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ORDINANCE – 60

Bachelor of Education

(B. Ed)

1. Faculty

: Education/Teacher Training

2. Duration: The B.Ed. programme shall be of a duration of two academic years (Four

semester) which can be completed in a maximum of three years from the date

of admission to the programme.

3. Working Days:

There shall be at least 180 working days each year exclusive of the period of

examination and admission.

The institution shall work for a minimum of thirty-six hours in a week (five or

six days), during which physical presence in the institution of all the teachers

and student teachers is necessary to ensure their availability for advice,

guidance, dialogue and consultation as and when needed.

The minimum attendance of student-teachers shall have to be 80% for all

course work and practicum, and 90% for school internship.

4. Intake: There shall be a basic unit of 50 seats. Multiples of this unit can also be set up

after approval of NCTE.

5. Eligibility:

a)Candidates with at least fifty percent marks either in the Bachelor's Degree

and/or in the Master's Degree in Sciences/Social Sciences/ Humanity,

Bachelor's in Engineering or Technology with specialization in Science and

Mathematics with 55% marks or any other qualification equivalent thereto,

are eligible for admission to the programme.

b) The reservation and relaxation for SC/ST/OBC/PWD and other categories

shall be as per the rules of the Central Government/State Government,

whichever is applicable.

6. Admission Procedure: Admission shall be made on merit basis of marks obtained in the

qualifying examination and/or in the entrance examination or any other

selection process as per the policy of the state government and the University.

The reservation and relaxation for SC/ST/OBC/PWD and other categories

shall be as per the rules of the central government/ state government,

whichever is applicable.

7. Academic Year: There shall be two academic cycles one from July to December and

another from January to June.

8.Cancellation of Admission: Admission of a student may be cancelled due to any one or

more under mentioned reasons:

a) At any stage, if a student is found not qualified for the Programme, as per

Government norms/ guidelines or the eligibility criteria prescribed by the

University.

b) Involvement of the student in gross indiscipline in the University.

1636 (6)

c) She/he is found to have produced false/ forged documents or found to have

used improper means to secure admission.

d) The fee is not paid.

e) The application form is incomplete in any way.

f) The supporting documents required for admission are not enclosed.

g) Note: Registration number will be assigned to the newly enrolled student by

the University after verification and submission of all the necessary documents

and upon payment of requisite fees.

9. Fees:

The course fees will be as decided by the Board of Management from time to

time with the prior approval of CGPURC with provisions of NCTE (Guidelines

for regulation of tuition fees and other fees chargeable by un aided teacher

education institutions) Regulations 2002, as amended from time to time.

10.Curriculum: The B.Ed. curriculum shall be designed to integrate the study of subject

knowledge, human development, pedagogical knowledge, and communication

skills. The programme shall comprise three broad curricular areas: Perspectives in

Education, Curriculum and Pedagogic Studies, and Engagement with the Field.

The courses under each of these curricular areas will be based on a close reading of

original writings, seminar/term paper presentations, and continuous engagement

with the field. Transaction of the courses shall be done using a variety of

approaches, such as case studies, discussions on reflective journals, observations

of children, and interactions with the community in multiple socio-cultural

environments.

Information and Communication Technology (ICT), gender, yoga education, and

disability/inclusive education shall form an integral part of the B.Ed. curriculum.

(a) Theory Courses

(i) Perspectives in Education

Perspectives in Education should include courses in the study of childhood, child

development and adolescence, contemporary India and education, philosophical

and sociological perspectives in education, theoretical foundations of knowledge

and curriculum, teaching and learning, gender in the context of school and

society, and inclusive education.

The course in childhood studies shall enable student-teachers to engage with studies

on Indian society and education, acquire conceptual tools of sociological analysis,

and hands-on experience of engaging with diverse communities, children, and

schools. The course on ‘Contemporary India and Education’ shall develop a

conceptual understanding of issues of diversity, inequality, and marginalization in

Indian society and the implications for education, with analyses of significant

policy debates in Indian education.

The course on ‘Knowledge and Curriculum’ will address the theoretical foundations

of school knowledge from historical, philosophical, and sociological perspectives,

with critical analysis of curricular aims and context, and the relationship between

curriculum, policy, and learning. The course on ‘Teaching and Learning’ will

focus on aspects of social and emotional development, self and identity,

cognition, and learning.

1636 (7)

(ii) Curriculum and Pedagogic Studies

Courses in Curriculum and Pedagogic Studies shall include aspects of language across

the curriculum and communication, understanding of a discipline, social history

of a school subject, and its pedagogical foundations, with a focus on the learner;

and a course on the theoretical perspectives on assessment for learning.

Curriculum and Pedagogic Studies courses shall offer a study of the nature of a

particular discipline, critical understanding of the school curriculum; pedagogy as

the integration of knowledge about the learner, the discipline, and the societal

context of learning, and research relating to different aspects of young children’s

learning.

The design of the programme would enable students to specialize in one disciplinary

area, viz. Social Science, Science, Mathematics, Languages, and a subject area

from the same discipline, at one or two levels of school. The courses shall aim to

develop in students an understanding of the curriculum, linking school knowledge

with community life. A variety of investigative projects shall be included to

reconstruct concepts from subject knowledge through appropriate pedagogic

processes and to communicate meaningfully with children.

(b) Engagement with the Field/Practicum

The B.Ed. programme shall provide for sustained engagement with the Self, the

Child, Community, and School, at different levels and through establishing close

connections between different curricular areas. This curricular area would serve

as an important link between the above two broad curricular areas through its

three components:

Tasks and Assignments that run through all the courses.

ii.

School Internship.

iii.

Courses on Enhancing Professional Capacities.

The curricular areas of ‘Perspectives in Education’ and ‘Curriculum and Pedagogic

Studies’ shall offer field engagement through different tasks and projects with the

community, the school, and the child in school and out-of-school. These tasks and

projects would help in substantiating perspectives and theoretical frameworks

studied in a teacher education classroom with field-based experiences.

The tasks and projects may include collaborative partnerships with the schools for

developing CCE practices, establishing study circles/forums for professional

development of in-service school teachers, or dialoguing with the School

Management Committee (SMC). Community-based engagement may also

include oral history projects with a community artisans as part of 'Contemporary

India and Education' or 'Pedagogy of Social Science/History'. Likewise, the

pedagogy course on science may include environment-based projects to address

concerns of a particular village/city or a community.

Several specialised courses shall be offered to enhance professional capacities of a

student-teacher such as courses on language and communication, drama and art,

self development and ICT. A course on critical understanding of ICTs shall be

offered as an important curricular resource, according primacy to the role of the

teacher, ensuring public ownership of digital resources, and promoting

constructivist approaches that privilege anticipation and co-creation over mere

1636 (8)

access to ICTs. Courses that would focus on developing the professional and

personal self of a teacher will be designed to integrate theoretical and practical

components, transacted through focused workshops with specific inputs on art,

music and drama. These courses shall offer opportunities to study issues of

identity, interpersonal relations, adult-child gaps, personal and social constructs,

schools as sites for struggle and social change; understanding and practicing yoga

education, developing social sensitivity and the capacity to listen and emphasize.

(c) School Internship

School Internship would be a part of the broad curricular area of 'Engagement with

the Field' and shall be designed to lead to development of a broad repertoire of

perspectives, professional capacities, teacher sensibilities and skills. The

curriculum of B.Ed. shall provide for sustained engagement with learners and the

school (including engaging in continuous and comprehensive assessment for

learning), thereby creating a synergy with schools in the neighbourhood

throughout the year. Student-teachers shall be equipped to cater to diverse needs

of learners in schools. These activities shall be organized for 4 weeks in the first

year of the course.

Students are to be actively engaged in teaching for 16 weeks in the final year of the

course. They shall be engaged at two levels, namely, upper primary (classes VI-

VIII) and secondary (IX-X), or senior secondary, with at least 16 weeks in

secondary/senior secondary classes. They should be provided opportunities to

teach in schools with systematic supervisory support and feedback from faculty.

Internship in schools will be for a minimum duration of 20 weeks for a two-year

programme (4 weeks in the first year, and 16 weeks in the second year as noted

above). This should also include, besides practice teaching, an initial phase of one

week for observing a regular classroom with a regular teacher and would also

include peer observations, teacher observations and faculty observations of

practice lessons.

11. Programme Implementation:

The institution shall meet the following specific demands for implementing this

professional programme of study:

Prepare a calendar for all activities, including school internships. The school

internship and other school contact programmes shall be synchronized with the

academic calendar of the school.

Make an arrangement with at least ten schools for the Internship as well as other

school-based activities of the programme. The arrangement shall have the

approval of the district education authorities. These schools shall form the basic

contact point for all practicum activities and related work during the course of the

programme.

Transaction of the Perspectives in Education and Curriculum and Pedagogic

Studies courses should be done using multiple and varied approaches such as:

i..

Case studies, problem-solving, discussions on reflective journals in

colloquia

ii..

Observations of children in multiple socio-cultural environments

1636 (9)

iii.. Interns shall maintain reflective journals and observation records, which

provide opportunities for reflective thinking.

e).

Initiate discourse on education by periodically organizing seminars, debates,

lectures, and discussion groups for students and faculty.

f).

Organize academic enrichment programmes, including interactions with faculty

from parent disciplines, and encourage faculty members to participate in

academic pursuits and pursue research, especially in schools.

Provisions of leave shall be made for faculty to undertake research/teaching

in universities and schools.

g).

School teachers shall be invited to teacher education institutions for feedback to

student-teachers and for extension/guest lectures and organizing colloquium.

h).

There shall be mechanisms and provisions for addressing complaints of students

and faculty, and for grievance redressal.

i).

For school internship, the TEIs (Teacher Education Institutions) and the

participating schools shall set up a mutually agreed mechanism for mentoring,

supervising, tracking, and assessing the student teachers.

12. Assessment: For Perspectives in Education and Curriculum and Pedagogic Studies, at

least 20% to 30% marks may be assigned for continuous internal assessment and

70 % to 80% marks for external examination. One-fourth of the total marks/

weightage shall be allocated to assessment of practice teaching. The weightage

for internal and external assessment shall be prescribed by the affiliating

university.

Candidates must be internally assessed on the entire course of Engagement with

the Field and not only on the project/field work given to them as part of their

units of study.

The basis for assessment and criteria used ought to be transparent for students to

benefit maximally out of professional feedback. Students shall be given

information about their grades/marks as part of professional feedback so that they

get the opportunity to improve their performance.

The bases of internal assessment may include:

a). Individual or group assignments

b). Observation records

c). Student portfolio

d). Diaries

e). Journal assessment

13. General: Detailed syllabus of each subject shall be prepared by the Board of Studies and

duly approved by the Academic Council and the Vice-Chancellor.

In case of any dispute the action shall lie within the Jurisdiction of High Court

of Chhattisgarh at Bilaspur.

Any other provision not contained in the above shall be governed by the rules

and regulations framed by the University from time to time, with the prior

1636 (10)