B.ed - Programme Guide 2023

Programme Guide
BACHELOR OF EDUCATION (B.Ed.)
School of Education
Indira Gandhi National Open University
Maidan Garhi, New Delhi-110 068
Members of Faculty
School of Education
Prof. C. B. Sharma - Professor & Director
Prof. N. K. Dash - Professor
Prof. D. Venkateshwarlu - Professor
Prof. Amitav Mishra - Professor
Prof. Bharti Dogra - Professor
Prof. Vandana Singh - Professor
Prof. Yalavarthi Nirmala - Professor
Prof. Sutapa Bose - Professor
Prof. Arbind Kumar Jha - Professor
Ms. Poonam Bhushan - Associate Professor
Dr. Eisha Kannadi - Associate Professor
Dr. M. V. Lakshmi Reddy - Associate Professor
Dr. Niradhar Dey - Associate Professor
Dr. Ajay Kumar Singh - Associate Professor
Dr. B.L. Meena - Associate Professor
Dr. Gaurav Singh (onlien) - Assistant Professor
Dr. Elizabeth Kuruvilla - Assistant Professor
Dr. Anjuli Suhane - Assistant Professor
Mr. Ajithkumar C. - Assistant Professor
Dr. Neel Kumar sharan - Assistant Professor
Programme Coordinators: Prof. C. B. Sharma and Prof. D. Venkateshwarlu
Material Production
January, 2023
©Indira Gandhi National Open University, 2023

All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any
other means, without permission in writing from the Indira Gandhi National Open University.
Further information on the Indira Gandhi National Open University courses may be obtained from
the University’s Office at Maidan Garhi, New Delhi-110068.
Printed and published on behalf of the Indira Gandhi National Open University, New Delhi, by Director,
School of Education. IGNOU, New Delhi.
Laser Typeset by:
Printed at: New Delhi
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CONTENTS
Pages Nos.
1. General Information 5
1.1 Introduction
1.2 Programme Objectives
1.3 Duration
1.4 Medium of Instruction
1.5 Eligibility
1.6 Programme Fees
2. Programme Structure 6
3. Instructional System 32
4. Delivery System 35
5. Operational Schedule 35
6. Evaluation 37
7. General Information About Assignments 38
8. Term-end Examination 42
9. General Instructions 44
Appendices
I. Calendar of Activities
II. List of Regional Centres
III. List of Learner Support Centres
IV. Some Forms for your Use
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Dear learner,
We welcome you to our academic programme, Bachelor of Education (B.Ed). Several

commissions and committees have emphasized quality of teacher education and the need
for professional development of teachers.
IGNOU offers B.Ed. Programme through open and distance learning (ODL) mode. The
B.Ed. programme is duly recognized by the National Council of Teacher Education
(NCTE).
This Programme Guide provides you with the important information about the
programme viz., its objectives, structure, mode of delivery, counselling sessions, practical
work, internship, workshops, assignments, evaluation, etc.
The information provided in the booklet will help you to organize and systematize your
study related to the various components of the programme. This will further facilitate
your active participation in the counselling sessions, internship and other practical
activities and help you to submit assignments in time. It is expected that you will
preserve this handbook to help you clarify your doubts during the programme.
With best wishes
Members of Faculty
School of Education
IGNOU
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1. GENERAL INFORMATION
1.1 Introduction
The Bachelor of Education (B.Ed) programme of Indira Gandhi National Open University (IGNOU) has
been designed with the aim to develop an understanding of teaching-learning process at the upper
Primary, secondary and senior-secondary levels among student teachers. It focuses on enabling student-
teachers to reflect critically on perspectives of education and integrate holistically the theory and
practice to facilitate active engagement of learners for knowledge creation.
1.2 Programme Objectives

The B.Ed. programme will focus on:
• develop an understanding of context of education in contemporary Indian Society,
• creating sensitivity about language diversity in classroom and its role in teaching-learning
process,
• develop an understanding of paradigm shift in conceptualizing disciplinary knowledge in

school curriculum,
• identifying, challenging and overcoming gender inequalities in school, classroom,

curricula, textbook, social institutions, etc.,
• enabling student-teachers to acquire necessary competencies for organizing learning

experiences,
• develop competencies among student-teachers to select and use appropriate assessment

strategies for facilitating learning,
• engage student-teachers with self, child, community and school to establish close
connections between different curricular areas,
• enable student-teachers to integrate and apply ICT in teaching-learning process and

in school management,
• systematizing experiences and strengthening the professional competencies of student

teachers, and
• provides first-hand experience of the school activities through engaging student-

teachers as interns in upper primary, secondary/senior secondary schools.
1.3 Duration
The minimum duration of the programme is two years. However, the maximum period
allowed for completion of the programme is five years.
1.4 Medium of Instruction
The Bachelor of Education (B.Ed.) programme is offered in English and Hindi medium
only.
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1.5 Eligibility
Candidates with:
at least fifty percent marks either in the Bachelor‘s Degree and/or in the Master‘s
Degree in Sciences/Social Sciences/Commerce/Humanities. Bachelor‘s in Engineering or
Technology with specialization in Science and Mathematics with 55% marks or any other
qualification equivalent thereto,
AND
i) Trained in-service teachers in elementary education.
ii) Candidates who have completed a NCTE recognized teacher education programme
through face-to-face mode.
The reservation and relaxation in marks will be provided for SC/ST/OBC (Non creamy
layer)/ PWD and EWS as per the also.
2. PROGRAMME STRUCTURE
The programme is essentially a judicious mix of theory and practical courses to facilitate student-
teachers in acquiring skills and competencies necessary for teaching-learning at Upper primary
secondary and senior secondary level. Illustrations and cases of relevant situations and activities
comprise the core of each course. These are suitably supported by theoretical aspects to the
extent needed. Keeping this in view, the programme has the following components:
First Year
Core Courses 16 credits
Content-based Methodology Courses (two) 08 credits
Workshop-I 04 credits
EPC I and II 04 credits

Internship-I 04 credits
Second Year
Core Courses 12 credits

Optional Courses 04 credits
Workshop-II 04 credits
EPC III and IV 04 credits

Internship-II 12 credits
A learner has to complete 72 credits for successful completion of the programme
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First Year
Core Courses (16 Credits)
Course Code Course Name Credits
BES-121 Childhood and Growing Up 4
BES-122 Contemporary India and Education 4
BES-123 Learning and Teaching 4
BES-124 Language Across the Curriculum 2
BES-125 Understanding Disciplines and Subjects 2
Content-based Methodology Courses (8 Credits)

(Any two Courses are to be Opted)
BES-141 Pedagogy of Science 4
BES-142 Pedagogy of Social Science 4
BES-143 Pedagogy of Mathematics 4
BES-144 Pedagogy of English 4
BES-145 Pedagogy of Hindi 4
Practical Courses (12 Credits)

Workshop-I
Course No. Course Code Course Name Credits
WBA 1 BESL-131 Workshop Based Activities 4
EPC
EPC 1 BESL-121 Reading and Reflecting on the Texts 2
EPC 2 BESL-122 Application of ICT 2
Internship-I
INT 1 BESL-133 Internship I 4
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Second Year
Core Courses (12 Credits)
BES-126 Knowledge and Curriculum 4
BES-127 Assessment for Learning 4
BES-128 Creating an Inclusive School 2
BES-129 Gender, School and Society 2
Optional Courses (04 Credits) (Any One Course to be Opted)
BESE-131 Open and Distance Education 4
BESE-132 Guidance and Counseling 4
BESE-133 Adolescence and Family Education 4
BESE-135 Information and Communication Technology 4
Practical Courses (20 Credits)

Workshop-II
WBA 2 BESL-132 Workshop Based Activities 4
EPC
EPC 3 BESL-123 Drama and Art in Education 2
EPC 4 BESL-124 Understanding the Self and Yoga 2
Internship-II
INT 2 BESL-134 Internship II 12
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Detailed Description of Courses
(First Year)
BES-121: CHILDHOOD AND GROWING UP
Course Objectives:
After the completion of this course, student-teachers will be able to:
• get acquainted with the concept of childhood and adolescence;

• develop understanding of the growing up process of children in diverse contexts;
• examine the different perspectives in child development;
analyze and reflect on the impact of developmental contexts such as family life, schooling,
• peer groups and media upon children‘s development;
• discuss issues of children and adolescents and the need of developing life skills education
programmes.
BLOCK 1: UNDERSTANDING CHILDHOOD AND ADOLESCENCE

Unit 1 Concept of Childhood and Adolescence
Unit 2 Socialization and Growing up in Diverse Contexts
Unit 3 Agencies of Socialization
BLOCK 2 GROWING UP: INFANCY TO ADULTHOOD

Unit 4 Understanding Growth and Development
Unit 5 Different Perspectives in Child Development
Unit 6 Dimensions of Child Development
Unit 7 Methods of Studying Children and Adolescents
BLOCK 3 CRITICAL DEBATES IN CHILDHOOD AND ADOLESCENCE

Unit 8 Growing Up with Media
Unit 9 Contemporary Issues Affecting Adolescents
Unit 10 Life Skills Education for Adolescents
Unit 11 Child Rights and Legislation
BES 122: CONTEMPORARY INDIA AND EDUCATION
Course Objectives: After completion of this Course, the student-teachers will be able to:
• Understand the social realities of Indian society and its impact on education;
• Understand the issues relating to diversity, inequality and marginalization in society and its
implications for education;
• Understand the concept of social change and social transformation in relation to education;
• Understand the concept and aims of education;
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• Sensitize with different values enshrined in the constitution of India and its impact on
education;
• Identify the contemporary issues in education and its educational implications;
• Understand the historical developments and policy frameworks for public education in
India; and
• Acquainted with the current development in universalization of secondary education.

BLOCK 1 INDIAN SOCIETAL CONTEXT AND EDUCATION
Unit 1 Nature of Indian Society
Unit 2 Aspirations of Indian Society
Unit 3 Education and Policies
Unit 4 Indian Society and Education
BLOCK 2 POLICY FRAMEWORKS FOR EDUCATION IN INDIA
Unit 5 Development of Education in India before Independence
Unit 6 Development of School Education – 1947 To 1964
Unit 7 Development of School Education – 1964 To 1985
Unit 8 Development in School Education In 1986 And After
BLOCK 3 PHILOSOPHICAL PERSPECTIVES OF EDUCATION
Unit 9 Concept and Nature of Education
Unit 10 Philosophical Basis of Education
Unit 11 Democratic Principles of Education
Unit 12 Agencies of Education
BLOCK 4 ISSUES AND CONCERNS IN SECONDARY EDUCATION
Unit 13 Universalization of Secondary Education
Unit 14 Equity and Equality in Education
Unit 15 Curricular Issues and Quality Concerns in Secondary Education
Unit 16 Professional Development of Secondary Teachers
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BES 123: LEARNING AND TEACHING
Course Objectives: After completion of this course, student teachers will be able to:
• understand psychological and socio-cultural perspective of learning,
• critically analyze various theoretical constructs of learning,

• appreciate the role of various factors in facilitating learning,
• identify appropriate learning strategies for facilitating construction of knowledge,
• analyze the complex nature of teaching learning process,

• understand various dimensions of teaching-learning process,
• recognize teachers role as a professional as well as a facilitator for learning,
• act as an innovator and action researcher, and
• apply suitable teaching-learning strategy in diverse contexts.
BLOCK 1 LEARNING: PERSPECTIVES AND APPROACHES
Unit 1 Understanding Learning

Unit 2 Approaches to Learning
Unit 3 Learning for Construction of Knowledge
Unit 4 Learning in Various Contexts
BLOCK 2 UNDERSTANDING THE LEARNER
Unit 5 Learner in Socio-cultural Context

Unit 6 Learner as an Individual-I
Unit 7 Learner as an Individual-II
BLOCK 3 TEACHING-LEARNING PROCESS
Unit 8 Understanding Teaching

Unit 9 Planning Teaching-Learning
Unit 10 Organizing Teaching-Learning
Unit 11 Teaching-Learning Resources
Unit 12 Managing Classroom Teaching-Learning
BLOCK 4 TEACHER AS A PROFESSIONAL
Unit 13 Teacher in diverse Role
Unit 14 Teacher as Innovator and Action Researcher
Unit 15 Teacher as a Reflective Practitioner
Unit 16 Professional Development of Teachers
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BES 124: LANGUAGE ACROSS THE CURRICULUM
Main objective:
This course aims to foster integrated learning of language and other areas of curricular content
which will enable the development of critical thinking, discourse perspective as well as
communicative ability.
Course Objectives:
• To provide scaffolding to support learning of language in each learner in all domains of

language use, in each learning activity in school;
• To enhance language acquisition through awareness of language use;

• To create a link through the learning process;
• To enhance awareness of the relatedness of aspects;
• To provide opportunities to students to study content through different perspectives and

modes(Reading, Writing, Listening, Speaking and all non-verbal means of representation and
expression that we use when communicating);
• To encourage language and subject teachers to diversify methods and forms of classroom
practice leading to innovation in the classroom;
• To create curriculum in response to student needs and interests;

• To use languages available in the classroom as a resource.
BLOCK 1: UNDERSTANDING LANGUAGE ACROSS THE CURRICULUM
Unit 1 Language and Society
Unit 2 Language and Learning
Unit 3 Understanding Language Across the Curriculum (LAC)
Unit 4 Classroom as a Space for Discourse
BLOCK 2 TEACHING AND ASSESSING LANGUAGE ACROSS THE

CURRICULUM
Unit 5 Teaching Listening Across the Curriculum
Unit 6 Developing the Speaking Abilities
Unit 7 Reading Comprehension
Unit 8 Writing Across the Curriculum
Unit 9 Assessing Language Across the Curriculum
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BES 125: UNDERSTANDING DISCIPLINES AND SUBJECTS
Course Objectives
At the end of the Course, the student-teachers will be able to understand and explain:
• What is knowledge and how it is different from information;
• The ways in which knowledge is acquired;

• The structure of knowledge as reflected in different disciplinary streams and subjects;
• How did disciplines evolve and acquire their distinctive identities;
• The ways in which different disciplines and school subjects inter-linked;
• The nature of various school subjects;
• Inter-relationships amongst various disciplines;
• Inter-relationships between curriculum and syllabus;
• What constitute curricular materials;
• The pedagogical demands of disciplinary knowledge at different stages of school education;

• How content in various subjects are organized in school curricula; and
• The factors which determine choice of streams and subjects by students.
BLOCK 1 UNDERSTANDING KNOWLEDGE AND DISCIPLINES
• Unit 1 Knowledge and Disciplines

• Unit 2 Perspectives of Disciplinary Knowledge
• Unit 3 Disciplinary Knowledge and School Education
BLOCK 2 SUBJECTS IN SCHOOL CURRICULUM
• Unit 4 Subject Concerns in School Curriculum

• Unit 5 Organizing Subjects in School Curriculum
• Unit 6 Making Subject Choices
Pedagogy Courses
BES 141: PEDAGOGY OF SCIENCE
Course Objectives
After completion of this course, student teachers will be able to:
• understand the nature of science and its place in curriculum,

• appreciate the importance of development of scientific temper among learners,
• develop teaching-learning objectives for science teaching,
• identify and use appropriate approaches for teaching learning of science,
• select and integrate suitable learning resources to facilitate learning in science,
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• construct and use appropriate assessment tool for assessing learner‘s
progress in science,
• appreciate the role of innovations and research in expanding knowledge

domain of science,
• adopt appropriate strategies for professional development of self, and
• revisit few important concepts of science and integrate them thematically.
BLOCK 1 UNDERSTANDING SCIENCE
Unit 1 Science: Perspectives and Nature
Unit 2 Aims and Objectives of Science Teaching-Learning
Unit 3 Process Skills in Science
Unit 4 Science in School Curriculum
BLOCK 2 TEACHING-LEARNING OF SCIENCE
Unit 5 Organizing Teaching-Learning Experiences

Unit 6 Approaches in Science Teaching-Learning
Unit 7 Methods in Science Teaching-Learning
Unit 8 Learning Resources in Science
Unit 9 Assessment in Science
BLOCK 3 CONTENT BASED METHODOLOGY-1
Unit 10 Food
Unit 11 Material
Unit 12 The Living World
Unit 13 How Things work
BLOCK 4 CONTENT BASED METHODOLOGY-II

Unit 14 Moving Things, people and Idea
Unit 15 Natural Phenomena
Unit 16 Natural Resources
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BES-142 PEDAGOGY OF SOCIAL SCIENCE
Course Objectives:
• To develop an understanding of the nature of Social Sciences and its relationship with natural
sciences.
• To help student teachers reflect on the interface of Social Sciences with society.
• To develop professional outlook and humane approach among student teacher of Social
Sciences.
• To acquaint student teacher with nature of different disciplines within Social Sciences
and their interrelationships and concerns in teaching of Social Sciences.
• To help student teacher reflect on school curriculum, pedagogical practices and issues
related to it.
• To acquaint student teacher with different approaches to teaching of Social Sciences.
• To acquaint students teachers with the use of specific pedagogic practices used in
different subject areas in Social Sciences.
• To enable student teachers to make use of different teaching – learning strategies in a
democratic classroom situation.
• To develop competencies in using different forms of evaluation among student
teachers.
• To enable student teachers to become reflective practitioners capable of transacting
theoretical knowledge into practices through innovative teaching leaning strategies.
• To equip student teachers with the knowledge of application of pedagogical

principles in teaching of specific content areas in Social Sciences.
BLOCK 1 PEDAGOGY OF SOCIAL SCIENCES
Unit 1 Social Sciences: Nature, Context, and Concerns

Unit 2 Issues and Challenges of Teaching Social Sciences
Unit 3 Teaching Learning Strategies and Learning Resources in Social Sciences
Unit 4 Planning and Organizing Teaching Learning Experiences
Unit 5 Assessment and Evaluation in Social Sciences
BLOCK 2 TEACHING-LEARNING PROCESS: SPECIFIC TO SUBJECT AREAS
Unit 6 Teaching-Learning Process in History

Unit 7 Teaching-Learning Process in Political Science
Unit 8 Teaching – Learning Process in Geography
Unit 9 Teaching-Learning Process in Economics
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BLOCK 3 CONTENT BASED METHODOLOGY: HISTORY AND POLITICAL
SCIENCE
Unit 10 Events and Processes

Unit 11 Livelihood, Economics and Society
Unit 12 State and Government
Unit 13 Indian Constitution and Democratic Politics
BLOCK 4 CONTENT BASED METHODOLOGY: GEOGRAPHY AND ECONOMICS
Unit 14 India: Physical Environment

Unit 15 Resources: Their Development and Utilization
Unit 16 Major Economic Issues
Unit 17 Economic Institutions
BES-143 PEDAGOGY OF MATHEMATICS
Course Objectives
• After completion of the course, student-teacher will be able to:

• develop a critical understanding of changing perspectives of mathematics,
• appreciate the Indian contribution in development of mathematics,
• understand the nature of mathematics and its place in curriculum,
• construct teaching-learning objectives for mathematics,
• identify and use appropriate approaches for teaching learning of mathematics,
• select and integrate suitable learning resources to facilitate learning in mathematics,

• construct and use appropriate assessment tools for assessing learner‘s progress in mathematics,
• appreciate the role of innovations and research in expanding knowledge domain of
mathematics, and
• adopt appropriate strategies for professional development of self.

BLOCK 1 UNDERSTANDING THE DISCIPLINE OF MATHEMATICS
Unit 1 Nature and Scope of Mathematics

Unit 2 Aims and Objectives of Teaching –Learning Mathematics
Unit 3 How Children Learn Mathematics
Unit 4 Mathematics in School Curriculum
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BLOCK 2 TEACHING –LEARNING OF MATHEMATICS
Unit 5 Approaches and Strategies for Learning Mathematics
Unit 6 Organizing Teaching-Learning Experiences
Unit 7 Learning Resources and ICT for mathematics teaching –learning

Unit 8 Assessment in Mathematics
Unit 9 Professional Development of Mathematics Teacher
BLOCK 3 CONTENT BASED METHODOLOGY-I
Unit 10 Number system, Number theory, Exponents and Logarithms

Unit 11 Polynomials: Basic Concepts and Factoring
Unit 12 Linear Equation, Inequalities and Quadratic equation
Unit 13 Set, Relation, Function and Graphs
BLOCK 4 CONTENT BASED METHODOLOGY-II
Unit 14 Statistics and Probability
Unit 15 Parallel Line, Parallelogram and Triangles
Unit 16 Trigonometry and Its Application
Unit 17 Mensuration & Coordinate Geometry
BES-144 TEACHING OF ENGLIGH
This course on the ―Teaching of English‘ is basically an attempt to enhance the student teachers‘
understanding of their learners, the learning process, the nature and structure of language and
the teaching of it in terms of more effective methodologies of teaching and valuation. The
assumptions behind developing this course are:
To gain insights about the language learner, not only as a cognitive entity, but
as a social being functioning in a multilingual environment;
To understand the nature of language as a dynamic entity, subject to variation

and change;
To critically reflect over their classroom experience and innovation teaching strategies so
that they may more effectively teach the four skills of speaking, listening, reading and
writing; and
To upgrade themselves in the new issues related to the learners, the learning
process, classroom management, methodology of teaching and evaluation.
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BLOCK 1 INSTRUCTIONAL PLANNING IN TEACHING OF ENGLISH
Unit 1 Nature, Need and Objectives

Unit 2 Who are the learners of Language
Unit 3 Approaches, Methods and Techniques in English Language Teaching (ELT)
Unit 4 Daily Unit Plans: Strategies for Classroom Transaction
Unit 5 Monitoring Instruction
BLOCK 2 LISTENING COMPREHENSION AND SPEAKING
Unit 6 Teaching Listening

Unit 7 Developing Speaking/Oral Skills
Unit 8 Speaking Activities
Unit 9 Testing Listening Ability and Listening Comprehension
Unit 10 Testing Speaking Skills
Block 3 READING COMPREHENSION
Unit 11 The Reading Process and Developing Reading Skills

Unit 12 Reading Comprehension
Unit 13 Teaching Literature
Unit 14 Teaching Vocabulary
BLOCK 4 TEACHING WRITING AND GRAMMAR
Unit 15 The Writing Process

Unit 16 Different types of Writing
Unit 17 Grammar Teaching – Changing Methodologies and their Implications
Unit 18 Improving and Assessing Writing Ability
Unit 19 Testing Grammar and Usage
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COURSES ON ENHANCING PROFESSIONAL CAPACITIS (EPCs)
BESL-121: READING AND REFLECTING ON THE TEXTS
Course Objectives: Student-Teacher will be able to:
• develop reading skills to be able to have a deeper engagement with a variety of texts at
the secondary and senior secondary level;
• enhance their capacities as readers and writers by becoming participants in the process of
reading, comprehending and writing;
• read and reflect interactively by engaging with the text – individually and in small groups;
• develop skills of listening, speaking and writing, with a sense of purpose and meaning,
and respond to the text with their own opinions within the context of other‘s ideas.
BLOCK: UNDERSTANDING, READING AND REFLECTING ON THE TEXT
Unit 1: Reading
Unit 2: Reading for Text Comprehension
Unit 3: Reading and Reflection
BESL 122: APPLICATION OF ICT
Course Objectives: Student-Teacher will be able to:
• explain the meaning of ICT;

• operate the Windows and/or Linux operating systems;
• use word processing, Spread sheets, and Presentation software;
• acquire the skill of maintaining the computer system and the skill of troubleshooting with
the help of antivirus and other tools;
• elucidate the application of ICT for teaching-learning process;

• develop various skills to use computer technology for sharing the information and ideas
through the Blogs and Chatting groups;
• understand the social, economic, security and ethical issues associated with the use
of ICT;
• identify the policy concerns for ICT;

BLOCK: ICT IN EDUCATION AND ITS IMPLICATIONS
Unit 1: ICT for Teaching and Learning

Unit 2: Use of ICT in Evaluation and Research
Unit 3: ICT for Administrative Support
Unit 4: ICT for building Knowledge Society
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PRACTICAL COURSES
SCHOOL INTERNSHIP
The practical courses shall ensure student teacher‘s sustained engagement with the Self, the Learners,
Community and School. The engagement with the field is comprised of (a) Tasks and
Assignments, (b) School Internship; and (c) Courses on Enhancing Professional Capacities
(EPC). School Internship shall provide learning opportunities to a student teacher like a regular teacher
and participate in all kinds of school activities including practice teaching and organizing various school
based activities. The objectives of School Internship that student teacher shall:
• involve in various school activities and processes in order to gain a ‗feel‘ of the multiple roles
of a teacher and an understanding of the ‗school culture‘; and
• learn to reflect upon, consolidate and share their school experiences; and to recognize
one‘s own development as a teacher.
• develop a broad repertoire of perspectives, professional capacities, teacher disposition,

sensibilities and skills;
• undertake responsibility for planning and implementation of learning situations for

specific units of study;
• reflect on their practice, and learn to adapt and modify their visualization/
implementation towards betterment of student learning;
In order to provide meaningful and holistic engagement with the learners and the school; the
School Internship is spread over both years:
Year I: School Internship-I 04 credits
Year II: School Internship-II 12 credits
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BESL 133: SCHOOL INTERNSHIP-I
School Internship 1 is of four weeks and the School Internship 2 is of sixteen (16) weeks. As part of
―Engagement with the Field, during internship the student teacher is expected to (a) involve
in various school activities and processes,(b)reflect his/her professional capacities through various
prescribed activities and (c) undertake different school based activities.
These activities would help the student teacher to gain the feeling of the multiple roles of a
teacher and develop understanding of the school culture.
During School Internship 1, the student teacher may be encouraged to gain experiences from various
schools to understand the context of teaching in government and private schools or the dynamics
of teaching at elementary and senior secondary levels. During internship, he/ she is expected
to undertake the followings:
A) Involvement in All Types of Ongoing School Activities & Processes
B) Activities under Courses on Enhancing Professional Capacities (EPCs)
C) Other School Based Activities
BESL 131: WORKSHOP-1
Workshop 1 will be of 12 days duration.
During the workshop, following activities will be undertaken:
• Assessment of reports/submissions related to Internship 1 i.e. BESL 133
• Assessment of reports of Individual activities related to BESL 121 and BESL 122
• Group activities and hands on practice related to BESL 121 and BESL 122
• Sessions for practice on various dimensions of teaching learning process i.e. planning,
development of ICT resources, integration, development of assessment tools and activities
suggested by various course coordinators.
• Workshop based activities will be assessed on the basis of tools, which will be developed
as per nature of the activity.
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SECOND YEAR
BES 126: KNOWLEDGE AND CURRICULUM
Course Objectives:
• To present appropriate theoretical understanding about nature knowledge and the

corresponding process of knowing
• To become conscious of critical role of culture in knowing in the school context.

• To refine knowledge and analytical understanding about curriculum, syllabi and textbooks
• To develop understanding about the role various determinants (both at National and
school Level) on curriculum.
• To develop thinking about the relationship between teaching and decision-making regarding
curriculum by shaping the concepts of the teacher as a curriculum implementer, developer
and the principal as a curriculum leader.
• To develop understanding of alternatives related to decisions about what to teach, how

you organize knowledge for learning, and how to imparting this knowledge to students.
BLOCK 1 KNOWLEDGE IN EDUCATION
Unit 1 Understanding Knowledge
Unit 2 Process of Knowing
Unit 3 Educational Thinkers on Knowledge
Unit 4 Knowledge, Society and Power
BLOCK 2 UNDERSTANDING CURRICULUM
Unit 5 Curriculum: Meaning and its Dimensions
Unit 6 Domains and Determinants of Curriculum
Unit 7 Curriculum Designing
Unit 8 Curriculum Renewal
BLOCK 3 CURRICULUM ENGAGEMENT IN SCHOOLS
Unit 9 School: The Site of Curriculum Engagement
Unit 10 Curriculum Implementation in Schools
Unit 11 Curriculum Leadership
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BES 127: ASSESSMENT FOR LEARNING
Objectives: At the end of this course, the student-teachers will be able to:
• understand the critical role of Assessment in enhancing learning;

• understand the constructivist paradigm of assessment used in teaching-learning situations;
• understand the concept of assessment as an ongoing process of development of learning
• but not an end-teaching activity;
• understand the assessment and evaluation approaches used in teaching-learning situations;
• acquainted with the current trends and practices of educational evaluation;
• use of various techniques and tools of evaluation;
• prepare different tools for assessing learner‘s performance;
• use ICT for assessing performance of the learners;
• understand the application of various statistical techniques/methods in assessing learners

performance; and
• compare and interpret performance of the learners quantitatively and qualitatively.

BLOCK 1 EVALUATION IN TEACHING-LEARNING PROCESS
Unit 1 Concept and Purpose of Evaluation
Unit 2 Perspectives of Assessment
Unit 3 Approaches to Evaluation
Unit 4 Issues, Concerns, and Trends in Assessment and Evaluation
BLOCK 2 TECHNIQUES AND TOOLS OF ASSESSMENT AND EVALUATION
Unit 5 Techniques of Evaluation
Unit 6 Criteria of a Good Tool
Unit 7 Tools for Assessment and Evaluation
Unit 8 ICT Based Assessment and Evaluation
BLOCK 3 LEARNER’S EVALUATION
Unit 9 Teacher Made Achievement Tests
Unit 10 Commonly Used Tests in Schools
Unit 11 Identification of Learning Gaps and Corrective Measures
Unit 12 Continuous and Comprehensive Evaluation (CCE)
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BLOCK 4 ANALYSING AND INTERPRETING LEARNER’S PERFORMANCE
Unit 13 Tabulation and Graphical Representation of Data
Unit 14 Measures of Central Tendency
Unit 15 Measures of Dispersion
Unit 16 Correlation – Its Interpretation and Importance
Unit 17 Nature of Distribution and Its Interpretation
BES 128: CREATING AN INCLUSIVE SCHOOL
OBJECTIVES: At the end of the course, the learners will be able to:
• develop a comprehensive understanding of the concept and principles of inclusion

• identify and address diverse needs of all learners and appreciate their needs
• enable them to be sensitive towards the needs of children with special needs and ensure their
participation
• understand policies, programmes and acts related to children with special needs
• familiarize with various teaching- learning strategies that engage all learners
• develop pedagogic materials to practice pedagogy that can develop ability and confidence in
learners;
• evaluate the practices on inclusive education

BLOCK 1 DIVERSITY AND INCLUSION
Unit 1 Introduction to Diversity and Inclusion
Unit 2 Children with Sensory Disabilities
Unit 3 Children with Neuro Developmental Disabilities
Unit 4 Children with Loco Motor, Multiple and Other Disabling Conditions
BLOCK 2 STRATEGIES FOR CREATING INCLUSIVE CLASSROOMS
Unit 5 Strategies of Teaching-Learning and Evaluation
Unit 6 Adaptations in Curriculum and Expanded Core Curriculum
Unit 7 Aids, Appliances and ICT
Unit 8 Resources for Inclusion
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BES 129: GENDER, SCHOOL AND SOCIETY
OBJECTIVES: At the end of the course, the learners will be able to:
• understand gender issues in school and society

• generate sensitivity among student teachers
• understand the constitutional provisions of human rights and women‘s rights
• demonstrate competency and skills in addressing gender concerns

• familiarize with various pedagogic practices related to gender
• critically evaluate and challenge gender inequalities and explore the role of family, caste,
religion, culture, law, state, media
BLOCK 1 GENDER ISSUES IN SCHOOL AND SOCIETY
Unit 1 Understanding Basic Gender Concepts
Unit 2 Gender Roles and Patriarchy in Indian Perspective
Unit 3 Patriarchies in Interaction with other Social Structures and Identities
Unit 4 Gender Relations in School
BLOCK 2 GENDER AND PEDAGOGIC PRACTICES
Unit 5 Teaching as Activism
Unit 6 Standpoint Theory and Knowledge Location
Unit 7 Participatory Classroom
Unit 8 Strategies to Promote Gender Equality in the Classroom
OPTIONAL COURSES
BESE 131: OPEN AND DISTANCE EDUCATION
Objectives: After working through the course, the learner will realize that open and distance
education:
• is well-defined and highly institutionalized means of education to a large number of the

disadvantaged learners;
• is highly dependent on multiple media and multimedia for teaching and learning at a
distance;
• has effective mechanism for continuous and terminal evaluation of learning; and
is a cost-effective system for education.
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BLOCK 1 OPEN AND DISTANCE EDUCATION: GENESIS AND EVOLUTION
Unit 1 Historical Developments
Unit 2 Theoretical Foundations
Unit 3 Indian Experiences
Unit 4 Global Practices
BLOCK 2 TEACHING AT A DISTANCE: DESIGN AND DEVELOPMENT OF

ODE RESOURCES
Unit 5 Designing SLMs
Unit 6 Media and Technology for ODE
Unit 7 Development of Self-Learning Print Materials
Unit 8 Development of eLearning Resources
BLOCK 3 LEARNER SUPPORT SERVICES IN ODE
Unit 9 Distance Learners and Self-Directed Learning
Unit 10 Counselling and Tutoring in Teaching at a Distance
Unit 11 Assessment of Learner-Performance
Unit 12 Learner Support System and Services
BLOCK 4 PLANNING AND MANAGEMENT OF ODE
Unit 13 Management of ODE Systems
Unit 14 Quality Assurance in ODE
Unit 15 Economics of ODE
Unit 16 Research in ODE
BESE 132: GUIDANCE AND COUNSELING
Objectives of the Course:
• To sensitize student-teachers towards need and importance of guidance and

counseling
• To develop caring attitude and concern for children

• To identify the areas/situations that need guidance and counseling
• To develop competencies to help students resolve their social, emotional, academic and
career problems to achieve optimum potential
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• To acquaint oneself with different techniques of guidance and counseling to deal with
student problems
• To design, plan and execute guidance programmes in school
• To promote inclusive learning environment in school

BLOCK 1 INTRODUCTION TO GUIDANCE AND COUNSELLING
Unit 1 Understanding Guidance and Counselling
Unit 2 Guidance in the School
Unit 3 Personnel in Guidance Programme
Unit 4 Counselling in Schools
BLOCK 2 TECHNIQUES AND PROCEDURES
Unit 5 Techniques of Guidance
Unit 6 Guidance Programme
Unit 7 Group Guidance
Unit 8 Techniques of Counselling
BLOCK 3 CAREER DEVELOPMENT
Unit 9 Nature of Work and Career Development
Unit 10 Occupational Information
Unit 11 Career Patterns
Unit 12 Career Developments of Girls in India
BLOCK 4 GUIDING STUDENTS WITH SPECIAL NEEDS
Unit 13 Guiding Students with Disabilities
Unit 14 Socio-Emotional Problems of Students with Disability
Unit 15 Behavioural Problems of Students
Unit 16 Mental Health and Stress Management
BESE-133 ADOLESCENCE AND FAMILY EDUCATION

Adolescence is the most significant stage of human life. It is an age of transformation from
childhood to adulthood. During this stage, individuals undergo many changes in their developmental
dimensions namely physical, social, emotional, cognitive and moral aspects.
The objectives of the Course are to:
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• describe the concept of Adolescence Education‘,
• understand the genesis of adolescence education programme,
• explain the need for adolescence education programme in schools,
• understand the various developmental dimensions during adolescence,
• discuss the need for having the knowledge of reproductive health,
• explain the need for the development of various life skills,
• discuss the need for guidance and counseling for adolescents,
• discuss the need to build the capacity of teachers in handling adolescents, explain various
programmes and services available for adolescents, and
• explain the ethical issues in adolescence education.

BLOCK 1 ADOLESCENCE: DEVELOPMENT OF SELF AND IDENTITY
Unit 1: Understanding Adolescence: Characteristics, issues and debates
Unit 2: Developmental Dimensions (physical, social and emotional aspects)
Unit 3: Developmental Dimensions (Cognitive and Moral Aspects)
Unit 4: Potential Challenges of Adolescents
BLOCK 2 ISSUES AND CONCERNS OF ADOLESCENTS
Unit 5: Sex, Gender and Sexuality
Unit 6: Sexual and Reproductive Health (including HIV/AIDS)
Unit 7: Mental Health Concerns
Unit 8: Substance Misuse
Unit 9: Media related Adolescence Issues
BLOCK 3 LIFE SKILLS, GUIDANCE AND COUNSELLING
Unit 10: Basic Concept and Objectives of Life Skills
Unit 11: Life Skills for Teachers and Students
Unit 12: Basic Concepts of Guidance and Counselling
Unit 13: Approaches and Strategies for Guiding and Counselling Adolescents
BLOCK 4 TEACHER EMPOWERMENT FOR ADOLESCENCE EDUCATION
Unit 14: Adolescence Education Programme
Unit 15: Capacity Building of Teachers
Unit 16: Programmes and Services for Adolescent Outreach
Unit 17: Ethical Issues in Adolescence Education
BESE 135: INFORMATION AND COMMUNICATION TECHNOLOGY
Objectives: After going through this course, student teacher will be able to:
• explain the meaning, nature, scope and evolution of ET, IT and ICT in education
• Examine the teaching-learning system and the potential of ICT
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• Interpret and adopt ICTs in line with educational aims and principles.
• Design, develop, use and evaluate ICTs
• Curate, critically evaluate and use available ICTs
• Integrate ICT into teaching-learning, evaluation, administration and other learning support
systems
• Participate in collaborative networks for learning, sharing and co-creating knowledge,

• Use ICT for making classroom processes more inclusive and address multiple
learning disabilities, and
• Use ICT for their professional development.

BLOCK 1 UNDERSTANDING ICT
Unit 1 Meaning and nature of Information Communication Technology (ICT)
Unit 2 Scope and evolution of Information Communication Technology (ICT)
Unit 3 Learning Theories: Implications for ICT
Unit 4 Teaching-learning System
Block 2 TEACHING AND LEARNING RESOURCES
Unit 5 Non-digital Teaching Learning Resources
Unit 6 Digital Teaching Learning Resources
Unit 7 Open Educational Resources
Unit 8 Educational Software Applications
BLOCK 3 ICT AND PEDAGOGY
Unit 9 ICT mediated Teaching-learning Environment
Unit 10 Selection and Integration of ICT resources
Unit 11 ICT and Assessment
Unit 12 ICT: Collaboration, Co-creation and sharing of Knowledge
BLOCK 4 SUPPORT SYSTEMS, LEGAL AND ETHICAL ISSUES
Unit 13 ICT for Educational Management
Unit 14 Learning Support Systems
Unit 15 ICT for Inclusive Classroom
Unit 16 ICT: Social, Legal and Ethical Issues
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COURSES ON ENHANCING PROFESSIONAL CAPACITIS (EPCs)
BESL 123: DRAMA AND ART IN EDUCATION

Objectives: Student-Teacher will be able to:
• understand the relationship between the head, heart and hand through drama and art;
• develop ability to appreciate the inherent rhythm, beauty and harmony in teaching
learning process;
• enhance teaching-learning skills through drama and art;
• use drama process and art to assess students in holistic way;
• develop aesthetic sensibilities;
BLOCK: DRAMA AND ART IN EDUCATION
Unit 1: Application of Drama and Art in Education Unit 2: Drama and Art for Pedagogy
Unit 3: Drama and Art for Social Intervention
BESL 124: UNDERSTANDING THE SELF AND YOGA
Objectives: Student-Teacher will be able to:
• understand the development of self;
• critically analyze the professional identity of teacher;
• understand the social identity of the self;
• use varied form of self expressions;
• appreciate the relation between self and yoga;
• revisit the childhood experiences and understand the influences on the self;
• interact with the self through different media.
BLOCK 1 THE WORLD WITHIN ONESELF
Unit 1 Development of the self and Self Expression
Unit 2 Social self
Unit 3 Revisiting the self
BLOCK 2 SELF AND YOGA
Unit 4 Introduction to Yoga and Yogic Practices
Unit 5 Yoga and Health
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BESL 134: SCHOOL INTERNSHIP-II
For school internship, the student teacher shall be placed in one school but may be in two levels
(upper elementary/secondary/higher secondary). During the first week of SI, the student teacher is expected
to undertake the following activities and write reflective dairy: (a) Explores the school in totality, its
philosophy and aims, organization and management, teachers and students with their profiling; (b)
Critically study the transaction of curriculum followed by the school, assessment of teaching-learning
and resources available within the school; and (c) Plan and execute student interaction and analyze
the time table.
After one week of observation is done, then the following activities shall be undertaken as given
in the following table for which some reports are to be submitted in Workshop II.
A) Involvement in All Types of Ongoing School Activities & Processes
B) Classroom Teaching (2 School Subjects)
C) Activities under Courses on Enhancing Professional Capacities (EPCs)
D) Other School Based Activities
BESL 132: WORKSHOP-2
Workshop 2 will be of 12 days duration.
During the workshop, following activities will be undertaken:
• Assessment of reports/submissions related to Internship-II
• Assessment of reports of Individual activities related to EPC III and EPC IV
• Group activities related to EPC III and EPC IV
• Sessions for activities suggested by various course coordinators will be part of workshop.
• Workshop based activities will be assessed on the basis of tools, which will be developed as
per nature of the activity.
3. INSTRUCTIONAL SYSTEM
The B.Ed, programme-delivery-system includes the multi-media approach i.e., self-learning

material, audio/video programmes, tele-conferencing, assignments, counseling session, internship
including activities related to EPC, practice-teaching and school-based activities and workshop-
based activities. The internship will be held at a upper primary secondary/senior secondary school
(Work Centre), where the teacher trainee will work as fulltime intern, while the counseling and
workshop-based activities will be carried out in the Teacher Training Institutes designated as
Learning Support Centres (LSCs).
Print Material
The print materials are study materials for both theory and practical courses of the programme. It is
supplied to the students in the form of blocks. Each block contains 3-5 units. Each course has a code
number. The print material related to workshop based activities and internship (BESL-131, 132, 133
32
and 134) is available in the form of Student - Teachers Handbook. The University sends study
materials and assignments, wherever prescribed, to the learners by registered post and if a student does
not receive the same for any reason whatsoever, the University shall not be held responsible for that.
Audio and Video Programmes
The Audio and Video programmes are supplementary, meant for clarification and enhancement of
understanding. These are used during counseling and workshop sessions at the learner support
centre. Besides, the video programmes are telecast on the national network of Doordarshan.
Assignments
Assignments are the integral and compulsory component of the instructional system. There is one
assignment for each theory course. These assignments are to be submitted to the concerned
Programme Centre in accordance with the submission-schedule provided separately in the programme
guide. In case a student wants to have assignments, he/she can obtain a copy of the same from
the Study Centre or Regional Centre or may download it from the IGNOU website: www. ignou.ac.in
Counselling Sessions
Generally the counseling sessions will be held at the learner support Centres during weekends
(Satuday and Sunday) and long holidays. Within the general schedule of the programme, the
coordinator at the learner support Centres will decide on the coverage of these sessions. The
learner support centre coordinators will also provide the counseling schedule. The counseling
sessions will include clarifications required in the print-material & audio/video programmes
through active interaction with students. The counseling sessions are organized for theory
courses. In this programme, 12 theory courses i.e. 9 core courses, 2 methodology courses and 1
speical course are offered to each learner. Hence counseling sessions for 12 theory courses are
to be organized at PSCs.
Teleconferencing
To provide more clarity and understanding, two-way audio and one-way video facility will be
used during teleconferencing at Regional Centres.
Interactive Radio Counselling (IRC) and Interactive Programmes through Gyan Vani and Gyan
Darshan will also be made available.
Conduct of Practicals
To provide effective support to the practical work, IGNOU has set up a number of work
Centres and Programme Centres allover the country.
i) Work Centre: It is the High, Higher/Senior Secondary School where the student-teacher
will work as intern and carry out activities related to EPC, practice teaching and school-
based activities.
ii) Leaner Support Centre: It is a Teachers Training College where academic counseling and
practical workshop will be conducted. The learner support centre will be managed by the
Programme Incharge and each learner support centre will be handling about 50 student
teachers.
33
The detailed particulars regarding Learner Support Centre and Work Centre to which you are
attached will be communicated to you by the Regional Centre.
Practicals will be held in the schools (the work centre) and also in the institutions identified as Learner
Support Centres. As mentioned earlier, in practical courses, the practical work consists of EPC courses,
Internship including teaching-practice and school-based activities, Practical- oriented assignments and
Activities related to EPC will be carried out in the school i.e., the works centre (the place where the
student -teacher is teaching).
The workshop-based practicals will be organised in two practical workshops of 24 days duration, i.e.,
12 days each spreading over two years. The two workshops include intensive face-to-face interaction
to develop skills and competencies and will be organised at the Learner Support Centre or at any other
suitable place. The student-teachers will have to do practical work and various activities required for the
development of teaching skills and competencies in the school after taking due permission from the
concerned school under the guidance of the supervisor (teacher educator) and Principal/Headmaster, senior
teacher (Mentors). On the whole, A student-teacher is expected to go through approximately 864 hours
of contact time. The details of practical work are provided in the Student Teacher handbook.
WHOM TO CONTACT FOR WHAT

Centre/Place Nature of Practical Work Academic Persons
Work centre a) Internship I and II Headmaster/Principal/

Senior Teachers (Mentors)
b) Activities related to EPC Headmaster/Principal/
Senior Teachers (Mentors),
Supervisors (Teacher
Educators).
Programme Centre a) Workshop-based Activities Leaner Support Centre,

Coordinator/ Workshop
Facilitator.
b) Practical-oriented assignments Academic counsellor/
and Assignments based Workshop facilitator.
on the theory courses
c) Counselling Sessions Academic Counsellors.
4. DELIVERY SYSTEM
The B.Ed, programme is a of 2 years duration. However, the courses of B.Ed,programme will be
delivered in two clusters as suggested below:
34
4. DELIVERY SYSTEM
The B.Ed, programme is a of 2 years duration. However, the courses of B.Ed,programme will be
delivered in two clusters as suggested below:
First Year
• Core Courses: Five (BES 121-125) 16 Credits

• Content-based Methodology Courses:
(Two of the school teaching subjects from BES 141-BES 145) 08 Credits
• Workshop-I (12 days) 04 Credits

• Enhancing Professional Capacities Courses (EPC I & II) 04 Credits
• Internship-I (04 weeks) 04 Credits
Second Year
• Core Courses: Five (BES 126-129) 12 Credits

• Optional Courses:
(Any one course is to be opted from BESE 131-BESE 135) 04 Credits
• Workshop-II (12 days) 04 Credits

• Enhancing Professional Capacities Courses (EPC I & II) 04 Credits
• Internship-II (16 weeks) 12 Credits
5. OPERATIONAL SCHEDULE
First Year
Dispatch of the following course materials from the University will be done in staggered
manner.
Compulsory Courses
BES 121 : All Blocks
BESL-121 and BESL-122: All Blocks
Programme Guide
Student-teachers‘H a nd bo o k for Ist Year

PracticalCourses
35
Content-based Methodology (Any Two courses)
BES 141: All Blocks
BES 142: All Blocks

BES 143: All Blocks
BES 144: All Blocks
BES 145: All Blocks
Assignments (Compulsory and Content Based Methodology Courses)
– Academic Counseling for Theory Courses (BES 121-125)
– Internship 1
– Workshop 1
– First Year Term-end Examination
Second Year
Dispatch of the following course materials:
Compulsory Courses

BESL 123 and BESL-124 : B All Blocks
Optional Course (Only one course to be opted among the following)
BESE 131: All Blocks
BESE-133: All Blocks
Assignments BES -126-129, BES-131-135.
Assignments of the compulsory (BES-126-129) and any one of the optional Courses
(BES - 131 to BES - 135) is to be completed.
– Academic Counselling (compulsory courses)
– Internship II
– Academic Counselling (optional courses)
– Workshop II
– Second Year Term-end Examination
36
6. EVALUATION
Evaluation
The system of evaluation, both for theory and practical work, is as follows:
Theory: For theory courses, evaluation comprises three aspects:
a) Self-evaluation exercises within each unit of study (non-credit).
b) Continuous evaluation in the form of periodic compulsory tasks/ assignments. This carries
a weightage of 30% for each course. One task/assignment in each theory course is
compulsory.
c) The term-end examination has a weightage of 70% of the total for each course.
Term-end examinations will be held in June/December every year. For e.g,. Candidates of
academic year January/July, 2023, the first term-end examination will be held in December,
2023 only for first year courses. The students will be permitted to appear in the term-
end examination for the courses of 2nd year only after completion of two years.
Practical: For Practical courses, evaluation comprises following aspects:
1) Continuous assessment of the activities at school during internship by mentors.
2) Assessment of portfolio and reflective journal of the student-teacher, which is being
prepared during internship.
3) Assessment of activities related to EPCs completed during internship and workshop.
4) Assessment of performance in workshops.
5) Assessment during internship by a teacher educator appointed by RC/SOE. SOE
will develop essential assessment tools for assessing various activities during
internship.
The student will have to obtain at least D grade in each course in both continuous and terminal
evaluation separately. However, the overall average should be at least C grade for the
successful completion of a course.
If a student has missed any term-end examination of a course for any reason, he/she may
appear in the subsequent term-end examination. This facility will be available until a student secures
the minimum pass grade, but only up to a period of five years from the date of registration.
• A learner cannot attend both the workshops simultaneously. First year workshop
could be attended only after completion of activities during Internship I. similarly, to
attend 2nd workshop, completion of all the activities related to internship II will
be a mandatory condition.
• Generally the gap of one academic year is mandatory between Ist Workshop and
IInd Workshop.
• A learner has to complete all activities related to internship II before attending the
workshop II i.e. workshop of Second Year.
The letter grade system is used for grading continuous and terminal examination components.
These letter grades are:
37
Letter grade Qualitative level Point grade Percent (%)
A Excellent 5 80% & above
B Very Good 4 60-79.9%
C Good 3 50-59.9%
D Satisfactory 2 40-49.9%
E Unsatisfactory 1 Below 40%
The student will be declared successful if he/she scores at least C grade in theory courses and
practical courses separately.
7. GENERAL INFORMATION ABOUT ASSIGNMENTS

Submission of Assignments
The purpose of our asking student teacher to work on assignment is to test the capacity of
transferring the theoretical learning from the courses to practical situations.
The answers are to be based on your own judgment and experience as a teacher. You should not
reproduce the text materials or copy the information from other sources. However, you may use
the course materials and any other sources of information you have for ready reference. But the
answer should be in your own words and should reflect your own ideas. You do not have to worry
about non-availability of extra reading materials for working on the assignments. They are designed
in such a way so as to guide you to integrate the knowledge of the course materials with your concrete
personal experiences. Please note that the assignments carry the weightage of 30% marks towards
the final evaluation of theory courses and submission of related assignments is a pre-requisite for
appearing in theory term-end examination for respective courses. If you do not complete the assignments,
according to time schedule of Assignments of this year, then you have to attempt new assignment(s) of
next academic year.
The following points should be kept in mind when you prepare the assignments:
— Make the answer concise and systematic. Always try to avoid irrelevant details and focus on
the question and its various aspects.
— Take care of the work limit wherever specified in the assignments. Please stick to the word
limit as far as possible. At the same time, make the descriptions adequate and not too
short. The word limit is set to sharpen the focus of the responses and not to restrict your
expression.
— You have to write the answers in your own handwriting. If you feel that your handwriting
is not properly legible, you may send us typed responses.
— Orientation to the assignments will be provided in the workshops. You have to send the
assignment responses to the Programme Centre you are attached to (as per the date set
for each assignment).
38
The dates are given in the programme schedule provided later in this booklet.
How to send-in completed ‘Assignment-Responses’ and Other Issues
1) Write your enrolment no., name and full address and date at the top right hand corner of
the first page of your assignment response(s).
2) Write the course title code and assignment code in capital letters in the centre at the top of
the first page of your response(s).
(Leave the top left-hand corner blank for office use). The top of the first page of your response(s)
should look something like this: .
Course Title .................................................
Course Code ................................................
Assignment Code .........................................
Enrol. No ...........................................................
Name ..................................................................
Address .............................................................
Date ....................................................................
(Please follow the format strictly. If you do not follow this format we will be obliged to return
your responses to you for resubmission. If you do not write your enrolment number and
address, your assignment-responses are likely to be lost.)
3) The assignment-response should be complete in all respects. Incomplete responses will bring
you poor grades. Don‘t send responses piece-meal.
4) Use only foolscape size paper for your responses. Use ordinary writing paper.
5) Leave a 3/2" margin on the left, and at least 4 lines in between each answer in an
assignment response. This will enable the resource person evaluating the response to write
useful comments at appropriate places.
6) Make sure you answer the questions on the basis of the Units sent to you.
7) You should not send printed articles as your answers to assignments.
8) Please keep a copy of the assignment responses that you send us. You may need this
in case you have to resubmit it in a situation when it may have been lost in postal transit.
9) Remember that any two or more answers to a particular assignment, if found to be identical
or very similar, will either be returned unmarked‘or awarded very low grades. It is entirely
the discretion of the evaluator to ask you to re-do the assignment or give a very low
grade in such cases.
39
10) Please submit the assignments to the Programme Incharges of the concerned Programme Centre
by the specified date. If the last date for the submission of assignment falls on a holiday the
assignment response should be submitted on the following working day.
Some Do’s and Don’ts about writing assignments

Do’s
• When you receive a set of materials, units and assignments, check them immediately and
ask for the missing page(s)/Unit(s)/assignment(s), if any. If you wait till you start writing
answers to the assignments, you will lose valuable time.
• Write your Enrolment Number correctly. A slight change in the number may put the
University and you to trouble.
• Maintain an account of assignment-responses sent to the concerned Programme Centre

and the corrected responses received by you. This will help you to maintain the schedule
of your work and avoid any difficulties and disappointments caused by unintended gaps
in communication.
• Do your work regularly. You should remember that by working regularly you get a chance
to do better in later assignments because you can benefit from comments received by you
on the assignment.
• Before you write to us to answer your queries, do read this Programme Guide carefully. We
may already have answered your query/queries. Do follow our instructions carefully.
Don’ts
• Do not write your assignments/letters on thin paper.

• Do not write your enrolment number, course title, etc., on a separate sheet and then paste/
pin/tie it to the assignment. Write the enrolment number and the name on the top of
assignment-response itself.
• Do not over-write, particularly, while writing your enrolment number and the assignment
number. Let these be very distinct and clear.
• Do not remind the Leaner Support Centre concerned to send back corrected responses.
These will be sent to you at the earliest possible opportunity, if you follow the deadlines for
Submitting them.
• Do not misplace/lose your graded assignment-responses. You will need them till the
Programme is over.
• Do not enclose doubts for clarification, if any, along with the responses. Send them
separately giving your enrolment number, name, address, the title of the course, the number
of the unit or the assignment. In case you want to draw our attention to something of urgent/
important nature, send it in a separate cover.
• Do not lift sentence(s)/paragraph(s) from the text without giving the reference while
answering the assignments.
40
ASSIGNMENT-SUBMISSION SCHEDULE FOR B.ED.
It will help you to complete the assignment in time if you start working on the assignments
as soon as you get the print material. You should pace out your work, in such a way so that
the assignment for each theory course is submitted by the date specified in the schedule.
Last Date of Submission Course Code Assignment Code

September 30/March 31 BES - 121 01 - BES - 121
September 30/March 31 BES - 123 01 - BES – 123
First Teaching Subject (ES - 341 to ES - 345) Choose any one subject
September 30/March 31 BES - 141 - 145 01 - BES - 141 - 145
Second Teaching Subject (ES - 341 to ES - 345) Choose any one subject
September 30/March 31 BES - 141 - 145 01 - BES - 141 - 145
Second year
September 30/March 31 BES - 127 01 - BES – 127
Optional Course (BESE 131 to BESE 135)

Choose any one subject
September 30/March 31 BESE-131 to BESE-135 01-BESE-131 to BESE-135
Please note
a) There is one assignment for each theory course. A total of 12 theory courses are
offered to you.
b) The Assignment Responses (AR‘s), may be submitted by hand at your Learner Support
Centre or sent by post to the Coordinator of your Programme Learner Support Centre.
c) You should retain a copy of all the assignments in your own interest.
d) If the last date for the submission of assignment falls on a holiday, the Assignment
Response should be submitted on the following working day.
41
8. TERM-END EXAMINATION
As stated earlier, term-end examination is another component of the evaluation system. Term- end
examination carries 70% weightage in the final result.
The University conducts term-end examinations twice a year i.e., in June and in December.
You can take the examination after the completion of the minimum duration of the course i.e.
completion of one year from commencement of session for first year exam and completion
of two years from commencement of session for second year exam.
In case you fail to get a pass score (D grade) in the Term-end Examination, you will be eligible
to reappear in the next Term-end Examination for that course as and when it is held, within the
full span of the programme.
To be eligible to appear in the term-end examination in any course, you are required to fulfill
the following three conditions:
• You should have opted and pursued the prescribed course.
• You should have completed the submission of assignments for the respective course.
• You should submit the examination form in time.
Examination date sheets (schedule which indicate the date and time of examination for each course)
are sent to all the programme centres approximately one month in advance. The same is also
notified through the IGNOU website from time to time. Thus, normally, the date sheet for
December examination is sent in the month of Nov.
It is a pre-requisite to submit the Examination Form for taking an examination in any course.
Copies of the examination forms are available at Programme Centres/Regional Centres/Students
Evaluation Division at Headquarters. A copy is enclosed here in this programme guide.
Examination fee @Rs. 200/- per course in the form of demand draft drawn in favour of IGNOU
and payable at concerned Regional Centre.
After receiving the examination form from you, the University will send the intimation slip
15 days before the commencement of examination. If you do not receive the intimation slip
15 days before the commencement of examination, you may contact your Programme Centre. Even
42
if you have not received intimation slips or misplaced the intimation slip, you can take
the examination by showing your identity card (student card) to the examination centre
superintendent.
Your programme centre is normally your examination centre. Change of examination centre is
permissible in exceptional cases for which you have to make a request to the Registrar, Student’s
Evaluation Division, Block 12, at least one month before the commencement of examination.
Your enrolment no. is your roll no. for the examination. Be careful in writing it. Any mistake
in writing the roll no. will result in non-declaration of your results.
It is your duty to check whether you are registered for the course and whether you are eligible
to appear, for that examination or not. If you neglect this and take the examination without
being eligible for it, your results will be cancelled.
Programme Centre is the contact point for you. The university cannot send communications
to all the students individually. All the important communications are sent to the coordinators
of the programme centres and regional directors. The coordinators will display a copy of such
important circular/notification on the notice board of the programme centre for the benefit of
all the students. You are therefore; advised to get in touch with your coordinator for so as
to get the latest information about assignment, submission of examination forms, date sheet,
list of students admitted to a particular examination, declaration of result, etc. While communicating
with the university regarding examinations please write your enrolment number and complete
address clearly. In the absence of such details, your problems may not receive due attention.
On-line submission of Examination Fee
It is an essential pre-requisite for you to submit the Examination Form through online mode for
taking examination in any course.
Examination fee @ Rs. 200/- per course is required to be paid through online by Credit/Debit
Card/Net Banking. The student can submit On-line examination form as per guidelines through
IGNOU website at www.ignou.ac.in.
Where to submit
Examination form must be submitted only online as per guidelines through IGNOU Website,
www.ignou.ac.in.
Issue of Examination Hall Ticket
University issues Examination Hall Ticket at ignou website only. The Hall ticket must be
downloaded from the University Website www.ignou.ac.in and approach the exam centre for
appearing in theexam.
43
9. GENERAL INSTRUCTIONS
1) Please file all letters that the University sends you, and keep the Programme Guide handy.
A record of your progress is maintained at our Computer Division.
2) Do write to us if you have any difficulties or problems while working through the
Programme.
a) Remember to intimate the relevant authority sufficiently in advance, if there is any
change of address.
b) This will help the concerned official to send your lessons and letters promptly,
without any risk of their being lost.
3) All types of communications are attended to as quickly as we can. It is, however, desirable
that you make your letters brief and precise. If your letters present irrelevant detail or/
and are written in ambiguous language, our responses to your queries will invariably get
delayed.
4) Keep a time-table schedule for yourself and always try to stick to it. Be regular in
your work. Much of your job will become easy.
5) In your own time-table you must make provision for unforeseen difficulties, such as illness,
official duties, various social obligations, etc. By doing so, you will save yourself from
unexpected delays and forced/unwanted postponements. The golden principle is to do today
what you may have planned to do tomorrow.
6) Along with printed materials, the other inputs that you will receive are audio-video
programmes, counselling sessions, internship and workshop guidance. On the basis of these
inputs you will do practical, write assignments and prepare for the final examinations.
7) When you receive the printed material, read the Units carefully and note down the
important points.
• You can use the space in the broad margin of the pages for making notes and writing
your comments. Try to answer Check Your Progress questions. Please remember that
the answers to these questions are not to be sent to us. The purpose is to enable you to
evaluate your own performance and to keep you on the right track. That is why
they are called Self-Check questions. They will enable you to realize whether you have
comprehended what you have read.
• If you are not satisfied with your answers, do not get disappointed. You can compare
your answers with the model answers and see where improvement is needed. (At
times, it is possible that you may have a better answer than the one we presented.
We welcome your suggestions.) In any case they would help you reinforce the
information/knowledge you gain through your first reading of the text.
• The university reserves the right to change the rules detailed in this
Students‘Programme Guide. However, you will be informed about those changes
through supplementary circulars well in advance.
44
45
July
August
September
October
November
Session Commences from July

December
January
Calender of Activities
February
March
April
May
June
July
August
September
October
November
December
January
February
March
April
May
June
46
Indira Gandhi National Open University
Regional Services Division
List of Regional Centres
S. N. REGIONAL ADDRESS OF THE REGIONAL JURISDICTION
CENTRE, CODE CENTRETEL., FAX & E-MAIL
AND NO OF
LEARNER
SUPPORT
CENTRES
1. AGARTALA REGIONAL DIRECTOR,
RC CODE: 26 IGNOU REGIONAL CENTRE, STATE OF TRIPURA (DISTRICT:
M.B.B. COLLEGE COMPOUND DHALAI, NORTH TRIPURA, SOUTH
P.O. TRIPURA, WESTTRIPURA, GOMATI,
AGARTALACOLLEGETILLA KHOWAI,SEPAHIJALA, UNOKOTI)
AGARTALA- 799 004
TRIPURA
0381-2519391
0381-2516714
0381-2516266
[email protected]
2. AHMEDABAD REGIONAL DIRECTOR, STATE OF GUJARAT (DISTRICT:
RC CODE: 09 IGNOU REGIONAL CENTRE, AHMEDABAD, ANAND,
OPP. NIRMA UNIVERSITY BANASKANTHA, BHARUCH, DAHOD,
SARKHEJ-GANDHINAGAR HIGHWAY GANDHINAGAR, MEHSANA, PATAN,
CHHARODI SABARKANTHA, SURAT, VADODARA,
AHMEDABAD - 382 481 VALSAD, DANG, KHEDA, NARMADA,
GUJARAT NAVSARI, PANCHMAHAL, TAPI,
02717-242975-242976 ARAVALLI)
02717-241579 DAMAN & DADRANAGAR HAVELI
02717-256458 (U.T.)
02717-241580
[email protected]
3. AIZWAL REGIONAL DIRECTOR, STATEOF MIZORAM (DISTRICT:
RC CODE: 19 IGNOU REGIONAL CENTRE, AIZAWL, LUNGLEI, KOLASIB,
HOUSE NO. YC-10 MAMIT, SERCHHIP, SAIHA,
ROPHIRA BUILDING CHAMPHAI, LAWNGTLAI)
CHALTLANG DAWRKAWN
AIZAWL - 796 012
MIZORAM
0389-2391692 /2395260
0389-2391789
[email protected]
4. ALIGARH REGIONAL DIRECTOR, STATE OF UTTAR PRADESH
RC CODE: 47 IGNOU REGIONAL CENTRE, (DISTRICT: ALIGARH, BUDAUN,
3/310, MARRIS ROAD ETAH, ETAWAH, FIROZABAD,
ALIGARH - 202 001 KASHIRAM NAGAR/KASGANJ,
UTTAR PRADESH MAHAMAYA NAGAR/HATHRAS,
0571-2700120 /2701365 MAINPURI)
0571-2402147
[email protected]
5. ANGUL RC REGIONAL DIRECTOR IGNOU STATE OF ODISHA
CODE : 89 REGIONAL CENTRE ANGUL (DISTRICT : SAMBALPUR,
PLOT NO.758-759, SIMILIPADA JHARSUGUDA,
CHOWK ANGUL 759122 ODISHA SUNDARGARH, BARGARH,
PH.OFF: 06764 - 230016/17 (For
Students Support Services) 230018 DEBAGARH, SUBARNAPUR,
(RC Office: Administration & BOUDH AND ANGUL)
Finance) 230019 (RD Office) E-
MAIL: rcangul.ignou.ac.in
6. BANGALORE REGIONAL DIRECTOR,
IGNOU REGIONAL CENTRE, STATE OFKARNATAKA
RC Code: 13 (DISTRICT:BANGALORE,
BTMC OLD DIVISION OFFICE
(SOUTH) BANGALORERURAL,
CHIKBALLAPUR, CHITRADURGA,
No. 70-46-31/11, WARD No.117
GROUNDFLOOR, BELOWRTO DAVANAGERE, KOLAR,
RAMANAGARA, SHIMOGA,
47
(AUTORICKSHAW) TUMKUR,
57 OFFICE, SHANTI NAGAR RAMANAGARA,
BANGALORE-560027, KARNATAKA CHAMARAJANAGAR &
080-26654747/26657376 CHIKMAGALUR
080-26639711 DAKSHINAKANNADA, HASSAN,
080-26644848 KODAGU, MANDYA, MYSORE,
[email protected] UDUPI)
7. BHAGALPUR REGIONAL DIRECTOR, STATE OF BIHAR (DISTRICT:
RC CODE: 82 IGNOU REGIONAL CENTRE, BHAGALPUR, BANKA,MUNGER)
3RD FLOOR, SUMAN PLAZA
CENTRALJAIL ROAD, TILKAMANJHI
BHAGALPUR
BHAGALPUR
BIHAR 812001
0641-2610055/2610066
0641-2610077
[email protected]
8. BHOPAL REGIONAL DIRECTOR, STATE OF MADHYA PRADESH
RC CODE: 15 IGNOU REGIONAL CENTRE, (DISTRICT: ALIRAJPUR, BHIND,
12, ARERA HILLS DATIA, HARDA, KHANDWA,
BHOPAL MANDSAUR,NEEMUCH, RAJGARH,
BHOPAL-462 011 SHAJAPUR, BAWANI, BHOPAL,
MADHYAPRADESH DEWAS, GUNA, HOSHANGABAD,
0755-2578455/2578452 JHABUA, KHARGONE, MORENA,
0755-2762524 RATLAM, SHEOPUR, VIDISHA,
0755-2578454 ASHOKNAGAR, BETUL,
[email protected] BURHANPUR, DHAR, GWALIOR,
INDORE, RAISEN, SEHORE,
SHIVPURI, UJJAIN, AGAR-MALWA)
9. BHUBANESHWAR REGIONAL DIRECTOR, STATE OF ORISSA : BHA
RC CODE: 21 IGNOU REGIONAL CENTRE, DRAK, BALASORE, CUTTACK,
C - 1, INSTITUTIONAL AREA DHENKANAL, GANJAM,
BHUBANESHWAR - 751 013 GAJAPATI, JAJPUR,
ODISHA JAGATSINGHPUR, KHORDHA,
0674-2301348 /2301250
0674-2301352 KEONJHAR, KANDHAMAL,
0674-2371457 KENDRAPARA,
0674-2300349 MAYURBHANJ,NAYAGARH,
[email protected] PURI, SRCKANDHMAL
10. BIJAPUR REGIONAL DIRECTOR, STATE OF KARNATAKACOVERING
RC Code: 85 1ST FLOOR, PLAZA-II (DISTRICTS BAGALKOT, BIJAPUR,
TOURISM DEPARTMENT BUILDING BIDAR, GULBARGA, KOPPAL,
(OPP. TO DR. B.R. AMBEDKAR RAICHUR, YADGIR, HAVERI,
STATION) GADAG,BELLARY, BELGAUM,
INDIAROAD-VIJAYPURA DHARWAD) STATE OF
KARNATAKA MAHARASHTRA (DIS-
08352-260006 TRICTSSOLAPUR, LATUR)
9482311006
[email protected]
11. CHANDIGARH REGIONAL DIRECTOR, STATE OF PUNJAB (DISTRICT:
RC Code: 06 IGNOU REGIONAL CENTRE, PATIALA, MOHALI, RUP NAGAR,
SCO 208, 1st FLOOR FATEHGARH SAHEB), STATE OF
SECTOR14 HARYANA (DISTRICT: AMBALA,
PANCHKULA- 134 109 PANCHKULA), CHANDIGARH (U.T.)
HARYANA
0172-2590277,2590278
0172-2590208
0172-2590279
[email protected]
48
12. CHENNAI REGIONAL DIRECTOR, STATE OF TAMILNADU (DISTRICT:
RC Code: 25 IGNOU REGIONAL CENTRE, CHENNAI, THIRUVALLUR,
PERIYAR THIDAL KANCHIPURAM, VELLORE,
84/1 EVK SAMPATH SALAI THIRUVANNAMALAI, KRISHNAGIRI,
VEPERY DHARMAPURI, SALEM, NAMAKKAL,
CHENNAI-600007 VILLUPURAM, CUDDALORE,
[email protected] PERAMBALUR, NAGAPATTINAM),
044-26618438 PUDUCHERRY(U.T.)
13. COCHIN REGIONAL DIRECTOR, STATE OF KERALA (DISTRICT:
RC CODE: 14 IGNOU REGIONAL CENTRE, ALAPPUZHA, ERNAKULAM, IDUKKI,
KALOOR, ERNAKULAM DIST. KOTTAYAM, PALAKKAD, THRISSUR,
COCHIN – 682017, KERALA LAKSHADWEEP(U.T.)
Ph. Off–0484-2340203/2348189/2330891
Fax: 0484-2340204
E-MAIL: [email protected]
14. DARBHANGA REGIONAL DIRECTOR, STATE OF BIHAR (DISTRICT:
RC CODE: 46 IGNOU REGIONAL CENTRE, BEGUSARAI, DARBHANGA, EAST
LALIT NARAYAN MITHILA CHAMPARAN, GOPALGANJ,
UNIV. CAMPUS, KAMESHWAR SHEOHAR, SITAMARHI,
NAGAR, NEAR CENTRALBANK SAMASTIPUR, MADHUBANI,
DARBHANGA-846004 MUZAFFARPUR & WEST
BIHAR CHAMPARAN)
06272-251862
06272-251833
06272-253719
[email protected]
15. DEHRADUN REGIONAL DIRECTOR, STATEOFUTTARAKHAND (DISTRICT:
RC CODE: 31 IGNOU REGIONAL CENTRE, DEHRADUN, PAURI, CHAMOLI, TEHRI,
NANOOR KHERA, TAPOVAN UTTARAKASHI, RUDRAPRAYAG,
RAIPURROAD HARIDWAR, NAINITAL, ALMORA,
DEHRADUN-248 008 PITHORAGARH, US NAGAR,
UTTARAKHAND CHAMPAWAT, BAGESHWAR)
0135-2789200
0135-2789205
0135-2789190
0135-2789180
[email protected]
16. DELHI 1 REGIONAL DIRECTOR, STATE OF DELHI (COVERING AREAS
RC CODE: 07 IGNOU REGIONAL CENTRE, OF MEHRAULI, CHANAKYAPURI,
PLOT NO J-2/1 BLOCK - B 1 LODHICOLONY, SOUTHEXTENSION,
MOHANCOOPERATIVEINDUSTRIAL R.K. PURAM, VASANT KUNJ, SAKET,
ESTATE, MATHURAROAD GREEN PARK, LAJPAT NAGAR, G.K.,
NEW DELHI- 110 044 MALVIYANAGAR, BHOGAL,
DELHI ASHRAM,HAUZ KHAS, MUNIRIKA,
011-26990082/26990082-83 OKHLA, SANGAM VIHAR, FRIENDS
011-26058354 COLONY, BADARPUR), STATE OF
011-26990084 HARYANA (DISTRICT:FARIDABAD,
[email protected] PALWAL)
17. DELHI 2 REGIONAL DIRECTOR, STATE OF DELHI (COVERING AREAS
RC CODE – 29 IGNOU REGIONAL CENTRE, OF KARALA, PRAHLADPUR,
GANDHI SMRITI & DARSHAN BANAGAR, LIBASPUR, RAMAVIHAR,
SAMITI, RAJGHAT RANI BAGH, SULTAN PURI, BUD
NEW DELHI- 110 002 VIHAR, MANGOLPURI, PITAMPURA,
DELHI JAHANGIR PURI, JHARODA MAJA,
011-23392374/23392376 23392377/23392 BURAI, DR. MUKHERJEE NAGAR,
737 MODEL TOWN, SHAKURPUR,
011-26493257 COLONY, GTBNAGAR,
011-23392375 ASHOK VIHAR, SHASTRI NAGAR,
[email protected] CIVILLINES, YAMUNAVIHAR, NAND
NAGRIBHR)
49
STATE OF DELHI (COVERING AREAS
18. DELHI 3 REGIONAL DIRECTOR, OF MUNDKA, NANGLOI JAT,
RC CODE: 38 IGNOU REGIONAL CENTRE, PEERAGARHI, PUNJABI BAGH,
F-634-636 PALAM EXTENSION BAKARWALA, MEERABAGH, MOTI
SHAHEED RAMPHAL CHOWK NAGAR,TILAKNAGAR, TILANGPUR
(NEAR SECTOR 7) DWARKA KOTLA, VIKASPURI, SUBHASH
NEW DELHI- 110 077 NAGAR, UTTAM NAGAR,
DELHI JANAKPURI, NAJAFGARH,
011-25088964 MAHAVIR ENCLAVE, SAGARPUR,
011-25088939 DWARKA, PALAM,
011-25088944 PALAM FARMS, KAPASERA,
011-25088983 DHAULA KUAN, NARAINA,
[email protected] MAHIPALPUR, MANSAROVAR
GARDEN), STATE OF HARYANA
(DISTRICTS: GURUGRAM, MEWAT)
19. DEOGHAR REGIONAL DIRECTOR,
RC CODE: 87 IGNOU REGIONAL CENTRE,
BASUWADIH, ROHINI ROAD STATEOFJHARKHAND COVERING
(DISTRICTS DEOGHAR, GODDA,
DEOGHAR, JASIDIH
SAHIBGANJ, PAKUR, DUMKA,
JHARKHAND 814142 JAMTARA&GIRIDIH)
06432-34448,9234455958-957-975
[email protected]
20. GANGTOK REGIONAL DIRECTOR,
RC CODE: 24 IGNOU REGIONAL CENTRE, STATEOFSIKKIM (DISTRICT: EAST
5TH MILE TADONG SIKKIM, WEST SIKKIM, NORTH
EASTSIKKIM SIKKIM, SOUTH SIKKIM)
GANKTOK - 737 102 SIKKIM
0359-231102/270923,0359-231103
[email protected]
21. GUWAHATI REGIONAL DIRECTOR, STATE OF ASSAM (DISTRICT: KARBI
RC CODE: 04 IGNOU REGIONAL CENTRE, ANGLONG (EAST), KARBIANGLONG
HOUSE NO 71, GMCH ROAD (WEST), MORIGAON, DARRANG,
CHRISTIANBASTI, GUWAHATI KAMRUP, KAMRUPMETROPOLITAN,
ASSAM 781005 NALBARI, BARPETA, BONGAIGAON,
0361-2343771 /2343785 DHUBRI, SOUTH SALMARA-
0361-2343786 MANKACHAR, GOALPARA,
0361-2343784 KOKRAJHAR, BAKSA, UDALGURI,
[email protected] CHIRANG, DIMAHASAO, CACHAR,
HAILAKANDI, KARIMGANJ)
22 HYDERABAD REGIONAL DIRECTOR,
RC CODE: 01 M-5 BLOCK, 1ST FLOOR STATE OFTELANGANA
MANORANJAN COMPLEX (DISTRICT:ADILABAD,
TELANGANASTATE HOUSING HYDERABAD, KARIMNAGAR,
BOARD COMPLEX (Adjacent TO KHAMMAM, MEDAK,
GANDHIBHAWAN METRO STATION) MAHABOOBNAGAR, NALGONDA,
MJ ROAD NAMPALLY, HYDERABAD NIZAMABAD, RANGA REDDY,
040-23117550-53 WARANGAL)
040-27152527,040-23117554
[email protected]
23. IMPHAL REGIONAL DIRECTOR,
IGNOU REGIONAL CENTRE, STATE OF MANIPUR (DISTRICT:
RC CODE: 17
ASHA JINA COMPLEX BISHNUPUR, CHURACHANDPUR,
NORTHA.O.C. CHANDEL, IMPHALEAST, IMPHAL
IMPHAL-795 001 WEST, SENAPATI, TAMENGLONG,
MANIPUR THOUBAL, UKHRUL, KAKCHING,
0385-2421190 /2421191 TENGNOUPAL, KAMJONG,
0385-2421192 KANGPOKPI, JIRIBAM, NONEY,
PHERZAWL)
[email protected]
50
24. ITANAGAR REGIONAL DIRECTOR, STATE OFARUNACHAL PRADESH
RC CODE: 03 IGNOU REGIONAL CENTRE, (DISTRICT: ANJAW, CHANGLANG,
‗HORNHILLCOMPLEX‘ EAST KAMENG, EAST SIANG,
‗C‘SECTOR(NEARCENTRALSCH.) KURUNG KUMEY, KARADADI,
NAHARLAGUN, PAPUM PARE LONGDING, LOHIT, LOWER DIBANG
ITANAGAR - 791 110 VALLEY, LOWERSUBANSIRI, PAPUM
ARUNACHAL PRADESH PARE, TAWANG, TIRAP, UPPER
0360-2351705/2247536 DIBANG, UPPER SUBANSIRI, UPPER
0360-2247538 SIANG,WESTKAMENG,
0360-2350990 WEST SIANG)
[email protected]
25. JABALPUR REGIONAL DIRECTOR, STATE OF MADHYA PRADESH
RC CODE: 41 IGNOU REGIONAL CENTRE, (DISTRICT: ANNUPUR, BALAGHAT,
2ND FLOOR, RAJSHEKHAR BHAVAN CHHINDWARA, DINDORI,
RANIDURGAVATIVISHVAVIDYALAYA JABALPUR, KATNI, MANDLA,
CAMPUS,PACHPEDHI NARSHINGAPUR, SEONI, SHAHDOL,
JABALPUR - 482 001 SIDDHI, SINGRAULI, UMARIA,
MADHYA PRADESH DAMOH, PANNA, SAGAR,
0761-2600411/2609896 CHHATTARPUR, REWA, SATNA,
0761-2609919 TIKAMGARH)
[email protected]
26. JAIPUR REGIONAL DIRECTOR, STATEOFRAJASTHAN (DISTRICT:
RC CODE: 23 IGNOU REGIONAL CENTRE, AJMER, ALWAR, BARAN,
70/80, SECTOR - 7 BHARATPUR, BHILWARA, BUNDI,
PATELMARG, MANSAROVAR CHITTORGARH, CHURU, DAUSA,
JAIPUR - 302 020 RAJASTHAN DHOLPUR, HANUMUNGARH,
0141-2785730 /2785427 JAIPUR, JHALAWAR, JHUNJHUNU,
0141-2396427,0141-2785763 KARAULI, KOTA,
0141-2784043 SAWAIMADHEPUR, SIKAR,
[email protected] SRIGANGANAGAR & TONK)
27. JAMMU REGIONAL DIRECTOR, STATE OF JAMMU & KASHMIR
RC CODE: 12 IGNOU REGIONAL CENTRE, (JAMMU REGION - DISTRICT: DODA,
GOVT. SPMR COLLEGE OF JAMMU, KATHUA, KISHTWAR,
COMMERCE POONCH, RAJOURI, RAMBAN, REASI,
AUROBINDOBLOCK,1ST FLOOR SAMBA, UDHAMPUR)
CANALROAD
JAMMU - 180 001
JAMMU & KASHMIR
0191-2579572 /2546529
0191-2502921,0191-2585154
[email protected]
28. JODHPUR REGIONAL DIRECTOR STATE OF RAJASTHAN COVERING
RC CO DE:88 IGNOU REGIONAL CENTRE, (DISTRICTS: JODHPUR, BARMER,
PLOT NO. 439 JAISALMER, RAJASMAND, UDAIPUR,
PALLINK ROAD BIKANER, JALORE, SIROHI, NAGOUR,
OPP. KAMALANAGARHOSPITAL DUNGARPUR, PALI, PRATAPGARH,
JODHPUR BANSWARA)
RAJASTHAN 342008
0291-2755424,0291-2751524
0291-2756579
[email protected]
[email protected]
29. JORHAT REGIONAL DIRECTOR STATE OF ASSAM (DISTRICT:
RC CODE: 37 IGNOU REGIONAL CENTRE NAGAON, GOLAGHAT, JORHAT,
JANAMBHUMI BUILDING SIVASAGAR,DIBRUGARH,TINSUKIA,
TULSHI NARAYANSARMAHPATH LAKHIMPUR, DHEMAJI, SONITPUR,
NEARNEHRU PARK BISWANATH, CHARAIDEO, HOJAI &
JORHAT - 785001 ASSAM MAJULI)
0376-2301116,0376-2301115/2301114
[email protected]
51
STATE OF HARYANA (DISTRICT:
30. KARNAL REGIONAL DIRECTOR BHIWANI, FATEHABAD, HISAR,
RC CODE: 10 IGNOU REGIONAL CENTRE JHAJJAR, JIND, KAITHAL, KARNAL,
06 SUBHASH COLONY KURUKSHETRA, MAHENDRAGARH,
NEARHOMEGUARDOFFICE PANIPAT, REWARI, ROHTAK, SIRSA,
KARNAL- 132 001 SONIPAT,YAMUNANAGAR)
HARYANA
0184-2271514 /2260075
0184-2254621,0184-2255738
[email protected]
31 KHANNA REGIONAL DIRECTOR STATE OF PUNJAB (DISTRICT:
RC CODE: 22 IGNOU REGIONAL CENTRE GURDASPUR, AMRITSAR, TARN
I.T.I. BUILDING, G.T. ROAD TARAN, KAPURTHALA,
BULEPUR JALANDHAR, HOSHIARPUR, SBS
(DISTRICT LUDHIANA) NAGAR/NAWANSHAHR, BARNALA,
KHANNA - 141 401 PUNJAB SANGRUR, BATHINDA, MANSA,
01628-229993 / 237361 MUKTSAR, LUDHIANA, FEROZEPUR,
01628-238632,01628-238284 FARIDKOT, MOGA)
[email protected]
32 KOHIMA REGIONAL DIRECTOR
RC CODE: 20 IGNOU REGIONAL CENTRE STATE OF NAGALAND (DISTRICT:
NEAR MOUNT HERMON SCHOOL KOHIMA, DIMAPUR, WOKHA,
DONBOSCO HR. MOKOKCHUNG, ZUNHEBOTO,
SECSCHOOLROADKENUOZOU TUENSANG, LONGLENG, KIPHIRE,
KOHIMA - 797 001 NAGALAND MON,PEREN, PHEK)
0370-2260366 /2260167
0370-2241968,0370-2260216
[email protected]
33 KOLKATA REGIONAL DIRECTOR
RC CODE: 28 IGNOU REGIONALCENTRE STATEOFWESTBENGAL (DISTRICT:
BIKASH BHAWAN, 4TH FLOOR KOLKATA, NORTH 24 PARAGANAS,
NORTHBLOCK SOUTH 24 PARAGANAS, PURBA
SALT LAKE, BIDHAN NAGAR MEDINIPUR, PASCHIM MEDINIPUR,
KOLKATA- 700091 WEST BENGAL BANKURA, HOWRAH, HOOGHLY,
033-23349850 PURULIA, BURDWAN, NADIA)
033-23592719/ 23589323 (RCL)
033-24739393,033-23347576
[email protected]
34 KORAPUT REGIONAL DIRECTOR STATE OF ODISHA (DISTRICT:
RC CODE: 44 IGNOU REGIONALCENTRE KORAPUT, MALKANGIRI,
DISTRICT AGRICULTURE OFFICE RD RAYAGADA, NABARANGPUR,
BEHIND PANCHAYAT BHAWAN KALAHANDI,NUAPADA, BOLANGIR,
AT/PO/DISTT.-KORAPUT SONEPUR,BOUDH)
764020 ODISHA
06852-251535
06852-251535,06852-252503
[email protected]
35 LUCKNOW REGIONAL DIRECTOR STATEOFUTTAR PRADESH (DISTRICT:
RC CODE: 27 IGNOU REGIONALCENTRE AMETHI, AURAIYA, BAHRAICH,
5-C/INS-1, SECTOR - 5 BALRAMPUR, BANDA, BARABANKI,
VRINDAVANYOJNA, TELIBAGH BAREILLY, BASTI, CHITRAKUT,
LUCKNOW FAIZABAD, FARUKHABAD
226029 (FATEHGARH), FATEHPUR, GONDA,
UTTARPRADESH HAMIRPUR, HARDOI, JALAUN(ORAI),
0522-2442832 JHANSI, KANNAUJ, KANPUR RURAL,
[email protected] KANPURURBAN,
KAUSHAMBI, LAKHIMPUR(KHERI),
LALITPUR, LUCKNOW, MAHOBA,
PILIBHIT, RAEBAREILY,
SHAHJANANPUR, SHRAVASTI,
SIDHARTHNAGAR, SITAPUR, UNNAO)
52
36 MADURAI REGIONAL DIRECTOR STATE OFTAMIL NADU (DISTRICT:
RC CODE: 43 IGNOU REGIONALCENTRE COIMBATORE, DINDIGUL, ERODE,
SIKKANDAR CHAVADI KARUR, MADURAI, NILGIRIS,
ALANGANALLUR ROAD PUDUKKOTTAI,
MADURAI 625 018 RAMANATHAPURAM, SIVAGANGA,
TAMIL NADU THANJAVUR, THENI, THIRUVARUR,
0452-2380775 /2380733 TIRUCHIRAPPALLI, TIRUPUR,
0452-2380588 VIRUDHUNAGAR, ARIYALUR)
[email protected]
37. MUMBA I REGIONAL DIRECTOR STATE OF MAHARASHTRA (DIS-
RC CODE: 49 IGNOU REGIONALCENTRE TRICT: MUMBAI, THANE, RAIGAD,
2nd AND 3rd FLOOR RATNAGIRI, PALGHAR, MUMBAI
KAPPEESH BUILDING, M. G. ROAD SUBURBAN)
OPP TO MULUND RLY. STATION
MULUND (WEST), MUMBAI- 400 080
MAHARASHTRA
022-25925540/25923159
022-25925411
[email protected]
38. NA GPUR REGIONAL DIRECTOR STATE OFMAHARASHTRA
RC CODE: 36 IGNOU REGIONALCENTRE (DIS-TRICT: AKOLA, AMRAVATI,
―GYAN VATIKA‖ BHANDARA, BULDHANA,
14, HINDUSTANCOLONY CHANDRAPUR, GADCHIROLI,
AMARAVATI ROAD GONDIA, HINGOLI, NAGPUR,
NAGPUR - 440 033 NANDED, PARBHANI, WARDHA,
MAHARASHTRA WASHIM,YAVATMAL)
0712-2536999,2537999
0712-2022000
0712-2538999
[email protected]
39. NOIDA REGIONAL DIRECTOR STATE OF UTTAR PRADESH
RC CODE: 39 IGNOU REGIONALCENTRE (DISTRICT: GAUTAM BUDH NAGAR,
C-53 SECTOR 62 GHAZIABAD, MEERUT, BAGHPAT,
INSTITUTIONALAREA BULANDSHAHR, HAPUR,
NOIDA - 201 305 SAHARANPUR, MUZAFFARNAGAR,
UTTAR PRADESH BIJNOR, SHAMLI, AMROHA,
0120-2405012/2405014 MORADABAD, SAMBHAL RAMPUR,
0120-2405013 AGRA, MATHURA)
[email protected] STATEOFDELHI (MAYUR VIHAR
PH-I & II, MAYUR VIHAR EXTN.,
VASUNDHARAENCLAVE, EAST
DELHI)
40. PANAJI REGIONAL DIRECTOR STATE OF GOA(DISTRICT: NORTH
RC CODE: 08 IGNOU REGIONALCENTRE GOA, SOUTH GOA), STATE OF
H. NO. 1576 KARNATAKA (DISTRICT: UTTARA
NEAR P&T STAFF QUARTERS KANNAD), STATE OF
ALTOPORVORIMP.O. MAHARASHTRA (DISTRICT:
403521 GOA SINGDHDURG)
0832-2414553,0832-2414550
[email protected]
41. PATNA REGIONAL DIRECTOR STATEOFBIHAR (DISTRICT:
RC CODE: 05 IGNOU REGIONAL CENTRE ARWAL,BHOJPUR, BUXAR,
INSTITUTIONALAREA JEHANABAD, LAKHISARAI,
MITHAPUR NALANDA, PATNA, SHEIKHPURA,
PATNA-800 001 VAISHALI, SIWAN, SARAN,
BIHAR ROHTAS, KAIMUR, NAWADA,
0612-2219539 /2219541 GAYA, AURANGABAD, JAMUI)
0612-2687042
0612-2219538
[email protected]
53
42. PORT BLA IR REGIONAL DIRECTOR ANDAMAN & NICOBAR ISLANDS
RC CODE: 02 IGNOU REGIONAL CENTRE [U.T.] (DISTRICT: NORTH& MIDDLE
KANNADA SANGHA BUILDING ANDAMAN, SOUTH ANDAMAN,
NEAR SYNDICATEBANK NICOBAR)
18, TAGORE ROAD, MOHANPURA
PORT BLAIR-744101
ANDAMAN & NICOBARISLANDS
03192-242888/230111, 03192-230111
[email protected] n
43. PUNE REGIONAL DIRECTOR STATE OF MAHARASHTRA (DIS-
RC CODE: 16 IGNOU REGIONAL CENTRE TRICT: NANDURBAR, DHULE,
MSFC BUILDING, 1ST FLOOR JALGAON, AURANGABAD,
270, SENAPATI BAPAT ROAD NASIK,JALNA, AHMADNAGAR,
PUNE - 411 016 BEED, PUNE, OSMANABAD,
MAHARASHTRA SANGLI, SATARA, KOLHAPUR)
020-25671867/25651321
020-25880091,020-25671864
[email protected]
44. RAGHUNATH REGIONAL DIRECTOR STATE OF WEST BENGAL
GANJ IGNOU REGIONAL CENTRE (DISTRICT:
RC CODE: 50 BAGAN BARI MURSHIDABAD,BIRBHUM,
NEAR DENABANK, FULTALA MALDA)
MURSHIDABAD
RAGHUNATHGANJ
WESTBENGAL-742225
03483-271555 / 271666
03483-271666,03483-271666
[email protected]
45. RA IPUR REGIONAL DIRECTOR STATE OFCHHATTISGARH
RC CODE: 35 IGNOU REGIONALCENTRE (DISTRICT:BILASPUR, DHAMTARI,
IGNOU COMPLEX DURG, JANJGIR-CHAMPA, JASHPUR,
HOUSINGBOARD COLONY, KANKER, KAWARDHA, KORBA,
KACHNA KORIYA, MAHASAMUND, RAIGARH,
POST: SADDU RAIPUR, RAJNANDGAON, SURAJPUR,
RAIPUR - 492 014 SARGUJA, BALOD, BALODBAZAR,
CHHATTISGARH BALRAMPUR, BEMETARA,
0771-2428285/5056508 GARIABANDH, MUNGELI,
0771-2445839 DANTEWADA,
0771-2583578,0771-2445839 BASTAR, KONDAGAON,
[email protected] NARAYANPUR, BIJAPUR, SUKMA)
46. RAJKOT REGIONAL DIRECTOR STATE OF GUJARAT (DISTRICT:
RC CODE: 42 IGNOU REGIONAL CENTRE RAJKOT, KACHCHH, JAMNAGAR,
SAURASHTRA UNIVERSITY CAMPUS PORBANDAR, JUNAGADH,
RAJKOT AMRELI,BHAVNAGAR,
360005 SURENDRANAGAR, DEV-BHOOMI
GUJARAT DWARKA, GIR- SOMNATH, BOTAD,
0281-2572988 MORBI), DIU (U.T.)
0281-2561449,0281-2571603
[email protected]
47. RANCHI REGIONAL DIRECTOR STATE OF JHARKHAND (DISTRICT:
RC CODE: 32 IGNOU REGIONAL CENTRE RANCHI, LOHARDAGA, GUMLA,
KRISHNA MALL, 2ND FLOOR SIMDEGA, LATEHAR, WEST
(OPP. GSTBUILDING, ASHOK SINGHBHUM, SARAIKELA,
NAGARRANCHI, JHARKHAND- KHARASAWAN, EAST SINGBHUM,
834002 HAZARIBAGH, CHATRA, KODERMA,
0651-2244688 /2244699 KHUNTI, RAMGARH, BOKARO,
0651-2244677 DHANBAD, PALAMU, GARHWA)
0651-2244400
[email protected]
54
48. SAHARSA REGIONAL DIRECTOR STATE OF BIHAR COVERING (DIS-
RC CODE: 86 IGNOU REGIONAL CENTRE TRICTS: KHAGARIA, SAHARSA,
LAXMI NIWAS, KOSHI CHOWK SUPAUL, MADHEPURA, KATIHAR,
SAHARSA ARARIA, KISHANGANJ & PURNIA)
852201
BIHAR
06478-219014,219015
06478-219018
[email protected]
49. SHILLONG REGIONAL DIRECTOR STATE OF MEGHALAYA (DISTRICT:
RC CODE: 18 IGNOU REGIONAL CENTRE EAST GARO HILLS, EAST JAINTIA
UMSHING HILLS, EAST KHASI HILLS, NORTH
MAWKYNROH GAROHILLS, RIBHOI, SOUTHGARO
NEHU CAMPUS HILLS, SOUTHWEST GARO HILLS,
SHILLONG - 793022 SOUTHWEST KHASI HILLS, WEST
MEGHALAYA GARO HILLS, WEST JAINTIA HILLS,
0364-2550088/2550102/2550015 WESTKHASI HILLS)
0364-2551010
[email protected]
50. SHIMLA REGIONAL DIRECTOR STATE OF HIMACHAL PRADESH
RC CODE: 11 IGNOU REGIONAL CENTRE (DISTRICT: BILASPUR, CHAMBA,
CHAUHAN NIWAS BUILDING, HAMIRPUR, KANGRA, KINNAUR,
KHALINI KULLU, LAHUL & SPITI, MANDI,
SHIMLA 171 002 SHIMLA, SIRMAUR, SOLAN, UNA)
HIMACHAL PRADESH
0177-2624612 /2624613
18001808055(TOLLFREE)
0177-2620125,0177-2624611
[email protected]
51. SILIGURI REGIONAL DIRECTOR STATEOFWESTBENGAL (DISTRICT:
RC CODE: 45 IGNOU REGIONAL CENTRE COOCHBEHAR, JALPAIGURI,
17/12 J. C. BOSE ROAD DARJEELING, UTTAR DINAJPUR,
SUBHASPALLY DAKSHINDINAJPUR,ALIPURDUAR)
SILIGURI
SILIGURI-734001
WESTBENGAL
0353-2526818/2526819
0353-2526829,0353-2526829
[email protected]
[email protected]
52. SRINAGAR REGIONAL DIRECTOR
RC CODE: 30 IGNOU REGIONAL CENTRE STATE OF JAMMU & KASHMIR
NEAR LAWRENCE VIDHYA BHAWAN (SRINAGAR REGION - DISTRICT:
ANANTNAG, BANDIPORE,
KURSU RAJ BAGH
BARAMULLA, BUDGAM,
SRINAGAR - 190 008
GANDERBAL,KARGIL,KULGAM,
JAMMU & KASHMIR
0194-2311251,0194-2311258 KUPWARA, LEH, PULWAMA,
0194-2421506, 0194-2311259 SHOPIAN,SRINAGAR)
[email protected]
53. TRIVANDRUM REGIONAL DIRECTOR STATE OF KERALA (DISTRICTS:
RC CODE: 40 IGNOU REGIONAL CENTRE PATHANAMTHITTA, KOLLAM,
RAJADHANI COMPLEX THIRUVANANTHAPURAM), STATE
OPPPRSHOSPITAL OF TAMIL NADU (DISTRICTS:
KILLIPALAM, KARAMANA P.O. KANYAKUMARI, TIRUNELVELI,
THIRUVANANTHAPURAM - 695002 THOOTHUKUDI)
KERALA
0471-2344113/2344120
0471-2344115,0471-2344121
[email protected]
55
54. VARANASI REGIONAL DIRECTOR STATE OF UTTAR PRADESH (DIS-
RC CODE: 48 IGNOU REGIONAL CENTRE TRICT: AMBEDKAR NAGAR,
GANDHI BHAWAN AZAMGARH, BALLIA, CHANDAULI,
B.H.U. CAMPUS DEORIA, GHAZIPUR, GORAKHPUR,
VARANASI JAUNPUR, KUSHINAGAR,
221005 MAHARAJGANJ, MAU, MIRZAPUR,
UTTAR PRADESH SANT KABIR NAGAR, SANT
0542-2368022/2368622 RAVIDAS NAGAR, SONEBHADRA,
0522-2364893 VARANASI, ALLAHABAD,
0542-2369629 PRATAPGARH,
[email protected] SULTANPUR)
55. VATAKARA REGIONAL DIRECTOR STATEOFKERALA
RC CODE: 83 IGNOU REGIONAL CENTRE (DISTRICT:KANNUR,
MADHAVI BUILDING, 2NDFLOOR KASARAGOD, WAYANAD,
NUT STREET (PO), VATAKARA KOZHIKODE,
KOZHIKODE MALAPPURAM), [MAHE-
673104 PUDUCHERRY(UT)]
KERALA
0496-2525281,0496-2516055
0496-2515413
[email protected]
56. VIJAYAWADA REGIONAL DIRECTOR STATE OF ANDHRA PRADESH (DIS-
RC CODE: 33 IGNOU REGIONAL CENTRE TRICT: KRISHNA, GUNTUR,
SKPVV HINDU HIGH SCHOOL PRAKASHAM, NELLORE, CHITTOOR,
PREMISES, KOTHAPET KADAPA, KURNOOL,ANANTAPUR)
VIJAYAWADA
520001
ANDHRA PRADESH
0866-2565253/2565959
0866-2565253
0866-2565353
[email protected] STATE OF ANDHRA PRADESH
57. VISAKHAPATNAM REGIONAL DIRECTOR COVERING (DISTRICTS: EAST
RC CODE: 84 IGNOU REGIONAL CENTRE GODAVARI, WEST GODAVARI,
2ND FLOOR VUDA COMPLEX VISAKHAPATNAM,
SECTOR-12, MVP COLONY VIZIANAGARAM & SRIKAKULAM),
USHODAYAJUNCTION [YANAM-PUDUCHERRY(UT)]
VISAKHAPATNAM - 530017
ANDHRA PRADESH
0891-2511200
0891-2511300
[email protected]
56
Annexure – 4
IGNOU Recognized Regional Centres
IGNOU – Army Recognized Regional Centres
Sl. No. RecognizedRC Name Code Address Operational

Area
01 IAEP- KOLKATA 51 REGIONALDIRECTOR EASTERN
IGNOUARMYRECOG.REG.CENTRE COMMAND
COL.EDUCATION, FORTWILLIAM AREA
HQ EASTERN COMMAND
C/O 99 APO
KOLKATA- 908 542
WESTBENGAL
033-22222668(CIVIL)
2670(MILITARY)
033-22222668
[email protected]
02 IAEP - 52 REGIONALDIRECTOR WESTERN
CHANDIMANDIR IGNOUARMYRECOG.REG.CENTRE COMMAND
COL.EDUCATION(G.S.EDU.BRANCH) AREA
HQ WESTERN COMMAND
CHANDIMANDIR -134107
HARYANA
0172-2589355, (CIVIL) 2670(MILITARY)
0712-2589355
[email protected]
03 IAEP - LUCKNOW 53 REGIONALDIRECTOR CENTRAL
IAEPHQ. CENTRALCOMMAND- AREA
GS(EDN)
LUCKNOW - 226002 UTTAR PRADESH
0522-2482968(CIVIL);2670(MIL)
[email protected]
04 IAEP - PUNE 54 REGIONALDIRECTOR SOUTHERN
COL.EDUCATION AREA
H Q SOUTHERN COMMAND
HRDC-1BEG&CENTRE
C/O 56APO - 908 791
020-20265568CIVIL);3019(MILITAR
020-26102670
[email protected]
05 IAEP - UDHAMPUR 55 REGIONALDIRECTOR NORTHERN
COL.EDUCATION AREA
UTTARKAMAN MUKHYALAYA 908545
C/O 56APO, HQ NORTHERN COMMAND
UDHAMPUR
JAMMU & KASHMIR
01992-242486,01992-242486
[email protected]
57
06 IAEP- JAIPUR 56 REGIONAL DIRECTOR SOUTHWE
IGNOUARMYRECOG.REG.CENTRE STERN
EDUCATIONBRANCH COMMAND
HQ SOUTHERN WESTERN COMMAND
C/O 56APO 908546
JAIPUR, RAJASTHAN
0141-6640(MILITARY)
[email protected]
IGNOU – Navy Recognized Regional Centres

01 INEP- KOCHI 74 REGIONALDIRECTOR HQ
IGNOUNAVYRECOG.REG.CENTRE SOUTHERN
NAVALBASE NAVAL
HQ SOUTHERNNAVALCOMMAND COMMAND
KOCHI - 682 004 KERALA
0484-266210,2662515,0484-2666194
[email protected]
02 INEP - MUMBAI 72 REGIONALDIRECTOR HQ
IGNOUNAVY RECOG.REG.CENTRE WESTERN
HQ. WESTERN NAVALCOMMAND COMMAND
SHAHID BHAGAT SINGH MARG
MUMBAI - 400 023
MAHARASHTRA
022-22752245,022-22665458
[email protected]
03 INEP -NEWDELHI 71 REGIONALDIRECTOR NAVAL
IGNOUNAVYRECOG.REG.CENTRE HQS
DIRECTORATEOFNAVALEDUCATION
INTEGRATED HQS.MINISTRYOFDEF
WESTBLOCK.5, IINDFLR, WING-II
RK PURAM, NEW DELHI - 110 066 DELHI
011-26194686,011-26105067
[email protected]
04 INEP- 73 CAPTAINAG SELVAM HQ
VISAKHAPATNAM REGIONALDIRECTOR EASTERN
IGNOUNAVYRECOG.REG.CENTRE NAVAL
HQ EASTERN NAVALCOMMAND COMMAND
VISAKHAPATNAM- 530 014
ANDHRA PRADESH
0891-2812669,0891-2515834
[email protected]
IGNOU – Assam Rifles Recognized Regional Centres

01 IAREP-SHILLONG 81 REGIONALDIRECTOR COMMAND
IGNOUASSAM-RIFLESRECOG. R.C. AREA
DIRECTORATEGENERALASSAM
RIFLES(DGAR), LAITUMUKHRAH
SHILLONG- 793 011 MEGHALAYA
0364-2705181,0364-2705184
[email protected]
58

B.ed - Programme Guide 2023

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Programme Guide

BACHELOR OF EDUCATION (B.Ed.)

Programme Coordinators: Prof. C. B. Sharma and Prof. D. Venkateshwarlu

©Indira Gandhi National Open University, 2023

Laser Typeset by:

Printed at: New Delhi

We welcome you to our academic programme, Bachelor of Education (B.Ed). Several

With best wishes

1.2 Programme Objectives

• develop an understanding of context of education in contemporary Indian Society,

• develop an understanding of paradigm shift in conceptualizing disciplinary knowledge in

• identifying, challenging and overcoming gender inequalities in school, classroom,

• enabling student-teachers to acquire necessary competencies for organizing learning

• develop competencies among student-teachers to select and use appropriate assessment

• enable student-teachers to integrate and apply ICT in teaching-learning process and

• systematizing experiences and strengthening the professional competencies of student

• provides first-hand experience of the school activities through engaging student-

i) Trained in-service teachers in elementary education.

Content-based Methodology Courses (two) 08 credits

EPC I and II 04 credits

Core Courses 12 credits

EPC III and IV 04 credits

A learner has to complete 72 credits for successful completion of the programme

BES-121 Childhood and Growing Up 4

BES-122 Contemporary India and Education 4

BES-123 Learning and Teaching 4

BES-124 Language Across the Curriculum 2

BES-125 Understanding Disciplines and Subjects 2

Content-based Methodology Courses (8 Credits)

BES-141 Pedagogy of Science 4

BES-142 Pedagogy of Social Science 4

BES-143 Pedagogy of Mathematics 4

BES-144 Pedagogy of English 4

BES-145 Pedagogy of Hindi 4

Practical Courses (12 Credits)

WBA 1 BESL-131 Workshop Based Activities 4

Course Code Course Name Credits

BES-126 Knowledge and Curriculum 4

BES-127 Assessment for Learning 4

BES-128 Creating an Inclusive School 2

BES-129 Gender, School and Society 2

Optional Courses (04 Credits) (Any One Course to be Opted)

Course Code Course Name Credits

BESE-131 Open and Distance Education 4

BESE-132 Guidance and Counseling 4

BESE-133 Adolescence and Family Education 4

BESE-135 Information and Communication Technology 4

Practical Courses (20 Credits)

WBA 2 BESL-132 Workshop Based Activities 4

EPC 3 BESL-123 Drama and Art in Education 2

EPC 4 BESL-124 Understanding the Self and Yoga 2

INT 2 BESL-134 Internship II 12

• get acquainted with the concept of childhood and adolescence;

BLOCK 1: UNDERSTANDING CHILDHOOD AND ADOLESCENCE

BLOCK 2 GROWING UP: INFANCY TO ADULTHOOD

BLOCK 3 CRITICAL DEBATES IN CHILDHOOD AND ADOLESCENCE

• Identify the contemporary issues in education and its educational implications;

• Acquainted with the current development in universalization of secondary education.

Unit 1 Nature of Indian Society

Unit 2 Aspirations of Indian Society

Unit 3 Education and Policies

Unit 4 Indian Society and Education

BLOCK 2 POLICY FRAMEWORKS FOR EDUCATION IN INDIA