Special Message

Admission in (MBS, M.Ed, BCA, BBS, B.Ed., and B.Ed. Science) is going on. Contact the KSC Admission Office.

About M. Ed. Course Details

M. Ed. Course Details

M. Ed. Course Details

Master Of Education (M.Ed.) Course Programs Details

Introduction

Education plays key role in the development of a society and a country. The extent to which education is able to contribute to the process of socio-economic development and transformation of the nation depends on the trained and qualified human resources developed by the academic institutions and universities. In order to produce the qualified human resources required for the country, university and academic institutions should be equipped with adequate resources, competent and committed teaching faculties and staff, and properly designed courses.

Kathmandu Shiksha Campus (KSC) has been producing and supplying trained and qualified teachers, teacher educators, educational planners and administrators in the country for more than two decades through the Master Programs in Education. It is a two-year ie 4th Semester based course. It consists of professional/pedagogical core courses and specialization courses. Specialization courses include Curriculum and Evaluation, Educational Planning and Management, English Education, Nepali Education, Mathematics Education, Health Education. At KSC, Students can specialize in any one of these above courses.

Objectives of the Programs

The overall objective of the M.Ed. program is to produce higher level academic manpower such as teachers, teacher educators, educational planners and administrators, system analysts and experts in the field of education. The specific objectives of the program are to:

  • produce qualified and competent teacher educators,
  • produce efficient educational planners, administrators, managers,  supervisors and other educational experts,
  • promote innovative practices in the field of education,
  • develop educational leadership and experts that can transform the educational systems of the country.

Course Structure

The M.Ed. courses can be put under three major categories, viz. Core Courses which carry 350 full marks including teaching practice, Specialization Courses (600 full marks) and Thesis Writing, which carry 50 marks each. The following table shows the courses with their full marks distribution.  One Course carrying 50 marks is offered in the second year as Elective course as prescribed by the concerned subject committee.

S.N.

Nature of the Course

Full Marks

1st Year

2nd Year

Weightage

1

Professional (Core Course) including teaching practice/practicum

350

200

150

35%

2

Specialization  including thesis writing

600

300

300

60%

 3

Elective

50

-

50

5%

 

Total

1000

500

500

100%

 

Three courses such as i) Foundation of Education, ii) Psychology in the classroom and iii) Curriculum and practices are offered in the first year as core courses are obligatory for all students irrespective what subject they take as specialization. Three to four courses carrying 300 marks are offered in the same year as specialization courses as approved by the concerned subject committee. In the second year, Measurement and Evaluation, Research methodology, and Teaching Practice are offered as core courses.  Courses of 300 marks are offered as specialization subjects and one course is offered as elective one in the second year. 

Course Cycle

Area

First Year

Full Marks

Second Year

Full Marks

Core area

Core courses

200

Core courses

100

 

i. Foundation of Education

100

i. Measurement and Evaluation

50

 

ii. Psychology in the classroom

50

ii. Research Methodology

50

 

iii. Curriculum planning and practices

50

iii Teaching Practice

50

Specialization

As approved by the concerned subject committee

300

As approved by the concerned subject committee

300

Elective

 

 

As approved by the concerned subject committee

50

Total

 

500

 

500

As KSC is offering the subjects mentioned below, students can specialize in any one of the following subjects provided that they have basic background knowledge in that subject:

  1. Curriculum and Evaluation
  2. English Language Education
  3. Educational Planning and Management
  4. Health Education
  5. Mathematics Education
  6. Nepali Language Education

In addition to specializing in any one of these subjects, the students of this programs are required to conduct independent research work and participate in teaching internship and the each related activities (practicum). Both the thesis writing and practicum have to be related to the specialization subjects of the student.

Entry Requirement

Students with Bachelor's degree in Education from TU or equivalent are eligible for the admission to the M.Ed Programs at KSC. However, they need specific qualification for the admission in different specialization subject which are as follows:

Sn

Subject areas

Admission Requirements

1

M.Ed In Nepali  Education

Bachelor's Degree in Education with major Nepali or Bachelor of Arts or equivalent to B.A. with major Nepali with  (one-year, two-year and three-year, Four Year )  B.Ed from T.U. or an Equivalent

2

M.Ed In English Education

Bachelor's Degree in Education with major English or Bachelor of Arts or equivalent to B.A. with major English and with year (one-year, two-year and three-year, Four Year )  B.Ed from T.U. or an Equivalent

3

M.Ed In EDPM

(Educational Planning and Management)

Bachelor's Degree in Education (one-year, two-year and three-year, Four Year)  B.Ed in any discipline from T.U. or an equivalent

4

M.Ed In Curriculum and Evaluation

Bachelor's Degree in Education (one-year, two-year and three-year, Four Year)  B.Ed in any discipline from T.U. or an Equivalent

5

M.Ed In Math Education

Bachelor's Degree in Education (one-year, two-year and three-year, Four Year) B.Ed with major Mathematics from TU or an Equivalent

6

M.Ed In Health Education

Bachelor's Degree in Education (one-year, two-year and three-year, Four Year) B.Ed with major Health from TU or an Equivalent

 

Course Structure

1 M.Ed In English Education

First Semester (12 Credits)

Eng.Ed. 515

Phonetics and Phonology

Eng.Ed. 516

English Usage and Use

Eng.Ed. 517

Interdisciplinary Readings

Eng.Ed. 518

Second Language Acquisition

Second Semester  (12 Credits)

Eng.Ed. 525

Linguistics in Application

Eng.Ed. 529

Language, Society and Power

Eng.Ed. 527

Critical Discourse Analysis

Eng.Ed. 528

Readings in English

Third Semester (12 Credits)

Eng.Ed. 535

English Language Teaching Pedagogy and Materials

Eng.Ed. 536

Readings in Literary Genres

Eng.Ed.  538

ELT Research and Testing

Eng.Ed. 539

Dimensions of Teacher Development

Fourth Semester (12 Credits)

Eng.Ed. 547

Translation Studies (Elective)

Eng.Ed. 549

ELT Seminar and Report Writing (Elective)

Eng. Ed. 548

Academic Writing

Eng. Ed. 546

English Language Teaching (ELT) Curriculum and Syllabus Designing (Elective)

Ed. 422

Teaching Practice

Ed. 525

Thesis

 

Course Title: Phonetics and Phonology

This course explores speech sounds as physical entities (phonetics) and as linguistic units (phonology). In viewing sounds as physical elements, the focus is on articulatory description: How are speech sounds made? What types of movements and configurations of the vocal tract are used to produce sounds in the world's languages?  In this part of the course, the goal is to equip students with the knowledge and skills required to produce and analyze both segmental sounds and supra segmental features of language in general and English in particular. In the next part of the course, the focus is on dealing with different theories of phonology and their importance, phonological processes in English and formulation of different phonological rules. Moreover, great focus is given to English phonetics and phonology, exclusively concentrating on English phonology. The last section focuses on the techniques and activities of teaching English pronunciation in association with the problems which arise in the Nepalese teaching English situations.

Course Title: English Usage and Use 

English in Usage and Use is an advanced-level course on English syntax that is directly interfaced with semantic and pragmatic dimensions. The Course is integrated in nature that begins with the broader theoretical perspective on the syntactic aspects of grammar and moves through English usage and its use in action and finally ends with their pedagogical extension. 

Course Title: Interdisciplinary Readings

Interdisciplinary reading is a thematically organized course which exposes the students to content knowledge and linguistic resources employed in communication to the wider readership. Content knowledge draws on such diverse disciplines as philosophy, humanities and social sciences, science and technology and ecology, education, and so on.  This course seeks to explore the cross-disciplinary links and their relevance to the contemporary world. This course consists of seven unit’s altogether, each containing varied selection of reading texts anchored to a broader theme.

Course Title: Second Language Acquisition (SLA) Theories and Research

This course is aimed at exposing the students to the sound theoretical foundations in Second Language Acquisition (SLA) theories and encourage them to engage in the SLA research. The course consists of five units. The first unit presents the fundamental concepts of SLA and related disciplines. The second unit exposes the students to the various approaches of SLA including the universal grammar and non-language factors. The third unit presents the overview of the different theories and models of SLA. The fourth unit introduces the students to the instructed second language acquisition. The last unit engages the students to the practical work of SLA research.

Course Title: Linguistics in Application

This course makes an attempt in exploring the basic ideas of applied linguistics acquainting the learners with the key issues in it so as to prepare them for continuing their studies in this field. It aims to meet the need of those wishing to apply linguistics in various professional fields; focusing upon the central aspects of the discipline and it also aims to develop learners' basic knowledge and skills in these areas. The first unit deals with the basic understanding of applied linguistics to language teaching. The second unit is about World English’s, implication of global spread of English for ELT, English as a lingua franca and the historical context of English in relation to the Nepalese context. Likewise, unit three deals with contrastive and error analysis. Unit four, is about the various intercultural approaches and their practice in ELT. The last unit deals with the various approaches and interpretations of critical pedagogy in language learning.

Course Title: Language, Society and Power

This course aims at exposing the students to the sound theoretical and empirical knowledge on language, society, and power and also encourage them to engage in sociolinguistic research. The course comprises five units. The first unit deals with some major concepts related to language and society. The second unit is on language and power with special focus on linguistic imperialism. The third unit exposes the students to the issues of language planning, policy and literacy. The fourth unit is about various factors related to language and culture. The last unit makes an overview of various sociolinguistic researches in different parts of the world and it also engages the students to carry out small scale sociolinguistic research in the local context.

Course Title: Critical Discourse Analysis (CDA)

This course aims at equipping the students with the knowledge and skills of analyzing discourse in different social contexts critically. This course is organized into four units. The first unit introduces the basic concepts of discourse analysis along with its relation to ideology and its discursive structure. The second unit reviews the history, principles, objectives, role of analyst and engages students in discussions about how CDA differs from discourse analysis. The third unit deals with the commonly used methodologies for critical discourse analysis. The fourth unit that is the application of critical discourse analysis provides the students with opportunity to analyze different types (genres) of discourses critically.

 

 

Course Title: Readings in English Part-I 

Readings in English Part-I is an advanced level reading course which builds on Interdisciplinary Readings (Eng Ed 517) of the first semester. The course has eight units.  It consists of Advanced Academic Texts, which are organized under various themes, namely Education, Literature, Art and Culture, Contemporary Issues, Human Conditions, while Literary Texts organized under major genres of literature. Both types of texts expose the students to content knowledge and strengthen their linguistic resources useful for communication to the wider readership.  The course presents the best of authentic academic and literary texts by the prominent authors from diverse geo-cultural and political backgrounds. The course seeks to explore the cross-disciplinary links and their relevance to the contemporary world. 

Course Title: ELT Research and Testing  

This course is divided into two sections: Research and Testing in ELT. The first section presents glimpse (what, why and how) of different research designs in ELT. It aims at providing the students with overall understanding of research works in general, and the specific research activities carried out in English language teaching and learning in particular. This section is divided into two units. The first unit focuses on developing theoretical perspective of different research designs. For this different research articles will be used as resources. The second unit emphasizes the application of different research design discussed in the first unit. For this the students are required to produce a research article by using one of the designs discussed in the first unit.

Course TitleDimensions of Teacher Development

Dimensions of Teacher Development’ is a course beyond methodology and it covers the key concepts of English language teaching as a professional and various dynamics of teacher development. It addresses the fundamentals of teacher development such as beliefs, maxims and identities. It also discusses the teacher learning theories, their features and their applications to English language teaching. The course makes an attempt to empower the students to operationalize various teacher learning models and approaches. It also enables them to design and deliver training sessions. Thus, the course aims at producing professionally competent English language teachers and trainers.

Course title: Readings in Literary Genres 

Readings in Literary Genres is an advanced literature-based course which builds on Readings in English Part-I (Eng Ed 517) of the second semester. This course follows the genre-based classification of literature and its analysis and interpretation from different critical perspectives. Units from first to fifth comprise long fictions, short fictions, poetry, prose and dramas, whereas the last unit entails major schools of literary criticisms. The course offers some carefully selected fiction and non-fiction writings in English that enrich students with critical insights in varieties of the English language, its cultures, and that motive them in creative writing. 

Course Title: English Language Teaching (ELT) Pedagogy and Materials

The intent of this course is to expose the students to the theories and practices of English language teaching and help them develop materials to teach English at various levels of education. The course consists of five units. The first unit familiarizes the students with the broader and specific contexts of English language teaching while the second unit presents the overview of the ELT methodology. The third unit deals with the techniques and activities of teaching English language aspects and skills. The fourth unit is about the planning and assessment in ELT while the fifth unit provides the critical perspectives of language education and its pedagogy. 

Course Title: Translation Studies

This course is aimed at exposing students to various theories and practices of translation studies. The course consists of six units. The first unit overviews basic concepts of the discipline and the second unit deals with concepts of translation equivalence. Likewise, the third unit relates translation theories with some contemporary issues and the fourth unit gives a brief account of translation tradition with reference to the Nepali–English languages pair followed by different kinds of texts for practical activities. The fifth unit sheds light on various approaches in researching translation and the last unit tries to seek the application of translation in language pedagogy.

Course Title: ELT Seminar and Report Writing 

The intent of this course is to provide students with opportunities to present and participate in the ELT seminars. This is a fully student-centered course in which the students take the full charge of their learning. Teacher will facilitate them to conduct and participate in the seminar. The course, first of all, introduces the students to the theoretical aspects of ELT seminars by engaging them in the process of identifying contemporary ELT issues that they would like to explore as a part of their course work. They will analyze the issue from multiple perspectives and present their observations in a class seminar.

Course Title: Academic Writing

This course is designed to introduce the knowledge and skill of academic writing to the students so that they can enter into this genre comfortably and come out with end products like abstracts, seminar papers, research articles, dissertation, etc. The course is divided into three units. The first unit introduces the academic writing, while the second unit takes the students into this genre equipping the students with various skills. Finally, the third unit involves them in writing various texts creatively and academically.

Course Title: English Language Teaching (ELT) Curriculum and Syllabus Designing

The intent of this course is to expose the students to the theories and practices of English language teaching curriculum and syllabus designing and help them develop syllabus to teach English at various levels of education. This is an elective course which can be taken instead of translation studies. The course consists of four units. The first unit familiarizes the students with the broader and specific process of English language teaching curriculum design while the second unit presents the process and approaches required for developing ELT materials. The third unit deals with the techniques and activities of preparing ELT courses and syllabus. The fourth unit is about the planning and designing ELT curriculum and Syllabus.

2. Educational Planning and Management (EDPM)

Course Structure

First Semester (12 Credits)

Ed. 511

Foundations of Education

Ed. 513

Advanced Psychology

Ed. PM 515

Planning Education for Change

Ed. PM 516

Theories of Educational Management and Leadership

Ed. PM 517

Educational Administration and Supervision

Ed. 518

PM Organizational Behavior in Education

Second Semester  (12 Credits)

Ed. 521

Curriculum Practice

Ed. 522

Education Development

Ed PM 525

Recent Trends in Educational Planning and Management

Ed. PM 526

Educational Resource Management

Ed. PM 527

Theories and Practice of Non Formal Education

Ed. PM 528

Financing of Education

Third Semester (12 Credits)

Ed. 531

Measurement and Evaluation

Ed. 532

Research Methodology in Education

Ed.PM 536

Financing of Education

Ed. PM 537

Managing Diversities in Education

Ed. PM 539

Social Justice in Education

Fourth Semester (12 Credits)

Ed. 541

Contemporary Issues

Ed. PM. 542

Monitoring, Evaluation and Research in EPM

Ed. PM 543

Practicum in EPM

Ed. 545

Thesis Writing

Courses and Description

Course Title: Planning Education for Change

This course is designed for the Master degree (M.Ed.) students to provide them with general knowledge about planning education for change. Its aim is to help the students develop knowledge and skills which are necessary to formulate and implement the plan and policy of education that aims at bringing educational change and addressing the issues of national development. Education as a dynamic process has to be made possible by planning it for bringing the desired result i.e. changes in the status of people. Students, under this course, are, therefore, encouraged to have a broader conceptual clarity about latent force of education which is brought out to the fore through its planning.

Course Title: Theories of Educational Management and Leadership 

This course is designed for those students who specialize in Educational Planning and Management at the M.Ed. level. The main intention of this course is to provide in-depth understanding of theories of educational management and leadership.  The course also deals with the interface between theories of management and leadership. Moreover, this course enriches the students’ thinking on ways and measures to apply management and leadership theories in operating educational institutions. The course, therefore, intends to engage the students in brief case studies and field studies to get a feel of the operating educational organizations

Course Title: Educational Administration and Supervision

This course aims at providing general knowledge about educational administration and supervision to Master degree (M.Ed.) students. It intends to orient the students to theoretical bases of educational administration and supervision by relating them to some established practices. Educational administration and supervision is an applied discipline for bringing the desired result i.e. efficient and effective educational organization and the students are therefore encouraged to have a broader conceptual clarity about its different facets that work in tandem to drive the organization to deliver quality education services to the people. 

Course Title:  Organizational Behavior in Education

This course is designed for those students who specialize in educational planning and management at Master of Education (M.Ed.). The aim of this course is to provide an in-depth understanding of theory and practice of organizational behavior (OB) and change relating to educational institutions. This course enriches the students' understanding and thinking and stimulates them to apply the knowledge of organizational behavior and change gained through classroom interaction and experiential exercises in operating educational institutions.

Course Title: Recent Trends in Educational Planning and Management

This course acquaints the students with recent trends and developments that have shaped educational planning and management in the beginning of the third millennium. Its aim is to help the students to be familiar with the changes that have occurred over the years and relate them to the present day planning and management practices.  It further intends to place the students on a new footing of trends that give meaning to this discipline along the changed context of the world.

Course Title: Educational Management Information System (EMIS) 

This course is designed for those students who intend to be program personnel or practitioners of education management information system (EMIS). It aims to help the students develop the knowledge and skills which are necessary to formulate and implement EMIS trends. Students are encouraged throughout the course to consult libraries, education related institutes, relevant we-sites and participate in classroom discussion. This course is related with planning, various aspects of EMIS development as latest concept of management information system MIS, EMIS system indicators of education system, EMIS in Nepalese education system.

Course Title: Educational Resource Management

Educational Resource Management aims at providing general knowledge about educational resource management to Master degree (M.Ed.) students. It intends to orient the students about theoretical bases of human resource in particular and other educational resources in general, and their management by relating them to some established practices. Contents of the course are primarily dealt in reference to school education. Educational resource management as an applied discipline supports effective and efficient implementation of the plans and programs. Therefore, this course encourages students to have a broader conceptual clarity about the importance of effective resource management to make the education system efficient and thereby ensure equitable quality education.

 

 

Course Title: Theory and Practices of Non Formal Education

Theory and practices of Non Formal Education (NFE) aims at orienting about conceptual basis and modes of education that do not necessarily subscribe to the traditional mainstream education to the Master degree (M.Ed.) students.  It intends to provide knowledge about the way NFE is approached in different settings. While doing so students will be oriented about theoretical bases of different learning approaches. Another significant feature of the course is introduction to lifelong learning.  Therefore this course encourages students to gain a broader knowledge about NFE to ensure equitable quality education for all, particularly for adults. 

Course Title: Financing of Education

This course on Financing of Education aims at orienting about conceptual basis and modes of education financing with particular reference to school education to higher education students. It intends to provide knowledge about the way education in general and school education in particular are financed and regulated. The course also orients students about different practices of ensuring financial accountability in education sector.  Thus this course encourages students to have a broader conceptual clarity about financing of education. 

Course Title: Managing Diversities in Education

This course is designed to provide students with perspectives of diversities that are to be managed in education. It particularly acquaints the students with the performance, practices and factors of diversity management with emphasis on multicultural perspectives. Diversity technology, sources of diversity and managing diversities of people that result from different backgrounds that they come from are the focus of the course.

 

 

Course Title:  School Management 

This course is designed to provide the students with the recent approaches of managing public/community schools.  This course specifically deals with theoretical and practical perspectives of school-based management and enriches the students’ understanding of improving school effectiveness. The course also deals with school emergency management plan. Through experiential exercises the students gain insight into practical know-how of school-based management.

Course Title: Social Justice Education

This course is designed to assist the potential educators to understand, appreciate and practice the essence of social justice in real life situation. It also intends to generate multiplier effect of social justice education extending from the master’s level classroom to the realities of the households. It will assist students in familiarizing themselves with the issues of social justice by exploring their own assumptions and beliefs. 

The students are supposed to identify not only the local social justice issues but also relate and explore them at the national and international context. In this sense, the course intends to help the students situate themselves in the lived reality and connect with the macro environment around them with a critical perspective.

Course Title: Monitoring, Evaluation and Research in Planning and Management 

This course is designed to provide students with perspectives of monitoring, evaluation and research in planning and management in education. It particularly acquaints the students with the performance and practices in educational planning and management with emphasis on monitoring, evaluation and research perspectives. Dynamics of monitoring and evaluation, research development results, use of qualitative and quantitative research in Educational Planning and Management, and planning educational research are the foci of this course.   

Course Title: School Culture and Change

This course has a key focus on school culture and educational change with reference to school reform. Emphasis is laid on the learning experiences to reflect on the meaning and importance of school culture and to develop and use appropriate tools to diagnose and assess the school culture. Students through this course develop critical understanding of the issues and problems of improving school culture at both public and private schools in Nepal. In addition, opportunities for learning about the meaning and importance of inclusive school culture with a broader perspective on educational change and school effectiveness are provided through this course.

Course Title: Contemporary Issues in Educational Planning and Management 

This course is designed to provide students with an orientation to contemporary issues in educational planning and management. It makes an attempt to particularly acquaint the students with discourses on current issues of educational planning and management in order to help them develop dynamic perspectives to identify and look into cross cutting issues of  planning and management of education with a reference to Nepalese education system. The foci of the course are: Access to the use of technology, sources, trends and development of planning along with managing of contemporary issues of education.

 3. M.Ed. in Health education

 Course Structure

First Semester (12 Credits)

Ed. 511

Foundations of Education

Ed. 513

Advanced Psychology

Ed. HE 515

Advanced Health Education

Ed. HE 516

Fundamentals of Epidemiology

Ed. HE 517

Health Sexuality and Reproductive Health

Ed. HE 518

Health Promotion

Second Semester  (12 Credits)

Ed. 521

Curriculum Practice

Ed. 522

Education Development

Ed. HE 526 

Nutrition Education

Ed. HE 527

Community Health

Ed. HE 528

Community Organization

Ed. HE. 529

Health Promoting School

Third Semester (12 Credits)

Ed. 531

Measurement and Evaluation

Ed. 532

Research Methodology in Education

Ed.HE 535

Instructional Technology in Health Education

 

Ed. HE 537

Seminar Issue of Health Education

Ed. HE 538

Applied Research in Health Education

Ed. HE 539

Health Education Planning and Management

Fourth Semester (12 Credits)

Ed. 547

Physical Exercise and Sports in Health Promotion/Health Psychology

Ed. PM. 542

Monitoring, Evaluation and Research in EPM

Ed. PM 543

Practicum in EPM

Ed. 545

Thesis Writing

 

Course Description

 

Course Title: Advanced Health Education

This course is designed to enhance the advanced knowledge and in-depth understanding of health education among students. It provides an opportunity for students to explore, apply and critique the principles, philosophy, theories, foundations and professionalization of health education, and to learn more about their applications in varied health education settings. 

Course Title: Fundamentals of Epidemiology

This course is designed to provide the students with in-depth knowledge of epidemiologic measures and methods which are applied in health research. Moreover, emphasis is placed on epidemiologic approach, measures, methods/designs, causation, and epidemiology of infectious and non-communicable diseases. Students will gain knowledge and experiences in epidemiologic measures and methods. The aim of this course is to widen the horizon of knowledge and understanding of the students with a view to making them able to design epidemiologic study and apply epidemiologic methods in diseases prevention and health promotion. 

Course Title: Human Sexuality and Reproductive Health Education

This course is designed to equip students with deeper knowledge and understanding on conceptualization of sexual and reproductive health education, development of human sexuality, sexual behavior, and problems of sexuality, social aspects of human sexuality and recent reproductive health goals and strategies. This course also builds capacity in students to work as an expert in designing, implementing and monitoring program for the formal as well as non-formal educational sectors. 

Course Title: Health Promotion

This course is designed to provide the students with the knowledge and understanding of health promotion in modern context. The emphasis is on the critical understanding of the theory, models, strategies and methods of health promotion. It aims to develop critical understanding and appraisal of the nature of the relationship between people and their social-ecological contexts in terms of its impact on the health of individuals and community. It provides students in depth understanding of methods for planning, implementing and evaluating health promotion interventions which aimed at promoting health at different focus areas and settings for health. 

Course Title: Nutrition Education

This course deals with the fundamental issues of nutrition and nutrition education. Students will gain deeper understanding on nutrition requirement for different age groups and determinants of food choices and food habits. It examines nutrition education including emerging education models for promoting healthy eating and an active lifestyle. Emphasis is given on a stepwise procedure for designing nutrition education. Focus of this course is designing and implementing theory based nutrition education in school and community by linking theory, research and practices. The students will learn about the impact of marketing and communication on the food and lifestyle choices that are made by consumers.

Course Title: Community Health

This course is designed to provide an overview of community/public health and some of its main components. It is particularly directed towards health problems in developing countries including Nepal. It also deals with environmental health, community-based health intervention, mental health, drug abuses and health care systems. This course emphasizes the importance of creating and applying an evidence base to finding solutions to the health problems facing populations.

Course Title: Community Organizing for Health Education

This course is designed to develop a broader understanding of community structure, community organization, community participation and community development, and group process for community health education among students. It equips students with practical knowledge and skills in organizing community, doing survey, analyzing community health needs and problems, writing report of community organization and planning action program for community health education and promotion. 

Course Title: Health Promoting Schools

This course is designed to provide students with an understanding of health promoting school as a setting based concept of school health program. It deals with school health program, development of school ethos and environment, curriculum materials and evaluation of school health promoting school.

Course Title: Instructional Technology in Health Education

This course is designed to equip the students with essential knowledge and skills pertaining to the innovative teaching strategies, communication in teaching and use of technology in health education. It enables the students in designing, selecting and using appropriate teaching materials and media in health education. 

Course Title: Seminar in Issues of Health and Health Education

This course has been designed to equip the students with in-depth knowledge on issues and challenges of health and health education. It has been developed with a view to enhance their skills for identifying issues pertinent to health education, writing seminar papers on health  issues and challenges and present in a seminar. It also provides them an opportunity to organize a seminar effectively.

 

Course Title: Applied Health Education Research

This course has two prongs; applied research methods and statistics. Upon completing the course students will understand the basics of health education research methods and statistics. They will develop an understanding of various research methods and statistical methods and tools that are applied in health education research. The students will be able to apply their knowledge and skills to developing research tools both in quantitative and qualitative research, and collect and analyze qualitative and quantitative data. They will also be able to generate research questions, formulate, and test hypothesis based on the data they generate or given to them. Students will be introduced to basic procedures of SPSS for windows and have opportunity to practice data processing in SPSS software. The students will develop their understanding on qualitative data analysis programs. The students will be able to use their research–related knowledge and skills in developing a research protocol, write research report and papers, and undertake research in future.

Course Title:  Health Education Planning and Management

This course is designed to provide students with concepts, theories and experiences of health education planning (HEP), health service planning, management of health services and health education program. It also emphasizes on planning, implementation and supervision of school health education program.  Moreover, it enables the students to analyze existing health policy, planning and organization of health services and school health education programme of Nepal.

Course Title: Health Psychology

This course is designed to introduce the basic concepts of health psychology. It deals with psychological basis of health, bio-psychosocial models and approaches to health, health-risk behavior, illness perceptions and illness behavior, health enhancing behavior, pain management and improving quality of life. The course helps the students to develop better understanding on various approaches of health psychology that to apply concepts and approaches of health psychology in health education and promotion programme.

Course Title:  Physical Exercise and Sports for Health Promotion 

This course is designed to provide students with the experience of physical exercise and sports to enhance their health. The course is divided into two parts: theoretical and practical. Theoretical part deals nature of physical activities and sports as well as their importance in relation to health promotion. The second part is in practical nature under which the students have to practice some exercise and sports to promote their health. 

4. Curriculum and Evaluation

Introduction

Department of Curriculum and Evaluation (DCE) has a unique identity in KSC. The importance of DCE lies in the very existence of Campus itself as curriculum, in its broadest sense, comprises the live situation of the teaching-learning process. Thus, curriculum signifies the meanings of education in the context of the world of action rather than limiting its activities on planning endeavors since this idea is supported by a root of the word curriculum, that is, ‘currere’ meaning running of the race.

In larger perspectives, the relevance of DCE has been linked to the need for curriculum development and its implementation and evaluation for the betterment of formal education as well as non-formal education system. DCE is always guided by the educational needs of our country

DCE offers a four-semester-based Master’s degree with a specialization in curriculum and evaluation. The department offers the courses to prepare human resources such as curriculum designer, curriculum evaluator, curriculum researcher, test developer, test analyst, and test researcher. These courses equip graduate students with the fundamental knowledge and skills required in the areas of curriculum development and assessment practices. Considering various designs and approaches of curriculum development, we engage our students in preparing an appropriate framework for designing curricula of different levels of education. In addition, the department provides the graduates with required knowledge and skills for constructing, validating and standardizing tests. Furthermore, our graduates are equipped with the knowledge and skills for pedagogy and evaluation of educational programs.

Course Offered

Students complete two years course cycle divided into four semesters during which they will earn 69 credit hours. Out of 69, 21 credit hours are devoted to the core courses and 48 credit hours to the major courses. Here are the lists of core and major courses:

Course Structure

First Semester (12 Credits)

Ed. 511

Foundations of Education

Ed. 513

Advanced Psychology

Ed. CE 515

Foundations of Curriculum

Ed. CE 516

Programme Evaluation

Ed. CE 517

Psychological Testing

Ed. CE 518

Curriculum Diversity in Education

Second Semester  (12 Credits)

Ed. 521

Curriculum Practice

Ed. 522

Education Development

Ed. CE 525

Curriculum Theory

 

Ed. CE 526

Test Theory

Ed. CE 527

Test Development

Ed. CE 528

Curriculum Evaluation and Research

Third Semester (12 Credits)

Ed. 531

Measurement and Evaluation

Ed. 532

Research Methodology in Education

Ed. CE 535

Classroom Instruction

Ed. CE 536

Emerging Perspectives in Education

Ed. CE  537

Project on Program and Curriculum

Ed. CE 538

Application of Statistics in Education

Fourth Semester (12 Credits)

Ed. 547

Physical Exercise and Sports in Health Promotion/Health Psychology

Ed. CE 546

Management of Open and Distance Learning

Ed. CE 547

Qualitative Research

Ed. 545

Thesis Writing

Courses and Description

Course Title: Foundations of Curriculum

This course is designed for the students who specialize in curriculum and evaluation. The course is primarily devoted to the foundations of curriculum. It deals with different conceptions, issues and four foundations of curriculum. While developing a curriculum, we depend primarily on ideas that stem from four major fields: philosophy, sociology, psychology and knowledge. An understanding of these fields is crucial to the study of curriculum since they have traditionally been and still are considered its foundations.

 

 

 Course Title: Program Evaluation

This course is designed for those students who intend to specialize Curriculum and Evaluation in Master's Degree. The course deals with main concepts, aspects, designs, models and planning of program evaluation. Hence, the course aims to enable students in planning and preparing an evaluation study of an educational program, a curriculum, or an educational project. 

Course Title: Psychological Testing 

This is a specialization course designed for the M. Ed. students who specialize in curriculum and evaluation.  This course deals with various psychological tests. The course also aims to enable the students in designing psychological tests. The students are also required to perform the activities mentioned in the course.

Course Title: Curriculum for Diversity in Education 

This course deals with emerging issues, dimensions and challenges of diversity in education. In addition, vectors of education as key vector of cultural diversity, and approaches to and models of diversity are also the focus of the course. This course aims at developing democratic vision in student towards diversity and helping them explore ways to tackle the issues therein.

Course Title: Curriculum Theory

This is a specialization course in curriculum and evaluation designed for M. Ed. Program.  This course aims to equip students with deeper knowledge and theoretical understanding of curriculum phenomena.  This course deals with theorizing curriculum and theorizing curriculum development, gender and curriculum, postmodernism and curriculum and curriculum in 21st century. 

Course Title: Test Theory

This is a specialization course designed for M. Ed. program. This course aims to equip students with deeper knowledge and understanding of various concepts and process of test development. It covers the issues related to testing along with the concept of classical and modern test theories. This course also covers the practice and use of both classical and modern test theories and acquaints the students about different models of modern test theory. 

Course Title: Test Development 

This is a specialization course of M.Ed. designed for the students specializing in Curriculum and Evaluation.  This is a practical course covering the process of test development. It covers major considerations for developing a test to measure specific traits and standardization process

Course Title: Curriculum Evaluation and Research 

This course is designed for the students of Master of Education specializing in Curriculum and Evaluation. This course aims to develop knowledge on curriculum evaluation and research. There are two parts in this course. The first part deals with models, aspects and forms of curriculum evaluation with evaluation criteria, designs and tools. The second part is about historical background, dimension and trends of curriculum research. This course intends to shape the perspectives of students towards the new trends of curriculum evaluation and research.

Course Title: Classroom Instruction

This course is designed to provide students the conceptual foundations of effective classroom instruction and enabling them with essential pedagogical skills useful to transform classroom instructional practices. This course would enable the students to apply theoretical/conceptual understandings at the classroom level both at creating conducive classroom environment and applying appropriate instructional strategies to maximize students’ learning. In order to craft instructional skills, instructional strategies will be covered in demonstration, practice and feedback modality as far as possible.

Course Title: Emerging Perspectives in Curriculum 

This is an elective course designed for students specializing in ‘Curriculum and Evaluation’. The course aims at exposing to develop the skills of critical analysis. Basically the course will deal the curriculum from child right perspective, peace and nonviolence perspectives, sustainable development perspectives, and diversified or differentiated perspectives. This course requires students to search various resources, critically analyze and prepare notes and presentation rather than depends upon prescribed or established content. 

Course Title: Project on Program and Curriculum Evaluation

This is a practical course which aims at providing students with an opportunity to apply their theoretical knowledge in the evaluation of educational programs and curriculum of different levels.  In this course, students will be fully engaged in identifying problems and issues related to educational programs and curriculum and in developing study design and tools as well as in collecting and analyzing data and writing report.  The students will carry out the project work individually.

Course TitleManagement of Open and Distance Learning 

This is an elective course designed for the students specializing in Curriculum and Evaluation.  This course deals with the concepts of open and distance learning (ODL), creating learning materials for ODL, tutoring and supporting students, and assessing the students in ODL.   In this course, students' knowledge in ODL will be enriched through different instructional approaches.  The course aims to enable the students in planning and implementing the ODL programs.

Course Title: Qualitative Research

This course deals with the qualitative research methods. The course aims to enable the students to design and use qualitative research tools in conducting research through qualitative methods. 

5. Mathematics Education

Introduction

Mathematics education is becoming more dedicated to contents and pedagogy based stream of education. It relates the courses from new perspectives with influences from the different disciplines as diverse as psychology, philosophy, sociology, anthropology, feminism and mathematical sciences.

The distinction between mathematics and mathematics education lies on the nature of enquiry is made by mathematicians and mathematics education researchers. Mathematicians established the pattern, structure and theory in the physical world and the mental world of forms, relationships, and try to convince others that they too can see the same things whereas Mathematics Education researchers established pattern and structure in the socio-psychological behavior of students and the teachers of mathematics explore whether the phenomenon directs the future actions, and try to provide frameworks for enabling others to notice the same as well.

Courses Offered

First Semester (12 Credits)

Ed. 511

Foundations of Education

Ed. 513

Advanced Psychology

Math Ed. 515 

Foundation of Mathematics Education

Math Ed. 516

Abstract Algebra

Math Ed. 517

Mathematics Statistics

Math Ed. 518

History of Mathematics

Second Semester  (12 Credits)

Ed. 521

Curriculum Practice

Ed. 522

Education Development

Math Ed. 525

Trends in Mathematics

Math Ed. 526

Linear Algebra

Math Ed. 527

Projective Geometry

Math Ed. 528

Complex and Numerical Analysis

Third Semester (12 Credits)

Ed. 531

Measurement and Evaluation

Ed. 532

Research Methodology in Education

Math Ed. 535

Teaching Undergraduate Mathematics

Math Ed. 537

Differential Geometry

Math Ed. 538

Measure and Topology

Math Ed. 538

Studies in Maths Education

Fourth Semester (12 Credits)

Math Ed. 546

Operation Research/ (Elective)

Math Ed.547

ICT in Mathematics Education/(Elective)

Ed. 542

Teaching Practice

Ed. 544

Thesis Writing

Mathematics Education: Courses and Description

Course Title: Foundation of Mathematics Education 

This course is designed to provide a broader and deeper understanding of the state of the art of mathematics education. Mathematics education draws upon three main foundations: mathematical foundation, psychological foundation, cultural foundation and recently technological foundation. This course has been updated and modified to meet the changing needs of mathematics education.

Course Title: Abstract Algebra 

This is a specialization course designed for the students majoring Mathematics Education at M.Ed in ODL. This course deals with abstract algebra covering axiomatic structures such as group theory, ring theory and field theory including Galois Theory of fields. It also focuses on Sylow′s Theorem and classification of finite groups as well as nilpotent and solvable groups and series of groups. This course can also be implemented in open and distance mode (ODL mode) with different instruction strategies and different assessment techniques.

Course Title: Mathematical Statistics

This course explains how statistics most accurately communicate/describe the nature of attitude, achievements and events and also explains how it condenses opinions, performances and comparisons through summary numbers that can be understood at a glance through chart and graph. Through test of significance using the theory of probability, it also explains how statistics draws inferences, make decisions and form opinions about the evens in our day-to-day life. It covers the major contents like sampling techniques, hypothesis testing (parametric and non-parametric) and correlation and regression (Partial as well as multiple).

Course Title: History of Mathematics 

Mathematics begins with the history anecdote in different papyrus, in different archives and in different temples/artifacts found in different civilizations such as Hindu, Egyptian, Babylonian, Greek, Mayan, Roman, and Chinese. In different periods (from antiquity through medieval to modern) mathematicians created different branches of mathematics while they tried to answer/solve antiquity problem/puzzles/paradoxes. This course gives a comprehensive overview of ubiquitous nature of applied and applicable mathematics.

Course Title: Trends in Mathematics Education

This course deals with skill and knowledge in various aspects of mathematics education at different levels of the school and the University.  Besides this, it also provides an overview on the themes, issues and the recommendations made by different international education conferences. This course deals with the present status and trends of research in mathematics education too. 

Course Title: Linear Algebra 

This course covers Vector spaces, Inner product Spaces, linear mapping & their algebraic properties, bilinear form & Standard operators, Spectral Theorem & primary decomposition theorem with Jordan Canonical Form and Module Theory.

Course Title: Projective Geometry

Projective Geometry examines those properties of geometric figures that remain unchanged by a central projection. Perspective in art, images of conic section under projection analyzed through point at infinity and duality are the beauty of projective geometry.

Course Title: Complex and Numerical Analysis 

The topics on complex analysis deal with the basic properties of complex numbers, functions of complex variables, complex differentiations, Integration, series and residues. Furthermore, the numerical analysis deals with the numerical techniques to the solution of system of linear equations through matrix computations and solution of non-liner equations through interpolation and iterative method of differentiation and integration

Course Title: Teaching Undergraduate Mathematics

This course is designed for Master’s in mathematics education. It is expected that this course shall sharpen students in content knowledge for teaching in secondary and undergraduate level and provide knowledge in pedagogies. Basically, abstract algebra, analysis and geometry are considered as the foundation for learning other advance mathematics. This course is focused especially on these foundation course of mathematics to provide meaningful content learning and pedagogical skills and competencies necessary to run the courses in higher secondary and undergraduate level. Competent mathematics teachers are those who are able to reduce the learning contents into organized and reduced form of abstraction to make the student able to understand the abstraction. Therefore, this course intends to impart the students the mathematics that is particularly necessary to the teachers who are teaching at undergraduate level as well as at secondary level.  This course is an enrichment course to the teachers to make them fit into dealing contents of schools mathematics and undergraduate mathematics meaningfully. The contents for this enrichment course will be the simplified and made meaningful for the purpose of teaching. Besides the content enrichment it provides undergraduate mathematics teaching instructional models to the students – an appropriate pedagogy for actionable learning. This course makes students able to design lessons for undergraduate courses using different instructional strategies.

Course Title: Differential Geometry 

An analytical geometry is a great breakthrough in the advancement of synthetic geometry occurred through the work of Descartes and Fermat and later to differential geometry where application of calculus and vector are heavily used to study shapes and surfaces. The study of curvature for space curves and fundamental forms for surface are the complex and broad in scope in representing local and global geometry.

Course Title: Measure Theory and Topology

This course is designed to provide students with the sound knowledge of measure theory and topology. The topics on measure theory deal with the theory of measure and integration in the simple setting of Euclidean and abstract space. As a preliminary step, students study the Lebesgue measure and outer measure, measurable functions, Lebesgue integral, classes and integration in Euclidean and abstract spaces. The topics in topology deal with the definition of metric spaces as topologies, generalized topological spaces and their properties. 

 

Course Title: Studies in Mathematics Education 

This course aims at giving exposure to students about some of the books written in mathematics education that are used all over the world extensively. It also aims to let students pick up global   issue which is locally important, write an essay and give seminar related to components of mathematics education, like nature of mathematics, pedagogies for mathematics, teacher development, assessment strategies and research agenda.

Course Title: Operation Research

The course is designed for the M. Ed. students in Education majoring in Mathematics Education. It provides various methods and techniques of operations research for prospective math-educators and researchers. The content intends to equip the prospective teachers of mathematics to become a good time researcher and educators.

Course Title: ICT in Mathematics Education

This course in intended for perspective mathematics teachers as well as mathematics educators who place a high value on successful students learning through the use of computer as an instructional tool. It comprises a wide range of skills varies from basic literacy to advance skills of handling instructional technology software while teaching various courses of mathematics of tertiary and graduate levels.

Nepali Education

परिचय

वर्तमान नेपालको राष्ट्रभाषा, सरकारी कामकाजको भाषा, शैक्षिक तथा प्रशासनिक क्षेत्रको महत्त्वपूर्ण भाषा, बहुसङ्ख्यक नेपालीको प्रथम भाषा र नेपाल बाहिरका मुलुकमा पनि संवैधानिक मान्यता प्राप्त र प्रचलित भएकाले अन्तर्राष्ट्रिय तथा विदेशी भाषा समेत रहेको नेपाली भाषाको औपचारिक शिक्षाको शुभारम्भ राणाकालीन प्रधानमन्त्री देवशमशेरको छोटो प्रधानमन्त्रीत्व कालमा भएको पाइन्छ । वि.सं. १९५८ मा बझाङी राजा जयपृथ्वीबहादुर सिंहको सत्प्रयासद्वारा निर्मित अक्षराङ्क शिक्षा (वि.सं. १९५८) नामक पहिलो पाठ्यपुस्तकबाट प्राथमिक तहमा आरम्भ भएको यो नेपाली भाषाको शिक्षा विकासक्रम अहिले स्नातकोत्तर तह हुँदै विद्यावारिधि तहसम्म विस्तारित भएको छ ।

ज्ञान विज्ञानको अनवरत विस्फोटनका साथै प्राविधिक र सञ्चार क्षेत्रमा भएको अत्याधुनिक विकासले वर्तमान सन्दर्भमा नेपाली भाषा शिक्षाको आयाममा पनि विकास भएकाले तदनुरूप यसको विकास र विस्तार गर्न यससम्बन्धी शिक्षण प्रशिक्षण, अनुसन्धान, निरीक्षण र मूल्याङ्कन कार्यका लागि अपेक्षित सक्षम जनशक्ति तयार गर्नु नितान्त आवश्यक हुन्छ । समयानुकूल यिनै आवश्यकताहरूको परिपूर्तिका निमित्त वि.सं. २०२९ मा शिक्षाशास्त्र अध्ययन संस्थानको स्थापनासँगै प्रस्तुत विभागको पनि जग बसालिएको हो । यस विषयमा बी. एड. कार्यक्रम सङ्कायको स्थापनासँगै सञ्चालित भएको हो तापनि एम. एड. कार्यक्रम चाहिँ २०४० सालमा सञ्चालित भएको हो । अहिले यो नेपाली भाषा शिक्षा विभागका रूपमा त्रि.वि. शिक्षाशास्त्र सङ्काय, शिक्षाशास्त्र केन्द्रीय विभाग अन्तर्गत विश्वविद्यालय क्याम्पस, कीर्तिपुरमा रहेर आप्mनो उद्देश्यमा निरन्तर क्रियाशील छ ।

नेपाली भाषा शिक्षाका विविध फाँटमा आवश्यक जनशक्ति विकास गर्ने दायित्व वहन गरेको प्रस्तुत नेपाली भाषा शिक्षा विभागले आफ्नो कार्यक्षेत्रमा दक्ष शैक्षिक जनशक्ति विकास गर्न स्नातकोत्तर तहको चार सेमेस्टरमा आधारित एम.एड. कार्यक्रम सञ्चालन गर्दै आएको छ । साथै शिक्षा स्नातक स्कुल कार्यक्रमसँग समन्वय गर्दै यस दिमागले एम.फिल. तथा पीएच.डी. कार्यक्रम सञ्चालन गरिएको छ । यस विभागका सबै सदस्यहरूले आ-आप्नो क्षेत्र र रुचिअनुरूप विषयसँग सम्बन्धित क्षेत्रमा हुने शोधकार्य र अनुसन्धान तहको पिएच.डी. कार्यक्रममा सहभागी हुने शोधार्थीहरूलाई पनि सम्बन्धित विषयमा शोध परामर्श, शोध निर्देशन तथा विशेषज्ञताको सुविधा उपलब्ध गराउँदै आउनुभएको छ ।

यस विभागअन्तर्गत सञ्चालित नेपाली भाषा शिक्षाका निम्नलिखित शैक्षिक कार्यक्रम र तिनमा रहेका पाठ्यांशहरू यसप्रकार छन्:

Course Structure

First Semester (12 Credits)

Ed. 511

Foundations of Education

Ed. 513

Advanced Psychology

 नेपा ५१५

भाषाविज्ञान

 नेपा ५१६

नेपाली आख्यान र नाटक

 नेपा ५१७

पूर्वीय र पाश्चात्य समालोचना

 नेपा ५१८

प्रायोगिक भाषाविज्ञानका प्रमुख क्षेत्र      

Second Semester  (12 Credits)

Ed. 521

Curriculum Practice

Ed. 522

Education Development

५२४

भाषिक परीक्षण

५२५

नेपाली कविता काव्य

५२६

आधुनिक नेपाली निबन्ध र समालोचना

५२९

सामाजिक तथा मनोभाषाविज्ञान

Third Semester (12 Credits)

Ed. 531

Measurement and Evaluation

Ed. 532

Research Methodology in Education

५३५

नेपाली भाषा शिक्षण

५३७

भाषिक अनुसन्धान विधि

५३९

भाषिक विधा शिक्षण  

५३८

भाषाविज्ञानका प्रमुख सिद्धान्त

Fourth Semester (12 Credits)

५४५

भाषिक सम्पादन कला

Ed. 542

अभ्यास शिक्षण

Ed. 544

शोधपत्र

Course structure

यस विभागले शिक्षण—प्रशिक्षण, निरीक्षण, सुपरिवेक्षण र मूल्याङ्कन कार्यका अतिरिक्त विभागको विषय क्षेत्रका विविध पक्षमा हुने अनुसन्धान कार्यमा निर्देशन, तत्परता, सहभागिता, परामर्श, विशेषज्ञता तथा सहयोगको सुविधा प्रदान गर्दै आएको छ । नेपाली भाषा शिक्षा विभागले सम्बन्धित अनुसन्धानका विभिन्न क्षेत्रमा सहयोग पु¥याउँदै आएकोछ र निम्नलिखित क्षेत्रमा विशेष जोड दिएको छ /

१.     भाषा शिक्षण

२.     भाषा पाठ्यक्रम

३.     भाषा पाठ्यपुस्तक

४.     विभिन्न सम्बन्धित पाठ्यक्रम पाठ्यपुस्तक आदिको तुलनात्मक अध्ययन

५.     भाषा र भाषिकहरूको शोधमूलक अध्ययन

६.     भाषिक मूल्याङ्कन

७.     द्विभाषिकता र बहुभाषिकताको अध्ययन

८.     दोस्रो भाषाशिक्षण

९.     व्यतिरेकी विश्लेषण, त्रुटिविश्लेषण र सङ्कथन विश्लेषण

१०. बालभाषाको अध्ययन

११. बालसाहित्यको अध्ययन

१२. मातृभाषा र दोस्रो भाषाको अध्ययन राष्ट्रभाषा र विदेशी भाषाको अध्ययन

 पाठ्यांश शीर्षक  परिचय

पाठ्यांश शीर्षक : भाषाविज्ञान

प्रस्तुत पाठ्यांश त्रिभुवन विश्वविद्यालय, शिक्षाशास्त्र सङ्कायअन्तर्गत सेमेस्टर प्रणालीमा आधारित दुई बर्से स्नातकोत्तर (एम.एड.) तहमा अध्ययन गर्ने विद्यार्थीहरूका लागि तयार पारिएको हो । यस पाठ्यांशबाट भाषाविज्ञानअन्तर्गत भाषा र भाषाविज्ञानको परिचय, ध्वनिविज्ञान, वर्णविज्ञान, रूपविज्ञान, वाक्यविज्ञान र अर्थविज्ञान एवम् तत्सम्बन्धी प्रायोगिक कार्य गराउने अपेक्षा गरिएको छ ।

पाठ्यांश शीर्षक : नेपाली आख्यान नाटक

यो पाठ्यांश त्रि.वि. शिक्षाशास्त्र सङ्काय स्नातकोत्तर (एम.एड.) कार्यक्रमअन्तर्गत सेमेस्टर प्रणालीमा आधारित नेपाली शिक्षा विषयमा विशिष्टीकरण गर्न चाहने विद्यार्थीहरूका लागि तयार पारिएको हो । यस पाठ्यांशमा आधुनिक नेपाली साहित्यका कथा, उपन्यास, नाटक र एकाङ्की विधाको सिद्धान्त, विकासक्रम, प्रमुख मोड तथा प्रवृत्ति एवम् प्रतिनिधि साहित्यकारहरूका निर्धारित कृतिहरूको विवेचनात्मक अध्ययन गराउने अपेक्षा राखिएको छ ।

पाठ्यांश शीर्षक : पूर्वीय पाश्चात्य समालोचना

प्रस्तुत पाठ्यांश त्रिभुवन विश्वविद्यालय, शिक्षाशास्त्र सङ्कायअन्तर्गत सेमेस्टर प्रणालीमा आधारित दुई बर्से स्नातकोत्तर (एम. एड.) तहमा अध्ययन गर्ने विद्यार्थीहरूका लागि तयार पारिएको हो । यस पाठ्यांशबाट पूर्वीय समालोचनाअन्तर्गत काव्यको परिभाषा, काव्यहेतु र प्रयोजन, शब्दशक्ति, रससिद्धान्त र ध्वनिसिद्धान्त, अलङ्कार, रीति र वक्रोक्तिसिद्धान्त; पाश्चात्य समालोचनाअन्तर्गत परिष्कारवाद, स्वच्छन्दतावाद, यथार्थवाद, अतियथार्थवाद, अस्तित्ववाद, उत्तर आधुनिकतावाद; पाश्चात्य समालोचना प्रणाली अन्तर्गत नीतिपरक समालोचना प्रणाली, समाजपरक समालोचना प्रणाली, रूपपरक समालोचना प्रणाली र शैलीवैज्ञानिक समालोचना प्रणाली एवम् तत्सम्बन्धी प्रायोगिक कार्य गराउने अपेक्षा गरिएको छ ।

पाठ्यांश शीर्षक: प्रायोगिक भाषा विज्ञानका प्रमुख क्षेत्र 

यो पाठ्यांश त्रि.वि. शिक्षाशास्त्र स्नातकोत्तर (एम.एड.) कार्यक्रमअन्तर्गत सेमेस्टर प्रणालीमा आधारित नेपाली शिक्षा विषयमा विशिष्टीकरण गर्न चाहने विद्यार्थीहरूका लागि तयार पारिएको हो । यस पाठ्यांशमा प्रायोगिक भाषाविज्ञानका प्रमुख क्षेत्र अन्तर्गत पर्ने सङ्कथन विश्लेषण, शैलीविज्ञान, कोशविज्ञान र अनुवाद विज्ञानसँग सम्बन्धित सामग्रीहरु रहेका छन् ।

पाठ्यांश शीर्षक : भाषिक परीक्षण

प्रस्तुत पाठ्यांश शिक्षाशास्त्रमा ‘नेपाली शिक्षा’ विषय लिएर दुई बर्से स्नातक, तिन बर्से स्नातक, चार बर्से स्नातक, एक बर्से स्नातक वा सो सरहको तह उत्तीर्ण गरी स्नातकोत्तर शिक्षा (एम.एड.) कार्यक्रम अन्तर्गत मुख्य विषय ‘नेपाली शिक्षा’ मा विशिष्टीकरण गर्न चाहने विद्यार्थीहरूका लागि तयार पारिएको हो । यस पाठ्यांशमा भाषिक परीक्षणका सैद्धान्तिक अवधारणा, मान्यता र धार, भाषिक परीक्षणका युक्ति र साधन, भाषिक परीक्षण योजना तथा भाषिक प्रश्न निर्माण र विश्लेषणका विविध पक्षहरुको सैद्धान्तिक र प्रायोगिक सुझ विकास गर्ने दृष्टिकोण राखिएको  छ । यसबाट विद्यार्थीहरूमा नेपाली भाषा शिक्षणका सन्दर्भमा भाषिक परीक्षणको सोद्देश्यपूर्ण उपयोग क्षमता वृद्धि हुने अपेक्षा गरिएको छ ।

पाठ्यांश शीर्षक : नेपाली कविता काव्य

यो पाठ्यांश शिक्षाशास्त्र सङ्काय अन्तर्गत सेमेस्टर प्रणालीमा आधारित नेपाली शिक्षा विषयमा स्नातकोत्तर (एम.एड.) विशिष्टीकरण गर्न चाहने विद्यार्थीहरूका लागि तयार गरिएको हो । यस पाठ्यांशमा कविता सिद्धान्त र नेपाली कविताको विकासक्रम, निर्धारित कविहरूका फुटकर कविता र गीत गजलहरू, प्रतिनिधि कविहरूका खण्डकाव्य, नाट्यकाव्य र महाकाव्यहरू रहेका छन् ।

पाठ्यांश शीर्षक: आधुनिक नेपाली निबन्ध समालोचना

यो पाठ्यांश शिक्षाशास्त्र सङ्काय अन्तर्गत सेमेस्टर प्रणालीमा आधारित नेपाली शिक्षा विषयमा स्नातकोत्तर (एम.एड.) विशिष्टीकरण गर्न चाहने विद्यार्थीहरूको लागि तयार गरिएको हो । यसमा दुई प्रकारका पाठ्यांशहरु रहेका छन्: आधुनिक नेपाली निबन्ध र नेपाली समालोचना । आधुनिक नेपाली निबन्धअन्तर्गत निबन्धको परिभाषा र स्वरूप, निबन्धका प्रकार, निबन्धका तत्त्व, निबन्धको अन्य विधासँगको सम्बन्ध, नेपाली निबन्धको विकासका प्रमुख मोड तथा प्रवृत्तिहरू, प्रमुख निबन्धकार र तिनका प्रतिनिधि निबन्धको जानकारी, प्रमुख नेपाली नियात्राकार र तिनका प्रतिनिधि निबन्धको अध्ययन तथा हास्यव्यङ्ग्यको सैद्धान्तिक परिचय एवम् प्रतिनिधि हास्यव्यङ्ग्य निबन्धकारका निबन्धहरू समावेश गरिएका छन् । त्यसैगरी नेपाली समालोचनाअन्तर्गत समालोचनाको परिभाषा र स्वरूप, नेपाली समालोचनाको विकासक्रम, प्रतिनिधि नेपाली समालोचनाका प्रमुख प्रवृत्ति र उत्तरवर्ती नेपाली समालोचनासँग सम्बन्धित सामग्री राखिएको छ ।

पाठ्यांश शीर्षक:सामाजिक तथा मनोभाषाविज्ञान

प्रस्तुत पाठ्यांश त्रिभुवन विश्वविद्यालय शिक्षाशास्त्र सङ्काय अन्तर्गत सेमेस्टर प्रणालीमा आधारित तीन बर्से स्नातकोत्तर (एम.एड.) तहमा अध्ययन गर्ने विद्यार्थीहरूका लागि तयार पारिएको हो । यस पाठ्यांशमा सामाजिक भाषाविज्ञान र मनोभाषाविज्ञानसित सम्बद्ध सैद्धान्तिक कुराहरू स्पष्ट पार्ने अपेक्षा राखिएको छ । यो पाठ्यांश खण्ड ‘क’ र खण्ड ‘ख’ गरी दुई भागमा विभाजित छ । खण्ड ‘क’ अन्तर्गत सामाजिक भाषाविज्ञानसित सम्बद्ध पाठ्यवस्तु र खण्ड ‘ख’ अन्तर्गत मनोभाषाविज्ञानसित सम्बद्ध पाठ्यवस्तु रहेका छन्

पाठ्यांश शीर्षक: नेपाली भाषा शिक्षण

यो पाठ्यांश शिक्षाशास्त्र सङ्कायअन्तर्गत सेमेस्टर प्रणालीमा आधारित नेपाली शिक्षा विषयमा स्नातकोत्तर (एम.एड.) विशिष्टीकरण गर्न चाहने विद्यार्थीहरुको लागि तयार गरिएको हो । यस पाठ्यांशमा भाषा शिक्षणका सिद्धान्त र नेपाली शिक्षणका विविध स्वरूप, विविध भाषाकला सिप शिक्षण प्रविधि, शब्दार्थ, शब्द भण्डार, वाक्य रचना तथा व्याकरण शिक्षण, कक्षा व्यवस्था र निराकरणात्मक शिक्षण, शिक्षण सामग्री र विविध शिक्षण प्रविधिहरू, भाषा शिक्षण र अध्यापन योजना आदि पाठ्य सामग्रीहरू रहेका छन् ।

पाठ्यांश शीर्षक: भाषिक अनुसन्धान विधि  

यो पाठ्यांश शिक्षाशास्त्र स्नातकोत्तर (एम. एड) कार्यक्रमअन्तर्गत सेमेस्टर प्रणालीमा आधारित नेपाली शिक्षा विषयमा विशिष्टीकरण गर्न चाहने विद्यार्थीहरूका लागि तयार पारिएको हो । यस पाठ्यांशमा भाषिक अनुसन्धान सम्बद्ध सैद्धान्तिक र व्यावहारिक पक्षको अध्ययन गराउने अपेक्षा राखिएको छ ।

पाठ्यांश शीर्षक: भाषाविज्ञानका प्रमुख सिद्धान्त

प्रस्तुत पाठ्यांश त्रिभुवन विश्वविद्यालय, शिक्षाशास्त्र सङ्कायअन्तर्गत सेमेस्टर प्रणालीमा आधारित दुई बर्से स्नातकोत्तर (एम. एड.) तहमा अध्ययन गर्ने विद्यार्थीहरूका लागि तयार पारिएको हो । यस पाठ्यांशबाट पूर्व र पश्चिमको प्रमुख भाषिक चिन्तन र त्यसका उपलब्धि, संरचनात्मक भाषाविज्ञान, रूपार्थपरक व्याकरण, व्यवस्थापक व्याकरण, रूपान्तरण व्याकरण र कारक व्याकरणको पृष्ठभूमि, आधारभूत मान्यता, भाषिक विश्लेषणका प्रक्रिया र पद्धति एवम् तिनका उपलब्धिसँग विद्यार्थीहरूलाई परिचित गराउने अपेक्षा गरिएको छ ।

पाठ्यांश शीर्षक: भाषिक विधा शिक्षण

प्रस्तुत पाठ्यांश शिक्षाशास्त्र सङ्कायअन्तर्गत सेमेस्टर प्रणालीमा आधारित ‘नेपाली शिक्षा’ विषय लिई स्नातकोत्तर (एम.एड.) तहमा विशिष्टीकरण गर्न चाहने विद्यार्थीहरूका लागि तयार गरिएको हो । यस पाठ्यांशमा नेपाली भाषा शिक्षणका सन्दर्भमा भाषिक सिप विकासका दृष्टिले विधा शिक्षण तथा आस्वादनका दृष्टिले साहित्यिक विधा शिक्षण प्रविधिसम्बन्धी विविध पक्षहरूको सैद्धान्तिक र प्रायोगिक सुझ विकास गर्ने खालका भाषिक विधा र साहित्यिक विधा शिक्षणसँग सम्बन्धित सामग्रीहरू राखिएको छ ।

पाठ्यांश शीर्षक : पाठ्यांशको भाषिक सम्पादन कला

यो पाठ्यांश सम्बन्धित तहका विद्यार्थीहरूमा भाषासम्पादन कौशलसम्बन्धी क्षमता अभिवृद्धि गर्ने उद्देश्यले तयार गरिएको हो । यसमा जम्मा चारओटा एकाइहरू छन् र यी एकाइहरूमा प्रस्तुत विषयवस्तुबाट भाषा सम्पादनको सैद्धान्तिक परिचयका साथै भाषा सम्पादनका विधि र प्रक्रियासम्बन्धी प्रायोगिक सिप विकास हुने अपेक्षा गरिएको छ । यस पाठ्यांशले शिक्षण सिकाइ प्रक्रियामा विद्यार्थीहरूको सक्रिय सहभागिताको अपेक्षा गरेको छ । त्यस क्रममा कक्षाकोठामा सामुहिक छलफल, कार्यपत्र तयारी र कक्षा प्रस्तुति आदि क्रियाकलापहरूमा जोड दिइएको छ ।

पाठ्यांश शीर्षक : ऐतिहासिक भाषाविज्ञान नेपाली भाषा

यस पाठ्यांशमा दिइएका पाठ्यवस्तुबाट ऐतिहासिक भाषाविज्ञान, भाषिक वर्गीकरण र भारोपेली भाषा परिवार, नेपाली भाषाको उत्पत्ति र विकासक्रम, नेपालमा बोलिने विभिन्न भाषा परिवारका भाषा सहित भाषिक परिवर्तनसम्बन्धी जानकारी गराउने अपेक्षा गरिएको छ । यो पाठ्यांश मूलतः पाँच एकाइमा विभाजित छ । यसमा ऐतिहासिक भाषाविज्ञानको परिचय, संसारका भाषाको पारिवारिक वर्गीकरण, नेपाली भाषाको उत्पत्ति र विकासक्रम तथा विभिन्न चरणहरूको अध्ययन र नेपालमा बोलिने भाषापरिवार र तिनका वक्ता, क्षेत्र आदिको जानकारीका साथै भाषिक परिवर्तनका कारणहरूसँग सम्बन्धित सामग्री समावेश गरिएको छ ।

पाठ्यांश शीर्षक : कोशविज्ञान पाठ्यांशको

प्रस्तुत पाठ्यांश कोशविज्ञानसम्बन्धी ज्ञान र सिपको विकास गर्ने उद्देश्यले तयार पारिएको हो । यस पाठ्यांशमा जम्मा पाँच एकाइ छन् । तीमध्ये कोशको परिचय र वर्गीकरण, कोश सम्पादन योजना र प्रक्रिया, कोशविज्ञान र अन्य विषयसँग यसको सम्बन्ध, कोश निर्माण परम्परा र कोश निर्माण परम्परा र कोश सम्पादनका समस्या जस्ता विषयवस्तुहरू रहेका छन्

 

 

 

Teaching Practices

Practicum is an important component of all courses in the Faculty of Education. This course has been introduced from Bachelor’s to Master’s degree program. The main objective of the program is to equip students with the knowledge of pedagogies and provide them with the opportunities to experience them in real teaching. This course requires the participants to prepare materials; to devise lessons and present them in simulated (micro-teaching) and actual classroom by applying the strategies and techniques they learn in their respective courses. The students are required to present 20-40 lessons, depending on local context of the assigned schools or campuses. Before participating in actual teaching, they are required to practice in simulated (micro-teaching) classes in the campus for the two weeks’ period. Their presentations are supervised 3 to 5 times by faculty members and suggestions are provided to improve their teaching. During this period, they are required to prepare an observation report, observe peers’ classes, evaluate the courses, and prepare materials to prove themselves as trained teachers. The practicum/practice teaching is conducted after the completion of the theory papers in respective subjects.

Bachelors of Computer Application ( BCA)

Tribhuvan University has launched Bachelor of Computer Application (BCA) program from the academic year 2074/75.  In the first phase, this program was launched in six (6) constituent campuses of TU and are allocated 35 seats each. Currently KSC is also running BCA program with the affiliation from TU. The BCA program is of 4 years. The program runs on semester-system. It will be run under the faculties of Humanities and Social Sciences.

The objective of the BCA program of TU is to produce high quality computer application users and developers. The program of study for Bachelor of Arts in Computer Application (BCA) is over a period of eight semesters (four academic years). The academic year begins in the September and February of each year. The medium of instruction and examination in the Bachelor of Arts in Computer Application (BCA) program is English.

Eligibility

  • Minimum D grade in each subject of grade 11 and 12 with a CGPA 1.8 or more
  • Minimum score of second division marks in 10+2, PCL, or equivalent in any discipline.
  • Students who have passed grade 11 and are waiting for grade 12 results can also apply. However, they have to submit all the required documents at the time of admission.
  • Minimum D grade in each subject of grade 11 and 12 with a CGPA 2.0 or more
  • Minimum score of second division marks in 10+2, PCL, or equivalent in any discipline.

Job Prospects

BCA graduates can apply for a post of system analysts, system managers, project managers, database administrators, system designers and programmers in IT Companies. Information industries and manufacture industries are always seeking for BCA graduates. Students completing their Bachelor's degree in Computer Application are further eligible to study in any faculties which come under the Management and Information Technology such as MCA, MIT, MBA and many more. 

Prospect Careers

 

Curricular Structure

Semester wise breakdown of the course

First Year

Course Code

Course Title

Credit Hours

Lecture Hours

Tutorial Hours

Lab Hours

CASC101

Computer Fundamentals and Applications

4

4

-

4

CASO102

Society and Technology

3

3

 

-

CAEN103

English I

3

3

1

-

CAMT104

Mathematics I

3

3

1

1

CASC105

Digital Logic

3

3

-

2

Total

 

16

16

2

7

Course Code

Course Title

Credit Hours

Lecture Hours

Tutorial Hours

Lab Hours

CASC151

C programming

4

4

1

3

CAAC152

Financial Accounting

3

3

1

1

CAEN153

English II

3

3

1

-

CAMT154

Mathematics II

3

3

1

1

CASC155

Microprocessor and Comp. Architecture

3

3

1

2

Total

 

16

16

5

7

Course Code

Course Title

Credit Hours

Lecture Hours

Tutorial Hours

Lab Hours

CACS201

Data Structure and Algorithms

3

3

-

3

CAST202

Probability and Statistics

3

3

1

1

CACS203

System Analysis and Design

3

3

1

-

CACS204

OOP in Java

3

3

1

2

CACS205

Web Technology

3

3

-

3

Total

 

15

15

3

9

Course Code

Course Title

Credit Hours

Lecture Hours

Tutorial Hours

Lab Hours

CACS 251

Operating System

3

3

1

2

CACS 252

Numerical Methods

3

3

1

2

CACS 253

Software Engineering

3

3

1

-

CACS 254

Scripting Language

3

3

-

3

CACS 255

Database Management System

3

3

1

2

CAPj256

Project I

2

-

-

4

Total

 

17

15

4

13

Course Code

Course Title

Credit Hours

Lecture Hours

Tutorial Hours

Lab Hours

CACS301

MIS and e-Business

3

3

-

2

CACS302

Dot Net Technology

3

3

-

3

CACS303

Computer Networking

3

3

-

2

CAMG304

Introduction to Management

3

3

1

-

CACS305

Computer Graphics and Animation

3

3

1

2

Total

 

15

15

2

9

Course Code

Course Title

Credit Hours

Lecture Hours

Tutorial Hours

Lab Hours

CACS351

Mobile Programming

3

3

-

3

CACS352

Distributed System

3

3

1

-

CACS353

Applied Economics

3

3

1

-

CACS354

Advanced Java Programming

3

3

-

3

CACS355

Network Programming

3

3

-

2

CAPj356

Project II

2

-

-

4

Total

 

17

15

2

12

Course Code

Course Title

Credit Hours

Lecture Hours

Tutorial Hours

Lab Hours

CACS401

Cyber Law and Professional Ethics

3

3

1

-

CACS402

Cloud Computing

3

3

-

3

CAIN403

Internship

3

-

-

-

N/A

Elective I

3

3

-

-

N/A

Elective II

3

3

-

-

Total

 

15

12

1

3

Course Code

Course Title

Credit Hours

Lecture Hours

Tutorial Hours

Lab Hours

CAOR451

Operations Research

3

3

1

-

CAPj452

Project III

6

-

-

12

N/A

Elective III

3

3

-

-

N/A

Elective IV

3

3

-

-

Total

 

15

9

1

12

 

 

 

 

 Bachelors of Education at KSC ( B. Ed Program)

Introduction

Teacher education in Nepal was started with the establishment of Basic Teacher Training Program in 1947. As the need of teachers and teacher training was realized by the then government of Nepal, Nepal National Educational Planning Commission (NNEPC) 1954-55 recommended for College of Education which was materialized in 1956. The main objective of the College of Education (COE) was to produce trained manpower to teach at the primary and secondary schools. Thus, with the establishment of the College of Education, teacher training in the country took a definite shape. In 1971, National Education System Plan was introduced in the country and COE was renamed as the Institute of Education (IOE). A decade later in 1982, following the recommendation made by the Royal Commission on Higher Education, IOE was given the status of the present Faculty of Education (FOE).

Through its different courses which are taught in different programs viz. One Year B.Ed, Four Year B.Ed and Two Year M,Ed, KSC produces trained educational manpower as teachers, teacher trainers, educational planners and managers, educational researchers, curriculum designer and all sorts of human resources needed for the educational sector of the country. Whatever the name it might have along the time, it always helped Ministry of Education (MOE) by producing and supplying educational manpower, and helped the country to walk on the road of development

The Vision Statement

The vision of the KSC is to be the center of excellence in the field of teacher education and educational research in the country, and to provide Nepal with the competent human resources in order to help her take off onto the road of educational development.

KSC will work with various organizations and government agencies responsible for educational and youth development, and promote friendship and educational development amongst people of different cultural, religious, ethnical and social backgrounds by bringing them under one umbrella through its various courses correspondence and discouraging differences and animosity amongst different races.

The Mission Statement

The mission of the KSC is to serve the country through the preparation of trained and competent teachers to teach at different level, educational planner, curriculum designers, educational researchers and educational managers required for the country. A well-defined national education system is considered to be a lever to direct change towards uplifting the lives and living conditions of the people, and KSC is committed to lay solid foundation of a well-built teacher education system in the country.

The Aims

KSC aims to transcend knowledge, skills and abilities through a sound pedagogical system in order to prepare educated manpower well equipped with sound knowledge and functional capacities. KSC also aims to promote collaboration for better learning and innovation in the field of education.

The Objectives

The main objective of KSC is to develop itself as a center of excellence for teacher education, and educational development and research, and to commit itself as one of the contributing partners to the national development. In more specific terms, KSC aims at achieving the following major objectives.

  • To produce trained teachers to teach at different levels of school education.
  • To prepare high educational human resources such as education administrators, curriculum designer, educational planners and researchers.
  • To provide the country with the teachers to teach visually impaired and hard of hearing people, and also to the differently abled pupils.
  • To provide its teachers with research opportunities and refresher training for their professional development.
  • To support Chandragiri and Nation in the formation of education policy, program, planning and their implementation and evaluation.
  • To work as national forum to bring about debates and discussions in order to address the critical educational issues.
  • To share and disseminate educational researches and innovations by linking itself with the educational communities.