Go Back   2023-2024 StudyChaCha > StudyChaCha Discussion Forum > General Topics

Old June 8th, 2013, 12:45 PM
Senior Member
Join Date: Apr 2013
Default Re: D A V Indore

The Devi Ahilya Vishwavidyalaya, Indore invites application form for admission in various courses in following school:

School of Electronics
School of Physics
School of Education
School of Future Studies & Planning
Institute of Engineering & Technology (IET)
School of Biotechnology
School of Computer Science & IT (SCSIT)
School of Physical Education
School of Mathematics
School of Life Science
School of Energy & Environmental Studies
School of Bio Chemistry
School of Economics
School of Statistics
School of Chemical Sciences
Department of Life Long Learning
School of Instrumentation
Department of Life Long Learning
School of Instrumentation
Institute of Management Studies
School of Social Science
School of Commerce
School of Law

Here I am uploading a pdf file having the admission notification this is the content of the attachment:

The candidate is advised to apply for admission only if he/she fulfills the eligibility requirements. The onus of checking
appropriate eligibility lies with the candidate.

The application form be downloaded from university website

The filled application form along with all required documents is submitted to respective school of studies.

If applicants wish to be considered for more than one course, then apply in the separate application form for each course.

Candidate is advised to mark correctly his/her category and required to enclose certificate to claim the benefit. Change of
category shall not be accepted thereafter.

Application fee for Admission-2013 is Rs. 400/- (SC/ST Rs.250/-) payable at Indore in the form of Demand Draft in the
name of Registrar, D.A.V.V, Indore.
. Candidate is required to report at the given date and time at the test center by concerned school of studies.

The candidates who fail to indicate the appropriate reservation category in the respective column of the application form will
not have any claim for the reservation later on.

Here is the complete file, please click on it…

For further information please contact to the address given below:

Registrar, DAVV, R. N. T. Marg
Indore (M.P.),India Pin- 452 001
E-mail: registrar.davv@dauniv.ac.in
Phone: +91-731-2527532
Fax: +91-731-2529540
Help Line Information
Dr. Rajiv Dixit, Dean Student Welfare
Office Number: 0731-2524863/2580135/2580137

Originally Posted by Unregistered View Post
Will you please give me information about the admissions in the Devi Ahilya Vishwavidyalaya, Indore??
Attached Files Available for Download
File Type: pdf Devi Ahilya Vishwavidyalaya, Indore admission notification.pdf (1.19 MB, 29 views)
Reply With Quote
Old September 11th, 2015, 04:30 PM
Default Re: D A V Indore

Can you provide me the curriculum and syllabi for Bachelor of Education Programme (One Year) offered by DAV or Devi Ahilya Vishwavidyalaya, Indore?
Reply With Quote
Old September 11th, 2015, 04:34 PM
Super Moderator
Join Date: Dec 2011
Default Re: D A V Indore

The curriculum and syllabi for Bachelor of Education Programme (One Year) offered by DAV or Devi Ahilya Vishwavidyalaya, Indore is as follows:
Bachelor of Education Programme Syllabus
Unit - I: Our Present and Future Contemporary Scene: Indian Social, Economical, Political and Technological forces Driving Society; The unifying and diversified forces; Promoting National Identities and Integration. Emerging Future: Modernization, Concepts and definitions; Attributes and Demands of Modernization; Values of Nation for Modernization Including Futurology in Education

Unit - II: Education in Society Education: Meaning and Aims; Factors Influencing Aims of Education – philosophical, Socio / Cultural, Political and Economical Agencies of Education: Home, School, Community and Mass Media; Co-ordination between School and Community; Education as a Social Institution; Role of CABE, NCERT, NCTE, NUEPA and SCRET in the Development of Education.

Unit III: Educational Reconstruction Educational contribution and their modern relevance of: Mahatma Gandhi, Ravindra Nath Tagore, Swami Vivekanand , and Shri Aurobindo.

Unit - IV: Education and Social Change Meaning of Social Change and factors influencing it; Nature of Social change in India - Tradition and Modernity; Role of Education in promoting desired Social Change.

Unit - V: Equalizing Educational Opportunity Constitutional provisions regarding equality of opportunity; Meaning of equality of opportunity for the students at primary and secondary stage; Measure to promote equality of opportunity Compensatory Educational programme to meet the needs of special group, socially disadvantaged groups, woman and disabled -role of school and community

Unit - VI: Educational and Awareness of Social National Problems
Environment state of environment (Local and Global); Causes of environmental
degradation; Conservation and protection of environment; Learning to live in harmony
with nature; Population pressure on environment; Population pressure on quality of life;
Assignment: (Any two of the following)
1. Survey of backward locality to find out the causes of low literacy.
2. Study of functioning utility of Shala, Vikas Samiti in a Secondary School.
3. Study of voluntary agency working in the field of educational and school development
of society.
Note: Other assignments according to the needs of the corresponding college could be
1.Anand, C. L. et al.: Teacher and Education in Emerging India, NCERT, New Delhi,
2. Anant Padmnabhan: Population Education in Classrooms, NCERT, New Delhi.
3. Government of India: Report of Core Group on Value Orientation of Education. New
Delhi: Planning Commission, 1992.
4. Illich, Ivans : De Schooling Society. Middlesex: Penguin Books, 1971.
5. Jauhari, B.P.K. and Pathak, P.D. : Bhartiya Siksha Ka Ithas. Agra: Vinod Pustak
Mandir, 1979
6. Kneller, G.F.: Foundation of Education. New York: John Wiley & Sons Inc., 1978.
7. Kneller, G.F.: History of Education in India. Baroda: Acharaya Book Depot, 1966.
8.Mani, R. S.: Educational Ideas and Ideals of Gandhi and Tagore, New Book Society,
New Delhi.
9.Mohanty Jagannth: Indian Education in Emerging Society, Sterling Publication, New
Delhi, 2002.
10. Mohanty, J.: Modern Trend in Indian Education: Current Issues and Strategies in the
Context of NEP. New Delhi: Deep and Deep, 1988.
11. Mukherjee, K.K.: Some Great Educators of the World. Calcutta: Das Gupta & Co.
Pvt. Ltd., 1972.
12. Naik, J.P. and Syed, N.: A Students History of Education in India. New Delhi:
MacMillan Co. of India Ltd., 1974.
13. Naik, J.P.: Equality, Quality and Quantity: The Elusive Triangle of Indian Education.
Bombay: Allied Publishers, 1975.
14. Panday Shyam Swaroop : Shiksha Ki Darshnik Ewam Samajik Prushi Bhoomi, Vinod
Pustak Mandir, Agra.
15. Passi, B. K. and Sahoo, P. K.: Futures Studies, National Psychological Corporation,
Agra, 1984.
16.Passi, B.K. et al.: Futures Studies. Agra: National Psychological Corporation, 1991.
17. Pathak and Tyagi : Shiksha Ke Samanya Siddhant, Vinod Pustak Mandir, Agra, 1994.
18. Pathak, P. D. and Tyagi, I. S. D.: Shiksha Ke Samanya Siddhant, Vinod Pustak
Mandir, Agra.
19. Pushpa, S. P. and Others: Sociological Foundations of Education in Contemporary
India, Dhanpat Rao and Sons, Delhi.
20. Raghuwanshi, S. and Raghuwanshi, C: Paryavaran Tatha Pradooshan, Hindi Granth
Academy, Bhopal.
21.Salamtullah: Education in Social Context. New Delhi: NCERT, 1979.
22.Saxena, N. R. Swaroop: Shiksha Ke Samanya Siddhant, Lyall Book Depot, Merrut,
23. Seshadri, C. et al.: Education in Values: A Source Book. New Delhi: NCERT,
24.Sharma, D. L: Bhartya Shiksha Samaj, Lyall Book Depot, Merrut.
25.Sharma, N.: Education of Future. Delhi: S.Chand and Co., 1973.
26.Singh, B. P.: Aims of educational in India, Ajanta Publication, New Delhi.
27.UNESCO: Thinking Ahead: UNESCO and the Challenges of Today and Tomorrow.
Paris: UNESCO, 1977.
28. Varma, Vaidyanath Prasad: Vishwa Ke Mahan Siksha Shastri. Patna: Bihar Granth
Academy, 1972.
Paper - II: Educational Psychology
To enable the teacher trainees:
1. To understand the methods and techniques of Educational Psychology.
2. To understand concept of learning, theories of learning and their implications.
3. To know characteristics of adolescents and their problems.
4. To develop understanding of concept of personality causes of maladjustment and
remedial measures.
5. To identify special needs of the children.
6. To understand the mental health of children and their educational implication.
7. To be acquainted with Group Dynamics and Role of the Teachers.
8. To understand the nature and causes of individual differences among the children.
9. To develop the skills for guidance; and
10.To develop understanding of various statistical techniques to develop skills of them
Unit - I: Nature and Role of Educational Psychology
Meaning, Nature & Scope of Educational Psychology; Relevance of Educational
Psychology for the secondary teachers in understanding the learners’ development
including learning and adjustment; Methods of studying learners’ behaviour at adolescent
stage: observation introspection, experimental and case study
Unit - II: Growth and Development of Learner
Concept of growth and development and general principles of development, dimensions
and stages of development, developmental talks (with special reference to Adolescents);
Factors influencing development; Piaget’s Cognitive Development Theory, Kohlberg ‘s
Moral Development Theory, Social Development; Physical Development and Emotional
Development of adolescent
Unit - III: Learner as Individual
Measuring and significance of study of individual differences; Individual differences with
regards to: Intelligence, Creativity, Aptitude, Interest, Personality. Education of Gifted,
Creative and Mentally Retarded Children.
Unit - IV: Learning
Concept of learning; learning maturation and development & factors influencing
Learning; Theories of learning and their educational implications: Classical Conditioning,
Operant Conditioning, Trial and Error Learning and Insight Learning; Contrast and
Contiguity; Meaningful Reception Learning: Advance Organizer. Motivation: Meaning
and Methods. Theory of Self- Actualization; Memory S. T. M. and L. T. M.; Effective
Conditions and Methods of Inference-Retroactive and Proactive Inhibition; Transfer of
learning: concepts, and applications
Unit -V: Group Dynamics and Processes
Group Dynamics; Structure and Characteristics of Classroom Group; Social and
Interpersonal Relations; Sociometry and Grouping
Unit - VI: Learner's Personality and Adjustment
Concept of Personality, Types, Trait, and Theory; Assessment of Personality-Projective
Techniques, Observations and Inventories; Adjustment Concept and Process, School
Adjustment, Factors affecting Adjustment and Defense Mechanism.
Unit - VII: Elementary Education Statistics
Measures of Central Tendencies, Measures of variability, Quartiles, Percentiles and
their uses; Graphs: Frequency Distribution, Histogram, Bar Graph, Pai Diagram and their
uses; Normal Probability Curve: Its characteristics and uses; Correlation: Concept, Rank
Difference Method and Product Moment Method of Correlation, its’ Interpretation and
Administration, Scoring and Interpretation of:
1.Intelligence Test - Verbal and Nonverbal.
2.Interest Inventory
3.Personality Inventory
4.Adjustment Inventory
5.Comparative Study of Whole v/s Part Method of Learning
6. Differential Aptitude Test (DAT)
Assignments: (Any two of the following)
1.Survey of Aspirations and Needs of Special Children
2.Study of Personality and Needs of Special Children
3.Case Study of Problem Child
4.A Study of Group Dynamics through Socio-metric Technique
1.Bhatia, H. R.: Elements of Educational Psychology, Orient Langman Ltd., Bombay,
2.Chauhan, S. S.: Advance Educational Psychology, Vikas Publishing House, New Delhi,
3.Chauhan, S. S.: Psychology of Adolescence, Vikas Publishers, New Delhi, 2000.
4. Dandipani, S.: A Textbook of Advanced Educational Psychology. New Delhi: Anmol
Publications Pvt. Ltd., 2000.
5. Dash, M.: Educational Psychology. New Delhi: Deep and Deep, 1991.
6. Garrett, H.E.: Statistics in Psychology and Education. Bombay: Allied Pacific Pvt. Ltd,
7. Gulati, Sushma: Education for Creativity, NCERT, 1995.
8. Hurlock, E. B.: Adolescent Development, McGraw H ill, New York, 1990.
9. Kapil, H. K.: Sankhiyiki Ke Mool Tatva, Vinod Pustak Mandir, Agra, 2000.
10.Kundu, C.L. and Tutoo, D.N.: Educational Psychology. New Delhi: Sterling
Publishers Pvt. Ltd., 2000.
11.Mathur, S. S.: Shiksha Manovigyan, Lyal Book Depot, Meerut.
12.Pal, H. R.: Advanced Educational Psychology (Hindi) New Delhi, Hindi Medium
Implementation Directorate, Delhi University, 2006.
13. Pal, H.R. & Sharma, M.: Education of Gifted (Hindi). New Delhi: Kshipra, 2007.
14.Srivastava, G. N. P.: Recent Trends in Educational Psychology, Psycho Research Cell,
Agra, 2000.
15.Tripathi, S. N.: Pratiba Aur Srijnatmakta, Mcmillan Co., Bombay, 1983.
16. Woodworth, R.S. and Schloberg: Experimental Psychology. New Delhi: Oxford and
IBH Publishers, 1971.
Paper - III: Secondary Education Issues and Problems
1.To develop perception of the role and functions of a teacher as envisaged in the NPE
1986 and to familiarize the Student Teacher with the different projects and schemes at
Secondary level in Madhya Pradesh.
2. To develop an understanding of the brief historical background of Indian Education
with special reference to Secondary Education.
3. To develop an understanding of the objectives and scope of Secondary Education.
4. To develop an awareness of the professional ethics.
Unit - I: Secondary Education
General Aims and Objectives of Secondary Education, Education during Post
Independence Period. Constitutional provisions for education, Secondary Education
commission 1952-53, Education Commission 1964-66, New Education Policy 1986 with
Programme of Action, 1992
Unit - II: Secondary School Curriculum
Main features of secondary school curriculum and the process of curriculum development
and Text Book development in secondary education
Unit - III: Teacher's Role and the National System of Education
Teacher's Role as Facilitator of Learning, Teachers’ Role vis-à-vis Transaction of
Curriculum; Teachers’ Role in Preparing Students to Encounter Future Challenges;
Teacher as a Link between the School and the Community Teachers vis-à-vis Non -
Formal and Adult Education.
Unit - IV: Co-Curricular Activities
Place of Co-Curricular Activities in a School; Objectives of Co-Curricular Activities;
Principles underlying the Organization of Co-Curricular Activities; Type of Co-
Curricular Activities, such as, Field-Excursion, Group Discussion etc. Management of
Co-Curricular Activities; Management of Resources.
Unit - V: Concept and Scope of School Management
Prevailing Education Management Pattern in M. P; Management of Human Resources-
Students, Staff and Community; Material Resources-Laboratories, Libraries, Play
Ground, School Building, Furniture, Educational Technology Equipments, School Fund
etc. and Classroom Management.
Unit VI: Professional Ethics
Concept of Professional Ethics for Teachers; Dimensions of Professional Ethics;
Knowledge about M. P; Education Code; and Work Ethics
Unit VII: Research, Experimentation and Projects
Meaning, scope and importance of action research; Identification of problems in school
and classroom, solving a specific problem through action research
Assignments: (Any two of the following.)
1.Prepare a scheme of conducting the class active for 20 students where teacher's role is
that of facilitator of learning.
2.Prepare and execute a plan for making at least two children and one adult literate from
the community.
3.Plan and organize a field trip/excursion to a near by area of educational important and
submit a report.
4.Visit to block or district and divisional educational offices and study their educational
management pattern and submit the report.
5.Prepare one project for institutional planning.
6.Keeping in view the medical and engineering profession and prevailing practices in
them, write the professional ethics Vis – a -Vis practice you would like to follow in
1.Agrawal, J. C.: Nai Shishka Niti Prabhat Prakash, Delhi.
2.Bhatnagar, R. P.: Technology of teaching, International Publishing House, Meerut.
3.Bhatnagar, R. P. and Agrawal : Vidhya Shaikishik Prashasan, Engle Book Depot.
4.Bhatnagar Suresh: Shiksha Ke Samasyeen Loyal Book Depot, Meerut.
5.Bhushan Shailnder and Anil Kumar : Shikshan Taknik : Vinod Pustak Mandir, Agra.
6.Manav Sansadhan Vikash Mantralaya : National Policy of Eductaion, 1986, New Delhi.
7.Safaya Raghunath: School Sangthan : Dhanpaterm and Sons, Delhi, 1994.
8.Sampat, K.: Introduction to Educational Technology Sterling Publication, New Delhi.
9.Saxena, N. R. Sawroop: Shilshan Kala Evam Pandhatiyan Loyal Book Depot, Meerut.
10.Sharma, R. A.: Educational Technology: International Publishing House, Meerut,
1.To acquaint teacher trainees with different parts of Computer System and their
2.To develop competency among teacher trainees to use Online and Off line electronic
3. To acquaint teacher trainees with the facilities available on Internet.
4. To train the teacher trainees in handling MS-Word and MS- Excel.
5. To explore the environment of WINDOW – Operating System.
6.To acquaint teacher trainees with the terminology and Configuration of Computers.
UNIT - I: Introduction to Computer System: Definition, Characteristics, Principle, parts
of Computer, their functions, Block Diagram of Computer System, Classification,
Generations, Input and Output Devices, Number system, Software and Languages of
Computer, Operating System, Memory.
UNIT - II: WINDOWS: What is Windows? Features of Windows, Graphic user
Interface, Screen to Start and Shutdown Computer, Creating Folders and Short cut Icons.
Saving, Copying and Deleting Files, Loading Software. Use of Note Pad and Paint Brush.
UNIT - III: Use of computers in Education: Computer Assisted Instruction & Web
Based Instruction: Designing, Advantages and Limitations. Use of Educational Software
and CD’s. Use of computers in Library, Administration, Guidance and Examination.
UNIT - IV: MS EXCEL: Creating Worksheet and use of Simple Commands,
Knowledge of Package. POWER POINT : Creating Slides.
UNIT - V: Introduction to software: M.S. WORD: Different menus – File, Edit, View,
Insert, Format, Tools, Window and Help: their uses. Internet: Meaning, Online surfing,
use of e-mail, Chat. Use of Search Engines, World Wide Web – access information,
reliability of information. Web Page and Home Page, Use of Internet in Teaching -
Learning Process. Down loading information, Uses and Abuses of INTERNER.
1. Flynn, Meredith and Rutkosky, Nita: Advanced Microsoft Office 2000. New Delhi:
PB Publications, 2000.
2.Hergest, Douglas: Excel 4 for Windows – Instant Reference. Singapore: Tech
Publications PTE Ltd., 1992.
3.Hillman, David: Multimedia Technology and Applications. New York: Delmar
Publishers, 1998.
4.Matthews, Martin: Windows 95 Power Tools. New York: Random House Electronic
Publishing, 1995.
5.Minasi, Mark, Christiansen, Eric, & Shapar, Kristina: Expert Guide to Windows 98.
San Francisco: Sybex, 1998.
6.Nagpal, D.P.: Computer Course. New Delhi: Wheeler Publishing, 2001.
7.Oberlin, S.K,Kervran,P. & Cox,J: A Quick Course in Windows 3.1.Delhi: Jaico
Publishing House, 1993.
8.Rajaraman, V.: Fundamentals of Computers. New Delhi: Prentice Hall of India Pvt.
Ltd., 1997.
9.Rathbone, Andy: Windows for Dummies. Delhi: Pustak Mahal, 1993.
10. Ray, John: Special Edition Using Microsoft TCP / IP. New Delhi: Prentice Hall of
India Pvt. Ltd., 1997.
11.Sanders, Donald H.: Computers Today. New York: McGraw Hill Book Co., 1988.
12.Sansanwal, D.N.: Information Technology and Higher Education. UNIVERSITY
NEWS, Vol. 38, No. 46, 2000, pp 1-6.
13.Sansanwal, D.N.& Suri, S.: Computers in Psychological Testing. JOURNAL OF
EDUCATION AND PSYCHOLOGY, Vol. 53, Nos. 1-2-3, 1996.
14.Sinha, P.K.: Computer Fundamentals: Concepts, Systems, and Applications. New
Delhi: BPB Publications, 1992.
15. Underdahl, Brian & Underdahl, Keith: Internet with Web Page / Web Site Design.
New Delhi: IDG Books India (P) Ltd., 2000.
1.To attain efficiency and effectiveness in teaching and learning Hindi Language.
2.To have a critical study of learning Hindi as a first language in the multilingual Indian
3.To understand the role of Hindi in India and decide its place in the school curriculum of
Madhya Pradesh so as to improve Hindi Language Attainment and Cognitive Skills.
4.To be committed, inspired and interested in teaching Hindi.
5.To teach with skill using interaction mode.
6. To inculcate right language habits in students.
6.To acquire accurate knowledge of the Devanagri Script and correct pronunciation.
7.To develop low-cost learning materials for teaching Hindi and to remedy the errors that
pupils make.
Unit - I: Objectives of Teaching Hindi at Secondary Level
Evolution and Development of Hindi; Dialects of Hindi and Standard Hindi; Role of
Hindi in India as Mother Tongue, National Language and Contact Language; Objectives
of teaching Hindi as First Language and Second Language at the Secondary Level
Unit - II: Methods and Approaches
Natural and Spiritual Powers in Learning a Language; Importance of Exercise and Drills;
Qualities and Role of the Hindi Teacher; Relative Co-ordination among various
Components of Language; Use of Various Teaching Maxims
Unit - III: Methods of Teaching Jerk Technology, Concept Attainment Model
Methods of Teaching Prose, Poetry, Grammar, Composition and other type of Prose as
story, drama and letter writing. Jerk Technology: Meaning, Tools and its use in Teaching
Hindi, Concept Attainment Model for Teaching Hindi Concepts.
Unit - IV: Development of Skills
Listening Comprehension; Type and Modes of Spoken Hindi; Implications of Stress
and Intonation; Making Notes While Listening; Reading Comprehension
Communication: Use of Spoken form in dialogue Stories, Reading aloud, Dramatization
and Poetry reading; Correct Use of Stress and Intonation and Division of Utterance into
Meaningful World-Groups
Good Reading Habits: Reading with Appropriate Speed for Various Purposes Such as
studying, Looking for Information, Scanning etc.; Reading for Overall Comprehension;
Reading for Evaluation; Reading for Appreciation of Form, Style and Author's
Personality; Reading for Facts, Reasoning, Logical Relationship, Definitions,
Generalization, Understanding Diagrams; Reading Manuals, Charts, Schedule and Rule
Good Writing Habits: Advanced Mechanics of Writing i.e. spelling, punctuation,
indenting, title and subtitle of section. Underlining quotation, Use of parentheses, Use of
abbreviation. Capital Letters and Correct Forms of Address in Letters, Applications etc.;
Organisation of Subject Matter and Paragraph in an Essay or any writing
Unit - V: Lesson Planning
Format of Lesson Planning for Prose, Poetry, Grammar, and Composition
Unit VI: Evaluation
Difference between Measurement, Assessment and Evaluation, Characteristics of good
Measurement, Diagnostic Test and Remedial Teaching, Criterion Referenced Testing and
Norm Referenced Testing, Different types of items, Multiple Discriminant Type Item,
Standardizing an Achievement Test, Developing different types of questions in Hindi.
Unit VII: Audio Visual Aids
Audio Visual Aids: Meaning, Classification, Importance and uses in Teaching Hindi.
Assignments: (Any two of the following.)
1.Dividing Syllabus into units and arranging them in proper sequence.
2.Critical study of any one Hindi textbook prescribed for Classes IX, X, XI or XII.
3.Preparation of a language kit for teaching Hindi.
4.Preparation of a lesson plan for All India Radio Broadcast.
5.Preparation of question papers.
6.Developing two games for teaching any Hindi Topic.
1.Bhai Yogendrajeet: Hindi Bhasha Shikshan, Vinod Pustak Mandir, Agra.
2. Joyce, B. & Weil, M: Models of Teaching. Prentice Hall Inc., New Jersey, 1979.
2.Kshatriya, K.: Matra Bhasha Shikshan, Vinod Pustak Mandir, Agra.
3.Lal, Raman Bihari : Hindi Shikshan, Rastogi Publications, Meerut.
4.Sansanwal, D.N.: Jerk Technology. Journal of Indian Education, Vol. XXVI, No. 1,
2000, pp 17 – 22.
5.Sansanwal, D.N. & Singh, P.: Models of Teaching. Society for Educational Research &
Development, Baroda, 1991.
5.Sansanwal, D.N. and Tyagi, S.K.: Multiple Discriminant Type Item. MERI Journal of
Education, Vol.1, No. 1, 2006, pp. 18 – 25.
6.Satya, Raghunath : Hindi Shikshan Vidhi, Punjab Kitabghar, Jullundur.
7.Sharma, Dr. Laxminarayan : Bhasha 1, 2 Ki Shikshan-Vidhiyan Aur Paath-Niyojan
Vinod Pustak Mandir, Agra.
6.Singh, Savitri : Hindi Shikshan, Lyall Book Depot, Meerut.
7.Pal, H.R and Pal, R.: Curriculum – Yesterday, Today and Tomorrow. Kshipra, New
Delhi, 2006.
8. Pal, H.R.: Speech Communication – Hindi. Bhopal: M.P.Granth Academy, 2003.
9. Pal, H.R.: Methodologies of Teaching & Training in Higher Education. Delhi:
Directorate of Hindi Implementation, Delhi University, 2000.
10. Weil, M & Joyce, B.: Information Processing Models of Teaching. Prentice Hall Inc.,
New Jersey, 1979.

Contact Detail:
Devi Ahilya Vishwavidyalaya
Nalanda Campus, R. N. T. Marg
Indore, Madhya Pradesh 452001


more syllabus detail to attached a pdf file;
Attached Files Available for Download
File Type: pdf Bachelor of Education Programme Syllabus.pdf (387.9 KB, 15 views)
Answered By StudyChaCha Member
Reply With Quote

Reply to this Question / Ask Another Question
Your Username: Click here to log in


All times are GMT +6. The time now is 09:24 AM.

Powered by vBulletin® Version 3.8.11
Copyright ©2000 - 2023, vBulletin Solutions Inc.
Search Engine Friendly URLs by vBSEO 3.6.0 PL2

1 2 3 4 5 6 7 8