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BACHELOR-OF-ARTS-HONOURS in Education at NORMAN PUTSURI COLLEGE
Dimapur, Nagaland
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About the Specialization
What is Education at NORMAN PUTSURI COLLEGE Dimapur?
This Education Honours program at Norman Putsure College, affiliated with Nagaland University, focuses on developing skilled educators, researchers, and administrators. The curriculum, aligned with NEP 2020, blends theoretical foundations with practical applications, addressing contemporary challenges and opportunities in India''''s dynamic education sector. It emphasizes a holistic understanding of teaching-learning processes, educational policy, and societal influences on schooling.
Who Should Apply?
This program is ideal for aspiring teachers, educational consultants, curriculum developers, and academic administrators. It welcomes fresh graduates passionate about shaping India''''s future through education, as well as working professionals like teaching assistants or school staff seeking to enhance their qualifications. Individuals looking to contribute to educational policy and research in the Indian context will find this specialization particularly rewarding.
Why Choose This Course?
Graduates of this program can expect diverse career paths in India, including roles as secondary school teachers, education officers, academic content developers, or education counselors. Entry-level salaries typically range from INR 3-5 LPA, growing significantly with experience. Opportunities exist in government schools, private institutions, NGOs, and EdTech companies, aligning with growing demand for qualified professionals in India''''s expanding educational landscape.
Student Success Practices
Foundation Stage
Build Strong Theoretical Foundations- (undefined)
Focus intently on understanding core concepts in educational philosophy, psychology, and sociology from semesters 1-2. Engage in critical reading of prescribed texts and supplementary materials. Participate actively in classroom discussions to deepen comprehension of foundational theories.
Tools & Resources
Nagaland University library resources, NCERT textbooks on education, Academic journals like Indian Journal of Educational Research
Career Connection
A solid theoretical base is crucial for future pedagogical approaches and understanding educational reforms, essential for teaching and policy analysis roles.
Cultivate Effective Study Habits- (undefined)
Develop a consistent study schedule, prioritize understanding over rote learning, and utilize collaborative learning groups with peers. Practice regular self-assessment through quizzes and review sessions to identify knowledge gaps early on.
Tools & Resources
Study groups, Online academic forums relevant to Indian education, Self-made flashcards and concept maps
Career Connection
Strong study habits foster analytical thinking and self-discipline, skills highly valued in academic and professional settings.
Engage in Early Exposure to Educational Settings- (undefined)
Seek opportunities to observe teaching in local schools or volunteer for educational initiatives, even for short durations. This provides practical context to theoretical learning and helps in understanding classroom dynamics firsthand.
Tools & Resources
Local government or private schools in Chumoukedima, NGOs working in education in Nagaland
Career Connection
Early exposure helps clarify career aspirations in teaching, counseling, or educational administration, making future career planning more informed.
Intermediate Stage
Apply Classroom Learning to Real-world Problems- (undefined)
During semesters 3-5, actively look for case studies or community projects where you can apply concepts from curriculum development, educational technology, or measurement and evaluation. Propose solutions to local educational challenges.
Tools & Resources
Nagaland educational policy documents, Local community development projects, Online platforms for educational research (e.g., Google Scholar for Indian context)
Career Connection
Developing problem-solving skills with practical application makes graduates highly desirable for roles in curriculum design, educational program management, and policy implementation.
Develop Specialized Skill Sets and Digital Literacy- (undefined)
Focus on enhancing skills relevant to specific education domains like educational technology or guidance and counseling through optional SECs. Gain proficiency in digital tools for teaching, presentation, and data analysis, which are critical in modern Indian education.
Tools & Resources
Online courses on educational software (e.g., learning management systems), Workshops on counseling techniques, Statistical software tutorials (e.g., for R or SPSS basics)
Career Connection
Proficiency in modern educational tools and specialized skills opens doors to EdTech companies, specialized counseling roles, and enhances teaching effectiveness.
Participate in Educational Seminars and Workshops- (undefined)
Attend local or online seminars, webinars, and workshops on contemporary educational issues and reforms in India. Network with educators, researchers, and policymakers to gain diverse perspectives and build professional contacts.
Tools & Resources
Websites of UGC, NCTE, SCERT Nagaland for events, Educational conferences in Northeast India, LinkedIn for professional networking
Career Connection
Networking and staying updated on current trends are vital for career advancement, identifying opportunities, and gaining insights into the evolving educational landscape.
Advanced Stage
Undertake Impactful Research or Project Work- (undefined)
For semesters 6-8, dedicate significant effort to your dissertation or project. Choose a topic with local relevance or national significance, conduct thorough research, and aim for actionable recommendations. Consider publishing a concise summary of your findings.
Tools & Resources
Nagaland University research guidelines, Research databases (e.g., JSTOR, Shodhganga for Indian theses), Mendeley or Zotero for citation management
Career Connection
High-quality research showcases analytical skills and depth of understanding, preparing students for higher studies, research positions, or roles requiring evidence-based decision-making.
Focus on Professional Portfolio Development and Interview Preparation- (undefined)
Compile a portfolio of your academic projects, research work, and any practical experiences. Practice mock interviews, refine your resume/CV, and understand the specific requirements for teaching, counseling, or administrative roles in Indian educational institutions.
Tools & Resources
Career services at Norman Putsure College (if available), Online resume builders, Mock interview platforms
Career Connection
A well-prepared portfolio and strong interview skills are critical for securing desirable placements in a competitive job market.
Explore Post-Graduate Opportunities and Certifications- (undefined)
Research options for B.Ed, M.Ed, or other specialized certifications that can further enhance your employability or enable career progression. Plan for entrance exams if pursuing higher education or competitive exams for government education sector jobs.
Tools & Resources
NCTE website for B.Ed regulations, University websites for M.Ed programs, UPSC/NPSC exam notifications for education-related posts
Career Connection
Strategic planning for further education or professional certifications ensures long-term career growth and access to leadership or specialized roles in the Indian education sector.
Program Structure and Curriculum
Eligibility:
- 10+2 or its equivalent examination with an aggregate of 45% marks in theory papers for General Candidates and 40% for SC/ST Candidates.
Duration: 4 years (8 semesters)
Credits: 160 Credits
Assessment: Internal: 25%, External: 75%
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EDUC 101 | Introduction to Education | Major Discipline Course | 4 | Concept, Aims & Functions of Education, Agencies of Education (Formal, Informal, Non-formal), Philosophy of Education (Idealism, Naturalism, Pragmatism), Educational Thinkers (Vivekananda, Gandhi, Tagore, Rousseau, Dewey) |
| MiDC-1 | Minor Discipline Course 1 | Minor Discipline Course | 4 | To be chosen from other disciplines such as Political Science, Sociology, History |
| MDC-2-1 | Multidisciplinary Course 1 | Multidisciplinary Course | 3 | To be chosen from various disciplines as per university guidelines |
| AEC-1 | Ability Enhancement Course 1 | Ability Enhancement Course | 2 | To be chosen from specific options like Environmental Studies, English Communication |
| SEC-1 | Skill Enhancement Course 1 | Skill Enhancement Course | 2 | To be chosen from specific skill-based options offered by the college |
| VAC-1 | Value Added Course 1 | Value Added Course | 2 | To be chosen from options promoting ethical and societal values |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EDUC 201 | Educational Psychology | Major Discipline Course | 4 | Nature & Scope of Educational Psychology, Growth & Development (Theories of Piaget, Erikson), Theories of Learning (Thorndike, Pavlov, Skinner, Gestalt), Intelligence & Creativity (Theories, Measurement), Personality (Concept, Types, Assessment) |
| MiDC-2 | Minor Discipline Course 2 | Minor Discipline Course | 4 | To be chosen from other disciplines |
| MDC-2-2 | Multidisciplinary Course 2 | Multidisciplinary Course | 3 | To be chosen from various disciplines as per university guidelines |
| AEC-2 | Ability Enhancement Course 2 | Ability Enhancement Course | 2 | To be chosen from specific options |
| SEC-2 | Skill Enhancement Course 2 | Skill Enhancement Course | 2 | To be chosen from specific skill-based options |
| VAC-2 | Value Added Course 2 | Value Added Course | 2 | To be chosen from options promoting ethical and societal values |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EDUC 301 | History of Indian Education | Major Discipline Course | 4 | Ancient Indian Education (Vedic, Buddhist, Islamic), Colonial Education (Charter Act 1813, Macaulay''''s Minute 1835, Wood''''s Despatch 1854, Hunter Commission 1882), Education in Post-Independence India (Radhakrishnan Commission, Kothari Commission, NPE 1986) |
| EDUC 302 | Curriculum Development | Major Discipline Course | 4 | Concept & Bases of Curriculum (Philosophical, Sociological, Psychological), Approaches to Curriculum Design (Subject-centered, Learner-centered, Problem-centered), Curriculum Implementation (Models & Strategies), Curriculum Evaluation (Types, Tools, Techniques), Teacher''''s Role in Curriculum Development |
| MiDC-3 | Minor Discipline Course 3 | Minor Discipline Course | 4 | To be chosen from other disciplines |
| SEC 321 or 322 | Value Education / Guidance & Counseling | Skill Enhancement Course (Elective) | 2 | Concept of Values, Classification of Values, Guidance Services, Principles of Guidance, Counseling Approaches, Techniques of Counseling |
| VAC-3 | Value Added Course 3 | Value Added Course | 2 | To be chosen from options promoting ethical and societal values |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EDUC 401 | Educational Technology | Major Discipline Course | 4 | Concept & Scope of Educational Technology, Communication in Education (Models, Barriers), Teaching-Learning Resources (Hardware, Software), Educational Media (Print, Electronic, Digital), Computer in Education (CAI, CAL, CBT) |
| EDUC 402 | Measurement and Evaluation in Education | Major Discipline Course | 4 | Concept & Principles of Measurement & Evaluation, Tools & Techniques of Evaluation (Tests, Observation, Interview), Statistics in Education (Measures of Central Tendency, Dispersion), Normal Probability Curve (Characteristics, Applications), Correlation (Types, Calculation, Interpretation) |
| MiDC-4 | Minor Discipline Course 4 | Minor Discipline Course | 4 | To be chosen from other disciplines |
| SEC 421 or 422 | Environmental Education / Population Education | Skill Enhancement Course (Elective) | 2 | Concept of Environment, Environmental Issues, Sustainable Development, Population Growth, Population Problems, Population Control Measures |
| VAC-4 | Value Added Course 4 | Value Added Course | 2 | To be chosen from options promoting ethical and societal values |
Semester 5
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EDUC 501 | Philosophical Foundations of Education | Honours Course (Core) | 4 | Western Schools: Idealism, Naturalism, Pragmatism, Existentialism, Realism, Indian Schools: Vedanta, Buddhism, Jainism, Contribution of Philosophy to Education, Aims, Curriculum, Methods of Teaching from different philosophies |
| EDUC 502 | Sociological Foundations of Education | Honours Course (Core) | 4 | Society & Education, Socialization & Education, Social Change & Education, Culture & Education, Education for National Integration & International Understanding |
| EDUC 503 | Research Methodology in Education | Honours Course (Core) | 4 | Meaning & Types of Research (Quantitative, Qualitative, Action Research), Steps of Research (Problem formulation, Hypothesis, Design), Sampling (Types, Techniques), Tools of Data Collection (Questionnaire, Interview, Observation), Data Analysis (Interpretation, Report Writing) |
| SEC 521 | School Organization & Management | Skill Enhancement Course | 2 | Concept of School Organization, Principles, Management Functions (Planning, Organizing, Directing, Controlling), School Records, Time-Table Construction |
| OE-1 | Open Elective 1 | Open Elective | 3 | To be chosen from a pool of open electives across disciplines |
Semester 6
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EDUC 601 | Current Issues in Indian Education | Honours Course (Core) | 4 | Universalization of Elementary Education (Challenges, Sarva Shiksha Abhiyan), Inclusive Education (Concept, Provisions, Challenges), Teacher Education (Issues, Reforms, NCTE), Skill Development & Vocational Education, Digital Education & Online Learning |
| EDUC 602 | Contemporary Educational Thinkers | Honours Course (Core) | 4 | Mahatma Gandhi (Basic Education), Rabindranath Tagore (Naturalistic Education), John Dewey (Project Method), Jean-Jacques Rousseau (Naturalism), Friedrich Froebel (Kindergarten), Maria Montessori (Montessori Method) |
| EDUC 603 | Dissertation / Project | Honours Course (Project) | 6 | Project Proposal Development, Literature Review & Methodology, Data Collection & Analysis, Report Writing & Presentation, Viva Voce |
| SEC 621 | Educational Administration & Supervision | Skill Enhancement Course | 2 | Concept of Educational Administration, Principles, Types of Administration, Functions of Educational Administration, Concept of Supervision, Techniques of Supervision |
| OE-2 | Open Elective 2 | Open Elective | 3 | To be chosen from a pool of open electives across disciplines |
Semester 7
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EDUC 701 | Advanced Educational Psychology | Honours Course | 4 | Cognitive Development & Learning Theories (Bruner, Ausubel), Motivation & Emotion in Learning, Adjustment & Mental Health in School Context, Individual Differences (Exceptional Children, Giftedness, Creativity), Group Dynamics & Classroom Management |
| EDUC 702 | Advanced Philosophical and Sociological Foundations of Education | Honours Course | 4 | Critique of Western & Indian Educational Philosophies, Education for Democracy & Citizenship, Social Stratification, Mobility & Education, Globalization, Liberalization, Privatization & Education, Education, Human Rights & Social Justice |
| EDUC 703 | Pedagogy of School Subjects | Honours Course (Elective) | 4 | Principles of Pedagogy & Andragogy, Teaching Strategies for different school subjects, Lesson Planning & Unit Planning, Micro-teaching & Simulated Teaching, Evaluation in School Subjects |
| OE-3 | Open Elective 3 | Open Elective | 3 | To be chosen from a pool of open electives across disciplines |
Semester 8
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EDUC 801 | Educational Statistics | Honours Course | 4 | Parametric vs Non-Parametric Statistics, Inferential Statistics (t-test, ANOVA, Chi-square), Interpretation of Statistical Data, Use of Statistical Software in Education (basic concepts), Graphical Representation of Data |
| EDUC 802 | Advanced Curriculum Studies | Honours Course | 4 | Philosophical and Sociological Bases of Curriculum, Curriculum Design & Models (Tyler, Taba, Saylor-Alexander), Curriculum Implementation & Innovation, Curriculum Evaluation (CIPP Model, Stake''''s Countenance Model), Curriculum Change & Resistance |
| EDUC 803 | Guidance & Counseling | Honours Course (Elective) | 4 | Concept & Principles of Guidance (Educational, Vocational, Personal), Types of Counseling (Directive, Non-directive, Eclectic), Techniques of Counseling (Interview, Observation, Psychological Tests), Role of Counselor in Schools, Counseling Settings, Ethical Issues in Guidance & Counseling |
| OE-4 | Open Elective 4 | Open Elective | 3 | To be chosen from a pool of open electives across disciplines |
