Challenges in Introducing Value Education at Higher Education in India

Benefit Education is the much debated and discussed subject matter in the plethora of education in India. Certainly it is true that the primary purpose of any education is going with Benefit orientation. More concentration on Value education has recently been produced at the principal and secondary level of school education within higher education in India. Ideals could be effectively imparted to the young heads rather than to the matured ones. It may be quite reason for this prime importance given at the school level. There are so many modules designed with the aid of organizations like NCERT and more for effectively imparting the significance education to the school students. In this context, many progressive educational practices are being recognized by the experts. A large quantity of experiments and studies are being conducted in the recent days on the potency of coaching value education at university level. Some schools have very progressive and major course designs to provide the values. website here

Effective coaching practices in imparting value education ranges from tale telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolved by educationists to create a powerful learning sphere. The consumption of electronic gizmos also profits importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the value directed at value education is less than it is given at the college level. The curriculum and the teaching methods also could be subjected to overview. It can be true that educational institutions aim at a kind of specialization in some field of education. Although in the Indian cultural context, the youth require direction and counseling at this stage. They have been confronted with various problems at this stage which demands the intervention of educationists for his/her enhancement. His/her character building also strengthens at this point. Students’ perception on various life factors and incidents are becoming shaped at this stage. On the entire they evolve their own philosophy of life. Their particular sensitivity and knowledge are getting direction at this stage. Hence, an efficient value orientation becomes inevitable to the students of educational institutions. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the Condition under the choice established credit system. Though this kind of effort is made with the good intention of imparting beliefs to the youth, many limitations in bringing away the expected outcome could be identified.

The challenge mainly commences with the so this means of values. Defining the word ‘value’ poses an obstacle to any or all scholars. The term value is loaded with varieties of meaning. Every meaning reflects its own philosophical position. Generally the term value is automatically associated with religious principles. It is believed by many Indians that ideals are nothing but the religious and spiritual driving principles of life. Therefore, it is meant that the path is already been laid for the life journey. But in the context of modern quality and modernism there increases a fundamental question of whether or not value education is required whatsoever in a modern condition. You will find those who claim that modern life of today is based on science and technology, and both are value simple. They view that the values are bugbear organised out by people moving into the past, glued to outdated religious principles that contain no relevance to the modern world. At this point, there is also another selection of modernist who propagate the necessity for value education at learning centres in order to safe guard the democratic state and its ideals. The values they wish to cultivate are modern secular values such as honesty, respect to other, equality, collectivity, democracy, without loosing the human rights, showing equal space in the public sphere and so on. These values are believed as the products of enlightenment period. Hence, four positions could be showed up at based on the above understanding. The are:
one particular. There are religious ideals which are extremely much essential for each one and must be included in the curriculum.
installment payments on your The religious ideals probably should not find place in the educational system. That they may operate at the private sphere.
3. You will find non-religious secular values and in addition they must find space in the education.
4. Right now there is no need for teaching value education in the academics because they can not be cultivated through formal learning and such value cultivation will make the individual biased.

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