10:43 AM
Course
Title: Fundamentals of Education
Course
No. : Ed. Nature of Course: Theoretical
Level:
B.Ed. Credit Hours: 3
Semester: First Teaching hours: 48
1.
Course
Description
This course is designed to orient the students
to theoretical and fundamental characteristics of education. It also deals with
philosophical and sociological approaches to education. Similarly, it covers
educational thought of prominent educationists including recent trends of
educational development in Nepal. The
course intends to develop an insight into the students in relation to bases of
education focusing on interactive participation of both the students and
teachers.
2.
General
Objectives
The course is
designed with the following general objectives:
·
To develop broader understanding on bases of education
·
To familiarize
the students with the approaches to education
·
To assist the students to analyze the
philosophical base of education within different schools of philosophy.
·
To develop students' knowledge on the
sociological basis of education and identify its possible use in education.
·
To acquaint the students with basic
educational thought of prominent educationists.
·
To make the students competent in reviewing
the trends of educational development in Nepal.
3.
Specific
Objectives and Contents
Specific Objectives
|
Contents
|
· Clarify
the concept of education as a discipline
· Describe
the characteristics of discipline
· Elaborate
the meaning of education
· Define
education
· Explain
the forms/types of education
· State
the nature of education
|
Unit
I:
Education as a Discipline (8)
1.1 Meaning of education as a discipline
1.2 Characteristics of discipline
1.3 Meaning of education
1.3.1
Etymological
1.3.2
Narrow
1.3.3
Broader
1.4 Definitions of education
1.5 Major forms/types of education
1.5.1
Informal
1.5.2
Formal
1.5.3
Non-formal
1.6 Nature of education
1.6.1
Direct
and indirect
1.6.2
Individual and collective
1.6.3
General
and specific
|
1 Explain
the concept of approaches to education
2 Clarify
concept of open and distance education and continuing education
3 State
the process of open and distance learning
4 Elaborate
needs of continuing education and skill-based and competency-based approaches
to education
5 Draw
implications of skill-based and competency-based approaches to education
|
Unit:
II
Approaches to education (5)
2.1 Open and distance learning
2.2.1 Concept
2.2.2 Process
2.2.3 Learning materials
2.2 Continuing education
2.2.1
Concept
2.2.2
Needs
2.3 Skill-based
and competency-based approaches to education
2.3.1
Concept
2.3.2
Needs
2.3.3
Classroom implication
|
· Clarify
concept, branches and functions of philosophy
· Relate
philosophy with education
· Compare
schools of philosophy in terms of its premises, objectives, curriculum ,
educative process, curriculum, role of teacher and student
· Derive
implications of philosophy of education
for to-day's classroom teachers
|
Unit
III: Philosophical perspectives on Education (14)
1.7
Concept, branches and functions of
philosophy
1.8
Relation between philosophy and
education
1.9
Schools of philosophy:
Philosophical premises, objectives of education, educative process,
curriculum, role of teacher and student in:
1.9.1 Idealism
1.9.2 Naturalism
1.9.3 Realism
1.9.4 Pragmatism
3.4 Implications of schools of philosophy for
classroom teachers
|
· Relate
sociology with education
· Describe
concept and modes of socialization as a base of education
· Illustrate
the agencies of socialization
· Explain
concept and importance of social interaction as a base of education
· Explain
the patterns of social interaction as a base of education
· Classify
social interaction
· Derive
implications of sociological base of education for schools
|
Unit
IV: Sociological Perspectives on
Education (8)
4.1 Relation between sociology and education
4.2
Socialization as a base
4.2.1
Concept
4.2.2
Modes
4.3 Agencies of socialization
4.3.1
Active agencies
4.3.2
Passive agencies
4.4 Social
interaction: Concept and importance
4.6
Implications of sociological bases of education for school
|
·
Explain
eastern and western educational thought in relation to aims, curriculum and
educative process
|
Unit V: Educational
thought: Concept and Educational Implications (4)
5.1
Eastern
thought
5.2
Western
thought
|
· Overview
the trends of educational development in Nepal to identify the modern bases
of education
|
Unit VI: Shaping and
Reshaping Educational Development in Nepal (9)
6.1 Nepal National Education Planning Commission
(NNEPC) 2011 B.S
6.2 National Education System Plan (NESP) 2028 B.S
6.3 National Education Commission (NEC) 2049 B.S
6.4 School Sector Reform Plan (SSRP) to Post-SSRP
(From access to quality)
6.5 Integrated approach to education (Special
Needs Education, technical education)
|
Note: The figures in the
parentheses indicate approximate teaching hours for respective units.
4
Instructional Techniques
The
following modes of delivery can be used by the teacher as instructional
strategies in the classroom.
4.1
General instructional strategies
·
Lecture with the use of multimedia
projector
·
Discussion
·
Question answer
·
Brainstorming
4.2
Specific
Instructional Techniques
The following techniques will be used for active participation
of students in learning process:
Unit
|
Activity and Instructional Techniques
|
II
|
·
Groups of
students will visit educational institutions with open and distance learning
(ODL) programme to identify their implementation procedures.
The groups will prepare and present a brief report on implementation
procedures of ODL programme in the class followed by discussion, and
teachers' comments and suggestions.
· Groups of students will prepare and present a
comparative report on differences between skill-based and
competency-based approaches to education, followed by discussion and
suggestions
|
VI
|
Groups of students will study different reports ranging from NNEPC to
post-SSRP to identify their milestones. Each of the groups will share the
milestones (characteristic features) of these reports in the class.
|
5.
Evaluation
5.1 Internal Evaluation
40%
Internal evaluation will be conducted by
subject teacher based on following activities:
1)
Attendance 5
2) Class participation 5
3) First
assignment 10
4) Second
assignment 10
5) Third
assignment 10
Total 40
|
5.2 Final/Semester Evaluation 60%
Examination
Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester.
1) Objective
type question (Multiple choice 10 x 1ponts) 10
2) Short
answer questions (6 questions x 5
points) 30
3)
Long
answer questions (2 questions x 10
points) 20
Total
60
6.
Recommended
Books and Materials
Brubacher, J.S. (2007). Modern philosophies of education. New Delhi: Surjeet Publication (Unit III)
Crow, L.D & Alice Crow (1976). Modern philosophies of education. New
Delhi: Eurasia Publishing House (Unit III)
Das, B.N. (1995). Foundation
of education: Thought and practice. Calcutta: Kalyani Publication (Unit I,
II & III)
Giddens, A. (2006).
Sociology (5th
ed.). Delhi: AITBS Publishers and Distributers (Unit IV)
Morris, I. (1972). Sociology:
An introduction. London: George Allen & Unwin Publisher. (Unit IV)
Ornstein, A. C. & Levine, D.U. (1989). Foundations of education (4th
ed.). USA: Houghton Mifflin Company.
(Unit III)
Sen, P. (1996). Axiomatic
philosophy. New Delhi: New Age International Publishers.(Unit III)
Ministry of Education (1971). National education system plan (from 1971 to 1976). Kathmandu:
Ministry of education (Unit VI)
NEC (1972). Report of national education commission.
Kathmandu: Author (Unit VI)
NNEPC (1956). Education in Nepal: Report of NNEPC.
Kathmandu: College of Education (Unit VI)
Ministry of Education
(2009). School sector reform plan. Kathmandu: Ministry of Education (Unit VI)
References
MoES (2003). Education in Nepal. Kathmandu : Planning
Division, Statistics Section (Unit VI)
Nepal Sarkar (2072
B.S). Saikshaik suchana. Kathmandu: Ministry of Education (Unit VI)