siksha shastri part ii (1) - central sanskrit...

f'k{kk'kkL=kh&f}rh;o"kZe~ 91

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vÄïk% 900 (500$400)iR=kla[;k lS¼kfUrdiR=kkf.k vÄïk%

vfuok;ZiR=kkf.k (f'k{kk;k% n`f"Vdks.kk%)1- ikB~;p;kZ fo|ky;'p 1002- vf/xekdyue~ 1003- lelkef;dHkkjra f'k{kk p 1004- 'kkL=kf'k{k.ke~ 100

f'k{kk;ka uokpkjk%

5-(v) lekos'kkRedf'k{kk (vfuok;Ze~) 505-(c) fdeI;sde~& (oSdfYide~) 50

1- 'kkfUrf'k{kk2- ekuokf/dkjf'k{kk3- ewY;f'k{kk4- f'k{kk;ka ySfÄõdleL;k%

ikB~;p;kZ f'k{k.kkè;;ukfu p (izf'k{kqrk)

vkUrfjoaQ cká×p ewY;kÄïue~

(izfri=ke~ 50» vÄïk% ckáijh{kosQ.k 50» vÄïk'p vkUrfjdijh{kosQ.k izns;k%)

1- laLÑrf'k{k.ke~ 100

2- vk/qfudfo"k;@vk/qfudHkk"kk&f'k{k.ke~ (fdeI;sde~) 1001- fgUnhf'k{k.ke~2- vkÄ~XyHkk"kkf'k{k.ke~3- lkekftdfoKkuf'k{k.ke~4- {ks=kh;Hkk"kkf'k{k.ke~ (ey;kye~@dÂM@vksfM;k@caxkyh@Mksxjh@ejkBh)

vkUrfjdewY;kÄïue~izFkeks Hkkx% & {ks=kfu"Bdk;kZf.k

O;kolkf;d{kerksÂ;ue~ (O;kogkfjde~) vÄïk% 100

O;k-{k-m-4 vkRekocks/% 501- f'k{kkuhfrlEc¼kfHkys[kk%@okrkZiR=kk.kka lEikndh;kfu 102- 'kSf{kdifR=kdk% 103- ;ksx% 104- foHkkxh;ifR=kdk% 105- vkn'kZlk{kkRdkj% 10

O;k-{k-m-5 f'k{kk;ka Hkk"kkdk;kZf.k 501- 'kSf{kdpyfp=kfujh{k.ke~ ewY;kÄïu×p 102- O;fDrRofodklf'kfcje~ 103- vuqokndkS'kykH;kl% 104- lqHkkf"krd.BLFkhdj.ke~ 105- dks'kxzUFkkoyksdue~ 10

izf'k{kqrk f}rh;Hkkx% ("kksM'klIrkgk%) vÄïk% 70

1- f'k{k.kL;koyksdue~& laLÑrikBk% vk/qfudfo"k;ikBk%v vè;kidf'k{kdL; vkn'kZikB% 3 3v fo|ky;f'k{kdL; vkn'kZikB% 5 5 20v lgikfBuka ikB% (losZ"kkeoyksduikBkuka 10 10 if×tdk;k% vk/kjs.k vÄïfu/kZj.ka Hkofr)

3- izk;ksfxdf'k{kkeuksfoKkue~ vÄïk%

1- vf/xe% & niZ.kjs[kkÄïuijh{k.ke~A vfHkys[k% 152- izcks/% vo/ku×p & vo/kuL; foLrkj%A oko~Q&ijh{kk 153- LorU=klkgp;Ze~ & 'kCnrkfydkfof/% fuckZ/fof/% 304- cqf¼ijh{k.ke~& oS;fDroaQ lkewfgd×pA5- O;fDrRoijh{k.ke~A6- Le`fr% rkRdkfydh nh?kZdkfydh pA


2- laLÑrf'k{k.ke~&(izf'k{kqrk;ka 20 ikBk% ikB&;kstukuqxq.ka ikBuh;k%A r=k leh{kkikB};a 20 (1$1) 20fujh{k.kh;e~A izR;soaQ ikBL; 10 vÄïk%)

3- vk/qfudfo"k;@Hkk"kk&f'k{k.kL; vH;klikBk%(izf'k{kqrk;ka 20 ikBk% ikB;kstukuqxq.ka 20 (1$1) 20ikBuh;k%A r=k leh{kkikB};a fujh{k.kh;a]izR;soaQ ikBL; 10 vÄïk% izns;k%)

4- fo|ky;h;xfrfo/huke~ vuqHkokuka if×tdk µ 10fuekZrO;kA

{ks=kfu"Bdk;sZ"kq izk;ksfxddk;kZ; f}'kre~ vÄïk% (200) fu/kZfjrk% lfUrA ,rRÑrsO;kolkf;d{kerkuke~ mÂ;ukFkZa izk;ksfxddk;kZf.k v/ksfyf[kr:is.k lfUr] r|Fkk &

O;kolkf;d{kerkuke~ mUu;ukFk± fo/s;dk;Ze~O;k-{k-m-&4 vkRekocks/ue~ (EPC-4)(EPC-4)(EPC-4)(EPC-4)(EPC-4) 50 50 50 50 50 vÄïk%

(1) f'k{kkuhfrlEc¼kfHkys[kk% 10 vÄïk%Hkkjrs fofo/s"kq vk;ksxs"kq f'k{kkuhfr"kq p laLÑrizLrkokuka fo"k;s foa'kfri`"BkRedaizfrosnue~A

(2) 'kSf{kdif=kdk% & 10 vÄïk%Hkkjrs fo|ekukuka 'kSf{kdifR=kdk.kka ifjp;iqjLlja dL;kf'pnsdL;k% ifR=kdk;k% fo"k;sfoa'kfri`"BkReoaQ izfrosnue~A

(3) ;ksx% & 10 vÄïk%lEizR;;%] izdkjk%] n'kla[;kdkuka ;ksxklukuka izn'kZua izfrosnu×pA

(4) foHkkxh;ifR=kdk & 10 vÄïk%foHkkxs izpfyrifR=kdk;S izdk'kukgZL; 'kSf{kdys[kL; leiZ.ke~A

(5) vkn'kZlk{kkRdkj% & 10 vÄïk%lk{kkRdkjL; ifjp;%] egÙoa Hksnka'p izn';Z vkn'kZlk{kkRdkjlEiknue~A

94 f'k{kk'kkL=kh&f}rh;o"kZe~

O;k-{k-m-&5 f'k{kk;ka Hkk"kkdk;kZf.k (EPC-5)(EPC-5)(EPC-5)(EPC-5)(EPC-5) 50 vÄïk%

(1) 'kSf{kdpyfp=kn'kZua ewY;kÄïua p & 10 vÄïk%foHkkxi{kr% iznf'kZra laLÑr@fgUnh@vkÄ~Xy&'kSf{kdpyfp=ka oh{; rf}"k;s izfrosnuleiZ.ke~A

(2) O;fDrRofodklf'kfoje~ & 10 vÄïk%fo|ky;h;ckykuka Ñrs 'kkL=klEerk;k% laLÑr'yksdlefUork;k'p fnup;kZ;k%rs"kka LokLF;j{k.kk; fuèkkZj.ke~A r=k vkgkj&O;ogkj&'kqfprk|a'kku~ lefUorku~ foèkk;izfrosnuleiZ.ke~A ,rnFk± O;fDrRofodklf'kfojl×pkyukuqHkfouka ekxZn'kZuai×plq dkyka'ks"kq HkforqegZfrA

(3) vuqokndkS'kykH;kl% & 10 vÄïk%okD;kuke~] 'yksdkuka x|[k.Mkuk×p vuqoknys[kukH;klcysu vuqokna dkjf;RokewY;kÄïua foèks;e~A

(4) lqHkkf"krd.BLFkhdj.ke~ & 10 vÄïk%izk;'k% i×pk'kr~ lqHkkf"kr'yksdkuke~ vFkZKkuiwoZda d.BLFkhdj.ke~A

(5) dks'kxzUFkkoyksdue~& 10 vÄïk%laLÑrs fo|ekukuka dks'kxzUFkkuka ifjp;iqjLlja fofo/dks'kxzUFks"kq foa'krs%inkuka i;kZ;'kCnku~ foKk; izfrosnu:is.k izLrqrhdj.ke~A

o"ksZ¿fLeu~ "kksM'klIrkgs"kq v/ksfufnZ"Vdk;kZf.k Nk=kkè;kioSQ% dkj.kh;kfu&

fo|ky;xeukRizkd~ ifjljs foHkkxh;izf'k{kdk.kka izn'kZuikBku~ =khuoyksd;Ur% Nk=kk%fuèkkZfjrizi=ka iwj;s;q%A rr% 5&10 fo|ky;k% psrO;k%A rs"kq fo|ky;s"kq ;s laLÑrkè;kidk%vkèkqfudfo"k;kè;kidk'p Lo&LofofHkÂd{kklq f'k{k.ka fon/fr] rfPN{k.kkoyksduk; Nk=kkè;kidk%fu;kstuh;k%A fo|ky;h;izcU/dkuqeR;k laLÑrkè;kid&vk/qfudfo"k;kè;kidkuqeR;k p Nk=kkè;kidk%d{kk;ka Nk=kk.kka i`"BHkkxs mifo'; fo|ky;f'k{kdL; vk|Ura lexza d{kkf'k{k.keoyksd;s;q%Aiwfjrkfu voyksduizi=kkf.k rÙkf}"k;kè;kidS% gLrk{kjkÄïusu izek.khdj.kh;kfuA bRFka laLÑrL;i×p ikBku~ vk/qfudfo"k;L; i×pikBk¡'pkoyksD; f'k{k.ksu vfHkizsfjrk% L;q%A

f'k{k.kkH;kldkys izR;sda Nk=kkè;kid%@Nk=kkè;kfidk n'kkuka LolgikfBuka laLÑrL;LohÑrkèkqfudfo"k;L; p vkgR; foa'krs% ikBkukeoyksdua oqQ;kZr~A

f'k{k.kkH;klk; laLÑrs foa'kfr% vH;klikBk% vk/qfudfo"k;s p foa'kfr% vH;klikBk%bfr Øes.k pRokfja'kr% ikBku~ izR;sda Nk=kkè;kid%@Nk=kkè;kfidk ikB;kstuklfgreè;ki;sr~A r=klaLÑrf'k{k.ks] vk/qfud&fo"k;@Hkk"kk&f'k{k.ks p izR;soaQ leh{kkikB};a ifjljh;kè;kioSQ% fujh{k.kh;e~A


RASHTRIYRASHTRIYRASHTRIYRASHTRIYRASHTRIYA SA SA SA SA SANSKRIT SANSKRIT SANSKRIT SANSKRIT SANSKRIT SANSANSANSANSANSTHANTHANTHANTHANTHAN(DEEMED UNIVERSITY) NEW DELHI(DEEMED UNIVERSITY) NEW DELHI(DEEMED UNIVERSITY) NEW DELHI(DEEMED UNIVERSITY) NEW DELHI(DEEMED UNIVERSITY) NEW DELHI

SHIKSHA SHASTRI (B.Ed.)SHIKSHA SHASTRI (B.Ed.)SHIKSHA SHASTRI (B.Ed.)SHIKSHA SHASTRI (B.Ed.)SHIKSHA SHASTRI (B.Ed.)IIIIIIIIIIndndndndnd Y Y Y Y Yearearearearear Cur Cur Cur Cur Currrrrriculumiculumiculumiculumiculum

Marks: 900 (500 + 400)Marks: 900 (500 + 400)Marks: 900 (500 + 400)Marks: 900 (500 + 400)Marks: 900 (500 + 400)

PaperPaperPaperPaperPaper Theoretical PapersTheoretical PapersTheoretical PapersTheoretical PapersTheoretical Papers TTTTToooootttttalalalalal

No.No.No.No.No.

Compulsory PapersCompulsory PapersCompulsory PapersCompulsory PapersCompulsory Papers (P(P(P(P(Perspectiverspectiverspectiverspectiverspectives in Education)es in Education)es in Education)es in Education)es in Education)

1. Curriculum and School 111110000000000

2. Assessment in Learning 111110000000000

3. Contemporary India and Education 111110000000000

4. Teaching of Shastras 111110000000000

NNNNNeeeeewwwww T T T T Trrrrrends in Educationends in Educationends in Educationends in Educationends in Education

5. (A) Inclusive Education (Compulsory) 5050505050

5.(B) Any one (Optional) 5050505050

1. Peace Education

2. Human Rights Education

3. Value Education

4. Gender Issues in Education

Curriculum and Pedagogy Studies (Internship)Curriculum and Pedagogy Studies (Internship)Curriculum and Pedagogy Studies (Internship)Curriculum and Pedagogy Studies (Internship)Curriculum and Pedagogy Studies (Internship)

Internal and External Evaluation

(50% Marks will be given by Internal Examiner and 50% Marks by

External Examiner for each paper)

1. Sanskrit Teaching 111110000000000

2. Teaching of Modern Subject/ Modern Language (Any one) 111110000000000

1. Hindi Teaching

2. English Teaching

3. Social Science Teaching

4. Regional Language Teaching (Malayalam/

Kannada/ Odiya/ Bengali/ Dogri/ Marathi)


3. Educational PsyEducational PsyEducational PsyEducational PsyEducational Psyccccchologyhologyhologyhologyhology Pr Pr Pr Pr Practicalacticalacticalacticalactical MarksMarksMarksMarksMarks

1. Learning- Mirror Drawing Testing

2. Understand Attention- Extension of Attention

3. Free Association- Word and Continuous Method Record-15 Marks 3030303030

4. Intelligence Test- Individual and Group Viva-15 Marks

5. Personality Test

6. Memory - Short term and Long term

INTERNINTERNINTERNINTERNINTERNAL EVAL EVAL EVAL EVAL EVALALALALALUUUUUAAAAATIONTIONTIONTIONTION

PPPPParararararttttt one - Eng one - Eng one - Eng one - Eng one - Engagagagagagementementementementement witwitwitwitwith th th th th the Fhe Fhe Fhe Fhe Fieldieldieldieldield

EnhancingEnhancingEnhancingEnhancingEnhancing Pr Pr Pr Pr Profofofofofessonal Capacities (Pressonal Capacities (Pressonal Capacities (Pressonal Capacities (Pressonal Capacities (Practicum) Maracticum) Maracticum) Maracticum) Maracticum) Markkkkks 1s 1s 1s 1s 10000000000

EPC 4EPC 4EPC 4EPC 4EPC 4 Under Standing the SelfUnder Standing the SelfUnder Standing the SelfUnder Standing the SelfUnder Standing the Self 5050505050

(1) Articles related to Educational Polices/Editorials 10

the News Papers

(2) Educational Journals 10

(3) Yoga 10

(4) Departmental Magzines 10

(5) Model Interview 10

EPC 5EPC 5EPC 5EPC 5EPC 5 Language Activities in EducationLanguage Activities in EducationLanguage Activities in EducationLanguage Activities in EducationLanguage Activities in Education 5050505050

(1) Educational Films-observation & Evaluation 10

(2) Personality Development Camp 10

(3) Practice of Translation Skill 10

(4) By hearting Subhashitas 10

(5) Observation of Lexicons 10

PPPPParararararttttt T T T T Twwwwwo - Intero - Intero - Intero - Intero - Internship (1nship (1nship (1nship (1nship (16 6 6 6 6 wwwwweekeekeekeekeeks)s)s)s)s) Marks 70Marks 70Marks 70Marks 70Marks 70

11111. Obser. Obser. Obser. Obser. Observvvvvation ofation ofation ofation ofation of T T T T Teaceaceaceaceachinghinghinghinghing Sanskrit Modern-Subjects

Lesson Lesson

v v v v v Educator's Model Lesson 3 3

v v v v v School Teacher's Lesson 5 5

v v v v v Peer Students' Lesson 10 10 2020202020

(On the basis of records of

observed lessons, marks will

be awarded)


2. SanskrSanskrSanskrSanskrSanskrititititit T T T T Teaceaceaceaceaching:hing:hing:hing:hing:-

(According to lesson plan 20

lessons should be thought in 20(1+1) 2020202020

Internship. Two criticism for

each lesson 10 marks)

3. TTTTTeaceaceaceaceachinghinghinghinghing of of of of of Moder Moder Moder Moder Modern Sub-n Sub-n Sub-n Sub-n Sub-

jects/Language Practice ofjects/Language Practice ofjects/Language Practice ofjects/Language Practice ofjects/Language Practice of

LessonsLessonsLessonsLessonsLessons

(According to lesson plan 20 20(1$1) 20lessons should be thought in

Internship. Two criticism for

each lesson 10 marks)

4. To prepare a Record of

experiences and activities of -- 1111100000

the school.

200 Marks have been alloted for practicals in the field works. The following

practical works have been allotted for Enhancing Professional capacities.

EngEngEngEngEngagagagagagementementementementement F F F F Field Wield Wield Wield Wield Worororororkkkkk f f f f fororororor

EnhancingEnhancingEnhancingEnhancingEnhancing Pr Pr Pr Pr Profofofofofessional Capacities (EPC)essional Capacities (EPC)essional Capacities (EPC)essional Capacities (EPC)essional Capacities (EPC)

EPC-4EPC-4EPC-4EPC-4EPC-4 SelfSelfSelfSelfSelf A A A A Awwwwwarararararenessenessenessenesseness 50 Marks 50 Marks 50 Marks 50 Marks 50 Marks

(1) Records related to Educational PoliciesRecords related to Educational PoliciesRecords related to Educational PoliciesRecords related to Educational PoliciesRecords related to Educational Policies 111110 Mar0 Mar0 Mar0 Mar0 Markkkkksssss

20 pages' record should be submitted in reference to

reports/recommendations related to Sanskrit in variousEducation Commissions & Policies of India

(2) Educational JournalsEducational JournalsEducational JournalsEducational JournalsEducational Journals 111110 Mar0 Mar0 Mar0 Mar0 Markkkkksssss

Educational Journals in India-introduction and a 20 pages'brief report on any one of the magazine.

(3) YYYYYogogogogogaaaaa 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss

Concept, Types, demonstration of 10 Yogasanasand record-submission

(4) Departmental JournalDepartmental JournalDepartmental JournalDepartmental JournalDepartmental Journal 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss

Submitting an educational article legible to be publishedin departmental Journal

(5) Model InterviewModel InterviewModel InterviewModel InterviewModel Interview 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss

Introduction of an interview, importance andits various types; presentation of a model interview


EPC-5 Language Activities in EducationEPC-5 Language Activities in EducationEPC-5 Language Activities in EducationEPC-5 Language Activities in EducationEPC-5 Language Activities in Education 50 Marks 50 Marks 50 Marks 50 Marks 50 Marks

(1) Educational Film-observatioEducational Film-observatioEducational Film-observatioEducational Film-observatioEducational Film-observationnnnn and Evaluation and Evaluation and Evaluation and Evaluation and Evaluation 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 MarkkkkksssssSubmission of a report on the Sanskrit/Hindi educationalFilm shown by the department

(2) PPPPPersonalityersonalityersonalityersonalityersonality De De De De Devvvvvelopmentelopmentelopmentelopmentelopment Cam Cam Cam Cam Camppppp 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 MarkkkkksssssFor School students, The Sanskrit Shlokas present in theSharstras regarding their daily routine and healthcare

should be decided. In those shlokas different parts aboutfood, conduct and cleanlyness should be assembled andsubmitted as a report. For this five training periods could

be arrenged in which guidance should be taken from peopleexperienced personnel in organizing personalitydevelopment camps.

(3) PrPrPrPrPractice ofactice ofactice ofactice ofactice of T T T T Trrrrranslation Skillanslation Skillanslation Skillanslation Skillanslation Skill 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 MarkkkkksssssTranslation of sentences, slokas & prose will be evaluated.

(4) By-hearting SubhashitasBy-hearting SubhashitasBy-hearting SubhashitasBy-hearting SubhashitasBy-hearting Subhashitas 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss

Memorising nearly 50 Sanskrit Subhashitas with itstextual meaning.

(5) ObserObserObserObserObservvvvvation ofation ofation ofation ofation of Le Le Le Le Lexiconsxiconsxiconsxiconsxicons 1 1 1 1 10 Mar0 Mar0 Mar0 Mar0 Markkkkksssss

Submission of a report consisting of a proper Introductionof different dictionaries present in Sanskrit along withatleast twenty words with the synonyms taken from

different dictionaries.

In this sequence, the following mentioned works should be carried out by the pupil

teachers during 16 weeks in a year.

Before going to the school, pupil teachers should fill the given form, while care-

fully watching 3 demonstration- lessons taken by the departmental faculties in the

campus. Then 5-10 schools should be chosen. Pupil Teachers should be engaged

watching/ attending the teachings of Sanskrit and modern subject teachers in those

schools, with the permission of school officials & concerned Sanskrit teacher or the

modern subject teacher. The pupil teacher should attend and carefully observe the

teaching, while sitting behind the students in the back end of the classroom. Filled

observation forms should be verified with the signature of the respective subject teacher.

This way after observing 5 teaching lessons each in Sanskrit and Modern Subject, the

pupil teacher should get enlightened/motivated.

During teaching practice sessions each pupil teacher should watch 10 lessons

each in Sanskrit & modern subjects taught by his/her 10 different classmates.


For teaching practice, 20 exercise-lessons each in Sanskrit and the modern

subject making it a total of 40 lessons, should be taught with a proper lesson plan.

The campus observers should be evaluate two criticism lessons of Sanskrit teaching

and two criticism lessons of Modern teachings.

izR;soaQ izk;ksfxddk;kZFk± U;wure&mÙkh.kZrkizfr'kra 50% vfLrMinimum passingMinimum passingMinimum passingMinimum passingMinimum passing mar mar mar mar markkkkks rs rs rs rs reqeqeqeqequiruiruiruiruired fed fed fed fed fororororor eac eac eac eac each prh prh prh prh practical eactical eactical eactical eactical evvvvvententententent is 50% is 50% is 50% is 50% is 50%

iw.kkZÄïk% mÙkh.kkZÄïk%(Full Marks) (Pass Marks)

izf'k{kqrk (Internship) 100 50

O;k-{k-m-(EPC IVth) 50 25

O;k-{k-m-(EPC Vth) 50 25

laLÑrikBf'k{k.ke~ 100 36

vk/qfudfo"k;@Hkk"kkikBf'k{k.ke~ 100 36

Modern Subject Lesson Teaching


izFkei=ke~

ikB~;p;kZ fo|ky;'piw.kkZÄïk%&100

mís';kfuµ

veqa ikB~;Øee~ v/hR; Nk=kkè;kidk% µ

• ikB~;p;kZ;k% lEizR;;eoxPNs;q%A

• ikB~;p;kZ;k% i{kku~ tkuh;q%] Hkkjrh;lUnHksZ vfuok;ZikB~;ØeL; egÙo×p tkuh;q%A

• ikB~;p;kZfuekZ.kL; O;kidn`<rkocks/a fodkl;s;q% (jk"VªLrjs jkT;s c`gRLrjs ok)A

• ikB~;p;kZfodklL; fopkjku~ tkuh;q%A

• fo|ky;Lrjs ikB~;p;kZfodkleoxPNs;q%A

• ikB~;p;kZla;kstuL; {ks=kÙosu fo|ky;h;kocks/a fodkl;s;q%A

• ikB~;p;kZ;k% vuqiz;ksxs uohuhdj.ks p tkx:dk% L;q%A

• vè;kidL; vf/xUrq'p Lok;Ùkrkocks/a tkuh;q%A

vfUofr%&1 ikB~;p;kZ;k% lEizR;;%

1-1 ikB~;p;kZ& vFkZ%] Lo:ia] egÙoa] izdkjk% fl¼kUrk'pA

1-2 ikB~;p;kZ:ijs[kk& ikB~;p;kZ] ikB~;Øe%] ,r;kseZè;s vUrja fo|ky;h;f'k{kk;ka pr;ks% egÙoe~A

1-3 ikB~;iqLrdL; lÄïYiukA

vfUofr%&2 ikB~;p;kZi{kk%

2-1 Hkkjrh;lUnHksZ vfuok;ZikB~;ØeL; egÙoe~A

2-2 fofo/Lrjs"kq ikB~;p;kZ& jkf"Vª;Lrjs] jkT;Lrjs] fo|ky;Lrjs] d{kkLrjs lEc¼fo"k;LrjspA


vfUofr%&3 ikB~;p;kZ;k% fu/kZjdrÙokfu

3-1 lkekftd&jktuSfrd&lkaLÑfrd&HkkSxksfyd&vkfFkZdfofo/rk% 'kSf{kdn`f"V'pA

3-2 lkaLÑfrdkfHkeq[khdj.ke~ jkf"Vª;izkFkfedrk%A

3-3 'kkluizHkko% oSf'odlUnHkZ'pA

vfUofr%&4 ikB~;p;kZfodklkRedk/kj%

4-1 KkuL; Lo:ie~] fofo/fo|ky;h;fo"k;s"kq ,rf}'ks"khdj.ke~A

4-2 lEc¼Lrjifjizs{;s 'kSf{kdksís';kuka izklÄ~fxrk fo'ks"krk pA

4-3 Nk=kk.kka lkekftd&lkaLÑfrdlUnHkkZ%& cgqlkaLÑfrdi{k% cgqHkk"kh;i{k'pA

4-4 vè;kidkuke~ vuqHkok% fpUrukfu pA

vfUor%&5 fo|ky;Lrjs ikB~;p;kZfodkl%

5-1 ikB~;p;kZfodklL; fofo/ksikxek%A

5-1-1 fo"k;osQfUnzr%

5-1-2 i;kZoj.kk/kfjr%

5-1-3 O;kogkfjd%

5-1-4 {kerk/kfjr%

5-2 ikB~;p;kZfuekZ.kL; izfØ;kA

vfUofr%&6 ikB~;p;kZ;k% fØ;kUo;ua uohuhdj.k×p

6-1 vf/xeifjfLFkfr"kq ikB~;p;kZ;k% izorZue~A

6-2 lfØ;ikB~;p;kZuqHkoksRiknus f'k{kdL; HkwfedkA

6-3 mís';kuka ifjizs{;s ikB~;p;kZleh{k.ka uohuhdj.k×pA


First PaperFirst PaperFirst PaperFirst PaperFirst Paper

CurCurCurCurCurrrrrriculum and Sciculum and Sciculum and Sciculum and Sciculum and Schoolhoolhoolhoolhool

Total Marks:-100

ObjectivObjectivObjectivObjectivObjectives:es:es:es:es:

On ComOn ComOn ComOn ComOn Compleplepleplepletion oftion oftion oftion oftion of t t t t this Course this Course this Course this Course this Course the Pupil The Pupil The Pupil The Pupil The Pupil Teaceaceaceaceacherherherherher will be able twill be able twill be able twill be able twill be able to:o:o:o:o:

• Understand the Concept of Curriculum.

• Acquire the facets of curriculum; Importance of core curriculum in Indian

Context.

• Develop understanding of broad determinants of Curriculum Making: (At

the National level, State or in wide level).

• Know the Considerations in Curriculum Development (at School level).

• Understand of Curriculum Development at School Level.

• Develop understanding of School as the field of Curriculum Engagement.

• Build awareness about Curriculum Implementation and Renewal.

• Develop understanding of autonomy of Teacher and Learner.

Unit 1 : Concept of CurriculumUnit 1 : Concept of CurriculumUnit 1 : Concept of CurriculumUnit 1 : Concept of CurriculumUnit 1 : Concept of Curriculum

1.1 Meaning, Nature, Importance, Types and Principles of Curriculum.

1.2 Curriculum framework-Difference between Curriculum and Syllabus; their

importance in School Education

1.3 Concept of the Textbook

UUUUUnitnitnitnitnit 2 : F 2 : F 2 : F 2 : F 2 : Faceaceaceaceacets ofts ofts ofts ofts of Cur Cur Cur Cur Currrrrriculumiculumiculumiculumiculum

2.1 Importance of Core Curriculum in Indian Context.

2.2 Curriculum at different levels : National Level, State Level, School Level,

Class Level and Concern Subject Level


Unit 3 : Determinants of CurriculumUnit 3 : Determinants of CurriculumUnit 3 : Determinants of CurriculumUnit 3 : Determinants of CurriculumUnit 3 : Determinants of Curriculum

3.1 Social-Political–Cultural-Geographical-Economic Diversity and Educational

Vision.

3.2 Cultural Orientations and National Priorities.

3.3 Governance and Power in Global Context.

UUUUUnitnitnitnitnit 4 : Consider 4 : Consider 4 : Consider 4 : Consider 4 : Considerations in Curations in Curations in Curations in Curations in Currrrrriculum Deiculum Deiculum Deiculum Deiculum Devvvvvelopmentelopmentelopmentelopmentelopment

4.1 Forms of Knowledge and its Characterization in different School Subjects.

4.2 Perspective and Specificity of Educational Objectives for Concerned Level.

4.3 Socio-Cultural Context of Students, Multi-Cultural and Multilingual Aspects.

4.4 Teacher's Expeiences and Concerns.

UUUUUnitnitnitnitnit 5 : Cur 5 : Cur 5 : Cur 5 : Cur 5 : Currrrrriculum Deiculum Deiculum Deiculum Deiculum Devvvvvelopmentelopmentelopmentelopmentelopment at at at at at Sc Sc Sc Sc School Lehool Lehool Lehool Lehool Levvvvvelelelelel

5.1 Different Approaches to Curriculum Development

5.1.1 Subject-Centered.

5.1.2 Environment-based.

5.1.3 Behaviorist.

5.1.4 Competency-based

5.2 Process of Making of Curriculum.

Unit 6 : Curriculum Implementation and RenewalUnit 6 : Curriculum Implementation and RenewalUnit 6 : Curriculum Implementation and RenewalUnit 6 : Curriculum Implementation and RenewalUnit 6 : Curriculum Implementation and Renewal

6.1 Operational Curriculum into Learning Situations.

6.2 Teacher's Role in Generating Dynamic Curricular Experiences.

6.3 Curriculum Reviewing and Renewal in the Perspective of Aims.

lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)

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5- oekZ] jkeiky_ 'kekZ jes'k_ ikB~;Øe f'k{k.k dyk ,oa ewY;kadu] fouksn iqLrdefUnj] vkxjkA


6- xqIrk] jsuq_ ikB~;Øe ,oa fo|ky; izca/u] nksvkck cqd gkmQl] fnYyhA

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8- feJk] ,y-,u-_ f'k{kk ,oa f'k{k.k fl¼kUr] fouksn iqLrd efUnj] vkxjkA

9- vxzoky] osQ-lh-_ f'k{kk fl¼kUr] vkj-,l-,- b.Vjus'kuy] vkxjkA

10- Singh, Rajendra; Curriculum Instruction and Evaluation, Jagdamba Pub-

lishing Co. New Delhi.


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Second PaperSecond PaperSecond PaperSecond PaperSecond Paper

AssessmentAssessmentAssessmentAssessmentAssessment of of of of of Lear Lear Lear Lear Learningningningningning

Total Marks:-100



• Get Critical Understanding of Issues in Assessment and Evaluation (from a

Constructivist Paradigm).

• Become Cognizant of Key Concepts such as - Formative and Summative

Assessment, Evaluation, Measurement and Examination.

• Be exposed to different Kinds of Assessment and Teaching-Learning Aids/

Tools.

• Use the wide range of Assessment Tools, and Learn to Select and Construct

them appropriately.

• Evolve Realistic, Comprehensive and Dynamic Assessment Procedures that

are able to attract Student's view.

UUUUUnitnitnitnitnit 1 : Ov 1 : Ov 1 : Ov 1 : Ov 1 : Overerererervievievievieviewwwww of of of of of Assessment Assessment Assessment Assessment Assessment and Ev and Ev and Ev and Ev and Evaluationaluationaluationaluationaluation

1.1 Perspective on Assessment, Evaluation and Learning in a Constuctivist Para-

digm.

1.2 Distinction between Assessment of Learning' and Assessment for Learn-

ing'.

1.3 Critical review of Current Evaluation Practices and their Assumptions about

Learning and Development.

1.4 Clarifying the Terms :

1.4.1 Assessment, Evaluation, Test, Examination and Measurement.

1.4.2 Formative and Summative Evaluation.

1.4.3 Continuous and Comprehensive Assessment.

1.4.4 Grading.


Unit 2 : What is to be assessed?Unit 2 : What is to be assessed?Unit 2 : What is to be assessed?Unit 2 : What is to be assessed?Unit 2 : What is to be assessed?

2.1 Dimensions and Levels of Learning.

2.2 Recall of Retention of Conceptual facts and Specific Skills in the Context of

Application.

2.3 Manipulating Tools and Symbols - Problem-Solving, applying learning to

diverse situations.

2.4 Contexts of Assessment.

Unit 3 : Assessment of Subject-based LearningUnit 3 : Assessment of Subject-based LearningUnit 3 : Assessment of Subject-based LearningUnit 3 : Assessment of Subject-based LearningUnit 3 : Assessment of Subject-based Learning

3.1 Enlarging notions of Subject-based Learning' in a Constructivist Context.

3.2 Assessment Tools.

3.3 Kinds of Tasks, Projects, Assignement and Performances.

3.4 Kinds of Tests and their Constructions.

3.5 Self-assessment and Peer-assessment.

UUUUUnitnitnitnitnit 4 : Ex 4 : Ex 4 : Ex 4 : Ex 4 : Examination Syamination Syamination Syamination Syamination Syssssstem : A Sociological and Psytem : A Sociological and Psytem : A Sociological and Psytem : A Sociological and Psytem : A Sociological and Psyccccchological analhological analhological analhological analhological analyyyyysis ofsis ofsis ofsis ofsis of t t t t thehehehehe

Related IssuesRelated IssuesRelated IssuesRelated IssuesRelated Issues

4.1 Examinations for Gradation

4.2 Examination for Social Selection and Placement.

4.3 Impact of the Prevailing Examination System on Student Learning and Stake-

holders.

4.4 Entrance Test in School System and their Influence on Students.

UUUUUnitnitnitnitnit 5 : Dir 5 : Dir 5 : Dir 5 : Dir 5 : Directions fections fections fections fections fororororor Ex Ex Ex Ex Examination Ramination Ramination Ramination Ramination Refefefefefororororormmmmm

5.1 Introducing flexibility in Examination and taking requirements.

5.2 Improving Quality and range of questions in Examianation Papers.

5.3 Examination Management.

5.4 Role of ICT in Examination.

UUUUUnitnitnitnitnit 6 : F 6 : F 6 : F 6 : F 6 : Feedbaceedbaceedbaceedbaceedbackkkkk and R and R and R and R and Reporeporeporeporeportingtingtingtingting

6.1 Feedback as an Essential Component of Formative Assessment.

6.2 Types of Teacher Feedback : (Written Components and Oral) Peer Feed-

back.

6.3 Place of Marks, Grades and Qualitative descriptions.


6.4 Objectives of reporting and a Complete report of a Consolidated Learner

Profile.


1- vLFkkuk] fcfiu ,oa vLFkkuk] fuf/] 'kSf{kdewY;kÄïu] vxzoky ifCyosQ'kUl] vkxjk&2

2- HkVukxj] ,-ch- ,oa HkVukxj] ehuk{kh] euksfoKku vkSj f'k{kk esa ekiu ,oa ewY;kÄïu]vkj- yky cqd fMiks] esjBA

3- xqIr] ,l~-fi- ,oa xqIrk] vydk] 'kSf{kd ekiu ,oa ewY;kÄïu] 'kkjnk iqLrd Hkou]bykgkckn

4- Mohan, Letta Ram Dhody, Amrita, Currculum Introduction and Evalua-

tion, Agrawal Publication, Agra

5- Sharma, R.A. Sharma, Advance Statistics in Education and Psychology,

R.Lall Book Depot, Merut.

6- Chanda, Dr. S.S. and Rao, Dr. Renu, Education Pychology Evaluation and

Statistics, R.Lall Book Depot, Merut.

7- Ebel, Robert L. (1966) Measuring Educational Achievement, Prentice Hall

Pvt. Ltd. New Delhi.

8- IGNOU ES-333 Evaluation.


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Third PaperThird PaperThird PaperThird PaperThird Paper

ContemContemContemContemContemporporporporporarararararyyyyy India and Education India and Education India and Education India and Education India and Education

Total Marks :- 100



• Understanding the effect of Ancient and Medieval Indian Education System

on present Education.

• Know Diversity, Inequality and Marginalisation in Society and their effec-

tiveness in Education.

• Understand Policy Structure for Public Education in India.

• Know the effects of Educational Problems on Contemporary Issues and

Policies in the Pre-independence period.

• Understand the Education System of India and Medium of Language and

Curriculum.

Unit 1 - Effect of Ancient and Medieval Indian EducationUnit 1 - Effect of Ancient and Medieval Indian EducationUnit 1 - Effect of Ancient and Medieval Indian EducationUnit 1 - Effect of Ancient and Medieval Indian EducationUnit 1 - Effect of Ancient and Medieval Indian Education

1.1 Structure, Aims, Methods, Curriculum, Rules, Teacher-Student relationship

and salient features of Vedic Education.

1.2 Structure, Aims, Methods, Curriculum, Ancient Buddhist Education Cen-

tres and Salient Features of Buddhist Education.

1.3 Structure, Aims, Methods, Curriculum and Salient Features of Islamic edu-

cation.

Unit - 2 Structure and Important features of Pre-Independence IndianUnit - 2 Structure and Important features of Pre-Independence IndianUnit - 2 Structure and Important features of Pre-Independence IndianUnit - 2 Structure and Important features of Pre-Independence IndianUnit - 2 Structure and Important features of Pre-Independence Indian

EducationEducationEducationEducationEducation

2.1 Anglo-Oriental Controversy

2.2 Macaulay's Minutes

2.3 Wood's Dispatch


2.4 Hunter Commission

2.5 Wardha Scheme of Education

UUUUUnitnitnitnitnit - 3 Moder - 3 Moder - 3 Moder - 3 Moder - 3 Modern Indian Education (Pn Indian Education (Pn Indian Education (Pn Indian Education (Pn Indian Education (Points foints foints foints foints fororororor Discussion - S Discussion - S Discussion - S Discussion - S Discussion - Strtrtrtrtructuructuructuructuructure,e,e,e,e,

Framed Causes, Curriculum and Major Implications)Framed Causes, Curriculum and Major Implications)Framed Causes, Curriculum and Major Implications)Framed Causes, Curriculum and Major Implications)Framed Causes, Curriculum and Major Implications)

3.1 University Education Commission - 1948-49

3.2 Secondary Education Commission - 1952-53

3.3 Sanskrit Education Commission - 1956-57

3.4 Education Commission - 1964-66

3.5 National Education Policy - 1968, 1986

3.6 Acharya Ramamurthy Committee - 1990

3.7 Yashpal Committee - 2009

3.8 National Knowledge Commission (NKC) - 2006-2009

3.9 Right to Education act - 2010

3.10 Vision and Road Map for the Development of Sanskrit (Ten Year Perspec-

tive Plan - 2015)

UUUUUnit-4 Vnit-4 Vnit-4 Vnit-4 Vnit-4 Varararararious fious fious fious fious fields ofields ofields ofields ofields of Education Education Education Education Education

4.1 Teacher Education and the role of NCTE. Types of Teacher Education-Pre-

Service and In-Service Training.

4.2 Concept, Importance, Objectives, Problems and Solutions of Women's Edu-

cation.

4.3 Concept, Importance, Objectives, Problems and Solutions of Vocational

Education and Vocationalizaton..

Unit-5 Contemporary Problems of Indian EducationUnit-5 Contemporary Problems of Indian EducationUnit-5 Contemporary Problems of Indian EducationUnit-5 Contemporary Problems of Indian EducationUnit-5 Contemporary Problems of Indian Education

5.1 Primary Education - Need, Objectives, Globalization of Elementary Educa-

tion.

5.2 Concept, Importance, Objectives, Problems and Solutions of Secondary

Education.

5.3 Concept, Importance, Objectives, Problems and Solutions of Higher Edu-

cation.

Unit-6 Special Educational Institutions in IndiaUnit-6 Special Educational Institutions in IndiaUnit-6 Special Educational Institutions in IndiaUnit-6 Special Educational Institutions in IndiaUnit-6 Special Educational Institutions in India

6.1 Kendriya Vidyalaya Sanghthan.


6.2 Navodaya Vidyalaya Samiti.

6.3 NCERT.

6.4 University Grant Commission.

6.5 Sanskrit Universities.


1- feJ%] yksdekU;%] Hkkjrh;k iqjkruh f'k{kk] e`xk{khizdk'kue~] 5@113] fojke[k.M%]xkserhuxje~] y[kumQ&226010] (2011)-

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8- xqIr] bZ'ojn;ky_ vk/qfud Hkkjrh;f'k{kkleL;kfpUru] gfj;k.kklkfgR; vdkneh]p.Mhx<+] 1991

9- laLÑrf'k{kk¿¿;ksx dk izfrosnu] mÙkjizns'klaLÑrlaLFkku] y[kumQ

10- ikBd nkrkjke vrhr ,oa orZeku esa 'kSf{kd iz.kkyh&3&'kSf{kd ifjHkk"kk dks'k Hkkx](2015) ekU;rk izdk'ku] fnYyh

11- Mukherjee, R.K., Ancient Indian Education, Motilal Banarsi Das Publish-

ers, Delhi.

12- Syed Nurullah and J.P. Naik, History of Education in India, Macmillan and

Co. Ltd., Bombay.

13- Altekar, A.S., Education in Ancient India, Jnanavapi Prakashan Varanasi.


14- Dayal, Bhagawan, The Development of Modern Indian Education.

15- Govt. of India (1986), National Policy of Education M/o HRD, New Delhi.

16- Govt. of India (1952-53) : Report of the Secondary Education Commission.

17- Govt. of India (1964-66), Education Commission Kothari Commission.

18- Govt of India (2009) : Right to Education, Ministry of Law and Justice.

19- Anand, C.L., (1983) : Teacher and Education in Emerging Indian Society,

NCERT, New Delhi.


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Fourth PaperFourth PaperFourth PaperFourth PaperFourth Paper

TTTTTeaceaceaceaceachinghinghinghinghing of of of of of Shas Shas Shas Shas Shastrtrtrtrtrasasasasas

Total Marks :- 100



• Understand Concept of Shastras.

• Understand General Features of Shastras like Vyakarna, Sahitya, Jyotish,

Nyaya and Mimamsa.

• Understand several systems in Teaching of Shastras.

• Understand Teaching Methods of Vyakarana Shastra.

• Understand Teaching Methods of Sahitya Shastra.

• Understand Shastra Knowledge Testing Techniques.

• Understand Several Institutes Engaged in Preservation of Shastras.

Unit- 1 Concept of Shastra.Unit- 1 Concept of Shastra.Unit- 1 Concept of Shastra.Unit- 1 Concept of Shastra.Unit- 1 Concept of Shastra.

1.1 Definition of Shastra.

1.2 Tradition of Mangalacharana in Shastras.

1.3 Purpose of studying Shastras.

1.4 Different kind of Shastras.

1.5 Explanation of Anubandha-Chatustaya.

UUUUUnit- 2 Tnit- 2 Tnit- 2 Tnit- 2 Tnit- 2 Tececececechniqhniqhniqhniqhniques ofues ofues ofues ofues of Shas Shas Shas Shas Shastrtrtrtrtra Ta Ta Ta Ta Teaceaceaceaceachinghinghinghinghing

2.1 Anvaya and Vyatireka.

2.2 Adhikarana

2.3 Six types of Vrittis.

2.4 Pramanya Vichara

Unit- 3 Grammar as ShastraUnit- 3 Grammar as ShastraUnit- 3 Grammar as ShastraUnit- 3 Grammar as ShastraUnit- 3 Grammar as Shastra

3.1 Methods of Teaching Vyakarana


3.2 Teaching of Phonetics according to Shiksha-Vedanga

3.3 Process of Shabdh-Bodha

Unit- 4 Sahitya ShastraUnit- 4 Sahitya ShastraUnit- 4 Sahitya ShastraUnit- 4 Sahitya ShastraUnit- 4 Sahitya Shastra

4.1 Concept of Sahitya, Criticism.

4.2 Methods of Teaching Sahitya

4.3 Teaching of Chandas and Alankaras.

UUUUUnit- 5 Tnit- 5 Tnit- 5 Tnit- 5 Tnit- 5 Tesesesesestingtingtingtingting T T T T Tececececechniqhniqhniqhniqhniques ofues ofues ofues ofues of Shas Shas Shas Shas Shastrtrtrtrtra Knoa Knoa Knoa Knoa Knowwwwwledgledgledgledgledgeeeee

5.1 Various Veda Pathas - Pada-Jata-etc.

5.2 Prahelikas

5.3 Samasyapurti.

5.4 Shalakapariksha.

Unit- 6 Preservation of ShastrasUnit- 6 Preservation of ShastrasUnit- 6 Preservation of ShastrasUnit- 6 Preservation of ShastrasUnit- 6 Preservation of Shastras

6.1 Indian Institutions engaged in Preserving Shastras - Sanskrit Universities,

Gurukulas, Non-Govt. Organizations, Academies and Maths.

6.2 Steps to Preservation of Shastras.

lUnHkZxzUFkk% (Reference BooksReference BooksReference BooksReference BooksReference Books)&

1- "k"B~;CnlaLÑre~ (izFkeksHkkx%) lEiknd%] jk/koYyHkf=kikBh] jkf"Vª;laLÑrlaLFkkue~uonsgyhA

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5- 'kqDy%] jtuhdkUr%] O;kdj.kf'k{k.ke~] jkf"Vª;laLÑrfo|kihBe~] fr#ifr%A

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7- liQk;k] j?kqukFk%] laLÑrf'k{k.k] gfj;k.kk fgUnh xzUFk vdknehA

8- Bokil, Vinayak Pandurang, A New Approach to Sanskrit - Chitrashala

Prakasan, Pune,


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Fifth PaperFifth PaperFifth PaperFifth PaperFifth Paper

(Compulsory Part)(Compulsory Part)(Compulsory Part)(Compulsory Part)(Compulsory Part)

(A) Inclusiv(A) Inclusiv(A) Inclusiv(A) Inclusiv(A) Inclusive Educatione Educatione Educatione Educatione Education

Total Marks :- 50



• Understanding the Cultural Policies and Practices that need to be addressed

in order to create an Inclusive School.

• Explore the definition of disability and Inclusion within an Educational

Framework Context.

• Know Identification of the barriers to Learning and Participation.

• Understand how Learning Achievement is Perceived and Understood in

State Policy Documents.

• Understand the National and International Commitments towards the Chil-

dren with Diverse Needs.

UNIT 1UNIT 1UNIT 1UNIT 1UNIT 1. Inclusiv. Inclusiv. Inclusiv. Inclusiv. Inclusive Educatione Educatione Educatione Educatione Education

1.1 Definition, Concept, Importance and Philosophy of Inclusive Education.

1.2 Difference between Special Education, Integrated Education and Inclusive

Education.

1.3 Concept and Meaning of Diverse Needs.

1.4 Addressing the Needs of Children with Learning Difficulties and Impair-

ments.

UNITUNITUNITUNITUNIT. 2 Childr. 2 Childr. 2 Childr. 2 Childr. 2 Children en en en en witwitwitwitwith Divh Divh Divh Divh Diverse Nerse Nerse Nerse Nerse Needseedseedseedseeds

2.1 Definition and Characteristics of Sensory, Hearing, Visual and Physically

Challenged.

2.2 Intellectual Definition & Characteristics of Gifted, Talented and Mentally

Challenged.


2.3 Developmental Disabilities-Autism, Cerebral Palsy & Learning Disabilities.

2.4 Social and Emotional Problems.

2.5 Scholastic Backwardness, Low Achievement, Slow Learners.

UNIT 3. PrUNIT 3. PrUNIT 3. PrUNIT 3. PrUNIT 3. Preparepareparepareparation fation fation fation fation fororororor Inclusiv Inclusiv Inclusiv Inclusiv Inclusive Educatione Educatione Educatione Educatione Education

3.1 Concept of Inclusive School - Infrastructure and Accessibility, Human Re-

sources, Attitudes to Disability and Whole School Approach

3.2 Supportive Services required for Meeting Special Needs in the Classroom -

Special Teacher, Special Therapist, Physiotherapist, Occupational Thera-

pist and Counselor.

3.3 Development and application of learner-friendly evaluation procedures; Dif-

ferent provisions for examination by the boards of Secondary Education.


1- fooZQ] tloUr_ vydk vjksM+k_ lekos'kh f'k{kk osQ vk/kj] Vh-,iQ-lh- ifCyosQ'kUl]ifV;kykA

2- ;kno] ,l-,l_ ;kno] lq/k_ lekos'kh f'k{kk] V.Mu ifCy'klZ] yqf/;kukA

3- Vijayan, P and Geetha (Ed. By Mittal, S.R., 2006) Integrated and Inclusive

Education: DSE (vi) Manual, New Delhi.

4- Jha, M.; (2002) Inclusive Education for all : Schools without Walls, Chennai,

Heinemann Educational publishers, Multivista Global Ltd.

5- Sharma, P.L.; (2003) Planning Inclusive Education in Small Schools, R.I.E.

Mysore, Bhargav, Mahesh; Exceptional Children, H.P.Bhargav Book House,

Agra.


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(Optional Part-B)(Optional Part-B)(Optional Part-B)(Optional Part-B)(Optional Part-B)

B- 1B- 1B- 1B- 1B- 1. P. P. P. P. Peace-Educationeace-Educationeace-Educationeace-Educationeace-Education

Total Marks :-50



• Know Broaden notions about Peace and Peace Education, their Relevance

and Connection to Inner and Social Harmony.

• Understand Peace as a Dynamic Social Reality.

• Understand Conflicts and its underlying Personal-Social Processes and

Mediation.

• Peace Education in Indian Perspective.

UNIT 1: Peace EducationUNIT 1: Peace EducationUNIT 1: Peace EducationUNIT 1: Peace EducationUNIT 1: Peace Education

1.1 Meaning, Importance and Relevance of Peace Education.

1.2 Need, Scope and Objectives of Peace Education.

1.3 Brief History of Peace Education.

1.4 Main Sources of Peace Education.

UNIT 2: PUNIT 2: PUNIT 2: PUNIT 2: PUNIT 2: Peace Education ateace Education ateace Education ateace Education ateace Education at V V V V Varararararious Leious Leious Leious Leious Levvvvvelselselselsels

2.1 Curriculum of Peace Education for Primary Level.

2.2 Curriculum of Peace Education for High-School Level.

2.3 Peace Education related to School Co-curricular Activities and Celebration

of Gandhi Jayanti, Earth day, Peace day, Thinking day and UNO day etc.

2.4 Contribution of Various Religions to establish World Peace.


UNIT 3: PUNIT 3: PUNIT 3: PUNIT 3: PUNIT 3: Peace Education in Indian Peace Education in Indian Peace Education in Indian Peace Education in Indian Peace Education in Indian Perspectiverspectiverspectiverspectiverspectiveeeee

3.1 Veda, History, Geeta and Yoga-sutras.

3.2 Ancient Techniques for Stress Management - Yoga, Vipashyana, Yajna and

Meditation.

3.3 Increasing duty Awareness in Self Discipline and Self Management.

3.4 Theory of Panch-Sheela.


1- frokjh] uhykHk_ tSu] fufru (lEiknd%)_ oSf'od ifjizs{; esa 'kkfUr vkSj ewY;f'k{kk] jkf"Vª; laLÑr laLFkku] Hkksiky ifjlj] HkksikyA

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3- Mishra, Loknath; Peace Education: Framework for Teachers, APH Pub-

lishing Corporation, New Delhi.

4- Veerabhadrappa, R.P.; Teaching of Peace & Conflict Resolution, Lotus Press,

New Delhi.


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(Optional Part - B)(Optional Part - B)(Optional Part - B)(Optional Part - B)(Optional Part - B)

B- 2. Human Rights EducationB- 2. Human Rights EducationB- 2. Human Rights EducationB- 2. Human Rights EducationB- 2. Human Rights Education

Total Marks :- 50



• Awareness of Human Rights and Equality,

• Acquintance with the National and International Efforts in the Context of

Human Rights.

• Understand the Teaching Methods of Human Rights,

• Develop an understanding the Role of the School and Teacher in Propagat-

ing Human Rights Awareness.

Unit 1 Human RightsUnit 1 Human RightsUnit 1 Human RightsUnit 1 Human RightsUnit 1 Human Rights

1.1 Concept of Human Rights

1.2 Need and Importance of Human Rights

1.3 Indian Constitution and Human Rights

1.4 The Fundamental Human Rights - Freedom, Equality, Education, Protec-

tion and Expression.

UUUUUnitnitnitnitnit 2 Ef 2 Ef 2 Ef 2 Ef 2 Efffffforororororts fts fts fts fts fororororor Human Rights Human Rights Human Rights Human Rights Human Rights

2.1 National Human Rights Commission-its Origin, Functions and Scope.

2.2 State Human Rights Commission - its Origin, Functions and Scope.

2.3 Special Rights of Women, Children and Socially deprived.

2.4 Human Rights Movements in India.

Unit 3 Human Rights EducationUnit 3 Human Rights EducationUnit 3 Human Rights EducationUnit 3 Human Rights EducationUnit 3 Human Rights Education

3.1 Duty based Rights of Teacher and Taught with Special reference to Chil-

dren.


3.2 Rights to Information (RTI) and Consumer Rights.

3.3 Role of School and Teacher to promote Human Rights awareness.

3.4 The thoughts regarding Human Rights of Rajaram Mohan Rai, Gandhi and

B.R. Ambedkar.


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B-3. VB-3. VB-3. VB-3. VB-3. Value Educationalue Educationalue Educationalue Educationalue Education

Total Marks :- 50

ObjectivObjectivObjectivObjectivObjective:e:e:e:e:


• Understand the Concept of Values.

• Understand the Nature, Need and Importance of Value Education.

• Enable them to understand Educational Values like Democratic, Secular

and Socialist.

• Understand Indian Culture and Human Values.

• Understand and appreciate the Concept of Democratic Values.

UUUUUnitnitnitnitnit 1 V 1 V 1 V 1 V 1 Valuesaluesaluesaluesalues

1.1 Meaning, Importance and Source of Values.

1.2 Classification and Nature of Values.

1.3 Values from Religious Education, Moral Values and Moral Training.

UUUUUnitnitnitnitnit 2 V 2 V 2 V 2 V 2 Value Educationalue Educationalue Educationalue Educationalue Education

2.1 Need, Importance and Scope of Value-Education.

2.2 Concept of Morality and Moral Education.

2.3 Importance of Value-oriented Education.

2.4 Education Values like Democratic, Secular and Socialist.

2.5 Co-curricular Activities to Inculcate Value.

UUUUUnitnitnitnitnit 3 Human V 3 Human V 3 Human V 3 Human V 3 Human Valuesaluesaluesaluesalues

3.1 Human Values on Socio-moral and Cultural Context.


3.2 Valuation of Indian Culture and Human Values.

3.3 Moral Judgment and Moral Action.

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5- Gupta, N.L., Value Education, Theory & Practice, Krishna Brother, Ajmer.

6- Gupta, K.M., Training cum-Research Project in Value, Orientation, Value

Analysis model, DTE, SE & ES, NCERT, New Delhi.

7- Ruhela, S.P., Human Values & Education, Sterling Publishers Pvt. Ltd.,

New Delhi.

8- Jasta, Hari Ram, Spiritual Values and Education, Prabhat Prakashan, Delhi.


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B-4. Gender Issues in EducationB-4. Gender Issues in EducationB-4. Gender Issues in EducationB-4. Gender Issues in EducationB-4. Gender Issues in Education

Total Marks :-50



• Develop basic Understanding and Familiarity with key concepts-Gender,

Gender bias, Gender Stereotype, Empowerment, Gender Parity, Equity and

Equality, Patriarchy and Feminism.

• Understand the Gradual Paradigm shift from Women Studies to Gender

studies.

• Learn about Gender Issues in School, Curriculum, and Textual Materials

across Teaching Processes and its mutual action with Class, Caste, Religion

and Region.

• Understand Historical, Contemporary features of Education in the Gender

Context.

UNIT 1: Gender IssuesUNIT 1: Gender IssuesUNIT 1: Gender IssuesUNIT 1: Gender IssuesUNIT 1: Gender Issues

1.1 Gender, Sex, Sexuality, Patriarchy, Masculinity and Feminism.

1.2 Gender related bias, Stereotype, and Empowerment.

1.3 Equity and Equality in relation with Caste, Class, Religion, Disability and

Region.

1.4 Sexual Harassment and Abuse

UNIT 2: Theories On Gender and Education: Application In The IndianUNIT 2: Theories On Gender and Education: Application In The IndianUNIT 2: Theories On Gender and Education: Application In The IndianUNIT 2: Theories On Gender and Education: Application In The IndianUNIT 2: Theories On Gender and Education: Application In The Indian

ContextContextContextContextContext

2.1 Socialization Theory

2.2 Gender Difference

2.3 Structural Theory


UNIT 3: Subjects on Gender Issues In CurriculumUNIT 3: Subjects on Gender Issues In CurriculumUNIT 3: Subjects on Gender Issues In CurriculumUNIT 3: Subjects on Gender Issues In CurriculumUNIT 3: Subjects on Gender Issues In Curriculum

3.1 Gender, Culture and Institution - Intersection of Class, Caste, Religion and

Region

3.2 Curriculum and Gender Issues.

3.3 Gender in Text Books and in related Subjects.

3.4 Teacher as an Agent of Change


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4- Bhasin, Kamala; Understanding Gender, Kali for Women Publications, New

Delhi.

5- Menon, Nivedita; Gender and Politics in India, Oxford University Press,

New Delhi.

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