Semester 1

Objectives:

• To understand the meaning, nature, scope and aims of education.

• To explain the factors of education and their interrelationship.

• To become aware of different agencies of education that influence education.

• To be acquainted with the concept of child-centricism and play-way in education

Unit- I = Concept of Education

➢ Narrow and broader concept of education. Click here(Bengali) Click here(English)

➢ Meaning, nature and scope of education. Click here(Bengali) Click here(English)

➢ Aims of education – individual, social, vocational and democratic. Click here(Bengali) Click here(English)

➢ Aims of modern education with special reference to Delor’s Commission. Click here(Bengali) Click here(English)

Unit- 2 = Factors of Education Click here(Bengali) Click here English

➢ Child / learner: influence of heredity and environment on the learner

➢ Teacher: qualities and duties of a good teacher. click here(Bengali) click here(English)

➢ Curriculum- concept and types.

➢ Co-curricular activities: meaning, values and significance. click here(Bengali) click here(English)

➢ Educational institutions: informal, formal and non-formal, their interrelation. Click here(Bengali) Click here(English)

Unit- 3 = Agencies of Education

➢ Home click here(Bengali) click here(English)

➢ School click here(Bengali) click here(English)

➢ State click here(Bengali) click here(English)

➢ Mass-media- television, radio, cinema and newspaper click here(Bengali) click here(English)

Unit- 4 = Child Centricism and Play-way in Education

➢ Concept of child centricism in education. click here(Bengali) click here(English)

➢ Characteristics and significance of child centricism in education.

➢ Concept of play and work.

➢ Characteristics of play way in Education, Kindergarten, Montessori, Project method. Click here(Bengali) click here(English)

Objectives:

• To be acquainted with the salient features of education in India during ancient and medieval times

• To be acquainted with the development of education in British India

• To be acquainted with the significant points of selected education commissions & national policy of education in independent India

Unit: 1 = Education in India during ancient and medieval period

➢ Vedic (aim, curriculum, teaching method, teacher-pupil relation)

➢ Brahmanic ( ” )

➢ Buddhistic ( ” )

➢ Islamic ( ” )

Unit: 2 = Education in India during British period (1800-1853)

➢ Sreerampore trio and their contribution in the field of education

➢ Charter Act, Oriental-occidental controversy

➢ Macaulay Minute and Bentinck’s resolution

➢ Adam’s report

Unit: 3 = Education in India during British period (1854-1946)

➢ Woods Despatch, Hunter Commission

➢ Curzon policy regarding primary, secondary and higher education, National education movement (cause and effect)

➢ Basic education (concept and development)

➢ Sadler Commission

Unit: 4 = Education in India after independence

➢ Radhakrishnan Commission (aim, curriculum of higher education, rural university)

➢ Mudaliar Commission (aim, structure and curriculum of secondary education) click here(Bengali) click here(English)

➢ Kothari Commission (aim, structure and curriculum of primary and secondary education)

➢ National Policy of Education, 1986, POA 1992.