GOALS, ROLES AND VALUES
 

shri shiv samaddar, former steel secretary and member upsc, k-1997 chittaranjan park, new delhi-110019 (5th november, 1990)

- the system should lay special emphasis on education of women and other weaker sections of society and the rural people.

- Educatioin should act as an instrument of modernisation, not merely for the sake of modernisation but for bringing about socioeconomic changes aiming at bridging caste and class differences and economic disparities.

Shri lajja ram tomar, all india organising secretary, vidya bharati akhil bharatiya shiksha sangathan, saraswati kunj, nirala nagar, lucknow-226020

- the aims and objectives of education should be broadened.

General secretary, divya path sansthan, amar kantak distt. Shahdol (madhya pradesh)

- the basic, aim of education should be the development of self and vocational education should be utilised for achieving that aim.

Shri sagar mal sar, t.g.t.(hindi), govt. Girls senior secondary school, patparganj, delhi.

- Efforts should be made for overall development of child.

- Scientific attitude should be inculcated in children.

- Education should not be job oriented but knowledge oriented.

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Dr. P.c. Bansal, b-58, inder puri, new delhi. (8Th november, 1990)

- in the entire process of education, a culture of respect for socially useful work and productive labour should be developed.

Shri om shrivastava, astha sansthan, 109 kharol colony, udaipur, rajasthan (27th october, 1990)

- the need of the hour is the evolving of an egalitarian, secular, democratic and just education for all that is liberative, non-elitist and sensitive to people's problems and integrated with life and work. It should value traditi- onal knowledge and wisdom and inculcate scientific and human temper.

- building the value of work as an integral part of the total education set-up is essential. It should not only be part of the curriculum but all pervasive in the educational environment.

- Education needs to be understood as an instrument of social, change and with present situations in the country when issues of casteism, communalism, social fragmentation etc. Are raising their heads, there is need for a national core curriculum. Hence, we also need centrally sponsored programmes, though development, planning and implementation of these projects should be done on equal, partnership basis.

Shri. Gandrao harwani aldak, headmaster, hindi main board primary school, chhindwara (26th september, 1990)

- primary and secondary education should be value based. Gandhian philosophy should be included in the curricula at all stages.

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Shri mukesh kumar sahdev, h.no. 686, Sahdev bhawan, urban estate 11, hisar-125 005 (haryana) (25th october 1990)

- schools at primary and middle level should impart more character building values, sense of obedience, devotion to work and need for discipline.

Shri d.v. Subba rao, retd. Principal, razole, e.g. Dt. Nc-2, I.d.p.l. Colony, hyderabad-500037 (19 october, 1990).

- The physical, mental and spiritual. Development of an individual. Should be the aim of education and this should be achieved through the amalgamation of the eastern spiritualism and western humanism.

Shri animesh chandra haldar, k-16/1, driver line, p.o. Nainpur, distt. Mandla, madhya pradesh

- education should encourage creative tendencies in children.

Shri gadadhar bhatt, chairman, bhartiya shiksha mandal, bhatt sadan, jharwar, rajasthan (28th september, 1990)

- there should be an action plan for incorporating cultural values in the education system.

The chairman, akhil bharatiya vidyarthi parishad, asara branch, rajasthan.

- Value should be inculcated through education. Students should be apprised of indian heritage and culture.

Jamia millia islamia, jamia nagar new delhi-110025 (views expressed in panel discussion hold on 26th september, 1990)

- education certainly should develop the power to fight but to enable one to do so, the individual must be sensitive to problems with a motive and ability to mobilise.

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Bangalore city south district secondary schools head master's and pre- university college principal's association, kalasipalayam, bangalore- 560002 (recommendations made in a special committee meeting held on 11.10.90)

- the holistic view of education is an ideal we may aspire for. But in practice, this may not be possible in the existing setup. It requires more resources, better planning, professionalism and commitment on the part of all those who are engaged in this colossal task of nation building.

Rajya vidwat parishad, rajasthan, adarsh vidya mandir, shiksha mahavidyalaya, raja park, jaipur-302004 (recommendation made in seminar held at jaipur on 13-14th october, 1990

- the stress on value education needs certain clear definition of the values. Secularism may be expressed in terms of 'serva dharma sadbhav' implying the underlying unity of all religions. Respect and regard for other cultures may be replaced by 'regard and respect for indian culture'. Values like dignity of work, love for motherland and indian nationalism may be included.

Department of foundation of education, jamia millia islamia, new delhi (panel- discussion held in new delhi. On 26th september, 1990)

- an integrated view of education would be linear. Education should aim at an integrated development of the physical, social, affective and cognitive aspects of an individual.

Workshop organised a the university of bombay at bombay on 26th september; 1990

- a course on basic human values should be devised for all professional. Courses. This foundation course should be given proper

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status. Process of inculcating values should start right from the primary stage by involving the students in some concrete programmes preferably by community camps. Cultural and spiritual values are not to be taught but to be caught through scientific and rational ways. Emphasis should be upon duty to work rather than upon right to work. Integral development of head, heart and hand should be the goal of the course.

Dr. S. Muthukumaran, vice-chancellor, bharathidasan, university, tiruchirapalli, tamil nadu.

- The need of the hour is value orientation to the educational system. The perspective paper does not spell out a specific action programme for this.

- A course on social history/social. Structure needs to be included in the curricula at all stages of education to cultivate social consciousness among the students.

- Religious education should be a part of the curriculum.

- Though in principle an integrated view on education is desirable, in practice some sort of specialisation cannot be completely avoided.

- Education should promote the values of democracy, egalitarianism and social justice, good personal., social, moral and spiritual. Values and sense of tolerance for other's views, languages and religions. It should prepare the younger generation to achieve a quality of life that is desirable, feasible and sustainable and to lead a useful. And purposeful life.

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Seminar organised by institute of education and culture, hyderabad, the university of hyderabad and the osmania university, hyderabad at the central institute of english and foreign languages, hyderabad on 20th21st october, 1990

- values such as democracy, secularism, socialism, scientific temper, equality of sexes, honesty, integrity, courage, justice, respect for all life forms, different cultures and language etc.,

- constitute the basic mosaic of values which is vital to the unity and integrity of the country. All curricular and extra-curricular activities in schools and colleges should convey this message.

Indore discussion group, indore.

- The ideal of integrated and holistic view of education is a departure having serious structural and functional implications. It envisaged retracting of some of the earlier recommendations of the education commission (1964-66) and npe 1986. It will help in giving new directions and avoiding dichotomies in education.

- The entire system needs an overhauling to make value an integral part of educational process and school climate. Selection of teachers should be the point to begin with. Integrity of the character and dedication towards the profession should be considered alongwith subject competency for recruitment of teachers.

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