ptet2020

[ptet2020]

Obstacles in Introducing Value Education at Higher Education in Asia

Value Education is the much debated and discussed topic area in the plethora of PTET 2020 in India. Of course it will be true that the main purpose of any education will go utilizing Value orientation. More concentration on Value education has been supplied at the primary and secondary level of school education compared with in higher education in India. Values could be effectively imparted to the young minds rather than to the matured ones. It will be the important reason for this prime importance given at the college level. There are so many modules designed with the help of agencies including NCERT and others for effectively imparting the value education for the school students. In this context, many innovative educational strategies are being identified by the experts. Good number of experiments in addition to studies are being conducted in the recent days on the advantages of teaching value education at school level. Numerous schools have very innovative and radical course creations to impart the values. Effective teaching practices on imparting value education ranges from story telling, exhibitions, skits, one act play and group discussions for you to various other formats. New methods have been evolved by educationists to create an effective learning sphere. The usage of electronic gadgets in addition gains importance in the teaching-learning practices of value degree. But at the higher education level, due to various reasons, the importance given to value education is not as much as it is given along at the school level. The curriculum and the teaching methods equally could be subjected to scrutiny. It is true that colleges are usually meant for a kind of specialization in some field of education. Employing the Indian social context, the youth require path and counseling at this stage. They have been exposed to various challenges at this time which demands the intervention of educationists for his/her betterment. His/her character building also strengthens at this point. Students' perception on various life factors and occurrences are getting shaped at this stage. On the whole they evolve their own vision of life. Their sensitivity and knowledge are getting place at this stage. Hence, an effective value orientation becomes inevitable towards students of colleges. Keeping this requirement in mind, Expresses like Tamilnadu introduced a compulsory paper/course on appeal education to undergraduate students of all colleges in the Talk about under the choice based credit system. Though this kind of hard work is made with the good intention of imparting values into the youth, many limitations in bringing out the expected result could be identified. The problem mainly begins with the definition connected with values. Defining the term 'value' poses a challenge to all pupils. The term value is loaded with varieties of meaning. Each that means reflects its own philosophical position. Generally the term value is without a doubt spontaneously associated with religious values. It is believed by a large number of Indians that values are nothing but the religious along with spiritual guiding principles of life. Hence, it is expected that the path is already been laid for the life path. But in the context of modernity and modernism right now there rises a fundamental question of whether value education should be used at all in a modern state. There are those who argue who modern life is based on science and technology, and equally are value neutral. They view that the values really are bugbear held out by people living in the past, glued to outdated religious principles that have no relevance in the 21st century. At this point, there is also another group of modernist what individuals propagate the necessity of value education at learning revolves in order to safe guard the democratic state and its prices. The values they wish to cultivate are modern secular attitudes such as honesty, respect to other, equality, collectivity, democracy, respecting the human rights, sharing equal space in your public sphere and so on. These values are considered as the goods of enlightenment period. Hence, four positions could be found on the basis of the above understanding. The are:

1 . There are religious values which are very much essential for every one and must be as part of the curriculum. 2 . The religious values should not find invest the educational system. They may operate at the private ball. 3. There are nonreligious secular values and they must come across space in the education. 4. There is no need for teaching importance education in the academics because they cannot be cultivated through formalized learning and such value cultivation will make the individual biased. In consequence to these positions, following questions excite. 1 . Whether values education should find place in your educational system? 2 . If it is required, then what sort of beliefs should be given preference in the curriculum? 3. What is the benefit to be given to the religious values which are primarily designed on the basis of scriptures? 4. Can modern values alone happen to be sufficient enough or is there any possibility of blending a values of modernity with religious values? 5. Should religious values are to be given importance in the curriculum, which will religion will find prime place? If there are contradictory distribution on a single virtue by two religions, then how are actually they to be handled? 6. Similarly religions differ about the practices also. Right from eating patterns, dress mode, union systems, war tactics, killing, punishments to various other features, religions differ on their outlook. In this situation, what sort of perceptions need to be taught? Besides these questions, another billion greenback question would be raised on the methodology of effectively providing those values. Then again as it is mentioned earlier, the college education can very well include this education easily because system itself is advantageous for it to accommodate. But on the college level, the system finds it very difficult to work out. So this study could analyse the theoretical problems relating to all the identification of values to be included in the curriculum at the one particular side and the problem of effective designing of the program and imparting those values on the other side. The necessity just for imparting values to the students of all levels has been thought by everyone. The world today is facing unprecedented socio-political and economic challenges. Problems of life are becoming progressively more intense and complex. Traditional values are decentered. 'An environment of strife pervades all countries and shattered homes have become common. An insatiable hunger for money and even power, leads most of people to tension and absence of satisfaction and all kinds of physical and mental ailments have become widespread place" 1 . In the present day context of frequent and they sometimes violent social upheavals, we have to look at the problem of restlessness of the youth, their frustration born out of futility in their search for meaning of life and the purpose for which there're living, often leading to evil and wickedness. This entails a new approach to, and a new vision of education. It will be obviously felt that the present educational system promotes rat race and keep the student community in a sense of insecurity. Instructive institutions have become the pressure cookers building pressures from the minds of youth. Also a loft sided instructive pattern which insists on instrumental and technical rationality for the successful life in terms of gaining money and ability has invaded the educational system of India. The one who is deemed to be unfit for this survival race has become disqualified and ineligible to live in this market economy structured life. The spate of industrialization and economic development in developed nations has brought about a perceptible change through this scenario. And developing countries including India are experience the ripple effects of this development. Values earlier regarded essential by all societies have been eroded and have assigned way to unethical practices around the globe. Where honesty and consistency were loved and appreciated, greed, corruption and reddish colored tapism have come in, bringing in their wake, unethical responses which have pervaded all walks of life and are thwarting efforts of a few enlightened individuals to promote value based upon society. 2 Hence, implementation of well structured certification is the only solution available with all states. Through growing divisive forces, narrow parochialism, separatist tendencies within the one hand and considerable fall in moral, friendly, ethical and national values both in personal not to mention public life on the other, the need for promoting reliable programmes of value orientation in education has regarded great urgency. Development of human values through training is now routinely seen as a task of national importance. Worth education though supposes to be the part and package of the regular education, due to the market influences, it could not even be so. Hence, it has become an inevitable really need to include an exclusive curriculum for value education at all tiers. Now the next question would be about the nature of worth education. What sort of values should be given preference in the course is the prime problem in the introduction of value instruction. This problem surfaces because we can find varieties of values given by doctors on the basis of various scriptures and theories. Sometimes they are contradictory to each other. This issue has been thoroughly discussed earlier. But the resolution to the problem of the nature of value education is largely dependent on the social conditions that prevail in the talk about. There need not be an imported value educational style to be prescribed in India. The burning social matters would demand the required value education. Though India is viewed to be the land of divinity and wisdom, the current value system throws challenges to the ancient value structure. Right from the Gurkula pattern to the varna ashrama figures, all values are under scrutiny by modern rationality. Hence, the relevance of the golden values prescribed by your then society is questionable in the present situation. On the other hand, the actual so called modern values which have been listed earlier even subjected to criticism by philosophers like post modernists. Many people question the very nature of the rationality of the enlightenment time. Because critics of modernity strongly declare that the fashionable rationality is the reason for the deterioration of human concern on this planet and they paved the way for inhuman killing and escalation of values. The reason of the modernism is considered as the reason behind power politics which leads to inhuman behaviour of the energy system, according to them. Hence the modern values like democracy, civil rights, environmental ethics, professional ethics, discipline and also all such values are found useless in bringing a happy relationship in the society. The values like discipline, tolerance, piece bears the negative connotation in this context. Hence, what sort of modern values are to be included in the curriculum is a challenge placed towards the educationists. At one side the fanatic plus fundamentalist features of religious values and on the other side the modern worth based on the market economy and other factors are to be excluded along with a well balanced curriculum with genuine worthy values suitable to society has to be identified and included in the educational system. Through this context, it becomes obvious that there cannot be virtually any universal pattern of values to be prescribed in the structure. When a suitable blend of religious and modern values has been to be done, the designing of such course demands the unbiased, scrupulous, intelligent approach on the part of the academician so, who designs such course. Thus the spiritual values for sensitizing the youth for happy world and realistic values for a just world are very much required. Religious values can be taken but not with the label of any specific particular religion, democratic values are to be included but not featuring dogmatic inhuman approach. Thus there need a perfect mixture of both. This is the real challenge thrown to the Indian academicians. After the identification of these values, they need to be inculcated will not be informed to the students. Mostly listing the character is done very easily, but imparting them effectively requires authentic spirit and innovative educational practices. In the Vedic stage, the gurukula system prevailed in which the student has to adequately undergo a pattern life with the guru shishya structure. Whatever the guru declares are the values of life. But also in the modern context, which is supposed to be the democratic sphere, an awareness of equality and freedom has to prevail the learning issue. Also the values identified cannot be preached on the basis of any religious faiths. So the teacher has to find effective doing the job module to internalize the values in the minds of your youth. The teachers' understanding about the values prescribed as well as his/her commitment in imparting them also play a crucial role here. How to sensitize the teacher before lugging the values to the students is also a challenge to the educationists. The value education class room, if it is dealt with full seriousness and sincerity would be very interesting and challenging field for students and teachers. At times they need to sail from the same level with the students. The hierarchy may get gone away. Value education demands a total responsibility from the teachers. Individuals become more accountable. On the other side, a teacher who is committed to a set of values would always like to preach and impose individuals on the young minds. That extreme should also to be definitely avoided with a balance of mind. Value education cannot be completed by just delivering lectures and screening films. It requires a substantial interaction between the students and the society. A lot could be played around with at this sphere. For which the supreme value 'integrity' will be expected from the educator. It is observed that many modules in teaching values have been designed and tested. Some will be seemed to be very effective. In Tamilnadu, especially in made it easier for colleges, with all good intention the government has invented the value education as a compulsory scheme at the undergraduate place. But each university has its own syllabus for the very same. The scrutiny of those syllabi also reveals a lot of changes in conceiving the value education. In some universities, some religion based institutions are given the responsibility of designing and even implementing the course. Similarly the teachers who have not long been exposed to any such type of training in value education are given the responsibility of teaching values. The introduction of value coaching for all under graduate courses is done at the cost of any core paper of that course. The teachers who have been managing their hardcore subject papers had to meet the shortage regarding workload due to this programme and to solve this problem, they have been vested with the job of teaching value education paper. It is done with the aim of avoiding the workload problem of pre-existing teachers. The most valuable and sensitive part of education has long been made like a mechanical dogmatic part. At this juncture, the particular fate of value education at the college level could possibly be imagined. How to solve this issue is again a challenge towards the educationists of Tamilnadu. The same fate could be observed in various other states of India. Hence, two important problems floors and walls here, one at the syllabus level and the other around the teaching level. As it is discussed earlier the syllabus could be designed by way of paying attention to all aspects but imparting the same requires not only innovative teaching methods, but also imaginative training method of the educators. It is as good as training typically the driver to drive the car; the teacher needs to be trained in providing the values. The technical education employs teachers through sound knowledge in the subject, similarly it is essential to have educators with sound mind and creative teaching skill to instruct value education. Value education is definitely not to be resolved compartmentalization but it should be taken as a part of the whole educational technique. As Nietzsche puts it, the society requires experts to create and impart values, not the slaves what person accept all the values imposed on them without any critical becoming familiar with. If education fails to impart necessary values to the citizens, it will definitely have a telling effect on the contemporary society. All efforts to bring just and peace in the world results in being futile if proper value education is not imparted.

[ptet2020]

Coaching and Real Life Challenges

In contemporary times, almost in the form of cultural practice, education has been elevated to the level of a strong initiation rite into the modern world. With the aid of formal enlightening training, people acquire the skills of reading and making. It is obvious that literacy, the ability to read and prepare, has become a requisite for coping with numerous challenges of modern days. As a strategy for ensuring that no child is denied the way of acquiring formal education, not sending a child to make sure you school is a criminal offence in some parts of the world, primarily in the West. In addition , some governments assist their individuals to acquire formal education by either subsidising the cost or perhaps making it available at no cost (at the basic level, at least). It is impossible to fit into the modern times if one won't go to school. Consequently, education is a necessity, not a expensive. People's attitude to education in contemporary time generally seems to suggest, in fidelity to Platonism, that it is better to possibly be unborn than to be uneducated. The demand for instruction in different parts of the world is unarguably on daily strengthen. People make numerous sacrifices to acquire education. Parents would like to give all they have in order to see their children by means of school. Some people travel to foreign countries in order to acquire superior quality educational training. Acquiring formal education has become one of the greatest things in life today. However , despite the wide acceptance formalized education has gained all over the world, one of the most significant questions with regards to education that is often not asked is, "What will be relevance of education to practical life? ' To explain, to what extent is education helpful in addressing simple life challenges? This question needs to be asked because the thought impacts of education are absent is the life for many educated people. One of the factors that speak very eloquently on this is that education has continuously remained struggles to improve the standard of living of numerous graduates. It is imperative to comment that education is a means to an end, but not an end inside of it. The implication of this is that education is a procedure that leads to the making of a product. The process is not whole without the product. It is the product that gives value to the would mean. The quality of the process can be inferred from the quality of the supplement. As a means, education is incomplete without the end of the progression. This end is the purpose it (education) is designed to deliver (under ideal situation). Let us justify our claim that any expected impacts of education are absent is the everyday living of many educated people by examining a very sensitive aspect of life of educated people, their finances. How many informed people are truly financially successful? Most graduates struggle through life to make ends meet, but to no utilize. There are numerous people who graduated from tertiary institutions (even near the top of the class), but who are far below many people through lower educational training (academic intelligence and scholarly ability) than theirs in the ladder of financial success. Conceivably, financial struggles and crises are worse among proficient people. Most educated people struggle all through their doing the job years merely to make ends meet, but to basically no avail, and end as liabilities during their retirement. The shortcoming of education to assist graduates in managing real life worries is rooted in the fact that most people are ignorant of the reason for education. Why do we go to school? Why should really people go to school? What is the purpose of education? What is the explanation of education? What are the objectives of education? Why really should parents send their children to school? Education has become the most abused or, rather, misunderstood human experiences. Until the purpose of education is understood and clarified, the continuity of its abuse (by most people) will remain predictable. Many people go to school for the wrong reasons. In addition , almost all parents send their children to school for the erroneous reasons. Most people have erroneous conceptions about the objectives in education. It is imperative to remark that this problem will be rooted in the fact that the major incentive for likely to school in the earliest days of its inception inside parts of the world was that it was a ticket for you to prosperity. This was possible then because employment opportunities abound intended for educated people then. But things have changed, and significantly. In most parts of the world today, there is high level regarding unemployment among educated people. Thus, education does not warrant financial success anymore. In fact , education has become a major root of poverty, considering the fact that it has no provision for instilling the data of wealth creation principles in students. It is about time the purpose of education is reconsidered. The idea of going to school that allows you to acquire certificate should be denounced, if the training will enhance the life of educated people. The idea of going to school to prepare for gainful employment should also be denounced because you can get limited employment opportunities for unlimited graduates. If school prepares graduates for employment, but there are limited employment opportunities for the purpose of unlimited graduates, it means that school prepares students pertaining to unemployment. This is why the conception that school merely prepares students for gainful employment is unacceptable. The ideal intent being education is to facilitate an integral development of the human guy - the intellectual, moral, physical, social, spiritual, psychical and psychological dimensions of man. Going to school should certainly facilitate the optimum development of all the aspects of the individuals person. An ideal educational system should not isolate any facet of man in the training process, nor consider some features more important than others. Anything short of this is the aberration, and is unacceptable. Every educational process should be able to aid students to develop their latent potential. Any educational practice that does not fulfill this objective is useless. When the thought process is developed, it is able to identify and solve problems just for humanity and, consequently, be compensated with reward. Dollars is merely the reward for solving problems. Any graduate student who cannot solve problems in the society lacks the proportions for wealth creation. This is a fact most graduates will be ignorant of. Education will assist graduates to become happy as well as fulfilled in life if it is structured to facilitate the particular optimum development of their minds. If this is done, coaching will equip graduates with the requisite skills to pull through the economic battles and challenges of real life. It is painful to remark that education has remained struggle to serve practical purpose because most of the things the school structure teach students are things they do not need to survive from the real life. In other words, most students spend years in university learning things that will not be useful to them when school months are over. The crux of this deficiency in the helpful system is that the people who are most concerned in the instructive sector are ignorant of its existence. One of the primary objectives of education is empowerment. If the educational technique is restructured to achieve this purpose, graduates will become assets, yet not liabilities, no matter the circumstances. Such an educational process will be helpful students to create jobs if they are unable to get jobs after they become graduates. As earlier remarked, education is a technique, and every process is incomplete without a product. Products you can a product is the most reliable standard for ascertaining the quality of doing this that produced it. There is urgent need to restructure typically the educational system to ensure that that the training it instills on students adequately empowers them to effectively confront life obstacles, especially when school days are over. Despite the fact that the consequences of your deficiencies of the educational system in its present develop accounts for the ugly experiences of most graduates in the physical locales, the government has continuously demonstrated increasing incompetence in spanning this challenge. Consequently, it has become obvious that graduates who conscientiously desire a bright, refreshing and happy daily life must acquire Supplementary Education on their own before their college training will have the desired effect in their life. It also means students should also go beyond what they are taught in the style if they are sincerely passionate about happy in the real world (I. e life after school).