viva-voce test shall beconducted within one month of the last theory paper
so that the declaration of examination result is not delayed.