“What we are today is the result of what we valued yesterday…..What
we will be tomorrow will be the result of what we value today...” Swami Vivekananda
Students on today's campuses
encounter a variety of complex situations for which they are often ill-prepared
by experience or individual development. The relationship between students'
attitudes and values and the environment that supports or challenges them
stands as a dynamic dialectic of confirmation and rejection that affects the
ethical positions and choices of both the individual and the institution.
The distinctive nature of the
institutional ethos affects the values and interests manifested in the campus
climate and the overall effect of the college experience on the student. Value
education should promote lively discussion and thoughtful reflection that leads
readers to explore further values as part of academics and in society, the
community, and one’s individual life. The process of value education involves
clarifying, modeling, teaching, and asking students to role model values, and
to apply them in their educational, personal, and professional lives.
1. Values:
•
Values are defined in literature as everything from
eternal ideas to behavioral actions.
•
Criteria for determining levels of goodness, worth or
beauty.
1.1 Objectives
of Values Education:
The objectives of values education depend on the people who claim to be
doing the values education. Religious people will want to impart their specific
set of values. People with a particular social perspective (socialist or
capitalist) will want to impart socialist or capitalist values. However, there
is a growing realisation that the underlying purpose of values education is to
help people to behave more responsibly.
1.2 Classification of Values:
•
Personal Values:
•
Social Values:
•
Cultural Values:
•
Spiritual Values:
•
National values:
•
Family values:
•
Universal Values:
1.3 Why Identify and Establish Your Values?
•
You demonstrate and model your values in action in your
personal and work behaviors, decision making, contribution, and interpersonal
interaction.
•
You use your values to make decisions about priorities
in your daily work and home life.
•
Your goals and life purpose are grounded in your
values.
1.4 Inculcation of Values through Education:
“Thinking with love is truth, Feeling with love is peace, Acting
with love is right conduct, Understanding with love is non-violence” -Sathya
Sai
1.5 The following five values are necessary for students:
•
Right Conduct
•
Peace
•
Truth
•
Love
•
Non-Violence
2. Values Education:
Values education is an explicit attempt to teach about
values and/or valuing.
- Inculcation
- Moral
development
- Analysis
- Values
clarification
- Action
learning
Purpose
|
Method
|
|
Inculcation
|
•
Instill or internalize
•
Change the
values of students to more nearly reflect certain desired values
|
•
Modeling
•
Positive and
negative reinforcement
•
Manipulate
alternatives
•
Games and
simulations
•
Role playing
|
Moral development
|
•Help students develop more
complex moral reasoning patterns Urge students to discuss the reasons for
their value choices and positions
|
•
Moral dilemma episodes with small-group discussion
•
Relatively structured and argumentative without
necessarily coming
to a "right" answer
|
Analysis
|
•
Help students use logical thinking and scientific
investigation
•
Help students
use rational, analytical processes
|
•
Structured rational discussion that demands application
of reasons as
well as evidence
•
Testing
principles
•
Analyzing analogous cases
•
Research and
debate
|
Values clarification
|
•
Help students become aware of and identify own values
•
Help students
communicate openly and honestly
•
Use both
rational thinking and
Emotional
awareness
|
•
Role-playing games
Simulations
•
Contrived or
real value
laden situations
•
In-depth
self-analysis exercises
•
Sensitivity
activities
•
Small group
discussions
|
Action learning
|
•
Purposes listed for analysis and values clarification
•
Provide
opportunities for personal and social action
•
Encourage
students to view selves as interactive beings
|
•
Methods listed for analysis and values clarification
•
Projects
within school and community practice
•
Skill practice
in group organizing and interpersonal relations
|
Education can never be
value-free, and in the absence of any free discussion on values, the default
value system of the society, viz. unbridled hedonism, is being willy-nilly
passed on to the young generation. However there is a need for great care in
imparting such education, it should never become didactic, prescribing some
dos’ and don’ts on the grounds of some moral authority. It is necessary to
explain the students the rationale behind the universal human values.
3. India: The Emerging Superpower:
“India an emerging Asian
superpower. From high technology to the creative arts, India is rapidly
becoming a global player.” - Dr. A. P. J
Abdul Kalam’s dream
3.1 Fast Developing Economy:
According to World Bank India is
now in top 10 economies of the world.
"We will be investing one of
our biggest amounts in the Indian market this year and a part of the investment
will be used for developing new products and technologies." Stefano Pelle,
MD, Perfetti Van Melle
"India's unprecedented
economic growth over the past decade makes it an attractive prospect for
companies seeking new markets for their products and services..."Bertie
Ahern, Prime Minister, Ireland
3.2 Significant Progress in the IT Sector, Health
Services:
India finally has started acting as the technology
superpower in the “new world” where countries become superpower by virtue of
technical strength and capability and not colonial wealth!
Growth of the Health Sector in India:
The health sector in India is on a roll. The purchasing
power of the Indian middle class is rising very rapidly. So they can afford
quality healthcare. It is estimated that by 2012 the health care sector will
rise up to US$40 billion.
Achievements of the Health Sector:
Following facts makes it clear
that the Indian health sector has not only attained high success rates, but is
also credible: Indian specialists have performed over 5 lakh complex surgeries such
as cardio-thoracic, neurological and cancer. The success attained in these
surgeries is at par with international standards.
The success of cardiac bypass in
India is 98.7%, higher than that of the USA.
The success rate of renal
transplants is also 95%.
3.3 We are Proud to be Indians:
Sāre jahāñ se achchā hindostāñ hamārā
1.
There are 3.22 Million Indians in America.
38% of Doctors in America are Indians.
12% of Scientists in America are Indians.
36% of NASA employees are Indians.
34% of MICROSOFT employees are Indians.
28% of IBM employees are Indians.
17% of INTEL employees are Indians.
13% of XEROX employees are Indians.
You may know some of these
facts. These facts were recently published in a German Magazine, which
deals with
WORLD
HISTORY FACTS ABOUT INDIA
"We owe a lot to the
Indians, who taught us how to count, without which no worthwhile scientific
discovery could have been made" --Albert Einstein.
"India is the cradle of the
human race, the birthplace of human speech, the mother of history, the
grandmother of legend and the great grand mother of tradition" --Mark
Twain.
•
Indian Railways is the largest railway network in the
world under single management.
•
India has the third-largest army in the world, nearly
1.5 million strong.
•
India is the largest producer and consumer of tea in
the world, accounting for more than 30% of global production and 25% of
consumption.
•
India is the world’s premier center for diamond cutting
and polishing. Nine out of every 10 stones sold in the world pass through
India.
•
India has the highest number of annual bulk drugs
filings (77) with USFDA.
•
Indians are the richest immigrant class in the US, with
nearly 200,000 millionaires.
India is ranked the sixth country in the world in terms of satellite launches.
India is ranked the sixth country in the world in terms of satellite launches.
•
There are over 70,000 bank branches in India - among
the highest in the world.
•
The number of companies listed on the Bombay Stock
Exchange, at more than 6,000, is second only to NYSE.
•
Four out of 10 Silicon Valley startups are run by
Indians.
•
With 800 movies per year, India’s film industry
overshadows Hollywood.
•
The organized lottery market in India is US$7bn (2% of
GDP).
•
India consumes a fifth of the world’s gold output.
•
Indians account for 45% of H1-B visas issued by the US
every year.
•
Growing at 6%, in 25 years Indian GDP (on a PPP basis)
will be at the same level the US is at today.
•
Six Indian ladies have won Miss Universe/Miss World
titles over the past 10 years. No other country has won more than twice.
•
India is home to the largest number of pharmaceutical
plants (61) approved by USFDA outside the US.
•
India’s Hero Honda is the world’s largest motorcycle
manufacturer, with 2002 production of 1.7m units.
•
Other than US and Japan, India is the only country to
have built a super computer indigenously.
•
Indian Railways is the largest employer in the world,
with a staff of 1.6 million people.
•
It is the second-largest cement-producing country in
the world, producing more than 110m tonnes.
•
Of the Fortune 500 companies, 220 outsource their
software-related work to India.
•
There are 8,500 Indian restaurants in the UK, 15% of
the country’s total dining-out establishments.
•
India is the largest democracy in the world, with
nearly 400m voting in the last national elections.
•
India has the second-largest pool of scientists and
engineers in the world. 24* India has the third-largest investor base in the
world.
4. Higher Education in India: Unaddressed Concerns:
India is one of the fastest
growing Economies today. Its dominance in the services sector has been
acknowledged world over. While this scenario seems to be heartening, there are
several concerns related to education, which seems to have gone unaddressed.
“We seem to be passing through a crisis of values in our social and political
life which gives special urges to his question of values of education. It is
commonly deplored that crime, violence, cruelty, indifference to human values,
greed and spite has spread to all aspects of our life including the education
sector. Altruism, selfless service to fellow human beings and idealism are
things of the past. Sensitivity to the beauty in art, literature, nature and
life in general are very much on the decline. Lack of social cohesion, national
disintegration has become patently manifest and our democratic social order is
under sever stress. Social tension, unrest, prejudices and complexes
transmitted through the social environment vitiate the quality of life. Narrow
castiest regional, linguistic and communal platforms divide the people as never
before” Reddy and Sharma 2003
The primary function of education
is no longer the building of character or the promotion of moral order , but
the emphasis has shifted to the promotion of skills, technical know how and
technology for material progress.
Keeping this in view, one of the
conclusions of the UGC golden jubilee seminar on ‘Promotion of Value Education
and Ethics’ was the “Affirmation that human values should permeate and inform
teaching in all branches of knowledge and all subjects” (University Grants
Commission Seminar, 2003)
4.1 Corruption:
“The earth has enough for every man's need, but not for
every man's greed.”
Mahatma
Gandhi
Corruption is widespread in
India. India is ranked 85 out of a 179 countries in Transparency
International’s Corruption Perceptions Index, although its score has
improved consistently from 2.7 in 2002 to 3.4 in 2008.Corruption has taken the
role of a pervasive aspect of Indian politics and bureaucracy. The chief
economic consequences of corruption are the loss to the exchequer, an unhealthy
climate for investment and an increase in the cost of government-subsidized
services. India still ranks in the bottom quartile of developing nations in
terms of the ease of doing business, and compared to China and other lower
developed Asian nations, the average time taken to secure the clearances for a
startup or to invoke bankruptcy is much greater.
4.2 Poverty/Illiteracy:
•
“Think about it: Every educated person is not rich, but
almost every education person has a job and a way out of poverty. So education
is a fundamental solution to poverty.” Governor Kathleen Blanco
•
"Education makes a people easy to lead, but
difficult to drive; easy to govern but impossible to enslave." -- Baron
Henry Peter Brougham
•
it is inconceivable that poverty eradication can make
much headway in the absence of major advances in literacy. -- Koïchiro
Matsuura, UNESCO Director-General
•
Even more than 50 years after independence from almost
two centuries of British rule, large scale poverty remains the most shameful
blot on the face of India.
•
India still has the world’s largest number of poor
people in a single country. Of its nearly 1 billion inhabitants, an estimated
350-400 million are below the poverty line, 75 per cent of them in the rural
areas.
•
More than 40 per cent of the population is illiterate,
with women,
tribal and scheduled castes particularly affected.
Poverty alleviation is expected
to make better progress in the next 50 years than in the past, as a
trickle-down effect of the growing middle class. Increasing stress on
education, reservation of seats in government jobs and the increasing
empowerment of women and the economically weaker sections of society, are also
expected to contribute to the alleviation of poverty.
4.3 Violence and Terrorism:
“The world has achieved
brilliance without wisdom, power without conscious. Ours is a world of nuclear
giants and ethical infants. We know more about war than we know about peace,
more about killing than we know about living.”
- Louise Pischer
Terrorism is violence or
threatened violence against people and property to coerce or intimidate
governments or societies to achieve political, religious or ideological
purposes, in fact all such violence should be treated as terrorism.
An eye for eye only ends up
making the whole world blind.” ~ Mahatma Gandhi
While terrorism is a specific
threat in other democracies, in India it is part of our present political
culture. In these circumstances it is difficult to expect terrorism of the
Jaipur, Bombay, Hyderabad type to be overcome before the country is able to
cleanse our parliament of the scourge and to a significant extent our electoral
process. But there is not even adequate awareness in the country about the
nature of terrorism that is afflicting the country.
4.4 Communal harmony and National integration:
“Many religions, one
Nation from Kashmir to Kanyakumary, we are 0ne”
4.5 Caste and Religion based politics:
Undoubtedly, India is a
religion-ridden nation. Our minds and souls are yoked by one or the other
religion(s). From womb to tomb, all our ceremonies start and end with some
religion-laced activity. This religion-caste syndrome is deep into our blood
and spirit. Even after death, it keeps us circumventing around the Swarg-Narak
(heaven-hell) whirlpool.
In reality, religion divides but
its teachings lessons us to unite. Every religious book teaches brotherhood
ness and humanity. Unfortunately, no one cites for the real meaning of the
lessons being articulated by our great Gurus and enlightened teachers.
4.6 Seven Sins according to Mahatma Gandhi:
1. Wealth without
Work - Refers to bribery, corruption, black marketing & financial evils
around us today.
2. Pleasure without
Conscience - Our conscious dictates what is right and wrong. Pleasures need to
be regulated & filtered through our conscious and sense of responsibility.
3.
Science without Humanity - If science and technology were used for the
benefit of mankind that would make this world a better place to live in.
4. Knowledge without Character- Along with knowledge we must
cultivate basic human qualities, like – fairness, kindness, dignity,
fellow-feeling and dignity.
5. Politics without Principle - If there is no principle (in
politics), there is no true worth, nothing you can depend on.
6. Commerce without Morality - Business must be based on
trust and collaboration along with win-win
principles.
7. Worship without Sacrifice - Every religion advocates
primordial virtue and sacrifice. Selfishness is
the root cause of
all evil.
5. India of my Dream, Mahatma Gandhi:
I shall work for an India in
which the poorest shall feel that it is their country, in whose making they
have an effective voice, an India in which there shall be no high class and low
class of people; an India in which all communities shall live in perfect
harmony. There can be no room in such an India for the curse of untouchability,
or the curse of intoxicating drinks and drugs. Women will enjoy the same rights
as men. We shall be at peace with all the rest of the world. This is the India
of my dreams.
"I will give you a talisman.
Whenever you are in doubt or when the self becomes too much with you, apply the
following test: Recall the face of the poorest and weakest man you have seen
and ask yourself if the step you contemplate is going to be of any use to him.
Will he gain anything by it? Will it restore him to a control over his own life
and destiny? In other words, will it lead to Swaraj for the hungry and
spiritually starving millions? Then you will find your doubts and your self
melting away." Mahatma Gandhi
5.1 Preamble of the Constitution:
WE, THE PEOPLE OF INDIA, having solemnly resolved to
constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to
secure to all its citizens: JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity;
and to promote among them all
FRATERNITY assuring the dignity of the individual and the
unity and integrity of the Nation;
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of
November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
6. Value Education: The Need of the Hour:
Educational institutions should
give more importance to value based education rather than preparing the
students to get more marks in examinations. Education should mould the
personality of an individual. Education should be a light of knowledge which
should lead the world in a right path. Those who get education should also turn
towards their native villages and improve it, else it would be a waste, he
stated.
Professor N Nanjundappa, Principal
of National PU College and economist
“Excess of knowledge and power,
without holiness, makes human beings devils.” - Swami Vivekananda
“They alone live who live for
others, the rest are more dead than alive” - Swami Vivekananda
“We want that Education by which
character is formed, strength of mind is increased, the intellect is expanded,
and by which one can stand on one’s own feet” Swami Vivekananda
"If a man carefully
cultivates values in his conduct, he may still err a little but he won't be far
from the standard of truth." Confucius
“Education without values, as
useful as it is, seems rather to make man a cleverer devil.” C.S. Lewis
6.1 Education to discover the Power in the Wings &
Strength in your Roots:
Education has always been concerned
with broader sense of humanity, quality of human life and human excellence. Asian
philosophers and religious leaders gave paramount importance to virtues.
Confucius taught his disciples the concept of jen, signifying love, compassion
and virtue, supreme moral achievement and character. Similarly, Buddha sought
enlightment and taught his disciples the four noble truths and the
eight-fold/Path of Virtue. Aristotle had classified values into two kinds:
intellectual and moral. He described the basic qualities that make a person
good are – Wisdom, understanding, Temperance and Prudence.
The 1990 Jomtien Declaration of
Education for All (EFA) defined basic education as the fundamental knowledge,
values and attitudes, skills and competencies needed for an individual to
survive, to live and work in dignity, and to continue learning.
Imparting Values through
Education
Concerning moral values, attempts
have been made to identify the values of moral education. The National Institute of Educational
Research of Japan has done a commendable job in this regard. Drawing upon the deliberations of six
regional workshops with UNESCO, it has figured out a case of twelve moral
values (Sharma (1995)). These are:
Caring for others; Concern for the welfare of the society, nation and the
international community; concern for the environment; concern for cultural
heritage; self-esteem and self reliance; social responsibility; spirituality;
peaceful conflict resolution; equality; justice; truth and freedom.
One of the ways to impart
values through education is to design a course on human values and make it a
part of the curriculum.
7. Different Values:
“We are heirs to all the good thoughts of the Universe,
if we open ourselves to them” – Swami Vivekananda
Value Education: Some Priority Areas
1. Education for Peace
•
Communal harmony
•
Tolerance
•
National Integration
2. Respect for life
•
Fundamental sacredness of life
•
Preventing loss of life.
3. Justice
•
Direct involvement in the cause of justice
•
Becoming agents of social change
The debt owed by the educated to the majority
(who are poor), on whose work our opportunities depend.
4. Issues of Women
•
Change of attitudes towards women
•
Restoring their rightful place in society
5. Job-Oriented
Education
•
Education for self-employment
•
Employment that will generate jobs for others
6. Faith in God
•
Strengthening the spirit of man
•
Counteracting materialism and consumerism
7. Self-respect
•
Respect for the given work
•
Cleanliness of our person and surroundings
•
Taking pride in work well done
8. Initiative and
Creativity
•
Not resignation, slavishness and imitation
9. Democracy
•
Equality of persons before the law
•
Involvement and direct action to get our rights
•
Holding the government accountable
10. Ecology
•
Responsibility for our land, water, trees…
•
The danger of destroying ourselves
•
The hazards of industrial pollution
•
The ethics of business
11. The Meaning of “Success"
•
Is it merely scoring high marks?
•
Is it getting a good job, making money, getting ahead
at all costs?
12. Openness
•
Seeing people of other "groups" as persons
like ourselves
13. Noble Truths of all Religions
•
Being exposed to the teachings and great achievements
of the various religions.
•
This diminishes prejudice and promotes respect.
•
Love and service
14. Dialog between Science and Religion
8. Teachers role in imparting Value Education:
Teachers should give creative
inspiration and guidance to our youth. Our teachers must learn to take
advantage of the current national buoyancy, the current tide of national
enthusiasm, in the affair of our nation, and said onward with their students at
its flood, beckoning the nation to follow them. This is the role of teachers in
India. That is why they are called Gurus and the Students are called Sishyas.
“A teacher affects eternity: he
can never tell where his influence stops.” -
Henry Adams
8.1 Guardian Class
- Plato:
Teachers Mistake
8.2 Education Commission Reports:
The importance of value education has been duly recognized
by different education commissions and committees appointed by the government.
The Radhakrishnan Commission
(1948) felt that "if we exclude spiritual training in our institutions we
would be untrue to our whole historical development".
The Secondary Education
Commission's report in (1953) favored that religious and moral instruction
should be given in schools outside the school hours on voluntary basis.
The Sri Prakasa Commission of
Religious and Moral instruction (1959) had recommended that moral education
should be imparted in all educational institutions.
Kothari Commission (1964-66) felt
that "a serious defect in the school system is the absence of provision
for education in social, moral and spiritual values. A national system of
education that is related to life, needs and aspirations of the people cannot
afford to ignore this purposeful force".
National Policy on Education
(1986) felt that "the growing concern over the erosion of essential values
and an increasing cynicism in society has brought to focus the need for
readjustments in the curriculum in order to make education a forceful tool for
the cultivation of social and moral values".
Programme of Action (NPE) (1992)
recommended that "the framework emphasized value education as an integral
part of school curriculum. It highlighted the values drawn from national goals,
universal perception, ethical considerations and character building.
THE UNESCO International
Commission on Education for the Twenty-first Century headed by Jacques Delors
has identified "learning to be" and "learning to live together"
as two among the four pillars of education. They connote some of the
fundamental values education tries to impart in any society. "Learning to
be" addresses the question of development of the inner capacity of the
individual, which will prepare him or her to meet social and political
responsibilities. "Learning to live together" would involve the
creation of a harmonious life, transcending sectarian loyalties and
differences.
A UNESCO report on Education for
21st Century entitled ‘learning: The Treasure Within’ also pleads for an
education which is ‘rooted to culture and committed to progress’. The report says: “Developing a harmonious and
integrated personality would just not be possible if the system does not inculcate
values of culture, heritage and traditions.
Indian heritage, culture and values need to be thoroughly studied, analyzed
and incorporated comprehensively in the education system right from the initial
stage to higher dimensions of education”.
8.3 Proactive Steps to make Value Education Interesting
and Participatory:
1. The approach should be to
provoke the students to think independently and analyze their own life--its
goal, various aspirations, and the world-view--in a scientific manner, just as
they are trained to analyze the world outside.
2. Practical training to learn
self-restraint and bring the conscious and sub-conscious parts of the mind into
harmony should form an integral part of value education.
Film Strips From:
•
IQubal (insert the slide)
•
Roza – Chooti se asha
•
Lagan
•
Chuck de India
Action Song – Its me, its you,
its we who build communities
8.4 We are building the Nation:
Much is said about the youth:
youth is the backbone of our nation; youth’s strength is the nation’s strength;
today’s youth are tomorrow’s leaders; youth can make or mar the nation. These
statement reveal that the real strength of the nation depend not on its
physical resources but depends on the strength of its youth. This is
particularly proven correct in Indian context where more than 52% of the population
consists of youth on whom great responsibility of shaping the destiny of our
nation lies.
Swami Vivekananda - “We must have
life-building, man-making, character building-education.”
He defined education as 'the life
building, Man-making, character making, assimilation of ideas'. Purpose of
education is to develop personality of child in all aspects namely, physical,
intellectual, and spiritual.
Gurudev Rabindranath Tagore had a
vision for such an education: “Education must aim at the development of moral,
spiritual and ethical values and we should seek them in our own heritage as
well as in other cultures and civilizations...It should be such that Indians do
not lose sight of their rich heritage – their thought must be rooted to the
ideals set forth in the great writing sand works of our sages, poets and
philosophers. The noble goals and high
values set forth in our precious culture must be adhered to.”
•
Values stand as Light House giving directions to all
who want to reach the right place.
•
Values are the guiding principles of the life, which
facilitates the all round development of a person.
•
Inculcation of desirable values in the pupils is felt
essential for meeting the crisis of character.
•
Teachers could convert our educational
institutions into dynamic centers of
human growth, development, and fulfillment.
•
Schools, Colleges, which trains students should try to inculcate
these values by taking proactive steps in this, globalize society.
9. Higher Education: Social Responsibility:
Swami Vivekananda: “So long as millions live in hunger and
ignorance, I hold every person a traitor who, having been educated at their expense,
pays not the least heed to them”
•
Sustainable
societies
–
Environmentally
–
Economically
–
Politically
–
Socially
–
Culturally
–
EI
& SI
•
Coping
with diversity
•
Public
vs. private space
9.2 Parable of the Talents – Jesus:
10. Conclusion:
- 7habits of Highly Effective People
- Principle Centered Leadership
- Speed of trust
- First Things First
Stephen Covey
Paradigm Shift
•
From selfish intellectual giants to sensitive human
beings who can touch and heal the broken world.
•
Story of the star fish
•
YOU can make a difference in the life of students and
the Nation at large.
•
Successful leaders don’t do different things but they
do things differently.
•
You be the change you want to see in others. Mahatma
Gandhi
•
Value Education through precept and practice.
Leadership through example.
•
Dream of a better world, better country, better
society, and better person.
Yes we can, Yes we can Change,
Yes we can.
Bibliography
- Mr. T. Ramasami, “Existing Opportunities in Global Competitive:
An Indian Perspective”, University News, 45(15), April 09-15, 2007.
- Hon’ble Mr.
Justice Asutosh Mukherjee, “Create Self-awareness, Self-knowledge,
Self-control to lead Life towards Sovereign Power”, University
News, 45(4), January 22-28, 2007.
- Mr. S.V
Narayanan, Mr. Raju Chandrasekar, Ms. Aveena Gudapati, “Global Trends in
Higher Education: Ideas, Trends, Specific Measures and Actionable
Initiatives”, University News, 45(03), January 15-21, 2007.
- Mr. Subimal
Kumar Chatterjee, “New trends in Teacher Education”, University
News, 44(40), October 02-08, 2006.
- Shyamala Muthusubramaniam, G. Lokanadha Reddy,
“Educational Leadership and Accountability”, University News, 44(42),
October 16-22, 2006.
- Sukhjeet Kaur
and S. K. Saini, “Value Based Education: Solution of Today’s Problems”, University
News, 44(49), December 04-10, 2006.
- Dr. Fr. Valan Arasu, “Impact on Globalization and WTO on Higher Education in India”, University News, 43(32), August 08-14, 2005.
