Value education

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Value education


The growing concern over the erosion of essential values and the growing cynicism in the society has brought into focus the need for re-adjustment of curriculum to make education a powerful tool for the cultivation of social and moral values. In our culturally pluralistic society, education should promote universal and eternal values, oriented towards the unity and integration of our people. Such value education should help in eliminating orthodoxy, religious fanaticism, violence, superstition and fatalism. Apart from this combative role, our heritage, based on national and universal goals and notions, has a profoundly positive content in value education. It should give primary emphasis on this aspect.

The Education Policy of 1968 had examined the question of development of languages in great detail; Its essential provisions can hardly be improved upon and are as relevant today as they were then. However, the implementation of this part of the 1968 policy has been uneven. The policy will be implemented in a more energetic and purposeful manner.


media and educational technology

Modern communication technologies have the ability to bypass many of the stages and sequences in the development process that unfolded over the past decades. The constraints of both time and distance become manageable simultaneously. To avoid structural dichotomy, modern educational technology must reach areas of comparative affluence and immediate availability, as well as the most remote areas and most disadvantaged sections of beneficiaries. Educational technology will be employed for dissemination of useful information, training and re-training of teachers, improvement in quality, sharpening awareness of art and culture, making it sustainable.

Value, etc., both in the formal and non-formal sectors. Available infrastructure will be utilized to the maximum. In villages where there is no electricity, batteries or solar packs will be used to run the program. The generation of relevant and culturally relevant educational programs will form an important component of educational technology, and all available resources in the country will be used for this purpose. Media has a profound effect on the minds of children as well as adults; Some of them encourage consumerism, violence etc. and have harmful effects, Radio and TV programmes, which are clearly against proper educational objectives, shall be stopped. Steps will be taken to discourage such practice in films and other media as well. An active movement will be launched to promote the production of children’s films of high quality and utility.


management of education

Top priority will be given to radical changes in the system of planning and management of education. The guiding thoughts would be:
a) develop a long-term planning and management perspective of education and its integration with the developmental and manpower needs of the country;
b) decentralization and creation of a sense of autonomy for educational institutions;
c) to give prominence to people’s participation including cooperation and voluntary effort of non-governmental agencies;
d) involving more women in the planning and management of education;
e) Establishing the principle of accountability with respect to the given objectives and norms.

I. National Level: The Central Advisory Board of Education will play a key role in reviewing educational developments, determining changes needed to improve the system, and monitoring implementation. It will function through appropriate committees and other mechanisms set up to ensure liaison and coordination with various sectors of human resource development. Education departments at the Center and States to be strengthened through involvement of professors
Second. Indian Education Service: A proper management structure in education would be necessary to establish the Indian Education Service as an All India Service. It will bring a national perspective to this important sector. Basic principles, functions and

The process of recruitment to this service will be decided in consultation with the State Governments.
Third. State Level: State Governments can set up State Advisory Boards of Education on the lines of CABE. Effective measures should be taken to integrate the system in various State Departments dealing with Human Resource Development. Special attention will be paid to the training of educational planners, administrators and heads of institutions. Institutional arrangements for this purpose should be set up in phases.
IV. District and local level: District Boards of Education will be formed to manage education up to the higher secondary level. The State Governments will focus on this aspect with every possible campaign. Within a multilevel framework of educational development, central, state and district and local level agencies will participate in planning, coordination, monitoring and evaluation. A very important role should be assigned to the head of an educational institution. The chiefs will be specially selected and trained. School campuses to be promoted on a flexible pattern acted as a network of institutions and synergistic alliances to encourage professionalism among teachers to ensure adherence to norms of conduct and enable sharing of experiences and facilities Can go It is expected that a developed system of school campuses will emerge in the times to come.
Will take over most of the inspection work. Local communities will be assigned a leading role in school improvement programs through appropriate bodies.







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