Department of Education

Initiation and brief overview

Since 1981, the Department of Education has had only general courses. The honors section started from 2000. Right from the initial years till date, the Department has a sustained good academic record with University rank-holders (UG). At present, the Education Department has a five-member faculty ( 1 monastic member, 2 associate professors, 1 assistant professor and 1 guest lecturer).

Vision and outlook 

We visualize education as acquisition of knowledge, perfection of skills, inculcation of beneficial habits and above all as a means towards sustainable development. We focus on scaffolding and proximal development of our students so that they can be self-reliant and self-sufficient, keeping in view the CBCS syllabus under WBSU.

Methods of teaching

Apart from classroom lectures or the chalk and talk method, the Department uses ICT based classes and audio-visual aids, like Power-point presentations, to enhance learning interests. The Department also organizes educational tours and other extension activities each year as a part of the existing syllabus to imbibe a better understanding of philosophical, psychological, sociological and research methodological foundation of Education. Regular assessments through unit tests and class-tests and end of the semester mock-exams ensure that the students are well prepared for their final end-semester examinations. 

Infrastructure:

The Department maintains a Seminar Library constituting of relevant books and materials of reference that are not part of or available in the College Library. The Department also has a collection of educational AV material related to the Core Course syllabus. It also has a rich collection of wall magazines and projects related to the syllabus. We also have a computer laboratory as practical is a major part of CBCS curriculum.

Email:

education@rksmvv.ac.in

Facebook page:

https://www.facebook.com/groups/362794057831447/?ref=share

Courses Offered

Honours
Generic Elective

NEP Syllabus
https://wbsu.ac.in/web/wp-content/uploads/2024/01/Education-NEP-Syllabus-upto-Sem-II.pdf

CBCS Syllabus
https://wbsu.ac.in/web/wp-content/uploads/2020/08/Modified-CBCS-Aug-2020.pdf

Programme Outcomes: CBCS

PO1: Communication Skills: Confident to speak, write, read, listen and understand the English language and one or more Indian languages. Relate the ideas, knowledge, books, and people. Think and decide rationally, and adopt technology and electronic/print media in disseminating thoughts, facts and realities.

PO2: Social responsibility: Develop an obligation to act for the benefit of society at large. Cultivate the responsibility to maintain a balance between the economy and the ecosystems. Nurture a moral obligation to minimize the adverse effect on those immediately around them.

PO3: Critical, logical and rational thinking: Acquire the ability for objective, rational, sceptical, logical, and unbiased analysis of factual evidences to form a judgment or conclusion. Enhance the process of rational thinking, problem solving and analytical evaluation from different perspectives.

PO4: Enlightened and effective Citizenship: Cultivate progressive citizenship for a knowledge society for peace and prosperity of nations and the world. Develop clear, rational and progressive thinking. Participate in decision-making concerning the society and upholding national development, integrity, unity and fraternity.

PO5: Values and Ethics: Recognize the importance, worth and usefulness of principles and standards of behavior and moral dimensions of one’s own decisions and judgements. Be aware of various aspects of social responsibility through social, outreach, and cultural activities during the programme. Shape a personality which understands and appreciates religious and cultural diversity and plurality.

PO6: Sustainable development: Understand, organize and promote the principle of human development goals by sustaining the ability of natural systems, natural resources and ecosystem services upon which the economy and society depends.

PO7: Life-long process of Learning: Cultivate the proficiency to engage in independent, life-long and progressive learning abilities in the broadest context of changing socio-politico-economic-cultural and technological scenario.

PO8: Employment Skills: Be prepared for employment in various fields by developing reading, writing and comprehension skills which make the students fit and eligible for jobs in the government and non-government sectors. A broad-spectrum study of various subjects helps the students compete in various examinations for employment after graduation.

Programme Specific Outcomes

PSO1: Students develop a clear idea about the subject Education, like nature, scope and aim of Education, factors, different agencies of education and child centric Education; to be acquainted with the different Indian and Western Philosophical thoughts; to be able to inculcate values enshrined in Indian Constitution

PSO2: To be able to explain different forms of and functions of education.

PSO3: Students gather knowledge about Educational Psychology, theories of psychology and

their role and importance & impact in the field of education and education system. Students should be able to know the neuro-physiological perspectives; to be acquainted with different theories of Intelligence and Creativity; to be aware of different patterns of human development

PSO4: To understand the relation between Sociology and Education, nature and scope of Educational Sociology;

PSO5: To be able to explain the concept of Social Groups and Socialisation; to enable the students to understand the concept of Social Change and Social Interaction in Education

PSO6: To understand different perspectives of the Science of Teaching

PSO 7: To be able to learn to apply pedagogical implications

PSO 8: To have knowledge about the development of Education under East India Company

PSO 9: To be able to explain the development of Education from 1854-1947

PSO 10: To know the development of Education from 1947 to 2009 through various commissions, Missions, Education Act

PSO 11: To have an in-depth knowledge about some traditional issues like language problems, problems of Vocational and Technical education

PSO 12: To be aware of different social issues like backward classes, adult and non-formal education

PSO 13: To be able to understand problems of equalisation of educational opportunities and National Curriculum Framework

PSO 14: To develop a basic understanding of Educational Management, its types and needs

PSO 15: To get an idea about Supervision and Management

PSO 16: To orient students with the concepts of Total Quality Management and Management Information System

PSO 17: To acquaint the students with specific agencies as MHRD, UGC, NCERT, SCERT, WBSCHE

PSO 18: Students develop understanding of the concepts of measurement and evaluation in

education, process of Evaluation, types of measuring instruments and their uses, concepts of

validity and reliability and their importance in educational measurement and principles of test

construction. They also understand the criteria of constructing standardized tests and utility of statistics in the field of education.

PSO 19: Learners develop the concept of statistics and to develop skill in analyzing descriptive measures, concept of Normal Probability Curve and its uses in education, measures of relationship and organize relevant educational data and to represent educational data through graphs and to develop skill in analyzing and displaying data.

PSO 20: To know the basic concept of guidance; to know the basic concept of counselling; to be aware of some mental disorders and how to cope with different situations

PSO 21: To be informed about instructional technology; to understand and have basic knowledge about computer and its components; to learn basic DTP operations; to learn basic Excel Operation; to learn how to make power-point file/slide presentation

PSO 22: Students develop an understanding about concept, nature, types and major approaches of curriculum, the relation among curriculum, pedagogy and assessment, understanding about curriculum development and national curriculum framework, 2005, get acquainted with content selection and selected theories in this regard and develop an understanding of evaluation & reform of curriculum.

PSO 23: To be able to know the development of special education in India; to understand & comprehend the concept nature and characteristics of special education. Students understand the meaning of Inclusion and exclusion, types of exclusion and their causes and how to bring about inclusion in different spheres.

PSO 24: Develop consciousness about gender, society and teacher education

PSO 25: The learners develop an excellent communication skill, life skill education, peace and value education.

PSO26: To have the basic concept of ecosystem and role of education; to know the meaning, components of environmental education; to understand the causes of various pollutions and the way out; to know some environmental movements

Paper Name & Course Outcomes: CBCS

CC1: Introduction to Philosophy: Have clear idea about themeaning, nature. scope of modern education; to explain the different forms and functions of education; to be acquainted with the different Indian and Western Philosophical thoughts; to be able to inculcate values enshrined in Indian Constitution

CC2: Educational Psychology: To understand the meaning of Educational Psychology and be acquainted with its different aspects; to know the neuro-physiological perspectives; to be acquainted with different theories of Intelligence and Creativity; to be aware of different patterns of human development

CC3: Educational sociology: To understand the relation between Sociology and Education, nature and scope of Educational Sociology; to explain the concept of Social Groups and Socialisation; to enable the students to understand the concept of Social Change and Social Interaction in Education

CC4: Pedagogy: To understand different perspectives of the Science of Teaching; to be able to learn to apply pedagogical implications

CC5: Education in Pre-Independence India: To have knowledge about the development of Education under East India Company; to be able to explain the development of Education from 1854-1947

CC6: Education in post-Independence India: To know the development of Education from 1947 to 2009 through various commissions, Missions, Education Act

CC7: Contemporary Issues: To have an in-depth knowledge about some traditional issues like language problems, problems of Vocational and Technical education; to be aware of different social issues like backward classes, adult and non-formal education; to be able to understand problems of equalisation of educational opportunities and National Curriculum Framework

CC8: Educational Management: To develop a basic understanding of Educational Management, its types and needs; to get an idea about Supervision and Management; to orient students with the concepts of Total Quality Management and Management Information System; to acquaint the students with specific agencies as MHRD, UGC, NCERT, SCERT, WBSCHE; to have a clear idea about Planning and Management in Educational Institutions

CC9: Basics of Educational Research and Evaluation: Learn about preliminary concepts on Research Methodology like nature, need and types of educational research; be aware about the types of sampling; to understand the meaning, nature and types of Research Hypothesis

CC10: Statistics in Education & Statistics Practical: To develop the concept of Statistics and to nurture skill in analysing descriptive measures; to be acquainted with the concept of Normal Probability Curve and its uses in Education; to be able to draw frequency polygon, ogive; learn to write report on statistics practical

CC11: Guidance & Counselling: To know the basic concept of guidance; to know the basic concept of counselling; to be aware of some mental disorders and how to cope with different situations

CC12: Educational Technology: To be informed about instructional technology; to understand and have basic knowledge about computer and its components; to learn basic DTP operations; to learn basic Excel Operation; to learn how to make power-point file/slide presentation

CC13: Curriculum Studies: To know about the types and basic sources of curriculum; to have knowledge about the need to form aims and objectives of curriculum; to comprehend about CBCS model; to be aware of some approaches and models of curriculum evaluation

CC14: Special education: To know the development of special education in India; to understand & comprehend the concept nature and characteristics of special education

DSE1:  N.A.

DSE2: Teacher Education: To know about the development of teacher education in pre independent and post independent India; to make a clear concept of an ideal teacher; to have the knowledge of some modern methodology of teaching

DSE3: Life-skill education: To understand the meaning and characteristics of life skill; to know the role of institutes, parents, teachers, government and NGOs in imparting life skill education; to make aware about Domestic Violence Act and POCSO

DSE4: N.A.

DSE5: Peace education: To know the concept and importance of peace education; to become familiar with the barriers of peace education; to understand the role of education to maintain peace

DSE6: Environment Education: To have the basic concept of ecosystem and role of education; to know the meaning, components of environmental education; to understand the causes of various pollutions and the way out; to know some environmental movements

After completion of the course students will be able to: CBCS

PO, CO Matrix: CBCS

Programme Outcomes: NEP

PO1 Disciplinary Knowledge

PO2 Communication Skill

PO3 Critical Thinking

PO4 Logical Thinking

PO5 Problem solving

PO6 Social Awareness

PO7 Analytic Reasoning

PO 8 Cooperation/Teamwork

Paper Name & Course Outcomes: NEP

MA1/DS1: Educational Philosophy: Have clear idea about meaning, nature. scope of modern education; to explain the different forms and functions of education; to be acquainted with the different Indian and Western Philosophical thoughts; to be able to inculcate values enshrined in Indian Constitution
 
MA2/DS2: Educational Psychology: To understand the meaning of Educational Psychology and be acquainted with its different aspects; to know the neuro-physiological perspectives; to be acquainted with different theories of Intelligence and Creativity; to be aware of different patterns of human development
 
SEC: Skill Enhancement Course: Cooperative learning in the classroom, and group assignments on SEC courses help learners to work effectively with groups or teams. These activities facilitate cooperative or coordinated effort among the learners.
 
PSO 1: Have clear idea about the meaning, nature. scope of modern education; to explain the different forms and functions of education; to be acquainted with the different Indian and Western Philosophical thoughts; to be able to inculcate values enshrined in Indian Constitution

PSO2: To understand the meaning of Educational Psychology and be acquainted with its different aspects; to know the neuro-physiological perspectives; to be acquainted with different theories of Intelligence and Creativity; to be aware of different patterns of human development

PSO3: To be acquainted with the concept of social awareness, social backwardness & social advancement; To know how to plan & execute social awareness programme; To know the relationship among IQ, EQ & Social awareness; To know how to organize & participate in a social awareness programme; To know how to write a report on the social awareness programe

 
After completion of the course students will be able to: NEP

PO, CO Matrix: NEP

DEPARTMENT OF EDUCATION

ROUTINE (2019-2020)

  ODD SEMESTER     

ODD SEMESTER  2020-2021

SEM 1

SEM 3

SEM 5

DEPARTMENTAL ROUTINE 2021-2022

SEM 1

SEM 3

SEM 5

DEPARTMENTAL ROUTINE 2022-2023

Continuous and Comprehensive Evaluation (CCE) focusses on:

• Development of new and effective teaching strategies
• Regular assessment to understand students’ progress
• Understand the weaknesses and strength of students
• Helps students to develop good habits, work on their weaknesses and correct errors
• Encourages self-assessment among the students
• Enables the teacher to understand the problems faced by the students
• It gives an idea about the change in student’s attitude and values
• It gives a comprehensive report about students over a period of time

CBCS curricula is designed in such a manner that the student performances are evaluated throughout the semester. Apart from the mid-term Internal Assessment and End Semester examinations, there are various ways in which student progress is assessed. Class interactions, class and home assignments, tutorials, unit tests, group projects and presentations are some of the methods adopted. Internals include written tests, power point presentations and term papers. Student research projects are encouraged, and are particularly designed to develop their research skills as well as build up public speaking and presentation skills. The Academic Calendar of the college is prepared at the beginning of every academic year in correspondence with university academic calendar.  The Academic Calendar reflects the academic plan of the college, marking the commencement and end of semesters, allotting an approximately 15-day window to hold the mid-term Internal Assessments, and marks the dates of the End-Semester exams following the university directives. The department follows the curricula determined by its affiliating University, the West Bengal State University. Meticulous academic planning is carried out primarily through the following: i) The Academic Calendar, prepared by the Academic Subcommittee at the beginning of the academic session closely follows the Academic Calendar set by WBSU, and also includes the extracurricular activities of the college. ii) Central and Departmental time tables. iii) Departmental lesson plans. These are prepared well in advance, and are strictly adhered to, to ensure timely completion of syllabi, and holding of internal exams, as projected in the Academic Calendar. The Academic Calendar, and Departmental Time Table and Lesson Plan are made available to students at the beginning of each semester. Regular tutorials, class and home assignments, and mid-term internal assessments help document academic progress. Teaching plans are modified if necessary, so as to prepare students better for terminal examination/semesters. Regular meeting of Heads of the departments with the Principal is held to discuss academic planning and progress.

Department of Education

Departmental Policy for Slow and Advanced Learners on the basis of minutes of departmental meeting held on 05/11/2019

• Slow and advanced learners of all the semesters are identified on the basis of their performance of previous class tests, home assignments as well as on the ability to participate in classroom activities.
• Students are enlisted as slow learners and advanced learners with the objective of improving their academic proficiency.
• Special monitoring is done by individual teachers in and outside classrooms to assist slow learners.
• Important points and topics are highlighted, referral and class notes are simplified so that slow learners can learn without any difficulty.
• Special importance is given to them in tutorial classes.
• Advanced learners are encouraged to prepare write ups on topics related to the syllabus.
• Conceptual learning is encouraged for the advanced learners.
• Advanced learners are also encouraged to participate and present papers in students’ seminars
• Main focus of introducing this policy is to assist slow learners so that they can show significant improvement and can move up to the average group. Similarly, advanced learners should be given scaffolding so that they might progress to the highest level of learning, which is knowledge construction.

Separate attendance registers are prepared for semesters I, II & V and semesters II, IV & VI respectively. College policy on advanced and slow learners is attached in a file which contains assessment work of both slow and advanced learners. Assessment is given in the form of write-ups on important topics, classroom discussions on relevant parts of the syllabus, collaborative projects and individual home assignments. Question papers are also preserved for reference.

• Reference of the departmental meeting where the above policy was undertaken:

Annual Mode

  PROGRESSION OF MARKS (2018-2023) 

Results of CBCS System

2018-2023

OUR ACHIEVERS

University Rank Holders

Aparupa Maity, Batch of 2022

University First rank holder in Education Honours.

Currently pursuing M.A. from Jadavpur University and preparing for competitive exams

Monisha Jana, Batch of 2021

University Sixth rank holder in Education Honours.

Completed M.A., currently preparing for competitive exams.

Soma Das, Batch of 2020

University First rank holder in Education Honours.

Completed M.A., currently preparing for competitive exams.

Rinita Ghosh, Batch of 2019

University First rank holder in Education Honours.

Qualified TET( 2022)

Completed M.A., currently preparing for competitive exams.

Lisa Das, Batch of 2018

University Eighth rank holder in Education Honours.

Completed M.A., currently preparing for competitive exams.

Sumana Metya . Batch of 2013

University First rank holder in Education Honours

Qualified NET (2017) and SET (2015)

Completed B.Ed.(2019)

Currently ,State Appointed College Teacher (I), Education Department , Ramakrishna Sarada Mission Vivekananda Vidyabhavan, Kolkata

Esha Pakira, Batch of 2012

University Eighth rank holder in Education Honours

Completed M.Ed (2021)

Taniya Bala, Batch of 2011

University First rank holder in Education Honours

Currently, Assistant Teacher, Binodini Girls’ High School, Kolkata

Pampa Halder, Batch of 2011

University First rank holder in Education Honours

Currently, Assistant Teacher, Binodini Girls’ High School, Kolkata

Doyel Mukherjee, Batch of 2007

Qualified NET (2021)

Awards / Medals/ Scholarships

Moumita Bagani, existing student of semester V

1^st prize, Kata, Sports Festival International Karate Championship-2023

1^st prize, Kumite/Fighting (under 50 kg, age-18 years), Sports Festival International Karate Championship-2023

Srayashi Ghosh- Dance scholarship, “Corporate Social Responsibility”.

Careers chosen by our Alumni

Faculty in Schools and Colleges:

Amrita Ghosh, Assistant Teacher, Sutia Barasat Palli Unnayan Vidyapith, Barasat

Nayantara Mondal, Assistant Teacher, Lakshya High School, Purba Medinipur

Suvra Metya, Guest Lecturer, DIET, Nadia

Moumita Bhattacharya, Assistant teacher, Siberhan High School

Pampa Halder, School Teacher at Ramakrishna Academy Subhas Gram

Piyali Chatterjee, Teacher, Kidzee

Moumita Saha, Teacher, Kabiguru Academy, Gosairhat Bandar

Corporate/Private Sector/ IT Professionals:

Aditi Snakhari, Tata Consultancy Ltd

Shampa Mondal Tata Consultancy services Ltd.

Indrani Ghosh, Quality analyst in MNC

Priya Mishra, GTPLKCBL Broadband

Debjani Modal, GTPLKCBL Broadband

Sarada Datta, IBM Kolkata

Puja Mondal, Reliance SMSL Limited

Deepa Chakraborty, Business Consultant, Dev Infotech Private Limited

Parna Ghosh, Accountant, Lifeline (A unit of GSA surgical and medicines Pvt. Ltd.), New Town

Ayantika Pal, Tata Consultancy Ltd

Riya Sardar, Tata Consultancy Ltd

Sriti Paul, Tata Consultancy Ltd

Tithy Hazra, Tata Consultancy Ltd

Dishari Bhattacharya, Tata Consultancy Ltd

Bank Executives:

Papaya Roy, HDB Bank, Dumdum

Ankita Ghosh, Junior Service Executive, ICICI Bank

Punam Thakur, HDB Financial services

Arpita Sarkar, Senior Telecallar, HDB Bank, Jassore Branch

Media:

Debarati Tarfadar, Announcer in FM radio

Aditi Shankhari
Batch of 2016-2019
Currently working as BFSI at TCS.

I was a student of education department. The faculties of the department are very friendly and helpful. They’ve helped us in every possible way during our tenure.

I’m glad to be a part of this highly esteemed college having good infrastructure, well maintained library. Being a resident in the hostel I can vouch it as my another home. Also my college has helped me to get myself placed in TCS.

Shrabanti Sarkar
Batch of 2001-2005,
Currently working as Assistant Professor in Education (WBCSC -1/2015)
My greatest achievement in my life is to obtain the highest educational qualifications being a residential student (from 2000 – 2005) of Ramakrishna Sarada Mission Vivekananda Vidyabhavan under the holy guidance of the monastic members and prominent teachers of this institution. I am proud that I have made my life to come at the touch of them practicing their good teaching. I am a follower of them.
Their high ideals, feelings of fight with evils and how to lead holy life. These are only to survive. Following their good advice, now I am able to win at every stage of my life. They taught us how to do everything to recite the names of Sri Sri Sarada Maa, Swami Vivekananda and Sri Ramakrishna Dev.
I earnestly request to all the guardians of every section to send their beloved daughters at this Missionary College to receive education for establishment of their golden future life with high ideals and to make them as an ideal Indian woman.
Joyotu Sri Ramakrishna. Joyotu Sri Sri Sarada Maa. Joyotu Swami Vivekananda.

Taniya Bala
Batch of 2008-2011
Currently working as Assistant Teacher in Government aided school
রামকৃষ্ণ সারদা মিশন বিবেকানন্দ বিদ্যাভবন এর আবাসিক প্রাক্তন ছাত্রী তানিয়া বালা, ২০১১ সালে শিক্ষাবিঞ্জান বিষয়ে অনার্স নিয়ে পাশ করেছি। ঠাকুর মা স্বামীজীর আশির্বাদে বর্তমানে বিনোদিনী গার্লস হাইস্কুল এ শিক্ষিকা হিসেবে কর্মরত। বিদ্যাভবন এর মাতাজী এবং দিদি দের অনুপ্রেরণা আজ আমি এখানে পৌছাতে পেরেছি। বিশেষ করে নীলাদি(প্রবাজিকা তপময়প্রানা মাতাজী) -র শাসন শিক্ষা ভালোবাসা ‘আমি পারবো’ এই মনোভাব গড়ে দিয়েছে। এছাড়া এডুকেশন ডিপার্টমেন্ট এর নীলাদি, তাঞ্জুদি, শর্মিষ্ঠা দি ও রোহিনীদির আমাকে সব সময় উৎসাহিত করেছে।বিদ্যাভবন না থাকলে আজ হয়তো আমি লক্ষ্যে পৌছাতে পারতাম না। সকল মাতাজী এবং দিদি দের আমার প্রনাম। আমার জীবনের সব থেকে সুন্দর স্মৃতি মধুর দিনগুলি বিদ্যাভবনের।

Moumita Bhattacharya
Batch of 2004-2007
Currently posted as Assistant Teacher in Government Aided School

Vidyabhavan has always been my second home. From 2004-2007, these three years of accumulated knowledge have not only enriched my life but also these three years of endless and fond memories of the department of Education are still the driving force of my life. I feel blessed to have learnt under the caring and motherly guidance of Mataji and other Professors who have taught me that education is not a burden nor it merely gives us information, rather it teaches us to live in harmony with all existence. Our Vidyabhavan is moving forward in shaping lives and setting examples with the blessings of our teachers amidst a wonderful combination of discipline, cooperation and empathy.

Doyel Mukherjee
Batch of 2004-2007
Cleared NET (2022), awaiting CSC interview

During my graduation days Vidyabhavan was always my second home, where I spent some beautiful and precious moments of my life and it will remain in my heart forever. So, I would like to thank my college and all the teachers as well as the non-teaching staff for their patience and for those memories by creating an environment of love and support. Lastly, all my heartfelt gratitude to the teachers of the Education department for all they have done which I will never forget throughout my life. Pronam to Thakur, Ma and Swamiji for your divine blessing upon us.

Amrita Ghosh
Batch of 2007-2010
Currently working as Assistant Teacher in government aided school

I am an alumnus of RKSMVV. I have completed graduation from the department of Education in 2010. The three years of my college was the golden period of my life. That was a period of pure joy and happiness carried out with learning lessons and values for a life time. Oue teachers were our friend, philosopher and guide. Their advice, guidance, sincerity and blessings will remain forever with me. My college has given me life-long lessons which changed my perception of life. I have learnt about man-making education from my college and my teachers.