Srivastava, Smita. (2002). A STUDY OF OBJECTIVES AND CURRICULUM OF TRAINING PROGRAMME FOLLOWED AT BACHELOR OF EDUCATION LEVEL. Unpublished. Ph.D., Education. Banaras Hindu University, Varanasi.

1-    To find out that up to what extent the general objectives of Teacher – Education suggested by various government organization related with Teacher-Education , are being realised through the prescribed curriculum at B. Ed. Level.

2-    To find out and compare the perception of students and teachers about realisation of the general objectives at B.Ed. level.

3-    To find out the relevancy of the general objectives at B.Ed. level.

4-    To compare the perception of the students and teachers about the relevancy of the general objectives at B.Ed. level.

5-    To find out that up to what extent the specific objectives of Teacher-Education, suggested by various government organizations related with Teacher-Education, are being realized through the prescribed curriculum at B.Ed. level.

6-    To compare the perception of students and teachers about realization of the specific objectives at B.Ed. level.

7-    To find out the relevancy of specific objectives at B.Ed. level.

8-    To compare the perception of students and teachers about the relevancy of the specific objectives of the at B.Ed. level.

9-    To find out that up to what extent the curriculum suggested by the various government organizations, have been prescribed in different institutions/Universities.

10-  To find out the applicability of the curriculum suggested by the various government organizations at B.Ed. level.

11-    To compare the perception of students and teachers about applicability of the curriculum suggested at the B.Ed. level.

To find out the appropriateness of the division of proposed curriculum at B.Ed. level.

Ho1  :There is no significant difference in the perception of students and teachers about the realisation of the general objectives.

Ho2  :  There is no significant difference in the perception of students and teachers about the realisation of the specific objectives in different compulsory papers.

Ho3  :  There is no significant difference in the perception of students and teachers about the realisation of the specific objectives in Practical work.

Ho4  :  There is no significant difference in the perception of students and teachers about the relevancy  of the general objectives.

Ho5  :  There is no significant difference in the perception of students and teachers about the relevancy  of the specific objectives in different compulsory papers.

Ho6  :  There is no significant difference in the perception of students and teachers about the relevancy of the specific objectives in Practical work.

Ho7  :  There is no significant difference in the perception of students and teachers about the usefulness of the compulsory papers.

Ho8  :  There is no significant difference in the perception of students and teachers about the usefulness of Practical work.

A total sample of 517 teachers and students provided data for the present study. The sample was selected from Teacher’s-Education Institutes of the following categories –

1.     Residential Cum Central Universities

2.     State Universities

3.     Autonomous colleges of Teacher-Education

4.     Affiliated colleges  

From all the above categories Institutes/Universities, were selected randomly by cluster random sampling technique in U.P. only. All the M.Ed. students, Research scholars and teachers of selected Institutes/Universities have given the questionnaire. Only 353 students and 164 teachers returned the complete questionnaire in the given below format of Institutions/Universities.A Questionnaire entitled “ A study of objectives and curriculum  of training programme followed at Bachelor of Education level “ was developed for the data collection by the investigator.This study was done as a survey of descriptive nature. Self made questionnaire was used.

The percentage and t-test were utilized for the analysis of data and 0.05 and 0.01 level of significance were fixed for testing the hypotheses . 

1.     Objectives of the Teacher-Education programme were considered partially realised by the majority of the respondent.

2.     All the objectives considered relevant by the majority of respondent.

3.     The perception of students and teachers about the realisation, relevancy and applicability was found to be different on the several points but both of were in favour that the objectives of Teacher-Education programme were essential and prescribed in most of the universities.

Division of curriculum was considered only by the 55% of the respondent.  

The finding of this study shows the poor position of realisation of the objectives derived for Teacher –Education programme. Though the objectives and items are relevant, essential and prescribed in the Teacher-Education programme they are not realised as they are needed by the society. It shows that they were prescribed in the curriculum only in bookish way and not implemented. The development of appropriate teaching strategies are needed in this direction.

Keyword(s): Curriculum, General objectives, Specific objectives, Bachelor of Education level