Abdul Wali Khan University, Mardan Pakistan

Time Tables

 

About Department

Scheme of Studies for Ph.D (Education)

Semester 1

S. No.

C.Code

Subjects

Credits hours

01

EDU-801

Advanced Qualitative and quantitative Methods in Research

03

02

EDU-802

Academic skills I proposal development

03

03

EDU-803

Use of Technology in Education and Research

03

 

 

Seminar, Area of specialization  

Non credit

                                                                                 Semester 2

S.No

C.Code

Subject

Credits hours

04

EDU-851

Educational Assessments and Measurement

03

05

EDU-852

Academic skills II: Reviewing literature

03

06

EDU-853

Designing of Research and Tools’ Development

03

 

 

Seminar, Analysis and Report Writing

Non credit

 

EDU- 899

Thesis Dissertation

12

 

 

SCHEME OF STUDIES FOR M.PHIL EDUCATION

 

A: Required Credit Hours for M. Phil

Course Work         Semester I & II( Year – I)

24 Credits hours

Research Thesis    Semester III & IV(Year – II)

06 Credits hours

Total

30 Credit hours

B: Distribution of Courses

B – 1: Core Courses.                                                                                                                   12 Credits hours

The following courses will be compulsory for all students.

Semester-I

S. No.

C. Code

Title

Credits hours

1

EDU – 701

Curriculum Studies

3(3+0)

2

EDU – 702

Qualitative Research

3(3+0)

3

EDU – 703

Quantitative Research

3(3+0)

4

EDU – 704

Test and Scale Construction

3(3+0)

Total

12

 

B – 2: Core Courses                                                                                                                       03 Credit hours

                                                                                  Semester-II

S. No.

C. Code

Title

Credits  hours

1

EDU – 751

Proposal Development & Report Writing

2(2+0)

2

EDU – 752

Seminar

1(0+1)

Sub-Total

03

 

B – 3: Specialization Courses (Any three of the following to be offered in 2nd semester)             09 Credit hours 

S. No

C. Code

Title

Credits hours

1

EDU – 753

New Educational Technologies                                 

3(3+0)

2

EDU – 754

Educational Plans and Policy Analysis.

3(3+0)

4

EDU – 755

Application of Computer in Education and Research

3(3+0)

5

EDU – 756

Educational Testing, Measurement & Evaluation.

3(3+0)

6

EDU – 757

Trends and Issues in Education

3(3+0)

7

EDU – 758

Human Resource Management in Education.

3(3+0)

8

EDU – 759

Comparative Education

3(3+0)

9

EDU – 760

Educational  Management and Administration

3(3+0)

 

 

Total

09

 

 

Total Courses

24

10

EDU – 799

Thesis (Semester – III & IV) Year II

6

M. Phil Program

30

 

B.Ed(One Year) Degree Program
Eligibility Criteria

1.       BA/BSC with CGPA(3) third division not allowed
2.       Any other degree equivalent to BA/BSC

No of Semesters  (2)
Course load per semester (16) credit Hrs
Course load per semester (15) credit Hrs
   

Number of Course per semester

1st semester (6)
2nd semester  (2+2)
Compulsory courses (10)
Optional course 01
Elective courses (2)
Total Marks: 1200
   
Teaching Practice 200 Marks (6 Credit Hours)
   
Practical Skills in Teaching
a)         Short Term Practice  (25)
b)         Long Term Practice (75)
c)         Final Lesson (100)

 

1)  All Courses are of 03 credit hours of 100 marks each except the compulsory courses. The course “Computer Literacy” has 02 credit hours for theory and 01 credit hour for practical i.e.03 hour’s practical work per week.
2)  Each Elective course consists of two parts
Part 01 methods                             (60 marks)
Part 02 Contents                            (40 marks)
3) Distribution of marks for practical skills in teaching is as follow:
Short term practice             one week                     (25 marks)
Long term practice             four week                    (75 marks)
Final lessons                      two lessons                  (100 marks)
   

 

Scheme of Studies for B.Ed Programme ( 1 year)

 

Credit Hours  37

Semester  I

Total Marks 500

 

S.No

Subject

C.Code

Marks

C.Hours

01

Perspectives of Education

1101

100

3

02

Curriculum and Instruction

1102

100

3

03

School Organization and Management

1103

100

3

04

Computer Literacy

1104

100

3

05

Islamic Education/Islamic History

1105

50

2

06

Functional English

1106

50

2

 

Semester II (Spring)

Total Marks 700

S.No

Subject

C.Code

Marks

C.Hours

01

Educational Psychology

1201

100

3

02

Individual Project

1202

100

3

03

Assessment Techniques

1203

100

3

 

Elective Courses

 

S.No

Subject

C.Code

Marks

C.Hours

01

Teaching of English

1204

100

3

02

Teaching of Urdu

1205

100

3

03

Teaching of Pashto

1206

100

3

04

Teaching of Arabic

1207

100

3

05

Teaching Mathematics

1208

100

3

06

Teaching of Pak. Studies

1209

100

3

07

Teaching of Chemistry

1210

100

3

08

Teaching of Biology

1211

100

3

09

Teaching of Physics

1212

100

3

10

Teaching of General Science

1213

100

3

11

Teaching of Computer Science

1214

100

3

Semester I

B.Ed CORE COURSES

Course TitlePERSPECTIVES OF EDUCATION AND CONTEMORARY SOCIAL ISSUES

Course Code:1101

Credit hrs:3(3+0)

Total marks 100

Objectives:

It is expected that by the end of the course students will be able to:

  1. Analyze various perspectives of education, ideologies and values.
  2. Discuss the changing role of education with respect to our society.
  3. Develop a critical inquiry approach with reference to educational matters.
  4. Become active and useful citizens to play their due role in the educational process and national development by practicing the knowledge and skills acquired through this course.
  5. Understand the leading philosophies and theories of education
  6. Understand whether they (the teachers) have certain philosophies and theories present in their educational experiences?
  7. How these philosophies help them examine their beliefs about knowledge, their practice of ethical values in the school and classroom?

Course Contents:
Unit 01. Development of Education in Pakistan (Issues and Problems)
1.1 The first educational conference 1947.
1.2 Report on National Education 1959.
1.3 The Education Policy 1972-80
1.4 National Education Policy 1979
1.5 National Education Policy 1992
1.6 National Education Policy 1998-2010
1.7 National Education Policy 2009
1.8 Education Sector Reforms of 2001
Unit 02. Philosophical Perspectives
2.1 Educational Philosophy
2.2 Muslim contributions to the educational thought.
a) Imam Ghazali
b) Ibne Khuldum
c) Allama Iqbal
2.3 Selected Modern Philosophies of Education
a) Perennialism
b) Essentialism
c) Progressivism
d) Reconstructionism
Unit 03. Ideological Perspectives:
Ideology and education
a) Definition and meaning of ideology
b) Role of Islamic ideology in the development of education
Unit 04. Economic Perspectives
Education and Economic development
a) Relation ship between education and development
Unit 05. Social Perspectives
a) Drug abuse and its prevention
b) Environmental education
c) Population education
d) Education for peace tolerance and human Rights.
e) Moral / Religious education
f) Culture and Education
Unit 6. Psychological Perspectives
Theories of Learning
a) Theory of Learning by Trial-and-Error
b) Conditioning
c) Cognitive Approach
d) Nature and Nurture
e) Creativity
BIBLIOGRAPHY
1. Friere, P (1970). Pedagogy of the Oppressed. What we consume Part 10.1 and teachers Hand book (1990) W. W. F and Richmond Publishing Co.
2. Elias, John L. & Merriam, Sharan (1984). Philosophical foundations of education. Krieger Publishing Company. Malabar, Florida.
3. Heslep, Robert D. Philosophical Thinking in Educational Practice (Westport, Conn, Praeger Publishers)
4. Gutek, Gerald L. Philosophical and Ideological Perspectives on Education, 2nd ed. (Boston, Allyn and Bacon, 1997)
5. William, E. Doll, Jr. A Postmodern Perspective son Curriculum (New York) Teachers College Press, 1993)
6. Iqbal, M. Reconstruction of Religions thought in Islam
7. National Education Policies (1972, 1979, 1998-2010)
SEMESTER I
B .ED CORE COURSES


Course TitleCURRICULUM AND INSTRUCTION

Course Code:1101

Credit hrs:3(3+0)

Total Marks 100

Learning outcomes
At the end of the course, the students will be able to:
1. Understand the concept of curriculum
2. Aware about the process of curriculum development in Pakistan
3. Examine the elements/ components of curriculum development
4. Differentiate between different types of curriculum
5. Write curriculum objectives in behavioral terms
6. Review the critical issues, problems and trends in curriculum development critically the understand contemporary ideological and pragmatic trend in Curriculum

Unit # 1 Introduction
1.1 Conceptual Understanding of Curriculum
1.2 Scope of Curriculum
1.3 Elements of Curriculum

Unit # 2 Foundation of Curriculum

2.1 Philosophical Foundation
2.2 Psychological Foundation
2.3 Socio-cultural Foundation
2.4 Economic Foundation

Unit # 3 Types of Curriculum

3.1 Subject-Based curriculum
3.2 Teacher-Centered curriculum
3.3 Learner-Centered Curriculum
3.4 Activity-Based Curriculum

Unit # 4 Curriculum Design

a) Situational Analysis
b) Formulation of Objectives
c) Selection of Contents
d) Methodologies
e) Evaluation


Unit # 5 Curriculum Development in Pakistan


5.1 Agencies involved in the process of curriculum development
5.2 Problems of Curriculum Development in Pakistan
a) Problems related to Objectives
b) Problems related to Contents
c) Problems related to Methodologies
d) Problems related to Evaluation

Unit # 6 Instructional objectives

6.1 Goals, Aims and Objectives
6.2 Importance of Learning objectives
6.3 Identifying behavioral objectives
6.4 Taxonomy of Educational objectives

Unit # 7 Instructional Methods and Techniques

1.1 Traditional methods of instruction
a) Lecture method
b) Lecture demonstration method
c) Assignment method
1.2 Modern strategies/ Approaches
a) Project method
b) Inquiry Approach
c) Microteaching
d) Programmed Learning
e) Team Teaching
f) Communicative Approach
1.3 Teaching Techniques
a) questioning
b) Discussion

Unit # 8 Instructional Material

1.1 Importance and Characteristics of audio aids.
1.2 Importance and characteristics of visual aids.
1.3 Description of various aids i.e. into audio, visuals, etc
1.4 Teachers role in the development of low cost material

BIBLIOGRAPHY

1. Beane I.A, Toefer C.F & Alessi S.J. (1986) Curriculum Planning & Development Boston and Bacon
2. Farooq, R. A. (1993) Education system in Pakistan. Islamabad: Asia Society for the Promotion of Innovation and Reforms in Education
3. Kelley A. V. (1999) The curriculum: Theory and Practice . London, Paul Chapmen.
4. MC Neil J.D (1990) Curriculum. A comprehensive Introduction, (4th Edition). Los Angeles: Harper Collins
5. Murray P. (1993) Curriculum Development & Design, 5th Edition.
6. Sharma R.C(2002) Modern Methods of Curriculum Organization . New Delhi.

 

SEMESTER I
B .ED CORE COURSES

Course Title: SCHOOL ORGANIZATION AND MANAGEMENT

Course Code:1103

Credit hrs:3(3+0)

Total Marks 100

Objectives:
After studying the course, the students will be able to:

  1. Understand the concept of organization and management with respect to school
  2. Understand the concept of school discipline and factors affecting school discipline
  3. Identify the need and importance of effective school management
  4. Identify the major indicators for effective planning
  5. Organize school activities effectively (curricular and co-curricular)
  6. Manage to exploit the best use of resources available.
  7. Understand how to maintain of school record
  8. Know the basic rules of leave, pay and allowances, E & D, codes of ethics

Course Contents

Unit No. 1 School organization and Management
1.1 School Organization
1.1.1 Concept of School organization, Meaning, Scope and Principles
1.1.2 Organization of School and Community Partnership
1.2 School Management
1.2.1 Meaning/ definition of Management
1.2.2 Basic Elements of Management
1.2.3 Process of management
Unit No. 2 Resource Management
2.1 Human Resources
2.2 Physical Resources (School building, Hostel, Dispensary and cafeteria)
2.3 Financial Resources
2.4 Information and learning Resources (Library, A.V. Aids and Instructional Material)
Unit No. 3 Approaches to Management and Leadership
3.1 Democratic
3.2 Autocratic
3.3 Laissez - faire
3.4 Qualities of Head Master
Unit No. 4 School Records
4.1 Attendance Register
4.2 Leave Register
4.3 Stock Register
4.4 Cash Register (Fee, different kinds of funds)
4.5 Personal files of teachers and other staff
4.6 Other Academic Record (Students Result, Staff meetings etc)
Unit No. 5 Classroom Management
5.1 Criteria for student classification
5.2 Need for classification
5.3 Psychological factors of classification and system of examination
Unit No. 6 Management of Co-curricular Activities and Timetable
6.1 Definition of co-curricular Activities
6.2 Importance and Scope of Co-curricular activities
6.3 Types of co-curricular Activities
6.4 Time Table
Unit No. 7 Human Relations
7.1 Head Master Vs Teachers
7.2 Teacher Vs Students
7.3 Head Master-Teachers Vs Parents
7.4 Mental Health of a teacher
Bibliography
1. Afridi, A. (1998). School Organization : Ijaz Publishers.
2. Bovee, C.L. et al. (1995). Management. International Edition. New York
3. Burden, R.P. (1995). Classroom management and discipline: Methods to Facilitate Cooperation Instruction. New York: Longman.
4. Bush, T. B. et al. (1999). Educational Management: Re-defining Theory, Policy and practice. London: Longman
5. Farooq, R. A. (1994) Education system in Pakistan. Islamabad : Asia Society for the Promotion of Innovations and Reforms in Education.
6. Lumicbry, R. P. (1995). Classroom demonstration, administration,, concepts and practice. Third Edition, London: Wadsworth.
7. School and Family Partnership, 2004, Children’s Resources International , Islamabad


Semester I
B Ed CORE COURSES


Course TitleCOMPUTER LITERACY

Course Code:1104

Credit hrs:3(3+0)

Total Marks 100

Objectives:
After studying this course, the students will be able to:
1. Classify the computers into different categories
2. Describe different functions of computers in Education
3. Develop the skill to use computer in educational settings
4. Communicate through computer with friends, and teachers in and outside the
country

PART ONE: THEORY MARKS: 50

Unit 01: Introduction

1.1 Definitions and Importance of Computer
1 .2 Basic Concepts of the Computer Hardware
1.3 Input and Output Devices
1.4 Classification of Computers
1.5 Functions of Computer ­

Unit 02: Computer Software

2.1 Concept of Software
2.2 Types of Software
2.3 Applications of Computer in Education

Unit 03: Word Processing and Document Handling

3.1. Creating a Document
. 3.2 Composing Educational Documents 3.3 Internet Browsing
3.4 Plagiarism
3.5 Email
Unit 04: Spreadsheet (Excel)
4.1 Charts and Graphs
4.2 Sum/Subtractions/Multiplication/division
4.3 Sorting.
4.4 Database
4.5 Simulating and Modeling Change
Unit 05: PowerPoint
5.1 Composing Presentations
5.2 Delivering Presentations
PART TWO: PRACTICAL MARKS: 50
Bibliography
1. Norton, Peter (2003) Introduction to Computers, 5th ed., New York: McGraw-Hill Book Co.
2. Norton, P., and Spragu, D. (2001), Technology for Teaching Allyn and Bacon, Boston.
3. Faden, P.D., and Vogel, RM. (2003), Methods of Teaching, Mc-Graw Hills Boston.
4. Joyce, B., Weil M., and Calhoun, E. (2000), Models of Teaching, 6th ed; Allyn and Bacon, Boston.
5. Sharma, A. (1999), Modern Educational Technology, Prentice-Hall Columbus, New Delhi
6. Sharma, S.R. (2000) Effective Classroom Teaching Modern Methods,Tools and Techniques, Mangal Deep Publications, Jaipur.
7. Norton, P. (2000), Introduction to Computers 5th ed; New York. Mc Graw Hill Book Co.,


Course TitleISLAMIC HISTORY

Course Code:110

Credit hrs:3(3+0)

Total Marks 100

Objectives:
At the completion of course, the students will be able to:
1. Relate the works and achievement of the holy Prophet Muhammad (SAW).
2. Discuss the character traits of the holy Prophet (SAW).
3. Review the contribution o Hazrat Abu Bakar to the cause Islam.
4. Explain the administrative qualities of Hazrat Umar Farooq.
5. Narrate the life history of Hazrat Usman.
6. Elaborate the reign of Hazrat Ali and his contribution toward Islam.
Course Out-line:
Unit-1 Life history and achievements of Hazrat Muhammad (SAW)
1.1 Important Events at Makkah.
1) Problem and difficulties faced by the prophet.
2) Migration to Habshah.
3) Shaib-Abi-Talib.
4) Visit to Taaif
5) The year of the mourning
6) Mairag (Journey of the Holy Prophet towards Allah).
1.2 Migration towards Madina. Its events and causes
1.3
1.4 Important events at Madina.
1) The battle of Bader
2) The battle of Uhad.
3) The Battle of Khandak
4) The Treaty of Hudabiah.
1.5 The Conquest of Makkah. It’s Causes, events and results.
1.6 Summary of the letters written by the Holy Prophet Muhammad (SAW) to kings of states.
1.7 The last address of the Holy Prophet Muhammad (SAW). His death and character traits.
Unit-2 Hazrat Abu Bakar Saddique
Unit-3 Hazrat Umar Farooq
Unit-4 Hazrat Usman Ghani
Unit-5 Hazrat Ali
RECOMMENDED READINGS:
Hamid-ud-Din Islamic History
B.ED. CORE COURSE

 

 

Course TitleFUNCTIONAL ENGLISH

Course Code:1106

Credit hrs:3(3+0)

Total Marks 100

Objectives
To enable the perspective teacher to:
1. Understand the functions and structure of English Language,
2. Learn English through methods other than conventional methods like Discussion, dialogue etc.
3. Use English in speaking day today social instruction and collective Expression.
4. Use English in formal as well as informal settings of routine work.
Course Contentss:
UNIT 01:

1.1 Functions: Use of words vocabulary building
1.2 Formal and informal interaction.
1.3 Structure: Basic to advance from simple present. Present continuous
and present perfect. .
1.4 Reading: Comprehension of text (theme and words should knit to
gather to enhance the meaning.
guessing meaning).
1.5 Writing: Cohesion of text (Generating themes. clarification,
identification, sentence formation and kinds)
1.6 Listening: understanding directions.

UNIT 02:

2.1 Functions: Discussion (formal informal) (agreement and confirmation)
2.2 Structure: Simple past to past continuous to past perfect.
2.3 Reading: Guessing the meaning of words (scanning and skimping)
2.4 Writing: Joining sentences.
2.5 Listening: Instructions
UNIT 03:
3.1 Functions: Dialogue. building (agreement and disagreement: formal
and informal)
3.2 Structure: Future. Future Continuous and future perfect.
3.3 Reading: Comprehension Level
3.4 Writing: Sentence and application
3.5 Listening: Common use. informal interaction even plays talk
UNIT 04:
4.1 Function: Social interaction: formal interaction.
4.2 Structure Passive
4.3 Reading: Functions in the text (facts and opinions)
4.4 Writing: Informal’ letters
4.5 Listening: Interview
UNIT 05:
5.1 Functions: Individual expression (certainty and uncertainty obligation
5.2 Structure: Reported speech
5.3 Writing: Formal letters
5.4 Listening: Listening to elective
UNIT 6:
6.1 Function: Collective expression (preference and intention)
6.2 Structure: Structuring form
6.3 Reading: Comprehension level, understanding, articulation of idea &
Interpretation. .
6.4 Writing: Essays.
6.5 Listening: Radio broadcast
UNIT 07:
7.1 Function: Individual and collective expression
7.2 Structure: Relation clauses
7.3 Reading: Classification
7.4 Writing: Application and C.V for a job
UNIT 08:
8.1 Function: Social expression inform and formal
8.2 Structure: The past perfect and future perfect tenses
8.3 Reading: Themalization.
8.4 Writing: Note taking
8.5 Listening: Argument
UNIT 09:
9.1 Function: Professional expressions
9.2 Structure: Present continuous and simple present tenses
9.3 Reading: Facts & opinion
9.4 Writing: Summarizing
9.5 Listening: Story

Bibliography

Hitton, C. And Hyder, M. (1992) Punctuation and Grammar

  1. Sadia, GW and Mordie, W. M. (1994) English Idioms
  2. Emony, D.(1995) Improve your Essays.
  3. Mathis, B. (1984) Basic Enlis Grammar
  4. Mctcaife, j.E. And Astte, C.Correct English
  5. PED, J and Coyle. M. (1993) literary terms and criticism
 

 

 

Courses B.Ed Semester II

Semester II


Course TitleEDUCATIONAL PSYCHOLOGY

Course code:1201

Credit hrs:3(3+0)

Total Marks 100

Objectives:
The study of human Development and learning is very important for professional workers in education generally and for teachers in particular. This course will enable classroom teachers to work effectively with better understanding. At the end of the course it is expected that students will be able to.
1. Identify the types of Psychological questions a teachers can ask and problem s he/she attempts to resolve.
2. Trace the development of a child from birth to adolescence.
3. Measure the development of human learning and adapt teaching to these differences.
4. Explore the development of human learning and factors influencing learning .
5. Identify practical problems related to teaching and learning both in and out of the classroom.
6. Outline briefly different theories of personality and their relationship to schooling.
7. Demonstrate how the effective use of Psychological principles can great a more enlightened curriculum process in schools.

Course Contents

Unit No 1 Nature of Educational Psychology
1.1 Meaning and Nature of Psychology
1.2 Types of Psychology
1.3 Functions and Scope of Educational Psychology
1.4 Methods of Educational Psychology (Observation and Experiment)
Unit No. 2 Child as a Developing Organism
2.1 Growth and development
2.2 Emotional development
2.3 Social development
2.4 Physical development
2.5 Intellectual development
Unit No. 3 Learning
3.1 Meaning and Nature of Learning
3.2 Factors Affecting Learning
3.3 Transfer of Learning
3.4 Approaches of Learning
a) Behavioral
b) Cognitive
Unit No. 5 Mental Health and the Classroom
5.1 Mental Hygiene in the Classroom
5.2 Factors affecting the Mental Health of Students
Unit No. 7 Intelligence and Individual Differences
7.1 Definition and Nature of Intelligence
7.2 Role of Heredity and Environment
7.3 Importance of Individual Differences
7.4 Different Kinds of Children
a) Gifted Children
b) Slow Learners
c) Emotionally Disturbed Children
d) Socially Handicapped Children
7.5 Teaching –Learning Strategies and Individual Differences
Unit No. 8 Guidance in Schools
8.1 Nature of Guidance
8.2 Role and Functions of Guidance in Educational Programme
8.3 Counseling and its Principles
8.4 Organization of Guidance services in Schools.

BIBLIOGRAPHY

  1. Hurlock E.B. (1970) Child Development
  2. Lindgrin, H.C. (1969) Educational Psychology in the Classroom.
  3. Alvi A.H. (1972) Taleemi Nafsiat Lahore Sheikh Ghulam Ali.
  4. Cheema . A. D. (1982) Lahore Taleemi Nafsiat.
  5. Crow, L.D and Crow, A. (1958) Human Development and learning New

York American Book
SEMESTER II
B ED CORE COURSES


Course Title:INDIVIDUAL PROJECT

Course code:120

Credit hrs:3(3+0)

Total Marks 100

A project is an activity having some physical outcome, which also must have some educational value and is to be carried out individually by the students of the Bachelor of Education. It has to be completed within stipulated time. The main purpose of this activity is to put theoretical knowledge gained by the students during studying/coursework into practical use. It may be preparation of charts, models, slides, instructional materials, teaching kits, presentation of study reports, demonstrations, and improvisation of science equipment/apparatus etc. which can be used by teachers, students or in teaching learning process, up to secondary classes.
Preparation and presentation of the project in person to the faculty is the responsibility of the student. The department of education will provide guidance to the student in planning, conducting and completing the project. The project must be accompanied by a project report, which is written according to the format provided by the department of education, AWKUM. If a student wants to have a copy of his project report, he can do so prior to the submission of the project to the faculty.
A project completed in all respects will be presented to the faculty of education for assessment. The faculty of education will assess the project and may accept, reject, or make amendments in the project concerned. Cheating, copying, providing incorrect information, or having anything contrary to the professional ethics may cause rejection of the project. Once the project is approved and accepted by the faculty of education it will become property of the department of education, AWKUM, Mardan. Final assessment of the project will be made by the following committee.

1. Chairman of the Department.
2. In charge of the Course
3. Project Supervisor 

 

Semester II B.Ed CORE COURSES


Course TitleASSESSMENT TECHNIQUES

Course code:1203

Credit hrs:3(3+0)

Total Marks 100

Learning out comes

After studying this course, the prospective teachers will be able to
1. Understand the concept and nature of assessment
2. Differentiate between standardized and classroom tests
3. Integrate objectives with assessment and evaluation
4. Develop and analyze test items of different cognitive abilities
5. Understand different alternative classroom assessment techniques
6. Interpret test scores and results of other assessment techniques

Course Out line

Unit 01. Concept of Classroom Assessment

1.1 Distinction between Assessment Evaluation, Measurement and Test.
1.2 Purpose of Assessment and Evaluation.
1.3 Individual and Group Assessment.
1.4 Comparison between standardized and classroom test.
Unit 02. Designing Learning Outcomes
2.1 Cognitive Domain
2.2 Affective Domain
2.3 Psychomotor Domain

Unit 03. Achievement Tests

3.1 General Guidelines for Test Construction (rules, table of specification etc.)
3.2 Types of test items
a) Selection type test items
b) Supply type test items
3.3 Item Analysis

Unit 04 Qualities of a Good Measuring Instrument

4.1 Validity
4.2 Reliability
4.3 Differentiability
4.4 Practicality
Unit 05. Objective Type Test
5.1 Essential features
5.2 Types
5.3 Advantages and Limitations
5.4 Guide lines for writing Objective items.
Unit 06. Essay Type Test
6.1 Essential features
6.2 Major Type s
6.3 Suggestions for writing, using and scoring essay items
Unit 07Secondary School Examination in Pakistan
7.1 A critical study of Secondary School Certificate Examinations
7.2 Measures for improving Secondary School Certificate Examinations

BIBLIOGRAPHY

  • Smith, Methods of educational measurement, D. New Delhi: commonwealth, 2005
  • Evolution and development of school educations by James William New Delhi: anmol publications, 2005
  • Trends in Measurement and Evaluation Technique by George. David New Delhi: Commonwealth, 2003
  • Gronhund, N.E, and Linn, R. (1990), Measurement and Evaluation in Teaching, Macmillan Company, New Jersey, USA
  • Ebel, RL and Fribbie, D.A, (1994), Classroom Assessment, Mc Graw Hill, N. Y, U.S.A (1991), Essential of Educational Measurement, Prentice Hall, New Jersey, USA.
  • Allan, G. and Skinner, c. (1991). Handbook for research students in social sciences, London: Routiedge
  • Best, J.W (2005) Research Methods in Social Sciences.
  • Bennell, Judith, Evolutional Methods in Research. Continuum, 2003

4. Muhammad Rasheed. Educaitonal Research. National book foundation 2001
SEMESTER II
B.Ed Professional Courses (Humanities Group)

 

Course TitleTEACHING OF ENGLISH

Course code:1204

Credit hrs:3(3+0)

Total Marks 100

Objectives:
At the end of the course, the students are expected to be:
1. Familiar with the four language skills - Listening, Speaking reading and
writing
2. Identify and prepare activities for developing four skills
3. Apply modern methods and approaches in teaching of English
4. Prepare comprehensive lesson plans of Prose, Poetry, Composition and
Grammar
5. Prepare audio visual aids and use them effectively
6. Measure and evaluate the students' progress during teaching of English
as a foreign/ second language
Course Contents:

PART 1 METHODOLOGY 40 MARKS

Unit 01: Four skills of language learning
1.1. Listening Comprehension Skills
1.1.1 Techniques of developing listening ability
1.1.2. Careful listening habits
1.1.3. Use of Cassette-player for developing listening ability
1.1.4. Using Video-Cassettes for effective listening
1.1.5. Methods of teaching listening
1.1.6. Sub Skills
1.2 Speaking Skills.
1.2.1. 'Favorable classroom environment for speaking
1.2.2. Value of pronunciation and intonation in speaking
1.2.3. Conversation and dialogue
1.2.4. Language games for oral expression.
1.2.5. Vocabulary building
1.3 Reading Skills
1.3.1 Importance of silent and loud reading
1.3.2 Methods of teaching Reading.
1.3.3. Sub skills
1.4 Writing Skills
1.4.1. Techniques of good handwriting
1.4.2. Importance of spelling in Writing
1.4.3. Writing essays
1.4.4. Writing letters and invitations to friends
1.4.5. Writing applications and other official letters

Unit 02: Teaching of English

2.1. Teaching of prose.
2.2. Teaching of poems
2.3. Teaching of composition
2.4. Teaching of vocabulary
2.5. Teaching of pronunciation
Unit 03: Methods of Teaching English
3.1. Grammar - Translation method
3.2. Direct method.
3.3. Audio-lingual approach.
3.4. Structural approach.
3.5. Communicative approach
3.6. Word building
3.7. Reference skill
Unit 04: Teaching of Grammar
4.1. Functional approach towards 'grammar teaching.
4.2. Transformational grammar.

Unit 05: Lesson Planning

5.1. Importance of activities in all kinds of lessons.
5.2. Value of different steps in lesson planning
approaches based on Teacher's
5.3. Activity - Pupil's Activity.
5.4. Planning Structural lessons.
5.5. Planning a Prose and Poetry lesson.
5.6. Planning a Paragraph, a Story and an Essay.
5.7. Planning a Grammar lesson.
Recommended Books:
1. Sheikh, N.A, 1998 Teaching of English as a Second Language Lahore Carvan Book House.
2. A Text Book of English for Class IX and X ,Peshawar Text Book Board Khyber Pakhtun Khwa.
3. Muhammad (1998): Modern Approaches to the Teaching of English of a Second Language, Lahore Majeed Book Depot.
4. Green & Petty (1998): Developing Languages Skills in the Elementary Schools Boston: Allyn & Bacon.
5. Haycraft.J (1983): An Introduction to English Language Teaching. England: Essex


Course TitleMethods of Teaching Urdu

Course code:1205

Credit hrs:3(3+0)

Total Marks 100

Aims and Objectives
At the competition of the course the students would be able to:
1. Use simple Urdu language and express themselves in simple and easy Urdu.
2. Speak and communicate in foundational Urdu Language.
3. Read and write in simple Urdu about different subjects.
4. Write and explain the different forms of literature with emphasis on letter writing and applications.
5. Get trained in speaking and listening skills with special emphasis on electronic and print media.
Methodology.
1. Importance of language with reference to its use in social life and its special use through media.
2. The status of Urdu language in Pakistan
3. The place of Urdu as a medium of instruction
4. The principles of teaching Urdu
5. Linguistic Development
(i) The elements and methods of teaching speaking ,importance of pronunciation and its exercise
(ii) The elements and methods of teaching reading .Importance of punctuation and practical exercise.
(iii) The elements and methods of teaching writing .The importance of dictation and its exercise
6. The use of audio-Visual Aid and their use in the Teaching of Urdu
7. The importance of vocabulary ,exercise of passive and active vocabulary
8. Teaching of composition ,exercise of simple expression ,and writing of Essays, Letter and Application
9. Teaching of Grammar ,the need importance and methods of teaching Grammar
10. Lesson plans of Prose,Poems,Story,Essay and Grammar
Contents:
The study of the prescribed text book for 9th & 10th classes, Text Book Board, Peshawar.
SEMESTER II
B Ed PROFESSIONAL COURSES


Course TitleTEACHING OF MATHEMATICS

Course code:1208

Credit hrs:3(3+0)

Total Marks 100

Objectives:
At the end of the course, the students will be able to:
1. Describe the nature, history and development of mathematics at
Secondary level in Pakistan '
2. Acquire the skills and competencies required for the teaching of
Mathematics at secondary level 3. Apply effectively the various methods of teaching mathematics4. Know and use techniques and strategies of teaching mathematics at
Secondary Level
5. Make and use teaching aids effectively
Course Contents:
PART 1 METHODOLOGY Total Marks 40
Unit 01: Introduction
1.1 Nature of Mathematics.
1.2 Place of Mathematics in secondary school curriculum.
1.3 Educational value of Mathematics
1.4 Use of mathematics in every day life.
1.5 Mathematics and other subjects)
1.6 Use of Math in different vocations.
Unit 02: Methods of Teaching Mathematics:
2.1 Inductive Method.
2.2 Deductive Method.
2.3 Analytic method
2.4 Synthetic Method.
2.5 Heuristic Method.
2.6 Project Method.
2.7 Problem Solving Method.
Unit 03: Techniques of Teaching Mathematics
3.1 Oral work, written work, assigned work.
3.2 Discussions/ Group work.
3.3 Drill and practice.
. Forms of classrooms organization (whole class, small
group, individual work)
Unit 04: Teaching Aids and Mathematics Laboratory
4.1 Importance of teaching aids in mathematics teaching.
4.2 Some important modern teaching aids for Mathematics
4.3 Mathematics laboratory in school..
Unit 05: Measuring Achievements in Mathematics
5.1 Preparation of different type of tests in mathematics.
5.2 Using tests for diagnostic purpose Interpreting test results.
Unit 06: Planning Mathematics Learning
6.1 Importance of planning in teaching.
6.2 Planning for the full course.
6.3 Importance of lesson plans
6.4 Qualities of good lesson plan.
6.5 Development of model lesson plans.
PART II CONTENTS TOTAL MARKS 40
1. Set (concept of set , type of sets , operation on sets Demorgan’s Laws , Binary relation, Functions, Cartesian Plan )
2. System of real numbers
3. algebraic expressions
4. Factorization, HCF, LCM, squire root
5. Matrices
6. Eliminations
7. information handling
8. Trigonometry
Note: The contents part may change according to the change in curriculum at stage level.
PART III ASSIGNMENT 20 MARKS
BIBLIOGRAPHY
1. Sidhu, Kulbir Singh. The teaching of Mathematics. New Delhi: Sterling Publishers. 1989.
2. Kumar Sudhir. Teachina of Mathematics. New Delhi: Anmol Publications Pvt. Ltd.
3. Ouviney, Randall' J. Learning To Teach Mathematics. Melbourne: Merrill Publishing co. A Bell and Howell Information Co. 1989.
4. Fauvel, John and Jeremy Gray (Eds). The History of Mathematics: A Reader: London: Macmillan Press Ltd., 1990.
5. Greer, Brian and Gerry Mulhern, New Directions in Mathematics Education. New York: Routledge. 1989.
6. Lacombe, antony. Mathematical Learning Difficulties in the Secondary School: Pupils' needs and Teacher's Role. England: Milton Keynes,1985.
7. Bentley, Charles and David Malvern. Guide to Assessment inMathematics Education: Macmillan 1983.
8. Orton, Anthony Wain Geoffrey (Editors), Issues in Teaching of Maths, Cassell Villiers House, London, 1994.
9. Leon, Burton and Jaworski, Barbara (Editors) Technology inMathematics Teaching,Chartwe1l1995.
Semester II
B.Ed PROFESSIONAL (Humanities Group)


Course TitleTEACHING OF PAKISTAN STUDIES

Course code:1209

Credit hrs:3(3+0)

Total Marks 100

Objectives:
After completing this course, the students will be able to:
1. Explain the concept of Pakistan ideology.
2. Analyze various phases of the Pakistan movement leading to the
Achievement of Pakistan. .
3. Discuss the value and, importance of Pakistan Studies in the practical
life.
4. Describe the natural & human resources of Pakistan such as high
mountains, mighty rivers, and seacoasts, fertile. Land and minerals;
honest workers.
5. Present the lessons effectively before the students.
Part 1 METHODOLOGY 40MARKS
Course Contents:
Unit 01: Objectives of teaching Pakistan Studies
1.1. Need and importance of objectives.
1.2. Classification of objectives.
1.3. Objectives of Teaching Pakistan Studies at Secondary level.
Unit 02:Curriculum of Pakistan Studies
2.1. Definition and various perspective of Curriculum of
Pakistan Studies.
2.2. Elements and Principles of Curriculum development.
2.3. Critical analysis of the present Curriculum of Pakistan Studies.
Unit 03: Teaching Methods
3.1. Lecture Method;
3.2. Discussion/Questioning Method. 3.3. Project Method.
3.4. Team Teaching Method.
Unit 04: Teaching Techniques
4.1. Importance and functions of questions.
4.2. Characteristics of questions.
4.3. Handling of students answers and questions.
Unit 05: Instructional Aids
5.1 Definition and importance of A V. Aids.
5.2 Types of A V. Aids.
5.3 Techniques for using of AV. Aids in the teaching of Pakistan Studies.
Unit 06: Lesson Planning
6.1. Need for lesson Planning.
6.2. Characteristics of lesson Planning.
6.3. Lesson Plan for the teaching of Pakistan Studies.
Unit 07: Pakistan Studies Teacher and his Classroom
7.1 Qualities desired in the Teacher of Pak. Studies.
7.2 Requirements of Pak. Studies room in the Schools.
Unit 08: Evaluation
8.1 Meaning and objectives of Evaluation.
8.2 Characteristics of a good testing programme.
8.3 Evaluation technique’s for Pakistan studies.
PART II CONTENTS 40 marks
Unit 01: Pakistan movement
Unit 02: Early problems faced by Pakistan
Unit 03: Constitutional development
Unit 04: Recourses in Pakistan
Unit 05: Pakistani Economy
Unit 06: Pakistan in community of Nations
Unit 07: Pakistan as a welfare state
Note: The content part may change according to change of curriculum at stage level

Part III ASSIGNMENT 20 marks

BIBLIOGRAPHY
1. Ikram; S.A.; Modem Muslim India & the Birth of Pakistan.
2. Qadri, S. H.; Creation of Pakistan.
3. Bining" D. H.; Teaching of Social Studies in Secondary Schools,
4. Rafi-ullah Shahab: Fifty years of Pakistan.
5. Aslam, M. D. Teaching of Pakistan Studies.
6. Wesley: Teaching of Social Studies in High School.
7. Rauf A. Khan; Teaching of Social Studies for Secondary Classes

SEMESTER II

B Ed PROFESSIONAL COURSE (Science Group)

Course TitleTEACHING OF CHEMISTRY

Course code:1210

Credit hrs:3(3+0)

Total Marks 100

Objectives:
At the end of the course the students will be able to;
1. Describe the nature, history and development of Chemistry.
2. Develop skills of teaching Chemistry.
3. Acquire skills and competencies required for teaching of Chemistry.
4. Know and use techniques and strategies of teaching Chemistry in classroom.
5. Make effective use of instructional material in classroom teaching.
6. Make effective use of glasswares and chemicals in laboratory.
7. Know and apply evaluation techniques
Course Contents:
Part I METHODOLOGY Total marks 40
Unit 01: Introduction
1.1 Origin and Nature of Chemistry
1.2 Educational value of Chemistry.
1.3 Use of Chemistry in daily life.
1.4 Correlation of Chemistry with other subjects.
Unit 02: Laboratory Management.
2.1 Safety importance of laboratory.
2.2 Safety measures during experiments.
2.3 Proper use of glassware’s. .
2.4 Proper use of chemicals. .
2.5 Integration of Laboratory work with classroom teaching.
Unit 03: Lesson Planning in Chemistry
Unit 04: Teaching Methods
4.1 Demonstration Method.
4.2 Project Method.
4.3 'Discovery Method.
4.4 Synthetic Method.
4.5 Discussion Method.
4.6 Lecture Method.
Unit 05: Teaching Aids.
5.1 Need and importance of teaching aids.
5.2 Types of teaching aids.
5.3 Principles for using teaching aids.
Unit 06: Teaching approaches and strategies
6.1 Problem solving
6.2 Enquiry techniques
6.3 Creativity
6.4 Practical Activities
Unit 07: Measuring Achievements in Chemistry
7.1 Preparation of different types of chemistry tests
7.2 Assessment through practical examination
Part II CONTENTS Total marks 40
Unit 01: Introduction to Chemistry
Unit 02: Periodic Table
Unit 03: Structure of Atom
Unit 04: Chemical Bonding
Unit 05: States of Matter

Unit 06: Hydrogen

Unit 07: Sulphur and its Compounds
Unit 08: Metal and their Extraction
Unit 09: Organic Chemistry
Unit 10: Chemical Industries
Part III PRACTICAL WORK Total marks 20
Practical work appropriate to the stage level
BIBLIOGRAPHY
1. Hassard Jack, (1992) Minds of Science: Middle and secondary methods,
New York: Harper Collins Publishers.
2. Postle thwaite Keitte, (1993) Differentiated Science Teaching,
Philadelphia: Open University Press. .
3. Levinson, Ralph; Teaching Science, London; Open University Press.
4. Harlen Wymine, (1992) Teaching of Science, London, David Falton
Publishers.
5. Monier Martin (Ed.) (1995) .Learning to Teach Science, London, Falmer
Press. '
SEMESTER II
B Ed PROFESSIONAL COURSE (Science Group)


Course TitleTEACHING OF BIOLOGY

Course code:1211

Credit hrs:3(3+0)

Total Marks 100

Objectives:
At the end of the course, the students will be able to:
1 understand the fundamentals of Biology
2 develop the skills of effective teaching of Biology
3 make effective use of instructional material in classroom teaching
4 develop a lesson plan and teach accordingly .
5 know and apply evaluation techniques
Course Contents:
PART I METHODOLOGY MARKS 4 0
Unit 01: Introduction
1.1 Nature of Biological concepts.
1.2 Historical Development of Biology Education.
1.3 Problems faced by the teachers during teaching of Biology.
1.4 Contemporary. Trends and Approaches in Teaching of Biology. .
Unit 02: Teaching Approaches and Strategies
2.1 Teaching Approaches:
2.2 Inquiry Techniques.
2.3 Creativity
2.4. Teaching strategies.
2.5 Scope and Purpose of activities in the teaching of Biology
2.6 The nature of school.
2.7 Planning a practical activity of teaching of Biology
Unit 03: Teaching Aids
3.1 Need and importance of teaching aids.
3.2 Types of teaching aids.
3.3 Principles for using teaching aids.
3.4 Preparation of specimen and skeleton.
3.5 Museum and herbarium, biological garden.
3.6 Individualized instruction.
3.7 Awareness and use of local resources.
Unit 04: Instructional Objectives
4.1 Criteria of formulating 'objectives:
4.2 Practicability.
4.3 Attainability.
4.4 Universality.
4.5 Psychological soundness.
4.6 Significance of objectives
4.7 Objectives
(a) General.
(b) Specific.
(c) Behavioral
Unit 05: Teaching Methods
5.1 Lecture method
5.2 Demonstration Method
5.3 Project method
5.4 Other innovative methods
Unit 06: Measuring achievements in Biology
6.1 Preparation of different types of tests in Biology
6.2 Assessment through practical examination
Unit 07: Lesson Planning in Biology
PART II CONTENTS Marks 40
Unit 01: Introduction to Biology
Unit 02: Organization of Life
Unit 03: Biodiversity
Unit 04: Viruses and bacteria
Unit 05: Food and Nutrition
Unit 06: Respiration
Unit 07: Transport in Organism
Unit 08: Excretion
Unit 09: Coordination and Response
Unit 10: Reproduction


Part III Practical Work Marks 20
Practical work appropriate to stage level
BIBLOGRAPHY

  • Hassard Jack, (1992) Minds of Science: Middle and secondary methods, New York: Harper Collins Publishers.
  • Postlethwaite Keitte, (1993) Differentiated Science Teaching, Philadelphia: Open University Press.
  • Levinson, .Ralph; Teaching Science, London; Open University Press.
  • Harlen Wymine, (1992) Teaching of Science, London, David Falton Publishers.

5. Monier Martin (Ed.) (1995) Learning to Teach Science, London, Falmer
Press. .

Semester II

B Ed Professional Courses (Science Group)

Course TitleTEACHING OF PHYSICS

Course code:1212

Credit hrs:3(3+0)

Total Marks 100

Objectives:
At the end of the course, the students will be able to:
1. Describe the nature, history and development of Physics.
2. Develop skills of teaching Physics.
3. Acquire skills and competencies required for teaching of Physics.
4. Know and use techniques and strategies of teaching Physics in
classroom.
5. Make effective use of instructional material’ in classroom teaching.
6. Properly plan the practical work for effective teaching of Physics.
7. Know and apply evaluation techniques. .
Course Contents:
PART 1: METHODOLOGY TOTAL MARKS: 40
Unit 01: Introduction
1.1 Nature of Physics
1.2 Educational value of Physics
1.3 Use of Physics in every day life
1.4 Correlation of Physics with other subjects
Unit 02: A.V. Aids in Teaching of Physics:
2.1 Structural/ Non Structural Material
2.2 Practical use of Teaching Material
Unit 03: Lesson Planning in Physics:
Unit 04: Teaching Methods:
4.1 Demonstration Method
4.2 Lecture Method
4.3 Discussion Method.
4.4 Project Method
Unit 05: Teaching Approaches and Strategies,
5.1 Teaching approaches
a) Problem solving
b) Enquiry Technique'
c) Creative Technique
5.2 Teaching strategies
a) Activities in Physics teaching
b) Planning or Practical activity
Unit 06: Laboratory use and Management:
6.1 Importance of Laboratory in teaching of Physics
6.2 Laboratory Management and safety.
Unit 07: Measuring achievements of Physics
7.1 Preparation of different types of test
7.2 Using tests and interpreting the result
7.3 Assessment through practical examination
PART II: CONTENT TOTAL MARKS: 40
Unit 01: Introduction to physics
Unit 02: Kinematics
Unit 03: Motion and force
Unit 04: Vectors and scalars
Unit 05: Newton’s law of gravitation
Unit 06: Work, power and energy
Unit 07: Sounds
Unit 08: Lights
Unit 09: Electrostatic and electrodynamics
Unit10: Nuclear Physics
Note: The Content Part may change according to the change in curriculum at the stage levelPRACTICAL WORK TOTAL MARKS: 20
Practical appropriate to the stage level

Bibliography

1; Amos; Teaching Science in Secondary School –A Reader (2002)
2; Nayak; Teaching of Physics (2004)


Course Title:TEACHING OF GENERAL SCIENCE

Course code:1213

Credit hrs:3(3+0)

Total Marks 100

Learning Objectives:
After completing the course, the students will be able to;
1. Understand scientific concepts
2. Differentiate between scientific products and scientific process.
3. Understand the underlined principles of science education
4. Apply appropriate methods
5. Techniques for effecting learning
Course Contents:
Part I METHODOLOGY 40 marks
Unit 01: NATURE OF SCIENCE
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science' as a product: Scientific Knowledge
Unit 02: AIMS / OBJECTIVES TEACHING GENERAL SCIENCES
2.1 History of Science Education
2.2 Aims I Objectives of teaching General Science at Elementary level
Unit 03: METHODS OF TEACHING GENERAL SCIENCE
3.1 Demonstration cum-lecture method'
3.2 Discovery method
3.3 Project method
3.4 Other innovative method
Unit 04: TEACHING
4.1 Teaching approach
a) Problem solving
b) Inquiry techniques
c) Creativity
4.2 Teaching Strategies '
a) Scope & propose of practical activities
b) Science laboratory
c) Safety measure in laboratory
Unit 05: TEACHING AIDS
5.1 Need,& importance of Teaching aids
5.2 Types of Teaching Aids’
5.3 Principles of using Teaching Aids'
5.4 Using low cost Teaching Aids
Unit 06CHARACTERISTICS OF EFFECTIVE SCIENCE TEACHING
6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective Questioning
Unit 07: EVALUATION.
7.1 Designing a Test
7.2 Administering & Scoring a Test
7.3 Interpreting Test Results

PART II CONTENTS 40 MARKS

CONTENT APPROPRIATE TO THE STAGE LEVEL
NOTE: The Content Part May Change According To The Change In Curriculum At Stage Level.
PART III ASSIGNMENT 20 MARKS
BIBLIOGRAPHY
1) Thurber, w. 1959 Teaching of science in today’s secondary Schools.
2) Richardson, J. 1959 Science Teaching Secondary Schools
3) Abdul Ghafoor Malik Teaching Science.
4) S. M Shahid Tadrees Science.
5) UNESCO 1972 Source Book for Science Teaching
6) UNESCO 1972 Teaching of Integrated Science Vol. II 1972
7) Wittich, W. 1968 Audio-Visual Material


Course TitleTEACHING OF GENERAL SCIENC

Course code:1213

Credit hrs:3(3+0)

Total Marks 100

Objectives:

After completing the course, the students will be able to;
1. Understand scientific concepts
2. Differentiate between scientific products and scientific process.
3. Understand the underlined principles of science education
4. Apply appropriate methods
5. Techniques for effecting learning
Course Contents:
Part I METHODOLOGY 40 marks
Unit 01: NATURE OF SCIENCE
1.1 Definition of science
1.2 Science as a process: Scientific Method
1.3 Science' as a product: Scientific Knowledge
Unit 02: AIMS / OBJECTIVES TEACHING GENERAL SCIENCES
2.1 History of Science Education
2.2 Aims I Objectives of teaching General Science at Elementary level
Unit 03: METHODS OF TEACHING GENERAL SCIENCE
3.1 Demonstration cum-lecture method'
3.2 Discovery method
3.3 Project method
3.4 Other innovative method
Unit 04: TEACHING
4.1 Teaching approach
a) Problem solving
b) Inquiry techniques
c) Creativity
4.2 Teaching Strategies '
a) Scope & propose of practical activities
b) Science laboratory
c) Safety measure in laboratory
Unit 05: TEACHING AIDS
5.1 Need,& importance of teaching aids
5.2 Types of teaching aids '
5.3 Principles of using teaching aids'
5.4 Using low cost teaching aids
Unit 06CHARACTERISTICS OF EFFECTIVE SCIENCE TEACHING
6.1 Characteristics of lesson planning
6.2 Characteristic qualities of science teacher
6.3 Effective questioning
Unit 07: EVALUATION.
7.1 Designing a test
7.2 Administering & scoring a test
7.3 Interpreting test results

PART II CONTENTS 40 MARKS

CONTENT APPROPRIATE TO THE STAGE LEVEL
NOTE: The Content Part May Change According To The Change In Curriculum At Stage Level.
PART III ASSIGNMENT 20 MARKS
BIBLIOGRAPHY
8) Thurber, w. 1959 Teaching of science in today’s secondary Schools.
9) Richardson, J. 1959 Science Teaching Secondary Schools
10) Abdul Ghafoor Malik Teaching Science .
11) S. M Shahid Tadrees Science.
12) UNESCO 1972 Source Book for Science Teaching
13) UNESCO 1972 Teaching of Integrated Science Vol. II 1972
14) Wittich, W. 1968 Audio-Visual Material
Course Title: METHODS OF TEACHING PASHTO Total Marks: 100
Course Code: 1206 Credit Hrs: 3(3+0)
Aims and Objectives:
At the competition of the course the students would be able to:
1. Use simple Pashto language and express themselves in simple and easy Pashto.
2. Speak and communicate in Pashto language
3. Read and write in simple Pashto about different subjects.
4. Write and explain the different forms of literature with emphasis on letter writing and applications.
5. Get trained in speaking and listening skills with special emphasis on electronic and print media.
Methodology
1. Importance of language with reference to its use in social life and its special use through media.
2. the importance of Pashto language as a mother tongue
3. Principles of teaching Pashto language.
4. Importance of pronunciation and dictation in speaking, reading and Writing Through exercise.
5. The Importance and use of Audio-Visual Aids in the teaching of Pashto language.
6. Critical appreciation of methods of teaching methods .The importance of passive and active vocabulary.
7. The need importance and teaching methods of composition (essay ,Letter and application writing )
8. The need, importance and teaching methods of grammar.
9. Lesson plans of prose, poetry, grammar, composition & story.
Content
The study of prescribed Text book for 9th & 10th Classes, Text Book Board, Peshawar.
Course Title: Teaching of Computer Science Total Marks: 100
Course Code: 1214 Credit Hrs: 3(3+0)
Objectives:
At the end of the course, the students will be able to:
1. Understand the fundamentals of Computer Science.
2. Develop the skills of Effective Teaching of Computer Science.
3. Make Effective use of Instruction Material in Class Room and Computer Laboratory Teaching.
4. Develop a Lesson Plan and Teach Accordingly
5. Apply Evaluation Techniques
Course Contents:
Part 01 Methodology
Unit 01: Introduction
1.1 Nature of Computer Concepts.
1.2 Historical Development of Computer
1.3 Problems Faced by the Teachers during Teaching of Computer Science.
1.4 Contemporary Trends and Approaches in Teaching of Computer Science.
Unit 02: Teaching Approaches and Strategies.
1.1 Teaching Approaches.
1.2 Inquiry Techniques
1.3 Creativity
1.4 Teaching Strategies
1.5 Scope and Purpose of Activities in the Teaching of Computer Science
1.6 Planning a Practical Activity of Teaching of Computer Science
Unit 03: Teaching Aids
3.1 Need and Importance of Teaching Aids.
3.2 Types of Teaching Aids
3.3 Principles for using Teaching Aids.
3.4 Individualized Instruction
Unit 04: Instruction Objectives
4.1 Criteria of Formulating Objectives
4.2 Practicability
4.3 Attainability
4.4 Universality
4.5 Significance of Objectives
Unit05: Teaching Methods
5.1 Lecture Methods
5.2 Demonstration Methods
5.3 Project Methods
5.4 Other Innovative Methods
Unit 06: Measuring achievements in Computer Science
6.1 Preparation of Different Types of Test for Computer Science
6.2 Assessment through Practical Examination
Unit 07: Lesson Planning in Computer Science
PART 02 Contents:
Unit 1: Introduction of Computer Science as Subject
Unit 2: Computer Programming
Unit 3: Sub Program and file Handling
Unit 4: Graphics
Unit 5: Control Statements
Unit 6: Input/output Statement
Unit 7: Computer Applications
Suggested Readings:
1. Joyce,B,Weil M , and Calhoun(2000)Models of Teaching,6th ed: Allyn & Balay Boston
2. Sharma,SR(2000) Effective Classroom Teaching Modern Methods, Tools & Techniqes,Mangal Deep Publication ,Jaipur,India
3. Norton, Peter (2003) Introduction to Computer, 5th edition, New York: McGraw – Hill Book Co.
4. Text Books of Computer Science for classes 9th & 10th produced by Phukhtoonkhwa Text Book Board, Peshawar.


Course TitleMethods of Teaching Arabic

Course code:1207

Credit hrs:3(3+0)

Total Marks 100

Objectives:
At the completion of this course the students would be able to:
1. Make school students understand Arabic Phrases.
2. Understand the meaning of a paragraph when listened
3. Speak and Communicate in foundational Arabic at 9th & 10th Levels
4. Write & explain the different forms of literature with emphasis on letter writing and application
5. Get trained in Speaking and listening skills with special emphasis on electronic & print Media
Methodology:

  • Importance of Arabic language with reference to its being the language of Islam & Quran
  • The status of Arabic language in on Country
  • The status of Arabic language in the Arabic Countries
  • The principles of Teaching Arabic
  • Linguistic Development

i) The elements and methods of teaching speaking ,importance of pronunciation and its exercise
ii) The elements and methods of teaching reading .Importance of punctuation and practical exercise.
iii) The elements and methods of teaching writing .The importance of dictation and its exercise

  • The use of audio-Visual Aid and their use in the Teaching of Arabic
  • The importance of vocabulary ,exercise of passive and active vocabulary
  • Teaching of composition ,exercise of simple expression ,and writing of Essays, Letter and Application
  • Teaching of Grammar ,the need importance and methods of teaching Grammar
  • Lesson plans of Prose, Poems, Story, Essay and Grammar

Contents:
The study of the prescribed text book for 9th & 10th classes, Text Book Board, Peshawar.

 

Course outline for M.Ed Programme (1 Year)

M.Ed(one year) Degree Program

Eligibility Criteria

1. B.Ed/Bs (Edu) With CGPA (3),at lest second division Third division not allowed
2. Any Other degree equivalent to B.Ed / Bs (Edu)

 

Number of Semesters (02)
Course Load per semester                      01 =16(Credits hrs)
Course Load per semester                      02 =15(Credits hrs)
Number of Course per semester             1st semester 06
2nd semester 04+01

Thesis or two additional courses in lieu of thesis 03 Credit hours each
Scheme of Studies for M.Ed (1 year)
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21 MAY 2011
Scheme of Studies for
M.Ed Programme (One Year)
Credit Hours 36
SEMESTER – I Total Marks: 600                                                                                                          A. Core Courses:


S.No

SUBJECT

C.Code

Marks

C.Hr

1

Educational Measurement & Evaluation

EDU 2101

100

3

2

Curriculum Development & Implementation

EDU 2102

100

3

3

Adv. Educational Psychology

EDU 2103

100

3

4

Educational Research

EDU 2104

100

3

B. Optional/Professional Courses:
Students are required to select any TWO subjects from the following given subjects.


S.No

SUBJECT

C.Code

Marks

C.Hr

1

Critical Thinking

EDU 2105

100

3

2

Teacher Education in Pakistan

EDU 2106

100

3

3

Special Education

EDU 2107

100

3

4

Environmental Education

EDU 2108

100

3

5

Non-Formal and Distance Education

EDU 2109

100

3

6

Guidance & Counseling

EDU 2110

100

3

7

Science Education

EDU 2111

100

3

 

C. SEMESTER – II Total Marks: 600


S.No

SUBJECT

C.Code

Marks

C.Hr

1

Education in Pakistan : Problems & Solutions

EDU 2201

100

3

2

Educational Administration & Supervision

EDU 2202

100

3

3

Philosophy of Education

EDU 2203

100

3

4

Islamic System of Education

EDU 2204

100

3

5

Thesis

200

6

 

D. The students are required to opt for the following two subjects of 6 credit hours in lieu of Thesis

Comparative Education

EDU 2205

100

3

Educational Technologies

EDU 2206

100

3

 

M.Ed Semester I (1 Year)

M.Ed Semester I


Course Title: EDUCATIONAL MEASUREMENT AND EVALUATION

Total Marks: 100

Code No.2101

Credit hrs: 3(3+0)

Objectives:
After studying this Course, the Prospective Teachers will be able to:
· Understand the Concept and Nature of Measurement and Evaluation
· Differentiate between Standardized and Classroom Tests
· Integrate(Correlate) Objectives with Assessment and Evaluation
· Develop and Analyze Test Items of Different Cognitive Abilities
· Understand Different Alternative Classroom Assessment Techniques
· Interpret test Scores and Results of Other Assessment Techniques
Course Contents:
Unit 01: Concept of Measurement and Evaluation
1.1 Concept, Need and Purpose of Measurement and Evaluation/Test
1.2 Relationship between Measurement and Evaluation.
1.3 Types of Evaluation.
1) Program Evaluation
2) Student Evaluation
i) Formative Evaluation
ii) Summative Evaluation
iii) Diagnostic Evaluation
1.4 Role of Evaluation

Unit 02: Designing Learning Outcomes/ Correlating Integrating Evaluation and Measurement with Learning Objectives ofEducation

2.1 Preparation of content outlines in reference to Cognitive, Affective and Psychomotor Domains
2.2 Purposes/Objectives of Test
2.3 Constriction of Test Items with reference to Educational Objectives

Unit 03: Methods of Measurement

3.1 Objective Methods/Standardized Test
a) Achievement Test
b) Aptitude Test
c) Intelligence Test
d) Interest Test
e) Personality Inventories
3.2 Subjective Methods/Observational Techniques
 a) Rating Scales
b) Project Method
c) Self Reporting Techniques
d) Socio-metric Techniques
3.3 Types of Test Items
a) Selection Type Test Items
b) Supply Type Test Items
Unit 04: Planning and Administering Classroom Tests
4.1 Purpose of Classroom Testing
4.2 Test Planning
4.3 Test Specification
4.4 Assembling the Classroom Test
4.5 Administering Classroom Test (Recording, Reviewing, Arranging & Reporting Results)
4.6 Limitations in Construction of Test Items

Unit 05: Grading, Scoring, and Reporting Results.

5.1 Concept, Need and Importance of Grading and Scoring.
5.2 Basic Principles of Good Marking System
5.3 Types of Grading
a) Nor-Reference Grading
b) Criterion Referenced Grading
5.3 Reporting Results to Different Stakeholders

Unit 06: Interpreting Test Scores

6.1 Percentage
6.2 Percentile
6.3 Ordering and Ranking
6.4 Frequency Distribution
6.5 Measures of Central Tendency (Mean, Median and Mode)
6.6 Pictorial form (Graph, Polygon, Histogram)
Recommended Books:
1) Smith, D Methods of Educational Measurement, . New Delhi: Common Wealth, 2005.
2) Kubiszyn, Tom, Educational Testing and Measurement: Classroom Application and Practice United States: John Wiley & Sons, Inc. 2003.
3) Evolution and Development of School Educations by James William. New Delhi: Anmol Publications, 2005.
4) Smith, D History of Measurement and Evaluation. New Delhi: Commonwealth, 2005.
5) Kumari, Sarita Education Assessment, Evolution and Remedial. ISHA Books, 2005 6.
6) Trends in Measurement and Evaluation Techniques by George, David. New Delhi: Commonwealth, 2003.
7) Smith, D, Theory of Educational Measurement. New Delhi: Commonwealth, 2005.
8) Ebel, Robert Essentials of Educational Measurement Prentice Hall, India: 2004
9) Swain, Sanjaya, Educational Measurement, Statistics and Guidance, Kalyani Publications, 2005.
10) Freeman, Richard, Planning and Implementing Assessment. New York: Rout ledge Flamer. 2004.
11) Reeves, Douglas. B, Assessing Educational leaders. United States: Crown Press, 2004.


Course Title: CURRICULUM DEVELOPMENT AND IMPLEMENTATION

Total Marks: 100

Code No.2102

Credit hrs: 3(3+0)

OBJECTIVES

After Completion of the course, the learner will be able to:
· Conceptualize the curriculum and their scope and its importance in Education in Pakistan;
· Analyze critically the existing Practices of Curriculum reforms and explore Alternatives for improving the Curriculum reforms in Pakistan;
· Understand Contemporary Ideological and Pragmatic Curricular, Pedagogical and Assessment Issues Related to Elementary and Secondary Education in Pakistan;
· Have practicable knowledge of the Process of Curriculum Development and its Implications for Improving the Quality of Education in Pakistan;
· Apply skills and knowledge to translate intended curriculum goals into practice and further enrich it for achieving the Educational Goals.
· Perform Role as Curriculum Planners and Developers to meet the Challenges and Demands of the 21st Century.

Course Contents:

Unit-1. Introduction to Curriculum:
1.1 Meaning, Definition & Scope of Curriculum.
1.2 Traditional and Progressive Concepts of Curriculum.
1.3 Elements of Curriculum-Objectives, Contents, Teaching Methods and Evaluation
1.4 Role of hidden Curriculum in Education.
1.5 Role of Educational Ideologies in Curriculum Development
Unit-2. Foundations of Curriculum Development:
2.1 Philosophical/Ideological Foundations.
2.2 Psychological Foundations
2.3 Socio-Cultural Foundations

Unit-3. Curriculum Models & Designs

3.1 Rational Models
3.2 Cyclic Models
3.3 Dynamic Models.

Unit-4. Curriculum Reforms in Pakistan

4.1 Review of Curriculum Reforms in Pakistan in line with National Education Policies
4.2 Issues of Curriculum Change in Pakistan
4.3 Curriculum Development Process in Pakistan and Its Implications

Unit-5. . Curriculum Monitoring & Evaluation

5.1 Performance Based Assessment and Implications
5.2 Criterion Referenced Assessment and Implications
5.3 Traditional and Progressive Notion of Curriculum Monitoring and Evaluation.
5.4 Relationship Between Monitoring and Evaluation.
5.5 Forms of Curriculum Evaluation-Formative and Summative.
5.6 Curriculum Evaluation in Pakistan and Its Implications.

SUGGESTED READINGS

1• Leithwood, K. (1986). Planned educational change, Toronto: The Ontario Institute for Studies in Education.
2• Littledyke, M. and Huxford, L. (Eds) (1998). Teaching the primary curriculum for constructive learning, London: David Fulton Publishers.
3• Marsh, C. (1997). Perspectives: Key concepts for understanding curriculum-I Revised edition. London: the Falmer press.
4• Marsh, C. (1997). Planning, Management and Ideology: Key concepts for understanding curriculum – II, London: the Falmer Press.
5• Ornstein, A. and Hunkins, F. (1998). Curriculum: Foundations, Principles and Issues,
3rd Edn. London: Allyn and Bacon.
6• Orstein, A (Ed) (1999). Contemporary Issues In Curriculum, 2nd Edn.London: Allyn and Bacon.
7• Pinar, W., Reynolds, W., Slattery, P., and Taubman, P., (1995). Understanding Curriculum: An Introduction to The Study Of Historical And Contemporary Curriculum Discourses. New York: Peter Lang.
8• Pollard, A., Theissen, D. and Filer, A. (1997). Children And Their Curriculum: The Perspectives Of Primary Elementary School Children, London: The Falmer Press.
9• Quicke, J. (1999). Curriculum For Life: Schools For A Democratic Learning Society,Buckingham: Open University press.
10• Rehman, Mehmuda (1999). Curriculum Development. Peshawar: Ijaz Printers.
11• Wiles, J. and Bondi, J. (1993). Curriculum Development: A Guide To Practice, 4th Edn. New York: Maxwell Macmillan.


Course Title: ADVANCED EDUCATIONAL PSYCHOLOGY

Total Marks: 100

Code No.2103

Credit hrs: 3(3+0)

OBJECTIVES

After Completion of this Course, the Students will be able to:
· Describe the Meaning of Learning
· Apply the learning Principles in Instruction and help the Students in showing Maximum Learning Output
· Compare Various Theories of Learning and Develop a Personalized Understanding of Human Learning Capabilities
· Understand and apply the Motivational Principles in their Instructional Activities
· Understand the Various Concepts of Intelligence and use this Understanding in Monitoring the Student Classroom Performance.
· Understand the Stages and factors Affecting Development and relate their Activities to the Characteristics of their future Students.

Course Contents

Unit-1. Introduction

1.1 Educational Psychology; Meaning, Scope and Functions
1.2 Role of Psychology in Education
1.3 Methods of Educational Psychology (Observation & Experiment)
Unit-2. Social and Moral Development
2.1 Personal and Social Development
2.2 Moral Development (Kohal Berg Theory)
2.3 Islamic Values and Moral Development

Unit-3. Intellectual Development

3.1 The Stages of Development
3.2 The Process of Development
3.2.1 Assimilation, Accommodation, Equilibration

Unit-4. Human Learning

4.1 Historical Perspectives on Learning: Thorndike, Pavlov, Gestalt
4.2 Behavioral Theories of learning: Operant Conditioning
4.3 Cognitive Perspectives of learning/ Cognitive Development
4.4 Information Processing Theory
4.5 Factors Affecting Learning
Unit-5. Intelligence
5.1 Modern Concept of Intelligence
5.2 Multiple Intelligence
5.3 Measurement of Intelligence
5.4 Intelligence and School Performance/Grouping A Student in School

Unit-6. Individual Differences

6.1 Sources and Types of Individual Differences
6.2 Individual Differences & Developing Curriculum/Course Material
6.3 Effects of Individual Differences on learning

Unit-7. Ga’gne’s Nine Events of Instructions

7.1 Facing Attention
7.2 Informing The learning of Objective
7.3 Stimulating The Mescal of Prior Knowledge
7.4 Presenting Structures.
7.5 Proving learning Guidance
7.6 Proving learning Guinness
7.7 Electing Performance
7.8 Proving Feed Back
7.9 Assessing Performance
7.10 Enhancing Retention and Transfer

Unit-8. Personality Development

8.1 Origins of Personality Development
8.2 Personality Traits
8.3 Aptitudes and Interests
8.4 Moral Aspects of Personality

SUGGESTED READING

1. Brown, Sally; Armstrong, Steve; and Thompson, Gail (1998) Motivating Students,Kogan Page: Staff and Educational Development Association.
2. Gardener, Howard, (1993) Multiple intelligence the theory in Practice.
3. John, Roberth (1995). Classroom learning and teaching. USA: Longman publishers.
4. Khattak Ibrahim (1999) Educational Psychology Peshawar: Ijaz Printers.
5. Salman, Philida, (1995) Psychology in the Class room: Reconstructing Teacher and learner Cassell. (Publisher).
6. Salvin, Robert E (1988) Educational Psychology: Theory into Practice (2nd Edition)


Course Title: EDUCATIONAL RESEARCH

Total Marks: 100

Code No.2104

Credit hrs: 3(3+0)

Objectives:
After completing the Course, the Student will be able to:
· Understand the Philosophy, Management and Paradigms of Education Research;
· Acquaint students with the Potentials and Limitations of Research; Understanding of the ethical, financial and other Problems of Research;
· Apply knowledge and skills to the Organization and Management of their own research;
· Provide Students with an understanding of the Contribution that Research methods have made to Education;
· Apply formal planning techniques to scheduling of research;
· Have skills based training in the use of computers and practical understanding of the Measurement, survey sampling, Experimental design, data collection. Procedures, Questionnaires/Rating Scale Construction.
· Analyze simple Numeric and Textual Data set of research and statistics.
· Understand the meaning, need and importance of research
· Understand the basic concepts of research, Review the relevant literature and to be able to identify the problems and formulate the research questions
· Distinguish between different types of researches and their underlying assumptions and hypotheses
· Design small scale research projects
· Understand the major characteristics of research (Ethics, Validity, Reliability, Generalization, Standardization)
· Use the basic techniques for data analysis (both Quantitative and Qualitative)
· Distinguish between research proposal and research report
· Write a research report.
Course Contents:
Unit 01: Introduction to Research
1.1 Concept of Research: Definition, Need and Scope
1.2 Characteristics and Significance of Educational Research
1.3 Scientific Method and Research
1.4 Ethical Considerations in Research
Unit 02: Classification of Research
2.1 Research by Purpose: Basic, Applied and Action Research
2.2 Research by Method:
· Experimental Research,
· Non-Experimental Research: Historical, Descriptive, Comparative and Co-Relational
2.3 Quantitative and Qualitative Research
Unit 03: Identification of the Problem
3.1 Identification and Importance of the Problem
3.2 Sources of the Problem
3.3 Refining and Stating the Problem
Unit 04: Variables and Hypothesis
4.1 Identification and Types of Variables in Research
4.2 Transformation of Objectives into Hypothesis and Research
Questions
4.3 Hypothesis- conceptual understanding and its types
4.4 Formulation of Hypothesis
Unit 05: Sampling Techniques
5.1 Population and Selection of Sample
5.2 Sampling Techniques –Instrumentation
a) Probability Sampling
b) Non- Probability Sampling
Unit 06: Literature Review
6.1 Significance/Importance of literature Review in Research
6.2 Sources of literature Review (General References, Primary and
Secondary Sources)
6.3 Citations/Text References
6.4 Computer Application in Research Relevant Literature
Unit 07: Tools/Instruments of Research
7.1 Questionnaires
7.2 Interviews
7.3 Observational Technique
7.4 Scales
Unit 08: Analysis and Interpretation of Data
8.1 Concept of Data Analysis
8.2 Purpose and Function of Data Analysis
8.3 Data Analysis Techniques
8.4 Findings, Conclusions and Recommendations
Unit 09: Research Proposal and Research Report
9.1 Preparing a Research Proposal
9.2 Writing a Research Report
9.3 Distinction between a Research Proposal and a Research Report /Thesis.
Recommended Books:
1. Allan, G. and Skinner, C. (1991). Handbook for Research Students in Social Sciences.London: Routledge 31
2. Best, J.W (2005). Research Methods in Social Sciences.
3. Bryman, A. and Cromer, D. (1994). Quantitative data Analysis for Social Scientist, revised edition London: Routledge
4. Cohen, L. and Marion, L.C. (1989). Research Methods in Education. London: Routledge.
5. Creswell, J.W. (2002). Research design: Qualitative, quantitative, and mixed methods
6. Approaches. London: Sage.
7. Frankel, J.R. and Wallen, N.E (2000) How to design and Evaluate Research in education. USA: McGraw Hill Co.
8. Gay, L.R. (1996). Educational Research for Analysis and Application.New York. McMillan Publishing Co.
9. Hart, C. (2000). Doing a literature Review. London: Sage.
10. Kemmis, S., McTaggart, R. & Retallick, J(1998). The Action ResearchPlanner. (2nd Ed.)Karachi: Aga Khan University, Institute for Educational Development Karachi.
11. Muijs, D. (2004). Doing Quantitative Research in Education with SPSS.London: Sage.
OPTIONAL COURSES
1. Critical Thinking EDU 2105
2. Teacher Education in Pakistan EDU 2106
3. Special Education EDU 2107
4. Environmental Education EDU 2108
5. Non-Formal and Distance Education EDU 2109
6. Guidance & Counseling EDU 2110
7. Science Education EDU 2111
M.Ed.Professional Courses

 

 


Course Title: Courses NO.1.Critical Thinking

Total Marks: 100

Code No.2105

Credit hrs: 3(3+0)

Objecttives:
After studying this course, the students will be able to:
1. Differentiate between Good & Bad bent of mind
2. Ask & analyze thought provoking Question
3. Understand the relationship of critical thinking with reading and writing
4. Foster rational motivation among the students
5. Apply critical thinking in different content areas
6. Develop the habit of contributive thinking
Unit 01: Introduction
1.1 Introduction to the fundamentals of critical thinking
1.2 Why critical Thinking
1.3 Critical thinking and the process of Analysis
A. Teaching Students to think Theoretically
B. Teaching Students to Thinking Empirically
Unit 02: Strategies and Techniques to develop critical thinking
2.1 Brain Storming
2.2 Concept Mapping
2.3 Generalization and testing the Limits
2.4 Venn Diagram
2.5 Logical Diagram
Unit 03: Critical Thinking and Art of Questioning
3.1 Critical Thinking and Socratic Questioning
3.2 Teaching students to ask Good Question & Follow up the Implications of thought
3.3 Teaching Students to narrate ,analyze ,and evaluate their own “Points”
3.4 View and of others
3.5 Open and close ended Questions
Unit 04: Critical Thinking and its Application
4.1 Interrogating the Text
4.2 Primary and Secondary Sources
4.3 Characteristics of Academic Text
4.4 Status of Evidence
4.5 Status of the Author
4.6 Comparing and Contrasting Different Sources
Recommended Books:
1. Ayoukarm,Govald(1989).Modern Methods and Techniques of Teachings Pahiladephia:Open University press 1
2. Baron, J.and Sternberg, R. (Eds) (1987) Teaching thinking skills: theory and practice, New York: Freeman.
3. Barrow,R.(1990) Understanding Skills :Thinking ,feeling and Caring. London, Ontario: Althouse.
4. Beyer, B.K.(1987)Practical Strategies for the teaching of thinking .Boston Allyn and Bacon.
5. Brookfield’s (1987) Developing critical thinkers .San Francisco:Jossey-Bass
6. Chipman .S., Segal, J.and open Questtion.Hillsdale,New Jersey:Erlbaum.
7. Costa, A.L.and Lowery, L/F (1990) Techniques for teaching thinking Melbourne: Hawker Brownlow.
8. Ennis,R.H.(1989)Critical Thinking and subject Specificity: Clarification and needed Research ,Educational Resercher,18(3),4-10
9. Ennis,R.H.Millman,J and Tomko,T.N.(1985) Cornell critical thinking tests level X and Z .Pacific Grove,Ca:Midwest Publications
10. Finn, B. (1991) Young Peoples Participation in post compulsory education and training .Report of the Australian Education Council Review Committee. Canberra: Australian Government Publishing Service.
11. Garrison, D.R.(1991) Critical thinking and adult education; a conceptual model for development critical thinking in adult learners. International Journal of lifelong Education Vol 10,No 4.pp 287-303
12. Hager,P.(1989) Are the skills of critical thinking /Logical Reasoning Transferable Across Diciplines in Jewell,P.D (ed)intermediate conclusions.Adelaide:Flinders University
13. Hager,P.(1991) the critical thinking Debate Editorial Introduction Educational Philosophy and Theory ,Vol 23 No .1,pp.1-6.18
14. Hager,P.and Kaye ,M.(1991)Critical thinking Ability and Teacher Effectiveness .Higher Education Research and Development ,(forthcoming)
15. Kaye,M.and Hager P (1991)A study of the critical thinking skills of vocational teachers Australian Journal of TAFE research and Development Vol.6,No.2,pp.19-29
16. Lowery ,L.F (1990) thinking and learning .Melbourne: Hawker Brownlow
17. Mcpeck,J.E (1990a) Teaching Critical Thinking. New York and London: Routledge

 

 

M.Ed Semester II (1 Year)

M.Ed Semester II


Course Title: EDUCATION IN PAKISTAN: (PROBLEMS, AND SOLUTIONS

Total Marks:100

Code No.2201

Credits Hrs:3(3+0)

OBJECTIVES

After Completion of this Course, the Students will be able to:
· Study Education in Pakistan in Historical Perspective;
· Link the Education System with that prevalent during the British Period;
· Be familiar with the proceedings of the first Education Conference;
· Study the recommendations of the Commission on National Education 1959;
· Study the Salient Features of Education Policies of 1970, 1972-80, 1979 and 1992 & 1998-2010.
· Analyze the Salient Features of Education Policies of 1970, 1972-80, 1979 and 1992 & 1998-2010.
· Compare Education in Pakistan with that of the Developed and Developing Countries;
· Understand the Different Educational Problems, Issues and Trends they face today.

Course Contents

Unit-1. Education in Pakistan in Historical Perspectives

1.1 Continuation of the Inherited System from the British
1.2 A Substitute Model of Sergeant Scheme of Studies.
1.3 Overall Status of Education at the Time of Independence in 1947.

Unit-2. Education in Pakistan in the light of Different Education Policies

2.1 First Educational Conference 1947 and Formulation of Future System of Education – An Appraisal
2.2 Recommendations of the First Report of the Commission On National Education 1958, With Reference To Secondary and Tertiary Education
2.3 Recommendations of the Education Policy 1970
2.4 Salient Features of Education Policy 1972 and Achievements of Targets on University, Primary Education and Science and Technical Education

Unit-3. New Education Policy 1979

3.1 Main Objectives of the Policy and National Goals.
3.2 Salient Features
3.3 Islamization Process
3.4 Emphasis on Science & Technical Education and Creativity.

Unit-4. The Education Policy 1992

7.1 National Objectives
7.2 Salient Features of the new Policy
7.3 Areas of National Priority and Suggested Strategies.

Unit-5. National Education Policy 1998-2010

7.1 National Objectives
7.2 Salient Features of the New Policy
7.3 Areas of National Priority.

Unit-6. A Comparative Analysis of Education Policies Since 1958

9.1 Objectives
9.2 Salient Features
9.3 Achievement of Targets/Analytical study of the achievement made so far.
9.4 Strong and Weak Areas.

Unit-07. Comparative Analysis of the Educational Policies/Systems of:

7.1 Japan
7.2 Malaysia
7.3 India
7.4 U.S.A.
7.5 UK
7.6 Central Asia

Unit- 09. Financial and Manpower Planning For Our Education System

9.1 Resources and Resource Utilization
9.2 Challenges to the System:
a) Resource Constraints
b) Resource Mobilization/ Population Growth
c) Environmental Pollution
d) Drugs, Aids and Bullet Culture
SUGGESTED READINGS
1. Rutledge and Kegan Paul Zaki, W.M. (1992) Pakistan’s Educational Quagmire, Islamabad: AIOU Press,
2. Farooq, R.A. (1994) Education system in Pakistan, Islamabad: Asia Society for Promotion of Annotation and Reform in Education.
3. Ghaffar Abdul (1994) Higher Education Peshawar: Ijaz Printers
4. Amin Muhammad,” Perspectives of Education & Contemporary Social Issues” ( 2003 &2005 AD) Print Man Peshawar Cantt & 5th Edition Climax Printing Press, Pir Muhammad Khan Market Bank Road Mardan: Pakistan.

Course Title: EDUCATIONAL ADMINISTRATION & SUPERVISION

Total Marks:100

Code No.2202

Credits Hrs:3(3+0)

OBJECTIVES:

After completion of this course, the students will be able to:
· Acquaint students with the Concept of Educational Management;
· Enable them to analyze the Process of Various Concepts of Educational Supervision;
· Develop among students the Skills of Human Resource Development;
· Develop Self Management Skills in students.Course Contents
Unit-1. An Overview of Education
1.1 The System and Structure of Education
1.2 The Basic Elements of Education
1.3 The Role of Education in Socio-Economic Development
1.4 The role of Government in Public Education
1.5 The Role of Private Sector in Education

Unit-2.Concept of Supervision

2.1 Concept of Supervision
2.2 Nature and Scope of Supervision
2.3 Characteristics of Supervision
2.4 Kinds of Supervision
2.5 Purpose and Need of Supervision
2.6 Essentials of an Effective Supervision
2.7 Difference Between Administration and Supervision
2.8 Role of Supervisor
2.9 Factors Effecting Supervision

Unit-3. Educational Planning and Management

3.1 Concept, Meaning & Elements of Management.
3.2 Management Process
3.3 Concept of Educational Planning
3.4 Approaches to Educational Planning (Social Demand and Manpower Approach)
3.5 Types of Educational Planning
3.6 The Process of Plan Formulation
3.8 The Administrative Machinery for Educational Planning (Federal, Provincial & District Levels)
3.9 Data Needed for Education and Planning
4.0 Education Planning as Part of Five Year Planning.
Unit-5. Educational Policies and Problems in Planning and Management
5.1 Problems of Implementation of Policies
5.2 Modes of Education.
5.3 Main Problems of Education
5.4 Problems of Teachers and Students and School Curriculum

Unit-6. Administrative and Supervisory Structure in Pakistan Education System

6.1 Ministry of Education
6.2 Education Secretariat (Federal and Provincial)
6.3 Provincial Department of Education
6.4 Boards of Intermediate and Secondary Education
6.5 National Bureau of Curriculum and Text Book Boards

Unit-7. Resource Management

7.1 Human Resource
7.2 Physical Resources
7.3 Financial Resource
7.4 Information Resources.

SUGGESTED READINGS:

1. Afridi, Arbab. K. (1998). Class Room Management and Supervision. Peshawar: Ijaz Printers
2. Afridi, Arbab. K. (1998). School Organization. Peshawar: Ijaz Printers.
3. Bovee, C. L.; Thill, J. B. Wood, M. B. & Dovel, G. P.(1995) Management: International Edition, New York: Mc Graw Hill, Inc.
4. Bush, T. Bell; Bolam, R. Glatter, R. & Robbins P. (1999) Educational Management: Redefining Theory, Policy and Practice. London: Paul hapman.
5. Grace, G.(1995) School Leadership, Beyond Educational Management. London: Falmer Press.
6. Luncebrg, F.C. (1999).Educational Demonstration Administration: Concepts and Practices. (Third Edition): London: Wads Worth.

Course Title: PHILOSOPHY OF EDUCATION

Total Marks:100

Code No.2203

Credits Hrs:3(3+0)

OBJECTIVES:
After studying this course, the students will be able to:
· Understand the meaning of the term Philosophy
· Understand the subdivisions of philosophy, how these are defined by them, and how do they (the students) reflect their own beliefs and their teaching about truth and values.
· Understand the Leading Philosophies and Theories of Education.
· Understand whether they (the students) have certain philosophies and theories present in their educational experiences?
· How these philosophies help them examine their beliefs about knowledge, their practice of ethical values in the school and class room?
· How philosophies and theories of education influence curriculum and teaching and learning in schools, including what the curriculum claims is true, methods of instruction, teachers’ ethical relationship with students, and with each other, and attitudes toward cultural, ethnic and religious diversity?
Course Contents:
Unit 01: The Nature & Scope of Philosophy.
1.1 Definition and scope of philosophy
1.2 Metaphysics, Epistemology, Axiology, Logic: Deductive logic, Inductive logic
1.3 Relationship of Philosophy with Religion, Science and Art

Unit 02: Western Philosophies of Education

2.1 Idealism in Education (Proponents: Plato)
2.2 Realism in Education (Proponents: Aquinas, Aristotle, Bacon,
Locke)
2.3 Naturalism in Education (Proponents: Rousseau)
2.4 Pragmatism in Education (Experimentalism: Proponents: Dewey)
2.5 Postmodernism (Proponents: Derrida, Foucault)
Unit 03: Muslim Philosophical Perspectives on Education.
3.1 Imam Ghazali
3.2 Ibne-Khaldun
3.3 Shah Waliullah
3.4 Sir Syed Ahmed Khan
3.5 Allama Iqbal
Unit 04: Theories of Education:
4.1 Progressivism (rooted in Pragmatism) Aims, Curriculum, Educational Implications. Proponents: Dewey, Kilpatrick, Parker, Washburne.
4.2 Critical Theory rooted in Neo-Marxism & Postmodernism Aims, Curriculum, Educatioinal Implications (Proponents: McLaren, Giroux)
4.3 Perenniialism (rooted in Realism): Aims, Curriculum, Educational Implications. Proponents: Adler, Bloom, Hutchins, Maritain. Essentialism
(rooted in Idealism & Realism): Aims, Curriculum, Educational Implications.Proponents: Bagley, Bestor, Conant, Mor.

Unit 05: Role of Values in Education

5.1 Definition, Meaning and Kinds
5.2 Identification and Importance of Social and Moral Values
5.3 Teaching of Social and Moral Values Through Education
5.4 Role of Religious Values in Individual and Social Life.
Recommended Books:
1. Ornstein, Allan C. (2006). Foundations of Education. Houghton Mifflin Company: New York.
2. Elias, John L. & Merriam, Sharan (1984). Philosophical foundations of education. Krieger Publishing Company. Malabar, Florida.
3. Rousseau, Jean Jacques. Emile
4. Heslep, Robert D. Philosophical Thinking in Educational Practice (Westport, Conn,: Praeger Publishers).
5. Gutek, Gerald L. Philosophical and Ideological Perspectives on Education, 2nd ed. (Boston, Allyn and Bacon, 1997).
6. Dewey, John. The Child and the Curriculum. (New York: Macmillan, 1916)
7. Arthur Zilversmith, Changing Schools: Progressive Education Theory and Practice, 1030-1960 (Chicago: University of Chicago Press, 1993).
8. 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)
9. William, E. Doll, Jr. A Postmodern Perspective on Curriculum (New York:Teachers College Press, 1993).
10. Freire, Paulo: Pedagogy of the oppressed (1973).
11. Dr. Anwar, Khurshid, The Epistemology of Iqbal, Iqbal Academy, Lahore,1996.
12. Dr Amin Muhammad, “Perpectives on Education & Contemporary Social Issues”(2003 &2005 AD) Print Man Peshawar Cantt & 5th Edition Climax Printing Press, Pir Muhammad Market Bank Road Mardan:, Pakistan.


Course Title: ISLAMIC SYSTEM OF EDCATION

Total Marks:100

Code No.2204

Credits Hrs:3(3+0)

OBJECTIVES:

After studying the course the student will be able to:
· To understand the Islamic Concepts in Competition of Western & Eastern
Concepts.
· To Analyze and understand the objectives of Islamic System of Education.
· To Analyze different types of Objectives of Islamic System of Education.
· To Understand the Concepts of Education and Training.
· To Analyze the Curriculum Development and its Basis.
· To Understand the Islamic Concepts of Administration & Supervision.
· To Understand the Role of Teacher’s and Teaching Method.
Course Contents;
Unit 01.Philosophical & Sociological Foundations Basic Concepts.
1.1 Concept of Allah In Islam
1.2 Concept of Man in Islam
1.3 Concept of Knowledge in Islam
1.4 Concept of Society in Islam

Unit 02. Objectives of Islamic Education

2.1 Fundamental Objectives
2.2 Derived Objectives
2.3 Objectives given by Muslim Educationists

Unit 03.Education and Training in Islamic System

3.1 Concepts of Education
3.2 Nature of Education and Training
3.3 Need and Importance of Education and Training
3.4 Sources of Knowledge in Islam
3.5 Theory of Knowledge in Islam

Unit 04. Curriculum in Islamic System of Education

4.1 Basis of Curriculum
4.2 Curriculum Integration

Unit 05.Administration and Supervision in Islamic System

5.1 Concepts and Meaning of Administration & Supervision
5.2 Basis of Administration and Supervision
5.3 Principles of Islamic Administration and Supervision
5.4 Qualities of Good Administration and Supervision

Unit 06.Teacher and Teaching in Islamic System

6.1 Principles of Teaching in Islamic System of Education
6.2 Role of Teachers in Islamic System of Education
6.3 Teaching Methods
a) Lecture Method
b) Discussion Method
c) Story Telling Method
6.4 Teacher Training in Islamic Method/system of Education

SUGGESTED READINGS;

1) Chuadhry,M.S (1998) A Code of Teaching of Al-Quran Muh, Sharif Chaudry Publishers.
2) Khan M.Sharif(1987) Islamic Education Lahore Republican.
3) Hamidullah, M(1983) Introduction to Islam ,Lahore ,Ashraf Publishers
OPTIONAL SUBJECTS IN LIEU OF THESIS:
(For those students who do not opt for Thesis)
Comparative Education EDU 2205
Educational Technologies EDU 2206


Course Title: Comparative Education

Total Marks:100

Code No.2205

Credits Hrs:3(3+0)

Objectives:
1. Describe the Meaning and Significance of Comparative Education
2. Compare the Education systems of Selected Development Countries
3. Compare the Education systems of Selected Developing Countries
4. Analyze Critically the Education system of Pakistan
Unit-1 Introduction to Comparative Education
Concept of Comparative Education Meaning Objectives, Need and Scope Purpose of Comparative Education Problems & Advantages of Comparative Education
Unit-2 Method of Comparative Education
Descriptive Methods
Historical Approach
Social Approach
Psychological Methods
Quantitative and Statistical Approach
Scientific Approach
Unit-3 Element of Comparative Education (both Qualitative and Quantitative Dimensions)
3.1 Objectives
3.2 Curriculum
3.3 Teaching Methodology
3.4 Assessment and Evaluation(Student Achievement , Examination System)
3.5 Facilities
3.6 Educational Structure
3.7 Administrative and Financial Setup
Unit-04 Comparative Education in Development Countries
USA
UK
JAPAN
FRANCE
Unit-5 Comparative Education in Development Countries
PAKISTAN
CHINA
MALAYSIA
INDIA
Unit-6 Distance Education in Various Countries
Distance Education in UK
Distance Education in USA
Distance Education in PAKISTAN
Distance Education in INDIA
Unit-07 Examination System
7.1 Examination System in UK
7.2 Examination System in USA
7.3 Examination System in PAKISTAN
7.4 Examination system in INDIA
Unit-8 Teacher Education in Various Countries
8.1 Teacher Education in UK
8.2 Teacher Education in USA
8.3 Teacher Education in PAKISTAN
8.4 Teacher Education in INDIA
Unit-09 Basic Requirements of Education in Different Countries


Course Title: Educational Technologies

Total Marks:100

Code No.2206

Credits Hrs:3(3+0)

Objectives:
After Reading this Course Student Teachers will be able to:
1. Use Technology in their Classroom Teaching
2. Use New Technology Trends in Teaching
3. Make their Teaching Effective
4. Know about Teaching aids
5. Use Computer in Their Classroom Teaching
6. Handle the Handicapped Cases
Unit-01 Introduction
1.1 Meaning and Definition of Technology and Educational Technology Forms/Types of Education Technology
1.1.1 Teaching Technology
1.1.2 Instructional Technology
1.1.3 Behavioral Technology
1.2 Instructional Design
1.3 Impacts of Science & Technology on Teaching
Unit-02 Effective Technology
2.1 Learning Cycle
2.1.1 Wanting
2.1.2 Doing
2.1.3 Digesting
2.1.4 Feed back
Unit-3 Teaching Aids
3.1 Introduction
3.2 Classification of Teaching Aids
a) Non-Projected Teaching Aids
b) Projected Teaching Aids
c) Activity Aids
3.3 Introduction of audio/video museum
3.4 need and importance of audio/Videos Museum
Unit-4 Nature of Communication
4.1 What is Communication
4.2 Barriers to Communication
4.3 Communication & Students
4.4 Communication Cycle
Unit-5 Teaching Methods & Media
5.1 Introduction
5.2 Pre-Instruction Activities
5.3 Characteristic of Media
5.4 Classification of Media according to the sense they stimulate
5.5 Software & Hardware of the Media
5.6 Teaching Machines as Media
5.7 Multimedia Package and the Teacher Role
Unit-6 Computer Technology
Introduction to IT
Software/Hardware
Advantages of Computer Technology
Basic Components of Computer
Types of Computer
Computer Network(WAN,LAN)
Unit-7 Uses of Computer in Education
7.1 Uses of Computer for CAI
7.2 Pupil Guidance
7.3 Administration Work such as records and accounts keeping
7.4 Test Construction
Unit-8 Teleconferencing & Virtual Reality
8.1 Audio Conferencing
8.2 Video Conferencing
8.3 Virtual Reality in Education

 

 

M.PhiL Education Scheme of Studies
SCHEME OF STUDIES FOR M.PHIL EDUCATION

 

A. Required Credit Hours for           M.PhiL Course Work 24 Credits Hrs.
Research Project/Thesis 06 Credits Hrs.
B. Distribution of Course
B I. Core Course. 12 Credits Hrs.
The following course will be compulsory for all students of education
1. Curriculum Studies 03 Credits Hrs.
2. Advanced Educational Research (Qualitative & Quantitative Aspects) 03 Credits Hrs.
3. Educational Management 03 Credits Hrs.
4. Educational Testing, Measurement & Evaluation. 03 Credits Hrs.
B 2 Specialization of Courses 12 Credit Hrs
Each student will select courses of 12 Credit hours for specialization from the following courses:
1. New Educational Technologies 03 Credits Hrs.
2. Educational Policy Analysis 03 Credits Hrs.
3. Curriculum Development & Text Book Production 03 Credits Hrs.
4. Human Resource Management in Education 03 Credits Hrs.
5 Trends & Issues in Education 03 Credit Hrs
6. Comparative Education 03 Credit Hrs.
7. Application of Computer in Education 03 Credit Hrs

B 4. MS/M.Phil. Research Project/Thesis 06 Credits Hrs.
N.B. The Course Work shall consist of 2 Semesters comprising 12 credit hours each. The first 3 Core Courses and 1 specialized course each of 3 credit hours are to be studied in the first and the 3 courses (Specialization & Elective Courses); and one core course are to be studied in the second semester.   In the second semester seminar of 1 credit hour shall also be studuied.
The Scholars shall be required to select their topics for Thesis well in time, present that to the HOD, so that matters related to their finalization, appointment of supervisor and modalities of the research work are settled properly.

 

M.Phil Education Course Work
Semester I Credit Hrs:12


S.No

Name of Course

C.Code

Cr- Hours

1

Curriculum Studies

3101

03

2

Advanced Educational Research

3102

03

3

Educational Testing, Management & Evaluation

3103

02

4

Educational Management

3104

03

5

Seminar (Focused on Researched Proposal, Development & Foundations of Education

3105

01

Semester II Credit Hrs: 12
The students are required to select courses of 12 credit hrs from the following given optional course;


S.No

Name of Course

C.Code

Cr- Hours

1

New Educational Technologies

3201

03

2

Educational Policy Analysis

3202

03

3

Curriculum Development & Text Book Production

3203

03

4

Human Resource Management in Education

3204

03

5

Trends & Issues in Education

3205

03

6

Comparative Education

3206

03

7

Application of Computer in Education

3207

03

Scheme of Studies for M.Phil (Education) Programme ( 1 year)

Core Courses

S.No

Subject

Credit Hours

01

Curriculum Studies

3

02

Qualitative Research Methods

3

03

Quantitative Research Methods

3

04

Seminar in Research

3

05

Computer Application in Education

3

06

Research Proposal and Report Writing

3

07

Specialization

3

 

M.PhiL Semester I

 

( M.Phil Core Course )


Course Title: CURRICULUM STUDIES

Credit Hrs: 3(3+0)

Course Code: 3101

BJECTIVES:
After completing the course the students will be able (INSHAALLAH)
1. To understand the concept of curriculum, instruction and their relationship.
2. To know the foundations of curriculum development and instruction.
3. To evaluate the curriculum and make improvements.
4. To understand, analyze, evaluate and apply most effective instructional strategies.
5. To understand and apply the procedure of curriculum development.
Course contents
Unit: 1 Nature of Curriculum
1.1 Modern and Traditional concepts of curriculum
1.2 Characteristics of Curriculum
1.3 Curriculum as a discipline
1.4 The hidden curriculum
1.5 School-based Curriculum
Unit: 2 Foundations of Curriculum and Instruction
2.1 Philosophical foundations
2.2 Psychological foundations
2.3 Sociological foundations
2.4 Economical foundations
2.5 Historical foundations

Unit: 3 Curriculum Process

3.1 The validation of educational objectives
3.2 Selection of subject matter
3.3 Selection of Curriculum experiences
3.4 Rational model
3.5 Cyclical model
3.6 Dynamic model

Unit 4 Curriculum Design

4.1 Subject- centered design
4.2 Student centered design
4.3 Problem-centered design
4.4 Activity based curriculum design
4.5 Core learning design

Unit 5 Theoretical Dimensions of Curriculum and Instruction

5.1 Conceptual orientation of curriculum and instruction
5.2 Relationship between curriculum and instruction
5.3 Planning for instruction and classroom management
5.4 Instructional goals and objectives (Preparation and validation of)
5.5 Instructional strategies
5.6 Organizing and presenting instructions
5.7 Individualized and group instruction
5.8 Use' of instructional technology

Unit 6 Research Problems n curriculum

6.1 Historical’ development: Reform and change
6.2 Process of decision making in curriculum
6.3 The place of classroom in interaction in the curriculum development
6.4 Critical analysis of curriculum and teaching materials

Unit 7 Curriculum Monitoring and Evaluation

7.1 Purpose and problems of curriculum
7.2 Evaluation models
7.3 Guiding principles
7.4 Comprehensive models
7.5 Implementation and modification
7.6 Relationship between monitoring and evaluation

Unit 8 Curriculum Change

8.1 Dynamics of curriculum change
8.2 Curriculum change process
8.3 Processes and practices of curriculum innovation
8.3 Curriculum evaluation and change in curriculum
8.4 Change as a function of curriculum improvement
8.5 Types, methods, strategies and barriers to curriculum change

Unit9 Curriculum development

9.1 Historical overview of curriculum development
9.2 Emerging structure in curriculum development
9.3 Problems in curriculum development'
9.4 Contemporary issues of curriculum development
9.5 Crucial issues in curriculum development: (Political Realities, Groups that, establish leadership
in curriculum development process, Minimum curriculum standards, The pressure for National Curriculum)
9.6 The impact of professional problems upon curriculum
9.7 Role of teacher in curriculum development

 

Unit 10 Futuristic Curriculum /    nPlanning

10.1 From today to tomorrow: curriculum issues
10.2 Identifying future issues
10.3 Focus on the new age.
10.4 Changing the posture/ Scenario of educational institutions
10.5 The horizon approaches
10.6 Relationship between monitoring and evaluation

Unit 11 Process of Curriculum Development in Pakistan

 

11.1Curriculum development at elementary and secondary level
11.2Curriculum development at higher level
11.3Curriculum revision and role of HEC
11.4Role of teacher in curriculum development process at various levels

SUGGESTED READINGS,mm.//

1. Kelley A.V (1999) The Curriculum: Theory and Practice. London. Paul Chapman.
2. Littledyke, M. and Huxford; L. (Eds) (1998). Teaching the primary curriculum for.constructive learning, London: David Fulton Publishers.
3. Marsh, C. (1997). Perspectives: Key concepts for understanding curricuIum-I Revised edition. London: the Falmer press.
4. Marsh, C. (1997). Planning, Management and Ideology: Key concepts for understanding curriculum - II, London: the Falmer Press..
5. Murray P. (1993) Curricuium Development & Design,5th Edition,
6. Ornstein, A. and Hunkins, F.(1998). Curriculum: Foundations, Principles and Issues,3rd Edn. London: Allyn and Bacon.
7. Orstein, A (Ed) (1999). Contemporary Issues In Curriculum, 2nd Edn London: Allyn and Bacon.
8. Pollard, A., Theissen, D. and Filer, A. (1997). Children and Their Curriculum: The Perspectives Of Primary Elementary  School Children, London: The Falmer Press.
9. Quicke,1, (1999). Curriculum For Life: Schools For A Democratic Learning Society,Buckirigham: Open University press.
10. Sharma R.C (2002) Modern Methods of Curriculum Organization. New Delhi:

 

Course Title:Advanced Educational Research (Qualitative & Quantitative)

Credit Hrs: 3(3+0)

Course Code: 3102

Course Objectives:
The overall objective of the course is to help students know different types of educational research and methods of research including the application of statistical method for data analysis. The successful completion of the courses would enable the students to carry out independent research in different areas of education and other social sciences. After completion of the courses a student should be able to:
1. Comprehend range of quantitative and qualitative research methods applicable in the field of education.
2. Compare quantitative and qualitative research methods in education
3. Decide and apply description and inferential statistical the technologies to educational research that are elevany to the research question and hypotheses.
4. Interpret discuss and analyze data and draw inferences and statistical result.
5. Write a research a proposal on a selected educational problem
6. Use a standard format for writing a research report

Course Contents:
Unit-1 Scientifics Methods and underlying Assumptions

1. Definition problem
2. identification of problem
3. formulation of Hypotheses & framing Questions
4. Testing of Hypotheses and Questions
Unit-2 Research Problem
1. Sources and Criteria ,Specification of the problem
2. Statement of the problem
3. conceptual framework
4. review of literature
Unit-3 Research Ethics
1. Statement of ethical principles
2. protecting participants from Harm
3. Ensuring Confidentiality of Research Data
Unit-4 Sampling in Research Study
1. Definition of Population and sampling
2. Types and characteristics of sampling
Random Sample
· Probability Sample
· Non Probability Sample
· Independent Vs Dependent samples
· Representative sample
· Purposive sample
Unit-5 Research Designs
1. Basic Experimental Design
2. Factorial Designs
3. Repeated Measure Designs
4. Single Subject Design
5. Quasi-Experimental Designs
Unit-6 Research Design in Qualitative research
1. Choosing a study
2. Case studies and Multisided Studies
3. A model of Qualitative Research Design
· Purposes
· Conceptual Context
· Research Questions
· Methods
· Validity, Reliability and Authenticity
4. relationship between research proposal and Design
5. Applied Qualitative Researches
· Evaluation Research
· Pedagogical use of qualitative Research
· Application of Qualitative Approach in teacher education
· Action Research
· Applied Research
6. Difference between Quantitative and Qualitative Research
Unit-7 Research Design
1. Concept and purposes of research design
2. Criteria and format for a good research design.
3. Types of Hypotheses and statement of Hypotheses
Unit-8 Data Collection and Analysis in Qualitative Research
1. Managing the Data
2. Analysis after Data Collection
3. Developing Coding Categories
4. the Mechanics of working with data
5. displaying data
6. trustworthiness of interpretation of Data
Unit+-9 report writing and disseminating the findings
1. role of the writer
2. responsibilities of the writer
3. strategies for writing
4. elements of a god Manuscript
5. the text
· Preliminary section
· Introduction
· Review of literature
· Research methodology
· Data collection,Analysis,Discussion and result
· Summary, Conclusions & Recommendation
· Bibliography and appendices

Unit-10 Use of statistics method in research
1. Descriptive statistics
2. inferential statistics
· significance level
· type 1 and II error
· confidence level
· confidence interval
3. parametric Test of significance
· Z-t Test
· ‘T’Test for Dependent and independent samples
· One way analysis of variance
· Analysis of variance for factorial Design
· Priori and post Hoc Tests for Comparisons and contrasts

4. Non parametric Test of Significance
· Chi square and its various Uses
· Independence of Association, One-way Chi-Square, Two-way Chi-Square
· Chi-square as median Test
· One-Way Analysis of Variance for ranks
5. Correlation
6. Regression Analysis
i) Regression and Pearson’s correlation
ii) Multiple regressions
Books Recommended:
Wiersma, William (1986).Research Methods in educational introduction. Boston allyn and boston inc.
Cohen,L and Manion,L.(1995).research methods in education:new york: roudedge
Freenkel,jack R.and walla ,Norman E.(1993),How to Design and Evaluate Research in education .2ndEdition.Newyork:MxGraw Hill Inc
Wilkinson,D and Birmingham,P(2003).Using research intrumentLA Guidie for researchers.london:route ledge falmer
Robert C,Bodgan and sari knopp biklen(91992).An Introduction to Theory and method ,second edition .boston:Allyn and bacon Inc.
Joseph A.Maxwell(1996)Qualitative research design: An interactive Approach California:SAGE publication
Michael quinn patton (1990) Qualitative Evaluation and research method.newyork:Longman.
Norman K,Denzin and Yvonne S,Incoin (19998).Strategies of Qualitative inquirirying seidman (1998) interviewing As Qualitative research .2nd edition,Newyork:teachers college press.
Bruce L,Berg(1998)Qualitative research methods forsocail sciences,3rd edition.
Peter Woods (1986).inside schools: ethnography in educational research. London Rutledge

 

Course Title:Educational Testing, Measurement and Evaluation 

Credit Hrs: 2(2+0)

Course Code: 3103

Course Objectives:
After successful completion of the course, the students should be able to:
a) To describe how measurement and evaluation are used to improve instruction
b) To describe the characteristics of various measurement scales
c) To understand differences between various types of test
d) To describe how test and other measurement instrument are used for various purposes
e) To be able to construct various types of objectives types test
f) To develop skill how to make graphical presentation of test data
g) To know how to analyze an item and make its interpretation
h) To understand measures of central tendency
i) To understand criteria for evaluation of test and measurement
Course Contents

Unit-1 the role of measurement, testing and evaluation
1.1 the importance of evaluation in teaching
1.2 relationship between teaching and evaluation
1.3 the concepts of measurement
1.4 various scales of measurement
Unit-2 Testing (Classification)
2.1 individual and group tests
2.2 objective and subjective tests
2.3 power and subjective tests
2.4 performance and pencil and papers test
2.5 standardized tests
Unit-3 Reasons for using tests and other measurement Instruments

3.1 Selection and placement

3.2 Diagnosis and remediation

3.3 Feedback: Norm referenced and criterion referenced interpretation

3.4 Formative and summative evaluation

3.4Theory development

Unit-4 principles of test construction

4.1 constructing true-false test

4.1 constructing multiple choice items

4.3 constructing matching tests

4.4 constructing essay tests

Unit-5 item Analysis and interpretation
5.1 reasons for analysis items
5.2 interpreting items analysis data
5.3 use of item analysis for various purposes
5.4 development an items file
Unit-6 summarizing measurement (Graphs)

6.1 rules for constructing graphics

6.2 line graphs

6.3 the histogram

6.4 the bar graphs

6.5 the pile-chart

Unit-7 measures of central tendency
7.1 Common measures of central tendency
7.2 The mean
7.3 The median
7.4 The mode
7.5 Relationship among the above measures
7.6 Standard score(Z and T)
Unit-8 Criteria for measuring test and measurements
8.1 the reliability of measurement
8.2 the validly of measurement
8.3 standardized tests
· intelligences tests
· aptitude tests
· academic achieve mental tests
· interest attitude and value tests
· personality traits

 

Recommended Books
1. Sax gill eat(1980)principles of educational and psychological measurement and evaluation, California wadsworth inc
2. Anstasia Anne(19976) psychological testing newyork Macmillan
3. Cronleach L…J (1970) essential of psychological testing .new york harper & row publishers
4. David Frederick B (1964)Educational measurement and their interpretation Walworth publishing Co.
5. Thomolike R.L (19969) Measurement and evaluation in psychology and education . New York Macmillan publishing Co
6. Allama Iqbal open university educational measurement and evaluation (Course 841)AIOU Islamabad

 

Course Title:Educational Management

Credit Hrs: 3(3+0)

Course Code: 3104

Course objectives:
After successful completion of the course, students should be able to:
1. know administrative theories in global perspective
2. show familiarity to the organization structure
3. understand content and process theories of motivation
4. know the nature of leadership; its different traits,behaviours and styles
5. show familiarity with the nature and importance of communication
6. know barriers to communication and the way to overcome these barriers
7. show awareness of factors and forces associated with organizational change
Course Contents
Unit-1Concepts Of
I.
(i) Educational Management
(ii) Human Resource Management
(iii) Financial Management
II. School Leadership
III. Similarities & Dissimilarities of Management,Administration & Leadership
IV. Management Role Secretaries, Director DO & Principal.
Unit-2 Development of Administration Theory
1. Functions of theory
2. Classical organizational; theory
3. Human relation approach
4. System theory
Unit-3 Organizational structure
1. basic concepts of organizational structure
2. the bureaucratic model
3. the participatory model
4. the Alternative models of organization structure
Unit-4 motivation (Content theories)
1. need hierarchy theory
2. hygiene theory
3. existence relatedness growth theory
Unit-5 motivation (process theories)
1. expectancy theory
2. equity theory
3. Goal setting theory
Unit-6 leadership
1. the nature of leadership
2. Leadership traits
3. leadership behaviors
4. contingency leadership
5. leadership style
Unit-7decision making
1. the nature of decision making
2. methods of decision making
3. benefits of shared decision making
4. problem in shared decision making
5. shared decision making theories
Unit-8 Communication
1. the importance of communication
2. the communication process
3. non-verbal communication
4. communication network
5. barriers to communication
6. overcoming barriers to communication
Unit-9 Organizational change
1. pressures for Organization Change
2. Resistance to change
3. individual Approaches to change
4. Group Approach to change
Recommended books
Fred C.Lunenburg and allan C.Ornstein (1996).Educational Administration,New York :Wadsworth publishing company
Feference Books
Androilo,Stephen J.(1994),handbook of decision support system,corwin press
Bass bernrd (1993) improving Organizational Effectiveness Through transformational leadership, west view press
Filson brent L (1994) defining moment motivation people to take action William lowin publishers
Widen marvin F (1994) the struggle for change fulmar prdess

 

M.PhiL Semester II
M.PhiL Education Semester II


Course Title: New Educational Technologies

Course Code: 3201

Credit Hrs: 3(3+0)

Course Objectives:
The advent of the new era of computer and technology has replaced the traditional ways by the new one that have created extra facilities for peoples to perform better through these modern approaches. Education is no exception to these rules. The triadional method of comparative knowledge are being changed in replaced by new skills and instructional technologies. The course attempt the integrate the educational technologies into learning process. The tools that the new approached use in the skills in technologies that are to be employed for better learning have been made part of the course.
Weekly breakdown of Topics
Week Topics to be covered
1. Education technology in context, planning and implementation for effective technology integration
2. Learning theories and integration mode
3. Using instructional software in teaching and learning
4. Using productively software and other tools for teaching
5. Use of multimedia and hypermedia for teaching perfuse
6. Distance learning option
7. Using internet into education the future of education
8. Technology in language and arts
9. Technology in Science and Maths
10. Technology in Social Studies
11. Technology in Arts and Music
12. Technology in Physical Education and Health
13. Technology in special education
14. Recap
15. End semester Examination
Recommended Text: M.D. Roblyer and Jack Edwards, (2000). Integrating Educational Technologies into Teaching. Prentice Hal

 

Course Title: EDUCATION POLICY ANALYSIS

Course Code: 3202

Credit Hrs: 3(3+0)

 

Course Objective:
After studying this course students will be able:
a) To know the conceptual framework of policy formulation, its phases and process
b) To know the relationship of policy with planning, the issues related to policy analysis, implementation and evaluation.
c) To be aware of the issues addressed in to First Education Conference 1947.
d) To know the policy issues raised in the New Education Conference 1970.
e) To know aware of the issues highlighted in the New Education Conference 1970.
f) To know policy makers in education development in 1972 – 80 had faced what issues.
g) To be familiar with the issues while proposing restructuring of education system 1979.
h) To be aware of the issues while prioritizing certain aspects of education in 1992.
i) To know what problems and issue have been obstructing quality at various levels of education in Pakistan.
Course Contents:
Unit – 1 Policy Formulation
1.1 Phases and Characteristics of Education Policy Making
1.2 The Process of Education Policy Making
1.3 Concepts and Analytical Perspectives of Education Policy Analysis
1.4 Education Planning and Policy Analysis
1.5 Policy Implementation, Analysis and Evaluation
Unit – 2 Issues Focused in the First Education Conference, 1947
2.1 Weaknesses identified in the system
2.2 Issues confronted the conference in the reconstruction of education system in Pakistan
2.3 Guide-lines forwarded for restructuring the system
2.4 What to be recognized in the system
Unit – 3 Issues Focused on Education by Commission on National Education 1959
3.1 The problem of reorganization of education system
3.2 Reformulation of educational objectives
3.3 Issues relating to financing primary education
3.4 Re-structuring secondary education
3.5 Re-strutting higher education.
Unit – 4 Issues Addressed in New Education Policy 1970
5.1 Ideological consideration in policy on education
5.2 Universalization of elementary education
5.3 Shifting emphasis of secondary education to scientific, technical and vocational education
5.4 Innovating higher education
5.5 Administrative reorganization
Unit – 5 Concerns in the Education Policy 1972 – 80
5.1 Concerns reflected in the objectives of the policy
5.2 Introduction of Agro-tech concept
5.3 Innovations in higher education problem and issues
5.4 Nationalization of private institutions
5.5 Strategy for universalization of primary education
Unit – 6 Issues Addressed in National Education Policy 1972 – 80
5.6 Making education system ideological oriented
5.7 Reveving indigenous institutions
5.8 Promotion of scientific, technological and vocational education
5.9 Integation of Madrassa system of education
5.10 The issues of medium of instruction
Unit – 7 Issues Highlighted in National Education Policy 1992
5.11 Issues observed in the conceptual framework and objectives of policy
5.12 Invoationn proposed in the policy
5.13 Stategic issues in literacy and primary education
5.14 The issues of quality in public instruction
5.15 Issues relating to financing and generation of resourses
Unit – 7 Issues Addressed in National Education Policy 1998
5.16 The main trust of policy
5.17 What is reflected from aims and objective of education
5.18 Providing ideological orientation to the system of education
5.19 The issues of reforming religious system of education
5.20 Dealing with quality in education in Pakistan


Course Title: Curriculum Development & Textbook Production

Course Code: 3203

Credit Hrs: 3(3+0)

 

Course Objectives:
After completing this course, the learners will able to:
· Conceptualize the tern curriculum
· Discuss the scope and elements of curriculum in the reference to Pakistani context.
· Discusses the foundation of curriculum development in general
· Demonstrate the knowledge about some of the types of curriculum applicable in Pakistan.
· Explain the process of curriculum development being followed in Pakistan,
· Identify the limitation of curriculum development in Pakistan and suggest some improvements.
· Determine and formulate instructional strategies accordingly
· Discuss various teaching aids and develop low cost material
Course Contents:
Unit-1 Introduction
1.1 conceptual understanding of curriculum
1.2 scope of curriculum
1.3 elements of curriculum
1.4 Interrelationship between these elements.
Unit-2 Foundation of Curriculum
2.1 Philosophical foundations
2.2 Psychological Foundations
2.3 Socio-cultural foundation
Unit-3 Types of Curriculum
3.1 subject based curriculum
3.2 teachers centered curriculum
3.3 learner centered curriculum
3.4 Activity based curriculum
Unit-4 Curriculum, Design
4.1 Situational Analysis’s
4.2 Formulation of objectives
4.3 Selection and organization of contents
4.4 Selection of appropriate method s
4.5 Assessment of Students achievements.
Unit-5 Curriculum Development in Pakistan
5.1 Various agencies involved in the process of curriculum development in Pakistan
a) Provincial CRDC’s
b) Bureau of curriculum development and research
c) Curriculum wing.
d) HEC
5.2 role of teachers in curriculum Planning
Unit-6 Instructional objectives
6.1 Goals, Aims and Objectives
6.2 Importance of learning objectives.
6.3 Identifying behavioral objectives
6.4 Taxonomy of Educational objectives
Unit-7 Instructional Material
7.1 Importance and characteristics of Audio aid
7.2 Importance and characteristics of visuals aids
7.3 Teaches role in the development of low cost material
Unit-8 Evaluation & Revision of Curriculum
8.1 Method of evaluation
8.2 Procedures of revision
8.3 Revision of curriculum for secondary class in Pakistan
8.4 Policy and principals for textbook Production
8.5 The role of private sector in textbook production
8.6 Problems and issues in textbook production
Suggested Readings
· Roger Crombie White (1997) A celebration of class room practice,Publised by Edm undsbury(UK)
· Vor goodson(1993) school subject and curriculum change ,published in falmer press Washington(London)
· Me neil ,J.D (1990)Curriculum development and design 5th editon allon and lenpin,Malaysia
· Rehman mehmuda(1999) Curriculum and Instraction,Peshawer ,lijaz printers ,Pakistan

 


Course Title: HUMAN RESOURCE MANAGEMENT IN EDUCATION

Course Code: 3204

Credit Hrs: 3(3+0)

OBJECTIVES: Upon successful completion of this course the student should be able to:
1. Demonstrate an understanding of the strategic nature of human resource management.
2. Describe the role of human resource planning with an emphasis on maintaining organizational competitiveness and global perspective.
3. Describe and differentiate between the various components of the labor market.
4. Name and explain the dimensions of diversity and the role of equal employment and affirmative action in preserving diversity of the workforce.
5. Explain the critical importance of job analysis as a foundation for various human resource activities.
6. State the several recruiting opportunities and selection activities emphasizing several interview methods.
7. Describe the various orientation and training activities that impact human resource development and performance appraisals.
8. Identify the components of compensation and the increasing importance of employee benefits.
9. List the federal regulations that govern the employee work environment and collective bargaining process.
10. Summarize the factors essential in evaluating human resource management.
1. The Nature of Human Resource Management
· The Nature of Human Resource Management
· Definition of Human Resource Management
· Definition of Human Resource
· The Issues in Human Resource Management
2. Functions and Activities of Human Resource Management
· Functions of Human Resource Management
· Staffing
· Reward
· Employee Development
· Employee Maintenance
· Employee Relations
· Activities of Human Resource Management
3. Models of Human Resource Management
· The Fombrun, Tichy and Devanna Model of HRM
· The Harvard Model of HRM
· The Warwick Model of HRM
· The Storey Model of HRM
4. Recruitment and Selection Processes
· The Recruitment Process
· Short Listing
· Preliminary Interview
· Employment Interview
· Principles of Interviewing
· Preparation
· Setting
· Conduct of the Interview
· Close
· Evaluation
· Selection
5. Induction of Personnel
· Induction of Personnel
· Nature and Scope of the Induction Programme
· Nature of the Induction Programme
· Scope of the Induction Programme
· Objectives of the Induction Process
6. Reward System in Organizations
· Reward Systems
· Wage and Salary Administration
· Aspects of Wage and Salary Administration
· How to Determine the Over-all Wage and Salary Level
· Job Evaluation
7. Staff Development
· Staff Development in Organization
· Meaning of Staff Development
· Types of Staff Development (Training)
· Training Process
· Evaluation of Training
· Advantages of Training
8. Transfer and Promotion of Staff in School Organization
· Transfer in School Organization
· Meaning and Scope of Transfer
· Conditions for Transfer
· Reasons Why Transfers Are Made
· Meaning of promotion
· Conditions for Promotion of Staff
· Principles of Merit Performance
9. Keeping Personnel Records in School Organization
· Keeping Staff Records in School Organization
· Types of Staff Records
· Staff Record Book
· Staff Movement Book
· Staff Attendance Register Book
· Personal File
· Confidential File
· Class Attendance Register
· Staff Absenteeism Book
· Staff Academic Evaluation Record
· Purposes of Keeping Staff Records
· Classification of Staff Records
10. Morale, Motivation and Performance in the School
Organization
· Morale, Motivation and Performance in the School Organization
· Morale of Teachers and the Teaching Profession
· Boosting the Morale of Staff
· Staff Morale and Motivation
11. Principles and Theories of Motivation
· Principles of Motivation
· Theory of Human Needs
· Theory X and Theory Y
· Implications of Motivation for Staff
12. Job Analysis, Job Satisfaction and Performance
· Job Analysis
· Job Satisfaction and Performance
· Job Performance Appraisal
·
13.Staff Services: Safety, Security and Health Services in School Organization.
· Staff Services: safety, security and health services in school
· organization
· Safety and Security Services
· Health Services
14. Personnel and Human Relations
· Meaning of Human Relations
· Personnel and Human Relations
· Principles of Human Relations
15. Staff Conduct and Discipline in Schools
· Staff Conduct and Discipline in School Organizations
· Staff Conduct
· Staff Discipline
· Approaches in Maintaining Discipline Among Staff
16. Organizational Culture, Personnel Commitment to Work and Organizational Effectiveness
· What is an Organization
· Organizational Culture
· Personnel Commitment to Work in Organization
· Organizational Effectiveness


Course Title: TRENDS AND ISSUES IN EDUCATION

Course Code: 3205

Credit Hrs: 3(3+0)

COURSE CONTENTS
Unit: 01.Futurology and Education:
1.1 Emergence of futurology
1.2 Implication for education, Future challenges.
1.3 Futuristic Transformation.
1.4 Globalization & Futurology
1.5 Impact of Education on controlling the future hazards.
Unit: 02. Impact of Science and Technology on Education:
1.1 Definition of science and technology,
2.2 Role of science and technology in life,
2.3 Challenges of science and Technology.
2.4 Population Dynamics and Socio-Economic Development:
2.5 Social Issues related to technological Development.
Unit: 3. Future Population Situation and Resource Constraints.
3.1 Educational implication of population trends,
3.2 Increasing demand for education,
3.3 Population pressure and socio-economic development in Pakistan.
3.4 New Trends in Pakistani Education:
3.5 Education curriculum, Human resource development education,
Unit: 4. Technological Development and Education,
1.1 Education of world for work.
1.2 Problems and Issues in Pakistani Education: Foreign language, Education and politics, Universalization of primary education, Literacy, Population education, Environmental education, Drug education, Female education, Islamization of education, Special education.
1.3 Brainiology: Structure of brain, Brain functions, Left and right brain, Brain waves, Some facts about brain. Accelerated Learning Methods: Importance, Suggestopedia, Superlearning.
1.4 Mind Mapping: What is mind mapping?, Mind mapping techniques, How to develop mind maps in different subjects.
1.5 Communication Skills: What is communication? Hindrances in
communication and how to eradicate them, listening effectively.
Unit: 5 Team Building in an Educational Institution:
1.1 (Definition & Importance)
1.2 Game; Broken Squares, Characteristics of good team, Characteristics of good team members, Characteristics of good team leader.
1.3 Teacher Education: Innovative programs in education.
1.4 Teacher Education in Pakistan versus that of the Developed World.
1.5 Formulation of solid recommendations for meeting the future problems in Education
SUGGESTED READING
1. “Ways to think about the future” From the Future, Jan-Feb., 1985 (pp 26-27)
2. “Now what is used to be” From the Future, Jul-August., 1985 (pp 13-16)
3. Faure, Edgar et.el. “Learning to be” UNESCO, Paris, 1972.
4. Coombs, Philips H. “The Worlds Crises in Education” Oxford University Press, NY. 1985.
5. IBE, UNESCO, “The Future of Education” IBE, UN ESCO, Paris, 1981 (pp5-10)
6. UNESCO, APIED, “Future and Education” Report of a regional meeting held in Bangkok from 2nd – 8th Nov, 1983 (pp 31-54)
7. Traverso A. “The Scientific Enterprise: Today and tomorrow” UNESCO, Paris, 1997 (pp 3-25)
8. Rukunuddin, R. and Nazim I.F. “The State of Population in Pakistan”, NIPS, Islamabad. (pp 125­149, 151-163, 169-173, 223-225, 237-242, 247-252)
9. Demeny, P. “1984 and After” Quartly PEOPLE, IPPF. London, Vol: II No. I, 1984,
10. IUCN-IPPF “Population Trends-Resource Challenges” Quartly PEOPLE, IPPF, London, Vol: II No. I.
11. Rose, C and Malcolm L N. “Accelerated for the 21st Century” Bantam and Doubleday Dell Publishing Group. NY, 1997.
12. Institute of Social Sciences, “Module for Participatory Development” Cooperation with Family Planning Association of Pakistan, 2001.
13.Buzan T. “The Power of Creative Intelligence” Harper Collins Publishers, London.
14. Pakistan, Government of “ National Education Policy 1998-2010” Ministry of Education, Islamabad, 1998.


Course Title: Comparative Education

Course Code: 3206

Credit Hrs: 3(3+0)

Objectives:
1. Describe the Meaning and Significance of Comparative Education
2. Compare the Education systems of Selected Development Countries
3. Compare the Education systems of Selected Developing Countries
4. Analyze Critically the education system of Pakistan
Unit-1 Introduction to Comparative Education
Concept of Comparative Education Meaning Objectives, Need and Scope
Purpose of Comparative Education
Problems & Advantages of Comparative Education
Unit-2 Method of Comparative Education
Descriptive Methods
Historical Approach
Social Approach
Psychological Methods
Quantitative and Statistical Approach
Scientific Approach
Unit-3 Element of Comparative Education (both Qualitative and Quantitative Dimensions)
3.1 Objectives
3.2 Curriculum
3.3 Teaching Methodology
3.4 Assessment and Evaluation(Student Achiement, Examination System)
3.5 Facilities
3.6 Educational Structure
3.7 Administrative and Financial Setup
Unit-04 Comparative Education in Development Countries
USA
UK
JAPAN
FRANCE
Unit-5 Comparative Education in Development Countries
PAKISTAN
CHINA
MALAYSIA
INDIA
Unit-6 Distance Education in Various Countries
Distance Education in UK
Distance Education in USA
Distance Education in PAKISTAN
Distance Education in INDIA
Unit-07 Examination System
7.1 Examination System in UK
7.2 Examination System in USA
7.3 Examination System in PAKISTAN
7.4 Examination system in INDIA
Unit-8 Teacher Education in Various Countries
8.1 Teacher Education in UK
8.2 Teacher Education inUSA
8.3 Teacher Education in PAKISTAN
8.4 Teacher Education in INDIA
Unit-09 Basic Requirements of Education in Different Countries


Course Title: Application of Computer in Education

Course Code: 3207

Credit Hrs: 3(3+0)

Course Objectives:
After the completion the course, the learner should be able to:
a) Know and understand fundamentals of computer.
b) Describe the components and appliances of a computer and know their functions, besides be able to know Net-working.
c) Apply the most common productivity software applications in education.
d) Define portable digital devices.
e) Explore new digital technologies including digital audio, digital video and digital photograph.
f) Explore other new technologies.
g) Use Net and World Wide Web.
Course Contents
Unit-01. Concepts of Computer Literacy & Communication Technology.
1.1 Introduction(Definition, Need, importance of computer)
1.2 Basic concepts of the Computer Hardware and Soft Ware.
1.3 Input and out put devices.
1.4 Classification and Functions of Computer.
1.5 Hardware of Central Processing Unit. (CPU).
Unit-02. Computer Software.
2.1 Definition, types and Applications of Software.
2.2 Operating System of Software/Enhancing accessibility.
2.3 Different types of Assistive Technologies and their functions.
2.4 Computer Security & Computer Viruses
2.5 Copy Right & Computer Legislation.
Unit-03. Net Working & ICT in Every Day Life.
1.1 LAN, WLAN,WAN Client/Server Computers.
1.2 The Internet, Downloading, Uploading, Data Transfer rate, Internet Connection, Services.
1.3 Information & Communication Technology, E-Learning, Tele working, Electronic Mail, Instant Messaging (IM), On Line Communication, Multi Media.
1.4 Security, Computer Viruses, Data Protection Legislation.
1.5 Starting/Restarting the computer, using help, viewing the computer, system saver, common folders, common icons, working with windows).
Unit-04 Word Processing, document handling.
1.6 Creating a document
1.7 Composing Educational Document.
1.8 Internet browsing,
1.9 E-mail
Unit-05. Spread Sheet (Excel) and Power Point.
1.6 Charts & Graphs
1.7 Sorting and handling Data base.
1.8 Sum, Subtraction, Multiplication, Division, Simulating and Modeling Change.
1.9 Composing Presentation
1.10 Delivering Presentation.
Recommended Books:
1. Norton, Peter (2003) introduction to computer, 5th edition, New York, Mcgraw Hill Book Co.
2. Norton,P, and Spragu, D. (2000), technology for Teaching Allyin & Bacon, Boston.
3. Faden, P.D., and Vogel, RM, (2003), Methods of Teaching, MC-Graw, Hills Boston.
4. Joyce, B., Weil M., and Calhoun, E (2000) Models of Teaching, 6th ed, Allyin and Bacon Boston.
5. Sharma., A, (1999), Modern, Educational Technology, Prentice-Hall, Columbia, Boston, New York.
6. Sharma, SR, (2000), Effective Classro0om Teaching nModern Methods Tools and
Techniques, Mangal Deep Publications, Juaipur.
7. Norton, P. (2000), Introduction to Computers 5th Edition, New York, McGraw Hill Book Co.
                              


 
 
 
 
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