SYLLABUS

POST GRADUATE DEGREE IN ADULT & CONTINUING EDUCATIONM.A. (ADULT & CONTINUING EDUCTION)

Norms, Regulations & Course Content

DEPARTMENT OF EDUCATION COLLEGES OF ARTS & COMMERCE

ANDHRA UNIVERSITY, VISAKHAPATNAM2010-2011

POST GRADUATE DEGREE IN ADULT & CONTINUING EDUCATIONM.A. (ADULT & CONTINUING EDUCTION)

SEMESTER SYSTEM (WITH EFFECT FROM 2003 -2004)

1. The course fro the M.A. 9Adult & Continuing Education) Degree Examination shall be two years consisting of four semesters with field work and practical work

2. Candidates seeking admission into the course shall be required:a. To have passed Bachelor Degree of this University (other than BFA) and any other

University recognized by the Academic Council equivalent there to with 40% marks (Part II) in the University examination.

b. To have passed the entrance test conducted by Andhra University subsequently to become eligible for the purpose of admission. The question paper shall include the following:

i) Current Affairs and General Knowledgeii) Human Development Activities/Welfare Programmesiii) Concepts of Education, Adult Education, Non-formal Education, Continuing

Education.

3. Admission Procedure: Admission into the course shall be made according to the rules as prescribed by the university from time to time.

4. Academic Activity:a) The two year study consists of four (4) semesters, covering theory

papers, Practicals Rural or Tribal Out reach activity, Field Work and Dissertation ( See Annexure)

b) Every student shall be required to attend a minimum of 75% of theory classes and filed work in all the four semesters.i) Ten days rural/tribal camp in the Ii semesterii) One month filed work in any development organization and submit dissertation.

c) The candidate should organize a literacy centre during the course period in the afternoons of I & II semester by imparting literacy to illiterates and during III & IV semesters the students should organize health camps and also involve in the activities of developmental agencies and help neo-literates to self-sufficiency to encourage them in income-generating activities.

d) No student shall be allowed to appeal for the examination unless he/she completes to-day rural/tribal camp in II semester and 1 month fieldwork during IV semester

5. Scheme of Examinations:

a) All the theory papers in the four semesters shall be valuated by the eternal and internal examiners.

b) Camp Report shall be valued by internal and dissertation shall be Valuated by both the internal and one external examiner.

c) Assignment, Seminar papers, Reports on Adult Education activities be valued by the concerned internal examiners.

d) Viva-Voce examination be conducted at the end of Ii semester by the Board of Internal Examiners, Chaired by the Head of the Department and at the end of IV semester by both the internal and external examiners.

e) The medium of instruction and the examination shall be in English medium However, the students can be given option to write either in English or in Telugu.

f) A Candidate shall be declared to have passed the examination if he/she obtained not less than 40% of the total marks in all the semesters put together. A candidate shall be declared to have passed the examination if he obtains as paper minimum of 40% in theory, in dissertation and in viva – voce.

g) Candidates who have completed the course in each semester with required attendance as per the University norms after fulfilling other academic requirements shall be permitted to proceed to the next semester course irrespective of whether they have appeared or not at the previous semester examinations(s). Such candidates may be permitted to appear for the examination of earlier semesters with the examination of later semesters simultaneously.

h) If a candidate is unable to appear or fails or wants to improve he/shall be allowed to have three more consecutive chances in the years following the fourth semester examination.

i) If he/she fails in theory papers he/she may be allowed to appear for theory examination which includes all theory papers in the respective semesters. Similarly if he/she fails viva-voce or dissertation works he may be allowed viva-voce or dissertation only.

6. Classification: The Classification for pass division are:

a) 60% and above First Classb) 50% and above but below 60 % - Second Classc) 40% and above but below 50% - Third Class

7. Students appearing for improvement and also pass the examination in subsequent years shall not be awarded ranks.

ANNEXUREM.A. ADULT & CONTINUING EDUCATION

SEMESTER WISE PAPERS

I semester Marks

University Exam

1. Principles of Adult Education 1002. Policy Studies in Adult & Continuing Education 1003. Alternative Learning system 1004. Curriculum and Methods of Literacy Teaching 1005. Adult Psychology and Learning 100

II semester MarksUniversity Exam

1. Recent Trends in Adult & Continuing Education 1002. Training Methods in Adult & Continuing Education 1003. Research Methodology and Computer Application 1004. Management of Adult &Continuing Education Programmes 1005. Strategies of Voluntary Action 1006. a) Field work & Practical Assignment b) Viva-Voce

5050

Note:1. In each paper university examination for 3 hours duration2. Ten days camp either in rural and tribal areas is compulsory at the end of II semester3. One month stay in reputed NGO’s or any development agency and submit the dissertation is compulsory at the end of the course.

III semester MarksUniversity Exam

1. Community and Social Development 1002. Child, Women and Youth Development 1003. Material Development 1004. Extension Education and field-outreach 1005. Measurement and Evaluation 100

IV semester MarksUniversity Exam

1. Comparative Studies in Adult Education 1002. Human Rights Education 1003. Mass Media and Communication Development 1004. People’s Organization and Development 1005.a) Environmental Education (OR)

b) Population Education100

6. a) Field work & Dissertation b) Comprehensive Viva-Voce

100100

DEPARTMENT OF ADJULT & CONTINUING EDUCATIONANDHRA UNIVERSITY

SYLLABUS FOR POST – GRADUATE DEGREE IN ADJULT AND CONTINUING EDUCTION

(Proposed Syllabus 2003-2004)

SEMESTER - 1

Paper 1.1 – Principles of Adult Education (Paper – I_)

A. Philosophical Aspects:

1. Relationship of philosophy with Education- Definition of Education and Adult Education – Philosophy base for education and adult education.

2. Concept of Adult Education – Different types of Adult education.3. Paulo Freire principles of Education – Conscientizaion concept and its implications to

Adult Education.4. The essential philosophic traditions of India through the ages and their bearing on Adult

Education _ Ancient Indian Values and their impact on Adult Education – Sri Raja Ram Mohan Roy – Mahatma Mohan Das Karam Chand Gandhi – Sri Rabindranath Tagore – Sri Vivekananda – Sri Aurobindo – Dr. Radhakrishnan..

B. Sociological perspectives:1. Institutions – Family, Polity, Economy and religion – Role of Adult Education.2. Groups – Types of Groups – Group norms – Leadership – Types of Leadership – Role of

Leadership in Adult Education – Social stratification – Relationship between education, occupation and class.

3. Social Change – Sociological, Technological and Cultural factors – process of innovation and diffusion – Role of Adult Education in bringing social change.

4. Adult Education and National Development – Adult illiteracy – A social problem – Relationship between literacy and development.

5. Concept of culture – Culture and personality – Culture and Social change in modern India Concept of Tribal, Rural and Urban Society and its differences.

6. Migration and Adult Education.

Reference Books:

1. Aggarwal J.C., Philosophical and Sociological perspectives and Education – Shipra publications, New Delhi, 2002.

2. Agarwal J.C., Basic Ideas of Education, Shipra publications, New Delhi, 20013. Fransis Brown J., Eduational Sociology, prentice Hall, New York, 1979.4. Malcolm S,. Knowles, The Modern Practice of Adult Education, Association Press, 291,

Broadway, New York, 1970.5. Kuppuswamy, B., Social Change in India, Vikas Publishers, New Delhi, 1975.6. Jackson J.A., MIGRAION University press of Cambridge7. Freire Paul, The pedagogue of the Oppressed.8. Sohan Singh, Social Education: Concept and Methods, Orient Longman Publications,

Bombay.

Paper 1.2 – Policy studies in Adult and Continuing Education (Paper- 2)

1. Socio-political movements during pre-independence period of promotion of Adult Education: Library Movement (1911-1919), Co-operative Movement (1918-1936) and political movement (1937-1942): Individual Efforts to Adult Education- M. Viseswaraiah, Gadicherla Hari Sarvothama Rao, Sanivarpu Subba Rao, Prof. N.G. Ranga, Ayyanki Venkatramanaiah, Durgabai Deshmukh.

2. Major Policy trends in Adult Education during post – Independence period: Social Education (2949), Farmers Fuinctional Literacy programme (1967), Non-formal Education programme for Women and Youth (1975), National Adult Education programme 91978), National Literacy Mission 91988)

3. Institutions/organizations of Adult Eduction: Indian Adult Education Association; Literacy House (Lucknow); Andhra Mahila Sabha (Hyderabad); Seva Mandir (uadipur); Bengal Social Service League;

4. Case studies of Adult Education policies in selected states; Alternative Adult Education policy; Evaluating constraints and opportunities for change of individual, social, instructional levels.

5. Government policy on Adult Education with particular preference to state plan for Literacy, post literacy and Continuing Education; UGC policy on Adult/Continuing Education and Extension and filed outreach; Budget Allocation for Adult Education during Five year plans with reference to current plan.

6. Recommendations for the development of Adult Education and achieving education for All: UNESCO. UNDP, UNICEF and International Council for Adult Education (ICAE), Asian South pacific Bureau of Adult Education (ASPBAE); World Declaration on Education for all the Adult Education.

Reference Books:1. Allen Brent, Philosophical Fojndations for the Curriculum, George allen & Unwin

publishers Ltd., London, 1973.2. Bordia A. and other 9ed). Adult Education in India, Indian Adult Education, New Delhi.3. Daswani C.J., and Shah S.Y., (eds), Adult Education in India, Selected papers, UNESCO,

New Delhi, 2000.4. Directorate of Adult Education, The Long March to Literacy, Government of India, New

Delhi – 17.5. Dutta, S.C., History of Adult Education in India, IAEA, New Delhi, 1986.6. Lowe John, The Education of Adult: A world perspective, Paris UNESCO press, 1975.7. Ministry of Human Resource Development, New Policy on Education, Government of

India, New Delhi, 1986.8. Shah S.Y., An Encyclopedia of Indian Adult Education, National Literacy Mission,

MHRD. Government of India, New Delhi, 1999.9. Sohn Singh, History of Adult Education during British period, Indian Adult Education

Association, New Delhi, 1957.10. styler W.E., Adult Education in India, Oxford University Press, London, 1966.11. Rahi A.L., Adult Education policies and programmes, The Associated publishers, Ambala

Cantt., 1985.12. Joshi N., Glimpses of Continuing Education South Gujarat University, Surat, 1986.13. Kundu C.L., Adult Education – Academic perspectives, sterling publishers (P) Ltd., New

Delhi, 1984.14. UNICEF (1996), World Declaration on Education for all & Framework for Action to meet

Basic Learning Needs, World Conference on Education of all. UNICEF House. New York.

Paper 1.3 –Alternative Learning Systems (Paper- 3)

1. Education – Meaning & Concept – Definition – Objectives – Functions – Status of Formal Education System – Modifications needed in the Educational System, Deschooling movement – Emergence of the Non-formal Education.

2. Forms of Education – Formal – Non-formal and Informal Relationship between Formal and Non – formal Education.

3. Non-formal Education – Meaning & Concept – Definition – Objectives – Scope – Significance and varying functions of non-formal education – Typologies of Non formal education – Adult Education – Life long Continuing Education – Distance Education – Out of school Education.

4. Technology support Services : Computer aided Learning (CAL) – Computer Assisted Instruction (CAI) – the Internet – World Wide Web – Accessing NET for learning cable Television – Telecommunications, - Information Superhighway – Application in Indian Context.

5. Emerging Trends in Learning Systems : paradigm shit in the context of globalization and new information technologies – learning individuals to learning society – rigid curriculum to Cafeteria – Restricted admission policies to open admission policies – knowledge approach to vocational skill oriented approach – Learning for survival.

6. Organization, Administration, Monitoring and Evaluation of NFE systems in India.

Reference Books:

1. Allemano E., Non-formal Education, RAMS Project (Rural Assessment Manpower Surveys), Washington, D.C. Agency for International Development, 1981, 237 p.

2. Ansari, N.A., Adult Eduction in India, S. Chand & Company Ltd., New Delhi, 1984.3. Camillo Bonanni, Education for Human Needs, NFE Field Experiences and Designs, Indian

Adult Education, Association, 1982.4. Coombs P.H & Ahmed M., Attacking Rural poverty: How Non-formal Education can

Help, Baltimore, M.D., The johns Hopkins University Press, 1974 , 292 p.5. Coombs P.H., et al., New paths to Learning for Rural Children and Youth, New York,

International Council for Education Development, 1973, 133 p.6. Lengrand paul, an Introduction to Life long Education.7. Mohanty Jagannath, Adult and Non-formal Education, Deep and Deep publications, New

Delhi, 1991.8. Naik J.P., Some perspectives on Non-formal Education, Allied publisher Pvt Ltd., New

Delhi, 1997.9. Rami Reddy G., An Open Learning System – Innovative Model of Learning.10. Sandeep P and Madhumathi E., Non-formal Adult & Continuing Education: Insights for

21st Century, Veera Education Services Consultancy (PVT) Ltd., Secunderabad, 2000.11. Shah S.Y., Indian Adult Education – Historical Perspectives, J.N.U. New Delhi, 1993.12. Madam Singh, Adult Education In India, the Associated publishers, Ambala Cantt.13. Subba Rao d. & Vasudeva Rao B.S., Adult & Continuing Education & Some perspectives,

R.D. Publishers, Andhra Pradesh14. Shah A.D., & Susheela Bhan (Ed)., Non-formal Education and the NAEP, Oxford

University Press, Delhi, 1980.15. Sivadasan Pillai K., Non-formal Education in India, Criterion Publications, New Delhi,

1990.

Paper 1.4 –Curriculum and methods of Literacy Teaching (Paper- 4)

1. Curriculum : Concept, Scope, foundations of curriculum development – socio-cultural and psychological.

2. Pattern of curriculum organization – their significance in developing curriculum for adults.3. IPCL Curriculum: Concept, approach – Issues relating to selection of concept and topic;

their organizations and presentation – principles relating to the Development of reading and numeracy lessons – teaching literacy through IPCL.

4. Traditional Vs Functional Literacy – Different approaches to funcational literacy – Friereras approach, Reflect approach, Laubach approach and integrated approach.

5. Teaching Literacy: Analytic, Synthetic, eclectic methods.6. Teaching of Reading, writing and numeracy to adults – principles, approaches.7. Games for literacy and numeracy at adults – wonders – activity based instruction.

Reference Books:

1. Allen Brent, Philosophical Foundations for the Curriculum, George Allen & Unwin publishers Ltd., London, 1973.

2. Daniel tanner & Laurel N. Tanner, Curriculum Development, Theory into practice ( Second Edition), Macmillan publishing Co. Inc., 866, Third Avenue, New York, 1980.

3. David R. Evans, Games & Simulations in Literacy Training, Literacy in Development – A Series of training monographs, Hulton Educational Publicatons Limited in Cooperation with the IIALM, Tehran, 1979.

4. Directorate of Adult Education, Handbook for Developing IPCL Materials, Ministry of Human Resource Development, Government of India, New Delhi.

5. Gupta N.R., Manual for Adult Literacy Teachers, Indian Adult Education Association, New Delhi.

6. Minor Gwynn J. & John R. Chage Jr., Curriculum principles and Social trends, The Macmillan Co., Coller Macmillan Canda Ltd., Toranto, Ontario, 1970.

7. Mustaq Ahmed, How to write Primers for Adults, Directorate of Adult Eduction, New Delhi, 1979.

8. Paulo Freire, Education: The practice of Freedom, Writers & Readers publishers, London, 1974.

9. Pratt David, Curriculum Design and Development, Harcourt Brace Jovanovigh Inc., New York, 1980.

10. Smith O.B., Stanley W.O., and shores J.H., Fundamentals of CurriculumDevelopment, Harcourt, Brace & World Inc., New York, 1957.

Paper 1.5 –Adult Psychology and Learning (Paper- 5)

1. Psychology : Meaning, nature, scope and relevance of psychology to Adult Education.2. Motivation: Definition, function, classification of motives, methods of measuring human

motivation, Maslows theory of hierarchy of needs, Achievement motivation, theory and techniques of motivating adults for learning.

3. Adult personality : Meaning, types, factors affecting personality and aspects of personality cognitive, cognitive and affective.

4. Learning : Nature, types characteristics of learning – ways of learning – basic concepts of learning and their significance laws of learning and their implications to adult learning – Theories and principles of adult learning – factors influencing adult learning / instruction.

5. Teaching/Learning process : Nature of teaching, characteristics of learning: variations in styles of learning; Learning opportunities; Institution based learning and work – Oriented Learning.

6. Learning Strategies : Guided learning, Inter-learning and self directed learning.

Reference Books:

1. Asher E.J/. Tiffin J. and Knight F.B., An Introduction to General Psychology, D.C. Health & Co., Hoston, USA. 1953.

2. Adult Learning, A design for Action, pergamen press, 1978.3. Dave R.H., Perera D.A. and Quane A. (Ed.,) Learning strategies for post literacy and

continuting education: A cross national perspective, Hamburg, Robort Seeman, 1985.4. Dharm Vir, Adult psychology & Education Methods, International Cooperative Alliance,

New Delhi, 1981.5. Gagne R., The Conditions of Learning, new York, 1966.6. Gohrpade, M.B., Essentials of psychology, Himalaya Publishers House, Bombay7. Jayagopa R., Adult Learning: Psycho Social Analysis, University of Madras Publication,

Madras, 1984.8. Jennifer Rogers, Adult Learning (2nd Ed)., The open University Press, Miltion, Keyness,

London, 1979.9. Kidd., J.R., How Adult Learn, Associate Press, New York, 1976.10. Mark Tennant, Psychology of Adult Learning, Routledge, London, 198811. Michael J.a. Howe, Adult Learning: Psychological Research & Application, John wiley &

Sons, New York, 1978.12. Miller Harry, Teaching and Learning in Adult Education, The Macmillan Co., Collier

Macmillan Ltd., London, 1964.13 Nimbalkar R., Adult Education and its Learning system, Mittal, Delhi, 1987.14. Pillai, K.S., Educational psychology (revised edition), Kalanikatan, Trivendrum, 1989.15. Rajani, R. Shirur, Adult Learning, Sterling, Sterling publishers Pvt. Ltd., New Delhi, 1997.16. Seldenberg B. and shadowsky A., Social psychology: An Introduction, Macmillan publishing co., 1976.

SEMESTER – II

Paper 2.1 – Recent Trends in Adult and Continuing Education (Paper-1)

1. Magnitude of illiteracy in India with special reference to Andhra Pradesh; Spatio-Temporal Variations of literacy – Male, Female, rural, urban, caste disparities in literacy; Need for analyzing literacy data; Education of the under-privileged – SC/ST and women; The legacy of female illiteracy; Literacy programmes for women Literacy for Women’s equality and empowerment..

2. National Literacy Mission – Objectives, strategies, achievement and areas or concern; Total Literacy and post – Literacy Campaigns in India – Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis; some Case studies of Literacy Campaigns

3. Continuing Education Scheme for neo-literates – Concept, objective, types, facilities, operationalization of Continuing Education Centers; Target specific programmes for neo-literates.

4. Universities and Colleges in Adult, Continuing Education : Extension as the Third Dimension, Structure and Admission, Approach of UGC in the Current plan, Role and Functions of Departments/Centers of Adult, Continuing Education and Extension.

5. Scheme of Jana Sikshana Sansthans: Concept, objective, functions, target group, organization and management, staffing and finance, monitoring, evaluation and follow-up.

Reference Books:

1. Vashist, S.R. (Ed.) Adult Education: Issues, Problems and prospects, Pointer publishers, Jaipur, 1997.

2. Ministry of Human Resource Development, National Literacy Mission, Government of India, New Delhi, 1987.

3. Ministry of Human Resource Development, National Literacy Mission, Government of India, New Delhi, 1988.

4. Ministry of Human Resource Development, Scheme of Continuing Education for Neo-literates, NLMA, Government of India, New Delhi, 1996.

5. M.H.R.D. Scheme of Jana Shikshan Sansthan (Institute of peoples Education): Guidelines for Management, planning and programming, Directorate of Adult Education, Dept of Elementary Education & Literacy, Government of India, New Delhi.

6. National Liateracy Mission, Conatinuing Education for Development: Appeal Approach (ATLP-CE in brief), MHRD, Government of India, New Delhi, 1996.

7. Gover & Chopra, Adult Education – The Associated publishers, Ambala Cantt8. Pillai P.C & Rekha S.S., Continuing Education, The Associated publishers, Ambala Cantt.9. Shah S.Y. Adult Eduction in India, UINESCO, New Delhi.

Paper 2.2–Training Methods in Adult and Continuing Education(Paper-2)

1. Training: Concept, definition, objectives, types, phases of training, principles, features and need and importance; Difference between training and education.

2. Training Design: Steps in designing training, needs assessment, training objectives, learning unit/content, training methods, training materials and assessment.

3. Training Methods: Lecture, discussion, demonstration, role play, games and simulation, brain storming, field trip, case studies, questions and answer, problem solving projects.

4. Preparation of Training Materials: Training manuals, Training notes/folders: supporting aids and materials, low-cost /no cost materials; print media and electronic media; Computers training – Auto instructional materials.

5. Planning, organization, monitoring and evaluation of training programmes for literacy functionaries at different levels; Training facilities available at various levels – National, State, District, Local.

6. Innovations in Training – Computers in training; Auto – Instructional materials.

Reference Books:

1. Button J.R., Training for Community Development, Oxford University Press, London, 1962.

2. DAE, Training of Adult Education Functionaries: A Hanbook, Ministry of Education & Social Welfare, New Delhi, 1977.

3. Department of Adult Education, Learning for participation: an approach to training in adult education, Government of India, New Delhi, 1978.

4. Gartner A., Riessman, R., The Transforming of Training: UNESCO Adult Education Abstracting Service, Series 2, No. 1975.

5. John Pettit, participatory Training, Reports Magazine, No. 16, March, 1978, World Education, New York.

6. Khamborkar K.R., Training, Techniques, Saoji Bungalow, Akola, 1980.7. Lynton P. Rolf and Udai pareek, Training for Development, Richard D. Irwin Inc. and

Dersey Press, homwood, Illinois.8. PAIA. A manual for participatory training methodology in development, New Delhi.9. National Literacy Mission Hand book on Training Methods, MHRD. Government of

India, New Delhi, 2001.10. National Literacy Mission, Continuing Education: Manual for Training of Preraks,

MHRD, Government of India, New Delhi, 2001.11. National Literacy Mission, Continuing Education: Manual for Training of Key Resources

persons, MHRD. Government of India, New Delhi, 2001.12. Jyothi A. Christan, Managing Class Rooms – An Institutional perspectives – The

Associated publishers, Ambala Cantt13. Eswara Reddy V., Package of Training – N-face, Osmania University, Hyderabad.14. Rolf Lynton & Udai Pareek. Training for Development, SAGE publishers, New Delhi,

1990.

Paper 2.3–Research Methodology and Computer Applications (Paper-3)

1. Research: Concept, Nature and significance of research, current status and priorities of research in adult & Continuing education; identification and formulation of the research problems in adult/continuing education.

2. Types of Research – basic, applied, action research; participatory approach in research; Research methods – Historical, experimental, descriptive and survey.

3. Hypotheses – Definition, objectives, characteristics, types and functions; Sampling Meaning, advantages and methods – random, systematic, stratified, multi stage, cluster, purposive, quota.

4. Sources of data (a) Primary use of schedules, questionnaires, tests and inventories, projective techniques and case studies (b) Secondary use of documents, records and census reports.

5. Participatory Research Applications – Workshop Based Methods – Community Based Methods – methods for shareholders consultation –methods of Social Analysis – Basic Methods – Tools and Techniques.

6. Research Report writing: Format, style of writing, style of quoting, Interpretation of table’s appendices and bibliography: Guidelines in preparation of Research project proposals for submitting to funding agencies.

7. Windows and MS-Office for Research studies: Windows 98/2000; Opening FoxPro in windows; MS office 97/2000.

Reference Books:

1. Babbie Earl, The practice of Social Research, (London, Wadsworth publishing Company, 1983)

2. Goode W.J & Hatt P.K., Methods of Social Research, London, Mc. Grand Hill Book Company, 1952.

3. Gupta B.N., Statistics ( Agra: Sahitya Bhavan, 1994)4. Harold S. Stone et al., Introduction to Computer Architecture, Galgotla publications

private Ltd., new Delhi, 1988.5. James A. Black, Dean J. Champion, Methods and Issues in Social Research, John Willey

& Sons Inc. London, 1976.6. James Martin, Computer Database Organization, prentice Hall of India private ltd., new

Delhi, 1988.7. Krishnaswamy, O.R., Methodology of Research in Social Sciences, Himalaya Publishing

House, Delhi, 1999.8. Kotari C.R. Research Methodology, Methods and Techniques, Wiley Eastern ltd., New

delhi, 1985.9. Owen Hanson, Essentials of Computer Data Files, Affiliated East West Press ltd., New

Delhi, 1985.10. Sarma, K.V.S., Statistics Made Simple, New Delhi: Prentice Hall of India Pvt., Ltd.,

2001.11. Vasudeva Rao & Sekhar (ed.)., Evaluation studies - The Associated publishers Ambala

Cantt.12. William Gear C., Introduction to Computer, Structured programming and application,

Galgotla publications Private Limited, New Delhi.13. Young P.V., Scientific Social Surveys and Research, New York, prentice Hall, 1966.14. Sanders D.H., Computer Today, McGraw Hill, 3rd Edition.

15. Benerje N.P., Strategies of Educational Research, The Associated Publishers, Ambala Cantt

16. Vasudeva Rao B.S., National Adult Education Programmes – An Evaluation study Himalaya publishers House Bombay.

17. Rao & Vijaya, A. Text Book of Evaluation, The Associated publishers, Ambala Cantt18. Neela Murkherjee, Participatory Rural Appraisal: Methodology and Application –

Concept publishers Company, New Delhi.19. Amitya Murkherjee, (Ed.) participatory Rural Appraisal – Methods and Application in

Rural planning, Vikas Publishing House (P) ltd., New Delhi, 1995.

Paper 2.4–Management of Adult & Continuing Education programmes (Paper-4)

1. Management – Concept, process and Importance, Basic principles of Management – planning, organization, staffing, Directing, Coordinating, Reporting and Budgeting – their application to adult education.

2. Planning and Management of Total Literacy Campaigns: post literacy and Continuing Education; Administrative structure of literacy campaigns at Central, State, District, Mandal and Village levels; Human Relations and its applicability to Adult Education.

3. Management Information System (MIS): Definition, Need, Structure, Reports, meetings, Database, Application of MIS in monitoring the Literacy campaigns.

4. Project planning and formulation: Concept, Categories, phases of project life cycle and essentials of project planning – project formulation techniques goal oriented project planning, management cycle, system approach to formulation and execution of adult continuing education projects sustainable programme, withdrawal and peoples takeover.

5. Meaning, elements and steps in the process of decision making; principles and different types of decisions and their use in adult education.

6. Financial planning and Management – procedures of book keeping, principles of accounting – transparency.

Reference Books

1. Chowdar S., project Management, Tata Mcgraw Hill publishing Company, New Delhi, 1988.

2. Computer Adult Learning Information System (CALIS) – User Manual, DAE, MHRD, Government of India, New Delhi, 1990.

3. Indian Institute of Management, Management of Education in India, A Silver Jubilee publication, HM. Calcutta, 1987.

4. Mercy Anselm, organization Behaviour, Himalaya publishing House, Delhi, 1985.5. Mridula Krishna, project planning in India, IIPA, New Delhi, 1983.6. National Institute of Information Technology, Management Information System (MIS):

Guidelines for Literacy personal, DAE, MHRDF, Government of India, New Delhi, 1990.7. National Institute of Information, Technology, Management Information System (MIS):

Instructions for usage of MIS, DAE, MHRD, Government of India, New Delhi, 1990.8. Prasanna Chandra, Projects – preparation, Appraisal & Implementation9. Pradeep Kumar, Principles of Management, Kedarnath amnath and Co., Merut.10. Rajakumari Chandra Sekhar, Aspects of Adult Education, New Era publications, Madras.

Paper 2.5-Strategies of Voluntary Action Paper-5

1. Community participation : Meaning and Importance, Approaches to Enlist Community participation, organizational base for community participation.

2. Voluntarism: Concept, importance, objectives & historical perspectives, voluntary organizations – Roles and Functions, forms and classifications, Role of Voluntary Organizations in Adult Education and Development.

3. Planning and Formation of Voluntary Organizations : Formation of group, Registration, forms of affiliation, preparation and Bye laws, rules and regulations, office bearers & members of the organization, preparation of Bye laws.

4. Financial Resource of NGOs” Self, State, Central Governments, Foreign Government and Missionaries, Identification of funding agencies; Principles and methods of fund rising.

5. Planning and programming of Development projects : Methods of planning and design and designing of programming and projects: Project proposal Writing – purpose, format, guidelines and steps involved in writing proposal.

6. Capacity Building of Non-governmental organizations for sustainable development methods and procedures.

Reference Books:

1. Common J.K., Social Transformation in Rural India, Mobilizaation and State Intervention, Vikas publications, New Delhi, 1984.

2. Jain S.C, Community Development and Panchayat Raj in India.3. Lubett, R. Non-Governmental Organizations as agents of empowerment, University of

Reading U.K., 1987.4. Sankaran R., Handbook of Management of Voluntary Organizations, International

Cooperative Alliances, New Delhi.5. Vimala Ramachandran, et al. Bridging the Gap Between Intention and Action, Asian South

pacific Bureau of Adult Education, UNESCO, New Delhi. 1988.6. Sormesh Kumar, Methods for Community participation – SAGE publishers India (P) Ltd.,

New Delhi.

SEMESTER – III

Paper 3.1 – Community and Social Development (Paper – 1)

1. Concept of Urban Society, Rural and Tribal, it nature, socio-economic, cultural background.

2. Concept of Historical, Specific and General Development.3. Concept of Development, Objectives, Scope and Importance of Rural, Urban and Tribal

Development – Need for Integration of Literacy with Development.4. a) Integrated Rural Development Programmes b) Tribal Development programmes c)

Urban Community Development Programmes5. Integrated Development – A New Approach6. Concept – Objectives and Methodology of micro-level planning.7. Aim, Observations and Functions of Development Agencies/organizations8. Development strategies for social target groups.

a) Handicapped b) Women c) Childrend) Backward Classes e) Scheduled Castes f) Scheduled Tribesg) Youth h) Old aged i) Fisherman

9. Role of Adult, Non-formal and Continuing Education Programmes in Human Development. 10. a) Objectives and goals of sustainable development and how to utilize in the field level. b) Capacity Building of Targets Groups for Sustainable Development - Methods and

Procedures. 11. Panchayat Raj System.

Reference Books:

1. Srinivasm Lyra, Tools for Community Participation – prowess, UNDP, New York2. World Bank – Methods and Tools for social assessment and participation (Source Manual) ,

oxfor University press, Washington, D.C., 20003. Bhallochary Dr. V.R. The new strategy of Development in Village India, Metropolitan

Book Co, (Pvt) Ltd., New Delhi – 110002.4. Baldock Peter, Community Work and social Work – Routledge and Kigan paul, London,

1974.5. Bhatia S.C., (Ed.), Womens Development: AGross-root Level Experience, I.U.A.C.E., New

Delhi – 2, 1989.6. Lal R.B. & Bharati Dasai – Block Level planning for Full Employment, Tribal Resource

and Training Institute, Gujarat, Vidyapith, Ahamedbad, 1982.7. Shannugum T.E., Community Psychology – Ustav Shannugum, Madras – 17, 1987.8. Sophine Laws S.D & Carolin Harper, Research for Development, SAGE Publications (p)

Ltd., New Delhi, 2002.

Paper 3.2– Child, Women and Youth Development ( Paper – 2)

1. Status of Child, Women, and Youth in Indian Context – Demographic profile and social – Economic Profile; with emphasis on Health and Education situation.

2. Role of Youth & Women in Nation – building – Causes and Consequences of Youth Unrest – Channelization of Youth Energy; Women’s Movements – Changing position of Women in India, Empowerment of Women – Women for National Development.

3. Role of Education in the Development of out of school youth, women and children a critical review of existing programmes and for future perception.

4. Nature, Scope and Impact of Special Development Programmes launched for the Development of Child, Women and Youth – Especially TRYSEM, NYK, ICDS. DWACRA.

Reference Books

1. Panda K.C., Elements of Child Development.2. Oak A.W., Status Women in Education.3. Prakash M. Singh * N.P. Singh: Rural Youth Education, Occupation and Social Work4. Coombs P.H., et al., New paths to Learning for Rural Children and Youth, I.C.E & D., New

York, 1973.5. Sachdeva J.L. & Asha V. Ed. Non-formal Education for Women, Indian Adult Education

Association, New Delhi, 1985.6. Singh J.P., et al. Tribal Women and Development Rawat publication, Jaipur, 20017. Mira Seth, Women and Development, SAGE Publication India (P) Ltd., new Delhi, 2002.8. Sangetha P. The Empowerment of Women in India, SAGE Publication, New Delhi, 2002.

Paper 3.3. – Material Development Paper – 3

1. Meaning, Scope and Significance of Teaching/learning Materials for adult & continuing education at various levels for various groups of learners. The need for competence based learning materials - The relationship between teaching methods and materials – learning oriented and design oriented materials.

2. Identification of knowledge, skill’s desired behaviors and identifying learning objective, analysis of objectives – performance objectives – media selection. Models instructional system design.

3. Selection of language – spoken forms – use of technical terms, sentences structures, lesion and paragraph development – use of photograph, illustrations.

4. Material development for Adults & Continuing Education – Selection, gradation, approaches to material production, presentation and evaluation; preparation of prototype and testing.

5. Production of Test books, books lets, materials for learning, CD ROM Interactive web based materials, materials for self learning programmed learning materials.

6. Principle in preparation of Audio-Visual materials – Radio lesson; slides and tape video programme and folk media. Distribution, Utilization and Evaluation of basic literacy and follow up materials.

Reference Books:

1. ACCU, New Guidebook for Development and Production of Literacy Materials, Asian Cultural Centre for UNSCO, Tokyo, 1992.

2. APPEAL, Training Materials for Literacy personal ( Series of Volumes, 1 to 12), UNESCO, 1988.

3. Barry Lumsden D., Teaching Effectiveness of programmed Instructional Materials for Adult Basic Education, Indian Journal of Adult Education Vol.35 No.1 1974.

4. DAE, Production, Selection and purchase of New-literates Material for Continuing Education Centers, MHRD, Government of India, New Delhi.

Paper 3.4 – Extension Studies and Field – Outreach Paper - 4

1. Extension – Definition, Objectives, philosophy, principles, cope and importance – extension education – Historical perspectives; Comparative studies in Extension.

2. Extension Education programmes – Extension education and rural development – Extension of Rural Technology.

3. rural Technology – appropriate technologies for rural development – status and priority for improvement in rural technology Application of Science and technology for rural development.

4. Need for development of indigenous labour oriented technologies – National Technology Missions – Drinking Water, Immunization, Literacy, Telecommunications, Oil seeds and Dairy.

5. Role of Universities and Colleges in Extension and Field outreach activities- Departments of Adult Education, population studies, Home Science , Sociology, Social work, Rural Development; Other Sources and Contributions form various disciplines.

6. Approaches to extension and field outreach – Experiments of different Institutions / Organizations/Universities.

Reference Books:

1. Advi Reddy A., Extension Education, Srilakshmi Press, Baptla, 19712. CSIR Science and Technology for rural Development Basic Issued, CSIR, 1984.3. Dahama O.P. & Bhatnagar O.P., Education and Communications for Development, Oxford

& IBH publishing Co., New Delhi, 1989 (4.1)4. Dalima D.P. & Bhatnagar O.P., Education and Communications for Development, Oxford

& IBH publishing Co., New Delhi, 1989.5. Floris P., Appropriate Technologies for Rural Development In India, Concept Publishing

Co., new Delhi, 1992.6. GOI, Extension Education in Community Development, New Delhi, GOI, Publication,

1961.7. Jayagopal. R. (Ed) Studies in Extension Activities, IUACE, New Delhi, 1984.8. Sachdeva J.L. and Asha V. 9ed) Non-formal Education for Women, Indian Adult Education

Association, New Delhi, 1985 (4.1)9. Singh Ranjeet, Text Book of Extension Education, Sahitya Kala parakrashan, Ludhiana,

1983.10. Supe S.V., An Introduction to Extension Education, Oxford & IBH publishing co., New

Delhi, 1988.

Paper 3.5– Measurement & Evaluation Paper – 5

1. Aims and Objectives, need for evaluation; Evaluation models and approaches – CIPP model, types and advocacy model, participatory approach – evaluation to the context of adult education.

2. Tools and techniques of evaluation – projective methods, case study, self appraisal methods, observation, rating scales, check list, questionnaires, interview schedules.

3. Evaluation: Tasks of functional literacy workers – base line survey, need assessment, achievement testing, measurement of change and attitude; programme efficiency; community survey for the study of the impact of the programme.

4. Evaluation of Instructional Materials and Learning Outcomes: Scheme of learners evaluation – measurement of literacy, functionality and awareness.

5. Statistics – Meaning, functions, importance, and limitations in research.6. Nature, use and calculation of a) Measures of central tendency (Mean, Median and Mode)

Measures of variability ( range, quartile deviation and standard deviation) c ) Correlation simple and rank methods d) ‘t’ & ‘f’’ tests, chi-square (Xe) test, and critical ration (e) Normal distribution and its application.

Reference Books1. Althur R.S., Evaluation of Learning outcomes, New Delhi: Directorate of Adult Education,

1985.2. Alford H.J., Assessment and Evaluation in Continuing Education.3. Blalock M. Hubert, Conceptualization and Measurement in the Social Sciences, Sage

publications, New Delhi, 1982.4. Clarence H. Nelson, Measurement and Evaluation in the Classroom, The Macmillan co.,

Callier Macmillan Ltd., London, 1970.5. Garett H.E., Statistics in Psychology and Education, Valkils, Bombay.6. Government of India, Modalities of Total Literacy Declaration and Evaluation of Learning

Outcomes, New Delhi: Directorate of Adult Education, 1982.7. Gron Lund, Norman E., and Linn Robert L:., Measurement and Evaluation for Teaching,

Macmillan Publishing Co., 1990.8. Guilford J.P., Fundamental Statistics of Psychology and Education, McGraw Hill Book

Co., New York, 1965.9. Lenis J. Karnal, Testing in our Schools, The Macmillan Co, New York, 1966.10. Lenis J. Karnal, Measurement and Evaluation in the schools, The Macmillan Co., Callier

Macamillan Ltd., London, 197011. Mathus R.S., Concurrent External Evaluation and Impact Studies, New Delhi, Directorate

of Adult Education, 1989.12. Mehrens William A,. And Lehmann Irvin J., measurement and Evaluation in Education and

Psychology, Holt Rinehart and Winston Inc., New York, 1986.13. Nimbalkar M.R., Adult Education and its Evaluation System, Delhi: Mittal Publications,

1981.14. Phillips Ray C., Evaluation in Education, Charies E. Merril Publishing Company

Columbus, 1968.

SEMESTER – IV

Paper 4.1 – Comparative Studies in Adult Education (Paper -1)

1. Definition, aim, scope, methodology, scope and significance of comparative adult education.

2. Adult Education movement in Andhra Pradesh & Post and Pre-Independence Era.3. A Comparative study of adult education movement in the 20 th century in selected countries

– U.K., U.S.A., Denmark and Brazil with emphasis on the history of Indian Adult Education Movement.

4. A comparative study of current adult education programmes in the selected countries: China, Cuba, Tanzania Teheran, Cuba, Victoria and Vietnam with special reference to:

a) Motivation and Mobilizationb) Planning and Organizationc) Training of field functionariesd) Material preparatione) Monitoring and evaluationf) Post Literacy and continuing Education and their relevance to Indian Context.

5. The role of UNESCO. UNICEF, IACE, ILO, ASPBAE in promoting adult education programmes in developing countries.

6. Problems of Education (illiteracy) in developing countries with special reference to India.

Reference Books:

1. Back Volumes of Convergence2. Back Volumes of Indian Journal of Adult Education3. Back Volumes of Adult Education and Development, German Adult Education

Association, D.V.V.4. Bereday, The Contribution of Comparative Education to Comparative Studies of Adult

Education – Anthology.5. Bhola H.s., Campaigning for Literacy, International Council for Development, 1981.6. Cochrance, Nancy & J.R. Kidd, An International Legacy of Learning, Vancouver, Centre

for Continuing Education university of British Columbia, 1986.7. Freire, Paulo, pedagogy of the oppressed, Mindless, England, penguin Books, 1972.8. Havighurst, Robert J., Comparative perspective on Adult Education, Beston, Little Brown

& Co., 1968.9. Hunter, Carman, Kehn, Martha Mckee, Adult Education in China, London, Croom Heim,

1965, (Croom Heim in International Adult Education).10. Hall B.L. and Kidd J.r. (eds). Adult Learning: A design for Action, Comprehensive

International Survey, Oxford, pigment press, 197811. Tanzania, Adult Education ( Institute of Adult Learning), Adult Education Handbook Bares

Sale, Tanzania publishing House, 1973.12. UNESCO. Literacy situation in Asia and the pacific, Country Studies, Sociaist Republic of

Vienam, Bangkok, UNESCO Regional Office for Education in Asia and ten pacific , 1984.13. Rahi, A.L. Adult Education International perspective - The Associated publishers, Ambala

Cantt.14. Aditi Murkherjee & Vasanta Dugirala (Ed) practices and Research in Literacy, SAGE

Publications, New Delhi, 2002.

Paper 4.2 - Human Rights Education Paper - 2

1. The Concept of Human Rights – Origin and Historical Development, United Nation and Human Rights; Third World perspectives; Human Values and Rights; Violation of Human Rights by the state military, police, terrorists, landlords, parents.

2. Social and philosophical conception of individual property, freedom of justice and rights in ancient medieval and modern world and in India. Slavery, federalism, rise of capitalism, socialism and globalization.

3. Civil and political rights during pre and post independence India, state or emergency and the Indian Constitution; enforcement of civil and political rights, Kashmir and Punjab and North Eastern provinces.

4. Mechanism for Human Rights promotion and protection the national human rights commission The national Commission for Women, Minorities, Scheduled Caste and Scheduled tribes. National policy for children. National policy on Child Labour. Indian Council for Child welfare – National policy on Education – Juvenile Justice Act – Role of NGO’s.

5. National Human Rights Organizations; The Governmental Agencies; National Minorities Commission, the role of executive; Legislation and Judiciary in promotion and protection of human rights. The Role of NGO’s in promotion and protection of human rights in India. International Human Rights NGO’s and India.

6. Human Rights and population welfare programmes in perspective – Expansion of Education, population policy and Human Rights – Choices as Between Educational programmes Human Rights and population Recent Education- Population Education and rights of women – Human Rights, Women and Environment – NGOs and Human Rights – Liberation of Bonded Labour – Effects to project the Child Workers. Sex Workers.

Reference Books

1. Cranston M., What are Human Rights2. Wardron J.J. (ed)., Theories of Rights.3. Agrawal H.D.,. Implementation of Human Rights with Special Reference to India.4. Garling M., The Human Rights Handbook5. swaroop Jagadish, Human Rights and Fundamental Freedom6. Gamgarada K.D., Social Legislation in India.7. Thamilnaram V.T., Human Rights in Third World perspective.8. Ramachandran S.G., Thirty Years after the Universal Declaration.9. Human Rights in International Law: Basic Tents, Strafourg: Council of Europe 1985.10. Basic Documents of Human Rughts – Ian Brounile, Oxford,1981.

Paper 4.3 – Mass-Media & Communication Development Paper - 3

1. Communication: Definition, Processes, Functions and its application to Adult Education.2. Communication: Theories and principles, Development Communication – Concept,

Importance and Models.3. Factors influencing communication – The Fidelity of communication ( determinants of

effects ) – Communication barriers and overcoming them improving the communication process.

4. Communication Media – Definition, classification of Media, The nature of media, selection of Communication Media.

5. Audio – Visual aids: Types of Classifications and the principles underlying their uses.6. Selection and use of the following aids: Chalk Boards, Flash Cards, Flanneigraphs,

Bulletin Boards, posters, Pictures, Maps Charts, Diagrams, puppets, Exhibits, Folders, Flip Charts, Photographs, banners, Wall newspapers, Audio Cassette, Video Cassettes, Slides, Traditional media Harikathas and Burrakathas, Models, Specimens, Hardware and Software.

7. Operating and marinating different types of projectors8. Techniques of learning with modern audio – visual aids.9. Mass Media Communication – Radio, Film, Press & Television and their role in Adult

Education.

Reference Books

1. Malkote S.R., Communication for Development in the Third World: Theory and Practice, SAGE Publication, New Delhi, 1991.

2. Ruhela S.P., Education Technology, The Associated publishers, Ambala Cantt.3. Joshi P.C., Culture, Communication and Social change, Vikas publishing House, New

Delhi, 1989.4. Adivi Reddy, Extension Education, Bapatla, Sreelakshmi, 1971.5. Alfred G. Smith, Communication and Culture.6. Bosc. J. Educational Techniques in Community Development, Orient Longmans, Bombay,

Madras & New Delhi.7. Chakravarthy, S.R., Audio-Visual Aids in Education, New Delhi, Sagar Publication, 1977.8. Srinivas R. & Sandhya Rao, Critical Issues in Communication, SAAGE Publication India

9p) Ltd., New Delhi, 2001.9. Jam Servaes, et al., participatory Communication for social change, SAGE publication

India (P) Ltd., New Delhi.10. Shirly a. White et al., participaatroy Communication, SAGA Publication India (P)Ltd New

Delhi.

Paper 4.4 – People’s Organization and Development Paper - 4

1. People’s Organizations: Roles, Functions, and need; formation of different committees for people’s involvement – education committees, health committees, water users committees, vana smrakshana samithis and other self help groups and their role in literacy and development.

2. Village Education Committees: Types, nature, composition, constitution, function and their role in Education for All and Adult Education.

3. Panchayat Raj System: Philosophy, structure, constitutional and functioning of Panchayat Raj Institutions in India with special reference to A.P., Role of Panchayat in education and rural development.

4. Cooperative system: Concept, principles philosophy, purpose, main provision, advantages and limitations; The mutually aided cooperatives Act (1995) - Dairy cooperatives. Thrift and Credit cooperatives, Sugar Cooperatives and their role in development.

5. Salient features of 73rd Amendment; 11th Schedule scope functions and importance.

Reference Books

1. Bhargava B.S. PRI: An Analysis of Issues Problems and Recommendations, Asoka Metha Committee, Asish publishing House.

2. Department of Cooperation, Guidelines for Farming Bylaws of a Cooperative Societies Act., 1995 ( A Handbook for promoters of Co-operation), Government of A.P. & Co-operative Development Foundation, Hyderabad, 1998.

3. Haldifur R.N. Local Self government Institutions in India.4. Jain S.C., Community Development and Panchayaat Raj in India.5. Jayanth Kumar Ray, Organizing Villagers for Self reliance, A study of Fomoshasthya

Kendra in Bangladesh, orient Longman, 1986.6. Metha S.R., Rural Develoment Policies and programmes, Sociological perspective, SAGE

publications, New Delhi, 1984.7. Ministry of Agriculture, Integrated Rural Development and Allied programmes: A

Manual, Dept., of Rural Development, government of India, New Delhi.8. Phileps H. Coombs (ed) Meeting the basic needs of the rural poor; The Integrated

Community Based approach ( A report of the International Council for Educational Development), paragon Press, New York, 1980.

9. PRIA, Strengthening Civil society, Contribution of supoort organizations in South Asia, PRIA. Mew Delhi, 1995.

10. Sharma Bhatt V.K. new P.R System – A study of political Administrative Dynamics, Rupa Offset printers, C-26, Malviya Industrial Area, Jaipur, 1995.

11. Venkatesan G., Local self- Government of India.

Paper 4.5 (A) – Environmental Education ( Paper – 5 A )

1. Environmental Education: Concept, Objectives, Scope and Significance; An Overview of Environmental Education in India; Role of Literacy & Continuing Education programmes in Environmental protection and Awareness.

2. Population Growth and impact on Ecosystem – Agricultural Green Revolution, HYV and pesticides – Mans Impact on LAN, Mining, Coastal areas, transport and literacy.

3. Environmental pollution – Air, Water, Soil, Sound, Solid Wastes: People’s movement for environment conservation.

4. Environmental Laws, Ethics, Salient Features of National Environmental Bill (1993), Pollution Control Board.

5. Formal and Non-formal approaches to environmental protection – Role of Students: Teachers and Women in Environmental protection and promotion.

Reference Books:

1. Bhatis S.C., Environmental Consciousness and Adult Education, Centre for Adult, Continuing Education and Extension, University of Delhi, 1980.

2. Bhatia S.C., The Environmental Concern, Centre for Adult, Continuing Education and Extension, University of Delhi, 1983.

3. Bhatia S.C., papers in Environmental Education, IUCAE, New Delhi, 1984.4. Bhatia S.C., Operational zing Environmental Education, Centre for Adult, Continuing

Education and Extension, University of Delhi, 1984.5. Desh Bandu, Environmental Management, Indian Environmental Society, 1981.6. NIEPA: Environmental Education: Hand book for Educational planners, NIEPA, New

Delhi.7. Smith R.L., Man and His environment: An Ecosystem Approach, Harper & Row, London,

1992.8. Promodh Sing, Ecology of Rural India, Asish publishing House, New Delhi, 1987.9. Sharma R.C., Population Trends, Resources and Environment: Handbook on population

Education, Dhanapat Raj and Sons, Delhi, 1975.10. Trivedi and Raj, Management of Environmental Education and Research, Akashdeep

publishing House, new Delhi, 1992.11. UNESCO, Inter Governmental Conference on Environmental Education, Tbulisi, USSR, A

Final Report, Paris, 1978.12. Heino Apel & Anne Camozzi, Adult Environmental education: A Handbook on context

and Methods, 11/DDV Supplement to Adult Education & Development, No .47, German Adult Education Association, 1996.

13. Agarwal D.P., Man and Environment through Ages, Books * Books, New Delhi, 1992.

Paper 4.5 (B) – Population Education (Paper – 5 B)

1. Population Education: Concept, Objectives, Importance and Components, Integration of population Education Components in Adult Education.

2. Population situation: Dynamics of population growth in India: Age composition, age pyramid, sex composition, geographical distribution.

3. Determinants of population Growth: Fertility, mortality and migration; Impact of population growth on development and environment.

4. Measures to check rapid population growth – Individual, National and International Measures: India’s population policies and programmes.

5. Women, population and Development – Inter Linkages; Role of women in population and Development.

6. Role of NGO’s Universities/Colleges in promotion of population Education, population Education Resources Centers (PERCs), UNFPA, UNDP, WHO

7. Adolescence Education – Objectives, Components, Needs, problems of adolescents – Reproductive health issues; Factors influencing women’s health; Action to improve women’s Health and Education.

8. Population Migration – Causes and Consequences, Theory of population – Malthus and Rieardo.

Reference Books:

1. Asha A. Bhanda & Tara K. Kanitkar, Principles of population Studies Himalaya publishing House, Bombay, 1996.

2. Agarwala S.N., India”s population problems Revised 1st ed. Tata McGraw Hill publishing co., PVT Ltd., New Delhi, 1973.

3. Grover and Bharadwaj, population Education in India, the Association publishers, Ambala Cantt.

4. David Marment (Eds): Issues in population Education, Lexingthn Books, London, 1976.5. Jayasurya S.E.: Curriculum Innovation through population Education, 1978.6. Mamoria C.B/. India population problems, Kitab Mahal, New Delhi, 1981.7. Mascarenhas, O.M: Population Education for Usuality of Life, 1982.8. Mehta J.S. *& Ramesh Chandra: Population Education: Selected Readings, NCERT,

1972.9. Srinivasa Rao R., Handbook on population Education, S.V. Univeristy, Tirupathi, 1975.10. Thomson Raiph, population Dynamics, Random House, New York, 1965.11. Agrawal J.C., Population Education – Shipra publications, Shakarpur, 2002.12. UNFP: World population policies, praeger publishers, 383, Maidson Avenue, New York

N.Y., 100, 017, USA. Pp. 203-221, 1979.13. UNESCO: Curriculum Development in population Education, UNESCO Regional Office

for Education in Asia and the pacific, Bangkok, 1985.14. UNESCO: Population Education in Asia and pacific, Bulletin of the UNESCO Regional

Office for Education in Asia and the pacific, Bangkok, 1985.15. Vatsala Naraian, C.P. Prakasam and K. Srinivasan: Population Policy: perspectives in

Developing Countries, Himalaya publishing House, Bombay, 1983.16. Seshadri and pandey, population Education, A National Source Book, NCERT, New Delhi,

1991.