MASTER OF EDUCATION (M.Ed.) PROGRAMME - …

1 MASTER OF EDUCATION ( ) PROGRAMMEI ntroductionThe PROGRAMME designed and developed jointly by the Distance EDUCATION Council (DEC), IndiraGandhi National Open University (IGNOU) and National Council of Teacher EDUCATION (NCTE) is a two-year PROGRAMME offered through open and distance learning (ODL) system. It is an innovative PROGRAMME ,utilizing self-learning materials (SLMs) and information and communication technologies (ICTs) along with aninteractive personal contact PROGRAMME component. To effectively impart instruction, the PROGRAMME followsthe multimedia approach, viz., print materials, audio-video components, teleconferencing, Interactive RadioCounselling (IRC), assignments, counselling sessions, personal guidance for research, workshops, individualand group activities, main purpose of this PROGRAMME is to prepare teacher educators and educational administrators/managersto develop a global as well as a national vision for EDUCATION in the modern concept of the 21st century,acquainting them with the state-of-the art technology applicable in the practice of EDUCATION .

2 Further, it seeksto prepare educational experts capable of generating knowledge by the application of scientific method ofinquiry or investigation, and to develop a critical mind which can sense gaps in knowledge and find solutions toproblems relating to the theory and practice of EDUCATION . It further seeks to widen the horizon of teachers/educational administrators and to enable them to obtain an international perspective in is a professional PROGRAMME and, therefore, it focuses on comprehensive and integrated professionaldevelopment of teachers and other personnel engaged in educational management and PROGRAMME is aimed at developing competency and skills so that one can share the responsibility ofpreparing teachers for diverse situations by using a variety of instrumentalities including ICTs. The Programmeis, therefore, intended to address professional areas of concern, knowledge, skills and attitudes relating to howto teach and how to facilitate learning.

3 The other focused areas include the role of teachers in changing globalsocio-economic concerns, organization of teacher EDUCATION in the country, understanding teaching in acomparative perspective, meeting the requirements of EDUCATION for all , and training for all , and preparingteachers to meet the challenges of the 21st of the ProgrammeTo achieve this comprehensive goal/objective, the PROGRAMME seeks to: develop specialized knowledge and understanding about the philosophical and sociological bases ofeducation; develop ability to understand human behaviour and personality, and capability to apply this knowledgeand understanding to guide the learners to learn efficiently and effectively; develop national and international perspective about educational theory and practice to enable thelearners to visualize the inter-linkages and dependency among different educational systems; develop a working knowledge of ICTs and their application in formal and non-formal systems ofeducation and for teacher empowerment; develop knowledge and understanding of management, planning and financing of EDUCATION ; as alsodevelop managerial and administrative capabilities and skills to effectively manage educational institutions; develop knowledge and understanding of the process of educational research and aptitude for and skillin conducting research in specialized areas of EDUCATION and thus generate knowledge or criticallyevaluate existing knowledge.

4 And generate awareness and understanding of some specialized areas of EDUCATION and human developmentlike special needs of EDUCATION , curriculum development, environmental EDUCATION , vocational EDUCATION ,teacher EDUCATION , elementary EDUCATION , measurement and evaluation, value EDUCATION and humanresponsibility so as to widen the horizon of understanding of modern educational practices and todevelop critical thinking pertaining to issues related to PopulationThe PROGRAMME is offered to: In-service graduate/postgraduate teachers with degree working in primary, secondary or seniorsecondary schools/colleges/equivalent academic positions in DIETs, SCERTs, or similar educationalinstitutions. Headmasters/Principals and educational administrators/functionaries with with fifty five percent marks. Two years teaching/professional experinece after completion of in a Government/Government recognized school/NCTE recognized teacher EDUCATION /researchinstitution in reservation for SC/ST/OBC and other categories shall be as per the rules of the Central Government/State Government, whichever is applicable.

5 There shall be relaxation of 5% marks in favour of SC/ST/OBCand other categories of of InstructionThe medium of instruction is English. However, in due course of time, the PROGRAMME will be available in Hindialso. You can write your answers in the term-end examination and assignments in and Weightage of the ProgrammeTotal number of credits:60 credits including research dissertationMinimum period to complete the PROGRAMME :2 yearsMaximum period to complete the PROGRAMME :4 yearsProgramme FeesThe PROGRAMME fee is ,000/- for the entire PROGRAMME of two years. The total fee is to be paid at thetime of DetailsAs already mentioned, the PROGRAMME can be completed in a minimum of two years and a maximum of fouryears duration. The theory courses and dissertation will be offered in the first year and the second year asgiven below: 1st YearCreditsCompulsory Courses:MES-051 : EDUCATION : Philosophical and Sociological Perspectives6 CreditsMES-052 :Psychology of Learning and Teaching6 CreditsMES-053 :Educational Management, Planning and Finance6 CreditsMES-054 :Methodology of Educational Research6 CreditsOptional : Any one course out of the following:MESE-057 :Measurement and Evaluation in Education6 CreditsMESE-058 :Educational and Vocational Guidance and Counselling6 CreditsMESE-059 :Teacher EDUCATION in India : Growth and Development6 Credits 2nd YearCreditsCompulsory Courses:MES-055 :Comparative EDUCATION .

6 National and International6 CreditsPerspectivesMES-056 :Educational Technology6 CreditsOptional :Any one of the following courses:MESE-060 :Curriculum Development and Transaction6 CreditsMESE-061 :Open and Distance Learning Systems6 CreditsMESE-062 :Vocational Education6 CreditsMESE-064 :Special Needs Education6 CreditsMESE-066 :Information Technology and Education6 CreditsMESE-067 :Elementary CreditsMESP-068 :Dissertation (Compulsory)12 CreditsStructure of Theory CoursesCompulsory CoursesMES-051 : EDUCATION : Philosophical and Sociological PerspectivesBlock 1 Philosophical Perspectives in EducationBlock 2 Schools of Philosophy and Their Implications for EducationBlock 3 Sociological Perspectives of EducationBlock 4 EDUCATION , Society and School SystemMES-052 : Psychology of Learning and TeachingBlock 1 Psychological Perspectives of EDUCATION Implications for TeachersBlock 2 Learning Theories and ApproachesBlock 3 Individual DifferencesBlock 4 Educational Psychology PracticalsMES-053: Educational Management, Planning and FinanceBlock 1 Educational Management: Meaning and ScopeBlock 2 Educational PlanningBlock 3 Financing of EducationBlock 4 Recent Trends in Educational Management in IndiaMES-054: Methodology of Educational ResearchBlock 1 Educational ResearchBlock 2 Research ProblemBlock 3 Data Collection and AnalysisBlock 4 Analysis and Interpretation of DataBlock 5 Methods of ResearchBlock 6 Research Report and DisseminationMES-055: Comparative EDUCATION .

7 National and International PerspectivesBlock 1 Understanding Comparative EducationBlock 2 Educational Scenario: Indian ContextBlock 3 EDUCATION in Selected CountriesBlock 4 International Agencies and Organizations: Roles and FunctionsMES-056: Educational TechnologyBlock 1 Introduction to Educational TechnologyBlock 2 Instructional DesignBlock 3 Applications of Educational TechnologyBlock 4 Development of Teaching-Learning MaterialsBlock 5 Agencies, Policies and the Future of Educational TechnologyOptional CoursesMESE-057:Measurement and Evaluation in EducationBlock 1 Basic Concepts in Educational EvaluationBlock 2 Tools and Techniques of Evaluation An OverviewBlock 3 Construction of Achievement and Selection TestsBlock 4 Psychological Testing and ManagementBlock 5 Recent Trends and Innovative Practices in EvaluationMESE-058:Educational and Vocational Guidance and CounsellingBlock 1 Guidance: Nature, Scope and Philosophical BasisBlock 2 Guidance Methods and TechniquesBlock 3 Essentials of CounsellingBlock 4 Organizing Guidance and Counselling ServicesMESE-059:Teacher EDUCATION in India: Growth and DevelopmentBlock 1 Teacher EDUCATION in India.

8 Historical PerspectiveBlock 2 Teacher EDUCATION Programmes and InstitutionsBlock 3 Teacher EDUCATION Curriculum and TransactionBlock 4 Teacher EDUCATION Through Open and Distance LearningBlock 5 Innovations in and Research on Teacher EducationMESE-060:Curriculum Development and TransactionBlock 1 Introduction to CurriculumBlock 2 Curriculum DevelopmentBlock 3 Curriculum TransactionBlock 4 Curriculum EvaluationMESE-061:Open & Distance Learning SystemBlock 1 Open and Distance Learning: Concepts and DevelopmentsBlock 2 Instructional InputsBlock 3 Instructional Transaction and DeliveryBlock 4 Evaluation and Research in ODLB lock 5 Recent Trends and Developments in ODL: National and International PerspectivesMESE-062:Vocational EducationBlock 1 Vocational EDUCATION for Sustainable National DevelopmentBlock 2 The National ScenarioBlock 3 The Global PerspectiveBlock 4 Recent Trends in Vocational EducationBlock 5 Futuristic ApproachMESE-064:Special Needs EducationBlock 1 Understanding People with Special Needs and Social ResponseBlock 2 EDUCATION of Children with Special NeedsBlock 3 Development of Adaptive Skills: Assistive Devices and Special TherapiesBlock 4 Inclusive EducationBlock 5 Recent Trends and InnovationsMESE-066:Information Technology and EducationBlock 1 Basics of Computer in EducationBlock 2 Computers and CommunicationBlock 3 Use of the Internet for Teaching-LearningBlock 4 Computer and Diverse Educational NeedsMESE-067.

9 Elementary EducationBlock 1 Elementary EDUCATION : Its Context and LinkagesBlock 2 Indian Constitution and Status of Elementary EducationBlock 3 Pre-service and In-service Elementary Teacher EducationBlock 4 Curriculum and Research in Elementary EDUCATION and Elementary Teacher EducationMESP-068:Dissertation (Compulsory)Instructional SystemThe University follows the multimedia approach in instruction, which comprises: Self-instructional printed course material Assignments for assessment and feedback Audio-video programmes Counselling sessions, face-to-face interaction at the PROGRAMME Centre/Study Centre. Dissertation/Field Projects Broadcast/Gyan Vani Gyan Darshan EduSat Interactive Radio Counselling (IRC) Teleconference with two-way audio and one-way video Workshops Induction ProgrammeSelf-instructional Printed Material: The printed self-instructional study material for both theory and practicalcomponents of the programmes is supplied to the learners in the form of blocks (booklets) for every block usually comprises 3 to 5 Material: The learning package contains audio and video cassettes, which have been producedby the University for better clarification and enhancement of understanding of the course material given to thelearner.

10 A video PROGRAMME is normally of 25-30 minutes duration. The audio and video cassettes are listenedto and screened at the study centers respectively, during specific sessions, which are duly notified for thebenefit of the addition to learning support at the Study Centres/ PROGRAMME Centre, the video programmes are telecast onNational Network of Doordarshan and Gyan Darshan. Selected stations of All India Radio and Gyan VaniFM Radio Channels also broadcast the audio programmes. Learners can confirm the dates for the programmesfrom their Study Centres. The information is also provided through the National Newspapers and I