Professional Documents
Culture Documents
1. INTRODUCTION
a. Background of the Study
Education-Is the prime constituent of human resource development
-Plays an important role for creating trained workforce for technology and
applies them in new situations.
-Is the basic for socio-economic transformation and development of the
nation.
-So an appropriate dynamic education system is one of the main components
of all aspect of national development.
For the dynamic education system-A proper and multidimensional curriculum framework is needed.
-And this reason makes us concuss for the need of the expert curriculum
developers or educational specialists.
-To achieve this aim NCTE has recently developed a two year M.Ed
curriculum framework for teacher education.
2. METHODOLOGY
a.Design and research method
For the purpose of our research, we used the document analysis method to
compare the M.Ed curricula proposed by NCTE, Mumbai University and
Karnatak University with a number of definite objectives.
For this study, M.Ed curriculum format proposed by NCTE and the M.Ed
curricula of fore said two universities are reviewed.
There were only three variables in this study, which were M.Ed curriculum
framework of NCTE, M.ed curriculum of Mumbai University and M.Ed
curriculum of Karnatak University.
The main idea behind this study was to make a comparison of these three
variables.
b. Data collection
Programme structure:
While conceptualizing the credit apportions, the choice based
credit system (CBCS) propsed by UGC was adopted. The proposed
programme follows the following organisation and credit apportionment
format:
Year 1: 16-18 weeks* 2 semesters+ 3 weeks in summer
Year 2: 16-18 weeks* 2 semesters+ 3 weeks in inter-semester break
Total: 16-18 weeks*4 semesters = 64 72 weeks; +6weeks for field
immersion during inter-semester breaks = 70 78 weeks.
-Apart from the 6 weeks in the various inter-semester breaks, 7 weeks should
be allocated to the field immersion.
-Each year should have a total of atleast 200 working days exclusive of
admission and examinations period.
-The Sub-Committee has outlined a model that has 80 credits in total: 44 for
core courses, 20 credits for specialisations, 8 credits for field internship and 8
credits for research leading to dissertation.
Semester II
Credi
Courses
Psychology
of
Courses
ts
Learning
and
Development
Cred
its
Philosophy of Education
Sociology of Education
Curriculum Studies
Teacher Education I
Education Studies
4
Inter-semester break-II
Inter-semester Break-I
Communication and Expository Writing
Self Development
1
Total
18
Dissertation
4
22
Semester-III
Semester-IV
Credi
Courses
ts
2 Specialization of Courses
Research Methods(Advanced)
Teacher Education II
Internship
Inter-semester break-III
Dissertation
Academic Writing
2
Total
24
Courses
Credits
3 Specialization Courses
12
Dissertation
Total
16
Programme structure:
Year 1: 16-18 weeks* 2 semesters (200 working days)
Year 2: 16-18 weeks* 2 semesters (200 working days)
7 weeks for internship/ field immersion
200 working days are exclusive of admission and examinations period
Total credit: 80; marks 1700
1credit= 12 hours
Practicum:
Organization of Workshops, Practicum activities and
Seminars, Debates, Lectures and Discussion Groups for
students and faculty are conducted enhance the professional
skills and understanding of students.
Practicum
Organization of Workshops, Practicum activities and Seminars,
Debates, Lectures and Discussion Groups for students and faculty are
conducted enhance the professional skills and understanding of students
Table -2: Comparative TableThe 2 year M.Ed courses along with their credits
Mumbai University
Components
Karnatak University
Credit
Courses
Components
Contents
Credits
s
1.
Philosophy
of
Education
1.
Philosophy of Education
2.
Sociology of Education
3.
Prespective
Courses
2.
Psychology
of
Learning
and
3.
24
Tool Courses
Education Studies
6.
Curriculum Studies
1.
2.
3.
4.
Self Development
5.
Academic Writing
Prespective Course
of
Education
4.
Development
5.
of
Education
Education
4.
Sociology
Psychology
Learning
24
of
and
Development
5.
Education Studies
6.
Curriculum Studies
1.
12
2.
Self Development
3.
Tool Courses
communication skills
4.
Educational
Technology and ICT
12
Teacher
education
1. Teacher Education I
2. Teacher Education II
08
courses
1.
Elementary/Secondary
and
Higher
Teacher Education
Courses
Secondary
1.
Teacher Education I
2.
Teacher Education II
1.Core
Specialization
Courses,
08
within
Elementary/Secondary
2.
3.
4.
Specialization courses
2.Specialization, focusing on
mapping the area
08
Education
Core courses
within
specialization
courses
OR
1.
System
and
Structure
of
Secondary
and
08
3.
1.
Curriculum
2.
3.
4.
Educational Management
And Administration
Specialization
clusters
A.
Comparative Education
B.
Educational Technololgy
C.
E-Learning
D.
Environmental Education
E.
F.
Inclusive Education
G.
Management of Edcation
H.
I.
Quality in Education
J.
Womens Education
Specialization/Elective 5.
Education For
Clusters
Differently Abled
1.
12
Education Technology
12
Internship
08
Dissertation
08
Dissertation
08
Internship
08
Particulars Marks
Marks
20 Marks
10 Marks
05 Marks
05 Marks
(40 Marks)
Semester-I
Perspective
Courses
Psychology of
learning and
development
Credits
04
Educationa Studies 04
Sociology of
Education
Internal
Marks
40
40
External
Marks
60
60
Total
100
40
60
100
Introduction to
04
Research Methods
40
60
100
Tool Courses
Communication and
01
Expository Writing
Self Development
Total
01
18
160
Credits
Internal
Marks
External
Marks
Total
Psychology of
learning and
development
25
75
100
Course-2
Historical,
Political and
Economic
Foundations of
Education
25
75
100
Course-3
Educational
Studies
25
75
100
Course-4a
Methodology of
Research in
Education-I
25
75
100
300
400
Total
16
100
Inter-semester break-I
240
400
Communication
Activity-I(a) and Expository
Writing
Activity-I(b) Self-Development 1
Total
Course-1
100
04
10
15
25
10
15
25
30
50
Semester II
Dissertation
02
Internship
04
Semester III
02
Dissertation
Tool course
Academic
Writing
02
2
20
Inter-semester break-III
Dissertation 2
50
Academic
Writing
50
3. It is seen that the objectives of the Mumbai University were stated in terms
of measurable behaviour giving more preference to practicum and field work
4.The study also found that in certain topics, the Karnatak University
curriculum does not dealt with the topic in as much depth as the Mumbai
University curriculum. This can be done by comparing the M.Ed curricula of
Mumbai University and Karnatak University.
5.As regards courses, M.Ed. curricula of both universities were almost
following the curriculum framework proposed by NCTE.
6.The M.Ed. curricula of both universities included Ordinances, Regulations
and the Curriculum for the M. Ed. course (Semester I, II, III and IV) as per
the norms given in NCTE curriculum framework.
7.Scheme of examination of Mumbai University difffer from Karnatak
University in term of internal assessment marks and external examination
procedure.
4. CONCLUSION
This study has revealed the main features of the Master of
Education curricula of NCTE, Mumbai University and Karnatak
University along with their strengths and weeknesses. It also
revealed the similarities and dissimilarities between the structure of
curricula of the two universities and the curriculum structure
proposed by NCTE.
The preliminary study also suggest that further study
should be conducted to look into the details in the contents of the
curriculum and whether our teachers are knowledgeable and ready
to meet the demand of the modern curriculum.
However, there are some limitations to this study due to
shortage of depth of the topics covered. It is important to study
each component of the curriclua should be reviwed indepth for
further details.