Hvpe

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

2. 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

3. 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

4. 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

5. 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

6. 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.

7. 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

8. 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 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)

9. 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)
Source: http://www.indianembassy.ru/docs-htm/en/en_hp_win_official_direct_t075.htm

10. 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.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 …

11. 28
Natural Expansion of Human Values in Education – 2012
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
2013 JNTU, Hyderabad (AP)
Considering
Rajeev Gandhi Prodyogic Vishwavidyalaya, Bhopal (MP)
Universities in Technical & Higher Education (Haryana)
Other universities…

12. 29
Date
Started
University /
Institution
Scope Comments
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

13. 30
Date
Started
University /
Institution
Scope Comments
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 2nd 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

14. 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

15. 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

16. 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)
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

17. 34
ADDITIONAL MATERIAL

18. 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)

19. 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)

20. 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)

21. 38
Responsibility, Self-Discipline (BBSBEC, Fatehgarh Sahib)
762 students in B. Tech 1st 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

22. 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”