Scheme of Studies

and
Course Outlines

Master in Education
(M.Ed) Program
(Annual system)
2014
University of Sargodha,
Sargodha

Scheme of Studies for Annual System

Paper No.
01
02
03
04

Subjects
Research Methods in Education
Educational Planning and Management
Curriculum Development
Instruction Technology and Computer applications in
Education
Education in Pakistan
Philosophy of Education
Option A or B
Option A Two Optional subjects
Option B Thesis
Total

05
06

Marks
100
100
100
100
100
100
200

800

Optional Courses
Students may opt any two courses from the following list:
07
08
09
10
11
12
13

Human Resource Management

Guidance and Counseling
Sociology of Education
Institutional improvement
Human Development and Learning
History of Education
Comparative Education

Assessment and Examination

There will be an external examination for the students of annual system in the concerned
college that will be conducted and administered by the University of Sargodha. To appear in
annual exams 75% attendance is compulsory and completion of all projects and activities in
the form of assignments is needed. The concerned college and its administration is
responsible to send the nomination of the candidates to the controller examination university
of Sargodha for taking exams.
Duration =

One year

Eligibility =

B.Ed (minimum 2nd Division)

Medium of Instruction:
English and Urdu both. The question paper will be in English but students are allowed to
attempt in either Language

Paper 01: Research Methods in Education

Objectives
After completion of this course, the students will:
Understand need for scientific inquiry/research on educational issues.
Demonstrate knowledge of basic concepts of research
Develop a proposal to conduct research on educational issues
Analyze data using simple data analysis techniques
Conduct a small research and write report.
Course Outline
1. Introduction to Educational
1.1. Characteristics of Standard Educational Research
1.2. Types of Research-by Purpose and by Method
1.3. Research as Scientific Method - Systematic Observation, Logical Explanation,
Predication, Openness and Skepticism
1.4. Research Process and Design
2. Review of Literature
2.1. Review of Literature: Meaning & Perception
2.2. Objectives of Literature Review
2.3. Procedure for Conducting Review literature
2.4. Major sources of Literature
3. Research Methodology
3.1. Theoretical Framework
3.2. Hypothesis
3.3. Objectives
3.4. Research Questions
4. Population and Sampling Techniques
4.1. Population
4.2. Sampling Techniques and Sample
5. Experimental Design
5.1. Types of Design
5.2. Selection of Experimental and Control Groups
5.3. Variables- Dependent, Independent
5.4. Experimental Validity and threats
6. Methods of Data Collection
6.1. Test and Appraisal Instruments
6.2. Types of Instruments
6.2.1. Questionnaire
6.2.2. Interview Schedule
6.2.3. Observation
6.3. Rating Scales
6.4. Goodness of Measures
7. Educational Statistics
7.1. Types of Statistics
7.1.1. Descriptive Statistics
7.1.2. Inferential Statistics
8. Analysis and Interpretation of Data
8.1. Organization of Data
8.2. Analysis of Data
8.3. Interpretation of Data
3

9. Preparation of Research Proposal

9.1. The Title
9.2. Statement of the Problem
9.3. Related Literature
9.4. The Hypotheses of Research Objectives
9.5. Significance of the Study
9.6. Delimitation of Terms and Concepts
9.7. Delimitation of the Study
9.8. Basic Assumptions
9.9. Research Design
9.10. Bibliography
9.11. Time Schedule
9.12. Budget Schedule
10. Format and style of Research Thesis/Report
10.1. Introduction
10.2. Review of Related Literature
10.3. Methodology
10.4. Analyses of Interpretation of Data
10.5. Findings/Discussion and Recommendation
10.6. Bibliography

Recommended Books
Best, J. W. (1989). Research in Education . US: Prentice Hall.
Fraenkel, J. R. & Wallen, N. E. (1993). How to Design and Evaluate Research in Education.
New York: McGraw Hill Book Company Inc.
Gay, L. R. (1996). Educational Research: Competencies for Analysis and Application . New
York: Macmillan Publishing Co.
Van Dalen, Deobold V. (1973). Understanding Educational Research : An Introduction .
New York: McGraw Hill Book Company Inc.
Shami, Perevez A. (2008). Research Methods in Education, Islamabad: National book Foundation

Paper 02: Educational Planning & Management

Objectives:
After the successful completion of this course the students would be able to:
Understand and differentiate the terms administration, supervision, organization and
management.
Apply different tools and techniques of administering and supervising
Understand and perform various functions of management
Review and evaluate the specific organizational conditions
Understand, characterize and exercise effective leadership traits and behaviors
Perform effectively and efficiently as a head teacher or headmaster/ headmistress
Understand and analyze the behavior of employees in the light of various theoretical
perspectives of education administration
Manage the human and material resources of an organization efficiently & effectively
Course Outline
1. Educational Management
1.1. Educational Management
1.2. Administration and Management
1.3. Education Management Process
1.4. Leadership: Traits of a good Leader and Styles
2. Institutional Management and Supervision
2.1. Conceptual Framework of Institutional Management and supervision
2.2. Major Tasks in institutional Management and Supervision
2.2.1. Staff Management
2.2.2. Resource Management
2.2.3. Curriculum Management
2.2.4. Institutional Performance
2.2.5. Organization
2.2.6. Institutional Culture/Environment
2.2.7. Supervision
3. Academic Management
3.1. Tasks of Headteacher as Manager
3.2. General Management aspects in school: Curriculum Delivery, Timetable, Lesson
Plan, Teachers Diary and Monitoring, co-curricular activities
3.3. Classroom Management
3.4. Staff Development
4. Office Management
4.1. Office Design/Layout
4.2. Office Communication
4.3. Office Record Management
4.4. Office Procedures
5. Financial Management
5.1. Basic Framework and Mechanism of Financial Management
5.2. Sources of School funds
5

5.3. School Budgeting

5.3.1. Recurrent Expenditure
5.3.2. Capital of Development Expenditure
5.4. Cash Book
5.5. Delegation of Power
5.6. Audit and Auditable Documents
6. Project Management
6.1. Project Management
6.2. Project Cycle and Phases
6.3. Techniques of Project Management
7. Human Resource Management
7.1. HRM Goals
7.2. Job Analysis: an overview
7.3. Recruitment of Staff
7.4. Performance Appraisal
8. Community Participation
8.1. Community stakeholders /partners
8.2. What can community participation in education do?
8.3. Parent Teachers Association (PTAs) & Schools Management Committees (SMCs)
Recommended Books
Bell, L. and Bush, T. (2002). The principals and practices of educational management.
London: Paul Chapman Publishing.
Griffin, R..W. (1997). Management. New Delhi: AITBS Publishers.
Hoy, W. K., & Miskel, C.G. (1998). Educational administration: Theory, research and
practice. New York: McGraw-HILL.
Robbins, S. P. (1997). Management. SanDiego: SanDiego State University.
Robbins, S. P. (1997). The administrative process. Sandiego: SanDiego State University.
Sidhu, S.K. (2001). School organization and administration. New Delhi: Sterling Publishers.

Paper 03: Curriculum Development

Objectives
After completion of the course, the students will:
Understand the process of curriculum development
Understand various models of curriculum development
Analyze the pattern of curriculum organization
Evaluate the curriculum
Know the Process of curriculum change
Understand the process of curriculum development in Pakistan at different stages.
Course Outline
1. Concept of Curriculum
1.1. Definition of curriculum
1.2. Components of Curriculum- Aims & Objectives, contents, Methodology and
Evaluation,
1.3. Relationship between curriculum and instruction
1.4. Curriculum, syllabus, textbooks
1.5. Characteristics of a good curriculum
2. Foundations of Curriculum
2.1. Islamic Foundations
2.2. Philosophical foundations
2.3. Psychological Foundations
2.4. Sociological Foundations
3. Models of Curriculum Development
3.1. The Tyler Model
3.2. Kerrs Model
4. Curriculum Planning
4.1. Principles of Curriculum Planning
4.2. General Curriculum Framework
4.3. Types of Curriculum Organization
4.3.1. Child-Centered Curriculum
4.3.2. Subject-Centered Curriculum
4.3.3. Activity Based Curriculum
4.3.4. Core curriculum
4.3.5. Integrated Curriculum
4.3.6. Teacher Centered Curriculum
4.3.7. Multidisciplinary Curriculum
4.3.8. Hidden Curriculum
5. Process of Curriculum Development
5.1. Formulating educational objectives
5.2. Aims, goals and objectives
5.3. Blooms Taxonomy of educational objectives
5.3.1. Cognitive Domain
5.3.2. Psychomotor Domain
5.3.3. Affective Domain
5.4. Solo Taxonomy
6. Curriculum Content
6.1. Content / subject matter selection
6.2. Criteria for content selection
7

6.2.1. Relevance
6.2.2. Meaning fullness
6.2.3. Quality
6.2.4. Interest of Students
6.2.5. Practicability
6.3. Methods of content selection
6.3.1. Judgmental
6.3.2. Experimental
6.3.3. Analytical
6.3.4. Consensual
6.4. Content organization: Vertical & Horizontal, Linear and Spiral
7. Teaching Methodology
7.1. Student Centered Methods
7.2. Teacher Centered Methods
8. Curriculum Evaluation
8.1. Types of Evaluation
8.1.1. Formative evaluation
8.1.2. Summative evaluation
8.2. Purpose of Evaluation
8.3. Methods of Curriculum Evaluation: Cosmetic, Empirical, Colloquial and
Computational
8.4. Tools of Evaluation
9. Implementation of Curriculum
9.1. Implementation Strategies
9.2. Pre-requisites for Implementation
10. Curriculum Development in Pakistan
10.1. Legislations 1976 and 18th Embedment
10.2. School level Curriculum
10.3. University Level Curriculum HEC
10.4. Role of Ministry of Education, Provisional Curriculum Authority, Textbook Board
10.5. Role of HEC
10.6. Process of Curriculum Development
10.7. Process of Text book Development
10.8. Issues and challenges in curriculum development

Recommended Books
Kelly, A.V. (1999). The Curriculum: Theory and practice. London: Paul Chapman
Neill, J. & Kitson, N. (2001). Effective Curriculum Management. Taylor & Francis. NY.
Null, W. (2011). Curriculum: From theory to practice. Rowman & Little field Publication, UK.
Oliva, P.F. (1997). Developing the curriculum. (4th ed.). New Yark: Longman.
Rashid, M. (2000). Allied material of curriculum development and instruction. Islamabad: AIOU.
Sharma, R. C. (2002). Modern methods of curriculum organization. New Delhi: Commonwealth.
Taba, Hilda (1962). Curriculum development; theory and practice. Harcourt, Brace & World
Thijs, Annette and Akker, Jan van den (2009). Curriculum in development Netherlands Institute for
Curriculum Development (SLO), Enschede, the Netherlands

Limon E. Kattington, (2010). Handbook of Curriculum Development.

http://www.pdfbook.co.ke

Paper 04: Instructional Technology and Computer Application in

Education

1.

2.

3.

4.

5.

6.

Objectives
At completion of the course the students will:
Understand Instructional Technology and categorize techniques to make
teaching learning process more efficient.
Solve day to day teaching-learning problems.
Apply appropriate teaching methods and techniques.
Differentiate different teaching learning projected and non-projected
resources.
Present practical, efficient ways to integrate technology resources and
technology- based methods into everyday curriculum-specific practices
Course Outline
Introduction
1.1. Definition, Meaning and Scope of Instructional Technology
1.2. History of Instructional Technology
1.3. Types/Approaches of instructional technology
1.4. Theory and Practice of Design, Development, Utilization ,Management and
Evaluation of Subject Matter, Learners Characteristics and Learners Environment.
1.5. Technique of solving day to day teaching / learning problems
1.6. Instructional Technology and Challenges of 21st Century
Basic Aspects of Instructional Technology
2.1. Teaching, instruction and learning: Basic difference
2.2. Education and teaching: Basic difference
2.3. Phases of teaching / instruction
2.4. Principles and maxims of teaching
Instructional / Technology and Teacher / Instructor
3.1. A comprehensive technology
3.2. Characteristics of teacher / instructor
Instructional Strategies
4.1. Meaning of strategy, method, technique, and tactics
4.2. Types of Teaching Strategies (autocratic / permissive)
4.3. Approaches (pedagogical / andragogical) scaffolding
Instructional Technology Resources
5.1. Projected Aids: Films, film strips, opaque projector overhead projector, slides,
multimedia
5.2. Graphic Aids: Cartons, charts, comics, diagrams, flash cards, graphs, maps, globes,
photographs, pictures, posters
5.3. Display Boards: Black boards / writing boards, bulletin, flannel board, magnetic
board, electronic board, peg board
5.4. 3-Dimensional Aids: Diagrams, models, mockups, real objects, puppets, specimens
5.5 Audio Visual Aids: Radio, recording, television
5.5. Activity Aids:
5.6. Demonstrations, experimentation, field trips, Programmed Instruction
Integrating Computer Technology in the Classroom Teaching & Assessment
6.1. Communications, Networks, Internet, and the World Wide Web
6.2. Educational Software Applications
6.3. Computer Assisted Instruction (CAI)
10

Section B
Application of Computer in Education
7. Fundamentals of Computer
7.1. Introduction to computer system and data processing
7.2. Types of computer
7.3. Classification of computer
7.4. Hardware configuration
7.5. Central processing unit
7.6. Computer software
7.7. Uses of computer in education
8. Word Processor
8.1. Facilities of word processor.
8.2. Typing and formatting of any document e.g. notes, applications, and letters.
8.3. formatting of articles, term papers and theses( according to APA style)
8.4. Maintaining date using tables.
8.5. Mail merge E-mail.
8.6. Address book management.
9. Spread sheet
9.1. Uses of MS-Excel.
9.2. Entering and maintaining data in worksheets.
9.3. Formula entry and data analysis.
9.4. Graphical presentation of data
9.5. Advance features
9.6. Preparing and presenting students reports
10. Designing Presentations
10.1. Introduction to MS-Power point
10.2. Preparing presentations
10.3. Audio and video effects
10.4. Advance features
11. Computer in Education
11.1. Areas of application in education
11.2. Using different types of programs for delivering lessons in classrooms
11.3. Lesson planning by using Roblyers data base of strategies and lesson plans
11.4. Management of student related information
11.5. Preparing result cards and reports
Note: Teacher will provide required material

11

Recommended Books
Altman, R. B.(1999). Visual quick starts guide; Power point 2000 for windows. Berkley: Peach
Pit.
Baver, D.G. (1997). Educators internet funding guide, class room connections. Delhi: Prentice Hall of India.
Black, U. (1999). Advanced internet technologies. New Jersey: Prentice Hall.
Bott, E. D. (Ed.). (2000). Special Microsoft office 2000. New Delhi: Prentice Hall of India.
Bott, E. D. (Ed.). (2000). Practical Microsoft windows 2000 professional. New Delhi: Prentice Hall
of India.
Capron, H . I. (1998). Computer tools for an information age. Massachusetts: Addison Weley
Crumlish, C. (1996). The ABCS of the internet. New Delhi: BPB Publications.
Maloney,D. (1998). User friendly using Microsoft word 97. New Delhi: Prentice Hall of India
Minasl, M., Anderson, C., Smith, B.M & Loombs, D. (2000). Mastering windows 2000 (Server).
New Delhi: BPB publications.
Roblyer , m.D.(1999). Integrating techonology across the curriculm: A data base of strategies
and lesson plans. NJ: Merril an imprint of prentice-Hall.
Ray, S. & Ray, E. J. (1999). Visual quick start guide: Access 2000 for windows. Berkley: Peach pit
Press.
Segman, S. (1999). Visual quickstart guide, Micrsosoft office for windows. Berkley: Peach pit
Press.
Sinnah, P. K. (2000). Fundamentals of computer. New Delhi: Prentice -Hall of India.

Darbyshire P. (2005). Instructional Technologies Cognitive Aspects of Online Program .

London: IRM Press
Henery, E. F. P. and Phil Race, (1993). Handbook of Educational Technology . London:
Kogan Paul
Rowntrec D. (1988). Educational Technology in Curriculum Development . London: Harper
& Row
12

Paper 05: Education in Pakistan

Introduction:

This course is designed to develop prospective teachers awareness and understanding of

education in Pakistan. Prospective teachers will develop their knowledge about different
aspects of development of education keeping in view different aspects of development of
education. Keeping in view different stages like pre primary education, elementary education,
secondary education and higher education. In this process current policy and programs will
also be studied. Teacher educator will ensure that different components of education like
management etc, and statistical awareness, major issues and challenges are also taken into
consideration.
Objectives:
At the end of this course the students will be able to:
Understand schooling structure at different levels in Pakistan
Decipher the nature and purpose of education in the pre and post independence period
Delineate the historic roots and subsequent development of pre service teacher
education in Pakistan
Evaluate education in Pakistan in the light of current educational policy
Critically analyze educational development at different levels of education i.e. pre
primary education, primary education, secondary education.
Evaluate the issues and challenges in higher education.
Course Outline
1. Schooling Structure in Pakistan
1.1. Preschool education
1.2. Elementary education
1.3. Secondary education
1.4. Higher secondary Education
1.5. Tertiary education
1.6. Religious education
1.7. Technical and vocational education
2. Administration of Education and Decentralization
2.1. Federal, Provincial and District
3. Management
3.1. Ministry of Education & Training
3.2. Department of Education
3.3. Provincial curriculum bureaus
3.4. Text book boards
3.5. Staff development centers
3.6. Examinations (BISE, board of technical education)
3.7. Schools management committees
4. Education in Pakistan: Historical Perspective
4.1. British Period
4.2. Muslim Education Movements
5. Curriculum Development in Pakistan
5.1. General Framework/Model
13

5.2. School Curriculum Development

5.3. University Curriculum Development
6. National Education Policies
6.1. Pre-independence Policies
6.2. Post independence Polices
6.3. Policy Formulation in Pakistan
6.4. Review of National Educational Policies
6.5. Salient features of Current National Educational Policy
6.6. Major objectives and progress of education with reference to current national
education policy
7. Technical and Vocational Education in Pakistan
7.1. Status
7.2. Key issues and Challenges
8. Pre-Service Teacher Education in Pakistan
8.1. Policy perspectives from 1947 to recent
8.2. Teacher training institutions and programs
8.3. New trends in teacher education in Pakistan
9. Statistical Overview of Education in Pakistan
9.1. Primary
9.2. Secondary
9.3. Tertiary
9.4. Gender Parity
9.5. Quality and expenditures
10. Major issues and challenges
10.1. Globalization
10.2. Decentralization
10.3. Population Growth
10.4. Low Enrollment and Dropouts
10.5. Illiteracy
10.6. Discipline
10.7. Female Education
10.8. Economic and social conditions
10.9. Physical condition of social educational institution
10.10. Quality Education
10.11. Investment of Education
10.12. General Attitude towards Education

14

Recommended Books:
Al-Naqib-Attas, Syed Muhammad (1979). Aims and Objectives of Education, Jeddah: King
Abdul Aziz Univeristy
Iqbal, Muhammd (1999).The reconstruction of religious thought in Islam, Lahore: Sheikh
Muhammd Ashraf
John, S. Brubacher (1987). Modern Philosophies of Education, New Delhi: McGraw hill
Mansoor, A.Qureshi (1983). Some aspects of Muslim Education, Lahore: Universal books
Shami, P. A. (2011) Education in Pakistan. Urdu Print.
Al-Naqib-al-Attas, Syed Muhammad (1979). Aims and Objectives of Education, Jeddah:
King Abdul Aziz University.
Iqbal Muhammad, (1999). The Reconstruction of Religious Thought in Islam, Lahore:
Shaikh Muhammad Ashraf
John, S. Brubacher (1987). Modern Philosophies of Edcuation, New Delhi: TATA McGraw
Hill Publication Co.
Mansoor, A. Qureshi, (1983). Some Aspects of Muslim Education, Lahore: Universal
Books.
Shami, P.A. (2011) Education in Pakistan. Under Print
www.AEPAM.edu.pk
www.moe.gov.pk

15

Paper 06: Philosophy of Education

Objectives:
At the end of this course the students will be able to:
Understand the meaning of the term Philosophy
Understand the subdivisions of philosophy, how they are defined, and
How do they reflect their own beliefs and their teaching about truth and values?
Understand the leading philosophies and theories of education
Understand whether they (the teachers) have certain philosophies and
Theories present in their educational experiences?
Course Outline
1. Philosophy
1.1. Definition and scope of philosophy
1.2. Nature of Philosophy of education
1.2.1 Metaphysics,
1.2.2 Epistemology
1.2.3 Axiology
1.2.4 Logic: Deductive logic, Inductive logic
2. General Philosophies and their educational Implications
2.1. Idealism
2.2. Realism
2.3. Naturalism
2.4. Pragmatism
2.5. Postmodernism
3. Muslim Philosophical Perspective on Education
3.1. Imam Ghazali
3.2. Ibne-Khaldun
3.3. Shah waliullah
3.4. Sir Syed Ahmed Khan
3.5. Allama Iqbal
4. Theories of Education:
4.1. Progressivism
4.2. Perennialism
4.3. Essentialism
4.4. Reconstructionism
5. Role of Values in Education
5.1. Definition, meaning, and kinds
5.2. Teaching of social and moral values through education
5.3. Role of religious values in individual and social life.

16

Recommended Books:
Ornstein, Allan C. (2006). Foundations of Education. Houghton Mifflin Company:
New York.
Gutek, Gerald L. Philosophical and Ideological Perspectives on Education, 2nd ed.
(Boston, Allyn and Bacon, 1997).
Dewey, John. The Child and the Curriculum. (New York: Macmillan,1916)
Arthur Zilversmith, Changing Schools: Progressive Education Theory and Practice,
1030-1960 (Chicago: University of Chicago Press, 1993).
Giroux, Henry A. and Mclaren, Peter L. eds; Critical Pedagogy, the State, and the
Cultural Struggle.( New York: State University of New York Press, 1989)
William, E. Doll, Jr. A Postmodern Perspective on Curriculum (New York: Teachers
College Press, 1993) Freire, Paulo: Pedagogy of the oppressed
Shami, P. A., Iqbal, Misbah., & Khizar, Asma. (2014). Educational Philosophies.
Lahore: Azeem publisher,Lahore.
Brubacher,J.S. (2001). Modern Philosophies of Education. New York: McGraw Hill
Co.
Internet Resources
Http://www.islamicity.com/mosque/ihame/Sec5.htm (09/25/2003)
www.utm.edu/research/iep The Internet Encyclopedia of Philosophy

17

Paper 07: Human Resource Management

Objectives
After completion of course, student will:
Understand the describe and defined HR/ concepts and functions
understand organizational structure, job description recruitment, and selection
procedures
comprehend the importance of employee relations and ethics
Course Outline
1. Introduction:
1.1. What is management, (functions, levels and roles)
1.2. What is human resource management?
1.3. Development of theoretical basis for HRM.
1.4. Activities of HR. Department
1.5. Skills for HR. Professionals
1.6. HR Professionals skills
1.7. Challenges for HR department
2. Strategic Human resource Management
2.1. What is strategic management?
2.2. Strategy formulation
2.3. Strategy implementation
2.4. Issues of strategic Management
3. Building Human Resource Management
3.1. Work flow analysis
3.2. Organizational structure
3.3. Succession Planning process
3.4. Job analysis: Elements, Methods
3.5. Job Design: approaches
3.6. Job enrichment
4. Human Resource Planning
4.1. What is planning
4.2. The Human Resource Planning process
4.3. Human Resource Information system
4.4. Issues related to HR Planning
4.5. Issues related to HRIS
5. Recruitment Selection and Placement
5.1. Recruitment process, Constraints and methods.
5.2. Selection process, Issues
5.3. Placement process, and Issues
6. Employee development and Learning
6.1. What is Training and Development in Human Resource Management
6.2. Employee Training Methods, Process and Approaches
6.3. Employee Development Methods, Process
6.4. Designing effective training systems
6.5. Employee Socialization, assumptions and stages.
6.6. Employee Orientation, Role of CEO and HR Dept.
6.7. High leverage training strategy: a systematic approach
18

7. Performance management
7.1. An organizational model of performance management
7.2. Purposes of performance management
7.3. Performance measured criterion
7.4. Approaches to measure performance
7.5. Performance feed back
7.6. Use of technology for performance management
8. Rewarding people
8.1. Introduction
8.2. Equity theory and fairness
8.3. Current challenges
8.4. Government regulation of compensation
8.5. Issues related to compensation in education sector
8.6. How does pay influence individual employee and performance
9. Managing employee retention and turn over
9.1. What is Employee Retention and Turnover?
9.2. Managing involuntary turnover
9.3. Managing voluntary turnover
9.4. Managing employee retention
10. Evaluation and improving human resource function
10.1. Strategic approach to measuring HR effectiveness
10.2. Activities of HR
10.3. Approaches for evaluating effective HR
10.4. Improving Hr Effectiveness
Recommended Books
Dressler, G. (2006) Human Resource Management(10th Edition) New Delhi, Pearson
Prentice Hall.
Decenzo & Robbins: Human Resource Management (10th Edition), SAGE
Publications, New York, USA.
Micheal Armstrong> A handbook of Human Resource Management
Ezenne A. N. (2012). Human Resource Man agent in Education (Developing
Courtiers Perspectives) Kingston: UWIDEC.
Bush, T., and Middlewood D., (2006) Leading and Managing People in Education.
London: SAGE Publications.

19

Paper 08: Guidance and Counseling

Objectives:
After completion of the course, the students will:
Develop better adjustment with the environment
Analyze their personal, social, emotional, educational problems rationally and
suggest the solutions
Understand and tolerate criticism
Develop healthy relationship with their family, teachers and classmates
Understand and help others in solving their problems
Do career counseling of the students on the basis of their aptitude and
performance
Course Outline
1. Introduction
1.1. Concepts of Guidance and Counseling
1.2. Difference between guidance and counseling
1.3. Need of Educational Guidance
1.4. Role of Guidance in Schools
1.5. Types of Guidance
2. Counseling
2.1. Principles of counseling
2.2. Brief history of counseling
2.3. Types of counseling
2.4. Individual and group counseling
2.5. Techniques of counseling
2.5.1. Directive
2.5.2. Non-directive
2.5.3. Eclectic
3. Steps in counseling process
3.1. The School Counselors Role and Functions
3.2. Training programs for counselors
3.3. The elementary school counselors
3.4. The middle/junior/high school counselors
3.5. The secondary school counselors
3.6. Counselors in vocational schools
3.7. Counselors in higher education
4. Counseling of Students
4.1. Home-centered problems
4.2. School-centered problems
4.3. Community-centered problems
5. Therapies of Counseling
5.1. Client centered therapy
5.2. Gestalt therapy
5.3. Behavior therapy
5.4. Cognitive therapy
5.5. Family therapy
6. Educational Consultations
6.1. The consultation process
20

6.2. Consultation models

6.3. Consultation skills Consultation in school settings
6.3.1. Consulting with teachers
6.3.2. Consulting with school administrator
6.3.3. Consulting with parents
7. Counseling and Guidance Services in Pakistan
7.1. The need for elementary level counseling
7.2. The need for counseling at secondary level
7.3. Effects of socio-cultural norms on guidance and counseling 6.4 Islamic concerns of
counselors
7.4. New trends in counseling
Recommended Readings
Gibson, R.L. & Mitchell, M.H. (1999). Introduction to Counseling and Guidance (5th
Edition). New Jersey: Prentice Hall Jones.
J.A. (1970). Principles of Guidance (6th Ed) . New York: McGraw Hill Peterson.
J. V. and Bernard, N. Z. (2002). Orientation to Counseling (4th Ed). Needham
Heights: Allyan & Bacon.

21

Paper 09: Sociology of Education

Objectives:
After completion of the course the students will be able to:
discuss relation between school and community
know the process of linkage among school, community and teacher or effective education
identify the social factors affecting education and how it can support the development of
education
know he role of teachers and school in socialization of students and development of
society
enable prospective teachers to contribute in community work, health promotion activities
and endorsement of healthy environment
Course Outline
1. Society, Community and Culture
1.1. Definition, Structure and Function
1.2. Individual Status and his role in the society
1.3. Social interaction
1.4. Cultural diversity
1.5. Culture and cultural elements of Pakistani community
1.6. Role of education in strengthening Pakistani community
2. Group and Group Dynamics
2.1. Meaning of group
2.2. Group Dynamics
2.3. Types of social groups
2.4. Individual behavior and group behavior
2.5. Role of school and teacher in molding individual and group behavior
3. Socialization
3.1. Meaning and aims of socialization
3.2. Agencies of socialization
3.3. Stages of social developments
3.4. Role of school in socialization
3.5. Teacher as role model, participating in community and health activities
4. Social Institutions
4.1. Definition of social institutions
4.2. Types of social institutions
4.2.1. The family
4.2.2. Economic institutions
4.2.3. Religious institutions
4.2.4. Educational institutions
4.2.5. Play and recreational institutions
5. School and Community
5.1. Relationship between school and community
5.2. Effects of school on community
5.3. Effects of community on school
5.4. a critical analysis of role of school and teachers in Pakistani community
6. Social control
6.1. Definition of social control
6.2. Social deviation, peace, harmony and tolerance
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6.3. Methods of social control

6.4. Role of community, school and teacher in developing peace, harmony and tolerance
7. Teacher, School and Students
7.1. Are teacher born or made?
7.2. Effective and reflective teaching
7.3. Creative and critical teaching
7.4. Teacher effectiveness
7.4.1. Academic learning time (ALT)
7.4.2. Classroom management
7.4.3. Co-curricular activities
7.4.4. Clarity in academic and non-academic structures
7.4.5. Creating expressive environment in classroom
7.4.6. Reflection or productive feedback
8. Technological Change
8.1. Technological change and its impact
8.2. Sources/forces of technological change
8.3. Technology and jobs
8.4. Technology and ethical values
8.5. Utilitarian view of technology
Recommended Books:
Chaudhry, M. Iqbal, (0000). Sociology, Aziz Publishers, Lahore: Urdu Bazar
Hafeez Sabiha, Pakistani Society
Volti, R. (2002). Society and technological change (6th ed.) Worth Publishers
Mehnaz Aziz, (2007) School and Family Partnership. Childrens Global Network, Pakistan
Sadker, Marya Pollack and David Miller Sadker, (2003). Teachers

23

Paper 10: Institutional Improvement

Objectives:
By the end of the course student will be able to:
Understand the concept of change and school improvement
Recognize that change can be a slow and complex process
Identify the role of school leaders as change agents
Course Outline
1. Concept and Process of Change
1.1. Understanding the change process
1.2. Role of change facilitator
1.3. Individual and organizational change
2. Features of Effective School
2.1. Leadership
2.2. Within school relationships
2.3. School community relationships
2.4. Proper utilization of resources
2.5. Students academic performance
2.6. Professional commitment of teacher
3. Planning School Improvement
3.1. Needs assessment
3.2. Survey of human resources
3.3. Survey of material resources
3.4. Targets and strategies
3.5. Assignments and tasks
3.6. Coordination and implementation of plan
3.7. Supervising and monitoring
4. Leadership and School
4.1. Understanding leadership in schools
4.2. Teacher as a leader
4.3. Shared leadership
5. Community in School
5.1. Understanding school culture
5.2. School as a community of learners
Recommended Books
Giancola, Joseph A. Transforming the Culture of School Leadership
Clarke, Paul. Improving School in Difficulty
Ruddock, Jean. How to Improve your School
Gysbers, Norman C. Developing and Managing your School Guide Program

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Paper 11: Human Development and Learning

Objectives:
After completion of the course, the students will be able to:
Explain the different terminology
Describe different principles and methods of learning
Take effective measures for the smooth running of the classroom teacher
Identify the different types of personality traits
Guide students in solving of daily problems

1.
2.

3.

4.

5.

6.

7.

8.

Course Outline
Educational psychology: Meaning and scope
Human Development
2.1. Definitions of development
2.2. Principles of human growth and development
Theories of development
3.1. Piagets theory of cognitive development
3.2. Educational implications of Piagets theory
3.3. Eriksons theory of personal and social development
3.4. Vygoskys theory of development
3.5. Kohlbergs theory of moral development
Individual differences
4.1. Physical differences
4.2. Sex differences
4.3. Age differences
4.4. Socio-economic differences
4.5. Intellectual and social differences
Learning
5.1. Definition of learning
5.2. Social cognitive view
5.3. Cognitive view
Motivation
6.1. Concept and meaning
6.2. Types of Motivation
6.3. Incentives in the classroom
Managing the Learning Environment
7.1. Goals of classroom management
7.2. Classroom management and discipline
7.3. Persistence of management problem
7.4. Planning: the key to preventing management problems
Preventing Problems
8.1. Teacher characteristic
8.2. Student characteristic
8.3. Physical environment
8.4. Beginning of the school year
8.5. Essential management skills

25

Recommended Books
Allama Iqbal Open University.(2002).Educational Psychology. Allama Iqbal Open
University
Arif, M.H. (2003). Human Development and Learning. Lahore: Majeed Book Deport
Arif, M.H. (2004). Psychology of Education. . Lahore: Majeed Book Deport
Child, D. (2006). Psychology and the Teacher. New York: Continum
Shahid , S.M. (2002). Educational Psychology .Lahore: Majeed Book Deport

26

Paper 12: History of Education

Objectives
After completion of the course, the students will:
Review the history of education in the world context.
Compare the past educational thoughts and practices with those of current policies.
Utilize variety of options in building education and search for future survival and
success.
Explore the alternate educational views throughout history and in the contemporary
period.
Correlate the philosophy and education
Course Outline
1. Development of Education
1.1. Education in Ancient Greece
1.2. Education in Europe and America
1.3. Education in the Muslim World
1.4. The Period of Prophet Muhammad ( SAWS )
1.5. Moral Education ( Tarbiyah )
1.6. Teaching Styles
1.7. Role of Mosque in Education
2. Education at Dar-e-Arqam and Suffah
2.1. During late Middle Ages
2.2. AlGhazali: Knowledge Taxonomy
2.3. Dars-e-Nizami: Purpose and Curriculum
2.4. Ibn-e-Khaldun: Classification of Knowledge
2.5. Twentieth Century: Search for School Reform
2.6. Efforts of World Conferences on Muslim Education:
2.7. First Conference on Aims of Education at Makkah, 1977
2.8. Second Conference on Curriculum at Islamabad, 1980
2.9. Third Conference on Text Book Development at Dhaka, 1981
2.10. Fourth Conference on Teaching Methodology at Jakarta, 1982
3. Philosophical aspect of History
3.1. General Philosophies and their history
3.1.1. Idealism
3.1.2. Realism
3.1.3. Pragmatism
3.1.4. Existentialism
3.2. Educational Philosophies
3.2.1. Perenialism
3.2.2. Essentialism
3.2.3. Progressivism
3.2.4. Reconstructionism
3.2.5. Islamic Philosophy of Education
3.2.6. Philosophical bases
3.2.7. Process of education
3.2.8. Muslim philosophers
3.2.9. Islamic philosophy of education

27

Recommended Books
Ahmed, S. (1979). History of Muslim Education . Karachi: Indus Publications.
Aziz M.A. (1965). The Educational Pyramid Re-invented . Lahore: United Publishers
Curtis, Stanley, and Boultwood (1964). A Short History of Educational Ideas .
London: University Tutorial Press.
Pulliam, J. D & Van Patten (1999). History of Education in America . New Jersey:
Prentice-Hall International.
Quddus, N. J. (1990). Problems of Education in Pakistan . Karachi: East & West
Publishing Company.
Rehmani, A. (2006). Pakistan main Taleem . Lahore: Pakistan Writers Cooperative
Society.
Sharpes, D. K. (2002). Advanced Educational Foundations for Teachers: The History,
Philosophy, and Culture of Schooling . London: Routledge Falmer.
Sherman, R. (ed.) (1984). Understanding History of Education . Cambridge:
Schenkaman Publishing Company, Inc.
World Center for Islamic Education (1983). Recommendations of the Four World
Conferences on Muslim Education . Makkah Al Moukarrama: Ministry of Higher
Education.
Brubacher, J. S. (2001). Modern Philosophies of Education . New York: McGraw
Hill Co. Butler, J. D. (1988). Four Philosophies and their Practice in Education and
Religion . New York: Harper & Row.
Ahmad, K. (1992). Principles of Islamic Education . Lahore: Islamic Publication Ltd.
Kneller, G. F. (1981). Introduction to the Philosophy of Education . New York: John
Wiley & Sons Knight.
G. R. (1989). Educational Philosophy . Michigan: Andrews University Press.
Rizwi, S. S. (1986). Islamic Philosophy of Education . Lahore: Institute of Islamic
Culture

28

Paper 13: Comparative Education

Introduction:
Comparative education like other comparative studies is an intellectual activity. Students of
education should study foreign educational systems to know others for enlightenment. The
knowledge thus derived contributes in broadening the viewpoints as well as pedagogy and,
therefore, renders a very valuable service in the development of knowledge and its
application. This course aims at introducing the students with systems, patters and problems
of education, in order to highlight the similarities and differences in different educational
systems of the world. Hence educational problems and the ways in which these have been
conceived by the people of different countries are focused along with the solutions worked
out by them. A comparative study of objectives, contents, methods, evaluation and economics
& financing etc. has been planned across the countries.
Objectives:
After studying this course, the students will be able to:

Describe the meaning and significance of comparative education

Identify various factors influencing the education system
Compare the education systems of selected developed countries
Compare the education systems of selected developing countries
Analyze critically the education system of Pakistan
Course Outline

1. Introduction to Comparative Education

1.1. Concept of comparative education,
1.2. Scope of comparative education
1.3. Purpose of comparative education
1.4. Historical Development of Comparative Education
1.5. Methods & Comparative Education
1.6. Factors influencing an education system
2. Elements of Comparative Education
2.1. Objectives
2.2. Curricula
2.3. Teaching methodology
2.4. Assessment and evaluation
2.5. Teacher education
3. Comparative View of Systems of Education in Pakistan
3.1. Private and Public
3.2. Madrassah and formal education
3.3. Formal vs. Distance and non-formal education
4. Comparative Education in Developed Countries
4.1. USA
4.2. UK
4.3. Japan
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4.4. Singapore
5. Comparative Education in Developing Countries
5.1. India
5.2. China
5.3. Malaysia
5.4. Pakistan
6. Global Issues in Comparative Perspective (focusing developing countries)
6.1. Quality Education
6.2. Education For All
6.3. Admission procedure at higher education level.

Recommended Books:
Altbach, P. G. and Arnove, R. F. (Eds.).(1982). Comparative education. New York:
Macmillan Publishing.
Arnove, R.F. & Torres, C.A (1999). Comparative Education. The Dialectic of the Global
and the Local. Rowman & Littlefleld, New York.
Edward, R., Holmes, B., and Graagg, J.V. (1973). Relevent methods in comparative
education. Hamburge: UNESCO Institute for Education.
Hans, N. (1949). Comparative education. London: Routledge & Kogan Paul Limited
Isani, and Virk, M.L. (2006) Higher Education in Pakistan. Islamabad: National Book
Foundation.
Manzon, Maria (2011). Comparative Education: The Construction of a Field.SPRINGER
Noah, H. and Eckstein, M. (1998) Doing Comparative Education: Three Decades of
Collaboration. Comparative Education Research Centre, University of Hong Kong.
Sodhi, T.S. (1983). A textbook of comparative education. (5th Ed.). New Delhi: Vikas
Publishing, Co.
Thomas, R. M. (1991). International comparative education: Practices, Issues and prospects.
Oxford: Pergamon Press.
Shami, P. A., Iqbal, Misbah., & Khizar, Asma. (2014). Comparative Education. Lahore:
Azeem publisher,Lahore.

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