First Year Syllabus Department of Bachelor of Education (B.Ed.) Honours Integrated Course Session: 2013–2014

First Year Syllabus Department of Bachelor of Education (B.Ed.) Four Year(8 Semester) B.Ed. Honours Integrated Course  Effective from the Session: 2013–2014.

First Year

Paper Code	Paper Title	Marks	Credits
	First Semester
210301	History of the Emergence of Independent Bangladesh	100	4
210303	Bangla -1	100	4
210305	English -1	100	4
210307	Introduction to Education	100	4
	Total =	400	16
	Second Semester
210309	Bangla -2	100	4
210321	English -2	100	4
210313	Education in Bangladesh	100	4
210315	Foundations of Education	100	4
210316	Comprehensive Viva (Satisfactory/non-satistactory)
	Total =	400	16
	Grand Total=	800	32

History of the Emergence of Independent Bangladesh

Introduction: Scope and description of the emergence of Independent Bangladesh.

1.Description of the country and its people.

a.Geographical features and their influence.

b.Ethnic composition.

c.Language.

d.Cultural syncretism and religious tolerance. 

e.Distinctive identity of Bangladesh in the context of undivided Bangladesh.

2.Proposal for undivided sovereign Bengal and the partition of the Sub Continent, 1947.

a.Rise of communalism under the colonial rule, 

b.Lahore Resolution 1940.

c.The proposal of  Suhrawardi and Sarat Bose for undivided Bengal : consequences

d.The creation of Pakistan 1947.

3.Pakistan: Structure of the state and disparity.

a.Central and provincial structure.

b.Influence of   Military and Civil bureaucracy.

C.Economic, social and cultural disparity 

4.Language Movement and quest for Bengali identity 

a.Misrule by Muslim League and Struggle for democratic politics.

b.Foundation of Awami league, 1949

c.The Language Movement: context and phases.

d.United front of Haque – Vasani – Suhrawardi: election of 1954, consequences.

5.Military rule: the regimes of Ayub Khan and Yahia Khan (1958-1971)

a.Definition of military rules and its characteristics.

b.Ayub Khan’s rise to power and  characteristics of his rule (Political repression, Basic democracy, Islamisation)

c.Fall of Ayub Khan and Yahia Khan’s rule (Abolition of one unit, universal suffrage, the Legal Framework Order)

6.Rise of nationalism and the Movement for self determination.

a.Resistance   against cultura l aggression   and resurgence   of Bengali culture.

b.The six point movement of Sheikh Mujibur Rahman

c. Reactions; Importance and significance of the six Point movement.

d.The Agortola Case1968.

7.The mass-upsurge of 1969 and 21 point movement: 

a.background

b.programme significance and consequences.

8.Election of 1970 Non-cooperation movement of March 1971 and the Declaration of  Independence by Bangobondhu

a.Election result and centres refusal to comply

b.The non co-operation movement, the 7th March Address of Bangobondhu, Operation Searchlight

c.Declaration of Independence by Bangobondhu and his arrest

9.The war of Liberation 1971

a.Genocide, repression of women, refugees

b.Formation of Bangladesh government and proclamation of Independence

c.The spontaneous early  resistance and subsequent organized resistance (Mukti  

Fouz, Mukti Bahini, guerillas and the frontal warfare)

d.Publicity Campaign in the war of Liberation (Shadhin Bangla Betar Kendra, the 

Campaigns abroad and formation of public opinion)

e.Contribution of  students, women and the masses (Peoples war)

f.The role of super powers and the Muslim states in the Liberation war.

g.The Anti-liberation activities of the occupation army, the Peace Committee, Al- Badar, Al- Shams, Rajakars, pro Pakistan political parties and Pakistani Collaborators, killing of the intellectuals.

h.Trial of Bangabondhu and reaction of the World Community.

i.The contribution of India in the Liberation War

j.Formation of  joint command and the Victory

k.The overall contribution of Bangabondhu and his leadership in the Independence struggle.

10.The Bangabondhu  Regime 1972-1975

a.Homecoming

b.Making of the constitution

c.Reconstruction of the war ravaged country

d.The murder of Bangabondhu and his family and the ideological turn-around.

Booklist :

Harun-or-Roshid, The Foreshadowing of Bangladesh: Bengal Muslim League and Muslim Politics, 1906-1947, The University Press Limited, Dhaka 2012.

Rounaq Jahan, Pakistan: Failure in National Integration, The University Press Limited, Dhaka 1977.

Talukder Maniruzzaman, Radical Politics and the Emergence of Bangladesh, Mowla, Brothers, Dhaka 2003.

Course Code	210305	Marks: 100	Credits: 4	Class Hours: 60
Course Title:	English-1 (Compulsory)

1.Course Description 

This is an introductory Basic English language course compulsory for all the students of the programme. This course is recommended to initiate the students to be active enough to be able to develop their 4 basic language skills in the English language. They will have to practice extensively listening, speaking, reading and writing through classroom activities which help them to use the language in real life as well as in academic purposes. Therefore, emphasis is given on grammar practice also to develop confidence in the language. Some linguistic knowledge like Phonetics is included in this compulsory course to make the students familiar with the basic conceptual theories of pronunciation. 

2.Objectives

The students of this course will be able to-

•Speak correct and appropriate English to communicate in various social contexts; eg. Exchanging greetings, introducing one (self and someone else), giving and asking directions, simple queries, describing something, presenting advantages and disadvantages of a point clearly;

•Understand commands, instructions, announcements, directions and classroom conversations; 

•Participate in class discussions by sharing ideas

•Read texts of moderate difficulties with comprehension following simple reading techniques like skimming and scanning etc.

•Writing simple compositions; eg. Paragraph, short essay, formal and informal letter, application, report, summary etc. 

•Practice and differentiate different types of sounds; eg. Simple Vowels, diphthongs and consonants; stress and intonation.

3.Course Content 

Unit one. Communicative Grammar                                               

 Subject-verb agreement, Tense, Verb patterns, Preposition, Article, Sentences and conversion of sentences- conditional, confessional, negative, question forms, question-tags, simple, complex, compound, degree of comparison, Passive and Active Voice, Reporting- reported speech, Synonyms-antonyms, Idioms and phrases.

Unit Two. Listening                                    

a.Listening to audio materials- Comprehension

b.Listening techniques and tasks (should be mentioned in the class schedule)

c.Practice sounds, stress, and intonation

Unit Three. Speaking                                             

a.Exchanging greetings, introducing myself and somebody else; eg. Friend, teacher, personality presented by teacher and the students

b.Making polite request and offers

c.Asking questions and giving answers

d.Accepting and refusing invitation

e.Practice simple conversation- sharing views, describing anything, arguing etc.

Unit Four. Reading                                                                         

Reading Authentic Text for Prose and Poetry

a.Diamond Necklace- Gaye de Maupassant (prose)

b.The Wild Swans at Coole- W.B. Yeats (Poem)

[Selections are made from modern and classical authors in order to fulfill the following exercises on Reading as a skill]

i)Reading for details (bottom up model)

ii)Guessing meaning from context

iii)Reading for comprehension of message

iv)Use of dictionary in reading

c.Texts collected from different journals, periodicals, fiction and nonfiction literature, newspaper and online versions. 

 

Unit Five. Writing                                                                          8

a.Writing simple paragraph- description of people/ objects/ events/etc.

b.Writing formal and informal letters

c.Writing applications

d.Writing summary of selected passages

e.Writing short essays on different topics from current issues

5.Instructional Strategies

Lecture (using multi-media), Participatory approaches (Discussion, Question-Answer, group work, Observation, Debate, presentation, Field trip).

6.Assignment/action research and class percentage

Students will submit assignment/action research on due date based on contents by the instruction of their relevant teacher. Assignment and class percentage belongs to 10 marks.

7.Evaluation

a)Internal Examinations 15+15=30

a)External Examination=60

b)Assignment/action research and class percentage, Performance =10

References:

• Hoque, Ahsanul. Modern Prose
• Yeats, W. B. Selected Poems
• Murphy, Raymond. Grammar in use, Intermediate version
• Leech, G., &Svartvik. J. (1975, Reprint 1993), A communicative grammar of English, Longman Singapore Publishers (pte) Ltd., Singapore
• Sohn, D.A. (1989), Writing by doing: learning to write effectively, 2nd Edition, NTC Publishing group: Illinois. USA.
• Swan, M. (1989), Basic English usage, ELBS/Oxford University Press.
• Swan, M. (1989), Practical English usage, ELBS/Oxford University Press.
• Hornby, A.S. (1992), Oxford Learner’s Dictionary of Current English, Oxford University Press, London. 

Additional Books and Materials:

1.Newspapers, Magazines,Journals, Headway series  etc. for authentic reading.

2.Audio-visual Equipments for Listening and Speaking practice.

Course Code	210307	Marks: 100	Credits: 4	Class Hours: 60
Course Title:	Introduction to Education

1.Course Description

This is a basic course in education. It is structured in a way that the students develop clear understanding of the concepts and visions of Education and other commonly used educational terminologies, their characteristics, components and impacts. Education has emerged as a discipline, its expanding horizons including its role in developing a civil and democratic society has been highlighted.

2.Course Objectives:

•To help the learners develop a clear understanding of the concepts and visions of the term ‘education’ and other commonly used educational terminologies and their interrelationship;

•To help them acquaint with the concepts, characteristics, and components of basic education, realize its importance as human rights;

•To help them understand the aims  and functions of education and its role in human resource development and in developing a civil and democratic society;

•To help them develop and apply values of tolerate, peace and understanding among each other within society and across boundaries

•To help them understand the dimensions of education as discipline.

3.Course Contents

Unit One: Concepts and Origin of Education and its Related Terminologies

No. of Classes                     

•Origins and meanings of the words-education/ wk¶v and Concept of Education in broad and specific senses

•Some definitions of Education:  Classical and Modern

•Connotations of commonly used terms: Literacy, functional literacy, Literate, semi-literate,  illiterate

•Educated and uneducated, universal education, mass education, education for all, informal education, non-formal education and formal education, continuing education, lifelong education, general/liberal education, special education, work experience, vocational education, technical education, professional education, religious education, ethical/values education, peace education, health and hygiene education, sustainable education.

Unit Two: Aims, Functions and factors of Education                           

•Aims of education

Emotional, social, moral, personal and cultural aims.

•Functions of education

Cultural, human, political, economic functions of education

•Functions of education in human life

•Factors of education

Learners, Teachers, Curriculum, Environment

•Catchments area, net enrolment, grosses enrolment, drop-out, cycle completion, transition, medium, of instruction equity in education.

 

Unit Three: Education as a Discipline

---Concept and definition of discipline and structure of discipline: bases of classification of discipline.

---Configuration of education as a discipline.

---Foundations of education: philosophical, psychological, social and historical.

---Broad study areas of education: Level wise – primary education, secondary education, higher education Areas wise – language education, social science educations, arts and craft education, humanities education, science education, information technology in education, vocational and technical education, religious education.

---Specialized areas in education: policies and conditionality, educational management and –planning, educational supervision and guidance, curriculum and instructional material, non-formal and continuing education, economics of education, assessment in education, distance education, teacher education and teacher training research in education.

Unit Four: Basic Education      

•Meaning and definition of Basic Education 

•Components of Basic Education: Functional Literacy and Life Skill, meaning of life skill and nature of life skill in the context of social variation.

•Nature and scope of Basic Education in relation to Declaration of Human Rights and child’s Right’s, Constitutional Provision, the World Declaration on Education for All and the Framework for Action to Meet Basic Learning Needs Millennium Development Goals and other documents, LSBE

5.Instructional Strategies

Lecture (using multi-media), Participatory approaches (Discussion, Question-Answer, group work, Observation, Debate, presentation, Field trip).

6.Assignment/action research and class percentage

Students will submit assignment/action research on due date based on contents by the instruction of their relevant teacher. Assignment and class percentage belongs to 10 marks.

7.Evaluation

Assessment System will be the same as the existing Professional Courses of the National University.

References:

•Kundu, Dibakar and Majumdar, T.R. Modern Principles of Education, The World Press Private limited, Calcutta, 1990.

•Ehlerns, Henry and Lee, G.C. Crucial Issues in Education, Holt, Rinehart and Winston, New York, 1966.

•UNESCO, Learning: The Treasure Within (1995), Paris

•Fullen, M. The New Meaning of Educational Change,Cassells London, 1991

•Claxton, Teaching to Learn: A Direction for Education, 1990

•Books, R. Contemporary Debates in Education, Longma, 1993

•Ahmed. Manjur, Basic Education: Lessonsfrom India and China

•World Declaration an Education for All and Framework for Action to Meet Basic Learning Needs, EFA Forum secretariat, UNESCO, Paris

•Hicks. Wm. Vernon and Frank H. Blackington III, Introduction to Education, Charles E. Merrill Books, Inc. Ohio

•Kakkar. S.B., Changing Perspectives in Education (1995), Vikas Publishing House Pvt. Ltd.

•UNESCO, EFA Global Monitoring Reports 2002-2009.

•Related Reports, Journals and Websites.

Course Code	210321	Marks: 100	Credits: 4	Class Hours: 60
Course Title:	English-2  (Compulsory)

Course Description 

This is an introductory Basic English language course compulsory for all the students of the programme. This course is recommended to initiate the students to be active enough to be able to develop their 4 basic language skills in the English language. They will have to practice extensively listening, speaking, reading and writing through classroom activities which help them to use the language in real life as well as in academic purposes. Therefore, emphasis is given on grammar practice also to develop confidence in the language. Some linguistic knowledge like Phonetics is included in this compulsory course to make the students familiar with the basic conceptual theories of pronunciation. 

Objectives

 The students of this course will be able to-

a.Speak correct and appropriate English to communicate in various social contexts; eg. Exchanging greetings, introducing one (self and someone else), giving and asking directions, simple queries, describing something, presenting advantages and disadvantages of a point clearly;

b.Understand commands, instructions, announcements, directions and classroom conversations; 

c.Participate in class discussions by sharing ideas

d.Read texts of moderate difficulties with comprehension following simple reading techniques like skimming and scanning etc.

e.Writing simple compositions; eg. Paragraph, short essay, formal and informal letter, application, report, summary etc. 

f.Practice and differentiate different types of sounds; eg. Simple Vowels, diphthongs and consonants; stress and intonation.

Course Content 

Unit 1. Communicative Grammar                                                                                                        

 Subject-verb agreement, Tense, Verb patterns, Preposition, Article, Sentences and conversion of sentences- conditional, confessional, negative, question forms, question-tags, simple, complex, compound, degree of comparison, Passive and Active Voice, Reporting- reported speech, Synonyms-antonyms, Idioms and phrases.

       

Unit II. Listening                                                                                                                                     

d.Listening to audio materials- Comprehension

e.Listening techniques and tasks (should be mentioned in the class schedule)

f.Practice sounds, stress, and intonation

              

Unit III. Speaking                                                                                                                               

f.Exchanging greetings, introducing myself and somebody else; eg. Friend, teacher, personality presented by teacher and the students

g.Making polite request and offers

h.Asking questions and giving answers

i.Accepting and refusing invitation

j.Practice simple conversation- sharing views, describing anything, arguing etc.

Unit IV. Reading                                                                                                                                    

Reading Authentic Text for Prose and Poetry

d.Diamond Necklace- Gaye de Maupassant (prose)

e.The Wild Swans at Coole- W.B. Yeats (Poem)

[Selections are made from modern and classical authors in order to fulfill the following exercises on Reading as a skill]

v)Reading for details (bottom up model)

vi)Guessing meaning from context

vii)Reading for comprehension of passages

viii)Use of dictionary in reading

f.Texts collected from different journals, periodicals, fiction and nonfiction literature, newspaper and online versions. 

Unit V. Writing                                                                                                                                     

f.Writing simple paragraph- description of people/ objects/ events/etc.

g.Writing formal and informal letters

h.Writing applications

i.Writing summary of selected passages

j.Writing short essays on different topics from current issues

References:

Hoque, Ahsanul. Modern Prose

Yeats, W. B. Selected Poems

Murphy, Raymond. Grammar in use, Intermediate version

Leech, G., & Svartvik. J. (1975, Reprint 1993), A communicative grammar of English, Longman Singapore Publishers (pte) Ltd., Singapore

Sohn, D.A. (1989), Writing by doing: learning to write effectively, 2nd Edition, NTC Publishing group: Illinois. USA.

Swan, M. (1989), Basic English usage, ELBS/Oxford University Press.

Swan, M. (1989), Practical English usage, ELBS/Oxford University Press.

Hornby, A.S. (1992), Oxford Learner’s Dictionary of Current English, Oxford University Press, London. 

Additional Books and Materials:

3.Newspapers, Magazines,Journals, Headway series  etc. for authentic reading.

4.Audio-visual Equipments for Listening and Speaking practice.

Course Code	210313	Marks: 100	Credits: 4	Class Hours: 60
Course Title:	Education in Bangladesh

1.Course Description

The course has been introduced for the students to the national education system of Bangladesh: Its origin, components, types, policies, and goals, constitutional and legal provisions. It also includes the different sectors of education, i.e. primary, secondary, tertiary, non-formal and mass education, technical and madrasa education, their origin, programmes, objectives, structure, curriculum, instructional activities, evaluation, planning, management and financing as a system. Besides, the course focuses on challenges of education in Bangladesh and possible measures.

2.Course Objectives:

•To acquaint students with the concept, structure, goals, objectives, and issues of national system of education of Bangladesh;

•To help students gain a comprehensive view of primary, secondary and tertiary education: their present status, institutions, access and participation, curriculum, evaluation, teacher, organization, management, supervision and finance:

•To help students gain insights into the concepts, goals, strategies, programmes of the integrated non-formal and mass education;

•To assist the students understand madrasa education as a parallel system of main stream education;

•To introduce the students with the vocational and technical education system in the country;

•To help the students identify the major challenges and barriers of education and develop their insights towards the possible measures.

3.Course Contents

Unit One: Education as a National System – A Phase of Transition

•Historical development of education starting from Aryan- today

•Origin, components, types of national system of education

•Goals, objectives, philosophy, policies.

•Structure of education

•Constitutional provision and legal framework

Unit Two: Primary Education of Bangladesh

•Present structure, goals and objectives

•Planning, management and financing of primary education: Role of Ministry and DPE

Unit Three: Secondary Education

•Present Structure, goals and objectives 

•Access, participation, completion and equity

•Assessment system and the Role of Education Boards

•Management, Planning & financing of secondary education

•Ministry of Education and Directorates

Unit Four: Madrasha and other Religious/Education

•Origin and concept of madrasha education

•Present structure, goals, objectives, access and participation

•Madrasha Education Board

•Major issues, challenges and their possible measures.

Unit five: Technical and Vocational Education

•Structure, access and participation

•Planning management and financing

•Technical-Education Board

•Major issues and problems and their possible solutions

Unit six: Teacher Education in Bangladesh

•Primary Teacher Training

•Role of NAPE in Primary Education

•Secondary Teacher Education: Public and Private Programmes 

•Issues and challenges of secondary teacher education of Bangladesh

•Institutes of Education and Research

•Higher Secondary Teacher Training Institute (HSTTI) 

•Bangladesh Bureau of Educational Information and Statistics (BANBEIS) 

4. Instructional Strategies

Lecture (using multi-media), Participatory approaches (Discussion, Question-Answer, group work, Observation, Debate, presentation, Field trip).

5.Assignment/action research and class percentage

Students will submit assignment/action research on due date based on contents by the instruction of their relevant teacher. Assignment and class percentage belongs to 10 marks.

6.Evaluation

Assessment System will be the same as the existing Professional Courses of the National University.

 

 References:

•BANBEIS, (2014), Educational Statistics

•Bangladesh Bureau of Statistics (BBS): Statistical Yearbook of Bangladesh, Dhaka

•Govt. of the People’s Republic of Bangladesh, Bangladesh Education Commission Reports (1973), 1988 and 2000 Dhaka. 

•Ministry of Education (1992), Secondary Education Sub-Sector Study, Dhaka.

•Nurullah, S. &Naik, J.P. (1962), A Student’s History of Education in India, Bombay, MacMillan & Co.

•Related Websites

Course Code	210315	Marks: 100	Credits: 4	Class Hours: 60
Course Title:	Foundations of Education

Course Description

The course is designed to help students to aquatint with the foundations of education comprise of philosophy and sociological perspective and their implications to develop an education system. These courses will familiar students with different terms, concepts and principles of major philosophies related to education. At the same time, emphasis has also been given on sociological factors which influence and shape the education of a society, particularly of Bangladesh.

Part 1: Philosophical Foundation of Education

Course Objectives

This part will help the students to

a.Understand the fundamentals of philosophy and philosophy of education.

b.Recognize the role of major philosophies and their implications with special reference to determine the objectives of education and developing curricular documents.

c.Familiar with eminent philosophers and their contributions in the field of education.

Course contents

Unit one: Philosophy and Philosophy of education

-Meaning, definition, functions of Philosophy

-Nature and significance of Philosophy

-Relationship of Philosophy with science, religion and education

-Philosophy as a foundation of education

Unit two: Major Philosophies: Idealism, Realism, pragmatism, Materialism, Essentialism and Existentialism  

-Basic concept, ideas and theories of major Philosophies.

-Formulation  of aims and objectives  of education

-Process of education

-Major implications on education 

Unit three: The great Philosophers and their contribution in the field of education -Socrates, Plato, Aristotle, Confucius, Rousseau, Pestalozzi. Herbert, Froebel, John Dewey, Rabindranath Tagore, Bagum Rokeya. 

Part 2: Sociological Foundation of Education

Course Objectives

This part will help the students to

a.Understand the importance of sociological approach to the study of education.

b.Identify the relations of education to various social institutions, groups and processes, cultural bases which shape education as a social process.

c.Discover the major social problems affecting education in Bangladesh.

Course contents

Unit one: Sociological approach to the study of education -Definition, nature and scope of sociology 

-Meaning and importance of sociological approach to the study of education

-Social aims and objectives of education

-Societal needs and education

Unit two: Social bases of education

-Family and education

-Gender ethnicity, religions and education

-Social stratification (caste and class) and education

-Demographic factors and education

-Gender and education

-Ethnicity and education

-Rural and urban contexts of education

-Industrialization and education

-State, government, bureaucracy and education

-Economics of education 

-Cost of education

-Investment in education

Unit three: Social problems and education in Bangladesh

-Poverty, illiteracy, unemployment, dowry, sexual harassment crime, delinquency, violence and women and child trafficking, drugs, slums, and group unrest 

Teaching-learning strategies

•Discussion 

•Group work and presentation

•Multimedia presentation

•Class/home assignment