D1 s1 b incorporating uhv in edu aug 17
- 1. Incorporating Universal Human Values in Education Realising the Aspiration of the NEP 2020
- 2. NEP 2020 Effort required to realise its Aspirations
- 3. 3 Aspirations in National Education Policy 2020 Education is fundamental for achieving full human potential, developing an equitable and just society, and promoting national development (See page 3) We have to understand the meaning of ▪ Full human potential ▪ Equitable and just society ▪ National development Source: https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English.pdf p3
- 4. 4 Living For human beings their conduct depends on their world view and values World-vision, world-view* (perspective) (विश्ि-दर्शन, विश्ि- दृष्टि) Values (मूल्य) Conduct (आचरण) For the rest (animals, plants, trees, soil, water…) their conduct is definite, pre-determined naturally Today, is the conduct of human being definite or indefinite? * world view- is meant to signify our perception of the world. This may be based on direct realisation of the existential reality or on our assumption about it.
- 5. 5 Conduct of Human Being is based on their Education-Sanskar Human education-sanskar Inhuman education-sanskar (मानिीय शर्क्षा-संस्कार) (अमानिीय शर्क्षा-संस्कार) Humane world view, perspective Inhumane world view, perspective (मानिीय दृष्टि) (अमानिीय दृष्टि) Human values, culture inhuman values, culture (मानिीय मूल्य, संस्कृ ति) (अमानिीय मूल्य, संस्कृ ति) Human conduct – behavior, work, participation Inhuman conduct – behavior, work, participation (मानिीय आचरण – व्यिहार, कायश, व्यिस्था में भागीदारी) (अमानिीय आचरण – व्यिहार, कायश, व्य. में भागीदारी) Human society, culture, civilisation Inhuman society, culture, civilisation (मानिीय समाज ि व्यिस्था, (अमानिीय समाज, अव्यिस्था, मानिीय संस्कृ ति, सभ्यिा) अमानिीय संस्कृ ति, सभ्यिा)
- 6. 7 Outcome of Holistic Education Human education-sanskar (मानिीय शर्क्षा-संस्कार) Humane world view, perspective (मानिीय दृष्टि) Human values, human culture (मानिीय मूल्य, मानिीय संस्कृ ति) Skills for living with human conduct (मानिीय आचरण पूिशक जीने क े शिए हुनर) Graduates will be able to contribute to a human society Human society, human culture, civilisation (मानिीय समाज ि व्यिस्था, मानिीय संस्कृ ति, सभ्यिा) Full human potential An equitable and just society National development
- 7. 8 Holistic Education = Education on Values + Skills Human education-sanskar (मानिीय शर्क्षा-संस्कार) Humane world view, perspective (मानिीय दृष्टि) Human values, human culture (मानिीय मूल्य, मानिीय संस्कृ ति) Skills for living with human conduct (मानिीय आचरण पूिशक जीने क े शिए हुनर) Human society, human culture, civilisation (मानिीय समाज ि व्यिस्था, मानिीय संस्कृ ति, सभ्यिा) Universal Human Values (UHV) Universal Rational Verifiable Leading to Harmony Value guided skill education AICTE has taken an initial, but significant step to fill the crucial missing link
- 8. 9 We will Focus on Universal Human Values Our focus is on the value component, which is the crucial missing link in present day mainstream education If we are able to ensure it, ▪ The education on skills will be properly placed ▪ We will be able to make right utilisation of the skills And, two things will happen 1. The full development of human personality will begin to be realised 2. Such people will have the mindset and skills to develop the foundations of a society which is equitable and just, which will lead to National development i.e. the aspirations articulated in the NEP 2020 will be fulfilled
- 9. 10 In Mainstream Education, this need has been felt for a long time… So, the need for reform in mainstream education, particularly inculcation of values, has been felt for quite a while The issue had been about how to go about it How to go about it in a manner which is acceptable to every human being, in all places, at all times…
- 10. Some of the Issues in Mainstream Education You may also have these and other questions like this
- 11. 12 In the effort for Self-reliance… High Focus on Skills Stress, focus was on skills Not able to give adequate attention to the value aspect Right values Wrong values Right use of skills Misuse of skills With even more skills Right values Wrong values Faster, more pervasive faster and more pervasive Right use of skills Misuse of skills Where are we are today?
- 12. 13 Can Values be Taught? One of the misconceptions has been that “values cannot be taught, they are caught” Of course, values are inspired and reinforced in institutions by people who are living models of human values From the experiments in the last 15 years in mainstream education, it is clear that: Human values can be taught! − Youth, regardless of their background, find it interesting when it is shared as a proposal (rather than a set of instructions or do’s and don’ts). − They are able to explore into the proposals, discover the values intrinsic in them − Self-exploration is an effective means of self-evolution. There is significant perceptional transformation in those exploring seriously. √
- 13. 14 Value Education and its Outcome Understanding Value Education (definite, universal, invariant…) (proposals, Right World-view, Perspective self-exploration, knowing, Self-discipline) Natural Acceptance Thinking Moral Education (ideas, morals…) Belief Doing Discipline, Instructions (behaviour, work) (externally enforced fear, incentive…) Conduct is Indefinite Conduct is Indefinite Human Conduct (Definite)
- 14. 15 Is it too Late? We have accumulated so many problems… at every level At the level of individual: unhappiness, dissatisfaction, a sense of purposelessness or futility, tension, frustration, depression even suicide and on the other hand show the signs of domination, violence, crime, terrorism etc. Poor health of the body… At the level of family: deprivation, complaints, fights, inter-personal tensions, injustice and hatred… At the level of society: poverty, unemployment, division, discrimination, exploitation, opposition, struggle and war… At the level of nature: ecological disturbances, pollution, resource depletion, global warming, heralding larger problems and disasters soon
- 15. 16 If we can start even now, Where to start from? Where to start from: teachers or parents or policy makers? At what level to start in education: primary or secondary or higher? Its good to start value education right from elementary stage – children start learning values right from childhood in their homes from their parents… So, its better to start from their parents. But when you go to educate the parents, ultimately you have to work with grown ups. So, why not start with higher education! Through higher education, you are directly able to address the future teachers, parents and policy makers.
- 16. Efforts on Universal Human Values Encouraging Results
- 17. 18 Effort for Realisation of Truth, Love & Compassion All great people of the world have tried to realise the truth and to live by it in terms of love and compassion. They have tried to: 1. Understand themselves (human being) 2. Understand the underlying harmony in nature, in existence They have tried to understand the role of the human being in nature, in existence, to live by it, and to develop an equitable and just society For all such great people, we have a deep feeling of gratitude… This effort on Universal Human Values is in continuation with that tradition of self-enquiry, for the wellbeing of all… Drawing upon universal essence, it is put forth as proposals for self- exploration on one’s own right…
- 18. 19 Universal Human Values (UHV) UHV has been experimented in the last 40 years or so with people from all walks of life (children, families, youth in higher education, urban people, criminals in jail, politicians, administrators, social workers, NGOs, farmers, adivasis…) It has been rigorously experimented in mainstream education over the last 15 years – starting with 1 college… to over 4000, with encouraging results We feel that it is a workable proposal… with a significant potential It can be used as a starting point for further developing a universal framework for incorporating values in mainstream education… and living You are the custodians of education in the Nation… We invite you to participate, to explore the content, the process and draw your own conclusions…
- 19. 20 PTU Experience PG Diploma -- Universal Human Values M Tech -- Holistic Development Systems & Technologies Of course, we introduced the foundation course on Human UHV in the 1st/2nd Sem (in 2011) for all students of PTU “Placement” – 100% no campus recruitment – all had developed the self-confidence to independently find meaningful ways to live their life…
- 20. 21 Efforts – UHV Foundation Course 1980’s Course on Science and Humanism at IIT Delhi 2001 MHRD established National Resource Centres in Value Education at IIT Delhi, NCERT and IIM Lucknow 2005 IIIT Hyderabad experiment with a mandatory 2-semester course on Universal Human Values 2009 UPTU (now called AKTU) – scaling up in 550 colleges 2011 PTU – rapid scaling up 2012 Bhutan – deeply resonating with GNH 2012 HPTU – natural flow 2018 BTU – rapid implementation By 2020, 40+ universities in 10 states of India have the UHV foundation course as a core part of their academic curriculum
- 21. 22 Efforts – Induction Program … 2011 IIT Gandhinagar starts a 5-week induction program for creating well-rounded personality 2013 NIT Trichy follows IITGNs model with 3-week induction 2016 153rd meeting of the IIT Directors endorsed IITGN’s initiatives, recommended 5-week Human Values based orientation programme for new UG students in the IIT system 2016 Three IITs (IIT BHU, IIT Mandi and IIT Patna) start 3-week Induction Program
- 22. 23 From all these Experiments, it is Clear that: 1. Human values can be taught 2. Problems are largely a result of the lack of human values and not only the lack of skills UHV can be used as a starting point for further developing a universal framework for incorporating values in mainstream education
- 23. 24 AICTE adopted the UHV Approach for Value Inculcation in 2017 In March 2017, AICTE decided to update its Model Curriculum from the 2018-19 academic year for all technical education (engineering, architecture etc.) across India: ▪ UHV is included as a core part of the mandatory Student Induction Program (UHV-I) ▪ UHV is to be offered as an essential 3-credit course (UHV-II or H-102) in 3rd/4th semester or earlier Today, more than 10,000 colleges under the AICTE umbrella are preparing their teachers for this huge task of National importance
- 24. 25 Tangible efforts for Human Values in Technical Education Policy Induction Program Cell (IPC) at AICTE SIP (UHV-I) and UHV-II in Model Curriculum Approval Process Handbook 2020-21 (pp 164 and 310) Enablement 3-day FDP-SI throughout the year (for orientation) 8-day FDPs during the summer and winter break (AICTE will bear the cost of boarding and lodging of participants) AICTE will provide certificates to successful participants (such faculty members may teach UHV-I and UHV-II) Recognition AICTE will duly recognise efforts in this direction by - Individual faculty members - Colleges and - Universities
- 25. 26 Approval Process Handbook 2020-21
- 26. 27 Mandatory UHV-II Course The UHV-II is a mandatory course
- 27. 29 FDP Status Orientation FDPs (3-day face to face and 5-day online) 17,000 faculty oriented (about 8,000 after lockdown) Training FDPs (7/8-day face to face) 7,500 faculty trained During the lockdown period, we are orienting faculty through 5-day online workshops (like this workshop) After the lockdown, we will continue the 8-day face to face FDPs We plan to conduct 4 workshops per month: August’20 4 workshops of 1,000 capacity Sep’20 4 workshops of 1,000 capacity Oct’20 4 workshops of 10,000 capacity Nov’20-Jan’21 TBD By 31 Jan 2021, we intend to cover 36,000 faculty members in 5-day online workshops
- 28. 30 Objectives of Induction Program • New entrants go through years of strenuous preparation and get accustomed to it. • Often they loose the connection from social life and recreational activities • On the other hand, engineering demands a personality in all dimensions Induction Program is designed for smooth transition from preparation environemnt to Engineering Curriculum Engineeing Curriculum Preparation Induction Induction Student Activity Cell For Initial 21 Days For Remaining 4 Years
- 29. 32 Universal Approach All the SIP activities (modules) are based on generic and universal principles Local, regional, national and international examples are taken so that students can relate them to their day to day life For example: We want to live with fulfilment as a society. This part is common, universal. To exemplify this, we may expose students to traditional Indian culture and philosophy as well as contemporary western culture and thought. In this way: ○ It will help in connecting the basic principles through specific examples ○ It will help the student to see and appreciate various cultures, to see the commonality amongst them, in the light of clarity about human culture and civilisation. ○ It will help to evaluate any specific example, system or culture, with a view to fill the gaps, rather than to criticise or reject it. Further, we can also be mutually enriching for other cultures.
- 30. 35 UHV-II 3-Credit Mandatory Course (H-102) LTPC 2-1-0-3 Pages related to Course H-102 "Universal Human Values 2: Understanding Harmony" pages 166-170 of Volume II (see https://www.aicte- india.org/sites/default/files/Vol.%20II%20%20AICTE%20UG%20%20Cu rriculum.pdf Objectives include: 1. Development of a holistic perspective based on self-exploration about themselves (human being), family, society and nature/existence 2. Development of the commitment and courage to act on their own right
- 31. 37 Teaching-Learning Material 1. Syllabus 2. Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions) 3. Text Book 4. Presentations, including Practice Sessions, Tutorials & Videos 5. Video of Workshop Lectures 6. Web Site http://aktu.uhv.org.in/ 7. 8-Day Faculty Development Program 8. Weekly Meeting
- 32. 39 Universal Human Values – Foundation The content and process of value education follows the basic guidelines: Content ▪ Universal ▪ Rational ▪ Verifiable ▪ Leading to Harmony Process ▪ Self-exploration This will be sufficiently exemplified in the presentations in this workshop
- 33. 40 So, Let us Explore Together… and Materialise the Possibility You are the custodians of the future of technical education in the Nation… We look forward to your active participation… We trust it will help in further refining your view about this effort, its desirability, its potential… And we look forward to hear from you about your commitment… Thank You! Dr. Rajneesh Arora Chairperson, National Coordination Committee for Induction Program (NCC-IP)