Latest

SYLLABI OF B.Ed.-2Yr.

AS PER

NCTE CURRICULUM FRAMEWORK, 2014

KURUKSHETRA UNIVERSITY

KURUKSHETRA

2015-16

INDEX (Total : 92 Pages)

Sr.No.	Paper	Nomenclature	Page No.
i		Scheme of Examination	4-5
1	Course 1	Childhood and Growing Up	6-8
2	Course 2	Contemporary India and Education	9-11
3	Course 3	Learning and Teaching	12-14
4	Course 4(A)	Language across curriculum	15-17
5	Course 4(B)	Understanding, Disciplines and subjects	18-19
6	Course 5	Gender, School and Society	20-21
7	Course 6 & 7	Note: Students have to opt for only two school subjects. They have to opt for one school subject from each group except for Science, Commerce & Shastri/ B.A.(Skt Hons)/ M.A.(Skt) students. Science students can opt. for two school subjects from Pedagogy of Sciences (Group I ). Shastri / B.A.(Skt Hons) / M.A. (Skt) student can opt for two school subjects i.e. Pedagogy of Hindi & Pedagogy of Skt. from Group –III. Commerce students can opt. for two school subjects from Pedagogy of Social Sciences (Group II). Group-I Pedagogy of Sciences: (i) Pedagogy of Science (ii) Pedagogy of Biological Science (iii) Pedagogy of Computer Science (iv) Pedagogy of Home Science (v) Pedagogy of Physical Science Group-II Pedagogy of Social-Sciences: (i) Pedagogy of Social Science (ii) Pedagogy of Commerce (iii) Pedagogy of Economics (iv) Pedagogy of Art (v) Pedagogy of History Group-III Pedagogy of Languages: (i) Pedagogy of English (ii) Pedagogy of Hindi (iii) Pedagogy of Punjabi (iv) Pedagogy of Sanskrit Group-IV Pedagogy of Mathematics (i) Pedagogy of Mathematics	22-25 26-29 30-32 33-35 36-39 40-42 43-46 47-49 50-51 52-54 55-57 58-59 60-61 62-64 65-68
8	Course EPC 1	Reading and Reflecting on Text	69-70
9	Course EPC 2	Drama and Art in Education	71
10	Course 8	Knowledge and Curriculum	72-74
11	Course 9	Assessment for Learning	75-77
	Course 10	Creating an Inclusive School	78-79
	Course 11	Optional Course
	I	Environment Education	80-81
	Ii	Peace Education	82-83
	Iii	Health and Physical Education	84-85
	Iv	Guidance and Counselling	86-87
	Course EPC 3	Critical Understanding of ICT	88-89
	Course EPC 4	Understanding the Self ( to be Discussed
		School Internship (To be discussed with State Government)

KURUKSHETRA UNIVERSITY, KURUKSHETRA

SCHEME OF EXAMINATION AND SYLLABUS FOR B.ED TWO YEAR

REGULAR COURSES TO BE IMPLEMENTED FROM THE SESSION 2015-16

Year -1
paper	nomenclature	Maximum Marks				Periods per week**	Exam Hour	Hours per Year	Credits
paper	nomenclature	Total		External	Internal/ Practicum	Periods per week**	Exam Hour	Hours per Year	Credits
Course 1	Childhood and Growing Up	100		80	20	6	3hrs.	137.6	10
Course 2	Contemporary India and Education	100		80	20	6	3hrs.	137.6	10
Course 3	Learning and Teaching	100		80	20	6	3hrs.	137.6	10
Course 4(A)	Language across curriculum	50		40	10	3	1:30hrs	68.8	5
Course 4(B)	Understanding, Disciplines and subjects	50		40	10	3	1:30hrs	68.8	5
Course 5	Gender, School and Society	50		40	10	3	1:30hrs	68.8	5
Course 6	Pedagogy of a School Subjects- I	100		80	20	6	3hrs.	137.6	10
Course 7	Pedagogy of a School Subjects- I	100		80	20	6	3hrs.	137.6	10
Course EPC 1	Reading and Reflecting on Text	50		40	10	3	1:30hrs	68.8	5
Course EPC 2	Drama and Art in Education	50		40	10	3	1:30hrs	68.8	5
	School Internship
	Total	750	600		150				75
Engagement with the field: Tasks and assignments for Courses 1-7. *One period is of 45 minutes.

Year -2
paper	nomenclature	Maximum Marks			Periods per week**	Exam Hour	Hours per Year	Credits
paper	nomenclature	Total	External	Internal/ Practicum	Periods per week**	Exam Hour	Hours per Year	Credits
Course 8	Knowledge and Curriculum	100	80	20	12	3hrs.	156	10
Course 9	Assessment for Learning	100	80	20	12	3hrs.	156	10
Course 10	Creating an Inclusive School	50	40	10	6	1:30hrs	78	5
Course 11	Optional Course	(Any one of the following)
i	Environment Education	50	40	10	6	1:30hrs	78	5
ii	Health and Physical Education	50	40	10	6	1:30hrs	78	5
iii	Peace Education	50	40	10	6	1:30hrs	78	5
iv	Guidance and Counselling	50	40	10	6	1:30hrs	78	5
Course EPC 3	Critical Understanding of ICT	50	40	10	6	1:30hrs	78	5
Course EPC 4	Understanding the Self	50	40	10	6	1:30hrs	78	5
	***School Internship	250	200	50				25
	Total	650	520	130				65
Engagement with the field: Tasks and assignments for Courses 8-11. *One period is of 45 minutes.

Course 1

CHILDHOOD AND GROWING UP

Max. Marks: 100

Time: 3 Hours (Theory: 80, Internal: 20)

NOTE FOR PAPER SETTER

Paper setter will set nine questions in all, out of which students will be required to attempt five questions.
Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.
Two long answer type questions will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale:

The course on “Childhood and Growing Up” offers an introduction to the study of childhood, child development and adolescence from diverse socio-economic and cultural backgrounds. The main focus in the course would be to enable student teachers to arrive at an understanding of how different socio-political realities construct different childhoods within children’s lived context: family, schools and community.

Learning Outcomes

After transaction of the course, student teachers will be able to:

Explain the concept of growth & development in relation to characteristics of various stages of growth & development.
Become familiar with theories of child development and their educational implications.
Understand the role of family, school, society in child development.
Describe the role of contemporary issues (issue of marginalization: class, poverty, gender, issues of urbanization and economic change) in child development.
Describe the role of media in deconstruction of significant events.

Course Contents

Unit-I

1. Child Development

Growth & Development:- Concept, Principle, Factors, & Stages.

Characteristics of stages of development with special reference to Childhood and Adolescence.
Adolescents: Understanding their needs and Problems in Indian context.

Unit-II

2. Theories of Child Development

Theory of Cognitive Development by Piaget: Concept, Stages and Implications with special reference to Indian Context.
Theory of Social & Emotional Development by Erickson: Concept, Stages and Implications with special reference to Indian Context.
Kohlberg theory of Moral Development: Concept, Stages and Implications with special reference to Indian Context.

Unit-III

3. Social Contexts of Development

Agencies of Socialization: Family, School, Society and their role in Child Development.
Social and Cultural Change and their Impact on child development.
Economic Change :Impact of urbanization and Economic change on child development

Unit-IV

4. Contemporary Issues

Marginalization & Stereotyping with special reference to Gender, Social Class, Poverty.
Impact of marginalization & Stereotyping on child development and related outcomes.
Role of media in constructing & deconstructing perceptions & ways of dealing with above issues.

Practicum/ Sessionals

Any one of the following:

Case-study of an adolescent: Problems and Needs.
Seminar/ Presentation on educational implications of One Learning theory of child development.
Survey report on impact of socio-economic status of a family on child.
Content Analysis of Media coverage on the following:
1. Child labour.
2. Gender bias.
3. About Disability.

Suggested Readings:

Aggarwal, J.C. (1995). Essentials of Educational Psychology, New Delhi: Vikas Publishing House Private Limited,

Allport, G.W. (1961). Pattern and Growth in Personality:New York.

Chauhan, S.S. (2002). Advanced Educational Psychology. New Delhi: Vikas Publishing

Gore, M.S.( 1984). Education and Modernization in India. Jaipur:Rawat Publishers.

H.Havighurtst, R. et al.(1995). Society and Education. Baston: Allyen ad Bacon

H.P.BWheldall, K. (2006). Developments in Educatonal psychology. New York: Routledg

Kamat, A.R.( 1985). Education and Social Change in India. Bombay: Samaiya Publishing Co.

Bhatia, K.K. (2008). Basis of Educational Psychology.Ludhiana:Kalyani Publishers.

Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology.Agra:

Woolfork, A (2004). Educational Psychology: Reason Education (Singapore). New Delhi: Indian Branch.

Course: 2

CONTEMPORARY INDIA AND EDUCATION

Max. Marks: 100

Time: 3 Hours (Theory:80,Internal: 20)

NOTE FOR PAPER SETTER

Paper setter will set nine questions in all, out of which students will be required to attempt five questions.
Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.
Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale

The course on “Contemporary India and Education” shall develop a conceptual understanding about issues of diversity, inequality and marginalization in Indian society and the implication for education with analyses of significant policy debates in Indian education.

Learning Outcomes

After the transaction of the course, student teachers will be able to:

understand emerging societal issues and their implication for education
understand various provision concerning education in Indian Consitution.
identify the concerns related to socially disadvantaged segments of the society.
understand the policies on education before and after independence related to secondary education programmes.
evaluate the govt. policies in the context of Universalisation of school education.

Course Contents

Unit – I

1. Indian Constitution and Status of Education:

Equality of opportunities in education: Article 28, 29, 350 and 351 and their issues.
Education and Fundamental Rights and Duties: Article 14, 15, 16, 21-A,30 and 51A.
Directive Principles of state policies

2. Diversity in Society and Implications for Education:

Social diversities based on Castes, Languages, Religions and Regions,.
Status of Education of Socially disadvantaged segments namely SC, ST, OBC, Women, PWD’S and minorities.
Right to Education Act 2009: right of children to free and compulsory education

Unit – II

3. Educational Committees and Commission before independence with special reference to:

Maculay’s minutes: Its features and recommendations
Adam’s Report: features and its recommendations.

Woods Despatch of 1854: Recommendations Merits and demerits
Basic Scheme of Education 1937: objective, merits and demerits.

Unit – III

4. Educational Committees and Commission after independence with special reference to:

Secondary Education Commission (1952-53): objectives and recommendations.

Indian Education Commission (1964-66): objectives and recommendations.

National policy on Education (1986) ): objectives and recommendations
Revised National Policy 1992
POA: Major features.

Unit – IV

5. Contemporary Issues in Indian Education

Universalization of school Education and DPEP,SSA,MDM, SSA, RMSA and IEDSS
Vocationalization of Secondary Education: need and implications.

Emotional Integration and international understanding in the context of globalization.
Modernization: Concept, merits and demerits.

Practicum/Sessional:

Any one of the following:

Revisiting educational policies framed for the education of different sections of the society SC/ BC/Minorities/ Women.
Prepare a report on problems of secondary education.
Review educational policies for vocational education.
Review of Policies related to universalization of school education.

Suggested Readings:

Bhattacharya & Sriniwas. (1977). Society and Education, Calcutta: Academic Publications. Deshpande, S.(2004). Contemporary India: A sociological view. New Delhi: penguin.Dubey, S.C. (2001). Indian Society, New Delhi: National Book trust.
Government of India (GOI) (2009). Right to education Act. New Delhi: MHRD.
Ghanta, R. & Dash, B. N. (2005). Foundations of Education, Hyderadbad: Neelkamal Publications.
Kashyap, S.C. (2009). The constitution of India, New Delhi: National Book latest edition.
Mishra, B.K. & Mohanty, R.K. (2003). Trends and issues in India Education, Meerut: Surya publications.
Ministry of Human Resource Development of India (1986).National policy on education. NCERT,91964-1966). Educational and national Development: report of the education commission, New Delhi: NCERT.
Rajput, J.S. (1994). Universalisation of Elementary Education, New Delhi: Vikas Publishing House.
Right to education Act, (2009). Gazette. Notification of central Government.
Sachdeva,M.S. et.al (2011). Philosophical, Sociological and Economic bases of Education,
Patiala: Twenty First Century Publications.
Shankar Mukharji. (2007). Contemporly issues in modern Indian education, Authors Press.
Stormquist, Nelly P.(2002). Education in a Globalised world. New York: Rowman & Little
field publishers.
Walia,J.S.(1979). Modern Indian Education and its Problems, Jalandhar City: Paul Publishers, Gopal Nagar.
Walia,J.S(2014). Philosophical, Sociological and Economic Bases of Education. Jalandhar: Ahim Paul Publishers.
http:/www.gandhi-manibhawan.org/gandhicomsalive/speech8.html
http:/www.mkgandhi.org/speeches/speech Main.html

Course 3

LEARNING & TEACHING

Max. Marks :100

Time: 3 Hours (Theory: 80,Internal: 20)

NOTE FOR PAPER SETTER

Paper setter will set nine questions in all, out of which students will be required to attempt five questions.
Q.No 1 will be compulsory and will carry 16 marks. There will be four short -answer type Questions of 4 marks each to be selected from the entire syllabus.
Two long answer type question will be set from each of the four units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale:

Teaching & Learning will focus on aspects of social & emotional development; self & identity, cognition & learning. It offers a site for perspective teachers to reflect on and critique notions of learning & teaching

Learning Outcomes

After transaction of the course, student teachers will be able to:

Understand the Concept of learning.
Explain the strategies and paradigms of learning.
To identify the individual differences among the learners.
To describe the educational implications of different theories of learning.
Understand the Concept of teaching.
To differentiate the relation with the modalities & variables in the teaching Process.
To describe the phases & models of teaching.
To understand the Strategies of Teaching.

Course Contents

Unit-I

Understanding Learning

Learning : Concept, Nature, types of learning & Factors influencing learning,.
Learning strategies : Co-operative learning, peer-tutoring & collaborative & group learning;

Role of Teacher & School in relation to learning strategies.

Individual Differences: Concept, Types, Causes & Educational implications.

Unit-II

Learning Paradigm

Theories of Learning :

Connectionism theory (Trial & Error: Thorndike), concept, laws of learning & Educational Implications.
Conditioning theories: Classical conditioning (Pavlov) & Operant Conditioning (Skinner): Concept, characteristics and Educational Implications.
Social constructivist theory (Vygotsky & Bandura): Concept, nature & Educational Implications.

Unit-III

Understanding Teaching

Teaching: Concept, characteristic, features and levels of teaching.
Related concepts of Teaching (Training, conditioning, instruction & indoctrination)
Variables in the Teaching Process: The Learning task (Instructional Objectives), Learning Behaviour (Entry behaviours & Learner’s characteristics) Teacher Behaviour: (Competence, Personality, Teaching Style).
Social-constructivist approach in teaching (Applications of Bruner, Ausubel & Vygotsky’s ideas in teaching).

Unit-IV

Phase & Models of Teaching

Phase of Teaching: Pre-active, Interactive and Post-active.
Models of Teaching: Meaning, Need & Elements, Basic Teaching Model (Glaser), Concept Attainment Model (Bruner).
Teaching Strategies: Brain-Storming, Simulation, Role-playing, Gaming, Remedial teaching & Enrichment Programme.

Practicum/ Sessional

Any one of the following

Group Projects: Observation report on Teaching-learning transaction process in School teaching practice.
Seminar/ Presentation on learning theories.
Application of teaching strategies (Brain-Storming, Simulation, Role-playing, Gaming, Remedial teaching) on any current/ social issue.
Case-study on Individual differences.

Suggested Readings:

Chauhan, S.S. (2014). “Innovations in Teaching Learning Process”,Noida: Vikas Publishing House Private Ltd.

Dececco, J.P. (1988) “The Psychology of Learning and Instruction”, New Delhi: Prentice Hall.

Gagne, R.M. (1977). “The conditions of learning”, New York, Chicago: Holt, Rinchart and

Joyce, B. & Weil, M. (1992). “Models of Teaching”, New Delhi, Prentice Hall.

Kulkarni, S.S. (1986). “Introduction to Educational Technology”, New Delhi: oxford & IBH

Publishing Company.

Pandey, K.P.(1983). “Dynamics of Teaching Behaviour”, Ghaziabad: Amitash Parkashan.

Pandey, K.P. (1980). “A First Course in Instructional Technology”, Delhi: Amitash Parkashan.

Skinner, B.F.( 1968). “The Technology of teaching”, New York: Appleton Century Crofts.

Sharma, R.A. (1991). “Technology of Teaching”, Meerut: R. Lall Book Depot.

Sharma, S.K. (2005). “Learning and Teaching: Learning process”, Delhi: Gyan Books Private Ltd.

Srivastava, D.S. and Kumari, S. (2005). “Education: Understanding the learner”, Delhi: Gyan Books Private Ltd.

Walia, J.S. (2011). “Technology of Teaching”, Jalandhar: Ahim Paul Publishers.

Walia, J.S. (2012). “Teaching Learning Process”,Jalandhar: Ahim Paul Publishers.

Course – 4(A)

LANGUAGE ACROSS THE CURRICULUM

Max. Marks :50

Time: 1.30 Hours (Theory: 40,Internal: 10)

NOTE FOR PAPER SETTER

Paper setter will set five questions in all, out of which students will be required to attempt three questions.
Q.No 1 will be compulsory and will carry 8 marks. There will be two short -answer type Questions of 4 marks each to be selected from the entire syllabus.
Two long answer type question will be set from each of the two units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale

The course on “Language across the curriculum” will focus on the language background of the students and know how the oral and written language can be used in the classroom to ensure optimal learning of the subject area.

Learning Outcomes:

After transaction of the course, student teachers will be able to:

Know the concept of language.
Learn about communicative approach.
Understand the ways of integrating speaking with other skills.
Understand the nature of classroom discourse and develop strategies for using oral language i.e. discussion, questioning etc.
Understand the nature of reading in different subjects.
Familiarize with different types of writing that would be useful for learners.

Course Contents

UNIT-I

Language : Meaning, nature and linguistic principles
Functions of language:

Communicative functions of language & its basic assumptions

Learning language and learning through language

Development of Listening skill:

Characteristics of good listening material,

Different kind of listening materials and activities.

Development of Speaking skill:

Need and objectives of developing speaking skills,

Techniques of learning speaking skills-conversational/oral skills,

Importance of group work in developing oral work and role of teacher.

UNIT-II

Development of Reading skill:

Meaning, need and importance of developing reading skill,
Reading mechanics and process of reading.
Stages of reading, types of reading, reading problems of learners.

6. Development of Writing skill:

Types of writing skill & writing scripts
Importance and need of developing writing skill,
Characteristics of good handwriting and techniques of improving

handwriting.

7. Language in Education and Curriculum

Practicum/Sessionals

Any one of the following:

Subject wise group discussion, preparation of report and presentation before the group.
Prepare and present a report on Introduction of yourself to other in different situations i.e. facing interviews, in the class room etc..

Suggested Readings:

Agnihotri, R.K. (1995). Multilingualism as a classroom resource. In K. Heugh, A. Siegruhn, & P. Pluddemann (Eds.), Multilingual Education for South Africa (pp. 3-7), Heinemann Education Groups.

Freedman, S.W. & Dyson, A.H. (2003). Handbook of Research on Teaching English language Arts. Lawreuel Erlbaum Associates Inclave, USA: New Jersey.

Government of india. (1986). National Policy on Education. GOI.

Grellet, F. (1981) Developing Reading Skills: A practical guide to Reading Comprehension exercises. Cambridge University Press.

Kumar, Krishna. (2007). The child's language and the Teacher. New Delhi: National Book.

Mangal, U.(2010). Teaching of Hindi, New Delhi: Arya Book Depot.

National Curriculum Framework (2005), New Delhi: NCERT.

Sachdeva, M.S. (2013). Teaching of English. Patiala: Twenty First Century Publications.

Safaya, Raghunath. Methods of Teaching of Hindi. Jalandhar :Punjab Book Depot.

Sinha, S. (2009). Roseublatt's Theory of Reading. Explaining Literature contemporary education dialogue. 6(2), PP223-237.

Sullivan, M. (2008). Lessons for Guided writing. scholastic. National curriculum framework. (2005).

www.ncert.nic.in.

http://www.usingenglish.com/handouts/

Course- 4(B)

UNDERSTANDING DISCIPLINES AND SUBJECTS

Max. Marks :50

Time: 1.30 Hours (Theory: 40,Internal: 10)

NOTE FOR PAPER SETTER

Paper setter will set five questions in all, out of which students will be required to attempt five questions.
Q.No 1 will be compulsory and will carry 8 marks. There will be two short -answer type Questions of 4 marks each to be selected from the entire syllabus.
Two long answer type question will be set from each of the two units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Learning Outcomes

After the transaction of the course, student teachers will be able to:

Analyse and evaluate changes in the perspectives in school curriculum, text books and syllabus on socio-cultural basis.
Compare and evaluate the perspective of NCERT on the required changes in knowledge base in school subjects- Mathematics, science, languages and social science.

Course Content

Unit-I

Socio-cultural perspectives of disciples and school subjects (theory of school content)

Evolution of socio –cultural perspectives in school level knowledge base;
Social history of school contents
Emergence of school subjects and disciplines from social, political and intellectual contexts;
History of emergence of methods of methods of teaching;
NCERT Position paper on change in curriculum, syllabus and textbooks.

Unit-II

Changes in theory of content in school education after independence in India

Needed changes in discipline –oriented school textbooks;
Steps needed to redesign text books for school education
1. Focus on drawing upon the experiences of children;
2. Focus on the diverse community background of students;
3. Focus on natural curiosities of students Focus on learner –centred methods

of teaching-constructivist approach;

Paradigm shift in teaching of social science in schools
Paradigm shift in teaching of science in schools
Paradigm shift in teaching of Mathematics in schools
Paradigm shift in teaching of Indian languages in schools

Suggested Readings:

NCERT(2006). Position paper national focus group on curriculum, syllabus and textbooks. New Delhi: author. Available from http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/cst_final.pdf

NCERT (2006). Position paper national focus group on teaching of social sciences. New Delhi: Author

Retrieved on April 21, 2015 from http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/social_sciencel.pdf

NCERT(2006). Position paper national focus group on teaching of Indian languages. New Delhi: Author Available from

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/Indian_Languages.pdf

NCERT (2006). Position paper national focus group on teaching of mathematics. New Delhi: Author Available from

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/math.pdf

NCERT(2006). Position paper national focus group on teaching of science. New deli: Author.

Available from http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/science.pdf

Course-5

GENDER, SCHOOL AND SOCIETY

Max. Marks :50

Time: 1.30 Hours (Theory: 40,Internal: 10)

NOTE FOR PAPER SETTER

Paper setter will set five questions in all, out of which students will be required to attempt five questions.
Q.No 1 will be compulsory and will carry 8 marks. There will be two short -answer type Questions of 4 marks each to be selected from the entire syllabus.
Two long answer type question will be set from each of the two units, out of which the student will be required to attempt one question from each unit. Long- answer type questions will carry 16 marks each.

Rationale

The course on “Gender, School and Society” will focus on the gendered roles in society, through a variety of institutions such as family, caste, religion, culture, the media and popular culture (films, advertisements, songs etc.), law and the state.

Learning Outcomes

After the transaction of the course, student teachers will be able to:

Understand the basic terms, concepts used in gender studies.
To describe equity and equality in relation with different aspects of society.
To understand psychological and sociological perspectives of sex and gender.
To understand paradigm shift under gender studies.
To become aware about gender inequalities in school.
To explain the issues related to gender.

Unit – I

1. Gender Studies: Paradigm Shift

Meaning of gender equality, need & importance
Paradigm shift from women studies from gender studies: Some land marks from social reform 19^th to 21^st studies

2. Gender Issues

Concept of gender: Issue of muscularity and familiarity
Equity and equality: Psychological and sociological perspective
Emergence of gender specific roles, cross cultural perspective

Unit – II

3. Gender Inequalities and strategies for change

Gender Inequality in School: School curriculum, Text book, classroom processes, and student teacher interaction
Strategies for change: policy and management

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