Bachelor of Elementary Education is a 4-year professional degree course that offers training in elementary education. In the first 3 years of the course, candidates study a combination of theory and practicals. Whereas in the last year of the course they teach directly in school, as a part of their training.

Career Options and Job Prospects

B.El.Ed degree opens various employment opportunities in the education sector. It also enables students for appointments in Kendriya Vidyalayas, Navodaya Vidyalayas and other private schools across the country. Other job profiles offered to a B.El.Ed candidate is a pre-primary teacher, junior content writer, career counsellor, proofreader, etc. The average starting salary of B.El.Ed graduate is from Rs. 3 lakh to Rs. 10 lakh. Some of the most sought-after jobs in B.El.Ed:

• Government/ Private Schools
• Coaching Centres
• Education Consultancies
• Publishing Houses
• Colleges/ Universities
• Research & Development Agencies
• Private Tuition/ Home Tuition

First Year

F 1.1 CHILD DEVELOPMENT
This course offers a critical study of significant theoretical frameworks and methodological approaches to child study. It deals with constructs and issues in the development of children leading to implications for education.

F 1.2 CONTEMPORARY INDIA
This course is designed to developed an understanding of contemporary Indian realities through a study of key historical, political, socio-cultural and economic issues. Major contemporary concerns in education, childhood, reservation policy, environment and development are examined within inter-disciplinary frameworks.

C 1.1 NATURE OF LANGUAGE

This course aims to develop a deep understanding of language as a subject and as meta language. This course also equips students to tap the multilingual character of the Indian classroom as a rich source for teaching language as well as for developing analytical thinking.

C-1.2 CORE MATHEMATICS
This course aims to reconstruct mathematics concepts learnt at school and to enable reflection of one's own mathematical thinking and learning.

C-1.3 CORE NATURAL SCIENCE
This course aims to review secondary school science content, with a focus on methods of science and the development of skill of scientific enquiry.

C-1.4 CORE SOCIAL SCIENCE
The aim of this course is to make students familiar with the concept and nature of social science and to see the inter-linkages between different branches of social science. This inter linkage has to be studied both at the conceptual and theoretical level as also its practical implications. What the social scientist do does, the relationships and interactions of people in grounds and the importance of perspective in understanding social phenomenon are some of the issues which will be dealt within this course.

Second Year

F-2.3 COGNITION AND LEARNING
This course offers an in-depth study of processes of cognition and learning and their socio cultural contexts. The course also deals with significant features off different theoretical approaches to the study of cognition and their educational applications.

F-2.4 LANGUAGE ACQUISITION
The aim of this course is to study the processes and patterns of language acquisition in children, and to examine the varying theoretical perspective and linkages with formal language learning.

F-2.5 HUMAN RELATIONS AND COMMUNICATION
The course attempts to develop the conceptual bases for exploring and understanding student's own self and the dynamics of dynamic of identity formation. It further seeks to develop in students a capacity to reflect on education as a relational processes, requiring communication skills, social sensitivity and receptivity.

F-2.1 LANGUAGE ACROSS THE CURRICULUM
This course aims to promote an understanding of language characteristics off learners, language usage, socio-cultural aspects of language learning, language as a process and the functional use of language across the curriculum.

LIBERAL OPTIONS

Liberal courses offer studies in a specific discipline with academic rigor. These are designed to enrich knowledge-base to allow for further study in the chosen discipline and its pedagogy.
Our college offers three liberal courses which are
O-2.1 ENGLISH I
O-2.3 MATHS I
O-2.8 POLITICAL SCIENCE I

PR-2.3 OBSERVING CHILDREN
The practicum course on observing children provides opportunity for undertaking systematic observations in various naturalistic and semi-structured settings. Through specific assignments, students come in contact with children; construct scientific ways of understanding them l while also getting a chance to test universal developmental concepts.

PR 2.4 SELF DEVELOPMENT WORKSHOPS
The self-development workshops have been conceptualized to facilitate further the teacher trainee's process of personal development. The workshop aim to complement the learnings of the theory course on Human Relations and Communications. Self-development workshops are essentially meant to cover broad areas of : one's own attitudes , the ability to communicate and relate with children and adults and developing one's own personal aim and vision as a teacher and as a person.

PR-2.5 PHYSICAL EDUCATION
The essential aim of this course is to impart knowledge about physical activity, which is an important element in developing the quality of life. Physical education in B.El.Ed. ought to hold the promise of developing two crucial perspectives: first, sound physical and mental health is not absence of disease and second , body confidence, an important element of physical education is intimately related to an overall sense of well being and self worth. Another significant aspect of physical education is to develop a spirit of participation rather than competition. For this purpose equal importance is given to educating students on the fundamentals of physical education in actual field situations where they are instructed on minor games, lead up games and ultimately the actual game situation. They also provide inputs on psychological interaction and first-aid for actual situations on field.

Third Year

F 3.6 BASIC CONCEPTS IN EDUCATION
This course attempts to introduce students to certain basic ideas in education theory. It provides philosophical and sociological frameworks within which assumptions about human nature, knowledge and learning and examined. While exploring the societal context off education, students also learn to distinguish between formal knowledge and experiential knowledge.

F-3.7 SCHOOL PLANNING AND MANAGEMENT
This course attempts to expose to the current education scenario in India, to familarise them with school as a system and its relationship with other institutions and to change create consciousness among students about the possible role they can play to change the situation.

P-3.2 LOGICO-MATHEMATICS EDUCATION
This course prompts students to gain insight into the nature of children's thinking in mathematics and engage in the process of incorporating this in teaching practice with due consideration to the content specify pedagogy.

P-3.3 PEDAGOGY OF ENVIRONMENTAL STUDIES
This course aims to expose students to the students to the significant of EVS as a curricular area at the primary level. While engaging in a critical enquiry of EVS as a school subject, students also learn to develop insights into the issues of curriculum design and implementation.

Fourth Year

F-4.8 CURRICULUM STUDIES
This course offers a critical analysis of considerations in curriculum design including the role of socio cultural and ideological factors, developing varied perspectives of curriculum organization and enquiry and insights into processes of curriculum transaction and evaluation.

F-4.9 GENDER AND SCHOOLING
The objective of the course is to examine critically gender inequalities in societies by using feminist theoretical frameworks; to learn to observe and analyse manifestations of gender inequities in the process of schooling and to develop strategies for intervention.

OP-4.1 PEDAGOGY OF LANGUAGE
This course offers an in-depth study of language learning as a process determined not only by an awareness of language structure but one that is critically influenced by the socio-cultural aspects of child’s milieu. The course equips students with skills of designing activities and developing techniques to transact the language curriculum.

OP-4.2 PEDAGOGY OF MATHEMATICS
This course attempts to develop an understanding of the nature of mathematics and of children’s thinking and implications of pedagogical practice at the upper primary level.

OP-4.4 PEDAGOGY OF SOCIAL SCIENCE
Permeating across boundaries of individual social science disciplines is the key pedagogic process unfolding in this course. This will help students in understanding how social science inquiry necessarily includes experiences of interaction in society and environment.

SCHOOL INTERNSHIP PROGRAMME
The school internship programme is envisioned to offer an intense and focused school experience. Structured to be a process in partnership between the school and the intern, the programme seeks to provide physical and psychological space for evolving innovations in teaching. This provides the intern to translate her knowledge base, pedagogic theory, and understanding of children and her repertoire of skills into reflective classroom practices.

PROJECT
Every student is required to take up project work in specific areas of interest. Project work is designed to initiate students into a process of scientific enquiry, through classroom based research. Small projects on specific themes such as miscue analysis, gender stereotypes error analysis, children’s understanding of specific concepts and so on can be taken up. Each student is expected to undertake two or three small projects. These could be related to pedagogic studies specific to language, math and environmental sciences, or based on any of the foundation or specialized courses of fourth year. Student interns may use their experience of teaching in identifying themes and undertake the task of data collection during internship. Each individual project is conducted under the guidance of the faculty member. It is expected that the research will enable the students to cultivate the skill of systematic observation, documentation, critical analysis, interpretations. This will create a teacher oriented towards probing into children’s learning process, with the objective of improving classroom practices. Students are expected to submit a short report on each project.