Course-2.1.1_Siksha Adhyayan (Educational Studies)_MEd

Course- 2.1.3: Educational  Studies 
Unit I: Theoretical Perspectives of Education
    l    Education as a system developed by the society based on: social, cultural, political, economic and technological factors.
    l Critical analysis of concepts, principles, theories, assumptions and contexts related to education.
    l Sustainable education, curriculum, syllabus, textbooks, assessment, teaching-learning process etc. and its application to pedagogy and practices.
Unit II: Education as a Discipline
    l    Critical analysis of education as a discipline/area of study
    l    The aims of Indian Education in the context of a democratic, secular, egalitarian and a humane society.
Unit III: Education as Interdisciplinary Knowledge
    l    Interdisciplinary nature of education; relationships with the disciplines/subjects such as philosophy, psychology, sociology, anthropology and languages.
    l Science and Technology in Education and challenges ahead.
    l Axiological issues in education: role of peace and other values, aesthetics in education.
    l Dynamic relationship of education with the political process.
    l Interrelation between education and development.
Unit IV: Socio-cultural Context of Education
    l    Social purposes of education.
    l    Understanding Indian society-with reference to its multilingual and multicultural nature and other diversity, appropriate approaches for teaching young children in this context.
    l     Process of socialization and acculturation of the child: Critical role of school, parents, peer group and the community.
    l     Equality in educational opportunity: Critical analysis of the ways in which schooling, teaching-learning and curriculum contribute to social equality.
    l Education of deprived group children.
Unit V: Support Systems of Education
    l    Principles and guidelines in organizing the support systems.
    l    Teacher education and contemporary issues as reflected in NCF (2005).
    l    Department of Public instruction, Ministry and other government agencies, Academic Institutes: Role, involvements, issues related to control and autonomy.
Unit VI:  Role of Media
    l    Complementarities in participation of different stakeholders in school education: role of media, use of technology, NGOs, Civil society groups, Teacher organizations, family and local community.
    l Re-conceptualism of learning resources: textbooks, supplementary books, workbooks, multimedia and ICT, School library etc.
Unit VII: Knowledge about Education system in India
    l    Education system in Ancient and Medieval India.
    l    Educational policies during British period.
    l    Determinants of Educational Policies in India.
    l    Major educational policies of the Government of India.
    l    Possibilities, Challenges and Opportunities for future.
Practicum
Assignments based on self-study on identified themes such as—
    l    Policy perspectives and status of education of socio-economically disadvantaged children of India/of a particular State.
    l    Vision of school education in India.
    l    Process of socialization of the child.
    l    Critical analysis of the ways in which schooling, teaching-learning and curriculum contribute to social equality.
    l    Visit to a school, observation of activities and preparation of a reflective diary and interaction in a group.