Master of Education Program (Regular)
Keeping pace with the newly introduced Bachelor of Education (Hons.) program, Master of Education Program has been reoriented and modernized under ten departments of IER. Students are to select any one of the above mentioned departments which offer specialized courses in their respective areas. Master of Education degree is offered in 10 major Areas of Specialization by 10 different Departments:
|
Name of the Departments |
Name of the Degrees |
|
Pre-Primary and Primary Education (PPE) |
Master of Education in Pre-Primary and Primary Education |
|
Language Education (LE) |
Master of Education in Language Education |
|
Master of Education in Teaching English to Speakers of Other Languages (TESOL) |
|
|
Social Science Education (SSE) |
Master of Education in Social Science Education |
|
Science, Mathematics and Technology Education (SMTE) |
Master of Education in Science, Mathematics and Technology Education |
|
Educational Administration and Leadership (EAL) |
Master of Education in Educational Administration and Leadership |
|
Nonformal and Lifelong Learning (NFLL) |
Master of Education in Nonformal and Lifelong Learning |
|
Curriculum and Instructional Technology (CIT) |
Master of Education in Curriculum and Instructional Technology |
|
Educational Evaluation and Research (EER) |
Master of Education in Educational Evaluation and Research |
|
Educational Psychology and Guidance (EPG) |
Master of Education in Educational Psychology and Guidance |
|
Special Education (SpE) |
Master of Education in Inclusive and Special Needs Education |
95 courses · 464 credit hours across 3 terms
| Code | Course title | Credits | |
|---|---|---|---|
| Pre ED 501 | Education in Global Perspective | 4 | The course has been designed to help develop the understanding, insights, and competency of the learners in a global perspective, by acquainting them with successful education practices, contemporary educational events, trends and issues, challenges and education system of selected countries. This course will assist learners to conduct comparative analysis of educational practices and the achievements from global contexts. Through this course, the learners will be able to develop skills and generate ideas to adopt pragmatic changes ensuring quality education in Bangladesh. |
| Pre ED 504 | Methods and Techniques of Educational Research | 4 | This course is designed to assist learners for expanding their knowledge and skills in educational research with an in-depth understanding and practical experiences. The course discusses well-known theories and practices related to researching educational problems. This facilitates students’ ability for selecting appropriate research problem, developing research tools, selecting appropriate strategies for collecting, processing, analyzing and interpreting findings. The out of classroom activities include designing and conducting a small-scale study followed by a report preparation. |
| Pre PPE 511 | Early Childhood Education (ECE) | 4 | This course is designed to prepare learners with the basic concepts, principles and theories of growth and development during early childhood. The special emphasis has been given to understand the childhood as the foundation period of life. Moreover, the course deals with the comprehensive knowledge of curriculum materials and teaching-learning strategies for early childhood education. The learners will be able to demonstrate specific skills in planning, designing and managing early childhood education in practical life. |
| Pre PPE 512 | Primary Education in National and International Perspective | 4 | The course deals with the historical development and principles of Primary Education of Bangladesh with a view to identifying its issues and problems. It also includes organizational structure, roles and responsibilities at different management level of primary education, its curriculum in Bangladesh and four other countries. The recent development projects undertaken by the Government of Bangladesh will also be discussed. |
| Pre PPE 513 | Curriculum in Primary Education | 4 | The course provides understanding of the evolving definitions of curriculum and a theoretical framework for curriculum development process. It also deals with the principles and process of selecting and organizing various elements of curriculum. This course further introduces students with various aspects and developments of the primary curriculum in Bangladesh. Moreover, the course is designed in such a way so that learners can demonstrate the skills of developing and evaluating a school curriculum in order to improve its quality. |
| Pre LE 519 | Research in Language Education | 4 | This is a Research related Language course for the students of Language Education. This course comprises a brief history of the development of Language Research. It also focuses on the contemporary ICT tools used in language teaching-learning and language research highlighting the skills of language. |
| Pre LE 520 | Curriculum, Material Development and Language Education | 4 | This is a curriculum related language course for the students of language education. This course comprises of a detailed discussion of curriculum relating to language education at various levels. In addition, course will provide knowledge of different models of curriculum and enable learners to develop and evaluate the materials to facilitate language classroom. It also highlights contemporary curriculum styles used in language teaching-learning highlighting four skills of language. |
| Pre LE 521 | Language Education and First Language Acquisition | 4 | GB †Kv‡m© fvlvwkÿv, wkÿv-fvlvweÁvb, fvlvwkÿvi mv‡_ fvlvweÁv‡bi wewfbœ kvLvi m¤úK©, fvlv AvqËxKi‡Yi wewfbœ ZË¡ I c×wZ Ges fvlv-AvqËxKi‡Yi mgm¨v m¤ú‡K© Av‡jvPbv Kiv n‡q‡Q| |
| Pre TESOL 525 | English Language Teaching (ELT) in Bangladesh: From Theory to Practice | 4 | This course is designed to give concepts to the learners about the global and local spread of English and ELT, English language paradigms, and their impact on ELT. This course will also provide an understanding of different models of communication competence, use of CLT and ELT in the post-method era. Moreover, the course focuses on ELT practice in some selected countries and Bangladesh. |
| Pre TESOL 526 | Second Language Acquisition (SLA) | 4 | This course is designed for the Master’s level students to make the learners acquainted with the various key aspects of second language acquisition especially the applications of theories of second language acquisition. |
| Pre TESOL 527 | Testing and Assessment in ELT | 4 | This course is designed to make learners acquainted with various aspects of measurement and evaluation of the English language, its global and local practices, issues, and challenges. Through this course, the learners will develop their understanding as well as skill in assessment. They will develop their skill in preparation of different types of tests and their effective administration. In addition to that, the course includes both theoretical and practical aspects of assessment tools, their characteristics, and their role in learning English. |
| Pre SSE 531 | Social Science Curriculum in Bangladesh | 4 | This course deals with different elements of the present Social Science Curriculum in Bangladesh. Fundamentals which shape the Social Science Curriculum in its present form are introduced in developing student knowledge and understanding and thus, to assist developing their ability to provide suggestions for further development of the present Social Science Curriculum of Bangladesh through its critical review. |
| Pre SSE 532 | Social Science Education in Global Perspective | 4 | The course is designed to help students develop critical understanding of the global dynamics of knowledge in social science education. It offers students to be acquainted with essentials skills and values to review the recent development of Social Science Education and their applicability in Bangladesh context. Focus has been given on the critical exposition of studying global and international declarations and conventions aiming to identifying the aspects of social science education and their implications. Policies and practices of Social Science Education in selected countries and educational programs of selected organizations have been addressed. Global perspectives of Social Inclusion in Education, Citizenship Education and Human Rights and Rehabilitation Education have been paid significant attention for developing students’ understanding in a range of theories, approaches, issues and practices. |
| Pre SSE 533 | Development and Evaluation of Social Science Instructional Materials | 4 | This Course is designed to acquaint the students with the social science instructional materials in different levels of education system in Bangladesh. Focus has been given on the development, implementation and evaluation processes of social science instructional materials. The course will focus on the contemporary instructional materials like computers and other electronic media. |
| Pre SMTE 541 | Trends and Issues in Science, Mathematics and Technology Education | 4 | This course is designed with a view that the students will be able to identify and understand the trends of Science, Mathematics and Technology (SMT) education in global and Bangladesh context. In reference to issues for Science, Mathematics and Technology education, students will be familiarized with how investigation, assessment, learning with peers, class duration, large class size and controversial issues in teaching become issues from the implementation perspectives. Finally this course is expected to help students to identify challenges and ways of overcoming issues mentioned above. |
| Pre SMTE 542 | Human Resource Development through Science, Mathematics and Technology Education | 4 | This course is designed with a view to provide students with an understanding about how science mathematics and technology education contribute to human resource development of a country. This course will also guide to analyze science and technology policy both for selected developed and developing countries and reflect on Bangladesh science and technology policy. This course also helps students comprehend different aspects related to human resource development like gender, teacher belief, teacher development which contributes in developing SMT teachers as human resources. |
| Pre SMTE 543 | Curriculum Development in Science, Mathematics and Technology Education | 4 | The course is designed with a view to providing learners with a comprehensive understanding about the principles and process of developing Science, Mathematics and Technology curricula. This course includes relationship between nature of Science, Mathematics and Technology with the curriculum, aims of teaching these subjects and considerations in selecting and organizing objectives, content, teaching-learning activities and assessment techniques in Science, Mathematics and Technology curricula. This course also includes critical analyses of different elements of Science, Mathematics and Technology curricula in Bangladesh as well as curricula in developing and developed countries. |
| Pre EAL 551 | Educational Administration | 4 | This course is designed to develop and understanding of some basic principles and theories of educational administration as a guide to administrative practice. The course will help prospective as well as practicing administrators to develop insight in administrative action. It will cover concepts of administration, educational administration and evolution of administrative theories. Components like concepts of administrative process, organisational behaviour, Administrator’s leadership behaviour, organisational climate and gender issues in administration are also included in this course. Emphasis will be given on the development of broad based foundation of modern administrative practices in education. |
| Pre EAL 552 | Leadership for Learning | 4 | This course is designed to develop understanding of some basic principles and theories of educational leadership that leads to effective learning. The course will help prospective leaders to develop insight in leading an institution. This course covers concepts like leadership, educational leadership and evolution of leadership theories. It also includes modern components of leadership in education such as leadership for change, teacher leadership, student leadership and community leadership. Emphasis has been given on the development of context based foundation of modern leadership practices in educational institution for success. |
| Pre EAL 553 | Educational Planning: Macro and Micro | 4 | This Course is designed to help learners to gain knowledge on the basic concepts, issues, process and implications of educational planning both at the macro and micro level. Emphasis has been given on national/ macro planning for education and micro/ institutional planning for schools viz school plant planning. Various approaches to planning and implementation, agencies, persons and process for planning, implication of educational planning on national educational as well as school level development are included in the course. This course also covers process of and planning, different five year plans project development, implementation and management in Bangladesh. |
| Pre NFLE 561 | Nonformal Education: Thoughts and Practices | 4 | The course is designed to provide an in-depth understanding on the relevant issues, opinions, views, and beliefs; and exercise, workout, application of nonformal education in the national and international perspectives. It would germinate comprehensive viewpoints of nonformal education in the context of Second Chance Education (SCE), and greatly in regard to thoughts and practices to be prevailed in the modern and postmodern era with a special emphasis on augmenting human civilization depending upon knowledge, skills and change of attitude. |
| Pre NFLE 562 | Leadership, Management and Capacity Building in NFLE | 4 | The course is designed to give the learners clear ideas on leadership, management, and capacity building components to widen the horizon of understanding of the leaners it further presents a comprehensive picture of NFLE leadership and management, and capacity building in education. The course also included planning and management process of NFLE Programs/projects in Bangladesh and scenario of implementation of NFLE programs /projects focusing supervision, monitoring and evaluation mechanism. The course further creates scope for community participation in monitoring & evaluation NFLE projects in the grass roots; and explains role of ICT in NFLE school monitoring & evaluation; and provisions of capacity building on supervision, monitoring and evaluation available in the country. |
| Pre NFLE 563 | Curriculum and Material Development of NFLE | 4 | This course provides learning opportunities and experiences related to curriculum and materials development of NFLE. It focuses on the clear understanding of the bases and ideologies of curriculum development with special focus to NFLE & CE; and also on the basis of analysis of different categories of curriculum available in Bangladesh. Emphasis is given on the need-based curriculum and material development process, and approaches actually adopted by various organizations. The course also emphasizes practical work such as development of need-oriented NFE curricula and materials by the learners. |
| Pre CIT 571 | Curriculum Development Process | 4 | This course provides an orientation to curriculum along with theoretical foundation on curriculum, which includes, various theories, models and process of a curriculum design and development. |
| Pre CIT 572 | Development of Instructional Materials | 4 | The course is designed to provide the learners sound theoretical background and practical experience of developing different instructional materials. |
| Pre CIT 573 | Curriculum Management | 4 | The course includes the components of curriculum management. It mainly focuses on management principles, roles and responsibilities, change management, implementation strategies and resourcing of the curriculum. |
| Pre EER 580 | Statistics in Educational Research | 4 | Students studying various subjects are often required to deal with quantitative data and comprehend the logical abstraction of the data they use. Statistics helps to elicit and analyze quantitative data and understand the phenomena of interests. This course is an attempt to communicate statistical techniques to the learners for using in social research in general, and educational research in particular. This course will allow the learners to appreciate statistics as a tool for sophisticated analysis of quantitative data for educational research. The course contents include the essentials of both descriptive and inferential statistics. Along with the theoretical underpinning, the course will allow the learners to develop and use their statistical skills in real world research. Upon completion of the course learners will be well equipped in selecting appropriate statistical tools and techniques for data collection, processing, and analyzing their research data including interpretation of the results. |
| Pre EER 581 | Research for Educational Changes | 4 | The course is about educational research tradition, which are useful to bring change and improvement in the actual process of education. The course presents the concepts and methods of action research, with its essential comports and techniques, followed by qualitative research, and mixed method research. |
| Pre EER 582 | Assessment and Evaluation Techniques in Education | 4 | The course is about important aspects of education: assessment of learners’ achievement/ learning and evaluation. This course covers assessment of learners achievement/ learning and evaluation, various assessment techniques, approaches, and methods in evaluation. Major emphasis has been given on school-based continuous assessment, learning and students’ development, assessment and evaluation system in Bangladesh. This course is an attempt for offering knowledge, skill and attitudes that are required to develop professionalism in assessment and evaluation among its participants. |
| Pre EPG 584 | Advanced Educational Psychology | 4 | This course is designed to provide learners with theoretical and practical background of educational psychology and classroom culture in the school. This course will cover details of the foundation of psychology and education along with different theoretical perspectives of learning, motivation, intelligence and creativity, emotion and psychology of teaching. The major emphasis will be given on the development of wider perspectives of educational psychology and understanding of psychological problem in the field of education. |
| Pre EPG 585 | Child and Adolescent Psychology | 4 | This course is designed to provide a thorough knowledge of child development from conception to adolescence. It deals with developmental milestones and issues at different stages of development. It would also describe the implication of its knowledge to the assistance of child rearing in the family, community and teaching in classroom. |
| Pre EPG 586 | Educational Guidance and Counseling | 4 | This course is designed to introduce students to the concepts of guidance and counseling with practical aspects application. It will cover the historical development, nature, and scope of guidance and counseling. In this connection various types of guidance services and counseling techniques will be discussed. The learners will also be able to gain experience in documentation of educational development in schools, testing children by using various instruments and interviewing and counseling of children and adolescents in primary and secondary schools. |
| Pre SpE 590 | Research in Special Educational Needs | 4 | The course is designed to acquainted students regarding research in Special Educational Needs (SEN) to continue the development of special education innovations. These learners will have the opportunity to do their own research and gain valuable practical experience by applying their findings within the classroom in real time. |
| Pre SpE-592 | Introduction to Low Vision | 4 | The course is design to help the learners to understand the concept of low vision, assessment and an overview of the low vision devices. It is designed to provide a holistic view on Functional Vision Assessment (FVA) and tools of FVA. It also implies the psychological and social implications of low vision person. Learners will know the rehabilitation services and how the environmental factors impact the use of vision in education and social settings. |
| Pre SpE 593 | Transition of Persons with Visual Impairment: From Education to Employment | 4 | This course is designed to provide the learners with a comprehensive knowledge of transition from education to employment for the persons with visual impairment. Learners can be acquainted with the concept of transition to professional life, transition program of employment as well as barriers for successful employment. This course will also provide a brief historical overview of the evolution of employment program for person with visual impairment. Various government and non-governmental initiatives are also presented at the last unit of this course to portray the available national provisions of employment. |
| Pre SpE 594 | Audiology in Education | 4 | This course is designed to provide a good general knowledge of bearing impairment, its assessment and treatment. Also over-view of currently available implication Systems. |
| Pre SpE 595 | Communication and Development of Children with Hearing Impairment | 4 | This course is designed to provide learners with the knowledge and understanding of speech production, development and sign language of hearing-impaired children. |
| Pre SpE 596 | Language and Communication Intervention for Children with Intellectual Disabilities | 4 | The course is designed to provide knowledge to prospective teachers of children with intellectual disabilities regarding issues relating to language and communication and find effective alternatives for children who cannot speak nor have communication difficulties. |
| Code | Course title | Credits | |
|---|---|---|---|
| Pre ED 502 | Policy, Strategy and Leadership in Education | 4 | The course is designed to provide students comprehensive knowledge about policies, strategies and leadership in education. This course deals with the development of education policies, alignment between the policies and strategies, and practices of strategies required for quality education. Therefore, theories, concepts, styles, values of leadership, leadership and teambuilding have been highlighted in the course. Emphasis has been given on the making of leaders for effectively managing education sector. |
| Pre ED 503 | Information and Communication Technology in Education | 4 | This is a basic course on use of ICT (Information and Communication Technology) in educational purposes. The course contains introductory knowledge on ICT in education, technology in education, educational provisions through internet, ethics and laws of ICTE and related understandings for educational purposes. During the course students will be encouraged to develop knowledge on global and local perspective of ICT in education and its applications in Education. Instructional strategies of the course are lectures, demonstrations, discussions and hands-on practices. |
| Pre PPE 514 | Planning and Management in Primary Education | 4 | The course is designed to provide basic knowledge and understanding of the various concepts, principles and theories of educational planning and management. However, particular emphasis has been given on strategic management in primary schools, as well as on team-building, managing professional development and finance. It also deals with leadership role, work motivation and its relevance to management. The course further focuses on education management information systems and their scopes. |
| Pre PPE 515 | Child Care and Development | 4 | The course is designed to prepare learners with the basic concepts, principles and the theories of growth and development during prenatal, newborn and childhood stage. The special emphasis has been given to the birth process and its effect on child. Moreover, the course deals with the exceptional children. The students will be able to demonstrate specific skills in planning, designing and managing about child care and development in practical life. |
| Pre PPE 516 | Improvement in Teaching Language Arts | 4 | GB †Kv‡m©i gva¨‡g wkÿv_©xiv fvlv I mgvR Ges fvlv D™¢‡ei wcQ‡b mvgvwRK, ivóªxq I A_©‰bwZK Dcv`v‡bi ¸iæZ¡ m¤ú‡K© aviYv cv‡e| wkÿv_©xiv cÖv_wgK ¯Í‡i fvlv I mvwnZ¨ welqK †Kvm© cwiKíbv Ges wkÿvµg, cvV¨m~wP I cvV¨cy¯ÍK cÖYqb c×wZ BZ¨vw` ch©v‡jvPbv Ki‡Z mÿg n‡e| GQvov Zviv fvlv wkÿvq cwiKíbv MÖn‡Y f~wgKv ivLvi cvkvcvwk Bs‡iwR fvlv wkÿv Kv‡h©i wewfbœ wel‡q Ávb I `ÿZv AR©b Ki‡e| |
| Pre PPE 517 | Improvement of Teaching Environmental Studies | 4 | This is an advanced course on quality improvement in teaching environment studies (ES-Primary Science) in the primary schools. The course would provide students with advanced knowledge about modern teaching-learning process, use of teaching aids, construction of achievement tests, role of academic supervision, monitoring and evaluation of learner’s progress in ES-Primary Science. It is assumed that when the students would apply this knowledge in actual classroom situation, the instruction in ES primary science would certainly be improved further. This course also puts due emphases on classroom supervision and action research in ES science. |
| Pre PPE 518 | Improving of Teaching Elementary Mathematics | 4 | This is advanced course on quality improvement in Teaching Elementary Mathematics. The course would provide learners with advanced knowledge about modern teaching-learning process, method and materials of teaching mathematics, construction of achievement tests, role of academic supervision, monitoring and evaluating students’ progress. Learners are also guided to study curriculum materials of elementary mathematics. This course also puts due emphases on classroom supervision and action research in ES science. |
| Pre LE 522 | Language Education in Bangladesh: Status, Policy and Planning | 4 | evsjv‡`‡k fvlvwkÿv cwiw¯’wZ, fvlv bxwZ I cwiKíbv Ges wkÿvq evsjv fvlvi e¨envi wb‡q †Kvm©wU MwVZ| evsjv fvlv weZK©, fvlv Av‡›`vjb Ges wewfbœ †ÿ‡Î evsjv fvlv I e¨envi m¤ú‡K© †Kvm©wU‡Z Av‡jvPbv Kiv n‡q‡Q| |
| Pre LE 523 | Bangla as a Second and Foreign Language | 4 | This is a Bangla Language course for the students of Language Education. This course comprises of the key concepts of Bangla Language as a second and foreign language, the status of Bangla in the global world, the necessity of Bangla language both within and outside the country, and also raises the necessary research questions regarding the core concept. |
| Pre LE 524 | Practicing Research: Mother Language and Literature | 4 | GwU fvlv wkÿv wefv‡Mi Ôbb-w_wmmÕ MÖæ‡ci Rb¨ cwiKwíZ/‰ZwiK…Z GKwU †Kvm©| GB †Kv‡m© wkÿv_©xiv ¯^í cwim‡i gvZ…fvlv I mvwn‡Z¨i Dci GKwU M‡elYvKvh© mgvav‡bi gva¨‡g AwR©Z M‡elYv Ávb cÖ‡qvM Ki‡e| |
| Pre TESOL 529 | Sociolinguistics and Language Education | 4 | This course introduces students to the important sociolinguistic issues and the approaches that have been developed to study them. Students are expected to come out of this course with an understanding of where sociolinguistics fits in with the broader field of linguistics, and how it relates to other disciplines, especially sociology, anthropology, education, economics, and politics. |
| Pre TESOL 530 | Structure of English | 4 | This course is elective for the learners of language as well as for the students of other departments, who wish to take this instead of doing a thesis. This course covers the structure of English like the general structure of English, Morphology, and Syntax. |
| Pre SSE 534 | Social Science Education and Human Development | 4 | This Course is designed to provide knowledge and understanding of the role of social science education in human development. Learners will be acquainted with the trends and aspects of human development both in national and global context. Emphasis will be given on developing learners' attitude and skills to different aspects of human development in general and particularly SDGs. |
| Pre SSE 535 | Trends and Issues of Social Science Education in Bangladesh | 4 | This course provides students with knowledge and understanding about the evolution and development of Social Studies Education. The learners will also learn about the developmental trends of Social Science education in different periods in Bangladesh. Along with this, focuses are given on several important issues in the context of Social Science Education in Bangladesh for developing critical thinking of the students. |
| Pre SSE 536 | Applied Social Science Education | 4 | This Course is designed to help developing skills amongst the learners in identifying problems and provide possible policy indications in the area of Social Science Education. It is a field work based course. Learners have to conduct an independent research work to prepare a research monograph in order to fulfill the course requirement. However, they also have to attend preparatory classes before conducting the main research. Learners will be judged both on written tests and research work. |
| Pre SMTE 544 | Innovations and Improvement in Science, Mathematics and Technology Education | 4 | This course is designed with a view to providing students with knowledge and understanding of improvement in Science, Mathematics and Technology Education through innovation. This course includes fundamental ideas of innovation, along with detailed discussion on innovation in curriculum and other instructional materials and teaching-learning strategies. This course also has a focus on improving Science, Mathematics and Technology education through using ICTs. |
| Pre SMTE 545 | Instructional Materials in Science, Mathematics and Technology Education | 4 | This course is designed to equip prospective educator with knowledge, skills and attitudes related to development, selection and effective use of instructional materials for teaching Science, Mathematics and Technology. This course includes fundamentals of instructional materials which will form a base for further exploration on development, selection and effective use of instructional materials for teaching Science, Mathematics and Technology. Special emphases are placed on quality textbooks and teachers’ guide, ICT based instructional materials and low cost materials for teaching and learning. |
| Pre SMTE 546 | Research on Advancement in Science, Mathematics and Technology Education | 4 | This course has been designed to provide students opportunities for exploring advancement of Science, Mathematics and Technology Education. This course has two parts: in first part students will conduct a critical review of literature on a selected area from the advancement in Science, Mathematics and Technology Education. Then in the 2nd part students will complete a project work on a selected topic of Science, Mathematics and Technology Education in the context of Bangladesh. |
| Pre EAL 554 | Educational Finance and Resource Management | 4 | The course covers the basic assumptions underlying private and social demand for education, investment and returns in education and relationship between education and human resource development viz national development. Sources of revenues and methods of financing education has been highlighted. Major thrust has been given on the principles and practices of sound financial management relating to budget, accounting and auditing of educational institutions. |
| Pre EAL 555 | Educational Supervision | 4 | The course is designed to provide knowledge and develop skills on supervision in education. Basic concepts, scope and importance of supervision in the improvement of total educational programme have been included. Emphasis has been given on the supervisory skills and role of supervision and mentoring, curriculum management, teacher development, action research, and school improvement programme by facilitating change through addressing diversity and building community. Emergence of educational and academic supervision in Bangladesh in contrast to inspection in improving the quality of education at the pre-primary, primary, secondary and madrasa education has been highlighted. |
| Pre EAL 556 | Law and Education | 4 | This course is designed to cover all aspects of Educational laws-origin, source, scope, structure and importance of educational laws in managing the education system as well as educational institutions. The course also covers historical development of educational laws in this country. Review of laws regulating educational institutions, recruitment’s and service rules, U.N. charter for Human Rights and other legal provisions for women and children have been included in the course. |
| Pre NFLE 564 | ICT and Media in NFLE | 4 | The course is designed to provide an understanding on ICT and media in Nonformal and Lifelong Education (NFLE). Concepts and practices of effective ICT and media approaches in NFLE are considered as the important features of the course. Corresponding with that the major thrust of the course is given on the practical application of ICT skills for NFLE. |
| Pre NFLE 565 | Research in NFLE | 4 | This course has been designed to provide knowledge and understanding of educational research both theory and practice in the field of Nonformal Education. It will allow the learners acquire skills in selecting problems, designing research study/proposal, developing tools for collecting information and producing research report. |
| Pre NFLE 566 | Continuing and Lifelong Education | 4 | This course is developed encompassing the conceptual framework, the purposes and the distinguish features of Continuing Education (CE) and Life-Long Education (LLE). Major CE programs and learning strategies in Bangladesh are highlighted to give an idea of magnitude of CE activities. The needs of LLE are focused in different perspectives and also in the context of SDGs. A scenario of adult and life-long education is given to internalize adult, continuing education and life-long education in Bangladesh. The course further offers a comparative discussion of CE and LLE among the selected countries. Provision is also made for practical work on the development of learning center exploring need and demands of Bangladesh. |
| Pre CIT 574 | Instructions and Educational Technology | 4 | The course is composed of two major areas of education-Educational Technology and Instruction. These two areas have been integrated in one course with an intention of enriching instruction with the use of educational technology. |
| Pre CIT 575 | Comparative Curriculum Studies | 4 | The course is designed to acquaint the learners with the innovative practices followed in selected countries, both developing and developed, in developing and renovating their curricula. Being exposed with the curricula of those countries along with their strengths and weaknesses the learners are expected to be able to identify the features that can be adapted for further development of the curriculum of Bangladesh. |
| Pre CIT 576 | Assessment in Curriculum and Curriculum Evaluation | 4 | This course will give learners opportunity to acquire theoretical as well as practical knowledge on various aspect of assessment in curriculum and curriculum evaluation that allows them to take part in different assessment process and develop their skill to evaluate instructional materials. |
| Pre EER 583 | Practicing Educational Research | 4 | The course is basically a practical course that aids the learners to know and understand the various research approaches in terms of methodology in education. Learners will avail the opportunity to conduct such research in practice and product a monograph throughout the semester. |
| Pre EPG 587 | Psychological Test and Measurement | 4 | This course is designed to introduce the theoretical concepts and fundamental issues of psychological testing and educational measurements. The course will cover the historical development of psychological tests, principle characteristics, nature and classification of psychological tests. The students will be able to learn the method and techniques of educational measurement including achievement and other non-cognitive abilities. Opportunities will be created to develop skills in developing psychological tests as well as other non-cognitive and educational measuring instruments. |
| Pre EPG 588 | Mental Health and Emotional Adjustment | 4 | General course designed to give an understanding of the problems of mental hygiene observed in community and school life. It will provide a detailed account of historical perspective of mental health and adjustment, its importance, and methods of its study. The course will elaborate different theories of mental adjustment and their practical use both in personal and social life. |
| Pre EPG 589 | Practicum | 4 | This is a practicum course. Projects and supervised professional/research activities are required of all students taking this course. An attempt will be made to acquaint students of the non-thesis group to submit written reports in a miniature thesis form. |
| Pre SpE 591 | Disability Inclusion in Education | 4 | The course is designed to have a holistic view on Disability inclusion in education and about the wider reform and to create an effective education system. The inclusive education approach is to create an education system that is responsive to learner diversity and to ensure that all learners have the best possible opportunities to learn. The course provides an overview of the key issues, concepts and strategies in relation to disability inclusion in education that is relevant to situations where economic resources and access to information are limited. |
| Pre SpE 597 | Curriculum Adaptation for Children with Intellectual Disabilities | 4 | The course is designed to develop clear understanding of the students about the concept of curriculum and its major elements and get an overall view of the curriculum process for the children with intellectual disabilities. |
| Pre SpE 598 | Specific Learning Disability (SLD) | 4 | This course is designed to provide a broad view in the field of Specific Learning Disability (SLD) for learners who are preparing to work for individuals with Specific Learning Disability. This course will help the learners to understand the diverse theoretical approaches to the field have knowledge of assessment procedures, possess skills in the art of clinical training and develop familiarity with the teaching techniques and materials. |
| Pre SpE 599 | Rehabilitation for Children and Youth with Special Educational Needs | 4 | This course is designed to provide prospective learners with knowledge and understanding to promote the independence and work opportunity for children and youth with special needs. Specifically, the learners will be able to gain a comprehensive understanding of the appropriate models of rehabilitation and therapeutic services offered for children and youth with SEN. The course also aims to provide students with an appropriate educational and vocational placement along with other associated referral services to children and youth with SEN. |
| Pre PPE-507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre PPE-508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre LE-507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre LE-508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre TESOL-507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre TESOL-508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre SSE-507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre SSE - 508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre SMTE - 507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre SMTE - 508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre EAL - 507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre EAL - 508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre NFLE - 507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre NFLE - 508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre CIT - 507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre CIT - 508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre EER - 507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre EPG - 507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre EPG - 508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Pre SpE - 507 | Thesis | 8 | 1. Scopes of a Master of Education Thesis A Masters thesis may be: - An extended, critical literature review on a particular topic - A small scale survey/field investigation - A small scale qualitative, quantitative or mixed study - A replication of an appropriate study 2. Key Information Sources - Chairman and Members of the examination committee - Parikkha Byabosthapok (Manager of Examinations) - Notice Board - Supervisor (s) - Web page of IER 3. Eligibility GPA: 3.75 and above are automatically eligible. A prospective research student has to submit the proposal to the thesis review committee (see 4.3.2) for getting suggestions and approval. GPA: 3.50 to 3.74 may be eligible if their proposal is satisfactory and the thesis review committee approves. |
| Pre SpE - 508 | Internship | 8 | The objectives of the internship are to help students to: a. strengthen their competences through applying their acquired knowledge, skill and values in an organisational and professional setting; b. deepen their knowledge and understanding of a selected organization’s policy, goals and activities through analysis of documents, observation and involvement in activities; c. gain confidence and prepare themselves for work environment; d. develop critical insights and competences related to their future career; e. develop a solid work ethic and professional demeanour, as well as a commitment to ethical conduct and social responsibility; f. acquire the techniques and skills of collecting and analysing relevant data and writing a report based on the analysis; g. acquire practical knowledge regarding planning, management, monitoring and supervision of educational institutions; h. develop and improve skills of collaboration and communication, and teamwork in the field of education; i. expand network of professional relationships and contacts. |
| Code | Course title | Credits | |||||
|---|---|---|---|---|---|---|---|
| Pre TESOL 528 | Curriculum Design and Material Development in ELT | 4 |
1. Course Number: TESOL 528 Course Title: Curriculum Design and Material Development in ELT 2. Credit Hour: 4 3. Course Description This course is designed to give concepts to the learners about specific issues on curriculum design and material development in ELT. This course will also provide understanding about different models of curriculum and help learners to develop and evaluate the materials for use in the language classroom.
4. Course Objectives The objectives are to help learners to
Unit 1: Approach, Models and Needs Analysis of Curriculum Design 16 Learning Outcomes At the end of this unit learners will be able to
Content
Unit 2: Curriculum and syllabus Design in ELT in Bangladesh 10 Learning Outcomes At the end of this unit learners will be able to
Content
Unit 3: Designing and Developing, Adopting ELT Materials 10 Learning Outcomes At the end of this unit learners will be able to
Content
Unit 4: ICT Based Material Development 4 Learning Outcomes At the end of this unit learners will be able to a. select appropriate content for teaching and prepare digital content
Content
Unit 5: Language Policy and Planning in Curriculum 4 Learning Outcomes At the end of this unit learners will be able to
Content
6. Instructional Strategies a. Lecture b. Group discussions c. Presentation
7. Assessment Marks (%)
8. Recommended Books, Journals, and Reports Bao, D. (Ed.). (2018). Creativity and innovations in ELT materials development: Looking beyond the current design. Multilingual Matters. Brown, J. D. (1995). The elements of language curriculum:A systematic approach to program development. Heinle & Heinle Publishers. Crandall, J. (ed.). (2018). Global perspectives on language education policies. Routledge. García, O., & Wei, L. (2014). Language, bilingualism and education. In translanguaging: Language, bilingualism and education (chapter 3-pp. 46– 62). Springer. McDonough, J., & Shaw, C. (2012). Materials and methods in ELT. John Wiley & Sons. McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh University Press. Perrovic, J. (2010). International perspectives on bilingual education: Policy, practice and controversy. Charlotte, NC: Information Age Publishing Reddick, C., & Dryden-Peterson, S. (Forthcoming). Refugee education and medium instruction: Tensions in theory, policy and practice. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press. Roshid, M. M., Haider, M. Z., Begum, H. A., (2018). Bangladeshi EFL teachers’ views on the English for today textbook: What do they have to offer inside the classroom? In Bao, D. (Ed.). Creative concerns in ELT materials development: Looking beyond current practices. Multilingual Matters. Shin, S. (2018). Bilingualism in schools and society: Language, identity, and policy.Routledge. Sultana, S., Roshid, M. M., Haider, M. Z., Kabir, M. M. N., & Khan, M. H. (Eds.). (2021). The routledge handbook of English language education in Bangladesh. Routledge.Tomlinson, B., Dat, B., Masuhara, H., & Rubdy, R. (2001). EFL courses for adults. ELT Journal, 55(1), 80-101. White, R. V. (1988). The ELT curriculum: Design innovation and management. Oxford, Blackwell. Yalden, J. (1987). Principles of course design for language teaching. New directions in language teaching. Cambridge University Press. |