HISTORY OF EDUCATION IN MODERN INDIA-II 4th Sem.pdf · 1. Concept and definition of motivation. 2. Methods of motivating learners in the classroom. 3. Peer, Parental & Teachers’

DEPARTMENT OF EDUCATION

ALIGARH MUSLIM UNIVERSITY, ALIGARH

Compulsory

SEMESTER-IV (Credits-04)

EDM-4001 M.A.(Education)

Sessional: 30

End Sem: 70

HISTORY OF EDUCATION IN MODERN INDIA-II

Course Objective: To acquaint learners with the recommendations of various commissions

and to realize the importance of national policies and schemes of

education.

Course Outcomes: After completion of the course, the students will be able to:

1. get acquainted with the recommendations of the University and Secondary Education

Commissions.

2. comprehend the special features of NPE and its importance.

3. evaluate the Ramamurti Committee Report.

4. realize the importance of various govt. schemes as NLM, DPEP, MDM, RTE-2009 etc.

5. critically evaluate the governmental efforts for the progress of education in India.

UNIT-I University and Secondary Education Commission (1948-49)

1. University Education Commission: Term of reference

2. Major recommendations of University Education Commission regarding aims of

University education, teachers’ training, medium of instruction & Women’s

Education.

3. Secondary Education Commission (1952-53): Term of reference

4. Major recommendations of Secondary Education Commission regarding aims of secondary

education, study of language, religious and moral instruction & teachers Training.

5. Major recommendations of Kothari Commission (1964-66).

UNIT-II National Policies on Education

1. Major recommendations of National Policy on Education (1968).

2. National Policy on Education (1986)

3. NPE – 1986 : Programme of Action

4. Ramamurti Committee Report (1990).

5. Special features of NPE-1992

UNIT-III Governmental Educational Schemes

1. National Literacy Mission (1988).

2. District Primary Education Programme (1994).

3. Mid – Day meal scheme. (1995)

4. Sarva Shiksha Abhiyan (2001)

5. Right to Education Act (2009)

BOOKS RECOMMENDED:

1. Ahmad, F. and Garg, S. (2007). Forty Years of Kothari Commission-Reforms and

Reflections: New Delhi: Viva Books Private Ltd.

2. Aggarwal, J.C. (1982). Development and Planning of Modern Education: New

Delhi:Vikas Publishing House Pvt.Ltd.

3. Bhatnagar, S. (1973): Indian Education Today and Tomorrow, Meerut; Lall Book

Depot.

4. Chaube, S.P. (1968). Some Foundations and Guidelines of Modern Education: Agra:

Ram Prasad and Sons.

5. Chauhan, C.P.S. (2005). Modern Indian Education-Policies, Progress and Problems:

New Delhi: Kanishka Publishers, Distributors.

6. Mookerji, R.K. (1947). Ancient Indian Education: London: MacMillan and Co. Ltd.

7. Mukherji, S.N. (1976). Education in India - Today and Tomorrow: Vadodra: Acharya

Book Report.

8. Mukerji, S.N. (1966). History of Education in India: Baroda: Acharya Book Depot.

9. Safaya, R.N. (2005). Development Planning and Problems of Indian Education: New

Delhi: Dhanpat Rai and Sons.

Reports

1. Government of India (1986), National Policy on Education 1986, New Delhi,

Department of Education, Ministry of Human Resource Development, Govt. of India.

2. Govt. of India (1964-66), report of Education Commission, New Delhi, Ministry of

Education, Govt. of India.

3. Govt. of India (1952-53), Report of the Secondary Education Commission, New

Delhi, Ministry of Education, Govt. of India.

4. Govt. of India (1948-49), The University Education Commission, New Delhi,

Ministry of Education, Govt. of India.

Course Outcomes Mapping With Programme Outcomes

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Compulsory



Sessional: 30

End Sem: 70

EDUCATIONAL PSYCHOLOGY – PSYCHOLOGY OF LEARNING,

MOTIVATION AND COGNITION

Course Objective: To develop a holistic approach on the concept and theories of learning,

motivation and cognitive development for a better transfer of learning.

Course Outcomes: After completing the syllabus the learners will be able to:

1. acquaint themselves with the concept and theories of learning, memory & forgetting.

2. summarize methods of motivating learners and demonstrate them in the class,

3. interpret transfer of learning and its application in real life situations,

4. analyze sensation, perception, theories of cognitive development and constructivism. 5. apply cognitive strategies and meta-cognition for problem solving.

UNIT-I Learning

1. Concept and definition of learning.

2. Behaviouristic theories of learning: Throndike, Pavlov and Skinner.

3. Cognitive Theories of learning: learning by insight and Tolman`s theory.

4. Hull`s theory of learning, Lewin`s field theory of learning, Gagne`s eclectic theory.

5. Humanistic theory of Carl Rogers and Social learning theory of Albert Bandura.

UNIT-II Motivation and Transfer of Learning

1. Concept and definition of motivation.

2. Methods of motivating learners in the classroom.

3. Peer, Parental & Teachers’ influences on Motivation.

4. Theories of Motivation.

5. Transfer of learning – Meaning, theories and its applications.

UNIT-III Cognition and Concept Development

1. Sensation, Perception, Laws of Perception and Cognitive strategies.

2. Piaget`s theory of Cognitive development.

3. Concept formation, problem solving and learning styles.

4. Basic concept of Meta Cognition: Belief, Knowledge and Monitoring.

5. Theory of Constructivism.

Books Recommended:

1. Allport, G. W. (1961). Pattern and Growth in Personality. New York: Holt Reinehart

and Winster.

2. Ausubel, D.F., & Robinson, F.S. (1969). An Introduction to Educational Psychology,

New York, Holt Reinhart Winston Inc.

3. Bee, Helen & Boyd Denise (2004). The Developing Child. Pearson Education

(Singapore). Pvt Ltd. Indian Branch 482 FIE Delhi.

4. Blair, G.M., & Jones, R.S., & R.H. (1963). Educational Psychology, (Second

Edition), New York, Mac Millan & Co.

5. Carrison, Kaul, C., & Gray (1955). Educational Psychology, New York, Applitee

Century Crafts.

6. Cronbach, L.C. (1962). Educational Psychology (Second Edition), New York,

Harcourt Brace and World Inc.

7. Crow, L.D., & Crow, A. (1989). Educational Psychology (Revised Edition), New

Delhi, Asia Publishing House, Indian Reprint.

8. Feldman, Robert. (2004). Understanding Psychology, Tata McGraw Hill.

9. Gardner, Howard. (1983). Frames of Mind: The Theory Of Multiple Intelligence.

New York: Basic Books.

10. Gates, Jersild & others. (1963). Educational Psychology, New York, Mac Millan.

11. Hilgard, E.R. (2007). Theories of Learning. New Delhi, Surjeet Publications.

12. Hilgard, E.R., Atkinson, R.C., & Atkinson, R.L. (1975). Introduction to Psychology.

New Delhi, Oxford & IBH Publishing Company.

13. Londgren, R. Q. (1968). Educational Psychology in the Classroom, New York, Wiley.

14. Peel, B. A.( 1950). Psychological Basis of Education. (2nd Ed.). London old For and

Boys.

15. Skinner, C.E. (Ed) (1961). Educational psychology (Second Edition). New York,

McGraw Hill.

16. Stanovick, Keith (2009). What Intelligence Test Miss: The Psychology of Rational

Thought. New Haron (CT): Yale University Press.

17. Woolfolk, A. (2000). Educational Psychology, New Delhi. Dorling Kindersley.



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Compulsory



Sessional: 30

End Sem: 70

WOMEN EDUCATION

Course Objective: To appreciate the status of women in Indian society and to have an

insight into the issues and historical perspective of women education

Course Outcomes: After studying the course the students will be able to:

1. recognize the contribution of women in social, economic and political development of

the country.

2. discuss the status of women in Indian society.

3. appreciate the efforts of government & NGO`s in empowering women.

4. analyze the role of education in empowering the women.

5. examine the role of Media in empowering the women.

UNIT-I Status of Women

1. Concept, need and goals of gender justice.

2. Indicators of gender justice: demographic, educational employment, economic and

health.

3. Status of Women in Indian Society.

4. Role of education for women’s empowerment.

5. Women and Development – some issues.

UNIT-II Women Education: a historical perspective

1. Education of Women in Ancient India.

2. Education of Women during medieval period.

3. Education of women in British period.

4. Education of women in Post-independence period.

5. Education of women in 21st century.

UNIT-III Issues related to Women’s Education

1. Gender disparities in access at elementary, secondary and higher level of education.

2. Access of women to vocational and professional Education.

3. Problem of dropouts.

4. Recommendations of various commissions.

5. Issued related to marginalized Women.

BOOKS RECOMMENDED:

1. Gupta, N.L.: Women’s Education through the Ages, concept publishers 1998.

2. Chanana Karuna: Socialization Education and Women Orient Longman, New Delhi

1988.

3. Maithreyi, Krishnaraj; Indian Woman: Myth & Reality, Saugam Books, Hyderabad

1995.

4. Sangavi, K. & Vaid S. (eds.): Recasting History, Kali for Women, New Delhi, 1989.

5. Govt. of India: Towards Equality, Committee on the Status of Women in India, 1975.

6. National Commission for Women: Women and Welfare, 2004.

7. Seth, Mira: Women and Development: the Indian Experience 2001.

8. Reports of: Higher Education commission 1948 Secondary Education Commission

1954, Indian Education Commission 1966, Programme of Action 1968, Ramamurthi

Committee Report: Review of Education Policy of 1986, 1990.

9. Siddiqui, Z.A. and Zuberi, A.J.: Muslim Women: Problems and Prospects (eds.) 1993.



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Compulsory



Sessional: 30

End Sem: 70

HIGHER EDUCATION IN INDIA

Course Objective: To familiarize learners with the concept, problems and management of

higher education India.

Course Outcomes: After completing the course, the students will be able to:

1. elucidate aims, importance, availability, access, accountability and autonomy in

higher education.

2. understand the historical development of higher education in India

3. interpret various problems of higher education in India and discover their solution.

4. analyze role of regulatory bodies of higher education.

5. appraise financing, planning and management of higher education in India.

UNIT-I Concept, History and Development of Higher Education

1. Meaning, aims and objectives Higher Education.

2. Historical Development of Higher Education.

3. Higher Education in Indian social context: Issues of Access and Equity.

4. Accountability, Autonomy, Academic Freedom and related issues.

5. Recommendations of various commissions regarding Higher Education.

UNIT-II Problems of Higher Education in India

1. Issues of quality in teaching.

2. Examination reforms.

3. Quality of research at Higher Education level.

4. Role of Regulatory bodies: UGC, NAAC, NCTE and AICTE.

5. Liberalization, Privatization and Globalization of Higher Education.

UNIT-III Planning, Financing and Management of Higher Education in

India

1. Teacher Education at University Stage: Role of ASCs

2. Planning and Financing of Higher Education

3. Management of Higher Education in India

4. Higher Education through Distance learning

5. Professional Ethics in Higher Education

BOOKS RECOMMENDED:

1. Higher Education and Development, AIU.

2. Higher Education: who pays? Who benefits? Who should pay? V.S. Carnegie

Commission or Higher Education.

3. Higher Education for the future, Carter Charles, 1980.

4. Higher Education Social change & National Development Kaul S.N. 1975.

5. Higher Education in India: Two decades of planned Drift Kaul, J. N.

6. Higher Education in India 1995, Reddy G. Ram

7. Higher Education in India Shah A.B. 1967.

8. Higher Education through Television Agarwal, Dinodi C (Ed.) 2000.

9. Higher Education in India, Amrik Singh & Altbach 1974, P.G. (Ed.)



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Optional



Sessional: 30

End Sem: 70

PRINCIPLES AND PRACTICES OF MUSLIM EDUCATION

Course Objective: To realize the foundation and system of Islamic education during

medieval period along with some special aspects and issues of Muslim

education.

Course Outcomes: After completing the course, the students will be able to:

1. know the history and place of education in Islam.

2. describe aims, objectives , curriculum and teaching methods in Islamic education.

3. analyze special features of education during medieval period.

4. investigate issues of Muslim education in India.

5. compare traditional and modern system of Islamic education system.

UNIT-I Foundation and System of Islamic Education

1. History of Muslim Education in India.

2. Place of Education in Islam.

3. Aims & objectives of Islamic education.

4. Curriculum & Methods of teaching in Islamic education.

5. The system and institutions during the early & later period of Islamic education.

UNIT-II Muslim Education in Medieval India

1. Aims, Curriculum and Methods of teaching, etc.

2. Salient Features of education during the period.

3. Dars-E-Nizamiyah – Meaning and Features.

4. The system and Centers of learning.

5. Critical analysis of education during medieval period.

UNIT-III Some Special Aspects and Issues of Muslim Education

1. Education and modernization of Muslim Society.

2. Salient features of the traditional system of Muslim education.

3. Causes of Educational backwardness of Indian Muslims and its remedial measures.

4. Aligarh Movement and its impact on Muslim Education.

5. Reports of Sachhar Committee.

BOOKS RECOMMENDED:

1. Shalaby, Ahmad (1954) : A History of Muslim Education (Darul Kashasha)

Beirut.

2. Altas-al, S.N. (1979) : Aims and Objectives of Islamic Education: Jaddah:

Hodder Stoughton, King Abdul Aziz Univ

3. Khan, M. Wasiullah (Ed.)(1981): Education and Society in the Muslim World Hodder &

Stoughton, King Abdul Aziz Univ.

4. Hussain, S.S. and S. A. : Crisis in Muslim Education: Jeddah, Hodder and

Ashraf (1979) Stoughton, King Abdul Aziz Univ.

5. Ahmad Mohammad : Traditional Education Among Muslims : A Study of some

Akhlaq (1985) Aspects in Modern India (B.R.Publishing corp.)

6. Jaffer, S,M. (1973) : Education in Muslim India-1000 – 1800 AD (IDARAE-I-

Adbiyat)

7. Siddiqui, M.H. (1997) : Islamic Education : An Objective Approach: Aligarh

AMU Press

8. Siddiqui, M.H. (1998) : Teaching of Islamic Education: New Delhi: Ashish

Publishing House

9. Siddiqui, M.K. (1984) : Educating a Backward Community: Calcutta: Abadi

Publishing

10. Ahmad Aziz (1977) : Islamic Modernism in India, and Pakistan-1857-1964

Oxford Univ. press, London

11. Al-Fandi, M.H. & Nabi : Curriculum and Teacher Education Hodder & Stoughton,

Ahmad Baloch (1987) King Abdul Aziz Univ.

12. Dodge, R. (1962) : Muslim Education in Medieval Times: Washington

13. Khan, M.S. : Islamic Education: Ashish Publishing House.

14. Hali, Altaf Husain : Hayat-e-Javed



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Optional



Sessional: 30

End Sem: 70

EDUCATIONAL ADMINISTRATION

Course Objective: To understand the modern concept, decision making and trends in

educational administration and to develop an overview of educational

planning in India.

Course Outcomes: After completion of the course the students will be able to:

1. understand the Historical Background of Educational Administration.

2. discuss the role of Decision Making in Educational Administration.

3. differentiate types and techniques of Decision Making & infer related problems.

4. analyze the process of organizational change.

5. distinguish the Approaches and Modern Trends in Educational Administration.

6. apply skills of educational administration in practical field.

UNIT-I Development of Modern Concept of Educational Administration

1. Scientific Management Approach (Taylorism)

2. Administration as a Process (Fayol’s Theory)

3. Administration as a Bureaucracy (Max Waber)

4. Human Relation Approach to Administration

5. System Approach

UNIT-II Decision Making in Educational Administration

1. Meaning and Nature of Decision Making

2. Process of Decision Making

3. Types of Decision Making

4. Techniques of Decision Making

5. Problems in Decision Making

UNIT-III Trends in Educational Administration

1. Meaning of Organizational Development.

2. Concepts for Organizational Development

3. Meaning of Organizational Change

4. Process of Organizational Change

5. Meaning and Nature of Organizational Compliance

Books Recommended:

1. Agarwal, J.C. (2007). Development of Educational system in India: Delhi: (Revised

Edition) Shipra publications.

2. Bell & Bell (2006). Education, Policy and Social Class, Routledge.

3. Bhatnagar; R.P. (2010). Educational Administration Supervision, Planning and

Financing.

4. Gupta, C.B. (2009). Management – Theory and Practice: New Delhi: Sultan Chand

and Sons.

5. Khan Sharif and Saleem Khan (2007). Educational Publishing Corporation, New

Delhi.

6. Khanna S.D, et.al., (2000). Educational Administration, planning. Supervision and

Financing: Delhi: Doaba House book sellers & publishers.

7. Laxmi Devi (1998). Educational Planning, (Encyclopedia of Educational

Development and Planning Services), Institute for sustainable development, Lucknow

and Anmol Publications private Limited, New Delhi.

8. Naik, J.P. (1965). Educational Planning in India, New Delhi, Allied.

9. Sindhu, I.S. (2012). Educational Administration and Management, Dorling

Kindersley (India) Pvt. Ltd.



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Documents

HISTORY OF EDUCATION IN MODERN INDIA-II 4th Sem.pdf · 1. Concept and definition of motivation. 2. Methods of motivating learners in the classroom. 3. Peer, Parental & Teachers’