Zakir Husain Centre for Educational Studies JNU

When was the Zakir Husain Centre for Educational Studies came into being? Is it the Working Group of the Jawaharlal Nehru University? List me the names of departments and courses offered by Zakir Husain Centre for Educational Studies of Jawaharlal Nehru University?

I want to get the details of program offered by the Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University JNU so can you tell me?

[pawan]

Zakir Husain Centre for Educational Studies in Jawaharlal Nehru University JNU was established in 1972.

It was visualized as an innovative experiment for advanced teaching and research in Educational Studies, by the Education Commission and the Working Group of the Jawaharlal Nehru University.

M.Phil/PH.D Program-

COURSE NO. COURSE TITLES

MONSOON SEMESTER

ZH 601 METHODS IN SOCIAL SCIENCE RESEARCH
ZH 602 THE ECONOMICS OF EDUCATION - I
ZH 603 EDUCATION AND SOCIETY - I
ZH 604 THE HISTORY OF EDUCATION IN MODERN INDIA - I
ZH 605 SOCIAL PSYCHOLOGY OF EDUCATION - I

WINTER SEMESTER

ZH 606 METHODS IN SOCIAL SCIENCE RESEARCH
ZH 607 THE ECONOMICS OF EDUCATION - II
ZH 608 EDUCATION AND SOCIETY - II
ZH 609 THE HISTORY OF EDUCATION IN MODERN INDIA - II
ZH 610 SOCIAL PSYCHOLOGY OF EDUCATION - II

ZH 601: METHODS IN SOCIAL SCIENCE RESEARCH - MONSOON

I. THE SCIENTIFIC METHOD

Need of Method in research.
Rationality and common sense.
Methods of normal science, puzzle solving.
Rational and non-rational methods of science, philosophical arguments and formulations of Popper and Kuhn.
Qualitative and Quantitative concepts.
Meaningfulness of scientific hypothesis; Induction-verifiability; Operationalist vs. Hypothetico-deductive method.

ZH 602: ECONOMICS OF EDUCATION - MONSOON

The course introduces students to economic issues in education and helps in building a theoretical foundation for handling and analysing of problem related to human resources development. Review of major educational policy documents are undertaken as exercises. The focus of advanced level course is on human capital formation from the development economics perspective. The topic include investment decisions in education, manpower planning, social choice dilemmas, international labour market, educational policy issues, etc. The course assumes ability to handle the elementary tools of economic analysis.

I. FOUNDATIONS OF ECONOMICS OF EDUCATION

Economics, Human Capital and Economics of Education.
Concepts in Economics of Education.
Contribution of Education to Economic Growth and Rates of Return Calculations.
Education, Productivity and Screening.
Internal Efficiency of Education-Making Schools Work.
Demand for Education.
Technological Change and Supply of Education.
Social Welfare, Social Choice and the Concept of Economic Efficiency in Allocation of Resources.
Financing of Education.
Wastage in Education: Non-participations, Dropout, and Brain-drain.
Race and Gender Issues in Economics of Education.

II. POLICY ISSUES IN EDUCATIONAL DEVELOPMENT INDIAN AND COMPARATIVE PERSPECTIVES.

Primary Education - Yashpal Committee Report, DPEP and other programmes, Child Labour, Head Start.
Vocational Education and Incentives.
Higher and Professional Education - Punnaiya Committee and Swaminathan Committee Reports.
International Labour Market and Brain Drain from IITs and AIIMS.
Equity, Access and Reservation in Education in India.
Consumer Rights in Education - Quality of Education and Transparency in Valuation (Fee determination) Evaluation.

ZH 603: EDUCATION AND SOCIETY - MONSOON

Special emphasis is placed on issues relating to equality of educational opportunity with specific reference to the Scheduled Castes/Tribes, minorities and women. Historical as well as comparative perspectives are used. The introductory course includes basic concepts and approaches in sociology and discusses interlinkages of education with socialisation, stratification, economy, politics, social change and mobility. Special attention is given to the socio-historical dimension and related aspects such as the colonial impact, the role of the intelligentsia in the national and social reform movement and the social context of educational policy. The advanced level course includes major theories and developments in the sociology of education and undertakes critical investigation of issues relating to problems of cultural and social reproduction, knowledge transmission and the academic profession. Feminism and education, ethnicity and multiculturalism are given priority.

I. Sociology of Education: Theoretical Framework.

Conceptual and theoretical developments: contextual perspective.
Socialization, family and social class.
Sociology of the school.
Social stratification, social change and social mobility.
Equality of educational opportunity: conceptual framework.
Multiculturalism and societal diversity; ethnicity, race class, tribe.
Gender and education.
Alternatives in education (for e.g. Friere, Illich etc.)

II. Education and Society in India:

Socio-historical context, colonialism and the national movement.
Education policies and programmes: overview and critique.
The Indian Diaspora and educational disparties: region, caste, tribe, gender, rural-urban residence.
Equity and education: positive discrimination, and the policy of reservations.
Girls' and women's education: situational analysis.
Contemporary issues: literacy and social development, compulsory education, issues and perspectives in school and higher education, primary education, the state and higher education, education-autonomy- fertility linkages.

ZH 604: THE HISTORY OF EDUCATION IN MODERN INDIA-I MONSOON

The course work will give an understanding of the emergence of the education system in India. Special emphasis is put on the colonial context of education and how changes in the society led to new developments in the educational system and education policy. For research purpose relatively less known sub-themes like social history of science, technology and medcine, science-society interface and dimensions of local response will also receive attention.

PART I

The growth of British Policy towards Education till 1848.
The Era of Missionary Enterprise (1780-1813).
Education as a concern of the Government of India (1813-1833).
The Anglo Oriental Controversy and the Aftermath.
The Emergence of the British Policy towards Education since 1848.
Dalhousie's contribution towards the Foundation of the British Policy towards Education.
A Critical analysis of Charles Wood's Education Despatch of 1854.

PART II

Indigenous system of education on the eve of the British Conquest.
Education and Colonialism: education in service of the colonial state or an instrument of progress?
Beginning of Techno-scientific education.
Indian perceptions of `new' knowledge.
Education policy of the British Government as reflected through its education commissions and conferences.
Education and national movement.
The educational ideas of Syed Ahmed, Rabindranath Tagore and M.K.Gandhi.

ZH 605: SOCIAL PSYCHOLOGY OF EDUCATION-I MONSOON

Students are introduced to major issues in psychology and their relevance to the field of education. Courses focus on the psychological aspects of human development within social and cultural context areas such as learning, thinking, personality and motivation, and their implication in educational settings are analyzed within different theoretical approaches and research traditions. The other major area of concern is management, planning and organization of education with a focus on group dynamics, leadership effectiveness, organizational climate and intra and intergroup processes.

I. SOCIAL AND INDIVIDUAL CONTEXT

The role of psychology in education.
Perspectives on human development:Piaget, Vygotsky and feminist perspectives.
Human Motivation: Theoretical Perspectives and research in educational settings.
Personality Development and Change.
Learning, thinking and problem solving: In the context of School and Outside School.

II. INSTITUTIONAL CONTEXT

Institutional context of Education, Concepts of Educational organisations and organisational behaviour.
Models of governance in University System.
Organizational Effectiveness in Higher Education.
Organizational Climate and Organisational Health - Concepts and Indicators.
Organizational Development, Concept, Strategies and Models of Management of change.

ZH 606: METHODS IN SOCIAL SCIENCE RESEARCH - WINTER

I.

Probability - Concept and Types.
Measures of Central Tendency and Variability.
Correlations.
Regressions.
Analysis of Variance and Covariance.
Factor-Analysis.

II. QUALITATIVE PERSPECTIVES AND APPROACHES

Characteristics of qualitative research.
- Methodological perspectives: positivist and non-positivist models of social research.
Qualitative research: methods and technique
- Participant observation and ethnography.
- Classroom research.
- Participatory and action research.
- Content analysis/life history method.
Gender in Social Science Research.
Qualitative and Quantitative research: a comparison
- Social survey: a critical appraisal.
- Triangulation of research methods.

ZH 607: ECONOMICS OF EDUCATION - II WINTER

PART I

The Education market
The Social choice questions in investment in education.
Manpower planning and educational decision making.
Funding of higher education.
Migration of skilled manpower and the brain-drain questions.

PART II SPECIAL ISSUES

Adult literacy, population growth and economic welfare.
Investment in literacy in a changing society.
Investment in non-formal and adult literacy.
Economics of distance learning.
Teacher training and the economics of teacher supply.

ZH 608: EDUCATION AND SOCIETY - II WINTER

Theories and Perspectives in the Sociology of Education
- Structural-functionalism
- Conflict/Marxism
- Phenomenology/interactionism
- Post modernism
- Feminism
Structural-Functionalism
- Education and the social structure - socialization selection and allocation
- Neo-Durkhemians and the sociology of education
- Social equality
- Modernisation and development
Radical Perspective on Schooling
- Cultural and social reproduction
- The state, ideology and education
- Resistance in education
Symbolic Interactionism and Phenomenology
- The interpretive understanding
- The social construction of reality
- Symbolic interactionism and the school
- Socialisation and social control in school and society
- The sociology of educational knowledge
Post Modernism and Education
Feminism and Education
- Theoretical frameworks
- Gender and education
- Control of knowledge and curriculum formulation
- Gender and science
Multiculturalism, ethnicity and diversity
- Culture, diversity and education
- Debate on class, culture, special needs and educational disadvantage
- Curriculum, language and identity
- Education and diversity: policy issues - compensation, integration and multiculturalism
- Equality debate and the Indian tribal context
Contemporary issues in education in India
- The role of higher education
- Globalization and education

ZH 609: THE HISTORY OF EDUCATION IN MODERN INDIA - II WINTER

PART I

The Origin and Development of University Education in India in 19th Century.
Factors Leading to the Establishment of the University of Calcutta.
Factors Leading to the Establishment of the University of Punjab and Allahabad in 1882 and 1887 respectively.

PART II

SPECIFIC STUDIES IN HISTORY OF EDUCATION IN MODERN INDIA

Development of University Education in India during the nineteenth century.
Debates on medium of instruction and curriculum development: What to teach and how to teach?
Science Education and Research.
Education on the eve of independence.

ZH 610: SOCIAL PSYCHOLOGY OF EDUCATION - II WINTER

Individual and Groups.
Interpersonal and Intergroup behaviour.
Social Categorization, social identification and social comparison processes and theories.
Social Stereotypes and Prejudices.
Theories of attitude development and change.
Attribution theories.
Equity and justice concepts and models.
Leadership - Theoretical developments and measurements.
Power and Control - Concepts and Models.
Group Dynamics: Consensus and Conflict.
Collective Behaviour - Psychological Theories and Explanations.

Contact-

Jawaharlal Nehru University
New Mehrauli Road, New Delhi 110067

Reception (Administration) Phone: 011-26704090