• Overview
• Structure
• Eligibility
• Syllabus
• Top

Introduction

The Education Department runs the B.Ed. & D.El.Ed. programs for those who aspire to become a school teacher or an educational counsellar. The B.Ed. degree & D.El.Ed. diploma course offered by the Department are approved by the National Council for Teacher Education (NCTE) New Delhi. B.Ed. course has affiliation from Maa Shakumbhari University (MSU), Saharanpur, Uttar Pradesh & D.El.Ed. course has approval from State Council of Educational Research & Training (S.C.E.R.T.) Uttar Pradesh.

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B.Ed. (Bachelor of Education) is a professional course that prepares teachers for upper primary or middle-level, secondary, and senior secondary levels at the school level according to the National Council for Teacher Education (NCTE). This degree is mandatory for teaching in higher primary and high schools in India. The program focuses on enabling student-teachers to reflect critically on the perspectives of education and integrate theory and practices to facilitate the active engagement of learners for knowledge creation. The minimum qualification required for entry into the B.Ed. course is a Bachelor of Arts (B.A.) or Bachelor of Science (B.Sc.). Students from the Arts stream are trained for subjects like History, Civics, Geography, and Languages, while those from the Science background are trained to teach subjects including Mathematics, Physics, Chemistry, and Biology.

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Program Structure

The curriculum covers educational psychology, pedagogy, and practical training in schools, along with specialisations in subjects or education levels. It equips future teachers with pedagogical skills, classroom management techniques, and knowledge of educational technology, leading to career opportunities in teaching and educational administration.

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Eligibility Crtiteria for Admission

A) B.Ed. Course

• Only the candidates who qualifies the Uttar Pradesh state level entrance examination will be eligible for admission at the institute and the seat will be allotted only through UPBED state level counselling. There is no provision for direct admission at the institute i.e. there is no management quota for admission. Normally the entrance forms are available in the month of February/March every year. Candidate must check the government official notification in this regard. The eligibility to appear in B.Ed. (two year) Uttar Pradesh state level entrance examination is as follows:-

  1. Bachelor's degree or postgraduate degree from a recognized university established by law with minimum 50% marks for General and OBC categories in Science/Social Science/Humanities or any other stream. For students having B.E. & B.Tech. (Engineering) degree with specialization in Mathematics & Science, candidates having minimum 55% (fifty five percent) marks or any other qualification equivalent to the above are eligible to appear in the entrance examination.
  2. For SC/ST candidates, candidates having passed graduation/post-graduation degree from any recognized university established by law or graduation in B.E. and B.Tech.with specialization in Mathematics and Science or any other qualification equivalent to the above are eligible to appear in the entrance examination.
  3. Visually impaired candidates are given relaxation of 5% (five percent) in the minimum educational qualification at graduation level.
  4. Final year appearing students may appear in the entrance examination subject to qualifying conditions stated above.

B) D.El.Ed. Course

• Bachelor's degree or postgraduate degree from a recognized university established by law with minimum 50% marks (relaxation of 5% for all reserved categories of Uttar Pradesh domicile).

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Benefits of Bachelor of Education (B.Ed) Course

For starters, it's a gateway to a fulfilling career in education. Teaching is not just a profession; it's a calling.

• Professional Qualification: A B.Ed degree is often a mandatory requirement for teaching positions in schools, ensuring you meet the necessary qualifications to pursue a career in education.
• Pedagogical Expertise: The programme equips you with essential teaching skills and knowledge, including educational psychology, curriculum design, and effective teaching methods, which are crucial for fostering a productive learning environment.
• Practical Experience: The B.Ed curriculum includes hands-on teaching practice and internships, providing real-world experience in classrooms and helping you develop confidence and competence in teaching.
• Specialisations: You can choose to specialise in particular subjects or education levels, such as primary or secondary education, allowing you to tailor your career to your interests and strengths.
• Career Opportunities: A B.Ed degree opens up diverse career opportunities not only in teaching at primary, secondary, and higher secondary schools but also in educational administration, curriculum development, and educational consulting.

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Syllabus for B.Ed. Course

The present B.Ed. syllabus for two-year programme has been designed by Maa Shakumbhari University, Saharanpur, Uttar Pradesh on the current guidelines of N.C.T.E., N.C.E.R.T., U.G.C. and MHRD with the view to make the student-teachers’ reflective practitioners. The programme is comprised of three broad inter-related curricular areas:-

1. Group (A) : Perspectives in Education : Core Courses (CC)
2. Group (B) : Curriculum and Pedagogy : Pedagogy Courses (PC)
3. Group (C) : Experiences for Enhancing Professional Capacities (EPC)

Transaction of the courses is to be done using a variety of approaches, such as tasks and assignments, projects, group discussion, seminar, interactions with community in multiple socio- cultural environments, etc.

Group (A): Core Courses (CC): Perspectives in Education:

These courses are intended to provide a conceptual understanding of relevant concepts and processes in teacher education and also situate them in the broader perspective of education and development.

• CC (1): Contemporary India and Education: This course deals with conceptual understanding about issues of diversity, inequality and marginalization in Indian society and the implications for education, with analyses of significant policy debates in Indian education.
• CC (2): Philosophical & Sociological Perspectives of Education: This course deals with philosophical and sociological issues and provides an opportunity to understand and reflect on the vision of education as well as cultural context within which education operates.
• CC (3): Growing up as a Learner: This course deals with individual development, nature and process of learning and an understanding of how learning and cognition are closely inter-related throughout individual development process.
• CC (4): Teacher, Teaching and Technology: This course deals with rules and expectations of teachers in the form of accountability and code of ethics and the nature and various aspects of the teaching process in view of the professional development of the teacher.
• CC (5): Creating an Inclusive School: This course deals with understanding of the cultures, policies and practices that need to be addressed in order to create an inclusive school.
• CC (6): Gender, School and Society: This course deals with meaning and experience of being a boy or a girl across different social groups, regions and time-periods. It also deals with gender inequalities through a variety of institutions such as the family, caste, religion, culture, the media and popular culture, law and the state.
• CC (7): Knowledge, Language and Curriculum: This course deals with meaning, nature and sources of knowledge, to develop reading for comprehension and writing skills & for curriculum development.
• CC (8): Work Education, Gandhi ji’s Nai Talim and Community Engagement: This Course deals with Gandhi ji’s Ideas on Experiential Learning, Nai Talim, Work Education and Community Engagement. This course is included as all round development of children is best obtained through experiences and Education is effective only when it is transacted through work and craft and not only through books and abstraction.

Group (B) : Pedagogy Courses (PC): Curriculum and Pedagogy

• PC (1) & PC (2) : Pedagogy of School Subjects - I & II: These courses intend to enable student-teachers to recognize the nature of knowledge in various subject areas (Sciences-Physical/Biological/Mathematics, Social sciences, Languages- Hindi/English/Sanskrit) and will help in developing understanding of the pedagogical requirements in various teaching-learning situations. Each student-teacher will take up two subject areas of his/her own choice.
• PC (3) : Assessment for Learning: This course intends to lead to an understanding and appreciation of the relevance of assessment the how and why of it, as well as develop necessary competence in evolving appropriate assessment modes in line with learning objectives. It also clarifies the significant shift in emphasis of the terms ‘assessment for learning’ as against ‘assessment of learning’.
• PC (4) : Optional Course – any one of the following:
  1. Educational Administration and Management.
  2. Guidance and Counselling
  3. Environmental Education
  4. Computer Education
  5. Health, Physical Education & Yoga
  6. Life Style Management
• PC (5) : Preparation to Function as a Teacher (Teaching Skills): This is visualisable as a shorter-duration initial experience (5 weeks) of student-teachers to train in lesson-planning based on constructivist approach, micro-teaching skills and playing the role of teacher in simulated condition as well as in real classroom situation. It will help him/her to prepare himself/herself as a teacher possessing teaching Skills.
• PC (6) : School Internship: This is visualized as a longer-duration field experience (16 weeks) of student-teachers supported by relevant interactive exposures within the school. During this period, he/she will observe school functioning and prepare Journal containing day-to-day report about all activities including evaluation tools and also perform an Action Research Project based on any school problem. It will help him/her to become a professional teacher, possessing teaching-competence.

Group (C) : Experiences for Enhancing Professional Capacities (EPC)

Apart from conceptual and practical learning gained through Core Courses (CC) and Pedagogy Courses (PC), student-teachers need to develop professional competencies and to experience the fact that the teacher is much more than someone who teaches a subject. The teacher is potentially a participant in the wider education system and he/she may play not only a proactive role in the community life of the school but also as an agent of social development and social transformation. It includes a number of experiences that will enhance the capacity of student- teachers in six essential dimensions:

• EPC 1 : Strengthening Language Proficiency.
• EPC 2 : Art and Aesthetics
• EPC 3 : Reading and Reflecting on Texts.
• EPC 4 : Understanding of ICT.
• EPC 5 : Scouting and Guiding.
• EPC 6 : Working with Community.

The B.Ed syllabus is designed to teach two things. First, it covers educational theories. Second, it covers practical teaching skills.

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