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Welcome to Department of Education & Child Care

The Education and Childcare unit was established in 1998 as a discipline under the Faculty of Arts and Culture due to the huge demand for the study programme. Education as a subject was introduced to the BA degree programme in the year 1999 by the Unit. In 2005 the Unit commenced Bachelor of Education degree programme (B.Ed). Later the discipline of Education was elevated to the status of department in 2007. In the same year the Department had commenced Master of Education degree programme due to the request of the public and the demand from the teachers in the region.

A recent survey of pre-school teachers in Eastern Province and undergraduates of the Faculty of Arts and Culture, Eastern University, showed that training in Early Childhood Care and Development (ECCD) is an urgent need. To meet this need the department of Education and Childcare has taken the initiative to development the ECCD training and research through this programme. The main objective of the programme is to promote and to facilitate Early Childhood Educational Research and Professional development of preschool teacher and parents in the field of education for getting benefit from the prevailing educational system in Sri Lanka. Due to this reason the department was started Diploma and Degree programme in early childhood care and development. The name as Diploma in Early Childhood Development and Preschool Education and B.Ed in Preschool and Primary Education.
Vision

Our vision is to provide internationally comparable quality teacher education to the youth. The aim is not only focused on imparting subject knowledge and skills, but also to mould the students with better conduct and character committed to the societal needs and national development. The University strives to realize the vision of Sri Lanka and excel in promoting and protecting the rich heritage of our past and secular ideals of the nation.
Mission

The University is in pursuit of excellence by promoting human values for social harmony, providing quality teacher education for the rural and unreached students and to make colleges of education excel through innovative teaching, research and extension activities.

General Objectives of the Department of Education and Childcare

  1. To provide high quality education, monitor Bachelor of Education as approved by National level for Teacher Education at all levels in the Sri Lanka.
  2. To develop research facilities in Bachelor of Education.
  3. To find out ways and means to identify innovative courses in Bachelor of Education.
  4. To institute degrees and other academic distinction in Bachelor of Education approved by UGC.
  5. To confer degrees and other academic distinction on persons who have carried out research in University or in any other centre or institutions recognized by the University under conditions prescribed for Bachelor of Education.
  6. To confer honorary degrees in Bachelor of Education in the prescribed manner and under conditions prescribed.
  7. To conduct and organize seminars, workshops and symposia in promoting Bachelor of Education with a view to offering programs in the latest field and to develop the extension activities.
  8. To promote quality in Bachelor of Education and to standardize the system of operation.
  9. To promote an awareness and understanding of the social needs of the country in the students and teachers and prepare them for fulfilling such needs.

The Department of Education and Childcare offers following programmes

  1. Bachelor of Arts. General Degree Programme
  2. Bachelor of Education Programme.
  3. Bachelor of Education in Preschool and Primary Education.
  4. Diploma in Early Childhood Development and Preschool Education Programme.
  5. Master of Education. Postgraduate Degree Programme
  6. Master of Philosophy / Doctor of Philosophy Programme

The Subject Benchmark for Bachelor of Education

The following set of benchmark standards specify performance for a student successfully completing a programme leading to a B.Ed honours award, at the threshold. As benchmark standards, there is an expectation that as a minimum all graduates are able to demonstrate achievement in all of these areas. Furthermore, a graduate in education studies may demonstrate achievement of these outcomes at different levels and to a greater or lesser extent.

1. Knowledge and understanding

On graduating with an honors degree in education studies, students should demonstrate a critical understanding of;
1. The underlying values, theories and concepts relevant to education.
2. The diversity of learners and the complexities of the education process.
3. The complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners and teachers) can influence the learning process.
4. The societal and organizational structures and purposes of educational systems, and the possible implications for learners and the learning process.

2. Application

On graduating with an honors degree in education studies, students should be able to demonstrate the ability to:

  1. Analyze educational concepts, theories and issues of policy in a systematic way.
  2. Identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and contexts.
  3. Accommodate new principles and understandings
  4. Select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding.
  5. Use a range of evidence to formulate appropriate and justified ways forward and
    potential changes in practice.

3. Reflection

On graduating with an honors degree in education studies, students should be able to demonstrate:

  1. The ability to reflect on their own and others' value systems.
  2. The ability to use their knowledge and understanding critically to locate and justify a personal position in relation to the subject.
  3. An understanding of the significance and limitations of theory and research.

4. Transferable skills

  1. Communication and presentation
    On graduating with an honors degree in education studies, students should be able to organize and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.
  2. Technology
    On graduating with an honors degree in education studies, students should be able to use technology effectively to enhance critical and reflective study.
  3. Application of numerical skills.
    On graduating with an honors degree in education studies, students should be able to:
    • Collect and apply numerical data, as appropriate.
    • Present data in a variety of formats including graphical and tabular.
    • Analyze and interpret both qualitative and quantitative data.
  4. Working with others
    On graduating with an honors degree in education studies, students should have the ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfill agreed responsibilities.
  5. Improving own learning and performance.
    On graduating with an honors degree in education studies, students should be able to articulate their own approaches to learning and organize an effective work pattern including working to deadlines.
  6. Analytical and problem-solving skills.
    On graduating with an honors degree in education studies, students should be able to process and synthesize empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

Key Activities of the Bachelor of Educational students

A. Internship programme for final year students – EDS 4233 Teaching Practice. (10 weeks – 50days x 6 hrs = 300hrs)

Rationale and Aim

The school-based activities are designed to enable the student-teachers to connect theory to practice and to help them acquire a perspective regarding the aims of education within which their previously acquired knowledge and practices can be systematized and structured to enable them to teach effectively. The purpose of the internship programme is to provide the student (intern) with the opportunity of undergoing a meaningful experience as a practitioner. As conceived, the programme should be structured so that it is a partnership between the school and the Department of Education and Childcare. The intern must function as a regular teacher and therefore be immersed in all aspects of the school but with the provision that the intern is enabled to be creative in his/her role as a practitioner. This can be accomplished by providing his/her the necessary physical space as well as pedagogical freedom to innovate. For this it is necessary to negotiate with the school focusing on the benefit that will accrue to the school by the proposed partnership model. The programme will be largely field-based so that the intern will get to experience the real problems that a practitioner has to deal with. To achieve the aim of the programme the intern will need to integrate his/her knowledge base, his/her understanding of children and classroom processes, theoretical pedagogical considerations, the strategies and skills. He/she has developed in order for his/her to become a reflective practitioner.

Objectives of Internship programme to enable the student teacher;

  1. To get an opportunity to observe the teaching of experienced teachers. 
  2. o work under the guidance of experienced school teachers (Mentor).
  3. To know which types of records are maintained in the school and how they are prepared?
  4. To participate in co-curricular and extracurricular activities organized in the schools system.
  5. To participate in assessment work done in the school.
  6. To have feel of total experience of teachers in the school.
  7. To observe children and the teaching learning process in a systematic manner.
  8. To learn to relate to and communicate with children.
  9. To evaluate school textbooks and other resource material critically in the context of Children is development and pedagogic approach used.
  10. To develop a repertoire of resources which can be used by the intern later in his/her teaching textbooks, children is literature, activities and games, planning excursions
  11. To reflect critically on practice by visiting a learning centre.

In the Internship programme student teacher will perform following activities.

  1. Block teaching
    In this programme, for one method student will select one unit from the subject with consultation of Mentor. He will prepare the lesson plan for that unit. He will teach that unit for at least five periods under the guidance and observation of the Mentor or University lecturer. At the end of the teaching he/she will prepare and conduct a unit test. Same activity will be repeated for other method. Marks calculated out of 50 are to be given for the block teaching.
  2. Lessons Based on Models of Teaching 
    Student teacher will conduct at least five lessons based on any two models of teaching suitable to his/her methods. Marks calculated out of 50 are to be given for lessons based on models of teaching.
  3. School Experience Details during Internship
    1. During the school-internship the student teacher is expected to observe classroom teaching of mentors/ peers, to get insights into student behavior, instructional practices, student learning, learning environments and classroom management.
    2. The student-teacher is expected to critically reflect and discuss these practices and engage in activities like maintenance of records and registers, preparation of lesson and unit plans using different artifacts and technology, classroom management, activities related to school – community - parent interface, and reflections on self development and professionalization of teaching practice.
    3. The other component of school-based activities to be carried out during internship is delivering the lessons/units of pedagogic courses in the first and second year as specified.
    4. The activities undertaken during the internship period will be presented in Portfolios and Reflective Journals. The student-teachers are expected to record their experiences, observations and conclusions regarding all the activities undertaken
    5. The entries of Reflective Journals will be analytical answering what is new and different from their previous understandings, why certain observations made by them with regard to instruction, classroom management, parents teachers association, etc., are different / same and how í these observations might lead to a criticism and change in their practice. The students will be assessed on the basis of entries made in e-Portfolios and Reflective Journals.

B. Dissertation Work (EDS 4216)

The objective of a dissertation is to add to studies and research that already exists in the chosen field. When choosing a dissertation topic the B.Ed student should attempt to be focused rather than wide-ranging. This is the only manner in which literature can be kept at a manageable level and a certain outcome sought. Also keeping the topic focused will help the students to work within the given cost and time constraints. Staying focused helps when setting the aims, objectives and questions with clarity and conciseness. Further, this research question should also reflect the research setting and prove that the study took place. To help you to narrow down your education dissertation topics to a specific topic, we have suggested many throughout this article, relating to the sub-topics of pre-school education, primary school education, collegiate education, university education, teacher education, secondary school education, private school education, home schooling, adult education and holistic education dissertation topics.

Objective of this Dissertation Work

  1. To students can give, both in discussion and in writing, an overview of the current state of knowledge and research in a chosen field of specialization, referencing both major primary works and important secondary sources.
  2. To the students need to demonstrate ability to, on the one hand, take initiative with regards to planning and execution of the dissertation work and, on the other hand, seek guidance and support from the supervisor when needed.
  3. To demonstrate knowledge and understanding in the main field of study, including both broad
  4. To knowledge in the field and substantially deeper knowledge.
  5. To demonstrate deeper methodological knowledge in the main field of study.
  6. To systematically integrate knowledge acquired during the studies.
  7. To be able to assimilate the contents of the relevant literature and relate their work to this.
  8. To demonstrate ability to clearly present and discuss conclusions on the degree project in writing and orally.
  9. To critically examine and oppose on another students degree project.
  10. To be able to create, analyze and/or assess scientific issues in theories and methods

Expected Learning Outcome

The students can be able to;

  1. Critically read, understand, and evaluate current literature in the discipline.
  2. Integrate and synthesize ideas within the field.
  3. Demonstrate comprehensive knowledge of the literature in the field.
  4. Critically evaluate empirical evidence.
  5. Demonstrate a comprehensive understanding of techniques critical to scholarship in the field.

The purpose of the dissertation is both process and product. Through this preparation the student both learns and demonstrates the ability to conduct independent, original, and significant research. The dissertation provides evidence the student is able to:

  1. Identify/define problems.
  2. Generate questions and/or hypotheses.
  3. Review and summarize the literature.
  4. Apply appropriate research methods.
  5. Collect data systematically.
  6. Conduct research responsibly and ethically.
  7. Evaluate, interpret, and analyze a body of empirical data and evidence.
  8. Discuss findings in the broader context of the field.
  9. Develop and sustain an evidence ‐ based argument.
  10. Write and speak critically and coherently.
  11. Produce publishable results.

Educational Dissertation titles for Bachelor of Education

The Bachelor of education as it is popularly known broadly covers the formal education available to students between the ages of 11 to 18. This is also known as secondary school education and consists of Ordinary Levels and Advanced Level. There are a range of subjects in this area to be discussed, and any of the following could be used as a basis for your education dissertation research.

  1. Should standardized testing be completely eliminated in the secondary schooling system?
  2. Should wealth management and entrepreneurship relate courses be offered to secondary school students over courses such as Tamil language, history and geography etc.?
  3. Should schools focus more on personality and character formation more than on academic education?
  4. Is it more beneficial to have apprenticeship programs and vocational training programs in secondary schools than outside of the schooling system?
  5. Is gender segregation of the schooling system beneficial?
  6. Do male students fare better when they are among same gender counterparts rather than co-ed counterparts?
  7. Should schools be segregated by race and do the benefits of such a scheme far outweigh the disadvantages?
  8. Is it more beneficial to put students who consistently make failing grades with high achievers so they do better and achieve higher scores?
  9. Should there be less emphasis on language and math skills in high schools and more emphasis on today’s pressing issues such as environment protection and resource conservation?
  10. Should religious education be reintroduced to the schooling system to increase racial and religious tolerance?

Educational Dissertation titles for B.Ed in Preschool and Primary Education

The PPE in the Sri Lanka and some other countries refers to any education or formal schooling that children between the ages of 3 to 5 years and 6 years to 10 years go through. Possible topics in this area that maybe used as an education dissertation topic are;

  1. Has the introduction of the Montessori method to pre-school education improved the pre-school system?
  2. Do Montessori-educated preschoolers fare better in language and math skills over other young scholars who have not been through the Montessori method?
  3. Does pre-school education equip students and prepare them for the rigors of primary schooling or rather give them a play school environment that makes it more difficult for them to conform to the needs of primary school?
  4. What are the advantages gained by students who go to preschool over those that do not?
  5. Should pre schooling be mandatory for all children as primary schooling is?
  6. Is it more advantageous for children to go to preschool between the ages of 3 – 5 years?
  7. Children who attend preschools are better equipped to handle social situations when compared to those who have not attended preschool.
  8. Should pre schooling contain tests that measure the knowledge gained by students starting from a tender age of three years?
  9. Should preschool education consist more of language, math and motor skill acquisition or character formation?
  10. Are the current students to teacher ratios in the preschool system sufficient or should it be increased?
  11. Are the current courses taught in primary schools more suited to the industrial age rather than the information age?
  12. Should primary school students be allowed more independent study than is currently allowed?
  13. Should there be more emphasis on environment preservation and energy conservation and green living apart mandatory primary school curriculum?
  14. Should learning be allowed to be more self-directed in traditional primary schools as it is under the Montessori method of teaching?
  15. Is the formal primary education presently available to students of lesser value than the primary education that was available to their parents over two decades or so ago?


C. Field Trips

The Department of Education and Childcare recognizes that field trips are an educationally sound and important ingredient in the instructional program of the schools. For purposes of this policy, a field trip shall be de fined as any journey by a group of students away from the school premises, under the supervision of a lecturer, which is an integral part of an approved course of study and conducted for the purpose of affording a first- hand educational experience not avail able in the classroom.

Field trips expand children's learning through active hands-on experience with the rich resources of the local community. Field trips increase student knowledge and understanding of a subject and add realism to the topic of study. Field trips are a part of the curriculum of the department, and student conduct and attendance on field trips are governed by the same rules that govern regular classroom activities. The Department of Education and Childcare shall obtain written permission for students going on field trips. The in-charge lecturer shall prepare procedures for the operation of a field trip activity. Field trip support shall be determined annually by the Faculty, during its budget deliberations according the action plan of the year. Trips involving travel, which will require students to be away from home overnight, should be planned well in advance and limited to unusual educational opportunities. Such trips must be recommended in writing by head of the department must approve of such trips.

Objective of the field trip

  1. Students will draw conclusions, make predictions and practice making environmentally responsible decisions.
  2. Students will acquire knowledge, clarify thinking, synthesize information and enhance historical thinking.

Importance Study for Educational Student

  1. Allows you to experience some of the interesting subjects offered in the educational curriculum, such as EDS 2133, EDS 2113, EDS 4143, and EDS 4153.
  2. Prepares you for a career in secondary school education.
  3. Helps you develop essential skills needed to be successful in secondary school and later life.
  4. Helps you to meet new friends and develop healthy relationships.
  5. Allows you to experience success through hands-on activities, assignments and experiential learning opportunities.

Field Experiences and Field Study provide(s);

  • Practical experiences – real world knowledge about life.
  • Real examples of information discussed in the classroom.
  • Opportunities for sharing different perspectives and views on important topics.
  • Locations to gather real ecological field data.
  • Interactions from which you can discover your strengths, limitations, abilities and skills.
  • Integration of concepts and information from various disciplines.
  • Personal exposure to peoples and other places, cultures, ecosystems through travel.
  • Increased knowledge and broadened understanding of the world and its workings.
  • Integration of introductory and advanced principles.
  • The first exploratory course in a discipline for many students - open door courses.
  • Professional experiences required by many related jobs.
  • Formation of instant learning communities.
  • First-hand observations of human interactions with the environment.
  • Places to learn and practice professional sampling and field collecting techniques Illustrations of real world complexities.
  • Application of theoretical or classroom knowledge to real situations.
  • Critical thinking problems involving complex and current issues waiting to be solved.
  • A chance to put one's life into a realistic perspective.
  • Explorations in to the natural elements involved in change and stability within the environment.
  • Openings for students of all disciplines to come together.
  • Opportunities for personalized learning.
  • Appreciation for the natural world, its resources and history.
  • Real subjects to study and to improve observational skills.
  • Learn to live and work with others, supporting each other during group learning activities
  • Teamwork activities that result in enhanced learning outcomes for all.
  • Chance to work with diverse peoples focused on a common goal.
  • Opportunities for personal growth, maturing of a person's perceptions and perspectives.
  • Appeal to students and community participants that would not otherwise become involved.
  • Increase writing and communication skills - critical verbal and writing skills
  • Enjoyable learning experiences, and
  • Time to appreciate the beauty of the world in which we are involved.
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