1. About A Foundation Course in Human Values & Professional Ethics

2. 2 Role of Education-Sanskar: Enable Transformation RELATIONSHIP ( laca/k ) with human beings PHYSICAL FACILITY ( lqfo/kk ) with rest of nature RIGHT UNDERSTANDING ( le> ) in the self MUTUAL HAPPINESS ( mHk; lq[k ) MUTUAL PROSPERITY ( mHk; le`f) ) 3 2 Human Conciousness ekuo psruk Animal Conciousness tho psruk Transformation & Progress ladze.k&fodkl 1

3. 3 Agenda 1.Education Commissions: Need for Value Education 2.Guidelines for Value Education based on MHRD Guidelines 3.Human Values course developed (1995-2004) & experimented at IIIT Hyderabad – 2005 4.Dr. APJ Abdul Kalam, the then President of India’s Message to the Nation – 2006 5.Body of knowledge & implementation resources for large scale use developed – 2005-09 6.Large scale implementation at UPTU – 2009 7.High speed, large scale implementation at PTU – 2011 8.Natural Expansion of Human Values in Education – 2012

4. 4 Science for Global Development The focal theme of BVS 2012 is “Science for Global Development” where scientific solutions to reduce the global poverty, inequality and various other challenges of technology, energy, agriculture, health, water, bio-diversity, environment etc. are planned to be discussed by the researchers, thinkers, policy makers, students, farmers and artisans. No doubt “peer-reviewed” research has been very successful in improving the over-all quality of life. However, the fruits of this “success” have not reached out to large parts of our globe where affordable innovative technologies are needed to solve the problems of disease and hunger. The example of “oral rehydration solutions” has proved that “grand- mother’s recipes” need to be investigated scientifically so that affordable and eco-friendly solutions based on “local products” can be developed. The endeavor would be to deliberate on how science and technology can be better deployed for the well-being of larger national, as well as, global community.

5. 5 Education Commissions: Need for Value Education “Every committee* on framing education policy has easily agreed that education on human values should be imparted… but we have not been able to implement it effectively. Even today the problem is how to teach human values in educational institutions. I am very happy to know that the attempts are being done by the technical institutions to impart knowledge and information about human values. May I pray and hope that our journey will march in this direction” HE The Governor of Punjab & Chancellor PTU, Shri. Shivraj Patil National Seminar “Human Values in Technical Education”, 11 Dec 2010 *Dr. Radhakrishnan, Dr. Kothari, UNESCO declaration on service to society, MHRD and so on

6. 6 Commission & Committees in India 1. The Education Commission -1882 2.The Universities Commission - 1902 3.Government Resolution on Educational policy - 1913 4.The Calcutta University Commission- 1917 5.The Hartog Committee- 1929 6.The Sapru Committee -1934 7.The Abbot-Wood Report, 1936 8.Zakir Hussain Committee -1937 9.The Sergeant Report- 1944 10. The University Education Commission (S Radhakrishnan)- 1948 11.The Secondary Education Commission-1952 12.The National Committee on Women's Education-1958 13.D.S. Kothari Commission- 1964 14.Yashpal Committee Report -1993 15.National Knowledge Commission-2005 16.S. Muthukumaran Committee-2007

7. 7 Expectations from Education Education should prepare the student for: Understanding ‘what to do’ – What is valuable, as a human being and Learning ‘how to do’ – skills, technology Are both required or we can do with just one of them? Both are important What would be the priority between these two? The Priority is 1.Understanding ‘what to do’, then  Value Education 2.Learning ‘how to do’ and Doing  Technical Education

8. 8 Guidelines for Value Education 1.Universal – all time, all place, all individuals 2.Rational – logical, appeals to reasoning 3.Natural – to human being & to nature 4.Verifiable – through one’s own experience 5.All Encompassing – covering all aspects of human existence 6.Leading to Harmony – among human beings and with nature Based on the inputs of MHRD

9. 9 Guidelines for Value Education The guidelines proposed by MHRD for any course on value education are: 1.The content should be universal, i.e. it should be applicable for all time, all place and all individuals (not sectarian) 2.It should be rational, logical and should appeal to reasoning (not a set of do’s and don’ts) 3.It should be acceptable naturally to human beings (not forced upon them) 4.It should be verifiable through one’s own experience by living the values 5.The content should cover all aspects of human existence, i.e. it should be be all encompassing 6.Living with such values must lead to harmony; both, amongst human beings and also with nature

10. 10 Content Tried with Diverse Categories of People 1998-2004… School Children (3.5 Yrs +) Families Engineering Students Urban People Criminals in Jail Politicians Administrators Social Workers from NGOs Farmers and Rural Folk… It is relevant for All

11. 11 Human Values course developed 1995-2004 "A Foundation Course on Human Values & Professional Ethics", has been designed by Dr. RR Gaur, Prof. R Sangal & Shri. GP Bagaria It has been designed to be a part of the academic curriculum: 1. 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. 2. 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.

12. 12 Human Values course developed 1995-2004 It follows a process of self verification, on the basis of one’s own Natural Acceptance, leading to self-empowerment It 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 facilitates discussion on: Their life goals, reflection on what they are and what they want to be Their relationships in family Their relationships with society Their relationships with nature/existence It is not a process of assuming nor a process of do’s & don’ts

13. 13 Goals 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.

14. 14 Human Values course developed – 1995-2004 This foundation course is designed to sensitize the students to the possibility of a Humane society A major portion of the course is focused on understanding of all dimensions (Thought, Behaviour, Work and Understanding/Realization) all levels of human existence (Individual, Family, Society, Nature/Existence) This Foundation Course: a)Satisfies all the guidelines discussed b)Can provide the clarity for human target (manaviya lakshya) and universal human order (manaviya vyavastha) c)Can facilitate human conduct (manaviya acharan) which is required for the above (b) d)Can provide the guidelines for Professional Ethics, which is a particular aspect of human conduct

15. 15 Pedagogy of Human Values course developed – 1995-2004 UNDERSTANDING on the basis of self-verification and experiential validation Whatever is said is a PROPOSAL. The PROPOSAL is to be EXPLORED within oneself: a)On the basis of one’s own Natural Acceptance (The student is NOT expected to ASSUME it to be true) b)On the basis of one’s own VERIFICATION in living This is a natural process of self verification and experiential validation that leads to understanding It is not a process of assuming things (Do’s & Don’ts) as given It is not a process of assuming things written in books It is not a process of assuming things said by others It is not a process of assuming things based on readings from instruments (More)More

16. 16 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 1 st sem & HV2 in 4 th 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)

17. 17 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…”(VIDEO 3 min)VIDEO Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htmhttp://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm

18. 18 Implementation Resources for Large Scale Implementation –2005... 1.Syllabus 2.Teachers Manual (Lecture Plan 28 Lectures & 14 Practice Sessions) 3.Text Book 4.Posters 5.Presentations, including Practice Sessions, Tutorials & Videos 6.Video of Workshop Lectures (Lecture-by-Lecture) 7.Weekly Meeting (also through WebEx) 8.Web Site http://www.universalhumanvalues.infohttp://www.universalhumanvalues.info 9.8-Day Teachers' Orientation Program 10.How to Share Values 11.Examination & Evaluation 12.Social Projects & Social Internship 13.Process of Implementation (stage by stage) Advanced Study 1.PSL2 …

19. 19 Implementation Resources for Large Scale Implementation –2005... Syllabus in detail (28 lectures & 14 practice sessions) Teachers' Manual – A Foundation Course in Human Values and Professional Ethics, RR Gaur, R Sangal, GP Bagaria, published by Excel Books Text Book – A Foundation Course in Human Values and Professional Ethics, RR Gaur, R Sangal, GP Bagaria, published by Excel Books, 2009 Practice Sessions (practical sessions) Video of lectures (help in preparing for lectures) Web Site http://www.universalhumanvalues.infohttp://www.universalhumanvalues.info 8-day Teachers' Orientation Program Process for implementation and scaling-up

20. 20 Publisher: Excel Books ASHA SACHDEVA (Sales Co-ordinator) Phone: +91 11 47144444, +91 88003 03203 Email: asha@excelbooks.net Web: www.excelbooks.comasha@excelbooks.netwww.excelbooks.com Books Online: http://www.excelbooks.com/Searchmm.aspx?search=A%20Foundation %20Course%20in%20Human%20Values%20and%20Professional%2 0Ethics Amazon Flipcart Also in Kindle format (online)

21. 21 Course Modules Module 1: Course Introduction - Need, Basic Guidelines, Content and Process for Value Education Module 2: Understanding Harmony in the Human Being - Harmony in Myself! Module 3: Understanding Harmony in the Family and Society- Harmony in Human-Human Relationship Module 4: Understanding Harmony in the Nature and Existence - Whole existence as Co-existence Module 5: Implications of the above Holistic Understanding of Harmony on Professional Ethics

22. 22 Large scale implementation at UPTU – 2009 Introduced as an essential course in all affiliated professional colleges, after due process of management approval in 2009 8-day Teachers’ Orientation Program (TOP) to prepare teachers. 12 workshops have been conducted through which 350 teachers from 300 colleges have attended Run as a regular course (2-0-2), i.e. 28 lecture-sessions and 14 tutorials (practice-sessions) spread across any one semester Course has been conducted in about 450 colleges for about 1,20,000 students since the academic year starting in July 2009 Over 35 short (1 to 3-day) workshops have been conducted in every major city in UP. About 3,000 participants (mostly teachers, 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

23. 23 High speed, large scale implementation at PTU – 2011 Introduced in 2011 as an essential credit course in all affiliated professional colleges, after due process in Board of Studies Run as a regular course (3-0-0 to start with), i.e. 28 lecture-sessions and 14 tutorials (practice-sessions) Taught & examination conducted in Punjabi, Hindi and English 510 teachers have been prepared through Teachers’ Orientation Program 12,276 students have been through the course so far, in one semester – nearly 100% results Results are encouraging

24. 24 The Impact is Visible: We Can Share Values 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 1.This has had an impact on my personal attitude – it is relevant for me 2.This has had an impact on my personal relationships in my family – it is relevant for my family 3.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 4.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 1.I am now more clear about what to do. I.e. about what is right, about my goal 2.My attention has been drawn to relationships, which I had undermined 3.I am able to correctly understand the need of physical facilities 4.My academic performance has increased on account of this clarity

25. 25 Responsibility, Self-Discipline, Academic Results… About the third batch of MBA students admitted in 2010 at BBSBEC 85% students attended at least 8 out of 10 classes (60% of the group which studied HVPE had high attendance while this was only 33% for the other group) 23 papers authored by these students were published in the refereed international level journals. The collection was published in the form of a book 'Research in Business and Economics‘ 100% of the 24 MBA students who opted for placements have been placed at least one company. Some got two or more offers (previously placement record was never 100%) Major factors that have made this possible. Four out of total six core faculty members of the department have undergone the workshop on 'Human Values and Professional Ethics'. The program has 1.Generated a feeling of responsibility in us, of putting-in focused and our most sincere efforts in our work 2.Further, it has made us understand that the real role of a teacher is to enhance understanding, to teach well and thereby create conducive environment of trust for learning of the taught Gagan Deep Sharma, HoD Mgt

26. 26 Feedback of Students Arshpreet Singh, 1 st Year Computer Science BBSBEC, Fatehgarh SahibVIDEOVIDEO

27. 27 Side Effects 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 It used to be: “to be one of the best technical universities in South Asia by 2015” Now we do have specific goals for Values & for Skills Key Goals related to Values for Academic Year 2011-2012: 1.Facilitate smooth induction of HVPE101 course in all colleges 2.Help further develop a conducive environment in colleges Key Goal related to Skills for Academic Year 2011-2012: 1.Facilitate development of entrepreneurial ability, so every student is competent to be meaningfully employed or self-employed

28. 28 Natural Expansion of Human Values in Education – 2012 2005IIIT Hyderabad (AP) – an experiment 2006IIT Kanpur (UP) – an experiment 2009GBTU & MTU (formerly UPTU, UP) – a large scale experiment 2011PTU (Punjab) – a high speed, large scale experiment 2012HPTU, Hamirpur (HP) 2013Royal University of Bhutan 2013JNTU, Hyderabad (AP) Considering Rajeev Gandhi Prodyogic Vishwavidyalaya, Bhopal (MP) Universities in Technical & Higher Education (Haryana) Other universities…

29. 29 Date Started University / Institution ScopeComments August 2005 International Institute of Information Technology (IIIT), Hyderabad Students, teachers, staff, families & community (now reaching out internationally) Run as a workshop in Telugu, Hindi & English Teacher training is essential 5 Faculty/Senior Students/Faculty Spouses now running full 8-day workshops Reaching 250 students/year, 50 teachers 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 Univs/Colleges Reaching 50 students/year, 15 faculty Academic Year 2009- 10 Uttar Pradesh Technical University (UPTU), Lucknow All colleges affiliated to UPTU (about 500 colleges, 80,000 students/year) Introduced as an essential audit course in any one semester of study Teaching & Examinations in English Teacher training recommended and essential Academic Year 2010- 11 Gautam Budh Technical University (GBTU), Lucknow All colleges affiliated to GBTU (about 300 colleges, 40,000 students/year) UPTU split into GBTU & MTU Essential audit course Teaching & Examinations in English Teacher training recommended and essential, 350 teachers have attended orientation program Academic Year 2010- 11 Mahamaya Technical University (MTU), Noida All colleges affiliated to MTU (about 325 colleges, 45,000 students/year) UPTU split into GBTU & MTU Essential audit course Teaching & Examinations in English Teacher training recommended and essential, 400 teachers have attended orientation program VE Cell formed in 2011 giving boost to teacher training in 2012

30. 30 Date Started University / Institution ScopeComments Academic Year 2011- 12 Punjab Technical University (PTU), Jalandhar All colleges affiliated to PTU (about 320 colleges, 50,000 students/year) Essential credit course Teaching & Examinations in Punjabi, Hindi and English Teacher Training is prerequisite to teaching this course, 750 teachers have attended orientation program Academic Year 2012- 13 Himachal Pradesh Technical University (HPTU), Hamirpur All colleges under HPTU (about 46 colleges) To be introduced for all 2 nd year students – all prerequisite formalities completed. VC has done TOP with family. Directors & teachers have started attending workshops. Full scale teacher training to start in Jan 2013 Academic Year 2013- 14 Royal University of Bhutan All colleges under RUB (10 colleges) GNH values endorsed by Academic Board in September 2012. To be formally introduced in all Colleges as a foundation module in July-August 2013 6 out of 10 colleges already running large scale pilots Teacher Training is prerequisite to teaching this course, 150 teachers have attended orientation program Academic Year 2013- 14 Jawaharlal Technical University (JNTU), Hyderabad All colleges under JNTU (about 460 colleges) Directors’ workshops have started in Dec 2011 150 directors oriented

31. 31 3 Key Challenges 1.Management Expectations, Involvement and Support 2.Preparation of teachers. There is a significant difference between teachers who have attended the Teachers’ Orientation Program & those who have not 3.Communication with Students – that this is an essential core course, not an “extra” subject that will increase their academic workload

32. 32 4 Key Learnings 1.Human Values are teachable - they can be communicated precisely and effectively. Specific, universal guidelines have been articulated and comprehensive formal teaching resources have been developed. This includes the syllabus, a teachers' manual, a text book, practice sessions, video of lectures as well as a web-site 2.There is a significant impact on students, faculty, management, staff, families the entire community of individuals associated with the institution – provided the teachers are prepared and environment is conducive 3.The 8-day Teachers’ Orientation Program 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 4.A strong process required for implementation and scaling-up is evolving

33. 33 Sum Up The Role of Education – to facilitate the development of the competence (understanding, skills & practice) to live with Definite Human Conduct in all Human Beings, so that all can live happy & prosperous lives, while developing a humane society which is in harmony with rest-of-nature We see a possibility that this foundation course on human values is the initial step toward humane education which is necessary for developing a humane society (More)More Our collective experience in implementing this foundation course has yielded encouraging results The body of knowledge, teaching resources & process are ready for large-scale experimentation and implementation The Teacher & people related to teaching play a key role in ensuring value education We look forward to learning about your plans, suggestions & support for Value Education

34. 34 ADDITIONAL MATERIAL

35. 35 Transition to Universal Human Education A detailed roadmap needs to be worked out and implemented step-by- step. Currently, we are at Step 1 Step 1: Introduce course on Human Values in parallel with other courses. The course will be run through lectures and practice sessions. Step 2: Conduct the course on Human Values as an integrated workshop where the complete content can be proposed in one go. This will ensure better grasping and comprehension for the students. Step 3: Design and conduct all programs and courses in the institution based on Human Values so as to establish Value Based Education at the level of the institution. (Back)Back

36. 36 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. (Back)Back

37. 37 Process of Self-exploration Proposal Verify on the basis Of your Natural Acceptance Realization Understanding Work with the rest of Nature Mutual Prosperity Experiental Validation Live according to it Behaviour with Human Beings Mutual Happiness Do not accept it just because it is – written in some book – a reading from some instrument – stated by some person(Back)Back

38. 38 Responsibility, Self-Discipline (BBSBEC, Fatehgarh Sahib) 762 students in B. Tech 1 st year Group A 389 students assigned subjects 1-6 Group B 373 students assigned subjects 7-12 From the attendance up till 20-Nov-2011: Group A - 60% students with ‘good’ attendance (80% or more attendance) Group B - 33% students with this level of attendance One of the key differences in these groups is that group A is studying the Human Values subject, while group B will study it next semester Group A is further split into sub-groups A1 to A6. My sub-group has 85% students with good attendance……… Gagan Deep Sharma, HoD Mgt

39. 39 “My academic performance…”, a student of IIT Kanpur He graduated in Computer Science from IIT Kanpur. When he was in second year he was under academic probation and almost at the point of expulsion. After attending the workshop on Human Values, he developed confidence in himself – his semester performance index (SPI) shifted from 4 to 7.5 to 6 to 9. He completed his B Tech with a strong CPI. Today he is working as a senior manager with a major telecom company. He actively participates in promoting human values and value-based living “Without this knowledge, through the workshop and it’s follow-up, I don’t know where I would have been… My academic performance is a side-effect of being more clear about my purpose”

40. 40 DETAILED FEEDBACK – SHARE IF THERE IS TIME & NEED TO SHARE THIS (next 3 slides + there are lots of examples, on video, audio & in writing)

41. 41 Feedback of Teachers #1 This has had an impact on my personal attitude – it is relevant for me #2 This has had an impact on my relationships in my family – it is relevant for my family #3 This has 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 #4 There is a change in the attitude of my students – it is relevant for my students

42. 42 Feedback of Students #1 I am now more clear about what to do (my goal) From wanting to be special to a desire to be excellent, where Excellence means “Understanding the Harmony & Living in Harmony at all 4 Levels (Individual, Family, Society and Nature/Existence)”. Excellence and competition are not similar. In Excellence, one helps to bring the other to his level whereas in competition, he hinders the other from reaching to his level. Excellence is Absolute & Definite. Competition is always relative, with no definite state, no point of completion. #2 My attention has been drawn to relationships, which I had undermined #3 I am able to correctly understand the need of physical facilities #4 My academic performance has increased on account of this clarity

43. 43 Feedback of Management & Administration 1.Our institution’s agenda, academic curriculum, content and teaching methods is becoming increasingly purposeful and meaningful 2.Our institution has started to be managed on the basis of relationship rather than on the basis of shasan (opposition). We can observe that life on campus becomes more and more holistic, participative and fulfilling 3.We can observe that students are developing more responsibility, they are doing well academically and becoming more self disciplined. Some of them also participate in efforts for order in society 4.There is sufficient space in the existing system to experiment, changes toward self-organization are accepted and multiplication is possible