Value Education Is Compulsory From Which Year?

17.01.2023 Grady A. Lowry 0 Comments

By country – The following table indicates at what ages compulsory education starts and ends in different countries. The most common age for starting compulsory education is 6, but that varies between 3 and 7.


Country/Region	Lower age range	Upper age range	Notes
Argentina	4	18
Australia	5	15/17	Upper age limit varies among states. Waived if pursuing full-time employment or full-time education.
Austria	6	15	Compulsory education requires nine years spent in school. After completing all mandatory schooldays, it is obligatory to attend a secondary school or do an apprenticeship until the age of 18.
Belgium	6	18	In Belgium, only compulsory education applies. School is not compulsory.
Bosnia and Herzegovina	6	15
Bulgaria	5	16	Since 2012, compulsory education includes two years of preschool education before children start primary school.
Brazil	4	17	Last changed in 2009.
Canada	5–7	16/18	Children who turn five by 31 December are required to begin schooling in British Columbia, New Brunswick, Nova Scotia, and Yukon. In Alberta, Newfoundland and Labrador, the Northwest Territories, Ontario, Prince Edward Island, and Quebec, a child is required to attend school at the age of six. Manitoba and Saskatchewan are the only provinces where the minimum compulsory attendance age is seven. Attendance in school is compulsory until the student reaches the age of 16 in all provinces except Manitoba, Ontario, and New Brunswick. In the latter three provinces, attendance is compulsory until the student is 18 years old.
China	6	15
Croatia	6	15
Costa Rica	4	17
Cyprus	5	15	Compulsory education starts with one mandatory year of pre-primary (preschool) education.
Denmark	6	16
Egypt	6	14
England and Wales	4	16	Requirement is for a full-time education, but attendance at a school is not compulsory (section 7 of The Education Act 1996 ).
Estonia	6/7	15/16	6 year olds can enter if they turn 7 by 1 October in the same year.
Finland	7	18	Beginning age is negotiable ± 1 year. The law changed at the end of 2020 from the age of 15 to now 18.
France	3	16	Compulsory education only
Germany	6	16	Varies slightly between states.
Greece	5	15	Compulsory education starts with one mandatory year of pre-primary (preschool) education.
Haiti	6	11	The Haitian Constitution mandates that education be free of charge. However, even public schools charge substantial fees.80% of children go to private schools.
Hong Kong	6	15	Hong Kong laws state that education is mandatory for 12 years (primary and secondary) and free for 15 years (kindergarten, primary and secondary) except for private schools or subsidized schools.
Hungary	3	16	Since 2015, kindergarten is compulsory from age 3, although exceptions are made for developmental reasons.
India	3	18	The Right of Children to Free and Compulsory Education Act in August 2009 made education free and compulsory for children aged between 6 and 14. This was further updated by National Education Policy 2020 which made education free and compulsory for children aged between 3 and 18.
Indonesia	7	16
Israel	3	16	Compulsory education takes place from kindergarten through to 10th grade.
Iran	6	12
Italy	6	16
Jamaica	5	16	Parents could face charges of Child Neglect if they prevent their children from going to school without valid reasons. Not enforced.
Japan	6	15
Latvia	5	16
Luxembourg	4	16
Malaysia	6	12
Maldives	6	15
Mexico	6	18	Schooling is required through upper secondary school (Preparatoria).
Morocco	6	15
Netherlands	5	18	Students are allowed to leave early after obtaining their ‘start qualification’ (MBO level 2, HAVO or VWO degree).
New Zealand	6	16	Children typically commence school at five years. There is no direct cost until the age of 19.
Norway	6	15	A total of ten years (of study, and not schooling, as suggested here), where Primary school is year 1-7 (without grades), and Lower Secondary school (with grades) is year 8-10.
Philippines	4-6	18	This was modified from 6-16 due to the addition of compulsory kindergarten and senior high school.
Poland	7	18	Polish law distinguishes between compulsory school (obowiązek szkolny) and compulsory education (obowiązek nauki).
Portugal	6	18	It is the law that children living in Portugal (if there for 4 months or more) must go to school. Home schooling is available with registration at a school and quarterly examinations in the Portuguese curriculum only.
Romania	5-6	18-19	Since 2020, the last year of kindergarten, as well as the last two years of high school were added to compulsory education, bringing compulsory education to a total of 14 years. (see Education in Romania )
Russia	6	17	Student may leave after age 15 with the approval of parents and the local authority.
Scotland	5	16	A person is of school age if he has attained the age of five years and has not attained the age of sixteen years.
Slovenia	6	15
Singapore	7	15	Compulsory Education Act 2000. Children who are homeschooled may be exempted from the Act. From 2019, children with moderate-to-severe special education needs are no longer exempt from the Act (children with mild special education needs were already covered by the Act).
Spain	6	16
Syria	6	15	Typical ages for 9 years of compulsory education from grade 1 to grade 9.
Sweden	6	16
Switzerland	4-6	15	Varies by canton,
Qatar	5	18	Education shall be compulsory and free for all children from the beginning of the primary stage until the end of the preparatory stage or the age of eighteen, whichever is earlier.
Taiwan	7	18	Typical ages for 9 years (6-15) of compulsory education (starting from 1968) and optional extend to age 18 (non compulsory, starting from 2014).
Thailand	4	15	Only compulsory education applies. School is not compulsory in Thailand.
Turkey	6	18	From the 1st to the 12th grade, education is compulsory. Starting in the educational year of 2012–2013, an education reform took effect to bring the compulsory education up to the end of high school. The system is commonly referred to as 4+4+4.
United States	5-8	15-18	Ages vary between states. Beginning age varies 5–8, ending age varies 15–18. In Wisconsin v. Yoder, the Supreme Court determined in 1972 that Amish children could not be placed under compulsory education laws past the 8th grade,
Uruguay	6	14
Zimbabwe	6	16	Typical ages for 11 years of compulsory education.

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Contents

- 0.0.1 Who introduced value education in India?
- 0.0.2 What is Department Order No 41 series of 2003?

1 Where did value came from?
2 What is value system in history?
3 When was value education introduced?
- 3.1 Who is the father of moral value?
4 What is education policy 1986?
5 When was value education introduced?

Who introduced value education in India?

Introducing Indian Values in School Education New Delhi: The National Council of Educational Research and Training (NCERT) has developed the National Curriculum Framework (NCF) 2005, which emphasizes on ethical development, inculcating the values, attitudes and skills required for living in harmony with oneself and with others.

NCERT has developed curriculum, syllabi, textbooks and other curricular materials for elementary and secondary stages, integrating different aspects of value education and at the same time providing adequate space to study the contents of different subjects. NCERT textbooks have integrated concerns related to environment, peace oriented values, gender, SC/ST Minority in all its textual materials and supplementary reading materials.

The module prepared on Pedagogy on Social Sciences at the elementary and secondary stage for NISHTHA Programme also attempts to inculcate Indian values through participatory approaches in the teaching and learning of Social Sciences. The National Education Policy (NEP), 2020 provides to include in the curriculum ethical reasoning, traditional Indian values and all basic human and Constitutional values (such as seva, ahimsa, swachchhata, satya, nishkam karma, shanti, sacrifice, tolerance, diversity, pluralism, righteous conduct, gender sensitivity, respect for elders, respect for all people and their inherent capabilities regardless of background, etc.

The NEP, 2020 also provides that all curriculum and pedagogy, from the foundational stage onwards, will be redesigned to be strongly rooted in the Indian and local context and ethos in terms of culture, traditions, heritage, customs, language, philosophy, geography, ancient and contemporary knowledge, societal and scientific needs, indigenous and traditional ways of learning etc.

– in order to ensure that education is maximally relatable, relevant, interesting, and effective for our students. The Ministry of Education through NCERT organizes Kala Utsav every year to promote indigenous arts and culture in education, by nurturing and showcasing the artistic talent of school students in the country.

Kala Utsav is a unique celebration of its kind where students get an opportunity to understand, and celebrate cultural diversity at school, district, state and national levels and helps in creating awareness of our regional cultural heritage and its vibrant diversity among different stakeholders of education.

Since Kala Utsav involves all schools of States and Union Territories (UTs), it covers Madhya Pradesh also. The “Ek Bharat Shrestha Bharat” programme, launched by the Hon’ble Prime Minister on Rashtriya Ekta Diwason 31st October, 2015 to commemorate the birth anniversary of Sardar Vallabbhai Patel, aims to celebrate the Unity in Diversity of our Nation,promote the spirit of national integration through a deep and structured engagement between all Indian States and UTs, and showcase the rich heritage and culture, customs and traditions of either State for enabling people to understand and appreciate the diversity that is India, thus fostering a sense of common identity.

The States carry out activities to promote a sustained and structured cultural connect in the areas of language learning, culture, traditions & music, tourism & cuisine, sports and sharing of best practices, etc.The State of Madhya Pradesh is paired with the States of Manipur & Nagaland and students of these States are encouraged to learn about each other’s culture, Arts, etc., through activities in schools in accordance with the guidelines for the programme.

The information was given by the Union Minister of Education, Shri Dharmendra Pradhan in a written reply in the Lok Sabha today. : Introducing Indian Values in School Education
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What is Department Order No 41 series of 2003?

Values Education in the Basic Education Curriculum To: Undersecretaries Assistant Secretaries Bureau Directors Regional Directors Directors of Services, Centers and Heads of Units Schools Division/City Superintendents

To ensure effective implementation of Values Education which is one of the emphases of the restructured Basic Education Curriculum, values education teachers should be utilized fully to help the other subject area teachers integrate values development in the subject area they teach. This Order is being issued for the following reasons:

to effectively reinforce the role of every teacher as a values education teacher thus strengthening the Department’s collective efforts in developing desirable values among the students; to be able to meaningfully integrate values development in the lessons of every teacher in each discipline; to be able to assist teachers in the valuing processes while at the same time developing the competencies in the subject area they teach; to ensure that values education is purposefully planned as regular lessons in the subject and not taken as incidental lessons in the process; to ensure that trained values education teachers or those who majored in values education are duly recognized to perform functions relevant to their expertise and competence; and to properly evaluate the result of interventions conducted both inside and outside the classroom.

The following provisions should be observed:

Values education teachers should provide assistance to the subject area teachers in integrating values development in their lessons. This does not mean forcing values integration if it is not relevant to the lesson. Values education teachers should conduct training or lesson demonstrations if necessary. The value focus may sometimes arise out of the teacher’s observation of the daily behavior of students in their class which may not necessarily be related to the lesson on hand. The subject area teacher should address this. The revised Values Education Framework is still the basic material source for the core values that need to be developed. This will be made available in the division offices by June this year. The approved textbooks in the secondary level can still be used as references. The Values Education Department at the secondary level belongs to the MAKABAYAN learning area and should sit in the collaborative planning of the teachers in this group. As any other area teacher, proportionate teacher loading should be taken into consideration.

For immediate dissemination and compliance.

References: DepEd Orders: Nos.: 37, s.2003 and 43, s.2002 Allotment: 1–(D.O> 50-97) To be indicated in the Perpetual Index under the following subjects: CURRICULUM VALUES EDUCATION Values Education in the Basic Education Curriculum To: Undersecretaries Assistant Secretaries Bureau Directors Regional Directors Directors of Services, Centers and Heads of Units Schools Division/City Superintendents

The following provisions should be observed:

For immediate dissemination and compliance.

Where did value came from?

Teresa Mercer, LCSW, LCAC – April 23, 2019 Upholding Values in Today’s Society By Teresa Mercer, Youth First, Inc. I have worked with people of all ages, and that has given me the unique experience of learning about the different value systems of many people.

It has been very interesting to listen to every person’s story and what is important in their life, whether they are 6 or 60 years old. Values reflect our sense of right and wrong. They help us grow and develop. They help us create the future we want. The decisions we make every day are a reflection of our values.

We learn most of our values from our parents and extended families. Our family values stem from our social and cultural values. Sometimes new life experiences may change values we previously held. Individual values reflect how we live our life and what we consider important for our own self-interests.

Individual values include enthusiasm, creativity, humility and personal fulfillment.
Relationship values reflect how we relate to other people in our life, such as friends, family, teachers, managers, etc.
Relationship values include openness, trust, generosity and caring.
Social values reflect how we relate to society.

Social values include justice, freedom, respect, community, and responsibility. In today’s world, it may seem our society doesn’t practice many values. We have a rise in discrimination, abuse of power, greed, etc. What are we leaving behind for our future generations? Maybe it’s time society takes a hard look at its values.

Empathy – Empathy is defined as understanding and sharing the feelings of another. People need to understand who others are and accept who they are. Focusing on how we can grow together should be our ultimate goal.Respect – Mutual respect is needed for all of us. This is what makes us human. Having respect for everyone, despite the differences between us, is vital in order for a society to function well.Love – Having love in our hearts keeps us from feeling the need to harm others. Love helps us acknowledge the similarities we all share rather than the differences of color, religion or sexual orientation.Loyalty – Loyalty is a value that binds us to a person, thing or sentiment. With loyalty, we do not betray. If we all shared loyalty, it would help us build the strength needed to stand up against something that would harm our society.Honesty – One form of honesty in society is accepting yourself. With honesty, you can admit your flaws and take the necessary steps to improve yourself. When we can admit to our flaws it can help someone else admit theirs. Ultimately, we can all help each other become better people.

Values can be contagious; if you practice them, many others will also, including our children. Hopefully more practice from all of us will leave the world a better place for future generations. This column is written by Teresa Mercer, LCSW, LCAC, school social worker for Youth First, Inc., a local nonprofit dedicated to strengthening youth and families.
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What is value system in history?

In ethics and social sciences, value denotes the degree of importance of something or action, with the aim of determining which actions are best to do or what way is best to live ( normative ethics in ethics ), or to describe the significance of different actions.

Value systems are prospective and prescriptive beliefs ; they affect the ethical behavior of a person or are the basis of their intentional activities.
Often primary values are strong and secondary values are suitable for changes.
What makes an action valuable may in turn depend on the ethical values of the objects it increases, decreases, or alters.

An object with “ethic value” may be termed an “ethic or philosophic good” ( noun sense). Values can be defined as broad preferences concerning appropriate courses of actions or outcomes. As such, values reflect a person’s sense of right and wrong or what “ought” to be.

Equal rights for all”, “Excellence deserves admiration”, and “People should be treated with respect and dignity ” are representatives of values.
Values tend to influence attitudes and behavior and these types include ethical / moral values, doctrinal / ideological (religious, political) values, social values, and aesthetic values.

It is debated whether some values that are not clearly physiologically determined, such as altruism, are intrinsic, and whether some, such as acquisitiveness, should be classified as vices or virtues,
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When was value education introduced?

Human Values Foundation – The Human Values Foundation was established in 1995 to make available worldwide, a comprehensive values-themed programme for children from 4 to 12 years entitled “Education in Human Values”. Its fully resourced lesson plans utilise familiar teaching techniques of discussion, story-telling, quotations, group singing, activities to reinforce learning and times of quiet reflection.

Following the success of “EHV”, a second programme was published – Social and Emotional Education (“SEE”), primarily for ages 12 to 14+ but it has also proved constructive for older children identified as likely to benefit from help getting their lives ‘back on track. The programmes enable children and young people to explore and put into practice a wide spectrum of values with the potential to enrich their lives.

Through experiential learning, over time participants develop a well-considered personal morality, all the while gaining invaluable emotional and social skills to help them lead happy, fulfilled, successful lives.
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Who is the father of moral value?

History – While British philosopher David Hume did not advocate for relativist views of morality per se and held nuanced opinions, his thinking has been widely influential in the development of relativism. Moral relativism encompasses views and arguments that people in various cultures have held over several thousand years.

For example, the ancient Jaina Anekantavada principle of Mahavira (c.599–527 BC) states that truth and reality are perceived differently from diverse points of view, and that no single point of view is the complete truth; and the Greek philosopher Protagoras (c.481–420 BC) famously asserted that “man is the measure of all things”.

The Greek historian Herodotus (c.484–420 BC) observed that each society regards its own belief system and way of doing things as better than all others. Sextus Empiricus and other ancient Pyrrhonist philosophers denied the existence of objective morality.

In the early modern era Baruch Spinoza (1632–1677) notably held that nothing is inherently good or evil.
The 18th-century Enlightenment philosopher David Hume (1711–1776) serves in several important respects as the father both of modern emotivism and of moral relativism, though Hume himself did not espouse relativism.

He distinguished between matters of fact and matters of value, and suggested that moral judgments consist of the latter, for they do not deal with verifiable facts obtained in the world, but only with our sentiments and passions. But Hume regarded some of our sentiments as universal.

He famously denied that morality has any objective standard, and suggested that the universe remains indifferent to our preferences and our troubles.
Friedrich Nietzsche (1844–1900) believed that we have to assess the value of our values since values are relative to one’s goals and one’s self.
He emphasized the need to analyze our moral values and how much impact they may have on us.

The problem with morality, according to Nietzsche, is that those who were considered “good” were the powerful nobles who had more education, and considered themselves better than anyone below their rank. Thus, what is considered good is relative. A “good man” is not questioned on whether or not there is a “bad”, such as temptations, lingering inside him and he is considered to be more important than a man who is considered “bad” who is considered useless to making the human race better because of the morals we have subjected ourselves to.

But since what is considered good and bad is relative, the importance and value we place on them should also be relative.
He proposed that morality itself could be a danger.
Nietzsche believed that morals should be constructed actively, making them relative to who we are and what we, as individuals, consider to be true, equal, good and bad, etc.

instead of reacting to moral laws made by a certain group of individuals in power. One scholar, supporting an anti-realist interpretation, concludes that “Nietzsche’s central argument for anti-realism about value is explanatory: moral facts don’t figure in the ‘best explanation’ of experience, and so are not real constituents of the objective world.

Moral values, in short, can be ‘explained away.
‘ ” It is certain that Nietzsche criticizes Plato’s prioritization of transcendence as the Forms,
The Platonist view holds that what is ‘true’, or most real, is something which is other-worldly while the (real) world of experience is like a mere ‘shadow’ of the Forms, most famously expressed in Plato’s allegory of the cave,

Nietzsche believes that this transcendence also had a parallel growth in Christianity, which prioritized life-denying moral qualities such as humility and obedience through the church, (See Beyond Good and Evil, On the Genealogy of Morals, The Twilight of the Idols, The Antichrist, etc.) Anthropologists such as Ruth Benedict (1887–1948) have cautioned observers against ethnocentricism —using the standards of their own culture to evaluate their subjects of study.

Benedict said that transcendent morals do not exist—only socially constructed customs do ( see cultural relativism ); and that in comparing customs, the anthropologist “insofar as he remains an anthropologist,
Is bound to avoid any weighting of one in favor of the other”.
To some extent, the increasing body of knowledge of great differences in belief among societies caused both social scientists and philosophers to question whether any objective, absolute standards pertaining to values could exist.

This led some to posit that differing systems have equal validity, with no standard for adjudicating among conflicting beliefs. The Finnish philosopher-anthropologist Edward Westermarck (1862–1939) ranks as one of the first to formulate a detailed theory of moral relativism.
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What is education policy 1986?

Final Thoughts on this Education Policy: – NPE 1986 did aim at eliminating the disparities from the education system. However, it did not materialize its aims of standard education opportunities across various groups of the society. This policy contributed to the chain of educational reforms in India.
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When was value education introduced?

Following the success of “EHV”, a second programme was published – Social and Emotional Education (“SEE”), primarily for ages 12 to 14+ but it has also proved constructive for older children identified as likely to benefit from help getting their lives ‘back on track. The programmes enable children and young people to explore and put into practice a wide spectrum of values with the potential to enrich their lives.

Grady A. Lowry