How Relevant Is Value Education In The Present Days?


How Relevant Is Value Education In The Present Days
A life-long foundation – Value Education has relevance in today’s world as it trains the student to recognize moral values. Value-based learning is a form of training that emphasizes the personality development of individuals. This type of education allows you to tackle real-life situations with ease, helping you take the reins in shaping your future.

  • The importance of values lies in molding the youth, and aiding them in adapting to changing circumstances.
  • Value education also plays an important role in helping individuals carry out social, moral, and democratic obligations.
  • Character, citizenship, emotional, and spiritual development are all its forms.

High-quality learning sessions can dramatically alter your personality and character. This form of training also emphasizes responsibility and ethical principles in organizations such as families, education institutions, businesses, and sports.
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How value education is significant in the present world?

Various purpose of Value Education : –

To develop the child’s personality in all possible aspects.To develop good moral values in the children.To develop thinking in a better aspect and a democratic way of living.To develop good citizenship and standard of living and behavior of children.To develop tolerance and make a kind person to the children.

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Why values education important in the present education system?

Values Education Values Education is an essential element of whole-person education which aims at fostering students’ positive values and attitudes through the learning and teaching of various Key Learning Areas/subjects and the provision of relevant learning experiences.

On this ground, it is to develop students’ ability to identify the values embedded, analyse objectively and make reasonable judgement in different issues they may encounter at different developmental stages so that they could take proper action to deal with the challenges in their future life. Schools could promote Values Education through nurturing in their students the ten priority values and attitudes: “Perseverance”, “Respect for Others”, “Responsibility”, “National Identity”, “Commitment”, “Integrity”, “Care for Others”, “Law-abidingness”, “Empathy” and “Diligence”(Newly added in November 2021).

Taking cultivation of positive values and attitudes as the direction, schools should make use of everyday life events to strengthen the coordination of learning activities, and enhance the connection, among various cross-curricular domains in values education, including moral education, civic education, national education (including Constitution, Basic Law and national security education), anti-drug education, life education, sex education, media and information literacy education, education for sustainable development, human rights education under the legal framework, etc.
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What is the impact of values education nowadays?

Abstract – Values are certain characteristics which affect the behaviour and characters of an individual. Values are a kind of standard principles that are used to judge the worth of an idea or action. They provide the criteria by which we decide whether something is good or bad, right or wrong.

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Values are taught by the value education of school. In Nepal, there is separate course of value education in basic education (grade 6 to 8). The main aim of this study was to explore the impact of value education in personal behaviour of students. The study was conducted in three districts (Dolkha, Kavre and Chitwan) of Nepal among the 600 students and teachers.

The study was based on the quantitative approach. The result shows that the value education had taught basic qualities of life like Honesty, hard work, respect for others, cooperation, compassion, and forgiveness. It has brought the positive change in personal behaviour of students.
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What is the importance of value education essay?

Conclusion of Value of Education Essay Education is one of the most effective ways to make people better and more productive. It is a tool that can make people easy to lead but at the same time difficult to drive. Education removes naivety and ignorance from the people, leaving them aware, informed, and enlightened.
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What is the impact of values education to the students?

Evidence of the Impact of Values Education

Evidence of the Impact of Values Education,based on the research of the University of Newcastle, Australia (2009) By Dr Neil Hawkes

When I was interviewed by national ABC in Australia, you will hear that I mentioned the excellent values research conducted at Newcastle University. Often, I am asked if there is any research evidence to support the claims of Living Values Education. I am delighted to inform you that there is a growing body of research evidence that supports our positive claims.

  • In Australia, a number of studies have been conducted that show the positive effects of values education on school relationships, ambience, student wellbeing and improved academic diligence.
  • Living Values Education is acknowledged as being one of the inspirational forces behind these studies.
  • Lovat et al., 2009, p.18)” Professor Terry Lovat and his colleagues at Newcastle University, in Australia, have been monitoring and researching the effects of the Australian Government’s Values Education Initiative.

This year the University published its final report for the Australian Government, which looks at the evidence concerning the impact of introducing and developing Values Education in schools (Lovat,2009). The research describes how values-based schools give increasing curriculum and teaching emphasis to Values Education.

As a consequence students become more academically diligent, the school assumes a calmer, more peaceful ambience, better student-teacher relationships are forged, student and teacher wellbeing improves and parents are more engaged with the school – all claims made by Living Values too! Explicit teaching of values provides a common ethical language for talking about interpersonal behaviour.

It also provides a mechanism for self-regulated behaviour. An important outcome is a more settled school which enhances quality teaching and enables teachers to raise expectations for student performance. The effective implementation of Values Education was characterized by a number of common elements.

Values Education was regarded as a school’s “core business”, given equal status with other areas and embedded in policies and student welfare practices; A ‘common language’ was developed among staff, students and families to describe values and the school’s expectations of student behaviour; Staff endeavoured to ‘model’ and demonstrate the values in everyday interactions with students; Values were scaffolded by supportive school-wide practices including teacher facilitation of student reflection and self-regulation of behaviour; Values were taught in an explicit way in and out of the classroom and through other media (e.g. assemblies, sport and cooperative games, drama, songs etc.); Values education was allied to ‘real world learning’ involving deep personal learning and imbued both planned and unplanned learning opportunities; Values education was reinforced through positive visual media as well as consistent, verbal encouragement and acknowledgement; Values education was allied to expressed high standards for overall participation,performance and achievement; and Values education was optimally introduced under the guidance of the principal and/or a team of committed staff. The research also revealed that Values Education had an impact in the following areas:

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a. Student academic diligence was enhanced. Students:

showed increased attentiveness in class and a greater capacity to work independently; assumed more responsibility for their own learning; asked questions and worked together more cooperatively; took greater care and effort in their schoolwork; took more pride in their efforts.

b. The improvements in School ambience included:

conflict among students decreased or was managed more constructively; students demonstrated greater empathy, honesty and integrity; more tolerant and cooperative student interactions; safer and more harmonious classrooms and playgrounds; greater kindness and tolerance among students; students actively seeking to include peers without friends; students taking greater responsibility with school equipment and routine tasks; students treating the school buildings and grounds ‘with respect’.

c. The impact on student-teacher relationships was evidenced by:

“more trusting” relationships between staff and students; the establishment of more ‘democratic’ classrooms; teachers giving students more ‘power’ by allowing them choices in learning activities; teachers being more conscious of scaffolding students to manage their own behaviour or resolve conflict with others; teachers seeking opportunities to acknowledge and reinforce appropriate behaviour; teachers ‘listening’ to students and responding to their concerns and opinions; students perceiving that teachers treat them fairly; students behaving “more respectfully” towards teachers; students showing greater politeness and courtesy to teachers.

d. The positive impacts on student and teacher wellbeing included:

students feeling a greater sense of connectedness and belonging; students gaining a greater capacity for self-reflection and self-appraisal; students developing a greater capacity for regulating their own and their peers’ behaviour; teachers receiving collegial support and strong leadership; teachers obtaining confidence and knowledge through opportunities for professional development and through staff collaboration; teachers re-examining their practices and role; the fostering of relational trust among staff and between teachers and families.

Other research evidence: When Values Education was explicit, a common language was established among students, staff and families. This not only led to greater understanding of the targeted values but also provided a positive focus for redirecting children’s inappropriate behaviour.

  • Teachers perceived that explicitly teaching values and developing empathy in students resulted in more responsible, focused and cooperative classrooms and equipped students to strive for better learning and social outcomes.
  • When values are explicitly endorsed, acknowledged and ‘valued’ within a school culture, it becomes incumbent on schools to ensure that staff, as well as students are both benefactors and recipients in respectful and caring interactions.
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The common focus draws teachers together to create a collaborative and cohesive school community which supports teachers to do their job more effectively. This has important ramifications for students’ academic progress and wellbeing. Many thanks to Newcastle University’s research program which has produced such excellent evidence on the impact of Values Education.

I invite you to share it with others so that we can further encourage the development of Living Values Education. Dr Neil HawkesOxford, UK.2009 Reference Lovat, T., Toomey, R., Dally, K. & Clement, N. (2009). Project to test and measure the impact of values education on student effects and school ambience.

Final Report for the Australian Government Department of Education, Employment and Workplace Relations (DEEWR) by The University of Newcastle. Canberra: DEEWR. Available here : Evidence of the Impact of Values Education
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How are moral values applied in education today?

6. Serves as a support in tough situations: – Moral values give children perspective, make them strong, and transpire firm beliefs in them, which makes them work hard and have courage when they are facing challenges in life. It is almost every day that we hear about the pressing concerns youth face today, such as anxiety, stress, depression, and whatnot.
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What is values education in your own words?

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Morals are constantly present and embedded in everyday school life. Values are expressed and mediated by school rules and how teachers uphold them and respond to transgressions but also by the ways teachers organize classes and by all kinds of social interactions that take place between teachers and students and among the students themselves.

  • Values education refers to the aspect of the educational practice which entails that moral or political values as well as norms, dispositions and skills grounded in those values are mediated to or developed among students.
  • Values education can be referred to as explicit or implicit.
  • Whereas explicit values education refers to schools’ official curriculum of what and how to teach values and morality, including teachers’ explicit intentions and practices of values education, implicit values education is associated with a hidden curriculum and implicit values influence, embedded in school and classroom practices.

Teaching is inevitably a moral activity in which teachers have to consider the ethical complexity of teaching and the moral impact they have on their students. We are particularly interested in examining values and moral influence in everyday school life, teachers’ main concerns and definitions of their practices of values education, teacher ethics, the morality of school rules, and how children and adolescents reason, act, and interact in moral terms.
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What is the value of education in our lives?

1. Provides Stability – Education provides stability in life, and it’s something that no one can ever take away from you. By being well-educated and holding a college degree, you increase your chances for better career opportunities and open up new doors for yourself.
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