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PROGRAMMEGUIDE

MASTEROFARTS(EDUCATION)

M.A. (Education)

School of Education

Indira Gandhi National Open University

Maidan Garhi, New Delhi-110068

2

Members of Faculty

School of Education

Dr. N. K. Dash-Professor&Director,and ProgrammeCoordinator

Dr.M.C.Sharma-Professor

Dr.S.V.S.Chaudhary-Professor

Dr.VibhaJoshi-Professor

Dr.C.B.Sharma-Professor

Dr.SarojPandey-Professor

Dr.DasyamVenkateshwarlu-Professor

Dr.AmitavMishra-Professor

Ms.PoonamBhushan-AssociateProfessor

Dr.EishaKannadi-AssociateProfessor

Dr.M.V.LakshmiReddy-AssociateProfessor

Dr.BhartiDogra-Reader

Dr.VandanaSingh-Reader

Dr.SutapaBose-Lecturer(SeniorScale)

Dr.NiradharDey-AssistantProfessor

Dr.ElizabethKuruvilla-AssistantProfessor

Dr.GauravSingh-AssistantProfessor

Mr.C.Ajitkumar-AssistantProfessor

Dr.AnjuliSuhane-AssistantProfessor

3

CONTENTS

4.Delivery System................................................................................................................24

10.List of Regional Centres..................................................................................................32

4

Dear student,

We welcome you to our academic programme, Master of Arts (Education). At the very beginning we would like to tell you that following your enrolment in this programme, you have become a student of Indira Gandhi National Open University, which offers educational programmes through the Open and Distance Learning (ODL) mode. It is quite likely that this is going to be your first experience as a distance learner. Unlike other educational institutions where teaching and learning take place in a face-to-face manner, IGNOU adopts a multi-media approach tofacilitateteaching-learning. Youwillfindthattheprintedself-learningmaterialisthemastermedium. It is supplemented with audio and video programmes. You will also benefit from the counselling sessions organized at the programme study centre. Besides, the assignments submitted by you will be evaluated and you will receive feedback from the evaluators. Thus, there would be multiple modes through which we would be interacting with each other. As you know, education as a field of knowledge is growing day by day. Knowledge in education is as diverse as education itself. It evolves not only from the operational dimensions of education but also from theoretical and conceptual articulations with the perspectives of other disciplines. Knowledge in education comprises definitions, description and explanations of the varied aspects and components of education. Alongside, it also comprises knowledge that is essential equipment for personnel in education for carrying out their professional tasks or roles. Thus, knowledge in education is bothdisciplinaryandtechnical-professional. M.A.(Education)Programmewouldprovide you exposure to educational knowledge in all its diversity. The Courses of the Programme represent a comprehensive and distinctly educational knowledge, which is both disciplinary and technical- professional. Moreover, the programme would equip you adequatelywith the necessarycompetencies to participate effectively in educational actions in different areas of education and to engage in knowledge generation in education. This Programme Guide provides you with the important information about the programme viz., its objectives, structure, mode of delivery, counselling sessions, assignments, evaluation etc. The information provided in the booklet will help you to organize and systematize your study related to the various components of the programme. This will further facilitate your active participation in the counselling sessions and help you to submit assignments in time. It is expected that you will preserve this handbook to help you clarify your doubts during the programme.

With best wishes

Members of Faculty

School of Education

IGNOU 5

1.ABOUT THE PROGRAMME

Introduction

The Master ofArts (Education) Programme is an innovative programme, which would provide you a wider and more comprehensive understanding of education as a field of knowledge and would accommodate a wide varietyof your learningneeds. Needs mayrange from understanding the concept of education to knowing how knowledge gets generated in the area of education and to acquiring higher level of specialization in specific aspects of education.

Objectives of the Programme

TheM.A. (Education)programme aims at producingateam ofwell-trainedindividuals knowledgeable in education and its various dimensions. More specially, the M.A(Education) programme intends to: a)providelearning-experiences,whichwill enablestudents tounderstandandappreciateknowledge structures and paradigms of education; b)develop professional for effective participation in educational actions in different areas of education; and c)create a communityof scholars adequatelyequipped for participation in educational discourse.

Eligibility

A Bachelor's Degree in any discipline with or without a Degree in Education from a recognized university.

Duration

The M.A (Education) programme can be completed by a student in a minimum of two years time and in a maximum of five years time.

Medium of Instruction

The medium of instruction is English. However, students of M.A (Education) can write their assignments, Term-end Examination and Dissertation in Hindi medium.

Programme Fee

Rs. 13,500/- for the entire programme inone installment.

2.PROGRAMME FRAMEWORK

The M.A. (Education) programme comprises four groups of courses with differential weightage. The total number of credits will be 68 and each student is expected to cover 34 credits each year.

Group A : Basic course on Education

Group B : Core Courses

Group C : Courses on Knowledge Generation in Education

Group D : Specialized Areas in Education

6

Course Description

Group A: Basic course on Education (4 credits)

This course provides a concise but comprehensive articulation of education. The course familiarizes you with the various recognizable aspects and task-areas in the field of education. It also provides a conceptual overview of education with its multiplicity and complexity. It is an introductorycourse to the core courses. Hence, it introduces concepts and ideas in education which are also discussed in core courses in greater detail.

Course CodeCourse TitleCredits

MES-011Understanding Education4 Credits

Group B: Core Courses

The core courses are intended to provide an in-depth understanding of the significant aspects of education. They bring out the variety of concepts, processes, and tasks in education in a proper

'educational'perspective.With these in view, four courses are visualized, all of which are compulsory

for all students.

S.No.Course CodeCourse TitleCredits

1MES-012Education: Nature and Purposes6 credits

2MES-013Learning, Learner and Development6 credits

3MES-014Societal Context of Education6 credits

4MES-015Operational Dimensions of Education6 credits

Group C: Courses on Knowledge Generation in Education The course structure of Group C is worked out in such a way that there is adequate scope for both theoretical understanding of the process of knowledge generation in education as well as 'hands on' experience in research activities. The theoretical understanding of the process of knowledge

generation in education is presented in the course on "Educational Research". Similarly, the practical

experienceis visualizedwithamoremeaningful andrewardingexperienceintheform ofadissertation.

S.No.Course CodeCourse TitleCredits

1MES-016Educational Research6 credits

2MESP-001Dissertation10 credits

Group D: Specialized Areas in Education

Under Group D, a student has to complete four or five courses worth 24 credits in one specialized

area.There are five specialized areas on offer. Out of five, a student has to choose onlyone specialized

area. The specialized areas are: Higher Education, Distance Education, Educational Technology, Educational Management andAdult Education. The details of the courses - their codes, titles and credits - under each of these specialized areas are given below.

S.No.Course CodeCourse TitleCredits

SpecializedArea:HIGHER EDUCATION

1MES-101Higher Education: Its Context and Linkages6 Credits

2MES-102Instruction in Higher Education6 Credits

7

3MES-103Higher Education: The Socio-Psychological Field6 Credits

4MES-104Planning and Management of Higher Education6 Credits

Specialized Area: DISTANCE EDUCATION

1MES-111Growth and Philosophy of Distance Education4 Credits

2MES-112Design and Development of Self-Learning4 Credits

Print Materials

3MES-113Learner Support Services4 Credits

4MES-114Management of Distance Education6 Credits

5MES-115Communication Technology for Distance Education6 Credits

Specialized Area: EDUCATIONAL TECHNOLOGY

1MES-031ET- An Overview6 Credits

2MES-032Communication and Information Technology6 Credits

3MES-033Computer Technology6 Credits

4MES-034Designing Courseware6 Credits

Specialized Area: EDUCATIONAL MANAGEMENT

1MES-041Growth and development of Educational Management6 Credits

2MES-042Dimensions of Educational Management6 Credits

3MES-043Organizational Behaviour6 Credits

4MES-044Institutional Management6 Credits

Specialized Area: ADULT EDUCATION

1MAE-001UnderstandingAdult Education6 Credits

2MAE-002Policy Planning and Implementation ofAdult

Education in India6 Credits

3MAE-003Knowledge Management, Information Dissemination

and Networking in Adult Education6 Credits

4MAE-004Extension Education and Development6 Credits

The detailed structure of all theory courses is as follows.

MES-011UNDERSTANDING EDUCATION (CREDITS - 4)

Block-1What is Education?

Unit 1Education an Operational Aspect of Society

Unit 2Education: A Purposive and Continuous Process. Unit 3Differentiating Education from Learning and Schooling

Unit 4Education as an Institutionalized Network

Block-2Education: Its Bases

Unit 5Socio-Historical-Philosophical Bases

Unit 6Education: Some Significant Historical Developments 8

Unit 7Education Supports Required

Unit 8Community Participation and Support in Education Block-3Education and the Socio-Political Supra-System Unit 9Educational Goals as Reflective of Socio-Political Ideology of the Society Unit 10Political Forces as NecessarySupport and an Inevitable Constraint to Education Unit 11Educational Operations and Political Decision -Making

Block-4Education:An Overview

Unit 12Education: Its Dimensions

Unit 13Education: Knowledge Generation

MES-012EDUCATION: NATURE AND PURPOSES(CREDITS - 6)

Block 1Concept and Nature of Education

Unit 1Education: Meaning and Concept

Unit 2Education as a Field of Knowledge

Unit 3Scope of Education

Unit 4Characterizing of Education

Block 2Knowledge in Education

Unit 5Concept and Nature of Knowledge

Unit 6Ancient Indian Concept and Nature of Knowledge Unit 7Mediaeval (Islamic) Indian Concept and Nature of Knowledge

Block 3Aims and Goals of Education

Unit 8Bases of Educational Aims and Goals

Unit 9Aims and Goals of Education in Indian Philosophical Tradition Unit 10Aims and Goals of Education-Western Thought Unit 11Aims and Goals of Education: Modern Indian Context.

Unit 12Aims of Education-Modern Thinkers

Block 4Curriculum and its Various Aspects

Unit 13Meaning and Concept of Curriculum

Unit 14Foundations of Curriculum

Unit 15CurriculumPlanning

Unit 16Models of Curriculum Designing and Development

Unit 17CurriculumEvaluation

MES-013LEARNING, LEARNER AND DEVELOPMENT

(CREDITS - 6)

Block-1Learning: Concept and Process

Unit 1Learning and its Scope

Unit 2The Dynamics of Learning

Unit 3Learning: Issues and Concerns

Unit 4Learning: Trends and Systems

9

Block-2The Learner

Unit 5FactorsAffecting Learning-1

Unit 6FactorsAffecting Learning-II

Unit 7The Learner: Various Perspectives

Block-3The Learning Environment

Unit 8Learning Environment: Meaning and Scope

Unit 9Learning Environment: Home and Community

Unit 10Learning in the School Environment

Unit 11Environment and Learning

Block-4Organising Learning

Unit 12Cognitive Learning and its Organisation

Unit 13Affective and Psychomotor Learning and their Organisation

Unit 14Assessment of Learning

Unit 15Curriculum Based Learning

Block-5Theories of Learning: A Critical Summary

Unit 16Behaviouristic Learning: Theories and their InstructionalApplications Unit 17Gestalt and Cognitive-Field Psychology of Learning Unit 18Information Processing and HumanisticApproaches to Learning

Unit 19Constructivism

MES-014SOCIETAL CONTEXT OF EDUCATION(CREDITS - 6)

Block 1Education and Society: Concepts and Perspective

Unit 1Education and Socialisation

Unit 2Education, Social Structure, Social Stratification and Social Mobility

Unit 3Education, Social Change and Development

Block 2Political and Economic Perspectives on Education

Unit 4Economics of Education

Unit 5Political Economyof Education

Unit 6Education Policy, Decision Making and Political Perspectives of Education

Block 3Social Context of School

Unit 7School as a Social System/School as an organization

Unit 8Schooling as a Socio-cultural Process

Unit 9Teacher as an Educational Input

Unit 10TeachingProfession

Unit 11CommunityParticipation in Education

Block 4Knowledge and Education

Unit 12Social Organisation of Knowledge

Unit 13Ideologyand Curriculum

Unit 14Medium of Instruction

Unit 15Mass Media and Education

10 Block 5Emerging Social Concerns in Indian Education

Unit 16Social Diversityand Education

Unit 17Equity and Excellence in Education

Unit 18Alternatives in Education

Unit 19Recent Trends in Education

MES-015OPERATIONAL DIMENSIONS OF EDUCATION (CREDITS -6) Block 1Educational Operations at Macro-Level: Different Situations

Unit 1Organised Operations of Education-I

Unit 2Organised Operations of Education-II

Unit 3InnovativeAlternative Models of Education

Unit 4Education as a Joint Responsibility of State and Community

Unit 5Informal Education

Block 2Policy Making And Implementation

Unit 6PolicyPlanning and Implementation

Unit 7InstitutionalArrangements of Educational Operations Unit 8Resource Management for Education at Macro-Level

Unit 9Programme and Institutional Evaluation

Block 3Educational Operations at Micro-Level

Unit 10Organisation of Learning Experience in Face to Face Situations Unit 11Organisation of Learning Experience in ODLS Unit 12Curriculum Transaction in Classroom Situations

Unit 13Curriculum Transaction in ODLS

Block 4Decision-Making,ImplementationandEvaluationofCurriculumTransaction

Unit 14Decision-Making at Micro Level

Unit 15Instructional Support Practices at Micro-Level

Unit 16Effectiveness of Educational Organizations

Unit 17Continuous and Comprehensive Evaluation

MES-016EDUCATIONALRESEARCH(CREDITS - 6)

Block 1Perspective of Knowledge

Unit 1Introduction to Educational Research

Unit 2Knowledge Generation: Historical Perspective- I Unit 3Knowledge Generation: Historical Perspective- II Unit 4Approaches to Educational Research:Assumptions, Scope and Limitations Block 2Different Types of Studies in Educational Research

Unit 5Descriptive Research

Unit 6Experimental Research-I

Unit 7Experimental Research-II

Unit 8Qualitative Research

Unit 9Philosophical and Historical Studies

11

Block 3Research Design

Unit 10Identification of Problems and Formulation of Research Questions

Unit 11Hypotheses: Nature and Formulation

Unit 12Sampling

Unit 13Tools and Techniques of Data Collection

Block 4Data Analysis and Interpretation

Unit 14Analysis of Quantitative Data: Descriptive Statistical Measures: Selection and

Application

Unit 15Analysis of Quantitative Data: Inferential Statistics Based on Parametric Tests Unit 16Analysis of Quantitative Data: Inferential Statistics Based on Non- Parametric Tests

Unit 17Analysis of Qualitative Data

Unit 18DataAnalysis Techniques in Qualitative Research.

Unit 19Computer DataAnalysis

Block 5Research Reports and Applications

Unit 20WritingProposal/Synopsis

Unit 21Method of Literature Search/Review

Unit 22Research Report

Unit 23Scheme of Chapterisation and Referencing

Specialised Area: HIGHER EDUCATION

MES-101HIGHER EDUCATION: ITS CONTEXT AND LINKAGES

Block-1Higher Education: Retrospect and Prospects

Unit 1Aims of Higher Education

Unit 2Higher Education and Society

Unit 3Indian Higher Education: The Legacy

Unit 4Higher Education and Development

Block-2Indian Higher Education: Policies and Plans Unit 5The Constitutional Provisions Regarding Indian Higher Education Unit 6The Evolving Policy Perspectives in Higher Education Unit 7Higher Education Through the Five Year Plans-1 Unit 8Higher Education Through the Five Year Plans-II Block-3Indian Higher Education: Concerns and Developments Unit 9Higher Education and Problems of Contemporary Indian Society

Unit 10WTO and Higher Education

Unit 11Emergence of Open and Distance Learning (ODL) at the Tertiary Level. Unit 12QualityAssurance andAccreditation in Higher Education Block-4The Progressive Social Role of a University Teacher in India Unit 13The Evolving Professional Roles of a UniversityTeacher Unit 14Teachers'Intervention in Social Change: Some Issues

Unit 15Teachers'Organisations

12

MES-102INSTRUCTION IN HIGHER EDUCATION

Block-1Instruction in a Systemic Perspective

Unit 1Instructional System

Unit 2InputAlternatives- Teacher Controlled

Unit 3InputAlternatives- Learner Controlled

Unit 4EvolvingInstructional Strategies

Unit 5Unit and Topic Planning

Block-2Communication Skills

Unit 6Teacher Competence in Higher Education

Unit 7Skills Associated with a Good Lecture

Unit 8Skills Associated with the Conduct of Interaction Sessions

Unit 9Skills of Using CommunicationAids

Unit 10EmergingCommunication and InformationTechnologies Block-3Evaluation Perspectives in Higher Education

Unit 11Status of Evaluation in Higher-Education-I

Unit 12Status of Evaluation in Higher-Education-II Unit 13Evaluation Situations in Higher-Education-I Unit 14Evaluation Situations in Higher-Education-II Block-4Evaluation in Higher Education: Mechanics and Processing

Unit 15Mechanics of Evaluation-I

Unit 16Mechanics of Evaluation-II

Unit 17Processing Evaluation Data

Unit 18Alternative Evaluation Procedures

Unit 19Online/Web-Based StudentAssessment

MES-103HIGHER EDUCATION: THE SOCIO-PSYCHOLOGICALFIELD Block-1Towards Understanding the Indian College Students: A Psychosocial

Perspective

Unit 1Profiling the Indian College Student

Unit 2Understanding Personalityand Facilitating its Development

Unit 3Cognition: Concept andApproaches

Unit 4Intelligence and Creativity: Concept, Theories and Strategies for Development Block-2Institutional Life and Culture: Looking at Organizational Structures,

Issues and Perspectives

Unit 5Understanding Institutions:APsycho-social Perspective Unit 6Dynamics of Classroom Management and their Implications for Practice Unit 7Communication and Interpersonal Relationships: Concepts and Implications for

Classroom Management

Unit 8Motivation and Stress Management: Basic Issues and Classroom Implications Block-3Towards Understanding the Processes of Teaching and Learning in Higher

Education

Unit 9Learning: Concept, Nature and Factors influencing it 13

Unit 10Approaches to Learning

Unit 11The Special Learner: Concepts, Needs and Facilitation Strategies Unit 12Strategizing Teaching and Learning: Models of Teaching and Contemporaryquotesdbs_dbs19.pdfusesText_25