The relevance of price education has beenduly recognized by distinctive education commissions and committees appointed by the federal government.

The Hartog Committee of (1929) felt that religious instruction can be given in widespread colleges outside the school hrs.

The Central Advisory Board of education felt in (1946) that religious and moral instruction was vital and that it ought to be left to the local community to which the pupils belong. Ø The Radhakrishnan Commission (1948) felt that “if we exclude religious training in our institutions we would be untrue to our whole historical progress”.

The Secondary Education Commission’s report in (1953) favored that religious and moral instruction ought to be given in colleges outside the school hrs on voluntary basis. Ø The Sri Prakasa Commission of Religious and Ethical instruction (1959) had advised that moral education ought to be imparted in all educational institutions.

Kothari Commission (1964-sixty six) felt that “a significant defect in the school procedure is the absence of provision for education in social, moral and religious values. A national procedure of education that is related to daily life, desires and aspirations of the men and women cannot afford to pay for to disregard this purposeful power”.

National Policy on Education (1986) felt that “the developing concern in excess of the erosion of vital values and an growing cynicism in modern society has brought to concentrate the have to have for readjustments in the curriculum in get to make education a forceful software for the cultivation of social and moral values”.

Programme of Motion (NPE) (1992) advised that “the framework emphasised price education as an integral section of school curriculum. It highlighted the values drawn from national targets, common notion, ethical criteria and character developing. It stressed the part of education in combating obscurantism, religious fanaticism, exploitation and injustice as very well as the inculcation of values”. The principal functionality of education is to make citizens with sound character and a wholesome persona. Great citizens are the only hope for the progress and prosperity of the state. Inspiring values, beliefs, good moral carry out, daily life based mostly on great concepts is an vital requisite. The beliefs of virtue, goodness, accurate manliness from the pretty essence of real dignified living.

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