4year BEd 3rd Year Syllabus

PURBANCHAL UNIVERSITY, FACULTY OF EDUCATION, FOUR-YEAR B.ED.
SYLLABUS FOR THIRD YEAR 2017
PURBANCHAL UNIVERSITY
Four-Year
Bachelor of Education (B.Ed.)
Programme
Syllabus for
Third Year
Office of the Dean

Faculty of Education
Biratnagar, Nepal
2017
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PURBANCHAL UNIVERSITY, FACULTY OF EDUCATION, FOUR-YEAR B.ED. SYLLABUS FOR THIRD YEAR 2017
Forwarding Team
S.N. Members of Subject Designation Signature
Committee
1. Mr. Sitaram Paudel Chairman, Subject Committee ……………..
2. Mr. Gopal Prasad Sharma Member, Subject Committee ……………..
3. Mr.Govinda Prasad Adhikari Member, Subject Committee ……………..
4. Mr. Bedu Kumar Khatiwada Member, Subject Committee ……………..
5. Mr. Laxman Prasad Gautam Member, Subject Committee ……………..
6. Mr.Ram Prasad Pokharel Member, Subject Committee ……………..
7. Mr. Durga Prasad Bastola Member, Subject Committee ……………..
8. Mr. Kedar Prasad Khanal Member, Subject Committee ……………..
9. Mr. Mahesh Prasad Niroula Member, Subject Committee ……………..
10. Mr. Dandapani Gautam Member, Subject Committee ……………..
11. Mrs. Yamuna Bhandari Niroula Member, Subject Committee ……………..
____________ ___________________
Mr. Udayaraj Prasain Dr. Shambhu Prasad Koirala
Deputy Dean Dean
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TABLE OF CONTENTS
TABLE OF CONTENTS ...................................................................................................................................... 3

COURSE STRUCTURE ....................................................................................................................................... 4
COURSE CYCLE ................................................................................................................................................. 4
CURRICULUM AND EVALUATION ............................................................................................................... 8
SPECIALIZED (MAJOR) SUBJECTS ............................................................................................................. 15
ENGLISH EDUCATION ................................................................................................................................... 15
NEPALI EDUCATION ..................................................................................................................................... 28
MATHEMATICES EDUCATION .................................................................................................................... 43
HEALTH AND PHYSICAL EDUCATION ..................................................................................................... 54
POPULATION EDUCATION .......................................................................................................................... 69
SOCIAL STUDIES EDUCATION ..................................................................................................................... 83
INFORMATION TECHNOLOGY EDUCATION ........................................................................................... 94
ALLIED SUBJECTS........................................................................................................................................ 105
ENGLISH EDUCATION ................................................................................................................................. 105
NEPALI EDUCATION ................................................................................................................................... 115
MATHEMATICS EDUCATION .................................................................................................................... 125
HEALTH EDUCATION.................................................................................................................................. 134
POPULATION EDUCATION ........................................................................................................................ 145
SOCIAL STUDIES EDUCATION ................................................................................................................... 155
INFORMATION TECHNOLOGY EDUCATION ......................................................................................... 163
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COURSE STRUCTURE
Each student must pass 22 courses to earn Four-year B.Ed. degree. These courses are divided
into five major groups ˗ group 'A' with Communication Skills; group 'B' with Professional Core
Areas; group 'C' with Specialization Courses, group 'D' with Allied Courses and group E
Multidisciplinary subject. The details of course structure is given as follows:
Course structure for Four Year B.Ed.
S.N. Nature of the Course Full Marks 1st Year 2nd Year 3rd Year 4th Year
1 Communication Skills 200 200 -
2 Professional Core Areas 500 100 100 100 200
3 Major 1000 200 300 300 200
4 Allied 400 - 200 200 -
Multidisciplinary 100 100
Total 2200 500 600 600 500
COURSE CYCLE
First Year: 500 marks
Areas/Specialization Course Code Subjects Full Marks
Communication Skills EED110C General English 100
NED120C ;fwf/0f g]kfnL 100
Professional Subject FED101P Foundations of Education 100
Specialized( Major) Subjects : One subject area of the followings 200 marks
English Education EED111M Language and Linguistics 100
EED112M Reading, Writing and Critical Thinking 100
Nepali Education NED121M ;fdfGo efiff lj1fg / g]kfnL efiff 100
NED122M g]kfnL gf6s, Psfª\sL / lgaGw 100
Mathematics Education MED131M Modern Mathematics 100
MED132M Calculus 100
Health and Physical HPED141M Foundation of Health Education 100
Education
HPED142M Introduction to Physical Education 100
Population Education PED151M Introduction to Population Education 100
PED152M Population Analysis Techniques 100
Social Studies SED161M Introduction to Social Studies 100
Education
SED162M Socio-Cultural History of Nepal 100
Information ITED171M Fundamental of Information Technology 100
Technology
ITED172M Programming in C 100
Education
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SECOND YEAR: 600 marks (prof; 100+major; 300+allied; 200)

Areas/Specialization Course Code Subjects Full Marks
Professional Subject EPED202P Educational Psychology 100
Specialized( Major) Subjects : One subject area from the followings - 300 Marks
English Education EED213M Expanding Horizons in English, an 100
Interdisciplinary Approach
EED214M English for Communication 100
EED215M English Language Teaching Method 100
Nepali Education NED223M g]kfnL cfVofg 100
NED224M g]kfnL sljtf sfJo 100
NED225M g]kfnL efiff lzIf0f 100
Mathematics MED233M Geometry 100
Education MED234M Real Analysis 100
MED235M Teaching Mathematics 100
Health and Physical HPED 243M Basic Health Science 100
Education HPED 244M Sports Science and Games (Pr 40) 100
HPED 245M Teaching Method of Health and Physical 100
Education
Population PED253M Population Dynamics of Nepal 100
Education PED254M Fundamental of Reproductive Health 100
PED255M Method of Teaching Population Education 100
Social Studies SED263M Democratic Politics in Nepal 100
Education SED264M Tourism Education 100
SED265M Teaching Methods in Social Studies 100
Information ITED273M : Data Communication and Computer 100
Technology Network
Education
ITED274M Management Information System and 100
Recent Technology
ITED275M Teaching Information and Communication 100
Technology
Allied Subjects : One subject area from the followings-200 Marks
English Education EED211A English for communication 100
EED212A English Language Teaching Method 100
Nepali Education NED221A g]kfnL cfVofg 100
NED222A g]kfnL efiff lzIf0f 100
Mathematics MED231A Modern mathematics 100
Education MED232A Teaching Mathematics 100
Health and Physical HPED241A Basic Health Science 100
Education HPED242A Teaching Method of Health Education 100
Population PED251A Introduction to Population Education 100
Education PED252A Method of Teaching Population Education 100
Social Studies SED261A Introduction to Social Studies 100
Education SED262A Teaching Methods in Social Studies 100
Information ITED271A Fundamentals of Information Technology 100
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Technology ITED272A: Teaching Information and communication 100

Education Technology
Third Year 600 marks (prof; 100+major; 300+allied; 200)

Areas/ Course Code Subjects Full
Specialization Marks
Professional CEED303P Curriculum and Evaluation 100
Subject
Specialized( Major) Subjects : One subject area from the followings - 300 Marks
English EED316M English for Mass communication 100
Education EED317M Language and Literature 100
EED318M Language Testing 100
Nepali NED326M g]kfnL efiff kf7\oqmd, kf7\ok':ts tyf lzIf0f kl4t 100
Education
NED327M Jofjxfl/s n]vg / efiff ;Dkfbg 100
NED328M ;flxTozf:q / g]kfnL ;dfnf]rgf 100
Mathematics MED336M History of Mathematics 100
Education MED337M Statistics and Data Analysis 100
MED338M Algebra 100
Health and HPED346M Administration and Management in School Health Education 100
Physical
Education
HPED347M Sports Training in Physical Education 100
HPED348M School Health Program and Health Promotion 100
Population PED356M Population, Environment and Sustainable Development 100
Education PED357M Population and Quality of Life 100
PED358M Basic Mathematics and Statistics in Population Education 100
Social Studies SED366M Social Life of Nepal 100
Education SED367M Society in Hindu, Buddhist and Islamic Religion 100
SED368M South Asia: Bhutan, Bangladesh and Sri-lanka 100
Information ITED376M Data Structure and Algorithm 100
Technology ITED377M Database Management System 100
Education
ITED378M Software Engineering 100
Allied Subjects : One subject area from the followings-200 Mars
English EED313A English for Mass communication 100
Education EED314A Language Testing 100
Nepali NED323A g]kfnL efiff kf7\oqmd, kf7\ok':ts tyf lzIf0f kl4t 100
Education
NED324A ;flxTozf:q / g]kfnL ;dfnf]rgf 100
Mathematics MED333A History of Mathematics 100
Education MED334A Technology for Mathematics Teachers 100
Health and HPED343A Administration and Management in School Health Education 100
Physical
HPED344A School Health Program and Health Promotion 100
Education
Population PED353A Population, Environment and Sustainable Development 100
Education PED354A Population and Quality of Life 100
Social Studies SED363A Social Life of Nepal 100
Education SED364A South Asia: Bhutan, Bangladesh and Sri-lanka 100
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Information ITED373A Management Information System and Recent Technology 100

Technology ITED374A Database Management System 100
Education
Fourth Year 500 marks (Prof;200+Major;200+Multidisciplinary;100)

Areas/Specialization Course Code Subjects Full
Marks
Professional Subject PMED404P: Research Methods 100
PTED405P: Practice Teaching 100
Specialized( Major) Subjects : One subject area of the followings) 200 marks
English Education EED419M Literary Terms, Theories and History of 100
English and American Literature
EED4110M Dramas and Novels 100
Nepali Education NED429M k|fof]lus efiff lj1fg 100
NED4210M zf]w ljlw / sfo{d"ns cg';Gwfg 100
Mathematics Education MED439M Linear Algebra and Vector Analysis 100
MED4310M Technology for Mathematics Teachers 100
Health and Physical HPED449M Community Health Survey (60+40) 100
Education
HPED4410M Environment Health Education 100
Population Education PED459M Population Health 100
PED4510M Seminar and Project in Population 100
Education
Social Studies SED469M Contemporary Nepal 100
Education
SED4610M Research Methods 100
Information ITED479M Web technology and Visual Programming 100
Technology
ITED4710M Programming in Java 100
Education
Multidisciplinary Subject (Group E) 100Marks
Multidisciplinary *Nepal and the World 100
Note: Any information mentioned in previous courses which contradict with this statement
of course cycle is to be taken as aforementioned information.
Courses with * marks will be provided course title in respective year’s syllabus.
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CURRICULUM AND EVALUATION
FACULTY OF EDUCATION
Syllabus for Four-year B.Ed.
Course Title: Curriculum and Evaluation Course: Professional Core

Course Code: CEED303P Nature of Course: Theoretical
Level: B. Ed. Third Year F.M.: 100 (20 Int+80 Ext)
Period per Week: 6 P.M.: 36 (8 Internal+28 External)
Total Periods: 150 Time per Period: 50 min.
COURSE DESCRIPTION
This is a professional core course for four year Bachelor Level in Education provided in third
year. This course is of theoretical nature but students are encouraged in most of the lessons to
participate in creative activities to make learning effective. This course is divided into three
parts. The 1st part deals with the contemporary knowledge about curriculum development.
Part II provides the basic knowledge for conducting evaluative activities. Part III is related with
the review of Existing School level curriculum of Nepal. Knowledge acquired in Part I and II
will help the students to explore and analyze the School curriculum. The lessons are organized
in the units according to their difficulty level and spiral relationship among them. Therefore the
teachers should begin teaching from the first unit and then to proceed to the successive ones.
The figures in the margin of each unit indicate approximate teaching periods for that unit.
COURSE OBJECTIVE:
This course is intended to bring the following changes in the abilities and behaviors of the
students:
 Define curriculum and describe its relation with course of study.
 Introduce different designs of curriculum and describe the curriculum development process
regarding different elements of curriculum.
 Elucidate the process of curriculum change and implementation strategies of curriculum.
 Clarify the concept of Test, measurement, assessment and Evaluation.
 Construct evaluative tools for the assessment of student achievement in School.
 Administer the test and compute simple statistic to analyze test results.
 Review and analyze the components of Existing School curriculum in Nepal.
CONTENTS:
Part I: Curriculum Theory and Development

Unit I: Concept of Curriculum [---10 PERIODS]
1.1. Meaning of curriculum (Etymological, narrow and wider meaning of curriculum )
1.2. Definition of curriculum
1.3. Importance of curriculum
1.4. Relation between curriculum and course of study ( Interrelation and distinction)
Unit II: Consideration on sources of curriculum. [---10 PERIODS]
8
2.1 Philosophical bases

2.2 Growth and development process of the learner
2.3 Major Learning Theories
2.4 The Nature of Knowledge
2.5 Society and Schooling.
Unit III: Curriculum Development Process and Curriculum Designs. [---20 PERIODS]
3.1. Process of curriculum development with respect to the elements of curriculum(
Objectives, Content, learning Experiences and Evaluation)
 Diagnosis of Needs - meaning and process
 Objective :
 Meaning of objective
 Concept of Aims, Goals and objectives,
 Types of objectives - (General, Specific/Behavioral)
 Principles of determining objectives
 Limitation of Bloom's Taxonomy of educational objectives.
 New taxonomy of Educational objectives.
 Content:
 Meaning of content
 Relation between objectives and content of a curriculum
 Criteria for selection and organization of contents.
 Learning Experiences:
 Meaning of learning Experiences
 Difference between content and Learning experience
 Criteria for selection and organization of learning Experiences.
 Evaluation of outcome of curriculum
 Meaning of evaluation of outcomes
 Narrow and broad definition of evaluation of outcome of curriculum
 Need for evaluation of outcomes.
 Criteria for a program evaluation.
3.2. Curriculum Designs:
 Meaning of curriculum design
 Characteristics and criticism of the following:
 Discipline centred curriculum
 Learner centred curriculum
 Problem centred curriculum and Core curriculum
Unit IV: Curriculum change [---7 PERIODS]
4.1. Need for curriculum change
4.2. Factors affecting curriculum change:
 Influential or out spoken individuals
 Financial pressure
 Staffing issues
 Employer and industry view point
 Students view points
 Student abilities
 Pedagogical argument, academic merit
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 University and Government regulations

 National and International accreditation bodies
 Academic fashion
4.3. Change strategies(concept only) of:
 Rational empirical strategy
 Normative re-educative strategy
 Power coercive strategy
Unit V: Curriculum Dissemination and Implementation. [---8 PERIODS]
5.1. Meaning of curriculum dissemination
5.2. Meaning and definition of curriculum implementation
5.3. Role of support in curriculum Implementation
 Support in training and staff development
 Financial support
 Administrative support
 Peer support
 Monitoring support
 Support in self learning materials
5.4. Role of communication in curriculum Implementation.
5.5. Problems of curriculum Implementation
 Resistance of Individual towards change
 Inadequate dissemination and orientation
 Inadequate training
 Inadequacy of curriculum support materials
 Inadequacy of monitoring and supervision
 Lack of administrative support
 Lack of proper communication
 Lack of Instructional plan
 Lack of relevant curriculum
Part II: Measurement and Evaluation
Unit VI: Measurement and Evaluation. [---10 PERIODS]
6.1. Concept of Test, Measurement, Assessment and Evaluation.
6.2. Scales of measurement (nominal, ordinal, interval and ratio)
6.3. Types of Evaluation: (Formative, Summative, Diagnostic, Placement)
Unit VII: Purpose and Essential qualities of Test [---14 PERIODS]
7.1. Purpose of testing
 Improving instruction
 Grading students
 Improving curriculum
 Right placement
 Right selection
 Diagnose reason
 Provide guidance and counseling
 Improve Administrative policies
7.2. Essential qualities of a Test:
 Reliability – concept, meaning & definition
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 Methods of estimating reliability: (Test -re test, Parallel form, Split-llalves.

Kuder -Richardson -KR20 and KR21)
 validity: concept, Meaning and definition
 Types of Validity: Content, criterion related, construct
 Relation between validity and reliability.
 Conditions that jeopardize validity and reliability.
 Usability –meaning, conditions affecting usability of a test
Unit VIII: Testing achievement of pupils and Test construction [---14 PERIODS]
8.1. Types of Test:
 Subjective test and objective test
 Characteristics of subjective test
 Types of subjective test: Essay test and short answer test
 Characteristics of objective test
 Types of objective test: Multiple choice, Matching, True false, Completion item
(features, strength, weakness and construction procedure of above mentioned type
of test )
 Norm referenced test (NRT) and criterion referenced test (CRT) : Meaning and
Characteristic
 Difference between NRT and CRT
 Standardized test and Teacher made Test: (meaning, characteristics and difference)
8.2. Construction of Teacher made Test:
 Planning the test:
 Determining objectives
 Writing instruction objectives
 Preparing specification chart
8.3. Preparing the test:
 preparing test items
 Preparing instruction for the test
 Preparing scoring key and marking scheme.
Unit IX: Assembling, Administering, Scoring and Analyzing the test. [---22 PERIODS]
9.1. Assembling the test: meaning and procedure
9.2. Administering the test: Condition for test administration
9.3. Scoring answer sheet
9.4. Grading and grading system
9.5. Statistical analysis of Test scores:
 Frequency distribution
 Graphical presentation: line and bar graph& pie chart.
 computation process and use of the following simple statistics:
 Measures of central tendencies: mean, median and mode
 Measures of variability: Standard deviation and Coefficient of Variance (CV)
 Measures of relationship: Correlation (Pearson's and spearman's rank
difference correlation)
 Item analysis: Procedure
Unit X: Performance Based Evaluation and Non Testing Devices [---15 PERIODS]
10.1. Performance based evaluation -concept
11
10.2. Rubric: Concept and process of designing scoring rubrics

10.3. Portfolio: Concept, Guidelines for portfolio entries
10.4. Non testing devices:
 Observation: Concept, types and tools
 Self-appraisal: Concept, strength, weakness and tools
 Concepts and construction process of the following:
 Check list
 Rating scale
 Anecdotal record
 Cumulative record
Part III: Study of School Curriculum in Nepal.
Unit: XI: Study of School curriculum [---20 PERIODS]
11.1 Brief historical events of School level curriculum development in Nepal (Major turning
points only)
11.2 Characteristics of School curriculum prescribed by National Education System plan
1971-1975
11.3 Review of the components of National curriculum framework 2063BS
11.4 Review of Existing School curriculum in Nepal with special reference to
 National goals and level wise objectives
 Structure, subjects and weightage
 Instruction Techniques
 Evaluation system
11.5 Process of School curriculum development in Nepal
11.6 Concept and need of local curriculum
11.7 Process of curriculum construction in local level
11.8 Challenges of local curriculum development and Implementation in Nepal.
INSTRUCTION TECHNIQUES
In general the teacher can use lecture, question answer, Brain storming, buzz session,
discussion, mini project work, case study approach, library study and assignment methods
where as necessary. Some of the units are suggested to adopt methods of teaching as in the
following:
Unit III- Assignment and practice in writing behavioral objectives with respect to the New
taxonomy of educational objectives.
Unit VII - Provide opportunities for computing reliability coefficient.
Unit VIII - Practice on preparing all types of subjective and objective test items in the subjects of
specialization of the students from grade IX and X text books.
: Plan and prepare teacher made test for grade IX & X
Unit IX: Practice of item Analysis
: Practice of grouping scores into a frequency distribution and calculate mean,
median, mode, Standard deviation and correlation coefficient.
: Preparing line & bar graph and pie chart for the presentation of data.
Unit X: Prepare scoring rubrics and portfolio
: Prepare non testing devices.
Unit XI: Students can visit School and study the local curriculum and prepare report to present
in the class.
12
: review the Existing School curriculum and present paper in the class
EVALUATION SCHEME
Students will be evaluated in two phases i) internal evaluation by the concerned teacher
through midterm class test, paper presentation, assignments, project work and workshops,
attendance, participation and viva and ii) final annual examination (external evaluation) by the
office of the examination management through year end examinations.
The students must pass both the internal and the final examinations separately. The student
who fails to appeare in internal evaluation can not attend final examinassions. The grades
awarded to a student in a course are based on performance in both these types of evaluations.
The weightage given to internal evaluation is 20 percent and final evaluation is 80 percent to the
course.
The formats for internal and final annual examination are separately presented.
Format for Internal Evaluation
Format for Internal evaluation to this course is as follows:
Name of College………………………… Address…………..……………………………..
Subject Code………………….………… Subject Title…………………………………….
Course …………………………………… Level/Year……………………………………..
Name of the Class Paper Attendance, Viva Total Remarks
student test presentation, Participation and
(Alphabetcal assignments, Discipline
order in project work
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
*FM represents Full Marks

There should be proper reason strictly mentioned for providing marks above 80 percent in each
category of internal evaluation. The documents of the internal marks should be submitted to the
external evaluator/university if so claimed.
Format for final examination
The types and number of questions for this paper in the final annual examination are given in
the following table:
Types of questions Total questions to Number of questions to be Total
be asked answered and marks allotted marks
Group A: Multiple choice Items 16 16 questions1 mark 16
Group B: Long questions 3 2 questions12 marks 24
Group C: Short questions 7 5 questions8 marks 40
Total 26 - 80
13
REFERENCE
Books in English (Concerned portion only)
Aryal, P.N. and Niure, D.P.(2010). Curriculum planning and practice. Kathmandu: Intellectuals
Books Palace. For Unit III, IV and V.
Bhalla, Navaneet, (2007). Curriculum development. Delhi: Authors Press. For unit IV
Freeman, R. and Lewis, R.(2005). Planing and implementing assement.( 1st Indian Reprint) .New
Delhi: Kogan Page For unit- VI,VII,X
Linn, R.L. and Gronlund, N.E.(2003). Measurement and assessment in teaching,(8th Ed.). India
Pearsion Education For units of part II
Marzano, R.J. and Kendall, J.S. (2007). New taxonomy of educational objectives (2nd Ed.). California:
Carwin press. For unit -III
Ornstein, A.C. and Hunkins, F.P. (2004). Curriculum foundations, principles and issues (4th Ed.).
Newyork: Pearson education. Inc. For unit II, III, V
Print, Murray, (1993). Curriculum development and design. Australia Allen and Unwin Pvt Ltd.
For unit I, III.
Singh, A.K. (1997). Test, Measurement and research methods in behavioural sciences (2nd Ed.). India.
Bharati Bhawan Publishers and Distributers. For unit VII, VIII.
Swain, S.K. Pradhan, C. and khatoi, P.K. (2005). Educational measurement statistics and guidance (
2nd Ed.) New Delhi: Kalyani Publishers. For unit - VI,VII,VIII,IX.
Taba, Hilda.(1962). Curriculum development; theory and practice USA. Harcourt, Brace and world,
Inc. For unit - I, II, III
Wiles, Jon and Bondi, Joseph .(1993). Curriculum development; A guide in practice (4th Ed.). New
Jersey Prentice Hall. For unit II
Books in Nepali (for Part III) (Concerned Portion Only)
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–––––-@)^$_, dfWolds lzIff kf7\oqmd @)^$, eQmk'/ M kf=lj=s]=.
–––––-@)%*_, lgDgdfWolds lzIff kf7\oqmd @)%&, eQmk'/ M kf=lj=s]=.
–––––-@)^^_, ljBfno :t/Lo d"Nofª\sg ;xof]uL k'l:tsf @)^^, ;fgf]l7dL eQmk'/ M kf=lj=s]=.
–––––-@)^$_, :yfgLo kf7\oqmd lgdf{0f lgb{]lzsf, ;fgf]l7dL eQmk'/.
–––––-@)^$_, k|fylds kf7\oqmd sfof{Gjog ;xof]uL k'l:tsf, ;fgf]l7dL eQmk'/.
Kff}8]n, n]vgfy, -@)^!_, z}lIfs k|s[of / g]kfndf lzIff, sf7df08f} M ljBfyL{ k':ts e08f/.
lzIff dGqfno, -@))( ;g_, ljBfno If]q ;'wf/ of]hgf -@)^^–@)&@_ , sf7\df8f}+ M lzIff dGqfno.
–––––-@)@*_, /fli6«o lzIff k4ltsf] of]hgf @)@*–@)#@, sf7\df8f}+ M .
14
SPECIALIZED (MAJOR) SUBJECTS

ENGLISH EDUCATION
Syllabus for four-year B.Ed.
Course Title: English for Mass Communication Course: Major Eng. Paper VI
Course Code: EED316M Nature of Course: Theoretical
Level: B.Ed. Third Year F.M.: 100 (20 Int.+80 Ext.)
Period per Week: 6 P.M.: 36 (8 Int. +28 Ext.)
COURSE INTRODUCTION
Today, mass communication has got great importance in the era of globalization governed by
technology. This course introduces writing style needed for the learners to be a news reporter.
The students of this course get knowledge about writing style using English language as a
global language.
OBJECTIVES
The objectives of this course are:

 To provide knowledge of mass communication to the learners.
 To make the learners able to use correct English in writing.
 To help learners have knowledge of different styles of news writing.
 To encourage learners to have global knowledge of the importance of mass media
CONTENTS
Chapter -1: Introduction to Mass Communication [30 PERIODS]

1.1 Definition and Introduction of Mass Communication
1.2 Verbal and Non-verbal Communication
1.3 Elements of Communication (who, why, what, to whom, by what means, effect, encoding,
decoding, feedback).
1.4 Categories of Communication (Intrapersonal Communication, Interpersonal
Communication, Transpersonal Communication, Group Communication, Public
Communication, Organizational Communication, Folk Communication, Mediated
Communication, Mass Communication).
1.5 Types of Conversation (Personal Conversation, Face- to- Face – Conversation, Telephonic
Conversation, Online Conversation: E-Mail, Online Chat, Facebook).
1.6 Group Discussion(Group Dynamics, Purposes and Organization).
1.7 Distinctions between Mass Communication and Personal Communication
1.8 Introduction to Mass Media and Different Forms( The Book, The Newspaper, The Music,
The Film, The Radio, The Television, The Internet)
1.9 Relationship of Mass Media with Society and Culture
1.10 Role and Importance of Mass Communication Today
15
Chapter- II: Importance of English in Mass Media [---10 PERIODS]

2.1. English as a Global Language
2.2. Historical Background of English to be global and International Language.
2.3. Development and Changes in English Language from Shakespeare to the Present
Twenty First Century.
2.4 Some causes of variation in English Language
2.5 Differences in the Use of English between England and America.
2.6. Study of English vocabulary from American Dictionaries and British Dictionaries.
2.7. Why is English used in The Media today?
Chapter- Three: Practical Use of English in Media [---15 PERIODS]
3.1 Writing for news by observing different events (accidents, scientific inventions, famous
persons, earthquake, storm, flood, strike, religion, world events etc.).
3.2. Writing Advertisements (for- factories, schools and colleges, fashion, productions etc.).
3.3 Study of different newspapers and magazines in English
3.4 Practice in writing Topics by reading texts
3.5 Practice in writing body by expanding topic of news
3.6 Practice in writing editorials and opinions.
3.7 Writing by observing pictures, figures and images
Chapter –IV: Study of English Language Terms [---40 PERIODS]
4.1 Dialect and Register
4.2 Metaphor and Simile
4.3 Aestheticism and allegory
4.4 Biography and parody
4.5 Character and characterization
4.6 Comedy and tragedy
4.7 Introduction to Criticism and Practice in media
4.7 Analysis and Interpretation of events in media
4.8 Editing a text
4.9 Empathetic and sympathetic writing
4.10 Language in verse and Prose
4.11 Narrative in Fiction
4.12 Genres of Writing (poetry, Prose, fiction and drama)
4.13 Plot and Story
4.14 Point of View in writing
4.15 Realism and Naturalism
4.16 Rhetoric
4.17 Irony and Satire
4.18 Style and Symbol
4.19 Writing a Book Review
4.20 Writing about film, music, fashion, dance and entertainment
Chapter –V: Use of Language in Media [---40 PERIODS]
5.1 Telling different Stories
5.2 Caption, Images and Meaning
5.3 Contrasting Voices (Voices in commercial broadcasting and public conversation)
5.4 The Language of Radio, Television and News Reading
5.5 The Language of Live Commentaries for media
16
5.6 Political Speech and Rhetoric (Writing for Speech to be delivered in TV programme)
5.7. Bad Language and Swear Words
5.8 Mobile and change media style in communication worldwide
5.9 The Language of newspaper and Types of news
5.10 Types of Headlines and Vocabulary
5.11 Functions of headlines
5.12 Discourse (Coherence, Cohesion, Pragmatics,
5.13 Components of a news story
5.14 The Lead of the news story
5.15 Structure of a news story
5.16 Varieties of Media Language
5.17 News Interview
5.18 What is newsworthy?
5.18 Devices Used in Advertising
5.19 Narrative Strategies
5.20 Media Trouble
5.21 Media Language and Social Change (Language in Facebook, Facebook chat, internet,
television, FM radio and radio)
5.22 Style of spoken Language in Television and radio/ FM Radio
Chapter- VI : Language Practice [---15 PERIODS]
6.1 Reading, Writing, Listening and Spoken English
6.2 Translation (English to Nepali and Nepali to English).
INSTRUCTIONAL TECHNIQUE
- Lecture
- Question-answer sessions
- Classroom presentation
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
Students will be evaluated in two phases i) internal evaluation by the concerned teacher and
ii) final annual examination by the office of the examination management through year- end
examinations. The students must pass both the internal and the final examinations separately.
The student who is not appeared in the internal evaluation cannot attend final examinations.
The grades awarded to a student in a course are based on performance in both these types of
evaluations. The marks allocated to internal evaluation is 20 percent and final evaluation is 80
percent to the course.
17
Evaluation scheme for internal examination

Name of College……………………………… Address…………..………………………………
Subject Code………………….……………… Subject Title…………………………………….
Course ………………………………………. Level/Year……………………………………….
Student's Class paper attendence,participation Viva Total Remarks
name test presentation, Discipline
assidnments,
and project
work, etc.
*5 *5 *5 *5 * 20
* indicates marks allocation to each division/category.

external / university if so claimed.
Types of questions Total Number of questions to be Total
questions to answered and marks Marks
be asked allotted
Group A:Multiple choice Items 16 16 questionsx1 marks 16
Group B:Long -answer questions 3 2 questionsx12 marks 24
Group C:Short-answer questions 7 5 questionsx8 marks 40
Total 26 23 80
REFERENCES
Abrams, M. H. (2007). A Glossary of Literary Terms. Thomson

Acharya, B. B. (2065). Mass communication and journalism. Kathmandu: Pradhan Book House.
Ahmad, S. (2005). Art of modern journalism. New Delhi: Anmol Publications.
Ahuja, B. N. (2005). Theory and practice of journalism. New Delhi: Surjeet Publications.
Wood, F.T. (1962). Current English usage: A concise dictionary. Macmillan.
Newmark, P. (1998). A textbook of translation. New York: Prentice Hall
Reah, D. (2008). The language of Newspapers. London: Routledge
18
Course Title: Language and Literature Course: Major English, Paper VII
Course Code: EED317M Nature of Course: Theoretical
Level: B.Ed. Third Year F.M.: 100 (20 Internal+80 External)
Period per Week: 6 P.M.: 36 (8 Internal +28 External)
Periods: 150 Time per Period: 50 min.
COURSE DESCRIPTION
This course is designed for the B.Ed. third year students of four-year Bachelor in Education
under Purbanchal University. This course introduces the major parts of English literature; Essay
and Fiction. This course will cover the gaps of B. Ed. students in English literature and links
them to the course of Master of Education in English. This course certainly improves the fluency
of the students in reading and writing sectors as well as in critical thinking and writing
commentary. The students will develop writing skills through the study of prose form of
literature.
OBJECTIVES
The main objectives of this course are as follows:

 To introduce English literature (essay and fiction) to the students
 To make them able to interpret essay and fiction with their elements.
 To help them gain mastery in prose form of English literature.
 To improve and enhance the learners' vocabulary and sentence structure in English prose
form.
 To improve students' professional development in English as a global language.
 To make them able in critical thinking and writing critical commentary.
Part I :Essay
Unit I : Elements of the Essay [---15 PERIODS]
1.1. The essay as a Form of Literature
1.2. The Essay and Other Forms of Literature
1.3. The Essayist and the Reader
1.4. The Essay as Argument: Persuasion
1.5. The Essay as Story: History
1.6. The Essay as Poem: Meditation
Unit II : Essays [---75 PERIODS]

2.1. D.H. Lawrence; Cocksure Women and Hensure Men
2.2. Nora Ephron; The Hurled Astray
2.3. Jonathan Swift; A Modest Proposal
2.4. Henry David Thoreau; The War of the Ants
2.5. Mark Twain; In the Animal's Court
2.6. Robert Frost; The Figure a Poem Makes
2.7. Virginia Woolf; The Death of the Moth
19
2.8. E.B. White: Once More to the Lake

2.9. George Orwell; Shooting an Elephant
2.10. Loren Eiseley: The Bird and the Machine
2.11. Tennessee Williams: The Timeless World of a Play
2.12. Joan Didion: On the Road
2.13. James Thurber: The Moth and the Star
2.14. Annie Dillard; The Deer at Providencia
2.15. Alice Walker: Am I Blue ?
Part II : Fiction
Unit III : Elements of Fiction [---15 PERIODS]
3.1. Fiction, Fact and Truth
3.2. Fiction: Experience and Analysis
3.3. The Spectrum of Fiction
3.4. Plot
3.5. Character
3.6. Meaning
3.7. Point of View: Perspective and Language
3.8. Design: Juxtaposition and Repetition in the Structure of Fiction
Unit IV Early Forms of Fiction [---5 PERIODS]

4.1. The Tale
4.2. The Fairy Tale
Unit V : Fiction [---40 PERIODS]

5.1. Petronius; The Widow of Ephesus
5.2. Jacob and Wilhelm Grimm; Hansel and Gretel
5.3. Nathaniel Hawthorne; The Minister's Black Veil
5.4. D.H. Lawrence; The Rocking-Horse Winner
5.5. Elizabeth Bowen; The Demon Lover
5.6. John Cheever; The Swimmer
5.7. Guy De Maupassant; The Diamond Necklace
5.8. Anton Chekhov; Vanka
5.9. F. Scott Fitzgerald; The Baby Party
5.10. Ralph Ellison; Battle Royal
INSTRUCTIONAL TECHNIQUES
For instructional technique, the language will be English to interpret the course. Lecture and
discussion methods will be used in addition to the power point presentation. Students should
also be asked to interpret the texts in English to improve their professional development.
Critical analysis of texts and making commentary will be on focus. They should know how to
analyze texts and sentences.
20
EVALUATION SCHEME
attendance, participation and viva and ii) final annual examination by the office of the
examination management through year and examination. The students must pass both the
internal and final examinations separately. The student who is not appeared in internal
evaluation cannot attend final examinations. The grades awarded to ta student in a course are
based on performance in both these types of evaluations. The weightage given to internal
evaluation is 20 percent and final evaluation is 80 percent to the course.
Format for internal evaluation
Format for internal evaluation to this course is as follows:
Name of College…………………………………Address………………………………………
Subject Code…………………………………Subject Title…………………………………….
Course…………………………………………Level/Year……………………………………..
Name of the Class Paper Attendance, Viva Total Remar
student Test Presentation, Participation and ks
(Alphabetical assignments, Discipline
order in project work or
Roman) workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

The types and number of question for this paper in the final annual examinations are given in
questions to answered and marks allotted Marks
be asked
Group A:Multiple choice Items 16 16 questionsx1 mark 16
Group B:Long answer questions 3 2 questionsx12 marks 24
Group C: Short answer 7 5 questionsx8 marks 40
questions
Total 26 23 80
REFERENCES
Abrams, M. H.(2007). A glossary of literary terms. Delhi: Akash Press.
Scholes, R., Comley, N. R., Klaus, K. H. & Silverman, M. (1997). Elements of literature.
Calcutta: Oxford University Press.
21
Syllabus of four-year B.Ed.
Course title : Language Testing Course: Major English VIII
Course code: EED318M Nature of Course: theoretical
Level: B.Ed. third year Full marks: 100 (int. 20 +ext. 80)
Period per week : 6 Pass marks: 36 (int. 8+ ext. 28)
Total periods: 150 Time per period: 50 minutes
COURSE DESCRIPTION
This course is designed for the third year students of four-year Bachelor in Education (B.Ed.)
taking English Education under Purbanchal University. The prime objective of this course is to
prepare students, teachers and future teachers to write better tests. Each teaching course or
situation may have different problems. And it is simply not possible, or practical, to construct
the test by choosing from globally available tests because of the varieties in terms of test
objectives, formats, types of students, etc. Deeper study of and practice on this course will
provide students with necessary knowledge and skills to prepare qualitative tests that value
validity, reliability, beneficial back wash, practicality, etc. Although the course has been defined
as theoretical one, it demands from students rigorous labour to practice constructing different
sorts of test items viz: objective, subjective, communicative, integrative, discrete, and many
more.
OBJECTIVES
The principal objectives of this course are as follows.

 To introduce students to key concepts in language testing,
 To increase students' knowledge on the history of language testing,
 To develop students' insight, knowledge and skills to prepare valid and reliable tests,
 To enhance students' awareness to look at and write tests that contain greater beneficial
back wash,
 To prepare students to be able to figure out content specifications of different types of
tests,
 To enable students to study, analyze and construct test items following the test
specifications of Compulsory English fo SEE (Secondary Education Examination) in
Nepal, and
 To help students gain knowledge and skills to prepare marking guidelines of given tests.
COURSE CONTENTS
Unit I : Introduction to Language Testing [---8 PERIODS]

1.1 Relationship between teaching and testing
1.2 Why test?
1.3 What should be tested and to what standard?
1.4 Language skills and language elements
1.5 Recognition and production
Unit II : Historical perspectives on language testing [---10 PERIODS]
22
2.1 testing language competence

2.2 testing language performance
2.3 approaches to language testing
 The essay translation approach - strengths and weaknesses
 The structuralist approach - characteristics and criticism
 The integrative approach - characteristics and criticism
 The communicative approach - assumptions and features
Unit III : Types of language tests [---15 PERIODS]
3.1 Goal-based tests
 Proficiency tests
 Achievement tests
 Diagnostic tests
 Placement tests
3.2 medium-based tests
 oral tests
 written tests
3.3 mode-based tests
 subjective tests: strengths and weaknesses
 objective tests : strengths and weaknesses
3.4 Aspect-based tests
 tests of grammar and usage
 vocabulary tests
 tests of phonology
3.5 Skill-based tests
 brief overview of the tests of listening, speaking, reading and writing skills.
3.6 Approach-based tests
 Discrete versus integrative tests
3.7 Direct versus indirect testing
3.8 Norm-referenced versus criterion-referenced tests
Unit IV : Validity and Reliability [---20 PERIODS]
4.1 Validity
 4.1.1 content validity
 4.1.2 Criterion-related validity ( concurrent validity and predictive validity )
 4.1.3 Construct validity
 4.1.4 face validity
4.2 Reliability
 Methods of determining reliability
 Test- retest method
 parallel forms method
 Split-half method
4.3 How to make tests more reliable ?
 Take enough samples of behavior
 Exclude items which do not discriminate between weaker and stronger students
 Do not allow candidates too much freedom
 Write unambiguous items
23
 provide clear and explicit instructions

 Ensure that tests are well laid and perfectly legible
 Make candidates familiar with format and testing techniques
 Provide uniform and non-distracting conditions of administration
 Use items that permit scoring which is as objective as possible
 Train scorers
 Identify candidates by numbers, not names
 Employ multiple, independent scoring
4.4 Tension between validity and reliability
Unit V : Achieving Beneficial Backwash [---10 PERIODS]
5.1 Introduction
 Test of abilities whose development you want to encourage
 Sample widely and unpredictably
 Use direct testing
 Make testing criterion-referenced
 Base achievement tests on objectives
 Ensure the test is known and understood by teachers and students
 Where necessary, provide assistance to teachers
 Counting the cost
Unit VI : Testing Listening [---12 PERIODS]
6.1 Introduction
6.2 Specifying what the candidate should be able to do
 6.2.1 Content specification
 content of informational operations
 content of interactional operations
6.3 Text specification
 Text type
 Text forms
 Text length
 Speed of speech
6.4 Techniques of testing listening comprehension
 Multiple choice
 Short answer
 gap filling
 True/false
 Information transfer
 Note taking
6.4.7 Partial dictation
Unit VII : Testing Reading [---18 PERIODS]
7.1 Introduction
 operations
 Texts
 Speed
 Criterial level of performance
24
7.3 Setting the tasks

 Selecting texts
 Writing items
7.4 Techniques of testing reading comprehension
 Multiple choice
 Short answer
 Gap filling
 True/False
7.5 Procedures for writing items
7.6 practical advice on item writing
Unit VIII : Testing Speaking ( Oral Abilities ) [---22 PERIODS]
8.1 Introduction
8.2 Techniques of testing speaking
 8.2.1 Interview and interview techniques
 Questions and requests for information
 Pictures
 Role play
 interpreting
 Prepared monologue
 Reading aloud
8.3 Responses to audio and video recordings
 Described situations
 Remarks in isolation to respond to
 Simulated conversation
8.4 Planning and structuring oral tests
Unit IX : Testing writing [---12 PERIODS]

9.1 Testing controlled writing
 Jigsaw sentences
 Copying with corrections
 Pure cloze passages and modified cloze passages
9.2 testing guided writing
 Picture description
 Picture sequence story
 Summary writing
 Replying to letters and advertisements
 Half dialogues
 Story completion
Unit X : Testing grammar and vocabulary [---12PERIODS]
10.1 Testing grammar
10.2 Why test grammar ?
10.3 Techniques of testing grammar
 Error recognition multiple choice items
 Rearrangement items
25
 Completion items
 Transformation items
10.4 Testing vocabulary
10.5 Why test vocabulary ?
10.6 Testing recognition ability
 Recognize synonyms and antonyms
 Recognize definitions
 Recognize appropriate words for context
10.7 Testing production ability
 Pictures
 Definitions
 Gap filling
Unit XI : A detailed study and practice on the test specification grid of SEE (in Nepal) with
regards to Compulsory English [---11 PERIODS]
11.1 Construction of SEE items: Listening, Speaking, Reading and Writing Skills
11.2 Preparing Marking Scheme/key for SEE items
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
evaluations. The marks alocated to internal evaluation is 20 percent and final evaluation is 80
26

Name of College……………………………Address…………..……………………………
Subject Code………………….……………Subject Title…………………………………….
Course …………………………………….Level/Year……………………………………….
assidnments,
and project
work, etc.
*5 *5 *5 *5 * 20

Types of questions Total questions Number of questions to be Total
to be asked answered and marks allotted Marks
Group A:Multiple Choice 16 16 questionsx1 mark 16
Items
Group B:Long -answer 3 2 questionsx12 marks 24
questions
Group C:Short-answer 7 5 questionsx8 marks 40
questions
Total 26 23 80
REFERENCES
Cross, D. 1992. A practical handbook of language teaching. Prentice Hall International (UK) Limited.
Heaton, J.B.1988. Writing English language tests. London: Longman.
Hughes, A. 2003. Testing for language teachers. Cambridge: Cambridge University Press, 2nd
edition.
Khaniya , T.R. 2005. Examination for enhanced learning. Lalitpur,Nepal : Millenium Publication (P)
Ltd.
27
NEPALI EDUCATION
Syllabus for Four- Year B.Ed.
Course Title: g]kfnL efiff kf7\oqmd, kf7\ok':ts tyf lzIf0f k4lt

Nature of Course: Theoretical Course: Major Nepali Paper VI
Course Code: NED326M F.M.: 100 (20 Internal + 80 External)
Level: B.Ed. Third Year P.M.: 36 (8 Internal +28 External)
Period per Week: 6 Periods: 150
Time per Period: 50 min.
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28
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-5_ df}lvs ;+/rgf ;Gbe{ ljlw
lzIf0f ljlw
PsfOsf] k|s[ltcg'¿k kf7\ok':ts, ;xfos k':ts, ;Gbe{k':ts, kf7kq, tflnsf / cf/]vx¿sf] pkof]u ul/g]5 .
k|To]s PsfOdf cfjZostfg'¿k JofVofg ljlw, k|Zgf]Q/ ljlw, 5nkmn ljlw, ;d:of ;dfwfg ljlw, vf]h ljlw,
k|:t'tLs/0f ljlw cflbsf] pkof]u ul/g]5 .
d"Nofª\sg
ljBfyL{sf] d"Nofª\sg kf7\oj:t'sf] k|s[ltcg';f/ ljleGg ljlwåf/f ul/g]5 . o; kf7\of+zsf] clGtd d"Nofª\sg k"=lj=
k/LIff k|0ffnLcg';f/ cfGtl/s / afXo b'O{ lsl;daf6 d"Nofª\sgåf/f ul/g]5 . ljBfyL{x?n] cfGtl/s tyf jfXo
b'a} k/LIffdf cnu–cnu pQL0f{ x'g'kg]{5 . cfGtl/s k/LIffdf pkl:yt gx'g] ljBfyL{n] jfXo k/LIffdf ;fd]n x'g
kfpg] 5}g . b'a}sf] ;+o'Qm d"Nofª\sgaf6 >]0fL sfod x'g]5 .
s_ cfGtl/s d"Nofª\sg M @) k|ltzt
v_ afX\o d"Nofª\sg M *) k|ltzt
cfGtl/s d"Nofª\sg
cWofkgsf] cjlwleq sIffsfo{snfksf] ¿kdf kf7\oj:t'sf] k|s[ltcg';f/ JofVofg ljlw, 5nkmn, ;d"xsfo{,
k':tsfnoLo cWoog, lnlvt k/LIff, df}lvs tyf lnlvt sIffsf]7f k|:t'lt, pkl:ylt, ;xeflutf / k|Zgf]Q/ h:tf
cfGtl/s d"Nofª\sgsf lzIf0f ljlw ckgfOg]5 .
30
cfGtl/s d"Nofª\sg lgDg 9fFrf / cª\sef/cg';f/ x'g]5 M

Name of College………………………………………………Address…………..……………………
Subject Code………………….………………………………..Subject Title……………………………
Course ……………………………………………………… Level/Year………………………………
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
k|To]s zLif{sdf *) k|ltzt eGbf a9L c+s lbg sf/0f clgjfo{ v'nfpg'kg]{5 . ljZjljBfnon] dfu]sf] ;dodf
cfGtl/s d"Nof+sgsf] c+s lbPsf] cflwsfl/s k|df0f sn]hn] pknAw u/fpg ;Sg]u/L ;f] jif{sf] nflu ;'/lIft
/fVg'kg]{5 .
afXo k/LIff
afXo k/LIff k"=lj= k/LIff Joj:yfkg sfof{non] ug]{5 . o;df ;f]lwg] k|Zgsf] k|s[lt, k|Zg 9fFrf / To;sf]
cª\sef/ lgDgfg';f/ x'g]5M
k|Zgsf] k|s[lt hDdf k|Zg pQ/ lbg'kg]{ k|Zg hDdf
;ª\Vof ;ª\Vof / cª\s cª\sef/
;d"x s M j:t'ut k|Zg !^ !^ j6f  ! cª\s !^
;d"x v M nfdf] pQ/fTds k|Zg # @ j6f  !@ cª\s @$
;d"x u M 5f]6f] pQ/fTds k|Zg & % j6f  * cª\s $)
hDdf @^ – *)
k':ts tyf ;Gbe{;fdu|Lx¿
-s_ k':tsx¿
clwsf/L, x]dfª\u/fh -@)%& lj=;+=_, g]kfnL efiff lzIf0f M s]xL kl/k|]Io tyf k4lt , sf7df8f}+ M ljBfyL{ k':ts
e08f/ sf7df8f}+ .
e08f/L, kf/;dl0f -@)%&_, efiff / ;flxTo lzIf0fsf s]xL kIf, sf7df8f}+ M jf0fL k|sfzg .
nD;fn, /fdrGb| / cGo -@)^^_, kf7\oqmd, kf7\ok':ts tyf lzIf0f k4lt, sf7df8f}+ M e'“8L k|sfzg .
zdf{, s]bf/k|;fb / dfwjk|;fb kf}8]n -@)^)_, g]kfnL efiff / ;flxTo lzIf0f, sf7df8f}+ M Go' lx/f a'S;, sLlt{k'/ .
-v_ ;Gbe{;fdu|Lx¿
clwsf/L, x]dfªu/fh, -@)^%_, g]kfnL efiff lzIf0f, sf7df8f}+ M ljBfyL{ k':ts e08f/ .
Pn]g, Pr=la= -;+=_, -;g\ !(^%_, l6lrª Oª\ln; ofh c ;]s]G8 Nofª\Uj]h, Go'of]s{ M Dofu|flxn .
PN;, lyof] efg / cGo, -;g\ !(*$_, cKnfO8 lnª\lUjli6s ofG8 nlg{ª ofG8 l6lrª, km/]g Nofª\Uj]h, nG8g M
P8jf8{ cfgf]{N8 .
31
h}g, dxfjL/ ;6g, -;g\ !(^^_, cGo efiff lzIf0f, cfu|f M ljgf]b k':ts dlGb/ .
9'ª\u]n, ef]h/fh / b'uf{k|;fb bfxfn -@)^% lj=;+=_, efif kf7\oqmd, kf7\ok':ts tyf lzIf0f k4lt, sf7df8f}+ M
Pd=s]= klAn;;{ P08 l8li6«Jo'6;{ .
g]kfn /fli6«o lzIff of]hgf cfof]u, -;g\ !(%%_, g]kfnL efiffsf] P]ltxfl;s ljsf;, g]kfnL efiff clwuf]i7L,
sf7df8f}+ M g]kfn /fhsLo k|1f k|lti7fg .
kf08]o, /fdzsn, -;g\ !(&^_, lxGbL lzIf0f, cfu/f M ljgf]b k':ts e08f/ .
kf7\oqmd ljsf; s]Gb| -ljleGg ;dosf_ k|fylds, lgDg dfWolds tyf dfWolds g]kfnL kf7\oqmd, eQmk'/ M
kf7\oqmd ljsf; s]Gb|, ;fgf]l7dL .
kf7\oqmd ljsf; s]Gb|, -@)&!_, dfWolds lzIff sIff ( / !) kf7\oqmd, eQmk'/ M kf7\oqmd ljsf; s]Gb|,
;fgf]l7dL .
kf7\oqmd ljsf; s]Gb| -@)^*_, cfwf/e"t lzIff sIff ^–*, kf7\oqmd, eQmk'/ M kf7\oqmd ljsf; s]Gb|, ;fgf]l7dL .
-----, ljleGg ;do_, k|fylds, lgDg dfWolds tyf dfWolds txsf ljleGg sIffsf g]kfnL , kf7\ok':ts eQmk'/
M hgs lzIff ;fdu|L s]Gb| .
l/r8{;, Hofs l;= / lyof]8f]/ P;= /f]h;{ -;g\ !(*&_, Pk|f]r]h ofG8 d]y8\; Og Nofª\Uj]h l6lrª, nG8g M
SoflSa|h o'lgel;{6L k|]; .
l/e;{, 8ANo'=Pd= -;g\ !(*!_, l6lrª km/]g Nofª\Uj]h l:sN; -bf\]=;+=_, l;sfuf] M l;sfuf] o'lgel;{6L k|]; .
ljlsN;, l8=P= -;g\ !(&@_, lnª\lUjl:6S; Og Nofª\Uj]h l6lrª, nG8g M P8jf8{ cfgf]{N8 .
zdf{, s]bf/k|;fb -;g\ !((%_, c lqml6sn OEofn'P;g ckm lb k|fOd/L n]en ueGd]{G6 6]S:6a'S; ckm lb g]kfnL
Nofª\Uj]h -lk=Pr=8L= zf]wkq_ lq=lj= .
zdf{, uf]kLgfy -;g\ !(*)_, :s'n sl/s'nd Og g]kfn, sf7df8f}+ M >LdtL x]ds'df/L zdf{ .
-----, -lj=;+= @)$#_, g]kfndf lzIffsf] Oltxf;, sf7df8f}+ M >LdtL x]ds'df/L zdf{ .
:6A;, dfOsn -;g\ !(*^_, Ph's]zgn lnª\lUjl:6S;, cS;kmf]8{ M al;n ANofsa]n .
:6g{, Pr=Pr= -;g\ !(*#_, kmG8fd]G6n km/ Nofª\Uj]h l6lrª, Go'of]s{ SoflDa|h M SoflDa|h o'lgel;{6L k|]; .
≈o'h]h, cy{/ -;g\ !(*(_, 6]l:6ª km/ Nofª\Uj]h l6r/, Go'of]s{ M SoflDa|h o'lgel;{6L k|]; .
≈ofln8], Pd=s]= / cGo -;g\ !(^$_, b lnª\lUjl:6S; ;fOG;]h ofG8 Nofª\Uj]h l6lrª, nG8g M nªDofg .
xfld/, h]= -;g\ !((!_, b k|flS6; ckm Nofª\Uj]h l6lrª, nG8g M nªDofg .
32
Syllabus for Four-Year B.Ed.
Course Title: Jofjxfl/s n]vg / efiff ;Dkfbg Course: Major Nepali Paper VII
Course Code: 327M Nature of Course: Theoretical +Practical
Level: B.Ed. Third Year F.M.: 100 (40 practical +60 External)
Period per Week: 6 P.M.: 16 Internal +21 External
kf7\of+z kl/ro
ljlzi6Ls/0f ug{ rfxg] lzIffyL{x¿sf nflu tof/ kfl/Psf] xf] . o; kf7\of+zdf b}lgs hLjgdf cfjZos kg]{
Jojxfl/s n]vg / efiffsf] ;Dkfbg;DjGwL Jojxfl/s 1fg ;DjlGwt ljifoj:t'x? /flvPsf] 5 .
;fwf/0f p2]Zox?
 1fg lj1fgsf ljleGg If]qdf k|o'Qm g]kfnL efiffsf] k|of]hgsf cfwf/df k9]/ a'emL pQ/ lbg
 g]kfnL efiffsf] k|of]u If]qsf cfwf/df a'Fbf l6kf]6, ;+If]kLs/0f, k'gn]{vg, l6Kk0fL n]vg / k|ltj]bg
n]vg Ifdtfsf] ljsf; ug{
 ljleGg lsl;dsf kq /rgf, lj1fkg n]vg / ;"rgf n]vg ug{
 3/fo;L Jojxfl/s lnvtsf 9fFrfx? tof/ kfg{,
 g]kfnL j0f{x?nfO{ z'4?kdf k|of]u u/L efiff ;Dkfbg ug{
 g]kfnL efiffdf ;dfrf/ / ;DkfbsLo n]vg Ifdtfsf] ljsf; ug{
ljlzi6 p2]Zox?
 1fg lj1fgsf ljleGg If]q tyf ;+sfout ljifoIf]qsf ljifout eflifs e]bx?sf] :j?k klxrfg ug{
 ljleGg ljifoIf]qsf k|o'Qm ljrf/x?sf] af]w u/L ;dLIffTds l6Kk0fL ug{
 lgwf{l/t ljifoIf]qsf k|fKt ;"rgfx?sf] k'gn]{vg ug{
 ljleGg k|s[ltsf kqx?sf] /rgf ug{
 lgwf{l/t ljleGg ljifoIf]qsf cfwf/df lj1fkg / ;"rgf n]vg ug{
 g]kfnL efiffsf] k|of]uIf]qsf cfwf/df l6Kk0fL / k|ltj]bg n]Vg
 ljleGg 9fFrfdf e/kfO{sf gd"gfx? tof/ kfg{
 w/fo;L Jojxf/sf lnvtsf ?kdf ljleGGf lsl;dsf tdf;'sx? /rgf ug{
 g]kfnL j0f{ljGof;nfO{ z'4;Fu k|of]u ug{
 g]kfnL efiffdf n]lvPsf n]v /rgfx?nfO{ ;Dkfbg ug{
 g]kfnL eiffdf ljleGg k|s[ltsf ;dfrf/ n]Vg
 ;DkfbsLo n]v n]Vg
kf7\oj:t'
PsfO Ps M k|of]hgk/s g]kfnL efiff @) 306L
!=! M kl/ro
!=@ M g]kfnL efiffsf] k|of]u If]q
!=@=! M efiff, ;flxTo, Oltxf;, ;+:s[lt, /fhgLlt, cy{zf:q, lzIff, sfg'g, lj1fg, lrlsT;f, Jokf/–
jfl0fHo, s[lif, k|zf;lgs, hg;ª\Vof, jftfj/0f If]qdf k|o'Qm g]kfnL efiff .
33
!=@=@ M plNnlvt kf7\o;fdu|Lx?af6 k7gaf]wsf] cEof;

!=@=# M plNnlvt ljifoIf]qsf uBf+zx?df cfwfl/t eO{ a'Fbf l6kf]6, ;+If]kLs/0f / k'gn]{vgsf] cEof;
PsfO b'O{ M kq/rgf #) 306L
@=! M kl/ro
@=@ M kq/rgfsf k|sf/x?
@=@=! M JolQmut kq
@=@=@ M sfo{noLo kq –
 lgj]bg kq,
 k|zf;lgs kq M sd{rf/L Jojj:yfkg;DjGwL kq –lgo'lQm kq, ;?jf kq, /jfgf kq,
sfh;?jf, k'/:sf/÷u|]8;DjGwL kq, ljefuLo :ki6Ls/0f / ;hfo;DjGwL kq, xflh/ x'g]
;"rgf;DjGwL kq, cjsfz;DjGwL kq
 sfo{no Joj:yfkg;DjGwL kq M kl/kq, cfb]z kq, tfs]tf kq, hfx]/L kq, k/fdz{ kq
@=@=# M Jokfl/s kq M dfu kq, cfk"lt{ kq, ;f]wk'5 kq, l;sfot kq
@=@=$ M cf}krfl/s kq M lgdGq0ff kq -wfld{s, ;+:sf/hGo / ;fdfGo sfo{qmd;DjGwL_, z'esfdgf
kq, awfO{ kq, k|z+;f kq, ;Ddfg kq, ;dj]bgf kq, clegGbg kq, ;DkfbsnfO{ kq,
@=@=% M cGo M k|]; lj1lKt, :ki6Ls/0f, dfOg'6 tyf lg0f{o n]vg
PsfO tLg M l6Kk0fL / k|ltj]bg n]vg !% 306L
#=!M l6Kk0fL n]vg
#=!=! M l6Kk0fLsf] kl/ro / k|of]hg
#=!=@ M l6Kk0fL n]vgsf] of]hgf / cEof;
#=@ M k|ltj]bg n]vg
#=@=!M k|ltj]bgsf] kl/ro
#=@=@M k|ltj]bgsf ljz]iftfx?
#=@=#M k|ltj]bg n]vg ljlw / k|s[of
#=@=$ M k|ltj]bg n]vg cEof;
PsfO rf/ M lj1fkg / ;"rgf n]vg !% 306L
$=! M lj1fkg n]vg
$=!=!M lj1fkgsf] k|of]hg / k|sf/x?
$=!=@ M lj1fkg n]vgsf] cEof;
$=@ M ;"rgf n]vg
$=@=! M ;"rgf n]vgsf] cEof;
sfo{noLo ;"rgf, 5fqj[lQ;DjGwL ;"rgf, af]nkq;DjGwL ;"rgf, sf]6];g cfXjfg;DjGWfL
;"rgf, lnnfd laqmL;DjGwL ;"rgf, kbk"lt{;DjGwL ;"rgf, cGtjf{tf{;DjGwL ;"rgf, ;fj{hlgs
;"rgf,
PsfO kfFr M w/fo;L Jojxfl/s lnvt 9fFrf @) 306L
%=! e/kfO{ n]vgsf] gd'gf
%=@ M d~h'/Lgfdfsf] gd'gf
%=# M jf/];gfdfsf] gd'gf
%=$ M ;Demf}tf kqsf] gd''gf
%=% M a}gf kqsf] gd'gf
%=^ lan aLhssf] gd'gf
%=& M td;'s n]vgsf] gd'gf – skfnL, b[li6aGws, ef]uaGws, js; kq, dfgf] 5'l6\6Psf] lnvt, 3/jfxnsf]
sa'lnotgfdf
34
PsfO 5 M g]kfnL j0f{ljGof; / 5kfO{ z'l4 @) 306L

^=! g]kfnL j0f{ljGof;sf lgod
^=!=! M x|:j / bL3{ -O÷O{, p÷pm,_ sf] k|of]u
^=!=@ M j÷cf], o÷P, C÷l/, j÷a, If÷5], 1÷UoF tyf z, if, ; sf] k|of]u
^=!=# M chGt / xnGtsf] k|of]u
^=!=$ M lz/laGb' / rGb|laGb'sf] k|of]u
^=!=% M k~rd j0f{ -ª,`,0f,g,d_ sf] k|of]u
^=!=^ M kbof]u / kbljof]u
^=@ n]Vo lrGxx?sf] kl/ro / k|of]u –cNklj/fd, cw{lj/fd,k"0f{lj/fd, k|Zg lrGx, lgb]{zs, p4/0f, pb\uf/,
sf]i7s
^=# M 5kfO{ z'l4sf] kl/ro
^=$ M 5kfO{ z'l4sf lrGxx?
^=% M 5kfO{ z'l4sf lgod / cEof;
PsfO :fft M ;dfrf/ / ;DkfbsLo n]vg #) 306L
&=! M ;dfrf/ n]vg
&=!=! M ;dfrf/sf] cy{ / kl/efiff
&=!=@ M ;dfrf/sf k|sf/x?
&=!=# M ;dfrf/sf tTTjx?
&=!=$ M ;dfrf/ ;+/rgf –pN6f] lk/fld8 z}nL, l;nl;n]jf/ z}nL, cfj/Unf; z}}nL / 8fod08 z}nL
&=!=% M ;dfrf/ zLif{s – Jofg/ x]8nfOGf, l/ag x]8nfOg, qm;nfOg x]8nfOg, Kof/fnfn x]8nfOg,
:jfo/ x]8nfOg, km\n:6 x]8nfOg , 6\ofunfOg, lss/, :sfO x]8nfOg, ;a x]8nfOg
&=!=^ M ;dfrf/sf efux? – zLif{s, ltly/]vf, cfd'v, ljj/0f, ;|f]t
&=!=& M vf; dfWodsfnflu ;dfrf/ n]vg
 cvjf/sf nflu ;dfrf/ n]vg
 /]l8of]sf nflu ;dfrf/ n]vg
 6]lnlehg nflu ;dfrf/ n]vg
 cgnfOgsf nflu ;dfrf/ n]vg
&=!=* M ;dfrf/sf] efiff z}nL
&=!=( M ;dfrf/sf efiffdf zAb k|of]u / Jofs/0f
&=!=!) M ;dfrf/ n]vgsf] cEof;
&=@ ;DkfbsLo n]vg
&=@=! ;DkfbsLosf] cjwf/0ff
&=@=@ M ;DkfbsLosf] ;+/rgf
&=@=# M ;DkfbsLo ljefusf] ;+/rgf
&=@=$ M ljrf/ k[i7
&=@=% M ;dfrf/ / ;DkfbsLosf] t'ngf
&=@=^ M ;Dkfbs / ;DkfbsLo n]vs
&=@=& M ;DkfbsLo n]vg cEof;
lzIf0f ljlw
x/]s PsfOdf cfjZostfcg'¿k JofVofg, k|Zgf]Q/, 5nkmn Pjd\ cEof; / k|:t'tLs/0f ljlwsf] k|of]u ul/g] 5
. PsfOsf] kf7\oj:t'sf] k|s[lt cg'¿k kf7\ok':ts, ;xfos ;Gbe{ k':ts, kf7kq, tflnsf / cf/]vx¿sf]
pkof]u ul/g] 5 .
35
d"Nofª\sg
ljBfyL{sf] d"Nofª\sg kf7\oj:t'sf] k|s[ltcg';f/ ljleGg ljlwåf/f ul/g]5 . o; kf7\of+zsf] clGtd d"Nofª\sg
k"=lj= k/LIff k|0ffnLcg';f/ k|of]ufTds / ;}4flGts b'O{ lsl;daf6 d"Nofª\sg ul/g]5 . ljBfyL{x?n] k|of]ufTds
/ ;}4flGts b'a} k/LIffdf cnu–cnu pQL0f{ x'g'kg]{5 . b'a}sf] ;+o'Qm d"Nofª\sgaf6 >]0fL sfod x'g]5 .
s_ k|of]ufTds d"Nofª\sg M $) k|ltzt
v_ ;}4flGts d"Nofª\sg M ^) k|ltzt
k|of]ufTds k/LIff
cWofkgsf] cjlwleq kf7\oj:t'sf] k|s[ltcg';f/ k|To]s PsfOsf kf7\oj:t'x?nfO{ ;d]6\g] u/L lgwf{l/t 9fFrfdf
kq /rgf, lj1fkg tyf ;"rgf, 3/fo;L Jofjxfl/s lnvt, l6Kk0fL tyf k|ltj]bg, / ;dfrf/ n]vg /
;DkfbsLo n]vgnfO{ x:t lnlvt?kdf tof/ kf/L ljZjljBfnoaf6 k7fPsf] afXo k/LIfs ;dIf clGtd
d"Nofª\sgsf nflu k|:t't ug'{ kg]{5 .
k|of]ufTds k/LIffdf lgDg 9fFrf / cª\sef/ x'g]5 M

Name of College……………………………………………….Address…………..………………………………
Subject Code………………….…………………………………Subject Title…………………………………….
Course ……………………………………………………….….Level/Year………………………………………
Name of the Internal (40%) External Total
student (60 %) 100 %
(Alphabetcal
order in
Roman)
Class Attendance Performance Content Material Viva
work Presentation preparation
(*FM=5) (FM=5) (FM=6) (FM=10) (FM=10) (FM=4) 40
k|of]ufTds k/LIffsf cflwsfl/s k|df0f sn]hn] pknAw u/fpg ;Sg]u/L ;f] jif{sf] nflu ;'/lIft /fVg'kg]{5 .
;}4flGts k/LIff
;}4flGts k/LIff k"=lj= k/LIff Joj:yfkg sfof{non] ug]{5 . o;df ;f]lwg] k|Zgsf] k|s[lt, k|Zg 9fFrf / To;sf]
;d"x s M j:t'ut k|Zg !@ !@ j6f  ! cª\s !@
;d"x v M nfdf] pQ/fTds k|Zg @ ! j6f  !@ cª\s !@
;d"x u M 5f]6f] pQ/fTds k|Zg * ^ j6f  ^ cª\s #^
hDdf @@ – ^)
36
;Gbe{;fdfu|L
clwsf/L, x]dfª\u/fh -@)$(_, ;d;fdlos g]kfnL Jofs/0f, sf7df8f}+ M s'~hn k|sfzg
–––-@)^*_, k|of]ufTds g]kfnL Jofs/0f, sf7df8f}+ M ;femf k|sfzg
cfrfo{, efg'eQm -@)&$_, cfd ;~rf/ / kqsfl/tf, sf7df08f}+ M lgdf k':ts k|sfzg
cfrfo{, efg'eQm / n'O6]n, 3d/fh -@)&!_, g]kfnL kqsfl/tf, sf7df08f}+ M k|wfg a'S; xfp;
cf]emf, kjgs'df/-@)&!_, sfo{ljlw sfg'gM l;4fGt / Jojxf/, sf7df08f}+ M n'lDagL k|sfzg
ls/0f, k|eflt / lg/f;L, g/fo0f -@)&)_, lgaGw / /rgflzNk, sf7df08f}+ M xfONof08 k|sfzg k|f=ln=
1fjnL, /fdk|;fb / e6\6/fO{, u0f]zk|;fb - @)%^_, ;fwf/0f g]kfnL, sf7df08f}+ M n'lDagL k|sfzg
–––, -@)^@_, ljz]if g]kfnL, sf7df08f}+ M xh'/sf] k':ts ;+;f/
lwld/], uf]ljGb -@)^&_, k|of]hgk/s g]kfnL, nlntk'/ M ;femf k|sfzg
yfkf, ls;g -@)^(_, lgaGw}lgaGw tyf lr7Lkqx?, sf7df08f}+ Ms] KfL k':ts e08f/
Gof}kfg], 6+sk|;fb / Gof}kfg], slj/fh -@)^!_, ljz]if g]kfnL M k|of]hgk/s g]kfnL, w/fg M Pg=aL=8L k|sfzg
Gof}kfg], 6+sk|;fb -@)^@_, g]kfnL dfgs Jofs/0f tyf sfo{d"ns n]vg, lj/f6gu/ M Zofd k':ts e08f/
zdf{, df]xg/fh -@)$^_,zAb /rgf / j0f{ljGof;, sf7df08f}+ M kf7\o;fdu|L k|sfzg
––– -@)^)_, zAb/rgf / j0f{ljGof;M jfSotTj / cleJolQm, sf7df8f}+ M gjLg k|sfzg
;'j]bL, nfngfy -@)^@_, g]kfnL af]w / /rgflzNk, sf7df08f}+ M ljBfyL{ k':ts e08f/
37
Course Title: ;flxTozf:q / g]kfnL ;dfnf]rgf Course: Major Nepali Paper VIII
Course Code: 328M Nature of Course: Theoretical
Level: B.Ed. Third Year F.M.: 100 (20 Internal +80 External)
kf7\of+z kl/ro
ljlzi6Ls/0f ug{ rfxg] lzIffyL{x¿sf nflu tof/ kfl/Psf] xf] . o; kf7\of+zsf] klxnf] v08df k"jL{o ;flxTo
l;4fGt / To;;Fu ;Da4 /;, Wjlg, /Llt, jqmf]lQm / cf}lrTojfb tyf cnª\sf/ / 5Gbsf] kl/ro u/fpg]
p2]Zo /flvPsf] 5 . bf];|f] v08df kfZrfTo ;dfnf]rgf l;4fGt / To;;Fu ;Da4 k|d'v k|0ffnL / jfbx¿sf]
kl/ro lbg] nIo /flvPsf] 5 . clGtd v08df g]kfnL ;dfnf]rgf / To;sf] ljsf;qmd / k|ltlglw g]kfnL
;dfnf]rsx¿sf] cWoog u/fpg] ck]Iff ul/Psf] 5 .
kf7\of+zsf p2]Zox¿
s_= ;fwf/0f p2]Zo
o; kf7of+zsf ;fwf/0f p2]Zox¿ tn lbOPsf 5g\ M
 k"jL{o ;dfnf]rgfsf k|d'v ;}4flGts dfGotfx¿l;t kl/lrt x'g
 g]kfnL ;flxTodf k|rlnt k|d'v cnª\sf/ / 5Gbsf] ;f]bfx/0f kl/ro lbg ;Ifd t'Nofpg
 kfZrfTo ;dfnf]rgfsf d'Vo d'Vo l;4fGt, jfb / k|0ffnLx¿sf af/]df cjut ug{,
 g]kfnL ;dfnf]rgfsf] k|f/De / ljsf;sf d'Vo d'Vo df]8 / k|j[lQsf] j0f{g ug{,
 g]kfnL k|d'v ;dfnf]rs tyf ltgsf d'Vo k|j[lQsf] klxrfg ug{,
 k"jL{o / kfZrfTo ;dfnf]rgf l;4fGtsf cfwf/df ;flxlTos s[ltx¿sf] d"Nofª\sg ug]{
Ifdtf lj:tf/ ug{
v_ ljlzi6 p2]Zo
of] kf7\of+z k"/f ePkl5 ljBfyL{x¿ lgDglnlvt s'/fdf ;Ifd x'g]5g\ M
 sfJo / ;flxTosf] kl/ro lbg,
 sfJo–x]t', sfJo k|of]hg, sfJou'0f / sfJobf]ifsf] kl/ro lbg,
 zAbzlQmsf] cfwf/e"t cy{ lgwf{/0f ug{,
 /;jfb, Wjlgjfb, /Lltjfb, jqmf]lQmjfb, cf}lrTojfbsf] kl/ro lbg,
 /;;"qsf] JofVof ub{} o; ;DaGwL dtdtfGt/x¿sf] ljj]rgf ug{,
 /;sf e]b / ltgsf] pbfx/0f;lxt kl/ro lbg,
 ;flxTodf Wjlgsf] pkof]lutf jtfO{ Wjlgsf k|d'v e]bx¿sf] ;f]bfx/0f pNn]v ug{,
 /Llt / jqmf]lQmsf e]bx¿sf] kl/ro lbg,
 ;flxTodf /;jfb, Wjlgjfb, /Lltjfb, jqmf]lQmjfb, cf}lrTojfbsf] pkof]lutf atfpg
38
 cnª\sf/ / 5Gbsf] ;f]bfx/0f kl/ro lbg,

 ;dfhk/s, gLltk/s, dgf]lj1fgk/s, ¿kk/s, efiffz}nLk/s, ;dfnf]rgf k|0ffnLsf]
kl/ro lbO{ o;sf dfGotf atfpg,
 zf:qLotfjfb / gjzf:qLotfjfbsf] kl/ro ;lxt ltgsf d'Vo ljz]iftf jtfpg,
 :jR5Gbtfjfb / oyfy{jfbsf] kl/ro;lxt ltgsf d"ne"t dfGotf lgwf{/0f ug{,
 k|ultjfb, k|s[tjfb, k|tLsjfb, cl:tTjjfb / lj;ª\ultjfbsf] kl/ro;lxt, logsf d"ne"t
dfGotf lgwf{/0f ug{,
 g]kfnL ;dfnf]rgfsf] kl/ro lbg,
 g]kfnL ;dfnf]rgfsf] k|f/De / o;sf] ljsf;qmdsf k|d'v r/0fx¿ lgwf{/0f u/L ltgsf
d'Vo ljz]iftfx¿ 5'6\ofpg
 k|d'v g]kfnL ;dfnf]rs / ltgsf d'Vo k|j[lQx¿ s]nfpg .,
kf7\oj:t' ljj/0f
v08 s M k"jL{o ;flxTo l;4fGtsf] kl/ro
PsfO Ps M k"jL{o ;dfnf]rgfsf k|d'v cfwf/x? !% 306L
!=! sfJo kl/ro
!=@ sfJo–x]t'
!=# sfJok|of]hg
!=$ zAbzlQm
!=$=! clewf, nIf0ff / Jo~hgfzlQmsf] ;f]bfx/0f kl/ro
!=$=@ k|d'v e]b tyf ;flxTodf ltgsf] pkof]lutf
!=% sfJou'0f / sfJobf]if
PsfO b'O{ M /;jfb !% 306L
@=! /;sf] lrgf/L / kl/efiff
@=@ /;f]TklQsf nflu cfjZos ;fdu|Lx¿sf] kl/ro M ljefj, cg'efj, ;+rf/Lefj, :yfoL efj,
@=# /;;"qsf] cfwf/e"t JofVof
@=$ /;lgiklQsf k|d'v dfGotfx¿
@=%;fwf/0fLs/0f
@=^ /;sf e]bx¿sf] ;f]bfx/0f kl/ro
PsfO tLg M Wjlgjfb * 306L
#=! kl/ro, kl/efiff / Wjlgjfbsf dfGotf
#=@ Wjlgsf k|d'v e]b,
#=# ;flxTodf Wjlgsf] pkof]lutf,
PsfO rf/ M /Llt, jqmf]lQm / cf}lrTojfb !^ 306L
$=! /Lltjfb
$=!=! /Lltsf] cy{ / kl/efiff
$=!=@ ;flxTodf /Lltsf] e"ldsf
$=!=# /Llt / z}nL
$=!=$ /Lltsf e]bx¿sf] ;f]bfx/0f kl/ro
$=@ jqmf]lQmjfb
$=@=! jqmf]lQmjfbsf] kl/ro
39
$=@=@ jqmz}nL / nf]sz}nL

$=@=# jqmf]lQmsf e]bx¿
$=@=$ jqmf]lQmjfbsf k|d'v dfGotf
$=# cf}lrTojfb
$=#=! cf}lrTojfbsf] kl/ro
$=#=@ ;flxTodf cf}lrTojfbsf] pkof]lutf .
PsfO kfFr M cnª\sf/ / 5Gbsf] kl/ro @! 306L
%=! cnª\sf/sf] kl/ro
%=@ ;flxTodf cnª\sf/sf] dxTj
%=# cnª\sf/e]b
%=#=! zAbfnª\sf/ M cg'k|f;, ods, jqmf]lQm / Zn]ifsf] ;f]bfx/0f kl/ro
%=#=@ cyf{nª\sf/ M pkdf, ¿ks, bLks, b[i6fGt, pTk|]Iff, cltzof]lQm, ckGx'lt, ;dfzf]lQmsf],
ck|:t'tk|z+;f, cyf{Gt/Gof; ;f]bfx/0f kl/ro
%=$ 5Gbsf] kl/ro
%=% 5Gbsf] dxTj, u0f / dfqfsf] klxrfg
%=^ lgDglnlvt 5Gbx¿sf] ;f]bfx/0f kl/ro M zfb{"nljqmLl8t, dGbfqmfGtf, lzvl/0fL, j+z:y, ;|Uw/f,
j;Gtltnsf, cg'i6'k, em\ofp/], uhn, ;]nf], ;jfO{ .
v08 v M kfZrfTo ;dfnf]rgf l;4fGt
PsfO 5 M kfZrfTo ;dfnf]rgfsf k|d'v k|0ffnL @) 306L
^=! gLltk/s ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
^=@ ;dfhk/s ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
^=# dgf]lj1fgk/s ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
^=$ ¿kk/s ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
^=% z}nLj}1flgs ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
PsfO ;ft M kfZrfTo ;flxTozf:qsf k|d'v jfbx¿ @% 306L
&=! zf:qLotfjfbsf] kl/ro / d'Vo dfGotfx¿ gjzf:qLotfjfb,
&=@ gjzf:qLotfjfbsf] kl/ro / d'Vo dfGotfx¿
&=# :jR5Gbtfjfbsf] kl/ro / d'Vo dfGotfx¿
&=$oyfy{jfbsf] kl/ro / d'Vo dfGotfx¿
&=%cltoyfy{jfbsf] kl/ro / d'Vo dfGotfx¿
&=^ lj;ª\ultjfbsf] kl/ro / d'Vo dfGotfx¿
&=&cl:tTjjfbsf] kl/ro / d'Vo dfGotfx¿
&=* k|ultjfbsf] kl/ro / d'Vo dfGotfx¿
&=( k|s[tjfbsf] kl/ro / d'Vo dfGotfx¿
&=!) k|tLsjfbsf] kl/ro / d'Vo dfGotfx¿
&=!! pQ/cfw'lgstfjfbsf] kl/ro / d'Vo dfGotfx¿
v08 …uÚ g]kfnL ;dfnf]rgf
PsfO cf7 M g]kfnL ;dfnf]rgfsf] kl/ro / ljsf;qmd #) 306L
*=! g]kfnL ;dfnf]rgfsf] kl/ro,
*=@ g]kfnL ;dfnf]rgfsf] k|f/lDes k|of;
*=# g]kfnL ;dfnf]rgfsf] ljsf;qmd M o;sf k|d'v r/0fx¿ / k|j[lQx¿
40
*=$ k|d'v g]kfnL ;dfnf]rs / ltgsf k|j[lQx¿ M df]tL/fd e§, afa'/fd cfrfo{, ;f]dgfy l;Ub]n,
;"o{ljqmd 1jfnL, ob'gfy vgfn, x[borGb|l;+x k|wfg, /fds[i0f zdf{, O{Zj/ a/fn, s[i0frGb|l;+x k|wfg,
OGb|axfb'/ /fO{, tf/fgfy zdf{, df]xg/fh zdf{, jf;'b]j lqkf7L, bof/fd >]i7, s]zjk|;fb pkfWofo, s[i0f
uf}td .
lzIf0f ljlw
x/]s PsfOdf cfjZostfcg'¿k JofVofg, k|Zgf]Q/, 5nkmn Pjd\ k|:t'tLs/0f ljlwsf] k|of]u ul/g] 5 .
PsfOsf] kf7\oj:t'sf] k|s[lt cg'¿k kf7\ok':ts, ;xfos ;Gbe{ k':ts, kf7kq, tflnsf / cf/]vx¿sf] pkof]u
ul/g] 5 .
d"Nofª\sg
k"=lj= k/LIff k|0ffnLcg';f/ cfGtl/s / afXo b'O{ lsl;daf6 d"Nofª\sgåf/f ul/g]5 . ljBfyL{x?n] cfGtl/s
tyf jfXo b'a} k/LIffdf cnu–cnu pQL0f{ x'g'kg]{5 . cfGtl/s k/LIffdf pkl:yt gx'g] ljBfyL{n] jfXo
k/LIffdf ;fd]n x'g kfpg] 5}g . b'a}sf] ;+o'Qm d"Nofª\sgaf6 >]0fL sfod x'g]5 .
cfGtl/s d"Nofª\sg
k':tsfnoLo cWoog, lnlvt k/LIff, df}lvs tyf lnlvt sIffsf]7f k|:t'lt, pkl:ylt, ;xeflutf / k|Zgf]Q/
h:tf cfGtl/s d"Nofª\sgsf lzIf0f ljlw ckgfOg]5 .
cfGtl/s d"Nofª\sg lgDg 9fFrf / cª\sef/ cg';f/ x'g]5 M
Name of
College………………………………………………………….Address…………..………………………….
Subject Code………………….………………………………Subject Title…………………………………….
Course ………………………………………………………..Level/Year……………..………………………
Name of the Class Paper presentation, Attendance, Viva Total Remarks
student test assignments, project Participation and
(Alphabetcal order work or workshop Discipline
in Roman)
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

cfGtl/s d"Nofª\sgsf] c+s lbPsf] cflwsfl/s k|df0f sn]hn] pknAw u/fpg ;Sg]u/L ;f] jif{sf] nflu ;'/lIft
/fVg'kg]{5 .
afXo k/LIff
hDdf @^ – *)
41
;Gbe{;fdfu|L
clwsf/L, OGb|ljnf; -@)^!_, klZrdL ;flxTol;4fGt, nlntk'/ M ;femf k|sfzg .

clwsf/L, x]dfª\u/fh -@)%)_, k"jL{o ;dfnf]rgf l;4fGt, nlntk'/ M ;femf k|sfzg .
pkfWofo, s]zjk|;fb, -@)$*_, k"jL{o ;flxTo l;4fGt, nlntk'/ M ;femf k|sfzg .
sF8]n, 3gZofd -@)%%_, g]kfnL ;dfnf]rgf, nlntk'/ M ;femf k|sfzg
uf}td, s[i0f, -@)^$_, pQ/cfw'lgs lh1f;f, sf7df8f}+ M e[s'6L k|sfzg .
ltjf/L, l;of/fd -!((!_, ;flxTozf:q cf}/ sfJo efiff, gOlbNnL M e"ldsf k|sfzg .
lqkf7L, jf;'b]j -@)$*_, kfZrfTo ;dfnf]rgfsf] ;}4flGts k/Dk/f, efu !, nlntk'/ M ;femf k|sfzg .
=========, -@)$*_, kfZrfTo ;dfnf]rgfsf] ;}4flGts k/Dk/f, efu @, nlntk'/ M ;femf k|sfzg .
g]=/f=k|=k|=, -@)%%_, g]kfnL ;flxTosf]z, sf7df8f}+ .
kf]v/]n, s]zjk|;fb -@)%*_, g]kfnL ;dfnf]rgf / k|ltlglw ;dfnf]rs, sf7df8f}+ M ljBfyL{ k':ts e08f/ .
k|wfg, s[i0frGb|l;+x, ;Dkf= -@)$$_, ;femf ;dfnf]rgf, nlntk'/ M ;femf k|sfzg .
k|;fOF, g/]Gb|/fh -@)%&_, g]kfnL ;flxTosf ;dfnf]rs / ;dfnf]rgf, sf7df8f}+ M Pstf k|sfzg .
e08f/L, kf/;dl0f / dfwjk|;fb kf}8]n, -@)^%_, ;flxTozf:q / g]kfnL ;dfnf]rgf, sf7df8f}+ M ljBfyL{ k':ts
e08f/
e6\6/fO{, uf]ljGb/fh -@)^$_, pQ/cfw'lgs ljdz{, sf7df8f}+ M df]8{g a'S; .
ld>, eflu/y -O{= !((&_, sfJozf:q, jf/f0f;L M ljZjljBfno k|sfzg .
ld>, ljZjgfyk|;fb -@)#%_, jfª\do ljdz{, lbNnL M jfª\do k|sfzg .
zdf{, tf/fgfy -@)#(_, g]kfnL ;flxTosf] Oltxf;, sf7df8f}+ M ;ª\sNk k|sfzg .
zdf{, df]xg/fh -@)^^_, cfw'lgs tyf pQ/ cfw'lgs kf7s d}qL ;dfnf]rgf, sf7df8f}+ M Sj]:6 klAns];g .
zdf{, df]xg/fh / bof/fd >]i7 -@)$^_, g]kfnL ;flxTosf] ;+lIfKt Oltxf;, nlntk'/ M ;femf k|sfzg .
zdf{, df]xg/fh -@)%%_, ;dsfnLg ;dfnf]rgf M l;4fGt / k|of]u, sf7df8f}+ M g]=/f=k|=k|= .
zdf{, df]xg/fh / vu]Gb| n'O6]n -@)^!_, k"jL{o / kfZrfTo ;flxTo l;4fGt, sf7df8f}+ M ljBfyL{ k':ts e08f/ .
zdf{, ;f]dgfy -@)%*_, ;flxTo k|bLk, sf7df8f}+ M ljBfyL{ k':ts e08f/ .
>]i7, bof/fd -@)%(_, ;flxTosf] Oltxf; M l;4fGt / ;Gbe{, sf7df8f}+ M lqsf]0f k|sfzg .
;'j]bL, cle -@)#)_, kfZrfTo sfJo–l;4fGt, sf7df8f}+ M g]=/f=k|=k|= .
;'j]bL, /fh]Gb| -@)^!_, g]kfnL ;dfnf]rgf k/Dk/f / k|j[lQ, jf/f0f;L M e"ldsf k|sfzg .
42
MATHEMATICES EDUCATION
Course Title: History of Mathematics Course: Major paper VI

Course Code: MED336M Nature of Course: Theoretical
Level: B. Ed. Third Year F.M.: 100 (20 Internal+80 External)
COURSE DESCRIPTION
Mathematical knowledge first developed for practical needs that provided great intellectual
interest to ancient scholars in different civilizations. In course of getting solutions of practical
problems like problem of antiquity they got stuck and later developed new outlook and love to
enhance and enrich knowledge for the sake of knowledge even with no practical application in
mind. But in later period other areas were discovered where theoretical mathematics were used.
Thus this course deals with a very brief history of mathematics with respective contributions of
mathematicians involved.
GENERAL OBJECTIVES
The general objectives of this course are to encourage and enable students to
 Recognize that mathematics permeates the world around us.
 Articulate the development of mathematics under the civilizations, middle age and the
modern age.
 Identifying the different turning points in the development of mathematics through
different ages.
 Familiarize with the contributions made by mathematicians in different periods.
 Describe the developmental aspects in the growth of different sectors (Arithmetic,
geometry, algebra, trigonometry, calculus and probability) of mathematics.
CONTENTS
Unit I : Historical Development of mathematics Nepal [---10 PERIODS]

1.1. Ancient period
1.2. Medieval period
1.3. Modern period
Unit II : Historical Development of Arithmetic [---20 PERIODS]
2.1. Ancient period: Egyptian, Hindu Babylonian, and Chinese.
2.2. European mathematics: the dark age, beginnings of algebraic symbolism
Unit III : Historical Development of geometry [---20 PERIODS]
3.1. Early Greeks
3.2. analytic geometry
3.3. projective and descriptive geometry
43
3.4. algebraic geometry

3.5. differential geometry
3.6. non Euclidean geometry
3.7. topology
Unit IV : Historical development of equations and Algebra [---20 PERIODS]
4.1. Equations, determinant and matrix
4.2. Equation, group, and field
4.3. Link with analysis
4.4. Link with number theory
4.5. Link with linear Algebra
Unit V : Historical development of Trigonometry [---10 PERIODS]
5.1. Ancient period
5.3. Trigonometric function
5.4. Trigonometric series
Unit VI Mathematics of seventeenth century: [---25 PERIODS]
6.1. The Dawn of Modern Mathematics; Analytic geometry and other pre-calculus
developments; the Calculus and related concepts
Unit VII: Mathematics of Eighteenth century and after [---45 PERIODS]
7.1. The Eighteenth century and the exploitation of the calculus; the early nineteenth century
and the liberation of geometry and algebra.
7.2. The later nineteen century and the arithmetization of analysis; Abstraction and the
transition into twentieth century. The new math and Bourbaki.
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
- Good expository
EVALUATION SCHEME
The students must pass both the internal and the final examinations separately. The student,
who fails to appear in internal evaluation can not attend final examinassions. The grades
44
course.

Name of College………………………………….… Address…………..……………………
Subject Code………………….…………………………Subject Title…………………………..
Course ……………………………………………… Level/Year……………………………
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

Total 26 - 80
REFERENCES
Cooke, R. (1997). The history of mathematics: A brief course. New York: John wiley & sons, Inc.
Eves, H. (1984). An introduction to the history of mathematics (5th ed. ). New York: The Saunders
series.
Pant N.R. (1982) .Comparison of ancient and new mathematics. Kathmandu: Nepal Academy.
Acharya, Y. Chhetri, D. (2073). Historical development of mathematics. Kathmandu: Sunlight
publication
45
Course Title: Statistics and Data Analysis Course: Major paper VII
COURSE DESCRIPTION
This course is connected with methods and models to study situations involving uncertainties.
This fascinating discipline can be presented at various levels of mathematical refinement and
with various patterns of emphasis. The present course is designed with a view to striking a
balance between mathematical rigority and application. The contents covered in the course are
intended to equip the prospective teachers of mathematics with backgrounds and experiences
indispensable to become good in the craft of teaching as well as good small time researchers.
COURSE OBJECTIVES
 Review axiomatic approach to probability, random variables

 Define moment generating function and describe its importance.
 Distinguish between discrete and continuous probability distributions.
 Describe the meaning and types of sampling distribution from normal population and
apply them.
 Test the significance differences concerning the means, variance in parametric and non-
parametric cases.
 Describe the probability and non-probability sampling techniques.
 Analyzed the data according to the time series.
 Describe the importance of index number and forecast different circumstances on the
basis of it.
COURSE CONTENTS
Unit I: Axiomatic Approach to probability, Random variables and Distribution Function
[---20 PERIODS]
1.1. Random variables and some theorems, distribution functions and its properties, discrete
random variable, probability mass function, discrete distribution functions, continuous
random variable, probability density function, distribution functions of continuous
distribution.
1.2. Moments and Mathematical Expectation, Moment and its properties, Addition theorem,
Multiplication theorem, covariance, expectation of continuous random variables.
Unit II: Moment Generating functions [---10 PERIODS]
2.1. The Chebyshev's theorem.
2.2. Some theorems on moment generating function including the theorems on the effect of
change of origin and scale.
46
Unit III: Some Discrete probability distributions and their Applications [---15 PERIODS]
3.1. The binomial distribution and its properties
3.2. The hypergeometric distribution and its properties
3.3. The Poisson distribution and its properties: Recursion formulae of the above
distributions.
3.4. Moments and moment generating functions of the respective distributions
3.5. Relationship between the above mentioned distributions
Unit IV: Some continuous probability distributions and their applications [---10 PERIODS]
4.1. The Uniform distribution
4.2. The Normal distribution
4.3. The exponential, the moments and moment generating functions of respective
distributions.
Unit V: Tests of Hypothesis and their applications [---35 PERIODS]
5.1. Introduction
5.2. Elements of a statistical test
5.3. Errors and power of a test
5.4. Test concerning means, variances and proportions, contingence tables, goodness of fit,
Test concerning correlation coefficients and regression coefficient.
5.5. Non parametric tests: sign test, U-test, H-test, Run test, test based on the rank correlation
coefficient.
Unit VI: Analysis of time series [---15 PERIODS]
6.1. Meaning, need and component of time series

6.2. Measurement of trend: Semi-average, moving average, method of least squares.
6.3. Measurement of seasonal variation: method of simple average and Ratio to moving
average.
Unit VII: Sampling Techniques and Methods of Measurement [---10 PERIODS]
7.1. Population and Sample
7.2. Principle of sampling Theory
7.3. Census and Sample survey
7.4. Error in data collection
7.5. Basic methods of sampling
7.6. Estimation of sample size
7.7. Measurement scales
7.8. Types of Scaling techniques
7.9. Errors in measurement
7.10. Reliability
7.11. validity
Unit VIII: Index numbers [---20 PERIODS]
8.1. Meaning and types of Index Number.

8.2. General rule and problems in construction of Index Number.
8.3. Laspeyre‘s and Paasche‘s Index Number, Fisher‘s ideal index number.
8.4. Time and Factor Reversal Tests.
8.5. Cost of living index number: Aggregative, Expenditure method and Family Budget
method, Base shifting and Deflating.
Unit IX: Skewness, Kurtosis and Moments [---15 PERIODS]
47
9.1. Meaning objective and measurement of Skewness

9.2. Karl Pearson‘s and Bowley‘s Method of kurtosis
9.3. Measurement of kurtosis by percentile method.
9.4. Meaning of moments, central and raw moments and their relationships
9.5. Measurement of kurtosis and Skewness by Moment method.
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
- Good expository
EVALUATION SCHEME
course.

Name of College………………………………….………Address…………..……………………
Subject Code………………….…………………………...Subject Title………………………….
Course …………………………………………………..Level/Year…………………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
48
external evaluator/ university if so claimed.

Total 26 - 80
REFERENCES
Freund, John E.(2002). Mathematical statistics. New Delhi: Prentice Hall of India Pvt. Ltd.
Gupta, S.K., Kapoor, V.K.(2008) . Fundamentals of mathematical statistics (reprint). New Delhi:
Sultan Changd and Sons.
Kapoor J.N. and Saxena, H.C. Mathematical statistics. New Delhi: S. Chand and Company ltd.
Upadhyay, H.P., Dhakal, B.D.(2069). Mathematical statistics. Kathmandu: Sunlight Publication.
49
Course Title: Algebra Course: Major paper VIII

COURSE DESCRIPTION
This is an introductory course in modern algebra in mathematics education. It provides

axiomatic foundation for further study of mathematics. The algebraic structures dealt in this
course are groups, rings, fields. It also provides fundamental knowledge of theory of
polynomial equations.
COURSE OBJECTIVES
The general objectives of this course are as follows:

To help the students understand basic algebraic structures.
To develop capabilities among the students in probing theorems and problem solving
techniques in algebra.
 To develop the students with positive attitude towards modern algebra.
CONTENTS
unit I : Groups [---35 PERIODS]

1.1. Algebraic system
1.2. Operation, Cayley‘s tables properties of binary operation,
1.3. Semigroups monoids
1.4. Equivalence relation, quotient structures.
1.5. Definition and example of group
1.6. Integral power of elements of a group
1.7. Cyclic groups
1.8. Composition table
1.9. Elementary properties of groups and cyclic group
1.10. Permutations and product of permutations
1.11. Group of permutations and symmetric group S.
Unit II : Subgroups [---20 PERIODS]

2.1. Definition and examples of subgroups.
2.2. Properties of subgroups
50
2.3. Subgroups generated by subset of a group Multiplication of subgroups and its related
theorems
2.4. Normal subgroups and Quotient group and their related theorems
Unit III : Normality, Cosets, quotient groups and homomorphism and direct products
[---25 PERIODS]
3.1. Cosets quotient of groups, normality and homomorphism
3.2. Algebra of subsets of group Cosets
3.3. Properties of homomorphism
3.4. Normalizer stabilizer, centralizer orbits, Lagrange‘s theorem
3.5. Counting principle
3.6. Isomorphism theorem: Fundamental theorem, diamond and quotient isomorphism
theorems and correspondence theorem auto morphisms
Unit Iv : Rings, subrings, ideals and homomorphism [---35 PERIODS]

4.1. Definition and examples of rings, subring
4.2. Ideal and homomorphism
4.3. Algebra of ideals
4.4. Homomorphism of rings
4.5. embedding and extension of rings
4.6. Prime, maximal, nilpotent and nil ideals
4.7. Direct product and direct sum of rings and ideals.
4.8. Factorization domain
4.9. Euclidean domain
4.10. Principle ideal domain
4.11. Unique factorization domain
4.12. Properties of factorization domains
4.13. Ring of fractions.
Unit V : Polynomial Rings and Theory of Equations [---20 PERIODS]

5.1. Definition and examples. Theorem related to integral domain and polynomials, division
algorithm remainder theorem.
5.2. Factorization of polynomials
5.3. Theorem related to primitive polynomials, Gusss Lemma.
5.4. Relation between roots and coefficients
5.5. Symmetric functions and transformations of equations and some examples.
5.6. Equation on Squared Differences of Cubic, Multiple roots, sum and power of roots,
Reciprocal Equations and related examples
Unit VI : Field [---15 PERIODS]

6.1. Subfield, prime fields and related theorems.
6.2. Fields extension and related theorems.
6.3. Finite fields and related theorems with examples
51
INSTRUCTION TECHNIQUES :
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
- Good expository
EVALUATION SCHEME
course.
Name of College………………………………….…………Address..………………………………
Subject Code………………….…………………………………Subject Title……………………….
Course …………………………………………………….. Level/Year……………………….

Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
52
Total 26 - 80
REFERENCES
Dummit, D.S & Foote, R. (2002). Abstract algebra. New Delhi: Wiley India Reprint.
Herstine, I. N. (1986). Abstract algebra. New York: Macmillan publishing company.
Koirala, S.P. (2012). A textbook on Higher Algebra. Kathmandu: Pragya Prakash
Maharjan, H.B.(2003). A text book of group theory. Kathmandu: Bhundipuran Prakashan.
--- (2008). Rings and modules . Kathmandu : Bhundipuran Prakashan,.
Shrestha, R.M. & Bajracharya, S.(2000). Elementary linear Algebra with Group, Rings and Theory of
Equations. Kathmandu : Sukunda Pustak Bhawan.
53
HEALTH AND PHYSICAL EDUCATION
Course Title: Administration and Management in School Health Education

Course Code: HPED346M Course: Major H&P Ed. paper-VI
Nature of Course: Theoretical F.M.: 100 (20 Internal+80 External)
Level: B. Ed. Third Year P.M.: 36 (8 Internal+28 External)
Period per Week: 6 Periods: 150 hrs.
COURSE DESCRIPTION:
This course has been designed with the intention to provide knowledge and skills to the
students on organizing and implementing the school health education. It also provides
experiences on administration, supervision and management of school health program.
Furthermore, it deals with leadership, human resources management, professionalism required
for a good administrator.
COURSE OBJECTIVES
After the completion of this course, the student teachers will be able to:
 Define administration, its need and importance.
 Describe the administrative theories.
 Define the management of school health programme.
 Describe the steps of planning and principles of management in school health
programme.
 State the organizational structure of MOE, MOH and school health programme in school
level.
 Describe the meaning, needs and importance of professional preparation in health
education.
 Conceptualize the need of code of ethics for health education professionals.
 Define the concept and characteristics of HRM.
 Highlight the need of recruitment and selection of human resource for health education
programme.
 Describe the principles of appreciative leadership.
 Explain the meaning, importance and scope of general supervision and clinical
supervision.
 Highlight the importance of clinical supervision in improvement of SHP.
 Explain the basic supervisory skills.
 Describe the concept, kinds of team and qualities of a good team.
 Develop a plan for conducting health education training.
54
COURSE CONTENTS
Unit –I: Administration of School Health Education programme [---15 PERIODS]

1.1 Concept and definition of administration
1.2 Need and importance of administration
1.3 Administrative duties (POSDCORB)
1.4 Principles of administration
1.5 Theories of administration:
1.5.1 Traditional theories
 Authoritarian
 Democratic
 Laissez faire
1.5.2 Modern theories
 Three dimensional theory
 System theory
 Participatory theory
1.6 Need of Professional qualities for the effective administration of SHP
Unit II: Unit II: Planning, Budgeting and Facility Management [---25 PERIODS]
2.1 Meaning and importance of planning in management
2.2 Process and steps of planning
2.3 Planning for effective management of health and physical education activities
2.4 Meaning and characteristics of decision-making
2.5 Types and process of decision-making
2.6 Need of group and participatory decision-making in HPE
2.7 Concept and types of coordination
2.8 Principles of coordination
2.9 Coordination between school, community and other stakeholders
2.10 Concept of budget and budgeting
2.11 Principles and process of budgeting
2.12 Fund generation and fund management
2.13 Management of school facilities and resources for school health programme
2.14 Facility management for physical education
 Principles of facility planning
 Procurements of equipment
 Indoor facility and outdoor facility
 Management of PE class
 Maintenance of facilities
Unit III: Management in Health and Physical Education [---15 PERIODS]
3.1 Concept and definition of management
3.2 Scope, need and importance of management in HPE
3.3 Process and Functions of management
3.3 Principles of management
3.4 Theory of management
3.4.1 Human relation theory
3.4.2 Contingency theory
3.4.3 System theory
55
Unit IV- Organization of School Health Programme [---15 PERIODS]

4.1 Concept and definition of organizations
4.2 Need and importance of organization
4.3 Basic elements of organisation
4.4 Principles of organization
4.5 Types of organization
4.6 Organizational structure of Ministry of Education and Ministry of Health
4.7 School health council/School health coordination committee
4.8 Organizational structure of school health programme
Unit V- Professional Preparation in health education [---18 PERIODS]
5.1 Meaning and definition of professional preparation in health education
5.2 Need and importance of professional preparation in health education
5.3 Qualities of HPE Teacher
5.4 Professional Qualities of Supervisors and Managers
5.6 Professional Ethics
5.5 Role and scope of professional preparation in health education programme
5.1.1 Ministry of Education
5.1.2 Ministry of Health
5.1.3 Faculty of Education
5.1.4 Institute of Medicine
5.1.5 CTEVT
5.1.6 Nation Education Board (NEB)
Unit VI- Human Resource Management (HRM) in Health Education Programme
[---15 PERIODS]
6.1 Concept and characteristics of HRM
6.2 Phases and procedures of human resource planning
6.3 Steps in human resource planning
6.4 Challenges in human resource planning
6.5 Techniques of human resource forecasting
6.6 Recruitment and selection of human resource for health education programme Unit
VII- Appreciative Leadership and Team Building [---20 PERIODS]
7.1 Meaning and definition of appreciative leadership
7.2 Appreciative leadership as collective genus for career development
7.3 Principles of appreciative leadership
7.4 Positive emotions, placebo studies (Imaginary medical study) and imbalance inner
dialogue
7.5 Models of leadership
 Appreciative leadership model
 Other models
7.6 Management and leadership distinction
7.7 Assessing the level of leadership knowledge and skills
7.8 Role of Leaders for organizational and social transformation
7.9 Team Building
 Concept of team building
 Kinds of team and their tasks
 Qualities of a good team
56
 Steps for team building

 Barriers to team building
Unit VIII- Supervision in Health and Physical Education [---15 PERIODS]
8.1 Meaning and definition of supervision in HPE
8.2 Need and Importance of supervision in HPE
8.3 Principles of Supervision
8.4 Functions of supervision in HPE
8.5 Types of Supervision in HPE
8.6 Importance of clinical supervision in improvement of HPE
8.7 Procedures and techniques of supervision in HPE
8.8 Basic supervisory skills
8.9 Barriers to effective supervision
Unit-IX: Training in Health Education [---12 PERIODS]
9.1 Concept of training
9.2 Need and importance of training in health education
9.3 Assessment of training needs
9.4 Types and approaches of training
9.5 Planning for training
 Needs assessment of training
 Objectives of training
 Areas/contents matter of training
 Managing physical facilities and human resources
 Preparing time schedule of training
- Lecture -Project Work

- Question-answer -Participatory Approach
- Class presentation - Seminar
- Discussion - Workshop
- Group work
- Problem Solving
EVALUATION SCHEME
examination management through year end examinations. The students must pass both the
internal and the final examinations separately. The grades awarded to a student in a course are
57

Name of College………………………………….…….Address…………..……………………
Subject Code………………….…………………………Subject Title………………………….
Course ……………………………………………….. Level/Year…………………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

external evaluator /university if so claimed.
Total 26 - 80
REFERENCE
Achary, K. (2065). Samudayik swasth. Kirtipur: Dikshant Publication.
Bucher. C.A. (1979). Administration of physical education and athletics programme. St. Louis:
The C.V. Mosby Company.
Bhatnagar, R. P. & Agarwal, V. (1995). Educational supervision. Meerut: Loyal Book Depot.
Budhathoki, C. B, and Wagle, B.P. (2073). Management and supervision of health and physical
education.(Nepali). Kathmandu: Pinacle Publication.
Dhakal, S.N. (2068). Administration and management in school health (Nepali). Kathmandu:
Vidhyarthi Pustak Bhandar.
Green, J. (2003). Team Building. Oxford, Magadalen Road: Capstone Publishing Limited.
Gupta, O. P. (Nd). Administration and management. Kathmandu: Faculty of Education, TU.
Kafle, B. et al (2059 B.S.). Educational administration and supervision. Kathmandu: Vidyarthi
Pustak Bhandar.
Karki, Ashok Kumar (2002). Community health: knowledge and practice. a source book.
Kathmandu: Kshitij Publication
58
Kerry, R. et al (1979). Organisation of school health programme. St. Luis: The C B Mosby
Company.
Maharjan, S.S. and Khanal, S.P. (2069). Administration and supervision in school health
education. (Nepali): Sunlight Publication.
McKeen, R. C. & Mills, H. H. (NM). The supervisor. New Delhi: The Prentice Hall of India
Pvt. Ltd.
Sharma, K. G. & Sharma, D. K. (1995). School organisation and administration. Meerut: Eagle
Book International.
Sherchan, L. And Pokhrel, D. (2072) Administration and supervision in school health. (Nepali)
Kirtipur: Quest Publication.
Voltmer, E. F. & Others. (1979). The organisation and administration of physical education. New
Jersey: Prentice Hall. Inc.
Wagle, D.C. (2065 B.S.). Professional preparation, administration and supervision in school health
programme (2nd Edi.) (in Nepali version). Pokhara: Ozone Books
59
Course Title: Sports Training in Physical Education

Course Code: HPED347M Course: Major H&P Education Paper VII
COURSE DESCRIPTION
This course is designed to provide the students with the basic Knowledge of training, coaching
and officiating in games and sports. It also provides the students with the experiences on
presentation technique as well as demonstration of different lesson and experiences on test
measurement of different skills used in games and sports.
COURSE OBJECTIVES
 Describe the meaning and characteristics of sports training.

 Apply different training and conditioning methods in sports.
 Illustrate the principles of coaching.
 Describe the training and duties of a coach.
 Enable the students in describing the qualities of good officials.
 Explain the qualities and duties responsibilities of good officials.
 Apply different tests in measuring different knowledge and skills of physical education
and sports.
 Describe the role of presentation techniques, demonstration and participation in
teaching physical education.
 Construct a model of daily lesson plan in physical education.
 Apply the principles of organizing intramural and extramural activities.
COURSE CONTENT
Unit –I: Sports Training [---30 PERIODS]

1.1 Meaning and definition of sports trainings
1.2 Objectives and characteristics of sports training
1.3 Types of sports training
1.4 Principles and process of sports training
1.5 Sports performance, training means and loads of training
1.6 Training and conditioning
1.7 Methods of training and conditioning
 Interval training
 Circuit training
60
 Fartlek training
 Altitude training
 Isometric training
 Isotonic training
 Training of strength, speed, endurance and flexibility.
Unit –II: Coaching [---24 PERIODS]

2.1 Meaning and definition of Coaching
2.2 Need importance and objectives of Coaching
2.3 Basic principles of Coaching
2.4 Meaning, need and importance of Coach
2.5 Qualities of a good Coach
2.6 Training and qualification of a Coach
2.7 Duties and responsibilities of a Coach
Unit –III: Officiating [---24 PERIODS]
2.1 Meaning and definition of Officiating
2.2 Need, importance and objectives of Officiating
2.3 Basic principles of Officiating
2.4 Meaning of Referee umpire officials
2.5 Qualities of a good Referee umpire officials
2.6 Duties of a Referee umpire officials
2.7 Officials and their responsibilities in athletics and other major games
Unit –IV: Test and Measurement in Physical Education [---30 PERIODS]
4.1 Meaning, need, objectives of test, measurement and Evaluation in PE
4.2 Essential characteristics and Qualities of Test and Measurement
4.3 Tools and techniques of evaluation in physical education
4.4 Some selected tests in physical education
 AAHPER youth physical fitness test
 J.C.R. test (motor fitness)
 Cozen Athletic Ability Test (motor ability)
 Push ups and Modified push ups (Strength endurance)
 Trunk extension forward and backward (Flexibility)
 Cooper run walk test (Endurance)
4.4.6 Sports skill tests
 Russell lange volleyball test
 Johnson basketball ability test
4.4.7 Sports knowledge test
Unit –V: Teaching Physical Education [---18 PERIODS]
5.1 Meaning and definition of teaching method in physical education
5.2 Importance of method in physical education
5.3 Principles of teaching physical education
5.4 Factors influencing the choice of teaching method in PE
5.5 Teaching methods applied to physical education
 Presentation technique
 Demonstration method
 Participation method
61
 Project method
5.6 Class Management and scheduling
5.7 Daily lesion plan model in physical education
Unit –VI: Intramural and Extramural Activities [---24 PERIODS]
6.1 Meaning, need and importance of Intramural activities
6.2 Meaning, need and importance of Extramural activities
6.3 Principles of organizing Intramural and Extramural activities
6.4 Method or process of organizing Intramural tournament
6.5 Rules of Intramural and Extramural activity
6.6 Guidelines for Intramural and Extramural sports activities

- Class presentation - Discussion
- Group work
EVALUATION SCHEME
based on performance in both these types of evaluations. The weight age given to internal
Name of College………………….……………………..….Address………………………………
Subject Code………………….……………………………Subject Title…………………………
Course …………………………………………………..Level/Year……………………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
external evaluator / university if so claimed.
Format for Final Examination
62
Total 26 - 80
REFERENCES
Arora, P.K.(1983). Organization Administration and Recreation in Physical Education. Prakash

Brothers, Ludhiana.
Barrow, H.M. & Rosemary,McGee(1993). A Practical Approach to Measurement in Physical
Education. Philadelphia, Lea and Febiger.
Baruwal, H.B. and et all (2070). Sports Training and Evaluation in Physical Education,
Kathmandu. Pinacle Publication Bagbazaar.
Bucher, C.A.(1979). Administration of Physical Education and Athletics Programme. St. Louis:
Campbell, W.R. and Tucker, N.M. (1967). An introduction to Test and Measurement in Physical
Education. London: G. Bell and Sous Ltd.
Clarke, H.H. & Clarke, D.H. (1987). Application of Measurement to Physical Education. New
Jersy: Prentice Hall, Inc.
Dheer, S and Kamal, Radhika(1991). Organization and Administration of Physical Education.
Delhi, Friends Publication
Jha, Ashok Kumar, (2068) School Health Education and Sports Training. Kathmandu: M.K.
publication
Johnson, B.L. & Jack, K. N. (1982). Practical Measurements for Evaluation in Physical
Education. New Delhi, Surjeet Publications.
Kocher, S.K.(1997). Methods and Techniques of teaching. New Delhi, Sterling Publishers Pvt.
Ltd.
Maharjan, R.K. and et all (2064) School Health Education and Sports Training. Kirtipur:
Sunlight Publication.
Sharma, P.D.(1991). Officiating and Coaching. Jalandhar, A.P. Publishers.
Sherchan, L.(2070). Sports Training and Evaluation in Physical Education,Kathmandu. Quest
Publucation Kirtipur
Sherchan, L.(2064). Coaching and Officiating in Games and Sports. Naradevi, Kathmandu:
Pragya Publication.
Singh,H.(1995). Science of Sports training. New Delhi, D.V.S. Publications.
Thompson, P.J.(1991). Introduction to Coaching Theory. Monaco, International Amateur
Athletic Federation(IAAF).
Vanaik, A.K. & Kahlon, D.S.(2005). Officiating and Coaching in Physical Education, New
Dehli, Friends Publications (India).
63
Course Title: School Health Program and Health Promotion

Course Code: HPED348M Course: Major H&P Ed. paper-VIII
COURSE DESCRIPTION
This course is designed to enable the student to manage the school health programme(SHP). It
is divided into two parts. The first part is designed to provide the students with the knowledge
and skills on different aspects of school health programme and its evaluation. It intends to
orient the students on recent development and modern perspective on school health
programme such as comprehensive school health programme and health promoting schools.
The second part is designed to develop the knowledge and understanding of health promotion
in modern context. The course is a sound basis for the understanding of community
development, social change, educational and setting approaches in health promotion and its
practice in health care related contexts.
COURSE OBJECTIVES
 Enable the students to explain the meaning, purposes and importance of school
health programme and health promoting schools.
 Explain the meaning, purposes and activities of each component of school health
programme.
 Describe the historical development and philosophy of school health programme.
 Analyse the appraisal, preventive and remedial aspects of school health services.
 Organize and coordinate the components of school health programme.
 Analyse learning experiences and opportunities in the process of planning and
managing health instruction activities.
 Conduct the various health awareness activities in the community.
 Identify and organize various joint venture programme for improving health and
sanitation in school and community.
 Assess the nutrition status of the school children periodically.
 Plan and manage ECA activities in school.
 Develop the skills required for conducting counseling activities.
 Appraise mental health problems in school children.
 Highlight the need of health promotion programme for staff.
 Make the students familiar with the concept, features and approaches to health
promotion.
64
 Highlight the historical milestones contributing to the emergence of health

promotion and its development.
 Discuss the relationship between health education and health promotion
COURSE CONTENTS
Unit – I: Introduction to School Health Programme [---20 PERIODS]

1.1 Meaning and purpose of school health progarmme.
1.2 Need and importance of school health programme
1.3 Historical development of school health programme
1.4Meaning and purpose of health promoting schools
1.5Need and importance of health promoting school
1.6 Meaning and purpose of child friendly school.
1.7 Need and importance of child friendly school
1.8 Components of school health programme
Unit – II: School Health Service [---20 PERIODS]
2.1 Meaning and purpose of school health service
2.2 Need and importance of school health service
2.3 Types of school health service
 Appraisal aspect of school health service: Health examination, screening
test, health observation by teachers, health recording and school clinic
 Preventive service: Prevention and control of communicable disease, safety
measures of accidents and first aid treatment and emergency care.
 Remedial service: Referral programme, health counseling and guidance, follow
up programme and care of exceptional children.
Unit – III: Healthful School living [---16 PERIODS]
3.1 Meaning and objectives of healthful living
3.2 Rationale of school healthful living
3.3 Scopes of healthful school living
 Physical environment: School plant, building. lighting, ventilation, furniture,
noise controlling, safe drinking water, toilets, waste disposal.
 Mental environment: Human relationship among teachers. students,
administrative staff, daily routine and operations plan, pleasant atmosphere and
discipline.
Unit – IV: Health Instruction [---10 PERIODS]
4.1 Meaning and objectives of health instruction.
4.2 Planning of health instruction
4.3 Types of instruction: Planned, integrated, correlated and incidental.
4.4 Life-skill based health instruction.
4.5 Health instruction through appropriate methods and using instructional
materials.
Unit – V: School Community Co-operation [---18 PERIODS]
5.1 Meaning and purposes of school community co-operation
5.2 Need and importance of school community co-operation
65
5.3 School programme for community participation: PTA, Parent's day, parent's meet,
talk programme, exhibition
5.4 School participation in community: health awareness programme, immunization
programme, and school led cleanliness and sanitation campaign.
5.5 Utilizing community resources in school: Planning, proposing, conducting/ utilizing,
social auditing and acknowledgement.
Unit – VI: School Nutrition Programme and Physical Educationts and ECA [---18 PERIODS]
6.1 Concept and purposes of school nutrition programme
6.2 Management of tiffin: canteen, carry from home, management by school.
6.3 Supervision of canteen, tiffin, food stuff.
6.4 Counseling on nutritious food.
6.5 Promotion of healthy food habits in school children
6.6 Physical education and extra-curricular activities
 Concept and purposes
 Organizing intramural and inter school competitions.
 Managing and facilitating for sports and ECAs.
Unit – VII: Counseling, Mental Health Programme & Health Promotion for Staff
[---18 PERIODS]
7.1 Concept and purposes of counseling
7.2 Concept and importance of Mental Health
7.3 Appraisal of mental health problems in school children
7.4 Counseling and motivating for adaptation and minimizing the mental stress.
7.5 Developing coping power and providing life skills.
7.6 Meaning and purposes of health promotion for staff
 Identifying the problems of staff in school
 Managing and solving the problems of staff.
Unit – VIII: Evaluation of School Health Programme [---10 PERIODS]
8.1 Concept and purpose of SHP evaluation
8.2 Components of SHP evaluation
8.3 Process of SHP evaluation
Unit- IX: Health Promotion [---20 PERIODS]
9.1 Concept of health promotion
9.2 Feature of health promotion
9.3 Health field concept and health promotion
9.4 Historical development of health promotion
9.5 Approaches to health promotion
- Medical approach
- Behaviour change approach
- Education approach
- Empowerment approach
- Social change approach
9.6 Symbiotic relationship between health education and health promotion
9.7 Contribution of health education to health promotion
9.8 Capacity building of health teachers and Educators for health promotion
66
- Group work - Problem Solving
EVALUATION SCHEME
internal and the final examinations separately. The grades awarded to a student in a course
are based on performance in both these types of evaluations. The weightage given to internal
Name of College………………………………….….….Address………………………………
Subject Code………………….…………………………...Subject Title……………………….
Course …………………………………………………..Level/Year………………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)


Total 26 - 80
67
REFERENCES
Anderson, C.L.(1990). School health practice. Saint Louis, USA: C.V Mosby Company.
Allensworth and Kolbe (1987)."The comprehensive School health programme: Exploring and expanded
Concept‖. Journal of School Health 59(10): 409-12
Bracht, N (1999). Health promotion at the community level. Thousan Oaks:Sage Publication.
Bruens and Gay (1978). Implementing comprehensive School Health. New York: Macmillan
Publishing Co.
Bruess Initiate & Gay, (1978). Implementing comprehensive School Health. New Yourk: Macmillon
Publishing company.
Chhetri, H.S. and Bhandari, Tulsiram (2061). Management and Supervision of school health
programme (Nepali). Kirtipur: Kshitiz Prakashan
Fertman, C.I. & Allensworth, D.D. (Eds). (2010). Health promotion programme: From theory to
practice. San Francisco: Jossey-Bass.
Giri, S. (2057). School Health Programme (Nepali). Kathmandu: Ashish Pustak Bhandar
Green, J. & Tones, K. (2010). Health promotion: Planning and strategies. London: Sage Publication.
Maharjan, S.S. (2065). "Towards health promoting school" SOPHES SOUVENIR (Vol.1). Society for
Physical Education and Sports
Maharjan, S.S. (2001). Effectiveness of health programmes in the Schools of Nepal: A Proposed Model.
Ph.D. Thesis submitted to Panjab University. Chandigarh
Meeks, L. et al. (2003). Comprehensive school Health education: Totally Awesome Strategies for
Teaching Health. New York: Mc. Graw –Hill
Redican, K. J., Larry K. O. & Baffi, C. R. (1986). Organization of school health programmes. New
Yorks: Macmillan Publishing Company.
Sherchan, L. (2064). Method of teaching HPE. Kathmandu: Ratna Book Publisher & Distributor.
Serchan, L. (2063). School health program (Nepali). Kathmandu: Ratna Pustak Bhandar.
Turner, C.E. (1990). School health and health education. Saint Louis USA: C.V Mosby.
World Health Organization (1996). The Status of school health. Geneva: WHO Expert Committee
on Comprehensive School Health Education and Promotion.
WHO (1998). Health promotion glossary. Geneva: World Health Organization
WHO (2009). Milestones in health promotion: statements from global conferences. Geneva: World
Health Organization.
68
POPULATION EDUCATION
Course Title: Population, Environment and Course: Major Population Paper VI

Sustainable Development Nature of Course: Theoretical
Course Code: PED356M F.M.: 100 (20 Internal+80 External)
Level: B.Ed. Third Year P.M.: 36 (8 Internal+28 External)
Period per Week: 6 Time Per Period.: 50 min.
Periods: 150
COURSE DESCRIPTION
This course is designed to acquaint students with the major aspects of environmental education
and its relation with population education, such as concepts of environment education,
relationship between population and environment, natural resources, environmental
degradation, global status and issues of environment, biodiversity, impact of population growth
on nature and ecosystem, environment and sanitation, sustainable development, cultural
heritages and efforts for environmental management. The course aims to deal with
environmental studies in population education in order to provide the students with skills in
decision making for the protection of environment.
OBJECTIVES

 To make the students familiar with the concept of environment, environmental
education, and relationship between population and environment.
 To make the students familiar with the natural resources, its consumption and
conservation.
 To enable the students to discuss critically the causes and consequences of
environmental degradation.
 To enable the students to find out global issues of environment.
 To equip the students with better understanding of relation between environment and
sanitation.
 To equip the students with better understanding of relation between environment and
sustainable development.
CONTENTS
Unit I: Introduction to Environment [---20 PERIODS]

1.1 Concept of environment, environmental education and relationship between environment
and population
1.2 Scope, types and importance of environment
1.3 Man‘s interaction with environment
1.3.1 Adaptation
1.3.2 Modification
69
1.4 Factors of natural and cultural environment:

1.4.1. Forces
1.4.2. Processes
1.4.3. Elements
1.5 Ecosystem
1.5.1 Biotic and
1.5.2 Abiotic
Unit II: Nature, Scope and Evolution of Environmental Education [---25 PERIODS]
2.1 Concept, need and importance of environmental education
2.2 Evolution of environmental education
2.3 Goals of environmental education
2.4 Scope of environmental education
2.5 Challenges of environmental education in Nepal
2.6 Approaches to teaching environmental education
2.6.1 Field study
2.6.2 Case study
2.6.3 Project work
2.6.4 Group discussion
2.6.5 Seminar
Unit III: Natural Resources [---25 PERIODS]
3.1 Concept and type of Natural Resources
3.2 Renewable resources
3.2.1 Land
3.2.2 Forest
3.2.3 water
3.3 Non-renewable resources
3.3.1 Natural gas
3.3.2 Petroleum
3.3.3 Minerals
3.4 Perpetual resources
3.5 Man-made resources
3.5.1 Wind mill
3.5.2 Use of tides
3.5.3 Solar energy
3.5.4 Hydropower
3.6 Consumption, conservation and preservation of natural resources
3.7 Population-resources relationships
3.8 Optimistic and pessimistic views
3.9 Population- resources ratio: the US type, European type and Brazilian type
Unit IV: Natural Disasters/Environmental Degradation [---25 PERIODS]
4.1 Deforestation
4.1.1 Causes of deforestation
4.1.2 Consequences of deforestation
4.1.3 Controlling measures
4.2 Hazards
4.2.1 Landslide
70
4.2.2 Flood
4.2.3 Drought
4.2.4 Earthquake
4.2.5 Volcano
4.2.6 Tsunami
4.3 Causes, consequences and controlling measures of environmental pollution
4.3.1 Air
4.3.2 Water
4.3.3 Land
4.3.4 Noise
4.4 Effects of population growth on environmental degradation
Unit V: Global Status and Issues of Environment [---15 PERIODS]
5.1 Ozone layer depletion
5.2 Global Warming/Greenhouse effect
5.3 Acid rain
5.4 Climatic changes
5.5 Extinction of endangered species
5.6 Carbon trading
5.7 International environmental conferences
Unit VI: Environment and Sanitation [---15 PERIODS]
6.1 Concept of environmental sanitation
6.2 Causes and consequences of poor sanitation
6.3 Need for solid waste and sewage management
6.3 Methods of solid and sewage waste management
6.4 Sanitation programmes in rural and urban areas of Nepal
Unit VII: Population, Environment and Sustainable Development [---25 PERIODS]
7.1 Meaning/concept of development and sustainable development
7.2 Principles of Sustainable Development
7.3 Impact of unplanned development activities on environment and ecosystem
7.4 Utilization of natural resources for development
7.5 Concept and importance of Environment Impacts Assessment (EIA)
7.6 Principles of EIA
7.7 Review of MDGs
7.8 Agenda 2030 for sustainable development
7.9 Government efforts for sustainable development in Nepal
Lecture
Class-room presentation
Group work
Self study
Question answer session
Discussion
Project work
Problem solving
71
EVALUATION SCHEME
evaluation cannot attend final examinations. The grades awarded to the student in a course are
Name of College………………………………….………… Address……………………………
Subject Code………………….………………………………... Subject Title……………………….
Course ………………………………………………………….. Level/Year……………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

Total 26 - 80
72
REFERENCES
Central Bureau of Statistics,m(2015). Compendium of Environment Statistics Nepal 2015,

Kathmandu: CBS
_______ (2003). Population monograph of Nepal Vols. I & II. Kathmandu: CBS.
Ehrlic, P.R., Ehrlic, A.H. & Holdren, J.P. (1977). Ecoscience: Population, resources, environment. San
Francisco: W. H. Freeman and Company.
FOE, IUCN. (2000). Environmental education source book for bachelor of education programme.
Kathmandu: IUCN.
Gartaula, P. (2064). A text book of environment health. Kathmandu: Vidyarthi Prakashan (P) Ltd.
Giri, S. and Bohra, G. B. (2065 B.S.). Environmental education. Kathmandu: Vidyarthi Pustak
Bhandar.
Kayastha, S. L. & Kumra, V. K. (1986). Environmental studies: Fundamentals, problems and
management. Varanasi: Tara Book Agency.
Panda, S. (2008). Environment and ecology (second etition). Orissa: Vrinda Publication.
Panday, R.K. (1992). Vatavarana Shiksha. Kathmandu: CDC, TU.
Pande, B.D., Maharjan, S., Shakya, V., & Karki, U. (ed.) (2000). Environmental education: source
book for Bachelor of Education programme. Kathmandu: IUCN.
Sharma, R. C. (1988). Population, resource, environment and quality of life. Delhi: Dhanpat Rai &
Sons.
Singh, S. (1991). Environmental geography. Allahabad: Pragati Pustak Sadan
Subedi, B.P. (1995). Populaion environment relations in the context of sustainable development in
Nepal. Kathmandu: Central Bureau of Statistics.
UNFPA (1999). Population, resources and environment. New York: United Nations Population
Fund.
Gof}kfg], O{Zj/ / zdf{, ?Sdf, -@)%&_, Jftfj/0fLo tyf ;fd'bflos :jf:Yo, sf7df8f}+ M 1fgs'Gh k':ts e08f/
/fli6«o of]hgf cfof]u÷cfO{= o"= ;L= og= -@)%)_, jftfj/0f lzIff ;|f]t k':ts, sf7df08f} M n]vs
73
Syllabus for Four- year B.Ed.
Course Title: Population and Quality of Life Course: Major Population Paper VII
Course Code: PED357M Nature of Course: Theoretical
Period per Week: 6 P.M.: 36 (8 internal +28 External)
COURSE DESCRIPTION
This course is designed to provide students with the basic knowledge and understanding of
different population related variables and their impact on "Quality of Life". It aims to help them
to pursue advance study in the related field.
GENERAL OBJECTIVES

 To make the students familiar with the concept, meaning and importance of quality of
life.
 To equip the students with the knowledge of Human Development Index (HDI) and its
measurement including quality of life.
 To help students gain knowledge and understanding of the major demographic
components regarding quality of life.
 To acquaint the students with the different factors influencing quality of life.
 To assist the students in highlighting the government efforts to raise the quality of life.
 To give in-depth knowledge and understanding of the status of quality of life of
developing, developed and SAARC countries.
 To enable the students in conducting the empirical study in quality of life and in
developing skills to design a project work.
COURSES CONTENTS
Unit I: Introduction to Quality of Life [---15 PERIODS]

1.1 Meaning of quality of life
1.2 Definitions of quality of life
1.3 Importance of quality of life for education, health, employment, income environment,
women, children and aging
Unit II: Measurement of Quality of Life [---15 PERIODS]
2.1 Concept of measurement of quality of life
2.2 Types of measurement of quality of life
 Basic needs approach
 Measurements and trends of Human development indicators (HDI)
 Physical quality of life indicators (PQLI)
 Gender empowerment measures (GEM): measures and trends
74
Unit III: Demographic Components of Quality of Life [---20 PERIODS]

3.1 Fertility and quality of life
3.1.1 CBR and quality of life
3.1.2 TFR and quality of life
3.1.3 Replacement level and quality of life
3.1.4 CEB and quality of life
3.2 Mortality and quality of life
3.2.1. CDR and quality of life
3.2.2. IMR and quality of life
3.2.3. MMR and quality of life
3.2.4. Morbidity and quality of life
3.3 Migration and quality of life
3.3.1. Brain drain and grain and quality of life
3.3.2. Human trafficking and quality of life
3.3.3. Remittance and quality of life
3.3.4. Urbanization and quality of life
Unit IV: Factors Affecting Quality of life [---35 PERIODS]
4.1. Demographic factors
4.1.1. Population size
4.1.2. Population growth
4.1.3. Age and sex composition
4.1.4. Active and dependent population
4.2 Economic Factors
4.2.1. Per capita income
4.2.2. Employment
4.2.3. Infrastructure development
4.2.4. Technological advancement
4.2.5. Skilled and unskilled manpower
4.3 Social factors
4.3.1. Education
4.3.2. Health services and facilities
4.3.3. Social security
4.3.4. Women empowerment
4.4 Environmental factors
4.4.1. Natural resources
4.4.2. Pollution
4.4.3. Sustainable development
4.5 Other factors
4.5.1. Political factors
4.5.2. Human rights
4.5.3. Family welfare
UNIT V: Government Efforts to raise Quality of life in Nepal of History and Most Recent
[---20 PERIODS]
5.1. Plan and policies on food supply
5.2. Plan and policies on housing
5.3. Plan and policies on clothing
5.4. Plan and policies on education
75
5.5. Plan and policies on health

5.6. Women empowerment and quality of life
5.7. Child protection and quality of life
5.8. Social security and quality of life
5.9. Dalits and Indigenous people and quality of life
Unit VI: Quality of Life in the World: Data study [---15 PERIODS]
6.1. Overview of quality of life in selected developing countries (Nepal, Thailand, Kenya,
Uganda & Brazil)
6.2. Over of quality of life in selected developed countries (Japan, USA, Canada, UK,
Norway Australia)
6.3. Overview of quality of life in SAARC countries
6.4. Comparison of quality of life in Nepal with above developed countries
6.5. Comparison of quality of life in Nepal with rest SAARC countries
Unit VII: Empirical Study on Quality of Life [---30 PERIODS]
7.1. Concept and meaning of empirical study
7.2. Objectives of empirical study in quality of life
7.3. Importance of empirical study in quality of life
7.4. Different steps in conducting empirical study in quality of life
7.5. Field work and report writing in quality of life
7.5.1. Problem identification
7.5.2. Objectives formation
7.5.3. Review of related literature
7.5.4. Research methodology
7.5.5. Data analysis and presentation
7.5.6. Findings, conclusions and recommendations
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
76
Name of College………………………………………..….Address………………………………
Subject Code………………….……………………………Subject Title………………………….
Course …………………………………………………….. Level/Year…………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)


Total 26 - 80
REFERENCES
Central Bureau of Statistics (CBS). (2014). Population monograph of Nepal. Kathmandu: CBS.
Dhakal, S. N. (2004). Quality of life. Kathmandu: Ratna Pustak Bhandar.
Joshi, M. (2057). Population, environment, and quality of life. Kathmandu: Gayankung Pustak
Kafle, R. & Bhawani, P. K. (2004). Quality of life. Kirtipur: Jupiter Publication and Distributors.
Karki, A. (2058). Quality of life. Kathmandu: Pairahi Prakashan
Kothari, C.R. (2001). Research methodology methods and techniques. Delhi: Wishwa Prakashan
Maharjan, R. K. et al. (2062). Population studies Part I and Part II. Kirtipur: Sunlight Publication,
Ministry of Health and Population. (2006). Nepal demographic and health survey. MOHP, Nepal.
77
Ministry of Population and Environment (MOPE). (2004). Nepal population report. Kathmandu:
MOPEB)
Neupane, L. (2057). Quality of life. Kathmandu: Gayankung Pustak Pasal
Population Reference Bureau (PRB). (2017. World population data sheet. Washington DC Sharma,
R.C. (1988). Population resource. environment and quality of life. New Delhi: Dhanpat Rai of Sons.
UNDP (2016). Human development report. New York: UNDP
UNFPA (1999). Population, resources and environment. New York: UNFPA
United Nations Population Fund [UNFPA]. (2004). Program of Action: Adopted at the International
Conference on Population and Development. New York: UNFPA.
78
Course Title: Basic Mathematics and Statistics in Population Education

Course Code: PED358M Course: Major Population Paper VIII
Level: B.Ed. Third Year P.M.: 36 (8 Internal+28 External)
Period per Week: 6 Total Periods: 150
Time Per Period.: 50 min.
COURSE DESCRIPTIONS
This course intends to equips students with basic mathematical and statistical tools applicable
in population studies. The course is theoretical.
COURSE OBJECTIVE:
The objective of this course is to acquaint with necessary mathematical and statistical tools to be
used in the demographic analysis.
General objectives are to
- Apply the qualitative and quantitative data collection tools in demography,
- Summarize the population data in charts and diagrams,
- Construct the graphs of population data and interpret them,
- Compute the value of measures of central tendency and measures of dispersion and
describes their use, merits and demerits.
- Introduce the concept of scale of measurement
- Explain the concept of sampling and its various types.
- Describe the concept of probability and explain approaches of probability.
- Compute and analyze the values of correlation and regression and describe their use.
- Identify various steps of hypothesis testing and apply the chi-square test.
- Compute ratio, proportion and percentages from demographic data
- Compute growth rate, time and estimate population based on different growth models
- Solve simultaneous equations involving three variables by matrix method
CONTENTS
Unit I: Matrix and Determinants [---20 PERIODS]

 Definition and types of matrices
 Matrix operations: addition, subtraction, multiplication by scalar, matrix multiplication,
transposition
 Properties of matrix multiplication and transposition
 Definition of determinant of a square matrix
 Determinants of order two and three
 Properties of determinants
79
 Application of properties of determinants to solve problems

 Inverse of a square matrix (up to matrix of order three)
 Application of matrix and determinant in solving simultaneous equations: Cramer‘s rule
and inverse matrix method (consistent and independent cases only)
Unit II: Rate, Ratio, Proportions and Percentage [---5 PERIODS]
 Definition of rate, ratio, proportion and percentage
 Application of these concepts to solve simple problems
Unit III: Exponents and Logarithms* [---8 PERIODS]
 Concept and nature of curve of exponential and logarithmic functions
 Exponents with base ‗e‘, natural and common logarithms
 Properties of exponents and logarithms
 Simplification of some logarithmic expressions
 Solution of simple exponential and logarithmic equations
Unit IV: Growth Models [---7 PERIODS]
Concept and formula for arithmetic, geometric and exponential growth models
 Application of these formula to calculate growth rate and time (including doubling time)
and estimate population
Unit V: Introduction of statistics [---5 PERIODS]
 Definition, uses and limitation of statistics
 Need and importance of statistical tools in population studies
Unit VI: Variables and Measurement Scales [---5 PERIODS]
 Variable and constant
 Types of variables: categorical and quantitative, discrete and continuous
 Statistical scales of measurement: nominal, ordinal, interval and ratio scales
Unit VII: Summarization of Data [---15 PERIODS]
 Data and its types: categorical and quantitative
 Classification of categorical and quantitative data
 Frequency distribution of quantitative data: individual, discrete and continuous data
series
 Construction of frequency distribution, histogram, frequency curve and frequency
polygon
 Graphical representation of data: simple, sub-divided and multiple bar diagrams, pie
chart
Unit VIII: Measures of Central Tendency and Dispersion [---25 PERIODS]
 Definition, formula, characteristics, merits and demerits of central tendency: mean,
median, mode
 Definition, formula, characteristics, merits and demerits of dispersion: range, quartile
deviation, standard deviation, variance and coefficient of variation
 Application of measures of central tendency and dispersion to solve related problems
Unit IX: Measures of Skewness and Kurtosis [---8 PERIODS]
 Concept and types of skewness
 Coefficients of skewness: Karl Pearson‘s, Bowley‘s and Kelly‘s coefficients and their
interpretation
 Concept and types of kurtosis
 Percentile coefficient of kurtosis
80
Unit X: Correlation and Regression Analysis [---12 PERIODS]
 Correlation: meaning and definition, scatter diagram, Karl Pearson's correlation

coefficient and Spearman‘s rank correlation coefficient
 Simple regression: meaning, regression coefficients and simple regression equation
 Interpretation of regression coefficient
 Properties of regression coefficient
 Estimation based on regression equation
Unit XI: Sampling [---10 PERIODS]
 Concept of population and sample
 Objectives of sampling
 Probability sampling methods: simple random sampling, stratified sampling, systematic
sampling, sample size and standard error
 Non probability sampling methods: judgment sampling, convenience sampling, quota
sampling and snowball sampling
Unit XII: Probability [---10 PERIODS]
Definition and meaning of probability and related terms, approaches to probability
 Dependent and independent events, conditional probability
 Addition and multiplication laws of probability
 Concept of probability distribution (only basic idea)
Unit XIII: Inferential Statistics [---20 PERIODS]
Hypothesis: Concept of hypothesis, types of hypothesis: null and alternative hypothesis
 Hypothesis testing: steps of hypothesis testing, one tail and two tail test, degree of
freedom, level of significance, power of test
 Some parametric tests: testing of hypothesis for mean and proportion based on single
sample
 Non-parametric test: Chi-square test, steps of Chi-square test, Chi-square test for
goodness of fit and association of attributes
Lecture
Problem solving sessions
Group work
Question answer sessions
Discussion
For Unit III : *Note: It is not necessary to teach students to read log tables, instead, they should be
able to use natural and common logarithm keys in the scientific calculator)
EVALUATION SCHEME
81
Name of College………………………………….…….Address…………..……………
Subject Code………………….…………………………Subject Title……………………
Course ………………………………………….. Level/Year…………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

Total 26 - 80
At least theory questions should cover 35 percent from all long and short questions. Long and
short questions can further be broken down to a) and b) options as per need.
RECOMMENDED BOOKS:
Aryal, J. P. (1995). Quantative Tchniques. Vol I & II. Kathmandu "Vidyarthi Pustak Bhandar.
Bajracharya, B. C., (2061). Business Statistics. Kathmandu: M. K. Publishers and Distributors.
Chhetry, Devendra B. Some Concepts of Quantitative Techniques. Kathmandu: CDPS, TU.
Gupta, S.C. (1990). Fundamental of Statistics. 4th Edition. Indira Gupta (ed.). Bombay: Himalaya
Publishing.
Sthapit, A. B., R. P. Yadav and S. P. Khanal. (2010). Business Statistics. Kathmandu: Asmita
Books and Distributers.
Subedi, Pushp Kamal. 1996. An Introduction to Basic Statistics. Kathmandu: J. Subedi.
82
SOCIAL STUDIES EDUCATION

Course Title: Social Life of Nepal

Course Code: SED366M Course: Major social Studies paper VI
Level: B. Ed. Third Year Nature of Course: theoretical + Practical
Period per Week: 6 F.M.: 100 (20 Pr+80 Th)
Periods: 150 P.M.: 36 (8 Pr+28 Th)
COURSE DESCRIPTION
The main objective of this paper is to provide the knowledge on Social Life of Nepalese people
to the student. This course will help the student to analyze the Nepalese society and culture
through some theoretical perspectives and able to research on this respective fields.
COURSE OBJECTIVES
Upon the successful completion of the course, the students will be able to:
 Families the theories to analyze society and culture
 Acquaint Knowledge on the field of research in society and culture
 Develop the capacity of critical analysis of society and culture
COURSE STRUCTURE:
This course has two parts: theoretical part of 80 full marks and practical parts of 20 marks. The
first part of this course is divided into two sections: first, theoretical perspective on society and
culture and the second, Nepalese social life. Second part has been designed for practical training
to students.
COURSE CONTENTS
Part I: Theoretical [---40 PERIODS]
Unit I : Theoretical perspectives of Structural-functionalism, evolutionism Ethno methodology,
Marxism [20]
Unit II : Concept of race, Varna, caste, class, gender, tribe [10]
Unit III : Social composition of Nepalese people from geographic, structural, lingual, religious,
perspectives. [5]
Unit IV : Sources of the study of Nepalese society. [5]
Part II
Unit V : [---30 PERIODS]
Study of the following groups of Nepal with special reference to their introduction, history,
focus of settlement area, settlement pattern, house architecture, marriage system, family system,
83
kinship system, life cycle , religion and festival, indigenous political system, economy, illness-
sickness and healing practices, food habit, costume and ornament, position of women:
a. Caste groups,four varnas
b. Tribe/Ethnic groups –Kiranti, Sherpa, Magar , Newar
c. Language groups-Bengali
d. Religions groups – Muslaman and Churaute, Sikh
Unit VI: General Introduction to following religion and religious groups in
Nepal. [---25 PERIODS]
a. Classical religion: Hinduism, Buddhism, Islam
b. Folk religion: Hero worship (Salahesh, Dinabhadri, Krishnaram and Dhanapal)
Serpent worship, water worship and Tree worship, Masta worship
c. Religious groups: pranami, Jayaguru, Sai, Josmani, Om Santi,
Unit VII : National and Regional Festival of Nepal Bijaya Dasami, Tihar, Holi,
Lhosar, Chhath, Maghi, Udhauli- Ubhauli. [---8 PERIODS]
Unit VIII: Social change with special reference to labor system (Slavery,
Kamaiya, Haliya), position of women (sati, child marriage,
widowhood) and stratification (caste and untouchability ) [---8 PERIODS]
Unit IX : Chief characteristics of Nepalese society : religious syncretism, unity
indiversity [---5 PERIODS]
Unit X : Identity(socio-cultural) politics of Nepal [---4 PERIODS]
PRACTICAL [---30 PERIODS]
Student should go to the field under the leadership of subject teacher for research of any social
or cultural group and prepare and submit the research report for the fulfillment of their
academic level.
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
84
EVALUATION SCHEME
who is not appeared in internal evaluation can not attend final examinassions. The grades
course.
Name of College…………………………..…. Address…………..………………………………
Subject Code………………….………………Subject Title…………………………………….
Course ……………………………………….. Level/Year……………………………………….
Name of Internal Internal + external Total Remark
student(Alphabet s
ical order in Class Attendance/ Report Defense/Pres

Roman) test Participation/ Writing entation
Discipline
(*FM=5) (*FM=3) (*FM=6) (*FM=6) (*FM=20)

category of practical evaluation. The documents of the practical marks should be submitted to
the external / university.
Format of final examination
questions answered and marks allotted marks
to be asked
Group A: 16 16 questions x 1 mark 16
Multiple choice items
Group B: 3 2 questions x 12 marks 24
Long questions
Group C: 7 5 questions x 8 marks 40
short questions
Total 20 - 80
85
REFERENCE
 Ancient Nepal, A Journal of Department of Archaeology, different issue.
 Anveshan, A Journal of History and Culture Department of Post-Graduate Campus of
Nepal, differnet issue.
 Bista, Dor Bahadur (1971). People of Nepal. Kathamndu: Ratna Pustak Bhandar.
 Chhetri, Ganesh Prasad and Som Prasad Khatiwada .(2054). Hindu Samaj ra Dharma.
Kathamndu: Shiva Prakasan.
 Gurung Harka (2003), Social demography of Nepal census 2001, Lalitpur: Himal Books.
 Khatri, Prem Kumar (2053). Adhunik Nepalko samajik Itihas. Kathmandu: Nepal and Asiali
Anusandahan Kendra.
 Khatri, Prem Kumar (2036). Nepali samaj ra sanskriti. Kathamndu: Pathyakram Vikash
Kendra.
 Newspaper and magazine.
 National archives, libraries.
 Nepali, Gopal Singh (1964), The Newars, Bombay: United Asia Publication.
 Pokharel, Anil Kuma and Apar Kumar Lamsal (2069).Nepalka Satarharu: Ek Janajatiya
Adhyayan. Biratnagar: Neelam Pokharel and Usha Bista.
 Ritzer, George (2000). Sociological Theory .New York: Mc Graw-Hill International Editors.
 Shrestha, Bimala(1997), Social History of Nepal. Biratnagar: Bani Prakashan.
 Vidya, T.R.,T.R. Manandhar and S.L.Joshi (1993). Social History of Nepal, New Delhi:
Anmol Publications.
86
Syllabus for Four Year B.Ed.
Course Title: Society in Hindu, Buddhist and Islamic Religion Mojor Social std. Paper VII
Course Code: SED 367M Nature of Course: Theoretical
COURSE STRUCTURE
This course is divided into two sections: first section introduces the concept of religions and its
role in society and different religious beliefs of Nepal and second section analyzes the Nepalese
social structure. First section is again divided into three parts as Hindu religion, Buddhist
religion and Islam religion and second section is also divided in four parts as Hindu society,
Buddhist society, Islam society and State policy towards religion and society.
COURSE OBJECTIVE
The aim of this course is to provide the basic concept on religion and introduction to Hindu,
Buddhist, Islam and some other folk religious beliefs and structure of Nepali societies which are
guided by these religions.
COURSE CONTENT
Part I : Religions
Unit I : Introduction [---10 PERIODS]
1. Interpretation of the word religion and dharma and its different aspects - internal,
external, individual and social.
2. Theories of origin of religion- Fetishism, Animism, Totemism, Functional theory,
Theory of aleatory element.
3. Concept of sacred and profane.
4. Concept of priest and prophet (ethical and exemplary prophet)
5. Functions and dysfunctions of religion.
Unit II : Hindu Religion [---25 PERIODS]
1. Origin of the word ‗Hindu‘.
2. Hindu literatures and Hindu Gods and Goddesses.
3. Main tenants of Hinduism: Theory of incarnation; concept of trinity (Brahma,
Bishnu and Shiva); concept of Shakti; concept of Jiva, Jagata and Maya, concept of
salvation, concept of Tririna, concept of Panchmahayanjya, and concept of Purusartha.
4. Concept of stratification (Varna and Jati).
5. Concept of Ashram.
87
Unit III : Buddhist Religion [---25 PERIODS]

1. Biography of Buddha.
2. Buddhist literatures and Buddhist Gods and Goddesses.
3. Main tenants of Buddhism: concept of four noble truth, concept of eightfold path,
concept of salvation.
4. Main schools of Buddhism: Hinayan, Mahayan, Bajrayan and Lamaism.
Unit IV : Islamic Religion [---25PERIODS]
1. Life and teaching of Muhamad.
2. Islamic literatures and Islamic Gods and prophets.
3. Three organs of Islam religion: Iman, Ibadat (Five pillars) and Ihasan.
4. Chief characteristics of Islam.
5. Main schools of Islam: Siya and Sunni.
Part II : Societies
Unit V: Introduction [---5 PERIODS]
1. Meaning and definition of society.
2. Role of religious institutions in society.
3. Religion and capitalism.
Unit VI : Hindu Society [---15 PERIODS]
1. Position of women.
2. Hindu sacraments.
3. Hindu festivals.
4. Gotra concept in Hindu society.
5. Structure of Nepalese society.
Unit VII : Buddhist Society [---15 PERIODS]
2. Social stratification in Newar Buddhist society.
3. Buddhist festivals.
4. Buddhist sacraments.
5. Social structure.
Unit VIII : Islam Society [---15 PERIODS]
1. Concept of society (Ummah) in Islam and Shariah law.
3. The concept of freedom, equality and justice and human right in Muslim society.
4. Social security and concept of protection in Muslim society.
5. Practice of praying, Zakah, Fasting and Hajj.
6. Festivals.
7. Social structure.
Unit IX : General introduction of some folk religions and societies of Nepal [---10 PERIODS]
Unit X : State Policy towards Religion and Society from ancient time in Nepal [---5 PERIODS]
88
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
course.
Name of College………………………………….……….Address…………..………………
Subject Code………………….…………………………Subject Title………………………
Course …………………………………………………..Level/Year……………………

Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
89

Total 26 - 80
REFERENCE
Ali Al- Hashimi, M. The ideal Muslim society: as defined in the Qur’an and Sunnah International
Islamic Publishing House.
Amritananda, B. Buudhakalin Mahilaharu.
Bista, D.B. (1996). People of Nepal .Kathmandu: Rantna Pustak Bhandar.
Durkheim, E. (1995) The elementary forms of religious life Fields, K. E. (trans.) New York: Free
Press.
Haimendorf, C.V.F.(1972) The Sherpas of Nepal: the Buddhist highlanders New Delhi: Sterling
publishers.
Keith, A.B. (1925) The religion and philosophy of the Veda and upanisads (vol. I & II) London:
Harbard University Press.
Mahathera, N. (1998) The Buddha and his teachings.
Nath, Shanjendu ―Religion and its role in society‖ Journal of humanities and social science 20-11
(2015) : pp 82-85.
Nepali, G. S. (1988) The Newars: ethno-ecological study of the Himalayan community Kathmandu:
Himalayan Book Centre.
Rao, C. N. S.(2004) Sociology: primary principles New Delhi: S. Chand & Company Ltd.
Weber, M. The sociology of religion
tfdfª, ?b|l;+x -@)%(_ tfdfª hfltdf jf}4 wd{M hftLo tyf wfld{s Oltxf;, nfdf af}4 k/Dk/f;lxt
d[To';+:sf/ sf7df8f}M tfdfª ;dfh cg';Gwfg tyf ljsf; s]Gb| .
90
Course Title: South Asia: Bhutan, Bangladesh and SriLanka
Course Code: SED368M Course: Major social Studies paper viii
Level: B. Ed. Third Year Nature of Course: Theoretical
Period per Week: 6 F.M.: 100 (20 Internal+80 External)
Periods: 150 P.M.: 36 (8 Internal+28 External)
COURSE DESCRIPTION
The main objective of this paper is to provide the knowledge on South Asia mainly Bhutan,
Bangladesh and Sri-Lanka to the students. This course will help the student to analyze the
socio-economic and cultural aspects of this region.
OBJECTIVES
The objectives of this course are;

 To introduce the students about our close neighbors "Bhutan, Bangladesh and Srilanka".
 To introduce the historical background of those countries to the students.
 To provide the knowledge to the students about the social, economic religious etc.
aspects of these countries.
 To make the students able to know the relation of Nepal with those countries.
 To explore the racial problems faced by Bhutan & SriLanka in brief .
COURSE CONTENTS:
Units:-I Bhutan [---65 PERIODS]

1.1. Brief history of ancient and medieval Bhutan.
1.2. Physical setting, ethnicity and social structure.
1.3. Shabdrung Ngawang Namgyal the founder of Bhutan.
1.4. Nepal Bhutan relation in historical perspective and Nepalese migration to Bhutan.
1.5. Bhutan and SAARC
1.6. The establishment of hereditary monarch.
1.7. Bhutanese refugees' problem and Nepal.
 The seed of dissent
 Origin of refugee problem
 Refugee exodus
 To solve the problem Nepal's mediatory efforts.
1.8. The constitution of Bhutan
1.9. Political system
1.10. The structure of Bhutanese economy.
Unit II. Bangladesh [---35 PERIODS]
2.1. The geographical position and general features of the Bangladesh.
2.2. The people, religion and language.
2.3. Brief history of the founding of Bangladesh 1972 and role of India.
91
2.4. Nepal Bangladesh relation.

2.5. Bangladesh and the SAARC
2.7. Major crops and agriculture development.
2.8. major industries.
2.9. Mujibur Rehaman (1972-75) and Ziaur Rehaman (1977-81)
Unit III: SriLanka [---50 PERIODS]
3.1. A brief history of SriLanka before independence.
3.2. The country, land, people and religion
3.3. Birth of a kingdom 1948
3.4. Nepal SriLanka relation
3.5. SriLanka and SAARC
3.6. Political System.
3.8. Economic development and modernization in SriLanka.
3.9. Education and Occupation.
3.10. 10 Crisis in SriLanka: Sinhalese- Tamil, ethinic conflict, LTTE and civil war, Fall of
LTTE
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
course.
92

Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)


Total 26 - 80
REFERENCES
dfgGw/ z'lznf – g]kfn e'6fg ;DaGw M Ps P]ltxfl;s ljj/0f g]kfn / PlzofnL cg';Gwfg s]Gb|, sLlt{k'/ .
Dhakal, DNS and Christopher Strawn- Bhutan a Movement in Exile, Nirala, Delhi 1994.
Hasrat, Bikram jit- History Bhutan, land of the peaceful Dragon, Educational
department 1980.
Hutt, Michael - Unbecoming citizens, Oxford university press, Delhi, 2003.
Rose, Leo, E The Politics of Bhutan, Cornell University Press, USA 1977.
Raunaq Jahan– Bangladesh Politics: Problem and issues, Dhaka: university press, 1980
Sobhan, Rehman – Bangladesh: Problems of Governance New Delhi, Konark publishers, 1993.
Desilva C.R. - Srilanka: A History, New Delhi Vikas publishing house, 1987.
Desilva K.M. – Srilanka: Problems of Governance , New Delhi: Konark publishers 1993.
Kramey R. N. – The politics of Ceylon, Ithaca, Corenel university press, 1973.
93
INFORMATION TECHNOLOGY EDUCATION
Course Title: Data Structure & Algorithms Course: Major Paper VI

Course Code: ITED376M Nature of Course: Practical +Theoretical
Level: B.Ed. Third Year F.M.: 100 (40Pr+60 Th)
Period per Week: 6 P.M.: 36 (16Pr +21 Th)
COURSE DESCRIPTION:
The main objective of this course is to provide a foundation of Data Structure & Algorithmsand
their applications in various fields. The course also provides the basic concepts of searching and
sorting techniques.
COURSE OBJECTIVE:
To provide fundamental knowledge of data structure, various algorithms used, and their
implementations.
COURSE CONTENTS
Unit I : Introduction (---5PERIODS)
Data and Data types
1.1 Data structure and its operations and importance
1.2 ADT and its applications and importance
1.3 ADT vs DS
Unit II : Algorithmic Efficiency and its Complexity (---5PERIODS)
2.1 Time and space analysis
2.2 Asymptotic notations — Big O, Big Sigma, Theta, Omega
Unit III. : Stack (---10 PERIODS)
Definition
3.1 Primitive operations with examples representing stack in C
3.2 Stack implementation (PUSH/POP) operations,
3.3 Stack as an ADT
3.4 Prefix, infix and postfix expressions
3.4.1 Definitions
3.4.2 Algorithms for evaluation of infix and postfix expression
3.4.3 Converting an expression from infix to postfix and vice versa
Unit IV : Queue (---10 PERIODS)
4.1 Definition
4.2 Primitive operations with examples representing queue in C
4.3 Queue implementation (Enqueue/Dequeue) operations
4.4 Queue as an ADT
4.5 Types of queue (Linear, Circular, Priority queue and its types)
Unit V: List and Linked List (---20 PERIODS)
5.1 Introduction to list and linked list
94
5.2 Advantages of list over stack and queue

5.3 Types of lists (static and dynamic)
5.4 List and list operations
5.5 Array implementation of list
5.6 Linked list as an ADT
5.7 Linked list and its types
5.7.1 Linear linked list — singly linear and doubly linear
5.7.2 Circular linked list — singly circular and doubly circular
5.8 Linked list operations (Insertion/deletion from the front node, from the last node,
before a given node, after a given node)
5.9 Linked stack and Linked queue
5.10 Doubly linked list and its advantages
Unit VI : Recursion (---10 PERIODS)

6.1 Definition and recursive functions
6.2 Recursion vs iteration with advantages and disadvantages
6.3 Application of recursion — Factorial calculation, Fibonacci series, TOH, Natural
numbers multiplication with algorithms and examples
6.4 Efficiency of recursion
Unit VII : Trees (---20 PERIODS)
7.1 Concepts and definitions
7.2 Binary tree and its applications
7.3 Basic operations in binary tree — insertion/deletion, traversing
7.4 Binary tree traversals — pre-order, post-order and in-order
7.5 Height, depth and level of binary tree
7.6 Balanced trees — AVL balanced tree and balancing algorithm, Huffman Coding
algorithm
Unit VIII : Sorting (---20 PERIODS)

8.1 Definition and types of sorting (Internal and external sort, Insertion and selection
sort, Exchange/bubble sort, Quick sort, Merge sort, Radix sort, Shell sort, Heap and
heap sort
8.2 Efficiency of sorting
Unit IX : Searching and Hashing (---20 PERIODS)

9.1 Definition of search and concepts of keys, Essentials of searching
9.2 Types of searching — Sequential search, Binary search, Binary tree search
9.3 General search tree
9.4 Definition of hashing
9.5 Hash function and hash table
9.6 Collision resolution technique
9.7 Efficiency comparisons of different search techniques
Unit X : Graphs (---30 PERIODS)

10.1 Definition and representation of graphs
10.2 Application of graphs
10.3 Graph as an ADT
95
10.4 Adjacency matrix implementation, Transitive closure, Warshall‘s algorithm

10.5 Types of graphs
10.6 Graph traversal — depth first search (DFS), breadth first search (BFS)
10.7 Spanning tree and spanning forest
10.8 Kruskal‘s algorithm, Round-robin algorithm, Greedy algorithm, Dijkstra‘s
algorithm
Laboratory: There shall be following lab exercises based on C or C++.

 Implementation of Stack
 Implementations of Linear and Circular queues
 Solution of TOH and Fibonacci Recursion
 Implementations of Linked list: singly and doubly linked
 Implementations of Trees: AVL trees, balancing of AVL
 Implementations of Merge sort
 Implementations of Search: sequential, tree and binary
 Implementations of Graphs: graph traversals
 Implementations of Hashing
 Implementations of Heap
- Lecture
- Discussion
- Group work
- Assignments
- Self-study
- Problem Solving
- Practical class
EVALUATION SCHEME
Students will be evaluated in 2 phases: i) practical evaluation through midterm class test, paper
presentation, assignments, and workshops, attendance, participation and viva by subject
teacher (internal evaluator) and external evaluator deputed by office of the examination
management and ii) final annual examination by the office of the examination management
through year end examinations. The students must pass in practical and the final examinations
separately. The student who will not appeared and pass in practical evaluation cannot attend
final examinassions. The grades awarded to a student in a course are based on performance in
both types of evaluations. The weightage given to Practical evaluation is 40 percent and final
evaluation is 60 percent to the paper.
96
The formats for practical evaluation and final annual examination are separately presented.
Name of College……………………………………… Address…………..…………………
Subject Code………………….………………………Subject Title……………………………
Course …………………………………………… Level/Year…………………………
Name of Internal Internal + External Total Remarks

student Class Attendance/ Lab. Assignment Viva
(Alphabetical Test Participation/
order in Discipline
Roman) (*FM=10) (FM=5) (FM=20) (FM=5) (FM=40)
FM represents Full Marks
Regarding practical examination, internal evaluator will evaluate for class test and
attendance/partcipation/discipline covering 15 marks. Internal evaluator will assist to the
external evaluator for 25 marks including viva of 5 marks and the deciding role goes to the
external evaluator. The assignments will be based on lab. classes from all units. There should be
proper reason strictly mentioned for providing marks above 80 percent in each category of
practical evaluation.

Types of questions Total qauestions Number of questions to be Total
to be asked answered and marks Marks
allotted
Group A: Multiple Choice 12 12 questions1 mark 12
Items
Group B: Long Questions 2 1 questions12 marks 12
Group C: Short Questions 8 6 questions6 marks 36
Total 22 - 60
REFERENCE BOOKS:
 ―Data Structure using C & C++‖, Aarton M. Tenenbaum, Y. Langsam, M. J. Augenstein,
PHI
 ―Fundamental of Computer Algorithms‖, H. Sahani
 ―Data Structure of Program Design in C‖, Robert L. Kruse, B. P. Leung, C. L. Tondo, PHI
 ―The Art of Programming, Sorting & Searching‖, Donald E. Knuti-1
 ―Data Structure & Application‖, Trebly & Sorenson
 ―Introduction to Data Structure & Algorithms with C & C++‖, G. W. Rowe, PHI
 ―Fundamentals of Algorithms‖, G. Brasssand & P. Bratley, PHI
97
Course Title: Database Management System Course: Major Paper VII

Course Code: ITED377M Nature of Course: Theoretical +Pr
Level: B.Ed. Third Year F.M.: 100 (40 Pr. +60 Th.)
Period per Week: 6 P.M.: 36 (16 Pr +21 External)
COURSE DESCRIPTION
The main objective of this course is to provide a concept of Database Management System
and their applications. The course also provides the knowledge of SQL.
COURSE OBJECTIVE:
After finishing this course, students will be able
 to design, implement and use database systems.
 to use Structured Query Language.
COURSE CONTENTS:
Unit I : Introduction (---10 PERIODS)

Definition of database, DBMS, RDBMS, ORDBMS, Definition of database system, Types
and Characteristics of database, Advantages and disadvantages of using DBMS
Unit II : Database Systems Concepts and Architecture (---30 PERIODS)
Data models, Schemas and instances, DBMS architecture and data independence, Database
language and interfaces, Degree of relationship, Cardinality, Data dictionary, E-R model,
Strong and weak entity types, Attributes, Types of keys, Relationship types, E-R diagram
Unit III : Relational Model (---10 PERIODS)
Introduction to relational databases, Relational algebra, Modification of database
Unit IV : SQL (---30 PERIODS)
Introduction, DDL, DML, Null values, String operations, Aggregate function, Joined
relation, Views, Set operations, Triggers, Introduction to PL/SQL (Procedure, Function,
Package)
Unit V : Integrity Constraints (---10 PERIODS)
Entity constraints, Domain constraints, Referential integrity
Unit VI : Normalization (---20 PERIODS)
Pitfalls of relational model, Introduction to functional dependencies, Details of 1NF, 2NF
and 3NF, Introduction to BCNF, 4NF and 5NF
Unit VII : Database Security (---15 PERIODS))
Different levels of database security, Access control, Authentication, Authorization, Non-
repudiation, Encryption and decryption
Unit VIII : Transaction and Query Processing (---15 PERIODS))
98
Introduction to transaction, State, ACID properties, Introduction to concurrency control

(Lock, Timestamp, Validation, Serializability, and Conflict serializability) Introduction to
query processing, Steps used in query processing.
Unit IX : Backup and Recovery (---10 PERIODS))
Failure of database system, Backup devices, Backup of database and database system,
Techniques used in recovery of database system
Laboratory: There shall be lab exercises using SQL.

- Lecture
- Discussion
- Group work
- Assignments
- Self-study
- Problem Solving
- Practical class
EVALUATION SCHEME

order in Discipline
99
external evaluator. The assignments will be based on lab. classes from all units. There should be

Types of questions Total qauestions Number of questions to be Total

to be asked answered and marks Marks
allotted
Items
Total 22 - 60
REFERENCE BOOKS:
 ―Database System Concept‖, Silberschatz et. al., McGraw Hill, 3rd Edition
 ―An Introduction to Database System‖, C. J. Date, Addison Wesley
 ―Fundamentals of Database Systems‖, Ramez Elmasri, Shamkant B. Navathe
100
Course Title: Software Engineering Course: Major Paper VIII
Course Code: ITED378M Nature of Course: Theoretical
COURSE DESCRIPTION
The main objective of this course is to provide a foundation of Software Engineeringand their
applications in various fields. The course also provides the basic concepts of different types of
Software development process, methods and tools ,techniques and software testing methods
COURSE OBJECTIVE:
This course is intended to provide an introduction to SE concepts and practices focusing

on industrial software development characteristics and processes, development models,
and the software life cycle for mid-scale system.
 Provide students a comprehensive introduction to software engineering.
 provide the students the kinds of activities that are necessary for developing a software
system
 Study the important phases of software development
CONTENTS
UNIT 1: Introduction to Software Engineering: (---15 PERIODS))

1.1 Definition of software engineering
1.2 The evolving role of software
1.3 Changing nature of software
1.4 Characteristics of software
1.5 A generic view of software engineering
1.6 Software engineering-layered technology
UNIT 2: Process Models (---10 PERIODS))
2.1 The Waterfall model
2.2 Prototyping model
2.3 RAD model
2.4 Spiral model
2.5 Agile Software Model.
UNIT 3: Software Project Management (---30 PERIODS))
3.1 Meaning of 4Ps in software project management
3.2 Activities of project planning
3.3 Project estimation techniques
3.4 COCOMO model
3.5 Risk Management
101
3.6 Project Scheduling

3.7 Staffing
3.8 Software Configuration Management (SCM)
UNIT 4: Software Requirements and Specification (---25 PERIODS))
4.1 Functional and non-functional requirements, requirements engineering process
(feasibility studies, requirements elicitation and analysis, requirements validation,
requirements management)
4.2 Data Modeling and flow diagram
4.3 Software prototyping techniques
4.4 Requirement definition and specifications
UNIT 5: Software Design (---25 PERIODS))
Introduction to software design
5.1 Characteristics of a good software design
5.2 Design principle
5.3 Design concepts
5.4 Design strategy
5.5 Design process and design quality
5.6 Software architecture and its types
UNIT 6: Software Testing (---25 PERIODS))
6.1 Software testing process
6.2 Principal of testing
6.3 Test case design
6.4 Black-box testing (Boundary-value analysis, Equivalence class partitioning)
6.5 White-box testing (Statement coverage, Path coverage, Cyclomatic complexity)
6.6 Software verification and validation
UNIT 7: Metrics for Process and Products (---10 PERIODS))
7.1 Software measurement
7.2 Metrics for software quality
7.3 Software quality assurance
7.4 Software reliability
7.5 The ISO 9000 quality standards
UNIT 8: Software Engineering Trends and Technology (---10 PERIODS))
8.1 Agile development
8.2 Extreme programming
8.3 Cloud computing and grid computing
8.4 Enterprise mobility
8.5 Business intelligent and approaches
8.5.1 ERP, Supply chain management, Service-oriented architecture and web services
8.5.2 Enterprise portals and Content management
8.6 Introduction to OOSE
Case Study: Students are encouraged to perform the case study to implement concepts
of above-mentioned topics.
- Lecture
102
- Discussion
- Group work
- Assignments
- Self-study
- Problem Solving
- Case study
EVALUATION SCHEME
through midterm class test, paper presentation, assignments, project work and
workshops, attendance, participation and viva and ii) final annual examination by the
office of the examination management through year and examination. The students
must pass both the internal and final examinations separately. The student who is not
appeared in internal evaluation cannot attend final examinations. The grades awarded
to the student in a course are based on performance in both these types of evaluations.
The weightage given to internal evaluation is 20 percent and final evaluation is 80
Name of College…………………………………….Address………………………………
Subject Code………………….………………………Subject Title………………………….
Course …………………………………………………….. Level/Year…………………….
student test presentation, Participation
(Alphabetcal assignments, and Discipline
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

There should be proper reason strictly mentioned for providing marks above 80 percent
in each category of internal evaluation. The documents of the internal marks should be
submitted to the external evaluator /university if so claimed.
103
The types and number of questions for this paper in the final annual examination are
given in the following table:
be asked answered and marks marks
allotted
Group A: Multiple choice 16 16 questions1 mark 16
Items
Total 26 - 80
REFERENCE BOOKS:
Sommerville, ―Software Engineering‖, Pearson Education
Rajib Malla,s ―Fundamentals of Software Engineering‖
Pankaj Jalote, ―Software Engineering – A Precise Approach‖
Udit Agrawal, ―Software Engineering
Roger S. Pressman, ―Software Engineering - A Practitioner’s Approach‖, 6th Ed.,
McGrawHill International Edition
104
ALLIED SUBJECTS
ENGLISH EDUCATION
Syllabus for four-year B.Ed.
Course Title: English for Mass Communication Course: Allied English, Paper III
Course Code: EED313A Nature of Course: Theoretical
Level: B.Ed. Third Year F.M.: 100 (20 Int.+80 Ext.)
Period per Week: 6 P.M.: 36 (8 Int. +28 Ext.)
COURSE INTRODUCTION
Today, mass communication has got great importance in the era of globalization governed by
technology. This course introduces writing style needed for the learners to be a news reporter.
The students of this course get knowledge about writing style using English language as a
global language.
OBJECTIVES
The objectives of this course are :
 To provide knowledge of mass communication to the learners.
 To make the learners able to use correct English in writing.
 To help learners have knowledge of different styles of news writing.
 To encourage learners to have global knowledge of the importance of mass media
CONTENTS
Chapter -1: Introduction to Mass Communication [---30 PERIODS]
1.1 . Definition and Introduction of Mass Communication
1.2 Verbal and Non-verbal Communication
1.3 Elements of Communication (who, why, what, to whom, by what means, effect, encoding,
decoding, feedback).
1.4 Categories of Communication (Intrapersonal Communication, Interpersonal
Communication, Transpersonal Communication, Group Communication, Public
Communication, Organizational Communication, Folk Communication, Mediated
Communication, Mass Communication).
1.5 Types of Conversation (Personal Conversation, Face- to- Face – Conversation, Telephonic
Conversation, Online Conversation: E-Mail, Online Chat, Facebook).
1.6 Group Discussion(Group Dynamics, Purposes and Organization).
1.7 Distinctions between Mass Communication and Personal Communication
1.8 Introduction to Mass Media and Different Forms( The Book, The Newspaper, The Music,
The Film, The Radio, The Television, The Internet)
1.9 Relationship of Mass Media with Society and Culture
1.10 Role and Importance of Mass Communication Today
105
Chapter- II: Importance of English in Mass Media [---10 PERIODS]

2.1. English as a Global Language
2.2. Historical Background of English to be global and International Language.
2.3. Development and Changes in English Language from Shakespeare to the Present
Twenty First Century.
2.4 Some causes of variation in English Language
2.5 Differences in the Use of English between England and America.
2.6. Study of English vocabulary from American Dictionaries and British Dictionaries.
2.7. Why is English used in The Media today?
Chapter- Three: Practical Use of English in Media [---15 PERIODS]
3.1 Writing for news by observing different events (accidents, scientific inventions, famous
persons, earthquake, storm, flood, strike, religion, world events etc.).
3.2. Writing Advertisements (for- factories, schools and colleges, fashion, productions etc.).
3.3 Study of different newspapers and magazines in English
3.4 Practice in writing Topics by reading texts
3.5 Practice in writing body by expanding topic of news
3.6 Practice in writing editorials and opinions.
3.7 Writing by observing pictures, figures and images
Chapter –IV: Study of English Language Terms [---40 PERIODS]
4.1 Dialect and Register
4.2 Metaphor and Simile
4.3 Aestheticism and allegory
4.4 Biography and parody
4.5 Character and characterization
4.6 Comedy and tragedy
4.7 Introduction to Criticism and Practice in media
4.7 Analysis and Interpretation of events in media
4.8 Editing a text
4.9 Empathetic and sympathetic writing
4.10 Language in verse and Prose
4.11 Narrative in Fiction
4.12 Genres of Writing (poetry, Prose, fiction and drama)
4.13 Plot and Story
4.14 Point of View in writing
4.15 Realism and Naturalism
4.16 Rhetoric
4.17 Irony and Satire
4.18 Style and Symbol
4.19 Writing a Book Review
4.20 Writing about film, music, fashion, dance and entertainment
Chapter –V: Use of Language in Media [---40 PERIODS]
5.1 Telling different Stories
5.2 Caption, Images and Meaning
5.3 Contrasting Voices (Voices in commercial broadcasting and public conversation)
5.4 The Language of Radio, Television and News Reading
5.5 The Language of Live Commentaries for media
106
5.6 Political Speech and Rhetoric (Writing for Speech to be delivered in TV programme)
5.7. Bad Language and Swear Words
5.8 Mobile and change media style in communication worldwide
5.9 The Language of newspaper and Types of news
5.10 Types of Headlines and Vocabulary
5.11 Functions of headlines
5.12 Discourse (Coherence, Cohesion, Pragmatics,
5.13 Components of a news story
5.14 The Lead of the news story
5.15 Structure of a news story
5.16 Varieties of Media Language
5.17 News Interview
5.18 What is newsworthy?
5.18 Devices Used in Advertising
5.19 Narrative Strategies
5.20 Media Trouble
5.21 Media Language and Social Change ( Language in facebook, facebook chat, internet,
television, FM radio and radio)
5.22 Style of spoken Language in Television and radio/ FM Radio
Chapter- VI Language Practice [---15 PERIODS]
6.1 Reading, Writing, Listening and Spoken English
6.2 Translation (English to Nepali and Nepali to English).
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
107

Subject Code………………….…………………………Subject Title……………………….
Course ……………………………………….………. Level/Year………………………….
assidnments,
and project
work, etc.
*5 *5 *5 *5 * 20

questions to answered and marks Marks
be asked allotted
Group A:Multiple choice Items 16 16 questionsx1 marks 16
Total 26 23 80
REFERENCES
Abrams, M. H. (2007). A Glossary of Literary Terms. Thomson

Acharya, B. B. (2065). Mass communication and journalism. Kathmandu: Pradhan Book House.
Ahmad, S. (2005). Art of modern journalism. New Delhi: Anmol Publications.
Ahuja, B. N. (2005). Theory and practice of journalism. New Delhi: Surjeet Publications.
Wood, F.T. (1962). Current English usage: A concise dictionary. Macmillan.
Newmark, P. (1998). A textbook of translation. New York: Prentice Hall
Reah, D. (2008). The language of Newspapers. London: Routledge
108
Syllabus of four-year B.Ed.
Course title: Language Testing Course: Allied English, Paper IV
Course code: EED314A Nature of Course: theoretical
Level: B.Ed. third year Full marks: 100 (int. 20 +ext. 80)
Period per week: 6 Pass marks: 36 (int. 8+ ext. 28)
Total periods: 150 Time per period: 50 minutes
COURSE DESCRIPTION
This course is designed for the third year students of four-year Bachelor in Education (B.Ed.)
taking English Education under Purbanchal University. The prime objective of this course is to
prepare students, teachers and future teachers to write better tests. Each teaching course or
situation may have different problems. And it is simply not possible, or practical, to construct
the test by choosing from globally available tests because of the varieties in terms of test
objectives, formats, types of students, etc. Deeper study of and practice on this course will
provide students with necessary knowledge and skills to prepare qualitative tests that value
validity, reliability, beneficial back wash, practicality, etc. Although the course has been defined
as theoretical one, it demands from students rigorous labour to practice constructing different
sorts of test items viz: objective, subjective, communicative, integrative, discrete, and many
more.
OBJECTIVES
The principal objectives of this course are as follows.

 To introduce students to key concepts in language testing,
 To increase students' knowledge on the history of language testing,
 To develop students' insight, knowledge and skills to prepare valid and reliable tests,
 To enhance students' awareness to look at and write tests that contain greater beneficial
back wash,
 To prepare students to be able to figure out content specifications of different types of
tests,
 To enable students to study, analyze and construct test items following the test
specifications of Compulsory English fo SEE (Secondary Education Examination) in
Nepal, and
 To help students gain knowledge and skills to prepare marking guidelines of given tests.
CONTENT
Unit I : Introduction to Language Testing [---9 PERIODS]

1.1 Relationship between teaching and testing
1.2 Why test?
1.3 What should be tested and to what standard?
1.4 Language skills and language elements
109
1.5 Recognition and production

Unit II : Historical perspectives on language testing [---10 PERIODS]
2.1 testing language competence
2.2 testing language performance
2.3 approaches to language testing
 The essay translation approach - strengths and weaknesses
 The structuralist approach - characteristics and criticism
 The integrative approach - characteristics and criticism
 The communicative approach - assumptions and features
Unit III : Types of language tests [---15 PERIODS]
3.1 Goal-based tests
 Proficiency tests
 Achievement tests
 Diagnostic tests
 Placement tests
3.2 medium-based tests
 oral tests
 written tests
3.3 mode-based tests
 subjective tests: strengths and weaknesses
 objective tests : strengths and weaknesses
3.4 Aspect-based tests
 tests of grammar and usage
 vocabulary tests
 tests of phonology
3.5 Skill-based tests
 brief overview of the tests of listening, speaking, reading and writing skills.
3.6 Approach-based tests
 Discrete versus integrative tests
3.7 Direct versus indirect testing
3.8 Norm-referenced versus criterion-referenced tests
Unit IV : Validity and Reliability [---20 PERIODS]
4.1 Validity
 content validity
 Criterion-related validity ( concurrent validity and predictive validity )
 Construct validity
 face validity
4.2 Reliability
 Methods of determining reliability
 Test- retest method
 parallel forms method
 Split-half method
4.3 How to make tests more reliable ?
 Take enough samples of behavior
 Exclude items which do not discriminate between weaker and stronger students
110
 Do not allow candidates too much freedom

 Write unambiguous items
 provide clear and explicit instructions
 Ensure that tests are well laid and perfectly legible
 Make candidates familiar with format and testing techniques
 Provide uniform and non-distracting conditions of administration
 Use items that permit scoring which is as objective as possible
 Train scorers
 Identify candidates by numbers, not names
 Employ multiple, independent scoring
4.4 Tension between validity and reliability
Unit V : Achieving Beneficial Backwash [---10 PERIODS]
5.1 Introduction
 Test of abilities whose development you want to encourage
 Sample widely and unpredictably
 Use direct testing
 Make testing criterion-referenced
 Base achievement tests on objectives
 Ensure the test is known and understood by teachers and students
 Where necessary, provide assistance to teachers
 Counting the cost
Unit VI : Testing Listening [---12 PERIODS]
6.1 Introduction
 6.2.1 Content specification
 content of informational operations
 content of interactional operations
6.3 Text specification
 Text type
 Text forms
 Text length
 Speed of speech
6.4 Techniques of testing listening comprehension
 Multiple choice
 Short answer
 gap filling
 True/false
 Note taking
6.4.7 Partial dictation
Unit VII : Testing Reading [---18 PERIODS]
7.1 Introduction
 operations
 Texts
111
 Speed
 Criterial level of performance
7.3 Setting the tasks
 Selecting texts
 Writing items
7.4 Techniques of testing reading comprehension
 Multiple choice
 Short answer
 Gap filling
 True/False
7.5 Procedures for writing items
7.6 practical advice on item writing
Unit VIII : Testing Speaking ( Oral Abilities ) [---22 PERIODS]
8.1 Introduction
8.2 Techniques of testing speaking
 8.2.1 Interview and interview techniques
 Questions and requests for information
 Pictures
 Role play
 interpreting
 Prepared monologue
 Reading aloud
8.3 Responses to audio and video recordings
 Described situations
 Remarks in isolation to respond to
 Simulated conversation
8.4 Planning and structuring oral tests
Unit IX : Testing writing [---12 PERIODS]

9.1 Testing controlled writing
 Jigsaw sentences
 Copying with corrections
 Pure cloze passages and modified cloze passages
9.2 testing guided writing
 Picture description
 Picture sequence story
 Summary writing
 Replying to letters and advertisements
 Half dialogues
 Story completion
Unit X : Testing grammar and vocabulary [---12 PERIODS]
10.1 Testing grammar
10.2 Why test grammar ?
10.3 Techniques of testing grammar
112
 Error recognition multiple choice items

 Rearrangement items
 Completion items
 Transformation items
10.4 Testing vocabulary
10.5 Why test vocabulary?
10.6 Testing recognition ability
 Recognize synonyms and antonyms
 Recognize definitions
 Recognize appropriate words for context
10.7 Testing production ability
 Pictures
 Definitions
 Gap filling
Unit XI : A detailed study and practice on the test specification grid of SEE (in Nepal) with
regards to Compulsory English [---11 PERIODS]
11.1 Construction of SEE items: Listening, Speaking, Reading and Writing Skills
11.2 Preparing Marking Scheme/key for SEE items
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
113

Name of College……………………………………. Address…………..………………………
Subject Code………………….………………………..Subject Title………………………………
Course ……………………………………….………. Level/Year……………………………….
.
assidnments,
and project
work, etc.
*5 *5 *5 *5 * 20

Types of questions Total questions to Number of questions Total Marks
be asked to be answered and
marks allotted
Group A:Multiple Choice 16 16 questionsx1 mark 16
Items
Group B:Long -answer 3 2 questionsx12 marks 24
questions
Group C:Short-answer 7 5 questionsx8 marks 40
questions
Total 26 23 80
REFERENCES
Cross, D. (1992). A practical handbook of language teaching. Prentice Hall International (UK)
Limited.
Heaton, J.B.(1988). Writing English language tests. London: Longman.
Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press, 2nd
edition.
Khaniya , T.R. (2005). Examination for enhanced learning. Lalitpur,Nepal : Millenium Publication
(P) Ltd.
114
NEPALI EDUCATION
Syllabus for Four- Year B.Ed.
Course Title: g]kfnL efiff kf7\oqmd, kf7\ok':ts tyf lzIf0f k4lt

Course Code: NED323A Course: Allied Paper VI
Nature of Course: Theoretical F.M.: 100 (20 Internal + 80 External)
Level: B.Ed. Third Year P.M.: 36 (8 Internal +28 External)
Period per Week: 6 Periods: 150
kf7\of+z kl/ro
ljlzi6Ls/0f ug{ rfxg] lzIffyL{x¿sf nflu tof/ kfl/Psf] xf] . o; kf7\of+zdf g]kfnL efiff kf7\oqmd, kf7\ok':ts
tyf lzIf0f k4ltsf] kl/ro, o;sf k|d'v If]q tyf ltgsf] k|of]u;DaGwL cWoog u/fpg] b[li6sf]0f /flvPsf] 5 .
kf7\of+z p2]Zo
-s_ ;fwf/0f p2]Zo

o; kf7\of+zsf ;fwf/0f p2]Zox¿ lgDgfg';f/ pNn]v ul/Psf 5g\ M
 efiff kf7\oqmdsf ljleGg k|s[lt / k|sf/sf] :j¿kut kl/ro lbO{ efiff kf7\oqmd lgdf{0fsf l;4fGt
/ k|lqmofsf] ljZn]if0f ug]{ Ifdtfsf] ljsf; ug{,
 dfWolds txsf] jt{dfg g]kfnL efiff kf7\oqmdsf] cWoog, ljZn]if0f / d"Nofª\sg ug{ ;Sg]
Ifdtfsf] ljsf; ug{,
 kf7\ok':ts lgdf{0fsf cfwf/x¿ tyf ljz]iftfsf cfwf/df jt{dfg dfWolds txsf efiff
kf7\ok':tssf] cWoog, ljZn]if0f / d"Nofª\sg ug{ ;Sg] ;Lksf] ljsf; ug{,
 efiff lzIf0fsf s]xL ;fdfgo k4lt / s]xL ljlzi6 k4ltx¿sf] kl/rofTds ljj]rgf ;lxt g]kfnL
efiff lzIf0fdf ltgsf] pkof]u / cf}lrTosf] cf“sng ug]{ Ifdtf clej[l4 ug{ .
-v_ ljlzi6 p2]Zo
of] kf7\of+z k"/f u/]kl5 ljBfyL{]x¿ lgDglnlvt sfo{x¿ ug{ ;Ifd x'g]5g\ M
 efiff kf7\oqmdsf] kl/ro lbO{ o;sf k|sf/x¿sf] j0f{g ug{,
 efiff kf7\oqmd lgdf{0fsf l;4fGt / k|lqmofx¿sf] j0f{g ug{,
 efiff kf7\oj:t' 5gf]6 / :t/0fsf cfjZostf, k|of]hg / cfwf/x¿sf] klxrfg ug{,
 dfWolds txsf] jt{dfg g]kfnL efiff kf7\oqmdsf] cWoog, ljZn]if0f / d"Nofª\sg u/L To;sf]
k|ltj]bg sIffdf k|:t't ug{,
 efiff kf7\ok':tssf] k|s[lt / k|of]hg atfpg,
115
 efiff kf7\ok':tssf cfGtl/s / af≈o ljz]iftfx¿sf] ¿k/]vf tyf lgdf{0f cfwf/x¿sf] j0f{g ug{,
 efiff kf7\ok':ts lgdf{0fsf cfwf/x¿sf] j0f{g ug{,
 kf7\ok':ts lgdf{0f of]hgfsf ljz]if kIfx¿sf] kl/ro lbg,
 g]kfnL efiff lzIf0fsf] k/Dk/fut k[i7e"ld / ;'wf/sf k|of;x¿sf] ;dLIff ug{,
 efiff lzIf0fsf k4lt / ljlwx¿sf ljz]iftf tyf lzIf0f k|lqmof lgwf{/0f ug{ .
kf7\oljifo
PsfO Ps M efiff kf7\oqmdsf] kl/ro @@ 306L
!= efiff kf7\oqmdsf] kl/ro,
@= efiff kf7\oqmd lgdf{0fsf ;fdfGo l;4fGtx¿,
#= kf7\oqmd, kf7\o;"rL / kf7\of+z,
$= efiff kf7\oqmdsf k|sf/ ,
%= efiff kf7\oqmd lgdf{0fsf r/0fut k|lqmof
^= efiff l;sfO l;4fGt / efiff kf7\oqmd lgdf{0fdf ltgsf] pkof]u
PsfO b'O{ Mefiffkf7\oj:t'sf] 5gf]6 / :t/0f @# 306L
!= efiffkf7\oj:t' 5gf]6sf] cy{, cfjZostf / k|of]hg
@= 5gf]6sf af≈o / cfGtl/s k|efjsx¿
#= efifftŒj 5gf]6sf ;fdfGo cfwf/x¿
$= zAbe08f/ 5gf]6sf cfwf/x¿
%= ;ª\syg 5gf]6sf cfwf/x¿
^= kf7\oj:t' :t/0fsf] cy{, cfjZostf / k|of]hg
&= efiff kf7\oj:t' 5gf]6 / :t/0fdf leGgtf
*= kf7\oj:t' :t/0fsf k|sf/x¿
(= efiffkf7\oj:t' :t/0fsf cfwf/x¿
PsfO tLg M efiff kf7\oqmdsf] cWoog / lgdf{0f @% 306L
!= efiff kf7\oqmdsf] 9f“rfsf] ;}4flGts rrf{
@= dfWolds txsf] jt{dfg g]kfnL efiff kf7\oqmdsf] cWoog, ljZn]if0f / d"Nofª\sg
#= ljBfno txsf k'/fgf / jt{dfg g]kfnL efiff kf7\os|dsf ljleGg :tDesf] t'ngfTds cWoog
$= ljBfno :t/Lo s'g} vf; tx jf sIffsf nflu g]kfnL efiff kf7\oqmd lgdf{0f -k|of]ufTds ¿kdf
lgdf{0f u/L sIffdf k|:t't ug]{_
PsfO rf/ M efiff kf7\ok':ts cWoog / lgdf{0f #)306L
!= efiff kf7\ok':tssf] kl/ro
@= efiff kf7\ok':tssf] k|of]hg
#= kf7\oqmd / kf7\ok':tssf] ;DaGw
$= k/Dk/fut efiff kf7\ok':ts / cfw'lgs efiff kf7\ok':ts
%= efiff kf7\ok':ts / cGo kf7\ok':tsdf leGgtf
^= efiff kf7\ok':tssf kl/wLo / k|fl1s ljz]iftfx¿
&= k"/s ;fdu|Lsf] cy{ / k|of]hg
*= k"/s ;fdu|Lsf] k|sf/
(= k"/s ;fdu|Lsf] pkof]lutf / ;Ldf
!)= efiff kf7\ok':ts lgdf{0fsf cfwf/x¿
!!= efiff kf7\ok':ts lgdf{0f of]hgf
116
!@= dfWolds txsf jt{dfg g]kfnL efiff kf7\ok':tssf] cWoog, ljZn]if0f / d"Nofª\sg
!#= ljBfno :t/Lo s'g} sIffsf nflu g]kfnL efiff kf7\ok':ts lgdf{0f of]hgfsf] sIffdf k|:t'lt
PsfO kf“r M g]kfnL efiff lzIf0fsf] k/Dk/fut k[i7e"ld / jt{dfg l:ylt !% 306L
!= g]kfnL efiff lzIf0fsf] k/Dk/f
@= g]kfnL efiff lzIf0fk|ltsf] k/Dk/fut b[li6sf]0f
#= ;+:s[t k/Dk/fcg's"n g]kfnL lzIf0f
$= g]kfnL lzIf0f ;'wf/sf nflu ePsf pQ/jtL{ k|of;x¿
%= g]kfnL lzIf0fsf] jt{dfg l:ylt
PsfO 5 M efiff lzIf0fsf ;fdfGo / ljlzi6 k4ltx¿sf] cWoog @) 306L
!= k4lt / ljlwdf leGgtf
@= efiff lzIf0fsf ;fdfGo k4ltx¿
-s_ k|:tfljt k4lt
-v_ j0f{gfTds k4lt
-u_ pTkfbgfTds k4lt
#= efiff lzIf0fsf ljlzi6 k4ltx¿
-s_ lgudgfTds k4lt
-v_ cfudgfTds k4lt
-u_ k|fs[t k4lt
-3_ >'lteflifs k4lt
-ª_ ;Dk|]if0ffTds k4lt
PsfO ;ft M bf];|f] efiff lzIf0fsf ljlwx¿ !% 306L
-s_ cg'jfb ljlw
-v_ Jofs/0ffg'jfb ljlw
-u_ k|ToIf ljlw
-3_ k7gljlw
-ª_ df}gljlw
-r_ WjGofTds ljlw
-5_ df}lvs ;+/rgf ;Gbe{ ljlw
lzIf0f ljlw
PsfOsf] k|s[ltcg'¿k kf7\ok':ts, ;xfos k':ts, ;Gbe{k':ts, kf7kq, tflnsf / cf/]vx¿sf] pkof]u ul/g]5 .
k|To]s PsfOdf cfjZostfg'¿k JofVofg ljlw, k|Zgf]Q/ ljlw, 5nkmn ljlw, ;d:of ;dfwfg ljlw, vf]h ljlw,
k|:t'tLs/0f ljlw cflbsf] pkof]u ul/g]5 .
d"Nofª\sg
ljBfyL{sf] d"Nofª\sg kf7\oj:t'sf] k|s[ltcg';f/ ljleGg ljlwåf/f ul/g]5 . o; kf7\of+zsf] clGtd d"Nofª\sg k"=lj=
k/LIff k|0ffnLcg';f/ cfGtl/s / afXo b'O{ lsl;daf6 d"Nofª\sgåf/f ul/g]5 . ljBfyL{x?n] cfGtl/s tyf jfXo
b'a} k/LIffdf cnu–cnu pQL0f{ x'g'kg]{5 . cfGtl/s k/LIffdf pkl:yt gx'g] ljBfyL{n] jfXo k/LIffdf ;fd]n x'g
kfpg] 5}g . b'a}sf] ;+o'Qm d"Nofª\sgaf6 >]0fL sfod x'g]5 .

117
cfGtl/s d"Nofª\sg
k':tsfnoLo cWoog, lnlvt k/LIff, df}lvs tyf lnlvt sIffsf]7f k|:t'lt, pkl:ylt, ;xeflutf / k|Zgf]Q/ h:tf
cfGtl/s d"Nofª\sgsf lzIf0f ljlw ckgfOg]5 .
cfGtl/s d"Nofª\sg lgDg 9frf / cª\sef/ cg';f/ x'g]5 M
Name of College………………………………………………… Address…………..………………………………

Subject Code………………….………………………………………Subject Title…………………………………….
Course ……………………………………………………….……… Level/Year……………………………………
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
/fVg'kg]{5 .
afXo k/LIff

hDdf @^ – *)
k':ts tyf ;Gbe{;fdu|Lx¿

-s_ k':tsx¿
clwsf/L, x]dfª\u/fh -@)%& lj=;+=_, g]kfnL efiff lzIf0f M s]xL kl/k|]Io tyf k4lt , sf7df8f}+ M ljBfyL{ k':ts
e08f/ sf7df8f}+ .
e08f/L, kf/;dl0f -@)%&_, efiff / ;flxTo lzIf0fsf s]xL kIf, sf7df8f}+ M jf0fL k|sfzg .
nD;fn, /fdrGb| / cGo -@)^^_, kf7\oqmd, kf7\ok':ts tyf lzIf0f k4lt, sf7df8f}+ M e'“8L k|sfzg .
118
zdf{, s]bf/k|;fb / dfwjk|;fb kf}8]n -@)^)_, g]kfnL efiff / ;flxTo lzIf0f, sf7df8f}+ M Go' lx/f a'S;, sLlt{k'/ .
-v_ ;Gbe{;fdu|Lx¿
clwsf/L, x]dfªu/fh, -@)^%_, g]kfnL efiff lzIf0f, sf7df8f}+ M ljBfyL{ k':ts e08f/ .
Pn]g, Pr=la= -;+=_, -;g\ !(^%_, l6lrª Oª\ln; ofh c ;]s]G8 Nofª\Uj]h, Go'of]s{ M Dofu|flxn .
PN;, lyof] efg / cGo, -;g\ !(*$_, cKnfO8 lnª\lUjli6s ofG8 nlg{ª ofG8 l6lrª, km/]g Nofª\Uj]h, nG8g M
P8jf8{ cfgf]{N8 .
h}g, dxfjL/ ;6g, -;g\ !(^^_, cGo efiff lzIf0f, cfu|f M ljgf]b k':ts dlGb/ .
9'ª\u]n, ef]h/fh / b'uf{k|;fb bfxfn -@)^% lj=;+=_, efif kf7\oqmd, kf7\ok':ts tyf lzIf0f k4lt, sf7df8f}+ M
Pd=s]= klAn;;{ P08 l8li6«Jo'6;{ .
g]kfn /fli6«o lzIff of]hgf cfof]u, -;g\ !(%%_, g]kfnL efiffsf] P]ltxfl;s ljsf;, g]kfnL efiff clwuf]i7L,
sf7df8f}+ M g]kfn /fhsLo k|1f k|lti7fg .
kf08]o, /fdzsn, -;g\ !(&^_, lxGbL lzIf0f, cfu/f M ljgf]b k':ts e08f/ .
kf7\oqmd ljsf; s]Gb| -ljleGg ;dosf_ k|fylds, lgDg dfWolds tyf dfWolds g]kfnL kf7\oqmd, eQmk'/ M
kf7\oqmd ljsf; s]Gb|, ;fgf]l7dL .
kf7\oqmd ljsf; s]Gb|, -@)&!_, dfWolds lzIff sIff ( / !) kf7\oqmd, eQmk'/ M kf7\oqmd ljsf; s]Gb|,
;fgf]l7dL .
kf7\oqmd ljsf; s]Gb| -@)^*_, cfwf/e"t lzIff sIff ^–*, kf7\oqmd, eQmk'/ M kf7\oqmd ljsf; s]Gb|, ;fgf]l7dL .
-----, ljleGg ;do_, k|fylds, lgDg dfWolds tyf dfWolds txsf ljleGg sIffsf g]kfnL , kf7\ok':ts eQmk'/
M hgs lzIff ;fdu|L s]Gb| .
l/r8{;, Hofs l;= / lyof]8f]/ P;= /f]h;{ -;g\ !(*&_, Pk|f]r]h ofG8 d]y8\; Og Nofª\Uj]h l6lrª, nG8g M
SoflSa|h o'lgel;{6L k|]; .
l/e;{, 8ANo'=Pd= -;g\ !(*!_, l6lrª km/]g Nofª\Uj]h l:sN; -bf\]=;+=_, l;sfuf] M l;sfuf] o'lgel;{6L k|]; .
ljlsN;, l8=P= -;g\ !(&@_, lnª\lUjl:6S; Og Nofª\Uj]h l6lrª, nG8g M P8jf8{ cfgf]{N8 .
zdf{, s]bf/k|;fb -;g\ !((%_, c lqml6sn OEofn'P;g ckm lb k|fOd/L n]en ueGd]{G6 6]S:6a'S; ckm lb g]kfnL
Nofª\Uj]h -lk=Pr=8L= zf]wkq_ lq=lj= .
zdf{, uf]kLgfy -;g\ !(*)_, :s'n sl/s'nd Og g]kfn, sf7df8f}+ M >LdtL x]ds'df/L zdf{ .
-----, -lj=;+= @)$#_, g]kfndf lzIffsf] Oltxf;, sf7df8f}+ M >LdtL x]ds'df/L zdf{ .
:6A;, dfOsn -;g\ !(*^_, Ph's]zgn lnª\lUjl:6S;, cS;kmf]8{ M al;n ANofsa]n .
:6g{, Pr=Pr= -;g\ !(*#_, kmG8fd]G6n km/ Nofª\Uj]h l6lrª, Go'of]s{ SoflDa|h M SoflDa|h o'lgel;{6L k|]; .
≈o'h]h, cy{/ -;g\ !(*(_, 6]l:6ª km/ Nofª\Uj]h l6r/, Go'of]s{ M SoflDa|h o'lgel;{6L k|]; .
≈ofln8], Pd=s]= / cGo -;g\ !(^$_, b lnª\lUjl:6S; ;fOG;]h ofG8 Nofª\Uj]h l6lrª, nG8g M nªDofg .
xfld/, h]= -;g\ !((!_, b k|flS6; ckm Nofª\Uj]h l6lrª, nG8g M nªDofg .
119
Course Title: ;flxTozf:q / g]kfnL ;dfnf]rgf Course: Major Nepali Paper IV

Course Code: NED324A Nature of Course: Theoretical
kf7\of+z kl/ro
ljlzi6Ls/0f ug{ rfxg] lzIffyL{x¿sf nflu tof/ kfl/Psf] xf] . o; kf7\of+zsf] klxnf] v08df k"jL{o ;flxTo
l;4fGt / To;;Fu ;Da4 /;, Wjlg, /Llt, jqmf]lQm / cf}lrTojfb tyf cnª\sf/ / 5Gbsf] kl/ro u/fpg]
p2]Zo /flvPsf] 5 . bf];|f] v08df kfZrfTo ;dfnf]rgf l;4fGt / To;;Fu ;Da4 k|d'v k|0ffnL / jfbx¿sf]
kl/ro lbg] nIo /flvPsf] 5 . clGtd v08df g]kfnL ;dfnf]rgf / To;sf] ljsf;qmd / k|ltlglw g]kfnL
;dfnf]rsx¿sf] cWoog u/fpg] ck]Iff ul/Psf] 5 .
kf7\of+zsf p2]Zox¿
s_= ;fwf/0f p2]Zo

o; kf7of+zsf ;fwf/0f p2]Zox¿ tn lbOPsf 5g\ M
 k"jL{o ;dfnf]rgfsf k|d'v ;}4flGts dfGotfx¿l;t kl/lrt x'g
 g]kfnL ;flxTodf k|rlnt k|d'v cnª\sf/ / 5Gbsf] ;f]bfx/0f kl/ro lbg ;Ifd t'Nofpg
 kfZrfTo ;dfnf]rgfsf d'Vo d'Vo l;4fGt, jfb / k|0ffnLx¿sf af/]df cjut ug{,
 g]kfnL ;dfnf]rgfsf] k|f/De / ljsf;sf d'Vo d'Vo df]8 / k|j[lQsf] j0f{g ug{,
 g]kfnL k|d'v ;dfnf]rs tyf ltgsf d'Vo k|j[lQsf] klxrfg ug{,
 k"jL{o / kfZrfTo ;dfnf]rgf l;4fGtsf cfwf/df ;flxlTos s[ltx¿sf] d"Nofª\sg ug]{
Ifdtf lj:tf/ ug{
v_ ljlzi6 p2]Zo
of] kf7\of+z k"/f ePkl5 ljBfyL{x¿ lgDglnlvt s'/fdf ;Ifd x'g]5g\ M
 sfJo / ;flxTosf] kl/ro lbg,
 sfJo–x]t', sfJo k|of]hg, sfJou'0f / sfJobf]ifsf] kl/ro lbg,
 zAbzlQmsf] cfwf/e"t cy{ lgwf{/0f ug{,
 /;jfb, Wjlgjfb, /Lltjfb, jqmf]lQmjfb, cf}lrTojfbsf] kl/ro lbg,
 /;;"qsf] JofVof ub{} o; ;DaGwL dtdtfGt/x¿sf] ljj]rgf ug{,
 /;sf e]b / ltgsf] pbfx/0f;lxt kl/ro lbg,
 ;flxTodf Wjlgsf] pkof]lutf jtfO{ Wjlgsf k|d'v e]bx¿sf] ;f]bfx/0f pNn]v ug{,
120
 /Llt / jqmf]lQmsf e]bx¿sf] kl/ro lbg,

 ;flxTodf /;jfb, Wjlgjfb, /Lltjfb, jqmf]lQmjfb, cf}lrTojfbsf] pkof]lutf atfpg
 cnª\sf/ / 5Gbsf] ;f]bfx/0f kl/ro lbg,
 ;dfhk/s, gLltk/s, dgf]lj1fgk/s, ¿kk/s, efiffz}nLk/s, ;dfnf]rgf k|0ffnLsf]
kl/ro lbO{ o;sf dfGotf atfpg,
 zf:qLotfjfb / gjzf:qLotfjfbsf] kl/ro ;lxt ltgsf d'Vo ljz]iftf jtfpg,
 :jR5Gbtfjfb / oyfy{jfbsf] kl/ro;lxt ltgsf d"ne"t dfGotf lgwf{/0f ug{,
 k|ultjfb, k|s[tjfb, k|tLsjfb, cl:tTjjfb / lj;ª\ultjfbsf] kl/ro;lxt, logsf d"ne"t
dfGotf lgwf{/0f ug{,
 g]kfnL ;dfnf]rgfsf] kl/ro lbg,
 g]kfnL ;dfnf]rgfsf] k|f/De / o;sf] ljsf;qmdsf k|d'v r/0fx¿ lgwf{/0f u/L ltgsf
d'Vo ljz]iftfx¿ 5'6\ofpg
 k|d'v g]kfnL ;dfnf]rs / ltgsf d'Vo k|j[lQx¿ s]nfpg .,
kf7\oj:t' ljj/0f
v08 s M k"jL{o ;flxTo l;4fGtsf] kl/ro
PsfO Ps M k"jL{o ;dfnf]rgfsf k|d'v cfwf/x? !% 306L
!=! sfJo kl/ro
!=@ sfJo–x]t'
!=# sfJok|of]hg
!=$ zAbzlQm
!=$=! clewf, nIf0ff / Jo~hgfzlQmsf] ;f]bfx/0f kl/ro
!=$=@ k|d'v e]b tyf ;flxTodf ltgsf] pkof]lutf
!=% sfJou'0f / sfJobf]if
PsfO b'O{ M /;jfb !% 306L
@=! /;sf] lrgf/L / kl/efiff
@=@ /;f]TklQsf nflu cfjZos ;fdu|Lx¿sf] kl/ro M ljefj, cg'efj, ;+rf/Lefj, :yfoL efj,
@=# /;;"qsf] cfwf/e"t JofVof
@=$ /;lgiklQsf k|d'v dfGotfx¿
@=%;fwf/0fLs/0f
@=^ /;sf e]bx¿sf] ;f]bfx/0f kl/ro
PsfO tLg M Wjlgjfb * 306L
#=! kl/ro, kl/efiff / Wjlgjfbsf dfGotf
#=@ Wjlgsf k|d'v e]b,
#=# ;flxTodf Wjlgsf] pkof]lutf,
PsfO rf/ M /Llt, jqmf]lQm / cf}lrTojfb !^ 306L
$=! /Lltjfb
$=!=! /Lltsf] cy{ / kl/efiff
$=!=@ ;flxTodf /Lltsf] e"ldsf
121
$=!=# /Llt / z}nL

$=!=$ /Lltsf e]bx¿sf] ;f]bfx/0f kl/ro
$=@ jqmf]lQmjfb
$=@=! jqmf]lQmjfbsf] kl/ro
$=@=@ jqmz}nL / nf]sz}nL
$=@=# jqmf]lQmsf e]bx¿
$=@=$ jqmf]lQmjfbsf k|d'v dfGotf
$=# cf}lrTojfb
$=#=! cf}lrTojfbsf] kl/ro
$=#=@ ;flxTodf cf}lrTojfbsf] pkof]lutf .
PsfO kfFr M cnª\sf/ / 5Gbsf] kl/ro @! 306L
%=! cnª\sf/sf] kl/ro
%=@ ;flxTodf cnª\sf/sf] dxTj
%=# cnª\sf/e]b
%=#=! zAbfnª\sf/ M cg'k|f;, ods, jqmf]lQm / Zn]ifsf] ;f]bfx/0f kl/ro
%=#=@ cyf{nª\sf/ M pkdf, ¿ks, bLks, b[i6fGt, pTk|]Iff, cltzof]lQm, ckGx'lt, ;dfzf]lQmsf],
ck|:t'tk|z+;f, cyf{Gt/Gof; ;f]bfx/0f kl/ro
%=$ 5Gbsf] kl/ro
%=% 5Gbsf] dxTj, u0f / dfqfsf] klxrfg
%=^ lgDglnlvt 5Gbx¿sf] ;f]bfx/0f kl/ro M zfb{"nljqmLl8t, dGbfqmfGtf, lzvl/0fL, j+z:y, ;|Uw/f,
j;Gtltnsf, cg'i6'k, em\ofp/], uhn, ;]nf], ;jfO{ .
v08 v M kfZrfTo ;dfnf]rgf l;4fGt
PsfO 5 M kfZrfTo ;dfnf]rgfsf k|d'v k|0ffnL @) 306L
^=! gLltk/s ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
^=@ ;dfhk/s ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
^=# dgf]lj1fgk/s ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
^=$ ¿kk/s ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
^=% z}nLj}1flgs ;dfnf]rgf k|0ffnLsf] kl/ro / dfGotf,
PsfO ;ft M kfZrfTo ;flxTozf:qsf k|d'v jfbx¿ @% 306L
&=! zf:qLotfjfbsf] kl/ro / d'Vo dfGotfx¿ gjzf:qLotfjfb,
&=@ gjzf:qLotfjfbsf] kl/ro / d'Vo dfGotfx¿
&=# :jR5Gbtfjfbsf] kl/ro / d'Vo dfGotfx¿
&=$oyfy{jfbsf] kl/ro / d'Vo dfGotfx¿
&=%cltoyfy{jfbsf] kl/ro / d'Vo dfGotfx¿
&=^ lj;ª\ultjfbsf] kl/ro / d'Vo dfGotfx¿
&=&cl:tTjjfbsf] kl/ro / d'Vo dfGotfx¿
&=* k|ultjfbsf] kl/ro / d'Vo dfGotfx¿
&=( k|s[tjfbsf] kl/ro / d'Vo dfGotfx¿
&=!) k|tLsjfbsf] kl/ro / d'Vo dfGotfx¿
&=!! pQ/cfw'lgstfjfbsf] kl/ro / d'Vo dfGotfx¿
122
v08 …uÚ g]kfnL ;dfnf]rgf

PsfO cf7 M g]kfnL ;dfnf]rgfsf] kl/ro / ljsf;qmd #) 306L
*=! g]kfnL ;dfnf]rgfsf] kl/ro,
*=@ g]kfnL ;dfnf]rgfsf] k|f/lDes k|of;
*=# g]kfnL ;dfnf]rgfsf] ljsf;qmd M o;sf k|d'v r/0fx¿ / k|j[lQx¿
*=$ k|d'v g]kfnL ;dfnf]rs / ltgsf k|j[lQx¿ M df]tL/fd e§, afa'/fd cfrfo{, ;f]dgfy l;Ub]n,
;"o{ljqmd 1jfnL, ob'gfy vgfn, x[borGb|l;+x k|wfg, /fds[i0f zdf{, O{Zj/ a/fn, s[i0frGb|l;+x k|wfg,
OGb|axfb'/ /fO{, tf/fgfy zdf{, df]xg/fh zdf{, jf;'b]j lqkf7L, bof/fd >]i7, s]zjk|;fb pkfWofo, s[i0f
uf}td .
lzIf0f ljlw
x/]s PsfOdf cfjZostfcg'¿k JofVofg, k|Zgf]Q/, 5nkmn Pjd\ k|:t'tLs/0f ljlwsf] k|of]u ul/g] 5 .
PsfOsf] kf7\oj:t'sf] k|s[lt cg'¿k kf7\ok':ts, ;xfos ;Gbe{ k':ts, kf7kq, tflnsf / cf/]vx¿sf] pkof]u
ul/g] 5 .
d"Nofª\sg
k"=lj= k/LIff k|0ffnLcg';f/ cfGtl/s / afXo b'O{ lsl;daf6 d"Nofª\sgåf/f ul/g]5 . ljBfyL{x?n] cfGtl/s
tyf jfXo b'a} k/LIffdf cnu–cnu pQL0f{ x'g'kg]{5 . cfGtl/s k/LIffdf pkl:yt gx'g] ljBfyL{n] jfXo
k/LIffdf ;fd]n x'g kfpg] 5}g . b'a}sf] ;+o'Qm d"Nofª\sgaf6 >]0fL sfod x'g]5 .
cfGtl/s d"Nofª\sg
k':tsfnoLo cWoog, lnlvt k/LIff, df}lvs tyf lnlvt sIffsf]7f k|:t'lt, pkl:ylt, ;xeflutf / k|Zgf]Q/
h:tf cfGtl/s d"Nofª\sgsf lzIf0f ljlw ckgfOg]5 .
cfGtl/s d"Nof+sg lgDg 9fFrf / cª\sef/ cg';f/ x'g]5 M
Name of College………………………………………………………….Address…………..………………………………
Subject Code………………….…………………………………………..Subject Title…………………………………….
Course ……………………………………………………….……………….…Level/Year………………………………
Name of the Class Paper presentation, Attendance, Viva Total Remarks
student test assignments, Participation
(Alphabetcal project work or and Discipline
order in Roman) workshop
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
123
/fVg'kg]{5 .
afXo k/LIff
hDdf @^ – *)
;Gbe{;fdfu|L
clwsf/L, OGb|ljnf; -@)^!_, klZrdL ;flxTol;4fGt, nlntk'/ M ;femf k|sfzg .
clwsf/L, x]dfª\u/fh -@)%)_, k"jL{o ;dfnf]rgf l;4fGt, nlntk'/ M ;femf k|sfzg .
pkfWofo, s]zjk|;fb, -@)$*_, k"jL{o ;flxTo l;4fGt, nlntk'/ M ;femf k|sfzg .
sF8]n, 3gZofd -@)%%_, g]kfnL ;dfnf]rgf, nlntk'/ M ;femf k|sfzg
uf}td, s[i0f, -@)^$_, pQ/cfw'lgs lh1f;f, sf7df8f}+ M e[s'6L k|sfzg .
ltjf/L, l;of/fd -!((!_, ;flxTozf:q cf}/ sfJo efiff, gOlbNnL M e"ldsf k|sfzg .
lqkf7L, jf;'b]j -@)$*_, kfZrfTo ;dfnf]rgfsf] ;}4flGts k/Dk/f, efu !, nlntk'/ M ;femf k|sfzg .
=========, -@)$*_, kfZrfTo ;dfnf]rgfsf] ;}4flGts k/Dk/f, efu @, nlntk'/ M ;femf k|sfzg .
g]=/f=k|=k|=, -@)%%_, g]kfnL ;flxTosf]z, sf7df8f}+ .
kf]v/]n, s]zjk|;fb -@)%*_, g]kfnL ;dfnf]rgf / k|ltlglw ;dfnf]rs, sf7df8f}+ M ljBfyL{ k':ts e08f/ .
k|wfg, s[i0frGb|l;+x, ;Dkf= -@)$$_, ;femf ;dfnf]rgf, nlntk'/ M ;femf k|sfzg .
k|;fOF, g/]Gb|/fh -@)%&_, g]kfnL ;flxTosf ;dfnf]rs / ;dfnf]rgf, sf7df8f}+ M Pstf k|sfzg .
e08f/L, kf/;dl0f / dfwjk|;fb kf}8]n, -@)^%_, ;flxTozf:q / g]kfnL ;dfnf]rgf, sf7df8f}+ M ljBfyL{ k':ts
e08f/
e6\6/fO{, uf]ljGb/fh -@)^$_, pQ/cfw'lgs ljdz{, sf7df8f}+ M df]8{g a'S; .
ld>, eflu/y -O{= !((&_, sfJozf:q, jf/f0f;L M ljZjljBfno k|sfzg .
ld>, ljZjgfyk|;fb -@)#%_, jfª\do ljdz{, lbNnL M jfª\do k|sfzg .
zdf{, tf/fgfy -@)#(_, g]kfnL ;flxTosf] Oltxf;, sf7df8f}+ M ;ª\sNk k|sfzg .
zdf{, df]xg/fh -@)^^_, cfw'lgs tyf pQ/ cfw'lgs kf7s d}qL ;dfnf]rgf, sf7df8f}+ M Sj]:6 klAns];g .
zdf{, df]xg/fh / bof/fd >]i7 -@)$^_, g]kfnL ;flxTosf] ;+lIfKt Oltxf;, nlntk'/ M ;femf k|sfzg .
zdf{, df]xg/fh -@)%%_, ;dsfnLg ;dfnf]rgf M l;4fGt / k|of]u, sf7df8f}+ M g]=/f=k|=k|= .
zdf{, df]xg/fh / vu]Gb| n'O6]n -@)^!_, k"jL{o / kfZrfTo ;flxTo l;4fGt, sf7df8f}+ M ljBfyL{ k':ts e08f/ .
zdf{, ;f]dgfy -@)%*_, ;flxTo k|bLk, sf7df8f}+ M ljBfyL{ k':ts e08f/ .
>]i7, bof/fd -@)%(_, ;flxTosf] Oltxf; M l;4fGt / ;Gbe{, sf7df8f}+ M lqsf]0f k|sfzg .
;'j]bL, cle -@)#)_, kfZrfTo sfJo–l;4fGt, sf7df8f}+ M g]=/f=k|=k|= .
;'j]bL, /fh]Gb| -@)^!_, g]kfnL ;dfnf]rgf k/Dk/f / k|j[lQ, jf/f0f;L M e"ldsf k|sfzg .
124
MATHEMATICS EDUCATION
Course Title: History of Mathematics Course: Allied paper III

Course Code: MED333A Nature of Course: Theoretical
COURSE DESCRIPTION
Mathematical knowledge first developed for practical needs that provided great intellectual
interest to ancient scholars in different civilizations. In course of getting solutions of practical
problems like problem of antiquity they got stuck and later developed new outlook and love to
enhance and enrich knowledge for the sake of knowledge even with no practical application in
mind. But in later period other areas were discovered where theoretical mathematics were used.
Thus this course deals with a very brief history of mathematics with respective contributions of
mathematicians involved.
GENERAL OBJECTIVES
The general objectives of this course are to encourage and enable students to
 Recognize that mathematics permeates the world around us.
 Articulate the development of mathematics under the civilizations, middle age and the
modern age.
 Identifying the different turning points in the development of mathematics through
different ages.
 Familiarize with the contributions made by mathematicians in different periods.
 Describe the developmental aspects in the growth of different sectors (Arithmetic,
geometry, algebra, trigonometry, calculus and probability) of mathematics.
CONTENTS
Unit : I : Historical Development of mathematics Nepal [---10 PERIODS]

1.4. Ancient period
1.6. Modern period
Unit II : Historical Development of Arithmetic [---20 PERIODS]
2.3. Ancient period: Egyptian, Hindu Babylonian, and Chinese.
2.4. European mathematics: the dark age, beginnings of algebraic symbolism
Unit III : Historical Development of geometry [---20 PERIODS]
3.8. Early Greeks
3.9. analytic geometry
125
3.10. projective and descriptive geometry

3.11. algebraic geometry
3.12. differential geometry
3.13. non Euclidean geometry
3.14. topology
Unit : IV : Historical development of equations and Algebra [---20 PERIODS]
4.6. Equations, determinant and matrix
4.7. Equation, group, and field
4.8. Link with analysis
4.9. Link with number theory
4.10. Link with linear Algebra
Unit : V : Historical development of Trigonometry [---10 PERIODS]
5.5. Ancient period
5.7. Trigonometric function
5.8. Trigonometric series
Unit VI Mathematics of seventeenth century: [---25 PERIODS]
6.1: The Dawn of Modern Mathematics; Analytic geometry and other pre-calculus
developments; the Calculus and related concepts
Unit VII: Mathematics of Eighteenth century and After [---45 PERIODS]
7.1. The Eighteenth century and the exploitation of the calculus; the early nineteenth
century and the liberation of geometry and algebra.
7.2. The later nineteen century and the arithmetization of analysis; Abstraction and the
transition into twentieth century. The new math and Bourbaki.
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
- Good expository
EVALUATION SCHEME
office of the examination management through year end examinations.The students must pass
both the internal and the final examinations separately. The student, who fails to appear in
internal evaluation can not attend final examinassions. The grades awarded to a student in a
126
course are based on performance in both these types of evaluations. The weightage given to
internal evaluation is 20 percent and final evaluation is 80 percent to the course.
Name of College…………………………………Address…………..……………
Subject Code………………….………………...Subject Title……………………
Course …………………………………….. Level/Year……………………………

Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
Types of questions Total questions to be Number of questions to be Total
asked answered and marks allotted marks
Group A: Multiple choice 16 16 questions1 mark 16
Items
Total 26 - 80
REFERENCES
Cooke, R. (1997). The history of mathematics: A brief course. New York: John wiley & sons, Inc.
Eves, H. (1984). An introduction to the history of mathematics (5th ed. ). New York: The Saunders
series.
Pant N.R. (1982) .Comparison of ancient and new mathematics. Kathmandu: Nepal Academy.
Acharya, Y. Chhetri, D. (2073). Historical development of mathematics. Kathmandu: Sunlight
publication
127
PUEBANCHAL UNIVERSITY
Course Title: Technology for Mathematics Teacher Allied Paper IV
Course No: MED334A Full Marks: 100 (60 +40)
Nature of Course: Theory + Practical Pass Marks: 21 Th.+16 Pr.
Level: B.Ed. III year Period per week: 6
Time per period: 50 min Total periods: 150
COURSE DESCRIPTION
This is an allied course which deals with the technology for mathematics teacher. This course
contains fundamentals of computer science and information's, operating systems and various
tools knowledge of presentation software and database software, and concept of object oriented
and event driven programming through Geogebra. In this course the students are required to
complete a project work using Power point and Geogebra software.
GENERAL OBJECTIVES
 To acquaint the students with fundamentals of computer science and information
technology.
 To familiarize the students with the use of e-mail, concepts of networks and multimedia.
 To enable the students in exploring the facilities of operating systems and its
applications.
 To provide fundamental concept, theory and practices in design and implementation of
presentation software and database management system.
 To enable the students with the use and application of different statistical package
through Geogebra.
 To present demonstrate the mathematical concepts like reflection, rotation, translation,
circles and the relations of inscribed and central angle, draw the different graphs and
concept of inequality of equation on Geogebra.
CONTENTS
Unit I : Fundamentals of computer [---25 PERIODS]

1.1 Introduction
 Features
 Types and Generations of computer
 Memory units
1.2 Storage device
 Tape, Floppy, hard Disk, zip Disk, Super Disk
 CD-ROM,CD –drive, CD-RW drive
 Pen drive
 DRV-R and DVD-EW
1.3 Input device
128
 Key board, Mouse

 Track balls, Joystick
 Scanner
 Digital camera
 Speech input device
 Touch screen and touch pad
 Light pen
1.4 Output devices
 Monitor and its type characteristics, size, bandwidth Dot pitched convergence, video
standard
 VGA,SVGA,XGA
 Printer, Inkjet, Laser Printer, LCD, LED Printer, line Printer, Plotter
1.5Computer Software
 Introduction
 Operating system (OS)
 Utilities, Compilers, Interpreters
 Word processor spreadsheet, DBMS
 Web page designing
 Presentation package
 Computer programming
1.6 Data processing
 Introduction to data processing
 Data verses information
 File processing
 Types of data processing
1.7 .Data base management system
 Introduction to data base management system (DBMS)
 Data base
 Database management system, and why DBMS?
 Types of the DBMS like Hierarchal model, Network model, Relational Model, object
Oriented model
1.8. Computer Network
 Introduction to computer network
 Overview of computer network
 Communication Processor
 Communication media
 Communication software
 Types of network
 Network protocol
 Network Architecture.
1.9 Internet and world wide web (www)
 Introduction to internet
 Internet access
 Internet Basic
 Internet protocol
129
 Internet addressing
 www, web pages, HTML, Web Browsers, searching the web, internet Chat
1.10 Electronic Mail
 Introduction to Email
 Email-Names & addresses, Mailing basics
 Email ethics
 Internet code pf conduct
 Tips for effective e-mail use
1.11 Multimedia
 Introduction, multimedia in the education, entertainment
 Office work and multimedia tools
1.12 Computer Securities
 Hardware security
 Software Security
1.13 IT Policies and Cyber Law
 Introduction to IT policy
 IT policy of Nepal
 Cyber Laws of Nepal
 Computer ethics
Unit II : Window XP [15 PERIODS: Th+Pr]
2.1 Operating system(OS)
 Introduction of operating system
 Types of operating system
 Functions of operating system
 Introduction of Unix operating system
 Ms-windows operating system and Linux operating system
 Introduction of Booting and their types
 Introduction of MS-DOS and their basic external and internal commands
Unit 3.Word processing [---10 PERIODS]
3.1 Introduction to Word processing
3.2 Types of Bars
3.3 Text documents
 Types of text ,saving a file on your folder
 Selecting text
 Spell checking, formatting documents
 Header and Footer
 Page No, page Break
 Using word art, picture art
 Making tables
3.4 Printing text and preview
3.5 Copying files
 Coping a file on pen drive or CD
 Coping a file in HD from CD or pen drive
130
Unit 4: Presentation software [---10 PERIODS]

4.1. Creating
4.2. Rules for better power point presentation
4.3. Starting power point and creating a presentation
4.4. Adding new slides, spell checking and saving moving, copying and deleting slides
4.5. Working with Tables, Graphics, word Art and organization Charts
4.6. Adding transitions and animations
4.7. Working with multimedia projector
Unit V : Database Management System (DBMS) [15 PERIODS: Th+Pr]
5.1. Introduction
5.2. Needs and organizations of database
5.3. Creating database and tables, fields and their properties
5.4. Entering, editing, and maintaining data retrieving information
5.5. Creating Query table(create and Run queries) and form Design
5.6. Generate Report.
5.7. Formatting Forms and Reports
UnitVI: Spread Sheet. [15 PERIODS: Th+Pr]
6.1. Introduction to spread sheet.
6.2. Creating Table
6.3. Creating table with data , Insert & delete, Rows& and columns
6.4. Making use of formula (+, -,×,÷)
6.5. Creating different types of charts and save the file on your folder.
Unit VII: Geogebra (30 PERIODS: Th+Pr]
7.1. Introduction to geogebra.
7.2. Drawing lines of given length and construct perpendicular bisector and solve related
problems.
7.3. Draw: parallel lines, angles of given size and bisect it, triangles of given size in length
and solve the problems related to it.
7.4. find the slope,
7.5. Circle with given center and radius and compass it to show the relation of inscribed and
central angle,
7.6. Draw polygons of given sides and solve the problems related to the transformation
geometry. (Reflection, rotation, translation by a vector), show/hide and delete objects.
(This is user-friendly software students can enjoy the statistical and probability problems and
many more)
Unit VIII: Qbasic Program (30 Th+Pr)
8.1 Programming
8.1.1General concept of program
8.2 programming in QBASIC
8.2.1introduction to QBASIC program
8.2.2elements of QBASIC programming language
8.3 control statements
8.3.1Control statements (using with procedures and File handling)
8.4 library functions
8.4.1library functions
8.4.2functions and Sub procedures
8.5 File handling
131
8.5.1 File handling

8.5.2project work in QBASIC
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
- Good expository
- Lab
EVALUATION SCHEME
Students will be evaluated in two phases i) practical evaluation jointly by the concerned teacher
and external sent from office of examination management, PU and ii) final annual examination
by the office of the examination management through year end examinations. The students
must pass both the practical and the final examinations separately. The student who fails to
appear in practical evaluation cannot attend final examinations. The grades awarded to a
student in a course are based on performance in both these types of evaluations. The weightage
given to practical evaluation is 40 percent and final evaluation is 60 percent to the course.
The formats for practical and final annual examination are separately presented.
Evaluation scheme for practical examination
Format for practical examination of this course is as follows:
Name of College…………………………………….. Address…………..………………
Subject Code………………….……………………… Subject Title………………………
Course ……………………………………………….. Level/Year……………………….
Name of the Internal (40%) External Total
student (60 %) 100
(Alphabetcal %
order in Roman)
Class Attendance Performance Content computer/ Viva
test Presentation multimedia
presentation
(*FM=5) (FM=5) (FM=6) (FM=10) (FM=10) (FM=4) 40

132

questions to be answered and marks Marks
asked allocated
Group A:Multiple choice Items 12 12 questionsx1 mark 12
Total 22 19 60
REFERENCE
Balagurusamy, E. (2009). Fundamentals for computers. New Delhi: Tata McGraw Hill Education
Private Limited.
Majumdar,A.K& Bhattacharya. (2003). Database management System. New Delhi: Tata McGraw
Hill.
[For unit VII: the software is available freely and it should be downloaded from the internet.
The software runs by java.]
133
HEALTH EDUCATION
Course Title: Administration and Management in School Health Education

Course Code: HPED343A Course: Allied H&P Ed. paper-III
COURSE DESCRIPTION:
This course has been designed with the intention to provide knowledge and skills to the
students on organizing and implementing the school health education. It also provides
experiences on administration, supervision and management of school health program.
Furthermore, it deals with leadership, human resources management, professionalism required
for a good administrator.
COURSE OBJECTIVES
 Define administration, its need and importance.
 Describe the administrative theories.
 Define the management of school health programme.
 Describe the steps of planning and principles of management in school health
programme.
 State the organizational structure of MOE, MOH and school health programme in school
level.
 Describe the meaning, needs and importance of professional preparation in health
education.
 Conceptualize the need of code of ethics for health education professionals.
 Define the concept and characteristics of HRM.
 Highlight the need of recruitment and selection of human resource for health education
programme.
 Describe the principles of appreciative leadership.
 Explain the meaning, importance and scope of general supervision and clinical
supervision.
 Highlight the importance of clinical supervision in improvement of SHP.
 Explain the basic supervisory skills.
 Describe the concept, kinds of team and qualities of a good team.
 Develop a plan for conducting health education training.
134
COURSE CONTENTS
Unit –I: Administration of School Health Education programme [---15 PERIODS]
1.6 Concept and definition of administration
1.7 Need and importance of administration
1.8 Administrative duties (POSDCORB)
1.9 Principles of administration
1.10 Theories of administration:
1.10.1 Traditional theories
 Authoritarian
 Democratic
 Laissez faire
1.10.2 Modern theories
 Three dimensional theory
 System theory
 Participatory theory
1.6 Need of Professional qualities for the effective administration of SHP
Unit II: Unit II: Planning, Budgeting and Facility Management [---25 PERIODS]
2.15 Meaning and importance of planning in management
2.16 Process and steps of planning
2.17 Planning for effective management of health and physical education activities
2.18 Meaning and characteristics of decision-making
2.19 Types and process of decision-making
2.20 Need of group and participatory decision-making in HPE
2.21 Concept and types of coordination
2.22 Principles of coordination
2.23 Coordination between school, community and other stakeholders
2.24 Concept of budget and budgeting
2.25 Principles and process of budgeting
2.26 Fund generation and fund management
2.27 Management of school facilities and resources for school health programme
2.28 Facility management for physical education
 Principles of facility planning
 Procurements of equipment
 Indoor facility and outdoor facility
 Management of PE class
 Maintenance of facilities
Unit III: Management in Health and Physical Education [---15 PERIODS]
3.1 Concept and definition of management
3.2 Scope, need and importance of management in HPE
3.3 Process and Functions of management
3.3 Principles of management
3.4 Theory of management
3.4.1 Human relation theory
3.4.2 Contingency theory
3.4.3 System theory
135
Unit IV- Organization of School Health Programme [---15 PERIODS]

4.7 Concept and definition of organizations
4.8 Need and importance of organization
4.9 Basic elements of organisation
4.10 Principles of organization
4.11 Types of organization
4.12 Organizational structure of Ministry of Education and Ministry of Health
4.7 School health council/School health coordination committee
4.8 Organizational structure of school health programme
Unit V- Professional Preparation in health education [---18 PERIODS]
5.1 Meaning and definition of professional preparation in health education
5.2 Need and importance of professional preparation in health education
5.3 Qualities of HPE Teacher
5.4 Professional Qualities of Supervisors and Managers
5.6 Professional Ethics
5.5 Role and scope of professional preparation in health education programme
5.1.7 Ministry of Education
5.1.8 Ministry of Health
5.1.9 Faculty of Education
5.1.10 Institute of Medicine
5.1.11 CTEVT
5.1.12 Nation Education Board (NEB)
Unit VI- Human Resource Management (HRM) in Health Education Programme
[---15 PERIODS]
6.1 Concept and characteristics of HRM
6.2 Phases and procedures of human resource planning
6.3 Steps in human resource planning
6.4 Challenges in human resource planning
6.5 Techniques of human resource forecasting
6.6 Recruitment and selection of human resource for health education programme Unit
VII- Appreciative Leadership and Team Building [---20 PERIODS]
7.1 Meaning and definition of appreciative leadership
7.2 Appreciative leadership as collective genus for career development
7.3 Principles of appreciative leadership
7.4 Positive emotions, placebo studies (Imaginary medical study) and imbalance inner
dialogue
7.5 Models of leadership
 Appreciative leadership model
 Other models
7.6 Management and leadership distinction
7.7 Assessing the level of leadership knowledge and skills
7.8 Role of Leaders for organizational and social transformation
7.9 Team Building
 Concept of team building
 Kinds of team and their tasks
 Qualities of a good team
136
 Steps for team building

 Barriers to team building
Unit VIII- Supervision in Health and Physical Education [---15 PERIODS]
8.1 Meaning and definition of supervision in HPE
8.2 Need and Importance of supervision in HPE
8.3 Principles of Supervision
8.4 Functions of supervision in HPE
8.5 Types of Supervision in HPE
8.6 Importance of clinical supervision in improvement of HPE
8.7 Procedures and techniques of supervision in HPE
8.8 Basic supervisory skills
8.9 Barriers to effective supervision
Unit-IX: Training in Health Education [---12 PERIODS]
9.1 Concept of training
9.2 Need and importance of training in health education
9.3 Assessment of training needs
9.4 Types and approaches of training
9.5 Planning for training
 Needs assessment of training
 Objectives of training
 Areas/contents matter of training
 Managing physical facilities and human resources
 Preparing time schedule of training
- Group work
- Problem Solving
EVALUATION SCHEME
137

Name of College……………………………..…. Address…………..………………
Subject Code………………….…………………… Subject Title………………………
Course ……………………………………….. Level/Year………………………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)


Total 26 - 80
REFERENCE
Achary, K. (2065). Samudayik swasth. Kirtipur: Dikshant Publication.
Bucher. C.A. (1979). Administration of physical education and athletics programme. St. Louis:
Bhatnagar, R. P. & Agarwal, V. (1995). Educational supervision. Meerut: Loyal Book Depot.
Budhathoki, C. B, and Wagle, B.P. (2073). Management and supervision of health and physical
education.(Nepali). Kathmandu: Pinacle Publication.
Dhakal, S.N. (2068). Administration and management in school health (Nepali). Kathmandu:
Vidhyarthi Pustak Bhandar.
Green, J. (2003). Team Building. Oxford, Magadalen Road: Capstone Publishing Limited.
Gupta, O. P. (Nd). Administration and management. Kathmandu: Faculty of Education, TU.
Kafle, B. et al (2059 B.S.). Educational administration and supervision. Kathmandu: Vidyarthi
Pustak Bhandar.
138
Karki, Ashok Kumar (2002). Community health: knowledge and practice. a source book.
Kathmandu: Kshitij Publication
Kerry, R. et al (1979). Organisation of school health programme. St. Luis: The C B Mosby
Company.
Maharjan, S.S. and Khanal, S.P. (2069). Administration and supervision in school health
education. (Nepali): Sunlight Publication.
McKeen, R. C. & Mills, H. H. (NM). The supervisor. New Delhi: The Prentice Hall of India
Pvt. Ltd.
Sharma, K. G. & Sharma, D. K. (1995). School organisation and administration. Meerut: Eagle
Book International.
Sherchan, L. And Pokhrel, D. (2072) Administration and supervision in school health. (Nepali)
Kirtipur: Quest Publication.
Voltmer, E. F. & Others. (1979). The organisation and administration of physical education. New
Jersey: Prentice Hall. Inc.
Wagle, D.C. (2065 B.S.). Professional preparation, administration and supervision in school health
programme (2nd Edi.) (in Nepali version). Pokhara: Ozone Books
139
Course Title: School Health Program and Health Promotion

Course Code: HPED344A Course: Allied paper-IV
COURSE DESCRIPTION
This course is designed to enable the student to manage the school health programme(SHP). It
is divided into two parts. The first part is designed to provide the students with the knowledge
and skills on different aspects of school health programme and its evaluation. It intends to
orient the students on recent development and modern perspective on school health
programme such as comprehensive school health programme and health promoting schools.
The second part is designed to develop the knowledge and understanding of health promotion
in modern context. The course is a sound basis for the understanding of community
development, social change, educational and setting approaches in health promotion and its
practice in health care related contexts.
COURSE OBJECTIVES
 Enable the students to explain the meaning, purposes and importance of school
health programme and health promoting schools.
 Explain the meaning, purposes and activities of each component of school health
programme.
 Describe the historical development and philosophy of school health programme.
 Analyze the appraisal, preventive and remedial aspects of school health services.
 Organize and coordinate the components of school health programme.
 Analyze learning experiences and opportunities in the process of planning and
managing health instruction activities.
 Conduct the various health awareness activities in the community.
 Identify and organize various joint venture programme for improving health and
sanitation in school and community.
 Assess the nutrition status of the school children periodically.
 Plan and manage ECA activities in school.
 Develop the skills required for conducting counseling activities.
 Appraise mental health problems in school children.
 Highlight the need of health promotion programme for staff.
 Make the students familiar with the concept, features and approaches to health
promotion.
140
 Highlight the historical milestones contributing to the emergence of health

promotion and its development.
 Discuss the relationship between health education and health promotion
COURSE CONTENTS
Unit – I: Introduction to School Health Programme [---20 PERIODS]

1.1 Meaning and purpose of school health progarmme.
1.2 Need and importance of school health programme
1.4 Historical development of school health programme
1.4Meaning and purpose of health promoting schools
1.5Need and importance of health promoting school
1.6 Meaning and purpose of child friendly school.
1.7 Need and importance of child friendly school
1.8 Components of school health programme
Unit – II: School Health Service [---20 PERIODS]
2.1 Meaning and purpose of school health service
2.2 Need and importance of school health service
2.3 Types of school health service
 Appraisal aspect of school health service: Health examination, screening
test, health observation by teachers, health recording and school clinic
 Preventive service: Prevention and control of communicable disease, safety
measures of accidents and first aid treatment and emergency care.
 Remedial service: Referral programme, health counseling and guidance, follow
up programme and care of exceptional children.
Unit – III: Healthful School living [---16 PERIODS]
3.4 Meaning and objectives of healthful living
3.5 Rationale of school healthful living
3.6 Scopes of healthful school living
 Physical environment: School plant, building. lighting, ventilation, furniture,
noise controlling, safe drinking water, toilets, waste disposal.
 Mental environment: Human relationship among teachers. students,
administrative staff, daily routine and operations plan, pleasant atmosphere and
discipline.
Unit – IV: Health Instruction [---10 PERIODS]
4.1 Meaning and objectives of health instruction.
4.2 Planning of health instruction
4.3 Types of instruction: Planned, integrated, correlated and incidental.
4.4 Life-skill based health instruction.
4.5 Health instruction through appropriate methods and using instructional
materials.
Unit – V: School Community Co-operation [---18 PERIODS]
5.1 Meaning and purposes of school community co-operation
5.2 Need and importance of school community co-operation
141
5.3 School programme for community participation: PTA, Parent's day, parent's meet,
talk programme, exhibition
5.4 School participation in community: health awareness programme, immunization
programme, and school led cleanliness and sanitation campaign.
5.5 Utilizing community resources in school: Planning, proposing, conducting/ utilizing,
social auditing and acknowledgement.
Unit – VI: School Nutrition Programme and Physical Educationts and ECA [---18 PERIODS]
6.7 Concept and purposes of school nutrition programme
6.8 Management of tiffin: canteen, carry from home, management by school.
6.9 Supervision of canteen, tiffin, food stuff.
6.10 Counseling on nutritious food.
6.11 Promotion of healthy food habits in school children
6.12 Physical education and extra-curricular activities
 Concept and purposes
 Organizing intramural and inter school competitions.
 Managing and facilitating for sports and ECAs.
Unit – VII: Counseling, Mental Health Programme & Health Promotion for Staf
[---18 PERIODS]
7.1 Concept and purposes of counseling
7.2 Concept and importance of Mental Health
7.3 Appraisal of mental health problems in school children
7.4 Counseling and motivating for adaptation and minimizing the mental stress.
7.5 Developing coping power and providing life skills.
7.6 Meaning and purposes of health promotion for staff
 Identifying the problems of staff in school
 Managing and solving the problems of staff.
Unit – VIII: Evaluation of School Health Programme [---10 PERIODS]
8.1 Concept and purpose of SHP evaluation
8.2 Components of SHP evaluation
8.3 Process of SHP evaluation
Unit- IX: Health Promotion [---20 PERIODS]
9.1 Concept of health promotion
9.2 Feature of health promotion
9.3 Health field concept and health promotion
9.4 Historical development of health promotion
9.5 Approaches to health promotion
- Medical approach
- Behaviour change approach
- Education approach
- Empowerment approach
- Social change approach
9.6 Symbiotic relationship between health education and health promotion
9.7 Contribution of health education to health promotion
9.8 Capacity building of health teachers and Educators for health promotion
142

- Group work - Problem Solving
EVALUATION SCHEME
internal and the final examinations separately. The grades awarded to a student in a course
are based on performance in both these types of evaluations. The weightage given to internal

Name of College………………………………….………Address…………..……………………
Subject Code………………….…………………………...Subject Title………………….………
Course ………………………………………….. Level/Year……………………………….
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

Total 26 - 80
143
REFERENCES
Anderson, C.L.(1990). School health practice. Saint Louis, USA: C.V Mosby Company.
Allensworth and Kolbe (1987)."The comprehensive School health programme: Exploring and expanded
Concept‖. Journal of School Health 59(10): 409-12
Bracht, N (1999). Health promotion at the community level. Thousan Oaks:Sage Publication.
Bruens and Gay (1978). Implementing comprehensive School Health. New York: Macmillan
Publishing Co.
Bruess Initiate & Gay, (1978). Implementing comprehensive School Health. New Yourk: Macmillon
Publishing company.
Chhetri, H.S. and Bhandari, Tulsiram (2061). Management and Supervision of school health
programme (Nepali). Kirtipur: Kshitiz Prakashan
Fertman, C.I. & Allensworth, D.D. (Eds). (2010). Health promotion programme: From theory to
practice. San Francisco: Jossey-Bass.
Giri, S. (2057). School Health Programme (Nepali). Kathmandu: Ashish Pustak Bhandar
Green, J. & Tones, K. (2010). Health promotion: Planning and strategies. London: Sage Publication.
Maharjan, S.S. (2065). "Towards health promoting school" SOPHES SOUVENIR (Vol.1). Society for
Physical Education and Sports
Maharjan, S.S. (2001). Effectiveness of health programmes in the Schools of Nepal: A Proposed Model.
Ph.D. Thesis submitted to Panjab University. Chandigarh
Meeks, L. et al. (2003). Comprehensive school Health education: Totally Awesome Strategies for
Teaching Health. New York: Mc. Graw –Hill
Redican, K. J., Larry K. O. & Baffi, C. R. (1986). Organization of school health programmes. New
Yorks: Macmillan Publishing Company.
Sherchan, L. (2064). Method of teaching HPE. Kathmandu: Ratna Book Publisher & Distributor.
Serchan, L. (2063). School health program (Nepali). Kathmandu: Ratna Pustak Bhandar.
Turner, C.E. (1990). School health and health education. Saint Louis USA: C.V Mosby.
World Health Organization (1996). The Status of school health. Geneva: WHO Expert Committee
on Comprehensive School Health Education and Promotion.
WHO (1998). Health promotion glossary. Geneva: World Health Organization
WHO (2009). Milestones in health promotion: statements from global conferences. Geneva: World
Health Organization.
144
POPULATION EDUCATION
Course Title: Population, Environment and Course: Major Population Paper III
Sustainable Development Nature of Course: Theoretical
Course Code: PED353A F.M.: 100 (20 Internal+80 External)
Level: B.Ed. Second Year P.M.: 36 (8 Internal+28 External)
Period per Week: 6 Time Per Period.: 50 min.
Periods: 150
COURSE DESCRIPTION
This course is designed to acquaint students with the major aspects of environmental education
and its relation with population education, such as concepts of environment education,
relationship between population and environment, natural resources, environmental
degradation, global status and issues of environment, biodiversity, impact of population growth
on nature and ecosystem, environment and sanitation, sustainable development, cultural
heritages and efforts for environmental management. The course aims to deal with
environmental studies in population education in order to provide the students with skills in
decision making for the protection of environment.
GENERAL OBJECTIVES
 To make the students familiar with the concept of environment, environmental
education, and relationship between population and environment.
 To make the students familiar with the natural resources, its consumption and
conservation.
 To enable the students to discuss critically the causes and consequences of
environmental degradation.
 To enable the students to find out global issues of environment.
 To equip the students with better understanding of relation between environment and
sanitation.
 To equip the students with better understanding of relation between environment and
sustainable development.
COURSE CONTENTS
Unit I: Introduction to Environment [---20 PERIODS]

1.5 Concept of environment, environmental education and relationship between environment
and population
1.6 Scope, types and importance of environment
1.7 Man‘s interaction with environment
1.7.1 Adaptation
1.7.2 Modification
145
1.8 Factors of natural and cultural environment:

1.4.4. Forces
1.4.5. Processes
1.4.6. Elements
1.6 Ecosystem
1.6.1 Biotic and
1.6.2 Abiotic
Unit II: Nature, Scope and Evolution of Environmental Education [---25 PERIODS]
2.7 Concept, need and importance of environmental education
2.8 Evolution of environmental education
2.9 Goals of environmental education
2.10 Scope of environmental education
2.11 Challenges of environmental education in Nepal
2.12 Approaches to teaching environmental education
2.12.1 Field study
2.12.2 Case study
2.12.3 Project work
2.12.4 Group discussion
2.12.5 Seminar
Unit III: Natural Resources [---25 PERIODS]
3.6 Concept and type of Natural Resources
3.7 Renewable resources
3.7.1 Land
3.7.2 Forest
3.7.3 water
3.8 Non-renewable resources
3.8.1 Natural gas
3.8.2 Petroleum
3.8.3 Minerals
3.9 Perpetual resources
3.10Man-made resources
3.10.1 Wind mill
3.10.2 Use of tides
3.10.3 Solar energy
3.10.4 Hydropower
3.6 Consumption, conservation and preservation of natural resources
3.7 Population-resources relationships
3.8 Optimistic and pessimistic views
3.9 Population- resources ratio: the US type, European type and Brazilian type
Unit IV: Natural Disasters/Environmental Degradation [---25 PERIODS]
4.4 Deforestation
4.4.1 Causes of deforestation
4.4.2 Consequences of deforestation
4.4.3 Controlling measures
4.5 Hazards
4.5.1 Landslide
146
4.5.2 Flood
4.5.3 Drought
4.5.4 Earthquake
4.5.5 Volcano
4.5.6 Tsunami
4.6 Causes, consequences and controlling measures of environmental pollution
4.6.1 Air
4.6.2 Water
4.6.3 Land
4.6.4 Noise
4.4 Effects of population growth on environmental degradation
Unit V: Global Status and Issues of Environment [---15 PERIODS]
5.8 Ozone layer depletion
5.9 Global Warming/Greenhouse effect
5.10 Acid rain
5.11 Climatic changes
5.12 Extinction of endangered species
5.13 Carbon trading
5.14 International environmental conferences
Unit VI: Environment and Sanitation [---15 PERIODS]
6.4 Concept of environmental sanitation
6.5 Causes and consequences of poor sanitation
6.6 Need for solid waste and sewage management
6.3 Methods of solid and sewage waste management
6.4 Sanitation programmes in rural and urban areas of Nepal
Unit VII: Population, Environment and Sustainable Development [---25 PERIODS]
7.10 Meaning/concept of development and sustainable development
7.11 Principles of Sustainable Development
7.12 Impact of unplanned development activities on environment and ecosystem
7.13 Utilization of natural resources for development
7.14 Concept and importance of Environment Impacts Assessment (EIA)
7.15 Principles of EIA
7.16 Review of MDGs
7.17 Agenda 2030 for sustainable development
7.18 Government efforts for sustainable development in Nepal
Lecture
Class-room presentation
Group work
Self study
Question answer session
Discussion
Project work
Problem solving
147
EVALUATION SCHEME
Format for internal evaluation
Format for internal evaluation to this course is as follows:
Name of College……………………………………….Address…………………………….
Subject Code……………………………………………Subject Title……………………….
Course………………………………………………………Level/Year………………………
student Test Presentation, Participation
(Alphabetical assignments, and Discipline
order in project work or
Roman) workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)

external/ university if so claimed.

Types of questions Total questions to Number of questions Total Marks

be asked to be answered and
marks allotted
Group A:Multiple choice 16 16 questionsx1 marks 16
Items
Group B:Long questions 3 2 questionsx12 marks 24
Group C:Short questions 7 5 questionsx8 marks 40
Total 26 23 80
148
REFERENCES
Central Bureau of Statistics,m(2015). Compendium of Environment Statistics Nepal 2015,

Kathmandu: CBS
_______ (2003). Population monograph of Nepal Vols. I & II. Kathmandu: CBS.
Ehrlic, P.R., Ehrlic, A.H. & Holdren, J.P. (1977). Ecoscience: Population, resources, environment. San
Francisco: W. H. Freeman and Company.
FOE, IUCN. (2000). Environmental education source book for bachelor of education programme.
Kathmandu: IUCN.
Gartaula, P. (2064). A text book of environment health. Kathmandu: Vidyarthi Prakashan (P) Ltd.
Giri, S. and Bohra, G. B. (2065 B.S.). Environmental education. Kathmandu: Vidyarthi Pustak
Bhandar.
Kayastha, S. L. & Kumra, V. K. (1986). Environmental studies: Fundamentals, problems and
management. Varanasi: Tara Book Agency.
Panda, S. (2008). Environment and ecology (second etition). Orissa: Vrinda Publication.
Panday, R.K. (1992). Vatavarana Shiksha. Kathmandu: CDC, TU.
Pande, B.D., Maharjan, S., Shakya, V., & Karki, U. (ed.) (2000). Environmental education: source
book for Bachelor of Education programme. Kathmandu: IUCN.
Sharma, R. C. (1988). Population, resource, environment and quality of life. Delhi: Dhanpat Rai &
Sons.
Singh, S. (1991). Environmental geography. Allahabad: Pragati Pustak Sadan
Subedi, B.P. (1995). Populaion environment relations in the context of sustainable development in
Nepal. Kathmandu: Central Bureau of Statistics.
UNFPA (1999). Population, resources and environment. New York: United Nations Population
Fund.
Gof}kfg], O{Zj/ / zdf{, ?Sdf -@)%&_. Jftfj/0fLo tyf ;fd'bflos :jf:Yo . sf7df8f}+ M 1fgs'Gh k':ts e08f/
/fli6«o of]hgf cfof]u÷cfO{= o"= ;L= og= -@)%)_ . jftfj/0f lzIff ;|f]t k':ts . sf7df08f} M n]vs
149
Course Title: Population and Quality of Life Course: Allied Paper IV

Course Code: PED354A Nature of Course: Theoretical
COURSE DESCRIPTION
This course is designed to provide students with the basic knowledge and understanding of
different population related variables and their impact on "Quality of Life". It aims to help them
to pursue advance study in the related field.
GENERAL OBJECTIVES

 To make the students familiar with the concept, meaning and importance of quality
of life.
 To equip the students with the knowledge of Human Development Index (HDI) and
its measurement including quality of life.
 To help students gain knowledge and understanding of the major demographic
components regarding quality of life.
 To acquaint the students with the different factors influencing quality of life.
 To assist the students in highlighting the government efforts to raise the quality of
life.
 To give in-depth knowledge and understanding of the status of quality of life of
developing, developed and SAARC countries.
 To enable the students in conducting the empirical study in quality of life and in
developing skills to design a project work.
COURSES CONTENTS
Unit I: Introduction to Quality of Life [---15 PERIODS]

1.4 Meaning of quality of life
1.5 Definitions of quality of life
1.6 Importance of quality of life for education, health, employment, income environment,
women, children and aging
Unit II: Measurement of Quality of Life [---15 PERIODS]
2.3 Concept of measurement of quality of life
2.4 Types of measurement of quality of life
 Basic needs approach
 Measurements and trends of Human development indicators (HDI)
 Physical quality of life indicators (PQLI)
 Gender empowerment measures (GEM): measures and trends
150
Unit III: Demographic Components of Quality of Life [---20 PERIODS]

3.2 Fertility and quality of life
3.1.5 CBR and quality of life
3.1.6 TFR and quality of life
3.1.7 Replacement level and quality of life
3.1.8 CEB and quality of life
3.2 Mortality and quality of life
3.2.5. CDR and quality of life
3.2.6. IMR and quality of life
3.2.7. MMR and quality of life
3.2.8. Morbidity and quality of life
3.3 Migration and quality of life
3.3.5. Brain drain and grain and quality of life
3.3.6. Human trafficking and quality of life
3.3.7. Remittance and quality of life
3.3.8. Urbanization and quality of life
Unit IV: Factors Affecting Quality of life [---35 PERIODS]
4.1. Demographic factors
4.1.5. Population size
4.1.6. Population growth
4.1.7. Age and sex composition
4.1.8. Active and dependent population
4.2 Economic Factors
4.2.6. Per capita income
4.2.7. Employment
4.2.8. Infrastructure development
4.2.9. Technological advancement
4.2.10. Skilled and unskilled manpower
4.3 Social factors
4.3.5. Education
4.3.6. Health services and facilities
4.3.7. Social security
4.3.8. Women empowerment
4.4 Environmental factors
4.4.4. Natural resources
4.4.5. Pollution
4.4.6. Sustainable development
4.5 Other factors
4.5.4. Political factors
4.5.5. Human rights
4.5.6. Family welfare
UNIT V: Government Efforts to raise Quality of life in Nepal of History and Most Recent
[---20 PERIODS]
5.10. Plan and policies on food supply
5.11. Plan and policies on housing
5.12. Plan and policies on clothing
5.13. Plan and policies on education
151
5.14. Plan and policies on health

5.15. Women empowerment and quality of life
5.16. Child protection and quality of life
5.17. Social security and quality of life
5.18. Dalits and Indigenous people and quality of life
Unit VI: Quality of Life in the World: Data study [---15 PERIODS]
6.6. Overview of quality of life in selected developing countries (Nepal, Thailand, Kenya,
Uganda & Brazil)
6.7. Over of quality of life in selected developed countries (Japan, USA, Canada, UK,
Norway Australia)
6.8. Overview of quality of life in SAARC countries
6.9. Comparison of quality of life in Nepal with above developed countries
6.10. Comparison of quality of life in Nepal with rest SAARC countries
Unit VII: Empirical Study on Quality of Life [---30 PERIODS]
7.6. Concept and meaning of empirical study
7.7. Objectives of empirical study in quality of life
7.8. Importance of empirical study in quality of life
7.9. Different steps in conducting empirical study in quality of life
7.10. Field work and report writing in quality of life
7.5.7. Problem identification
7.5.8. Objectives formation
7.5.9. Review of related literature
7.5.10. Research methodology
7.5.11. Data analysis and presentation
7.5.12. Findings, conclusions and recommendations
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
152

Name of College………………………………….…….Address………………………………
Subject Code………………….…………………………...Subject Title………………………
Course …………………………………………………..Level/Year…………………………
Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)
Total 26 - 80
REFERENCES
Central Bureau of Statistics (CBS). (2014). Population monograph of Nepal. Kathmandu: CBS.
Dhakal, S. N. (2004). Quality of life. Kathmandu: Ratna Pustak Bhandar.
Joshi, M. (2057). Population, environment, and quality of life. Kathmandu: Gayankung Pustak
Kafle, R. & Bhawani, P. K. (2004). Quality of life. Kirtipur: Jupiter Publication and Distributors.
153
Karki, A. (2058). Quality of life. Kathmandu: Pairahi Prakashan

Kothari, C.R. (2001). Research methodology methods and techniques. Delhi: Wishwa Prakashan
Maharjan, R. K. et al. (2062). Population studies Part I and Part II. Kirtipur: Sunlight Publication,
Ministry of Health and Population. (2006). Nepal demographic and health survey. MOHP, Nepal.
Ministry of Population and Environment (MOPE). (2004). Nepal population report. Kathmandu:
MOPEB)
Neupane, L. (2057). Quality of life. Kathmandu: Gayankung Pustak Pasal
Population Reference Bureau (PRB). (2017. World population data sheet. Washington DC Sharma,
R.C. (1988). Population resource. environment and quality of life. New Delhi: Dhanpat Rai of Sons.
UNDP (2016). Human development report. New York: UNDP
UNFPA (1999). Population, resources and environment. New York: UNFPA
United Nations Population Fund [UNFPA]. (2004). Program of Action: Adopted at the International
Conference on Population and Development. New York: UNFPA.
154
SOCIAL STUDIES EDUCATION

Course Title: Social Life of Nepal

Course Code: SED363A Course: Allied Paper III
Level: B. Ed. Third Year Nature of Course: theoretical + Practical
Period per Week: 6 F.M.: 100 (20 Pr+80 Th)
Periods: 150 P.M.: 36 (8 Pr+28 Th)
COURSE DESCRIPTION
The main objective of this paper is to provide the knowledge on Social Life of Nepalese people
to the student. This course will help the student to analyze the Nepalese society and culture
through some theoretical perspectives and able to research on this respective fields.
COURSE OBJECTIVES
Upon the successful completion of the course, the students will be able to:
 Families the theories to analyze society and culture
 Acquaint Knowledge on the field of research in society and culture
 Develop the capacity of critical analysis of society and culture
COURSE STRUCTURE:
This course has two parts: theoretical part of 80 full marks and practical parts of 20
marks. The first part of this course is divided into two sections: first, theoretical perspective on
society and culture and the second, Nepalese social life. Second part has been designed for
practical training to students.
COURSE CONTENTS
Part I: Theoretical [---40 PERIODS]
Unit I : Theoretical perspectives of Structural-functionalism, evolutionism Ethno methodology,
Marxism [20]
Unit II : Concept of race, Varna, caste, class, gender, tribe [10]
Unit III : Social composition of Nepalese people from geographic, structural, lingual, religious,
perspectives. [5]
Unit IV : Sources of the study of Nepalese society. [5]
Part II
155
Unit V : [---30 PERIODS]

Study of the following groups of Nepal with special reference to their introduction, history,
focus of settlement area, settlement pattern, house architecture, marriage system, family system,
kinship system, life cycle , religion and festival, indigenous political system, economy, illness-
sickness and healing practices, food habit, costume and ornament, position of women:
e. Caste groups,four varnas
f. Tribe/Ethnic groups –Kiranti, Sherpa, Magar , Newar
g. Language groups-Bengali
h. Religions groups – Muslaman and Churaute, Sikh
Unit VI: General Introduction to following religion and religious groups in
Nepal. [---25 PERIODS]
 Classical religion: Hinduism, Buddhism, Islam
 Folk religion: Hero worship (Salahesh, Dinabhadri, Krishnaram and Dhanapal) Serpent
worship, water worship and Tree worship, Masta worship
 Religious groups: pranami, Jayaguru, Sai, Josmani, Om Santi,
Unit VII : National and Regional Festival of Nepal Bijaya Dasami, Tihar, Holi,
Lhosar, Chhath, Maghi, Udhauli- Ubhauli. [---8 PERIODS]
Unit VIII: Social change with special reference to labor system (Slavery,
Kamaiya, Haliya), position of women (sati, child marriage,
widowhood) and stratification (caste and untouchability ) [---8 PERIODS]
Unit IX : Chief characteristics of Nepalese society : religious syncretism, unity
indiversity [---5 PERIODS]
Unit X : Identity(socio-cultural) politics of Nepal [---4 PERIODS]
PRACTICAL [---30 PERIODS]
Student should go to the field under the leadership of subject teacher for research of any social
or cultural group and prepare and submit the research report for the fulfillment of their
academic level.
156
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
course.
Name of College…………………………..…. Address…………..………………………………
Subject Code………………….………………Subject Title…………………………………….
Course ……………………………………….. Level/Year……………………………………….
Name of Internal Internal + external Total Remark
student(Alphabet s
ical order in Class Attendance/ Report Defense/Pres

Roman) test Participation/ Writing entation
Discipline
(*FM=5) (*FM=3) (*FM=6) (*FM=6) (*FM=20)

category of practical evaluation. The documents of the practical marks should be submitted to
the external / university.
157
Format of final examination

Types of questions Total questions Number of questions to be Total
to be asked answered and marks allotted marks
Group A: 16 16 questions x 1 mark 16
Multiple choice items
Group B: 3 2 questions x 12 marks 24
Long questions
Group C: 7 5 questions x 8 marks 40
short questions
Total 20 - 80
REFERENCE
 Ancient Nepal, A Journal of Department of Archaeology, different issue.
 Anveshan, A Journal of History and Culture Department of Post-Graduate Campus of
Nepal, differnet issue.
 Bista, Dor Bahadur (1971). People of Nepal. Kathamndu: Ratna Pustak Bhandar.
 Chhetri, Ganesh Prasad and Som Prasad Khatiwada .(2054). Hindu Samaj ra Dharma.
Kathamndu: Shiva Prakasan.
 Gurung Harka (2003), Social demography of Nepal census 2001, Lalitpur: Himal Books.
 Khatri, Prem Kumar (2053). Adhunik Nepalko samajik Itihas. Kathmandu: Nepal and Asiali
Anusandahan Kendra.
 Khatri, Prem Kumar (2036). Nepali samaj ra sanskriti. Kathamndu: Pathyakram Vikash
Kendra.
 Newspaper and magazine.
 National archives, libraries.
 Nepali, Gopal Singh (1964), The Newars, Bombay: United Asia Publication.
 Pokharel, Anil Kuma and Apar Kumar Lamsal (2069).Nepalka Satarharu: Ek Janajatiya
Adhyayan. Biratnagar: Neelam Pokharel and Usha Bista.
 Ritzer, George (2000). Sociological Theory .New York: Mc Graw-Hill International Editors.
 Shrestha, Bimala(1997), Social History of Nepal. Biratnagar: Bani Prakashan.
 Vidya, T.R.,T.R. Manandhar and S.L.Joshi (1993). Social History of Nepal, New Delhi:
Anmol Publications.
158
Course Title: South Asia: Bhutan, Bangladesh and SriLanka

Course Code: SED364A Course: Allied paper IV
Level: B. Ed. Third Year Nature of Course: Theoretical
Period per Week: 6 F.M.: 100 (20 Internal+80 External)
Periods: 150 P.M.: 36 (8 Internal+28 External)
COURSE DESCRIPTION
The main objective of this paper is to provide the knowledge on South Asia mainly Bhutan,
Bangladesh and Sri-Lanka to the students. This course will help the student to analyze the
socio-economic and cultural aspects of this region.
OBJECTIVES
The objectives of this course are;

 To introduce the students about our close neighbors "Bhutan, Bangladesh and Srilanka".
 To introduce the historical background of those countries to the students.
 To provide the knowledge to the students about the social, economic religious etc.
aspects of these countries.
 To make the students able to know the relation of Nepal with those countries.
 To explore the racial problems faced by Bhutan & SriLanka in brief .
COURSE CONTENTS:
Units:-I Bhutan [---65 PERIODS]

1.11. Brief history of ancient and medieval Bhutan.
1.12. Physical setting, ethnicity and social structure.
1.13. Shabdrung Ngawang Namgyal the founder of Bhutan.
1.14. Nepal Bhutan relation in historical perspective and Nepalese migration to Bhutan.
1.15. Bhutan and SAARC
1.16. The establishment of hereditary monarch.
1.17. Bhutanese refugees' problem and Nepal.
 The seed of dissent
 Origin of refugee problem
 Refugee exodus
 To solve the problem Nepal's mediatory efforts.
1.18. The constitution of Bhutan
159
1.20. The structure of Bhutanese economy.

Unit II. Bangladesh [---35 PERIODS]
2.10. The geographical position and general features of the Bangladesh.
2.11. The people, religion and language.
2.12. Brief history of the founding of Bangladesh 1972 and role of India.
2.13. Nepal Bangladesh relation.
2.14. Bangladesh and the SAARC
2.17. major industries.
2.18. Mujibur Rehaman (1972-75) and Ziaur Rehaman (1977-81)
Unit III: SriLanka [---50 PERIODS]
3.11. A brief history of SriLanka before independence.

3.12. The country, land, people and religion
3.13. Birth of a kingdom 1948
3.14. Nepal SriLanka relation
3.15. SriLanka and SAARC
3.16. Political System.
3.18. Economic development and modernization in SriLanka.
3.19. Education and Occupation.
3.20. 10 Crisis in SriLanka: Sinhalese- Tamil, ethinic conflict, LTTE and civil war, Fall of
LTTE
- Lecture
- Discussion
- Group work
- Project work
- Self-study
- Problem Solving
EVALUATION SCHEME
160
course.

Roman) or
workshops
(*FM=5) (FM=5) (FM=5) (FM=5) (FM=20)


Total 26 - 80
161
REFERENCES
dfgGw/ z'lznf – g]kfn e'6fg ;DaGw M Ps P]ltxfl;s ljj/0f g]kfn / PlzofnL cg';Gwfg s]Gb|, sLlt{k'/ .
Dhakal, DNS and Christopher Strawn- Bhutan a Movement in Exile, Nirala, Delhi 1994.
Hasrat, Bikram jit- History Bhutan, land of the peaceful Dragon, Educational
department 1980.
Hutt, Michael - Unbecoming citizens, Oxford university press, Delhi, 2003.
Rose, Leo, E The Politics of Bhutan, Cornell University Press, USA 1977.
Raunaq Jahan– Bangladesh Politics: Problem and issues, Dhaka: university press, 1980
Sobhan, Rehman – Bangladesh: Problems of Governance New Delhi, Konark publishers, 1993.
Desilva C.R. - Srilanka: A History, New Delhi Vikas publishing house, 1987.
Desilva K.M. – Srilanka: Problems of Governance , New Delhi: Konark publishers 1993.
Kramey R. N. – The politics of Ceylon, Ithaca, Corenel university press, 1973.
162
INFORMATION TECHNOLOGY EDUCATION
Course Title: Management Information System and Recent Technology Course: Allied Paper IV
Course code: ITED373A Nature of course:Pr.+Th
. Level: B.Ed Third Year FM: 100 (40 Pr. + 60 Ext.)
Period per week-6 P.M: 36 (16 Pr. +21 Ext.)
Time per period: 50 min Total Periods: 150
COURSE DESCRIPTION
The main objective of this course is to provide the knowledge of management information
system and their applications.
OBJECTIVE:
This subject aims at equipping the students with the knowledge of Management Information System and
other different types of Business oriented computer information systems.
CONTENTS
Unit I: Introduction to Information System: (---10PERIODS)

Information System verses Information Technology, Computer Literacy verses Information Literacy, Data
verses Information, Need of MIS for students and organization.
Unit II: Information System for Managerial Decision-Making: (---10PERIODS)
Transaction Processing System, steps in processing a transaction, Management Information System, ISS,
DSS, EIS, AI and ES, OAS, Tapping the potential of information system.
Unit III: DSS and EIS: (---20PERIODS)
Application of DSS, component of a DSS, function DSS, GDSS ,EIS ,characteristic of an EIS, critical success
factor of DSS/EIS.
Unit IV: AI, ES and Neural Networks: (---10PERIODS)
Appropriate areas for an ES, Application of ES, Component of ES, knowledge representation, Neural
networks.
Unit V: Office Automation: (---10PERIODS)
The virtual corporation, types of OAS, Importance of OAS in Organizations, Communication System.
Unit VI: Business Information System: (---15PERIODS)
Functional Information System, Manufacturing Information System, Quality Information System,
Financial and Accounting Information System, Developing Cross-Functional System.
Unit VII: Strategic Information System: (---15PERIODS)
Definition of Strategic Information System, Characteristic of StrategicInformation System, Strategies for
Developing an SIS, Potential Barriers to Developing an SIS, Case Studies in SIS.
Unit VIII: Managing Information Resources: (---15PERIODS)
Definition of IRM, Principal of Managing Information Resources,Objectives of IRM, IRM function and
case studies.
Unit IX: Computer Security: (---15PERIODS)
Definition of Computer Security, Security Control, and Disaster Recovery Plans, Developing a Disaster
Recovery Plan.
Unit X: Recent Technologies in MIS: (---10PERIODS)
163
E-Commerce (E- Business, E-Learning , E-Governances ,E-Medicine, Virtual Reality), Internet

and Communication Technologies,
Unit XI: Cyber law and IT policy (---10PERIODS)
Introduction to Cyber law of Nepal, Background , Cyber Crime( Meaning and Nature ,Types of Cyber
crime,Role of Computer and Computer Networks), Cyber Ethics, Introduction to IT policy of Nepal,
Ethics of IT policy, Reason for failure.
- Lecture
- Discussion
- Group work
- Assignments
- Self-study
- Problem Solving
EVALUATION SCHEME
presentation, assignments, and workshops, attendance, participation and viva by subject teacher (internal
evaluator) and external evaluator deputed by office of the examination management and ii) final annual
examination by the office of the examination management through year end examinations. The students
must pass in practical and the final examinations separately. The student who Will not appeared and pass
in practical evaluation cannot attend final examinassions. The grades awarded to a student in a course are
based on performance in both types of evaluations. The weightage given to Practical evaluation is 40
percent and final evaluation is 60 percent to the paper.
Name of College…………………………………………………Address…………..…………………
Subject Code………………….…………………………………Subject Title……………………….
Course ………………………………………………………. Level/Year……………………………………
order in Discipline
Regarding practical examinassions, internal evuator will evaluate for class test and
attendance/partcipation/discipline covering 15 marks. Internal evaluator will assist to the external
evaluator for 25 marks including viva of 5 marks and the deciding role goes to the external evaluator. The
assignments will be based on lab classes from all units. There should be proper reason strictly mentioned
for providing marks above 80 percent in each category of practical evaluation.
164

The types and number of questions for this paper in the final annual examination are given in the
following table:
Types of questions Total qauestions to Number of questions to be Total
be asked answered and marks allotted Marks
Group A: Multiple Choice Items 12 12 questions1 mark 12
Total 22 - 60
REFERENCES:
1. UMA G Gupta: Management Information System, A Managerial
Perspective, Galgotia Publication Pvt. Ltd.
2. Larry Long: Management Information System, PHI
165
Course Title: Database Management System Course: Allied Paper IV

Course Code: ITED374A Nature of Course: Theoretical +Pr
Level: B.Ed. Third Year F.M.: 100 (40 Pr. +60 Th.)
Period per Week: 6 P.M.: 36 (16 Pr +21 External)
COURSE DESCRIPTION
The main objective of this course is to provide a concept of Database Management System
and their applications. The course also provides the knowledge of SQL.
COURSE OBJECTIVE:
After finishing this course, students will be able
 to design, implement and use database systems.
 to use Structured Query Language.
COURSE CONTENTS:
Unit I : Introduction (---10 PERIODS)

Definition of database, DBMS, RDBMS, ORDBMS, Definition of database system, Types
and Characteristics of database, Advantages and disadvantages of using DBMS
Unit II : Database Systems Concepts and Architecture (---30 PERIODS)
Data models, Schemas and instances, DBMS architecture and data independence, Database
language and interfaces, Degree of relationship, Cardinality, Data dictionary, E-R model,
Strong and weak entity types, Attributes, Types of keys, Relationship types, E-R diagram
Unit III : Relational Model (---10 PERIODS)
Introduction to relational databases, Relational algebra, Modification of database
Unit IV : SQL (---30 PERIODS)
Introduction, DDL, DML, Null values, String operations, Aggregate function, Joined
relation, Views, Set operations, Triggers, Introduction to PL/SQL (Procedure, Function,
Package)
Unit V : Integrity Constraints (---10 PERIODS)
Entity constraints, Domain constraints, Referential integrity
Unit VI : Normalization (---20 PERIODS)
Pitfalls of relational model, Introduction to functional dependencies, Details of 1NF, 2NF
and 3NF, Introduction to BCNF, 4NF and 5NF
Unit VII : Database Security (---15 PERIODS))
Different levels of database security, Access control, Authentication, Authorization, Non-
repudiation, Encryption and decryption
Unit VIII : Transaction and Query Processing (---15 PERIODS))
Introduction to transaction, State, ACID properties, Introduction to concurrency control
(Lock, Timestamp, Validation, Serializability, and Conflict serializability) Introduction to
query processing, Steps used in query processing.
166
Unit IX : Backup and Recovery (---10 PERIODS))

Failure of database system, Backup devices, Backup of database and database system,
Techniques used in recovery of database system
Laboratory: There shall be lab exercises using SQL.
- Lecture
- Discussion
- Group work
- Assignments
- Self-study
- Problem Solving
- Practical class
EVALUATION SCHEME


order in Discipline
167
external evaluator. The assignments will be based on lab classes from all units. There should be


qauestions to answered and marks allotted Marks
be asked
Items
Total 22 - 60
REFERENCE BOOKS:
 ―Database System Concept‖, Silberschatz et. al., McGraw Hill, 3rd Edition
 ―An Introduction to Database System‖, C. J. Date, Addison Wesley
 ―Fundamentals of Database Systems‖, Ramez Elmasri, Shamkant B. Navathe
168

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PURBANCHAL UNIVERSITY, FACULTY OF EDUCATION, FOUR-YEAR B.ED.

SYLLABUS FOR THIRD YEAR 2017

Office of the Dean

TABLE OF CONTENTS ...................................................................................................................................... 3

SECOND YEAR: 600 marks (prof; 100+major; 300+allied; 200)

Technology ITED272A: Teaching Information and communication 100

Third Year 600 marks (prof; 100+major; 300+allied; 200)

Information ITED373A Management Information System and Recent Technology 100

Fourth Year 500 marks (Prof;200+Major;200+Multidisciplinary;100)

CURRICULUM AND EVALUATION

Course Title: Curriculum and Evaluation Course: Professional Core

Part I: Curriculum Theory and Development

2.1 Philosophical bases

 University and Government regulations

 Methods of estimating reliability: (Test -re test, Parallel form, Split-llalves.

10.2. Rubric: Concept and process of designing scoring rubrics

*FM represents Full Marks

Books in English (Concerned portion only)

Books in Nepali (for Part III) (Concerned Portion Only)

SPECIALIZED (MAJOR) SUBJECTS

The objectives of this course are:

Chapter -1: Introduction to Mass Communication [30 PERIODS]

Chapter- II: Importance of English in Mass Media [---10 PERIODS]

Evaluation scheme for internal examination

* indicates marks allocation to each division/category.

Abrams, M. H. (2007). A Glossary of Literary Terms. Thomson

The main objectives of this course are as follows:

Unit II : Essays [---75 PERIODS]

2.8. E.B. White: Once More to the Lake

Unit IV Early Forms of Fiction [---5 PERIODS]

Unit V : Fiction [---40 PERIODS]

*FM represents Full Marks

The principal objectives of this course are as follows.

Unit I : Introduction to Language Testing [---8 PERIODS]

2.1 testing language competence

 provide clear and explicit instructions

7.3 Setting the tasks

Unit IX : Testing writing [---12 PERIODS]

Evaluation scheme for internal examination

* indicates marks allocation to each division/category.

Course Title: g]kfnL efiff kf7\oqmd, kf7\ok':ts tyf lzIf0f k4lt

-s_ ;fwf/0f p2]Zo

 efiff kf7\ok':ts lgdf{0fsf cfwf/x¿sf] j0f{g ug{,

cfGtl/s d"Nofª\sg lgDg 9fFrf / cª\sef/cg';f/ x'g]5 M

*FM represents Full Marks

k':ts tyf ;Gbe{;fdu|Lx¿

!=@=@ M plNnlvt kf7\o;fdu|Lx?af6 k7gaf]wsf] cEof;

PsfO 5 M g]kfnL j0f{ljGof; / 5kfO{ z'l4 @) 306L

k|of]ufTds k/LIffdf lgDg 9fFrf / cª\sef/ x'g]5 M

*FM represents Full Marks

 cnª\sf/ / 5Gbsf] ;f]bfx/0f kl/ro lbg,

$=@=@ jqmz}nL / nf]sz}nL

*FM represents Full Marks

clwsf/L, OGb|ljnf; -@)^!_, klZrdL ;flxTol;4fGt, nlntk'/ M ;femf k|sfzg .

Course Title: History of Mathematics Course: Major paper VI

Unit I : Historical Development of mathematics Nepal [---10 PERIODS]

3.4. algebraic geometry

Format for Internal Evaluation

*FM represents Full Marks