Taking into consideration
the moral degeneration in the society at all levels, we have to implement a system
which can uproot this degeneration from the root level of the society.
The only method can be to
impart education with moral values compulsory at levels of education in
schools, institutions and universities.
Irrespective of the type of
education, every student must be provided opportunity to learn about the values
to be practiced in their life so that they create a value based society free
from all types of moral degeneration.
As a first step, this moral –
spiritual education should become part of our Constitution so that it is
implemented by every state of India.
THE
CONSTITUTION OF INDIA (ON EDUCATION)
21A. Right to education
........................ 11
41. Right to work, to
education and to public assistance in certain cases .......... 22
45. Provision for free and
compulsory education for children .................... 23
28. (1) No religious
instruction shall be provided in any educational institution wholly maintained
out of State funds.
(2) Nothing in clause (1)
shall apply to an educational institution which is administered by the State
but has been established under any endowment or trust which requires that
religious instruction shall be imparted in such institution.
(3) No person attending any
educational institution recognised by the State or receiving aid out of State
funds shall be required to take part in any religious instruction that may be
imparted in such institution or to attend any religious worship that may be
conducted in such institution or in any premises attached thereto unless such person
or, if such person is a minor, his guardian has given his consent thereto.
41. The State shall, within
the limits of its economic capacity and development, make effective provision
for securing the right to work, to education and to public assistance in cases
of unemployment, old age, sickness and disablement, and in other cases of
undeserved want.
46. The State shall promote
with special care the educational and economic interests of the weaker sections
of the people, and, in particular, of the Scheduled Castes and the Scheduled
Tribes, and shall protect them from social injustice and all forms of
exploitation.
(c) an equitable arrangement
providing adequate facilities for technical education and vocational training,
and adequate opportunities for employment in services under the control of the
State Government, in respect of all the said areas, subject to the requirements
of the State as a whole.]
3[6. Powers of the District
Council to establish primary schools, etc.— (1) The District Council for an
autonomous district may establish, construct,or manage primary schools,
dispensaries, markets, 4[cattle pounds], ferries,fisheries, roads, road
transport and waterways in the district and may, with the previous approval of
the Governor, make regulations for the regulationand control thereof and, in
particular, may prescribe the language and the manner in which primary
education shall be imparted in the primary schools in the district.
25. Maritime shipping and
navigation, including shipping and navigation on tidal waters; provision of
education and training for the mercantile marine and regulation of such
education and training provided by States and other agencies.
64. Institutions for
scientific or technical education financed by the Government of India wholly or
in part and declared by Parliament by law to be institutions of national
importance.
2[25. Education, including
technical education, medical education and universities, subject to the
provisions of entries 63, 64, 65 and 66 of List I; vocational and technical
training of labour.]
National policy on Education – 1986 ( On Value Education)
8.4 The growing concern over the erosion of essential
values and an increasing cynicism in society has brought to focus the need for
readjustments in the curriculum in order to make education a forceful tool for
the cultivation of social and moral values.
8.5 In our culturally plural society, education should
foster universal and eternal values, oriented towards the unity and integration
of our people. Such value education should help eliminate obscurantism,
religious fanaticism, violence, superstition and fatalism.
8.6 Apart from this combative role, value education has
a profound positive content, based on our heritage, national and universal
goals and perceptions. It should lay primary emphasis on this aspect.
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