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Bachelor of Education

Courses Outcomes


PEO1: Graduates will pursue higher studies in related fields of teaching and research in their core areas.

PEO2: Graduates will perform as employers in private/government institutions rising to    top positions and start their own school and coaching centre,

PEO3: Graduates will be able to plan, coordinate, communicate, organize, make decision and lead a team to solve problems and develop application using their experience.

PEO1: Graduates will become Professional, ethical, responsible and will contribute to society through active participation. 

PEO5: Graduates will Publish research findings and innovations in educational symposiums, project presentations, and publication of research articles in peer reviewed and indexed conferences and journals


PO1: Effective Communication: Communicate effectively on complex teaching activities with the teaching community and with the society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.

PO2: Design/development of solutions: Design solutions for inclusive education and design system components or processes that meet the specified needs with appropriate consideration for public health and safety, and the cultural, societal, and environmental considerations.

PO3: Modern tool usage: Create, select and apply appropriate techniques, resources, and modern instructional materials and IT tools, including working and non-working model to complex teaching activities, with an understanding of the limitations.

PO4: The Teacher and Society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional teaching practice.

PO5: Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the teaching practice.

PO6: Environment and Sustainability: Understand the impact of the professional teaching and learning solutions in societal and environmental contexts and demonstrate the knowledge of and need for sustainable development. 

PO7: Self-directed and Life-long learning: Recognize the need for citizenship training and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.


PSO1: Acquire a comprehensive knowledge about the basic concepts of various pedagogical skills and taxonomy and methodology

PSO2: Apply the knowledge of psychological and sociological principles in teaching methods,

PSO3: Analyse the student, teacher relationship and develop rapport between them in knowledge exchange process.

PSO4: Develop practical, recent technological and communication skills.

PSO5: Understand the behaviour of adolescent students and perform well in teaching practice period, analysis the co-operative school climates.

Course Curriculum

B.Ed. Course Structure – Theory (Code, Credits and Marks)




Code  Subject Credits Marks 
L T P No
Perspectives in Education Studies (PES)
16GCED11 Education in Contemporary  India 4 1 0 5 100
16GCED12 Developmental stages of Learner 2 0.5 0 2.5 50
16GCED13 Teaching and Learning  – Part –I 2 0.5 0 2.5 50
Pedagogic & Allied studies (PAS)
16CBED11-16CBED19 Pedagogy – Part – I 3 1 1 5 50
16GCED14 Planning for Assessment and evaluation 4 1 0 5 100
Professional Competency Studies (PCS)
16GCED15 Educational Management  2 0.5 0 2.5 50
16GEVS16 Environmental education 2 0.5 0 2.5 50
Total Credits and Marks 19 5 1 25 450
Perspectives in Education Studies (PES)
16GCED21 Psychological perspectives of learners 2 0.5 0 2.5 50
16GCED22 Teaching and Learning– Part – II 2 0.5 0 2.5 50
Pedagogic & Allied studies (PAS)
16CBED21- 16CBED29 Pedagogy – Part II  4 1 1.5 6.5 100
16GCED23 Educational Measurement 2 0.5 0 2.5 50
16GCED24 Information and Communication Technology 4 1 0 5 100
Professional Competency Studies (PCS)
16GCED25 Health, Physical Fitness and Yoga 2 0 0.5 2.5 50
16GCED26 Disabilities and Special Education 2 0.5 0 2.5 50
16GCED27 Peace and Value Education 2 0.5 0 2.5 50
Total Credits and Marks 20 4.5 2 26.5 500
Pedagogic & Allied studies (PAS)
16CBED31-16CBED39 Pedagogy – Part – III 2 1 0 3 50
Total Credits and Marks 2 1 0 50
Perspectives in Education Studies (PES)
16GCED41 Gender and Issues in Education 2 0.5 0 2.5 50
16GCED42 Knowledge and Curriculum 4 1 0 5 100
16GCED43 Inclusive Education 3 0 0.5 3.5 50
Pedagogic & Allied studies (PAS)
16CBED41-16CBED49 Pedagogy – Part – IV 4 1 1 6 100
Professional Competency Studies (PCS)
16GCED44 Communication Skills 2 0.5 0 2.5 50
16GCED45 Drama & Art in Education 2 0 05. 2.5 50
16GCED46 Guidance and Counseling 2 0.5 0 2.5 50
Elective Courses (Any one of the following) 2 0.5 0 2,5 50
16GEED41 Introduction to Educational Research
16GEED42 Human Rights and Duties Education
16GEED43 Curriculum Development 
16GEED44 Understanding the self
16GEED45 Management of Learning Disabilities 
Total Credits and Marks 21 4 2 27 500
Overall Credits and Marks 62 14.5 5 81.5 1500


View Course Curriculum

Eligibility Criteria





Credits: 5 (4L: 1T: 0P)

Hours: 6/Week


Objectives: On completion of the course, the student-teachers will be able to

  1. understand the concepts of education and its objectives.
  2. recognize major constitutional provisions for education.
  3. acquire knowledge of universalisation of elementary education, RMSA.
  4. understand the meaning and different types of Non- formal Education programmes in India.
  5. understand the importance of values and Classify the hierarchy of values.
  6. understand the need for value oriented education at all levels.


UNIT-I: Education Problems in Contemporary Indian Society   

Education – Meaning. Aims and Objectives. Nature and Scope. Purpose and Process of Education. Types of Education. Problems in Contemporary Indian society (in the context of religion, language, race, social stratification) – Education in Pre-Independent India- Education in Post- Independent India.

Unit-II: Indian Constitutional Provisions and Education Commissions

The place of Education in the Indian Constitution- Right to Information Act- National Curriculum Framework (2005)-National Curriculum Framework for Teacher Education (2009) – The role of a teacher with reference to Fundamental rights and duties of the citizens. Recommendations of Education CommissionsDr. Radha krishnan commission (1948-49), Mudaliar Commission (1952-53) – Indian Education Commission (1964-66)- National Policy of Education(1986)- Ramamurthy Review Committee(1992).

Unit-III: Educational Programmes of Quality Improvement for Education

Universal Elementary Education (UEE) – Sarva Shiksha Abhiyan- Objectives, Achievements and challenges – Right to Education. Rashtriya Madyamik Shiksha Abiyan (RMSA).  Samacheer Kalvi.. Operation Black Board – Integrated Child Development services- Transit Schools-Education of Women and Under privileged Sections of Society.

UNIT- IV: Non Formal Education 

Non Formal and Adult Education – Functional Literacy, Technology Mission for Literacy, Distance Education – National Open School, Open University and open Learning – National Literacy Mission-Mass Programme of Functional Literacy – Functional Literacy Programme for Farmers

UNIT-V: Value Education 

Value: Meaning, Definition and Classification of Values, Importance of values, Hierarchy of Values. Role of Values in shaping the individual’s personality. Value Education: Meaning, Objectives and Need of Value Education-Value Education in Schools, Methods of Teaching Values.


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Fee Structure