The Department of Education of the college is one of the oldest ones having completed eleventh years of Honours teaching. The young Department has a wonderful past and very enthusiastic present paving the way for the impressive days of the future. It nurtures the untamed youth that manifests itself in diverse forms. The distinguished professors who have served or are serving this department over the years, try to make a safe haven for learning and cooperation. A lively academic and cultural ambience and a very cordial teacher-pupil relationship have always been and hopefully will be the distinctive characteristic of the department. Due to severe shortage of funds and space the department does not have a separate seminar/departmental library but the central library has more than 500 titles dedicated to Education studies. Within the strict, limited capacity the department tries to organize students’ seminar, workshops and movie screenings to facilitate the students.
Education is not the learning of facts, but the training of the mind to think.
—Albert Einstein
The department of Education was started in 2012 as general course in our college. Then in 2013 honours course was introduced. The department is decked with 4 faculty members and with a good strength of students. It focuses upon the good academic performance and gives almost importance to active learning in the form of discussion, presentation, seminar and special talk.
Our aim is to make them well established in their future life and good human being. Most of the students come to class everyday in spite of many problems from their rural areas. Even students are encouraged to participate in activities other than their curriculum like NSS. several cultural activities and sports among other things.
Above all, the department has tried to move from a traditional formal student- teacher relationship to a more informal ‘friend- philosopher- guide’ equation. The approach has not been solely disciplinarian one but has been a more humane relationship enabling creativity to blossom keeping the spirit of education and life intact.
| Sl. No. | Course Offered | Year of Inception |
| 1 | B.A. General | 2012 |
| B.A. Honours | 2013 | |
| B.A. General (3 Tier Exam Pattern) | 2014 | |
| B.A. Honours (3 Tier Exam Pattern) | 2014 | |
| 2 | B. A. Honours (CBCS ) | 2018 |
| B.A. General (CBCS ) | 2018 | |
| 3 | CCFUP, 2023 Major | 2023 |
| CCFUP, 2023 MDC | 2023 |
Education have been an integral part of the courses offered in various universities in India since pre-Independence days. Since the inception of Vidyasagar University, this course has been introduced in the undergraduate courses in constituent colleges and the syllabus in Education concept of Education and factors. Different points of the syllabus have incorporated ideas, events, personalities, and texts that formed the backbone of each period with clear awareness of parallel or related trends in the continent. The courses also have been designed to acquaint the students with the history of the Education, Educational system and Education in India During ancient and medieval period, British period, and after independence.
Keeping the above view in mind our department try-
- To provide all information regarding the scope and opportunities of this subject.
- To impart the lessons in such a way that the students feel they always surrounded by economic phenomenon in their day-to-day life.
- To make students more equipped with this subject by taking class seminars, class test and by completion of syllabus in due time.
- To make the knowledge perfect and matured and attain finality
- To work as consultants/mentors by the teachers to help the students to fulfill their dream and to motivate them to become ideal human being.
- To make the students more disciplined and punctual, the teachers act as friend, philosopher and guide.
- To encourage students to take part in co-curricular activities such as sports, NSS, arts, music and other cultural competitions and to do short courses on Computer Training, Communication English to enhance their self-confidence.
At present the intake capacity of our department at UG Honours level is 76. The distributions of these 76 seats are presented in following table.
| Sl. No. | Caste Category | Intake Capacity |
| 1 | General | 33 |
| 2 | General PH | 02 |
| 3 | SC | 16 |
| 4 | SC- PH | 01 |
| 5 | ST | 04 |
| 6 | ST-PH | 00 |
| 7 | OBC-A | 08 |
| 8 | OBC-A PH | 00 |
| 9 | OBC-B | 05 |
| 10 | OBC-B PH | 00 |
| 11 | EWS | 08 |
| 12 | EWS- PH | 00 |
| Total | 77 | |
Though the admission in the department is done on merit basis, but keeping in view the concept of globalization, the age of electronic media, the best utilization of human resources and social need of the day, students hailed from underprivileged class of this district, have been given special consideration during admission. Apart from this, students having distinction in sports, fine arts, music and students hailing from the adjoining area of the locality of the college, get opportunity to take higher education in this college. The complete admission procedure is online and it adheres to the rules and regulations of Vidyasgar University and the Higher Education Dept., Govt. of West Bengal.
The infrastructure facilities of our department is presented below
- No separate departmental class room for lack of space.
- One ICT enabled class room
- No separate departmental library but central library caters to the needs of the students.
Year wise Student enrolment (Hons) during 2018-19 to 2022-23
| Year | Enrolment | Gen | SC | ST | OBC-A | OBC-B | GEN-PH | SC-PH | Total |
| 2018-19 | 62 | 35 | 13 | 03 | 06 | 04 | 01 | 00 | 62 |
| 2019-20 | 62 | 33 | 13 | 04 | 06 | 04 | 01 | 01 | 62 |
| 2020-21 | 62 | 32 | 13 | 04 | 06 | 04 | 02 | 01 | 62 |
| 2021-22 | 62 | 32 | 13 | 04 | 06 | 04 | 02 | 01 | 62 |
| 2022-23 | 62 | 32 | 13 | 04 | 06 | 04 | 02 | 01 | 62 |
Academic Performance of the Students:
The performance of the students in final examination for the last five years is given in the following table –
| Year | Appeared | Passed | Percentage |
| 2018-19 | 33 | 33 | 100 |
| 2019-20 | 29 | 29 | 100 |
| 2020-21 | 47 | 47 | 100 |
| 2021-22 | 34 | 34 | 100 |
| 2022-23 | 28 | 28 | 100 |
| Methods | Techniques |
|---|---|
| Traditional Methods | Lecture Method, chalk and talk Method |
| Student-Centered Methods | Discussion Method, Project Method, Group Discussion, Problem Solving Method |
| Collaborative Methods | Team teaching, Cooperative Learning Method, Peer Instruction Method |
| Special Needs Methods | Individualized Education Program, Tutorial Method |
| Technology-Integrated Methods | PowerPoint Presentation with projector |
The Education (Hons.) undergraduate course is designed to introduce students with the various traditions of Education in India during ancient and ancient and medieval period. The different courses of the Education undergraduate Programme is created History of Indian Education, The Programme tries to make the students understand the different periods of education, after independence, educational organization, management, planning. It tries to focus on Literary/Cultural studies which help to develop intellectual acumen and a better understanding of human life and experience.
- The new UG syllabus under CBCS also includes Indian classical educational system, Indian philosophical foundation and psychological foundation. The main rationale of the Programme is to acquaint students, who have just stepped in to the threshold of higher education, with an overall idea of literature, develop their critical insights, understand the reception of texts and make them familiar with scholarly methodology.
- The new syllabus of studying literary and cultural texts is structured in such ways that it helps students think deeply about socio cultural issues of race and gender. It helps to develop the reasoning faculty of the mind and understand the cross cultural issues of influence and reception.
- The Programme also helps to develop skills of educational Research and Educational Statistics
- The Programme also helps to develop skills of ICT & e-learning.
- The Programme also helps to develop skills of Project based learning, co-operative learning
- students in good stead in the job market.
Four fulltime state aided college teachers.
| Sl. No. | Name of the teachers | Designation | Date of joining | Teaching experience | Highest qualification | Specialization |
| 1 | Smt. Soma Patra | SACT-II | 05.09.2012 | 12 Yrs. | M.A. | 1.Educational Technology 2.Mental Hygiene and Child Guidance |
| 2 | Mr. Sibaprasad Maity | SACT-II | 13.01.2014 | 10 Yrs. | M.A., SET Qualified | 1. Guidance and Counselling |
| 3 | Mr. Kanailal Maity | SACT-II | 25.09.2018 | 6 Yrs. | M.A. | 1. History of Education 2. Mental Health, Mental Hygiene |
| 4 | Mr. Snehasish Dolai | SACT-II | 25.09.2018 | 6Yrs. | M.A. | 1. Psychology 2. Environmental Education |
| Sl. No. | Name of the teachers | Class allotted (Hons.) | Class allotted (General) | Total |
| 1 | Mrs. Soma Patra | 09 | 6 | 15 |
| 2 | Mr. Sibaprasad Maity | 10 | 4 | 14 |
| 3 | Mr. Kanailal Maity | 10 | 5 | 15 |
| 4 | Mr.Snehasish Dolai | 10 | 5 | 15 |
Teaching Plan under CCFUP
| Teaching Plan (Honours Courses) | |||||||||
| Semester | Semester I | Semester-II | |||||||
| Name of the Teacher | MJ1 | SEC1P | MI1 | MJ2 | SEC2P | ||||
Teaching Plan:
Teaching Plan under CBCS
| Teaching Plan (Honours Courses) | ||||||||||||
| Semester | Semester I | Semester-III | Semester V | |||||||||
| Name of the Teacher | CC1 | CC2 | GE1 | CC5 | CC6 | CC7 | SEC1 | GE-2 | CC11 | CC12 | DSE1 | DSE2 |
| Soma Patra | Unite-1 | Unite-4 | Unite-2 | Unite-1 | Unite-3&4 | Unite-2 | Unite-1 | Unite-2 | Unite-2 | Unite-3 | ||
| Sibaprasad Maity | Unite-4 | Unite-2 | Unite-1&2 | Unite-3 | Unite-4 | Unite-4 | Unite-2 | Unite-3 | Unite-1 | Unite-2 | Unite-2&4 | |
| Kanailal Maity | Unite-2 | Unite-3 | Unite-3 | Unite-1 | Unite-3 | Unite-1 | Unite-1 | Unite-3 | Unite-1 | Unite-1 | Unite-4 | Unite-1 |
| Snehasish Dolai | Unite-3 | Unite-1 | Unite-4 | Unite-4 | Unite-2 | Unite-2 | Unite-3 | Unite-4 | Unite-4 | Unite-3 | Unite-1 | Unite-3 |
| Semester | Semester II | Semester IV | Semester VI | |||||||||
| Name of the Teacher | CC3 | CC4 | GE2 | CC8 | CC9 | CC10 | SEC2 | GE-4 | CC13 | CC14 | DSE3 | DSE4 |
| Soma Patra | Unite-4 | Unite-1 | Unite-1 | Unite-2 | Unite-3 | Unite-3 | Unite-3 | Unite-1 | Unite-3 | Unite-1 | Unite-4 | Unite-3 |
| Sibaprasad Maity | Unite-2 | Unite-4 | Unite-4 | Unite-3 | Unite-4 | Unite-2 | Unite-2 | Unite-2 | Unite-4 | Unite-3&4 | Unite-3 | Unite-2 |
| Kanailal Maity | Unite-3 | Unite-2 | Unite-2 | Unite-4 | Unite-1 | Unite-1 | Unite-1 | Unite-3 | Unite-1 | Unite-2 | Unite-2 | Unite-1 |
| Snehasish Dolai | Unite-1 | Unite-3 | Unite-3 – | Unite-1 | Unite-2 | Unite-4 | Unite-4 | Unite-2 | Unite-1 | Unite-4 | ||
| Teaching Plan ( General Courses) | |||||||||||
| Semester | Semester- I | Semester- III | Semester- V | ||||||||
| Name of the Teacher | DSC-1A | DSC-3A | SEC-1 | DSE-1A | GE-1 | SEC-3 | |||||
| Soma Patra | Unite-1 | Unite-3 | Unite-1 | Unite-1 | Unite-1 | Unite-1 | |||||
| Sibaprasad Maity | Unite-3 | Unite-2 | Unite-2 | Unite-2 | Unite-2 | Unite-2 | |||||
| Kanailal Maity | Unite-2 | Unite-1 | Unite-3 | Unite-4 | Unite- | Unite-3 | |||||
| Snehasis Dolai | Unite-4 | Unite-4 | Unite-4 | Unite-3 | Unite-3 | Unite-4 | |||||
| Sem. | Semester- II | Semester- IV | Semester- VI | ||||||||
| Name of the Teacher | DSC-2A | DSC-4A | SEC-2 | DSE-2 | GE-2 | SEC-4 | |||||
| Soma Patra | Unite-1 | Unite-4 | Unite-1 | Unite-1 | Unite-3 | Unite-1 | |||||
| Sibaprasad Maity | Unite-3 | Unite-3 | Unite-3 | Unite-2 | Unite-2 | Unite-2 | |||||
| Kanailal Maity | Unite-2&4 | Unite-1 | Unite-2 | Unite-4 | Unite-4 | Unite-3 | |||||
| Snehasis Dolai | Unite-5 | Unite-2 | Unite-4 | Unite-3 | Unite-1 | Unite-4 | |||||
Syllabus distribution under CCFUP
Syllabus distribution (Honours Courses)
| Sl. No. | Name of the Teacher | Semester | Assigned parts of the Syllabus for Honours courses | – | ||
| 1 | Soma Patra | I | MJ – 1T: Philosophical Foundation of Education Child/learner influence of heredity and environment on the learner.Teacher qualities and duties of a good teacher Curriculum and co-curricular activities – concept, types and significance of co-curricular activities. Educational institutions informal, formal and non-formal, their interrelation. | |||
| 2 | Sibaprasad Maity | MJ – 1T: Philosophical Foundation of Education Philosophy: Concept and branches Western Philosophical thoughts and their influence on Education – Idealism, Naturalism, Pragmatism and Realism. Indian Philosophical thoughts and their influence on Education – Samkhya, Yoga, Buddhism Jainism and Islamic | ||||
| 3 | Kanailal Maity | MJ – 1T: Philosophical Foundation of Education Meaning, nature, scope, and aims of Education. Individualistic and socialistic aim (meaning, characteristics, and difference) Report of Delor’s Commission (UNESCO, 1996) Educational Philosophy: Meaning, nature, scope, and relation between education and philosophy. | ||||
| 4 | Snehasish Dolai | MJ – 1T: Philosophical Foundation of Education Great Educators and Education (w.r.t Aims, Curriculum, Method of Teaching) Rabindranath Tagore, Swami Vivekananda, John Dewey, Bertrand Russell | ||||
| 1 | Soma Patra Sibaprasad Maity Kanailal Maity Snehasish Dolai | I | SEC1P: Institutional Survey In an Institutional Survey, Students may cover any four of the following areas of the Institution and can follow either qualitative or quantitative or mix method of analysis for preparing the report of the Institution. Report should be within 5000 words (A4 pages) and to be submitted as per University Schedule | |||
| 1 | Kanailal Maity | I | MI-1: Introduction to education The narrow and broader concept of education. Education as process and product, as Science and Arts. Meaning, nature, and scope of education. Aims of education-individual, social, vocational, and democratic. Aims of modern education with special reference to Delor’s Commission | |||
| 2 | Soma Patra | MI-1: Introduction to education Child/learner influence of heredity and environment on the learner. Teacher qualities and duties of a good teacher. Curriculum-concept, and types. Co-curricular activities meaning, values, and significance. Educational institutions informal, formal, and non-formal, their interrelation | ||||
| 3 | Snehasish Dolai | MI-1: Introduction to education Agencies of Education Such as Home, School, State, Mass media-television, radio, cinema, and newspaper
| ||||
| 4 | Sibaprasad Maity | MI-1: Introduction to education Child Centricism and Play-way in Education. Concept of child-centricism in education. Characteristics and significance of child centralism in education. Concept of play and work. Characteristics of play way in Education. Kindergarten, Montessori, Project method. | ||||
| 1 | Soma Patra | II | MJ – 2T: Psychological Foundation of Education Relation between Psychology and Education Meaning and Definition of Education and Psychology, and their relationship. Relation between Education and Psychology Nature and Scope of educational Psychology Methods of Educational Psychology | |||
| 2 | Sibaprasad Maity | MJ – 2T: Psychological Foundation of Education Stages and Types of Hun in development and their educational significance Piaget’s cognitive development sent theory Erikson’s psycho-social development theory Kohlberg’s moral development theory Personality Concept, Types and development. | ||||
| 3 | Kanailal Maity | MJ – 2T: Psychological Foundation of Education Intelligence & Creativity such as Intelligence: Concept and Nature, Theories of Intelligence as d their implications-Spearman, Thurston, Guilford and Gardner. Measurement of Intelligence verbal, non-verbal, and performance tests, Emotional Intelligence Concept and Nature, Creativity: meaning, nature, factors, and nurturing | ||||
| 4 | Snehasish Dolai | MJ – 2T: Psychological Foundation of Education Learning and Memorization such as Definition and characteristics of Learning, Factors influencing learning. Theories of learning and their implications Classical and Operant conditioning, Trial and Error, Insightful Learning. Transfer of Learning: Concept, Types, and Strategies for Promoting transfer. Memorization: Definition, factors, LTM, STM, Strategies for effective memorization Forgetting- meaning and causes | ||||
| 1 | Soma Patra Sibaprasad Maity Kanailal Maity Snehasish Dolai | II | SEC 2P: Application of Educational Psychological Test Study Habit Inventory, Test Anxiety Scale. KNPI Personality test [using Sixty-six (66) items to be responded to across a 5-point scale of the inventory]/ Cattell’s 16 PF on personality rest, Any Achievement test, Any one non-verbal intelligence test (1.c. Kohs block Design), Sociometric Test, Educational Aspiration Scale, MSE (Mental Status Examination), Job Satisfaction Scale, Socio-Economic Status Scale | |||
| 1 | Soma Patra | II | MI-2: Educational Psychology Relation between Psychology and Education such as , Meaning and Definition of Education and Psychology, and their relationship. Relation between Education and Psychology, Nature and Scope of educational Psychology, Methods of Educational Psychology | |||
| 2 | Sibaprasad Maity | MI-2: Educational Psychology Stages and Types of Hun in development and their educational significance, Piaget’s cognitive development sent theory, Erikson’s psycho-social deployment theory, Kohlberg’s moral development theory, Personality Concept, Types and development.
| ||||
| 3 | Kanailal Maity | MI-2: Educational Psychology
Intelligence & Creativity such as Intelligence: Concept and Nature, Theories of Intelligence as d their implications-Spearman, Thurstone, Guilford and Gardner. Measurement of Intelligere verbal, non-verbal, and performance tests, Emotional Intelligence Concept and Nature, Creativity: meaning, nature, factors, and nurturing | ||||
| 4 | Snehasish Dolai | MI-2: Educational Psychology Learning and Memorization such as Definition and characteristics of Learning, Factors influencing learning, Theories of learning and their implications Classical and Operant conditioning, Trial and Error, Insightful Learning, Transfer of Learning: Concept, Types, and Strategies for Promoting transfer, Memorization: Definition, factors, LTM, STM, Strategies for effective memorization Forgetting- meaning and causes |
Syllabus distribution (General Courses)
| Sl. No. | Name oftheTeacher | Semester | Assigned parts of the Syllabus for Honours courses | – | ||
| 1 | Kanailal Maity | I | MJ-1: Educational Philosophy The narrow and broader concept of education. Education as process and product, as Science and Arts. Meaning, nature, and scope of education. Aims of education-individual, social, vocational, and democratic. Aims of modern education with special reference to Delor’s Commission | |||
| 2 | Soma Patra | MJ-1: Educational Philosophy Child/learner influence of heredity and environment on the learner. Teacher qualities and duties of a good teacher. Curriculum-concept, and types. Co-curricular activities meaning, values, and significance. Educational institutions informal, formal, and non-formal, their interrelation | ||||
| 3 | Snehasish Dolai | MJ-1: Educational Philosophy Agencies of Education Such as Home, School, State, Mass media-television, radio, cinema, and newspaper | ||||
| 4 | Sibaprasad Maity | MJ-1: Educational Philosophy Child Centricism and Play-way in Education. Concept of child-centricism in education. Characteristics and significance of child centralism in education. Concept of play and work. Characteristics of play way in Education. Kindergarten, Montessori, Project method. | ||||
| 1 | Soma Patra Sibaprasad Maity Kanailal Maity Snehasish Dolai | I | SEC1P: Institutional Survey In an Institutional Survey, Students may cover any four of the following areas of the Institution and can follow either qualitative or quantitative or mix method of analysis for preparing the report of the Institution. Report should be within 5000 words (A4 pages) and to be submitted as per University Schedule | |||
| 1 | Kanailal Maity | I | MI-1: Introduction to education The narrow and broader concept of education. Education as process and product, as Science and Arts. Meaning, nature, and scope of education. Aims of education-individual, social, vocational, and democratic. Aims of modern education with special reference to Delor’s Commission | |||
| 2 | Soma Patra | MI-1: Introduction to education Child/learner influence of heredity and environment on the learner. Teacher qualities and duties of a good teacher. Curriculum-concept and types. Co-curricular activities meaning, values, and significance. Educational institutions informal, formal, and non-formal, their interrelation | ||||
| 3 | Snehasish Dolai | MI-1: Introduction to education Agencies of Education Such as Home, School, State, Mass media-television, radio, cinema, and newspaper
| ||||
| 4 | Sibaprasad Maity | MI-1: Introduction to education Child Centralism and Play-way in Education. Concept of child-centralism in education. Characteristics and significance of child centralism in education. Concept of play and work. Characteristics of play way in Education. Kindergarten, Montessori, Project method. | ||||
| 1 | Soma Patra | II | MJ-2: Educational philosophy Unit- I: Concept of Education | |||
| 2 | Sibaprasad Maity | II | MJ-2: Educational Philosophy Unit- II: Factors of Education | |||
| 3 | Kanailal Maity | II | MJ-2: Educational Philosophy Unit- III: Agencies of Education | |||
| 4 | Snehasish Dolai | II | MJ-2: Educational Philosophy Unit- IV: Child Centricism and Play-way in Education. | |||
| 1 | Soma Patra | II | MI-2: Educational Psychology Relation between Psychology and Education such as, Meaning and Definition of Education and Psychology, and their relationship. Relation between Education and Psychology, Nature and Scope of educational Psychology, Methods of Educational Psychology | |||
| 2 | Sibaprasad Maity | MI-2: Educational Psychology Stages and Types of Hun in development and their educational significance, Piaget’s cognitive development sent theory, Erikson’s psycho-social deployment theory, Kohlberg’s moral development theory, Personality Concept, Types and development. | ||||
| 3 | Kanailal Maity | MI-2: Educational Psychology Intelligence & Creativity such as Intelligence: Concept and Nature, Theories of Intelligence as d their implications-Spearman, Thurstone, Guilford and Gardner. Measurement of Intelligere verbal, non-verbal, and performance tests, Emotional Intelligence Concept and Nature, Creativity: meaning, nature, factors, and nurturing | ||||
| 4 | Snehasish Dolai | MI-2: Educational Psychology Learning and Memorization such as Definition and characteristics of Learning, Factors influencing learning, Theories of learning and their implications Classical and Operant conditioning, Trial and Error, Insightful Learning, Transfer of Learning: Concept, Types, and Strategies for Promoting transfer, Memorization: Definition, factors, LTM, STM, Strategies for effective memorization Forgetting- meaning and causes | ||||
| 1 | Soma Patra Sibaprasad Maity Kanailal Maity Snehasish Dolai | II | SEC 2P: Application of Educational Psychological Test Study Habit Inventory, Test Anxiety Scale. KNPI Personality test [using Sixty-six (66) items to be responded to across a 5-point scale of the inventory]/ Cattell’s 16 PF on personality rest, Any Achievement test, Any one non-verbal intelligence test (1.c. Kohs block Design), Sociometric Test, Educational Aspiration Scale, MSE (Mental Status Examination), Job Satisfaction Scale, Socio-Economic Status Scale. |
Syllabus distribution under CBCS
Syllabus distribution (Honours Courses)
| Sl. No. | Name oftheTeacher | Semester | Assigned parts of the Syllabus for Honours courses | |||
| 1 | Soma Patra | I | CC – 1: Introduction to Education:- Narrow and broader concept of education Meaning, nature and scope of education. Aims of education – individual, social, vocational and democratic. Aims of modern education with special reference to Delor’s Commission. | |||
| CC – 2: History of Indian Education Radhakrishnan Commission (aim, curriculum of higher education, rural university). Mudaliar Commission. Kothari Commission . National Policy of Education 1986 , POA 1992, | ||||||
GE – 1: Educational Psychology Learning: Error, Classical conditioning and Gestalt theory of learning. Learning relation to; Attention, Interest, Maturation and Motivation. | ||||||
| III | CC – 5: Sociological Foundation of Education Meaning and definition. Types of Social groups and Tertiary. Role of the family and school in Socialization process, | |||||
CC- 6: Educational Organization, Management and Planning:- Organization and Management Concept of organization Concept of school organization, | ||||||
CC – 7: Guidance and Counselling – Meaning, Techniques, Types 1. Counselling- Meaning, importance and Scope 2. Techniques of Counselling 3. Individual and Group Counselling –Meaning , Importance Basic data necessary for Guidance 1. Tools for collecting information on pupil: Intelligence Test, Personality Test, Aptitude Test 2. Cumulative Record Card 3. Anecdotal Record Card. | ||||||
SEC-1: Communication Skill Listening Skills Principles of listening skills Types of listeners Barriers to listening, | ||||||
| V | CC -11: Evaluation and Measurement in Education (Formative and Summative) Types and steps of evaluation Norm-Referenced Test and Criterion Referenced Test. Grading and Credit system. |
| ||||
| CC – 12: Statistics in Education Normal Distribution and Derived Score Concept of Normal Distribution- in Education Divergence Normality- Skewness and Kurtosis Derived Scores- Z-Score, T Score and Standard Score | ||||||
| DSE – 1: Peace and Value Education Meaning , Definition, Concept of Value Education Classification of Values and Sources of Values Need For Value education in the 21st Century Fostering Values – Role of Home, School and Society, | ||||||
| 2 | Sibaprasad Maity | I | CC – 1: Introduction to Education Child Centricism and Play-way in Education Concept of child centricism in education. Characteristics and significance of child centricism in education. Kindergarten, Montessori, Project method. | |||
| CC – 2: History of Indian Education Education in India during British period (1800-1853). Sreerampore trio and their contribution in the field of education. Charter Act, Orientaloccidental controversy. Macaulay Minute and Bentinck’s resolution. Adam’s report. | ||||||
GE – 1: Educational Psychology Educational Psychology: Meaning, Nature and Scope Relation. Stages of Development of a Child: Infancy, Childhood and Adolescence. Aspects of Child Development : Physical, Intellectual, Emotional, Social. | ||||||
| III | CC – 5: Sociological Foundation of Education Concept of Social Change. Interrelation between Social change and Education Social stratification and Social Mobility.. Social interaction Process. |
| ||||
CC- 6: Educational Organization, Management and Planning Educational Planning Meaning of educational planning. Aims and objectives of educational planning Steps of educational planning. Types and significance of educational planning. |
| |||||
SEC-1: Communication Skill Reading and Writing Skills Previewing, skimming, and scamming Development of skills for correct pronunciation, reading and comprehension Sentence formation and punctuation. |
| |||||
| V | CC -11: Evaluation and Measurement in Education Tools and Techniques of Evaluation 1. Concept of Tools and Techniques 2. Testing tools i) Educational : Essay type and Objective type, Written , Oral, and Practical ii) Psychological: Personality Test- Types, Rorschach Ink Blot Test – Techniques: i) Self reporting : Interview , Questionnaire ii) Observation. | |||||
CC – 12: Statistics in Education Concept of Statistics and Descriptive Statistics Concept of Statistics. Uses of Statistics in Education Meaning & measures of Central Tendency- Arithmetic Mean, Median and Modetheir Properties, Calculation and Application. | ||||||
DSE – 1: Peace and Value Education Role of Peace for Non-Violence Gandhian principle of Non Violence Role of Educational Institutional in Promoting Peace education. | ||||||
DSE – 2: Teacher Education Development of teacher education in India Historical perspective of development of teacher education in IndiaØ Recommendations of Kothari CommissionØ Recommendations of National Policy on Education regarding teacher education. | ||||||
SEC-2: Special Education Education of Children with: 1. Visual Impairment: identification, intervention, education and prevention. 2. Hearing Impairment: identification, intervention, education and prevention. Education of Children with: Speech and Language Disorders: identification, intervention, education and prevention. | ||||||
| 3 | Kanailal Maity | I | CC – 1: Introduction to Education Child / learner: influence of heredity and environment on the learner Teacher: qualities and duties of a good teacher. Curriculum- concept and types. Co-curricular activities: meaning, values and significance. | |||
CC – 2: History of Indian Education Education in India during British period (1854-1946) Woods Despatch, Hunter Commission. Curzon policy regarding primary, secondary and higher education, National education movement (cause and effect). Basic education (concept and development). Sadler Commission. | ||||||
GE – 1: Educational Psychology Concept and definition.Ø Development of Personality.Ø Types and Traits Approaches to Personality.Ø Individual Differences: Concepts and Types.Ø Causes of Individual Differences. | ||||||
| III | CC – 5: Sociological Foundation of Education Meaning and definition of Sociology of Education. Relation between Sociology and Education Nature of Sociology of Education. Scope of Sociology of Education. | |||||
CC- 6: Educational Organization, Management and Planning Meaning of educational management. Objectives of educational management. Types of educational management. Significance of educational management. | ||||||
CC – 7: Guidance and Counselling 1. Guidance – Meaning, Definitions and Functions 2. Individual Guidance – Meaning, advantages and disadvantages 3. 3. Group Guidance – Meaning and Advantages and disadvantages . | ||||||
SEC-1: Communication Skill Introduction to Communication Meaning, Nature and types of communication Principles of communication Process of communication: Sender, encoding, recipient, decoding and feedback Barriers of effective communication. | ||||||
| V | CC -11: Evaluation and Measurement in Education Concept Scope and Need of Educational Measurement and Evaluation Relation between Measurement, Assessment and Evaluation.Ø Scales of Measurement- Nominal, Ordinal, Interval and Ratio. |
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CC – 12: Statistics in Education Meaning measures of Variability- Range, Standard Deviation and Quartile Deviation – their Properties, Calculation and Application. Percentile and Percentile Rank – Definition,. |
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DSE – 1: Peace and Value Education Concept and meaning of teacher educationØ Scope of Teacher Education Aims and objectives of Education at Elementary, Secondary and College level .Teacher training Vs Teacher education. |
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| 4 | Snehasish Dolai | I | CC–1: Introduction to Education Agencies of Education Home School State Mass-media- television, radio, cinema and newspaper. | |||
CC–2: History of Indian Education Education in India during ancient and medieval period Vedic (aim, curriculum, teaching method, teacher-pupil relation) Brahmanic Buddhistic, Islamic | ||||||
SEC-1: Communication Skill Intelligence: Concept and Definition. Theories of intelligence: Two-factor, Group-factors and Structure of Intellect. Intelligence Test: Verbal, Non-verbal test and their uses. | ||||||
| 4 | Snehasish Dolai | III | CC–5: Sociological Foundation of Education Social Communication in Education Social Communication : Concept. Informal agencies of social communication. Inter relation between Culture, religion and Education.. Inter relation between Technology, Economy and Education. | |||
| CC–6: Educational Organization, Management and Planning Educational organization Meaning of school plant. Elements of school plant ( concepts only). Features of library and time-table. Features of school medical services, workshop, computer laboratory. | ||||||
CC–7: Guidance and Counselling Guidance – Educational, Vocational, Personal 1. Educational Guidance- Meaning, Function at different stages of Education 2. Vocational Guidance- Meaning, Function at different stages of Education 3. Personal Guidance- Meaning, Importance for the Adolescents. | ||||||
SEC-1: Communication Skill Speaking Skills Verbal and non-verbal communication Public speaking: Extempore Group discussion. | ||||||
| 4 | Snehasish Dolai | V | CC–11: Measurement and Evaluation in Education Criteria of a Good Tool and its Construction Characteristics of a good tool (i) Usability -Concept Steps for construction & standardization of Achievement test. | |||
CC–12: Statistics in Education Measure of Relationship Bivariate Distribution- Concept and types of Correlation Scatter Diagram (only Concept) Uses of Correlation Computation of Co-efficient of Correlation by Rank Difference method and Product Moment method, | ||||||
DSE-1: Peace and Value Education Peace Education Concept and Scope of Peace Education Aims of peace Education Role of Teachers in Promoting Peace education NCFTE 2009 on Peace Education. | ||||||
DSE-2: Teacher Education Role of NCTE NCERT NUEPA. | ||||||
SEC-2: Special Education Education of Children with: Physically Handicraft: identification, Disabilities: identification, intervention, education and prevention. | ||||||
| 1 | Soma patra | II | DSC 2:- Educational Psychology: – Meaning, Nature and ScopeØ Relation between Education and Psychology, Methods of Educational Psychology. |
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| IV | DSC -4. History of Education in India Radhakrishnan Commission-1948, with special reference to rural university.Ø Mudaliar Commission (1952-53): Reports and Recommendations.Ø Kothari Commission (1964-66): Reports and Recommendations.Ø National Education Policy1986 and Revised Educational Policy of 1992 |
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SEC-2: Educational Guidance and Counseling– Educational Guidance: Meaning, Definition, Scope. Needs and Importance of Guidance. | ||||||
| VI | DSE-1B: Guidance and Counseling :- Guidance 1. Concept, Nature, Principles, and types— educational, vocational and personal. Individual and Group Guidance. 2. Role of parents, teachers, and counselor in guidance. |
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GE2T: Environmental Education– Environmental Education and Social Issues 1. Education for Sustainable development: From Unsustainable to Sustainable development. 2. Education of Urban Environment: Problems related to energy and water. | ||||||
SEC-4 : Education of Children with Special Needs:- Education of Children with: 1. Visual Impairment: identification, intervention, education and prevention. 2. Hearing Impairment: identification, intervention, education and prevention. | ||||||
| 2 | Sibaprasad Maity | II | DSC2AT: Educational Psychology– Personality: Concept and definition. Development of Personality. Types and Traits Approaches to Personality. |
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| IV | DSC4AT: History of Education in India- Sadler Commission -1917 Hartog Committee Report. Wardha Schame. The Sargent Plan (1944). | |||||
| SEC2T :- Educational Guidance and Counseling- Counseling: meaning, nature, scope. Types of counseling. Tools and techniques of Counseling. |
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| VI | DSE-1B: Guidance and Counseling – Counseling 1. Concept, Nature, Principles, Types — Directive, Non-directive and Eclectic; Individual and Group Counseling, 2. Counseling process, Characteristics of good counseling 3. Differences between guidance, counseling and psychotherapy . |
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GE2T: Environmental Education– Education of Environmental Concepts 1. Concept of Environment and Ecosystem. Disasters: Natural and Man Made. | ||||||
| SEC2T : Educational Guidance and Counseling- Different forms of Guidance. Educational and Vocational Guidance. Organization of Guidance service at different levels of education. Tools and techniques of Guidance.. | ||||||
| 3 | Kanailal Maity | II | DSC2AT: Educational Psychology– Growth and Development: Meaning and Concepts. Stages of Development of a Child: Infancy, Childhood and Adolescence, Emotional, Social. Intelligence: Concept and Definition. Theories of intelligence: Two-factor, Group-factors and Structure of Intellect. | |||
| IV | DSC4AT: History of Education in India– Missionary educational activities in India: Characteristics and significance. Serampore Mission: Contributions of the Trio to Education. Charter Act of 1813. Macaulay’s Minute. Adam’s Report and its recommendations. Woods Despatch (1854) |
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SEC2T : Educational Guidance and Counseling Different forms of Guidance. Educational and Vocational Guidance. Organization of Guidance service at different levels of education. Tools and techniques of Guidance. | ||||||
| VI | DSE-1B: Guidance and Counseling– Adjustment 1. Concept and Definition of Adjustment, Characteristics of good adjustment, common adjustment problems in Childhood and adolescence, Adjustment Mechanism. |
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| GE2T: Environmental Education– Approaches and Methods of Environmental Education Approaches to Environmental Education: Interdisciplinary and Multidisciplinary Methods: Discussion, Seminar, And Workshop, Problem solving and Field survey. | ||||||
SEC4T : Education of Children with Special Needs- Education of Children with: Physically Handicraft: identification, intervention, education and prevention. |
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| 4 | Snehasish Dolai | II | DSC2AT: Educational Psychology– Learning: Meaning &Nature. Factors associated with learning. Theories of Learning: Trial & Error, Classical conditioning and Gestalt theory of learning. Learning relation to; Attention, Interest, Maturation and Motivation. | |||
| IV | DSC4AT: History of Education in India– Indian Education commission -1882. Indian University Commission (1902). National Education Movement. |
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| SEC2T : Educational Guidance and Counseling- Difference between Guidance and Counseling. Counseling process-relationships & its characteristics. Role of parent, teacher & counselor in guidance programme. | ||||||
| VI | DSE-1B: Guidance and Counseling- Techniques of Collecting Information for Guidance and Counseling 1. Intelligence test, Aptitude test, Interest test, and Personality Test & Interview, CRC, ARC and Case Study |
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GE-2: Environmental Education- Environmental Education 1. Environmental Education: Concept, Characteristics, Components and Scope 2. Historical Background of Environmental Education | ||||||
SEC-4 : Education of Children with Special Need- Education of Children with: Learning Disabilities: identification, intervention, education and prevention. |
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Syllabus distribution (General Courses)
| SL No. | Name of the Teacher | Sem. | Assigned parts of the Syllabus forDSC/GE | ||||
| 1 | Soma Patra | I | DSC1AT: Principles of Education Meaning, Nature and Scope and Functions of Education. Individualistic and Socialistic aims of Education. | ||||
| III | DSC-3A(CC-3): Educational Sociology
Meaning, process and factors of socialization and Social Control. SEC-1: Value Education
Meaning and Concept and Needs of Value Education. | ||||||
| V | DSE-1A: Great Educators
Swami Vivekananda and Sri Aurobindo SEC3T: Distance Education
Distance Education, Growth and Development. GE-1: Mental Health and Hygiene Concept of Mental Health and Mental Hygiene. Education and Mental Health & Hygiene. | ||||||
| 2 | Sibaprasad Maity | I | DSC-1A(CC-1): Principles of Education Meaning and Characteristics and aims of modern child centric education. | ||||
| III | DSC3AT: Educational Sociology. Concept, nature, Factors and problems of social change in India. Meaning and Types of Social stratification SEC-1: Value Education Morality: Meaning, Concept of morality. Morality, Values in Education and Children’s Moral Development. | ||||||
| V | DSE-1A: Great Educators Rabindranath Tagore , Mahatma Gandhi SEC-3: Distance Education Designing and preparing self-learning materials in Distance Education. ICT applications in Distance Education. GE-1 : Mental Health and Hygiene Adjustment, Mechanism of Adjustment. | ||||||
| 3 | Kanailal Maity | 1 | DSC1AT: Principles of Education Meaning, Types Principles and activities of curriculum. | ||||
| Kanailal Maity | III | DSC-3A (CC-3): Educational Sociology Meaning, Nature and Scope Relation between Sociology and Education. SEC-1: Value Education Social Values and Values in Classroom | |||||
| Kanailal Maity | V | DSE1AT: Great Educators-: John Dewey (1859-1952).Ø Madam Maria Montessori (1870-1952)
SEC-3: Distance Education-: Self – support service in Distance Education. Technical and vocational Programmes through Distance Education. | |||||
| 4 | Snehasish Dolai | I | DSC1AT: Principles of Education-: Freedom and Discipline: Concepts. Needs of discipline. Concept of Free discipline. Concept of Self-discipline. Application of Discipline in Educational Institution. | ||||
| Snehasish Dolai | III | DSC-3A(CC-3): Educational Sociology- : Social Agencies of Education and their educative role:. Family. School. State. Mass media.
SEC-1: Value Education-: Peace Education: Meanings and Aims.Ø Values in Peace Education.Ø Values and Human Rights Education. | |||||
| Snehasish Dolai | V | DSE-1A: Great Educators Jean Jacques Rousseau , F.W. August Froebel SEC-3: Distance Education Quality, Standards , Role in Distance Education GE-1 : Mental Health and Hygiene Meaning and Definition Maladjustment Role of Family and School in remedial measures. | |||||
| 1 | Soma patra | II | DSC 2 : Educational Psychology: – Meaning, Nature and Scope Methods of Educational Psychology. | ||||
| IV | DSC -4: History of Education in India–:Radhakrishnan Commission , with special reference to rural university. Mudaliar Commission (1952-53): Reports and Recommendations. Kothari Commission (1964-66): Reports and Recommendations. National Education Policy1986 and Revised Educational Policy of 1992 |
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SEC-2: Educational Guidance and Counseling- : Educational Guidance: Meaning, Definition, Scope. Needs and Importance of Guidance. | |||||||
| VI |
DSE-1B: Guidance and Counseling :- Unit – I: Guidance 1. Concept, Nature, Principles, and types educational, vocational and personal. Individual and Group Guidance. 2. Role of parents, teachers, and counselor in guidance. |
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GE2T: Environmental Education:- Environmental Education and Social Issues 1. Education for Sustainable development: From Unsustainable to Sustainable development. 2. Education of Urban Environment: Problems related to energy and water. | |||||||
SEC-4 : Education of Children with Special Needs:-:- Education of Children with: 1. Visual Impairment: identification, intervention, education and prevention. 2. Hearing Impairment: identification, intervention, education and prevention. | |||||||
| 2 | Sibaprasad Maity | II | DSC2AT: Educational Psychology– : Personality: Concept and definition. Development of Personality Types and Traits Approaches to Personality. Individual Differences: Concepts and Types. Causes of Individual Differences. | ||||
| 2 | Sibaprasad Maity | IV | DSC4AT: History of Education in India -:Sadler Commission -1917Ø Hartog Committee Report.Ø Wardha Schame.Ø The Sargent Plan (1944). |
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SEC2T :- Educational Guidance and Counseling– Counseling: meaning, nature, scope. Types of counseling. Tools and techniques of Counseling. | |||||||
| 2 | Sibaprasad Maity | VI | DSE-1B: Guidance and Counseling : Counseling 1. Concept, Nature, Principles, Types — Directive, Non-directive and Eclectic; Individual and Group Counseling, 2. Counseling process, Characteristics of good counseling 3. Differences between guidance, counseling and psychotherapy . |
| |||
GE2T: Environmental Education– : Education of Environmental Concepts 1. Concept of Environment and Ecosystem. Disasters: Natural and Man Made. | |||||||
SEC2T : Educational Guidance and Counseling-: Different forms of Guidance. Educational and Vocational Guidance. Organization of Guidance service at different levels of education. Tools and techniques of Guidance.. | |||||||
| 3 | Kanailal Maity | II | DSC2AT: Educational Psychology– : Growth and Development: Meaning and Concepts. Stages of Development of a Child: Infancy, Childhood and Adolescence.Ø Aspects of Child Development : Physical, Intellectual, Emotional, Social. | ||||
| Intelligence: Concept and Definition. Theories of intelligence: Two-factor, Group-factors and Structure of Intellect. Intelligence Test: Verbal, Non-verbal test and their uses. | |||||||
| 3 | Kanailal Maity | IV | DSC4AT: History of Education in India– Unit –I: Missionary educational activities in India: Characteristics and significance.Ø Serampore Mission: Contributions of the Trio to Education. Charter Act of 1813. Macaulay’s Minute. Adam’s Report and its recommendations. Woods Despatch (1854) | ||||
| SEC2T : Educational Guidance and Counseling –: Different forms of Guidance. Educational and Vocational Guidance. Organization of Guidance service at different levels of education. Tools and techniques of Guidance. | |||||||
| 3 | Kanailal Maity | VI | DSE-1B: Guidance and Counseling– Adjustment 1. Concept and Definition of Adjustment, Characteristics of good adjustment, common adjustment problems in Childhood and adolescence, Adjustment Mechanism. | ||||
| GE2T: Environmental Education– Approaches and Methods of Environmental Education Approaches to Environmental EducationDiscussion, Seminar, And Workshop, Problem solving and Field survey. | |||||||
| SEC4T : Education of Children with Special Needs-: Education of Children with: Physically Handicraft: identification, intervention, education and prevention. | |||||||
| 4 | Snehasish Dolai | II | DSC2AT: Educational Psychology- | ||||
| Learning: MeaningØ &Nature. Factors associated with learning. Theories of Learning: Trial & Error, Classical conditioning and Gestalt theory of learning. Learning relation to; Attention, Interest, Maturation and Motivation. | |||||||
| 4 | Snehasish Dolai | IV | DSC4AT: History of Education in India Indian Education commission, University Commission, National Education Movement. | ||||
SEC2T : Educational Guidance and Counseling Guidance and counseling process, relationships, characteristics. role of parent, teacher |
| ||||||
| 4 | Snehasish Dolai | VI | DSE-1B: Guidance and Counseling Techniques of collecting information for guidance and counseling, intelligence test, aptitude test and personality test & interview, CRC, ARC and Case Study | ||||
GE-2: Environmental Education– : Concept, characteristics, components and scope and historical background of environmental education | |||||||
SEC-4 : Education of Children with Special Need Education of children with learning, disabilities, identification, intervention, education and prevention. | |||||||
Students of this department deal with versatile carrier option. Some students opt for higher studies and they are advised to take admission in reputed institutions like JNU, DSE, BHU, ISI etc. for conducting their post graduate, M.Phil and PhD. For this, students are given the special coaching to solve the previous question papers of entrance examinations conducted by several reputed institutions. Students who have requisite qualities for leadership, qualities of taking instant decision, are being advised to go for administrative service through competitive examinations. For this, we not only collect the titles of subjective, but also collect some magazines, namely, competition master and competition success etc. which are very helpful for competitive examinations. Students, who want to face challenge, are advised to take several self-employment generated schemes, to start a start-up business.
Students pursuing Ph.D./completed Ph.D. from different Institutions
| Sl. No. | Name of the Student | Year of Passing | Institution from Ph.D. | Year of Enrolment |
| 1 | Manjula Khatun | 2017 | Diamond Harbour Women’s University | 2021 |
| 2 | Suman Mahata | 2019 | Bankura University | 2021 |
Students Qualified NET/SET
| Sl. No. | Name of the Student | Year of Passing | Year of Passing (NET/ SET) | Certificate No. |
| 1 | Manjula Khatun | 2017 | JRF/NET , SET, 2021 | |
| 2 | Ruma Manna | 2017 | NET/SET |
Student Progression in Higher Education
| Sl. No. | Name of the Student | Year of Passing | PG/Ph.D./ Other Courses | Name Of Institute |
| 1 | Arijit Mondal | 2016 | PG | University of Calcutta |
| 2 | Putul Das | 2016 | PG | University of Calcutta |
| 3 | ShrabantiKar | 2017 | PG | Bankura University |
| 4 | Ruma Manna | 2017 | PG | Diamond Harbour Women’s University |
| 5 | Suparna Jana | 2017 | PG | Vidyasagar University |
| 6 | Radhakrishna Priya | 2018 | PG | Vidyasagar University |
| 7 | Shiuli Das | 2018 | PG | Vidyasagar University |
| 8 | Manash Mal | 2018 | PG | Vidyasagar University |
| 9 | Rubi Jana | 2018 | PG | Vidyasagar University |
| 10 | Sunita Khatuya | 2018 | PG | Vidyasagar University |
| 11 | Pinki Barik | 2018 | PG | Diamond Harbour Women’s University |
| 12 | Suman Mahata | 2019 | PG | Bankura University |
| 13 | Ditipriya Roy | 2021 | PG | Diamond Harbour Women’s University |
| 14 | Ankita Das | 2021 | PG | Diamond Harbour Women’s University |
| 15 | Baladeb Mondal | 2021 | PG | Vidyasagar University |
| 16 | Suman Bar | 2023 | PG | West Bengal State University |
| 17 | Arpita Bhunia | 2023 | PG | Netaji Subhas Open University |
| 18 | Rekha Bhunia | 2023 | PG | Netaji Subhas Open University |
| 19 | Rachana Das | 2023 | PG | Netaji Subhas Open University |
| 20 | Shibsnkar Mondal | 2023 | PG | Netaji Subhas Open University |
| 21 | Susmita Panda | 2023 | PG | Netaji Subhas Open University |
| 22 | Moumita Bej | 2023 | PG | Netaji Subhas Open University |
| 23 | Sanjukta Jana | 2023 | PG | Netaji Subhas Open University |
| 24 | Sita Mondal | 2023 | PG | Netaji Subhas Open University |
| 25 | Arpita Das | 2017 | PG | Netaji Subhas Open University |
| 26 | Gita Ojha | 2022 | PG | Diamond Harbour Women’s University |
| 27 | Annapurna Ghorai | 2020 | PG | Vidyasagar University |
| 28 | Jayashri Das | 2020 | PG | Netaji Subhas Open University |
| 29 | Annapurna Roy | 2020 | PG | Rabindra Bharati University |
| 30 | Dinabandhu Manna | 2019 | GNM | Utkal University |
| 31 | Nupur Bera | 2017 | BMLT | Delhi |
Employment of students
| Sl. No. | Name of the Student | Year of Pass-out | Year of Joining | Present occupation |
| 1 | Arpita Das | 2017 | 2023 | Teaching, Gandeep Mission School |
| 2 | Pradipta Acharya | 2017 | 2017 | Indian Army |
| 3 | Abhijit Dhali | 2021 | 2022 | Asst. Librarian, Belur Math |
| 4 | Bithi Berta | 2020 | 2020 | Lab Assistance |
| 5 | Moumita Singha | 2022 | 2022 | Hospital Management |
| 6 | Sanjib Mirdha | 2016 | 2018 | Indian Army |
| 7 | Anusri Barik | 2019 | 2020 | Manapuram Gold Finance |
| 8 | Sourav Giri | 2019 | 2020 | Manapuram Gold Finance |
| 9 | Subha Mondal | 2020 | 2023 | State Bank Of India |
| 10 | Dipti Nayak | 2020 | 2022 | HDFC Bank |
| 11 | Sambhudip Jana | 2020 | 2021 | Technician |
| Sl. No. | Name of the teachers | Project work/Research Work | Supervisor |
| 1 | Kanailal Maity | A Comparative Study of Personality & Attitude towards Entrepreneurships Dimensions of Higher Secondary School Students of East Midnapur District, West Bengal | Dr.Archana Pathak Ekalavya University, M.P |
| Sl.No. | Name of the teachers | Name of the sub-committees |
| 1 | Sibaprasad Maity | Anti Ragging committee 23.03.2022 to still continuing. |
| 2 | Soma Patra | Women Empowerment (24.09.2018 to still continuing) |
| 3 | Soma Patra | Academic Sub-committee-(23.03.2022 to still continuing) |
| 4 | Soma Patra | Exam Sub-committee-(23.03.2022 to stil) |
Our department occasionally organise national and state level seminar/webinar. The details ofcurrentlyorganised national level webinar is given below.
Sl. No. | Title | Date | Resource Persons | Number of Participants |
| 1 | One-day State Level Seminar “Role of Education for Socio- Physical Development: A Philosophical Approach”. | 20.11.2019 | 1. Dr. Subikash Jana 2. Dr. Swapan Kumar Mishra 3. Dr. Bibhuti Bhusan Nayak 4. Dr. Ratan Sarkar | 287 |
- To open departmental libraries.
- To introduce student exchange programme with other institutions.
- We are planning to organize seminars, extended lectures, excursions.
- It is a good message that nowadays highly reputed MNC’s and corporate sector are providing employment in India with an objective to spread up their branches in the different corners of the third world countries. We are not exception to it. Such MNC’s can provide employment opportunity to the students of social science, particularly English. So presently our aim is to motivate the students to join these MNC’s. We have a plan to link up with those MNC’s so that our students avail the opportunity of employment
- Strength: Disciplined and sincere students.
- Weakness: Less student strength, insufficient fulltime faculty, infrastructure.
- Opportunity: Equipped computer lab, ICT class room and goodcollaboration with the faculty of other institutions.
- Challenge: To fill up full intake capacity, to orient them to get placed inthe right position in the societ
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