1

Ckh0,0 f”k{kk”kkL= fu;ekoyh ,oa ikB~;Øe

izos”k vgZrk& os vH;FkhZ tks fdlh ekU;rk izkIr f”k{kk laLFkk ls b.VjfefM,V ;k mlds led{k ijh{kk mÙkh.kZ gSa] laLFkkxr Nk= ds :Ik esa Lukrd d{kk esa f”k{kk”kkL= fo’k; ys ldsaxsA ikB~;Øe& ch0,0 f”k{kk”kkL= ikB~;Øe ds izFke o’kZ esa nks] f}rh; o’kZ esa nks vkSj r`rh; o’kZ esa rhu lS)kfUrd iz”ui= gkasxsA rhuksa o’kksZa ds lHkh lS)kfUrd iz”ui= ds fy, vyx&vyx 75 vad fu/kZkfjr gSaA bl izdkj ch0,0 izFke o’kZ ds nksuksa lS)kfUrd iz”ui= ¼75$75½=150 rFkk izz;ksxkRed dk;Z 50 vad] ch0,0 f}rh; o’kZ ds nksuksa lS)kfUrd iz”ui= ¼75$75½=150 rFkk izz;ksxkRed dk;Z 50 vad rFkk ch0,0 r`rh; o’kZ ds rhuksa lS)kfUrd iz”ui= ¼75$75$75½=225 rFkk izz;ksxkRed dk;Z 75 vadksa dk gksxkA vH;FkhZ dks mÙkh.kZ gksus ds fy, lS)kfUrd rFkk iz;ksxkRed iz”ui=ksa esa vyx&vyx 36 izfr”kr vad ;k Lukrd ijh{kk ds lEcU/k esa tSlk le;≤ ij fo”ofo|ky; fu/kkZfjr dj]s vad izkIr djuk vfuok;Z gksxkA

ch0,0 izFke o’kZ izFke iz”ui= f”k{kk ,oa Hkkjrh; lekt 75 (Education & Indian Society) f}rh; iz”ui= f”k{kk euksfoKku 75 (Psychology of Education) r`rh; iz”ui= iz;ksxkRed dk;Z (Practical work) 50 ch0,0 f}rh; o’kZ izFke iz”ui= Hkkjrh; f”k{kk dk bfrgkl 75 (History of Indian Education) f}rh; iz”ui= f”k{kk esa uohu izo`fÙk;k¡ 75 (New Trends in Education) r`rh; iz”ui= iz;ksxkRed dk;Z (Practical work) 50 ch0,0 r`rh; o’kZ izFke iz”ui= cky fodkl (Child Development) 75 f}rh; iz”ui= f”k{kk esa ekiu] ewY;kadu ,oa lkaf[;dh 75 (Measurment, Evaluation & Statistics in Education) r`rh; iz”ui= f”k{kkn”kZu ,oa f”k{kk”kkL=h 75 (Philosophy of Educaion & Educationists) prqFkZ iz”ui= Ikz;ksxkRed dk;Z (Practical work) 75 izk;ksfxd dk;Z ,oa ekSf[kdh& fo”ofo|ky; }kjk fu;qDr ,d okà; ,oa ,d vkUrfjd ijh{kd }kjk la;qDr :Ik ls izk;ksfxd ,oa ekSf[kdh ijh{kk lEiUu djk;h tk;sxh tks fo”ofo|ky; ds fu;eksa ds vuqlkj izR;sd vH;FkhZ ds izk;ksfxd dk;Z dk ewY;kadu djrs gq, vad iznku dj vadi= izLrqr djsaxs ftUgsa lfEefyr djrs gq, ijh{kk Qy dh ?kks’k.kk dh tk;sxhA izos”k la[;k] izos”k izfØ;k ,oa “kqYd lajpuk fo”ofo|ky; }kjk le;≤ ij fu/kkZfjr fu;eksa ¼fo”ks’k :Ik ls Lukrd Lrjh; ikB~;Øe½ ds vuq:Ik gksxhA

2

ch0,0 izFke o’kZ izFke iz”ui=

f”k{kk ,oa Hkkjrh; lekt bdkbZ 1-1- f”k{kk&vFkZ] mn~ns”;] fo’k; {ks=] f”k{kk ds izdkj % vkSipkfjd] vukSipkfjd ,oa

vkSipkfjdsrj f”k{kkA 1-2- f”k{kk ds vfHkdj.k& fo|ky;] ifjokj] jkT; ,oa lektA bdkbZ 2-1- ikB~;p;kZ& vFkZ] ikB~;Øe ,oa ikB~;p;kZ esa vUrj] ikB~;p;kZ ds izdkj]

ikB~;Øe fuekZ.k ds fl)kUrA 2-2- f”k{kk esa LorU=rk ,oa vuq”kklu] “kSf{kd voljksa dh lekurkA

bdkbZ 3-1- f”k{kk ,oa lkekftd ifjorZu] f”k{kk ,oa lkekftd xfr”khyrkA 3-2- f”k{kk ,oa laLd`fr] f”k{kk ,oa vk/kqfudhdj.kA

bdkbZ 4-1- jk’Vªh; ,dhdj.k ,oa vUrjkZ’Vªh; vocks/k ds fy;s f”k{kkA 4-2- “kSf{kd fu;kstu % vFkZ] fl)kUr] egRo ,oa “kSf{kd ;kstuk ds izdkjA

v/;;u xzUFk

• vksM] ,y0ds0 ¼2004½] f”k{kk dh nk”kZfud i`’BHkwfe] jktLFkku fgUnh xzUFk vdkneh] t;iqjA

• prqosZnh] lhrkjke ¼1970½] f”k{kk n”kZu] jkT; fgUnh laLFkku] y[kuÅA • rustk] oh0vkj0 ¼1979½] lksf”k;ks&fQyklfQdy ,izskp Vw ,twds”ku] ,VykafVd

ifCyds”ku- fnYyhA

• ik.Ms;] ds0ih0 ¼1983½ ] ilZisfDVo bu lks”ky QkmUMs”ku vkQ ,tqds”ku] vferkHk izdk”ku] fnYyhA

• ik.Ms;] ds0ih0 ¼2011½] f”k{kk ds nk”kZfud ,oa lekt”kkL=h; vk/kkj] fo”ofo|ky; izdk”ku] okjk.klhA

• ik.Ms;] jke”kdy ¼1983½] f”k{kk n”kZu] fouksn iqLrd efUnj] vkxjkA • csdj] tkWu0,y0 ¼1980½] ekMZu fQyklQht vkWQ ,tqds”ku] VkVk eSxzkfgyA

3

ch0,0 izFke o’kZ

f}rh; iz”ui=

f”k{kk euksfoKku bdkbZ 1-1 f”k{kk euksfoKku& vFkZ] izd`fr] fo’k; {ks=] v/;;u dh fof/k;k¡A

1-2 o`f) ,oa fodkl&vFkZ] “kS”kokoLFkk] ckY;koLFkk o fd”kksjkoLFkk esa ckSf)d] lkekftd] ekufld ,oa lkaosfxd fodkl % izeq[k fo”ks’krk,¡A

bdkbZ 2-1- vf/kxe ¼lh[kuk½& vFkZ] izdkj] vf/kxe ds fl)kUr] “kkL=h; vuqca/ku fl)kUr] fØ;k izlwr vuqcU/ku] iz;kl ,oa =qfV fl)kUr] vUrnZ`f’V fl)kUrA

2-2- vfHkizsj.kk% vFkZ] izdkj] Nk=ksa dks vfHkizsfjr djus okys dkjd ,oa bldk “kSf{kd fufgrkFkZA vf/kxe dk LFkkukUrj.k% vFkZ] izdkj] fl)kUr] vf/kxe ds LFkkukUrj.k dks izHkkfor djus okys dkjdA

bdkbZ 3-1- cqf)% vFkZ] fl)kUr ,oa ekiu] l`tukRedrk % vFkZ] Lo:Ik rFkk blds fodkl gsrq “kSf{kd izko/kkuA

3-2- Le``fr &vFkZ rFkk Le`fr dks mUur djus dh fof/k;k¡] foLe`fr dk vFkZ ,oa dkj.k] izR;{khdj.k] rdZ ,oa izR;; fuekZ.kA

bdkbZ 4-1- O;fDrRo% vFkZ] izdkj] O;fDrRo dks izHkkfor djus okys dkjd] lek;kstu ,oa ekufld LokLF;% vFkZ ,oa ekufld LokLF; dks izHkkfor djus okys dkjdA

4-2- fof”k’V ckyd % izfrHkk”kkyh ckyd] fiNM+s ckyd] eafnreuk ,oa oafpr ckyd% fo”ks’krk ,oa budh f”k{kk O;oLFkk] lesfdr f”k{kkA

v/;;u xzUFk%

• ekFkqj] ,l0,l0 ¼2012½] f”k{kk euksfoKku] fouksn iqLrd eafnj] vkxjkA

• xqIrk] ,l0ih0 ,oa xqIrk vydk ¼2004½] mPprj f”k{kk euksfoKku] “kkjnk iqLrd Hkou] bykgkcknA

• tk;loky] lhrkjke ¼2010½] O;fDrRo dk euksfoKku] fouksn iqLrd efUnj] vkxjkA • nRRk] ,u0ds0 ¼1974½] n lkbdksykWftdy QkmUMs”kUl vkWQ ,tqds”ku] nksvkck gkml

fnYyhA

• ik.Ms;] ds0 ,oa JhokLro ,l0,l0 ¼2005½] f”k{kk euksfoKku] Hkkjrh; ,oa ik”pkR; n`f’V] eSxzkfgy izdk”ku] ubZ fnYyhA

• ik.Ms;] ds0ih0 ¼2007½] uohu f”k{kk euksfoKku] fo”ofo|ky; izdk”ku] okjk.klhA

• flag] v:.k dqekj ¼2007½] f”k{kk euksfoKku] Hkkjrh Hkou ifCyds”ku] ubZ fnYyhA

• yky] jeu fcgkjh ,oa iyksM lquhrk ¼2011½] f”k{kk euksfoKku] vkj0yky cqd fMiks] esjBA

4

ch0,0 izFke o’kZ Rk`rh; iz”ui=

¼leLr Nk=ksa ds fy;s vfuok;Z½

1- v/kksfyf[kr euksoSKkfud lEizR;;ksa esa ls izR;sd ij ,d iz;ksx&

¼d½ izR;{khdj.k ¼[k½ LEk`fr ¼x½ vf/kxe dk LFkkukUrj.k ¼?k½ cqf) ¼M½ O;fDrRo

2- fdlh ,d “kSf{kd laLFkk dk O;f’V v/;;u ,oa rRlEcfU/kr izfrosnu izLrqrhdj.kA uksV&% 1- iz;ksxkRed ijh{kk esa nks euksoSKkfud lEizR;;ksa ij iz;ksx djuk vfuok;Z gksxkA ¼15 + 15 = 30½ 2- iz;ksxkRed vfHkys[k ,oa ekSf[kdh& ¼10 + 10 = 20 ) dqy ;ksx& = 50

1

ch0,0 f}rh; o’kZ izFke iz”ui=

Hkkjrh; f”k{kk dk bfrgkl

bdkbZ 1-1- oSfnd ,oa ckS) dkyhu f”k{kk ,oa bldh izeq[k fo”ks"krk;saA

1-2- e/; dkyhu f”k{kk ,oa bldh izeq[k fo”ks’krk;saA

bdkbZ 2-1- vkSifuosf”kd f”k{kk O;oLFkk % pkVZj ,DV] eSdkys dk fooj.k i= ,oa oqM dk ?kks’k.kk

i=A

2-2- g.Vj vk;ksx ,oa xks[kys fcyA

bdkbZ 3-1 lSMyj vk;ksx ,oa gVkZax lfefrA

3-2 o/kkZ f”k{kk ;kstuk ,oa lktsZUV ;kstukA

bdkbZ 4-1 fo”ofo|ky; vk;ksx ¼1948&49½ ,oa ek/;fed f”k{kk vk;ksx ¼1952&53½A

4-2 f”k{kk vk;ksx ¼1964&66½ ,oa jk’Vªh; f”k{kk uhfr] ¼1986½ rFkk leh{kk lfefr

fjiksVZ¼vkpk;Z jkeewfrZ desVh 1990½] la”kksf/kr f”k{kk uhfr ¼1992½ jk’Vªh; Kku

vk;ksx ¼2005½A

v/;;u xzUFk%

• tkSgjh] oh0ih0 ,oa ikBd ih0Mh0 ¼2011½] Hkkjrh; f”k{kk dk bfrgkl vkSj mldh leL;k,a] fouksn iqLrd eafnj] vkxjkA

• ik.Ms;] jke”kdy ,oa feJ d:.kk “kadj ¼1990½] Hkkjrh; f”k{kk dh ToyUr leL;k,¡] oksgjk ifCy”klZ ,oa fMLVªhO;wVlZ] bykgkcknA

• ikBd] ih0Mh0 ¼1974½] Hkkjrh; f”k{kk ,oa mldh leL;k,¡] fouksn iqLrd eafnj] vkxjkA

• JhokLro] ts0ih0 ,oa vkscjk; ,l0lh0 ¼1993½] vk/kqfud Hkkjrh; f”k{kk vkSj mldh leL;k,¡] yk;y cqd fMiks] esjBA

• HkVukxj] lqjs”k ,oa /kesZUnz ¼2011½] Hkkjrh; f”k{kk dk bfrgkl ,oa orZeku leL;k,¡] vkj0 yky cqd fMiks] esjBA

• xqIrk] ,l0ih0 ¼2005½] Hkkjrh; f”k{kk dk bfrgkl] fodkl ,oa leL;k,¡] “kkjnk iqLrd Hkou] bykgkcknA

• diwj] mfEkZyk ¼2010½] Hkkjrh; f”k{kk bfrgkl vkSj leL;k,¡] lkfgR; izdk”ku vkxjkA

• “kekZ] vkj0,0 ¼2007½] Hkkjrh; f”k{kk iz.kkyh dk fodkl] vkj0 yky cqd fMiks] esjBA

2

ch0,0 f}rh; o’kZ f}rh; iz”ui=

f”k{kk esa uohu izo`fÙk;k¡

bdkbZ 1-v- “kSf{kd rduhdh% vFkZ] fo”ks’krk,a] izdkj] mikxe& gkMZos;j] lkQ~Vos;j ,oa iz.kkyh

mikxe] f”k{kk esa JO;&n`”; lkexzh ,oa budk egRoA

c- lEizs"k.k rduhdh % lEisz"k.k&lEizR;;] vko”;drk ,oa izfdz;k] f”k{kk esa lEizs’k.k dh

mi;ksfxrkA

bdkbZ 2-v- vfHkdzfer vuqns”ku& rkRi;Z] fo”ks"krk] fl)kUr] izdkj&js[kh; vfHkØe] “kk[kh;

vfHkØe] f”k{kk esa budk egRoA

c- dEI;wVj lgvuqns”ku&rkRi;Z ,oa fo”ks’krk,a] dEI;wVj gkMZos;j ,oa lk¶Vos;j Lo:Ik]

fo”ks"krk,a ,oa vuqiz;ksx rFkk budk “kSf{kd fufgrkFkZA

bdkbZ 3-v- f”k{kk esa uokpkj% vFkZ ,oa izdkj] cgqek/;e mikxe] dEI;wVj lgk;d vuqns”ku]

lSVsykbV lEizs’k.k] b&esy] b&yfuZax] vkHkklh f”k{kkA

c- lkewfgd ,oa O;fDrxr vuqns”ku iz.kkyh] Vsyhfotu] b.VjusVA

bdkbZ 4-v- nwjLFk f”k{kk% lEizR;;] vko”;drk] egRo] [kqyk fo”ofo|ky;] nwjLFk f”k{kk ds ykHk

,oa lhek;saA

c- Hkwe.Myhdj.k] mnkjhdj.k rFkk futhdj.k ds lEcU/k esa f”k{kk O;oLFkkA

v/;;u xzUFk%

• ik.Ms;] ljYkk ,oa mik/;k; vkj0 ¼2001½] “kSf{kd rdukykWth ds vk;ke] fo”ofo|ky;

izdk”ku] okjk.klhA

• ik.Ms;] ds0ih0 ¼2011½] f”k{k.k vf/kxe dh rdukykth] fo”ofo|ky; izdk”ku] okjk.klhA

• feRry] lUrks’k ¼1995½] “kSf{kd rduhdh] jktLFkku fgUnh xzUFk vdkneh] t;iqjA

• flag] f=Hkqou ,oa flag izHkkdj ¼1984½] f”k{k.k vH;kl ds lksiku] Hkkjr Hkkjrh izdk”ku]

tkSuiqjA

• lEir] ds0 rFkk vU; ¼1988½] bULVªD”ku Vw ,tqds”kuy rdukykth] u;h fnYyh LVfyZax

ifCy”klZ izkbosV fyfeVsMA

• “kekZ vkj0,0 ¼2002½] f”k{kk ds rduhdh vk/kkj] vkj0 yk;y cqd fMiks] esjBA

• dqyJs’B] ,l0ih0 ¼2005½] “kSf{kd rduhdh ds ewy vk/kkj] fouksn iqLrd eafnj] vkxjkA

3

ch0,0 f}rh; o’kZ r`rh; iz”ui=

Ikz;ksxkRed dk;Z

izR;sd Nk= dks l= ds vUrxZr fuEufyf[kr iz;ksxkRed dk;Z djuk gksxk %&

1- f”k{kk”kkL= fo’k; esa fdlh ,d izdj.k ij vfHkØfer vuqns”ku dk fuekZ.k

2- nwjn”kZu ;k vkdk”kok.kh ds fdlh “kSf{kd izlkj.k dk leh{kkRed v/;;u ¼izlkj.k

dsUnz] fnukad] le;] izlkj.k vof/k lfgr½A

3- “kSf{kd fodkl ij pkVZ fuekZ.k djukA

4- vksojgsM izkstsDVj dk “kSf{kd dk;ZØe esa mi;ksxA

5- VsifjdkMZj dk “kSf{kd dk;ZØe esa mi;ksxA

uksV& mi;qZDr fu/kkZfjr izk;ksfxd dk;ksZa dh vfHkys[k iaftdk cukuk izR;sd Nk= ds fy,

vfuok;Z gksxk ftlds vk/kkj ij vko”;drkuqlkj fØ;kRed ,oa ekSf[kd <ax ls

vkUrfjd vkSj okà; ijh{kd ewY;kadu djsaxsA

1

Ckh0,0 r`rh; izFke iz”ui=

cky fodkl

bdkbZ 1-1- cky fodkl% vFkZ] egRo ,oa izklafxdrk] vfHko`f) ,oa fodkl esa vUrj] fo”ks’krk,a ,oa fodkl ds fl)kUrA

1-2- oa”kkuqØe ,oa Ik;kZoj.k% vFkZ] fl)kUr] cky fodkl esa oa”kkuqØe ,oa i;kZoj.k dk lkisf{kd egRoA

bdkbZ 2-1- ckyd esa vknrksa ,oa pfj= dk fodkl] budk ijLij lEcU/k rFkk “kSf{kd fufgrkFkZA

2-2- vfHk:fp % lEizR;;] ckyd esa vfHk:fp dk fodkl ,oa bldk ekiuA bdkbZ 3-1- lkekU; LokHkkfod izo`fÙk;k¡ & vFkZ ,oa ewy izo`fÙk;ksa ls vUrj] [ksy& vFkZ]

fl)kUr] [ksy o dk;Z esa vUrj] [ksy dks izHkkfor djus okys dkjd] [ksy dh f”k{kk esa mi;ksfxrkA

3-2- vuqdj.k& vFkZ] izdkj ,oa bldk f”k{kk ls lEcU/kA lgkuqHkwfr& vFkZ izdkj ,oa bldk “kSf{kd mi;ksxA bdkbZ 4-1- fd”kksjkoLFkk % uSfrd fodkl ,oa “kSf{kd fufgrkFkZA 4-2- O;fDrxr fofHkUurk,¡ % vFkZ] izdkj ,oa “kSf{kd mi;ksxA v/;;u xzUFk

• xqIrk] ,l0ih0 ,oa xqIrk vydk ¼2004½] mPprj f”k{kk euksfoKku] “kkjnk iqLrd Hkou] bykgkcknA

• ik.Ms;] ds0ih0 ¼2009½] uohu f”k{kk euksfoKku] fo”ofo|ky; izdk”ku] okjk.klhA

2

Ckh0,0 r`rh; f}rh; iz”ui=

f”k{kk esa ekiu] ewY;kadu ,oa lkaf[;dh

bdkbZ 1-1 - ekiu vkSj ewY;kadu% vFkZ] {ks= rFkk mn~ns”;] vUrj] ekiu ds Lrj] ekiu ,oa ewY;kadu ds dk;Z] “kSf{kd ewY;kadu dh izfØ;k] lajpukRed ,oa ;ksxkRed ewY;kaduA

1-2- ekud lanfHkZr ijh{k.k ,oa fud"k lanfHkZr ijh{k.k % vfHkizk;] fo”ks"krk,a ,oa vUrjA

bdkbZ 2-1- ,d vPNs ekiu midj.k dh fo”ks’krk,WaA 2-2- fucU/kkRed ,oa oLrqfu"B ijh{k.k& xq.k] nks’k ,oa rqyuk] orZeku ijh{kk iz.kkyh

esa lq/kkj ds mik;A bdkbZ 3-1 miyfC/k ijh{k.k dk fuekZ.k % mn~ns”;ksa dk fu/kkZj.k] in fuekZ.k] in fo”ys’k.k]

dfBukbZ Lrj ,oa foHksnu {kerkA 3-2- ijh{k.k dh fo”oluh;rk ,oa oS/krk dk fu/kkZj.kA bdkbZ 4-1- lkaf[;dh % vFkZ] mi;ksfxrk ,oa egRo] vkadM+ksa dk js[kkfp=h; izn”kZu % vko`fÙk

cgqHkqt ,oa LrEHkkd`fr ¼vk;rfp=½A 4-2- dsUnzh; izo`fÙk dh eki& e/;eku] e/;kad] cgqykad] fopyu dh eki& izkekf.kd

fopyuA v/;;u xzzUFk

• vLFkkuk] fofiu ,oa vLFkkuk fuf/k ¼2011½] “kSf{kd ewY;kadu] vxzoky ifCyds”ku] vkxjkA

• xqIrk] ,l0ih0 ¼1995½] vk/kqfud ekiu rFkk ewY;kadu] “kkjnk iqLrd Hkou] 11] ;qfuoflZVh jksM] bykgkcknA

• fxyQksMZ] ts0ih0 ¼1954½] lkbdksesfVªd esFkM~l] U;w;kdZ] eSxzkfgy cqd da0A • xsjsV] ,p0b0 ¼1967½] LVsfVfLVDl bu lkbdksykth ,.M ,tqds”ku] ckEcs cfdYl]

QsQj ,.M lkbeUl izk- fy-A

• ik.Ms;] ds0ih0 ¼2007½] “kSf{kd ekiu ,oa ewY;kadu] fo”ofo|ky; izdk”ku] okjk.klhA • Cywe] ch0,l0 ¼1956½] VSDlksukeh vkQ ,tqds”kuy vkCtsfDVo gS.Mcqd&1%

dkxusfVo MksesUl] U;w;kdZ% MsfoM es ds da0A

• “kekZ] vkj0,0 ¼1993½] ekiu ,oa ewY;kadu] yk;y cqd fMiks] esjBA

3

Ckh0,0 r`rh; Rk`rh; iz”ui=

f”k{kkn”kZu ,oa f”k{kk”kkL=h bdkbZ 1-1 f”k{kkn”kZu % vFkZ] mn~ns”;] egRo] f”k{kk ,oa n”kZu esa lEcU/kA 1-2 vkn”kZokn % fl)kUr] f”k{kk ds mn~ns”;] ikB~;Øe] f”k{k.k

fof/k;ka ,oa vuq”kkluA bdkbZ 2-1 izd`frokn % fl)kUr] f”k{kk ds mn~ns”;] ikB~;Øe] f”k{k.k

fof/k;ka ,oa vuq”kkluA 2-2 iz;kstuokn ,oa ;FkkFkZokn % fl)kUr] f”k{kk ds mn~ns”;] ikB~;Øe] f”k{k.k

fof/k;ka ,oa vuq”kkluA bdkbZ 3-1 IysVks ,oa :lks % n”kZu ,oa f”k{kk esa ;ksxnkuA 3-2- tku Mhoh ,oa EkkSfj;k ekUVsljh % n”kZu ,oa f”k{kk esa ;ksxnkuA bdkbZ 4-1 foosdkuUn ,oa egkRek xka/kh % n”kZu ,oa f”k{kk esa ;ksxnkuA 4-2 johUnzukFk VSxksj ,oa enu eksgu ekyoh; % n”kZu ,oa f”k{kk esa ;ksxnkuA v/;;u xzUFk%

• jLd] vkj0 jkoVZ ¼2007½] egku f”k{kk”kkfL=;ksa ds fl)kUr] fo”ofo|ky; izdk”ku]

okjk.klhA

• vksM] ,y0ds0 ¼2004½] f”k{kk dh nk”kZfud i`’BHkwfe] jktLFkku fgUnh xzUFk

vdkneh]t;iqjA

• prqosZnh] lhrkjke ¼1970½] f”k{kkn”kZu] jkT; fgUnh laLFkku] y[kuÅA

• rustk] ch0vkj0 ¼1979½] lksf”k;ksa&fQyklQhdy ,izksp Vw ,tqds”ku] ,VykafVd ifCy]

fnYyhA

• ik.Ms;] ds0ih0 ¼1988½] uohu f”k{kk n”kZu] vferk”k izdk”ku] fnYyhA

• ik.Ms;] jke”kdy ¼1998½] f”k{kk n”kZu] fouksn iqLrd efUnj] vkxjkA

• “kekZ] jkeukFk ¼1996½] izeq[k Hkkjrh; f”k{kk nk”kZfud] ,Vykf.Vd ifCy”klZ ,.M

fMLVªhO;wVlZA

• yky] jeu fcgkjh ¼2003½] f”k{kk n”kZu] jLrksxh ifCyds”ku] esjBA

4

Ckh0,0 r`rh;

prqFkZ iz”ui= izk;ksfxd dk;Z

izR;sd Nk= dks fuEufyf[kr ijh{k.kksa dk iz”kklu dj foLr`r fjiksVZ rS;kj djuk gksxk %&

1- :fp 2- lek;kstu 3- l`tukRedrk 4- miyfC/k 5- oLrqfu’B ijh{k.k dk fuekZ.k

uksV& mi;qZDr fu/kkZfjr izk;ksfxd dk;Z dh vfHkys[k iaftdk cukuk izR;sd Nk= ds fy;s

vfuok;Z gksxkA Nk=ksa dh ijh{kk mlds }kjk iz”kkflr fd;s x;s ijh{k.kksa esa ls nks ijh{k.kksa ij fyf[kr :Ik ls lEiUu djk;h tk;sxhA ijh{kk ds le; izkstsDV dk;Z ls lEcfU/kr ekSf[kdh ijh{kk Hkh okº; ijh{kd }kjk yh tk;sxh vkSj bu lcds vk/kkj ij Nk= dk ewY;kadu fd;k tk;sxkA

vad foHkktu

¼1½ fyf[kr ijh{kk 20+20 = 40 ¼2½ vfHkys[k@fjdkMZ 20 ¼3½ ekSf[kdh 15 dqy ;ksx & 75

1

B.A (Education) Rules and Syllabus

Admission eligibility- those applicants who have passed intermediate or any other same level examination are eligible to select education as a subject in B.A. (regular).

Duration - duration of B.A. (Education) course would be of three years.

Syllabus- there will be two theory papers in first year, two in second year and three theory papers in third year of B.A. (Education). Each theory papers of all the three years will be of 75 marks. In this way two theory papers of first year would be of (75+75) =150 marks and practical would be of 50 marks, two theory papers of second year would be of (75+75) =150 marks and practical would be of 50 marks and three theory papers of third year would be of (75+75+75) =225 marks and practical would be of 75 marks. In order to pass the examination student will have to secure 36 percent marks separately in each theory paper and in practical also. However it may be change by the university from time to time.

B.A. first year

First paper Education and Indian Society 75

Second paper Psychology of Education 75

Third paper Practical 50

B.A. second year First paper History of Indian Education 75

Second paper New Dimensions in Education 75

Third paper Practical 50

B.A. third year First paper Child Development 75

Second paper Measurement, Evaluation and Statistics in Education

75

Third paper Philosophy of Education and Educationists

75

Forth paper Practical and Viva 75

Practical and Viva voci examination would be conducted by an external examiner appointed by university together with an internal examiner. They will evaluate to the practical work done by the student and submit award list to the university. Final result would include practical and theory marks obtained by the student.

For the programme at under graduate level, number of students, admission procedure and fee structure will be as per university norms.

2

B.A. first year

First paper: Education and Indian Society

Unit-1-1- Education- meaning, aims, scope, types of education: formal, informal and non formal education.

1-2- Agencies of education- school, family, state and society.

Unit-2-1- Curriculum: meaning, difference between curriculum and syllabus, types of curriculum, principles of curriculum construction.

2-2- Freedom and discipline in education, equality of educational opportunities.

Unit-3-1- Education and social change, Education and social mobility.

3-2- Education and culture, Education and Modernization.

Unit-4-1- Education for national integration and International understanding.

4-2- Educational planning: meaning, principles, importance and types of educational plans.

Reference Books – • Dubey, Mukund (1995): Indian Society: challenges if equality: Integration and

empowerment, Anand Publication, New Delhi.

• Nellar, Jeorge F (1971): Introduction of philosophy a education: Jhon willy and

sons.

• Ottaway, A.K.C.(1962): Education and Society, London Roultedge.

• Pandey Ramshakal (1983): Shiksha Darshan, Vinod Pustak Mandir. • Singh, Baljeet (1984): Education an Investment, Meenakshy Publication, Meerut.

• Taneja, B.R (1979): Socio-Philosophical approach to education, Atlantic

Publication Delhi.

• Verma, M (1989): Philosophy of Indian Education, Meenakshy publication,

Meerut.

3

Second paper

Psychology of Education

Unit-1-1- Educational psychology: meaning, nature, scope, methods of study.

1-2- Growth and development: meaning, cognitive, social, mental and emotional development in infancy, childhood, and adolsence.

Unit-2-1- Learning: meaning, types, theories of learning-classical conditioning theory, operant conditioning theory, trial and error theory and insight theory.

2-2- Motivation: meaning, types, motivating factors for students and their educational implications. Transfer of learning: meaning, types, theories, factors affecting transfer of learning.

Unit-3-1- Intelligence: meaning, theories and measurement, Creativity: meaning, nature and educational measures for its development.

3-2- Memory: meaning and methods for its development. Meaning and reasons of forgetting, perception, reasoning and concept formation.

Unit-4-1- Personality: meaning, types, factors affecting personality, adjustment and mental health: meaning and factors affecting mental health.

4-2- Special children: Gifted children, backward children. Mentally retarded and deprived children: characteristics and educational arrangements for them. Inclusive Education.

Reference Books – • Baron, A. Robert: Psychology; Pearson, Prentice Hall. • Bhatia, H.R. (1968): Elements of Educational Psychology, Calcutta Orient Long

Man. • Chauhan, S.S.: Advanced Educational Psychology; Vinod Pustak Mandir, Agra. • Kundu, C.L. (1983): Educational Psychology, Sterling Publication. • Mangal, S.K. (2012): Education Psychology, PHI learning private limited, New

Delhi. • Pandey, K.P.: Advanced Educational Psychology; Vishwavidyalaya Prakashan,

Varanasi. • Pandey, Kalplata: Mother’s Care and Girls Achievement; Mishra Trading • Prakash, Prem: Psychological Foundations of Education; Kanishka Publication,

New Delhi.

4

Third paper

Practical

1- One experiment each on following psychological concepts-

a. perception

b. memory

c. transfer of learning

d. intelligence

e. personality

2- Case study of one educational institution and presentation of related report.

Note:-

1- It is mandatory to complete atleast two practicals on any of the two psychological concepts in the practical examination. (15 + 15 = 30)

2- Documents related to practical and viva. (10 + 10 = 20)

Total = 50

1

B.A. IInd year

First paper: History of Indian Education

Unit-1-1- Education in Vedic period and Buddist period and its characteristics.

1-2- Medieval education and its characteristics

Unit-2-1- Education in colonial period: Charter act, Macauley’s minute, and wood’s dispatch.

2-2- Hunter commission and Gokhle’s bill.

Unit-3-1- Sadler commission and Hartog committee.

3-2- Vardha scheme of education and Sargent plan.

Unit-4-1- University education commission (1948-49) and Secondary education commission (1952-53).

4-2- Education commission (1964-66) and National Policy of Education (1986) and report of review committee (Acharya Rammurtee committee 1990), Revised policy of education (1992), National Knowledge Commission (2005).

Reference Books:

• Gupta, Manju- Education in India. K.S.K.Publishers.

• Gupta, S.B., Bharatiya shiksha ka itihas awam samasyayen.

• Mishra, S.K. & Pandey, R.S., Bharatiya shiksha ki sumsamayik samasyayen.

• Mukerji, S.N.- Education in India: Today and Tomorrow. Vinod Pustak

Mandir Agra.

• Pathak, P.D. & Tyagi, Gurusaran, Bharatiya shiksha ka itihas awam

samasyayen.

• Ranga Rao N.V., Bhatia K.K.- Teacher and Education in Emerging Indian

Society. Vinod Publishers, Meerut.

• Ruhela, S.P.- Futurology of Education. International Publishing house.

• Sarswat, Malti, Bharatiya shiksha ka vikas awam samasyayen.

2

Second paper

New Dimensions in Education

Unit-1-1- Education Technology: meaning, characteristics, types, approaches- hardware, software and system approach, Audio- visual aids in education and their significance.

1-2- Communication Technology- communication concept, need, utility of communication in education.

Unit-2-1- Programmed learning: meaning, characteristics, principles, types-linear and branching programme it’s importance in education.

2-2- Computer assisted learning: meaning and importance, computer hardware and software forms, characteristics and implication in education.

Unit-3-1- Innovations in education: meaning and type, multi media approach, computer assisted instruction, satellite communication, e-mail, e-learning, virtual education.

3-2- Group and personalized instruction system, television, internet.

Unit-4-1- Distance education: concept, need, significance, Open University, merits and limitations of distance education.

4-2- Education in relation to globalization, liberalization and privatization.

Reference Books-

• Bhatnagar, R.P.- Educational Technology and Management, Layal Publication, Meerut.

• Chauhan, S.S.- Innovations in Teaching-Learning Process. • Sharma, R.A. - Technological Foundation of Education, R.Lal Publication,

Meerut. • Vanaja M., - Educational Technology, Neel Kamal Publication, New Delhi.

3

Third paper

Practical

Each students will have to complete the following practical works during the session:

1- Construction of programme learning material on any one topic of education.

2- Critical evaluation of any one educational programme broadcasted on radio or telecasted from T.V. (mentioning centre, time, date and duration of broadcast or telecast).

3- Preparation of chart on educational development.

4- Use of Over-head projector in educational programme.

5- Use of tape recorder in educational programme.

Note-: It is mandatory for every student to maintain a file of above stated practical works. On the basis of which external and internal examiners will evaluate in written and oral form as they feel necessary.

1

B.A. third year

First paper: Child Development

Unit-1-1- Child development: meaning significance and relevance, difference between growth and development, characteristics and principles of development.

1-2- Heredity and environment: meaning, principles, relative importance of heredity and environment in child development.

Unit-2-1- Development of habits and character in child, their inter relationship and educational implications.

2-2- Interest: concept, development of interest in child and its measurement.

Unit-3-1- Common natural tendencies: meaning and difference with basic tendencies, play- meaning, principles, difference between play and work, factors affecting play, importance of play in education.

3-2- Imitation: meaning, types and its relation with education.

Sympathy: meaning, types and educational implication.

Unit-4-1- Adolescence: moral development and its educational implication.

4-2- Individual differences: meaning, types and educational implication.

Reference Books:

• Dutta, N.K. : The Psychological Foundation of Education, Doaba house, Delhi,

1974 • Kundu, C.L. : Educational Psychology, Sterling Publication, 1983. • Pandey, K.P. : Advanced Educational Psychology, Viswavidhyalaya Prakashan

2007

2

Second paper

Measurement, Evaluation and Statistics in Education

Unit-1-1- Measurement and evaluation: meaning, scope and aims, levels of measurement function of measurement and evaluation, process of educational evaluation, formative and summative evaluation.

1-2- Norm reference and criterion reference test: meaning, characteristics and difference.

Unit-2-1- Characteristics of a good measuring tool.

2-2- Essay type and objective type test: merits, demerits and comparision, measures of reforms in present examination system.

Unit-3-1- Construction of achievement test: Determining of objectives, construction of items, item analysis, difficulty level and discriminating power.

3-2- Determination of reliability and validity of a test.

Unit-4-1- Statistics: meaning, importance and significance, graphical representation of data frequency polygon and histogram.

4-2- Measures of central tendencies: mean, median, mode, measures of variability: standard deviation.

Reference Books:

• Anastasi, A.: Psychological Testing. • Bloom, B.S.: Taxonomy of Educational Objectives-Cognitive Demain. • Chiselli: Theroy of Psychological Measurement. • Cronbach: Essentials of Psychological Testing. • Ebel: Essentials of Educational Measurement. • Gupta, S.P.: Mapan awam Mulyankan. • Kapil, H.K.: Anusandhan Vidhiyan. • Lehman: Measurement and Evaluation in Psychology and Education. • Payne: Educational and Psychological Measurement. • Rai, Parasnath.: Anusandhan Parichay. • Rai, Parasnath.: Shaikshik Mapan awam Mulyankan. • Sharma, R.A.: Anusandhan Vidhiyan. • Thorndike and Hagen: Measurement and Evaluation in Psychology.

3

Third paper

Philosophy of Education and Educationists

Unit-1-1- Philosophy of Education: meaning, aims significance and relationship between education & philosophy.

1-2- Idealism: principles, aims of education, curriculum, teaching methods and discipline.

Unit-2-1- NATURALISM: principles, aims of education, curriculum, teaching methods and discipline.

2-2- PRAGMATISM: principles, aims of education, curriculum, teaching methods and discipline.

Unit-3-1- Plato and Rosseaue: philosophy and contribution in education.

3-2- John Dewey Maria Montessori- philosophy and contribution in education.

Unit-4-1- Vivekananda and Mahatma Gandhi- philosophy and contribution in education.

4-2 Ravindra Nath Tagore and Madan Mohan Malviya- philosophy and contribution in education.

Reference Books – • Baker, Jhon L (1980): Modern philosophy of education, Tata Mc Graw- Hill’s.

• Bigge, Morris L (1971): Positive relativism: An Emergent education philosophy,

Harper row.

• Nellar, Jeorge F (1971): Introduction of philosophy a education: Jhon willy and

sons.

• Pandey Ramshakal (1983): Shiksha Darshan, Vinod Pustak Mandir. • Verma, M (1989): Philosophy of Indian Education, Meenakshy publication,

Meerut.

4

Practical Work

Each student will have to administer following tests and prepare a detailed report:

1- interest

2- adjustment

3- creativity

4- achievement

5- construction of objective type test

Note: It will be mandatory for every student to prepare a test file. Practical examination will be conducted on any two of the above stated tests. External examiner would take a viva voci based on project work and student would be evaluated on the basis of practical work done by her/him as well as performance in viva voci.

Marks distribution

Written exam 20+20 = 40

File/record 20

Viva 15

Total= 75