Education Portal for Students in India

Imparting VALUE EDUCATION in Schools Dr Kinjal Bhatt suggests ways to impart value education in school and why is it the need of the hour. EDUCATION AND SOCIETY TODAY Students of primary classes are often found cheating and using undesirable words. Disrespecting teachers sometimes starts as soon as they move forward in their school. By the time they enter the middle school, they have developed all the ways and means to display behaviour with no values.

It is a pity to see a student of class 10 or 12 bunking classes and sitting with mobiles in the canteen, aimlessly engaged in Facebook when actually this is the time to give finishing to whatever they have learnt. Such a scenario really disheartens the educators who have been trying to create individuals with social and moral responsibilities.

In this fast world of globalisation, junk food, terrorism and corruption, students are under continuous stress to compete and prove themselves. Education system of any country is expected to prepare the following generation to adapt better in the dynamic society.

• The process of schooling and higher education should prepare students to differentiate between dos and don’ts at all stages of life.
• Our country has been adding meaning to education by incorporating ‘karma’ and ‘dharma’.
• Ancient Indian education has produced citizens with strong moral code and norms of living and conduct.

But does our current education system train the students to accept roles expected from them? Values have been felt to be subtracted from the rigid boundaries of what we call education. Teaching-learning continues even today and production of citizens also takes place.

But does our current education system prepare students for these challenges? Are we preparing individuals or humans? We educators have to act and accept the challenge of adding values in our education. We have to develop means and ways to produce humans and not just individuals. The current article is an attempt to explore the scope of value education at school level.

WAYS OF BRINGING CHANGE Value education starts from home but it continues throughout life. Value education in schools plays a major part in individual’s life. Value based education can shape their future and add purpose to their life. It helps them learn to live the right way of life.

1. Advertisement School is the place where the child spends most of his or her learning years.
2. Many attributes and behaviour they develop for a life time have their roots in school.
3. Including value education as a textbook, as a graded subject or as a lecture per week is not enough.
4. The school has to give due importance and priority for inculcating these desirable values among children.

Special well-planned learning experiences need to be designed so that students understand the importance of value in the real sense rather than just a fact. These learning experiences can be designed at two levels – curricular and co-curricular. Value education through curriculum We understand that time bound syllabus is very important but it cannot be taught at the cost of values.

Our subjects and treatment to each subject should be done consciously. Need based: Curriculum should be developed after conducting a detailed analysis of the students of a particular class. Values which are most important and urgent should be given priority. A group of values to be achieved in a year’s time can be listed.

Flexibility and innovativeness: The curriculum of other subjects should be flexible enough to incorporate teaching of values. Any theory or illustration explained may be linked with value in life. For example, while explaining gravitation, we say anything that has ego falls down.

• Teaching of language: While teaching creative writing and grammar rules, emphasis should be given on values like sacrifice and brotherhood.
• This will help students explore more about each value.
• Value education through co-curricular activities Advertisement Through curriculum a student acquires knowledge but overall development of an individual takes place through co-curricular activities only.

These activities help develop confidence and overcome inferiority complex. Educational activities: Activities like debate, poem recitation, should be organised on themes like sincerity, honesty and regularity. This will not only strengthen the expression of feelings in words but also emphasise to think and understand the importance of such values.

• Cultural activities: These should not merely focus on display of talent.
• Through these art forms, socially desirable values can be taught.
• Attributes like team work, coordination, respecting others’ opinion, etc can be cultivated while practicing any art form.
• Social activities: When a school extends beyond classroom walls, a student realises the problems in the outside world.

They understand their responsibility to solve this universal problems and start valuing the things they already have. Sports activities: They can focus on physical and mental health. Team spirit, honesty, determination, etc. can be taught along with any game.

Students also learn to respect others’ efforts and accept defeat. ROLE OF TEACHERS AND MANAGEMENT A strong moral character is an obligatory part of a teacher. No teacher can discharge his or her duties well if the teacher is morally degraded, dishonest and a participant in the race of collecting unfair money.

Value oriented education is most effective when teacher considers it as a life mission and displays all moral and desirable behaviour traits in front of students. The value education teacher is not solely responsible but all teachers together should contribute to this process.

1. Advertisement However hard the staff may try, these activities will gain importance only if management has similar emphasis.
2. The authorities should have a clear vision and anyone who deviates from the same should not be entertained.
3. Instructions and guidance can be given to teaching and non-teaching staff.

Regular follow up of given instructions should also be taken. Those who follow the given guidelines should be acknowledged and appreciated. CONCLUSION Globalisation and privatisation of education system has made it mechanical and less valuable. In the competition of getting more students, schools have shifted their focus from student to curriculum.

• Dr Kinjal Bhatt is Principal, NaICE: The Primary School, Bhavnagar, Gujarat
• Image Courtesy: UIS

Advertisement Advertisement Nehru World School (NWS) celebrates being honoured as a school within the PASCH network, a cooperative organization of schools around the globe that promote the teaching of German as a foreign language and who are supported by the German Federal Foreign Office. Nehru World School (NWS) celebrates being honoured as a school within the PASCH network, a cooperative organization of schools around the globe that promote the teaching of German as a foreign language and who are supported by the German Federal Foreign Office.

The ceremony took place on 29 th November 2021 on the school premises. The official plaque was handed over by Mr. Johannes Höber, cultural counsellor of the German Embassy. The event was also graced by the presence of Mr. Matthias Stähle, head coordinator of the Central Agency of Schools Abroad (ZfA), Dr.

Arunabh Singh, Director, and Ms. Susan Holmes, Head Teacher. PASCH is an initiative of the German Federal Foreign Office in cooperation with the Central Agency for Schools Abroad, the Goethe-Institut, the German Academic Exchange Service (DAAD), and the Educational Exchange Service (PAD) of the Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs in the Federal Republic of Germany.

1. Awakening interest and enthusiasm for Germany, motivating young people to learn German and creating an international network of schools – those are the aims of the PASCH initiative.
2. PASCH stands for “Schools: Partners for the Future”.
3. NWS is the fifth school across India and the only school from Uttar Pradesh to gain this recognition.

“It has created enhanced opportunities for our students to learn German and engage with German learners around the world,” commented Ms. Holmes. Ms. Jennifer Schridde has also joined NWS as a German teacher through this initiative in September 2021. She is a native German.

Advertisement “This partnership is a milestone for students and teachers of NWS. I am sure it will lead to several opportunities for students in the future,” stated Dr. Arunabh Singh. Only 250 schools globally were recognized because of their intense work on climate education in a whole-school approach.

The recognition was awarded by Cartoon Network Climate Champions and Climate Action Project. Sarala Birla Gyan Jyoti in Guwahati, India, was awarded the Climate Action Project School of Excellence, Only 250 schools globally were recognized because of their intense work on climate education in a whole-school approach. The recognition was awarded by Cartoon Network Climate Champions and Climate Action Project.

Is a climate change awareness initiative that sets out to inspire kids to take on daily challenges that collectively can make a big difference to the health of our planet. It has been developed in collaboration with WWF, a world-renowned environmental organization. Climate Action Project is a free, global education project that was launched by, an education non-profit based in the USA, involving 2,700,000 teachers and students across 146 countries.

The project aims to help students learn about the climate crisis in authentic ways and disseminate solutions online. The recognized schools submitted their work for the past year and met extensive criteria, including a school-wide commitment to climate education and student solutions.

Sarala Birla Gyan Jyoti has participated in global projects RiseUp4SDGs (India), Let’s Be Human, Be One (Serbia), LeapEd Global Learning – Climate Change (Malaysia), the 17 Sustainable Development Goals competitions, implementing the three R’s schoolwide and planting gardens in the community, at home and school.

Students committed to training to become active Global SDG Ambassadors to raise awareness during virtual Student Hubs with 21 other countries. Students also actively collaborated with students in Brazil, Croatia, South Africa, Sweden and the UK in task-based projects.

Currently, all Climate Change projects are student-led. The selected 250 Climate Action Project Schools of Excellence were announced on 4 November 2021, during Climate Action Day, an annual online live event attended by 250,000 people globally. The event speakers included HRM Prince William, President James Alix Michel, Seychelles, Rick Davis, NASA, Matt Larsen-Daw, WWF, HRM Princess Esmeralda, Belgium, Juan Pablo Celis Garcia, UN Environment Programme, and other world leaders and climate scientists.

The winners were announced by Dan Russell, the voice actor behind several characters in Cartoon Network global hit series The Amazing World of Gumball, and Nandi Bushell, an 11-year-old musician, an influencer, and passionate climate advocate. Advertisement Statement by HRM Prince William “We need youth’s creativity to repair our planet.

We need students to invent and to innovate – to think beyond where we are now and to be optimistic about our future.” Statement by Koen Timmers, Climate Action Project: “Young people have the capacity to do more than learning about climate change. They all can come up with solutions, take small actions, and inspire others to change their lifestyles.” Statement by Dr.

Jennifer Williams, Climate Action Project: “Our community of educators has come together in support of climate education for all. We are committed to ensuring students have access to information, ideas, and opportunities to take action for the planet, and, today, these Schools of Excellence are leading the way for the entire world.” Statement by Dr.

1. Diganta Halder, Principal Sarala Birla Gyan Jyoti: “Stopping Climate Change has become a critical issue that needs to be addressed by every human being, but even more importantly in our schools.
2. Students should be aware of Climate Action and the importance of achieving the goals set by the United Nations for peace and prosperity for all by 2030 and to become leaders of impact in the future.” Ministry of Education notifies the Four Year ITEP, a dual-major holistic bachelor’s degree offering B.A.B.Ed./ B.

Sc.B. Ed. and B.Com.B.Ed. which is one of the major mandates of the National Education Policy 2020 related to Teacher Education. Ministry of Education notifies the Four Year ITEP, a dual-major holistic bachelor’s degree offering B.A.B.Ed./ B. Sc.B. Ed. and B.Com.B.Ed.

Which is one of the major mandates of the National Education Policy 2020 related to Teacher Education. As per the NEP, 2020, teacher engagement from the year 2030 onwards will be only through ITEP. It will be offered in pilot mode initially in about 50 selected multidisciplinary institutions across the country.

National Council for Teacher Education (NCTE) under Ministry of Education has devised the curriculum of this course in such a way that it enables a student-teacher to get a degree in education as well as a specialised discipline such as history, mathematics, science, arts, economics, or commerce.

ITEP will not only impart cutting-edge pedagogy, but will also establish a foundation in early childhood care and education (ECCE), foundational literacy and numeracy (FLN), inclusive education, and an understanding of India and its values/ethos/art/traditions, among others. The Year ITEP will be available for all students who choose teaching as a profession after secondary, by choice.

This integrated course will benefit students since they will save one year by finishing it in four years rather than the customary five years required by the present B.Ed. plan. The commencement of Four Year ITEP will be from the academic session 2022-23.

Admission for the same will be carried out by the National Testing Agency (NTA) through the National Common Entrance Test (NCET). This course will be offered by multidisciplinary institutions and will become as the minimal degree qualification for schoolteachers. The Four Year ITEP is a milestone achievement in fulfilling one of the major mandates of National Education Policy 2020.

The course will contribute substantially to the revitalization of the whole teacher education sector. The prospective teachers passing out of this course through a multi-disciplinary environment, grounded in Indian values and traditions will be instilled with the needs of 21 st century on global standards, and hence will be largely helpful in shaping the future of New India.

Image used for representational purposes only, source: Careers360 Traditional pedagogical techniques, based on a teacher explaining a topic and students taking notes, may still be helpful occasionally. Still, education today revolves more around encouraging the students to awaken their curiosity and desire to learn.

Education and its purposes have evolved over time. The meaning of ‘knowing’ has changed from remembering and repeating information to finding and applying it. Education helps students identify their critical purpose in life. It is really a tool to enable young minds to become lifelong learners.

It empowers them to be able to tackle any challenge that life throws at them. The purpose of being an educator is to make the world a better place. Where people are empathizing, caring, and capable of understanding each other. The prime objective of education is to nurture the leaders of tomorrow. To impart quality knowledge and learning so that the young generation becomes responsible and future global leaders and citizens.

Advanced research in education philosophy and brain science has had a tremendous impact on instructional strategies for the classroom. As a result, the educational paradigm has seen a transitional shift in instructional strategies over the past few years.

Educators now are required to step out of their comfort zone of the traditional mode of teaching confined to classrooms. Teachers are now bound to integrate the new instructional strategies to make a mark in the educational arena. A number of different teaching techniques have emerged during this transition and due to this change in education.

Some of the research-backed pedagogical practices that are appropriate for 21st-century classrooms are: Reciprocal Teaching: Reciprocal teaching is a method in which students in small groups predict, clarify, question, and summarize a scaffolded reading comprehension.

It is similar to a small group of students sitting in circles and using a communal constructivism approach to making meaning. Here each student takes the role of both learner and teacher within the group. This technique allows the students to develop a shared understanding of the text and supports the students who find it difficult to comprehend complex texts.

Advertisement Student-generated questions : This technique allows students to work individually or collaborate with peers to generate their own set of questions based on Bloom’s Taxonomy template. This technique enables students to go through a rigorous thinking process of divergent and convergent thinking that ultimately ends with a reflection-based task to summarize their learning.

Higher-order thinking questions: This technique of instructional learning is a must-have in every classroom. Critical thinking is essential as it allows students to apply the knowledge to a context different from the one that was initially learned. Using this strategy and adding cases and real-life situations to these questions allows children to develop relevance and motivation.

Reflection questions: Metacognition – the science of thinking about learning is a potent tool that should be used in every classroom. This allows children to strengthen their understanding and retain the information for a longer period of time. Questions like the muddiest point today? What were my three takeaways from the last 30 minutes? How would I use this learning to make my day better? And many more allow students to reflect on their learning and evolve themselves as lifelong learners.

1. Taking a constructivist approach, these techniques or strategies allow the learners to accommodate and assimilate knowledge.
2. When a teacher uses group work he/she is leveraging the true nature of learning.
3. This collective activity allows and enables the students to find relevance in the learning environment.

Moreover, it will enable learners to have agency over their learning by modeling a real-world situation. Often when a teacher starts using collaborative approaches, various reasons like unequal participation deter it. The classroom space dons a chaotic look, and the teacher has no control.

• All these have to be minutely dealt with by developing as a facilitator rather than a sage on the stage.
• Working in groups allows children to develop essential life skills like empathy, compassion, and critical thinking.
• Advertisement Traditional pedagogical techniques, based on a teacher explaining a topic and students taking notes, may still be helpful occasionally.

Still, education today revolves more around encouraging the students to awaken their curiosity and desire to learn. About the author: Siddharth Rajgarhia is Chief learner and Director at Delhi Public School Nashik, Varanasi, and Lava Nagpur. Having 10 years of experience in leading schools.

He is an avid Mindfulness practitioner and believes in lifelong learning President Ram Nath Kovind will confer the awards to 44 Awardees through virtual mode on 5th September 2021. A documentary film on each of the 44 Awardee Teachers will also be shown. Santosh Kumar Sarangi, Additional Secretary, School Education, R.C.Meena, Joint Secretary, and Vipin Kumar, Joint Secretary held a press conference on the upcoming National Award to Teachers and Shikshak Parv yesterday.

Sarangi informed that in recognition of the valuable contributions of our teachers and to take New Education Policy (NEP) 2020 a step forward, like the previous year this year too, the Department of School Education & Literacy has decided to celebrate Shikshak Parv-2021.

Shikshak Parv 2021 will commence from 5th September 2021 till 17th September through virtual mode, he said. On vaccination drive to vaccinate more than 2 crore teachers, Sarangi said that the vaccination progress in the states is being monitored by the Department of School Education and Literacy. This will also contribute to decisions pertaining to school reopening.

Meena informed that President Ram Nath Kovind will confer the awards to 44 Awardees through virtual mode on 5th September 2021. A documentary film on each of the 44 Awardee Teachers will also be shown. He further informed that the National Awards to Teachers were first instituted in 1958 to recognize the excellence and commitment of teachers in shaping the minds as well as the future of the youth.

1. The award was to accord public recognition to meritorious teachers working in elementary and secondary schools, he added.
2. Vipin Kumar informed that Prime Minister Shri Narendra Modi will be addressing the teachers, students, parents, and stakeholders associated with education on 7th September 2021 at 11 AM.

He also informed that Prime Minister will be launching five initiatives of the Department, that is, Indian Sign Language dictionary of 10,000 words, Talking Books (audiobooks for visually impaired), School Quality Assessment and Accreditation Framework (SQAAF) of CBSE, NISTHA teachers’ training program for NIPUN Bharat, and Vidyanjali Portal (for facilitating education volunteers/donors/CSR contributors for school development).

1. The conclave will be attended by Shri Dharmendra Pradhan, Union Minister for Education; Smt.
2. Annapurna Devi, Minister of State for Education; Dr.Subhas Sarkar, Minister of State for Education and Dr.Rajkumar Ranjan Singh, Minister of State for Education along with senior officials of the Ministry.
3. Vipin Kumar said that the inaugural conclave will be followed by webinars, discussions, presentations, etc.

up to 17th September 2021 in which the educational practitioners from various schools of the country have been invited to share their experience, learnings, and the roadmap ahead. It is noteworthy that teachers and practitioners from even remote schools will be speaking on issues relating to quality and innovation in schools.

1. The SCERT and DIETs in respective states will also be deliberating further on each of the webinars and suggesting the roadmap which will be consolidated by State SCERT.
2. These will be shared with NCERT and provide inputs for curricular framework and teacher training modules, he said.
3. Advertisement He highlighted that the theme of Webinars has been further segregated into nine sub-themes in the subsequent webinars such as Technology in Education: NDEAR, Foundational Literacy, and Numeracy: A Pre-requisite to Learning and ECCE, Nurturing Inclusive Classrooms, etc.

to highlight the best practices and initiatives which can be adopted by schools of India. Education is not merely a competition to acquire degrees but is a transformative tool to leverage knowledge for character building and eventually nation-building – Education Minister Union Education and Skill Development Minister, Dharmendra Pradhan and Union Minister for Social Justice and Empowerment Virendra Kumar today jointly launched the booklet on One-year New Education Policy (NEP) – 2020 Achievement along with some major initiatives of the New Education Policy- 2020 such as NIPUN Bharat FLN tools and resources on DIKSHA; Virtual School of NIOS; Alternate Academic Calendar of NCERT; and Release of ‘Priya’- accessibility booklet developed by the NCERT and Department of Empowerment of Persons with Disabilities.

Minister of State for Education Annapurna Devi and Secretary, School Education Anita Karwal were also present on the occasion. Addressing the participants, the Minister said that NEP is a guiding philosophy to transform the hopes and aspirations of millions of the youth to reality and making India self–reliant.

He said that the formulation of NEP is also a live example of cooperative federalism to achieve a common goal of making India a global hub of knowledge. When we look back at the progress of NEP, we get more confident about the future of our students, he added.

• Launch of key initiatives of NEP 2020.
• Dharmendra Pradhan (@dpradhanbjp) Pradhan stated that Education is not merely a competition to acquire degrees, but is a transformative tool to leverage knowledge for character building and eventually nation-building.
• The Minister stressed that the Government is working to facilitate up-gradation of infrastructure in schools, such as ensuring that the Internet reaches the village schools across the country.

Pradhan said that the book “Priya -The Accessibility Warrior”, released today will sensitize the students on accessibility-related issues for Divyangs. Special emphasis has been laid to make the booklet simple, interesting, and interactive to create awareness on accessibility in children right from their formative years, he added.

1. Advertisement The Minister while launching the Virtual School of NIOS said that this school is a new model of learning and is an example of how leveraging technology and innovation can facilitate greater inclusion in education.
2. The school is the first-of-its-kind initiative in the country that will provide advanced digital learning platforms through Virtual Live Classrooms and Virtual Labs., he added.

Pradhan also said that the Alternate Academic Calendar of NCERT has been developed to facilitate teachers and parents to assess the progress in the learning of children. The Alternate Academic Calendar contains a week-wise plan of interesting and challenging activities, with reference to learning outcomes, themes, and chapters taken from the syllabus or textbook.

• Speaking on the occasion Virendra Kumar said that accessibility opens doorways to opportunity and growth, thus, reinstating the importance of creating an accessible environment for everyone.
• He further said that awareness and a sensitized community are the essential fuels driving any revolutionary change.

The government’s commitment to promoting accessibility led to the development of the E-Comic cum Activity Book, titled – ‘Priya- The Accessibility Warrior’. Kumar urged both the Departments of School Education & Literacy and the Department of Higher Education to take up the task of creating accessible educational infrastructure and content on a mission mode, consistently progressing towards Inclusive Education which is a vital component of the new National Education Policy.

On the occasion of the 75th year of Independence of India, let us all work with our children to become ‘Accessibility Warriors’ and make inclusive education a reality to build a brighter future for all our citizens, he added. Another important initiative launched was “Priya -The Accessibility Warrior”, which is the outcome of collaborative efforts of the Department of Empowerment of Persons with Disabilities (Divyangjan), the Ministry of Social Justice and Empowerment, and the Department of School Education and Literacy.

It provides glimpses into the world of a girl named Priya who met an accident and could not walk, due to plastered leg. The story depicts how Priya managed to participate in all activities at school, and in the process learned the importance of accessibility.

1. She, therefore, takes the pledge of being an accessibility warrior.
2. The comic book is also available with Indian Sign Language (ISL) explanatory videos.
3. NEP 2020 envisages education as a continuum without any segmentation and focuses on making education more experiential, holistic, integrated, character-building, inquiry-driven, discovery-oriented, learner-centered, discussion-based, flexible, and above all, more joyful.

With this perspective, the Department of School Education and Literacy has taken up a multitude of initiatives at all levels of school education and has achieved 62 major milestones which will eventually transform the school education sector. Other major achievements include: the launch of NIPUN Bharat Mission with a vision to ensure every child achieves the desired learning competencies in reading, writing, and numeracy by the end of Grade 3, by 2026-27; aligning of the existing scheme of Samagra Shiksha with Sustainable Development Goal for Education (SDG-4) and the NEP 2020 to ensure inclusive and equitable, quality, and holistic school education; Vidya Pravesh- a three months School Preparation Module for Grade I children; Blueprint of National Digital Education Architecture (NDEAR) conceived to energise and catalyse the education ecosystem, capacity building of Secondary teachers under NISHTHA with a focus on improvement in quality of teachers and learning outcomes of students, Assessment reforms to make learning more joyful and experiential, DIKSHA as a teaching-learning repository of engaging e-content, etc.

NIPUN Bharat FLN tools and resources have been made available under a separate vertical for FLN resources developed under DIKSHA to assist and mentor States/UTs and teachers for implementing NIPUN Bharat guidelines. This vertical has infographics and videos on learning outcomes and assessment tools for teachers to facilitate them.

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2. The programme was attended by senior officials and heads of autonomous institutions of the department, senior officers from the School Education department of all States, and UTs, and experts.
3. Click the link below to see the booklet on One-year New Education Policy (NEP):
4. Click the link to see the booklet “Priya -The Accessibility Warrior”:
5. Click here to see the details of Virtual Open School:

Chief Minister of Karnataka Basavaraj S Bommai, Minister for Higher Education, IT & BT, Science and Technology, Skill Development and Entrepreneurship, Dr.C.N. Ashwath Narayan; Chairman, Drafting Committee of NEP Dr.K. Kasturirangan and other dignitaries graced the event.

1. Image (File picture) used for representational purpose only.
2. National Education Policy- 2020 provides a roadmap to establish India as a knowledge economy as well as help in the creation of global citizens said Union Education & Skill Development and Entrepreneurship Minister Dharmendra Pradhan at the launch of NEP Karnataka and several education-related initiatives of the Government of Karnataka on 23rd August 2021.

Addressing the participants Pradhan said that Karnataka has taken a giant stride in transforming its education landscape by implementing the National Education Policy 2020. From translating the NEP 2020 into Kannada to forming NEP Task Force and preparing the roadmap for its implementation, Karnataka has taken lead to establish itself as the 1st state in India to implement the visionary NEP 2020, he added.

The Minister further said that with the implementation of NEP in the state, Karnataka has set an example for other states to emulate. Inauguration of NEP Implementation in Karnataka with Shri and Shri. — Dharmendra Pradhan (@dpradhanbjp) The Minister stated that deeply rooted with Indian ethos yet modern in outlook India’s NEP—its policy framework, implementation strategy, outcomes, and role in the betterment of human society will serve as a case study for global policymakers.

The generation that is in the age group of 3-23 today will reap the benefits of NEP and will shape India’s destiny in the future but the challenge before us is to include India’s growing population under the ambit of New Education Policy as early as possible, he added.

Advertisement Pradhan stressed that NEP will catapult India into a new global world order. He urged all stakeholders to work collectively to fulfill our national ambition of making India a vibrant knowledge economy. Chief Minister of Karnataka Basavaraj S Bommai, Minister for Higher Education, IT & BT, Science and Technology, Skill Development and Entrepreneurship, Dr.C.N.

Ashwath Narayan; Chairman, Drafting Committee of NEP Dr.K. Kasturirangan and other dignitaries graced the event. Atal Innovation Mission (AIM) NITI Aayog in collaboration with La Fondation Dassault Systemes in India Monday launched the third series of the ‘Student Entrepreneurship Program’ (SEP 3.0) for the young innovators of Atal Tinkering Labs (ATL).

1. Image used for representational purpose only Atal Innovation Mission (AIM) NITI Aayog in collaboration with La Fondation Dassault Systemes in India Monday launched the third series of the ‘Student Entrepreneurship Program’ (SEP 3.0) for the young innovators of Atal Tinkering Labs (ATL).
2. The theme of SEP 3.0 is based on the ‘Made in 3D – Seed the Future Entrepreneurs Program’, conceptualized and rolled out in France by La Main à la Pate Foundation and La Fondation Dassault Systèmes Europe in 2017.

As part of this program, a team from each school (6 students and a teacher) will be allocated seed funding towards creating their own start-up, design and prototype their innovation using 3D printing, prepare marketing campaigns, define product pricing and create expansion strategies.

With this, they will receive a real feel of ‘How a startup works!’. At the end of the program, each school’s startup will participate in a playful competition and present its marketing campaign in front of experts from industry and academia. Keeping the essence of the program in mind, SEP3.0 will allow student innovators to work closely with Dassault volunteers and gain – Mentor support, Prototyping and testing support, End-User feedback, Intellectual Property registration, and Patenting of ideas/processes/products, Manufacturing support, and launch of the product in the market.

A total of 50 teams from 26 states are selected for the SEP 3.0. Top 20 teams of ATL Marathon 2019, 10 teams selected by Dassault, 10 teams from Aspirational Districts, and 10 teams from Jammu, Kashmir, Ladakh, and Northeast regions are selected. Advertisement One of the interesting parts of the program will be interaction opportunities for students and teachers, between French and Indian schools.

In addition to the development of an Innovation mindset and exposure to start-up culture, school students and teachers will have a unique opportunity to interact and collaborate with French schools and French students for cultural and technical interactions. Mission Director, AIM, NITI Aayog Dr. Chintan Vaishnav while congratulating and complimenting top students of ATL Marathon 2019 said that SEP is a life-changing opportunity for the young innovators to reach new heights.

“All the students who participated in this program must know that they have climbed the third range of mountains in terms of growth in the field of entrepreneurship having already worked on problems and innovation. I have no doubt in saying that these students are going to excel.

1. SEP is not only about bringing solutions to the table but knowing how crucial the solution is for all of us,” he said.
2. Chairman, Dassault Systemes Foundation India Sudarshan Mogasale, while sharing his views said, “With the second edition, we worked with Atal Innovation Mission to assist our future generation of students become Future Innovators.” He further added that the programme seeks to provide schoolchildren opportunities to develop an entrepreneurial and inventive mindset and suitable exposure through activities-based learning, exploration, and challenges.

School students and teachers will have a unique opportunity to connect and interact with French schools and students for cultural and technical knowledge sharing. Speaking during the virtual launch of SEP, Mission Director, Aspirational District Program NITI Aayog, Dr.

Rakesh Ranjan said that SEP falls in line with the vision and mission of aspirational district program and that it has given new hope to students who were looking forward to such opportunities. “There is no dearth of talent in the aspirational districts of India so I am sure SEP is going to be a huge success going forward,” he added.

Advertisement In his address, Attaché for Scientific and Academic Cooperation for Western Region at French Embassy in Mumbai, Dr. Olivier FUDYM, said “Students learning for this pedagogy of hands-on learning is going to be a change from conventional learning.” Moreover, AIM and La Fondation Dassault Systemes in India announced the launch of the SEP 3.0 in the presence of AIM’s Mission DirectorDr.

• Chintan Vaishnav, Chairman, Dassault Systemes Foundation Sudarshan Mogasale, Mission Director, Aspirational District Program, NITI Aayog Dr.
• Rakesh Ranjan and Attaché for Scientific and Academic Cooperation for Western Region at French Embassy in MumbaiDr Olivier FUDYM.
• The Top teams of SEP 3.0 are selected through the ATL Marathon, a nationwide contest where students identify community challenges and create grassroots innovations and solutions within their ATL lab.

Industry partnerships like these are critical to nurture young students’ inventiveness and will enable them to create our planet a better place. All CBSE School students will be able to sign up on the portal with their details and access a personalised career dashboard.

The Portal can be accessed at www.cbsecareerguidance.com The primary aim of NEP 2020 is to develop a vibrant and transformative school education sector that ensures the development of the unique potential of each learner and provides a safe and stimulating learning environment to all students and teachers.

The NEP 2020 proposes for an overhaul of the existing teaching learning patterns, by optimising learners’ academic and vocational capabilities. CBSE, has taken the task for effective implementation of online portal for Career Guidance and Counselling of class IX-XII students in all affiliated schools in the same context.

• It is imperative for the students to understand their learning strengths and weaknesses; have realistic goals commensurate with their capabilities.
• Guidance and Counselling serves the basic needs of each individual as a unique entity as there are perceptible differences between the individuals in native capacities, abilities and interests.

Equally significant are the changes within the individual during the course of time with maturity and exposure.

• Besides, Guidance also enhances positive attributes of an individual which help to build a positive self- image.
• “To bring scale, speed and standard to the career guidance process, CBSE has dovetailed these objective to develop a holistic integrated vision for career guidance and counselling for building knowledge and skills of students and to make them ‘Future Ready’.
• CBSE has brought on board a consultative group of experts belonging to industry, academia, and government to prepare the future road map.

Advertisement Likewise, CBSE has collaborated with UNICEF and its trusted technical partner iDreamCareer private limited for setting up a dynamic online system on career guidance and counselling.” Sh. Manoj Ahuja Chairman CBSE, This initiative will help young people, especially girls, to gain knowledge and skills for self-development and to transition smoothly from school to higher education or work.

To support adolescents (grades 9 to 12 students) to manage their career pathways and lifelong learning, UNICEF, along with 13 state governments and the private sector has customized career portals in regional languages, reaching 21 million adolescents helping them access education and work-related resources and opportunities.

The career portals also available on mobile apps offer information on careers, college directories, courses from several countries, scholarships and competitive entrance exams. Speaking at the launch of the portal, Terry Durnnian, Chief of Education, UNICEF India, said, “The pandemic has heightened concerns among millions of young people about their future livelihoods and skills needed to thrive in the 21st century.

1. UNICEF has supported career guidance portals across several states to empower adolescents and young people to make informed educational and occupational choices that support their social, financial, and emotional well-being.
2. UNICEF is pleased to partner with the Central Board of Secondary Education with the technical partnership of iDreamCareer to develop the CBSE Career Guidance portal to facilitate students in India to have access to information on career pathways, irrespective of their school affiliation.” The CBSE dedicated online portal on career guidance and counseling coincides with the declaration of class X and XII results for this year and includes information on various careers, courses, scholarships, and examinations for students from grades 9 to 12.

The CBSE Career Guidance and Counselling portal:

• Is gender-inclusive
• Informs on career options for special ability students
• Uses a gamified approach to engage students
• Provides personalised and unique career journey through Artificial Intelligence & Machine Learning
• Is mobile, tablet and laptop-compatible

The portal is linked to the CBSE main portal. All CBSE School students will be able to sign up on the portal with their details and access a personalised career dashboard that will also be accessible to teachers and administrators.

• The portal with the entire career curriculum will be offered to students at no cost,
• Currently, each student through an individual career dashboard will be able to access:
• 560+ careers (English, Hindi & 8 other languages)
• 25,000 colleges and vocational institutes spanning over 3 lakh courses
• 1200 scholarships
• 1150 Entrance Exams

Career Counsellor/Teacher Dashboard : 2 teachers/counselors per school will be trained on the portal through a digital training session and given a personal counselor dashboard to access the entire career curriculum and use it to guide the students for their career queries.

• This will build their knowledge base on career guidance.
• Additional 90 hours self-paced online training course will be offered to teachers/counselors in their dashboard itself where they can do the entire course and get certified as a career counselor (post clearing the online assessments for various modules).

This course at present is being developed with UNICEF support in the next few months. Advertisement As the learners in schools come from diverse cultural, linguistic, social, economic backgrounds, equal access to all is essential. CBSE will help create an enabling school environment to ensure all-inclusive, strong institutional support system for concurrent motivation and capacity building of all students and teachers.

The recently set up Career guidance & Counselling Information Centre (CGCIC) in CBSE will lend a hand to ensure a Career Counselling cell in every school, create awareness of the career portal to promote the usage among students and also chalk out different offline strategies of providing uninterrupted guidance facilities to students.

The Portal can be accessed at New Education Policy, assures our youth that the country is fully with them and their aspirations: PM Narendra Modi The Prime Minister, Shri Narendra Modi addressed policymakers in the domain of education and skill development, students and teachers, across the country via video conferencing, to mark the completion of one year of reforms under the National Education Policy 2020.

1. नई राष्ट्रीय शिक्षा नीति को एक साल पूरा होने पर सभी देशवासियों और सभी विद्यार्थियों को बहुत-बहुत शुभकामनाएं।
2. बीते एक वर्ष में देश के आप सभी महानुभावों, शिक्षको, प्रधानाचार्यों, नीतिकारों ने राष्ट्रीय शिक्षा नीति को धरातल पर उतारने में बहुत मेहनत की है: PM
3. — PMO India (@PMOIndia)

Congratulating the countrymen and students for New Education Policy completing one year, the Prime Minister lauded the hard work of teachers, professors, policymakers in realizing the New education policy on the ground, even during the difficult time of Covid-19.

• Noting the significance of the year ‘Azadi ka Amrit Mahotsav’, the Prime Minister said that the new Education Policy will play a major role in this important period.
• The Prime Minister said our future progress and growth are dependent on the level of education and direction given to our youth today.
• I believe that is one of the bigger factors in ‘mahayagya’ of national development”, said the Prime Minister.

Advertisement The Prime Minister noted the changes brought by the pandemic and how normal online education became for the students. More than 23 hundred crore hits on DIKSHA portal bear testimony to the utility of portals like Diksha and Swayam.

• नई ‘राष्ट्रीय शिक्षा नीति’ युवाओं को ये विश्वास दिलाती है कि देश अब पूरी तरह से उनके साथ है, उनके हौसलों के साथ है।
• जिस आर्टिफिसियल इंटेलीजेंस के प्रोग्राम को अभी लॉंच किया गया है, वो भी हमारे युवाओं को future oriented बनाएगा, AI driven economy के रास्ते खोलेगा: PM
• — PMO India (@PMOIndia)

The Prime Minister noted the strides made by the youth from small towns. He cited great performance at the Tokyo Olympics by the youth from such towns. He lauded the efforts of the youth in the fields of robotics, AI, start-ups, and their leadership in industry 4.0.

He said if the younger generation gets the environment suitable for their dreams, there is no limit to their growth. He stressed that today’s youth wants to decide their systems and their world on their own terms. They need exposure and freedom from the shackles and restrictions. New Education Policy, assures our youth that the country is fully with them and their aspirations.

The artificial intelligence programme which was launched today will make the student future-oriented and will pave the way for an AI-driven economy. Similarly, National Digital Education Architecture, (NDEAR) and National Education Technology Forum (NETF) will go a long way in providing a digital and technological framework to the entire country, the Prime Minister said.

2. इससे भारतीय साइन लैंग्वेज को बहुत बढ़ावा मिलेगा, हमारे दिव्यांग साथियों को बहुत मदद मिलेगी: PM
3. — PMO India (@PMOIndia)

The Prime Minister highlighted the openness and absence of pressure in the New Education Policy. He said that there is openness at the policy level and openness is also visible in the options available to the students. Options like multiple entry and exit will free students from the restrictions of staying in one class and one course.

• 21वीं सदी का आज का युवा अपनी व्यवस्थाएं, अपनी दुनिया खुद अपने हिसाब से बनाना चाहता है।
• इसलिए, उसे exposure चाहिए, उसे पुराने बंधनों, पिंजरों से मुक्ति चाहिए: PM
• — PMO India (@PMOIndia)

Advertisement Quoting Mahatma Gandhi, the Prime Minister emphasized the importance of local languages as a medium of instruction. The Prime Minister informed that14 engineering colleges of 8 states are starting to impart education in 5 Indian languages Hindi, Tamil, Telugu.

1. Marathi and Bangla.
2. A tool has been developed for translating engineering courses into 11 languages.
3. This emphasis on mother tongue as the medium of instruction will instill confidence in the students from a poor, rural, and tribal background.
4. Even in elementary education mother tongue is being promoted and Vidya Praveshprogamme, launched today, will play a big role in that.

He also informed that Indian sign language, for the first time, has been accorded the status of language subject. Students will be able to study it as a language also. There are more than 3 lakh students who need sign language for their education. This will give a boost to Indian sign language and will help the divyang people, said the Prime Minister.

1. भविष्य में हम कितना आगे जाएंगे, कितनी ऊंचाई प्राप्त करेंगे, ये इस बात पर निर्भर करेगा कि हम अपने युवाओं को वर्तमान में यानि आज कैसी शिक्षा दे रहे है, कैसी दिशा दे रहे हैं।
2. मैं मानता हूं भारत की नई राष्ट्रीय शिक्षा नीति राष्ट्र निर्माण के महायज्ञ में बड़े factors में से एक है: PM
3. — PMO India (@PMOIndia)

Underlining the critical role of teachers, the Prime Minister informed that from the formulation stage to implementation, teachers are an active part of the New Education Policy. NISHTHA 2.0, launched today will provide training to teachers as per their needs and they will be able to give their suggestions to the department.

Prime Minister launched the Academic Bank of Credit that will provide multiple entry and exit options for students in Higher education; 1st Year Engineering Programmes in Regional Languages and Guidelines for Internationalization of Higher Education. The initiatives to be launched also included Vidya Pravesh, a three-month play-based school preparation module for Grade 1 students; Indian Sign Language as a Subject at the secondary level; NISHTHA 2.0, an integrated programme of teacher training designed by NCERT; SAFAL (Structured Assessment For Analyzing Learning Levels), a competency-based assessment framework for Grades 3, 5 and 8 in CBSE schools; and a website dedicated to Artificial Intelligence.

The event also witnessed the launch of the National Digital Education Architecture (NDEAR) and the National Education Technology Forum (NETF). Advertisement to read the text of the Prime Minister’s address (in Hindi). : Imparting VALUE EDUCATION in Schools
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How would you promote the values of education?

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 are the roles of teachers in imparting value education?

Teachers demonstrate the appropriate behaviour of their students by their actions. Teachers must have healthy attitude and should possess rich values. Teaching is all about attitude positive / negative towards their job of imparting quality education. Teacher should act as a friend, philosopher and guide.
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Why is it important to teach the students values education?

THE AIMS OF VALUES EDUCATION – This concept is about the educational process that instils moral standards to create more civil and democratic societies. Values education therefore promotes tolerance and understanding above and beyond our political, cultural and religious differences, putting special emphasis on the defence of human rights, the protection of ethnic minorities and the most vulnerable groups, and the conservation of the environment. Characteristics of values education.
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What are the five strategies in teaching values education?

Values are defined in literature as everything from eternal ideas to behavioral actions. As used here values refer to criteria for determining levels of goodness, worth or beauty. Values are affectively-laden thoughts about objects, ideas, behavior, etc.

that guide behavior, but do not necessarily require it (Rokeach, 1973). The act of valuing is considered an act of making value judgments, an expression of feeling, or the acquisition of and adherence to a set of principles. We are covering values as part of the affective system. However, once they are developed they provide an important filter for selecting input and connecting thoughts and feelings to action and thus could also be included in a discussion of the regulatory system.

Some of the values designated by the SCANS report (Whetzel, 1992) as important for workers in the information age are responsibility, self-esteem, sociability, integrity, and honesty. Huitt (1997) suggests an additional set of important values that are either implied in the SCANS report or are suggested by the writings of futurists or behavioral scientists as important for life success: autonomy, benevolence, compassion, courage, courtesy, honesty, integrity, responsibility, trustworthiness, and truthfulness.

1. Other lists of core values have been developed.
2. For example, a group of educators, character education experts, and leaders of youth organizations meeting under the sponsorship of The Josephson Institute of Ethics developed the following list: respect, responsibility, trustworthiness, caring, justice and fairness, and civic virtue and citizenship ( The Character Education Partnership, Inc,, 1996).

The Council for Global Education (1997) asserts the following set of values are either stated or implied in the Constitution of the United States and the Bill of Rights: compassion, courtesy, critical inquiry, due process, equality of opportunity, freedom of thought and action, human worth and dignity, integrity, justice, knowledge, loyalty, objectivity, order, patriotism, rational consent, reasoned argument, respect for other’s rights, responsibility, responsible citizenship, rule of law, tolerance, and truth.

Despite the debate over exactly what are the core values that ought to be taught in schools, the Association for Supervision and Curriculum Development (1996) suggests it is possible for communities to reach consensus on a set of values that would be appropriate for inclusion in the school curriculum.

Once a community has done so, the next issue is how should one go about the process of teaching values. As a beginning effort in this direction, I have developed a ” Survey of Desired Values, Virtues, and Attributes “. A preliminary study shows considerable overlap in beliefs among preservice and practicing educators ( Huitt, 2003 ).

Values Education Values education is an explicit attempt to teach about values and/or valuing. Superka, Ahrens, & Hedstrom (1976) state there are five basic approaches to values education: inculcation, moral development, analysis, values clarification, and action learning, This text was used as the major source for the organization of the following presentation.

Inculcation Most educators viewing values education from the perspective of inculcation see values as socially or culturally accepted standards or rules of behavior. Valuing is therefore considered a process of the student identifying with and accepting the standards or norms of the important individuals and institutions within his society.

The student “incorporates” these values into his or her own value system. These educators take a view of human nature in which the individual is treated, during the inculcation process, as a reactor rather than as an initiator. Extreme advocates such as Talcott Parsons (1951) believe that the needs and goals of society should transcend and even define the needs and goals of the individuals.

However, advocates who consider an individual to be a free, self-fulfilling participant in society tend to inculcate values as well, especially values such as freedom to learn, human dignity, justice, and self-exploration. Both the social- and individualistic-oriented advocates would argue the notion that certain values are universal and absolute.

The source of these values is open to debate. On the one hand some advocates argue they derive from the natural order of the universe; others believe that values originate in an omnipotent Creator. In addition to Parsons (1951), the theoretical work of Sears and his colleagues (1957, 1976) and Whiting (1961) provide support for this position.

More contemporary researchers include Wynne and Ryan (1989, 1992). The materials developed by the Georgia Department of Education (1997), the work of William Bennett (e.g., 1993) and The Character Education Institute (CEI) also promote the inculcation viewpoint.

• Moral Development Educators adopting a moral development perspective believe that moral thinking develops in stages through a specific sequence.
• This approach is based primarily on the work of Lawrence Kohlberg (1969, 1984) as presented in his 6 stages and 25 “basic moral concepts.” This approach focuses primarily on moral values, such as fairness, justice, equity, and human dignity; other types of values (social, personal, and aesthetic) are usually not considered.

It is assumed that students invariantly progress developmentally in their thinking about moral issues. They can comprehend one stage above their current primary stage and exposure to the next higher level is essential for enhancing moral development. Educators attempt to stimulate students to develop more complex moral reasoning patterns through the sequential stages. Kohlberg’s view of human nature is similar to that presented in the ideas of other developmental psychologists such as Piaget (1932, 1962), Erikson (1950), and Loevinger et al. (1970). This perspective views the person as an active initiator and a reactor within the context of his or her environment; the individual cannot fully change the environment, but neither can the environment fully mold the individual.

A person’s actions are the result of his or her feelings, thoughts, behaviors, and experiences. Although the environment can determine the content of one’s experiences, it cannot determine its form. Genetic structures already inside the person are primarily responsible for the way in which a person internalizes the content, and organizes and transforms it into personally meaningful data.

The moral development technique most often used is to present a hypothetical or factual value dilemma story which is then discussed in small groups. Students are presented with alternative viewpoints within these discussions which is in hypothesized to lead to higher, more developed moral thinking.

1. The story must present “a real conflict for the central character”, include “a number of moral issues for consideration”, and “generate differences of opinion among students about the appropriate response to the situation.”
2. A leader who can help to focus the discussion on moral reasoning.
3. A classroom climate that encourages students to express their moral reasoning freely (Gailbraith & Jones, 1975, p.18).

There is an assumption that values are based on cognitive moral beliefs or concepts. This view would agree with the inculcation assumption that there are universal moral principles, but would contend that values are considered relative to a particular environment or situation and are applied according to the cognitive development of the individual.

1. Gilligan (1977, 1982) critiqued Kohlberg’s work based on his exclusive use of males in his original theoretical work.
2. Based on her study of girls and women, she proposed that females make moral decisions based on the development of the principle of care rather than on justice as Kohlberg had proposed.

Whereas Kohlberg identified autonomous decision making related to abstract principles as the highest form of moral thinking, Gilligan proposed that girls and women are more likely to view relationships as central with a win-win approach to resolving moral conflicts as the highest stage. In addition to the researchers cited above, Sullivan and his colleagues (1953, 1957) also provide support for this view include. Larry Nucci (1989), Director of the Office for Studies in Moral Development and Character Formation at the University of Illinois at Chicago has developed The Moral Development and Education Homepage to promote this approach.

• Analysis The analysis approach to values education was developed mainly by social science educators.
• The approach emphasizes rational thinking and reasoning.
• The purpose of the analysis approach is to help students use logical thinking and the procedures of scientific investigation in dealing with values issues.

Students are urged to provide verifiable facts about the correctness or value of the topics or issues under investigation. A major assumption is that valuing is the cognitive process of determining and justifying facts and beliefs derived from those facts.

• This approach concentrates primarily on social values rather than on the personal moral dilemmas presented in the moral development approach.
• The rationalist (based on reasoning) and empiricist (based on experience) views of human nature seem to provide the philosophical basis for this approach.
• Its advocates state that the process of valuing can and should be conducted under the ‘total authority of facts and reason’ (Scriven, 1966, p.232) and ‘guided not by the dictates of the heart and conscience, but by the rules and procedures of logic’ (Bond, 1970, p.81).

The teaching methods used by this approach generally center around individual and group study of social value problems and issues, library and field research, and rational class discussions. These are techniques widely used in social studies instruction.

1. stating the issues;
2. questioning and substantiating in the relevance of statements;
3. applying analogous cases to qualify and refine value positions;
4. pointing out logical and empirical inconsistencies in arguments;
5. weighing counter arguments; and
6. seeking and testing evidence.

A representative instructional model is presented by Metcalf (1971, pp.29-55):

1. identify and clarify the value question;
2. assemble purported facts;
3. assess the truth of purported facts;
4. clarify the relevance of facts;
5. arrive at a tentative value decision; and
6. test the value principle implied in the decision.

Additional support for this approach is provided by Ellis (1962), Kelly (1955), and Pepper (1947). The thinking techniques demonstrated by MindTools is an excellent example of strategies used in this approach. Values Clarification The values clarification approach arose primarily from humanistic psychology and the humanistic education movement as it attempted to implement the ideas and theories of Gordon Allport (1955), Abraham Maslow (1970), Carl Rogers (1969), and others.

The central focus is on helping students use both rational thinking and emotional awareness to examine personal behavior patterns and to clarify and actualize their values. It is believed that valuing is a process of self-actualization, involving the subprocesses of choosing freely from among alternatives, reflecting carefully on the consequences of those alternatives, and prizing, affirming, and acting upon one’s choices.

Values clarification is based predominately on the work of Raths, Harmin & Simon (1978), Simon & Kirschenbaum (1973), and Simon, Howe & Kirschenbaum (1972). Whereas the inculcation approach relies generally on outside standards and the moral development and analysis approaches rely on logical and empirical processes, the values clarification approach relies on an internal cognitive and affective decision making process to decide which values are positive and which are negative.

• It is therefore an individualistic rather than a social process of values education.
• From this perspective, the individual, if he or she is allowed the opportunity of being free to be his or her true self, makes choices and decisions affected by the internal processes of willing, feeling, thinking, and intending.

It is assumed that through self-awareness, the person enters situations already pointed or set in certain directions. As the individual develops, the making of choices will more often be based on conscious, self-determined thought and feeling. It is advocated that the making of choices, as a free being, which can be confirmed or denied in experience, is a preliminary step in the creation of values (Moustakas, 1966).

Within the clarification framework a person is seen as an initiator of interaction with society and environment. The educator should assist the individual to develop his or her internal processes, thereby allowing them, rather than external factors, to be the prime determinants of human behavior; the individual should be free to change the environment to meet his or her needs.

Methods used in the values clarification approach include large- and small-group discussion; individual and group work; hypothetical, contrived, and real dilemmas; rank orders and forced choices; sensitivity and listening techniques; songs and artwork; games and simulations; and personal journals and interviews; self-analysis worksheet.

• A vital component is a leader who does not attempt to influence the selection of values.
• Like the moral development approach, values clarification assumes that the valuing process is internal and relative, but unlike the inculcation and developmental approaches it does not posit any universal set of appropriate values.

A sevenfold process describing the guidelines of the values clarification approach was formulated by Simon et al. (1972);

1. choosing from alternatives;
2. choosing freely;
3. prizing one’s choice;
4. affirming one’s choice;
5. acting upon one’s choice; and
6. acting repeatedly, over time.

Additional theorists providing support for the values clarification approach include Asch (1952) and G. Murphy (1958). Action Learning The action learning approach is derived from a perspective that valuing includes a process of implementation as well as development.

That is, it is important to move beyond thinking and feeling to acting. The approach is related to the efforts of some social studies educators to emphasize community-based rather than classroom-based learning experiences. In some ways it is the least developed of the five approaches. However, a variety of recent programs have demonstrated the effectiveness of the techniques advocated by this approach (e.g., Cottom, 1996; Gauld, 1993; Solomon et al., 1992).

Advocates of the action learning approach stress the need to provide specific opportunities for learners to act on their values. They see valuing primarily as a process of self-actualization in which individuals consider alternatives; choose freely from among those alternatives; and prize, affirm, and act on their choices.

They place more emphasis on action-taking inside and outside the classroom than is reflected in the moral development, analysis, and values clarification processes. Values are seen to have their source neither in society nor in the individual but in the interaction between the person and the society; the individual cannot be described outside of his or her context.

The process of self-actualization, so important to the founders of the values clarification approach, is viewed as being tempered by social factors and group pressures. In this way it is more related to Maslow’s (1971) level of transcendence which he discussed towards the end of his career.

• Input Phase -a problem is perceived and an attempt is made to understand the situation or problem 1. Identify the problem(s) and state it (them) clearly and concisely 2. State the criteria that will be used to evaluate possible alternatives to the problem as well as the effectiveness of selected solutions; state any identified boundaries of acceptable alternatives, important values or feelings to be considered, or results that should be avoided 3. Gather information or facts relevant to solving the problem or making a decision
• Processing Phase -alternatives are generated and evaluated and a solution is selected 4. Develop alternatives or possible solutions 5. Evaluate the generated alternatives vis-a-vis the stated criteria 6. Develop a solution that will successfully solve the problem (diagnose possible problems with the solution and implications of these problems; consider the worst that can happen if the solution is implemented; evaluate in terms of overall “feelings” and “values”
• Output Phase -includes planning for and implementing the solution 7. Develop plan for implementation (sufficiently detailed to allow for successful implementation) 8. Establish methods and criteria for evaluation of implementation and success 9. Implement the solution
• Review Phase -the solution is evaluated and modifications are made, if necessary 10. Evaluating implementation of the solution (an ongoing process) 11. Evaluating the effectiveness of the solution 12. Modifying the solution in ways suggested by the evaluation process

Many of the teaching methods of similar to those used in analysis and values clarification, In fact, the first two phases of Huitt’s model are almost identical to the steps used in analysis. In some ways the skill practice in group organization and interpersonal relations and action projects is similar to that of Kohlberg’s “Just School” program that provides opportunities to engage in individual and group action in school and community (Power, Higgins & Kohlberg, 1989).

A major difference is that the action learning approach does not start from a preconceived notion of moral development. Schools of thought providing support for the action learning approach include: Adler, 1924; Bigge, 1971; Blumer, 1969; Dewey, 1939; Horney, 1950; Lewin, 1935; and Sullivan, 1953. The Values in Action and the Giraffe projects exemplify this approach.

Summary In summary, each of the approaches to values education has a view of human nature, as well as purposes, processes and methods used in the approach. For example, the inculcation approach has a basic view of human nature as a reactive organism. The analysis and values clarification approaches, on the other hand, view the human being as primarily active.

Overview of Typology of Values Education Approaches
Approach	Purpose	Methods
Inculcation	To instill or internalize certain values in students; To change the values of students so they more nearly reflect certain desired values	Modeling; Positive and negative reinforcement; Manipulating alternatives; Games and simulations; Role playing
Moral Development	To help students develop more complex moral reasoning patterns based on a higher set of values; To urge students to discuss the reasons for their value choices and positions, not merely to share with others, but to foster change in the stages of reasoning of students	Moral dilemma episodes with small-group discussion; Relatively structured and argumentative without necessarily coming to a “right” answer
Analysis	To help students use logical thinking and scientific investigation to decide value issues and questions To help students use rational, analytical processes in interrelating and conceptualizing their values	Structured rational discussion that demands application of reasons as well as evidence; Testing principles; Analyzing analogous cases; Research and debate
Values Clarification	To help students become aware of and identify their own values and those of others; To help students communicate openly and honestly with others about their values; To help students use both rational thinking and emotional awareness to examine their personal feelings, values, and behavior patterns	Role-playing games; Simulations; Contrived or real value-laden situations; In-depth self-analysis exercises; Sensitivity activities; Out-of-class activities; Small group discussions
Action Learning	Those purposes listed for analysis and values clarification; To provide students with opportunities for personal and social action based on their values; To encourage students to view themselves as personal-social interactive beings, not fully autonomous, but members of a community or social system	Methods listed for analysis and values clarification; Projects within school and community practice; Skill practice in group organizing and interpersonal relations

References

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• Ellis, A. (1962). Reason and emotion in psychotherapy, New York: Lyle Stuart.
• Erikson, E. (1950). Childhood and society, New York: W.W. Norton.
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What should be the role of a school in providing value education?

Imparting VALUE EDUCATION in Schools Dr Kinjal Bhatt suggests ways to impart value education in school and why is it the need of the hour. EDUCATION AND SOCIETY TODAY Students of primary classes are often found cheating and using undesirable words. Disrespecting teachers sometimes starts as soon as they move forward in their school. By the time they enter the middle school, they have developed all the ways and means to display behaviour with no values.

It is a pity to see a student of class 10 or 12 bunking classes and sitting with mobiles in the canteen, aimlessly engaged in Facebook when actually this is the time to give finishing to whatever they have learnt. Such a scenario really disheartens the educators who have been trying to create individuals with social and moral responsibilities.

In this fast world of globalisation, junk food, terrorism and corruption, students are under continuous stress to compete and prove themselves. Education system of any country is expected to prepare the following generation to adapt better in the dynamic society.

The process of schooling and higher education should prepare students to differentiate between dos and don’ts at all stages of life. Our country has been adding meaning to education by incorporating ‘karma’ and ‘dharma’. Ancient Indian education has produced citizens with strong moral code and norms of living and conduct.

But does our current education system train the students to accept roles expected from them? Values have been felt to be subtracted from the rigid boundaries of what we call education. Teaching-learning continues even today and production of citizens also takes place.

But does our current education system prepare students for these challenges? Are we preparing individuals or humans? We educators have to act and accept the challenge of adding values in our education. We have to develop means and ways to produce humans and not just individuals. The current article is an attempt to explore the scope of value education at school level.

WAYS OF BRINGING CHANGE Value education starts from home but it continues throughout life. Value education in schools plays a major part in individual’s life. Value based education can shape their future and add purpose to their life. It helps them learn to live the right way of life.

• Advertisement School is the place where the child spends most of his or her learning years.
• Many attributes and behaviour they develop for a life time have their roots in school.
• Including value education as a textbook, as a graded subject or as a lecture per week is not enough.
• The school has to give due importance and priority for inculcating these desirable values among children.

Special well-planned learning experiences need to be designed so that students understand the importance of value in the real sense rather than just a fact. These learning experiences can be designed at two levels – curricular and co-curricular. Value education through curriculum We understand that time bound syllabus is very important but it cannot be taught at the cost of values.

1. Our subjects and treatment to each subject should be done consciously.
2. Need based: Curriculum should be developed after conducting a detailed analysis of the students of a particular class.
3. Values which are most important and urgent should be given priority.
4. A group of values to be achieved in a year’s time can be listed.

Flexibility and innovativeness: The curriculum of other subjects should be flexible enough to incorporate teaching of values. Any theory or illustration explained may be linked with value in life. For example, while explaining gravitation, we say anything that has ego falls down.

Teaching of language: While teaching creative writing and grammar rules, emphasis should be given on values like sacrifice and brotherhood. This will help students explore more about each value. Value education through co-curricular activities Advertisement Through curriculum a student acquires knowledge but overall development of an individual takes place through co-curricular activities only.

These activities help develop confidence and overcome inferiority complex. Educational activities: Activities like debate, poem recitation, should be organised on themes like sincerity, honesty and regularity. This will not only strengthen the expression of feelings in words but also emphasise to think and understand the importance of such values.

Cultural activities: These should not merely focus on display of talent. Through these art forms, socially desirable values can be taught. Attributes like team work, coordination, respecting others’ opinion, etc can be cultivated while practicing any art form. Social activities: When a school extends beyond classroom walls, a student realises the problems in the outside world.

They understand their responsibility to solve this universal problems and start valuing the things they already have. Sports activities: They can focus on physical and mental health. Team spirit, honesty, determination, etc. can be taught along with any game.

• Students also learn to respect others’ efforts and accept defeat.
• ROLE OF TEACHERS AND MANAGEMENT A strong moral character is an obligatory part of a teacher.
• No teacher can discharge his or her duties well if the teacher is morally degraded, dishonest and a participant in the race of collecting unfair money.

Value oriented education is most effective when teacher considers it as a life mission and displays all moral and desirable behaviour traits in front of students. The value education teacher is not solely responsible but all teachers together should contribute to this process.

Advertisement However hard the staff may try, these activities will gain importance only if management has similar emphasis. The authorities should have a clear vision and anyone who deviates from the same should not be entertained. Instructions and guidance can be given to teaching and non-teaching staff.

Regular follow up of given instructions should also be taken. Those who follow the given guidelines should be acknowledged and appreciated. CONCLUSION Globalisation and privatisation of education system has made it mechanical and less valuable. In the competition of getting more students, schools have shifted their focus from student to curriculum.

• Dr Kinjal Bhatt is Principal, NaICE: The Primary School, Bhavnagar, Gujarat
• Image Courtesy: UIS

Advertisement Advertisement Nehru World School (NWS) celebrates being honoured as a school within the PASCH network, a cooperative organization of schools around the globe that promote the teaching of German as a foreign language and who are supported by the German Federal Foreign Office. Nehru World School (NWS) celebrates being honoured as a school within the PASCH network, a cooperative organization of schools around the globe that promote the teaching of German as a foreign language and who are supported by the German Federal Foreign Office.

1. The ceremony took place on 29 th November 2021 on the school premises.
2. The official plaque was handed over by Mr.
3. Johannes Höber, cultural counsellor of the German Embassy.
4. The event was also graced by the presence of Mr.
5. Matthias Stähle, head coordinator of the Central Agency of Schools Abroad (ZfA), Dr.

Arunabh Singh, Director, and Ms. Susan Holmes, Head Teacher. PASCH is an initiative of the German Federal Foreign Office in cooperation with the Central Agency for Schools Abroad, the Goethe-Institut, the German Academic Exchange Service (DAAD), and the Educational Exchange Service (PAD) of the Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs in the Federal Republic of Germany.

1. Awakening interest and enthusiasm for Germany, motivating young people to learn German and creating an international network of schools – those are the aims of the PASCH initiative.
2. PASCH stands for “Schools: Partners for the Future”.
3. NWS is the fifth school across India and the only school from Uttar Pradesh to gain this recognition.

“It has created enhanced opportunities for our students to learn German and engage with German learners around the world,” commented Ms. Holmes. Ms. Jennifer Schridde has also joined NWS as a German teacher through this initiative in September 2021. She is a native German.

• Advertisement “This partnership is a milestone for students and teachers of NWS.
• I am sure it will lead to several opportunities for students in the future,” stated Dr.
• Arunabh Singh.
• Only 250 schools globally were recognized because of their intense work on climate education in a whole-school approach.

The recognition was awarded by Cartoon Network Climate Champions and Climate Action Project. Sarala Birla Gyan Jyoti in Guwahati, India, was awarded the Climate Action Project School of Excellence, Only 250 schools globally were recognized because of their intense work on climate education in a whole-school approach. The recognition was awarded by Cartoon Network Climate Champions and Climate Action Project.

1. Is a climate change awareness initiative that sets out to inspire kids to take on daily challenges that collectively can make a big difference to the health of our planet.
2. It has been developed in collaboration with WWF, a world-renowned environmental organization.
3. Climate Action Project is a free, global education project that was launched by, an education non-profit based in the USA, involving 2,700,000 teachers and students across 146 countries.

The project aims to help students learn about the climate crisis in authentic ways and disseminate solutions online. The recognized schools submitted their work for the past year and met extensive criteria, including a school-wide commitment to climate education and student solutions.

Sarala Birla Gyan Jyoti has participated in global projects RiseUp4SDGs (India), Let’s Be Human, Be One (Serbia), LeapEd Global Learning – Climate Change (Malaysia), the 17 Sustainable Development Goals competitions, implementing the three R’s schoolwide and planting gardens in the community, at home and school.

Students committed to training to become active Global SDG Ambassadors to raise awareness during virtual Student Hubs with 21 other countries. Students also actively collaborated with students in Brazil, Croatia, South Africa, Sweden and the UK in task-based projects.

Currently, all Climate Change projects are student-led. The selected 250 Climate Action Project Schools of Excellence were announced on 4 November 2021, during Climate Action Day, an annual online live event attended by 250,000 people globally. The event speakers included HRM Prince William, President James Alix Michel, Seychelles, Rick Davis, NASA, Matt Larsen-Daw, WWF, HRM Princess Esmeralda, Belgium, Juan Pablo Celis Garcia, UN Environment Programme, and other world leaders and climate scientists.

The winners were announced by Dan Russell, the voice actor behind several characters in Cartoon Network global hit series The Amazing World of Gumball, and Nandi Bushell, an 11-year-old musician, an influencer, and passionate climate advocate. Advertisement Statement by HRM Prince William “We need youth’s creativity to repair our planet.

1. We need students to invent and to innovate – to think beyond where we are now and to be optimistic about our future.” Statement by Koen Timmers, Climate Action Project: “Young people have the capacity to do more than learning about climate change.
2. They all can come up with solutions, take small actions, and inspire others to change their lifestyles.” Statement by Dr.

Jennifer Williams, Climate Action Project: “Our community of educators has come together in support of climate education for all. We are committed to ensuring students have access to information, ideas, and opportunities to take action for the planet, and, today, these Schools of Excellence are leading the way for the entire world.” Statement by Dr.

Diganta Halder, Principal Sarala Birla Gyan Jyoti: “Stopping Climate Change has become a critical issue that needs to be addressed by every human being, but even more importantly in our schools. Students should be aware of Climate Action and the importance of achieving the goals set by the United Nations for peace and prosperity for all by 2030 and to become leaders of impact in the future.” Ministry of Education notifies the Four Year ITEP, a dual-major holistic bachelor’s degree offering B.A.B.Ed./ B.

Sc.B. Ed. and B.Com.B.Ed. which is one of the major mandates of the National Education Policy 2020 related to Teacher Education. Ministry of Education notifies the Four Year ITEP, a dual-major holistic bachelor’s degree offering B.A.B.Ed./ B. Sc.B. Ed. and B.Com.B.Ed.

1. Which is one of the major mandates of the National Education Policy 2020 related to Teacher Education.
2. As per the NEP, 2020, teacher engagement from the year 2030 onwards will be only through ITEP.
3. It will be offered in pilot mode initially in about 50 selected multidisciplinary institutions across the country.

National Council for Teacher Education (NCTE) under Ministry of Education has devised the curriculum of this course in such a way that it enables a student-teacher to get a degree in education as well as a specialised discipline such as history, mathematics, science, arts, economics, or commerce.

ITEP will not only impart cutting-edge pedagogy, but will also establish a foundation in early childhood care and education (ECCE), foundational literacy and numeracy (FLN), inclusive education, and an understanding of India and its values/ethos/art/traditions, among others. The Year ITEP will be available for all students who choose teaching as a profession after secondary, by choice.

This integrated course will benefit students since they will save one year by finishing it in four years rather than the customary five years required by the present B.Ed. plan. The commencement of Four Year ITEP will be from the academic session 2022-23.

Admission for the same will be carried out by the National Testing Agency (NTA) through the National Common Entrance Test (NCET). This course will be offered by multidisciplinary institutions and will become as the minimal degree qualification for schoolteachers. The Four Year ITEP is a milestone achievement in fulfilling one of the major mandates of National Education Policy 2020.

The course will contribute substantially to the revitalization of the whole teacher education sector. The prospective teachers passing out of this course through a multi-disciplinary environment, grounded in Indian values and traditions will be instilled with the needs of 21 st century on global standards, and hence will be largely helpful in shaping the future of New India.

1. Image used for representational purposes only, source: Careers360 Traditional pedagogical techniques, based on a teacher explaining a topic and students taking notes, may still be helpful occasionally.
2. Still, education today revolves more around encouraging the students to awaken their curiosity and desire to learn.

Education and its purposes have evolved over time. The meaning of ‘knowing’ has changed from remembering and repeating information to finding and applying it. Education helps students identify their critical purpose in life. It is really a tool to enable young minds to become lifelong learners.

1. It empowers them to be able to tackle any challenge that life throws at them.
2. The purpose of being an educator is to make the world a better place.
3. Where people are empathizing, caring, and capable of understanding each other.
4. The prime objective of education is to nurture the leaders of tomorrow.
5. To impart quality knowledge and learning so that the young generation becomes responsible and future global leaders and citizens.

Advanced research in education philosophy and brain science has had a tremendous impact on instructional strategies for the classroom. As a result, the educational paradigm has seen a transitional shift in instructional strategies over the past few years.

• Educators now are required to step out of their comfort zone of the traditional mode of teaching confined to classrooms.
• Teachers are now bound to integrate the new instructional strategies to make a mark in the educational arena.
• A number of different teaching techniques have emerged during this transition and due to this change in education.

Some of the research-backed pedagogical practices that are appropriate for 21st-century classrooms are: Reciprocal Teaching: Reciprocal teaching is a method in which students in small groups predict, clarify, question, and summarize a scaffolded reading comprehension.

• It is similar to a small group of students sitting in circles and using a communal constructivism approach to making meaning.
• Here each student takes the role of both learner and teacher within the group.
• This technique allows the students to develop a shared understanding of the text and supports the students who find it difficult to comprehend complex texts.

Advertisement Student-generated questions : This technique allows students to work individually or collaborate with peers to generate their own set of questions based on Bloom’s Taxonomy template. This technique enables students to go through a rigorous thinking process of divergent and convergent thinking that ultimately ends with a reflection-based task to summarize their learning.

Higher-order thinking questions: This technique of instructional learning is a must-have in every classroom. Critical thinking is essential as it allows students to apply the knowledge to a context different from the one that was initially learned. Using this strategy and adding cases and real-life situations to these questions allows children to develop relevance and motivation.

Reflection questions: Metacognition – the science of thinking about learning is a potent tool that should be used in every classroom. This allows children to strengthen their understanding and retain the information for a longer period of time. Questions like the muddiest point today? What were my three takeaways from the last 30 minutes? How would I use this learning to make my day better? And many more allow students to reflect on their learning and evolve themselves as lifelong learners.

Taking a constructivist approach, these techniques or strategies allow the learners to accommodate and assimilate knowledge. When a teacher uses group work he/she is leveraging the true nature of learning. This collective activity allows and enables the students to find relevance in the learning environment.

Moreover, it will enable learners to have agency over their learning by modeling a real-world situation. Often when a teacher starts using collaborative approaches, various reasons like unequal participation deter it. The classroom space dons a chaotic look, and the teacher has no control.

• All these have to be minutely dealt with by developing as a facilitator rather than a sage on the stage.
• Working in groups allows children to develop essential life skills like empathy, compassion, and critical thinking.
• Advertisement Traditional pedagogical techniques, based on a teacher explaining a topic and students taking notes, may still be helpful occasionally.

Still, education today revolves more around encouraging the students to awaken their curiosity and desire to learn. About the author: Siddharth Rajgarhia is Chief learner and Director at Delhi Public School Nashik, Varanasi, and Lava Nagpur. Having 10 years of experience in leading schools.

1. He is an avid Mindfulness practitioner and believes in lifelong learning President Ram Nath Kovind will confer the awards to 44 Awardees through virtual mode on 5th September 2021.
2. A documentary film on each of the 44 Awardee Teachers will also be shown.
3. Santosh Kumar Sarangi, Additional Secretary, School Education, R.C.Meena, Joint Secretary, and Vipin Kumar, Joint Secretary held a press conference on the upcoming National Award to Teachers and Shikshak Parv yesterday.

Sarangi informed that in recognition of the valuable contributions of our teachers and to take New Education Policy (NEP) 2020 a step forward, like the previous year this year too, the Department of School Education & Literacy has decided to celebrate Shikshak Parv-2021.

• Shikshak Parv 2021 will commence from 5th September 2021 till 17th September through virtual mode, he said.
• On vaccination drive to vaccinate more than 2 crore teachers, Sarangi said that the vaccination progress in the states is being monitored by the Department of School Education and Literacy.
• This will also contribute to decisions pertaining to school reopening.

Meena informed that President Ram Nath Kovind will confer the awards to 44 Awardees through virtual mode on 5th September 2021. A documentary film on each of the 44 Awardee Teachers will also be shown. He further informed that the National Awards to Teachers were first instituted in 1958 to recognize the excellence and commitment of teachers in shaping the minds as well as the future of the youth.

The award was to accord public recognition to meritorious teachers working in elementary and secondary schools, he added. Vipin Kumar informed that Prime Minister Shri Narendra Modi will be addressing the teachers, students, parents, and stakeholders associated with education on 7th September 2021 at 11 AM.

He also informed that Prime Minister will be launching five initiatives of the Department, that is, Indian Sign Language dictionary of 10,000 words, Talking Books (audiobooks for visually impaired), School Quality Assessment and Accreditation Framework (SQAAF) of CBSE, NISTHA teachers’ training program for NIPUN Bharat, and Vidyanjali Portal (for facilitating education volunteers/donors/CSR contributors for school development).

The conclave will be attended by Shri Dharmendra Pradhan, Union Minister for Education; Smt. Annapurna Devi, Minister of State for Education; Dr.Subhas Sarkar, Minister of State for Education and Dr.Rajkumar Ranjan Singh, Minister of State for Education along with senior officials of the Ministry. Vipin Kumar said that the inaugural conclave will be followed by webinars, discussions, presentations, etc.

up to 17th September 2021 in which the educational practitioners from various schools of the country have been invited to share their experience, learnings, and the roadmap ahead. It is noteworthy that teachers and practitioners from even remote schools will be speaking on issues relating to quality and innovation in schools.

• The SCERT and DIETs in respective states will also be deliberating further on each of the webinars and suggesting the roadmap which will be consolidated by State SCERT.
• These will be shared with NCERT and provide inputs for curricular framework and teacher training modules, he said.
• Advertisement He highlighted that the theme of Webinars has been further segregated into nine sub-themes in the subsequent webinars such as Technology in Education: NDEAR, Foundational Literacy, and Numeracy: A Pre-requisite to Learning and ECCE, Nurturing Inclusive Classrooms, etc.

to highlight the best practices and initiatives which can be adopted by schools of India. Education is not merely a competition to acquire degrees but is a transformative tool to leverage knowledge for character building and eventually nation-building – Education Minister Union Education and Skill Development Minister, Dharmendra Pradhan and Union Minister for Social Justice and Empowerment Virendra Kumar today jointly launched the booklet on One-year New Education Policy (NEP) – 2020 Achievement along with some major initiatives of the New Education Policy- 2020 such as NIPUN Bharat FLN tools and resources on DIKSHA; Virtual School of NIOS; Alternate Academic Calendar of NCERT; and Release of ‘Priya’- accessibility booklet developed by the NCERT and Department of Empowerment of Persons with Disabilities.

Minister of State for Education Annapurna Devi and Secretary, School Education Anita Karwal were also present on the occasion. Addressing the participants, the Minister said that NEP is a guiding philosophy to transform the hopes and aspirations of millions of the youth to reality and making India self–reliant.

He said that the formulation of NEP is also a live example of cooperative federalism to achieve a common goal of making India a global hub of knowledge. When we look back at the progress of NEP, we get more confident about the future of our students, he added.

1. Launch of key initiatives of NEP 2020.
2. Dharmendra Pradhan (@dpradhanbjp) Pradhan stated that Education is not merely a competition to acquire degrees, but is a transformative tool to leverage knowledge for character building and eventually nation-building.
3. The Minister stressed that the Government is working to facilitate up-gradation of infrastructure in schools, such as ensuring that the Internet reaches the village schools across the country.

Pradhan said that the book “Priya -The Accessibility Warrior”, released today will sensitize the students on accessibility-related issues for Divyangs. Special emphasis has been laid to make the booklet simple, interesting, and interactive to create awareness on accessibility in children right from their formative years, he added.

Advertisement The Minister while launching the Virtual School of NIOS said that this school is a new model of learning and is an example of how leveraging technology and innovation can facilitate greater inclusion in education. The school is the first-of-its-kind initiative in the country that will provide advanced digital learning platforms through Virtual Live Classrooms and Virtual Labs., he added.

Pradhan also said that the Alternate Academic Calendar of NCERT has been developed to facilitate teachers and parents to assess the progress in the learning of children. The Alternate Academic Calendar contains a week-wise plan of interesting and challenging activities, with reference to learning outcomes, themes, and chapters taken from the syllabus or textbook.

Speaking on the occasion Virendra Kumar said that accessibility opens doorways to opportunity and growth, thus, reinstating the importance of creating an accessible environment for everyone. He further said that awareness and a sensitized community are the essential fuels driving any revolutionary change.

The government’s commitment to promoting accessibility led to the development of the E-Comic cum Activity Book, titled – ‘Priya- The Accessibility Warrior’. Kumar urged both the Departments of School Education & Literacy and the Department of Higher Education to take up the task of creating accessible educational infrastructure and content on a mission mode, consistently progressing towards Inclusive Education which is a vital component of the new National Education Policy.

On the occasion of the 75th year of Independence of India, let us all work with our children to become ‘Accessibility Warriors’ and make inclusive education a reality to build a brighter future for all our citizens, he added. Another important initiative launched was “Priya -The Accessibility Warrior”, which is the outcome of collaborative efforts of the Department of Empowerment of Persons with Disabilities (Divyangjan), the Ministry of Social Justice and Empowerment, and the Department of School Education and Literacy.

It provides glimpses into the world of a girl named Priya who met an accident and could not walk, due to plastered leg. The story depicts how Priya managed to participate in all activities at school, and in the process learned the importance of accessibility.

She, therefore, takes the pledge of being an accessibility warrior. The comic book is also available with Indian Sign Language (ISL) explanatory videos. NEP 2020 envisages education as a continuum without any segmentation and focuses on making education more experiential, holistic, integrated, character-building, inquiry-driven, discovery-oriented, learner-centered, discussion-based, flexible, and above all, more joyful.

With this perspective, the Department of School Education and Literacy has taken up a multitude of initiatives at all levels of school education and has achieved 62 major milestones which will eventually transform the school education sector. Other major achievements include: the launch of NIPUN Bharat Mission with a vision to ensure every child achieves the desired learning competencies in reading, writing, and numeracy by the end of Grade 3, by 2026-27; aligning of the existing scheme of Samagra Shiksha with Sustainable Development Goal for Education (SDG-4) and the NEP 2020 to ensure inclusive and equitable, quality, and holistic school education; Vidya Pravesh- a three months School Preparation Module for Grade I children; Blueprint of National Digital Education Architecture (NDEAR) conceived to energise and catalyse the education ecosystem, capacity building of Secondary teachers under NISHTHA with a focus on improvement in quality of teachers and learning outcomes of students, Assessment reforms to make learning more joyful and experiential, DIKSHA as a teaching-learning repository of engaging e-content, etc.

• NIPUN Bharat FLN tools and resources have been made available under a separate vertical for FLN resources developed under DIKSHA to assist and mentor States/UTs and teachers for implementing NIPUN Bharat guidelines.
• This vertical has infographics and videos on learning outcomes and assessment tools for teachers to facilitate them.

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2. The programme was attended by senior officials and heads of autonomous institutions of the department, senior officers from the School Education department of all States, and UTs, and experts.
3. Click the link below to see the booklet on One-year New Education Policy (NEP):
4. Click the link to see the booklet “Priya -The Accessibility Warrior”:
5. Click here to see the details of Virtual Open School:

Chief Minister of Karnataka Basavaraj S Bommai, Minister for Higher Education, IT & BT, Science and Technology, Skill Development and Entrepreneurship, Dr.C.N. Ashwath Narayan; Chairman, Drafting Committee of NEP Dr.K. Kasturirangan and other dignitaries graced the event.

• Image (File picture) used for representational purpose only.
• National Education Policy- 2020 provides a roadmap to establish India as a knowledge economy as well as help in the creation of global citizens said Union Education & Skill Development and Entrepreneurship Minister Dharmendra Pradhan at the launch of NEP Karnataka and several education-related initiatives of the Government of Karnataka on 23rd August 2021.

Addressing the participants Pradhan said that Karnataka has taken a giant stride in transforming its education landscape by implementing the National Education Policy 2020. From translating the NEP 2020 into Kannada to forming NEP Task Force and preparing the roadmap for its implementation, Karnataka has taken lead to establish itself as the 1st state in India to implement the visionary NEP 2020, he added.

1. The Minister further said that with the implementation of NEP in the state, Karnataka has set an example for other states to emulate.
2. Inauguration of NEP Implementation in Karnataka with Shri and Shri.
3. Dharmendra Pradhan (@dpradhanbjp) The Minister stated that deeply rooted with Indian ethos yet modern in outlook India’s NEP—its policy framework, implementation strategy, outcomes, and role in the betterment of human society will serve as a case study for global policymakers.

The generation that is in the age group of 3-23 today will reap the benefits of NEP and will shape India’s destiny in the future but the challenge before us is to include India’s growing population under the ambit of New Education Policy as early as possible, he added.

Advertisement Pradhan stressed that NEP will catapult India into a new global world order. He urged all stakeholders to work collectively to fulfill our national ambition of making India a vibrant knowledge economy. Chief Minister of Karnataka Basavaraj S Bommai, Minister for Higher Education, IT & BT, Science and Technology, Skill Development and Entrepreneurship, Dr.C.N.

Ashwath Narayan; Chairman, Drafting Committee of NEP Dr.K. Kasturirangan and other dignitaries graced the event. Atal Innovation Mission (AIM) NITI Aayog in collaboration with La Fondation Dassault Systemes in India Monday launched the third series of the ‘Student Entrepreneurship Program’ (SEP 3.0) for the young innovators of Atal Tinkering Labs (ATL).

Image used for representational purpose only Atal Innovation Mission (AIM) NITI Aayog in collaboration with La Fondation Dassault Systemes in India Monday launched the third series of the ‘Student Entrepreneurship Program’ (SEP 3.0) for the young innovators of Atal Tinkering Labs (ATL). The theme of SEP 3.0 is based on the ‘Made in 3D – Seed the Future Entrepreneurs Program’, conceptualized and rolled out in France by La Main à la Pate Foundation and La Fondation Dassault Systèmes Europe in 2017.

As part of this program, a team from each school (6 students and a teacher) will be allocated seed funding towards creating their own start-up, design and prototype their innovation using 3D printing, prepare marketing campaigns, define product pricing and create expansion strategies.

1. With this, they will receive a real feel of ‘How a startup works!’.
2. At the end of the program, each school’s startup will participate in a playful competition and present its marketing campaign in front of experts from industry and academia.
3. Eeping the essence of the program in mind, SEP3.0 will allow student innovators to work closely with Dassault volunteers and gain – Mentor support, Prototyping and testing support, End-User feedback, Intellectual Property registration, and Patenting of ideas/processes/products, Manufacturing support, and launch of the product in the market.

A total of 50 teams from 26 states are selected for the SEP 3.0. Top 20 teams of ATL Marathon 2019, 10 teams selected by Dassault, 10 teams from Aspirational Districts, and 10 teams from Jammu, Kashmir, Ladakh, and Northeast regions are selected. Advertisement One of the interesting parts of the program will be interaction opportunities for students and teachers, between French and Indian schools.

In addition to the development of an Innovation mindset and exposure to start-up culture, school students and teachers will have a unique opportunity to interact and collaborate with French schools and French students for cultural and technical interactions. Mission Director, AIM, NITI Aayog Dr. Chintan Vaishnav while congratulating and complimenting top students of ATL Marathon 2019 said that SEP is a life-changing opportunity for the young innovators to reach new heights.

“All the students who participated in this program must know that they have climbed the third range of mountains in terms of growth in the field of entrepreneurship having already worked on problems and innovation. I have no doubt in saying that these students are going to excel.

SEP is not only about bringing solutions to the table but knowing how crucial the solution is for all of us,” he said. Chairman, Dassault Systemes Foundation India Sudarshan Mogasale, while sharing his views said, “With the second edition, we worked with Atal Innovation Mission to assist our future generation of students become Future Innovators.” He further added that the programme seeks to provide schoolchildren opportunities to develop an entrepreneurial and inventive mindset and suitable exposure through activities-based learning, exploration, and challenges.

School students and teachers will have a unique opportunity to connect and interact with French schools and students for cultural and technical knowledge sharing. Speaking during the virtual launch of SEP, Mission Director, Aspirational District Program NITI Aayog, Dr.

• Rakesh Ranjan said that SEP falls in line with the vision and mission of aspirational district program and that it has given new hope to students who were looking forward to such opportunities.
• There is no dearth of talent in the aspirational districts of India so I am sure SEP is going to be a huge success going forward,” he added.

Advertisement In his address, Attaché for Scientific and Academic Cooperation for Western Region at French Embassy in Mumbai, Dr. Olivier FUDYM, said “Students learning for this pedagogy of hands-on learning is going to be a change from conventional learning.” Moreover, AIM and La Fondation Dassault Systemes in India announced the launch of the SEP 3.0 in the presence of AIM’s Mission DirectorDr.

Chintan Vaishnav, Chairman, Dassault Systemes Foundation Sudarshan Mogasale, Mission Director, Aspirational District Program, NITI Aayog Dr. Rakesh Ranjan and Attaché for Scientific and Academic Cooperation for Western Region at French Embassy in MumbaiDr Olivier FUDYM. The Top teams of SEP 3.0 are selected through the ATL Marathon, a nationwide contest where students identify community challenges and create grassroots innovations and solutions within their ATL lab.

Industry partnerships like these are critical to nurture young students’ inventiveness and will enable them to create our planet a better place. All CBSE School students will be able to sign up on the portal with their details and access a personalised career dashboard.

The Portal can be accessed at www.cbsecareerguidance.com The primary aim of NEP 2020 is to develop a vibrant and transformative school education sector that ensures the development of the unique potential of each learner and provides a safe and stimulating learning environment to all students and teachers.

The NEP 2020 proposes for an overhaul of the existing teaching learning patterns, by optimising learners’ academic and vocational capabilities. CBSE, has taken the task for effective implementation of online portal for Career Guidance and Counselling of class IX-XII students in all affiliated schools in the same context.

• It is imperative for the students to understand their learning strengths and weaknesses; have realistic goals commensurate with their capabilities.
• Guidance and Counselling serves the basic needs of each individual as a unique entity as there are perceptible differences between the individuals in native capacities, abilities and interests.

Equally significant are the changes within the individual during the course of time with maturity and exposure.

• Besides, Guidance also enhances positive attributes of an individual which help to build a positive self- image.
• “To bring scale, speed and standard to the career guidance process, CBSE has dovetailed these objective to develop a holistic integrated vision for career guidance and counselling for building knowledge and skills of students and to make them ‘Future Ready’.
• CBSE has brought on board a consultative group of experts belonging to industry, academia, and government to prepare the future road map.

Advertisement Likewise, CBSE has collaborated with UNICEF and its trusted technical partner iDreamCareer private limited for setting up a dynamic online system on career guidance and counselling.” Sh. Manoj Ahuja Chairman CBSE, This initiative will help young people, especially girls, to gain knowledge and skills for self-development and to transition smoothly from school to higher education or work.

To support adolescents (grades 9 to 12 students) to manage their career pathways and lifelong learning, UNICEF, along with 13 state governments and the private sector has customized career portals in regional languages, reaching 21 million adolescents helping them access education and work-related resources and opportunities.

The career portals also available on mobile apps offer information on careers, college directories, courses from several countries, scholarships and competitive entrance exams. Speaking at the launch of the portal, Terry Durnnian, Chief of Education, UNICEF India, said, “The pandemic has heightened concerns among millions of young people about their future livelihoods and skills needed to thrive in the 21st century.

UNICEF has supported career guidance portals across several states to empower adolescents and young people to make informed educational and occupational choices that support their social, financial, and emotional well-being. UNICEF is pleased to partner with the Central Board of Secondary Education with the technical partnership of iDreamCareer to develop the CBSE Career Guidance portal to facilitate students in India to have access to information on career pathways, irrespective of their school affiliation.” The CBSE dedicated online portal on career guidance and counseling coincides with the declaration of class X and XII results for this year and includes information on various careers, courses, scholarships, and examinations for students from grades 9 to 12.

The CBSE Career Guidance and Counselling portal:

• Is gender-inclusive
• Informs on career options for special ability students
• Uses a gamified approach to engage students
• Provides personalised and unique career journey through Artificial Intelligence & Machine Learning
• Is mobile, tablet and laptop-compatible

The portal is linked to the CBSE main portal. All CBSE School students will be able to sign up on the portal with their details and access a personalised career dashboard that will also be accessible to teachers and administrators.

• The portal with the entire career curriculum will be offered to students at no cost,
• Currently, each student through an individual career dashboard will be able to access:
• 560+ careers (English, Hindi & 8 other languages)
• 25,000 colleges and vocational institutes spanning over 3 lakh courses
• 1200 scholarships
• 1150 Entrance Exams

Career Counsellor/Teacher Dashboard : 2 teachers/counselors per school will be trained on the portal through a digital training session and given a personal counselor dashboard to access the entire career curriculum and use it to guide the students for their career queries.

• This will build their knowledge base on career guidance.
• Additional 90 hours self-paced online training course will be offered to teachers/counselors in their dashboard itself where they can do the entire course and get certified as a career counselor (post clearing the online assessments for various modules).

This course at present is being developed with UNICEF support in the next few months. Advertisement As the learners in schools come from diverse cultural, linguistic, social, economic backgrounds, equal access to all is essential. CBSE will help create an enabling school environment to ensure all-inclusive, strong institutional support system for concurrent motivation and capacity building of all students and teachers.

The recently set up Career guidance & Counselling Information Centre (CGCIC) in CBSE will lend a hand to ensure a Career Counselling cell in every school, create awareness of the career portal to promote the usage among students and also chalk out different offline strategies of providing uninterrupted guidance facilities to students.

The Portal can be accessed at New Education Policy, assures our youth that the country is fully with them and their aspirations: PM Narendra Modi The Prime Minister, Shri Narendra Modi addressed policymakers in the domain of education and skill development, students and teachers, across the country via video conferencing, to mark the completion of one year of reforms under the National Education Policy 2020.

1. नई राष्ट्रीय शिक्षा नीति को एक साल पूरा होने पर सभी देशवासियों और सभी विद्यार्थियों को बहुत-बहुत शुभकामनाएं।
2. बीते एक वर्ष में देश के आप सभी महानुभावों, शिक्षको, प्रधानाचार्यों, नीतिकारों ने राष्ट्रीय शिक्षा नीति को धरातल पर उतारने में बहुत मेहनत की है: PM
3. — PMO India (@PMOIndia)

Congratulating the countrymen and students for New Education Policy completing one year, the Prime Minister lauded the hard work of teachers, professors, policymakers in realizing the New education policy on the ground, even during the difficult time of Covid-19.

1. Noting the significance of the year ‘Azadi ka Amrit Mahotsav’, the Prime Minister said that the new Education Policy will play a major role in this important period.
2. The Prime Minister said our future progress and growth are dependent on the level of education and direction given to our youth today.
3. I believe that is one of the bigger factors in ‘mahayagya’ of national development”, said the Prime Minister.

Advertisement The Prime Minister noted the changes brought by the pandemic and how normal online education became for the students. More than 23 hundred crore hits on DIKSHA portal bear testimony to the utility of portals like Diksha and Swayam.

• नई ‘राष्ट्रीय शिक्षा नीति’ युवाओं को ये विश्वास दिलाती है कि देश अब पूरी तरह से उनके साथ है, उनके हौसलों के साथ है।
• जिस आर्टिफिसियल इंटेलीजेंस के प्रोग्राम को अभी लॉंच किया गया है, वो भी हमारे युवाओं को future oriented बनाएगा, AI driven economy के रास्ते खोलेगा: PM
• — PMO India (@PMOIndia)

The Prime Minister noted the strides made by the youth from small towns. He cited great performance at the Tokyo Olympics by the youth from such towns. He lauded the efforts of the youth in the fields of robotics, AI, start-ups, and their leadership in industry 4.0.

• He said if the younger generation gets the environment suitable for their dreams, there is no limit to their growth.
• He stressed that today’s youth wants to decide their systems and their world on their own terms.
• They need exposure and freedom from the shackles and restrictions.
• New Education Policy, assures our youth that the country is fully with them and their aspirations.

The artificial intelligence programme which was launched today will make the student future-oriented and will pave the way for an AI-driven economy. Similarly, National Digital Education Architecture, (NDEAR) and National Education Technology Forum (NETF) will go a long way in providing a digital and technological framework to the entire country, the Prime Minister said.

2. इससे भारतीय साइन लैंग्वेज को बहुत बढ़ावा मिलेगा, हमारे दिव्यांग साथियों को बहुत मदद मिलेगी: PM
3. — PMO India (@PMOIndia)

The Prime Minister highlighted the openness and absence of pressure in the New Education Policy. He said that there is openness at the policy level and openness is also visible in the options available to the students. Options like multiple entry and exit will free students from the restrictions of staying in one class and one course.

• 21वीं सदी का आज का युवा अपनी व्यवस्थाएं, अपनी दुनिया खुद अपने हिसाब से बनाना चाहता है।
• इसलिए, उसे exposure चाहिए, उसे पुराने बंधनों, पिंजरों से मुक्ति चाहिए: PM
• — PMO India (@PMOIndia)

Advertisement Quoting Mahatma Gandhi, the Prime Minister emphasized the importance of local languages as a medium of instruction. The Prime Minister informed that14 engineering colleges of 8 states are starting to impart education in 5 Indian languages Hindi, Tamil, Telugu.

Marathi and Bangla. A tool has been developed for translating engineering courses into 11 languages. This emphasis on mother tongue as the medium of instruction will instill confidence in the students from a poor, rural, and tribal background. Even in elementary education mother tongue is being promoted and Vidya Praveshprogamme, launched today, will play a big role in that.

He also informed that Indian sign language, for the first time, has been accorded the status of language subject. Students will be able to study it as a language also. There are more than 3 lakh students who need sign language for their education. This will give a boost to Indian sign language and will help the divyang people, said the Prime Minister.

1. भविष्य में हम कितना आगे जाएंगे, कितनी ऊंचाई प्राप्त करेंगे, ये इस बात पर निर्भर करेगा कि हम अपने युवाओं को वर्तमान में यानि आज कैसी शिक्षा दे रहे है, कैसी दिशा दे रहे हैं।
2. मैं मानता हूं भारत की नई राष्ट्रीय शिक्षा नीति राष्ट्र निर्माण के महायज्ञ में बड़े factors में से एक है: PM
3. — PMO India (@PMOIndia)

Underlining the critical role of teachers, the Prime Minister informed that from the formulation stage to implementation, teachers are an active part of the New Education Policy. NISHTHA 2.0, launched today will provide training to teachers as per their needs and they will be able to give their suggestions to the department.

Prime Minister launched the Academic Bank of Credit that will provide multiple entry and exit options for students in Higher education; 1st Year Engineering Programmes in Regional Languages and Guidelines for Internationalization of Higher Education. The initiatives to be launched also included Vidya Pravesh, a three-month play-based school preparation module for Grade 1 students; Indian Sign Language as a Subject at the secondary level; NISHTHA 2.0, an integrated programme of teacher training designed by NCERT; SAFAL (Structured Assessment For Analyzing Learning Levels), a competency-based assessment framework for Grades 3, 5 and 8 in CBSE schools; and a website dedicated to Artificial Intelligence.

The event also witnessed the launch of the National Digital Education Architecture (NDEAR) and the National Education Technology Forum (NETF). Advertisement to read the text of the Prime Minister’s address (in Hindi). : Imparting VALUE EDUCATION in Schools
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How can a teacher be effective in teaching values education?

The effective way that a teacher is able to do it is through his/her activities with the students or through the activities that the teacher carefully organised or design to achieve a particular value ( with an awareness to promote that particular value beforehand).
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How do you implement values?

Q: Did you help shape your organization’s core values? If so, what strategies did you use? – Russ Stephens of the Association of Professional Builders (APB) “Yes, along with other key stakeholders in the business. There are two books that we recommend all APB team members read to help understand our core values : The Four Agreements by Don Miguel Ruiz and Atomic Habits by James Clear.

• The values and lessons from these books are what helped to shape the core values that we all live and work by.” Crane: “The best way to implement your core values in your work is by living by them and sharing them with your employees.
• For example, Spread Great Ideas allows its employees to live where they want and work the schedule that they want as long as they meet their deadlines.

Employee’s schedules and time zones are respected and there is always an openness to look at how things can be done better.”
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How children are helped to develop values?

How Children Learn Values – Children mainly learn values by watching their parent’s example, hence why it is so important to set a good example for them. One of the best ways to ensure you are setting the right example is to practice what you preach. Live your values, don’t just talk about them with your kids.
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What values are taught in school?

Teaching Values in School: An Interview with Steve Johnson – How do children become moral people, and what role do schools have in that process? In this conversation, Ethics Center Executive Director Kirk O. Hanson discusses the issues with Director of Character Education Steve Johnson Kirk O. Hanson: Steve, let me begin with a simple question: What is character education? Steve Johnson: Schools have always been interested in three kinds of outcomes: 1. skills—what our students are able to do 2. knowledge—what they know 3. character—the kind of people they become Sometimes character is talked about in terms of citizenship. When I was in school, we used the term deportment, But whatever we call it, as educators, we’ve always been interested in building positive, productive citizens. H: What are the objectives of character education in the schools today? J: In some schools, it’s about promoting pro-social thoughts, values, and behaviors and having students act as good citizens should in school. In others, it’s about developing specific desirable values. For schools in general, character education is about finding some way to help students develop good habits or virtues. H: What is your approach to character education and how does it differ from other approaches? J: We say that character education is a way of doing everything in the school. It’s not one particular program or focus; it’s everything we do that influences the kind of human beings students become. To break that down, we use a triangle model to explain moral development. Basically, we look at three sets of factors that influence how human character develops. The left section of the triangle deals with values. We recognize that there are core common values, and we are socialized to develop them through 1. role models, such as parents, other adults, peers, and mass media 2. legends and heroes, people we look up to 3. stories and narratives in print, film, TV, or video games 4. reinforcement (We’re all more likely to continue to do what pays off or works for us.) At the same time, coming from the right side of the triangle, are thought processes. These are the rational, cognitive ways we grapple with the moral life, and they include 1. problem solving processes for helping to make choices 2. thinking in a way that is clear and straight, not distorted; seeing many possibilities in a situation—shades of gray instead of black and white 3. the ability to reflect on our experience and to learn from it 4. the ability to use a framework to make decisions when we genuinely don’t know what to do in a hard case The triangle sits on the foundation of skills, which we group into two sets: coping and cooperation. To understand coping skills, think about the moments in our lives when we have the most trouble and ask, What else was going on at the same time? Were we tired or stressed or angry? In order to build character, we have to learn to deal with the times when it’s hard to be the kind of person we want to be. Those coping skills are emotional management, anger control, impulse control, stress management, and so forth. Cooperation skills include dealing with people and dealing with conflict situations. In every lesson we do, in every program we put on, we balance the triangle, taking into account values formation, thought processes, and skill development. That’s our reference point. Another thing that makes our program distinct is that we said right from the beginning, “We are not going to be another character education program that’s just for the most privileged. If it doesn’t work for kids who read across the spectrum—below the 20th percentile as well as above— and if it doesn’t work for kids who have trouble in school as well as those who don’t, and if it doesn’t work for kids who like school and kids who hate school, it isn’t for real.” H: Why do you work with the language arts curriculum? J: We wanted to tie the program to things schools already need to do. We spend so much time on the English language arts program because everyone takes English, and the curriculum is already full of strong narratives that provide an excellent vehicle for character education. Literacy is fundamental. H: Do you have to teach character education to kids in the mainstream differently from the way you teach at-risk youngsters? J: I don’t think so. Kids throughout the population face the same needs, the same challenges, the same realities in their lives. Perhaps more privileged youngsters have been able to struggle with them better because they’ve had more nurturing, better role models, wider opportunities, and so forth. But the substance is very much the same. H: What about differences in culture and language? J: Ethics is not about being part of any culture; it’s about being human. Whatever your background, culture, language, etc., you cannot be successful, you cannot run a society without human minimums in the way of conduct. When I work with groups, I take the core values and I go around and ask if anyone is opposed to them: “Is anyone around here opposed to respect, at the least in the way other people treat you? Is anyone opposed to responsibility, at least in the way someone drives if he borrows your car? Is anyone here opposed to self-control, at least by the person holding a gun in the same room with you?” And so forth. What we find is everyone realizes right away that these are human minimums. Even the most jaded kids recognize the importance of values. Now, they may not be able to demonstrate them, but they at least agree that values are significant. For example, no matter how disrespectful they are toward other people, kids are very clear that they would like people to respect them. H: Where did you get the specific values that are taught in your program and why those? J: That took a long, long time. When we look at values and virtues, there’s no end to the list. Actually, we came to ours from a couple of different directions. One was Thomas Lickona’s work on educating for character. His notion is that two virtues, respect and responsibility, frame a public, teachable morality. Respect is the regard due to me and to all other persons on the planet by virtue of our being human. It’s not honor or something we have to earn, but precisely that which we don’t. Respect forms the restraint side of morality. It’s what I restrain myself from doing because it might harm that which I value. Responsibility is the positive, proactive side of morality—the things I do because I said I would, because I ought to, because they promote the common good. We see respect and responsibility as the two hinges of a public, teachable morality, which integrity fills in. When we say “integrity,” we mean the whole person, undivided, developing all aspects of the self. H: But you go beyond respect, responsibility, and integrity. J: Yes. We were interested in what happens to young people who score below the 20th percentile on standardized tests and who may have a history of anti-social behavior. We wondered what virtues we could emphasize that might make a difference in the thoughts, values, and behaviors of those kids. What helps people to be more pro-social than anti-social, more virtuous than criminal? What could keep someone who’s having trouble from continuing to get in more trouble? So we looked at research not only in the usual places—such as philosophy—but also in special education, correctional education, and criminology. We looked at psychological research on cognitive distortions that cause people to twist their filter of reality in a way that causes them to miss-see and miss—think about the world. And we looked at virtues that were a counter to the misperceptions that get people in trouble. In that process, we realized that virtues like self-direction and self-control are important. We also saw that many at-risk kids valued courage, but they had a self-destructive vision of it. To them, the most courageous thing you could do was the most outrageous thing you could do. The more dangerous it was, the more courageous they thought it was. We try to teach the idea that courage is about risk, but for a purpose not for a thrill. Courage is about risk that promotes some greater good, which justifies the danger. So courage gets linked to the idea of self-control. We also developed a unit called “change requires effort,” in which we teach that change is both desirable and requires work in the way we go about it. In addition, we’re interested in values like moderation because we work with many kids who tend to go to one extreme or the other, for example relative to drinking or using drugs. In this area, we try to help them find a way to moderate their impulses and desires. And we focus on justice, which for us means recognizing that there are other people in the world and that they make legitimate demands on us. When we work with kids, we always start by saying, “Ethics might not be necessary if you were the only one here, but you’re not. Because we have to share this planet with other people, we have to have some way of getting along together. We call that ethics. Ethics is about relationships, and justice is necessary in order to preserve those relationships.” So, respect, responsibility, integrity, self-control, self-direction, change requires effort, moderation, and justice—those are the eight key values that frame our program. K: Tell us about a core value unit. How do you teach self-control? S: Typically a unit is two months long and involves a variety of activities arranged under four levels: 1. Which of the California Language Arts Standards does the unit address? 2. What texts will we use? 3. What products will students create? 4. What processes will we use to teach the big ideas in the unit? We start with a basic understanding of the value. With self-control, we use the notion of courage and risk for a purpose and the idea that courage requires self-control. You’ve got to be able to manage yourself in order to take purposeful risks. To Kill a Mockingbird is the core work in this particular unit. In addition to our core novel, we have several hundred other items that teachers might choose from, including novels, poetry, nonfiction, plays—all of them dealing with the courage theme. Of course, the unit is embedded in the English language arts curriculum, and, as it happens, the standards that are addressed in this particular unit involve academic proficiencies such as writing narrative responses to literature and exposition. Actually, the unit cuts across the six language arts: reading, writing, listening, speaking, feeling, and visually representing. With each text, we work with students to create a visual product, which they then explain and eventually turn into written language. In a classroom that’s studying To Kill a Mockingbird right now, students started by making a bookmark that represented the town. As they made that bookmark, they indicated where all the various places in the town were, which not only helped them to keep track of where they were in the story but also gave them a visual reference point as we talked about the place. In the first four weeks, we did open-mind portraits, for which students created a bust of a key character in the story. Then they surrounded that character with cartoon bubbles, which included things that character might think or say. As the unit goes on, they’ll add bubbles in different colors to show how they see that character changing through the story, and they’ll make open-mind portraits of other characters, as well. They may also make posters. One of the things kids notice right away is the subject of racism in To Kill a Mockingbird, To address that issue directly, we have them make posters with some solutions they might suggest for dealing with that problem. When we get to the courtroom scenes, we do an actual cross-examination and create a newspaper to show what happens. We follow each of these activities with daily journal writing, where the kids are really looking at characters and how they exhibit courage. Eventually, we ask them to choose the character they think is most courageous and, in small groups, they create a campaign ad for that particular character. We also have them do negative ads about characters that they think don’t exemplify courage, and why not. After we put those ads up, we ask them to do a radio show, which they then write a paragraph about. The following week, we teach them how to turn that paragraph into an essay, where they compare four characters as to courage, with an introduction and conclusion about how their definitions of courage have changed. Every teacher who works on this unit is going to do it somewhat differently. We offer about 100 basic strategies that we mix and match in various ways, but all of them include visual and oral language products that eventually turn into written language processes. Throughout, we’re really looking for ways that move the kids to think about values. We test and try to change kids’ concept of courage so that it includes a willingness to use skills such as anger control and anticipating the consequences of actions. H: Your program is now operating in more than 200 schools. In fact, character education has been a very popular idea nationally during the past 10 to 15 years. Why is it on the public agenda so prominently? J: I think a lot of people are afraid of the kind society we’re becoming. Oftentimes, they think there’s some significant difference between kids today and kids “like we were,” and they believe things are deteriorating. I’m not sure things are deteriorating, but we’re all often startled by the world we see. Some people find it easy to blame the schools and say, “The problem is based on character defects, and the schools should teach character.” Others say it’s about parents and the need for them to take their jobs more seriously. I think we’ve almost lost interest in raising children in this society, and a good deal of our problem comes from that. Kids today spend more time with their peers and less time with adults than has ever been true in history. The result is that kids socialize one another. If we want to have more impact on our children’s values, we have to be willing to devote more time to them. I remember the myth of the one-minute manager and that somehow you could apply this to parenting. But it’s not about quality time; it’s about time. The interest in character education is very much from parents and schools feeling that they’re not doing a good enough job and asking, “How can we better influence the kind of people that our kids become?”

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What is direct method of teaching value education?

Definition – The direct method in teaching a language is directly establishing an immediate and audiovisual association between experience and expression, words and phrases, idioms and meanings, rules and performances through the teachers’ body and mental skills, without any help of the learners’ mother tongue.

1. Direct method of teaching languages aims to build a direct way into the world of the target language making a relation between experience and language, word and idea, thought and expression rule and performance.
2. This method intends for students to learn how to communicate in the target language
3. This method is based on the assumption that the learner should experience the new language in the same way as he/she experienced his/her mother tongue without considering the existence of his/her mother tongue.

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How do teachers promote values in class?

How to Promote School Values Core values are what support the vision, shape the culture and reflect what the school values. They are the essence of the school’s identity by reflecting the community’s beliefs about what it considers to be the most important desirable qualities to guide everybody’s behaviour.

• As with any organisation, schools with a culture of strong core values are likely to do better than those without a strong core value system.
• By “strong” I mean to say that the values should be alive within the school culture – exemplified through the activities, attitudes and behaviours of all key members of the school community, including school leadership, teachers and students.

School must create a “values-based” culture if they are to be successful at nurturing a happy community of students (and staff) who will make the most of their teaching & learning opportunities. An interesting point made by Ron Berger, author of An Ethic of Excellence (2003, pp.41), is that the power of the culture rests in community:

• When I’ve visited effective schools I’ve been struck with the realisation that though the settings and resources are often widely different, every school I’ve seen has a strong sense of community Students and staff in all these settings feel they are part of something – they belong to something.
• In my school, for example, there are three core values – and below, I provide several examples from my experiences in previous schools of ways in which such core values can be brought to life within any school setting.
• Compassion

In my previous school in El Salvador, I used the student council as a vehicle to promote school values. This senior student pictured here was just one of a dozen senior students who were instructed to read fables to children in lower primary and then discuss the moral message afterwards. Another project I initiated in El Salvador was a mentoring programme, which paired 8 senior students with younger peers in primary to mentor for a couple of hours each week. The programme lasted for a full academic year. By serving as positive role models, this was a rewarding experience for both mentors and mentees. In order to tackle behavioural problems that were taking place in the school playground, the school council was also directed to design various floor-based games including twister and hopscotch. In addition to purchasing a range of new playground toys such as skipping ropes, hula-hoops and balls, I ran a school council assembly to introduce the revamped school playground and outline behaviour expectations during break times. By providing challenging activities, which require creative problem solving on the part of students, determination is certainly a value that can be nurtured. The students pictured above were involved in a whole school science fair in which different groups of students were competing against one another to showcase their science experiment.

1. Another important point made by Ron Berger is that it is through students’ own work that their self-esteem will grow:
2. When they can begin to make discoveries that impress their classmates, solve problems as part of a group, put together projects that are admired by others, produce work of real quality, a new self-image as a proud student will emerge.
3. Integrity

In my early days of teaching in London, I organised a Young Enterprise initiative for students. Drawing on a pool of willing secondary school students to help facilitate the programme, this effectively gave all students involved a real world project in which to learn financial literacy through business education. Finally, it’s important that values are visible for the school community. Again, this can be a great project for the school council to take on – creating displays of the school’s values for everyone in the community to see. Enlisting the help of our Art teacher, we had the school council paint the school’s values on the playground walls. It was not long before everyone in the community knew what the school values were because they saw them everyday! Every classroom also had the school values displayed on one of the walls in both English and Spanish. Concluding thoughts The whole community plays a critical role in bringing school values alive. By embedding the school values into teaching and learning opportunities, bringing different sections of the school to work together and ensuring the values are made explicit through displays, a values-based culture can be created.
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