UGC NTA NET Exam Preparation: Value and Environment Education|Unit-10|Part-5|

 UGC NTA NET Exam Preparation: Value and Environment Education|Unit-10|Part-5|

Value Education: 

Value education is the process by which people give moral values to each other. according to CV good, Value education is the aggregate of all the process by means of which a person develops ability and other form of behaviour of the positive values in the society in which he lives.

Need for Imparting Value Education

The need for imparting value education in india arises because
  • Developing societies like india face a conflict b/w tradition and modernisation.
  • Globalisation has made societies more complex and less homogeneity.
  • india is a multi-lingual , multi-cultural and multi-religious country.
  • To make a society truly inclusive.
  • To make children sensitive to the environment
  • To encourage greater expositions in the field of science and technology.
  • To realise value that are enshrined in our constitution such as justice, liberty, equality and fundamental duties.

Objective of Value Education:

  • To improve the integral growth of human beings.
  • To create attitudes and improvement towards sustainable lifestyle.
  • To increase awareness about our national history, our cultural heritage, constitutional rights,national integration, community development and environment.
  • To create and develop awareness about the value and their significant and role.
  • To know about various living and non-living organisms and their interaction with environment.
  • developing tolerance towards various religions and promoting understanding of different religious faith.
  • Activities or programmes ate to be added in a holistic frame at university level such as yoga education, wellness etc.

Types of Values Introduced in the Colleges

  • Human value: it means what is enriching and good for individuals. these are practiced by individuals alone, irrespective of his/her social relationship.it is mentored by senior faculty members
  • Community or Social values: it implies what is good for the society. these values discuss the basis of the relationship of an individual with other people.
  • Cultural values: it means involvement and survival of the culture. the practice of such values is very essential for the growth and survival of any culture.
  • Institutional Values: It includes political and  moral values.

Key Development in value education

An awareness for the inculcation of right values in india have been grown independence. thus, some of the important development in value education have been elaborated below:
  • University Education Commission (1948):The commission considered both the philosophical and practical aspects of value-oriented education and made certain valuable proposals for reform. but, they were implemented only in a small no. of institutions.
  • Sri Prakash Committee(1959): the central advisory board of education appointed a special committee religious and moral instruction under sri prakash committee. the committee noted that learning of such moral and spiritual values is very essential and school should provide for reading about the lives of great religious leaders and later in higher stages of education.
  • National Education Commission:(1964-1966): it is popularly known as kothari commission. it was formed on 14 july, 1964 under the chairmanship of Daulat singh kothari to formulate the general principles and guidelines for the development of education from primary level to the higher education.
  • National Policy on education (NPE)(1986) it is constituted to promote education amongst india's people. the policy covers elementary education to college in both rural and urban areas of india.
  • National Policy on Education (1992): It is constituted to envisage the conduct of a common entrance examination on all india basis for admission to professional and technical programmes in india
National Institutional Ranking Framework (NIRF):

It was approved by the MHRD and launched on 29th september, 2015. the framework outlines a methodology to rank institutions across the country. the methodology draws from the overall recommendations board understanding arrived at by a core committee set up by MHRD, to identify the broad parameters for ranking various universities and institutions. the parameters broadly cover:
Teaching and learning(0.30)
research and professional practice(0.30)
graduation outcome(0.20)
outreach and inclusivity (0.10)
perception (0.10)

Environmental Education

EE is a process which allows us to become more knowledgeable , explore environmental issues and take action to improve the environment.

Objectives of Environmental Education:

  • creating awareness about environmental problems among people.
  • imparting basic knowledge about the environment and its allied problems.
  • developing an attitude o concern for the environment.
  • motivating people to participate in environment protection and environment improvement.
  • acquiring skills to help the concerned individuals in identifying and solving environmental problems.
  • striving to attain harmony with nature.

Need for imparting Environment at Education

  • it is important to give information about sustainable development.
  • there are many issues like pollution, waste,disposal, degradation of environment, global warming, depletion of ozone layer and loss of biodiversity, etc which need to be minimised by proper strategy and management policies.
  • To change the careless attitude of people and make them responsible citizens.
  • To prepare such a conceptual framework which may help to make people aware about their environment.

Key Development of Environmental Education

Through 42nd amendment in 1976, the GOI incorporated environmental concerns in the indian constitution. after the establishment of ministry of environment and forests the growing concerns about the environment in india provoked government to plan a policy for introduction of environmental education in schools and HE.

in 1983-1984 the ministry of environment and forest launched the environment education, awareness and training scheme to enhance people's understanding regarding the human- environment relationship and to enhance skills and capabilities to protect the environment and improve it. this scheme promoted non-formal environmental education and created environmental awareness among the people by organising seminars, workshops, symposia, training programmes, the national green corps and eco-clubs.

in 1991 the supreme court of india gave a ruling that environmental education course should be mandatory at under graduate level, which provides an opportunity to introduce sustainable development issues to HE. it also gave directions tot he UGC for providing grants for HE and making policy framework for higher educational institutions to facilitate and ensure the delivery of the EE course.

There ate many HE institutions and universities which are imparting EE at higher level such as indian institute of technology (IIT), schools of planning and architecture, institute of environmental architecture ad many others. these institutions provide different courses in EE like M.Arch in sustainable built environmental, M.Arch in Environmental design social ecology and so on.







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