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Final Project Report

School education- A value building source- a

study among private vs government schools

Under the guidance of:

Dr. Pinaki Ghosh

Submitted by:

20 – Madhushree
28 – Praveer Shankar
31 – Arihant Jain
40 – Shivam Raj
1|Page 57 – Shishir Kumar

Department of
TABLE ON CONTENTS Content Page no.








Values education is the process by which people give values to others. It can be an activity
that can take place in any organization during which people are assisted by others, who may
be older, in a position of authority or are more experienced, to make explicit those values
underlying their own behavior, to assess the effectiveness of these values and associated
behavior for their own and others' long term well-being and to reflect on and acquire other
values and behavior which they recognize as being more effective for long term well-being
of self and others.

Values education can take place at home, as well as in schools, colleges, universities, jails
and voluntary youth organizations. There are two main approaches to values education,
some see it as inculcating or transmitting a set of values which often come from societal or
religious rules or cultural ethics while others see it as a type of Socratic dialogue[] where
people are gradually brought to their own realization of what is good behaviour for
themselves and their community.


India is in need of Value Based Education and Teaching System which inculcates among the
young students values that they need to imbibe and embalm within them.
We, the Indians, talk loud of our cultural heritage, we talk a lot of the characters of Ram,
Krishna, Raja Harishchandra, Sita, Savitri and for that matter many more, Buddha, Mahavir,
Kabir, Raidas, Chaitanya, Ramakrishna, Vivekananda, Ramanujan. Good that India have
these great men—god heads and godly as a part of our heritage. We have not to go out
anywhere to seek for ideals—we have them all in our mythology and history. But what is
needed is that they be not decorations on our walls but should be a source of
enlightenment within. And how would that enlightenment come—from where and in what
Value Based Education is the only means which can give to our young the right direction.
There is need for Value based Education System in India.
Anyone who stands on a pulpit to speak to the audience below is found to talk of high
principles, or moral conduct, of spiritual and cultural heritage of our country. Good that they
do it but in actuality we are coming across so many scams which smear the face of the
nation black. And it is our leaders—those who were given or were invested with the charge
of governing the nation have been found to be involved in these scams, are in and out of
jail, released on bail and again sent back behind the bars. What ideal are they—the
leaders— presenting to countries—corning-up generation the young minds—a very
distressing a spectacle. What right has such people to govern us, what right has they to be
leaders, when their own steps are going astray? In such a grim and graceless situation we
are obliged to give a deep thought how and in what manner the nascent are and growing
generation of the nation to be guided and oriented.
We hear it all around, that children in India are going astray. Newspapers report how a
fifteen year old boy has been the leader of a gang of auto-thieves. And all these auto-
thieves belong to the so- called high families. To get rich quick has been their ambition—not
hard work, not sustained pursuits of high order but just anything that can get them quick
returns in the form of good money—that has led them to these nefarious ways.
Ethics and values need to be imbibed among students.

Our country very much needs a value-oriented educational system. It is only at the level of
the primary education that such lessons need to begin. If the impressionable mind once gets
set to noble goals difficult would it is to lead him astray. It is not merely talking about great
men that the child would get oriented to values; the teacher has to play a major and a
decisive role in giving this lesson by precept as well as by example. It is the intellectual, the
physical, the emotional, the psychological parts of the child’s personality which would need
to be moulded and modeled.
There have been efforts to define the role of education in national life. The Radha Krishnan
Commission (1948-49); the Kothari Commission (1964-66); National Policy on Education
(1986); Ramamurthi Committee (1990); Central Advisory Board of Education Committee on
Policy (1992); Planning Commission Core Group on Value Orientation of Education (1992),
all have gone deep into the role that education plays and can play in designing and
developing the national characters.
A Parliamentary Committee which reviewed the progress on value-based education found
that the efforts of the last decade or more had failed to achieve any concrete results. The
programmes and policies have remained just on paper, just due to lack of coordination
between the different implementing agencies.
It may just be that the young boy or girl of today is better informed than what their parents
had been at their age. He or she may sound smarter with new knowledge but this is due to
the modern techniques to which he/she stands exposed and of which he or she has the
advantage. T.V., Internet, computer—these were not available to the parents. Computers
and the information received from them or the data fed by them may become outdated but
values once inculcated would remain a permanent acquisition for all life. Swami
Vivekananda once said, “If education is identical with information, libraries are the greatest
sages of the world and encyclopedias are `Rishis’.” There is something very much more than
mere information that has to be imparted to the young mind.
Value Based Teachings and Education is a field, the first teacher in which is the mother. It is
the mother who tends to lend the first lessons and it is on her that rests the foundation-
laying responsibility. What is right, what is wrong, what is true, what is false, what is
respectable and noble and what is not – it is the mother who imparts these lessons. Never
tell a lie—never – the mother should make the child learn that she would never scold him if
her child tells the truth even if the child had done some wrong. ‘Admit the wrong done and

you would be a nice child’—let the child develop this faith and he would never fall a victim
to falsehood. This is how slowly and gradually, step by step the lessons in morality can be
Then, when the child enters the school at the age now of four or five, the schools and the
teachers there has to give him lessons in universal brotherhood, respect for all religions,
feeling of honour for our great man, a sense of pride in our national flag. Along with these
the child be given lessons in dignity of labour—no work is mean or low—, self-dependence,
respect for the elders, concern for those who are handicapped or under-privileged.
In a vast nation like India with so many sections in the society, so many sects, so many
religions, so many regions, and so many languages the child has to be taught the lesson in
‘unity in diversity’. The daily morning prayer of the school should contain this lesson of
national oneness—this should not only be repeated every morning but its import and
meaning to be explained by the Principal or a teacher. Students be asked to come prepared
with a short-speech on this oneness of the nation—any of its aspects—and speak out to the
whole congregation after the prayer. Similar speeches everyday on different moral values
should be the first lesson given, not by any teacher but by students themselves, one each
day. Community lunch, when all would sit together and eat even sharing one another’s
lunch packet would give to them a sense of oneness, irrespective of class, caste or religion.
There need not be any special classroom lectures on Moral Values Based Education- these
values need to be taught through mutual interaction and inter-communion. It is never
needed to identify any particular religion or faith—God is one and we are all children of the
same God – that is the basic lesson that needs to be given.
Discipline is still a great lesson that has to be imparted. It is the teacher who himself or
herself should be an example of discipline and children would be the automatic learners.
These are values which do not need to be the part of any curriculum—they have to be the
part of the behaviour. Being any part of the curriculum can give rise to controversies; but
general behaviors showing respect to all religions, celebrating all festivals together, would
by itself be a lesson in national integrity.
It is necessary that in the Teacher’s Training Programme, Value Oriented Education
Programme, need to be highlighted so that the teachers are trained up to know their
mission and method.

Language controversies are also a great point of conflict. Let there be a compulsory three—
language formula in every school– English, Hindi and one other regional language—this
would be a common program for the Hindi speaking and non-Hindi speaking regions. Hindi
is the national language and this point would also become clear from the implementation of
this program.
Television, which is a craze for the young of today, should also be used to present value-
based programmes through skits, cartoon scripts and such other means.
NCC, boy scouts and guides programmes are also a helpful means of creating a
consciousness in discipline and co-working. The Parliamentary Committee has suggested
that this value-oriented educational programme should not be led only during the school
level but should be carried on further up to the level of higher education too as it is from
there that the nation’s political leaders, bureaucrats and army personnel would emerge.
It has yet not been finally thought off how and in what manner sex-education is imparted to
the young. But at least let them he made aware through posters and other means about
AIDs/HIV etc, and why and how people catch these fatal diseases would automatically be
explained. That is also a part of morality in society and the young should learn what is moral
and what is immoral. That is a necessary part of value based education. It need not be any
part of the curriculum but it is a lesson that they must learn through discussions and
Value Based Education, therefore, is a part of the Educational programme which cannot be
shelved or done away with. It has to be a part of life and life is a constant education and the
process of living is a process of learning.


Education which teaches you the following

 How to live life well?

 How to find happiness?
 How to make others happy?
 How to manage all kinds of people and happenings as well
 How to grow and succeed in the right manner?

But which is more important - Academic education or Value education????

Both are equally important.

Without formal education, you will not be able to read or write. Without these skills, you
cannot get a good job or manage even the simple things of daily living.

Value education is equally important. If a highly qualified, well-employed person does not
know how to behave properly, all that he or she does has little meaning and will not serve
him or her well. Fruitful education is the kind used for our welfare as well as that of others.
This can only happen only when you have both academic and value education.

The research is focused on school education and the extent of school education as a value
building source. The research is based on the value system between private and
government schools.

Private schools, also known as independent schools or non-state schools, are not
administered by local, state or national governments; thus, they retain the right to select
their students and are funded in whole or in part by charging their students tuition, rather
than relying on mandatory taxation through public (government) funding.

Government schools, also known as public schools are such educational institutions where
the management is totally under the state or central government and the school is provided
with subsidized fee structure and other subsidized amenities.

Thus this study will help to get an in depth knowledge of these schools and understand
the importance of value education and its impact on the students and their different areas
of growth and to know what is the difference in the values of private and government
school students.

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The topic clearly states that the following objectives need to be analyzed carefully
by applying different methods of research techniques. The objectives of this study are
categorized as follows:

a. The role of school in imparting value education to students.

b. The curriculum followed by the schools to promote and enhance value education.
c. The implementation of value education in schools.
d. The impact and learning of values amongst students.
e. The difference in values in the students of private and government school.

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To study and to collect information about various private and government schools
and to see the different values inculcated in the students

There two types of method for data collection such as primary data collection and
secondary data collection.

Primary Source of Data Collection:-

The following methods are to be used for primary data collection:-

1. Interview schedule
2. Semi-interview
3. Personal interview
4. Observation
5. Focus Group Discussion
6. Questionnaire
7. Case study

Secondary Source of Data Collection:

The following methods are to be used for secondary data collection:

 Reports of the various schools

 Documents and writings about the impact of education on value.
 Magazines or articles.
 Journals and Research paper from various researchers and authors.

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Details of the readings:

Name of the Govt. School No. Of student participants in No. Of teacher participants in
the survey the survey
Kendriya Vidyalaya (Doranda) 9 10
Kendriya Vidyalaya (Deepatoli) 9 10
Maheshwari Vidyalaya 3 4
Rajkiya Balika Vidyalaya 4 1

Name of the Private School

G & H High School 5 5
JVM Shyamli 5 5
DPS 5 5
Sapphire International 5 5
Taurian World School 5 5

Different sources of values:

Govt. School Private School

Moral Science, Ramayana, Mahabharat, Moral Science, Ramayana, Mahabharat,
Life on Buddha are the subjects in the Life on Buddha are the subjects in the
school.(included in curriculum) school.(included in curriculum)

Debate and elocution competition on Practical exposures to societal issues.

topic related to values.(only in KV’s)

Geeta Chanting. Debate and elocution competition on

topic related to values.

Regular Sessions of inspiring people.

Practical exposure to societal issues.
Participation of students in Geeta
Chanting, Helpage India Prograammes.

Donations for Flood Relief, old clothes

collection etc..

So from the sources of values the various qualities that have been taken into consideration
for our project is as follows:

• Responsibility

• Caring

• Self Discipline

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• Citizenship

• Honesty

• Integrity

• Courage

• Patriotism

• Conscience

• Compassion

• Emotional Growth

• Social Growth

• Service to others

• Commitment to God

Values Govt. School (in %) Private School (in %)

Responsibility 51 49
Caring 68 31
Self Discipline 54 46
Citizenship 20 80
Honesty 55 45
Courage 33 67
Patriotism 77 23

According to the survey done amongst students of both Private and Government school, we can say
that for the values that shape up the basic character of a student are tend to be found more in the
students of Government School.

48% of the students have these values in government school in compared to private school in which
46 % of the students have these values.

We have also conducted the rupee test, The Rupee test help us in finding out the no. of students
who are honest and at the same time with integrity.


• G&H High school passed this test with 80 % of the student being honest.

• 40% of the studends of Shyamli, DPS, Sapphire, Taurian passed this test.

• Kendriya Vidyalaya Hinoo as well as DipaToli passed this test with 83% of the students who
are honest and at the same time with integrity.

• Rajkiya Balika Uchh Vidyalaya and Maheshwari Vidyalaya did not pass the test.

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Importance of Moral Values among Govt. And Private Schools:

Through our study we have found out that 60% of the students studying in private schools agree to
that fact that moral values are important in shaping the character of an individual whereas 40% of
the students studying in govt. schools agree to that fact that moral values are important in shaping
the character of an individual.

Hence greater emphasis is given on moral values by the management of the private schools
towards its students.

Imparting value Education by the teachers to the students:

Private Schools Thinking about imparting value Education

G & H High School 15% staff they strongly agree, 20% on agrees, 30
were undecided, 25 % were disagreeing and 10%
were strongly.
Sapphire International
Taurian World School 40% of the staff strongly agrees that their
students are having values inculcated in them,
30% just agree, 15% are undecided and the rest
15% disagree.
JVM Shyamli
DPS 50% of the staff strongly agrees, 30% agree, 15%
undecided and 5% on disagree.

Govt. Schools Thinking about imparting value Education

Kendriya Vidyalaya (Doranda)
Kendriya Vidyalaya (Deepatoli) 40% strongly agree, 40% agreed, 20% were
undecided about it, 10% disagree and 5%
strongly disagree.
Maheshwari Vidyalaya
Rajkiya Balika Vidyalaya 20% of the staff strongly agrees on moral values,
30% agree, 25% were undecided, 15% disagree
and 10% strongly disagree.

From this table we can conclude that in most of the private and govt. schools teachers are
agreeing to the fact that for growing of values within the students proper imparting of value
education is very much essential.

Hence, creation of values is being emphasized more or less equally by the private and govt.
Schools but due to strict discipline the private schools are bit ahead.

The school authorities are of the opinion that imparting value education to the students has a
greater impact on creation of values within the students.

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• The overall analysis of the above research is, in spite of having limited resources and
infrastructure the government school still have an upper edge when it comes to some

• We may come to the conclusion that the values a child learns in his family and society is
more than what he learns in his or her school.

• The economic backgrounds of the students also have an effect on the values inculcated in

• Now we can say that in terms of values according to teachers private school students have
an upper edge when compared with government students.

• Values that shape up the personality of a student are more in students of private school.

• Values that are inculcated via character education are more in students of government

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