“Education without values, as useful as it is, seems rather to make man a cleverer devil.” – CS Lewis It is indeed a matter of pity that in spite of the incredible scientific and technological advancements in the 2lst century, still the future of humanity is in danger and passing through the dark phase of 'value-crisis'. Values which hold the threads of humanity are themselves loosening their ground. The only remedy under this critical situation lies in education. But it is quite discouraging to see the present status of education which makes every effort to nourish the intellect of the child but at the cost of 'humanity'. No special efforts are made to nourish the young minds with the 'soil of values' which stand as the hallmark of a civilized society. Only the presence of value related topics in the curricula is not a guaranteed assurance for the proper exposure of values through class-room teaching. To judge to what extent the topics related to values find proper exposure through healthy discussions in the class-rooms, the actual observation of the transaction of value-related topics has to be done. While technological advances are wont to throw up all kinds of questions about pedagogical practices and the evolution of the learning environment, the role of values in education gets far less attention. This seems strange, given that developmental basic set of values has always been a cornerstone of a students’ education. Contemporary formal education is forced to meet the demands to improve both the quantity as well as the quality of education with regards to character building and value education. Such demands are based on the fact that moral decline is so severe, not only amongst students in schools and campuses, but even amongst the nations ‘leaders. Value education then is regarded as a solution to tackle this issue and it is finally accommodated by the state and put into force by way of regulation.

1. Curriculum and
Role of Values
Madiha Hooth andTehminaAdil

2. Surah Teen

3. ‫ہم‬‫ہںی‬ ‫مسھجتے‬ ‫بطی‬‫ض‬ ‫قابل‬ ‫تابںی‬‫ک‬ ‫لک‬ ‫اییس‬
‫کہ‬‫ہںی‬ ‫مسھجتے‬ ‫خبطی‬ ‫کو‬ ‫ابپ‬ ‫لڑےک‬ ‫ےک‬ ‫پڑھ‬ ‫کو‬ ‫جن‬

5. What are
Values?
Values are principles that guide
behaviour.
values, ethics, morality, and
Akhlaq

6. Introduction
One of the key emerging trends in education
is an emphasis on the holistic development of
students through different educational
experiences.

7. What is holistic
development?
 Holistic development focuses on development of
students’ potential through creating a sense of
personal identity, with strong and positive
connections with the community, nature and the
world in line with humanitarian values that
promote social cohesion and harmony through
the attributes of compassion, peace, respect and
tolerance.

8. Quaid e Azam in
his address in the
Pakistan
Educational
Conference, held
in Karachi on 27th
November, 1947
stated:
‘There is no doubt that the future of our
State will and must greatly depend upon
the type of education and the way in which
we bring up our children as the future
servants of Pakistan. Education does not
merely mean academic education, and even
that appears to be of a very poor type. What
we have to do is to mobilize our people and
build up the character of our future
generations”

9. The NEP 2009
“Our education system must provide
quality education to our children and youth
to enable them to realize their individual
potential and contribute to development of
society and nation, creating a sense of
Pakistani nationhood, the concepts of
tolerance, social justice, democracy, their
regional and local culture and history
based on the basic ideology enunciated in
the Constitution of the Islamic Republic of
Pakistan.”

10. Role of
Curriculum in
Holistic
Development
Education plays a critical role in shaping
the lives of the nation’s future citizens. To
play this role effectively, the intellectual,
personal, social and educational needs of
students must be addressed at the same
time.
Curriculum sets the direction and
roadmap for the acquisition of requisite
knowledge, skills, attitudes and values to
provide a firm foundation to all learners
for participation in the social and
economic affairs of the nation.

11. Continued…
The curriculum holds the capacity to integrate
more than pure subject content.
 There are several cross cutting areas including
skills and values.
 Cross cutting themes include core ethics and
values, democratic values, human rights, peace
education, local and global citizenship,
education in emergencies, health education,
gender equality, respect for diversity,
environmental education.

12. ANALYSIS OF
EXISTING
CURRICULUM
 Incredible scientific and technological
advancements but future of humanity
because of 'value-crisis'.
 It is quite discouraging to see the
present status of education which
makes every effort to nourish the
intellect of the child but at the cost of
'humanity'.

13. History of value
based
education
Wholeness development of mankind has
been from the memorial time a prophetic
mission, It is clearly recorded that the
Prophet Mohammad ‫ﷺ‬ was a dynamic
model, giving appropriate guidance and
consultations to entire mankind, and
addressing immoral practices, the role
that a school curriculum today has taken
to mold the young people in an
acceptable manner.

14. Continued…
 In ancient and medieval society ,
religion had its way over society.
Thus such education was imparted to
the students which was religious in
nature.

15. Iqbal on Moral
Education
‫بق‬‫س‬‫اک‬ ‫جشاعت‬ ،‫اک‬ ‫عدالت‬ ،‫اک‬ ‫صداقت‬ ‫پڑھ‬ ‫پھر‬
‫امامت‬ ‫یک‬ ‫یا‬‫ن‬‫د‬ ‫اکم‬ ‫ےس‬ ‫تھج‬ ‫گا‬ ‫جاۓ‬ ‫یا‬‫ل‬‫اک‬
‫شاکیت‬‫رب‬ ‫ای‬ ‫مجھے‬ ‫ےہ‬!‫مکتب‬ ‫ندان‬‫و‬‫خدا‬‫ےس‬
‫اک‬ ‫بازی‬‫ک‬‫خا‬ ‫ہںی‬ ‫رےہ‬ ‫دے‬ ‫کو‬ ‫چبوں‬ ‫شاہںی‬ ‫بق‬‫س‬

16. Content of
Value
Oriented
Curriculum
 Activities
 Games
 Class-room debates and
discussions
 Value- Based Lectures
 Creating Situations
 Stories with Morals
 Value-Based Quotations
 Sharing views of great
personalities
 Acquainting the students
with rich national culture
 Acquainting the students
with national problems and
demanding solutions based
on values
 Imparting knowledge of
rights along with
responsibilities
 Providing meaning of
values like Responsibility,
Peace, Humility, Co-
operation, Honesty, Non-
violence

17. Content of
Value Oriented
Curriculum
 Meditation Sessions, encouraging purity of thoughts
 Developing attitude of saying "No" to the wrong things
of life which need to shunned completely
 Asking students to maintain an Introspection Diary to
have a critical judgement of one's behavior and
actions as carried out in one's life
 Comparative studies of the men with and without
values to enable the students to realize the importance
of values through comparison