यूनिट-1:
शिक्षा:अर्थ,प्रकृति तथा क्षेत्र| शिक्षा के उद्देश्य,सामाजिक,व्यवसायिक तथा लोकतान्त्रिक| शिक्षा के कार्य:वैयक्तिक बिकास, संस्कृतिक निधियों का संरक्षण तथा हस्तांतरण, अधिग्रहण की कुशलता |
यूनिट -2:
शिक्षा के अभिकरण:औपचारिक,अनौपचारिक तथा नौपचारिक| विद्यालय एवं समाज के बीच सम्बन्ध | शिक्षा में स्वतंत्रता तथा अनुशासन|
यूनिट -3:
पाठ्यक्रम:अर्थ ,महत्त्व तथा प्रकार | पाठयक्रम निर्माण के सिध्दान्त|
यूनिट -4:
राज्य एवं शिक्षा| धर्म एवं शिक्षा,मूल्य शिक्षा:अर्थ एवं विकास |
राष्ट्रीय एकता के लिए शिक्षा| अंतराष्टीय अवबोध के लिए शिक्षा | शिक्षा और मानव संसाधन विकास| अवकाश कालीन क्रियाओं की शिक्षा |
1.Nature the students of Education 2.Aims of Education and functions of Education 3.Meaning of curriculum and principles of its Construction. 4.The role of freedom and Discipline in Education 5.The role of stste and Religion in Education 6.The role of Education in National Integration and International Understanding.
Unit-1:
Nation:Its Meaning,Nature and Scopes .Aims of Education:Individual,Social Vocational and Democratic.Functions of Education:Individual ,Transmission of Cultural Heritage,Acquisition of Skills Social Coherim and Inculcation of Values.
Unit-2:
Agencies of Education: Formal ,Informal and Non formal .Relationship between School and Society. Discipline and Freedom in Education.
UNIT-3:
Curriculum:Meaning Importance and Types. Principles of Curriculum Construction.
UNIT-4:
State and Education.Religion and Education:Its Meaning and Development.
UNIT-5:
Education for national Integration. Education for International Understanding. Education of Human resource Development. Education for Leisure.
Unit-1:
वैदिककालीन शिक्षा, बौध्दकालीन शिक्षा,मध्ययुगीन शिक्षा-उद्देश्य,प्रक्रिया,पाठयक्रम तथा संगठन |
Unit-2:
चार्टर एक्ट (1813 ई०),मैकाले का विवरण पत्र तथा विलियम एडम्स रिपोर्ट (1835 तथा 1838 ई०).वुड का आदेश पत्र (1854 ई० )तथा भारतीय शिक्षा आयोग(1882-83ई० )! लार्ड कर्जन की शैक्षिक नीति तथा राष्ट्रीय शिक्षा आन्दोलन | गोखले बिल|
UNIT-3:
कलकत्ता विश्वविद्यालय आयोग (1917 ई० ),हरर्टांग समिति ( 1928 ई० ),वुड-ऐबट प्रतिवेदन (1937 ई०),वर्धा शिक्षा(1937 ई०)तथा सार्जेंट योजना (1944 ई०)
UNIT-4:
विश्वविद्यालय शिक्षा आयोग(1948-49 ई०)| द्वितीय शिक्षा आयोग (1952-53 ई०)|शिक्षा आयोग (1964-66 ई०)|राष्ट्रीय शिक्षा नीति (1986 ई०)|संशोधित राष्ट्रीय शिक्षा नीति(<1992 ई०)
1-To Understand the development of education in india in historical perspective. 2:TO Understand the salient features of indian education ,ancient;medieval and modern periods .
3-To acqainr the students with significant points of selected documents and reports of these periods
4 -To have an adequate knowledge of the recommendations of various commissions and committees on indian Education.
5-To compare the different features of education systems of Ancient and Medieval indian with those of present system of indian Education.
UNIT-I:
Education in indian during(A)Vedic,(B)Buddhist and(C)Medieval period with special reference to aims,process,curriculum and organization.
UNIT-II:
Charter Act of 1813,Macauley's minute and William Adam's Reoports().Woods's dispatch-1854 and indian Education Commission (1882-83).Lord Curzon's education policy and National Education Movement.Gokhale's Bill.
UNIT-II:
calcata University Commission(1917).Hartog Committee(1928).Wood and Abbot committee Report(1937).Wardha Scheme of education(1937)and Sargent Report(1944).
UNIT-IV:
University Education Commission(1948-49).Secondary Education Commission(1952-53).Education Commission(1964-66).National Policy on Education(1986).Revised National Policy on Education(1992).