Value Based Education the Need for the Present Indian Education System by GRD Journals

GRD Journals- Global Research and Development Journal for Engineering | Volume 6 | Issue 6 | May 2021 ISSN- 2455-5703

Value Based Education the Need for the Present Indian Education System Prof. Dr. Prem Mehta Director Department of Natural Sciences, Humanities VDIT, Delhi Affiliated to GGSIP University, New Delhi

Abstract The period 3000BCE to around tenth century AD of Ancient India is the period famous as the Golden Sparrow. This era witnessed rich cultural heritage and economic booms, the bonding of traditions and values never got destroyed. ( Iyer, Rashmi ). The homes had no concept of locking system. India was known for its’ famous universities like Nalanda, Takshila (TMNEWS DESK 2020) which were renowned worldwide. With the coming of Britishers India lost it’s Value Education System of Ancient India. (Joshi, Ankur; Bibdlish, Puneet; Verma, Pawan Kumar (2014). At present we see how the society is diminishing in case of Values day by day, youngsters of today are bit confused because of bombardment of new technology, violent news by the press and media, they are a bit confused. In the present scenario the upcoming new generation is greatly affected by fashionable lifestyles. This influence has extremely degraded our morality system in the society. At such a crucial stage we need some policy makers to lay down some basic principles so that our life may be enlightened and helping in building powerful leaders for the nation, with focus on values of self-confident, good conduct, brotherhood etc. No matter what hurdles and problems hit our life hard. (Gunjun H. Shakshi, 1971) No matter the stepping stone of success hit us hard we on the basis of these value based principles will definitely bring success in our lives. The present paper is a sincere attempt to study the importance and need of Value Oriented Education for the present as well as future generations so that they can contribute in the development of society not in terms for the growth of materialism but stepping a step forward with all round development of humanity amalgamated with Physical, Social, Intellectual, Emotional and Spiritual Growth for holistic development of the Individuals, Society and Nation. In conclusion mere materialistic growth in today’s so called modernized and progressive society is a partial and incomplete growth in society without values. It is like a matured tree without fruits. Success is based on values of good conduct, character building, self-realization, non-violence etc. Materialistic oriented mind leads to destruction of the society, on the other hand Spiritual oriented minds leads to construction of the society. And for this the students should be imparted value oriented Education by our social institutions, including family, schools, colleges etc. Keywords- Spiritual, Value based Education, Technology Materialistic Modernized

I. INTRODUCTION Life is the precious gem created by God on this planet Earth. Our two important goals of survival are: first is serving humanity, secondly, helping the world to improve in some ways. When you clean your room you feel happy, life is also that complete feeling of happiness. Philosophers and eminent thinkers of all ages try to search the answer, what makes a good life? Swami Dayanand Saraswati raised voice for promoting equal rights for women, the right to education.[1] Even in the modern age of information and technology, finding an answer for what does living a good life means. It can mean quite a variety of different things to different people. Some live an honest life, full of joy and happiness, and some think happiness lies in accumulating wealth and living a materialistic life. For example the life of infamous Pablo Escobar from Columbia.[2] He lived a happy life. Escobar was wealthiest criminal in history, owing race cars, private jets, and luxurious mansions. He was drug addicted criminal and his life was definitely not a good life. He lived a happy life. Escobar was wealthiest criminal in history, owing race cars, private jets and luxurious mansions. He was drug addicted criminal and his life was definitely not a good life. Dr. C.M. Yogi in the conference at Nepal quotes Mahatma Gandhi in his paper on ‘Value Based Education’, explaining the concept of education: Mahatma Gandhi says, that the problem is that people do not have clear idea about value education truly means. We evaluate people as we assess the value of land. Actually value education means to bring a change in the behavior and character pattern of students. With such irrelevant thoughts in our mind, we do not understand the true nature of value education.[3] A quality of life does not mean accumulation of more material resources, but living a moral and ethical life is essential. The term can be both understood as the desire for wealth, luxuries or material possessions and the quest to create an honest ethical, religious, moral, legal, and meaningful existence. The philosophers believe that if values are good, life will be peaceful and useful but if values are undesirable life will be hell, burdensome and unwanted. School is a miniature society. The disorder and change in the society definitely will affect the school system in many ways. The style of growing up of children and youth in our country is changing fast. We do not have scientific proofs and surveys to tell us what our own eyes and ears reveals. The number of dysfunctional families has increased. Mass media has gripped our All rights reserved by www.grdjournals.com

Value Based Education the Need for the Present Indian Education System (GRDJE/ Volume 6 / Issue 6 / 010)

children in a manner that young minds can hardly judge between right and wrong. The TV violent serials, the Smart phones, the violent movies etc. have totally spoiled the character of today’s youth. They have little respect for their teachers. Peer group exert a powerful influence on them leading towards Irresponsible sexual behavior, drug abuse, stealing, cheating, vandalism, commercialization, confusion between heroes and celebrities as their role models. In the general sense public, schools and parents have realized and feel that our youth of today have lost qualities of respect and responsibilities. Thus there is the need for the call of action to bring a social change in the system with disciplined children, free from crime and violence. We want a civilized society with a positive thought system. This can be attainable possible only if the society, the folks, and lecturers act as a true models for our kids, as youngsters mirror and imitate the similar behavior pattern as they observe, and so form the similar habit pattern. So values and morals have first to be imbibed by the society to bring a modification in our kids. A. Concept of Value Education Value Education is that method by which individuals offer ethical values to everyone. Ethics are set of norms or standard activity patterns. The word value is the derivative Latin word, ‘Valerie’ i.e. being strong and vigorous. Values give meaning and vigor to the individual’s character by occupying main place in one’s life. They are the guiding norms of life and are contributing for the all-round development of individuals. International Encyclopedia of Social Science (1968) defines values as “a set of principles where ever the conduct is directed and regulated as a guide for individual or social group”.[4] Powney et.al states,[5] ‘It is an activity executed by experienced and old folks to help different people based on values and ethical morals as explicitly implemented by them and then assess the effectiveness of such behaviors for the future well-being and to replicate on these values and conjointly acquire other new values and behavior which are recognized as being effective for future well-being for all. The definition refers to that because the method that offers to the youths an initiation into values, giving data of the foundation required to operate during this mode of relating to others, and to hunt the event and seek development within the students a grasp of sure underlying principles, together with the potential to reflect these principles intelligently, and to have the settled disposition get to be processed.{David Aspin(2000) .The meaning of “initiation into values”, ”mode of relating to other people”, “apply intelligently” and a “settled disposition” need to be clarified. It’s conjointly helpful mean that, value education will be conducted with the folk of all ages. A clarification of some key terms in values discussions, in [6] M. Leicester, C, Modgil. (Eds.) ‘Education and values’ (Vol.4,pp. 171-80). London: Farmer Press. 13 December 2007 S. Modgil, (Eds.). Moral education and pluralism: Education, culture Wayback Machine.} Themes that values education will be address to variable degrees are with character, ethical development, Non-secular Education, Spiritual Development, civic sense education, personal development, social development and cultural development.[7] According to C.V. Good’ value education is the combination of all the methods by means of which a individuals develops skills and different types of behavior of the positive values within the social organization in which he survives’. [8] Value Education suggests that inculcating in students a way of humanism, a deep concern of well-being of people and society completely. This task will be accomplished solely, once integrating of scholars at schools and colleges towards commitment of upper values is undertaken. Value oriented education aims on teaching scholars to preserve no matter what has been received genetically from our culture and develop social, moral, esthetic values that are typically unnoticed and neglected within the system of formal Education present in our nation. Value Education suggest transformation of corrupted ways of thinking to positive thinking for people, a mind with higher capabilities to understand dynamism and capable of higher level of sensibility. Value Education discards imposition and instill for teaching.

II. REVIEW OF LITERATURE A. National Commission of Secondary Education on Value Education (1952-53) The issues, for value education are mirrored in our key policy documents from time to time. During the post-Independence period the National Committee of Secondary Education (1952-53) was a big landmark in accentuation for character building as an important goal of Education, “The Supreme goal of the education system ought to be the coaching of the character and temperament of scholars in such a manner that they’ll be ready to notice their full potentials and serve for the well-being of the society.[9] B. University Education Commission (1962), Sri Prakasa Committee Report, Program of Action (1992) on Value focused Education The Report of the University Education Commission(1962) noticed that if we exclude ethical & spiritual training from our educational organizations we’ll not be loyal to our whole historical development process” Sri Prakasa Committee Report also conjointly recommends for Direct ethical directions that one or two periods every week ought to be put aside in the teachers diary.[10] The Progr am of Action of 1992 tried to integrate the varied parts of Value oriented learning in the different stages of Schooling Education, along with Secondary Stage.

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C. Curriculum Framework for School Education (2000) on Value Based Education The Curriculum Framework for School Education (2000) echoed the vision of NPE (1986) New Education Policy lamented the erosion of the essential social, ethical and religious values and a rise in growth at all levels of education. The Curriculum9information) Framework for School Education (2000) further states that the entire Educational Process has to be such that this country, are able to see good, love good and the good and grow into actually tolerant citizens (p36) [11]. D. The National Curriculum Framework NCF (2005) The National Curriculum Framework NCF (2005) echoed the vision of Education where ever values inherent in each facet of schooling (p 2). The NCF (2005) notably emphasizes Education for Peace as the national and Global concern. In his famous book ‘The Republic’ the great thinker Plato comments “The mark of an educated person” is the desire to use one’s ‘knowledge and Skills to amend the problems of society’. Education should imbibe youngsters with a pro-active social conscience.[12] E. United Nations International Children’s Emergency Fund (UNICEF) on Value oriented Education UNICEF is committed in making sure that all youngsters in India have access to comprehensive Education including Inclusive and Equitable quality Education. UNICEF is functioning closely with the Govt. of Bharat Civil Society and Personal Sector across seventeen states to form positive views for all youngsters notably the disadvantaged get benefits for instructions with learning outcomes at applicable level by 2022. UNICEF can jointly support the govt. in strengthening Life Skills development (Skills for learning self-authorization, social skills and employability) for youngsters aged three to eighteen. These soft skills are obligatory that permit youngsters to barter the terribly dynamic Indian Social context. UNICEF is functioning closely with the Govt. of Bharat Civil Society and Personal Sector across seventeen states to form positive views for all youngsters notably the disadvantaged get benefits for instructions with learning outcomes at applicable level by 2022. UNICEF can jointly support the govt. in strengthening Life Skills development (Skills for learning self-authorization, social skills and employability) for youngsters aged three to eighteen. These soft skills are obligatory that permit youngsters to barter the terribly dynamic Indian Social context. UNICEF recommends for and ensures rights primarily based (Value based) and democratic education that addresses social and gender inequalities in education, in its work with the personal sector.(18) One hundred and forty four countries around the world UNICEF agency works to supply learning opportunities that prepare youngsters and adolescents with the informative knowledge and skills they require for their survivals. To reconstruct the world within which each kid learn, UNICEF agency can more and more promote equality and inclusion. This inclusion making creating targeted efforts for youngsters who are eliminated on the grounds of gender, disability, poverty, ethnicity and language and further those also who are displaced and influenced by any type if crisis.[13] F. United Nations Educational, Scientific and Cultural Organization (UNESCO) on Value Focused Education UNESCO asks, do we give proper attention for teaching peace in our curriculum? Do the different organizations and our faculty inquisitive about manufacturing a peaceful young generation? UNESCO agency comments: Those people who want war (Consumerism, Sex Violence, drugs, pleasures and entertainment) coach the present youth generation for war, but those who want peace and harmony have neglected coaching the youth for peace.[14]

III. OBJECTIVES OF THE STUDY The objectives of the study are: – To assist the scholars of new era generation to understand the perception of life and lead a constructive and positive life as responsible society members. – The study focuses on the review of completely different opinions about value oriented education by extremely approved organizations of the society and also the views given by different scholars so that value education may facilitate the youngsters to become accountable members of society. – To be able to lead a sensible life with holistic development of the individual’s personality physically, mentally, intellectually, showing emotions and spiritually.

IV. RESEARCH METHODOLOGY A. Methods of Study (Tools & Techniques) Researchers have used various research strategies and methods to conduct a study such as survey, experimental, ex-post-facto, quantitative, qualitative, case-study etc. The best suited method for this study taken by the author was qualitative research technique. Tools: Secondary information collected from varied reference books and internet resources.

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V. FINDINGS – – – – – – – – – – – –

Value Oriented Education creates a protracted learning surrounding that enhances educational action and develops students’ social and relationships that frees up substantial teaching and learning time. The Analysis show that values result in improved behavior within the classroom, school, and residence.[15] The scholars with social and relationship skills, intelligence and attitudes to succeed within educational institutes and throughout their lives. The youngsters become more authorized to take duties and control of their own learning. They develop a protected sense of ‘SELF’. Our world therefore urgently wants hope. Worth Primarily based Education is delivering this hope by making a transformational movement that has potential to bring a remedial change in education system and society, so we will live in peace and harmony with all ensuring the sustainability of our planet”.[16] Value based(oriented) Education (VbE) has already reworked with many schools worldwide by giving ethical vocabulary to learners in abundance which is based on human values such as respect, justice, integrity, trust and honesty.[17] Value based approach offers a replaced thinking about education and how youngsters will be guided and counseled to be successful and prosperous members of the worldwide society.[17] It motivates the reflective and inspirational attributes and attitudes. The scholars are nurtured to help others and discover the highest of all values in them and to allow them to be smart international citizens and prepare them for his or her operating life. They develop rational trust. They become articulate and ready to speak independently and well through silence and tranquility in a value based framework program. Students become a lot of tolerant and cooperative in the interactions. Pupils take more responsibility with school equipments and routine tasks. They care the school complex including playgrounds ‘WITH RESPECT’ Pupil-teacher interaction becomes more trusting. They cooperate with their students and respond to their concern and opinions. Pupils feel more sense of connectivity and belongingness. Value focused Education is the urgent need of an hour because our planet wants sensible group of people with attributes and skills that is feasible solely by inculcating ‘SANSKARS (Values)’within the youngsters.(27) Teachers understand that explicitly teaching values and developing empathy in students results in more responsible, cooperative and concentrated classrooms and equipped pupils, willing for better learning and social outcomes.(26)

VI. DISCUSSION (Analysis, Suggestions & Educational Implications) I powerfully counsel that if we want to bring forceful amendments in our society our youth ought to be taught the best spiritual values from their primary schooling age until the upper level of education. The curriculum should be set in the manner that the overall education is tutored alongside with the integration of religious values. We have the tendency to and should embrace the topics like Meditation, Yoga, tolerance, Idealism, Metaphysics, Ethics, Mind-body Philosophical system, Epistemology, faith etc. within in the curriculum framework of the school. The Value oriented Education, attempts taken by the author herself through various means: Firstly being the Principal for nearly five years in Satyug Darshan Institute of Education and Research(SDIER) Faridabad, she took an initiative step to introduce Value oriented Education by the ways through teachings, dramatization, Skit shows, NUKKAR NATAK by forming a club naming Satyug Darshan Club. At present being the Director with VDIT Delhi Affiliated to GGSIP University Delhi. By initiating Value oriented Education in the schools RD Public Sr. sec. School, RD International School, VD Institute of Technology Delhi, headed by the similar society, Rahul Dhaka Vikas Society (Regd.). As per the author value based Education cannot be learnt without naming ‘Spiritual Value Club for All’, in which initiative are taken in collaboration with faculty members, teaching the values along with practical knowledge including such activities i.e. Love for Plants, gardening, guidance and counseling, skit shows etc. A. New Education Policy (NEP) 2020 suggestions on Value Based Education Value primarily based education currently is an essential part of NEP2020. The five human values are fundamental part of all Religious and among other 5 universal values specifically mentioned in NEP 2020,are “Truth, Peace, Non-Violence, Love, Righteous Conduct”, supported by previously known values in alternative govt. documents..[18] Workshops are conducted by the assorted NGOs for several Principles of Kendriya Vidyalaya, Navodaya Vidyalaya, Sainik faculty, Army Public faculty members, IAS and Senior Police officers etc. The various organizations collaboratively can request the NRCVE (National Resource Centre for Value Education to help in nurturing the young towards being smart, better, best, therefore the kids imbibe love for country its ideals, values via Universal prayers. The NEP 2020 concludes as: Implementing worth Value focused education is our present day challenge and is an a chance for Religions to point out their ability to figure out work together with academic to make enlightened people, to make a greater country for its betterment. Let politic not divide the citizens as rivals for opposition parties. B. National Council of Educational Research and Training (NCERT) suggestions on Value Focused Education National Curriculum(info) Framework(NCF 2005) produced by National Council of Educational Research and Training(NCERT) that sets the framework with directions for the improvement and innovation in syllabi and textbooks for all the stages of school

Value Based Education the Need for the Present Indian Education System (GRDJE/ Volume 6 / Issue 6 / 010)

level. It highlights on the issues like ethical and moral development inculcating the values, attitudes and skills required for living in peace and harmony with oneself and with others. But as education being responsibility of the State Govt. as mentioned the concurrent list of the Constitution so maximum schools are under jurisdiction of the State Govt. So it becomes the responsibility of each state Govt. to guarantee and make sure that the Value Oriented Education is tutored effectively in these organizations. At present schools affiliated under the Central Board of Secondary Education (CBSE) have introduced Life Skill Education and motivates the organization to inculcate it with school curriculum. NCERT has additionally brought out a Value Education Framework (VEF) naming “Education for Values in Schools”. This Framework provides counseling to recognize the preferences of Values and Plan the action consequently as per requirements of the society. Additionally NCERT has developed a Resource Book for faculty members known as “Ways to Peace”.[18] C. Supreme Court Suggestions on Value Oriented Education The Supreme Court has additionally talked about those 5 values and command that Value Oriented Education is probable going to support the state to fight against all types of existing intolerance, ill-will, violence, dishonesty, manipulating, victimization, and alcoholism. Curriculum of various organizations have to develop key qualities like being regular in time, punctuality, cleanliness, self-control, hard-working, ethical, accountability, resourcefulness, creativity etc.[19] D. Educational Implications (Suggestions for Further Study) To create a strong learning environment for enhancement of academic attainment, and develop students’ social and relationship skills that last throughout their lives. The positive learning environment is achieved through the positive values modeled by staff throughout the organization. – This is possible if our policy makers at state level set a common curriculum at national level with proper distribution of time allotted for value based education in the time-table. – The process of schooling and higher education should prepare students to differentiate between dos and don’ts at all stages of life. The educators may be the principal or teachers have to act and accept the challenges of adding values in our modern education system. – Values which are most important and urgent should be given priority with flexibility and innovativeness. Any theory explained may be linked with the value of life. – Including value education as a text book, or as a lecture per week is not enough. The organizations have to give due importance and priority for inculcating these desirable values among students. – Including value education as a textbook, or as a lecture per week is not enough. The organizations have to give due importance and priority for inculcating these desirable values among students. – Special well planned learning experiences need to be designed so that 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. – Values which are most important and urgent should be given priority with flexibility and innovativeness. Any theory explained may be linked with the value of life. E. Role of Management and Teachers – A strong moral character is an obligatory part of a principal and the teacher. Value oriented education is most effective when teacher considers it as a life mission and displays all moral and desirable behavior traits in front of students. – The management authorities should have a clear vision. Instructions and guidance can be given to the teaching and nonteaching staff. Regular follow up action should be taken by the administrators. – We as educationists can take charge of the situation, can add real meaning to what is taught in the organizations. A small change in focus and approach can create wonders.

VII.

CONCLUSION

What is desperately required is that the re-examination of the content and process that every Educational institute adopt to coach youngsters under their charge. Although this worth education i.e. Value Education, is the responsibility of each folk and public. However the school, because of Institutionalized nature must take the key responsibility. School personnel have an associate obligation towards providing Value Oriented Education. It cannot be done on temporary and haphazard manner. It has to be a conscious and deliberate purposeful well planned enterprise with knowledge and farsightedness. (pp. 8). As per population data prediction, India is having one of the youngest populations in the World at present. Thus India’s mass human Resource can shape the state and also the World. (pp. 8).

ACKNOWLEDGEMENT First of all I’d prefer to thank the holistic team of GRD journal members who motivated me to write research paper. I am grateful to all the assorted team of library faculty of various Institutes for providing the resources in the form of variety of books, journals,

Value Based Education the Need for the Present Indian Education System (GRDJE/ Volume 6 / Issue 6 / 010)

magazines and E-resources materials etc. to be used for my references particularly NCERT Delhi library, VD Institute of Technology Delhi, Delhi University Library. I am additionally grateful for the respondent faculty members of RD Sr. Sec. School Delhi, RD International School Delhi, VD Institute of Technology Delhi who gave their precious time in filling up questionnaire. I additionally prefer to share my feelings for the computer Science Lab technical team members of our college VDIT Delhi. I also thank my family members for their moral support and being a source of inspiration and enthusiasm.

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