B.Ed Notes Mumbai University Course 2 Contemporary India and Education Unit I Notes

The B.Ed. Notes for Mumbai University for Course 2 Contemporary India and Education and Unit I Understanding and Addressing Diversity in Indian society.

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Globalization: Impact on Education by Satish Tandon- Contemporary India and Education Notes

The Mumbai University B.Ed. Syllabus for Course 2 Contemporary India and Education has given in References section point no. 19 as,

19 Globalization: Impact on Education ---Article by Satish Tandon, September 2005 http://www.satishtandon.com/globaledu.html

well the site  does not exist anymore. But the article is necessary for study. So, I found the article. I did not write the article. It is written by Mr. Satish Tandon. I am posting it here because it is no more on the internet which is a loss for us.

Globalization: Impact on Education

by Satish Tandon, September 2005

The principal objective of education has been the development of the whole individual. The minimum level of education that was necessary to achieve this goal in the agrarian society was basic or primary and in the industrial age, secondary. In the present borderless information society, education needs to be able to respond to additional demands of a rapidly globalizing world by raising awareness of environment, peace, cultural and social diversity, increased competitiveness, and the concept of a global village. Such education is to a knowledge or information society what secondary education was to an industrial economy. Education prepares the individual to connect - and live in harmony - with the environment around him. Globalization has changed the size, nature and quality of that environment. The challenge for higher education, therefore, is to reform, create and develop systems that prepare the individual to work in a borderless economy and live in a global society. In other words, our educational institutions need to produce global citizens.

The collapse of the Soviet Union in 1991 allowed liberal democracies to claim victory for the capitalist system and contributed to increasing the pace of globalization that was already under way. As globalization gained momentum, market substituted political ideology as the dominant force guiding national and global policies. What followed next, therefore, does not seem so illogical. National governments everywhere - partly in deference to the ascendancy of the market and partly in response to pressure from the private sector to expand their sphere of activities - began to relinquish control over the delivery of social goods. Everything began to be viewed as a commodity that could be produced and delivered by the private sector in line with market forces and according to the principles of supply and demand. One by one - water, electricity, postal services, health, and now education, have been turned into a commodity.

The withdrawal of state from higher education has also been helped by economists, who have had an overly simple way of assessing the return on investments in higher education. The problem is that they have calculated the return on education exclusively through wage differentials. With reference to someone who has no education, someone who has been to primary school, someone who has completed secondary school, and someone with a university degree, one can ask how much more each earns than the previous. These differences are then compared to the incremental amounts invested in their education to find the return. The results generally suggest that higher education yields a lower return than primary or secondary education - and they have been used to justify the skewing of government budgets and development funds away from higher education institutions.

The rate of return calculations are flawed because they do not take account of the full range of benefits to those who receive higher education. For example, higher education can enhance health, openness, peace, and social development, and at the same time reduce disease, bigotry and blind nationalism - so the private benefits to the individual and to society are not just the direct labour productivity benefits, as the rate of return analysis suggests.

Higher education confers benefits above and beyond enhancing the incomes of those who receive it. And many of these benefits take the form of public goods, such as the contribution of higher education to enterprise, leadership, governance, culture, and participatory democracy, and its potential for lifting the disadvantaged out of poverty. These are all vital building blocks for stronger economies and societies and all routes by which the benefit of investment in higher education multiplies throughout society.

Liberal democracies have traditionally operated on the principle of separation of activities in the social sphere just as they have on the principle of separation of powers in the political sphere. The private sector had been given a relatively free hand in the production and delivery of economic goods while the state concentrated on the provision of healthcare, education and other infrastructure goods, also known as public goods. Globalization has changed all that. The rapid expansion of the influence of the private sector at the global level necessitated a corresponding expansion in their sphere of activities by diversifying into the production and delivery of public goods that had always been within the purview of the state. The takeover was swift and remarkable in the sense that the effort did not meet much resistance.

One of the major consequences of the globalization of education has been commodification and the corporatization of institutions of higher learning. It is said that the for-profit education market in the United States is worth more than $500 billion in revenue for the involved corporates. More than one thousand state schools have been handed over to corporations to be run as businesses. But there is a fundamental problem with the way business models have been applied to the delivery of education and other public goods. Unthinking adoption of the private sector model prevents the development of a meaningful approach to management in the public services in general or to the social services in particular based on their distinctive purposes, conditions and objectives.

There is another, more serious, problem with corporatization of education. Corporations operate on the principles of cost reduction and profit maximization. These require introducing standardization and the packaging of product in compact, measurable, byte-like, configuration. Applied to education, these approaches would possibly negate its basic fabric and purpose. Education has always encouraged and represents openness, inquiry, diversity, research and limitless learning.

Corporatization of education would make it elitist - the one provided by corporations for the masses and the poor who cannot afford going to the traditional institutions of learning, and the other for the rich and the affluent.

The delivery of public goods and services is and should remain the primary responsibility of the state. Representative government may not be the ideal or perfect arrangement for governance but it represents the best that is available, and certainly more desirable than the private sector management of public services such as education. If the state relinquishes its control over education and education policy, we run the risk of diminishing it to the status of a packaged for-profit product which it is not. Openness, diversity, scholarship, research and disinterested learning will be its biggest victims.

UNDERSTANDING DISCIPLINES AND SCHOOL SUBJECTS NOTES B.ED. MUMBAI UNIVERSITY UNIT 1

The B.Ed. Notes for Mumbai University for Course 3 Section 2 Understanding Disciplines and School Subjects and Unit I Basics of Academic Disciplines

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CHILDHOOD AND GROWING UP NOTES B.ED. MUMBAI UNIVERSITY UNIT 1

The B.Ed. Notes for Mumbai University for Course I Childhood and Growing Up and Unit I Growth and Development of a Child.

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Syllabus for Childhood and Growing Up

Semester 1

Course Name: Course 1

Subject:-CHILDHOOD AND GROWING UP
Total Credits: 4
Total Hours: 60 hours (72 lectures of 50 minutes duration)
Total Marks: 100 (Internal = 30marks, External = 70marks)

OBJECTIVES:
1. To develop an understanding of the Principles of development.
2. To develop an understanding of the concept of development within a pluralistic society.
3. To develop an appreciation of the child development in socio- cultural context.
4. To apply the knowledge of the methods and approaches of child development.
5. To examine the theoretical perspectives of child development.
6. To develop an appreciation towards the life sketch of great psychologist
7. To develop an understanding of the growing up in a pluralistic society.
8. To analyse the Issues and Implications of changing family structure and parenting on growing up in a pluralistic society.
9. To develop an understanding of looking at one’s own self, feeling and emotion.
10. To reflect on how we relate to the world through emotions.
11. To examine the factors responsible for establishing Identity in a Real World.

Module 1. Principles of Development
Unit 1: Growth and Development of a Child - (LECTURES-8)
A) Meaning of growth and Development and its difference.
B) Stages of growth and development (Early childhood, Later childhood and Adolescence)
C) Role of school in growth and development of a child.
Task/Assignment:Case study of any school, which has a positive impact on the overall growth and development of its students.

Unit 2: Process of Development - (LECTURES-10)
A) Genetic background and Development.
B) Trends in development (Developmental direction, Differentiation and integration and Cumulative influence)
C) Maturation and Learning.
Task/Assignment: Prepare a report of three research studies, results of which suggest that genetic factors make a considerable contribution to individual’s development and behaviour.
Module 2. Fundamentals of Development

Unit 3:Context of Development: (LECTURES-10)
A) Child Development as a multidimensional concept within a pluralistic society (physical, Emotional and Social)
B) Impact of different parenting styles on child development ((4)
C) Child development in socio- cultural context: Interplay of poverty, caste, gender and tribal communities.
Task/Assignment:Select any one socio – cultural context in India and write a 1000 words essay on their parenting styles, or make a scrap book to depict child development in any one tribal community in India.

Unit 4: Methods and Approaches of studying child development(LECTURES- 8)
A) Methods: Observation (Participatory and Non- participatory) and Clinical.
B) Approaches: Cross sectional, Cross cultural, Longitudinal.
C) Merits and Limitations of the above Methods and Approaches.
Task/Assignment:Observe an adolescent and conduct a case study on his overall development.
Module 3. Perspectives of development in Psycho-Social context

Unit 5: Theoretical Perspectives (LECTURES-10)
A) Social Cognition: The social formation of the mind-Vygotsky
B) Ecological systems: UrinBronfenbrenner
C) Constructivist: Piaget’s theory of cognitive development
D) Moral: Kohlberg’s Theory of Moral Development
Task/Assignment: Present the Biography of any one psychologist using any creative technique.

Unit 6: Growing up in a Pluralistic context (LECTURES-10)
A) Childhood and growing up in the context of-
1) Marginalization,
2) Diversity
3) Stereotyping
B) Issues and Implications of changing family structure and parenting on growing up with respect to-
1) Attachment and bonding,
2) Experiences of trauma in childhood (child abuse, violence, death of a parent)
C) Interventions for Life skills in the areas of – coping with stress, communication and interpersonal skills
Task/Assignment: Prepare a programme for life skill intervention for any one issues mentioned above.

Module 4. Development of Identity

Unit 7: Self and Emotions (LECTURES-8)
A) Formation of self (Self-concept, self-esteem, Self-efficacy)
B) Emotions: Goleman’s Theory of Emotional Intelligence
C) Identity crisis- Marcian Theory
Task/Assignment: Prepare a reflective Journal on one’s own self.

Unit 8. Establishing Identity in a Real World( LECTURES- 8)
A) Influence of Media: (Depiction of children, and men and women in television and cinema, social networking)
B) Peer relations: competitions, cooperation and peer pressure
C) Role of teacher in establishing identity with respect to media and peer relations.
Task/Assignment: Review a film related to any of the above mentioned issues and submit a report.

References:
 Bhatia, H. R. (1973). Elements of Educational Psychology, 5th edition, Orient Longman.
 Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New York, Harper and Row Publishers, P.P. 89-90.
 Bolles, R. C. (1975): Learning Theory. New York, Holt, Rinehart and Winston, P.P. 18-19.
 Chauhan, S.S. (1978): Advanced Educational Psychology, Vikas Publishing house Pvt. Ltd., New Delhi.
 Dandapani, S. (2001), A textbook of Advanced Educational Psychology. New Delhi: Anmol Publications.
 Dunn, R. (1983). Can students identify their own Learning Styles? Educational Leadership,40, P.P. 60-62.
 Dash, M. (1988). Educational Psychology. Delhi: Deep and Deep Publication.
 Duric, L. (1975). Performance of Pupils in the Process of Instruction. Bratislava, SPN, P.P. 54-90.
 Duric, L. (1990). Educational Sciences: Essentials of Educational Psychology. International Bureau of Education, UNESCO, New Delhi, Sterling Publishers, P. 81.
 Fontana, D. (1995). Psychology for Teachers (3rd edition). The British Psychological Society, London: McMillan in association with BPS Books.
 Kundu C.L. and Tutoo D.N. (1993) : Educational Psychology, Sterling Publishers Pvt. Ltd.
 Lindgren, H. C. (1967). Educational Psychology in Classroom (3rd edition). New York: John Wiley and sons.
 Mangal, S. K. (1984). Psychological Foundations of Education. Ludhiana: Prakash Publishers
 Mohan J. and Vasudeva P. N. (1993). Learning Theories and Teaching, In Mohan Jitendra (ed.) Educational Psychology, New Delhi, Wiley Eastern Limited, P. 146.
 Oza, D. J. and Ronak, R. P. (2011). Management of behavioral problems of children with mental retardation. Germany:VDM publication.
 Papalia D. E., and Sally, W. O. (1978). Human Development. McGraw Hill Publishing Company
 Phens, J. M., and Evans, E. D. (1973). Development and Classroom Learning : An Introduction to Educational Psychology. New York: Holt Rinehart and Winston Inc.
 Tessmer, M., and Jonassen, D. (1988). Learning Strategies: A New Instructional Technology. In Harris Duncun (1988) Education for the New Technologies, World Year Book of Education. London: Kogan page Inc
 Skinner, E. C. (1984). Educational Psychology-4th Edition. New Delhi: Prentice Hall of India Pvt. Ltd.
 Spinthall, N., and Spinthall, R. C. (1990). Educational Psychology 5th Edition. - McGraw Hill Publishing Company.
 Cole, M., (1996). The Development of Children. New York: Worth publishers
 Crain, W., (2005). Theories of Development (5th Edition). Pearson
 Holt, J., (1990). How children fail. Penguin books; BachcheAsafalKaiseHoteHain, Eklavya
 publications.
 Kanga, F., (1991). Trying to Grow. New Delhi : Ravi Dayal Publishers
 Mukunda, K. (2009). What did you ask at school today? Noida: Harper Collins Publishers.
 Munsinger, H., (1975) (edited) Readings in Child Development. New York: Holt Rinehart Winson
 Sharma, N., (2003).Understanding Adolescence. New Delhi: NBT
 Wadia, H. Confining childhood in India. Web source: http://infochangeindia.org/index2.php?option=com_content&do_pdf=1&id=8691·
 Weiner.M.,(1995). The child and the state in India: Child labor and education policies in comparative perspective. Oxford University Press

Free B.Ed. Notes Mumbai University revised 2 years Syllabus

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