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) 3.1 Concept, branches and
functions of philosophy 3.2 Relation between
philosophy and education 3.3 Schools of philosophy:
Philosophical premises, objectives of education, educative process,
curriculum, role of teacher and student in: 3.3.1 Idealism 3.3.2 Naturalism 3.3.3 Realism 3.3.4 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)
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