Fr. Dr. Peter Lourdes presently a nonagenarian is a well-sought after Psychologist, who got graduated from the University of Chicago. During his tenure as the Principal of the College dreamed and talked about Education as a relevant department for the college. His mind was to fulfil the vision of the founder Don Bosco who propagated the preventive System of education to form young minds into well-formed, socially sensitive and proficient educators to mould the upcoming generation. In the year 2006 the department took shape in the college(Sonada) with approval of the university. The Department at Siliguri campus started in the year 2012.

The department hopes to have a School of Education comprising of TTC, B. Ed, M.Ed and eventually integrated four year degree programme. In August 2019 the first batch of M.A Education started with the sanction from the university and it hopes to get sanction research to assist Ph. D scholars. We see Education as a powerful vehicle for personal and social change.

1. To be a well acclaimed Department recognized for excellence in teaching, research and outreach;
2. To provide the highest quality education to students, nurture their talent, promote intellectual growth and shape their personal development;
3. To envision a world in which education positively contributes to each person’s ability to reach their potential in acting for society’s good;
4. To be an advocate of the very multi-disciplinary nature of our subject & uphold the aspects of these disciplines that our vivid curriculum portrays.
5. To plan an education system that, not only transacts the syllabus [in its paper form] but also adds a multi-cultural dimension to our long-term goals of holistic development of every child as a learner.
6. To see a society that Educates being Educated
7. To see Salesian College a model of Don Bosco’s Preventive system

1. To provide the students with knowledge, skills, values and sensitivity necessary for successful citizenship;
2. To equip the students with problem solving, leadership and teamwork skills and inculcating a sense of commitment to quality, ethical behavior and respect for others;
3. To prepare and equip students to be critically reflective learners and practitioners (through efficient and effective processes);
4. To prepare learner-sensitive educators with the knowledge, skills and depositions to contribute to a better society;
5. To create a transformative educational experience for students focused on deep disciplinary knowledge; problem solving, leadership, communication and interpersonal skills and personal health and well-being.

Semester I

EDU-H-DSC-T-1: PHILOSOPHICAL FOUNDATION OF EDUCATION

1. Students would be able to distinguish between different philosophy schools.
2. Each learner shall be able to understand about the implications of philosophy on education.
3. Learners would be acquainted with different branches of Indian philosophy a– both orthodox as well as heterodox schools of Indian philosophies.
4. Learners shall understand and internalize the limitations of each school of philosophy – how one school of philosophies try and fill in the gaps & limitations of the other- thereby instilling a comparative study mindset within the students.

EDU-H-DSC-T-2: SOCIOLOGICAL FOUNDATION OF EDUCATION

On completion of the course the students shall be able to:
1. Understand the nature and scope of sociological foundation of education
2. Discuss the origin of society and impact of different political systems on education and social groups
3. Identify the relation between social change and education in the Indian context
4. Identify and analyze the relation between education and social communication, agencies and contemporary social issues
5. Understand and classify the principles of school organization
6. Understand and analyse the contributions of great educators.

Semester II

EDU-H-DSC-T-3: PSYCHOLOGICAL FOUNDATION OF EDUCATION

On completion of the course the students shall be able to:
1. Define Psychology.
2. Explain the relationship between education and psychology.
3. Explain the methods of educational psychology.
4. Describe the contribution of different schools of psychology to education.
5. Elaborate the concept of growth and development and underlying theories with educational implications.
6. Explain various theories of learning and transfer of learning with their educational implications.
7. Explain the concepts and theories of motivation and articulate the role of motivation in learning.
8. Describe the concept, theories and measurement of intelligence.
9. Explain the process of creativity, state the factors influencing creativity and construct and employ ways to nurture creativity in a classroom setting.
10. Describe the concept, theories and assessment of personality.

EDU-H-DSC-T-4: HISTORY OF EDUCATION IN ANCIENT AND MEDIEVAL INDIA

1. Students would be able to know about the education system of Ancient India [Vedic education - Bramhanic education system] - Evaluation procedure of the time & methods of teaching in the Bramhanic system of education.
2. Students shall be able to understand the education of Buddhist school- Nalanda and Vikramasila as learning institutes.
3. Students would be able to contrast between the two ancient schools of education system.
4. Students would be able to understand Medieval education system of India [Islamic system of education] - the Mughal system of imparting education to Indians.
5. Students will be able to understand the development of women education and vocational education during – Ancient and Medieval India.

Semester III

EDU-H-DSC-T-5: PSYCHOLOGY OF INSTRUCTION

After completion of the course the learners will be able to
1. Discuss the concept, factors and principles of teaching.
2. Explain the Flander’s Interactional analysis
3. Explain the characteristics of a good teacher.
4. Discuss the nature of classroom teaching, traditional teaching, and constructivist teaching.
5. Explain the concept and implications of Micro-teaching.
6. Discuss different types of teaching methods.

EDU-H-DSC-T-6: EDUCATIONAL EVALUATION & STATISTICS

After completing the course, the students will be able to:
1. critically examine the concept of measurement and evaluation in education
2. understand about the different aspects related to the basics of educational statistics
3. analyze about the various tools and techniques in the field of evaluation
4. develop ideas regarding the process of evaluation

EDU-H-DSC-T-7: HISTORY OF EDUCATION IN COLONIAL INDIA

On completion of the course the students shall be able to:
1. Describe the common links in the past and present system of Education.
2. Evaluate and correlate the historical events with the educational development during the colonial period.
3. Explain about different committees, commissions and acts for development of education in British Period and their recommendations.
4. Analyse the impact of the recommendations of different committees, commissions and acts on Indian education in British Period.
5. Explain the reasons of appointment or formulation of the Commissions, Acts and Policies and their recommendations in their reports.
6. Analyse various issues concerning the development of education in India during the Colonial period.

EDU-H-SEC-1-A: STATISTICAL ANALYSIS SKILL ENHANCEMENT COURSE

After completing the course, the students will be able to:
1. understand the concept of statistics and develop skills in analysing descriptive measures.
2. understand the concept of Central Tendency, Variability and their properties.
3. understand the concept of Percentile and Percentile Rank and its application.
4. acquire the concept of measures of relationship and Inferential Statistics.
5. acquire the concept of Parametric and Non-Parametric test.
6. gain the concept of Normal Probability Curve and its uses in education.
7. develop the ability to organize relevant educational data and to represent educational data through graphs and to develop skill in analysing and displaying data.

EDU-H-SEC-T-2(A): COMPUTER APPLICATION

After completing the course, the students will be able to:
1. understand the basic concept, basic editing, templates of MS word.
2. work with graph, pictures, tables by using MS word.
3. work with desktop publishing, Mail Merge by using MS word.
4. discuss about the Proofing, Printing, Publishing, Comparing, Merging and Protecting Documents using MS word.
5. activate Power Point, uses of Themes and Layouts.
6. insert Text, WordArt, Graphics, Animations, sounds.
7. apply Edit, save, print and publish by using MS Power Point.

Semester IV

EDU-H-DSC-T-8: INCLUSIVE EDUCATION

On completion of the course the students shall be able to:
1. Understand more systematically the knowledge and be more critically aware of issues in inclusive education
2. Reflect critically upon and analyse perspectives regarding inclusion
3. Analyse and develop successful inclusive learning practices
4. Identify conceptual frameworks appropriate for investigating inclusion issues, examining the inclusivity of systems and for developing inclusive education.

EDU-H-DSC-9: EDUCATIONAL MANAGEMENT AND ADMINISTRATION

1. Students will be able to realize the need and scope of a proper managerial body for all forms of educational institution.
2. Students will be able to understand the different levels of management; they will be acquainted with aspects of leadership, motivation & job satisfaction.
3. The course shall provide students with an insight into different bodies of management at- central, state, district & community levels.
4. Students would have a clear idea about the formation of centralized as well as decentralized form of education in India.

EDU-H-DSC-T-10: HISTORY OF EDUCATION IN POST-INDEPENDENCE INDIA

After completing the course, the students will be able to:
1. acquire knowledge on the development of education in Post-Independence India in Historical perspectives.
2. understand about the Preamble and Constitutional provision of education.
3. know the contribution of the different education commissions in Post-Independence India.
4. gain the knowledge on the functions of different educational bodies in West Bengal.
5. acquire knowledge on the National Policies of Education in India.

EDU-H-SEC-T 1 (B): COMMUNITY DEVELOPMENT SKILL ENHANCEMENT COURSE

After completing the course, the students will be able to:
1. develop ideas regarding the basics of community development
2. realise about the various community group dynamics
3. determine about the need for equality, diversity, social justice within communities
4. gain insight about the various community development programmes

EDU-H-SEC-T-2 (B): LESSON PLANNING SKILL ENHANCEMENT COURSE

After completing the course, the students will be able to:
1. acquire knowledge on the concept of lesson planning
2. understand about the different aspects of lesson planning
3. analyze the structure of a lesson plan based on their conceptual knowledge
4. prepare lesson plans on their own

Semester V

EDU-H-DSC-T-11: CONTEMPORARY ISSUES IN EDUCATION

After completing the course, the students will be able to:
1. understand the meaning and concept of Universalization of Elementary Education.
2. Acquire knowledge on the constitutional provisions of education.
3. understand the meaning, aims, objectives, significance of Universalization of Secondary Education.
4. gain knowledge on the role of Higher Education and RUSA.
5. gain insight on the various contemporary issues of education in India.

EDU-H-DSC-T-12: EDUCATIONAL TECHNOLOGY

1. Students would be able to know about the different implications of educational technology
2. Students shall be able to properly understand the needs of ET in classroom communications.
3. Students would be given an insight into the practical use of technology in
4. Education & the role of computers in imparting education.
5. Students would develop an idea of the different models & levels of teaching.

EDU-H-DSE-T-1/2 (A) VALUE EDUCATION DISCIPLINE SPECIFIC ELECTIVE COURSE

After completing the course, the students will be able to:
1. identify the meaning and nature of values
2. trace about Values and Human Rights Education
3. explore about the various aspects of value education in schools
4. reflect on the various strategies of value education.

EDU-H-DSE-T-1/2(B): POPULATION EDUCATION DISCIPLINE SPECIFIC ELECTIVE COURSE

On completion of the course the students shall be able to:
1. Delineate and state the meaning, concept, scope and objectives of Population Education.
2. Articulate and summarize the historical development of Population Education.
3. Classify and analyse the major thrust areas of Population Education.
4. Generalise the concept of population growth and problems in India.
5. Draw a relationship among Population Education, Curriculum and Policy.
6. Figure out the importance of Population Education.
7. Analyse the major thrust areas of Population Education.

EDU-H-DSE-1/2(C): DISTANCE EDUCATION DISCIPLINE SPECIFIC ELECTIVE COURSE

1. Students would be able to understand the merits & demerits of ODL.
2. Students would know about the status of distance education in India.
3. Students would know about the functions of distance universities like IGNOU &the spread of mass education via non formal modes.
4. Students would be able to know about the function of educational technology and multimedia in distance education.

EDU-H-DSE-1/2(D): GREAT EDUCATORS DISCIPLINE SPECIFIC ELECTIVE COURSE

1. Identify and compare the aims and objectives of education and understand the different methods of teaching.
2. To understand the role and relevance of great teachers like- Shri Aurobindo and Dr Sarvapalli Radhakrishnan .
3. Elucidate the philosophy of great Western educator’s like-Bertrand Russell and Paulo Friere.
4. Elucidate the philosophy of life of the modern thinkers in India like- Abul Kalam Azad, Annie Besant and A.P.J Abdul Kalam.
5. Discuss the implications of the experiments of great educators’ like- Rabindranath Tagore and Viswabharati, the concept of Basic education of Gandhiji and its importance, Kindergarten and Froebel and the Laboratory school and John Dewey.
6. Point out the distinctiveness and newness in aims of education according to the above-mentioned thinkers on education.

Semester VI

EDU-H-DSC-T-13: CURRICULUM STUDIES

On completion of the course the students shall be able to:
1. Define curriculum.
2. Identify the determinants and bases of curriculum.
3. Describe the various principles of curriculum construction.
4. Describe various approaches, theories and models of curriculum construction.
5. Grasp the concept of curriculum framework and critically analyse NCF-2005, 2009.
6. Explain and compare various types of curriculum.
7. Describe various guiding principles for selection and organisation of learning experiences.
8. Differentiate formative and summative evaluation.
9. Explain various tools used in curriculum evaluation.

EDU-H-DSC-T-14: EDUCATIONAL RESEARCH

After completing the course, the students will be able to:
1. understand about the meaning and nature of Research
2. critically examine about the concept and types of Educational Research
3. develop insight on basic ideas of Research
4. comprehend about Research Data and its analysis

EDU-H-DSE-T-3/4(A): MENTAL HYGIENE DISCIPLINE SPECIFIC ELECTIVE COURSE

After undergoing this course content , the students will be able to:
1. Define concept of mental health and mental hygiene
2. Explain adjustment and conflicts
3. Describe concept of personality problem and role of mental hygiene and school curriculum
4. Criticize positive and negative role of religion in mental health

EDU-H-DSE-T-3/4(B): COMPARATIVE EDUCATION DISCIPLINE SPECIFIC ELECTIVE COURSE

After completing the course, the students will be able to:
1. explore about the meaning, nature, scope and methods of Comparative Education
2. acquaint about the various factors of Comparative Education
3. learn about universalisation of Elementary Education in UK and USA
4. acquire idea about the universalisation of Secondary Education in UK and USA

EDU-H-DSE-T-3/4(C): GUIDANCE & COUNSELLING DISCIPLINE SPECIFIC ELECTIVE COURSE

On completion of the course the students shall be able to:
1. State the meaning, nature, scope and importance of Guidance.
2. List the different types of Guidance and provide their meaning, characteristics, purposes and functions.
3. State the meaning, nature, scope, importance and steps of Counselling.
4. List the different types of Counselling and provide their meaning, characteristics, purposes and functions.
5. Distinguish Guidance, Counselling and Teaching.
6. Classify and implement the tools and techniques of Guidance and Counselling.
7. Execute and provide Guidance and Counselling for diverse learners.

EDU-H-DSE-T-3/4(D)DISSERTATION/PROJECT WORK DISCIPLINE SPECIFIC ELECTIVE COURSE

After completing the course, the students will be able to:
1. gain knowledge on the concept of writing dissertation/project work.
2. acquire knowledge on the basic steps necessary for Research Methodology.
3. understand the importance of planning and preparation required to undertake a research project.
4. develop a thorough understanding of the chosen subject area.
5. demonstrate the ability to collate and critically access/interpret data.
6. develop an ability to effectively communicate knowledge in a scientific manner.
7. provide recommendations based on research findings.

Semester I

EDU-P-DSC-1(PAPER-1): PHILOSOPHICAL FOUNDATION OF EDUCATION

Semester II

EDU-P-DSC-1(PAPER–2): PSYCHOLOGICAL FOUNDATION OF EDUCATION

Semester III

EDU-P-DSC- 1(PAPER-3): SOCIOLOGICAL FOUNDATION OF EDUCATION

EDU-P-SEC-T-1-(A): STATISTICAL ANALYSIS SKILL ENHANCEMENT COURSE

EDU-P-SEC-T-1-(B): COMPUTER APPLICATION SKILL ENHANCEMENT COURSE

Semester IV

EDU-P-DSC-1(PAPER-4): HISTORICAL FOUNDATION OF EDUCATION

On completion of the course the students shall be able to:
1. Describe the common links in the past and present system of Education.
2. Evaluate and correlate the historical events with the educational development during
3. the colonial period.
4. Explain about different committees, commissions and acts for development of
5. education in British Period and their recommendations.
6. Analyse the impact of the recommendations of different committees, commissions and acts on Indian education in British Period.
7. Explain the reasons of appointment or formulation of the Commissions, Acts and
8. Policies and their recommendations in their reports.
9. Analyse various issues concerning the development of education in India during the Post Colonial period.

EDU-P-SEC-T-2-(A): COMMUNITY DEVELOPMENT SKILL ENHANCEMENT COURSE

EDU-P-SEC-T-2 (B): LESSON PLANNING SKILL ENHANCEMENT COURSE

Semester V

EDU-G-DSE-T-1 (A): VALUE EDUCATION DISCIPLINE SPECIFIC ELECTIVE COURSE

EDU-P-DSE-T-1(B): COMPARATIVE EDUCATION DISCIPLINE SPECIFIC ELECTIVE COURSE

EDU-P-DSE-T-1(C): DISTANCE EDUCATION DISCIPLINE SPECIFIC ELECTIVE COURSE

1. Students would be able to understand the merits & demerits of ODL.
2. Students would know about the status of distance education in India.
3. Students would know about the functions of distance universities like IGNOU & the spread of mass education via non formal modes.
4. Students would be able to know about the function of educational technology and multimedia in distance education.

Semester VI

EDU-P-DSE-T-2(A): MEASUREMENT AND EVALUATION IN EDUCATION DISCIPLINE SPECIFIC ELECTIVE COURSE

EDU-P-DSE-T-2(B): GUIDANCE & COUNSELLING DISCIPLINE SPECIFIC ELECTIVE COURSE

EDU-P-DSE-T-2(C): GREAT EDUCATORS DISCIPLINE SPECIFIC ELECTIVE COURSE

1. Identify and compare the aims and objectives of education and understand the different methods of teaching.
2. To understand the role and relevance of great teachers like - Shri Aurobindo and Dr Sarvapalli Radhakrishnan .
3. Elucidate the philosophy of great Western educator’s like-Bertrand Russell and Paulo Friere.
4. Elucidate the philosophy of life of the modern thinkers in India like- Abul Kalam Azad, Annie Besant and A.P.J Abdul Kalam.
5. Discuss the implications of the experiments of great educators’ like- Rabindranath Tagore and Viswabharati, the concept of Basic education of Gandhiji and its importance, Kindergarten and Froebel and the Laboratory school and John Dewey.
6. Point out the distinctiveness and newness in aims of education according to the above-mentioned thinkers on education.

Semester I & III

EDU-P-GE-T-1(A): LIFELONG LEARNING AND EDUCATION

After completing the course, the students will be able to:
1. understand the concept, characteristics, aims, nature, scope and need of Life Long Education.
2. know the different dimensions of Life Long Learning.
3. acquire the knowledge of different teaching methods of Life Long Learning.
4. explore about the curriculum construction of Life Long Learning.
5. learn about the Historical background of Life Long Learning.
6. know the different recommendations of different education commission on Life Long Learning.

EDU-P-GE-T-1(B): GENDER AND SOCIETY IN EDUCATIONAL CONTEXT

After completing the course, the students will be able to:
1. Understand the basic terms, concepts used in gender studies.
2. Understand the gender discrimination in construction and dissemination of knowledge.
3. To develop an awareness and sensitivity.
4. Understand the dynamics of gender inequality in the schools.

Semester II & IV

EDU-P-GE-T-2(A): YOGA EDUCATION

After completing the course, the students will be able to:-
1. Explain the meaning, aims, nature and role of teachers of yoga education.
2. Discuss the importance of yoga education.
3. Explain the historical background of yoga.
4. Discuss the relationship among yoga, Samkhya philosophy and Bhagwat Gita.
5. Describe the need of yoga for good health.

EDU-P-GE-T-2(B): HUMAN RIGHTS EDUCATION
After completing the course, the students will be able to:
1. understand the basic concept of Human Rights.
2. know the role of United Nations and Human Rights.
3. understand enforcement mechanism in India.
4. know the role of advocacy groups.