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Duration 4 Years |
Level Graduation |
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Type Degree |
Eligibility Graduation |
B.El.Ed. stands for Bachelor of Elementary Education. It is a 4 year integrated professional degree program of elementary teacher education. It is a full-time graduate course, not available under distance or correspondence as of 2011. the first 3 years are a combination of theory and practicum courses and 4th year culminates with a direct experience of school functioning, teaching practice and reflection. As per Delhi University Rules – a candidate needs to pass this 4-year course within 6 years of admission. It is a Bilingual Programme being available in English and Hindi. It was conceptualized by the Maulana Azad Centre for Elementary and Social Education (MACESE) of the Department of Education, University of Delhi and launched in the academic year 1994-95, the program is an attempt towards fulfilling the need for professionally qualified elementary school teachers. B.El.Ed. is designed to integrate the study of subject knowledge, human development, pedagogical knowledge and communication skills. Both professional and academic options are available to students who graduate with a B.El.Ed. degree. Norms and Standards of the B.El.Ed. Programme have formal approval of the National Council for Teacher Education (NCTE). The B.El.Ed. the programme offers an opportunity for students to interact and learn from scholars and faculty from diverse disciplines of education, psychology, linguistics, social sciences, biological and natural science, mathematical sciences and the languages.
Educational Qualification
Aspiring students should have passed 10+2 from any recognized Board of Education with a certain aggregate percentage which is 55% marks, depending upon the institution. There is a certain percentage requirement in certain subjects as well.
For Example: 50% marks in each of the following four subjects as per Delhi University.
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List A |
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1. English Core |
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List B** |
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1. English/Hindi |
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List C |
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Any other subject (other than that mentioned) in List A) and B) in class XII offered by CBSE or its equivalent Board |
Note: ** Not more than two languages will be considered for eligibility from List A and B together. Age Limit is 15-17 years, it may vary from state to state and institute to institute.
The Course offers Compulsory and Optional Theory Courses, Compulsory Practicum and a Comprehensive School Internship Experience.
The different areas of study are as follows:
A) Theory - The student-teacher is expected to study 19 Theory Courses during the 4-year program of study. Theory courses include study through projects and related fieldwork.
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Foundation Courses |
These offer an in-depth study of the process of child development and learning; how the education of children is influenced by the social, political, economic and cultural contexts in which they grow; techniques and processes of school organization and management; educational theory, issues and concepts specific to elementary education. In addition to developing theoretical constructs and frameworks of analysis, these courses also aim to cultivate skills to relate and communicate as teachers. |
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Core Courses |
These offer the student-teacher the opportunity to reconstruct concepts learned in school and to integrate them within a multi-disciplinary perspective. These also form the foundation for pedagogy courses. |
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Pedagogy Courses |
These provide a study of pedagogical theory to develop skills specific to the teaching of young children. While developing perspectives in pedagogy, student-teachers also learn the methodologies of teaching specific knowledge areas. |
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Liberal Courses |
These offer studies in a specific discipline with academic rigor. They are designed to enrich the knowledge base, to allow for further study in the discipline and in the pedagogies in which student-teachers opt to specialize. |
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Specialized Courses in Education |
The optional courses offered in the fourth year provide specialized support to the student-teacher. |
B) Practicum - These courses are designed to allow a variety of experiences with children within and outside the elementary school. In addition, student-teachers acquire a wide range of professional skills including drama, craft, developing curricular material, classroom management, systematic observations, documentation, and evaluation.
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Performing & Fine Arts, Crafts & Physical Education |
They enable the student-teachers to experience and understand the learning process in a holistic manner, rather than confining it to the ‘cognitive’ domain. |
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School Contact Programme |
It is the 1st contact of student-teachers with children. While initiating contact with elementary schools, student-teachers contend with issues of planning and organizing creative activities for children within the school. They also explore ways of organizing meaningful interaction with children outside the school. Student-teachers get the opportunity to develop the ability to relate, communicate and develop a positive attitude towards children and teaching. |
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Observing Children |
It is designed to help establish a crucial link between theoretical concepts and ground realities. Through systematic observation and study of children in different settings, the student-teacher evolves scientific ways of understanding children while also verifying theoretical constructs. |
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Self-Development Workshops |
Through a process of self-reflection and analysis, students sharpen their abilities and learn to question, be critical and reflective. |
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Classroom Management & Material Development |
This program begins with systematized observations and analysis of pedagogic practices in conventional and innovative settings. The student-teacher is facilitated to evolve pedagogic practices that address crucial concerns of classroom management, design and choice of activities, material development and evaluation. |
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School Internship |
Placement in schools forms a major component of the fourth year of the B.El.Ed. program. Student interns actively engage in teaching elementary school children. Systematic feedback and evaluation are provided by supervisors. Functioning as regular teachers, the interns attempt to translate their knowledge-base and professional skills into reflective classroom practice. |
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Projects |
Student-teachers are required to take up projects based on themes arising out of their school experience. This enables them to acquire basic research skills of systematic observation, documentation, and analysis. |
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Tutorial/Colloquia |
Tutorials help student-teachers to build connections between theory, observations and classroom teaching. Student-teachers are expected to present term papers and participate in discussions. Colloquia are structured to include activities on children’s literature, storytelling, drama and music; organizing teaching and learning resource centers and seminar presentations of school experiences. Colloquia are an essential part of all four years of study. |
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Academic Enrichment Activities |
A structural provision within the program of study is for discussion forums and seminars. It offers student-teachers the opportunity to interact with faculty of diverse disciplines from within and outside the college. |
Framework of Assessment and Granting of the Degree
At the end of each academic year, the Annual Examination is conducted in all the theory courses
taught during that year. 30% weight-age is given to internal assessment in the theory
courses. Practicum is based entirely on internal assessment. Students have the option to write
the examination in Hindi or in English.
The minimum marks required to pass the examination is:
Syllabus of Elementary Education as prescribed by various Universities and Colleges.
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Year I |
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Sr. No. |
Subjects of Study |
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Theory |
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1 |
Child Development |
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2 |
Contemporary India |
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3 |
Nature of Language |
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4 |
Core Mathematics |
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5 |
Core Natural Sciences |
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6 |
Core Social Sciences |
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Practicum |
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1 |
Performing and Fine Arts |
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2 |
Craft, Participatory Work |
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Colloquia |
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1 |
Colloquia & Tutorials |
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Enrichment |
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1 |
Academic Enrichment Activities |
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Year II |
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Theory |
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1 |
Cognition and Learning Language Acquisition Human Relations & Communications Language Across the Curriculum |
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Liberal Course (Optional-I) |
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1 |
English I |
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2 |
Hindi I |
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3 |
Mathematics I |
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4 |
Physics I |
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5 |
Chemistry I |
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6 |
Biology I |
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7 |
History I |
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8 |
Political Science I |
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9 |
Geography I |
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10 |
Economics I |
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Practicum |
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1 |
Observing Children |
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2 |
Self-development |
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3 |
Workshops |
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4 |
Physical Education |
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Colloquia |
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1 |
Colloquia & Tutorials |
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Enrichment |
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1 |
Academic Enrichment Activities |
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Year III |
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Theory |
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1 |
Basic Concepts in Education |
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2 |
School Planning & Management |
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3 |
Logico-Mathematics Education |
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4 |
Pedagogy of Environmental Studies |
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Liberal Course (Optional II) |
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1 |
English II |
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2 |
Hindi II |
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3 |
Mathematics II |
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4 |
Physics II |
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5 |
Chemistry II Biology II |
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6 |
History II |
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7 |
Political Science II |
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8 |
Geography II |
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9 |
Economics II |
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Practicum |
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1 |
Classroom Management |
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2 |
Material Development and |
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3 |
Evaluation |
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Colloquia |
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1 |
Colloquia and Tutorials |
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Enrichment |
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1 |
Academic Enrichment Activities |
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Year IV |
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Theory |
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1 |
Curriculum Studies |
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2 |
Gender & Schooling |
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Optional Course (Option A) Pedagogy (one of the following) |
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1 |
Language |
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2 |
Mathematics |
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3 |
Natural Science |
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4 |
Social Science |
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Option B: (one of the following) |
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1 |
Computer Education |
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2 |
Special Education |
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Practicum Colloquia |
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1 |
School Internship |
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2 |
Colloquia & Tutorials |
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Project |
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1 |
Project Work |
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Enrichment |
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1 |
Academic Enrichment Activities |
B.El.Ed. Colleges
How is B.El.Ed. Course Beneficial?
B.El.Ed. Employment Areas
B.El.Ed. Job Types
