i

MASTER OF EDUCATION (M.Ed)

ONE YEAR COURSE
This Scheme of Study has Eight Subjects (Total: 800 Marks).

(I) CORE COURSES Marks 600

Page No.
1. Philosophy of Education 01
2. Educational Psychology 02
3. Educational Planning and Management 03
4. Curriculum Development 05
5. Research Methods 06
6. Measurement and Evaluation 08

(II) PROFESSIONAL AREAS: Marks: 200

Candidates will choose ONE course from the following subjects to their
availability and the approval of the Director.
Secondary Education in Pakistan. 10
Teacher Education in Pakistan 11

RESEARCH PROJECT (OPTIONAL):

Marks: 100
All students will be required to complete a research project based on their selected
Professional Area. Other areas may be selected for the research project subject to the
approval of the supervisor and the Director IER. The assessment will be an average of the
supervisors and one other staff members marks.
For student enrolled in Distance Education research project of 100 marks OR one paper
form any one of the following subject.
1. Teacher Education in Pakistan
 1

PHILOSOPHY OF EDUCATION (a) Philosophical values.

(Core Course) Marks: 100 (b) Islamic values.
Objectives: Unit 3. Logic and critical thinking:
At the conclusion of the study of this course, the students will be able to: Logic, inductive and deductive.
1. Explain, describe and use correctly the significant terms/concepts of Philosophy.
Proposition and argument, establishing validity and truth.
2. Identify the main characteristics of main Philosophies.
Function of language, fallacy and classification of fallacy.
3. Identify and describe the essential differences between general Philosophies.
Argument from analogy and apprising analogical argument.
4. Differentiate between intrinsic and instrumental theory of values.
Scientific explanation, scientific inquiry, hypothesis and confirmation.
5. Explain the implications and applications of general philosophies in terms of the
concepts of reality theory of knowledge and theories of values in society and Evaluating scientific explanation, classification and hypothesis.
practically in education.
Unit 4. Main types of general philosophy with reference to educational
6. Explain the application of each type of philosophy of educational issues such as philosophy:
aims, curriculum, teaching learning process, methods, the role of the teacher,
role and function of the school in the society. 4.1 Naturalism

7. Identify and describe the main features of the Islamic view about the concepts of 4.2 Idealism
reality, knowledge and values. 4.3 Realism
Apply Philosophical methods to the examination of educational problems/ 4.4 Pragmatism/experimentalism
issues.
4.5 Existentialism
Course Outline:- Unit 5 Ethics:
Unit 1. Meaning and Importance of Philosophy: 5.1 Definition and importance of the study of ethics
1.1 Importance and function of philosophy. 5.2 Demand made by ethics on its students, importance of ethics in daily life.
1.2 Relation of philosophy and education. 5.3 The individual and society, society as background of the moral life of individual
and the state
1.3 Scope of philosophy.
5.4 Egoism, universalism and altruism and theories of punishment
Unit 2. Major branches of philosophy:
5.5 Rights and duties, moral obligations
2.1 Ontology/metaphysics: Reality of universe, God, man and existence.
5.6 Virtue
2.2 Epistemology:
a. The meaning of virtue.
(a) Sources of knowledge.
b. Platos cardinal virtues.
(b) Validity of Knowledge.
c. Aristotles conception of virtue.
2.3 Axiology:
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Unit 6. Islam and educational theory: EDUCATIONAL PSYCHOLOGY

Concept of reality, knowledge and values (Core Course)
Objectives Marks
Aims of education
At the end of the course it is expected that students will be able to:
Curriculum and content 1. Indicate the boundaries of educational Psychology as a disip1ine in terms of content
The role of teacher in the behavioural Sciences, boundaries of education and research function.
2. Explain the various methods of enquiry in Educational Psychology.
The teaching learning strategies
3. Define the concept of learning and indicate the list of different theories of learning.
Function of school and society. 4. Analyse the concept of Motivation as reflected in contemporary trends through
Required Readings: different theories of learning.
5. . Indicate the teacher and student variable related to factors of learning and explain
Butler, J.D. (1970) Four Philosophies. New York: Harpa. Brother, U.S.A the use of teaching techniques to enhance these factors.
Barrow. R. (1981) The Philosophy of schooling, somerset, N.J.: Halsted press 6. Explain how attitude may be developed, modified and measured.
7. Relate different models and concept of intelligence to the wok f teacher and school
Brameld, T.B. (1955) Philosophies of education in cultural perspective, New York,
Curricula.
Dryden Press
8. Outline briefly different theories of Personality and conduct simple test of
Additional Reading: Personality measurement.
Kneller, G.F.(1971) An introduction to the Philosophy of education, New York: John 9. Trace the development of an individual in physical social, intellectual and
Wiley and Son. emotional aspect from birth to maturity.

OConnor, D.J. (1957) An introduction to the philosophy of education. London: Routledge COURSE UTLINE:
& Kegan Paul. Unit 1. Introduction:
1.1 What is Educational Psychology?
Phoenix, P.H (1964) Realms of knowledge New York: McGraw Hill.
1.2 Methods of enquiry in Educational Psychology.
Titus, H.H. (1960) Living issues in Philosophy New York: American Book Company. Unit 2. Early Social Development.
Bowyer, C.H. (1970) Philosophical perspectives for education. New York: Scott Foreman 2.1 Factors in early Social development (Home & family)
2.2 Classroom issues.
2.1 The Home and the School.
24 The value of play.
2. Value and Moral Development.
Unit 3. Intellectual Development.
3.1 Cognitive Development
3.2 Piagets theory
3.3 Other theories
3.4 Cognitive development and the classroom.
 3

Unit 4. Inlelligenec. EDUCATIONAL PLANNING AND MANAGEMENT

4.1 Definition of intelligence (Core Course) Marks 100
4.2 Measurement of Intelligence
4.3 Models of Intelligence Objectives:
4.4 1b Nature-Nurture Problem The advent of innovative approaches to education has necessitated changes in the
4.5 Intelligence and some related questions organizational and administrative structure of the education system in Pakistan. In
Unit 5. Learning
order to implement these changes and reforms in an effective manner, the M.Ed
5.1 Definition
Programme of Educational management and Supervision has been reviewed to:
5.2 Theories: Classical Conditioning; Operant Conditioning; Cognitive Theories
5.3 The Nature of the learner (Motivation; Affect; Age; Gender; Study Habits etc.) To familiarize prospective and inservice educational planners, administrators and
5.4 The learning process. managers with the techniques and issues in educational management &
Unit 6. Personality. supervision.
6.1 Origins of Personality/ Personality development. To equip the M.Ed students with skills and knowledge necessary to introduce
6.2 Theories of personality: (i) Psychoanalytic theory (ii) Trait theories. innovations and reforms in education.
6.3 Personality traits, learning and academic success.
6.4 Attitudes and Interest To enrich and broaden the professional scholarship performance in real life
6.5 Personality and Motivation: Maslows theory of motivation. situation.
Unit 7. Adjustment To give a deeper knowledge to students about the plan formulation and provide
7.1 Frustration, Anxiety and Copying Behavior. them adequate knowledge about public education policies.
7.2 Defence Mechanisms To sensitize the students to concepts and terminologies often used in educational
7.3 Detecting Maladjustment.
management and planning, organizing, directing and control.
Unit 8. Guidance and Counselling.
To acquaint the students with the process of Curriculum planning, Evaluation,
8.1 The Counselling Process
plan formulation and project documentation as well as financing of education.
8.2 Counselling in School
8.3 Vocational Guidance To sensitize them to the problems and issues in education and provide them an
Unit 9. Psychological Characteristics of a Effective teacher. overview about the system and structure of education as well as the role of
Emotional security Government in public education and role of education in Socio-economic
Attitudes development of the country.
Teaching styles To make the students aware of the school-community, student-teacher, principal-
Variety
Flexibility staff relationships and promote their awareness about the school Health
Stress Programme.
Class Control and Management
Required Readings: Course Outline:-
1. Fontana, D. (1988) Psychology for Teachers, 2nd edition, England: The British Unit 1. Planning:
Psychological Society in collaboration with Macmillan Publishers. 1.1 Meaning, definition and nature of planning.
2. Child, D. (1993). Psychology and the Teacher, 5th Edition London: Cassell. 1.2 Scope and importance of planning
1.3 Principles of Planning.
1.4 Types and goals of Educational Planning.
1.5 Factors affecting Educational Planning.
 4

Philosophical. Additional Reading:

Sociological. Educational policies of government of Pakistan with reference to Primary, Secondary,
Economic. Higher Secondary, Teacher Education and Management issues. (1969)
Unit 2. Existing Administrative Structure of Educational planning in Zaki, W.M Educational Management, Ministry of Education 1969, 1971, 1998 Islamabad.
Pakistan at Provincial level. (National Book Foundation).
Zaki, W.M. Educational planning.
Unit 3. Management
(National Book Foundation).
3.1 Meaning, definition and the concept of management
Zaki, W.M. EPM Course Units on concepts and process of Allama Iqbal Open University
3.2 Scope and importance of Management.
Islamabad.
3.3 Principles of Management.
(National Book Foundation).
3.4 Types and process of Management.
Malik, Said Rehman. The System of Education in Pakistan,
3.5 Factors influencing management.
(National Book
Unit 4. Administration
4.1 Meaning definition and purpose of Educational administration
4.2 Scope and importance of Educational Administration,
4.3 Principles of Administration.
4.4 Types of Educational Administration.
4.5 Educational administration., issues and problems
Unit 5. Supervision.
5.1 Meaning, definition and characteristics of supervision.
5.2 Scope and importance of Supervision.
5.3 Principles of Supervision.
5.4 Kinds of Supervision.
5.5 Techniques of supervision and role of a supervisor, issues and problems
Unit 6. Leadership.
6.1 Meaning definition and nature of leadership
6.2 Scope and importance of leadership.
6.3 Skills and qualities needed for successful academic leaders.
6.4 Leadership Styles/Types.
6.5 Role of leadership in improvement of Education System: Issues and
problems.
Unit 7. Education Policies with reference to Planning and Management

Required Reading:
1. Iqbal, Mohd. (1997) Educational Administration.
2. Mohyuddin, Sultan: School Organization and Management, (West Pakistan
Publications).
 5

CURRICULUM DEVELOPMENT 2.6 Integrated Curriculum

(Core Course) Marks: 100 Unit 3. Elements of Curriculum Development / different model
Objectives: 3.1 B.A Tyler Model ataba (Ralional Model).
After completion of the course, the learners should be able to: 3.2 Herricks Model
1. Conceptualize the terms: Curriculum, Syllabus and Instruction. 3.3 Wheelers Model (Cyclical Model)
2. Analyse contemporary curricular issues and the practical problem of Elementary 3.4 Deckeins Walkers Dynamic Model
and Secondary Education in general, and particularly in Pakistan. Demonstrate the
practical knowledge and competence to prepare a Curriculum package for Unit 4. Curriculum Development Approach
Elementary and Secondary Education in Pakistan. 4.1 Centralized (Top-down)
3. Discuss various types of Curricula. 4.2 Decentralized (Bottom-up)
4. Conceive, develop and analyse implementation strategies for the attainment of the 4.3 Curriculum development at Primary and Secondary levels in Pakistan.
objectives of Elementary and Secondary Curriculum in the context of Pakistan.
4.4 Curriculum development for Teacher Education in Pakistan.
5. Demonstrate an understanding of the processes of development of textbooks and
instructional materials, teaching aids, educational equipment, achievement test, Unit 5. Institution of Education
Professional development of teachers and teacher Education, and the role of
relevant institutions of educational innovation in Pakistan. 5.1 Roles of IER.

6. Equip themselves for performing their role as change agents in the education 5.2 Role of NITE
system in order to meet the challenges and increased demands of the 21st century. 5.3 Role of PITE
7. Select and apply appropriate instructional strategies in the classroom for effective 5.4 Role of RITE
teaching.
5.5 Role of Text Book Board
8. Equip them for the evaluation of a Curriculum.
5.6 Role of DCTE
Unit 6. Evaluation of Curriculum
Unit 1. Introduction
6.1 Defining formative and summative evaluation.
1.1 Scope of Curriculum.
6.2 Steps of curriculum evaluation.
1.2 Concept of Curriculum.
6.3 Criteria to evaluate a curriculum.
1.3 Difference between Curriculum Syllabus and instruction.
6.4 Criteria of evaluating curriculum material.
Unit 2. Types of Curriculum
6.5 Evaluation of total educational programme.
2.1 Subject based Curriculum
Unit 7. Curriculum Change and Innovation
2.2 Teacher centered Curriculum
7.1 Concept of change and innovation. Source/Forces of curriculum change. Barriers for
2.3 Learner centered Curriculum curriculum change. Strategies for curriculum change.
2.4 Activity Curriculum
2.5 Hidden Curriculum
 6

Required Readings: RESEARCH METHODS

1. Farooq R.A (Core Course) Marks: 100
(1994) Education system in Pakistan: issues and Problems, Islamabad, Asia It is common knowledge that much of the research being conducted in Pakistan is
society for promotion of Innovation and Reform in Education. irrelevant and lacking in rigour. In order to develop the research abilities all M.Ed
2. Galen. S.J. Alexander, W.M & Lawis, A.J. students, as they will conduct a research project. It is also recognized that most M.Ed
Students do not have the necessary background and knowledge of how a research thesis is
(1981) Curriculum Planning for better Teaching and learning, 4th edition. New
York: Rinehart & Winston. developed, a project designed, data gathered and analyzed, and how it is written up. This
course will fill these gaps by providing the theoretical underpinnings for the conduct of
3. Smith, B.O., Stanley. W.O. & Shores. J.H.
research.
(1957) Fundamentals of Curriculum Development, New York: Harcourt, Brace
and world. Objectives:
1. To develop an understanding of the Philosophy and Paradigms of educational
Additional Reading: Research.
1. Farooq R.A. 2. To understand and apply formal planning techniques to the scheduling of
(1985) Institutions of Pedagogy, Research and Curriculum Development in research activities.
Pakistan, Islamabad: Academy of Educational Planning and Management. 3. To acquire the skills of developing a research report.
3. Mc Neil. J.D. 4. To acquire the skills of developing a project design.
5. To acquire the skills of data gathering and data analysis.
(1990) Curriculum A Comprehensive introduction, 4th edition. Los Angeles:
Harper Collins. 6. To understand the various methods of Research.
7. To acquire the skills of writing a Research report
3. Mrray, P.
Unit 1. Introduction
(1993), Curriculum Development and Design, 5th edition Malaysia: Allen & 1.1 The Nature of Research
Unmix
1.2 Need for Research in Education
4. Lawton. D. 1.3 Procedure/Format of Educational Research
(1976) Class, Culture and Curriculum, London: Routledge and Kegan Paul.
1.4 The scientific method; positivism and naturalism
1.5 Quantitative, Qualitative and Mixed-Method Research Designs
Unit 2. Selection of research problem
2.1 Sources of Research Problem
2.2 Evaluating the Research Problem
2.3 Refining the Research Problem
2.4 Research Objectives
2.5 Research Questions
2.6 Research Hypothesis/Hypotheses
2.7 Literature Review
Unit 3. Preparing research proposal
3.1 The Research Proposal or Synopsis
3.2 Format of the Research Proposal
 7

Unit 4. Sampling Unit 8. Research Instruments

4.1 Rationale of Sampling 8.1. Questionnaires
4.2 Steps in Sampling 8.2. Interviews
4.3 Probability Sampling 8.3. Accounts
4.4 Nonprobability Sampling 8.4. Observation
4.5 The Size of the Sample (Fundamentals) 8.5. Tests
4.6 The Concept of Sampling Error 8.6. Personal constructs
Unit 5. Ethical considerations and validity and reliability in educational 8.7. Scales
research 8.8. Anecdotal records
5.1 Research ethics
Unit 9. Analysis of Data
5.2 Validity and Reliability 9.1. Qualitative Data Analysis
Unit 6. Qualitative Research 9.2. Quantitative Data Analysis
6.1 Interactive Research
6.2.1. Ethnography Unit 10. Research Report Writing
6.2.2. Phenomenology 10.1. Format of the Research Report
10.2. Voice and Point of View
6.2.3. Case Study
10.3. Preparation of the Report
6.2.4. Grounded Theory
6.2.5. Critical Studies
Reference Books:
6.2.6. Action Research
Ary, D., Jacobs, L.C., and Sorensen, C.K. (2010) Introduction to Research in Education
6.2 Noninteractive Research
(Eighth Edition), Wadsworth CA: Cengage Learning
6.2.1 Content Analysis
Babbie, E. (2008) The Basics of Social Research (Fourth Edition), Belmont, CA:
6.2.2 Historical Research Thomson Wadsworth
Unit 7. Quantitative Research Cohen, L., Manion, L., and Morrison, K. (2007) Research Methods in Education (Sixth
7.1 Experimental Research Design Edition), New York: RoutledgeFalmer
7.1.1. True Experimental
Farooq, R.A. Understanding Researching Education, Lahore: Majeed Book Depot.
7.1.2. Quasi-Experimental
Newman, W.L. (2006) Social Research Methods , Delhi: Pearson.
7.1.3. Single Subject
Schreiber, J.B., Asner-Self, K. (2011) Educational Research: Interrelationship of
7.1.4. Preexperimental
Questions, Sampling, Design, and Analysis, Chennai, India: John Wiley & Sons,
7.2 Non-experimental Research Design
Inc.
7.2.1. Descriptive
7.2.2. Comparative
7.2.3. Correlational
7.2.4. Survey
7.2.5. Secondary Data Analysis
 8

MEASUREMENT AND EVALUATION

(Core Course) Marks: 100 Unit 5. Evaluating Product, Procedures & performance
Objectives: 5.1 Evaluating Themes and Terms papers.
As a result of studying this course the students are expected to: 5.2 Evaluating Group work and participation.
1. Differentiate between Evaluation, measurement & Testing. 5.3 Evaluating Demonstration.
2. Evaluate different types of Evaluation procedures. 5.4 Evaluating Physical Movements and Motors Skills.
3. Plan, construct and analyze test items. 5.5 Evaluating Oral performance.
4. Interpret a raw score by transforming it to some comparable score. Unit 6. Portfolios
5. Judge the usefulness of a test by determining its Validity and Reliability. 6.1 Purpose of portfolios.
6. Summarize and describe test results. 6.2 Guidelines for portfolios Entries.
7. Analyze Data and make inferences. 6.3 Guideline and students Role in selection of portfolio Entries and self-Evaluation.
Course Outline: 6.4 Using Portfolios in Instruction and communication.
Unit 1. Introduction 6.5 Potential strengths and weaknesses of portfolios.
1.1 Evaluation Assessment, Measurement and Test. 6.6 Evaluation Criteria.
1.2 The purpose of testing. Unit 7. Basic Concepts of Inferential statistics
1.3 General principles of Assessment. 7.1 Concept and purpose of inferential statistics.
7.2 Sampling Errors.
1.4 Types of evaluation procedures.
7.3 Null hypothesis.
1.5 Norm-Referenced and Criterion referenced tests. 7.4 Tests of Significance.
Unit 2. Judging the Quality of the Test 7.5 Levels of Significance.
2.1 Validity; Methods of determining Validity. 7.6 Type I and Type II Errors.
7.7 Degree of freedoms.
2.2 Factors affecting validity. Unit 8. Selected Tests of Significance
2.3 Reliability, Methods of Determining Reliability. 8.1 T.Tests.
2.4 Factors affecting Reliability. 8.2 Chi-Square.
2.5 Practicality.
8.3 Regression.
Unit 3. Appraising Classroom Tests (Items Analysis)
Required Readings:
3.1 The value of Item 1. Gay,L.R.: Educational Research: Competencies for Analysis and Application, Third
3.2 The procedure/ Process of Item Analyses Edition, London: Macmillan.
3.3 Item Difficulty. 2. Ebel, R.L. (1991). Essentials of Educational Measurement
3.4 The index of Discrimination. 3. (3rd Ed). New jersey: Prentice-Hall, Inc.
3.5 Distractibility. 4. Linn, R. L. & Gronlund, N. E. (2005). Measurement and Assessment in Teaching.
Unit 4. Interpreting the test scores
Delhi: Pearson Education. Inc.
4.1 The percentage correct Score 5. Kubiszyn, T. & Borich, G. (1990). Educational Testing & Measurement: Classroom
4.2 The percentile Ranks application & practice (3rd Ed) USA: Harper Collin Publishers.
4.3 Standard Scores
4.4 The Profile
 9

Additional Readings:
Gronhund, N.E, & Linn, R.
(1990) Measurement and Evaluation in teaching, New Jersey: Macmillan.
Rizivi,A. (1973) Classroom Testing, Karachi: Power Book Agency.

Professional Area

Secondary Education in Pakistan

Teacher Education in Pakistan
Environmental Education
Computer Education II
Guidance and Counselling
 10

Unit 4 Teacher Training in Pakistan

Objectives and nature of Pre-service Teacher education.
SECONDARY EDUCATION IN PAKISTAN Objectives and nature of In-service Teacher Education
(M.Ed Professional Areas)
Unit 5 Challenges of the future with reference to secondary education
Objectives: Marks 100 5.1 Quantitative Projection.
1. The course is required to help them to understand the general nature of Secondary 5.2 Qualitative challenges
education and: 5.3 Related issues (Social and Vocational)
2. To develop insight into our Society and the needs of Secondary school child.
Unit 6 Innovative approaches to improve Secondary education in Pakistan
3. To analyse the Curricular and Co-curricular obligations.
Required Reading:
4. To have an awareness of the administrative setting of institutions internally and 1. Albert, J. Huggett:
externally for Secondary pupils. Practical School Administration. The General Press Publishers, Illinois, U.S.A
5. To be able to understand and indicate major changes brought about in Secondary 2. Ministry of Education and Scientific Research:
Education after independence. Viz: Proposals for a New Education Policy Government of Pakistan, Islamabad.
Social and Cultural. 3. Ministry of Education, Report of Commission on National Education, 1959,
Technological. Government of Pakistan.
vocational.
6. Search for innovative approaches.

Additional Reading:
Course Outline: Mort & Ross
Unit 1 Historical Background of the development of Secondary education in Principles of School Administration, McGraw Hill Book Col. Inc, N.Y., 1957.
Pakistan. Mohiuddin, Sultan M:
1.1 Secondary education during British Rule. School Organization and Management. West Pak Publishing Co. Ltd. Lahore.
1.2 Salient features and changes brought about Secondary education from 1947 to Walter, John:
1998. Administration and Policy Making in education, The John Hopkins Press,
Unit 2 Administrative strategies and development of secondary education after Baltiomre.
independence.
Enrolment and facilities
Curricular development
Vocational training
Science education
Women education
Unit 3 Curricular development of Secondary Education
3.1 Curricular recommendations in 1947, 1959, 1969, 1972, 1978 and 1992.
3.2 Introducing Guidance and Counselling.
3.3 Measures and recommendations to over come the constraints.
 11

TEACHER EDUCATION IN PAKISTAN (i) Elementary

(M.ED Professional Areas) (ii) Secondary
Objectives: Marks 100 4.3 Link Between school Curriculum and teacher education curriculum.
This course is designed to: (i) Elementary
1. Acquaint students with the importance of teachers and the teacher education (ii) Secondary
programme. Unit 5 Teacher Education through Non formal and Distance Education
2. Provide basic knowledge about the Teacher Education Curriculum and its (i) A.I.O.U (Pre-Service)
development. (ii) The Pflis (InService)
3. Provide knowledge about the objectives of teacher education programmes in general Unit 6 Critical review of the role of Private sector in Teacher Education.
and those of Pakistan in particular. Unit 7 Problems of Teacher Education in Pakistan and suggestions for its
4. Increase awareness of the functions of the college of. Teacher Training institutions improvement.
and the relationship between the studies being carried out in these colleges and the Rcguircd Readings:
requirements of teachers in their work. Education System in Pakistan:
5. Provide knowledge about the structure of teacher education. Issues and Problems. Islamabad: Asia Society for Promotion of innovation and
6. Offer understanding about the needs for and provision of Teacher Education by Reform in Education. 1994.
distance mode and by other means. Government of Pakistan:
7. Encourage consideration of improved and more cost effective methods of delivering The teacher. I us Changing Role. I.B.E./UNESCO. Geneva, Ministry of
good quality Pre and in- service teacher education. Education. Curriculum Wing. Islamabad. Sept. 1975.
Course Outline:
Unit 1. The concept of teacher Education.
1.1 Changing role of the teacher and its implication for Teacher Education. Additional Readings:
Unit 2 Curriculum and design of Teacher training Programmes. Tibble, R.A.
2.1 Nature and scope of teacher training at Elementary level. Survey Study on Problems and Prospects of Teacher Education in Pakistan,
2.2 Nature and scope of teacher training at Secondary level. Islamabad: Academy of Educational Planning and Management, I 990.
Unit 3 Objectives of Teacher Education. Tibble, J.W.:
3. I Understanding The future of Teacher Education. Routledge and Kegan Paul, London, 1971.
3.2 Attitude and values
3.3 Skills
3.4 Objectives in general
3.5 Objectives of teacher education in Pakistan.
Unit 4 Objectives and structure of teacher Education curriculum.
4.1 Objectives of the Curriculum.
(i) Elementary level.
(ii) Secondary level.
4.2 Functions of Teacher Training Institutions.
 12

ENVIRONMENTAL EDUCATION 5.2 Alternative Sources of energy.

(M-ED Professional Areas) 5.3 Intermediate Technology.
Objectives: Marks 100 5.4 Nuclear Energy.
By the end of the course, the students will be able to; Unit 6. Historical Perspective of Environmental Education.
1. Comprehend the various concepts related to natural and built environment. 6.1 Ecological foundation
2. Comprehend the value of various natural resources and their value to human beings. 6.2 Stolkholmes Conference.
3. Analyse critically environmental issues resulting form technological and human 6.3 Earth Summith ( UNCED)
interventions. 6.4 North-South conflict.
4. Grasp the integral role of Environmental Education for sustainable development. 6.5 National efforts.
5. Understand and implement the knowledge, skills and practices acquired in their area Unite 7. Environmental Education for Action
of work. 7.1 The nature and scope of EE.
COURSE OUTLINE: 7.2 Aims and objectives of EE.
Unit I Understanding the Environment 1 Natural Environment. 7.3 Environmental Education for citizenship.
1 .2 Eco-systems. Ecology and Bio-diversity. 7.4 Environmental Ethics and values.
1 .3 Natural flow in Ecosystem. 7.5 Education for sustainability.
Unit 2 Natural Resources RECOMMENDED BOOKS.
2. 1 Renewable and Non-renewable Resources. Required Readings:
2.2 Forests, wildlife, mineral and common property resources. Atlas of-environment
2.3 Problems to Natural resources in Pakistan. Co-Published by Arrow books, WWF, 1996 (UK)
2.4 Natural environmental issues and their relationship with Natural resources. What we consume part 10, I and teachers handbook, Co-published by WWF-UK and
Unit 3 Technological Advancements Richmond Publishing Company, Surrey 1990.
3.1 Industrial Revolution.
3.2 Population Growth. Earth in Mind, Orr. David. Island Press, 1995.
3.3 Intensification of Agriculture. Earth rights, Co-Published by WWF and Kogan Pages 1987.
3.4 Economic development. Additional Readings:
3.5 Global Environment Issues. Education for sustainability. Edited by John Huckle 1996.
Unit 4 Built Environment 1. Pedagogy of the Oppressed, Paulo Freire.
4.1 Brown environment. 2. National Conservation strategy ( NCS) IUCN Pakistan, 1993.
4.2 Industrialization. 3. Sarhad Provincial Conservation Strategy, IUCN SPCS unit 1997.
4.3 Pollution. 4. Flarvesting On Hundred fold (UNEP) 1992.
4.4 Global Environment and Greenhouse effect. 5. The Conservcr Society, Trainer, Ted. Zed Books, 1995.
4.5 Society and Nature. 6. Autonomous Development, Carmen, Raff. Zed Books, 1995,
4.6 Politics and Democracy: 7. Greenprints, Co-Published by WWF and Kogain Pages, 1987.
Unit S Energy and its Conservation
5.1 Renewable and Non-renewable resources of energy
 13

COMPUTER EDUCATION 2.4. Primary Key/Identifier Concepts

(Core Course) Marks: 100 2.5. Getting Started with MS Access
Objectives:
The successful completion of this course will enable the students to understand the 2.2. Table
fundamentals of computer. Insha-Allah they will be able: 2.2.1. Creating Table (In design view, by using wizard)
To familiar with computer, history and types of computer 2.2.2. Saving tables
To explore the functioning of the computer and its peripherals 2.2.3. Handling data (data entry, adding, editing, deleting)
To describe several uses of communications technology 2.2.4. Data validation
To understand different types of computer networks 2.2.5. Sorting and filtering
To make hands-on use of computer, how to use the Windows and MS Office (MS 2.2.6. Printing records in tables
Access and MS Power Point programmes) 2.3. Forms
To develop and apply skill in the use of internet technology with a special focus on 2.3.1. Creating forms using wizard
E-mail and World Wide Web. 2.3.2. Saving, printing record/records
To develop and apply skill of online database in the use of online database in the 2.3.3. Editing, deleting addition through forms
field of education.
2.4. Queries
1. Introduction to Computer and Operating System: 2.4.1. Creating queries in design view
1.1. Definition, Types, History and Classification of computer.
2.4.2. Printing query
1.2. Importance / Applications of Computer.
2.5. Working with reports and charts
1.3. Hardware and Software.
2.5.1. Creating and printing
1.4 Types of Software
1.5. Translators (Compiler / Interpreter / Assembler)
1.6. Operating system (Introduction, Functions and types). 3. Presentations:
1.7. Components of GUI Tool: MS Power Point
1.8. Windows basics (Cut, Copy, Paste) Contents:
1.9. Creating and deleting folders
3.1 What is MS Power Point Presentation?
1.10. Familiarization with Windows Icons.
3.2 Getting started with MS Power Point
1.11. Use of Start Menu.
3.2.1 Introduction to interface
1.12. Managing files and folders using My Computer.
3.3 Creating the presentation (Through wizard and through template)
3.3.1 Entering and editing text, inserting slides, re-arranging slides, saving file
2. Databases
3.3.2 Inserting slide number
Tool: MS-Access 3.4 Modifying presentations design
Contents: 3.5 Formatting individual slides
2.1. Database 3.6 Applying transitions, animations and linking to slides preparing handouts
2.1. Basics (Data file/Table, Record, Field) printing presenting
2.2. Planning of Database Structure 3.7 Presenting slides show
2.3. Data Types
 14

4. Internet
4.1 Internet Browsers
4.2 Browsing Internet
4.3 Working with Email
4.3.1. Sending to single and multiple receivers
4.3.2. Receiving
4.3.3. Forwarding
4.3.4. Attachment of files
4.4 Different search engines and their use.

Recommended Books:
Ali, A. S. & Nudrat, A., (2000). Fundamental Concepts of Computer Systems.
Peshawar: The Ayes,.
Long, L. & Long, N., (2000). Computers, (6th Ed.). Pakistan: National Book
Foundation.
Parker C. S. & Morley D., (2002 Ed.) Understanding Computers Today and
Tomorrow.
Mughal, I. A. (2004) Introduction to Computer Science. Peshawar: Islamia Book
Agency.
Textbook of Computer Studies for Class IX and X, Published by N.W.F.P. Textbook
Board Peshawar.
Windows Manual.
Ms Office Manual.
SCHEME OF EXAMINATION:
Paper Time: 4 Hours
Total marks: 100
Theory: 50
Practical: 50
 15

GUIDANCE AND COUNSELING (d) Progressive steps in School Counseling.

(M.ED Professional Areas) Unit 6. Career Information.
Objectives: (a) The nature of Career information.
1. To provide basic information regarding the extent and nature of guidance Series. (b) Counseling activities in providing information.
2. To gain an understanding of a typical secondary school guidance programme. i. Individual ii- Group.
3. To understand the historical basis of current features of guidance. Unit 7. Adapting Guidance to specific Needs.
4. To become aware of the importance providing guidance through a comprehensive, (a) Group Counseling Approaches.
organized program. (h) Group Guidance Approaches.
5. To understand the potential value of evaluation in guidance program. (c) Counselor-staff responsibilities.
Course Outline: Unit 8. Evaluation of Guidance Program.
Unit 1. An Introduction to Guidance. (a) The process of Evaluation.
(a) Guidance, Definition, Scope and Challenge. (b) Evaluation of Guidance Services in a Typical High School.
(b) A Philosophy for Guidance. Additional Reading.
(c) Functions of guidance. i. E.L. Tolbert 1978, An Introduction to Guidance, Boston, Little, Brown And Co.
(d) The role of Guidance in the Educational. Required Reading.
Unit 2. Guidance: How it grew ii. McDaniel, 1956, Guidance in the modem School.
(a) Historical Development.
(b) Origins in Social reform movement.
(c) The development of Guidance for Elementary & secondary Schools.
Unit 3. Guidance in the Elementary School.
(a) Guidance and personality development.
(h) Helping a Pupil change.
(c) Effects of culture on Guidance and Counseling.
Unit 4. Guidance in the Secondary School.
(a) Problems of the Secondary School students.
(b) The Needs survey
(c) Result of survey of Pupils problems and attitudes, teachers attitudes, attitudes of
parents.
Unit 5. Counseling:
(a) Definitions, Scope and trend.
(b) Principles of Counseling.
(c) Techniques of Counseling.
i. Decision making Counseling.
ii. Client-centered Counseling.
iii. Gestalt therapy.