Copy forwarded for information and necessary action to :-

1 The Deputy Registrar, (Admissions, Enrolment, Eligibility and Migration Dept)(AEM),

dr@[Link]
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drresults@[Link]
3 The Deputy Registrar, Marks and Certificate Unit,. Vidyanagari
[Link]@[Link]
4 The Deputy Registrar, Appointment Unit, Vidyanagari
[Link]@[Link]
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[Link]@[Link]
6 The Deputy Registrar, College Affiliations & Development Department (CAD),
[Link]@[Link]
7 The Deputy Registrar, PRO, Fort, (Publication Section),
Pro@[Link]
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eau120@[Link]
He is requested to treat this as action taken report on the concerned resolution adopted by the
Academic Council referred to the above circular.
9 The Deputy Registrar, Research Administration & Promotion Cell (RAPC),
rapc@[Link]
10 The Deputy Registrar, Academic Appointments & Quality Assurance (AAQA)
[Link]
[Link]@[Link]
11 The Deputy Registrar, College Teachers Approval Unit (CTA),
concolsection@[Link]
12 The Deputy Registrars, Finance & Accounts Section, fort
draccounts@[Link]
13 The Deputy Registrar, Election Section, Fort
drelection@[Link]
14 The Assistant Registrar, Administrative Sub-Campus Thane,
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15 The Assistant Registrar, School of Engg. & Applied Sciences, Kalyan,
[Link]@[Link]
16 The Assistant Registrar, Ratnagiri Sub-centre, Ratnagiri,
ratnagirisubcentar@[Link]
17 The Director, Centre for Distance and Online Education (CDOE),
Vidyanagari,
director@[Link]
18 Director, Innovation, Incubation and Linkages,
Dr. Sachin Laddha
pinkumanno@[Link]
19 Director, Department of Lifelong Learning and Extension (DLLE),
dlleuniversityofmumbai@[Link]
Copy for information :-

1 P.A to Hon’ble Vice-Chancellor,

vice-chancellor@[Link]

2 P.A to Pro-Vice-Chancellor
pvc@[Link]

3 P.A to Registrar,
registrar@[Link]

4 P.A to all Deans of all Faculties

5 P.A to Finance & Account Officers, (F & A.O),

camu@[Link]

To,

1 The Chairman, Board of Deans

pvc@[Link]

2 Faculty of Humanities,
Offg. Dean
1. [Link] Singh
Dranilsingh129@[Link]
Offg. Associate Dean
2. [Link] Karne
mkarne@[Link]
3. [Link] Naik
Naiksuchitra27@[Link]

Faculty of Commerce & Management,

Offg. Dean,
1 [Link] Bambardekar
principal@[Link]
Offg. Associate Dean
2. [Link] Laghate
kavitalaghate@[Link]
3. [Link] Balkrishna Sangurde
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4. [Link] Bhagat
kishoribhagat@[Link]
 Faculty of Science & Technology
Offg. Dean
1. Prof. Shivram Garje
ssgarje@[Link]
Offg. Associate Dean
2. Dr. Madhav R. Rajwade
Madhavr64@[Link]
3. Prin. Deven Shah
[Link]@[Link]

Faculty of Inter-Disciplinary Studies,

Offg. Dean
[Link]. Anil K. Singh
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Offg. Associate Dean
[Link] Ashok Chakradeo
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3. Dr. Kunal Ingle
drkunalingle@[Link]
3 Chairman, Board of Studies,

4 The Director, Board of Examinations and Evaluation,

dboee@[Link]

5 The Director, Board of Students Development,

dsd@[Link] DSW direcotr@[Link]
6 The Director, Department of Information & Communication Technology,
[Link]@[Link]
 AC –24/05/2024
Item No. –8.5 (N)
As Per NEP 2020

University of Mumbai

Title of the program

A. U.G. Certificate in Home Science – Human Development
B. U.G. Diploma in Home Science - Human Development
C. [Link]. ( Home Science - Human Development )
D. [Link]. (Hon.) in Home Science - Human Development
E. [Link]. (Hons. with Research ) in Home Science - Human
Development

Syllabus for Semester – Sem I & II

Ref: GR dated 20th April, 2023 for Credit Structure of UG

(With Effect from the Academic Year 2024-2025 Progressively)

1
 University of Mumbai

(As per NEP 2020)

Sr. No. Heading Particulars

Title of program
O: IMU-515A A U.G. Certificate in Home Science - Human Development

O: IMU-515B B U.G. Diploma in Home Science - Human Development

1 O: IMU-515C C [Link]. (Home Science - Human Development

O: IMU-515D D [Link]. (Hons.) in Home Science - Human Development

[Link]. ( Hons. with Research) in Home Science -

O: IMU-515E E
Human Development

\\\
Eligibility Higher Secondary Education 10+2 OR Passed Equivalent
A
Academic Level 4.0
O: IMU-516A
Under Graduate Certificate in
O: IMU-516B B Home Science/Science/Arts/any field OR Passed Equivalent
Academic Level 4.5
Under Graduate Diploma in Home
2 C Science/Science/Arts/any allied field OR Passed Equivalent
O: IMU-516C Academic Level 5.0
Bachelors of Home Science/Science/Arts/any allied field
D with minimum CGPA in 7.5 OR Passed Equivalent
O: IMU-516D Academic Level 5.5
Bachelors of in Home Science/Science/Arts/any allied field
E with minimum CGPA in 7.5 OR Passed Equivalent
O: IMU-516E Academic Level 5.5

A One Year

Duration of program B Two Years

3
C Three Years
R: IMU-536
D Four Years
E Four Years

200 in the First Year

Intake Capacity (Allocation of Seats in Major, Minor and other components will be
4 done into the four specializations of Home Science based on Choice
and Merit across the Semesters)
R: IMU-537

2
 5 Scheme of Examination NEP
40% Internal
60% External, Semester End Examination Individual
R: IMU-538
Passing in Internal and External Examination is
mandatory

6 Standards of Passing 40%

R: IMU-539
Credit Structure Attached herewith
7
Sem. I- R: IMU-540A
Sem. II- R: IMU-540B
Credit Structure
Sem. III- R: IMU-540C
Sem. IV- R: IMU-540D
Credit Structure
Sem. V - R: IMU-540E
Sem. VI- R: IMU-540F
A Sem I & II
8 Semesters
B Sem III & IV

C Sem V & VI
D Sem VII & VIII
E Sem VII & VIII
A 4.5
9 Program Academic Level
B 5.0

C 5.5

D 6.0

E 6.0

Semester
10 Pattern
New
11 Status

12 To be implemented from Academic Year From Academic Year: 2024-2025

Progressively

Sign of the BOS Sign of the Offg. Associate Dean Sign of [Link]
Chairperson Name of the Associate Dean Name of the Offg. Dean
Name of the Chairperson Name of the Faculty Name of the Faculty
Prof. Dr. (Mrs.) Vishaka Ashish
Karnad
Name of the BOS Home Science

3
 Preamble

Introduction:
Home Science is an interdisciplinary science, which offers holistic and socially-relevant educational program. Home
Science has emerged as a full-fledged scientific course in which overall improvement in the quality of life of the
individual, family, and community is sought. There is a prominent emphasis on professional competence and sensitivity
to the needs of society. The degree courses are [Link]. (Home Science), [Link]. (Home Science) and Ph.D. (Home Science).
The four major areas of specialization are as follows:
 Foods, Nutrition and Dietetics
 Human Development
 Textile and Fashion Technology
 Community Resource Management
The program offers major and minor courses along with open electives (OE), ability enhancement courses (AEC), IKS,
value education (VEC) vocation skill (VSC)based projects, field (FP) and research projects (RP) with due credits along
with credits for cocurricular (OC) activities. It is designed in a wholesome manner and structured to impart knowledge,
skills and attitudes aiming at personal, professional, career and community growth and enrichment and holistic
development of individuals capable of contributing to society for national and global challenges and idiosyncrasy to be
considered strongly for sustainability.
Objectives of the Program:
The objectives of the Home Science curriculum are as follows:
PO No. After completing the program, the student should have Graduate Attribute
PO1 the capability of demonstrating comprehensive knowledge and Disciplinary knowledge
understanding of Home Science
PO2 good language skills and the ability to express thoughts and ideas verbally as Communication Skills
well in writing and effectively communicate the same using appropriate
media suitable for different target groups
PO3 competence of applying disciplinary knowledge and the ability to critically Critical thinking
analyze and evaluate data, practices, policies and theories for knowledge
development
PO4 skill to identify problems and to apply disciplinary knowledge to tide over Problem solving
real life situations
PO5 aptitude to evaluate the reliability and relevance of a knowledge body, Analytical reasoning
identify lacunae, analyze and draw valid conclusions
PO6 develop a sense of enquiry and the capability for asking relevant questions Research-related skills
for scientific understanding, along with the ability to recognize cause-and- Scientific reasoning
effect relationships, define problems and plan, execute and report the results
of an experiment
PO7 ability to work effectively with diverse teams facilitating cooperative effort Cooperation/Team work
PO8 ability to apply the skills, knowledge and competencies learned in through Reflective thinking
laboratory training at the personal, household, community and professional
level
PO9 skill to use ICT in a variety of learning situations, demonstrate ability to nformation/digital literacy
access, evaluate, and use a variety of relevant information sources; and use
appropriate software for analysis of data and its application for different
purposes
PO10 ability to work independently, identify appropriate resources required for a Self-directed learning
project, and manage a project through completion.
PO11 awareness of the values and beliefs of multiple cultures and the ability to Multicultural competence
interact and reflect appropriately with diverse groups with respect.
PO12 capacity to imbibe moral and ethical values and do away with falsification Moral and ethical
and plagiarism in personal and professional life. Also, the ability to identify awareness/reasoning
ethical issues related to environmental and sustainability thereby developing
the skill to practice unbiased actions in all aspects.
PO13 capability of planning, organizing, executing and controlling various Leadership
activities with a sense of responsibility and commitment along with the skill readiness/qualities
to motivate, inspire and encourage team work in an efficient way.
1. To impart knowledge and facilitate the development of skills and techniques in the basic area of Home Science
required for personal, professional and community advancement.

Page 1 of 31
PO14 the competencies and acquire openness for participating in learning activities Lifelong learning
throughout life, through self-paced and self-directed learning, focusing at
personal development to meet economic, social and cultural objectives and
the changing trends and demands of the industry and society.

2. To inculcate in students, values and attitudes that enhance personal, life skills and family growth and to sensitize
them to various social issues for the development of a humane society.
3. To promote in students a scientific temper and competencies in research to enable contributions to the national and
international knowledge base in Home Science and allied fields.
4. In sum, to empower our students such that they can effect positive changes at multiple levels.

Page 2 of 31
1) Credit Structure of the Program (Sem I, II, III, IV, V & VI)
2) Under Graduate Certificate Home Science – Human Development
Credit Structure (Semester I & II)

R: A

CC, RP
Semester Major

Degree/
(VSEC)
Minor

CEP,
AEC,
VEC,

OJT,

Cum.
Cum.
VSC,

Cr. /
SEC
Level

FP,
OE

Cr.
IKS
Mandatory Electives

Development
in Infancy
and
Childhood
Years - I VSC:2,
(Theory) SEC:2 AEC:2,
(2 cr) VEC:2
Dynamics of 2+2 Creative IKS:2 CC:2
I - 22
Interpersonal Expression
Relationships through
(Theory) Art and
(2 cr) Craft
Creative
Expression
Through Art
and Craft UG
(Practical)
(2 cr) Certificate
Home
R: B Science –
6 Human
Development
Development
4.5 in Adolescent 44
and Credits
Adulthood
Years – I VSC:2,
(Theory) SEC:2
(2 cr)
Positive Creative AEC:2, CC:2
2 2+2 Expression VEC:2
II Youth 22
Development through
(Theory) Music
(2 cr) Drama
Creative and
Expression Puppetry
Through
Music and
Movement
(Practical)
(2 cr)
Cum
12 - 2 8 4+4 4+4+2 4 44
Cr.
*Note: It is important to opt for these Vocation Skill Course VSC /Skill Enhancement Course SEC from core subjects
other than the Major/Minor Streams and other than the courses previously covered across as allocated in Semesters
I, II, III, IV. The ratios for groups formed for the major, minor streams and optional elective courses along with the
VSC/SEC will be decided on an equitable basis considering the teaching and learning workload. The number of seats
for a VSC/SEC will be decided by the admission committee.
Exit option: Award of UG Certificate in Major with 40-44 credits and an additional 4 credits core NSQF course/
Internship OR Continue with Major and Minor

Page 3 of 31
 Under Graduate Diploma Home Science – Human Development
Credit Structure (Semester III & IV)

R: C
Major

(VSEC)

Degree/
Semester

AEC,
VEC,

Cr. /
CEP,

Cum.
OJT,

Cum.
VSC,

Sem.
SEC
Level

FP,
OE

Cr.
Minor

IKS
Mandatory Electives

Development
in Infancy
and
Childhood
Years - II
FP: 2
Theory
(4 cr) VSC: 2 AEC: 2 CC:2
III 4 2 22
Children with
Special Needs
Theory
(2 cr)
Parent and
Community
Education
Practical UG
(2 credits)
R: D Diploma
8
Home
5.0 Science -
Development
in Adolescent Human
and Development
Adulthood
Years - II 88
Theory Credits
CEP:
(4 cr)
Fundamentals 2
IV of Guidance 4 2 SEC:2 AEC:2 22
and CC:2
Counselling
Theory
(2 cr)
Fundamentals
of
Counselling
Skills
Practical
(2 cr)
Cum
28 10 12 6+6 8+4+2 8+4 88
Cr.

Exit option; Award of UG Diploma in Major and Minor with 80-88 credits and an additional 4 credits core NSQF
course/ Internship OR Continue with Major and Minor

Page 4 of 31
 Under Graduate [Link]. Home Science – Human Development
Credit Structure (Semester V & VI)

R: E
Major

Cum. Cr.

Cum. Cr.
CC, RP
(VSEC)

Degree/
Semester

CEP,
AEC,
VEC,

OJT,

/Sem.
VSC
SEC
Level

IKS

FP,
OE
Minor
Mandatory Electives

10 Elective 1: Content
Crafting Across the
Curriculum Life Span
Planning and (Theory)
Assessment (2 cr)
for Content Crafting
Foundational Across the Life Span
and (Practical)
Preparatory (2 cr)
Years
VSC: 2 FP/CEP:
(Theory) Elective 2: 4 22
2
(4 cr) Mental Health and
V
Human Therapeutic Self
Exceptionality Care Across the
(Theory) Life Span
(4 cr) (Theory)
Research in (2 cr)
Human Mental Health and
Development Therapeutic Self UG
(Theory) Care Across the
(2 cr) Life Span Degree
(Practical)
(2 cr) [Link]. Home
Science -
5.5 R: F Human
Development
10 4
Introduction 132 Credits
to Elective 1:
Psychological Entrepreneurship
Disorders and Event
(Theory) Management
(4 cr) (Theory)
Introduction (2 credits) 4
VI to Entrepreneurship OJT: 4 22
Psychological and Event
Testing and Management
Counselling (Practical)
Theory (2 cr)
(4 cr) Elective 2:
Caregiving Entrepreneurship
for Elderly in Human
Practical Development

5
 (2 cr) Services
Administration for
Children and
Adolescents
(Theory)
(2 cr)
Entrepreneurship
in Human
Development
Services
Administration for
Children and
Adolescents
(Practical)
(2 cr)
Cum
Cr. 48 8 18 12 8+6 8+4+2 8+6+4 132
*Note: It is important to opt for these Vocation Skill Course VSC /Skill Enhancement Course SEC from core subjects other than the
Major/Minor Streams and other than the courses previously covered across as allocated in Semesters I, II, III, IV. The ratios for
groups formed for the major, minor streams and optional elective courses along with the VSC/SEC will be decided on an equitable
basis considering the teaching and learning workload. The number of seats for a VSC/SEC will be decided by the admission
committee.
Exit option: Award of UG Degree in Major with 132 credits OR Continue with Major and Minor

[Abbreviation - OE – Open Electives, VSC – Vocation Skill Course, SEC – Skill Enhancement Course, (VSEC), AEC –
Ability Enhancement Course, VEC – Value Education Course, IKS – Indian Knowledge System, OJT – on Job Training, FP –
Field Project, CEP – Continuing Education Program, CC – Co-Curricular, RP – Research Project]

6
 Semester - I

Under Graduate Certificate in Home Science

[Link]. Home Science – Human Development

Credit Structure (Semester I)

7
 Syllabus
[Link]. Home Science – Human Development
(Semester - I)
MAJOR

Theory/
Course Code Course Title Hours Credits
Practical

Development in Infancy and Childhood Years Theory 30 2

Course Objectives:
The course enables learners to:
 Gain a comprehensive understanding of human development from conception through childhood, including biological,
cognitive, and socio-emotional aspects.
 Identify and describe key developmental milestones in cognitive, social, emotional, and physical domains during infancy
and childhood.
 Analyze the various stages of development, exploring the developmental trajectory and within each phase.
 Learn techniques and strategies for promoting healthy development and fostering positive relationships with children and
families.
 Cultivate empathy and sensitivity in students towards diverse developmental experiences and perspectives, fostering a
holistic approach to studying human development.
 Apply knowledge of developmental principles to real-world scenarios, such as parenting, education, and social policy, to
promote optimal developmental outcomes for children.
 Engage in reflective practices to enhance self-awareness and professional growth as future educators, caregivers, or
practitioners in fields related to child development.
 Develop observational and analytical skills through case studies and practical applications to recognize typical and atypical
development trajectories.

Course Outcomes:

At the successful completion of the course, students will be able to:

Demonstrate a deep understanding of the principles underlying human development from conception through
CO1 childhood.

Identify and describe key developmental milestones across various domains, including cognitive, social, emotional,
CO2 and physical development.

Evaluate the impact of early experiences, such as attachment relationships and early childhood education, on later
CO3 development.
Apply knowledge of development to analyze and interpret real-life scenarios involving children’s growth and
CO4 behavior.
Cultivate sensitivity and empathy towards diverse developmental experiences, recognizing the importance of
CO5 individual differences in human development.
Develop effective communication skills to convey complex developmental concepts and insights to diverse audiences,
CO6 including parents and educators.
Reflect on personal and professional growth throughout the course, integrating theoretical knowledge with practical
CO7 experiences to enhance understanding and application in the field of Human development.

Design and implement developmentally appropriate activities and interventions to support children’s growth and well-
CO8 being

8
Sr. No. Course Content
Hours

1.
Development in Infancy and Early Childhood years 15

A. Introduction: Concept of development, principles and issues of development (nature and

nurture; continuity and discontinuity; early experience versus later experience), Developmental
stages till Childhood years

B. Conception and Prenatal Development: Stages of prenatal development, Teratology and

hazards to prenatal development, Prenatal care

C. Birth and the postpartum period: Birth process and complications, Physical, emotional, &
psychological adjustments in the postpartum period.

D. Development in Infancy and Early Childhood years

i. Physical and sensory development: APGAR score, reflexes, caring for the infant, Brain
development, body growth and change, gross and fine motor skills, developmental
milestones
ii. Cognitive and Language Development: The course of infant and toddler cognitive
development (Piaget’s stages) Characteristics of pre-schooler’s thought (Piaget’s and
Vygotsky’s perspective), Infants and Early Childhood attention and memory abilities,
Social cognition in Infants and preschool years
iii. Socio-emotional Development: Social and emotional development (Freud and Erikson’s
stages), Reciprocal relationship, Attachment, stranger anxiety, separation anxiety,
Temperament, Awareness of self and others, Parent-infant and toddler relations,
developmental milestones, Child’s expanding world, Self-control and self-management,
The developing self.

E. Contexts of Socialization during Infancy and Early childhood years: Role of context in all
domains of development; Quality of parental care; parenting styles and their influences; Sibling
relationships; Peer relations; Media, etc.

F. Play during Infancy and Early childhood years: Stages and Importance; Role of play in
development; Play and learning; Factors affecting play

9
 2. Development in Childhood years.
15
A. Introduction to Childhood years
B. Physical Development in Childhood: Brain Development in Childhood - Concepts of
Lateralization, Plasticity, developmental milestones
C. Cognitive development: The course of cognitive development in childhood (Piaget’s
theory), Characteristics of Children’s thought (Piaget’s and Vygotsky’s theories),
Children’s attention and memory abilities, Social cognition, perspective taking,
Gardner’s theory of multiple intelligences
D. Language and communication: Noam Chomsky - Language Acquisition Device,
development of language (vocabulary building, understanding rules of grammar,
understanding humour, pragmatics, etc.)
E. Socio-emotional development: Social and emotional development (Freud and Erikson’s
stages); Changes in the understanding of self; Self-concept and self-efficacy; Emotion
awareness and regulation
F. Contexts of Socialization during childhood years: Role of context in all domains of
development; Quality of parental care; parenting styles and their influences; Sibling
relationships; Peer relations; Media, etc.
G. Play during childhood years: Role of play in development; Play and learning; Factors
affecting play.

References:
Budzyna, D., and Buckley, D (2023). The Whole Child: Development in the Early Years. ROTEL (Remixing
Open Textbooks with an Equity Lens) Project. [Link]
Lally, M., and Valentine - French, S (2022). Lifespan Development: A Psychological Perspective (4th Ed)
[Link]
Lumen Learning (2020) Lifespan Development. NSCC. EBOOK ISBN 978-1-990641-91-6 [Link]
Lumen Learning. Lifespan Development. Pressbook. [Link]
Paris, J., Ricardo, A., Rymond, D and Johnson (2024). Child Growth and development. Open Education Resource
(OER) LibreTexts Project
[Link]
_Ricardo_Rymond_and_Johnson)
Parnes, M and Pagano, M (2022). Infant and Child Development: From Conception Through Late Childhood. An
Open Educational Resource. [Link]

10
 Syllabus
[Link]. Home Science – Human Development
(Semester - I)
MAJOR

Theory/
Course Code Course Title Hours Credits
Practical

Dynamics of Interpersonal Relationships Theory 30 2

Course Objectives:
The course enables learners to:
 Understand meaning and the different types of interpersonal relationship and their significance in an individual’s life.
 Identify and evaluate the stages of relationship development and recognize the unique challenges and dynamics present in
each stage.
 Understand how various familial relationships (parent-child, sibling, interparental) influence individual development and
interpersonal interactions.
 Understand the challenges and transitions inherent in romantic relationships and analyse factors contributing to attraction,
love, and relationship satisfaction.
 Understand and evaluate the functions and types of friendships across the lifespan, as well as their role in maintaining well-
being.
 Understand the interpersonal dynamics in professional settings and conflict management strategies.
 Develop skills and competencies to maintain healthy relationships and improve their quality of life .
 Evaluate and analyse their own interpersonal relationships and develop strategies for improving their relationships and lead
a healthy life.

Course Outcomes:

At the successful completion of the course, students will be able to:

CO1 demonstrate a comprehensive understanding of the theoretical foundations of interpersonal relationships and their practical
implications.

CO2
navigate different stages of relationship development with awareness of the challenges and opportunities presented in each
stage.

CO3
understand the impact of family dynamics on individual behavior and interpersonal relationships, and develop strategies
for managing familial relationships effectively.

CO4
navigate the complexities of romantic and friendship dynamics, demonstrating empathy, intimacy, and effective
communication skills.

CO5
develop strategies for resolving common relationship challenges and conflicts, fostering resilience and growth in
interpersonal relationships.

CO6
navigate interpersonal dynamics in professional settings, demonstrating leadership skills, teamwork, and conflict
resolution strategies.

CO7
reflect on their own interpersonal skills and relationships, identifying areas for growth and developing strategies for self-
improvement.

11
 Sr. No. Course Content Hours

1. Introduction to Interpersonal relationships 15

A. Definition and significance of interpersonal relationships
B. Stages of Interpersonal relationships (Acquaintance, The Development Stage, Continuation
Stage, Deterioration, Dissolution, Termination Stage)
C. Theoretical frameworks for understanding interpersonal relationships (e.g., Uncertainty
reduction Theory, social exchange theory,)
D. Factors affecting Interpersonal relationships
E. Relationship maintenance strategies (e.g., self-disclosure, forgiveness, gratitude, Flexibility
etc.)

2. Types of Interpersonal relationship 15

A. Family
i. Relationships in marriage (spouse, in-laws, etc.)
ii. Parent-child relationships
iii. Inter-parental relationships and their impact on children
iv. Sibling relationships
v. Grandparent-child relationships
vi. Importance of family relationships
B. Friends
i. Role and importance of friendships
ii. Characteristics of friendships
iii. Stages of Friendship
iv. Friendships across the lifespan
C. Romantic relationships
i. Types of romantic relationships
ii. Relationship transition (e.g., dating, commitment, cohabitation/marriage)
D. Workplace colleagues
i. Healthy interpersonal relationships in the workplace
ii. Interpersonal dynamics in the workplace
iii. Leadership and team dynamics
E. Platonic relationship
i. Platonic love
ii. Platonic love v/s Romantic love
iii. Benefits of Platonic relationships

References:
Hayes, J (2002). Interpersonal Skills at Work (2nd ed). Routledge
Johnson, L (Ed) (2018). Interpersonal Relationships. The Goodheart-Willcox Company, Inc.
Levine, M. P (2022). Interpersonal Relationships. IntechOpen Book Series. Ebook (Pdf), ISBN978-1-83962-696-8
Mattingly, B. A., McIntyre, K. P., & Lewandowski Jr., G. W. (Eds) (2020) Interpersonal Relationships and the Self-Concept. Springer
Stebbins, R (2015). Interpersonal Relationships in Leisure and Positive Psychology: Linking Activities with Positiveness (pp 57-69).
UK: Palgrave Macmillan

12
 Syllabus
[Link]. Home Science – Human Development
(Semester - I)

VSC/SEC

*Note: It is important to opt for these Vocation Skill Course VSC /Skill Enhancement Course SEC from core subjects other than the
Major/Minor Streams and other than the courses previously covered across as allocated in Semesters I, II, III, IV. The ratios for
groups formed for the major, minor streams and optional elective courses along with the VSC/SEC will be decided on an equitable
basis considering the teaching and learning workload. The number of seats for a VSC/SEC will be decided by the admission
committee.

Theory/
Course Code Course Title Hours Credits
Practical

Creative Expression through Art and Craft Practical 30 2

Course Objectives:
The course enables learners:
 To develop practical skills and a spirit of innovation, creativity and resourcefulness.
 To acquire skills to analyze and evaluate creative works and to recognize their personal aesthetic tastes.
 To make students understand cultural diversity by recognizing different traditional and contemporary art and craft
forms.
 To develop all the senses of students through observation, exploration and expression.
 To make the learners think critically and imaginatively; make, re-create and discover conscious about the good and
beautiful in environment, including classroom, school, home and community through an integrated learning approach,
which they enjoy.
 To work together on small and large projects and for free expression and creativity.

Course Outcomes:

At the successful completion of the course, students will:

CO1 Be able to develop practical skills and a spirit of innovation, creativity and resourcefulness.

CO2 Demonstrate skills of analyzing and evaluating creative works and recognizing their personal aesthetic tastes.

CO3 Understand cultural diversity by recognizing different traditional and contemporary art and craft forms.

CO4 Use effectively all their senses, through observation, exploration and expression.

CO5 Think critically and imaginatively; make, re-create and discover conscious about the good and beautiful in
environment, including classroom, school, home and community through an integrated learning approach.

CO6 Co-operatively work together on small and large projects and for free expression and creativity.

13
Sr. No. Course Content Hours

1. a) Drawing and Colouring with chalk and crayons activities:

· Dry chalk and dry paper, Dry paper and Wet Chalk; Wet Paper and Dry Chalk; Chalk dust 15
Inwards and outwards
· Crayon Transfer and Tracing, Crayon Etching, Crayon Resist; Black Magic; Spray Painting
Inwards and Outwards.
b) Painting, Printing and Dabbing activities:
· Blow Painting, Crayon melt; Bead Painting; String Painting; Blot Painting; Aqua Painting
· Sponge Printing; Cotton printing, Ear Bud Printing; Foot & palm printing, Crumple paper
printing; Jute Printing; Block Printing, Finger & Thumb Printing, foot and palm printing,
Fork Printing, Scrubber Printing, Corrugated sheets dabbing and Balloon Dabbing, Kitchen
Equipment Printing.
c) Paper and Pasting activities
· Paper crumpling, paper tearing, paper twisting, Paper Quilling, Mosaic, paper folding,
quilling and Origami, Paper Bead, Paper Design; Silhouette; Theme collage; collage
(combination of different types of different textures and papers pattern); Best out of waste
and Paper Mache
d) Clay and dough Modeling: techniques of sculpting, shaping and moulding, simple objects
and figures
2. Using multiple art and craft activities (such as chalks, crayons, painting, printing, paper work) 15
for:
a) Creative Display (such as Portfolio, Bulletin Board)
b) Making a picture talk / diorama
c) Designing a theme/concept/story
d) Exhibiting and selling the products, such as puppets, clay decorative, paper mache, paper
quilling articles.

14
 Semester - II

Under Graduate Certificate in Home Science

[Link]. Home Science – Human Development

Credit Structure (Semester II)

15
 Syllabus
[Link]. Home Science – Human Development
(Semester - II)
MAJOR

Theory/
Course Code Course Title Hours Credits
Practical

Development in Adolescent and Adulthood Years Theory 30 2

Course Objectives:
The course enables learners to:
 Understand the physical, cognitive, and socio-emotional changes that occur during adolescence and adulthood.
 Identify and describe risk factors and protective factors that affect adolescent and adult well-being.
 Explore the theories of development relevant to adolescence and adulthood.
 Analyze the influence of biological, socio-emotional, cognitive and identity-related changes on self, family, peers in
adolescent years.
 Examine the impact of cognitive gains, marriage, career choices, work, health-related changes, life transitions, and
social support on self, relationships and social life in adulthood years.
 Develop strategies for promoting positive development and resilience during adolescence and adulthood.

Course Outcomes:

At the successful completion of the course, students will be able to:

Demonstrate an understanding of key theories and concepts related to adolescent and adult development through
CO1 written assignments, quizzes, or presentations.

Apply theoretical knowledge to analyze real-life case studies or scenarios involving adolescent and adult
CO2 development.

Critically evaluate research findings and literature on topics/concepts in adolescent and adulthood years.
CO3
Engage in reflective activities to assess personal growth and development during adolescence and study of adulthood.
CO4
Collaborate effectively with peers through group discussions, projects, or presentations related to adolescent and adult
CO5 development.
Develop practical skills for supporting adolescents and adults in educational, counseling, or community settings
CO6 through hands-on experiences.

16
Sr. No. Course Content Hours

1. Development in Adolescent Years 15

A. Introduction, History, and Physical Development
i. Historical perspective of the study of adolescence
ii. Importance of studying adolescent development
iii. Puberty: determinants, timing, growth spurt, primary and secondary sex changes,
period of storm and stress
iv. Psychological dimensions: heightened emotionality, early and late maturers, body
image
v. Importance of nutrition, exercise, sports, and sleep in adolescent health
B. Cognitive Development
i. Experience-dependent plasticity of the brain in adolescence
ii. The cognitive development view of Piaget - characteristics of adolescent thinking,
(e.g. abstract reasoning, perspective taking, hypothetical deductive reasoning,
adolescent egocentrism, imaginary audience, personal fable, etc.)
iii. Development of executive functions
C. Self and Identity Exploration
i. Multidimensionality of the self
ii. Identity: Erikson’s identity vs. role diffusion, Marcia’s four statuses of identity
iii. Exploration of different types of identity, values, belief systems, friendships, opposite
sex relationships, career, etc.
iv. Factors influencing development of self and identity

17
 2. Development in Adulthood Years 15
A. Introduction to Adult Development
i. Changing view of adulthood
ii. Importance of studying adulthood
iii. Erik Erikson’s stages of psychosocial development corresponding to adulthood years
B. Cognitive Development
i. Evidence of Cognitive Growth: The continued-potential view
ii. Adult life-span learning, post-formal thought, expertise, wisdom
C. Marriage and the Marital Dyad
i. Mate selection process
ii. Changing marital roles
iii. Characteristics of a healthy marriage
D. Work, Leisure, Retirement and Social Network
i. Nature of work - Significance of work in adult life; why do people work; using Maslow’s
theory to understand why people work
ii. Leisure - definition, levels, importance, myths
iii. Retirement - What is retirement; does everyone retire; types of retirement; retirement as a
complex phenomenon at individual and societal levels, process rather than as an event; impact of
retirement on individual well-being
iv. Importance of social networks/support in late adulthood
E. Aging, Health, Prevention and Adaptation
i. Primary versus secondary aging, physical changes in structure and function as individuals
move across adulthood.
ii. Health v/s disease and illness, overview of preventive behaviours.

References:
Dolgin, K. G. (2010). The adolescent: Development, relationships, and culture (13th ed.). Pearson.
Lally, M., & Valentine - French, S. (2022). Lifespan development: a psychological perspective (4th ed.). LibreTexts.
[Link]
_4e_(Lally_and_Valentine-French)
Lemme, B. (2006). Development in adulthood (4th ed.). Pearson.
Lumen Learning (2020) Lifespan Development.
[Link]
[Link]
Santrock, J. W. (2019). Adolescence (18th ed.). McGraw-Hill

18
 Syllabus
[Link]. Home Science – Human Development
(Semester - II)
MAJOR

Theory/
Course Code Course Title Hours Credits
Practical

Positive Youth Development (PYD) Theory 30 2

Course Objectives:
The course enables learners to:
 Understand the principles of Positive Youth Development and the importance of promoting strengths and assets in
youth.
 Identify factors that contribute to positive youth outcomes.
 Analyse the role of family, community, schools, and peers in supporting youth development.
 Recognize the importance of mental health promotion and resilience-building in youth.
 Identify strategies for promoting coping skills, stress management, and emotional well-being.
 Explore the role of positive peer relationships and social support networks in youth development.
 Develop strategies for promoting social skills, empathy, and conflict resolution in youth.
 Explore and develop strategies for promoting civic engagement and community involvement among youth.

Course Outcomes:

At the successful completion of the course, students will be able to:

CO1 Demonstrate knowledge by articulating an understanding of PYD principles and theoretical frameworks.
CO2 Recognize protective factors and assets that promote positive outcomes in their own and other youth development.

CO3 Design and implement strategies to promote physical, mental, and emotional well-being in their own self as well as
other youth.
CO4 Develop strategies to foster social and emotional competence (including empathy, communication, and conflict
resolution skills) in themselves and other youth.
CO5 Foster youth leadership skills and promote opportunities for civic engagement and community involvement.

19
Sr. No. Course Content Hours

1. Positive Youth Development: Definition, Concepts, Framework, Skills and Competencies 15

A. Introduction to Positive Youth Development:
i. Definition and principles of PYD
ii. The Positive Youth Development Shift
iii. 6C’s of PYD
iv. Importance of promoting positive outcomes in youth development
B. Theoretical Frameworks in Youth Development:
i. Assets-based approach vs. deficit-based approach
ii. Resilience theory and its relevance to promoting positive outcomes in youth
C. Promoting Mental Health and Emotional Well-being:
i. Understanding mental health issues in youth
ii. Stress management and coping skills
iii. Promoting emotional regulation and resilience
D. Educational and Academic Success:
i. Effective learning strategies and study skills
ii. Academic motivation and engagement
E. Addressing barriers to educational attainment (e.g., poverty, learning disabilities)

20
 2. Empowering Youth: Promoting strengths and assets in youth 15
A. Social and Emotional Competence:
i. Social skills development and peer relationships
ii. Conflict resolution and communication skills
iii. Building empathy and perspective-taking abilities
B. Youth Leadership and Civic Engagement:
i. Empowering youth voice and agency
ii. Civic education and community engagement
iii. Developing leadership skills
C. Family and Community Support:
iv. The role of families in supporting positive youth development
v. Community resources and support systems for youth
vi. Collaboration between families, schools, and community organizations
D. Positive Youth Development Programs and Interventions:
vii. Overview of evidence-based PYD programs
viii. Program design and implementation strategies
ix. Evaluation and assessment of program effectiveness

References:

Benson, P., Scales, P. C., Hamilton, S. F., And Sesma Jr. A. Positive Youth Development: Theory, Research, and Applications” in
Lerner, R. M (2005), (Ed), Handbook of Child Psychology -Theoretical models of Human Development (Vol 1). John Wiley
and Sons
Benson, P. L., Scales, P. C., Hamilton, S. F., Sesma, A., Hong, K. L., & Roehlkepartain, E. C. (2006). Positive youth development so
far: Core hypotheses and their implications for policy and practice. Search Institute Insights & Evidence, 3(1), 1–13.
Benson, P. L., Scales, P. C., & Syvertsen, A. K. (2011). The contribution of the developmental assets’ framework to positive youth
development theory and practice. In R. M. Lerner, J. V. Lerner, & J. B. Benson (Eds.), Advances in child development and
behavior (1st ed., Vol. 41, pp. 197–230). LOCATION: Elsevier. [Link]
Deb, S., and Deb, S (Eds) (2023). Handbook of Youth Development Policies and Perspectives from India and Beyond. Springer.
Deka, G. Positive Youth Development: A Need Of The Hour. Journal Of Humanities And Social Sciences Vol. 1 No. 1
[Link]
Dimitrova, R., and Wiium, N (Eds) (2021). Handbook of Positive Youth Development- Advancing Research, Policy, and Practice in
Global Contexts. Springer
Lerner, R. M., Lerner, J. V, von Eye, A., Bowers, E. P., & Lewin-Bizan, S. (2011). Individual and contextual bases of thriving in
adolescence: A view of the issues. Journal of Adolescence, 34(6), 1107–1114.
Module 1: Positive Youth Development Research Review. [Link]
10/Mod_1_PYD_Paper.pdf
Patra, S. Positive Youth Development. [Link]

21
 Syllabus
[Link]. Home Science – Human Development
(Semester - II)

VSC/SEC
*Note: It is important to opt for these Vocation Skill Course VSC /Skill Enhancement Course SEC from core subjects other than the
Major/Minor Streams and other than the courses previously covered across as allocated in Semesters I, II, III, IV. The ratios for
groups formed for the major, minor streams and optional elective courses along with the VSC/SEC will be decided on an equitable
basis considering the teaching and learning workload. The number of seats for a VSC/SEC will be decided by the admission
committee.

Theory/
Course Code Course Title Hours Credits
Practical

Creative Expression through Music Drama and

Practical 30 2
Puppetry

Course Objectives:

The course enables learners to:

 Explore various forms of creative expression, including music, drama, and puppetry.
 Develop skills in musical composition, theatrical performance, and puppetry manipulation.
 Understand the principles of storytelling, character development, and emotional expression through creative mediums.
 Cultivate collaboration and communication skills through group projects and performances.
 Analyze and critique performances, recognizing elements of effective creative expression.
 Foster imagination, innovation, and self-expression through hands-on activities and projects.

Course Outcomes:

At the successful completion of the course, students will:

Demonstrate proficiency in at least one musical instrument or vocal technique.

CO1

Create and perform original dramatic scenes or monologues.

CO2
Design, build, and manipulate puppets for storytelling purposes.
CO3
Collaborate effectively with peers to produce a music, drama, or puppetry performance.
CO4
Critically evaluate their own and others’ performances, providing constructive feedback.
CO5
Develop a deeper appreciation for the role of creative expression in music, drama and puppetry.
CO6
Cite and discuss music and movement activities as important forms of emotional expression
CO7
Understand the importance of music and movement in education and the role it plays through lifespan in physical,
CO8 social, cognitive, and aesthetic development

22
 Sr. No. Course Content Hours

Creative expression through music and movement:

a) Music for Learning: Significance, Goals, and Objectives: The Development of Musical
Skills; Exploring Rhythm; Selecting Instruments; Listening with Understanding:
Introducing New Music; Experimenting with Movement and Rhythm; Learning to
1. Sing; Planning Musical Experiences; Guidelines for Teaching Singing, Rhythm, Using 15
Instruments, Encouraging Listening;
b) Methods for Teaching Music/Movement: Spontaneous Songs, Action Songs, Silly
Songs, Singing Games, Using Instruments with Songs, Classical Music; Movement
Exploration to Encourage Problem Solving, Emotional Expression, Artistic and Motor
Skill Development, Creativity and Self-Esteem, and to Explore Fantasies and
Relationships with Others

Creative expression through drama and puppetry:

a) Introduction to various elements of drama – Theme, Plot, Character, Diction, Song,

Thought, Spectacle and their functions Unit II: Detailed Study of Plot, Character and
Diction with reference to various types of drama – Tragedy, Comedy, Melodrama, Farce
and Tragicomedy Natak and Prakarna

b) Detailed Study of Plot, Character and Diction with reference to various isms –
Classicism, Romanticism, Naturalism, Realism, Symbolism, Expressionism,
Existentialism, etc Technique of Playwriting: Developing a theme: Story-making: Plot
2. Building, Visualization of the Script, 15
c) Acting Techniques and Methods Use of Space: Exploitation of space through Body and
Movement, Special relationship between characters. Space orientation for the Stage and
the Camera Use of Tempo: Simple and complex uses of acting Tempo. Use of Voice:
Volume, Pitch. Scale. Stress. Pause. Inflexion. Pronunciation. Modulation. Intonation.
Use of Expression: Facial and Bodily

d) Puppets: Puppets and its types; Main elements of puppetry; Materials used to make
puppets; Use of puppetry in education; Puppetry in therapy and counselling. Learn how
to make Puppets; Process of planning, writing a script and dialogues for various
characters; Understand the steps of planning and implementing a Puppet show.

References:
Aronoff, M. (2005). Puppetry as a therapeutic medium: An introduction. In M. Bernier & J. O'Hare (Eds.), Puppetry in education and
therapy (pp. 117–124). Bloomington, Indiana: Author house.
Belfiore, C. (2013). Puppets Talk, Children Listen. How puppets are effective teaching aids for kids. TEACH Magazine, Jan/Feb 2013,
9–11.
Bennett, R. (2002). Teaching Reading with Puppets. ERIC Document Reproduction Service.
Çaganaga, Ç., & Kalmiş, A. (2015). The Role of Puppets in Kindergarten Education in Cyprus. Open Access Library Journal, 2, 1–9.
Currell, D. 1992. Puppets and Puppet Making. London: New Burlington Books.
Hackling, M., Smith, P. & Murcia, K. (2011). Enhancing classroom discourse in primary science: The Puppets Project. Teaching
Science, 57(2), 18–25.
Luckenbill, J. (2013). Circle Time Puppets. Teaching Social Skills. Teaching Young Children, 4(4), 9–11.
Remer, R., & Tzuriel, D. (2015). "I Teach Better with the Puppet" – Use of Puppet as a Mediating Tool in Kindergarten Education – an
Evaluation. American Journal of Educational Research, 3(3), 356–365.
Renfro, N. (1984). Puppetry, Language, and the Special Child. Austin: N. Renfro Studios.
Sinclair, A. 1995. The Puppetry Handbook. Castlemaine: Richard Lee Publishing.
23
 QUESTION PAPER PATTERN
(External and Internal)
[Link]. SEMESTER I/II/III/IV/V/VI

Evaluation for Theory (4 Credits for 100 Marks)

CONTINUOUS INTERNAL EVALUATION Marks
(planned as per the need of the course)
Class participation/Quiz/Review of literature and guided discussions/Q&A sessions 20
Class tests/PPT Presentations and relevant planned assignments 20
Total Marks for Internal Assessment 40
SEMESTER-END THEORY EXAMINATION
All questions are compulsory with internal choice.
Question 1 – Unit 1 12
Question 2 – Unit 2 12
Question 3 – Unit 3 12
Question 4 – Unit 4 12
Question 5 – From Multiple Units 12
Total Marks for Semester End Examination 60

Evaluation for Theory (2 Credits for 50 Marks)

CONTINUOUS INTERNAL EVALUATION Marks
(planned as per the need of the course)
Class participation/Quiz/Review of literature and guided discussions/Q&A sessions 10
Class tests/PPT Presentations and relevant planned assignments 10
Total Marks for Internal Assessment 20
SEMESTER-END THEORY EXAMINATION
All questions are compulsory with internal choice.
Question 1 – Unit 1 10
Question 2 – Unit 2 10
Question 3 – From Multiple Units 10
Total Marks for Semester End Examination 30

Evaluation for Practical (2 Credits for 50 Marks)

CONTINUOUS INTERNAL EVALUATION Marks
(planned as per the need of the course)
Class Participation/Internal Assessment during laboratory work/experiments/practical tasks 10
Journal/Portfolio/Presentation/Reports/Case papers/Assignments 10
Total Marks for Internal Assessment 20
SEMESTER-END PRACTICAL EXAMINATION
All questions are compulsory with internal choice.
Question 1 - Unit 1 10
Question 2 - Unit 2 10
Journal/Portfolio/Report/Viva-Voce 10
Total Marks for Semester End Examination 30

24
 Question Paper Pattern (NEP Syllabus)

THEORY EXAMINATION

Marks: 30 1 Hour
Upto 50% choice to be given within each Question.
Questions may be divided into sub questions as a, b, c….
Allocation of marks depends on the weightage of the topics in the units; no sub-question should be of 1 mark or less
Q1 Unit 1 10 marks
Q2 Unit 2 10 marks
Q3 Mix of Unit 1 and 2 10 marks
TOTAL 30 Marks

Marks: 60 2 Hours
Up to 50% choice to be given within each Question.
Questions may be divided into sub questions as a, b, c….
Allocation of marks depends on the weightage of the topics in the units; no sub-question should be of 2 marks or less
Q1 Unit 1 12 marks
Q2 Unit 2 12 marks
Q3 Unit 3 12 marks
Q4 Unit 4 12 marks
Q5 Mix of all units 12 marks
TOTAL 60 Marks

PRACTICAL EXAMINATION

Marks: 30 2 Hours
Q1 Unit 1 10 Marks
Q2 Unit 2 10 Marks
Journal/Portfolio/Report/Viva-Voce 10 Marks
TOTAL 30 Marks

25
 Letter Grades and Grade Points

Semester GPA/ Program CGPASemester/ % of Marks Alpha-Sign/ Grading

Program Letter Grade Result Point

9.00 - 10.00 90.0 – 100 O (Outstanding) 10

8.00 - < 9.00 80.0 - < 90.0 A+ (Excellent) 9
7.00 - < 8.00 70.0 - < 80.0 A (Very Good) 8
6.00 - < 7.00 60.0 - < 70.0 B+ (Good) 7
5.50 - < 6.00 55.0 - < 60.0 B (Above Average) 6
5.00 - < 5.50 50.0 - < 55.0 C (Average) 5
4.00 - < 5.00 40.0 - < 50.0 P (Pass) 4
Below 4.00 Below 40.0 F (Fail) 0
Ab (Absent) - Ab (Absent) 0

26
 Appendix B
Justification for [Link]. Home Science – Foods, Nutrition and Dietetics

  The syllabus for [Link]. (Home Science – Human Development is formulated with
  great care in accordance with the National Education Policy (NEP 2020). The
  program aims at imparting technical knowledge and hands-on skills. It enables
  learners to acquire fundamental knowledge and skills that are life-oriented, career-
  oriented and community- oriented, towards building a profession for self-growth
  and societal welfare. As the specialized fields of industry and education is
continuously evolving and the Indian market can expand nationally and globally,
 
this program will empower students through skill-building and knowledge
 
enhancement to meet our nations and global needs.
  This course has been planned with a foresight into the increasing demand for
  practical knowledge and skills required in the specific industry of expertise and
  specialization. It will provide gainful employment opportunities in the ever-
  expanding technology-driven industry.
  It is an excellent blend of theory and practical and it has special relevance to
  specific industries with fundamental knowledge and experience in entrepreneurship
  skills, fieldwork, rural camp, internship, industrial visits, computer-aided
  technologies, marketing and skills in the areas of Home Science. Value Education
is integral to the curriculum rooting some basic concepts of subjects into Indian
 
Knowledge System (IKS).
1. I
There are core areas that include theoretical knowledge and practical skill sets
training along with vocation based skills with ample opportunities for ability and
skill enhancement. It aims at building and nurturing learner’s personality as
responsible citizens competent with language and intuitive, proactive, positive
attitudes, who can bring about a change in society.
The program is designed to train students with job relevant skills through laboratory
work, on-the-job training and apprenticeship in sustainable start-ups and
entrepreneurial ventures, it enables the students to find career paths in the relevant
industries research centers NGOs, schools, hospitals, hotels etc. The curriculum is
supplemented with extension work and educational trips for experiential learning.
The curriculum addresses an understanding of Indian Knowledge System pertaining
to traditional culture and heritage and its relation to traditional concepts and
practices. It fosters appreciation through multicultural sensitivity.
Research and field projects is included as an essential component of the program to
develop an innovative and scientific temper.
In addition to this, students are encouraged to undertake industry- and socially-
relevant field projects and research projects. They are also motivated to participate
in research competitions at various levels, publish research findings and engage in
networking and collaboration.
Whether the UGC has recommended
2. Yes
the course:
Whether all the courses have
3. commenced from the academic No
year 2023-24
The courses started by the University
 Aided Affiliated to the University of Mumbai
are self-financed, whether adequate
4. Adequate eligible permanent faculty and CHB/visiting faculty appointed for vacant
number of eligible permanent
posts till posts sanctioned
faculties are available?
 To give details regarding the duration 
5. of the Course and is it possible No
to compress the course?

27
  The intake capacity of each 
6. course and no. of admissions 200
given in the current academic year:

  [Link]. (Home Science with Major in Human Development) The students on

  successful graduation from the program are mainly employed in the mental health
  and education sectors as well as in the media sector: Clinical and community
 mental health settings, and educational settings. In the mental health sector, their
 jobs are multiple levels which include: counselling and designing activity-based
 Opportunities of Employability/ interventions. In the educational sector, their job profiles are of assistance and
7. Employment available after facilitating positions which include: content development, curriculum
undertaking these courses development, training, supervision and management, designing interventions and
services. There are ample entrepreneurial opportunities as well, successful learners
can assist in guidance centres, preschools, activity centres, youth centres, elderly
care centres; design educational and enrichment activities and materials, and
interventions and services, and content writing for developmentally appropriate
media programmes, children’s books and games.







Sign of the BOS Chairperson Sign of the Offg. Associate Dean Sign of the Offg. Dean
Name of the Chairperson: Name of the AssociateDean Name of the Offg. Dean
Prof. Dr. Vishaka Ashish Karnad Name of the Faculty Name of the Faculty

28