Value Education Is Compulsory In Which Year In India?

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Value Education Is Compulsory In Which Year In India
In December 2002, the government of India, through its 86 th amendment of the Constitution of India, declared for free and compulsory education as a fundamental right to all children in the age group of 6-14 years. The Tapas Majumdar Committee was appointed by the government of India in the year 1998.
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In which year value education is compulsory?

Slovenia – There is an obligatory school subject that includes the aspect of values education and Citizenship Culture and Ethics. It is taught in 7th or 8th grade of primary school. Besides this, there are two elective subjects that partly deal with values education: Religions and Ethics (for 7th, 8th, and 9th grade) and Philosophy for children (Critical thinking, Ethical exploring, Me and the other; for 7th, 8th, and 9th grade).
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When was value education compulsory in India?

References –

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When was value education introduced in India?

1. Introduction to Value Education Initiatives: – Educational Initiatives of the post-independence period have unequivocally included emphasis on value in education. These are prominently included in recommendations of Kothari Commission (1964-66), curriculum for the ten-year school: A Framework (1975), National Policy of Education (1986 with 1992 modifications), National Curriculum Framework (1988) and the recommendations of Parliamentary Standing Committee on Human Resource Development — Eighty First Report on Value based Education (1999).

National Curriculum Framework for school education (2000) has observed that “Truth, righteous conduct, peace, love and non-violence are the core universal values that can become the foundation for building the value based education programme. These five universal values represent the five domains of human personality intellectual, physical, emotional, psychological and spiritual — are correlated with the five major objectives of education, namely knowledge, skill, balance, vision and identity.” In addition, key qualities like regularity, punctuality, cleanliness, self-control, industriousness, sense of duty, desire to serve, responsibility, enterprise, sensitivity to equality, fraternity, democratic attitude and sense of obligation to environmental protection have been highlighted.

The framework has proposed inculcation and nurturance of moral, ethical, humanistic and constitutional values.

  • Violence is the weapon of the weak;
  • Non-violence; that of the strong
  • He who has neither peace nor strength
  • Of mind, how can he have knowledge?
  • Pure love removes all weariness
  • Without truth it is impossible to observe
  • Any principles or rules in life.
  • There must be truth in thought
  • Truth in speech and Truth in action
  • — Mahatma Gandhi
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The Kothari Commission (1964-66) had observed that-‘A new pride and a deeper faith expressed in living for the noble ideals of peace and freedom, truth and compassion are now needed.’ As early as 1966, the Commission made significant recommendations about “Education on Social, Moral and Spiritual Values” in chapter VII on ‘School Curriculum’ and use of direct and indirect method in teaching of human values, which are still relevant.1.

  • A man’s value does not depend on what he learn or his position or fame, or what he does, but oil what he is and inwardly becomes.2.
  • Truth is the foundation of real spirituality and courage is its soul.3.
  • Love leads us from suffering of division into the bliss of perfect union.
  • Sri Aurobindo National Curriculum Framework (2000) has recommended education about religion and not religious values.

Awareness of religions has been conceived as one of the major source of values. The Framework observed that “What is required today is not religious education but education about religion, their basics, the values inherent therein and also a comparative study of the Philosophy of all religions.

These needs to be inculcated at appropriate stages of education right from primary years. Students have to be given awareness that the essence of every religion is common, only the practices differ”. The students should also be led to believe that differences of opinion in certain areas are also to be respected.

The framework had added caution that: ‘Education about religion must be handled with great care. All steps must be taken advance to ensure that no personal prejudice or narrow minded perception are allowed to distort the real purpose of this venture and no rituals, dogmas and superstitions are propagated in the name of education about religion.

  1. All religions therefore are to be treated with equal respect (Sarva Dharma Sambhav) and there has to be no discrimination on the ground of any religion.
  2. The Parliamentary Standing Committee on Human Resource Development – Eighty First Report on Value based Education (1999) (Chavan Committee’s Report) submitted in both houses of Parliament observed that Truth (Satya), Righteous conduct (Dharma), peace (Shanti), Love (Prema) and Non-violence (Ahimsa) are the Core Universal Values which can be identified as the foundation stone on which the value based education programmes can be built up’.
  3. The report of the Committee in para 13 has also made significant observations:

Another aspect that must be given some thought is religion, which is most misused and misunderstood concept. The process of making the students acquainted with the basis of all religions, the values inherent therein and also a comparative study of the philosophy of all religions should begin at the middle stage in schools and continue up to the university level.

The students have to be made aware that the concept behind every religion is common, only the practices differ. Even if there are differences of opinion to certain areas people have to learn to co-exist and carry no hatred against any religion’. The ideas as elaborated are essentially based on the recommendations of the Kothari Commission 1964-66, National Policy of Education 1986 and the S.B.

Chavan Committee’s Report, 1999. The Kothari Commission has observed that: ‘In such a society, however, one had to make a distinction between ‘religious education’ and ‘education about religions’. The former is largely concerned with the teaching of the tenets and practices of a particular religion, generally in the form in which the religious group envisages them, whereas the latter is a study of religions and religions thought form a broad point of view — the internal quest of the spirit’.

  • The Commission had commended that: “It is, however, necessary for a multi-religious democratic state to promote a tolerant study of all religions so that its citizens can understand each other better and live amicably together,
  • We suggest that a syllabus giving well-chosen information about each of the major religion should be included as a part of the course in citizenship or as part of general education to be introduced in schools and colleges up to the first degree”,.

The Curriculum for Ten-Year School — A Framework (1975) had emphasised the need of character building and cultivation of human values. National Curriculum Framework (1986) had highlighted the need of character building and inculcation of social and moral values and values for strengthening of national identity and unity and preservation of cultural heritage and traditions.

  • Through law we find the freedom of peace in the external world of existence, through Goodness or Love we find our freedom in the world of deeper social relationship.
  • Such freedom of realisation is possible only because supreme “Truth is Shantam, is Shivam, is Peace, is Goodness, is Love” — Rabindranath Tagore National Policy on Education 1986, in part VIII para 8.5 had made the following observations: 1.

‘In our culturally plural society, education should foster eternal values, oriented towards the unity and integration of our people’.2. ‘ Value education has a profound positive content, based on our heritage, national goals, universal perceptions.’ In part XII under the heading “The future” NPE (1986) had further observed that.3.

This future shape of education in India is too complex to envision with precision. Yet, given our tradition which always put a high premium on intellectual and spiritual attainment we are bound to succeed in achieving our objective.4. The Programme of Action and National Policy on Education 1986 in the chapter entitled ‘The Cultural Perspective’ under sub­heading ‘Institutes of Moral Education’ at the end assigned the task NCERT: “A special place has been assigned to imparting of value oriented education in the Education Policy document.

A beginning would be made by instituting a special study on value oriented education. Based on its analysis, it would in collaboration with NCERT and state institutions, help in suggestion broad parameters of values of integrity, truth, devotion, ‘loyalty etc.
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Is value education compulsory in India?

How valuable is value education? January 14, 2013 06:44 pm | Updated 06:44 pm IST What do the terms ‘values’ and ‘morals” mean? Their deconstruction is wholly subjective, many would say. Still, at the school level, certain widely accepted morals and values are taught to the students through moral science classes.

Though they do not carry any marks, they are considered as an important part of the education system. However, the importance of such classes at the college level comes for some debate. Under the ‘value education’ subject, which is compulsory in a few colleges, students are taught a variety of topics, including (sometimes) sex education.

While some students despise this “disciplining effort” by colleges, some say it is OK. The Hindu EducationPlus spoke to a cross-section of students from different colleges to find out what they think about the value education classes and how useful they are.

Parina Dhilla, BA Journalism, Psychology and English Literature, Mount Carmel College: Value education depends on what you teach. It is a wide topic which should be split intelligently to suit the age group of the people to whom it is taught. If you teach things like ‘honesty is the best policy’ to college students, they are bound to find it useless and would consider it a waste of time.

Teachers should teach things that matter, which will make the students listen to what she is saying and actually pay attention. When the same things are repeated, students lose interest and do not care to listen to what is being said. There should be age-based teaching in addition to a specific syllabus tailor-made for the students to make these classes beneficial.

Value education classes should also have interactive sessions about the current issues so that they enhance our knowledge as well. Then the purpose of ‘value education’ is served. Mekhala, B.Sc Environmental Science, Mount Carmel College: It’s a very nice and interactive platform given to students. This is somewhere we can exchange our views.

It allows us to collectively decide what’s right and what’s wrong. It is amazing to see how everyone’s opinion varies though we are all in the same class. But it gets boring at times. Sometimes, discussion about current issues is a value addition to value education as it shows us where the society is going and how we ought to be in the future.K.V.

Maitreyi, B.Sc Environmental Science, Mount Carmel College: I believe that value education is important for us but not when we are in college. We need to look at what’s next and what is needed at the hour. More than just value education, we need to be taught something where we have a ‘wow’ feeling. No doubt that it is important but it is only needed at the school level, preferable in middle school.

We need to have classes for topics such as career issues. All the programmes in school or college should be age specific; only then will they mould people in the right way. Amla Ajit, B.Com, Jyoti Nivas College: Though it is there at the school level, it should also be there in colleges as it is very important.

  • Classes like these do not let the morals get wiped off.
  • But the problem is that the professors who handle the subject are not at all interested in what they teach.
  • They do not impart any proper information and also don’t tell us what is right or wrong.
  • Until and unless the teachers who take these subjects are interested in what they teach and are serious about it, the students won’t be able to make proper use of this facility.
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Monisha Menon, B.Com, Jyoti Nivas College: It is good if value education is carried forward from the school to the college level. The sad part is that it is not taken seriously. People are not at all interested and hardly pay attention to this subject.

It should start from class six as we are forced to listen to whatever is being said. Since we are in college now, we are very well aware of moral values but we don’t want to hear people talking about it. Schoolchildren have more listening capacity than college students. It should be taught everywhere irrespective of the age group you belong to.

Rishabh Arora, BBM, Christ University: Value education is very important for everyone as it explains what value each individual has to inculcate. It may sound very boring and unwanted but the values that are put into us by the teachers form an integral part of our lives.
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When did education until 18 became compulsory?

Is education compulsory after the age of 16? – Under previous legislation it was compulsory for young people to remain in education until the age of 16. However, as a result of legislation introduced in September 2013, the law now requires that young people continue in education, employment or training until the age of 18.
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Who introduced term value education?

Concept, Definition, Objectives, Classification, Needs of Value Education Concept, Definition, Objectives, Classification, Needs of Value Education Koushik Das January 13, 2022 Concept, Definition, Objectives, Classification, Needs of Value Education Values’ education is a term used to name several things, and there is much academic controversy surrounding it. Some regard it as all aspects of the process by which teachers (and other adults) transmit values to pupils. Others see it as an activity that can take place in any organization during which people are assisted by others, who may be older, in a position of authority or are more experienced, to make explicit those values underlying their own behaviour, to assess the effectiveness of these values and associated behaviour for their own and others’ long term well-being and to reflect on and acquire other values and behaviour which they recognize as being more effective for long term well-being of self and others.

  • This means that values education can take place at home, as well as in schools, colleges, universities, offender institutions and voluntary youth organizations.
  • There are two main approaches to values education.
  • Some see it as inculcating or transmitting a set of values which often come from societal or religious rules or cultural ethics.

The German Philosopher Friedrich Nietzsche first used the word ‘Values’ in 1880. Until then the word value was used as a verb meaning to value something or as a singular noun meaning the measure of something for example, the value of money, food or labour.

  • Nietzsche used the word ‘Values’ in plural to denote moral beliefs and attitudes that were personal and subjective.
  • In modern democratic society, this concept of values has changed.
  • The word ‘Values’ has come to be used in plurals for over a century.
  • As the world is becoming more civilized, education is becoming more or less materialistic and old value traditions are being slowly given up.

It is an imperative need in the present context that the whole educational system should be restructured to include value education in the process of education. Values are principles, fundamental convictions, and ideals, standards of life which act as general guide to behaviour or as a reference point in decision making.

  • Values are beliefs about what is right and what is wrong and what is important in life.
  • Value literally means something that has a price, precious, dear and worthwhile, one is ready to sacrifice for.
  • It is a set of principles which guide the standard of behaviour.
  • Values are desirable and held in esteem.

They give strength to a person’s character by occupying a central place in his life. It reflects one’s attitudes, choices, decisions, judgments, relationships, dreams and vision. Definitions of Value Education:

  • According to Perry (1968), “Value means the relation of an object to a valuing subject.”
  • According to Hindzay (1966), “By values we mean a person’s idea of what is desirable, what he actually wants”
  • In the words of John Dewey (1966), “Value education means primarily to prize to esteem to appraise, holding it dear and also the act of passing judgment upon the nature and amount of its value as compared with something else”.

Objectives of Value Education:

  1. To improve the integral growth of humans begins.
  2. To create attitudes and improvement towards sustainable lifestyle.
  3. To increase awareness about our national history, our cultural heritage, constitutional rights, national integration, community development and environment.
  4. To create and develop awareness about the values and their significance and role.
  5. To know about various living and nonliving organisms and their interaction with the environment.
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Explicit values education- Explicit values education is associated with those different pedagogies, methods or programmes that teachers or educators use in order to create learning experiences for students when it comes to value questions. Implicit values education- Implicit values education on the other hand covers those aspects of the educational experience resulting in value influence learning, which can be related to the concept of hidden curriculum.

  1. Personal Values: Personal values mean the desires of individuals whatever they are in the social relationship. Some of the personal values are excellence, honesty, self-confidence, self-motivation, punctuality, ambition, courage, creativity, imagination etc.
  2. Social Values: Individuals cannot live in the world without having interaction with others. People want social values like love, affection, friendship, peer group, reference group, imparity, hospitality, courage, service, justice, freedom, patience, forgiveness, coordination, sympathy, tolerance etc. Social values are more important for a healthy, good environment for every organization.
  3. Moral Values: Moral values impart respect for others and ourselves, respecting the rights of others, keeping promises, avoiding unnecessary problems with others, avoiding cheating and dishonesty, showing gratitude to others and encouraging them to work.
  4. Spiritual values: The ultimate ethical value is called spiritual value. Spiritual values are piety, meditation, yoga, self-discipline, control, purity, and devotion to God etc. Spiritual values highlight the principles of self-restraint. Self discipline contentment, reduction of wants, freedom from general greed and austerity.
  5. Universal Values: It is universal values that indicate the essence of the human condition. It is through Universal Values that we link ourselves with humanity and the cosmos. Universal Values can be experienced as life, joy, brotherhood, love, compassion, service, bliss, truth and eternity.
  6. Cultural Values: Cultural values are concerned with right and wrong, good and bad, customs and behaviour. Cultural values are reflected in language, ethics, social hierarchy, aesthetics, education, law, economics, philosophy and social institutions of every kind.

After classifying values, we must be determining which of the above values are most meaningful. Universal values are at the top of the list. The others have their place but it is through Universal values that we experience a sense of oneness with the human race Universal values must be our foundation if we are to enjoy a rich, profound, fulfilling life.

  • Lack of respect for the sanctity of human life.
  • Breakdown of parental control of children in families
  • Lack of respect for authority, seen through the brazen breaking of the law and total disregard for rules and regulations
  • Crime and corruption
  • Abuse of alcohol and drugs
  • Abuse of women and children, and other vulnerable members of society.
  • Lack of respect for other people and property.

ROLE OF VALUE EDUCATION IN EDUCATIONAL SETTING: UNESCO organized a ‘Values in Education’ Summit in 1998, to encourage schools to review their curricula in terms of value education. The fact that a world body like UNESCO should stress on the need of teaching ‘values’ in the school system is in itself a statement of the gravity of the problems created by gradual disappearance of a civil society and the preservation of democracy.

  1. Develop their own personal moral codes and have a concern for others.
  2. Reflect on experiences and search for meaning and patterns in their experiences.
  3. Have self respect and respect for commonly held values such as honesty, truthfulness and justice.
  4. Make socially responsible judgments and be able to provide justification for decisions and actions.

With regard to teachers:

  1. Teachers are predominant in theoretical, social, religious and economic values.
  2. Gender, educational training, and experience do not influence teachers’ values.
  3. Teachers of urban schools have higher moral and economic values than the rural schools. So, the location of the school influences teachers’ values.
  4. Teachers differ in their values because of the type of schools and as such it influences the students’ values also.
  5. The age influences the teachers’ aesthetic values.
  6. Co-curricular activities provided and the practice followed in inculcating values to students influence students’ value.

Essence of Curriculum for Value Education in Schools:

  1. Education for human values should be considered as a central core in the entire life of the school and outside school also.
  2. Some aspects of human values can be dealt with within the prescribed periods of the time table, but most of the vital aspects have to be kept in view and dealt with within the whole school and home life as occasions arise.
  3. Some of the aspects can be taken in the larger functions of the whole school like daily school prayer, social service camps, sports meet, festival days, special days in memory of great people, National Days, etc.
  4. All teachers are teachers of human values at all times of school like, practising what they teach or preach.
  5. Internalization of value in thought, word and deed, is the goal and not mere knowledge of it.

_ Tags : Concept, Definition, Objectives, Classification, Needs of Value Education
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What is the history of values education?

DepEd Values Education Program (VEP) Goal and Objectives The VALUES EDUCATION FOR THE FILIPINO, The Values Education Program of the Department of Education, Culture and Sports was developed in 1988. This program made values education a primary thrust in the educational system and became an integral part of the curriculum.

  1. To ensure the program’s implementation, it was essential to design a framework to guide teachers.
  2. The framework and guidelines were explained through the issuance of DECS Order No.6, s.1988.
  3. The outline does not prescribe or impose values.
  4. It is merely a list of virtues adaptable to varying situations which it is hoped the learner will internalize and practice.

Teachers may use the values framework to help identify and choose which values to emphasize, reinforce or change, when it is perceived necessary and beneficial to do so. The need to strengthen Filipino values was supported by the executive order through Presidential Proclamation No.479 dated October 7, 1994 titled Declaring the Month of November of Every Year as Filipino Values Month.
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Who introduced the new education policy of 1986?

1986 – In 1986, the government led by introduced a new National Policy on Education. The new policy called for “special emphasis on the removal of disparities and to equalise educational opportunity,” especially for Indian women, (ST) and the (SC) communities.

To achieve such a social integration, the policy called for expanding scholarships, adult education, recruiting more teachers from the SCs, incentives for poor families to send their children to school regularly, development of new institutions and providing housing and services. The NPE called for a “child-centred approach” in primary education, and launched “Operation Blackboard” to improve primary schools nationwide.

The policy expanded the system with the, which had been created in 1985. The policy also called for the creation of the “rural university” model, based on the philosophy of, to promote economic and social development at the grassroots level in rural India.1986 education policy expected to spent 6% of GDP on education.
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