Revised Regulations for Ph. D Registration and Award of the Degree of Doctor of Philosophy,

Revised Regulations for Ph. D Registration and Award of the Degree of

Doctor of Philosophy, 2010/2012

1. Short Title, Application and Commencement.

i. These revised and updated regulations constitute the Revised

Regulations for Ph D Registration and Award of the Degree of Doctor of

Philosophy, 2010, incorporating the revisions and amendments made

thereto subsequently, and include the revisions made in accordance with

the Academic Council resolution of 15.10.2011. These regulations shall

be called “Revised Regulations for Ph. D Registration and Award of the

Degree of Doctor of Philosophy, 2010/2012”

ii. These Regulations shall apply to the University Departments of

Teaching and Research as well as the approved Research Centres in

Affiliated Colleges and other Research Centres recognized by the

University for the purpose of research

iii. These Regulations apply for Ph D registrations granted in and after the

July 2010 admissions, though some of the revised provisions pertaining

to the modalities of constituting Doctoral Committees and organizing

course work take effect only from 2011 and 2012 admissions.

2. Definitions

In these regulations, unless the context otherwise requires

i. “Act,” “Statutes”, “Ordinance” and “Regulations” mean the Act, Statutes,

Ordinance and Regulations respectively of the University.

ii. “Affiliated College” means a College affiliated to the University in

accordance with the provisions of the university Act and Statutes and

where instruction is provided in accordance with the provisions of the

Statutes, ordinances and regulations.

iii. “Centre of Research” or “approved Research Centre” means the

institution where the University allows a research scholar to carry out

research on the subject approved by the University leading to the Ph. D

Degree.

iv. “Department” or School” or “University Department” means the

University Department of Teaching and Research established under the

statutes or the Inter-School or Inter-University Centres established by

the University or the Government of Kerala.

v. “Doctoral Committee” means a Doctoral Committee constituted in a

specific subject either in a University Department or for approved

Research Centres. 

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vi. “Department Doctoral Committee” means a Doctoral Committee

constituted in a Department to scrutinize the application for registration,

interview the candidates and make appropriate recommendations to

the University regarding matters of research in subjects coming under

their purview or in subjects that have been entrusted to them by the

University.

vii. “Research Centre Doctoral Committee” means a Doctoral Committee

constituted by the University in specific subjects for approved Research

Centres other than the University Departments to scrutinize the

applications for registration, interview the candidates and make

appropriate recommendations to the University.

viii. “Fellowship” means a regular monetary assistance, awarded to a research

scholar and includes, apart from the scholarships offered by the

University, the national Merit Scholarship, and other assistance offered

by approved funding agencies such as NCERT, CSIR, ICSSR and UGC.

ix. “Laws of the University” means the Act, Statutes, Ordinances,

Regulations, Rules and Bye-Laws of the University, as the case may be.

x. “Recognized institution” means an institution defined in subsection (21) of

Section 2 of the Act

xi. “Registration” means registration for Ph.D degree under these regulations.

xii. “Research Scholar” means any full-time or part-time student duly

registered for the Ph. D. degree of the University under these

regulations.

xiii. “Supervising Teacher”, “Research Supervisor” or “Research guide”

means a teacher or an expert approved as a qualified guide to supervise

research.

xiv. “University” means the University as defined in the Act.

xv. “Adjudicators” or “Examiners” means the experts appointed by the

University for the evaluation of the thesis.

3. Notification

Notification inviting applications for admission to the Ph D programmes in

different disciplines shall be issued along with the notifications for other regular

programmes in the University Departments of Teaching and Research every year.

July 31 shall be the last date for applying for the programmes.

4. Eligibility for Application

A candidate who has passed the Post-graduate Examination in any discipline of

Mahatma Gandhi University or of other Universities recognized as equivalent

thereto securing not less than 55% marks in the aggregate shall be eligible to 

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apply for registration for Ph.D. For SC/ST candidates, the minimum marks

required for application is 50% in the aggregate in the Post-graduate Examination.

Provided, however, that MBBS, BAMS, BHMS and BDS degree holders who

have secured not less than 50% marks for their final examinations shall be eligible

for registration for Ph D. Provided further that CA qualified candidates, that is, a

person whose name has been entered as a member in the Register maintained

either by the Institute of Chartered Accountants of India or by the Institute of Cost

and Work Accountants of India shall also be eligible to apply for registration for

Ph.D. When the application is made for registration at an approved Research

Centre other than the University Departments, the application shall be

accompanied by letters of consent from the Head of the Research Centre (The

College Principal in the case of an affiliated college centre) where the applicant

proposes to work as well as from the Supervising Teacher under whom he/she

proposes to work.

5. Mode of Admission

Admission to the Ph D programmes shall be made on the basis of (a) the

qualifying degree marks; (b) a written aptitude test; and (c) an interview.

However, UGC-CSIR JRF candidates (and awardees of other similar Fellowships,

including the KSCST and INSPIRE Fellowships) and UGC Teacher Fellows can

be admitted directly into the Ph D programme. They are not required to appear in

the written test and shall be accommodated against available seats, provided the

Doctoral Committee is satisfied with their performance in the interview. The

relative weight for the three components (qualifying marks: written test:

interview) for admission in the case of all other candidates, except those who are

exempted from the written test under these regulations, shall be: 40:40:20. In the

case of those who are exempted from the written test, selection will be on the

basis of the candidates’ qualifying degree marks and their performance in the

interview, the relative weight for the two components being 50:50. M Phil holders

in the subject concerned shall be given adequate weightage in the selection.

Though the aptitude for research will be an important consideration in selecting

the research scholars, due attention shall be paid to the reservation pattern

followed in the University while making admissions. This will be subject to the

consent and availability of Supervising Teachers.

6. Aptitude Test/ Interview

The University Departments of Teaching and Research shall be responsible for

the conduct of the written aptitude tests in the subjects that directly come under

their purview as well as in other subjects, if any, that are assigned to them. The

written aptitude tests in subjects that are not part of the academic programmes of

the Departments shall be conducted directly by the University under the

supervision of the University Research Committee/Research Director and the

office of the Controller of Examinations. Question papers for the tests in all

subjects shall be prepared by experts nominated by the Vice Chancellor. The

evaluation of the tests too shall be made by experts in the subject nominated by

the Vice Chancellor. Only candidates who acquire 50% marks in the written test

shall be called for the interview. The following University Departments shall

conduct the research aptitude tests in the subjects indicated: 

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(1). School of Gandhian Thought and Development Studies (Gandhian Studies, Social

Work, Development Studies)

(2). School of International Relations (International Relations, Political Science,

Public Administration, Economics)

(3). School of Social Sciences (History, Anthropology, Sociology, Philosophy)

(4). School of Letters (English, Malayalam, Comparative Literature, Theatre Arts,

Fine Arts)

(5). School of Behavioural Sciences (Psychology, Special Education, Behavioural

Medicine, Rehabilitation Nursing, Disabilities Studies)

(6). School of Bio-sciences (Bio-sciences)

(7). School of Chemical Sciences (Chemistry, Polymer Science/ Engineering)

(8). School of Computer Science (Computer Science)

(9). School of Pure and Applied Physics (Physics, Electronics)

(10). School of Environmental Sciences (Environmental Sciences)

(11). School of Pedagogical Sciences (Education, Educational Psychology)

(12). School of Physical Education and Sports Sciences (Physical Education)

(13). School of Management and Business Studies (Management Studies, Business

Administration)

(14). School of Indian Legal Thought (Law)

The following are the subjects in which the University shall make separate

arrangements for the conduct of the written aptitude tests:

Library and Information Science, Hindi, Sanskrit, Syriac, Arabic, Botany,

Zoology, Pharmacy, Mathematics, Applicable Mathematics, Statistics, Civil

Engineering, Mechanical Engineering, Fishery Science, Home Science,

Commerce.

Applications for admission to Ph D research in the University Departments shall

be made to the Head of the Department concerned. Applications for admission to

the approved Research Centres shall be made to the Registrar.

Applications for admission to Ph D research received in the University

Departments before the prescribed date shall be scrutinized by the Doctoral

Committee of the School/Department concerned. The Committee shall consist of

the Head of the Department as Chairperson and four senior teachers of the

Department, who shall be supervising teachers in the subjects coming under the

purview of the Department, as members. Though the Department is free to have

separate committees for different subjects, it will as far as possible have the same

committee to make the selection in related subjects coming under the purview of

the Department. The Committee shall interview all eligible candidates, that is,

those who are exempted from the written aptitude test as well as those who have

qualified in the written aptitude test (i.e. those who obtain a minimum of 50%

marks in the written test) and prepare a list of selected candidates for the required

number of vacancies in each subject/discipline. During the interview the

candidates shall discuss with the Committee their research interests on the basis of

their proposed plan of work. Selected candidates shall be tentatively allocated

Supervising Teachers by the Department Doctoral Committee on the basis of their

interests and performance. The selected candidates shall pay the fees and join the

University Department on the dates specified by the Department, pending official

issue of registration orders by the University office. 

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6 (a) Interview – Approved Research Centres

The University shall constitute separate Doctoral Committees in each subject for

approved Research Centres. The Research Centre Doctoral Committee shall

consist of the Head of the University Department or the University Professor in

the subject concerned as the Chairperson and a Professor/Scientist/Expert from

outside the University, to be nominated by the Vice Chancellor, as the Subject

Expert. The Supervising Teacher who has consented in writing to supervise the

applicant shall also be a member of the Committee for that particular applicant. In

subjects where there are no Professors in the University, the University shall

appoint both the Chairperson and the Subject Expert from outside the University.

Only eligible applicants who are exempted from the written aptitude test and

applicants who have qualified in the written aptitude test (i.e. those who obtain a

minimum of 50% marks in the written test) shall be called for the interview. The

candidate will be recommended for registration only if the Doctoral Committee is

satisfied with the candidate’s research aptitude and the research potential of the

topic proposed. The rest of the selection procedure will be as given in clauses 5

and 6 above.

7. Exemption from the Written Test

Apart from JRF candidates and UGC Teacher Fellows, the following categories of

candidates are exempted from appearing for the Written Aptitude Test.

a. M Phil and M.Tech (all disciplines), MD (Medicine) and MS

(Medicine) holders in the subject of research concerned.

b. Regular and permanent teachers from the Government and Aided

Colleges affiliated to Mahatma Gandhi University and from the

University Departments.

c. Candidates who have become qualified in the

NET/SLET/GATE/GPAT or other Tests conducted by such

Government bodies as UGC, CSIR, ICAR, and ICMR.

d. Scientists from Accredited R&D Institutions

e. Candidates who hold a valid certificate for having qualified in the

Research Aptitude Test conducted by Mahatma Gandhi University.

8. Fellowships:

University Junior Research Fellowships shall be made available to a limited

number of candidates registered for Ph D each year. Selection in this regard shall

be made on the basis of merit from among the candidates other than UGC Teacher

Fellows and holders of JRF and other Fellowships. The University shall determine

annually the number of such fellowships on the basis of funds available and notify

them separately.

9. Registration for Research:

All candidates admitted to the Ph D programmes of the University shall be

registered as full time research scholars, except regular and permanent teachers

from the Government and Aided Colleges affiliated to Mahatma Gandhi

University and from the University Departments, who shall be granted part-time 

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registration if they so desire. They shall join the University Department or the

Research Centre concerned, as the case may be, on receipt of provisional

registration orders issued by the office of the Director of Research/University

office dealing with matters concerning research. The registration shall be

confirmed on the successful completion of coursework within the first two

semesters (extendable by a year in the case of candidates who fail to clear the

end-semester examination of the coursework in the first chance). Provided that

part-time research scholars (regular and permanent teachers from Government or

Aided Colleges affiliated to Mahatma Gandhi University or from the University

Departments of Mahatma Gandhi University) shall be permitted to do their

coursework in the first four semesters of the programme in accordance with the

convenience of the Department/Research Centre (extendable by another year in

the case of candidates who fail to clear the end-semester examination of the

coursework in the first chance).

10. Course Work

Each student, other than regular and permanent teachers from the Government

and Aided Colleges affiliated to Mahatma Gandhi University and from the

University Departments, who shall be granted part-time registration if they so

desire, admitted to the Ph D programme shall be required to undertake course

work for a period of one semester within a continuous period of two semesters.

The course work shall be organized by the University Departments for students

registered at the Departments. Students registered at approved Research Centres

shall undergo coursework at their own Centres. If there are no facilities at their

Research Centres or if the Centres are not willing to organize coursework for their

students, the students can apply for prior permission from the University to join

other Research Centres nearby for coursework, for which specific orders shall be

issued by the University. Applications for such permission should be

accompanied by consent letters from the Heads (College Principals, in the case of

affiliated colleges) of the two Centres. The course work shall be worth 12 credits

and shall have the following three components:

(a) A course in Research Methodology (4-credits): There shall be two courses for

the students to choose from: one common for the disciplines coming under the

science stream and the other common for all the disciplines coming under the

non-science stream.

(b) A course on recent developments in the broad discipline (4 credits)

(c) A course in the area of research which will include detailed review of the

current status of scholarship in the area (4 credits).

The University shall make arrangements for designing course (a) above centrally

with the help of experts. Course (b) shall be designed by the Departments in the

case of subjects that are taught in the University Departments and by Expert

Committees constituted by the University in the case of subjects that are not

taught in the University Departments. Course (c) shall be prepared by the

Supervising Teacher in consultation with the Doctoral Committee concerned. The

Supervising Teacher shall submit a draft syllabus for course (c) within a week of

the meeting of the Doctoral Committee. All courses shall be forwarded to the

Vice Chancellor for approval through the Research Director who shall monitor

the conduct of the coursework for quality assurance both at the University

Departments and Research Centres. The Department can choose to ask the Ph D 

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scholars to do some of the M Phil courses in the Department, if relevant, in place

of course (b) above. The courses could be given as lecture courses or seminar

courses. The University Department is free to arrange any of the courses forming

part of the Ph D course work in the second semester of the Ph D programme.

Candidates with M Phil shall be exempted from courses (a) and (b). The course

work in their case shall be limited to the third course (course c) of 4 credits. The

pattern of evaluation and grading in the Departments will be the same as the

pattern of evaluation/grading followed for M Phil programmes under CSS.

However, no student who has not acquired a minimum GPA (Grade Point

Average) of 5 shall be qualified to continue research. A Ph D candidate in a

University Department who fails to acquire the minimum GPA of 5 can avail of

another chance to improve his/her GPA by repeating the end-semester exams for

the courses to be held a year later. No further chance for improving the evaluation

of the course work shall be given. Such candidates cannot continue Ph D research.

 10 a. Coursework in approved Research Centres

Approved Research Centres where there are facilities for conducting coursework

and which are willing to organize coursework shall be permitted by the University

to organize course work. In such cases, the Head of the Institution (Principal in

the case of affiliated colleges) concerned shall be responsible for ensuring that a

full-semester course work of the prescribed standard and duration has been

organized at the Research Centre. (A certificate to this effect is to accompany the

candidate’s application for end-semester examination.) The syllabi for the courses

shall be provided by the University and the end-semester examination shall be

conducted by the office of the Controller of Examinations with the support of the

office of the Research Director. A common schedule for the end-semester

examinations of candidates subject-wise from all Research Centres shall be

prepared by the office of the Controller of Examinations in consultation with the

University Research Committee/Research Director. Question paper setting and

evaluation shall be undertaken by external experts and arrangements for this shall

be made by the Controller of Examinations in consultation with the Research

Director. Evaluation shall be on the basis of the percentage of marks obtained in

the end-semester examination. There shall be single evaluation of the answer

script of each course by an external expert from outside the University. The

minimum percentage of marks required to qualify in each course shall be 45%

marks. No candidate who fails to obtain a minimum of 45% marks in each course

separately shall be declared to have completed the coursework successfully. A Ph.

D. candidate in an approved Research Centre who fails to acquire the minimum

percentage of marks required to qualify in the coursework can avail of another

chance to improve his/her marks in the coursework by repeating the end-semester

examinations to be held next year. No further chance for improving the evaluation

of the course work shall be given. Such candidates cannot continue Ph D research.

11. Place of Research.

Research shall be carried out by a Research Scholar in a University Department or

in a Research Centre in an Affiliated College or in an institution recognized as a

Research Centre under these regulations. 

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12. Part-time Research

Registration for part-time research shall be granted from the beginning only to

regular and permanent teachers from the Government and Aided Colleges

affiliated to Mahatma Gandhi University and from the University Departments.

All other applicants shall initially be granted full-time registration. The following

categories, however, are eligible to apply for conversion of their research to parttime

after completing six months or on successful completion of the course work,

whichever comes later:

a) Regular employees working in Government/ Quasi-government institutions

b) Teachers working in Government and Aided educational institutions in the

state.

c) Teachers working in the institutions run by the University.

d) Scientists working in accredited R&D institutions and Clinical Psychologists

attached to Government/Quasi-government organizations.

13. Other conditions

a) Persons applying for conversion of their research to part-time shall produce a

“No Objection Certificate” from their employers.

b) Foreign candidates shall be registered for research only if they are on visas

issued for research scholars/students and with the necessary clearance from

Government of India.

c) Conversion of research from full-time to part-time shall be granted by the

Vice Chancellor on the recommendation of the Supervising Teacher and the

Head of the Research Centre.

14. Supervising Teachers

A research student shall work under a recognized supervising teacher who shall

invariably be the staff of the institution in which the student is permitted to work.

(1) Supervising Teachers within the University Departments:

Teachers of the University Departments/Schools of Teaching and Research in the

University do not require any formal recognition as research guides in order to

supervise research in the Schools/Departments concerned. They can undertake

research guidance as part of their duty as assigned by the School/Department

provided they have the following qualifications:

a. He/she should be a doctorate degree holder and be in a substantive teaching

post of the School/Department.

b. A Professor/Associate Professor (Reader) of a University department can

guide research even if he/she is without a doctorate degree, provided that

he/she has ten years of teaching and research experience and ten

publications of research papers in refereed journals of national or

international standing, or a book brought out by one of the accredited

publishers after obtaining post-graduate qualifications.

c. An Assistant Professor (Lecturer) of a rare specialization in an

interdisciplinary subject area can be assigned the duty of research 

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guidance even if he/she does not posses Ph. D, provided he/she has M.Phil

degree and a minimum of five years of research experience with five

research papers in refereed journals of national/international standing or a

book brought out by one of the accredited publishers.

d. If he/she is an Assistant Professor (Lecturer) in a Medical subject in a

School of Interdisciplinary specialization the degree of the Doctor of

Medicine with five research papers in refereed journals of

national/international standing or a book brought out by one of the

accredited publishers, shall be the minimum qualifications for being the

research guide in the area of his/her specialization

i). In case of (c) and (d) above the research student being supervised will have a

co-guide who will be a regular supervising teacher of the School/Department.

ii). An Assistant Professor (Lecturer) who is doing research for his/her first

doctorate degree shall not be permitted to induct candidates for research

before the award of his/her doctorate degree.

(2) Supervising Teachers in approved Research Centres:

i. Only approved college teachers working in Government and Aided Colleges

affiliated to Mahatma Gandhi University and scientists in reputed research

institutions run by the Government shall be recognized as Supervising

Teachers by the Syndicate.

ii. Only teachers and scientists permanently employed in the

colleges/institutions to which the Research Centre is attached shall be

recognized as Supervising Teachers.

iii. To be recognized as a supervising teacher in a particular subject a college

teacher must have a Doctorate Degree in the subject concerned obtained

from Mahatma Gandhi University or from other Universities recognized by

the UGC. He/She shall have a minimum of 2 years of post–doctoral

research experience evidenced by research output. He/She must have at

least three post-doctoral research publications in his/her subject published in

refereed journals of national / international standing.

iv. A Scientist in the service of a recognized research institution having a Ph.

D. degree and in the rank of a University Lecturer and above shall be

eligible to apply for recognition as Research Guide. He/she must be

permanently employed in this institution and must have a minimum of 5

years teaching/research experience of which two years shall be post-doctoral

experience. He/she should further have three post-doctoral research

publications on his/her subject published in refereed journals of

national/international standing.

v. In both (i) and (ii) above, the Boards of Studies of the University

Department/Schools of study and research shall be the competent body to

decide on the standing of the journals coming under the subjects/disciplines

concerned. The University shall prepare a list of such standard journals for

the purpose in consultation with Department/School/Board of Studies

concerned.

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vi. The Supervising Teachers who have not been active in the research

activities of the Departments/Research Centres continuously for a period of

two years shall cease to be the approved research supervisors of the University

in the subject concerned.

15. Number of candidates under a Supervising Teacher:

i. A Supervising Teacher shall not have, at any given point of time, more than

eight Ph.D. scholars working under him/her. However, in the case of the

Supervising Teachers in the University Departments, the Doctoral Committee

can allot Teacher Fellows under the TFS of the UGC, JRF holders, SC/ST

candidates or foreign scholars irrespective of the ceiling of eight, but the total

number of research scholars shall not exceed ten under such a supervising

teacher.

ii. A Supervising Teacher shall not guide any of his close relatives (spouses,

parents, children, brother, sister, first cousins, nephew, nieces, uncles, aunts and

in-laws) as research scholars.

16. Allocation of Supervising Teachers:

The allocation of the Supervising Teacher for a selected candidate shall be

decided by the Doctoral Committee in a formal manner in the interview. The

allocation will depend on such factors as the specialization of the supervisors and

the research interest of the candidate. The Doctoral Committee can consider

allocating a co-guide to a candidate in addition to the Supervising Teacher.

17. Change of the Supervising Teacher:

Normally, a change of the Supervising Teacher is not allowed. However, in the

event of death of the supervising teacher or when a supervising teacher leaves the

Department either permanently or on long leave or in exceptional cases

warranting a change of Supervising Teacher, the scholar shall be allowed to

change the Supervising Teacher by the Syndicate based on the recommendations

of the Supervising Teacher/s concerned and the Doctoral Committee. In other

cases the change will be decided by the Academic Council.

18. Recognition of Institutions as Research Centres.

(i) It shall be competent for the Syndicate to recognize any institution engaged

in research or specialized studies as a recognized research centre of the

University in accordance with the following provisions.

a. An institution seeking recognition of the university shall conform to the

standards, aims, and objectives of the University and its programmes of

teaching and research.

b. The institution seeking recognition shall be reputed academic/scientific

institution or an affiliated college with PG departments in the subject

concerned. No institution shall be recognized as a research centre if the

subject disciplines or interdisciplinary areas in which it seeks recognition do

not fall under any of faculties mentioned in the statutes.

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c. The institution seeking recognition shall be housed in its own building

with all facilities for research. It should also be running an academic

programme of quality in the subject concerned that could be deemed to be a

feeder programme for Ph. D research.

d. It must have on the staff of the institution at least 2 doctorate degree

holders who satisfy the eligibility conditions for being recognized as

Supervising Teachers under these regulations.

e. The institution shall have its own library, laboratory, equipment and

exhibition materials conforming to the standard of good research centre.

The library shall have at least 10000 original books (text books/popular

books shall not be counted) useful for researchers in the discipline/area of

research concerned. It must also have subscribed to at least 10 journals of

national and international standard. Internet facilities are essential.

f. The institution shall show evidence of active research carried out in the

Centre in the form of research output of quality.

g. The institution should possess sufficient infrastructural facilities,

including qualified faculty support, for organizing Ph. D. coursework in the

subject concerned.

(ii) Application for recognition as Research Centres shall be made in the

prescribed form with the prescribed fee.

(iii) The University may, if it is satisfied that the application is in order, appoint

Inspection Commission to verify the physical and academic facilities available at

the institution.

(iv) The Syndicate may cause periodic inspections to be made of the Research

Centres to ascertain whether the terms and conditions imposed on the institutions

at the time of granting recognition are fulfilled. The Syndicate may, by order,

withdraw recognition of such institutions either for non-fulfillment of conditions

or for finding them unfit for continued recognition.

19. Doctoral Committee

The Doctoral Committee shall constantly monitor the progress of the research

student. The Supervising Teacher allocated to a candidate shall be invited to all

the meetings of the Doctoral Committee that consider issues relating to the

performance and progress of the candidate.

20. Director of Research

There shall be an honorary Director of Research in the University with office

support for coordinating the administration of research in the University. The

Director shall coordinate between the University Departments and the Centres of

Research as well as the different sections in the University office dealing with

matters of Ph D research, including thesis evaluation. The Director is to be

nominated from among the University Professors by the Vice Chancellor for a

period of three years. 

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20 (a). University Research Committee

There shall be a University Research Committee nominated by the Vice

Chancellor to advise the University on all matters concerning research. The

members of the University Research Committee other than ex-officio members

shall hold office for a period of two years from the date of their nomination. The

University Research Committee shall consist of:

(1) Vice Chancellor (Chairman)

(2) Pro-Vice Chancellor (Vice Chairman)

(3) Registrar

(4) Director of Research (Convenor)

(5) Director, College Development Council

(6) Two Deans of Faculties

(7) One Professor of the University Departments/Schools

(8) One Associate Professor from the University Departments/Schools

(9) One member of the Syndicate other than Deans of Faculties

21. Progress Report

Supervising Teachers shall send to the University half-yearly reports of progress

of the students working under them through the Head of the Research Centre and

Doctoral Committee to the Director of Research.

22. Periodical Review of Research Work.

The Doctoral Committee shall periodically review the work of research scholars

working in the Departments as well as in the Research Centres. Each Ph D scholar

shall be asked to make a 30-minutes to 1-hour presentation of his/her research

progress once in every six months. The half-yearly progress report shall be signed

by the Supervising Teacher and Head of the Research Centre/ Head of the

Department only after such presentations have been made.

23. Privileges of Research Scholars.

Candidates who have been registered as full time research students in the

University Departments, and who pay all the fees that are to be paid normally by

the Research Scholars of the University Departments, shall be entitled to all the

privileges of the University students except those for which special fees are

charged. However, they shall cease to enjoy the privileges of the full time

students of the University Departments if they convert their research to part time.

24. Leave.

i. A full-time research scholar shall be eligible to avail of not more than thirty

days of leave with fellowship (if applicable) in a completed year, in addition to

twenty days of casual leave.

ii. In exceptional cases, the Vice- Chancellor may, on grounds which he may

consider as sufficient and reasonable, grant two months leave as special leave for

a full-time research scholar. This special leave shall be granted to a research 

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scholar only twice during the entire period of research, provided that, this period

of special leave shall not be counted for fellowship.

iii. A female research scholar shall be entitled to 180 days as maternity leave. A

student in a Department who seeks to avail of maternity leave for 180 days shall

be permitted to appear for the end-semester examinations in the second semester

provided she has a minimum of 50% attendance and has cleared all internal

assessment assignments. In all other cases, the candidates on maternity leave with

shortage of attendance shall attend the coursework with the next batch of students.

iv. Long leave can be granted to full time research scholars for taking up foreign

fellowships and other assignments for pursuing studies abroad on topics that are

closely related to their areas of research.

25. Period of Research.

i. The minimum period of research required by a candidate for submission of

the thesis from the date of registration shall be two years (4 semesters) for

M.Phil, M.Ed., M.Sc. (by research), Master of Letters and M.Tech degree

holders if the research is in the subject in which the candidate has taken the

above qualifying degree. In all other cases, the minimum period of research

required is three years (6 semesters) for thesis submission. This is inclusive of

the period spent on course work.

ii. The maximum period of research shall, if the period is not specified

otherwise, generally be five years (10 semesters) for full-time and eight years

(16 semesters) for part-time research. On expiry of this period a candidate’s

registration will lapse, provided that it shall be competent for the Syndicate to

extend the period of registration by a maximum period of one year on the

recommendations of the Doctoral Committee and also on payment of a fee for

extension. The registration shall automatically lapse after expiry of the

maximum period.

26. Confirmation of the Research Topic/ Change of the area of Research

i. A candidate’s topic of research/title of the thesis shall be confirmed and

approved by the Doctoral Committee at the end of the first or second semester,

that is, after the course work has been completed. The details of the confirmed

topic of research shall be intimated to the office of the Director of Research by

the University Department/ Research Centre.

ii. The Doctoral Committee shall not permit a change in the area of research after

it has been confirmed at the end of the second semester. It may, however,

consider and approve a candidate’s request for a change in the title of the thesis

which would not entail any change in the area of research till the end of the

second year (fourth semester).

27. Restriction on Employment.

A full-time research scholar shall not engage himself/herself in any other

employment except in imparting instruction in an honorary capacity on a topic

which forms the subject matter of his research in the institution where he is

working. 

14

28. Cancellation of Registration.

The Vice Chancellor may cancel the registration of any research student for

unsatisfactory progress or conduct.

The Vice Chancellor may also cancel the registration of full-time research

scholars on the recommendations of the supervising teacher for their non

attendance at the centre of research beyond the prescribed time limit.

29. Discontinuance of Research.

 i. A candidate’s leave or absence from the centre beyond the permitted period, or

his failure to pay the fees for research or compliance of rules regarding

submission of progress reports for two terms or his failure to seek guidance of the

supervising teacher for more than a year shall lead to his/her removal from the

rolls.

ii. Research students thus removed from the rolls, if they want to continue their

work, shall be required to re-register themselves by submitting an application with

the proper recommendations of the Doctoral Committee and paying all arrears of

fee, the re-admission fee and the fine. In such cases the Vice-Chancellor, on the

recommendations of the Supervising teacher and with due justification, can

condone the break of research period if he/she so deserves.

iii. Re-registration shall be granted only once and that too, within the maximum

period of research permitted. The maximum period of research of such candidate

will be same as in the case of others.

30. Deregistration and re-registration.

 A Candidate can choose to deregister any time after the completion of the

minimum period of research (two or three years, as the case may be) required and

before the maximum period of research permitted subject to stipulations vide 25

(2). A candidate seeking deregistration shall apply for the same. A candidate

granted deregistration shall be permitted to submit his/her thesis any time within a

period of five years from the date of deregistration after he/she has paid the

required re-registration fee to be fixed by the University. Such candidates shall be

required to satisfy the usual formalities as applicable to them at the time of the

submission of the thesis. They shall be required to pay the re-registration fee for a

term along with the other fees exacted from the regular research students at the

time of the submission of the thesis. The place of a deregistered candidate shall

be treated as a vacancy under the supervisor concerned and the Department shall

accordingly assign a fresh research scholar against the vacancy.

31. Pre-Ph. D. Presentation:

 i. On completion of research and the draft thesis the research scholar shall make a

Pre-Ph. D. Presentation on the thesis in the University Department concerned.

This shall be open to all faculty members and research students whose feedback 

15

and comments may be considered by the research scholar for suitable

incorporation into the draft thesis under the advice of the supervising teacher.

ii. The date for the pre-Ph. D. presentation shall be fixed at the request of the

Research scholar by the Supervising Teacher in consultation with the Head of the

Department of the institution concerned; and at least 7 days notice along with a

10-page outline of the thesis shall be made available to the faculty members and

research students so as to make their participation in the presentation effective.

iii. The Dean of the Faculty shall invariably be invited to the presentation. The

Dean, the Head of the Department and the Supervising Teacher shall make a

report on the presentation and forward it to the office of the Director of Research.

The Director shall issue a certificate regarding the pre-Ph D presentation to the

candidate.

iv. In the case of candidates from Research Centres, the office of the Director of

Research, on getting the request of the Research Scholar forwarded by the

Supervising Teacher, shall make arrangements for the presentation in one of the

University Departments.

32. Pre Ph.D. Publications

A research scholar shall publish at least one research paper in a refereed journal

before the submission of the thesis for evaluation, and shall forward a copy of the

research paper (or acceptance letter, in case the paper is scheduled for publication

at a later date) through the Supervising Teacher to the office of the Director of

Research.

32. Submission of the Synopsis:

 i. On completion of the draft thesis and the Pre-Ph.D. presentation, three months

before the date of submission of the proposed thesis for evaluation, the candidate

shall submit through the Supervising Teacher twelve copies of the Synopsis of the

proposed thesis, in about 1500 words together with the title of the thesis. The

Synopsis should be accompanied by the application for the admission to the Ph.D

Degree and the fee prescribed for the purpose by the University and shall be sent

to the Controller of Examinations.

ii. The application for adjudication of the thesis shall be accompanied by a letter

from the Supervising Teacher with the recommendations of the Head of the

Department in the case of Departments and of the Supervising Teacher, HOD and

the Principal of the College in the case of Centres of Research in Colleges.

iii. Apart from other certificates and documents, the following documents shall

also accompany the application for the adjudication of the thesis:

a) Grade card/ evidence for having qualified in the course work

b) Certificate from the Director of Research regarding pre-Ph D presentation

c) Copy of the research paper published in a refereed journal, or the letter of

acceptance from a refereed journal, duly certified by the Director of Research

16

33. Panel of Examiners:

 i. A panel of examiners shall be prepared by the supervising teacher and

forwarded to the Controller of Examinations through the Head of the

Department/College Principal and the Director of Research.

 ii. The panel shall consist of the names of ten experts of national or international

standing, known for their integrity and judgment and having not less than 10

years of teaching/research experience in the subject concerned. The Research

Committee shall be competent to add names to or delete names from the panel

suggested by the Supervising Teacher.

iii. The experts shall be from outside the University jurisdiction and at least four

shall be from outside Kerala, except in the case of subjects like Malayalam.

The panel shall be approved by the Syndicate.

35. Submission of Thesis

i. After completion of the prescribed minimum period of research, a candidate

shall be eligible to submit his/her thesis. The candidate shall submit six copies

of the thesis and a soft copy thereof together with the prescribed fee to the

Controller of Examinations through the research centre. The thesis shall be

submitted within three months from the date of submission of the synopsis. In

exceptional cases, where the prescribed fee is paid the Syndicate may, based

on the recommendations of the Supervising Teacher and Head of the

Department, condone a delay of a period up to one year, provided that the

candidate shall submit his/her thesis only during the currency of his/her

registration or during the sanctioned period.

ii. The thesis shall be accompanied by a declaration by the candidate that the

thesis has not previously formed the basis for the award of any degree or

diploma or other titles. The thesis shall also be accompanied by a certificate

from the supervising teacher to the effect that it is a record of bona fide work

carried out by the candidate under his/her supervision.

36. Adjudication of Thesis.

i. The thesis shall be adjudicated by a Board of three examiners appointed by the

Syndicate from the panel of Examiners submitted. One of the examiners shall

be the Chairman of the Board.

ii. The Examiners shall submit a report on the merit of the work embodied in the

thesis and state whether the thesis is recommended for the award of the Ph.D.

degree. The examiners should also indicate in which respect the thesis affords

evidence of originality. The Syndicate shall accept the unanimous opinion of

the Board of Examiners. If one of the examiners does not recommend the

award of the degree, the thesis shall be referred to a fourth examiner and

his/her report shall be accepted. If two examiners are not in favour of

recommending the degree, the candidate shall be asked to resubmit the thesis

within a period not less than six months. 

17

iii. The candidate whose thesis is not recommended for the award of the Ph.D

Degree shall be informed accordingly and shall be supplied with the

comments made by the adjudicators. The candidate shall be permitted to

resubmit a revised version of the thesis within a period of not less than 6

months from the date of which he/she has been informed of the results of

evaluation of the thesis.

iv. The Board of Examiners once appointed to adjudicate the thesis will normally

evaluate the revised thesis unless any of the Examiners is not willing to

continue in the Board. Substitutes shall be appointed by the Vice-chancellor

from the Panel of Examiners already approved by the Syndicate. However, it

shall be competent for the Syndicate to appoint fresh set of Examiners to

adjudicate the thesis for good and sufficient reasons. The revised thesis shall

be accompanied by the prescribed fee.

v. A candidate shall not be allowed to submit his/her thesis for more than two

times. However, it shall be competent for the Syndicate, on the specific

recommendation of the Board of Examiners, to permit the candidate to submit

his/her thesis for a third time.

vi. Normally adjudication shall be completed in a period of six months. Under no

circumstances shall the procedures be allowed to extend beyond a year. The

appointment of an examiner who fails to give his/her report within five

months shall be cancelled and he/she would be advised to send the thesis

back. The thesis shall then be forwarded to a fresh examiner whose name has

already been marked as standby in the panel by the Vice-Chancellor.

37. The Public Viva-voce and Open Defence of the Thesis.

i. The thesis recommended by the Board of Adjudicators for the award of Ph.D.

degree shall be defended by the research scholar at the public viva-voce and open

defence before the Board specially constituted for the purpose. Invited scholars

and enthusiasts interested in the subject shall also attend the Open Defence. The

candidate and the supervising teacher shall be supplied in advance with copies of

the comments made by the examiners on the thesis.

ii. The constitution of the Board.

A three member board shall be constituted for the conduct of the Open Defence and

viva-voce with a Chairman and two other members.

a. The Board shall be presided over by one of the members of the adjudication

board nominated by the Vice-chancellor.

b. The Dean of the faculty concerned shall be the second member of the Board

c. The Supervising teacher shall be the third member of the Board.

iii. The supervising teacher shall convene the Open Defence and Viva-voce based

on the direction of the Controller of Examinations. The Controller of

Examinations shall inform the day, the date, time and venue for the conduct of

the Open Defence Viva

iv. The mode of invitation of the Participants and the Conduct of the

viva. 

18

The Controller of Examinations shall arrange the Open Defence to be held in one of

the University Departments. After getting confirmation in this regard, the

supervising teacher shall send invitations under Certificate of Posting to at least 50

people from various institutions interested in the topic. While sending the

invitations to the participants for the Open Defence Viva a one-page synopsis of the

Ph.D thesis shall be sent to them along with the invitation. Like wise a copy of

the Ph.D thesis shall be kept in the Department Library of the Department

concerned at least three days in advance for the purpose of reference to those who

are interested in the topic.

v. Conduct of Viva-voce and the Proceedings

 The Chairman will conduct the proceedings. The research scholar shall present

a summary of his/her thesis for a duration not less than 30 minutes and the

Chairman will ask questions to him/her based on the comments in the

adjudication reports. Subsequently the participants in the public viva can ask

relevant questions related to the topic. The Chairman can disallow questions,

which according to him/her are not relevant to the topic.

vi. The Supervising teacher can support or supplement the arguments of the

research scholar in the Open Defence Viva.

vii. The Board of the Open Defence Viva shall judge the performance of the

candidate in the Open Defence Viva and the recommendation declared at the

end of the Open Defence. The Chairman shall subsequently submit a report

containing the recommendations of the Board to the Controller of

Examinations. In the report, it shall be mentioned whether the Degree of Doctor

of Philosophy can be awarded or not. If the thesis required rewriting it shall

also be mentioned clearly in the report.

38. Conferment of the Degree of Ph. D.

i. The Controller of Examinations, on receipt of the report of the Chairman,

recommending the conferment of the Degree of Ph.D. to the research scholar,

shall submit the same along with the reports of the examiners before the

Syndicate.

ii. The Syndicate, if satisfied on the basis of the reports of the examiners and of the

viva-voce that the candidate is adjudged worthy of being awarded the Degree of

Ph.D., shall pass a resolution to that effect; and there upon the candidate shall be

admitted to the Degree of Ph.D.

39. Depository with UGC

 Following the declaration of the award of Ph.D. to the candidate, the University

shall submit a softcopy of the thesis to the UGC within a period of thirty days, for

being posted in INFLIBNET, accessible to all institutions/Universities.

40. Format of the Degree:

i. The Ph.D. degree certificate shall incorporate inter alia the title of the thesis

along with the name(s) of the faculty / faculties and discipline(s) as applicable

in the case.

19

ii. In the case of the award of the Ph. D. degree for inter-disciplinary research,

the degree certificate shall bear both the subjects of the candidate’s postgraduate

degree and the discipline of the department in which the candidate

has conducted his doctoral research mentioning them as “inter disciplinary”.

iii. Along with the degree, the Ph D degree awarded under these regulations shall

carry a provisional certificate stating that the Degree has been awarded in

accordance with the provisions of the “UGC (Minimum Standards and

Procedure for Award of M Phil/ Ph D Degree) Regulations, 2009.”

41. Publication of the Thesis.

i. A thesis, whether approved or not, shall not be published in full

without the permission of the Syndicate; and the Syndicate may

generally grant permission unless there exist any valid reasons

given in writing for not granting the permission.

Provided that a research scholar may, during the course of his/her research,

publish papers on topics related to his research in standard research journals, as

advised by the supervising teacher, but the thesis as a whole shall not be

published without obtaining permission of the Syndicate.

ii. Permission for publication of the thesis shall be obtained within five years of

the award of the degree

42. Transitory provision:

These regulations will come into force for Ph D registrations granted in and after

the July 2010 session. However, in the case of candidates registered for the Ph.D.

programme as per notifications issued for earlier sessions, the previous

regulations shall be applicable.

43. Removal of Difficulties:

Without prejudice to the generality of the aforesaid regulations, the ViceChancellor

shall have the power for a period of three years from the date of

implementation of the regulation to remove any difficulties that may arise either

in the course of the transition from the previous regulations to this revised

regulation or in the course of implementing the revised regulations.

 Sd/-

 REGISTRAR

……………. 

TTC,BEd,DEd, MEd - what is curriculum In education ?

In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. In a 2003 study Reys, Reys, Lapan, Holliday and Wasman refer to curriculum as a set of learning goals articulated across grades that outline the intended mathematics content and process goals at particular points in time throughout the K–12 school program. Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives Curriculum is split into several categories, the explicit, the implicit (including the hidden), the excluded and the extra-curricular.

Curricula may be tightly standardized, or may include a high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education, such as the United Kingdom's National Curriculum.

UNESCO's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide.The word "curriculum" began as a Latin word which means "a race" or "the course of a race" (which in turn derives from the verb currere meaning "to run/to proceed"). The first known use in an educational context is in the Professio Regia, a work by University of Paris professor Petrus Ramus published posthumously in 1576. The term subsequently appears in University of Leiden records in 1582. The word's origins appear closely linked to the Calvinist desire to bring greater order to education.

By the seventeenth century, the University of Glasgow also referred to its "course" of study as a "curriculum", producing the first known use of the term in English in 1633. By the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study (as for a degree in surgery) and particular courses and their content.There is no generally agreed upon definition of curriculum. Some influential definitions combine various elements to describe curriculum as follows:

All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. (John Kerr)

Kerr defines curriculum as, "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school." 

Braslavsky states that curriculum is an agreement amongst communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn." 

Outlines the skills, performances, attitudes, and values pupils are expected to learn from schooling. It includes statements of desired pupil outcomes, descriptions of materials, and the planned sequence that will be used to help pupils attain the outcomes.

The total learning experience provided by a school. It includes the content of courses (the syllabus), the methods employed (strategies), and other aspects, like norms and values, which relate to the way the school is organized.

The aggregate of courses of study given in a learning environment. The courses are arranged in a sequence to make learning a subject easier. In schools, a curriculum spans several grades.

Curriculum can refer to the entire program provided by a classroom, school, district, state, or country. A classroom is assigned sections of the curriculum as defined by the school.

Through the readings of Smith, Dewey, and Kelly, four curriculums could be defined as:

Explicit curriculum: subjects that will be taught, the identified "mission" of the school, and the knowledge and skills that the school expects successful students to acquire.

Implicit curriculum: lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture, the unintended curriculum.

Hidden curriculum: things which students learn, ‘because of the way in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (Kelly, 2009). The term itself is attributed to Philip W. Jackson and is not always meant to be a negative. Hidden curriculum, if its potential is realized, could benefit students and learners in all educational systems. Also, it does not just include the physical environment of the school, but the relationships formed or not formed between students and other students or even students and teachers (Jackson, 1986

Excluded curriculum: topics or perspectives that are specifically excluded from the curriculum.

Extracurricular: May include school-sponsored programs, which are intended to supplement the academic aspect of the school experience, or community-based programs and activities. Examples of school-sponsored extracurricular programs include sports, academic clubs, and performing arts. Community-based programs and activities may take place at a school (after hours) but are not linked directly to the school. Community-based programs frequently expand on the curriculum that was introduced in the classroom. For instance, students may be introduced to environmental conservation in the classroom. This knowledge is further developed through a community-based program. Participants then act on what they know with a conservation project. Community-based extracurricular activities may include “environmental clubs, 4-H, boy/girl scouts, and religious groups” (Hancock, Dyk, & Jones, 2012)

Curriculum can be ordered into a procedure:

Step 1: Diagnosis of needs.

Step 2: Formulation of objectives.

Step 3: Selection of content.

Step 4: Organization of content.

Step 5: Selection of learning experiences.

Step 6: Organization of learning experiences.

Step 7: Determination of what to evaluate and of the ways and means of doing it.

Under some definitions, curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. The word Syllabus originates from Greek. The Greek meaning of the word basically means a "concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of series of lectures.

Curriculum has numerous definitions, which can be slightly confusing. In its broadest sense a curriculum may refer to all courses offered at a school, explicit. The intended curriculum, which the students learn through the culture of the school, implicit. The curriculum that is specifically excluded, like racism. Plus, the extra curricular activities like sports, and clubs. . This is particularly true of schools at the university level, where the diversity of a curriculum might be an attractive point to a potential student.

A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curriculum, or its entire sum of lessons and teachings, is designed to improve national testing scores or help students learn the basics. An individual teacher might also refer to his or her curriculum, meaning all the subjects that will be taught during a school year.

On the other hand, a high school might refer to a curriculum as the courses required in order to receive one’s diploma. They might also refer to curriculum in exactly the same way as the elementary school, and use curriculum to mean both individual courses needed to pass, and the overall offering of courses, which help prepare a student for life after high school.

Curriculum can be envisaged from different perspectives. What societies envisage as important teaching and learning constitutes the "intended" curriculum. Since it is usually presented in official documents, it may be also called the "written" and/or "official" curriculum. However, at classroom level this intended curriculum may be altered through a range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum.What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes/learner competencies) constitutes the "achieved" or "learned" curriculum. In addition, curriculum theory points to a "hidden" curriculum (i.e. the unintended development of personal values and beliefs of learners, teachers and communities; unexpected impact of a curriculum; unforeseen aspects of a learning process).Those who develop the intended curriculum should have all these different dimensions of the curriculum in view.While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society. The "written" curriculum is usually expressed in comprehensive and user-friendly documents, such as curriculum frameworks; subject curricula/syllabuses, and in relevant and helpful learning materials, such as textbooks; teacher guides; assessment guides.

In some cases, people see the curriculum entirely in terms of the subjects that are taught, and as set out within the set of textbooks, and forget the wider goals of competencies and personal development. This is why a curriculum framework is important. It sets the subjects within this wider context, and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals.

There are many common misconceptions of what curriculum is and one of the most common is that curriculum only entails a syllabus. Smith (1996,2000) says that, "A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit". Regardless of the definition of curriculum, one thing is certain. The quality of any educational experience will always depend to a large extent on the individual teacher responsible for it (Kelly, 2009).

Curriculum is almost always defined with relation to schooling. According to some, it is the major division between formal and informal education.However, under some circumstances it may also be applied to informal education or free-choice learning settings. For instance, a science museum may have a "curriculum" of what topics or exhibits it wishes to cover. Many after-school programs in the US have tried to apply the concept; this typically has more success when not rigidly clinging to the definition of curriculum as a product or as a body of knowledge to be transferred. Rather, informal education and free-choice learning settings are more suited to the model of curriculum as practice or praxis.

MEd :APPLICATIONAL PEDAGOGY OF ENGLISH EDUCATION

COURSE OBJECTIVES

On completion of the course the student teachers will be able to;

• Understand the techniques of teaching language and literature.

• Get an idea of the various traditional and technological learning

resources.

• Understand the modern trends in the evaluation of the learning

outcomes.

• Examine the various aspects related to assessment and

evaluation.

• Survey the various aspects in relation to teacher empowerment.

• Examine various areas of research in language education.

• Apply the theory they study in real situations.

• Formulate a framework for analyzing approaches for

differentiating between teaching language and teaching

literature in the context.

• Gain an understanding of the nature, functions and

implications of planning for teaching languages.

COURSE CONTENT

Unit 1: Teaching Language & Literature (15 hours)

- Innovative techniques for teaching vocabulary,

grammar, literature – prose, poetry, drama, fiction. 

13

- Developing lesson designs based on constructivist

principles.

Unit II : Learning Resources (25 hours)

- Traditional Resources – books, periodicals, libraries,

community resources etc.

- Technological resources – E-learning, M-learning,

virtual libraries, smart classrooms, digitalized language

laboratories, EDUSAT, web tools – blogs, podcasts.

- Discourse analysis – interpretation of discourses –

conversation, diary, notice, letter etc. - conservational

analysis – speech acts – ethno methodology-pragmatics

and discourse context – critical discourse analysis –

computing communicative function.

Unit III : Evaluation of Learning Outcomes (15 hours)

- Evaluation techniques in English language teaching –

testing language skills, vocabulary, and grammar.

- Modern trends – evaluating projects, seminars, group

discussions, symposia, assessment using portfolios,

rubrics, online assessment.

Unit IV : Assessment and Evaluation (15 hours)

- Evaluation – formative, summative, continuous and

comprehensive evaluation (CCE), grading- trends in

alternative assessment – performance based

assessments – portfolio assessment.

- Types of tests – teacher-made, standardized test,

diagnostic and achievement tests.

- Diagnosis and remedial teaching in English 

14

Unit V : Teacher Empowerment (12 hours)

- Pre-service training, in-service training, professional

organizations, online teacher networks.

- Reflective teaching, teacher portfolio strategies for

coping with professional stress.

Unit VI : Individualisation of language learning (12 hours)

- Techniques for individualization – differentiated

assignments – classroom task – personalized system for

instruction.

Unit VII : Research Perspectives (14 hours)

- Recent research trends in English language education,

undertaking research publications – multilingual

context of India.

- Action research

Advanced Practicums (select any two items)

1. Conduct an action research based on any problem faced in

language classrooms.

2. Prepare a rubric for assessing one of the language skills.

3. Prepare a multimedia learning package on any topic of your

choice.

4. Convene a seminar on innovative techniques in teaching

grammar. 

15

REFERENCES

1. Baker, Jonna. (2000). English Language Teacher’s Handbook :

How to Teach Large Classes with Few Resources. Henther

Westrup Viva Books Private Limited.

2. Baruah, T.C. (2006). The English Teachers Hand Book. New Delhi:

Sterling Publishers Private Limited.

3. Carroll, B.J. (1980). Testing communicative performance. Oxford :

Oxford university press.

4. Ebel, R.L. and Frisbie, D.A. (5th ed). (1991). Essentials of

Educational Measurement. New Delhi : Prentice Hall.

5. Gallavan, Nancy P. (2008). Developing Performance – Based

Assessments, Grades K-5. Arizona: Crown Press.

6. Harmer, Jeremy. (2001). The Practice of English Language

Teaching. Longman.

7. Hinkel, Eli (2005). Handbook of Research in Second Language

Teaching and Learning. Mahwah, NJ : Lawrence Erlbaum

Associates.

8. Herwings, Martin. (1999). Advanced Grammar in Use. Editorial

Cambridge University Press, UK.

9. Mertler, Craig A. (2008). Action Research : Teachers as

Researchers in the Classroom. Sage Publications (ca).

10.Miller, Wilma H (2002). Alternative Assessment Techniques for

Reading and Writing. Jossey-Bass; Spi edition.

11.Nunan, D. (1992). Research Methods in Language Learning.

Cambridge: Cambridge University Press.

12.Parrott, Martin. (2000). Grammar for English Language Teachers.

Cambridge: Cambridge University Press.

13.Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford

University Press.

14.Swan, Michael. (2005). Practical English Usage. Third edition.

USA: Oxford University Press. 

16

15.Developing performance – based assessments grades K-5 Nancy P.

Gallavan – Corvin Press.

16.Action Research – Teachers as researchers in the classroom. Craig

A. Mertler – Bow-ling green state university sage publications.

17.Handbook of research in second language teaching and learning

ed- Eli Hinkel – Seattle University Lawrence Erlbaum Associates,

Publishers, London.

18.How to teach large classes with few resources the English

language teacher’s handbook Joanna Baker, Henther Westrup

Viva Books Private limited.

19.Alternative Assessment Techniques for reading and writing, Miller,

Wilma H.

20.Research methods in language learning – Naman. D (1992),

Cambridge University Press.

21.Second language pedagogy, ELBS, OUP, N.S. Prabhu – (1987).

22.Essentials of educational measurement Ebel, R.L. and Frisbie,

D.A. (1991). Essential of educational measurement. New Delhi

Prentice Hall of India, Pvt, Ltd.

23.Testing communicative performance, B.J. Carell.

24.A Handbook for English language teachers. T.C. Baruah.

25.Advance grammar in use. Hewings, Martin (1999), Cambridge

University Press.

26.Grammar for English language teachers. Martin Parrot (2000).

27.Practical English usage. Swan, Michael (1995) Oxford University

Press.

28.The Practice of English Language Teaching. Harmer, Jeremy

(2001). Longman. 

17

Mahatma Gandhi University

 M.Ed Degree (CBCSS) Second Semester Examination

Course Code : 907.1

Application Pedagogy of English Education

Time : 3 hrs. Max. Weightage : 32

PART A

Answer any two questions. Each question carries 4 weightage

1. Explain the steps involved in conducting an action research to

analyse the spelling errors committed by high school pupils.

2. Explain the role of professional organizations in enhancing

professional development of teachers.

3. What are the characteristic features of evaluation techniques

now used in ELT?

4. Critically evaluate any one research conducted in the teaching

of English.

[2×4 = 8 weightage]

PART B

Answer any six questions. Each question carries 2 weightages

5. How can an innovative English teacher apply Information

Technology in the teaching process?

6. Prospective teachers at the graduate level commit many errors

in written English. As a would be teacher educator, suggest five

remedial measures. 

18

7. How will you develop the aesthetic skills of your high school

pupils?

8. Mention the strategies that you would put forward for coping

with professional stress among teachers.

9. How would you construct a diagnostic test?

10. What are the limitations of a language lab in the learning of

English?

11. What are the different types of objective types test items you

would employ for evaluating the acquisition of language skills

and English?

12. Bring out the role of in-service training for teacher

empowerment.

(6x2=12 weightage)

PART C

Answer any six questions. Each question carries one

weightage

13. Suggest any two language games suitable for teaching

vocabulary at secondary level.

14. How will you evaluate a project?

15. Distinguish between teacher made tests and standardized tests.

16. Discuss the different types of grading.

17. Enumerate a few advantages of CCE.

18. What do you mean by a blog?

19. Distinguish between portfolio and rubric. 

19

20. Write down the limitations of language lab in the learning of

English.

(6×1 = 6 weightage)

PART – D

Answer all the questions. Each question carries ½ weightage

21. Expand EDUSAT

22. Who is the proponent of Action research?

23. Which type of evaluation is carried out at the end of the year?

24. Name the test that is used as the criteria for conducting a

diagnostic test.

25. Under which type of resources does historical places and

museums come?

26. Mention a website related to English language research.

27. Name any one English Language Journal

28. Name the type of vocabulary that is continuously used by the

native speaker.

29. Define communicative competence.

30. What is a discourse?

31. Give a suitable topic for action research.

32. What is summative evaluation?

(12x ½ = 6 weightage)

MEd: INFORMATION TECHNOLOGY AND MODERN EDUCATIONAL PRACTICES

COURSE OBJECTIVES

1. To equip the student teacher to attain basic skills and

cognitive orientations in Information Technology

2. To develop an analytical perspective towards the emerging

trends and practices in Information Technology for effective

curriculum transaction

3. To encounter the challenges of building quality technology

programme.

4. To develop an insight into the dimensions and innovative

trends in of Information Technology as a subject of study in

schools

5. To acquire the skills to become proficient in the effective

utilization of ICT

6. To develop and transact their expertise in ICT effectively in the

actual classroom settings. 

2

Course Content

PART A – INFORMATION TECHNOLOGY EDUCATION

UNIT-1 Basics of ICT (10 Hrs)

Meaning, nature, characteristics and scope of Information Technology

Education Major divisions of Information Technology - Aims and

objectives of Information Technology Education up to higher

education level - Relevance of Information Technology education in

the present day educational system.

UNIT-II (10 hrs)

Approaches in teaching Information Technology: Instructional

software, Drill and practice activities-Tutorial activities-Tele

conference-Instructional Exams-Simulation activities, problem

solving, Integrated learning system (ILS)-Logo-resources.

Information Technology Resources: Hardware and Software

material generators-Desk top publishing, select and use, type of faces

(fonts), visual cueing-Graphics-Test generators, Test question banksonline

information sources, W.W.web Sites, E-mail, Multimedia-TeleText.

Introduction to e-learning – Definitions – types (Synchronous and

Asynchronous) – Blended e-learning – Social book making.

UNIT-III (18 hrs)

Role of ICT in Education and Training: Computer Assisted

Instruction, Computer managed Instruction, Computer based testing, 

3

Computer mediated communication. Computer generated materialsComputer

Languages-Internet-Locations in Cyber Space, using

statistics packages, planning and organizing tools-Using Research

and reference tools etc. maintenance and Records.

Viruses: causes, prevention and cures.

 Pod casting (fusion of I pod and broad casting )

Pod casting as digital audio programming - Instant managing - Text

chat – Internet forums – e mailing.

UNIT-IV – Strategies and Possibilities of ICT (10 Hrs)

Development of skills-ICT and thinking skills, Developing Graphics

skills-Developing effective logical reasoning skills-critical and creative

thinking strategies for developing problem solving. Y-fy campus –

significance of laptop in teaching learning process – laptop as a

device for effective teaching.

Unit V – Teacher’s Role in ICT (5 hrs)

IT Education Teacher: Academic and professional Qualification,

Qualities, required for a good ICT education teacher, Duties and

responsibilities, technical competency teacher development, preservice

and in service training opportunities for professional growth.

Unit – VI (10 hrs)

Instructional techniques of ICT in the 21st century. Net work

transaction, Tele-conference, Webinar, E-learning, Reflective teaching

strategies, problem solving, portfolio, concept mapping, Problem 

4

based learning, Internet Access, Cyber space and new frontiers of

teacher education, Virtual knowledge café. E-content – Writing.

Website – page preparation of website – websites on education – web

designing.

PART B MODERN EDUCATIONAL PRACTICES

UNIT- VII (5 hrs)

Curriculum Development: – Principles of curriculum construction -

curriculum vs. Syllabus - Different types of curriculum –Different

curricular approaches - Enrichment of curriculum - Curriculum

analysis

UNIT- VIII – Instructional Approaches (10 hrs)

Modern Instructional Approaches: Programmed learning, Modular

approach, Models of Teaching: Information Processing Models, Social

Interaction Models, Personal Models, Behavioural Models, Concept

based Models, Synetics Model.

General Approaches: Micro teaching-Team teaching-Reflective

teaching-Seminar – Workshops - Conference - Co-operative learning

-Supervised study.

UNIT- IX – Resources of evaluation (10hrs)

Evaluation: Meaning- Continuous and Comprehensive Evaluation -

Objective based evaluation, Internal and external evaluation,

Formative and summative evaluation, Diagnostic testing - Criterion

referenced tests and Norm referenced tests - Question banks -

5

Grading system - use of computers in scoring and recording of

results - analysis of data etc.

Unit X Knowledge Management (10 hrs)

Knowledge management – knowledge production – Attributes

and services – knowledge management model – Ikujiro Nonaka –

process view of knowledge management – Justification of knowledge

management

Unit XI (10 hrs)

• E-learning net work – National knowledge network – countrywide

classroom. Knowledge organization and net a data.

• International standards of ICT devices – International Quality

of ICT in classrooms – Interacting with teleconference – Video

conferencing – Assurance of international quality on ICT –

Suggested measures.

Advanced Practicum (any two)

1. Prepare a Lesson Design on Computer Assisted Instruction.

2. Develop a lesson design with power point presentation on any

selected topic from psychological philosophy / Education

practices. Submit a report on it.

3. Create a blog on Education Develop content for educational

blog and connect it with server.

6

References:

1. Chanler, David et al, (1993). Computer Technology for Higher

Education – A Design Model for a Computerizing University (Vol.

III) The Canadian Experience. New Delhi: Concept Publishing

Company.

2. Bentley Trevor (1992). Training to meet the technology challenge.

London: Mc Graw Hill Book Company.

3. Roger Crawford (1997) Managing Information Technology in

secondary schools, London: Routledge.

4. Cady Glee Harrah and Pat Mc Gregor (Ed.) (1996). Mastering the

Internet. New Delhi: BPB Publications.

5. Robert Heinich et.al., (1990). Instructional Media and the New

technologies of Instruction. New York: Mac Millan Publishing

Company.

6. Leon Alexis and Mathews Leon (2002). Fundamentals of

Information Technology. New Delhi: Vikas Publishing Company.

7. Leon Alexis and Mathews Leon (2002). Internet in a Nutshell. New

Delhi: Vikas Publishing Company.

8. Sanjay Saxena (2002) First Course in Computers – 2002

Edition. New Delhi:Vikas Publishing Company.

9. Leon (2002) Internet for Everyone. New Delhi: Vikas Publishing

House.

10. Sanjay Saxena (2002) Introduction to Computers and M.S. 

7

Office. New Delhi: Vikas Publishing House.

11. Rajesh, Easwarakumar & Balasubramaniam (2002) aComputer

Networks. New Delhi: Vikas Publishing House.

12. Kjell Erik Rudstan, Judith Schoenholts – Read (2002) Handbook

of Online Learning. New Delhi, Sage Publication.

13. E. Arno Macia, Solar Cervere, C. Rueda Ramos, (2002),

Information Technology in Language fro specific purposes.

Germany, Spinger International Handbook of Education.

14. Simmons Hawkins – Teaching ICT – Sage Publications New

Delhi – 2010.

15. Aggarwal, Sanjay, M.Kumar and Anilkumar. “Knowledge

management framework for improving Teaching and learning

process in Technical Education in India”. University News,

August 11 – 17, 2008, pp. 10 – 16.

16. Awad, Elias. M and Hassan M. Ghaziri, Knowledge management.

Pearson Education Pvt Ltd : New Delhi .2004.

17. Karsinti, T.2002 (Oct – Dec). ‘From Blackboard to Mouse Pad: A

case study of effectiveness of e-learning and technology’.

Techknowlogia.

http : //www.techknowlogia.org

18. Mathotra, Yogesh. “Knowledge management, knowledge

organizations and knowledge workers : A view from the front

lines”, April 2001. 

8

19. Mohanty, Laxman and Neharikw Vohra. ICT strategies for

schools : A guide for school administration. New Delhi : Sage

2006.

20. Nonaka, Ikujiro and Hirotaka, Takeuchi. The knowledge creating

company: How Japanese companies create the dynamics of

innovation. New York, NY : Oxford University Press. 1995.

21. Barath, Steve. “Learning from Mistakes”. Knowledge

Management April 2001, pp, 41 – 47. 

9

MAHATMA GANDHI UNIVERSITY

M.Ed DEGREE (CBCSS) SECOND SEMESTER EXAMINATION

Common Course : 906 – ICT and Modern Educational Practices

Time : Three (3) Hours Max. Weight : 32

Part A

Answer any two questions. Each question carries a weight of 4

1. Discuss the scope of integrating pedagogical principles in ICT based

teaching and learning.

2. Explain the advantages of integrating ICT with different subjects in

schools. Substantiate your answer with suitable examples.

3. Discuss the recent curricular reforms at secondary and higher

secondary educational levels in Kerala with special reference to

National Curricular Framework, 2005.

4. Examine the effect of globalization on development of curriculum

and administration at different levels of education.

(2×4 = 8 weight)

Part B

Answer any six questions. Each question carries a weight of 2

5. Theoretically distinguish information from misinformation and

disinformation.

6. What is meant by “data mining” and explain its applications.

7. How can computers be useful in test scoring and processing of

results? 

10

8. Explain the role of teachers in the approach of problem solving.

9. Describe the relevance of virtual classrooms in the present learning

environment.

10. Express your views on the role of computers in knowledge

construction and creation.

11. Analyse the ethical issues in connection with the use of internet.

12. Give a brief account on the programs for meeting special needs of

learners in our classrooms.

(6×2 = 12 weight)

Part C

Answer any six questions. Each question carries a weight of 1

13. What is the concept of educational informatics?

14. What is operating system?

15. How do the secondary storage systems differ each other?

16. Explain the salient features of problem based learning.

17. Suggest any four means to promote women empowerment.

18. What is the difference between teleconference and computer

conference?

19. Mention four inequalities that exist in our educational system?

20. Give any four comparisons in vocationalisation of education in USA

and India?

(6×1 = 6 weight)

11

Part D

Answer all questions. Each question carries a weight of .5

21. What is remedial teaching?

22. Define e resource.

23. Give the purpose of tele-conference.

24. What is PSI?

25. What is virtual classrooms?

26. Define curriculum evaluation?

27. What does information processing model stand for?

28. What is computer virus?

29. Give a suggestion for e-waste management.

30. What is a face book.

31. Define cloud computing.

32. What is a portfolio.

(12×.5 = 6 weight)