Steps in Implementing Universal Human Values in Education

Steps in Implementing Universal Human Values in Education

What is Value Education
Education has the responsibility to facilitate: Understanding ‘what to do’ – What is valuable to do as a human being and Learning ‘how to do’ – skills, technology Both are important Understanding ‘what to do’ as a Human Being  Value Education Learning ‘how to do’ and Doing  Technical Education The priority is first Understanding 'what to do', then Learning & Doing 'how to do'

Need of Value Education
We saw that the first issue is that we need to understand “what to do” To understand “what to do”, we need Value Education Second, in order to ensure this we need to get into the details of things, for which we need a holistic perspective To develop a holistic perspective, we need Value Education So, that is the need of Value Education Of course we then need to learn 'how to do', to convert the learning into action, check if the outcome is valuable and make necessary adjustments…

Guidelines for Value Education
The guidelines proposed by MHRD for any course on value education are: The content should be universal, i.e. it should be applicable for all time, all place and all individuals (not sectarian) It should be rational, logical and should appeal to reasoning (not a set of do’s and don’ts) It should be acceptable naturally to human beings (not forced upon them) It should be verifiable through one’s own experience by living the values (not mystical) The content should cover all aspects of human existence, i.e. it should be All Encompassing Living with such values must lead to harmony; both, amongst human beings and also with nature

Process of Value Education
Universal – all time, all place, all individuals. Not sectarian E.g. Respect Rational – logical, appeals to human reasoning. It must be possible to discuss & ask questions; Not do’s & don’ts 3. Natural – Naturally Acceptable to human being & there is provision in Nature for its fulfilment not forced upon them 4. Verifiable – through one’s own Natural Acceptance as well as in one’s experience. Not mystical 5. All Encompassing – covering all aspects of life; of human existence 6. Leading to Harmony in living – among human beings and with nature. Humanistic

Process of Value Education
It is a process of Dialog Whatever is said is a Proposal (Do not assume it to be true) Verify it – on the basis of your Natural Acceptance ;g laokn dh izfØ;k gSA izLrko gS ¼ekuas ugha½ tk¡pas & viuh lgt LohÑfr ds vk/kkj ijA

Natural Acceptance Acceptance
Given a choice, what would I accept naturally? Natural Acceptance E.g. Relationship Food for health Clothes for protection of Body Under the given circumstances, what would I accept? Preconditioning, Sensation E.g. Sometimes relationship, sometimes opposition Sometimes food for health, sometimes food for taste Sometimes for protection of body, sometimes for respect, show

Value Education Moral Education
Proposal, Self Verification Understanding, Knowing Self Organised (Swa-anushasan) Swatantrata Do’s & Don'ts Preconditioning, Assuming Conditional Fear Incentive

Content of Value Education
Universal – all time, all place, all individuals. Not sectarian E.g. Respect Rational – logical, appeals to human reasoning. It must be possible to discuss & ask questions; Not do’s & don’ts 3. Natural – Naturally Acceptable to human being & there is provision in Nature for its fulfilment not forced upon them 4. Verifiable – through one’s own Natural Acceptance as well as in one’s experience. Not mystical 5. All Encompassing – covering all aspects of life; of human existence 6. Leading to Harmony in living – among human beings and with nature. Humanistic

The Foundation Course in Universal Human Values
"A Foundation Course on Human Values & Professional Ethics", has been designed by Prof. RR Gaur, Prof. R Sangal & Shri. GP Bagaria. The key goals are: To develop a critical ability to distinguish between essence and form; or between what is of value and what is superﬁcial in life (to appreciate the importance of fundamental issues related to their happiness and real success in the life & profession) What makes it interesting & challenging is the fact that the ability is to be developed not for a narrow area or ﬁeld of study, but for everyday situations in life. It covers the widest possible canvas To move from discrimination to commitment (to develop sensitivity and awareness leading to commitment and courage to act on the basis of their own understanding, rather than merely on the basis of assumptions) It is not sufficient to develop the discrimination ability, it is important to act on such discrimination in a given situation on their own right

This module does not teach values – it encourages students to discover what they consider valuable. Accordingly, they should be able to discriminate between valuable and the superﬁcial in real situations in their life It sensitizes the students to the possibility of a humane society. A major portion of the course is focused on understanding of all dimensions and all levels of human existence This course: Satisfies all the MHRD inspired guidelines Can provide the clarity for human target and universal human order Can facilitate human conduct which is required for the above (b) Can provide the guidelines for Professional Ethics, which is a particular aspect of human conduct

Guidelines for Value Education
Universal Whatever is studied as value education needs to be universally applicable to all human beings and be true at all times and all places. It should not depend on sect, creed, nationality, race, gender, etc. Rational It has to be amenable to logical reasoning. It should not be based on blind beliefs. Verifiable The student should be able to verify the values by checking with one's own experience, and is not asked to believe just because it is stated in the course. Leading to Harmony Values have to enable us to live in peace and harmony within our own self as well as with others (human being and rest of nature).

The course is based on the natural laws, on reality, as it is – in a way that anyone can understand them in his/her own right and live with this understanding Living according to this understanding enables one to live an informed, purposeful, happy and responsible life In education, this input provides a universal basis for human values that supplements and provides direction to the current educational system The ultimate goal is to work for the well being of all (sarv-shubh); for a happy, peaceful and prosperous society of families living in harmony at all levels – from individual, to family, to society and in nature/existence

Transition to Universal Human Education
Step 1: Introduce a foundation course on Universal Human Values in parallel with other courses. 1. Prepare Teachers 2. Introduce Universal Human Values in Higher Education. The student can develop clarity about Human goal & universal human order Human conduct Guidelines for Professional Ethics, which is a particular aspect of human conduct Step 2: Add social projects, social internship to the course; conduct the course as an integrated workshop where the complete content can be proposed in one go. This will ensure better grasping and comprehension by the students Translate material into local language – as is to maintain universality (to be done by people who have attended level 1, level 2 & level 3 workshops) Introduce Universal Human Values in School Education Introduce in Non Formal Education – Augment/replace core content with this content in focus (experimented in Bastar) Step 3: Design and conduct all programs and courses in the institution based on Universal Human Values so as to establish Value Based Education at the level of the institution. Focus education on Gross World Happiness starting with Gross Family Happiness

Transition to Universal Human Education
Step 4: Design and conduct programs for Value Based Living for all students, faculty and staff. This will help transform the institution into a family working for a cohesive harmonious growth for all Step 5: Initiate programs for self-sufficiency of the institution through cyclical production activities and take such activities to a scale where all the faculty, staff and students can be supported internally Step 6: Make the institution a nodal center to promote similar activities in the society at all levels Step 7: Make the institution a part of process of universalization of human education on Earth Step 8: The institution becomes a part of Undivided Human Society and Universal Human Order on Earth

8 Steps (Draft) 8 Steps: Edu instts will be centers which work on GNH (universal human values) – theoretical & practice (samajhne se vyvhar-karya-vyavastha mein bhagidari) – 8 steps 1 Padhaya jaye as additional course – samajh (gyan). Additional subject (foundation course) + higher level courses 2 Sara shiksha ko value based kiya jaye – samajh ke adhar par vichar (samadhan) – all courses redesigned with GNH as core 3 Instt ka culture, lifestyle iske adhar par ho – samajh & samadhan ke adhar par vyvhar - 4 Instt ek live model ho samadhan (such)- samriddhi purvak jeene – samajh & samadhan ke adhar par vyvhar, karya, vyavastha mein bhagidari 5 Samaj ke saath connect ho, unke liye kaam kare – aas paas ke samaj mein is kaam ko kar lein – in sab ka phailav local community mein 6 Pure desh ke liye resource centre ban jaye rashtra mein 7 Region ke liye resource centre rashtra samooh mein 8 Vishwa ke liye resource centre vishwa mein

Current Situation vkt dh fLFkfr
Problems We can see many problems, at all levels - Individual level - Family level - Society - Nature We are troubled by these problems, we want to get rid of them Efforts to get rid of problems We are making effort at every level (individual, family, social, nature) Many people are making effort (individuals, families, organisations, movements...) leL;k vusd leL;k,a] gj Lrj ij fn[kkbZ nsrh gSa & O;fDrxr & ifjokjxr] & lektxr & izÑfrxr ge buls =Lr gSa] buls eqDr gksuk pkgrs gSa leL;k ls eqfDr ds fy, iz;kl gj Lrj ij iz;kl dj jgss gSa ¼O;fDr] ifjokj] lekt] izÑfr ds Lrj ij½ cgqr yksx iz;kl dj jgs gSa ¼O;fDrxr iz;kl] laLFkkxr iz;kl] vkanksyukRed iz;kl---½

Current Situation – Example vkt dh fLFkfr & mnkgj.k
Problem – Communication and relationship between people Effort to get rid of problem – Telephony Technology – Mobile Phone Technology is successful – About 80% of the population has a land-line or mobile phone Technology was sucessful? Transmission increased but has communication and sense of relationship become better or worse? leL;k & vkilh okrkZyki o laca?k leL;k ls eqfDr ds fy, iz;kl & nwjHkk"k rduhdh & eksckby rduhdh lQy gqbZ & 80% yksxsa ds ikl esckby ;k ySaM&ykbu rduhdh lQy gqbZ\& vkilh okrkZyki c<+k] ijarq laca?k &Bhd gq, ;k fcxM+s \

Current Situation – Example vkt dh fLFkfr & mnkgj.k
Problem – Fair price for sugarcane Effort to get rid of problem – Farmer movement demanding fair price Movement – 10 lakh farmers 25 days in Meerut city surrounded by 30,000 police Movement was successful – Price of sugarcane increased from Rs 18/quintal  Rs 35/quintal Movement was sucessful? Side-effects dowry, weapons, consumptive expenditure … insecurity leL;k & xUus dk mfpr ewY; leL;k ls eqfDr ds fy, iz;kl & mfpr ewY; ds fy, fdlku vkanksyu vkanksyu & 10 yk[k fdlku] 25 fnu esjB “kgj 30]000 iqfyl ds ?ksjs esa-- vkanksyu lQy gqvk & xUus dk ewY;  35 :0 vkanksyu lQy gqvk\ izHkko&ngst] gfFk;kj] Hkksxoknh [kpZ------vlqj{kk

Need for a Holistic Solution Perspective
There are no exclusively technical or managerial solutions to the underlying issues – for answers we need to look at things holistically Technology/management is only a means to achieve what is considered valuable What is considered valuable has to be decided by human beings & not by technology itself In the absence of a common understanding of what is valuable for human beings, and in all aspects of living, technology use is directionless. In fact, without a holistic perspective, technology use can be problematic, harmful and destructive In the current use of technology, 3 major symptoms are visible Pollution (e.g. global warming) resource depletion human-human conflict (e.g. terrorism)

lek/kku dh vko';drk bu ekSfyd fcUnqvksa ij rduhdh ;k izca/ku ds fo'ks’k iz;ksx ls dksbZ lek/kku ugha fudy ldrkA D;ksafd 1- ftls ge ewY;oku ekurs gSa rduhdh o izca/ku mls iwjk djus dk ek/;e gSA 2- D;k ewY;oku gS vkSj D;k ugha] ;g ekuo ds }kjk r; gksrk gS] Rkduhdh ds }kjk ughaA 3- bl ckjs esa ,d lkoZHkkSe Lke> ds vHkko esa rduhdh dk iz;ksx fn'kkghu gSA ;g fn'kkghurk leL;kdkjd] gkfudkjd rFkk fo/oald gks ldrh gSA 4- vHkh rduhdh ds nq'iz;ksx ls rhu rjg dh leL;k,Wa fn[k jgh gSa & iznw’k.k ¼/kjrh rkixzLr gksuk½ & lalk/kuksa dk vHkko & ekuo&ekuo la?k’kZ tSls vkradokn ;g leL;k,Wa gSa ;k dsoy ladsr\

Current Approach rRdkyhu lksp
Problem leL;k Solution leL;k ls eqfDr ds fy, iz;kl Is this approach enough or something more is required? tSlk py jgk gS oSlk gh Bhd gS] ;k vkSj Hkh dqN djus dh vko”;drk gS\

Current Approach rRdkyhu lksp Alternative fodYi
Problem leL;k Solution leL;k ls eqfDr ds fy, iz;kl Clarity of All Encompassing Solution (about living with human conduct in every aspect of living) lek/kku dh Li’Vrk 2. Effort for All Encompassing Solution lek/kku ds fy, iz;kl 3. Problem – Analysis in the light of All Encompassing Solution leL;k dh leh{kk & lek/kku ds izdk”k esa 4. Effort for getting rid of problem leL;k ls eqfDr ds fy, iz;kl All 4 steps are necessary or something can be left out or added? ;s pkjksa dke t:jh gSa] ;k dqN tksM&ÄVk+ ldrs gSa\ What would be the order (3-4 then 1-2 or 1-2 then 3-4) Pkkjksa dks djuk gS] rks Øe D;k gksxk ¼3&4 fQj 1&2] 1&2 fQj 3&4½ What are we doing today? vkt dSls py jgs gSa\

Work to be Done in Society lekt esa djus dk dke
Clarity of All Encompassing Solution – recognition of human target, program for living with human conduct lek/kku dh Li’Vrk & Ekuoh; y{; dh igpku] Ekkuoh; vkpj.k ls thus dk dk;ZØe 2. Effort for All Encompassing Solution lek/kku ds fy, iz;kl 3. Problem – Analysis in the light of All Encompassing Solution leL;k dh leh{kk & lek/kku ds izdk”k esa 4. Effort for getting rid of problem leL;k ls eqfDr ds fy, iz;kl Continuous fuarj Temporary lkef;d

Current Approach Work to be Done in Society
Problem – Corruption (or only symptom?) Action taken to get rid of problem – Punishment, Movement… (or only relief from symptom – temporary?) Clarity of Holistic Perspective, All Encompassing Solution Human Conduct, Human Education & Human Order 2. Effort for All Encompassing Solution 3. Problem – Analysis in the light of All Encompassing Solution – Inhuman Conduct (domination, exploitation, corruption… are only the symptoms) 4. Effort for getting rid of problem – Ensure Human Conduct

rRdkyhu lksp lekt esa djus dk dke
leL;k & Hkz’Vkpkj- ¼;k leL;k dk ladsr½ leL;k ls eqfDr ds fy, iz;kl & naM] vkanksyu ¼;k dsoy leL;k ds ladsr ls jkgr & {kf.kd\½ 1- lek/kku dh Li’Vrk Ekkuoh; vkpj.k ekuoh; f”k{kk&laLdkj ekuoh; O;oLFkk 2- lek/kku ds fy, iz;kl 3- leL;k dh leh{kk & lek/kku ds izdk”k esa & vEkkuoh; vkpj.k ¼“kklu] “kk¢’k.k] Hkz’Vkpkj--- leL;k ds ladsr½ 4- leL;k ls eqfDr ds fy, iz;kl Ekkuoh; vkpj.k ds fy, iz;kl

Universities running Foundation Course in Human Values by 2011
2005 IIIT Hyderabad (AP) – an experiment 2009 GBTU & MTU (formerly UPTU, UP) – a large scale experiment 2011 PTU (Punjab) – a high speed, large scale experiment

Human Values Programme introduced at IIIT Hyderabad in 2005
Goal of IIIT: To contribute to transforming industry and society, by delivering research-led education, promoting innovation, and fostering human values Human Values is as an essential part of the academic curriculum. The two courses are HV1 in 1st sem & HV2 in 4th sem Each week consists of 2 lectures of 1.5 hrs each Students do socially relevant humanities projects, detailed studies, reports or participate in social activities as a part of this course Students meet every week in small groups along with 2 faculty mentors At the end of the course a 4-day workshop is conducted. Faculty, faculty spouses and senior students take the responsibility for conducting it Advanced courses include “Work & Life” & “Searching for a Humane Society” Medium of instruction is students’ mother tongue/language preferred by the student (e.g. in 2010 six workshops were run in parallel – 1 in Telugu, 2 in Hindi and 3 in English) Extension – AP 2030, Dr. Ramancharla Pradeep Kumar

Review of Current Efforts – IIIT Hyderabad 2005 – 2013
Step 1 Semester long courses for all students over 2 semesters Step 2 Students do relevant assignments, social projects Step 3 Higher level courses like "Searching for a Humane Society" Step 4 Reaching out to faculty, students, staff, family… Step 5 Experiments in Natural Farming, School, Natural Medicine… Step 6 Sharing with extended community Step 7 Step 8 Significant leadership vision, commitment & faculty development 5 faculty conducting full 8-day workshops in Telugu, Hindi & English 30+ faculty, spouses, students in higher level study AP 2030 Plan (Individual Faculty) Student placement & salary amongst top 3 in country (Dataquest) Over 12 technology companies started, including 6 six that are based on the research at IIIT-H

Human Values Programme at UPTU (GBTU & MTU)
Introduced as an essential course in all affiliated professional colleges, after due process (AC, BoS) in 2009 Run as a regular audit course (2-0-2), i.e. 28 lecture-sessions and 14 tutorials (practice-sessions) spread across any one semester 8-day Teachers’ Orientation Program (TOP) to prepare teachers. 16 workshops have been conducted through which about 500 teachers from 350 colleges have attended Course has been conducted in almost all affiliated colleges for about 75-80,000 students/year since the academic year starting in July 2009 Short (1 to 3-day) workshops have been conducted in every major city. Directors, members of management and administration from over 200 colleges have attended these workshops. They have been quite effective in creating awareness Medium of instruction is English

Review of Current Efforts – UPTU (GBTU & MTU) 2009 – 2013
Step 1 Audit course for all students, short workshops Step 2 Step 3 Step 4 Reaching out to college directors/management Step 5 Step 6 Step 7 Step 8 2 faculty conducting full 8-day workshops in Hindi & English Some of the Colleges: 1- RVIT Extensive work with students, parents & members of the local Bijnor community; and experiments with relevant technology 2- ABES Significant work with students Ghaziabad Has done 3-day workshop for all faculty & staff Few other colleges

Human Values Programme at PTU
Our vision for PTU has broadened: “to be one of the best technical universities in South Asia by 2015” by facilitating development of responsible and competent people for society Introduced in 2011 as an essential credit course in affiliated professional colleges, after due process in Board of Studies in 2011 8-day Teachers’ Orientation Program (TOP) to prepare teachers. About 1000 teachers from 287 colleges & 65 PTU officers have attended Run as a regular credit course in 1st year (3-0-0), i.e. 28 lecture-sessions and 14 tutorials (practice-sessions). The course has started in all professional colleges affiliated to PTU ~30,000 students/year Short (1 to 3-day) workshops have been conducted for communication & awareness for chairpersons, directors, principals, teachers & staff Medium of instruction is Punjabi, Hindi and English

Natural Expansion of Human Values in Education – 2013
2005 IIIT Hyderabad (AP) – an experiment 2006 IIT Kanpur (UP) – an experiment 2009 GBTU & MTU (formerly UPTU, UP) – a large scale experiment 2011 PTU (Punjab) – a high speed, large scale experiment 2012 HPTU, Hamirpur (HP) 2013 Royal University of Bhutan, Thimphu, Bhutan 2013 KL University, Guntur AP 2013 JNTU, Hyderabad (AP) Initially about 70 out of 460 colleges 2013 JNKVV, Jabalpur (MP) 2013 RVSKVV, Gwalior (MP)

Review of Current Efforts – PTU 2011 – 2013
Step 1 Credit course for all students, short workshops Step 2 Students do relevant assignments, social projects introduced Step 3 Step 4 Reaching out to college directors/management quite extensively Step 5 Step 6 Step 7 Step 8 Significant leadership vision, commitment & faculty development Some of the Colleges: 1- BBSBEC Extensive work with students, families & members of Fatehgarh Sahib local community 2- IET Significant work with students Bhaddal Many other colleges

Encouraging Impact Teachers: Self awareness, self confidence, self discipline: an indicator is response vs reaction. A sense of responsibility for self, in family, in teaching, for society & nature This has had an impact on my personal attitude – it is relevant for me This has had an impact on my personal relationships in my family – it is relevant for my family This had had an impact on my relationship with my students. I feel more responsible toward students. I find it enriching to teach this subject and also other subjects There is a change in the attitude of my students – it is relevant for my students Students: Self awareness, self confidence, self discipline. Steady academic achievement I am now more clear about what to do. I.e. about what is right, about my goal My attention has been drawn to relationships, which I had undermined I am able to correctly understand the need of physical facilities My academic performance has increased on account of this clarity

Encouraging Impact There is a sense of prosperity – by identifying the definite need for physical facility & producing/having more than the need More attention toward relationship – with family, colleagues, students… – Relationship is about definite feeling, and it is more important than physical facility Better attitude of students, particularly towards academics and its impact on employability Students have become more serious towards their studies More are looking for deeper knowledge, not just exams More are going for higher studies For some students who were doing very badly, they have improved dramatically (from SGPA of 5 to 9.8) Increased self discipline & sense of responsibility, reduced need for enforcement Significant commitment toward education…

Encouraging Impact There is a sense of prosperity – ability to identify needs, to evaluate if I already have enough. It is my responsibility to ensure right utilization, maintenance/repair, sharing… More attention toward relationship – with family, colleagues, students etc. Students tend to be more responsible towards academics. Impact on employability Clarity about direction and purpose of life. Resulting in increased self discipline, sense of responsibility, reduced need for enforcement Significant commitment of faculty toward teaching More clarity and sense of gratitude for efforts by elders, culture, religion

4 Key Learnings Human Values are Teachable – they can be communicated precisely and effectively There is a Significant Impact of this Understanding The 8-day Teachers’ Orientation Program (TOP) is effective in preparing teachers – to understand and to teach. There is a significant difference in effectiveness of teachers who have attended the TOP & those who have not Process for implementation and scaling-up has evolved & can be further refined

3 Key Challenges Management Involvement & Support – development of a conducive environment Commitment and Preparation of Teachers Communication with Students – that this is an essential core course, not an “extra” subject that will only increase their academic workload

Resources Developed for Self-study & for Teaching
Syllabus Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions) Text Book Posters Presentations, including Practice Sessions, Tutorials & Videos Video of Workshop Lectures (Lecture-by-Lecture) Weekly Meeting Web Site 8-Day Teachers' Orientation Program How to Share Values Examination & Evaluation Social Projects & Social Internship Process of Implementation (stage by stage) Advanced Study PSL2 …

Self-Discipline, Self-Confidence Lovuq'kklu] vkRefo”okl
Assuming ekuuk Knowing tkuuk Imitate vuqlj.k (0-3) Home ?kj School fo|ky; University fo”o Society lekt Follow vuqdj.k (3-6) Obedience/Discipline (5-9) Wrong xyr Right lgh Validate Tkkap Domination 'kklu Selfcenteredness euekuh Self Discipline (10…) Lovuq'kklu Self-confidence vkRefo”okl Opposition nz®g (8-12) Revolt fonz®g (13-18) Struggle laÄ‘kZ (18-30) War ;q) (30…)

Self-Discipline, Self-Confidence Lovuq'kklu] vkRefo”okl
Human Education-sanskar ekuoh; f”k{kk-laLdkj Assuming ekuuk Knowing tkuuk Imitate vuqlj.k (0-3) Home ?kj School fo|ky; University fo”o Society lekt Follow vuqdj.k (3-6) Obedience/Discipline (5-9) Relationship laca?k Wrong xyr Right lgh Validate Tkkap Domination 'kklu Arbitrariness euekuh Self Discipline (10…) Lovuq'kklu Self-confidence vkRefo”okl Opposition nz®g (8-12) Revolt fonz®g (13-18) Struggle laÄ‘kZ (18-30) War ;q) (30…)

#1 Teacher has the Primary Responsibility
Feeling of Trust, Respect, Affection, Care & Guidance for the Student Having Excellence / Making effort for Excellence 3. Is a co-explorer Excellence ¼Js’Brk½ Understanding Harmony & Living in Harmony Student Feeling of Trust, Respect, Affection, Reverence, Glory & Gratitude for the Teacher Inspired by the Teacher Making effort for Excellence (explorer) at all 4 levels In the Self, as an Individual In Family In Society In Nature/Existence

Verifying the proposals on the basis of their Natural Acceptance
Teacher Student The role of the teacher is that of a facilitator – to facilitate the student to explore on their own right so that it leads to understanding With this intention the teacher’s role is: To place the proposals of what is right before the students To draw their attention toward each proposal and to give enough time & opportunity to explore, verify, accept, validate on their own right To respond with responsibility to the questions, or clarifications sought by the students in this process The responsibility of understanding is that of the students. It includes: Listening, Participating Actively (Listening vs Hearing, Asking questions) Verifying the proposals on the basis of their Natural Acceptance Accepting those proposals that are Naturally Acceptable Validating the accepted proposals in their own Behaviour/Work; and understanding on this basis

Definite, Ethical Human Conduct (Nischit Manaviya Acharan)
Human Values – Understanding of "What to do as a human being" [At the level of Realisation & Understanding] Policy – Detail of "how to do"Human C [At the level of Feeling, Thought] Character – Expression outside [At the level of Behaviour, Work & Participation in Larger Order] DEFINITE Intact, Invariant, Universal e.g. 1 – Nurturing Body 2 – Respect SCOPE FOR CREATIVITY Local conditions, customs, language… e.g. 1 – Wheat, Rice, Maize… 2 – Touching feet, shaking hands…

Human Values Course in Professional Education
HV is essential for all It is introduced in professional education: The students from professional colleges will step into society & start contributing soon. With an overview of human values, some of them will be able to participate it in the family and contribute to society in a more meaningful manner. Some of them will take the right understanding into education, as parents or teachers In professional education, the system is active - there are students, teachers, curriculum, classes, exams take place and taken quite seriously. Only the content and process of education needs to be updated. So there is a possibility for right (human) education to start from here The curriculum and syllabus of school education is formulated on the basis of, or largely influenced by, the curriculum and syllabus of professional education

Teachers Development Program: Self-study, Self-exploration
Understanding & Living the content (Understanding = Living) PSL1, PSL2… PhD Weekly Meeting Sharing along with an experienced faculty Sharing with small group on your own Doing social projects/ social internship Sharing the content Teaching foundation course Conducting short workshops Conducting full workshops Social Projects, social internship Guiding the student onward Living accordingly & reaching out to the commiunity

Royal University of Bhutan estd. 2003. Constituent Colleges
College of Natural Resources (CNR), Lobesa, Wangduephodrang. College of Science and Technology (CST), Rinchending, Phuentsholing, Chukha. Gaeddu College of Business Studies (GCBS), Gedu, Chukha. Institute of Language and Culture Studies (ILCS), Taktse, Trongsa. Jigme Namgyel Polytechnic (JNP), Dewathang, Samdrup Jongkhar. National Institute of Traditional Medicine (NITM)*, Thimphu. Paro College of Education (PCE), Paro. Royal Institute of Health Sciences (RIHS), Thimphu. Samtse College of Education (SCE), Samtse. Sherubtse College (SC), Kanglung, Trashigang. Affiliated College Royal Thimphu College (RTC), Thimphu

Gaeddu College of Business Studies (GCBS), Gedu, Chukha

Survey 2013: 650 students & staff from GCBS & CST
Methodology : Through Questionnaire and Feedbacks (survey instrument of 42 items was used to collect data ) Sampling Process: Deliberate Sampling known as purposive or non-probability sampling method is adopted to collect data from the students and faculty members who attended course on Universal Human Values Education at Gaeddu College of Business Studies and College of Science and Technology Impact analysis is based on 650 samples which represents % of estimated sample size. Target population for the study was estimated 100% sample size 195 out of 230 from CST responded 480 out of 570 from GCBS responded

Survey 2013: Key Conclusions
1. Can human values be taught? 73% Yes 2. Is it possible to implement value education (can values be practiced)? 94% Yes (from Q 10) 3. Is Universal Human Values & Ethics (UHVE) conducive to Gross National Happiness (GNH) concept? Could UHVE be a means to attain GNH in the country? Is the syllabus of UHVE in accordance with the overall development approach based on Gross National Happiness? 87% Yes (from Q17) 4. What is the impact of value education on the university students? Is UHVE able to create impact on the university students to understand and live with the feeling of peace, prosperity, and happiness? 67% Agree (from Q13, 78% Agree from Q12) Survey 2013: 650 students & staff from GCBS & CST

Survey 2013: 650 students & staff from GCBS & CST
“I have reduced my shopping and now, I only buy what I require. For example, I haven’t bought a single nail polish in this semester because I realise that applying nail polish does not nurture my nail and instead poisonous if swallowed with food” – A female student “I might have demanded my family for extra pocket money but eight day workshop made me stop doing that” – A student respondent Another student wrote “After this workshop, I have started calling my brother, mother and father regularly. Before, I use to call them when I need money” – A student respondent “I stopped drinking and smoking because it does not nurture my body, thanks to human value workshop” - Student, CST, December 2013. “After Value Education course, I stopped playing Dota games and gave more importance to studies. Time management has improved and also became friendlier with colleagues” - A student respondent

UHV Teaching is Highly Complementary to GNH
Preservation & Promotion of Culture: Understanding happiness, human-being, human-human relationship and society Preservation of Environmental Heritage: Understanding prosperity, the role of physical facility, human-nature relationship, mutual fulfillment in nature and co-existence in existence Equitable Socio-economic Development: Understanding relationship in family and society, prosperity, the role of physical facility, sustainable production-work related systems in society Good Governance: Understanding human goal as a society, the dimensions of human order, particularly fearlessness (Trust) in society and its scope UHV can provide the base and details for GNH

Survey 2013: Key Recommendations
UHV is highly complementary to GNH. UHV can provide the base and details for GNH UHV can be communicated, taught in the classroom and it can be practiced, in the educational institution and in the society – it can be part of education, particularly for facilitating GNH Preparation of teachers must be intensified in all colleges, in particular, the teacher training colleges. UHV can be introduced in schools and in informal education once teacher development and readiness is ensured The syllabus of higher education (at least) needs to be revised to align the education to GNH. Currently education is aligned to GDP. The basic work on this can start in progressive colleges which have the commitment and initial competence to do this

Bhutan – Development Paradigm is Gross National Happiness
Bhutan has focused on GNH as its development philosophy since 1972. Today, the world is looking toward Bhutan to offer a new development paradigm, as it is increasingly clear that the GDP model is incomplete. In July 2011, the General Assembly of the United Nations added Bhutan's model of Gross National Happiness (GNH) on its agenda to see whether it can be used as a holistic development indicator. The next discussion is later this year in the UN... GNH consists of 4 pillars: Culture (Relationship, Happiness) Sustainable Environment (Co-existence) Economic Well Being (Prosperity) Good Governance (Order in Society)

Bhutan – Education for GNH
We realize that education is at the core of developing the people to build such a sustainable society. If the education is right, the resulting society will be harmonious and fearless, a GNH society; otherwise it is just a crowd or even a battlefield where man’s greatest fear is the inhuman conduct of man. “I have been actively looking for how to do this for the last 12 years. This human values teaching can create a harmonious society. I am convinced that this has to become the basis/core of education in the Royal University of Bhutan. I am assured that this is within reach and it can be done. This course is structured so well, we can put it forward to our students. It has to be continuously pursued” - Dasho Pema Thinley, Vice Chancellor Royal University of Bhutan at the self-evaluation session of a Universal Human Values workshop on 26th April 2013 at Gedu, Bhutan

Royal University of Bhutan & Governance – Program 2013
Bhutan is adopting Universal Human Values in Education: Universal Human Values have been endorsed in the September 2012 Academic Board meeting. This course can provide the foundation/necessary background to Gross National Happiness (GNH) concepts and can be a base for higher courses on GNH. We will offer this foundation course in every college affiliated to Royal University of Bhutan from July 2013. Bhutan is considering Universal Human Value Based Governance: The Gross National Happiness Centre will take this learning as the base module for all learning of 9 domains and teach this foundation course to all walks of life (GNHC is directly associated with the Prime Minister’s Office). Other agencies like the Royal Institute of Management, the Royal Civil Services Commission and the Anti Corruption Commission of Bhutan all are working toward incorporating this teaching in their core activities...

Status of Universal Human Values in Higher Education – June 2014
2005 IIIT Hyderabad (AP) – an experiment 2006 IIT Kanpur (UP) – an experiment 2009 GBTU & MTU (now UPTU) – large scale experiment [ 700 C] 2011 PTU (Punjab) – a high speed, large scale experiment [ 325 C] Encouraging results 2012 HPTU, Hamirpur (HP) [ C] 2013 JNKVV, Jabalpur (MP) [ C] 2013 RVSKVV, Gwalior (MP) [ C] 2013 JNTU, Hyderabad (AP) [ 462 C] 2013 Collegiate Education, Andhra Pradesh [2500 C] 2013 Galgotias University, Greater Noida [ C] 4000+ Colleges in 30 Universities in 6 states in India 2013 Royal University of Bhutan [ C] All Colleges of Higher Education in Bhutan

Date Started University / Institution Scope Comments August 2005 International Institute of Information Technology (IIIT), Hyderabad Students, teachers, staff, families & community (now also reaching out into the community at large internationally) The two courses are HV1 in 1st sem & HV2 in 4th sem with practical assignments. At the end of the sem, a 4-day workshop is conducted in Telugu, Hindi & English. Advanced courses also offered Teacher training is essential 5 Faculty/Senior Students/Faculty Spouses now running full 8-day workshops November 2006 Indian Institute of Technology (IIT), Kanpur Students, faculty & staff of IITK Formalized in 2011 as an activity of NSS Attended by students, faculty & staff members. Open to collaborating Universities/Colleges March 2009 Uttar Pradesh Technical University (UPTU), Lucknow All colleges affiliated to UPTU (about 500 colleges) Introduced as an essential audit course in any one semester of study Teaching & Examinations in English Teacher training recommended and essential Academic Year Gautam Budh Technical University (GBTU), Lucknow All colleges affiliated to GBTU (about 300 colleges) UPTU split into GBTU & MTU Essential audit course 2-0-2

Academic Year Mahamaya Technical University (MTU), Noida All colleges affiliated to MTU (about 325 colleges) UPTU split into GBTU & MTU Essential audit course 2-0-2 Teaching & Examinations in English Teacher training recommended and essential VE Cell formed in 2011 giving boost to teacher training in 2012 Academic Year Punjab Technical University (PTU), Jalandhar All colleges affiliated to PTU (about 320 colleges) Essential credit course 3-0-0 Teaching & Examinations in Punjabi, Hindi and English Teacher Training is prerequisite to teaching this course. More than 1000 teachers prepared Academic Year Himachal Pradesh Technical University (HPTU), Hamirpur All colleges under HPTU (about 46 colleges) To be introduced for all 2nd year students – all prerequisite formalities completed. VC has done TOP with family. Directors & teachers have started attending workshops. Full scale teacher training started in Jan 2013 Academic Year Royal University of Bhutan All colleges under RUB (10 colleges) + 1 private college GNH values endorsed by Academic Board in September To be formally introduced in all Colleges as a foundation module in July-August out of 10 colleges have run pilots

Academic Year 2013-14 (expected)
Jawaharlal Technical University (JNTU), Hyderabad All colleges under JNTU (about 460 colleges) Directors’ workshops have started in Dec Plan to first start in about 70 colleges Academic Year Commissioner of Higher Education, Government of Andhra Pradesh All 2500 colleges 75 Master Trainers selected. Training started May. Commissioner & her son attended VE Cell formed district-wise. Connected through APSWAN video conferencing from AP Secretariat Jawaharlal Nehru Krishi Vishwa Vidyalaya, Jabalpur 6 Agricultural Colleges Teacher training started Rajmata Vijayaraje Scindia Krishi Vishwa Vidyalaya Gwalior 2 Agricultural Colleges Rajeev Gandhi Prodyogic Vishwavidyalaya (RGPV), Bhopal All colleges under RGPV (about 300 colleges) Interactions have started with core team in Jan 2013

7 Steps in Implementation (Bhutan)
Establish a Value Education Cell (VE Cell) in the College with Director as Chairperson, a trained teacher as full time convener, and other trained teachers as members from the College as well as experts from outside which will form the VE Cell responsible for implementation of this course in their college. They will liaise with the university VE Cell and also carrying out supporting activities Introduce the Foundation Course. Contact with students on this subject may be continued in future semesters with group projects and weekly meeting for sharing & studying topics in more detail

7 Steps in Implementation (Bhutan)
Observe the impact. Indicators can be: Environment of Trust in the class specifically ensured from the teacher’s side – Dialog is taking place Self exploration in the student is started (content coverage is can speed up once #1 is established) Regular Weekly Meeting of UHVPE teachers Participate in university level UHVPE teacher workshop cum meeting every semester (2-3 days) Attend UHVPE workshops every 6 months (at least first 2-3 years) for the key UHVPE teachers Encourage all UHVPE teachers to attend basic and higher level workshops more than once

Initial Steps in Implementation
Understand the Content, Possibility & Responsibility – Participate in workshops, discuss with people who have worked toward universal human values [VC, Heads of Institution…] Form a Value Education Cell at the University level, consisting of committed decision-makers & people who will take responsibilty & can follow things through [VC] Create Awareness & Support [University VE Cell] Complete the formalities for introducing the Foundation Course [University VE Cell] Select & Prepare Teachers [Heads of Institution] Communicate with the Students [College VE Cell] Launch the Foundation Course [University VE Cell]

Step 1. Understand the Content, Possibility & Responsibility
1. Understand human goal at the level of individual, at the level of family and also at the level of society clearly Happiness – understanding harmony and living in harmony [Need for right understanding] Prosperity – understanding the definite need of physical facility and producing more than required [need for right skills & technology with right understanding] 2. See that the current effort for happiness & prosperity is centered on physical facility & that this effort is not leading to the fulfillment of human goal 3. Understand the need for a change in direction of the effort – toward understanding the true nature of our goals and the right program for its fulfillment, i.e. Individuals living in harmony in themselves are able to be happy Such individuals are a source of happiness & prosperity in their family Such happy & prosperous families are able to fulfill their desire for complimentarity in Nature 4. Recognise that the key driver for the required transformation is education-sanskar. It is our responsibility to provide the right education-sanskar to every student 8-Day Teachers’ Orientation Program on Universal Human Values & Professional Ethics

Step 2. Form a Value Education Cell at the University level
The VE Cell is responsible for facilitating implementation of the decisions related to value education by the university Chairperson Vice Chancellor Convener A responsible senior person who is interested in Value Edu Coordinator Resource Person Co-coordinator Resource Person University coordinators (2): Full time for coordinating all the activities Refine and share vision, goals, measures & activities Facilitate achievement of value education goals at each college Facilitate faculty selection & preparation by arranging Teachers’ Orientation Programs Facilitate availability of common teaching assets like books, study material. Formalize evaluation criteria, exam pattern, projects, term papers etc. Nurture the environment in colleges through short workshops Nurture the UHVPE teachers through advanced study Keep records & maintain open communication

Step 3. Create Awareness & Support
Garner support of decision makers & teachers through discussion Short workshops before launching the course for awareness Short workshops to develop conducive envirionment of support

Step 4. Complete the formalities for introducing the Course
Decision to include Universal Human Values in the curriculum of all or specific programs run by colleges afilliated to the university – typically approved by Academic Council Curriculum approval by Board of Studies Scheme of Courses approval by Board of Studies – Course should be included in 1st year or 2nd year While the foundation course has to be followed up with other suitable inputs in the form of elective courses, projects, practical training, self study and practice to move towards a comprehensive EHV package, it is recommended to run the foundation course as it is (without additions, deletions or modifications)

Step 5. Select & Prepare Teachers
Suitable teachers from every teaching department may be identified and selected based on following criteria: Those who have a sense of responsibility for themselves and beyond themselves; i.e. for family, society and nature; particularly those already having an interest in Human Values. Such teachers would be socially aware and working / interested in working for a social cause Those who are responsible in teaching (faculty by choice, not by chance) Those consistent in interaction and have a good reputation with students Those consistent in interaction and have a good rapport with management Those who are open-minded, willing to learn At least two teachers are necessary per college in the first year of starting the course. One teacher can teach 180 students per Semester on the basis of two lectures & two tutorials per week of a 14-week semester Selected Teachers must go through at least one Teachers' Orientation Program (8-day workshop) before they teach the course 8-Day Teachers’ Orientation Program on Universal Human Values & Professional Ethics

Step 6. Communicate with the Students
Clear guidelines for the students Some colleges are sharing this at their new student orientation program (e.g. MTU has 3-hours set aside for this)

Step 7. Launch the Foundation Course
Timetable Course to be Taught by Prepared Teachers Examination & Evaluation by Prepared Teachers

Further Activities The foundation course has to be followed up with other suitable inputs in the form of elective courses, projects, practical training, self study and practice to move towards a comprehensive EHV package It takes some time (typically 1-3 years) to establish the foundation. Once it is established, then further supportive activity can be fruitful Social Projects & Socially Relevant Final Year Projects Social Internship Higher Level Courses e.g. "Professional Ethics for Managers" Advanced Study (PhD etc.) e.g. "Management by Relationship" Living the Values in all the dimensions

Social Projects, Internship & Socially Relevant Final Year Projects
The teachers & students can develop a ‘holistic perspective’ where they are able to visualize a life of social-participation and connectedness with the family, society as well as environment/nature (a shift from self-centeredness & opposition). Through projects & internship, they can experience people who are making effort in this direction; are living-examples, particularly in their family, in their village and in the state. Relevant data can be collected, collated and understood; and a wholesome way of living can become clear; this would be another step toward a humane society. Facilitating teachers & students to develop their understanding is the focus of these projects and activities.

Example of a Study Project in dimension 3-production-work
Find out the quantity of food-grain (rice, wheat, corn, jowar etc.) that your family consumes annually. Taking this as the base, find out the total requirement of food-grain for your country. Find out the total production of food-grain in your country. Is the production sufficient? Articulate your conclusions. Total Population = 113 crore Total Production = crore kg If Total Requirement is 100 kg/year/person, then the total requirement is crore kg/year (which is an over-estimate) Conclusions: Food-grain available in India is more than 2 times the need Production, over-population? X Wrong mindset, wrong assumptions? √ Lack of feeling of relationship? √ Lack of right understanding? √ Need for humane education The full report is 30-pages

Example of a Study Project in dimension 3-production-work
Study the Solar Powered Harvester IIIT Hyderabad

Example of a Prototype Project in dimension 3-production-work

Vegetable Garden Model
Aim: To understand Avartansheel process & experience it by growing vegetables (used for Hall 8 residents) Vegetable farming was started in Hall 8 in the month of September, 2010 as a Hall activity owned by the Hall Environment Committee (HEC) ...Approx. one quintal each of bhindi and beans was harvested every week along with brinjals, tomato, cabbage… in April 2011

This is an example of using bullocks to power farm implements in UP All requirements of ploughing, irrigation and threshing for 5-6 acres can be met by 2 bullocks working 6-8 hours/day Examples in this case study: Pumping Water Cutting Fodder

This is an example of Rain Water Harvesting in slopy land. Using coconut shell filled rock & mud micro-dams, rain water that used to run out has been stored in a shallow lake. Collected water slowly recharges the underground water.

Example of a Study Project in dimension 4-justice-suraksha
Assignment Experience by Wadhwa Shashank Lekhraj As a part of our human values assignment we were asked to clean one of our friends' room in the presence of one of the housekeeping staff members to guide the exercise. The motive of the task was to learn to empathize with the housekeeping members, but there was lot more to learn in this task which I would like to share with all…. To conclude, this task was truly an eye opener. Some of the many things I got to learn after finishing were to respect every person, to not discriminate people by the work they do, to treat everyone alike and last but not the least I got to learn how to sweep my room. Wadhwa is a student of IIIT-Hyderabad. This article appeared in the student magazine 'Ping' in 2010

Example of a Prototype Project in dimension 4-justice-suraksha
Ragging  No Ragging  Red Carpet Welcome

Social Internship Some possible centers for up-to one month Social Internship in Punjab – for Teachers and Students are (Sample List): Kheti Virasat, Shri Anandpur Sahib Riarki College, Guruhargobindpur Pingalwara Trust, Sri Amritsar Sahib Nirmal Kutia, Sultanpur Lodhi Women Action for Ecology The idea of internship is similar to projects, to observe what is and to share the observations in the form of a brief report

Social Projects, Internship & Socially Relevant Final Year Projects
The teachers & students can develop a ‘holistic perspective’ where they are able to visualize a life of social-participation and connectedness with the family, society as well as environment/nature (a shift from self-centeredness & opposition). Through projects & internship, they can experience people who are making effort in this direction; are living-examples, particularly in their family, in their village and in the state. Relevant data can be collected, collated and understood; and a wholesome way of living can become clear; this would be another step toward a humane society. Facilitating teachers & students to develop their understanding is the focus of these projects and activities.

Practical & Socially Relevant Projects / Internship
Human science & technology is one that facilitates clarity on human goal & fulfillment of human goal in one or more of the 5 dimensions: Education–Sanskar Health–Sanyam Production–Work Justice–Suraksha Exchange–Storage And one can see directly the connectedness to one or more of the human goals: Right Understanding in every human being Prosperity in every family Fearlessness (Trust) in society and Co-existence with Nature/in Existence

Indicators of Progress toward Human Goals
1. Index of Understanding: % of Population with Right Understanding e.g. % individuals who live with solution & response (who facilitate right understanding & relationship in others) vs problem & reaction (who are mostly talking about problems, get irritated, angry or quarrel) 2. Index of Prosperity: % of Prosperous Families e.g. families that have recognised their need for physical facility and produce/have more than their need 3. Index of Fearlessness, Complimentarity (Trust): % of People who have Trust on Intention – Unconditionally, Continuously 4. Index of Sustainability (Co-existence): Enrichment of Nature e.g. Air Quality, Water Table, Water Quality, Average Annual Improvement of Soil Quality, Definiteness in Weather

HE President Dr. APJ Abdul Kalam’s Message to the Nation – 2006
Dr. Kalam, the then President of India, had 4 personal discussions about this, recognized its potential and spoke about the effort in his address to the nation on the eve of Independence Day in Aug 2006 “… being practiced by Prof Ganesh Bagaria, … Prof Rajeev Sangal… and their teams … [it] is a ‘teachable human value based skill’… This process of imparting self-knowledge would promote a learning atmosphere, where this whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge would bring about naturally a psychological revolution.. From this comes inevitably a totally different order in human relationship and therefore society as a whole. The intelligent understanding of this process itself can bring about a profound change in the consciousness of mankind…” Source:

Future Possibilities – Human Values Based Education
Lopen Lungtaen Gyatso, director of Institute of Language & Culture Studies, Bhutan at the closure of a workshop on 20th October 2012 “…we can see the bigger light at the end of the tunnel… If this is doable here it can be doable elsewhere also. So we can imagine if we extend this space further, how beautiful our society, our world can become…” “naitik kadran keematan de bina saddi padhai adhoori ai, maadi, kroor drishti dain vali ai… ais vidya de prasaar vaste desh di har university vich prayas kita jana chaida ai… aide naal aap da, parivar da, samaj da bhala ho sakda ai, desh da vikaas ho sakda ai”, Sant Balbir Singh Seechewal-ji, National Seminar, Jalandhar Oct 2010 “That was a most rewarding visit. Though my participation in the *Shivir* was somewhat truncated, I could yet grasp and savour of its civilisational value and destiny”, Shri MN Venkatachaliah, Ex Chief Justice of Supreme Court of India and Chairman, Human Right Commission of India. At JV Workshop IIIT Hyderabad Dec 2008

Sum Up: Initial Steps in Implementation
Understand the Content, Possibility & Responsibility – Participate in workshops, discuss with people who have worked toward universal human values [VC, Heads of Institution…] Form a Value Education Cell at the University level, consisting of committed decision-makers & people who will take responsibilty & can follow things through [VC] Create Awareness & Support [University VE Cell] Complete the formalities for introducing the Foundation Course [University VE Cell] Select & Prepare Teachers [Heads of Institution] Communicate with the Students [College VE Cell] Launch the Foundation Course [University VE Cell]

Sum Up: For Madhya Pradesh
Interested VCs and senior decision makers are requested to become familiar with the core content themselves first by attending one of the planned 8-day workshops Universities which decide to implement the foundation course must then prepare the heads of each institution. They must attend one of the planned 8-day workshops Each college can then select teachers and send them for an 8-day workshop (Teachers' Orientation Program). At least two teachers per institution must be selected and prepared (to start with) The foundation program must be taught as it is, without modifications. Higher courses on the same subject may be offered separately

Contacts IIIT Hyderabad
Ramancharla Pradeep Kumar , Surya Bhagawan , UPTU Bhanu Pratap Singh , PTU Jagmeet Bawa , Jitender Narula , RUB (Bhutan) CG Lhato Jamba , HPTU Parminder Singh Gill , Galgotias Univ Kumar Sambhav , Rajul Asthana , Shyam Kumar ,

Teacher’s Orientation Program (8-Day Workshop)
13-20 April GCBS Gedu, Bhutan (RUB) English 3-10 Jun IIT Kanpur (MTU & GBTU) Hindi 22-29 Jun IIIT Hyderabad JV English 18-25 July Sundernagar (HPTU & PTU) Hindi 29 July - 5 Aug Lucknow (MTU & GBTU) Hindi 11-18 Dec IIT Kanpur (MTU & GBTU) Hindi [TBD] 21-28 Dec IIIT Hyderabad JV English 16-23 Jan 2014 IIT Kanpur (MTU & GBTU) English [TBD]

Steps in Implementing Universal Human Values in Education

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