By

APARNA.K, ARSHIYA JABEEN, NIKKY CHOUDURY

M.Ed students (2015-17)
INSTITUTE OF ADVANCED STUDY IN EDUCATION
OSMANIA UNIVERSITY

1. INTRODUCTION
a. Background of the Study
Education-Is the prime constituent of human resource development
-Plays an important role for creating trained workforce for technology and
applies them in new situations.
-Is the basic for socio-economic transformation and development of the
nation.
-So an appropriate dynamic education system is one of the main components
of all aspect of national development.
For the dynamic education system-A proper and multidimensional curriculum framework is needed.
-And this reason makes us concuss for the need of the expert curriculum
developers or educational specialists.
-To achieve this aim NCTE has recently developed a two year M.Ed
curriculum framework for teacher education.

The current study is an analysis of the M.Ed curriculum

framework proposed by NCTE, Mumbai University and
Karnatak University. It is not a comprehensive analysis or an
exhaustive comparative study of the three. However a sincere
attempt is made to know and learn more about the curriculum
framework for M.Ed programme suggested by NCTE and the two
universities.

b. Objectives of the Study

1)Comparing the Master of Education curricula of NCTE, Mumbai
University and Karnatak University.
2)Comparing of the structures of these curricula.
3)Comparing of the assessment system of these curricula.
4)Identifying the similarities and dissimilarities of these curricula.
5)Identifying the strenghts and weeknesses of these curricula.

c. Scope and Limitation of the Study

The study is only limited to Master of Education Curricula of
NCTE, Mumbai University and Karnatak University.
This study was conducted through analysis of documents and
paractical appplication of the curricula was not evaluated

d. Significance of the Study

Curriculum development is very important for educational development as
well as curriculum is the foremost guideline for educational development.
The curriculum encompasses the details for student activities, a variety of
study materials, a suggestion for learning strategies, etc. consequently when
we consider a curriculum we have to remember diffferent aspects, which
emphasis the concept of learning through out the life. If the curriculum fails
to fulfill all the aspects, it will be very difficult to reach the goals of standard
educational system.
The foremost objective to launch M.Ed programme is to prepare quality
teacher educators and who in turn improve the quality of school education
and also enhance the learning level of children. It means quality of teacher
educators depend on M.Ed programme. M.Ed degree holders will be the
future curriculum specialist, education planner, education administrator, or
facilitator.
To perform these responsibilities in those vital roles one needs standard
curriculum with proper transaction.

Curriculum development is a continuous process and it has to be developed

gradually for more perfection and be up-to-date.
The NCTE brought out four curriculums frameworks for teacher education
in the years 1978, 1988, 1998 and 2009.
Presently most of the Teacher Education Institutions are working according
to the curriculums designed by UGC-2001 and NCFTE-2009.
Besides, all the institutions offering M.Ed programme have to evolve their
respective curricula/syllabi based on the framework/programme structure
proposed by NCTE through consultative process.
As a result it is needed to identify the similarities and dissimilarities
between these curricula and also to what aspect the universities are following
the rules embedded by NCTE in preparing curriculum.
Hence this study is carried out to identify the similarities and dissimilarities
along with the strengths and weeknesses of these curricula.

2. METHODOLOGY
a.Design and research method
For the purpose of our research, we used the document analysis method to
compare the M.Ed curricula proposed by NCTE, Mumbai University and
Karnatak University with a number of definite objectives.
For this study, M.Ed curriculum format proposed by NCTE and the M.Ed
curricula of fore said two universities are reviewed.
There were only three variables in this study, which were M.Ed curriculum
framework of NCTE, M.ed curriculum of Mumbai University and M.Ed
curriculum of Karnatak University.
The main idea behind this study was to make a comparison of these three
variables.

Through the study of materials related to curriculum development and evaluating

process, the researchers identified the following major aspects for this study:
Structure of curriculum: components of the curricula were compared.
Aims and Objective: these areas of the curricula were compared
Course and Contents: course and contents of core courses and specialization
courses of these curricula were analysed to identify the similarities, dissimilarities
and extent of objectives
Practicum and Internship: practicum and internship were also compared and
analyzed
Assessment: course wise assessent techniques and methods were analyzed and
compared.

b. Data collection

Data and information necessary for the study were

collected from the M.Ed curricula of NCTE, Mumbai
University and Karnatak University

c. Analysis of the curricula

Only qualitative analyses were adopted to examine the documentry
information. A comparative method is employed to organise and analyse the
information.Each aspect of the curricula of NCTE, Mumbai University and
Karnatak University are presented below.
i) Overview of Two Year M.Ed Programme Structure Proposed by NCTE
The NCTE curriculum framework for Master of Education is basically
reflecting the basic framework of teacher education 2009, Right of Children
to Free Compulsory Education, (RTE) 2009 emphasized on teacher
preparation and teacher training to improve the quality of school education
and Justice Verma Committee (JVC) recommendations.
The 2-year M.Ed. programme formulated by NCTE is designed to
provide opportunities for students as well as teachers to deepen as well as
extend their knowledge and understanding of education, develop research
capacities and also specialise in selected areas, leading to specialisation in
either elementary education or secondary education.

Programme structure:
While conceptualizing the credit apportions, the choice based
credit system (CBCS) propsed by UGC was adopted. The proposed
programme follows the following organisation and credit apportionment
format:
Year 1: 16-18 weeks* 2 semesters+ 3 weeks in summer
Year 2: 16-18 weeks* 2 semesters+ 3 weeks in inter-semester break
Total: 16-18 weeks*4 semesters = 64 72 weeks; +6weeks for field
immersion during inter-semester breaks = 70 78 weeks.
-Apart from the 6 weeks in the various inter-semester breaks, 7 weeks should
be allocated to the field immersion.
-Each year should have a total of atleast 200 working days exclusive of
admission and examinations period.
-The Sub-Committee has outlined a model that has 80 credits in total: 44 for
core courses, 20 credits for specialisations, 8 credits for field internship and 8
credits for research leading to dissertation.

Table -1: Two Year M.Ed Programme Structure As Approved

In the NCTE Recognition Norms and Procedures, 2014
Semester-I

Semester II
Credi

Courses

Psychology

of

Courses

ts
Learning

and

Development

Cred
its

Philosophy of Education

Sociology of Education

Curriculum Studies

Teacher Education I

History and Political Economy

Education Studies

Introduction to Research Method

4
Inter-semester break-II

Inter-semester Break-I
Communication and Expository Writing

Self Development

1
Total

18

Dissertation

Internship in Teacher Education I

Total

4
22

Semester-III
Semester-IV
Credi

Courses

ts

2 Specialization of Courses

Research Methods(Advanced)

Teacher Education II

Internship

Inter-semester break-III
Dissertation

Academic Writing

2
Total

24

Courses

Credits

3 Specialization Courses

12

Dissertation

Total

16

ii) Overview of Two Year M.Ed Programme

Structure of Mumbai University
The M.Ed program is designed to provide oppportunities for students
to extend as well as deepen their knowlede and understanding of Education,
specialize in select areas and also develop research capacities.

Programme structure:
Year 1: 16-18 weeks* 2 semesters (200 working days)
Year 2: 16-18 weeks* 2 semesters (200 working days)
7 weeks for internship/ field immersion
200 working days are exclusive of admission and examinations period
Total credit: 80; marks 1700
1credit= 12 hours

Scheme of assessment and examination:

There are semester end examination of two hours
duration for 60 marks for each course and 40 marks for
internal assessment throughout the year based on
performance and attendance in the various activities.

Practicum:
Organization of Workshops, Practicum activities and
Seminars, Debates, Lectures and Discussion Groups for
students and faculty are conducted enhance the professional
skills and understanding of students.

iii) Overview of Two Year M.Ed Programme

Structure of Karnatak University Programme
Structure of Two Year M.Ed programme:
M.Ed course is two year professional course with four
semesters.each semester is extended over a period of 16-18 weeks
*2 semesters, i.e 200 working days per year.
Programme structure of two tear M.Ed course:
The two year M.Ed curriclum of Karnatak University is
given under the following headings:
1.Compulsory courses
2.Specialization courses
3.Open elective courses

Scheme of assessment and examination:

There are semester-end examination of 3 hours duration for 75
marks for compulsory and specialization courses. For open elective, there
have 75 marks and examination duration of 3 hours.
The Internal Assessment component in a course carry 25% and the Semester
End Examination carry 75% respectively. Courses having 25% marks as
internal assessment have 3 marks allotted to attendance.
However, dissertation work carry 200(50+50+75+25 viva voce examination)
marks total.

Practicum
Organization of Workshops, Practicum activities and Seminars,
Debates, Lectures and Discussion Groups for students and faculty are
conducted enhance the professional skills and understanding of students

Table -2: Comparative TableThe 2 year M.Ed courses along with their credits

Mumbai University
Components

Karnatak University
Credit

Courses

Components

Contents

Credits

s
1.

Philosophy

of

Education

1.

Philosophy of Education

2.

Sociology of Education

3.

History, Politics and Economics of

Prespective
Courses

2.

Psychology

of

Learning

and

3.

24

Tool Courses

Education Studies

6.

Curriculum Studies

1.

Introduction to Research Methods

2.

Advanced Research Methods

3.

Communication and Expository

Writing

4.

Self Development

5.

Academic Writing

History, Politics and

Economics

Prespective Course

of

Education
4.

Development
5.

of

Education

Education
4.

Sociology

Psychology
Learning

24

of
and

Development
5.

Education Studies

6.

Curriculum Studies

1.

Basic and Advanced

Research Methods

12

2.

Self Development

3.

Academic Writing and

Tool Courses

communication skills
4.

Educational
Technology and ICT

12

Teacher
education

1. Teacher Education I
2. Teacher Education II

08

courses
1.

Elementary/Secondary

and

Higher

Teacher Education
Courses

Secondary

1.

Teacher Education I

2.

Teacher Education II

1.Core

Specialization

Courses,

08

within

Elementary/Secondary

2.

System and Structure of ElementaryEducation

3.

Issues and concerns of Elementary Education

4.

Curriculum Design and Development of Elementary

Specialization courses

2.Specialization, focusing on
mapping the area

08

Education

Core courses
within
specialization
courses

OR
1.

System

and

Structure

of

Secondary

and

Senior/Higher Secondary Education

2.

08

Issues and concerns of Secondary and Senior/Higher

Secondary Education

3.

Curriculum Design and Development of Secondary

1.

Curriculum

2.

Pedagogy And Assessment

3.

Policy, Economics And

Planning

and Senior/Higher Secondary Education

4.

Educational Management
And Administration

Specialization
clusters

A.

Comparative Education

B.

Educational Technololgy

C.

E-Learning

D.

Environmental Education

E.

Guidance and Counseling

F.

Inclusive Education

G.

Management of Edcation

H.

Pedagogy, Andragogy and Assessment

I.

Quality in Education

J.

Womens Education

Specialization/Elective 5.

Education For

Clusters

Differently Abled
1.

12

Education Technology

12

* student has to select any three courses from

specialization Clusters

Internship

08

Dissertation

08

Dissertation

08

Internship

08

INTERNAL ASSESSMENT FOR MUMBAI UNIVERSITY

Sr.No

Particulars Marks

Marks

Subject specific Term Work Module/assessment

modes at least two- as decided by the
department/college in the beginning of the
semester (like Extension/field/experimental work,
Short Quiz; Objective test, lab practical, open
book test etc and written assignments, Case
study, Projects, Posters and exhibits etc for which
the assessment is to be based on class
presentations wherever applicable) to be selflessly
assessed by the teacher/s concerned

20 Marks

One periodical class test held in the given

semester

10 Marks

Active participation in routine class instructional

deliveries (and in practical work, tutorial, field work
etc as the case may be )

05 Marks

Overall conduct as a responsible learner,

mannerism and articulation and exhibit of
leadership qualities in organizing related academic
activities

05 Marks

(40 Marks)

Table -3: Two year M.Ed programme structure ofMumbai University

Karnatak University
Semester-I

Semester-I
Perspective
Courses
Psychology of
learning and
development

Credits

04

Educationa Studies 04
Sociology of
Education

Internal
Marks
40
40

External
Marks
60
60

Total

100

40

60

100

Introduction to
04
Research Methods

40

60

100

Tool Courses
Communication and
01
Expository Writing

Self Development

Total

01
18

160

Credits

Internal
Marks

External
Marks

Total

Psychology of
learning and
development

25

75

100

Course-2

Historical,
Political and
Economic
Foundations of
Education

25

75

100

Course-3

Educational
Studies

25

75

100

Course-4a

Methodology of
Research in
Education-I

25

75

100

300

400

Total

16
100
Inter-semester break-I

240

400

Communication
Activity-I(a) and Expository
Writing

Activity-I(b) Self-Development 1

Total

Course-1

100

04

10

15

25

10

15

25

30

50

Semester II
Dissertation

02

Internship

04
Semester III
02

Dissertation
Tool course
Academic
Writing

02

2
20
Inter-semester break-III

Dissertation 2

50

Academic
Writing

50

3. FINDINGS OF THE STUDY

When comparing the two year M.Ed curricula of Mumbai

University and Karnatak University with the NCTE proposed curriculum,
it is revealed that both the universities are following the curricula
proposed by NCTE to a rational level.
After completing the comparison between the Master of
Education Curricula of Mumbai University and Karnatak University, the
major findings were as below:
1. The structure of the M.Ed. curricula of Mumbai University is more
organized than that of Karnatak University in some context.
2. The objectives prescribed in the M.Ed. curricula of Mumbai
University were more specific than those of Karnatak University

3. It is seen that the objectives of the Mumbai University were stated in terms
of measurable behaviour giving more preference to practicum and field work
4.The study also found that in certain topics, the Karnatak University
curriculum does not dealt with the topic in as much depth as the Mumbai
University curriculum. This can be done by comparing the M.Ed curricula of
Mumbai University and Karnatak University.
5.As regards courses, M.Ed. curricula of both universities were almost
following the curriculum framework proposed by NCTE.
6.The M.Ed. curricula of both universities included Ordinances, Regulations
and the Curriculum for the M. Ed. course (Semester I, II, III and IV) as per
the norms given in NCTE curriculum framework.
7.Scheme of examination of Mumbai University difffer from Karnatak
University in term of internal assessment marks and external examination
procedure.

4. CONCLUSION
This study has revealed the main features of the Master of
Education curricula of NCTE, Mumbai University and Karnatak
University along with their strengths and weeknesses. It also
revealed the similarities and dissimilarities between the structure of
curricula of the two universities and the curriculum structure
proposed by NCTE.
The preliminary study also suggest that further study
should be conducted to look into the details in the contents of the
curriculum and whether our teachers are knowledgeable and ready
to meet the demand of the modern curriculum.
However, there are some limitations to this study due to
shortage of depth of the topics covered. It is important to study
each component of the curriclua should be reviwed indepth for
further details.