CONTENT
EDU-HC-5016
Unit-1 Measurement and Evaluation in Education
• Meaning and concept of measurement, Functions of measurement, Types
of measurement, Scales of measurement
• Evaluation -Its meaning, basic principles
• Relationship and difference between Measurement and Evaluation
• Examination and Evaluation
• Formative and Summative evaluation
• Role of evaluation in education
Unit-2 Test Construction
• General procedure of Test Construction and Standardization
• Item Analysis
• Characteristics of a good test
• Validity, Reliability, Objectivity and Norms
Unit-3 Educational Achievement Test
• Meaning and objectives of Achievement Test
• Difference between Achievement test and Intelligence Test
• Construction of Educational Achievement Test
• Different types of Educational Achievement Test
Unit-4 Personality Test
• Personality Test- Meaning and Nature
• Types of Personality Measurement
- Subjective Technique (Personality Inventory or Questionnaire-MMPI)
- Objective Technique (Rating Scale)
- Projective Technique (Thematic Apperception Test, Ink-Blot-Test)
- Situational Technique (Psycho Drama)
Unit-5 Laboratory Practical
• Ink Blot Test
• Free Association Test, Control Association Test
• Personality Test for Introversion-Extroversion
EDU-HC-5026
Unit-1 Introduction to Guidance
• Meaning, objectives and scope of guidance
• Need and principles of guidance
• Types of guidance and their importance : Educational guidance, Vocational guidance, Personal guidance, Social guidance, Health guidance
Unit-2 Introduction to Counselling
• Meaning, objectives and scope of counselling
• Need and principles of counselling
• Types of counselling : Directive, Non-directive and Eclectic counselling
• Relation between Guidance and Counselling
Unit-3 Organization of guidance service
• Meaning of guidance service
• Need and principles of organizing guidance service
• Components of guidance service: counselling service, techniques of counselling service
• Qualities of a good counsellor
Unit-4 Guidance needs of students
• Guidance needs of students in relation to home-centred and school-centred problems
• Group guidance and Group counselling
• Guidance for CWSN
• School Guidance Clinic
Unit-5 School guidance programme
• Importance of guidance and counselling cells in educational institutions
• Follow-up Services
• Role of the Head of the institution and parents in guidance and counselling
• Challenges and functions of the teacher as guidance provider/ counsellor
EDU-HE-5016
Unit-1 Continuing Education
• Continuing Education: Meaning, Nature and objectives
• Functions and Scope of Continuing education
• Significance of continuing education
• Meaning and nature of different Aspects Continuing education: Fundamental education, Adult education, Social education & Extension education
• Agencies of continuing education
Unit-2 Methodologies and Issues of Continuing Education
• Different methods of Continuing education
• Strategies and devices of continuing education
• Role of Mass-media in continuing education
• Issues of continuing education in India
Unit-3 Open Education
• Open Education: Meaning, Characteristics, Objectives and Types
• Open School: Meaning and role of NIOS
• Open University: Meaning, Characteristics, Objectives and development
• Role of Open university in Continuing education
Unit-4 Adult Education
• Meaning and Development of Adult education in India
• Different kinds of adult education in India
• Methods of Teaching adults
• Planning adult education programmes in Assam for empowerment of
rural women
• Problems and Solution of Adult Education in India
Unit-5 Recent Literacy programmes in India
• Changing concept of Literacy
• National Literacy Mission 1988
• Total Literacy Campaign and Post Literacy programme
• Shakshar Bharat Mission
EDU-HE-5026
Unit-1 Introduction to Developmental Psychology
• Meaning, definition, nature and scope of developmental psychology
• Different methods of studying developmental psychology
• Hereditary and other factors that affect pre-natal development
• Periods of pre-natal development
• Characteristics of pre-natal development
• Precautionary measures to be taken in pre-natal development
Unit-2 Infancy
• Characteristics of infancy
• Different developmental aspects during infancy
- Physical development
- Cognitive development
- Motor development
- Language development
- Emotional development
• Conditions that affect parental attitude towards the infant
• Role of family in the development of infant
Unit-3 Childhood
• Characteristics of childhood
• Developmental tasks of childhood
- Physical development of early and late childhood
- Emotional development of early and late childhood
• Influence of family and school in social and personality development in
childhood
Unit-4 Adolescence
• Meaning and definition of adolescence
• Need and importance of studying adolescence
• Characteristics of adolescence
• Developmental tasks of adolescent period
• Adolescence – age of transition
• Physical changes during adolescence
• Intellectual development during adolescence
Unit-5 Social, Emotional and Personality Development of Adolescence
• Social development during adolescence
• Role of family, school and peers in the development of adolescence
• Emotionality during adolescence
• Personality development during adolescence
• Adjustment problems and juvenile delinquency
EDU-HE-5036
Unit-1 Basic Concept of Human Rights
• Concept and Nature of Human Rights
• Scope of Human Rights
• Concept, objectives, principles of Human Rights Education
• Needs and Significance of Human Rights Education in India.
• Human Rights Education at Different levels:
- Elementary level
- Secondary level
- Higher level.
• Methods and Activities of Teaching Human Rights
• Curriculum of Human Rights Educatio
Unit-2 United Nations and Human rights
• Universal Declaration of Human Rights (1948) by UN
• UN and Promotion and Protection of Human Rights
• Human Rights and Indian Constitution
• Fundamental Rights similar to the UN Human Rights in Constitution
of India
Unit-3 Human Rights – Enforcement Mechanism in India
• Human Rights Act – 1993
• Human Rights Commission – role and objectives
• Judicial organs – Role of Supreme Court and High court in India
• Commission of Women and Children in India
Unit-4 Role of Advocacy Groups for Promotion of Human Rights
• Role of Global Agencies: UN, UNESCO, Vienna Declaration
• Role of Government and Non-Governmental Organizations;
• Role of educational institutions
• Role of press and mass media
Unit-5 Human Rights and Marginalised Sections
• Human Rights related to Racial Discrimination
• Human Rights related to Religions and Religious Minorities
• Human Rights related to Linguistic Minorities
• Human Rights related to Communal Minorities
• Human Rights related to Refugees
• Human Rights related to Aged
• Human Rights related Women and Children
• Human Rights related to Differently Abled
• Human Rights related to Transgender
EDU-HE-5046
Unit-1 Conceptual Framework and Historical Perspectives of Teacher Education in India
• Teacher Education-Concept, scope and aims and objectives
• Need and Significance of Teacher Education in 21st Century
• Types of Teacher Education-Pre-service and In-service
• Development of Teacher Education in India
• Shifting focus from Teacher Training to Teacher Education
Unit-2 Teacher Education For Different Levels of Education
• Preparation of Teachers for Pre-Primary Level of education
• Preparation of Teachers for Primary Level of education
• Preparation of Teachers for Secondary Level of education
• Preparation of Teachers for Higher Level of education
Unit-3 Structure and Organisations of Teacher Education in India
• Basic Training Centre (BTC)
• District Institute for Education and Training (DIET)
• State Council for Educational Research and Training (SCERT)
• National Council for Educational Research and Training (NCERT)
• National Council for Teacher Education (NCTE)
• National University of Educational Training and Administration
(NUEPA)
• Regional Colleges of Education
Unit-4 Status of Teacher Education in India: Trends, Issues and Challenges
• Skill and Competency based Teacher Education, Flanders Interaction
Analysis, Micro Teaching and Simulated Social Skill Teaching (SSST)
• National Curriculum Framework for Teacher Education (NCFTE), 2009
• NCTE Regulations, 2014
• Present problems of Teacher Education in India and their solution
• Quality Assurance in Teacher Education and its challenges
Unit-5 Quality, Responsibility and Professional Ethics of Teachers
• Qualities and responsibilities of a teacher
• Teacher as a Facilitator, Counsellor and Practitioner-Researcher
• Role expectations of Teachers in twenty first century
• Professional ethics and accountability of teachers
