Steps for Quality Enhancement and Sustenance in Higher Education

1. Introduction:

There is a common saying which says, “the king’s respect is limited to his own kingdom whereas a learned man is respected everywhere” (Swadesh pujyate Raja, Vidvam Sarvatra Pujyata). That is why in our country, from ancient times, education (Vidya) was considered to be ‘the third eye’ of man, which not only gave him insight but also mental strength and equilibrium of material and spiritual life. Various religious scriptures and number of philosophical thought in India too have highlighted the importance of education right from the early days of human civilization and claimed that salvation is attained through obtaining the true knowledge.[1]

In the modern age of civilization Swami Vivekananda too is of the view that a national cannot progress without proportionate growth in education of a persons. According to him a society cannot be transformed into a strong nation with moral and cultural values only through education of the society. In his own words, “Education, Education can unlock all doors for a progress “A nation advances in proportion to education and intelligence spread among masses” If India is to grow to her full potential as a strong, united, prosperous nation, a nation attuned to the highest and ethical moral values, true to the genius of her cultural and spiritual heritage; it is possible only though transformation and regenerative power of education only-a truly creative endeavor. It can help India to grow into her full potential as a strong united nation with strong moral and cultural values”.[2]

Therefore knowledge has become more powerful and essence of any developed society. It has strategic importance for everyone because it facilitates in modifying and replacing the factors that narrow the social development of any society. Knowledge thus is the foundation and basis of growth and development of any society in the world. If we want to play strategic role in world at large it is necessary however to view education seriously from its generation, scientific, technical and the structures that facilitate in increasing the capacities and capabilities on the one hand and traditions and practices which hinders the process of growing into full potential. We cannot thus afford to take a halfhearted gaze at education rather immediate and socio, political and economic actions should be initiated to increase in the ability of ‘how-to-do-it’[3].

2. Era of Liberalization:

However the decision to a paradigm shift may not be comfortable within the given environment of economic liberalization, globalization and privatization that were introduced from the year 1991 in India. In this context, globalization may be defined as the interdependence and interconnectedness of the modern world through an increase in the flow of goods, services, information and capital both human and physical. In the words of Deepak Nayyar globalization is “simply as the expansion of economic activities across political boundaries of the nation.  More important perhaps, it refers to a process of increasing economic integration and growing economic inter-dependence between countries in the world economy.  It is associated not only with an increasing cross border movement of goods, services, capital, technology, information and people, but also with an organization of economic activities which straddles national boundaries.  This process is driven by the lure of profit and threat of competition in the market”.[4] Russi Mody in his article titled “Globalization Efforts with Accent in Export” views globalization as a two-way thing.  First, Globalization envisages free competition, high productivity using state of the art of technology and second, selling in one single market place of the whole world.[5] But Prof. C.T. Kurien views global economy, “as a collection of heterogeneous units with different agendas inter-acting with one another in a variety of ways and thus changing its character over time.”[6]

Globalization and liberalization as practiced and advocated world over has resulted in the perception of higher education as commercial product, with dealings in it being governed by market forces and principles of demand and supply. Though higher education exists to serve the society yet actual developments in world over indicate that education is treated as a commodity that could be traded beyond the national boundaries in the form of service. The reality of liberalization in India has led to a mushrooming of private institutes of higher education, offering multiple vocational courses of suspicious quality. Some even offered degrees of foreign Universities to the innocent customers.[7] This situation has brought about a situation on the one side where markets forces moved by profit and quick profit alone, neglected the task of knowledge generation through the promotion of basic sciences, and quality education.

But on the other side under GATS regime India has to allow the opening of foreign university campuses on Indian soil and admit Indian students to their courses. As a reciprocal measure, Indian universities can also open their campuses on foreign soil and admit their students too.[8] It will result on the one hand, in increased privatization and on the other hand enhanced competition among various institutions offering higher education services to different category of people. In this situation only those institutions offering higher quality educational service alone will be able to sustain themselves in the competitive markets and those educational institutions failed to offer quality education will go out of business in market terms. Therefore, quality assurance in higher education is need of the hour with opening up of the educational frontier.

3. Need for Quality:

What is quality? It may be defined in terms of excellence, perfection, standards and value for money, competencies for work, consistency and relevance. On the quality of education, a policy perspective (1985) entitled ‘Challenges of Education’, it is said that

“a quality-conscious system could produce people who have the attributes of functional and social relevance, mental ability and physical dexterity, efficacy and reliability, and exercise initiative and make innovation and experimentation with new situations. To these personal attributes, on could add the dimension of a value system, conducive to harmony, integration and the welfare of the weak and the disadvantaged.”[9]

Quality therefore defines the goals and purposes of education. Quality impacts the content of higher education, its processes, its output or product, as it seeks to develop human resources with required skills, excellent in performance and capable of delivering the goods as a unit of the work force. The quality of knowledge in a society depends upon the quality of education it provides. Quality makes the knowledge relevant in individual and social needs. Quality makes education socially and individually relevant, but if the quality of education is not assured then the education, which is advocated as a solution to social problems, may itself become a problem. Quality education thus is required today, to enable persons, societies and nations to acquire the skills and competencies required for living meaningfully in a competitive, global world. The World Conference on Higher Education (UNESCO 1998) had rightly stated that each higher education institution should define its mission to provide access to quality education the basis of human rights and democracy.[10]

4. Steps to Sustain Quality:

Once we are convinced of the importance and the role of knowledge or education can play in the development of any society, society at large should attempt to answer the following questions. How good do we want to be? Who is doing is best? How do they do it? How can we adapt what they do in other countries? How can we be better than the best? How well are we doing as compared to others?[11] To build a culture of excellence and full potential therefore all those agencies involved directly or indirectly in higher education should[12] commit ourselves to a paradigm shift in favour of excellence through internal, self-initiated, logically planned and morally rooted committed decisions. Following are the steps suggested from the perspective of Management, Teachers, Students and society at large for quality enhancement and substance in higher education. 

4.1. Effective Leadership:

Mahatma Gandhi once said, “We must be the change we wish to see in the world.”

The development of quality education first and foremost will depend upon the quality academic leadership provided within an institution. It is the quality of leadership determines the quality of an organization.  Accordingly the leadership therefore must create an environment, which encourages performance of every one. Educational institutions should promote a transformative leadership who is capable of translating intentions into actions and actions into quality. Visionary leadership adopts and institutes an effective ‘leadership system’ for an education organization. The visionary leadership system means how a leadership is exercised, formally and informally, throughout the organization and what are the basis for and the way the key decisions are made, communicated and carried out. “It includes structure and mechanisms for decision making, selection and development of senior leaders, administrators, department heads and faculty leaders, and reinforcement of values, directions and performance expectations.”[13]

According to the Baldrige Education Criteria for Performance Excellence in Higher Education, the leadership system should perform the following:

• A visionary leader should “set directions and create a student-focused, learning-oriented climate; set clear and visible values; and high expectations;
• ensure the creation of strategies, systems and methods for achieving excellence, stimulating innovation and building knowledge and capabilities;
• inspire and motivate entire workforce and encourage all faculty and staff to contribute, to develop and learn to be innovative and to be creative;
• be responsible to all stakeholders for the ethics, vision, actions and performance of education organizations;
• serve as role model through organization’s senior leaders ethical behavior and their personal involvement in planning, communications, coaching, development future leaders, review of organizational performance, and faculty and staff recognition;
• build loyalties and teamwork based on the organization’s values and the pursuit of shared goals;
• encourage and support initiative and appropriate risk taking;
• avoid chains of command that require long decision plans;
• respect the capabilities and requirements of faculty and staff and other stakeholders;
• see high expectations for performance and performances improvement.”[14]

4.2. Developing a Quality Culture:

There is a need to develop a habitual quality culture in our institutions. This will require mental infrastructure more than physical infrastructure, because quality depends upon our sincerity to purpose, our vision and conviction to do our duties. In this process the strong areas in the institution such as teaching, research or innovation, etc., should be identified to boost further development. It should become a motivation for further improvement. For this the necessary strategy should be employed to put extra effort and resources, into areas needing improvement and those having potential for growth. It means number of goals need to be reorganized in the light of present and future challenges. Hence new targets will have to be set up for the future and new work plans will have to be drawn up keeping these targets in mind so that sustenance of quality could be maintained to move with quality achievement.

4.3. Establishing Monitoring Systems:

A system needs to be established to monitor the activities, functioning and achievements of the institution in a continuous manner. Monitoring should be a regular activity and based on acceptance by all stakeholders namely Management, the Principal, the teachers, the students, the non-academic staff and parents Indeed it should involve the entire institution as one. It will be more effective if it has a participatory nature wherein all are working towards quality assurance and sustenance participation in monitoring the entire system.

4.4. Teaching Faculty:

It is said that the destiny of India is dependent upon the talent, skills hard work, commitment, foresight, patriotism, missionary zeal, quest for knowledge of the teachers. And “We the Teachers of World” can shape the destiny of our country and the world.[15] No educational institution thus can maintain and sustain the quality if the teaching faculty does not believe in the importance of quality in higher education. Teachers should be convinced intensely within them that teaching is not a profession or occupation rather a distinctive mission. Like William Lyon (1970) every teacher should say that “In my mind, teaching is not merely a life work, a profession, an occupation or a struggle, but a passion. I love to teach as a painter loves to paint, as a musician loves to play, as a singer loves to sing, and as a strong man rejoices to run a race”. Unfolding the same line of thinking Rabindranath Tagore said, “A teacher cannot teach unless he is teaching himself. A lamp cannot burn another lamp unless it continues itself to burn.” One has to acknowledge about the fact that teacher’s role is highly sophisticated professional mission which requires adequate know-how with regard to all programmes of social engineering. It is imperative therefore the teachers have to play a vital, active and decisive role in fostering universal education and promoting and developing the values and vision in the society.

4.4.1. Accountability:

This requires accountability among teachers. What is accountability in the educational institutions? In very ordinary terms, “it means being punctual, taking all lectures and tutorials, teaching well, reading the latest books and journals, sharing knowledge freely, kindling the interest of the students in the subject completing the portion on time, helping students to learn, evaluating student answer scripts fairly and returning them on time. Accountability also means being approachable and helpful to one’s stakeholders. It does not prevent one from being firm with then when required.”[16]

Accountability also means willingness to accept moral obligations and continually strive to improve the quality of the educational situation in the institution. One cannot expect the government to enforce accountability from the teachers rather it must be based on a system that confronts teachers more directly with their successes and failures. In other words, quality assurance can come through teaches who are willing to accept their responsibility to their students, to their institution, to society and to their mission. This will require dedicated staff, committed to quality assurance. For this teachers in higher education institutions must come from the best brains in the society. Only teachers with high intellectual capacities, self-confidence and good communication skills alone should be taken to ensure quality.[17] These teachers should be exposed to emerging frontiers of knowledge so that they can update their teaching abilities and skills.

This is not possible with half-baked teachers who are available in maintaining and sustaining the educational system because they are not capable of obtaining any other profession in their life.[18] Sadly, now-a-days very few best brains are eager to seriously choose teaching profession voluntarily. Moreover, truly qualified teachers with human qualities are seldom recruited and the existing ones are not trained properly to perform the jobs of generating knowledge to benefit the society. This has resulted in a bad social environment where the teacher-student integral relation has vanished. Over and above these teachers failed to cultivate in students the quality of aspiration thereby raising the human soul from a selfish state of consciousness to higher states. The teachers have failed to live as living examples in their external behaviour, inner integrity, character and mastery of knowledge.

4.4.2. Training:

In this given situation it is not possible to achieve quality higher education without sufficient training process. In no other profession today, are professionals expected to perform without training. In no profession a professional is demanded without having sufficient professionalism. But in higher education most teaches simply go through their profession without any training in teaching-learning-evaluation techniques. This may not be the case with primary and secondary education in India. But in higher education teachers are called to render high level of quality output in education without proper training. As a result they are unable to give their best in the classroom. Therefore according to Viney Kirpal “a rigorous, highly practical three or four week training for every teacher would generate tremendous confidence in them, especially the beginner, and make them more effective in contributing to the quality of education… This training should focus on subject-specific training as well as technique and the use of audio-visual aids, the latest learner-centric teaching methods facility in the use of English, training in etiquette, good grooming and social behavior since our students have begun to expect it of us teachers.”[19] 

He also advocates to step up partnership with retired teaches of the educational institutions of higher learning and with the educationalist and industrialist parents of the students. In his words “retired teachers renowned for their teaching can be actively involved as volunteers in sharing best teaching practices with their younger colleagues and mentoring them into excellence. Parents are another very rich volunteer resource to be involved in sharing practical, industrial knowledge or knowledge of behavioural skills to students on a regular basis.”[20] Over and above there should be Collaboration with institutions of acknowledged repute known for the rigour of curricula and other academic strategies. This in normal situation often enhances the quality of the teachers of an institution.

Teaches in their pursuit to quality higher education should not forget basics of student teacher relationship. In their attempt to provide quality education students in general should feel a sense of confidence in their teachers. There must exist, a subtle fear of authority to stop such discussions from degenerating into indiscipline.[21] In this sense the teacher becomes a counsellor, guide and a friend. Dr. Sarvapalli Radhakrishnan thus said, “Help the students to think rightly, make them feel nobly, let them do rightly, above all let them posses the spirit of compassion, universal love and brotherhood so that we can life together in a global village as brothers and sisters”.[22]

4.5. Students:

Steps to quality enhancement in higher education, student’s commitment and their outlook towards higher education play an important role in determining the quality of education provided in our country. And in any system of higher education, students are the primary stakeholders and they have right to receive quality education. Any educational experiment is meaningless without proper participation and quality improvement of students. Therefore it is said that the best way to measure quality education provided by us is the performance of students in the process of learning and after learning. Now let us see various steps should be undertaken so that students may be helped to attain quality education.

4.5.1. Process of Learning:

Effective learning involves actually doing the activity that in turn, aids knowledge acquisition and understating. All learning has five levels – An increase in knowledge, Memorizing, Acquisition of procedures, Abstraction of meaning, and Understanding. When the teaching and learning outcomes focus on the first three levels, it is called a surface approach to learning. When they focus on the last two levels, it is called a deep approach to learning.

In a recent report brought out by International Commission on Education for Twenty

First Century titled: “Learning: the Treasure Within”, the Commission has identified four pillars of learning, learning to know, learning to do, learning to live together, and learning to be.[23] So the learning may be defined as an element that raise and transforms the consciousness of a person while leading him from darkness to light or enlightenment. This process of learning may be facilitated according M.C. Paul by “instilling the following capabilities in an efficient, effective and excellent manner:

1. to think logically, analytically, critically and laterally;
2. to make a healthy and honorable living, employing learning/occupational skills and work experience;
3. to realize one’s potential for self-development in terms of physical, emotional, intellectual, aesthetic and moral attainment through education and experience; and
4. to acquire a discriminatory capability to appreciate, imbibe and balance emerging values concerning areas of sustainability, ecosystems, development with equity and civility, harmony and cultural pluralism.”[24]

Speaking about the process of learning a Tamil grammer of the 14^th Century compares a good student with a cow. The cow as it comes across a rich pasture never misses the opportunity to graze as much as possible and then at leisure time it starts chewing the cud. Likewise, the superior kind of student never fails to spot the opportunity of gathering as much information and knowledge as they can from the learning sources and then assimilates everything that they have learned. One important difference between our conventional education and learning centred education is that in the latter the learners learn what they would like to learn and not what the teacher wants them to learn.[25] Therefore the students learn better as they are learning what they desire.

In this cow method of learning according to S. Muthukumaran “the learner is taught what to learn and how to learn, he becomes a lifelong learner. A person who is helped to climb a coconut tree will require someone to help him climb another coconut tree. But a person who is taught how to climb a tree will climb any tree anytime without assistance from others. Therefore a learner who underwent learner oriented education is fully equipped to face newer challenges; hence he is likely to highly successful in his life.” [26] Learning process being the central activity of any educational institute the same old syllabi and teaching methods must be replaced by new updated items of teaching and learner centered methods of teaching such as group work, role play, project work, field visit, case study, debates etc., to supplement classroom teaching so that students could translate this knowledge into practical implications.

4.5.2. Education for Employability:

As a result of quantitative expansion in higher education Institutions, the educational institutions in India generating number of students every year. However, the economic situation of our country is not in a position to generation employment opportunities to absorb the graduates passing out from the educational institutions. This is leading to increase in educated unemployed and underemployment. Therefore a multi-pronged strategy is needed to make education more attractive and simultaneously create employment potential.

Dr. APJ Abdul Kalam has proposed steps to meet this challenge. “Firstly, the educational system should highlight the importance of entrepreneurship and prepare the students to get oriented towards setting up of the enterprises… The youth should be imparted the spirit and confidence that “We Can do it”. Secondly, the banking system should provide venture capital right from every village level to the prospective entrepreneurs… Thirdly, the capacity to identify marketable products and methods of enhancement of purchase poser among the people has to be built as part of education.”[27]

The renaissance rigour of pursuing knowledge for its own sake has come to stay for the time being as a goal of the academia. In the post liberalized period education for job and knowledge for utility is a criterion with which the quality of education is assessed across the globe. With the advancement of modern technology and market economy the need for mobilizing an enlightened work-force has become more important especially in commercial, managerial and technical activities in many countries. Accordingly, academic activity in these areas is governed by the criterion of employability. After assessing this trend long before Swami Vivekananda said, “Education is not the amount of information that is put in your mind and runs riot there undigested all you life. The use of higher education is to find out how to solve the problems of life”

---

[1] NAAC, Best Practices in Higher Education – Report of the National Conference organized by National Assessment and Accreditation Council, Goa, 26^th & 27^th July 2004, p.37-38; Nyaya, philosophical thought is based on the premise that salvation is attained through knowing the true knowledge.

[2] As quoted by Sinha, S.N.P., Education must be life Building, University News, Vol. 43, No.13.

[3] Paul, M.C., Higher Education in India and the Need of Quality Assurance Mechanisms for Developing a Knowledge Society, University New, Vol. 43, No. 21.

[4] Nayyar, Deepak, Globalization: The Past in our Present, Indian Economic Journal, Vol. No. 43, January - March 1996, No. 3.

[5] Russi, Mody, Globalization Efforts with Accent in Export, The Economic Times, April 21, 1992.

[6] Kurien, C.T., Indian Economic Reforms in the Context of Emerging Global Economy, Economic and Political Weekly, 10 April 1993.

[7] Khanna, Pratibal, Changing Scenario of Higher Education Challenges to Quality Assurance and Sustenance, University News, Vol. 43, No.7.

[8] Ibid.

[9] NAAC, Op.Cit.

[10] As stated by Khanna, Pratibal, Op.Cit.

[11] Kirpal, Viney, Quality in Higher Education: a right of the Stakeholder; University News, Vol 43, No.38.

[12] It means the Management, the Principal, the teachers, the students, the non-academic staff- indeed the entire institution

[13] Mahadevappa, B., The Baldrige Education Criteria for Performance Excellence in Higher Education, University News, Vol. 43, No.16.

[14] Ibid.

[15] Bolashetty, Shripad. S,  Trade in Indian Higher Education Service Sector: Implications  of  WTO’s GATS, University News, Vol 43, No.38.

[16] Kirpal, Viney, Op.Cit.

[17] Khanna, Pratibal, Op.Cit

[18] Sinha, S.N.P, Op.Cit.

[19] Kirpal, Viney, Op.Cit.

[20] Ibid.

[21] Gupta, M. Sen, Teacher-Student Relationship at the University Level, Vol. 43, No. 26.

[22] As quoted by Sinha, S.N.P, Op.Cit.

[23] Delors Commission Report, 1996, as given by Paul, M.C., Op.Cit.

[24] Ibid.

[25] Muthukumaran, S., Learning Centred Education: The need of the Hour, University News, Vol.43, No.13.

[26] Ibid.

[27] Thayagarajan, S.P., Harnessing Science and Technology for Economic and Social Development, University News, p. 19-21.

What Makes a Leader?

We all need time to be alone,

to think ….

to dream…

to wonder

What Makes a Leader?

DANIEL GOLEMAN

SUPERB LEADERS HAVE very different ways of directing a team, a division, or a company. Some are subdued and analytical; others are charismatic and go with their gut. And different situations call for different types of leadership. Most mergers need a sensitive negotiator at the helm, whereas many turnarounds require a more forceful kind of authority.

            Psychologist and noted author Daniel Goleman has found, however, that effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. In fact, Goleman’s research at nearly 200 large, global companies revealed that emotional - especially at the highest levels of a company-is the sine qua non for leadership. Without it, a person can have first - class training, and incisive mind and an endless supply of good ideas, but he still won’t make a great leader.

            The components of emotional intelligence – self-awareness, self-regulation, motivation, empathy, and social skill-can sound unbusinesslike. But exhibiting emotional intelligence at the work place does not mean simply controlling your anger or getting along with people. Rather, it means understanding your own and other people’s emotional makeup well enough to move people in the direction of accomplishing your company’s goals.

  

The Five Components of Emotional Intelligence at work

                                                Definition                               Hallmarks

Self-Awareness	The ability to recognize and understand your moods, emotions, and drives, as well as their effect on others	Self-confidence Realistic self-assessment Self-deprecating sense of humor
Self-Regulation	The ability to control or redirect disruptive impulses and moods The propensity to suspend judgment – to think before acting	Trustworthiness and integrity Comfort with ambiguity Openness to change
Motivation	A passion to work for reasons that go beyond money or status A propensity to pursue goals with energy and persistence	Strong drive to achieve Optimism, even in the face of failure Organzational commitment
Empathy	The ability to understand the emotional makeup of other people Skill in treating people according to their emotional reactions	Expertise in building and retaining talent Cross-cultural sensitivity Service to clients and customers
Social Skill	Proficiency in managing relationships and building networks An ability to find common ground and build rapport	Effectiveness in leading change Persuasiveness Expertise in building and leading teams

           

EMOTIONAL INTELLIGENCE

Leadership Competencies

1. SELF-AWARENESS

• Emotional self-awareness. Leaders high in emotional self-awareness are attuned to their inner signals, recognizing how their feelings affect them and their job performance.

• Accurate self-assessment. Leaders with high self-awareness typically know their limitations and strengths and exhibit a sense of humor about themselves.

• Self-confidence. Knowing their abilities with accuracy allows leaders to play to their strengths.

2. SELF-MANAGEMENT

• Self-control. Manage their disturbing emotions and impulses, a hallmark of self-control is the leader who stays calm and clear-headed under high stress or during a crisis.

• Transparency. Leaders who are transparent live their values. Such leaders openly admit mistakes or faults, and confrom unethical behavior in others rather than turn a blind eye.

• Adaptability. Leaders who are adaptable can juggle multiple demands without losing their focus or energy, and are comfortable with the inevitable ambiguities of organizational life.

• Achievement. Leaders with strength in achievement have high personal standards that drive them to constantly seek performance improvements – both for themselves and those they lead.

• Initiative. They seize opportunities – or create them rather than simply waiting.

• Optimism. A leader who is optimistic can roll with the punches, seeing an opportunity rather than a threat in a setback. “glass half-full” outlook

3. SOCIAL AWARENESS

• Empathy. Such leaders listen attentively and can grasp the other person’s perspective. Empathy makes a leader able to get along will with people of diverse backgrounds or from other cultures.

• Organizational awareness. Able to detect crucial social networks, power relationships, unspoken rules that operate among people there. Service. Such leaders monitor customer or client satisfaction carefully to ensure they are getting what they need.

4. RELATIONSHIP MANAGEMENT

• Inspiration. Leaders who inspire both create resonance and move people with a compelling vision or shared mission. Such leaders embody what they ask of others. They offer a sense of common purpose beyond the day-to –day tasks, making work exciting.

• Influence. Leaders adept in influence are persuasive and engaging when they address a group.

• Developing others. Such leaders can give timely and constructive feedback and are natural mentors or coaches.

• Change catalyst. Leaders who can catalyze change are able to recognize the need for the change, challenge the status quo, and champion the new order. They also find practical ways to overcome barriers to change.

•  Conflict management. They surface the conflict, acknowledge the feelings and views of all sides, and then redirect the energy toward a shared ideal.

• Teamwork and collaboration. Leaders who are able team players generate an atmosphere of friendly collegiality. They spend time forging and cementing close relationships beyond mere work obligations. 

            VALUE EDUCATION:  BUILD THE PILLARS OF CHARACTER

- Dr. Fr. Davis George, Principal, St. Aloysius College, Jabalpur, 482001

Two of the greatest gifts we can give our children are roots and wings.

-          Hodding Carter

1. Introduction: Erosion of Human Values

Drugs, kidnapping, stealing, beating, bullying, sexual abuse, violence are the many things that jeopardize the future of our youth, calling for alarm signals. Early influences play lasting roles in lives of kids. There has been a new light on bad habits that shape their character.  Youth grow up in a contemporary society which calls for an ever increasing ability to endure anxiety, overcome doubts, tolerate tension, resolve conflicts, reduce frustrations, manage stress and avoid peer and external pressures.

The erosion of human values in our society today, has become a phenomenon.  There is a maddening pursuit to accumulate wealth, power and status to the total exclusion of humanness in us.   A large number of our students are gripped with the pernicious fear of failure and inadequacy.  Failure in exams forces a number of school children to commit suicide; that number tends to increase year after year.  The tendency spreads to smaller children too.  Here, failure in exams becomes a personality-failure for the student, damages his self-image or shatters it.  Injured self-image drives the student to lies, alibis (excuses), pleasing, bribing and grovelling.  Many students seek help from psychiatrists.  Students show, the number of such students have increased by around 10% in towns, by 30% in cities like Madras and by 50% in cities like Bangalore.  The most common symptoms of such students are: depression, withdrawal, avoiding school, anxiety, etc.  These findings are revealing.

The Upnishads taught us the ideal of Vasudhaiva kutumbkam (the entire world is my family), yet today we fight among ourselves in the name of religion, region or race.  The mosques, the temples, the churches, the gurudwaras or other religion related structures are sought to be made more significant and focus of attention by vested interests than the grinding poverty of the Indian people, abysmal standards of nutrition, social injustice and famines.  We may resort to fast unto death, for example, to get cow slaughter banned but remain unconcerned or unmoved by the acute suffering of our people resulting from hunger, disease, malnutrition and even communal hatred.

Jainism and Patanjali Yoga teach us the ideal of Aprarigrahah (non-hoarding) but we are busy in accumulating colossal wealth and display a lust for power and status (gaddi).  The religious scriptures teach us the lofty doctrine of Ahimsa, yet most of our violence is perpetrated in the name of religion itself. We have no compassion for the millions of destitutes dying on the roadside in our metropolis.  In the name of religion we massacre people to serve our expediency rather than policy.  In public life we advocate rationality, democracy, secularism and scientific temper, but in our private life we follow blind rituals, guided by superstitions and orthodoxy and communal considerations. We theorize in social equity and yet, shamefully though, a large section of our people still continue to be treated as untouchables.  We politically profess democratic and secular values but exploit people on the basis of regionalism or casteism.  We teach theories of social justice but never practice them.  While we preach lofty ideals, our actions betray the basic form of duplicity and hypocrisy, creating a void between values enshrined and values practiced.  And there the situation is marked by violence, greed, rapes, thefts, bank robbery, drug addiction, terrorism, etc.  Our institutions of learning are no doubt preparing efficient individuals but not good citizens or human beings. As it is said ours is a world of nuclear giants and ethical infants.  We are still victims of the the Seven Sins, as given by Mahatma Gandhi: “Politics without Principle, Wealth without Work, Pleasure without Conscience, Knowledge without Character, Commerce without Morality, Science without Humanity, Worship without Sacrifice”.

The only solution to this socio-moral imbroglio lies in value based education - education that is rightly conceived and properly practiced, an education that is value based.  It is almost axiomatic that value education or more so moral education constitutes the sine qua non of education as such.  Without a moral base education is nothing but literacy.  Under such a situation, therefore, a case for value education becomes imperative, indispensable and inescapable.

2. Education for Transformation

Swami Vivekananda, an exponent of modern India, viewed education as “the manifestation of divine perfection already existing in man”.  “The highest education is that which does not merely give us information, but makes our life in harmony with all existence” says Rabindranath Tagore, the eminent educationist. According to J. Krishnamurthi, the great philosopher, “Education is not to imitate but to discover for oneself what is true”. In the words of Ashoka the Great, “India’s conquest is through Dharma or righteousness.”  The Rig Veda gives us two goals of life i.e., we must work for the liberation of our souls, but also must pay our debt to the society.  Truth and beauty are the keynotes of Indian civilization.    ‘I learn as long as I live’, said Sri Rama Krishna Paramahamsa. Gandhiji had a similar view on education.  He said, “Unless the development of mind and body goes hand in hand with a corresponding awakening of the soul, the former alone would prove to be a poor lopsided affair.  By spiritual training, I mean education of the heart”.  

Dr. S. Radhakrishnan said: “The three things - vital dynamism, intellectual efficiency and spiritual direction together constitute the proper aim of education.  Moral and spiritual training is an essential part of education”.  Swami Vivekananda had proclaimed: “We must have life-building, man-making, character building education.” 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 and works of our sages, poets and philosophers.  The noble goals and high values set forth in our precious culture must be adhered to.” The need to sustain this ethos in the emerging context has also been highlighted in the reports of various committees.

Education brings about transformation in the person.  Real education liberates.  Thus education of those times led to enlightenment.  As a result, the educated ones in that system were men who were not merely men of knowledge, but also men of great character.  The system of education produced best human beings full of love, compassion, self-confidence, self-reliance, fearlessness and a spirit of service.  Thus, in ancient India, education was indissolubly connected with such a culture.

Unfortunately education today is being measured in terms of total marks secured and merit positions acquired and awards the child has obtained.  It is observed that students identify their whole efforts at educating themselves with marks secured in the examination.  But marks obtained in the examination may not mirror the personality and character they possess.  Values one upholds are far more precious than mere marks obtained in the examination.  Surprisingly, nobody tells this fact to the students these days.

Our system of education at present is examination-oriented - as if we have no education system, but only an examination system.  So far our education has remained a passport to employment only, nothing more, nothing less.  The students are becoming just degree-oriented.  This slowly snatches away the essence of the academic system. One is remained of Eliot’s apprehension of a world where knowledge is overtaken by information. Similarly, passing an eligibility test never means he/she will become a worthy, capable, successful, self-actualizing teacher.  A teacher’s personality is not merely a collection of testimonials and certificates he or she produces. Professional competence is given priority but a professionally competent man without humanitarian values within him cannot contribute to the cause of a healthy nation.

A UNESCO report on Education for 21^st Century entitled ‘Learning: The Treasure Within’ also pleads for an education which is ‘rooted to culture and committed to progress’.  It is said that 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, analysed and incorporated comprehensively in the education system right from the initial stage to higher dimensions of education. This education should result in the transformation of the self and society.

3. VALUE-ORIENTED EDUCATION: Need of the Present Generation

3.1 Value Education: Historical Perspective

From ancient times India has a rich heritage of lofty ideals and values cherished and handed down the centuries. The four "purusarthas" or basic values traditionally recognized in Indian culture are: "Dharma", righteousness, "artha" or material goods, "kama" or satisfaction of primal urges and desires, and "moksha" or final emancipation or perfection of the self. Dharma is considered to be the most important among them because it should govern all others. It stands for the performance of both moral and religious duties. Indian tradition also emphasizes nine other moral virtues: "ahimsa" or non-injury, "satya" or honesty, "asteya" or non-stealing, "sauca" or cleanliness, 'indriyanigraha" or control of the senses, "dana" or charity, "dama" or self-restraint, "daya" or kindness and "ksanti" or forbearance. Our culture upholds and promotes these and many more lofty ideals and values of which we can be proud of. But the crucial question is whether our people really live up to those values or merely pay lip-service to them. What is the reality today in our country? Do we not see a breakdown of our traditional cultural values, held sacred for centuries? Don't we witness a total disregard for values in the public and private life of people?

The need for value education has been emphasized by Education Commissions in the past. Radhakrishnan Commission (1948) stated: “If we exclude spiritual training in our institutions we would be untrue to our whole historical development.”  Sri Prakasa Committee on Religious and Moral Instruction said: “Every effort must, therefore, be made to teach students true moral values from the earliest stages of their educational life.”  Kothari Commission (1964-66) reviewed the system of education in India and observed: “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.” The National Policy on Education (1986 ) reiterated: “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.” We read in Programme of Action NPE (1992) “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.  It stressed the role of education in combating obscurantism, religious fanaticism, and exploitation and injustice as well as the inculcation of values.” 

The classroom sends messages to the people in the room – messages of love, safety, security, belonging, warmth, messages which say this is a place where the individual is respected and trusted, where human beings may engage in human activity.  In this classroom, learning and living are united.

3.2  Value Clarification

Value means literally something that has a price, something precious, dear, worthwhile and hence something one is ready to suffer and sacrifice for, a reason to live and a reason to die for, if necessary. Values give direction and firmness and bring to life the important dimension of meaning. Hence they bring joy, satisfaction, and peace to life. Values are like the rails that keep a train on the track and help it to move smoothly, quickly and purposefully. Values prove a great source of motivation or movement for the person. Values identify a person, giving him a name, a face and a character. Without values, one floats like a piece of driftwood in the swirling waters of the Ganga or Jamuna, however exciting they may appear to be at first. That is why values are central to one's life, since they are normative in one’s actions and undertakings. They bring quality to life.

The 1983 Report of the ‘Working Group’ of the Central Ministry of Education and Culture, when called upon to clarify the term ‘Value’ responded thus: Value is those desirable ideals and goals which are intrinsic in themselves and. …evoke a deep sense of fulfillment.” Values being “prioritizing choices” as Kluckhorn, the anthropologist, explains, being “preferred choices” as Alport, Vernon and Kindsay assert, being “preferential behaviour” as Morris sees it, they postulate a new concept of relations between Man and Nature, Man and Man, Man and God.  Values quicken the person’s journey from ‘being’ to ‘becoming’, widens his thinking and leads him to build a civilization of love. His values help him see things in the correct perspective, correct himself and act honestly to benefit himself, others, the society and the world.

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. 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.

3.3 Value Based Education for Undergraduate Students

Good education is inconceivable if it fails to inculcate values essential to good life and social well-being.  As a general rule therefore value orientation is integral to all stages of upbringing formal education, interaction between individuals and social groups, political behaviour and probity in public administration.  Value education leads to personality development and gets reflected in the professional performance of individuals as well as of service institutions and the production processes of the country’s economy. 

The problem of value education at the undergraduate and postgraduate levels cannot be resolved unless we give it a special recognition in the curriculum of studies.  Since this is a new endeavour it will naturally give rise to administrative problems in every university.  Besides, the initial efforts would have to be concentrated on making the idea itself acceptable to faculty members and students alike.  While it is true that value education must be woven into the texture of college studies, the task of integrating it as a component of every academic discipline will be fraught with difficulties.

These difficulties are not insurmountable once we accept the imperative need to strengthen the moral fibre of the society through the education process at every level. Value education is an attempt to rehabilitate man as an ally of man and the environment in which he can best survive as an enlightened being.  In these introductory pages we can do no more than emphasize two fundamental points regarding the introduction of value education in the colleges.  Firstly, it must find a place in the curriculum of studies as a subject in its own right. Secondly, it should not be demoted to the status of an elective subject.

4. Value Education: Some Priority Areas

Living as we do in a country that is a mosaic of contradictions (modem and backward, very rich and very poor, democratic and feudal, socialist in slogans and capitalist in practice, steeped in religious traditions and notorious for corruption...) we need to challenge and revamp our values. What do we believe in? What values do we live by? What are our priorities? What should be our priorities?

Some areas requiring urgent attention are indicated below:

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.

These are some of the priority areas that should be given urgent attention in our value education programmes in the light of the situation of our country today, and the needs of the times.

Values have three anchor bases: First, they are anchored in the 'head'. I perceive, I see reasons why something is valuable, and is so intellectually convinced about the worth I prize so highly. Values have also an anchor base in the 'heart'. Not only the language of the head, but the language of the heart also tells me that something is worthwhile. Not only do I see it as worthwhile but I also feel it as such. When the mind and heart are involved, the whole person is involved, leading to the third anchor base, namely the 'hand' or in other words, values lead to decisions and actions.      

5.  Teacher: Friend, Philosopher and Guide

As it is said, “A Teacher affects eternity”. In our educational system teachers play an important role, irreplaceable by anyone else. As said by Daniel Webster, “If we work upon marble, it will perish; If we work upon brass, time will efface it; if we rear temples, they will crumble to dust; but if we work upon people’s immortal minds, if we imbue them with high principles, with the just fear of God and love of their fellow-beings, we engrave on those tablets something which no time can efface, and which will brighten and brighten to all eternity.”

The teacher has to be more of a facilitator, a catalyst, an agent of transformation. He meets the student who is a person he loves and respects and whose personality he strives to enrich. He is aware that the student is not quite a child nor quite an adult, but one who is in the process of  ‘becoming’.  His talents and abilities, mostly hidden, demand expression.  His powers physical, sexual, emotional, intellectual, spiritual - are seminal but fast growing.  He rebels against all fetters that curb his freedom to choose. 

What are your goals as Facilitator? Firstly, to make the student aware of his talents and abilities and awaken them. As Swami Vivekanand said, “Arise, awake and stop not until the goal is achieved.” Secondly, to make him aware of his fellow-students, his fellow-men, women and children, his neighbours, the less fortunate persons, the poor and the sick, the old and the infirm, the physically or emotionally handicapped, the lonely persons needing companionship.  And develop in him the concern for them and the will to help them in ways he can. Thirdly, to enable him say ‘No’ when he wants to say ‘No’ conscionably, politely and with consistency. Fourthly, to make him aware of the drawbacks and weaknesses of traditional society so that he may choose to be an instrument to convert it into a modern society. Fifthly, helps him to understand the difference of IQ, EQ, SQ. Lastly, to develop in him self-esteem and the ability for self-acceptance after having done SWOT (Strength, Weakness, Opportunities and Threats) analysis.

To realize the goals of value-education, the Facilitator will have to reach ‘the person’ and ‘touch him’ in-depth and ‘communicate with him on a level of equality and not by lecture method. When you talk to them, use their language, the situations you illustrate shall be from the circle of their experience. Many techniques are there for the Facilitator to choose from.  Some of them are listed here: A scene from a short story, film, novel or drama/a poem/Multiple choice questions/Ranking/Case history/Quiz/Completing a story/ Drama/ Role play/story-writing/writing the first two paragraphs (now missing) of a story/photo language/tape-recorded narration/pick up your answer/interview/ prioritizing/comparing/Debate/symposium/Group dynamics /sensitivity training games/Brain-storming/Counselling games/Radio play/Non-verbal communication games/Prayer service/Team games. It will be good to divide your students into micro-groups of four or five for the purpose of learning and help them critique their findings in all-group macro-sessions.  This will help them acquire many life-saving skills such as getting along with people, communication, leadership, etc.

6.  Conclusion: Give them roots and wings

The time has come when we should reconsider, evaluate and strengthen value education in our institutions. We have to take concrete steps to improve the quality of value education today, especially, when the young people are facing a value crisis, value confusion and conflict.

As you know the rational educational policy of India, despite its many drawbacks, insists that values, heritage and culture should be promoted through education in schools and colleges. Educational institutions should set new trends in this area and be a model to others. 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 as well as make it a part of the valuation system.

Since teachers have to play a significant role in the value development of students, to all those who choose to be teachers, there is an urgent need to impart a strong and relevant value system. If the teacher has no sense of values, where shall the student seek guidance and direction from?

The teachers should be given adequate training to make them competent and effective value educators. And the institutions should provide the time and resources necessary so that value education classes may not be a burden for the teachers and the students, but a significant and beautiful part of their whole educational experience. Value education cannot be restricted to the few minutes spent every week in the classroom.  What matters is the whole set up of the institution – what it stands for, its policies, the values it upholds, the priorities chosen and the life and example of the staff members.

As we are looking forward with hope and optimism to the new decade and as we are considering the priorities in higher education in this decade, let us remember it is our responsibility to prepare our young people to meet the unknown challenges of the future. The education we provide should help them to appreciate our rich cultural heritage and values, to develop their own values and the value system which will guide them in their personal and social life and will form the foundation of the society we dream of. It is better to build children and youth than to repair people.

References

1. Pipeone, Davin. Sociolog,  New Jersey: Ptentite Halh _nglewood Cliffs, 1980.

2. Hall P. Brian. Value Clarification: A Learning Experience. New York: Paulist Press, 1973.

3. Simon B. Sidney, Howe, W. Leland, Kirshchenbaum HoWllfa. Value clarification. New York: Dodd, Mead and Company, 1978.

4. Kirshchenbaum, Simon B, Sidney. Readings in ValUe Clarification. Minneapolis: Winston Press, 1973,

5. Values (Indian), Indian and Philosophical Annual (19S__860) Vol. 18; pp.15-32.

6. Raths, E. Louis, Harmin, and Simon a. Sldfi_y. Values and Teaching. Columbus, Ohio: Charles E. Men-it Publishing Co., 1966.

7. Mani Jacob, Resource Book for Value Education. New Delhi, 2002

8. New Frontiers in Education, Vol. XXIII, No. 2, April-June, 1993, p.235 – 237.

9.  University News, Vol. 41 No. 22, June 02-08, 2003, p.11 – 14.

10.University News, Vol. 35 No. 41, October 13, 1997, p.12.

11.University News, Vol. 39 No. 43, October 22-28, 2001, p.1 – 2.

***

“The most rewarding things you do in life are often the ones that look like they cannot be done.”

- Arnold Palmer

Towards Value Based Education

A.   F. Alferd mascarenhas

Education is the process by which a human person develops oneself as a woman or man. It helps man to grow in all dimensions, mastering and controlling emotions and the will. The final result of education is a cultured person. Cardinal Newman could write of a liberal education that makes the gentleman who has a cultivated intellect and a delicate taste, with emphasis on the individual and hardly any concern for social responsibility. The Church speaks of the formation of the individual with respect to the good of the society of which he is a member. From the emphasis on the development of the individual for this own sake we have come round to considering the benefits that should accrue to society through the education of the individual.

One part of education that is common to all colleges is that of providing the knowledge and skills that will enable the young people to fulfill their aspirations. The other aspect of education which is particular to Christian colleges is the field of values and with special relevance to the gospel, thus leading to a truly cultured person. Institutions of learning began in monasteries and cloisters or in and around renowned teachers. Today, however, they are largely arenas where thousands are herded through structured courses and jam-packed syllabi: many have turned into commercial ventures, largely ignoring the growth of the person.

In the light of these continually increasing pressures, it is vitally necessary for Christian institutions of learning to consider their special role in education in human values, in line with the Christian message. The overall aim of this education in values should (a) from the students consistent with his ultimate goal, (b) contribute to her intellectual, moral and physical development, (c) instill in her a sense of responsibility to society, (d) prepare her for acceptance of leadership, (e) train her to distinguish between right and wrong, (f) enable her recognise her relationship to God, (g) facilitate her living a life in conformity with the gospel and (h) instill in her the courage and the readiness to bear witness to God.

Education in Values

Values are what woman and men live by and what they would die for. The preamble of our constitution mentions justice, freedom, equality and fraternity- these are values that do not depend on the circumstances or the individual, to acquire a meaning. Christ proclaimed the same values- Justice – in the face of social, economic, political and religious structures that oppress man and dehumanise him : Freedom- from the internal compulsions and external pressures that constrain man, Equality- arising from the common fatherhood of God and Fraternity- of mutual concern.

One experiences difficulty in arriving at a single and comprehensive definition of value. In very simple words, a value is yardstick of beliefs that influence and guide our behavior. Values literally means something precious precious, dear, worthwhile. Values give direction and firmness and bring to 

 

Suddenly everyone is concerned about values and is talking about the urgency of introducing values into education and society. This, I submit is a misperception. Every society and every individual lives by values. But the degree of dissonance between individual and societal values and between what the older and younger generations see as values has caused the present feeling of crisis. The pace of change in patterns of living and consequently in patterns of thinking and behaviour has been so rapid as to cause 'shocks'. Education, by its very nature, as a preparation for life, has been and will continue to be value oriented. So, the question is not how to introduce values into education, but how to deal with the present crisis.

Science-based technology has brought spectacular advance in various fields of human endeavour. Ascent of market economy and the growth of consumerism has resulted in the emergence of the economic man, the material man, the man of transience. A code of morality based on what works, what profits, what is convenient or what is pleasant has emerged. Due to this, shrinkage has come about in the multi-dimensional man. His spiritual dimension (using the term without any religious connotation), his humaneness and his linkage with his fellowmen has given way to a brutishly selfish attitude. Money and what money can buy has gained the highest value for many and has become the operating principle.

In the society of the future that is emerging and whose frontiers remain largely unknown, it is not possible, to provide a package of values to the student for use in his later life. Unlike in the past, the degree of confrontational and conflictual situations has largely increased. There is marked erosion of personal freedom, brought about by mass hysteria induced by the powerful electronic print media. To maintain one's selfhood and identity; to find the resources to make personal choices and decisions will become one of the major problems. This is also the educational problem. Whether we deal with this crisis as a source of peril or (as the Chinese use the term crisis) as an opportunity depends on us. This represents the agony and the ecstasy of the problem.

Education at present, with its emphasis on ‘consumerism’ and competition for achievement, has sidelined its central concern for the full development of the social, moral, aesthetic and spiritual side of human personality.  Value education which needs to be looked upon as an essential aspect for the over all qualitative improvement of education, is being neglected to a great extent.

In the process of learning different curricular subjects, one imbibes certain values, habits of thought, qualities of mind that are concomitant to the pursuit of that particular knowledge field.  In other words, value education spans the entire learning, cultivation of imagination, strengthening of will and training of character.  When we so relate value education to education we can identify the approach as one of integrating values into the very fabric of education. Values such as love, cooperation, trust, acceptance, joy, dignity, respect for individual differences, compromise, truth, understanding and reverence must be taught because they are the key to the survival of the human species.  Teaching human values is teaching survival skills.

------

A year after gaining independence, in 1948, the Radhakrishnan Commission reported: “If we exclude spiritual training in our institutions, we would be untrue to our whole historical development”. Eleven years after, in 1959, the Sri Prakasa Committee exhorted: “Every effort must be made to teach students true moral values from the earliest stages of their educational life”. Nearly five years later, in 1964-66, the Kothari Education Commission Report (renowned as the Magna Carta of Indian Education) pinpointed the truth: “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…cannot afford to ignore this purposeful force.” About fifteen years later, in 1981, the ace educationist Dr. Karan Singh reasoned thus: “One of the major reasons for the erosion of our value system has been the lack of any value-orientation in our educational structure.  We have interpreted the term ‘secularism’ in such a way as to deny ourselves the advantage of even teaching basic moral and spiritual values that are subscribed to by all the great world religions”. 

Two years after, in 1983, the report of the Working Group (to review teachers’ training programme in the light of the need for value education) declared unambiguously that “the future of the human race is dependent exclusively upon a radical transformation of human consciousness and that one of the most important means of effecting this transformation is an integral value-oriented education”.  Soon after, in 1985, ‘Challenge of Education-A Policy Perspective’ (Government of India) spotlighted the progressive erosion of values and resultant pollution in public life. “The fact that this crisis of values is as pervasive in schools, colleges and universities, amongst teachers as well as students as in other walks of life - a highly dangerous development.” Next year, in 1986, ‘National Policy on Education’ document stated: “In our culturally plural society, education should foster universal and eternal values oriented towards the unity and integration of our people. Such value-education should help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.”

The National Policy on Education of 1986 has very strongly recommended the need for value education due to the following reasons.  Tremendous advance in science and technology has resulted in a complete change in the lifestyle of people. Science and Life in the future is going to be faster and more complex.  The students of today have to face such moral situations in future in which instead of depending on others, they may be required to take their own decisions. The present youth has special problems.  It has begun to question the conduct of elders especially leaders.  They do not see the relevance of the values preached.